[1. CALL TO ORDER]
[00:00:03]
AND I CALL THE OCTOBER 6TH MEETING OF THE EANES ISD BOARD OF TRUSTEES TO ORDER.
MADAM SECRETARY, DO WE HAVE A QUORUM? WE DO. THANK YOU.
UM, AS WE MOVE INTO THIS UNIQUE BOARD MEETING EARLY IN THE MORNING.
I WANT TO WELCOME EVERYONE WHO'S HERE THIS MORNING.
THANK YOU FOR COMING OUT. THANK YOU.
FOR THOSE WHO ARE JOINING US ON VIDEO, I'M GRATEFUL TO HAVE YOU HERE.
THE DISTRICT IS COMMITTED TO TREATING EVERYONE HERE WITH RESPECT AND EXPECTS 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.
LET ME TO START. YES, SIR. OKAY.
ALL RIGHT. WELL, WELCOME, EVERYBODY.
AND WE KNOW THIS IS A VERY EARLY BEGINNING TO THE DAY, AND WE APPRECIATE YOU BEING AVAILABLE, ESPECIALLY ON A DAY WHEN SCHOOL IS NOT IN SESSION AND STUDENTS ARE NOT IN SCHOOL. BUT WE HAVE A LOT OF IMPORTANT WORK TO DO THIS MORNING.
ABSOLUTELY. THANKS, DR. ARNETT.
GOOD MORNING, EVERYONE, IN THE AUDIENCE AND ONLINE WITH US.
I KNOW IT'S EARLY, BUT IT'S EXCITING.
WE GET TO TALK ABOUT A REALLY IMPORTANT SUBJECT TODAY.
SO WITH ME AT THE TABLE, YOU'LL SEE TWO GENTLEMEN.
HERE TO MY LEFT IS ROBERT ROBERTSON.
HE'S WITH INTO LEARNING WHO IS FACILITATING A LOT OF THE WORK THAT'S GOING TO BE GOING ON, BUT ALSO WAS A MAIN FACILITATOR FOR THAT ADMINISTRATIVE VISIONING PROCESS THAT HAPPENED OVER THE SUMMER. TO MY RIGHT IS TOM AYLOR WITH VLK ARCHITECTS.
YOU'RE GOING TO HEAR FROM BOTH OF THESE GENTLEMEN TODAY, BUT A LOT OF IT'S GOING TO BE TOM TODAY TALKING ABOUT WHAT THE PROCESS WILL LOOK LIKE MOVING FORWARD FROM HERE WHEN WE GO TO THE CAMPUSES AND ULTIMATELY BACK TO THAT DISTRICT WIDE COMMITTEE THAT WE'RE ESTABLISHING AT AT THE MOMENT.
AND SO WE'RE GOING TO JUMP THROUGH A COUPLE OF DIFFERENT SUBJECT AREAS.
WE'RE GOING TO START WITH THAT ADMINISTRATIVE VISIONING PROCESS, WHAT THAT LOOK LIKE.
AND ROBERT WILL GIVE A QUICK UPDATE OF THAT.
AND HOPEFULLY TOM CAN CAN ANSWER A LOT OF YOUR QUESTIONS AS HE GOES THROUGH HIS PRESENTATION.
AT THE END, WE'LL HEAR A LITTLE BIT OF DETAIL AROUND VALLEY VIEW ELEMENTARY.
I THINK WE'RE READY FOR OPEN FORUM.
MR. SPRADLEY, I'LL LET YOU PRESIDE OVER THAT.
THANK YOU. SO IT IS NOW TIME FOR OPEN FORUM, THE OPEN FORUM PORTION OF OUR MEETING.
[3. OPEN FORUM]
WE HAVE SIX SPEAKERS SIGNED UP TODAY AND EACH SPEAKER WILL BE AFFORDED THREE MINUTES TO SPEAK.WE'LL CALL YOU FORWARD WHEN IT'S YOUR TURN AND LET YOU KNOW WHEN YOUR TIME IS UP.
ONCE YOU ARE NOTIFIED THAT YOUR TIME IS UP, PLEASE FINISH YOUR SENTENCE AND THEN STOP.
IF ANY SPEAKER WISHES TO NAME A DISTRICT EMPLOYEE IN A COMPLAINT, THE DISTRICT WILL HEAR THIS COMPLAINT IN CLOSED, SPECIFIC FACTUAL INFORMATION AND RECITATION OF EXISTING POLICY MAY BE FURNISHED IN RESPONSE TO INQUIRIES, BUT THE BOARD CANNOT DELIBERATE REGARDING ANY SUBJECT THAT IS NOT INCLUDED ON THE AGENDA.
PLEASE BE AWARE THAT THE AUDIO OF THIS OPEN FORUM PORTION OF THE BOARD MEETING IS RECORDED AS PART OF THE RECORDING OF THE ENTIRE MEETING AND IS PUBLISHED ON THE DISTRICT'S WEBSITE. WITHOUT ALTERATION, PERSONS WHO CHOOSE TO SPEAK IN OPEN FORUM 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 TONIGHT OR TODAY, OUR FIRST SPEAKER IS KIM ALLEN.
COME HERE YET? MOVE TO SUSAN DEBIT.
[00:05:09]
ELEMENTARY, OF WHICH ONE OF MY CHILDREN IS AFFECTED.NOW WE'RE SEEING A RUSHED MOVE INTO A SINGLE CAMPUS, AND IT ADMITTED DE FACTO REDUCTION BY ONE THIRD OF THE FUTURO PROGRAM VIA A SWITCH TO THE 90 OVER TEN MODEL.
WE CERTAINLY AGREE THAT THERE'S A NEED TO ADJUST THE PROGRAM, BUT THE PROPOSAL TO COMBINE THE PROGRAM INTO A SINGLE PROGRAM WITHOUT ADDRESSING THE LARGER ISSUES IS NOT THE SOLUTION.
THIS INCREASE OR THIS INCREASE IN INSTRUCTIONAL MINUTES IN SPANISH SHOULDN'T COME AT THE EXPENSE OF THE PROGRAM AS A WHOLE BY REDUCING IT AND ALSO NOT PROVIDING SOLUTIONS FOR CHILDREN WHO ARE ALREADY ENROLLED IN THE PROGRAM.
I URGE THE BOARD TO THINK CAREFULLY, NOT BE RUSHED AND SET DIRECTION AND PRIORITY FOR THIS IMPORTANT PROGRAM THAT BRINGS DIVERSITY AND TRANSFER DOLLARS INTO OUR INTO OUR DISTRICT, AS WELL AS KEEPING IN DISTRICT FAMILIES HERE WHO WOULD OTHERWISE BE ATTRACTED BY PRIVATE EDUCATION ELSEWHERE, A LACK OF PRIORITIZATION.
OH, SORRY. I LOST MY PLACE THERE BY LACKING PRIORITIZATION.
MY CHILD, WHO'S IN THE CLASS OF 29, IS NOW IN A CLASS WHERE THE TEACHER IS STRESSED, THE STUDENTS ARE STRESSED, AND BASIC THINGS LIKE CLASSROOM ARRANGEMENT, WHERE THE CLASSES ARE MAKING THE CLASS ADJACENT TO THE OTHER CLASS.
SO THESE 29 CHILDREN DON'T HAVE TO TRAVEL ALL THE WAY AROUND.
NONE OF THAT WAS TAKEN INTO ACCOUNT OVER THE SUMMER AND IT COULD HAVE BEEN.
AND WE'RE SEEING THOSE STUDENTS STRUGGLE.
SO WE URGE THE BOARD TO UPHOLD THE COMMITMENT FOR THIS VIBRANT PROGRAM THAT PROVIDES AND CONTRIBUTES TO THE HIGH QUALITY OF EDUCATION AT EANES ELEMENTARY BY MAINTAINING AND MAINTAINING COMMITMENT TO THE EXISTING FUTURO PROGRAM AND MAKING SURE THAT THOSE STUDENTS ARE SUCCESSFUL WHO ARE ALREADY THERE.
WHILE WE EXPLORE THE 9010 MODEL AND POTENTIAL MAGNET GOING FORWARD AND AGAIN URGE YOU TO ENSURE TRANSPARENT COMMUNICATION WITH THE PARENTS IN ADVANCE.
UNLIKE THIS RUSHED MEETING THAT WE'RE ALL HERE FOR THIS MORNING.
THANK YOU. THANK YOU VERY MUCH.
OUR NEXT SPEAKER WILL BE OLIVIA DILLA.
THANK YOU FOR YOUR TIME TODAY.
BUT FIRST, I WANT TO SET THE STAGE.
I'D LIKE TO SHARE MY EXPERIENCE WITH THE PROGRAM OVER TIME.
IN EARLY YEARS, I'VE SEEN THE KIDS THRIVE.
THEY LEARN ANOTHER LANGUAGE AND THEY EXPAND THEIR WORLDS.
THEY CREATE AMAZING BONDS WITH THEIR PEERS AND THEIR TEACHERS, AND THEY THRIVE.
THEIR TEST SCORES HAVE ALSO HELD STRONG.
THIS ALSO LEADS TO OVERSIZE CLASSES THAT SETS THE KIDS FURTHER AWAY FROM SUCCESS.
BUT I WANT TO EXPLAIN THAT THE REASON THAT YOU YOU HEAR MIXED FEEDBACK IS BECAUSE THERE'S A DIFFERENCE BETWEEN THE EARLY STAGES OF THE PROGRAM AND THE LATER STAGES OF THE PROGRAM. IN A RECENT SURVEY FOR THE FOURTH GRADE CLASS OF 29 AT EANES ELEMENTARY, AS WELL AS THE FOURTH GRADE CLASS LAST YEAR AT BRIDGEPOINT ELEMENTARY, FOURTH GRADE, BOTH OF WHICH WERE OVERSIZE.
75% FELT THAT THE KIDS WERE CONSTANTLY BEHIND ON CURRICULUM.
94% HAVE VOICED CONCERNS ABOUT HOW THE CLASS SIZE WAS BEING HANDLED.
TO THE ADMINISTRATION OR THE BOARD.
71% DO NOT FEEL HEARD BY THE ADMINISTRATION OR THE BOARD.
[00:10:07]
CLASS. I'M ALSO SUPPLEMENTING HIS SCHOOLING IN WRITING AND SPANISH.AND I WANT TO I WANT TO EMPHASIZE THAT THIS IS A THIS IS AFFECTING ALL OTHER AREAS.
TO LET THESE CHILDREN AND THEIR SPANISH EXPERIENCE JUST FADE INTO THE BACKGROUND IS UNACCEPTABLE.
AND TO TOUT OVERSIZE CLASSES AS A SUCCESS WHEN THEY ARE NOT IS UNACCEPTABLE, IS UNACCEPTABLE.
WHILE OUR PARENTS, TEACHERS AND STUDENTS STRUGGLE.
WHAT IS THE PLAN FOR SUCCESS? WHERE IS THE LEADERSHIP? PLEASE PUT A COMMITTEE TOGETHER WITH A LEADER TO SOLVE THIS PROBLEM IMMEDIATELY.
THANK YOU. OUR NEXT SPEAKER IS SCOTT ERDAHL.
HEY, EVERYBODY. THANKS FOR BEING HERE THIS EARLY.
I'M NOT GOING TO GO INTO ALL THE DETAILS, BUT WE HAVE OVER A 30 YEAR HISTORY AND OUR NEIGHBORHOOD HAS COME UP SHORT ALMOST EVERY TIME WITH REPRESENTATION FROM EANES. WE'VE GIVEN IT A COUPLE OF SHOTS, BUT WE STILL HAVE NOT SOLVED A MAJOR PROBLEM.
I WOULD SAY SOME OF THE RECENT PROBLEMS ALSO CAUSE A PROBLEM.
THE FACT THAT WE DECIDED NOT TO DO THE IMMERSION AT VALLEY VIEW ALLOW TRANSFERS OUT TO BARTON CREEK, NOT ALLOWED TRANSFERS IN SHRUNK OUR NUMBERS AND HAS PUT OUR CAMPUS IN A POSITION THAT IN MY OPINION WAS PREDICTABLE IF SOMEONE HAD DONE THE SIMPLE MATH.
FIVE YEARS AGO, WHENEVER THE HECK IT WAS.
I KNOW. BUT IT WAS ALMOST PREDICTABLE THAT IT COULD BE HAPPENING.
I DO BELIEVE THAT THERE IS AN OPPORTUNITY TO FIX TWO PROBLEMS IN ONE SHOT IF WE CAN FIGURE OUT HOW.
IT'S THE QUESTION IS, IS HOW WE GET THERE.
IF SPANISH IMMERSION MAGNET WAS AVAILABLE AT VALLEY VIEW, THERE WOULD OPEN UP ENOUGH ROOM AT BARTON CREEK WITHOUT HAVING TO DO A BOND, WITHOUT HAVING TO DO IT, ALL YOU WOULD NEED IS 50% OF THE TRANSFER OR THE SPANISH IMMERSION PARTICIPANTS OUT OF BARTON CREEK TO COME TO VALLEY VIEW. WHAT I WOULD DO IS.
MAKE VALLEY VIEW THE DESTINATION CAMPUS, AT LEAST FOR THE WEST RIDGE FEEDER.
THAT WOULD BE THE PARENTS FROM FOREST TRAIL, BARTON CREEK AND VALLEY VIEW THAT WANT TO DO SPANISH IMMERSION CAN COME INTO VALLEY VIEW AND THEN START THE PROGRAM THERE.
AND AFTER 3 TO 4 YEARS, 2 TO 3, YOU MAY BE ABLE TO SWITCH IT BACK.
SHOULD NOT BE BASED ON PERSONAL BIAS.
IF YOU DON'T MAYBE LIKE MAGNETS OR SOMETHING LIKE THAT, YOU HAVE TO THINK OF YOURSELF LIKE A JUDGE.
A JUDGE SOMETIMES SHOULD NOT BE BRINGING IN HIS PERSONAL BELIEFS INTO IT.
THEY SHOULD LOOK AT THE FACTS, LOOK AT THE WAY TO SOLVE A SOLUTION AND BE A PROBLEM SOLVER.
THERE'S SOME PARTICULARS AND HOPEFULLY WE HEAR SOMETHING TODAY ON HOW TO GET THERE.
GOOD MORNING. I APOLOGIZE IN ADVANCE FOR HAVING TO LEAVE AS SOON AS OPEN SESSION IS OVER.
I'M SOON TO BE A FATHER OF FIVE AND NEED TO GET HOME IN TIME FOR THE PRESCHOOL MORNING ROUTINE.
I'M STANDING HERE TO MAKE SIMILAR POINTS TO THE POINTS I'VE BEEN MAKING FOR ALMOST A YEAR NOW, DURING WHICH TIME I FORSAKE AND TENS OF THOUSANDS OF DOLLARS WORTH OF BILLABLE HOURS TO DEFEND THE FUTURO PROGRAM.
SPECIFICALLY, I'M STANDING HERE BECAUSE THE DISTRICT IS STILL DEEMING IT VIABLE TO CUT C INTAKE TO ONE SECTION AT ITS POOR CURRENT SCORES, WHICH WOULD BE A HUGE MISTAKE.
EVEN IF YOU ADD A COUPLE OF SECTIONS ELSEWHERE, YOU'RE STILL DEEMING IT VIABLE.
[00:15:04]
EVEN IN THE WAKE OF A PETITION, SEVERAL HUNDRED LETTERS AND THOUSANDS UPON THOUSANDS OF HOURS OF PARENT ACTIVISM.NOW, THE NEW INFORMATION I EXPECT I ANNOY YOU EVERY TIME I REMIND YOU THAT WHETHER YOU LIKE IT OR NOT, EANES ISD IS EFFECTIVELY IN COMPETITION WITH THE BILINGUAL TRILINGUAL SCHOOLS THAT SURROUND THE DISTRICT.
BILINGUAL TRILINGUAL PRIVATE SCHOOLS WITHIN DRIVING DISTANCE HAD BY THE END OF SEPTEMBER THE SAME NUMBER OF APPLICATIONS FOR NEXT SCHOOL YEAR THAT THEY WOULD TYPICALLY EXPECT BY FEBRUARY OR MARCH.
BECAUSE THESE SCHOOLS WOULD TAKE THE NEXT YEAR TO SCALE UP THEIR CAPACITY, IT IS BEING PUT TO PRESCHOOL PARENTS UNOFFICIALLY THAT THEY OUGHT TO ENROLL A HIGH PERFORMING OLDER SIBLING IN THE SCHOOL NOW TO ACT AS AN ANCHOR CHILD FOR THE FAMILY.
IF YOU CUT TO A TOKENISTIC ONE SECTION AT EACH OF THE CURRENT FOUR SCORES, YOU SHOULD EXPECT TO LOSE AT LEAST FIVE EXTRA STUDENTS AT EACH OF THESE SCHOOLS EVERY YEAR GOING FORWARD, BECAUSE RATHER THAN ACCEPT TRADITIONAL EDUCATION, THESE PARENTS WOULD INSTEAD ENROLL THEIR CHILDREN IN ONE OF THE BILINGUAL OR TRILINGUAL SCHOOLS, SAY THREE TO MAGELLAN AND TWO TO THE OTHER TWO SCHOOLS.
YOU CAN DO THE MATH, THE NUMBERS WERE SOON ADD UP.
IN SIX YEARS, THE DISTRICT WILL HAVE SOMETHING LIKE 120 FEWER ELEMENTARY STUDENTS.
YOU SAY THAT OUT OF DISTRICT TRANSFERS ARE THE DRUG THE DISTRICT HAS COME TO RELY ON, BUT AT THE SAME TIME, YOU STILL HAVE UNDER CONSIDERATION A MOVE THAT WILL EFFECTIVELY DRIVE IN DISTRICT FAMILIES OUT OF THE DISTRICT.
I'M BEGINNING TO THINK THAT THE ONLY THING THAT WILL GET YOU TO PROPERLY COMMIT TO THE ESSER PROGRAM WILL BE THE FURTHER DECIMATION OF ELEMENTARY ENROLLMENT, WHICH IS INEVITABLE IF YOU STAY WISHY WASHY ON OUR CI BEYOND THE STATE FUNDING, YOU LOSE.
THAT WOULD BE AN EXTRA $9.5 MILLION FLOWING OUT OF WESTLAKE TO THOSE SCHOOLS.
A PORTION OF WHICH WOULD OTHERWISE HAVE DEFINITELY ACCRUED TO E.F.
OUR NEXT SPEAKER IS EMILY STUDER.
ALL RIGHT. HI. GOOD MORNING, EVERYBODY.
THANK YOU FOR THIS TIME TODAY.
I HAVE A FIRST GRADER AT VALLEY VIEW.
I HAVE A HUSBAND THAT COOKS IN THE NINTH GRADE CENTER EVERY MORNING.
I'M NOT GOING TO TRY NOT TO PILE ON TO WHAT SCOTT'S ALREADY MENTIONED, BUT I'M HERE TO ADVOCATE FOR MEANINGFUL REPRESENTATION FOR THE CUERNAVACA COMMUNITY IN THE UPCOMING LONG RANGE FACILITY PLANNING COMMITTEE AND ANY DISCUSSIONS OR DELIBERATIONS YOU HAVE.
SO I THINK THAT IT'S IMPORTANT TO NOTE THAT I DON'T SPEAK FOR ALL OF CUERNAVACA, BUT I THINK YOU WOULD BE HARD PRESSED TO FIND MANY PEOPLE WHO DISAGREE WITH WHAT I'M ABOUT TO SHARE WITH YOU.
SO. AS YOU BEGAN YOUR COMMITTEE SELECTION PROCESS AND YOU BEGAN THE FIRST PHASES OF THE LONG RANGE PLANNING COMMITTEE, I THINK THERE ARE SOME SIGNIFICANT CONSIDERATIONS THAT YOU SHOULD KEEP IN MIND, AT LEAST WITH RESPECT TO CUERNAVACA.
I DON'T WANT US TO LOSE SIGHT OF ONE OF THE MOST IMPORTANT.
IMPACTS ON OUR CHILDREN IS THAT THE PURSUIT OF EXCELLENCE AND I FEEL LIKE VALLEY VIEW AT TIMES HAS BEEN NOT IGNORED BUT JUST MAYBE LEFT BEHIND.
SO AS YOU MOVED, LOOKING AT THE FUTURE, I DON'T WANT TO LOSE SIGHT OF WHAT IS HAPPENING RIGHT NOW.
SO THANK YOU FOR THAT CONSIDERATION.
IN TERMS OF THE PLANNING COMMITTEE ITSELF AND YOUR PURPOSE HERE TODAY, I DON'T THINK THAT ANY DEMOGRAPHIC DATA THAT YOU HAVE ON CUERNAVACA IS GOING TO DO ANY OF US JUSTICE. SO WE'RE A PRETTY UNIQUE COMMUNITY, AS YOU KNOW, AND THERE ARE CERTAIN SUBJECTIVE CRITERIA THAT WE WOULD LIKE TO SEE AND KEEP IN MIND.
[00:20:01]
HAVE SKIN IN THE GAME.TRUST YOU TO MAKE THAT DECISION.
IT'S BEEN REALLY LONG TIME, EVEN IN FIRST GRADE OR PUTTING MY KID ON THE BUS AT 630 IN THE MORNING.
IT'S STILL DARK OUTSIDE AND WE WOULD LIKE TO HAVE AN EQUITABLE TREATMENT.
BUT I THINK THAT WE NEED SOME MORE SUPPORT AND VALLEY VIEW IN THE COMMUNITY.
THANK YOU SO MUCH. THANK YOU VERY MUCH, EMILY.
THE BENEFIT OF HAVING THE LAST NAME.
A AS YOU GET CALLED FIRST, EVEN IF YOU'RE RUNNING LATE ONE DAY.
ANYWAY, THANK YOU, EVERYONE, FOR BEING HERE SO EARLY AND FOR ADDRESSING THIS IMPORTANT TOPIC.
I HAVE THREE KIDS AND TWO HAVE GONE THROUGH THE FULL CYCLE OF VALLEY VIEW THROUGH GRADUATION, AND I HAVE A STUDENT WHICH JUST IS NOW A FRESHMAN, SO WAS AT VALLEY VIEW SOME 3 TO 4 YEARS AGO.
AND I ALSO HAVE BEEN A RESIDENT OF CUERNAVACA FOR MANY YEARS AND HAVE BEEN ADVOCATING FOR HAVING A CLOSE SCHOOL FOR THE DISTRICT AND FOR OUR NEIGHBORHOOD.
AND WE ALMOST HAD THAT CHANCE IN 2014 AND THEN POOF, IT WENT AWAY AND WE LOST THAT CHANCE.
BUT I DO FEEL LIKE WE HAVE AN OPPORTUNITY TO POSSIBLY FIX SOMETHING WHICH WOULD BE BENEFICIAL FOR ALL RESIDENTS, INCLUDING THE 70% OF VOTERS AND TAXPAYERS WHICH DON'T HAVE KIDS IN THE DISTRICT.
AS THE LONG RANGE PLANNING CONTINUES.
HOWEVER, IT'S VALLEY VIEW IS HAS BEEN A CHERISHED SCHOOL FOR MY CHILDREN AND THE WHAT I HAVE HEARD FROM STUDENTS AND EVEN SOME THINGS THAT I HAVE SEEN FROM STUDENTS AS THEY ENTER INTO MIDDLE SCHOOL IS THAT THERE ARE DEFINITELY SOME SUBSTANTIAL NEEDS, AS YOU'VE HEARD SOME OTHER PARENTS TALK ABOUT IT AS WELL TO MAKE SURE THAT THE EDUCATION THE KIDS ARE GETTING AT VALLEY VIEW CURRENTLY IS EQUITABLE AND UP TO THE SAME STANDARDS AS WESTLAKE HIGH SCHOOL.
AND SO THAT'S VERY IMPORTANT TO FOCUS ON WHAT IS NOW AND THEN IN THE FUTURE.
WE KNOW THINGS CAN BE TRICKY, BUT WE DO ASK THAT YOU KEEP VALLEY VIEW TOGETHER AS A COMMUNITY, KEEP US AS CLOSE AS WE CAN AND KEEP US ALWAYS STRIVING FOR THAT EQUITABLE EXCELLENCE THAT EANES HAS AND DOES SO WELL.
AND THEN FINALLY, I JUST WANTED TO SAY THAT THERE HAVE BEEN SOME SOME THOUGHTS ABOUT THAT.
CUERNAVACA IS NOT A CLOSE KNIT AND CONNECTED COMMUNITY.
WE DO HAVE MANY DIFFERENT OPINIONS, BUT WE ARE STILL VERY CONNECTED.
AND PLEASE DON'T DIVIDE OUR NEIGHBORHOOD IN REZONING ON ONE SIDE OF CUERNAVACA AND THE OTHER.
THANK YOU, KIM. THANK YOU TO EVERYONE WHO SPOKE TODAY.
WE WILL NOW MOVE ON TO THE NEXT SECTION OF OUR AGENDA, DR.
[4.1 Long-Range Planning Discussion and Process]
ARNETT. ALL RIGHT.I'M GOING TO RETURN THE MICROPHONE TO MR. TRIMBLE. HE HAS A LENGTHY AGENDA FOR US TO WORK THROUGH THIS MORNING WITH OUR GUESTS, AND I'LL ALLOW HIM TO MAKE FURTHER INTRODUCTIONS.
BUT WE'RE EXCITED TO BEGIN THIS PROCESS.
BUT WE WANT YOU TO HAVE A BETTER UNDERSTANDING OF THE PROCESS AND THE TIMELINE ITSELF.
SO I'M GOING TO GIVE IT TO MR. TRIMBLE. THANK YOU, DR.
ARNETT. SO WE'RE GOING TO START WITH WHAT WE CALL SESSION ONE.
THAT'S THE ADMINISTRATIVE VISIONING PROCESS.
AND THEN ONCE ROBERT WRAPS UP, WE'LL GO INTO SESSION THREE, AS WE CALL IT, BECAUSE WE MADE SOME LAST MINUTE ADJUSTMENTS TO OUR OUTLINE AND FOLDED SOME THINGS INTO SOME DIFFERENT SESSIONS.
SO WHAT I WANT TO DO, I DON'T WANT TO STEAL ROBERT'S THUNDER HERE.
I, I DON'T WANT TO THROW HIM OFF AND WHAT HE WANTS TO COVER TODAY.
[00:25:07]
WE HAD A PRETTY SOLID TEAM THAT WE MET JUST CONSISTENTLY OVER SEVERAL WEEKS ON A WEEKLY BASIS JUST TO TO UTILIZE THE RESOURCES THAT WE HAD.AND IN TRYING TO LOOK AT WHAT FACILITY IMPLICATIONS THOSE THOSE THOUGHTS MAY, MAY HAVE.
AND SO ROBERT'S GOING TO KIND OF GO OVER WHAT THAT PROCESS LOOKED LIKE.
AND YOU HAVE THE FULL DOCUMENT HERE OF WHAT THOSE FINDING DIRECTIONS ARE.
ROBERT'S NOT GOING TO GO THROUGH ALL THOSE TONIGHT.
40 YEARS IN PUBLIC EDUCATION AND THIS IS MY FIRST BOARD WORKSHOP AT 7 A.M..
WE? WHAT? DID I GO MORE THAN ONE SLIDE? NOPE. OKAY.
HERE WE GO. THIS WAS THE CHARGE OF THE COMMITTEE.
IT WAS TO IDENTIFY WHAT OUR CLOSELY HELD BELIEFS WERE TEACHING AND LEARNING IN THE CLASSROOM.
WHAT WE ARE GOING TO DO ABOUT IT, AND WHAT THAT MEANS TO THE FACILITIES IN THE DISTRICT.
SO WE WOULD IDENTIFY OUR CLOSELY HELD BELIEFS BEING GUIDED BY YOUR DOCUMENTS.
WE ALSO DID SOME BASIC RESEARCH, LOOKED AT WHAT SOME OF THE CURRENT TRENDS ARE IN EDUCATION.
WE REVIEWED THESE THESE ARTICLES THAT ARE PUBLISHED IN LEADING EDUCATIONAL PUBLICATIONS.
AND WHAT WE LEARNED IS THE PROLIFERATION OF TECHNOLOGY.
BUT BEYOND THAT, IN THE IN EDUCATION, WE ARE SEEING TRENDS IN GAMIFICATION, ARTIFICIAL INTELLIGENCE AND REMOTE LEARNING IN SOME FORM OR FASHION.
THERE'S ALSO TRENDS TOWARDS SOCIAL EMOTIONAL LEARNING AND STUDENT WELL-BEING, ALL BEING INCLUDED IN THE DESIGN, IN THE EDUCATIONAL PROCESS.
SO THE GUIDING DOCUMENTS THAT WE REVIEWED ARE THE ONES LISTED ON THE SLIDE.
THE WE EVEN LOOKED AT THE BOARD PRIORITIES FROM LAST YEAR AND THIS YEAR BECAUSE THEY KIND OF FLIPPED THROUGH OUR PROCESS.
BUT WE WERE TRYING TO FIND WHAT WAS AT THE CORE OF EANES ISD.
THE TEAM ENGAGED WAS DISTRICT LEADERSHIP FROM ALL OF THE MAJOR AREAS.
AND IT'S CRITICAL TO HAVE SUCH A DIVERSE GROUP INVOLVED SO THAT WE GET THE DIFFERENT PERSPECTIVES.
WHAT WE COULD FIND WERE CERTAIN THINGS, LIKE IN THE GRADUATE PROFILE, THERE WERE COMMENTS ABOUT RESPECTING DIFFERENCES AND VALUING DIVERSITY.
WE ALSO SAW THROUGHOUT EACH OF THESE GUIDING DOCUMENTS THE THEME OF SAFETY.
SO IN LOOKING AT THOSE GUIDING DOCUMENTS, THE GROUP THEN TRIED TO.
RESTATE WHAT THEIR BELIEFS IN WHAT HAPPENED IN THE CLASSROOM.
AND THEN IN FILING THE BELIEFS, IT WAS, OKAY, WHAT ARE OUR COMMITMENTS TO WHAT WE WOULD DO TO ENSURE THAT THAT BELIEF IS MET? AND THEN FINALLY, WHAT ARE THE FACILITY IMPLICATIONS? DO WE NEED MORE SPACE? DO WE NEED DIFFERENT SPACE? WHAT ABOUT FURNITURE? DO WE REPURPOSE EXISTING SPACES?
[00:30:06]
THE DOCUMENT THAT RESULTED FROM THIS WORK IS APPROXIMATELY TEN PAGES.THERE ARE DIFFERENT AREAS THAT ARE HIGHLIGHTED.
I HAVE INCLUDED ONES HERE THAT JUST AS AN EXAMPLE.
SOCIALIZATION IS IMPORTANT FOR STUDENT DEVELOPMENT.
THEN WHAT ARE WE ARE COMMITTED TO DO TO ENSURE THAT THAT HAPPENS? AND THESE BULLET POINTS THAT WERE IDENTIFIED, SUCH AS EMBEDDING OPPORTUNITIES FOR STUDENTS TO COLLABORATE AND COMMUNICATE, TO DEVELOP, ENSURE AN ENVIRONMENT WHERE STUDENTS ARE TREATED WELL AND HOW TO TREAT OTHERS WELL.
IF YOU'RE GOING TO COMMIT TO THAT, THEN DOES THAT HAVE A FACILITY IMPLICATION? COLLABORATION FOR STUDENTS TO LEARN HOW TO WORK TOGETHER WITHIN THERE NEEDS TO BE COLLABORATIVE SPACE.
THOSE THOUGHTS TO HAVE A TRUE COUNSELING CENTER.
STUDENT SUPPORT CENTER AND RETHINK THE CAFETERIA TO ALLOW FOR SOCIALIZATION AND COLLABORATION.
ANOTHER AREAS THAT THE COMMUNITY IS AN INTEGRAL PART OF OUR WORK.
IF WE BELIEVE THAT, THEN WHAT WOULD WE DO? CREATE WELCOMING AND INCLUSIVE SPACES WITHIN OUR FACILITIES THAT REFLECT THE VALUES OF OUR COMMUNITY.
THAT'S GOING TO BE WHAT WE'RE GOING TO DO.
WHAT ARE THE FACILITY IMPLICATIONS? PROVIDE SPACES EQUIPPED WITH FLEXIBLE TECHNOLOGY, FURNITURE AND RESOURCES THAT MEET A VARIETY OF NEEDS.
CREATE SECURE ACCESS TO ALL CAMPUS FACILITIES AND OUTDOOR AREAS.
WHAT ARE WE. WHAT WILL WE DO WITH THIS FINAL DOCUMENT? THE FINAL, WHAT WE CALL THE FINDING AND DIRECTIONS.
IS THAT THIS SERVES AS THE BASIS FOR THE DEVELOPMENT OF THE EDUCATIONAL SPECIFICATIONS, WHICH ARE THEN USED IN SCHOOL DESIGN AND ULTIMATELY CONSTRUCTION.
DICTATE WHAT PROJECTS YOU DO AND ULTIMATELY WHAT CONSTRUCTION YOU DO SO THAT YOUR SCHOOLS CAN SERVE YOU WELL INTO THE FUTURE. YOU KNOW, HOPEFULLY 50 YEARS OR MORE.
WE'LL TAKE THIS INFORMATION AND USE THAT TO INFORM THE EDUCATIONAL SPECIFICATIONS WHICH VLK ARCHITECTS WILL WILL USE.
AND SO ONE THING TO CONSIDER IS JUST REALLY QUICK, BRIEF OVERVIEW.
THERE'S A NUMBER OF OF FINDINGS, RIGHT WHERE IT COMES FROM, TECHNOLOGY.
YOU SAW A LOT OF THESE COMMUNITY ENGAGEMENT.
AND IT WAS AN INTERESTING EXERCISE TO RUN THROUGH OUR GUIDING DOCUMENTS.
AND EVEN IF YOU TAKE OUR MISSION STATEMENT AND TO APPLY IT TO JUST FACILITIES, RIGHT? UNITE, EMPOWER, INSPIRE.
YOU TAKE THOSE WORDS AND ACTUALLY YOU CAN FIT IT INTO A FINDING DIRECTION AND FACILITY IMPLICATION.
SO IS PRETTY INTERESTING TO TO LOOK AT THAT.
UNIVERSAL DESIGN FOR LEARNING.
AND AGAIN, WE WANTED TO TAKE AN ADMINISTRATIVE VISIONING ROLE IN LOOKING AT HOW THAT WOULD WOULD FIT IN, LOOKING TOWARDS THE FUTURE AND THE CLASSROOMS. WHAT DOES THAT EDUCATION LOOK LIKE IN OUR CLASSROOMS? AND I THINK WE TALKED ABOUT THIS EARLIER, IS TAKING THIS INFORMATION, THESE DIRECTIONS.
IF WE IF WE UNDERSTAND THAT COLLABORATION IS IMPORTANT AND WE GO TO THOSE CAMPUS COMMITTEES AND ASK HOW IS COLLABORATION HAPPENING AT YOUR CAMPUS? IS IT GOING WELL? IF IT'S NOT? WHAT ARE SOME OF THOSE OBSTACLES KEEPING YOU FROM MAKING THAT SUCCESSFUL? SO ALL THAT'S WHERE THE DIRECTIONS CAN COME WHEN WE AND WE ENTER THOSE CAMPUS COMMITTEES.
THAT'S THE FIRST THING THAT WILL WE'LL START WITH IS A LOT OF THE THE WORK THAT CAME FROM HERE.
[00:35:06]
RECOMMENDATION IN THE END.SO ANY QUESTIONS ON THAT, THAT KIND OF VISION, ADMINISTRATIVE VISIONING PROCESS, BEFORE WE KIND OF GO INTO JUST THE OVERVIEW OF WHAT LONG, LONG RANGE FACILITY PLAN LOOKS LIKE. YEAH.
JEN, THANKS SO MUCH FOR DETAILING THIS.
AND I HAD AN OPPORTUNITY TO LOOK THROUGH THE ENTIRE LIST OF.
THE OUTCOME FROM THIS COMMITTEE.
CAN YOU CAN YOU LET ME KNOW WHO AS A PART OF THAT TEAM? I MEAN, THE PRINCIPAL FROM THE HIGH SCHOOL WAS THERE, BUT THERE WERE NO OTHER ADMINISTRATORS FROM OTHER CAMPUSES.
AND YEAH, I WILL I WILL REPRESENT THAT IS JUST HAVING ACCESS TO TO MR. RAMSEY OVER OVER THE SUMMER IS A BENEFIT BUT ALSO I WANT.
TO IDENTIFY THAT WE HAD OUR ENTIRE CURRICULUM TEAM THERE.
AND SO WHEN WE LOOK AT A FROM A CURRICULUM STANDPOINT, FROM A CAMPUS STANDPOINT ADMINISTRATIVELY, JUST FROM THAT ADMINISTRATIVE VISIONING STANDPOINT, WE LEAN ON ON THAT CURRICULUM AND CURRICULUM TEAM THAT HAS EXPERIENCE ACROSS ALL ALL GRADE LEVELS.
AND SO WE LEAN ON THEM BECAUSE THEY THEY THEY UNDERSTAND WHAT THOSE PRIORITIES ARE.
WHAT'S GOING TO HAPPEN IS THOSE OPINIONS SPECIFIC TO THEIR CAMPUS ARE GOING TO HAPPEN AND THEY'RE GOING TO HAPPEN SPECIFICALLY AT THEIR CAMPUS LEVEL AND WITHIN THEIR CAMPUS COMMITTEES.
SO THIS DOESN'T THIS DOESN'T IGNORE WHAT THEIR PRIORITIES MAY BE.
WE WANT TO CAPTURE THOSE WITHIN THEIR CAMPUS COMMITTEES.
THIS IS FROM JUST A DISTRICT ADMINISTRATIVE KIND OF POINT, A POINT OF VIEW FOR ALL CAMPUSES.
THOSE CAMPUS COMMITTEES WILL BE THE PRINCIPAL, PRESUMABLY A COUPLE OF OTHER STAFF FROM THE THE CAMPUS AND THEN COMMUNITY COMMUNITY, PARENTS, PARENTS.
YOU KNOW, I, I GUESS MY CONCERN IS WHEN I LOOK AT THE OUTCOME OF THIS OF THE FACILITY IMPLICATIONS, I MEAN, THIS WAS A ADMINISTRATIVE COMMITTEE THAT WHO WAS WHO WAS TASKED WITH LOOKING AT FACILITY IMPLICATIONS, NOT SOLELY CURRICULUM.
AND WHEN I LOOK AT THE LIST OF SUGGESTED PROJECTS, THEY'RE ALL FOCUSED ON THE HIGH SCHOOL.
SO I DO HAVE A LITTLE BIT OF CONCERN THERE.
YEAH. SO THAT THEY CAN REALLY GIVE US AN IDEA OF HOW THAT CAMPUS IS FUNCTIONING FROM THEIR POINT.
THANK YOU. THANK YOU ALL FOR BEING HERE SO EARLY.
UM, I WAS REALLY EXCITED ABOUT STARTING THIS PROCESS, AND ONE OF THE REASONS I WAS EXCITED IS BECAUSE I HAVE SEEN SOME OF THE WORK AND HEARD ABOUT SOME OF THE WORK THAT VLC HAS DONE IN THIS ARENA AND WITH THEIR SPECIALISTS THAT DIVE INTO CURRICULUM AND HOW THAT KIND OF MERGES WITH FACILITIES AND BEST PRACTICES AND THINGS THAT WE CAN'T DO BECAUSE OF, YOU KNOW, SPACE CONSTRAINTS OR OLD BUILDINGS OR WHATEVER THE ISSUE IS.
SO I'M JUST KIND OF WONDERING IF WE'RE GOING TO HEAR SOME OF THAT ALSO, BECAUSE I KNOW THAT VLC HAS HIRED FORMER TEACHERS AND CURRICULUM PEOPLE AND THEN THEY WOULD WORK WITH OUR PEOPLE. SO CAN YOU TALK A LITTLE BIT MORE ABOUT THAT PROCESS? YES. AND JUST AS PART OF THIS, EVEN THE ADMINISTRATIVE VISIONING WHERE WE FIRST JUST START THINKING ABOUT THIS LONG RANGE PLANNING, TOM.
TOM AYLOR AND AND SARAH KOPROWSKI WAS ALSO THERE.
AND SARAH LEADS A LOT OF THESE DISCUSSIONS.
SHE'S BEEN IN EDUCATION AND FORMER LEADERSHIP ROLES WITHIN SCHOOL DISTRICTS.
SHE'LL BE VERY INVOLVED IN THOSE CAMPUS COMMITTEE CONVERSATIONS.
IT'S GOING TO HAPPEN MOVING FORWARD.
AND THAT'S KIND OF WHAT TOM'S GOING TO DISCUSS TODAY, JUST WHAT THE WHOLE PROCESS GOING FORWARD, WHAT IS IT GOING TO LOOK LIKE? WHAT ARE WE TRYING TO ACCOMPLISH? WHAT ARE SOME OF THOSE TIMELINES INVOLVED? WHAT ARE SOME OF THE DELIVERABLES THAT WE'LL SEE AS AN ADMINISTRATION, BUT ALSO AS A BOARD? THANK YOU, HEATHER ELLEN.
GOOD MORNING. TO BUILD ON WHAT JENNIFER SAID ABOUT THE ELEMENTARY SCHOOLS THUS FAR IN THE PROCESS,
[00:40:03]
ARE ALL THE OUTCOMES THE SAME FOR ALL THREE LEVELS? AND I HOPE THERE IS A GREAT DEGREE OF CONSISTENCY.I MEAN, THAT'S WHAT WE STRIVE FOR.
BUT OUR ARE THERE EXAMPLES THAT YOU CAN GIVE OR MAYBE WHEN TOM TAKES US THROUGH, IF HE COULD POINT OUT SOME WAYS THAT SOME OF THESE OUTPUTS MIGHT BE INTERPRETED DIFFERENTLY OR MIGHT LOOK DIFFERENTLY IF LOOKED THROUGH AN ELEMENTARY OR MIDDLE OR HIGH SCHOOL LENS WOULD BE VERY HELPFUL. OKAY.
YEAH, HE'LL BE ABLE TO COVER A LOT OF THAT WITHIN HIS CONVERSATIONS AND A LOT WHEN WE LOOK AT THIS, WE DON'T EVER WANT TO LOOK AT THIS AT JUST ONE CAMPUS ONLY. WE WE KNOW THAT EVEN ALL OF OUR CAMPUSES ARE DIFFERENT.
EVEN ALL OF OUR SIX ELEMENTARIES ARE VERY UNIQUE IN AND OF THEMSELVES.
BUT THE MAJORITY OF OF THESE DIRECTIONS AND IMPLICATIONS WE WANTED TO TIE TO TO OUR FACILITIES.
IF YOU LOOK AT COMMUNITY ENGAGEMENT, THAT IS NOT JUST THE HIGH SCHOOL.
OUR ELEMENTARIES ARE VERY OPEN TO IT, TO OUR COMMUNITY.
AND SO WE WANT TO MAKE SURE WE MAINTAIN THAT MOVING FORWARD OR ACTUALLY IMPROVE THAT IF WE CAN.
IT MAY BE A GOOD OPPORTUNITY FOR US TO HAVE IN DOING SO.
HOW DO WE DO THAT AT EACH SPECIFIC CAMPUS? BUT TOM WILL MAKE SURE TO COVER THAT.
ANY OTHER QUESTIONS? TOM, AS YOU GET STARTED OR AT SOME POINT, I WOULD ENCOURAGE YOU TO TALK ABOUT YOUR PERSONAL CONNECTION TO EANES ISD.
SOMETIMES WE WE TALK ABOUT CONCERN THAT WE'RE TALKING TO PEOPLE WHO UNDERSTAND OUR UNIQUE COMMUNITY.
AND I'D APPRECIATE IF YOU COULD SHARE SOMETHING AT SOME POINT ABOUT THAT.
JAMES CAN I SAY SOMETHING, JEN? I THINK IN RESPONSE TO YOUR CONCERN, HAVING BEEN A PART OF THE SUMMER EXERCISE, THE PRIMARY FOCUS OF THAT WAS JUST TO TAKE ANY AND ALL EXISTING DOCUMENTS THAT WE HAVE IN THE DISTRICT AND TO SYNTHESIZE THOSE AND TO DETERMINE WHAT FACILITY IMPLICATIONS WE COULD FIND IN OUR GUIDING DOCUMENTS.
IT'S MEANT TO BE AN ORGANIC DOCUMENT.
IT'S SIMPLY A CATALYST FOR CONTINUED CONVERSATION.
BUT I THINK THAT DOCUMENT ITSELF IS GOING TO CHANGE CONSIDERABLY AS WE GET INTO THE PROCESS.
SO WE'RE GOING TO I'M GOING TO HAND THIS OVER TO TO TOM AYLOR HERE WITH VLK ARCHITECTS TO KIND OF RUN THROUGH, JUST GIVE AN OVERVIEW OF THE LONG RANGE FACILITY PLANNING PROCESS IN YOUR MIND. JUST ENVISION THAT COMING FROM INTO OVER TO VLK AND WHAT THAT WILL LOOK LIKE MOVING FORWARD.
GOOD MORNING. SO TOM AYLOR, I AM A RESIDENT OF EANES ISD AND A LONG TIME RESIDENT WHO HAS TWO BOYS THAT HAVE GONE THROUGH THE SYSTEM HERE.
LIKE ROBERT, I DON'T THINK I'VE EVER BEEN AT A 7 A.M.
BOARD MEETING, BUT I HAVE BEEN AT A 1 A.M.
BOARD MEETING, SO AND CLOSE TO TWO.
BUT MY BACKGROUND IS IN FACILITY PLANNING.
I'M AN ARCHITECT, HAVE SPENT NEARLY 35 YEARS FOCUSING ON K-12 EDUCATION, PRIMARILY PUBLIC EDUCATION, HAVE WORKED ON PROJECTS IN 33 DIFFERENT STATES MEXICO, CHINA, THE UAE AND SO ON.
SO I'VE GOT A LOT OF BROAD PERSPECTIVES.
SO IT'S SUPER EXCITING TO BE A PART OF OF YOUR OWN DISTRICT.
AND THERE'S CERTAINLY A LOT OF EMOTION THAT GOES WITH THAT.
AND BUT I DON'T EVER WANT TO COME IN AND SAY, WELL, I HAVE ALL THE ANSWERS BECAUSE EVERY ONE OF THOSE COMMUNITIES I'VE WORKED FOR IN EVERY SINGLE COUNTRY WHERE I'VE WORKED THERE, THERE'S SOMETHING DIFFERENT OR THERE'S SOMETHING UNIQUE ABOUT WHAT THEY'RE OFFERING.
AND, YOU KNOW, I HEARD SOMEBODY TALK ABOUT THE REASON THEY MOVED HERE, AND I ABSOLUTELY MOVED TO THIS COMMUNITY BECAUSE OF THE BECAUSE OF THE SCHOOLS AND AND WHAT COULD BE PROVIDED TO MY CHILDREN AS AS THEY THEY GREW UP AND HAVE BECOME A WELL ROUNDED CITIZENS BECAUSE OF THAT.
THE LONG RANGE FACILITIES PLANNING PROCESS IS YOU YOU PROBABLY KNOW THE THE TEXAS ADMINISTRATIVE CODE REQUIRES SCHOOL DISTRICTS TO HAVE A LONG RANGE PLAN. AND THEN THEY ALSO REQUIRE SCHOOL DISTRICTS TO HAVE EDUCATIONAL SPECIFICATIONS.
[00:45:02]
NOW, THE REALITY IS, IS I DON'T SEE A LOT OF SCHOOL DISTRICTS THAT REALLY DIVE DEEPLY INTO WHAT THOSE TWO DOCUMENTS MEAN.AND SO I WAS REALLY EXCITED AND AND HAVE HAD A LOT OF CHANCE TO REFLECT ON THE WORK THAT WAS DONE IN THE SUMMER, BECAUSE I THINK THE CONVERSATIONS WERE DRAMATICALLY DIFFERENT THAN MAYBE I'VE HEARD IN OTHER COMMUNITIES AND WHAT I'VE SEEN IN OTHER COMMUNITIES.
I ALSO THINK, YOU KNOW, THAT WE'VE ALL LIVED THROUGH COVID NOW, AND THAT'S PUT KIND OF NEW DEMANDS ON OUR SCHOOL SYSTEMS AND AND HAS CREATED A DIFFERENT KIND OF WORKFORCE IN THE TEACHERS AND HOW WE'RE RECRUITING TEACHERS AND HOW WE'RE GETTING TEACHERS TO STAY IN OUR COMMUNITIES.
AND SO ALL OF THAT CONVERSATION WAS WAS REALLY EXCITING FOR ME TO HEAR.
UM, I'M WORKING, I WORK WITH A LOT OF, OF DISTRICTS THAT SURROUND YOU.
AND I TOLD JEREMY YESTERDAY I HAVE NOT HEARD SOME OF THE CONVERSATION THAT I THINK IS REALLY IMPORTANT THAT WAS DISCUSSED THIS SUMMER, PARTICULARLY ABOUT CREATING A STUDENT STUDENT CENTERED ENVIRONMENT AND IN ONE WHERE STUDENTS HAVE HAVE A LOT OF CHOICE. YOU KNOW, I THINK WE'RE GETTING TO A POINT WHERE WE DON'T NECESSARILY HAVE TO EDUCATE KIDS BASED ON THEIR AGE, BUT THEIR PROFICIENCY IS MORE IMPORTANT THAN HOW CAN WE HOW CAN WE PROVIDE AN ENVIRONMENT THAT FLEXES WITH THAT AND ALLOWS STUDENTS TO TO EBB AND FLOW IN THE SYSTEM AS AS THEY NEED, NOT JUST BECAUSE THEY'RE A CERTAIN AGE.
SO THOSE ARE SOME OF THE DEEP CONVERSATIONS THAT WE HAD WITH INTO AND AND SO THAT WAS FUN.
SARAH KOPROWSKI, WHO YOU HEARD JEREMY MENTIONED SHE WAS A PART OF THAT.
SHE'S ONE OF OUR EDUCATIONAL PLANNERS.
SHE HAS A BACKGROUND OF ABOUT 20 YEARS IN PUBLIC EDUCATION.
THE LAST MANY YEARS OF HER CAREER IN PUBLIC, ED WAS AS A CURRICULUM DIRECTOR.
BUT HER ROLE IS REALLY TO HELP US CONTINUE THOSE DEEP CONVERSATIONS INTO THE INSTRUCTIONAL DELIVERY OF THE CURRICULUM, HOW YOU WANT THAT TO LOOK AND FEEL AND.
HOW HOW DOES THE BUILDING SPACES SUPPORT THAT DIRECTION AS A SCHOOL DISTRICT? YOU KNOW, SHE LEFT PUBLIC EDUCATION BECAUSE SHE DIDN'T SHE REALIZED THAT SHE HAD THIS REALLY UNIQUE, I GUESS, DESIRE TO BETTER UNDERSTAND THE IMPLICATION OF THE BUILT ENVIRONMENT ON TEACHING AND LEARNING.
AND SO THAT'S REALLY WHERE HER FOCUS IS.
SHE HELPS US AS ARCHITECTS BETTER INTERPRET THOSE DESIRES AS A AS A SCHOOL DISTRICT.
AND SO WE GET IT. WE GET DIFFERENT PERSPECTIVES AND IT PROVIDES BETTER CLARITY FOR US.
SO THAT'S A LITTLE BIT ABOUT GETTING US TO THIS POINT.
OH. SO THIS IS KIND OF AN OUTLINE OF THE PROCESS GOING FORWARD.
AND AND RIGHT NOW, YOU KNOW, WE'VE BEEN THROUGH THE DISTRICT VISIONING PROCESS.
UM, THAT PROCESS IS, IS, IS REALLY ABOUT THE FINDINGS AND DIRECTIONS.
AND I LOOK AT IT AS THE, THE WHAT AND WHY.
AND THE SPEC PIECE THAT WE'RE GETTING INTO NOW IS REALLY KIND OF THE HOW, HOW DO WE ACTION THOSE STATEMENTS AND, AND UNDERSTAND THAT NOT ALL OF THOSE ITEMS WILL BE ACTIONABLE THROUGH A FACILITY PIECE.
WE HAVE THE, THE EDUCATIONAL ADEQUACY, WHICH IS REALLY MAYBE ONE OF THE MOST IMPORTANT PIECES OF THE OF AS WE EVALUATE EACH CAMPUS AND LOOK AT WHAT NEEDS TO BE DONE OR ENHANCED OR IMPROVED GOING FORWARD TO DELIVER YOUR INSTRUCTIONAL MODEL.
UM, I'LL TALK A LITTLE BIT ABOUT THE LAUNCH PROCESS AND REALLY LAUNCH FOR US IS REALLY KIND OF A KICKOFF OF A OF A PLANNING EFFORT AND MAKING SURE THAT WE HAVE ALL THE RIGHT PARTS AND PIECES AND THAT'S WHERE WE'LL REALLY ENGAGE YOUR COMMUNITY AT.
[00:50:02]
EACH CAMPUS INVOLVED A GROUP OF CITIZENS, STUDENTS, TEACHERS, ADMINISTRATORS TO HELP FORM THOSE THOSE DECISIONS.AND THEN FINALLY, THE OUTPUT WILL BE SOME CONCEPTS THAT WILL BE DEVELOPED, TYPICALLY PROBABLY 2 TO 3 CONCEPTS FOR EACH CAMPUS OF HOW TO SOLVE OR BETTER IMPROVE THAT PARTICULAR CAMPUS SITUATION AND THEN AND THEN HAVE COST ASSOCIATED WITH DOING THAT.
A LOT OF SCHOOL DISTRICTS AND PEOPLE THINK, WELL, THAT'S WHAT WE'RE DOING IS WE'RE PLANNING A BOND.
YOU'D REALLY PROBABLY WANT TO UPDATE IT IN 3 TO 5 YEARS.
IT'S IT'S A ROADMAP TO HELP YOU GET SOMEWHERE.
I ALWAYS LIKE TO THINK OF A YOGI BEAR COMMENT.
HOW DO YOU KNOW YOU GOT THERE IF YOU DON'T KNOW WHERE YOU'RE GOING? AND SO THIS IS REALLY KIND OF SOMETHING TO ALLOW US AS AS A TEST OF ARE WE ARE WE DOING WHAT WE SAID WE WERE GOING TO DO? AND ARE WE ARE WE GOING TO BE ABLE TO GET THERE? SO THE SCHEDULE REALLY IS KIND OF EBBED AND FLOWED OVER THE COURSE OF THE SUMMER.
WE YOU KNOW, IT'S ALWAYS A CHALLENGE TO GET PEOPLE TOGETHER OVER THE SUMMER.
BUT RIGHT NOW WE'RE IN KIND OF THAT BIG BLUE BAR AT THE BOTTOM.
IT REALLY GOES ACROSS ALL THE PROJECTS.
THERE'S NOT A PARTICULAR FOCUS IN THE SPEC ON ON A PARTICULAR CAMPUS AND REALLY THINK OF THE SPEC AS KIND OF YOUR YOUR GUARDRAILS THAT WERE ESTABLISHING AS WE MEET WITH EACH CAMPUS.
SO, YOU KNOW, IF WE'RE TALKING ABOUT COLLABORATION AS A DIRECTION, YOU KNOW, WE WANT TO WE WANT TO KIND OF FIRM UP, WELL, WHAT WHAT IS THAT KIND OF LOOK LIKE? BECAUSE WE WANT TO MAKE SURE IT HAPPENS WITHIN A SECURE ENVIRONMENT, BUT THEN WE WANT TO GIVE THE EACH CAMPUS SOME AUTONOMY TO TO DETERMINE WHAT THAT WHAT THAT LOOKS LIKE FOR THEIR PARTICULAR CAMPUS.
SO THE THE THE SURVEYS ARE OUT NOW, WHICH ARE INDICATED IN THOSE KIND OF SMALLER BLUE BOXES.
WE'LL BE WRAPPING UP THE SPEC AND THEN STARTING THE THE CAMPUS PLANNING WITH WITH THAT LOCAL TEAM.
YEAH, WELL, MY BAD PRESENTATION, I GUESS.
SO THE SPECS, YOU KNOW, IT'S REALLY TO DEFINE YOUR DESIGN STANDARDS.
IT'S NOT. IT'S NOT ABOUT MATERIALS.
THIS IS REALLY ABOUT WHAT THE BUILDING NEEDS TO DO AND HOW IT NEEDS TO PERFORM.
THERE CAN BE THERE CAN A LOT OF IT WILL BE EDUCATIONAL STANDARDS.
THERE CAN SOMETIMES BE MINIMUMS OR MAXIMUMS OR ENERGY TARGETS OR GOALS THAT THE DISTRICT ESTABLISHES FOR SUSTAINABLE GOALS.
WELL, BUILDING THAT WAS A CONVERSATION WE ACTUALLY HAD IN THE WITH THE N2 GROUP TO TO REALLY UNDERSTAND THE THE ENVIRONMENT THAT THE STUDENTS AND THE TEACHERS ARE GOING TO BE IN.
ANY QUESTIONS ABOUT THAT? AND PLEASE STOP ME ALONG THE WAY IF YOU HAVE QUESTIONS.
SO THIS ACTUALLY IS THE EIGHT.
KEY TOPICS THAT CAME OUT OF THE FINDINGS AND DIRECTIONS.
UM, YOU KNOW, A LOT OF THESE THINGS, YOU CAN LOOK AT THEM AND KIND OF WONDER LIKE, WELL, YOU KNOW, WHAT IS HOW DO, HOW DO WE ATTACK BELONGING IN A FACILITIES APPLICATION? UM, AND I DO THINK, YOU KNOW, THERE ARE WAYS AS WE STUDY ARCHITECTURE AND ENVIRONMENT, YOU KNOW, CREATING SOME MORE TRANSPARENT ENVIRONMENTS. I'VE HEARD STUDENTS BEFORE, YOU KNOW, TALK ABOUT THEIR ABILITY TO HIDE OR GET LOST IN A CAMPUS.
AND SO, YOU KNOW, YOU WANT TO MAKE SURE THAT THE SPACES ARE ARE INVITING.
THEY'RE APPEALING THAT THEY GIVE THE STUDENTS SOME LEVEL OF OF THEIR OWN CHOICE.
AND SO THOSE ARE HOW THOSE THINGS START TO GET SPELLED OUT ARCHITECTURALLY.
UM, THOSE THINGS WILL LOOK A LOT DIFFERENT AS YOU GO FROM CAMPUS TO CAMPUS.
[00:55:05]
EDUCATION AND INSTRUCTIONAL THINGS THAT MIGHT HAPPEN DIRECTLY TO AN OUTDOOR CENTER THAT CONNECTS TO, TO THE CLASSROOM OR TO A A CENTRAL COURTYARD. WHEREAS IN THE HIGH SCHOOL LEVEL, THAT MIGHT BE MORE JUST FOR STUDENT DINING OR RELAXATION OR SOME OTHER FORMAT.SO THOSE THINGS START TO LOOK A LITTLE BIT DIFFERENT AT EACH CAMPUS LEVEL.
IT. SO OUR WORK IN THIS IS AGAIN, I MENTIONED IT'S BY THE TEXAS ADMINISTRATIVE CODE.
YOU'RE REALLY SUPPOSED TO HAVE ONE OF THESE ON HAND.
AND I THINK IT VARIES FROM SCHOOL DISTRICT TO SCHOOL DISTRICT.
WHAT WHAT LEVEL OR WHAT THEY REALLY HAVE.
AND AND THE CHALLENGES HERE ARE CERTAINLY DRAMATICALLY DIFFERENT AND I THINK MORE FOCUSED ON WHAT'S REALLY IMPORTANT, WHICH IS THE TEACHING AND LEARNING AND HOW HOW THE STUDENTS ARE GOING TO ADVANCE AND GROW WITHIN OUR SYSTEM.
I MENTIONED THAT WE CURRENTLY HAVE SOME SURVEYS OUT AND THE SURVEYING IS REALLY TO HELP GIVE US A GENERAL UNDERSTANDING OF WHAT THE DAY TO DAY CHALLENGES ARE FROM THAT SPECIFIC CAMPUS.
AND THERE'S THERE'S REALLY TWO QUESTIONNAIRES AND ONE IS IS ABOUT THE CONDITIONS.
IT'S ABOUT THE THINGS THAT WE DON'T CAN'T REALLY READILY SEE THAT MIGHT BE BROKEN.
A GREAT EXAMPLE IS LIKE WE HAVEN'T HAD A LOT OF RAIN.
WELL, WHEN IT DOES RAIN, IT FLOODS OVER HERE.
SAME WITH PLUMBING SYSTEMS. YOU KNOW, WHEN THREE KIDS FLUSH THE TOILET AT THE SAME TIME, IT BACKS UP.
YOU KNOW, I'LL NEVER KNOW THAT BY JUST GOING OUT THERE AND PHYSICALLY LOOKING AT IT.
SO THAT KIND OF COLLECTS THAT KIND OF DATA.
I THINK MORE IMPORTANTLY IS THIS EDUCATIONAL ADEQUACY SURVEY WHICH REALLY STARTS TO EVALUATE THE ABILITY OF THE BUILDING TO ENHANCE WHAT THE TEACHER IS DOING.
AND SO WE OFTEN SEE, LIKE, YOU KNOW, IN THIS DISTRICT, MOST OF THE BUILDINGS ARE SOMEWHAT OLD ROUND. MAYBE THE NEWEST WAS MAYBE 80, MID 80S OR SOMETHING.
SO SO WITH THAT, YOU KNOW, A LOT HAS HAPPENED IN 26 YEARS, PARTICULARLY TECHNOLOGY AND THE EXPANSION OF TECHNOLOGY AND ALL THE THINGS WE'RE DOING WITH THAT.
BUT AGAIN, THIS THESE BUILDINGS THAT ARE ALLOWING FOR MORE HANDS ON IN REAL WORLD EXPERIENCES REQUIRE SOME VERY SPECIALIZED KINDS OF SPACES.
AND SO, YOU KNOW, AS AS A PARENT, I'LL TAKE MY ARCHITECT HALF OFF FOR A MINUTE.
I ALWAYS, YOU KNOW, BECAUSE I KNOW LIKE, HEY, HAYES JUST BUILT THIS BRAND NEW HIGH SCHOOL AND I KNOW WHAT'S HAPPENING IN THAT BRAND NEW HIGH SCHOOL AND THE TYPES OF CTE PROGRAMS AND THE TYPE OF TECHNOLOGY THEY'RE UTILIZING AND THEIR VET MEDICINE PROGRAM AND ALL THESE THINGS.
AND, YOU KNOW, IF YOU JUST LOOK AT THAT FROM A TEACHER RETENTION PERSPECTIVE AND WE'RE COMPETING IN THE SAME MARKET FOR THOSE SAME TEACHERS, IT CAN AT TIMES BE HARD TO COMPETE BECAUSE OUR FACILITIES AREN'T AT THAT SAME STANDARD.
NOW. OUR TEACHING AND LEARNING IS WAY HIGHER.
OUR TEACHERS REALLY MAKE DO WITH IN A KIND OF A SUBPAR ENVIRONMENT.
SO THAT'S KIND OF WHAT WE'RE LOOKING AT IN THAT EDUCATIONAL ADEQUACY.
AND THE RANKING SYSTEM IS, IS A 1 TO 5 RANKING SYSTEM.
SO YOU'RE NOT GOING TO SEE THAT SOMETHING'S DRAMATIC.
[01:00:08]
BUT I DON'T USE THAT DOCUMENT TO TO TO SCARE PEOPLE.AND SO THERE'S AN APPROPRIATE AMOUNT OF PARKING FOR THAT HIGH SCHOOLS SHOULD HAVE.
AND THAT WE KNOW THAT, YOU KNOW, WHEN SOMEBODY IS PARKED THERE IN THE RIGHT SPOT AND THEY'RE A PART OF THIS CAMPUS, THE HIGH SCHOOL WILL PROBABLY NOT SCORE WELL WHEN WE RATE THE SITE RIGHT.
BUT THAT DOESN'T MEAN IT'S A BAD CAMPUS.
SO JUST KEEP THAT IN MIND THAT, HEY, THERE'S THERE'S THINGS THAT EVERY SINGLE SCHOOL DISTRICT WORKS, WORKS WITH AND HAS THAT MAYBE IS NOT NOT PERFECT BECAUSE THAT'S JUST THE WAY IT'S BEEN.
SO WE'LL LOOK AT PROBABLY IT'S ABOUT 12 DIFFERENT CATEGORIES, BUT ATHLETICS, FINE ARTS, OUTDOOR SPACES, YOU KNOW, THE SITE CONDITIONS, ETCETERA, AND EVALUATE THE CAMPUSES AND EACH CAMPUS WILL GET A SCORE AND THAT WILL ALLOW US AS ARCHITECTS TO REALLY KIND OF FOCUS IN ON HOW IS THE BUILDING NOT HELPING AND WHAT ARE THOSE OTHER FINDINGS AND DIRECTIONS THAT WE WE NEED TO BLEND TOGETHER INTO THE FINAL CONCEPT DESIGNS.
AND THEN SO PROJECT BENCHMARKING.
SO YOU'RE LIKE, WELL, HOW DO WE GET THERE? I JUST MENTIONED HAZE AS AN EXAMPLE.
SO WHAT WE WANT TO DO IS, IS COMPARE YOUR FACILITIES TO A BASELINE.
SO THE FIRST BASELINE IS THE EDUCATIONAL SPECIFICATION DOCUMENT.
IS IT MEETING THE STANDARD OF WHAT THEY WANT? AND IF NOT, WHY IS IT NOT AND HOW CAN THAT BE IMPROVED? BUT THE OTHER STANDARD IS COMPARING TO OTHER MODERN 21ST CENTURY SCHOOLS THAT HAVE ALL THE AMENITIES.
IF WE WIN BUILT SOMETHING BRAND NEW IN EANES ISD, WHAT WOULD IT HAVE? AND LET'S BENCHMARK BENCHMARK YOUR EXISTING FACILITIES AGAINST THAT TO DETERMINE, YOU KNOW, HOW IS IT PERFORMING AND AND WHAT DO WE NEED TO DO? IN ALREADY MENTIONED KIND OF THE FACILITIES CONDITIONS, THE FACILITIES CONDITIONS IS AN IMPORTANT PIECE OF THIS LONG RANGE PLAN AND THAT IT HELPS JEREMY AND HIS TEAM TO START DETERMINING, YOU KNOW, WHAT BUILDING NEEDS TO GET REROOFED.
IS THAT BUILDING GOING TO BE IN USE FOR THE NEXT 25 YEARS OR THE LIFE EXPECTANCY OF THAT THAT MAINTENANCE OR OPERATIONAL ISSUE THAT WE'RE TRYING TO CORRECT? IT HELPS GIVE US SOME GUIDANCE OF MAKING SURE THAT THE MONIES THAT ARE BEING SPENT IN THE DISTRICT FROM AN A SIDE ARE ARE THE MOST APPROPRIATE.
AND ALSO, AS YOU KNOW, AS AS HAVING A SUPER HIGH RECAPTURE, YOU KNOW, MAKING SURE THAT THOSE THINGS ARE PLANNED AND IN ALIGNMENT WITH WHAT JEREMY AND HIS TEAM ARE WANTING TO DO.
SO SO WE CAN HOPEFULLY PAY FOR THOSE THROUGH THE INS WHERE EVERY DOLLAR WE GET TO KEEP.
SO. SO WE WILL BE LOOKING AT FACILITIES CONDITIONS.
THESE ARE A COUPLE OF JUST LITTLE EXAMPLES.
THE THE THING WE'LL DO ONCE WE GET THE SURVEYS BACK IS ACTUALLY GO AND VISIT WITH EACH CAMPUS TO DISCUSS THEIR RESULTS AND TO ASK THEM IN MORE DETAIL. WELL, EXPLAIN TO ME WHAT A LOT OF THINGS STORAGE IS ALWAYS A PROBLEM.
OKAY, WELL, SHOW ME WHERE ARE YOU STORING STUFF AND WHAT NEEDS TO GO WHERE.
AND NOW WE HAVE DIFFERENT REQUIREMENTS FOR RECORD STORAGE.
YOU KNOW, EVEN TALKING ABOUT COVID, I MENTIONED IT.
NOW, ONE OF THE THINGS THAT WE LOOK FOR IS THERE AN ISOLATION ROOM? YOU KNOW, YEAH, THERE'S A NURSE'S OFFICE, BUT WE MIGHT NOT WANT TO PUT A STUDENT THAT IS CARRYING FLU OR COVID INTO THE NURSE'S.
WE MIGHT HAVE A SEPARATE ROOM.
SO THOSE ARE THINGS THAT ARE KIND OF DIFFERENT IN TODAY'S KIND OF THINKING WITH WITH WHAT WE'VE BEEN THROUGH AND THEN JUST UNDERSTANDING THAT EVERYTHING HAS A LIFE CYCLE AND WHERE WHERE ARE YOU AT WITHIN THAT LIFE CYCLE? UM. TALKED A LOT ABOUT THAT.
SO CAPACITY VERSUS ENROLLMENT.
[01:05:06]
THAT. WE WANT TO LOOK FOR INEFFICIENCIES AND TRY TO TO IMPROVE THAT WHERE WE CAN.UM, SOME OF THAT MIGHT JUST BE, WELL, WE, THERE'S NOTHING WE CAN, WE CAN DO ABOUT IT.
THERE IS THERE A BETTER WAY TO IMPLEMENT THOSE PROGRAMS TO CREATE A MORE EFFICIENT AND A MORE EFFECTIVE USE OF THE BUILDING? AND THEN JUST OTHER CONSIDERATIONS THAT WE'LL LOOK AT, YOU KNOW, I MENTIONED.
YOU KNOW, ENERGY ENERGY'S A GOOD ITEM, TOO, TO THINK ABOUT.
AND AGAIN, CHAPTER IN A HIGH RECAPTURE DISTRICT.
WHEN I COMPARE BUILDINGS OF THE AGE THAT YOU HAVE AND I ASKED JEREMY YESTERDAY IF HE IF HE COULD PROVIDE ME YOUR ANNUAL ENERGY USAGE DATA PER CAMPUS, THEN WE CAN COMPARE THAT BACK TO WHAT WE WOULD EXPECT A NEW OR A MODERN BUILDING TO PROVIDE.
AND AND PARTICULARLY THE ISSUES ARE WE WE HAVE A LOT BETTER WAYS TO INSULATE BUILDINGS.
WE HAVE A LOT BETTER WAYS TO TO.
TAKE A BUILDING AND NOT MAKE IT WHERE IT'S LEAKY.
AND THAT TYPICALLY IS THE PROBLEM WHERE ALL OF A SUDDEN YOU'RE NOT EVEN IN THE BUILDING, BUT THE AC SYSTEMS ARE RUNNING BECAUSE OF ALL THE THE MOISTURE AND THE AIR FLOW THAT'S GETTING INSIDE THE BUILDING JUST BECAUSE IT'S NOT TIGHT.
AND SO WE REALLY WANT TO EVALUATE KIND OF THE ENERGY PERFORMANCE AND AND MAKE DECISIONS THAT CAN ENHANCE OR IMPROVE THAT BOTTOM LINE DOLLAR FOR YOU ON THE MACRO SIDE. SO THAT TAKES US TO THIS CAMPUS LEVEL PLANNING.
AND WE TALKED A LITTLE BIT ABOUT AND THERE WAS QUESTIONS ABOUT, WELL, HOW ARE WE GOING TO INCLUDE THE COMMUNITY AND EACH INDIVIDUAL AT EACH INDIVIDUAL CAMPUS? SORRY. SO SARAH'S.
IT'S BEEN REALLY FUN WORKING WITH HER THROUGH A LOT OF DIFFERENT CLIENTS.
WE'LL UTILIZE THE SPEC REALLY KIND OF AS A GUARDRAILS, BUT BUT ALLOW EACH CAMPUS TO HAVE SOME AUTONOMY TO WHAT THEIR DECISIONS ARE ON THEIR CAMPUS TO TO SOLVE THOSE THOSE KINDS OF OF GUIDING POINTS.
AND SO THOSE TWO ARE REALLY GOOD EXAMPLES OF CAMPUSES THAT HAVE A LOT OF NATURAL DAYLIGHT.
YOU KNOW, THE FINGER PLAN WORKS REALLY WELL FOR THAT.
NATURAL DAYLIGHT WILL PROBABLY BE AN OUTCOME IN THE SPEC.
SO WE WANT TO EVALUATE THAT AND UNDERSTAND THAT HOW WE HOW WE SOLVE THAT AT DIFFERENT CAMPUSES MIGHT, MIGHT LOOK AND FEEL, FEEL DIFFERENTLY, BUT WE WANT THEM TO HAVE SOME CHOICE IN HOW THEY DO THAT.
THE PROCESS AND I THINK WE SEE.
SO SO IN THIS PROCESS WE WE USE A COUPLE DIFFERENT.
TOOLS. SORRY, BUT ONE IS REALLY UNDERSTANDING WHAT WHAT THE STUDENT EXPERIENCE IS AND AND WHAT YOU WANT IT TO BE.
AND SO WE'LL DIVE IN THROUGH SOME SOME WE CALL THEM GAMING EXERCISES, BUT REALLY TO ENGAGE THE TEAMS IN SOME THOUGHT, SOME ABILITY TO REPORT BACK OUT TO US WHAT THAT LOOKS LIKE AT THEIR CAMPUS.
AND AND IT REALLY HELPS US KIND OF DEFINE WHERE THE.
WHERE THE HICCUPS ARE, I GUESS WITH WITH THE DELIVERY OF OF THE INSTRUCTION.
THE THE OTHER THING IS USING THESE TOPOLOGY BOARDS AND I WASN'T GOING TO BRING ONE TODAY.
AND THESE BOARDS ARE ARE A GREAT TOOL FOR.
FOR THERE TO BE DISCUSSION AROUND OF WHAT WHAT DOES A SMALL GROUP INSTRUCTIONAL SPACE LOOK LIKE?
[01:10:04]
AND THOSE ARE KIND OF THINK SPACES AND IT CREATES SPACE MIGHT BE MORE OF A HANDS ON OR A MAKERSPACE TYPE SPACE.AND AGAIN, WHAT DID THOSE LOOK AND FEEL LIKE? RECENTLY I WAS I WAS DOING THIS AND ONE OF THE STUDENTS ON ON THE OUTDOOR LEARNING POINTED TO A PICTURE AND STARTED TO DESCRIBE.
AND I WAS LIKE, WELL, WHAT DO YOU LIKE ABOUT THAT? AND I THOUGHT IT WAS ALL THE TREES AND THE GREENERY.
BUT IT'S INTERESTING THE KIND OF FEEDBACK AND IT HELPS STIMULATE KIND OF THOUGHT AND AND AND DIALOG THAT GIVES US A BETTER UNDERSTANDING OF WHAT THE CHALLENGES ARE SO THAT.
HEATHER AND THEN ELLEN. I DON'T ACTUALLY HAVE A QUESTION.
I JUST WANT TO SAY I'M REALLY EXCITED ABOUT DOING THIS BECAUSE EVERY TIME I GET TO GO TO ANOTHER DISTRICT THAT HAS SOMETHING NEW AND COOL, I'M LIKE, ENVIOUS, YOU KNOW? AND SO I'M REALLY EXCITED THAT WE'RE GOING TO GET THE OPPORTUNITY TO THINK ABOUT SOME REALLY NEAT THINGS THAT WE GET TO DO FOR OUR STUDENTS.
SO THANK YOU FOR BEING HERE AND FOR ENGAGING IN THIS WORK WITH US.
HEATHER ELLEN THIS IS A REALLY EXCITING PROCESS.
COULD WE GET A LINK TO THOSE JUST SO THAT WE COULD BE BETTER, BETTER INFORMED AS TO WHAT WHAT THE NEWEST INFORMATION SAYS? AND TOM, I LOVE THE THE EIGHT DIRECTION TOPICS THAT EMERGED FROM THIS PROCESS.
I THINK THEY ARE SPOT ON AND I CAN SEE HOW THEY RELATE TO THE DOCUMENTS THAT WE HAVE.
BUT I WAS CURIOUS, YOU MENTIONED THE HANDS ON LEARNING AND I KNOW THAT ENGAGED LEARNERS AND THEREFORE HANDS ON OPPORTUNITIES IS VERY IMPORTANT. WHICH ONE OF THESE WOULD IT FIT INTO? HOW WOULD HANDS ON LEARNING FIT INTO THE DIRECTION TOPICS? IT'S SO I DON'T HAVE THOSE HERE IN FRONT OF ME.
LET ME SEE IF I CAN FIND THEM.
SO CERTAINLY THEY'LL PROBABLY FIT IN A COUPLE BOXES THERE.
THE TECHNOLOGY PIECE IS CERTAINLY ONE THAT WE SEE.
AND WHEN I'M THINKING ABOUT TECHNOLOGY HERE, IT'S MORE IT'S NOT THE THE DATA AND FIBER AND THE COMPUTERS, BUT IT'S THE TECHNOLOGY OF OF THE ACTUAL ACTIVITY. SO WE'RE SEEING A LOT, YOU KNOW, YOUR YOUR CURRENT ROBOTICS FACILITY WOULD BE KIND OF A GOOD EXAMPLE OF HOW WE'RE IMPLEMENTING A PROGRAM THAT THAT IS SURROUNDED BY KIND OF THIS TECHNOLOGY OR CTE.
I THINK I THINK IT ALSO KIND OF FALLS INTO THAT ACADEMIC EXCELLENCE AND THE STUDENT ACTIVITY BOX.
UM, I ALSO THINK, YOU KNOW, BELONGING IS ONE THAT I THINK WHEN YOU'RE, YOU'RE TALKING ABOUT KIND OF HAVING SOME STUDENT CHOICE, THEN I THINK IT KIND OF FITS THERE TOO THAT THAT.
SO HOPEFULLY THAT HELPS ANSWER.
BUT I DON'T THINK THERE'S A THERE'S GOING TO BE A SIMPLE LIKE, OH THIS THIS FITS SPECIFICALLY IN THIS ONE AREA BECAUSE I THINK A LOT OF THEM START TO TO OVER, YOU KNOW, OVERLAP IN OTHER AREAS.
THANK YOU. AND MY LAST QUESTION IS ON THE EDUCATIONAL ADEQUACY INDEX, THE BENCHMARKING, HOW DO YOU WEIGHT THE VARIOUS FACTORS? I MEAN, I KNOW THAT EACH CAMPUS WILL GET GRADED, IF YOU WILL, BUT THEN HOW DO YOU DECIDE, OKAY, WHICH ONES ARE OF THESE? SAY WE HAVE A LOW SCORE, ARE THERE SOME THAT WE JUST SAY IT'S THE WAY IT IS AND AND HOW DO WE PRIORITIZE WHETHER OR NOT IT'S A BARRIER ISSUE OR WHETHER OR NOT IT'S SOMETHING THAT CAN BE MODIFIED IN A.
SO. SO WE WE PROVIDE KIND OF THE SCORING AND PROVIDE KIND OF THE REASON FOR THE SCORING.
BUT WE'RE NOT WE WE'RE HERE TO WORK WITH YOU TO DECIDE WHAT THE OUTCOME IS.
[01:15:07]
SO. SO IN LAW SCHOOL DISTRICTS THAT HAVE AN ELEMENTARY SCHOOL THAT'S BUILT ON A REALLY SMALL SITE AND THEY DON'T HAVE A LOT OF PLAY AREAS, IT IT'S NOT OUR.MOST OF THE TIMES THE POLITICS OF THAT SPECIFIC TOPIC, WE DON'T WE PROBABLY DON'T UNDERSTAND LIKE YOU OR THE CAMPUS DOES.
AND THEREFORE, SO WE'RE JUST PROVIDING A SCORE TO GIVE GUIDANCE TO A DISCUSSION.
THERE'S MORE OF A DEFINITIVE LIKE WHEN YOU'RE AT 50 TO 60% OF THE REPLACEMENT COST OF A BUILDING, THEN DISTRICTS START TO THINK REALLY HARD ABOUT, WELL, WE PROBABLY SHOULD REPLACE THAT CAMPUS WITH SOMETHING NEW.
AND AND BECAUSE OF THE ADDED BENEFIT OF, HEY, WE CAN TYPICALLY BETTER ENHANCE SAFETY AND SECURITY THROUGH A NEW BUILDING, WE CAN PROBABLY GET BETTER UTILIZATION OF THE SITE THROUGH A NEW BUILDING.
WE CAN WE CAN DEFINITELY GET BETTER ENERGY PERFORMANCE WITH A NEW BUILDING.
IT'S JUST IT'S A POINT OF REFERENCE AND A DISCUSSION.
THANK YOU. WE'LL GO TO KIM AND THEN LAURA.
AND I KNOW THAT WE'RE GOING TO HAVE FURTHER CONVERSATIONS.
I THINK I WANT TO STEP BACK AND JUST TO TO EVERYONE, TOM AND TO ROBERT AND JEREMY, CAN YOU TALK A LITTLE BIT THAT THE APPROPRIATE PERSON TALK A LITTLE BIT ABOUT THE PROCESS AS TOM, AS YOU KNOW, WE'VE GOT AN ENGAGED COMMUNITY AND I THINK THERE ARE AS WE GO ON THIS PROCESS, THERE'S GOING TO BE MORE ENGAGEMENT.
I'D LIKE TO UNDERSTAND HOW YOU'VE SEEN IN OTHER DISTRICTS WHEN YOU INVOLVE THE COMMUNITY AND WE'VE GOT A WE'VE GOT A PLANNING COMMITTEE THAT WE'RE GOING TO PUT TOGETHER. BUT I THINK THE GREATER COMMUNITY NEEDS TO BE INVOLVED AND IS GOING TO WANT TO BE INVOLVED.
SO ARE THERE BEST PRACTICES ON MAYBE HOW WE TOUCH ON THE COMMUNITY AND IN THE PROCESS AND IN VARIOUS OUTCOMES AS WE MOVE FORWARD? THAT'S MY FIRST QUESTION.
SO. SO I'D PROBABLY SAY, I MEAN, ANY TIME IS A GOOD TIME TO HAVE COMMUNITY INVOLVEMENT.
AND SO MANY OF US IN THE COMMUNITY, EVEN THOUGH WE LIVE HERE, IT'S HARD FOR US TO SAY, OH, WELL, HILL COUNTRY SHOULD DO THIS OR THAT. AND SO I THINK THE BEST TIME IS IS REALLY TO ALLOW THESE COMMUNITY, THE CAMPUS LEVEL COMMUNITY MEETINGS TO HAPPEN FOR EACH SPECIFIC CAMPUS.
AND LET LET THERE BE SOME OUTCOME TO THAT.
BUT IN TERMS OF OF OF ACTUALLY GETTING A COMMUNITY GROUP ENGAGED, I'D PROBABLY LET THIS PROCESS FINISH OUT AND HAVE HAVE SOME OPTIONS THAT ARE NOW AVAILABLE FOR DISCUSSION AND SOME ABILITY FOR US TO BE ABLE TO RESPOND TO THOSE COMMUNITY QUESTIONS AS TO THE THE WHY OF IT.
AND SO, YOU KNOW, I DON'T WANT I WOULD WANT EACH EACH CAMPUS TO HAVE THEIR ABILITY WITHOUT TOO MUCH TOO MUCH CHATTER OUT HERE TO TO DISTRACT THAT THAT PROCESS AND KIND OF THE PURITY OF THE PROCESS. AND, YOU KNOW, WE'RE NOT TRYING TO HIDE.
AND AND SO WE WANT TO KEEP IT THAT WAY.
BUT UNDERSTAND THAT, YOU KNOW, THE CHOICES THAT EANES ELEMENTARY ARE REALLY ABOUT EANES ELEMENTARY.
AS LONG AS THEY FALL WITHIN THE GUIDE, THE GUIDING BOUNDARIES OF THE OF THE SPEC.
THAT'S JUST THAT'S MY BELIEF AND I THINK IT'LL IT'LL RUN SMOOTHER THAT WAY.
[01:20:02]
THANK YOU. TOM CAN I THEN JUST KIND OF PROBE ON THAT? SO WHEN YOU TALK ABOUT YOU JUST TALKED ABOUT AT THE CAMPUS LEVEL AND, AND I'M JUST TRYING TO UNDERSTAND, I, YOU KNOW, YOU GUYS ARE THE EXPERTS, BUT AT THE CAMPUS LEVEL, THERE'S GOING TO BE A DISCUSSION ABOUT THAT CAMPUS.AND THEN AT SOME PART, AT SOME POINT IN THE PROCESS, WILL THERE BE COMMUNITY ENGAGEMENT? I'M NOT SAYING CONSTANT COMMUNITY ENGAGEMENT.
ARE YOU GOING TO HAVE A DIALOG OR IS BEST PRACTICE TO HAVE A DIALOG AND THEN GET SOME INPUT FROM THE COMMUNITY? AND I'M JUST LOOKING AT IT.
IS IT A CLOSED PROCESS OR IT IS? IS IT A VERY OPEN PROCESS OR AT ONE POINT AT WHAT POINT DO YOU ELICIT CAMPUS, YOU KNOW, OPINION? YOU WANT TO TALK ABOUT THE TEAM BUILD UP? YEAH. AND SO I THINK THERE WILL BE OPPORTUNITY THAT I THINK WHAT TO BE DETERMINED IS THE WAY IN WHICH WE DO THAT WE HAVE.
THOUGHT EXCHANGE MAY BE A VEHICLE THAT WE COULD UTILIZE FOR SOME FEEDBACK, BUT I THINK IT IS IMPORTANT, JUST LIKE TOM MENTIONED, THAT WE DO HAVE SUBSTANCE TO THAT THAT PRODUCT THAT WE'RE GOING TO POSSIBLY SHARE WITH WITH OUR COMMUNITIES TO TO GATHER FEEDBACK BASED ON THE WORK THAT THE CAMPUS COMMITTEE DID.
I THINK FEEDBACK ON THE BACK END MAY BE A LITTLE BIT MORE PRODUCTIVE WITH WITH OUR COMMUNITY.
WE HAVE NOT DEFINED THAT EXACT THE EXACT WAY THAT WE'RE GOING TO TO GATHER THAT FEEDBACK.
IT SEEMS LIKE A REASONABLE TOOL TO BE ABLE TO USE.
AND I'M JUST TRYING TO GET GATHER WHERE AND IT SOUNDS LIKE THERE WILL BE A PROCESS TO TO STOP ELICIT FEEDBACK AND THEN KEEP MOVING FORWARD.
IS THAT WHAT I'M HEARING? YES.
YES. AND AGAIN, THE CAMPUS WILL BE A REPRESENTATIVE OF THAT CAMPUS COMMUNITY.
I MEAN, THAT'S WHAT WE'RE TRYING TO DO.
PERFECT. AND THEN THE SECOND QUESTION I HAD, WHICH IS MAYBE AN ADMINISTRATIVE QUESTION, WHEN WE'RE PULLING TOGETHER THESE CAMPUS TEAMS, LIKE THE VISIONING TEAM, IT WAS THERE WAS A LOT OF LEADERSHIP, BUT IN THE CAMPUS TEAMS, IS THERE ALSO GOING TO BE THE USERS OF THE CAMPUS, THE, YOU KNOW, PARENTS AND STAFF OUTSIDE OF LEADERSHIP? YEAH. SO THE COMPOSITION WILL LOOK DIFFERENT ON OUR CAMPUSES BECAUSE WE DO NEED TO HAVE REPRESENTATION FROM THE LEADERSHIP NEEDS TO BE THERE, BUT ALSO OUR STAFF THAT ARE TEACHING INSIDE THOSE BUILDINGS BUT OUR OUR PARENTS AND COMMUNITY AS WELL.
SO WE NEED ALL OF THOSE COMPONENTS.
TO WHOM ARE THOSE SURVEYS GOING? YEAH. SO RIGHT NOW THEY'RE INTENDED FOR PRINCIPAL AND CAMPUS LEVEL LEADERSHIP TEAM.
SO, YOU KNOW, AT THE HIGH SCHOOL IT MIGHT BE THAT DEPARTMENT HEADS ARE ARE ALSO A PART OF THAT BECAUSE THEY MORE INTIMATELY UNDERSTAND THEIR SPECIFIC DEPARTMENT AND FOR SURE ON THE EDUCATIONAL ADEQUACY, THERE WILL BE SPECIFIC SECTIONS LIKE FINE ARTS AS AN EXAMPLE, WHERE IT ASKS NUMEROUS QUESTIONS ABOUT FINE ARTS, AND WE WOULD WANT THE FINE ARTS DIRECTORS, EVEN AT THE MIDDLE SCHOOLS, TO WEIGH IN ON THOSE AREAS.
IS THERE A WAY TO INCLUDE MORE THAN JUST LEADERSHIP? IN THESE QUESTIONNAIRES OR SURVEYS, OR IS THAT PART OF THE PROCESS OR DO YOU SEE THAT JUST IN THE NEXT STEP? I THINK THE INITIAL SURVEYS, IF I UNDERSTAND, ARE FOCUSED ON THE INSTRUCTIONAL AND THE EDUCATIONAL ADEQUACY OF THE FACILITY RIGHT NOW.
SO IT'S A BASELINE THAT WE'RE ESTABLISHING.
AND AT THAT POINT WE WOULD CERTAINLY GATHER FURTHER INPUT.
YOU KNOW, JUST KIND OF KIND OF TRYING TO THINK ABOUT THAT.
[01:25:03]
HELP GUIDE THAT. SO WE'LL HAVE TO KIND OF WORK ON HOW BEST THAT LOOKS.BUT WE DEFINITELY WANT THE COMMUNITY'S FEEDBACK AND THE COMMUNITY'S INPUT AND TYPICALLY WHY WHILE IT'S FRESH, YOU KNOW, WE JUST GOT THROUGH WITH THAT PLANNING. SO NOW LET'S REACH OUT TO THE COMMUNITY, WHETHER IT'S THROUGH A, YOU KNOW, SOME KIND OF FORMAL PRESENTATION OR A COMBINATION OF THAT AND THOUGHT EXCHANGE.
THANK YOU, KIM. I HAVE LAURA, THEN DIANE, THEN HEATHER.
I ACTUALLY DON'T THINK I HAVE ANY QUESTIONS, AND I HAVE LOTS OF THOUGHTS AND I COULD NOT BE MORE EXCITED ABOUT THIS PROCESS AND I COULD NOT BE MORE EXCITED ABOUT SOME OF THE THINGS THAT I HEARD BOTH OF YOU ALL SAY TODAY.
I'VE BEEN THINKING ABOUT THIS EVERY SINCE I'VE BEEN ON THE BOARD.
EVERY TIME WE HAVE A OUR GOALS AND PRIORITIES WORKSHOP.
AND I ALWAYS CHALLENGE ADMIN TO DREAM AND TO THINK BIG AND AND DO THAT.
WHAT IF WE WEREN'T COMPLETELY CONSTRAINED BY TIA? WHAT IF WE COULD DO WHATEVER WE WANTED? WHAT WOULD IT BE? AND THIS IS SORT OF OUR OPPORTUNITY TO DO THAT AND TO THINK BIG AND THINK OUTSIDE OF THE BOX.
AND I DO APPRECIATE THE FACT THAT YOU CALLED OUT AND THAT IT'S WITHIN DEVELOPED SPACES AND THAT ALIGN WITH TIA STANDARDS, BECAUSE THAT'S THOSE ARE DEFINITELY OUR GUARDRAILS.
EDUCATION HASN'T CHANGED IN HUNDREDS OF YEARS.
WE'RE STILL EDUCATING KIDS THE SAME WAY.
I LOVED YOUR IDEA THAT YOUR DISCUSSION ABOUT STUDENT CENTERED OPPORTUNITIES AND TO EDUCATE INSTEAD OF EDUCATING THE EH THE CHILD AT THAT AGE.
AND TO HEAR IT THAT DISCUSSED IN THIS FORUM MEANS EVERYTHING.
IT MEANS WE'RE MAKING PROGRESS.
UM. LOTS AND LOTS OF THOUGHTS.
LIKE I SAID, VERY EXCITED ABOUT THIS.
WE'VE. WE KNOW SO MUCH ABOUT WHERE WE NEED TO BE.
WE HAVE REALLY GOOD INFORMATION ON WHAT BUSINESSES ARE LOOKING FOR.
AND WE ALSO KNOW THAT SORT OF HOW WE EDUCATE KIDS.
ISN'T NECESSARILY PREPARING THEM FOR THAT.
AND SO TO HAVE THIS OPPORTUNITY TO MAKE THESE CHANGES AND MAKE THESE ADJUSTMENTS IS JUST.
SORRY, I DON'T HAVE ANY I DON'T HAVE ANY QUESTIONS.
DAN? OF COURSE, I'M EXTREMELY EXCITED AS WELL.
YOU MENTIONED HOW THIS IS NOT A BOND PLANNING PROCESS, BUT ULTIMATELY WE'RE GOING TO BE PRESENTING A VERY LARGE BOND PACKAGE AT SOME POINT THAT WE NEED TO GET APPROVED AND THERE WILL BE TAX INCREASES.
OF COURSE, OUR PRIMARY FOCUS IS THE EDUCATION OF OUR YOUTH.
I'M CURIOUS, KNOW, I'M VERY HOPEFUL THAT WE CAN TOUCH THAT GROUP AS WELL AND UNDERSTAND WHAT THEIR NEEDS ARE SO THAT WE CAN GET AS MANY PEOPLE IN OUR COMMUNITY. I THINK WE HEARD THE NUMBER 70% OF OUR COMMUNITY DOESN'T HAVE YOUTH IN OUR SCHOOLS.
HOW CAN WE USE THESE FACILITIES AS EFFICIENTLY AND EFFECTIVELY AS WE CAN TO PROVIDE AS MUCH SERVICE AND USEFULNESS TO OUR ENTIRE COMMUNITY? AND HAVE YOU IN YOUR WORK WITH OTHER DISTRICTS INCLUDED THAT ASPECT OF VISIONING? YEAH. SO KIND OF IN THAT OTHER CATEGORY, THERE'S A, THERE'S A BIG BUCKET OF OTHER NEEDS AND ISSUES OR WANTS OR, OR PROGRAMS. AND SO WE DON'T THAT WHATEVER THE PLAN COMES OUT, IT WILL BE INCLUSIVE OF EVERYTHING.
I KNOW A LOT OF DISTRICTS RIGHT NOW ARE ARE LOOKING AT LIKE TEACHER HOUSING.
AND I DON'T WANT BUT THAT'S KIND OF ANOTHER BUCKET ITEM.
IT'S NOT THE DISTRICT'S MAIN GOAL OR THE GOAL IS TO EDUCATE KIDS.
BUT BUT ALSO HOW DO YOU RETAIN TEACHERS? IS THAT OTHER BUCKET SO AND THESE OTHER PROGRAMS ARE GOING TO FALL IN THERE.
SO, YES, WE CERTAINLY WILL LOOK AT HOW THOSE PROGRAMS FIT IN AND HOW THEY BEST WORK.
AND AND THEN WHAT ARE THOSE OTHER IDEAS, MAYBE SOME THAT YOU'RE NOT DOING RIGHT NOW, BUT SHOULD BE.
[01:30:02]
IT'S FOR TOMORROW OR TEN YEARS DOWN THE ROAD.WHERE DOES WHERE DOES IT FIT? SO ABSOLUTELY.
AND ANOTHER THIS IS ACTUALLY PART OF THE GROUP THAT I WAS IN DURING THE VISIONING PROCESS.
WE'VE LONG SAID THAT WE'RE KIND OF THE PARKS AND REC FOR OUR COMMUNITY AND I THINK THAT WE CAN'T FORGET ABOUT THAT WHEN WE GO IF WE GO TO LOOK IN MODERNIZING BUILDINGS AND THEN WE DON'T WANT TO INHIBIT THAT.
BUT IT'S ALSO WHEN WE USE OUR BUILDINGS, CAN WE DO THAT IN A WAY WHICH YOU DON'T HAVE TO HAVE ACCESS TO THE WHOLE ENTIRE BUILDING? AND SO HAVING THAT ACCESS WAS IMPORTANT.
BUT ALSO THE WORD WENT FROM FLEXIBILITY TO ADAPTABILITY AND HOW CAN WE MAKE MORE ADAPTIVE SPACES CAN REALLY ADAPT TO TO JUST ABOUT ANYTHING AND HAVE ALL THE RESOURCES THERE IN ORDER TO TO DO SO.
AND SO THOSE CONVERSATIONS ARE THOSE ARE KIND OF UNIQUE HERE.
AND IT'S IMPORTANT TO US, BUT IT'S MORE IMPORTANT TO OUR COMMUNITY.
AND SO WE NEED TO TRY TO MAINTAIN THOSE THINGS.
AND SO UNDERSTANDING THAT THERE'S NOT EVEN ENOUGH MEETING SPACE FOR THESE CLUBS BECAUSE THANKFULLY WE HAVE HUNDREDS OF THEM. AND SO THAT'S KIND OF ANOTHER BUCKET LIST ITEM OF HOW CAN WE BETTER SERVE THOSE CLUBS AND THOSE PROGRAMS THAT STUDENTS ARE ENGAGING IN AFTER HOURS OR IN THE EARLY IN THE MORNING.
GOOD QUESTION. THANK YOU, DIANE.
WE'RE GOING TO GO TO JEN AND THEN HEATHER.
THANK YOU SO MUCH. THIS IS LIKE EVERYBODY ELSE.
NOT REALLY. ANY QUESTIONS I'M VERY MUCH REMINDED OF.
GOSH, WAS IT 2012 ISH THE LAST TIME WE DID THIS? AND IT WAS A HUGE PROCESS, HUGE UNDERTAKING.
LOTS OF THE PEOPLE IN THIS ROOM WERE INVOLVED IN VARIOUS COMMITTEES AND IT.
ULTIMATELY IT WAS DISAPPOINTING.
WE DID NOT MAKE A LOT OF PROGRESS.
WE DIDN'T ACHIEVE MANY OF THE THINGS THAT WE HOPED TO THAT THAT COMMITTEE HOPED TO.
I THINK THAT ONE OF THE THINGS, TOM, THAT YOU MENTIONED THAT GIVES ME A LOT OF HOPE WAS YOUR REMINDER THAT WE NEED TO HAVE REGULAR CHECK INS, THAT THIS CAN'T BE A PROCESS OVER THE COURSE OF ONE YEAR.
AND THEN WE HOPE THAT WE PASS A COUPLE OF BONDS TO GET THESE THINGS DONE.
THERE HAVE TO BE REGULAR AND CONSISTENT CHECK INS TO MAKE THIS OR A VERSION OF THIS COME TO FRUITION OVER THE COURSE OF A DECADE WHERE MANY OF US IN THIS ROOM MAY NOT BE HERE, BUT WE WANT ULTIMATELY WANT THE RIGHT OUTCOME FOR THIS DISTRICT BECAUSE WE ALL CARE ABOUT THIS DISTRICT DEEPLY. TO DIANE'S POINT, I THINK ONE OF THE LESSONS LEARNED OVER THE PAST 15 TO 20 YEARS IN THIS DISTRICT THAT I'VE BEEN HERE IS THAT THAT 70% DOES NOT LIKE A TAX INCREASE.
AND THIS DOES NOT HAVE TO AND IT DOESN'T AUTOMATICALLY INCLUDE A TAX INCREASE.
AND I THINK IT'S REALLY IMPORTANT TO POINT THAT OUT.
THE REALITY FOR US AROUND THIS TABLE IS THAT WE STARTED THIS AT LEAST VAGUE DISCUSSION OR OVERVIEW OF A DISCUSSION OF THIS PROCESS OVER A YEAR AGO WHEN WE STARTED TALKING ABOUT THE NEED TO HAVE SOME SORT OF PROCESS LIKE THIS, THE NEED TO HAVE, YOU KNOW, A LARGE TRANSFORMATIVE BOND AT SOME POINT.
AND WE WERE TALKING ABOUT IT IN THE SENSE OF BONDS AT THAT POINT.
AND WHAT DID WE FORESEE? CHRIS WAS REALLY HELPFUL IN HELPING US KIND OF OUTLINE A PATH OF HOW FREQUENT BONDS COULD HAPPEN IN A WAY THAT WOULD NOT INCREASE TAXES.
SO I REALLY ENCOURAGE EVERYBODY TO HERE TO REALLY CONSIDER THE FACT THAT THIS IS GOING TO BE A LONG PROCESS.
[01:35:01]
PROCESS. SO WE NEED TO BE REALLY THOUGHTFUL IN THE WAY THAT WE CONTINUE TO UPDATE, TO CONTINUE TO ACCEPT FEEDBACK FROM OUR COMMUNITY AND TO BE REALLY, REALLY MINDFUL ABOUT THE BOND PROCESS.TO JEN'S POINT ABOUT THE CONVERSATION STARTING ABOUT A YEAR AGO, I WOULD ACTUALLY LIKE TO CREDIT THE FORMER BOARD FROM ABOUT SIX YEARS AGO, I THINK IT WAS SIX YEARS AGO THAT STARTED ENVISION EANES BECAUSE I THINK A LOT OF THIS CONVERSATION HAPPENED THERE AND JAMES AND LAURA AND I WERE A PART OF THAT.
AND WE SAW, YOU KNOW, THAT THERE WAS SOME SEWAGE ISSUES AT ONE OF OUR CAMPUSES.
WE SAW SOME OTHER, YOU KNOW, THINGS THAT POPPED UP.
WE ALSO HEARD ABOUT THE DREAMS THAT THOSE PRINCIPALS HAD AT THAT TIME.
AND WE TALKED ABOUT CURRICULUM AND HOW THINGS WERE CHANGING.
AND SO I THINK THAT THESE CONVERSATIONS HAVE BEEN HAPPENING IN OUR COMMUNITY.
AND SO I THINK THAT, YOU KNOW, OUR COMMUNITY HAS BEEN ENGAGED.
AND SO I DON'T THINK ANY OF THIS WILL COME AS A SURPRISE.
UM, BUT I ALSO I HOPE THAT OUR, OUR COMMITTEES ARE GOING TO EXPLORE THINGS MORE OUTSIDE THE BOX, LIKE, YOU KNOW, REVENUE SOURCES.
AND IT IS A PHENOMENAL PROGRAM.
AND SO, YOU KNOW, THAT'S A HUGE OPPORTUNITY, IN MY OPINION.
AND THEN ALSO THE TEACHER AND STAFF HOUSING, I THINK, IS SOMETHING THAT WE DO NEED TO THINK ABOUT.
AN EXAMPLE IMMEDIATELY CAME TO MY MIND THAT HITS EVERY SINGLE ONE OF THESE BOXES.
AND IT WAS WHEN I WAS TOURING VALLEY VIEW RECENTLY.
UM, EXCUSE ME, I SAW SOME FIFTH GRADERS THAT THE COUNSELOR IS WORKING WITH TO DO MORNING ANNOUNCEMENTS AND THEY'RE USING AN IPAD AND THEY'RE GOING AND FILMING SEGMENTS AND THEN SHOWING IT TO CLASSES.
AND I LOVED IT BECAUSE IT REALLY DID BRING UP, YOU KNOW, THEY'RE USING TECHNOLOGY.
THEY HAVE A SENSE OF BELONGING IN THIS GROUP.
THEY'RE PASSIONATE ABOUT, YOU KNOW, GIVING THE VALLEY VIEW NEWS TO THEIR SCHOOL, YOU KNOW, THEIR SCHOOL, THE SOFT SKILLS AND THE PEOPLE SKILLS AND WORKING TOGETHER TO CREATE SOMETHING, YOU KNOW, THE PROFESSIONAL LEARNING LIKE IT LITERALLY HITS AT ACADEMIC EXCELLENCE, STUDENT ACTIVITIES, COMMUNITY ENGAGEMENT, LIKE YOU NAME IT.
THEY ARE DOING AMAZING THINGS.
HE IS NOW AN IMAGINEER WITH DISNEY AFTER OUR PROGRAM AND ALSO DOES LIGHTING FOR CIRQUE DU SOLEIL.
AND HE LEARNED THAT AND GOT THAT HERE AT WESTLAKE.
AND SO BEING ABLE TO PROVIDE THAT LEVEL AND WE PUT A LOT OF MONEY INTO THAT PROGRAM.
RIGHT. AND A LOT OF TIME AND A LOT OF TEACHING.
AND IT'S AN AMAZING, AMAZING PROGRAM.
BUT I WANT MORE OF THAT AND MORE OF THAT HANDS ON LEARNING, TO YOUR POINT, ELLEN, AND IT MADE ME THINK WHEN I WAS AT VALLEY VIEW, I'VE BEEN TO ANOTHER SCHOOL THAT NINE YEARS AGO HAD A ROOM WITH A GREEN SCREEN THAT HAD A DESIGNATED SPACE THAT THOSE KIDS CAME IN AND LEARNED HOW TO DO A LITTLE NEWS SHOW AND THEY WENT OUT WITH THEIR THEIR CAMERAS OR THEIR IPADS AND THEY RECORDED AND THEN THEY CAME BACK AND THEY HAD TO EDIT LIKE IT WAS A WHOLE THING.
SO I AM SO EXCITED THAT WE ARE GOING TO BRING OUR FACILITIES UP TO SPEED AND GIVE OUR KIDS MORE, MORE OPPORTUNITIES THAT REALLY PROVIDE THAT MEANINGFUL HANDS-ON LEARNING, BECAUSE OUR TEACHERS HAVE DONE AMAZING THINGS.
AND I MEAN, OBVIOUSLY THE NICHE RATINGS JUST SHOW THAT WE ARE PHENOMENAL.
BUT LIKE, IMAGINE THE POSSIBILITIES OF HOW MUCH BETTER WE CAN BE.
THANK YOU. THANK YOU. THANK YOU, HEATHER.
ANY OTHER QUESTIONS? THOUGHTS FROM THE BOARD? I'LL SHARE A FEW.
UM, SO WHEN I THINK ABOUT, YOU KNOW, WE'VE PASSED BONDS RECENTLY SINCE I'VE BEEN ON THE BOARD, AND I THINK ABOUT AND I MAY BE TOO NARROW IN THIS, BUT I THINK ABOUT FIX, MODIFY AND TRANSFORM.
AND A LOT OF TIMES WE SPEND A LOT OF MONEY FIXING THINGS.
[01:40:01]
WE'RE REPLACING CARPETS AND PAINTING AND STUFF LIKE THAT.AND A LOT OF OUR MONEY GOES THERE, AND THAT'S TO MAINTAIN THESE FACILITIES, MODIFY, YOU KNOW, WE WE SEE AN OPPORTUNITY TO REBUILD OUR LIBRARIES, CHANGE THE BOOKSHELVES, ETCETERA, ETCETERA. BUT IT'S THAT TRANSFORM SPACE, I THINK THAT REALLY STARTS TO TICKLE OUR CREATIVE MINDS.
AND RECENTLY I THINK WE'VE SEEN THE ROBOTICS FACILITIES, A TRANSFORMATIVE SPACE FOR THAT GROUP.
I THINK THE AQUATIC CENTER IS EXTREMELY TRANSFORMATIVE.
THE WRESTLING FACILITY AS WELL.
AND I THINK WE'RE VERY EXCITED ABOUT LIVING IN THIS SORT OF TRANSFORMATIVE WORLD.
FRANKLY, AS BOARD MEMBERS, THAT THAT'S OUR DOMAIN.
WE WE LIVE OUTSIDE OF THE DAY TO DAY OPERATING.
BOARD ADMINISTRATIVE CONFERENCE THIS WEEKEND.
BLOW MY MIND, YOU KNOW, JUST THIS DIDN'T EVEN THINK ABOUT THAT.
BUT THEY HAVE A SUCCESSFUL AVIATION PROGRAM, THE SORT OF TRANSFORMATIVE THINGS.
AND I AND I THINK I SHARED THIS STORY WHEN WE STARTED ENVISION EANES CAN YOU IMAGINE WALT DISNEY, WHO HAS MADE A HUGE FORTUNE ON DRAWING A MOUSE, WALKING INTO HIS BOARD OF DIRECTORS AND SAYING, NOW I WANT TO OPEN A THEME PARK THAT'S A LONG WAY OUTSIDE OF THEIR AREA OF EXPERTISE.
WHEN WE START DOING THIS I'VE THROUGH LEADERSHIP, TASBIH AND OTHER THINGS, A LOT OF US HAVE HAD AN OPPORTUNITY TO STEP INTO SOME OF THESE NEWER BUILDINGS JUST COMPLETELY OUTSIDE OF THE WORLD.
WE KNOW I WAS AT A HIGH SCHOOL IN EL PASO THAT JUST BLEW MY MIND.
THE THINGS THAT THEY HAD, THEY HAD JUST BEAUTIFUL TELEVISION STUDIO.
THEY HAD FOOD TRUCKS FOR THEIR CAFETERIA, FOR THEIR FOOD AT LUNCH.
AND I AND I ENCOURAGE US TO USE YOUR EXPERTISE, TOM, OF YOUR EXPERIENCE IN SOME OF THESE SPACES TO REALLY THINK ABOUT WHAT WHAT WE CAN DO TO OUR DISTRICT TO TRANSFORM THESE SPACES, BECAUSE THERE'S A GREAT OPPORTUNITY AND IT STARTS WITH COMMUNITY INPUT.
BUT CERTAINLY THERE'S OTHER ELEMENTS TO THAT AND I LOOK FORWARD TO HOW WE'RE GOING TO DO THAT.
AND IT LOOKS LIKE WE'RE TALKING ABOUT PROBABLY FINISHING UP WHAT LOOKS WHAT, 20, 24TH AUGUST.
AND I'M WONDERING, TOM, IN YOUR IN YOUR HISTORY DOES THAT.
ARE YOU WORRIED AT ALL ABOUT A TIMELINE LIKE THAT, OR DOES THAT SEEM TO FIT WITH WHAT YOU'VE DONE HISTORICALLY? AND IF YOU'RE THINKING I MEAN, WE'RE PROBABLY A RELATIVELY SMALL SCHOOL DISTRICT COMPARED TO SOME YOU'VE WORKED WITH, BUT DOES THAT TIMELINE SEEM REASONABLE? SO I WOULD PROBABLY SAY WITH MOST CLIENTS WE WORK WITH, THE TIMELINE IS PROBABLY COMPRESSED, BUT I DON'T.
MOST SCHOOL DISTRICTS, THEY'RE THEY'RE FAST GROWTH.
THEY THEY'RE TRYING TO GET, YOU KNOW, ANOTHER 2000 KIDS UNDER A ROOF.
AND SO THEIR PLANNING IS REALLY ONLY THINKING VERY NARROWLY ABOUT THAT.
AND THIS CONVERSATION IS A LOT BIGGER AND I THINK A LOT MORE IMPORTANT AND PARTICULARLY, YOU KNOW, I DO THINK.
I THINK THE REALLY COOL THING ABOUT DEAN'S IS WHY WE'RE WE'RE ONE REALLY CLOSE KNIT COMMUNITY.
OUR SCHOOLS DO HAVE THEIR OWN CULTURE.
AND SO UNDERSTANDING THAT CULTURE AND REALLY RESPECTING AND RESPONDING TO IT.
AND SO AND THEN THE UNIQUE NATURE THAT WE ARE ONE HIGH SCHOOL DISTRICT AND WE'LL BE FOREVER.
YOU, PARTICULARLY IN THE WORK THAT ENTO DID? THERE WERE SOME CONVERSATIONS THAT I WAS REALLY EXCITED ABOUT, BUT BUT NEEDED A DEEPER DISCUSSION TO SAY AND THAT THAT'S NOT SOMETHING AGAIN, THAT CAN BE RUSHED.
SO I THINK THE TIMELINE IS, IS IS RESPONDING TO THE UNIQUE NATURE OF OF THE PLAN.
AND SO IT IT IS LONGER IN THAT REGARD.
AND WE'RE NOT TRYING TO RUSH TO AN END DATE NECESSARILY.
SO IF IT HAS TO GET EXTENDED OR WE CAN ADVANCE QUICKER IN SOME AREAS WE WILL.
[01:45:06]
AND THE THE FINAL OUTPUT THAT THAT WE NEED.YOU KNOW, I'LL GO BACK TO THAT 2012 PLAN.
I MEAN, I READ THROUGH THAT ENTIRE PLAN.
BUT YEAH, WHEN I READ THROUGH IT, I'M LIKE, WOW, THIS IS OFF BASE.
I THINK ABOUT THIS BOARD HAS BEEN VERY COMMITTED TO NOT RAISING OUR TAX RATE FOR EANES.
IN FACT, WE'VE LOWERED IT OVER TIME.
AND I THINK ABOUT WHAT CAN WE FIT IN AT PERIODS OF TIME IN THE FUTURE.
AND DO YOU SEE WHEN A DISTRICT DOES SOMETHING LIKE THAT AND NOW THEIR LONG RANGE PLAN IS 2 OR 3 YEARS OLD, YOU WOULD SEE US REVISITING SOME OF THESE THINGS OVER TIME, RIGHT? LIKE WE'RE NOT GOING TO LOCK A LONG RANGE PLAN AND AND SAY WE'RE NOT GOING TO TOUCH IT AGAIN.
IT'S GOT TO BE THIS LIVING DOCUMENT THAT WE CONTINUE TO UPDATE AS WE MOVE ALONG, RIGHT? YEAH, ABSOLUTELY. YOU KNOW, I SAID, YOU KNOW, THREE THE PLAN WILL REALLY PROBABLY ADDRESS A TEN YEAR PERIOD, BUT YOU REALLY WANT TO UPDATE, AT LEAST REVISIT IT ABOUT EVERY THREE YEARS, MAKE SURE YOU'RE STILL ON COURSE AND THAT THINGS HAVEN'T CHANGED.
CERTAINLY, YOU KNOW, THERE'S NEW RULES AND THINGS THAT THE SCHOOL DISTRICT HAS TO FOLLOW.
YOU KNOW, SAFETY AND SECURITY STANDARDS HAVE RECENTLY CHANGED.
SO YOU'VE GOT TO CONSTANTLY UPDATE YOURSELF TO THAT AND THEN AND THEN HAVE SOME REFLECTION.
ARE WE STILL HEADED IN THAT DIRECTION? BUT I'VE SEEN MOST MOST OF MY CLIENTS THAT I'VE WORKED WITH, THEY'VE THEY'VE INITIATED AT LEAST A TEN YEAR PLAN OF BELTON ISD IS ONE THAT THEY RIGOROUSLY, RIGOROUSLY FOLLOWED THAT PLAN AND REEVALUATED IT EVERY TWO YEARS.
AND IT WAS MORE TO UPDATE THE COMMUNITY ABOUT WHERE WE'RE AT IN THE PLAN AND THE WHY.
THE PLAN IS GOING TO BE WAY TOO BIG TO IMPLEMENT IN ANY ONE BOND PACKAGE.
IT'S A IT'S A SERIES OF STRATEGIC MOVES TO GET YOU TO THE END RESULT.
AND IT CAN'T HAPPEN OVERNIGHT.
AND I'LL JUST WRAP UP BY ECHOING SOME OF THE PREVIOUS THOUGHTS.
I REALLY THINK THAT HAVING SPACES THAT ARE AVAILABLE TO OUR COMMUNITY, WE TALK ABOUT 50, 60, 70% OF OUR COMMUNITY NOT HAVING CHILDREN IN SCHOOL, BUT THEY THEY DO HAVE ACTIVITIES. WE DO HAVE GROUPS MEETING.
WE I THINK ABOUT THE EANES HISTORY GROUP, THOSE GREAT MEETINGS, JUST HAVING THE ABILITY, LIKE YOU SAID, JEREMY, TO ACCESS A SPACE WITHOUT GETTING INTO THE WHOLE BUILDING I THINK IS HUGE. AND I AND I, I THINK WE'VE MISSED SOME OF THOSE OPPORTUNITIES YEARS AND YEARS PAST.
BUT THE COMMUNITY I THINK, WOULD BENEFIT FROM THOSE.
I APPRECIATE THAT YOU'RE THINKING ABOUT THAT.
ANY OTHER THOUGHTS FROM THE BOARD? DR. ARNETT. ANY THOUGHTS? OKAY. THANK YOU, GENTLEMEN.
ALL RIGHT, TOM, ROBERT, THANK YOU VERY MUCH.
SO WANT TO ASK BECAUSE WE'RE IN A WORKSHOP FORMAT WHICH IS UNIQUE AND A LITTLE BIT MORE INFORMAL BEFORE WE GO TO THE NEXT TWO SEGMENTS ON THE AGENDA TODAY, WOULD THE BOARD LIKE A BREAK? IS THERE SOMETHING THAT YOU'D.
OKAY. WE CAN CERTAINLY PROVIDE THAT.
THIS IS A GOOD OPPORTUNITY FOR US TO TRANSITION TO THE NEXT TWO TOPICS.
SO. SO DO YOU WANT TO MEET BACK AT 9:00? 9:00? WE CAN RECONVENE.
ALL RIGHT. I GUESS TECHNICALLY, WE ARE RECONVENING IN OPEN SESSION.
I WILL TURN IT OVER TO YOU, DR.
ARNETT. ALL RIGHT. THANK YOU, MR. SPRADLEY. WELL, IN THE CONTEXT OF LONG RANGE PLANNING, WE WANTED TO BRING BACK TWO TOPICS THAT WE PREVIOUSLY DISCUSSED WITH THE BOARD AND HAVE HAD DISCUSSIONS WITH STAFF, WITH PARENTS, WITH THE COMMUNITY OVER THE LAST YEAR AND WANTED TO PROVIDE AN UPDATE ON OUR THINKING AROUND BOTH OF THESE ISSUES AND THESE CHALLENGES. BUT REALLY TO GET A CHECK FOR UNDERSTANDING, TO MAKE SURE THAT THE BOARD UNDERSTANDS WHERE WE'RE AT AND WHAT WE HAVE LEARNED AND WHAT WE ARE PROPOSING AS WE GO FORWARD. BUT THEN TO PROVIDE AN OPPORTUNITY FOR YOU TO ASK QUESTIONS AS WELL.
SO LET'S BEGIN WITH VALLEY VIEW ELEMENTARY, BECAUSE THIS CERTAINLY HAS BOTH FACILITY AND PROGRAMMATIC IMPLICATIONS AS WE LOOK AT THE ENROLLMENT OF THAT CAMPUS AND POTENTIAL USE OF THAT SPACE.
[01:50:07]
WE REALLY BEGAN THIS DISCUSSION IN EARNEST WITH THE COMMUNITY AND WITH STAFF ON AUGUST THE 30TH.THOSE WERE, OF COURSE, PRESENTED TO THE BOARD ON SEPTEMBER 5TH.
WE WERE BACK WITH THE STAFF THERE AT VALLEY VIEW THIS WEEK.
AND NOW THIS MORNING WE'RE GOING TO KIND OF SHARE WITH YOU OUR THOUGHTS.
BUT THAT REALLY IS BASED ON CONSIDERABLE COMMUNITY INPUT.
I KNOW THAT EACH OF YOU HAVE SPENT A LOT OF TIME VISITING WITH INDIVIDUALS AND WITH GROUPS.
WE MET WITH THE PARENTS IN A TOWN HALL SETTING ON SEPTEMBER THE 6TH.
I REALLY THINK THAT WAS A CATALYST FOR CONVERSATION AND UNDERSTANDING AND LEARNING, AND IT CERTAINLY HAS MOBILIZED THE CUERNAVACA COMMUNITY THAT PRIMARILY SERVES VALLEY VIEW.
AND WE HAVE SOME DATA TO SHARE WITH YOU THIS MORNING AND WITH THE COMMUNITY.
THERE'S A CONSIDERABLE AMOUNT OF QUANTITATIVE DATA THAT THIS NOW PROVIDES FOR US, BUT WE'RE GOING TO TRY TO SUMMARIZE SOME OF THAT FOR YOU THIS MORNING BECAUSE WE THINK THAT IT DOES PROVIDE A GOOD CONTEXT FOR SOME OF THE THINGS THAT WE'RE GOING TO DISCUSS.
SO, CLAUDIA, I'LL TURN IT OVER TO YOU.
ARNETT SAID, THIS WAS A NEW PLATFORM THAT WE WERE TRYING WE HAD HEARD WE TALKED TO OTHER DISTRICTS AROUND THE COUNTRY EVEN TO TRY TO FIND SOME SORT OF TOOL THAT COULD HELP US GET INPUT FROM PEOPLE, BUT ALSO DO KIND OF A UNIQUE ANALYSIS OF IT AND THOUGHT EXCHANGE IS EXACTLY IT.
SO WE WERE EXCITED TO BE ABLE TO LAUNCH THIS.
YOU CAN. AM I DRIVING? NO. THANK YOU.
SO WE LAUNCHED A THOUGHT EXCHANGE FOR THIS PARTICULAR CHALLENGE.
AND THE WAY THE WAY THAT EXCHANGE WORKS, IF YOU DIDN'T PARTICIPATE, IF FOR THE COMMUNITY OUTSIDE OF VALLEY VIEW IS WE POSE A QUESTION. AND SO THIS IS THE QUESTION WE POSED.
WHAT ARE SOME IMPORTANT THOUGHTS TO CONSIDER REGARDING THE FUTURE OF VALLEY VIEW ELEMENTARY IN RELATION TO THE DISTRICT'S LONG RANGE FACILITY PLAN? AND WE DID PROVIDE A LITTLE BIT OF BACKGROUND ON HOW THE LONG RANGE FACILITY PLAN ISN'T SET.
SO DON'T DON'T JUST GET HUNG UP ON THAT PART OF IT.
AND THEN WHAT PARTICIPANTS DO IS THEY GO IN AND THEY PUT IN A COMMENT AND THEIR THOUGHT AND THEN OTHER AS OTHER PEOPLE PUT IN THOUGHTS, THEN YOU CAN GO BACK IN AND RATE THOSE THOUGHTS.
SOMEONE ELSE CAN GO IN THERE AND GIVE IT THREE STARS, SOMEONE CAN GIVE IT FIVE STARS.
IT'S ALL COLLECTED INTO RATINGS ESSENTIALLY.
SO IF YOU'LL SEE HERE WE HAD 230 PARTICIPANTS AND 183 THOUGHTS AND THEN A LITTLE OVER 7200 RATINGS. AND WE MET WHEN WE MET WITH THE THOUGHT EXCHANGE PEOPLE TO GO THROUGH THIS BECAUSE, AGAIN, IT WAS OUR FIRST TIME WHEN WE MET WITH THEM TO GO THROUGH THE DATA AND DO SOME ANALYSIS.
THEY SAID THAT IN TERMS OF STRONG ENGAGEMENT, THEY LOOK FOR A RATING OF 15 RATINGS PER THOUGHT AND WE HAD 40.
SO THEY WERE BLOWN AWAY BY OUR ENGAGEMENT RATE.
SO KUDOS TO THE COMMUNITY FOR THAT.
SO HERE'S A THE THE PARTICIPANTS THAT WERE INVOLVED IN THIS EXCHANGE.
AND YOU CAN SEE HOPEFULLY IT'S NOT TOO SMALL.
WE HAD 72% PARENT GUARDIAN PARTICIPATION.
BUT OBVIOUSLY, WHEN YOU COMBINE THOSE, YOU HAVE ABOUT 35%.
ONE THING I DO WANT TO POINT OUT IS THAT WE HAD SOMEONE QUESTION OFFERING THIS KIND OF COMMUNITY
[01:55:03]
ENGAGEMENT IN OTHER LANGUAGES, AND THOUGHT EXCHANGE DOES HAVE THAT ABILITY.I DON'T EVEN MAYBE THERE'S 30 OR 40 DIFFERENT LANGUAGES.
YOU CAN CHOOSE TO GO THROUGH THIS PROCESS.
SO JUST SO YOU KNOW, WE DID OFFER THAT.
AND AS YOU CAN SEE, WE HAVE NINE THEMES THAT CAME OUT OF THE PROCESS.
AND IT'S INTERESTING, YOU KNOW, WHAT WE HEARD FROM THE TOWN HALL, WHAT WE HEARD THIS MORNING, THAT'S EXACTLY WHAT CAME OUT OF THIS THOUGHT EXCHANGE.
IT'S REALLY INTERESTING TO HEAR THE SIMILARITIES.
BUT SO IN TERMS OF WHAT YOU'RE SEEING HERE, THESE ARE THE HIGHEST RATED THOUGHTS THAT CAME OUT OF ALL THE THE ENGAGEMENT.
AND THEY'RE KIND OF GROUPED INTO DIFFERENT CATEGORIES OF THOUGHTS.
SO THAT'S WHAT YOU'RE SEEING HERE, THESE THEMES OF OF THE THOUGHTS THAT ROSE TO THE TOP.
AND SO HERE'S HERE'S A SUMMARY OF THE EXCHANGE.
AND AGAIN, IF YOU LOOK AT IF YOU IF YOU LOOK AT WHAT PEOPLE SAID AT THE TOWN HALL, IF YOU LOOK AT THE THE FEEDBACK THAT YOU'VE RECEIVED FROM PEOPLE, IF YOU LOOK AT THE THEMES THAT EMERGED FROM THE THOUGHT EXCHANGE, THIS IS IT.
THEY WANT A QUALITY EDUCATION.
THEY WANT A FAIR EDUCATION ACROSS ALL SCHOOLS THROUGHOUT THE DISTRICT, INCLUDING VALLEY VIEW.
AND THERE WAS A THOUGHT THAT EMERGED THAT IF IF VALLEY VIEW WERE TO BE CLOSED, WHICH WE HAVE NOT SAID THAT FOR THE RECORD, IF VALLEY VIEW WERE TO BE CLOSED, THEN THEY WOULD WANT TO STAY TOGETHER AND GO TO BARTON CREEK.
SO THAT ACTUALLY CAME UP AS A THOUGHT THROUGHOUT THIS PROCESS.
AND THOUGHT EXCHANGE IS A REALLY COOL KIND OF SUMMARY AS WELL.
BY PUTTING TOGETHER A WORD CLOUD FROM ALL OF THE THOUGHTS THAT PEOPLE PUT INTO THE EXCHANGE, AND AGAIN, AS YOU CAN SEE, COMMUNITY IS RIGHT UP THERE, FRONT AND CENTER, BIG TOGETHER, KEEPING THE KIDS TOGETHER.
SO I JUST THOUGHT THAT WAS AN INTERESTING WAY TO SHOW.
TO SHOW THIS THOUGHT EXCHANGE IN A SUMMARY AS WELL.
A REAL QUICK SUMMARY OF THE OF THE EXCHANGE THAT WE RAN.
I WILL SAY THAT THOUGHT EXCHANGE CAN GIVE YOU A TON OF DATA.
BUT WE WILL PUT TOGETHER A MORE COMPREHENSIVE REPORT AND SEND THAT OUT TO THE COMMUNITY SO THEY CAN SEE REALLY THE DETAIL BECAUSE AGAIN, THIS IS HIGH LEVEL, BUT WE WANT TO BE ABLE TO SHOW ALL THOSE THOUGHTS THAT KIND OF CAME INTO BUILDING THESE THEMES.
THANK YOU, CLAUDIA. DOES ANYONE HAVE QUESTIONS ABOUT SPECIFICALLY ABOUT THE THOUGHT EXCHANGE PROCESS? OKAY. THANK YOU.
ALL RIGHT, CLAUDIA, THANK YOU.
I WILL SAY THAT THIS DATA WAS AFFIRMING, AND I WANT THE COMMUNITY AND I WANT PARENTS IN PARTICULAR TO KNOW AND WE CERTAINLY STRESS THIS TO STAFF AS WELL, THAT WE HAVE LISTENED INTENTLY THROUGH EACH OF THESE CONVERSATIONS.
AND I THINK TODAY, HOPEFULLY YOU'LL SEE THAT WE'RE TRYING TO BE RESPONSIVE TO WHAT WE HAVE HEARD.
THIS GOES BACK A LITTLE BIT MORE THAN A MONTH AGO BECAUSE WE NOW REVISITED THESE OPTIONS WITH THIS INFORMATION AND WHICH WITH THE LEARNINGS THAT WE HAVE GAINED FROM ALL OF THE CONVERSATIONS AND THE INTERACTIONS THAT WE'VE HAD WITH THE COMMUNITY.
SO THESE WERE THE OPTIONS THAT WE ORIGINALLY PRESENTED WHERE WE WERE LOOKING FOR FEEDBACK.
WE BELIEVE THAT VALLEY VIEW HAS USE AND IT HAS A FUTURE.
SO WHILE IT'S LISTED AS AN OPTION AND IT IS CERTAINLY SOMETHING THAT COULD BE CONSIDERED, WE'RE SEEING THAT IN OTHER DISTRICTS WHEN THEY'RE LOOKING AT UNDERUTILIZED CAMPUSES, THEY ARE ACTUALLY CLOSING SCHOOLS.
[02:00:05]
THAT CERTAINLY ALIGNS WITH SOME OF THE THINGS THAT WE'RE BEGINNING TO DISCUSS WITH REGARD TO FUTURE FACILITY PLANNING.WE ALWAYS HAVE THE OPTION FOR IT TO REMAIN A TRADITIONAL K THROUGH FIVE SCHOOL AND WE'LL COME BACK TO THAT I THINK IN JUST A FEW MINUTES AND TALK ABOUT WHAT THAT MIGHT LOOK LIKE FOR VALLEY VIEW. ONE OF THE OTHER OPTIONS CERTAINLY, AND THIS CERTAINLY CAME OUT IN THE THOUGHT EXCHANGE AS WELL AS OUR COMMUNITY FORUM, IS TO LOOK AT JUST REDRAWING ATTENDANCE AREAS FOR ALL OF OUR ELEMENTARY SCHOOLS SO THAT OUR ENROLLMENTS ARE BETTER BALANCED.
OUR RELUCTANCE TO REALLY TALK ABOUT THAT AT THIS POINT IS THAT'S A VERY EXTENSIVE PROCESS AND THAT REALLY NEEDS TO HAPPEN WITHIN THE TIMELINE FOR LONG RANGE PLANNING.
THERE WAS A SUGGESTION THAT VALLEY VIEW MIGHT RETURN TO ITS ORIGINS AS A PRIMARY CAMPUS, WITH FOREST TRAIL BECOMING AN INTERMEDIATE SCHOOL SERVING GRADES THREE THROUGH FIVE.
IT WAS INTERESTING IN THE EANES HISTORY PROGRAM THAT WAS HOSTED EARLIER THIS WEEK, WE HEARD A LITTLE BIT ABOUT VALLEY VIEW'S HISTORY AND ITS BEGINNINGS, AND IT STARTED IN THAT PRIMARY REALM.
I DON'T I THINK IT ACTUALLY STARTED AS A GRADE 2 OR 2 AND THREE, PERHAPS THREE.
YEAH. SO THAT IS IN VALLEY VIEW'S HISTORY.
WE DON'T FEEL THAT THAT HAS FEASIBILITY AT THIS TIME FOR A VARIETY OF REASONS, BUT BECAUSE IT WAS SUGGESTED BY THE COMMUNITY, AGAIN, WE'RE JUST SIMPLY TRYING TO SHOW THAT WE'RE BEING RESPONSIVE.
AND WE DID EXPLORE THAT AS AN OPTION.
BUT WE DON'T BELIEVE THAT THAT HAS VIABILITY AT THIS TIME.
WE'VE TALKED ABOUT OUR NEED FOR AN EARLY CHILDHOOD CENTER IN THE DISTRICT WHERE WE MIGHT CONSOLIDATE OR CENTRALIZE OUR EARLY CHILDHOOD AND CHILD CARE PROGRAMS. THERE ARE EXTENSIVE RENOVATIONS THAT WOULD BE NEEDED AT VALLEY VIEW FOR THAT TO HAPPEN.
WHILE THERE ARE BENEFITS, THERE ARE ALSO DISADVANTAGES.
AND THEN THE OTHER OPTION THAT WE DID DISCUSS WITH THE BOARD AND WITH THE COMMUNITY THAT HAS BEEN THERE'S BEEN A LOT OF CONVERSATION AROUND THIS CONCEPT AND THAT'S OF HAVING A MAGNET SCHOOL.
WHILE THAT IS UNIQUE TO EANES ISD, IT'S A RELATIVELY COMMON PLACE FORMAT IN OTHER SCHOOL DISTRICTS, BUT NONETHELESS IT'S A NEW CONCEPT FOR OUR SCHOOL DISTRICT.
AND WHILE ALL OF THESE OPTIONS ARE STILL ON THE TABLE AT THIS POINT, THERE IS A NEW OPTION THAT WE WANTED TO BRING FORWARD TODAY THAT I THINK IS IN RESPONSE TO ALL OF THE INPUT THAT WE HAVE RECEIVED AND THE MANY CONVERSATIONS THAT YOU HAVE HAD, WE HAVE HAD WITH THE COMMUNITY, WITH STAFF AND WITH PARENTS IN PARTICULAR OVER THE LAST FIVE WEEKS. SO I'M GOING TO ASK MOLLY MAY TO TAKE IT FROM HERE BECAUSE SHE AND ANOTHER TEAM OF INDIVIDUALS HAVE REALLY LOOKED AT ANOTHER POSSIBILITY THAT WE FEEL IS RESPONSIVE TO THE INPUT THAT WE'VE RECEIVED.
AND SO, MOLLIE, I'M GOING TO LET YOU TALK ABOUT THIS NEXT NEW OPTION.
THANK YOU. SO WHEN WE LOOK BACK AT THOUGHT EXCHANGE AND THE FORUM AND ALL OF THE INFORMATION AND INPUT WE'VE RECEIVED, KEEPING THE STUDENTS TOGETHER AT VALLEY VIEW AND KEEPING THAT COMMUNITY AS ONE HAS RESONATED AS THE MOST IMPORTANT THING FOR THAT COMMUNITY.
HOWEVER, WE HAVE THE ISSUE OF VERY LOW ENROLLMENT.
AND SO WHAT THE TWO MAIN THINGS THAT WE WOULD BE DOING IS LOOKING AT ADJUSTING OUR TRANSFER PRACTICES FOR VALLEY VIEW, WHICH ESSENTIALLY IS ALLOWING TRANSFERS BACK INTO VALLEY VIEW. WHILE WE WERE TRYING TO STUDY THIS, DECIDE WHERE WE WERE GOING TO GO WITH VALLEY VIEW.
WE HAD SHUT DOWN THE OR REALLY LIMITED THE TRANSFERS INTO VALLEY VIEW.
THE OTHER THING THAT WE'RE RECOMMENDING IS ADDING TWO ADDITIONAL SELF-CONTAINED SECTIONS OF SPANISH IMMERSION AT VALLEY VIEW BEGINNING IN KINDERGARTEN FOR THE 2425 SCHOOL YEAR. SO THAT WOULD HAVE THE POTENTIAL TO BRING IN 44 MORE STUDENTS NEXT YEAR.
AND SO THAT ALLOWS ANOTHER SCHOOL IN OUR DISTRICT TO HAVE SPANISH IMMERSION.
WE HAVE A NUMBER OF STUDENTS FROM VALLEY VIEW WHO ARE GOING TO MOST ESPECIALLY BARTON CREEK, AND THAT WOULD ALLOW THEM TO THEN RETURN TO THEIR HOME CAMPUS TO HAVE SPANISH IMMERSION ON THEIR HOME CAMPUS.
[02:05:02]
AND THEN ALL OF THIS HAPPENING LIKE WE TALKED ABOUT THIS MORNING, IN THE CONTEXT OF LONG RANGE PLANNING TO CONTINUE, CONTINUE FUTURE NEEDS AND CONSIDER THOSE FUTURE NEEDS. SO THIS WOULD BE WHAT WE'RE RECOMMENDING RIGHT NOW, WHAT WE THINK IS A WAY TO KEEP THE COMMUNITY TOGETHER AND ALSO TO TO HELP THE ENROLLMENT ISSUES AT VALLEY VIEW.AND SO JUST, YOU KNOW, UNLESS WE'RE DIRECTED OTHERWISE, YOU KNOW, WE UNDERSTAND THAT THE BOARD WOULD ALLOW US TO MAKE THESE PROGRAM PROGRAMMATIC CHANGES AND ALLOW US TO ADD THOSE TWO SECTIONS AT VALLEY VIEW AND AND THEN ALSO TO ADJUST THE TRANSFER POLICY.
AND IF I COULD EXPOUND ON THAT, THERE HAVE BEEN MANY REFERENCES IN THE CONVERSATION EARLIER THIS MORNING ABOUT DREAMING AND THINKING BIG, AND WE CERTAINLY ALWAYS WANT TO DO THAT.
WE ALSO UNDERSTAND OUR ROLE ADMINISTRATIVELY, THAT WE ARE TYPICALLY LOOKING AT THINGS WITHIN A 1 TO 2 YEAR WINDOW AND THEN ALONGSIDE THE BOARD TOGETHER WITH YOU, WE'RE THINKING STRATEGICALLY ABOUT THE LONG TERM.
WE BELIEVE THAT THE OPTION THAT MOLLY JUST OUTLINED IS VIABLE FOR THE NEXT 1 TO 2 YEARS.
AND WE KNOW THAT THE BOARD IS CERTAINLY MINDFUL OF THAT AS WELL.
SO THIS IS WHAT WE WOULD PROPOSE.
IT'S WHAT WE BELIEVE IS A VIABLE OPTION, AT LEAST FOR THE FORESEEABLE FUTURE.
ANY QUESTIONS THAT YOU HAVE OR ANY THOUGHTS AROUND THIS POSSIBILITY.
CLAUDIA. THIS IS REALLY, I GUESS, MORE FOR YOU.
I THOUGHT EXCHANGE WAS OUTSTANDING.
AND WHAT IS A TRUSTEE I'M ALWAYS LOOKING FOR IS THE AND WHAT I'M LOOKING TO PROVIDE IS SORT OF THE VALUE, THE WHY, THE NOT THE HOW ADMIN YOU ALL DO THE HOW.
AND IT'S UP TO US TO SORT OF DETERMINE SORT OF WHAT ARE OUR OVERARCHING VALUES.
I REALLY APPRECIATED BEING ABLE TO LOOK AND SEE WHAT THE VALUES WERE FOR VALLEY VIEW.
AND IT'S, YOU KNOW, WHAT, WHAT IS IT THAT THEY WANTED? AND WHEN WE WERE AT THAT PARENT FORUM, THAT'S WHAT I KEPT REALLY WANTING TO HEAR FROM THE PARENTS.
AND WE FINALLY GOT IT AS, AS AS YOU KNOW.
WHAT IS THE BIG OVERALL THING THAT YOU ALL WANT? AND WHAT WE HEARD THEN AND WHAT WAS EXPRESSED IN THOUGHT EXCHANGE AS WELL WAS TO KEEP THE KIDS TOGETHER.
AND I VIEW THAT AS A VALUE THAT IS COMMUNITY.
THAT AREA VALUES THEIR COMMUNITY.
AND ONCE WE GET THAT INFORMATION, THEN WE CAN GO FROM THERE.
AS LONG AS THEY ARE VALUE ALIGNED, THEN THAT'S SORT OF I BELIEVE THAT'S OUR RESPONSIBILITY, IS TO MAKE DECISIONS THAT ALIGN WITH THE VALUES OF, OF THE BOARD AS WELL AS THE COMMUNITY.
THIS FEELS LIKE IT IS VALUE ALIGNED.
YEAH. THANK YOU FOR BRINGING FORWARD THIS.
I DEFINITELY THINK THAT'S THE RIGHT STEP.
AND I BELIEVE THAT THE ADMIN IS FULLY INVESTED IN TRYING TO DO EVERYTHING THEY CAN TO FIGURE OUT HOW DO WE MAKE THIS AS SUCCESSFUL AS POSSIBLE ON THOSE HOME CAMPUSES, BECAUSE WE KNOW THERE'S BEEN SOME CHALLENGES.
AND YOU KNOW, I DEFINITELY UNDERSTAND THAT AND I KNOW IT'S.
[02:10:10]
YOU KNOW, OTHER PROS.AND I REALLY HOPE TO SEE YOU KNOW, AND I KNOW THAT THE SPANISH IMMERSION COMMUNITY PROBABLY I DON'T KNOW, BUT I WOULD SUSPECT THAT THEY THINK SIMILARLY, IF THIS IS OUR PATH FOR THE NEXT YEAR OR TWO, LET'S GIVE IT OUR ALL EANES DOES HARD THINGS AND LET'S DO OUR BEST TO, I BELIEVE, MOVE TO A NINE OVER TEN MODEL AND AND TRY TO MAKE THIS AS SUCCESSFUL AS POSSIBLE ON THOSE CAMPUSES.
AND I THINK THAT THIS IS KNOW I THINK THAT THIS MODEL FOR VALUE IS RESPONSIVE TO WHAT THE COMMUNITY HAS ASKED FOR AND THE FEEDBACK THAT WE'VE GOTTEN, I GUESS IN LINE WITH MY EARLIER QUESTIONS AND OUR COMMENTS ABOUT KEEPING THE COMMUNITY INVOLVED, I KNOW THAT, YOU KNOW, THIS IS IT SOUNDS LIKE A SHORT TERM POLICY OR A SHORT TERM APPROACH IN RESPONSE TO WHAT THE COMMUNITY WANTS.
SO I LIKE THE APPROACH OF THE THOUGHT EXCHANGE AND KEEPING COMMUNITIES ENGAGED AND AND COMMUNITIES UNDERSTANDING THIS PROCESS AS WE MOVE FORWARD AND HOW THEY CAN ENGAGE AND HOW THEY CAN GET THEIR FEEDBACK TO US.
THANK YOU. THANKS, EVERYONE, FOR ALL THE HARD WORK.
THANK YOU FOR THE SUMMARY OF ALL OF THE VARIOUS INPUT CHANNELS.
AND I AM IMPRESSED WITH THE THE DEPTH WITH WHICH WE COULD GET INFORMATION WITH THOUGHT EXCHANGE.
AND I'M NOT AT ALL SURPRISED BECAUSE AS I SUGGESTED AT THE BOARD MEETING A MONTH AGO, ONE THING THAT IS ALWAYS, IN MY EXPERIENCE BEEN CENTRAL TO THE VALLEY VIEW COMMUNITY IS KEEP US TOGETHER, WHATEVER YOU DO, KEEP US TOGETHER.
SO I THINK I'M NOT AT ALL SURPRISED THAT THAT CAME OUT LOUD AND CLEAR.
I ALSO, THOUGH, THINK IT'S IMPORTANT TO SEE THE FAIRNESS AND THE PROXIMITY.
PRIORITIES. AND I HOPE THROUGH OUR LONG RANGE PLANNING THAT THOSE ISSUES WILL BE KEPT FRONT AND CENTER. AND I JUST WANT TO ACKNOWLEDGE THE THE BATTLE SCARRED WARRIORS IN THE ROOM WHO FOR 20 YEARS, JEN, KIM, SCOTT AND OTHERS IN THE NEIGHBORHOOD WHO HAVE BEEN FIGHTING FOR THAT PROXIMITY SO THAT THE CUERNAVACA COMMUNITY COULD HAVE THE BENEFITS OF A NEIGHBORHOOD SCHOOL THAT THEY, IN FACT, FOUGHT FOR WHEN BARTON CREEK WAS BUILT.
SO I AM GLAD TO KNOW THAT THAT WILL BE CENTRAL TO A LONG TERM PLANNING PROCESS, BECAUSE I DO THINK THAT THAT IS ALSO A VALUE HELD WITHIN THE COMMUNITY TO GIVE STRONG CONSIDERATION TO.
THANK YOU, ELLEN. JANE, ELLEN, I APPRECIATE THOSE COMMENTS.
I I'M FIRST OF ALL, THOUGHT EXCHANGE WAS FANTASTIC.
IT'S THE BEST FEEDBACK PROCESS WE HAVE EVER USED IN MY TIME IN THE DISTRICT.
DIANE, THANKS FOR STUMBLING ACROSS THAT AND BRINGING THAT TO OUR ATTENTION BECAUSE I THINK IT'S GOING TO BE USEFUL FOR US GOING FORWARD THROUGH THIS PROCESS AND OTHER AND OTHER OTHER THINGS WE'RE WORKING ON.
UM, I'M COMFORTABLE WITH THIS.
IT STABILIZES VALLEY VIEW'S ATTENDANCE.
IT GIVES A PATHWAY FOR SPANISH IMMERSION TO BE MORE ACCESSIBLE TO PEOPLE IN THE DISTRICT.
UM, BUT MOST IMPORTANTLY, IT STABILIZES VALLEY VIEW'S ATTENDANCE, I THINK.
THE IMMEDIATE REACTION OF KEEP US TOGETHER IS SUCH.
AND WE'VE FOUGHT AND WE'VE FOUGHT AND WE'VE FOUGHT THAT COMMUNITY NOT TO BE SPLIT UP.
SO THE FIRST ANY TIME SOMETHING HAPPENS, THAT'S OUR FIRST REACTION.
YOU WOULDN'T SPLIT LOST CREEK IN HALF.
SO, YOU KNOW, ZERO SURPRISES THAT THAT'S YOUR TOP LINE.
I IT IS SO OVERDUE THAT WE HAVE THIS COMMUNITY ATTENDING A SCHOOL THAT IS CLOSE TO THEIR HOME.
[02:15:02]
IT IS SO LONG OVERDUE.HONESTLY, MY PREFERENCE WOULD BE THAT WE FIGURE OUT A WAY TO MAKE IT HAPPEN NEXT YEAR.
BUT IT NEEDS TO BE CENTRAL TO THE THE LONG RANGE PLANNING PROCESS TO THIS COMMITTEE.
AND IF THAT MEANS WE NEED TO EXPAND THE COMMITTEE, THAT'S FINE.
UM, BUT I AGAIN AM CAUTIOUSLY OPTIMISTIC THAT FOR THE FIRST TIME IN MAYBE 30 YEARS, WE HAVE A PATH TO HAVE THE CUERNAVACA COMMUNITY.
CLOSE IN A SCHOOL CLOSE TO THEIR HOME.
AND IF WE DON'T MAKE IT HAPPEN THIS TIME, I DON'T KNOW THAT IT EVER WILL.
SO I AM PRACTICALLY BEGGING THAT WE MAKE THIS AT THE FOREFRONT OF OF OUR DISCUSSION.
HEATHER. I WOULD JUST LIKE TO THANK THE BOARD AND ADMIN FOR TAKING A STEP BACK AND NOT MAKING A HASTY DECISION WITH THIS AND REALLY LISTENING TO THE COMMUNITY IN AN AUTHENTIC WAY.
I TOO AM APPRECIATIVE FOR THE THOUGHT EXCHANGE.
SO THANK YOU. AND WE DID ASK, SO THANK YOU.
SO I WAS REALLY GRATEFUL FOR THAT, THAT INPUT.
AND I JUST WANT TO SAY, I THINK THAT I KNOW WE'VE HEARD SOME SOME PEOPLE NOT LOVING SWITCHING TO THE 90 OVER TEN OR, YOU KNOW, OR THE CURRENT PATH FORWARD.
BUT I THINK THIS IS THE PATH FORWARD FOR NOW.
AND I YOU KNOW, I'M TOTALLY GEEKING OUT OVER THIS FUTURE PLANNING BECAUSE IF YOU KNOW ME AND MY STRENGTHSFINDER FUTURISTIC IS ONE OF MY TOP TRAITS. AND SO I AM REALLY EXCITED ABOUT LOOKING TOWARDS THE FUTURE AND MAKING THIS DISTRICT BETTER FOR ALL OF OUR STUDENTS AT ALL OF OUR SCHOOLS.
AND THAT DEFINITELY INCLUDES THE STUDENTS AT VALLEY VIEW AND IN OUR SPANISH IMMERSION PROGRAM.
SO THANK YOU. THANK YOU, HEATHER.
DIANE. THANK YOU FOR THE SHOUT OUT, JEN.
BUT I DO WANT TO SAY I DON'T KNOW THAT I'M FULLY RESPONSIBLE FOR THOUGHT EXCHANGE.
I WELL, I IN WHICH I SAID TO DR.
ARNETT, I HEARD ABOUT THIS REALLY COOL SOFTWARE, BUT HE SEEMED TO ALREADY BE AWARE OF IT.
ANY OTHER THOUGHTS? YEAH. ELLEN, I KNOW THAT THIS PART OF THE CONVERSATION IS ABOUT VALLEY VIEW AND NOT ABOUT CI, BUT BECAUSE THE TWO SECTIONS THAT ARE OF CI THAT ARE BEING ADDED TO VALLEY VIEW NEXT YEAR, THEORETICALLY ONE KIND OF VALLEY VIEW AND ONE KIND OF FOREST TRAIL ISH.
I JUST WANT TO POINT OUT THAT IT'S NOT JUST BARTON CREEK THAT HAS TRANSFERS FROM THOSE TWO HOME CAMPUSES, ALL FOUR PROGRAMS. I WENT BACK OVER THIS YESTERDAY AND WAS KIND OF I SURPRISED MYSELF TO KNOW THAT BOTH FROM FOREST TRAIL AND FROM VALLEY VIEW, THERE ARE STUDENTS WHO HAVE TRANSFERRED INTO ALL FOUR SCHOOLS, AND I KNOW THERE'S A LOT OF ANXIETY THERE.
AND ALSO THERE MIGHT BE VARIATIONS IN TERMS OF WHAT THAT MEANS FOR THOSE FAMILIES.
IN THE SHORT TERM, THAT'D BE GREAT.
YEAH, THAT'S COMING UP IN THE NEXT SEGMENT.
OKAY. SO I JUST WANTED TO ADD ON ONE OF THE THINGS THAT I HAD HEARD AT THE PARENT DISCUSSION AT THE PARENT FORUM WAS LET'S MAKE VALLEY VIEW LIKE A.
I'M NOT GOING TO SAY SHINING STAR.
I WAS GOING TO USE DIFFERENT LANGUAGE THAT I DON'T WANT TO USE ON FILM.
BUT LET'S MAKE LET'S MAKE VALLEY VIEW LIKE JUST THIS OUTSTANDING, YOU KNOW, CAMPUS.
AND Y'ALL ARE ALREADY DOING IT.
Y'ALL ARE HERE. Y'ALL ARE SHOWING UP.
AND I'VE SEEN ON SOCIAL MEDIA, Y'ALL ARE DOING SOME NEW THINGS THERE.
Y'ALL ARE DOING SOME NEW EXCITING THINGS ALREADY.
ADMIN YOU'VE GOT THE BACKING OF ADMIN.
THANKS, LAURA. Y'ALL HAVE BOTH JUST STOLEN THE THINGS THAT I HAD ON MY LIST TO TALK ABOUT.
YEAH. HEY, YOU ALL LOOK SMART, AND I DON'T HAVE ANYTHING TO SAY.
[02:20:05]
SO A COUPLE OF THOUGHTS REAL QUICK.I THIS PLAN CERTAINLY ADDRESSES THE NUMBER OF STUDENTS AND MAKING THAT BUILDING MORE FULL.
AND I AND I SUPPORT THAT, AND I LIKE THAT.
BUT ONE OF THE THINGS THAT WE HEARD FROM WELL, LET ME BACK UP AND SAY.
LET ME ASK THIS REAL QUICK, DR.
ARNETT, YOU REVIEWED THIS WITH THE STAFF AT VALLEY VIEW A COUPLE OF DAYS AGO.
WAS YESTERDAY. MY MY WEDNESDAY, WEDNESDAY.
CAN YOU GIVE A LITTLE BIT OF INFORMATION ON HOW THAT WAS RECEIVED BY STAFF AND ANY THOUGHTS YOU WANT TO SHARE THERE? SURE. SO WE ALWAYS BELIEVE THAT OUR FIRST PRIORITY IS TO SHARE WITH OUR COLLEAGUES IDEAS THAT ARE EMERGING.
AND SO ALL OF US WERE WITH THE VALLEY VIEW STAFF WEDNESDAY AFTERNOON IN AN AFTERNOON MEETING.
AND I THINK WHAT WE WANTED TO UNDERSCORE TO THEM IS THAT WE WANT TO HONOR THE FEEDBACK THAT WE HAVE HEARD FROM THEM, AS WELL AS THE VALLEY VIEW COMMUNITY. AND WE WANT TO INVEST IN THEIR SCHOOL AND IN THEM.
SO MOLLY WALKED THROUGH THIS CONCEPT WITH THE STAFF AND IT WAS WARMLY RECEIVED.
WE FELT ALMOST A RELEASE OF TENSION AMONG THAT STAFF AND WE APOLOGIZED.
I DID. I SAID I WAS SORRY THAT WE HAD INTRODUCED SOME UNCERTAINTY INTO THE BEGINNING OF THEIR SCHOOL YEAR, BUT I THINK ALMOST IMMEDIATELY WE WE COULD SENSE A CHANGE IN THEIR DEMEANOR. AND THEY FELT LIKE NOW THIS IS OPTIMISM FOR THEIR FUTURE.
AND WE DO BELIEVE THAT THIS IS AT THE VERY LEAST, A SHORT TERM PLAN.
IF THIS STRATEGY WORKS AND WE FEEL CONFIDENT THAT IT HAS THAT POTENTIAL.
AND I KNOW WE'VE GOT GREAT TEACHERS THERE.
WE'VE GOT GREAT LEADERSHIP THERE.
COULD CAN SOMEONE ADDRESS THIS? IS THIS PERCEIVED OR IS THERE A PLAN TO ADDRESS THE ACADEMIC PIECE OF THIS? SO. YOU KNOW, OUR PLC ACROSS THE DISTRICT.
AND SO THERE ARE NOT FEWER RESOURCES OR DIFFERENT RESOURCES AT VALLEY VIEW ELEMENTARY.
VALLEY VIEW IS ONE OF OUR TARGETED ASSISTANCE TITLE ONE SCHOOLS.
THEY ACTUALLY RECEIVE SOME ADDITIONAL SUPPORT IN TERMS OF STAFF FOR THAT REASON.
AND SO, YES, IF YOU LOOK AT THE STAR SCORES AT VALLEY VIEW COMPARED TO THE OTHER SCHOOLS IN SOME YEARS AND SOME GRADES, THEY DO TEND TO BE LOWER, BUT THERE'S NO RESOURCE DEPRIVATION ON THAT CAMPUS IN TERMS OF STAFF OR ANY OF THE CURRICULUM.
AND I WOULD ENCOURAGE THE ADMINISTRATION AND THE LEADERSHIP AT THAT SCHOOL TO INVOLVE THIS COMMUNITY ANY WAY YOU CAN, ANY OPPORTUNITY YOU HAVE TO BRING THEM IN TO HELP. AND I THINK I THINK THAT'S TRUE ACROSS THE BOARD TO ALL ELEMENTARY SCHOOLS.
BUT WE'VE JUST SEEN A REALLY STRONG COMMUNITY COME OUT HERE.
I DON'T KNOW IF EVERYONE KNOWS THE PHYSICAL PROXIMITY OF VALLEY VIEW TO FOREST TRAIL, BUT IT IS RIGHT THERE AND THE ABILITY TO DROP IF YOU HAVE ONE THAT'S NOT AN SI AND ONE THAT'S NCAI. THEY'RE RIGHT THERE TOGETHER AND I THINK YOU'RE PROBABLY GOING TO WORK ON THE START TIMES AND STUFF SO THAT THAT ISN'T TOO MUCH OF A PROBLEM.
[02:25:04]
APPRECIATE THAT.I THINK THAT'S IT. ANY OTHER QUESTIONS? THOUGHTS? THANK YOU. BOARD.
THANK YOU, DR. ARNETT. THANK YOU, TEAM.
SO NOT HEARING ANY OTHER DIRECTION.
THROUGHOUT THE FALL AND INTO THE EARLY SPRING AS WE PLAN FOR NEXT YEAR.
AND AGAIN, I WANT TO CREDIT MOLLY MAE AND HER TEAM FOR HAVING WORKED ON THIS ISSUE OVER THE LAST YEAR AND WITH THE HELP OF A TASK FORCE THAT MET LAST SPRING. I THINK THAT WE HAVE CONSIDERABLE INFORMATION TO TALK ABOUT WHERE WE GO FROM HERE WITH REGARD TO SPANISH IMMERSION.
IT IS A VALUABLE, VIBRANT PROGRAM IN EANES ISD AND WE PLAN TO CONSIDER THAT OR TO CONTINUE THAT.
WE HAVE PUT IN SO MANY HOURS OF OF RESEARCH OF BEST PRACTICE, TALKING TO OTHER SCHOOL DISTRICTS, BRINGING IN A MULTILINGUAL COORDINATOR, BECAUSE WE ARE COMMITTED TO THE PROGRAM.
AND I CAN ATTEST TO HOW MANY HOURS JUST ME AND MY TEAM HAVE SPENT LOOKING AT THE PROGRAM.
SO I JUST WANT TO AFFIRM THAT COMMITMENT.
AND THAT INCLUDES SPANISH IMMERSION.
SO THE NEXT FEW SLIDES OR SLIDES THAT WE'VE SEEN BEFORE AND I WON'T GO OVER THEM IN DETAIL, BUT, YOU KNOW, WE WE THE PROGRAM IS NOT WHERE WE WANT IT TO BE. AND WHEN WE NOTICE THAT AS ADMINISTRATION, AS THE BOARD, AS A COMMUNITY, WE NEED TO LOOK AT WHAT WE NEED TO DO TO MAKE MAKE IT BETTER.
AND SO THE PROGRAM, YOU KNOW, HAS SOME DEFINITE, YOU KNOW, HIGHLIGHTS.
THERE'S ALL THE BENEFITS OF THE PROGRAM, BUT IT IS NOT AS EFFECTIVE AS WE WANT IT TO BE.
AND SO WE NEED TO LOOK AT A CHANGE.
SO WHAT NEEDS TO HAPPEN FOR THIS PROGRAM IS WE REALLY DO NEED TO MOVE TO THE 90 OVER TEN MODEL.
I'VE HAD A LOT OF QUESTIONS FOR THOSE WHO DON'T FOLLOW SPANISH IMMERSION AS CLOSELY AS OTHERS.
THE 10% IN ENGLISH PART REALLY COMES FROM THE FACT THAT THE ENGLISH LANGUAGE IS SLIGHTLY BIZARRE AND HAS ALL THESE EXTRA RULES AND THINGS THAT DON'T FOLLOW A NORMAL TYPICAL DEVELOPMENT OF A LANGUAGE.
WHY IS IT SPELLED THIS WAY AND PRONOUNCED THAT WAY? BECAUSE THAT DOESN'T MAKE ANY SENSE.
SPANISH IS ACTUALLY GRAMMATICALLY AND PHONETICALLY AN EASIER LANGUAGE TO LEARN THAN ENGLISH.
SO WHEN YOU AND WHEN YOU THINK ABOUT THAT, WHEN YOU THINK OF IMMERSION, THAT'S WHY YOU'RE SPENDING 90% OF THE TIME IN SPANISH AND AS YOU GO THROUGH THE GRADE LEVELS, EVERY MODEL THAT WE'VE LOOKED AT, EVERY ALL THE RESEARCH WE'VE DONE, YOU GRADUALLY DO INCREASE YOUR ENGLISH INSTRUCTION EACH YEAR AND YOU PROBABLY WILL END UP WHEN YOU'RE IN FIFTH GRADE AT ABOUT A 5050 MODEL.
AND THAT IS REALLY WHERE OUR PROGRAM IS STRUGGLING RIGHT NOW.
WE HAD PRESENTED SOME OPTIONS BEFORE IN TERMS OF HOW WE CAN MOVE TO THIS 9010 MODEL, BECAUSE DOING THIS DOES HAVE IMPLICATIONS ON HOW WE'RE STAFFING AND WHAT THE MODELS ARE GOING TO LOOK LIKE INTO AS WE AS WE PROGRESS THROUGH THE GRADES.
SO WE ARE WE ARE LOOKING AT MAKING A CHANGE FOR OUR PROGRAM.
AND SO WHAT WE ARE RECOMMENDING IS THAT BEGINNING IN THE KINDERGARTEN IN FALL OF 2024 WILL ESTABLISH ONE SELF-CONTAINED, 9010 CLASSROOM ON OUR CURRENT SY CLASSROOMS. SO THAT WILL BE AT BARTON CREEK BRIDGE POINT, CEDAR CREEK AND EANES, AND THEN WE'LL BE ADDING THOSE TWO SECTIONS AT VALLEY VIEW.
SO WE WILL HAVE A TOTAL OF SIX SPANISH IMMERSION SECTIONS IN KINDERGARTEN NEXT YEAR.
[02:30:02]
WHEN YOU LOOK AT THIS? THE PROGRAM WILL BE BASED ON RESEARCH AND BASED INSTRUCTIONAL PRACTICES FOR DEVELOPING BILITERACY AND THAT IS THE GOAL OF THIS PROGRAM, IS THAT OUR STUDENTS BECOME BILITERATE AND NOT JUST BILINGUAL, THAT THEY CAN SPEAK, WRITE, READ, YOU KNOW, DO EVERYTHING THEY NEED TO DO TO BE BILITERATE IN SPANISH.AND NOW WE ARE GOING TO BE ADDING THE PROGRAM TO STUDENTS AND FAMILIES AT VALLEY VIEW.
SO WE'LL BE ADDING ONE ADDITIONAL CAMPUS.
THE OTHER IMPLICATIONS OR OUTCOMES OF THIS PROGRAM, OF THIS RECOMMENDATION IS IT DOES CHANGE THE PROGRAM CAPACITY, SO IT REDUCES IT BY 25% OVER THE LONG TERM OF THE PROGRAM.
YOU'D BE GOING FROM 48 TO 36 SECTIONS.
WE DIDN'T HAVE ENOUGH STUDENTS TO FILL EIGHT SECTIONS.
SO WE ACTUALLY ONLY HAD SEVEN THIS YEAR.
SO WE WOULD BE GOING FROM 7 TO 6 IF YOU IF THAT WAS THE TREND THAT CONTINUED, WE WILL HAVE TO LOOK AT A PRIORITIZATION, A POSSIBLE PRIORITIZATION AND LOTTERY SYSTEM MIGHT BE NECESSARY.
SO IF WE ARE LOOKING AT NOW 22 STUDENTS WHO ARE ELIGIBLE ON EACH OF THOSE FOUR CAMPUSES, THERE'S A CHANCE THAT WE WOULD HAVE MORE STUDENTS THAT ARE INTERESTED THAN ARE ABLE TO GO TO THAT SCHOOL.
THE PRIORITIZATION SYSTEM WOULD DEFINITELY BE SIBLINGS IN THE PROGRAM AND RESIDENTS SIBLINGS IN THE PROGRAMS. AND RESIDENTS OBVIOUSLY WOULD GET PRIORITIZATION.
ANY STUDENTS THAT FELL INTO THAT THAT DIDN'T GET INTO THAT COULD GET INTO A LOTTERY SYSTEM.
WE REALLY FEEL LIKE WE CAN, YOU KNOW, OFFER SEATS TO OUR RESIDENT STUDENTS WHO ARE INTERESTED AND WE MAY EVEN HAVE SOME ROOM FOR TRANSFER STUDENTS TO COME OVER AT VALLEY VIEW.
AND THEN ANOTHER IMPLICATION OF THIS IS THAT BARTON CREEK BRIDGE POINT, CEDAR CREEK AND EANES, THEY WILL BE IN CORE ACADEMIC COHORTS FOR SEVERAL YEARS BECAUSE WE WILL BE CONTINUING A MODEL WHERE THEY'RE SELF-CONTAINED.
THEY WILL ONLY HAVE THOSE 22 STUDENTS THAT ARE IN THAT SPANISH IMMERSION PROGRAM AND THEY WILL CONTINUE WITH THEM, OBVIOUSLY AT VALLEY VIEW, IF YOU HAVE 44, YOU CAN SWITCH 12 KIDS OUT EACH YEAR OVER TIME.
BUT THOSE ARE SOME OUTCOMES OF THIS OF THIS CHANGE.
SO I THINK THERE WAS A DISCUSSION ABOUT WHAT HAPPENS WITH OUR CURRENT STUDENTS.
SO OUR CURRENT STUDENTS WILL BE GRANDFATHERED INTO A CONTINUATION OF THE EXISTING PROGRAM.
AND SO WE WILL CONTINUE WITH WITH THOSE STUDENTS.
SO ANYONE WHO'S IN SPANISH IMMERSION RIGHT NOW CAN FINISH SPANISH IMMERSION.
AND SO WE HAVE KINDERGARTNERS RIGHT NOW IN A 50 OVER 50 MODEL.
AND THE QUESTION IS, WELL, WHAT ARE WE GOING TO DO WITH THEM? SO WE ARE GOING TO CONTINUE WITH THAT 50 OVER 50 MODEL, BUT WE ARE REALLY WORKING HARD.
THAT'S WHY WE'VE HIRED THE MULTILINGUAL COORDINATOR TO ENHANCE THAT EXPERIENCE FOR THOSE STUDENTS TO TRY TO SEE WHERE WE CAN PUT IN LITERACY WHERE WE CAN. BUT IT IS IT IS NOT THE SAME AS AS THE 90 OVER TEN MODEL.
BUT WE DO THINK THAT WE CAN MAKE THE MODEL THAT WE HAVE NOW EVEN MORE ROBUST WITH SOMEONE WHO HAS THE EXPERIENCE TO BE ABLE TO TO DO THAT AND WORK WITH OUR TEACHERS. THERE'S ALSO ADDITIONALLY, OVER TIME, THE ENGLISH PARTNER TEACHER STIPEND WILL BE DISCONTINUED BECAUSE OBVIOUSLY WHEN YOU START A NINE OVER TEN AND YOU HAVE A SELF-CONTAINED MODEL, THERE'S NOT THAT ENGLISH SIDE TEACHER.
WE DON'T WE DON'T NEED THAT TEACHER ANYMORE.
AND AGAIN, UNLESS WE HEAR OTHERWISE AND WE CAN HAVE SOME DISCUSSION, YOU KNOW, WE UNDERSTAND THAT THE BOARD WILL ALLOW US TO MAKE THIS ADMINISTRATIVE DECISION AND IMPLEMENT THESE CHANGES.
MAY I ASK A CLARIFYING QUESTION? SO, MOLLY, STUDENTS WHO ARE CURRENTLY IN THE PROGRAM, IN THE TWO COHORT MODEL, THAT MODEL AND THOSE STUDENTS WILL CONTINUE IN THE PROGRAM UNTIL THEY HAVE MATRICULATED OUT OF THEIR CURRENT ELEMENTARY SCHOOL, IS THAT RIGHT? YES. AND THAT WOULD ALSO APPLY OR BE GRANDFATHERED TO THEIR INCOMING SIBLINGS, IS THAT RIGHT? YES. WELL, WE'LL LOOK AT THAT FOR WE PROBABLY LOOK AT LIKE A 1 TO 2 YEAR GRANDFATHER ON SIBLINGS AND THEN TRY TO
[02:35:07]
REALIGN BACK TO OUR BACK TO HOME CAMPUSES.BECAUSE TO ELLEN'S POINT, WE HAVE A LOT OF KIDS RIGHT NOW OFF OF THEIR OFF OF THEIR HOME CAMPUS.
BUT ANY FUTURE SIBLINGS WOULD BE COMING INTO THE PROGRAM IN A SINGLE SELF-CONTAINED 9 TO 10 CLASSROOM, CORRECT? YES. THANK YOU.
ANY QUESTIONS FROM THE BOARD? YES. DIANE, THANK YOU VERY MUCH.
I'M. I HAVE A SPECIFIC QUESTION WITH THE PHASE OUT OF THAT EXTRA STIPEND THAT'S NEEDED.
DO WE STILL HAVE SITUATIONS, THOUGH, IN THE HIGHER GRADES WHERE WE MIGHT HAVE THOSE COMPANION TEACHERS IN THE HIGHER GRADES? THAT STIPEND ISN'T.
THEN GOING TO BE GIVEN AT THAT LEVEL.
THE STIPEND WILL STAY AS LONG AS THERE'S A AS LONG AS WE'RE IN THE 5050 MODEL.
AND THERE'S A THERE'S AN ENGLISH SIDE TEACHER, THAT STIPEND WILL STILL EXIST.
SO AS WE GO TO THIS 9010 MODEL AND WE TALK ABOUT SOME OF THE HIGHER GRADES, HAVING A, YOU KNOW, IT STEPS DOWN FROM 90%. ARE WE GOING TO HAVE COMPANION TEACHERS? NO. OKAY. SO. THANK YOU.
SELF CONTAINED. YOU'RE NOT MOVING CHANGING ROOMS. RIGHT. SO PART OF THAT STIPEND WHEN WE STARTED WAS THAT THAT TEACHER.
THOSE TEACHERS HAD 44 STUDENTS.
SO. SO YOU WERE GETTING THE ENGLISH SIDE TEACHER WAS GETTING A STIPEND, NOT FOR ANY SPECIAL CERTIFICATION, BUT BECAUSE THEY WERE DOUBLING THEIR THEIR NUMBER OF STUDENTS IN THEIR CLASS.
OR NOT IN THEIR CLASS, BUT IN THEIR CASE MANAGEMENT.
ONE MORE QUESTION. SO, FOR EXAMPLE, IN FIFTH GRADE, EVEN UNDER THE 9010 START MODEL THERE, WOULD THERE BE OPPORTUNITIES FOR THE SPANISH IMMERSION STUDENTS TO BE? WOULD THEY BE GETTING INSTRUCTION, FOR EXAMPLE, IN ONE PARTICULAR SUBJECT FULLY IN ENGLISH? IS THAT HOW IT'S ENVISIONED THEN? AND THEN WOULD THAT GIVE THEM OPPORTUNITIES TO BE OUTSIDE OF THEIR COHORT IN THOSE LATER YEARS? IN THE LATER YEARS, YES.
WE HAVE SOME SOME STRAW MEN, YOU KNOW, THAT WE'VE DONE OF KIND OF THE MODEL OF MOVING THIS UP, NOT QUITE READY AT THIS POINT TO KIND OF TALK ABOUT THAT. BUT YES, AS THEY AS THEY MOVE UP, THERE WOULD BE THAT OPPORTUNITY.
THIS IS SY. OF COURSE I HAVE SOME COMMENTS.
I'M THRILLED TO HEAR THE ADMINISTRATION ACKNOWLEDGE THAT THIS IS A VALUABLE, VIBRANT PROGRAM.
THEIR LIVES, IF YOU WILL, INTO THIS PROGRAM.
I THINK OUR CHURN AROUND THIS ISSUE CERTAINLY AFFECTED KINDERGARTEN ENROLLMENT THIS YEAR, AND I THINK IT'S GOING TO AFFECT ATTRITION AND KINDERGARTEN ENROLLMENT AS WE GO FORWARD UNLESS WE CHANGE OUR MESSAGE AND OUR CONSISTENT ABOUT THIS BEING A VALUABLE, VIBRANT PROGRAM. SO I THINK IT'S EXTREMELY IMPORTANT.
FOR THE ADMINISTRATION TO CONVINCE RISING KINDERGARTEN PARENTS, BUT ALSO AND IMPORTANTLY, PARENTS OF CHILDREN THAT ARE CURRENTLY IN THE PROGRAM, THAT THIS IS NOT A BROKEN PROGRAM, BUT HOW THE ADMINISTRATION HAS ADDRESSED IDENTIFIED ISSUES AND WILL CONTINUE TO IMPROVE AND IDENTIFY AND ADDRESS ISSUES.
BECAUSE I THINK THERE'S A LOT OF QUESTION AROUND THAT ISSUE AS WELL.
THAT THE PUBLIC AND THEREFORE THE BOARD DISCUSSIONS WE HAVE HAD ON I.
HAVE TENDED TO BE ABOUT WHAT DOESN'T WORK.
LAST OCTOBER, THERE WAS A PRESENTATION ON WHY TWO SECTIONS DIDN'T WORK.
I'M NOT SURE WHAT MONTH IT WAS, MAYBE.
[02:40:05]
WHAT I WOULD LIKE IS TO SEE SEE.PUBLIC PRESENTATIONS, NOT ONLY TO THE PARENTS, BUT ALSO TO THE COMMUNITY AND TO THE BOARD FOR US TO UNDERSTAND BETTER HOW THE ONE SECTION MODEL IS GOING TO WORK AND IS GOING TO WORK WELL AND HOW NOT GOING TO 9 OR 10 BENEFITS AND IS APPROPRIATE FOR THE EXISTING STUDENTS.
BECAUSE I'M A BIT CONFUSED BY THAT IF WE KNOW THAT THAT IS A MORE ROBUST MODEL.
AND I ALSO WOULD LIKE A PUBLIC PRESENTATION, I.E.
A A COMPLETE PRESENTATION ON WHAT A CONSOLIDATED CAMPUS MIGHT GIVE US THE OPPORTUNITY TO DO.
AND I USE THAT TERM RATHER THAN MERGER.
SO I THINK PERHAPS A CONSOLIDATED CAMPUS IS A.
JUST TO UNDERSTAND THE EDUCATIONAL IMPLICATIONS.
AND THE PROS AND CONS OF THAT.
I MEAN, WE'VE SEEN IT AS ONE OF THE THREE OPTIONS.
WE'VE SEEN BOTH THE ONE SECTION AND THE CONSOLIDATED SCHOOL AS OPTIONS.
UM. PERSONALLY, I DO THINK THAT THE ONE SECTION CREATES SOME NEW OPPORTUNITIES FOR PROBLEM SOLVING, WHICH IS HOPEFULLY A NICE WAY OF SAYING IT CREATES SOME THINGS WE'RE GOING TO HAVE TO WORK THROUGH.
BUT I ALSO KNOW THAT A NUMBER OF ISSUES THAT HAVE BEEN IDENTIFIED OVER TIME, PARTICULARLY WHEN YOU GO BACK TO THE IT'S BEEN A YEAR AND OVER TIME, THINGS HAVE BEEN A LOT OF THINGS HAVE BEEN IDENTIFIED, BUT A LOT OF THINGS HAVE ALSO BEEN ADDRESSED.
SO I'D LIKE I'D LIKE TO UNDERSTAND BETTER.
I'D LIKE THE BOARD TO UNDERSTAND BETTER.
I'D LIKE THE COMMUNITY TO UNDERSTAND BETTER HOW ALL OF THAT IS WORKING TOGETHER SO THAT WE GO FORWARD WITH THIS HIGH QUALITY, SUSTAINABLE PROGRAM THAT IS BOTH VALUABLE AND VIBRANT.
KIM. ELLEN, THANK YOU FOR FOR FRAMING THE DISCUSSION GOING FORWARD IN THAT WAY, WHICH I THINK IS MAKING SURE THAT THIS PROGRAM, JUST LIKE THE DISCUSSION WE HAD ON VALLEY VIEW, THAT THIS PROGRAM IS THE ABSOLUTE BEST PROGRAM FOR OUR STUDENTS.
AND I THINK THAT'S WHAT I KNOW.
THAT'S WHAT ADMINISTRATION WANTS.
I KNOW THAT'S WHAT THE COMMUNITY WANTS IN TERMS OF THE SPANISH IMMERSION.
AND I THINK THAT THAT'S I, I APPRECIATE YOUR THOUGHTS ON GETTING IDEAS AND GETTING CHECK INS ON HOW WE'RE GOING TO MAKE THIS PROGRAM THE ABSOLUTE BEST FOR OUR STUDENTS, WHETHER THEY'RE STARTING THE JOURNEY OR THEY'RE ENDING THE JOURNEY IN ELEMENTARY SCHOOL.
I THINK THAT IF WE DO MOVE FORWARD OR AS WE DO MOVE FORWARD ON SPANISH IMMERSION.
AND CHANGING THE 50 OVER 50 TO THE 90 OVER TEN COHORT.
THE ONE QUESTION THAT I HAVE AS WE MOVE TO THIS MODEL IS HOW WE ADDRESS ATTRITION.
AND IT MAY NOT BE SOMETHING YOU CAN ANSWER RIGHT NOW.
IT MAY BE SOMETHING THAT WE HAVE TO MONITOR.
BUT I YOU KNOW, I KNOW THAT THERE HAS BEEN ATTRITION IN THIS PROGRAM, WHICH PRESENTS CHALLENGES.
AND I'D IF WE MOVE TO THAT, I WANT US TO BE MINDFUL OF WHAT DO WE DO WHEN WE START WITH 20 STUDENTS OR 15 STUDENTS AND IT BUMPS DOWN TO TEN, THEN HOW DO WE ADDRESS IT ON ONE CAMPUS? I DON'T WANT TO CREATE MORE CHALLENGES AS WE MOVE FORWARD BECAUSE I WANT IT AGAIN TO BE THE BEST PROGRAM THAT WE HAVE.
WE'LL GO TO HEATHER AND THEN DIANE.
THANK YOU SO MUCH FOR ALL OF YOUR WORK.
I KNOW THAT THIS HAS BEEN ONGOING FOR YEARS NOW, SO I APPRECIATE THAT.
[02:45:06]
STYLES, THEIR FAMILY DECIDES WHAT'S MOST IMPORTANT.SO, YOU KNOW, WE DID NOT FILL THE EIGHT SECTIONS.
AND SO, YOU KNOW, UNTIL WE ARE ABLE TO SEE WHERE OUR NINE OVER TEN MODEL GOES AND MAKE SURE THAT IT IS THE BEST PROGRAM WE CAN POSSIBLY GIVE, I WOULD NOT ENTERTAIN A CONSOLIDATED CAMPUS OR A MAGNET OR ANYTHING LIKE THAT BECAUSE I WANT TO MAKE SURE THAT THIS PROGRAM IS THE BEST IT POSSIBLY CAN BE.
BEFORE WE JUMP INTO SOMETHING SO BIG LIKE THAT.
I THINK OUR COMMUNITY DESERVES THAT, AND I'M REALLY LOOKING FORWARD TO SEEING WHAT HAPPENS WITH THIS IMPROVED 910 MODEL BECAUSE IT IS IMPORTANT THAT OUR KIDS ARE GETTING EVERYTHING OUT OF IT, THAT THEY WOULD GET IN ENGLISH, THAT THEY'RE GETTING IN SPANISH.
OTHERWISE I DON'T SEE THE POINT.
SO I AM VERY HAPPY TO HEAR THAT WE WILL BE GETTING BILITERATE BILINGUAL CHILDREN.
THAT IS THE GOAL OF EDUCATION IS BEING BILITERATE OR LITERATE.
AND YOU KNOW, SPEAKING AND WRITING IS IMPORTANT IN ANY LANGUAGE.
SO I WOULD ALSO JUST WANT TO AGAIN SAY WHAT I'VE ALREADY SAID LIKE 18 TIMES.
SO THANK YOU. THANK YOU, HEATHER.
DIANE. KIM, YOU BROUGHT UP THE ISSUE OF ATTRITION.
THAT HAS BEEN A HUGE CHALLENGE.
AND NOW WE MIGHT BE MOVING TO A MODEL WHERE WE HAVE TO TURN SOME PEOPLE AWAY WHO WANT TO ENTER THE PROGRAM, AND THE TERM LOTTERY IS BEING USED AND THAT MIGHT BE THE BEST WAY TO GO ABOUT IT. AND SO I ASKED THIS QUESTION REALLY NOT KNOWING WHAT THE ANSWER TO IT IS AT ALL.
BUT MOLLY, YOU HAVE A DEEP HISTORY AND KNOWLEDGE OF THAT COMMUNITY.
IS THERE ANY POSSIBILITY FOR US TO HELP THIS PROGRAM PULL IN CHILDREN WHO WE FEEL ARE GOING TO BE THE MOST SUCCESSFUL IN THIS PROGRAM? AND AGAIN, I JUST DON'T KNOW IF THAT'S POSSIBLE AT SUCH AN EARLY AGE, BUT ALWAYS THE EARLY IDENTIFICATION AND EARLY INTERVENTION FOR SPECIAL LEARNERS WE KNOW IS A GOAL.
YEAH. SO I THINK WE HADN'T FOCUSED SO MUCH ON THAT FOR OUR INCOMING KINDER PARENTS BEFORE AND LAST YEAR WE DIDN'T HAVE A MEETING.
WE WILL HAVE A KINDER PARENT MEETING, INCOMING KINDER PARENT MEETING IN PERSON THIS YEAR.
AND, YOU KNOW, WE'RE TRYING TO YOU KNOW, WE DON'T WANT TO DISSUADE ANYONE FROM FROM BEING IN THE PROGRAM, BUT WE DO WANT TO JUST GIVE PARENTS SOME SOME THINGS TO THINK ABOUT. KNOWING THEIR CHILD MAY BE JUST AS A, YOU KNOW, EARLY FIVE YEAR OLD OF WHAT THEY'RE SEEING ALREADY, JUST TO MAYBE HAVE SOME OF THOSE DETERMINING FACTORS WHEN THEY'RE CONSIDERING IT.
SO I THINK THAT'S A VIABLE CONVERSATION AND A VALUABLE ONE TO HAVE WITH PARENTS, BECAUSE I THINK SOME OF OUR PARENTS AND WHY WE'VE SEEN SOME OF THE ATTRITION ARE LIKE, IT SOUNDS LIKE A GREAT PROGRAM, WE'LL TRY IT.
AND UNFORTUNATELY, WHEN YOU TRY IT AND IT DOESN'T WORK, YOU MOVE OUT OF IT.
WE HAVE THIS UNBALANCE AND SO WE ARE TRYING TO HAVE THOSE CONVERSATIONS WITH PARENTS OF, YOU KNOW, IF IF YOU'RE JUST KIND OF TRYING IT TO SEE WHAT IT LOOKS LIKE, IT MAY NOT BE THE RIGHT PROGRAM FOR YOU.
WE HAVE STUDENTS IN SPECIAL ED THAT ARE IN SPANISH IMMERSION, LIKE LET US WORK THROUGH THAT.
BUT I THINK SOME PARENTS JUST WANT TO TRY IT.
AND SO WE'RE JUST TRYING TO KIND OF WALK THROUGH A LITTLE BIT MORE ABOUT THE COMMITMENT.
AND WE'VE HAD IN THE PAST, YOU KNOW, A COMMITMENT FORM.
AND IF YOU IF YOU'RE IN OTHER DISTRICTS, DO THIS, TOO.
IF YOU SAY YOU'RE GOING TO GET IN SPANISH IMMERSION, YOU HAVE TO STAY IN SPANISH IMMERSION.
WE'RE NOT GOING TO LET YOU OUT.
THAT DOESN'T REALLY FEEL GOOD, RIGHT? WHEN YOUR THIRD GRADER IS STRUGGLING AND WE SAY WE'RE SORRY, WE'RE NOT GOING TO LET YOU OUT OF SPANISH IMMERSION.
BUT THERE'S OTHER PARENTS WHO JUST DECIDE, YOU KNOW, IT'S JUST REALLY NOT FOR US.
MY KID IS DOING FINE IN THE PROGRAM, AND THOSE ARE SOME OF THE PARENTS THAT WE WOULD WANT TO MAYBE SAY, IF YOU'RE NOT REALLY COMMITTED, DON'T TRY IT OUT, BECAUSE IT DOES HAVE THAT IMPLICATION.
BUT AGAIN, SOME PARENTS JUST DON'T KNOW.
[02:50:01]
AND IT SOUNDS LIKE THE RIGHT THING TO DO WHEN YOUR CHILD IS FIVE AND IT ENDS UP NOT BEING THE RIGHT THING.AND WE WERE HAPPY TO HAVE ANY ONE OF THOSE CONVERSATIONS WITH PARENTS.
AND WE'RE STILL GOING TO HAVE ATTRITION.
BUT, YOU KNOW, HOPEFULLY WE HAVE BEEN ABLE TO FILL SOME OF THOSE SLOTS, YOU KNOW, WITH STUDENTS THAT COME IN, RESIDENT STUDENTS THAT COME IN, YOU KNOW, POSSIBLY IF AN OLDER GRADE, WE COULD TAKE A TRANSFER STUDENT.
WE'VE HAD SOME OR EVEN OUR OWN STUDENTS WHO HAVE COME BACK FROM WE'VE HAD A LOT OF STUDENTS COME BACK FROM MAGELLAN INTO EANES, INTO OLDER GRADES, INTO THE IMMERSION PROGRAM. SO.
SORRY. THAT WAS A REALLY LONG ANSWER.
WE'RE GOING TO GO TO JEN AND THEN LAURA.
MOLLY, THANKS SO MUCH FOR THIS.
AND I ALSO WANT TO ACKNOWLEDGE THAT YOUR TEAM HAS PUT IN SO MUCH EFFORT INTO THIS PROGRAM.
AND AND I'M GRATEFUL THAT THE DISTRICT HAS REAFFIRMED THEIR COMMITMENT TO THIS PROGRAM.
IT ADDS CHOICE FOR OUR FAMILIES, WHICH I THINK IS IS IS SOMETHING THAT WE CAN'T IGNORE IN THIS DAY AND AGE AND FRANKLY, SOMETHING THAT WAS ACKNOWLEDGED IN OUR LONG RANGE, THE INITIAL STEPS OF OUR LONG RANGE PLANNING.
AND WE DON'T WANT TO IGNORE THAT FOR OUR ELEMENTARY KIDDOS.
UM, I, YOU KNOW, TO HEATHER'S POINT OF MOVING TO THE 9010 AND SEEING WHAT HAPPENS, THE REALITY WITH THAT IN THE CURRENT PROPOSAL IS THAT YOU'RE NOT GOING TO BE ABLE TO TELL BECAUSE YOU'RE NOT GOING TO BE COMPARING APPLES TO APPLES IN THE SAME PROGRAM GOING TO A SINGLE SECTION.
IS A VERY DIFFERENT PROGRAM AND YOU WILL NOT HAVE GOOD DATA TO BE ABLE TO.
IT'S JUST IT'S JUST REALITY IN THAT SENSE.
IF WE'RE WAITING FOR TO SEE WHAT HAPPENS WITH 9010 TO MAKE BIGGER DECISIONS, THEN MY PREFERENCE WOULD BE THAT WE STAY AT TWO SECTIONS FOR HER CAMPUS BECAUSE THAT'S THE ONLY WAY THAT YOU'RE GOING TO GET THAT GOOD DATA.
UM, AND THEN I JUST, I JUST WANT TO REMIND EVERYBODY HERE THAT.
WHILE THERE'S BEEN A LOT OF TALK ABOUT WAITING AND WAITING AND WAITING FOR THE LONG RANGE PLANNING COMMITTEE, THE LONG RANGE PLANNING FACILITIES COMMITTEE, THEIR JOB IS TO FOCUS ON OUR FACILITIES AND HOW WE UTILIZE OUR FACILITIES, NOT PROGRAMMATIC CHANGES.
NO, THAT WAS THE JOB OF ENVISIONING.
THAT'S NOT THE THE JOB OF THIS COMMITTEE.
SO I JUST WANT US TO BE REALLY AWARE OF THAT WHEN WE'RE TALKING ABOUT CHANGES TO PROGRAM, THAT'S ADMINISTRATIVE LEAD IN INSTANCES THE BOARD MAY HAVE MAY HAVE SOME INPUT AND REASON TO VOTE.
BUT BUT WE REALLY NEED TO BE CLEAR ON THAT DISTINCTION AS WE'RE FORMING THIS COMMITTEE.
ELLEN, I REALLY LIKED WHAT YOU SAID.
BUT. UM, IS WE NEED TO CHANGE THE NARRATIVE AROUND THIS PROGRAM.
AND IT'S WHAT I SAID TO THE VALLEY VIEW PARENTS EARLIER IS LET'S MAKE THIS A AND I'VE SAID IT TO YOU USING DIFFERENT LANGUAGE, BUT LET'S MAKE THIS A SHINING STAR PROGRAM.
OKAY. SO IF WE ARE IF I'M NOT SUPPORTIVE OF A MAGNET SCHOOL OR IF I'M NOT SUPPORTIVE OF TWO SECTIONS, THAT DOES NOT MEAN THAT I AM NOT SUPPORTIVE OF THIS PROGRAM.
WHAT IT MEANS IS THAT MY VIEW IS IN ORDER TO MAKE THIS PROGRAM A SHINING STAR PROGRAM, THIS IS WHAT WE NEED TO DO.
A BIGGER PROGRAM IS NOT ALWAYS A BETTER PROGRAM.
IN FACT, IT CAN GET WATERED DOWN.
WE DO SMALL PROGRAMS REALLY VERY, VERY WELL.
WE SUPPORT, YOU KNOW, WE'VE GOT 10% OF OUR KIDS ROUGHLY IN SPECIAL EDUCATION.
WE DO A GREAT JOB OF SUPPORTING 10% OF THE KIDS.
IT'S NOT 30% OF OUR ELEMENTARY SCHOOL STUDENTS.
AND I DON'T THINK ANYBODY WOULD EVER ACCUSE US OF NOT SUPPORTING THAT.
THE SAME WITH GT. WE I GUESS WE'VE GOT ABOUT 10% OF OUR KIDS ARE IN THE GT PROGRAM.
UM, I WANT TO SEE THIS PROGRAM SUCCEED.
I WANT IT TO BE THE BEST THAT IT CAN POSSIBLY BE.
IT BRINGS A LOT OF AMAZING THINGS TO CHILDREN AND TO OUR DISTRICT.
[02:55:03]
AND SO I LOOK AT THE VALUE.WHAT IS THE VALUE? THAT'S WHAT I TALKED ABOUT WITH VALLEY VIEW AND IT IS ACHIEVING BILITERACY.
IT IS THE COGNITIVE GROWTH THAT THIS PROGRAM PROVIDES FOR OUR STUDENTS.
AGAIN, IF JUST BECAUSE IT IS A SMALLER COULD POTENTIALLY BE A SMALLER PROGRAM DOES NOT MEAN THAT WE CARE ABOUT THIS PROGRAM LESS. THERE.
MOST DISTRICTS HAVE SOME SORT OF LOTTERY PROGRAM TO GET INTO THERE.
I KNOW ALAMO HEIGHTS THAT THEY HAVE A LOTTERY PROGRAM MOSTLY.
THERE ARE I DON'T KNOW IF THERE'S A DISTRICT IN THE STATE.
I'M SURE SOMEBODY IN THE COMMUNITY WILL REMIND ME OF THIS, BUT I'M NOT SURE IF THERE'S A PROGRAM IN THE STATE THAT ADDRESSES OR THAT ALLOWS EVERY STUDENT WHO IS INTERESTED TO BE IN THE PROGRAM.
OKAY. ELLEN, YOU REQUESTED THE STUDY FOR A MAGNET SCHOOL, AND THEN YOU.
YOU FEEL THAT THIS IS OUTSIDE THE SCOPE OF THE LONG RANGE FACILITY PLANNING? UM. A.
I'M NOT EVEN GOING TO GO THERE TODAY.
THE. THAT WE CAN WE CAN DO A PROGRAM VERY, VERY WELL.
THAT IS WHAT I BELIEVE THAT ADMIN IS PROPOSING.
THANK YOU. I WOULD LIKE TO ASK FOR A LITTLE BIT OF CLARIFICATION PROBABLY FROM TOM BECAUSE AND JEFF AND JEREMY ALSO BECAUSE I DO THINK THAT IN ALL OF THE LONG RANGE PLANNING THAT I HAVE SEEN WITH REGARDS TO FACILITIES, IT HAS INCLUDED PROGRAMS AND CURRICULUM.
AND WHEN I VISITED OTHER CAMPUSES WITH LEADERSHIP OR JUST IN OTHER OTHER THINGS, YOU KNOW, I'VE SEEN THAT THEY HAVE BUILT FACILITIES FOR SPECIFIC PROGRAMS. AND LIKE ONE INSTANCE THAT JUST COMES TO MIND, I WENT TO GREGORY-PORTLAND ISD WITH LEADERSHIP TASB, AND WE VISITED ONE OF THEIR CTE BUILDINGS AND THEY HAD THIS ENTIRE CADAVER. YOU KNOW, THEY WERE FAKE, THANKFULLY, BUT FAKE CADAVERS AND THIS WHOLE MEDICAL THING.
AND YOU COULD GET AN EKG AND YOU COULD DO ALL THIS STUFF.
SO THAT IS A FACILITY WITH PROGRAMING IN MIND.
AND SO I DO THINK THAT THERE IS AN OVERLAP.
AND THAT WAS KIND OF MY POINT WITH THE THE NEWS, YOU KNOW, ANNOUNCEMENTS EARLIER THAT IF WE WANT SOMETHING TO HAPPEN, WE HAVE TO MAKE SURE THAT OUR FACILITIES CAN ACCOMMODATE THAT.
THANK YOU, HEATHER. JEN, I AGREE WITH YOU TO A CERTAIN EXTENT.
I GUESS WHAT I'M TRYING TO SAY IS THAT HAS TO BE REACTIVE TO THE PROCESS OF BUILDING THOSE FACILITIES, HAS TO BE REACTIVE TO THE WANTS AND DESIRES OF THE ADMINISTRATION, THE BOARD NOT.
NOT CHANGING A PLAN THAT'S ALREADY THAT'S IN PLACE.
I THINK THERE'S A DISTINCTION THERE.
I DO THINK THERE'S A DISTINCTION.
I MEAN, IF WE HAD IF WE HAD, YOU KNOW, A LONG RANGE PLANNING COMMITTEE THAT CAME BACK AND SAID WE WANT AN AVIATION WITHOUT TRULY LOOKING TO SEE IF THAT'S VIABLE, WE HAVE YOU KNOW, I THINK THERE'S A DISTINCTION.
THANK YOU. ANY OTHER BOARD MEMBERS? THANK YOU. I DON'T HAVE A TON TO ADD.
I WOULD SAY, THOUGH, THAT YOU TOUCHED ON THE PROCESS FOR SELECTING NEXT YEAR'S KINDERGARTEN GROUP.
AND I WOULD ENCOURAGE YOU JUST.
TO FLESH THAT OUT AS SOON AS YOU CAN.
WHAT THAT PRIORITY WILL LOOK LIKE, WHO WILL GET PRIORITY? CETERA ON THAT ONE. JUST.
JUST TO GET THAT STRAIGHTENED OUT.
[03:00:02]
I DO KNOW AND WE'VE TALKED ABOUT THIS A LITTLE BIT, I DO KNOW THAT SOME DISTRICTS ARE DOING SOME SORT OF TEST.AND LIKE I SAID ABOUT VALLEY VIEW, TELL US WHAT YOU NEED AND WE'RE GOING TO SUPPORT YOU IN THAT.
WE REALLY ARE COMMITTED TO HAVING THIS IN OUR DISTRICT.
BEING THE NUMBER ONE K THROUGH 12 DISTRICT RANKED BY NICHE IS HUGE.
AND WE WANT A PROGRAM THAT REFLECTS THAT STANDING.
SO APPRECIATE THE TIME YOU'VE PUT INTO THIS, THE EFFORT YOU'VE PUT INTO THIS.
AND AND I WISH YOU WELL AS YOU EMBARK ON ON THESE CHANGES.
AND PLEASE COME BACK TO US AS SOON AS YOU NEED ANYTHING FROM THE BOARD TO HELP SUPPORT THIS.
THANK YOU. JAMES, MAY I ASK A CLARIFYING QUESTION? AND THEN I HAVE SORT OF A CLOSING THOUGHT.
WE'VE ALREADY WE'VE ALREADY STARTED THOSE WITH HER IN THE PLC WORK THAT SHE'S DOING.
WE NEED TO LOOK AT THAT PRIORITIZATION.
IF WE END UP IN A LOTTERY, WE NEED TO BE VERY CLEAR ABOUT WHAT THAT WILL LOOK LIKE.
AND WE WANT THAT VERY ALIGNED AND WE DON'T WANT TO CHANGE IT.
SO I JUST WANT TO COMMIT ALSO TO THE COMMUNITY.
WE WILL BE HAVING A LOT OF CONVERSATIONS.
WE WILL BE PUTTING OUT A LOT OF COMMUNICATION IN DIFFERENT FORMATS SO THAT EVERYONE UNDERSTANDS WHAT WE'RE DOING AND HOW WE'RE DOING IT AND THE TIMELINE, THE TIMELINE FOR WHEN APPLICATIONS ARE DUE.
SO WE UNDERSTAND THAT WE HAVE A LOT OF COMMUNICATION.
AND WE WANT TO REAFFIRM OUR PLEDGE TO VALLEY VIEW AND TO SPANISH IMMERSION.
WE ARE FULLY INVESTED, PARTICULARLY IN SPANISH IMMERSION.
WE PRIDE OURSELVES ON BEING AN INNOVATIVE SCHOOL DISTRICT.
AND IN THAT CULTURE OF INNOVATION, YOU DON'T INNOVATE UNLESS YOU'RE WILLING TO CHANGE, UNLESS YOU'RE WILLING TO LEARN FROM CHALLENGES AND BE TRANSPARENT ABOUT ISSUES AND OBSTACLES.
AND WE CERTAINLY HAVE LEARNED A LOT.
AND I THINK IN OUR EFFORT TO BE INNOVATIVE, YOU HAVE TO REITERATE AND YOU NOT ONLY REITERATE YOUR COMMITMENT TO, BUT YOU ALSO REITERATE YOUR VERSION OF OR THE MODEL OF INSTRUCTION THAT YOU'RE DELIVERING.
AND THAT'S WHAT WE'RE COMMITTED TO TODAY.
SO I JUST WANT TO UNDERSCORE EVERYTHING THAT MOLLY HAS SAID AND DONE, AND WE APPRECIATE THE BOARD'S COMMITMENT AND YOUR SUPPORT AND WE'RE WE'RE VERY EXCITED ABOUT THE POSSIBILITIES AND THE POTENTIAL FOR ALL OF THE THINGS THAT WE HAVE DISCUSSED HERE TODAY.
SO WE'RE ABOUT 45 MINUTES SHORT OF WHAT OUR INTENDED END TIME WAS.
BUT JAMES, I'LL TURN IT BACK OVER TO YOU IF YOU'D LIKE TO FILL THAT 45 MINUTES.
WE'VE GOT A YEAH, I'VE GOT AN ESSAY ABOUT MY LIFE I'D LIKE TO READ TO ALL OF YOU RIGHT QUICK.
BUT BUT I THINK THAT IT'S BEEN A REALLY GOOD MEETING.
AND I THINK THAT THESE TYPES OF WORKSHOPS ARE UNIQUE FOR US.
[03:05:08]
AND I'M GRATEFUL FOR ALL OF THE INFORMATION.BUT IT'S BEEN A GREAT MEETING.
I JUST WANT TO MAKE NOTE OF UPCOMING MEETINGS REAL QUICK IF WE'RE DONE.
[5. UPCOMING MEETINGS]
SO WE HAVE A REGULAR MEETING COMING UP.AND UNTIL THEN, WE ARE ADJOURNED.
THANK YOU. AT TEN, NOT 18.
* This transcript was compiled from uncorrected Closed Captioning.