Sep 05, 2023 School Board Special Meeting

[1. CALL TO ORDER]

[00:00:05]

THE TIME IS NOW, 6 P.M.

AND I CALL THE SEPTEMBER 5TH, 2023, SPECIAL MEETING OF THE EANES ISD BOARD OF TRUSTEES TO ORDER.

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

[3. OPEN FORUM ON CLOSED SESSION AGENDA ITEM]

I BELIEVE MR. BAGGISH HAS SOME WORDS FOR US.

SO WE WILL [INAUDIBLE] UP AT THE PODIUM.

THANK YOU FOR THREE MINUTES.

THANK YOU. THANK YOU.

AND BEFORE WE GET INTO THE TIMED PORTION OF MY COMMENTS, I WOULD LIKE FOR A RULING FROM T HE PRESIDENT.

I WOULD ASK THAT BOARD MEMBER BALTHAZAR NOT PARTICIPATE IN THE DECISION OF THIS MATTER, AS SHE WAS A FORMER POLITICAL OPPONENT OF ONE OF MY CLIENTS, JAY LAMY, WHEN HE WAS A CANDIDATE FOR THE SCHOOL BOARD.

AND I BELIEVE THAT THAT'S A SUFFICIENT REASON FOR DISQUALIFICATION ON THE BASIS OF PERSONAL INTEREST IN THE OUTCOME OF THE MATTER.

WE HAVE DISCUSSED THAT WITH OUR ATTORNEY TODAY.

I WILL TALK ABOUT IT WITH THE BOARD IN CLOSED TONIGHT AND YOU'LL SEE THE VOTE WHEN WE COME BACK OUT.

THANK YOU VERY MUCH.

I APPRECIATE THAT.

MR. PRESIDENT.

WE ARE HERE TODAY TO ADDRESS WHAT HAPPENED AT MAY MADNESS AT BRIDGEPOINT ELEMENTARY SCHOOL ON MAY 12TH, 2023, INVOLVING MY CLIENT'S DAUGHTER, CAMILLE LAMY.

NOW, THIS IS A SUBJECT MATTER THAT MY CLIENT HAS DISCUSSED WITH THE SUPERINTENDENT AS RECENTLY AS LAST WEEKEND VIA TEXT MESSAGES. AND THEY BOTH AGREED ON THE SAME THING THAT WE HOPE TO BE ACHIEVED IN THIS PROCEEDING, WHICH IS THAT COMMON SENSE PREVAIL. THAT IS ALL THAT THE LAMY'S ARE SEEKING IS THAT COMMON SENSE PREVAIL.

AND I HAVE TO POINT TO SEVERAL ISSUES TO DRAW YOUR ATTENTION THAT THERE WERE IRREGULARITIES IN HOW THIS MATTER HAS BEEN HANDLED UP TO THIS POINT.

FOR EXAMPLE, THERE WAS NO FULL INVESTIGATION DONE OF THE MATTER.

NONE OF THE STUDENTS WERE INTERVIEWED BY ANYONE FROM THE ADMINISTRATION.

I WOULD LIKE TO SEE BY A SHOW OF HANDS, WHO AMONG THOSE WHO ARE PHYSICALLY PRESENT IN THIS BOARDROOM RIGHT NOW WERE AT THE PLACE AND TIME THAT THIS INCIDENT OCCURRED, WHICH WAS MAY MADNESS ON MAY 12TH, 2023.

IF YOU COULD JUST RAISE YOUR HANDS, PLEASE.

MAY THE RECORD REFLECT THAT FOUR STUDENTS WITH PERSONAL KNOWLEDGE OF THIS MATTER, OF THE EVENTS AT ISSUE HAVE RAISED THEIR HANDS.

I WILL TELL YOU THIS NONE OF THEM WERE INTERVIEWED BY THE ADMINISTRATION.

ONLY EANES ISD EMPLOYEES WERE INTERVIEWED AND THAT MEANS A GROUP OF SUBORDINATES WERE ASKED IF THEY DID ANYTHING WRONG AND UNSURPRISINGLY, THEY ALL ANSWERED NO.

THAT IS A PHENOMENON THAT WE ALL KNOW IS CALLED CYA.

IT'S IRONIC BECAUSE THE ISSUE THAT CREATED THE MATTER THAT IS THE SUBJECT OF THE COMPLAINT IS AN ISSUE OF BIAS AND PREJUDICE.

THE WEARING OF BLACKFACE AND THE APPEARANCE OF BIAS OR PREJUDICE.

IT HAS BEEN ITS UNDISPUTED IN THE PAPERS THAT HAVE BEEN FILED IN THIS MATTER THAT CAMILLE LAMY HAD NO RACIST INTENT.

BUT IN THE PROCEEDING, DECIDING ABOUT THE IMPROPRIETY OF WHAT WAS DONE WITH CAMILLE LAMY, THERE WAS BIAS AND PREJUDICE IN EFFECT.

IN EFFECT, THE SCHOOL DISTRICT WAS SHOWING CAMILLE LAMY HOW TO BE BIASED AND PREJUDICED BY INFLICTING IT UPON HER, BY NOT HEARING HER SIDE OF THE STORY.

WE PRESENTED HER ARGUMENT AND IT WAS FOR THE MOST PART DISREGARDED.

WE GAVE SPECIFIC FACTS ABOUT WHAT HAPPENED INSIDE THE OFFICE OF THE PRINCIPAL [ALARM].

PLEASE WRAP UP YOUR SENTENCE AND WE'LL FINISH YOUR THREE MINUTES.

THANK YOU. AT THE TIME THAT MY MY CLIENT, CAMILLE LAMY, WAS SPEAKING WITH THE PRINCIPAL ABOUT THE MATTER AT ISSUE, WE STATED VERY CLEARLY THAT SHE WAS TOLD THAT SHE HAD TO APOLOGIZE FOR BEING RACIST.

THAT WAS A VERY CONFUSING MESSAGE TO HER BECAUSE SHE HAD NO RACIST INTENT WHATSOEVER.

AND WE HAVE TO ESTABLISH VERY CLEARLY, CATEGORICALLY THAT WHERE THERE IS NO RACIST INTENT, THERE IS NO RACISM.

[00:05:04]

THANK YOU. OKAY.

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

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

THANK YOU ALL FOR COMING AND WE'LL SEE YOU IN A BIT.

THE BOARD WILL NOW RECONVENE IN OPEN SESSION AT 7 P.M..

[5. RECONVENE INTO OPEN SESSION]

THANK YOU FOR COMING. WE ARE GRATEFUL FOR THE COMMUNITY TAKING TIME OUT OF YOUR BUSY DAYS TO COME AND SEE OUR BOARD MEETINGS.

WE WELCOME YOU AND HOPE THAT YOU WILL FIND TONIGHT'S MEETING ENLIGHTENING AND INFORMATIVE.

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

SIX PEOPLE HAVE SIGNED UP AND EACH SPEAKER WILL HAVE THREE MINUTES TO SPEAK.

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

WE WILL NOW BEGIN OUR AGENDA.

OUR FIRST ITEM ON THE AGENDA RELATES TO A CLOSED SESSION ITEM WE DISCUSSED IN THAT CLOSED SESSION A GRIEVANCE AND THE GRIEVANCE

[6.1 Discuss and take potential action on Student Grievance based on written arguments for the Board to consider]

I ASK THE BOARD, DO WE HAVE A MOTION? JEN.

I MOVE THAT THE BOARD UPHOLD THE ADMINISTRATION'S LEVEL TWO GRIEVANCE AS PRESENTED.

MOTION BY JEN. DO I HAVE A SECOND? SECOND FROM KIM.

UM. ALTHOUGH ANY DISCUSSION.

OKAY. ALL THOSE IN FAVOR SAY AYE.

AYE. ANY OPPOSED? THE MOTION CARRIES SEVEN ZERO.

WE WILL NOW CARRY ON WITH OUR OPEN MEETING AGENDA.

[7. SUPERINTENDENT REPORT]

WELCOME, EVERYBODY. WE'RE GLAD YOU'RE HERE THIS EVENING.

JUST HAVE A FEW THINGS I WOULD LIKE TO REPORT ON TONIGHT.

WE ALWAYS WANT TO BEGIN WITH GOOD NEWS AND ACKNOWLEDGMENT OF OUR STAFF AND WANTED TO RECOGNIZE OUR DIRECTOR OF FINE ARTS, KERRY TAYLOR, WHO CELEBRATED HIS 500TH GAME.

THAT WAS THE OPENING GAME OF THE SEASON AGAINST RIDGE POINT AND THEN HIS 501ST GAME, WHICH WAS LAST WEEK AGAINST JUDSON HERE AT HOME.

SO WE'RE VERY PROUD OF MR. TAYLOR AND HIS LEGACY HERE AS THE DIRECTOR OF FINE ARTS AND WANTED TO RECOGNIZE HIM FOR THIS SIGNIFICANT ACCOMPLISHMENT [APPLAUSE].

AND AS A FRAME OF REFERENCE FOR TIME THAT IS, THE CURRENT BAND PARENT PRESIDENT WAS ONE OF HIS FIRST STUDENTS WHEN SHE WAS HERE AT WESTLAKE HIGH SCHOOL.

A LOT OF TIME HAS PASSED [INAUDIBLE] HIS FIRST YEAR AS BAND DIRECTOR WAS HER SENIOR SEASON.

OF COURSE. GREAT STORY.

AND THEN WE HAVE TWO INDIVIDUALS WHO ARE IN THE ROOM TONIGHT THAT WE ALSO WANT TO RECOGNIZE, AND THAT IS DEPUTY PEELS AND VITO, WHO ARE BOTH RETIRING, I THINK THEIR LAST DAY IS THIS WEEK, IS THAT RIGHT DEPUTY PEELS? TODAY AS A MATTER OF FACT [APPLAUSE].

DEPUTY PEEL'S HAS BEEN WITH THE HIGH SCHOOL SINCE 2015, AND VITO JOINED HIM AS HIS PARTNER IN 2017.

AND THEY'RE BOTH BELOVED AT THE HIGH SCHOOL.

AND WE'RE GOING TO BE SAD TO SEE YOU BOTH GO.

DEPUTY PEEL'S AND VITO, WE HAVE SOMETHING FOR BOTH OF YOU IF YOU WANT TO COME ON UP.

AND WE'RE GOING TO ASK THE TRUSTEES TO STEP AROUND AS WELL.

AND WE'RE GOING TO GET A PHOTOGRAPH WITH DEPUTY PEELS AND VITO.

WE'LL DO IT HERE IN THE MIDDLE.

[00:11:56]

AND JUST TWO MORE QUICK THINGS WITHIN MY REPORT.

WANTED TO MENTION THAT THE APPLICATION FOR A VARIETY OF BOARD APPOINTED COMMITTEES OPENED LAST FRIDAY AND THAT APPLICATION FOR THE BOND OVERSIGHT COMMITTEE, THE DIVERSITY EQUITY AND INCLUSION COMMITTEE, THE LONG RANGE PLANNING FACILITY COMMITTEE, ALL OF THOSE COMMITTEE APPLICATIONS ARE NOW A PART OF A COMMON APPLICATION AND THAT WAS MADE AVAILABLE ONLINE LAST FRIDAY.

IT WILL BE OPEN THROUGH SEPTEMBER THE 15TH, AND THEN AT SUBSEQUENT MEETINGS WE'LL BEGIN TO REVIEW THOSE THOSE CANDIDATES WITH THE TRUSTEES.

AND FINALLY TONIGHT, WANTED TO RECOGNIZE WESTLAKE HIGH SCHOOL AGAIN, NAMED ONE OF THE TOP HIGH SCHOOLS IN THE NATION, ACCORDING TO US NEWS AND WORLD REPORT.

I WAS ACTUALLY 299 IN THE NATIONAL RANKINGS.

AND IF YOU LOOK AT THE STATE AND THE LOCAL RANKINGS, WE'RE NUMBER 2 IN TEXAS, COMPREHENSIVE FOUR YEAR PUBLIC HIGH SCHOOLS AND NUMBER ONE IN THE AUSTIN METRO AREA FOR COMPREHENSIVE FOUR YEAR PUBLIC HIGH SCHOOLS AS WELL.

SO CONGRATULATIONS TO WESTLAKE HIGH SCHOOL, ALL OF OUR STAFF AND OUR STUDENTS THERE WHO CONTRIBUTE TO THESE RANKINGS [APPLAUSE].

AND THAT CONCLUDES MY REPORT FOR THIS EVENING.

THANK YOU, DR. ARNETT.

IT IS NOW TIME FOR THE OPEN FORUM PORTION OF OUR MEETING.

[8. OPEN FORUM]

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

WE'LL ALSO HAVE THIS BIG GIANT TIMER UP HERE RUNNING.

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

AS A GENERAL RULE, TEXAS GOVERNMENT CODE SECTION 551 PROHIBITS DISRUPTION OF BOARD MEETINGS BY THE PUBLIC.

THIS SECTION ALSO ALLOWS FOR ANY PUBLIC COMPLAINT OF SPECIFIC EMPLOYEES TO BE HEARD BY THE BOARD IN CLOSED SESSION.

IF ANY SPEAKER WISHES TO NAME A DISTRICT EMPLOYEE IN A COMPLAINT, THE DISTRICT WILL HEAR THIS COMPLAINT IN CLOSED SESSION.

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

PLEASE BE AWARE THAT THE AUDIO OF THIS OPEN FORUM PORTION OF THE BOARD MEETING IS RECORDED AS PART OF THE RECORDING OF THE ENTIRE MEETING AND IS PUBLISHED ON THE DISTRICT WEBSITE W ITHOUT 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 OUR FIRST SPEAKER AND OUR FIRST SPEAKER THIS EVENING IS DAVID PAGE.

THANK YOU, DAVID. GOOD EVENING.

I'M HERE FOR THE SEVENTH OR EIGHTH TIME BECAUSE I'M APPALLED THAT THE OPTION OF CUTTING THE FUTURO PROGRAM TO ONE SECTION AT FOUR SCHOOLS, BASICALLY, THE OCTOBER PROPOSAL IS STILL BEING DEEMED VIABLE.

BUT I'M ALSO HERE WHEN I COULD HAVE EASILY WALKED AWAY TO THE PRIVATE EDUCATION SECTOR BECAUSE I BELIEVE IN PUBLIC EDUCATION.

[00:15:05]

SO I WILL CONTINUE TO DO MY BEST TO STOP ACTING IN A SELF HARMING WAY.

IF YOU'RE IN THE BUSINESS OF ELIMINATING OPPORTUNITIES FOR OTHER PEOPLE'S CHILDREN AND CRUSHING THE ASPIRATIONS OF HUNDREDS OF PARENTS, GO AHEAD AND CUT THE PROGRAM.

BUT YOU SHOULD LISTEN TO THE NUMBERS.

I'M GOING TO GIVE YOU NOW NUMBERS ON FUTURE DEMAND.

THAT IS TAKEN ME A COUPLE OF WEEKS TO PIECE TOGETHER NUMBERS YOU AREN'T LIKELY TO GET UNLESS YOU SPEND YOUR WEEKENDS CHATTING TO PRESCHOOL PARENTS AT SOFT PLAY CENTERS LIKE I DO. YPW WESTLAKE IS JUST ONE OF THE SI PRESCHOOLS EITHER IN OR NEAR EANES ISD, AND IT HAS RECORD ENROLLMENT NUMBERS THIS YEAR.

THERE ARE 42 TWO YEAR OLDS WHO WOULD ENTER FUTURO IN 2026.

OF THE 42, 36 ARE IN DISTRICT, INCLUDING MY TWINS.

OF THOSE 36, 32 DO NOT HAVE A SIBLING IN FUTURO.

SO IF YOU CUT FUTURO AND TURN INTO MORE OR LESS A HEREDITARY PROGRAM, THERE WOULD BE NO SPOTS OR FEW SPOTS FOR THE NEW FAMILIES.

THE DISTRICT IS ALREADY SHEDDING ELEMENTARY ENROLLMENT, WHICH WILL GET WORSE IF YOU CUT THE ONLY OPEN TO ALL ACADEMIC PROGRAM IN OUR ELEMENTARY SCHOOLS.

BUT THE YPW FAMILIES AND SOME OTHERS ARE NOT GOING TO ACCEPT A PLACE IN TRADITIONAL EDUCATION JUST BECAUSE IT'S FREE.

EANES ISD IS SURROUNDED BY BILINGUAL AND TRILINGUAL PRIVATE SCHOOLS THAT ARE BARGAIN PRICED BY EAST AND WEST COAST STANDARDS.

YPW FAMILIES ARE SPENDING A TOTAL OF FIVE FIGURES ON EACH CHILD'S BILINGUAL PRE SCHOOLING AND THEY WILL NOT ACCEPT A FALL IN THEIR CHILDREN'S SPANISH FROM NEAR 100% TO 0%.

MOST OF THEM HAVE HEARD ON THE GRAPEVINE ABOUT THE CLASS OF 29 AT EANES ELEMENTARY AND IT HORRIFIES THEM.

IF YOU CUT THE PROGRAM, SOME WILL SEND THEIR KIDS TO MAGELLAN, WHICH HAS EARNED INTERNATIONAL SPANISH ACADEMY STATUS FROM THE GOVERNMENT OF SPAIN.

SOME WILL SEND THEIR KIDS TO AIS WHERE NO CHILD FAILS TO BECOME FLUENT IN THE THREE LANGUAGES SPOKEN IN 154 COUNTRIES AND TERRITORIES.

SOME WILL SEND THEIR KIDS TO ISD, WHICH HAS A 14 MILLION STATE OF THE ART CAMPUS BY THEN, AND SOME WILL SEND THEIR KIDS TO THE ELITE PRIVATE SCHOOL ASA PREP ACADEMY.

IF YOU WANT TO LOSE SCORES MORE FAMILIES YEAR AFTER YEAR INDEFINITELY [ALARM].

THANK YOU, DAVID [APPLAUSE]. OUR NEXT SPEAKER ON THE LIST IS TOM PEY.

I DON'T KNOW IF TOM IS HERE YET.

OKAY. I'LL CALL HIM AGAIN.

NOW WE HAVE SUSAN DEVITT.

HI, I'M SUSAN DEVITT.

I AM A PARENT AT EANES ELEMENTARY.

I HAVE THREE CHILDREN THERE, TWO IN THE FUTURO PROGRAM AND ONE IN THE TRADITIONAL EDUCATION.

AND THANK YOU, DAVID, FOR THOSE REMARKS.

I THINK THEY KIND OF DIRECTLY SPEAK TO WHAT I'M GOING TO TALK ABOUT TONIGHT AS WELL IN TERMS OF EXPRESSING MY DEEP CONCERN FOR THE FUTURE OF THE FUTURO PROGRAM.

WE'VE SEEN THE CONTINUAL ATTRITION AND LACK OF SUPPORT FOR THIS PROGRAM, INCLUDING THE RECENT COMBINATION OF AN ENTIRE GRADE INTO A SINGLE CLASS OF 29 AT EANES ELEMENTARY.

THIS LACK OF SUPPORT AND THIS CONTINUAL REDIRECTION OF RESOURCES AND LACK OF PRIORITIZATION OF THE PROGRAM MAKES US CONCERNED FOR STAYING HERE AT EANES.

WE UNDERSTAND THAT THERE MAY BE A NEED TO ADJUST THE PROGRAM, BUT THE PROPOSAL TO COMBINE THE PROGRAM INTO A SINGLE SMALLER PROGRAM AND A MAGNET PROGRAM IS NOT THE SOLUTION. THE INCREASE IN NEEDED SUPPORT SHOULDN'T COME AT THE LONG TERM FUTURE OF THIS PROGRAM.

WE URGE YOU AS A BOARD TO SET DIRECTION AND PRIORITY FOR THIS PROGRAM.

WE'VE SEEN THIS LACK OF PRIORITIZATION LEADING TO THIS ATTRITION AND LEADING TO THIS LACK OF SUPPORT OVERALL.

AND THE FAMILIES WHO ARE AFFECTED BY THIS PROGRAM AS DAVID MENTIONED, WE HAVE STOOD BY THIS PROGRAM AND EANES ISD THROUGH MANY CHALLENGES, INCLUDING COVID, REMOTE LEARNING HYBRID AND A RETURN TO IN-PERSON.

WE HAVE HAD CHILDREN WHO ARE DEDICATED TO LEARNING A SECOND LANGUAGE AND THIS VIBRANT PROGRAM THAT ATTRACTS OUT OF DISTRICT FAMILIES OR FAMILIES SUCH AS OURS WHO WOULD BE TEMPTED TO JOIN PRIVATE EDUCATION.

[00:20:04]

AND AGAIN, WE ENCOURAGE MORE TRANSPARENT COMMUNICATION ABOUT ANY OF THESE FUTURE CHANGES TO THE PROGRAM.

THANK YOU [APPLAUSE]. THANK YOU, SUSAN.

OUR NEXT SPEAKER IS CHRISTINE CURRY.

HI DR. ARNETT AND BOARD.

I'M HERE TO SHOW MY SUPPORT FOR THE SPANISH IMMERSION PROGRAM AND TO PROVIDE MY INSIGHTS INTO THE OPTIONS FOR THE FUTURE OF VALLEY VIEW.

MY FAMILY IS ZONED FOR VALLEY VIEW.

I HAVE A SECOND GRADER IN TRADITIONAL CLASSES AND TWO KINDERGARTNERS IN SPANISH IMMERSION.

VALLEY VIEW ENROLLMENT HAS BEEN ON A STEADY DECLINE SINCE 2018-19 SCHOOL YEAR, AND THE ENROLLMENT HAS DROPPED NEARLY IN HALF OVER THESE SIX YEARS.

WHY? HOWEVER, I'M NOT HERE TODAY TO TALK ABOUT THE WHY.

HOW DO WE SOLVE THIS ENROLLMENT ISSUE WITHOUT CREATING TOO MUCH DISRUPTION TO OUR KIDS? THE OBVIOUS SOLUTION LOOKS LIKE GOING BACK TO WHAT WORKED BACK IN THE 80S OF MERGING VALLEY VIEW AND FOREST TRAIL AND SPLITTING THE GRADES.

THIS SOLVES TWO ISSUES THE UNDER ENROLLMENT WITHIN VALLEY VIEW AND THE PACKED CLASSROOMS AT FOREST TRAIL.

THE OTHER OPTIONS CAUSE TOO MUCH DISRUPTION FOR OUR KIDS OR A COMPLETE TRANSPORTATION NIGHTMARE.

NOW PIVOTING TO WHY I HAVE MY GIRLS IN SPANISH IMMERSION.

SPANISH IMMERSION PROGRAMS HAVE PROVEN TO BE INVALUABLE IN SHAPING THE TRAJECTORY OF YOUNG STUDENTS FOR SUCCESS, BOTH IN ACADEMIC PURSUITS AND PERSONAL GROWTH.

I WOULD LIKE TO HIGHLIGHT SOME OF THESE REASONS.

FIRST, IN AN INCREASING INTERCONNECTED WORLD BEING FLUENT IN BOTH ENGLISH AND SPANISH EQUIPS STUDENTS WITH A CRITICAL SKILL THAT IS HIGHLY VALUED IN NUMEROUS PROFESSIONS AND INDUSTRIES.

SECONDLY, THESE PROGRAMS GO BEYOND LANGUAGE ACHIEVEMENTS THEY FOSTER CULTURAL AWARENESS AND SENSITIVITY.

STUDENTS GAIN AN APPRECIATION FOR DIVERSE COMMUNITIES PROMOTING INCLUSIVITY AND GLOBAL CITIZENSHIP.

THIRD, RESEARCH HAS SHOWN THAT BILINGUAL INDIVIDUALS OFTEN HAVE COGNITIVE ADVANTAGES, INCLUDING ENHANCED PROBLEM SOLVING SKILLS, MULTITASKING ABILITIES AND IMPROVED CREATIVITY.

THESE SKILLS ARE ASSETS THAT CAN BENEFIT STUDENTS ACROSS VARIOUS ACADEMIC SUBJECTS AND IN THEIR FUTURE CAREERS.

FOURTH, AN INCREASINGLY COMPETITIVE COLLEGE APPLICATION PROCESS AS WELL AS JOB MARKET PROFICIENCY IN SPANISH, CAN GIVE OUR STUDENTS A COMPETITIVE EDGE. FIFTH, LEARNING A SECOND LANGUAGE CAN BOOST STUDENTS SELF-CONFIDENCE, PERSEVERANCE AND ADAPTABILITY.

IT ENCOURAGES THEM TO STEP OUT OF THEIR COMFORT ZONES AND DEVELOP A GROWTH MINDSET WHICH IS ESSENTIAL FOR SUCCESS.

I UNDERSTAND THAT THERE HAVE BEEN SOME CHALLENGES WITH THE PROGRAM.

WHEN STARTING A NEW PROGRAM, WE EXPECT BUMPS IN THE ROAD.

I BELIEVE THERE'S A WAY TO KEEP THE PROGRAM WITH TWO CLASSES PER GRADE IN THE CURRENT ELEMENTARY SCHOOLS SO WE DON'T CREATE TOO MUCH DISRUPTION.

LIMITING THE PROGRAM TO ONLY ONE CLASS PER GRADE WOULD CREATE A SELF-CONTAINED CLASS SETTING, WHICH IS DETRIMENTAL TO KIDS SOCIAL AND EMOTIONAL DEVELOPMENT.

THE ESSER PROGRAM HAS THE POTENTIAL TO ATTRACT FAMILIES TO EANES ISD AND EQUIP OUR STUDENTS WITH THE SKILLS AND PERSPECTIVES THEY NEED TO THRIVE IN AN EVER CHANGING WORLD. IF EANES DOESN'T CONTINUE TO DIFFERENTIATE OURSELVES, WE WILL CONTINUE TO LOSE CHILDREN AND WE WILL [ALARM] STRUGGLE TO BE THE TOP DISTRICT IN AUSTIN.

THANK YOU. THANK YOU [APPLAUSE]. OUR NEXT SPEAKER IS JORDAN [INAUDIBLE].

HELP ME. DID I GET THAT RIGHT? YES, IT'S A HARD ONE.

HI EVERYONE.

I AM A PARENT OF FIVE CURRENT EANES STUDENTS WHO ARE AT WEST LAKE, WEST RIDGE, VALLEY VIEW, AND BARTON CREEK SPANISH IMMERSION.

I'M A FOURTH GENERATION TEXAN AND I HAVE HEARD FOR YEARS HOW GOOD EANES ISD IS AND I FOUGHT MY HUSBAND TO GET US HERE.

IF I HAD KNOWN WE MOVED IN THE 2020-2021 SCHOOL YEAR, IF I HAD KNOWN SPANISH IMMERSION EXISTED, THEN I WOULD HAVE PUT MY OLDER ELEMENTARY GIRLS IN AS YOUNGER KIDS.

HOWEVER, NOW ONLY MY SON IS IN THE PROGRAM AND I AM IN FULL SUPPORT OF ITS FUTURE.

WITH THE MULTICULTURAL AND EVER CHANGING WORLD OUR KIDS ARE GROWING UP IN BEING BILINGUAL IS THE WAY OF THE FUTURE.

RESEARCH SHOWS THAT THERE ARE MANY COGNITIVE COGNITIVE ADVANTAGES TO LEARNING A SECOND LANGUAGE AT AN EARLY AGE.

INSTEAD OF PLANS TO CUT THE PROGRAM, WHY NOT USE THIS PLATFORM TO SET WESTLAKE STUDENTS UP TO STAND OUT IN THE COMPETITIVE WORLD OF COLLEGE APPLICATIONS IN THE FUTURE JOB MARKET? I UNDERSTAND THERE HAVE BEEN A LOT OF CHALLENGES THAT I'M JUST NOW BEING MADE AWARE OF TO THE PROGRAM, BUT WHY NOT

[00:25:09]

AND PIONEER A NEW GENERATION OF BILINGUAL STUDENTS.

I AM IN FAVOR OF KEEPING TWO CLASSES PER GRADE AT THE CURRENT FOUR SCHOOLS.

AS WE SEE AT VALLEY VIEW, THESE OVERCROWDED OR LACK OF STUDENTS IN A CLASSROOM IS CREATING SOCIAL AND EMOTIONAL DEVELOPMENTAL ISSUES WITH LIMITED NUMBER OF CLASSMATES TO INTERACT WITH.

IT'S A DISASTER.

MOVING ON TO VALLEY VIEW, SINCE I STILL HAVE TWO KIDS THERE, I TRIED AND FAILED TO GET THEM TRANSFERRED INTO BARTON CREEK TO BE WITH THEIR YOUNGER BROTHER.

I AM IN HUGE FAVOR.

I AM HIGHLY IN FAVOR OF BIG CHANGES FOR VALLEY VIEW.

MY PREFERENCE IS TO MERGE VALLEY VIEW WITH FOREST TRAIL.

THAT SEEMS LIKE THE BEST, EASIEST, LEAST.

MM. ANYWAY, MOVING ON.

BUT IF WE'RE REZONING EVERYTHING, WHAT ARE THOSE BOUNDARY LINES LOOK LIKE? LIKE IT WASN'T IN OUR PRESENTATION.

CAN YOU ALL LET US KNOW WHAT THAT LOOKS LIKE FOR OUR KIDS THAT ARE THERE AND GOING TO BE CHANGES? I AM HIGHLY OPPOSED TO A MAGNET SCHOOL, ESPECIALLY A SLOW TRANSITION.

WHAT DOES THAT LOOK LIKE FOR OUR GRADES THAT ARE BUMPING OUT OF IT LIKE.

I'D LOVE TO HEAR MORE ON THAT, MAYBE TOMORROW NIGHT.

AND LASTLY, I ASK THAT IN THE NEXT FEW MONTHS, AS WE'RE GOING THROUGH THIS, FOR YOU ALL TO BE REALLY TRANSPARENT, YOU KNOW, WE JUST SAW THE CHANGE IN THE VALLEY VIEW PRINCIPALS AND IT ALMOST FELT LIKE YOU KNEW WHAT YOU WERE GOING TO DO BEFORE YOU ANNOUNCED IT.

AND EVEN THOUGH YOU WENT THROUGH SOME OF THE MOTIONS OF PARENT SURVEYS AND THINGS OF THAT NATURE, IT ALL KIND OF CAME AFTER THE FACT.

AND JUST BEING REALLY UPFRONT WITH US WOULD BE HELPFUL AS PARENTS IN GUIDING OUR KIDS OF WHAT'S NEXT [ALARM].

THANK YOU [APPLAUSE]. THANK YOU, JORDAN.

OUR NEXT SPEAKER IS AMYRA BRIGHTMAN.

AMYRA. MY NAME IS AMYRA BRIGHTMAN.

MANY OF YOU KNOW ME AS AN AVID SUPPORTER OF SI.

FOR THOSE OF YOU THAT DON'T, I HAVE BEEN ADVOCATING FOR SI IN THIS DISTRICT FOR THE LAST SEVEN AND A HALF YEARS, SINCE MY OLDEST WAS STILL IN PRESCHOOL AND HAVE BEEN AT THE FOREFRONT OF PARENT ADVOCACY GROUPS FOR THE PROGRAM SINCE FALL OF 2016.

I HAVE SONS IN SI AT EANES, ONE OF WHICH IS IN THE 4TH GRADE CLASS WITH 29 STUDENTS THIS YEAR.

I ALSO HAVE A SECOND GRADER AND A RISING FALL 2024 KINDER HOPEFUL.

I ALSO WAS PART OF THE TASK FORCE THAT WAS FORMED BY THE DISTRICT THIS SPRING.

IN ALL MY TIME IN THE PROGRAM, I HAVE SEEN BOARD MEMBERS, SOME OF WHICH ARE SITTING HERE TODAY, RUN CAMPAIGNS WHERE THEY TOUTED THEIR SUPPORT OF THE PROGRAM, PARTICULARLY IN THAT ALL DECIDING VOTE WHERE THE BOARD UNANIMOUSLY APPROVED IT AS A PERMANENT PROGRAM IN OUR DISTRICT BACK IN DECEMBER OF 2019, BUT THEN EXPRESSED PUBLICLY OR BEHIND CLOSED DOORS THE REVERSIONS TO THE PROGRAM, DESPITE OF ALL OF ITS WORDS AND LACK OF SUPPORT AND RESOLUTION FROM ADMINISTRATION, WE'VE HAD A GREAT EXPERIENCE.

LET ME REMIND YOU OF THE MANY BENEFITS OF LEARNING A SECOND LANGUAGE, WHICH WE WERE REMINDED OF BY OTHERS AND THE MANY ACADEMIC PAPERS WHO BACKED THIS UP.

THERE IS NO SINGLE PROGRAM IN ALL OF EANES ISD THAT CAN TOUCH MORE OF OUR STUDENTS IN OUR DISTRICT.

THE DECISION YOU MAKE REGARDING THIS PROGRAM IS AN IMPORTANT ONE.

DO YOU WANT TO BE AT THE FOREFRONT OF WHAT IS NEEDED IN EDUCATION OR DO YOU WANT TO GIVE UP? I KNOW WHERE HISTORY WILL COME OUT ON THIS.

I AM INSPIRED BY THE MANY NEW PARENTS FACES JOINING US AT THIS MEETING.

FOR EVERYONE HERE WHO IS LEARNING, DISTRICT OF INNOVATION HAS MORE TO DO WITH CLASSROOM SIZES AND ALLOWING A CLASS OF 29 TO EXIST IN OUR DISTRICT THAN ACTUALLY SUPPORTING WHAT IS ACTUALLY AN INNOVATIVE PROGRAM.

AS YOU CONSIDER YOUR OPTIONS, MY ONE ASK OF YOU BOARD MEMBERS IS TO BE RESOLUTE IN THE DECISION YOU MAKE AND THAT YOU THROW EVERYTHING YOU CAN TO MAKING IT A SUCCESS.

THERE WILL BE BUMPS, I GUARANTEE IT.

AND SO FAR, AS I MENTIONED EARLIER, YOUR REACTIONS HAVE BEEN TO RUN AWAY WHEN THINGS GET HARD.

THAT IS NOT WHAT WE NEED.

YOU ALL ARE THE NORTH STAR OF OUR DISTRICT AND YOU NEED TO GUIDE ADMINISTRATION IN SETTING THEIR PRIORITIES BECAUSE THE WAY IT HAS WORKED FOR THE LAST SIX YEARS IS THAT SI HAS BEEN THE SCAPEGOAT FOR THE MANY CHALLENGES THAT WE HAVE FACED DURING COVID AND POST COVID ENVIRONMENT.

ALSO, PLEASE ENCOURAGE ADMINISTRATION TO ACTUALLY TAKE THE TIME TO PLAN AND THINK ABOUT ACTION PLAN TO DEAL WITH INEVITABLE CHALLENGES THEY WILL FACE.

I GIVE YOU ONE EXAMPLE.

MY KID IN THE 4TH GRADE CLASS, WHICH HAD TO SQUEEZE ONTO TWO TABLES AT LUNCH FOR THE FIRST COUPLE OF DAYS OF SCHOOL BECAUSE APPARENTLY NO ONE, DESPITE HAVING THREE MONTHS, HEAD UP, HEADS UP THAT THEY WERE GOING TO BE IN A CLASSROOM OF 29, THOUGHT THAT THEY MAY NEED MORE ROOM THAN THE OTHER THREE CLASSES OF 17 WHO ALSO HAD TWO TABLES.

ALSO, PLEASE FIGURE OUT HOW TO FINALLY HARNESS PARENT ENERGY AND RESOURCES FOR THE GOOD OF THIS PROGRAM.

[00:30:04]

THANK YOU [APPLAUSE]. THANK YOU AMYRA.

OUR NEXT SPEAKER IS TOM PEY.

IS TOM HERE? OKAY, WE'RE GOING TO MOVE ON THEN.

THAT CONCLUDES.

OUR OPEN FORUM.

WE'LL MOVE ON TO REPORTS.

ALL RIGHT. WELL, WE HAVE FOUR REPORTS THIS EVENING.

AND WE WANT TO BEGIN WITH A CONVERSATION THAT HAS BEEN OCCURRING IN OUR SCHOOL DISTRICT OVER THE LAST SEVERAL MONTHS, AS WE HAVE BEEN SENSITIVE TO THE GROWING ISSUE OF

[9.1 Affordable Housing for Staff]

AND WE'VE LOOKED AT A NUMBER OF DIFFERENT OPTIONS IN THE SCHOOL DISTRICT, AND WE FEEL THAT WE HAVE ONE FINALLY THAT WE CAN BRING TO THE BOARD FOR POTENTIAL CONSIDERATION TONIGHT. WE JUST WOULD LIKE TO OVERVIEW WHAT THIS WOULD CONSIST OF FOR THE BENEFIT OF OUR STAFF AND OUR EMPLOYEES.

AND I WANT TO INTRODUCE ADAM AND RUDY, WHO ARE WITH THE TEXAS WORKFORCE HOUSING FOUNDATION.

THEY CAN INTRODUCE THEMSELVES AND TELL YOU A LITTLE BIT MORE ABOUT THEIR BACKGROUNDS.

I WILL TELL YOU THAT RUDY IS A PARENT IN EANES ISD AND SO WE HAVE ENJOYED MANY CONVERSATIONS WITH THEM ABOUT THE WORK THAT THEY COULD POTENTIALLY DO, NOT ONLY IN OUR COMMUNITY BUT THE WORK THAT THEY ARE DOING IN OTHER SCHOOL DISTRICTS, AND THEN GIVE THE BOARD SOMETHING TO CONSIDER, PERHAPS ON A FUTURE AGENDA.

SO WITH THAT, I'M GOING TO INTRODUCE ADAM AND RUDY AND LET THEM TELL YOU A LITTLE BIT MORE ABOUT THEMSELVES AND THEIR PROPOSAL, GENTLEMEN.

OH, GOOD EVENING, PRESIDENT SPRADLEY BOARD OF TRUSTEES AND DR.

ARNETT. IT IS A PLEASURE TO BE HERE WITH YOU ALL TONIGHT.

MY NAME IS RUDY MEJIA.

I'M THE OWNER AND FOUNDER OF NICKEL HAYDEN ADVISORS.

WE'RE A PUBLIC FINANCE COMPANY AND WE'RE ACTUALLY LOCATED RIGHT DOWNTOWN HERE IN AUSTIN.

AND WITH ME IS, SURE, ADAM HARDEN, CANTU HARDEN MONTOYA SERVE AS BOND COUNSEL FOR MANY HOUSING ORGANIZATIONS AND FOR SCHOOL DISTRICTS ACROSS THE STATE OF TEXAS. [INAUDIBLE] SO ADAM AND I HAVE KIND OF BEEN GOING AROUND AROUND THE STATE MAKING THIS SAME PRESENTATION OVER AND OVER AGAIN.

BUT AS DR. ARNETT MENTIONED, THIS PRESENTATION TONIGHT IS NEAR AND DEAR TO MY HEART.

I DO LIVE IN THE DISTRICT.

MY DAUGHTER GOES TO CEDAR CREEK ELEMENTARY SCHOOL.

SHE JUST STARTED THE FOURTH GRADE AND IS ACTUALLY IN THE SPANISH IMMERSION PROGRAM AS WELL.

MY SON, YOU KNOW, MY SON IS A HE'S DOING KINDERGARTEN AT YPW RIGHT NOW BECAUSE OF HIS AGE.

SO NEXT YEAR, WE'LL DETERMINE IF HE'S GOING TO GO INTO KINDERGARTEN AGAIN OR ADVANCE TO FIRST GRADE.

BUT WE'LL MAKE THAT DECISION NEXT YEAR.

BUT, YOU KNOW, THIS KIND OF ALL STARTED AT A SPANISH IMMERSION TOWN HALL MEETING THAT THE DISTRICT HAD MAYBE BACK IN MARCH OR APRIL OF THIS YEAR.

AND I HEARD THE PRESENTATION.

I THINK DR. ARNETT GAVE A GREAT EXPLANATION OF OF THE CURRENT SITUATION.

AND I LOOKED AT MY WIFE AND I SAID, LOVE, I THINK I HAVE A SOLUTION TO SOME OF THIS PROBLEMS THAT WE'RE HAVING HERE RIGHT.

AND I THINK IT'S IT'S NO SECRET IT'S GETTING MORE AND MORE EXPENSIVE TO LIVE IN AUSTIN.

IT'S NO SECRET THAT OUR COMMUNITY HERE IS ONE OF THE MORE AFFLUENT COMMUNITIES.

AND IT'S TOUGH FOR OUR TEACHERS TO LIVE IN THE COMMUNITIES THAT THEY TEACH IN.

YOU KNOW, WE'VE HEARD STORIES OF FOLKS TRAVELING IN AN HOUR OR TWO HOURS TO GO TO THE DISTRICT TO TEACH OR TO DRIVE A BUS.

AND, YOU KNOW, THOSE BUS DRIVERS ARE WAKING UP 4:00 IN THE MORNING, GETTING TO THE MOTOR POOL AT 5 A.M.

AND THEN, YOU KNOW, BUSSING OUR CHILDREN AROUND.

AND BY THE TIME THEY'RE DONE, THEY'RE PROBABLY EXHAUSTED.

RIGHT. AND THEN THEY'VE GOT TO MAKE THE HIKE BACK HOME.

AND SO WHEN ADAM AND I STARTED TALKING ABOUT THIS PROBLEM, THAT'S A LOT OF TEXANS ARE FACING, HE CAME UP WITH THIS BRILLIANT, BRILLIANT IDEA.

I GOT TO GIVE HIM CREDIT BECAUSE THIS IS SOMETHING THAT I'VE BEEN WORKING ON FOR YEARS.

BUT WHEN I HAD THE DISCUSSION WITH ADAM, HE HAD SUCH AN EASIER AND MORE STRAIGHTFORWARD SOLUTION TO HELP SOLVE THE TEACHER HOUSING CRISIS THAT WE'RE CURRENTLY IN. AND SO THAT'S WHAT WE'RE HERE TODAY TO DISCUSS WITH YOU ALL.

AND I THINK AT THE NEXT BOARD BOARD MEETING WE'LL REQUEST APPROVAL, IF I'M NOT MISTAKEN.

SO INFORMATION SESSION ONLY.

BUT SO ADAM IS BOND COUNSEL FOR THE TEXAS WORKFORCE HOUSING FOUNDATION.

I SERVE AS THEIR AS THEIR FINANCIAL ADVISER.

SO WE ISSUE BONDS, YOU KNOW, TO ACQUIRE PROPERTIES.

AND SO WE'LL GO THROUGH THAT PROCESS AND KIND OF WHAT THAT LOOKS LIKE.

SO A LITTLE BIT ABOUT THE FOUNDATION.

THEY WERE CREATED IN 2021 WITH A GENERAL FOCUS OF BASICALLY TRYING TO SOLVE THE WORKFORCE HOUSING CRISIS STATEWIDE.

SO THEY HAD NOT NECESSARILY TAILORED THE PROGRAM TO SCHOOL DISTRICTS UNTIL NOVEMBER OF LAST YEAR.

IT WAS IN PART WHEN RUDY AND I MET [INAUDIBLE] RUDY WAS WORKING AS A FINANCIAL ADVISOR FOR AUSTIN ISD.

I WAS HIRED AS BOND COUNSEL TO HELP THEM START A PUBLIC FACILITY CORPORATION TO DO THEIR OWN TEACHER HOUSING.

[00:35:03]

SO FOR SCHOOL DISTRICTS THAT DON'T WANT TO TAKE ON THE CREATION OF THEIR OWN PUBLIC FACILITY, CORPORATION AND BECOMING A LANDLORD, MAYBE WE CAN PROVIDE THIS AS A TURNKEY SOLUTION WHERE THEY CAN NECESSARILY OUTSOURCE THAT THEY CAN SPEND 24 OVER SEVEN FOCUSING ON EDUCATING KIDS AND RUNNING THEIR EDUCATION PROGRAM AND LEAVE THE WORKFORCE HOUSING TO THE PEOPLE WHO FOCUS ON THAT 24/7.

SO IN NOVEMBER OF 22, THEY ADOPTED A RESOLUTION THAT AUTHORIZED US TO GO START HAVING CONVERSATIONS WITH SCHOOL DISTRICTS.

AND IT KIND OF HIT A I DON'T KNOW IF YOU CAN SAY A FEVER PITCH, BUT ON JUNE 20TH, WE RECEIVED AN INTERLOCAL AGREEMENT WITH ROUND ROCK ISD.

THEN ON JUNE 29TH, WE RECEIVED AN INTERLOCAL AGREEMENT WITH PFLUGERVILLE ISD AND LAST WEEK I THINK IT WAS SEGUIN ISD AND AUSTIN ISD.

THERE'S A DIFFERENT APPROACH DEPENDING ON THE CURRENT PORTFOLIO THAT THE FOUNDATION HAS.

SO THEY HAVE 39 MULTIFAMILY ASSETS ACROSS THE STATE OF TEXAS.

THAT'S ABOUT 12,000 UNITS.

FOR ROUND ROCK ISD THEY HAD FOUR EXISTING PROJECTS IN ROUND ROCK ISD AND SO THEY WERE ABLE TO OFFER THOSE IMMEDIATELY TO ROUND ROCK ISD.

WHERE PFLUGERVILLE ISD THEY DID NOT HAVE ANY EXISTING PORTFOLIO ASSETS.

SO PFLUGERVILLE SAID, LET'S WORK TOGETHER AND FIND OPPORTUNITIES WITHIN OUR DISTRICT.

SO THAT'S WHAT WE HAVE WITH EANES ISD.

THE FOUNDATION DOES NOT HAVE ANYTHING IN THEIR PORTFOLIO RIGHT NOW, AND SO THEY'RE CHARGED FROM YOU WOULD BE HERE WHAT YOUR NEEDS ARE AND TRY TO SOLVE THOSE. SO THAT COULD BE IDENTIFYING EXISTING MULTIFAMILY WITHIN THE DISTRICT OR IT COULD BE FINDING GROUND UP DEVELOPMENT OPPORTUNITIES AND THEN CREATING THOSE GROUND UP DEVELOPMENT OPPORTUNITIES BASED ON YOUR NEEDS.

SO IS THAT STUDIOS? IS IT ONE BEDROOMS? IS IT TWO BEDROOMS, THREE, THREE BEDROOMS? THEY'RE BASICALLY LOOKING FOR YOUR FEEDBACK AND THE PARTNERSHIP OPPORTUNITY.

YOU HAVE THE CLICKER THERE.

YEAH. THANKS.

SO I THINK ADAM ALREADY WENT THROUGH THE MAJORITY OF THIS SLIDE.

I MEAN, REALLY, THE FOUNDATION IS TRYING TO HELP SOLVE THE THE CRISIS THAT WE'RE GOING UNDER RIGHT NOW.

RIGHT. THERE ARE SO MANY BENEFITS TO PROVIDING AFFORDABLE HOUSING TO OUR TEACHERS AND AND DISTRICT EMPLOYEES.

I MEAN, WE COULD GO THROUGH THE LIST.

I MEAN, WE'LL BE HERE ALL NIGHT GOING THROUGH THE BENEFITS FOR SURE.

A LITTLE QUOTE HERE.

YOU KNOW, WHEN A TEACHER COMES TO THE CLASSROOM AND SHE ONLY HAS TO OR HE OR SHE ONLY HAS TO TRAVEL FIVE MINUTES TO GET THERE.

MAKES A HUGE DIFFERENCE ON THE ATTITUDE, RIGHT? AND I THINK IT MAKES A HUGE DIFFERENCE IN THE QUALITY OF EDUCATION THEY PROVIDE TO THEIR STUDENTS.

AND SO WE'RE TRYING TO FIGURE OUT, OKAY, HOW DO WE GET AFFORDABLE UNITS WITHIN THE DISTRICT SO THAT THEIR COMMUTE TIME IS CUT DOWN SIGNIFICANTLY? AND JUST AS AN ANECDOTE, I LIVE IN SAN ANTONIO, AND IF I DIDN'T HAVE TO DRIVE UP I-35, I'D PROBABLY HAVE A DIFFERENT DEMEANOR RIGHT NOW.

BUT TO RUDY'S POINT, ON THE PREVIOUS SLIDE, IT SAID, YOU KNOW, IT'S TALKING ABOUT THE TEACHER SOLUTION.

THIS FOUNDATION OFFERS THE SOLUTION TO NOT JUST TEACHERS, BUT ALL DISTRICT.

AND SO WHAT THEY TRY TO PROVIDE IN EACH OF THEIR APARTMENT COMPLEXES IS ACCESS TO UNITS FOR PEOPLE WHO ARE MAKING 30% OF THE AREA MEDIAN INCOME, WHICH IS ABOUT $36,000. AND THAT'S LIKE FAMILY INCOME, NOT JUST INDIVIDUAL PEOPLE WHO ARE MAKING ABOUT 60% OF THE AMII, WHICH IS TWICE THAT $72,000. AND THEN PEOPLE WHO ARE AT 80% OF THE AREA MEDIAN INCOME.

SO IT'S A FULL SPECTRUM.

IT'S WHAT THEY CALL MIXED INCOME OR.

YEAH, BUT IT'S NOT JUST TARGETED FOR TEACHERS, IT'S FOR THE JANITORS AND THE BUS DRIVERS AND EVERYBODY WHO YOU WANT TO SUPPORT.

YEAH, THAT'S A GOOD SEGUE INTO THIS SLIDE HERE.

HERE BECAUSE LET'S JUST TAKE ROUND ROCK ISD FOR AN EXAMPLE WHO HAS YOU KNOW, THEY LAUNCHED THAT PROGRAM IN AUGUST 1ST, I BELIEVE AUGUST 1ST, THEY WENT LIVE WITH FOUR APARTMENT COMPLEXES IN THE DISTRICT.

EACH APARTMENT COMPLEX ALLOTTED 25 UNITS FOR DISTRICT EMPLOYEES.

OF THOSE 100 THAT ARE AVAILABLE, THE MAJORITY OF THE FOLKS TAKING ADVANTAGE OF THE PROGRAM RIGHT NOW AS IT STANDS ARE THE ARE THE PEOPLE MAKING 30% AMI OR LESS.

THOSE ARE YOUR JANITORS.

THOSE ARE YOUR BUS DRIVERS.

THOSE ARE YOUR CRITICAL MISSION TYPE FOLKS THAT ARE AT THE DISTRICTS EARLY AT THE DISTRICT LATE.

THEY HAVE REALLY, REALLY TAKEN ADVANTAGE OF IT.

ADAM AND I HAVE RECEIVED SO MUCH POSITIVE FEEDBACK.

ONE INDIVIDUAL WHO'S STAYING AT THE ENCLAVE AND IT'S CALLED THE ENCLAVE AT LAKESIDE.

AT LAKESIDE IN ROUND ROCK.

THE TYPICAL TWO BEDROOM APARTMENT COMPLEX APARTMENT THERE RUNS $1,800 A MONTH.

HE'S PAYING $750 A MONTH.

SO HE'S SAVING, LET'S CALL IT $13,000 A YEAR.

[00:40:01]

HE HAS A WE GOT AN EMAIL THE OTHER DAY THAT HAD A HAD A TENANT, YOU KNOW, WRITE IN AND SAY FOR THE FIRST TIME, MY SON IS GOING TO HAVE HIS OWN BEDROOM.

RIGHT. SO THOSE ARE THE FOLKS THAT THIS PROGRAM IS REALLY INTENDED TO, RIGHT.

SO LET'S GO THROUGH THE SERVICES REAL QUICK.

THE PARTNERSHIP IS ONE THING WHERE THE DISTRICT SAYS, OKAY, TEXAS WORKFORCE HOUSING FOUNDATION, LET'S PARTNER UP, FIND US SOME SOLUTIONS IN OUR DISTRICT, AND LET'S START TACKLING THIS PROBLEM, RIGHT? THE AFFORDABILITY FUND IS BASICALLY A SCHOLARSHIP FUND THAT THE WORKFORCE HOUSING FOUNDATION IS SETTING UP ON BEHALF OF THE DISTRICT AND WILL HELP SUBSIDIZE RENT EVEN FURTHER.

SO THIS IS WHERE SO YOUR TEACHERS LET'S JUST I'M NOT EXACTLY SURE WHAT A STARTING SALARY IS FOR A TEACHER, BUT LET'S JUST SAY IT'S $55,000.

HERE THEY FALL OUT OF THE 30% AMI RANGE, SO THEY WON'T SEE A SIGNIFICANT DECREASE IN RENT LIKE OUR THE EXAMPLE AT ROUND ROCK.

BUT WITH THE AFFORDABILITY FUND, THE DISTRICT WILL HAVE THE ABILITY TO SUBSIDIZE THEIR RENT MUCH FURTHER TO HELP ACCOMMODATE AFFORDABILITY WITHIN THE DISTRICT.

AND THEN THE LASTLY, PRIORITY ACCESS.

SO, YOU KNOW, WE'VE BEEN IN TALKS WITH SO MANY DIFFERENT APARTMENT COMPLEXES.

SOME ARE AT 99% OCCUPANCY RATE, SOME ARE AT 85% OCCUPANCY RATE.

IN THIS PARTICULAR AREA THEY'RE PRETTY LEASED UP AND WAIT TIMES ARE FAIRLY EXTENSIVE.

SO WITH THIS PROGRAM WE WILL BLOCK OFF A CERTAIN AMOUNT OF UNITS.

WE'LL TALK WITH DR. ARNETT AND HIS STAFF AND DETERMINE WHAT APPROPRIATE NUMBER THAT IS.

BUT THEY WILL THE TEACHERS AND THE EMPLOYEES OF THE DISTRICT WILL GET PRIORITY ACCESS TO THE TO THOSE UNITS.

NOW, THAT'S IMPORTANT FOR A COUPLE OF REASONS, RIGHT? YES, GETTING IN IS GREAT AND ALL, BUT YOU COULD ALSO THE DISTRICT CAN UTILIZE THAT AS A RETENTION AND RETAINING TOOL, A RETENTION AND RECRUITING TOOL.

RIGHT. WE SEE ALL THE TIME FOLKS TRYING TO COME IN.

I'LL GIVE YOU AN EXAMPLE FREDRICKSBURG ISD.

YOU KNOW WHAT? I PROBABLY SHOULDN'T USE THIS EXAMPLE, BUT THERE WERE SOME EMPLOYEES THAT HAD SIGNED A CONTRACT AND WERE REALLY THRILLED TO GO TO FREDRICKSBURG.

ACTUALLY, ADAM AND I ARE GOING THERE TOMORROW FOR HAVING THE SAME CONVERSATION WITH THEIR BOARD.

AND SIGNED THE CONTRACT AND WENT TO GO LOOK FOR A PLACE TO STAY.

COULDN'T FIND ANYTHING AFFORDABLE.

IT'S GOTTEN SO EXPENSIVE IN FREDRICKSBURG.

HE HAD TO BACK OUT OF THE CONTRACT BECAUSE HE COULDN'T FIND A PLACE TO LIVE.

SO HE STAYED HERE IN AUSTIN.

IT'S JUST, YOU KNOW, IT'S JUST GETTING TOO EXPENSIVE.

SO THE AFFORDABILITY FUND, PRIORITY ACCESS, I THINK ARE THE ARE THE MAIN DRIVERS OF THIS PROGRAM FOR EANES ISD.

TALK ABOUT THE AFFORDABILITY FUND CONTRIBUTION.

SURE THING. SO.

ADAM AND I BELIEVE IN THIS PROGRAM.

HOW MANY DISTRICTS DO WE HAVE SIGNED UP? FOUR SO FAR. WE HAVE FOUR SO FAR, I THINK BY THE END OF THIS MONTH, WE'LL HAVE EIGHT.

SO. IT'S ROLLING OUT, IT'S SUCCESSFUL.

SO THE WORKFORCE HOUSING FOUNDATION WILL MAKE A CONTRIBUTION TO THE TEXAS EDUCATOR HOUSING AFFORDABILITY FUND.

IT'S A NON PROFIT THAT'S GOING TO MAKE THE CONTRIBUTIONS TO THE APARTMENT COMPLEXES ON THE DISTRICT'S BEHALF.

RIGHT. SO, I MEAN, CHRIS WILL TELL YOU, I DON'T THINK HE WANTS TO RECEIVE MONIES BECAUSE THEN THAT'S GOING TO BE TAXED AND THEN THAT MONEY IS GOING TO HAVE TO GO TO THE TEACHERS SOMEHOW AND THEN THE TEACHER WILL PAY TAX ON THAT.

SO THE WORKAROUND THERE IS GO THROUGH ANOTHER NONPROFIT TO MAKE THE CONTRIBUTIONS ON BEHALF OF THE DISTRICT TO THE APARTMENT COMPLEX.

THE WORKFORCE HOUSING FOUNDATION WILL SET THAT FUND UP WITH $250,000.

AND THEN ADAM AND I ARE MATCHING THAT CONTRIBUTION.

SO THE TOTAL AFFORDABILITY FUND STARTUP IS $500,000.

SO IT'S A SIGNIFICANT AMOUNT OF MONEY AND THAT MONEY WILL BE INVESTED IN CDS SAVINGS ACCOUNTS.

RIGHT NOW THEY'RE EARNING SOMEWHERE BETWEEN FOUR AND A HALF TO 5% TO CONTINUE TO GROW.

THEN ON AN ANNUAL BASIS, THE WORKFORCE HOUSING FOUNDATION WILL SUPPLEMENT THE AFFORDABILITY FUND $100,000 A YEAR SO THAT THE FUND ISN'T.

LIQUIDATED SO FAST.

SO WE HAVE TO BE COGNIZANT OF THE MONEY THAT'S BEING PUT IN THERE.

WE HAVE TO BE AWARE OF WHAT'S WHAT'S COMING BACK IN.

AND THEN WE'RE ALSO GOING TO PUT SOME ONUS ON THE TEXAS EDUCATOR HOUSING AFFORDABILITY FUND TO RAISE SOME ADDITIONAL CAPITAL.

RIGHT? SO WE'RE GOING TO BE BRINGING IN COMMUNITY MEMBERS, COMMUNITY SPONSORS, BUSINESSES TO HELP CONTRIBUTE TO THE FUND TO FURTHER SUBSIDIZE THE THE RENT. DID I LEAVE ANYTHING OUT? NO. YEAH, YOU GOT IT.

EVERY TIME I HANG OUT WITH HIM, I HAVE TO WRITE A CHECK.

IT'S FOR A GOOD CAUSE.

[00:45:03]

SO HERE'S HERE'S WHAT THE PROJECT TIMELINE LOOKS LIKE.

YOU KNOW, AS DR. ARNETT MENTIONED, WE'VE HAD SEVERAL CONVERSATIONS ABOUT THE PROGRAM.

WE GOT TO MEET WITH MR. SPRADLEY ABOUT IT TO MAKE HIM AWARE AND DISCUSS WHAT ADAM AND I WERE DOING IN EANES BACKYARD.

AND SO, YOU KNOW, WE'VE WE'VE CROSSED OUT STEP ONE.

WE'VE DONE QUITE A BIT OF RESEARCH.

OUR TEAM OF DEVELOPERS HAVE SCOURED THE COMMUNITY.

THERE'S ACTUALLY ONLY 11 APARTMENT COMPLEXES IN WITHIN EANES ISD, SO THERE'S NOT A WHOLE LOT THAT WE COULD GO OUT AND PURCHASE.

IF I WERE TO HAVE MY WAY, I'D LOVE FOR US TO PURCHASE THE WESTERLY.

UM, IT'S BEEN A DIFFICULT CONVERSATION TO GET TO HAVE AND I DON'T THINK THEY'RE WILLING TO SELL.

SO THE OTHER OPTION THAT WE'RE EXPLORING RIGHT NOW IS A GROUND UP DEVELOPMENT.

THERE ARE A COUPLE OF PARCELS OF LAND THAT WE'RE LOOKING AT RIGHT NOW THAT WE ARE IN THE PRELIMINARY DISCUSSIONS TO PURCHASE, WHICH, YOU KNOW, THAT TIME FRAME IS 2 TO 3 YEARS BEFORE WE COULD MOVE EMPLOYEES INTO THE APARTMENT COMPLEX.

BUT THAT MAY BE THE BEST CASE SCENARIO.

SO WE KIND OF LOOK AT THIS AS A TWO PRONGED APPROACH, WHERE LET'S GO OUT AND ASK EVERY APARTMENT COMPLEXES IF THEY'RE WILLING TO SELL TO US.

AND THEN AT THE SAME TIME, LET'S GO START LOOKING AT LAND THAT WE CAN DEVELOP, BECAUSE EITHER WAY, WE HAVE TO START THE PROCESS NOW.

SO AT THIS STATE TODAY, AS WE SPEAK, WE'RE BASICALLY ON STEP THREE WHERE WE'RE TALKING TO THE BOARD.

WE'RE EDUCATING YOU ALL, TRYING TO ANSWER AS MANY QUESTIONS AS WE CAN SO THAT ADAM AND I CAN START PLANNING AND WORKING WITH OUR DEVELOPERS TO FIND THE BEST SOLUTION FOR YOU ALL.

AND AS WE GO FROM THERE, YOU KNOW, OUR NEXT STEP WOULD BE TO MEET WITH DR.

ARNETT, WITH CHRIS, YOUR OPERATIONS OFFICER, WHO WE ALSO MET WITH AND DISCUSSED THIS WITH.

AND WHAT DO YOU GUYS NEED? YOU MAY YOU MAY WANT US TO BUY LAND AND CUERNAVACA.

YOU MAY WANT US TO BUY LAND OVER HERE IN LOST CREEK.

YOU KNOW, WHAT IS THE BEST PLACE THAT YOU ALL THINK WOULD BETTER SERVE YOUR YOUR DISTRICT EMPLOYEES? AND THEN WE GO OUT AND WE FINANCE THE PROJECT UTILIZING TAX EXEMPT BONDS.

AND SO, YOU KNOW, ADAM MENTIONED THAT TEXAS WORKFORCE HOUSING FOUNDATION IS A PUBLIC FACILITY CORPORATION.

A LOT OF ACRONYMS AND NAMES.

BUT A PFC IS BASICALLY A NONPROFIT THAT HAS BONDING AUTHORITY SO WE CAN GO OUT AND BORROW MONEY UTILIZING TEXAS WORKFORCE HOUSING FOUNDATION AT A MUCH LOWER RATE THAN WE COULD IF WE WENT TO A PRIVATE LENDER OR WENT OUT AND GOT HARD MONEY FOR IT. THE DISTRICT DOES NOT LEVERAGE THEIR CREDIT.

THE DISTRICT DOES NOT LEVERAGE YOUR BUDGET.

THE DISTRICT DOESN'T LEVERAGE YOUR I&S SIDE OF YOUR FUNDS.

THERE'S NO BOND ELECTION HERE.

WE GO OUT, WE PUT THE TEXAS WORKFORCE HOUSING FOUNDATION AT RISK.

IT'S A LARGE FINANCIAL MODEL, WHICH IS WHERE I COME IN AND WE GO OUT AND CREATE THE IPO MARKET FOR EANES ISD APARTMENT COMPLEX. AND THAT'S HOW THAT'S HOW WE DO IT.

WE'LL SAY AS JUST A GENERAL CAVEAT.

THEY OPERATE IT FOR YOU.

THEY FINANCE IT FOR YOU.

IF SOMETHING GOES WRONG, THEY REPAIR IT, THEY REHABILITATE IT.

IF IT'S A NEW CONSTRUCTION PROJECT, THEY CONSTRUCT IT FOR YOU.

AND SO THERE'S NO THERE'S NO FINANCIAL OBLIGATION, BUT THERE'S ALSO NO KIND OF TIME OBLIGATION.

SO IF THE LIGHTS GO OUT, YOUR DISTRICT EMPLOYEE ISN'T CALLING YOUR SUPERINTENDENT SAYING, CAN SOMEBODY COME CHANGE MY LIGHT BULB? THERE'S COMPLETE SEPARATION THERE.

AND IT'S NOT IT'S INTENDED TO BE A TURNKEY SOLUTION.

I FORGOT THIS SLIDE WAS IN HERE.

SO THIS IS THESE ARE THE [INAUDIBLE] DISTRICTS THAT WERE CURRENTLY WORKING WITH RIGHT NOW.

LIKE LIKE ADAM SAID LAST WEEK, AUSTIN ISD APPROVED THE PROGRAM ON THE 19TH.

ALIEF ISD IS APPROVING THE PROGRAM AND CURRENTLY THE ONLY ONE WHO'S IN FULL OPERATION IS ROUND ROCK ISD.

I THINK OF THE 100 UNITS THAT ARE AVAILABLE, ABOUT 25 TO 30 HAVE BEEN FILLED.

THERE IS SOME TIME LAG, YOU KNOW, SOME SOME SOME TEACHERS.

THEIR LEASE DOESN'T END TILL OCTOBER, SO THEY'RE NOT GOING TO MOVE IN TILL THE END OF OCTOBER.

BUT, YOU KNOW, WE'RE GETTING THEY'RE ON THE LIST.

SO IT DOES TAKE A FEW MONTHS FOR THE UNITS TO GET FILLED.

BUT THOSE ARE TYPICALLY OR THOSE ARE THE DISTRICTS THAT ARE CURRENTLY IMPLEMENTING THE PROGRAM.

SO WE'VE TALKED A LOT ABOUT ROUND ROCK ISD.

IT DID LAUNCH AUGUST 1ST OF THIS YEAR AND WE ANTICIPATE BECAUSE OF HOW LONG IT TAKES FOR TEACHERS TO MOVE INTO THE UNITS THERE TO BE ABOUT A $55,000 CONTRIBUTION OR PAY DOWN OF THEIR RENT OVER THE NEXT FOUR MONTHS OR THREE MONTHS.

[00:50:05]

SO WHEN IT WENT LIVE ON AUGUST 1ST, THEY HAD $1 MILLION SITTING THERE WAITING FOR THE DISTRICT.

AUSTIN ISD, WHICH WAS APPROVED LAST WEEK.

THERE'S FIVE EXISTING PROJECTS IN AUSTIN ISD.

AND SO WHEN IT LAUNCHES ON OCTOBER 1ST, IT WILL GO LIVE WITH $1.25 MILLION FOR THEIR DISTRICT EMPLOYEES.

AND ONE THING TO NOTE, THESE PICTURES DON'T DO THE APARTMENT COMPLEXES JUSTICE, BUT THE APARTMENTS THAT ARE IN THE PORTFOLIO ARE CLASS A SPACES.

ADAM AND I HAVE TOURED WAIT QUITE, QUITE A BIT OF APARTMENT COMPLEX THERE, ALL KIND OF BLENDED IN TOGETHER.

BUT I HAVEN'T WALKED INTO ONE WHERE I'M LIKE, I DON'T KNOW IF I WANT TO LIVE HERE MYSELF, YOU KNOW, IF I WAS IN THAT CURRENT STAGE OF LIFE.

THESE APARTMENT COMPLEXES ARE ABSOLUTELY BEAUTIFUL, WHICH IS WHY I THINK THE WESTERLY WOULD BE FANTASTIC.

BUT IF WE WERE TO BUILD ONE FRESH, IT WOULD BE A CLASS A SPACE.

IT WOULD BE SOMETHING WHERE WE COULD ALL BE PROUD OF.

AND I THINK OUR TEACHERS AND STAFF WOULD BE PROUD TO LIVE THERE RIGHT NOW.

ONE THING WE ALSO NEED TO MENTION IS.

THE DISTRICT WOULDN'T HAVE THE ENTIRE APARTMENT COMPLEX TO THEMSELVES.

THERE WOULD BE A CARVE OUT OF UNITS FOR THEM.

MAYBE THAT'S 50.

MAYBE THAT'S 75, DEPENDING ON WHAT DR.

ARNETT DEEMS NECESSARY.

THE OTHER UNITS WILL BE AT MARKET RENT.

RIGHT. SO YOUR YOUR JANITOR, WHO'S MAKING $35,000 A YEAR IS LIVING NEXT DOOR TO, LET'S SAY, A MILLIONAIRE TECH EXECUTIVE AT APPLE.

YOUR YOUR YOUR CAFETERIA STAFF WILL ALSO BE LIVING RIGHT DOWN THE HALLWAY FROM SOMEONE PAYING MARKET RENT.

THIS IS NOT ONE DISTRICT I WAS ACCUSED OF TRYING TO SET UP SECTION EIGHT HOUSING, AND THAT'S NOT WHAT WE'RE DOING HERE.

THIS IS GOING TO BE VERY NICE CLASS A SPACE WHICH I THINK WE COULD ALL BE PROUD OF.

SO THESE PICTURES JUST DON'T DO THIS APARTMENT COMPLEX.

ONE OF THE POSITIVES ON THAT IS IF YOU'RE TRYING TO ATTRACT THAT HIGH END, TOP OF MARKET RENTER, YOU'RE GOING TO HAVE THE NICEST POOL AND THE NICEST GYM AND THE BEST AMENITIES AT THE COMPLEX.

AND SO THERE'S A BENEFIT TO THE PEOPLE WHO ARE PAYING 30%.

THERE WON'T BE A SIGN ON THE DOOR SAYING THAT THIS IS A LOW INCOME OR AN AFFORDABLE UNIT.

IT'LL JUST BE ALL MIXED IN TOGETHER.

SO THAT'S ONE OF THE NICE BENEFITS.

ANOTHER THING WHICH CAME UP WITH A SCHOOL DISTRICT THAT'S CREATING THEIR OWN PFC WAS FROM COMMUNITY FEEDBACK.

IT WAS SO IF WE RESIGNED FROM THE SCHOOL DISTRICT, IS OUR STUFF IN A BOX ON THE CURB WHEN WE GET HOME FROM FROM CLASS? AND THAT ANSWER IS NO, BECAUSE THE FOUNDATION WOULD THEN JUST SHIFT YOU FROM ONE OF THE AFFORDABLE DISTRICT EMPLOYEE UNITS.

THEY WOULD JUST COUNT YOU AS ONE OF THE OTHER AFFORDABLE UNITS THAT'S IN THAT COMPLEX.

SO 50% OF THE UNITS ARE RESERVED FOR PEOPLE MAKING LESS THAN 80% OF THE AREA MEDIAN INCOME ABOUT, YOU KNOW, LET'S SAY 25 TO 50 OF THOSE, MAYBE 75 UNITS WOULD BE FOR DISTRICT EMPLOYEES.

SO THEY WOULD JUST MOVE FROM KIND OF ONE TRANCHE TO THE OTHER.

THEY WOULD LOSE ACCESS TO THE AFFORDABILITY FUND SO THEY WOULDN'T GET THE EXTRA SUBSIDY, BUT THEY WOULD STILL BE ALLOWED TO LIVE IN THERE.

WELL, WITH THAT, I KNOW THIS IS A COMPLICATED PARTNERSHIP THAT CAN PROVIDE A LOT OF VALUE.

IT'S HARD TO CONDENSE THAT DOWN INTO TEN SLIDES OR LESS.

SO WITH THAT, WITH ANY QUESTIONS, PLEASE, PLEASE FEEL FREE TO ASK.

YEAH. THANK YOU. RUDY AND ADAM.

HEATHER, DO YOU WANT TO START? THANK YOU SO MUCH FOR THE PRESENTATION.

I AM SUPER INTERESTED IN FIGURING OUT HOW TO PROVIDE AFFORDABLE HOUSING FOR OUR STAFF, WHETHER IT'S THIS OR SOMETHING ELSE.

I DON'T KNOW YET, BUT I AM VERY INTERESTED.

SO I HAVE A COUPLE OF QUESTIONS.

ONE SO BECAUSE AUSTIN ISD, WELL FIRST OF ALL, ARE WE THE ONLY DISTRICT THAT YOU GUYS HAVE WORKED WITH THAT YOU WOULD HAVE TO POTENTIALLY BUILD SOMETHING FROM THE GROUND UP? NO, WE'RE DOING THAT WITH PFLUGERVILLE ISD RIGHT NOW AS WELL AS FREDRICKSBURG ISD.

OKAY. AND SEGUIN ISD.

OKAY. AND HAYS. AND HAYS.

YEAH. OKAY, GREAT.

SO WE'RE NOT SUPER UNIQUE IN THAT.

THAT'S GOOD SINCE LIKE AUSTIN ISD, FOR EXAMPLE, HAS JOINED IN ON THIS AND THEY HAVE TARGETED APARTMENT COMPLEXES THAT ARE ALREADY IN THE PROGRAM.

IF WE HAVE STAFF AND WE DO THE TAX ABATEMENT WITH WITH YOU GUYS, WOULD IT BE POSSIBLE TO PUT SOME PEOPLE IN MAYBE A PLACE THAT'S TECHNICALLY AN ASD IF WE'RE GOING TO BE JOINING THAT PARTY SOON ALSO? I MEAN, I'M JUST THINKING OF LIKE THE THINGS THAT ARE IN BARTON CREEK TECHNICALLY THAT'S AN AUSTIN ISD TAXING JURISDICTION, BUT.

IT'S RIGHT DOWN THE ROAD FROM US, RIGHT? YEAH, I THINK IT'S A GREAT QUESTION.

I THINK THEY'RE OPEN TO HELPING.

WHEN WE I DON'T KNOW IF YOU WANT TO SAY THAT, BUT WHEN WHEN WE WERE TALKING TO AUSTIN ISD ABOUT THAT, ABOUT THAT CONCEPT, YOU KNOW, WOULD YOU BE WILLING TO TO PARTNER.

AND THEY SAID, WELL, WE'RE USING THIS AS A RECRUITING AND RETENTION TOOL.

SO THEY'RE WELCOME TO COME TO THESE APARTMENTS WHEN THEY JOIN AUSTIN ISD [LAUGHTER] SO BUT ULTIMATELY, I THINK IT'S THE FOUNDATION WHO NEEDS TO TO KIND OF PONY UP THE

[00:55:07]

RIGHT. AND SO I THINK THEY'RE OPEN TO HELPING IN ALL FASHIONS.

IT'S JUST TRYING TO RIGHT SIZE MAYBE THAT SO IT'S NOT A FULL MATCH WITH WHAT AUSTIN ISD IS GETTING, BUT IT'S SOMETHING THAT'S MEANINGFUL AND MAYBE IT'S 10 UNITS INSTEAD OF 50. THE ANSWER IS KIND OF YES, BUT HOW? EVEN IF IT'S JUST TEMPORARY UNTIL WE GET OUR OWN THINGS OFF THE GROUND? OKAY. AND THEN ONE LAST QUESTION.

I'M SURE EVERYBODY ELSE HAS QUESTIONS, TOO.

SO I'M GUESSING SO REGARDLESS OF THE IF IT'S 50% OF THE UNITS IN A COMPLEX THAT ARE AFFORDABLE HOUSING AND I SEE THIS SOMETHING LIKE THE DOMAIN, RIGHT, THAT HAS AFFORDABLE HOUSING IN IT THAT MOST PEOPLE DON'T KNOW THAT LIKE, COULD YOU BUY OUR MALL, THAT'D BE GREAT AND PUT A HOUSING THERE MAYBE.

I DON'T KNOW. THERE'S AN IDEA THERE'S A BIG PARKING LOT.

ANYWAY, UM, SO BUT IS IT A TAX ABATEMENT ON THE FULL COMPLEX? CORRECT. YES. OKAY.

SO NEW BUILDING, FANCY APARTMENTS.

THERE WOULD BE NO TAXES COMING TO THE DISTRICT COMPLETELY FOR THAT ENTIRE BUILDING.

THAT'S THE AGREEMENT. YES.

OKAY. THANK YOU.

THANK YOU, HEATHER. KIM.

THANKS SO MUCH FOR THIS PRELIMINARY INFORMATION.

I THINK I'M NOT REALLY LOOKING AT SPECIFIC QUESTIONS, BUT I'D LIKE TO KNOW A LITTLE BIT MORE.

NOT AN ANSWER HERE.

AND MAYBE THIS IS A REQUEST FOR ADMINISTRATION INFORMATION THAT YOU'VE PROVIDED ABOUT THE STRUCTURE AND HOW WE'RE GOING TO DO THIS AND WHAT A CONTRACT WOULD LOOK LIKE, THE VIABILITY OF THE FUND AND THE FOUNDATION.

AND AGAIN, I SHOULD HAVE STARTED OUT BY SAYING THANK YOU FOR THIS AND FOR THE OFFER, BUT I'D LIKE TO SEE JUST THE NUTS AND BOLTS OF THIS.

I'D LIKE TO SEE WHAT IT'S GOING TO LOOK LIKE, WHAT WE'RE GOING TO ASK IN PARTNERSHIP FROM THE COMMUNITY.

YOU KNOW, AGAIN, WHAT YOUR SURVEYS HAVE SHOWN SO FAR.

AND THE NICE THING ABOUT THAT IS WE ALL KNOW THIS COMMUNITY AND SO WE CAN ENVISION THAT.

BUT I WOULD LIKE TO UNDERSTAND WHAT WE'RE DOING WITH THIS, WHAT YOU'VE DONE IN THE PAST, WHAT HOW YOU SEE THE FOUNDATION MAYBE FIVE YEARS FROM NOW. SO A LITTLE MORE INFORMATION AND DETAIL AROUND THAT.

AND THEN I THINK.

IF I WERE MAKING THE YOU KNOW, I WOULD HOPE THAT YOU COULD COME BACK AGAIN AND IN SOME OTHER FORM, WE COULD ASK ADDITIONAL QUESTIONS ONCE WE HAVE THAT THAT LEVEL OF DETAIL. THANK YOU, KEVIN.

WE'LL GO TO ELLEN AND THEN JEN.

THANK YOU SO MUCH FOR THIS.

IT'S NOT WHAT I EXPECTED AND IT'S NOT ACTUALLY WHAT I HAD IN MY HEAD WHEN I READ THE PRESENTATION.

SO I APPRECIATE YOU EXPLAINING IT AND WHAT AN INTRIGUING CONCEPT.

THANK YOU FOR PUTTING IT TOGETHER.

I MEAN, THIS IS THIS IS NOT A NEW IDEA.

NEEDING HOUSING FOR TEACHERS IS NOT A BRAND NEW IDEA.

IT HAS BEEN A PROBLEM FOR A WHILE.

AND A LOT OF SMART PEOPLE HAVE TRIED TO FIGURE OUT HOW TO DO THAT WELL, AND THIS SEEMS TO RESPOND TO A LOT OF THE THE ISSUES THAT HAVE BEEN RAISED. AND SO I'M REALLY, REALLY INTRIGUED BY HOW YOU'VE PUT TOGETHER THIS PACKAGE.

THANK YOU FOR THAT.

UM, I DO HAVE A LOT OF QUESTIONS BECAUSE I PROBABLY DON'T QUITE UNDERSTAND ENOUGH OF IT YET.

IS THIS LIMITED TO MULTIFAMILY HOUSING OR COULD IT BE DUPLEXES? COULD IT BE SOMETHING THAT'S MORE SINGLE FAMILY THAT MIGHT FIT MORE INTO THE CONTEXT OF THE COMMUNITY? HOW IS THAT DETERMINED? ALL OF THE ABOVE. AND SO THAT WAS ONE QUESTION.

IT'S SORT OF A CHOOSE YOUR OWN ADVENTURE.

WE HAD QUESTIONS FROM ONE DISTRICT WHO SAID.

IT'S GREAT THAT WE HAVE MULTIFAMILY AND THAT'S THAT'S GREAT FOR OUR YEAR ZERO THROUGH SEVEN EMPLOYEES.

BUT WHAT ABOUT THE PEOPLE WHO WANT TO MOVE OUT? DO THEY THEN GO TO WHAT DO THEY DO? RIGHT? SO WHAT WE HAVE WHAT WE'VE SEEN IS IN ONE DISTRICT WHO HAD SURPLUS DISTRICT LAND.

WE SAID WE COULD DO MULTIFAMILY HERE AND THEN WE COULD DO SINGLE SINGLE FAMILY RENTAL OVER HERE IF THEY WANT TO MOVE INTO THEIR OWN HOUSE THAT'S NOT PART OF THIS PROGRAM.

YOU COULD ALSO USE THE AFFORDABILITY FUND FOR A DOWN PAYMENT ASSISTANCE PROGRAM IF THAT'S SOMETHING THAT YOU CHOSE TO DO.

BUT IT'S SORT OF ALL OF THE ABOVE.

IT CAN BE MULTIFAMILY WITH SINGLE FAMILY ON THE SAME LAND.

IT COULD ALSO BE SINGLE FAMILY.

IT'S JUST WHAT MAKES SENSE.

AND IS ANY OF YOUR FUNDING IN TERMS OF THE PUBLIC BONDS, IS IT TIED TO SOME OF THE OTHER AFFORDABILITY REQUIREMENTS? I'M NOT SURE I'M ASKING THIS QUESTION THE RIGHT WAY, BUT FOR EXAMPLE, FOR THE CITY OF AUSTIN, TO QUALIFY AS A DEVELOPER FOR A AFFORDABLE HOUSING, IT HAS TO HAVE PUBLIC TRANSPORTATION TO THE SITE OR HAVE PUBLIC TRANSPORTATION EASILY ACCESSIBLE.

[01:00:02]

THEY DON'T NECESSARILY EARMARK DOLLARS FOR PUTTING IN A BUS STOP OR ANYTHING LIKE THAT OR TALKING TO THE CITY ABOUT BRINGING A BUS A BUS ROUTE THAT WAY.

BUT IT IS PART OF THE ANALYSIS FOR THE SITE.

THANK YOU. THIS MAY BE MORE A QUESTION FOR YOU, DR.

ARNETT, OR MAYBE EVEN CHRIS, BUT WOULD POSSIBLY ANY OF THE FUNDING, EITHER THE $250,000 INITIAL OR THE $50,000 ONGOING, DOES ANY OF THAT QUALIFY FOR BEING PAID OUT OF BOND VERSUS M&O? WE DON'T PAY ANY OF THOSE MONIES.

SO NONE OF THAT COMES FROM THE SCHOOL DISTRICT.

THAT'S ALL PROVIDED BY THE FOUNDATION AND BY THE INVESTORS.

SO IT DOESN'T COME FROM THE DISTRICTS.

ALL RIGHT. SO, ELLEN, IF YOU IF YOU DON'T MIND.

SO. THE REASON WHY THE FOUNDATION IS ABLE TO PROVIDE THAT $250,000 UP FRONT AND THEN ADAM AND I WILL MATCH IT.

IT KIND OF GOES BACK TO WHAT HEATHER WAS ASKING ABOUT THE TAXES, BECAUSE THE FOUNDATION IS A NONPROFIT IF THEY PURCHASE THE APARTMENT COMPLEX, THERE IS NO TAX PAYMENT TO ANY TAXING JURISDICTION IN THE COUNTY.

AND SO THAT SAVINGS IS THEN WHAT IS BEING USED TO FUND THE AFFORDABILITY FUND AND ALSO HELP SUBSIDIZE THE TEACHERS RENTS.

OKAY, GOTCHA. I MISUNDERSTOOD.

THANK YOU. THAT'S ALL.

THE MONEY WILL COME FROM THE FOUNDATION.

OKAY, GREAT CLARIFICATION.

AND HAVE WE DID DO A STAFF INTEREST SURVEY.

COULD YOU RESEND THOSE RESULTS TO US? AND ALSO, DO WE KNOW WHAT PERCENTAGE OF OUR STAFF RENTS VERSUS OWNS? I THINK THAT'S IN THE SURVEY.

IF I RECALL, I DON'T REMEMBER THE EXACT BREAKDOWN OF THOSE WHO OWN VERSUS RENT, BUT WE HAD ABOUT 70% OF OUR STAFF WHO SAID THAT THEY WERE INTERESTED IN AFFORDABLE HOUSING.

VERY HIGH PERCENTAGE. IT'S HARD TO GET HARD TO GET 70% OF PEOPLE TO AGREE ON MOST OF ANYTHING.

WE WILL PROVIDE THOSE RESULTS FOR YOU.

THANK YOU. ARE ANY OF THESE DO ANY OF THESE PROJECTS HAVE A MINIMUM NUMBER OF UNITS? I MEAN, WHAT'S THE SCALE THAT'S REQUIRED FOR THIS KIND OF THING TO WORK? RIGHT? WHAT WE USUALLY SEE AND IT'S CHANGED AND EVOLVED OVER TIME.

IF YOU LOOK AT SOMETHING THAT WAS BUILT MAYBE 15 YEARS AGO, IT'S GOING TO BE MAYBE 200 TO 250 UNITS.

NOW, IN ORDER TO GET THE ECONOMIES OF SCALE BASED ON THE COST OF CONSTRUCTION, YOU'RE SEEING ABOUT 300 UNITS PER PROJECT.

AND IF YOU DO THE QUICK MATH, 150 OF THOSE UNITS WOULD BE FOR WORKFORCE HOUSING.

AND THEN LET'S SAY 50 OF THOSE 150 WOULD BE DEDICATED TO DISTRICT.

SO THAT'S WHERE I WAS SAYING IF IF SOMEBODY LEAVES THAT THAT 50 UNIT TRANCHE, THEN THEY COULD THEY COULD STILL REMAIN IN THAT 150 UNIT MIX T HAT'S FOR WORKFORCE.

THEY JUST WOULDN'T THEY'D LOSE ACCESS TO THE AFFORDABILITY FUND AND THEY WOULD NO LONGER COUNT AS I GUESS, AGAINST THE DISTRICT'S COUNT.

SO IT WOULD FREE UP A UNIT FOR SOMEBODY.

OKAY. SO WE WE OBVIOUSLY ARE ON THE ON THE SMALL END OF THE SCALE IN TERMS OF SIZE OF SCHOOL DISTRICTS THAT ARE ENGAGED. I DON'T KNOW FREDERICKSBURG MIGHT, I DON'T KNOW HOW MANY STUDENTS THEY HAVE.

PROBABLY APPROACHING OUR SIZE.

I WOULD THINK SO. SO BUT OTHER THAN THAT, I MEAN IT'S A GOOD THING IT'S NOT ON OUR SHOULDERS TO FIND A SPACE FOR 300 UNITS.

I MEAN, WE'RE LOOKING AT A MINIMUM OF 12 TO 15 ACRES TO BUILD THAT KIND OF SITE.

YOU KNOW, IN MY MIND, IF WE COULD HAVE A 300 PLUS UNIT COMPLEX, WE BRING IN 300 PLUS FAMILIES.

THEY'RE GOING TO HAVE MULTIPLE KIDS, MORE KIDS COME INTO THE DISTRICT AND HELP WITH OUR FUNDING, YOU KNOW, THINGS LIKE THAT.

UM, AND DR.

ARNETT, THIS THIS QUESTION IS FOR YOU.

I KNOW THAT YOU HAVE HAD MULTIPLE CONVERSATIONS WITH ALL DIFFERENT APPROACHES.

WHAT LED YOU TO BRING THIS PROPOSAL TO OUR STUDY SESSION? ALL OF THE OTHER OPTIONS THAT WE HAVE CONSIDERED WOULD REQUIRE SOME FINANCIAL RESPONSIBILITY ON THE DISTRICT'S PART, OR AT LEAST THE SECUREMENT OF LEGAL DOCUMENTS.

THE PUBLIC FINANCE CORPORATION THAT THEY REFERRED TO, THE SCHOOL DISTRICT WAS BEING ASKED TO BE THE OWNER OF

[01:05:06]

SO AT THE ONSET, THE ONLY THING THAT WOULD BE REQUIRED OF US WOULD BE AN INTERLOCAL AGREEMENT, WHICH WOULD THEN GIVE THEM THE PERMISSION TO LOOK AT AVAILABLE PROPERTIES.

OKAY. THANK YOU SO MUCH FOR BRINGING THIS OPPORTUNITY FOR OUR DISCUSSION.

THANK YOU. THANK YOU FOR YOUR TIME.

THANK YOU, ELLEN. WE'LL GO TO JEN AND THEN HEATHER.

THANK YOU SO MUCH.

A LITTLE BICKERING.

THANK YOU. THIS IS SUPER INTERESTING.

AND I FIRST TIME I'M KIND OF EXCITED ABOUT AN OPTION THAT SEEMS LIKE MIGHT ACTUALLY WORK.

SEVERAL OF MY QUESTIONS HAVE BEEN ASKED AND ANSWERED.

UM LIKE KIM I DEFINITELY WANT SOME MORE INFORMATION AS WE MOVE FORWARD WITH THIS.

I'D LIKE TO ACTUALLY SEE THE AGREEMENT, MAYBE GET SOME ADVICE FROM OUR LEGAL COUNSEL ON THAT.

I'D LIKE TO MAYBE HEAR FROM CHRIS ABOUT ANY CONCERNS OVER FINANCIAL IMPACT TO THE DISTRICT WITH THE LOSS OF TAX FUNDS.

IT SOUNDS LIKE IT MAY BE RELATIVELY MINOR, BUT.

HE DOES MATH BETTER THAN I DO SO I.

THE STAFF SURVEY DID THOSE QUESTIONS SPECIFY WHETHER WHEN ASKING ABOUT AFFORDABLE HOUSING, DID IT SPECIFY MULTIFAMILY VERSUS SINGLE FAMILY, OR WAS IT JUST GENERAL? WE DID ASK WHETHER THEY HAD A PREFERENCE FOR SINGLE FAMILY HOUSING OR AN APARTMENT COMPLEX OR A CONDOMINIUM OR A DUPLEX.

AND IF I RECALL THE RESULTS OF THAT SURVEY, OUR STAFF EXPRESSED A PREFERENCE FOR MULTIFAMILY.

OKAY. SO BUT IT'S SOMETHING THAT WE'LL GO BACK AND REVISIT.

AND AGAIN, WE'LL PROVIDE THE RESULTS OF THE SURVEY FOR YOU.

OKAY. UM, AND THEN THIS WILL PROBABLY BE IN THE AGREEMENT WHEN WE GET A CHANCE TO LOOK AT IT.

BUT SO ASSUMING WE WOULD APPROVE IT, YOUR GROUP WOULD GO AND LOOK FOR POTENTIAL PROPERTIES.

DOES THE DISTRICT THEN HAVE ANY SAY ON WHETHER WE WE ARE OKAY WITH THAT AND YOU PROCEEDING WITH THAT? YES. OKAY. YES.

SO EACH PROJECT HAS TO BE APPROVED EITHER BY THE BOARD OR BY THE SUPERINTENDENT.

OKAY. OKAY, GREAT.

AND THEN, UM, YOU AT ONE POINT IN THE PRESENTATION, YOU MENTIONED THAT YOU, YOUR GROUP WOULD BE LOOKING FOR CONTRIBUTIONS FROM THE COMMUNITY.

DID I HEAR THAT RIGHT? THE TEXAS EDUCATOR HOUSING AFFORDABILITY FUND IS OPERATES LIKE ANY OTHER NONPROFIT.

RIGHT. AND WE'LL SEEK DONATIONS FROM ANYONE WHO WOULD BE WILLING TO SUPPORT.

SO THEY WOULD POTENTIALLY BE SOLICITING OUR COMMUNITY MEMBERS WITH THE UNDERSTANDING THAT SOMETHING WOULD BE COMING HERE.

IS THAT, UM, DO YOU KNOW DO YOU HAVE AN IDEA OF WHAT THAT'S LOOKED LIKE IN OTHER DISTRICTS RIGHT NOW THE, AFFORDABILITY FUND HASN'T RAISED ANY MONEY FROM OUTSIDE SOURCES OUTSIDE OF THE THIS IS WORKFORCE FOUNDATION.

OKAY. AND THEY AREN'T RELYING ON THOSE CONTRIBUTIONS.

OKAY. MAKE ENDS MEET.

SO THAT'S NOT. IT'S NOT A PRIMARY SOURCE FOR THEM.

OKAY. OKAY. IF WE IF WE SEE THAT 50 UNITS ISN'T ENOUGH, AND LET'S SAY THE EDUCATION FOUNDATION SAYS WE WANT ANOTHER STEM TEACHER, AND SO LET'S TRY. HYPOTHESIZING.

YEAH. YEAH. UM.

OKAY. I THINK THAT'S ALL I HAVE FOR NOW.

THANK YOU, JEN. WE'LL GO TO LAURA AND THEN HEATHER.

THANK YOU ALL SO MUCH FOR BEING HERE AND FOR THIS PRESENTATION.

THIS HAS BEEN SOMETHING THAT WORKFORCE HOUSING HAS BEEN A HOT TOPIC FOR FOR QUITE SOME TIME, AND IT'S BEEN A PRIORITY OF THIS BOARD AND THE DISTRICT FOR FOR QUITE SOME TIME.

AND I KNOW WE'VE HAD LOTS OF DIFFERENT CONVERSATIONS ABOUT IT.

SO IT'S EXCITING TO TO SEE SOMETHING IN FRONT OF US.

PATIENCE HAS WORKED FOR US, SO THANK AND COMMUNITY MEMBERS ALSO.

WE'RE VERY FORTUNATE AND THANK YOU FOR BEING A MEMBER OF OUR COMMUNITY.

I'M IN LINE WITH THE REST OF THE TRUSTEES THAT I JUST NEED A LITTLE MORE INFORMATION SPECIFICALLY ABOUT THE FOUNDATION AND THE FUND AND SORT OF BECAUSE, YOU KNOW, WHEN I READ THE PACKET WAS THE FIRST TIME I WAS ACTUALLY HAD HEARD ABOUT THIS PARTICULAR FOUNDATION.

AND SO I'M FAMILIAR WITH THE TEXAS WORKFORCE, BUT NOT THIS HOUSING FOUNDATION.

SO MORE INFORMATION ON THAT WOULD BE WONDERFUL.

[01:10:03]

I DON'T SEE THAT HAPPENING.

THAT WOULD BE A SURPRISE.

BUT IF THERE'S ANY SORT OF LIABILITY ON THE DISTRICT'S PART TO TO FILL THOSE SPOTS.

THERE'S NO LIABILITY ON THE DISTRICT SIDE.

OKAY. AND THEN THE THE ANI THAT 30, 70, 80 AMI HOW IS THAT DETERMINED? WHAT PERCENTAGE WHAT HOW IS THAT? SO THE THE AREA MEDIAN INCOME IS DETERMINED BY HUD.

SO I'M SORRY. SO I UNDERSTAND THAT.

BUT HOW DO YOU DETERMINE WHAT PERCENTAGE OF THESE UNITS WOULD BE AT 30%, 70% AND 80% AMI ? SO IT'S REALLY WORKING WITH THE UNDERWRITER TO DETERMINE WHAT THE RENTS CAN JUSTIFY AND STILL BE ABLE TO PAY BACK THE DEBT SERVICE ON THE BONDS.

OKAY. SO THE IDEA WITH THE FOUNDATION TYPICALLY DOES IS THEY HAVE 3% OF THE UNITS AT 30% AMI, 7 AT 60%, AND THEN 40% OF THE UNITS AT 80% AMI . OKAY, BUT IF THE PROJECT WOULD SUPPORT DEEPER AFFORDABILITY, THEN THEY'RE GOING TO TRY TO DRIVE [INAUDIBLE].

OKAY. YEAH.

BECAUSE, ELLEN, I REMEMBER WHEN THERE WAS SOME DISCUSSION AND YOU KIND OF ALLUDED TO THIS.

THIS WAS YEARS AGO AND JOHN, I THINK YOU WERE ALSO I THINK A LOT OF US WERE AT SOME OF THESE MEETINGS WHERE THERE WAS SOME DISCUSSION ABOUT BRINGING IN SOME OF THIS WORKFORCE HOUSING. AND AT THAT TIME, THERE WERE SOME REALLY STRICT LIMITATIONS ON, YOU KNOW, TRANSPORTATION AND HOW MANY UNITS COULD BE AT 30% AMI AND 70% AND 80%.

SO BECAUSE THIS IS COMING FROM THIS FOUNDATION, WE ARE NOT SUBJECT TO THOSE.

IS THAT CORRECT? RIGHT. AND YOU'RE ALSO NOT AND I DON'T KNOW IF THE DISCUSSION WAS THAT YOU WERE GOING TO DO 4% TAX CREDITS BECAUSE THOSE THE [INAUDIBLE] REGIME HAS VERY STRICT RULES ABOUT A LOT OF THINGS. BUT THIS WOULD BE WHAT'S CALLED AN ESSENTIAL FUNCTION OR A GOVERNMENTAL PURPOSE BOND.

AND SO YOU WOULDN'T HAVE A FOR PROFIT DEVELOPER INCLUDED IN THE OWNERSHIP STRUCTURE, WHICH IS WHAT YOU HAVE WITH THE 4% TAX CREDITS.

AND SO IT GIVES MORE FLEXIBILITY AND MORE KIND OF, LIKE I SAID, CHOOSE YOUR OWN ADVENTURE.

IF YOU DETERMINE THAT YOU'D RATHER HAVE MORE 80% UNITS THAN 60% AND MAYBE YOU CAN BUMP THAT UP.

BUT IT ULTIMATELY, THOUGH, YOU HAVE TO HAVE AT LEAST 50% OF THE UNITS RESERVED FOR WORKFORCE.

BUT IF WE FIND THAT, HEY, THIS PROPERTY IS DOING BETTER THAN WE THOUGHT AND WE CAN AFFORD TO BUY DOWN RENTS, THEN THEY'RE OPEN.

FANTASTIC.

I THINK THAT'S IT I HAVE A LOT OF THE SAME QUESTIONS THAT SOME OF THE OTHER TRUSTEES HAVE ASKED AND ANSWERED.

SO THANK YOU ALL SO MUCH AND THANK YOU SO MUCH FOR YOUR COMMITMENT TO THIS.

AGAIN, NOT JUST FOR OUR DISTRICT, BUT IT SOUNDS LIKE ALL THE DISTRICTS IN CENTRAL TEXAS THAT YOU ALL ARE REALLY ASSISTING WITH THIS.

SO THANK YOU ALL.

THANK YOU, LAURA. WE'LL GO TO HEATHER.

I TOLD YOU I HAD A LOT OF QUESTIONS, SO SORRY, BUT I'M GLAD EVERYBODY ELSE GOT A CHANCE.

SO I THINK WHAT LAURA WAS DISCUSSING WAS THE OPPORTUNITY ZONES.

AND I KNOW THAT AUSTIN CITY OF AUSTIN HAD TARGETED SEVERAL DISTRICTS IN SECTION EIGHT OR DISTRICT EIGHT, WHICH IS PARTIALLY EANES ISD WAS ONE OF THE ONES TARGETED FOR NOT HAVING AFFORDABLE HOUSING.

AND THERE WERE SOME MEETINGS HERE.

THAT'S KIND OF WHAT THAT DISCUSSION WAS.

AND BASICALLY IT WAS DEEMED THAT THERE WAS NOWHERE THAT WOULD QUALIFY BECAUSE OF THE LACK OF TRANSPORTATION AND PUBLIC TRANSPORTATION.

SO IT WAS BASICALLY THE WESTERLY AND THAT WASN'T IN THE MALL.

SO AGAIN, THAT PARKING LOT, BUT I DON'T THINK SIMON'S SELLING.

BUT ANYWAYS, SO I AM GLAD THAT WE'RE HAVING THIS DISCUSSION, ESPECIALLY BECAUSE WE ARE TALKING ABOUT LONG RANGE PLANNING FOR OUR DISTRICT.

SO I THINK IT'S THE PERFECT TIME.

SO SPEAKING OF LONG RANGE, HOW LONG IS THE TAX ABATEMENT FOR? IT'S FOR AS LONG AS THEY OWN THE PROJECT.

OKAY. I'M SORRY IF I MISSED THAT.

AND THEN, YOU KNOW, SOME PEOPLE WILL HAVE LIKE A TIMESHARE AND ON THAT TIMESHARE AGREEMENT, IT WILL BE THAT THEY'RE GOING TO RENOVATE THE TIMESHARES EVERY FIVE YEARS. IS THERE SOME SORT OF A PROMISE OR A GUARANTEE THAT THE THAT THE COMPLEX WILL BE KEPT UP TO A CERTAIN STANDARD? ALSO IN THAT, IS THAT IN PART OF THE CONTRACT THAT THAT KIM WOULD ASK FOR, IT'S NOT BUT THAT CAN BE ADDED IN.

I ALWAYS WHEN I THINK ABOUT THE WORKFORCE HOUSING OR THE MIXED INCOME I LOOK AT YOU HAVE TO ATTRACT THOSE THE 50% MARKET RATE.

AND SO IF SOMETHING'S STARTING TO GET SHABBY AND YOU START LOSING YOUR MARKET RATE RENTERS, THEN THEY'RE GOING TO PROACTIVELY DO SOMETHING.

BUT THAT MAY NOT GIVE YOU THE PEACE OF MIND THAT YOU NEED.

SO THERE COULD BE SOMETHING THAT COULD BE INCLUDED IN THERE.

OKAY. AND THEN ALSO TO KIM'S POINT ABOUT MORE INFORMATION ABOUT THE FOUNDATION AND WHO SITS ON THE BOARD AND HOW THOSE PEOPLE ARE SELECTED AND HOW LONG, YOU KNOW, THE FOUNDATION HAS BEEN IN NONPROFIT WORK, ALL OF THAT WOULD BE SOMETHING THAT I'D BE INTERESTED IN SEEING ALSO.

[01:15:04]

YEAH. SO PERFECT.

YEAH, I FOUND THAT OUT BECAUSE HE.

HOW'S THAT EANES ISD? HE WAS LIKE, WHY DO YOU CARE SO MUCH? [INAUDIBLE] THANK YOU.

THANK YOU, HEATHER. ANY OTHER QUESTIONS FROM THE BOARD? YEAH, I'LL JUST WRAP UP AND SAY THANKS AGAIN.

I GOT TO HEAR THE THE SPIEL AND ASK MY QUESTIONS WHEN YOU GUYS CAME BEFORE.

I APPRECIATE YOUR CONTINUED EFFORT ON THIS AND I LOOK FORWARD TO CONTINUING THESE CONVERSATIONS.

THANK YOU BOTH. THANK YOU.

I WANT TO THANK ADAM AND RUDY AS WELL, AND I APPRECIATE THE BOARD'S DILIGENCE ON THIS TOPIC.

YOU KNOW, WE'VE LOOKED AT A LOT OF DIFFERENT OPTIONS OVER THE LAST PROBABLY TWO YEARS AND FELT THAT THIS IS ONE THAT WE FINALLY COULD SEE SOME TRACTION AROUND.

BUT WE ALSO RESPECT THAT THE BOARD NEEDS TO THOROUGHLY VET THIS.

AND TONIGHT'S PRESENTATION WAS FOR INFORMATIONAL PURPOSES.

AND WE'LL DETERMINE WITH THE TRUSTEES WHEN PERHAPS ADAM AND RUDY CAN REJOIN US AND WHEN WE MIGHT BE ABLE TO BRING AN INTERLOCAL AGREEMENT FOR YOUR CONSIDERATION.

WE CAN FEEL QUESTIONS IN THE INTERIM AND WE'RE COMFORTABLE PROVIDING THAT IN WRITING AND THEN DISTRIBUTING TO YOU TO CIRCULATE TO THE TRUST.

THAT'S GREAT. THANK YOU BOTH.

THANK YOU. APPRECIATE IT. THANK YOU.

OUR NEXT AGENDA ITEM IS VALLEY VIEW PLANNING REPORT, DR.

[9.2 Valley View Planning]

TONIGHT'S GOING TO FEATURE TWO DISTINCT PRESENTATIONS ON SEPARATE CHALLENGES FACING OUR SCHOOL DISTRICT, THE FUTURE OF VALLEY VIEW ELEMENTARY AND THE FUTURE OF THE SPANISH IMMERSION PROGRAM.

SO FOR BOTH TOPICS, TONIGHT'S DISCUSSION DOES NOT PRESUPPOSE A RECOMMENDATION FOR EITHER.

WE'RE NOT AT THAT POINT.

WE ACKNOWLEDGE TONIGHT WE'RE NOT GOING TO BE ABLE TO ANSWER ALL QUESTIONS THIS EVENING OR PROVIDE ALL DATA POINTS THAT MAY BE OF INTEREST TO THE BOARD OR TO THE COMMUNITY. TONIGHT IS AN EARLY ENTRY POINT INTO THE DISCUSSION ABOUT VALLEY VIEW.

WHILE FOR SPANISH IMMERSION, THIS IS A CONTINUATION OF A SERIOUS STUDY THAT BEGAN A YEAR AGO.

ON BOTH TOPICS, YOU WILL HEAR ABOUT ADDITIONAL WAYS WE INTEND TO GATHER COMMUNITY FEEDBACK AND THE EXCHANGE OF IDEAS.

WE'RE NOT ASKING THE BOARD TO TAKE ACTION ON EITHER TONIGHT, BUT RATHER TO TELL US WHAT FURTHER INFORMATION YOU MAY NEED OR QUESTIONS YOU WILL HAVE TO EVENTUALLY MAKE A DECISION.

IT IS IMPORTANT TO NOTE THAT FOR BOTH TOPICS, NO DECISION HAS BEEN MADE EXCEPT WE CANNOT CONTINUE THE STATUS QUO FOR EITHER OF THESE CHALLENGES.

CHANGES ARE NEEDED TO ADDRESS BOTH OF THE CHALLENGES THAT WILL BE DETAILED TONIGHT.

SO THIS EVENING, WE'RE GOING TO LOOK AT SEVERAL QUESTIONS, OPTIONS AND CONSIDERATIONS FOR BOTH VALLEY VIEW AND SPANISH IMMERSION, AS BOTH TOPICS CLEARLY FIT WITHIN THE BOARD'S SCOPE AND CONTEXT OF LONG RANGE PLANNING, WHICH WAS INTRODUCED AT THE PREVIOUS MEETING.

MOLLY MAY IS GOING TO JOIN YOU IN A FEW MINUTES TO DISCUSS SPANISH IMMERSION.

BUT FIRST I WANT TO BEGIN WITH AN OVERVIEW OF THE COMPLEXITIES AND THE QUESTIONS AT VALLEY VIEW.

SO FIRST, WHY DO WE NEED TO ADDRESS THIS CHALLENGE? WELL, AS WE'VE OFTEN SAID, VALLEY VIEWS ENROLLMENT IS SLOWLY DECLINING AND COULD APPROACH 200 STUDENTS IN COMING YEARS.

VALLEY VIEW IS PRESENTLY APPROACHING HALF THE SIZE OF ALL OF OUR OTHER ELEMENTARY SCHOOLS, AND VALLEY VIEW'S COST PER STUDENT IS GREATER THAN ANY OTHER EANES ISD SCHOOL.

SO THESE ARE JUST SOME SLIDES THAT PROVIDE THAT DATA TO ILLUSTRATE WHAT I'VE JUST SAID, YOU CAN SEE THE DROP IN ENROLLMENT AT VALLEY VIEW OVER THE LAST DECADE THAT BEGAN ROUGHLY IN 2018-19, WHICH BY THE WAY, WAS THE FIRST YEAR THAT SPANISH IMMERSION WAS INTRODUCED AT BARTON CREEK ELEMENTARY. SO YOU CAN SEE A GRADUAL DECLINE, ROUGHLY 45% DECLINE IN ENROLLMENT OVER THE LAST DECADE.

THAT PRESENTLY PUTS VALLEY VIEW AT 45% OF ITS CAPACITY OR ITS UTILIZATION AS A CAMPUS.

BY THE WAY, I WANT TO THANK JEREMY TRIMBLE, WHO HAS HELPED DO MUCH OF THE ANALYSIS THAT YOU'LL SEE TONIGHT.

BUT ONCE AGAIN, WE KNOW THAT WE'RE NOT GOING TO BE ABLE TO PROVIDE ALL OF THE INFORMATION, ALL OF THE DATA THAT YOU MAY BE CURIOUS ABOUT AS A RESULT OF THIS PRESENTATION. IF YOU LOOK AT VALLEY VIEW'S ENROLLMENT COMPARED TO OUR OTHER FIVE ELEMENTARY SCHOOLS, YOU CAN SEE THAT THEY'RE ALL ROUGHLY SITTING FROM THE LOW TO MID FIVE HUNDREDS UP TO BRIDGEPOINT, WHICH IS OUR LARGEST SCHOOL AT JUST OVER 600 STUDENTS.

VALLEY VIEW IS ROUGHLY HALF THAT SIZE WHEN YOU LOOK AT ITS CURRENT ENROLLMENT.

ONE OF THE OTHER QUESTIONS THAT IS OFTEN ASKED IS WHERE HAVE THE VALLEY VIEW STUDENTS GONE? AND THIS IS THE ANALYSIS THAT WE'VE DONE ON WHERE VALLEY VIEW STUDENTS HAVE TRANSFERRED TO.

[01:20:05]

SO THEY HAVE ELECTED TO GO TO ANOTHER CAMPUS OR THEIR FAMILIES HAVE CHOSEN THE TRANSFER ROUTE FOR THEM.

OF THOSE 77 STUDENTS, 62 OF THEM ARE DUE TO SPANISH IMMERSION.

THIS ALSO GIVES YOU A GLIMPSE OF STUDENTS WHO HAVE COME TO VALLEY VIEW THAT ARE NOT ENROLLED FOR THAT CAMPUS, THAT MEANING IT'S NOT THEIR HOME CAMPUS.

YOU CAN SEE THAT THAT BREAKS DOWN.

WE'VE GOT EMPLOYEE CHILDREN WHO ARE AT VALLEY VIEW, STUDENTS WHO TRANSFER FROM OUT OF THE DISTRICT.

THERE ARE ONLY SIX OF THOSE INDICATED THERE IN THE THIRD GRADE AND THE FIFTH GRADE.

AND THEN STUDENTS WHO TRANSFER IN DISTRICT FROM ANOTHER ELEMENTARY SCHOOL.

SO YOU CAN SEE THE NUMBER COMING TO VALLEY VIEW IS SIGNIFICANTLY LESS THAN THE NUMBER OF STUDENTS WHO ARE GOING FROM VALLEY VIEW TO ANOTHER CAMPUS.

AND FINALLY AND AGAIN, THANKS TO CHRIS SCOTT FOR DOING THIS ANALYSIS.

WHEN YOU LOOK AT VALLEY VIEW, BY VIRTUE OF THE FACT THAT IT IS THE SMALLEST OF ALL OF OUR CAMPUSES, IT'S PER STUDENT COST IS SIGNIFICANTLY GREATER THAN ALL OTHER SCHOOLS, INCLUDING WESTLAKE HIGH SCHOOL.

SO THAT'S JUST A SIMPLE FACTOR OF THE FEWER NUMBER OF STUDENTS THERE.

BUT YET WE STILL HAVE THE SAME OVERHEAD COSTS FOR THE MOST PART, TO OPERATE THE SCHOOL AS WE DO ALL OF OUR OTHER ELEMENTARY CAMPUSES SO THEIR PER STUDENT COST IS SIGNIFICANTLY MORE.

SO CONTINUING WITH THE ESSENTIAL QUESTIONS RELATED TO VALLEY VIEW, WE KNOW THAT THIS IS JUST THE BEGINNING OF A CONVERSATION WITH THE VALLEY VIEW COMMUNITY, FRANKLY, NOT JUST THE VALLEY VIEW COMMUNITY, BUT THE COMMUNITIES AT ALL OF OUR ELEMENTARY SCHOOLS, BECAUSE THE POTENTIAL OPTIONS, WHICH YOU'LL SEE IN A MOMENT, MAY BE ONE ALL OF OUR ELEMENTARIES.

BUT WHO HAS OR WILL BE INVOLVED IN THIS PROCESS? OBVIOUSLY, WE'RE GOING TO SPEAK DIRECTLY TO OUR VALLEY VIEW COLLEAGUES.

IN FACT, WE HAD A MEETING WITH ALL OF THE VALLEY VIEW STAFF LAST WEEK.

WE WENT IN AND SPENT TIME WITH THEM AFTER SCHOOL, SHARING WITH THEM CANDIDLY AND TRANSPARENTLY MUCH OF THE SAME INFORMATION THAT YOU'RE SEEING HERE TONIGHT.

VALLEY VIEW PARENTS WILL MEET WITH US TOMORROW EVENING.

WE WANTED TO HAVE THE CONVERSATION PUBLICLY FIRST WITH THE TRUSTEES, BUT TOMORROW NIGHT, VALLEY VIEW PARENTS WILL SEE ESSENTIALLY THE VERY SAME PRESENTATION THAT YOU'RE SEEING TONIGHT. THE DIFFERENCE BEING THAT THEY'LL HAVE THE OPPORTUNITY TO ASK QUESTIONS AND WE'LL HOPEFULLY ENGAGE IN A DIALOG WITH THEM, WHICH UNFORTUNATELY, WE DON'T HAVE THE OPPORTUNITY TO DO IN A BOARD MEETING.

AND THEN FINALLY, STAFF AND PARENTS AT VARIOUS SCHOOLS.

AND AGAIN, THIS IS NOT JUST A VALLEY VIEW ISSUE, BUT POTENTIALLY AN ISSUE THAT COULD AFFECT ALL OF OUR ELEMENTARIES.

WE'LL HAVE THE OPPORTUNITY TO PROVIDE INPUT AND TO HELP US EVALUATE OPTIONS.

AND IN FACT, WE ARE ENLISTING A NEW SERVICE CALLED THOUGHT EXCHANGE.

THIS IS NOT YOUR CONVENTIONAL SURVEY PLATFORM, BUT ONE THAT WILL ALLOW US TO SOLICIT FEEDBACK AND OPINION AND ALLOW PEOPLE IN VARIOUS COMMUNITIES TO IDENTIFY WITH WHAT THEY BELIEVE ARE THE MOST PREVALENT THEMES, OR TO IDENTIFY SOME CONSENSUS AROUND SOME POSSIBLE SOLUTIONS. YOU'LL BE HEARING MORE ABOUT THOUGHT EXCHANGE OVER THE NEXT FEW DAYS, BUT WE'RE VERY EXCITED ABOUT THIS PLATFORM THAT WE BELIEVE WILL GIVE OUR COMMUNITY AN OPPORTUNITY TO ENGAGE NOT JUST AROUND THIS TOPIC, BUT AROUND OTHER TOPICS, SOME OF WHICH YOU'LL HEAR THIS EVENING AS WELL.

SO WE DO WANT TO TALK ABOUT WHAT SOME OF THE OPTIONS ARE AND THERE ARE A VARIETY OF CONSIDERATIONS HERE AND DIFFERENT THINGS THAT WE COULD LOOK AT.

THESE ARE WHAT WE WOULD CONSIDER TO BE THE VIABLE OPTIONS.

THE FIRST ONE IS TO CLOSE THE SCHOOL, AND I'VE ACTUALLY DRAWN A LINE THROUGH THAT BECAUSE WHILE THAT IS AN OPTION, IT'S NOT ONE THAT WE WOULD SERIOUSLY CONSIDER OR PROPOSE AT THIS TIME BECAUSE WE FIRMLY BELIEVE THAT WE NEED VALLEY VIEW.

VALLEY VIEW NEEDS TO EXIST AS A CAMPUS OF SOME KIND FOR A VARIETY OF REASONS.

AND SO CLOSING THE SCHOOL WOULD ELIMINATE THAT OPTION AND THAT FLEXIBILITY.

THAT'S NOT WHAT WE'RE RECOMMENDING, BUT IT DOESN'T MEAN THAT IT WOULDN'T BE AN OPTION THAT COULD BE CONSIDERED AT SOME POINT, DEPENDING UPON HOW THE DISCUSSION EMERGES AROUND THIS TOPIC AND THIS CHALLENGE.

THE SECOND OPTION IS, IS TO HOLD VALLEY VIEW AS A STAGING CAMPUS FOR FUTURE RENOVATIONS.

WE'VE SEEN EXAMPLES IN OTHER SCHOOL DISTRICTS WHERE, AS THEY HAVE EMBARKED ON A TRANSFORMATIONAL BOND AND RECONSTRUCTION OF CAMPUSES, THAT THEY NEED A SCHOOL THAT THEY CAN USE TO MOVE STUDENTS AND STAFF TO WHILE THEIR HOME CAMPUS IS BEING RENOVATED OR RECONSTRUCTED.

A NUMBER OF EXAMPLES OF THAT AND YOU'LL HEAR MORE ABOUT THAT OPTION FROM THE ARCHITECTS WHO WILL BE VISITING WITH THE BOARD IN THE NEXT MONTH.

BUT THAT'S A POSSIBILITY THAT WE KEEP VALLEY VIEW, WE SET IT ASIDE AND THAT WE USE IT FOR FUTURE STAGING.

[01:25:03]

AND JUST AS IN THIS CASE, EVEN IF WE WERE TO USE VALLEY VIEW AS A STAGING CAMPUS, WE HAVE TO FIND SOMEWHERE ELSE FOR THAT POPULATION OF STUDENTS TO GO.

THEY HAVE TO BE RELOCATED IN ORDER FOR VALLEY VIEW TO BE EMPTY.

AND THAT WOULD IN ALL LIKELIHOOD MEAN REDRAWING BOUNDARIES THROUGHOUT THE ENTIRE SCHOOL DISTRICT.

SO AGAIN, THERE ARE IMPLICATIONS FOR EACH ONE OF THESE OPTIONS.

VALLEY VIEW COULD REMAIN A TRADITIONAL K-5 SCHOOL.

WE SIMPLY ACCEPT THE FACT THAT IT'S GOING TO BE SMALLER THAN ALL OF OUR OTHER CAMPUSES.

OR WE LOOK AT REDISTRICTING.

WE REDRAW BOUNDARIES THROUGHOUT THE ENTIRE DISTRICT TO BALANCE AND REDISTRIBUTE OUR POPULATION OF STUDENTS.

AGAIN, THAT AFFECTS EVERY SCHOOL CAMPUS SO THAT WE ALLUDE TO HERE IN THE FINAL BULLET TO REDRAW THOSE ATTENDANCE AREAS FOR ALL K-5 SCHOOLS. THAT WOULD PROBABLY HAVE TO BE SOMETHING THAT WE WOULD CONSIDER IF VALLEY VIEW IS GOING TO REMAIN A TRADITIONAL SCHOOL, BECAUSE AS YOU'LL SEE, PERHAPS NOT JUST THIS EVENING, BUT IN OTHER PRESENTATIONS, IN ALL LIKELIHOOD, VALLEY VIEW'S ENROLLMENT IS NOT GOING TO RETURN.

WE DON'T SEE AN INDICATION OF THAT IN SOME OF THE PROJECTIONS, AT LEAST NOT SIGNIFICANTLY ENOUGH TO MERIT IT REMAINING THE TYPE OF SCHOOL THAT IT IS RIGHT NOW.

SO OTHER VIABLE OPTIONS ARE AND SOMEONE ALLUDED TO THIS PREVIOUSLY TO RETURN VALLEY VIEW TO A K-2 PRIMARY SCHOOL WITH FOREST TRAIL BECOMING A GRADES 3-5 INTERMEDIATE SCHOOL. I BELIEVE THAT THAT WAS THE ORIGINAL START FOR VALLEY VIEW.

AT ONE TIME IT WAS A PRIMARY SCHOOL HOUSING GRADES, KINDERGARTEN THROUGH 2ND AND FOREST TRAIL HOUSED GRADES 3-5 THAT'S CERTAINLY AN OPTION.

HOWEVER, IF YOU REFLECT BACK ON THOSE ENROLLMENTS JUST A MOMENT AGO, THAT WOULD ESSENTIALLY MEAN COMBINING AND REDISTRIBUTING THE POPULATION BETWEEN VALLEY VIEW AND FOREST TRAIL.

SO TO DO THAT, YOU WOULD HAVE TWO SCHOOLS THAT ARE UNDER CAPACITY RATHER THAN JUST ONE SCHOOL.

WE COULD CONVERT VALLEY VIEW TO AN EARLY CHILDHOOD CENTER.

WE'VE LONG HAD DISCUSSIONS ABOUT THE NEED FOR CENTRALIZING OUR EARLY CHILDHOOD PROGRAMS IN THE DISTRICT, WHETHER IT BE THE CHILD DEVELOPMENT CENTER, THE ECSE PROGRAM AT EANES ELEMENTARY.

THAT'S A POSSIBILITY AGAIN, ONE OF THE DISADVANTAGES TO THAT, OR CERTAINLY A CONSIDERATION, WOULD BE THAT YOU'D HAVE TO ESSENTIALLY RECONSTRUCT AND RETROFIT THE ENTIRE CAMPUS.

IT IS NOT CURRENTLY BUILT TO BE AN EARLY CHILDHOOD CENTER.

WE DO NOT HAVE RESTROOMS IN EVERY CLASSROOM.

SO THAT'S SOMETHING THAT WE WOULD HAVE TO CONSIDER.

AND WE'RE PROBABLY YEARS AWAY FROM THAT BEING A POSSIBLE OPTION.

AND THEN THE LAST ONE IS TO TRANSITION GRADUALLY TO A MAGNET SCHOOL CAMPUS.

THAT IDEA HAS EMERGED IN A NUMBER OF CONVERSATIONS, I WILL SAY, AND QUALIFY THAT OPTION BY THIS, THAT EVEN IF THAT IS SOMETHING THAT WE WOULD CONSIDER, THAT WOULD HAPPEN OVER TIME, IT'S NOT SOMETHING THAT WOULD HAPPEN IMMEDIATELY.

WE WOULD HAVE TO TRANSITION GRADUALLY TO THAT POSSIBILITY.

BUT AS I SAID, THERE ARE DISADVANTAGES WITH ALL OF THESE.

AND ONE OF THE SIGNIFICANT DISADVANTAGES TO THAT CONCEPT IS ONE EANES ISD HAS NEVER HAD A MAGNET SCHOOL BEFORE WHILE OTHER DISTRICTS HAVE DONE THAT.

IT'S NOT SOMETHING THAT IS THAT WE'RE FAMILIAR WITH AS A SCHOOL DISTRICT.

THE OTHER DISADVANTAGE TO THAT OPTION IS, IS THAT IT WOULD MEAN STUDENTS ARE NOT ATTENDING SCHOOL AT THEIR HOME CAMPUS.

THEY HAVE TO MAKE THE DECISION AS A FAMILY TO TRANSPORT THEIR CHILDREN TO A CAMPUS THAT IS NOT A PART OF THEIR HOME SCHOOL ATTENDANCE AREA. SO AGAIN, THOSE ARE A NUMBER OF OPTIONS.

ANY ONE OF THEM MAY HAVE VARYING LEVELS OF VIABILITY, BUT THEY ALL HAVE DISADVANTAGES JUST AS THEY HAVE ADVANTAGES.

SO FROM THIS POINT FORWARD, HOW ARE WE GOING TO DETERMINE THE OPTIMAL SOLUTION? WELL, WE'RE BEGINNING TONIGHT FIRST OF PROBABLY WHAT WILL BE MANY DISCUSSIONS WITH THE BOARD OF TRUSTEES OVER THIS FALL.

WE'RE GOING TO EVALUATE VARIOUS DATA POINTS AND SCENARIOS.

YOU'VE ONLY SEEN A SNAPSHOT OF SOME OF THE DATA RELATED TO CHALLENGES AT VALLEY VIEW TONIGHT, EXTENSIVE PUBLIC ENGAGEMENT.

AS I MENTIONED, WE HAVE VISITED WITH STAFF.

OBVIOUSLY, THIS IS A PUBLIC CONVERSATION.

TOMORROW NIGHT WE'RE GOING TO ENGAGE WITH PARENTS AT VALLEY VIEW, THOSE WHO ARE INTERESTED IN ATTENDING AND HAVING A DISCUSSION WITH US ABOUT THESE SAME POINTS, AND THEN OF COURSE, GATHERING THAT FEEDBACK THROUGHOUT THE FALL AND MAKING SURE THAT WE'RE ANALYZING THAT, UNDERSTANDING IT, AND TAKING ALL OF THAT INTO CONSIDERATION AS WE LOOK AT POSSIBLE SOLUTIONS AND RECOMMENDATIONS, WE'RE GOING TO BE ANALYZING DIFFERENT SCENARIOS WITH THE ARCHITECTS.

THE BOARD IS ALREADY AWARE THAT WE'RE DISCUSSING A WORKSHOP LATER THIS FALL.

AND IN THE COURSE OF THAT WORKSHOP, TWO THINGS WE HOPE WILL HAPPEN IN THAT SESSION.

[01:30:02]

THE OTHER WILL BE THAT THE ARCHITECTS CAN WALK YOU THROUGH SOME OF THESE SCENARIOS, ESPECIALLY THOSE THAT MIGHT INVOLVE CONSTRUCTION OR RENOVATION, AND TALK ABOUT A TIMELINE FOR THOSE TWO. AND THEN THE FINANCIAL ANALYSIS AND FEEDBACK ON ALL OF THE OPTIONS THAT HAVE BEEN CONSIDERED TONIGHT.

SO THE NEXT QUESTION IS, WHEN MUST A DECISION BE MADE? WELL, THERE ARE DIFFERENT TIMELINES ASSOCIATED WITH THIS QUESTION.

IF WE ARE REDRAWING ATTENDANCE AREAS, WE SHOULD MAKE THAT DECISION THIS YEAR SO THAT WE CAN BEGIN REDISTRICTING OF OTHER ELEMENTARY SCHOOLS NO LATER THAN THE 25-26 SCHOOL YEAR.

IF YOU RECALL THE LONG RANGE PLANNING MATRIX THAT WE HAVE REVIEWED AT PREVIOUS MEETINGS, WE ACTUALLY LAY OUT THE TIMELINE FOR THE POSSIBLE REDRAWING OF ATTENDANCE BOUNDARIES.

THAT'S NOT SOMETHING THAT HAPPENS OVERNIGHT.

THERE'S A CONSIDERABLE PUBLIC ENGAGEMENT ELEMENT AS A PART OF THAT, AND SO WE WOULD HAVE TO MAKE THAT DECISION THIS YEAR IDEALLY SO THAT OVER THE NEXT YEAR LEADING UP TO THE 25- 26 SCHOOL YEAR, WE COULD BEGIN IMPLEMENTING SOME OF THOSE POSSIBILITIES.

IF THE BOARD DETERMINES THAT A MAGNET SCHOOL IS AN OPTION, THAT COULD HAPPEN WITH THE FIRST PHASE AS EARLY AS THE 24-25 SCHOOL YEAR.

ONCE AGAIN, I WANT TO BE VERY CLEAR THAT'S NOT SOMETHING THAT WOULD HAPPEN IMMEDIATELY.

THAT IS SOMETHING THAT WOULD HAPPEN IN A TRANSITIONAL STRATEGY OVER A PERIOD OF YEARS.

BUT IF WE'RE GOING TO MOVE IN THAT DIRECTION, IDEALLY WE'D LIKE FOR THE BOARD TO MAKE THAT DECISION BY DECEMBER OF THIS FALL SO THAT WE COULD BEGIN LOOKING AT THOSE DIFFERENT SCENARIOS AND THOSE TRANSITION PLANS THIS SPRING LEADING UP TO THE 24-25 SCHOOL YEAR.

ALL OTHER USES, ALL OF THE OTHER OPTIONS THAT I'VE OUTLINED WOULD BE PART OF A LONG RANGE PLAN, PROBABLY LOOKING TOWARDS A 2025 OR 2026 BOND REFERENDUM.

IF THAT'S THE CASE, THEN WE'RE LOOKING AT A DIFFERENT TIMELINE THAT WOULD BE ELONGATED OVER A PERIOD OF MONTHS, PERHAPS THE NEXT COUPLE OF YEARS.

AND SO AGAIN, THAT DEPENDS UPON WHICH SCENARIO OR WHICH OPTION THE BOARD MAY WANT US TO LOOK TO.

AND SO FINALLY, WHERE DO WE GO FROM HERE? AS A RESULT OF THIS MEETING, AT THE VERY LEAST, WE'D LIKE TO HAVE FEEDBACK FROM THE TRUSTEES ABOUT WHAT ADDITIONAL QUESTIONS YOU HAVE, WHAT INFORMATION AND DATA YOU'D LIKE TO EVENTUALLY MAKE A DECISION, EVEN IF IT'S SOMETIME LATER THIS FALL OR LATER THIS YEAR, AND AT A FUTURE MEETING TO BE DETERMINED BY THE BOARD, WE WOULD NEED THE BOARD TO TAKE ACTION OR GIVE DIRECTION TO THE ADMINISTRATION ON WHICH OPTION AND TIMELINE IS PREFERRED.

SO THAT'S A VERY QUICK STEP THROUGH OF JUST THE OVERALL ARCHING CHALLENGE RELATED TO VALLEY VIEW.

AND WE'RE INTERESTED IN YOUR FEEDBACK.

WE'RE GOING TO PAUSE HERE AND AND DISCUSS VALLEY VIEW SPECIFICALLY BEFORE MOLLY JOINS US IN A FEW MINUTES.

AND WE TALK ABOUT SPANISH IMMERSION.

THANK YOU, DR. ARNETT.

WE'LL START WITH DIANE AND THEN WE'LL HEAR FROM KIM.

YES. THANK YOU SO MUCH.

YOU'VE HAVE BEEN PUTTING A LOT OF THOUGHT INTO THIS.

AND CLEARLY THERE WILL BE MUCH MORE WORK GOING ON HERE.

I HAVE QUITE A FEW QUESTIONS.

I'M EXCITED TO HEAR THAT THOUGHT EXCHANGE IS MOVING FORWARD.

THAT'S SOFTWARE THAT I HAD HEARD ABOUT THIS SUMMER AT THE SLI AND I'M A HUGE STAKEHOLDER INVOLVEMENT PERSON.

THAT'S MY BUZZ WORD.

SO. ONE OF MY QUESTIONS AND I SEE THAT YOU YOU HAVE FINANCIAL ANALYSIS AND FEEDBACK ON ALL THE OPTIONS HERE.

THAT FOR ME IS HIGHLY IMPORTANT.

ONE NUANCE ON THAT ONE IS IF WE WERE TO CREATE A MAGNET SCHOOL AND ONE OF THE CONCERNS I HAVE IS AROUND WHAT IS THE TRANSPORTATION THAT MIGHT BE PROVIDED TO THAT SCHOOL? AND WHAT ONE OF THE CONCERNS IS THAT ONCE PARENTS START TO HAVE TO DRIVE THEIR KIDS OR THEY HAVE MULTIPLE KIDS IN DIFFERENT CAMPUSES, MAYBE WE WOULD CONTINUE TO SEE ATTRITION OUT OF THE PROGRAM.

WHAT DO THE COST PER STUDENT LOOK LIKE? SHOULD WE EXPERIENCE ATTRITION BECAUSE WE KNOW THAT WE'RE NOT WELCOMING NEW STUDENTS IN? WHAT ARE THE RISKS INVOLVED FINANCIALLY WITH CREATING A MAGNET SCHOOL? THAT'S A BIG QUESTION FOR ME.

YOU MENTIONED THIS POSSIBILITY OF COMBINING VALLEY VIEW AND FOREST TRAIL.

THOSE ARE THE TWO CAMPUSES WE DON'T HAVE SPANISH IMMERSION ON RIGHT NOW.

IS THERE EVER A CONSIDERATION OF ADDING SPANISH IMMERSION TO THOSE CAMPUSES? I WASN'T AROUND AND I'M NOT SURE IF IT'S BEEN MENTIONED BEFORE WHY THOSE CAMPUSES NEVER DID ADOPT SPANISH IMMERSION.

SO I'M CURIOUS ABOUT THAT.

I'M WONDERING ALSO IF POTENTIALLY.

THERE COULD BE A SCENARIO IN WHICH THERE'S A COMBO OF COMBINING THOSE CAMPUSES POSSIBLY AND REDRAWING THE BOUNDARIES.

I THINK THIS REDRAWING OF THE BOUNDARIES IS A REALLY HOT TOPIC.

AND AS YOU MENTIONED, IT NEEDS TO BE CAREFULLY DISCUSSED WITH THE COMMUNITY.

[01:35:06]

WOULD I WOULD ASSUME AN OPTION BE TO HIT PAUSE ON THE MAGNET SCHOOL DECISION FOR A YEAR, KEEP THE SPANISH IMMERSION IN THE SCHOOLS WHILE WE STILL LOOK AT THESE OPPORTUNITY COSTS? THIS IDEA OF HAVING A STAGING CAMPUS TO ME SEEMS LIKE IT COULD BE PRETTY NECESSARY AS WE CONTINUE ON WITH SOME OF THESE BIGGER PLANS.

SO IF WE WERE TO HIT PAUSE.

I'VE HEARD THAT STARTING.

I'M WONDERING IF POTENTIALLY STARTING SPANISH IMMERSION IN FIRST GRADE MIGHT BE AN OPTION AND NOT ENROLLING KINDER STUDENTS NEXT YEAR.

AND I KNOW WE'VE HEARD SOME COMMUNITY COMMENTS THAT MAYBE THAT WOULDN'T BE ATTRACTIVE TO THE COMMUNITY.

BUT I'M CURIOUS, WHAT ARE THE PROS AND CONS OF THAT? WOULD THAT GIVE US A LITTLE BIT OF TIME? WOULD THAT WORK WITH THIS HITTING PAUSE ON THE MAGNET DECISION? AND THEN I THINK MY LAST QUESTION IS I'M JUST I'M PLANNING ON ATTENDING TOMORROW'S MEETING.

I'M EXCITED TO HEAR WHAT THAT DISCUSSION IS LIKE.

WHAT IS THE FORMAT OF THAT MEETING GOING TO LOOK LIKE TOMORROW? THOSE ARE ALL MY QUESTIONS YOU CAN ANSWER, THE ONES YOU THINK ARE IMPORTANT.

FOR NOW, I THINK I CAN ANSWER THE LAST QUESTION AS WE HAVE DONE WITH OTHER TOWN HALL MEETINGS.

HONESTLY, THE PRESENTATION TOMORROW EVENING WILL BE VIRTUALLY IDENTICAL TO WHAT YOU'RE SEEING TONIGHT.

WE WANT TO GIVE PEOPLE THE OPPORTUNITY TO CONTINUE TO DIGEST THE INFORMATION AND THEN GIVE MORE IMPORTANTLY, GIVE THEM AN OPPORTUNITY TO ASK QUESTIONS AND TO INVOLVE IN OR TO ENGAGE IN A DIALOG.

I WILL SAY AGAIN TOMORROW NIGHT, AS I'VE SAID TONIGHT, WE WILL NOT BE ABLE TO ANSWER ALL OF THE QUESTIONS, BUT WE'RE CERTAINLY HAPPY TO LISTEN TO THE QUESTIONS.

YOU MENTIONED THAT THOUGHT EXCHANGE MIGHT ROLL OUT PRETTY QUICKLY.

WHEN DO YOU ENVISION, BASED ON CONVERSATIONS TODAY, IDEALLY SOMETIME WITHIN THE NEXT 7 TO 10 DAYS.

THAT'S OUR HOPE. THANK YOU, DIANE.

KIM. THANK YOU FOR THIS.

I THINK MY QUESTIONS AND COMMENTS AND RUMINATIONS ARE REALLY A BEGINNING STAGE BECAUSE I THINK THAT THIS HAS TO BE A CONTINUING CONVERSATION.

SO AND I'LL JUMP AROUND THE PRESENTATION A LITTLE BIT AND MAYBE START WITH THE HOW PRESENTATION AND YOUR BULLET POINTS THERE.

UM, CAN YOU GIVE US, FROM A BROAD STANDPOINT, NOT SO MUCH.

WHEN I LOOK AT THIS, I LOOK AT THE FIRST THREE BULLET POINTS BEING AN INITIAL PHASE OF DISCUSSION AND THE BOTTOM TWO, THE ARCHITECTS AND THE FINANCIAL ANALYSIS REALLY TO GIVE US SOME MEAT ON WHICHEVER DIRECTION WE GO.

BUT CAN YOU HELP US AND THE COMMUNITY UNDERSTAND WHAT KIND OF A TIMELINE WE'RE TALKING ABOUT? NOT SO MUCH WITH THE BOARD, BECAUSE WE CAN WE CAN CONTROL THAT.

BUT WHEN WE'RE GOING TO GET MORE DATA, MAYBE OUTSIDE OF TOMORROW'S MEETING AND THEN OUTSIDE OF.

THOUGHT THE THOUGHT EXCHANGE.

THANKS. BECAUSE I'M NOT A THOUGHT EXCHANGE PERSON.

PROBABLY I'D RATHER HAVE DISCUSSIONS AND AS A COMMUNITY MEMBER, I WRITE EMAILS INSTEAD OF THOUGHT EXCHANGE.

SO WHAT OTHER TYPES OF COMMUNITY ENGAGEMENT THERE MIGHT BE FOR THE COMMUNITY? THE VALLEY VIEW COMMUNITY AND THE GREATER COMMUNITY.

WELL, I THINK I'VE LISTED WHAT WE BELIEVE WILL BE THE THE BROADER EFFORTS TO TRY TO ENLIST FEEDBACK.

EVERYTHING FROM THE TOWN HALL MEETINGS TO THE SMALLER INFORMATIONAL CONVERSATIONS.

CONVERSATIONS AND PRESENTATIONS JUST LIKE THIS.

THERE WILL BE A BOARD WORKSHOP THAT WE'RE TENTATIVELY PLANNING FOR OCTOBER THE 6TH, WHERE THAT FORMAT WOULD GIVE US AN OPPORTUNITY TO DO A DEEPER DIVE ON DATA RELATED TO VALLEY VIEW.

SO THERE'S GOING TO BE A SERIES OF PRESENTATIONS AND ENGAGEMENTS OVER THE NEXT SEVERAL WEEKS, AS WELL AS PROVIDING THE OPPORTUNITY FOR PEOPLE TO TO CONTRIBUTE THAT FEEDBACK ONLINE.

SO IF THEY'RE NOT COMFORTABLE IN A PUBLIC SETTING, IT STILL GIVES THEM THE OPPORTUNITY TO SUBMIT THEIR INSIGHTS.

OKAY. THANK YOU FOR THAT.

AND I PROBABLY WASN'T ALL THAT CLEAR OUTSIDE OF TOMORROW'S TOWN HALL.

I MEAN, WILL THERE BE OTHER TYPES OF ENGAGEMENT? AND I KNOW THAT WE CAN SIT HERE IN MEETINGS AND WE CAN GET PUBLIC COMMENTS BACK, BUT WE'RE NOT ENGAGING WITH THEM IN FUTURE BOARD MEETINGS.

SO I'M I'M TRYING TO UNDERSTAND HOW WE MIGHT BE ABLE TO ENGAGE WITH THE PUBLIC IN IN DIALOG IN A STRUCTURED CAPACITY OUTSIDE OF TOMORROW'S MEETING IF IF THAT'S PLANNED YET OR ARE YOU'RE OPEN TO THAT?

[01:40:04]

OKAY. THANK YOU FOR THAT.

THEN JUMPING TO THE WHAT.

HOW LONG HAS IT BEEN, IF, YOU KNOW, SINCE WE'VE ENGAGED IN REDISTRICTING AROUND OUR COMMUNITY? I KNOW THAT. I'VE HEARD THAT THERE WAS A TIME A LONG TIME AGO WHEN WE DID REDISTRICTING A LONG TIME.

BUT I KNOW MY TIME IN THE DISTRICT.

SORRY. I KNOW THAT THERE WAS A PERIOD OF TIME WHEN THERE WAS FREQUENT REDISTRICTING, BUT I THINK THAT WAS DECADES AGO.

I HAVEN'T SEEN THAT IN THE LAST.

THE MOST RECENT ISSUE OR EXAMPLE OF REDISTRICTING WAS THE 12 C ATTENDANCE AREA FROM EANES TO BRIDGEPOINT, AND THAT WAS FIVE YEARS AGO, I BELIEVE SOMETIME WITHIN THE LAST FIVE YEARS.

THAT'S THE LAST TIME THAT WE HAVE TOUCHED ATTENDANCE BOUNDARIES.

BUT ELON AND OTHERS PROBABLY KNOW A LONGER HISTORY AS TO.

I KNOW THAT I GUESS I'M THINKING OF IF WE WENT THE OPTION OF A REDRAW OF ATTENDANCE AREAS FOR ALL SCHOOLS.

CAN YOU HELP ME UNDERSTAND JUST A LITTLE BIT HOW WHY THAT TAKES A NUMBER OF YEARS.

I JUST ASSUMED THAT IT WOULD NOT BE THAT THAT LONG OF A TIME PERIOD, FRANKLY, BECAUSE OF THE CONTENTIOUSNESS AROUND REDRAWING BOUNDARIES.

IT'S NOT SOMETHING THAT CAN HAPPEN QUICKLY.

YOU HAVE TO HAVE CONVERSATIONS WITH SIX SCHOOL ATTENDANCE AREAS AND THEIR COMMUNITIES.

AND, YOU KNOW, WHILE WE'RE TALKING ABOUT PUBLIC ENGAGEMENT AROUND THE CHALLENGES SPECIFIC TO VALLEY VIEW, MAGNIFY THAT BY SIX.

THAT'S HOW LONG IT WOULD TAKE FOR REDRAWING ATTENDANCE BOUNDARIES IN ALL OF OUR SCHOOLS.

OKAY. AND SO YOU'RE THINKING THAT IF IF THAT WAS THE ROUTE THAT THE BOARD WENT THAT THE COMMUNITY WOULD LIKE, YOU KNOW, THE ENGAGEMENT IS THAT'S A TWO YEAR PROCESS AT THE VERY LEAST.

YEAH. THAT'S OUR ESTIMATION OF HOW MUCH TIME AND EFFORT WOULD BE REQUIRED TO TOUCH ALL OF THE ATTENDANCE BOUNDARIES.

AND, YOU KNOW, MANY PEOPLE HAVE ASKED, WELL, WOULDN'T YOU JUST REDRAW THE ATTENDANCE BOUNDARIES PERHAPS BETWEEN BARTON CREEK AND VALLEYVIEW, OR WOULDN'T YOU JUST MOVE ALL OF THE VALLEYVIEW STUDENTS TO BARTON CREEK? POTENTIALLY. BARTON CREEK IS NOT LARGE ENOUGH TO ACCOMMODATE ALL OF THOSE STUDENTS WITHOUT OTHER MODIFICATIONS OR SOME OTHER SHIFT IN ENROLLMENT.

THE THE IDEA OF A MAGNET SCHOOL WOULD BE ONE WAY OF ACCOMMODATING THAT.

BUT IF WE WERE TO SIMPLY COMBINE VALLEYVIEW AND BARTON CREEK, WE WOULD HAVE TO SIGNIFICANTLY EXPAND THE FOOTPRINT OF BARTON CREEK ELEMENTARY TO ACCOMMODATE ALL OF THOSE CHILDREN. AND THAT IN AND OF ITSELF WOULD TAKE AN ADDITIONAL BOND ISSUE.

IT WOULD TAKE TIME. IT WOULD TAKE YEARS TO ACHIEVE THAT.

AND AND I'LL PAUSE RIGHT HERE.

YOU ALSO SAID THAT THE TRANSITION TO A MAGNET CAMPUS, IF THAT WAS THE ROUTE WE WENT, THAT THAT WOULD HAVE TO BE A GRADUAL PROCESS.

IS THERE A SCENARIO WHERE IT WOULD JUST BE INSTANTANEOUS THAT WE WOULD TAKE ALL SCI CLASSES AND PUT THEM IN ONE LOCATION, WHETHER IT WAS VALLEY VIEW OR SOMEPLACE ELSE? YOU KNOW, WE'VE LOOKED AT A NUMBER OF DIFFERENT SCENARIOS AND WE CAN ELABORATE ON THOSE PROBABLY IN A WORKSHOP SETTING.

BUT IN RUNNING ALL OF THE DIFFERENT MODELS OF WHAT THAT TRANSITION WOULD LOOK LIKE, WE BELIEVE THAT THE MOST FEASIBLE WOULD BE ONE THAT OCCURS SLOWLY AND GRADUALLY OVER A PERIOD OF PROBABLY THREE YEARS.

SO IT WOULD NOT BE INSTANTANEOUS, IT WOULD NOT BE QUICK BECAUSE TO DO SO WOULD PROBABLY BE SIGNIFICANTLY MORE DISRUPTIVE THAN DOING IT SLOWLY OVER A PERIOD OF TIME.

IS THAT SO THE DISRUPTION? IS THAT AROUND JUST FROM A PLANNING STANDPOINT OR IS THAT FROM A STUDENT STANDPOINT OR TEACHERS?

[01:45:07]

OKAY. THANK YOU.

I MAY COME BACK WITH OTHER QUESTIONS, BUT THANK YOU SO MUCH.

THANK YOU, KIM. WE'LL GO TO JEN.

THANK YOU, KIM.

ACTUALLY ASKED QUITE A FEW OF MY QUESTIONS, SO THANK YOU.

UM, I.

I'D LIKE TO I MEAN, I'M DEFINITELY GOING TO WANT SOME MORE INFORMATION ON VARIOUS THINGS I'D LIKE TO GET SOME INFORMATION ON.

TRANSPORTATION SPECIFICALLY THE DISTANCE TO.

FROM THE CUERNAVACA AREA TO VALLEY VIEW.

WHAT THOSE TIMELINES LOOK LIKE RIGHT NOW, I DON'T THINK WE'VE HAD A LOOK AT THOSE THAT DATA IN SEVERAL YEARS AND IN THAT TIME WE'VE ADDED SEVERAL STOPLIGHTS AND.

TRAFFIC IS TRAFFIC AND CONTINUES TO GET WORSE.

I. I'M ALSO WONDERING AND MAYBE MAYBE YOU I DON'T KNOW IF YOU HAVE THIS INFORMATION FROM WAY BACK WHEN OR IF YOU CAN PUT TOGETHER YOUR OWN LIST.

WHAT WERE THE REASONS WE WENT AWAY FROM HAVING VALLEY VIEW AND FOREST TRAIL SEPARATED TO BEGIN WITH? I KNOW THAT TO A CERTAIN EXTENT IT HAD TO DO WITH GROWTH IN THE DISTRICT AT THE TIME, BUT MY UNDERSTANDING IS THAT THERE WERE SOME OTHER CHALLENGES WITH THAT MODEL.

SO I'D REALLY LIKE SOME INFORMATION FROM YOUR STAFF ON, YOU KNOW, PROS AND CONS OF THAT MODEL FROM AN EDUCATIONAL STANDPOINT.

AND HONESTLY, I'M.

AS I LOOK AT THE.

WHAT THE OPTIONS THAT ARE AVAILABLE.

I. I STRUGGLE OTHER THAN MAYBE MAGNET SCHOOL.

I STRUGGLE TO SEE ANY OF THEM THAT DON'T INVOLVE REDISTRICTING OF SOME SORT.

IF WE'RE BEING REALISTIC.

UM. SO.

I THINK WE NEED TO BE. REALLY? COGNIZANT OF THAT.

AND WHILE WE'RE CERTAINLY TALKING WITH THE VALLEY VIEW COMMUNITY RIGHT NOW AND FOCUSING ON THAT COMMUNITY, WE DO NEED TO BE COGNIZANT OF THE FACT THAT ALMOST ALL OF THESE COULD TOUCH THE ENTIRE COMMUNITY.

SO MAKING SURE THAT THAT THOUGHT EXCHANGE AND THE SOLICITATION OF FEEDBACK IS COMING FROM ACROSS THE DISTRICT AND FROM ACROSS THE DISTRICT.

AND I KNOW I'M GOING TO HAVE MORE QUESTIONS AND I PROBABLY HAVE A LOT MORE QUESTIONS AFTER TOMORROW EVENING'S PRESENTATION.

I THINK THE LAST THING THAT I WANT TO SAY IS I HAVE THREE KIDS THAT ARE VALLEY VIEW ALUMNI.

UM, I LIVED IN THE CUERNAVACA AREA FOR ALMOST 20 YEARS UNTIL MOVING TO LOSS CREEK VERY RECENTLY, AND THIS PLACE HAS THIS REALLY SPECIAL.

IT'S, IT'S SO SPECIAL TO ME PERSONALLY, AS I KNOW IT IS TO ALL OF THE FAMILIES THAT LIVE THERE AND THAT HAVE RAISED THEIR KIDS IN THAT COMMUNITY AND.

I. I REALLY JUST WANT TO ENCOURAGE MEAN HONESTLY, IT'S WHAT GOT ME INVOLVED IN THE SCHOOL BOARD IN THE FIRST PLACE.

YOU KNOW, WE WERE ADVOCATING FOR A SCHOOL THERE THAT WOULD SERVE OUR KIDS IN THEIR COMMUNITY.

AND UNFORTUNATELY, IT DIDN'T PASS.

AND, YOU KNOW, I REMAIN COMMITTED TO DOING WHAT WE CAN FOR THAT COMMUNITY.

AND MAKING IT BETTER FOR THEM.

AND I SO LASTLY, I JUST REALLY, REALLY, REALLY WANT TO ENCOURAGE OUR VALLEY VIEW FAMILIES TO REACH OUT TO US, USE THE WHAT ARE WE CALLING IT, THOUGHT EXCHANGE. EMAIL US.

REACH OUT TO COME TO THE MEETING TOMORROW.

ANY OTHER OPPORTUNITY YOU HAVE? WE REALLY WANT TO KNOW WHAT YOUR THOUGHTS ARE.

WELL, I KNOW WHAT MY THOUGHTS ARE.

YOU KNOW, MY MY KIDS WERE LITTLE A WHILE AGO.

SO I WANT TO HEAR FROM YOU ALL.

AND I'M YOU KNOW, IT'S IT'S NOT GOING TO BE WITHOUT ITS CHALLENGES HAVING THIS DISCUSSION, BUT IT'S SOMETHING WE CAN'T AVOID.

THANK YOU, JEN. WE'LL GO TO LAURA.

UM, SO I MEAN, DODGE ARNETT, THANK YOU SO MUCH FOR PUTTING TOGETHER THIS INFORMATION.

WE'VE BEEN TALKING KIND OF AROUND WHAT TO DO WITH VALLEY VIEW FOR QUITE SOME TIME, AND SO I APPRECIATE THAT THIS IS ON OUR AGENDA AND THAT WE'RE HAVING THAT OPPORTUNITY AND THAT YOU'RE HAVING THE OPPORTUNITY TOMORROW TO ENGAGE WITH FAMILIES.

[01:50:03]

THIS TIME I DON'T.

I DON'T HAVE QUESTIONS.

DON'T HAVE A LOT OF QUESTIONS FOR YOU TONIGHT.

UM. I GUESS.

WHAT I WOULD ASK OF YOU IS TO JUST BE VERY AWARE OF THE ENGAGEMENT WITH THIS COMMUNITY.

VALLEY VIEW HAS.

UM. THEY'RE A QUIET COMMUNITY AND I DON'T WANT TO SPEAK FOR VALLEY VIEW PARENTS, BUT I YOU KNOW, I WAS AROUND I'M JEN AND I ARE SIMILAR AGE.

AND ELLEN, I KNOW YOU WERE AROUND AS WELL.

WELL, ACTUALLY, A LOT OF US WERE.

BUT, YOU KNOW, I REMEMBER VERY CLEARLY WHEN VALLEY VIEW PARENTS DID GET UP IN ARMS AND AND THEY FOUGHT AND THEY FOUGHT REALLY, REALLY HARD FOR THEIR COMMUNITY AND IT DIDN'T WORK OUT.

AND SINCE THEN, THEY'VE BEEN QUIET AND THEY DO THEIR OWN THING.

AND THEY THEY THEY, YOU KNOW, THEY'RE THEY'RE TIGHT KNIT LITTLE GROUP OVER THERE.

AND I THINK IT'S JUST INCREDIBLY IMPORTANT THAT WE LISTEN TO THEM AND THAT WE DON'T THAT WE IT'S NOT A SCHOOL.

WE'RE TALKING ABOUT A COMMUNITY.

AND SO THAT'S REALLY, I GUESS HOW I CAN RESPOND TO YOUR ASK OF US IS JUST TO ASK THAT WE JUST REALLY PAY ATTENTION TO WHAT THIS GROUP OF PARENTS WHO ARE NORMALLY JUST KIND OF GO WITH THE FLOW, TAKING CARE OF EACH OTHER.

THEY DON'T ASK FOR MUCH.

JUST REALLY LISTEN TO WHAT THEY HAVE TO SAY BECAUSE ALL OF OUR SCHOOLS ARE BIGGER THAN JUST THE BUILDING THAT THEY THAT HOUSES THE STUDENTS, THEIR COMMUNITIES. AND ANY DECISION THAT WE MAKE WILL HAVE AN ENORMOUS IMPACT ON ON THESE FAMILIES.

AND JUST BECAUSE THERE'S FEWER OF THEM DOESN'T MEAN WE PAY LESS ATTENTION TO THEM.

SO THAT'S THERE'S MY GIFT FOR YOU.

I'LL GO TO ALAN AND THEN HEATHER.

THANK YOU.

UM, THIS WILL BE A WE'LL HAVE SOME TOUGH DISCUSSIONS HERE FOR SURE BECAUSE THERE WILL BE LOTS OF OPINIONS AND THINGS WILL BE ALL OVER THE MAP.

AND JEN, YOU ALLUDED TO A LOT OF THE BATTLES THAT HAVE BEEN FOUGHT BEFORE.

UM, AND I DO HAVE SOME SPECIFIC ANSWERS TO WHAT YOU, WHAT ADDITIONAL INFORMATION I'D LIKE, BUT I WILL HAVE TO AND I AND I PLEDGE TO LISTEN WITH A VERY OPEN MIND TO THIS DISCUSSION AS IT GOES ON.

BUT I WANT TO BE TRANSPARENT AND SAY I'VE BEEN THINKING ABOUT VALLEY VIEW FOR 20 PLUS YEARS AND I HAVE SOME PRETTY.

PROBABLY PRETTY ENTRENCHED THOUGHTS ABOUT WHERE WE CAN GO WITH IT AND THE PROS AND CONS.

SO I DECIDED I'M GOING TO SHARE SOME OF THOSE TONIGHT EVEN.

I HOPE THAT'S NOT THAT'S NOT WHAT YOU ASK FOR, BUT I DON'T WANT TO.

I DO WANT TO BE TRANSPARENT.

WE MOVED TO THE DISTRICT IN 1997, WHICH WAS WHEN BRIDGEPOINT OPENED, AND VALLEY VIEW.

THE CHILDREN WERE MOVED FROM BARTON CREEK INTO VALLEY VIEW.

THAT WAS A PROBLEM BECAUSE OF THE DISTANCE.

IT HAS BEEN A PROBLEM FOR 25 YEARS.

WE HAVE, AS A SCHOOL DISTRICT, HAVE MADE LOTS OF PROMISES.

EVEN IF WE HAVEN'T MADE PROMISES, THERE HAVE BEEN A LOT OF PROMISES ASSUMED.

AND SO THESE THERE HAVE BEEN DIFFICULT CONVERSATIONS OVER THE YEARS.

UM. VALLEYVIEW IS SUCH A BEAUTIFUL COMMUNITY AND THERE IS SO MUCH TO CELEBRATE.

BACK IN THE DAY.

AND I WOULD SAY PROBABLY FOR THE FIRST 15 YEARS OR SO, THE CONSISTENT.

UM. SHE PROBABLY LONGER THAN THAT 20 YEARS.

THE FEEDBACK I GOT WHENEVER I HAD A CONVERSATION WITH A VALLEY VIEW FAMILY WAS, WHATEVER YOU DO, JUST KEEP US TOGETHER. WHATEVER YOU DO, JUST KEEP US TOGETHER BECAUSE OF THAT SENSE OF COMMUNITY.

I DON'T HEAR THAT AS MUCH ANYMORE.

PROBABLY BECAUSE THE COMMUNITY NOW GOES TO TWO DIFFERENT ELEMENTARY SCHOOLS IN FAIRLY SUBSTANTIAL NUMBERS.

[01:55:02]

BUT I ALSO THINK IT'S IMPORTANT TO REMEMBER THAT HISTORICALLY THE ISSUE HAS BEEN THE TRANSPORTATION AND THE LACK OF A SCHOOL CLOSE TO THEIR NEIGHBORHOOD.

THAT'S THE PROBLEM I'VE BEEN TRYING TO SOLVE FOR THE 23 YEARS I'VE BEEN ON THE BOARD AND I'VE TEASED WITH LOTS OF PEOPLE THAT I CANNOT CANNOT LEAVE THIS UNTIL I FIGURE WE FIGURE THAT OUT.

WE DID WORK VERY, VERY HARD.

TO TRY AND PUT A SCHOOL IN THE NEIGHBORHOOD.

AND FAILED GLORIOUSLY.

I THINK IT'S ALSO WORTH NOTING THAT AT THAT POINT WE ALSO GOT SIGNIFICANT PUSHBACK FROM A PORTION OF THE COMMUNITY ABOUT HAVING WHAT THEY PERCEIVED AS AN EXTRA BUILDING.

IF WE DIDN'T NEED IT AS A AS A SCHOOL, THEN WHY WOULD WE EVEN CONSIDER USING IT FOR SOMETHING AUXILIARY OR EVEN SWING SPACE? A LOT OF PUSHBACK AGAINST THAT.

AS KIND OF AN ASIDE, BUT THINKING ABOUT OUR 65 PLUS POPULATION, THERE'S THERE'S A GREAT GROUP OF 65 PLUS ERS IN CUERNAVACA BECAUSE THAT'S ONE OF THE REASONS THAT THE DEMOGRAPHICS AREN'T TURNING OVER IS BECAUSE THAT GROUP IS REALLY STAYING AND THEY ARE ACTIVELY TAKING STEPS TO MAKE SURE THAT THEIR QUALITY OF LIFE AND SERVICES THAT THEY MAY NEED AS THEY AGE IN PLACE ARE IN THAT COMMUNITY.

SENSE OF COMMUNITY TAKING CARE OF EACH OTHER.

IT FITS. SO SO THE DEMOGRAPHICS ARE PROBABLY PRETTY REAL THAT WE THAT WE SEE FROM OUR DEMOGRAPHER.

SO IT SEEMS TO ME LIKE WE'VE GOT.

DEMOGRAPHICS AS A AS AN ISSUE.

DISTANCE AS AN ISSUE.

AND NOW THERE'S THE QUESTION OF PSI OR PSI IS, IS WHERE SO MANY OF THE REDUCTION IN STUDENTS IN VALLEY VIEW.

IT'S ATTRIBUTABLE TO THAT.

PERSONALLY AND I WILL SAY THIS OUT LOUD, I DO NOT THINK AS A BOARD MEMBER I WOULD BE A GOOD STEWARD.

OF TAX DOLLARS.

IF I DIDN'T RAISE QUESTIONS ABOUT US TRYING TO OPERATE ELEMENTARY SCHOOLS UNDER 400 ENROLLMENT.

UM, I RAISED THIS QUESTION YEARS AGO WHEN WE HAD FOUR SCHOOLS THAT WERE HOVERING AT 400.

VALLEYVIEW HAS BEEN AT 400 FOR FOUR YEARS NOW.

AND HAS DECLINED.

I MEAN, IT WAS A PROBLEM FOR ME WHEN IT HIT 404 YEARS AGO.

AND SO I APPRECIATE THIS FINALLY BEING ON THE TABLE, BECAUSE I REALLY DO THINK FROM A STEWARDSHIP STANDPOINT, WE HAVE TO ADDRESS.

THAT FACT. WE CAN'T CHANGE THE DEMOGRAPHICS.

WHAT'S HAPPENING IN THE NEIGHBORHOOD.

BUT WE CAN COME UP WITH SOLUTIONS THAT IMPACT THE DISTANCE THAT THE FAMILIES HAVE TO TRAVEL.

AND I THINK WE CAN COME UP WITH SOLUTIONS THAT MITIGATE SOME OF THE PSI INFLUENCES.

SO IN IN LOOKING AT.

OPTIONS. MY $0.02 ON A COUPLE OF THESE.

I WOULD ARGUE THAT USING THE CAMPUS FOR STAGING IS LIKE CLOSING IT BECAUSE THE ASSUMPTION IS WE COULD GET BY WITH FIVE ELEMENTARY SCHOOLS.

SO IN ESSENCE, WE ARE CLOSING AN ELEMENTARY SCHOOL.

SO IF IF THE OPTION OF CLOSING A SCHOOL IS NOT ON THE TABLE, I DON'T REALLY THINK HAVING IT AS A STAGING CAMPUS IS IS AN OPTION.

REDRAWING ATTENDANCE AREAS SO THAT THINGS ARE BETTER BALANCED.

THERE IS A HUGE COMPLICATION IN MY MIND IN THAT WE WOULD POTENTIALLY BE REDISTRICTING STUDENTS FROM CAMPUSES THAT CURRENTLY HAVE.

A CAMPUS THAT DOESN'T HAVE.

I THINK IT WOULDN'T JUST BE A REGULAR REDISTRICTING PROCESS.

IT WOULD BE AN EXTREMELY COMPLICATED REDISTRICTING PROCESS.

I DO THINK THERE IS A LOT OF VERY, VERY INTERESTING HISTORY ON WHY WE HAD K-2 AND THREE FIVE.

AND FOR THOSE OF YOU WHO ARE BIG FANS OF DON ROGERS, ONE OF THE FEW THINGS HE BROUGHT TO THE SCHOOL BOARD WAS A RECOMMENDATION TO TAKE ALL OF OUR SCHOOLS TO K-5, AND THE BOARD VOTED AGAINST THAT.

SO IT WAS A BOARD DECISION DRIVEN BY THE COMMUNITY'S DESIRE TO KEEP AS MANY KIDS TOGETHER FOR AS LONG AS POSSIBLE.

[02:00:06]

BUT IT WASN'T A RECOMMENDATION EVEN BACK THEN.

IT WAS THE RECOMMENDATION WAS NOT TO KEEP THAT MODEL BECAUSE IT WAS NOT AS EDUCATIONALLY APPROPRIATE.

SO I'D BE INTERESTED TO KNOW WHAT THE CURRENT PHILOSOPHY IS ON THAT.

CONVERTING IT TO AN EARLY CHILDHOOD CENTER INTRIGUES ME A LOT BECAUSE THE EARLY CHILDHOOD IS NEAR AND DEAR TO ME.

BUT I DO THINK WE HEARD LOUD, LOUD AND CLEAR WHEN WE CONSIDERED THAT AS A POSSIBLE USE FOR FOR THE BUILDING IN THE PREVIOUS BOND DISCUSSION THAT THERE IS REALLY A NEED FOR A WESTERN CHILD DEVELOPMENT CENTER BECAUSE OF THE HUGE DEMOGRAPHIC DISTANCE SPREAD IN OUR DISTRICT.

SO AS MUCH AS I LIKE THE NOTION OF A CENTER, I'M NOT SURE THAT CENTRALIZING THAT ACTUALLY SERVES AS PARTICULARLY WELL.

UM, SO.

THAT LEAVES THE THE MAGNET SCHOOL CAMPUS.

AND WE'LL GET INTO THAT DISCUSSION IN A MINUTE.

I WILL SAY I'M A HUGE PROPONENT OF THAT.

I'M HUGELY IN FAVOR OF THAT.

AND MANY OF THE REASONS ARE SEA RELATED, SO I WILL SAVE THAT.

INCLUDING. THE LAST COMMENT I HAD THERE.

SO THAT'S I LOVE VALLEY VIEW.

I HAVE LOVED IT FOR A VERY LONG TIME.

HAVE TRIED TO FIGURE OUT.

YEAR UPON YEAR UPON YEAR.

HOW TO SOLVE.

THE ISSUES THAT HAVE NOT GONE AWAY.

SO I THINK WE ARE AT A TIPPING POINT AND I THINK THERE WILL BE HARD DECISIONS THAT HAVE TO BE MADE.

UM, I WOULD LIKE TO REVISIT THE DEMOGRAPHIC REPORT.

SO IF, I MEAN, I'M SURE I HAVE THAT BURIED SOMEWHERE, IF WE COULD GET THAT UPDATED.

AND ALSO, YOU KNOW, I, I'M PRETTY SURE WE'LL FIND THAT THE 65 PLUS IS GROWING OUT THERE.

BUT THAT'S, YOU KNOW, DON'T DEPEND ON ME.

DEPEND ON THE DEMOGRAPHER.

UM, I WOULD BE INTERESTED IN LOOKING AT THE CAPACITY CALCULATIONS CURRENTLY USED FOR THE BUILDING AND HOW THE PROPERTY COULD BE MAXIMIZED IF WE WANTED TO HAVE AS MANY STUDENTS AS POSSIBLE IN THE MAGNET OPTION.

AND I WOULD LIKE TO HAVE THE CHILD DEVELOPMENT CENTER AT VALLEY VIEW CONSIDERATION OF THE CHILD DEVELOPMENT CENTER THAT'S CURRENTLY AT VALLEY VIEW INVOLVED IN THE DISCUSSIONS OF WHAT HAPPENS.

THANK YOU, ELLEN. WE'LL MOVE TO HEATHER.

ALL RIGHT. SO LIKE EVERYONE ELSE ACKNOWLEDGES, I AGREE THAT THERE ARE GOING TO BE SOME TOUGH DISCUSSIONS ON THIS.

AND I AM NOT IN FAVOR OF MAKING A RASH DECISION THIS SCHOOL YEAR PERIOD.

I THINK THAT WE OWE IT TO OUR COMMUNITY.

VALLEY VIEW ESPECIALLY, BUT OUR FULL COMMUNITY, EVERYONE TO BE INCLUDED IN THIS.

AND I DON'T THINK IT'S MEANINGFUL TO MAKE THIS BIG OF A DISCUSSION OR DECISION TO HAVE IT BE WITHIN A FEW MONTHS.

I THINK THAT THIS IS TOO BIG.

THIS IS MESSING WITH THE SECRET SAUCE OF OUR DISTRICT, AND I'M NOT IN FAVOR OF THAT.

I KNOW WE'VE JUST BEGUN THE LONG RANGE PLANNING PROCESS.

WE HAVEN'T EVEN MET WITH THE PEOPLE YET.

SO AGAIN, I'M NOT WILLING TO EVEN HAVE THAT DISCUSSION UNTIL WE HAVE A CONVERSATION WITH OUR LONG RANGE PLANNING PROFESSIONALS AND THAT THE ENTIRE COMMUNITY GETS AN OPPORTUNITY TO JOIN THE LONG RANGE PLANNING COMMITTEE AND JUST EXPLORE ALL THE OPTIONS THAT WE HAVE AVAILABLE TO US.

BECAUSE, YOU KNOW, THIS IS PEOPLE MOVE HERE FOR OUR SCHOOLS.

IT IS THE REASON MY FAMILY MOVED HERE.

AND I ALSO THINK THAT WE DO HAVE TO REPRESENT THE TAXPAYERS AND THE OVER 65 POPULATION.

WE HAVE TO REPRESENT EVERYONE.

AND SO WE NEED EVERYONE TO COME TO THE TABLE TO REALLY PUT THE SKIN IN THE GAME.

HONESTLY, MY PREFERENCE IS TO JUST FORM THE LONG RANGE PLANNING COMMITTEE, SEE WHAT THEY COME UP WITH.

YOU KNOW, AND THIS IS ESPECIALLY IMPORTANT TO ME NOW BECAUSE DESPITE ALL OF US BEING VERY ENGAGED IN THE COMMUNITY AND ALL OF US HAVING KIDS THAT HAVE GONE THROUGH, NONE OF US HAVE KIDS AT VALLEY VIEW RIGHT NOW.

SO WE AREN'T IN THEIR SHOES.

NONE OF US, FRANKLY, HAVE KIDS IN ELEMENTARY SCHOOL, AND THIS IS A BIG DISCUSSION FOR THAT POPULATION AND I WANT TO ACKNOWLEDGE THAT.

AND I WANT TO MAKE SURE THAT WE ARE BRINGING AS MANY ELEMENTARY SCHOOL PARENTS TO THE TABLE TO TALK TO US AS POSSIBLE.

[02:05:02]

SO WE NEED TO GET THIS RIGHT.

UM, I HAVE SOME SERIOUS CONCERNS WITH A MAGNET SCHOOL.

A LOT OF THEM ARE FINANCIAL, AND SO I'M GOING TO NEED A LOT OF INFORMATION TO SEE HOW THAT'S EVEN VIABLE FINANCIALLY, BECAUSE THAT IS NOT SOMETHING THAT THE STATE SUPPORTS OR GIVES US MONEY FOR AT ALL.

AND SO THAT'S A BIG JUMP.

IF IT WAS SOMETHING THAT THE STATE ACTUALLY REQUIRES US TO TEACH OR FUNDED, I MIGHT HAVE SOME DIFFERENT FEELINGS TOWARDS THAT.

BUT AS OF RIGHT NOW, I CAN'T SEE A PROGRAM THAT IS NOT SUPPORTED IN ANY WAY, SHAPE OR FORM FROM THE STATE OR FEDERAL BECAUSE OF OUR POPULATION HAVING A WHOLE SCHOOL.

AND I ALSO KNOW THAT WE HAVE TO HAVE A DISCUSSION ON TRANSFERS, A BROADER DISCUSSION ON TRANSFERS, AND THAT'S GOING TO BRING UP SOME UGLY FEELINGS IN THE COMMUNITY AS WELL.

SO I JUST WANT TO BE PREPARED FOR ALL OF THAT.

I DON'T KNOW WHERE WE'LL FIND 24 BILINGUAL TEACHERS.

A LOT OF THESE THINGS WILL HAVE DISCUSSIONS FOR IN THE ESSER DISCUSSION.

SO I'LL SAVE SOME OF THAT.

BUT IN TERMS OF THE OTHER OPTIONS, YOU KNOW, ELLEN MENTIONED THAT A STAGING SCHOOL WOULD BE CLOSING.

AND I'VE LIVED IN A DISTRICT WHERE WE DID HAVE A TRANSITION CAMPUS.

I WAS AT A SCHOOL RIGHT BEFORE WE MOVED HERE.

I WAS PTA PRESIDENT OF THE SCHOOL.

WHEN WE OPENED THE BRAND NEW SCHOOL, MY CHILDREN WERE AT A STAGING CAMPUS FOR 18 MONTHS.

AND SO I'VE LIVED THAT AND IT WAS FANTASTIC.

IT WAS A FANTASTIC OPPORTUNITY FOR OUR COMMUNITY TO GET THE SCHOOL THAT WE WANTED AND THE SCHOOLS THAT WE NEEDED IN THE FACE OF AN AGING DISTRICT.

AND SO I KNOW THAT THAT'S NOT A POPULAR OPINION WITH EVERYONE, BUT I THINK THAT THAT'S THE CONVERSATION THAT OUR COMMUNITY NEEDS TO HAVE OUR FULL COMMUNITY AGAIN. SO ELEMENTARY SCHOOL PARENTS, YOU KNOW, OVER 65 POPULATION, HIGH SCHOOL, EVERYONE NEEDS TO COME TO THE TABLE AND PUT THEIR $0.02 IN ON WHAT THEY SEE AS THE FUTURE OF OUR DISTRICT.

MAYBE THAT'S NEW BUILDINGS, MAYBE IT'S NOT.

I'M NOT GOING TO MAKE THAT DECISION FOR OUR ENTIRE DISTRICT THIS YEAR.

I ALSO WANT TO GET THE FULL COST ON THE CDC OPTION, BECAUSE I DO THINK THAT THAT COULD ALSO BE A REVENUE GENERATOR FOR OUR DISTRICT BECAUSE I KNOW OUR CDC IS INCREDIBLY POPULAR AND THAT WOULD ALSO BE A RETENTION AND ATTRACTION FOR STAFF AS IT ALREADY IS.

SO I THINK THAT THAT'S A VERY VIABLE OPTION NO MATTER WHAT.

WE'RE GOING TO HAVE UPSET COMMUNITY MEMBERS.

BUT AGAIN, I WANT TO TAKE THIS SLOW AND BE VERY THOUGHTFUL AND JUST LISTEN AND SEE WHAT THE MAJORITY OF THE PEOPLE IN OUR COMMUNITY WANT, BECAUSE ALL OF THESE ARE GOING TO REQUIRE REDISTRICTING NO MATTER WHAT, EVEN IF IT'S A STAGING COMMITTEE, A CDC, A MAGNET, YOU NAME IT.

THESE VALLEY VIEW KIDS AREN'T GOING TO STAY AT THE MAGNET UNLESS THEY'RE ONE OF THOSE, YOU KNOW, KIDDOS THAT ARE MAYBE IN KINDERGARTEN NOW.

AND THIS HAPPENS QUICKLY AND THERE'S IT'S JUST NOT GOING TO BE.

POSSIBLE. SO I HAVE A LOT OF CONCERNS WITH THAT.

AND AGAIN, I WILL STATE HOW I STARTED THIS.

AGAIN, I AM NOT IN FAVOR OF MAKING A RASH DECISION THIS SCHOOL YEAR ON ANY THING, SO THAT'S JUST MY DECISION.

THANK YOU. THANK YOU, HEATHER.

I HAVE A FEW THOUGHTS THAT I'LL SHARE.

FIRST OF ALL, I ELLEN, YOU MENTIONED THINKING ABOUT VALLEY VIEW FOR YEARS AND YEARS.

AND I REMEMBER WHEN I WAS FIRST RUNNING FOR SCHOOL BOARD IN 2019, YOU AND I HAPPENED TO BE AT, I THINK, CBAR TOGETHER AFTER EARLY VOTING OR SOMETHING.

AND WE WERE COLLECTING SIGNS AND IT WAS DUSK AND WE'RE OUT THERE IN THE DARK COLLECTING SIGNS AND STUFF.

AND YOU AND I HAD A LONG DISCUSSION AT THAT TIME ABOUT VALLEY VIEW, SO AND THAT'S ONLY FIVE YEARS AGO.

SO I'M SURE IT'S BEEN ON YOUR MIND A LONG TIME AND I APPRECIATE THAT.

I'M GRATEFUL OF THAT.

I'VE HAD AN OPPORTUNITY TO MEET WITH SEVERAL VALLEY VIEW PARENTS OVER THE LAST COUPLE OF WEEKS, AND ONE OF THE THINGS I WANT TO MAKE CLEAR IS AND IF IT ISN'T CLEAR FROM ALL THE COMMENTS ON THE BOARD RIGHT NOW, IS THAT NO DECISION HAS BEEN MADE THIS BOARD.

NEEDS A LOT MORE INFORMATION BEFORE MAKING A DECISION.

SO IF IT SOUNDS LIKE.

OR IF YOU'RE UNDER THE IMPRESSION THAT WE'VE MADE UP OUR MIND AND WE'RE ABOUT TO SHOW UP TOMORROW AT VALLEY VIEW AND RAILROAD YOU INTO SOMETHING THAT WE'VE ALREADY DECIDED, I CAN ASSURE YOU THAT'S NOT THE CASE.

WE'RE SEEKING THE BEST OPTION FOR THE STUDENTS, THE FAMILIES, THE COMMUNITY AT THIS POINT.

AND I THINK THAT, AS OTHERS HAVE MENTIONED, OH, I THINK EVERY OPTION THAT'S UP THERE WILL INVOLVE SOME SORT OF REZONING AND REDISTRICTING FOR THESE CAMPUSES, IF NOT EVERY CAMPUS.

AND AS WE SEE OUR DISTRICT IN, THE DEMOGRAPHERS TELL US THAT WE'RE GOING TO CONTINUE TO SHRINK.

[02:10:03]

AND THE BOARD MAY NEED TO GET USED TO THAT.

EYE ON THIS SUBJECT WOULD FIND IT VERY DIFFICULT, I WOULD SAY ALMOST IMPOSSIBLE TO MAKE A DECISION BY DECEMBER.

AND THE REASON IS THAT WE'RE ABOUT TO FORM A PLANNING COMMITTEE TO LOOK AT A LONG RANGE PLAN FOR OUR DISTRICT.

AND I FIND IT UNIMAGINABLE THAT WE AS A BOARD WOULD TAKE ONE OF THESE CAMPUSES OFF THE TABLE RIGHT NOW WITHOUT ANY INPUT FROM THIS PLANNING GROUP.

AND AND START THEIR WHOLE PLANNING PROCESS BY SAYING WE HAVE NO PROBLEM OVERRIDING YOUR DECISIONS AND WE'RE GOING TO START RIGHT HERE BY NOT LETTING YOU GIVE US THE IMPORTANT FEEDBACK WE NEED ON VALLEY VIEW.

SO FOR ME, THAT'S THAT'S A NO GO.

I NEED TO HEAR FROM THE LONG RANGE PLANNING GROUP ON WHAT WE SHOULD DO WITH VALLEY VIEW.

AND I REALIZE THAT THAT KICKS THIS DECISION DOWN THE ROAD, BUT AT THE SAME TIME IT DOES GIVE SOME STABILITY TO VALLEY VIEW FOR THE NEXT COUPLE OF YEARS THAT WE'RE GOING TO HAVE IT IN PLANNING. WE'RE GOING TO WE'RE GOING TO COME BACK LATER TO THAT DECISION.

AND I'M OKAY WITH THAT EXTRA COST IF IT MEANS GETTING MORE COMPLETE COMMUNITY INPUT AND GETTING A MORE COMPLETE LONG RANGE PLAN.

AND I'M OKAY WITH THAT.

I WOULD LIKE DR.

ARNETT, I WOULD LIKE TO KNOW OF OUR COHORT, HOW MANY COHORT SCHOOL DISTRICTS, HOW MANY HAVE MAGNETS.

I'D ALSO LIKE TO KNOW HOW MANY DISTRICTS OF OUR SIZE.

HAVE MAGNET SCHOOLS.

I WAS HAVING DINNER LAST NIGHT OR NOT LAST NIGHT? LAST WEEK WITH A FRIEND OF MINE FROM FRISCO.

THEY HAVE 70 SOMETHING CAMPUSES AND HAVE NO MAGNETS, SO THAT'S NOT A GIVEN THAT THAT'S EVEN THE RIGHT THING FOR A DISTRICT OF OUR SIZE.

AND I FIND THAT IN SHRINKING ENROLLMENT, I FIND THAT AS A DIFFICULT THING TO TO CONSIDER.

I THINK THAT'S.

THERE'S A LOT OF I COMPLETELY I DON'T WANT TO DOWNPLAY THE IMPORTANCE OF GETTING THE INPUT FROM THE COMMUNITY IN THIS DECISION.

WE'RE GOING TO HEAD DOWN THE ROAD OF REZONING, REDISTRICTING, AND THAT'S GOING TO BE HUGE FOR THIS WHOLE COMMUNITY.

AND WE NEED TO MAKE SURE THAT WE'RE LISTENING AND THAT WE'RE HEARING.

AND I DON'T THINK WE'RE EVER GOING TO COME UP WITH A PLAN THAT'S GOING TO PLEASE EVERYONE.

I DOUBT THAT WE'RE GOING TO COME UP WITH A PLAN THAT'S GOING TO PLEASE SEVEN BOARD MEMBERS.

WE NEED TO TAKE INPUT.

NEED TO LISTEN TO THAT INPUT.

WE NEED TO TAKE OUR TIME AND REACH THE RIGHT DECISION.

AND THAT'S WHERE I SIT STRONGLY ON THIS.

AND I LOOK FORWARD TO COMING INTO VALLEY VIEW TOMORROW AND BEGINNING THIS PROCESS, NOT FINISHING.

WE'RE GOING TO START TOMORROW AT VALLEY VIEW AND AND TAKE THE LONG ROAD FROM THERE.

THANK YOU VERY MUCH.

ANY OTHER COMMENTS FROM THE BOARD? ON. CAN I JUST ASK A CLARIFYING QUESTION TO DR.

ARNETT? MY IMPRESSION OF THE LONG RANGE PLANNING PROCESS WAS IT WAS FOCUSED ON THE HIGH SCHOOL.

IT'S GOING TO BEGIN WITH THE HIGH SCHOOL, BUT IT DOES HAVE A LONG LOOK TO A POTENTIAL 20, 25, 26 BOND.

SO THE HIGH SCHOOL WILL BE THE FIRST OF THE PROJECTS THAT WE LOOK AT MOST INTENTLY, BECAUSE IT'S OBVIOUSLY THE BIGGEST.

OKAY. YEAH.

DIANE, JUST TO FOLLOW UP ON YOUR QUESTION ABOUT MAGNETS IN OTHER DISTRICTS, IF WE CAN SEE A BREAKDOWN BETWEEN ELEMENTARY, MIDDLE AND HIGH SCHOOL IN THAT LEVEL OF DETAIL, I THINK THAT'D BE INTERESTING BECAUSE I HAVE NOT HEARD OF AN ELEMENTARY MAGNET BEFORE PERSONALLY.

I'M CURIOUS ABOUT THAT.

OKAY. THANK YOU.

IN THAT ANALYSIS, COULD YOU ALSO LOOK AT DISTRICTS THAT HAVE INTERNATIONAL BACCALAUREATE PROGRAMS AT THE ELEMENTARY, MIDDLE OR HIGH SCHOOL? BECAUSE THAT IS A MAGNET.

IT'S NOT CALLED A MAGNET, PERHAPS, BUT INTERNATIONAL BACCALAUREATE IS VERY SIMILAR TO WHAT WE'RE TALKING ABOUT.

SO MAGNET MIGHT NOT BE THE RIGHT TERM WE'RE USING.

IT'S A SPECIALIZED CURRICULUM SCHOOL.

IT'S NOT A MAGNET IN THAT STUDENTS TEST AN ARTS MAGNET THAT KIDS TEST IN, NOT TEST IN TO PERFORM INTO AND THAT SORT OF THING.

SO MAGNET MAY NOT BE THE RIGHT COMPARISON TERM.

THANK YOU, JEN.

A COUPLE OF THINGS. NO.

HEATHER MENTIONED TRANSFERS.

COULD WE AS YOU'RE BUILDING ALL OF THIS AND THIS IS TOUCHING INTO SPANISH IMMERSION.

MAKE SURE WE HAVE A GOOD LOOK AT TRANSFERS COMING INTO THE SPANISH IMMERSION PROGRAM, AS WELL AS THE NUMBER OF TRANSFERS THAT WE ARE UNABLE TO ACCEPT IN IN THE SPANISH IMMERSION PROGRAM, BECAUSE MY UNDERSTANDING IS THAT PROGRAM BRINGS IN MORE TRANSFERS THAN ANYTHING ELSE INTO THE DISTRICT.

AND JAMES AND HEATHER, TO YOUR POINT ABOUT DELAYING DECISIONS.

I JUST WANT TO CAUTION YOU, AS SOMEONE WHO'S BEEN THROUGH A SIMILAR PROCESS BEFORE, THAT SOMETIMES THAT KICKING THE CAN DOWN THE ROAD

[02:15:09]

SO JUST I'D LIKE FOR YOU GUYS TO BE OPEN MINDED.

THE OTHER TO ELLEN'S POINT ALSO, THAT, YOU KNOW, THE LONG RANGE PLANNING OR PROCESS IS GOING TO FOCUS FIRST ON THE HIGH SCHOOL AND THEN MOVE DOWN.

UM, I DON'T KNOW THAT WE HAVE THAT KIND OF TIME FOR EITHER.

VALLEY VIEW. WHEN WE LOOK AT THE DECLINING ENROLLMENT, THAT DOES HAVE SOME INTERTWINED METRICS WITH SPANISH IMMERSION, BUT THERE ARE GREATER THINGS GOING ON THERE THAN JUST SPANISH IMMERSION.

AND I DON'T KNOW THAT OUR SPANISH IMMERSION THAT WE CAN WE CAN DELAY DECISIONS THERE AS WELL.

SO I'D LIKE YOU TO JUST BE OPEN MINDED AS WE HAVE THE CONVERSATION.

THANKS. YEAH.

HEATHER I'M DEFINITELY OPEN MINDED, BUT AGAIN, I JUST WANT TO HEAR FROM THE FULL COMMUNITY.

AND SO WE HAVE TO HAVE A MORE ROBUST PLAN.

AND I DO WANT TO HAVE THE LONG RANGE PLANNING COMMITTEE SEATED AND HAVE A DISCUSSION ABOUT IT.

I UNDERSTAND ABOUT.

NO ACTION IS ACTION.

BUT I FEEL STRONGLY ABOUT THAT.

I ALSO, IF WE ARE LOOKING INTO IB PROGRAMS, I THINK THAT WE NEED TO HAVE THAT DISCUSSION.

ARE WE LOOKING AT IB PROGRAMS? BECAUSE THAT IS A CURRICULUM THAT IS VASTLY DIFFERENT THAN OUR SPANISH IMMERSION PROGRAM.

SO I'M NOT SURE THAT EVEN.

I UNDERSTAND. I UNDERSTAND THAT FRISCO DOES HAVE AN IB MAGNET.

I DON'T KNOW. MAYBE THEY DON'T CALL IT A MAGNET.

BUT THE POINT WAS THAT THEY OFFER THE THE IB.

YEAH, IT'S A SPECIAL CURRICULUM.

IT'S A SPECIALIZED CURRICULUM.

SO AGAIN, IF WE'RE CONSIDERING IB, WE NEED THOSE COST ASSOCIATED WITH IT ALSO.

AND I'M LOOKING AT DISTRICTS THAT ARE OUR SIZE THAT I'D REALLY LIKE TO SEE THE COMPARISON FOR IT.

THANK YOU. YES, I WOULD JUST LIKE TO SAY THAT I DON'T CONSIDER MAKING DECISIONS EXPEDITIOUSLY.

AND FROM A WELL-INFORMED AND A BROAD SECTION GIVING OPINION.

I DON'T CONSIDER THAT TO BE RASH.

I THINK ABOUT HOW LAST MAY WE SAT HERE AND DIDN'T THINK THERE WAS ANY WAY THAT A POLICE DEPARTMENT COULD HAPPEN IN THIS DISTRICT.

BUT IT WAS SOMETHING WE WANTED TO HAPPEN.

IT WAS IMPORTANT FOR IT TO HAPPEN, AND BY GOLLY, IT WAS STOOD UP BY AUGUST.

AND SO I DON'T THINK THAT IT SUFFERED BECAUSE IT WAS DONE QUICKLY.

IT WAS DONE WITH COMMUNITY INPUT.

AND I THINK THOSE THINGS THAT ARE IMPORTANT FOR OUR STUDENTS AND IMPORTANT FOR OUR STAFF AND FOR OUR DISTRICT CAN BE DONE EXPEDITIOUSLY WITHOUT KICKING THE CAN.

NOT. NOT WHEN WE DID IT.

NOT WHEN WE DID IT.

WE DID IT AHEAD OF THE STATE LAW.

AND I WAS THE CRAZY GUY SAYING, I'D LIKE TO SEE IT DONE BY SEPTEMBER.

AND WE GOT IT DONE BY SEPTEMBER.

LET'S MOVE ON THEN TO THE NEXT AGENDA ITEM.

[9.3 Spanish Immersion Planning]

ALL RIGHT. WELL, AS MOLLY COMES UP, I WANT TO APOLOGIZE, BUT ALSO THANK I WANT TO APOLOGIZE FOR THE FACT THAT WE'RE PUTTING TWO VERY WEIGHTY SUBJECTS BACK TO BACK IN THIS CONVERSATION.

THEY'RE ALMOST LIKE TWO ENDS OF THE BARBELL.

BOTH OF THEM ARE EQUALLY HEAVY.

BUT I ALSO WANT TO THANK THE BOARD AND FOR THE AUDIENCE MEMBERS INDULGING THESE VERY SIGNIFICANT CONVERSATIONS TONIGHT.

I JUST WANT YOU TO KNOW THAT AS THE ADMINISTRATION, WE HAVE WE HAVE DEDICATED OURSELVES TO HAVING VERY DIFFICULT AND COMPLEX CONVERSATIONS THIS FALL AROUND THESE SUBJECTS.

AND SO I THINK VALLEY VIEW IS OBVIOUSLY AN EXAMPLE OF THAT.

BUT MOLLY, NOW, AFTER HAVING STUDIED THIS INTENTLY OVER THE LAST YEAR, SHE HAS MORE INFORMATION TO SHARE WITH YOU REGARDING SPANISH IMMERSION.

SO MOLLY, WE'LL GIVE IT TO YOU.

OH. BEFORE WE BEGIN, I DID WANT TO INTRODUCE OPHELIA VALENTI.

I DON'T KNOW IF YOU ALL KNOW OPHELIA, BUT SHE'S BEEN SITTING HERE PATIENTLY ALL EVENING.

SHE IS OUR NEW MULTILINGUAL COORDINATOR AND IS PHENOMENAL AND HAS ALREADY MADE A GREAT IMPACT ON OUR TEACHERS AND IN OUR PROGRAM.

AND WE'RE VERY HAPPY TO HAVE HER AND APPRECIATE THE SUPPORT FOR HER POSITION.

BEFORE I KIND OF JUMP INTO THE PRESENTATION, I DO WANT TO JUST GIVE A LITTLE BIT OF HISTORY.

I THINK A LOT OF PEOPLE KNOW.

BUT, YOU KNOW, SOME PEOPLE LISTENING MAY MAY NOT HAVE ALL THE HISTORY.

AND I ALSO WANT TO START OFF BY SAYING THAT WE HAVE PHENOMENAL TEACHERS IN OUR SPANISH IMMERSION PROGRAM, BOTH OUR BILINGUAL TEACHERS AND OUR TEACHERS ON THE ENGLISH SIDE. AND WE HAVE SEEN GOOD OUTCOMES FOR STUDENTS.

[02:20:04]

THIS PROGRAM STARTED WITH US LOOKING AT ANOTHER STATE AND TRYING TO PUT OUR PROGRAM FROM UTAH IN TEXAS.

IF YOU LOOK AND I'VE SHARED DATA WITH THE BOARD, I SHARED IT WITH THE SPANISH IMMERSION TASK FORCE.

THERE'S NO OTHER DISTRICT IN TEXAS THAT HAS OUR MODEL WITH THIS 5050 MODEL.

AND WE TRIED TO PLACE SOMETHING IN THE IN TEXAS.

UTAH HAS AN ENTIRE BOARD OF EDUCATION THAT SUPPORTS THEIR SPANISH IMMERSION PROGRAM.

IT JUST LOOKS VERY DIFFERENT.

THEY CALL IT A BILINGUAL PROGRAM.

OURS IS NOT A BILINGUAL PROGRAM.

IT'S AN IMMERSION PROGRAM.

THERE'S FUNDING FOR BILINGUAL PROGRAMS. OURS IS NOT WE DON'T GET THE FUNDING.

SO THERE'S JUST A LOT OF, YOU KNOW, A LOT OF HISTORY.

ON HOW THIS ALL CAME ABOUT.

UM, THE MODEL DOES CREATE SOME, SOME ISSUES.

WE DID KIND OF GROW THE MODEL IN THE MIDDLE OF COVID AND WE DIDN'T HAVE A CHANCE AT THAT TIME TO STOP AND REALLY LOOK AT WHERE ARE SOME OF THE PLACES WE CAN PIVOT.

AND WE JUST KIND OF KEPT GOING.

WE WERE ALL TRYING TO SURVIVE IN COVID.

AND SO, YOU KNOW, THERE ARE CURRENT CHALLENGES.

AND I'M GOING TO TALK ABOUT A LITTLE BIT OF THAT TODAY AND GO THROUGH THE A VERY SIMILAR SET OF SLIDES TO WHAT DR.

ARNETT PRESENTED AROUND VALLEY VIEW.

SO IN TERMS OF WHY DO WE NEED TO ADDRESS THIS? SO OUR CURRENT 5050 MODEL DOES NOT ALLOW TIME FOR ADEQUATE SPANISH LITERACY INSTRUCTION TO ACHIEVE BILITERACY SKILLS.

BASICALLY WHAT THAT WHAT OUR MODEL IS, IS THE STUDENTS SPEND HALF THE DAY IN SPANISH WITH ONE TEACHER AND HALF THE DAY IN ENGLISH WITH ANOTHER TEACHER, AND THEY SWITCH.

THAT'S OUR K THROUGH FOUR MODEL.

OUR FIFTH GRADE MODEL HAS CHANGED THIS YEAR DUE TO OUR ADVANCED MATH.

SO WHAT WE HAVE FOUND IS THAT OUR STUDENTS ARE BEING TAUGHT CONTENT AND THEY DON'T HAVE THE SPANISH LITERACY.

THEY DON'T HAVE THOSE FOUNDATIONAL LANGUAGE STAND THE CONTENT.

SO WHEN YOU GO INTO CLASSROOMS, YOU'RE GOING TO SEE TEACHERS HAVING TO RETEACH CONTENT.

A SPANISH SPEAKING TEACHER RETEACH CONTENT IN ENGLISH BECAUSE THE STUDENTS DON'T HAVE THE ACADEMIC VOCABULARY IN SPANISH TO BE ABLE TO DO THOSE TO DO THE WORK THAT THEY'RE BEING EXPECTED TO DO.

YOU'LL IF YOU GO BACK AND YOU LOOK AT OUR SPANISH IMMERSION MODELS OVER THE YEAR, THERE'S BEEN ALL THESE DIFFERENT PIE CHARTS AND WE'RE GOING TO SPEND THIS AMOUNT OF TIME DOING THIS AND THIS AMOUNT OF TIME AND THEN IT'S GOING TO SWITCH.

LAST YEAR WE TRIED TO SAY, OKAY, WE'RE GOING TO PUT SPANISH, WE'RE GOING TO PUT SPANISH LITERACY IN, BUT WE DIDN'T HAVE A PLACE FOR SPANISH LITERACY BY PUTTING SPANISH LITERACY IN, WE ENDED UP HAVING TO CUT OTHER ACADEMIC TIME.

SO THEN WE SAID, OKAY, WELL, HOW ABOUT WE'LL DO REINFORCEMENT IN ENGLISH? SO THE STUDENT FOR MATH, THE STUDENT, LEARNS SPANISH MATH IN SPANISH, AND THEN THEY GO TO THEIR ENGLISH TEACHER WHO DIDN'T TEACH THEM MATH TO REINFORCE THE CONCEPTS, WHO DOESN'T KNOW WHAT THEY WERE STRUGGLING WITH IN THE SPANISH SIDE.

ALL OF THIS WITH THE BEST INTENTIONS OF TRYING TO MAKE THIS PROGRAM FIT AND TRYING TO MAKE SURE THAT OUR STUDENTS WERE GETTING THE BEST INSTRUCTION POSSIBLE.

SO AGAIN, WE SAW A LACK OF TIME FOR REINFORCEMENT OR ENRICHMENT DUE TO HAVING TO RETEACH THE CONTENT IN ENGLISH.

AND THEN WE ALSO SEE A LOSS OF CO-CURRICULAR CONNECTIONS.

SO IF YOU THINK ABOUT A STUDENT WHO'S IN A SELF-CONTAINED CLASS, ESPECIALLY IN THE K-2 LEVEL, AND SAY THEY'RE LEARNING TRIANGLES, AND SO IN MATH, THEY'RE DOING A STORY ABOUT THEY'RE LEARNING ABOUT TRIANGLES.

AND THEN IN ELA, THEY CAN READ A BOOK ABOUT TRIANGLES AND THEY CAN MAKE THOSE CONNECTIONS FOR OUR STUDENTS, ESPECIALLY IF YOU THINK ABOUT THE LANGUAGE COMPONENT THEY MIGHT BE READING OR DOING THEIR MATH AND WORKING WITH TRIANGLES IN MATH.

AND THEN THEY GO TO AN ENGLISH SIDE TEACHER WHO MIGHT READ THAT SAME STORY ABOUT TRIANGLES BUT CAN'T MAKE THAT CONNECTION OF HERE'S WHAT THE LANGUAGE IS, HERE'S WHAT THE VOCABULARY WAS FOR TRIANGLE IN SPANISH.

SO THEY'RE JUST MISSING SOME OF THOSE OPPORTUNITIES THAT YOU WOULD TYPICALLY HAVE.

AND THAT'S THOSE ARE CREATED BY OUR 50 OVER 50 MODEL.

AND SO BASICALLY ULTIMATELY INSTRUCTIONALLY, WE DON'T HAVE THE MODEL THAT WE WOULD LIKE TO SEE FOR SPANISH IMMERSION FOR OUR STUDENTS TO REACH THOSE BILITERACY SKILLS THAT WE THINK ARE VERY VALUABLE.

AND I AM COMING TALKING ABOUT INSTRUCTION.

I AM THE ASSISTANT SUPERINTENDENT OF CURRICULUM, INSTRUCTION AND ASSESSMENT, AND I HAVE A PROGRAM THAT RESEARCH DOESN'T SUPPORT USING THIS 5050 MODEL AND KNOWING THAT THERE ARE MODELS OUT THERE THAT CAN ACHIEVE BETTER OUTCOMES FOR OUR STUDENTS ACADEMICALLY.

WE ALSO HAVE SOME ISSUES IN THE SPANISH SPANISH IMMERSION MODEL.

AND WE HAVE TALKED ABOUT THIS.

THIS IS NOT NEW THAT OUR CURRENT STRUCTURES IN CREATING AN IMBALANCE IN THE COMPOSITION OF CLASSES BASED ON STUDENT NEEDS.

SO WE KNOW THAT WE HAVE HAD CLASSES WHERE THERE'S A VERY HIGH PERCENTAGE OF STUDENTS WITH ON IEPS OR HAVE 504 PLANS AND THEY TEND TO BE ON THE TRADITIONAL SIDE.

[02:25:01]

AND THEN ATTRITION IN THE PROGRAM OVER TIME HAS CREATED IMBALANCED CLASS SIZES.

YOU ALL HAVE RECEIVED THOSE EMAILS.

WE HAVE RECEIVED THOSE EMAILS.

SOMETIMES YOU HAVE THE TRADITIONAL CLASSES ARE TOO BIG AND THE SPANISH IMMERSION CLASSES ARE SMALL.

AND THEN WE HAVE THE OPPOSITE ISSUE THAT HAPPENS WHERE YOU MIGHT HAVE THE SPANISH IMMERSION CLASS BEING LARGE, SUCH AS IN EANES ELEMENTARY AND THE TRADITIONAL CLASSES BEING SMALL. THAT'S GOING TO CONTINUE TO HAPPEN IN THE MODEL.

WE HAVE THESE THESE IMBALANCED CLASS SIZES ARE GOING TO CONTINUE TO HAPPEN WITH THE WAY THAT WE'RE RUNNING THE PROGRAM.

IN TERMS OF WHO'S BEEN INVOLVED IN THE PROCESS.

SO IN APRIL OF 2022, TEACHERS AND PRINCIPALS CAME TO MY DEPARTMENT AND SAID, WE ARE STRUGGLING.

WE ARE TRYING TO FIT ALL OF THIS SPANISH INTO THE AMOUNT OF TIME WE HAVE.

OUR PIE CHARTS AREN'T WORKING.

OUR STUDENTS AREN'T ABLE TO ACCESS THE SPANISH LITERACY MATERIALS THAT YOU'VE GIVEN US BECAUSE THEY'RE NOT AT THAT LEVEL.

THEY DON'T HAVE THOSE FOUNDATIONAL ACADEMIC SKILLS, VOCABULARY SKILLS TO BE ABLE TO EXCEL IN THOSE AREAS.

AND THEY WERE STRUGGLING.

SO THEY BROUGHT THIS TO US AS A DEPARTMENT FOR US TO LOOK AT.

SO THAT'S WHEN I CAME LAST YEAR ALMOST ABOUT THIS TIME, AND BASICALLY BROUGHT UP THESE CONCERNS.

AGAIN, THESE ARE INSTRUCTIONAL CONCERNS.

THAT WAS THE FOCUS AT THAT TIME.

STILL IS A BIG FOCUS RIGHT NOW, THE INSTRUCTIONAL CONCERNS WITH THE PROGRAM.

THEN AFTER THAT BOARD MEETING AND WE DECIDED TO, YOU KNOW, CONTINUE TO STUDY, WE PROMISED THE COMMUNITY WE WOULDN'T MAKE ANY CHANGES AND WE DIDN'T.

AND SO THEN WE BROUGHT IN A CONSULTANT FROM REGION 13 WHO REALLY LOOKED AT OUR PROGRAM, SPENT TIME IN MOST OF OUR SPANISH IMMERSION CLASSROOMS, INTERVIEWED OUR TEACHERS, INTERVIEWED OUR INSTRUCTIONAL PARTNER, TALK TO OUR PRINCIPALS, AND REALLY GOT SOME GOOD INFORMATION ABOUT OUR PROGRAM THIS WHOLE ENTIRE TIME, STARTING IN MAY OF 2022 TO PRESENT, WE'VE BEEN TALKING TO OUR SPANISH IMMERSION TEACHERS, BOTH THE BILINGUAL AND THE ENGLISH SIDE, MAKING SURE THAT WE'RE, YOU KNOW, HEARING WHAT'S WORKING, WHAT'S NOT WORKING, WHERE ARE THEIR PAIN POINTS, BECAUSE OUR JOB IS TO NOT HAVE TO MAKE THEM WORK SO HARD AROUND THOSE BARRIERS, BUT TO KNOCK THOSE BARRIERS DOWN IN THIS PROGRAM, TO MAKE THIS PROGRAM AS AS GREAT AS IT CAN BE.

AND THEN WE DID CONVENE THE SPANISH IMMERSION TASK FORCE IN THE SPRING OF 2023, HAD SEVERAL PARENTS WHO ARE HERE THIS EVENING ON THAT TASK FORCE AND REALLY TRIED TO DELVE INTO ALL THE ISSUES.

WE DID NOT COME TO ANY SPECIFIC RECOMMENDATION.

THERE WERE A LOT OF DIFFERENT OPINIONS, A LOT OF POINTS OF PASSION ON BOTH SIDES OF YOU KNOW, IT IS A GREAT COMMUNITY AND GREAT PEOPLE DOING REALLY GOOD WORK. BUT WE DIDN'T COME TO A SPECIFIC RECOMMENDATION.

BUT I DO THINK EVERYONE LEFT BEING IN THAT COMMITTEE WITH A BETTER UNDERSTANDING OF THE CHALLENGES BOTH THE TRADITIONAL PARENTS AND THE SPANISH IMMERSION PARENTS.

SO KIND OF WHAT IS THE WHAT WHAT WHAT NEEDS TO HAPPEN IS OUR SPANISH IMMERSION PROGRAM NEEDS TO BE REDESIGNED AND IT NEEDS TO BE A NINE OVER TEN MODEL.

AND WHAT A NINE OVER TEN MODEL IS, IS WHERE STUDENTS SPEND 90% OF THE DAY LEARNING SPANISH AND 10% OF THE DAY LEARNING ENGLISH.

AND THAT'S SPECIFICALLY YOU LOOK AT THAT AS SPECIFICALLY AND KIND OF LIKE AK2 MODEL.

AFTER THAT, THERE CAN BE A GRADUAL RELEASE.

AND THIS SAYS RIGHT HERE, YOU WOULDN'T TRANSITION TO A 50 OVER 50 ANY EARLIER THAN THIRD GRADE.

IT MAY NOT HAPPEN IN THIRD GRADE, BUT THERE'S RESEARCH BEHIND YOU DON'T HAVE TO STAY IN A NINE OVER TEN THE WHOLE TIME.

YOU CAN KIND OF GO TO 80 OVER 20 AND WHAT THAT LOOKS LIKE, BUT YOU'RE STARTING AT THAT VERY YOUNG AGE, THAT ELEMENTARY AGE WITH THE SPANISH BEING THE PRIMARY LANGUAGE THAT THEY'RE BEING TAUGHT IN.

SO THEY'RE DEVELOPING ALL OF THOSE ALL OF THAT ACADEMIC VOCABULARY THAT THEY THAT THEY NEED ALL OF THOSE LITERACY SKILLS.

THEY'RE STILL BEING ABLE TO LEARN ENGLISH AND SPEAK IN ENGLISH.

THAT'S WHAT'S GOING ON IN THEIR HOME.

THAT'S PRIMARILY WHAT THEY'RE HEARING THE REST OF THE TIME.

BUT THIS MODEL IS THE MODEL THAT HAS BEEN RECOMMENDED BY WHEN WE DID THE WHEN WE BROUGHT IN THE CONSULTANT.

AND THEN ALSO WHEN YOU LOOK AT THE PROGRAMS THROUGHOUT THE STATE AND REALLY THE RESEARCH AROUND THE COUNTRY BASICALLY SHOWS THESE TYPE OF MODELS.

SO THIS IS WHAT WE WANT TO WHAT WE NEED TO TRANSITION TO, TO HAVE THE SPANISH IMMERSION MODEL THAT WE THINK IS GOING TO HAVE THE BEST OUTCOMES FOR OUR STUDENTS. AND THAT'S REALLY WHAT WE WANT TO HAVE A GREAT MODEL.

SO WHAT ARE THE OPTIONS? AND SO WE'VE TALKED ABOUT SOME OF THESE BEFORE.

SO IF YOU CREATE A SELF CONTAINED NINE OVER TEN CLASSROOM PER GRADE LEVEL ACROSS THE CURRENT C CLASSROOMS.

[02:30:02]

SO INSTEAD OF HAVING TWO CLASSES, YOU WOULD JUST HAVE THE ONE.

AND THE REASON FOR THAT IS YOU WANT THESE STUDENTS AGAIN TO BE IN A 90/10 CLASSROOM.

THE ONLY WAY THEY CAN BE IN A 90/10 CLASSROOM IS IF THAT CLASSROOM IS SELF CONTAINED.

SO WE CAN'T DO THE SWITCHING.

SO WE CAN'T HAVE 44 STUDENTS.

WE CAN ONLY HAVE 22.

SO THAT'S ONE OF THE OPTIONS.

RIGHT NOW WE HAVE THE 40.

IF YOU THINK OF A FULL A FULL GRADE LEVEL, YOU HAVE THE 44 KIDS IN TWO DIFFERENT CLASSROOMS IF YOU CONVERT THOSE TWO CLASSROOMS. SO YOU WOULD HAVE TO PARTNER SI CLASSROOMS PER GRADE LEVEL IN 90/10.

SO ESSENTIALLY NOW YOU HAVE TWO SELF CONTAINED BILINGUAL CLASS OR IMMERSION CLASSES.

THAT GIVES YOU A TOTAL OF 48 CLASSROOMS, WHICH IS THE NUMBER OF CLASSROOMS WE HAVE NOW.

BUT THAT WOULD INVOLVE HIRING OVER TIME, NOT ALL AT ONCE, 24 NEW BILINGUAL TEACHERS.

AND IT WOULD ALSO THEN MOVE OUT THOSE ENGLISH SPEAKING TEACHERS.

SO YOU'D BE REPLACING THE ENGLISH SPEAKING TEACHER WITH A BILINGUAL TEACHER.

AND SO YOU WOULD IF YOU HAD, SAY, A CAMPUS OF FOUR CLASSROOMS, IT WOULD STILL BE TWO TRADITIONAL AND TWO SPANISH IMMERSION CLASSROOMS. SO SO WHAT WE HAVE NOW.

BUT THOSE STUDENTS WOULDN'T SWITCH.

THEY WOULD JUST BE SELF CONTAINED, AT LEAST IN THE EARLY GRADES.

IT WOULD BE POSSIBLE LATER ON TO MOVE THOSE STUDENTS BETWEEN THOSE TWO CLASSROOMS, BECAUSE I KNOW THERE'S BEEN DISCUSSION ABOUT, YOU KNOW, SELF CONTAINING STUDENTS IS NOT GOOD FOR THOSE STUDENTS.

EVENTUALLY THEY WOULD BE ABLE TO DO SOME SWITCHING AND THEY WOULD ALSO FROM YEAR TO YEAR BE ABLE TO SWITCH.

THEN THERE'S THE DISCUSSION WE'VE HAD EARLIER TODAY IN ITS TRANSITION TO A SINGLE SPANISH IMMERSION MAGNET SCHOOL.

WHEN WE DID SORT OF THE PROJECTIONS OF THE AMOUNT OF SPACE AT THE CAMPUS, IT LOOKED LIKE WE WOULD HAVE ABOUT WE WOULD HAVE SPACE FOR FIVE SELF-CONTAINED CLASSROOMS PER GRADE.

SO THAT'S 30 CLASSROOMS. SO THAT'S A REDUCTION IN THE PROGRAM BY ABOUT 37 OR BY EXACTLY 37.5%.

IF YOU LOOKED, YOU LOOKED AT THAT.

SO YOU'RE GOING FROM A TOTAL RIGHT NOW OF EIGHT CLASSES PER GRADE LEVEL TO FIVE PER GRADE LEVEL.

THAT WOULD INVOLVE RIGHT NOW THAT WOULD INVOLVE HIRING SIX NEW BILINGUAL TEACHERS.

AGAIN, NOT ALL AT ONCE, BUT ADDING ADDING THAT FIFTH TEACHER EACH YEAR THAT WE ROLLED THE PROGRAM UP.

HOW ARE WE GOING TO DETERMINE THE OPTIMAL SOLUTION? THIS IS SIMILAR TO THE SLIDE, DR.

ARNETT SAID. OBVIOUSLY IN-DEPTH DISCUSSIONS WITH YOU ALL THAT WE ARE STARTING THIS EVENING EVALUATING VARIOUS DATA POINTS AND SCENARIOS AND WE'VE DONE A LOT OF THAT WORK AND WE'LL CONTINUE TO LOOK AT THAT.

ANY OTHER DATA THAT YOU GUYS NEED FROM US, WE'LL BE ABLE TO PROVIDE ANALYZING ENROLLMENT AND DEMOGRAPHIC DATA THAT'S COME UP.

I HEARD A LITTLE BIT IN YOUR PREVIOUS DISCUSSION.

YOU KNOW, WHAT DOES IT LOOK LIKE IF YOU DO THIS? HOW DOES THAT WORK IF WE DO THAT? SO MAKING SURE WE'RE ANALYZING ALL THAT AND THEN REVIEWING PREVIOUSLY GATHERED IN ONGOING STAKEHOLDER FEEDBACK.

SO WE GOT A LOT OF FEEDBACK LAST YEAR FROM THE COMMUNITY.

WE GOT FEEDBACK, RECEIVED FEEDBACK FROM THE TASK FORCE, AND THEN ANY ONGOING FEEDBACK.

AND AGAIN, WE WOULD USE THOUGHT EXCHANGE ALSO TO BE ABLE TO ELICIT FEEDBACK FROM THE COMMUNITY, JUST AS WE WOULD ON THE VALLEY VIEW DISCUSSION.

SO WHEN YOU KNOW, IF WE'RE GOING TO IMPLEMENT SOMETHING DIFFERENT FOR THE 24- 25 SCHOOL YEAR, WE WOULD NEED TO KNOW THAT BY DECEMBER.

AND THE REASON IS, YOU KNOW, IF WE ARE TRYING TO, YOU KNOW, ADD MORE TEACHERS, IF WE WERE TRYING TO DO SOMETHING DIFFERENT WITH THE PROGRAM, IF THE PROGRAM IS NOT GOING TO BE AT THE SAME CAPACITY, WHAT DOES THAT LOOK LIKE? YOU KNOW, WOULD WE END UP HAVING TO DO A LOTTERY? I DON'T KNOW YET.

IT WOULD REALLY DEPEND ON THE DIRECTION WE GO.

AND SO, YOU KNOW, WE PAUSED LAST YEAR AND WE DIDN'T DO ANYTHING AND WE DIDN'T MAKE ANY CHANGES IN ORDER FOR US AS A AS A DISTRICT TO BE ABLE TO IMPLEMENT CHANGES, WE WOULD NEED TO KNOW SOMETHING BY DECEMBER OF 2023.

AND THEN WHERE DO WE GO FROM HERE? AND THIS IS EXACTLY WHAT DR.

ARNETT PRESENTED EARLIER.

WE NEED TO KNOW WHAT INFORMATION YOU NEED, WHAT QUESTIONS YOU HAVE FOR US, SO THAT WE CAN GATHER THAT DATA FOR YOU TO MAKE INFORMED DECISIONS.

AND AT FUTURE MEETING, WE NEED THE BOARD TO EITHER TAKE ACTION OR THE BOARD TO GIVE US DIRECTION AS THE ADMINISTRATION ON THE OPTION AND THE TIMELINE THAT IS PREFERRED.

THANK YOU, MOLLY. DO YOU HAVE QUESTIONS? DIANE, DO YOU WANT TO START? THANK YOU VERY MUCH, MOLLY.

[02:35:02]

IS THAT ASSUMING WE'RE DOING NINE OVER TEN INCHES EVERY GRADE? BECAUSE I WAS TRYING TO DO A LITTLE BACK OF THE ENVELOPE AND I WASN'T SURE BECAUSE YOU'RE STILL TALKING ABOUT MAYBE MOVING TO 50 OVER 50.

YEAH, THAT WOULD BE IF WE DID NINE OVER TEN IN EVERY GRADE OR IF.

YEAH. SO IF WE WEREN'T TO DO NINE OVER TEN IN EVERY GRADE, IT MIGHT CUT THAT IN HALF TO 12.

I GUESS I'M CURIOUS, HOW MUCH OF A LIFT IS THAT FOR H.R.

TO REALLY DO THAT IF WE TRY TO GO THAT ROUTE? THAT'S A QUESTION I HAVE.

MOLLY, IF YOU GO TO A 50 OVER 50 MODEL BEGINNING IN THIRD GRADE, IS IT STILL A SINGLE, SELF-CONTAINED TEACHER THAT IS SPLITTING HIS OR HER DAY IN HALF, TEACHING HALF OF THE DAY IN ENGLISH AND HALF OF THE DAY IN SPANISH? THEY WOULD BE IN SOME SORT OF ROTATION.

SO YES, THAT WOULD, YEAH.

SO YOU'D STILL NEED 24.

NO, THEY COULD PICK UP SOME ENGLISH SECTIONS THAT THEY WOULD BE THEY WOULD THE STUDENTS WOULD THEN BE IT WOULD BE THEY WOULD BE DEPARTMENTALIZED VERSUS SELF-CONTAINED. THANKS FOR THAT CLARIFICATION.

SO, YES, IT COULD BE UP TO 24, BUT DEPENDING AGAIN AND WE HAVEN'T REALLY LANDED ON THAT MODEL.

AND IT WOULD BE AGAIN, IT WOULD BE OVER TIME.

BUT IT IS.

WE HAVE MANAGED TO FIND SPANISH IMMERSION TEACHERS AND WE HAVE WORKED VERY HARD AND WE CONTINUE TO WORK VERY HARD.

BUT IT IS STILL VERY CHALLENGING AND IT IS STILL ALWAYS AT THE LAST MINUTE AND.

COULD LAURIE COMMENT ON AS HR ON THE CHALLENGES OF HIRING THESE TEACHERS? SAYS MOLLY. ON, AS MOLLY MENTIONED.

OKAY. AS MOLLY MENTIONED, IT HAS BEEN VERY CHALLENGING.

OPHELIA HAS BEEN A HUGE PART SINCE SHE CAME THIS YEAR.

SHE CAN ALSO ATTEST TO THAT BECAUSE SHE'S WORKED IN A DISTRICT WHERE THEY HAD ALSO HIRED BILINGUAL TEACHERS.

I THINK IT LOOKS A LOT DIFFERENT FOR US.

AND, YOU KNOW, WE'VE WE'VE LOOKED OUT OF THE COUNTRY.

WE'VE LOOKED, YOU KNOW, ALL OVER THE UNITED STATES, AND IT JUST BECOMES INCREASINGLY MORE DIFFICULT.

WE HAVE SCHOOL DISTRICTS AROUND US WHO ARE OFFERING A LOT MORE MONEY TO TEACH.

AND UNFORTUNATELY, WE JUST WENT THROUGH A CONVERSATION ABOUT AFFORDABLE HOUSING.

AND SO THAT PLAYS A HUGE PART ON IT, TOO.

THANK YOU, LAURIE.

I WILL GO. ARE YOU OKAY? WE'LL GO TO LAURA. THANK YOU.

AND THANKS TO THE COMMITTEE THAT WORKED ON THIS OVER THE LAST YEAR.

I REALLY APPRECIATE EVERYONE'S TIME ON THIS.

I. SO YOU WEREN'T ASKED DR.

ARNETT. YOU WEREN'T ASKING FOR OUR DIRECTION.

WHAT YOU WERE ASKING FOR IS WHAT QUESTIONS WE MIGHT HAVE.

BUT I MIGHT GIVE YOU A LITTLE BIT OF MY OPINION ON THIS ONE.

THE 9010 MODEL.

FROM AN INSTRUCTIONAL STANDPOINT, WE NEED AS A DISTRICT, WE NEED TO IMPLEMENT PROGRAMS THAT ARE EVIDENCE BASED.

AND MY UNDERSTANDING IS THAT THE 5050, THERE'S NO RESEARCH THAT SUPPORTS THAT PROGRAM OR THAT MODEL.

YES. I MEAN, I WOULD SAY THAT WHEN YOU LOOK AT THE EFFICACY OF MODELS, 90 OVER TEN IS THE BEST MODEL.

OKAY. THE WE'D ALSO HEARD AT ONE TIME THAT AND I DON'T KNOW IF THIS IS STILL TRUE, SO I'M ASKING THAT THE SPANISH TEACHERS WERE NOT PREPARED TO TEACH IN ENGLISH. IS THAT STILL THE CASE? IS THAT BECAUSE WHAT WE'RE TALKING ABOUT DOING POSSIBLY IS AT THREE GRADES THREE THROUGH FIVE, DOING THIS 5050 MODEL AND THEY WOULD STILL BE SELF-CONTAINED CLASSES.

AND SO OUR TEACHERS, OUR SPANISH TEACHERS WOULD BE TEACHING IN ENGLISH HALF THE TIME AND SPANISH HALF THE TIME OUR BILINGUAL TEACHERS ARE CERTIFIED AS K WELL, THEY'RE, THEY'RE K FIVE TEACHERS.

THEY CAN TEACH IN ENGLISH AND IN SPANISH.

SO THAT WAS SOMETHING THAT WAS OKAY.

THEY ARE CERTIFIED AND APPROVED AND HAVE PASSED EXAMINATIONS TO BE ABLE TO DO ALL OF THAT.

[02:40:04]

AND SO SO DR.

ARNETT. UM.

FOR ME.

WHAT I NEED TO KNOW IS.

WE WERE TO DO A MAGNET PROGRAM.

I NEED TO KNOW HOW MANY FAMILIES WOULD STAY IN THE PROGRAM.

YEARS AGO WHEN WE FIRST STARTED THIS AND WE STARTED THE WHOLE DISCUSSION ABOUT A SPANISH IMMERSION PROGRAM, I WAS JUST A COMMUNITY MEMBER AND IT WAS A HOT TOPIC AND I WOULD LISTEN TO MY FRIENDS IN A BIG DEAL WAS THEY WANTED IT IN THEIR LOCAL SCHOOLS, THEY WANTED IT, THEY WANTED SPANISH IN THEIR COMMUNITY SCHOOLS.

SO I'M REALLY CURIOUS IF THAT STILL HOLDS.

SO I THINK THAT'S THAT'S IMPORTANT INFORMATION.

SORRY. LET ME JUST TAKE A LOOK AT MY NOTES AND SEE IF THERE'S IF I MAY.

WE'VE HEARD FROM SEVERAL COMMUNITY MEMBERS THAT IF WE DIDN'T HAVE SPANISH IMMERSION OR PEOPLE COULDN'T BE IN THE PROGRAM, THEY WOULD LEAVE OUR DISTRICT TO GO TO OTHER OTHER PROGRAMS. SO I IMAGINE THAT IF YOU HAD A SPANISH IMMERSION PROGRAM IN OUR WITHIN OUR BOUNDARIES, IF THEY WERE WILLING TO LEAVE EANES ISD, THEY WOULD PROBABLY BE WILLING TO STAY BECAUSE IT WOULD BE THEIR OWN COMMUNITY.

YEAH, I GET THAT.

SO, SO YEAH, SO YOU HAVE YOU PROBABLY HAVE TWO DIFFERENT THOUGHTS.

YOU HAVE, YOU HAVE TWO DIFFERENT THOUGHTS.

YOU DO HAVE PARENTS THAT WOULD LEAVE THE DISTRICT AND AND GO TO MAGELLAN OR ANY OF THE OTHER PROGRAMS. BUT THEN YOU MIGHT I DON'T KNOW IF AT ONE TIME WE HAD COMMUNITY MEMBERS WHO WANTED THE THE PROGRAM IN THEIR COMMUNITY SCHOOL, IN THEIR LOCAL SCHOOL.

SO THAT'S THAT IS THAT'S A BIG THING FOR ME.

I THINK THAT'S IT. I MIGHT HAVE MORE MORE QUESTIONS LATER.

THANK YOU, LAURA. OTHER BOARD MEMBERS, JAN AND THEN ELLEN.

THANKS SO MUCH. MOLLY, I KNOW THIS HAS BEEN A LOT OF WORK AND I REALLY APPRECIATE THE ADMINISTRATION PAUSING WHEN WE ASKED FOR THAT LAST FALL AND TAKING SOME TIME TO.

YOU KNOW, STUDY IT A BIT MORE.

I'M EXCITED ABOUT THE OPPORTUNITY OF NINE OVER TEN.

DO YOU HAVE ANY SENSE OF WHETHER OR NOT THAT WOULD.

UM, SOLVE SOME OF THE ATTRITION THAT WE SEE.

OR. I THINK I MEAN, I THINK IT WOULD YOU KNOW, PEOPLE HAVE LEFT THE PROGRAM FOR VARIOUS REASONS.

AND SO IT'S KIND OF HARD TO SAY.

I THINK HAVING A MODEL THAT, YOU KNOW, IS REALLY INSTRUCTIONALLY SOUND AND THAT THE STUDENTS FEEL MAYBE MORE SUCCESSFUL IN YOUNGER WOULD POSSIBLY KEEP SOME OF THE STUDENTS IN THEIR, YOU KNOW, SOME SOME YOU KNOW, YOU'RE MAKING A DECISION AT AGE FIVE AND, YOU KNOW, YOUR FIVE YEAR OLD MAY NOT BE WHAT YOUR EIGHT YEAR OLD LOOKS LIKE.

AND SO, YOU KNOW, SOME PEOPLE ARE JUST MAKE CHANGE.

YOU KNOW, THEY REMOVE THEIR CHILD FROM THE FROM THE PROGRAM FOR OTHER REASONS.

YEAH, THAT MAKES SENSE.

I UNDERSTAND THAT.

AND THEN I KNOW PREVIOUSLY I HAD ASKED DR.

ARNETT FOR TRANSFER INFORMATION, SO I'D STILL LIKE TO GET A REALLY GOOD, ROBUST PICTURE OF THAT.

I. ALSO.

WE COULD.

WE COULD WE? EFFECTIVELY SERVE ENGLISH LANGUAGE LEARNERS IN A 9010 MODEL.

YES. OKAY.

AND I ALSO WONDER IF THAT'S JUST MAYBE ANOTHER AVENUE TO BRING TRANSFERS INTO THE DISTRICT.

WHEN WE LOOK AT OTHER POPULATIONS THAT MIGHT BE INTERESTED IN THIS MODEL AT A MAGNET SCHOOL, I.

WE'LL SAY.

WE LOVE THE IDEA OF A MAGNET SCHOOL.

I DO BELIEVE THAT IT IS THE BEST LONG TERM SOLUTION FOR SPANISH IMMERSION IN THIS DISTRICT.

I THINK THAT.

WITHOUT IT, WE CONTINUE TO SEE THE IMBALANCES IN CLASSROOM SIZES THAT FINANCIALLY CHALLENGE US, THAT CHALLENGE THE ABILITY OF PRINCIPALS TO MANAGE THEIR CAMPUS AS WELL.

I WORRY THAT NOT GOING TO A MAGNET SCHOOL WOULD HONESTLY, EVENTUALLY THE PROGRAM WOULD DIE A SLOW DEATH.

[02:45:10]

I THAT BEING SAID, I'M ONLY IN FAVOR OF A MAGNET SCHOOL IN THE WAY THAT WE'VE KIND OF TALKED ABOUT IT TODAY.

IF. VALLEY VIEW COMMUNITY IS COMFORTABLE WITH A SOLUTION FOR THEIR COMMUNITY AND CAN GET BEHIND THAT. I ALSO THINK THAT IF.

THE BOARD DECIDES TO.

WAIT TO MAKE A DECISION.

AND WHICH WAY WE GO WITH VALLEY VIEW MAGNET SCHOOL.

NO MAGNET SCHOOL, WHATEVER THAT MAY BE, THEN I THINK THAT WE HAVE AN OBLIGATION TO CONTINUE THE CI PROGRAM WITH TWO SELF-CONTAINED CLASSROOMS PER CAMPUS UNTIL WE MAKE THAT DECISION.

LIKE YOU SAID, IF YOU WANT TO WAIT TO MAKE THAT DECISION ON THE CAMPUSES, THEN WE NEED TO.

KEEP SPANISH IMMERSION AS IT IS UNTIL WE CAN MAKE SOME OTHER PLANS DOWN THE ROAD.

BUT THAT COMES THAT COMES WITH A COST.

THAT COMES WITH A COST TO THE OF FINANCIAL COSTS OF THE SPANISH IMMERSION PROGRAM AND THE IMBALANCES IT LEADS.

IT ALSO COMES AT A COST TO CONTINUING TO OPERATE A CAMPUS THAT IS SIGNIFICANTLY.

LOW ON STUDENTS.

AND SO, AGAIN, I DO HOPE THAT THE BOARD WILL KIND OF LOOK AT THESE OPTIONS.

MAKE AN EXPEDITIOUS DECISION, AS ELLEN SAID.

AND. I THINK THAT'S ALL I HAVE FOR NOW.

I MEAN, WE'VE BEEN TALKING ABOUT THIS FOR A YEAR NOW.

THIS FEELS I DON'T KNOW THAT I HAVE A WHOLE LOT.

THEIR CAMPUS OR OTHER QUESTIONS.

NOW. BUT IF I DO, I WILL EMAIL YOU.

THANKS. THANK YOU, JEN.

WE'LL GO TO ELLEN AND THEN DIANE.

THANKS, MOLLY.

I'M GOING TO START WITH SOMETHING I'VE BEEN QUOTED BECAUSE I SAID IT BEFORE AND I'LL CONTINUE TO SAY IT.

WE CAN DO HARD THINGS AND WE CAN DO HARD THINGS WELL.

AND I THINK WE CAN DO SPANISH IMMERSION WELL.

UM, I APPRECIATE ALL THE TIME AND EFFORT THAT IT'S GONE INTO THESE DISCUSSIONS.

AND I TOTALLY AGREE WITH WITH WHAT JEN HAS JUST SAID.

I DO THINK THAT THE 910 MODEL SOLVES A WHOLE HOST OF ISSUES THAT HAVE EMERGED AS THE YEARS HAVE GONE ON THAT WERE NOT APPARENT EITHER TO US OR THE CONSULTANTS THAT WE USED OR THE CURRICULUMS WE LOOKED AT OR ANY OF THOSE THINGS WHEN IT STARTED.

BUT IT SOLVES A LOT OF THOSE ISSUES.

HOWEVER, BEING ON THE INDIVIDUAL CAMPUSES.

THE C STUDENTS AND TEACHERS WILL STILL BE BOUND BY THE SPECIAL SCHEDULE.

THE LUNCH SCHEDULE.

THE MATH SCHEDULES.

THE CONSISTENT LENGTH OF SCHOOL DAY.

EVERYTHING THAT WORKS FOR TRADITIONAL EDUCATION ON THAT CAMPUS HAS TO TRANSLATE IN SOME WAY FOR SY, AND SOME OF THOSE THINGS REALLY GET IN THE WAY OF DOING WHAT'S RIGHT FOR THE SY PROGRAM.

SO IN ESSENCE, WHAT WE ARE ASKING OUR ADMINISTRATORS TO DO IS TO ADMINISTER TWO SCHOOLS WITH DIFFERENT NEEDS ON THE SAME CAMPUS. AND I THINK OVER THE LONG RUN, AS JENNIFER SAID, THAT WILL BE A SLOW DEATH OF THE PROGRAM.

IT IT CONTINUES TO.

IT CONTINUES TO MANIFEST IN DIFFERENT WAYS.

SO FOR ME, THE MAGNET PROGRAM WHERE THE CLASSROOMS WILL BE 9010 OR 80, 20 OR 5050, DEPENDING ON GRADE LEVEL AND WHAT IS NEEDED SOLVES ALL OF THOSE ISSUES THAT 9010 SOLVES ON INDIVIDUAL CAMPUSES, BUT IT ALSO PROVIDES THE ABILITY TO TO ADJUST THAT ENTIRE CAMPUS FOR THINGS THAT THE PROGRAM MAY NEED FOR IT TO FLOURISH.

IN TERMS OF THE CURRENT.

ISSUES AROUND CLASS SIZE AND BALANCE BETWEEN CAMPUSES AND THAT SORT OF THING.

GOING TO ONE SECTION PER CAMPUS I THINK JUST EXACERBATES ALL OF THAT IMMENSELY.

AS WELL AS THE SOCIAL ISSUES OF ONLY ONE SECTION ON A CAMPUS.

I HONESTLY DON'T SEE HOW THAT IS.

[02:50:05]

I'VE SECTIONS FOR FIVE PLUS SECTIONS AT EACH GRADE LEVEL GIVES US AN INFINITE ABILITY TO BALANCE AND REBALANCE BETWEEN GRADE LEVELS AND ACROSS GRADE LEVELS AS WE NEED TO.

THAT IF WE LOOK AT THE OPTIONS, THE ONE SELF CONTAINED, THE TWO SELF CONTAINED OR THE MAGNET.

FOR ME ON AN INDIVIDUAL CAMPUS.

THE BIGGEST PROBLEM WE HAVE RIGHT NOW, WHICH IS THE WILD FLUCTUATION IN TERMS OF NUMBER OF STUDENTS.

AT VARIOUS CAMPUSES IS NOT REALLY SOLVED BY GOING TO ONE OR STAYING AT TWO.

I MEAN, WE HAVE ISSUES WHEN IT'S AT TWO.

GOING TO ONE, AS I JUST SAID, ONLY EXACERBATES THAT.

NUMBER TWO IS.

DON'T HAVE HARD NUMBERS, BUT STRIKES ME AS A VERY, VERY EXPENSIVE OPTION.

AND ALSO.

CREATE STAFFING ISSUES AS WE'VE TALKED.

WHEREAS OPTION THREE, WHICH IS THE MAGNET SCHOOL SOLVES A WHOLE HOST OF PROBLEMS THAT HAVE BEEN BROUGHT UP AS NEEDING TO BE ATTENDED TO IN THE PROGRAM.

AND A MANAGEABLE WAY WITH A MANAGEABLE DOLLAR IMPACT.

WE HAVE THE SPACE.

OR WE IF WE LOOK ACROSS ALL OF OUR SQUARE FOOTAGE IN THE DISTRICT, WE HAVE THE SPACE, WE HAVE THE STAFF WITH OPHELIA, WE HAVE THE ADMINISTRATION, WE CLEARLY HAVE THE STUDENTS AND THE STUDENT AND THE INTEREST.

I KNOW THERE HAVE BEEN SOME DISCUSSIONS ON WHAT IN THE END, I THINK WILL END UP BEING THE THORNIEST ISSUE, AND THAT IS THE TRANSPORTATION, BECAUSE IF IT'S NOT ON YOUR HOME CAMPUS, THEN HOW CAN YOU TRANSPORT EVEN THOUGH I WILL SAY THE LAST TIME I ASKED FOR THOSE NUMBERS AND DID AN ANALYSIS, OVER 25% OF ALL OF THE STUDENTS WERE BEING TRANSPORTED TO A CAMPUS OTHER THAN THEIR HOME CAMPUS.

SO THEY WERE EITHER TRANSFERRING IN OR THEY WERE TRANSFERRING IN INTRA OR INTER.

SO WE HAVE A LARGE PORTION OF THE POPULATION THAT'S ALREADY DRIVING.

SO I DO THINK TRANSPORTATION WILL BE THE THORNIEST ISSUE AND THAT WE DO NEED TO DISCUSS WHAT OPTIONS ARE AVAILABLE THERE.

I FEEL LIKE THIS PROGRAM HAS ALREADY BEEN DELAYED.

WITH THE DECISION, THE CORRECT DECISION TO NOT DO ANYTHING FOR THIS FALL, BUT TO CREATE THE TASK FORCE AND TO LOOK AT DIFFERENT OPTIONS.

THE EVEN THOUGH THE TASK FORCE DID NOT MAKE A RECOMMENDATION, THERE WAS CLEARLY SERIOUS CONSIDERATION OF A MAGNET PROGRAM. SO I AM VERY MUCH IN FAVOR OF US GETTING TO THE POINT OF DECISION, BECAUSE I DO THINK AT THIS POINT.

THE DECISION WILL BE MADE THAT EITHER WILL SPELL THE END OF THE PROGRAM OVER THE LONG TERM OR IT WILL BE A WAY THAT WE CAN SUSTAIN IT.

AND I BELIEVE THAT IS WITH A A REALLY WONDERFUL.

CALL IT MAGNET. MAYBE THAT'S NOT THE RIGHT TERM.

MAYBE WE SHOULD GO. MAYBE IT'S NOT A MAGNET WHEN IT IS, IN FACT, A CURRICULAR SPECIALIZATION, IF THAT'S WHAT WE NEED TO DO.

BUT I DO FEEL LIKE WE COULD HAVE AN INCREDIBLY SUCCESSFUL PROGRAM THAT CONTAINS THE ELEMENTS THAT ARE SPECIAL ABOUT THE PROGRAM NOW AND ATTEND TO THE ISSUES THAT HAVE BEEN IDENTIFIED.

ALMOST ALL OF THOSE ARE SOLVED WITH THE MAGNET OPPORTUNITY.

SO. I SAY WE MAKE A DECISION AND MOVE ON.

CAN I GO TO DIANE AND THEN HEATHER? THANK YOU. JEN, YOUR COMMENTS AND ELLEN YOUR COMMENTS RAISED A FEW MORE QUESTIONS FOR ME.

I THINK THIS QUESTION OF WHETHER KEEPING SI ON OUR CAMPUSES WILL ULTIMATELY KILL THE PROGRAM IS VERY IMPORTANT TO THINK ABOUT.

AND I GUESS I'M NOT YET CONVINCED, EVEN THOUGH I KNOW YOU FEEL VERY STRONGLY ABOUT IT, THAT THAT WE CAN'T DO AS WELL IN OUR HOME SCHOOLS.

I JUST NEED MORE INFORMATION.

I'M NOT THRILLED ABOUT THE IDEA OF JUST ONE CLASSROOM PER GRADE PER SCHOOL.

AND THAT'S WHY I WAS ASKING SOME OF THESE STAFFING ISSUES.

[02:55:01]

I'M WONDERING, WE WE KNOW THERE ARE MANY OTHER SCHOOLS WITH NINE OVER TEN MODELS.

I'M WONDERING HOW MANY HAVE A NINE OVER TEN MODEL EMBEDDED IN A SCHOOL WHERE THEY'RE TRYING TO DO TWO PROGRAMS? DO WE HAVE OTHER CAMPUSES, OTHER DISTRICTS THAT WE CAN LOOK TO WHO HAVE PULLED THIS OFF? IS MY QUESTION AND WHAT IS THE ATTRITION IN THOSE PROGRAMS WE'VE HEARD? MAYBE THERE WON'T BE AS MUCH ATTRITION IF WE HAVE A NINE OVER TEN MODEL VERSUS A 50 OVER 50.

I THINK THAT'S REALLY IMPORTANT.

IS THERE DATA OUT THERE THAT WE CAN LOOK TO? THERE IS, OF COURSE, THAT HUGE ISSUE OF COVID THAT WE ALWAYS HAVE TO TAKE INTO CONSIDERATION WHEN WE'RE LOOKING AT RECENT DATA.

UM, SO I THINK THAT SUMS UP MY ADDITIONAL QUESTIONS.

I JUST AM WONDERING IF THERE'S ANY OTHER.

ANY OTHER DISTRICTS AND SCHOOLS WE CAN LOOK TO TO LEARN.

THANK YOU, DIANE. HEATHER.

THANK YOU. SO ONE OF THE THINGS THAT I APPRECIATED IS THAT WE DID GIVE THE COMMUNITY A YEAR TO DISCUSS AND DIGEST THIS.

AND WHILE THIS THIS DISCUSSION AND DECISION ISN'T ANY EASIER FOR US BECAUSE, AGAIN, LIKE WE'VE SAID BEFORE, WE CAN'T PLEASE ALL THE PEOPLE, WE'VE HAD TIME TO TALK ABOUT THIS AND.

WE'VE DONE SOME DEEP DIVES HERE.

WE'VE HEARD FROM OUR COMMUNITY.

THE MAGNET IS A COMPLETELY NEW TOPIC TO THIS DISCUSSION, WHICH WE HAD NOT PUT ON THE TABLE LAST YEAR.

SO I DON'T THINK IT'S FAIR TO SAY WE LUMP THAT IN AS THE DECISION.

AGAIN, OUR COMMUNITY SCHOOLS ARE THE HEART OF OUR COMMUNITY.

EACH SCHOOL HAS A VERY ROBUST PERSONALITY OF ITS OWN, WHICH I LOVE ABOUT OUR COMMUNITY, AND I THINK THAT'S WHAT OUR PARENTS LOVE ABOUT OUR COMMUNITY.

AND SO I'M WITH LAURA ON.

I WOULD LIKE MORE INFORMATION ON IF THAT'S SOMETHING THAT PARENTS ARE WILLING TO GIVE UP, FRANKLY, BECAUSE THAT'S A BIG DEAL OF WHAT MAKES EANES EANES.

UM, I ALSO AM WONDERING IN OUR CURRENT PROGRAM, HOW MANY OF OUR STUDENTS LEAVE THE SC PROGRAM ANNUALLY. SO I'M WONDERING FOR MORE ATTRITION NUMBERS AND I THINK WE'VE SEEN THAT IN THE PAST.

SO I JUST LIKE A REFRESHER ON THAT AND HOW MANY OF THOSE ARE TRANSFERS, BECAUSE I DO THINK THAT WITH A MAGNET, AGAIN, WE WOULD REQUIRE MORE TRANSFERS.

UM, I'M WONDERING ABOUT HOW SPECIAL EDUCATION WOULD BE HANDLED AT A MAGNET SCHOOL.

UH, IT SEEMS A LITTLE DAUNTING JUST THINKING ABOUT IT OFF THE TOP OF MY HEAD, SO I NEED CLARIFICATION ON THAT BECAUSE WE CAN'T EXCLUDE ANYONE FROM ANY PROGRAM.

I KNOW IN THE THE INFORMATION THAT WE GOT REGARDING OTHER PROGRAMS AROUND THE STATE, YOU KNOW, THERE AREN'T A LOT OF PROGRAMS THAT DO SI.

AND WE'RE SEEING LEWISVILLE AND PFLUGERVILLE PHASING OUT SPANISH IMMERSION COMPLETELY AND MOVING TO DUAL LANGUAGE PROGRAMS. AND I REACHED OUT TO FRIENDS ON BOTH OF THOSE BOARDS AND ASKED THEM SOME QUESTIONS.

BUT I'M CURIOUS FROM THE ADMINISTRATIVE SIDE WHY THEY ARE DOING THAT.

I KNOW A LOT OF IT HAS TO DO WITH FUNDING BECAUSE THE STATE DOES NOT SUPPORT CI, BUT THEY DO SUPPORT DUAL LANGUAGE FOR NATIVE SPANISH SPEAKERS.

IT ALSO, YOU KNOW, I FIND IT INTERESTING THAT.

OUR NEIGHBORING DISTRICT DOESN'T HAVE SPANISH.

THEY ONLY HAVE MANDARIN.

AND I'M GUESSING THAT HAS TO DO WITH THE DUAL LANGUAGE ALSO.

BUT JUST A GUESS.

I'M CURIOUS FOR THE ADMIN TO DISCUSS THAT A LITTLE BIT MORE.

THE BIGGEST THING FOR ME THOUGH IS WE'VE NEVER DONE THE 90 OVER TEN MODEL AND OUR 50 OVER 50 MODEL HAS SOME PRETTY SIGNIFICANT FLAWS.

SO. I'M NOT WILLING TO JUMP INTO A MAGNET WITH A BRAND NEW MODEL WITHOUT TRYING IT FIRST AND I ACKNOWLEDGE THAT YOU KNOW, WHAT JEN WAS SAYING ABOUT HAVING, YOU KNOW, ONE CLASS IS NOT IDEAL.

IT'S NOT. BUT I ALSO WONDER IF IT'S REALISTIC TO GET 24 MORE TEACHERS WHEN EVERY OTHER DISTRICT REQUIRES THEM.

SO THIS IS THE THING THAT I'M I'M STRUGGLING WITH.

I DO WANT TO BECAUSE I'M HEARING IN THE BACKGROUND, I UNDERSTAND THAT THE 24 IS IS NOT IT DOESN'T HAVE TO BE 24.

SO I JUST WANT TO PUBLICLY ACKNOWLEDGE THAT DEPENDING ON WHAT MODEL WE GO TO, IT MAY NOT BE 24.

AND I'M SAYING THAT HERE NOW BECAUSE I'M HEARING THAT IN THE BACKGROUND.

AND I DO UNDERSTAND THAT HOWEVER MANY MORE IT IS.

YES, IT IS A IT IS A NUMBER.

IT IS IT IS A NUMBER GREATER THAN ZERO.

I CAN TELL YOU THAT.

HOWEVER, THAT NUMBER GREATER THAN ZERO ALSO COMES WITH INCREASED STIPENDS THAT EVERY YEAR WE HAVE TO COMBAT NEIGHBORING DISTRICTS PAYING MORE AND MORE AND MORE THAT WE CANNOT AFFORD. SO THAT'S A HUGE CONCERN FOR ME.

I ALSO AM INTERESTED IN HOW THE 90 OVER TEN MODEL ALIGNS WITH THE STATE TEKS AND I MEAN, THAT'S WHAT WE'RE IN EDUCATION FOR,

[03:00:09]

THAT'S A MANDATE.

SO I'M CURIOUS TO KNOW HOW THE 9010 MODEL FOLLOWS THE TEAKS AND IF IT'S BETTER ALIGNED.

AND THEN I'M WONDERING AND I'M PRETTY POSITIVE, BUT I JUST WANT CLARIFICATION, ARE STUDENTS IN I STILL TAKE THE STAAR, WHICH I HATE, BUT THEY STILL TAKE THE STAR IN ENGLISH.

YES. OKAY.

SO AGAIN, THE TEKS ALIGNED TO THE STAAR.

SO THERE NEEDS TO BE ALIGNMENT IN THE CURRICULUM, WHICH I KNOW YOU KNOW, I'M JUST WONDERING HOW THAT WORKS FOR US.

AND THEN I'D ALSO LIKE TO SEE I KNOW A LONG TIME AGO WE HAD A COMPARISON OF THE KIDDOS IN CI VERSUS NON CI AND THEIR STAR SCORES.

AND I THINK THAT THESE ALL HAVE TO BE CONSIDERATIONS BEFORE WE OPEN AN ENTIRE SCHOOL FOR A PROGRAM WE HAVE NOT VETTED AND TRIED.

SO MY $0.02 AGAIN I'M NOT THRILLED WITH ONE CLASSROOM.

I DON'T LIKE THAT EITHER.

GRANTED, I WENT TO ELEMENTARY SCHOOL WITH 20 KIDS IN MY CLASS FROM FIRST THROUGH SIXTH GRADE.

SO, YOU KNOW, IT WORKS, BUT.

I WOULD PREFER TO HAVE MORE CLASSES, BUT I WOULD SAY THAT THAT WOULD BE AN ADMINISTRATIVE DECISION THAT I WOULD ALLOW.

I DON'T THINK THAT NEEDS TO BE A BOARD VOTE.

I THINK THAT CAN BE AN ADMINISTRATIVE DECISION.

IF YOU CAN HIRE THE AMOUNT OF TEACHERS THAT YOU NEED AND MAKE IT WORK FINANCIALLY WITH FINDING SOME BUDGET DUST SOMEWHERE, THEN I'M ALL FOR THAT.

IF NOT, THEN WE GO WITH THE 1 90/10 ON OUR LOCAL COMMUNITY CAMPUSES.

THAT'S MY PREFERENCE.

THANK YOU. THANK YOU.

HEATHER KIM. MOLLY, THANK YOU FOR TAKING ALL THE QUESTIONS AND ALL THE DATA.

I JUST HAVE TWO QUICK QUESTIONS.

ONE IS I ALSO WANT ATTRITION DATA, AND I KNOW THAT IN OUR PRESENTATIONS IN THE THROUGHOUT THE YEARS, WE'VE HAD DIFFERENT DATA POINTS.

I'M JUST WONDERING HOW EASY IT MIGHT BE TO GET.

PAST DISCUSSIONS ON ATTRITION IN ADDITION TO WHATEVER NEW INFORMATION WE HAVE.

UM, SO THAT'S, THAT'S MORE OF AN IT QUESTION.

JUST TO GATHER ALL OF THAT TOGETHER, THAT WOULD BE THE ONE THING THEN FOR THE MAGNET OPTION TO LOOK AT THAT.

HOW LARGE IS THE VALLEY VIEW BUILDING AND HOW MANY CLASSROOMS ARE THERE? JEREMY, YOU'VE DONE THAT ANALYSIS.

WE DO. I MEAN, WE'RE LOOKING AT A 30 CLASSROOM OPTION.

SO AS A POSSIBILITY, YEAH, THAT'S WHAT WE'VE KIND OF FIGURED OUT.

HOW MANY PEOPLE COULD WE FIT IN VALLEY VIEW? AT CAPACITY. SO WHEN ME AND MOLLY SAT DOWN AND LOOKED AT VALLEY VIEW AND THE NUMBER OF CLASSROOMS AND SPACES WITHIN THAT CAMPUS, WE WERE RIGHT AROUND THAT FIVE SECTIONS PER GRADE LEVEL.

JUST UNDERSTAND, WHEN YOU START FOLDING IN SOME OF THE OTHER SERVICES THAT MAY BE REQUIRED ON A TYPICAL ELEMENTARY CAMPUS, THAT COULD FLUCTUATE A LITTLE BIT.

BUT JUST LOOKING AT SPACE ALONE AND HOW MANY KIDS PER CLASSROOM TO MAXIMIZE THE EFFICIENCY THERE.

IT WAS AROUND THOSE FIVE SECTIONS PER GRADE LEVEL.

SO IT'S A IT'S A 30 CLASSROOM BUILDING RIGHT NOW.

AND IS THAT.

EXCLUDING WHAT NOW IS USED FOR SPECIALS.

I MEAN, I KNOW THERE'S SOME CDC.

YOU TYPICALLY YOU'RE GOING TO HAVE YOUR MUSIC ART OR SOME OF THOSE PROGRAMS THAT ARE CARVED OUT.

AND OF COURSE, YOU HAVE YOUR GYM FOR PE.

AND THOSE SPACES LIKE YOUR CAFETERIA AND GYM CAN SUPPORT.

SO 30 CLASSROOMS. I MEAN, THAT'S DOES THAT INCLUDE THE PORTABLES? THAT DOES NOT INCLUDE PORTABLES.

OKAY. SO THERE'S SIX OTHER CLASSROOMS, 660 STUDENTS, THEN 660 TOTAL.

OKAY. WHAT DOES NOT.

THAT'S THE PHYSICAL BRICK AND MORTAR BUILDING.

OKAY. SO PHYSICAL BRICK AND MORTAR IS 660.

I MEAN, PLUS THE AT LEAST TEN YEARS AGO, THE CDC PORTABLES WERE SIX DIFFERENT ADDITIONAL CLASSROOMS. CORRECT. IT ALL, THERE'S OTHER VARIABLES THAT ARE IN THERE, BUT THAT'S KIND OF JUST A BASIS OF DESIGN WOULD BE.

SO THAT WOULD BE CAPACITY.

SO GOING TO A MAGNET MODEL.

AS YOU'VE SAID BEFORE, IT WOULD DECREASE THE NUMBER OF STUDENTS IN THAT PROGRAM BY 37.5%.

THANK YOU. THANK YOU, JEN.

THANK YOU. I JUST HAD A COUPLE OF FOLLOW UP QUESTIONS.

AND KIM, YOU TOUCHED ON THAT ONE THAT I WAS ASKING THAT I WANTED AND THINKING A LITTLE BIT MORE ABOUT ATTRITION AS WORK TO BRING SOME OF THAT DATA TO US.

AND, YOU KNOW, THIS MIGHT BE ALMOST IMPOSSIBLE, BUT CAN WE TRY TO PARSE OUT.

[03:05:05]

MY ASSUMPTION IS THAT.

I MEAN, I THINK WE ALL KNOW ATTRITION IS GOING TO HAPPEN IN THE PROGRAM.

I MEAN, THAT'S JUST A GIVEN.

MY ASSUMPTION IS THAT WITH A MAGNET SCHOOL HAVING A CONTAINED CAMPUS.

I SEE A SCENARIO WHERE WE COULD MANAGE THAT MUCH MORE EFFECTIVELY, BRING IN SIX SECTIONS IN KINDERGARTEN, FIRST GRADE, KNOWING WE'RE MAYBE GOING TO LOSE A SECTION AS WE GET TO FOURTH GRADE OR FIFTH GRADE.

SO I SEE IT AS A MUCH MORE A MUCH EASIER THING TO MANAGE WHEN IT'S CONTAINED RATHER THAN HAVING THOSE IMBALANCE ISSUES THAT WE SEE OF RUNNING PARALLEL PROGRAMS ON INDIVIDUAL CAMPUSES.

UM, I'M ALSO, TO A POINT ELLEN MADE EARLIER.

COULD YOU, WHEN YOU COME BACK TO US, GIVE US AN IDEA IF THERE COULD BE SOME OPTIONS FOR TRANSPORTATION TO A MAGNET CAMPUS.

YOU KNOW, COULD WE.

WHAT COULD WE PROVIDE PARTICULARLY TO THOSE PARTS OF THE DISTRICT THAT ARE FURTHEST AWAY, YOU KNOW, FROM A CENTRAL CAMPUS, YOU KNOW, COULD WE DO HUBS OR SOMETHING LIKE THAT? SO I'D LOVE TO GET SOME INFORMATION ABOUT THAT AS WELL.

THANK YOU. THANK YOU.

LAURA, YOU HAD A QUESTION? YEAH. SO I'M GOING TO ADDRESS THE EVERYBODY'S TALKING ABOUT MAGNET, SO I'M GOING TO ADDRESS THAT.

WE NEED TO MAKE SURE WE HAVE TO HAVE BUY IN FROM VALLEY VIEW AND WE HAVE TO HAVE BUY IN FROM SPANISH IMMERSION.

AND THEN WHAT I WOULD LIKE TO SEE I HAVE I HAVE ANOTHER ASK FROM YOU IS I'D LIKE TO SEE IF WE WERE TO DO A MAGNET PROGRAM, THE ENROLLMENT IMPACT ON OTHER CAMPUSES, BECAUSE I WANT TO MAKE SURE WE'RE NOT STEALING FROM PETER TO PAY PAUL ON THIS.

SO THAT'S, THANK YOU.

THANK YOU. DIANE AND THEN ELLEN.

FOLLOWING UP ON THAT, IF WE THINK YOU SAID IT WAS 37% LESS STUDENTS WE COULD TAKE INTO THE PROGRAM OR SOMETHING LIKE THAT.

WHAT PERCENTAGE OF OUR STUDENTS IN THE PROGRAM ARE CURRENTLY TRANSFERS IN AND WHAT IS THAT? HOW DOES THAT IMPACT US FINANCIALLY? BECAUSE OBVIOUSLY WE'D BE CHOOSING OUR IN-DISTRICT STUDENTS OVER TRANSFER STUDENTS.

WOULD ASSUME THAT BE PART OF THE FINANCIAL ANALYSIS THAT YOU MENTIONED YOU'D BE DOING THAT WANTED TO MAKE SURE WE SEE THAT.

KIM ELLEN. UM, THIS IS JUST SOMETHING TO FOR US TO ADD INTO THE CONVERSATION IF WE DON'T HAVE. WELL, THE POINT IS, RIGHT NOW WE ONLY HAVE THIS AT FOUR OF OUR SCHOOLS.

AND SO IF WE'RE LOOKING AT A LONG TERM SOLUTION, WE NEED TO FIGURE OUT IF THAT'S OKAY GOING FORWARD TO HAVE DIFFERENCES IN OUR ELEMENTARY CURRICULA OFFERINGS BETWEEN OUR CAMPUSES OR NOT.

THANK YOU, ELLEN. HEATHER.

I THINK THAT'S A VALID POINT.

ELLEN AND I WAS AT FOREST TRAIL WHEN THE DECISION WAS MADE.

MY KIDS WERE BOTH OF THEM WERE AT FOREST TRAIL AND THAT WAS NOT SOMETHING THAT WAS WANTED AT FOREST TRAIL AT THAT TIME BY THAT COMMUNITY.

SO IT WAS.

WELL ALSO BY THE MAJORITY OF THE PARENTS THAT WERE THERE.

AND I WAS I HAD TWO KIDS THERE.

SO EITHER WAY, I ALSO WANT US TO KEEP IN MIND THAT OUR COMMUNITY WOULD NOT SUPPORT A NEW SCHOOL IN THE CUERNAVACA AREA YEARS AGO.

SO I THINK WE NEED TO THINK THROUGH THIS, THAT IF VALLEY VIEW DID NOT HAVE DECLINING ENROLLMENT, WOULD OUR DISTRICT SUPPORT US BUILDING A MAGNET SCHOOL? BECAUSE IT'S BASICALLY THE SAME THING.

IT'S A NEW SCHOOL AND WE HAVE TO MAKE BIG DECISIONS FOR THE DISTRICT.

AND I'M NOT TAKING THAT LIGHTLY.

THANK YOU. THANK YOU.

THE OTHER QUESTIONS FROM THE BOARD.

BUT AS WE ROLL PAST 10 P.M., I'LL SHARE A COUPLE OF THOUGHTS.

I A YEAR AGO WHEN MOLLY CAME TO US WITH THE NINE OVER TEN, WE SAT HERE AND SAID, SLOW DOWN, SLOW DOWN.

NEED TO HEAR MORE. SLOW DOWN.

NOW YOU'RE TELLING ME.

SPEED UP. SPEED UP.

WE NEED TO MAKE THIS DECISION FASTER, AND I'M ASKING YOU TO PLEASE SLOW DOWN.

[03:10:01]

NOW, I AM NOT A SCIENTIST BY PROFESSION.

I HAVE A MASTER'S OF SCIENCE DEGREE.

BUT DON'T I DON'T PRACTICE SCIENCE.

BUT IN MY YEARS, AND I THINK BACK TO HIGH SCHOOL WHEN WE WERE DOING AN EXPERIMENT, WE CHANGED ONE BIG VARIABLE AT A TIME.

BECAUSE IF YOU CHANGE 2 OR 3, YOU CAN'T TELL WHICH ONE CAUSED THE CHANGE.

AND SO WHEN WE TALK ABOUT JUMPING INTO NINE AND TEN, WHICH IS NOT A JUMP, WE'VE LOOKED AT THIS FOR A YEAR AND I THINK 7 OR 8 HEADS HERE AT THE DAIS ARE NODDING THEIR HEAD THAT 9010 IS THE RIGHT THING TO DO.

NOW, WE DID TAKE OUR TIME AND LOOK AT THAT.

AND WHETHER IT'S 2 OR 1 OR WHATEVER NUMBER OF SECTIONS, WE'RE THERE ON 90/10.

OKAY. NOW, IF WE TAKE THE 90/10, THAT'S A BIG CHANGE NEXT YEAR.

AND WHEN I GO BACK FIVE YEARS AND I WAS A BRAND NEW BOARD MEMBER AND I SAT OVER AT THE HIGH SCHOOL AND WE HEARD ALL THESE PARENTS COME THROUGH, WE TOOK A LOT OF INPUT.

I WAS TOLD YOU EITHER WE GOT TO GO BIG, WE GOT TO GO BIG.

THE PROGRAM IS BROKEN.

IT'S NOT WORKING.

IT'S NOT WHAT WE WANT IT TO BE.

WE'RE NOT GETTING WHAT WE WANT OUT OF IT.

BUT LET'S GO MAS GRANDE.

LET'S GO.

AND THAT'S WHAT WE DID.

AND WE'RE SITTING HERE FIVE YEARS LATER WITH A PROGRAM THAT'S NOT FIXED YET.

WE HAD A PARENT COMMITTEE BACK THEN.

WE HAD PEOPLE MEETING TO TRY TO FIX IT.

WE DID IT AGAIN LAST YEAR AND THE PROGRAM IS STILL NOT FIXED.

SO NOW WE'RE GOING TO TAKE IT AND WE'RE GOING TO GO BIG AGAIN.

LET'S GO BIG ON MAGNET.

WE'VE GOT TO GO BIG WITH A BROKEN PROGRAM.

I THINK NINE OVER TEN IS GOING TO GET US A LONG WAY TO FIXING THIS PROGRAM.

I DO. AND I'M I'M IN FAVOR OF NINE OVER TEN.

I DON'T. HAVE A STRONG OPINION ABOUT 1 OR 2.

I WILL SAY THAT I THINK WE OUGHT TO TRY TO DO TWO.

AND IF WE CAN'T HIRE THE TEACHERS, THEN WE CAN'T DO TWO.

IT'S, YOU KNOW, LET'S TRY.

BUT I MEAN, WE CAN'T DO A PROGRAM IF WE CAN'T GET THE TEACHERS TO DO IT.

THAT'S JUST THE REALITY OF IT.

BUT AS FAR AS A MAGNET SCHOOL GOES, NOW YOU'RE CHANGING TWO REALLY BIG VARIABLES.

AND I HEAR ALL THE REASONS THAT A MAGNET SCHOOL WOULD WORK AND I HEAR WHAT WE THINK.

BUT I AM NOT READY TO GO BIG UNTIL THIS PROGRAM IS FIXED AND WE OWE IT TO THE STUDENTS AND WE OWE IT TO THE PARENTS, WE OWE IT TO THE TAXPAYERS TO GET THIS PROGRAM RIGHT BEFORE WE GO BIG INTO A MAGNET.

AND I FEEL VERY, VERY STRONGLY ABOUT THAT.

AND IF YOU WANT TO START TALKING ABOUT TRANSPORTATION, I WON'T EVEN GET INTO WHAT TRAFFIC LOOKS LIKE GETTING INTO VALLEY VIEW IN THE MORNING WITH 240 OR 270 STUDENTS.

WHEN YOU GO 660 AND YOU'RE NOT PROVIDING THAT MUCH TRANSPORTATION.

I'M REALLY AND IF A LOT OF THOSE ARE TRANSFERS, I DON'T KNOW WHAT TRANSPORTATION MODEL IS GOING TO WORK THERE.

AND FINALLY I DO I SUPPORT TRANSFERS.

I THINK THAT TRANSFERS ARE GOOD FOR OUR SCHOOL DISTRICT, BUT TRANSFERS ARE BECOMING THE DRUG THAT WE'RE RELYING ON.

KEEP OUR SCHOOL DISTRICT THE SAME SIZE.

AND I STRONGLY BELIEVE THAT THERE IS A MAXIMUM NUMBER OF TRANSFER STUDENTS WE CAN GET EVERY YEAR.

WE TRY TO FILL UP MORE AND MORE.

WE TRY, BUT WE DON'T FILL OUR CAMPUS.

OUR A LOT OF CAMPUSES ARE FULL, BUT NOT ALL.

WHY ISN'T VALLEY VIEW FULL OF TRANSFERS TODAY? IF WE CAN GET THAT MANY TRANSFERS, WHY ISN'T VALLEY VIEW FULL OF TRANSFERS? WE CAN'T CONTINUE TO RELY ON TRANSFERS AS THE THING THAT'S GOING TO KEEP OUR DISTRICT AT 7800 OR 8000 STUDENTS.

THAT NUMBER IS DECLINING ON BOTH SIDES.

AND THAT'S NOT THE FUTURE.

AND GOING BIG INTO A MAGNET SCHOOL BECAUSE WE THINK IT'S THE FUTURE OF OUR TRANSFER PROGRAM I JUST CAN'T GET BEHIND.

BUT I GO BACK TO FIX THE PROGRAM, GET SPANISH IMMERSION STABLE.

WE OWE IT TO THESE STUDENTS.

WE OWE IT TO THESE PARENTS, GET THAT PROGRAM STABLE, THEN COME BACK AND TALK TO ME ABOUT THE NEXT BIG STEP.

AND THAT'S WHERE I AM ON THIS.

AND I FEEL VERY STRONGLY ABOUT THAT.

YES, ELLEN. I'M CHAFING A LITTLE BIT AT THE POSITIONING OF SPANISH IMMERSION AS A FAILED PROGRAM BECAUSE I DON'T SEE IT AS A FAILED PROGRAM.

I SEE IT AS A PROGRAM THAT HAS SOME OPPORTUNITIES TO BE IMPROVED AND TO BE TWEAKED.

BUT I DO NOT SEE IT AS A FAILED PROGRAM.

WHO SAID FAILED. I SAID BROKEN.

OKAY. IF I THOUGHT IT WERE A FAILED PROGRAM, I'D BE SAYING WE NEED TO GET RID OF IT.

AND I'M NOT SAYING THAT AT ALL.

AND BY THE FACT THAT WE HAVE TO CHANGE FROM 50/50 TO 90/10 SAYS THAT THERE'S SOMETHING THAT NEEDS TO BE FIXED.

THAT'S TRUE. BUT WE EVOLVE AND CHANGE A LOT OF OUR EDUCATIONAL PROGRAMS ON AN ONGOING BASIS.

CONSTANT IMPROVEMENT.

AND SO TO CHARACTERIZE IT AS A PROGRAM THAT IS SO BROKEN, I THINK IS UNFAIR TO THE TEACHERS, TO THE

[03:15:08]

THEY ARE MORE APPRECIATIVE OF DIVERSITY.

ALL OF THOSE SOFT SKILLS THAT IN THE WHOLE SCHEME OF THINGS ARE THE MOST IMPORTANT THINGS WE CAN EVER GIVE OUR CHILDREN.

SO IT DOES ALL OF THOSE THINGS.

PLUS THEIR ACADEMIC SCORES ARE NO DIFFERENT.

FROM OUR SCHOOLS WHERE WE DON'T HAVE SPANISH IMMERSION AT ALL.

VALLEY VIEW AND FOREST TRAIL.

AND ON THE SAME CAMPUSES, THERE'S EQUALITY BETWEEN THE TWO GROUPS OF STUDENTS.

SO I JUST WANT TO SAY I DON'T THINK IT IS.

THERE ARE THINGS THAT NEED TO BE IMPROVED.

BUT I REALLY REJECT THE NOTION THAT THIS IS.

A BROKEN PROGRAM.

JEN, I AGREE WITH YOU.

THANK YOU FOR SAYING THAT.

AND I DO I DO THINK THAT THAT COMMENT IS A LITTLE BIT UNFAIR TO.

UM, THE FAMILIES TO OUR STAFF.

DEFINITELY. THERE'S ROOM FOR IMPROVEMENT, I THINK.

BIGGEST CHALLENGE.

MANAGING OF TWO SEPARATE.

PROGRAMS ON THE SAME CAMPUS.

THAT'S THE SINGLE BIGGEST PROBLEM WITH THE PROGRAM, IN MY OPINION.

WHAT ELSE? YEAH, HEATHER.

THIS ISSUE HAS DIVIDED OUR COMMUNITY FOR SIX YEARS, AND I DON'T THINK THAT THAT'S GOING TO BE SOLVED BY A MAGNET.

SO I JUST AGAIN, WANT TO THINK THIS THROUGH CAREFULLY, THOUGHTFULLY, AND LISTEN TO ALL OF OUR STAKEHOLDERS.

AND TO BE CLEAR, I WANT A SPANISH IMMERSION PROGRAM THAT'S SUCCESSFUL.

I WANT ONE THAT CAN TRULY BE A MODEL TO OTHER SCHOOL DISTRICTS.

I REALLY DO.

I'M COMMITTED TO THAT.

LET'S DO THAT.

LET'S GET A GREAT SPANISH IMMERSION PROGRAM GOING HERE.

AND IF YOU THINK IT'S GREAT ALREADY, THEN WE DON'T NEED TO CHANGE ANYTHING.

IT'S THERE. WE'RE THERE.

NEED TO MOVE TO A 9 TO 10 MODEL.

I AGREE. I AGREE.

IT NEEDS CHANGES. COULD I SAY THANK YOU, MOLLY, FOR ALL OF THE TIME AND LEADERSHIP YOU'VE DEVOTED TO THIS, ESPECIALLY OVER THE LAST YEAR.

SO, OPHELIA, WE'RE SO GLAD THAT YOU'RE HERE.

AND I HOPE PARENTS WHO ARE HERE WITH US AND WATCHING ONLINE KNOW THAT JUST THE FACT THAT OPHELIA IS HERE WITH HER LEADERSHIP NOW IS INDICATIVE OF OUR INVESTMENT AND OUR SUPPORT FOR THE PROGRAM, BECAUSE WE DO WANT SPANISH IMMERSION TO BE THE BEST PROGRAM THAT IT CAN POSSIBLY BE.

SO I WANT TO THANK ALL OF THE PARENTS, TOO, WHO HUNG WITH US TONIGHT.

AND YOU'RE LISTENING AND ENGAGED IN THIS CONVERSATION.

WE KNOW THAT YOU WILL CONTINUE TO BE AND OBVIOUSLY THERE ARE MORE TO COME.

SO I HAVE A LONG LIST OF THINGS THAT THE TRUSTEES WOULD LIKE FOR US TO GATHER.

RIGHT NOW WE DO NOT ANTICIPATE CONTINUED CONVERSATION ON EITHER OF THE WELL, OCTOBER 3RD OR THE 17TH AGENDAS.

HOWEVER, WE THINK THAT THIS WILL BE, ALONG WITH VALLEY VIEW, A TOPIC OF CONVERSATION AT THE OCTOBER 6TH BOARD WORKSHOP THAT WE ARE PLANNING.

SO JUST TO KIND OF MANAGE THOSE EXPECTATIONS AS WELL.

THANK YOU, DR. ARNETT.

SO OUR NEXT AGENDA ITEM IS THE REPORT ON THE SUMMER PROJECTS.

[9.4 Summer Projects Update]

IF Y'ALL WOULD LIKE TO PUSH THIS ONE, WE COULD PUSH.

OR DO YOU WANT TO? I JUST FEEL LIKE JEREMY DESERVES SOME BRIGHT EYED AND BUSHY TAILED BOARD MEMBERS WHEN HE PRESENTS TO US AND WE'RE ALL KIND OF DRAGGING AT 10:15 MYSELF.

WHAT WOULD YOU LIKE TO DO? YOU WANT TO GO FOR GOOD NEWS? ALL RIGHT. BRIAN AND CHRISTY, I THINK THIS IS YOUR PRESENTATION, SO WE'LL LET YOU BOTH TAKE IT.

IF THAT'S THE BOARD'S CONSENSUS.

YEAH, I'D LOVE TO WAIT UNTIL NEXT TIME.

I'M FINE WITH THAT. OKAY.

SO WE WILL THEN OUR NEXT ITEM WILL BE PUSHED TO THE NEXT MEETING.

AND THIS IS A SPECIAL SESSION, SO WE HAVE NO VOTE HERE.

SO PLEASE MAKE NOTE OF OUR UPCOMING MEETINGS.

WE TOMORROW NIGHT IS A POSTED MEETING FOR THE BOARD BECAUSE WE MAY HAVE MORE THAN THREE MEMBERS THERE.

[10. UPCOMING MEETINGS]

WE WILL MEET ON SEPTEMBER 19TH IN A REGULAR MEETING AND WE WILL HAVE A STUDY SESSION ON OCTOBER 5TH.

AND WITH THAT IT IS, WHAT TIME IS IT?

[03:20:04]

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.