Aug 08, 2023 School Board Regular Meeting

OKAY, THE TIME IS NOW, 6 P.M.

[00:00:03]

[2. ESTABLISH A QUORUM]

THANK YOU. WE WILL NOW MOVE INTO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551.071 AND 551.074.

[3. CLOSED SESSION]

THANK YOU FOR COMING AND TUNING IN AND WE WILL SEE YOU IN A BIT.

[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'RE HERE.

THANK YOU FOR COMING AND I THINK I CAN SPEAK FOR THE BOARD WHEN I SAY WE'RE LOOKING FORWARD TO A GOOD MEETING.

I HAVE A COUPLE OF THINGS I NEED TO COVER REAL QUICKLY.

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

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

PLEASE REFRAIN FROM OUTBURSTS OR OTHER FORMS OF DISRUPTIVE BEHAVIOR.

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

FOUR PEOPLE HAVE SIGNED UP AND EACH SPEAKER WILL BE GIVEN THREE MINUTES TO SPEAK.

LAST THING REAL QUICK, IN THE EVENT OF AN EMERGENCY, TAKE NOTE OF THE EXIT NEAREST YOU.

WE HAVE A DOOR IN THE BACK AND A DOOR HERE IN THE FRONT.

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

THANK YOU FOR JOINING AND THANK YOU FOR YOUR INTEREST IN THE COMMUNITY AND OUR SCHOOLS.

WE WILL NOW BEGIN OUR AGENDA.

[5. SUPERINTENDENT REPORT ]

ALL RIGHT. THANK YOU, MR. SPRADLEY.

WELCOME, EVERYBODY. IT'S GREAT TO BE BACK WITH YOU AGAIN.

A LOT GOING ON AS WE PREPARE FOR THE OPENING OF THE SCHOOL YEAR.

I WANT TO START BY JUST ACKNOWLEDGING WORK OVER THE SUMMER TO COMPLETE OUR LEADERSHIP TEAM.

AND WE HAD A COUPLE OF OPPORTUNITIES THAT WE WERE HAPPY TO FILL WITH LONG TIME AND OR PREVIOUS MEMBERS OF THE EANES ISD FAMILY CARE.

DAWSON IS THE NEW ASSISTANT PRINCIPAL AT WEST RIDGE MIDDLE SCHOOL.

SHE HAD PREVIOUSLY BEEN IN EANES ISD.

IN FACT, SHE IS THE DAUGHTER OF THE OESTRICK FAMILY, SO IF YOU'RE FAMILIAR WITH THEM, THEY'VE BEEN AROUND OUR COMMUNITY FOR MANY YEARS.

AND SO IT'S GREAT TO WELCOME CAROL, HOME TO WEST RIDGE MIDDLE SCHOOL, WHERE SHE WILL BE THE ASSISTANT PRINCIPAL.

AND THEN ACROSS THE DISTRICT AT HILL COUNTRY MIDDLE SCHOOL.

THEIR NEW ASSISTANT PRINCIPAL IS ALSO COMING HOME, TREY ELLIS.

HE WILL BE JOINING THE LEADERSHIP TEAM THERE.

HE PREVIOUSLY WAS IN THE SCHOOL DISTRICT AS WELL.

SO WE'RE HAPPY TO HAVE TRACE COMING BACK HOME TO EANES ISD.

AND THEN SPEAKING OF ACKNOWLEDGMENTS AND CONGRATULATIONS, I DO WANT TO ACKNOWLEDGE MR. SPRADLEY FOR HAVING COMPLETED LEADERSHIP.

TO BE A MEMBER OF OUR TRUSTEES ALSO HAVE GONE THROUGH THAT PROGRAM BEFORE.

SO YOU KNOW, THE COMMITMENT THAT ENTAILS AND THE RECOGNITION OF YOUR LEADERSHIP SKILLS, NOT ONLY IN OUR DISTRICT BUT ACROSS THE STATE.

SO THANK YOU. ANYTHING ELSE ANYBODY WOULD LIKE TO SAY ABOUT THAT.

SO, HEATHER. CONGRATULATIONS AND WELCOME TO THE MASTER TRUSTEE CLUB.

AND I DID TRY TO VERIFY.

I THOUGHT LEADERSHIP TASBY MIGHT BE COMING.

THEY'RE NOT DOING THAT ANYMORE.

SO SORRY. OH, THANK YOU.

THANK YOU FOR MAKING THE TOUR.

ALL RIGHT, YOU JUST GET ON.

WELL, CONGRATULATIONS.

AND WANTED TO MENTION AS WELL, THIS FRIDAY IS A BIG DAY FOR OUR STAFF.

IT'S OUR ANNUAL CONVOCATION EVENT WHERE WE BRING TOGETHER NEARLY 1200 EMPLOYEES FROM THE SCHOOL DISTRICT, AND THEY'LL ALL BE THERE FOR THE GRAND KICKOFF TO OPEN THE SCHOOL YEAR. THAT'S FRIDAY MORNING AT 8:30 A.M.

IN THE PERFORMING ARTS CENTER AT THE HIGH SCHOOL.

AND THEN, OF COURSE, THAT LEADS UP TO THE FIRST DAY OF SCHOOL.

EVERYBODY IS WELCOME BACK, STUDENTS AND STAFF ALIKE ON WEDNESDAY, AUGUST THE 16TH.

WE'VE BEEN BUSY PREPARING FOR THAT DAY FOR THE LAST SEVERAL WEEKS.

I THINK WE'RE READY. WE'RE EXCITED AND YOU'LL HEAR SOME OF THE DETAILS EVEN THIS EVENING THAT PERTAIN TO THE OPENING OF THE SCHOOL YEAR.

SO THAT CONCLUDES MY REPORT.

[6. OPEN FORUM]

ARNETT. WE WILL NOW MOVE INTO THE OPEN FORUM PORTION OF OUR MEETING.

WE HAVE FOUR SPEAKERS SIGNED UP THIS EVENING AND EACH SPEAKER WILL BE AFFORDED THREE MINUTES TO SPEAK.

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

WE'LL ALSO BE DISPLAYING THE TIMER.

ONCE YOU'RE NOTIFIED, YOUR TIME IS UP, PLEASE FINISH YOUR SENTENCE AND THEN STOP.

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

BUT IF ANY SPEAKER REFUSES, THIS WILL BE CONSIDERED A DISRUPTION OF THE BOARD MEETING AND WE WILL TAKE APPROPRIATE ACTION, SPECIFIC FACTUAL INFORMATION AND RECITATION.

RESUSCITATION. RECITATION.

WHY DO I ALWAYS MESS THAT ONE UP? WE NEED A NEW WORD THERE OF EXISTING POLICY MAY BE FURNISHED IN RESPONSE TO INQUIRIES, BUT THE BOARD CANNOT DELIBERATE REGARDING ANY SUBJECT THAT IS NOT INCLUDED ON THE AGENDA.

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

[00:05:02]

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

WE ARE READY FOR THE FIRST SPEAKER, AND TONIGHT'S FIRST SPEAKER IS WENDY CONTRERAS.

IS WENDY HERE? OKAY, I'LL CALL HER AGAIN AT THE END.

OKAY. I HAVE COURTNEY JOHNSON.

HI, COURTNEY. WELCOME.

YOU CAN COME UP TO THE MICROPHONE ON OVER THERE.

OKAY. YOU WANT TO TEST IT REAL QUICK AND MAKE SURE THE MICROPHONES.

HI, I'M COURTNEY JOHNSON.

OKAY. THANK YOU.

THANK YOU FOR HAVING ME TONIGHT.

I'M COURTNEY JOHNSON.

I HAVE TWO CHILDREN IN SPANISH IMMERSION PROGRAM AT EANES ELEMENTARY.

ONE OF THEM IS IN FOURTH GRADE THAT'S BEEN IMPACTED BY THE CONSOLIDATION OF THE CLASSROOM TO INCLUDE 29 CHILDREN FOR THIS UPCOMING YEAR.

I WANTED TO JUST TAKE A MINUTE AND SHARE MY FAMILY'S PERSPECTIVE ON THIS ANTICIPATED CHANGE.

SO DR. ARNETT KINDLY SPENT TIME WITH US ON FRIDAY AND REMINDED US THAT HAVING 29 CHILDREN IN A CLASSROOM IS UNUSUAL.

I THINK THAT'S THE WORD YOU USE, SIR.

AND IN FACT, I ALSO WANTED TO PROVIDE MY PERSPECTIVE, WHICH IS THAT IT'S UNACCEPTABLE.

IT'S ALSO, IN MY OPINION, UNPRECEDENTED BASED OFF OF THE DATA THAT WAS SHARED WITH US THIS WEEK.

IT'S ALSO, IN MY OPINION, DISCRIMINATORY GIVEN HOW IT COMPARES TO SOME OF THE OTHER DATA THAT HAS BEEN PRESENTED FOR THE OTHER SIX SCHOOLS IN THIS DISTRICT. I INVITE THIS GROUP OF PEOPLE TO COME TOGETHER AND TO FIND THE BEST, MOST OPTIMAL SOLUTION.

AND I DON'T BELIEVE WE FOUND IT JUST YET.

I'M SO GRATEFUL FOR THE HARD WORK THAT THE ADMINISTRATION HAS PUT INTO TRYING TO COME UP WITH A VERY GOOD SOLUTION.

I ALSO UNDERSTAND AND APPRECIATE SO MUCH THAT NOBODY WINS ON THIS ONE.

IT'S A HARD ONE.

IT'S VERY CHALLENGING.

YOU'VE GOT TO MAKE 51 KIDS PARENTS SUPER HAPPY OR YOU'VE GOT TO MAKE 29 PARENTS, KIDS, PARENTS PRETTY DISAPPOINTED.

I APPRECIATE THAT THIS IS CHALLENGING.

I UNDERSTAND THERE ARE SPACE REQUIREMENTS THAT ARE CHALLENGING.

I UNDERSTAND THAT WE HAVE ALSO A REALLY BIG COMMITMENT TO THINKING ABOUT HOW DATA GUIDES US AND IT TELLS US WHAT TO DO.

AND IN THIS CIRCUMSTANCE, I UNDERSTAND THAT THERE'S A LOT OF EDUCATION DATA THAT SAYS THAT 22 IS THE RECOMMENDED MAXIMUM 22, NOT 29, NOT 30% MORE, 22.

AND WE'VE GOT SEVEN CHILDREN IN THIS CLASS WITH SPECIAL ACCOMMODATIONS, SEVEN RIGHT.

SO 30% MORE KIDS, 20% OF THOSE WITH SOME TYPE OF SPECIAL ACCOMMODATION.

THAT JUST BRINGS ME BACK TO THINK ABOUT THE DATA ITSELF AND WHAT IS THIS DATA TELLING US TO DO? AND THE DATA THAT I'M SEEING HERE MAKES ME CONCERNED THAT WE'RE NOT SETTING UP THE SPANISH IMMERSION PROGRAM FOR SUCCESS, THAT WE'RE NOT SETTING UP MY CHILDREN FOR SUCCESS, THAT WE'RE NOT ALSO REALLY LEANING INTO THAT COMMITMENT AROUND DIVERSITY AND INCLUSION THAT WE MADE.

WHEN THE DATA SAYS WE SPENT MORE THAN $300,000 ON CONSULTANTS TO HELP US CLARIFY HOW IMPORTANT THIS IS.

AND YET THE DATA HERE IS ALSO TELLING ME THAT WE'VE GOT 29 KIDS WITH THEIR PARENTS TOTALLY UP IN ARMS ABOUT THIS DECISION.

THANK. THANK YOU, COURTNEY.

NEXT SPEAKER IS NATALIE [INAUDIBLE].

HELP ME IF I DIDN'T PRONOUNCE THAT RIGHT.

THANK YOU, NATALIE.

CAN YOU HEAR ME? GOOD EVENING, MEMBERS OF THE BOARD AND SUPERINTENDENT.

MY NAME IS NATALIE TAYLOR, AND I HAVE FOUR KIDS ALL AT EANES ELEMENTARY.

THREE OF THEM.

MY TRIPLETS ARE ACTUALLY HERE TODAY.

I ACTUALLY DIDN'T HAVE TO BRING THEM DRAGGING.

THEY WANTED TO COME PARTICIPATE IN THIS GOVERNANCE.

SO THEY'RE ON THEIR BEST BEHAVIOR FOR YOU.

ALL THREE OF THEM ARE IN FOURTH GRADE.

ONE OF THEM IS IN THE SPANISH IMMERSION PROGRAM.

I SENT EACH OF YOU A LONG EMAIL SO I WON'T REPEAT EVERYTHING THAT'S IN IT.

I HOPE YOU HAD A CHANCE TO READ IT.

AND NOW YOU CAN PUT A FACE WITH MY NAME.

I WANT TO START WHERE WHERE SHE JUST LEFT OFF.

AND THAT'S THAT.

THE IDEA THAT THERE WERE 51 PARENTS WHO NEEDED TO MAKE SUPER HAPPY AND NOW THERE'S 29 DISAPPOINTED PARENTS.

I DON'T THINK THAT SHOULD HAVE TO BE THE CASE.

NOBODY. I HAVE KIDS ON BOTH SIDES.

THESE OTHER TWO KIDS ARE IN THE OTHER CLASSES.

I'M HAPPY FOR THEM.

THE SOLUTION SHOULD HAVE BEEN TO ADD ANOTHER TEACHER.

IT SHOULD HAVE BEEN FIVE TEACHERS.

IT'S BEEN DISCUSSED AND THERE'S BEEN RUMORS ABOUT IT FOR SEVERAL YEARS ABOUT THIS CLASS POTENTIALLY GETTING A FIFTH TEACHER AND NEEDING ONE.

AND I WE'VE ALL REVIEWED THE INNOVATION PLAN WHERE IT SAYS THAT THE DISTRICT WILL DO EVERYTHING THAT IT CAN IN ITS POWER TO KEEP THE CLASS SIZE AT 22 TO 1. THE CLASSROOM SIZE IN K THROUGH FOUR.

[00:10:01]

IT HURTS AS A PARENT TO HEAR THAT THERE'S PORTABLES BEING USED AS STORAGE OR CREATIVE CLASSROOMS OR EXTRA MEETING ROOMS THAT ARE SITTING AROUND. AND YES, THEY HAVE A PURPOSE.

AND YES, I'M GLAD THEY'RE THERE, BUT NOT AT THE EXPENSE OF THIS ONE CLASS BEING 29 STUDENTS AND THEN THERE BEING THREE OTHER CLASSES OF 17 EACH.

IT'S BEEN TOLD TO US THAT, WELL, IF WE GIVE YOU TWO TEACHERS AND YOU GUYS WILL BE THE TWO SMALLEST CLASSROOMS IN THE DISTRICT, OKAY, WELL, RIGHT NOW WE'RE SUBSTANTIALLY THE LARGEST CLASSROOM IN K THROUGH FIVE.

SO WE'RE EITHER GOING TO BE SIGNIFICANTLY THE LARGER ONE OR JUST A STUDENT OR TWO SMALLER THAN THE CURRENT SMALLEST CLASSES.

THE LAST THING I ONLY HAVE A FEW SECONDS LEFT IS TO SAY, I DON'T KNOW.

I THOUGHT THIS DECISION NEEDED MORE CONSENT, BUT REGARDLESS OF WHAT HAPPENS IF IT IS GOING TO PUSH FORWARD, WE HAVE ASKED FOR WHAT IS THE PLAN B? WHAT IS THE PLAN TO REVIEW THE DECISION TO LOOK AT WHAT'S HAPPENING AND IF IT'S TRULY NOT WORKING AND DAMAGING OUR KIDS, WHEN ARE WE GOING TO BE LOOKING AT THAT AT NINE WEEKS OR AT THE END OF THE SEMESTER? AND WHAT IS THE BACKUP PLAN? AND AS OF LAST WEEK, IT WAS THAT Y'ALL ARE NOT PREPARED OR DR.

ARNETT WAS NOT PREPARED TO DISCUSS THAT WITH THE PARENTS.

BUT WE'RE ALL WONDERING IF WE'RE FORCED TO MOVE FORWARD THIS WAY.

YOU KNOW, WE NEED SOME ASSURANCE OF WHAT'S GOING TO HAPPEN IF CHAOS ERUPTS, BECAUSE THAT'S WHAT WE BELIEVE IS GOING TO HAPPEN.

AND WE DO NOT BELIEVE THAT OUR SPANISH IMMERSION CHILDREN ARE BEING PUT IN THE RIGHT ENVIRONMENT TO SUCCEED.

THANK YOU, NATALIE.

OUR NEXT SPEAKER IS ANGELA HOLSTEIN.

ANGELA. I FIND IT HARD TO BELIEVE THAT THERE IS NOT ENOUGH SPACE FOR ONE MORE CLASSROOM.

THAT THERE IS NO BUFFER TO ACCOUNT FOR ANY FLUCTUATIONS IN CLASS SIZES FROM YEAR TO YEAR.

IT IS EVEN HARDER TO BELIEVE.

THAT WE HAVE A PLAN TO REMOVE PORTABLES AS EARLY AS THIS YEAR WITHOUT A SIMULTANEOUS PLAN TO CREATE A REPLACEMENT SPACE.

WE HAD FIVE FOURTH GRADE CLASSES LAST YEAR.

WHERE WAS THAT FIFTH CLASS NEXT YEAR IN THE RISING THIRD GRADE.

THERE ARE FIVE CLASSES WITH 35 ESSER CHILDREN.

THE YEAR AFTER THAT, THERE ARE FIVE CLASSES WITH 43 CHILDREN.

YOU WILL SEE THAT THERE IS NO OTHER CLASS IN THE ENTIRE DISTRICT THAT HAS A SIZE THAT EVEN REMOTELY COMPARES TO A CLASS OF 29.

THE SLIDE DECK WILL DEMONSTRATE THE SUPPORT SYSTEM IN PLACE FOR OUR 29 KIDS.

THERE'S MASSIVE CLASS, BUT LET ME BREAK DOWN THE REALITIES OF THE SUPPORT.

THERE IS A TEACHER'S AIDE.

NOT YET ONBOARDED.

WELL, AT SOME POINT JOINED THE CLASSROOM AT SOME POINT DURING THE YEAR, BUT WON'T BE THERE FOR THE FIRST DAY OF SCHOOL.

WE ALREADY KNOW THAT BASED UPON A COLLABORATIVE CLASSROOM LAST YEAR, THAT THIS WAS NOT ENOUGH SUPPORT AND THAT WAS FOR 24 CHILDREN AND THAT WAS WITH A TEACHER WITH A DECADE OVER A DECADE OF OF EDUCATIONAL EXPERIENCE.

THIS IS NOT ENOUGH FOR OUR 29 KIDS.

SECOND SUPPORT FROM THE DISTRICT'S NEW MULTILINGUAL COORDINATOR.

FORGIVE MY SKEPTICISM ON THIS, BUT THIS NEBULOUS GUARANTEE IS NOT GOING TO BE ENOUGH, IN MY OPINION, TO SURPASS THE UNSURMOUNTABLE TASK OF CHOOSING TO TEACH 29 KIDS AT ONE TIME.

NEXT. IT WAS PRESENTED THAT THE CHILDREN WOULD GET A REPRIEVE DURING THE SCHOOL DAY.

THIS REPRIEVE IS AN HOUR AND 50 MINUTES.

THAT IS FIVE HOURS OF THE DAY.

73% OF THEIR TIME, 100% OF CRITICAL STAR INSTRUCTION THAT IS BEING RECEIVED IN A CLASS OF 29 CHILDREN.

LASTLY, WHILE WE DO BENEFIT FROM MS. BALLARD BEING FAMILIAR WITH THE CHILDREN, IT DOESN'T DENY THE FACT THAT SHE IS TEACHING 29 CHILDREN AT THE SAME TIME.

NOT TO MENTION SHE ALSO HAS ON HER PLATE 17 UNFAMILIAR FACES THAT SHE TEACHES AS WELL.

THE MATH AND SCIENCE TEACHER IS TASKED WITH THE CHALLENGE OF GETTING TO KNOW AND ASSESSING 29 KIDS.

IN ADDITION, 17 ALSO TRADITIONAL KIDS.

THAT'S 46 STUDENTS, WHICH IS MORE THAN HALF OF THE ENTIRE FOURTH GRADE.

THERE WAS A STATEMENT OF REASSURANCE IN THE MEETING ON FRIDAY THAT THE DISTRICT IS FULLY COMMITTED TO SEE, BUT ACTIONS SPEAK LOUDER THAN WORDS.

THANK YOU. THANK YOU, ANGELA.

I'LL GO BACK TO WENDY CONTRERAS.

HI, WENDY.

OR MAYBE NOT. HI, WENDY.

YES, SHE IS HERE. OKAY, I'LL.

WAIT A SECOND.

[00:15:19]

YEAH. THANK YOU.

HI. I JUST WANT TO START WITH A QUICK COMMENT THAT MY DAUGHTER TOLD ME THIS MORNING WHEN I TOLD HER ONE OF HER FRIENDS, HER MOM, ELLIE, HAD JUST SENT AN EMAIL ABOUT IMOGEN, HER PARTY, THAT SHE WAS INVITING THE WHOLE CLASS.

AND I ASKED HER, HEY, ARE YOU EXCITED? AND HER RESPONSE WAS AN IMMEDIATE NO, IT'S TOO MANY KIDS AND IT'S GOING TO BE VERY LOUD.

I TOLD HER IT'S GOING TO BE OKAY AND IT'S GOING TO BE A LOT OF FUN.

YOU WILL BE WITH YOUR FRIENDS AND EAT CANDY AND CAKE.

UM, ANOTHER COMMENT.

SOMETHING ELSE. UM, HER TEACHER LAST YEAR, MISS GANNON, WOULD CONSTANTLY MENTION TO ME THAT SHE WOULD GET OVERWHELMED AND NOT COMPLETE HER ASSIGNMENTS BECAUSE IT WAS TOO NOISY AND TOO LOUD IN A CLASS OF JUST 15 STUDENTS.

SO, UM, SO I'M WITH JUST THOSE COMMENTS.

I'M GOING TO. OF START WITH WHAT I'M HERE TO SAY.

SO I'M SPEAKING TODAY TO MAKE SURE AN IMPORTANT FACT IS BROUGHT TO LIGHT, A FACT THAT WAS MISREPRESENTED AT AN EARLIER BOARD MEETING.

WHILE IT WAS STATED IN AN EARLIER BOARD MEETING THAT THERE ARE NO STUDENTS WITH SPECIAL EDUCATION NEEDS IN THE EANES ELEMENTARY BY SEEING FOURTH GRADE CLASS, THERE ARE IN FACT SEVEN STUDENTS WITH EITHER 5 OR 4 ACCOMMODATIONS OR IEP PLANS.

THAT MEANS THAT IN THIS PROPOSED CLASS OF 29 STUDENTS, 24% OF THOSE STUDENTS HAVE LEARNING DIFFERENCES THAT NECESSITATE ACCOMMODATIONS OF VARYING DEGREES.

I AM A MOTHER OF ONE OF THOSE SEVEN KIDS.

I DON'T TAKE THIS LIGHTLY PUBLICLY SPEAKING ABOUT MY DAUGHTER'S ACCOMMODATION, HER RIGHT TO PRIVACY.

HER ACCOMMODATION IS PROTECTED BY THE FAMILY EDUCATION RIGHTS AND POLICY ACT.

BUT THE FACT THAT IN EARLIER BOARD MEETING IT WAS STATED THAT THERE ARE NO SPECIAL EDUCATION STUDENTS IN THIS OVERCROWDED CLASS HAS NECESSITATED ME AND OTHER STUDENTS FAMILIES TO COME FORWARD.

THE PARAMETERS OF MY DAUGHTER'S ACCOMMODATIONS INCLUDE SITTING IN FRONT OF THE ROOM, BEING ABLE TO SIT IN DIFFERENT AREA OF THE CLASSROOM TO AVOID DISTRACTIONS, HAVING HER ASSIGNMENTS BROKEN INTO SMALLER PARTS AND HAVING A TEACHER AVAILABLE TO CHECK IN WITH HER FREQUENTLY AS SHE ACCOMMODATES EACH, SHE COMPLETES EACH PART.

UM, THIS CAN BE MORE POWERFUL WITH MORE INTENSE OR NUMEROUS COMBINATIONS.

NOW EXTRAPOLATE NEEDS LIKE THESE OR NEEDS EVEN MORE DAUNTING BY SEVEN KIDS IN A CLASSROOM WITH 29.

I CAN'T FATHOM HOW A TEACHER CAN HANDLE THESE ACCOMMODATIONS ON TOP OF TEACHING 29 STUDENTS.

NEVER MIND THE PHYSICAL SPACE NEEDED FOR ACCOMMODATIONS OF THIS NATURE BEFORE THE BOARD DECIDES ABOUT THE FATE OF OUR 29 SPANISH MERCHANT STUDENTS AND THEIR TEACHERS, I IMPLORE YOU TO ALSO CONSIDER THE ADDITIONAL NEEDS OF THOSE SEVEN STUDENTS.

AS PARENTS, WE WANT MORE INFORMATION ON HOW TEACHERS ARE GOING TO STRUCTURE THE DAILY SCHEDULE TO MEET THE VARIOUS ACCOMMODATIONS THAT ARE PRESENT FOR THESE KIDS.

I WANT. THAT'S IT.

SORRY. THANK YOU.

THANK YOU VERY MUCH.

THAT CONCLUDES OUR OPEN FORUM FOR TONIGHT.

[7.1 Police Department Update]

MATT, YOU ARE UP.

HERE WE GO. GOOD EVENING.

AS YOU ALL KNOW, WE'VE BEEN PRETTY BUSY THIS SUMMER AFTER JUNE WHEN WE RECEIVED DIRECTION TO GO AHEAD AND MOVE FORWARD WITH THE POLICE DEPARTMENT. WE WENT INTO RECRUITING OVERDRIVE, YOU COULD SAY, AND I'M HAPPY TO REPORT THAT WE HAVE BEEN ABLE TO RECRUIT A GROUP OF VERY QUALIFIED INDIVIDUALS.

SO. JUST TO.

KIND OF GO OVER OUR TIMELINE.

FROM THE BEGINNING, WE UNDERSTOOD OUR COMMUNITY VALUES.

WE HAD SOME TOWN HALL MEETINGS, WE HAD LOTS OF DISCUSSIONS WITH YOU ALL AND TALKED ABOUT BUDGET IMPLICATIONS AND SET THIS TIMELINE.

AND SO WE'VE GOTTEN TO PASS THE RECRUITING PART AND WE'RE NOW INTO THE WHOLE APPLICATION PROCESS.

SO THAT'S APPLYING TO BE A LICENSED POLICE DEPARTMENT WITH THE STATE.

[00:20:02]

THERE ARE CERTAIN REQUIREMENTS THAT NEED TO BE MET BEFORE WE CAN SUBMIT THE APPLICATION.

AND WE'RE PRETTY CLOSE TO DOING THAT.

AND THEN FROM THERE, WE'LL BE ABLE TO COMMISSION THOSE OFFICERS.

SO ONE OF THE MOST SIGNIFICANT REQUIREMENTS OF THE APPLICATION IS A MEMORANDUM OF UNDERSTANDING FOR DISPATCH SERVICES. SO BEFORE WE CAN BE A POLICE DEPARTMENT, WE HAVE TO HAVE DISPATCH SERVICES IN PLACE SO THAT IF SOMEBODY CALLS 911, THE APPROPRIATE AGENCY IS CONTACTED TO RESPOND.

AND SO WE'RE WORKING ON THAT.

WE HAVE A PLAN IN PLACE WITH ANOTHER AGENCY TO PROVIDE THOSE SERVICES, AND WE EXPECT THAT MOU TO BE SIGNED ANYTIME IN THE NEXT TWO WEEKS, WE HOPE.

WE HOPE TO HAVE THAT FOR YOU ON AT THE NEXT BOARD MEETING.

OTHER MOUS HAVE BEEN DRAFTED WITH SURROUNDING AGENCIES.

THESE ARE NOT REQUIRED FOR OUR APPLICATION, BUT THEY'LL JUST HAVE INFORMATION ABOUT HOW WE'RE GOING TO OPERATE WITH EACH OTHER AND HANDLE CERTAIN CALLS.

SO THE EXCITING PART IS STAFFING.

WE DID.

WE WERE VERY FORTUNATE.

WE HAD MORE APPLICATIONS THAN WE DID POSITIONS, WHICH IS UNUSUAL IN THESE TIMES.

SO WE'VE HIRED SEVEN OFFICERS AT THE ELEMENTARY SCHOOLS AND WEST RIDGE MIDDLE SCHOOL AND BCC WILL REMAIN AT HILL COUNTRY MIDDLE SCHOOL AS THEIR OFFICER.

SO WE DO HAVE TWO OFFICERS SELECTED FOR THE HIGH SCHOOL AND THEY'LL TRANSITION INTO THAT ROLE LIKELY AFTER JANUARY 1ST.

BUT WE DO HAVE THE TCSO CONTRACT IN PLACE THROUGHOUT THE YEAR.

SO I KNOW JUST TO BACK UP A LITTLE BIT, I'M NOT SURE IF I HAVE A SLIDE COMING UP, BUT I KNOW WE'VE TALKED ABOUT WHO THESE OFFICERS ARE AND THE TERM DREAM TEAM HAS BEEN MENTIONED.

AND THIS TRULY IS THE DREAM TEAM.

THESE ARE ALL OFFICERS WITH MUCH EXPERIENCE IN THIS FIELD, AT LEAST 15 YEARS.

AND MOST OF THEM HAVE HAVE RETIRED FROM OTHER AGENCIES.

BK AND I ARE LUCKILY LUCKY THAT WE WERE ABLE TO BUILD THE RELATIONSHIPS THAT WE DID THROUGHOUT OUR CAREERS AND THAT SERVED US WELL.

AND WE HAVE SOME GREAT PEOPLE THAT WE CAN'T WAIT FOR YOU ALL TO MEET.

THEY'VE BEEN ON CAMPUSES ALREADY.

WE'VE HAD THE PRIVILEGE OF INTRODUCING THEM TO SOME OF THE CAMPUSES, AND THEY'VE BEEN VERY WARMLY RECEIVED.

AND IN FACT, ONE OF THEM TOLD ME TODAY, I'VE NEVER FELT SO WELCOMED ANYWHERE IN MY ENTIRE LIFE.

SO IT'S BEEN A GREAT EXPERIENCE SO FAR.

SO WE'LL TALK A LITTLE BIT ABOUT WHAT THE OFFICERS WILL DO IN THEIR NEW ROLES.

AND REALLY, THE MOST IMPORTANT THING IS THEY'RE GOING TO SERVE AS MENTORS AND ROLE MODELS TO OUR STUDENTS.

THEY'LL RESPOND TO ALL 911 CALLS.

SO ANY TIME ANYBODY CALLS 911 FROM A CAMPUS, OUR OFFICERS WILL BE RESPONDING TO THAT.

THEY'LL SERVE AS THE INITIAL INCIDENT COMMANDERS DURING CRISIS SITUATIONS AND BE THE LIAISON DURING ANY CRISIS, EVEN A MEDICAL CRISIS. THEY'LL BE THERE TO GREET THOSE SAFETY PERSONNEL AND ALLOW THEM TO HANDLE THE SITUATION.

THEY'LL BE SCHEDULING AND MANAGING SAFETY DRILLS, MAINTAINING BUILDING SECURITY.

SO THEY'LL BE CONDUCTING THE DOOR CHECKS THAT BK AND I HAVE DONE IN THE PAST.

THEY'LL BE HELPING WITH TRAFFIC CONTROL AND JUST BEING THERE FOR ARRIVAL AND DISMISSAL.

THEY'LL BE TEACHING CLASSES THROUGHOUT THE YEAR FOR STAFF AND STUDENTS.

WE'LL TALK A LITTLE BIT ABOUT WHAT THEY WON'T BE DOING.

THEY WON'T PARTICIPATE IN ROUTINE DISCIPLINE OR ADMINISTRATIVE TASKS.

AND THAT'S ACTUALLY WRITTEN IN TEXAS LAW.

THEY WON'T INTERVENE IN PHYSICALLY AGGRESSIVE SPECIAL ED SITUATIONS UNLESS ABSOLUTELY NECESSARY OR REQUESTED.

THEY WON'T INTIMIDATE OR THREATEN STUDENTS WITH ARREST.

THIS IS IMPORTANT. WE DON'T WANT TO HEAR ANYBODY SAYING, IF YOU DON'T BEHAVE, WE'RE GOING TO GET THE OFFICER TO COME ARREST YOU.

THAT'S NOT THE KIND OF RELATIONSHIP THAT WE WANT OUR OFFICERS TO BUILD.

AND WE DID WANT TO SAY THAT THEY WON'T BE ON CAMPUS AT ALL TIMES.

THEY HAVE TRAINING.

FAMILY MEMBERS GET SICK.

SO WE DON'T WANT TO SET THE EXPECTATION THAT THEY'LL BE THERE EVERY SECOND OF EVERY DAY.

THEY WILL BE THERE MOST OF THE TIME ON MOST EVERY DAY.

SO THIS IS OUR DREAM TEAM.

MOST EVERYONE. WE HAD A COUPLE FOLKS THAT COULDN'T MAKE IT TO THE RETREAT, BUT AGAIN, THEY'RE HIGHLY QUALIFIED.

[00:25:05]

WE'VE GOT ROD MAYBERRY, WHO WAS THE AUSTIN PD CHILD ABUSE SUPERVISOR.

WE'VE GOT KEVIN HRABOVSKY, WHO WAS ON THE MARSHALS TASK FORCE FOR YEARS.

IT'S REALLY AN AMAZING GROUP OF INDIVIDUALS AND WE'RE SO FORTUNATE AND FEEL SO LUCKY TO HAVE BEEN ABLE TO BRING THEM INTO OUR TEAMS AND THEY'RE REALLY EXCITED TO BE HERE IN THIS NEW ROLE.

THEY UNDERSTAND THAT THIS IS NOT A TRADITIONAL LAW ENFORCEMENT ROLE AND THEY'RE JUST EXCITED TO TAKE CARE OF KIDS AND TEACHERS.

WE'VE SPENT A LITTLE BIT OF TIME DESIGNING UNIFORMS AND PATCHES.

AND SO OUR DAY TO DAY UNIFORM YOU SEE ON THE LEFT, THAT'S OUR THAT'S WHAT THEY'LL BE WEARING EVERY DAY.

AND THEN THE MIDDLE UNIFORM IS OUR DRESS UNIFORM FOR SPECIAL OCCASIONS AND EVENTS.

AND THEN I HAVE TO GIVE CREDIT TO OUR ADMINISTRATIVE ASSISTANT, CINDY LEE, FOR SPENDING SO MUCH TIME ON THE PATCH DESIGN.

WE HOPE THAT IT CATCHES A LITTLE BIT OF THE SPIRIT OF WESTLAKE AND AND EANES ISD.

YOU ALL HAVE ANY QUESTIONS? YEAH. THANK YOU VERY MUCH, JEN.

THANK YOU SO MUCH. FIRST, I WANT TO SAY THANK YOU FOR THE INCREDIBLE AMOUNT OF WORK THAT YOU DID THIS SUMMER.

WE'RE JUST WE'RE REALLY FORTUNATE TO BE IN THE POSITION WE ARE TO HAVE A TEAM IN PLACE READY TO GO.

WHEN? EVERY SCHOOL DISTRICT IN THE STATE IS NOW HAVING TO HIRE SECURITY PERSONNEL.

AND FOR US TO HAVE SUCH A STRONG GROUP IN PLACE AND KIND OF AHEAD OF THE GAME OF MAYBE SOME OTHER DISTRICTS FEELS REALLY GOOD.

SO THANK YOU FOR THAT.

AND I DO. I DID HAVE A QUESTION ABOUT THE MOU.

SO THE FIRST ONE THAT YOU'RE WORKING ON IS FOR DISPATCH SERVICES.

THE OTHER ONES, CAN YOU DESCRIBE WHAT THAT WILL ENTAIL? DOES THAT HAVE ANYTHING TO DO WITH CHAIN OF COMMAND FOR OVERLAPPING DISTRICTS OR LAW ENFORCEMENT AGENCIES? SO ESSENTIALLY THEY JUST SAY THAT WE'LL HELP EACH OTHER OUT WHEN NECESSARY.

SO THERE ARE CERTAIN TYPES OF CASES THAT COULD OCCUR ON OUR CAMPUSES THAT WE WOULD NOT BE EQUIPPED TO HANDLE, FOR INSTANCE, A HOMICIDE.

THAT LIKELY WILL NEVER HAPPEN.

BUT IF IT DID, WE DON'T HAVE THE PROPER EVIDENCE COLLECTION AND RESOURCES FOR THOSE TYPES OF CASES.

SO IT WOULD JUST SPELL OUT THAT IN THAT SORT OF SITUATION, WE WOULD ASK FOR THEIR HELP AND THEN IT WOULD ALSO ALLOW US TO DO THINGS LIKE IF WE NEEDED TO DO TRAFFIC CONTROL, WE COULD DO THAT IN THEIR JURISDICTION.

SO IT JUST ALLOWS US TO HELP EACH OTHER OUT.

OKAY. SO IN THE EVENT OF.

A SUDDEN AND CRITICAL INCIDENT.

WHAT DETERMINES? WHICH OFFICER OR WHICH LAW ENFORCEMENT AGENCY HAS CONTROL OF THE SITUATION TAKES PRECEDENCE OVER OTHERS.

SO ACCORDING TO THE NATIONAL INCIDENT MANAGEMENT SYSTEM, THE PERSON IN CHARGE OF A CRITICAL INCIDENT IS THE HIGHEST RANKING LAW ENFORCEMENT OFFICIAL IN THAT JURISDICTION. SO IF IT HAPPENS ON ONE OF OUR CAMPUSES, THAT WOULD BE ME.

I WILL BE THE HIGHEST RANKING OFFICIAL UNLESS I RELINQUISH THAT CONTROL TO SOMEBODY ELSE.

SO IF WE HAD A CRITICAL INCIDENT AND THE INCIDENT WAS BETTER SERVED BY ANOTHER OFFICIAL, ANOTHER LEADER, THEN I COULD WE COULD MAKE THAT AGREEMENT.

BUT THERE IS AN UNDERSTOOD.

AGREEMENT WITH OTHER AGENCIES THAT YOU, AS OUR HIGHEST RANKING OFFICER, WOULD BE IN CHARGE UNTIL YOU MADE THAT CHANGE? YES, MA'AM. OKAY. THANK YOU.

THAT ANSWERS MY QUESTION.

THANK YOU, JEN. KIM.

MATT AND BK AS WELL.

I COULDN'T HAVE SAID IT BETTER THAN JEN SAID.

AS FAR AS ALL THE WORK THAT WE'VE SEEN YOU GO THROUGH THIS SUMMER, WE REALLY APPRECIATE WHAT YOU'VE DONE FOR THE DISTRICT.

AND THEN I THINK WE'RE ALL REALLY EXCITED ABOUT THAT.

I WANTED TO FOLLOW UP ON SOMETHING THAT JEN JUST ASKED.

YOU SAID ON YOUR.

IN THE PRESENTATION.

THERE IS ONE MOU IN PLACE.

THERE ARE OTHERS THAT ARE COMING.

WHAT HAPPENS DURING THIS INTERIM TIME OR UNTIL WE GET, YOU KNOW, THE NUTS AND BOLTS IN PLACE? IF THERE WAS AN INCIDENT, HOW DOES HOW IS THAT HANDLED? AND REALLY, DO YOU SEE ANY CONCERN WITH NOT HAVING EVERYTHING IN PLACE AT THIS POINT IN TIME BEFORE SCHOOL STARTS?

[00:30:04]

THIS WOULD NOT APPLY UNTIL WE'RE ACTUALLY COMMISSIONED.

OKAY. AND THOSE MOUS WILL BE COMPLETE BY THEN.

OKAY. GOOD.

AND THEN MY ORIGINAL QUESTION WAS, HOW ARE ESPECIALLY AT THE ELEMENTARY SCHOOL LEVEL, HOW DO WE HOW ARE YOU PLANNING ON INTRODUCING THE OFFICERS JUST TO REASSURE PARENTS, TO REASSURE STUDENTS, ESPECIALLY THE LITTLE GUYS, WHAT THIS NEW PERSON IS DOING ON THEIR CAMPUS AND HOW THEY'RE GOING TO INTERACT WITH THEM? WELL, I KNOW THE PRINCIPALS ARE WORKING TO SEND OUT SOME INFORMATION ON WHO THEY ARE AND INTRODUCE THEM PERSONALLY TO ALL OF THEIR STUDENTS AND PARENTS.

AND I KNOW THEY'RE WORKING PRETTY CLOSELY WITH CLAUDIA ON THAT.

SO I'M NOT SURE I DON'T HAVE A SPECIFIC PLAN EXACTLY HOW EACH PRINCIPAL WANTS TO DO THAT.

BUT WE WILL BE I'M SURE THEY'LL HAVE SOME INTRODUCTIONS AND I'M THINKING MAYBE AT SOME OF THE ASSEMBLIES AND.

UM, OKAY, SO IT SOUNDS LIKE IT'S PARTICULAR TO THAT SCHOOL'S CULTURE AND.

YES, MA'AM. SO THE PRINCIPALS ARE TAKING THE LEAD? YES, MA'AM. OKAY.

IF I COULD JUST ADD TO THAT, AFTER THIS EVENING'S MEETING AND THE BOARD, OBVIOUSLY YOU'VE ALREADY RECEIVED THE BIOGRAPHICAL INFORMATION ON EACH OF THE OFFICERS.

THAT COMMUNICATION THAT MATT REFERRED TO IS READY FOR THE PRINCIPALS TO SEND, I THINK, AS EARLY AS TOMORROW.

SO THEY WILL FIRST INTRODUCE THEIR NEW OFFICERS TO THE PARENTS VIA THAT COMMUNICATION.

I'M SURE THERE WILL BE WELCOME RECEPTIONS.

THEY'VE ALREADY MET THE STAFF.

I THINK THEY'VE BEEN AT EACH OF THE CAMPUSES AS STAFF HAVE RETURNED THIS WEEK.

OKAY, GOOD. YES, MA'AM.

ALL RIGHT. THANK YOU. THANKS AGAIN, ELLEN.

THANKS FOR THAT CLARIFICATION, DR.

ARNETT. I APPRECIATE HEARING THAT, BECAUSE THAT WAS GOING TO BE MY MAIN QUESTION AS WELL AS TO HOW.

I MEAN, I THINK THE SLIDES THAT YOU SHOWED EARLIER REALLY POSITIONED WHAT THE COMMUNITY TOLD US AND WHAT WE TRIED TO PUT INTO THE POLICY AND WHAT HAS BEEN REFLECTED IN THE HIRING. AND SO I THINK IT'S IMPORTANT THAT THOSE SAME MESSAGES GET COMMUNICATED BROADLY THROUGHOUT THE COMMUNITY.

AND I JUST WANT TO GIVE YOU BIG KUDOS FOR NOT JUST THE AMOUNT OF WORK, BUT THE QUALITY OF WORK THAT'S BEEN DONE.

I REMEMBER IN EARLY MAY WHEN WE HAD THE TOWN HALL MEETING DOWN AT CEDAR CREEK, AND WE LOOKED AT A TIMELINE THAT HAD US AT THIS POINT KIND OF IN JANUARY, AND WE THOUGHT THAT WAS AGGRESSIVE.

AND BUT WE SAID, BUT THAT'S NOT ACCEPTABLE.

WE'VE GOT TO FIGURE OUT A WAY TO DO IT.

AND BECAUSE YOU ALL WORKED ALL SUMMER LONG, WE ARE HERE NOW.

AND I REALLY APPRECIATE THAT EFFORT AND THE EFFORT OF THE ADMINISTRATION TO MAKE ALL OF THIS HAPPEN.

AND I WANT TO INCLUDE ALLISON COLLINS IN TERMS OF GETTING THE POLICY TOGETHER ON THAT AS WELL.

JUST AN AMAZING AMOUNT OF WORK IN A VERY SHORT PERIOD OF TIME TO GET US WHERE WE ARE FOR THE OPENING OF SCHOOL.

THANK YOU. AND I WANT TO GIVE SOME CREDIT TO BK TOO, WHO COULDN'T BE HERE, BUT HE REALLY HE PLAYED A BIG PART IN THE RECRUITING. EVERYBODY LOVES BK AND EVERYBODY WANTS TO WORK WITH BK.

SO GREAT TEAM.

GREAT TEAM.

YEAH, EXACTLY.

THE KIND OF PEOPLE THAT I THINK I KNOW.

I KNOW IT WAS WHAT I THOUGHT WE AS A, AS A BOARD AND A COMMUNITY ARTICULATED WE WERE LOOKING FOR.

THANK YOU. THANK YOU, ALAN.

HEATHER. YEAH.

ALL OF MY BIG QUESTIONS HAVE ALREADY BEEN ANSWERED, BUT I DO JUST WANT TO SAY THANK YOU TO ALL OF YOU, BECAUSE I KNOW THAT THIS WAS NOT A SMALL TASK AND THAT WE DID NOT MAKE IT EASY. AND I KNOW THAT WE ALL THINK THAT OUR DISTRICT IS AMAZING AND THAT EVERYBODY SHOULD WANT TO WORK HERE.

BUT YOU GUYS CAME THROUGH WITH AMAZING PEOPLE WHO DO WANT TO WORK HERE.

SO I APPRECIATE THAT AND ALL THE HARD WORK THAT WENT INTO IT.

AND UNOFFICIALLY, DON'T ANSWER THIS.

I WANT TO KNOW HOW MANY PEOPLE PLAY THE BAGPIPES AND IF WE ARE GOING TO HAVE OUR OWN BAGPIPE CONCERT AT SOME POINT.

BUT OKAY. TWO.

EXACTLY. TWO OF US.

TWO. JUST TWO THAT WE HAVE TO BK AND I BOTH.

YES. AWESOME.

OKAY. ANY OTHER QUESTIONS? COMMENTS? YEAH, IT'S IN THE WORKS.

YES, MA'AM. HALFTIME SHOW.

ALL RIGHT. THE SAXOPHONE IS GONE.

DR. LEONARD. SAXOPHONE IS GONE NOW.

AND I'D LIKE TO HAVE A PATCH AT SOME POINT, BUT FOR THEM.

YES, SIR. I'LL JUST WRAP IT UP AND SAY THANK YOU.

I REALLY APPRECIATE THE WORK THAT YOU ALL HAVE DONE.

I, TOO, HAVE HEARD DREAM TEAM KICKED AROUND A LOT AND I READ THOSE BIOS AND THEY'RE AMAZING.

[00:35:01]

I'VE BEEN IN TOUCH WITH SOME ELEMENTARY SCHOOL PARENTS THIS WEEK AND THEY ARE APPRECIATIVE OF THE OFFICERS BEING ON CAMPUS TO OPEN THE DOORS TO BEGIN THE SCHOOL YEAR.

I'M GRATEFUL FOR THAT.

I KNOW. WE PUSHED FOR THAT, LIKE ELLEN SAID.

AND YOU ALL DID A GREAT JOB MEETING THAT REQUEST FOR QUICK ACTION.

I APPRECIATE THAT.

SO THANK YOU VERY MUCH AND LOOK FORWARD TO MEETING THE OFFICERS AT CONVOCATION ON FRIDAY.

THANK YOU GUYS VERY MUCH.

WELL, THANK YOU ALL.

ALL RIGHT. WE'RE GOING TO MOVE INTO OUR ENROLLMENT AND CLASS SIZE UPDATE.

[7.2 Enrollment & Class Size Update]

I THINK YOU'RE PLAYING A CRUEL JOKE ON ME.

AND THE SCREWS ARE COMING LOOSE.

THEY'RE OUT THERE NOW.

THERE YOU ARE THE WINNER TONIGHT, JAMES.

OKAY, SO TONIGHT, WE'RE GOING TO GIVE YOU AN UPDATE ON PRELIMINARY ENROLLMENT FOR THIS UPCOMING SCHOOL YEAR AS WE APPROACH NEXT WEEK.

I'M ALSO JOINED BY RACHEL HIGGINS, DISTRICT REGISTRAR, BECAUSE WHAT YOU'RE GOING TO SEE IS JUST A CULMINATION OF A LOT OF WORK FROM A LOT OF PEOPLE.

BUT RACHEL HAS LED THAT TEAM ACROSS ALL OF OUR CAMPUSES AND GATHERING ALL THIS INFORMATION AND EVALUATING IT IN A TIMELY MANNER SO WE CAN WORK THROUGH THIS SUMMER.

IT WAS A LOT OF WORK.

AND WHAT YOU'RE GOING TO SEE TONIGHT IS JUST THE PRODUCT OF ALL OF THAT WORK.

SO I'M GOING TO LET RACHEL KIND OF GIVE YOU JUST THE HIGHLIGHTS OF WHERE WE ARE CURRENTLY, BECAUSE THIS LOOKS DIFFERENT THAN IT DID IN JUNE THE LAST TIME THAT WE GAVE YOU AN UPDATE. SO, RACHEL.

THERE WE GO. IT'S KIND OF EXCITING TO SEE THESE NUMBERS ON A SCREEN.

SO THE LAST TIME WE MET.

FIRST AND FOREMOST, WE'VE HAD REMARKABLE SUPPORT, AS JEREMY HAS JUST MENTIONED, REMARKABLE SUPPORT FROM CAMPUS TEAMS IN PREPARING FOR THE SUMMER BREAK.

SO AS WE LAST DISCUSSED IN JUNE, WE HAD JUST COMPLETED THE INITIAL REVIEW OF OVER 1000 TRANSFER APPLICATIONS, BOTH RETURNING AND NEW FAMILIES.

THAT IS OUR ANNUAL WORKFLOW THAT QUANTITY IS ROUGHLY EXPECTED.

IN THE PAST TWO MONTHS, WE HAVE RECOGNIZED THE IMPROVED WORKFLOW SINCE 2223.

THAT WAS DRAMATICALLY DIFFERENT IN EFFICIENCY, HOW WE COMMUNICATED, HOW WE TRACK OUR DATA, THE TERMINOLOGY THAT WE'RE USING.

IT'S BENEFITING TEAM MEMBERS, IT'S BENEFITING PARENTS AND DEFINITELY BENEFITING OUR WORKFLOW AND OUR ABILITY TO COUNT WARM BODIES.

SO THAT'S WHAT WE'RE LOOKING FORWARD TO.

WE'VE ALSO BEEN MORE EFFECTIVE WITH OUR COMMUNICATION AND OUR DOCUMENTATION.

THERE WILL STILL BE THOSE THAT DIDN'T GET COMMUNICATION THE WAY THAT THEY WANTED TO OR IN THE TIMELINE THAT THEY WOULD HAVE PREFERRED.

THERE'S ALWAYS ROOM FOR IMPROVEMENT AND WE CONTINUE TO MAKE NOW MAKE DOCUMENTED IMPROVEMENT PLANS FOR 2425.

I CAN'T BELIEVE I'M SAYING THAT ALREADY.

FAR MORE EFFICIENT THIS YEAR AND THE NUMBERS REFLECT THAT AND HAVING SOLID WORKFLOW GOING INTO THE SUMMER BREAK, BEING ABLE TO MAINTAIN A STEADY COMMUNICATION PATH AMONGST TEAM MEMBERS, AND THEN TO PROVIDE CAMPUS TEAMS WITH A RESOURCE WHEN THEY RETURN TO CAMPUS THAT WE FELT WAS SOLID.

IT DEFINITELY HAS ROOM FOR IMPROVEMENT AS WELL, BUT WE WERE ABLE TO TO UNIFORM MULTIPLE REPORTS INTO A SINGLE PLATFORM VERSUS HAVING MULTIPLE PIECES OF PRINTED PAPER OR GOOGLE DOCUMENTS AND JUST UNIFORM THAT UNIFY THAT AND WITH HOPES IT WAS BETTER FOR CAMPUS TEAMS. AGAIN, ALWAYS ROOM FOR IMPROVEMENT ON THAT.

AND WITH THAT, YOU CAN SEE JUST ON THE NUMBERS ALONE THAT WE'VE ALREADY WE'RE EXCITED TO SEE THAT WE'VE SURPASSED CURRENT ASSUMPTIONS BOTH FROM THE DEMOGRAPHER AND THE CURRENT BUDGET. SO THAT'S EXCITING.

WE'RE STILL IN COMMUNICATION WITH FAMILIES THAT WE MAY NOT HAVE RECOGNIZED YET AS STARTING THEIR NEW STUDENT ONLINE ENROLLMENT.

THAT'S IMPERATIVE.

SO WE'RE FOLLOWING UP WITH TRANSFER FAMILIES WHO WERE OFFERED A SEAT AND MAY NOT HAVE STARTED THAT WORKFLOW.

WE'RE FOLLOWING UP WITH RESIDENT FAMILIES WHO WE WOULD HAVE EXPECTED TO HEAR COMMUNICATION FROM, AND WE HAVE NOT.

WE'RE TRUING UP OUR NUMBERS.

THAT WORK CONTINUES.

WE'LL CONTINUE DOING THAT STRAIGHT THROUGH NEXT WEEK AND INTO THE END OF THE MONTH AS WELL.

AND I THINK THAT'S THE EXTENT OF THE NOTES THAT I HAVE RIGHT NOW.

YOU CAN SEE THIS WHAT WE HAVE ON THE SCREEN HERE, AND JEREMY WILL SPEAK MORE IN DETAIL ABOUT THIS IN JUST A MINUTE, COMPARING YEAR OVER YEAR.

THANKS. YEAH.

AND ONE THING YOU'LL SEE TRANSFERS IS ALWAYS A CONVERSATION.

WHAT WE WANT TO DO IS INCLUDE JUST ALL TRANSFERS, ALL IN RIGHT OUT OF DISTRICT, OUR EMPLOYEES AND IN DISTRICT.

SO THAT NUMBER OF 937 APPROVED.

SO I WANT TO LATER IN THE SLIDE, WE'RE GOING TO TALK MORE IN DEPTH ABOUT TRANSFERS.

WHEN WE LOOK AT OUT OF DISTRICT AND EMPLOYEES, THOSE THOSE STUDENTS THAT ARE NEW TO THE DISTRICT.

OKAY. ENTER.

CORRECT. FROM ONE CAMPUS TO THE NEXT? YEP. CORRECT.

[00:40:02]

WE LOOK AT OUR CAMPUSES AND TOTAL ENROLLMENTS, HOW MANY SECTIONS AND IN THEIR SECTION SIZES, COMPARE IT TO LAST YEAR.

SO I WILL TELL YOU RIGHT NOW THAT MAJORITY OF OUR ELEMENTARY CAMPUSES HAVE SURPASSED LAST YEAR'S NUMBERS IN THEIR ENROLLMENT.

BESIDES A COUPLE, YOU KNOW, CEDAR CREEK IS DOWN A LITTLE BIT.

AND THEN IN VALLEY VIEW AS WELL, SEEING A DECLINE IN ENROLLMENT.

BUT OVERALL, ACROSS ALL ELEMENTARIES, WE'RE UP 17 STUDENTS AS COMPARED TO LAST YEAR.

AND THEN MIDDLE SCHOOLS, AGAIN, VERY CLOSE TO WHERE WE WERE LAST YEAR.

AND THEN THE HIGH SCHOOL IS ALMOST DEAD ON.

RIGHT. WE'RE UP THREE STUDENTS AS COMPARED TO LAST YEAR FOR OUR TOTAL ENROLLMENT OF 7729.

THAT'S OUR PRELIMINARY ENROLLMENT NUMBER.

THAT'S BASED ON DATA AND INFORMATION THAT WE HAVE UNDERSTOOD AND THAT THERE ARE SOME STUDENTS THAT JUST DON'T SHOW UP THE FIRST DAY.

WE UNDERSTAND THAT WE HAVE THAT EVERY YEAR.

BUT RIGHT NOW, FOR COMPARISON PURPOSES, THIS IS THE DATA THAT WE HAVE AND IT DOES SURPASS THE DEMOGRAPHERS PROJECTION.

I'LL REMIND YOU THAT DEMOGRAPHER PROJECTION CAME IN THE SPRING OF 2022.

OKAY. SO LOOKING AT A LOT OF THINGS HAVE EVEN CHANGED SINCE THEN.

BUT THIS IS A BIG CHANGE FROM WHEN WE PRESENTED IN JUNE.

IT WAS A LOT OF WORK.

THERE'S A LOT OF STUDENTS MOVING IN OVER THE SUMMER.

SO WHEN OUR REGISTERED CAMPUS REGISTRARS LEAVE AND THEN THEY COME BACK, THERE'S A LOT OF NEW STUDENT ONLINE ENROLLMENTS THAT WERE IN THEIR INBOX READY TO PROCESS.

LUCKILY, RACHEL KEEPS AN EYE ON THOSE WHILE THEY'RE AWAY.

SO WE KNEW THE NUMBERS THAT WE'RE GOING TO BE DEALING WITH AND WE WORKED ALONGSIDE THOSE AND THE TRANSFERS TO BALANCE OUR OUR ENROLLMENTS ACROSS OUR CAMPUSES REMIND ME WHAT OUR TYPICAL TREND IS IN THE FIRST COUPLE OF WEEKS OF SCHOOL.

DO WE HAVE MORE NO SHOWS THAN WE HAVE NEW REGISTRATIONS? OR DOES THIS NUMBER TEND TO STAY FLAT UP UNTIL THE MS COUNT DATE IN OCTOBER, OR DO WE GENERALLY SEE IT GO UP A LITTLE BIT OR DOWN A LITTLE BIT? YEAH. SO WE HAVE TO GET A COUPLE OF WEEKS FOR ONE THING, RIGHT? FOR OUR NO SHOWS TO, TO SEE IF THEY'RE GOING TO PROCESS.

RIGHT. THEY MAY SHOW UP ON DAY FIVE.

AND SO WE HAVE ABOUT A TWO WEEK TIME FRAME BEFORE WE CAN REALLY COUNT THEM AND ASSUME THAT THEY'RE GOING TO BE NO SHOWS.

AND WE ALSO GET LATE ENROLLEES.

THEY SHOW UP THE FIRST DAY OF SCHOOL.

THEY'LL DO THAT AT THE HIGH SCHOOL AS WELL.

WE ASK THEM NOT TO BECAUSE THERE'S A LOT GOING ON FIRST DAY, BUT IT WILL HAPPEN.

IT HAPPENED LAST YEAR.

AND SO WE HOPE THAT THAT'S EVEN RIGHT.

BUT TREND WISE, I COULDN'T I'M NOT EXACTLY SURE IF WE'RE IF IT'S A NEUTRAL OR WE'RE OR THE DELTA IS NEGATIVE OR POSITIVE THERE.

AND IT CAN VARY DEPENDING ON THE YEAR.

I WOULD SAY THAT WE PROBABLY HAVE SOME LATE ENROLLMENTS BASED ON HOW MANY LATE ENROLLMENTS WE HAVE THIS YEAR.

I MEAN, WE USUALLY HAVE A LOT OF EARLY ENROLLMENTS IN THE SPRING.

WE SAW A LOT HAPPENING OVER THE SUMMER.

I THINK THE HIGH SCHOOL HAD ABOUT 100 FROM THE LAST TIME I PRESENTED HERE UNTIL WHEN SHE CAME BACK AND PROCESSED THOSE.

WE'VE HAD AN IMPRESSIVE NUMBER OF RESIDENTS JOIN OUR DISTRICT.

YEP. SO WHICH IT'S A GOOD THING.

IT'S DEFINITELY A GOOD THING.

ANY MORE QUESTIONS ON THIS COMPARISON BEFORE I MOVE ON? WE CAN ALSO ALWAYS GO BACK.

YEAH, ACTUALLY, IT'S FOR CHRIS.

CHRIS. WHAT NUMBER DID WE USE FOR OUR BUDGET? WHAT ENROLLMENT NUMBER DID WE USE? 7500 OR.

JEREMY. JEREMY'S RIGHT.

OKAY. 77,500.

AND THEN, CHRIS, WHEN WILL WE GET AN UPDATE OF THIS? HOW THIS IMPACTS OUR BUDGET? WILL WE GET ONE BEFORE THE MS NUMBERS IN OCTOBER? UM. YES, I CAN GET YOU AN UPDATE WHENEVER YOU WANT ONE.

THERE HAVE BEEN A NUMBER OF THINGS THAT HAVE HAPPENED SINCE YOU ADOPTED THE BUDGET.

THIS OBVIOUSLY IS FABULOUS.

THAT'S ABOUT PLUS 1.5 MILLION.

BUT SOME OTHER THINGS THAT HAVE HAPPENED THAT HAVE MOVED US THE OTHER DIRECTION.

ROUGH ESTIMATE JUST OFF THE TOP OF MY HEAD, I THINK WE'RE ABOUT PLUS ABOUT 800,000 FROM WHAT THE BUDGET YOU ADOPTED.

OKAY. THERE COULD BE MORE LEGISLATIVE ACTION.

WE'VE HEARD RUMORS OF THAT.

WE'LL SEE. THANK YOU, HEATHER.

ON THE FIRST SLIDE WITH THE ENROLLMENT AND CLASS SIZE UPDATE, THE IN DISTRICT TRANSFERS.

I'M JUST CURIOUS, ARE THE MAJORITY OF THOSE SPANISH IMMERSION? MM. OKAY. THANK YOU.

A MAJORITY AT ELEMENTARY AS WELL, ABOUT 90% OF THOSE.

UH, INTERESTING OBSERVATION.

PERHAPS THE HORSE TRAIL.

ENROLLMENT IS 543 WITH 25 SECTIONS, AND THAT'S WORKING.

AND EANES IS ONE STUDENT MORE WITH SIX MORE, PERHAPS SEVEN MORE SECTIONS.

AND THAT'S THE IMPACT OF SPANISH IMMERSION.

[00:45:02]

IT'S INTERESTING. NOW, I KNOW THAT CLASS SIZE, BY THE WAY, CAN BE OTHER FACTORS, NEEDS AND SUCH.

YEAH.

I THINK YOU ALSO CONSIDER.

I DO BELIEVE THAT EICKE IS IN THAT COUNT.

RIGHT. SO THOSE RATIOS ARE VERY, SMALL.

YEAH. OKAY. PERFECT.

YEAH. THAT'S FOR FITZ OR AECCAEE.

OKAY. I'M GOING TO JUMP TO OUR ELEMENTARY SECTION BREAKDOWN SPREADSHEET HERE.

SO I'LL IDENTIFY TO THOSE THAT MAY NOT BE FAMILIAR WITH THIS SPREADSHEET.

YOU'LL SEE SOME RED, BOLD BOXES SURROUNDING SOME OF THOSE FIELDS, THAT IS FOR OUR SPANISH IMMERSION SECTIONS AT THE FOUR OUT OF SIX ELEMENTARIES THAT HAVE THAT PROGRAM. AND THEN YOU'LL SEE THE ORANGE SHADED SECTIONS.

THOSE ARE SECTIONS KINDERGARTEN THROUGH FOURTH GRADE THAT EXCEED A 22 TO 1 STUDENT TEACHER RATIO.

YOU'LL SEE MAJORITY OF THOSE ARE SITTING AROUND THAT THAT 23.

WE WATCH THESE VERY CLOSELY AND WE ADJUST WHEN NEEDED.

AND RIGHT NOW WE'RE WATCHING VERY CLOSELY BARTON CREEK, FIRST GRADE, WE HAVE TWO SECTIONS AT AT 23.

AND SO THIS STORY WILL UNFOLD AS WE GET THROUGH THE FIRST COUPLE OF WEEKS OF SCHOOL TO SEE EXACTLY HOW THIS ALL BALANCES OUT.

BUT YOU'LL SEE THAT SOME OTHER CAMPUSES HAVE THESE SECTIONS AS WELL, BUT THEY HAVE A COUPLE MORE SEATS AT THOSE CAMPUSES, YOU KNOW, TO TAKE ON SOME MORE RESIDENT STUDENTS. SO WE'LL CONTINUE TO WATCH THIS, MAKE ADJUSTMENTS WHERE THEY ARE NEEDED.

BUT RIGHT NOW, WE NEED KIND OF SCHOOL TO START AT THIS POINT.

BUT WE'RE WATCHING IT VERY CLOSELY.

AND YOU'LL SEE A LOT OF THE NUMBERS HAVE CHANGED.

I'LL TELL YOU RIGHT NOW THAT KINDERGARTEN IS AROUND 412 STUDENTS TOTAL.

AND IF YOU REMEMBER A PRESENTATION CHRIS AND I GAVE A WHILE BACK, JUST LOOKING AT HISTORICAL TRENDS, IF WE WANTED TO TRY TO MAINTAIN A HIGHER ENROLLMENT DISTRICT WIDE, WE KIND OF NEEDED A KINDERGARTEN ENROLLMENT BETWEEN 4 AND 450 STUDENTS THAT WOULD EVENTUALLY REACH AROUND A 700 STUDENT POPULATION IN 12TH GRADE.

SO THIS KIND OF MATCHES THAT TREND.

AND AGAIN, TRANSFERS HAVE A LOT TO DO THAT THERE'S A NUMBER OF KINDERGARTEN TRANSFERS THAT ARE INCLUDED IN THIS NUMBER IN ORDER TO FOR US TO MEET THAT GOAL.

HEATHER. THANK YOU.

SO I'D ASKED, I THINK AT THE LAST MEETING IF IT WAS POSSIBLE TO GET ANOTHER IDENTIFIER FOR CLASSES THAT HAVE A COLLABORATIVE TEACHER. AND I'M WONDERING BECAUSE WE DON'T HAVE THAT HERE, BUT IS THERE A WAY TO FIND OUT HOW MANY COLLAB CLASSES WE HAVE? AND ARE ALL OF OUR COLLAB POSITIONS FULL OR FILLED FOR THE START OF THE SCHOOL YEAR? BECAUSE THAT IS SOMETHING THAT I FIND VERY IMPORTANT.

AND ALSO I KNOW LIKE IN THE FOURTH GRADE AT EANES ELEMENTARY, WE SAID WE WOULD HAVE AN AIDE, YOU KNOW, ANOTHER ADULT.

WELL, THAT'S NOT THE SAME EXACT THING AS A COLLAB TEACHER.

IT IS ANOTHER ADULT THAT CAN HELP IN THE CLASSROOM.

SO ANYTHING THAT KIND OF HELPS US UNDERSTAND WHERE WE ARE PROVIDING, YOU KNOW, MORE HELP WOULD BE BENEFICIAL IN MY OPINION.

WE CAN DO THAT.

ANOTHER HIGHLIGHT HERE, FTE COMPARISON FROM LAST YEAR TO TWO.

THIS YEAR WE ARE FTE NEUTRAL ACROSS FIVE OF THE SIX CAMPUSES.

THERE'S A TWO FTE REDUCTION AT VALLEY VIEW BASED ON THE ENROLLMENT.

JUST WANTED TO POINT THAT OUT.

YEAH. AND HISTORICALLY, WE SEE THAT WITH OUR KINDERGARTEN TO FIRST GRADE, THERE TYPICALLY IS A LITTLE BUMP THERE.

BRIDGEPOINT IS ONE SPECIFICALLY THAT ALMOST EVERY YEAR SEES A BUMP, AND THAT'S WHEN YOU'LL SEE IN FIRST GRADE AT BRIDGEPOINT, WE HAVE SIX SECTIONS OF FIRST GRADERS AT BRIDGEPOINT. AND SO THAT IS A TREND.

AND AND MISS BRYANT KNOWS THAT TREND VERY WELL.

OKAY. SO.

THEY ARE? YES, CORRECT.

OKAY. SO WE'RE GOING TO KIND OF DEVIATE A LITTLE BIT FROM THE RHYTHM AND THE CADENCE OF THIS PRESENTATION IN ORDER TO TO TALK MORE SPECIFICALLY ABOUT THE CONVERSATION AROUND THE FOURTH GRADE SPANISH IMMERSION SECTION AT EANES ELEMENTARY.

AND MOLLY MAE IS GOING TO JOIN US UP HERE AT THE TABLE.

ALL RIGHT, JEREMY, RACHEL, THANK YOU.

I WANT TO REPEAT SOME REMARKS THAT WE SHARED WITH THE PARENTS, MANY OF WHOM ARE IN THE AUDIENCE THIS EVENING.

[00:50:01]

THANK YOU FOR BEING HERE AGAIN TONIGHT.

AND THERE ARE SOME THINGS THAT I WANTED TO ACKNOWLEDGE.

FIRST OF ALL, I WANT TO ACKNOWLEDGE THAT I MISSPOKE IN A BOARD MEETING IN JUNE AND INDICATED THAT THERE WERE NO CHILDREN WITH SPECIAL NEEDS IN THE SPANISH IMMERSION SECTION.

OBVIOUSLY, AS YOU CAN SEE FROM THIS SLIDE, THAT IS INCORRECT AND IN NO WAY WAS I TRYING TO DIMINISH THE NEEDS OF THE CHILDREN IN THAT CLASSROOM, BUT RATHER TO UNDERSCORE THAT THERE ARE SOME SIGNIFICANT NEEDS IN THE THREE TRADITIONAL SECTIONS, WHICH IS WHAT PROMPTED US TO DIVIDE WHAT WAS TWO CLASSES INTO THREE.

AS YOU CAN SEE, THERE ARE SOME UNIQUE NEEDS THAT HAVE BEEN IDENTIFIED BOTH THROUGH IEPS AND 504 PLANS THAT ARE IN THOSE THREE CLASSROOMS. AND IN FACT, HEATHER, TO YOUR POINT, TWO OF THOSE THREE CLASSROOMS ARE COLLABORATIVE CLASSROOMS, WHICH INDICATES THAT THOSE STUDENTS DO NEED ADDITIONAL SUPPORT AND RESOURCE.

SO I WANTED TO APOLOGIZE FOR THAT AND I WANTED TO WALK BACK THE MISSTATEMENT THAT I MADE AT THE JUNE MEETING.

THERE ARE SOME OTHER THINGS THAT I WANT TO SHARE TONIGHT, ALONG WITH MOLLY, AND I APPRECIATE HER JOINING US AT THE TABLE THIS EVENING, WHICH WE SHARED WITH THE PARENTS ON FRIDAY, THAT OUR CHALLENGE HERE IS THAT WE SIMPLY HAVE NO OTHER CLASSROOMS IN THE BRICK AND MORTAR BUILDINGS AT EANES ELEMENTARY.

YES, THERE IS WHAT THEY CALL THE CREATIVE CORRAL.

IT'S A STEM LAB THAT THEY INTRODUCED WITHIN THE LAST YEAR.

IT'S A SPACE THAT IS USED BY ALL STUDENTS ON THE CAMPUS.

AND SO WE HAVE LOOKED AT THAT OVER THE SUMMER AND FEEL THAT'S NOT A VIABLE OPTION FOR AN ADDITIONAL CLASSROOM BECAUSE WHILE IT WOULD BENEFIT THE 29 STUDENTS WHO ARE IN THIS THIRD GRADE CLASS, IT WOULD THEN DENY ACCESS TO THAT SPACE FOR ALL OF THE OTHER STUDENTS ON THE CAMPUS WHO USE THE CREATIVE CORRAL.

AND THE BOOSTER CLUB INVESTED IN THAT.

AND I KNOW IT'S BEEN ENJOYED BY STUDENTS IN ALL GRADE LEVELS.

THERE ARE NO OTHER GRADE LEVEL CLASSROOMS AT EANES THAT ARE IN A PORTABLE.

AND WHILE YES, THERE ARE PORTABLES THAT ARE AVAILABLE PRESENTLY, THEY ARE NOT IN A SUITABLE STATE FOR A CLASSROOM.

THERE IS NO RUNNING WATER.

THERE IS NO BATHROOM.

I BELIEVE THAT THEY'RE PRESENTLY USED FOR STORAGE, SO IT WOULD BE VERY DIFFICULT TO CONVERT THOSE PORTABLES INTO FUNCTIONAL CLASSROOMS FOR A TRADITIONAL GROUP OF STUDENTS.

SO THAT'S SOMETHING THAT WE ALSO LOOKED AT.

AS THE BOARD KNOWS, WE'VE TRIED TO MOVE TOWARDS A PLAN THAT WOULD EVENTUALLY REMOVE PORTABLES ON THAT CAMPUS.

AND WE WERE FINALLY TO A POINT THIS YEAR WHERE WE COULD BEGIN TO IMPLEMENT THAT PLAN.

SO FOR US TO INTRODUCE THOSE STUDENTS TO A PORTABLE CLASSROOM WHICH IS NOT SUITABLE FOR THEIR USE, IT WOULD DELAY THAT PLAN.

THAT'S NOT OUR GREATEST CONCERN.

THE EVEN BIGGER CONCERN IS THAT IT'S JUST NOT A SUITABLE ENVIRONMENT FOR A CLASSROOM AT THIS TIME.

SO THAT PORTABLE CLASSROOM, AS WE POINTED OUT TO THE PARENTS ON FRIDAY, HAPPENS TO BE AT THE OPPOSITE END OF THE CAMPUS FROM WHERE THE FOURTH GRADE IS CURRENTLY LOCATED. AND AGAIN, IT HAS NO IT HAS NO RESTROOM.

IT HAS NO RUNNING WATER.

SO STUDENTS WOULD CONSTANTLY HAVE TO LEAVE THAT PORTABLE AND THEY'D HAVE TO GO TO THE OTHER SIDE OF THE CAMPUS THEN TO REJOIN THE OTHER STUDENTS WHO ARE IN THEIR COHORT.

SO THOSE ARE THE CHALLENGES THAT WE HAVE LOOKED ALL SUMMER AT.

AND WHILE WE ACKNOWLEDGE TO THE PARENTS THAT A CLASS OF 29 IS NOT IDEAL AND IT IS THE EXCEPTION, BUT AS WE OFTEN DO IN EANES, WHEN THERE IS AN EXCEPTION, WE TRY TO RISE TO THAT OCCASION WITH EXCEPTIONAL RESOURCES.

AND SO I'D LIKE FOR MOLLY TO KIND OF TALK ABOUT THE INSTRUCTIONAL SUPPORTS THAT WILL BE IN PLACE FOR THIS CLASS AND ALLOW YOU TO SHARE THAT.

THANK YOU. SO, YEAH, SO WE REALLY LOOKED AT THIS CLASSROOM AND HOW TO MAKE SURE WE WERE BEST SUPPORTING THOSE STUDENTS.

AND IN THE DISTRICT OF INNOVATION PLAN, ONE OF THE THINGS THAT IT DOES ACTUALLY LIST IS WHEN YOU'RE LOOKING AT A CLASS SIZE THAT IS OVER 22 CONSIDERING A TEACHING ASSISTANT.

AND SO THAT IS ONE OF THE THINGS THAT WE DID.

AND SO WE ARE HIRING A SPANISH SPEAKING TEACHING ASSISTANT THAT WILL BE IN THE CLASSROOM.

SO, YOU KNOW, THAT IS AN ADDITIONAL ADULT WHO REALLY, WHEN YOU LOOK AT THAT, DOES MAKE THE RATIO THEN 1 TO 15, 1 TO 14 WHEN YOU HAVE THAT ADDITIONAL ADULT IN THAT CLASSROOM, WE ARE WORKING DILIGENTLY TO GET THAT PERSON IN HOPEFULLY NEXT WEEK.

SOME THINGS ARE BEYOND OUR CONTROL, LIKE OUR SOCIAL MEDIA BACKGROUND CHECKS.

YOU KNOW, THAT'S A THIRD PARTY VENDOR AND THEY ARE DOING AS THEY'RE WORKING AS FAST AS THEY CAN.

BUT WE WILL HAVE SOMEONE IN PLACE THERE ON THE FIRST DAY OF SCHOOL REGARDLESS BECAUSE WE HAVE.

A SPANISH IMMERSION SUBSTITUTE THAT IS A PERMANENT SUB IN THE DISTRICT.

AND SHE'S BEEN ASSIGNED TO THAT CLASSROOM UNTIL THIS TEACHING ASSISTANT GETS HIRED.

AND SO THAT'S THAT'S A HUGE BENEFIT IN THAT CLASSROOM TO HAVE SOMEBODY WHO CAN PULL SMALL GROUPS CAN, YOU KNOW, PULL INDIVIDUAL STUDENTS TO DO ONE ON ONE WORK IF THEY NEED THAT, AND WHO WILL FOLLOW THE STUDENTS THROUGHOUT THE DAY.

SO THE STUDENTS WILL BE IN THE BE LEARNING SPANISH, SORRY, WE'LL BE LEARNING MATH AND SCIENCE AND SPANISH.

[00:55:06]

THE HUMANITIES SIDE TEACHER HAD ALL OF THOSE STUDENTS LAST YEAR.

SHE'S LOOPING UP.

SO THOSE STUDENTS ARE ALREADY COMING INTO A CLASSROOM WITH A TEACHER WHO'S FAMILIAR WITH ALL OF THEIR LEARNING NEEDS AND KNOWS WHERE THEY ARE FROM LAST YEAR.

SO THAT IS ALSO SOMETHING THAT WE CONSIDERED IS THE FAMILIARITY OF THAT ONE TEACHER.

THE SPANISH IMMERSION TEACHER IS NEW, SO SHE WILL BE LEARNING THOSE STUDENTS.

BUT SHE HAS THE BENEFIT OF HAVING HER PARTNER TEACHER WHO ALREADY KNOWS THOSE STUDENTS.

OBVIOUSLY WE HAVE EDUCATIONAL PARTNERS ON ALL OF OUR CAMPUS WHO SUPPORT ALL OF OUR TEACHERS, MAKING SURE THAT THEY'RE LOOKING AT BEST INSTRUCTIONAL PRACTICES.

IF THEY DO NEED ANY SORT OF HELP WITH ASSESSMENTS, THEY CAN HELP THEM.

WE HAVE HIRED OPHELIA VALENTI, WHO'S OUR NEW MULTILINGUAL COORDINATOR.

WE SPECIFICALLY ASKED OPHELIA TO, YOU KNOW, BE CHECKING IN ON THIS CLASSROOM A LITTLE BIT MORE, ESPECIALLY AT THE BEGINNING OF THE YEAR.

YOU KNOW, ARE IS THE TEACHER FEELING COMFORTABLE WITH THAT SIZE GROUP? IS THE TEACHER KEEPING UP WITH THE OTHER FOURTH GRADE SPANISH IMMERSION CLASSES? YOU KNOW, AND LOOKING? THOSE ARE KIND OF SOME OF THE ASSESSMENT MEASURES THAT WE'D WANT TO LOOK AT.

SO OPHELIA WILL HAVE A REALLY GOOD IDEA BECAUSE SHE'LL BE WORKING WITH WITH ALL THE CAMPUSES SO SHE CAN SEE, YOU KNOW, HOW IS HOW IS THIS CLASS PACE WISE IS HAVING 29 STUDENTS, YOU KNOW, IS IT SLOWING THEM DOWN? YOU KNOW, WHAT DOES SHE NEED TO DO TO HELP SUPPORT? SO THAT IS AN ADDITIONAL SUPPORT THAT WE HAVE IN THAT THAT CLASSROOM WE HAVE LOOKED AT.

LESLIE RYAN HAS LOOKED AT MAKING SURE THOSE KIDS ARE DISTRIBUTED AND BALANCED DURING ART, MUSIC, PE AND LUNCH AND WIN TIME.

SO THEY'LL BE IN ABOUT GROUPS OF 20 ISH WHEN THEY'RE IN THOSE OTHER CLASSES.

AND THEN THE OTHER THINGS THAT I'VE TALKED ABOUT, JUST THE ENGLISH SIDE TEACHER LOOPING UP AND, YOU KNOW, WE HAVE A LOT OF CONFIDENCE IN THE TEACHERS.

THEY KNOW WHAT THEY WERE GETTING INTO.

THEY HAVE NOT COME TO LESLIE AND SAID, THIS IS SOMETHING WE CAN'T DO.

THIS IS SOMETHING WE DON'T WANT TO DO.

THEY HAVE NOT SAID THAT. THEY HAVE TAKEN THIS ON.

THEY'VE EMBRACED IT.

THEY ARE LOOKING AT THE BEST WAYS TO SET UP THEIR CLASSROOMS. AND SO WE HAVE CONFIDENCE IN THEIR EXPERIENCE AND THEIR YOU KNOW, WHEN THEY COME TO US AND SAY THIS IS SOMETHING THAT WE CAN DO, YOU KNOW, WE BELIEVE IN THEM AND WE SAY WE'LL MAKE SURE THAT YOU HAVE ADDITIONAL RESOURCES TO MAKE THIS WORK.

SO, YOU KNOW, IT'S BEEN A LOT OF THOUGHTFUL WORK THAT'S GONE INTO THIS.

WE DO FEEL LIKE IT WILL BE SUCCESSFUL.

WE DON'T FEEL LIKE WE'RE PUTTING, YOU KNOW, THESE STUDENTS IN A POSITION WHERE THEY THEY WON'T BE ABLE TO LEARN THAT THEY WON'T BE SUCCESSFUL.

AND WE'RE GOING INTO THIS WITH A REALLY POSITIVE ATTITUDE THAT THIS IS WITH THE RIGHT SUPPORTS IN PLACE, THIS CAN BE SUCCESSFUL FOR THESE STUDENTS.

I'M DONE. SORRY.

I'M TYPING QUESTIONS AND NOTES HERE.

ELLEN THANK YOU FOR THAT.

MOLLY. OLIVIA IS BILINGUAL.

YES. YES. AND I BELIEVE MARIANA IS AS WELL.

I KNOW SHE'S POLYNESIAN, BUT I THINK SHE ALSO.

THAT I'M NOT. I'M NOT QUITE SURE ON THAT, BUT.

YES. OKAY.

GOOD RESOURCES. UM, YEAH.

OLIVIA COMES TO US FROM LAKE TRAVIS, WHERE SHE WAS A BILINGUAL TEACHER FOR YEARS AND YEARS AND WAS MOST RECENTLY WAS AN ASSISTANT PRINCIPAL AT THEIR BILINGUAL CAMPUS. BUT SHE WAS THE TEAM LEAD.

SHE ACTUALLY KNOWS AND WORKED WITH THE FOURTH GRADE SPANISH IMMERSION TEACHER WHO WE'VE HIRED.

SHE KNOWS SEVERAL OF OUR SPANISH IMMERSION TEACHERS.

SHE'S HAD EXPERIENCE WITH THEM IN THE PAST.

GREAT. REALLY GLAD SHE'S HERE.

REALLY GLAD. SHE'S PHENOMENAL.

AND. HAS THERE BEEN MUCH THINKING? I MEAN, I UNDERSTAND THAT WE'RE GOING INTO THIS TO MAKE IT WORK AND HAVE FULL CONFIDENCE THAT WILL BE THE CASE.

BUT HAS THERE BEEN ANY THINKING ABOUT HOW THINGS MIGHT BE ADJUSTED IF, FOR EXAMPLE, THIS CLASS ISN'T PERFORMING ON PAR WITH THE OTHER FOURTH GRADE CLASSES? WHAT KINDS OF OPTIONS DO WE HAVE DURING A SCHOOL YEAR? YOU KNOW, I THINK WE'RE REALLY I MEAN, IT WOULD REALLY KIND OF DEPEND ON WHAT AREA WE'RE SEEING.

IF THERE WAS LIKE IF THEY WERE A LITTLE BIT BEHIND PACING WISE, DO WE NEED TO BE LOOKING AT MORE SMALL GROUP WORK? I THINK IT REALLY KIND OF DEPENDS ON WHAT THE ISSUE WOULD BE FOR US TO KIND OF KNOW HOW TO PROBLEM SOLVE THAT.

BUT WE'LL BE LOOKING IN THAT AT THAT CLASSROOM.

AND I THINK THE MOST IMPORTANT THING IS JUST TO HAVE REALLY GOOD CONVERSATIONS WITH THOSE TEACHERS.

WHAT DO YOU NEED? WHAT'S WORKING, WHAT'S NOT WORKING TO BE ABLE TO KIND OF SUPPORT THEM? IT'S HARD TO SAY EXACTLY WHAT WE WOULD PUT IN PLACE, NOT KNOWING WHAT MIGHT BE AN ISSUE, BUT I THINK JUST MAKING SURE THAT THOSE STUDENTS IS THAT THE INSTRUCTION IS ON PACE, I THINK IS THE MAIN THING THAT WE WANT TO MAKE SURE AND THE CLASS IS TAUGHT IN ENGLISH WILL BE MONITORED AS WELL.

[01:00:06]

YEAH, FOR SURE.

THANK YOU, ELLEN. JEN, THANK YOU SO MUCH FOR THE UPDATE.

I'M JUST GOING TO REITERATE ONCE AGAIN THAT I BELIEVE WITH EVERYTHING IN MY BEING THAT WE ARE DOING THE WRONG THING HERE WITH THIS CLASS.

I THINK IT'S WRONG FOR THE KIDS EDUCATIONALLY.

I THINK I'M REALLY CONCERNED ABOUT HAVING THAT NUMBER OF BODIES IN ONE CLASS AND ADDING TWO ADULTS IN THAT CLASSROOM.

I'M CONCERNED ABOUT THE SAFETY ASPECT OF IT.

ARE THERE STEM LABS ON OTHER ELEMENTARY CAMPUSES? ON ALL OF THEM? NOT ON ALL OF THEM.

THE STEM LABS HAVE BECOME VERY POPULAR IN THE LAST 2 TO 3 YEARS, PARTICULARLY SINCE COVID.

RIGHT. SO I THINK HALF OF OUR ELEMENTARY SCHOOLS NOW HAVE A COMPARABLE STEM LAB.

YEAH, I JUST. I WORRY THAT WE'RE PRIORITIZING A NICE TO HAVE OVER SOMETHING MORE NECESSARY WHEN WE TALK ABOUT SPACE.

AND I SHARE SOME OF ELLEN'S CONCERNS ABOUT WHAT COULD HAPPEN IF THERE ARE WE SEE ISSUES IN THE FIRST NINE WEEKS, THE FIRST SEMESTER WITH THIS CLASS AND HAVING TO MAKE SOME CHANGES COULD BE EVEN MORE DISRUPTIVE.

AND I WORRY ABOUT THAT.

AND I ALSO I'M HAPPY THAT WE'RE GOING TO HAVE A TEACHER'S AIDE IN THERE.

I DO WISH THAT WE HAD CONSIDERED, AT A MINIMUM, MAKING THIS A COLLABORATIVE CLASS AND ADDING ANOTHER FULL TIME TEACHER IN THE CLASSROOM.

THANKS. THANK YOU, JEN.

I'M GOING TO GO TO HEATHER AND THEN KIM, AND THEN I HAVE SOME COMMENTS THAT DIANE EMAILED ME THAT I'LL READ AS WELL.

THANK YOU. SO I KNOW FERPA IS AN IMPORTANT THING THAT WE CANNOT MESS WITH.

AND JUST LOOKING AT THE SEVEN STUDENTS THAT HAVE ACCOMMODATIONS OR MODIFICATION NEEDS, IT LOOKS TO ME LIKE THESE PARENTS HAVE SELECTED MORE OF A 504 ROUTE WITH PULL OUT INTERVENTION FOR SPEECH AND DYSLEXIA.

I'M GUESSING RATHER THAN AN IEP OR THEY'VE CHOSEN NOT TO BE IN A COLLABORATIVE CLASSROOM SO THAT THEY CAN BE IN SPANISH IMMERSION.

UM, AND I KNOW THAT'S A TRICKY QUESTION BECAUSE OF FERPA.

YEAH, I'M GOING TO SAY RIGHT NOW, I'M NOT REALLY COMFORTABLE GOING INTO THAT.

I FEEL COMFORTABLE SAYING THAT.

I FEEL LIKE WITH THE ACCOMMODATIONS A TEACHER AND A TEACHING ASSISTANT THAT WE CAN MEET THE ACCOMMODATIONS AND THE NEEDS OF THOSE STUDENTS IN THAT CLASSROOM.

I FEEL CONFIDENT IN SAYING THAT.

OKAY, I TRUST THAT YOU HAVE A PLAN FOR THEM WITH THE PARENTS.

AND I KNOW WITH THESE PARTICULAR THINGS THAT PARENTS CAN SELECT TO STAY IN 504 OR IN A GENERAL ED SETTING.

AND SO IF THEY FEEL LIKE THAT'S THE BEST ENVIRONMENT FOR THEIR STUDENT, THEN SO BE IT.

THANK YOU, HEATHER KEMP. SO I APPRECIATE.

THE THOUGHT THAT HAS GONE INTO THIS.

MOLLY, YOU JUST MENTIONED THAT A LOT OF THOUGHTFUL PLANNING.

I KNOW ADMINISTRATION HAS HAS TALKED ABOUT THIS ALL SUMMER LONG.

I DON'T THINK THAT I SPOKE UP LAST JUNE, KIND OF MADE MY OPINION KNOWN TO ADMINISTRATION THAT I DO NOT THINK I'M ALSO WORRIED ABOUT THIS CLASSROOM.

I WENT BACK AND I LOOKED OVER THE LAST THREE YEARS, AND THAT WAS ALL THE INFORMATION THAT I COULD GET.

WE'VE NEVER HAD CLASSES THAT WERE ABOVE 25, AND NOW WE'RE GOING TO JUMP TO 29.

AND NOW WE'RE IN A SPANISH IMMERSION SITUATION.

AND AT THE ELEMENTARY LEVEL, I JUST I AGREE.

I'M VERY CONCERNED ABOUT THIS.

I LISTENED TO FRIDAY'S MEETING AND.

AND AGAIN I CAME THROUGH THAT ADMINISTRATION IS IS TRYING TO MAKE THIS WORK WITH SPACE CONSTRAINTS.

BUT I DIDN'T HEAR THE FAMILIES COME AWAY SATISFIED FROM THE QUESTIONS.

I HEARD THE FAMILIES COME AWAY CONCERNED.

I'VE BEEN THROUGH A SITUATION WHERE WE HAD TOO MANY CLASSROOMS OR WE HAD NOT ENOUGH CLASSROOMS AND THEN WHAT? THREE WEEKS IN WE HAD TO BREAK SOMETHING UP.

AND SO THE BACK UP PLAN AND THAT WAS MY CHILD.

SO IT WAS PERSONAL TO ME AND IT WAS DISRUPTIVE.

AND THAT WAS AT A FIFTH GRADE LEVEL, NOT A FOURTH GRADE LEVEL, AND IT WASN'T A SPANISH IMMERSION LEVEL.

SO AGAIN, I LOOK AT ALL THESE COMPLEXITIES AND I JUST I'LL REITERATE THAT I'M NOT HAPPY.

I'M NOT COMFORTABLE WITH THAT.

I ALSO.

WHEN I LISTEN TO PART OF THE SOLUTION, I SEE 29 STUDENTS, A TEACHER, A TEACHER'S AIDE, PEOPLE POPPING IN AND OUT.

[01:05:04]

AND I THINK IT'S RECOGNIZED FROM ADMINISTRATION BECAUSE, YOU KNOW, AND AGAIN, YOU'RE TRYING TO HELP THESE STUDENTS, BUT YOU'RE DISTRIBUTING THE SPECIALS IN SMALLER GROUPS.

SO I THINK THAT'S CONCERNING TO ME THAT, AGAIN, FOR CHILDREN THAT ARE TEN YEARS OLD.

YOU KNOW, WE'VE JUST GOT A LOT MOVING AROUND, SO I HOPE THAT WE CAN I WANT THIS TO WORK.

AND I KNOW EVERYONE WANTS IT TO WORK, BUT I'M I GO IN NERVOUS JUST LIKE WHAT I HEARD FROM THE PARENTS ON FRIDAY.

THANK YOU. KIM I'M GOING TO READ.

DIANE, WHO COULD NOT BE HERE TONIGHT, EMAILED ME SOME COMMENTS.

THIS IS STANDARD FOR THE BOARD THAT WHEN SOMEONE IS NOT ABLE TO ATTEND, THEY CAN EMAIL, THEY DON'T VOTE, THEY DON'T PARTICIPATE IN THE MEETING IN THAT SENSE, BUT THEY DO SHARE THEIR THOUGHTS. THIS IS FROM DIANE BECAUSE I HAVE EXPRESSED CONCERNS IN PAST MEETINGS ABOUT THE FOURTH GRADE EANES ELEMENTARY CLASS SIZE FOR SPANISH IMMERSION.

I WANTED TO PROVIDE AN UPDATE ON MY POSITION.

FIRST, I AM REASSURED TO HEAR THAT THE NUMEROUS SUPPORTS THAT HAVE BEEN PUT IN PLACE TO HELP SET THIS CLASS UP FOR SUCCESS.

I ALSO FEEL CONFIDENT THAT SAFETY AND SECURITY WILL NOT BE COMPROMISED, PARTICULARLY WITH OUR NEW CAMPUS PEACE OFFICERS IN PLACE.

I APPRECIATE SEEING MORE DETAILED DATA ON THE SPECIAL NEEDS ACROSS THE GRADE AND UNDERSTAND THAT THERE ARE FEWER STUDENTS WITH LEARNING CHALLENGES IN SY.

HOWEVER, I STILL I DO STILL HAVE CONCERN THAT A CLASSROOM WITH 29 STUDENTS WILL BE A CROWDED AND BUSY SPACE.

DISCUSSION IN FRIDAY'S MEETING RECOGNIZED THE IMPORTANCE OF SMALL BREAKOUT GROUPS AND HOW PARENTS CAN SUPPORT THIS EFFORT.

PERHAPS A PORTABLE OR EVEN THE CREATIVE CORRAL COULD BE USED FOR THESE GROUPS RATHER THAN THE CLASSROOM PORCH, WHICH I IMAGINE IS LESS THAN IDEAL IN INCLEMENT WEATHER.

TO CONCLUDE, I AM INTERESTED IN LEARNING WHAT METRICS WILL BE USED FOR ASSESSING HOW WELL THIS CLASSROOM IS OPERATING, BOTH WITH RESPECT TO THE STUDENT AND TEACHER EXPERIENCE. I WAS HAPPY, BUT NOT SURPRISED TO HEAR THAT THE ADMINISTRATION WILL BE KEEPING A CLOSE EYE ON THIS, PARTICULARLY IN THE FIRST QUARTER.

I TRULY BELIEVE THAT EVERYONE WANTS THIS CLASS TO SUCCEED AND WITH INCREASED SUPPORT BY BOTH THE DISTRICT AND PARENTS, I TRUST THAT FOURTH GRADE WILL BE A SUCCESSFUL YEAR FOR THIS COHORT.

ANY OTHER COMMENTS FROM THE BOARD? LAURA? THANK YOU ALL.

YOU ALL HAVE DONE A LOT OF WORK IN PUTTING SUPPORTS INTO PLACE.

I KNOW YOU ALL HAVE PUT A LOT OF THOUGHT INTO IT, AND I APPRECIATE YOU ALL TAKING THE TIME TO MEET WITH THE PARENTS.

I ALSO REALLY APPRECIATE THE PARENTS WHO HAVE EMAILED US AND WHO HAVE, YOU KNOW, SPOKEN AT THIS MEETING AND SOME OF OUR PAST MEETINGS.

AND, YOU KNOW, AS TRUSTEES, WE'RE SITTING HERE AND WE'RE JUST LOOKING AT THESE NUMBERS AND WE'RE HEARING 29.

AND I APPRECIATE THE TRIPLETS WHO ARE BACK THERE TODAY GIVING US A FACE TO THE STUDENTS.

BUT WE DON'T KNOW THESE KIDS.

WE JUST SEE THIS NUMBER AND WE'VE ALL YOU KNOW, WE'VE ALL EITHER TAUGHT OR LED SCOUT TROOPS OR COACHED SOCCER TEAMS OR WHATEVER.

WE'VE ALL WORKED WITH KIDS.

AND SOMETIMES YOU CAN HAVE, YOU KNOW, 25 KIDS AND THEY'RE FIRING ON ALL CYLINDERS AND IT'S GOING AND AND YOU'RE IN YOUR GROOVE.

AND THEN SOMETIMES YOU CAN HAVE A DIFFERENT GROUP AND OF 15 KIDS AND YOU'RE JUST FIGHTING TO STAY ON THE RAILS AND. WITHOUT KNOWING THESE KIDS.

WE HAVE TO TRUST THE PEOPLE ON THE GROUND.

I HAVE TO TRUST THE PEOPLE ON THE GROUND WHO DO KNOW THESE KIDS.

AND WE'RE HEARING FROM THE TEACHERS, WE'RE HEARING FROM LESLIE, WE'RE HEARING FROM THE SCHOOL THAT THEY'VE GOT THIS, THEY CAN DO THIS.

AND ADMIN, Y'ALL HAVE RESPONDED BY SAYING, WELL, I DON'T KNOW IF YOU SAID IT OR NOT, BUT Y'ALL HAVE RESPONDED BY.

WHAT DO YOU NEED? YOU KNOW, LET'S GET THESE SUPPORTS INTO PLACE SO THAT WE CAN MAKE THIS WORK.

WE'VE GOT THE BEST TEACHERS, WE'VE GOT THE BEST STAFF.

WE'RE I LET'S GIVE THIS A TRY AND GIVE IT EVERYTHING WE'VE GOT.

AND YOU KNOW.

MOLLY YEAH. IF THINGS GO SOUTH, THEN I TRUST YOU TOO.

[01:10:06]

SO THAT'S WHERE THAT'S MY HOPE.

LET'S DO IT. AND IF YOU NEED SOMETHING FROM US.

I DON'T SPEAK SPANISH, SO I CAN'T GET IN THE CLASSROOM.

BUT NO, I WANT THIS TO WORK.

I WANT IT. I WANT THESE KIDS TO HAVE THE EDUCATION THAT THEY DESERVE.

SO. THANK YOU, LAURA.

ANY OTHER THOUGHTS? I'LL SHARE A COUPLE OF THOUGHTS REAL QUICK.

I ATTENDED THE NEW TEACHER NEW STAFF MEETING LAST WEEK AND SPOKE TO A ROOM FULL OF EXCITED PEOPLE WHO WERE NEW TO OUR DISTRICT. I WAS EVEN SHOCKED AT THE NUMBER OF PEOPLE WHO RAISED THEIR HAND WHEN DR.

ARNETT ASKED IF ANYONE WAS MOVING FROM OUT OF TOWN.

A LOT OF PEOPLE ARE COMING HERE TO TEACH AT EANES.

DR. ARNETT SHARED A STORY AND I'LL PARAPHRASE AND YOU CORRECT ME IF I GET WAY OFF BASE.

BUT YOU SHARED THE EXPERIENCE OF HIS FIRST YEAR TEACHING FIRST GRADE.

AND FROM WHAT I REMEMBER, YOU SAID YOU HAD 27 STUDENTS IN YOUR CLASS AND I BELIEVE IT WAS 4 OR 5 BOYS.

FIVE BOYS WERE REPEATING.

THE GRADE AND HAD ACCOMMODATIONS VERY HIGH NEEDS.

WHAT I APPRECIATE OUT OF YOU SHARING THAT IS THAT YOU'VE BEEN HERE, YOU'VE BEEN IN A VERY CHALLENGING CLASSROOM YOURSELF.

AND KNOWING YOU AND I'VE KNOWN YOU FOR YEARS.

I HONESTLY DO NOT THINK YOU WOULD SET ANYONE UP FOR FAILURE.

I DO NOT THINK THAT YOU WOULD PUT ANYONE IN A POSITION THAT YOU FELT WAS TOO MUCH FOR THEM TO HANDLE, AND THAT INCLUDES THE STUDENTS AND THE TEACHERS.

AND IN THAT STORY AND RELATING IT TO WHERE WE ARE TODAY, I SINCERELY BELIEVE THAT IF YOU THOUGHT THIS WAS GOING TO BE TOO MUCH FOR THE TEACHER OR TOO MUCH FOR THE STUDENTS THAT YOU WOULD WE WOULDN'T EVEN BE HAVING THIS CONVERSATION.

YOU WOULD HAVE STEPPED IN ALREADY.

I HONESTLY BELIEVE THAT AND I APPRECIATE THAT.

PERSONALLY. I HAVE TWO SONS WHO HAVE GRADUATED OUT OF HIGH SCHOOL NOW.

I HAVE OLDER KIDS.

I CAN REMEMBER AT LEAST HALF A DOZEN TIMES THROUGH THEIR TIME AT EANES THAT I WAS FOR SURE THAT THEY WERE BEING SET UP FOR FAILURE.

I, THE TEACHER THAT THE HOMEROOM THEY WERE IN WAS THE ABSOLUTE WORST TEACHER IN THAT GRADE, AND THEY WERE GOING TO FAIL AND RUIN THEIR LIVES AND IT WAS NEVER GOING TO WORK OUT. SO I AND I'M NOT MAKING FUN OF THE PARENTS WHO ARE CONCERNED.

I HAVE FELT THAT.

I UNDERSTAND THAT.

AND I'VE LIVED THROUGH IT.

AND I HAVE A ROCKET SCIENTIST.

I LITERALLY HAVE AN AEROSPACE ENGINEER WHO WORKS ON THE ARTEMIS ROCKET.

I HAVE ANOTHER ONE WHO'S WORKING THROUGH HIS BIOMEDICAL ENGINEERING DEGREE AT PURDUE.

MY POINT IS.

YOU HAVE TO TRUST THE SYSTEM.

WE HAVE TO TRUST THE PROFESSIONALS HERE.

AND WE HAVE PROFESSIONALS WHO'VE BEEN THROUGH THIS AND KNOW WHAT'S BEST FOR OUR STUDENTS.

AND I GENUINELY BELIEVE THAT.

I ALSO GENUINELY BELIEVE THAT THE MOMENT THAT SOMETHING COMES UP THAT POINTS TO A POTENTIAL FAILURE OR KIDS FALLING BEHIND, THAT YOU WILL STEP IN IMMEDIATELY AND NOT ALLOW THAT TO HAPPEN. AND I COUNT ON THAT.

AND I SUPPORT THE ADMINISTRATION IN MOVING FORWARD WITH THIS PLAN BECAUSE OF THE SUPPORTS THAT HAVE BEEN PUT IN PLACE BECAUSE OF THE PLAN YOU HAVE.

AND I APPRECIATE THAT YOU HAVE GIVEN THOUGHT TO THE BACKUP PLAN.

I KNOW YOU DON'T HAVE THAT FINALIZED.

THAT'S OKAY. WE DON'T HAVE TO HAVE I DON'T WAIT FOR ALL THE STREETLIGHTS TO TURN GREEN BEFORE I LEAVE MY HOUSE ON A JOURNEY.

I START DOWN THE ROAD AND WHEN I HIT A RED LIGHT, I STOP.

AND THEN I MOVE ON AND WE WILL DO THE SAME.

AND I APPRECIATE THE EFFORT THAT HAS BEEN PUT INTO THIS A WHOLE SUMMER WORTH OF THINKING AND WORK, AND I'M LOOKING FORWARD TO HEARING ABOUT THE SUCCESS OF THIS CLASS. THANK YOU.

AND I'LL JUST REITERATE OUR PERSONAL COMMITMENT TO THE SUCCESS OF THE CHILDREN AND THE TEACHERS WHO ARE IN THIS CLASS.

THERE PROBABLY WILL BE MORE EYES ON THIS CLASSROOM AND MORE SUPPORTS FOR THESE 29 STUDENTS THAN WE HAVE ON ANY OTHER CLASS IN THE DISTRICT.

WE'VE SPENT HUNDREDS OF HOURS THIS SUMMER TALKING ABOUT ALL THE SUPPORTS THAT WE CAN PUT IN PLACE.

SO WE WANT TO UNDERSCORE THAT THIS EVENING.

SO WITH THAT, I WANT JEREMY TO RETURN TO HIS PRESENTATION BECAUSE HE STILL HAS A CONVERSATION WITH YOU ABOUT TRANSFER DATA.

SO SLIGHT DETOUR, BUT IT'S AN IMPORTANT CONVERSATION TO DISCUSS AND I THINK IT'S PERTINENT TO THE CONVERSATION AROUND ENROLLMENT.

[01:15:02]

AND THIS IS JUST KIND OF A DIFFERENT WAY OF PRESENTING THAT.

SO THERE'S A LOT OF DATA HERE.

THIS IS BROKEN OUT BY CAMPUS.

AND THEN IN THE CENTER OF THE SCREEN, YOU'LL SEE WHAT OUR DISTRICT TOTALS ARE WITH THAT PRELIMINARY ENROLLMENT FOR THIS UPCOMING SCHOOL YEAR, YOU'LL SEE A COUPLE OF COLORED COLUMNS FOR EACH OF THOSE CAMPUSES.

YOUR BLUE COLUMNS ARE YOUR EMPLOYEES, BOTH IN TRADITIONAL AND IN SPANISH IMMERSION.

IN THE CENTER, YOU'LL SEE THE TWO YELLOW COLUMNS.

THOSE ARE ALL OF OUR OTHER ADDED DISTRICT TRANSFERS, BOTH ON THE TRADITIONAL SIDE AND IN SPANISH IMMERSION.

AND THEN YOU'LL SEE AT THE BOTTOM JUST A TOTAL A PERCENTAGE OF THAT CAMPUSES TOTAL ENROLLMENT.

THIS IS IMPORTANT JUST BECAUSE THERE ARE DIFFERENCES BETWEEN OUR CAMPUSES.

THEY'RE ALL A LITTLE BIT DIFFERENT.

YOU'LL SEE ONE OF OUR HIGHEST CEDAR CREEK, 13% OF THAT CAMPUS IS TOTAL ENROLLMENT ARE OUT OF DISTRICT TRANSFERS.

AND SO IT'S SOMETHING INTERESTING TO KNOW A LITTLE BIT ABOUT THE CULTURE OF EACH ONE OF OUR OUR ELEMENTARY CAMPUSES.

AND THEN ALSO YOU'LL SEE OUR SECONDARIES.

AND SURPRISINGLY, ALL OF OUR SECONDARIES ARE RIGHT.

ABOUT 6% OF THEIR TOTAL ENROLLMENT ARE ALL THOSE OTHER OUT OF DISTRICT TRANSFERS.

AND THOSE ARE REALLY THE TRANSFERS THAT WE TALK ABOUT THE MOST.

BUT WE WANTED TO IDENTIFY THE EMPLOYEE TRANSFERS.

THOSE ARE NEW KIDS AND THAT DON'T RESIDE WITHIN OUR BOUNDARY THAT WE WANT TO IDENTIFY AS WELL.

SO THIS IS OUR DISTRICT TOTAL.

THIS IS NOT JUST NEW TRANSFERS.

THIS IS TOTAL TRANSFERS, BOTH NEW AND RETURNING.

SO YOU'LL SEE BASED ON THE NUMBERS WE PRESENT TONIGHT, THAT THERE ARE 752 TOTAL TRANSFERS, WHICH EQUATES TO JUST UNDER 10% OF OUR TOTAL DISTRICT ENROLLMENT.

INCLUDING EMPLOYEE KITS.

YES. NO INTRA ENTRA NO.

SO THAT THAT CATEGORY OF TRANSFER IS NOT INCLUDED IN THESE.

THESE ARE JUST STUDENTS OUTSIDE OF OUR RESIDENT STUDENTS.

INCLUDING THE TOTAL ENROLLMENT.

CORRECT? YEP.

YEAH. SO THAT'S AN ENTIRE NOTHER CATEGORY THAT YOU SAW ABOUT 185.

JEREMY, IF YOU DON'T MIND, IF I COULD JUST SAY SOMETHING.

YOU KNOW, WE'VE HAD MANY CONVERSATIONS ABOUT HOW WE LOOK AT TRANSFER CHILDREN OF OUR EMPLOYEES, AND WE KNOW THAT WE CONSIDER THEM TO BE RESIDENTS.

YOU KNOW, WE VIEW THEM WITH THAT SAME ACCESS AND PRIVILEGE BECAUSE THEY ARE CHILDREN OF OUR EMPLOYEES.

THE REASON WHY WE'VE REPRESENTED THEM HERE IS BECAUSE ESPECIALLY AS WE'VE HAD INCREASING CONVERSATIONS ABOUT RECRUITMENT AND RETENTION, WE RECOGNIZE MORE AND MORE THAT THE TRANSFER ACCESS THAT OUR EMPLOYEE CHILDREN HAVE IS A RECRUITMENT AND RETENTION TOOL.

SO WE WANT TO UNDERSTAND THAT DATA.

WE HOPE THE BOARD APPRECIATES THAT BECAUSE IT CERTAINLY IS AN ATTRACTION TO OUR DISTRICT FOR MANY OF OUR EMPLOYEES.

SO THAT'S THE REASON WHY THEY'RE REPRESENTED HERE TONIGHT.

BUT THAT'S ALSO THE REASON WHY JEREMY HAS DISTINGUISHED THE COLORS, BECAUSE WE CONSIDER THEM TO BE AS IF THEY WERE RESIDENT STUDENTS.

AND IT'S A SIGNIFICANT NUMBER AS WELL.

HEATHER. THEN ALREADY BROUGHT THIS UP, BUT I WOULD BE INTERESTED IN SEEING THE INTRA DISTRICT TRANSFERS ALSO.

I MEAN, I KNOW IT'S STILL THERE STILL ARE KIDS, BUT JUST TO SEE WHERE THEY ARE.

RIGHT. OKAY. BUT INTEREST ME AND TO PUT A FINER REQUEST ON THAT, I THINK IT WOULD BE INTERESTING TO SEE FROM AND TO RIGHT COMING OUT OF ONE SCHOOL AND GOING TO.

YEAH.

SEAMLESS QUESTION.

WHEN A TRANSFER AND I JUST DON'T KNOW.

I JUST. I WASN'T A TRANSFER.

DO THEY APPLY FOR A SPECIFIC SCHOOL? OBVIOUSLY HIGH SCHOOL BECAUSE THERE'S ONLY ONE.

BUT YEAH, THOSE ARE SIMPLE.

BUT WE STILL HAVE INTERDISTRICT TRANSFERS FOR MIDDLE SCHOOL.

SO WHEN THERE IS AN APPLICATION AND AT A DISTRICT WE HAVE, THERE ARE THREE CHOICES.

AND SO SOME APPLICATIONS SAY CREEK, BARTON CREEK, BARTON CREEK, RIGHT.

THEY WANT TO GO BARTON CREEK, OTHERS WILL KIND OF GIVE A PRIORITY.

AND SO WE EVALUATE THEM BASED ON THAT FIRST PRIORITY.

IF THAT DOESN'T WORK OUT, THEN WE GO AND EVALUATE THEM ON THEIR SECOND AND THIRD PRIORITY.

SO WE GIVE UP TO THREE DIFFERENT CAMPUS PRIORITIES.

AND THEN A TRANSFER IS OFFERED.

THEY MAY BE OFFERED THEIR THIRD CHOICE, SO TO SPEAK.

BUT CORRECT.

YES. BASED ON AND YOUR AGAIN, BASIC QUESTION, YOUR.

FIND A HIT IDEAL CLASS SIZES AND SUCH BY YEAH CORRECT WHILE ALSO ALLOWING FOR NEW RESIDENT STUDENTS AS WELL.

[01:20:02]

OKAY, LAST SLIDE.

THIS YOU SAW THIS LAST TIME.

THIS IS JUST UPDATED THAT WE HAD 337 TOTAL NEW TRANSFER APPLICATIONS.

THAT'S UP QUITE A BIT FROM LAST YEAR, ABOUT 80.

AND THEN 57% OF THOSE WERE APPROVED.

SO MORE APPLICATIONS AND A HIGHER PERCENTAGE OF THOSE WERE APPROVED.

YOU'LL SEE THAT THAT'S 57%.

SO THERE'S ANOTHER 43% THAT WEREN'T APPROVED.

AND THERE'S SO MANY VARIABLES THAT WE LOOK AT A LOT OF DATA THAT WE LOOK AT WHEN IT COMES TO TRANSFER.

SO THERE'S A LOT OF DIFFERENT VARIABLES THAT WE LOOK AT FOR APPROVAL.

ELLEN, WE'VE GOTTEN SEVERAL EMAILS FROM FAMILIES THAT WERE NOT APPROVED OR ONE CHILD WAS APPROVED AND THE OTHERS WERE NOT.

DID THAT HAPPEN MORE FREQUENTLY THIS YEAR OR THAN NORMAL, OR HAVE WE JUST NOT HEARD FROM PEOPLE BEFORE? AND IT HAPPENED AT A KIND OF A NORMAL RATE, LIKE A LIKE A SPLIT DECISION TO TO SOME DEGREE OR NO, A TRANSFER NOT BEING.

UM, IT'S. THERE WERE SOME OUT OF DISTRICT AS WELL AS INTRA.

YEAH, I WOULD SAY IT ALL DEPENDS.

AND YOU CAN SEE THAT THERE'S NUMBERS.

THERE'S SIGNIFICANT. WE CAN'T APPROVE EVERYONE JUST BECOME BECAUSE OF DIFFERENT VARIABLES.

SO I COULDN'T TELL YOU ANYTHING REALLY CHANGED.

YOU KNOW, WE TRY TO COMMUNICATE AS SOON AS WE CAN, WE TRY TO ALLOW TO SOME OF THE CLARITY AND SOME OF THOSE AS WELL.

AND THERE'S LITERALLY SOME CLASSES THAT WE JUST DO NOT HAVE ROOM AT ALL.

AND SO THAT'S VERY CHALLENGING.

BUT THEY DON'T KNOW THAT BEFORE THEY BEFORE THEY APPLY.

AND SO I WOULD SAY NOTHING REALLY DIFFERENT.

WE TRIED TO COMMUNICATE.

WE DID COMMUNICATE EVEN EARLIER THIS YEAR TO THOSE DENIALS.

WHY? BECAUSE WE WANT THOSE FAMILIES TO UNDERSTAND WHAT THAT DECISION IS AND SO THEY CAN MAKE OTHER PLANS TO ATTEND THEIR HOME SCHOOL.

SO I COULDN'T TELL YOU A WHOLE LOT CHANGED YEAR OVER YEAR.

IS THE FACULTY OR EMPLOYEE CHILDREN TOTAL HIGHER THIS YEAR THAN IT WAS LAST YEAR. I WANT TO SAY YES.

I DON'T KNOW THE NUMBER.

I KNOW IT IS HIGHER, BUT YEAH, I DO KNOW IT'S HIGHER.

I'M NOT SURE EXACTLY WHAT THAT DELTA IS THOUGH.

AND THAT'S ANOTHER.

IF WE HIRE A TEACHER, THERE'S ANOTHER WAY THAT THE TOTAL STUDENT POPULATION COULD CHANGE.

IF YOU'RE STILL FILLING POSITIONS, YOU MAY END UP WITH SOME MORE TEACHER CHILDREN.

OKAY. ANY OTHER QUESTIONS? BOARD. OH, YOU CAN MOVE TO YOUR Q AND A SLIDE AND THEN I'LL ASK ENTERTAIN ANY QUESTIONS THAT YOU MAY HAVE.

I DON'T THINK SO. I THINK THAT'S IT.

OKAY. THANK YOU.

THANK YOU, JEREMY.

SO AS WE MOVE INTO THE NEXT SECTION, I JUST WANTED TO REMIND THE BOARD OR MAYBE HOPEFULLY YOU'VE HEARD WE'RE GOING TO TRY OUT A CHANGE IN OUR BOARD

[8.1 Request for Approval of the 2023-24 Student Code of Conduct]

AND I WELCOME YOUR FEEDBACK, BUT WE'LL INVITE AUDREY UP AND WE'LL TALK ABOUT THE STUDENT CODE OF CONDUCT AND ASK ALL OF YOUR QUESTIONS.

LET'S TALK THROUGH THAT.

AND THEN IF WE ARE READY TO VOTE, WE'LL VOTE IMMEDIATELY AND THEN WE'LL MOVE ON TO THE TO WAIVERS.

IF THERE'S ANY DISCUSSION WITH MOLLY ON THAT.

AND THEN WE'LL VOTE AND THEN WE'LL MOVE ON TO DISTRICT RENOVATION.

SO THAT'S THE GOAL WITH THIS, IS THAT IT DOESN'T APPLY TO AUDREY BUT OR MOLLY, BUT SOMEONE WHO'S PRESENTING TO US ON A SPECIFIC TOPIC COULD LEAVE AFTER THEY DISCUSS WITH US.

SO I'M THINKING OF STAFF THAT MAY WANT TO GET HOME TO THEIR FAMILIES A LITTLE BIT EARLIER, WHEREAS TRADITIONALLY WE HAD HELD ALL OF OUR VOTES TO THE VERY END.

SO WE'RE GOING TO TRY THIS OUT.

I APPRECIATE THE FEEDBACK.

SO WE'LL START WITH AUDREY.

WHAT'S TAKING YOU SO LONG TO GET UP HERE, BY THE WAY? WELCOME, AUDREY. YOUR FIRST OFFICIAL BOARD MEETING AS OUR NEW IN-HOUSE COUNSEL.

THANK YOU VERY MUCH FOR BEING HERE.

THANK YOU. I'M HAPPY TO BE HERE.

WHO IN YOUR PACKETS YOU SHOULD HAVE THE RED LINE.

THE PROPOSED RED LINE EDITS THAT TRULY JUST FOLLOW LARGELY LEGISLATIVE UPDATES.

YEAH. SO WE'VE HAD A CHANCE TO READ THIS OVER.

IT WAS PROVIDED FOR US BEFORE THE MEETING.

TRUSTEES, DO YOU HAVE QUESTIONS? YES. KIM, PLEASE.

I DO. FIRST, AUDREY.

THANK. THANK YOU.

AND WELCOME. YOUR FIRST MEETING.

[01:25:01]

I HOPE IT'S NOT A TRICK QUESTION.

THIS ISN'T ON ANY OF YOUR CHANGES.

BUT I WAS READING THIS AND I KNOW I'VE READ IT BEFORE, BUT AS I WAS READING IT OVER THE WEEKEND, YOU KNOW, I LOOK AT OUR.

THE TYPES OF DISCIPLINE.

AND THERE'S IN SCHOOL DISCIPLINE, THERE'S OUT OF SCHOOL DISCIPLINE AND THERE'S DEEP.

AND THE DEEP ARE DELINEATED ON WHAT WHAT FALLS INTO THAT CATEGORY.

BUT THEN IN THE SECTION IT TALKS ABOUT THE IS THE IN SCHOOL SUSPENSION AND IT SAYS THERE ARE CERTAIN IS.

UM. CATEGORIES.

AND I NEVER COULD FIND THOSE.

SO I KNOW YOU'RE NEW, AND I KNOW THAT, AGAIN, THIS ISN'T A TRICK QUESTION.

AND I JUST WONDERED IF YOU KNEW OFFHAND OR DR.

ARNETT, IF YOU KNOW HOW SOMEONE.

DETERMINES WHAT CATEGORY THIS FALLS INTO BECAUSE I WASN'T SURE WHEN I WAS READING IT AGAIN PROBABLY FOR THE THIRD TIME.

I DON'T KNOW WHAT THOSE CATEGORIES ARE.

CERTAINLY THEY WOULD BE MUCH LESS OFFENSIVE THAN WHAT WOULD SEND A STUDENT TO DEEP.

BUT I DON'T KNOW OFF THE TOP OF MY HEAD WHAT THE CATEGORIES WOULD BE.

BUT WE CAN FIND OUT UNLESS.

AUDREY, IF YOU HAVE SOME INSIGHT, I DON'T KNOW, OFF THE TOP OF MY HEAD, BUT BECAUSE I LOOKED OVER THE THE UPDATES AND THE RED LINES AND SO ONE OF THE SPEAKING OFF THE CUFF, ONE OF THE UPDATES IN THE LAW THAT HAS KIND OF UPGRADED POSSESSION OF AN E-CIGARETTE. RIGHT.

THAT USED TO PROBABLY BE AN ISIS PLACEMENT, I WOULD THINK, AND A LOT OF CAMPUSES AND NOW IT'S BEING BUMPED UP TO DATE.

SO YEAH, GENERALLY IS THESE LESS OFFENSIVE DISCIPLINARY INFRACTIONS AND SOMETIMES IT'S BASED ON COUNTS.

OKAY. AND THIS DOESN'T AFFECT THE WAY I'M TRYING NOT TO INFLUENCE ANYTHING AND I'M NOT TRYING TO THROW ANYONE OFF.

I WAS JUST CURIOUS IN LOOKING AT IT BECAUSE OF THE WAY THAT IT WAS WORDED AND AGAIN, IT'S MY FAILING AND UNDERSTANDING.

IT'S NOT THAT IT'S WE CAN CERTAINLY FIND OUT FOR YOU.

THANK YOU. MAYBE I'M MISSING THIS, BUT ON PAGE 24, I BELIEVE IT SAYS REASONS FOR MANDATORY DAP PLACEMENT.

BUT I THINK YOU'RE SAYING THAT'S DELINEATED OUT.

BUT THEN WHEN YOU TALK ABOUT REASONS FOR ISIS OR REASONS FOR OAS, IT DOESN'T TALK ABOUT THOSE.

AND WHAT WAS CONFUSING TO ME.

GOTCHA. I'M ASSUMING THERE'S LESSER.

I'M HEATHER. UH, GOOGLE TELLS ME THAT IT IS BEING DELIBERATELY DISOBEDIENT OR DISORDERLY, BEING VIOLENT, HAVING A GUN OR DANGEROUS WEAPON, WHICH I FEEL LIKE THAT COULD BE A DEEP, UH, HURTING OR THREATENING TO HURT SOMEONE WITH A DANGEROUS WEAPON, HAVING DRUGS ALSO NOW, OTHERWISE VIOLATING A SCHOOL'S CODE OF CONDUCT.

YEAH, I AGREE.

ANYWAY, I JUST THOUGHT THAT WAS IF I'M NOT CLEAR ON IT AND I'VE HAD TO READ IT A COUPLE OF TIMES, IT'S WORTH CLARIFYING.

MAYBE WE SHOULD CLARIFY IT DOWN THE ROAD.

BUT IT WOULDN'T PREVENT MOVING FORWARD WITH.

NOT AT ALL. OKAY. BUT ISN'T A PLACEMENT FOR LIKE A LONG TIME AND IS JUST A QUICK LIKE WE'LL FIND TEMPORARY.

YEAH, WE'LL FIND OUT.

TRADITIONALLY. YES. THANK YOU.

I DIDN'T MEAN. OH NO.

YOU'RE TO TAKE A TAKE A SHARP CURVE ON THIS.

THAT'S FINE. IT'S FAIR.

LAURA. THANK YOU. YEAH. ES SS AND DP ARE ALL SEPARATE.

AND I WELCOME.

I HAVE A COUPLE OF QUESTIONS ON THIS.

ONE IS ONE OF THE NEW REQUIREMENTS FROM HOUSE BILL 3928 AND IT'S I THINK IT'S ON THE.

LET ME SEE WHAT PAGE THIS IS.

OH, IT'S ACTUALLY IN YOUR MEMO.

ITEM NUMBER FIVE, WHERE IT'S TALKING ABOUT THE PLACEMENT ORDER, AND IT SAYS THAT A STUDENT'S PARENT THAT WE HAVE TO PROVIDE INFORMATION TO A STUDENT'S PARENT ABOUT THE PROCESS OF REQUESTING AN FYI.

I THINK THAT'S REALLY INTERESTING.

I WOULD LOVE TO SEE MAYBE AT THE END OF THE YEAR IF WE HAD KIDS GO INTO DEEP, IF ANY OF THEM REQUESTED THE FIA AND IF ANY OF THEM QUALIFIED FOR FOR SERVICES.

I THOUGHT THAT WAS A VERY INTERESTING LITTLE BIT OF THAT BILL THAT I WASN'T AWARE OF.

MOLLY, THAT'S. I THINK THAT'S.

YOU ARE THE TWO OF YOU THERE? SORRY, I HAD A COUPLE.

LET ME JUST.

[01:30:01]

UM. QUESTIONS.

AND SORRY THIS I KNOW THIS FEELS IN THE WEEDS, BUT WE ARE PROVING THIS.

SO ON PAGE EIGHT OF THE STUDENT CODE OF CONDUCT, IT TALKS ABOUT AUTHORITY.

AND IT SAYS THAT THE DISTRICT HAS GENERAL DISCIPLINARY AUTHORITY AT THE FOLLOWING TIMES, AND ONE OF THEM IS AS APPROVED, AN EXTRACURRICULAR OR ORGANIZATION, HANDBOOKS, BYLAWS AND CONSTITUTIONS.

DO OUR ORGANIZATIONS HAVE THOSE? AND REALLY, I GUESS THE BIG QUESTION IS.

I ASSUME THAT THE DISTRICT'S AUTHORITY SUPERSEDES AND THE DISTRICT'S STUDENT CODE.

STUDENT CODE OF CONDUCT SUPERSEDES ANYTHING THAT THE ORGANIZATION WOULD HAVE.

DOES THAT MAKE SENSE? YES.

SO I THINK ONE OF A GOOD EXAMPLE OF THIS IS MAYBE LIKE U-I-L SPORTS VERSUS NON U-I-L SPORTS.

AND SO THAT'S IT'S A GOOD SEPARATION OF WHEN YOU HAVE A CLUB ACTIVITY VERSUS SOMETHING THAT THE DISTRICT, IF YOU'RE TRAVELING ON AN OVERNIGHT TRIP, WOULD BE ABLE TO EXERCISE DISCIPLINARY AUTHORITY FOR SOMETHING THAT HAPPENED ON A SCHOOL SPONSORED ACTIVITY THAT'S RELATED TO.

OKAY. THAT IS MORE CORRECT.

OKAY. YEAH. ELIMINATING IT IS.

OKAY? CORRECT.

HAVE ALSO A ONE OF THE CHANGES WAS.

IN REGARDS TO THE PEACE OFFICER AND SECURITY OFFICER OR SCHOOL RESOURCE OFFICER, AND WE HAD SRO AND IT WAS CHANGED TO SCHOOL RESOURCE OFFICER.

IS THAT SORT OF A GENERIC TERM THAT WE WILL LEAVE AND ONCE WE PHASE OUT THAT RELATIONSHIP WITH TRAVIS COUNTY OR WILL I'M SORRY, THAT'S THE REVERSE.

IS IT A GENERIC TERM THAT WILL? THAT WILL STAY IN PLACE OR IS THAT MORE SPECIFIC TO OUR RELATIONSHIP WITH TRAVIS COUNTY? AND WE WILL PHASE THAT OUT.

WE THINK IT'S SOMETHING YOU WOULD PROBABLY PHASE OUT.

I DON'T THINK THERE'S HARM IN INCLUDING IT SHOULD YOU NEED TO CONTRACT WITH TRAVIS COUNTY TO HAVE SROS COME ON CAMPUS FOR WHATEVER UNFORESEEABLE REASON MAY EXIST.

OKAY. THANK YOU.

LAST QUESTION, I PROMISE.

AND I ALWAYS READ THESE AND I ALWAYS HAVE QUESTIONS ON THESE JUST FOR OUR MORNING.

CHRISTIE. WE'VE GOT THE ACADEMIC DISHONESTY.

AND I THINK THIS MIGHT BE YOU.

IT SAYS.

UH, OR ANY USE OF ARTIFICIAL INTELLIGENCE OR COMPUTER GENERATED WORK IN VIOLATION OF DISTRICT OR CAMPUS RULES.

IF WE APPROVED CAMPUS RULES FOR OR DO WE HAVE CAMPUS RULES REGARDING I YEAH, THAT HAS BEEN DISCUSSED EXTENSIVELY, PARTICULARLY WITH THE HIGH SCHOOL STAFF THIS SUMMER AND THEY'VE COME UP WITH THEIR GUIDELINES AND THEIR PRACTICES FOR WHEN IT'S ACCEPTABLE OR NOT ACCEPTABLE TO USE ARTIFICIAL INTELLIGENCE IN COMPLETING ASSIGNMENTS.

MOLLY, ANYTHING ELSE YOU WANT TO ADD TO THAT FROM AN INSTRUCTIONAL STANDPOINT? ESSENTIALLY WHAT WE DID WAS IT'S UP TO EACH INDIVIDUAL TEACHER OF HOW THEY'LL USE AI.

WE JUST TOLD THEM THAT THEY NEED TO BE VERY EXPLICIT AND IT NEEDS TO BE IN WRITING.

SO YOU MAY HAVE A TEACHER IN THEIR SYLLABUS WHO SAYS, YOU KNOW, YOU CANNOT USE AI FOR ANY ASSIGNMENT IN MY CLASS ALL YEAR.

BUT A TEACHER MAY SAY YOU CAN USE AI ON THIS ASSIGNMENT FOR IDEA GENERATION OR YOU CAN USE IT.

ONCE YOU'VE DONE YOUR FINAL DRAFT, YOU CAN PUT IT IN CHATGPT FOR EDITING PURPOSES.

SO WE'VE REALLY LEFT IT VERY WIDE OPEN, BUT JUST TOLD THE TEACHERS IN ORDER FOR THE STUDENTS TO UNDERSTAND WHAT THE EXPECTATION IS, WE NEED TO JUST MAKE SURE THAT THAT'S IN WRITING AND THEY CAN THEY CAN CHANGE THE EXPECTATION FROM ASSIGNMENT TO ASSIGNMENT AS LONG AS THE STUDENTS ARE REALLY CLEAR ON WHAT IS AND WHAT ISN'T ALLOWED.

JUST AS THIS IS EVOLVING AND WE'RE TRYING TO FIGURE THAT OUT.

OKAY. AND DO WE HAVE THAT IN WRITING? DO WE WILL BE IN THE STUDENT HANDBOOK? PERFECT. AND ALL THE TEACHERS ARE GETTING TRAINED ON IT.

THIS WEEK AND THEY'LL TALK TO THEIR STUDENTS ABOUT IT.

BUT YES, IT'LL BE IN THE STUDENT HANDBOOK.

PERFECT. OKAY. THANK YOU SO MUCH.

THAT'S IT. THANK YOU.

THANK YOU. LAURA, ANY OTHER TRUSTEES? REACHING FOR A MICROPHONE. DO YOU HAVE A.

[01:35:02]

REAL QUICK? I HAVE 1 OR 2 MYSELF.

UNDER REASONS FOR MANDATORY DAP PLACEMENT.

THE I BELIEVE IT'S LAW THAT MAKES US ADD CELLS GIVES DELIVERS TO ANOTHER PERSON OR POSSESSES AN E-CIGARETTE.

MY THINKING HERE IS HOW DO WE ENSURE THAT THE STUDENTS ARE AWARE OF THAT? I MEAN, WE CAN SAY, WELL, THEY CLICK THE BUTTON AND AGREED TO THE STUDENT CODE OF CONDUCT, BUT I MEAN, REALLY MAKING SURE THAT STUDENTS ARE AWARE OF THAT CHANGE, I THINK, IS VERY IMPORTANT BECAUSE THAT.

YOU COULD SEE A KID HANDING ANOTHER KID AN E-CIGARETTE AND NOT REALIZING THAT THEY'VE JUST DONE SOMETHING THAT WILL GET THEM IF THEY'RE CAUGHT.

WHAT? HOW DO WE NORMALLY.

YES, MOLLY. YAY! JUST BECAUSE AUDREY'S ONLY BEEN HERE, LIKE, THREE DAYS.

SO WE'VE TALKED TO THE PRINCIPALS.

THE MIDDLE SCHOOL AND HIGH SCHOOL PRINCIPAL ESPECIALLY, HAVE REACHED OUT ABOUT THAT.

THEY'RE GOING TO DO TRAINING WITH THEIR STUDENTS, AND WE'RE GOING TO BE PUTTING THIS IN NEWSLETTERS, TRYING TO LET THE PARENTS KNOW, TOO, BECAUSE WE DON'T WANT THIS TO BE A SURPRISE. LAST YEAR I DID ASK FOR SOME DATA LAST YEAR AT THE MIDDLE SCHOOLS ON EACH MIDDLE SCHOOL CAMPUS, WE HAD LESS THAN FIVE STUDENTS THAT. WERE CAUGHT WITH VAPING OR SOME TYPE OF E-CIGARETTE.

THE HIGH SCHOOL WAS A HIGHER NUMBER.

I DIDN'T GET AN EXACT NUMBER FROM THEM, BUT THEY'RE CONCERNED AND THEY WANT TO MAKE SURE THAT THE STUDENTS AND THE PARENTS KNOW.

SO WE'LL BE DOING SOME COMMUNICATION AROUND THIS TO LET EVERYBODY KNOW, BECAUSE I THINK BEFORE WHEN YOU GUYS TALKED EARLIER ABOUT ISIS AND OZ, THAT WAS DEFINITELY AN ISIS TYPE OF INFRACTION AND NOW GOING TO AP, THAT'S DEFINITELY, YOU KNOW, VERY MUCH MORE SIGNIFICANT IMPACT.

THANK YOU, MOLLY. SO, SO GLAD YOU HAD THE ANSWER THERE.

THE LAST THING THAT I WAS GOING TO SUGGEST IS MAYBE IN DEFINITIONS BETWEEN ARMOR PIERCING AMMUNITION AND ASSAULT, WE COULD ADD A DEFINITION FOR ARTIFICIAL INTELLIGENCE.

IF ANYBODY KNOWS WHAT IT IS OR HOW TO PUT A DEFINITION ON IT.

BUT WE REFERENCE THAT.

AND I YOU KNOW, SOME OF US, IT MAY BE SOMETHING THAT WE COULD USE A DEFINITION FOR SURE.

THAT'S ALL I HAD.

DO I HAVE A MOTION THEN? I'M SORRY. ANY OTHER QUESTIONS? DO I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE 2023-24 STUDENT CODE OF CONDUCT AS PRESENTED.

I HAVE A MOTION FROM ELLEN AND A SECOND FROM JEN.

ANY DISCUSSION? OKAY.

ALL THOSE IN FAVOR SAY AYE? AYE. NO.

OPPOSED. SO THE MOTION PASSES.

THANK YOU VERY MUCH, AUDREY.

NEXT TOPIC IS THE APPROVAL OF T WAIVERS.

[8.2 Request for Approval of TEA Waivers Related to Homebound Services and Staff Development]

I DON'T HAVE ANY SLIDES OR ANYTHING, BUT THESE ARE WAIVERS THAT YOU GUYS HAVE APPROVED IN THE PAST.

AND SO THERE'S TWO WAIVERS.

THERE'S ONE AROUND PROFESSIONAL DEVELOPMENT MINUTES, WHICH JUST ALLOWS US TO, IN LIEU OF 2100 INSTRUCTIONAL MINUTES, IT ALLOWS US TO DO TEACHER TRAINING.

AND THEN THE OTHER ONE IS OUR REMOTE HOME-BOUND WAIVER, WHICH ALLOWS US TO RECEIVE FULL ADA FOR THOSE STUDENTS.

IF WE DO REMOTE HOMEBOUND INSTRUCTION AND WE HAVE TO REQUEST A WAIVER FOR THAT.

AND IT'S VERY BENEFICIAL.

WE HAD A LOT OF STUDENTS WHO REALLY DID BETTER AT HOME BEING ABLE TO ZOOM ONE ON ONE WITH THEIR WITH THEIR TEACHER.

IT'S NOT CONCURRENT LEARNING.

THAT WAS A HORRIBLE COVID TERM.

IT IS REALLY JUST YOUR ONE ON ONE AFTER SCHOOL WITH YOUR HOMEBOUND TEACHER.

SO THOSE ARE THOSE TWO WAIVERS.

THANK YOU. ANY QUESTIONS FROM THE BOARD? YES. MOLLY, OUT OF CURIOSITY, HOW MANY HOMEBOUND STUDENTS DO WE HAVE IN A TYPICAL YEAR? YOU KNOW, IT REALLY CHANGED OR DEPENDS.

A YEAR AFTER COVID, WE HAD MANY I WOULD SAY LAST YEAR WE HAD ABOUT PROBABLY 20.

BUT, YOU KNOW, OFF AND ON.

SO FOR THE WHOLE YEAR.

BUT THEY DON'T ALL STAY ON THE WHOLE YEAR.

SOME DO.

BUT I WOULD SAY AROUND 20 IS USUALLY KIND OF A TYPICAL YEAR.

ANY OTHER QUESTIONS? OKAY.

DO I HAVE A MOTION? HOW ABOUT HEATHER THIS TIME? I MOVE THAT THE BOARD APPROVES THE 2023, 2024 WAIVERS FOR STAFF DEVELOPMENT MINUTES AND HOMEBOUND REMOTE INSTRUCTION.

I HAVE A MOTION BY HEATHER AND A SECOND BY LAURA.

ANY DISCUSSION? OKAY. ALL THOSE IN FAVOR SAY AYE? AYE. ANY OPPOSED? THANK YOU. THE MOTION CARRIES.

NEXT, WE WILL MOVE TO DISTRICT OF INNOVATION.

[8.3 Request for Approval of District of Innovation Implementation Related to Local Certification of Select Employees ]

[01:40:05]

SORRY. SO AS YOU KNOW, OUR DISTRICT OF INNOVATION ALLOWS FOR US TO USE CERTIFICATION AS A PIECE IN ORDER TO CERTIFY OUR TEACHERS IF THEY COME TO US AND THEY DO NOT HAVE A TEXAS CERTIFICATION.

AND WE TRY TO WE ALWAYS HAVE A PLAN WHEN WE DO THIS.

AND OUR PLAN IS WITHIN THAT FIRST YEAR, WE ARE HAVE THAT TEACHER ON TRACK TO EITHER BE CERTIFIED THROUGH AN ALTERNATIVE CERTIFICATION PROGRAM.

SO WE HAVE THOSE CONVERSATIONS WHEN WE HIRE THEM.

THIS IS REALLY JUST KIND OF A PIECE FOR US TO GET THEM IN THE DOOR, GET THEM IN A CLASSROOM.

A LOT OF THEM, AS YOU CAN TELL FROM THE TWO THAT WE'VE LISTED, COME TO US WITH A LOT OF, YOU KNOW, GREAT EXPERIENCE OR DIFFERENT EXPERIENCES.

SO WE REALLY FEEL THAT THIS IS A GREAT WAY TO CERTIFY OUR TEACHERS.

THANK YOU. AND WE HAD THAT INFORMATION IN OUR PACKET AND THE DETAILS THERE.

THANK YOU VERY MUCH.

ANY QUESTIONS FROM THE BOARD? I JUST WANT TO SAY HOW EXCITING IT IS TO SEE THE QUALIFICATIONS OF THE NEW CTE BUSINESS TEACHER RECOMMENDATION.

I MEAN, OUR TEACHERS HAVE DONE A FABULOUS JOB, BUT TO HAVE SOMEBODY WHO HAS DONE MULTIPLE START UPS I THINK IS A REALLY EXCITING EVOLUTION OF THE FACULTY SUPPORT THAT CAN BE BROUGHT INTO THE CLASSROOM.

SO THAT'S REALLY EXCITING.

CONGRATULATIONS. THANK YOU.

I KNOW THE HIGH SCHOOL HAS BEEN WORKING HARD AND WE ALL KNOW THAT THOSE PROGRAMS ARE VERY SPECIAL, SO THEY ARE ALWAYS LOOKING FOR PEOPLE THAT REALLY HAVE EXPERIENCE THAT'S KIND OF OUT OF THE BOX.

THANK YOU, JEN.

NO. YOU'RE JUST OKAY.

ANY OTHER QUESTIONS? GREAT.

THANK YOU. LORI. DO I HAVE A MOTION? YES, JEN.

I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE LOCAL CERTIFICATION FOR THE SELECTED EANES ISD EMPLOYEES AS FOLLOWS.

WESTLAKE HIGH SCHOOL CTE BUSINESS TEACHER BRIDGEPOINT ELEMENTARY, FIFTH GRADE TEACHER UNDER THE EANES ISD DISTRICT PLAN FOR INNOVATION AND LOCAL CONTROL.

I HAVE A MOTION TO HAVE A SECOND.

A MOTION BY JENN.

SECOND BY LAURA.

ANY DISCUSSION? ALL RIGHT.

ALL THOSE IN FAVOR SAY AYE? AYE. OPPOSED.

MOTION CARRIES. THANK YOU, LAURIE.

WE WILL GO BACK TO JEREMY.

IT LOOKS LIKE JEREMY GETS THREE HERE.

[8.4 Request for Approval of RFQ for Architect/Engineering Services]

IN FRONT OF YOU, YOU'LL SEE ABOUT ABOUT 40 ARCHITECT ENGINEERING CONSULTANT FIRMS LISTED THAT RESPONDED TO THE RFQ FOR APPROVAL.

THIS IS JUST A LIST OF FIRMS THAT WILL ALLOW US TO ENTER NEGOTIATIONS IF NEEDED, ON FUTURE CONSTRUCTION PROJECTS.

THANK YOU. ANY QUESTIONS? UM, I'M GOING TO ABSTAIN FROM THIS VOTE BECAUSE A VERY GOOD FRIEND OF MINE IS ON THAT LIST, AND I REALIZE WE'RE NOT DOING A CONTRACT YET, BUT I JUST.

I'D RATHER KEEP IT.

YOU KNOW, I FEEL BETTER ABOUT THAT.

SO I HAVE A MOTION THEN.

ELLEN. I MOVE THAT WE APPROVE THE AWARD REQUEST FOR QUALIFICATIONS OF CONSTRUCTION SERVICES, ARCHITECTURAL AND ENGINEERING POOL AS POSTED [INAUDIBLE] ELLEN SECOND BY JEN.

ALL THOSE IN FAVOR.

I AM NOT VOTING.

I ABSTAIN.

SO THAT WAS FIVE EYES AND ONE ABSTENTION.

THANK YOU, JEREMY.

NEXT. ALL RIGHT. NEXT ONE IS THE APPROVAL OF SERVICE CONTRACT FOR DISTRICT WIDE HVAC FILTER SERVICES.

[8.5 Request for Approval of Service Contract for District-wide HVAC Filter Services ]

BASICALLY BECAUSE OF THE DOLLAR AMOUNT HERE.

IT REQUIRES BOARD APPROVAL, BUT THIS COMPANY ACTUALLY SERVICES ALL OUR HVAC FILTERS THROUGHOUT THE DISTRICT.

THIS IS THE EXCITING STUFF THAT WE ALL GET ELECTED TO TO HANDLE.

SO I APPRECIATE YOU BRINGING THIS TO US.

ANY DISCUSSION? OH, HEATHER HAS A DISCUSSION ON HVAC FILTERS.

I KNOW IT'S EXCITING BECAUSE THERE ARE A MEMBER OF MY BOARD.

DOES THAT MEAN WE GET A REBATE ALSO? POTENTIALLY, YES.

OKAY. THANK YOU.

YES, WE DO. REBATE ASSURED.

THANK YOU FOR OUR FILTERS.

YES. OTHER QUESTIONS AS WE BREAK DOWN.

BY THE WAY, IT'S ONLY 8:00 RIGHT BACK THERE.

OKAY. DO I HAVE A MOTION, THEN? LAURA? YEAH.

I MOVE THAT THE BOARD OF TRUSTEES APPROVE A SERVICE CONTRACT FOR THE PURPOSE OF DISTRICT WIDE HVAC FILTER SERVICES TO TEXT AIR FILTERS, MANUFACTURING COMPANY AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO EXECUTE THE FINAL CONTRACT.

MOTION BY LAURA SECOND BY HEATHER.

ALL RIGHT. ALL THOSE.

STAND BY.

[01:45:03]

NEXT. OKAY. LAST ONE.

AWARD JOB ORDER CONTRACT FOR CAMPUS LIBRARY IMPROVEMENTS.

[8.6 Request for Approval for Awarding Job Order Contract for Campus Library Improvements- Bond]

A LOT OF WORK THAT HAS HAPPENED OVER THE SUMMER.

ADDITIONAL WORK WILL CONTINUE TO HAPPEN OVER THE NEXT FEW MONTHS AS WE WORK THROUGH OUR LIBRARIES ACROSS OUR DISTRICT.

ANY QUESTIONS FROM THE BOARD? THANK YOU. COULD I JUST ADD, IF YOU'VE NOT SEEN OUR NEW LIBRARIES AND I SAY NEW LIBRARIES, THEY THEY ARE REALLY IMPRESSIVE.

THE SPACES LOOK COMPLETELY DIFFERENT IN MANY CASES.

OR WHICH CAMPUSES SHOULD WE? SOME CAMPUSES MORE THAN OTHERS AS WE CONTINUE TO WORK THE WORK.

BUT WE INVOLVED ALL LIBRARIANS OVER THE LAST SIX MONTHS.

THEY PUT IN A LOT OF WORK AND EFFORT AND GOING THROUGH ALL THIS.

SO CREDIT GOES TO THEM.

AND ALSO BRIAN BULLOCK AND HIS GROUP WORKING ALONGSIDE THEM TO ENVISION THESE NEW LIBRARIES AND THOSE NEW SPACES.

SO WHICH ONE SHOULD WE TRY TO GET A PEEK? I WILL SAY THE HILL COUNTRY LIBRARY LOOKS LIKE A COMPLETELY DIFFERENT SPACE.

IT'S YEAH, BUT BRIDGEPOINT IS ANOTHER GOOD EXAMPLE.

SO A LOT OF TIMES JUST THE FLOORING ALONE MAKES AN IMPACT.

EANES ELEMENTARY HAS NEW FLOORING AND IT LOOKS AND THIS IS FROM THE 2019 BOND, NOT THE 2019 AND 2023.

OKAY. AND THE FLEXIBLE SHELVING, THE PORTABILITY AND THE MOVABILITY OF THOSE SHELVING UNITS REALLY MAKES A DIFFERENCE.

RIGHT. YOU'RE STILL OKAY? WE NEED TO GO. I NEED TO GO.

OKAY. WE'LL GO BACK AFTER THIS ONE.

DO I HAVE A MOTION ON THE JOB ORDER CONTRACT FOR THE LIBRARY IMPROVEMENTS? KIM, I MOVE THAT THE BOARD OF TRUSTEES AWARDED JAY OK FOR THE CAMPUS LIBRARY IMPROVEMENTS TO AMERICAN CONTRACT CONSTRUCTORS AND DELEGATE AUTHORITY TO THE SUPERINTENDENT OR DESIGNEE TO NEGOTIATE AND EXECUTE THE FINAL CONTRACT.

MOTION BY KIM.

SECOND BY.

ALL THOSE IN FAVOR SAY AYE.

THE MOTION CARRIES SIX ZERO.

WE'RE GOING TO GO BACK TO THE PREVIOUS ITEM.

AND ELLEN HAS. WHAT DO WE NEED? WE'VE ALREADY PASSED THAT. WE'RE GOING TO REDO THE WORD.

YES. THE MOTION THAT I MADE ON THE RFQ'S FOR THE CONSTRUCTION SERVICES. I FAIL TO INCLUDE THE LANGUAGE IN THE MOTION AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO NEGOTIATE AND EXECUTE THEIR POTENTIAL FINAL CONTRACT.

AND UPON LEGAL CONSULTATION.

IT IS IMPORTANT THAT THOSE WORDS BE IN THE MOTION.

SO IF I COULD MAKE A FRIENDLY AMENDMENT TO MY PREVIOUS MOTION.

YEAH. WOULD YOU MIND READING THE WHOLE MOTION THEN? I MOVE THAT THE BOARD OF TRUSTEES AWARD THE LIST OF ARCHITECT ENGINEERING OR CONSULTING FIRMS LISTED BELOW FOR SERVICES THAT MAY BE REQUIRED FOR CONSTRUCTION OR RENOVATION PROJECTS THROUGHOUT THE DISTRICT AND AUTHORIZE THE SUPERINTENDENT OR DESIGNEE TO NEGOTIATE AND EXECUTE THEIR POTENTIAL FINAL CONTRACT.

OKAY. WE HAVE A MOTION BY ELLEN.

I'LL ASK FOR A NEW SECOND, PLEASE.

LAURA I'LL SECOND THE FRIENDLY AMENDMENT.

OKAY. SECOND. I AM GOING TO ABSTAIN AGAIN FROM THIS ONE.

SO ALL THOSE IN FAVOR SAY AYE? AYE. WE HAVE FIVE EYES AND ONE ABSTENTION.

AND THAT CONCLUDES OUR DISCUSSION AND ACTIONS FOR TONIGHT.

THANK YOU VERY MUCH.

JEREMY. AUDREY, MOLLY, LAURIE.

THANK YOU ALL. SO WE WENT THROUGH.

OH, YEAH, A REMINDER OF UPCOMING BOARD MEETINGS.

[9. UPCOMING MEETINGS]

THE TIME CAN'T LOOK AT THAT CLOCK.

THE TIME IS NOW, 8:55 AND THE MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.