Nov 28, 2023 School Board Regular Meeting

[1. CALL TO ORDER]

[00:00:02]

THE TIME IS NOW 5:30 P.M.

AND I CALL THE NOVEMBER 28TH, 2023, MEETING OF THE EANES ISD BOARD OF TRUSTEES TO ORDER.

[2. ESTABLISH A QUORUM]

[3. CLOSED SESSION]

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

THANK YOU ALL FOR COMING.

SEE YOU IN A BIT. THE TIME IS NOW 7:01 P.M.

[4. RECONVENE INTO OPEN SESSION]

I JUST WANT TO TAKE A MINUTE TO WELCOME YOU TO OUR MEETING TONIGHT.

THANK YOU FOR COMING OUT. WE APPRECIATE OUR COMMUNITY MEMBERS BEING HERE, BOTH IN PERSON, IN THE ROOM AND THOSE WHO WATCH LIVE.

AND THEN LATER ON THE VIDEO, WE THANK YOU FOR PARTICIPATING IN TAKING AN INTEREST IN WHAT OUR BOARD DOES AND IN OUR DISTRICT AND OUR KIDS' EDUCATION.

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

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

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

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

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

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

WE WILL NOW BEGIN WITH OUR AGENDA.

[5. EANES ISD MISSION STATEMENT]

UNITE, EMPOWER.

INSPIRE. EVERY PERSON.

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

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

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

WE WILL NOW HEAR THE PLEDGE OF ALLEGIANCE.

WE ARE JOINED TONIGHT BY JACK KERR, WHO WILL BE LEADING US IN THE PLEDGE OF ALLEGIANCE.

HE IS FROM TROOP 30 HERE IN THE WESTLAKE AREA.

HE IS A SEVENTH GRADER AT HILL COUNTRY MIDDLE SCHOOL, AND JACK HAS BEEN AN EANES STUDENT SINCE HE STARTED KINDERGARTEN AT BRIDGEPOINT ELEMENTARY SCHOOL.

JACK, WILL YOU COME FORWARD AND GIVE US THE PLEDGE OF ALLEGIANCE? I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

THANKS. JACK. WILL YOU COME FORWARD FOR JUST A SECOND? I JUST WANT TO GIVE YOU.

THIS IS A TOKEN THAT SHOWS OUR MISSION STATEMENT AND OUR VALUES FOR EANES ISD.

I WANT YOU TO HAVE THIS AND THANK YOU VERY MUCH FOR COMING TONIGHT.

WE APPRECIATE YOU AND GOOD LUCK IN YOUR SCOUTING ADVENTURES AND YOUR CONTINUED EDUCATION AND EANES ISD.

THANK YOU. THANK YOU.

OKAY. THANK YOU.

WE WILL NOW MOVE INTO OUR SUPERINTENDENT'S REPORT, DR.

[7. SUPERINTENDENT REPORT]

THANKS, MR. SPRADLEY.

THANK YOU. JACK. THANKS, EVERYBODY, FOR JOINING US TONIGHT.

ONLY TWO VERY BRIEF UPDATES.

BOTH OF THEM ARE IN THE ATHLETICS REALM.

FIRST OF ALL, CONGRATULATIONS TO THE WESTLAKE HIGH SCHOOL WOMEN'S VOLLEYBALL TEAM.

HAD A TERRIFIC SEASON FINISHING 12 AND FOUR IN DISTRICT.

AND THEY ADVANCED TO THE REGIONAL QUARTERFINALS.

THIS WAS THEIR BEST SEASON SINCE 2016, AND SEVERAL PLAYERS RECEIVED POSTSEASON ACCOLADES AND ACADEMIC ALL-DISTRICT HONORS.

AND CONGRATULATIONS TO COACH MIGUEL SAENZ, HIS COACHING STAFF AND THE PLAYERS ON A GREAT SEASON.

AND THEN THE ONLY OTHER MENTION TONIGHT IS REGARDING THE FOOTBALL GAME THIS SATURDAY, DECEMBER THE 2ND, 2 P.M.

AT THE FIELD IN PFLUGERVILLE AND A BIG, BIG MATCH UP, A RIVALRY WITH LAKE TRAVIS.

AND SO I'M SURE MANY OF US WILL BE THERE AS THE CHAPS ADVANCE IN THE PLAYOFFS.

AND I UNDERSTAND YOU'VE CHALLENGED THE SUPERINTENDENT IN LAKE TRAVIS TO THE LOSER WILL SHAVE THEIR HEAD, IS THAT CORRECT? THAT'S SUPER I APPRECIATE THAT.

OKAY. I'VE HEARD OF THIS TEAM.

YEAH. THANK YOU.

ALL RIGHT. THANK YOU. SO NOW WE WILL MOVE INTO THE OPEN FORUM PORTION OF OUR MEETING.

[8. OPEN FORUM]

SO, IT'S NOW TIME FOR OPEN FORUM PORTION OF OUR MEETING.

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

I'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.

AS A GENERAL RULE, TEXAS GOVERNMENT CODE SECTION 541 PROHIBITS DISRUPTION OF BOARD MEETINGS BY THE PUBLIC.

I DON'T THINK THAT'S GOING TO HAPPEN TONIGHT.

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

IN OTHER WORDS, IF YOU'RE GOING TO MENTION AN EMPLOYEE OF THE DISTRICT, WE WOULD NEED TO MOVE INTO CLOSED SESSION SO WE CAN HEAR YOUR COMMENT.

[00:05:03]

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 POSTED 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 OUR FIRST SPEAKER IS ASHLEY SCRIPPS.

THANK YOU FOR COMING, ASHLEY.

OH, OKAY, I GOT IT.

DEAR DR. ARNETT AND BOARD MEMBERS, I STAND IN FRONT OF YOU AGAIN TO VOICE MY FRUSTRATION OF HOW THE ESSER PROGRAM HAS BEEN HANDLED.

THIS BOARD ADMINISTRATION HASN'T BEEN LOOKING AT EANES IN THE LONG RUN WHEN IT COMES TO THE ELEMENTARY CAMPUSES, AND YOU'VE CONTINUED TO JUST PUT BAND-AIDS OVER PROBLEMS, YOU HAVE THIS AMAZING PROGRAM FOR KIDS TO EXPERIENCE A DIFFERENT CULTURE AND LANGUAGE AT A YOUNG AGE.

YOU'VE SEEN INTEREST ACROSS THE BOARD FOR THIS PROGRAM.

STUDY UPON STUDY HAS SHOWN THE MULTIPLE BENEFITS OF DUAL LANGUAGE AT A YOUNG AGE, ESPECIALLY FOR KIDS WITH DYSLEXIA.

EITHER SPANISH OR ASL CAN HELP THEM IMMENSELY DOWN THE ROAD.

WE KNOW THAT THE 5050 MODEL ISN'T WORKING, AND IT'S A SHAME THAT THE STUDENTS CURRENTLY IN IT, MINE INCLUDED, ARE GOING TO SUFFER FROM THAT.

BUT WE KNEW THAT WE WERE SIGNING UP FOR A WORK IN PROGRESS PROGRAM.

WE NOW HAVE THE CHANCE TO FIX IT WITH THE 9010 MODEL, WHICH IS A GREAT START.

HOWEVER, YOU WANT TO CUT THE PROGRAM ACROSS THE SCHOOLS AND SEGREGATE A GROUP OF 22 STUDENTS FROM THEIR PEERS FOR SIX YEARS.

A PARENT TO HAVE TO MAKE THAT KIND OF DECISION FOR A KINDERGARTEN OR FIRST GRADE AGE WOULD BE A HARD ONE.

IF YOU ASK ANY PARENT OF THE TRADITIONAL SIDE IF THEY WOULD BE ON BOARD WITH THAT IDEA, I'M GOING TO GUESS AT AT LEAST 95% SAY NO.

SPANISH IS THE ONLY INCENTIVE TO LIMIT YOUR KIDS FROM EMOTIONAL AND SOCIAL LEARNING IN SCHOOL, BUT IN THE LONG TERM, I THINK THAT MANY PARENTS WOULD RATHER LOOK INTO TUTORS SO THEIR KIDS CAN MIX WITH THEIR PEERS.

OVER THE YEARS, MAKING ONE CLASS WILL CREATE MORE PROBLEMS THAN HAVING TWO IN THE LONG RUN, AND YOU WILL COME TO SEE THAT IF WE COULD SHOW A STRONG NINE OVER TEN MODEL WITH TWO CLASSES THAT CAN MIX THROUGHOUT THE YEAR, IT WOULD REALLY GIVE US THIS PROGRAM THE ABILITY TO GROW INTO SOMETHING THAT WOULD BRING DIVERSITY AND POPULARITY TO THIS DISTRICT.

YES, WE WILL LOSE SOME GREAT TEACHERS IN THE PROCESS, AND THAT IS ONE OF THE LAST THINGS THAT I WANT.

BUT YOU NEED TO LOOK AT THE FUTURE OF EANES ELEMENTARY SCHOOLS.

TRUST ME, I LOVE OUR TEACHERS.

IF I DIDN'T, I WOULDN'T HAVE SPENT THE LAST SIX MONTHS PERSONALLY RENOVATING THEIR BATHROOMS. IF THESE KIDS ARE WALKING OUT OF ELEMENTARY SCHOOL COMPLETELY OR ALMOST SPEAKING FLUENT SPANISH, THEY WOULD HAVE TREMENDOUS INTEREST IN THE PROGRAM WHERE YOU MAY HAVE MORE THAN TWO CLASSES PER GRADE DOWN THE ROAD.

FOR THIS PROGRAM TO BECOME SUCCESSFUL, YOU NEED TO CREATE TWO SPANISH CLASSES FOR THE INCOMING KINDER SCHOOL SCHOOLS THAT CURRENTLY HAVE THE C PROGRAM.

MY DREAM WOULD ALSO TO LOOK IN THE CURRENT KINDERGARTEN CLASSES AND SEE IF WE CAN GET ADDITIONAL SPANISH TEACHER FOR THEIR SECOND CLASS WHEN THEY MOVE INTO FIRST GRADE.

I KNOW THAT BRIDGEPOINT DOESN'T HAVE TWO CLASSES, AND ANOTHER DREAM WOULD BE ENOUGH KIDS TO COME INTO FIRST GRADE TO CREATE A SECOND CLASS IF THEY SAW A 90/10 MODEL GOING FORWARD.

BUT I CAN PROMISE YOU THAT IF THIS CLASS STAYS ONE WITH A 50 OVER 50 MODEL THAT ISN'T WORKING, THEN YOU HAVE TAKEN AWAY THE INCENTIVE FOR PARENTS TO KEEP THEIR KIDS IN THE PROGRAM. AT LEAST FOR ME.

I'M NOT EXCITED ABOUT A SINGLE CLASS, BUT I WILL DO EVERYTHING IN MY POWER TO HAVE MY DAUGHTER GET THE EMOTIONAL AND SOCIAL LEARNING THAT SHE WILL BE STUNTED BY AT SCHOOL FROM NOT MIXING WITH HER PEERS.

BUT NOT ALL PARENTS MAY HAVE THAT ABILITY, WHICH MAY CAUSE UNCERTAINTY WITH THE CLASS SIZES AND POSSIBLY A HIGHER AMOUNT OF DROPOUTS IN THE LATER YEARS.

I WOULD ALSO LIKE TO EXPRESS MY DISMAY OF HOW YOU HAVE CONDUCTED THE ASI TASK FORCE.

YOU'VE PICKED SOME INDIVIDUALS WHO DO WANT THIS PROGRAM TO EXIST.

THAT WOULD BE LIKE ELECTING A BOARD MEMBER WHO DOESN'T WANT PUBLIC SCHOOLS TO EXIST.

TO ME, THAT DOESN'T MAKE MUCH SENSE.

WE NEED A GROUP OF PEOPLE WHO WANT TO FIND THE BEST POSSIBLE WAY TO MAKE THIS PROGRAM SUCCESSFUL, THAT WE CAN HOPEFULLY SPREAD IT ACROSS THE DISTRICT, DISTRICT AND EXPOSE AS MANY FAMILIES TO IT THAT WANT IT.

I KNOW TOMORROW THERE IS GOING TO BE A MEETING ON THE FUTURE OF ESSER, BUT PLEASE DO NOT SILENCE US LIKE YOU DID THE LAST MEETING.

GIVE US ALL THE TIME TO ASK OUR QUESTIONS AND NOT TO TAKE MOST OF THE TIME WITH A PRESENTATION.

PLEASE DON'T FILTER OUR QUESTIONS THROUGH AN APP.

WE WANT OUR VOICES HEARD AND WE HAVE THE RIGHT TO SPEAK TO YOU DIRECTLY.

THANK YOU, THANK YOU ASHLEY.

WE WILL NOW HEAR FROM JERRY AND WOODY MCKNIGHT.

THANK YOU, JERRY YAN, FOR COMING.

JENNY. AND. IT'S OKAY.

IT HAPPENS ALL THE TIME. OKAY.

CURRENTLY, FAMILIES IN SPANISH IMMERSION FEEL IN LIMBO BECAUSE WE DON'T KNOW WHAT THE LONG-TERM PLAN FOR SI IS.

IT FEELS LIKE YOU ARE TRYING TO FIX THE ENROLLMENT ISSUE AT VALLEY VIEW WITH SPANISH IMMERSION.

I THINK BOTH SITUATIONS NEED INDEPENDENT SOLUTIONS TO ACHIEVE THE BEST OUTCOME.

IT FEELS UNFAIR THAT ALL THE SCHOOLS THAT ADVOCATED FOR THE PROGRAM WILL NOW BE REDUCED TO ONE CLASSROOM, WHILE A SCHOOL THAT DIDN'T WANT THE PROGRAM INITIALLY WILL BE GETTING TWO SECTIONS OF THE 910 MODEL, ENSURING THAT THEIR FUTURE CLASSES WILL HAVE ENOUGH CHILDREN TO MIX UP EACH YEAR.

IF PROPER STEPS ARE TAKEN TO ENSURE THE DISTRICT IS FULLY COMMITTED TO SEE.

[00:10:01]

NOT KNOWING WHAT THE LONG-TERM PLAN IS FOR ESSER IS VERY CONCERNING.

IT MAKES IT DIFFICULT FOR SOLUTION-ORIENTED PEOPLE TO FIGURE OUT HOW TO HELP.

ONE CLASSROOM AT EACH CURRENT SCHOOL FEELS LIKE A SLOW DEATH TO THE PROGRAM AND IS HEARTBREAKING IN MY OPINION.

WHEN I STARTED ON THIS JOURNEY, I COULDN'T HELP BUT BE PERSONALLY FOCUSED ON MY OWN SITUATION.

I QUICKLY REALIZED THAT WAS NOT THE WAY TO APPROACH THE SITUATION AND SHIFTED MY FOCUS ON PROGRAM AND OPPORTUNITY FOR LITTLE KIDS IN THIS DISTRICT.

THIS IS THE ONLY PROGRAM OFFERED TO ELEMENTARY AGED KIDS THAT IS TOTALLY FAIR AND UNBIASED.

BESIDES THE FACT THAT IT IS THAT IT ISN'T OFFERED AT EVERY SINGLE ELEMENTARY SCHOOL.

TO QUOTE ELLEN BALTHAZAR, WE CAN DO HARD THINGS AND WE CAN DO HARD THINGS WELL.

THANK YOU FOR YOUR TIME.

[9.1 Monthly Financial Report and Budget Amendment(s) for the Period Ending October 31]

OUR REPORT WE'RE GOING TO.

WHICH ONE ARE WE DOING FIRST, MARIA? OKAY. WE'RE GOING TO DO MARIA.

AND THEN WE WILL DO A CHANGE TO OUR PUBLISHED AGENDA WHICH IS LISTED HERE.

WE'LL DO MATT. AND THEN JEREMY.

THANK YOU, MARIA, FOR COMING.

GOOD EVENING.

WE SHOULD HAVE.

WE HAVE OUR ONE SLIDE FOR OUR FINANCIAL REPORT.

I DID WANT TO POINT OUT FOR TAXES, AS WE'VE MENTIONED BEFORE, THAT OCTOBER IS THE BEGINNING OF THE TAX YEAR.

AND SO, AND ON TOP OF THAT, SIMILAR TO LAST YEAR AND A FEW YEARS AGO, THERE WAS AN ITEM ON THE BALLOT FOR NOVEMBER THAT REGARDED THAT WAS IN REGARD TO PROPERTY TAXES. AND SO, BECAUSE OF THAT, TAX BILLS DID NOT GO ON IN OCTOBER.

THEY BELIEVE THEY WENT OUT LAST WEEK.

AND SO THAT IS WHY WE HAVE 0% COLLECTED.

BUT IT MATCHES EXACTLY WHERE WE WERE LAST YEAR AT THIS POINT FOR THAT SAME REASON.

OBVIOUSLY, ONCE THE NOW THAT THE BILLS ARE OUT, THE COLLECTIONS WILL START AND THEN WE'LL START SEEING THOSE NUMBERS CHANGE.

AND THEN AS FAR AS BUDGET AMENDMENTS, THE GENERAL FUND DID HAVE A BUDGET AMENDMENT THAT INCLUDED, AGAIN, REALLOCATION BETWEEN DIFFERENT RESOURCES AS SUBMITTED BY CAMPUSES AND DEPARTMENTS. AND THERE'S NO NET EFFECT ON THE FUND BALANCE.

AND THERE WERE NO BUDGET AMENDMENTS SUBMITTED FOR CHILD NUTRITION OR THE DEBT SERVICE FUND.

I ALSO WANTED TO POINT OUT THAT, OF COURSE, WHAT WE HAVE ON THIS ONE PAGE ARE JUST HIGHLIGHTS FOR THE FINANCIAL STATEMENTS.

BUT IN OUR AGENDA PACKET, IT INCLUDES THE BREAKDOWN OF WHERE ALL THESE NUMBERS COME FROM.

AND SO THAT'S IN YOUR AGENDA PACKET FROM PAGES EIGHT THROUGH 22.

WE ALSO WILL POST THE FINANCIAL THE MONTHLY FINANCIAL REPORT ON THE BUSINESS OFFICE WEBSITE FOR EACH ONE OF OUR MONTHS.

DO YOU HAVE ANY QUESTIONS? QUESTIONS FROM THE BOARD.

THANK. YES, HEATHER, I WAS JUST GOING TO MAKE A QUICK COMMENT THAT IT'S EXCITING THAT WE'RE GETTING NEAR THE END OF THE 2019 BOND AND ALL OF THAT, THOSE FUNDS AND THAT WE'RE REALLY STARTING TO SEE THOSE, YOU KNOW, THOSE PROJECTS FINISHING UP.

SO, IT'S EXCITING. SO, THANK YOU FOR YOUR WORK ON THAT.

AND ALSO, TO THE BOC. THANK YOU.

YES, LAURA, OR WILL CHRIS BE GIVING US AN UPDATE ON THE POTENTIAL RAMIFICATIONS OF THOSE TWO BILLS AND THE AMENDMENT THAT PASSED? WE'VE DISCUSSED THAT I THINK LIKELY CHRIS, THAT'S GOING TO COME IN EARLY 2024.

WELL, I'LL BE DOING A WELL, ACTUALLY, WE'LL BE STARTING THE 2024 BUDGET CYCLE COME JANUARY.

AND WE'LL AND WE'LL TALK OBVIOUSLY ABOUT WHAT'S GOING ON WITH THE LEGISLATURE AS WELL AS WHAT'S HAPPENED WITH OUR BUDGET SO FAR THIS YEAR.

OKAY. THANK YOU.

THANK YOU, THANK YOU, MARIA.

THANK YOU. WE WILL NOW MOVE INTO A REPORT.

[9.3 Intruder Detection Audit Report Finding]

THANK YOU, CHIEF GREER, FOR JOINING US.

OKAY, SO AS YOU ALL HAVE PROBABLY HEARD, THE TEA IS CONDUCTING INTRUDER AUDITS AGAIN THIS YEAR.

AND BASED ON A FINDING AT ONE OF OUR CAMPUSES, I'M GOING TO READ A SCRIPT THAT THE TSA HAS PROVIDED US.

THE TOP PRIORITY OF EANES ISD IN THE STATE OF TEXAS IS KEEPING STUDENTS AND STAFF SAFE EVERY DAY.

THE TEXAS EDUCATION AGENCY RECENTLY CONDUCTED AN INTRUDER DETECTION AUDIT AT ONE OR MORE OF OUR CAMPUSES.

THESE AUDITS TEST WHETHER A CAMPUS IS ACCESSIBLE TO AN UNAUTHORIZED INDIVIDUAL.

THIS AUDIT, CONDUCTED AS PART OF GOVERNOR ABBOTT'S SCHOOL SAFETY DIRECTIVES FOR ALL SCHOOL SYSTEMS, SEEKS TO HELP DISTRICTS IDENTIFY HOW CAMPUSES CAN IMPROVE SAFETY FOR STUDENTS, SUCH AS ENSURING EXTERIOR DOORS ARE LOCKED.

THE AUDIT PROVIDES US WITH AN OPPORTUNITY TO CREATE A SAFER LEARNING ENVIRONMENT FOR OUR STUDENTS AND STAFF.

[00:15:01]

THE ONE FINDING AT ONE CAMPUS HAS ALREADY BEEN ADDRESSED THROUGH STAFF TRAINING AND COORDINATION WITH OUR MAINTENANCE AND OPERATIONS TEAM.

WE'RE WORKING CLOSELY WITH OUR DISTRICT SCHOOL SAFETY AND SECURITY COMMITTEE TO ENSURE THAT WE'RE TRAINING ALL OF OUR STAFF AND SECURING OUR DOORS FOR THE PROTECTION OF EVERYONE AT OUR CAMPUSES.

THE SUPPORT FROM THE STATE IN CONDUCTING THE INTRUDER DETECTION AUDITS IS JUST ONE OF THE MANY ACTIONS WE ARE TAKING TO ENSURE OUR SCHOOLS ARE SAFE.

WE KNOW THAT THIS WORK DOES NOT END, AND WE APPRECIATE THE BOARD'S SUPPORT.

WE ACKNOWLEDGE THAT PARENTS AND COMMUNITY MEMBERS ARE LIKELY VERY INTERESTED IN THE DETAILS OF THE AUDIT RESULTS.

HOWEVER, IT IS IN THE BEST INTEREST OF OUR STUDENTS THAT WE DO NOT SHARE THIS INFORMATION TO THE BROADER PUBLIC AS IT COULD LEAD TO COMPROMISING IMPORTANT CAMPUS SECURITY INFORMATION.

SPECIFIC DETAILS OF THE INTRUDER DETECTION AUDIT WILL BE DISCUSSED IN THE EXECUTIVE SESSION AND WITH THE SAFETY AND SECURITY COMMITTEE.

EANES ISD IS COMMITTED TO PROVIDING A SAFE AND SECURE LEARNING ENVIRONMENT FOR OUR STUDENTS AND STAFF.

THAT'S IT. THANK YOU CHIEF.

APPRECIATE IT. YES.

THANK YOU. THANK YOU.

[9.2 2023-24 Enrollment Report (PEIMS Snapshot) Including Transfer Students and Class Sizes]

OUR TEAM'S SNAPSHOT.

MR. JEREMY TRIMBLE.

AND RACHEL HIGGINS.

WELCOME TONIGHT.

GOOD. GOOD EVENING.

TRUSTEE. SO, IT'S AN EXCITING TIME.

WE LOOK FORWARD TO THIS TIME EVERY YEAR.

AT LEAST ME AND RACHEL DO.

SO, THIS IS WHERE WE GET TO SEE THE RESULTS OF A LOT OF HARD WORK, BOTH RACHEL AND ALSO OUR CAMPUSES AS WELL.

SO, WE WANT TO ACKNOWLEDGE OUR CAMPUSES, OUR CAMPUS REGISTRARS, BUT ALSO RACHEL, OUR DISTRICT REGISTRAR, AND OUR ENTIRE TEAM THAT PUTS ALL THE WORK INTO COMPILING ALL THIS INFORMATION AND SUBMITTING THAT TO.

SO, TONIGHT IS THE OFFICIAL ENROLLMENT AND CLASS SIZE UPDATE FOR THE CURRENT SCHOOL YEAR.

AND WE STARTED THIS LAST YEAR.

SO, I WANT TO PARSE OUT SOME INFORMATION BECAUSE WE'RE GOING TO GIVE YOU A NUMBER.

YOU'LL SEE IT THERE 7732.

THAT IS THE SNAPSHOT ENROLLMENT FOR THE DISTRICT THAT WE REPORT TO TEA THROUGH THE PM SYSTEM, WHICH IS A PUBLIC EDUCATION INFORMATION MANAGEMENT SYSTEM.

THIS WAS CREATED IN 1987.

IT'S JUST SOME DATA TO BASICALLY COMPARE DISTRICTS.

AND THIS SNAPSHOT IS SOMETHING THAT WE LOOK TO.

YOU'LL HEAR SNAPSHOT OVER THE REST OF THE SCHOOL YEAR.

AND WE'LL COMPARE YEAR TO YEAR BASED ON THIS DATA.

NOW UNDERSTANDING THAT IT'S FLUID AND ENROLLMENT CHANGES, IT COULD BE DAILY, IT COULD BE WEEKLY, BUT IT WILL CHANGE THROUGHOUT THE REST OF THE SCHOOL YEAR.

BUT THERE'S ALSO OTHER STUDENTS THAT WE SERVE IN THIS DISTRICT THROUGH SOME SPECIAL PROGRAMS THAT YOU SEE IN FRONT OF YOU, X, WHICH IS OUR EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM.

THE PEER MODELS THAT ARE TIED TO THAT PROGRAM, WE GET SOME FUNDING FROM STUDENTS, BUT WE ALSO HAVE PEER MODELS.

WE DO NOT RECEIVE FUNDING FROM THE STATE FOR THESE INDIVIDUALS.

OUR XQ PROGRAM IS CURRENTLY AT EANES ELEMENTARY, BUT ALSO OUR CHILD DEVELOPMENT CENTER, OUR CDC, WHICH WE HAVE LOCATIONS AT VALLEY VIEW FOREST TRAIL AND BARTON CREEK.

AGAIN, WE'RE SERVING THOSE STUDENTS WITHIN OUR DISTRICT.

WE DO NOT RECEIVE STATE FUNDING FOR THESE STUDENTS NOW THROUGH ALL THESE PROGRAMS THEY DO.

THERE IS A NOMINAL FEE THAT THEY DO PAY THE DISTRICT.

SO, IT DOES BRING IN REVENUE, BUT THAT'S NOT THE REASON FOR IT.

AND I JUST WANT TO PARSE THAT OUT BECAUSE THERE ARE MORE STUDENTS THAN JUST THIS 7732 THAT WE ARE SERVING.

NOT THE 22 AND 149.

NO, MA'AM. NO, THOSE ARE SEPARATE.

SO, WHAT WE'RE GOING TO DO ON THE REST OF THIS PRESENTATION IS GOING TO BE INCLUDING K THROUGH 12 AND X, THE ONES THAT WE DO GET STATE FUNDING FOR.

AND SO, THE OTHER PEER MODELS IN THE CDC, THOSE ARE NOT INCLUDED IN THESE NUMBERS BECAUSE THEY'RE NOT PART OF SNAPSHOT.

THEY'RE NOT PART OF THE STATE REPORTING.

FAMILIAR CHART. LEFT SIDE IS LAST YEAR SNAPSHOT DATA COMPARED TO THE RIGHT SIDE, WHICH IS THIS YEAR'S SNAPSHOT DATA.

YOU'RE NOT SEEING INCORRECTLY.

THERE IS ONE MORE STUDENT THAN WE HAD LAST YEAR.

AND SO, IF YOU REMEMBER, A LOT OF CONVERSATIONS LEADING UP INTO THE ENROLLMENT SEASON OVER THE SUMMER WAS THAT WE WERE GOING TO SEE A DECLINE IN ENROLLMENT.

AND WE'RE PROJECTING THAT A LOT OF THINGS HAPPENED OVER THE SUMMER AND THROUGH ENROLLMENT.

AND YOU CAN SEE WHERE WE KIND OF LANDED THROUGH ALL OF THIS AT 7732, YOU'LL SEE IT BROKEN DOWN BY CAMPUS.

[00:20:08]

AND THE MIDDLE SCHOOL WAS INTERESTING BECAUSE IT'S THE SAME NUMBER.

IT'S JUST DIFFERENT AT EACH CAMPUS.

BUT THE TOTAL NUMBER OF MIDDLE SCHOOL STUDENTS THAT ARE IN THIS SNAPSHOT ARE AT 1868.

AND THEN JUST A SLIGHT DIP IN THE HIGH SCHOOL.

BUT YOU CAN SEE THAT WE'RE STAYING STEADY.

AND WE, THROUGH WHAT THE DEMOGRAPHER PROJECTED A DECLINE.

BUT A PROJECTION OF A DECLINE MEANS THAT WE CAN MAKE PLANS TO TRY TO MITIGATE THAT DECLINE.

AND THAT'S WHAT WE DID KIND OF THROUGH ENROLLMENT AND MARKETING FOR TRANSFERS.

WE DIDN'T CREATE SECTIONS FOR TRANSFERS.

WHAT WE DID IS WE UTILIZED SOME OPPORTUNITIES AND SEATS IN SOME OF OUR SECTIONS TO INVITE TRANSFERS INTO THE DISTRICT AND DID THAT AS EFFICIENTLY AS WE COULD AND REALLY TARGETED AT OUR KINDER AND OUR FIRST-GRADE LEVELS.

BECAUSE IF YOU REMEMBER CHRIS SCOTT, ME, AND HOW DO WE GET TO THAT 700 SENIOR CLASS? IT WAS REALLY STARTING AT YOUR KINDER AND YOUR FIRST GRADE, TRYING TO GET TO AROUND BETWEEN 400 AND 450.

ANY QUESTIONS ON ON THIS SLIDE BEFORE I MOVE ON.

OKAY. SO, HERE'S A BREAKDOWN OF ALL YOUR ELEMENTARIES, ALL THE SECTIONS, THE NUMBER OF SECTIONS, THE NUMBER OF STUDENTS IN EACH SECTION YOU'LL SEE THE RED BOLD OUTLINE. THOSE ARE OUR SPANISH IMMERSION SECTIONS.

OUR BLUE OUTLINE ARE OUR COLLABORATIVE CLASSROOMS. AND THAT WILL BE CONSISTENT.

YOU'LL SEE THAT IN ALL OF OUR PRESENTATIONS WHEN WE LOOK AT ENROLLMENT.

AND THEN ALSO YOU'LL SEE SOME SECTIONS SHADED IN ORANGE.

THOSE ARE SECTIONS K THROUGH FOUR THAT ARE CURRENTLY OVER THAT 22 TO 1 RATIO.

AND YOU CAN SEE THAT WE HAVE THOSE ACROSS FOUR OF OUR SIX ELEMENTARY CAMPUSES.

ONE THING TO IDENTIFY IS THAT WE HAVE SOME SECTIONS, A FEW OF THEM ACROSS THESE ELEMENTARIES THAT YOU WILL SEE THE TOTAL NUMBER OF STUDENTS SERVED MAY EQUATE IF WE WERE JUST TRADITIONAL ONLY TO FOUR SECTIONS, BUT BECAUSE OF SOME OF THE SPANISH IMMERSION IN HOW THOSE SECTIONS ARE SITTING, THAT THERE ARE FIVE SECTIONS THERE FOR 85 STUDENTS, WHERE IF YOU HAD JUST TRADITIONAL, YOU'D HAVE 88 STUDENTS ACROSS THOSE FOUR SECTIONS.

SO THAT'S SOMETHING I WANTED TO POINT OUT, TOO.

WHEN YOU START LOOKING AT NUMBER OF SECTIONS THAT WE DO HAVE COMPARED IT.

OKAY, THEN OUR SECONDARY CAMPUSES.

THIS IS THIS IS WHERE YOU SEE THE BREAKDOWN FROM SIXTH GRADE, SEVENTH GRADE AND EIGHTH GRADE AT OUR MIDDLE SCHOOLS AND THEN OUR SENIOR CLASS.

I WILL LET YOU KNOW ONE THING THAT STOOD OUT TO US.

AND AS WE ANALYZE DATA, YOU'LL SEE LAST YEARS IF WE TAKE LAST YEAR'S EIGHTH GRADE CLASS AND WE TOTAL THOSE NUMBER OF STUDENTS TO THIS CURRENT YEAR'S NINTH GRADE STUDENTS, IT'S ABOUT, I THINK, 62 STUDENTS.

THERE'S A DIFFERENCE BETWEEN EIGHTH GRADE AND NINTH GRADE.

AND SO, WE HAD TO GO AND RECHECK OUR DATA.

BUT WE DO HAVE THAT.

AND A NUMBER OF THOSE I THINK AROUND 48 OF THOSE ARE RESIDENT STUDENTS.

THERE'S ALWAYS GOING TO BE SOME TRANSFERS IN THERE.

BUT WE HAD 48 NINTH GRADE STUDENTS MOVE INTO THIS DISTRICT OVER THE SUMMER.

I DO REMEMBER THAT THE HIGH SCHOOL CAMPUS, WHEN THEY WHEN THE REGISTRAR DID COME BACK, I THINK SHE HAD TO PROCESS 100 AND NEW ENROLLMENTS.

SO THAT WAS A HIGHLIGHT OF HOW WE KIND OF GOT HERE TO THAT 7732 NUMBER.

THIS IS THIS IS YOUR HISTORICAL ENROLLMENT AND THE TREND.

OBVIOUSLY, WE WERE PROJECTING THAT THIS MAY START CONTINUING TO TICK DOWN.

WE'VE LEVELED OUT FOR THE LAST TWO YEARS.

I THINK THE PLAN THAT WE ROLLED OUT THIS YEAR WOULD BE THE PLAN THAT WE WOULD ROLL OUT FOR NEXT YEAR TO TO REALLY LOOK AT OUR SECTIONS AND OUR GRADE LEVELS AND TRY TO BALANCE THOSE OUT AS MUCH AS POSSIBLE.

WE WILL BE GETTING A NEW AN UPDATED DEMOGRAPHIC REPORT, WHICH WILL HELP US LOOK AT SOME OF THOSE PROJECTIONS BASED ON THE DATA THAT WE HAVE RIGHT NOW.

BUT THIS IS JUST YOU'LL KIND OF SEE WHERE WE WE'VE COME FROM AND WHERE WE'RE GOING.

AND THIS IS SOME OF THE NEW DATA WE'RE ALWAYS INTERESTED ON.

IF STUDENTS LEAVE, WHY DO THEY LEAVE? AND SO, THIS IS SOME OF THE DATA THAT WE'VE RUN COVID YEARS.

NOT IN HERE. WE PROBABLY SEE SOME RESIDUALS IN 21-22.

BUT RACHEL HAD A LOT TO DO WITH THIS DATA.

SO, I WANT HER TO KIND OF RUN THROUGH SOME OF THIS.

LET US KNOW IF YOU HAVE ANY QUESTIONS.

THANK YOU. MUCH OF THIS DATA WE'RE FOCUSED ON THESE FIVE LEVER CODES.

[00:25:01]

THIS IS RICH INFORMATION.

ON TOP OF THAT, WE'VE ALSO BEEN DOING CLEANUP WORK.

SO, THE DATA YOU WOULD HAVE SEEN LAST YEAR AT THIS SAME TIME, THAT DATA SET IS STILL HERE, BUT WE'VE CLEANED UP A LOT OF DATA AS WELL.

SO, THE STUDENT HEADCOUNT IS STILL PRESENT BUT BETTER CATEGORIZED.

SO THAT'S WHAT WE'RE ABLE TO SHOW YOU HERE.

WE'VE ALSO SHIFTED THE TIME FRAMES.

IT'S BETTER CORRELATED NOW WITH THE TEAMS WITH THE SNAPSHOT.

SO, IN SPEAKING WITH ELISA, OUR COORDINATOR, WE WERE CONFIRMING THAT WHEN SCHOOL STARTS THOSE FIRST TWO WEEKS WHEN WE'RE STILL FINDING OUT WHICH SOULS ARE ACTUALLY GOING TO SIT IN THE SEATS, IF THEY DON'T SHOW UP, THEN THEY'RE EXITED FROM THE SKYWARD SYSTEM, FROM OUR SIS, AND THEY'RE A LEVER TO THE PRIOR SCHOOL YEAR.

SO, TO HAVE THAT DATA BETTER ALIGNED WITH WHAT WE'RE SHOWING YOU HERE, WE SHIFTED OUR TIME FRAMES FROM WHAT YOU WOULD HAVE LOOKED AT LAST YEAR'S INFORMATION.

SO, WE'RE AGAIN LOOKING AT THE SAME DATA SET, JUST SHIFTING THE BOUNDARIES ON IT JUST A LITTLE TO BETTER ALIGN WITH WHAT WE WANT TO DO GOING FORWARD.

SO, WITH OUR IMPROVED LEVER TRAINING AND WITH THE ADJUSTED TIME, WE'RE ABLE TO GIVE YOU THIS BETTER INFORMATION.

AND YOU CAN SEE THESE FIVE CATEGORIES.

THEY ARE THE LEADERS IN WHAT WE'RE SEEING WITH ANY OF OUR LEVER INFORMATION.

YOU KNOW, AND I THINK ONE THING TO POINT OUT IS THERE IS A DECLINE, RIGHT? YOU SEE, THAT'S WHAT WE'RE TRYING TO SHOW HERE.

BUT UNDERSTAND THAT THERE IS A DIFFERENCE WHEN WE'RE COMPARING DATA HERE.

SO, YOUR BLUE AND YOUR YELLOW COLUMNS ARE FULL SCHOOL YEARS.

RIGHT NOW WE'RE JUST UP TO UP TILL NOW.

YOU CAN SCALE A LOT OF THIS.

YOU KNOW, THERE WILL BE SOME MOVEMENT OVER THE REST OF THE SCHOOL YEAR.

BUT BASED ON THESE NUMBERS, I THINK YOU'RE GOING TO I WOULD PROJECT A DECLINE THAT YOU WOULD SEE.

AND THIS IS SOMETHING THAT WE COULD FOLLOW UP PROBABLY TOWARDS THE END OF THE YEAR AND KIND OF SEE WHERE DID WE LAND WITH A LOT OF THESE CATEGORIES.

BUT FROM OUR STANDPOINT, WE WANT TO SEE IS HAS THERE BEEN A DECLINE OVER THE LAST FEW YEARS? WE BELIEVE THERE'S SOME RESIDUALS FROM THE COVID IN THAT BLUE COLUMN, POSSIBLY AS WELL, ESPECIALLY AS WE SHIFTED OUR BOUNDARIES ON HOW WE LOOKED AT THAT INFORMATION.

AND YOU COULD THE RESIDUAL THERE FOR SURE.

BUT IT'S BEEN FUN. NOW THAT WE'RE DOING BETTER AT THE CAMPUS LEVEL, IT SEEMS THE LEVER DATA IS ONLY REQUIRED AT GRADES SEVEN THROUGH 12.

SO HAVING OUR ELEMENTARY AND MOST OF OUR MIDDLE NOW ADD THIS TO THEIR ROUTINE.

WE'RE COLLECTING BETTER INFORMATION ON STUDENT EXITS.

THIS WILL BECOME SOMETHING WE CAN NOW STANDARDIZE FOR OUR SNAPSHOT REPORTING GOING FORWARD.

ANY QUESTIONS ON THAT? IF IT'S A PUBLIC SCHOOL AND CHARTER BEING CAPTURED UNDER THE PUBLIC UMBRELLA, WE WOULD CAPTURE THAT HERE.

KEN, RACHEL HAD ANOTHER QUESTION.

AND THAT IS YOU JUST MENTIONED THAT WE'RE GETTING BETTER AS ADMINISTRATION ON THESE CATEGORIES.

DOES THAT MEAN THAT YOU WENT BACK AND SHIFTED? I DIDN'T GO AND COMPARE THIS YEAR TO 2122 AND 2223.

BUT HAVE YOU IN IN GETTING BETTER AND CAPTURING THIS INFORMATION, DOES THAT MEAN THAT THESE CATEGORIES HAVE SHIFTED FROM WHAT WAS PRESENTED IN THE PAST? THAT'S A GREAT QUESTION.

AND YES, I WILL SAY SOME OF THE DATA THAT WE MAY OR MIGHT HAVE THOUGHT IT TO BE ANOTHER CATEGORY AND DISMISSED IT TO THAT WHEN WE WENT BACK, AND WE LOOKED, AND THIS WAS VERY MANUAL WORK AT THIS TIME.

BUT TO FIND THE NOTES RELATED TO A CAMPUS MAY HAVE PUT NOTES IN A SYSTEM, OR WE MIGHT HAVE FOUND SOMETHING ON AN EMAIL TO GO BACK AND SAY, OH, WELL, WE KNOW THE STUDENT ACTUALLY MOVED OUT OF STATE, OR WE KNOW THEY'VE LEFT THE COUNTRY, OR THEY'VE NOW JOINED ANOTHER LOCAL SCHOOL.

WE'RE ABLE TO GO IN AND MAKE THOSE ADJUSTMENTS TO THE CODING.

OKAY. AND THEN JUST TO FOLLOW UP ON THE RECODING, IT WAS THAT MATERIAL IN ANY WAY OR WAS THAT KIND OF A ONE AND TWO CLEANUP.

IF YOU LOOK AT HOW YOU HOW YOU MAY HAVE SHIFTED THINGS BECAUSE OF NEW INFORMATION THAT YOU LEARNED.

I WOULD SAY IT WAS IN THE MIDST OF OUR TRAINING THAT WE BEGAN LAST YEAR, WHERE WE ROUTINES WERE NOT IN PLACE, AND THERE WERE HANDS ON THE DATA THAT DIDN'T NECESSARILY KNOW HOW TO ORGANIZE IT.

SO CLEANUP THAT WAS TAKING PLACE WOULD NOT HAVE IMPACTED ANYTHING.

WE WERE REPORTING TO THE STATE.

IT WOULD HAVE BEEN DATA THAT WAS OTHERWISE NOT TOUCHED.

GREAT. THANK YOU. THIS IS HELPFUL INFORMATION, I THINK, FOR US AND FOR THE COMMUNITY AND ADMINISTRATION.

I HAD ONE OTHER QUESTION, AND THAT WAS AND IT'S TO EITHER ONE OF YOU, JEREMY, YOU MENTIONED THAT, YOU KNOW, THE RED FOR

[00:30:08]

SO, IT'S HARD TO COMPARE APPLES TO APPLES.

IS THERE A TREND THAT YOU SEE IN TERMS OF PEOPLE MOVING EARLY IN THE SCHOOL YEAR VERSUS LATE IN THE SCHOOL YEAR, OR, OR IS THERE SOMETHING LIKE THAT THAT WE COULD THEN TAKE THESE 30 THAT HAVE MOVED OUT AND MAKE THEM 60 FOR THE YEAR VERSUS 180 OR SOMETHING DIFFERENT? YEAH, I THINK THERE'S ALWAYS THERE'S ALWAYS MOVEMENT THROUGHOUT THE ENTIRE YEAR.

I'LL TELL YOU; I EXPECT JANUARY USUALLY IS ANOTHER MILESTONE THAT WE MEET TYPICALLY INTAKE RATHER THAN EXITS.

BUT THERE'S SO MANY VARIABLES THAT THAT GO ON THAT IT'S HARD TO PINPOINT.

BUT THOSE ARE OUR TWO TRENDS.

WE KNOW THAT WE'VE GOT THE BEGINNING OF THE SCHOOL YEAR, AND THEN WE GOT THAT MIDYEAR JANUARY TIMEFRAME THAT THERE'LL BE PROBABLY SOME ADDITIONAL MOVEMENT.

BUT AGAIN, IT'S YOU JUST DON'T KNOW.

THERE'RE SO MANY KINDS OF FAMILY SCENARIOS HERE THAT YOU ARE JUST NOT SURE ON WHAT'S, WHAT'S GOING TO WHAT MOVEMENT IS GOING TO BE MADE.

THANK YOU BOTH.

WE'LL GO TO ALAN AND THEN HEATHER.

YEAH, WE'VE GOT TWO MORE SLIDES.

SO, IF, IF? YES. AND IT MAY BE BECAUSE THIS IS ONLY A PARTIAL YEAR, BUT WITH ONLY 30 LEAVERS SINCE LAST YEAR, THAT SEEMS REMARKABLY LOW.

UM, DO WE THINK THINGS HAVE REALLY? I MEAN, IT'S KIND OF CONSISTENT, HOWEVER, WITH THE STABLE NUMBERS THAT WE'RE SEEING.

DO WE THINK THAT THAT THE COVID STUFF IS SHUFFLE IS OVER OR WHAT WOULD YOU ATTRIBUTE THE LOW NUMBER TO? YEAH, I CONTRIBUTED TO LESS EXITS.

THE EXAMPLE IS THE EIGHTH GRADE TO NINTH GRADE THAT IT'S TRUE NEW STUDENTS.

RIGHT. IT'S NOT OFFSET ALMOST AT ALL.

AND SO, THAT'S JUST ONE TREND.

YOU CAN SEE THAT THERE WASN'T A LOT OF EXITS FROM, FROM EIGHTH GRADE TO NINTH GRADE.

AND THEN YOU GET A HUGE INFLUX.

AND GUESS WHAT. THAT'S POSITIVE.

AND SO THAT I DON'T, I CAN'T EXPLAIN THAT THE REST OF IT.

BUT THERE'S IT SEEMS THAT WE RETAIN MORE POSSIBLY THAN OTHER YEARS.

AND I THINK THIS CHART GETS TO THAT A LITTLE BIT.

WE'LL SEE HOW IT ENDS UP IN OF THE SCHOOL YEAR.

BUT ANOTHER REASON WHY LAST YEAR WAS A LITTLE BETTER AS WELL, BECAUSE YOU'LL SEE, THERE'S A DIFFERENCE THAN LESS THAN PROJECTED.

THANK YOU. AND THEN DIANE ON THIS SLIDE YEAH, I DO HAVE A QUESTION.

THE I HAD NOTICED THAT EIGHTH GRADE TO NINTH GRADE CHANGE AS WELL.

AND MY FIRST THOUGHT WAS THIS PHENOMENON THAT I'VE HEARD WHERE WE HAVE MIDDLE SCHOOL STUDENTS THAT GO TO PRIVATE SCHOOL AND THEN COME BACK.

DO WE KNOW FOR SURE THAT THESE ARE NEW TO THE DISTRICT, OR ARE THEY POSSIBLY RETURNING STUDENTS WHO HAD LEFT FOR A WHILE? JUST CURIOUS IF YOU KNOW THAT IT'S A GREAT QUESTION AND IT DOES INCLUDE BOTH.

OKAY. AND THEN I'M CURIOUS NOW THAT YOU'RE LOOKING AT THE DATA IN MORE DETAIL IN THE SPANISH IMMERSION DISCUSSIONS, WE'VE HEARD PARENTS SAY, WELL, WE'RE GOING TO HAVE WE'RE WE'RE GOING TO LEAVE OR OTHER PARENTS ARE GOING TO LEAVE BECAUSE OF CHANGES TO THE PROGRAM.

ARE YOU SPECIFICALLY ASKING WHAT PRIVATE SCHOOL STUDENTS ARE GOING TO DO? WE HAVE THAT LEVEL OF GRANULARITY IN THIS AND WHY THEY'RE GOING TO PRIVATE SCHOOL.

DO WE WE DO ASK.

IT'S PART OF THE EXIT SURVEY.

THEY'RE NOT NECESSARILY REQUIRED TO PROVIDE THAT INFORMATION.

OKAY. THANK YOU, HEATHER.

I CHANGED MY MIND. I DO HAVE ONE ON THIS SLIDE.

SO, I KNOW TO ELLEN'S POINT, SHE ASKED ABOUT CHARTER SCHOOLS.

AND I REALIZED THAT THOSE ARE TECHNICALLY PUBLIC SCHOOLS IN THE STATE OF TEXAS.

BUT IT WOULD BE INTERESTING TO SEE IF STUDENTS ARE GOING TO THOSE, BECAUSE WHILE THEY ARE STILL TECHNICALLY PUBLIC SCHOOLS, THEY ARE VERY DIFFERENT.

SO, IT WOULD BE INTERESTING TO SEE IF THERE'S A WAY IN IF THOSE PARENTS WOULD PROVIDE THAT INFORMATION TO KIND OF ADD THAT AS ANOTHER.

THANK YOU. YEAH. LAURA.

YOU'LL HOLD. I'LL PUT YOU ON THE LIST.

I'LL PUT YOU ON THE LIST. THIS IS ANOTHER INTERESTING SLIDE AND IT'S COME FROM YOUR CONVERSATIONS AS WELL.

RATHER THAN THE EXIT. LET'S CELEBRATE WHERE THEY'RE COMING FROM.

AND THIS HAS BEEN ONE OF THE MORE CURIOUS CATEGORIES ENROLLING FROM THE PRIVATE SCHOOLS.

AND SO, WE'VE BEEN MONITORING THAT.

AND AGAIN, DATA SHIFTS BETTER DATA WHERE MANUAL WORK ON THIS AS WELL.

WE'RE REFINING OUR PROCESS RIGHT NOW FOR THE 24 I CAN'T BELIEVE I'M SAYING 24-25 ENROLLMENT TO MAKE THIS MORE OF A SYSTEMATIC

[00:35:01]

SO, WE HOPE TO REMOVE SOME OF THE VARIABLES.

IN ANY CASE, FROM WHAT YOU'VE WHAT YOU SEE HERE OF OUR CURRENT ENROLLMENT FROM PRIVATE SCHOOLS, IN THAT 148, ABOUT 29% OF THAT POPULATION IS WITH THE HIGH SCHOOL, 28% OF THAT IS WITH THE MIDDLE SCHOOL, AND 42% OF THAT IS WITH THE ELEMENTARY.

AND THAT WAS A QUESTION THAT CAME AFTER THIS WAS PUT TOGETHER.

SO, I JUST WANTED TO OFFER THAT AS AN INTERESTING NUGGET, IF YOU WILL.

AND THIS IS DATA AS OF THE SNAPSHOT DATE THAT WE LOOKED AT THIS.

COULD YOU REPEAT THOSE NUMBERS ONE MORE TIME.

AND THE ELEMENTARY WE HAD THIS IS 42%.

42% OF THIS IS REPRESENTED BY ELEMENTARY GRADE LEVELS, 28% BY MIDDLE SCHOOL GRADE LEVELS, 29% AT THE HIGH SCHOOL.

THANK YOU.

AND JEN WITH THAT DATA SPECIFICALLY.

OF WHAT WAS IT, 42%? WHAT DO YOU KNOW WHAT PERCENTAGE OF THOSE ARE IN DISTRICT VERSUS TRANSFER? THAT'S A GREAT QUESTION.

WE HAVE ROUGHLY IN THE ELEMENTARY WE HAVE ROUGHLY 79% ARE RESIDENT.

AND IT'S ABOUT 7030 AT YOUR SECONDARY.

SO, 79% OF THE 42%.

I KNOW IT'S A LOT. NO, I'M JUST MAKING SURE THAT I'VE GOT IT RIGHT IN MY HEAD BECAUSE I DIDN'T HAVE A CHANCE TO PUT THE PIE CHARTS TOGETHER.

IT JUST WOULD HAVE BEEN FUN FOR ME.

YEAH. OKAY, INTERESTING.

I THINK YOU SAID FOR MIDDLE SCHOOL AND HIGH SCHOOL, IT'S ABOUT A 70/30.

IT'S A 71, 29 SPLIT.

YEAH, 70 RESIDENTS, 70 THE 70 TRANSFERS.

THANK YOU FOR BEING PREPARED WITH THAT.

YEAH, LIKE THERE WAS AN ELF ON THE SHELF THAT GAVE US A HEADS UP.

OKAY. LAST SLIDE.

THIS IS OUR OUT-OF-DISTRICT TRANSFER STUDENTS.

THESE ARE NON-EMPLOYEE TRANSFER STUDENTS TRACKING FROM THE LAST THREE YEARS.

YOU CAN SEE A TREND UPWARD RIGHT.

AND AGAIN, THAT'S UTILIZING AVAILABLE SEATS AND BEING AS EFFICIENT AND AS EFFECTIVE AS POSSIBLE.

AND YOU'LL SEE THAT THAT NUMBER FROM 5% ALL THE WAY UP TO 6.1% THIS YEAR.

AND JUST THE STUDENT FUNDING VALUE OF THOSE, THOSE TRANSFER STUDENTS.

SO, THIS ISN'T, THIS IS NOT OUR ENTIRE TRANSFER POPULATION, BUT THIS IS OUR NON-EMPLOYEE TRANSFER POPULATION.

ALL RIGHT. WE HAVE REACHED THE END.

SO, ANY OTHER QUESTIONS? I WAS JUST GOING TO SAY ON THAT TRANSFER ONE.

WE DON'T INCLUDE EMPLOYEE TRANSFERS WHEN WE TALK ABOUT TRANSFERS, BUT IT IS INTERESTING TO KNOW AT TIMES HOW MANY OF OUR STAFF'S STUDENTS OR WE'RE ABLE TO SERVICE. AND I THINK THAT'S INTERESTING OF HOW MANY OF OUR STAFF FROM OUT OF DISTRICT ARE ABLE TO BRING THEIR CHILDREN TO OUR DISTRICT TO GET AN EANES EDUCATION, AND THAT'S ALWAYS INTERESTING TO SEE.

YEAH, IT DOES.

BUT ANYWAY, I UNDERSTAND WE'LL SEE THAT AT SOME POINT, I'M SURE.

THANK YOU. WE CURRENTLY HAVE 257 EMPLOYEES.

257. CORRECT.

THAT'S TRUE.

YEAH. THANK YOU.

WE'RE WATCHING THIS DATA EVERY DAY.

HOW EXCITING. WE'LL START WITH HEATHER.

THANK YOU. I REALLY APPRECIATE ALL THIS DATA.

IT'S SUPER FUN TO GEEK OUT ON.

SO, I LOVE THAT YOU GUYS ARE REALLY DIGGING IN ON IT BECAUSE IT'S HELPFUL FOR ALL OF US, I THINK.

I ALSO REALLY LOVE THAT YOU GUYS, YOU KNOW, HELD OUT THE COLLAB CLASSES IN ELEMENTARY SCHOOL.

I THINK THAT'S AN IMPORTANT INFORMATION AND I'M GLAD THAT WE HAVE THAT NOW.

AND I REALLY APPRECIATED THAT.

YOU INCLUDED INFORMATION ON ATS, SEC, AND CDC, ALL THE ACRONYMS, BECAUSE I REALLY LOVE THOSE PROGRAMS. AND I KNOW THAT WHILE WE DON'T GET FUNDING FOR MANY OF THOSE, I'M GRATEFUL THAT WE OFFER THEM.

SO, YOU KNOW, AND I THINK I WOULD LIKE TO, GOING FORWARD, HAVE OUR LONG-RANGE FACILITIES PLANNING COMMITTEE, ANOTHER LONG ACRONYM, YOU KNOW, LOOK INTO HOW WE CAN EXPAND THOSE PROGRAMS, SOME OF THE PROGRAMS, AND POTENTIALLY GET MORE REVENUE FOR THE DISTRICT, BUT ALSO JUST PROVIDE MORE OPPORTUNITY FOR STUDENTS AND OUR FUTURE STUDENTS, ESPECIALLY IN THE CDC.

AND TO THAT POINT, I WOULD LOVE TO KNOW HOW MANY OF OUR CDC SPOTS ARE TEACHER KIDDOS VERSUS RESIDENTS OF THE DISTRICT. AND AGAIN, KIND OF WHERE WE CAN LOOK TO PROVIDE MORE SPACE FOR OUR TEACHERS AND OUR RESIDENTS.

BUT SO MY QUESTION IS, YOU HAD MENTIONED THE UPDATED DEMOGRAPHIC REPORT.

WHEN DO WE THINK WE WILL GET THAT? WE'RE GOING TO I THINK WE'RE PROBABLY LOOKING IN THE FEBRUARY TIMEFRAME.

THEY'RE WORKING ON IT RIGHT NOW.

AND SO, WE'LL GO THROUGH A COUPLE OF RENDITIONS MAKING SURE THAT WE'RE GETTING THE DATA.

[00:40:02]

TRYING TO GET IT DOWN TO THE NEIGHBORHOOD CODE TYPE LEVEL.

SO, IT'S A LITTLE BIT MORE WORK THAN MOST TRADITIONAL UPDATES.

SO, FEBRUARY THAT TIME FRAME IS WHAT WE'RE HOPING FOR.

SO, THEN WE CAN UTILIZE THAT FOR ANY LONG-RANGE PLANNING EFFORTS AS WELL.

AND IS THERE ANY EFFORT TO KIND OF LOOK INTO OUR POPULATION? I MEAN, OBVIOUSLY WE HAVE THAT INFORMATION FROM THE HIGH SCHOOL WITH TRANSITION PLANNING AND IEPS AND AAG MEETINGS.

BUT TO KIND OF FORECAST OUT WHO'S GOING TO GO TO.

AND I KNOW THERE ARE SO MANY OPTIONS FOR THOSE STUDENTS THAT THAT MIGHT MAKE IT A LITTLE BIT TRICKY.

AND I'M THANKFUL THAT THEY HAVE THOSE OPTIONS NOW.

BUT THEN ALSO WITH CDC, YOU KNOW, WHAT WE'RE LOOKING AT IN THE FUTURE TO BE ABLE TO PROVIDE FOR OUR STAFF AND OUR RESIDENTS LOOKING OUT IN THE FUTURE. OKAY.

YEAH. THANK YOU. I'LL DEFINITELY POSE THOSE QUESTIONS TO THE.

WE'LL GO TO LAURA AND THEN JEN.

AND SO JUST A QUICK POINT OF CLARIFICATION ON EVERYBODY'S FAVORITE SLIDE.

THE ONE THAT WE'VE ALL BEEN ASKING QUESTIONS ON.

DID YOU SAY THAT THAT WAS FOR GRADES SEVEN THROUGH 12, OR IS IT ALL GRADES AT THIS POINT? THIS ONE? THIS EVERYBODY'S.

YEAH. THIS INFORMATION REFLECTS K-12? IT DOES REFLECT K-12.

OKAY. THAT'S PART OF THE ENHANCED TRAINING THAT WE'VE BEEN FOCUSED ON, IS IMPROVING OUR DATA COLLECTION SO THAT WE CAN REFLECT K-12, WHERE STATE ONLY REQUIRES SEVEN THROUGH 12.

OKAY. AND Y'ALL ARE ABLE TO GO BACK AND CAPTURE THE 2122 SCHOOL YEAR AND 22-23.

OKAY. ANOTHER QUESTION IS ON THAT LAST TOPIC, THE MOVED TO TEXAS PUBLIC SCHOOL. ARE THOSE TRANSFER STUDENTS? ARE THEY TRANSFERRING OUT OR ARE THEY MOVING OUT OF THE DISTRICT? ARE THEY MOVING SOMEWHERE ELSE IN THE STATE OR IN THE CENTRAL TEXAS AREA? DO WE KNOW THAT? WE DO HAVE THE DATA.

I DON'T HAVE THAT BROKEN DOWN.

OKAY. BECAUSE I WOULD BE CURIOUS BECAUSE IT'S ONE THING IF THEY'RE IF THEY'RE MOVING TO ANOTHER PART OF THE STATE VERSUS CHOOSING TO LEAVE TO A NEIGHBORING DISTRICT, THAT WOULD BE VERY INTERESTING.

AND. AND THEN I HAVE A QUESTION.

SO, THE CDC AND THE CDC.

THAT THEY DON'T FUND US.

ARNETT, DO YOU REMEMBER THIS CONVERSATION THAT WE THOUGHT THAT THERE MIGHT BE A WAY TO DEVELOP A PARTNERSHIP, TO EXPAND THAT PROGRAM AND GAIN FUNDING? BECAUSE AND I DON'T KNOW THE LEGALITIES OF IT, BUT I KNOW THAT SOME OF THE NEIGHBORING DISTRICTS ARE PARTNERING WITH DIFFERENT ORGANIZATIONS TO PROVIDE PRE-K PROGRAMS. DO YOU REMEMBER THAT CONVERSATION? VAGUELY. I MEAN, WE'VE HAD CONVERSATIONS AS WELL WITH ANOTHER PRIVATE SCHOOL IN THE COMMUNITY, AND I THINK THEY HAD EVEN LOOKED AT THAT.

BUT SOCIOECONOMICS DOES FACTOR INTO THAT, WHETHER OR NOT YOU WOULD QUALIFY FOR THE FUNDING, AND I THINK, WE HAVE DETERMINED THAT WE PROBABLY WOULDN'T MEET THOSE CRITERIA BECAUSE OF OUR SOCIOECONOMICS.

WHEN WE VISITED VALLEY VIEW, WE TALKED WITH SHANNON.

THAT WAS THE CONVERSATION. YES, THAT WAS THAT WAS THAT CONVERSATION.

AND IT SEEMED LIKE THERE, AND I WISH I COULD REMEMBER EXACTLY WHAT IT WAS, BUT IT SEEMED PROMISING AT THE UNITED WAY AND THE CHILDCARE SUBSIDIES AND THAT SORT OF THING.

BUT WE DON'T QUALIFY BECAUSE OF SOCIOECONOMIC OVERALL.

RIGHT. WHICH WE KNEW.

BUT I THOUGHT THAT THERE WAS SOMETHING THERE WAS A PROMISING COMPONENT.

SHANNON HAD A REALLY GOOD IDEA ON THAT.

IT'S FRUSTRATING.

I'M SURE WE'RE ALL FRUSTRATED THAT WE CANNOT GET FUNDING FOR THESE STUDENTS THAT WE HAVE ON OUR CAMPUSES AND THAT ARE, YOU KNOW, IN REGARD TO OUR PEERS THAT ARE PROVIDING AN AMAZING SERVICE AND SUPPORT TO OUR OTHER STUDENTS.

SO, WE'LL CONTINUE TO EXPLORE ANY OPTIONS THAT MAY BE OUT THERE A POSSIBILITY.

THANK YOU.

JEN AND HEATHER.

THANKS. I'M KIND OF PIGGYBACKING ON ONE OF LAURA'S COMMENTS.

SO THOSE THAT MOVED TO PUBLIC SCHOOL, OTHER TEXAS PUBLIC SCHOOLS, YOU'RE ABLE TO, I'M ASSUMING BECAUSE THEY'RE TEXAS PUBLIC SCHOOLS, YOU CAN TRACK WHICH SCHOOL THEY'VE GONE TO.

CORRECT? THAT'S CORRECT.

SO THEN GOING BACK TO HEATHER'S QUESTION, AND I HATE TO ASK THIS BECAUSE IT MAY BE A LOT OF WORK, BUT I WOULD ACTUALLY REALLY LOVE TO SEE THE BREAKDOWN OF THOSE GOING TO CHARTER SCHOOLS.

I THINK THAT'S AN IMPORTANT THING FOR US TO UNDERSTAND ABOUT THE DEMOGRAPHICS OF THE DISTRICT AND UNDERSTAND.

MAYBE THE NEEDS AND THE.

DESIRES OF THE POPULATION THAT WE SERVE.

AND IF IT'S A SIGNIFICANT NUMBER, IT'S SOMETHING THAT THE BOARD AND THE ADMINISTRATION NEEDS TO THINK ABOUT.

[00:45:07]

I THINK THAT'S SUCH A SMALL NUMBER THAT IT.

I WOULD POSTULATE THAT THE CERTAINLY THE BLUE.

I THINK YOU COULD LEAVE THE BLUE OUT BUT ARE SO COVID RELATED AND SO MANY PEOPLE MOVED.

INTO THE DISTRICT IF THEY COULD.

YEAH. I MEAN EVEN LAST YEAR I.

THAT'S WHY I'M WONDERING IF THE HOUSING SITUATION HAS STABILIZED BECAUSE THE NUMBERS ARE SO DRAMATICALLY LOWER, KIND OF ACROSS THE BOARD THIS YEAR.

WHAT? THAT'S YEAR TO DATE AND WE STILL HAVE SO MUCH TIME LEFT IN THE YEAR.

SO, I MEAN, MAYBE, MAYBE, YOU KNOW, GETTING THAT FROM YOU AFTER JANUARY MAKES SENSE WHEN THERE'S ANOTHER LITTLE BLIP IN THIS DATA.

AND BUT I WOULD LOVE TO SEE AT LEAST, YOU KNOW, 22-23 AND 23-24 DATA.

I AGREE.

LEAVING OUT THE 21-22.

BUT YEAH.

LET'S WORK ON IT. APPRECIATE THAT.

SORRY. SOUNDS LIKE WE MAY HAVE A SIXTH.

COMING. THANK YOU.

MHM. OH, THAT'S FINE.

SURE. YEAH.

AND IT COULD BE TRANSFER STUDENTS THAT ACTUALLY ARE GOING BACK TO THEIR HOME DISTRICTS.

I GUESS THOSE WOULD BE INCLUDED IN THERE.

YEAH, BUT I DO.

I JUST THINK IT'S VALUABLE INFORMATION FOR US TO KNOW, ESPECIALLY AS WE'RE FACING A LONG-RANGE PLANNING COMMITTEE AND WE'RE REALLY STUDYING THE NEEDS OF THE DISTRICT OVER THE NEXT FIVE, TEN, 20 YEARS.

SO YEAH, THE MORE DATA POINTS WE HAVE, THE BETTER.

OR TO HEATHER TO JOHN'S POINT.

I ALSO DO WONDER, LIKE HOW MANY OF THOSE KIDS ARE AT THE HIGH SCHOOL LEVEL AND ARE SOME OF THEM SPORTS RELATED OR SPECIFIC PROGRAM RELATED? BUT AGAIN, THAT'S A WHOLE OTHER BALL OF WAX.

IF IT'S JUST LIKE HIGH SCHOOL OR ELEMENTARY OR WHATEVER.

BUT AND I WOULD BE WILLING TO BET THAT WE DON'T HAVE MANY KIDS MOVING TO CHARTERS, BUT I DO.

I STILL WOULD LIKE THAT INFORMATION, TOO.

AND THEN BACK TO LAURA'S POINT ABOUT THE CDC.

I KNOW A LOT.

MAYBE NOT A LOT. THERE ARE A SIGNIFICANT NUMBER OF DISTRICTS IN THE STATE THAT DO OFFER PRE-K, AND SOME THAT DO OFFER CHILDCARE . LIKE OUR CDC.

AND WHILE THEY MAY NOT QUALIFY FOR THE LOW SOCIO YOU KNOW THERE ARE OTHER ENTRANTS OR WAYS TO GET ENTRANCE TO THOSE LIKE MILITARY FAMILIES.

AND YOU GUYS KNOW, AND I KNOW THAT, YOU KNOW, TWO PEOPLE SITTING IN THIS ROOM HAVE HAD EXPERIENCE IN ANOTHER DISTRICT WHERE THERE WAS A PRE-K PROGRAM.

MY SON WAS INCLUDED IN THAT, AND WE JUST PAID A NOMINAL FEE THAT WAS FRANKLY LESS MONEY THAN SOME OF THE OTHER PRE-K'S, AND IT WAS A FANTASTIC PROGRAM.

AND SO THAT'S ONE OF THE THINGS THAT I WOULD LOVE OUR LONG-RANGE FACILITIES PLANNING COMMITTEE TO KIND OF EXPLORE, BECAUSE IT'S GREAT TO GET OUR KIDDOS IN EARLIER SO THAT THEY START TO LEARN, YOU KNOW, THE EANES WAY.

AND THEN AND WE ARE ABLE TO CAPTURE A LITTLE BIT MORE REVENUE, WHICH IS HELPFUL FOR US.

SO THAT'S JUST KIND OF MY POINT TO LOOKING INTO ALL OF THAT.

BUT THANK YOU. THANK YOU.

ANY MORE QUESTIONS? BOARD.

ELLEN, YOUR MIC'S ON, BY THE WAY.

DON'T HAVE THAT MOMENT. IF I COULD, JAMES, I JUST WANT TO ACKNOWLEDGE RACHEL AND JEREMY.

THIS SLIDE AND THE NEXT SLIDE IN PARTICULAR.

WE'VE ONLY BEGUN LOOKING AT THIS DATA FOR THE LAST TWO YEARS, AND MOST DISTRICTS DO NOT.

AND I RECALL THE FIRST TIME THAT WE ASKED RACHEL AND HER COLLEAGUES TO TRY TO CREATE A PICTURE AROUND THIS.

IT WAS A MASSIVE AMOUNT OF WORK BECAUSE IT'S NOT REQUIRED BY THE STATE.

SO, THE SPREADSHEETS AND THE DATA THAT GO INTO JUST PUTTING TOGETHER SIMPLE SLIDES LIKE THIS ARE PRETTY EXTENSIVE.

SO, RACHEL AND JEREMY AND ALL OF THE OTHER REGISTRARS, THANK YOU FOR YOUR WORK BEHIND THIS.

YEAH. THANK YOU. THANK YOU BOTH.

OKAY. WE'RE GOING TO MOVE INTO OUR DISCUSSION AND ACTION SECTION.

[10.1 Second Reading and Possible Adoption of Policy Updates DCD(Local), DCE(Local), FFAC(Local), GKA(Local), CH(Local), CV(Local), DEC(Local), and BBB(Local)]

ON THESE AND THEN WE CAN OR THE FIRST ONE AND THEN WE CAN DISCUSS.

DOES ANYONE HAVE A MOTION? YES. YES, HEATHER, I MOVE THAT THE BOARD OF TRUSTEES ADOPT THE POLICY UPDATES AS PRESENTED.

SECOND. THERE'S A MOVE BY HEATHER.

MOTION BY HEATHER AND A SECOND BY ALAN.

[00:50:01]

AYE. THE MOTION PASSES SEVEN ZERO.

WE'LL MOVE TO THE NEXT ONE.

[10.2 Discussion and Possible Action on Request for Property Easement Donation]

YEAH. LAURA.

I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE DONATION OF APPROXIMATELY 0.262 ACRES FOR A DRAINAGE EASEMENT AND 0.046 ACRES FOR A TEMPORARY CONSTRUCTION EASEMENT AT EANES ELEMENTARY TO THE CITY OF WESTLAKE HILLS FOR DRAINAGE UPGRADES, DITCH IMPROVEMENTS, AND ROAD REPAIRS AS PART OF THE CITY'S 2021 BOND AND AUTHORIZE THE BOARD PRESIDENT TO EXECUTE AN AGREEMENT AND ANY OTHER NECESSARY DOCUMENTATION.

WE HAVE A MOTION BY LAURA AND A SECOND BY JEN.

ANY DISCUSSION, BOARD? WE WERE GIVEN MORE INFORMATION ON THIS, WHICH WE'VE ALREADY DISCUSSED.

SO THAT'S WHY THERE'S NOT A LOT OF DISCUSSION AROUND DONATING PROPERTY.

BUT THANK YOU FOR THE MOTION.

ALL THOSE IN FAVOR? AYE, AYE.

ANY OPPOSED? MOTION PASSES SEVEN ZERO.

NEXT ITEM IS APPROVAL OF PURCHASES OF A PURCHASE OF STUDENT APPLE IPADS.

[10.3 Request to Approve the Purchase of Student Apple iPads - 2023 Bond]

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

ANY DISCUSSION HERE? I WILL DISCUSS REALLY QUICK.

I AM GOING TO ABSTAIN FROM THIS VOTE BECAUSE THAT IS MY EMPLOYER, AND I DO NOT WANT TO BE PART OF A VOTE ON THAT.

SO, ANY DISCUSSION? OKAY. ALL THOSE IN FAVOR SAY AYE.

THERE ARE SIX AYES AND ONE ABSTENTION.

WE WILL NOW, MR. SPRADLEY. I JUST WANTED TO MENTION THAT THAT'S MADE POSSIBLE BY THE RECENTLY PASSED BOND WITH THE SUPPORT OF OUR COMMUNITY.

SO, THANK YOU TO ALL OF OUR RESIDENTS WHO VOTED FOR THE BONDS IN MAY.

YEAH. BIG THANK YOU.

OKAY. WE ARE TO OUR CONSENT AGENDA, WHICH INCLUDES MANY ITEMS TONIGHT.

[11. ACTION - CONSENT AGENDA]

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

IS THERE ANY DISCUSSION? GLAD WE'LL HAVE GRADUATION.

YEAH. THIS INCLUDES APPROVAL FOR GRADUATION CONTRACT.

ALL THOSE IN FAVOR SAY AYE.

AYE. MOTION PASSES SEVEN ZERO.

PLEASE TAKE NOTE OF UPCOMING MEETINGS.

[12. UPCOMING MEETINGS]

THE BOARD WILL NOW MOVE BACK INTO CLOSED SESSION AND WILL DISMISS OR ADJOURN FROM CLOSED SESSION TONIGHT.

THIS CONCLUDES THE OPEN PORTION OF OUR MEETING.

* This transcript was compiled from uncorrected Closed Captioning.