Oct 18, 2022 School Board Regular Meeting

GOOD EVENING. THE TIME IS NOW.

[1. CALL TO ORDER]

[00:00:02]

MADAME SECRETARY, DO WE HAVE A QUORUM? WE DO. THANK YOU.

WE WILL NOW MOVE INTO CLOSED SESSION.

[3. CLOSED SESSION]

AND WE WILL RECONVENE IN OPEN SESSION AT APPROXIMATELY 7:00.

THANK YOU ALL FOR COMING.

WE WILL SEE YOU AGAIN IN A BIT.

TIME IS NOW 7 P.M.

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

GOOD EVENING AND WELCOME TO THE EANES ISD BOARD MEETING.

I AM VERY GLAD YOU ARE HERE.

THANK YOU FOR COMING.

I THINK I CAN SPEAK FOR THE BOARD WHEN I SAY WE ARE LOOKING FORWARD TO A GOOD MEETING TONIGHT.

NOW, I HAVE A COUPLE OF THINGS TO COVER REAL QUICKLY.

FIRST, THE PURPOSE OF TONIGHT'S MEETING IS FOR THE BOARD TO DELIBERATE AND VOTE ON MATTERS LISTED ON ITS AGENDA.

THE DISTRICT IS COMMITTED TO TREATING EVERYONE HERE WITH RESPECT, AND WE EXPECT THE SAME IN RETURN.

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

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

FIVE SPEAKERS HAVE SIGNED UP AND EACH SPEAKER WILL HAVE 3 MINUTES TO SPEAK.

LAST THING IN THE EVENT OF AN EMERGENCY, PLEASE NOTE THE EXIT NEAREST TO YOU.

IF THE NEED ARISES, PLEASE HEAD TO THE EXIT NEAREST YOU IN AN ORDERLY MANNER.

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

SO PLEASE LET ME READ THE EANES ISD MISSION STATEMENT.

[5. EANES ISD MISSION STATEMENT]

EVERY PERSON EVERY DAY.

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

PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE.

THANK YOU. WE WILL NOW GO INTO THE REPORTS SECTION OF OUR MEETING.

[ 7. REPORTS]

JEFF ARNETT. ALL RIGHT, THANK YOU, MR. SPRADLEY. GOOD EVENING, EVERYBODY.

I HAVE SOME GOOD NEWS TO BEGIN WITH TONIGHT.

WE WANT TO THANK HEB, WHICH ONCE AGAIN PROVIDED FLU SHOTS TO OUR EMPLOYEES.

NOT SURE WHAT TO MAKE OF MRS. RYAN'S EXPRESSION IN THIS PHOTO, BUT AT LEAST SHE GOT HER FLU SHOT.

HEB AND THE CLINIC THAT THEY WORKED WITH CAME TO EVERY CAMPUS, THE DISTRICT OPERATIONS CENTER AND THE CENTRAL ADMIN THIS YEAR.

THEY ADMINISTERED OVER 300 FLU SHOTS TO OUR EMPLOYEES.

SO AGAIN, THANK YOU TO H-E-B FOR HELPING TO KEEP OUR STAFF HEALTHY.

AND THEN NEXT OUR OWN TRAVIS COUNTY SCHOOL RESOURCE OFFICERS PROVIDED STOP THE BLEED TRAINING TO ABOUT 25 STAFF ON FRIDAY, OCTOBER THE SEVENTH.

WE HAVE STOPPED THE BLEED KITS AVAILABLE ON EACH CAMPUS IN MULTIPLE LOCATIONS PER STATE LAW.

WE ALSO ARE OFFERING THE TRAINING TO IN THE FUTURE TO OUR SEVENTH GRADERS AND FOR THOSE INTERESTED.

SO WE HAVE A LOT OF GREAT STAFF WHO ARE PARTICIPATING IN THIS VERY IMPORTANT TRAINING.

AND THANKS AGAIN TO OUR TRAVIS COUNTY SCHOOL RESOURCE OFFICER.

AND THEN AFTER WINNING THE DISTRICT 20 6A CHAMPIONSHIP, OUR WEST WESTLAKE TEAM TENNIS ALSO TOOK THE BI- DISTRICT CHAMPIONSHIP.

THE CHAPS DEFEATED MCNEIL AND CLARK IN AREA CHAMPIONSHIP THE LAST THURSDAY.

THEY PLAYED WESTWOOD THIS AFTERNOON IN THE QUARTERFINALS.

WE'RE STILL AWAITING THOSE RESULTS, BUT VERY PROUD OF OUR TENNIS TEAM.

AND THEN FINALLY, WITH CROSS COUNTRY, BLAIR JOHNSON TOOK FIRST PLACE IN THE DISTRICT CROSS COUNTRY MEET WHILE ANDREW BUCKLE FINISHED EIGHTH OVERALL, BOTH WILL ADVANCE TO REGIONALS IN CORPUS CHRISTI ON OCTOBER THE 24TH.

BOTH OUR VARSITY CROSS COUNTRY TEAMS FINISHED FOURTH IN THE DISTRICT OVERALL.

SO GREAT JOB IN THAT COMPETITION.

AND THAT CONCLUDES THE SUPERINTENDENT'S REPORT.

ANY QUESTIONS THIS EVENING? ANY QUESTIONS. THANK YOU, DR.

ARNETT. THANK YOU.

SO NEXT, WE GET THE PLEASURE OF DOING OUR CAMPUS CONNECTIONS.

DIANE PARKS AND KATHLEEN SULLIVAN ARE JOINING US.

SO WE'RE EXCITED. WE GET TO WE ENJOY HEARING THESE REPORTS FROM THE CAMPUSES.

SO WELCOME.

THANK YOU FOR COMING.

I WILL TURN IT OVER TO YOU TO TO WRESTLE OVER WHO GOES FIRST.

PERFECT, PERFECT.

WE'LL DO WESTRIDGE. THE PRESENTATION DECIDED.

YEAH, SO IT'S ALWAYS FUN TO BE ASKED TO COME AND SHARE COOLNESS WITH YOU GUYS.

AND IT'S ALWAYS QUITE HONESTLY DIFFICULT TO FIGURE OUT WHAT.

BUT THE FIRST THING THAT POPPED INTO MY HEAD WAS WHAT WE HAD PLANNED FOR OCTOBER SEVEN.

[00:05:04]

AND THE MOST THE PEOPLE WHO HAVE THE MOST DIRECT ACCESS TO OUR KIDS AND HAVE THE MOST DIRECT IMPACT IS OUR STAFF.

SO IT'S REALLY IMPORTANT THAT WE INVEST IN OUR STAFF AND GROW OUR STAFF.

SO ANYWAY, YOU ALREADY KNEW ALL OF THAT.

BUT THAT'S A LITTLE BACKGROUND FOR ACTUALLY WHAT I THINK BOTH OF US ARE GOING TO END UP TALKING ABOUT.

SO, OH, IS THAT THE CLICKER? NICE. SO WHAT WE DID ON OCTOBER 7TH, JUST TO GIVE A LITTLE CONTEXT, LAST YEAR WE SPENT A LITTLE BIT OF PD TIME TALKING ABOUT SCENARIOS, SCENARIOS OF DIFFERENT SITUATIONS THAT WE NEED TO ADDRESS A BEHAVIOR BY A KID THAT'S NOT OKAY, BUT NOT MUCH.

AND ONE OF THE FIRST THINGS THAT HAPPENED IS OUR EQUITY TEAM DECIDED, OH, MY GOSH, WE NEED TO SPEND MORE TIME TALKING THROUGH SCENARIOS BECAUSE THAT IS A TERRIFIC WAY FOR US TO HANDLE THEM BETTER LATER.

SO THERE WAS THAT LAST YEAR.

AND THEN ON AUGUST 10TH, WE GOT TO SPEND TIME WITH NICOLE TUCKER SMITH WITH LESSONCAST, AND SHE TALKED US THROUGH CREATING BRAVE SPACES FOR OUR KIDS IN EACH CLASSROOM.

AND THAT BRAVE SPACE IS A SPACE WHERE EVERY KID FEELS LIKE THEY BELONG, WHERE THEY FEEL LIKE THEY HAVE A VOICE, WHERE THEY FEEL LIKE THEY'RE HEARD AND FEEL READY AND WILLING TO TO TRULY ENGAGE AND PARTICIPATE.

AND SHE LEFT US WITH A LOT OF RESOURCES, BUT TWO OF WHICH WE ACTUALLY USED DURING OUR TIME.

AND THAT'S A THAT WAS A HANDOUT ABOUT BOTH CALLING IN STUDENTS TO A CONVERSATION AND CALLING OUT POOR BEHAVIOR.

SO WE SORT OF COUPLED OUR LEARNING LAST YEAR AND THEN THAT LEARNING ON OCTOBER 10TH AND OUR EQUITY TEAM CAME UP WITH WHAT WE DID THE MORNING OF OCTOBER 7TH.

WE STARTED EVERYBODY ALL TOGETHER IN THE CAFETERIA TO PROVIDE A LITTLE CONTEXT BECAUSE WE HAVE NEW FOLKS THAT HAD NO CLUE WHERE THIS WAS COMING FROM.

SO WE FILLED THEM IN ON THAT.

AND THEN WE BROKE INTO SMALL GROUPS AND EACH GROUP WAS FACILITATED BY A COUPLE OF OUR EQUITY TEAM MEMBERS, AND EACH GROUP HAD ABOUT 15 OR SO FOLKS.

AND JUST AN EXAMPLE OF A SCENARIO THAT THEY TALKED THROUGH IS.

ITS FIRST DAY BACK AFTER WINTER BREAK.

AS YOU'RE WALKING TO THE LIBRARY DURING ONE OF THE LUNCHES, YOU OVERHEAR A GROUP OF STUDENTS TALKING ABOUT CHRISTMAS GIFTS.

SOME OF THEM START TO MAKE FUN OF ONE GUY BECAUSE HE DIDN'T GET ANY GIFTS.

WHAT DO YOU DO? SO THAT'S THAT'S JUST AN EXAMPLE OF SOMETHING THAT OUR TEACHERS TALKED THROUGH TOGETHER TO KIND OF SAY, WELL, WHAT DID YOU DO? HOW WOULD YOU HANDLE IT? THEN WE CAME BACK TOGETHER IN THE CAFETERIA AFTERWARDS, JUST KIND OF SHARE OUT WHAT SOME OF THE BIG SOME OF THE BIG LEARNINGS AND TAKEAWAYS WERE.

AT THAT TIME.

THE BIGGEST THING THAT WAS SAID OVER AND OVER IN 5 MILLION DIFFERENT WAYS WAS YOU GOT TO SAY SOMETHING.

THE WORST THINGS WE CAN DO AS ADULTS IN OUR KIDS LIFE IS NOT TO SAY IS TO NOT SAY ANYTHING WHEN WE KNOW THAT SOMEBODY'S FEELINGS MAY HAVE BEEN HURT.

SO THAT WAS A BIGGIE.

THE OTHER THING THAT WE REALLY TALKED ABOUT, TOO, IS THAT THE VAST MAJORITY OF OUR KIDS ARE ABSOLUTELY AMAZING AND THE MAJORITY OF OUR KIDS, THE MAJORITY OF THE TIME ARE VERY, VERY KIND.

AND THEY'RE ALSO KIDS.

AND KIDS MAKE MISTAKES JUST LIKE WE DO AS ADULTS.

AND IT'S IMPERATIVE THAT WE HELP THEM LEARN FROM THOSE MISTAKES.

AND WE RECOGNIZE THE FACT THAT OUR KIDS AT WESTBRIDGE AND HERE IN EANES ARE THE FUTURE LEADERS OF THIS WORLD.

AND THEREFORE, IT'S EVEN MORE IMPORTANT FOR OUR WHOLE WORLD NOT TO GO A LITTLE CRAZY.

BUT IT'S TRUE. OUR WHOLE WORLD IS DEPENDING ON US TO TO MAKE SURE WE'RE PRODUCING THE BEST HUMAN BEINGS WE CAN.

WE ALSO TALKED ABOUT PHONE AND FRIEND.

IF YOU'RE NOT QUITE SURE HOW TO HANDLE SOMETHING, IT'S TOTALLY COOL TO ASK FOR ADVICE.

ASK YOUR NEIGHBOR, ASK YOUR ASSISTANT PRINCIPAL OR COUNSELOR PRINCIPAL, WHOMEVER.

LAST BUT NOT LEAST, THERE'S NO ONE QUICK AND EASY ANSWER.

AND IT'S NOT IT'S NOT ALWAYS SIMPLE, BUT THAT'S OKAY.

WE'LL DEFINITELY FIGURE IT OUT TOGETHER.

AND ALL OF THAT IS GENERATED BY OUR TEACHERS CONVERSATION, NOT ME.

WE AGREE THAT OUR ULTIMATE GOAL IS TO CREATE A SPACE WHERE EVERY SINGLE WILDCAT FEELS THEY BELONG.

AND THAT NOBODY, NO PERSON, WHETHER IT'S A STUDENT, PARENT, STAFF, WHOMEVER, WHEN THEY WALK THROUGH THE DOORS AT WESTRIDGE, OUR GOAL IS THAT THEY DON'T NOBODY FEELS LIKE THEY HAVE TO CHECK THEIR IDENTITY AT THE DOOR.

[00:10:04]

AND I HAVE HUNG ON TO IT BECAUSE I THINK IT SAYS IT WELL.

WE AGREE THAT THE MORE WE TALK THROUGH THINGS LIKE THIS, THE BETTER JOB WE WILL DO OF NAVIGATING IT WHEN IT COMES UP.

JUST TO, SO THAT'S WHAT WE DID THE MORNING OF OCTOBER 2ND, UM SECOND, SEVENTH.

AND HERE'S I'M NOT GOING TO READ THE FEEDBACK TO YOU.

YOU CAN READ, BUT THERE'S A FEW RESPONSES TO WHAT WAS THE BEST PART ABOUT THIS TIME.

ANOTHER TEACHER RESPONDED SOMETHING ALONG THE LINES OF I ACTUALLY LEARNED ABOUT SOME PHRASES THAT I DIDN'T REALIZE WERE WERE RACIST OR WERE DISCRIMINATORY.

SO WE AS ADULTS CAN CERTAINLY LEARN EACH DAY AS WELL.

AND THEN THE, ALSO HAVE TO ASK WHAT WE COULD HAVE DONE BETTER.

YOU CAN SEE ANYTIME WHAT YOU COULD DO BETTER IS GIVE ME MORE OF IT.

THAT'S PRETTY GOOD SIGN.

SO I WAS PRETTY PUMPED ABOUT THAT.

THERE WAS ONE PERSON THAT WAS A LITTLE DISTURBED BY THE FACT THAT THREE OR FOUR PEOPLE DOMINATED THEIR CONVERSATION, WHICH IS ALWAYS A CHALLENGE WITH THIS GROUP.

BUT I THOUGHT THAT WAS A PRETTY GOOD SIGN THAT IT WAS TIME WELL SPENT.

SO THAT'S OUR WESTRIDGE CAMPUS CONNECTIONS.

THANK YOU DIANE, ANY QUESTIONS FROM THE BOARD? THANK YOU FOR TAKING THE APPROACH YOU DID AND TALKING THROUGH THE SCENARIOS.

I KNOW THAT FOR SEVERAL YEARS OUR STAFF HAVE BEEN ASKING FOR MORE PRACTICE AND MORE THOUGHTFUL PREVIEW OF WHAT COULD COME UP AND WHAT HAS COME UP AND SHARING THAT WITH EACH OTHER.

SO GREAT APPROACH.

WAY TO GO. THANKS.

THANKS. ELLEN KIND OF STOLE WHAT I WAS GOING TO SAY.

I THANK YOU, THIS IS WONDERFUL.

AND I'VE HEARD THE SAME THING OVER AND OVER FROM TEACHERS IN OUR DISTRICT THAT THEY WANT MORE OF THIS TYPE OF TRAINING, THIS TYPE OF COLLABORATIVE WORK.

AND I'M A BIG BELIEVER IN LEARNING BY DOING AND THAT'S KIND OF MODELS THIS.

SO THANKS FOR LEADING THAT WITH YOUR STAFF.

THANK YOU. ANY OTHER QUESTIONS? YEAH HEATHER.

HAVING HAD ONE WILDCAT ALREADY GO THROUGH AND ANOTHER ONE CURRENTLY THERE, I WOULD JUST LIKE TO SAY THAT, YOU KNOW, WHAT YOU'RE DOING IN THIS IMPORTANT WORK IS REALLY TRICKLING DOWN TO THE STUDENTS AND MAKING A DIFFERENCE.

AND SO THANK YOU FOR DOING THAT.

THANK YOU HEATHER. IF THERE'S NO MORE QUESTIONS, I'LL JUST ADD.

I'M I, TOO, AM GRATEFUL.

I'M ALWAYS VERY MINDFUL OF WE'RE NOT ALL IN THE SAME PLACE WHEN WE WALK INTO THESE CONVERSATIONS.

AND I APPRECIATE THE ABILITY FOR FOR PEOPLE TO BOTH FOR PEOPLE TO HELP EACH OTHER GIVEN THAT CHANCE.

AND IT SOUNDS LIKE THAT WAS A GOOD OPPORTUNITY FOR THAT AND IT BEING A SAFE SPACE FOR THOSE WHO MIGHT NOT QUITE UNDERSTAND WHAT WE'RE DOING OR WHAT THIS MEANS AND GETTING THE ABILITY TO HAVE THAT SAFE, SAFE SPACE TO BRING THAT UP AND TALK ABOUT THAT.

AND IT SOUNDS IT SOUNDS LIKE THAT'S.

DID YOU GET SOME OF THAT? ABSOLUTELY. YEAH. YEAH, I WAS I WAS THANKFUL THAT I GOT TO WANDER AROUND TO EACH OF THE GROUPS AND IT WAS PRETTY AMAZING CONVERSATION.

I WAS TRULY IMPRESSED BY HOW INVESTED AND ENGAGED OUR STAFF WAS AND ONE OF THE BIGGEST THINGS THEY SAID IS ASK, ASK YOUR NEIGHBOR.

LIKE, I MEAN, THAT'S IT'S OKAY TO DO THAT.

NONE OF US KNOW HOW TO DEAL WITH EVERY SINGLE SITUATION, INCLUDING ME.

SO IT'S TOTALLY OKAY TO PHONE A FRIEND.

THANK YOU, DIANE.

ANYTHING ELSE? ALL RIGHT, LET'S MOVE TO HILL COUNTRY.

DIANE, I COULDN'T LIVE WITHOUT HER.

SHE TURNED ON MY MIC FOR ME.

ALL RIGHT, SO, LIKE DIANE, I HAD KIND OF A HARD TIME NARROWING DOWN WHAT I COULD BRING TO YOU GUYS AND WANTED TO BRING SOMETHING DIFFERENT THAN SOME OF THE THINGS THAT YOU'VE HEARD. AND SO I WANTED TO SHARE WITH YOU SOMETHING THAT WE'VE STARTED AT HILL COUNTRY.

THIS IS A BIT OF A LONG PROCESS, SO WE'RE JUST DIPPING OUR TOES IN, BUT WE HAVE SOME EXCITING THINGS THAT ARE ALREADY HAPPENING.

SO LAST YEAR, AND I KNOW THAT YOU'VE PROBABLY HEARD THIS IN MULTIPLE PLACES, DIFFERENT CAMPUSES, DIFFERENT TEACHERS.

IT'S ALL A LOT OF DIFFERENT STUDENT BEHAVIOR.

OUR KIDDOS WERE BACK AT SCHOOL FOR THE FIRST TIME.

YOU KNOW, ALL DAY LONG IN PERSON.

[00:15:02]

FOR AN ENTIRE SCHOOL YEAR.

AND WE DEFINITELY SAW SOME SOCIAL EMOTIONAL.

WHAT'S THE BEST WORD? THEY JUST SORT OF WERE STUNTED IN SOME WAYS.

SO THINGS THAT WE SAW WAS THEY REALLY REQUIRED A LOT MORE TIME AND ATTENTION.

WHAT AN EIGHTH GRADER YOU MIGHT EXPECT FROM A MATURATION PERSPECTIVE.

NORMALLY BRING TO THE TABLE.

WE WERE SEEING THAT THEY NEEDED A LOT MORE CUES, A LOT MORE VERY EXPLICIT TEACHING.

ACADEMIC PERFORMANCE REQUIRED ADDITIONAL SUPPORT.

A LOT OF IT WAS MORE ABOUT MANAGING ASSIGNMENTS AND STUDYING AND THINGS LIKE THAT BECAUSE, YOU KNOW, WE HAD TO REALLY ADJUST THE WAY WE TAUGHT WHEN WE WERE NOT ALL IN PERSON. STUDENTS NEEDED MORE SUPPORT.

WE WE TALKED ABOUT COUNSELORS NEEDING WE NEEDED MORE COUNSELORS.

A MENTAL HEALTH ISSUES WERE REQUIRING SOME PRETTY SIGNIFICANT INTERVENTION.

WE SAW A LOT MORE VERY, VERY UPSET AND STUDENTS IN CRISIS THAN WE REALLY HAD EVER SEEN BEFORE.

BECAUSE OF THAT, WE WERE TRYING TO BRAINSTORM HOW DO WE ADDRESS THIS? THE SYSTEMS THAT WE CURRENTLY HAVE AREN'T.

WE'RE DOING OKAY, BUT THEY NEED MORE.

SO WE STARTED KIND OF EXPLORING AND STUMBLED ACROSS A PROGRAM CALLED LEADER IN ME, AND IT'S AN EVIDENCE BASED MODEL THAT BUILDS LEADERSHIP AND LIFE SKILLS AND STUDENTS, CREATES A HIGH TRUST CULTURE, AND IT LAYS A FOUNDATION FOR SUSTAINED ACADEMIC ACHIEVEMENT.

THERE ARE OVER 5000 LEADER IN ME SCHOOLS ACROSS THE UNITED STATES AND THEN ACROSS 50 COUNTRIES.

IF YOU ARE FAMILIAR WITH STEPHEN COVEY, THIS IS STEPHEN COVEY TAKEN TO THE SCHOOL.

AND SO HAVING BEEN FAMILIAR WITH STEPHEN COVEY MYSELF, I WAS LIKE, OKAY, THIS LOOKS COOL.

SO BROUGHT IN A TEAM AND WE STUDIED IT A LITTLE BIT AND THOUGHT, YOU KNOW, THIS IS SOMETHING THAT WE WANT TO INVEST IN.

BUT, YOU KNOW, YOU ALWAYS WANT TO MAKE SURE THAT YOU'RE NOT JUST JUMPING ON SOMETHING THAT SOUNDS GOOD TO YOU.

YOU WANT TO MAKE SURE DOES THIS HAVE SOME GOOD EVIDENCE THAT IT'S GOING TO BE A GOOD THING? AND SO THE DATA WAS OVERWHELMING.

THIS IS JUST ONE COMMENT FROM A RESEARCH RESEARCH THAT I READ.

TEACHERS AND PRINCIPALS IDENTIFIED LEADER IN ME IS MOST SIGNIFICANT ENGAGEMENT AND ACADEMIC IMPACT WAS THE WAY THAT THE PROGRAM IMPROVES STUDENTS ABILITY TO SET ACADEMIC GOALS, PLAND AND SELF-REGULATE THEIR LEARNING.

WE COULD DO THAT.

I THINK WE WOULD CHURN OUT SOME AMAZING ADULTS, JUST LIKE DIANE SAID, YOU KNOW, WE'RE CREATING OUR FUTURE.

AND IT'S INTERESTING BECAUSE EVEN OUR STUDENTS WHO ARE VERY HIGH ACHIEVING WHEN THEY HAVE A LOT GOING ON, THAT ABILITY TO PLAN AND MAP OUT, THEY CAN GET REALLY, REALLY BOGGED DOWN WITH.

SO, I WANT TO TELL YOU KIND OF WHAT WE'VE DONE THUS FAR AND WHERE WE ARE AT THE MOMENT.

THIS IS PROBABLY ABOUT A THREE YEAR ROLLOUT BEFORE IT'S REALLY FULLY INFUSED.

AND WE JUST BEGAN IN AUGUST.

THE FIRST THING THAT IS THE PROMISE OF THIS IS THE STAFF NEEDS TO UNDERSTAND AND KNOW STEPHEN COVEY'S SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE.

THEY NOT ONLY NEED TO UNDERSTAND IT AND KNOW IT, BUT THEY NEED TO LIVE BY IT.

AND SO WE TRAINED THE STAFF IN SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE.

IT WAS A TWO DAY TRAINING IN AUGUST, AND NOW WE ARE FIGURING OUT WAYS TO APPLY IT TO OURSELVES AND OUR EVERY DAY JUST LIFE AND PLANNING. WE ALSO CREATED SOMETHING CALLED A LIGHT HOUSE TEAM, AND THAT'S THE LEADERSHIP TEAM THAT'S GOING TO MOVE THE CAMPUS FORWARD.

AND WE HAD A DAY LONG SPECIALIZED TRAINING JUST AS A TEAM ABOUT HOW DO WE DO THIS, HOW DO WE MOVE THIS FORWARD? AND THIS TEAM COMPRISES FOLKS FROM EVERY GRADE LEVEL, FROM ALL VARIED SUBJECTS, BECAUSE I WANT TO MAKE SURE THAT ALL DIFFERENT VOICES ARE HEARD. AND WE WILL HAVE MULTIPLE DIFFERENT TRAININGS.

WE ALSO ADMINISTERED SOMETHING CALLED AN MRA, AND IT BASICALLY JUST KIND OF GAVE US AN OPPORTUNITY TO ASSESS WHERE WE ARE AS IT RELATES TO SOME OF THESE THINGS RELATED TO LEADERSHIP, SELF MANAGEMENT.

THE CULTURE CURRENTLY AT HILL COUNTRY, AND I DO BELIEVE THAT YOU GOT THAT IN YOUR PACKET, THE RESULTS OF THAT.

UM THE INTERESTING THING ABOUT THAT IS.

AT. WE HAVE NOT DONE ANY SPECIFIC LEADERSHIP TRAINING OF OUR STUDENTS, OF OUR STAFF.

AND SO THE FEEDBACK THAT WE GOT WAS A LITTLE UNCOMFORTABLE BECAUSE WE'RE USED TO GETTING REALLY, REALLY HIGH SCORES.

[00:20:06]

THE STAFF WAS TRAINED ON OCTOBER 7TH AND SOMETHING CALLED CORE ONE, AND THAT IS TRAINING US AS A STAFF TO FIGURE OUT, ALL RIGHT, HOW DO WE INTEGRATE ALL THESE MILLIONS OF RESOURCES THAT THEY HAVE IN LEADER IN ME TO TEACH OUR STUDENTS ABOUT THE SEVEN HABITS AND REALLY LIVING BY THOSE.

BUT IT'S VERY IMPORTANT THAT YOU HAVE STAFF CREATE THE PROCESS.

I COULD EASILY SIT DOWN AND GO, ALL RIGHT, WE'RE GOING TO DO THIS IN AUGUST WE'RE GOING TO TEACH THIS IN SEPTEMBER TO TEACH THIS.

BUT IN ORDER FOR IT TO BE SUPER IMPACTFUL AND EFFECTIVE, THE STAFF HAS TO BE PART OF THE CREATION OF THE PLAN WHICH IS A LITTLE UNCOMFORTABLE.

SO HERE YOU ARE, YOU'LL SEE THAT THIS WAS US ON AUGUST 7TH.

WE ARE COLLABORATING.

WE'RE WORKING IN TEAMS. WE'RE CREATING SOME OF THE PLANS AND PROCESSES THAT WE'LL BE DOING AS THIS YEAR GOES ON.

AND THERE'S ANOTHER ONE THAT WE JUST WORK IN.

THE CHALLENGE WAS WE HAD THREE DIFFERENT GROUPS.

THERE'S THREE DIFFERENT ACTION TEAMS AND THEY'RE BROKEN INTO THREE CATEGORIES.

YOU'VE GOT LEADERSHIP, CULTURE AND ACADEMICS.

AND EACH STAFF MEMBER IS ON ONE OF THOSE AT THE BEGINNING OF THE YEAR.

ALL MY FACULTY PICK A COMMITTEE THAT THEY WOULD LIKE TO BE A PART OF.

AND. THAT IS THE GROUP THAT THEY WILL WORK ON THINGS THROUGH THE CAMPUS.

SO WE TOOK THOSE ALREADY ESTABLISHED COMMITTEES AND FIT THEM INTO THE CATEGORIES THAT WE FELT MOST REPRESENTED THAT SO THAT WE DIDN'T HAVE TO TAKE ANOTHER PULSE OF WHAT DO YOU WANT TO DO.

AND THEY EACH TOOK ONE ITEM FROM THAT MRA.

ONE OF THE DESCRIPTORS THAT THEY FELT LIKE AS A CAMPUS, WE COULD IMPROVE UPON.

THAT WAS GOING TO BE A PRETTY EASY LEVERAGE ITEM.

AND THAT WE WOULD COMMIT TO DOING THIS SCHOOL YEAR.

SO YOU CAN SEE THE THREE DIFFERENT AREAS THAT.

TEAMS DECIDED THEY WANTED TO ADDRESS, AND THEN THEY GOT INTO GROUPS.

AND THESE GROUPS WERE LED BY MEMBERS OF THAT LIGHT HOUSE TEAM THAT I MENTIONED TO YOU WHO HAD RECEIVED TRAINING IN HOW WE WOULD GO ABOUT CREATING AN ACTION PLAN.

WE HAD ACTUALLY CREATED ONE ON OUR LIGHTHOUSE TEAM AND THEY WALKED GROUP THROUGH.

WHAT IS IT THAT WE WANT TO GET? WHAT STEPS ARE GOING TO NEED TO BE ACCOMPLISHED.

AND THEN WHAT'S THAT GOING TO LOOK LIKE AT THE END GAME? WHAT YOU KNOW, WHAT WHAT WILL THAT LOOK LIKE AT HILL COUNTRY THIS YEAR? SO EACH GROUP. I DID THAT.

IT WAS REALLY AMAZING TO GO FROM GROUP TO GROUP.

YOU CAN SEE RIGHT HERE, I'VE GOT A COUPLE OF THE LIGHTHOUSE TEAM MEMBERS THAT ARE JUST RECORDING WHAT THE STAFF WAS SAYING.

AND WE WENT OUR MEETING WENT OVER TIME THAT I HAD ALLOTTED BECAUSE OF THE AMOUNT OF TIME THEY SPENT REALLY WORKING AND COLLABORATING IN GROUPS AND REALLY BEING THOUGHTFUL ABOUT THE THINGS THAT THEY WANT US TO ACCOMPLISH AT HILL COUNTRY.

SO OUR NEXT STEP IS TO COME BACK TOGETHER AS A LIGHT HOUSE TEAM AND TAKE THESE THREE ACTION PLANS AND FIGURE OUT HOW DO WE ALIGN THEM ON A CALENDAR SO THAT IT IS MANAGEABLE AND PALATABLE.

BECAUSE WE CERTAINLY DON'T WANT TO DO TOO MUCH AT ONCE, AND WE WANT TO MAKE SURE THAT IT MAKES SENSE THE WAY IN WHICH WE'RE DOING IT.

AND SO THEN WE'RE GOING TO ROLL OUT THESE.

HANDS WITH THE STUDENTS.

IN THE MEANTIME.

CONTINUING OUR GROWTH AS STEPHEN.

STEPHEN COVEY. PARTNERS AND IMPLEMENTERS.

EACH STAFF MEMBER HAS SELECT SELECTED ONE OF THE FIRST THREE HABITS, AND THOSE ARE TO BE PROACTIVE.

BEGIN WITH THE END IN MIND AND PUT FIRST THINGS FIRST.

AND THEY ARE COMMITTED IN THIS NEXT MONTH TO INTEGRATING THOSE ORGANICALLY INTO THEIR CLASSROOMS. SO, FOR EXAMPLE, BEING PROACTIVE, YOU MIGHT HAVE A TEACHER SAY, ALL RIGHT, I NEED YOU TO GET OUT.

YOU KNOW, GET OUT YOUR GOOGLE CALENDAR.

LOOK AT THIS WRITING PROJECT WE HAVE THIS WEEK.

DO ON FRIDAY.

WHAT WORK ARE YOU GOING TO DO THIS WEEK? HOW ARE YOU GOING TO BE PROACTIVE TO MANAGE YOUR TIME AND LAY IT OUT? AND SO WE'RE HOPEFUL THAT JUST THROUGH SOME OF THAT NATURAL CONVERSATION, THEY'LL START TO INCLUDE THE STUDENTS WILL START TO INTEGRATE SOME OF THOSE VOCABULARY TERMS INTO THEIR OWN MIND WITHOUT EVEN KNOWING THAT THAT'S WHAT WE'RE DOING.

[00:25:03]

WE'RE JUST NOT QUITE THERE YET.

AND I WANTED TO TIE INTO, YOU KNOW, WE ALWAYS TRY TO TIE BACK INTO THE MISSION.

AND SO WE ASKED OURSELVES AND CONTINUE TO ASK OURSELVES AS WE'RE GOING THROUGH, DOES THIS UNITE US? AND WE THINK IT DOES BECAUSE IT'S GOING TO HELP US CREATE A COMMUNITY OF LEADERS.

DOES THIS EMPOWER FOLKS? IT'S GOING TO EMPOWER STUDENTS TREMENDOUSLY AND STAFF.

AND THEN DOES IT INSPIRE? AND ABSOLUTELY, TEACHING PEOPLE HOW TO PLAN AND ACHIEVE GOALS IS SUPER INSPIRATIONAL AND THE ENERGY IN THE ROOM ON OCTOBER 7TH, WHEN WE CREATED THOSE ACTION PLANS, WHICH I HAVE TO TELL YOU I WAS A LITTLE NERVOUS ABOUT.

IT WAS REALLY, REALLY AWESOME TO SEE.

SO WE'RE EXCITED TO CONTINUE THIS JOURNEY WITH OUR STAFF AND STUDENTS.

THANK YOU VERY MUCH.

QUESTIONS. THANKS AGAIN.

IT'S HARD TO GO INTO A PROCESS OF IMPROVEMENT WHEN YOU DON'T KNOW WHAT THE ANSWER IS GOING TO BE AND TO TAKE THAT STEP.

BUT TO DO IT BECAUSE, YOU KNOW, YOU WANT TO GROW NOT ONLY YOUR STAFF, BUT YOU WANT TO GROW YOUR YOUNGER PEOPLE AS WELL.

IT SOUNDS LIKE A REALLY WONDERFUL ADVENTURE AND IS CERTAINLY BACKED BY A LOT OF THE RESEARCH FROM THE COVEY FOUNDATION THAT HAS WORKED WONDERS IN MANY ORGANIZATIONS.

SO CONGRATULATIONS ON DIPPING THAT TOE IN THE WATER AND IT'LL BE I LOVE HOW YOU BROKEN IT DOWN INTO ACHIEVABLE GOALS IN YEAR ONE, AND I LOOK FORWARD TO THINGS FOR YEARS TO COME.

THANK YOU, ELLEN. THANK YOU FOR SHARING THAT.

I MEAN, TEACHING KIDS HOW TO SET AND ACHIEVE GOALS IS AMAZING AND IT'S SOMETHING YOU DO HAVE TO LEARN, SO I LOVE THAT Y'ALL ARE TAKING THE TIME TO DEDICATE TO THAT.

THANK YOU. I JUST THINK THAT WE ARE SO LUCKY HERE IN EANES ISD TO HAVE TWO AMAZING MIDDLE SCHOOLS WITH AMAZING PRINCIPALS.

AND, YOU KNOW, I THINK OUR KIDS I WAS JUST AT THE HIGH SCHOOL FOR SOMETHING LAST WEEK AND IT JUST BLOWS MY MIND HOW OUR KIDS ARE SO IMPRESSIVE AND THEY HAVE THESE EXECUTIVE FUNCTIONING SKILLS THAT I DON'T THINK A LOT OF ADULTS HAVE.

AND THEN THEY ARE SO ACCEPTING OF EACH OTHER.

AND YOU GUYS HAVE JUST HIGHLIGHTED TWO OF THE PROGRAMS THAT WE ARE DOING AND WHY OUR KIDS ARE THE WAY THAT THEY ARE.

AND, YOU KNOW, A LOT OF THAT SHOWS UP IN THE SCORES, BUT A LOT OF THAT JUST SHOWS UP IN THE FACT THAT THEY'RE GOOD PEOPLE WHEN THEY LEAVE US SO AND SO APPRECIATIVE OF ALL THE WORK THAT YOU LADIES ARE DOING.

THANK YOU HEATHER. I HAVE A COUPLE IF THERE ARE NO MORE.

SO FIRST OF ALL, IT OCCURRED TO ME.

SO THIS IS WHAT YOU'RE DOING ON THOSE STAFF DEVELOPMENT DAYS, RIGHT? YOU KNOW, A LITTLE INSIGHT INTO THAT.

SO THANK YOU. IT'S TIME WELL SPENT, IT SOUNDS LIKE.

THERE WAS ONE, SO WE SAW THE NUMBERS ON SOME OF THESE OTHERS OUT OF 100, I'M ASSUMING.

OR HOW IS THAT NUMBER? HOW DOES THAT WORK? YES.

SO THE SCALE IS OUT OF 100.

AND OUR HOPE IS THAT WHEN WE ADMINISTER THIS AGAIN LATER IN THE YEAR, THAT WE'LL HAVE SOME HIGHER SCORES.

OKAY, AND THEN I NOTICED THERE WAS ONE ON CULTURE THAT TALKED ABOUT STUDENTS HAVING A HIGH TRUST RELATIONSHIP WITH AT LEAST ONE TEACHER.

WAS THAT FROM THE TEACHER'S PERSPECTIVE? I'M ASSUMING YOU DIDN'T. DID YOU DID YOU POLL THE STUDENTS OR WAS THAT FROM THERE? SO WE SURVEYED STUDENTS AND STAFF.

WE HAVE NOT SURVEYED FAMILIES YET.

THAT IS PART OF THE PROGRAM, BUT WE DON'T FEEL LIKE OUR COMMUNITY HAS AN UNDERSTANDING YET ENOUGH TO ANSWER SOME OF THE QUESTIONS.

SO THIS DATA IS BASED ON STUDENT AND STAFF RESPONSE, AND WE DID.

THAT WAS ONE THAT REALLY BOTHERED THE STAFF AND THAT WAS ONE OF THE ONES THAT THEY CHOSE AS A GOAL.

THEY WERE VERY BOTHERED BY THAT ONE.

THE STUDENT, THAT THERE WAS A FAIR NUMBER OF STUDENTS WHO FELT LIKE THEY DID NOT HAVE A CONNECTION WITH ANYONE IN THE BUILDING.

YEAH, AND WE TALKED A LITTLE BIT ABOUT WAS IT SEMANTICS, WAS IT HIGH TRUST OR, YOU KNOW, THE QUESTIONS WERE WRITTEN IN SCENARIOS.

SO THERE WEREN'T ABSOLUTES.

AND THAT MAY HAVE BEEN A LITTLE TRICKY, TOO.

BUT NONETHELESS, THAT'S ONE OF THE ONES THAT THEY TOOK ON AS THAT'S DEFINITELY SOMETHING WE CAN AND WANT TO IMPROVE.

GOOD TO KNOW. IT ALSO STRUCK ME THAT.

SOME PEOPLE ARE HESITANT TO THINK OF THEMSELVES AS LEADERS.

SO WHEN YOU SAY LEADER AND ME, BUT WHEN YOU THINK ABOUT STAFF IN A SCHOOL, EVERYONE PROBABLY HAS SOME AMOUNT OF LEADERSHIP AT SOME TIME.

YOU'RE YOU'RE YOU'RE SITTING IN FRONT OF A CLASS OF STUDENTS OR DIRECTING A CHOIR OR WHATEVER THAT IS THE.

EVEN IF YOU DON'T THINK OF YOURSELF AS A LEADER OR IT ISN'T YOUR ASPIRATION TO BE THE LEADER, WE'RE ALL PROBABLY A LEADER AT SOME TIME.

[00:30:07]

THE LEADER IN ME, THE LEADER I NEED TO BRING OUT.

THANK YOU VERY MUCH.

ANYTHING ELSE? THANK YOU.

ALL RIGHT. WE WILL MOVE INTO OUR MONTHLY FINANCIAL REPORT.

MARIA, COMING UP TO GIVE US THAT.

Q MARIA, AND WHILE SHE'S DOING THAT, THE ROOM IS REACHING MEAT LOCKER STATUS.

NOW, I THINK YOU CAN FREEZE MEAT IN HERE.

I THINK IT'S BECAUSE IT'S BLOWING ON ME.

OKAY. ALL RIGHT.

A FEW THINGS I WANTED TO POINT OUT FOR THE MONTH OF SEPTEMBER THAT YOU MAY HAVE NOTICED.

FUND BALANCE AS OF SEPTEMBER 30TH, YOU CAN SEE THAT AT THIS POINT IT'S NEGATIVE.

AND THAT'S TYPICAL OF WHAT WE SEE AT THIS TIME OF YEAR.

WHAT WE DO THROUGHOUT THE YEAR IS WE DO RECORD THE EXPENDITURE RELATED TO RECAPTURE, AND SO RECORDING THAT EXPENDITURE ACCRUING FOR THAT EXPENSE EVERY SINGLE MONTH.

BUT OF COURSE THE ASSETS THAT OFFSET THAT EXPENSE HAVEN'T COME IN YET BECAUSE ALL OUR PROPERTY TAXES WILL START COMING IN DECEMBER AND WILL BE, YOU KNOW, MAINLY ALL COLLECTED BY THE END OF JANUARY.

SO AGAIN, JUST TYPICAL THAT WE SEE A NEGATIVE AMOUNT IN THAT FUND BALANCE.

AND THEN AS FAR AS TAXES ARE CONCERNED.

THE TAX REPORT THAT YOU SEE IN YOUR PACKET IS THE LAST REPORT YOU'LL SEE FOR THE 2021 TAX YEAR.

THE THE YEAR END FOR TAXES IS SEPTEMBER 30TH.

SO WHEN WE COME BACK NEXT MONTH, YOU'LL SEE THE 2022 TAX YEAR AND WE'LL START SEEING THE COLLECTIONS ON.

AND THEN AS FAR AS BUDGET AMENDMENTS, WE ONLY HAD VERY FEW BUDGET AMENDMENTS FOR THE GENERAL FUND.

AND AGAIN, THE NET EFFECT OF THOSE BUDGET AMENDMENTS WERE ZERO ON THE FUND.

HAVE ANY QUESTIONS. I HAVE.

I ALWAYS HAVE TO ASK ABOUT THE RECAPTURE JUST BECAUSE IT'S SO INFURIATING.

CAN YOU GIVE US A LITTLE HIGHLIGHT ON EXACTLY WHAT WE'RE PAYING AGAIN RIGHT NOW? SO WE DID IN THE BEGINNING OF OCTOBER, MADE AN ADDITIONAL PAYMENT FOR RECAPTURE FOR LAST YEAR.

AND SO THE TOTAL THAT WE PAID FOR LAST YEAR WAS 105.4 MILLION.

AND THEN WHAT WE HAVE BUDGETED FOR THIS YEAR IS 125 MILLION.

THANK YOU SO MUCH. IT'S UNFORTUNATE THAT WE HAVE TO SEND THAT MUCH TO THE STATE AND THAT IT DOESN'T ALL STAY IN OUR PUBLIC SCHOOLS.

THANK YOU. THANK YOU, HEATHER.

THANK YOU, MARIA. ARE YOU TURNING ON TO CHIME IN HERE? WELL, I'LL JUST SAY, AS MR. BURNETT AND MRS. MEEKER COMING UP TO ADDRESS THE NEXT PRESENTATION, THIS IS THE SECOND IN A SERIES OF PRESENTATIONS THAT OVERVIEWS WORK TOWARDS YOUR BOARD PRIORITIES. AND AS WE'VE INDICATED BEFORE, AS WE PREPARE FOR THE STRATEGIC SUMMIT IN JANUARY, WE'RE TRYING TO STAGE EACH OF THESE PRESENTATIONS SO THAT IT GIVES YOU MORE TIME TO DIGEST VERY SUBSTANTIAL INFORMATION.

AND THIS IS GOING TO BE AN EQUALLY SUBSTANTIAL REPORT TONIGHT.

SO I'LL TURN IT OVER TO.

MR. BURNETT AND MRS. MEEK.

THANK YOU. HOPEFULLY EQUALLY ENGAGING, TOO, SO.

SO WE'RE GOING TO WE'RE GOING TO KIND OF DIVE IN A LITTLE BIT.

WHAT I WANT TO DO TO START US OFF WITH IS JUST KIND OF SET A LITTLE BIT OF BACKGROUND.

WE'RE TAKING A LITTLE BIT DIFFERENT APPROACH THIS YEAR.

I THINK YOU CAN SEE THAT IN THE SLIDES OF OF KIND OF DATES THAT WE'VE DONE IN THE PAST.

AND THE REASON FOR THAT IS AFTER GETTING THE BOARD PRIORITIES AND WORKING WITH YOU ALL THAT SUMMIT LAST YEAR, HEATHER AND I STARTED REALIZING A LOT OF THESE THINGS ARE INTERDEPENDENT UPON THEM THEMSELVES.

YOU CAN'T PARSE THEM APART.

IT WAS VERY DIFFICULT FOR US ALSO TO SIT THERE AND SAY WHAT APPLIES TO MATH VERSUS WHAT APPLIES TO SOCIAL STUDIES.

AND SO WHAT WE QUICKLY REALIZED WITH OUR BOARD PRIORITIES AROUND THE GUARANTEED VIABLE CURRICULUM IS ALL OF OUR WORK IS CONNECTED.

WHAT WE DO SHOULD SUPPORT EACH OTHER AND SUPPORT THE WORK THAT HAPPENS IN ALL THE CLASSROOMS. I WANT TO SAY, AS WE GO INTO THIS, WE'RE GOING TO FOCUS A LOT ON WHAT HEATHER AND I HAVE DONE AND WHAT WE'VE DONE WITH OUR STAFF AND OUR EDUCATIONAL PARTNERS.

BUT IT'S ALSO IMPORTANT TO ACKNOWLEDGE THAT WE WE'VE WORKED REALLY HARD THIS YEAR WITH THE WHOLE CIA TEAM.

SO MATT AND EMILY AND THEIR EDUCATIONAL PARTNERS FOR SPECIAL ED ARE PART OF ALL OF THESE INITIATIVES, ARE PART OF ALL OF THESE PROCESSES THAT WE'VE WORKED TO IMPROVE OR EMBED IN OUR CURRENT PRACTICES.

THE SECOND PART IS WE'RE NOT GOING TO CHUCK THROUGH IT AND DO ONE PRIORITY AND TALK ABOUT WHAT WE ACCOMPLISHED FOR EACH ONE.

WE'RE GOING TO LOOK REALLY BIG GLOBALLY AND HOLISTICALLY.

[00:35:02]

THEY'RE NOT INDEPENDENT.

THEY ARE VERY DEPENDENT UPON THEMSELVES.

SO SOME OF THESE THINGS THAT WE HAVE WORKED ON, THEY DO RELATE TO SEVERAL OF THESE GOALS AND WE JUST, WE THOUGHT IT WOULD BE EASIER TO DO A GLOBAL PERSPECTIVE VERSUS THEN TRYING TO PULL THINGS OUT AND MAKING THINGS SEEM A LITTLE DISCONNECTED FROM EACH OTHER WHEN REALLY THEY'RE NOT.

BEFORE WE JUMP IN, WE REALLY WANTED TO KIND OF SET THE STAGE OF OUR FOCUS THIS YEAR HAS BEEN REALLY FOCUSING ON THE TEACHING AND LEARNING SYSTEM THAT WE HAVE IN PLACE. I THINK YOU HAVE ALL REALIZED OVER THE LAST COUPLE OF YEARS WE'VE HAD SOME DRAMATIC UPHEAVAL, WHETHER IT'S COVID, WE'VE HAD SOME SIGNIFICANT TURNOVER.

WE HAVE A LOT OF NEW TO PROFESSION, NOT JUST NEW TO EANES STAFF.

AND SO WHAT WE REALIZED IN LOOKING AT BOARD PRIORITIES AND CURRENT PRACTICES, WE REALLY NEEDED TO TAKE A STEP BACK AND LOOK AT OUR SYSTEMS. WE'RE GETTING A LOT OF GREAT OUTCOMES.

WE'RE PROUD OF THOSE OUTCOMES.

WE'RE PROUD OF THE THINGS HAPPENING AT CAMPUS.

BUT THERE ARE AREAS WE NEED TO IMPROVE.

THERE ARE SUBPOPULATIONS WITHIN STUDENTS THAT WE NEED TO GET BETTER AT.

THERE ARE PROGRAMS WE NEED TO DO BETTER WITH.

AND WHEN WE REALLY THINK ABOUT FOR ALL STUDENTS, WE REALLY MEAN ALL STUDENTS, NOT JUST 97%, 100%.

AND SO A LOT OF THIS WORK TODAY IS THE TERM I REALLY DON'T LIKE.

BUT A GOOD EXAMPLE IS MOVING FROM GOOD TO GREAT OR MOVING JUST A LITTLE THE NEEDLE JUST A LITTLE BIT FURTHER WITH CERTAIN KIDS.

AND SO WE'RE GOING TO TALK A LOT ABOUT SYSTEMS AND PROCESSES.

I THREW IN A BIOLOGY EXAMPLE FOR JENNIFER SO SHE SHE CAN CONNECT A LITTLE BIT THERE.

BUT JUST LIKE A GOOD RESPIRATORY SYSTEM, THERE ARE COMPONENTS OF IT THAT WORK TOGETHER FOR A DESIRED OUTCOME TO SUSTAIN LIFE, AND THAT'S THE TEACHING SYSTEM.

WE CAN PULL THOSE APART AND TALK ABOUT ASSESSMENTS OR CURRICULUM OR BEST INSTRUCTIONAL PRACTICE, BUT THEY'RE ALL VERY INTERDEPENDENT, WOVEN AND HEAVILY RELY ON EACH OTHER.

SO IF ONE PART OF THAT SYSTEM GETS OFF A LITTLE BIT, THE OTHER PART OR THE OTHER COMPONENT NEEDS TO MAKE UP OR READJUST FOR THAT.

SO A LOT OF TODAY IS ABOUT READJUSTING IN SOME AREAS, REFINING SOME OF OUR GREAT PRACTICES WE ALREADY HAVE AND JUST KIND OF TWEAKING WHERE WE NEED TO TWEAK SO THAT WE MAKE SURE THAT WE HAVE QUALITY OUTCOMES FOR ALL STUDENTS.

SO THAT'S MY OVERVIEW.

I'LL TURN IT OVER TO HEATHER TO GIVE A LITTLE MORE.

ALL RIGHT. HELLO, GOOD EVENING.

SO THIS IS A MODEL THAT SHOWS HOW WE ALIGN INSTRUCTION AND THE COMPONENTS OF THAT FOR OUR STUDENTS SUCCESS.

AND IN THE MIDDLE, YOU SEE THAT RED TRIANGLE, AND WE'RE ALIGNING THE COMPONENTS OF GVC OR THE CURRICULUM, THE BEST INSTRUCTIONAL PRACTICES, WHICH IS THE INSTRUCTION IN THE ASSESSMENT, WHICH IS THE HQA, HIGH QUALITY ASSESSMENT.

AND IN THE MIDDLE OF THE TRIANGLE, WE HAVE A BLUE CIRCLE THAT SAYS REFLECTION.

AND THAT'S WHERE THE PLANNING TAKES PLACE IN OUR GRADE LEVEL TEAMS AND IN OUR PROFESSIONAL LEARNING COMMUNITIES.

AND IT'S ALL HELD TOGETHER BY THE STUDENT LEARNING ENVIRONMENT.

SO EVERYTHING THAT WE DO IN CIA IS TO MITIGATE THE IMPACT OF RANDOM VARIATION IN THIS MODEL.

JUST TO GIVE YOU AN EXAMPLE OF WHEN THERE WAS DISRUPTION IN THE MODEL WAS COVID.

COVID TURNED THE INSTRUCTION PART UPSIDE DOWN.

AND DURING THAT TIME, TEACHERS HAD TO ADJUST HOW THEY WERE TEACHING, WHAT THEY WERE TEACHING, WHICH THEN AFFECTED HOW THEY WERE ASSESSING.

SO EVERY PART OF THE SYSTEM HAD TO REALIGN JUST FOR THAT ONE DISRUPTION IN INSTRUCTION.

SO THE MODEL REQUIRES ALL FIVE THINGS TO BE IN PLACE FOR STUDENT SUCCESS AND FOR THE WHOLE THING TO WORK.

SO YOU JUST WENT OVER SOME DEFINITIONS OF OUR MODEL.

I TALKED ABOUT THE SYSTEM AND HOW IT WORKS AND HOW THE COMPONENTS ARE DEPENDENT ON ONE ANOTHER.

SO WE BELIEVE IN ORDER TO IMPROVE OUR PROCESSES, WE NEED TO IMPROVE OUR OUTCOMES FOR STUDENTS.

WE ALSO WANT TO WORK ON SUPPORTING TEACHERS AND RETAINING OUR TEACHERS.

WE DON'T GET TO CHOOSE THE KIDS, THE FAMILIES, THE MANDATES, THE LAW, THE TESTS.

BUT WE DO HAVE COMPLETE CONTROL OVER OUR PROCESS.

SO THOSE FIVE TEACHING PROCESSES ARE WHERE WE'RE GOING TO FOCUS TODAY AND GIVE YOU UPDATES ON EACH OF THOSE.

I'M GOING TO START WITH THE CURRICULUM AND ASSESSMENT WRITING.

WE ARE SO PROUD OF THE WORK THAT WE DID THIS SUMMER WITH 74 TEACHERS REPRESENTING GRADES KINDERGARTEN THROUGH NINTH GRADE, SPECIAL EDUCATION AND SPANISH IMMERSION, THEY ALL WERE PAID TO DO CURRICULUM WRITING FOR US.

THE FIRST TWO DAYS THEY WERE, THEY ALL WENT THROUGH A TRAINING PUT ON BY THE TEXAS ASSOCIATION OF SUPERVISION AND CURRICULUM DEVELOPMENT,

[00:40:01]

AND THEN THROUGHOUT THE SUMMER, THEY WORKED ON UPDATING OUR CURRICULUM DOCUMENTS.

SO A LOT OF TIMES WITH CURRICULUM AND RESOURCES, WE USE THOSE TWO TERMS INTERCHANGEABLY.

SO JUST SO WE'RE ALL WORKING FROM THE SAME DEFINITION OF CURRICULUM.

I'D LIKE TO WALK YOU THROUGH THIS VISUAL OF HOW CURRICULUM IS LIKE A ROAD MAP.

THIS ILLUSTRATION IS THE JOURNEY THAT A TEACHER BEGINS ON DOWN THERE WITH THEIR STUDENTS, AND EDUCATORS ARE TASKED WITH LEADING THE STUDENTS TO THEIR FINAL DESTINATION UP AT THE TOP IN RED, WHICH IS THE EANES DEFINED VALUES AND OUR GRADUATE PROFILE, AND THEN ALSO THE STUDENT'S ABILITY TO DEMONSTRATE THE KNOWLEDGE OF THE TEKS.

THIS CAN BE A REALLY DAUNTING TASK FOR TEACHERS, ESPECIALLY IF IT'S NOT BROKEN DOWN INTO MANAGEABLE CHUNKS OR UNITS.

AND THAT'S WHAT OUR CURRICULUM TEAMS WORKED ON REFINING THIS SUMMER.

SO IN THE BLUE SUITCASE, THAT'S WHERE THE RESOURCES ARE AND THE RESOURCES ARE ALL OF THOSE SUPPLEMENTAL MATERIALS IN THE DISTRICT VETTED RESOURCES THAT MAKE THE TRIP FUN AND ENGAGING AND SUCCESSFUL FOR OUR KIDS.

AND IN EANES, WE DO NOT BELIEVE THAT THERE IS ONE RESOURCE THAT WILL ALIGN PERFECTLY TO OUR CURRICULUM OR ALLOW TEACHERS THE FLEXIBILITY TO RESPOND TO ALL THE DIVERSE NEEDS WITHIN A CLASSROOM.

AND WHAT WE PACK IN THAT SUITCASE IS GOING TO PREPARE OUR TEACHERS FOR IMPLEMENTING BEST INSTRUCTIONAL RESEARCH BASED PRACTICES IN A VERY SAFE AND LOVING STUDENT LEARNING ENVIRONMENT.

SO AS WE FOLLOW AND GO DOWN THE ROAD WITH THE TEACHER AND THE STUDENT, WE HIT SOME GREEN SIGNS AND THAT'S WHERE WE HAVE TO PAUSE AND RESPOND FOR INTERVENTION AND EXTENSION. AND THEN THE GREEN, THE BLUE FLAGS REPRESENT THE HIGH QUALITY COMMON ASSESSMENTS THAT WE USE TO ADJUST AND MAKE CHANGES FOR OUR STAFF OR FOR OUR KIDDOS, SORRY. SO WHERE HAVE WE BEEN WITH OUR CURRICULUM WRITERS? I'VE ALREADY TALKED ABOUT THE TWO DAY TRAINING AND THE WORK THAT THEY DID THROUGHOUT THE MONTH OF JUNE, REFINING THOSE ESSENTIAL STANDARDS, THE SCOPE AND SEQUENCE AND THE PACING.

AND THEN WE ROLLED OUT THE NEW CURRICULUM DOCUMENTS TO ALL STAFF DURING THE JOB EMBEDDED PD THAT WE PROVIDED IN AUGUST.

WE'RE GOING TO CONTINUE THAT WORK THROUGHOUT THE YEAR WITH A BRAND NEW TEAM THAT WE PUT TOGETHER IN AUGUST, AND THEY'RE GOING TO CREATE MODEL LESSONS AND JUST REFINE THE WORK THAT WE STARTED FOR ELA AND MATH.

AND THEN IN THE SUMMER WE'LL START THAT WORK ALL OVER AGAIN FOR SCIENCE AND SOCIAL STUDIES.

WE ONLY HAD THE CAPACITY TO START ON THAT WORK FOR MATH IN ELA.

OKAY, SO INSTRUCTIONAL PLANNING IS THE NEXT AREA THAT WE ARE GOING TO TALK ABOUT AND GIVE YOU AN UPDATE ON.

SO THIS IS WHERE WE'RE PACKING FOR THE SUITCASE, THE INSTRUCTIONAL PLANNING PIECE AND WE ARE WORKING WITH OUR PROFESSIONAL LEARNING COMMUNITIES TO GET THIS DONE AND WHAT WE REALLY WANT TO DO WITH OUR TEACHERS AND TO REFINE THAT PROCESS IS MOVE AWAY FROM JUST TALKING ABOUT THE ACTIVITIES THAT WE'RE GOING TO DO WITH KIDS DURING THE DAY AND REALLY HAVE A DEEPER CONVERSATION ABOUT TEACHING AND LEARNING AND RESPONDING TO THE NEEDS OF ALL OF OUR STUDENTS.

OUR EPS, OUR EDUCATIONAL PARTNERS HELP WITH THAT AND THE INSTRUCTIONAL INSTRUCTIONAL PLANNING GOALS THAT WE ARE SETTING ALSO HELP SUPPORT OUR BOARD PRIORITIES.

AND WE WANT TO CREATE A SYSTEM OF CONSISTENCY WITH OUR CURRICULUM AND THEN ALSO LEVERAGE TECHNOLOGY BY ENHANCING OUR TEACHING.

SO CURRENTLY THE TEAMS ARE WORKING ON IDENTIFYING GOALS AND THEY ARE SHARING THOSE WITH THEIR THEIR ADMINISTRATORS AND THE CIA TEAM. AND THE FIRST THING THAT THEY DID, WE HAVE 89 TEAMS THAT HAVE ALREADY USED A REFLECTION TOOL TO HELP THEM GET STARTED AND UNDERSTAND THEIR CURRENT STATE AS A PLANNING TEAM. AND THEY ARE GOING TO ASSESS THEMSELVES THROUGHOUT THE YEAR THREE TIMES AND WE'RE GOING TO CONTINUE TO GROW THEIR GOALS.

THEY'VE ALSO SET STUDENT GROWTH GOALS WITHIN THESE TEAMS. WE'RE JUST GOING TO CONTINUE TO BUILD THEIR CAPACITY.

AND THEN WE ALSO WANT TO ENSURE THAT THERE IS ALIGNMENT WITH THE CURRICULUM DOCUMENTS THAT WE PUT OUT THIS SUMMER.

BACK TO ME. WELL, I SKIPPED ONE.

[00:45:03]

BUT WHAT YOU'RE GOING TO HEAR AGAIN IS ALIGNMENT TO SOME OF THE THINGS THAT THAT WE PROVIDED OVER THE SUMMER.

PROFESSIONAL LEARNING IS A MAJOR LEVER WHEN YOU TALK ABOUT IMPROVING INSTRUCTION, WHICH THEREFORE IMPROVES STUDENT OUTCOMES.

RESEARCH ALSO SHOWS IT CAN BE A HUGE MOTIVATOR FOR RECRUITING AND RETAINING STAFF, IF DONE WELL.

WE ALSO KNOW WHEN PROFESSIONAL DEVELOPMENT OR PROFESSIONAL LEARNING IS NOT DONE WELL, IT KIND OF HAS THE OPPOSITE EFFECT OF THINGS.

AND SO REALLY WE ARE ALSO LOOKING AT WHAT WE'RE DOING AND THE PROFESSIONAL LEARNING OFFERING ALSO TO ESTABLISH STRONG COLLABORATIVE TEAMS TO SHARPEN THEIR SKILLS SO THEY CAN CONTRIBUTE AND COLLABORATE AROUND THAT PROFESSIONAL PLANNING OR THAT INSTRUCTIONAL PLANNING THAT HEATHER TALKED ABOUT.

I THINK IT'S IMPORTANT THAT WE KIND OF TAKE A STEP BACK AND LOOK AT REQUIREMENTS AT EANES WHEN IT COMES TO PROFESSIONAL LEARNING.

JUST TO REMIND OURSELVES, WE CURRENTLY HAVE THREE PROFESSIONAL LEARNING DAYS OR FLEX DAYS AS THEY'RE REFERRED TO.

I REALLY WANTED TO PUT THIS IN FOR A SELFISH REASON, BECAUSE I DON'T THINK PEOPLE DO REALIZE SOMETIMES THOSE DAYS GO AWAY REALLY QUICK.

TO GIVE YOU A PERFECT EXAMPLE THIS LAST SUMMER.

EVERY YEAR, ALL OF OUR INSTRUCTIONAL STAFF GETS A DAY THAT THEY USE FOR THE SAFE SCHOOLS ONLINE TRAINING SO THAT THREE BECOMES TWO.

AND THEN WHEN YOU WE TOOK A DAY AWAY LAST YEAR WITH SOME CALENDAR ADJUSTMENTS, SO WE LOST ANOTHER DAY.

AND THEN IF A TEACHER WAS IN THE READING ACADEMY, THEY LOST THE DAY.

SO THERE WAS A SIGNIFICANT PORTION OF OUR STAFF LAST YEAR THAT HAD NO SUMMER PROFESSIONAL LEARNING OF THOSE FLEX DAYS THEY WERE TAKING IN OTHER WAYS.

THOSE DAYS GO AWAY PRETTY QUICK, AND IT'S SOMETIMES UNFORTUNATE WHEN A LOT OF GOOD LEARNING TAKES SEVERAL DAYS TO GET THROUGH.

WE ONLY HAVE BEEN USING HISTORICALLY A DAY AND A HALF AT THE CIA FOR BACK TO SCHOOL.

THE DAY THAT WE USE THIS YEAR WAS FOR THE TRAINING THAT DIANE WAS REFERENCING, THE BUILDING SAFE AND BRAVE SPACES WITHIN THE CLASSROOM.

AND THEN A HALF DAY HAS HISTORICALLY BEEN USED FOR WHAT'S CALLED JOB ALIKE TIME.

THAT'S WHERE WE BRING INSTRUCTIONAL STAFF THAT HAS THE SAME JOB ACROSS THE DISTRICT TOGETHER TO COLLABORATE AND START PLANNING FOR THE SCHOOL YEAR.

CURRENTLY, WE HAVE NO DISTRICT PROFESSIONAL LEARNING TIME AT ALL ONCE SCHOOL STARTS UNTIL IT ENDS.

AND SO WE ARE TRYING TO RE-ENVISION, TRYING TO REIMAGINE AND TRYING TO GET IN WHERE WE CAN GET IN.

IT'S GREAT WHEN CAMPUS PRINCIPALS TAKE THE LEAD AND GO IN DIRECTIONS.

IT'S IT'S SOMETIMES IT'S HARD TO FIND AREAS TO KEEP INITIATIVES OR PROGRAMS GOING.

WHEN WE TALK ABOUT PROFESSIONAL LEARNING, WE'RE REALLY TALKING RIGHT NOW AT THIS POINT ABOUT TWO THINGS IN PERSON, WHICH IS THE HISTORIC SIT DOWN AND KIND OF GET PROFESSIONAL LEARNING. THIS YEAR WE ALSO EXPLORED EXPANDING OUR VIRTUAL LEARNING OPTIONS, AND I'LL JUST KIND OF GO OVER JUST SOME DATA.

THIS SUMMER, WE OFFERED 62 INDIVIDUAL LEARNING OPPORTUNITIES.

WE PAID A SIGNIFICANT AMOUNT OF OUR OWN STAFF TO DEVELOP PROFESSIONAL LEARNING FOR THEIR PEERS.

IT WAS KIND OF HIT AND MISS.

WE DID HOLD AS MANY SESSIONS AS WE COULD.

SOME, UNFORTUNATELY, DID NOT MAKE BECAUSE OF THOSE CONSTRAINTS I JUST TALKED ABOUT ABOUT DAYS GOING AWAY.

A LOT OF OUR STAFF DID NOT ACTUALLY HAVE TO DO FLEX TIME, SO A LOT OF SESSIONS DID NOT MAKE.

WE ALSO PAID STAFF TO CREATE 16 VIRTUAL LEARNING OPPORTUNITIES THAT ARE CONTINUOUSLY RUNNING RIGHT NOW.

WE DIDN'T OFFER THEM JUST IN THE SUMMER, BUT THEY DO HAVE ACCESS TO THOSE COURSES DURING THE SCHOOL YEAR.

WE ALSO PROVIDED A THREE DAY NEW STAFF INSTITUTE.

THAT NEW STAFF INSTITUTE WAS LEVELED, SO NOT KINDER, NEW KINDER TEACHERS DID NOT GET THE SAME TRAINING AS YOUR NEW A.P.

PHYSICS TEACHER. THERE WERE SOME COMMON THINGS AROUND CULTURE AND UNDERSTANDING WHO WE ARE AS A COMMUNITY, BUT WE ALSO SPEND A LOT OF TIME GIVING THEM KIND OF WHAT THEY NEED TO BE SUCCESSFUL IN THEIR NEW ROLES.

AND THEN BACK TO SCHOOL THAT DAY AND A HALF.

WAS THAT CREATING BRAVE SPACES? I WANT TO KIND OF PROMOTE THIS A LITTLE BIT.

WE DID A REALLY NEAT THING WHERE EVERYBODY STAYED AT CAMPUS AND THEY ZOOMED IN TO ONE PRESENTER, NICOLE TUCKER SMITH DID A QUICK 5-10 MINUTE THING.

THEN THEY WOULD WORK WITHIN THEIR PLCS FOR A LITTLE BIT, CHECK BACK IN.

AND THAT WAS KIND OF THE STRUCTURE OF THE DAY.

SO INSTEAD OF BRINGING EVERYBODY INTO THE PACK, WHICH I KNOW SOME OF US HAVE SAT THROUGH, WHERE YOU'VE GOT FOUR OR 500 PEOPLE SITTING, WE DECIDED TO BREAK THEM UP INTO THEIR PLCS AND TO TO LEARN TOGETHER AND TO LEARN FROM EACH OTHER DURING THAT THAT TIME.

SO WHERE ARE WE GOING NEXT? WE'RE CONTINUING THAT PARTNERSHIP WITH LESS THAN CASH THROUGHOUT THE SCHOOL YEAR.

WE HAVE FOUR DAYS WITH TEACHERS LOOKING AT HOW TO EMBED THOSE BRAVE SPACES, PRACTICES WITHIN THE DAILY CURRICULUM AND HOPEFULLY COME UP WITH SOME MODEL LESSONS AND THINGS THAT PEOPLE CAN USE TO EXEMPLARS TO KIND OF BASE THEM SOME THINGS MOVING FORWARD OFF OF.

LIKE I SAID EARLIER, WE'VE GOT TO REIMAGINE PROFESSIONAL LEARNING.

IT'S NOT AN EANES PROBLEM.

IT'S AN EDUCATION PROBLEM, BUT IT IS A PROBLEM THAT WE'VE GOT TO REALLY BE CREATIVE AND THINK OUTSIDE THE BOX HOW TO SUPPORT OUR STAFF AND THEIR LEARNING

[00:50:07]

ONE OF THE WAYS THAT I'LL LET HEATHER HERE IN A SECOND TALK A LITTLE BIT FURTHER IS WHAT WE'RE CALLING JUST IN TIME LEARNING.

WE'VE ACTUALLY REPURPOSED OUR EDUCATIONAL PARTNERS, OUR EDUCATIONAL PARTNERS A LITTLE BIT THIS YEAR AND PUT MORE FOCUS ON THAT JUST IN TIME.

INSTRUCTIONAL COACHING, WHETHER IT'S INDIVIDUAL OR TEAM COACHING, WE THINK IT'S SUCH A GREAT BENEFIT AND SO HIGH IMPACTFUL THAT WE'RE ACTUALLY GOING TO TALK MORE HERE IN A SECOND. SO I'LL ACTUALLY TURN IT OVER TO YOU AND LET YOU START THAT.

GREAT. YES, INSTRUCTIONAL COACHING IS ANOTHER WAY THAT WE SUPPORT STAFF.

THE WORK THAT WE DO IN CI IS CONSTANTLY EVOLVING AND CHANGING, AND WE ALSO KNOW THAT EDUCATORS ARE NEVER DONE GROWING AND LEARNING, AND SO A HIGHLY EFFECTIVE WAY TO HELP THEM WITH THE LEARNING IS THROUGH INSTRUCTIONAL COACHING.

OUR K THROUGH 12 AND SPECIAL ED EDUCATION PARTNERS, THEY SERVE AS THE FIRST POINT OF CONTACT FOR OUR TEACHERS WHEN THEY HAVE QUESTIONS ABOUT RESOURCES, INSTRUCTIONAL STRATEGIES OR INTERVENTION IDEAS.

AND LAST YEAR WE HAD EVERY EDUCATIONAL PARTNER PARTICIPATE IN THE YEAR LONG GYM NIGHT COACHING INSTITUTE.

AND ANY NEW EP THAT WAS HIRED THIS YEAR IS CURRENTLY GOING THROUGH THAT AS WELL TO GET CAUGHT UP.

WE ALSO LOOKED AT THE EP EVALUATION TOOL IN THIS YEAR, IMPLEMENTED A NEW ONE THAT ENCOMPASSES MORE OF A JOB DESCRIPTION OF AN INSTRUCTIONAL COACH THAT EMBEDS THE INSTRUCTIONAL COACHING PIECE.

SO COACHING CYCLES THAT ARE EDUCATIONAL PARTNERS ARE WORKING ON.

THEY ARE GOING THROUGH THOSE WITH OUR POLICY TEAMS AS A WHOLE.

AND THEN THEY'RE ALSO WORKING WITH INDIVIDUAL TEACHERS ON THE IDENTIFY, LEARN AND IMPROVE CYCLE THAT THEY LEARNED AT GYM NIGHT.

AND WE LEARNED FROM JIM KNIGHT'S WORK THAT OUR SCHOOLS IMPROVE WHEN WE IMPROVE COMMUNICATION.

AND HE ASSERTS THAT OUR SCHOOLS ARE ONLY AS GOOD AS THE CONVERSATIONS THAT WE HAVE IN THEM.

SO WE WANT TO CONTINUE THIS WORK BECAUSE JUST SIMPLY STATED, OUR EDUCATIONAL PARTNERS MAKE IT A WHOLE LOT EASIER FOR OUR TEACHERS TO DO THEIR JOB.

DAVE THE NEXT PROCESS WE IMPLEMENTED AND FOCUSING ON THIS YEAR IS OUR UDL INSTRUCTIONAL ROUNDS.

INSTRUCTIONAL ROUNDS ARE A LITTLE BIT DIFFERENT AND NOT AN EVALUATIVE AROUND.

IT IS NOT ABOUT DEFINING, DEFINING WHAT IS GOOD OR BAD PRACTICE.

IT'S ABOUT MEASURING WHAT PRACTICE IS ACTUALLY IN PLACE.

AND SO IT'S AN OPPORTUNITY FOR OUR EDUCATIONAL PARTNERS, OUR SCHOOL ADMINISTRATION AND CIA TEAM.

WE GET INTO CLASSROOMS, WE STAY FOR A LITTLE BIT, WE LOOK AND WE RECORD WHAT INSTRUCTIONAL PRACTICES ARE IN PLACE.

THIS LAST YEAR, WE USE THE UDL FRAMEWORK TO TO GUIDE KIND OF OUR DECISIONS FOR SUMMER PROFESSIONAL LEARNING AND PRIORITIES.

THIS YEAR BASED OFF OF THESE INSTRUCTIONAL ROUNDS.

I WANT TO BRAG A LITTLE BIT.

WE ARE NOW WE HAVE COMPLETED 478 INDIVIDUAL TEACHER OR CLASSROOM OBSERVATIONS.

EACH ONE'S ABOUT 15 MINUTES.

SO IF YOU DO THE MATH REAL QUICK IN YOUR HEAD, WE ARE AT OVER 7000 MINUTES OF OBSERVING INSTRUCTION.

AND SO WHAT THAT DOES IS IT ALLOWS US TO HAVE A STRONG PICTURE OF CURRENT ACTUAL PRACTICE.

AND IT'S NOT EVALUATIVE.

IT'S MORE TO ANSWER THE QUESTION, WHAT'S NEXT? WHAT DO WE DO NEXT WITH OUR STAFF? WHAT DO WE HOW DO WE MOVE THE NEEDLE FORWARD A LITTLE BIT AND WHAT DO WE NEED TO FOCUS ON AND WHAT ARE THEIR NEEDS CURRENTLY IN THE CLASSROOM? THESE ARE K12.

EVERY CAMPUS WE FOCUS IN ON CORE CLASSES.

SO OUR MATH OR SCIENCE OR SOCIAL STUDIES AND OUR ENGLISH.

HOWEVER, OUR EDUCATIONAL PARTNERS ARE VERY TYPE-A AND THEY ARE VERY MUCH WILL GO OUT AND DO ELECTIVES AND CTE AND SPECIAL.

ED SO WE'VE GOT A LOT OF GREAT DATA, SOME OF THE TRENDS THAT HAVE COME OUT OF THAT DATA IN THE LAST YEAR.

LET'S SEE. YEAH, I KNOW WHY IT'S SKIPPING.

THERE WE GO. SO THE STRENGTHS THAT WE HAVE NOTICED IS WE HAVE VERY WELL ESTABLISHED CLASSROOM ROUTINES AND EXPECTATIONS IN IN THE CLASSROOMS ACROSS ALL OF OUR CAMPUSES. ANYBODY THAT KNOWS ANYTHING ABOUT TEACHING, IF YOU DON'T HAVE THAT, YOU PRETTY MUCH CAN'T DO A WHOLE LOT ANYTHING ELSE AFTER THAT.

SO IT'S IMPORTANT THAT THOSE ARE THERE.

WE ALSO HAVE HAVE VERY GOOD EVIDENCE THAT OUR LEARNING ENVIRONMENT IS ACCESSIBLE TO ALL OF OUR STUDENTS.

I THINK IT'S IMPORTANT HERE TO NOTE THAT IS BECAUSE OF THE TECHNOLOGY THAT HAS BEEN INVESTED BY THIS DISTRICT.

THE IPADS, WHILE SOMETIMES CAN BE A LITTLE BIT OF AN ANNOYANCE, THEY ANNOYANCE TO SOME PEOPLE.

THEY ARE GREAT ACCESSIBILITY TOOLS FOR OUR STUDENTS.

GIVE YOU A PRIME EXAMPLE OF THAT.

WE JUST FINISHED OUR QUARTER ONE MATH DISTRICT BENCHMARKS, AND BECAUSE WE HAVE THOSE, WE WERE ABLE TO PROVIDE TEXT TO SPEECH TO ALL OF OUR ELEMENTARY STUDENTS FOR THAT EXAM.

JUST WE DON'T WANT A BARRIER TO BE A REASON WHY WE CAN'T GET GOOD DATA ON STUDENTS LEARNING.

AND AND THOSE DEVICES DO A GREAT JOB OF DOING THAT.

[00:55:02]

ANOTHER AREA THAT WE ARE SEEING, SOME AREAS FOR OPPORTUNITIES FOR GROWTH IS AROUND PROVIDING MORE STUDENT VOICE AND CHOICE WITHIN THAT CLASSROOM, ALLOWING STUDENTS TO CHOOSE WHAT THEIR PRODUCT WILL BE TO DEMONSTRATE THEIR LEARNING, AND SO THAT THAT PRODUCT CAN BE REPRESENTATIVE OF WHO THEY ARE, SOMETHING THEY FEEL COMFORTABLE WITH.

A STUDENT THAT MAY LEAN MORE ON THE ART SIDE MAY WANT TO CREATE SOMETHING VERSUS WRITE A PAPER.

AND SO GIVING THOSE STUDENTS THOSE OPTIONS TO DO THAT IN ALL OF OUR CLASSROOMS IS AN OPPORTUNITY WE'RE EXPLORING AND TRYING TO FIGURE OUT HOW TO HOW TO MOVE THAT PRACTICE FORWARD. WHERE DO WE GO NEXT FROM HERE? WE'RE LIKE I JUST SAID, WE'RE LOOKING AT WAYS TO EMBED THOSE UDL PRACTICES IN EVERYDAY PRACTICE.

IT'S HELPING US GIVE PROFESSIONAL LEARNING FOCUS TO MOVE THE NEEDLE FORWARD, AND WE'RE USING THOSE LEARNINGS TO REFINE OUR SCOPE AND SEQUENCE IN OUR UNIT GUIDES OR THE CURRICULUM MAPS THAT HEATHER DISCUSSED EARLIER.

ALL RIGHT. NEXT TO LAST THING.

AND WE'RE WRAPPING UP HERE, SO EXPLORING LEARNING OPPORTUNITIES.

PART OF OUR JOB AND CIA'S JOB IS TO REVIEW ACADEMIC PROGRAMS AND TO DETERMINE ARE THE OUTCOMES, WHAT WE LIKE OR WHAT WE NEED ARE OR WHERE CAN WE DO A LITTLE BIT BETTER, WHERE CAN WE INCREASE IN STUDENT ENGAGEMENT IN THOSE PROGRAMS? WHERE CAN WE INCREASE STUDENT SUCCESS WITHIN THOSE PROGRAMS? THIS IS DONE THROUGH EVALUATION OF DATA, THROUGH ASSESSMENT DATA, THROUGH CLASSROOM DATA, THROUGH OBSERVATIONAL AND CONVERSATION AND SURVEY DATA.

WE'VE ALSO REACHED OUT TO OUR CONSORTIUM SCHOOLS TO TALK ABOUT WHAT THEY DO WITHIN THEIR PROGRAMS, WHAT THEIR PROGRAM OF STUDIES MAY LOOK LIKE.

TWO AREAS WE WANTED TO KIND OF UPDATE YOU ON AS MOVING FORWARD.

ONE IS AROUND OUR OUR CAREER TECHNOLOGY EDUCATION.

WE HAVE CURRENTLY 15 COMPREHENSIVE PROGRAMS OF STUDIES THAT ARE OFFERED COMPLETE PROGRAMS OF STUDIES AT THE HIGH SCHOOL.

HOWEVER, I THINK MOST OF YOU DO KNOW AND WE'VE SOME WE'VE TALKED ONE ON ONE THAT A LOT OF THOSE PROGRAMS ARE NOT SUCCESSFULLY COMPLETED AT A HIGH RATE.

THAT IS NOT NECESSARILY A BAD THING.

THAT IS NOT NECESSARILY THAT IS I THINK THAT'S MORE REFLECTIVE OF THE AMOUNT OF OPTIONS THAT WE HAVE THAT OUR STUDENTS ARE HAVING TO CHOOSE BETWEEN PROGRAMS AND NOT ABLE TO COMPLETE THOSE. BUT I DO THINK THAT AS AN AREA OF GROWTH, I DO THINK THERE ARE CERTAIN PROGRAMS WE CAN REEVALUATE TO ENGAGE STUDENT MORE STUDENTS IN THOSE PROGRAMS, TO COMPLETE THOSE STUDIES, NOT AS A BENEFIT AS WE CAN SAY, OH, WE COMPLETED MORE PROGRAMS, BUT GIVING THEM THE SKILLS THAT THEY NEED TO BE SUCCESSFUL AFTER HIGH SCHOOL AND COMPLETING THOSE IS USUALLY A GOOD INDICATOR OF DEVELOPING SOME OF THOSE CAREER SKILLS LATER ON.

AND WE'RE ALSO KIND OF LOOKING AT WAYS TO PARTNER WITH OUR LEARNING CENTER AND GETTING SOME OF THOSE STUDENTS ENGAGED IN THOSE LEVEL THREE, LEVEL FOUR COURSES, AS YOU CAN IMAGINE, LEVEL THREE, LEVEL FOUR COURSES.

YOU'RE COMPETING WITH AP BECAUSE THAT'S USUALLY ABOUT THE TIME STUDENTS ARE RAMPING UP THE AP COURSE LOAD.

SO KIND OF RE LOOKING AT WAYS WE CAN KIND OF SELL THOSE A LITTLE BIT BETTER OR COMMUNICATE THOSE THE BENEFIT OF THOSE A LITTLE BIT MORE.

AND THAT REALLY STARTS YOUNG IN MIDDLE SCHOOL.

SO A LOT OF WHAT WE'RE LOOKING AT IS COMMUNICATION WITH STUDENTS.

AS ANOTHER STEVE RAMSAY QUOTE SAYS, WE DON'T EVER PLACE A KID IN A CLASS.

THEY CHOOSE TO BE IN A CLASS.

SO A LOT OF THIS IS THEIR CHOICE.

AND SO WE WE NEED TO COMMUNICATE BETTER WITH STUDENTS AND FIGURE OUT HOW TO DO THAT.

THE NEXT PROGRAM OF STUDY IS OUR CURRENT FIFTH THROUGH EIGHTH GRADE MATH PROGRAM.

AS YOU CAN IMAGINE, IT'S A LITTLE CONFUSING.

I THINK THIS HAS BEEN MY THIRD YEAR OF SITTING THROUGH THE STAR REPORT, AND I THINK, ELLEN, EVERY YEAR YOU ASK WHICH MATH STAR DID WHAT STUDENTS TAKE? AND SO IF WE'RE CONFUSED, PARENTS AND STUDENTS ARE CONFUSED, AND I THINK WE JUST HAVE TO OWN THAT AND BE REALISTIC ABOUT THAT.

THE REALITY OF OUR MATH PROGRAM IS WHEN YOU TALK ABOUT ACCELERATION, THERE ARE VERY FEW ENTRY POINTS FOR STUDENTS.

SO IF THEY MISS THOSE ENTRY POINTS, THERE'S NOT A LOT OF OPTIONS AFTERWARDS.

AND UNFORTUNATELY, CURRENTLY THE WAY IT IS DEVELOPED, IT IS ONE REGRESSION POINT.

BASICALLY, THERE'S ONE YEAR TO GET OFF THE ACCELERATION PATH AND THEN BE ABLE TO GET BACK ON AT SOME OTHER TIME.

AND SO IF YOU REGRESS LATER, PASS THAT THERE, THERE ARE CURRENTLY NO OTHER OPTIONS TO GET BACK ON.

I AM A HUGE BELIEVER.

I AM A PRODUCT OF ACCELERATED MATH.

I BELIEVE IN IT, BUT I BELIEVE IN IT FOR WHEN STUDENTS ARE READY TO DO IT, NOT WHEN WE SAY THEY SHOULD DO IT.

SO REEVALUATING THIS AND KIND OF LOOKING AT THIS AS A WHOLE, WHAT CAN WE DO A LITTLE BIT BETTER FOR ALL KIDS? THE LAST THING I WANT TO KIND OF.

BUT KIND OF PUT IN ON THIS IS THAT LAST BULLET.

WE WE CURRENTLY USE A LOT OF CREDIT BY EXAMS FOR ACCELERATION.

[01:00:02]

WELL, THAT'S IF YOU REALLY THINK ABOUT IT.

THAT IS THE BASIC STANDARDS OF THAT COURSE WE ALL KNOW HERE.

IT MEANS THAT WE GO A LITTLE BIT ABOVE AND BEYOND IN OUR MATH COURSES.

AND SO THE REALITY OF IT, IT DOES NOT COMPLETELY PREPARE YOU FOR THAT NEXT LEVEL COURSE AT EANES.

AND SO NADINE HERPS.

ONE OF OUR HIGH SCHOOL EPS WILL TELL YOU SHE CAN TELL YOU IN PRE CAL WITHIN A FIRST COUPLE OF WEEKS WHAT KIDS TOOK THE GEOMETRY CREDIT BY EXAM.

AND SO WHAT WE'RE REALLY HOPING TO DO IS LOOK AT WAYS TO KEEP THE ACCELERATION THAT WE CURRENTLY OFFER, BUT DO THAT IN A WAY THAT OUR STUDENTS GET INSTRUCTION FROM OUR TEACHERS.

THEY'RE NOT HAVING TO TAKE AN EXAM TO SKIP.

IT'S GOING TO BE A BIG TASK.

I THROW THIS OUT THERE SO THAT, YOU KNOW, IT'S CONVERSATIONS ARE HAPPENING.

THERE'S A LOT OF STUDYING GOING ON RIGHT NOW.

THERE'S A LOT OF ONE ON ONES WORKING WITH TEACHERS AT THE CAMPUS LEVEL TO KIND OF DETERMINE WHAT WE THINK WOULD BE BEST AND JUST KIND OF START PLANNING THAT SEED THAT THIS THIS PROGRAM IS UNDER EVALUATION RIGHT NOW.

LAST THING AND THEN WE'LL GET TO QUESTIONS.

I DO WANT TO PROMOTE THE CURRICULUM CONNECT.

THIS IS MISSION CONTROL.

IF YOU'VE BEEN HERE LONG ENOUGH THAT IS NO LONGER AROUND.

WE HAVE REBRANDED RE ESTABLISHED AND REDID.

SO CURRICULUM CONNECT. YOU DO HAVE ACCESS TO THAT AS BOARD MEMBERS AND EANES ISD DOT NET IF YOU GO TO THE EMPLOYEE TAB AND THEN THERE WILL BE A CURRICULUM CONNECT TAB THERE.

THAT IS AN INTERNAL WEBSITE.

THERE ARE RESOURCES THAT WE DO NOT HAVE THE RIGHT TO SHARE EXTERNALLY COPYRIGHT.

THERE'S ALSO SOME THINGS THAT WE'VE WRITTEN INTERNALLY, JUST SOME CURRICULUM MAPS THAT THAT IP NEEDS TO STAY PROTECTED.

SO BUT YOU DO HAVE ACCESS TO ALL OF OUR TEACHERS HAVE ACCESS.

THAT IS OUR SITE WHERE CURRICULUM MAPS ARE HOSTED.

BUT ALL THAT WE JUST TALKED ABOUT, ALL THE RESOURCES, ALL THE RESEARCH, ALL THE STUFF THAT WE HAVE IN PLACE TO SUPPORT STAFF, TO SUPPORT CAMPUSES IS ALSO THERE.

SO YOU'LL BE ABLE TO SEE THE PLC RESOURCES, THE PLANNING RESOURCES, THE ASSESSMENTS WE TALKED ABOUT, THE UDL INSTRUCTIONAL ROUNDS.

IT'S ALL THERE AND ACCESSIBLE TO OUR INSTRUCTIONAL STAFF HERE AT EANES.

SO THAT WAS A LOT.

I DO APOLOGIZE.

WE ACTUALLY CUT BACK A LOT, TOO.

SO BUT I GUESS WE'LL GO TO QUESTIONS NOW.

THANK YOU VERY MUCH. HEATHER.

DO A FEW, AND THEN WE'LL COME BACK TO YOU.

ONE OF MY FAVORITE TOPICS, SO I APOLOGIZE IN ADVANCE.

YOU JUST SAID RANDOM VARIATION IN THE SYSTEM A COUPLE OF TIMES.

SO ARE WE TALKING ABOUT EXPERIENCED TEACHERS VERSUS INEXPERIENCED TEACHERS A LITTLE BIT THERE? I'LL TRY TO ANSWER THAT.

SO NOT NECESSARILY SO RANDOM VARIATION WITHIN THE CURRICULUM.

AND SO WHEN WE'RE LOOKING AT ESSENTIAL STANDARDS, ARE WE GUARANTEEING THOSE STANDARDS TO BE TAUGHT AT THE SAME DEPTH ACROSS ALL CAMPUSES? THOSE IDENTIFIED, THOSE ESSENTIALS THAT TEACHERS AGREED UPON, THAT THOSE, NO MATTER WHAT NEED TO BE TAUGHT, WE HAVE SO MANY TEKS.

THERE'S A LOT OF WHAT THEY NEED TO KNOW, AND THEN THERE'S A LOT OF NICE TO KNOWS.

AND WITHIN THE NICE TO KNOW SOMETIMES ARE THE THE LITTLE LOVE UNITS.

WE NEED TO HIT THE ESSENTIALS FIRST.

OKAY, THAT MAKES SENSE, THAT'S HELPFUL.

THE GEMINI INSTITUTE IS THAT THROUGH THE REGION 13? OK. RIGHT.

AND THEN YOU GUYS DISCUSS THE PRODUCTS THAT STUDENTS CAN HAVE A CHOICE IN.

ARE WE TALKING LIKE PROJECT BASED LEARNING TYPE SITUATIONS? IT GOES ANYWHERE FROM YES BUT AN ASSESSMENT COULD BE COULD BE A CHOICE.

A LOT OF WHAT WE'RE USING RIGHT NOW IS CHOICE AND HOW TO ACCESS CURRICULAR RESOURCES.

SO WHETHER IT'S VIRTUAL HARD COPIES AND AUDIO BOOKS ON VIDEO.

SO A LOT OF OUR CONVERSATIONS RIGHT NOW ARE HOW DO YOU PROVIDE INFORMATION IN MULTIPLE MEDIAS AND MULTIPLE WAYS SO THAT AN AUDITORY PROCESSOR HAS JUST THE SAME AMOUNT OF ACCESS AS SOMEONE THAT GETS IT CAN KINESTHETICALLY.

AND SO THERE'S A LOT OF WHERE THAT CHOICE IS LOOKING AT ALSO, HOW DO THEY SUPPORT THEMSELVES SO WHEN THEY'RE STRUGGLING AND MAYBE THEY'RE HOME DOING HOMEWORK, WHERE ARE THOSE RESOURCES AND WHAT DO THEY LOOK LIKE SO THEY CAN CHOOSE THE BEST ONE OR THE BEST ATTACK APPROACH THAT MEETS THEIR LEARNING STYLE OR WHERE THEY'RE KIND OF HAVING SOME GAPS.

SO IT'S ACROSS FROM THE ASSESSMENT ALL THE WAY THROUGH THE DAILY INSTRUCTION.

YES. OKAY. SO THAT'S MORE OF AN ACCESSIBILITY OR HOW THEY LIKE TO GET THEIR INFORMATION RATHER THAN HOW THEY'RE GOING TO MAKE THE OUTCOME OF THEIR PROJECT.

IT'S BOTH. OKAY. YEAH.

OKAY. AND THEN DATA ASSESSMENT OUTCOMES IS THAT LOOKING AT THINGS LIKE BENCHMARKS, MAPS, STAAR? ALL OF IT. YES. YEAH.

OKAY. AND THEN I DID REALLY APPRECIATE THAT YOU GUYS BROUGHT UP TLC BECAUSE THAT IS A BOARD PRIORITY.

AND OBVIOUSLY, WE'RE TALKING ABOUT ALL THE THINGS, BUT THAT IS ONE THAT I JUST LIKE TO HIGHLIGHT.

[01:05:04]

AND THE ONLY THING THAT I WOULD ALSO LIKE TO NOTE ON THAT I KNOW THAT WE DON'T HAVE A LOT OF OPPORTUNITY BECAUSE OF SPACE AND CONSTRAINTS IN OUR SCHOOL AND OUR HIGH SCHOOL ESPECIALLY, YOU KNOW, AND MAYBE WE COULD PARTNERSHIP SINCE WE DO SOME PARTNERSHIPS WITH THE SERVICE CENTER.

YOU KNOW, I KNOW THEY HAVE LIKE MOBILE LABS AND THAT KIND OF STUFF THAT THEY CAN BRING OUT.

AND I WOULD BE INTERESTED IN MAYBE DOING MORE OF THAT IF THAT WOULD FIT AND OUR KIDS ARE INTERESTED BECAUSE STUDENT CHOICE IS A BIG DEAL.

SO STORING THAT OUT THERE, I WOULD SUPPORT THAT.

AND THEN ALSO WITH DUAL ENROLLMENT, YOU KNOW, I KNOW AP IS A BIG DEAL FOR US, BUT CTE AND DUAL ENROLLMENT ARE ALSO AND I PERSONALLY WOULD LIKE TO LOOK INTO A LITTLE BIT MORE BECAUSE AGAIN, STUDENT CHOICE AND WHAT WORKS BEST FOR KIDS AND I KNOW A LOT OF DISTRICTS ARE FOCUSING ON KIDS GETTING OUT WITH AN ASSOCIATE'S DEGREE.

WE HAVE A LOT OF APS.

SO JUST FIGURING OUT WHAT'S BEST FOR KIDS IS IMPORTANT.

AND I KNOW THAT'S WHY YOU GUYS ARE HERE.

AND I JUST WANTED TO HIGHLIGHT THAT.

AND I APPRECIATED THE CONVERSATION ABOUT LOOKING INTO THE ACCELERATED MATH BECAUSE THAT IS A BIG ONE.

SO THANK YOU.

I KNOW YOU GUYS ARE DOING A TREMENDOUS JOB AND THIS IS NOT A SMALL JOB AT ALL.

SO THANK YOU FOR. THANK YOU, HEATHER.

I'M GOING TO GO TO JEN AND THEN TO KIM.

THANK YOU GUYS SO MUCH. THIS WAS A LOT OF INFORMATION AND I MAY NEED TO PROCESS AND COME BACK WITH SOME QUESTIONS ANOTHER TIME, BUT I REALLY APPRECIATE THIS.

I LOVE THAT EP'S ARE FOCUSING MORE ON INSTRUCTIONAL COACHING.

YOU SPENT SOME TIME TALKING ABOUT PROFESSIONAL LEARNING AND IT SEEMS LIKE YOU ARE MAYBE EXPRESSING A NEED FOR MORE.

I THINK WE WERE TRYING TO HIGHLIGHT HOW WE USE THE DAYS, BUT THEN ALSO WE ARE HAVING TO GET CREATIVE.

THAT'S WHY WE'RE GOING TO HIGHLIGHT THE INSTRUCTIONAL COACHING BECAUSE LIKE CHAD SAID WE DON'T GET A LOT THROUGHOUT THE YEAR, CIA DIRECTED.

SO THAT'S THE JOB EMBEDDED ON DEMAND.

GOTCHA. SO THERE IS PROFESSIONAL DEVELOPMENT.

DURING THE YEAR LIKE WHAT WE HEARD WITH OUR MIDDLE SCHOOLS TODAY THAT'S MORE DIRECTED FROM THE CAMPUS LEVEL IS WHAT YOU'RE SAYING.

AND WE WORK WITH OUR PRINCIPALS TO DECIDE WHAT TO DO WITH THOSE DAYS.

BUT THERE'S A LOT. YEAH, YEAH, OF COURSE.

OF COURSE. SO THOSE DAYS THAT WE HAVE DURING THE SCHOOL YEAR OR I CORRECT ME IF I'M WRONG, IT'S A COMBINATION OF DIRECTED LEARNING AND PLANNING TIME FOR OUR STAFF.

YES. THAT ACCURATE? OKAY. THANK YOU.

AND I LOVE THE HIGHLIGHT ON CTE.

IT'S DEFINITELY SOMETHING WE'VE ALWAYS HOPED THAT WE COULD EXPAND, AND SO I'M CERTAINLY BEHIND YOU GUYS CONTINUING TO LOOK INTO THAT.

YOU TALKED A LITTLE BIT ABOUT TLC, AND THAT WAS DEFINITELY ONE OF OUR PRIORITIES.

AND I, I THINK FROM A BOARD LEVEL, ONE OF THE THINGS THAT WE WERE HOPING WAS A POTENTIAL EXPANSION OF TLC, AND I'M WONDERING IF THAT'S SOMETHING THAT'S BEEN DISCUSSED, EXPANSION INTO GRADE LEVELS AND THE ABILITY TO ACCEPT MORE STUDENTS? YEAH, IT HAS BEEN DISCUSSED WITH STEVE AND HIS TEAM, I THINK WHERE WHERE CONVERSATIONS WERE AT AND I DON'T REALLY WANT TO FEEL COMFORTABLE SPEAKING FOR HIM OR RENEE AND IS WE ARE KIND OF MEASURING OUR FACILITIES CAPACITY AND OUR FTE CAPACITY.

ONE OF THE BENEFITS OF TLC IS THEY ARE SMALLER CLASS SIZES.

SO THEY DO REQUIRE WHAT YOU WOULD CONSIDER A HIGHER RATE OR LOWER RATIO OF STUDENT TO TEACHER.

WHAT I WHAT I WAS TRYING TO GET AT IS A LITTLE MORE.

I DO THINK THERE ARE SOME OPPORTUNITIES THAT WE CAN DO A BETTER JOB COMMUNICATING WITH THOSE STUDENTS THAT MIGHT FIT THEIR SCHEDULE, THEIR DESIRED OUTCOMES THAT WITHIN THE CTE PROGRAM.

AND IF THOSE EXPAND ENOUGH, THEN THE CONVERSATION COULD ALSO BECOME DO WE OFFER THAT AT TLC SO THEY DON'T HAVE TO TRAVEL OVER? WOULD THAT GET MORE STUDENTS IN? IT IS VERY MUCH A STUDENT DRIVEN PROCESS.

SO A LOT OF IT IS ASKING 15 YEAR OLDS, WHAT DO YOU WANT TO DO IN THREE YEARS? WHAT DO YOU WANT TO DO BEFORE? AND SO KIND OF MEASURING THAT AND BEING VERY PREDICTIVE OF WHERE THE FUTURE IS, THAT'S WHERE A LOT OF CTE STRUGGLES A LOT RIGHT NOW WITH I MEAN, A LOT OF THEIR CAREERS AND A LOT OF CAREERS OF OUR STUDENTS ARE NOT EVEN DEVELOPED YET.

AND SO WE'RE DOING A LOT OF PREDICTIONS OF OK THIS IS WHERE WE THINK THINGS ARE GOING AND WHAT IS IT GOING TO TAKE TO GET THERE.

BUT YEAH, YEAH, I APPRECIATE THAT.

AND I GUESS I WOULD ALSO ADD, YOU KNOW, WE SET THESE PRIORITIES IN COLLABORATION WITH THE ADMINISTRATION, BUT I ALSO, YOU KNOW, I THINK IT'S.

IT'S INCUMBENT ON THE ADMINISTRATION TO COME BACK TO US AND TELL US WHEN YOU DON'T HAVE THE RESOURCES, IF WE'RE LACKING THE FACILITIES, IF WE'RE LACKING THE BUDGET, AND SO THAT THE BOARD CAN HAVE THAT DISCUSSION OF IS IT POSSIBLE FOR US TO MAKE ROOM FOR THOSE BUDGETARY DECISIONS.

[01:10:06]

REALITY, CAN WE ACTUALLY ATTAIN THEM, GIVEN THE FINANCIAL CONSTRAINTS AND AND SPACE CONSTRAINTS THAT WE ACTUALLY HAVE? SO I.

IT'S IT'S IT'S THAT'S MY FAVORITE MEETING OF THE YEAR.

IT'S A GREAT PLACE TO HAVE AN HONEST DISCUSSION.

SO I WOULD JUST ENCOURAGE ALL TO THINK ABOUT THAT AS WE GET TO THAT DISCUSSION EVER.

IT'S GOING TO BE JANUARY. UM, AND THEN ALSO, YES, I'M SO THRILLED THAT YOU'RE LOOKING AT THE MATH ASSESSMENT OR THE DIFFERENT WAYS TO ACCELERATE OR. STEP BACK FROM THAT BECAUSE I, AS A PARENT OF THREE CHILDREN WITH WILDLY DIFFERENT NEEDS.

IT'S A VERY DIFFERENT ABILITIES CAN STILL BE VERY SUCCESSFUL AT ACCELERATED MATH IF IT'S GIVEN TO THEM AT THE APPROPRIATE TIME.

I COMPLETELY AGREE WITH YOU THAT THEY'RE SO.

THANK YOU JEN, KIM.

THANK YOU FOR THE TAIL END OF THE PRESENTATION THAT I WAS ABLE TO SEE.

I ALSO HAD QUESTIONS JUST FOLLOWING UP ON WHAT HEATHER AND WHAT JEN HAD JUST SAID ABOUT THE INSTRUCTIONAL COACHING.

AND, YOU KNOW, THERE SEEMS TO BE A THEME TONIGHT AND IT IS.

PROVIDING RESOURCES FOR OUR TEACHERS SO THAT THEY CAN BE BETTER TEACHERS AND THEY CAN BENEFIT OUR STUDENTS.

AND SO I, I DO WANT TO HEAR MORE, JUST LIKE THE REST OF THE BOARD, ON HOW WE DO THAT AND HOW WE CAN HELP SUPPORT OUR TEACHERS TO SUPPORT OUR STUDENTS.

I DID HAVE TWO QUESTIONS.

AND ALSO ON CTE.

CHAD, YOU MENTIONED JUST A MINUTE AGO THAT THERE HAVE BEEN INSTANCES IN THE PAST WHERE CTE HAS BEEN OFFERED AND IT HASN'T BEEN FULFILLED OR DIDN'T MAKE. ARE THERE EXAMPLES OF THAT OR ARE THERE LESSONS LEARNED THAT YOU CAN TAKE TO MOVE THIS PROGRAM FORWARD AND AND FIND OPPORTUNITIES FOR STUDENTS THAT WANT TO PARTICIPATE? I DEFINITELY THINK SO.

I MEAN, I'VE HARD PRESSED RIGHT NOW TO PULL ONE STRAIGHT OFF THE TOP OF MY HEAD OF ONE EXAMPLE.

EVERY YEAR THERE THERE'S COURSES THAT START THIS SUNSET PROCESS OF WHERE THEY KIND OF START DETERIORATING IN ENROLLMENT AND THEN EVENTUALLY BECOME HARDER AND HARDER TO OFFER.

I WILL SAY I'LL PROMOTE STEVE AND HIS TEAM A LITTLE BIT ON THIS.

THEY DO A VERY GOOD JOB OF MAKING SMALL CLASSES HAPPEN WHEN IT COMES TO CTE.

AND SO VERY RARELY DOES A PROGRAM COMPLETELY GO OFF.

WHAT IS HAPPENING IS YOU'RE FINDING AT THE STATE LEVEL AND LOCALLY, PROGRAMS ARE STARTING TO EVOLVE.

THEY'RE STARTING TO KIND OF MORPH INTO THINGS THAT ARE MORE 21ST CENTURY SKILL BASE TYPE OF THINGS THAT THAT, YOU KNOW, THEY'RE STARTING TO SEEING A LOT MORE.

I DRONE WORK, THOSE PROGRAMING AND THOSE TYPE OF THINGS.

THE MORE OF THE KIND OF TECHNOLOGY SIDE OF IT WHERE MAYBE SOME OF YOUR HISTORICAL LIKE, YOU KNOW, LIKE INTERIOR DESIGN HAS HAS SLOWLY KIND OF THE ENROLLMENT HAS DROPPED OVER TIME. WE STILL OFFER IT WE STILL DO A GOOD JOB OF PROVIDING IT.

BUT THAT NEXT WHAT I GUESS WHAT I WAS TRYING TO SAY IS THAT NEXT WHAT'S THAT NEXT KIND OF BIG SHINY THING THAT GETS A LOT OF KIDS ENGAGED.

WE'RE TRYING TO KIND OF PREDICT AND MEASURE WHERE THAT IS.

BUT I GUESS WHAT I HEAR YOU SAYING AND WHAT I SAW FROM THE MATERIALS WAS THE CTE AS A FOCUS OR AS A PRIORITY IS STILL THERE.

IT'S JUST IT'S EVOLVING AS THE NEEDS OF THE STUDENTS EVOLVED.

YEAH, AND WE'RE WESTLAKE'S A LITTLE BIT DIFFERENT WHERE YOU MAY HAVE, LET'S SAY, A CAREER TECH FOCUSED SCHOOL WHERE EVERY KID IS IN A PROGRAM OF STUDY, AND THAT'S THEY'RE ALL GOING TO COMPLETE ONE.

OUR STUDENTS PICK AND CHOOSE THEIR OWN ADVENTURE AND TO LACK OF A BETTER TERM.

SO WHAT DOES HAPPEN WITH LEVEL THREE, LEVEL FOUR COURSES IS AP DOES RUN INTO THAT, GIVE YOU A PRIME EXAMPLE.

SOME OF OUR CERT COURSES ARE HEALTH AND HEALTH COURSES ARE DOUBLE BLOCKED COURSES BECAUSE YOU HAVE TO LEAVE CAMPUS TO GO DO A PRACTICUM OR AN INTERNSHIP. SO STUDENTS HAVE A HARD TIME, ESPECIALLY IN OUR COMMUNITY, WHERE THEY ARE VERY ACADEMICALLY ENGAGED, GIVING UP A COURSE TO GO DO ANOTHER COURSE TO NOT HAVE.

AND SO IT DOES THOSE WE'RE TRYING TO FIGURE OUT HOW TO REPURPOSE SOME OF THAT TO GET MORE INVESTMENT IN THOSE LEVEL THREE, LEVEL FOUR COURSES.

OKAY, GREAT. WELL, I APPRECIATE YOU LOOKING AT IT AND I APPRECIATE THE CREATIVITY THAT GOES AROUND, GOES INTO THAT.

THEN MY LAST QUESTION IS JUST IS THERE.

AGAIN, FOCUSING ON THE MATH, THE FIFTH TO EIGHTH MATH.

I UNDERSTAND FROM HAVING KIDS IN OUR SCHOOLS, THE FEW ENTRY POINTS FOR ACCELERATION.

WHERE IS THE ONE REGRESSION POINT?

[01:15:04]

ALL THE WAY BACK THERE. AND IS THAT WHEN YOU'RE I MEAN, YOU'RE SLOTTED FOR A FIFTH OR A COMBINED MATH.

SO WE START THE MATH ACCELERATION OF FIFTH WITH SOME COMPACTED OPTIONS AT FIFTH GRADE.

IF A STUDENT GETS OUT OF THE ACCELERATED AND GOES BACK TO ON LEVEL FIFTH GRADE MATH, THEY HAVE ANOTHER OPPORTUNITY IN SIX WITH A COMPACTED SIX SEVEN CLASS.

BUT AFTER THAT, THAT.

SO IF YOU'RE IN SIX SEVEN AND YOU GET OFF THE ACCELERATED PATH, THERE IS NOT ANOTHER POINT AFTER THAT.

THANK YOU FOR THAT. THANKS FOR THE PRESENTATION.

THANK YOU KIM, I'M GOING TO GO TO ELLEN AND THEN HEATHER.

I'LL GO TO LAURA AND THEN HEATHER AFTER THAT.

THANK YOU. THANKS.

LOTS OF INFORMATION.

LOTS OF GREAT WORK.

HAVE WE REDUCED OUR PROFESSIONAL DEVELOPMENT DAYS RECENTLY? CIA FOCUSED PROFESSIONAL DEVELOPMENT.

I MEAN, THAT JUST SEEMS SO FEW.

I'M SHOCKED BY THAT. I THINK COMPARED TO LAST YEAR, WE ADDED COVID.

WE HAD THE BRAIN BREAK DAYS AND WE WERE TRYING TO RESTRUCTURE THOSE.

SO WE YES, WE DO FEEL LIKE THERE ARE LESS THROUGHOUT THE YEAR.

I AGREE, BECAUSE WE HAVE TRIED THROUGH COVID TO DO THINGS CREATIVELY WITH THE SCHEDULE.

I JUST WONDER IF PROFESSIONAL DEVELOPMENT HASN'T GOTTEN THE SHORT STICK AND I WOULD BE LOOKING FOR VERY SPECIFIC RECOMMENDATIONS FROM YOU ON HOW TO GET THAT BACK PERHAPS TO A MORE EVEN KEEL IN THE FUTURE.

I THINK ELLEN, TOO, IF I COULD CLARIFY, ONE OF THE THINGS THAT WE DID IS CONVERT A LOT OF THE DAYS WITHIN THE SCHOOL YEAR TO MORE OF A CAMPUS AND A TEACHER RATHER THAN PROFESSIONAL LEARNING VERSUS DISTRICT OR CIA DRIVEN.

RIGHT. AND IT'S ALL GOOD.

BUT I JUST WONDER IF WE HAVE THE BALANCE RIGHT AND IF WE MIGHT NEED TO REVISIT SOME OF THAT AS WE GET FURTHER AWAY FROM.

YOU HEAD FIRST. SO WHEN WE TALKED AND GOT SOME FEEDBACK AT THE BEGINNING OF THE YEAR FROM OUR STAFF ABOUT BEGINNING OF THE YEAR, PROFESSIONAL DEVELOPMENT, I MEAN, THEY FEEL LIKE THEY'RE DRINKING FROM A FIRE HOSE THOSE SEVEN DAYS.

AND SO THERE WAS SOME DISCUSSION ABOUT RECOMMENDATIONS FOR MAYBE SPREADING THAT THROUGHOUT THE YEAR.

IT WAS JUST A LOT, BUT THEY NEED IT THROUGHOUT THE YEAR AS WELL.

WE ALSO UNDERSTAND THE NEED TO PROTECT THAT INSTRUCTIONAL TIME.

SO IT'S JUST A CAREFUL BALANCE.

BUT IF THE TEACHERS DON'T HAVE TIME TO PLAN EFFECTIVE INSTRUCTION, INSTRUCTIONAL TIME, IT'S NOT GOING TO BE GREAT.

ABSOLUTELY. AND THIS IS A QUESTION ABOUT THE THE CTE.

AND IT MAY NOT BE RELATED TO THE ISSUE THAT YOU RAISE HERE, BECAUSE I UNDERSTAND THAT IS OF THE THINGS THAT ARE CTE CLASSIFIED.

WE DON'T HAVE MANY KIDS WHO GET THROUGH THAT PROGRAM.

BUT I WOULD ARGUE TO THE POINT THAT YOU JUST MADE ABOUT CODING AND IEA AND THINGS LIKE THAT, AI.

WE HAVE A LOT OF CTE CLASSES THAT ARE NOT CTE CLASSIFIED.

THINGS LIKE ROBOTICS, THINGS LIKE OUR BUSINESS INCUBATOR, CODING, I MEAN, THOSE SORTS OF THINGS ARGUABLY ARE RELATED TO PROFESSIONAL PROFESSIONS IN THE FUTURE.

AND SO WE HAVE A LOT OF OPTIONS FOR OUR KIDS.

THEY JUST AREN'T CLASSIFIED AS CTE.

DOES THAT MAKE A DIFFERENCE IN TERMS OF LOOKING AT THE NUMBERS AND SEQUENCE, OR ARE WE TALKING DIFFERENT POPULATIONS OF STUDENTS? SO ACTUALLY THEY ARE SO WELL.

SO IF A STUDENT COMPLETES INCUBATOR OR ACCELERATOR, THEY DO GET A LEVEL THREE, LEVEL FOUR CTE CREDIT IN THE BUSINESS PROGRAM STUDY.

ROBOTICS IS A GREAT EXAMPLE.

SO THAT WOULD BE WHERE WE DO OFFER THINGS THAT ARE LEVEL FOUR, LEVEL LEVEL THREE, LEVEL FOUR.

BUT OUR CURRENT OFFERINGS ARE THE COMPETITIVE ROBOTICS.

AND SO YOU START RUNNING INTO TIME CONSTRAINTS TO BE A PART OF THE COMPETITIVE TEAMS. WE'RE TALKING HOURS AFTER SCHOOL AND SO A KID OR STUDENT HAS TO MANAGE.

I CAN, I'M INTERESTED IN THE LEVEL THREE OR THE LEVEL FOUR TO COMPLETE THAT PROGRAM OF STUDY.

BUT NOW THE ONLY THING THAT WE CURRENTLY OFFER IS A ROBOTICS TEAM AT THE THREE AND FOUR.

SO NORMAN IS ACTUALLY PROBABLY ONE OF THE ONES I TALKED THE MOST ABOUT, LIKE HOW DO WE OFFER SOME LEVEL THREE, LEVEL FOUR'S NONCOMPETITIVE, THAT WOULD BE THE SAME COURSE, BUT THEY JUST DON'T HAVE TO BE ON THE COMPETITIVE ROBOTICS TEAM.

AND SO THAT'S WHAT I MEAN BY THAT, THAT RETHINKING THOSE LEVEL THREE, LEVEL FOUR IS I AGREE WITH YOU, THERE ARE SOME LITTLE TWEAKS WE CAN MAKE HERE IN THERE THAT COULD EXPAND THAT. I DON'T THINK WE'LL EVER BE A SCHOOL WHERE WE'RE JUST I MEAN, KIDS ARE JUST COMPLETING PROGRAMS OF STUDIES LEFT AND RIGHT.

I MEAN, IF WE'RE HONEST, OUR KIDS AREN'T BEING PREPARED FOR POST-SECONDARY WORK IN SCHOOL AND ALL OF THAT.

I JUST THINK IF WE REALLY START THINKING ABOUT ALL KIDS, THERE ARE SMALL POCKETS THAT WE CAN DO BETTER AND GIVE THEM SKILLS THAT MAYBE COLLEGE

[01:20:05]

THEY NEED TO MATURE A LITTLE BIT MORE.

AND SO THOSE ARE KIND OF THE LITTLE THE LITTLE AREAS THAT WE'RE TRYING TO FOCUS IN ON.

OKAY. THANKS FOR THAT CLARIFICATION.

THAT'S VERY HELPFUL.

AND I JUST WANT TO SAY HOW GLAD I AM TO SEE YOU CONTINUE TO PUT FOCUS ON THE GDC.

I THINK THAT IS SO IMPORTANT.

IT HAS BEEN A BOARD GOAL FOR PROBABLY FIVE YEARS NOW BECAUSE IT IS SO DIFFICULT TO ACHIEVE, AS YOUR PRESENTATION INDICATED.

ARE THERE ADDITIONAL RESOURCES WE NEED THERE OR IF YOU HAD A MAGIC WAND, WHAT WOULD YOU DO? IN ADDITION, FOR US TO BE ABLE TO EXECUTE SUCCESSFULLY, CONSISTENTLY AGAINST GDC? I'M JUST GOING TO GO OUT ON A LIMB.

ANOTHER COORDINATOR FOR INSTRUCTION TO HELP US DEPLOY IT.

YOU KNOW, WE, WE COVER A LOT K 12.

THERE'S TWO OF US. AND IT WOULD BE NICE TO HAVE SOMEBODY TO HELP US DEPLOY SOME OF THAT WORK AND DO SOME OF THE TRAINING TO HELP WITH THE ALIGNMENT.

AND WE DID GET AN ELEMENTARY COORDINATOR TO HELP THIS YEAR, AND THAT HAS HELPED TREMENDOUSLY.

SO MAYBE LOOK AT SOMETHING LIKE THAT FOR HIGH SCHOOL.

THAT'S MY MAGIC WAND MOMENT.

CAN I CAN I ADD THIS? WE'RE WE'RE WE'RE MAKING OUR WISH LISTS.

I YEAH, I'M NOT GOING TO BACK OFF.

I'M SORRY. YEAH.

I THINK THE CONVERSATION AROUND THE PROFESSIONAL LEARNING MY THINGS THAT KEEP ME UP AT NIGHT RIGHT NOW ARE NEW TEACHERS, NEW STAFF, AND THE THE LESS AMOUNT OF TIME TO HELP THEM.

IT IT'S IT IS YOU KNOW WITH OUR RETURNING STAFF THE FIRST SEVEN DAYS OF BACK TO BACK NOT BACK TO SCHOOL BUT THE BACK TO BACK TO PROFESSIONAL LEARNING IS DRINKING FROM A FIREHOSE IT'S IT'S THAT ALL YEAR FOR NEW TEACHERS.

AND SO ONE OF THE THINGS WE'VE ASKED EDUCATIONAL PARTNERS TO DO THIS YEAR IS TO BE VERY INTENTIONAL ABOUT NEW TEACHER SUPPORT CONTINUING THROUGHOUT THE YEAR.

BUT WHAT WE'RE RUNNING INTO IS TIME CONSTRAINTS, AS ALWAYS.

AND YOU DO HAVE CAMPUSES THAT HAVE A LOT OF NEW STAFF AND THEN YOU HAVE CAMPUSES THAT HAVE TO.

AND SO IT'S JUST SOMETHING THAT I THINK WE NEED TO THINK STRATEGICALLY.

WE NEED TO COLLABORATE.

WE CAN MAYBE WORK WITH YOU ALL TO BRING SOME RESOURCES TO BEAR TO ATTACK IT.

BUT THAT THAT'S SOMETHING I THINK WE REALLY I THINK WE REALLY NEED A LOT OF THOUGHT POWER AND GET AROUND GET OUR HEADS AROUND REALLY QUICK. AND IT SOUNDS TO ME LIKE INSTRUCTIONAL PARTNERS ARE ALSO PRETTY KEY.

OH, YEAH, I'VE HEARD THAT OVER AND OVER AND OVER AGAIN.

SO I THINK I HEARD IT AGAIN COMING THROUGH LOUD AND CLEAR TONIGHT.

THANK YOU ELLEN. LAURA.

OK. I LOVE THIS SO MUCH AND I'M WORKING HARD TO TO FOCUS ALL THE GREAT THINGS.

AND I TOOK LOTS OF NOTES ON THE WONDERFUL THINGS THAT YOU ALL ARE DOING.

I PARTICULARLY LIKE YOUR USE OF ACRONYMS. YOU REALLY COMMITTED YOURSELF TO THAT AND YOUR ONE LITTLE CHART OF THE ROAD.

EDUCATION IS ALL ABOUT THE ACRONYMS AND.

THE CREDIT BY EXAM.

WE JUST I THINK LAST YEAR INCREASED THE GRADE THE SO TO GET CREDIT FOR EXAM IT USED TO BE 80% AND WE INCREASED IT TO 90%.

ARE WE SEEING? ARE WE STILL SEEING THAT THOSE KIDS STRUGGLING OR MISSING THAT FOUNDATION? OR HAVE YOU ALL HAD AN OPPORTUNITY TO REALLY LOOK AND SEE IF THERE'S BEEN A DIFFERENCE, IF THAT'S IMPROVED? WELL, THAT'S A GREAT QUESTION.

SO I.

I WOULD SAY WE ARE SEEING LESS OF THE STRUGGLE BECAUSE OF THE INCREASE.

SO YOU'RE GETTING STUDENTS THAT ARE DEFINITELY A LOT MORE PREPARED FOR SKIPPING ITS COMPLETE COURSE.

I THINK THE REALITY OF THAT, THOUGH, IS, YOU KIND OF GOT TO THINK A LOT OF THOSE STUDENTS ARE NOT JUST THEIR NEXT COURSE, ISN'T JUST ALGEBRA TWO, IT'S HONORS ALGEBRA TWO OR IT'S PRE AP OR NOT SORRY, I PROBABLY CAN'T SAY IT ANYMORE OR THERE'S PRE CAL OR AP.

SO THE REALITY OF THOSE CBE'S IS IT'S JUST LIKE THE STAAR.

IT'S THE BARE MINIMUM KNOWLEDGE SKILLS THAT A STUDENT NEEDS TO SHOW MASTERY TO GET CREDIT FOR THAT COURSE.

WHEN OUR STUDENTS TAKE THAT, MAKE A 90 AND THEN JUMP INTO AN HONORS LEVEL THE NEXT YEAR, THERE'S GOING TO BE SOME GAPS BECAUSE OUR HONORS ALGEBRA ONE IS WRITTEN FOR KIDS TO GO INTO HONORS GEOMETRY, AND THEY'RE WRITTEN AND SCAFFOLDED SO THAT THEY FEED INTO EACH OTHER OVER TIME AND BUILD UP THE SKILLS THAT WE KNOW THAT OUR KIDS NEED FOR AP CALC, AP STATISTICS.

[01:25:05]

OKAY. DOES THAT ANSWER YOUR QUESTION? YEAH, IT DOES. AND I'M WONDERING AND I ASSUME WE'LL BE TALKING ABOUT THIS MORE, THIS WAS JUST A LITTLE LIKE HEAD'S UP THAT THIS IS OKAY.

I JUST WANT TO MAKE SURE THERE AREN'T ANY UNINTENDED CONSEQUENCES FOR MAKING A CHANGE LIKE THAT.

I DON'T KNOW WHAT THEY WOULD BE, BUT I JUST WANT TO MAKE SURE THAT WE DON'T LEAVE ANY KIDS BEHIND.

THE REGARDING THE CTE, I ECHO WHAT THE OTHER TRUSTEES HAVE SAID ABOUT THE CTE PROGRAMS. I AND I APPRECIATE WHAT YOU.

IT'S NOT WE'RE NOT TRYING TO REACH KIDS THAT ARE LOOKING FOR THAT THIRD AND FOURTH.

LIKE YOU SAID, THERE'S A SUBPOPULATION OF STUDENTS THAT WE'RE MISSING.

WE SAW AT OUR LAST BOARD MEETING.

SO 85% OF OUR OUR GRADUATES GO TO FOUR YEAR COLLEGES.

THAT LEAVES 15% THAT GO TO TWO YEAR.

POSSIBLY THEY'RE GOING TO YEAR TO GO ON TO A FOUR YEAR COLLEGE.

BUT THEN WE STILL HAVE ABOUT 7 TO 8% WHO DO GO STRAIGHT INTO THE WORKFORCE, GO INTO THE MILITARY, DO A GAP YEAR OR SOMETHING LIKE THAT.

SO WE KNOW THAT WE'VE GOT YOU KNOW, I DON'T KNOW, LIKE A ROUGH ESTIMATE OF MAYBE 10% OF OUR KIDS THAT ARE NOT GOING TO DO IF THEY DO FOUR YEAR COLLEGE, IT MIGHT BE A STRETCH FOR THEM AND MAYBE THAT WASN'T THE BEST OPPORTUNITY FOR THEM.

SO I APPRECIATE THAT.

WE ARE CONTINUING TO FOCUS ON THAT AND FOCUS ON THOSE KIDS.

AND, YOU KNOW, Y'ALL ARE APPEAR TO BE VERY DEDICATED TO THAT.

I APPRECIATE THAT. SO, YOU KNOW, THAT'S GOING TO TAKE SOME REAL CREATIVE THINKING.

AND YOU ALL HAVE SHOWN US SOME REALLY CREATIVE THINKING IN THE WORK THAT YOU ALL HAVE DONE.

SO I APPRECIATE ALL THAT.

REGARDING THE KIDS AT TLC, IF YOU GO TALK TO THEM, THEY'LL TELL YOU EXACTLY WHAT THEY WANT TO DO.

YOU DON'T NEED TO WORRY ABOUT THOSE EIGHTH GRADERS TELLING YOU WHAT THEY WANT AND TRYING TO FIGURE OUT WHAT THEY WANT TO DO WHEN THEY GROW UP.

JUST GO TALK TO THOSE KIDS.

THEY'LL TELL YOU. THEY'LL TELL YOU WHAT IT'S ABOUT.

I LOVE THE RE-IMAGINING, PROFESSIONAL DEVELOPMENT AND MAKING THAT LINK.

BUT THAT STRONG PROFESSIONAL DEVELOPMENT LEADS TO QUALITY INSTRUCTION, WHICH LEADS TO QUALITY OUTCOMES FOR ALL STUDENTS.

I THINK THAT'S SUCH AN IMPORTANT LINE THAT WE NEED TO KEEP IN MIND.

AND IT IS IS BEAUTIFUL TO HEAR Y'ALL'S FOCUS ON THAT AND THAT OUTSIDE OF THE BOX, JUST THINKING ABOUT DIFFERENT WAYS OF DOING THINGS.

OUR KIDS ARE NOT GOING TO BE GOING INTO JOBS THAT EXIST NOW WHEN THEY GET THROUGH, WHEN THEY GET OUT OF HIGH SCHOOL, GOT OUT OF COLLEGE.

THE JOBS ARE COMPLETELY DIFFERENT THAN WHAT WE KNOW.

SO WE HAVE TO PRESENT THE MATERIAL IN A WAY THAT PROVIDES THEM WITH THE SKILLS SO THEY CAN DO THOSE THINGS.

WE'RE KIND OF EDUCATION IS SORRY, I'M GOING LONG, EDUCATION CAN BE KIND OF STAGNANT.

YOU KNOW, IT'S A LONG PROCESS TO TO CHANGE CURRICULUMS. SO Y'ALL MAKING THESE QUICK CHANGES AND BEING FLUID WITH THE PRESENTATION OF MATERIALS IS OUTSTANDING AND A LOT OF IT'S UDL MOLLY, I THINK THAT'S THAT HAS A BIG PART OF IT.

SO THANK YOU.

THANK YOU LAURA. HEATHER.

OKAY. I'M GOING BACK TO CTE AGAIN, TOO.

SO YOU MENTIONED COMMUNICATION ABOUT SOME OF THE CTE THINGS.

AND I THINK THAT THAT IS IMPERATIVE IN A PLACE THAT WE REALLY COULD DO BETTER.

I MEAN, JUST ONE EXAMPLE IS I MEAN, I HAVE A SOPHOMORE AND I HAD NO IDEA THAT WE HAD A PHLEBOTOMY CLASS.

AND THAT IS AMAZING THAT WE HAVE A PHLEBOTOMY CLASS.

AND THAT'S JUST ONE EXAMPLE.

AND SO ANYTHING THAT WE CAN DO TO HIGHLIGHT THINGS LIKE THAT, AND I THINK THAT'S A GREAT EXAMPLE OF JUST ONE OF OUR CTE CLASSES THAT OUR STUDENTS COULD GO AND WORK IN A HOSPITAL WHEN THEY'RE 18 WHILE THEY'RE GOING TO COLLEGE, IF THAT'S WHAT THEY WANT TO DO OR THAT'S A CAREER, YOU KNOW, SO JUST GIVING KIDS OPTIONS.

AND I ALSO WOULD LOVE TO HAVE MORE OF THAT COMMUNICATION IN TRANSITION PLANNING, ESPECIALLY IN EIGHTH GRADE AND THEN JUST IN THE MIDDLE SCHOOLS, TOO, BECAUSE, YOU KNOW, YOU MIGHT HAVE SOME MORE OPPORTUNITY IN YOUR SCHEDULE IN EIGHTH GRADE WHERE YOU DON'T AS A SENIOR.

SO JUST PUTTING THAT OUT THERE.

AND THEN ONE QUESTION ABOUT HIGH QUALITY ASSESSMENTS, TOTALLY SWITCHING GEARS, ARE WE USING TFAR OR ARE WE JUST DOING OUR OWN HIGH QUALITY ASSESSMENT? [INAUDIBLE] WE'RE WORKING ON DEVELOPING OUR OWN AND WE WANT TO USE QUICK ASSESSMENTS MORE FREQUENTLY.

GREAT, THANK YOU. THANK YOU HEATHER, ANYTHING ELSE? JUST A COUPLE OF BRIEF THOUGHTS BY ME.

I DO SUPPORT LOOKING INTO EXPANDING TLC.

I TOURED LAST YEAR, GOT AN IN-DEPTH VIEW OF THAT, REALLY LIKE WHAT'S GOING ON AT TLC.

TO THE ABILITY THAT WE HAVE TO DIFFERENT GRADES.

[01:30:02]

I'LL LEAVE THAT TO SMARTER PEOPLE OR MORE KNOWLEDGEABLE PEOPLE ON THAT THAN ME, THOUGH.

AND BUT I DO SUPPORT THAT.

THE OTHER IS A LITTLE BIT MORE TACTICAL AND IT GOES BACK TO THE PRIORITY, THE BOARD PRIORITY SHEET THAT YOU SHOWED AT THE FIRST AND LAST YEAR WHEN WE WERE IN OUR OUR MEETING TO DISCUSS THOSE. I APPRECIATED THAT YOU ALL WERE VERY ENGAGED AS WE WERE WALKING AROUND LOOKING AT THE DIFFERENT, THE DIFFERENT BOARDS AND THE STICKY NOTES AND STUFF, YOU WERE THERE AND HELPED GUIDE US.

THIS WILL BE MY FOURTH ONE OF THESE AS A TRUSTEE AND I WOULD JUST SAY I APPRECIATE THE GUIDANCE YOU CAN GIVE US ON REWORDING SOME OF THOSE HELPING US THROUGH. ARE THERE SOME THAT HAVE A CHECKMARK? MAYBE WE NEED TO CONSIDER MOVING ON FROM OR GOING TO PHASE TWO ON.

AND SO IN PREP FOR JANUARY, I WOULD JUST ENCOURAGE YOU TO BE PREPARED TO COME IN AND HELP GUIDE US.

I DON'T THINK WE'RE GOING TO BACK OFF OF OF THE THEME OF THAT.

I DON'T THINK WE'RE LOOKING TO TAKE THE PEDAL, THE FOOT OFF THE PEDAL OR ANYTHING.

BUT TO THE EXTENT THAT WE CAN MAKE THOSE MAKE BETTER SENSE AND HELP FOCUS US A BIT MORE, I THINK THAT WOULD BE VERY HELPFUL.

AND I AGREE WITH WHAT JEN SAID ABOUT WE NEED HELP UNDERSTANDING.

WHERE WE CAN HELP FROM A BUDGET PERSPECTIVE ON IMPROVING THINGS AS WELL IF WE PUT SOMETHING ON THAT LIST.

I WELCOME THE IDEA OF SOMETHING, MAYBE A STRETCH TARGET OR SOMETHING LIKE THAT.

NEED TO KNOW WHEN WE NEED TO STEP UP TO SUPPORT THAT.

AND IF WE AREN'T GIVING YOU THE SUPPORT YOU NEED, THEN LET US KNOW SO THAT WE CAN MAKE THAT HAPPEN.

SO I REALLY APPRECIATE THAT.

OTHERWISE, I THINK THAT'S IT.

I APPRECIATE YOUR TIME TONIGHT.

THANK YOU FOR THIS VERY MUCH.

ALL RIGHT. AS THEY MOVE OFF, WE WILL MOVE INTO OPEN FORUM.

[8. OPEN FORUM]

WE HAVE FIVE SPEAKERS SIGNED UP THIS EVENING, THOUGH TWO HAVE INDICATED THEY WON'T BE HERE TONIGHT AND EACH SPEAKER WILL BE AFFORDED 3 MINUTES TO SPEAK.

I'LL CALL YOU FORWARD WHEN IT'S YOUR TURN.

LET YOU KNOW WHEN YOUR TIME IS.

ONCE YOU ARE NOTIFIED THAT YOUR TIME IS UP, PLEASE FINISH YOUR SENTENCE AND THEN STOP.

OF COURSE, WE HAVE NO REASON TO SUSPECT THIS WILL HAPPEN.

BUT IF ANY SPEAKER REFUSES, THIS WILL BE CONSIDERED A DISRUPTION OF THE BOARD MEETING.

WE WILL TAKE APPROPRIATE ACTION.

SPECIFIC FACTUAL INFORMATION AND RESUSCITATION OF EXISTING POLICY MAY BE FURNISHED IN RESPONSE TO INQUIRIES, BUT THE BOARD CANNOT DELIBERATE REGARDING ANY SUBJECT THAT IS NOT ON THE AGENDA.

PLEASE BE AWARE THAT THE AUDIO OF THIS OPEN FORUM PORTION OF THE BOARD MEETING IS RECORDED AS PART OF THE RECORDING OF THE ENTIRE MEETING AND IS PUBLISHED ON THE DISTRICT'S WEBSITE WITHOUT ALTERATION.

PERSONS WHO CHOOSE TO SPEAK IN OPEN FORUM ARE 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 THE FIRST SPEAKER AND TONIGHT, THAT IS SARAH CROCKER.

EVENING. MY NAME IS SARAH.

AND I KNOW YOU ALL KNOW ME BY NOW.

UM, THE DEFINITION, ACCORDING TO THE AMERICAN HERITAGE DICTIONARY FOR PORNOGRAPHY, IS SEXUALLY EXPLICIT WRITING IMAGES, VIDEO AND OTHER MATERIAL WHOSE PRIMARY PURPOSE IS TO CAUSE SEXUAL AROUSAL.

LURID AND SENSATIONAL MATERIAL OFTEN USE IN COMBINATION.

A DESCRIPTION OF OR TREATISE ON PROSTITUTES OR PROSTITUTION HENCE OBSCENE WRITING.

BILLIE EILISH.

I THINK A LOT OF PEOPLE KNOW HER HAS SPOKEN OUT ABOUT PORNOGRAPHY AND HOW IT HAS AFFECTED HER LIFE.

AND IF YOU EVER GO TO AND YOU REALLY WANT TO FIND OUT ABOUT HOW THIS STUFF AFFECTS CHILDREN, YOU SHOULD GO TO THE NATIONAL CENTER OF SEXUAL EXPLOITATION. YOU READ A LOT ABOUT HOW PORNOGRAPHY WRITTEN AND VISUAL AFFECTS THE BRAIN AND OUR KIDS WHEN THEY'RE 11 AND 12 AND 13. AND THE STUFF I READ IS 11 YEAR OLDS IN OUR DISTRICT, 11.

THEY CAN'T COMPREHEND THIS STUFF.

I MEAN, YOU JUST HAVE TO BE A MOM TO UNDERSTAND THAT.

I HAD DAUGHTERS WHO ARE OLDER NOW.

THEY DIDN'T UNDERSTAND THIS STUFF WHEN THEY WERE 11 YEARS OLD.

SHE SAYS THAT THAT EXPOSURE TO PORNOGRAPHY, AFFECTED HER HORRIBLY.

AND SO, YOU KNOW, I'VE GOT LIKE THREE OR FOUR BOOKS AGAIN TO READ FROM.

IT'S JUST LIKE THEY JUST GO ON AND ON AND ON.

AND I DON'T UNDERSTAND WHY WE'RE EXPOSING OUR CHILDREN TO THIS STUFF.

IT'S NOT NECESSARY.

THEIR PARENTS CAN TAKE THEM TO BARNES AND NOBLE.

THEIR PARENTS CAN TAKE THEM, BUY IT ON AMAZON.

THEY DON'T NEED TO BE AVAILABLE IN A SCHOOL LIBRARY WHERE SOME PARENTS, MOST PARENTS DON'T WANT THESE THINGS AVAILABLE TO THEIR CHILDREN WHEN THEY DON'T KNOW THEY'RE LOOKING AT THEM BECAUSE THEY CAN WALK IN, PULL IT OFF THE BOOKSHELF, READ IT, BE EXPOSED TO IT, GET IT IN THEIR BRAIN, AND THEIR PARENTS

[01:35:09]

THEIR PARENTS CAN'T ADDRESS THE ISSUE BECAUSE THEY DON'T EVEN KNOW THEIR CHILDREN ARE LOOKING AT THIS DURING SCHOOL.

WE HAVE SO MANY GOOD BOOKS TO READ.

HOW MANY BOOKS ARE IN THIS LIBRARY AND WHY DO THESE BOOKS HAVE TO BE HERE? SO WE'LL START FOR THE REST.

THE REST OF THE 43 SECONDS I HAVE.

I WAS IN THE BATHROOM AFTER FIFTH PERIOD RIGHT.

AND JANET TERRY WERE THERE AND JANET WAS GOING ON ABOUT WHAT A BITCH MARGARET WAS FOR FLIRTING WITH REX SAUNDERS.

I GUESS REX IS LIKE JANA'S PROPERTY BECAUSE THEY WENT ON SOME PARTY TOGETHER OVER THE SUMMER.

JANA WAS ALL, OH, SHE'S SUCH A WHORE.

AND THEN SHE LOWERED HER VOICE LIKE SHE WAS TELLING SOME BIG SECRET AND SAID SOMETHING REALLY GROSS.

WELL, SHE SAID THAT MARGARET EJACULATES MAD.

WHAT? WELL, ACTUALLY, SHE.

SHE SAID SHE SQUIRTS WHEN SHE COMES.

AND THEN SHE WAS LIKE, SHIT, I CAN'T BELIEVE I TOLD YOU.

YOU'VE GOT TO SWEAR NOT TO TELL TERRY.

YOU'VE GOT TO SWEAR.

WELL, THE WHOLE TIME I WAS TWO SINKS OVER GOING, HELLO.

DO YOU EVEN KNOW WHO YOUR.

SORRY, I DIDN'T HAVE ENOUGH TIME TO READ MORE, BUT YOU CAN FIND IT IN.

OUR NEXT SPEAKER WILL BE WILL MONCRIEFF.

HELLO AND THANK YOU. I'M HERE ON BEHALF OF A SMALL GROUP OF PARENTS FROM ACROSS THE DISTRICT.

AT OUR FIRST MEETING OF THE CAFE SERIES.

THE TOPIC WAS SAFETY AND SECURITY SEEMS OBVIOUSLY IMPORTANT, BUT IT'S WORTH NOTING THAT WE ARE PROBABLY THE FIRST GENERATION OF PARENTS FOR WHOM THIS IS A TOP OF MIND SCHOOL ISSUE. I HOPE WE ALL AGREE THAT TIMES HAVE CHANGED AND NOT FOR THE BETTER.

THERE'S NO USE HIDING BEHIND EUPHEMISMS LIKE CRITICAL INCIDENTS.

WE ALL KNOW THAT THE CHANGE WE ARE TALKING ABOUT, IS THE THREAT OF A GUNMAN COMING ONTO ONE OF OUR CAMPUSES TO MURDER CHILDREN AND STAFF.

YOUR ELECTION TO THE BOARD DID NOT CHARGE YOU WITH THE TASK OF SOLVING THE ISSUES THAT HAVE LED OUR SOCIETY TO THIS POINT.

BUT IT DID CHARGE YOU WITH THE TASK OF PROTECTING THOSE STUDENTS AND STAFF.

IT HAS BEEN AND WILL ALWAYS BE A LAW OF NATURE.

THE PROTECTION MUST BE AT LEAST AS STRONG AS THAT FROM WHICH PROTECTION IS REQUIRED.

IF A DETERMINED GUNMEN WERE TO ARRIVE ON ONE OF OUR CAMPUSES, ALL THE VESTIBULES DOOR, ALARMS AND CAMERAS IN THE WORLD WILL SO ABSOLUTELY NOTHING TO STOP HIM.

WHAT IS NEEDED IS SOMEONE TO SHOOT BACK.

IT SHOULD BE OBVIOUS THAT WHENEVER A GUNMAN ARRIVES ANYWHERE, PEOPLE SHOULD CALL 911.

EQUALLY OBVIOUS IS THAT THE CALL TO 911 IS NOT FOR INFORMATIONAL PURPOSES.

IT IS TO ASK THEM TO SEND THESE PEOPLE WHO CAN SHOOT BACK AND DO IT AS QUICKLY AS POSSIBLE.

BECAUSE OF THESE REALITIES, IT IS CRUCIAL THAT WE PROTECT OUR STUDENTS AT ALL CAMPUSES, NOT JUST THE HIGH SCHOOL.

WITH A SCHOOL RESOURCE OFFICER WHO CAN PROVIDE THE FASTEST ACCESS TO THE REAL PROTECTION OUR STUDENTS AND STAFF DESERVE FROM WHAT IS UNFORTUNATELY, A REAL, AT LEAST NOT UNIMAGINABLE THREAT TO THEIR VERY LIVES.

MANY BAD ARGUMENTS OR RAISE IN OPPOSITION.

I'LL TRY TO BE QUICK ONE.

SROS ARE NOT EFFECTIVE.

THIS IS ABSOLUTELY FALSE.

SROS HAS STOPPED SEVERAL SHOOTINGS, SAVES LIVES AND OTHERS, INCLUDING SANTA FE, WHICH WAS A DISASTER.

BUT IT'S IMPORTANT TO REALIZE THAT ANY LIFE SAVED IS A LIFE SAVING.

TWO, STUDENTS AND STAFF DON'T FEEL COMFORTABLE AROUND ARMED SECURITY.

IT WAS SAID AT THE CAFÉ'S MEETING THE OTHER NIGHT.

DISTRICT POLICY IS TO ENCOURAGE OFFICERS TO SPEND TIME ON ALL OF OUR CAMPUSES AND THAT THE PEOPLE LIKE TO SEE THEM.

THIS IS THE CORRECT APPROACH AND THE PROPER ATTITUDE.

THE HIGH SCHOOL, ALONG WITH MANY BANKS, GROCERY STORES, SHOPPING MALLS, CURRENTLY HAS SECURITY LIKE WE DO RIGHT NOW.

THESE PEOPLE ARE TOTALLY FINE WITH THIS.

THREE, SROS ENFORCE LAWS ON STUDENTS THAT THE DISTRICT DOESN'T WANT ENFORCED AND COULD LEAD TO SCHOOL TO PRISON PIPELINE ISSUES.

WE ARE CURRENTLY ASKING THIS DISTRICT TO EXPAND AN EXISTING PROGRAM FROM THE HIGH SCHOOL TO THE MIDDLE AND ELEMENTARY CAMPUSES.

THIS ARGUMENT SHOULD NOT BE TAKEN SERIOUSLY, AND IT'S WORTH POINTING OUT THAT ANY OFFICERS WOULD RECEIVE INSTRUCTIONS FROM THE BOARD.

FOUR, WE ALREADY HAVE OFFICERS READY TO RESPOND NEARBY.

THIS SUMMER AUSTIN 911 ONLY ANSWERED 73% OF CALLS WITHIN 15 SECONDS.

LIEUTENANT MURPHY WITH APD SAID IN JULY, QUOTE, RIGHT NOW WE CANNOT GUARANTEE THAT SOMEONE WILL ALWAYS ANSWER IMMEDIATELY.

TRY TO IMAGINE THAT SCENARIO, THEN ADD IN YOUR RESPONSE TIME.

NOT TO MENTION THAT THIS ARGUMENT IS EXACTLY OUR POINT.

PROXIMITY IS KEY.

BUT LET'S GET AT LEAST ONE RESPONDER ON SITE.

LASTLY, WE CAN'T AFFORD IT.

WE'RE HERE TODAY TO OFFER TO HELP WITH THAT.

GIVE US YOUR SUPPORT.

TELL US WHAT YOU NEED. THANK YOU.

THANK YOU. OUR NEXT SPEAKER IS GEOFFREY ULRICH.

THIS WEEK THERE WAS A NEWSLETTER THAT WENT OUT AT HILL COUNTRY MIDDLE SCHOOL, AND I'M GOING TO QUOTE SOME OF IT.

SINCE 2005, FREE SPEECH WEEK HAS TAKEN PLACE THE THIRD WEEK OF OCTOBER ANNUALLY TO CELEBRATE AND RAISE PUBLIC AWARENESS OF THE IMPORTANCE OF FREEDOM OF SPEECH AND OF A FREE

[01:40:06]

OUR LIBRARIAN WILL BE SHARING A LESSON WITH SIX TO EIGHTH GRADERS.

AND ABOUT THE U.S.

BILL OF RIGHTS, AMERICAN LIBRARY ASSOCIATION, BILL OF RIGHTS, CENSORSHIP AND THE FREEDOM OF SPEECH AND READING.

LESSON WILL BE PRESENTED DURING LIBRARY CLASSES FROM OCTOBER 17TH TO THE 28TH.

GOES ON TO POSE WHAT THAT PRESENTATION IS.

THE PRESENTATION INCLUDES SLIDES THAT SPECIFICALLY PROMOTE BAND BOOK WEEK.

IT SAYS THAT TEACHERS AND LIBRARIANS HAVE A RESPONSIBILITY TO SERVE ALL STUDENTS WHO WANT TO READ, WRITE AND THINK FREELY.

THE FIRST BOOK SLIDE INCLUDES A BOOK THAT HAVE BEEN CHALLENGED OR BANNED IN SOME PLACES LIKE HARRY POTTER, THE HUNGER GAMES, TO KILL A MOCKINGBIRD.

THE DIARY OF A YOUNG GIRL BY ANNE FRANK.

LET'S BE ABSOLUTELY CLEAR, I'M NOT TALKING ABOUT THOSE BOOKS.

THIS SLIDE IS FOLLOWED BY ANOTHER IN THE PRESENTATION WITH THE NUMBER OF BOOKS.

MANY OF WHICH ARE LOCATED IN OUR HILL COUNTRY, WEST RIDGE AND WEST LAKE LIBRARIES WHICH GLORIFY SUICIDE, PROMOTE DRUG ABUSE AND USE AND ARE SEXUALLY GRAPHIC AND INAPPROPRIATE.

THIS LESSON DIRECTLY UNDERMINES PARENTAL CONCERN FOR DISCERNMENT AND ACCOUNTABILITY, WHERE OUR KIDS SCHOOL LIBRARY IS CONCERNED, THERE'S NO DISTINCTION MADE BETWEEN CHILDREN HAVING ACCESS TO BOOKS AT THE SCHOOL LIBRARY IN COMPARISON TO ACCESS THE SAME BOOKS AT A BOOKSTORE OR PUBLIC LIBRARY.

PARENTAL CONCERN FOR THE ACCESS TO PORNOGRAPHIC, GRAPHICALLY, VULGAR DRUG USE AND ABUSE AND SUICIDE GLORIFYING MATERIALS IN OUR SCHOOL LIBRARIES IS NOT CENSORSHIP.

WE'VE LEARNED ABOUT CENSORSHIP TRAGEDIES IN OUR HISTORY.

TRUE CENSORSHIP ENCOMPASSES REMOVING ACCESS TO THESE MATERIALS TO EVERYONE IN BOOKSTORES, PUBLIC LIBRARIES AND SCHOOL LIBRARIES TEACHING OUR CHILDREN THAT CENSORSHIP IS DEFINED AS LIMITING THEIR ACCESS TO PORNOGRAPHIC AND AGE INAPPROPRIATE MATERIALS, IRRESPONSIBLE, AND UNDERMINES PARENTS.

DOES THIS DISTRICT PROFESSED THAT THE FIRST AMENDMENT FREE SPEECH, RIGHT SHOULD INCLUDE MAKING BOOKS AVAILABLE TO MINORS THAT GLORIFY SUICIDE, SEX, GRAPHIC SEXUAL ACTS, PROFANITY, DRUG USE AND ABUSE.

IS THERE NO LIMIT TO WHAT MATERIALS OUR SCHOOLS PROVIDE OUR CHILDREN AND STUDENTS, IN READING THIS LESSON, I WOULD ASSUME THIS LIBRARIAN WOULD SAY NO.

WHY NOT ADD PORNOGRAPHIC MOVIES, PLAYBOY AND HUSTLER MAGAZINES TO THE SCHOOL LIBRARY.

THIS IS OBVIOUSLY RIDICULOUS, AND IT LEAVES NO ROOM FOR DISCERNMENT AND CONTENT ACCOUNTABILITY THAT SCHOOL LIBRARIANS HAVE AN OBLIGATION TO PROVIDE.

THIS IS NOT ABOUT CENSORSHIP, BOOK BANNING OR THE REVOCATION OF FREE SPEECH.

WE SHOULD ALL AGREE AS DISCERNING ADULTS, IT IS OUR JOB AS TEACHERS, LIBRARIANS AND PARENTS TO PROTECT OUR MINOR CHILDREN FROM SEXUAL GROOMING AND BOOKS THAT GLORIFY SUICIDE.

THANK YOU. THANK YOU MR. O'LEARY.

IF I COULD JUST JEFF, THANK YOU FOR YOUR REMARKS TONIGHT.

I DID WANT TO MAKE MENTION OF THE LESSON THAT YOU REFERENCED.

THAT'S WHY WE PROVIDED IT TO PARENTS AHEAD OF TIME SO THAT THEY COULD OPT OUT IF THEY PREFERRED TO.

SO THANK YOU.

THE OTHER TWO SPEAKERS I DON'T BELIEVE ARE HERE.

OKAY. SO WE WILL MOVE TO THE NEXT ITEM ON THE AGENDA, WHICH IS OUR PUBLIC HEARING ON FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

[9. PUBLIC HEARING ON FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS ]

SO EACH YEAR, TEA ASSESSES A RATING TO SCHOOL DISTRICTS ACROSS TEXAS TO BASED ON FINANCIAL INFORMATION THAT HAS BEEN SUBMITTED TO THEM.

AND SO IT'S CALLED THE FIRST REPORT OR ACRONYM, BUT IT'S FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

IT'S BEEN IN PLACE SINCE 2003.

AND IT JUST YOU KNOW, IT HAS INDICATORS ON IT TO TO ASSESS THE SCHOOL DISTRICT ON FINANCIAL MANAGEMENT PRACTICES AND SUSTAINABILITY.

SO THE 2022 FIRST REPORT THAT WAS INCLUDED IN YOUR PACKET WAS IS BASED ON DATA FROM THE 2021 FISCAL YEAR.

AGAIN, IT'S THE LATEST AUDITED FINANCIAL STATEMENTS THAT THEY HAVE.

SO SINCE THE RATING SYSTEM WAS IMPLEMENTED, EANES ISD HAS RECEIVED THE HIGHEST POSSIBLE RATING.

RATING SYSTEM WAS UPDATED IN 2021, AND I WENT OVER THE CHANGES THAT OCCURRED LAST YEAR.

I WENT AHEAD AND I INCLUDED THEM IN THE PACKETS AND.

IT WAS ONLY IT WAS A YEAR AGO THAT YOU SAW THEM.

BUT THE BIGGEST CHANGE THAT THEY MADE WAS THEY ADDED SOME INDICATORS.

AND SO PREVIOUSLY THERE WAS 15 INDICATORS THAT THEY USED TO MAKE THEIR ASSESSMENT AND THEY INCREASED THAT TO 20.

AND THEY HAVE WHAT THEY CALL NOW THEY HAVE CRITICAL INDICATORS, CEILING INDICATORS AND THEN FINANCIAL RATIOS.

CRITICAL AND CEILING INDICATORS THERE ARE, SO THE CRITICAL INDICATORS ARE ONE, TWO AND THREE, WHICH IN THOSE INSTANCES, IF YOU

[01:45:05]

THEIR CEILING INDICATORS ARE FOUR, SIX, 16, 17 AND 20.

AND IN THOSE IF ANY OF THOSE ITEMS ARE NOT MET, THEY END UP CAPPING WHAT ARE THE MAXIMUM, THE MAXIMUM SCORE THAT YOU CAN THAT YOU CAN READ.

REMAINING INDICATORS ON THE OF THOSE 20 ARE THE FINANCIAL RATIOS AND THOSE ARE THE YOU EARN POINTS ON EACH ONE OF THOSE INDICATORS RANGING FROM 0 TO 10 EXCEPT FOR A COUPLE OF THEM WE ONLY EARN.

YOU CAN EARN UP TO FIVE POINTS.

AND THEN THEY TAKE THE TOTAL OF ALL THESE POINTS, AND THAT'S HOW THEY DETERMINE THE SCORE FOR YOUR DISTRICT.

THIS IS A LIST OF THE NEW INDICATORS.

AND AGAIN, WE WENT OVER THESE LAST YEAR WHEN WE LISTED THEM, BUT THEIR INDICATORS, SIX, TEN, 15.

18, 19 AND 20.

THE RATING DETERMINATION WAS ALSO HAD TO CHANGE LAST YEAR BEFORE THEY USED TO.

A GRADE OF C WAS FROM 60 THROUGH 79, AND THEN THE F WAS BELOW 60.

AND SO LAST YEAR THEY MADE THE CHANGE TO MAKE THAT A 70.

SO WHICH WE'RE ALL USED TO, A C IS 70 TO 79.

AND IF IT'S BELOW A 70, THEN IT'S CONSIDERED A FAILING GRADE.

THE DISTRICT AGAIN RECEIVED A SUPERIOR RATING FOR THIS YEAR.

SCORE WAS A LITTLE BIT LOWER THAN LAST YEAR.

SO LAST YEAR OUR SCORE WAS 94.

THIS YEAR OUR SCORE IS 92.

COMPARISON TO OTHER SCHOOL DISTRICTS.

THE MAJORITY OF DISTRICTS OVER 86% ACHIEVE A SUPERIOR SCORE, AN A, AND THEN ONLY LESS THAN 1% RECEIVE A SUBSTANDARD.

THE AGAIN, THE SCORE, THE INDICATOR THAT WE ALWAYS LOSE POINTS ON AND IS INDICATOR EIGHT AGAIN THIS IS THE CURRENT ASSETS TO CURRENT LIABILITIES RATIOS.

AND FOR US IT'S NOT REALLY A GOOD MEASUREMENT FOR THE DISTRICT BECAUSE WE HAVE SUCH A HIGH RECAPTURE PAYMENT.

SO ON JUNE 30TH, 2021 OUR RECAPTURED LIABILITY WAS $102 MILLION.

AND SO WHEN YOU HAVE SUCH A HIGH LIABILITY AT THE END OF THE YEAR, IT REALLY THROWS OFF THE AVERAGE.

AND SO WE LOSE SIX POINTS OUT OF THE TEN BECAUSE OF THAT BALANCE.

THE ONE OTHER INDICATOR THAT WE LOST POINTS ON THIS YEAR WAS INDICATOR 13.

THIS IS THE ADMINISTRATIVE ADMINISTRATIVE COSTS RATIO TO ACHIEVE THE FULL TEN POINTS FOR THIS, THE THE RATIO WOULD HAVE TO BE LESS THAN 10% OR 10% OR LESS.

AND WE WERE AT 10.48 THIS YEAR.

LAST YEAR, OUR NUMBER WAS A LITTLE BIT ABOVE 9%.

OUR EXPECTATION IS THAT WE'LL PROBABLY LOSE THOSE TWO POINTS FOR THE NEXT TWO YEARS.

AGAIN, REMEMBER THAT OUR RATING SYSTEM IS BASED ON THE PREVIOUS YEAR.

THERE IS A LAG. AND SO WE KNOW THAT FOR 20-21 AND 21-22, WE DEFINITELY HAD LESS STAFFING AVAILABLE AND SO THAT DECREASED OUR INSTRUCTIONAL EXPENSES.

WHAT WE'RE REQUIRED TO DO.

OF COURSE, WHEN THE FIRST REPORTS ARE THE FIRST RATINGS ARE RELEASED IS WE HOLD A PUBLIC HEARING AND THEN WE ALSO HAVE TO PUT A REPORT TOGETHER FOR THAT'S AVAILABLE TO THE PUBLIC.

WE HAVE REPORTS PRINTED OUT IF ANYBODY WANTED TO PICK THOSE UP.

WE'LL ALSO HAVE THOSE POSTED ON OUR WEBSITE TOMORROW OR I'LL ASK FOR SOMEBODY TO DO IT TOMORROW.

THE REPORT INCLUDES THE 2022 RATING, WHICH IS A SUPERIOR RATING.

IT INCLUDES THE OVERALL COMPARISON TO OTHER SCHOOL DISTRICTS AND THE 2022 AND THE 2021 RATING REPORT ARE IN THERE.

SO YOU CAN SEE BOTH CURRENT YEAR AND PRIOR YEAR.

AND THEN ONCE IT'S POSTED TO THE WEB, THAT REPORT ALSO INCLUDES CERTAIN DISCLOSURES THAT ARE REQUIRED.

AND AGAIN, THOSE ARE ALSO THE REPORTS THAT ARE ALL PRINTED OUT THERE AS WELL.

ARE THERE ANY QUESTIONS? OKAY, HEATHER.

AND THEN JEN. AND THEN LAURA.

THANK YOU SO MUCH, MARIA. IT'S ALWAYS INFURIATING WHEN WE HAVE TO FIND OUT THAT WE LOSE SO MUCH OR SO MANY POINTS BECAUSE OF RECAPTURE, WHICH WE ARE REQUIRED BY THE STATE TO PAY.

AND I HAVE BROUGHT THIS UP TO THE COMMISSIONER, AND IT DOESN'T SEEM TO MATTER.

SO THAT'S JUST MADDENING.

BUT YOU MENTIONED LESS STAFFING AVAILABLE, AND THAT WAS ANOTHER THING THAT WE GOT DINGED FOR AND THAT WAS DUE TO UNFILLED POSITIONS, IS THAT CORRECT? AND THAT WAS NOT BECAUSE WE WERE NOT TRYING, BECAUSE I KNOW THAT LAURIE AND THE PRINCIPALS WERE TRYING THEIR HARDEST TO FILL THOSE POSITIONS.

SO THANK YOU SO MUCH FOR THAT CLARIFICATION.

THANK YOU HEATHER. JEN.

YOU ALSO, INDICATOR EIGHT, VERY FRUSTRATING AND I KNOW IT FRUSTRATES YOU GUYS A LOT.

SO I AM WONDERING HAVE HAS HAVE YOU EVER HAD ANY DISCUSSIONS, OTHER HIGH RECAPTURED DISTRICTS ABOUT THIS ISSUE

[01:50:01]

THANK YOU. AND THE ANSWERS THAT WE'VE GOTTEN FROM TEA, OR EXACTLY THE SAME AS HEATHER'S.

THERE, NO ONE FEELS SORRY FOR EANES ISD AND HIGHLAND PARK.

I UNDERSTAND THAT.

SORRY. WHAT DO YOU DO? LAURA. OKAY.

I HAVE A QUESTION ON BASICALLY THE SAME LINE ITEM.

SO IT SAYS THAT AS CAPTURE, RECAPTURE BURDEN INCREASES EACH YEAR, EANES WILL HAVE A LOWER SCORE ON THIS INDICATOR.

IS THERE A TIPPING POINT SORT OF WHERE THAT HAS A SIGNIFICANT NEGATIVE IMPACT ON OUR SCORE? BECAUSE WHAT WHAT WILL END UP HAPPENING IS IT'LL DROP YOU DOWN INTO THE NEXT LEVEL TO BE RIGHT.

IT'LL BE AN A INSTEAD OF A B, AND SO.

EVENTUALLY THAT RATIO JUST GETS SMALLER AND SMALLER.

SO THE AMOUNT OF POINTS THAT WE LOST THIS YEAR WERE THE SAME AMOUNT OF POINTS THAT WE LOST LAST YEAR FOR THAT INDICATOR.

BUT THAT RATIO JUST KEEPS CHANGING.

LITTLE BY LITTLE. AND SO EVENTUALLY WE'LL DROP IT TO THE NEXT DROP WILL BE TO 90, AND THEN THE NEXT DROP WILL BE TO 80.

IT HELPS THAT OUR FUND BALANCE HAS BEEN GOING UP A LITTLE BIT EACH YEAR, BUT FUND BALANCE INCREASING BY $1,000,000 DOESN'T OFFSET RECAPTURE PAYMENT INCREASING BY 25 MILLION.

OKAY. I MEAN, IS THIS SOMETHING THAT'S GOING TO HAPPEN? I MEAN, YOUR CRYSTAL BALL, YOUR MAGIC EIGHT BALL, IS IT GOING TO BE TWO YEARS? TEN YEARS? OR IS THAT NOT THAT FORMULA MATIC? WELL, IT'S A FORMULA. I HAVEN'T LOOKED TO PROJECT WHEN THAT MIGHT OCCUR.

I WOULD, MY GUESS IS IT'S GOING TO BE A NUMBER OF YEARS OUT.

IT TOOK US A WHILE TO GO FROM 6 TO 4.

YOU KNOW, THEY COULD VERY WELL CHANGE ALL OF THE CRITERIA BY THE TIME THAT HAPPENS.

WE'LL SEE. OKAY.

THANK YOU. JEN.

AND THEN SO, NOT IF PROBABLY WHEN.

WE HAVE THAT DROP IN OUR RATING TO A B, DOES THAT NEGATIVELY IMPACT OUR ABILITY TO BORROW MONEY OR BOND, ANYTHING LIKE THAT. I'VE NEVER KNOWN OF THE RATINGS AGENCIES TO LOOK AT THIS REPORT, SO I DON'T THINK SO.

THEY HAVE THEIR OWN CRITERIA THAT THEY LOOK AT.

OKAY, THANK YOU. THANK YOU JEN.

ANY MORE QUESTIONS? YEAH, I WOULD JUST SAY THANK YOU TO THE TEAM THAT HELPS KEEP US, KEEP ALL THE POINTS WE CAN KEEP.

ALTHOUGH I UNDERSTAND A LOT OF THINGS ARE OR A COUPLE OF THINGS ARE OUT OF YOUR CONTROL, BUT I DO APPRECIATE US BEING ABLE TO SEE THAT A RATING AND PERHAPS AT THE TIME THAT THIS REALLY OR MAYBE NOW WE SHOULD CONSIDER A BOARD LETTER OR SOMETHING AT LEAST MAKING IT ON THE RADAR.

I KNOW INDIVIDUALS HAVE CONTACTED, BUT ANYTHING WE CAN DO TO BRING THAT UP TO THE COMMISSIONER, I THINK THAT'S IT, THEN.

THANK YOU VERY MUCH.

SO WE ARE GOING TO, AS REQUIRED BY LAW, WE WILL MOVE INTO A PUBLIC HEARING ON THIS.

SO I OPEN THE PUBLIC HEARING ON THE FIRST REPORT.

WE HAVE NO ONE SIGNED UP TO SPEAK IN THE PUBLIC HEARING.

SO THE PUBLIC HEARING IS CLOSED.

OKAY. THAT'S THE QUICKEST AGENDA ITEM OF THE NIGHT.

ALL RIGHT. WE ARE GOING TO MOVE INTO THE DISCUSSION SECTION OF THE AGENDA.

[10. DISCUSSION]

LET'S SEE, JEREMY TRIMBLE, CHRIS SCOTT, HOLLEY KNOLL AND MIKE DANSBY, THANKS FOR COMING TONIGHT.

LOOK FORWARD TO HEARING FROM YOU.

GOOD EVENING, EVERYONE. THANK YOU FOR YOUR PATIENCE WHILE WE REARRANGE.

SO WE'LL BE DOING THIS EACH MEETING THAT WE DO A CATEGORY REVIEW FOR THE BOND, BECAUSE WE HAVE A TEAM UP HERE JOINED BY MIKE DANSBY, WHO IS THE CHAIR FOR THE BOND ADVISORY COMMITTEE, AND ALSO HOLLY KNOLL, WHO IS THE VICE CHAIR FOR THE COMMITTEE.

AND YOU ALL KNOW, CHRIS, BUT WHAT WE'RE GOING TO DO TONIGHT IS, AGAIN, COVER ANOTHER TABLE FOR A POTENTIAL MAY 20, 23 BOND CATEGORY.

I'M ALSO VERY EXCITED TO THAT.

MAJORITY OF OUR PRINCIPALS HAVE JOINED US TO REVIEW ENERGY CONSERVATION, THE BOND REVIEW.

SO WHAT I WANT TO DO IS TAKE A LITTLE BIT OF TIME TO REVIEW SOME OF THE IMPORTANT INFORMATION, BECAUSE I SEE SOME INDIVIDUALS THAT THIS MAY BE THE FIRST TIME THEY'VE SEEN THIS INFORMATION. SO I'M GOING TO REVIEW THIS JUST LIKE I WILL MOVING FORWARD EACH AND EVERY TIME.

[01:55:04]

YOU'LL SEE WE'RE GOING TO GET STUCK RIGHT HERE FOR A LITTLE BIT ON THE ROAD TO A POTENTIAL BOND, BECAUSE WE'RE EVALUATING PROJECTS OVER THIS FALL LEADING TO A POSSIBLE CALL FOR AN ELECTION IN FEBRUARY.

IF YOU ELECT TO DO SO FOR A MAY 6TH BOND ELECTION.

SO WE'RE STILL ON THAT ROAD.

THIS IS A BREAKDOWN OF THE ESTIMATED COST OF NEEDS TO BE EVALUATED BY THE BOND ADVISORY COMMITTEE, TOTALING APPROXIMATELY $155 MILLION.

WE'VE TALKED ABOUT BEFORE.

WE HAVE AN APPROXIMATE BOND CAPACITY OF $130 MILLION.

SO THERE'S SOME WORK THAT THE BOND ADVISORY COMMITTEE IS GOING TO HAVE TO DO, AND WE'RE DOING THAT WORK RIGHT NOW.

THIS IS ALSO BASED ON A TAX RATE NEUTRAL PROPOSAL AND RECOMMENDATION.

ALL PROJECTS DIVIDED AMONGST FOUR TABLES THAT YOU'LL SEE.

WE'VE ALREADY HIT SAFETY AND SECURITY.

TONIGHT, WE'RE GOING TO DISCUSS ENERGY EFFICIENCY AND CONSERVATION.

NEXT MONTH WE'RE GOING TO TALK ABOUT FACILITIES.

AND LASTLY, IN DECEMBER, WE'LL COVER STUDENT PROGRAMS AND SUPPORT.

PROPOSITION REQUIREMENTS.

THE LAW HAS CHANGED.

THE LAW NOW REQUIRES THAT ALL THESE PROJECTS THAT ARE FUNDED THROUGH A BOND NEED TO BE PRESENTED ON A BALLOT IN A MANNER THAT DISTINGUISHES THEM BETWEEN GENERAL OR SPECIAL PROPOSITIONS.

YOUR GENERAL PROPOSITION, WHICH WOULD BE PROPOSITION A IS WHAT YOU'VE SEEN MANY, MANY TIMES.

JUST THE THE BONDS FOR CONSTRUCTION ACQUISITION AND EQUIPMENT FOR SCHOOL BUILDINGS, PURCHASES, SCHOOL BUSSES AND LAND ACQUISITION.

SO THAT'S KIND OF WHAT YOU'VE SEEN.

WHAT'S NORMAL TO ALL OF US.

BUT WHAT'S NEW NOW IS THESE WHAT WE CALL SEPARATE SPECIAL PROPOSITIONS.

PROPOSITION B WOULD BE ANYTHING INVOLVING THE STADIUM HERE, SINCE WE HAVE A STADIUM THAT SEATS OVER 1000 CAPACITY.

SO ANY IMPROVEMENTS THAT WE MAKE, ANY PROJECTS ASSIGNED TO THE STADIUM ITSELF WOULD HAVE TO BE ON A SEPARATE PROPOSITION.

WE'RE GOING TO DESIGNATE THOSE.

WE HAVE ONE OF THOSE TONIGHT.

SO WE'RE GOING TO CALL THOSE OUT AND DRAW YOUR ATTENTION TO THOSE ITEMS THAT WOULD HAVE TO BE ON A SEPARATE PROPOSITION.

AND THEN LASTLY, WE HAVE TECHNOLOGY.

THIS IS FOCUSED MORE ON TECHNOLOGY EQUIPMENT AND IN THE ACQUISITION OF TECHNOLOGY EQUIPMENT, NOT INFRASTRUCTURE THAT WOULD HAVE TO BE ON IT'S SEPARATE PROPOSITION AS WELL, AND THAT WOULD BE PROPOSITION C.

TWO TYPES OF BOND PROGRAMS, MAJOR CONSTRUCTION BONDS.

AND THEN WE HAVE PROGRAM MAINTENANCE AND EFFICIENCY BONDS.

THAT'S WHAT THIS DEVELOPMENT IS FOCUSED ON, ARE THOSE PROGRAM MAINTENANCE AND EFFICIENCIES FUNDING.

WE HAVE A BOND VERSUS M&O FUNDS.

ON THE BOND SIDE, OUR INS FUNDS FOR EVERY DOLLAR WE RECEIVE, WE GET TO KEEP 100% OF THAT DOLLAR.

ONE THING TO UNDERSTAND IS WE DO NOT GET TO USE BOND FUNDS TO PAY TEACHERS SALARIES, BUT WHAT WE CAN DO IS IDENTIFY PROJECTS THAT MAY HELP ALLEVIATE EXPENDITURES ON THE M&O SIDE THAT WOULD FREE UP POTENTIAL FUNDING FOR STAFF AND SALARIES.

ON THE M&O SIDE, FOR EVERY DOLLAR THAT WE COLLECT FROM OUR TAXPAYERS, WE KEEP APPROXIMATELY $0.36 OF IT.

THIS M&O FUND IS WHAT WE PAY OUR DAY TO DAY EXPENSES.

THIS IS WHAT WE PAY OUR SALARIES OUT OF.

THIS IS WHAT WE PAY OUR UTILITIES OUT OF.

SO APPROXIMATELY 64% OF OUR FUNDING GOES BACK TO THE STATE THROUGH THE RECAPTURE PROGRAM.

SO THIS IS UNIQUE.

THIS RATIO IS VERY UNIQUE TO TO EANES ISD.

AND SO THAT'S WHY OUR BOND AND THE STRUCTURE OF THEM MAY LOOK A LITTLE BIT DIFFERENT AND ALSO THE STRUCTURE OF THE PROJECTS.

SO LOOKING AT THOSE TAX RATES, THAT'S A 12 CENT TAX RATE ON THE BOND SIDE AND THEN A 0.8846 TAX RATE ON THE M&O SIDE FOR A TOTAL TAX RATE OF $1.0046. AGAIN TO REMIND EVERYONE THE POSSIBLE MAY 2023 BONDS BE BASED ON A NO TAX RATE INCREASE.

IMPORTANT. THAT DOES NOT MEAN THAT AN INDIVIDUAL'S TAXES WILL NOT GO UP.

THIS MEANS THAT THE TAX RATE WILL NOT GO UP.

EXAMPLE, PROJECTS ACROSS ALL TABLES.

THIS IS JUST AN EXAMPLE OF SOME OF THE ITEMS CONTAINED WITHIN EACH ONE OF THESE TABLES THAT WE'RE GOING TO REVIEW.

HERE'S OUR DEVELOPMENT TIMELINE.

WE ARE ALMOST OUT OF OCTOBER.

WE ARE OCTOBER 18TH REVIEWING OUR ENERGY EFFICIENCY AND CONSERVATION MOVING INTO NOVEMBER, WHICH WILL BE THE MONTH OF FACILITIES REVIEW.

SO ON THE 15TH, WE WILL MEET AS A BOND ADVISORY COMMITTEE TO REVIEW THOSE PROJECTS AND THEN BRING THEM BACK HERE TO IDENTIFY WHAT THOSE RECOMMENDED CATEGORIES ARE. DECEMBER OF STUDENT PROGRAMS TO SUPPORT.

SO EACH PROJECT IS CATEGORIZED IN THREE.

THERE'S A CATEGORY ONE, TWO AND THREE.

CATEGORY ONE ARE THOSE PROJECTS THAT IS AN IMMEDIATE NEED.

THAT WILL BE FUNDED OUT OF M&O IF WE DON'T HAVE BOND FUNDS.

BUT ALSO IT'S THOSE PROJECTS THAT WOULD SAVE REAL SAVINGS ON THE M&O SIDE THAT WOULD GENERATE THOSE SAVINGS.

CATEGORY TWO IS SOMETHING THAT'S HIGHLY LIKELY THAT THE NEED IS GOING TO COME UP IN THE NEXT COUPLE OF YEARS THROUGHOUT THE BOND CYCLE.

[02:00:08]

IT MEANS THAT IT IS AN IDENTIFIED NEED, BUT SOMETHING THAT WE CAN STILL CONTINUE OUR OPERATIONS AS NORMAL, BUT IT WOULD BENEFIT OR ENHANCE SOME OF THE STUDENT PROGRAMS THROUGHOUT THE DISTRICT.

SO REMEMBER, THAT'S KIND OF THE CATEGORY THAT WE'RE GOING TO BE WORKING THROUGH WHEN WE SHARE WITH YOU LATER.

GETTING TO THE ENERGY EFFICIENCY AND CONSERVATION.

WHAT WE DID LAST WEEK AS WE REVIEWED EACH ONE OF THESE LINE ITEMS AND THEN ASSIGN TO AN ASSOCIATED CATEGORY BY A VOTE BETWEEN THE BACK MEMBERS.

SO HERE'S A BREAKDOWN OF ENERGY EFFICIENCY AND CONSERVATION TABLE TOTALING JUST UNDER $22 MILLION AT 21.85 2 MILLION.

FIRST LINE ITEM.

I HAVE THIS PROPOSITION B LITTLE SHIELD UP THERE.

WHAT I'M DOING IS TRYING TO IDENTIFY A LINE ITEM THAT WOULD HAVE TO BE IN A PROPOSITION B, SEPARATE PROPOSITION.

WHAT THIS ENTAILS IS YOU'RE GOING TO SEE TWO LED LINE ITEMS HERE FOR POLL LIGHT REPLACEMENTS.

THIS IS SPECIFICALLY UIL, WE HAVE THREE FACILITIES THAT ARE UTILIZED FOR UIL COMPETITIONS AND THOSE UIL FIELDS HAVE TO MEET CERTAIN LIGHTING REQUIREMENTS THAT UIL GOVERNS.

SO THIS WOULD COVER THOSE REPLACEMENTS AT THE STADIUM, BASEBALL AND SOFTBALL FIELDS.

THESE LIGHTS ARE CURRENTLY PAST THEIR LIFE CYCLE OF 25 YEARS.

ANOTHER THING TO THAT I WANT TO POINT OUT IS THESE INSTALLATIONS ARE HID HIGH INTENSITY DISCHARGED LIGHTS.

OKAY. I DON'T WANT TO GET TOO MUCH INTO THE WEEDS, BUT THIS IS A PRODUCT, A TECHNOLOGY THAT IS BECOMING OBSOLETE.

AND IT'S ALSO BECOMING VERY, VERY HARD TO SERVICE.

THE PRODUCT THAT WE CURRENTLY HAVE ON OUR FIELDS, THEY DON'T EVEN INSTALL THOSE ANYMORE.

THEY DON'T INSTALL HID LIGHTS ANYMORE.

IN THE LAST TWO YEARS THEY HAVE INSTALLED AND THEY ONLY INSTALL LED INSTALLATIONS ON ATHLETIC FIELDS.

ALSO, WE TYPICALLY HAVE A MAINTENANCE CONTRACT THAT WE UTILIZE ON THE M&O SIDE TO MAINTAIN THESE LIGHTS.

WE CAN'T GET ANYONE TO DO ONE OF THOSE MAINTENANCE CONTRACTS BECAUSE OF THAT TECHNOLOGY BECOMING OBSOLETE.

AND SO THIS WOULD ALLOW US TO CHANGE OUT THOSE FIXTURES THAT NEED TO BE CHANGED OUT NO MATTER WHAT AND INSTALL LED FIXTURES.

THEY'RE GOING TO BE MORE ENERGY EFFICIENT.

THEY'RE ALSO GOING TO MAINTAIN THE LIGHT LEVELS OVER THE FULL 25 YEAR LIFESPAN OF THAT FIXTURE.

SO THIS IS GOING TO GIVE US THE ADVANTAGE THAT WE NEED, BOTH ON THE LIGHT LEVELS ITSELF FOR UIL COMPETITION BUT ALSO ON ON THE MAINTENANCE SIDE.

SO THE WESTLAKE HIGH SCHOOL STADIUM, THAT PORTION OF THIS WOULD HAVE TO BE WITHIN A SEPARATE PROPOSITION, PROPOSITION B.

THE BAC VOTED TO ASSIGN A CATEGORY ONE TO THIS LINE ITEM.

AND WHILE I TALK ABOUT SAVINGS, IT'S NOT HUGE, BUT THERE IS SAVINGS HERE OF APPROXIMATELY $6,000 A YEAR.

AND BECAUSE WE DON'T HAVE A LIGHTS ON ALL DAY, WE ONLY USE THEM AT NIGHT AND CERTAIN TIMES OF THE.

NEXT ARE THE OTHER ATHLETIC FIELDS THAT WE HAVE POLE LIGHTS ON.

AGAIN, THAT TECHNOLOGY IS STILL THE OLD ID THAT ARE LISTED HERE.

WEST RIDGE MIDDLE SCHOOL, THOSE LIGHTS ARE ONLY AROUND TEN YEARS OLD.

BUT WHAT'S GOING TO HAPPEN IS WE'RE GOING TO NEED TO REPLACE THESE SOMETIME DOWN THE ROAD.

WE ARE VERY CONCERNED THAT WE'RE NOT GOING TO BE ABLE TO GET THESE LIGHT FIXTURES IN THE FUTURE IN ORDER TO SERVICE THESE INSTALLATIONS.

WEST LAKE TENNIS, THIS IS SOMETHING NEW.

WE DON'T HAVE LIGHTS AT THE TENNIS CENTER CURRENTLY, BUT THIS IS SOMETHING THAT WAS IDENTIFIED AS A NEED THROUGH THE COACHES AT THE TENNIS CENTER, BUT ALSO ATHLETICS AND WOULD ALSO BENEFIT OUR COMMUNITY.

SO THIS ONE WOULD INCLUDE THE INSTALLATION OF NEW LIGHTS THERE.

AND THEN LASTLY, WESTLAKE HIGH SCHOOL PRACTICE FIELDS ONE AND TWO.

THESE ARE APPROXIMATELY 15 YEARS OLD.

SAME TECHNOLOGY.

ONE THING TO UNDERSTAND IS WE HAVE HEARD FROM OUR SURROUNDING COMMUNITY MAINLY ABOUT FIELDS ONE AND TWO, ABOUT LIGHT GLARE, ETC.

THE INSTALLATION OF LED FIXTURES WOULD ELIMINATE THAT.

WE'VE SEEN THAT EXAMPLE ON FIELD THREE AND HILL COUNTRY AS WELL.

ONE THING I DO WANT TO POINT OUT IS THAT WHILE THE BAC ASSIGNED TO CATEGORY ONE HERE, THERE'S A CAVEAT THAT WE HAD TWO DISCUSSION AROUND THAT SECOND ONE AND THE TENNIS TRYING TO FIT THE TENNIS CENTER WITHIN A CATEGORY ONE.

THEY BELIEVE THAT MAY BE IF WE WHEN WE REVISIT IT, MAYBE CATEGORIZE THAT IN A DIFFERENT WAY.

RIGHT. BECAUSE WE TECHNICALLY DON'T HAVE LIGHTS THERE CURRENTLY.

IT'S SOMETHING THAT WOULD BENEFIT THE PROGRAM.

SO THAT WAS ONE THING THAT I WANTED TO MAKE SURE THAT I DISCUSSED WITH YOU AND HIGHLIGHTED IS WE HAD AN EXTENDED DISCUSSION ON THAT.

IT WOULD NOT, ONLY STADIUM.

ONLY THOSE LINE ITEMS ATTACHED TO THE STADIUM.

SO THIS WOULD. SO ALL THREE OF THESE WOULD BE IN YOUR GENERAL PROPOSITION A.

[02:05:01]

ALL RIGHT, BUILDING ENHANCEMENTS.

THIS THIS IS A REALLY INTERESTING TOPIC HERE, BUT THIS IS WINDOWS.

ALL RIGHT SO WINDOWS NEED TO BE REPLACED ABOUT EVERY 30 YEARS.

WE'RE BEHIND ON THESE REPLACEMENTS.

AND THIS IS FOR MANY REASONS, BUT OBVIOUSLY IT FALLS WITHIN THE ENERGY CONSERVATION UMBRELLA.

THIS THIS IS NOT ALL THAT NEED TO BE REPLACED.

SO THIS WOULD BE PHASE ONE IN A FUTURE BOND.

WE WOULD TAKE CARE OF THE REST OF THE WINDOWS.

THESE ARE THESE ARE JUST SOME OF THE HIGHLIGHTS.

THESE ARE TYPICALLY SINGLE PANE WINDOWS.

THESE ARE BEYOND 30 YEARS OLD.

YOU MAY THINK ABOUT EVEN CENTRAL ADMINISTRATION.

YES. THIS BUILDING, THESE WINDOWS ARE ARE BEYOND THAT LIFE LIFESPAN.

AND THEY'RE JUST VERY INEFFICIENT.

IF IF YOU ASK ANYONE IN THIS BUILDING IS BUILDING ALONG EXTERIOR WALLS, IT'S A VERY INEFFICIENT WINDOW SYSTEM.

THE WESTLAKE HIGH SCHOOL THIS IS THE NORTH SOUTH ANNEX.

THIS IS THE ORIGINAL PART OF THE BUILDING STILL WITH ORIGINAL WINDOWS.

AND THEN CEDAR CREEK IN VALLEY VIEW WOULD BE REPLACEMENT, BUT ALSO EXPANSION TO BRING MORE NATURAL LIGHT IN.

THIS IS ONE OF THE PROJECTS THAT WAS IDENTIFIED BY ENVISION EANES AS A POSSIBLE IMPROVEMENT TO THE OVERALL EXPERIENCE AT THESE TWO ELEMENTARIES, AND THEY'RE BEYOND THEIR USEFUL LIFE AS WELL.

AND THEN LASTLY, IT'S JUST EANES ELEMENTARY FINALLY GETTING EANES ELEMENTARY COMPLETED, FOCUSING A FEW ON ADMINISTRATION, BUT MAINLY THE ART BUILDING WHICH WAS BUILT IN 1932.

AND SO THAT'S GOING TO TAKE A DIFFERENT APPROACH THAN WE'VE BEEN HAVE BEEN DOING AT THE REST OF THE CAMPUS.

AND THEN LASTLY, BRIDGE POINT, IF ONE INTERESTING FACTOID IS AT BRIDGE POINT AND THE HALLWAY THAT CONNECTS THE ADMINISTRATION AREA TO THE CAFETERIA, THAT IS AN UNCONDITIONED HALLWAY. THERE'S NO AC IN THOSE HALLWAYS.

AND WHEN WE WE DID THE HVAC RENOVATION IS VERY, VERY COSTLY TO ADD AC THERE JUST BECAUSE OF STRUCTURAL CONSTRAINTS.

SO WHAT STEP COULD WE TAKE TO BE MORE EFFICIENT IS REPLACE THOSE WINDOWS.

THOSE ARE SINGLE PANE, VERY INEFFICIENT WINDOWS.

SO THE COMMITTEE IDENTIFIED THAT AS A CATEGORY TWO.

LASTLY, SOLAR.

WHAT THIS LINE ITEM INCLUDES IS SOLAR INSTALLATIONS ACROSS EVERY CAMPUS IN THE DISTRICT.

THEY'RE GOING TO BE AT DIFFERENT SCALES BECAUSE OF FEASIBILITY AND COMPLEXITY.

THERE'S A COUPLE AREAS OF ROOFING THAT WE NEED TO DO, SAY AT THE HIGH SCHOOL.

WE'RE NOT GOING TO GO INSTALL SOLAR RIGHT AWAY ON THOSE.

WE'VE BEEN ABLE TO REPLACE MAJORITY OF THE ROOFS.

SO THESE INSTALLATIONS WOULD MAKE SENSE.

BUT THERE'S SOME AREAS THAT WE DIDN'T.

THERE'S CAMPUSES LIKE HILL COUNTRY, RIGHT, THAT THERE'S A LOT OF EQUIPMENT ON THE ROOF.

SO THEY DON'T REALLY LEAD TO A SIMPLE INSTALLATION OF SOLAR SYSTEMS. BUT. $14.366 MILLION WOULD CREATE A SYSTEM THAT WOULD GENERATE APPROXIMATELY 7.2 MILLION KILOWATT HOURS, WHICH WOULD COVER 62% OF THE TOTAL KILOWATT HOURS.

TOTAL ENERGY THAT WE UTILIZE IN THIS DISTRICT OF 11.7, WE GENERATE 62% OF THAT OF THAT OVERALL USAGE.

AND ONE THING TO UNDERSTAND IS THAT WE HAVE ONE SOLE ELECTRICAL UTILITY PROVIDER, AND THAT IS AUSTIN ENERGY.

THE GOOD THING IS, THOUGH, THAT THEY ARE PUSHING SOLAR AND THEY HAVE INCENTIVES TIED TO THESE PROGRAMS. SO REMEMBER THE $14.36 MILLION IT WOULD COST TO INSTALL THESE? THEY HAVE WHAT THEY CALL VALUE OF SOLAR.

EXCUSE ME. THIS IS A CREDIT TO OUR BILL THAT WE WOULD RECEIVE IN THIS CREDIT IS BASED ON THE AMOUNT OF ENERGY THAT THOSE SOLAR SYSTEMS ARE PRODUCING. SO WE WOULD GET A CREDIT FOR APPROXIMATELY $487,000.

EACH YEAR MOVING FORWARD.

AND THEN THERE'S ANOTHER INCENTIVE CALLED THE PERFORMANCE BASED INCENTIVE.

THIS IS ONLY FOR A FIVE YEAR PERIOD, BUT THAT'S ANOTHER $509,000 THAT WE RECEIVE IN A CREDIT ON OUR BILL FOR FIVE YEARS AFTER THOSE INSTALLATIONS ARE COMPLETED.

SO WHAT WE WANTED TO DO IS TRY TO SHOW YOU OVER A 25 YEAR LIFE OF THOSE SOLAR PANELS WHAT THE COST OF AVOIDANCE WOULD BE TO OUR M&O BUDGET.

SO OVER THAT, OVER THAT LIFE CYCLE, WE'RE GOING TO HAVE A COST AVOIDANCE OF $14.7 MILLION.

SO THE SYSTEM WILL PAY FOR ITSELF.

BUT ONE THING TO UNDERSTAND ALSO IS THAT THAT'S MONEY.

WE SPEND ABOUT $1.1 MILLION IN ELECTRICITY EVERY SINGLE YEAR.

SO WE'RE ALMOST REACHING THAT NUMBER.

WITH JUST THE INCENTIVES, ESPECIALLY IN THE FIRST FIVE YEARS.

AND WE ANTICIPATE THAT WE MAY BE NET ZERO FIRST FIVE YEARS ONCE WE FULLY REALIZE THE INSTALLATION OF THESE LED LIGHTS ACROSS OUR ENTIRE DISTRICT, I THINK WE'RE

[02:10:04]

SO THAT'S A SIGNIFICANT IMPACT TO OUR M&O BUDGET, WHICH IS SOMETHING THAT WE IDENTIFIED AS A PRIORITY MOVING INTO A FUTURE BOND AND INCLUDE EXCUSE ME, INCLUDED IN HERE IS A ACTUALLY A PERFORMANCE BASED SERVICE CONTRACT FOR THE FIVE YEAR BOND CYCLE AS WELL.

SO THAT'S INCLUDED IN HERE.

IT MUST MEET THE PERFORMANCE THAT WAS SPECIFIED UPON INSTALLATION.

SO THERE'S NO MAINTENANCE COST TO US AT ALL FOR THE REMAINDER OF THE BOND CYCLE.

SO THERE'S ALSO ANOTHER REBATE THAT'S FROM THE US TREASURY IS CALLED THE INFLATION REDUCTION ACT.

THIS IS ACTUALLY SOMETHING THAT WILL HELP ENTITIES LIKE US THAT DON'T PAY TAXES.

AND WHAT IT DOES IS IT IS A REBATE FOR 30% OF THE COST OF THIS SYSTEM.

SO THIS IS A NEW REBATE THAT WILL BEGIN TAKING APPLICATIONS IN JANUARY ONE OF 2023, AND THAT REBATE STRUCTURE WILL LAST UNTIL 2033.

SO IT'S A 10 YEAR REBATE CYCLE.

WHAT YOU'RE SEEING UP HERE ONLY REPRESENTS THE SAVINGS ON THE M&O SIDE.

SO SO THAT REBATE WOULD WE BELIEVE NOT IMPACT SIDE THAT WOULD IMPACT THE NOT THE INS, BUT THE ACTUAL BOND PROGRAM ITSELF.

AND SO THAT WILL BE MONEY BACK THAT CAN BE DEDICATED TO OTHER ITEMS. BUT I DID WANT TO SHOW AN EXAMPLE WHAT ONE OF THESE INSTALLATIONS MAY LOOK LIKE BASED ON RENDERINGS.

THIS IS JUST AN EXAMPLE.

AT BRIDGEPOINT, YOU'LL SEE THAT IT DOESN'T MAKE SENSE TO PUT SOLAR PANELS ON THE NORTH FACING SIDE OF A BUILDING.

AND SO THAT'S HOW WE TRY TO PUT SYSTEMS THAT WERE MOST EFFECTIVE ON THESE ROOFS AND BASE IT ON THOSE SYSTEMS. SO THIS IS JUST AN EXAMPLE OF BRIDGEPOINT.

SO THE BOND ADVISOR COMMITTEE ASSIGN THIS PROJECT AT CATEGORY ONE.

SO YOU'LL SEE OUR TOTAL CATEGORY ONES IS JUST UNDER 15.5 MILLION IN CATEGORY TWO'S JUST UNDER 5.5 MILLION.

AND THEN I WANT TO PRESENT A RUNNING TOTAL OF OUR ANNUAL M&O COST AVOIDANCE OVER EACH TABLE THAT WE PRESENT.

SO IN THE SAFETY AND SECURITY BASED ON SOFTWARE, WE HAD AN ANNUAL COST AVOIDANCE OF 300,000.

THIS ONE WHAT I'M TRYING TO DO IS COVER THAT 487,000 PLUS SOME OF THE LED LIGHT POLES INSTALLATIONS, BASICALLY YEAR SIX.

AND ON UNDERSTANDING THAT THERE'S ANOTHER 500,000 THE FIRST FIVE YEARS.

SO REALLY YOU'RE LOOKING AT AN ANNUAL COST AVOIDANCE OF APPROXIMATELY 800,000 SO FAR AND THERE WILL BE MORE TO COME IN THE REMAINING TABLES.

I THINK THAT'S IT.

QUESTIONS.

RIGHT BEFORE WE GO TO QUESTIONS, I'M WONDERING, MIKE AND HOLLY, DO YOU HAVE ANYTHING THAT YOU MIGHT WANT TO SAY ABOUT THIS BEFORE WE START ASKING QUESTIONS OF YOU? IS THERE ANYTHING FROM THE COMMITTEE THAT YOU MIGHT WANT TO SHARE? I'LL JUST ADD ADD A COUPLE OF THINGS.

ONE IS ON THE WINDOWS.

YOU KNOW, THERE WAS THERE WAS SOME QUESTIONS AROUND.

OKAY, WHAT'S THE TIMING ACROSS THE DIFFERENT CAMPUSES THAT THESE MIGHT GO IN.

THINKING ABOUT IF THERE'S A FACILITIES BOND SOMETIME IN THE NOT TOO DISTANT FUTURE.

WE WANTED TO MAKE SURE WE DIDN'T GO SPEND MONEY THAT THEN MIGHT GET THROWN AWAY IN A FAIRLY SHORT PERIOD OF TIME.

SO IT GOT SOME REASSURANCES FROM THE STAFF THAT, YOU KNOW, TO THE EXTENT.

HAD AN IDEA OF WHERE SOME PLACES MIGHT BE AFFECTED.

THAT WOULD BE AT THE BACK END OF THE CYCLE VERSUS, YOU KNOW, COMING UP FIRST.

SO I THOUGHT THAT THAT WAS THE OTHER PIECE WE GOT INTO A LITTLE BIT ON THE SOLAR INSTALLATIONS.

YOU KNOW EARLY YOU PUT A BUNCH OF.

IT'S REALLY GLASS UP ON ON ROOFS.

YOU KNOW, THEY'RE SUBJECT TO THE ELEMENTS AND SO FORTH.

AND JUST HAD SOME QUESTIONS AROUND, YOU KNOW, MAINTENANCE AND WHAT THE ADDITIONAL COST ON THAT WAS.

AS WE CAME TO UNDERSTAND IT, THESE COME WITH THEIR 25 YEAR WARRANTY.

SO TO THE EXTENT THAT ANYTHING, YOU KNOW, BREAKS IN, YOU KNOW, BECAUSE OF SUBSTANDARD QUALITY ISSUES, YOU'VE GOT, YOU'VE GOT THAT TO RELY ON.

AND THEN TO THE EXTENT THAT THERE ARE SOME MASSIVE HAILSTORM WITH SOFTBALL SIZED HAIL, YOU HAVE INSURANCE THAT WOULD COME AND COVER THAT.

SO WE WENT THROUGH THOSE ITEMS.

[02:15:01]

LIGHTING WERE ALL UNANIMOUS CATEGORY ONES WITH THAT ONE CAVEAT ABOUT THE TENNIS FIELD.

THE WINDOWS, WE WERE ONE OR 7 TO 1 THAT THAT WOULD BE A CATEGORY TWO.

AND THAT OTHER VOTE FELL IN A CATEGORY ONE, AND THE FOURTH, THE SOLAR PANELS, WE WERE AGAIN, UNANIMOUS.

SO THERE WAS A LOT OF DISCUSSION AND A LOT OF GREAT QUESTIONS.

BUT I THINK AT THE END OF THE DAY, THESE WERE ALL PRETTY STRONG, STRONG VOTES.

RIGHT. I AGREE WITH ALL THAT.

AND THEN JUST FINALLY, IN CASE, YOU KNOW, THIS WASN'T COVERED IN THE LAST MEETING.

YOU KNOW, EVERYBODY ON THE BOARD HAS BEEN PARTICIPATING IN THE DISCUSSION.

IT'S BEEN ACTIVE, YOU KNOW, AROUND AROUND THE TABLE.

YOU KNOW, GOOD QUESTIONS, YOU KNOW, GOOD DISCUSSION.

WE HAVEN'T HAD REALLY ANY COMMUNITY INVOLVEMENT YET, I'M GUESSING, WITH FACILITIES AND STUDENT PROGRAMS THAT WILL CHANGE.

THANK YOU, MIKE. LET'S START WITH JEN.

THANK YOU GUYS VERY MUCH FOR THIS.

JEREMY, CHRIS, YOUR TEAM, I AM SO GRATEFUL THAT YOU FOCUS ON THE BIGGER PICTURE NEEDS OF OUR DISTRICT BEYOND OUR OBVIOUS NEEDS AND FACILITIES, AND HOPING TO SAVE US SOME MONEY THAT WE CAN USE AND OTHER NEEDED PLACES AND.

HOLLY, MIKE, YOU GUYS AND THE TEAM, WE ARE SO LUCKY TO HAVE SUCH A STRONG GROUP DOING THIS HEAVY LIFTING.

IT MAKES OUR JOBS A LOT EASIER KNOWING THAT.

I MEAN, WE JUST HAVE SO MUCH CONFIDENCE IN YOU ALL.

SO I'M REALLY THANKFUL FOR THIS.

I AGREE THAT THIS IS A PRIORITY ITEM FOR OUR BOND.

ONE QUESTION AROUND THE SOLAR PANELS, AND I'M GLAD YOU BROUGHT UP THOSE QUESTIONS MIKE, BECAUSE THOSE ARE SOME OF THE ONES THAT WERE FLOATING AROUND MY HEAD.

DOES IT RAISE OUR INSURANCE COST TO HAVE THE SOLAR PANELS? SO THAT'LL BE EVALUATED ONCE THOSE IMPROVEMENTS ARE ARE MADE.

BUT AGAIN, IT ALL DEPENDS ON THE STRUCTURE.

YOU KNOW, WE HAD TO RAISE OUR DEDUCTIBLES SIGNIFICANTLY BECAUSE OF JUST THE STRUCTURE AROUND TEXAS AND HOW MANY STORMS THERE'S BEEN AND THINGS, THINGS LIKE THAT.

SO WE'LL HAVE TO SEE WHERE IT FALLS.

AND IT'S SOMETHING THAT WE BROUGHT UP.

I REACHED DOWN TRYING TO TRYING TO GET LIKE WHAT? GIVE ME A BALLPARK ON WHAT THAT MAY LOOK LIKE IF THERE'S GOING TO BE ANY ADDITIONAL COVERAGE AND WHAT THAT MAY COST US.

SO. AND YOU DIDN'T GET ANY I HAVEN'T GOTTEN IT THAT YET.

SO I CAN FOLLOW UP ONCE I GET IT.

CORRESPONDENCE. I'D BE CURIOUS TO KNOW THAT AND THEN HOPEFULLY YOU CAN REFLECT THAT IN THE M&O SAVINGS IF THERE IS ANY CHANGE IN THE INSURANCE.

THANK YOU. I'LL GO TO KIM AND THEN ELLEN.

GREAT. THANK YOU.

EVERYONE ON THE PANEL.

THANKS, CHRIS AND JEREMY.

I APPRECIATE ALL OF THE BACKGROUND INFORMATION THAT YOU DO.

OBVIOUSLY, MY COLLEAGUE TOM, THANK YOU FOR SERVING ON THE BACK, AND DOING ALL THIS HEAVY LIFTING.

I'VE GOT A COUPLE OF QUESTIONS FOR JEREMY OR ANYONE ON THE PANEL.

SO I LOOK AT THE PRESENTATION AND UNDER THE THE LIGHT POLES, THERE'S 12,000 OF COST AVOIDANCE.

SO I'M ASSUMING THAT THE REMAINDER OF THE 500,000 COST AVOIDANCE ON AN ANNUAL BASIS IS THE SOLAR PANEL.

CORRECT. THEN ON THIS REBATE AND WE MAY NEED TO LOOK AT THE DETAILS.

HOW WOULD THE REBATE, THE $5 MILLION APPROXIMATE REBATE, WHAT BUDGET WOULD THAT GO INTO? WOULD THAT GO INTO BOND MONEY AND IN WHAT CATEGORY? BECAUSE I KNOW THAT WHEN WE WHEN THE NEXT BLOCK MOVES THINGS AROUND.

SHOULD WE GET $5 MILLION IN RENT BACK? WE WOULD WANT TO BE ABLE TO HAVE SOME FLEXIBILITY TO WORK WITH THAT BOND MONEY.

THAT'S A QUESTION THAT WILL ULTIMATELY GO TO OUR BOND COUNSEL TO CLARIFY EXACTLY.

JUST BASED ON ON KNOWLEDGE AND HOW THESE THINGS USUALLY GO.

TYPICALLY THE MONEY WOULD GO WOULD MAINTAIN THE CHARACTERISTIC OF WHERE IT ORIGINATED, AND IT'S A REBATE ON MONEY.

WE PAID TO INSTALL A SYSTEM WHICH MAKES IT BOND MONEY, WHICH MEANS IT'S PROBABLY GOING TO GO BACK INTO THAT BOND PROGRAM.

SO IF THERE'S A 2023 BOND, WE'LL PAY OUT THE 14.3 MILLION, WHATEVER THAT NUMBER.

AND THEN AT SOME POINT IN THE FUTURE THAT WE'D GET A REBATE AND IT WOULD GO BACK INTO THAT SAME FUND.

OKAY. SO AND THAT'S WHAT I THOUGHT YOUR ANSWER WOULD BE.

SO WE'VE GOT, WE'VE GOT SOME REBATES.

WE'VE GOT OTHER MONEY COMING BACK TO US.

SO WE'RE GOING TO PAY OUT $14 MILLION, BUT POTENTIALLY WE'RE GOING TO GET $20 MILLION BACK INTO THAT CATEGORY OF THE BOND.

[02:20:10]

14 MILLION PLUS 5 MILLION, WELL, WE'LL PAY THE 14 MILLION UP FRONT.

SO THAT'S MONEY THAT'S GOING OUT.

AND THEN ROUGHLY 5 MILLION COMING BACK.

SO THE NET COST WOULD BE CLOSER TO NINE, NINE AND A HALF MILLION.

ALL RIGHT, SO THEN I'M READING THE SOLAR INSTALLATION ANNUAL COST AVOIDANCE BREAKDOWN.

THAT'S THOSE ARE M&O SAVINGS.

SO THAT'S ON THE MEN'S SIDE.

SO THAT'S ON THE THAT'S ON THE SAVINGS AND THAT GOES INTO THE 500,000.

SO SO THAT'S, THAT'S, THAT'S ON THE SAVINGS.

EXACTLY. SO THAT'S ASSOCIATED WITH OUR ELECTRIC BILLING.

SO THAT'S AN M&O SAVINGS.

OKAY. SO WE'VE GOT ALL OF THAT SAVINGS THAT'S COMING BACK.

IT'S NOT GOING TO GO INTO THE BOND, BUT THE $5 MILLION.

THE POTENTIAL REBATE WOULD GO BACK INTO A CORRECT? CORRECT. THEN.

THIS IS PROBABLY A QUESTION FOR BOND COUNSEL, BUT.

COULD IT GO OUTSIDE OF A GENERAL ENERGY EFFICIENCY CATEGORY, OR WOULD IT NEED TO GO INTO AN ENERGY EFFICIENCY CATEGORY? THE FINAL NUMBER, SHOULD THE BOARD..

SO YOU'RE TALKING ABOUT THE 5 MILLION WHEN WE GET THE REBATE, I BELIEVE WE WOULD PROBABLY CLASSIFY IT INTO THAT ENERGY EFFICIENCY.

BUT YOU WOULD HAVE LEEWAY, WELL, YOU KNOW, THE WAY IT WORKS IS A 2023 BOCK WE WOULD WE WOULD MIGHT RECOMMEND THAT THEY DO A SCOPE CHANGE AND MOVE SOME MONEY FROM ONE PLACE TO ANOTHER, THEN THAT WOULD COME TO YOU TO APPROVE.

SO YOU WOULD HAVE THE AUTHORITY TO MOVE THAT ABOUT AS YOU SEE FIT.

WITHIN, SO NOW WE DON'T JUST HAVE ONE PROPOSITION, WE'VE GOT THREE.

SO THAT WOULD ALL BE WITHIN A.

YOU COULDN'T MOVE IT TO B OR C? THANK YOU FOR THE CLARIFICATION.

THAT'S ALL VERY POSITIVE.

I'M SITTING HERE LIKE A BOARD MEMBER INSTEAD OF, LIKE, THE PERSON RUNNING THE MEETING.

OKAY, ELLEN, YOU'RE UP.

THANKS. THANK YOU ALL SO MUCH.

LOVE THIS SOLAR OPPORTUNITY.

JUST LOVE IT THAT WE'VE TALKED ABOUT IT FOR YEARS, BUT ACTUALLY SEE IT COME TO FRUITION IS REALLY EXCITING.

BUT SPEAKING OF THAT, LAST YEAR IN THE STATE OF THE DISTRICT PRESENTATIONS, THERE WAS THIS GORGEOUS PICTURE OF SOLAR PANELS ON TOP OF COVERED PARKING.

WHAT IS THE COST COMPARISON? OR DID WE LOOK AT A COST COMPARISON BETWEEN RETROFITTING SOLAR ONTO OUR ROOFS VERSUS NEW CONSTRUCTION? SIMPLE BUT NEW CONSTRUCTION ON SOMETHING LIKE COVERED PLAY AREAS OR COVERED PARKING, IT WOULD BE ADDED BENEFITS TO THE COMMUNITY.

SO THERE'S THERE WOULD BE SIGNIFICANT COST FOR TO CREATE A NEW STRUCTURE.

SO THE SYSTEMS THAT GO ON THE ROOF, WE HAVE A NUMBER OF METAL ROOFS.

THOSE ARE PUT ON BY CLIP AND RACK SYSTEMS. THERE'S NOT A WHOLE LOT OF STRUCTURE THAT'S INVOLVED.

WHEN WE PUT ON WHAT IS A FLAT ROOF CALLED A FLAT ROOF, THERE IS A RACK AND IT HAS TO BE SET AT A CERTAIN TILT.

AND THOSE ARE BALANCED SYSTEMS JUST KIND OF SIT ON ON TOP OF THE ROOF.

THE ONE THING THAT IS THERE IS MOST OF OUR INFRASTRUCTURE IS THERE WITHIN THE FACILITY ITSELF.

IF WE PUT SOLAR PANELS ON COVERED PARKING AND PARKING LOTS, WE'RE GETTING FARTHER AND FARTHER AWAY FROM THE BUILDING THAT WE HAVE TO BRING ALL THAT INFRASTRUCTURE BACK BECAUSE WE HAVE TO HOUSE INVERTERS AND THINGS LIKE THAT IN OUR IN OUR ELECTRICAL ROOMS AND MECHANICAL ROOMS. SO JUST IT GETS COSTLY REALLY QUICKLY.

AND, YOU KNOW, SOME OPPORTUNITY THAT WOULD BE IN THE FUTURE WOULD BE POSSIBLY TO EXPAND SOLAR INTO THOSE AREAS.

I'VE SEEN THAT YOU DO IT OVER A LARGE RETENTION POND, WHICH YOU CAN'T DO ANYTHING WITH THAT PROPERTY ANYWAY.

BUT COULD YOU PUT A SOLAR ARRAY ON TOP OF THOSE? SO I THINK IT LEAVES US EVEN WITH SOME FLEXIBILITY IN THE FUTURE THAT IF THIS WORKS THE WAY THAT WE WANT IT TO WORK, IT WOULD CREATE OPPORTUNITY FOR US TO EXPAND IT IN THE FUTURE. GREAT. THANKS FOR THAT CLARIFICATION.

THANK YOU. ANY MORE QUESTIONS? YEAH LAURA.

I THANK ALL FOR THIS INFORMATION AND THANK YOU ALL FOR THE LONG HOURS.

I MEAN, Y'ALL WERE MET LAST WEEK AND THEN YOU'RE HERE AGAIN LATE TONIGHT.

SO I APPRECIATE THAT.

AND JUST SOME CLARIFICATION ON THE FIELD LIGHTING FOR THE STADIUM YOU HAVE.

YOU HAVE THAT AS PROPOSITION B, SO THE BASEBALL AND SOFTBALL STADIUMS ALSO QUALIFY FOR PROPOSITION B.

SO IT'S JUST THE FOOTBALL STADIUM? SO OK. AND REGARDING THE TENNIS.

THAT ALLOWS US TO RENT OUT THOSE TENNIS COURTS IN THE EVENING.

[02:25:04]

I LOVE THE SOLAR. I CAN'T REMEMBER IF THAT WAS A PRIORITY.

WHEN WE WERE DISCUSSING WHAT WE WERE LOOKING FOR IN A BOND, IF IT WAS SPECIFIC TO SOLAR.

I DON'T BELIEVE WE WERE THAT SPECIFIC, BUT I KNOW THERE WAS A LOT OF DISCUSSION ABOUT ANYTHING WE CAN DO TO OPEN UP OUR BUDGET, AND THAT'S A THAT'S A LOT OF MONEY FOR THEM.

AND NOW THAT'S THAT IS FANTASTIC.

AND I KNOW THAT'S BEEN PLAYING IN THE BACK OF MINDS FOR FOR QUITE SOME TIME.

MY ONE CONCERN WITH IT.

IS. AT THIS TIME.

WE ARE NOT CERTAIN WHAT'S GOING TO HAPPEN WITH SOME OF OUR FACILITIES.

WE DO A BIG FACILITY BOND.

AND I WOULD BE HESITANT TO MAKE THAT SORT OF INVESTMENT IF IN TWO OR FOUR YEARS THAT WE MAKE SOME SIGNIFICANT CHANGES TO ONE OF OUR FACILITIES OR MULTIPLE FACILITIES.

HMM. IS THERE ANY WAY THAT WE CAN GET SOME SORT OF PLAN OR SOME SORT OF IDEA OF WHAT IF WE WERE TO CONSIDER GOING FOR A LARGE BOND? THAT WE COULD GET SOME SORT OF IDEA OF WHAT THAT WOULD LOOK LIKE OR WITH A MASTER PLAN.

AND IT DOESN'T EVEN HAVE TO BE THAT FORMAL.

BUT JUST WE'VE BEEN, I FEEL LIKE WE'VE BEEN ASKING FOR THIS FOR A WHILE.

AND IT WOULD BE DIFFICULT.

IT WOULD BE DIFFICULT TO SAY, LET'S, YOU KNOW, SOLAR PANEL, THE ENTIRE HIGH SCHOOL, IF YOU KNOW WE'RE CONSIDERING MAKING SIGNIFICANT CHANGES.

I THINK A FORMAL MASTER PLAN BETWEEN NOW AND, SAY, FEBRUARY WOULD BE COMPLICATED.

RIGHT. HOWEVER, WE KNOW FROM THE WORK OF ENVISION EANES, THEY HAVE ALREADY BEGUN TO LOOK AT HOW WE MIGHT PRIORITIZE CERTAIN FACILITIES IF WE'RE LOOKING AT A LONG RANGE PLAN. AND I THINK THAT'S PROBABLY WHAT JEREMY AND MIKE ARE REFERRING TO IN TERMS OF WE KNOW WHICH BUILDINGS WOULD PROBABLY BE LESS LIKELY TO BE IMPACTED IN A MASTER PLAN AND THOSE WOULD BE THE FIRST BUILDINGS THAT WE WOULD PRIORITIZE.

BUT I'LL LET YOU ELABORATE ON THAT.

I THINK THAT'S EXACTLY CORRECT.

WE'RE DOING THAT WITH WITH SEVERAL THINGS THAT MIKE MENTIONED.

BUT UNDERSTAND THAT THESE SYSTEMS, YOU MAY RENOVATE HEAVILY RENOVATED CAMPUS.

AND SO SOME MAYBE SOME OF YOUR INFRASTRUCTURE IS LOST IN THE INSTALLATION OF SOLAR SYSTEM, BUT EVERY PART OF THAT INSTALLATION CAN BE REMOVED.

THESE SYSTEMS ARE DESIGNED TO BE REMOVED BECAUSE YOU CAN'T WORK OUT PERFECTLY, REPLACE ROOF, PUT SOLAR SYSTEM ON.

THEY HAVE DIFFERENT LIFE SPANS.

AND SO THESE SYSTEMS ARE DESIGNED TO BE MOVABLE.

AND SO THAT WOULD BE SOMETHING THAT YOU MAY WANT TO REALIZE THE SAVINGS NOW NOT UNDERSTANDING WHAT THE FUTURE MAY HOLD.

AND THEN WHEN YOU DO KNOW, YOU COULD REMOVE THOSE SYSTEMS. BUT WHAT WE'VE BEEN TALKING ABOUT IN THE WITH THE COMMITTEE IS.

AS WE MOVE THROUGH.

IF WE GO FORWARD WITH A MAY 2023 BOND AND SAY THAT IT DOES GET APPROVED, THAT WE ARE GOING TO BEGIN THOSE LONG CONVERSATIONS ALMOST IMMEDIATELY. AND SO WE WOULD BEFORE WE WOULD ROLL THESE PROJECTS OUT FOR INSTALLATION, WE WOULD KIND OF HAVE AN IDEA OF WHAT DIRECTION WE MAY BE GOING TO SOME DEGREE. SO IN THIS BOND CYCLE, WE WOULD BE DISCUSSING POTENTIAL FOR SOMETHING LARGER.

SO I THINK I THINK THERE'S SOME FLEXIBILITY THERE.

BUT WHEN IT COMES TO SOLAR, I.

THERE'S THERE'S OPPORTUNITY THERE TO REALIZE SAVINGS AND STILL HAVE A SYSTEM THAT COULD BE MOVED TO.

RENOVATED FACILITY OR A NEW FACILITY OR WHATEVER IT MAY BE.

OKAY. THANK YOU. THAT'S FANTASTIC.

I DIDN'T REALIZE THAT THEY COULD BE EASILY OR RELATIVELY EASILY MOVED.

OKAY, THEN THAT LIFTS A HEAVY CONCERN OF MINE.

OKAY. ONE OTHER QUESTION, AND I'M NOT SUPER FAMILIAR WITH SOLAR PANELS, BUT IS THERE A REFLECTION OFF OF THEM? AND IF SO, DO HAVE WE LOOKED AT OR DO WE KNOW IF THAT COULD POTENTIALLY IMPACT SOME OF OUR THE NEIGHBORS AROUND OUR CAMPUSES? WHAT WE'VE BEEN INFORMED IS THAT THESE SYSTEMS ARE DESIGNED THEY'RE TYPICALLY DESIGNED PER LOCATION REGION, RIGHT TO A CERTAIN DEGREE OF TILT. SO THESE PANELS CAN GET PRETTY SEVERE TILT BEFORE THEY'RE GOING TO BE REFLECTIVE.

SO THEY ARE CREATED, MANUFACTURED IN A WAY THAT WOULD NOT CREATE SOME OF THOSE REFLECTIONS.

AND THERE'S THERE'S A LOT OF THINGS THAT YOU MAY REMEMBER FROM THE INITIAL KIND OF GENERATION OF SOLAR PANELS THAT DOESN'T EXIST ANYMORE.

THEY'RE VERY RESILIENT AND THEY'RE DESIGNED SO YOU DON'T HAVE SOME OF THOSE GLARE PROPERTIES THAT SOME OF THE EARLY SYSTEMS DID.

OKAY.

SO THAT'S WHAT WE'RE BEING TOLD RIGHT NOW, THAT THAT SHOULDN'T BE A CONCERN.

[02:30:02]

THANK YOU. ANY OTHER QUESTIONS? ALL RIGHT. I HAVE A COUPLE OF QUESTIONS.

CHRIS, YOU MENTIONED THE TAX RATE OF A DOLLAR.

JUST OVER A DOLLAR.

WE'RE. WE WILL PROBABLY CONTINUE TO SEE COMPRESSION.

RIGHT. RIGHT.

THE SO OVER THE NEXT FEW YEARS.

THE MODELS ARE SHOWING THAT THE COMPRESSION IS GETTING LESSER AND LESSER.

THAT'S BECAUSE WHEN THEY ADOPTED THIS THIS PROGRAM IN, I GUESS, ORIGINALLY 2019.

THERE WAS THERE WAS A SET AMOUNT OF MONEY THAT THEY DEDICATED TO COMPRESSION.

AND THAT MONEY IS QUICKLY RUNNING OUT WITH THE WITH THE INCREASES IN PROPERTY VALUES THAT WE'VE SEEN OVER THE LAST FEW YEARS.

ASSUMPTION IS THAT THEY'LL PUT MORE MONEY INTO IT AND WE'LL CONTINUE TO SEE SIGNIFICANT COMPRESSION ON THE MATH SIDE.

AND SO WHEN WHEN JEREMY WAS SAYING NO TAX INCREASE, THAT'S NO TAX INCREASE.

ON THE INSIDE M&A SIDE, WE EXPECT TO CONTINUE TO COMPRESS.

JOHN, THE THING ABOUT IRONS THAT THAT'S A BIT DIFFERENT FROM OTHER TAX RATES IS THE COMMUNITY DOESN'T ACTUALLY VOTE ON THAT PERCENT.

THEY WHEN WHEN WHEN THEY PASS A BOND, THEY GIVE THE BOARD THE AUTHORITY TO SET THE TAX RATE NECESSARY TO TO REDUCE THAT DEBT OR SETTLE THAT DEBT.

CORRECT. AND IN FACT, YOU ARE YOU ARE SAYING THAT YOU WILL TAX AT THE RATE NECESSARY TO MAKE THOSE DEBT SERVICE PAYMENTS.

AND WHAT WE'RE SAYING IS YOU CAN MAKE THEM AT THE CURRENT TAX RATE.

YEAH. AND I GUESS THIS ALL STEMS FROM I HAD SOME QUESTIONS FROM FRIENDS IN THE COMMUNITY WHO WERE LIKE, WHY ARE YOU LOOKING AT THE SIZE OF THE POSSIBLE BOND INSTEAD OF BUILDING UP FROM THE BOTTOM AND SEEING WHAT'S NEEDED? AND I THINK, YOU KNOW, IN MY MIND IT WAS LIKE, YOU KNOW, WHEN I GO OUT TO BUY A CAR, I ABOUT HOW MUCH CAN I AFFORD TO SPEND ON THAT CAR? AND THEN I DON'T NECESSARILY SPEND ALL OF THAT.

BUT I THINK WE KIND OF WANT TO KNOW A NUMBER OUT THERE AT THE SAME TIME.

I DO APPRECIATE THAT.

THE BOND COMMITTEE IS LOOKING AT BUILDING THAT UP.

AND SO I THINK IN THE LAST MEETING MATT MENTIONED, HEY, COULD YOU GIVE US A NUMBER AND I'M SPEAKING FOR JAMES HERE, BUT BUT JAMES IS SAYING HOLD IT UP FROM THE BOTTOM AND AND KEEP DOING WHAT YOU'RE DOING AND LETTING US KNOW.

CATEGORY ONES AND TWOS.

SO I THINK THAT'S THE RIGHT APPROACH.

EVEN WITH COMPRESSION, OUR TAX BILL DOESN'T GO DOWN.

OUR TAX RATE GOES DOWN, BUT OUR HOME VALUES ARE MAKING OUR BILLS CONTINUE TO GO UP.

I HAD A COUPLE OF QUESTIONS ON.

ON THE ON THE LIGHT REPLACEMENT.

IN THE LED LIGHTS OF THE STADIUMS. MUCH LIKE A DUAL COMPONENT.

IS THAT A SKILL REQUIREMENT? ARE WE LOOKING AT NOT BEING ABLE TO HOST EVENTS AND THAT KIND OF THING, OR WHAT IS THAT STATUS? YEAH, AND SO IT HAS TO BE PRETTY SEVERE, RIGHT? AND YOU'RE GOING TO LOSE A SIGNIFICANT AMOUNT OF LIGHTS AND WE LOST A SIGNIFICANT AMOUNT OF LIGHTS AT THE STADIUM THIS YEAR, I'LL TELL YOU THE TRUTH.

AND SO WE HAD TO BE ON TOP OF IT AND GET THOSE.

SO WE HAD TO. A CONTRACT WITH AN ELECTRICIAN.

TO DO THAT, WE'RE TYPICALLY YOU HAVE THE MANUFACTURER JUST MONITORING YOUR LIGHTS AND THEY SAY ONCE THIS GOES UP BELOW 20%, WE COME OUT THERE AND WE SERVICE YOUR LIGHTS.

WE HAD TO KIND OF DO THAT IN HOUSE BY OURSELVES AND JUST A LOT OF COSTS INVOLVED BECAUSE OF EQUIPMENT.

SO, YES, IF IT'S NOT MEETING A CERTAIN REQUIREMENT, IT'S THE SAME THING IN GYMS, HAVE THE SAME TYPE OF REQUIREMENT, BUT IT WOULD BE PRETTY SEVERE.

BUT WHAT WE WE NEED TO UNDERSTAND IS WE STILL HAVE TO MAINTAIN A CERTAIN CERTAIN LEVEL THAT I WOULD HOPE THAT WE WE WOULD NOT BE THERE.

WE WOULD NOT GET THERE BECAUSE WE DO EVERYTHING WE COULD TO REPLACE THEM, BUT IT WOULD BE AT A SIGNIFICANT COST.

IT IS A SIGNIFICANT COST NOW FOR EACH REPLACEMENTS, OUR FOOTBALL TEAM PLAYING BY CANDLELIGHT PROBABLY WOULDN'T WORK.

BUT AND THEN A QUESTION THAT'S MAYBE KIND OF TO DECIDE THE TIME TO CYCLE AN LED LIGHT.

LIKE ONE TIME I REMEMBER TOWARD THE END OF A GAME, I THINK THE LIGHTS TURNED OFF BECAUSE OF A TIMER AND IT WAS LIKE, SORRY FOLKS, WE CAN'T GET LIGHTS ON FOR 15 MINUTES OR SOMETHING. WITH LED.

IS THAT CYCLE TIME QUICKER? IT'S AN ON INSTANT OFF.

YEAH. THIS IS HOW THESE LIKE PRO STADIUMS AND COLLEGE STADIUMS ARE DOING THOSE LIGHT SHOWS AND THAT'S WHAT WE WANT.

JEREMY WELL, THAT'S IT.

THAT'S AN INTERESTING FACT.

IF, IF YOU WANT SOME MORE INFORMATION ON THAT.

I DID ASK THAT QUESTION.

HOW I UNDERSTAND IT IS OUR SPECIFIC DISTRICT DOES NOT ALLOW THE THE LIGHT SHOWS WITHIN OUR SPECIFIC DISTRICT, WHICH IS I KNOW SOMEBODY ON THE BOARD THAT COULD MAYBE CHANGE THAT. SO IT'S INTERESTING.

SO ON ON THE CATEGORY TWO WINDOW REPLACEMENT.

WHAT WOULD YOU BE SPENDING? DO YOU FEEL LIKE THERE'S AN URGENCY IN THE NEXT FEW YEARS TO SPEND M&O MONEY TO FIX AND REPLACE SOME OF THOSE? I THINK THAT'S A DECISION WHERE YOU PROBABLY WOULDN'T SPEND MILLIONS OF DOLLARS PULLING WINDOWS OUT AND PUTTING THEM IN.

BUT WHAT YOU WOULD DO IS BE REPLACING SEALS AND SEALANTS AND EVERYTHING.

YOU'D BE SPENDING A LOT MORE MAINTAINING THOSE WINDOWS.

AND JUST REMEMBER THAT THOSE ARE INEFFICIENT WINDOWS.

SO YOU'RE LOSING EFFICIENCY.

[02:35:02]

BUT THEY ARE INEFFICIENT.

AND IF WE'RE TALKING ABOUT ENERGY EFFICIENCY, THAT WOULD BE A RECOMMENDATION ADMINISTRATIVELY TO REPLACE THOSE.

BUT WE COULD.

PUSH THOSE ALARM BUT SPEND MORE MAINTENANCE DOLLARS ON THAT.

BUT WE WOULDN'T PULL A WINDOW OUT.

WOULDN'T YOU? WOULD. WOULDN'T USE YOUR MANHOOD TO DO THAT.

NOT GOING TO 5 MILLION OR WHATEVER THAT NUMBER WAS TO REPLACE THE WINDOW.

AND THEN THIS ALSO TIES TO, I THINK, WHAT THE OTHER BOARD MEMBER SAID.

IT FEELS LIKE I WANT A MASTER PLAN, OR AT THE VERY LEAST TO KNOW.

AND I THINK WHAT YOU'VE SAID IS YOU'VE GOT A PRETTY GOOD IDEA OF THESE FACILITIES MIGHT CHANGE AND THESE PROBABLY WON'T, AND YOU'D BE DOING IT IN THAT ORDER.

BUT I'D LIKE TO KNOW WHAT IS THE HOW? HOW DO WE ACTUALLY SIT HERE IF WE HAVE NOT ALREADY AND SAY WE WANT A MASTER PLAN AND, AND GET A CALENDAR FOR THAT BECAUSE IT CAN'T BE DONE.

BEFORE THIS CYCLE.

BUT. BUT WHEN WILL WE SEE THAT MASTER PLAN? I THINK THE WORK OF ENVISIONING WAS FOUNDATIONAL AND A LOT OF WORK THAT'S BEING DONE JUST BY OUR OUR MAINTENANCE AND OPERATIONS DEPARTMENT SO WE KNOW WHAT THE NEEDS ARE. I THINK, AS JEREMY ALLUDED TO VERY QUICKLY AFTER WE MAKE A DECISION ABOUT A BOND IN 2023 AND.

HOPEFULLY AFTER WE KNOW WHETHER OR NOT THE COMMUNITY WILL SUPPORT THAT IN MAY OF 2023, WE WOULD BEGIN THAT WORK IMMEDIATELY BECAUSE THE BOARD HAS ALREADY SAID THAT WE COULD POTENTIALLY HAVE ANOTHER BOND AS EARLY AS 2025, 2026.

THAT'S A VERY SHORT WINDOW AND WE WOULD HAVE TO WORK QUICKLY IN ORDER TO MEET THAT.

THANK YOU. I'M HESITANT TO THINK ABOUT TOO MANY LARGE FACILITY CHANGES LACKING A MASTER PLAN AT THIS POINT.

THE. THE OTHER QUESTION WAS IT'S WE'RE GOING TO HAVE SOLAR PANELS CREATING JUST LIKE 40% OF OUR ENERGY NEED, I THINK YOU SAID, OR 60 TO 60, 60%, 60, 40.

ABOUT ON THE WEEKEND OR TIMES WHEN OUR SCHOOLS AREN'T IN USE.

IS THERE ANY SORT OF BUYBACK BY THE CITY? WILL THEY PAY US FOR THAT ELECTRICITY? SO THAT CREDIT IS BASED ON HOW MUCH ENERGY YOU PRODUCED WITHIN THEIR BILLING CYCLE? AND SO WHEN WE DEVELOPED WHAT WE BELIEVE THAT IT WILL PRODUCE, IT'S BASED ON A COEFFICIENT AND WE USED A VERY CONSERVATIVE COEFFICIENT TO ALLOW FOR. WELL, IF YOU DON'T HAVE A LOT OF SUNLIGHT, YOU KNOW, ONE DAY, YOU KNOW, ONE WEEK.

AND SO WE WANTED TO BE CONSERVATIVE IN OUR ESTIMATES AND GENERATING WHAT WE BELIEVE WILL BE CREDITS, BUT IT'LL JUST BE BASED ON THAT MONTH BILLING CYCLE AND HOW MUCH WAS PRODUCED.

THAT MAKES SENSE. SO THE ENERGY.

IN SIMPLE TERMS. LET'S SAY OUR ENERGY ON THE WEEKEND IS 20% OF NORMAL AND WE'RE MAKING 60% OUT OF OUR SOLAR PANELS.

THE OTHER 40% DOESN'T GET WASTED.

DOES IT? GO BACK TO THE CITY? IT GOES BACK, RIGHT? YEAH. SO SOMEONE ELSE IS USING THAT POWER.

SO SOMEONE WHOSE LIGHTS ARE ON DURING THAT TIME, OUR LIGHTS ARE OFF.

THEY'RE GETTING THAT POWER THAT'S GENERATED.

OKAY, COOL. SO THAT'S WE'RE SHARING WITH YOUR NEIGHBORS IS REALLY WHAT YOU'RE.

ACTUALLY, THAT'S ALL I HAD.

ANY OTHER QUESTIONS? THANK YOU VERY MUCH FOR YOUR TIME TONIGHT.

THANK YOU FOR ALL YOUR THANKS.

THANK YOU TO THE COMMITTEE TO.

ALL RIGHT. WE ARE GOING TO MOVE INTO AN UPDATE ON THE SPANISH IMMERSION PROGRAM.

AND I SUSPECT MAYBE THE PRINCIPALS ARE HERE FOR SOME OF THAT, TOO, INCLUDING THIS PIECE.

SO THANK YOU.

LET'S SEE WHAT'S OUR NEXT SLIDE.

THEY'RE BACK. SO, YES, WE'RE GOING TO TALK A LITTLE BIT AN UPDATE ON THE SPANISH IMMERSION PROGRAM.

AS CHAD AND HEATHER ALLUDED TO EARLIER IN THEIR PRESENTATION.

YOU KNOW, WE'RE ALWAYS LOOKING AT OUR PROGRAMS, LOOKING AT HOW THINGS ARE RUNNING AND MAKING SURE THAT WE'RE LOOKING AT ANY CHALLENGES OR CHANGES THAT WE MIGHT WANT TO MAKE TO PROGRAMS. SO THIS EVENING, WE'RE GOING TO TALK ABOUT SPANISH IMMERSION.

TONIGHT WE'LL OVERVIEW KIND OF OUR JOURNEY WHERE WE'VE BEEN AND WHERE WE ARE NOW.

TALK ABOUT ENROLLMENT, THE CURRENT STRUCTURES OF THE PROGRAM, SOME CHALLENGES, RECOMMENDATIONS AND THEN BENEFITS AND IMPLICATIONS OF THOSE CHALLENGES THAT WE'RE FACING IN THOSE RECOMMENDATIONS THAT WE'RE GOING TO MAKE.

START TURNING OVER HEATHER.

REAL QUICK. ALL RIGHT. SO WE WANT TO BEGIN WITH WHERE WE STARTED BACK IN 2017.

BRIDGEPOINT AND CEDAR CREEK STARTED WITH THE PILOT.

WE HAD ABOUT 87 STUDENTS AT THAT TIME.

AND THEN WE HAD ENOUGH DEMAND AND WE WERE ABLE TO HIRE QUALIFIED STAFF.

WE STARTED TWO MORE COHORTS THE FOLLOWING YEAR.

AT BARTON CREEK AND EANES.

AND WE'VE MOVED THROUGH THE YEARS AND WE'VE GOTTEN ALL THE WAY TO 2022 OR IT BRIDGEPOINT.

[02:40:05]

SO WE WANT TO CONTINUE THIS PROGRESS WITH THE PROGRAM.

BUT THEN WE ALSO WANT TO ACKNOWLEDGE THAT THIS IS STILL A PILOT AS WE MOVE THIS INITIAL COHORT THROUGH THE NEXT GRADE LEVEL AND WE'RE GOING TO CONTINUE TO EVALUATE AND LOOK AT THE PROGRAM AND MAKE ADJUSTMENTS AS WE NEED TO.

Q SO THIS THIS IS JUST A PROGRAM ENROLLMENT SLIDE THAT SHOWS OUR CURRENT CAPACITY AT 968, OR THAT'S THE ACTUAL PROGRAM CAPACITY.

SORRY, IT'S PAST MY BEDTIME AND THE CURRENT ENROLLMENT IS 843.

AND OF THE 843, 102 ARE OUT OF DISTRICT TRANSFERS.

AND THIS IS JUST A.

PART THAT SHOWS US ALL FOUR CAMPUSES BROKEN DOWN BY GRADE LEVEL IN THE ENROLLMENT THERE.

I'M GOING TO LEAVE THAT UP FOR JUST A SECOND SO YOU CAN STUDY THAT.

OKAY. I'M GOING TO QUICKLY JUST KIND OF REMINDERS OURSELVES OF SOME ACADEMIC OUTCOMES OF THE PROGRAM ITSELF.

SO STUDENTS ARE ABLE TO GAIN A SPANISH ONE HIGH SCHOOL CREDIT IF THEY COMPLETE THE TOP THREE CRITERIA THAT'S ON THE SLIDE.

THE FIRST ONE IS BEING PART OF OR COMPLETING FIVE YEARS WITHIN THE IMMERSION PROGRAM.

THEY MUST ALSO SCORE MEETS OR HIGHER ON THE MATH AND THE ENGLISH FIFTH GRADE STAR.

AND THEN THEY MUST ALSO MEET THE DISTRICT PROFICIENCY LEVEL THAT WE'VE SET FORTH AND APPLE OR APPLE TESTING THAT WE USE FOR THE PROGRAM.

SO IF THE STUDENTS MEET ALL THREE REQUIREMENTS, THEY WILL EXIT THE PROGRAM IN FIFTH GRADE, MOVING INTO THE MIDDLE SCHOOLS WITH A SPANISH ONE HIGH SCHOOL CREDIT.

IT'S A KIND OF LOOK AT OUR CURRENT INSTRUCTIONAL STRUCTURE.

AS HEATHER SAID, WE WE NOW HAVE 40 OR IT'S 44 STUDENTS PER GRADE, PER CAMPUS.

IT'S IMPORTANT TO NOTE THAT THAT THOSE 44 SPLIT INTO TWO GROUPS OF 22 AT MAX CAPACITY.

AND SO THERE'S AN ENGLISH SIDE AND A SPANISH SIDE FOR EVERY COHORT THAT GOES IN TO SPANISH IMMERSION.

THERE WAS A SPANISH SPEAKING TEACHER AND THEN THE ENGLISH OR TRADITIONAL SIDE TEACHER.

WE CURRENTLY HAVE 44 COMPLETE SECTIONS.

WE HAVE 22 BILINGUAL TEACHERS AND 22 ENGLISH TEACHERS.

WE BEGAN THE PROGRAM WITH OUR MATH AND SCIENCE COURSES, K THROUGH FOUR BEING TAUGHT IN SPANISH.

BUT WE QUICKLY REALIZED KIND OF MOVING THROUGH, THAT THERE NEEDED TO BE SOME ADJUSTMENTS TO TO INSTRUCTION AND WHAT THAT INSTRUCTION WAS.

IT'S IMPORTANT HERE TO NOTE THAT WHILE SOME OF THE ORIGINAL INTENT OF THE PROGRAM WAS FOR LET'S TAKE THE SPANISH TEACHER OF THE THE SIDE OF THE SPANISH IMMERSION PROGRAM, THEIR ROLE WAS TO TEACH MATH AND SCIENCE IN SPANISH.

BUT WE ALSO REALIZED THAT WE NEEDED SOME SPANISH LITERACY TO GAIN THAT SPANISH ONE CREDIT.

SO THEY ARE NOW HAVING TO ALSO TEACH SPANISH LITERACY AND THEN VICE VERSA.

ON YOUR ENGLISH SIDE, THEIR ROLE INITIALLY WAS TO DO HUMANITIES OR YOUR ELA ARE AND YOUR SOCIAL STUDIES AND ENGLISH OF THAT SAME COHORT.

BUT BECAUSE WE ARE NOTICING WE NEEDED SOME MATH REINFORCEMENT IN ENGLISH, THEY'RE NOW HAVING TO TEACH ALSO MATH.

SO THE ORIGINAL INTENT WAS TEACHERS WOULD TEACH TWO SUBJECTS IN A LANGUAGE.

THEY'RE ACTUALLY DOING THREE OR FOUR NOW WITHIN THEIR PROGRAM.

SO I'LL TURN IT OVER TO MOLLIE TO KIND OF TALK A LITTLE BIT MORE ABOUT SOME OF THOSE CHALLENGES.

SO I'M GOING TO JUST STAY ON THE SLIDE FOR A SECOND, TOO.

SO AS YOU CAN SEE, WE HAVE THESE KIND OF INTERESTING PERCENTAGES OF TIME WE DO HAVE FOR GDC SPECIFIC TIMES THAT WE ARE ALLOTTING TO EACH CONTENT AREA AT THE ELEMENTARY SCHOOLS.

AND SO THAT'S WHY THIS KIND OF LOOKS WEIRD WHERE YOU'RE TRYING TO GET LIKE, YOU KNOW, IN 8% OR 27% OF TIME.

AND SO THAT DEFINITELY IS KIND OF ONE OF OUR CHALLENGES WHEN WE ALSO LOOK AT SOME OF THE CHALLENGES, ESPECIALLY IN OUR PRIMARY GRADES, K THROUGH THREE, BECAUSE THE STUDENTS ARE SWITCHING, THEY'RE NOT BUILDING THOSE RELATIONSHIPS WITH THAT PRIMARY TEACHER AS THEY WOULD IF THEY WERE IN JUST THE TRADITIONAL MODEL.

SO THEY ARE SPENDING HALF THE DAY WITH ONE TEACHER AND HALF THE DAY WITH THE OTHER TEACHER.

SO THAT TEACHER BEING ABLE TO TRULY IDENTIFY ALL OF THE STRENGTHS AND NEEDS OF THOSE STUDENTS IS A LITTLE BIT DIFFERENT THAN WHEN THEY'RE JUST IN THAT ONE CLASSROOM.

ADDITIONALLY, AS I MENTIONED ON THE INSTRUCTIONAL MINUTES, THERE'S JUST THERE'S JUST SORT OF THAT DIFFICULTY IN ALIGNING THEIR TIME WITH WHAT'S GOING ON IN THE TRADITIONAL CLASSROOM.

AS CHAD ALLUDED TO, YOU HAVE THE TEACHER WHO'S TEACHING MATH AND SCIENCE IN SPANISH, BUT THEN YOU HAVE THE TEACHER THAT'S TEACHING ENGLISH

[02:45:04]

HOWEVER, THAT TEACHER IS NOT THE ONE WHO'S PROVIDING THE MATH AND SCIENCE INSTRUCTION.

SO AS FAR AS WHERE THE WEAKNESSES ARE OR THE AREAS OF DEFICIT, THAT'S NOT THE SAME TEACHER.

THE OTHER PROBLEM OR OTHER CHALLENGE THAT WE HAVE IS THAT THE SPANISH TEACHERS AND THE ENGLISH TEACHERS ARE TRYING TO STAY VERY TRUE TO THE MODEL, WHICH WE APPRECIATE IMMENSELY.

SO WHEN THEY ARE IN THEIR TEACHING, WHATEVER SUBJECTS THEY ARE IN THAT LANGUAGE, THEY ARE TRYING TO STAY IN THAT LANGUAGE.

BUT WE REALIZE THAT SOMETIMES THE STUDENTS ARE REALLY STRUGGLING.

AND SO IT MAY BE THAT, YOU KNOW, IT WOULD BE BEST TO SWITCH OVER TO ANOTHER TO THE OTHER LANGUAGE FOR A LITTLE BIT OF TIME FOR THAT REINFORCEMENT IN THE MOMENT AND NOT AT A LATER PERIOD IN THE DAY.

BUT THEY'RE TRYING TO SORT YOU KNOW, THEY WANT TO TRY TO BALANCE THAT.

ADDITIONALLY, THEY DON'T REALLY HAVE THOSE TIMES WHERE THEY CAN SORT OF JUST BE REALLY FLEXIBLE IN WHEN THEY'RE DOING THE LANGUAGE. THEY'RE VERY THEY'RE VERY STRICT ON.

THIS IS WHEN I'M TEACHING SPANISH AND THIS IS WHEN I'M TEACHING ENGLISH.

AND SO WE KNOW THAT ANY TIME YOU'RE LEARNING A CORE CONTENT AREA IN A DIFFERENT LANGUAGE, IT JUST TAKES LONGER.

AND SO THOSE ARE JUST SOME OF THE CHALLENGES THAT THAT WE'RE SEEING WITH THE CURRENT MODEL THAT WE HAVE DEVELOPED.

LAST ITEM WHERE WE SEE THE THE CHALLENGES ARE TRANSITION.

SO WE ARE DEFINITELY LOSING TIME, INSTRUCTIONAL TIME DURING THE DAY WITH THOSE STUDENTS GOING BETWEEN THE SPANISH AND THE ENGLISH CLASSES.

SO THEY THEY'RE LOSING THAT TIME IN THE TRANSITIONS FOR OUR SPECIAL EDUCATION STUDENTS.

SOMETIMES WE ARE NOW TRANSITIONING THOSE STUDENTS THREE DIFFERENT TIMES.

THEY MAY HAVE SPANISH INSTRUCTION, THEIR TRADITIONAL ENGLISH SIDE, AND THEN THEY MAY BE GOING IN, RECEIVING SPECIAL EDUCATION SERVICES AND LIKE A COLLABORATIVE CLASSROOM.

AND SO THEY'RE ACTUALLY THEY ARE ACTUALLY TRANSITIONING DURING THE DAY, POSSIBLY THREE TIMES WITH THREE DIFFERENT TEACHERS.

SO THAT'S ANOTHER AREA THAT'S A LITTLE BIT CHALLENGING, ESPECIALLY FOR STUDENTS WHO HISTORICALLY, YOU KNOW, LOTS OF TRANSITIONS AND LOTS OF CHANGE CAN BE DIFFICULT FOR THOSE STUDENTS. GOING BACK, I DID WANT TO MENTION ONE MORE THING ABOUT KIND OF THE INSTRUCTIONAL MINUTES IN THE IN THE STRUCTURE.

SOME OF OUR CAMPUSES HAVE TO TRY TO MITIGATE SOME OF THESE ISSUES HAVE ALMOST LIKE AN AB DAY OR EVEN AN AB WEEK.

SO IT MIGHT BE THAT LIKE WE'RE GOING TO TEACH SPANISH ON SPANISH ON MONDAY WHILE THIS GROUP IS GETTING ALL OF SPANISH, WHILE THIS GROUP IS GETTING ALL OF ENGLISH, AND THEN THEY SWITCH. SO WHEN WE GO BACK TO TALKING ABOUT TRANSITION AND SWITCHING, SOMETIMES WE'RE ASKING PRIMARY STUDENTS TO BE, YOU KNOW, ONE LANGUAGE ALL DAY SWITCH THE OTHER DAY, AND THEN WHILE THEY'RE DOING THAT, SOMETIMES THEIR SUBJECTS ARE ALSO SWITCHING THE ORDER IN WHICH THEY'RE OCCURRING.

SO THERE'S JUST A LOT OF TRANSITION THAT'S GOING ON FOR THESE STUDENTS.

AND I WANT TO COMPLIMENT THE TEACHERS AND ALSO SAY THAT OUR STUDENTS ARE DOING WELL IN THESE PROGRAMS. AND SO THIS ISN'T LIKE, OH, THIS ISN'T WORKING, BUT IT'S OUR OBLIGATION TO LOOK AT A PROGRAM AND LOOK AT THOSE CHALLENGES AND SEE ARE THERE THINGS THAT WE COULD DO DIFFERENT THAT WOULD HELP MITIGATE SOME OF THE CHALLENGES THAT WE ARE FACING? GIVING THAT WE HAVE SOME RECOMMENDATIONS AND ONE OF WE WANT TO CONTINUE THE PROGRAM AT THE FOUR CURRENT CAMPUSES.

LIKE I SAID, THINGS ARE WORKING WELL.

OUR TEACHERS ARE VERY COMMITTED TO THE PROGRAM.

CONTINUE HAVING THAT SPANISH AND SPANISH BEING THE LANGUAGE FOR SCIENCE AND MATH PRIMARILY.

HOWEVER, KIND OF THE BIG CHANGE WOULD BE IN THIS UPCOMING FALL, WE WOULD MOVE TO ONE SELF-CONTAINED CLASS, BEGINNING WITH OUR KINDERGARTEN, WHICH WOULD MEAN THAT THERE'S 22 STUDENTS AT EACH GRADE LEVEL MOVING THE PROGRAM FROM 22 STUDENTS AT EACH GRADE LEVEL, AT EACH MOVING FROM 44 TO 22 IN EACH CLASSROOM, AT EACH GRADE LEVEL. THE SELF-CONTAINED MODEL WE WOULD DEFINITELY WANT TO KEEP K THREE.

WE WOULD POSSIBLY STILL LOOKING AT SOME DEPARTMENTAL SIZING AT THE UPPER GRADES JUST BECAUSE THOSE STUDENTS HAVE THE ABILITY TO DO A LITTLE BIT MORE OF THAT TRANSITIONING, WHICH OUR TRADITIONAL STUDENTS HAVE DONE.

AND THAT'S BEEN OUR OUR MODEL FOR MANY YEARS ON MANY OF OUR CAMPUSES.

WE WOULD CONTINUE THE TWO TEACHER MODEL FOR THE CURRENT GRADES AS THE MODEL MOVES UP.

SO WE ARE NOT IMPACTING ANYTHING THAT IS GOING ON IN SPANISH IMMERSION FOR ANY OF OUR CURRENT STUDENTS.

THIS WOULD BEGIN NEXT YEAR IN KINDERGARTEN AND WOULD GRADUALLY MOVE FORWARD WITH THE PROGRAM.

BUT THIS ISN'T CHANGING ANYTHING THAT WE CURRENTLY HAVE JUST IN COMING KINDERGARTNERS NEXT YEAR AND THEN FLOATING THROUGH THE SELF-CONTAINED MODEL WOULD THEN HAVE FULL IMPLEMENTATION IN THE YEAR 2028, 2029 SCHOOL YEAR.

THE BENEFITS OF THIS THAT WE SEE ARE REALLY, AGAIN, THAT INCREASED OPPORTUNITY FOR THE TEACHERS TO BUILD RELATIONSHIPS AND BETTER UNDERSTAND THE STRENGTHS AND AREAS OF CHALLENGE

[02:50:04]

ADDITIONALLY, THAT ANY REINFORCEMENT TIME WOULD BE PROVIDED BY THE TEACHER WHO IS SEEING THE STUDENT ALL DAY LONG.

SO THEY'RE SEEING THE STUDENT IN WHATEVER SUBJECT, AND THEY ARE ALSO THAT SAME TEACHER PROVIDING REINFORCEMENT.

AND WE'RE NOT HAVING TO SWITCH BACK AND FORTH IN THAT MODEL FLEXIBLE INSTRUCTIONAL TIME.

THIS JUST ALLOWS THE TEACHER TO TO NOT BE SO TIED TO THIS.

AT TEN 1057, THE KIDS HAVE TO SWITCH OVER TO THE NEXT CLASS.

IF THE CLASS IS NEEDING A LITTLE MORE INSTRUCTION IN ONE LANGUAGE OR THE OTHER, IF THEY'RE NEEDING TO SWITCH.

IT REALLY ALLOWS THEM THAT FLEXIBILITY TO BE ABLE TO TEACH THE WAY THEY FEEL THAT THEY NEED TO TEACH.

IT DOES GIVE MORE OPPORTUNITIES ALSO FOR THAT INCIDENTAL TEACHING, ANYTHING FROM LINING UP TO, YOU KNOW, MORNING MEETING, THINGS LIKE THAT, THAT THEY COULD JUST ADD IN THAT SPANISH WHENEVER IT REALLY SEEMS APPROPRIATE NOW.

AND THAT THAT GOES BACK TO WHAT I WAS MENTIONING EARLIER, SOME OF THAT FLIPPING WITH THE THERE DAY MORNING MEETING IS MORNING MEETING.

IT HAPPENS IN THE MORNING.

SO SOMETIMES MORNING MEETING IS AGAIN IN ENGLISH ON MONDAY, BUT THEN IN SPANISH, IT'S ON TUESDAY.

SO YOU'RE SWITCHING WHICH LANGUAGE YOU'RE DOING AND YOU'RE SWITCHING YOUR WHOLE SCHEDULE IN ORDER TO GET SOME OF THAT INCIDENTAL TEACHING.

IT WOULD DEFINITELY REDUCE THE TRANSITIONS.

YOU'RE IN A SELF-CONTAINED CLASS THE WAY THAT THAT, YOU KNOW, WE HAVE DONE TRADITIONALLY AND THEN IT IS MORE ECONOMICAL.

THERE'S A GRADUAL REDUCTION OF THE ENGLISH SIDE STIPENDS OVER TIME.

SO RIGHT NOW OUR SPANISH SPANISH SIDE TEACHERS AND OUR ENGLISH SIDE TEACHERS BOTH GET STIPENDS.

WE WOULD GRADUALLY BE DOING AWAY WITH THAT ENGLISH SIDE STIPEND BECAUSE THAT WOULD NOT BE THE MODEL ANYMORE AT FULL IMPLEMENTATION.

THE ENGLISH SIDE STIPENDS IS AROUND 120,000 A YEAR.

EVERY TIME YOU CHANGE SOMETHING, THERE ARE SOME IMPLICATIONS.

AND SO WE ARE ACKNOWLEDGING THAT THERE IMPLICATIONS.

THIS IS AN FTE NEUTRAL PROCESS.

IT'S THE SAME NUMBER OF STUDENTS.

IT'S JUST NOT THERE, JUST NOT AS MANY STUDENTS IN THE SPANISH IMMERSION PROGRAM.

SO IT WOULD BE A DEFINITELY, LIKE I MENTIONED, A REDUCTION IN SECTIONS.

THERE ARE THEN KIND OF THE IMPLICATION OF COHORT GROUPS.

SO YOU START WITH YOUR LITTLE 22 AND YOU'RE IN A SELF-CONTAINED CLASS AND THAT WOULD BE THE CLASS THAT YOU'RE WITH IN, YOU KNOW, FOR THE NEXT COUPLE OF YEARS.

NOW, STUDENTS DO SWITCH DURING OR THEY HAVE OPPORTUNITIES TO INTEGRATE DURING SPECIALS, RECESS AND THEN ALSO WIND TIME.

SO IT'S NOT THAT THOSE STUDENTS WOULD ONLY BE TOGETHER ALL DAY, EVERY DAY, BUT THEY WOULD DEFINITELY BE TRAVELING TOGETHER THROUGHOUT THEIR THEIR ELEMENTARY CAREER FOR A FEW YEARS UNTIL POSSIBLY THE DEPARTMENTAL IZED IN FOURTH GRADE.

IT COULD BE A POSSIBLE REDUCTION IN TRANSFERS.

WE HAVE SOME STUDENTS WHO COME SPECIFICALLY FOR SPANISH IMMERSION.

WE ALSO HAVE SOME STUDENTS THAT COME TO EANES REGARDLESS OF IF THEY WERE IN SPANISH IMMERSION OR NOT, BUT THAT THAT IS A POSSIBILITY THAT SOME IF THEY COULDN'T GET INTO THE SPANISH IMMERSION PROGRAM, THEY MIGHT NOT COME.

THERE'S ALSO THE FACTOR OF POSSIBLE ATTRITION.

WE'VE SEEN THAT OVER THE TIME IN THE IN THE GRAPH THAT OR THE CHART THAT HEATHER SHOWED YOU, THERE IS SOME ATTRITION.

SO IT COULD END UP THAT WE HAVE A SMALLER SPANISH IMMERSION SIDE CLASS DEPENDING ON, AGAIN, HOW MANY STUDENTS MAY MAY MOVE OUT OF THAT THAT PROGRAM. AND THEN THERE IS LASTLY SORT OF THE CAPACITY CONSIDERATION FOR RESIDENCY STUDENTS.

SO GOING FROM 44 TO 22, THERE, THERE WE HAVE NOW WITH JUST THE 102 TRANSFERS, WE SEE THAT WE DO HAVE SOME, YOU KNOW, INTEREST IN THE PROGRAM AND THAT MIGHT BE SOMETHING THAT WE WOULD HAVE TO LOOK AT IF WE COULDN'T IF WE COULDN'T SERVE ALL OF OUR RESIDENT STUDENTS.

SO THOSE ARE SOME IMPLICATIONS OF OF THE RECOMMENDATION.

THE NEXT PART WE WANT TO DISCUSS JUST VERY BRIEFLY IS MIDDLE SCHOOL.

SO THAT'S GOING TO HIT US NEXT YEAR.

AND AGAIN, AS HEATHER KIND OF MENTIONED, WE'RE STILL WE STILL THINK OF THIS AS A PILOT.

SOME PEOPLE THINK, OH, YOU GUYS ARE GOOD TO GO.

EVERY YEAR IS A NEW YEAR FOR US.

EVERY YEAR, AS WE MATRICULATE THESE STUDENTS UP, WE HAVE TO KIND OF CONSIDER WHAT THAT'S GOING TO LOOK LIKE.

SO NEXT YEAR WE WILL HAVE BRIDGEPOINT AND CEDAR CREEK SIXTH GRADERS ENTERING INTO HILL COUNTRY.

AND SO WHAT MIGHT THAT LOOK LIKE IN TERMS OF PROGRAMING? SO THE ORIGINAL PROPOSAL THAT HAS BEEN PRESENTED OVER THE LAST COUPLE OF YEARS WAS THIS PROPOSAL WITH SPANISH TWO, THEN A SPANISH THREE HONORS, THEN POSSIBLY A.P.

SPANISH FOR A TOTAL OF THREE CREDITS AT THE MIDDLE SCHOOL FOR A TOTAL OF FOUR CREDITS WHEN THEY WOULD ENTER INTO HIGH SCHOOL WITH A TEXAS SEAL OF BI LITERACY UPON GRADUATION FROM HIGH SCHOOL.

[02:55:01]

OUR RECOMMENDATION.

SORRY. OUR RECOMMENDATION IS A NEW PROPOSED COURSE SEQUENCE.

THIS WOULD BE SPANISH TO A IMMERSION IN SIXTH GRADE, SPANISH TO BE IMMERSION IN SEVENTH GRADE, AND THEN EIGHTH GRADE WOULD BE SPANISH THREE, EITHER HONORS OR REGULAR, WHICH WOULD GIVE YOU TWO HIGH SCHOOL CREDITS WHILE YOU'RE IN MIDDLE SCHOOL FOR A TOTAL OF THREE CREDITS.

BUT THEY CAN STILL EARN THE TEXAS SEAL OF LITERACY UPON GRADUATION.

AND THE REASON FOR THIS IS, YOU KNOW, WE'RE LOOKING AT THESE STUDENTS WHO HAVE NOW GONE, MOST OF THEM K FIVE TO EARN ONE CREDIT, TO THEN TO EXPECT THEM TO BE ABLE TO GO INTO JUST SPANISH TO IN ONE YEAR BE ABLE TO GAIN ALL OF THOSE SKILLS.

WE THINK THAT THAT'S AN AWFUL LOT FOR THOSE STUDENTS TO BE ABLE TO DO, ESPECIALLY GIVEN THAT AN IMMERSION STUDENT, A A SPANISH ONE IMMERSION STUDENT AND A SPANISH ONE JUST REGULAR SPANISH STUDENT DON'T LOOK THE SAME.

THERE ARE THERE ARE BOTH AREAS OF KIND OF ACCELERATION AND THEN AREAS WHERE THEY DON'T HAVE AS MUCH SKILL.

AND THAT'S BECAUSE IN IMMERSION, THE STUDENTS ARE, YOU KNOW, YOU CAN WATCH THEM OR HEAR THEM.

THEY'RE SPEAKING IN SPANISH AND THEY'RE ABLE TO DO A LOT OF THEIR LISTENING AND SPEAKING, BUT THEY'RE HAVEN'T BEEN WRITING AS MUCH.

THEY HAVEN'T BEEN DOING ALL OF THOSE GRAMMAR, THEY HAVEN'T BEEN CONJUGATING.

SO THEY'RE NOT REALLY INTO THOSE PARTS OF THE THE CURRICULUM THAT A TRADITIONAL SPANISH ONE STUDENT IS.

HOWEVER, A TRADITIONAL SPANISH ONE STUDENT IS NOT GOING TO HAVE ALL OF THE VOCABULARY.

THEY'RE NOT GOING TO BE ABLE TO PROBABLY GO TO MEXICO ON A VACATION AND WORK THEIR WAY AROUND THE WAY SOME OF OUR IMMERSION KIDS CAN.

SO IT'S JUST SORT OF A DIFFERENCE.

SO OUR OUR FEELING IS THAT IF THEY HAVE TWO YEARS OF A DIFFERENT SORT OF SPANISH CLASS, BY THE TIME THEY GET TO SPANISH THREE, THOSE STUDENTS WILL LOOK VERY, VERY SIMILAR.

AND THEN THEY CAN JUST START GOING INTO THOSE NEXT SPANISH CLASSES.

SO AGAIN, OUR SEQUENCE OUTCOMES, THAT ADDITIONAL INSTRUCTIONAL TIME GIVE THEM SPANISH TO OVER TWO YEARS.

IT WILL BE A TAILORED COURSE.

IT WON'T JUST BE A REGULAR SPANISH TWO COURSE THAT'S DIVIDED OVER TWO YEARS.

IT'S GOING TO BE VERY TAILORED TO MEETING THEIR BOTH THEIR STRENGTHS IN THEIR AREAS OF DEFICIT.

HAVING BEEN IN THAT IMMERSION CLASS, THEY'LL STILL HAVE THE THREE CREDITS UPON ENTERING HIGH SCHOOL.

WE ALSO TALKED SOME TO THE HIGH SCHOOL ABOUT JUST THE ORIGINAL PROPOSAL, HAD EIGHTH GRADERS TAKING AP CLASSES, AND WE ALL FELT THAT THAT WAS REALLY QUITE A STRETCH FOR AN EIGHTH GRADER TO BE ABLE TO TAKE THAT LEVEL.

OF COURSE. AND I KNOW STEVE RAMSAY WAS LIKE, I JUST DON'T I DON'T SEE IT.

SO WE DIDN'T WANT TO PUSH AND RUSH OUR STUDENTS TO THE POINT THAT MAYBE THEY'RE FRUSTRATED AND WOULD POSSIBLY DROP OUT BEFORE THEY EVEN GOT TO HIGH SCHOOL BECAUSE WE'RE FORCING RIGOR ON THEM THAT THEY MAY JUST NOT BE READY FOR.

BUT WE ALSO, AS WE MENTIONED, THEY'RE THEY'RE ALSO ABLE TO EARN THAT SEAL OF BY LITERACY UPON GRADUATION.

SO THAT'S OUR RECOMMENDATION FOR THE MIDDLE SCHOOL.

SO A LOT OF THOUGHT THAT WENT INTO THIS AND OBVIOUSLY BENEFITS AND IMPLICATIONS OF BOTH OF OUR RECOMMENDATIONS, BUT WE WANTED TO BRING THAT TO YOU ALL THIS EVENING. AND SO NOW WE ARE OPEN FOR QUESTIONS.

THANK YOU, MOLLY.

THANK YOU, CHAD. THANK YOU.

HEATHER. LET'S START WITH ELLEN AND THEN JENNA.

THANK YOU FOR THIS UPDATE.

I WILL SAY I'M REALLY DISTRESSED BY THE 50% REDUCTION IN CAPACITY FOR THIS VERY, VERY POPULAR PROGRAM THAT HAS BEEN SUCCESSFUL BY EVERY MEASURE.

HAS BEEN BROUGHT TO US.

I MEAN, EVEN IF YOU TAKE OUT WHERE WE'VE LOST, WE HAVE VACANT SPOTS AND YOU TAKE OUT ALL THE TRANSFER STUDENTS, WE STILL ARE SHORT BY 50%.

THE DEMAND THAT CLEARLY HAS BEEN PROVEN.

SO I GUESS I'M STILL LOOKING FOR WHY WE WOULD WANT TO TO DO THAT.

AND I WOULD QUESTION WHETHER OR NOT THERE ISN'T A WAY TO POSSIBLY HAVE TO, EVEN IF WE WENT TO SELF-CONTAINED. BUT TO HAVE TWO SECTIONS ON EACH CAMPUS IF THE DEMAND WERE HIGH.

OR FOR THAT MATTER, INSTEAD OF GOING FROM EIGHT SECTIONS, COULD WE GO TO SIX SECTIONS AND PUT A SECTION, SELF-CONTAINED SECTION AT EACH OF THE TWO ELEMENTARY SCHOOLS THAT DON'T CURRENTLY HAVE SPANISH? I JUST AM REALLY CONCERNED AS TO WHY WE WOULD GO SO FAR INTO THE CAPACITY THAT WE HAVE BUILT.

FOR THE PAST FIVE YEARS FOR THIS.

[03:00:03]

AND LET'S TALK ABOUT THAT QUESTION FIRST, BECAUSE SELF CONTAINED IS, IS A WHOLE SEPARATE QUESTION, RIGHT? YOU KNOW, I THINK WE'RE JUST TRYING TO ADDRESS THE CHALLENGES AND THAT REALLY WITHOUT ADDING ADDITIONAL ADDITIONAL SECTIONS OR ADDITIONAL STAFF BECAUSE WE'RE HAVING I MEAN, RIGHT NOW WE'RE FULLY STAFFED WITH OUR BILINGUAL TEACHERS, ADDING ANY ADDITIONAL BILINGUAL TEACHERS.

IT JUST IT'S JUST VERY TOUGH.

AND SO WE WERE TRYING TO ADDRESS THOSE THOSE CHALLENGES WE FACED.

AND IT DOES I MEAN, THAT THAT'S HOW IT WOULD IT WOULD HAPPEN IS HAVING TO REDUCE THE CAPACITY OF THE PROGRAM WITHOUT ADDING EITHER ADDITIONAL FTE OR TRYING TO FIND ADDITIONAL BILINGUAL TEACHERS.

YES, IT'S I FULLY APPRECIATE THAT.

I THINK, TO WHAT WE HAVE LEARNED OVER SIX YEARS.

REALLY HAS CAUSED US TO.

EXAMINE THE EFFICACY.

THE TWO TEACHER MODEL.

AND WHILE THAT MAY WORK IN SOME.

SYSTEMS AND SOME SCHOOL DISTRICTS.

WE HAVE FOUND WITH OUR APPROACH AND PARTICULARLY SOME OF THE DEMANDS AND THE IMPLICATIONS THAT MOLLY OUTLINED, THE TWO TEACHER MODEL IS BECOMING INCREASINGLY DIFFICULT.

SO TO MAINTAIN THAT CAPACITY, IF WE WENT TO TWO SELF-CONTAINED SECTIONS TO ACCOMMODATE THE INTEREST, THEN AS SHE SAID, IT'S THE DIFFICULTY OF NOW FINDING ADDITIONAL BILINGUAL TEACHERS TO STAFF THOSE.

IT'S NOT AN FTE INCREASE.

SO IT'S JUST THE THE ABILITY OF FOR US TO HIRE A TEACHER WITH A BILINGUAL ABILITY.

WELL AND AS WELL REPLACING YOUR EXISTING ENGLISH SPEAKING TEACHERS BECAUSE WE WOULDN'T BE ADDING AN ADDITIONAL SECTION, WE'D STILL HAVE THE SAME NUMBER OF FTE.

SO POTENTIALLY WE WOULD BE REPLACING CURRENT ENGLISH SPEAKING TEACHERS WITH AN ADDITIONAL BILINGUAL TEACHER.

ACCOMMODATE THE TWO SELF CONTAINED SECTIONS.

SO IT'S BASICALLY A HIRING QUESTION.

BUT I THINK AND AGAIN, THEY CAN EXPLAIN IT BETTER THAN I CAN, BUT IT REALLY GETS BACK TO THE EFFICACY OF THE TWO TEACHER MODEL.

AND I GET THAT AND I GET THAT IT'S AN ARGUMENT FOR SELF-CONTAINED AND I'M NOT MAKING.

I DO HAVE A COUPLE OF QUESTIONS ON THAT, BUT I'M NOT MAKING THAT ARGUMENT NOW.

I'M SAYING THAT OUR RECOMMENDATION TO CUT THE PROGRAM BY 50% IS BECAUSE WE DON'T THINK WE CAN HIRE THAT SECOND TEACHER, BILINGUAL TEACHER.

I MEAN, YEAH, I MEAN, AT EACH GRADE LEVEL.

YEAH, I MEAN, I MEAN, DOUBLING THE NUMBER OF BILINGUAL TEACHERS THAT WE CURRENTLY HAVE WITH.

I DON'T THINK THAT WE WOULD BE ABLE TO DO THAT.

OKAY. I GUESS I COULD ASK THE QUESTION A DIFFERENT WAY AND SAY IF OUR KIDS ARE ACHIEVING EVEN WITH THE THE ISSUES THAT HAVE BEEN IDENTIFIED.

STUDENT ACHIEVEMENT IS THERE.

IT DOESN'T SOUND LIKE THEY'RE KILLER ISSUES.

AND IS IT WORTH CUTTING A SUCCESSFUL PROGRAM IN HALF? TO ACCOMMODATE THOSE.

I WHERE IF WE'RE LOOKING PURELY AT STUDENT DATA.

I CAN SEE WHERE YOU'RE COMING FROM.

BUT I SPEAKING A LITTLE BIT BROADER TERM IS HEARING DIRECTLY FROM THE TEACHERS.

THE MODEL IS NOT WORKING.

THEY'RE BURNED OUT. THEY ARE VERY FRUSTRATED.

AND HONESTLY, AND IF WE'RE BEING TOTALLY TRANSPARENT, THERE ARE INSTRUCTIONAL DECISIONS BEING MADE THAT I WOULD ACTUALLY KIND OF PUSH BACK ON THAT.

WE SAW OUR FIFTH GRADE MATH, OUR FIFTH GRADE SCIENCE SCORES DROPPING TREMENDOUSLY OVER THE LAST COUPLE OF YEARS.

THAT'S BECAUSE SCIENCE IS NOT GETTING TAUGHT AT YOUNGER GRADES.

PART OF THAT WAS COVID, BUT PART OF THAT IS ALSO SPANISH IMMERSION RIGHT NOW, BECAUSE THERE ARE BUY OFFS OF TRYING TO GET MATH DONE, TRYING TO GET IN THE SPANISH LITERACY DONE.

SO THEY'RE HAVING TO.

MANAGE INTERNALLY.

WHERE DO I BUY TIME? WHERE DO I GIVE UP TIME? WHAT DO I NOT COMPLETE? WHAT DO I NOT STAY ON WITH MY TRADITIONAL SIDE? WE HEARD HEATHER AND I SAT WITH GROUPS OF TEACHERS LAST YEAR AND HEARD REPEATEDLY, IT'S NOT WORKING.

THIS IS IMPOSSIBLE.

AND WHEN WE ASK WHAT IS THE THING THAT WOULD CHANGE THAT FOR YOU, IT WAS HANDS DOWN, REPEATEDLY SELF CONTAINED, ESPECIALLY IN KINDER FIRST AND SECOND.

THIRD WAS WAS WHAT OUR TEACHERS HAD REPORTED TO US AS BEING BENEFICIAL TO THEM AND BENEFICIAL TO THE OVERALL OUTCOME OF THE STUDENTS.

[03:05:03]

I THINK I AM GOING TO COME BACK TO YOU.

I'LL HAVE SOME OTHERS LATER.

PERFECTLY FINE. SO I'M GOING TO GO TO JEN OR HEATHER AND THEN KIM.

THANK Y'ALL FOR THIS PRESENTATION.

I MEAN, I KNOW NONE OF THESE ARE EASY DECISIONS TO MAKE.

AND, YOU KNOW, WE'RE FOCUSED ON DOING WHAT'S BEST FOR STUDENTS AND WHAT'S BEST FOR OUR STAFF.

I. AND I MEAN TO ELLEN'S CONCERNS.

I UNDERSTAND THAT WE'RE PROBABLY NOT GOING TO BE ABLE TO ACCEPT ALL THE FAMILIES.

I WOULD.

WOULD WONDER IF THERE'S A POSSIBILITY OF ADDING ON THE OTHER TWO CAMPUSES.

I DON'T KNOW IF THERE HAS BEEN THAT DISCUSSION.

THAT'S BEEN ONE OF MY CONCERNS SINCE THE VERY BEGINNING OF THIS PROGRAM THAT WE DON'T OFFER.

THERE'S NOT A LOT TO BE SEEN.

I MEAN, AND WE IT'S ONE OF OUR BOARD PRIORITIES.

IT'S ONE OF THE THINGS THAT YOU ALL FOCUS ON.

SO THAT CONCERNS ME, IF YOU KNOW THAT.

SO THEN I WANT TO ASK WHAT THEN WILL BE THE PROCESS FOR ACCEPTING STUDENTS NEXT YEAR? AND WILL STUDENTS FROM FOREST TRAIL AND VALLEY VIEW BE GIVEN EQUAL OPPORTUNITY TO ACCESS THAT PROGRAM? SO WE DON'T YOU KNOW, WE HAVEN'T LAID OUT SOMETHING EXACTLY.

BUT, YOU KNOW, BEFORE, BECAUSE WE'VE HAD IN THE PAST, WE'VE HAD TIMES WHEN ESPECIALLY WHEN IT VERY FIRST STARTED THAT WE HAD, YOU KNOW, WAITING LISTS.

SO, YOU KNOW, WE'VE DONE SOMETHING WITH A TIME STAMP AND THAT COULD BE THAT COULD BE THE CONSIDERATION.

OR IF THERE WAS MAYBE POSSIBLY I KNOW OTHER DISTRICTS WHEN WE WERE LOOKING AT THIS, WHEN WE VERY FIRST STARTED, THERE WAS LOTTERY SYSTEMS THAT WENT ON.

SO EVERY STUDENT WOULD HAVE THE SAME THE SAME ABILITY TO TO APPLY FOR OR, YOU KNOW, TO TRY TO BE AVAILABLE ELIGIBLE FOR THOSE SLOTS REGARDLESS OF THE SCHOOL THEY'RE CURRENTLY IN.

RIGHT. I DON'T HAVE A PROBLEM MOVING DOWN TO ONE SECTION, EVEN BEYOND THE CONCERNS THAT YOU GUYS HAVE LAID OUT.

WE'VE SEEN CONCERNS INCREASING CONCERNS OVER THE PAST COUPLE OF YEARS WITH BALANCING CLASS SIZES AND THERE BEING SOME INEQUITY THERE ON VARIOUS CAMPUSES.

SO I'M COMFORTABLE MOVING TO SELF-CONTAINED.

I'M COMFORTABLE MOVING DOWN TO ONE SECTION.

I WOULD LIKE SOME ASSURANCES THAT EVERY STUDENT IN THE DISTRICT HAS EQUAL OPPORTUNITY, WHETHER THEIR HOME CAMPUS OFFERS THE PROGRAM OR NOT. SO THAT'S MY COMMENT THERE.

AND THEN. I KNOW.

I HAVE SOME OTHER QUESTIONS.

AND THEN SO WITH THE CURRENT COHORTS MOVING UP, THOSE ARE GOING TO STAY THE SAME.

NOW, I KNOW THIS YEAR ON, I FORGET WHICH CAMPUS WE MOVED DOWN TO.

ONE, WE LOST A SECTION ON ONE CAMPUS WE DID AT BRIDGE POINT.

WELL, WE STILL KIND OF MOVING FORWARD.

WILL WE CONTINUE THAT APPLICATION IF WE SEE THE SAME SCENARIO WHERE WE SEE LOWER NUMBERS, YOU KNOW, MAYBE IN A FOURTH GRADE OR FIFTH GRADE CLASS NEXT YEAR, WOULD WE CONSIDER GOING TO I WOULD ANTICIPATE WE WOULD DO THAT IF THE NUMBERS KIND OF DICTATE THAT CHANGE.

OKAY, GREAT. THANK YOU.

AND THEN AS FAR AS MIDDLE SCHOOL.

WILL IT BE OFFERED ON BOTH CAMPUSES? SO RIGHT NOW, NEXT YEAR WE'RE JUST REALLY FOCUSED ON BECAUSE IT'S ONLY GOING TO HILL COUNTRY, RIGHT? YEAH. BUT THEN THE FOLLOWING YEAR IT WOULD BE OFFERED AT WESTERN.

THAT. THAT'S THE PLAN RIGHT NOW.

UM, AND THEN SO THE TO A IMMERSION TO BE IMMERSION, THAT'S JUST A LABEL FOR THE CLASS SO THAT ONLY THE KIDS WHO'VE COME UP THROUGH THE IMMERSION PROGRAM WOULD BE ELIGIBLE FOR THOSE SECTIONS.

AND MY UNDERSTANDING THAT THERE WOULD BE SIX, IT WOULD BE ESSENTIALLY ESSENTIALLY LIKE A SIXTH GRADE AND A SEVENTH GRADE CLASS.

YEAH, BUT THEN I ASSUME.

I ASSUME THEN REALLY IN ORDER TO BE ABLE TO GET THOSE OUTCOMES TO.

CAN'T SKIP IN SIXTH GRADE.

THEY HAVE TO GO RIGHT IN TO THAT.

OR IS THERE AN OPPORTUNITY FOR A KIDDO TO SKIP A YEAR AND JUMP INTO TO A AS A SEVENTH GRADER? THEY COULD. YEAH, THEY COULD.

THOSE MIDDLE SCHOOL YEARS ARE SO MUCH ABOUT EXPLORATION AND FINDING YOUR NICHE AND TRYING NEW THINGS, AND WE ENCOURAGE THAT AS A DISTRICT.

SO I WOULD HOPE, YOU KNOW, AND I UNDERSTAND THERE'S AN EDUCATION COMPONENT TO THAT, BUT I WOULD HOPE THAT WE COULD FIND A WAY TO BE FLEXIBLE WITH THOSE KIDS WHO MIGHT SAY, YOU KNOW, I WANT TO EXPLORE SOMETHING DIFFERENT IN SIXTH GRADE AND THEN JUMP INTO SPANISH 2A IN SEVENTH GRADE.

[03:10:01]

YEAH, I THINK THAT THAT COULD DEFINITELY BE A PATH FOR THEM.

BECAUSE YOU'RE RIGHT, IN SIXTH GRADE, THEY'RE EITHER GOING TO HAVE TO GIVE UP THE WHEEL OR THEIR MUSIC ELECTIVE, AND THEY WOULD HAVE TO MAKE A CHOICE IF THEY WANTED TO CONTINUE.

AND THAT MIGHT BE FINE FOR SOME KIDDOS AND THEIR AND THEIR PARENTS TO MAKE THAT CHOICE, BUT IT'D BE NICE FOR THEM TO HAVE THE OPPORTUNITY.

I HAVE. THEN WE'LL GO TO LAURA.

THANK YOU ALL FOR THIS REPORT AND THIS OPPORTUNITY TO HAVE THE DISCUSSION.

I UNDERSTAND THE NEED TO GO TO SELF-CONTAINED.

AND I APPRECIATE YOU ALL TAKING INTO CONSIDERATION ALL THE INFORMATION THAT YOU'VE RECEIVED AND EVERYONE THAT YOU'VE SPOKEN TO.

I KNOW IT'S NOT AN EASY DECISION.

IT'S IT'S EDUCATION IS IS ABOUT MORE THAN JUST THOSE NUMBERS.

AND, YOU KNOW, OUR KIDS ARE DOING WELL COMING OUT OF OUR PROGRAM FROM A YOU KNOW, FROM AN ASSESSMENT STANDPOINT. BUT THERE SEEMS TO BE SORT OF A COST TO TO THAT AND A COST TO OUR STAFF AND THE CONNECTIONS THAT THEY'RE MAKING THESE KIDS ARE MAKING WITH THEIR TEACHERS.

AND WE KNOW THAT'S THAT'S INCREDIBLY IMPORTANT.

CAN YOU TALK TO ME ABOUT THIS? THE PIE CHART WITH THE INSTRUCTIONAL STRUCTURE.

AND WE'VE GOT FOUR CATEGORIES.

AND ONE OF THEM IS THE SPANISH LITERACY.

AND JUST I MEAN, IT VARIES FROM 12% TO 23%, BUT LET'S JUST SAY 20% WHEN OUR KIDS ARE IN FOURTH GRADE SEMESTER, ONE 20% OF THEIR TIME IS SPENT ON SPANISH LITERACY.

IS THAT RIGHT? ROUGHLY. SO 80% ARE.

IS WHEN THE TEACHERS ARE GETTING IN MATH, SCIENCE, ELA AND SOCIAL STUDIES.

SO. IS THIS SAYING THAT 80% OF THE TIME IS SPENT ON THE.

BOTH CRITIQUES AND THEN THAT 20% OF THE TIME IS SPENT ON SPANISH LITERACY.

YES, BECAUSE WE USE BENCHMARK FOR THE SPANISH LITERACY PIECE AND WE'VE HAD TO FILL IN AND KIND OF TRY TO MATCH IT UP WITH SOME OF THE OTHER RESOURCES THAT WE'VE HAD, WHICH HAS MADE IT EXTREMELY DIFFICULT.

OKAY. THAT HURTS.

IT HURTS A LOT.

I CAN UNDERSTAND WHY TEACHERS ARE STRUGGLING, BECAUSE THERE'S AN ENORMOUS NUMBER OF CHEEKS.

THEY STRUGGLE.

WE TALK ABOUT INSTRUCTIONAL MINUTES, YOU KNOW, SO THAT OUR TEACHERS CAN GET ALL THE THINGS IN THAT THEY NEED TO.

AND IN THIS CLASS WE'VE JUST ADDED ON.

HER LOSS. THEY'VE JUST LOST 20% OF THEIR TIME.

SO WE'RE ADDING IN SOMETHING FOR THEM.

AND THAT IS NOT QVC, YOU KNOW, I MEAN, OUR.

OUR KIDS WHO ARE NOT IN SPANISH IMMERSION ARE GETTING MORE INSTRUCTIONAL TIME FOR THAT FOR THEIR TEAM.

THAT'S THAT ONE. AND THIS IS AN IDEAL 19%, I CAN TELL YOU THAT.

IT IS EXTREMELY DIFFICULT.

AND I WOULD BE. MISS.

IF I TOLD YOU THEY WERE ABLE TO HIT IT 19% OF THE TIME.

THAT HURTS. THAT'S, LET ME ASK YOU ABOUT MIDDLE SCHOOL.

CAN YOU ALL TALK TO ME? BECAUSE IT'S, MY KIDS ARE A LITTLE OLDER.

SIXTH GRADE.

WHAT CLASSES DO SIXTH GRADERS TYPICALLY TAKE? THEY HAVE THREE.

THERE ARE FOUR CORES, AND THEN THEY HAVE THREE ELECTIVES, WHICH IS P.E.

AND THEN THEY HAVE A MUSIC ELECTIVE AND THEN THEY HAVE THE WHEEL.

SO THE WHEEL IS ART, DRAMA AND SOME AND TECHNOLOGY.

OKAY, SO WHAT ARE THESE KIDS GIVING UP? SO THEY WOULD HAVE TO GIVE UP EITHER THEIR THE WHEEL OR THE MUSIC ELECTIVE.

PE TECHNICALLY IS REQUIRED IN MIDDLE SCHOOL, SO THEY WOULD BE GIVING UP ONE OF THOSE OTHER ELECTIVES.

SO THOSE CLASSES ARE NOT REQUIRED OF SIXTH GRADERS THAT PE, IT'S A FINE ART SO THEY CAN DO MUSIC CHOIR OR BAND CHOIR ORCHESTRA.

SO THOSE THREE THE WHEEL PE AND THE FINE ARTS OR MUSIC.

[03:15:09]

AND THAT'S WHY THEY TAKE THEM.

OR DO THEY TAKE THEM? BECAUSE THAT IS A REQUIREMENT, A DISTRICT REQUIREMENT.

THOSE ARE WHAT WE OFFER IN SIXTH GRADE, EXCEPT THAT WE DO FOR LIKE SOME STUDENTS, FOR INSTANCE, AND SPECIAL EDUCATION.

THEY MAY TAKE AN ADDITIONAL READING CLASS OR THEY MAY TAKE A STUDY SKILLS CLASS.

SO THOSE ARE ALSO CLASSES THAT ARE AVAILABLE TO THE MIDDLE SCHOOL STUDENTS.

AND I THINK I DON'T KNOW.

STILL THE STUDY STILLS IN SIX.

OKAY, SO THEN THERE MIGHT BE AN RTI CLASS THAT SOME STUDENTS TAKE.

SO THOSE I DON'T KNOW THAT STUDENTS MAY CONSIDER LIKE AN RTI CLASS OR READING LIKE AN ELECTIVE.

BUT THOSE BUT THOSE DO THOSE DO HAVE TO SUBSTITUTE FOR A CLASS BECAUSE THERE'S ONLY SO MANY PERIODS IN A DAY.

RIGHT. AND THAT'S ALWAYS BEEN KIND OF YOU KNOW, THAT'S ALWAYS THAT'S A HARD ONE ALSO, BECAUSE A LOT OF TIMES THE KIDS THAT ARE REQUIRED TO TAKE THOSE INTERVENTION CLASSES COULD REALLY EXCEL AND MUSIC OR SOMETHING ELSE FOR SURE.

HAVE A HARD TIME WITH THAT.

I HAVE A HARD TIME.

BUT, YOU KNOW, SPANISH TAKING THE PLACE OF THESE COURSES THAT WE HAVE SO LONG IDENTIFIED AS AS IMPORTANT FOR OUR SIXTH GRADERS, BUT THAT THAT COULD BE JUST A SHIFT IN TIME AND MAYBE IT'S TIME TO CHANGE THINGS.

BUT WE DO NEED YOU KNOW, I KNOW YOU ALL HAVE THOUGHT ABOUT IT, BUT I THINK WE ALL NEED TO THINK ABOUT REAL SERIOUSLY, ABOUT, YOU KNOW, THAT THAT THESE KIDS ARE LOSING, GOING TO LOSE OUT ON SOMETHING THAT WE HAVE DEEMED TO BE IMPORTANT.

SO THAT IS THEIR CHOICE, CORRECT? YEAH. YEAH, IT WOULD ABSOLUTELY BE THEIR CHOICE.

AND AT THIS POINT, WE DON'T KNOW.

AND WE WON'T KNOW PROBABLY UNTIL MAYBE FEBRUARY ISH.

WE DON'T KNOW HOW MANY OF THOSE STUDENTS.

I THINK THERE'S I DON'T REMEMBER THE NUMBER 69.

I THINK THAT, YOU KNOW, WE DON'T KNOW HOW MANY OF THOSE STUDENTS ARE ACTUALLY GOING TO GO TO.

SPANISH IMMERSION IN THE MIDDLE SCHOOL.

AND THAT'S JUST A SHIFT IN THINKING, YOU KNOW, BECAUSE WE HAVE, YOU KNOW, EVERYBODY EVERY SIXTH GRADER TAKES A MUSIC CLASS THAT'S, YOU KNOW, AND THAT'S AN AMAZING BENEFIT OF OUR DISTRICT IS THAT ALL OF OUR KIDS DO GET TO TAKE A MUSIC CLASS AT THAT AT THAT AGE.

SO LIKE I SAID, THAT THAT COULD BE JUST A SHIFT IN THINKING AND.

I THINK THAT'S A THIS IS A TOUGH ONE.

AND ALAN, I UNDERSTAND, YOU KNOW, IDEALLY PIE IN THE SKY, WE WOULD BE ABLE TO DO TWO SECTIONS OF SELF CONTAINED ON EVERY CAMPUS.

BUT I DO UNDERSTAND THAT HIRING THAT MANY BILINGUAL TEACHERS COULD BE CLOSE TO IMPOSSIBLE.

HOWEVER, WHAT WE HAVE RIGHT NOW IS NOT WORKING.

THANK YOU LAURA, WE'LL GO TO HEATHER.

BEFORE I JUMP INTO THIS, JUST YOU KNOW, IT DOES BOTHER ME STILL THAT EVEN OUR DYSLEXIC KIDS WHO HAVE TO TAKE THEIR READING INTERVENTION IN MIDDLE SCHOOL, THEY LOSE OUT ON THE WHEEL. AND I DON'T THINK THAT PARENTS FULLY GRASP WHAT THAT MEANS FOR THEIR STUDENT UNTIL THEIR KIDS GET TO HIGH SCHOOL.

BECAUSE I KNOW I AM FEELING THAT NOW AND MY KIDS ARE FEELING THAT NOW, BECAUSE THOSE OPPORTUNITIES ARE WHERE YOU FIND YOUR PEOPLE.

AND THOSE ARE THAT'S THE OPPORTUNITY THAT REALLY KEEPS YOU ENGAGED IN A LOT OF WAYS.

AND SO I THINK THAT THAT IS A DISSERVICE TO OUR STUDENTS.

AND I DON'T WANT TO PUT MORE PEOPLE IN THAT SITUATION IF WE CAN AVOID IT.

BUT THAT WAS ANOTHER RABBIT HOLE.

BACK TO THIS. I DO APPRECIATE THAT SO MANY OF OUR FAMILIES DO WANT THE OPPORTUNITY FOR THEIR STUDENTS TO SPEAK SPANISH AND TO LEARN THAT IN IMMERSION.

BUT I DO THINK THAT OUR FIRST PRIORITY IS TO EDUCATING OUR STUDENTS THE EANES ISD WAY.

AND YOU GUYS HAVE HIGHLIGHTED A LOT OF THINGS THAT ARE TELLING ME THIS IS NOT THE EANES ISD WAY OF DOING THINGS, YOU KNOW, AS BEST AS WE CAN AND PROVIDING THAT QUALITY EDUCATION THAT THE REST OF THEIR PEERS ARE GETTING.

AND SO I FULLY SUPPORT DOING WHATEVER YOU NEED TO DO TO MAKE IT BETTER SO THAT WE CAN PROVIDE THAT EANES EDUCATION.

BUT I ALSO HAVE SOME CONCERNS.

YOU KNOW, I, I UNDERSTAND THAT WE WOULD HAVE $120,000 PER YEAR SAVINGS ON THE STIPEND, BUT THEN IF WE'RE ADDING ADDITIONAL TEACHERS, IF WE CAN FIND THEM TO POSSIBLY OTHER CAMPUSES TO MAKE IT MORE GVC.

I DON'T KNOW.

[03:20:01]

AND THERE IS A DIVIDE IN OUR COMMUNITY IF YOU'RE A SPANISH VIRGIN OR IF YOU'RE NOT SPANISH IMMERSION.

AND SO WE CAN'T JUST COMPLETELY IGNORE THAT.

AND THEN I DO WONDER, TOO, IF WE TAKE OUT SOME OF THE TRANSFERS OR POTENTIALLY ALL TRANSFERS.

IS THE PROGRAM THEN SUSTAINABLE BECAUSE THEY ARE FUNDING A LARGE PART OR THE ENTIRE PART OF THE PROGRAM NOW? SO I DO WONDER IF IF IT IS SUSTAINABLE FROM THAT ASPECT ALSO.

AND THEN I'M WONDERING TOO, AT THE AT THE MIDDLE SCHOOL WITH THESE BE EXISTING SPANISH TEACHERS THAT WE ALREADY HAVE ON STAFF FOR THE TO A IMMERSION IN TUBE IMMERSION OR WOULD THESE BE NEW TEACHERS.

POTENTIALLY, YEAH.

SO IT MIGHT POSSIBLY BE THAT WE NEED TO HIRE TEACHERS.

WE REALLY LIKE I SAID WE NEED TO LOOK AT HOW MANY OF THOSE 69 KIDS ACTUALLY WOULD COME IN AND HOW MANY SECTIONS WE WOULD NEED AND WHAT THAT LOOKS LIKE JUST IN OUR SPANISH PROGRAM IN GENERAL.

WHAT MIGHT HAPPEN IS IF, YOU KNOW, YOU START GETTING A LOT OF STUDENTS IN SPANISH IMMERSION THAT ARE THEN NOT IN OTHER ELECTIVES, THOSE ELECTIVE NUMBERS MIGHT GO DOWN.

AND SO IT MAY STILL BE FTE NEUTRAL BY THEN HAVING TO KIND OF REPLACE ELECTIVE TEACHERS WITH SPANISH TEACHERS.

BUT RIGHT NOW IT'S SO HARD TO KIND OF KNOW WHERE SPANISH IMMERSION IN THE MIDDLE SCHOOL IS GOING TO BE.

YOU GUYS HAVE BROUGHT UP SOME GREAT POINTS THAT MAYBE STUDENTS AREN'T GOING TO CHOOSE TO GO INTO SPANISH IMMERSION.

YOU KNOW, THEY'VE HAD A GREAT SIX YEARS AND NOW THEY'RE WANTING TO DO SOMETHING DIFFERENT.

SO FOR US RIGHT NOW, WHICH IS KIND OF WHY EARLIER I MENTIONED IT'S STILL A PILOT.

UNTIL WE GET A COUPLE OF YEARS OF NUMBERS, IT'S GOING TO BE A LITTLE HARD FOR US TO SEE EXACTLY WHERE WE ARE.

BUT I ANTICIPATE THAT NEXT YEAR WE WOULD PROBABLY NEED TO ADD SOMETHING FOR SPANISH TO TO COVER, BECAUSE I WOULD THINK THAT WE'RE GOING TO HAVE AT LEAST TWO, IF NOT THREE SECTIONS OF SPANISH TO A IN SIXTH GRADE AT HILL COUNTRY.

AND THEN. I MEAN, HAVE WE THOUGHT ABOUT WOULD IT JUST BE.

EITHER FOR US TO JUST HAVE THIS SPANISH IMMERSION PROGRAM AT ONE MIDDLE SCHOOL.

SO THEY'RE TRYING TO HAVE IT AT BOTH.

I MEAN, THAT'S CERTAINLY A CONSIDERATION TO THINK ABOUT IN THE FUTURE.

YOU KNOW, IT DOES.

WHEN YOU'RE WHEN YOU'RE TALKING LIKE A VERY SMALL GROUP THAT WOULD BE FROM BARTON CREEK WHEN YOU'RE TALKING, MAYBE, YOU KNOW, ANYWHERE FROM 30 TO I MEAN, POSSIBLY 44.

BUT STUDENTS GOING OVER AND THEN YOU'RE LOOKING AT MAYBE LIKE ONE OR TWO SECTIONS.

AND IF YOU'RE TRYING TO DO THAT PROGRAM, HAVING A TEACHER MAYBE DRY BECAUSE YOU LOSE, YOU KNOW, YOU LOSE THAT EFFICIENCY.

SO IT'S CERTAINLY A CONSIDERATION TO THINK ABOUT.

BUT, YOU KNOW, WE'RE KIND OF WE'RE KIND OF FOCUSED ON GETTING IT TO THE HILL COUNTRY NEXT YEAR.

AND OBVIOUSLY, AGAIN, ON ON MY SLIDE, THAT WOULD BE A IMPLICATION, WHICH WOULD BE THAT THOSE FAMILIES AT BARTON CREEK WOULD THEN HAVE TO DECIDE IF THEY WOULD WANT TO GO TO, YOU KNOW, OR IF THAT'S WHAT WE DECIDED THEY WOULD HAVE TO GO TO HILL COUNTRY.

SO DEFINITELY A BIGGER CONVERSATION.

OKAY. YEAH.

AND I SHARE LORI'S CONCERNS WITH THE FACT THAT OUR KIDDOS JUST AREN'T GETTING THE TEKS THAT I JUST WANTED TO HIGHLIGHT THAT AGAIN, BECAUSE THAT IS THE STATE LAW THAT WE ARE TEACHING THOSE. AND I DO I DO WANT TO THOUGH, SAY THAT IN THAT SPANISH LITERACY, I MEAN, IT IS IT'S STILL LITERACY.

I MEAN, IT'S IN SPANISH.

THEY'RE STILL WORKING ON CHARACTERIZATION AND SOME OF THOSE THINGS.

SO I DON'T WANT BUT IT'S IT'S NOT EXACTLY THE SAME.

BUT I ALSO DON'T WANT TO MAKE THAT TIME SEEM LIKE IT'S NOT COVERING ANY OF THE PEAKS.

IT'S JUST IT'S JUST DIFFERENT.

IT LOOKS REALLY DIFFERENT.

IF ANYTHING, WE'RE POTENTIALLY INCREASING INSTRUCTIONAL TIME AND THE SELF-CONTAINED MODEL BECAUSE WE'RE ELIMINATING ALL OF THE TRANSITION TIME THAT'S INTO THE DAILY SCHEDULE AS THE STUDENTS MOVE BETWEEN TWO TEACHERS.

KAREN, I GUESS I SHOULD CLARIFY THAT I DO SUPPORT THE SELF CONTAINED.

SUGGESTION THAT YOU GUYS HAVE BROUGHT FORWARD.

THANK YOU. HEATHER. KIM.

THANK YOU FOR THE PRESENTATION.

THERE'S BEEN A LOT TO THINK ABOUT.

THERE'S THIS IS GOOD INFORMATION, AND I'M ASSUMING WE'RE GOING TO HAVE OTHER CONVERSATIONS MOVING FORWARD AS WE IF THERE ARE CHANGES MADE.

I JUST HAVE A COUPLE OF THOUGHTS.

I'M SOMEWHAT STRADDLED ON THE SELF CONTAINED AND I HEAR ALL THE BENEFITS OF THE SELF CONTAINED MODEL.

I DO REMEMBER AND I WASN'T PAYING THAT MUCH ATTENTION.

SIX YEARS AGO WHEN THIS STARTED.

I REMEMBER CULTURALLY, I THINK ONE OF THE CHALLENGE WOULD BE CULTURALLY.

[03:25:03]

THEY WERE HAVING DIFFERENT EXPERIENCES.

NOW IF YOU'VE GOT A SELF CONTAINED CLASS.

BE IT ONE CLASS OR TWO CLASSES.

AND THOSE CHILDREN ARE MOVING UP TOGETHER.

THEY'RE HAVING A VERY DIFFERENT EXPERIENCE IN TERMS OF JUST EMOTIONALLY GROWING AND MEETING NEW FRIENDS EVERY YEAR AND, YOU KNOW, AND HAVING A CLASS MIX UP AS YOU GO YEAR TO YEAR.

REST OF. KINDERGARTEN OR THE SECOND GRADE OR SO.

YOU'VE GOT A BODY OF KIDS THAT ARE SWITCHING CLASSES ON AN ANNUAL BASIS AND YOU'VE GOT.

YOUR SPANISH IMMERSION KIDS AND THEIR EVEN MORE.

THEY'RE JUST SEPARATED, I GUESS, AND THAT WOULD BE MY CONCERN.

ON THE EMOTIONAL ASPECT OF SEPARATION OF THESE CHILDREN FOR SIX YEARS.

YEAH. OUTSIDE OF THE REST, I THINK THAT I THINK THE PRINCIPALS NOW TRY TO DO A REALLY GOOD JOB, EVEN WITH JUST THE TWO CLASSES, LIKE I SAID, TO MAKE SURE THAT RECESS, EVEN SPECIALS, THEY'LL COMBINE OTHER CLASSES SO THAT THEY'RE NOT EVEN THEY'RE NOT JUST NOT JUST THIS IMMERSION KIDS THAT GO, THEY MIGHT PUT IN ANOTHER CLASS AND THEN ONE TIME.

BUT YEAH, I MEAN, IT'S DEFINITELY THEY WOULD DEFINITELY TRAVEL TOGETHER, AT LEAST AS WE MENTIONED K3I THINK IN IN FOURTH GRADE THEY PROBABLY WOULD START TO MAYBE DEPARTMENTAL SIZE A LITTLE BIT, A LITTLE BIT MORE.

UM, BUT THAT'S A, THAT'S A LONG PERIOD OF TIME TO HAVE CHILDREN TRAVELING TOGETHER.

YES, THAT IS A CONCERN OF MINE.

LONG, ALTHOUGH I SEE THE BENEFITS OF IT.

I LARGER CONCERN, HOWEVER, IS WHAT ELLEN EXPRESSED IN TERMS OF JUST CUTTING THIS WE'RE CUTTING THIS PROGRAM OR THE PROPOSAL IS CUTTING IT BY 50%. I UNDERSTAND THE ECONOMIC IMPLICATIONS OF IT, BUT IT HAS YOU KNOW, WHEN I LOOK AT YOUR CHART AND I LOOK AT THE KINDERGARTNERS, WE HAVE DOUBLE THAT WANT TO BE IN THIS PROGRAM.

AND I THINK THAT'S A HARD.

THING TO CHEW ON.

FOR OUR COMMUNITY, THERE'S THE ECONOMIC ASPECTS OF THE TRANSFERS, BRINGING IN MONEY THAT HEATHER BROUGHT UP.

IT. YOU HAD OPPORTUNITY FOR THE LAST SIX YEARS TO HAVE YOUR CHILD ENROLLED IN THIS PROGRAM AND NOW YOU'RE GOING TO POTENTIALLY A LOTTERY SITUATION. I HAVE A HARD TIME WITH WITH.

NO, THIS ISN'T AN EASY SITUATION, BUT THAT'S WHERE I LAND ON THIS.

I'M NOT GOING TO THINK ABOUT THE MIDDLE SCHOOL.

I THINK THE MIDDLE SCHOOL PROGRAM IS, AS YOU SAID, MOLLY, IT'S GOING TO EVOLVE.

YOU KNOW, IF WE'VE ONLY GOT POTENTIALLY 69 KIDS NEXT YEAR AND DOUBLE THAT AFTER THAT, WE'VE GOT TO LET THAT SHAKE OUT A LITTLE BIT.

THANK YOU, KIM. I'LL GO BACK TO L.A.

THANK YOU, JAMES.

I THINK TO SOME DEGREE WE ARE CONFLATING TWO SEPARATE ISSUES.

ONE IS THE QUESTION OF SELF CONTAINED AND THE OTHER IS THE QUESTION OF PROGRAM CAPACITY.

UM, AND I THINK THERE'S A GOOD BIT OF GENERAL AGREEMENT THAT SELF-CONTAINED HAS A LOT OF BENEFITS GIVEN THE WAY WE TEACH.

SO TO ME, I MEAN, I WOULD LIKE TO SEE MORE DATA.

I WOULD LIKE TO GO BACK TO THE THE WONDERFUL CONSULTANT THAT WE'VE USED SO MUCH OF THE TIME, YOU KNOW, AND FIND OUT WHAT OTHER SCHOOLS ARE DOING AND.

THE WAY THAT WE'VE HAD THAT KIND OF ACADEMIC PREDICTIVE DATA WHEN WE'VE MADE OTHER DECISIONS.

BUT I HEAR WHAT YOU'RE SAYING ABOUT SELF-CONTAINED FOR US, SO LET'S JUST ASSUME THAT WE GO THERE, BUT STILL TO DISENFRANCHISE A HUGE PORTION OF OUR COMMUNITY THAT HAS COME TO SEE THIS AS A AS A SIGNIFICANT ADDED VALUE PROGRAM TO OUR CURRICULUM.

UM. I THINK IS.

I THINK IT WOULD BE A SERIOUS MISTAKE ON A LOT OF DIFFERENT LEVELS.

I THINK MOVING TO ONE CLASS PER CAMPUS, PER GRADE LEVEL AND AGAIN HAVING THEM GO FOR SIX YEARS TOGETHER EXACERBATES THE CLASS SIZE.

UM. POTENTIAL FOR THE CLASS SIZE PROGRAM, A PROBLEM, AS YOU MENTIONED, AND THE SOCIAL ISSUES THAT YOU MENTIONED.

[03:30:05]

PLUS, THE CHOICE QUESTION MEANS THAT THE PROGRAM JUST WON'T BE VIABLE AT WESTRIDGE.

SO WE HAVE A VERY ALMOST UNTENABLE.

I MEAN, WE HAVE OUR WE HAVE OUR MIDDLE SCHOOL ON ONE FAR END OF THE DISTRICT AND OUR ELEMENTARY SCHOOL THAT NEEDS THE SERVICES, BARTON CREEK ON THE FAR OTHER END OF THE DISTRICT. SO IT'S A VERY DIFFICULT PROBLEM TO SOLVE.

IF WE LOOK AT THE WHAT IS OUR COST OF NOT HAVING THESE TRANSFER STUDENTS? AND I WOULD ARGUE THAT 102 OF THE 102 ARE THERE BECAUSE THEY'RE SPANISH AND THAT'S WHAT THEY WANTED IN MOVING IN AT THE KINDERGARTEN LEVEL.

AND WE'VE BEEN ABLE TO THEREFORE HAVE ROBUST SIZES ACROSS OUR KINDERGARTEN FOR THE PAST COUPLE OF YEARS BECAUSE WE KNOW THAT DEMOGRAPHICALLY WE AREN'T THERE ANYMORE.

I THINK WE USE 8000 SO TIMES, 100 STUDENTS.

THAT'S $800,000.

UM, I MEAN, THAT WILL MAKE A SIGNIFICANT FINANCIAL HIT.

AND I. I HEAR WHAT WE'RE SAYING ABOUT IT WOULD BE DIFFICULT TO HIRE ADDITIONAL BILINGUAL TEACHERS, BUT THAT WAS EXACTLY WHAT WE WERE SAYING SIX YEARS AGO.

WE CONVINCED OURSELVES THAT WE CAN DO HARD THINGS AND WE HAVE DONE HARD THINGS AND WE HAD SOME GREAT TEACHERS THAT WE'VE BEEN ABLE TO BRING IN.

SO I JUST CAN'T FATHOM THAT WE WOULD LET THAT GET IN THE WAY WHERE THERE IS CLEARLY DEMONSTRATED DEMAND FOR A FINE ACADEMIC PROGRAM THAT ADDS DIVERSITY AND HELPS US IN SO MANY DIFFERENT WAYS.

I JUST REALLY AM DISTRESSED THAT WE WOULD CUT THAT PROGRAM IN HALF.

I THINK IT WILL BE A DEATH KNELL.

THANK YOU. I'M.

I HEAR WHAT YOU'RE SAYING. NOW I JUST WANT TO CONFIRM THAT.

THE SELF CONTAINED.

HOW WOULD WE ROLL THAT OUT? THAT WOULD START NEXT YEAR IN KINDERGARTEN SO THE CURRENT KIDS WOULD STAY.

SWITCHING. YES.

THE WHOLE EVERYTHING WOULD STAY EXACTLY THE SAME, EXCEPT FOR KINDERGARTEN NEXT YEAR.

OK. AND I MEAN, I WOULD.

THERE'S NO REASON.

I MEAN, IS THERE A REASON WHY WE WOULDN'T TRY TO HIRE BILINGUAL TEACHERS? COULD WE TRY TO HIRE BILINGUAL TEACHERS AND HAVE TWO SECTIONS? YOU CAN CERTAINLY TRY THAT.

I MEAN, WITHOUT.

BECAUSE I KNOW THAT. SORRY, I DIDN'T MEAN TO INTERRUPT YOU.

I'M SORRY. BECAUSE I KNOW THAT, YOU KNOW, TEACHERS SHIFT AND THINGS LIKE THAT, YOU KNOW, I WOULDN'T WANT TO BECAUSE WE WOULD HAVE TO LOSE A TEACHER.

WE'D HAVE, YOU KNOW, AN EXISTING KINDERGARTEN TEACHER THAT WOULD HAVE TO GO SOMEWHERE ELSE.

BUT IF THERE'S THE ATTRITION, IF THERE'S MOVEMENT, THAT SORT OF THING, AND THERE'S A SCHOOL WHERE WE COULD ADD IN ANOTHER AND DO TWO SECTIONS AND BRING IN MORE KIDS, BECAUSE I HEAR WHAT YOU'RE SAYING. ALAN I DO.

I THINK THAT SIX YEARS AGO HIRING BILINGUAL TEACHERS WAS A IT WAS A TOTAL DIFFERENT ECONOMY.

IT WAS TOTALLY DIFFERENT THAN IT IS NOW.

YOU KNOW, WE'RE STRUGGLING TO HIRE A FOURTH GRADE TEACHER THAT ISN'T BILINGUAL.

BUT THERE'S NOTHING THAT SAYS WE COULDN'T TRY.

IRONICALLY, WE'VE BEEN ABLE TO FILL OUR BILINGUAL SLOTS.

YEAH. SO, I MEAN, I WOULD BE I WOULD BE FINE WITH.

I MEAN. DOES THAT THROW A WRENCH AND EVERYTHING IF.

WE DON'T GIVE A HARD LIKE WE'RE JUST DOING ONE SECTION.

I'M JUST GOING TO GIVE YOU MY $0.02.

IF WE CAN'T BE CONSISTENT ON THE CAMPUSES, THEN.

I DON'T I DON'T THINK IT CAN BE A WELL, MAYBE APPROACH.

IT NEEDS TO BE CONSISTENT.

UM. AND I'M. FRANKLY, I'M MORE CONCERNED ABOUT ENSURING THAT OUR OTHER TWO CAMPUSES HAVE SOME.

NO, THAT'S NOT THAT'S FAIR.

AND I AND I UNDERSTAND THAT.

AND I AND I DO KNOW THAT IT WILL BE INCREDIBLY DIFFICULT TO FIND THESE TEACHERS.

CAN CERTAINLY LOOK AT SOME OTHER CREATIVE ARRANGEMENTS.

PART OF THE DIFFICULTY AND THE CHALLENGE MAY BE THAT WE HAVE LEARNED IN THE LAST SIX YEARS THAT IF YOU'RE GOING TO HIRE GOOD BILINGUAL TEACHERS, YOU HAVE TO HIRE VERY EARLY IN THE SEASON LONG BEFORE.

THE UPCOMING SCHOOL. AND IN THIS CASE, IF WE'RE POTENTIALLY.

NEEDING TO HIRE ADDITIONAL BILINGUAL TEACHERS, BUT WE'RE DOING THAT BASED UPON ENROLLMENT OR DEMAND, AND WE MAY NOT KNOW EXACTLY WHAT THE NUMBERS ARE.

[03:35:07]

AND BY THAT POINT, A HIRE ADDITIONAL BILINGUAL TEACHERS.

THAT SEASON HAS PASSED.

BUT THAT'S NOT TO SAY THAT WE COULDN'T GIVE IT A GOOD EFFORT, AND WE CAN TALK CREATIVELY ABOUT WHAT THAT ARRANGEMENT MIGHT LOOK LIKE.

GO BACK AND SEE WHAT WE CAN.

I. YES.

OKAY. THANK YOU.

THANK YOU. AND WE DO APPRECIATE ALL OF THE COMMENTS.

WHEN WE HAVE THE BENEFITS AND THE IMPLICATIONS.

WE WERE AWARE OF THAT.

SO WE APPRECIATE Y'ALL'S COMMENTS TONIGHT AND THE FEEDBACK.

AND THAT'S WHY WE WANTED TO TALK ABOUT THIS TONIGHT.

SO THANK YOU VERY MUCH.

AND I WOULD ALSO SAY, TOO, THAT WE UNDERSTOOD THAT HARD DECISIONS THAT EVENTUALLY NEED TO BE MADE REGARDING THE PROGRAM MAKE IT THE BEST THAT IT CAN POSSIBLY BE.

SO AT SOME POINT WE HAVE TO MAKE HARD DECISIONS.

AND WE'VE WAITED UNTIL THIS POINT WHEN WE FELT LIKE WE COULD PROPOSE THE.

WE DIDN'T FEEL LIKE WE COULD WAIT ANOTHER YEAR OR ANOTHER TWO YEARS TO DO.

KIM. OKAY.

WE'LL MOVE TO OUR NEXT AGENDA, ITEM NUMBER 10.3.

WHICH EQUALS ALMOST LIKE 1033.

DIVERSITY EQUITY AND INCLUSION COMMITTEE MEMBERSHIP.

LET'S SEE. DIANE.

YEAH. SPLIT YET.

SO. DIANE AND DIANE.

CHRISTINE. CHRISTINE.

JOE.

HOW LUCKY YOU ARE TO COME UP HERE AT 10:37.

I THINK WE'LL FINISH BY MIDNIGHT AT THIS POINT, I DON'T WANT TO RUIN THINGS.

SOMETHING. PULL OUT YOUR SPEECH, I BELIEVE NOW IS WHEN YOU ALL WILL DISCUSS THE FIVE APPLICANTS THAT NO, NO.

I MEAN. YEAH.

THERE'S NO. YEAH.

YOU WORK WITH THE COMMITTEE? WHAT KIND OF PERSON WOULD BE A GREAT ADDITION FOR THIS COMMITTEE IN YOUR OPINION, TO MAINTAIN THE BALANCE OR THE LACK OF BALANCE OR WHATEVER IT IS THAT YOUR COMMITTEE NEEDS? YEAH, YOU KNOW, IT'S INTERESTING.

I KIND OF FEEL LIKE WE HAVE A PRETTY DECENT BALANCE.

UM, IN, IN MANY WAYS ASIDE FROM IT.

I WOULD CERTAINLY NOT BE OPPOSED TO AN ADDITIONAL MEMBER WHO.

HAD A SLIGHTLY DIFFERENT.

PERSPECTIVE ON THOUGHT.

BUT ASIDE FROM THAT.

UM, I ANTICIPATED YOU MIGHT ASK A QUESTION SIMILAR TO THIS.

SO THAT'S GOOD THAT I DID, BECAUSE OTHERWISE I'M NOT SURE WHAT I WOULD SAY AT TEN, WHATEVER.

BUT, YOU KNOW, FIRST AND FOREMOST, WE WANT FOLKS THAT ARE GOING TO BE FOCUSED ON DOING GOOD THINGS FOR OUR KIDS.

THAT'S NUMBER ONE.

NUMBER TWO, A GENUINE OPENNESS AND DESIRE TO LEARN TOGETHER.

AND HONESTLY, OVERWHELMINGLY THAT WAS THAT CAME THROUGH WITH EVERY SINGLE COMMITTEE MEMBERS INTRODUCTION OF THEMSELVES.

AT OUR FIRST MEETING THIS YEAR.

EVERYBODY'S REALLY THERE TO LEARN TOGETHER HOW TO HELP OUR KIDS.

AND THEN, YOU KNOW, IN AN IDEAL, PERFECT WORLD, YOU AND THIS GOES BACK TO THE FIRST THING I SAID.

IN AN IDEAL, PERFECT WORLD, YOU HAVE REPRESENTATION OF AS MANY DIFFERENT POSSIBLE PEOPLE AND PERSPECTIVES AS YOU CAN POSSIBLY HAVE.

AND ONE OF THE THINGS THAT'S REALLY COOL ABOUT A LOT OF OUR MEMBERS IS.

THERE'S A LOT OF US THAT REPRESENT LOTS OF DIFFERENT ANGLES OR LOTS OF DIFFERENT CULTURES OR BELIEF SYSTEMS OR WHATEVER, EVEN JUST WITHIN ONE PERSON PURELY BECAUSE OF THEIR LIFE JOURNEY.

SO IT'S PRETTY COOL REPRESENTATION.

THANK YOU. REAL QUICK, JUST INTERJECT.

TRUSTEES AS IF WE'RE GOING TO TALK ABOUT INDIVIDUAL PEOPLE ON THIS LIST.

WE'RE GOING TO REFER TO THEM BY THEIR NUMBER ON THAT AND I SUPPOSE TRY TO AVOID GENDER PRONOUNS THAT MAY GIVE SOMETHING AWAY.

[03:40:02]

SO LET'S AVOID NAMES LIKE WE THIS IS STANDARD FOR WHEN WE'RE SELECTING A COMMITTEE.

BY THE WAY, FOR THOSE OF YOU WHO ARE NEW.

OKAY. THANK YOU.

AND THANK YOU, DIANE, FOR THAT PERSPECTIVE.

I APPRECIATE THAT. THAT'S.

PERSONALLY, I WOULD LIKE TO SEE US MOVE FORWARD.

PERSON WHO. MOST VOTES FROM OVERALL TRUSTEES.

I THINK THEY'RE ALL GREAT CANDIDATES.

BUT I THINK GOING WITH THE.

WE OVERALL. IF I COULD JUST REAL QUICK THROW IN THAT.

I WAS ONE OF THE FOUR VOTES FOR NUMBER FOUR FOR P Y.

I WAS KIND OF. I CALLED DIANE AND HAVE A CONVERSATION WITH HER ABOUT THIS SAME SUBJECT THAT YOU BROUGHT UP AND LEANED MORE TOWARD P3.

BUT IT WAS AFTER THE VOTE.

SO FOR ME, BUT I WILL SAY THAT I THINK YOU'RE ABSOLUTELY RIGHT.

I THINK THAT THESE ARE GOOD CANDIDATES AND I DON'T THINK WE'RE GOING TO MAKE A WRONG DECISION HERE.

MY CONCERN WAS MORE AROUND.

OUR COMMUNITY IS IN DIFFERENT PLACES.

A PERHAPS ALONG A SPECTRUM, IF YOU IF YOU WILL, OF WHERE THEY ARE.

ON A.I.

AND THE IDEA THAT.

CONTINUE TO PUT PEOPLE WHO ARE REALLY GOOD OR GREAT AT D ON THE COMMITTEE.

ARE WE MISSING A CHANCE TO TAP INTO? SORT OF THIS. I'M NOT QUITE THERE YET SORT OF GROUP OF PEOPLE, AND THAT'S MY CONCERN THERE.

AGAIN, I DON'T KNOW THAT THERE'S AN ABSOLUTELY RIGHT OR WRONG HERE, SO I DON'T WANT TO PROLONG THIS TOO MUCH.

I WAS KIND OF BACK AND FORTH ON THAT.

DIANE, WHAT IS THE GENDER BALANCE ON THE COMMITTEE AT THIS POINT? I'M SORRY. AND I ASKED THAT QUESTION BECAUSE I KNOW THAT I MEAN, I HEAR WHAT YOU'RE SAYING, JIM, BUT WE WE DID SHIFT SOME THINGS WHEN WE WERE INITIALLY PUTTING THIS COMMITTEE TOGETHER, TRYING TO GET THAT REPRESENTATION, THE OBVIOUS REPRESENTATION A LITTLE BIT MORE BALANCED. AND I REMEMBER US BEING PRETTY SHORTHANDED FROM A MALE PERSPECTIVE.

AND I THINK THAT'S AN IMPORTANT BALANCE TO HAVE BECAUSE I THINK IT TAKES.

ALL SIDES AND PERSPECTIVES.

SO I. I THINK WE SHOULD TAKE THAT INTO CONSIDERATION AT THIS POINT.

YOU ARE CORRECT. IT IS PRETTY IMBALANCED WHEN IT COMES TO GENDER.

I COUNT FIVE MALES..

AND THAT'S OUT OF 27?20.

31. 31.

OH. THE NEW NUMBER WITH THE ADDITIONAL STUDENTS?.

31.

THANK YOU. ANYTHING ELSE? WELL IF YOU MOVE YOUR VOTE, THEN IT'S TIED BETWEEN THREE.

I WAS JUST GOING TO SAY THIS ISN'T MY HILL TO DIE ON, BUT IT'S STILL THREE THREE.

IF YOU'RE. APPROVING A VOTE.

I DON'T KNOW HOW STRONGLY YOU FEEL ON THAT.

I JUST THINK ALL OF THESE PEOPLE WOULD PROBABLY DO A GOOD JOB.

I DON'T KNOW THAT WE NEED TO SPEND A TON OF TIME ON THIS.

I SUPPOSE THAT, I DON'T.

I THINK THE P FOUR PERSON IS IN THE ROOM AND I'M WONDERING WHAT THEIR THOUGHT IS THAT.

NO. I'M JUST SAYING, YOU'RE ASSUMING THAT THE PEOPLE IN THIS ROOM ARE THREE.

SO YOU'RE MEANING THAT THE PERSON WHO PUT P4 AS NUMBER ONE GOT YOU WOULDN'T HAVE AN OPTION BETWEEN THE TWO THAT WE'RE DISCUSSING.

I MEAN THERE PERSON WOULDN'T BE ON THAT LIST IS ALL.

WELL. I CAN I CAN CALL THE QUESTION.

YEAH, WELL, WE DON'T HAVE EMOTION YET.

I DON'T HAVE ANY DISCUSSION.

I MOVE THAT WE.

WE'RE OUT OF. WE'RE GOING TO GO TO WE'RE GOING TO GO TO MOTIONS.

WE'RE JUST GOING TO CLOSE THE CONVERSATION AT THIS POINT.

I'LL JUST ADD, I THINK ALL OF THE CANDIDATES WERE.

WE'RE GOOD CANDIDATES.

THEY'RE GOING TO SERVE THE COMMITTEE.

THEY'RE GOING TO HELP OUR DISTRICT.

AND I APPRECIATE THAT THEY.

IT'S ALWAYS AMAZING TO GET CANDIDATE APPLICATION.

[03:45:04]

THANK YOU. THANK YOU FOR HELPING WITH THE DISCUSSION, COLLECTING THE VOTE.

ALL RIGHT. WE WILL MOVE TO THE CONSENT AGENDA THEN.

[11. ACTION - CONSENT AGENDA]

YES, ELLEN. I MOVE WE APPROVE THE CONSENT AGENDA AS POSTED.

MOTION BY ELLEN.

SECOND BY GEN ANY DISCUSSION.

ALL IN FAVOR. AND HE OPPOSED NO OK MOTION PASSES, SIX ZERO.

OK, DO I HAVE A MOTION ON THE ACTION?

[12. ACTION]

I MOVE THAT THE BOARD OF TRUSTEES APPROVE P1 AS THE REPRESENTATIVE FOR THE BRIDGEPOINT ELEMENTARY SCHOOL TO THE DIVERSITY EQUITY AND INCLUSION ADVISORY COMMITTEE DISCUSSED.

I HAVE A MOTION FROM HEATHER AND A SECOND FROM JEN.

ANY DISCUSSION? OKAY.

I'LL BE VOTING AGAINST THE MOTION BECAUSE OF THE BALANCE THAT I MENTIONED EARLIER.

OKAY. ALL THOSE IN FAVOR.

ALL THOSE OPPOSED.

THREE THREE. DO WE HAVE? IS THERE AN OPENING ON THE COMMITTEE FOR ANOTHER TYPE OF PERSON THAT IS ADMINISTRATIVELY THAT WHERE WE'VE MOVED TO AN ADMINISTRATIVE APPOINTMENT? THAT WE MIGHT BE ABLE TO FIT P1 AND P2, P3.

I UNDERSTAND THE QUESTION.

ARE YOU ASKING IF THERE IS AN ADMINISTRATIVE OPENING ON THE COMMITTEE? NOT FOR AN ADMINISTRATOR, BUT YES, BUT THERE WERE A NUMBER OF CATEGORIES THAT WENT, I THINK, TO AN ADMINISTRATIVE APPOINTMENT.

AND I WAS WONDERING IF ANY OF THOSE WERE AVAILABLE.

IS THE BRIDGEPOINT REPRESENTATION..

BUT THIS BOARD OWNS THAT COMMITTEE.

YOU CAN'T CHANGE THE BIBLE.

YEAH. OKAY, WELL, THEN WE'RE GOING TO HAVE TO TABLE OR TABLE THIS AND REVISIT IT IN A FUTURE MEETING.

WE'LL HAVE A SEVEN.

HOPEFULLY, THEN. ALL RIGHT.

THAT LAST ITEM IS THE REMINDER FOR UPCOMING MEETINGS.

[13. UPCOMING MEETINGS]

THE REGULAR MEETING. THAT WAS IN A CONSENT.

ALL RIGHT. AT THIS TIME IT IS FIRST, MY REAL DIGITAL PHONE.

10:48 P.M.

AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.