[00:00:04]
          READY. GOOD EVENING, GOOD AFTERNOON. THE TIME IS NOW 5:30,
AND I CALLED THE JUNE 6TH MEETING OF THE EANES ISD BOARD OF TRUSTEES TO 
          [1. 
CALL TO ORDER
]
ORDER. MADAM SECRETARY, DO WE HAVE A QUORUM? YES WE DO. 
          THANK YOU. WE WILL NOW MOVE INTO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS
551.071 AND 
          [3. 
CLOSED SESSION
]
551.074. WE WILL RECONVENE INTO OPEN SESSION AT APPROXIMATELY 7 P.M.,
AN HOUR AND A HALF FROM NOW. 
          THANK YOU ALL FOR COMING. WE WILL SEE YOU IN A BIT. 
          GOOD EVENING. THE TIME IS NOW 7:15. AND WE WILL NOW RECONVENE IN OPEN SESSION. 
          [4. 
RECONVENE INTO OPEN SESSION (Approximately 7:00 PM)
]
GOOD EVENING, EVERYONE, AND WELCOME TO THE EANES ISD BOARD MEETING. 
          I'M GLAD YOU'RE HERE. THANK YOU FOR COMING. I HAVE A COUPLE OF THINGS I NEED TO QUICKLY
COVER. 
          FIRST, THE PURPOSE OF TONIGHT'S MEETING IS FOR THE BOARD TO DELIBERATE AND VOTE ON MATTERS
LISTED ON ITS AGENDA. 
          THE DISTRICT IS COMMITTED TO TREATING EVERYONE HERE WITH RESPECT,
AND WE EXPECT THE SAME IN RETURN. 
          PLEASE REFRAIN FROM OUTBURST OR ANY OTHER FORM OF DISRUPTIVE BEHAVIOR. 
          THERE WILL BE AN OPPORTUNITY SHORTLY FOR PUBLIC COMMENT LATER IN THE MEETING. 
          SEVEN PEOPLE HAVE SIGNED UP AND EACH SPEAKER WILL HAVE THREE MINUTES TO SPEAK. 
          IN THE EVENT OF AN EMERGENCY, TAKE NOTE OF THE EXIT NEAREST YOU. 
          IF THE NEED ARISES, PLEASE HEAD TO THE EXIT NEAREST YOU IN AN ORDERLY MANNER. 
          THANK YOU FOR JOINING US. WE WILL NOW BEGIN OUR AGENDA. 
          WE WILL START THE AGENDA WITH THE SUPERINTENDENT'S REPORT. 
          [5. 
SUPERINTENDENT'S REPORT
]
DOCTOR ARNETT. THANK YOU. THANK YOU, MISS MCMATH. 
          MEMBERS OF THE BOARD AUDIENCE JOINING US IN PERSON AND ONLINE. 
          WE'RE GLAD THAT YOU'RE HERE THIS EVENING. WANTED JUST TO BRIEFLY HIGHLIGHT THE END OF A
SUCCESSFUL SCHOOL YEAR. 
          ALWAYS WE LOOK FORWARD TO THE COMMENCEMENT AT WESTLAKE HIGH SCHOOL. 
          THAT'S THE CULMINATING EVENT. 728 SENIORS WALKED ACROSS THE STAGE AND RECEIVED THEIR
DIPLOMAS THAT EVENING. 
          IT WAS AN EVENING ENJOYED BY MANY FAMILIES, STAFF AND MANY OF YOU SITTING AROUND THIS
TABLE. 
          SO WE WANTED TO HIGHLIGHT THAT ONCE AGAIN. I ALSO WANTED TO INDICATE THAT EVEN THOUGH
WE'RE IN SUMMER VACATION, OUR STAFF ARE VERY BUSY IN A VARIETY OF TRAINING. 
          OUR PRINCIPALS ARE AT THE TEXAS ELEMENTARY PRINCIPALS AND SUPERVISORS ASSOCIATION TRAINING
THAT'S TAKING PLACE HERE IN THE AUSTIN AREA RIGHT NOW. 
          AND I THINK THAT WE'VE INFORMED EVERYBODY THAT WE WERE SUCCESSFULLY GRANTED APPLICATION
INTO THE TEACHER INCENTIVE ALLOTMENT. 
          AND ALONG WITH THAT COMES THE CONVERSION TO OUR NEW T-TESS EVALUATION SYSTEM FOR THE
PERFORMANCE OF OUR EDUCATORS. 
          AND ALL OF OUR ADMINISTRATORS ARE BEING TRAINED ON THE T TEST INSTRUMENT AS WELL. 
          AND IT'S NOT JUST OUR EDUCATORS THAT ARE IN TRAINING,
BUT ALSO OUR POLICE STAFF. 
          THEY HAVE BEEN INVOLVED IN VERY EXTENSIVE TRAINING AT WESTRIDGE MIDDLE SCHOOL AT VALLEY
VIEW ELEMENTARY, AND ALWAYS DOING EVERYTHING THEY CAN TO MAKE SURE THAT THEY ARE PREPARED TO PROTECT OUR
STUDENTS AND OUR STAFF. 
          AND THEN FINALLY WANTED TO LET YOU KNOW THAT VALLEY VIEW IS ON THE MOVE. 
          AND THAT BIG MOVE THAT WE HAVE TALKED ABOUT FOR SO MANY MONTHS IS FINALLY OCCURRING. 
          IN FACT, TOMORROW THE MOVING TRUCKS WILL BE AT VALLEY VIEW TO RELOCATE ALL OF THE TEACHERS
AND STAFF FROM THAT CAMPUS TO BARTON CREEK ELEMENTARY IN THE BLEND, AND EVERYTHING IS GOING ACCORDING TO SCHEDULE. 
          WE ALSO HAVE OTHER STAFF WHO ARE BEING MOVED TO OTHER CAMPUSES AS WELL,
AS WE FOUND A PLACE AND A NEW HOME FOR EVERYONE, AND THOSE MOVES ARE OCCURRING AS WE SPEAK. SO I WANTED TO HIGHLIGHT THAT AS WELL. 
          AND WITH THAT, THAT CONCLUDES MY VERY BRIEF SUPERINTENDENT'S REPORT. 
          HAPPY TO ENTERTAIN ANY QUESTIONS THAT YOU MAY HAVE BEFORE WE MOVE ON TO THE REST OF THE
AGENDA. 
          TRUSTEES, ARE THERE ANY QUESTIONS FOR DOCTOR ARNETT? GRADUATION WAS FANTASTIC. THANK YOU. THANK YOU. 
          THANK YOU, DOCTOR ARNETT. WE'LL NOW MOVE INTO THE BUSINESS OF THE BOARD. 
          [6. 
OPEN FORUM
]
IT IS NOW TIME FOR THE PUBLIC FORUM PORTION OF OUR MEETING. 
          WE HAVE SEVEN SPEAKERS WHO SIGNED UP BEFOREHAND TO SPEAK ABOUT ITEMS ON THE AGENDA,
SPECIFICALLY INDICATING IN THEIR COMMENTS THERE. 
          SPECIFICALLY, I'LL START OVER, INDICATING THEIR COMMENTS ARE PERTINENT TO A SENSITIVE
PERSONNEL MATTER AS STIPULATED BY BOARD POLICY. 
          BECK LEGAL AND TEXAS GOVERNMENT CODE SECTION 551. 
          THE BOARD WILL HEAR ALL COMMENTS RELATED TO PERSONNEL IN CLOSED SESSION. 
          FURTHERMORE, ANY PERSONNEL MATTERS THAT RELATE TO FERPA PROTECTED INFORMATION SHALL BE IN
CLOSED SESSION AND CANNOT BE WAIVED. 
          THEREFORE, THE BOARD WILL HEAR SUCH COMMENTS IN A CLOSED SESSION AS REQUIRED BY TEXAS
GOVERNMENT CODE SECTION 551. 
          [00:05:06]
TO PROTECT THE CONFIDENTIALITY OF THOSE INVOLVED AT THIS TIME,
THE BOARD WILL RECESS INTO CLOSED SESSION TO HEAR THE SPEAKERS. 
          WE WILL CALL THE SPEAKERS INDIVIDUALLY FOR AN AUDIENCE WITH THE TRUSTEES. 
          WE WILL RECONVENE INTO OPEN SESSION AT THE CONCLUSION OF THEIR REMARKS. 
          THE FIRST PERSON WE HAVE LISTED IS VERONICA HERNANDEZ. 
          MISS HERNANDEZ, ARE YOU HERE? WHERE ARE WE GOING? WE'RE GOING TO GO. MISS HERNANDEZ. AND I GUESS WHAT WE'LL DO IS I'M GOING TO AUDREY,
IS THIS. 
          I'M GOING TO LIST ALL SEVEN OF THE PUBLIC SPEAKERS. 
          WE ARE GOING TO RECESS INTO CLOSED SESSION. AND EVERYONE DO WE HAVE A PROCESS WHERE WE CAN
BRING ALL OF THEM BACK AT ONCE, OR ONE BY ONE, WE CAN BRING THEM BACK. OKAY. SO WE'LL HAVE VERONICA HERNANDEZ,
OUR FIRST SPEAKER, LAURA WRIGHT, OUR SECOND SPEAKER. 
          IF YOU IF YOU COULD, JUST SO WE CAN GET THROUGH THIS LIST,
TARA MASTERSON, JEANETTE HATCH, DOC ASERON, JEFF FINLEY AND NOAH JONES, THAT WILL BE THE ORDER. 
          THANK YOU. WE'RE GOING TO NOW RECONVENE INTO OPEN SESSION. 
          I UNDERSTAND THAT THE REMAINING FIVE PEOPLE WHO HAVE SIGNED UP WOULD LIKE THEIR COMMENTS
TO BE IN OPEN SESSION AND I'M GOING TO CHECK ON THAT. 
          BUT AGAIN, WE'VE GOT TO FOLLOW THE PROTOCOL OF JUST BEING QUIET. 
          THE NEXT SPEAKER IS LAURA WRIGHT. MISS WRIGHT,
YOU DO WANT TO SPEAK IN UP. 
          OKAY. SO, MISS WRIGHT, IN SPEAKING IN OPEN SESSION,
I JUST WANT TO REMIND YOU ABOUT THE COMMENTS THAT I HAD MADE A MINUTE AGO, WHICH IS THERE CAN BE NO COMPLAINTS ABOUT PERSONNEL AND NO DISCUSSION OR COMMENTS ABOUT
ANY CHILD OR REFERENCE TO ANY CHILD IN YOUR COMMENTS. THAT IS NOT YOUR OWN. 
          OKAY. ALL RIGHT. AND YOU'RE GOING TO HAVE THREE MINUTES. 
          YOU CAN BEGIN. THANK YOU. IS THIS. OH CAN WE. 
          OKAY. SORRY. WE'VE GOT TECHNICAL ISSUES. WELL ALL RIGHT,
AGAIN, WE ARE HERE WITH OPEN FORUM RECESS, RECONVENING BACK IN OPEN SESSION. AND AGAIN,
WE TALKED ABOUT NO COMPLAINTS ABOUT PERSONNEL AND NO COMMENTS OR REFERENCES OF ANY CHILD WITH THAT. THANK YOU, MISS WRIGHT. WELCOME. YOU HAVE THREE MINUTES. 
          MY NAME IS LAURA WRIGHT, AND FOR NEARLY A DECADE NOW,
I HAVE HAD THE PRIVILEGE OF TEACHING ART SIDE BY SIDE WITH JONATHAN AZRAN AT EANES ELEMENTARY. HIS INTEGRITY, COMPASSION AND PROFESSIONALISM ARE BEYOND REPROACH. 
          MY CONCERN TONIGHT IS THE LACK OF DUE PROCESS. 
          JONATHAN FACED WITH THESE UNPROVEN ALLEGATIONS,
WHATEVER THEY ARE, FOR EXAMPLE, NOT A SINGLE PERSON FROM HR INTERVIEWED ME OR KELLY DUNNING, HIS ART PARTNER AT FTE. WHY CREATING A SAFE SPACE IN OUR SCHOOLS IS IMPERATIVE. 
          BUT WHO IS LOOKING AFTER TEACHERS? WE NEED A SCHOOL BOARD THAT WILL STAND UP WITH A
TEACHER IN A FAIR AND COMPASSIONATE MANNER WHEN THERE IS A PROBLEM. 
          WE NEED A SCHOOL BOARD THAT RECOGNIZES INNOCENT UNTIL PROVEN GUILTY. 
          WE NEED YOU TO VALUE EACH AND EVERY ONE OF US. 
          NOT WHEN WE HAVE GREAT TEST SCORES OR WE WIN A TOURNAMENT. 
          WE NEED YOU TO BELIEVE IN US IN CHALLENGING TIMES,
TOO. 
          JONATHAN IS INCAPABLE OF HARMING ANYONE. HIS PRESENCE ON THE EAS AND FTE CAMPUSES HAVE
ENRICHED THE LIVES OF SO MANY. 
          LOSING TALENTED TEACHERS AND ROLE MODELS LIKE JONATHAN IS SUCH A LOSS FOR THIS DISTRICT. 
          BUT THE PROCESS HE HAS GONE THROUGH HAS SEEMED CRUEL AND THOUGHTLESS. 
          I HOPE MOVING FORWARD WITH THIS BOARD WILL CONSIDER THEIR IMPACT ON FAMILIES LIKE
JONATHAN'S, AND SHOW MORE INTEGRITY AND COMPASSION WHEN IT IS NEEDED. 
          I'D ALSO LIKE TO SAY I AM RETIRING AND EANES IS A VERY DIFFERENT DISTRICT NOW THAN IT WAS
MANY YEARS AGO, AND I'M CONCERNED YOU ARE ONLY AS GREAT AS THE TEACHERS YOU HAVE WORKING HERE,
AND YOU CAN'T JUST THROW US AWAY. 
          OKAY. WE NEED WE WE NEED TO BE VALUED AND SUPPORTED. 
          OKAY? WE'RE NOT JUST A WARM BODY. SOME OF US HAVE SPENT DECADES HERE,
RIGHT? BEING TRAINED, LOVING THESE FAMILIES, DIGGING IN,
GIVING OUR BEST. 
          WE CAN'T JUST BE REPLACED BY ANYBODY. WE NEED TO BE VALUED. 
          [00:10:02]
AND I THANK YOU FOR YOUR TIME. 
          THANK YOU, MISS WRIGHT. THE NEXT SPEAKER IS GOING TO BE TARA MASTERSON. 
          AND I WOULD ASK THAT WE PLEASE REFRAIN FROM. I KNOW YOU'RE HERE TO SUPPORT THESE SPEAKERS. 
          BUT IF WE COULD TAMP DOWN ON THE ON THE CLAPPING. 
          MISS MASTERSON. OKAY. THE NEXT SPEAKER IS JEANETTE HATCH. 
          JEANETTE, DO YOU WANT TO SPEAK IN? OPEN. YES,
OPEN. 
          ALL RIGHT. AND AGAIN, YOU UNDERSTAND THAT THE PARAMETERS. 
          YES. ALL RIGHT. THANK YOU. WELCOME. AND YOU HAVE THREE MINUTES. 
          CAN I JUST TEST THIS? TEST? TEST. OKAY. I'M READY. 
          GO AHEAD. MY NAME IS JEANETTE HATCH. AND IN THE COURSE OF TEACHING PE AT EANES ELEMENTARY
FOR 40 YEARS, I HAVE WORKED WITH MANY TEACHERS. I'VE WORKED WITH MANY GOOD TEACHERS. 
          BUT JONATHAN ASERON, HE IS AN EXCEPTIONAL TEACHER. 
          HE IS PASSIONATE ABOUT HIS WORK. HE IS PRESENT WITH THE STUDENTS. 
          HE IS PATIENT, POSITIVE, ALWAYS POSITIVE AND PROFESSIONAL. 
          I KNOW THIS BECAUSE I'VE WORKED WITH HIM. I HAVE CO-TAUGHT AN ART AND PE CAMP WITH HIM FOR
THREE SUMMERS. 
          I'VE WORKED WITH HIM. I HAVE SEEN HIM DO HIS PREPARATIONS FOR THE JOB. 
          I HAVE SEEN HIM INTERACT PROFESSIONALLY WITH THE STUDENTS. 
          I'VE ALSO WORKED WITH THEM EIGHT YEARS AS A TEAM LEADER,
A TEAM, A COWORKER AT EANES. 
          HE GOES ABOVE AND BEYOND. HE IS ALWAYS WILLING TO HELP OUT,
WHETHER IT BE CAR DUTY, SET UP, PROPS FOR MUSICALS OR WHATEVER NEEDS TO BE DONE. 
          I WAS SHOCKED, SHOCKED TO SEE THE LETTER ABOUT GOOD CAUSE FOR TERMINATION,
BECAUSE I THINK IF YOU INTERVIEWED ANYBODY, ANYBODY WHO HAS WORKED WITH WOULD TELL YOU THAT THEY WOULD VOUCH FOR HIS INTEGRITY AND
PROFESSIONALISM. 
          AND HE AID ANY ART TEACHER, STUDENT AND PARENT. 
          IF YOU LOOK AT HIS EVALUATIONS, THEY ARE STELLAR. 
          IF YOU LOOK AT HIS TRACK RECORD FOR TEACHER OF THE YEAR,
IT SPEAKS VOLUMES. 
          I KNOW THAT YOU ALL HAVE DIFFICULT JOBS, BUT A MAN'S INTEGRITY,
HIS FUTURE IS ON THE LINE, AND I WANT TO MAKE SURE THAT YOU HAVE ALL THE INFORMATION. 
          TEACHERS ARE SCARED. THEY'RE SCARED THAT THIS COULD HAPPEN TO THEM,
THAT SOME ACCUSATION COULD HAPPEN AND NO ONE WILL SUPPORT THEM. SO I URGE YOU, I URGE YOU TO GET ALL THE FACTS TO REALLY DELVE INTO THE CHARACTER OF
THIS MAN, BECAUSE I WILL FIND YOU WILL FIND HIS INTEGRITY. 
          THANK YOU. OKAY. THANK YOU, MISS HATCH. 
          THE NEXT SPEAKER IS JEFF FINDLAY. MR. FINDLAY,
YOU ALSO WANT TO SPEAK IN AN OPEN. OKAY. AND YOU UNDERSTAND THE PARAMETERS. 
          THANK YOU AND WELCOME. YOU HAVE THREE MINUTES. 
          MY NAME IS JEFF FINLEY. I STARTED EANES IN 1983 AS A STUDENT. 
          GRADUATED WESTLAKE HIGH SCHOOL IN 1993. CAME BACK,
FINISHED A PHD IN MOLECULAR NEUROSCIENCE IN 2003. 
          IN THE EARLY 2000, MY OLDEST DAUGHTER STARTED AT EANES. 
          I HAVE FOUR DAUGHTERS, ONE OF WHOM GRADUATED EANES AND THREE ARE STILL THERE,
AND MY YOUNGEST BROTHER, WILLS, IS A TEACHER AT EANES ELEMENTARY SCHOOL. I ONLY SPEAK FOR MYSELF. MY BROTHER DID TELL ME, QUOTE. LIKE ALL OF JOHN'S COLLEAGUES,
I'VE NEVER SEEN HIM BE ANYTHING BUT PROFESSIONAL AND KIND AND SUPPORTIVE OF STUDENTS, UNQUOTE. SO QUESTION THIS QUESTION. DO WE AS A COMMUNITY CARE ABOUT FAIRNESS,
REASON, JUSTICE AND DUE PROCESS? AND HOW DO WE MODEL THAT FOR OUR CHILDREN AND AS A COMMUNITY? SO WE NEED TO WE NEED TO QUESTION THE EVIDENCE. WE HAVE ALLEGATIONS OF ONE STUDENTS. HOW
ARE THEY SEVERAL YEARS OLD OR IS THERE PHYSICAL EVIDENCE? DOES THE CHILD HAVE PSYCHOLOGICAL CHALLENGES AND IS NEUROSCIENCE GUY BRAIN DISEASES ARE NO JOKE. 
          I TAKE THAT SERIOUSLY. WAS CHILD ON MEDICATIONS THAT HAVE RISK SIDE EFFECTS? WERE THEY SUBJECT TO AGGRESSIVE OR LEADING QUESTIONS BY A THERAPIST? THAT'S IMPORTANT. WAS
THE TESTIMONY CORROBORATED TAKEN UNDER OATH, AND OR WOULD THIS SURVIVE CROSS-EXAMINATION ALSO? YES, SIR. MR. FINLEY. AGAIN, THERE'S NO COMMENTS ABOUT CHILDREN THAT ARE NOT YOUR
OWN. 
          I DIDN'T OH, I'M LOSING ALL MY TIME. I DIDN'T THINK I DID. 
          NO, IT'S JUST A QUESTION MARK. THESE ARE ALL QUESTIONS FOR YOU,
NOT ME. NO. 
          AND AGAIN, IF YOU COULD PASS OVER THE FINE, ANY COMMENTS ON CHILDREN? OKAY, FINE. WELL KEEP. OKAY. IT'S JUST SCIENCE STUFF. 
          [00:15:02]
LIE DETECTOR TEST IS A STRESS DETECTOR TEST. THEY'RE NOT ADMISSIBLE IN COURT. 
          THERE'S A REASON FOR THAT. THEY HAVE ALL KINDS OF PROBLEMS. AND THAT'S BEFORE WE ASK IF THEY WERE ADMINISTERED BY SOMEONE WHO'S BIASED. 
          AND THE THING IS, IS IT JUST MAKES ME THINK BACK TO THE 1980S WITH THE SATANIC PANIC. 
          THERE WAS ALLEGATIONS, THERE WAS A LAWSUIT. IT RUINED MANY TEACHERS LIVES FOR MANY YEARS. 
          NO ONE WAS CONVICTED. THE ACCUSATIONS WERE RIDICULOUS,
BUT NO ONE WOULD STAND UP AND SAY, HEY GUYS, DO WE REALLY WANT TO DO THIS? I MEAN,
THE THING IS, TO FIRE OR NOT, FIRE IS A FALSE DICHOTOMY. 
          YOU HAVE MANY OPTIONS TEMPORARY ADMINISTRATIVE LEAVE,
ADDITIONAL REVIEW, ETC.. 
          AND AND THE THING AND THE REAL QUESTION IS, IS JUST THE,
THE CONSEQUENCES FOR EANES. 
          WE HAVE TO CONSIDER THE POSSIBILITY THAT THIS WILL BE VERY DISRUPTIVE AND OR POSSIBLY
LEGALLY ADVERSE. 
          WE HAVE YOU KNOW, IT COULD BE WRONGFUL TERMINATION,
DEFAMATION, EMOTIONAL DISTRESS. 
          AND WHILE TEXAS IS A RIGHT TO WORK STATE, I'M PRETTY SURE THAT WE SHOULDN'T MESS UP
PEOPLE'S LIVES IN THIS COMMUNITY. IF WE GET THIS WRONG, THERE WILL BE CHAOS, REGRET, AND LACK OF MORAL CLARITY EXPECTED. 
          SO AS MEMBERS OF THE COMMUNITY FOR 40 YEARS,
WE HAVE TO MODEL VALUES, COMPASSION, FAIRNESS AND REASON FOR OUR CHILDREN. 
          AND SO I UNDERSTAND YOU'RE SENSITIVE TO THIS TOPIC,
BUT WE NEED MORE THAN UNSUBSTANTIATED EVIDENCE. 
          SO. AND JUSTICE REQUIRES DUE PROCESS AND IMPARTIAL JUDGMENT,
NOT COLLECTIVE IMPULSIVE PUNISHMENT. 
          AND I WAS JUST SPEAKING GENERALLY. NOT SPECIFICALLY. 
          THANK YOU, MR. FINLEY. 
          THE LAST SPEAKER IS NOAH JONES. MR. JONES. MR. JONES, DO YOU WANT TO SPEAK IN PUBLIC? ALL RIGHT. 
          AND YOU UNDERSTAND AGAIN, NO. NO COMPLAINTS ABOUT PERSONNEL. 
          CAN YOU DEFINE THAT, PLEASE, MA'AM? NO COMPLAINTS ABOUT PERSONNEL. 
          ANY PERSONNEL OF EANES ISD? ANY PERSONNEL. SO JUST LEAVE OUT THE NAMES. 
          I WOULD NOT MAKE COMPLAINTS ABOUT. I MEAN, I WOULD NOT MAKE COMPLAINTS ABOUT ANY EMPLOYEE
OR ANY EMPLOYEE OF ISD. NO REFERENCE TO CHILDREN THAT ARE NOT YOUR OWN. 
          YEAH. NO REFERENCE TO A CHILD WHEN WE TALK TO THE ATTORNEY. 
          SHE SAID JUST IF IT RELATES TO THE KIDS AND THE KIDS NAME,
THEN THAT'S WHEN WE CAN'T. 
          NO REFERENCE TO CHILDREN. AND YOU ALSO TRIED TO CLARIFY COMPLAINTS ABOUT PERSONNEL THAT
WOULD ALSO INCLUDE TITLES, ANYTHING THAT'S IDENTIFYING EMPLOYEES OUTSIDE OF THE BOARD AND THE SUPERINTENDENT ARE NOT
PUBLIC OFFICIALS. 
          GOT IT. I'LL JUST DO MY BEST TO REDACT ANYTHING THAT MIGHT BE IN THE WAY OF WHAT YOU'RE
REFERENCING. 
          AND IF YOU AGAIN, YOU. WE HAD ASKED THIS TO GO TO CLOSED SESSION. 
          WE CAN TAKE US BACK TO. BUT I MEAN, OBVIOUSLY THIS IS YOU'VE GOT THREE MINUTES. 
          OKAY. MR. JONES. GOOD EVENING. MY NAME IS NOAH JONES. 
          I'M HERE TO SHARE MY CONCERNS FOR DOCTOR, I'M SORRY FOR MISTER EZRA [INAUDIBLE]. 
          I'M A LITTLE NERVOUS UP HERE. WE NEED TO BE THE TURTLE DOWN IN THE WEEDS AND ALSO THE
EAGLE IN THE SKY TO PROPERLY ADDRESS THE COMPLEXITIES OF ISSUES AT EANES, I'M GOING TO START OUT WITH SOMETHING I JUST RECEIVED. I RECEIVED AN EMAIL FROM SOMEONE
TELLING ME THAT I'M NOT ALLOWED TO TALK ANYMORE. 
          THAT'S WHY I'M HERE TONIGHT. AND THAT'S WHY I SHARED WITH A LOT OF PEOPLE HERE THAT I HAVE
A LOT OF CONCERNS. 
          MR. ASERON, I DON'T EVEN KNOW. BUT I KNOW THAT HE'S SOMEBODY WHO THE DISTRICT IS ALSO
WORKING TO SILENCE. 
          I'VE SEEN THIS STORY MANY TIMES IN MANY PLACES THAT I'VE BEEN LATELY. 
          THAT'S VERY CONCERNING FOR ME AS A TEACHER. I'VE SERVED IN THE US PEACE CORPS,
THE US COAST GUARD, MULTIPLE DISTRICTS. I'VE NEVER HAD A YEAR AS BAD AS THIS ONE IN TEACHING. 
          I'VE BEEN JUST SUFFERING FROM A LOT OF DIFFERENT ISSUES THAT ARE VERY CONCERNING,
THAT I'VE SEEN IN OTHER PLACES THAT ARE IN CLOSE PROXIMITY TO MY SCHOOL. 
          MR. ASERON'S CASE, THERE HAVE BEEN ALLEGATIONS MADE. 
          THE RESULT IS PROPOSAL OF TERMINATION WITHOUT DUE PROCESS. 
          HE'S A TEACHER OF THE YEAR, DID AMAZING THINGS AT AISD AND EANES AND HAS A PROVEN TRACK
RECORD OF SUCCESS. 
          HE'S NOT ALONE. THERE'S A LOT OF TEACHERS WHO I'VE KNOWN PERSONALLY AT SCHOOLS THAT I WORK
VERY CLOSELY WITH, WHO ALSO HAVE BEEN SET UP FOR FAILURE THIS YEAR,
ONE TEACHER OF WHICH HAD INADEQUATE TRAINING AND ONBOARDING ISSUES. 
          SO SHE'S GONE, ALTHOUGH IN HER LAST DISTRICT SHE DID AMAZING THINGS. 
          I HAD A TEACHER WHO I ASKED TO GET TRAINING FOR BECAUSE HE'S WORKING WITH KIDS IN BEHAVIOR
SUPPORT WAS NOT PROVIDED [INAUDIBLE] TRAINING THEREFORE WAS SET UP FOR FAILURE. THEREFORE, TWO TEACHING ASSISTANTS WORKING WITH SOMEBODY. 
          I'M NOT GOING TO SAY ANY NAMES WHO HAD EXTREME BEHAVIOR ISSUES. 
          THIS IS THE KID WHO MIGHT HAVE THREATENED TO DO MR.. 
          MR. JONES YES, MA'AM. NO COMMENTS ON CHILDREN. 
          OKAY, THIS BASICALLY, I GOT A CONCUSSION IN DECEMBER,
SO THERE'S A LITTLE BIT OF A BACK STORY I WON'T GO INTO THERE. 
          BUT A LOT OF KIDS I WAS VERY SCARED FOR ON OUR CAMPUS. 
          I WAS VERY SCARED FOR A LOT OF STAFF. I'M STILL SUFFERING FROM THE CONCUSSION. 
          IT'S NOT GOOD. I BROUGHT UP THESE SAFETY CONCERNS TO SOME PEOPLE IN OUR DISTRICT. 
          [00:20:03]
A LOT OF PEOPLE. A LOT OF PEOPLE THAT I KNOW,
A LOT OF PEOPLE WHO I DON'T KNOW, THERE WAS NO HELP OFFERED. 
          I'M GLAD NOBODY HAS DIED THIS YEAR. I'M REALLY AFRAID FOR THIS. 
          SOMEBODY I KNOW GOING TO THE HIGH SCHOOL NEXT YEAR,
THEY'RE REALLY NOT IN THE BEST PLACE TO BE SUPPORTED THE WAY THEY NEED TO BE. 
          I'VE BEEN AN ADMINISTRATOR IN THE PAST. I'VE BEEN A SPECIAL ED TEACHER. 
          WE'RE NOT BEING SUPPORTED RIGHT NOW. THIS MAKES ME HEARTBROKEN. 
          IT'S REALLY THE TOUGHEST YEAR IN TEACHING I'VE EVER HAD. 
          I FEEL LIKE THIS IS A GREAT DISTRICT. I FEEL LIKE WE'VE GOT GREAT COMMUNITY HERE. 
          GREAT TEACHERS, GREAT KIDDOS. I LOVED BEING AT MY SCHOOL THE LAST TWO YEARS. 
          THINGS HAVE CHANGED, THOUGH, AND I KNOW IT'S NOT JUST ON MY CAMPUS. 
          I'M VERY CONCERNED. THIS IS A GREAT PLACE, AND LET'S WORK REALLY HARD TO KEEP IT THAT WAY. 
          THANK YOU, MR. JOHNSON. 
          THIS CONCLUDES THE OPEN FORUM PORTION OF OUR AGENDA. 
          THE NEXT ITEM ON OUR AGENDA IS MOVING INTO THE DISCUSSION ACTION PORTION SECTION OF THE
MEETING. 
          [7.1 Request to Accept Eanes Education Foundation Donation]
THE FIRST ACTION ITEM IS ACCEPTING THE EANES EDUCATION FOUNDATION DONATION. 
          DO I HAVE A MOTION? I'LL NEED A MOTION ON THAT. 
          JOHN, I MOVE THAT THE BOARD OF TRUSTEES ACCEPT THE EANES EDUCATION FOUNDATION DONATION IN
THE AMOUNT OF $2 MILLION. 
          HAVE A MOTION BY JOHN. SECOND BY LAURA. WELCOME. 
          WE'RE HERE ON BEHALF OF THE EANES EDUCATION FOUNDATION. 
          WE DON'T MAKE POLICY. WE JUST RAISE MONEY FOR EDUCATORS THAT THE STATE DOESN'T FUND. 
          IT'S BEEN A TOUGH YEAR. BUT ONE OF THE THINGS I LOVE THE MOST ABOUT THIS COMMUNITY IS WE
COME TOGETHER IN GOOD TIMES AND WE RALLY IN TOUGH TIMES. 
          AND EEF EXISTS FOR ALL COMMUNITY MEMBERS TO COME TOGETHER FOR OUR KIDS TO HELP FUND
EDUCATORS. 
          THAT'S WHAT WE CARE ABOUT. I THINK WE'VE PROVEN THAT THIS YEAR IN SPADES. 
          SINCE 2004, WE'VE WE, EEF HAS DONATED $34 MILLION TO EANES DISTRICT. 
          THAT'S 696 EDUCATORS FUNDED TO DATE. WE'RE PROUD OF THAT. 
          WE HAVE CORPORATE GIVING. WE HAD A BIG GAME NIGHT CHECK PRESENTATION. 
          IT WAS WELL ATTENDED. IT'S WE'RE GETTING MORE AND MORE CORPORATE PARTNERS,
AND WE'RE PROUD TO REACH OUT INTO THE COMMUNITY AND BE A PLACE FOR US ALL TO COME TOGETHER. THE 2024 TEACHER FUND THIS YEAR WAS A GREAT SUCCESS. 
          THE TEXAS TWO STEP, THE KINDER CLUB, THE GRANDPARENTS CLUB,
THE A RECORD YEAR FOR THE GRANDPARENTS CLUB, AND MORE. AND WE'RE PROUD OF ALL THE EFFORTS THAT WENT INTO THIS FROM THE EANES COMMUNITY. 
          OUR MISSION, AGAIN, IS FOCUSED ON FUNDING TEACHERS NOT FULLY FUNDED BY THE STATE OF TEXAS. 
          OUR EDUCATORS MAKE A DIFFERENCE IN THE LIVES OF ALL OF OUR STUDENTS. 
          OUR DONORS SUPPORT CONTINUES TO DRIVE INNOVATION AND EXCELLENCE. 
          WE HAD A VERY SUCCESSFUL GALA THIS YEAR. OUR THEME WAS TAKING FLIGHT. 
          IT HAD A BUTTERFLY BECAUSE OUR CHAIRS WERE SITTING AROUND AND SAW BUTTERFLY AND THOUGHT
THAT WAS GOOD, THAT IT SHOWED US FLYING INTO THE COMMUNITY AND SOARING ONTO GREATER THINGS. 
          CARRIE WALLING, DEBBIE LOPEZ, CARA BROWN, THANK YOU. 
          THIS YEAR, WE WERE ABLE TO PROVIDE $205,000 IN END OF YEAR GIFTS THAT WERE DELIVERED TO
EVERY EDUCATOR IN OUR DISTRICT. 
          THAT'S A TANGIBLE THANK YOU FROM OUR GENEROUS DONORS IN THE COMMUNITY. 
          WE'RE PROUD TO DO IT. THERE'S LOTS OF COMMUNITY EVENTS THAT MAKE IT HAPPEN,
BUT JUST TO HIGHLIGHT A FEW. 
          THREE TO BE EXACT. OUR GALA THAT WE ALREADY TALKED ABOUT. 
          THAT'S A NIGHT OF ELEGANCE AND IMPACT. I SAW SEVERAL OF YOU THERE. 
          IT'S ALWAYS A IT'S ALWAYS FUN. IF NOTHING ELSE. 
          AND SUCCESSFUL WE HAVE OUR THREE, THREE ON THREE BASKETBALL TOURNAMENT. 
          THIS IS A PUN. IT WAS A SLAM DUNK SUCCESS THIS YEAR. 
          AND IT WAS OUR LARGEST IT WAS OUR LARGEST EVER. 
          WE WE RAISED $19,000 AND OUR HONOR, A TEACHER WHICH WE'RE VERY PROUD OF WITH HUNDREDS OF
TRIBUTES FROM PARENTS AND STUDENTS RECOGNIZING EXCELLENCE ACROSS EANES ISD AND PARENTS,
YOU KNOW, PUT THEIR MONEY WHERE THEIR MOUTH IS TO SAY THANK YOU TO OUR TEACHERS. 
          [00:25:03]
AND WE THIS IS SOMETHING I'M PERSONALLY PROUD OF AND OUR BOARD IS PROUD OF WE HAVE
STRATEGIC WE HAVE A PLAN FOR STRATEGIC GROWTH FOR THE FUTURE THIS YEAR SHARE IN OUR ENDOWMENT FUND. WE'RE OVER THE $2 MILLION MARK FOR THE FIRST TIME. 
          AND THE C FUND, THE SPECIAL EDUCATION FUND ISSUED THEIR FIRST EVER DISTRIBUTION OF $8,000. 
          AND THAT'S SOMETHING WE'RE VERY PROUD OF. AND WE WANT TO CONTINUE TO GROW THE ENDOWMENT SO
THAT WE DON'T ALWAYS HAVE TO RAISE $2 MILLION, EVEN THOUGH WE'RE GLAD TO THE CORE OF OUR GIVING. 
          WE SUPPORT EDUCATOR POSITIONS ACROSS ALL CAMPUSES. 
          WE'RE PROUD AND HONORED TO AWARD $2 MILLION TO THE EANES INDEPENDENT SCHOOL DISTRICT FOR
THE 2025, 2026 SCHOOL YEAR. IS THAT THAT MIGHT BE IT. THANK YOU FOR YOUR PARTNERSHIP. 
          AND THEN THERE'S A QUOTE FROM ME. RIGHT. AND I WAS REMISS I DIDN'T INTRODUCE YOU TO THE
COMMUNITY, EVEN THOUGH THE COMMUNITY KNOWS THE TWO OF YOU. 
          ROB JOHNSON, WHO'S THE PRESIDENT OF EEF, DANA DELORENZO,
THE EXECUTIVE DIRECTOR. 
          THANK YOU VERY MUCH FOR THE PRESENTATION. BOARD,
DO YOU HAVE ANY COMMENTS? LAURA. THANK YOU ALL SO MUCH FOR ALL THE INCREDIBLE WORK THAT Y'ALL HAVE DONE THIS PAST
YEAR. 
          I KNOW IT'S NOT EASY. IT'S NEVER EASY TO RAISE THESE FUNDS THAT HELP SUPPORT OUR DISTRICT
AND OUR TEACHERS. 
          AND THANK YOU ALL, Y'ALL, FOR EVERYTHING THAT YOU'VE DONE. 
          I'M SPECIAL SHOUT OUT TO THE C FUND. THAT WAS NEW. 
          AND IT'S EXCITING TO SEE THAT IT'S PAYING OUT. 
          SPECIAL EDUCATION IS A VERY DIFFICULT AREA. IT'S NEAR AND DEAR TO MY HEART BECAUSE OF MY
OWN KIDDOS. 
          AND SO I'M THANKFUL TO EVERYONE WHO'S DONATED NOT JUST TO ME,
BUT TO THE C FUND AS WELL. 
          SO THANK YOU ALL. THANK YOU, LAURA. ANYONE ELSE? JAMES. YEAH. I DO WANT TO SAY A HUGE THANK YOU AS WELL,
BUT I WANT TO SAY THIS IS MY SEVENTH TIME TO BE HERE TO RECEIVE THE GIANT CHECK FROM EEF AND I'M GRATEFUL FOR THAT. AND EVERY YEAR, AND I THINK I'VE MADE THIS COMMENT EVERY YEAR,
I APPRECIATE IT SO MUCH BECAUSE TOMORROW YOU START AT ZERO. 
          AND I DON'T THINK THAT THE COMMUNITY FULLY ALWAYS COMPREHENDS THAT,
THAT YOU START AT ZERO EVERY YEAR AND, AND RISE TO THIS NUMBER. AND IT'S FANTASTIC. AND I'M GRATEFUL FOR ALL OF THE EFFORT THAT
GOES INTO THAT. 
          I KNOW YOU HAVE A LOT OF FUN IN THE PROCESS,
AND I APPRECIATE THAT, BUT I KNOW THAT IT'S A TON OF WORK AND I'M VERY GRATEFUL TO THAT FOR THE WHOLE TEAM. THANK YOU. IT'S A DEFINITELY A COMMUNITY EFFORT,
AND IT'S FUN TO FEEL LIKE HAPPY GILMORE CARRYING A BIG OLD CHECK AROUND. 
          TRUE. ANYONE ELSE? ON BEHALF OF THE BOARD, THANK YOU VERY MUCH. 
          FOR WHAT YOU'VE DONE. AND THANK THE COMMUNITY FOR THE FOR THE PARTICIPATION. 
          IT'S DEFINITELY THE COMMUNITY. WE'RE GOING TO ASK ROB AND DANA AND ANY OF YOUR BOARD WHO
IS WITH YOU THIS EVENING. 
          IF YOU'D LIKE TO COME FORWARD, WE'D LIKE TO GET A PHOTOGRAPH WITH THE TRUSTEES AND WITH
YOUR GIANT CHECK. 
          AND THANK YOU. AND THEN WE'LL NEED TO VOTE ON THE ACCEPTING THE DONATION. 
          THANK YOU. GREAT. DON'T WANT TO FORGET THAT. 
          [00:30:28]
AND A SECOND BY LAURA. ALL IN FAVOR OF ACCEPTING THE DONATION IN THE AMOUNT OF $2 MILLION
FROM THE EANES EDUCATION FOUNDATION? ANY NOES? THE MOTION CARRIES BY SEVEN ONE WITH. 
          WITH THANKS TO THIS GROUP AND TO THE EEF. SEVEN ZERO. 
          THANK YOU. OUR NEXT DISCUSSION ITEM IS THE FIRST READING OF BOARD 
          [7.2 First Reading of Board Policy CW(Local): Naming Right Policy]
POLICY CW LOCAL NAMING RIGHTS POLICY. DO I HAVE A MOTION? OH. I'M SORRY, THIS IS A FIRST READING. WE HAVE OUR COUNCIL. 
          AUDREY HIPP. 
          AUDREY, ARE YOU GOING TO LAY OUT THE NEW PROPOSED POLICY IN THE FIRST READING? AND THEN TRUSTEES WILL HAVE THE ABILITY TO ASK QUESTIONS. 
          SURE. I CAN GIVE A HIGH LEVEL OVERVIEW. IN BACK IN NOVEMBER,
WHEN WE STARTED OUR DIFFICULT BUDGET TALKS, ONE OF THE CONVERSATIONS PIECES WE HAD WAS TO LOOK AT OUR NAMING RIGHTS OF FACILITIES AS A
POTENTIAL WAY TO GENERATE SOME LEVEL OF REVENUE. PREVIOUSLY,
THIS POLICY WAS WRITTEN FOR ONLY HONORARY NAMING RIGHTS, NOT REVENUE GENERATING AT ALL. SO WHAT YOU HAVE IN FRONT OF YOU IS A PARED DOWN RED LINE
VERSION. 
          SO IT WOULD BE A LITTLE BIT EASIER TO READ. THAT REALLY I MEAN,
IT'S A FULL RESTRUCTURE OF OUR CURRENT VERY SHORT CW LOCAL THAT IS GEARED TO DEFINING WHAT NAMING RIGHTS ARE. 
          WE HAVE AN EXCLUSION POLICY FOR A LOT OF OUR HISTORICAL BUILDINGS THAT BUILDINGS,
FIELDS WHATEVER IT MAY BE, THAT HAS A LOT OF HISTORICAL SIGNIFICANCE IN EANES THAT WE WANT TO GRANDFATHER CLAUSE,
GRANDFATHER INTO EXISTING. 
          AND THEN WE CREATED A PROCEDURE FOR THE ADMINISTRATION OF THE NAMING RIGHTS AS WELL. 
          AND I SAY WE I WORKED WITH KIM AND LAURA AND DOCTOR ARNETT AND CLAUDIA AND GOING IN OUR
POLICY COMMITTEE MEETING. 
          WE ALSO MET WITH PTOS AND BOOSTER CLUBS TO THINK THROUGH WHAT FACILITIES THEY USE FOR
THEIR OWN FUNDRAISING. 
          FUNDRAISING. AND SO THAT WE SO THAT WE CAN MAKE SURE THAT PTOS AND BOOSTER CLUBS STILL
HAVE THEIR ABILITY TO FUNDRAISE WITHOUT TOUCHING THAT AT THE DISTRICT LEVEL. AND THEN WE MET WITH EEF TO FURTHER NARROW THE
ADMINISTRATION OF THIS, SINCE THEY ARE ALSO CRITICAL TO THE DEVELOPMENT OF THIS POLICY. 
          SO IF YOU LOOK AT ON PAGE THREE, THOSE YELLOW AND GREEN HIGHLIGHTS ARE OUR MOST RECENT
REVISIONS WITH EEF'S INPUT. THANK YOU, AUDREY. TRUSTEES DO YOU HAVE ANY QUESTIONS OF AUDREY ON THIS FIRST READING? OKAY. I SEE KELLY AND THEN JOHN. AUDREY, I WAS JUST GOING TO ASK FOR THE HISTORICALLY HONORARY NAMING. DO. IS THIS THE FULL LIST AND DO WE NEED TO ADD OUR MOST
RECENT NAMING TO THAT LIST? THANK YOU FOR CATCHING THAT. WE DO NEED TO ASK AT OUR MOST RECENT NAMING. 
          SO I WILL ADD THAT. SO FOR OUR SECOND READING,
THE ELLEN BALTHAZAR HISTORY CENTER. 
          YES. 
          THANK YOU. AND I JUST WANT TO THANK YOU FOR BEING SO THOROUGH ABOUT WORKING WITH THE OTHER
FUNDRAISING GROUPS IN OUR COMMUNITY TO MAKE SURE THAT EVERYBODY CAN DO THE FUNDRAISING THAT THEY,
THAT THEY DO ON THEIR CAMPUSES AS WELL AS A DISTRICT. 
          [00:35:08]
SO THANK YOU SO MUCH. THANK YOU. KELLY JOHN. THANKS,
KIM. 
          SO I'M REALLY EXCITED ABOUT THIS. I HAD A OPPORTUNITY TO BE A PART OF THE EEF EXECUTIVE
COMMITTEE, SO WAS INVOLVED IN SOME OF THE DISCUSSIONS BACK WHEN I WAS ON THE EEF BOARD. 
          SO A FEW QUESTIONS. DO WE THE DOC IT REFERENCED HAVING A TEMPLATE OF THE GIFT AGREEMENT. 
          DO WE HAVE THAT TEMPLATE YET? NO. THAT'S THAT THAT WE NEED TO CREATE. 
          YEAH. OKAY. AND AND AUDREY, IT DOES SEEM THAT A LOT OF THE,
A LOT OF THE DETAILS WILL BE COVERED IN THOSE GIFT AGREEMENTS. AND SO WHETHER IT AND STOP ME, IF ANYTHING FALLS OUTSIDE OF A GIFT AGREEMENT,
WHETHER IT'S A TWO YEAR OR A LIFETIME IS GOING TO BE COVERED IN THE GIFT AGREEMENT. 
          ALSO I'M A BELIEVER THAT IF IT'S A LIFETIME GIFT,
ESPECIALLY IT'D BE GREAT TO HAVE SOME OF THAT GO TO THE ENDOWMENT, BECAUSE IF YOU'RE ONLY GOING TO NAME IT ONCE THEN I WOULDN'T WANT TO TAKE ALL THE VALUE OF
THAT MONEY IN ONE ACADEMIC YEAR. 
          I WOULD WANT TO SPREAD IT OUT OVER THE LIFETIME OF THAT. 
          AND SO SOMETHING LIKE THAT, IF A PORTION IS GOING TO GO TO THE ENDOWMENT,
WOULD ALSO BE COVERED IN THE IN THAT GIFT AGREEMENT. 
          THAT'S CORRECT. YEAH. WE TALKED ABOUT THAT WITH EEF AS WELL,
BECAUSE THAT WAS ALSO A THAT'S A PRIORITY OF THEIRS AS WELL. 
          OKAY. PERFECT. OKAY. AND THEN. PERFECT. AND THEN IT DOES. 
          AND IT DOES SAY THAT THE DEFAULT I GUESS IN DIFFERENT PLACES IT TALKS ABOUT THE DEFAULT
BEING LIFETIME NAME, BUT IN OTHER PLACES IT SAYS NOTHING IS IN PERPETUITY. 
          IT FELT A LITTLE CONTRADICTORY TO ME IN THAT REGARD,
AND I CAN FIND EXACTLY WHERE THAT WAS. 
          LET ME GET TO IT. SO THE IN THE TERMS AND CONDITIONS,
IT SAYS NAMING RIGHTS SHALL GENERALLY BE ASSIGNED FOR THE USEFUL LIFE OF THE ENTITY. THEN I BELIEVE IT'S. 
          AND THEN, UNLESS OTHERWISE SPECIFIED. OKAY. AND SO ANYTHING FALLS UNDER THIS. 
          IF IT'S A YEAR OR LESS, THEN IT IS HANDLED OUTSIDE OF THIS ADMINISTRATION CAN DO IT. 
          IF IT'S TWO OR MORE THAN ANYTHING, TWO OR MORE FALLS UNDER THIS AND CAN BE COVERED UNDER
THE GIFT AGREEMENT. 
          CORRECT? YEAH, WE ANTICIPATE THAT GIFT AGREEMENT REALLY DETAILING JUST BECAUSE DEPENDING
ON THE SCALE OF THE GIFT, WOULD IMPACT THE LENGTH OF TIME AS WELL. I THINK THAT USEFUL LIFE OF THE ENTITY EXISTS
LARGELY TO PRESERVE THE GRANDFATHERING OF THE FACILITIES, BECAUSE THOSE ARE CURRENTLY IN PERPETUITY. AND THEN DO WE ENVISION THAT MORE OFTEN THAN
NOT, EEF WILL WORK WITH THE DONOR, COME UP WITH A PROPOSED GIFT AGREEMENT,
AND THEN BRING THAT TO THE BOARD. 
          IS THAT THE STANDARD PROCESS OR WILL IT VARY? I THINK WE ENVISION HAVING A TEMPLATE THAT EIF WILL,
WILL CAN WORK OFF OF WITH EACH DONOR. 
          SO THEY'RE NOT HAVING TO DRAFT A RIGHT AGREEMENT EACH TIME. 
          BUT YES, I THINK THAT THAT'S THE GENERAL IDEA. 
          BUT GENERALLY EEF WILL BE BRINGING A PROPOSED GIFT AGREEMENT TO US THAT HAS BEEN FILLED IN
WITH THE RELEVANT DATA FOR THE BOARD TO REACT TO. 
          CORRECT. OKAY. GREAT. THAT'S IT. THANK YOU. THANK YOU,
JOHN. 
          JAMES. THANK YOU. THERE ARE A FEW PLACES IN HERE,
MANY PLACES IN HERE WHERE IT TALKS ABOUT THE BOARD. 
          I WOULD JUST I KNOW THAT THIS IS DISTRICT POLICY OR BOARD POLICY. 
          I LIKE MAYBE IN THE VERY BEGINNING TO SPELL OUT THE BOARD MEANS THE BOARD OF TRUSTEES,
BECAUSE WE'VE GOT AN EEF BOARD. 
          WE MAY BE WORKING WITH A CHARITABLE ORGANIZATION THAT HAS A BOARD. 
          AND I'LL SEND THESE TO YOU, AUDREY. YEAH. YOU CAN TAKE A NOTE. 
          I HAD A QUESTION ABOUT HOW DO I FIND THIS APPROPRIATE NAME? SHELBY. IT'S ON PAGE TWO OF FOUR. IF A FACILITY IS NAMED FOR AN INDIVIDUAL,
THE FOLLOWING CRITERIA SHALL APPLY. 
          AND NUMBER FOUR THERE SAYS AN INDIVIDUAL ENTITY OR GROUP SHALL BE AWARDED THE NAMING
RIGHTS TO ONLY ONE PIECE OF DISTRICT PROPERTY, SCHOOL FACILITY, OR PORTION THEREOF. THE WAY I READ THAT IS IF I COME THIS YEAR AND I'M AN
ORGANIZATION AND I DONATE AND I GET SOMETHING NAMED AFTER ME, AND LET'S SAY I COME BACK THREE YEARS AND I WANT TO MAKE ANOTHER BIG DONATION,
I COULDN'T DOES THAT SAY I COULD NOT HAVE ANOTHER FACILITY NAMED AFTER IF I WANTED PERHAPS FACILITY A IS NAMED AFTER MY PARENTS,
AND FACILITY B IS GOING TO BE NAMED AFTER MY GRANDPARENTS OR SOMETHING. 
          IT IS THAT THE PURPOSE TO KEEP PREVENT ADDITIONAL DONATIONS FROM GETTING ANOTHER NAME? I SO THAT'S EXISTING LANGUAGE FROM OUR PRIOR. 
          [00:40:02]
WE TRY TO KEEP SOME OF OUR EXISTING LANGUAGE. 
          JUST WHEN IT CAME TO THE GUIDELINES OF NAMING A FACILITY. 
          I THINK THAT THAT'S TO PREVENT HAVING FOUR BUILDINGS NAMED THE JAMES SPRADLEY BUILDING. 
          THAT'D BE WONDERFUL. NO. I GET IT. I'M JUST WONDERING IF WE REALLY WANT IF YOU WANT MORE
FLEXIBILITY THERE. 
          I THINK THAT THAT'S A FAIR. THAT'S A FAIR EDIT. 
          I DON'T KNOW IF ANYONE HAS ANY THOUGHTS ON THAT. AND YEAH,
THERE A COUPLE MORE. 
          IT SAYS THE BOARD MUST VOTE TO APPROVE ANY DISTRICT LEVEL NAMING. 
          I GET IT, BUT I'M JUST WONDERING IF THAT'S KIND OF REPETITIVE. 
          THE BOARD MUST APPROVE ANY DISTRICT LEVEL NAMING. 
          RIGHT. THAT'S IT'S A SMALL ONE. BUT THE PURPOSE THERE IS THE BOARD HAS TO APPROVE. 
          AND THE BOARD DOES THAT THROUGH A VOTE IN AN OPEN MEETING. 
          AND I SUPPORT THAT. AND THAT'S A SIMPLE MAJORITY. 
          YEAH. IT'S NOT IT'S NOT THREE. YEAH. I NOTED LIKE JOHN DID THAT WE HAVE THE BE ASSIGNED FOR THE USEFUL LIFE OF THE ENTITY. UNLESS OTHERWISE SPECIFIED,
THE OTHERWISE SPECIFIED WOULD BE IN THE WORDING OF THE AGREEMENT. 
          YEAH, I LIKE THAT. I'LL SEND YOU A COUPLE OF SMALL THINGS THAT I CAUGHT,
BUT I, I DON'T IT'S MORE OF A CLARIFICATION OF LANGUAGE. ONE THING IS THE BOARD DETERMINES. 
          OKAY, OKAY. HOLD ON. PAGE FOUR OF FOUR. GENERALLY,
THE BOARD RESERVES THE RIGHT TO REVOKE NAMING AND NAMING GIFT, IF ANY OF THE FOLLOWING OCCUR. THIS LIST IS NOT EXHAUSTIVE. 
          THE PLEDGE, GIFT OR CONTRIBUTION IS UNFULFILLED OR WRITTEN OFF. 
          IS THERE A PERIOD OF TIME TO DEFINE UNFULFILLED? AGAIN, I THINK THAT'S GOING TO HAVE TO LAY IN THE. 
          SO IF YOU HAVE. THAT'LL BE IN THE TEMPLATE. YEAH. 
          LIKE A $10,000 GIFT VERSUS A $10 MILLION GIFT LIKE WELL YEAH. 
          BE PAID IN DIFFERENT AMOUNTS. AND A 10 MILLION YOU WOULD ASSUME WOULD HAVE THESE
MILESTONES. 
          CORRECT. A MILLION THIS YEAR OR WHATEVER. YEAH. 
          JUST WANT TO MAKE SURE THAT THAT'S CLEAR IN THE LANGUAGE. THE OTHER ONE WAS D ON THAT ONE. 
          A CHANGE IN FAMILY OR ORGANIZATIONAL CIRCUMSTANCES CAUSES THE DONOR OR ANOTHER AFFECTED
INDIVIDUAL OR ORGANIZATION TO REQUEST REVOCATION OR A NAME CHANGE. 
          I HAVE CONCERNS THAT THE COST OF DOING A NAME CHANGE,
CHANGING A PLAQUE OR METAL LETTERS ON A BUILDING AND ALL OF THE ASSOCIATED DISTRICT RESOURCES THAT WOULD HAVE THAT NAME COULD EXCEED THE COST OR THE ORIGINAL
DONATION AMOUNT. 
          I MEAN, PROBABLY NOT, BUT IT FEELS LIKE WE WOULD WANT TO SAY SOMETHING IN THERE. 
          LIKE, WE HAVE TO BE MINDFUL THAT IF YOU'RE CHANGING THAT NAME EVERY YEAR AND IT'S COSTING
US $10,000 TO GO IN AND CHANGE THE PLAQUE EVERY YEAR, THAT IT MAY NOT BE, WE MAY WANT TO DISCONTINUE THAT. 
          YEAH, I THINK THAT THIS FALL. SO IF SOMEONE IS DOING THAT THEN YOU CAN REVOKE THE NAME. 
          OKAY. IF YOU HAVEN'T. BECAUSE IF IT IS, IF IT BECOMES BURDENSOME IT COSTS. 
          YEAH. COST COSTLY BURDEN TO THE DISTRICT. RIGHT. 
          RIGHT. CAN NEGATE THE GIFT. OKAY I THINK THAT'S ALL I HAD. 
          AND I'LL SEND YOU. YEAH. THIS. THANK YOU, JAMES. 
          DIANE. THANK YOU. AND TO ONE OF YOUR POINTS,
JAMES, I WOULD BE INTERESTED IN MAKING IT MORE FLEXIBLE WITH SOMEONE BEING ABLE TO DONATE MORE THAN ONCE. 
          TO THAT POINT, MY QUESTION IS AROUND SOME WORDING ON PAGES THREE AND FOUR. 
          IN THAT HIGHLIGHTED AREA AT THE TOP OF PAGE THREE,
IT TALKS ABOUT ONCE A DONATION IS RECEIVED, THEN A DISTRICT REPRESENTATIVE OR THE DISTRICT'S FOUNDATION SHALL NOMINATE THE DONOR'S
PROPOSED NEW NAME. 
          WE RECEIVE THE NOMINATION AND THEN WE VOTE ON IT. 
          AND THEN FURTHER DOWN THE HIGHLIGHTED AREA TOWARDS THE BOTTOM OF THE PAGE,
IT SAYS PRIOR TO ANY BOARD VOTE, A DISTRICT REPRESENTATIVE OR THE DISTRICT'S FOUNDATION SHALL NOMINATE PROSPECTIVE DONOR
NAMES. 
          AND AT THE TOP OF THE NEXT PAGE IT SAYS THAT,
YOU KNOW, WE CAN REJECT ALL NOMINATIONS AND SEEK NEW NOMINATIONS. 
          SO I'M TRYING TO UNDERSTAND THE IS THE PROCESS ENVISIONED SUCH THAT THE FOUNDATION IS
GOING TO LOOK FOR ALL OF THESE OPPORTUNITIES, THESE, PICK THE BEST ONE AND COME TO US WITH ONE. 
          OR ARE THEY GOING TO PRESENT US MULTIPLE OPTIONS THAT WE'RE CHOOSING FROM? I WANT IT WITH THE SINGULAR AND THE PLURAL. I JUST WASN'T CLEAR. 
          I THINK IT'S INTENDED TO BE THE LATTER. WE WOULD CERTAINLY ENTERTAIN ANY OPTIONS AND
POSSIBILITIES THAT THERE MIGHT BE THROUGH F OR THROUGH THE DISTRICT'S OWN SOLICITATION OF DONATIONS, BUT WE WOULDN'T WANT TO LIMIT THAT IN ANY WAY. 
          [00:45:02]
SO THE BOARD WOULD BE PRESENTED WITH A ONE RECOMMENDATION SAYING WE GOT WE HAD WE WERE WE
HAD FIVE OPTIONS. 
          THIS IS WHAT WE'RE RECOMMENDING PERHAPS, AND THE BOARD COULD CHOOSE ONE OF THE OTHERS
POSSIBLY. 
          I MEAN, IT'S HARD TO SPEAK HYPOTHETICALLY ABOUT WHAT THAT MAY LOOK LIKE,
BUT THAT'S SOMETHING THAT'S INTENDED POTENTIALLY SOME FLEXIBILITY THERE. 
          OKAY. THAT WAS MY ONE QUESTION. THANK YOU. THANK YOU. 
          DIANE. LAURA. SO THIS POLICY HAS BEEN YOU SAID WE STARTED IN NOVEMBER. WE ACTUALLY STARTED A COUPLE OF YEARS AGO ON THIS. 
          SO IT'S NICE TO SEE THIS FINALLY COMING TO FRUITION. 
          THE INTENTION OF THIS POLICY IS TO PROVIDE ALTERNATIVES FOR REVENUE GENERATING
OPPORTUNITIES. 
          IT'S TO GIVE A TOOL, AN ADDITIONAL TOOL, CERTAINLY TO EEF SO THAT THEY CAN GO OUT AND HELP
THE DISTRICT BY RAISING ADDITIONAL FUNDS. 
          SO THAT'S REALLY THE INTENTION OF IT. AND WE NEEDED SOMETHING THAT WAS PROVIDED SUPPORT TO
BOTH ENTITIES, TO BOTH THE BOARD, THE DISTRICT, THE BOARD OF TRUSTEES,
AS WELL AS THE FOUNDATION. 
          SO THIS THIS IS THE CULMINATION OF MANY, MANY,
MANY CONVERSATIONS. 
          I APPRECIATE YOU ALL CALLING OUT THOSE AND HAVING THOSE QUESTIONS. 
          AND I ENCOURAGE THE OTHER TRUSTEES AND EVERYBODY KEEP LOOKING AT THIS,
KEEP BRINGING THINGS TO US. 
          IT WAS A SIGNIFICANT CHANGE. OUR ORIGINAL POLICY WAS LIKE FOUR PARAGRAPHS AND DIDN'T GET
US ANYWHERE NEAR WHAT WE NEEDED. 
          SO THIS WAS AS AUDREY SAID, WE TRIED TO KEEP SOME OF THE ORIGINAL POLICY AND ORIGINAL
LANGUAGE AS WELL AS CREATING AN ENTIRE NEW PROCESS WHICH IS BURDENSOME. BUT I THINK THIS ONE IS GOOD. JAMES,
I DID AND JUST TO KIND OF REITERATE WHAT AUDREY SAID, IS THAT YOUR CONCERN ABOUT D ON THE REMOVAL OF NAMES? IT SAYS THE BOARD RESERVES THE RIGHT TO. SO WE ALWAYS HAVE THAT DECISION,
AND WE CAN GET TO ALWAYS MAKE THAT CHOICE, WHETHER WE KEEP THE NAME OR WE REMOVE IT FOR ANY OF THOSE. 
          SO FOR ANY REASON WHY WE WOULD WANT TO KEEP THESE NAMES,
WE COULD KEEP THEM AS WELL. 
          THANK YOU. LAURA. ANY OTHER QUESTIONS FROM THE TRUSTEES OR COMMENTS? CATHERINE. THANK YOU. MY EXPERIENCE WITH NAMING RIGHTS OF FACILITIES HAS BEEN LIMITED TO
ELEMENTARY SCHOOL, WHERE I KNOW THAT IT IS TYPICAL FOR A BOOSTER CLUB TO USE THE NAMING RIGHTS OF A BALL
FIELD OR A PLAYGROUND. 
          WITH A FAMILY'S DONATION TO AN INDIVIDUAL BOOSTER CLUB. 
          AND SO THIS WOULD SUPERSEDE THAT OR WOULD IT NOT? I THINK THAT IS SOMETHING I'M VERY INTERESTED IN. 
          SO THEY COEXIST. SO THERE IS A THERE IS A PROVISION IN HERE ABOUT ANYTHING THAT'S LESS
THAN A YEAR IS CAMPUS LEVEL. 
          AND SO BECAUSE, BECAUSE YOU'RE VERY CORRECT THAT THAT IS A VERY COMMON PRACTICE,
ESPECIALLY AT THE ELEMENTARY LEVEL AND HIGH SCHOOL LEVEL, BUT TO HAVE ONE YEAR AUCTIONS FOR BOOSTERS AND TO FUNDRAISE. 
          AND SO THAT IS SEPARATE. THIS IS DISTRICT LEVEL. 
          IF YOU LOOK ON PAGE WHAT PAGE TWO UNDER EXCEPTION OF NAMING OF THE NAMING PROCESS,
NAMING RIGHTS WITH A LIMITED DURATION OF ONE YEAR OR LESS MAY BE APPROVED BY THE SUPERINTENDENT OR SUPERINTENDENTS DESIGNEE,
WHICH IS THE PRINCIPAL, GENERALLY THE PRINCIPAL, WITH THE EXEMPTION FROM THESE GUIDELINES AND PROCESS IN THIS POLICY,
BECAUSE THAT IS MEANT TO PRESERVE CAMPUS ORGANIZATIONS TO BE ABLE TO CONTINUE THEIR FUNDRAISING. ALL RIGHT. SO THEN WHAT'S INFERRED HERE IS THAT IF THE NAMING RIGHTS ARE
UNDER A YEAR, THEN IT COULD BE UNDER THE AUSPICES OF AN INDIVIDUAL CAMPUS. 
          BUT IF THE NAMING RIGHTS EXTEND BEYOND A YEAR,
THEN IT IS ELEVATED TO THE BOARD'S. 
          YES. AND THAT'S ALSO FURTHER DEFINED ON THE VERY FIRST PAGE. 
          THE SECOND PARAGRAPH, IF YOU LOOK SO CAMPUS,
IT'S A SECOND PARAGRAPH UNDER EXCLUDED FROM DISTRICT NAMING RIGHTS. 
          THERE'S THE GRANDFATHER PARAGRAPH GRANDFATHERING PARAGRAPH. 
          AND THEN THAT SECOND PARAGRAPH. CAMPUSES SHALL RETAIN THE DISCRETION AND DECISION MAKING
POWER FOR THE NAMING OF EXTERIOR ATTRIBUTES OF A FACILITY. 
          AND THIS IS DETAILED BUT LOCATED AT LEAST FIVE FEET FROM THE BUILDING ITSELF. 
          SO BECAUSE WE TRIED TO UNDERSTAND WHAT IS IT THAT THEY USE FOR TO,
FOR MOSTLY FOR THEIR FUNDRAISING THE EXAMPLES, PARKING SPACES, CIRCLE DRIVES, ELEMENTARY SCHOOL FIELDS,
PLAYGROUNDS, GARDENS, ETC. 
          AND THOSE ARE CAMPUS FACILITY NAMES. OKAY. SO THEN IN SUMMARY,
WE'RE NOT TAKING AWAY THE ABILITY FOR OUR BOOSTER CLUBS TO CONTINUE TO GENERATE FUNDS FOR THEIR CAMPUSES. BUT WE HAVE THIS POLICY AND IT IS STIPULATED THERE. 
          [00:50:06]
YOU HAVE TO HUNT AND PECK A LITTLE BIT TO FIND THE INFORMATION,
BUT IT'S THERE. CORRECT. THANK YOU. 
          THANK YOU, CATHERINE, YOU HAD ANOTHER YOU HAVE ANOTHER COMMENT? YES. LAURA, JUST BECAUSE THIS POLICY IS A LONG TIME ON THIS POLICY. 
          THAT WAS VERY IMPORTANT TO US TO NOT INTERFERE WITH BOOSTER CLUBS ABILITY TO RAISE FUNDS. 
          AND I HAVE TO APPLAUD AUDREY AND CLAUDIA BECAUSE THEY MET WITH THE BOOSTER CLUB PRESIDENTS
AND HAD VERY THOROUGH DISCUSSIONS WITH THEM AND GOT THE, THE BUY IN AND THE SUPPORT FROM THE BOOSTER CLUB PRESIDENTS,
ACTUALLY, IN WAYS THAT I WAS NOT EXPECTING. 
          THERE WAS IT'S BEEN A FEW YEARS SINCE I'VE BEEN A BOOSTER CLUB PRESIDENT,
AND THE BOOSTER CLUB PRESIDENTS AGREED TO SOME THINGS THAT ARE DIFFERENT AND NEW. SO IT'S REPRESENTATIVE OF WHERE OUR BOOSTER CLUBS ARE NOW. 
          ANY OTHER COMMENTS, JOHN? SO JUST TO CLARIFY ON THAT,
ON THIS SAME POINT. 
          SO IF YOU HAVE A BALL FIELD THAT'S, YOU KNOW,
MORE THAN FIVE FEET THE, THE SCHOOL DISTRICT I MEAN I'M SORRY JEFF CAN'T DO THAT ONE. 
          THAT IS THE PARAMETERS OF THAT PARTICULAR CAMPUS CLOSER THAN FIVE FEET. 
          CLOSER THAN FIVE FEET. SO I DON'T THINK WE HAVE ANY BALL. 
          EVOLVED. THAT'S WHY THAT'S WRITTEN THAT WAY. WELL,
IT SAYS AT LEAST FIVE FEET FROM THE BUILDING. 
          THEN THE CAMPUS GETS TO DO IT, RIGHT? CORRECT. 
          SO IT NEEDS. SORRY. I THOUGHT YOU WERE SAYING IF YOU HAVE A BALL FIELD THAT'S LESS THAN
FIVE FEET AWAY, THEN IT WOULD BE DISTRICT. IS THAT WHAT YOU. NO. 
          I'M SORRY IF I MISSPOKE. SO IF IT'S IF SOME FACILITY IS MORE THAN FIVE FEET FROM THE CORPS
BUILDING, THEN WHO GETS TO NAME IT? EXTERIOR ATTRIBUTES OF A FACILITY THAT'S AT LEAST FIVE FEET FROM
THE BUILDING, AND THAT IS GOING TO BE LESS THAN ONE YEAR IN DURATION. 
          IS COULD BE IS FOR THE CAMPUS. OKAY. BUT IF IT'S A FACILITY THAT'S MORE THAN FIVE FEET
FROM A CAMPUS AND IT'S LONGER AND IT'S MORE THAN A YEAR, IT THEN YOU EEF COULD BRING A DONATION FOR
THAT. 
          DISTRICT LEVEL. YES. OKAY. AND SO THEN, IN EFFECT,
THE BOOSTER CLUB OR THE OR THE CAMPUS CAN CONTINUE TO NAME SOMETHING EVERY YEAR UNTIL EEF BRINGS A BIGGER DONATION AND SAYS,
WELL, HEY, NOW WE HAVE SOMETHING FOR FIVE YEARS AND THEN THAT WOULD TRUMP. 
          DO YOU SEE WHAT I'M SAYING? I SEE WHAT YOU'RE SAYING,
I. 
          IT'S MY UNDERSTANDING THAT THOSE FACILITIES ARE WOULD NOT ON WOULD NOT BE. 
          I DON'T KNOW NECESSARILY ON THE DISTRICT NAMING NOT THEY WOULDN'T BE ON THE SCHEDULE IF
YOU WILL IF THERE IS SUCH A SCHEDULE THAT EEF WOULD USE. 
          THAT'S HOW THAT LANGUAGE IS CREATED. WELL, SO I MEAN,
NOT TO GO TOO FAR, BUT SOMEBODY WANTS TO NAME THE FOOTBALL FIELD AND SAYS, HERE'S A $10 MILLION CHECK. OR IS THAT WHO GETS TO TALK ABOUT THAT? WELL, THE STADIUM AT WESTLAKE HIGH SCHOOL WOULD BE AN EXCEPTION TO THAT,
OBVIOUSLY. RIGHT, RIGHT. THAT'S THAT FACILITY IS A PART OF THE CORE CAMPUS. 
          RIGHT? OKAY. SO WHAT? SO THERE ARE EXCEPTIONS. 
          SO I GUESS THIS IS STILL STUFF TO BE A LITTLE BIT FIGURED OUT ON A CASE BY CASE. 
          AND I THINK THE FACILITY IS THAT NOT NEPTUNE FIELD. 
          THAT'S A GRANDFATHERED IN FACILITY AS WELL. BUT FAIR ENOUGH. 
          BUT IT WAS JUST A YEAH. WE TRIED TO THINK THROUGH WHAT I MEAN. 
          WE WENT THROUGH MANY DIFFERENT ITERATIONS OF THAT PHRASE. SO IF YOU HAVE LANGUAGE THAT YOU
THINK WOULD BE I MEAN THIS IS FIRST READING FOR THAT VERY REASON. IF YOU HAVE LANGUAGE YOU THINK WOULD BE MORE CLARIFYING, I'M ALL YOURS. 
          I'LL THINK THAT THROUGH BECAUSE I BASICALLY WANT TO OBVIOUSLY MAXIMIZE THE REVENUE THAT WE
CAN GENERATE. 
          SO I'M THINKING THROUGH WHAT OTHER FACILITIES MIGHT WE MIGHT BE ABLE TO DO AND MAKING SURE
THEY DON'T FALL UNDER THIS. 
          SO OKAY. I'LL THINK THAT THROUGH. YEAH. GREAT. GREAT. 
          ANY OTHER COMMENTS? JUST TO ADD TO WHAT LAURA HAS SAID,
YOU KNOW, THIS WAS A PROCESS AND JOHN AND ALL OF THE, THE QUESTIONS THAT HAVE COME UP. FOR INSTANCE,
JOHN, YOUR QUESTION, YOU KNOW, THE I THINK THE LANGUAGE CAME OUT OF THE BUILDING ITSELF WILL BE NAMED THROUGH THIS PROCESS. SO, YOU KNOW,
THE JAMES SPRADLEY ELEMENTARY WILL BE NAMED IN ONE PROCESS, BUT THE TRADITIONAL CIRCLE DRIVES AND PARKING SPOTS AND THOSE TYPES THAT HAVE GONE TO
BOOSTER CLUBS ARE GOING TO STAY WITH THE CAMPUSES AS REVENUE GENERATING. WE WERE TRYING TO MAKE THAT DISTINCTION. 
          BUT AGAIN, I'M NOT GOING TO REPEAT WHAT OTHER TRUSTEES HAVE SAID. 
          I THINK THIS WAS OUR ATTEMPT TO PUT SOME FORMALITY AROUND GOOD OPPORTUNITIES FOR REVENUE
GENERATING 
          [00:55:04]
OPPORTUNITIES IN WITH NAMING OUR FACILITIES. AND I'M VERY OPEN,
HAVING SAT THROUGH THIS PROCESS WITH A LOT OF HELP FROM ADMINISTRATION, WHICH THE. 
          THE MAJORITY OF THE WORK DONE BY ADMINISTRATION. 
          I, I THINK WE'RE ALL HAPPY TO TWEAK THIS LANGUAGE SO THAT WE CAN GET IT OUT THERE,
START RAISING MONEY. 
          THANK YOU. AUDREY. I THINK YOU ARE STAYING UP HERE FOR OUR NEXT DISCUSSION ITEM,
WHICH IS THE FIRST READING OF A PROPOSED 
          [7.3 First Reading of Proposed Student Code of Conduct Edits]
STUDENT CODE OF CONDUCT. AND THOSE EDITS. DID YOU WANT TO INTRODUCE THAT OR I MEAN,
MOST OF THESE ARE LEGISLATIVE DRIVEN EDITS, SO. NOT YET. SO YOU WILL UNFORTUNATELY BE SEEING ANOTHER VERSION OF THE STUDENT CODE OF
CONDUCT. 
          IT WAS REALLY IMPORTANT TO ME TO GET THESE EDITS ARE REFLECTIVE OF OUR CAMPUS
ADMINISTRATORS EDITS THROUGHOUT THE YEAR. 
          WE ALL TOOK NOTES ABOUT THIS IS MISSING. IF YOU RECALL,
LAST YEAR I DID A BIG OVERHAUL OF THE STUDENT CODE OF CONDUCT. 
          SO THEY WERE USED TO CERTAIN LANGUAGE BEING THERE. 
          THAT AT TIMES THE REQUESTED THAT THEY PREFERRED THAT CLARIFICATION. 
          SO THERE ARE SOME MINOR EDITS. THESE ARE FROM CAMPUS LEVEL ADMINISTRATION THAT WE WORK
THROUGH AT A PRINCIPALS MEETING ABOUT A MONTH OR SO AGO. 
          SIMULTANEOUSLY, THE LEGISLATURE HAS PASSED SEVERAL BILLS THAT DIRECTLY IMPACT THE STUDENT
CODE OF CONDUCT. 
          I NEED SOME TIME TO GO THROUGH AND OUR POLICY COMMITTEE NEEDS TO MEET BECAUSE THEY'VE
PUNTED A LOT OF DECISION MAKING. 
          WELL, NOT A LOT. SOME DECISION MAKING TO CAMPUSES THAT ARE VERY BIG CHANGES FOR OUR
CAMPUSES. 
          AND SO WE NEED TO RECONVENE THE POLICY COMMITTEE MEETING AND MAKE MORE EDITS TO THE
STUDENT CODE OF CONDUCT AND BRING THOSE CHANGES IN AUGUST. 
          UNFORTUNATELY, WHAT HAPPENS IN AUGUST IS THAT PARENTS GO THROUGH THE STUDENT CODE OF
CONDUCT, AND I WANTED THEM TO BE ABLE TO HAVE ONE VERSION OF UPDATED STUDENT CODE OF CONDUCT BEFORE
SCHOOL STARTS WITH EDITS FROM THE CAMPUS, AND THEN THEY'LL GET A SECOND ROUND OF LEGISLATIVE UPDATES. 
          IF YOU'VE BEEN WATCHING THE LEGISLATURE, ONE OF THE,
YOU KNOW, BIG CHANGES THAT WILL COME OUT IS THE IMPACT ON CELL PHONES. 
          SO THAT IS NOT REFLECTED FULLY IN THIS STUDENT CODE OF CONDUCT AND WILL BE BROUGHT TO YOU
ALL AGAIN IN AUGUST. 
          OKAY, THEN, AUDREY, TO CLARIFY, AND I MAY HAVE JUMPED I,
I ASSUMED THAT THIS WAS FIRST READING AND THERE DID NOT NEED TO BE IN MOTION. 
          BUT YOU'RE TELLING US THAT WE DO NEED TO DO WE NEED TO MAKE A MOTION AND PASS THIS STUDENT
CODE OF CONDUCT FIRST READING THE SECOND, READING IT AT OUR NEXT BOARD MEETING, YOU WOULD MAKE A MOTION SO WE CAN GET PARENTS THE
MOST UPDATED VERSION IN AUGUST, AND THEN THEY'LL PROBABLY GET A SECOND ROUND IN SEPTEMBER WITH LEGISLATIVE UPDATES
THAT THE BOARD WILL BE AGAIN TAKING ACTION ON, AS REQUIRED BY THE STATE IN AUGUST. THEY JUST CAN'T. 
          I MEAN, THOSE BILLS WERE AVAILABLE TO ME LAST WEEK. 
          AND SO THIS IS NOT REFLECTIVE OF THOSE LEGISLATIVE CHANGES. 
          THANK YOU FOR THE CLARIFICATION. TRUSTEES, AT THIS POINT ON THIS FIRST READING OF THE
PROPOSED STUDENT CODE OF CONDUCT, DO YOU HAVE ANY COMMENTS OR QUESTIONS FOR AUDREY? JOHN. THIS IS A TINY ONE AUDREY. IT LOOKED LIKE YOU COMMENTED THAT YOU WANTED TO ADD THE COMMENT ABOUT A BLADE IN LEVEL THREE,
AND THEN, IF I'M NOT MISTAKEN, IT LOOKS LIKE YOU ACTUALLY ADDED IT DOWN IN LEVEL FOUR. 
          AND SO I JUST WANTED TO CLARIFY WHICH ONE YOU WANTED IT IN. 
          THAT'S A COMMENT THAT IT SHOULD HAVE BEEN DELETED. WE HAD CONVERSATIONS ABOUT SHOULD IT BE
LEVEL THREE OR LEVEL FOUR. IT LANDED AT LEVEL FOUR. 
          LANDED AT LEVEL FOUR. OKAY. THANK YOU. ANY OTHER COMMENTS OR QUESTIONS? DIANE. I HAVE JUST A REAL QUICK ONE. AND I THINK WHEN YOU TALK ABOUT UPDATING FOR SOME OF
THE LAWS THAT HAVE PASSED, YOU'LL CATCH THIS. BUT WE HAVE TWO DIFFERENT NOTES ON PAGE 22 AND 49 THAT REFER TO THE
REQUIREMENT FOR US TO PROVIDE BEHAVIOR RECORDS TO SCHOOLS WHEN CHILDREN TRANSFER OUT OF OUR SCHOOLS. AND IN ONE IT REFERENCES DISTRICTS IMPLYING SCHOOL
DISTRICTS. 
          AND THE OTHER ONE YOU KNOW MAKES IT SOUND MORE JUST ANY SCHOOL. 
          AND I DO THINK WE ARE GOING TO BE REQUIRED FOR ANY SCHOOL TO BE TRANSFERRING THAT. 
          SO IT READ TWO DIFFERENT WAYS TO ME, AND I JUST WANTED TO THROW THAT OUT THERE FOR
SOMETHING TO I THINK WE'RE TECHNICALLY ONLY REQUIRED FOR OTHER PUBLIC SCHOOL DISTRICTS, WHICH IS WHY IT PROBABLY SAYS THAT. WELL, I THINK WITH THIS,
PRIVATE SCHOOLS, I THINK HAVE TO REQUEST IT. 
          [01:00:04]
IT DEPENDS ON WHETHER THEY ARE IN PART OF THE ESA PROGRAM. 
          YEAH. IF THEY'RE AN ESA, THEY'RE GOING TO THEY'RE GOING TO SAY THAT LAW. YEAH. YEAH. OKAY. 
          YOU SAID WHAT PAGE IS THAT ON? I'LL SEND YOU AN EMAIL,
I THINK. 
          YEAH, THAT'D BE GREAT. BECAUSE I WAS YEAH. MY NUMBERS ARE MIXED UP FROM THE POLICY PAGES
AND. 
          YEAH. YEAH. ANY OTHER QUESTIONS OR COMMENTS? AUDREY? THANK YOU VERY MUCH. I KNOW THAT WE'VE GOT MORE TO DO. 
          BUT THANK YOU FOR BRINGING THESE TO US. AND OUR NEXT ACTION ITEM IS CONSIDER 
          [7.4 Consider whether good cause exists to propose termination of the 2025-...]
WHETHER GOOD CAUSE EXISTS FOR TERMINATION OF EMPLOYEE. 
          I'M READING THE ACTION ITEM. SO THE ACTION ITEM IS THE AGENDA ITEM IS. 
          CONSIDER WHETHER GOOD CAUSE EXISTS TO PROPOSE TERMINATION OF THE 2025-2026 CONTRACT OF
JONATHAN ASERON. 
          DO I HAVE A MOTION? JAMES, I MOVE THAT THE BOARD OF TRUSTEES FIND THAT THERE IS GOOD CAUSE
TO PROPOSE TERMINATION OF THE 2025 2026 CONTRACT OF JONATHAN ASERON AND THAT WE DIRECT THE
SUPERINTENDENT TO SEND A NOTICE OF PROPOSED TERMINATION TO THE EMPLOYEE LISTING THE REASONS FOR PROPOSED TERMINATION AS DISCUSSED IN CLOSED SESSION. 
          I HAVE A MOTION BY JAMES SPRADLEY. DO I HAVE A SECOND? SECOND BY LAURA. ANY COMMENTS OR QUESTIONS? JAMES. 
          YES. HAVING MADE THIS MOTION, I WANT TO TAKE A MOMENT TO ACKNOWLEDGE THE EMOTION IN OUR
COMMUNITY AROUND THIS DECISION. 
          ANYTIME A TEACHER'S EMPLOYMENT IS IN QUESTION,
ESPECIALLY ONE WHO IS WELL KNOWN OR WELL LIKED, IT NATURALLY STIRS CONCERN. AS A PARENT, AS A NEIGHBOR,
AND AS A TRUSTEE, I UNDERSTAND HOW UPSETTING THIS SITUATION FEELS FOR MANY. 
          I'VE HEARD THE QUESTIONS, I'VE READ THE EMAILS,
AND I WANT TO OFFER SOME CLARITY, NOT ON THE SPECIFICS OF THIS CASE, WHICH WE ARE LEGALLY AND ETHICALLY BOUND NOT TO DISCLOSE,
BUT ON THE PROCESS AND THE RESPONSIBILITY WE AS TRUSTEES HOLD. 
          THIS IS NOT A DECISION ABOUT GUILT OR INNOCENCE. 
          IT IS NOT A JUDGMENT OF CHARACTER, NOR IS IT A POPULARITY CONTEST. 
          THIS IS NOT A CRIMINAL PROCEEDING. THIS IS AN EMPLOYMENT DECISION. 
          THE DISTRICT HAS CONDUCTED A THOROUGH INTERNAL INVESTIGATION. 
          THAT PROCESS WAS LED BY OUR ADMINISTRATION, GUIDED BY POLICY AND LEGAL COUNSEL,
AND RESULTED IN A RECOMMENDATION TO THE BOARD. 
          AS TRUSTEES, WE ARE REVIEWING THIS RECOMMENDATION THROUGH THE LENS OF OUR DUTY TO
STUDENTS, TO STAFF, AND TO THE LONG TERM HEALTH OF THE DISTRICT. 
          AND YES, MUCH OF THIS INFORMATION, MUCH OF THE INFORMATION BEHIND THIS DECISION IS
CONFIDENTIAL. 
          I KNOW THAT'S HARD IN SOME WAYS THAT'S WHAT MAKES THIS EVEN HARDER,
BECAUSE IT'S DIFFICULT TO UNDERSTAND A DECISION WHEN YOU CAN'T SEE ALL THE PIECES. 
          IF I WERE IN YOUR SHOES, IF I ONLY KNEW WHAT WAS PUBLIC,
I WOULD HAVE QUESTIONS TOO. 
          WHAT I CAN SAY IS THIS I BELIEVE THAT MOST PEOPLE,
IF SITTING ON THIS SIDE OF THE TABLE WITH ACCESS TO THE FULL PICTURE, WOULD COME TO THE SAME CONCLUSION. IT'S NOT EASY. 
          IT'S NOT TAKEN LIGHTLY, BUT IT IS, I BELIEVE,
THE RIGHT CALL. 
          WE OWE OUR COMMUNITY TRANSPARENCY WHENEVER POSSIBLE AND WHEN IT ISN'T POSSIBLE. 
          WE OWE YOU OUR JUDGMENT. THAT'S WHAT THIS ROLE REQUIRES. 
          I I'M SORRY WE WERE QUIET WHEN YOU WERE SPEAKING. 
          WOULD YOU MIND SHOWING ME THE SAME RESPECT? I WOULD APPRECIATE IT. 
          AND WHEN IT ISN'T POSSIBLE, WE OWE YOU OUR JUDGMENT. 
          PLEASE, PLEASE. AUDIENCE. GO AHEAD. AND THAT IS WHAT THE TRUSTEES ARE BRINGING TO THIS
VOTE TONIGHT. 
          THANK YOU. THAT'S NOT ALLOWED. YEAH. I'M SORRY. 
          WE'RE NOT. MA'AM. MA'AM, PLEASE. PLEASE SIT DOWN. 
          PLEASE SIT DOWN. YES. NO, I. THIS IS NOT THE WAY THE BOARD IS CONDUCTED. 
          MA'AM. PLEASE SIT DOWN OR I'M GOING TO. I'M GOING TO ASK YOU TO BE REMOVED. 
          WE HAVE ANY OTHER COMMENTS BY THE BOARD? WE HAVE A MOTION BY JAMES,
A SECOND BY LAURA. ALL IN FAVOR OF THE AGENDA ITEM TO CONSIDER WHETHER GOOD CAUSE EXISTS TO
PROPOSE TERMINATION OF THE 2025-2026 CONTRACT OF JONATHAN ASERON. THE MOTION PASSES 7 TO 0. THANK YOU. 
          [01:05:05]
THE NEXT AGENDA ITEM. WE'LL ALLOW PEOPLE TO LEAVE. 
          GO AHEAD. LET'S GO AHEAD. THE NEXT AGENDA ITEM IS. 
          OH, WE'VE GOT THE CHIEF. 
          CHIEF, ARE YOU OKAY TO COME ON UP? DISCUSSION. 
          THE NEXT AGENDA ITEM IS DISCUSSION OF AN INTRUDER DETECTION AUDIT REPORT. 
          [7.5 Discussion of Intruder Detection Audit Report]
AND FOR THAT DISCUSSION ITEM WE'VE GOT CHIEF MATT GREER. 
          YOU'LL BE DISAPPOINTED. I DON'T HAVE A SCRIPTED A SCRIPT TO READ TONIGHT,
BUT I DO WANT TO LET YOU KNOW THAT WE HAD THAT EVERY YEAR ALL OF OUR CAMPUSES ARE AUDITED BY THE TEA FOR INTRUDER DETECTION TO
SEE IF SOMEBODY CAN ACTUALLY ENTER ONE OF OUR CAMPUSES. THAT WAS DONE AT EVERY CAMPUS AND ALL BUT TWO CAMPUSES PASSED SUCCESSFULLY. 
          WE DID HAVE TWO FINDINGS AT TWO SEPARATE CAMPUSES. 
          I DISCUSSED ONE OF THOSE FINDINGS A COUPLE OF WEEKS AGO. 
          WE HAD AN ADDITIONAL FINDING FOR SAFETY REASONS. 
          WE DON'T TALK ABOUT THE SPECIFICS OF THAT FINDING. 
          WE DON'T DISCUSS THE LOCATION OR EXACTLY WHAT THE FINDING WAS. 
          BUT AGAIN, I WILL SAY THAT IT WAS A MECHANICAL ISSUE AGAIN. 
          AND THIS IS COMMON WITH DOORS YOU'LL FIND THAT IF YOU GO AROUND AND OUR OFFICERS ACTUALLY
CHECK THE DOORS EVERY SINGLE DAY AND WHAT YOU'LL FIND IS THAT YOU MIGHT CHECK A DOOR ONCE AND IT WORKS COMPLETELY FINE,
AND YOU MIGHT CHECK IT TEN MINUTES LATER, AND IT DOESN'T. AND SO THAT HAS TO DO WITH WHETHER BELIEVE IT OR NOT,
CAN AFFECT THE WAY A DOOR WORKS. 
          THE HEAT CAN MAKE IT EXPAND AND CONTRACT. SO SO WE'VE HAD TWO FINDINGS. 
          THEY WERE BOTH ADDRESSED THROUGH OBVIOUSLY CORRECTING THE MECHANICAL ISSUE AND THEN ALSO
TRAINING OUR STAFF MEMBERS ON HOW TO REPORT A MALFUNCTIONING DOOR. 
          AND JUST REITERATING THE FACT THAT WE CHECKED THE DOORS EVERY SINGLE DAY AND MAKING SURE
OUR EMPLOYEES ARE DOING THAT. 
          SO THAT'S IT. DO Y'ALL HAVE ANY QUESTIONS? THANK YOU,
CHIEF GREER. 
          TRUSTEES. DO YOU HAVE ANY QUESTIONS OR COMMENTS? JAMES, I THINK I'VE ASKED THIS BEFORE, CHIEF GREER,
BUT WHEN AN OFFICER FINDS A MALFUNCTIONING DOOR AND THEY REPORT, IT'S USUALLY A VERY, VERY QUICK RESPONSE BY THE OPERATIONS TEAM OR BY THE MAINTENANCE TEAM
BASICALLY IMMEDIATELY. 
          AND THE DOOR IS MONITORED UNTIL IT'S REPAIRED. 
          SO WE DON'T JUST LEAVE A DOOR OPEN AND VULNERABLE. 
          THANK YOU. ANY OTHER COMMENTS OR QUESTIONS? AND CHIEF,
JUST BECAUSE I'VE HAD THE, YOU KNOW, THE PLEASURE OF SERVING ON THE SAFETY AND SECURITY COMMITTEE,
YOU ALSO BRING MORE DETAILS AS REQUIRED BY LAW TO THAT COMMITTEE. 
          SO THAT AGAIN, FOR PRACTICE PURPOSES, WE LEARNED FROM THE THINGS WE MAKE SURE THAT WE'RE
FOLLOWING EVERYTHING THAT WE CAN TO KEEP OUR STUDENTS AND OUR STAFF SAFE. YES, MA'AM. AND THEN WE'LL DISCUSS THE DETAILS OF THAT FINDING,
THAT SECOND FINDING AT OUR NEXT SAFETY AND SECURITY COMMITTEE MEETING. 
          GREAT. THANK YOU. THANK YOU, CHIEF. THANK YOU,
CHIEF GREER. 
          OUR NEXT ACTION ITEM IS CONSIDERATION TO 
          [7.6 Request to Call a Public Meeting for the Purpose of Adopting the 2025-...]
CALL A PUBLIC MEETING FOR THE PURPOSE OF ADOPTING THE 2025-26 BUDGET AND DISCUSSION OF THE
PROPOSED 2025 TAX RATE. 
          DO I HAVE A MOTION? MOTION BY LAURA. I MOVE THAT THE BOARD PRESIDENT CALL A MEETING FOR 7
P.M. 
          OPEN SESSION ON JUNE 26TH, 2025, FOR THE PURPOSE OF DISCUSSING AND ADOPTING THE 2025 2026
BUDGET AND DISCUSSION OF THE 20 2025 PROPOSED TAX RATE, AND AUTHORIZE THE ADMINISTRATION TO PUBLISH A TAX RATE OF 0.8855
FOR PURPOSES OF THE NOTICE OF PUBLIC HEARING. I HAVE A MOTION BY LAURA CLARK,
SECOND BY JOHN TROY. 
          ANY DISCUSSION OR COMMENTS? THIS IS FOR THE PUBLIC'S PURPOSE. 
          [01:10:05]
THIS IS NECESSARY. WE HAD PROPOSED A BUDGET EARLIER,
AND THEN THERE WAS DISCUSSION ON COMPENSATION. 
          SO WE HAVE MOVED IT TO JUNE 26TH, 2025. I WONDER IF YOU MIGHT WANT TO JUST REAL QUICKLY
MENTION THAT THAT'S A THURSDAY. 
          IT'S A IT'S AN UNUSUAL MEETING DAY FOR THE BOARD. 
          YES. VERY. THANK YOU FOR THAT. YES, THAT IS THURSDAY,
JUNE 26TH, WHICH IS AN OFF DAY FOR US. 
          WE HAVE A MOTION AND A SECOND. ALL IN FAVOR? ANY OPPOSED? THE. THE MOTION PASSES SEVEN ZERO. WE'RE NOW MOVING TO THE REPORT SECTION OF OUR AGENDA. 
          [8.1 2025-26 Preliminary Enrollment Update]
AND WE HAVE OUR FIRST REPORT UP ON THE 2025-26 PRELIMINARY ENROLLMENT UPDATE WITH MOLLY MAYES AND DOCTOR CHAD BARNETT. THANK YOU. 
          WELCOME, CHAD AND MOLLY. THANK YOU. GOOD EVENING. 
          BEFORE I START, I DO WANT TO THANK THE VERY,
VERY HARD WORKING REGISTRARS IN OUR DISTRICT WHO ARE JUST FEVERISHLY TRYING TO MAKE SURE EVERYBODY'S GOT THEIR ENROLLMENT DONE,
THAT IF THERE ARE THINGS MISSING, THEY ARE FOLLOWING UP WITH PARENTS. 
          THEY ARE CALLING PEOPLE WHO FAMILIES THAT, YOU KNOW,
MAY HAVE FORGOTTEN TO TURN IN THEIR PAPERWORK OR MISSED SOMETHING. 
          AND SO JUST A SHOUT OUT TO THAT, THAT GROUP OF PEOPLE WHO ARE WORKING VERY DILIGENTLY THIS
TIME OF THE YEAR. 
          AND ALSO JUST NOTE THE WORD PRELIMINARY ON THE PRESENTATION BECAUSE I TURNED THIS IN ON
THURSDAY. 
          AND GOOD NEWS, WE HAVE 21 MORE STUDENTS SINCE THURSDAY. 
          SO IT CHANGES MINUTE BY MINUTE AGAIN, AS OUR REGISTRARS ARE FEVERISHLY WORKING. 
          AS WE GO THROUGH THE PRESENTATION THIS EVENING,
I JUST WANT TO MAKE SURE THAT WE'RE KIND OF AWARE OF WHAT DATA SOURCES WE'RE LOOKING AT, BECAUSE, AGAIN, THAT CAN BE WHAT NUMBERS YOU'RE TALKING ABOUT AND WHEN CAN CHANGE THE
DISCUSSION. 
          SO ANYTHING THAT I MENTIONED FOR 24-25 WAS BASED ON OCTOBER SNAPSHOT. 
          AGAIN, I THE PROJECTED 25-26 DATA WAS AS OF 6/4 2025. 
          SO WE HAVE HAD SOME ADJUSTMENTS TO THAT THAT WON'T BE REFLECTED IN THIS PRESENTATION. 
          WHEN YOU'RE LOOKING AT NUMBERS FOR FIRST THROUGH 12TH GRADE,
YOU'RE LOOKING AT APPROVED NSOE, WHICH IS OUR NEW STUDENT ONLINE ENROLLMENT AND APPROVED STUDENT INFORMATION VERIFICATION. 
          SO THOSE ARE OUR STUDENTS COMING BACK. SO FOR FIRST THROUGH 12TH GRADE,
WE ARE ONLY LOOKING AT APPLICATIONS OR PAPERWORK THAT HAS BEEN APPROVED. 
          WHEN WE'RE LOOKING AT KINDERGARTEN, WE'RE LOOKING AT IN AT THOSE ONES THAT ARE APPROVED. 
          BUT WE'RE ALSO LOOKING AT PAPERWORK THAT'S IN PROCESS. 
          AND THE REASON FOR THAT IS BECAUSE AS OUR IN ELEMENTARY OR KINDER PARENTS COME IN,
A LOT OF TIMES THEY ARE MORE APT TO NOT HAVE SOMETHING COMPLETED, AND WE'RE HAVING TO HELP THEM A LITTLE BIT WITH THE PROCESS. 
          OBVIOUSLY, IF THEY'VE HAD KIDS BEFORE, THEY'RE MORE VERSED,
BUT SOME OF THEM THIS IS THEIR FIRST TIME. 
          AND SO WE DO COUNT THE NUMBERS A LITTLE BIT DIFFERENTLY WHEN YOU'RE LOOKING AT THAT. 
          WE IN I'LL KIND OF GET INTO THAT AS WE, AS WE MOVE FORWARD. 
          THIS IS JUST GENERALLY KIND OF OUR ENROLLMENT TIMELINE AND WHAT WE'VE BEEN DOING THIS
YEAR. 
          YOU'LL SEE US STARTING IN FEBRUARY WITH SOME SURVEYS. 
          THIS WAS A LITTLE BIT DIFFERENT THIS YEAR WHERE WE KIND OF SENT OUT SOME SURVEYS JUST TO
GET AN IDEA OF LIKE HOW MANY OF OUR EMPLOYEES WERE TALKING ABOUT BRINGING IN A NEW STUDENT. WE KIND OF KNEW WHO THEY ALREADY HAD,
BUT, YOU KNOW, MAYBE THEY WANTED TO TRANSFER THEIR STUDENTS IN OR THEY WERE AGING INTO PUBLIC SCHOOL. WE ALSO OBVIOUSLY WITH THE BLEND LOOKING AT OUR OUT OF DISTRICT TRANSFERS
IN AT BARTON CREEK AND VALLEY VIEW AND ASKING THEM WHERE THEY WOULD WANT TO GO IF THEY STAYED, AND THEN ASKING OUR RETURNING OUT OF DISTRICT
TRANSFERS KIND OF GETTING THAT THOSE SURVEYS DONE TO MARCH. 
          WE OPENED NSOE/NSIV AND JUST LOOKING AT ALL OF THOSE NUMBERS,
GATHERING THAT INFORMATION. 
          WE DID TRY TO STREAMLINE THIS YEAR SOME OF OUR PROCESSES FOR RETURNING TRANSFERS AND OUT
OF DISTRICT TRANSFERS. 
          SO PREVIOUSLY THEY HAD TO GO THROUGH AND FILL OUT KIND OF A COMPLEX APPLICATION TO SAY
THAT THEY WANTED TO RETURN AS A TRANSFER. 
          WELL, FOR THOSE STUDENTS THAT HAVE ALREADY BEEN WITH US WE KNOW THEIR HISTORY. 
          I MEAN, WE KNOW THEIR WHAT THEIR DISCIPLINE IS,
THEIR ATTENDANCE, THEIR GRADES, BECAUSE THERE ARE STUDENTS. AND SO MAKING THEIR PARENTS GO THROUGH THAT PROCESS EITHER AS AN EMPLOYEE OR OUT OF DISTRICT TRANSFER JUST SEEMED A
LITTLE BIT TEDIOUS. 
          SO WE TRIED TO MAKE SURE THAT THEY DIDN'T HAVE TO DO AS MUCH WORK. 
          THEY STILL HAVE TO GO IN, SAY THAT THEY'RE AN OUT OF DISTRICT TRANSFER. 
          NOT OUR EMPLOYEES, BUT OUR OTHER OUT OF DISTRICT TRANSFER FAMILIES DO HAVE A FEE TO PAY. 
          [01:15:02]
SO WE ARE STILL DOING THAT PROCESS. BUT JUST THE PAPERWORK WAS A LITTLE BIT MORE
STREAMLINED, AND WE HEARD SOME GOOD THINGS FROM PARENTS ABOUT THAT PROCESS. 
          AND THEN YOU'LL SEE IN APRIL WE DID SEND OUT THE SECONDARY OUT OF DISTRICT TRANSFER
APPLICATION. 
          THIS IS THE FIRST YEAR WE'VE OPENED THE OUT OF DISTRICT TRANSFER APPLICATION AT DIFFERENT
TIMES. 
          AND THAT WAS JUST BECAUSE WE WERE LOOKING AT OUR NUMBERS AND WHERE WE COULD FIT EVERYONE
IN. 
          WE LOOKED AT OUR BARTON CREEK REZONED STUDENTS AND ASKED ANYBODY IF THEY WOULD BE
INTERESTED IN GOING BACK TO BARTON CREEK AND WHAT THAT WOULD LOOK LIKE. 
          AND SO ANYWAY, JUST THAT WHOLE BIG PROCESS, WE DID HAVE OUR KINDER PLAY DATE THIS YEAR. 
          WE STARTED PUTTING OUT OUR EMPLOYEE NOTIFICATION IN APRIL,
AND THEN IN MAY SENT OUT ALL OF OUR SECONDARY NOTIFICATIONS AND MOST OF THE ELEMENTARY NOTIFICATIONS. THERE WERE STILL SOME ELEMENTARY PARENTS GETTING NOTIFICATION THE BEGINNING
OF JUNE. 
          BUT AT THIS POINT, ALL OF OUR FAMILIES WHO HAVE PUT IN FOR TRANSFER NOTIFICATION HAVE
RECEIVED EITHER AN ACCEPTANCE OR A DENIAL AT THIS POINT. 
          SO THIS IS JUST AN OVERVIEW SNAPSHOT. YOU GUYS CAN LOOK AND KIND OF SEE WHERE WE WHERE WE
WERE. 
          SO YOU'LL SEE THE 24-25 ENROLLMENT ON THE LEFT. 
          EANES ELEMENTARY, YOU'LL SEE THE NUMBERS A LITTLE BIT DIFFERENT. 
          IT HAS THE CAMPUS ENROLLMENT. AND THEN THE PLUS NUMBER IS WHAT IS CURRENTLY OR WHAT WAS
ENROLLED IN ECSC. 
          SO I SEPARATED THOSE OUT. SO YOU'LL SEE LAST YEAR WE WERE AT 7598. 
          AND THAT WAS AT THIS TIME. OR SORRY, THAT WAS AT SNAPSHOT. 
          BUT I DID WANT TO NOTE THAT AT THIS TIME LAST YEAR WHEN JEREMY DID THE PRESENTATION,
WE WERE AT 75, 39. SO YOU CAN SEE, YOU KNOW THAT THERE IS DEFINITELY A GROWTH OVER THE SUMMER AND WE
STILL EXPECT THAT. 
          SO AS OF AS OF LAST THURSDAY, WE ARE AT 7295. 
          AND AS OF THIS AFTERNOON, WE WERE ACTUALLY AT 7316. 
          AND SO WE LIKE I SAID, ADDED THOSE 21 STUDENTS,
WE STILL HAVE STUDENTS THAT ARE IN THE PROCESS TO GET APPROVED. AND THEN WE'LL ALSO PROBABLY SEE SOME SUMMER GROWTH. 
          SO WE ANTICIPATE THAT NUMBER TO CONTINUE TO KEEP GROWING AS WE GO THROUGH THE SUMMER. 
          ALL RIGHT. NEXT WE'RE GOING TO JUST LOOK AT A PRELIMINARY OR KIND OF JUST A WHAT WOULD IT
LOOK LIKE IF WE TOOK CURRENT PROJECTED OR PRELIMINARY ENROLLMENT AT ELEMENTARY AND SECTION STUDENTS. JUST TO KIND OF COUPLE THINGS TO KEEP IN MIND WHILE LOOKING AT THIS
THIS WILL CHANGE DRASTICALLY BEFORE SCHOOL STARTS. 
          THIS IS JUST AN EVEN DISTRIBUTION ACROSS THE NUMBER OF SECTIONS PER GRADE. 
          JUST TO GIVE YOU KIND OF A SNAPSHOT OF WHAT IT COULD LOOK LIKE,
THOSE DISTRIBUTIONS WILL CHANGE AS THE LEADERSHIP TEAM AT EACH CAMPUS KNOWS KIDS THEY FIND OUT NEEDS, THEY START KIND OF GROUPING THINGS A LITTLE BIT DIFFERENT. 
          AND AS MOLLY SAID, WE'VE GOT A LOT OF NSOE AT THE ELEMENTARY WE'RE STILL WORKING THROUGH. 
          AND SO WHAT YOU'RE LOOKING AT IS OUR ELEMENTARY CAMPUSES WHAT THEIR NUMBERS LOOK LIKE
BASED OFF TODAY'S NUMBERS OR WHAT THEY COULD POTENTIALLY LOOK LIKE. 
          AND THEN IN THE FAR RIGHT, YOU WILL NOTICE A DELTA. 
          SO WHAT WE DID WAS WE LOOKED AT WHAT WAS THE SECTION CHANGE PER GRADE,
PER CAMPUS FROM LAST YEAR TO THIS YEAR. 
          SO AT YOUR BARTON CREEK, YOUR TOP LEFT WE ARE DOWN WITH THE MERGE. 
          WE ARE DOWN NINE SECTIONS BECAUSE OF THAT MERGE. 
          AND SO WHAT THAT MEANS IS LAST YEAR WE OPERATED WITH VALLEY VIEW AND BARTON CREEK TOGETHER
HAD 41 GRADE LEVEL SECTIONS. 
          THIS YEAR WITH OUR CURRENT ENROLLMENT, WE CAN OPERATE AT 32. 
          SO WE NEED NINE LESS CLASSROOMS. THAT DOES NOT INCLUDE ANYTHING OUTSIDE OF THE CLASSROOM. 
          SO CSS STAFF, SPECIAL ED, THAT IS JUST PURELY DOWN. 
          NINE CLASSROOM TEACHERS. AT BRIDGEPOINT, WE COULD GO DOWN NINE,
TWO SECTIONS AT SECOND GRADE. 
          AND YOU CAN KIND OF SEE EVERY CAMPUS KIND OF GOING THERE WHERE YOU'LL NOTICE UP WHERE A
GRADE LEVEL MAY HAVE GONE UP OR A CAMPUS HAS GONE UP. 
          OUR ONE CAMPUS THAT WENT UP IS FOREST TRAIL BECAUSE OF THE REZONING. 
          SO WE MOVED SOME STUDENTS TO FOREST TRAIL. THE OTHER TWO THINGS I KIND OF POINT OUT IS
EANES ELEMENTARY KINDER. 
          WE ARE RIGHT AT 22, AND WE DO HAVE ONE SECTION THAT WOULD BE AT 23. 
          WE ARE WATCHING AND MONITORING THAT VERY CLOSELY. 
          AND THEN AT FOREST TRAIL, WE ALSO HAVE VERY TIGHT NUMBERS AT FOREST TRAIL FOR THOSE
ELEMENTARY SECTIONS, TOO. JUST TO KIND OF KEEP IN MIND, CEDAR CREEK,
THE THEY WERE RESIDENTIAL. 
          THEY HAD TWO SECTIONS. AT THE BEGINNING OF SUMMER,
WE OFFERED SEATS TO OPEN A THIRD SECTION AT CEDAR CREEK. 
          SO MOST A LOT OF THOSE 21 AND THAT THIRD SECTION ARE TECHNICALLY OUT OF DISTRICT TRANSFERS
THAT WE HAVE OFFERED SEATS TO. 
          SO THIS IS JUST YOUR PRELIMINARY KIND OF SNAPSHOT OF WHAT SECTIONING COULD LOOK LIKE AS WE
GET INTO NEXT YEAR. 
          THIS WILL CHANGE, NOT DRASTICALLY. YOU'RE NOT GOING TO HAVE 30 AND ONE AND 9 IN 1 CLASS. 
          [01:20:02]
BUT THERE WILL BE SOME SHIFTS AND SOME REBALANCING DEPENDING ON ENROLLMENT,
STUDENT NEEDS, TEACHERS AND KIND OF JUST PREFERENCE. AND AS THEY WORK THROUGH THOSE,
THOSE HOMEROOM SECTIONS FOR NEXT SCHOOL YEAR THE NEXT SLIDE IS JUST AN OVERVIEW OF OUR SECONDARY CAMPUSES BY GRADE OF WHERE THEY'RE AT. 
          AND JUST KIND OF GIVING YOU AN EXAMPLE OF WHERE THEY WERE LAST YEAR,
WHERE THEIR PRELIMINARY RIGHT NOW, WHAT THEY'RE GOING, WHAT WE'RE SAYING THEY COULD BE STILL WAITING ON SOME OF THOSE NSOS TO
BE TO BE APPROVED. 
          WE ARE DOWN AT ALL THREE OF OUR SECONDARY CAMPUSES,
BUT WHAT I, WHAT I LIKE TO LOOK AT IS LOOK AT COHORT MODELING. 
          AND SO THAT WHAT THAT TELLS YOU AN EXAMPLE OF THAT WOULD BE SIXTH GRADE LAST YEAR AT HILL
COUNTRY AT 303 AT SNAPSHOT. 
          WE ARE PROJECTING THEM TO HAVE 310 AS SEVENTH GRADERS NEXT YEAR. 
          SO WHILE OUR ENROLLMENT IS DOWN, OUR COHORT FOR THE MOST PART ARE GROWING. 
          THAT IS DUE TO RESIDENTIAL AND SOME OUT OF DISTRICT. 
          BUT WE DO SEE A POSITIVE COHORT GROWTH IN ALL OF OUR CAMP AND ALL OF OUR GRADES YEAR OVER
YEAR. 
          IT DOES LAG IN SOME. IT TAKES A LITTLE BIT OF TIME OVER SUMMER TO GET THERE. 
          WHAT IS REALLY INTERESTING IS WE PULLED SUMMER NEW STUDENTS RESIDENTIALS IN THE LAST
COUPLE OF YEARS TO SEE IF WE CAN FIND A TREND. 
          IT IS ALL OVER THE PLACE. TWO YEARS AGO, WE HAD 150 NEW STUDENTS AT THE SECONDARY LEVEL,
AND DURING THE SUMMER LAST YEAR OR TWO YEARS AGO. 
          THEN LAST YEAR WE HAD 47. SO IT'S REALLY HARD TO PREDICT HOW MANY MORE YOU WERE GOING TO
ADD WITHIN TWO MONTHS. 
          STEVE RAMSEY AT THE HIGH SCHOOL WILL TELL YOU HE GETS A TON. 
          SO WHAT IS A TON WE'LL KIND OF LOOK AT AND MONITOR THERE. 
          RIGHT NOW WE DON'T HAVE SECTION NUMBERS FOR YOU AS WE'RE STILL MASTER SCHEDULING AT THE
SECONDARY LEVEL. 
          AS WE GET CLOSER AND PROBABLY THAT FIRST ENROLLMENT WE DO AT THE BEGINNING OF THE YEAR,
WE'LL BE ABLE TO TELL YOU KIND OF AVERAGE CLASS SIZE AT THE SECONDARY LEVEL. 
          GO BACK. SO JUST SOME ENROLLMENT HIGHLIGHTS. SO AS I MENTIONED,
WE HAVE SOME APPLICATIONS THAT ARE SITTING THAT HAVE NOT BEEN APPROVED YET. AND I NOTED UP THERE THAT IT WAS 85. 
          WE OBVIOUSLY PROCESSED 21 OF THOSE. SO WE HAVE 64 NOW THAT ARE KIND OF LEFT. 
          OF THOSE 64, YOU KNOW, IT'S HARD EXACTLY TO SAY HOW MANY OF THOSE WILL BE APPROVED
SOMETIMES. 
          IT LITERALLY IS JUST THEY'RE MISSING THEIR IMMUNIZATIONS AND THEIR DOCTOR'S APPOINTMENT IS
IN A COUPLE OF WEEKS. 
          SOME OF THEM, THEIR RESIDENCY IS ACTUALLY WRONG. 
          THEY DON'T LIVE IN EANES. THEY DIDN'T KNOW THAT YOU KNOW,
OR YOU KNOW, THERE'S MAYBE SOME CUSTODY ISSUES THAT ARE TRYING TO, YOU KNOW, BE WORKED OUT. AND SO ALL OF THOSE WON'T NECESSARILY COME TO US,
BUT WE DO BELIEVE THAT A HIGH PERCENTAGE OF THOSE REMAINING WILL ENROLL. 
          AND SO, AGAIN, WE'RE HOPEFUL. WE'RE TRYING TO BE CAUTIOUSLY OPTIMISTIC. 
          I TRY TO GIVE CHRIS GOOD NUMBERS TO USE FOR BUDGETING. 
          YOU KNOW, BUT WE DON'T WANT TO OVERPROMISE AND THEN UNDER-DELIVER. 
          AND SO WE'RE TRYING TO BE REALLY CAREFUL AND EXPLAIN WHERE ALL THE NUMBERS COME FROM. 
          I THINK THE THING THAT IS MOST IMPORTANT FOR ME AND THAT CHAD AND I AND WE ARE,
YOU KNOW, VERY IMMERSED IN THESE NUMBERS, ABOUT 90%, 98% OF OUR STUDENTS ARE RETURNING. 
          AND I THINK THAT SPEAKS VOLUMES TO OUR DISTRICT. 
          AND I JUST REALLY WANT TO TAKE AN OPPORTUNITY. 
          YOU KNOW, IT'S BEEN A HARD YEAR. YOU KNOW, WE BLENDED TWO SCHOOLS. 
          WE, CHANGE THE START TIME OF A SCHOOL. WE STOPPED THE SPANISH IMMERSION PROGRAM,
AND WE HAD A LOT OF FAMILIES TELLING US THAT THEY WERE GOING TO LEAVE AND THAT THESE WERE THE THINGS THAT, YOU KNOW,
MADE US A GOOD DISTRICT. 
          AND BECAUSE THEY WEREN'T HERE ANYMORE, THEY WERE GOING AWAY. 
          IT'S NOT TRUE. THEY STAYED. AND I THINK THEY STAYED BECAUSE THEY LOVE THEIR TEACHERS. 
          THEY LOVE THEIR CLASSMATES, THEY LOVE THEIR CAMPUS ADMINISTRATION. 
          THEY LOVE BEING IN EANES ISD. THE COMMUNITY IS REALLY,
REALLY IMPORTANT TO THEM. 
          AND SO I JUST THINK IT'S A TESTAMENT THAT IT WAS A HARD YEAR. 
          WE ALL LIVED THROUGH IT. AND AND IT WAS CHALLENGING. 
          BUT I THINK AT THE END OF THE DAY MOST OF OUR FAMILIES DECIDED THAT THIS,
THIS IS HOME AND THAT EVEN THOUGH THINGS ARE HARD, THEY WANT TO STILL BE HERE. SO I JUST I JUST WANTED TO KIND OF JUST PUT THAT OUT THERE. 
          YOU KNOW, WE DO HERE. WELL, OKAY, BUT YOUR ENROLLMENT IS DROPPING,
SO OBVIOUSLY EVERYONE'S LEAVING. 
          THAT'S NOT THE CASE. IF YOU LOOK AT THIS NUMBER UP HERE,
AS JEFF SAID EARLIER IN THE PRESENTATION, WE GRADUATED 728 SENIORS AND THAT WAS AMAZING. 
          WE HAVE 350 KINDERGARTNERS COMING IN. THERE'S YOUR DELTA. 
          THERE'S THE DIFFERENCE. IT'S NOT KIDS THAT WE ALREADY HAVE LEAVING. 
          WE'RE HAVING SMALLER KINDERGARTEN CLASS COMING IN. 
          AND I BELIEVE AND I THINK THE DATA WILL, YOU KNOW,
MET THAT OUT THAT, YOU KNOW, WE JUST HAVE SMALLER YOUR BIRTH RATES ARE DOWN. WE'VE TALKED ABOUT, YOU KNOW, MOVING INTO EANES AS A YOUNG FAMILY IS DIFFICULT. 
          SO I DON'T BELIEVE AND DON'T HAVE ANY DATA TO SUPPORT THAT. 
          THERE'S 300 KINDERGARTNERS THAT ARE NOT COMING IN TO US,
YOU KNOW, AND THAT THEY'RE GOING ELSEWHERE. 
          [01:25:04]
EVERYONE IS SEEING A DECLINE IN ENROLLMENT, STARTING WITH THOSE YOUNGER GRADES. 
          I DO WANT TO MENTION THAT ONLY 19 OUT OF 650 SPANISH IMMERSION STUDENTS,
FIRST THROUGH FOURTH GRADE ARE NOT RETURNING AGAIN. 
          I KNOW THAT LOSING SPANISH IMMERSION WAS VERY DIFFICULT. 
          CHAD AND I WERE VERY, YOU KNOW, WORKED VERY HARD ON THE SPANISH IMMERSION PROGRAM. 
          WE KNOW WHY IT WAS ENDED, BUT THE FAMILIES LEAVING IN DROVES BECAUSE WE DON'T HAVE SPANISH
IMMERSION. 
          WE DIDN'T SEE THAT. ADDITIONALLY, WITH OUR BARTON CREEK FAMILIES,
THAT AND THAT WAS VERY HARD FOR US TO TELL THEM AS OUT OF DISTRICT TRANSFERS, THAT THEY COULDN'T STAY AT BARTON CREEK BECAUSE WE HAD TO GET THAT ENROLLMENT DOWN. 
          ONLY FOUR OF THOSE STUDENTS ARE NOT RETURNING. 
          THESE NUMBERS OBVIOUSLY COULD GO UP. THIS IS PRELIMINARY DATA,
BUT I THINK IT I THINK IT DOES TELL A STORY ABOUT THE EANES COMMUNITY AND THE BELIEF THAT PEOPLE STILL HAVE IN OUR COMMUNITY. NEXT, WE'LL JUST KIND OF LOOK AT THE LAST THREE YEARS
OF TRANSFER DATA THAT WE CURRENTLY HAVE. 
          AND SO THIS CHART SHOWS YOU OUR COMPLETED APPLICATIONS AT THIS POINT FROM THE LAST THREE
YEARS, AND THEN THE PERCENTAGE OF APPROVED APPLICATIONS FOR EACH YEAR. 
          SO THAT THAT RESULTS IN 23, 24, WE APPROVED 151 APPLICATIONS AND 2425 WE APPROVED 164. 
          AND THIS YEAR WE'RE ON TRACK TO CURRENTLY APPROVE 155. 
          AND SO WHILE THOSE ARE DOWN WE DON'T HAVE ANY DATA SOURCE THAT TELLS US A SPECIFIC REASON
WHY. 
          BUT I THINK AS MOLLY JUST TALKED ABOUT, IT'S WE DO SEE A DECLINE IN BIRTH RATES. 
          THERE'S LESS KIDS, THERE'S A LESS POOL OF KIDS TO DRAW FROM. 
          WE ALSO HAVE NOTICE THAT THERE ARE TRENDS IN THE ELEMENTARY LEVEL OF WHERE PARENTS DO WANT
TO GO, AND THAT'S THE OUTSKIRTS. SO CEDAR CREEK AND BARTON CREEK ARE KIND OF OUR HIGHEST TWO. 
          IF WE WERE TO, TO OPEN UP BARTON CREEK WE, WE SEE A DROP IN EANES AND SOME OF THOSE
INTERIORS, THOSE SCHOOLS, BRIDGEPOINT HAS DROPPED A LITTLE BIT THIS YEAR,
WHETHER THAT'S BECAUSE OF TRAFFIC OR LOCATION OR ALL THE ABOVE. 
          IT'S REALLY HARD TO TELL. BUT I WILL GIVE OUR CAMPUS ADMINISTRATORS CREDIT. 
          THEY'VE DONE A REALLY HARD ANALYSIS JOB THIS YEAR TO ENSURE THAT WE ARE APPROVING AS MANY
AS WE POSSIBLY CAN. 
          WE'RE SEEDING AS MANY AS WE POSSIBLY CAN. BUT THE THING YOU HAVE TO KEEP IN MIND WITH
TRANSFERS IS THERE IS A MOMENT THAT IT'S A DIMINISHED WITH NO RETURN. 
          TRANSFER IS NOT JUST PURE MONEY TO US AND ESPECIALLY AT THE ELEMENTARY LEVEL. 
          SO WHAT WE LIKE TO TALK ABOUT IS, IS IF A TRANSFER CAUSES US TO OPEN UP ANOTHER SECTION,
WE NEED 12 TO 13 MORE STUDENTS TO PAY FOR THAT NEW SECTION. 
          SO WHILE WE COULD PROBABLY SEE MORE TRANSFERS,
WE DON'T HAVE ENOUGH SECTIONS RIGHT NOW TO DUMP THEM INTO UNLESS WE GET MORE. 
          AND SO IT'S KIND OF THIS WEIRD CYCLE OF, WELL,
IF WE PUT THEM HERE, DOES THAT OPEN A SECTION? IF IT DOES, DO WE THINK WE COULD GET 11 OR 12 MORE THERE? MAYBE WE COULD OFFER SEATS SOMEWHERE ELSE. SO WE'RE WE ARE ANALYZING IT DAILY. 
          THAT'S THE REASON WE DID THINGS IN PHASES THIS YEAR. 
          WE FELT A LOT BETTER ABOUT SECONDARY TRANSFERS,
SO WE WENT FIRST WITH THEM AND THEN WE DID ELEMENTARY. 
          AFTER WE HAD ALL OUR CIV AND OUR PRELIMINARY DATA FROM THE SURVEYS TO KNOW WHERE WE FELT
REALLY COMFORTABLE WITH SEATS THAT WERE NOT JUST GOING TO EXPAND ENROLLMENT AT SOME OF THE CAMPUSES WE'RE WATCHING CLOSELY, ESPECIALLY FOREST TRAIL AND BARTON CREEK. 
          YEAH. AND THEN SO TURN IT BACK TO MOLLY A LITTLE BACK AND FORTH. 
          OH, I ALWAYS DO THIS. SORRY. AND THEN LASTLY THERE ARE SOME QUESTIONS. 
          YOU KNOW, WE WE DO ADVERTISE. AND CLAUDIA, I MAY CALL ON YOU IF,
IF THERE'S SOME SPECIFIC QUESTIONS LATER ABOUT THIS, BUT WE DEFINITELY DO ADVERTISE. CLAUDIA USING FACEBOOK TO BE ABLE TO DO THAT. 
          YOU CAN SEE YOU KNOW, HOW MUCH MONEY WE SPENT,
THE NUMBER OF CLICKS, THE VIEWS, THE REACH. 
          YOU CAN LOOK AT THE DEMOGRAPHICS OF WHERE WE'RE KIND OF TARGETING. 
          AND SO WE DEFINITELY CONTINUE WITH OUR, OUTREACH EFFORTS TO TRY TO MAKE SURE THAT WE ARE
TARGETING THE RIGHT PEOPLE, KIND OF WITH THIS AGE GROUP OF KIDS TO COME IN AND ENCOURAGE THOSE TRANSFER APPLICATIONS. 
          SO THAT'S WHAT WE KEEP DOING WITH, WITH OUR ADVERTISING. 
          WE WILL TAKE QUESTIONS. I KNOW THAT THERE WERE SEVERAL SUBMITTED. 
          WE TRIED TO ANSWER AS MANY AS WE COULD. WE WILL CONTINUE THAT. 
          WE NO PROMISES THAT WE CAN ANSWER. ALL OF THEM ARE OUR EFFORTS. 
          AND EMPHASIS REALLY HAS BEEN ON SORT OF CURRENT DATA. 
          I KNOW THERE'S A LOT OF COMPARISON DATA THAT WE CAN HAVE LATER ON. 
          BUT IF THERE'S ANY OTHER QUESTIONS, WE WILL WE WILL TRY TO ANSWER THEM. 
          THANK YOU VERY MUCH, CHAD AND MOLLY. THAT'S A LOT OF INFORMATION. 
          TRUSTEES. ARE THERE ANY ADDITIONAL QUESTIONS? 
          [01:30:01]
JOHN. WELL, THANK YOU FOR THIS. I MEAN, OBVIOUSLY,
ENROLLMENT IS SUPER IMPORTANT. 
          I APPRECIATE ALL THE WORK YOU DID. I HAVE A FEW QUESTIONS TO GO THROUGH. 
          I EMAILED SOME OVER IN ADVANCE. WE WERE DIVING INTO OTHER THINGS,
SO I HAVEN'T HAD A CHANCE TO GO THROUGH THE GOOGLE DOCS, SO SOME OF THEM MAY BE REPETITIVE, BUT I APPRECIATE YOUR PATIENCE HERE. 
          SO 98% CAME BACK BY MY MATH. THAT'S ROUGHLY 150 THAT CHOSE NOT TO. 
          IS THAT RIGHT? BALLPARK? YEAH. 154. YEAH. 154 OKAY. 
          AND WHEN THEY DON'T COME BACK, DO WE ASK WHY? YES WE DO. HOWEVER, WE DO NOT OFFICIALLY KEEP THE DATA UNTIL THEY OFFICIALLY WITHDRAW. 
          SO WHERE WE'RE SITTING RIGHT NOW IS A FAMILY HAS SAID YES OR NO. 
          SOME HAVE WITHDRAWN, SOME HAVE NOT. SO WHEN THEY FORMALLY WITHDRAW,
WE HAVE TO PUT IN A LEAVER CODE IS WHAT IT'S CALLED. 
          AND SO THAT'S THE REASON. AM I GOING TO ANOTHER TEXAS PUBLIC SCHOOL? AM I GOING TO A PRIVATE SCHOOL? THERE'S SEVERAL CODES IN THERE. 
          BUT UNTIL A STUDENT FORMALLY WITHDRAWS, WE DON'T HAVE A REASON AT THAT TIME BECAUSE THEY
STILL COULD SHOW UP NEXT YEAR. 
          SO ALL OF THIS IS BASED ON JUST A YES OR NO QUESTION. 
          OKAY. WITH I BELIEVE I'D HAVE TO GO BACK AND LOOK,
I THINK WE HAVE 22 THAT HAVE FORMALLY WITHDRAWN THIS SUMMER, SINCE THE BEGINNING OF JUNE. I DON'T HAVE IT IN TOP OF MY HEAD. 
          HOW? IT'S KIND OF DISAGGREGATED OF WHERE BUT WE DO TRACK IT ON AN ANNUAL BASIS. 
          SO MY RESPONSE TO YOU DID HAVE FROM AUGUST TILL THIS TIME NOW OF WHAT WE WHO WE KNEW
WITHDREW AND WHAT THE REASONS THEY WITHDREW FOR. 
          OKAY. SO I'LL LOOK AT THAT. BUT AND IT DOES SOUND LIKE WHEN WE MEET AGAIN IN AUGUST AND
GET AN ENROLLMENT UPDATE, THEN I ASSUME MORE WILL HAVE WITHDRAWN AND WILL. 
          THAT REALLY DEPENDS. SO THE KIND OF BENCHMARKS TO KEEP IN MIND IS THEIR START OF SCHOOL. 
          THEN THERE'S THE FIRST TEN DAYS. AND SO THE FIRST TEN DAYS WE DON'T WITHDRAWAL ANYBODY
MANUALLY IF THEY DON'T SHOW UP AFTER THE FIRST TEN DAYS, WE START THE MANUAL WITHDRAWING FROM THAT POINT IN TIME. 
          AND THEN WHAT THOSE REGISTRARS WILL DO IS CALL FAMILIES. HEY,
CHAD, YOU DIDN'T SHOW UP. WHERE ARE YOU AT NOW? WHERE DO WE NEED TO SEND YOUR STUFF? AND THAT TAKES A LITTLE BIT OF TIME. 
          SO I'D SAY WE COULD PROBABLY HAVE A PRELIMINARY LEVER CODE SEPTEMBER 1ST OF OCTOBER. 
          BUT IT WE START COLLECTING THAT DATA IF THEY'RE NOT WITHDRAWN DURING THE SUMMER AFTER THE
FIRST TEN DAYS OF THE SCHOOL YEAR. 
          OKAY. WELL, WHEN WE HAVE THAT, I OBVIOUSLY WOULD LOVE TO SEE THAT. 
          AND I THINK THAT'S ALWAYS A PART OF OUR FORMAL OR AN OFFICIAL ENROLLMENT PRESENTATION THAT
WE DO IN NOVEMBER AFTER THE OFFICIAL PEIM SNAPSHOT DATE. 
          SO BY THAT POINT, OUR ENROLLMENT IS OFFICIAL AND WE CAN VERIFY THOSE NUMBERS. 
          ALL RIGHT. THANK YOU. AND THIS IS A CLARIFICATION ON THE 19 OUT OF THE 650 SI. 
          AND THAT SAID FIRST THROUGH FOURTH, THAT'S THE YEAR THAT JUST ENDED. 
          THEY WERE FIRST THROUGH FOURTH. NO THAT'D BE YOUR KINDERGARTEN THROUGH FOURTH GRADERS
ROLLED UP. 
          OKAY. SO THE KIDS THAT WOULD BE CURRENTLY IN ELEMENTARY THIS NEXT SCHOOL YEAR,
THEY'RE 19 OF THEM THAT HAVE INDICATED NO, THEY WILL NOT RETURN THAT WERE PART OF THE SPANISH IMMERSION PROGRAM. 
          OKAY. SO THEN WHY NOT? WHAT ABOUT THE FOURTH GRADE THAT WERE IN SI THAT ROLLED UP TO
FIFTH? DO WE HAVE CAN WE ADD THAT DATA TO THE MIX? YEAH,
I JUST DON'T KNOW OFF THE TOP OF MY HEAD. 
          I'LL HAVE TO LOOK AT IT. OKAY. YEP. GREAT. SINCE WE HAD FOURTH GRADE C AT FOUR OF OUR
CAMPUSES THAT ARE NOW GOING TO ROLL INTO FIFTH. 
          SO IT WOULD BE THE SAME METRIC. SO THANK YOU. 
          ACTUALLY, HOLD ON, I'M READING HERE. I'VE GOT WRITTEN DOWN IT DOES INCLUDE FIFTH. 
          THAT'S A TYPO ON FIRST THROUGH FOURTH. SO IT'D BE. 
          OH, SO IT'S IT DOES INCLUDE THIRD THROUGH FIFTH. 
          YES. PERFECT. YEAH. WE OPTED THE RISING MIDDLE SCHOOLS OUT OF THAT NUMBER. 
          OKAY. BUT IF YOU'RE IN THE YEAR THAT JUST ENDED,
RIGHT. 
          IF YOU WERE K THROUGH FOUR, RIGHT, YOU'RE INCLUDED IN THIS NUMBER AND 19 OF THOSE K
THROUGH FOUR THAT ARE NOW GOING TO BE FIRST THROUGH FIFTH LEFT. 
          CORRECT. OKAY. THANK YOU. SO JUST A TYPO. PERFECT. 
          I'M CURIOUS ON THE TRANSFER SUMMARY IS THE IS THE MIX OF THE I MEAN IF. 
          SO IF WE GO BACK TO THAT. SO THE 322 THE 284. 
          THE 264. HOW DOES THAT SPLIT BETWEEN ELEMENTARY MIDDLE HIGH. 
          DO WE TEND TO GET MORE AT ENTRY POINTS. SO IS IT MOSTLY KINDER SIXTH AND NINTH? I'D SAY IT'S MOSTLY KINDER SIXTH AND NINTH. WE'RE STILL TRENDING IN THOSE BEING OUR BIGGER
YEARS. 
          SO ACROSS THE BOARD, THEY'VE ALL DROPPED A LITTLE BIT,
BUT WE'RE STILL MOSTLY IN KINDER, THE SIXTH GRADE, IN THE NINTH GRADE AS OUR APPLICATION. YEAH. AND ANYTHING MATERIAL THIS YEAR. 
          LIKE A BIG DROP. BIGGER AT ONE LEVEL. FOR EXAMPLE,
DID KINDER DROP BY MORE THIS YEAR THAN IT HAD IN THE PAST? ACTUALLY, I HAVE THAT. LET ME PULL IT. LET ME FIND THAT FOR YOU. OKAY. LOOK AT THAT. YEAH. 
          OUR KINDER IS DOWN TO 36 APPLICATIONS, AND WE HAD 67 LAST YEAR. 
          NOW I WHAT? WE DON'T KNOW. SO THIS IS WHAT'S WHAT I LEARNED THIS YEAR ABOUT APPLICATIONS. 
          [01:35:05]
IT'S OPEN TO EVERYBODY. AND SO WHERE THEY REALLY INTEND TO OR NOT? THESE ARE PEOPLE THAT JUST COMPLETED AN APPLICATION. SO WE HAD 30 OR 67 COMPLETED KINDER
APPLICATION FOR OUT OF DISTRICT TRANSFER LAST YEAR. 
          WE'VE HAD 36 COMPLETED THIS YEAR. SO THAT HAS DROPPED IN HALF. 
          YES. OR ROUGHLY HALF. AND I MEAN AND THAT'S THE THAT'S THE CHALLENGE IS IT'S ONE THING
WHEN THEY LEAVE YOU CAN ASK THEM WHY'D YOU LEAVE. IF THEY NEVER COME IN THE FIRST PLACE YOU CAN'T REALLY ASK
THEM. 
          RIGHT. AND SO SOME OF THAT IS HIGHER COST OF LIVING. 
          SOME OF THAT IS LOWER BIRTH RATE. BUT SOME OF IT MAY BE OTHER THINGS. 
          AND THERE'S JUST, I MEAN, WE DON'T HAVE A WAY OF KNOWING,
FOR EXAMPLE, HOW MANY KINDER AGE STUDENTS ARE RESIDENT OR RESIDENTS, RIGHT? LIKE, WE DON'T KNOW THAT TOTAL TO SEE WHAT PERCENTAGE COME TO US. 
          NO, A ND UNFORTUNATELY, THE STATE OF TEXAS, THE AGE POINT FOR COMING INTO KINDER AND
ACTUALLY DON'T HAVE TO ENROLL AT THAT POINT. 
          SO IT'D BE A SHOT IN THE DARK. WE'D HAVE TO KNOW EXACT BIRTHDAYS TO BE ABLE TO SAY WE HAVE
ENOUGH THAT HIT FIVE BEFORE THAT, SEPTEMBER 1ST TO BE ELIGIBLE FOR KINDER. AND BUT EVEN IF WE ACCOUNTED FOR THAT,
THERE'S NO LIKE THIS TEA, KEEP SOME DATABASE THAT SAYS SINCE BY FIRST GRADE IT'S EITHER MANDATORY OR HOMESCHOOL
RIGHT. 
          SO DO THEY KEEP A DATABASE OF THE FIRST GRADE OF LIKE,
HOW MANY ARE IN AN AREA THAT WE HAVE ACCESS TO ANYTHING AT ALL TO KNOW THE TOTAL ADDRESSABLE MARKET, IF YOU WILL? NO, NOT THAT I HAVE SEEN. 
          I MEAN, WE HAVE WE DO HAVE A PERSON THAT WE CONSULT WITH THAT DOES ZONING AND STUFF. 
          AND I COULD ASK HER SHE'S GOT SOME EXPERIENCE IN THAT,
BUT I HAVE NOT SEEN OR HEARD ANYBODY THAT HAD SOMETHING THEY RELIED ON. 
          SO THIS IS PRETTY GOOD. YEAH. I MEAN, I REALIZE IT'S A LONG SHOT. 
          IF THEY IF THEY HAVE ANY THOUGHTS, I'D BE CURIOUS. 
          I'M TRYING TO GET A SENSE OF ARE THE SAME PERCENTAGE OF RESIDENT STUDENTS STILL CHOOSING
EANES OR HAS THAT CHANGED? YEAH, WE'RE ABOUT TO SURPASS WHAT WE HAD LAST YEAR FOR RESIDENT STUDENTS
AND KINDER. 
          SO OUR RESIDENTIAL KINDER, THIS IS WHERE IT'S A LITTLE CONFUSING. 
          WE HAVE SUPPLEMENTED KINDER FOR ALMOST FOUR YEARS NOW WITH OUT OF DISTRICT TRANSFERS OUR
NUMBERS. 
          AND SO IF YOU LOOK AT RESIDENTIAL IN 22, WE HAD 350,
IN 23 WE HAD 304, LAST YEAR WE HAD 305. 
          WE'RE ABOUT TO GO OVER THAT FOR KINDER AND ACTUALLY PASS ALL OF THOSE NUMBERS FOR
RESIDENTIAL STUDENTS. 
          SO THAT'S INTERESTING. SO THE DECLINE IN KINDER IS WITH TRANSFERS. 
          IT'S NOT WITH, IT'S NOT RESIDENTIAL. RIGHT. WE WE'RE WE ARE AT A POINT WHERE I FEEL SAFE. 
          WE'RE GOING TO GET REALLY CLOSE TO HITTING THREE OR ABOVE FOR RESIDENTIAL. 
          AND THAT WOULD PUT US ON PAR FOR THE PAST FOUR YEARS OF RESIDENTIAL STUDENTS. 
          OKAY, SO TAKE EANES, FOR EXAMPLE, EANES ELEMENTARY,
WHICH SO FAR HAS HAD THE MOST SIGNIFICANT DROP. 
          RIGHT. I MEAN, I DID THE MATH EARLIER, AND I THINK IT WAS A 40% DROP IN THE SIZE OF
KINDER. 
          THAT IS DUE TO TRANSFERS. SO NEXT YEAR, EANES ELEMENTARIES STUDENT POPULATION WILL BE
ABOUT 25% TRANSFERS. 
          THERE'S A LOT OF IN DISTRICT FOR SI, SO LIKE FROM YOUR FOREST TRAIL,
YOUR VALLEY VIEWS BEFORE VALLEY VIEW HAD THE SI PROGRAM. 
          SO THERE'S STILL A I BELIEVE I COUNTED THE OTHER DAY,
MAYBE 4550, IN DISTRICT TRANSFERS, STILL RESIDING AT EANES AND THEN QUITE A FEW OUT OF DISTRICT ARE THAT'S THEIR HOME. SO WE HAVE A 25.2 I THINK PERCENT OF THEIR POPULATION NEXT
YEAR WILL BE CONSIDERED A TRANSFER OF SOMEHOW NOT ZONED FOR EANES ELEMENTARY. OKAY. AND DOES THAT HOLD ACROSS THE DISTRICT. 
          SO BACK ON THAT CHART THAT HAD OVERALL ENROLLMENT FOR THE WHOLE DISTRICT. 
          I THINK THIS YEAR WE WERE JUST SHY OF 76, RIGHT,
75 98 OR TOTAL ENROLLMENT FOR THE DISTRICT. 
          BUT IT DOES NOT, NO. I MEAN, WE'RE GETTING UP THERE,
BUT IT REALLY KIND OF DEPENDS ON CAMPUS, BY CAMPUS WHERE WE ARE. SO SOME PLACES RESIDENT IS DROPPING AND OTHER PLACES IT ISN'T? TRUE. YEAH. OKAY. ALL RIGHT. BUT OVERALL, IT SEEMS LIKE A LOT OF THE DROP IS IN TRANSFERS. 
          THAT'S WHAT IT LOOKED LIKE THIS YEAR. YEAH. OKAY. AND I WOULD SAY TO CHAD'S POINT EARLIER
TOO, ABOUT THE KINDER TRANSFERS, BECAUSE BARTON CREEK WAS A CLOSED CAMPUS FOR ANY OUT OF DISTRICT TRANSFERS,
THAT HAS TYPICALLY BEEN A BIG DRAW FOR OUT OF DISTRICT TRANSFERS. 
          SO I WOULD ANTICIPATE THAT THAT IS ALSO PART OF THE REASON WE SAW,
LIKE FOR THE KINDER NUMBERS TOO. 
          AND ONCE AGAIN, I REALIZE IF THEY'VE NEVER COME WE DON'T KNOW. 
          DO YOU HAVE A ANY INDICATION AS TO IF ELIMINATING SI HAS REDUCED DEMAND AT THE KINDER
LEVEL? I DON'T THERE'S NOTHING THAT WOULD POINT DIRECTLY. 
          YOU COULD SAY STATISTICALLY, THAT'S THE REASON. 
          THIS IS ALL HYPOTHETICAL AT THIS POINT IN TIME OR OUT OF DISTRICT HAS DROPPED. 
          BUT YOU COULD LOOK AT THE DELTAS AND SO IT MAY BE SI,
BUT WE JUST DON'T KNOW. 
          IT COULD BE. BUT I THINK TOMALI HAS A VALID POINT. 
          [01:40:01]
WE SHUT BARTON CREEK COMPLETELY DOWN FOR TAKING APPLICATIONS AS THAT'S BEEN A BIG ONE FOR
US. 
          AND WE DO KNOW HISTORICALLY OVER THE PAST 2 OR 3 YEARS,
MOST OF OUR OUT OF DISTRICT ELEMENTARY KIDS ARE COMING FROM LAKE TRAVIS. 
          WE'VE KIND OF LEVELED OFF AND MAYBE EVEN TAPERED BACK FOR LIKE,
LEANDER. 
          SO THE NORTH SIDE OR AUSTIN ISD WHEN WE SHUT BARTON CREEK DOWN FOR OUT OF DISTRICT OR NEW
OUT OF DISTRICT TRANSFERS, I DO THINK THAT HAD A PRETTY GOOD LIMIT OR PUT A LIMIT ON US OF WHAT'S POSSIBLE FOR KINDER
APPLICATIONS. 
          AND THAT MAKES SENSE BECAUSE BARTON CREEK AND CEDAR CREEK ARE THE TWO BIG ONES,
RIGHT? BECAUSE THEY'RE ON THE EDGES. OKAY. WE ALSO THIS YEAR DID BECAUSE WE OPENED SECONDARY
FIRST AND THEN ELEMENTARY. 
          IT WAS A LITTLE DIFFERENT FOR SOME PARENTS. YOU KNOW,
IF THERE WERE AND THEY GOT THEY MAY HAVE EVEN BEEN NOTIFIED THAT THEIR SECONDARY STUDENT DIDN'T GET IN AND THEY DIDN'T EVEN BOTHER TO APPLY FOR THEIR ELEMENTARY STUDENT. 
          AND SO WHEREAS BEFORE THEY MAY HAVE JUST SENT IN ALL THEIR APPLICATIONS THIS YEAR BECAUSE
WE STAGED IT, IT ALSO LOOKED DIFFERENT. AGAIN, TO YOUR POINT,
I DON'T KNOW WHO THAT IS, BUT WHEN YOU'RE LOOKING AT POSSIBLE FACTORS, THAT MAY ALSO BE A FACTOR. THAT'S GOOD TO KNOW. 
          YEAH, AND I DO I MEAN I RAN THE NUMBERS ON ALL THESE I MEAN THAT'S ROUGH GIVE OR TAKE 5 OR
10 STUDENTS. 
          EVEN WITH THE DROP IN APPLICATIONS WE'VE STAYED ROUGHLY THE SAME ADMITTED. 
          SO THAT'S ENCOURAGING. AND, CHAD, DO THESE NUMBERS INCLUDE EMPLOYEE TRANSFERS? YES, IF THEY'RE OUT OF DISTRICT TRANSFER. YEAH. 
          OKAY. SO THAT DIDN'T THIS INCLUDES EMPLOYEES. 
          OKAY. THANK YOU FOR CLARIFYING. I WAS MAKING I WAS MAKING THE ASSUMPTION THAT IT DID NOT
SO. 
          WELL AND THESE NUMBERS SO ACROSS THE BOARD. SO THESE ARE ANYBODY THAT'S OUT OF DISTRICT. 
          SO TECHNICALLY EVEN AN EMPLOYEE, WE CALL THEM EMPLOYEE BECAUSE WE LIKE TO TREAT THEM
DIFFERENT. 
          BUT IN THE BOOKS AND PEIMS REPORTING THEY'RE STILL AN OUT OF DISTRICT TRANSFER. SO THIS
INCLUDES EMPLOYEES. 
          CORRECT. OKAY. THANK YOU. I THANK YOU FOR CLARIFYING,
JEFF. 
          OKAY. AND THEN YOUR POINT EARLIER ABOUT WE HAVE TO HAVE 12 OR 13 KIDS BEFORE IT MAKES
SENSE TO ADD A SECTION. 
          I GET THAT. DO WE SAY TO SO LET'S SAY SOMEBODY APPLIES AND WE DON'T HAVE THE 12 OR 13. 
          DO WE SAY NO FOR NOW. BUT IF THERE'S A LOT OF DEMAND,
WE'LL BE BACK IN TOUCH IN AUGUST AND LET YOU KNOW. 
          YEAH, WE DO THAT. SO DOES THAT EVER HAPPEN? SO WHAT WE DID THIS YEAR WAS WE OFFERED SEATS
TO EVERYWHERE WE COULD AFFORD TO DO THAT. 
          WE TOLD THE ONES THAT WE COULDN'T KNOW FOR NOW AND IF SOMETHING OPENS BACK UP,
WE CAN GO BACK TO THAT POOL AND SAY WE HAVE AVAILABILITY IF YOU'RE STILL INTERESTED AT THIS CAMPUS FOR THIS SEAT. AND I REALIZE FAMILIES MAKE PLANS,
BUT WE CAN WE STILL GO BACK AND JUST SEE IF IT MAKES SENSE TO TENTATIVELY ACCEPT ASSUMING ENOUGH ACTUALLY ENROLLED TO OPEN IT. 
          AND ONE THING WE COULD DO, WE ACTUALLY TALKED A LITTLE BIT ABOUT IT WOULD BE DIFFERENT FOR
US, IS WE COULD OPEN ANOTHER WINDOW. ANOTHER APPLICATION WINDOW AND BE VERY TARGETATIVE ABOUT
WE'VE GOT KINDER SEATS AT X ELEMENTARY. 
          WE'LL ACCEPT NEW APPLICATIONS TOO. AND THAT WAY WE CAN GET A DEEPER POOL,
MAYBE TO GO BACK TO. 
          I MEAN, TO YOUR POINT, SOME OF THOSE MAY HAVE ALREADY PASSED ON AND MAYBE SOMEONE'S LIKE,
LET'S TAKE A SHOT AND THIS COULD BE A THING FOR US. SO WE COULD OPEN ANOTHER WINDOW. 
          WE'VE TALKED MAYBE ABOUT DOING THAT IN JULY. THERE'S,
THERE'S SOME GOOD AND BAD WITH THAT. 
          IT HAS TO BE REALLY QUICK. BUT THAT IS ALSO A POSSIBILITY. 
          INTERESTING. OKAY. THANK YOU. AND DO WE KNOW BACK ON ADVERTISING OF THE 200,
IT LOOKS LIKE WE SPENT $200. 
          AND SO I'M NOT ACTUALLY FOCUSED ON THIS YEAR FOR THIS NEXT QUESTION. 
          IT'S LAST. IT'S PRIOR YEARS WHEN WE HAVE ADVERTISED IN THE PAST,
DO WE KNOW HOW MANY THAT HAS RESULTED IN. 
          SO, FOR EXAMPLE, IF WE SPEND $200. DO WE HAVE ANY IDEA HOW MANY KIDS ACTUALLY ENROLL
BECAUSE OF THAT? WELL, THE WAY THE ADVERTISING WORKS IS THOSE METRICS THAT YOU SEE RIGHT THERE. 
          WE KNOW THAT SOMEONE SEES THE AD AND THEN THEY CLICK ON IT TO THEN GO TO THAT TRANSFER
WEBSITE. 
          THAT'S ABOUT AS FAR AS WE CAN GET IN THAT DATA. 
          WE DON'T KNOW IF THEY ACTUALLY THEN APPLIED TO BE A TRANSFER. 
          CAN WE ASK THEM WHEN THEY APPLY? I KNOW WE HAD TALKED ABOUT PUTTING THAT ON THE TRANSFER
APPLICATION. 
          DID THAT. DO YOU KNOW IF THAT EVER GOT ON THERE? IT DIDN'T GET ON THERE FOR THIS CURRENT YEAR. 
          OKAY. THAT WAS SOMETHING THAT WE HAD SUGGESTED WE PUT ON THERE. 
          HOW DID YOU HEAR ABOUT THIS. AND YEAH AND MENTIONED SOCIAL MEDIA. 
          YEAH. IT'S JUST TO GET AT THE EFFICACY OF ADVERTISING. 
          AND WE'VE, WE'VE PREVIOUSLY DONE YOU KNOW WITH ADVERTISING IT'S,
IT'S WE'VE ADVERTISED IN COMMUNITY IMPACT BEFORE WE'VE PURCHASED THE ELECTRONIC BANNERS THAT GO ON WEBSITES. WE DIDN'T DO THAT THIS YEAR BECAUSE THE WINDOW WAS
SO SMALL. 
          WE JUST DIDN'T HAVE TIME. AND TO MOLLY'S POINT,
IT DOES MAKE IT DIFFICULT WHEN YOU SPLIT UP THOSE GROUPS HAVING THE SECONDARY AS ONE PUSH AND THE ELEMENTARY AS A SEPARATE PUSH WITH DIFFERENT TIMELINES. 
          [01:45:05]
PURCHASING ADVERTISING FOR THAT CAN BE VERY DIFFICULT. 
          OKAY. DO WE ANTICIPATE KEEPING THE SEPARATE TIMELINES NEXT YEAR,
OR WAS THAT JUST THIS YEAR? I THINK IT WAS JUST THIS YEAR. IT WAS JUST WITH THE BLEND. 
          IT WAS REALLY COMPLICATED. AND WITH REZONING AND THEN IN DISTRICT PEOPLE POSSIBLY GOING
BACK, THERE WAS A LOT OF MOVEMENT AT THE ELEMENTARY SCHOOL,
AND WE JUST WANTED TO MAKE SURE THAT WE HAD OUR, OUR CURRENT PEOPLE ALL TAKING CARE OF BEFORE WE OPENED ELEMENTARY. 
          AND WE DIDN'T WANT TO GIVE PEOPLE FALSE HOPE TO AT THE ELEMENTARY,
LIKE WE WEREN'T EVEN SURE AT ONE POINT, LIKE, CAN WE OPEN FOREST TRAIL? YOU KNOW, SO WE JUST WANTED TO MAKE SURE THAT WHEN WE OPENED,
IT WAS REAL SEATS THAT WERE AVAILABLE. 
          BUT I ANTICIPATE NEXT YEAR, WITH EVERYTHING BEING A LITTLE BIT MORE SETTLED,
WE CAN GO BACK TO ONE APPLICATION. 
          PERFECT. WELL, THANK YOU AND VERY ENCOURAGING TO SEE HOW IT'S TICKING UP INTO THE 7300. 
          THAT'S GREAT. THANK YOU. THANK YOU. THANK YOU. 
          JOHN. ANY OTHER QUESTIONS OR COMMENTS? CATHERINE. 
          ALL RIGHT. SO I THINK BEING A NEW TRUSTEE AND I'VE SEEN THESE CONVERSATIONS YEAR AFTER
YEAR I THINK A LOT OF PEOPLE SAY, WELL, WHY IS THERE SO MUCH EMPHASIS ON ENROLLMENT? AND THE BASIC, MOST OBVIOUS ONE IS THAT WITH OUR ENROLLMENT NUMBERS COMES FUNDING WITH OUR
BASIC STUDENT ALLOTMENT. 
          SO IT'S REALLY IMPORTANT. BUT NOW WE HAVE THIS OTHER BIG THING IN FRONT OF US THAT WE'LL
BE TALKING ABOUT FOR THE NEXT YEAR OR SO. 
          AND THAT'S OUR LONG RANGE FACILITY PLAN. AND SO WE NEED TO UNDERSTAND WHAT THIS THESE
PATTERNS MEAN AS WE THINK ABOUT THE BIG MULTI-MILLION DOLLAR INVESTMENTS. 
          SO AS I SEE WHEN I'M LOOKING AT THESE NUMBERS,
IT'S REALLY HARD TO UNDERSTAND WHAT'S GOING ON. 
          THE NUMBERS GENERALLY ARE A POINT IN TIME. AND OFTENTIMES THERE IS A YEAR OVER YEAR
PICTURE. 
          SO YOU CAN LOOK AT WELL WHAT WERE. EIGHTH GRADERS LAST YEAR GOING INTO NINTH GRADE IN THE
HIGH SCHOOL. 
          AND WHAT DOES THAT LOOK LIKE. AND YOU CAN SAY ALL RIGHT WE'VE SEEN AN ADDITIONAL 40
STUDENTS. SO THAT LOOKS LIKE A GOOD NUMBER. 
          BUT I THINK WHAT WE'RE KIND OF MISSING HERE IS THE GENERAL PATTERN OF BEHAVIOR. 
          AND CHAD, YOU SAID YOU LIKE COHORTS. AND THAT'S KIND OF THE WAY I THINK ABOUT IT IN
GRADUATING YOUR COHORT. 
          SO THE OTHER PIECE OF DATA WE HAVE, BECAUSE A LOT WE HAVE LOTS OF LITTLE PIECES OF DATA,
BUT WE NEED TO CONNECT IT INTO A STRATEGY FOR BIG MULTI-MILLION DOLLAR DECISIONS. 
          IT'S THAT WE HAVE AND I ACTUALLY WROTE THE NUMBER DOWN QUICKLY. 
          THAT WE HAVE 354 NO, 348 KINDERGARTNERS. YET WE'RE GOING TO BE GRADUATING 702 HOPEFULLY, KNOCK ON WOOD, SENIORS. AND SO THAT'S A GAP OF 354,
WHICH MEANS THAT OUR STUDENT POPULATION FOR THAT GRADUATING YEAR COHORT, WHEN THE INCOMING KINDERGARTNERS FOR THE FISCAL YEAR OF 2026 AND 13 YEARS. 
          SO THAT PUTS US AT GRADUATING YEAR 2039 HAS TO DOUBLE. 
          SO HOW ARE WE GOING TO DO THAT. RIGHT. AND SO TO ME,
I THINK ONE OF THE YOU ALWAYS HAVE TO GO BACK AND THINK LIKE, WELL, HOW ARE WE IN THIS POSITION? HOW DO WE LOOK AT DATA DIFFERENTLY TO ACTUALLY
UNDERSTAND WHAT KIND OF DECISIONS THAT WE AS TRUSTEES HAVE TO MAKE? AND FOR ME, I WOULD REALLY LIKE TO SEE AS A FIRST COURSE,
WHAT IS THAT YEAR OVER YEAR BY GRADUATING YEAR COHORT LOOK LIKE WITHOUT TRANSFERS? BECAUSE I WANT TO KNOW WHAT'S HAPPENING WITH THE EANES FAMILIES WHO LIVE IN OUR TWO ZIP
CODES OF 78746448 AND 78733. 
          WHAT ARE EANES FAMILIES WHO LIVE IN THE DISTRICT THINKING ABOUT OUR COMMUNITY AND THE
PRODUCT THAT WE'RE OFFERING FOR THEIR CHILDREN. 
          I THINK IT IS ANECDOTAL, BUT I THINK A LOT OF US KNOW MANY NEIGHBORS WHO HAVE CHOSEN A
DIFFERENT ROUTE. 
          THEY'VE CHOSEN A PRIVATE OPTION, THEY'VE CHOSEN A CHARTER OPTION,
THEY'VE CHOSEN MAYBE EVEN HOMESCHOOL FOR SOME FAMILIES. 
          AND THAT'S MEANINGFUL. BUT FOR US TO REALLY UNDERSTAND WHAT'S GOING ON,
WE FIRST HAVE TO LOOK AT THESE NUMBERS. 
          I'M GOING TO USE THE WORD CLEANED OR, OR REDACT ALL OF THE TRANSFER INFORMATION TO JUST
UNDERSTAND WHAT'S HAPPENING WITH OUR EANES COMMUNITY AS IT IS. 
          SO I KNOW THIS ISN'T THE LAST TIME WE'RE GOING TO TALK ABOUT THIS,
BUT GOING FORWARD, WHAT I WOULD REALLY LOVE TO SEE IS WHAT DOES IT LOOK LIKE IF I WERE TO LOOK BY THESE GRADUATING YEAR COHORTS? WHAT DID THE CLASS OF 2026 LOOK LIKE 13 YEARS AGO
WHEN THEY WERE INCOMING KINDERGARTNERS. 
          THAT WOULD BE 2013. WERE THEY, WERE THERE ONLY 354 KINDERGARTNERS,
OR WERE THE NUMBERS MUCH LARGER? BECAUSE THAT'S GOING TO HELP US REALLY CONCEPTUALIZE WHAT'S HAPPENING WITH OUR. 
          AND AGAIN, TO LOOK AT THIS JUST EANES RESIDENCE,
WHAT'S HAPPENING HERE. 
          AND THEN IF I HAVE THAT PICTURE, THEN I WOULD COME BACK AND I LAYERED IN,
OKAY, NOW WHAT DOES THAT LOOK LIKE WITH THE TRANSFERS TO BUILD UP TO WHERE WE ARE TODAY? 
          [01:50:04]
BECAUSE WE'VE GOT, AGAIN, SUCH BIG DECISIONS. 
          AND JUST THE POINT IN TIME IS IMPORTANT. I MEAN,
IT HELPS US ALL KIND OF GET GROUNDED ON WHERE WE ARE. 
          BUT WHAT IS THAT BEHAVIOR AND PATTERN LOOK LIKE? SO I'M NOT SURE WHEN WE'RE SLATED TO TALK AGAIN. 
          I KNOW THAT WE HAVE WE'RE STILL GETTING ENROLLED STUDENTS ENROLLING EVERY DAY,
BUT THAT WOULD JUST BE HOW I WOULD LIKE TO SEE IT GOING FORWARD. 
          SO I GUESS THIS IS JUST MORE CONVERSATIONAL. NOT REALLY A QUESTION,
BUT I THINK THAT WOULD HELP US ALL BECAUSE THESE NUMBERS ARE I THINK THEY'RE A BIT CONFUSING. RIGHT. AND WE LOOK AT THEM EVERY SO MANY MONTHS. 
          BUT REALLY WE WANT TO UNDERSTAND WHAT IS GOING ON AND WHERE ARE OUR FAMILIES,
WHERE ARE THE EANES FAMILIES. 
          AND THEN WHAT DOES IT MEAN WHEN WE HAVE TO BRING IN A TRANSFER STUDENT? IT'S REALLY TELLING TO ME. WE JUST SAID THAT 25% OF EANES ELEMENTARY STUDENTS ARE TRANSFER
STUDENTS, AND I KNOW GLOBALLY IT MEANS WE SAY OUR TRANSFER POPULATION IS ABOUT 8 TO 9%. 
          SO THAT MEANS EANES IS REALLY PULLING IN A LOT OF TRANSFER STUDENTS. 
          I WAS UNAWARE, BUT THAT'S IMPORTANT. SO LET'S TALK ABOUT THAT,
ESPECIALLY AS WE TALK ABOUT WHAT HAPPENS WITH EANES PROPERTY. 
          RIGHT. WE'RE TALKING ABOUT MAYBE CLOSING THAT FACILITY AS AN ELEMENTARY SCHOOL AND MAKING
IT A CDC. 
          WELL, IF 25% OF OUR STUDENTS ARE TRANSFERS, MAYBE THAT MAKES SENSE. 
          BUT WE HAVE TO LOOK AT THIS. I MEAN, I WOULD LIKE TO REALLY UNDERSTAND GLOBALLY THAT WILL
REALLY HELP US GET A BETTER GRASP ON WHAT'S GOING ON AND HOW TO TALK ABOUT THE LRFPC. 
          I KNOW THAT WE DEFINITELY CAN PULL THAT COHORT DATA. 
          WE HAVE SHOWED THAT SEVERAL TIMES OVER THE YEARS. 
          WE DON'T HAVE IT FOR THIS PRELIMINARY PRESENTATION. 
          IT WILL BE HARD TO GO BACK MANY YEARS WHEN LOOKING AT A COHORT TO DETERMINE WHICH OF THOSE
KIDS WERE TRANSFERS AT THE TIME. 
          I DON'T KNOW THAT THAT DATA WE COULD DRILL DOWN. 
          WE CAN CERTAINLY DO THAT WITH THE DATA THAT WE HAVE. 
          WE HAVE NOW. BUT YES, WE HAVE SHOWED THAT COHORT TO YOUR POINT OF WHAT KIND OF WHAT SIZE
DO YOU NEED TO BE TO THEN GRADUATE A CLASS OF X? AND SO WE CAN DEFINITELY GET THAT INFORMATION FOR YOU. 
          THANK YOU, CATHERINE KELLY. I'M GOING TO BUILD ON WHAT CATHERINE TALKED ABOUT BECAUSE I
WAS THINKING ABOUT IT, TOO, AS WELL AS THE PLAN. THE LONG RANGE PLAN HAD INDICATED OF COMBINING CEDAR CREEK AND
EANES ELEMENTARY. 
          AND SO IT WOULD BE NICE TO KNOW JUST HAVING BEEN A BOOSTER CLUB PRESIDENT HERE AND KNOWING
I WOULD LIKE THE TEACHERS KIDS TO STAY AS STUDENTS TO SEE THE NUMBERS. BECAUSE AT CEDAR CREEK, WE HAVE A LOT OF TEACHERS,
KIDDOS HERE. 
          AND BUT THE OUT OF DISTRICT TRANSFERS THAT AREN'T,
YOU KNOW, PART OF, LIKE, AREN'T PART OF OUR COMMUNITY HERE. 
          TO KNOW JUST SO WE COULD SEE HOW THOSE CAMPUSES COULD KIND OF COMBINE. 
          AND I KNOW SOME OF THE STUDENTS WOULD BE GEOGRAPHICALLY GOING TO BRIDGEPOINT AS WELL,
BUT IT WOULD JUST BE NICE TO SEE THOSE NUMBERS. 
          AND THEN ALSO WHEN WE WERE TALKING ABOUT THE GEOGRAPHY WHERE CEDAR CREEK AND BARTON CREEK
ATTRACT MORE TRANSFERS. SO I DO THINK THAT KIND OF SKEWS THE NUMBERS. 
          ANOTHER INTERESTING THING I CAN SAY IS THAT HAVING HIGH SCHOOL KIDS NOW AND YOU TALKING
ABOUT THE KINDERGARTEN. 
          SO MY DAUGHTER WAS IN A THREE KINDERGARTEN CLASS THREE COHORT LIKE THREE GROUPS FOR HER
KINDERGARTEN. 
          AND BY FIFTH GRADE WE WERE ON THE CUSP OF MAKING FIVE CLASSES. 
          BUT WE DECIDED TO GO WITH FOUR OF LIKE 25 AND 26. 
          AND SO WE GREW IN THAT TIME AS WELL, PRETTY SIGNIFICANTLY. 
          AND I KNOW THAT WAS A HIGHER GROWTH TIME. YET WHEN I LOOK AT THESE NUMBERS EVERY TIME,
IT ALWAYS SEEMS TO DO THAT. 
          WE DO PICK UP KIDS FOR SOME REASON ALONG THE WAY IN THERE. 
          AND THEN EVEN AT THE MIDDLE SCHOOL LEVEL, WE ALWAYS SEEM TO HAVE LIKE ANOTHER LITTLE BUMP. 
          BUT IT SO IT WILL BE INTERESTING TO SEE SOME OF THAT. 
          AND THEN I WANTED TO ALSO BUILD A LITTLE ON WHEN WE WERE TALKING ABOUT ADDING ANOTHER
SECTION AT A SCHOOL. 
          I THINK SOMETIMES YOU KNOW, WE TALK ABOUT THAT AND THAT'S ALSO AN ADDITIONAL FTE,
WHICH IS A TEACHER WE HAVE TO HIRE. 
          SO THAT DOES GET A LITTLE COMPLICATED TOO AS WELL. 
          BUT IT IS INTERESTING TO SEE HOW CLOSE EANES IS TO HAVING ANOTHER SECTION. 
          SO JUST THANK YOU FOR ALL THIS WORK. I KNOW THIS IS LIKE MOVING AROUND. 
          I HAVEN'T SEEN IT THIS, LIKE, PERFECTLY LEVELED OUT IN SO LONG YOU KNOW,
SINCE MY KIDS WERE IN ELEMENTARY SCHOOL, SO THANK YOU. CAN I ASK ONE QUESTION? JUST KIND OF. 
          SO WHEN WE'RE, WHEN WE START LOOKING AT KIND OF THE COHORT MODEL OF RESIDENTIAL ONE THING, 
          [01:55:01]
ONE DECISION POINT WE'RE GOING TO NEED TO MAKE IS WHAT TO DO WITH CURRENT IN-DISTRICT
TRANSFERS. 
          BECAUSE OF THE ELIMINATION OF THE SPANISH IMMERSION PROGRAM,
WE LEFT THEM WHERE THEY'RE AT, WE HAVE A SIGNIFICANT AMOUNT OF IN-DISTRICT TRANSFERS AT CAMPUSES THEY'RE NOT ZONED TO. 
          AND SO I CAN PULL THEM BACK TO ZONED SO WE CAN ACTUALLY LOOK AT GEOGRAPHICALLY,
HOW IS THAT AREA GROWING OR NOT GROWING. 
          WHERE THINGS GET EXTREMELY CONFUSING EVERY TIME WE DO A RESIDENTIAL IS YOU DO LOOK AT,
WELL, YOU KNOW, I'M JUST TRYING TO THINK OFF THE TOP OF MY HEAD. I THINK LAST TIME IT WAS LIKE
145 IN DISTRICT TRANSFERS. 
          SO WE HAVE ALMOST 150 ELEMENTARY KIDS THIS NEXT YEAR THAT WILL BE GOING TO AN ELEMENTARY
CAMPUS THAT IS NOT ZONED CAMPUS. 
          THAT'S A SIGNIFICANT AMOUNT OF KIDDOS. BUT I CAN PULL THEM BACK. 
          WE CAN LOOK AT IT THAT WAY. WE WANT TO LEAVE THEM TILL THEY FINISH ELEMENTARY BECAUSE THEY
STARTED AT THE ELEMENTARY. 
          BUT I THINK TO GET A REAL GOOD PICTURE, I MIGHT HAVE TO PULL THOSE BACK TO WHERE THEY'RE
ZONED FOR MAYBE NOT GOING ATTENDING BUT JUST CLARIFICATION FOR US, WE KIND OF THINK ABOUT HOW BEST TO PRESENT IT. 
          BUT DOES THAT MAKE SENSE? IS THAT OKAY? OH YEAH I LOVE THAT'S A REALLY A WHOLE ANOTHER
THING FACTOR I DIDN'T EVEN THINK ABOUT. 
          SO THANK YOU. THAT WOULD BE GREAT. THANK YOU,
KELLY. 
          CATHERINE, YOU HAD ANOTHER COMMENT. YES. AND MY REQUEST FOR THAT. 
          AND I UNDERSTAND WHERE YOU'RE COMING FROM, THAT THERE'S A LOT OF CHILDREN MOVING WITHIN
OUR DISTRICT, GOING TO OTHER SCHOOLS. MAYBE THEY'VE MOVED ACROSS TOWN AND THEY WANT THEIR CHILDREN,
YOUNGER CHILDREN. 
          PARENTS WANT THEM TO MATRICULATE WITH THE OLDER CHILDREN AND ALL SORTS OF REASONS WHY
FAMILIES CHOOSE THAT. 
          I WOULD SAY, AS I THINK MY POINT IS TO UNDERSTAND FAMILIES WHO LIVE IN OUR DISTRICT,
THEY'RE CHOOSING OUR DISTRICT REGARDLESS OF WHERE THEY'RE ZONED. 
          JUST UNDERSTAND THE BEHAVIOR OF ARE WE KEEPING AND RETAINING THE FAMILIES THAT LIVE HERE,
AND ARE THEY GROWING ON THEIR OWN? OR IS IT LATER REQUIRING TRANSFER OF STUDENTS? THAT'S IT. THANK YOU. ANY OTHER COMMENTS? JAMES. 
          YEAH, A COUPLE OF THOUGHTS REAL QUICK. SO ON I DO WANT TO FOLLOW UP ON WHAT KELLY SAID. 
          IT FEELS LIKE LOOKING AT THIS, THIS IS THIS IS THE FIRST TIME IN A LONG TIME I'VE SEEN SO
MUCH BALANCE ACROSS, ESPECIALLY LOOKING AT THAT ELEMENTARY AND WHAT'S DRIVING THAT. 
          I THINK WE KNOW, BUT IT'S THE LACK OF A SPANISH IMMERSION PROGRAM. 
          HAVE A HAVE WE HEARD FROM PRINCIPALS ABOUT THE PROCESS THAT THEY HAVE USED IN YEARS PAST
VERSUS THIS YEAR ON BALANCING CLASSES AND DOING THOSE THINGS THAT THEY SOMETIMES HAVE TO DO ABOUT STUDENT A CAN'T BE IN A CLASS
WITH STUDENT B, ETC., ETC.. DOCTOR ARNETT DO YOU HAVE ANY INFORMATION ON THAT WITH THAT REGARD? I THINK WHAT WE'VE HEARD FROM THE PRINCIPALS IS THIS HAS PROBABLY BEEN ONE OF THE EASIEST, MOST MANAGEABLE YEARS IN SEVERAL YEARS. MOLLY,
I KNOW YOU'RE CLOSE TO THEM AS WELL. 
          YOU CAN ELABORATE ON THEM. YOU KNOW, THEY'RE STILL WORKING ON CLASS ASSIGNMENTS. 
          OBVIOUSLY WE'RE STILL ENROLLING STUDENTS, BUT THEY HAVE. 
          YES. I MEAN, WHEN THEY'RE LOOKING AT CLASS MAKEUP,
THEY HAVE A LOT OF OPTIONS NOW OF HOW THEY'RE GOING TO BALANCE THOSE CLASSES AND WHERE THOSE STUDENTS ARE GOING TO GO, FOR SURE. AND I LIKE THAT WE'RE HITTING THE 2120,
2122 IN FIFTH GRADE. YOU KNOW, I THINK, CHAD, YOU SPOKE TO THE STRATEGY OF USING AND I SUPPORT
THIS USING TRANSFERS STRATEGICALLY TO FILL IN TO GET THOSE CLASSES UP TO THE RIGHT SIZE UNTIL YOU GET TO THE TIPPING POINT OF
NEEDING TO CREATE A NEW SECTION, BECAUSE THEN A CLASS OF 15 IS A VERY NOT AS EFFICIENT,
NOT AS FINANCIALLY EFFICIENT AS A CLASS OF, SAY, 21. IN THAT SENSE. I DID WANT TO ASK OF THE TRANSFERS THAT WERE DENIED THEN WERE SOME
OR MANY OF THOSE RELATED TO THE SCHOOL THAT THEY WANTED AND THE GRADE LEVEL THEY WANTED? WE WERE JUST THE SECTIONS WERE FULL. WHEN WE LOOK AT THAT 59% ACCEPTANCE RATE,
OR THE OPPOSITE, THE 41% REJECTION RATE. I THINK THAT'S WHAT MOST OF THEM WERE OR OR MISSING INFORMATION ON
THEIR APPLICATION. 
          SO A LOT OF IT WOULD BE, ESPECIALLY WITH THOSE TIGHT ELEMENTARIES IF THEY,
YOU KNOW, REQUESTED EANES. 
          WE'RE NOT GOING TO SEAT TOO MANY AT EANES JUST BECAUSE WE DON'T HAVE ENOUGH. 
          WHAT WE DID DO WAS AT CEDAR CREEK. WE WERE AT TWO SECTIONS WHEN WE STARTED THIS. 
          WE DID OPEN A THIRD AND THEN ASKED EVERY CEDAR CREEK THAT DID,
AND THEN A COUPLE OF OTHER CAMPUSES IF THEY WANTED TO GO. 
          RIGHT. YEAH. SO WE ACTUALLY HAD SOME KINDER EANES STUDENTS. 
          THEY ACTUALLY HAVE SIBLINGS IN OLDER UPPER GRADES AT EANES,
BUT WE NEEDED THEM TO GO TO CEDAR CREEK, AND WE OFFERED THEM SEATS AT CEDAR CREEK. SO WE'VE BEEN REALLY STRATEGIC ABOUT WHERE
THEY'RE OFFERED. 
          [02:00:01]
AND THAT IS DIFFICULT FOR SOME FAMILIES. AND SOME MAY CHOOSE NOT TO DO THAT,
BUT SOME OF THEM HAVE SAID THAT THEY WOULD HAVE KIDS AT TWO DIFFERENT SCHOOLS JUST TO GET INTO EANES. AND OUR DESIRE IS THAT ONCE WE ACCEPT A STUDENT,
SAY INTO ELEMENTARY SCHOOL, WE WOULD REALLY LIKE TO BE ABLE TO OFFER THEM AN EANES EDUCATION AT LEAST ALL THE WAY THROUGH ELEMENTARY SCHOOL AND THEN
MOVING FORWARD. 
          BUT I THINK YOU BRING UP A GOOD POINT. WE I DON'T THINK WE'RE AS FIRM ON SAYING,
IF WE ADMIT YOU TO CEDAR CREEK, YOU'RE GUARANTEED CEDAR CREEK FOR YOUR WHOLE TIME IN ELEMENTARY,
WE MAY HAVE TO OFFER YOU A SPOT AT A DIFFERENT SCHOOL TO HELP BALANCE. 
          IS THAT IS THAT TRUE? ARE WE BALANCING WITH ASKING TRANSFERS TO MOVE TO ANOTHER SCHOOL? WE CAN WE HAVE IT'S FAIRLY IT'S NOT OFTEN THAT WE DO THAT I THINK YOU KNOW THE BIGGEST
EXAMPLE OBVIOUSLY THIS YEAR WAS BARTON CREEK. 
          YOU KNOW, IT'S RARE THAT WE DO THAT, BUT I WOULD,
I WOULDN'T SAY THAT WE NEVER HAVE DONE THAT BEFORE. 
          AND WHILE WE'RE ON BARTON CREEK, I SEE ALL OF THESE SECTIONS. 
          ONE OF THE CONCERNS WAS THAT SOME OF THE CLASSROOMS AT BARTON CREEK ARE SORT OF LIKE A 13
PERSON CLASSROOM, IF I RECALL. RIGHT. DO WE HAVE ANY OF THESE SECTIONS THAT ARE HITTING 1920? NONE OF THOSE ARE IN A 13 STUDENT CLASSROOM,
RIGHT? NO, NO, THE CLASSROOMS WILL BE USING THE 200 HALL. 
          IS WHAT YOU'RE REFERRING TO THAT SMALLER SIZE CLASSROOMS BEHIND THE LIBRARY? NO, NO CLASSES. OKAY. AND I DON'T WANT TO BEAT THIS POINT TOO MUCH,
BUT OUR OVERALL ENROLLMENT IS DOWN 4% DISTRICT WIDE. 
          BUT OUR ENROLLMENT IS DOWN 3%, WHICH KIND OF INDICATES RSI IS ACTUALLY MORE STICKY. 
          THEY'RE STICKING WITH IT MORE THAN DISTRICT WIDE. 
          SO WE'RE AND THAT'S INTERESTING. AND THERE IS ALWAYS I THINK THERE ALWAYS WAS AN SI
NATURAL ATTRITION THAT WE SAW. 
          SO 4% IT'S PROBABLY IN THE NOISE RELATIVE TO AN ANNUAL TREND. 
          SO THAT'S REALLY INTERESTING. OKAY I THINK THAT'S ALL I HAD. 
          THANK YOU. THANK YOU, JAMES. WE HAVE LAURA AND THEN DIANE. 
          LOTS OF GOOD QUESTIONS, LOTS OF GOOD DISCUSSION. 
          I DON'T REALLY HAVE SPECIFIC QUESTIONS. I WILL SAY THIS IS THE FOR PRELIMINARY. 
          I DON'T REMEMBER A TIME THAT WE ONLY HAD ONE SECTION THAT WAS HIGHLIGHTED AS SORT OF A
OVER. 
          WELL, AS WE HIGHLIGHT THEM, THAT WOULD, WOULD NEED A WAIVER. 
          SO THIS IS THE MOST CONSISTENT I'VE SEEN THE CLASSES IN YEARS. 
          WHICH IS NICE. IT'S NICE TO SEE THE SECTIONS AS BALANCED AS THEY ARE. 
          REALLY MY QUESTION IS, FOR JEFF AND FOR Y'ALL,
BECAUSE WE'VE BEEN ASKING FOR A LOT OF INFORMATION. 
          I JUST WANT TO MAKE SURE Y'ALL ARE GOOD ON THAT. 
          I KNOW EVERY BOARD HAS A DIFFERENT PHILOSOPHY ON TRANSFERS AND THE INFORMATION THAT THEY
WANT TO SEE ON TRANSFERS. 
          SO WE LIKE THAT. WE LIKE SEEING THAT INFORMATION IN THAT BREAKOUT BETWEEN OUR IN-DISTRICT
STUDENTS AND OUR OUT OF DISTRICT STUDENTS. 
          THERE IS SOME NUANCE TO THAT, HOWEVER. ONE IS THAT WE DO HAVE THOSE STAFF TRANSFERS,
AND EVEN THOUGH THEY WILL SHOW UP AS TRANSFERS, THOSE ARE OUR STUDENTS, AND WE DON'T CONSIDER THEM TO BE OUT OF DISTRICT TRANSFERS,
EVEN THOUGH ACCORDING TO TEAMS, THEY ARE. THAT IS ONE WAY THAT IS A HUGE TOOL AND A WONDERFUL TOOL THAT WE USE TO ATTRACT
AND RETAIN TEACHERS. 
          THERE'S ALSO SOME TRANSFERS THAT THAT WE WILL KEEP,
ESPECIALLY, I THINK, IN THE HIGH SCHOOL, BECAUSE THOSE PARENTS HAVE MOVED, THE FAMILIES HAVE MOVED OUT OF THE DISTRICT,
BUT THEY'VE BEEN SITTING AND THEY'VE BEEN GOING TO OUR CLASSROOMS AND DONATING TO FOR TEN OR MORE YEARS. AND SO I KNOW SOMETIMES THOSE TRANSFERS WILL SHOW UP. 
          BUT AGAIN JUST AS A COMMUNITY, WE CONSIDER THOSE TO THOSE KIDDOS TO BE OURS. 
          AND THEN, JAMES, WHAT YOU WERE ALLUDING TO IS THAT WE DO HAVE WE LIKE TO KEEP THE
TRANSFERS. 
          WE LIKE TO KEEP THE KIDS. THEY DO BECOME AN IMPORTANT PART OF OUR COMMUNITY. 
          AND IT HAS TO BE IT HAS TO BE STRATEGIC, WHICH I THINK YOU'LL ALWAYS DO AN AMAZING JOB OF
THERE WAS A CHART, CATHERINE, YOU MADE ME THINK ABOUT IT. AND IT DOESN'T GIVE YOU THE DETAIL THAT YOU'RE
ASKING FOR. 
          BUT THERE WAS A GREAT CHART WITH THE DEMOGRAPHER HAD PROVIDED THAT SHOWED IT SHOWED THE
COHORTS FOR EVERY YEAR, YOU KNOW, THE ONE I'M TALKING ABOUT. AND LIKE I SAID,
IT DOESN'T GIVE YOU THE DETAIL, BUT IT DOES SHOW SORT OF HOW KIND OF THE POINTS, THE YEARS OF POINTS OF ENTRY OF WHEN WE, WE BUMP UP. 
          AND THAT CAN BE FOR, YOU KNOW, A VARIETY OF REASONS. 
          I IN THE Q AND A PACK SPREADSHEET THAT I PROVIDED FOR Y'ALL,
I DID PROVIDE YOU THE GROWTH RATE, COHORT GROWTH RATE FOR THE LAST 15 YEARS, THE AVERAGE. 
          SO YOU CAN SEE KIND OF THE FIRST, FIRST TO SECOND THEIR AVERAGE. 
          THAT DOES NOT INCLUDE TRANSFERS. THAT'S JUST COLLECTIVE AS A WHOLE OKAY. 
          HOW WHAT IS OUR AVERAGE GROWTH FROM UNDER THE FIRST. 
          [02:05:01]
RIGHT. AND SO OUR AVERAGE AS A DISTRICT IS ABOUT 5% GROWTH PER YEAR. 
          OKAY. AND SO THAT'S THERE FOR YOU. WE GOTTA BREAK IT OUT BY RESIDENTIAL,
BUT WE DO HAVE LIKE YOU SAID, WE DO HAVE THOSE MODELS, BUT IT INCLUDES EVERY TYPE OF KID WE HAVE. 
          RIGHT, RIGHT. AND IT'S INTERESTING BECAUSE WE ALWAYS TALK ABOUT KINDER,
BUT IT'S REALLY THAT FIRST GRADE YEAR, THAT FIRST GRADE THAT REALLY COUNTS. BECAUSE KINDER, BECAUSE IT IS NOT REQUIRED BY LAW. WE DO HAVE KIDS THAT COME IN THAT ARE AT MAYBE
ONE OF THE MONTESSORI SCHOOLS, OR THERE'S ABSOLUTELY PRESCHOOLS THAT PROVIDE THAT KINDER PROGRAM. 
          AND SO IT'S REALLY THAT FIRST GRADE THAT IS OUR SORT OF BELLWETHER,
OUR BENCHMARK FOR WHAT THE CLASS SIZE WILL BE. 
          THANK YOU. THANK YOU, LAURA. DIANE. THANK YOU VERY MUCH FOR ALL THE DATA AND THE
ADDITIONAL INFORMATION YOU PROVIDED US. I WANTED TO SPEAK A LITTLE TO CATHERINE'S POINT. 
          I THINK IT'S A REALLY GOOD ONE. AND SPECIFICALLY THIS,
YOU KNOW, WHAT ARE RESIDENTS DOING? WHAT ARE THEY CHOOSING? ARE THEY CHOOSING EANES? ARE THEY NOT CHOOSING EANES AND WHY? IT'S A VERY DIFFICULT QUESTION, BUT A VERY IMPORTANT ONE AS WE PLAN,
AND IT HAS BEEN ONE THAT'S BEEN BROUGHT UP IN LONG RANGE FACILITIES CONVERSATIONS. 
          I DID HAVE THE OPPORTUNITY IN SAN ANTONIO, I GUESS,
AT SLI LAST YEAR IT MIGHT HAVE BEEN TECH SIDE CON TO TALK TO A DEMOGRAPHER. 
          ACTUALLY, I THINK IT WAS THE MORE RECENT ONE I THINK IS THE NAME OF THE DEMOGRAPHER,
AND THEY DO A PRETTY QUALITY JOB, AND THEY EVEN GO IN AND DIG INTO TRYING TO FIGURE OUT,
LIKE, WHO'S GOING TO PRIVATE SCHOOLS AND GETTING THAT LEVEL OF DETAIL. 
          AND SO THAT'S BEEN PART OF THE CONVERSATION. I THINK IF WE ARE GOING TO BE INVESTING THIS
MUCH MONEY INTO FACILITIES, WE NEED TO BE GETTING BETTER DATA AND MAYBE EXPLORING OTHER DEMOGRAPHERS THAT MIGHT BE
DOING A LITTLE BIT BETTER JOB, A LITTLE MORE IN-DEPTH JOB THAN THE ONES THAT WE'VE USED IN THE PAST. 
          SO I'M HAPPY TO SHARE THE SAMPLE REPORT I GOT FROM LEANDER THAT THEY PROVIDED. 
          AND MAYBE WE CAN CONTINUE THAT DISCUSSION ABOUT TRYING TO GET THE BEST DATA WE CAN GOING
FORWARD. 
          THANK YOU DIANE. ANY OTHER COMMENTS? JOHN. LAST COMMENT. 
          JUST ONE LAST THING. SO ONE WOULD LOVE TO HAVE BETTER DATA ON WHO'S CHOOSING PRIVATE. 
          I THINK THAT WOULD BE GREAT. AND THEN ON THE CLASS SIZE I HAD HAD A CHANCE TO CHAT WITH
CHRIS EARLIER, AND I HAD ASKED HIM A QUESTION. THIS ABOUT TO YOUR POINT,
ON THE CLASS SIZE OF 12 TO 13 TO ADD A SECTION. 
          AND ONE OF THE THINGS WE TALKED ABOUT, YES. IT'S NOT AS EFFICIENT AT THAT LEVEL,
BUT EVEN A CLASS OF 15 KIDS, YOU'RE, YOU'RE COVERING THE COST OF THE TEACHER,
AND YOU'RE ADDING REVENUE THAT OFFSETS FIXED COSTS AT THAT CAMPUS. 
          AND SO WHILE IT'S NOT AS GREAT AS A CLASS OF 20 OR 20 1 OR 22,
YOU'RE MORE THAN COVERING THE COST OF THE TEACHER AND YOU'RE NOT ADDING A SECOND LIBRARIAN. YOU'RE NOT ADDING ANOTHER PRINCIPAL. 
          AND SO IT'S STILL FINANCIALLY BETTER BECAUSE YOU'RE HELPING TO OFFSET THOSE FIXED COSTS. 
          AND CORRECT ME IF I'M WRONG ON ANY OF THIS. IS THAT ACCURATE? THAT'S ABOUT RIGHT. I BELIEVE THAT'S WHAT CHAD WAS REFERRING TO EARLIER. 
          OKAY. SO JUST AN IMPORTANT POINT, I THINK, FOR US TO KEEP IN MIND THAT A CLASS OF 12 OR
13, IT LOOKS NOT AS EFFICIENT. BUT ONCE YOU GET OVER THAT CUSP,
YOU ARE HELPING TO OFFSET FIXED COSTS AT THE CAMPUS. 
          AND WE ALL KNOW FIXED COSTS WERE PART OF THE REASON WHY VALLEY VIEW WASN'T SUSTAINABLE,
BECAUSE WE HAD SO MANY FIXED COSTS FOR A SCHOOL AT THAT SIZE. 
          AND SO IT WAS JUST A NEW FACTOR TO, TO BRING INTO THE THINKING. 
          THANK YOU, JOHN. JAMES. I WANT TO GO BACK TO SOMETHING KATHRYN AND KIND OF LAURA PUT
TOGETHER. 
          SO I DO AGREE THAT WHEN WE'RE, WE CONSIDER OUR STAFF AS PART OF OUR DISTRICT FAMILY,
AND I DO, BUT I THINK, KATHRYN, WHAT YOU WERE GETTING AT IS IF WE'RE CONSIDERING ADDING CAPACITY OR
SUBTRACTING CAPACITY, WE NEED TO KNOW WHERE OUR CITIZENS LIVE. YOU KNOW,
DEMOGRAPHICALLY, WE NEED TO KNOW GEOGRAPHICALLY WHERE THE GROWTH OR INCREASES IN SUBTRACTIONS ARE GEOGRAPHICALLY. SO WE KNOW WHERE TO PUT THE CAPACITY WE NEED. 
          SO I AGREE WITH THERE IS A THERE IS A VALUE IN LOOKING AT CITIZENS OF EANES ISD,
BUT I COMPLETELY AGREE WITH WHEN WE'RE LOOKING AT ALL OTHER NUMBERS, WE CONSIDER OUR STAFF FAMILIES THAT THAT THAT I THINK MAYBE TECHNICALLY ARE
CONSIDERED TRANSFERS. 
          WE CONSIDER THEM PART OF OUR, OUR FAMILY. SO I THINK THAT'S THE I THINK THAT'S THE FINE
LINE BETWEEN THOSE TWO. 
          THANK YOU. I JUST ANY OTHER QUESTIONS FROM TRUSTEES? SO MOLLY AND CHAD, THERE'S BEEN A LOT OF DISCUSSION. 
          IT KIND OF REMINDS ME OF TWO WEEKS AGO. WE'VE TOUCHED ON A WHOLE LOT OF DIFFERENT POINTS,
AND I KNOW THAT WE'VE ASKED FOR ADDITIONAL DATA FROM YOU. 
          [02:10:02]
ARE YOU CLEAR ON WHAT THE BOARD NEEDS OUTSIDE OF QUESTIONS THAT YOU'VE ALREADY ASKED? OR IN IN TERMS OF TRENDS THAT WE'D LIKE TO SEE GOING FORWARD? I BELIEVE SO. OKAY. THANK YOU. I MEAN, OBVIOUSLY,
AND EVERYONE HAS HAS COVERED THIS. 
          IT'S IMPORTANT TO US FOR NOT ONLY YEAR BY YEAR CLASSROOMS,
BUT FOR THE GROWTH OF OUR DISTRICT TO REALLY UNDERSTAND THIS. 
          AND I KNOW THAT WHEN I LISTEN TO OUTSIDE OF MY EANES ROLE,
WHEN I LISTEN TO PODCASTS OR READ INFORMATION ON BIRTH RATES, WHEN THOSE CHILD, WHEN THE COMMUNITY IS BUYING HOUSES. 
          I MEAN, THERE'S SO MANY DATA POINTS AND I THINK THAT THEY'RE CHANGING. 
          AND IT'S TRICKY. SO I APPRECIATE ALL OF THE INFORMATION THAT YOU'VE GIVEN US SO FAR. 
          AND I GUESS IF YOU ALL DECIDE TO HIRE A DEMOGRAPHER,
LET US KNOW, BECAUSE WE'LL NEED TO WORK WITH THAT PERSON. 
          THANK YOU, TAD. I THINK, MOLLY, YOU ARE STAYING UP HERE FOR OUR NEXT REPORT,
OUR NEXT AGENDA ITEM, 
          [9. 
FEDERAL GRANTS DISCUSSION & PUBLIC HEARING
]
WHICH IS FEDERAL GRANTS DISCUSSION AND PUBLIC HEARING. 
          YES. THANK YOU. SO THIS IS AN ANNUAL REPORT THAT WE ARE REQUIRED TO DO. 
          WE RECEIVE SEVERAL DIFFERENT FEDERAL GRANTS. AND I'M GOING TO START THIS YEAR OR START
THIS PRESENTATION OFF WITH OUR ESSER GRANT. 
          SO EVERY STUDENT SUCCEEDS ACT. AND YOU CAN SEE THAT WE HAVE FOUR TITLE GRANTS UNDERNEATH
THAT OVERALL ARCHING GRANT. 
          AND I'LL GO THROUGH EACH ONE OF THOSE. AND THOSE ARE THE OUR ALLOCATIONS FOR THIS YEAR. 
          WE WILL GET AN ENTITLEMENT BUMP, USUALLY IN THE MIDDLE OF THE YEAR. 
          THERE'S SOME ADDITIONAL MONEY IF THERE'S CARRYOVER THAT COMES BUT THIS IS OUR PLANNING
AMOUNT FOR RIGHT NOW FOR HOW WE HOW WE BEGIN. 
          IN THIS PRESENTATION IS IT'S NOT A VOTE OF HOW WE'RE USING THIS MONEY,
BUT IT'S A PROPOSAL TO HOW TO USE THE MONEY. 
          WE HAVE A HEARING AFTER THIS, AND THEN PEOPLE CAN ALSO SUBMIT COMMENTS THAT THE DISTRICT
TAKES INTO CONSIDERATION BEFORE SUBMITTING THE FINAL APPLICATION. 
          SO TITLE ONE, PART A, YOU'LL SEE THERE IT'S APPROXIMATELY $150,000. 
          I WON'T READ ALL OF THIS TO YOU, BUT THIS IS PROVIDING SUPPLEMENTAL RESOURCES FOR OUR
STUDENTS FROM LOW INCOME FAMILIES. 
          IF YOU HAVE A SCHOOL WIDE PROGRAM, YOU HAVE A LOW INCOME PERCENTAGE OF AT LEAST 40%
TARGETED ASSISTANCE CAMPUSES LESS THAN 35%. 
          AND THOSE CAMPUSES ALSO HAVE TO HAVE A LOW INCOME PERCENTAGE HIGHER THAN THE DISTRICT. 
          IN TERMS OF OUR TITLE ONE PART A IN THE DISTRICT,
WHAT WE DO IS WE ORDER ALL OF OUR K THROUGH OR RANK ALL OF OUR K THROUGH 12 CAMPUSES. 
          WE LOOK AT WHICH CAMPUSES ARE EQUAL TO OR GREATER THAN THE DISTRICT PERCENTAGE FOR LOW
INCOME. 
          AND THEN WE DECIDE WHICH ONES WE'RE GOING TO FUND. 
          SO FOR THE 2024-25 SNAPSHOT, OUR ECONOMICALLY DISADVANTAGED PERCENTAGE WAS 2.6%. 
          IF YOU LOOK AT OUR HIGHEST PERCENTAGE CAMPUSES,
IT HAS VALLEY VIEW AT 7.35, CEDAR CREEK AT 4.77 AND WEST RIDGE AT 3.5. 
          WHAT'S A LITTLE BIT COMPLICATED THIS YEAR IS TYPICALLY WE WOULD DESIGNATE VALLEY VIEW AND
CEDAR CREEK AS OUR TARGETED ASSISTANCE CAMPUSES. BUT WE DON'T HAVE VALLEY VIEW. SO WHAT WE DID THIS YEAR IS WE BASICALLY DID AN
ANALYSIS, AND THIS IS WHAT TEA TOLD US TO DO, IS SO MIMIC WHAT WOULD HAPPEN IF THOSE CAMPUSES HAD
BEEN BLENDED THIS YEAR. 
          AND SO OBVIOUSLY THE ENROLLMENT WAS A LOT HIGHER THAN WE HAVE FOR NEXT YEAR. 
          BUT IF YOU HAD JUST TAKEN THOSE, THOSE CAMPUSES. 
          AND SO AFTER DOING THAT FOR NEXT YEAR. CEDAR CREEK HAS NOW THE HIGHEST POVERTY INCOME
PERCENTAGE IN BARTON CREEK IS SECOND. SO THE RECOMMENDATION IS TO DESIGNATE THOSE FUNDS FOR CEDAR CREEK AND
BARTON CREEK AS TARGETED ASSISTANCE CAMPUSES. 
          AND THAT MONEY GOES TOWARDS ADDITIONAL CAMPUS SUPPORT STAFF. 
          SO OUR STAFF TO HELP OUR STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED. 
          TITLE TWO IS A GRANT SPECIFICALLY DESIGNED FOR IMPROVING TEACHER AND PRINCIPAL QUALITY AND
INCREASING YOUR HIGHLY QUALIFIED TEACHERS AND CLASSROOMS. THE RECOMMENDATION FOR THIS WOULD BE TO CONTINUE TO FUND A
PORTION OF OUR ELEMENTARY INSTRUCTIONAL COACH POSITIONS. 
          ALL OF YOUR FEDERAL FUNDS ARE SUPPOSED TO SUPPLEMENT AND NOT SUPPLANT BECAUSE COACHES ARE
KIND OF AN ADDITIONAL BENEFIT TO THE DISTRICT. IT'S A GOOD USE OF FEDERAL FUNDS THAT WE'RE SUPPLEMENTING WHAT'S REQUIRED BY
THE STATE. 
          TITLE THREE IS SPECIFICALLY DEDICATED FOR OUR EMERGENT BILINGUAL STUDENTS,
AND THIS YEAR WE'RE GETTING AROUND $20,000. 
          [02:15:04]
THE RECOMMENDATION IS TO FUND OUR SUMMER SCHOOL STUDENTS,
AND THAT'S TYPICALLY GOES INTO SALARIES, TRANSPORTATION AND MATERIALS. FOR TITLE THREE,
TITLE FOUR $12,000 IS TO LOOK AT A WELL-ROUNDED EDUCATION FOR STUDENTS. AND YOU COULD ALSO USE IT FOR TECHNOLOGY HEALTH AND
SAFETY. 
          AND SO WHAT WE HAVE DONE IN THE PAST AND WOULD RECOMMEND CONTINUING TO DO IS SUPPORT OUR
ELEMENTARY LEVEL INSTRUCTION AND CHARACTER DEVELOPMENT. 
          SO WE HAVE A PROGRAM THAT WE FUND USUALLY EVERY YEAR WITH THIS TITLE,
FOUR FUNDS FOR OUR ELEMENTARY SCHOOLS. 
          SO THAT IS ESSA. WE ALSO THEN HAVE OUR SPECIAL EDUCATION CONSOLIDATED GRANT. 
          YOU'LL SEE RIGHT THERE ABOUT $1.4 MILLION. WE HAVE TWO DIFFERENT FUNDS THERE AND IDB
FORMULA AND A PRESCHOOL. 
          IN TERMS OF IDB FORMULA, THIS BASICALLY IS JUST MONEY GIVEN TO THE DISTRICTS TO WORK WITH
OUR STUDENTS WITH DISABILITIES. 
          AND TYPICALLY THE RECOMMEND. WELL, THE RECOMMENDATION IS THAT WE HAVE PAYROLL FOR TARGETED
STAFF. 
          WE USUALLY ACTUALLY HAVE OUR SCHOOL PSYCHOLOGISTS PAID OUT OF OUR IDB FORMULA. 
          WE DO HAVE TO HAVE A CERTAIN PERCENTAGE OF MONEY FOR OUR RESIDENTIAL SET ASIDE FOR OUR
STUDENTS THAT WE PLACE IN RESIDENTIAL, RESIDENTIAL PLACEMENT. AND THEN WE OFTEN HAVE SOME MONEY SET ASIDE FOR VERY SPECIALIZED
EQUIPMENT SHOULD A STUDENT NEED SOMETHING THAT'S KIND OF BEYOND WHAT WOULD BE NORMALLY PAID FOR OUT OF THE LOCAL BUDGET. OUR PRESCHOOL,
IT'S A $22,000. 
          AND THE RECOMMENDATION THERE IS AND WHAT WE'VE DONE IN THE PAST IS WE PAY PARTIALLY PAY
FOR ONE OF OUR TEACHERS OUT OF THIS PRESCHOOL GRANT PERKINS, WHICH I THINK A LOT OF PEOPLE,
IT'S KIND OF KATE. 
          SO THIS IS OUR CAREER AND TECHNOLOGY MONEY. AND WE GET THIS YEAR,
WE'LL GET AROUND $41,000. 
          AND THE PROPOSAL IS THAT WE'LL JUST HAVE DIFFERENT SUPPLIES,
MATERIALS, CONTRACTED SERVICES. 
          CHAD REALLY OVERSEES THIS PROGRAM. WELL, AT THE HIGH SCHOOL YOU KNOW,
IT MIGHT BE ONE YEAR. 
          YOU KNOW, THEY'RE REALLY THEY'RE NEEDING NEW CAMERAS FOR A CLASS OR A SCIENCE CLASS IS
NEEDING A SPECIFIC TYPE OF EQUIPMENT. 
          AND SO USUALLY WE'RE USING THAT MONEY FOR THOSE TYPES OF CAREER AND TECHNOLOGY EXPENSES. 
          JUST A REMINDER THAT WE ARE REQUIRED BY LAW TO REACH OUT TO PRIVATE SCHOOLS AND THOSE THAT
HAVE STUDENTS THAT QUALIFY IN THE CRITERIA FOR EACH TITLE. GRANT IS DIFFERENT. IT'S VERY COMPLICATED. 
          BUT EVERY YEAR WE REACH OUT TO THE PRIVATE SCHOOLS,
BOTH WITHIN EANES ISD. 
          AND THEN IF WE HAVE PRIVATE SCHOOLS THAT HAVE OUR STUDENTS,
WHICH IS OFTEN HARD FOR ME TO KNOW BECAUSE I DON'T KNOW WHERE ALL OF OUR STUDENTS GO. 
          BUT WE DO REACH OUT TO THEM AND ENGAGE IN THE PROCESS BECAUSE THEY ARE ELIGIBLE FOR SOME
OF THESE FUNDS, DEPENDING ON THE APPLICATION. I WILL SAY THAT TYPICALLY WE HAVEN'T REALLY HAD ANY PRIVATE
SCHOOLS TAKE US UP ON THIS OTHER THAN WE HAD SOME ESSER FUNDS YEARS AGO DURING COVID. BUT WE DO THAT EVERY YEAR. 
          AND THOSE LETTERS HAVE GONE OUT AND WE HAVE A ZOOM MEETING NEXT WEEK FOR ANY SCHOOL THAT'S
INTERESTED. 
          SO THIS EVENING I AM REVIEWING AS I AM SUPPOSED TO. 
          WE WILL HAVE PUBLIC COMMENT IF ANYONE SIGNED UP TO SPEAK TONIGHT,
WHICH I DON'T THINK THEY DID. 
          AND THEN I WOULD JUST REQUEST THAT ANYONE IN THE COMMUNITY WHO IS WHO HAS ANY FEEDBACK,
THEY CAN SEND THAT DIRECTLY TO ME FOR CONSIDERATION BEFORE I SUBMIT THE GRANTS FOR THIS YEAR. QUESTIONS? THANK YOU, MOLLY. ANY TRUSTEE QUESTIONS OR COMMENTS? YES, LAURA. WE KNOW HOW IMPORTANT INSTRUCTIONAL COACHES ARE. 
          AND WITH ALL THE BUDGETARY CONSTRAINTS I APPRECIATE THE FACT THAT YOU ARE USING SOME OF
THESE FUNDS TO HELP SUPPORT THE FUNDING OF THAT INSTRUCTIONAL COACHES. THANK YOU. LAURA. ANY OTHER ANY OTHER QUESTIONS OR COMMENTS? I DID HAVE A QUESTION. MOLLY. SO WE HAVE THIS MONEY. 
          YOU'RE PROPOSING THIS? AND I DON'T SEE ANY QUESTIONS ON THE FUNDING PROPOSAL. 
          I MEAN, THESE ARE JUST LINE ITEMS, SO. AND THEY'RE LINE ITEMS IN OUR BUDGET. 
          WHEN WE TALK ABOUT TITLE ONE, PART A, WHERE YOU'RE DESIGNATING CC AND BCC FOR ADDITIONAL
CAMPUS SUPPORT STAFF, 
          [02:20:08]
IS THAT THEN USING THESE FUNDS TO PAY CAMPUS SUPPORT STAFF THAT IS TARGETED FOR THESE TWO SCHOOLS, AS OPPOSED TO ACTUALLY HIRING ADDITIONAL SUPPORT STAFF? SO ARE THOSE TWO CAMPUSES DO THEY HAVE MORE CAMPUS SUPPORT STAFF THAN THE OTHER CAMPUSES? YES, THAT'S HOW THAT WORKS. OKAY. THAT'S WHAT I ASSUMED. 
          THANK YOU. ANYTHING ELSE? NOT AS EXCITING AS ENROLLMENT,
I GUESS. 
          THANK YOU FOR THIS. WE DO HAVE TWO UPCOMING MEETINGS. 
          [11. 
UPCOMING MEETINGS
]
ONE AT THE END OF JUNE. IT IS THURSDAY, JUNE 26TH,
A REGULAR MEETING HERE AT CEDAR CREEK ELEMENTARY. 
          AND THEN AUGUST 5TH A STUDY SESSION. I GUESS THAT IS TO BE DETERMINED IF THE NEW BOARD
MEETING IS, IS COMPLETED. AND WE'LL KNOW THAT AS TIME GOES ON. 
          WE ARE NOW GOING TO AT 9:51, RECONVENE INTO CLOSED SESSION AS A BOARD. THANK YOU FOR THOSE WHO HAVE STUCK AROUND. 
          APPRECIATE YOU BEING HERE.
* This transcript was compiled from uncorrected Closed Captioning.