[00:00:03]
>> APOLOGIES FOR THE LATENESS OF THIS MEETING GETTING STARTED.
BUT THE TIME IS NOW 6:58, AND I CALL THE SEPTEMBER 23, 2025, REGULAR MEETING OF THE EANES ISD BOARD OF TRUSTEES TO ORDER.
[2.
ESTABLISH A QUORUM
]MADAM SECRETARY, DO WE HAVE A QUORUM?>> HEARING A QUORUM, WE WILL NOW MOVE INTO OUR MEETING.
WE WILL START WITH THE MISSION STATEMENT.
AND THE MISSION STATEMENT IS, UNITE AND POWER INSPIRE EVERY PERSON EVERY DAY.
WE UNITE OUR COMMUNITY THROUGH RESPECTFUL RELATIONSHIPS, CREATING A SENSE OF BELONGING FOR ALL.
WE EMPOWER STUDENTS, PROVIDING AN EXEMPLARY EDUCATION THAT DEVELOPS CURIOSITY, CREATIVITY, AND INDIVIDUAL TALENTS.
WE INSPIRE EACH OTHER TO LEAD PURPOSEFUL LIVES OF EMPATHY, GRATITUDE, AND COMPASSION.
NEXT, WE'RE GOING TO MOVE INTO THE PLEDGE OF ALLEGIANCE, AND TYPICALLY, WE HAVE A SCOUT WHO WILL LEAD THIS TONIGHT.
I GUESS I AM LEADING THE PLEDGE OF ALLEGIANCE.
COULD YOU JOIN ME? ALLEGIANCE] THANK YOU.
AGAIN, WELCOME TO THE EANES ISD BOARD MEMBER BOARD MEETING.
I'M VERY GLAD YOU'RE HERE, AND THANK YOU FOR COMING.
WE ARE LOOKING FORWARD TO A GOOD MEETING.
THE PURPOSE OF TONIGHT'S MEETING IS FOR THE BOARD TO DELIBERATE AND VOTE ON MATTERS LISTED IN ITS AGENDA.
THE DISTRICT IS COMMITTED TO TREATING EVERYONE HERE WITH RESPECT, AND WE EXPECT THE SAME IN RETURN.
IN CASE OF EMERGENCY, YOU WILL SEE IN THE BACK OF YOU EXITS.
[5.
SUPERINTENDENT'S REPORT
]I AM NOW GOING TO MOVE TO THE SUPERINTENDENT'S REPORT ON THE AGENDA. DR. TRIGG?>> THANK YOU. DO WE HAVE SOME PICTURES WE CAN PUT UP WITH THE REPORT? THERE WE GO.
THIS WEEK, THE EANES EDUCATION FOUNDATION ANNOUNCED THE 2025 EANES LEGENDS AWARD HONOREES.
WE HAVE A FORMER SCHOOL BOARD TRUSTEE, BELOVED TEACHERS PAST AND PRESENT, RENOWNED TEAM DOCTOR, AND ACCOMPLISHED ALUMNI WHO WILL ALL BE CELEBRATED AT THE EANES EDUCATIONAL FOUNDATION LEGENDS LUNCHEON ON WEDNESDAY, OCTOBER 22ND, FROM 11:00 -1:00.
TABLE SPONSORSHIPS ARE AVAILABLE.
I'M SURE INDIVIDUAL TICKETS ARE, AS WELL WOULD ENCOURAGE PEOPLE TO MARK THAT ON THEIR CALENDARS.
NEXT, WESTLAKE HIGH SCHOOL HELD A BEACH THEME PEP RALLY ON FRIDAY.
STUDENTS AND STAFF CHEERED FOR OUR CHAP TEAMS, WATCHING AND EXCITING SLAM DUNK CHALLENGE, ENJOYED PERFORMANCES FROM THE CHAP BAND ELITE VISUAL ENSEMBLE, CHEER, HIGHLINE, STUDENT COUNCIL MEMBERS, MC, THE FESTIVITIES, RECOGNIZE BOYS AND GIRLS CROSS COUNTRY.
AT THE TEXAS A&M INVITATIONAL FOOTBALL, AS WELL, TENNIS VERSUS ROUND ROCK AND VOLLEYBALL VERSUS DRIPPING SPRINGS.
I UNDERSTAND THE PLACE WAS ROCK, AND I WISH I COULD HAVE BEEN THERE.
THURSDAY, THIS SEPTEMBER 25TH, FROM 6:00-8:00, WE WILL HAVE A TOWN HALL MEETING AT THE WEST LAKE COMMUNITY PERFORMING ARTS CENTER, KNOWN AS THE PAC.
WE ASK THAT EVERYONE PLEASE JOIN US FOR AN INTERACTIVE MEETING TO PROVIDE INPUT ON THE QUALITY, SKILLS, AND EXPERIENCE FOR OUR NEXT EANES ISD SUPERINTENDENT.
STUDENTS, PARENTS, STAFF, BUSINESS LEADERS, COMMUNITIES ARE WELCOME.
WE HAVE A SURVEY FOR THOSE WHO CANNOT ATTEND.
ALL INFORMATION IS ON THE WEBSITE, AND I UNDERSTAND IT WILL BE LIVE-STREAMED AS WELL.
ENCOURAGE PEOPLE TO BECOME A PART OF THAT.
AND THEN LASTLY, THIS AFTERNOON, ACTUALLY, OVER THE LUNCH HOUR, WE HAD SEVERAL TRUSTEES WHO WERE ABLE TO JOIN US AT THE NATIONAL MERIT SEMIFINALIST LUNCHEON, RECOGNIZING 33 SEMIFINALISTS.
WE ALSO RECENTLY LEARNED THAT WE HAVE 62 COMMENDED SCHOLARS.
IF YOU'RE A SUM FINALIST, THAT MEANS YOU'RE IN THE TOP 1% OF THE COUNTRY OF KIDS THAT TOOK THE PSAT TEST WHEN THEY WERE JUNIORS.
IF YOU'RE A COMMENDED SCHOLAR, YOU'RE IN THE TOP 5% OF THE COUNTRY.
THAT'S 95 OF OUR KIDS IN THIS GRADUATING CLASS, A PART OF THE TOP 5% OF THE COUNTRY.
CONGRATULATIONS. EVERYONE OF THOSE KIDS, TO THE TEACHERS THAT WERE PART OF THAT, AND OBVIOUSLY TO THE PARENTS WHO HAVE PLAYED AN EXTREME ROLE IN THEIR SUCCESS.
>> THANK YOU, DR. TRIGG. OUR NEXT ITEM ON THE AGENDA IS OPEN FORUM,
[00:05:08]
BUT WE HAD NO ONE SIGN UP FOR OPEN FORUM FOR TONIGHT'S MEETING,[7.1 Presentation of Agreed upon Procedures Report on 2019 Bond Program]
SO WE WILL MOVE AHEAD TO THE DISCUSSION ACTION PART PORTION OF THE AGENDA.THAT DISCUSSION ACTION ITEM IS PRESENTATION OF AGREED-UPON PROCEDURES REPORT ON 2019 BOND PROGRAM.
DO I HAVE A MOTION? I HAVE A MOTION BY LAURA.
>> THIS IS JUST A PRESENTATION.
>> NO WORRIES. BOARD PRESIDENT, BOARD OF TRUSTEES, THANK YOU FOR LETTING US BE HERE.
MY NAME IS JOHN MANNING, AND I'M WITH THE ACCOUNTING FIRM OF PATELLA BRENNAN HILL, AND WE ALSO PERFORM THE SCHOOL'S NORMAL ANNUAL AUDIT.
BUT AS YOU KNOW, WHEN ONE OF THE BOND PROGRAMS COMPLETES, WE ALWAYS GO THROUGH AND THE SCHOOL HAS A MORE LOOKING OUT OF THOSE CAPITAL EXPENDITURES, AND THAT'S THE REPORT THAT YOU ALL HAVE HERE TODAY.
WE DID NOT HAVE ANY FINDINGS TO ASSOCIATE WITH THOSE, AND JUST REST ASSURED THAT WHEN WE'RE DOING THE REGULAR AUDIT, WE ALWAYS ARE LOOKING AT CAPITAL EXPENDITURES BECAUSE THEY'RE BIG, AND THEY HAVE SOME RED TAPE THAT YOU HAVE TO GO THROUGH AND MAKE SURE THAT YOU'VE ADHERED TO.
BUT, IF YOU HAVE A COPY OF IT, HAS AN INDEPENDENT AUDIT ACCOUNTANTS REPORT THAT JUST STATES WHAT WE DID THAT THE PROCEDURES WERE AGREED TO BY THE DISTRICT AND US, AND WE PERFORMED JUST AN EXAMINATION OF THAT TYPE OF CRITERIA.
WHICH IF YOU LOOK AT SCHEDULE A GOES THROUGH AND TALKS ABOUT WHAT WE DID.
WE GOT A LIST OF ALL THE EXPENDITURES.
IF YOU LOOK AT APPENDIX A, WE LOOKED AT ALMOST 50 MILLION OUT OF 70 MILLION AND TESTED IT FOR DOCUMENTATION AND MAKING SURE THAT THE SCHOOL WAS DOING THEIR PROPER PROCEDURES WITH THESE LARGE EXPENDITURES, AND NOTHING OF ANY KIND CAME UP OTHER THAN EVERYTHING BEING DONE VERY WELL.
WE DON'T HAVE REALLY ANYTHING TO REPORT. I THINK YOU ALL KNEW THAT.
BUT JUST TO LET YOU ALL KNOW THAT WE HAVE COMPLETED THIS ENGAGEMENT, AND EVERYTHING LOOKED REALLY GOOD.
IF YOU GUYS HAVE ANY QUESTIONS, I'LL BE GLAD TO ENTERTAIN THOSE NOW, BUT THE 2019 BOND PROGRAM HAS BEEN EXPENDED, AND EVERYTHING LOOKED IN ORDER, AND WE APPRECIATE BEING HERE, AND IF YOU HAVE ANY QUESTIONS, I'LL BE GLAD TO ENTERTAIN THOSE NOW.
>> BOARD. ARE THERE ANY QUESTIONS? KELLY?
>> THIS MIGHT NOT NECESSARILY BE FOR YOU, BUT WILL THIS ALSO BE PRESENTED AND REVIEWED TO THE BOND OVERSIGHT COMMITTEE?
>> WE WILL SHOW IT TO THEM, YES, AT OUR NEXT MEETING.
>> THANK YOU, KELLY. ANY OTHER QUESTIONS? SEE NO OTHER QUESTIONS.
IS THERE A MOTION? MOTION BY LAURA?
I MOVE THAT THE BOARD OF TRUSTEES ACCEPT THE AGREED-UPON PROCEDURES REPORT ON THE 2019 BOND PROGRAM CONDUCTED BY PATTILLO, BROWN & HILL, LLP.
>> I HAVE A MOTION BY LAURA ZERO SECOND.
SECOND BY KELLY. I HAVE A MOTION AND SECOND.
ALL IN FAVOR OF THE PROPOSED ACCEPTANCE AND MOTION.
>> THANK YOU I APPRECIATE ALL STAFF.
>> WE'LL NOW MOVE INTO THE REPORTS PORTION OF OUR AGENDA TONIGHT.
[8.1 Monthly Financial Report and Budget Amendment(s) for the Period Ending...]
THE FIRST PART IS OUR FINANCIAL REPORT.THANK YOU, MARIA. WE WELCOME MARIA ROCKTED. THANK YOU.
>> GOOD EVENING. FOR THE MONTH OF AUGUST, THERE WAS A COUPLE OF SIGNIFICANT THINGS THAT DID HAPPEN, WHICH ONE OF THEM WE ALWAYS EXPECT TO HAPPEN.
BUT I DID BEFORE I GOT STARTED WITH IT, I WANTED TO POINT OUT THAT ON THE FINANCIAL STATEMENTS, AFTER WE HAD SUBMITTED THEM FOR UP TO THE SUPERINTENDENT OFFICE FOR POSTING, WE REALIZED THAT THERE WAS AN ERROR.
THERE WAS A RECEIVABLE POSTED ON THE FINANCIAL STATEMENTS OF 975,000, AND THAT IS A RECEIVABLE DUE FROM TEA RELATED TO REVENUES FROM THE PRIOR YEAR.
THAT WAS ACTUALLY RECEIVED IN AUGUST.
WE JUST MISSED THAT WHEN WE WERE POSTING CASH RECEIPTS.
THAT WOULD ACTUALLY INCREASE THE BALANCE OF THE INVESTMENTS,
[00:10:01]
DECREASE THE BALANCE OF THE RECEIVABLE BECAUSE IT WAS RELATED TO PRIOR YEAR, THERE'S NO EFFECT ON THE FINANCIAL ON THE INCOME STATEMENT.THE BIG THING THAT HAPPENED IN AUGUST THAT HAPPENS EVERY AUGUST FOR US IS WE MAKE A RECAPTURE PAYMENT.
THIS YEAR, OUR RECAPTURE PAYMENT WAS ALMOST 97 MILLION.
THAT, AGAIN, IS RELATED TO THE PRIOR YEAR, SO THAT AMOUNT WAS TOTALLY ACCRUED FOR AS OF 24/25.
THEN THE OTHER SIGNIFICANT THING THAT HAPPENED WAS THAT WE HAD PASSED, OF COURSE, A BOND IN 2023, AND AT THAT TIME, WE SOLD ONLY A PORTION OF THE BONDS.
IN AUGUST, WE SOLD THE REMAINDER OF THOSE BONDS, SO THAT WAS ALMOST OVER 56 MILLION.
THAT SHOW THAT'S THE BIG INCREASE YOU SEE ON THE CAPITAL PROJECT SIDE ON THE INVESTMENT BALANCE.
THEN THE OTHER THING I WANTED TO POINT OUT WAS THAT FOR THE MONTH OF SEPTEMBER, WHICH I KNOW WE'RE COVERING IN AUGUST, BUT FOR THE MONTH OF SEPTEMBER, TOMORROW, THERE WILL BE OVER ALMOST 500 TEACHERS WILL BE RECEIVING THEIR NEW PAY BECAUSE THEIR FIRST PAY FOR THE YEAR IS IN SEPTEMBER.
THIS INCLUDES ALL THE ALLOTMENT CHANGES FROM HB 2.
THAT'S TOMORROW, THEY'LL BE SEEING THAT INCREASE IN THAT CHANGE.
AS FAR AS BUDGET AMENDMENTS FOR THE MONTH OF AUGUST, THERE WAS NOT ANY FOR THE CHILD NUTRITION FUND OR THE DEBT SERVICE FUND.
THOUGH ITEMS THAT WE DID HAVE COME IN FOR THE GENERAL FUND WERE ALL RELATED TO AMOUNTS THAT WERE SUBMITTED BY CAMPUSES AND DEPARTMENTS.
WE REALLY DIDN'T HAVE VERY MANY, BUT AGAIN, THEY WERE ALL TRANSFERRING BALANCES FROM ONE ACCOUNT TO ANOTHER, SO THERE WAS NOT A NET EFFECT ON THE INCOME STATEMENT WITH THOSE BUDGET AMENDMENTS. DO YOU HAVE ANY QUESTIONS?
>> ANY QUESTIONS FROM THE BOARD? NO QUESTIONS, NOW.
[8.2 2025-26 Budget Update]
THE 2025 2026 BUDGET UPDATE.THANK YOU, CHRIS SCOTT, FOR JOINING US.
>> THAT WILL WORK. THANK YOU. IT'S TOUCH SCREEN? [BACKGROUND] I'VE GOT A SHUFFLE GLASSES ON AND OFF NOW.
I KNOW WHERE I AM NOW. WELL, GOOD EVENING.
WE DON'T TYPICALLY DO A BUDGET UPDATE HERE, BUT WE WANTED TO THIS YEAR BECAUSE WHEN YOU ADOPTED THE BUDGET IN JUNE, IT WAS BASED UPON OLD LAW.
AS YOU KNOW, WE HAVE NEW LAW NOW, WHICH WAS HB 2.
IN ADDITION TO THAT, WE'VE HAD SOME FAIRLY SIGNIFICANT CHANGES TO WHAT OUR ENROLLMENT PROJECTION WAS.
WE WANTED TO INCORPORATE THAT AS WELL.
WE WANTED TO DO ALL THIS BECAUSE, AS YOU ALL KNOW, WE'RE ABOUT TO START TALKING, AGAIN, A LITTLE EARLIER THAN USUAL, ABOUT THE 26/27 BUDGET.
I WANT YOU TO HAVE A GOOD STARTING POINT FOR WHERE WE ARE NOW AND REALLY WHAT WE'RE GOING TO BE LOOKING AT AS A REALLY ROUGH CUT ON 26 27.
WHEN WE LAST TALKED IN JUNE ABOUT THE BUDGET, AS I SAID, WE WERE TALKING ABOUT WHAT WAS LAW AS OF MAY OF 2025.
IF YOU REMEMBER, WE DIDN'T INCLUDE ANY INCREASES IN SALARIES AT THAT TIME.
WE WERE LOOKING AT A 3.8% DECLINE IN TAXABLE ASSESSED VALUE THAT WAS BASED ON THE APRIL ESTIMATE FROM TCAD.
WE ALSO SAID THAT WE THOUGHT WERE GOING TO HAVE ABOUT 7,300 STUDENTS.
ACTUALLY, I WAS REALLY HOPING WE'RE GOING TO HAVE A LOT MORE, AND ACTUALLY, WE DID.
WHEN WE LOOK AT OUR UPDATE TONIGHT, WE HAVE BASED WHAT YOU'RE GOING TO SEE TONIGHT ON HB 2, AND THAT HAD A COUPLE OF PARTS TO IT.
ONE BIG PART OF IT, MARIA JUST MENTIONED, WHICH WAS THE STATE PROVIDED RAISES FOR CERTAIN TEACHERS, THOSE WITH THREE OR FOUR YEARS OF EXPERIENCE, GOT $2,500 FROM THE STATE, THOSE WITH FIVE OR MORE, YEARS OF EXPERIENCE, GOT AN ADDITIONAL $5,000, AND SOME OTHER EMPLOYEES NOT ALL, BUT SOME EMPLOYEES HAD ANOTHER ALLOTMENT OF MONEY THAT WAS A PASS THROUGH FROM THE STATE THAT WAS INCLUDED.
OUR DECLINE IN TAXABLE ASSESSED VALUE WAS NOT
[00:15:03]
AS LARGE AS WHAT WE THOUGHT IT MIGHT BE BACK IN JUNE, AND SO THAT HELPED US OUT A LITTLE BIT.THE NUMBER THAT'S REALLY EXCITING FOR US IS 7,532 STUDENTS, WHICH IS, AGAIN, THAT'S NOT OUR OFFICIAL ENROLLMENT NUMBER, WHICH WON'T COME UNTIL THE END OF OCTOBER, BUT THAT'S WHERE WE ARE AS OF NOW, OR AT LEAST AS OF THE LAST TIME THAT I TALKED TO MOLLY ABOUT IT, WHICH IS A BIG IMPROVEMENT OVER 7,300 KIDS.
WE THINK THAT'S PRETTY CLOSE TO PROBABLY TO WHERE WE'RE GOING TO BE AT THE END OF OCTOBER.
BUT ALSO KEEP IN MIND THAT NUMBER DOESN'T DO ANYTHING BUT HELP US PROJECT WHAT OUR TOTAL ADA IS GOING TO BE.
REPHRASE. FUNDING NEVER USED TO BE BASED ON THAT.
NOW THERE ARE SOME ELEMENTS THAT ARE GOING TO BE BASED ON THAT, BUT NOT A BIG PART.
THE BIGGEST PART IS STILL GOING TO BE LOOKING AT YOUR ADA, NOT ON YOUR ACTUAL ENROLLMENT.
>> I'M GOING TO BREAK THIS UP INTO A COUPLE OF DIFFERENT SLIDES.
THE FIRST ONE IS JUST LOOKING AT WHAT DID HB2 DO? YOU CAN SEE THOSE THINGS THAT I'VE GOT LISTED OUT THERE.
WE ALREADY HAD A SCHOOL SAFETY ALLOTMENT, AND THIS INCREASED IT A LITTLE BIT MORE THAN DOUBLED IT, NOT QUITE, BUT A LITTLE BIT MORE THAN DOUBLED.
I THINK WE HAD ABOUT 220,000 LAST YEAR, THIS INCREASED IT BY 230.
ABOUT DOUBLED WHERE WE WERE ON THAT, AND OF COURSE, THAT DOESN'T FULLY PAY FOR OUR POLICE DEPARTMENT, BUT IT HELPS, AND WE'RE GLAD TO GET IT.
THE NEXT ONE IS A NEW ALLOTMENT.
THIS DOESN'T PAY FOR ALL EVALUATIONS, IT PAYS FOR INITIAL EVALUATIONS WHEN WE'RE LOOKING TO SEE IF KIDS QUALIFY FOR SPECIAL EDUCATION.
THIS IS OBVIOUSLY AN ESTIMATE, ALL OF THESE ARE ESTIMATES, BUT LAST YEAR, WE DID 250 INITIAL EVALUATIONS.
NOW WE'RE GOING TO GET REIMBURSED FOR THAT BY $1,000, SO THAT'S GOOD NEWS. THERE'S $250,000 THERE.
THE STATE LEGISLATURE CHOSE NOT TO PUT MUCH MONEY INTO THE BASIC ALLOTMENT, BUT THEY WANTED TO GIVE US SOME MORE MONEY A LITTLE BIT MORE.
THEY CREATED AN ALLOTMENT FOR BASIC COSTS, WHICH IS NOT A BASIC ALLOTMENT.
THAT'S THE PART THAT'S ACTUALLY GOING TO BE A FUNCTION OF ENROLLMENT AND NOT ADA, AND THAT'S ABOUT $800,000.
BASIC ALLOTMENT WAS INCREASED SLIGHTLY.
THERE'S ANOTHER LITTLE BIT OF MONEY.
THEN THIS BIT RIGHT HERE, THE LAST TWO, THAT'S THE MONEY THAT CAME TO US FROM THE STATE SPECIFICALLY FOR RAISES FOR CERTAIN EMPLOYEES, BUT KEEP IN MIND THAT THE TOTAL OF THOSE TWO IS ABOUT $2.5 MILLION.
BUT HOW MUCH WE'RE GOING TO HAVE TO PAY IS ACTUALLY A LITTLE BIT MORE THAN THAT BECAUSE THERE ARE SOME BACK-END COSTS.
THE BIGGEST PART OF THAT IS GOING TO BE RELATED TO TRS ON BEHALF OF PAYMENTS, BUT TRS PAYMENTS, BECAUSE WE ARE GOING TO BE.
I DON'T WANT TO GO THAT FAR IN THE WEEDS, BUT WE'RE GOING TO HAVE TO PICK THAT UP AND NOT THE STATE.
I THINK I'VE TALKED ABOUT THAT A FEW TIMES IN THE PAST, THAT THE AMOUNT THAT THE STATE WILL PAY FOR TRS IS A FUNCTION OF THE MINIMUM SALARY SCHEDULE.
THE MINIMUM SALARY SCHEDULE ADJUST WITH THE BASIC ALLOTMENT.
THE BASIC ALLOTMENT DIDN'T CHANGE VERY MUCH.
THE GAP BETWEEN THE BASIC ALLOTMENT AND THE MINIMUM SALARY, AND WHAT WE'RE ACTUALLY PAYING THEM, WE HAVE TO PICK UP THAT PORTION OF THE TRS PAYMENT THAT'S OFFICIALLY THE STATE PART.
THE BIGGEST HUNK OF THAT EXTRA MONEY IS GOING TO THAT.
THE NET IMPACT IS THAT WE HAVE ABOUT A LITTLE OVER 1,000,004 THAT WILL ACTUALLY CAN BE USED TO LOWER OUR DEFICIT OF WHAT WE STARTED WITH IN JUNE.
HERE'S THE OTHER IMPACTS THAT ARE NOT RELATED TO THE NEW LAW.
NUMBER 1, THE BIG ONE, LIKE I SAID, IS THE ENROLLMENT CHANGE, THAT'S ABOUT $1.5 MILLION.
THE TAV CHANGE, WHICH WAS NOT AS BIG OF A DECLINE, IS ABOUT $112,000 ON OUR BEHALF.
KEEP IN MIND THAT WHEN I'M ABOUT TO SHOW YOU THE NEXT SLIDE, WHICH IS GOING TO SHOW A PROJECTED CHANGE IN THE ACTUAL TAX COLLECTIONS, AND THAT DIFFERENCE IS GOING TO BE IN THE NEIGHBORHOOD OF A MILLION DOLLARS, BUT MOST OF THAT MONEY IS GOING TO GO TO INCREASING THE AMOUNT OF MONEY THAT WE PAY AND RECAPTURE AND ONLY A SMALL PORTION OF THAT WE KEEP, AND THAT'S THE PORTION THAT'S ASSOCIATED WITH THE GOLDEN PENNIES.
THERE WAS SOME RECLASSIFIED REVENUE,
[00:20:02]
AND I HAD A QUESTION ABOUT THIS, AND HERE'S WHERE THAT CAME IN.AS YOU ALL KNOW, WITH THE SOLAR PROJECT, THERE WERE A COUPLE OF REBATE PROGRAMS THAT WE LOOKED AT.
ONE OF THEM WAS THE FEDERAL REBATE PROGRAM, WHICH WE'RE STILL WAITING ON, BUT WE'RE CONFIDENT WE'RE GOING TO GET IT, WHICH IS GOING TO BE IN THE NEIGHBORHOOD OF ABOUT $2.6 MILLION.
THAT WAS A FUNCTION OF THE AMOUNT OF MONEY THAT WE SPENT ON THOSE PROJECTS, AND IT WAS 30% OF THE TOTAL COST.
THAT $2.6 MILLION, BECAUSE IT WAS RELATED TO THE ACTUAL CAPITAL EXPENDITURES, IS GOING TO BE CREDITED BACK TO THE BOND FUND WHEN IT COMES IN.
THE OTHER PART OF IT WAS A REBATE FROM AUSTIN ENERGY, AND THAT WAS A REBATE BASED ON THE AMOUNT OF ADDITIONAL CAPACITY THAT WE'RE ADDING TO THE AUSTIN ENERGY NETWORK, BECAUSE THAT'S BASED ON CAPACITY, AND IT'S RELATED TO OUR RELATIONSHIP WITH AUSTIN ENERGY AND WHAT WE PAY THEM, THAT MONEY IS COMING INTO THE GENERAL FUND.
AUSTIN ENERGY LOOKS AT EACH ONE OF THOSE PROJECTS ASSOCIATED WITH A DIFFERENT METER AS A SEPARATE PROJECT.
WE HAD 13 OF THEM, AND THE TOTAL AMOUNT WE'RE GETTING BACK IS GOING TO BE SOMEWHERE IN THE NEIGHBORHOOD OF 3.5 MILLION, GIVE OR TAKE.
SO FAR, WE'VE GOTTEN ABOUT 2.5 MILLION OF IT, AND WE THOUGHT WE WERE GOING TO GET ABOUT 600,000 MORE IN 24/25.
THOSE DIDN'T HAPPEN IN 24/25, SO WE JUST PUSHED THEM OVER TO 25/26.
WE'RE GOING TO ACTUALLY RECEIVE THOSE MONIES AND RECORD THEM IN 25/26.
THAT'S WHAT THAT IS. IT'S NOT REALLY AN INCREASE IN WHAT WE EXPECTED TO GET.
IT'S JUST CHANGING WHERE WE'RE GOING TO BE ACCOUNTING FOR THE MONEY, SO THAT'S WHAT THAT IS.
THEN WE HAD SOME OTHER EXPENDITURES OR CHANGES IN EXPECTED REVENUE.
ONE OF THEM BEING THAT YOU DIDN'T JUST GIVE A RAISE TO THOSE PEOPLE THAT WERE REQUIRED TO GIVE RAISES FROM THE STATE LEGISLATURE, BUT YOU GAVE IT TO EVERYBODY, AND THAT ADDITIONAL COST WAS ABOUT $178,000.
FINALLY, A CHANGE IN ANTICIPATED INVESTMENT EARNINGS.
IN JUNE, I HAD A PROJECTION FOR HOW MUCH MONEY WE WERE GOING TO EARN THIS YEAR IN INVESTMENT REVENUE.
THE AMOUNT OF MONEY THAT WE'VE GOT TO INVEST HAS GONE UP BECAUSE WE'RE GOING TO GET A LITTLE BIT MORE COLLECTIONS, BUT ALSO AT THE SAME TIME, THE GUIDANCE ON WHAT WE'RE EXPECTING FEDERAL RESERVE POLICY TO DO OVER THE NEXT YEAR HAS INCREASED, AND NOW WE'RE LOOKING AT MORE DECREASES OR MORE RATE CUTS OVER THE NEXT YEAR THAN WHAT WE WERE THINKING WE WERE GOING TO SEE IN MAY AND JUNE WHEN WE WERE PUTTING THAT TOGETHER.
NET IMPACT OF THAT IS PROBABLY ABOUT $163,000 LESS IN INVESTMENT REVENUE.
THAT'S GOING TO CHANGE AGAIN BECAUSE THINGS ARE WEIRD RIGHT NOW.
AS THEY CHANGE, I'LL BE UPDATING MY MODEL INTERNALLY.
THEN WHEREVER I THINK WE STAND, ONCE WE GET TO OUR BIG BUDGET AMENDMENT IN DECEMBER, THEN WE'LL SET IT AT THAT POINT.
IF WE SEE SIGNIFICANT SWINGS, IF WE GO INTO A RECESSION, FOR EXAMPLE, THAT'LL PROBABLY CHOP DOWN REALLY FAST, AND OUR PROJECTIONS WILL GO FROM THREE POINT SOMETHING MILLION TO A LOT LESS, BUT WE'LL ADDRESS THAT IF AND WHEN THE TIME COMES.
BUT THE NET IMPACT OF THESE CHANGES ON THE NON-HB2-RELATED SIDE IS JUST UNDER $2 MILLION TO THE GOOD.
I WANTED TO SHOW YOU THE THINGS THAT ARE CHANGING FROM WHERE WE WERE IN JUNE AND WHERE I THINK WE ARE NOW.
ON BOTH OF THESE, YOU'LL SEE THAT I PUT ALL OTHER REVENUE AND ALL OTHER EXPENSES ON BOTH OF THOSE.
THAT WAS BECAUSE I WANTED YOU TO BE ABLE TO READ THE SCREEN.
IF I LISTED EVERYTHING ELSE AND BASICALLY JUST ROLLED IT OVER AND SAID, THIS DIDN'T CHANGE, THIS DIDN'T CHANGE, THIS DIDN'T CHANGE, IT WOULD GET REALLY LONG, REALLY QUICKLY.
I'M JUST SHOWING YOU THE THINGS THAT CHANGED.
IF YOU LOOK UP THERE, YOU'LL SEE THE BIG ONE IS PROPERTY TAXES OF CHANGE OF ROUGHLY $1 MILLION, BUT AGAIN, WE'RE NOT GOING TO GET TO KEEP ALL OF THAT, A LITTLE OVER 100,000, AS I MENTIONED EARLIER, IS WHAT WILL ACTUALLY BENEFIT US.
[00:25:02]
INVESTMENTS CAME DOWN A LITTLE BIT.THIS ONE, STATE FUNDING WENT FROM 4.4 MILLION TO 4.8 MILLION, BUT I WANT TO CAUTION YOU THAT WHENEVER WE'RE LOOKING AT THE STATE FUNDING SYSTEM, YOU REALLY CAN'T LOOK AT THESE THINGS IN ISOLATION.
INSTEAD OF LOOKING AT PROPERTY TAX WENT UP, STATE FUNDING WENT UP, BUT WHAT YOU REALLY NEED TO BE LOOKING AT IS THE THREE THINGS TOGETHER, WHICH IS PROPERTY TAXES, STATE FUNDING, AND RECAPTURE.
THE SUM OF THOSE TWO THINGS, NET OF RECAPTURE, IS REALLY WHAT WE'RE LOOKING AT.
YOU CAN SEE THAT RECAPTURE DID GO DOWN A LITTLE BIT, AND THAT'S WHERE WE'RE ACTUALLY SEEING THE SAVINGS.
WHENEVER YOU PLUG ALL THOSE THINGS IN, THEN YOU GET THE NET EFFECT OF WHAT'S GOING ON.
THEN THE PAYROLL, OF COURSE, HAS GONE UP, BUT WE EXPECTED THAT, AND WE TOLD YOU THAT THAT WOULD HAPPEN.
THE NET IMPACT OF THAT IS BEFORE WE WERE LOOKING AT A BUDGETED DEFICIT OF ABOUT 7.1 MILLION, AND NOW WE'RE LOOKING AT ABOUT 3.7 MILLION, SO THAT'S A BIG IMPROVEMENT FROM WHERE WE WERE.
I'LL JUST CAUTION YOU AGAIN THAT THESE ARE REALLY PRELIMINARY NUMBERS, BUT I WANTED YOU TO HAVE THIS BEFORE WE START THE BIG DISCUSSIONS THAT ARE COMING UP SOON, TO KNOW WHERE WE STAND RIGHT NOW.
JUST LIKE IN JUNE, WE STILL ANTICIPATE THAT WE'LL OVERPERFORM BUDGET BECAUSE OF THE WAY THAT WE BUDGET, WE KNOW THAT WE'RE GOING TO DO BETTER THAN WHAT THAT SHOWS, AND WE USE $1 MILLION AS JUST THE AVERAGE OVER TIME OF WHERE WE'RE GOING TO END UP.
IF WE SHOW A DEFICIT OF $3.7 MILLION, WE EXPECT TO PERFORM SOMEWHERE IN THE $2.7 MILLION RANGE ON THE DEFICIT.
THEN THE QUESTION THAT YOU'RE REALLY THINKING IS, WHERE DOES THAT LEAVE US FOR NEXT YEAR? AS WE LOOK AT THIS, HERE'S THE ASSUMPTIONS THAT I BUILT INTO LOOKING AT THIS.
WE'VE HAD A WEIRD SEVERAL YEARS ON OUR TAX BASE.
PRIOR TO THREE YEARS AGO, WE HAD AT LEAST IN THE LAST 20 YEARS, WE HAD ONE YEAR WHERE WE HAD NEGATIVE GROWTH OF OUR TAX BASE, AND THAT WAS IMMEDIATELY FOLLOWING THE FINANCIAL CRISIS OF 2008.
I BELIEVE IT WAS IN THE 2010 OR 11 FISCAL YEAR.
I FORGET THE EXACT YEAR, BUT THERE HAD ONLY BEEN ONE.
IN THE LAST THREE YEARS, WE'VE HAD TWO AND ONE YEAR OF 1.3% GROWTH.
THAT'S REALLY STRANGE, HOWEVER, IF YOU LOOK AT WHERE WE WERE OVER THE LAST COUPLE OF YEARS, DURING COVID, WE HAD REALLY STRONG GROWTH FOR TWO YEARS.
WE HAD, I THINK, JUST UNDER 10% ONE YEAR AND 19% ANOTHER YEAR.
I THINK WHAT WE'RE DOING OR WHAT THE MARKET IS DOING IS REGRESSING TO THE MEAN, AND HOPEFULLY WE'RE GOING TO GET THERE SOON, BUT I DON'T THINK WE'RE THERE YET.
I'M BASING THAT ENTIRELY ON JUST REPORTS IN THE NEWS OF WHAT THE AUSTIN AREA REAL ESTATE MARKET IS DOING, AND IT APPEARS TO STILL BE FLAT.
FOR RIGHT NOW, I'M SHOWING A 0% TAV GROWTH FOR NEXT YEAR.
I WILL TRY TO GET SOME GUIDANCE FROM TCAD EARLY IN THE NEW YEAR, JANUARY, FEBRUARY, TO SEE IF MAYBE THAT'S A LITTLE HIGH, A LITTLE LOW, IF I NEED TO ADJUST A LITTLE BIT, BUT WE REALLY WON'T KNOW UNTIL APRIL.
I'VE TALKED TO THEM BEFORE, EARLY IN THE YEAR.
A LOT OF TIMES, OUR GUIDANCE IS JUST NOT THAT GOOD FOR EANES ISD.
WHAT THEY'LL TYPICALLY TELL ME IS, THIS IS WHAT TRAVIS COUNTY AS A WHOLE IS DOING, WHICH DOESN'T ALWAYS REFLECT WHAT'S HAPPENING IN EANES.
FOR NOW, I FEEL SAFEST GOING WITH A FLAT.
I THINK THAT'S WHERE WE'RE GOING TO BE, BUT AS YOU CAN SEE, IT'S NOT A HUGE DEAL.
IF WE WERE TO GET 5% GROWTH, BOY, THAT WOULD MAKE A LITTLE BIT OF A DIFFERENCE, BUT I DON'T THINK WE'RE GOING TO BE THERE.
I'M RIGHT NOW IN THIS MODEL SHOWING A 2% INCREASE IN THE STAFF COMPENSATION.
OBVIOUSLY, THAT'S ULTIMATELY YOUR DECISION, BUT I THOUGHT THAT WAS A GOOD STARTING PLACE TO START.
I'M SHOWING 150 FEWER STUDENTS, AND IN 25/26, I HOPE WE DO BETTER THAN THAT.
[00:30:02]
WE WERE LOOKING AT 150 LAST YEAR AT THIS TIME, AND WE ENDED UP ACTUALLY DOING BETTER THAN THAT, A DECLINE OF ABOUT 70, 80 KIDS, MUCH BETTER.I'M REALLY HOPEFUL, I DO EXPECT TO HAVE A DECLINE.
HOPEFULLY, IT WON'T BE AS MANY AS 150.
AGAIN, LOOKING AT THE GUIDANCE THAT WE'RE SEEING, WHICH I USE SOMETHING CALLED FED WATCH, IF YOU'RE FAMILIAR WITH IT.
RIGHT NOW, THE PROJECTIONS ONLY GO OUT THROUGH DECEMBER 2026.
SHOWING THEIR EXPECTATIONS ON WHERE THE FED RATE IS GOING TO BE THROUGH 2026, THAT SHOWS US ROUGHLY $1 MILLION LESS IN INVESTMENT EARNINGS IN 26/27 THAN WE GOT THIS YEAR.
RIGHT NOW, I'M SHOWING NO CHANGE IN THE NUMBER OF STAFF.
I KNOW, LIKE I SAID, WE'RE ABOUT TO GO INTO THIS TIME WHERE WE'RE GOING TO BE LOOKING AT 26/27.
SOME OF THESE ASSUMPTIONS ARE OBVIOUSLY GOING TO CHANGE, BUT I WANTED YOU TO KNOW WHERE WE'RE STARTING FROM.
WITH THAT, IT LOOKS LIKE, BASED ON THESE ASSUMPTIONS, WE'RE LOOKING AT A STARTING POINT OF $5.5 TO $6 MILLION.
THE FURTHER ALONG WE GET, THE MORE ACCURATE IT'S GOING TO BE, BUT I DO THINK THAT THIS IS A PLACE THAT WE CAN START THE CONVERSATION.
THAT'S WHAT I MEANT FOR THIS TO BE.
THAT'S THE END OF MY PRESENTATION, AND I'M HAPPY TO TAKE ANY QUESTIONS YOU MIGHT HAVE.
>> THANK YOU, CHRIS. DO WE HAVE ANY QUESTIONS FROM THE BOARD, DIANE?
>> THANK YOU VERY MUCH, CHRIS.
IT'S ODD TO SAY THAT ONLY A $3 MILLION DEFICIT IS GOOD NEWS, BUT IT'S NICE TO SEE THAT WE'RE NOT AT SEVEN.
I ONLY HAVE ONE QUESTION FOR YOU AT THIS TIME.
THE FUND BALANCE, CAN YOU COMMENT ON WHERE YOU EXPECT US TO BE AT THE END OF THE YEAR WITH THAT? THEN, IF YOU COULD CALL FOR THE NEXT YEAR?
>> IF THIS CURRENT PROJECTION HOLDS UP, AND LIKE I SAID, IT'S GOING TO MOVE SOME COUNT ON THAT, WE WERE GOING TO END UP JUST UNDER 25% OF FUND BALANCE, AND SO 24 POINT SOMETHING.
I THINK IT MIGHT BE 24.2, BUT I'M NOT GOING TO STAKE THE FARM ON IT, BUT AGAIN, THAT'S GOING TO MOVE.
HOPEFULLY, IT WILL MOVE IN OUR DIRECTION IN A FAVORABLE DIRECTION, BUT THINGS CAN MOVE IN THE OPPOSITE DIRECTION, AS WE ALL KNOW, JUST AS WELL.
SOMETIMES THEY MOVE IN OUR FAVOR, SOMETIMES THEY MOVE AGAINST US, BUT RIGHT NOW, I'M LOOKING AT A LITTLE OVER 24%.
THAT'S UNDER OUR EXPECTATION OF WHERE WE WANT TO BE.
>> CAN YOU TELL US WHAT THIS 26/27 MIGHT LEAD US INTO IF WE WEREN'T CHANGING ANYTHING?
>> IF YOU DID NOTHING, AND WE ROLLED FORWARD WITH A 5.5, $6 MILLION DEFICIT, WE WOULD BE UNDER 20%, SOMEWHERE IN THE 18% RANGE.
>> CHRIS, ONCE AGAIN, GREAT REPORT. I AGREE.
IT'S GOOD TO SEE THE DEFICIT SHRINKING, SO THAT'S GREAT NEWS.
[NOISE] ASSUMING THE PROJECTIONS HOLD, AND WE DROPPED TO THE 24.2% IN THE FUND BALANCE.
IS THIS THE FIRST TIME THAT YOU'RE AWARE OF THAT WE'VE DROPPED BELOW THE 25?
>> IT'S THE FIRST TIME IN ANY RECORDS THAT I HAVE, YES.
THE INCREASE IN ENROLLMENT YOU HAD DOWN IS GENERATING 1,000,540.
WHEN I DID THE MATH, IT LOOKS LIKE THAT'S BASED OFF BASIC ALLOTMENT.
IS THERE ANY CHANCE WE'D GET A LITTLE BIT MORE BASED OFF SOME OF THE OTHER FUNDING FORMULAS OR NO?
>> WELL, THAT INCLUDES A LOT OF THINGS.
WHEN I MAKE MY ASSUMPTIONS, ONE OF THE WAYS I DO IT, BECAUSE IT'S NOT JUST A STRAIGHT BASIC ALLOTMENT, WHERE YOU LOOK AT THE NUMBER OF KIDS IN AVERAGE DAILY ATTENDANCE.
YOU ALSO TAKE INTO ACCOUNT ALL THE KIDS WHO ARE RECEIVING SPECIAL ALLOTMENTS, BECAUSE THEY'RE IN SPECIAL EDUCATION, OR BECAUSE THEY'RE IN K CLASSES, OR ALL THE DIFFERENT REASONS THAT THE STATE PROVIDES YOU FUNDING.
THE WAY I MODEL THAT IS I LOOK AT THE WHAT? THE PREVIOUS YEARS NUMBERS WERE FOR ALL THOSE DIFFERENT SUBPROGRAMS, AND I SAY THAT WHATEVER PERCENTAGE WE HAD.
IF WE HAD THIS MANY KIDS IN AVERAGE DAILY ATTENDANCE, AND WE HAD THIS PARTICULAR SUB POPULATION AT 23.22, THEN I JUST DO A STRICT RATIO.
IF I'M SAYING WE'RE GOING TO DECLINE BY 1.2%,
[00:35:04]
THEN THAT NUMBER WOULD DECLINE BY 1.2%.IT'S AN ESTIMATE AND IT'S A WAY OF GUESSING BECAUSE WE DON'T REALLY KNOW THOSE NUMBERS YET.
THE REALITY IS, OVER THE LAST FEW YEARS, WHAT WE'VE SEEN IS HAS OUR ADA HAS GONE DOWN, OUR SPECIAL EDUCATION NUMBERS HAVE NOT GONE DOWN.
THEY'VE TYPICALLY BEEN GOING UP.
YES, I MIGHT BE UNDER COUNTING A LITTLE BIT ON SOME OF THAT FUNDING.
THERE MIGHT BE A LITTLE BIT MORE MONEY THERE THAN WHAT THIS PROJECTION SHOWS, BUT I WOULDN'T FEEL REAL SAFE AND COUNTING ON IT YET.
>> THAT'S FAIR. THAT MAKES SENSE.
YOU MENTIONED THE MILLION ESTIMATE ON BUDGETED VERSUS ACTUAL ON THE DEFICIT.
YOU EXPECT TO COME IN A MILLION BETTER.
IS THAT PURELY PUTTING IN A LITTLE BIT EXTRA PADDING BECAUSE WE DON'T KNOW EXACTLY WHERE IT'S GOING TO BE, OR ARE WE TAKING STEPS DURING THE YEAR TO TRY TO CUT?
>> WELL, WE'RE ALWAYS LOOKING AT WAYS TO FIND MONEY WHERE WE CAN.
THERE'S SOME OF THAT, AND SOME OF IT IS ACTUALLY THE PADDING, BECAUSE IF YOU RECALL BACK IN JUNE WHEN YOU PASSED THE BUDGET, ACTUALLY, WHEN WE WERE LOOKING AT THE GENERAL FUND, WE LISTED IT OUT BY FUNCTION.
FUNCTIONS IS JUST LIKE A SUBCATEGORY.
FUNCTION 11 IS INSTRUCTION, FUNCTION 12 IS LIBRARIES, FUNCTION 13 IS INSTRUCTIONAL COACHING.
IT GOES ON DOWN THE LIST, AND THERE'S SOMETHING LIKE 13, 14 DIFFERENT FUNCTIONS THAT WE HAVE IN THE GENERAL FUND.
THE WAY THE LAW IS WRITTEN IS THAT YOU ARE ACTUALLY ADOPTING EACH ONE OF THOSE AS ITS OWN SEPARATE LINE ITEM, AND WE CAN'T EXCEED WHAT YOU'VE ADOPTED IN ANY OF THOSE WITHOUT GETTING A FINDING WHEN JOHN COMES BACK IN A FEW MONTHS AND PRESENTS TO YOU, IF WE EXCEEDED EXPENDITURES IN ONE OF THOSE FUNCTION ITEMS, THEN HE WOULD HAVE TO TELL YOU ABOUT IT.
KIM WOULD GET A LETTER FROM TEA SAYING CHRIS WAS BAD.
ONE OF THE THINGS WE DO IS WE HAVE ENOUGH PADDING IN THERE THAT AT THE END OF THE YEAR, WE CAN SAY, OH, TAKE $100,000 HERE, MOVE IT OVER HERE.
THAT'S WHAT MARIA IS DOING UP UNTIL THE LAST MINUTE, TRYING TO FIGURE OUT WHERE THOSE LAST MINUTE EXPENSES ARE COMING FROM, MAKING SURE THAT WE'VE GOT ENOUGH MONEY IN THERE SO THAT YOU CAN ADOPT THAT FINAL BUDGET AMENDMENT IN JUNE, AND WE DON'T EXCEED.
THE PART OF THAT PADDING IS TO COVER THAT.
THAT'S HOW WE KNOW THAT WE'RE GOING TO HAVE SOME ROOM.
>> IT SOUNDS LIKE MOST OF THE MILLION IS PROBABLY THE PADDING RATHER THAN THE CUTTING.
>> EXACTLY. ALTHOUGH, WE ALREADY KNOW THAT WE'RE GOING TO HAVE SOME SAVINGS THIS YEAR.
THERE ARE SOME PLACES IN THE BUDGET WHERE WE BUDGET, AND WE KNOW WE'RE GOING TO GET SAVINGS, PARTICULARLY IN PAYROLL, SO WE BUDGET.
THERE ARE CERTAIN ROLES THAT TURN OVER QUICKLY, CUSTODIANS, FOOD SERVICE.
WE BUDGET SUCH THAT WE WOULD BE FULL STAFFED.
BUT THERE'S ALWAYS A LOT OF TURNOVER.
THERE'S ALWAYS TIME STRETCHES WHEN YOU'RE NOT PAYING ANYBODY AND YOU'RE WORKING SHORT STAFFED.
WE ALWAYS GET A LITTLE BIT OF SAVINGS THERE.
THIS YEAR WE KNOW THAT WE HAVE SOME STAFF LEAVING MID YEAR THAT WE ALREADY KNOW NOW THAT WON'T BE REPLACED.
THERE WILL BE SOME SAVINGS THERE THAT WE ALREADY KNOW ABOUT, BUT IT'S NOT BUILT INTO THIS MODEL.
>> THEN MY LAST QUESTION, YOU TALKED ABOUT HOW YOU'RE ABOUT TO GO INTO THE PLANNING PROCESS TO BRING A STUFF TO LOOK AT FOR THE 26-27.
CAN YOU SHARE A LITTLE BIT ABOUT HOW PERHAPS THAT PROCESS YOU'RE ABOUT TO START MIGHT LOOK A LITTLE DIFFERENT THIS YEAR COMPARED TO LAST YEAR, HOW YOU'RE THINKING ABOUT APPROACHING IT, OR IS IT SILL A LITTLE TOO EARLY?
[LAUGHTER] WE'VE DONE I THINK THREE OR FOUR INTERNAL MEETINGS TALKING ABOUT IT.
WE HAD A MEETING WITH THE BOARD REPRESENTATIVES FROM THE FINANCE PERSONNEL COMMITTEE MEETING WHERE WE WERE SETTING UP OUR NEXT MEETING, WHICH WILL BE NEXT WEEK, BY THE WAY, THE FIRST MEETING OF THAT COMMITTEE, WHERE WE'RE GOING TO GO THROUGH IT.
THEN I BELIEVE I'M SCHEDULED TO COME BACK AND PRESENT TO YOU AT THE SECOND MEETING IN OCTOBER, WHERE I'M GOING TO LAY OUT THE TIMELINE AND KICK THE PROCESS OFF.
WELL, THE PROCESS HAS BEEN KICKED OFF,
[00:40:01]
KICK IT OFF IN PUBLIC SO THAT, THE PUBLIC DISCUSSION CAN BEGIN.THAT WILL HAPPEN THEN AND I THINK WE'LL LAY OUT WHAT WE ENVISION IT TO LOOK LIKE.
BUT REALLY, I DON'T WANT TO DO THAT UNTIL THE FINANCE AND PERSONNEL COMMITTEE WEIGHS IN BECAUSE THEY'RE YOUR REPRESENTATIVE AND WILL HELP GUIDE US ON HOW IT OUGHT TO GO.
ALTHOUGH, WE HAVE SOME PRETTY GOOD IDEAS OF WHAT IT'S GOING TO LOOK LIKE.
>> THANK YOU, JOHN, KATHERINE.
>> THANK YOU. A COUPLE OF QUESTIONS.
WHEN I READ THROUGH SOME OF THESE CHANGES THAT ARE POSITIVELY IMPACTING OUR BUDGET, A LOT OF THEM ARE EFFECTIVELY OUT OF OUR HANDS.
THE TOTAL ASSESSED VALUE OF PROPERTY THAT IT CAME IN BETTER THAN WE ASSUMED.
THAT'S GOOD NEWS, BUT IT WASN'T IN OUR CONTROL. IT WORKED OUT IN OUR BENEFIT.
>> WE CAN'T DO ANYTHING ABOUT IT.
>> WE VOTED AND APPROVED THE TEACHER INCREASES BASED ON THE TINY BASIC ALLOTMENT WE GOT AS PART OF HB2.
THE NET BENEFIT OF THAT WAS $1.5 MILLION. THAT'S GREAT.
MY QUESTION IS AFTER I PREFACE IS, WHAT ARE THE THINGS THAT WE CAN DO YET THIS YEAR TO STILL FIND MORE SAVINGS? I RECALL IN PREVIOUS YEARS, THERE WAS A BIG PUSH AND A BIG COMMUNICATION DRIVE AROUND ATTENDANCE, WHERE WE SAID, IF THERE'S A PERCENTAGE INCREASE IMPROVEMENT IN AVERAGE DAILY ATTENDANCE, SO THAT EQUATED TO $400,000, AND IT WAS SIGNIFICANT.
ARE THERE PLANS, FOR EXAMPLE, TO DO ANY OF THOSE TYPES OF THINGS? BECAUSE I WOULD JUST ADVOCATE IT'S NEVER TOO LATE.
>> I AGREE. WE ACTUALLY STARTED THAT CAMPAIGN LAST YEAR, AND I THINK WE PLAN ON CONTINUING IT.
TO EXPAND ON WHAT KATHERINE SAID FOR THOSE WHO DON'T KNOW, WE'RE FUNDED NOT ON THE NUMBER OF KIDS, BUT ON THE KIDS IN AVERAGE DAILY ATTENDANCE.
OUR PRE-PANDEMIC NUMBERS LOOK DIFFERENT THAN OUR POST-PANDEMIC NUMBERS.
PRE-PANDEMIC, WE COULD TYPICALLY COUNT ON THE WAY I NORMALLY ESTIMATED WHAT OUR END OF YEAR ADA WAS.
I WOULD TAKE WHAT OUR SNAPSHOT ENROLLMENT AT THE END OF OCTOBER, I'D TAKE THAT NUMBER, I'D MULTIPLY IT BY ABOUT 96.
THAT NUMBER WOULD VARY BETWEEN 95.9-96.1, BUT AROUND 96%.
POST-PANDEMIC, THAT DROPPED BY ABOUT ONE PERCENTAGE POINT TO ABOUT 95% ON AVERAGE.
THAT ONE PERCENTAGE DROP, YOU NAILED THE NUMBER ALMOST EXACTLY RIGHT, IS ABOUT $0.5 MILLION, GIVE OR TAKE.
LAST YEAR, WE STARTED, AND MOLLY'S PROBABLY BACK THERE CRINGING, IF I SAY IT WRONG WHAT ALL WE DID.
BUT ONE OF THE THINGS THAT WE'VE DONE IS WE'VE ALWAYS GIVEN PARENTS THE OPTION TO EXPLAIN IF THE KID WAS GOING TO BE OUT, WHY THEY WERE GOING TO BE OUT? WE FEEL LIKE WE GAVE A LOT OF PARENTS THE FALSE IMPRESSION THAT BY TELLING US AHEAD OF TIME, THAT IT'S OKAY THAT WE'RE BEING FUNDED FOR THIS.
WE ELIMINATED A LOT OF THE THINGS THAT WE HAD BEEN DOING, AND WE'VE SIMPLIFIED BECAUSE THEY ARE VERY STRICT CRITERIA FROM THE STATE ON WHEN YOU CAN COUNT A KID AS IN AVERAGE DAILY ATTENDANCE.
CORRECT ME IF I'M WRONG, BUT I BELIEVE THAT THERE ARE ONLY TWO EXAMPLES OF WHEN YOU CAN COUNT A KID PRESENT WHEN THEY'RE NOT ACTUALLY HERE.
THE MOST COMMON ONE IS IF A KID GOES TO A DOCTOR'S APPOINTMENT, DENTIST APPOINTMENT, ORTHODONTIST APPOINTMENT, AND RETURNS WITH A NOTE ON THE SAME DAY.
THEY ARE IN SCHOOL ON THAT DAY, THAT THEY WERE OUT IN THE MORNING, FOR EXAMPLE, THEN WE CAN COUNT THEM AS BEING HERE.
IF YOU WERE OUT SICK AND YOU WENT TO THE DOCTOR AND YOU BRING A NOTE THE NEXT DAY, THAT'S GOOD FOR YOU, AND THAT ALLOWS US TO KNOW THAT THERE WAS A LEGITIMATE REASON FOR YOU TO BE OUT, BUT WE'RE NOT FUNDED FOR THAT.
NOW IN OUR CONVERSATION WITH PARENTS WE'RE TALKING ABOUT FUNDED ABSENCES VERSUS UNFUNDED ABSENCES.
I DON'T WANT TO GO INTO CAUSE AND EFFECT,
[00:45:01]
BUT LAST YEAR, WE DID SEE A TICK UP IN THAT NUMBER.LIKE I SAID, I WAS SEEING POST-PANDEMIC, A NUMBER OF ABOUT 95%.
LAST YEAR, THAT NUMBER WAS A LITTLE OVER 95.3.
NOT BACK TO PRE-PANDEMIC LEVELS.
I'M REALLY HOPEFUL THAT AS WE CONTINUE THIS CAMPAIGN, THAT WE'LL SEE CONTINUOUS IMPROVEMENT, AND I WOULD REALLY LIKE TO GET BACK TO THAT PRE PANDEMIC LEVEL OF OF ATTENDANCE THAT WE HAD.
>> A VOICE FROM THE BACK. WELL, THAT WAS WEIRD.
TO ANSWER YOUR QUESTION, THOUGH, SO WE'RE GOING TO START THE ATTENDANCE CAMPAIGN AGAIN THIS WEEK, I THINK IS PROBABLY WHEN WE'LL START IT.
STRANGELY ENOUGH SO SEPTEMBER IS HISPANIC AWARENESS MONTH OR RECOGNITION MONTH.
IT IS PREPAREDNESS MONTH, AND IT IS ATTENDANCE AWARENESS MONTH.
YES, WE WILL START THAT CAMPAIGN THIS WEEK.
>> THANK YOU SO MUCH. I THINK IT BEARS NOTICE FOR OUR INSTANCE WE SAID THAT WE TALK ABOUT THESE NUMBERS IN LARGE FORMATS, WE SAY.
YOU'RE SAYING A 1% IMPROVEMENT GLOBALLY COULD MEAN $0.5 MILLION FOR THE DISTRICT, AND THAT WOULD PAY FOR A WHOLE LOT OF THINGS.
BUT ALSO FROM THE SEAT OF ONE PERSON WITH ONE CHILD IN THE DISTRICT, AND YOU SAY, IF YOU, FOR EXAMPLE, MAKE SOME DIFFERENT DECISIONS ABOUT TAKING YOUR CHILD TO THE DOCTOR AND BRINGING THEM BACK.
NOT LEAVING EARLY FOR VACATION OR COMING BACK ON TIME FOR VACATION, AND WE HAVE THESE LONG FOUR DAY WEEKENDS THAT COULD BE EQUIVALENT TO SAY A DONATION TO THE BOOSTER CLUB OR A DONATION TO EEF, FOR EXAMPLE, THAT IT IS ACTUALLY SIGNIFICANT, EVEN ON A PER CHILD PER STUDENT BASIS, IT COULD BE SIGNIFICANT.
>> IT ALMOST, I THINK, CALCULATE WHAT THAT MIGHT BE.
>> YES, AND WE HAVE CALCULATED THAT NUMBER IN THE PAST, AND I HAVEN'T CALCULATED IT THIS YEAR, BUT IT'S SOMEWHERE IN THE NEIGHBORHOOD OF 40-$50 PER KID PER DAY.
>> PER KID PER DAY. THANK YOU FOR THAT.
JUST MY OTHER QUESTION WAS, THE FED VOTED LAST WEEK TO REDUCE INTEREST RATES BY 25 BASIS POINTS, WHICH IS SIGNIFICANT.
I SAW THE IMPACT IN OUR BUDGET.
I'M CURIOUS ABOUT THE OUTSTANDING BOND MONEY THAT WE'VE GOT.
I NOTICE WE SAID $60 MILLION IS UNENCUMBERED YET FROM THE 23 BOND.
DOES THAT IMPACT YOU GOING TO MARKET AND THE RATES THAT YOU'RE GETTING OR HAVING TO PAY? ARE THERE ANY CHANGES THERE TO THIS SPENDING CAPACITY?
>> NO. BASICALLY, WE HAD PLANNED ON BREAKING THIS SALE UP INTO TWO PIECES, AND BASED ON WHO WE THOUGHT WE WOULD BE NEEDING THE MONEY.
THE FIRST SALE OF $75 MILLION.
A LOT OF THE PROJECTS WERE FRONT LOADED.
THEY INCLUDED THE RENOVATION OF THIS BUILDING, 601, ADULT TRANSITION SERVICES.
WE KNEW THAT WE WERE GOING TO SPEND A BIG HUNK OF THE MONEY UP FRONT, WE SOLD $75 MILLION WORTH OF BONDS INITIALLY.
WE THOUGHT AFTER ABOUT TWO YEARS, WE'RE PROBABLY GOING TO NEED TO DO THE SECOND SALE TO CARRY US THROUGH WITH THE REST OF THE PROGRAM, WHICH IS SCHEDULED TO GO THROUGH 2028.
THIS WAS SCHEDULED ALL ALONG, AND WE COULD HAVE CONTINUED ON WITHOUT SELLING THIS SUMMER, BUT WE WOULD HAVE PROBABLY NOT BEEN ABLE TO DO THAT MORE THAN ABOUT SIX MONTHS BEFORE WE GOT INTO A MONEY CRUNCH.
WE FELT IT WAS THE RIGHT TIME.
>> THANK YOU, KATHERINE. ANY OTHER QUESTIONS?
>> CHRIS, I REALLY ENJOYED THE LAYING OUT IN A GRANULAR LEVEL, WHAT WE HAVE SEEN OVER THE LAST SIX MONTHS AND THE CHANGES THAT WE'VE SEEN SINCE JUNE.
I THINK THAT'S HELPFUL FOR US TO LOOK AT IT ON A REGULAR BASIS, BUT IT'S ALSO HELPFUL FOR THE COMMUNITY TO UNDERSTAND THE CAUSE AND EFFECT OF LEGISLATION, AS WELL AS ACTIONS THAT WE HAVE TAKEN, AND WE'RE GOING TO TAKE.
THANK YOU VERY MUCH FOR THIS PRESENTATION.
>> OUR NEXT AGENDA ITEM IS GOING TO BE ENROLLMENT AND TRANSFER UPDATE,
[8.3 Enrollment and Transfer update]
AND WE'VE GOT CHAD BURNETT AND MOLLY MAY.[00:50:27]
>> GOOD EVENING. CHRIS STOLE OUR THUNDER BY TELLING YOU WHAT THE ENROLLMENT NUMBER WAS.
NEXT TIME, I'M GOING TO GO BEFORE HIM.
BUT ANYWAY, HERE WE ARE ON OUR ENROLLMENT.
JUST REALLY QUICKLY, AS FAR AS OUR DATA SOURCES, I LIKE TO BE VERY ACCURATE.
ENROLLMENT IN GRADE SELECTION WAS BASED AS OF SEPTEMBER 14TH, AND TRANSFER DATA WAS BASED AS OF SEPTEMBER 12TH, AND THAT'S JUST WHEN THE DATA WAS PULLED.
OBVIOUSLY, WE ARE ABOUT A WEEK OR SO PAST THAT.
HOWEVER, THERE HAVE NOT BEEN ANY SIGNIFICANT CHANGES THAT WOULD ALTER THIS REPORT TOO SIGNIFICANTLY.
>> THERE'S A LOT OF DATA IN THE REPORT, AND SO I CERTAINLY WON'T GO THROUGH EVERYTHING IN DETAIL, BUT HIT THE HIGHLIGHTS.
THIS FIRST CHART, JUST COMPARING THE 2024/25 ENROLLMENT, WHERE WE WERE AT 7598.
AS CHRIS MENTIONED, WE ARE NOW AT 7532, AS OF THAT 9/14/2025 DATE. I THINK IT'S INTERESTING.
WE HAVEN'T REALLY SHOWN THIS BEFORE TO REALLY LOOK AT THE PROGRESSION AS WE PRESENTED TO YOU OVER THE SUMMER, SO SEEING WHERE WE WERE IN JUNE AND THEN BEFORE SCHOOL STARTED, AND THEN WHEN SCHOOL ACTUALLY HAS BEGUN.
I THINK THAT'S HELPFUL FOR US, LOOKING BACK AT THAT HISTORICAL DATA, AND THEN ALSO MAYBE HELPING CHRIS IN THE FUTURE PLAN, BECAUSE WE DEFINITELY WERE AIMING MORE TOWARD THAT 7,300, MAYBE 7,350 AND THEN WE ENDED UP BEING MUCH HIGHER THAN THAT.
YOU CAN SEE EACH INDIVIDUAL CAMPUS, AND THEN, AGAIN, BY YOUR ECS THROUGH FIVE AND THEN YOUR MIDDLE SCHOOLS AND HIGH SCHOOL AND THE TOTAL ON THERE.
THEN OUR CHART FOR ENROLLMENT IN CLASS SIZE AT THE ELEMENTARY LEVEL.
YOU WILL SEE A FEW OF THE SECTIONS THAT ARE ABOVE GUIDELINE REMEMBERING THAT BECAUSE WE ARE A DISTRICT OF INNOVATION, WE DON'T ACTUALLY HAVE TO REQUEST A WAIVER, BUT THAT HAS BEEN THE GUIDELINE THAT WE LOOK TO UPHOLD TO THE BEST OF OUR ABILITY.
JUST A FEW SECTIONS YOU HAVE, BARTON CREEK, IN SECOND GRADE THAT IS OVER GUIDELINE, EANES IN THIRD GRADE.
THEN WHERE YOU WILL SEE DEFINITELY A SIGNIFICANT NUMBER IS AT FOREST TRAIL IN KINDERGARTEN.
I HAD MENTIONED THIS THAT THAT WAS SOMETHING THAT WE WERE LOOKING AT CLOSELY.
WE ARE JUST PHYSICALLY OUT OF SPACE AT FOREST TRAIL.
WHEN THE QUESTION COMES UP OF WHY WE DIDN'T ADD ANOTHER SECTION, THERE'S JUST NOT ANOTHER SPACE TO PUT A CLASSROOM.
WHAT WE'VE DONE, IN THAT GRADE LEVEL, IS WE'VE HIRED TWO FULL-TIME TEACHING ASSISTANTS THAT ARE GOING BETWEEN THE FOUR CLASSROOMS. IN ADDITION, THAT WE ALSO HAVE SOME SPECIAL EDUCATION COLLABORATIVE AND BEHAVIOR SUPPORT IN THOSE CLASSROOMS. WHEN YOU GO IN THERE, MOST OF THE TIME, YOU ARE GOING TO SEE TWO ADULTS IN THE CLASSROOMS. THAT WAS THE BEST WAY THAT WE COULD NAVIGATE THAT SITUATION.
WITH AS YOU'LL NOTICE, OUR FOURTH AND FIFTH GRADES ARE THE HIGHEST ENROLLMENT IN ANY OF OUR SCHOOLS.
WE ANTICIPATE NEXT YEAR AS WE ROLL OFF THE FIFTH GRADE, WE WILL HAVE SOME SPACE TO ACCOMMODATE THAT KINDERGARTEN AND WOULD MOST LIKELY ADD ANOTHER SECTION, BECAUSE THOSE ARE NUMBERS THAT WE TYPICALLY DON'T SEE IN KINDERGARTEN.
BUT YOU CAN SEE ON THAT CHART, ALL OF THE DIFFERENT SECTION SIZES, WE HAVE A LITTLE BIT OF SPACE IN SOME OF THE GRADES WE'RE NOT QUITE AT THAT 22, BUT OUR NUMBERS LOOK BETTER THAN THEY HAVE IN A WHILE WITH THOSE BALANCED CLASS SIZES.
THEN MOVING TO YOUR SECONDARY LEVEL, YOU'LL SEE JUST WHERE WE WERE IN 2024/25, AND THEN 25/26.
THE CHART DOES SAY PRELIMINARY, BUT THAT'S REALLY WHERE WE ARE RIGHT NOW.
THERE'S JUST NOT SNAPSHOT YET.
YOU'LL SEE SOME GROWTH WEST LAKE, UP FROM LAST YEAR, WHICH IS GOOD TO SEE.
THEN ATS JUST A LITTLE BIT TINY BIT UP.
THEN THE REST OF THE CAMPUSES, HILL COUNTRY IS PRETTY FLAT AND WEST RIDGE A LITTLE BIT LOWER THAN THEY WERE.
THAT'S WHERE WE ARE FOR OUR SECONDARY.
[00:55:01]
THEN I AM GOING TO TURN THIS OVER TO, CHAD, TO TALK ABOUT OUR TRANSFER DATA.>> WE'RE GOING TO QUICKLY LOOK AT THE PAST FIVE YEARS OF TRANSFER DATA.
I KNOW WE ALL LIKE TALKING ABOUT TRANSFERS AND READING ABOUT IT.
WE DID SEE A DROP IN OUR K5 NUMBERS.
WE'RE EQUATING THAT, BASICALLY, WE SHUT TWO CAMPUSES DOWN FROM TAKING OUT OF DISTRICT TRANSFERS THIS YEAR.
BARTON CREEK AND FOREST TRAIL, BECAUSE THEY WERE PREDOMINANTLY FULL AT THE BEGINNING OF THIS ENROLLMENT CYCLE.
WE LIMITED THE NUMBER OF OUT OF DISTRICT.
THEN, SO THAT ONLY GAVE US THREE CAMPUSES TO OFFER TWO FAMILIES.
WE KNOW WITH BRIDGE POINTS TRAFFIC ISSUES THAT WE'VE PROBABLY ALL EXPERIENCED, THAT REALLY GIVES US ONLY TWO CAMPUSES THAT WE SAW A SIGNIFICANT INTEREST IN.
WE FELT THAT IS PART OF THE REASON THAT THOSE OUT OF DISTRICT NUMBERS AT THE K5 ARE A LITTLE BIT LOWER THAN WHAT WE'VE SEEN THE PREVIOUS FOUR YEARS.
HOWEVER, I'VE GOT TO GIVE SOME CREDIT TO OUR SECONDARY OR OUR MIDDLE SCHOOL, IN PARTICULAR OUR HIGH SCHOOL ADMINISTRATION REALLY STEPPED UP THIS YEAR AND HELPED US CLOSE THAT GAP.
HIGH SCHOOL DID A WONDERFUL JOB, SAW A LOT OF APPLICATIONS THIS YEAR AND HAS OPENED THEIR DOORS TO MORE STUDENTS IN ONE YEAR THAN THEY'VE EVER DONE BEFORE.
OUR OVERALL OUT OF DISTRICT TRANSFER NUMBER IS UP.
NOT QUITE ABOUT A HALF A PERCENTAGE POINT, BUT WE LEVELED OUT.
WE'VE MADE UP THAT DIFFERENCE AT THE SECONDARY LEVEL FROM WHAT WE SAW IN THE K5 DROP.
NEXT, WE'RE GOING TO LOOK AT OUR EMPLOYEE TRANSFERS.
IT'S JUST GOOD TO KNOW THESE NUMBERS.
WE REALLY DON'T HAVE A WHOLE LOT OF CONTROL OVER THIS.
IT'S JUST WHO DO WE EMPLOY AND DO THEY WANT TO BRING THEIR STUDENTS OR NOT? A LOT OF THESE WILL BE FAMILIES, SO THEY MAY HAVE THEY MAY HAVE ALREADY HAD A STUDENT IN FOURTH, AND THEY WANTED TO COME IN IN FIFTH.
PRETTY JUST LEVELED OFF WHAT WE'VE SEEN CONSISTENTLY OVER THE LAST COUPLE OF YEARS.
YOUR NEXT SLIDE IS WE BROKE ENROLLMENT OUT BY GRADE LEVEL BY TYPE OF ENROLLMENT.
LOT OF DATA, A LOT OF NUMBERS HERE.
I'LL JUST WALK YOU THROUGH ONE GRADE, AND THEN THAT SAME STRUCTURE APPLIES TO ALL THE OTHER GRADES.
WE STARTED EACH GRADE WITH RESIDENTIAL STUDENTS.
WHAT THAT MEANS IS IN KINDERGARTEN, WE HAVE 342 KINDERGARTEN STUDENTS THAT ARE ATTENDING THE ELEMENTARY, THEY ARE ZONED TO.
THEY LIVE WITH US, AND THEY'RE ATTENDING THE ONE THEY'RE ZONED TO.
THEN YOUR EMPLOYEE TRANSFERS, THOSE 26 OBVIOUSLY, WHAT IS ENTITLED. THEIR EMPLOYEE.
MOST OF THOSE ARE OUT OF DISTRICT.
BUT WHAT WE LIKE TO DO IS PULL THEM OUT AND SAY, THESE ARE OUR EMPLOYEE KIDS AND HAVE A SEPARATE BUCKET FOR OUT OF DISTRICT TRANSFERS.
THEN YOUR NEXT COLUMN IS YOUR OUT OF DISTRICT.
WE HAD 31 KINDER OUT OF DISTRICT TRANSFERS.
YOUR NEXT ONE IS YOUR RESIDENTIAL IN DISTRICT TRANSFERS.
THOSE ARE FIVE RESIDENTIAL STUDENTS THAT DO NOT ATTEND THE SCHOOL THAT THEY'RE ZONED TO, THEY ATTEND TO ANOTHER CAMPUS.
MOST OF THE TIME THAT IS DUE TO AN OLDER SIBLING THAT IS GOING, ESPECIALLY IN THE KINDER LEVEL, HAS ALREADY GONE TO BRIDGEPOINT, AND THEY WANT TO GO WITH THEIR SIBLING THERE.
THE NEXT THREE COLUMNS ARE PERCENTAGES.
THE PERCENTAGE OF ENROLLMENT AT KINDER.
WE'RE ALMOST AT 85% OF OUR KINDER CLASS IS RESIDENTIAL STUDENT WITH 14% OF BEING EMPLOYEES AND OUT OF DISTRICT TRANSFERS.
THEN THE TOTAL PERCENTAGE OF STUDENTS THAT ARE ATTENDING A CAMPUS THAT'S NOT THEY'RE EITHER ZONED TO OR THE RESIDENTIAL IS ABOUT 15%.
WHAT WE LIKE TO THINK ABOUT IS 85% OF OUR ELEMENTARY KIDS ATTEND THE ELEMENTARY, THEY'RE ZONED TO, AND 15% ARE EITHER OUT OF DISTRICT OR ATTEND IN ELEMENTARY THAT THEY'RE NOT ZONED TO.
THEY ARE IN DISTRICT TRANSFERS.
YOU WILL HAVE NOTICED THAT THE DISTRICT TRANSFER NUMBER IS SIGNIFICANT FROM FIRST GRADE UP.
THAT IS PREDOMINANTLY SI KIDS STAYING AT THE CAMPUS THAT THEY DID IN DISTRICT TRANSFERRED.
WE ALLOWED THEM TO GO BACK IF THEY WANTED TO, BUT MOST OF THEM DECIDED, I HAVE BEEN GOING TO CEDAR CREEK FOR FOUR YEARS NOW.
LET'S JUST FINISH OUT CEDAR CREEK WHERE WE'RE AT.
THE NEXT SLIDE IS BUILT THE EXACT SAME FOR YOUR SECONDARY LEVEL, SO I WON'T GO THROUGH THAT COMPLETELY, BUT WE FELT LIKE IT WAS GOOD FOR YOU TO SEE IT BY GRADE LEVEL BY YOUR ATTENDANCE TYPE.
LAST COUPLE OF THINGS, THERE'S A LOT OF DATA THERE FOR YOU TO DIGEST, BUT JUST WANT TO HIT ON A COUPLE OF THINGS, WE DID SEE AN OVERALL DECREASE OF 66 STUDENTS FROM PREVIOUS YEAR.
BUT AS MOLLY SAID, WHERE WE STARTED IN THE SPRING, THIS IS A BIG, SIGNIFICANT WIN FOR US.
WE'RE PRETTY HAPPY WITH WHERE WE'RE AT.
COULD WE ALWAYS USE MORE STUDENTS, 100%.
BUT WE DID SEE A SIGNIFICANT INCREASE OVER THE SUMMER.
OUR KINDER ENROLLMENT WAS ALMOST EXACTLY THE SAME AS LAST YEAR, SO NO DIP THERE.
THAT WAS A LITTLE BIT OF A SHOCK TO US, BECAUSE WE HAVE HISTORICALLY BEEN DROPPING ABOUT 2.5 PERCENTAGE POINTS OVER THE LAST COUPLE OF YEARS WITH KINDER.
THAT'S A GOOD INDICATOR WE'RE SEEING FOR OUR ENROLLMENT.
AS MOLLY SAID, WE DO HAVE NINE ELEMENTARY SECTIONS THAT ARE OVER GUIDELINES, THREE GRADE LEVELS AND THREE CAMPUSES.
WE DO HAVE THOSE TWO ADDITIONAL TAS AT FTE WITHIN THE KINDERGARTEN.
[01:00:04]
AGAIN, I JUST WANT TO SHOUT OUT OUR SECONDARY CAMPUSES FOR STEPPING UP AND HELPING US CLOSE THAT OUT OF DISTRICT GAP THIS YEAR.NOW IT'S A LOT, SO WE'LL JUST LEAVE IT OPEN TO QUESTIONS.
>> THANK YOU, MOLLY. THANK YOU, CHAD.
DO YOU HAVE ANY QUESTIONS FROM THE BOARD? LAURA?
I WAS LOOKING AT ALL THE DATA AND I LOST WHERE I PUT MY QUESTIONS, AND IT'S NOT COMING UP.
[LAUGHTER] LET'S SEE IF I CAN DO IT OFF THE TOP OF MY HEAD.
REALLY, I GUESS MY BIG QUESTION IS, BECAUSE YOU LOOK AT SO LET'S LOOK AT THE ELEMENTARY SCHOOL.
WE'VE GOT SOME DISPARITY IN CLASS SIZES FROM ACROSS THE DISTRICT.
YOU'VE GOT SOME THIRD GRADE CLASSES THAT ARE RUNNING AT HIGH CAPACITY, WHEREAS YOU'VE GOT SOME THIRD GRADE CLASSES THAT ARE MAYBE NOT QUITE SO HIGH CAPACITY.
I GUESS MY FIRST BIG QUESTION IS, WHAT PROCESSES ARE IN PLACE TO ENSURE THAT OUR THIRD GRADERS OR OUR FIFTH GRADERS ARE GETTING THE SAME EDUCATIONAL EXPERIENCE ACROSS THE DISTRICT.
>> WE CAN SPEAK TO THE CURRICULUM PIECE OF IT, OUR SCOPE AND SEQUENCE DOCUMENTS, ALL THE VERTICAL AND HORIZONTAL ALIGNMENT THAT WE DO, SO WE ENSURE THAT OUR TEACHERS ARE ALL WORKING TOGETHER OFF OF THOSE SAME CURRICULAR DOCUMENTS, THAT THEY HAVE THE SAME RESOURCES.
THEY ALL HAVE INSTRUCTIONAL COACHES ON THEIR CAMPUSES THAT ARE SUPPORTING THEM IN THOSE GRADE LEVELS.
I FEEL THE CURRICULUM WORK THAT OUR DEPARTMENT DOES REALLY ENSURES THAT THOSE STUDENTS ARE ALL GETTING THE SAME INSTRUCTION, THE SAME BENEFIT.
I WOULDN'T LOOKING AT THOSE NUMBERS, THERE IS SOME DISCREPANCY.
THERE'S NOT A HUGE A CLASS SIZE OF MAYBE 19 AND THE CLASS SIZE OF 22 OR EVEN 18 AND 22, ISN'T THAT SIGNIFICANT OF A DIFFERENCE.
BUT I THINK THE CURRICULUM WORK THAT THE DEPARTMENT DOES REALLY IS THAT GVC, I THINK IS WHAT HOLDS US ACCOUNTABLE TO EACH CLASSROOM.
>> WE USED TO LOOK AT GVC A LOT, AND THEN WE USED TO HAVE ANOTHER THING THAT WAS, I THINK GVE.
>> I KNOW WE DID AWAY WITH THAT.
BUT I GUESS I DO HAVE SOME CONCERNS SOME OF THESE LARGER CLASS SIZES THAT WE'RE SEEING IN SOME AREAS.
LET ME COME OUT OF A SLIGHTLY DIFFERENT DIRECTION BECAUSE WE ASKED ABOUT, SPECIFICALLY, ABOUT EANES ELEMENTARY AND FIFTH GRADE HAVING FIVE SECTIONS WITH 91 KIDS AND THIRD GRADE HAS FOUR SECTIONS WITH THE SAME NUMBER OF STUDENTS.
>> THERE ARE TWO PLACES WHERE WE ARE OVERSTAFFED.
WE'VE ALREADY TAKEN THAT WHEN YOU TALK ABOUT WHAT ARE WE LOOKING FOR FOR BUDGET ALREADY NEXT YEAR? THOSE ARE TWO AREAS WHERE THOSE NUMBERS WENT DOWN IN THOSE GRADE LEVELS FROM OUR INITIAL PROJECTIONS, AND SO WE HAD HAD THOSE TEACHERS IN PLACE AND THEN THE NUMBERS WENT DOWN, AND SO WE ENDED UP HAVING TWO GRADE LEVELS ACROSS THE DISTRICT THAT ARE ABOVE THAT.
>> I CAN'T IMAGINE HOW Y'ALL DO STAFFING, LAURA. I DON'T KNOW HOW YOU DO IT.
[LAUGHTER] THE PRELIMINARY NUMBERS THAT WE GOT AND MAYBE THIS GOES TO CHRIS OR SOMEBODY ELSE, BUT HE WAS LOOKING AT THOSE PRELIMINARY ENROLLMENT NUMBERS, AND YOU'VE GOT THEM ALSO, AS WELL.
>> MAINLY, WE START WITH ROLL UP.
THAT'S THE VERY FIRST THING YOU DO IS YOU JUST TAKE YOUR GRADE LEVEL AND YOU JUST ROLL IT UP, AND THEN SEE WHERE YOU ARE FROM THERE, AND THEN PUT THOSE KIDS IN SECTIONS, SEE WHERE WE MAYBE HAVE SOME ROOM, SEE WHAT IN DISTRICT TRANSFERS ARE WANTING TO GO BACK TO THEIR CAMPUS OR MOVE TO A CAMPUS, TAKE CARE OF OUR RESIDENTS FIRST, AND THEN LOOK AND SEE WHERE WE CAN ACCEPT TRANSFERS.
>> BECAUSE I THINK THAT WOULD BE VERY DIFFICULT FOR LAURA TO STAFF IF YOU HAVE SIGNIFICANT CHANGES.
IT IS TO SEE WHERE YOU COULD SHIFT A TEACHER FROM MAYBE ONE GRADE TO ANOTHER AT THIS POINT IN THE GAME.
WE CAN'T DO THAT. I DON'T KNOW IF THERE'S A PARTICULAR MODEL STAFFING MODEL OR ANYTHING LIKE OR ANYTHING THAT CAN BE DONE THAT WOULD HELP GIVE YOU ALL SOME MORE FLEXIBILITY IN THE STAFFING SO THAT WE DON'T GET STUCK WITH THIS, BECAUSE FIFTH GRADE IS AN AREA WHERE WE TRADITIONALLY GO
[01:05:01]
WITH SLIGHTLY LARGER CLASS SIZES BECAUSE THEY CAN HANDLE IT.SOMETHING THAT WE CAN JUST THINK ABOUT.
>> HUNDRED PERCENT. WE HAVE TALKED ABOUT THAT ALREADY.
>> ALSO, IN REGARDS TO THESE CLASS SIZES AND YOU ALL PROVIDED US WITH SOME AMAZING INFORMATION ON TRANSFERS.
I KNOW TRANSFERS ARE VERY TRICKY.
THEY'RE USED STRATEGICALLY, AND I WISH THAT WE USE THEM TO MAXIMIZE AND TO BE EFFICIENT WITH OUR STAFFING.
BUT HOW DO ALL APPROVE THOSE TRANSFERS IN RELATIONSHIP TO MAINTAINING CLASS SIZES WITH OUR OWN STUDENTS, OR NON-TRANSFER STUDENTS, BOTH IN DISTRICT OR OUT OF DISTRICT TRANSFERS.
>> IT'S LITERALLY GETTING THESE NUMBERS AND JUST KEEPING THESE CHARTS AND ALMOST UPDATING THEM ALL THE TIME.
AS SOON AS YOU ROLL UP YOUR SIV KIDS.
YOUR KIDS THAT ARE ALREADY IN THE SYSTEM, AND WE ROLL THEM UP, THEN WE'RE LOOKING TO SEE.. REALLY, IT SHOULD LOOK EXACTLY WHAT LAST YEAR LOOKS LIKE.
YOU'VE JUST ROLLED EVERYBODY UP.
THEN YOU'RE LOOKING AT WHO SAID THAT THEY'RE NOT COMING BACK.
THEN WE HAVE THE PROCESS FOR NEW STUDENT ONLINE ENROLLMENT.
THEN YOU HAVE THE NEW STUDENTS COMING IN, AND WHERE DO THEY FIT IN? THEN WE GET TO A POINT, AND I WOULD SAY THIS YEAR, IT WAS PROBABLY IN AROUND MAYBE MID MAY THAT WE FELT PRETTY GOOD ABOUT WHERE WE WERE.
WE KNEW WHO WAS COMING BACK, WHO WAS LEAVING AND THEN LET'S LOOK AT OUR TRANSFERS AND FIGURE OUT HOW MANY TRANSFERS WE CAN TAKE.
THEN WE SIT DOWN WITH THE ELEMENTARY PRINCIPALS AND WE SAY, OKAY, LOOKING AT YOUR KINDERGARTEN RIGHT NOW, IT LOOKS LIKE YOU CAN TAKE 8-10 TRANSFERS OR SOMETHING LIKE THAT.
WE SAT DOWN WITH EACH PRINCIPAL AND GAVE THEM A NUMBER OF HOW MANY TRANSFERS THAT THEY COULD TAKE AT EACH GRADE LEVEL.
THEN YOU'VE GOT TO MONITOR THAT BECAUSE WHAT HAPPENED AT FOREST TRAIL AND KINDERGARTEN, WE ENDED UP GETTING A LOT OF RESIDENTS.
WE HAD, ACTUALLY, ACCEPTED SOME OUT OF DISTRICT TRANSFERS OVER TO FOREST TRAIL, THAT WE THEN HAD TO LATER IN THE SUMMER TELL THEM THAT THEY HAD TO GO TO ANOTHER SCHOOL.
BECAUSE THOSE KIDS THERE, THOSE ARE ALL OF OUR KIDS, THOSE ARE RESIDENTS OR EMPLOYEES.
YOU TRY NOT TO DO THAT, BECAUSE THAT FEELS BAD TO TELL A PARENT WHAT SCHOOL THEY'RE GOING TO AND THEN CHANGE.
BUT THEY UNDERSTAND AND ALL OF THOSE PARENTS UNDERSTOOD.
BUT IT'S A CONSTANT BALANCE ALL SUMMER LONG OF LOOKING AT NUMBERS.
ALL OF A SUDDEN YOU GET A LITTLE INFLUX, WHAT DOES THAT MEAN?
>> IN PARTICULAR, END DISTRICT TRANSFERS, BECAUSE WE ALL HAVE HOME SCHOOLS.
THERE ARE TIMES WHERE YOU WILL TAKE AN END DISTRICT TRANSFER AND SAY, WE'RE FULL, WE'RE AT CAPACITY AND SO YOU WILL NEED TO RETURN TO YOUR HOME CAMPUS?
>> YES. WE TRY TO MINIMIZE THAT, BUT IT DOES HAPPEN.
>> I GUESS THAT'S REALLY MY BIGGER QUESTIONS.
I WILL THROW OUT THAT AT SOME POINT WE NEED TO LOOK AT OUR ELEMENTARY SCHOOL ZONING AND FOREST TRAIL AND SPARTAN CREEK, AND THEIR CAPACITY AS FEEDER SCHOOLS TO WEST RIDGE. THANK YOU.
>> WELL, THANK YOU FOR THE PRESENTATION.
I LOVE ALL THE DATA. MUCH DETAIL, SO I REALLY APPRECIATE THAT. FIRST AND FOREMOST.
>> THANK YOU, KIM. I WAS SAYING, GREAT JOB.
APPRECIATE THE DATA, AND THEN ALSO, I LOVE SEEING THE INCREASE IN ENROLLMENT.
THAT IS FANTASTIC, AND SO WE HAD ROUGHLY 230 MORE ENROLL OVER THE, SO NOT ONLY WAS IT 230 ABOVE ORIGINAL PROJECTIONS.
IT WAS ALSO 230 THAT CAME OVER THE SUMMER.
DO WE KNOW WHERE THOSE 230 CAME FROM? YOU MENTIONED SOMEWHERE RESIDENT? WAS IT A LOT OF NEW PEOPLE MOVING IN? WERE THEY JUST LATE TO REGISTER AND THEY WERE KINDER? WHAT DROVE THAT 230 OR IS IT SUCH A HODGEPODGE? IT'S REALLY HARD TO SAY?
>> I THINK YOU'RE THE LAST ONE.
I THINK IT'S JUST SUCH A HODGEPODGE RIGHT NOW.
WE'RE GOING THROUGH KIND OF EVERYTHING NOW, BECAUSE WE JUST GOT TO A POINT WHERE THINGS ARE CLEANED UP, WHO GOT TO US.
WE'RE STARTING TO LOOK AT WE'LL EVENTUALLY ROLL INTO, LEVER DATE OR WHY DID KIDS LEAVE? WHERE DID KIDS COME FROM? KATHERINE WHO WILL PRESENT HERE IN A LITTLE BIT.
WE'RE GOING IN AND FINDING KIDS.
START SCORES FROM OTHER CAMPUSES.
WE'RE GOING TO SAY, OH, YOU CAME FROM ANOTHER PUBLIC SCHOOL AND JUST WALK THROUGH THAT PROCESS.
I DON'T KNOW THAT THERE IS A ONE THING THAT WE HEARD A LOT OF.
[01:10:03]
WE EXITED THIS OR WE MOVED IN.THE REGISTRARS PROBABLY HAVE A LITTLE MORE ANECDOTAL THINGS, BUT WE DON'T HAVE, LIKE A ONE BIG TREND OF AN INFLUX FROM X CAME TO US OVER THE SUMMER.
>> BUT IT'S DEFINITELY THE TRANSFERS, TOO, BECAUSE WE'RE NOT ACCEPTING THOSE TRANSFERS UNTIL WE REALLY FEEL COMFORTABLE WITH WHERE WE ARE, AND SO WE MAY OFFER TOWARD THE MIDDLE OR END OF MAY, AND THEN THEY'RE COMING IN AND ACCEPTING SOMETIME IN JUNE.
OR EVEN LATER, WE ACCEPTED WE PUSHED SOME OF OUR TRANSFERS.
WE HAD HEARD BEFORE, ALL THESE OUT OF DISTRICT PEOPLE, IF THEY DON'T GET INTO EANES, THEY'RE GOING TO GO TO PRIVATE SCHOOL.
YOU NEED TO OFFER EARLY, AND WE'RE LIKE, WE CAN'T OFFER EARLY IF IT IMPACTS, OUR OWN RESIDENT STUDENTS.
WE NEED TO MAKE SURE WE TAKE CARE OF THEM FIRST.
WE'RE STILL SEEING FAMILIES THAT WANT TO COME EVEN LATER IN THE SUMMER.
THEN WE WERE ABLE TO GO BACK AND DO SOME MORE PICKING UP SOME MORE OUT OF DISTRICT TRANSFERS.
I WOULD ALSO SAY WE'RE HIRING ALL SUMMER LONG, AND THOSE TEACHERS COME WITH KIDS, AND SO THAT'S SOMETHING WE CAN NEVER PREDICT, TOO, THAT WE'RE GETTING EMPLOYEES THAT WE'RE HIRING COME AND THEY SAY, LIKE, CAN WE BRING OUR KIDS? WE TAKE THEM REGARDLESS.
IT IS, I THINK, JUST A MIX OF KIDS.
I DIDN'T MENTION THIS AT THE BEGINNING OF THE CONVERSATION, BUT AFTER WE HAVE SNAPSHOT, WE'LL COME BACK AND DO ANOTHER PRESENTATION WITH FINAL NUMBERS, AND THEN, LIKE CHAD MENTIONED THE LEVER DATA, AND WE CAN ALSO LOOK AT WHERE WE CAN DIG DEEPER INTO WHERE THOSE KIDS CAME FROM.
I ASKED THIS QUESTION LAST TIME.
I'M JUST GOING TO ASK IT AGAIN IN CASE A NEW IDEA HAS OCCURRED.
I WOULD LOVE TO KNOW WHAT PERCENTAGE OF OUR RESIDENT KIDS ARE CHOOSING EANES, AND SO TO KNOW THAT, YOU WOULD HAVE TO KNOW THE TOTAL NUMBER OF RESIDENT KIDS, AND THEN WE OBVIOUSLY KNOW HOW MANY HAVE CHOSEN US.
EVEN IF IT WAS A ROUGH APPROXIMATION, BECAUSE IT LOOKS LIKE RESIDENT ENROLLMENT IS GOING DOWN, I'D LOVE TO KNOW, FOR EXAMPLE, IS THAT FEWER THAT HAVE MOVED IN, OR IS A SMALLER PERCENTAGE CHOOSING US AND THEY'RE CHOOSING OTHER OPTIONS OUTSIDE THE DISTRICT? ANY NEW IDEAS AS TO HOW WE MIGHT KNOW THE TOTAL ADDRESSABLE MARKET, IF YOU WILL, OR ANYTHING WE COULD LOOK INTO.
>> WE COULD CERTAINLY ASK SOME OF THE PRIVATE SCHOOLS, I GUESS.
I DON'T KNOW THAT THEY WOULD SHARE THAT DATA.
I DON'T KNOW HOW TO ACCOUNT FOR KIDS THAT WE DON'T KNOW WHO OR WHERE THEY ARE.
>> I GET IT. I DON'T KNOW HOW, BUT I'M GOING TO KEEP THINKING. I'D IOVE TO KNOW HOW.
>> Y'ALL LIVE IN THE NEIGHBORHOODS, MAYBE GO KNOCK ON DOORS AND FIND OUT, LIKE, DO A SAMPLING AND FIND OUT HOW MANY KIDS AREN'T HERE.
>> FAIR ENOUGH. BUT I THINK IT'D BE SUCH A VALUABLE PIECE OF DATA.
>> I DO TOO. YES, I WOULD LOVE TO KNOW THAT.
I JUST DON'T KNOW QUITE HOW TO DO IT.
>> THIS NEXT ONE, THIS MAY ACTUALLY BE FOR YOU, CHRIS, BECAUSE IT'S A FINANCE RELATED ONE REGARDING TRANSFERS.
I KEEP HEARING DIFFERENT THINGS IN THE COMMUNITY.
ONE IS TRANSFERS COST US MORE THAN WE GET FROM THE TRANSFERS.
OTHERS ARE TRANSFERS ARE A FINANCIAL ADVANTAGE TO US, AND THANK GOODNESS WE HAVE THEM, AND SO LOTS OF DIFFERENT THEORIES AND THOUGHTS ON IT.
I WANTED TO ASK YOU, SO WE HAD 507 NON EMPLOYEE TRANSFERS IN THE DISTRICT, ACCORDING TO THE DATA.
MY BACK OF THE ENVELOPE MATH IS THAT'S ROUGHLY 3.4 MILLION IN BASIC ALLOTMENT, GIVE OR TAKE, YOU WOULD KNOW BETTER THAN ME, AND MY QUESTION, WHAT WAS THAT?
>> GREAT. OBVIOUSLY, WHEN TRANSFERS COME, THEY BRING REVENUE WITH THEM.
THERE'S ALSO COSTS BECAUSE WE HAVE TO SERVE THOSE KIDS, AND SO I KNOW I'M PUTTING YOU ON THE SPOT, AND IF YOU'RE LIKE, HEY, I WANT TO LOOK INTO IT AND GET BACK TO YOU, THAT'S FINE.
BUT I'M CURIOUS YOUR INITIAL TAKE IN THE AGGREGATE, ARE THOSE 507 A NET POSITIVE OR A NET DRAIN FINANCIALLY FOR THE DISTRICT.
>> I DON'T HAVE TO THINK ABOUT IT. THEY'RE NET POSITIVE FOR THE DISTRICT, PARTICULARLY THE WAY THAT WE TARGET OUR TRANSFER STUDENTS AND THAT WE USE THEM TO HELP US FILL IN AREAS WHERE WE'RE NOT AS EFFICIENT, AND SO I THINK SHARAD MALIK CAN PROBABLY TALK A LITTLE BIT MORE ABOUT HOW WE MAKE THOSE DECISIONS, BUT WE'RE NOT JUST OPENING UP THE DOORS AND TAKING AS MANY KIDS AND THEN FIGURING OUT WHAT WE'RE GOING TO DO WITH THEM.
WE VERY STRATEGICALLY TAKE THEM, WHERE WE HAVE ROOM TO TAKE THEM.
IF WE'VE GOT A TEACHER WHO HAS 16 KIDS IN A CLASSROOM, TALKING ABOUT AN ELEMENTARY CLASSROOM,
[01:15:02]
AND WE ADD FOUR TRANSFERS, WE'VE NOT INCREASED OUR COSTS AT ALL, BUT WE HAVE BROUGHT IN ADDITIONAL REVENUE.>> THANK YOU, AND THEN MY LAST QUESTION, BUILDING ON THAT.
IF A NEW FAMILY MOVES TO THE DISTRICT IN OCTOBER, AND THEY HAVE SCHOOL AGE KIDS, AND THEY LIVE IN THE DISTRICT, AND THEY WANT TO ENROLL, OF COURSE, WE ENROLL THEM, AND WE FIND A SPOT FOR THEM.
IF SOMEONE MOVES TO LAKE TRAVIS IN OCTOBER, AND THEY WANT TO TRANSFER IN, AND WE HAVE SPOTS, IT'S A GRADE OR A CLASS OR WHATEVER, WHERE IT WOULD BE FINANCIALLY ADVANTAGEOUS BECAUSE WE HAVE SPOTS IN THAT ONE.
>> WE DO NOT TAKE MID YEAR TRANSFERS.
>> WE FIND THAT STUDENTS COMING TO EANES WHO HAVEN'T BEEN THROUGH OUR SYSTEM THROUGHOUT THEIR WHOLE CAREER, END UP HAVING USUALLY A LITTLE BIT OF A HARDER TIME, COMING IN IN THE MIDDLE OF THE YEAR WOULD BE, I THINK WE BELIEVE WOULD BE VERY DIFFICULT TO COME INTO OUR SCHOOLS IN THE MIDDLE OF THE YEAR TO CATCH UP AND BE ABLE TO WORK THROUGH THE CURRICULUM.
WE JUST HISTORICALLY HAVEN'T DONE THAT.
>> I DON'T SEE THE DIFFERENCE WITH A KID MOVING FROM OHIO WHO MOVES TO SANTA HILLS OR A KID COMING FROM OHIO WHO MOVES TO LAKE POINT.
ONCE AGAIN, I'M NOT SAYING ACCEPT THEM BLANKETLY.
BUT WHY NOT LEAVE IT OPEN AND THEN MAKE A DECISION BASED ON IT IF IT HELPS US FINANCIALLY, AND TO ME, I LIKE OPTIONS, AND SO WHY NOT HAVE THE OPTION? THEN IF WE DECIDE IT WOULD BE BENEFICIAL TO THE DISTRICT, TAKE THEM, AND IF NOT, DON'T.
>> WE JUST HAVEN'T HISTORICALLY DONE THAT, BUT IT DOESN'T MEAN THAT IT'S NOT SOMETHING WE CAN'T LOOK INTO.
>> WELL, CURIOUS YOUR THOUGHTS AS YOU KICK IT AROUND. THANK YOU VERY MUCH.
I APPRECIATE IT, ONCE AGAIN, AMAZING INCREASE IN ENROLLMENT.I LOVE SEEING THAT. THAT'S FANTASTIC.
>> YES, THANK YOU SO MUCH FOR STRATEGICALLY PLACING SOME OF THE TRANSFER REQUEST AT THE RIGHT BEFORE SCHOOL STARTED AND REACHING BACK OUT TO THEM.
I KNOW THAT'S A LOT OF WORK AND EFFORT, AND I REALLY APPRECIATE IT.
I DID JUST WANT TO TOUCH ON AND GET A LITTLE CONVERSATION AROUND WHEN I LOOK AT OUR STRATEGIC BOARD PRIORITIES, AND I LOOK AT OUR SUCCESS FOR ALL STUDENTS, I WANTED TO TALK ABOUT YOUR STRATEGIC USE OF THE TWO EXTRA AIDS IN THAT KINDER AT FOREST TRAIL, WHERE WE HAVE A HIGHER THAN OUR EXPECTED AMOUNT OF STUDENTS, AND YOU STRATEGICALLY DID PLACE TWO AIDS IN THERE.
WHAT THAT HELPS OR CHANGES ABOUT THEIR ACADEMIC OR EDUCATIONAL JOURNEY AND WHY YOU CHOSE TO DO THAT EXTRA SUPPORT.
>> I THINK IT LOWERS THE RATIO.
IN GENERAL, STUDENTS ARE GETTING MORE ATTENTION.
REALLY, IN ALL HONESTY, THOSE KIDS IN A CLASS OF 24, IT'S NOW 1-12.
IN A REGULAR KINDER CLASS, IT MAY STILL BE 1-22.
HAVING THAT EXTRA SUPPORT DEFINITELY JUST MEANS THERE'S ANOTHER PERSON AROUND TO SUPPORT THEM INSTRUCTIONALLY.
ALSO, BEHAVIORALLY, IT'S KINDER.
THEY'RE STILL LEARNING HOW TO LEARN.
LEARNING HOW TO BE LITTLE SCHOOL CHILDREN, AND SO THAT CAN HELP WITH BEHAVIOR.
IT CAN HELP WITH SETTING UP ROUTINES, MONITORING, EXTRA EYES, THINGS LIKE THAT.
THAT'S REALLY WHERE WE FEEL THAT THAT SUPPORT COMES IN.
I WENT INTO ALL OF THOSE CLASSROOMS. I WANTED TO SEE PHYSICALLY WHAT THE SPACE LOOKS LIKE.
THEY WEREN'T ALL ON TOP OF EACH OTHER.
THEY WERE ALL LEARNING AND ORGANIZED, BUT JUST HAVING THAT EXTRA SUPPORT, AND AGAIN, EACH ONE OF THOSE CLASSES IS ABOVE GUIDELINE.
THERE'S NOT A SECOND PERSON IN THERE ALL DAY EVERY DAY, BUT THERE'S ENOUGH, WHERE THEY CAN AND THE TEACHERS TALK, AND THEY DECIDE AMONG THEMSELVES TO, LIKE, THIS IS A TIME MAYBE I NEED MORE HELP.
I'VE GOT THIS ONE GROUP THAT'S KIND OF STRUGGLING, HAVING AN ADDITIONAL SUPPORT PERSON TO COME IN.
THEY USE THEM STRATEGICALLY TO, WE DON'T SAY THIS IS HOW YOU HAVE TO, THESE FOUR TEACHERS IS HOW YOU HAVE TO USE THE AIDS.
>> THANK YOU FOR GOING INTO DETAIL ON THAT.
I KNOW IT WAS HARD 'CAUSE WE FILLED UP ALL THE CLASSROOMS THERE, AND SO WE KNEW, AND IT SOUNDS LIKE YOU REALLY MADE A STRATEGIC DECISION TO MAKE SURE THAT EDUCATION WAS HAPPENING IN A REALLY SIGNIFICANT WAY. THANK YOU.
>> THANK YOU, KELLY. KATHERINE.
[01:20:03]
>> I FOR ONE, THINK WE SHOULD TALK ABOUT ENROLLMENT EVERY WEEK.
BECAUSE EVERY TIME YOU COME BACK, THE NUMBER GETS BETTER.
IT WENT 72-95-75-19-75-32. LET'S MEET NEXT WEEK.
I HAVE THESE AHA MOMENTS EVERY ONCE IN A WHILE WHEN I LOOK AT THESE NUMBERS, WE'RE LOOKING AT AGAIN, WHAT CAN WE GLEAN? MY RECENT AHA MOMENT IS THAT WHEN WE TALK ABOUT TEACHERS AND THE FTE, THOSE ARE OUR STUDENTS HOME ROOMS. FOR EXAMPLE, IT DOESN'T REALLY SHOW US WHAT IS THE IMPACT TO AN ART TEACHER OR A MUSIC TEACHER OR A PE TEACHER, WHAT IT LOOKS LIKE IN A PHYSICAL SPACE WITH REGARDS TO THE LIBRARY OR WHAT DOES THIS LOOK LIKE WITH REGARDS TO THE CAPACITY OUR SCHOOL NURSES HAVE TO TAKE IN ON A DAY IN AND DAY OUT BASIS.
THESE THINGS ARE IMPORTANT TO ME WHEN WE TALK ABOUT OUR TRANSFERS BECAUSE LET'S SAY YOU HAVE A CLASS OF 18 THAT IS MANAGEABLE WITH ONE TEACHER, AND THEN WE HAVE A STRATEGY THAT SAYS, LET'S BRING IN TRANSFER STUDENTS, BECAUSE WHY NOT? THERE ARE EXTRA SEATS IN THIS CLASSROOM.
BUT THEN YOU BRING IN YOU FILL THE CLASSROOM, AND WE USE THE TERM WE CAP IT OFF TO 22, LET'S SAY.
BUT THEN THAT MEANS, WELL, NOW WE THINK WE NEED ADDITIONAL TA, AND SO A CLASSROOM THAT MIGHT HAVE FORMERLY BEEN AN EFFICIENT CLASSROOM, AND I DARE I SAY, LIKE A BREAK EVEN CLASSROOM WHERE ALL OF THE FUNDING COVERS THE COST OF THE TEACHER.
NOW IT ISN'T BECAUSE WE'VE MADE IT A COLLABORATIVE CLASSROOM, OR BECAUSE WE'VE ADDED A TEACHER'S ASSISTANT, AND SO I JUST WONDER WHAT RATIOS YOU ALL USE AS YOU'RE GOING THROUGH THIS.
WE'RE A DISTRICT OF INNOVATION.
WE CAN HAVE FULLER CLASSROOMS, BUT HOW YOU LOOK GLOBALLY AT THIS WHOLE BALANCING ACT, I GATHER IT'S MORE OF AN ART THAN A SCIENCE, BUT AT SOME POINT TO BRING IN A TRANSFER STUDENT, IF THAT TRANSFER STUDENTS, AND IT MEANS THAT WE'RE ADDING MORE STAFF, THEN MAYBE THAT WASN'T NECESSARILY BEST FINANCIAL DECISION FOR A SPECIFIC CAMPUS OR CLASSROOM OR GRADE.
>> WHAT CAN I THINK WOULD BE HELPFUL IS I KIND OF TALK YOU THROUGH OUR THOUGHT PROCESS.
IT GOES TO LAURA'S QUESTION IS, THE WAY THAT THIS ROLLS IS WE ROLL PEOPLE UP, WE DO TO DIVIDER.
LET'S SAY WE HAVE FIVE TEACHERS, WE DIVIDE BY FOUR, AND SEE THAT STARTING POINT.
FROM THERE, WHAT WE DO IS, WE MONITOR TWO THINGS.
WE MONITOR WHAT'S CALLED NSOE, SO OUR NEW STUDENT ENROLLMENT PROCESS.
THE THING THAT WE'VE LEARNED THIS YEAR, AND WE'RE GOING TO ADD NEXT YEAR IS WE DIDN'T HAVE A DIFFERENTIATOR IN THERE.
THEY WERE IN, AND THEY ONCE THEY COMPLETED IT, THEY MOVED INTO THIS POOL OF KIDS, AND IT'S OPEN TO ANYBODY.
IT CAN BE, LIKE, TO YOUR POINT, SOMEONE IN OHIO CAN FILL OUT THE FORM, AND WE HAVE TO GO THROUGH IT AND SAY, THEY'RE NOT A RESIDENT.
THEY DON'T GET TO GO HERE, OR WE DIDN'T OFFER THEM OUT OF DISTRICT, BUT THAT NUMBER IS THERE FOR A LITTLE BIT UNTIL WE HAVE TIME TO DO THAT.
NEXT YEAR, WE'RE GOING TO ADD IN A PROBABLE LITTLE CHECK OF, LIKE, OH, THE ZIP CODE LOOKS LIKE OURS, OR THAT NAME LOOKS FAMILIAR FROM THE TRANSFER LIST.
THAT MOVES A LITTLE ON TO, LIKE, A PROBABLE COLUMN.
ONCE WE HAVE THAT POOL, AND WE SIT THERE AND SAY, ADD IN SOE.
DO WE FEEL REAL COMFORTABLE ABOUT IT? WHEN WE DO WHAT HAPPENS TO THAT CLASS SIZE, IF WE GET CLOSE TO 20, WE USUALLY STOP AT THAT POINT IN TIME, SAY, GIVE IT TIME.
LET'S SEE WHERE RESIDENTIAL COMES IN, ESPECIALLY MAY, JUNE, EVEN PART OF JULY.
BUT I THINK IT WAS A DAILY, EVEN IF NOT MULTIPLE TIMES A DAY, MOLLY, WHERE ARE WE AT WITH KINDER AT X CAMPUS? WE WOULD LOOK AT IT, WE'D PULL THE NUMBERS, AND THEN WHEN WE'RE READY TO GO, THE NEXT CONVERSATIONS WITH THE PRINCIPAL.
THEY KNOW THE TEACHER, AND WE WOULD SAY, HEY, WE'RE REALLY THINKING FOUR HERE.
CAN YOU DO FOUR? DOES THAT MAKE SENSE? THEY MAY COME BACK AND SAY, NO, THAT GROUP IS A TOUGH GROUP, AND WE DON'T HAVE A LOT OF NEEDS.
WE ALREADY KIND OF STRETCHED THIN.
LET'S NOT ADD FOUR OUT OF DISTRICT.
OH, YEAH, SURE I CAN DISSEMINATE THEM AMONGST THE FOUR SECTIONS.
WE'LL BE GOOD. THERE'S NOT NECESSARILY, WE'VE GOT SEATS, LET'S THROW FOUR AT IT AND SEE WHAT WE CAN GET.
THERE IS SOME THOUGHT BEHIND IT.
NOW, DO WE ALWAYS GET IT COMPLETELY RIGHT? NO. DO WE PUSH IT SOMETIMES? YES, BECAUSE AS WE'RE TALKING, THAT IS REVENUE.
WE DON'T WANT UNFULL SECTIONS, BUT AT THE SAME TIME, THERE IS SOME RISK MANAGEMENT TO HOW FULL DO WE GET UP UNTIL THE START OF SCHOOL, AND SO IT'S A LITTLE BIT OF DAILY, AND IN THAT THRESHOLD, I THINK LAURA MAY ANSWER YOUR QUESTION A LITTLE BIT 20.
IF WE HIT 20, EVEN IN FIFTH GRADE, WE'RE OF DONE AT THAT POINT, AND WE DON'T REALLY PUSH ANY HARDER PAST THAT, AND SO WE FELT GOOD ABOUT THAT.
OUR ELEMENTARY TEACHER, OR ELEMENTARY PRINCIPAL WILL TELL YOU, CAN WE STOP AT LIKE 18,19? CAUSE THEY WANT A LITTLE MORE CAPACITY.
BUT THIS YEAR, WE DID A LITTLE BIT MORE OF WELL, LET'S TALK NOW.
[01:25:03]
LET'S SEE IF WE CAN GET A COUPLE MORE IN.DOES IT FEEL COMFORTABLE FROM THERE? DOES THAT HELP ANSWER YOUR QUESTION A BIT?
>> THAT'S ACTUALLY A REALLY ROBUST RESPONSE. THANK YOU.
THAT JUST GIVES US A LITTLE INSIGHT INTO THIS MECHANICS OF HOW YOU'RE BALANCING OUT THE EXTRA COSTS VERSUS THE NEEDS VERSUS THE INDIVIDUAL.
ANY GIVEN GRADE AND ANY GIVEN CAMPUS IS IT HAS A PERSONALITY.
IT HAS THINGS THAT THE PRINCIPAL ALSO NEEDS TO WORK WITH.
WHEN I ALSO THINK ABOUT THE EFFICIENCIES IN A CLASSROOM AND WHATNOT, THERE ARE SLIDES HERE THAT YOU DIDN'T SHOW, BUT THEY'RE ON MY SCREEN, AND I JUST WANT TO CALL THESE OUT BECAUSE I THINK IT BEARS TO MENTION THAT WHEN I'M LOOKING HERE AT TRANSFERS AT KINDERGARTENERS AT FOREST TRAIL, IT'S REALLY FULL.
WE DIDN'T TAKE OUT OF DISTRICT TRANSFERS.
THERE'S SOME EMPLOYEE TRANSFERS.
OUR EMPLOYEES HAVE KINDERGARTNERS.
WE DIDN'T BRING IN MORE STUDENTS INTO THIS POPULATION THAT'S ALREADY FULL.
ALSO, WITH REGARDS TO BARTON CREEK, WHEN WE WENT BACK TO THE BLEND AND, WE TALKED ABOUT TRANSFERS.
WE SAID, WE'RE NOT GOING TO TAKE OUT OF DISTRICT TRANSFERS OF BARTON CREEK, AND I'M LOOKING HERE AT THE SLIDE, AND WE DIDN'T HAVE ANY OUT OF DISTRICT TRANSFERS.
THERE'S A FEW IN DISTRICT TRANSFERS, AND YOU SAID THAT THEY WERE, SOME OF THEM, MAYBE THEY STARTED AT BARTON CREEK, SO MAYBE THEY JUST LINGERED.
IT'S LESS THAN 1% OF THE POPULATION.
I CAN SEE THAT YOU ALL ARE BEING REALLY THOUGHTFUL.
I JUST WANTED TO SEE IF THERE WERE ANY OTHER THOUGHTS ON EFFICIENT CLASSROOMS. BECAUSE WHEN WE TALK ABOUT OUR BUDGETING NEXT YEAR AND WHERE WE FIND EFFICIENCIES, IT'S GOING TO COME UP AGAIN.
>> YEAH, LOOKING AT CLASS SIZES AND LOOKING AT EFFICIENCIES, I DEFINITELY THINK THAT THAT'S A KEY IN SOMETHING THAT WE'RE DOING.
LIKE I MENTIONED, WE KNOW THAT WE HAVE THESE TWO SECTIONS OR TWO GRADE LEVELS THAT ARE REALLY OVERSTAFFED, AND SO LOOKING AT WHERE WE AND KNOWING THAT RIGHT NOW.
I MEAN, WE'VE ALREADY TOLD THOSE PRINCIPALS, PLAN ON NEXT YEAR, START THINKING ABOUT WHAT THAT'S GOING TO LOOK LIKE BECAUSE YOU DON'T NEED THAT MANY TEACHERS AT THAT GRADE LEVEL.
THEN WORKING WITH THEM TOO TO MONITOR THEIR NUMBERS.
IT MOVES QUICKLY IN THE SUMMER AND A REGISTRAR ALL OF A SUDDEN SITS DOWN AND GETS A WHOLE BUNCH OF WORK DONE, AND THEN NOW YOUR NUMBERS LOOK REALLY DIFFERENT.
WE'RE JUST WORKING HAND IN HAND WITH ALL OF THEM SO THAT WE CAN MAKE SURE WE'RE ALL ON THE SAME PAGE WITH THOSE CLASS SIZES AND THE GRADE LEVEL SECTION NUMBERS.
>> THANK YOU, KATHERINE. DIANE.
>> SOMEHOW, I THINK SOME NEW QUESTIONS BEYOND ALL THE ONES THAT HAVE BEEN ASKED ALREADY. THANK YOU SO MUCH.
MY FIRST QUESTION IS, YOU USE THE TERM ROLL UP AS THE BEGINNING OF THAT PROCESS.
DOES THAT INCLUDE THE TRANSFERS WHO WERE IN THE CLASSROOM?
>> THEY ARE OURS ONCE WE ACCEPT THEM.
>> THANK YOU. THEN IN THE PAST, YOU'LL RECALL THAT WE HAVE HAD LITTLE YELLOW BOXES AROUND CLASSROOMS TO SHOW US WHEN THERE'S A COLLABORATIVE CLASSROOM.
>> IS IT LOOKING PRETTY MUCH THE SAME AS IT HAS IN PREVIOUS YEARS? ARE OUR NEEDS INCREASING IN THAT? [OVERLAPPING]
WHEN WE DO THE SNAPSHOT DATA, WE CAN PUT THOSE CLASSROOMS IN DEFINITELY.
I WILL SAY, IT'S BEEN REALLY NICE HEARING FROM THE ELEMENTARY CAMPUSES, BEING ABLE TO SPREAD SOME OF THOSE NEEDS.
ALTHOUGH, OBVIOUSLY, IF YOU HAVE A COLLABORATIVE CLASS THAT NEEDS A SPECIAL EDUCATION TEACHER, AND YOU HAVE FOUR SECTIONS, YOU CAN'T HAVE FOUR COLLABORATIVE SECTIONS.
BUT, THEN YOU HAVE SOME STUDENTS WHO HAVE NEEDS, BUT NOT THAT SIGNIFICANT OF A NEED AND BEING ABLE NOW, AND BEFORE, IF WE HAD FOUR SECTIONS AND TWO WERE TRADITIONAL AND TWO OR SPANISH IMMERSION WE ARE ABLE TO SPREAD OUT SOME OF THOSE NEEDS, AND SO WE HAVE HEARD FROM THE PRINCIPALS AND A LOT OF THE TEACHERS THAT THAT PART IS FILLING BETTER WITH THIS.
>> THANK YOU VERY MUCH. THE OTHER, YOU MENTIONED SNAPSHOT SO YOU'RE LEADING ME INTO FROM ONE QUESTION TO THE OTHER.
WHEN YOU WERE ANSWERING JOHN'S QUESTION ABOUT, COULD WE GET MORE FUNDING IF WE WERE TO BRING THE CHILD FROM OHIO WHO HAPPENED TO NOT BE IN OUR DISTRICT, BUT MOVED? DO WE GET THE FUNDING IF A CHILD MOVES INTO OUR DISTRICT IN DECEMBER? HOW DOES THAT WORK?
>> DID HE JUST LEAVE THE ROOM?
>> HE JUST LEFT. [LAUGHTER] THAT WAS CONVENIENT.
BECAUSE IT'S BASED ON ATTENDANCE, THERE'S A MECHANISM TO GET THAT MONEY.
I WOULD ASSUME THAT THAT JUST IS THAT DAILY ATTENDANCE FOR THAT STUDENT WHEN THEY COME IN.
[01:30:01]
THEY WOULDN'T OBVIOUSLY BE WORTH THE 6,000 OR 7,000 DEPENDING ON WHEN THEY CAME IN.>> THERE'S A SPRING SNAPSHOT TOO.
>> YEAH, THERE'S A SPRING SNAPSHOT TOO THAT GOES INTO THAT.
>> THE NEW BASIC ALLOTMENT FOR BASIC COSTS MIGHT BE IMPACTED.
I DON'T KNOW. THESE ARE INTERESTING QUESTIONS, AND WE'LL TRACK DOWN CHRIS.
[LAUGHTER] MY LAST QUESTION IS THE COMMENT THAT YOU HAD ABOUT APPLICATIONS BEING UP FOR THE HIGH SCHOOL AND THE MIDDLE SCHOOL FOR THE TRANSFERS.
WHY DO WE THINK THAT IS? I KNOW CLAUDIA HAS BEEN INVOLVED ACTIVELY TRYING TO GET PEOPLE TO APPLY.
CAN YOU TALK A LITTLE BIT ABOUT THAT?
>> I THINK IT'S BRAND RECOGNITION, IF I'M BEING COMPLETELY HONEST.
NOT TAKING AWAY FROM CLAUDIA, BUT YES, THEY'RE DEFINITELY COMMUNICATION AND GETTING OUR NAME OUT THERE.
WE'RE STILL I THINK A CHOICE HIGH SCHOOL FOR THE AREA, AND THAT COMES WITH PROGRAMMING.
THAT COMES WITH, WE JUST HEARD ABOUT NATIONAL MERIT SCHOLARS AND OUR NUMBER OF NATIONAL MERITS.
I THINK WHEN WE OPEN OUR DOORS AND SAY WE'RE WILLING TO LOOK, ESPECIALLY AT FRESHMAN LEVEL, WE DO GET A LOT OF KIDDOS THAT ARE NEARBY HIGH SCHOOLS THAT MIGHT WANT TO LOOK AT US AS THEIR OPTION TO GO TO HIGH SCHOOL.
I THINK IT'S JUST A LOT OF THE GREAT THINGS THAT HAPPEN AT THE HIGH SCHOOL, AND IT ATTRACTS PEOPLE FROM THE AREA.
>> BUT DID YOU SAY IT'S UP THOUGH?
>> YEAH. I WOULD SAY, I THINK THAT'S WHY THEY'RE COMING.
I DO THINK THAT WE'VE HAD A SIGNIFICANT NUMBER OF APPLICANTS IN THE PAST.
MR. RAMSEY, HE WAS PRETTY AGGRESSIVE THIS YEAR TO TAKE TRANSFERS.
I THINK HE WAS TRYING TO GET THE ENROLLMENT UP, KNEW HE HAD SOME CAPACITY THERE.
YOU HAVE TO BALANCE BECAUSE THEY'LL PUSH BACK A LITTLE BIT, WHICH IS, THEY'RE TRYING TO PROTECT THEIR CAMPUS, BUT, WE WORKED REALLY CLOSELY.
I THINK WE'VE DONE A BETTER JOB TOO, WORKING HAND IN HAND WITH THE PRINCIPALS, AND HELPING THEM SEE, OKAY, YOU HAVE SOME MORE CAPACITY HERE.
LET'S LOOK AT SIXTH GRADE OR EIGHTH GRADE.
THEN, LIKE I SAID, MR. RAMSEY JUST WENT ALL IN THIS YEAR AND TOOK A LOT OF KIDS.
BUT WE DO MAKE SURE THAT THE KIDS THAT WE'RE TAKING, WE LOOK AT THEIR ATTENDANCE RECORDS, WE LOOK AT DISCIPLINE, THOSE TYPES OF THINGS, BECAUSE WE WANT STUDENTS WHO ARE GOING TO COME IN AND BE SUCCESSFUL.
I THINK WE HAD ALSO A REALLY HIGH CALIBER CROP OF STUDENTS THAT APPLIED TO COME IN AS TRANSFERS.
>> THANKS, DIANE. NO OTHER QUESTIONS? I GUESS I HAVE JUST ONE COMMENT, WHICH IS, I ALWAYS ENJOY LOOKING AT ENROLLMENT, AND IT'S VERY INTERESTING.
BUT I THINK WHAT I HEAR ALL THROUGHOUT THE YEAR IS ENROLLMENT IS ONE COMPONENT, AS WELL AS THE FANTASTIC TEACHERS THAT WE BRING IN, THE COLLABORATION, THE PLANNING TIME, EVERYTHING THAT WE GIVE EDUCATES OUR KIDS.
WHETHER A CHILD IS SITTING IN AN 18-STUDENT CLASSROOM OR A 22-STUDENT CLASSROOM, THEY'RE GETTING A FANTASTIC EDUCATION AND I TRULY BELIEVE THAT MY KIDS DID.
FOR THOSE FEW SECTIONS, BECAUSE WE WANT TO BE PERFECT, AND FOR THOSE FEW SECTIONS, WE'VE TALKED ABOUT FOREST TRAIL, BUT FOR BARTON CREEK AND FOR EANES, WHERE WE'RE ABOVE WHERE WE WOULD LIKE TO BE.
I KNOW IN PAST TIMES YOU HAVE GONE BACK AND YOU HAVE CHECKED WITH THE THIRD GRADE GROUP AT BARTON CREEK AND THE FOURTH GRADE GROUP AT EANES, DO YOU FEEL LIKE THEY HAVE IT? THEY'VE GOT IT IN LINE?
>> YEAH, WE HAVEN'T HEARD ANY CONCERNS AT THOSE GRADE LEVELS AND HAVE MET AND TALKED TO THE PRINCIPALS.
AGAIN, WE HAVE THE SUPPORT OF OUR INSTRUCTIONAL COACHES IF THEY STARTED TO STRUGGLE, BUT YEAH, WE DEFINITELY KEEP AN EYE ON THOSE CLASSES.
I HAVE ONE OTHER QUICK QUESTION, AND I REMEMBER CHRIS PUTTING YOU ON THE SPOT A COUPLE OF YEARS AGO.
WE HAVE TALKED ABOUT THIS SINCE, YOU SHOWED US HOW WE'RE GOING TO START AT A LEVEL IN KINDERGARTEN, AND IT'S GOING TO BE X AND THEN IT'S GOING TO GROW THROUGHOUT THE YEAR.
WHEN YOU WATCH OUR STUDENTS GOING THROUGH EANES ISD, YOU'RE GOING TO SEE THAT GROW.
I GUESS WE SEE A NICE, HEALTHY KINDERGARTEN CLASS AND BETTER THAN WHAT WE'VE SEEN IN THE PAST.
I JUST HOPE THAT THAT THEORY CONTINUES ON FOR
[01:35:01]
ENROLLMENT IN OUR SCHOOLS AS WE MOVE FORWARD IN THE FUTURE.IT'S NOT REALLY A QUESTION, BUT I ALWAYS THINK THROUGH HOW WE'RE GOING TO GROW, AND IT GOES TO THE BRAND, AND IT GOES TO THE EDUCATION THAT OUR KIDS ARE.
>> ON THAT POINT, I KNOW WE'RE AT THE END.
WE DID HAVE SEE POSITIVE COHORT GROWTH AGAIN.
THERE HASN'T BEEN A YEAR THAT WE HAVEN'T.
IT'S JUST WHAT'S THAT STARTING POINT TO YOUR PART.
WHERE DOES THAT KINDER NUMBER START AT? EVERY GRADE THIS YEAR HAD A POSITIVE GROWTH RATE FROM FIRST GRADE UP.
>> GREAT. WE LOVE TO HEAR THAT.
THANK YOU BOTH. YOU DON'T GET TO LEAVE.
I THINK WE'RE GOING TO MOVE TO OUR NEXT AGENDA ITEM,
[8.4 Texas Education Agency (TEA) STAAR/EOC results]
WHICH IS TEA, STAAR AND EOC RESULTS.KATHERINE, I KNOW, I'M GOING TO GET YOUR LAST NAME WRONG.
I'M GOING TO REMEMBER THAT FROM NOW ON.
>> STAAR RESULTS. BEFORE WE BEGIN, JUST A REMINDER, THIS IS SPECIFICALLY STAAR.
IN FEBRUARY, AFTER TAPER, WE WILL DO ALL OF ACCOUNTABILITY, THE A THROUGH F, THE DISTINCTIONS, ALL OF THAT.
THIS IS PURELY JUST A STAAR REPORT THIS YEAR.
LET'S GO. I GUESS, KATHERINE, YOU'RE GOING TO START HERE.
>> THESE RESULTS ARE BASED ON OUR SPRING ADMINISTRATION FOR STAAR GRADES 3-8 IN OUR EOC.
WHEN STUDENTS RECEIVE A SCORE, THEY ALSO RECEIVE A PERFORMANCE LEVEL INDICATOR.
IF THEY RECEIVE DID NOT MEET, THAT MEANS THAT THEY HAVE LITTLE CONTENT KNOWLEDGE, AND THEY'RE GOING TO NEED SIGNIFICANT HELP.
WE LOOK AT THAT DATA AND USE THAT TO HELP FORM GROUPS FOR STUDENTS WHO MIGHT NEED ADDITIONAL SUPPORT.
FOR OUR STUDENTS WHO SCORED APPROACHES, THAT MEANS THAT THEY HAVE SOME CONTENT KNOWLEDGE, BUT AGAIN, THEY'RE ALSO GOING TO NEED SOME ADDITIONAL SUPPORT.
THEN OUR STUDENTS WHO SCORE MEETS.
THEY HAVE STRONG CONTENT KNOWLEDGE, AND THEY ARE READY FOR THE NEXT GRADE LEVEL.
THEN FINALLY, THE MASTERS CATEGORY, WHICH YOU'RE GOING TO SEE A LOT OF, THAT MEANS THAT STUDENTS HAVE CONTENT MASTERY, AND THEY ARE ON TRACK FOR COLLEGE AND CAREER.
THEY MEET THAT TRACK FOR COLLEGE AND CAREER READINESS.
>> WE ARE GOING TO GIVE YOU A LITTLE BIT OF A BREAKDOWN IN A KEY.
WE'RE GOING TO DO THINGS JUST A LITTLE BIT DIFFERENTLY THIS YEAR SO YOU'RE GOING TO NOTICE SOME COLOR CODING WITHIN OUR SCORES.
WE SEE THAT 1-3% FLUCTUATION IS NORMAL, 4-5% DECREASE OR INCREASE WE NOTE THAT, BUT WE REALLY LOOK AND DIG INTO OUR 6% INCREASE OR DECREASE.
YOU'RE GOING TO SEE WHEN WE TALK ABOUT THE DATA THAT WE HAVE A RED STAR AND THAT INDICATES THAT THERE IS A 6% OR MORE DECREASE IN THAT AREA, OR YOU'RE GOING TO SEE A GREEN STAR, WHICH INDICATES THAT IT'S A 6% OR MORE INCREASE IN THAT PARTICULAR AREA.
>> I'M GOING TO START OFF JUST WITH THE DISTRICT RESULTS, AND WE'LL GET INTO THE MORE SPECIFICS, CHAD AND KATHERINE WILL.
THIS WILL JUST BE A BROAD OVERVIEW OF WHERE WE ARE.
YOU CAN SEE WE'RE COMPARING OUR RESULTS 2024-2025, AND LOOKING AT LANGUAGE ARTS, VERY SIMILAR RESULTS FROM THE YEAR BEFORE.
MATH, YOU'LL SEE THAT RED STAR.
AGAIN, THAT'S BETWEEN ANYWHERE FROM FOUR AND ABOVE.
CHAD IS GOING TO DIVE MUCH DEEPER INTO MATH DURING THE PRESENTATION IN OUR MEETS CATEGORY.
AGAIN, WHEN WE TALKED ABOUT THAT EITHER THE INCREASE OR DECREASE BEING SIGNIFICANT, I JUST WANT TO MENTION IF WE SEE AN INCREASE WE ALSO WANT TO DO A DEEP DIVE.
WHAT DID WE DO WELL? WHY WAS THERE A CHANGE? WHAT INSTRUCTIONALLY HAPPENED? SOMETIMES YOU JUST HAVE A DIFFERENT GROUP OF KIDS BECAUSE AGAIN, WHEN YOU'RE LOOKING AT THIS, REMEMBER, THESE ARE NOT THE SAME KIDS.
THEY'RE JUST THAT THIS IS THE SAME GRADE LEVEL.
BUT YOU'LL SEE SOME GREEN STARS ON HERE, TOO, WHICH MEANS WE'RE ALSO LOOKING AT THAT AND STOPPING TO LOOK AT INSTRUCTIONAL PRACTICES.
OUR SCIENCE SCORES, VERY SIMILAR BETWEEN THE TWO YEARS AND A LITTLE BIT OF A DIP IN OUR SOCIAL STUDIES FOR OUR MASTERS.
THEN I'M GOING TO TURN IT OVER TO THEM TO GO DO A DEEP DIVE.
>> WE'RE GOING TO TAKE A DEEPER LOOK AT OUR READING LANGUAGE ARTS, AND I WANT TO REMIND YOU THAT ALL GRADE LEVELS FOR READING LANGUAGE ARTS AND ENGLISH I ENGLISH II EOC HAVE SOME WRITING COMPONENT,
[01:40:02]
SO THERE'S NO LONGER A STANDALONE WRITING TEST THAT WRITING IS EMBEDDED IN EACH OF THE READING LANGUAGE ARTS OR ENGLISH EOC TESTS.OUR THIRD GRADE READING LANGUAGE ART SCORES FROM 2025 ARE VERY SIMILAR TO OUR PERFORMANCE IN 2024.
THEN IN FOURTH GRADE, SOMETHING THAT DOES STAND OUT TO US IS THE INCREASE IN OUR MASTER'S LEVEL PERFORMANCE FOR READING LANGUAGE ARTS.
FOR OUR FIFTH GRADE READING LANGUAGE ARTS RESULTS, THEY ARE, AGAIN, COMPARABLE TO OUR 2024 PERFORMANCE.
OUR SIXTH GRADE READING LANGUAGE ARTS, WE SAW A 5% INCREASE IN OUR READING LANGUAGE ARTS MASTERS PERFORMANCE LEVEL IN 2025.
WE DO TAKE A LOOK AND SEE WHAT MADE THAT DIFFERENCE AS WE GO THROUGH DATA.
FOR OUR SEVENTH GRADE READING LANGUAGE ARTS, OUR PERFORMANCE IS SIMILAR, BUT ONE THING THAT WE DID NOTICE WAS JUST A SLIGHT DROP IN OUR MASTERS CATEGORY.
OUR EIGHTH GRADE READING LANGUAGE ARTS SCORES ARE VERY SIMILAR IN APPROACHES AND MEETS FOR 2024 AND 2025.
I DO WANT TO DRAW YOUR ATTENTION TO OUR MASTER'S LEVEL.
THIS WAS OUR HIGHEST LEVEL IN 2025 FOR MASTERS, 71% OF OUR STUDENTS SCORED MASTER'S LEVEL FOR EIGHTH GRADE READING LANGUAGE ARTS, WHICH MEANS THAT 71% OF OUR EIGHTH GRADE STUDENTS ARE COLLEGE AND CAREER READY.
FOR OUR ENGLISH I EOC, THE NUMBERS ARE VERY SIMILAR.
THEY'RE WITHIN 1% OF THE 2024 SCORES.
I DO WANT TO DRAW YOUR ATTENTION TO ENGLISH II EOC.
YOU'LL NOTICE THAT WE DO HAVE A LITTLE DROP IN OUR MEETS AND THEN A DROP IN OUR MASTER'S LEVEL.
WE HAVE BEEN MONITORING THIS, BUT WE ARE WORKING WITH THE ENGLISH II TEAM AT THE HIGH SCHOOL AND OUR ACADEMIC DEAN, AND WE HAVE SOME PROGRESS MEASURES IN PLACE TO MONITOR THE DATA THROUGHOUT THE YEAR AND GIVE THOSE TEACHERS THAT REAL TIME DATA AS THEY'RE WORKING WITH STUDENTS THROUGHOUT THE YEAR INSTEAD OF JUST WAITING UNTIL THEY GET THOSE ENGLISH II SCORES THE FOLLOWING YEAR.
>> I GET THE FUN JOB OF UNTANGLING THE MATH WEB THAT WE HAVE.
I'M GOING TO WALK THROUGH THIS.
THERE IS A LOT TO UNDERSTAND THE BACKGROUND HERE.
I'VE BEEN IN THIS ROW LONG ENOUGH.
I THINK EVERY BOARD MEETING WHEN WE TALK ABOUT MATH STAR, THE QUESTION IS LIKE, WAIT, WHO TAKES WHAT? WHEN DO WE DO THAT? WHO TAKES THE WHAT TEST? AND IT ACTUALLY DOES MATTER, AND IT MATTERS MORE THAN IT EVER HAS.
A COUPLE OF THINGS MOVING INTO THIS TO KEEP IN MIND, AND I'M STILL GOING TO GO GRADE BY GRADE AND TELL YOU HOW THESE ARE THE IMPLICATIONS THAT OCCURRED AT EACH GRADE LEVEL BECAUSE OF THESE SHIFTS.
FIRST AND FOREMOST, WE ARE NOW REQUIRED IN OUR ACCOUNTABILITY SYSTEM TO PROGRESS MONITOR OUR ACCELERATED MATH STUDENTS.
YOU'RE GOING TO SEE IN THE FUTURE PRESENTATION OF ACCOUNTABILITY SYSTEM, THERE IS ACTUALLY A MEASURE OF STUDENTS THAT SUCCESSFULLY COMPLETE AT A MEET LEVEL OR HIGHER THE ALGEBRA 1 EOC.
THAT IS PART OF OUR A THROUGH F ACCOUNTABILITY NOW.
BECAUSE OF THAT, WE NOW ALSO HAVE TO TRACK THEM FROM WHEN THEY STARTED TO GET ACCELERATED, NOT JUST AT THE ALGEBRA 1 LEVEL.
WHAT DOES THAT MEAN? LET ME GIVE YOU A VERY CONCRETE EXAMPLE.
IN THE PAST, IN FIFTH GRADE, WE OFFERED MATH, AND WE'VE HAD FOR A LONG TIME MATH FIVE, SIX, COMPACTED MATH, TWO YEARS OF MATH AND ONE.
HISTORICALLY, UP UNTIL LAST YEAR, ALL OF THOSE STUDENTS TOOK THE MATH FIVE STAR.
NOW THEY HAVE TO TAKE THE MATH SIX STAR.
WHAT YOU'RE ABOUT TO SEE WHEN A KID ACCELERATES, THEY'RE JUMPING TWO YEARS OF MATH ON THE STAR TEST.
WE DID NOT HAVE THAT IN THE PAST.
USUALLY WHAT WE DID IN THE COMPACTED YEAR, SO, WHETHER IT'S 5, 6, OR 7, 8, YOU TOOK THE LOWER GRADE OF MATH 7, AND THEN WE ASSUMED YOU MADE THE FULL CON JUMP TO MAKE IT TO THE NEXT GRADE LEVEL.
AND THEN THAT NEXT COURSE TWO YEARS LATER WOULD BE YOUR ACTUAL ACCELERATED STAR YEAR.
THE OTHER THING, AND I'M ACTUALLY EXTREMELY PROUD OF THIS FOR THE FIRST TIME IN THE HISTORY OF RAINS.
WE NOW HAVE MORE THAN HALF OF OUR FIFTH THROUGH EIGHTH GRADERS ABOVE A GRADE LEVEL IN MATH, AT LEAST ONE GRADE LEVEL.
WE HAVE HISTORICALLY TRENDED AROUND 46-47%.
AT THE HIGH YEARS, WE ARE NOW AT ALMOST 58% OF OUR KIDS TAKING A MATH ABOVE ONE YEAR OF WHERE THEY SIT FOR THEIR GRADE.
WITH THAT, THOUGH, COMES SOME VARIABILITY IN THE READINESS TO DO THAT.
WE ARE GIVING OPPORTUNITIES TO KIDS THAT WE HAVE HISTORICALLY NOT DONE.
THAT DOES MEAN THAT THERE ARE KIDS STRETCHING THEMSELF, WHICH I ACTUALLY THINK IS VERY APPROPRIATE IN MIDDLE SCHOOL VERSUS TRYING TO STRETCH YOURSELF IN HIGH SCHOOL,
[01:45:02]
WHEN WE START TALKING ABOUT GPA AND ALL THOSE THINGS THAT DO HAVE LONG TERM IMPLICATIONS.WE'VE OPENED UP SOME AVENUES THAT WE HAVE HISTORICALLY NOT HAD AND THEREFORE, WE'RE GOING TO SEE SOME SHIFTS IN THE KIND OF OUR PERFORMANCE EARLY ON, BUT WE EXPECT TO SEE THE TRACKING BACK UP TO NORMAL PACE BY THE TIME THEY GET TO HIGH SCHOOL LEVEL.
WHEN A STUDENT TAKES A STAR, WE TALK ABOUT GROWTH OVER A YEAR.
LET'S SAY KIDDO IN FIFTH GRADE MATH THIS YEAR? NOT COMPACTED.
FIFTH GRADE MATH, TAKES A STAR, SCORES MEETS AND THEN THE NEXT YEAR, THEY START THE ACCELERATED PATH.
WHEN THEY TAKE THE ACCELERATED STAR, THEY'RE EXPECTED TO SCORE MEETS OR HIGHER TWO YEARS IN ADVANCE.
A LOT OF THIS IS WHAT YOU'RE GOING TO SEE IS A DUE TO SHIFTS IN THAT, BUT I'M GOING TO WALK THROUGH THAT KIND OF STEP BY STEP. DOES THAT MAKE SENSE? LET'S START WITH THIRD, WHICH NONE OF THAT MATTERS RIGHT NOW.
I JUST WENT OVER ALL OF THAT. THIRD IS THIRD.
BUT AS WE'VE TALKED ABOUT EARLIER, WE SAW REALLY TWO BIG JUMPS IN OUR MEETS AND MASTERS IN OUR THIRD GRADE MATH.
THAT IS DUE 100% TO OUR CURRICULUM TEAMS AND OUR LEAD TEACHERS AT THE THIRD GRADE LEVEL.
THEY WORK TOGETHER TO LOWER YOUR QUESTION EARLIER.
THEY ARE DOING THE SAME STUFF.
THEY WORK WITH EACH OTHER, THEY COLLABORATE WITH EACH OTHER.
WE'VE GOT A PRE TEST, WE'VE GOT POST TEST, WE'VE A LOT OF GREAT SYSTEMS IN PLACE.
THE AMY WILLIAMS, WHO IS OUR ELEMENTARY CURRICULUM COORDINATOR, BUT ALSO OUR GRADE LEVEL LEADS THAT MEET QUARTERLY TO GO OVER THIS DATA AND TO ADJUST INSTRUCTIONS FROM THAT POINT FORWARD.
IN FOURTH GRADE, WE DID SEE A LITTLE BIT OF DIP IN OUR PASSING RATE GOING DOWN.
HOWEVER, WHAT I WILL SAY, AND IT'S NOT ACCEPTABLE, BUT IT'S ABOUT WHERE WE THOUGHT THEY WOULD BE.
THIS IS THE KIDDER COVID KIDDOS.
IF YOU LOOK AT WHERE THEY WERE AS A COHORT, THEY'RE ABOUT ON THE PACE THEY WERE FROM THE PREVIOUS YEAR, BUT WE DID SEE AN INCREASE AT YOUR COHORT AT THE MASTERS LEVEL.
I WILL SAY IT DOESN'T SHOW UP ON THIS SLIDE.
WE ACTUALLY INCREASED THIS COHORT'S MASTER LEVEL BY 14 PERCENTAGE POINTS.
WE'RE ACTUALLY SEEING SOME SIGNIFICANT GROWTH WITHIN THIS GROUP, EVEN SO THAT WE'RE CATCHING THEM BACK UP TO WHERE THEY GOT LOST BACK IN THOSE KINDER FIRST GRADE YEARS DUE TO THAT PANDEMIC INSTRUCTION THAT WE HAD.
THE NEXT ONE IS WHERE YOU'RE GOING TO SEE THOSE IMPLICATIONS THAT I TALKED ABOUT EARLIER.
REMEMBER, JUST GOING BACK TO THAT INITIAL SLIDE, ALL FIFTH GRADERS LAST YEAR, THE YEAR BEFORE LAST, SPRING OF 2014 TOOK THE FIFTH GRADE START.
WHETHER THEY'RE ACCELERATED, DOUBLE ACCELERATED, DIDN'T MATTER.
THEY ALL TOOK THE FIFTH GRADE MATH STAR.
ALL OF YOUR ACCELERATED KIDS ARE OUT OF HERE.
THE TOP 20 MATHEMATIC PERFORMING STUDENTS IN THAT CLASS DID NOT TAKE THIS TEST AND SO WE EXPECTED TO SEE A DROP.
THIS IS ACTUALLY A REALLY GOOD DROP FROM WHAT WE INITIALLY THOUGHT WE WERE GOING TO SEE WHEN YOU LOP OFF THAT TOP QUARTILE.
FIFTH IS THE FIRST WHERE IT HITS.
NOW, IF YOU REMEMBER, HISTORICALLY, SIXTH IS WHERE IT USED TO HIT US.
SIX MATH IS WHERE WE HAD THE DROP.
NOW THAT'S WHERE YOU'RE GOING TO SEE YOUR BUMP.
WE'RE GOING TO SEE THE DROP IN FIFTH NOW MOVING FORWARD, AND THE BUMP IN SIX, BECAUSE NOW THIS IS MOST OF YOUR ACCELERATED KIDS.
THAT'S WHERE YOU SEE THOSE SIGNIFICANT JUMPS AT THAT MEET AND MASTER'S LEVEL IN SIXTH GRADE.
SEVENTH BECOMES THE NEXT DROP.
WE ONLY HAD ROUGHLY 230 KIDS TAKE THE SEVENTH GRADE MATH STAR.
THAT IS BECAUSE THOSE ARE ON GRADE LEVEL MATH SEVEN KIDS.
THE SEVENTH GRADERS TAKING THAT ARE MOSTLY THE ONLY KIDS THAT TOOK THIS TEST.
WHAT THAT MEANS IS YOUR ACCELERATED KIDS TOOK YOUR MATH 8 TEST.
AND THAT'S WHERE YOU SEE THE JUMP HAPPEN AT THE MEETS A LITTLE BIT AND STAGNANT EVERYWHERE ELSE.
WHAT I THINK IS THEN WE GO INTO ALGEBRA 1.THIS IS ALL OF ALGEBRA 1, SO NOT JUST EIGHTH GRADER OR SEVENTH GRADERS.
THIS IS ALSO YOUR HIGH SCHOOL STUDENTS TAKING ALGEBRA.
WE DID SEE A DIP IN OUR MEETS.
WE DO HAVE A SIGNIFICANT AMOUNT OF STUDENTS LAST YEAR AT THE NINTH GRADE LEVEL THAT WERE NEW TO US, MEANING WHETHER THEY WERE RESIDENTIAL NEW TO US OR JUST DIDN'T DO K 8 WITH US.
WHAT WE USUALLY SEE WITH THEM, THE ONE OF THEIR FIRST STAR TESTS, WE USUALLY SEE A LITTLE BIT OF A DROP OF WHAT WE THINK PERFORMANCE SHOULD BE.
BUT WE ARE MONITORING THAT 4% DROP THERE AND WORKING WITH THEIR ALGEBRA1 HIGH SCHOOL TEAM.
NEXT, I'M GOING TO GO IN TO SCIENCE.
THERE'S A LITTLE BIT OF THE SAME STUFF HAPPENING IN SCIENCE FAR AS NEW TESTS, NEW APPROACH TO THE SCIENCE.
BUT I THINK WE HAVE TO CELEBRATE A LITTLE BIT OF THIS FIFTH GRADE.
IF ALL REMEMBER A COUPLE OF YEARS AGO, WE WERE SEEING SOME NUMBERS STARTING TO DROP BELOW THE 90% PASSING RATE.
OUR FIFTH GRADE TEACHERS DID A PHENOMENAL JOB OF CATCHING KIDS UP AND GETTING THEM TO THAT 90% AND ABOVE PASSING RATE.
[01:50:03]
AND WE ALSO SAW GROWTH IN THAT MEETS AND MASTERS AREA.IF YOU DON'T REMEMBER FROM LAST YEAR, WE ALSO IMPLEMENTED MAP SCIENCE SO IN FIFTH GRADE, WE HAVE THAT TO PROGRESS MONITOR.
THAT HAS HELPED US WITH SOME OF THAT PROJECTIONS, SO WE CAN INTERVENE EARLY AND FAST WITH OUR FIFTH GRADE.
IN EIGHTH GRADE, WE'VE SEEN PRETTY MUCH TO THE SAME THING, EXCEPT FOR OUR MEATS DROPPED.
THIS COHORT IS THAT FIFTH GRADE COHORT THAT WE THREW UP THE RED FLAG AND SAID, WE NEED TO DO SOMETHING.
IF YOU DON'T REMEMBER, WHICH I DIDN'T UNTIL I LOOKED IT UP, SO I DON'T EXPECT YOU TO, THEIR PASSING RATE WAS 84% ON THE FIFTH GRADE SCIENCE.
WE'VE GOT THEM 84-97, SO WE'VE 13%.
THEN THE BIG ONE FOR ME IS THEIR MEETS IN FIFTH GRADE WAS 27%, AND NOW WE'RE AT 51%.
YES, WE'RE A LITTLE BIT LOWER THAN A HISTORIC, BUT WE ALMOST DOUBLED OUR MASTERS SCORES WITHIN A THREE YEAR PERIOD.
THAT IS 100% DUE TO OUR INSTRUCTIONAL COACHES AND OUR TEACHERS FOCUSING IN ON THIS.
ALSO, THIS WAS A BRAND NEW TEST WITH BRAND NEW TEAKS FOR THE FIRST TIME.
I THINK THIS IS PRETTY IMPRESSIVE FOR OUR STAFF TO KIND OF PULL THAT FEED OFF AND CATCH KIDS UP PRETTY QUICK.
BIOLOGY. WE GOT A ROCK STAR TEAM AT THE HIGH SCHOOL.
THEY'RE ALWAYS JUST DOING A WONDERFUL JOB.
WE'RE ABOUT WHERE WE USUALLY ARE WITH THE HIGH SCHOOL LEVEL WITH THE ELC.
>> FOR SOCIAL STUDIES, WE HAVE STUDENTS IN EIGHTH GRADE WHO TAKE THAT TEST, AND THEN WE OFFER ANOTHER SOCIAL STUDIES TEST IN THE FORM OF US HISTORY EOC.
MOST OF OUR 11TH GRADE STUDENTS ARE TAKING THAT TEST.
EIGHTH GRADE SOCIAL STUDIES IS WITHIN 23 PERCENTAGE POINTS OF THE 2024 PERFORMANCE.
AND JUST ANOTHER THING TO REMIND YOU OF IS THAT OUR EIGHTH GRADE STUDENTS ACTUALLY TAKE FOUR ASSESSMENTS.
THEY TAKE THE READING LANGUAGE ARTS, SOME FORM OF A MATH ASSESSMENT, SCIENCE AND SOCIAL STUDIES.
THAT IS THE MOST TESTED GRADE LEVEL OUT OF ALL OF OUR GRADES.
WITH OUR US HISTORY, WE DID SEE A SLIGHT DECREASE IN OUR MASTER'S PERFORMANCE LEVEL.
I JUST WANTED TO POINT OUT THAT MANY OF OUR STUDENTS TAKE THIS COURSE OUTSIDE OF THE DISTRICT, EITHER ONLINE OR MAYBE THEY'RE DOING DUAL CREDIT THROUGH ACC, BUT THEY'RE STILL REQUIRED IF THEY SIT IN THE CLASS AND SOME WAY SHAPE OR FORM TO TAKE THE EOC WITH US, EVEN IF THEY DIDN'T TAKE THE COURSE WITH US.
HEIDI SOWER LOOKED AT THE NUMBERS FOR US, AND 85 STUDENTS TOOK THE US HISTORY COURSE OUTSIDE OF OUR DISTRICT LAST YEAR, JUST TO NOTE THAT FOR YOU.
>> THANK YOU ALL. KATHERINE CHAD AND MOLLY.
THANK YOU. ANY QUESTIONS FROM THE BOARD? KATHERINE?
>> THANK YOU SO MUCH. THIS IS ALWAYS SO INTERESTING TO LOOK AT.
I REMEMBER LOOKING AT THIS IN PREVIOUS YEARS.
ALSO, AS A PARENT, YOU GET THESE NUMBERS, AND YOU THINK, WHAT ARE MY CHILDREN DOING? CAN YOU HELP US UNDERSTAND WHAT HAPPENS? WHEN WE LOOK AT THE APPROACHES NUMBER, THAT INDICATES, LET'S SAY IT'S 95% OF OUR STUDENTS ARE APPROACHING AT GRADE LEVEL, WHICH MEANS THAT 5% AREN'T.
WHAT DO WE DO TO SUPPORT THOSE 5% OF STUDENTS IN A GRADE THAT AREN'T WHERE THEY NEED TO BE?
>> THERE'S TWO THINGS THAT COME UP WHEN THAT HAPPENS.
FIRST, BY LAW, WE'RE REQUIRED TO PROVIDE WHAT'S CALLED ACCELERATED INSTRUCTION.
THAT IS 30 HOURS OF INSTRUCTION THROUGHOUT THE DAY, THAT IS FOCUSED ON THE CONTENT THAT THEY FAILED.
IF THEY FAILED MATH, IT WOULD BE MATH, IF THEY FAILED READING LANGUAGE ARTS, IT WOULD BE READING LANGUAGE ARTS, OR BOTH, THEY HAVE TO DO BOTH.
THAT IS AT THE ELEMENTARY ENACTED DURING THE WIN TIME, AND SOMETIMES DURING IN THE CLASSROOM, AT THE MIDDLE SCHOOL, WE OFFER COURSES.
THEY ALSO DO COGAR TIME OR WILDCAT TIME.
TUTORING AFTER SCHOOL CAN ALSO DO THAT.
SOMETIMES THAT MAY NOT WORK FOR A STUDENT.
OUR TEACHERS MAY TUTOR AT THE HIGH SCHOOL LEVEL.
IT IS PREDOMINANTLY ALL OUTSIDE OF THE ACADEMIC DAY, BUT OUR TEACHERS ARE PAID AND THEY DO THAT TUTORING.
THE SECOND PART IS, YOU START IN GRADE LEVEL.
IN THE WINTE AT A MIDDLE SCHOOL, THEY WILL START MOVING KIDS INTO AREAS OF INTERVENTION.
IT'S NOT A FORMAL, SO THEY'RE NOT MOVED INTO SPECIAL ED.
THEY'RE NOT FORMALLY MOVED INTO SST TO BEGIN WITH, BUT THEY WILL MOVE INTO LET'S SAY A MATH INTENSIFIED GROUP DURING WHEN, WHERE THEY WILL GET FOCUSED INSTRUCTION BASED OFF A MAP SCORES OF WHERE THOSE GAPS ARE TO TRY TO FILL THOSE AS MUCH AS THEY POSSIBLY CAN.
WE DO THAT FOR KIDS THAT ARE EVEN STARTING TO SLIP OFF OF MEATS AND SLIP OFF OF MASTERS.
[01:55:03]
IF A KID IS NOT TRADITIONALLY PERFORMING AT WHERE THEY ARE, AND WE'RE NOT SEEING THE NORMAL GROWTH THAT WE SHOULD SEE, WE INTERVENE IMMEDIATELY.FOR THE FAILING KIDS, THEY SHOULD ALREADY BE GETTING THAT, AND IF NOT, THEY WOULD.
BUT THEN WE ALSO HAVE TO PROVIDE THOSE HOURS OF ACCELERATED INSTRUCTION.
>> THE STATE IS TELLING US 30 HOURS PER SUBJECT TO FOR THE ACCELERATED LEARNING TO HELP CATCH THEM UP.
DO WE GET FUNDING FOR THEM? OR DO WE HAVE TO PAY THE BURDEN OF THE EXTRA TUTORING TIME?
>> AGAIN, I HAVE THESE AHA MOMENTS, AND I'M LOOKING AT, SAY, FOR EXAMPLE, THE MATH SLIDE BETWEEN FIFTH GRADE AND SIXTH GRADE.
I KNOW YOU SAID THERE WERE SOME SHIFTS IN THE GROUPINGS OF STUDENTS, BUT I REALIZE THAT WHEN I'M LOOKING AT THE SLIDE AND I LOOK AT 24 VERSUS 25, THIS AT FIFTH GRADERS, THIS IS LAST YEAR'S FIFTH GRADERS COMPARED TO THIS YEAR'S FIFTH GRADERS.
SO IT'S ACTUALLY DIFFERENT STUDENTS.
IF I WANT TO UNDERSTAND WHAT'S HAPPENING TO LAST YEAR'S FIFTH GRADERS, BECAUSE THE SLIDE LOOKS BAD.
IT LOOKS OUR SCORES WENT DOWN, FEWER STUDENTS WERE MEETING.
BUT IF I ACTUALLY TOGGLE BETWEEN THE TWO SLIDES, I ACTUALLY SEE, WELL, LAST YEAR'S FIFTH GRADERS ARE NOW THIS YEAR SIXTH GRADERS, THEY ACTUALLY ARE DOING BETTER.
IT'S ALL ABOUT HOW YOU LOOK AT THE DATA.
IS THERE A WAY WE COULD GET THAT INFORMATION? TWO DATA POINTS DOESN'T REALLY MAKE A TREND, BUT AS TRUSTEES, WE WANT TO MAKE SURE OUR STUDENTS ARE FLOURISHING, AND SO THIS IS JUST A TWO-YEAR POINT IN TIME.
BUT HOW DO WE SEE GLOBALLY THE TREND OF OUR STUDENTS? BECAUSE MAYBE I ASKED THIS, BECAUSE MAYBE THERE MIGHT BE SOME COHORTS OF STUDENTS TO YOUR POINT, THE KIDDOS WHO WERE KINDERGARTNERS DURING COVID, WHERE THEY CONTINUE TO STRUGGLE YEAR AFTER YEAR, AND UNLESS WE LOOK AT THEM LONGITUDINALLY, WE CAN'T TELL, RIGHT?
>> I WOULD SAY, IN ALL HONESTY, THERE IS SO MUCH DATA, AND IT IS HARD TO PRESENT IT, AND WE CAN DEFINITELY PRESENT IT IN DIFFERENT WAYS.
WE ARE LOOKING AT THOSE COHORTS.
THAT'S MORE WHAT WE DO IN THE BACKGROUND, BECAUSE WE ARE LOOKING AT WHAT THOSE THIRD GRADERS DID LAST YEAR AND WHAT THEY DID AS FOURTH GRADERS THIS YEAR.
BECAUSE TO YOUR POINT, THESE ARE NOT THE SAME KIDS.
THERE IS VALUE IN THIS DATA, LOOKING AT SOME OF THE INSTRUCTIONAL PRACTICES WHEN YOU DO SEE IMPROVEMENTS, BUT THAT IS A LOT OF WHAT OUR TEAM DOES IN THE BACKGROUND, I WON'T SAY MORE IMPORTANT, BUT IS EQUALLY IMPORTANT TO LOOK AT AS A COHORT AS IT IS FROM YEAR TO YEAR.
WE HAVE SEEN IT. WE'VE HAD A COUPLE OF YEARS AGO, AND THIS YEAR, IT HAPPENED AGAIN.
WE HAD KIDS DOING REALLY WELL IN ENGLISH 1, AND THEN WE WOULD SEE THESE ENGLISH TWO SCORES THAT WERE LOW, AND WE'RE WHAT'S GOING ON? WHY ARE WE SEEING THAT? BUT IF YOU WERE MASTERS IN NINTH GRADE, WHAT'S HAPPENING TO YOU IN TENTH GRADE BECAUSE YOU SHOULD BE ABLE TO CONTINUE THAT.
LOOKING AT THOSE COHORTS IS REALLY IMPORTANT. AND WE DO THAT.
>> I SEE REASONS TO LOOK AT BOTH SIDES BECAUSE LOOKING AT THIS WAY TELLS US, WELL, IF THERE WAS A DROP FROM YEAR TO YEAR, AND IT'S SIGNIFICANT, DID WE CHANGE SOMETHING IN THE CURRICULUM? IS THERE SOMETHING IN THE WAY THAT WE SHOWED OR WE'RE TEACHING, SO THAT HELPS YOU FOCUS ON WHAT DO WE NEED TO CHANGE WITHIN THE CURRICULUM.
I THINK WE WANT TO UNDERSTAND HOW ARE THOSE COHORTS DOING. THAT'S WHY I BRING IT UP.
>> THANK YOU, KATHERINE. KELLY.
>> I JUST WANT TO SAY AN OVERALL KUDOS FOR HOW MUCH WE ARE GREATER THAN 50% FOR MASTER'S LEVEL.
AND I KNOW, AND I CAN SEE THE HAVING TWO HIGH SCHOOLERS, I CAN SEE THE ACCOMPLISHMENT OF THAT, AND I REALLY APPRECIATE IT.
I ALSO LOVE THAT WE'RE FINALLY TESTING OUR KIDS IN THE MATH THAT THEY'RE IN, 'CAUSE THAT ALWAYS FASCINATED ME.
I HAVE TWO KIDS IN ACCELERATED MATH, MY SON WOULD BE LIKE.
MY GOSH, I TOOK THE FIFTH-GRADE MATH TEST IT.
AND I WAS LIKE, WHY? WHY DIDN'T THEY GIVE YOU THE SEVEN 'CAUSE HE WAS TAKING SIX SEVENTH AT THE TIME? SO I REALLY APPRECIATE THAT YOU'RE TESTING THEM WHERE THEY'RE AT, TO MAKE SURE WE'RE MEETING THEIR NEEDS, I ALSO LOVE THAT NOW WE HAVE THIS ONE SET OF DATA WE'VE NEVER HAD BEFORE OF ON-LEVEL MATH STUDENTS, TO MAKE SURE WE'RE MEETING THEIR NEEDS AS WELL, BECAUSE THEY WERE SKEWED A LITTLE BECAUSE WE HAD THE ADVANCED KIDS TAKING A TEST, BUT THEY WEREN'T IN THAT GRADE.
AND I SEE EVEN THERE, HOW MANY YOU HAVE AT THE APPROACHES AND THE MASTER'S LEVEL.
[02:00:04]
BECAUSE MY KIDS ARE DOING SO WELL WITH THEIR MATH, BUT I CAN SEE HOW WE'RE MEETING THE NEEDS OF OUR STUDENTS.AND I JUST REALLY APPRECIATE THAT WE'RE TESTING THEM AT THE LEVEL THAT THEY'RE AT, OR THE CLASS THAT THEY'RE IN, I GUESS.
>> THANK YOU FOR THE UPDATE. VERY INFORMATIVE.
I LOVE HOW WE'RE TRYING TO DO ALL WE CAN FOR EACH KID. HOW DO WE GROW MASTERS? HOW DO WE MOVE APPROACHES TO MEETS? AND THAT MAKES PERFECT SENSE, AND I LOVE THE FOCUS.
ONE OF THE THINGS THAT STOOD OUT TO ME WAS SOME OF OUR STUDENTS THAT ARE SCORING AT THE BOTTOM, AND I'M CURIOUS WHAT WE'RE DOING FOR THOSE.
AND SO JUST TO RUN THROUGH SOME OF THE DATA.
SO 13% OF OUR STUDENTS ARE NOT SCORING ON GRADE LEVEL IN READING LANGUAGE ARTS.
23% ARE NOT SCORING ON GRADE LEVEL IN MATH.
19% ARE NOT SCORING ON GRADE LEVEL IN SCIENCE.
16% ARE NOT SCORING ON GRADE LEVEL IN SOCIAL STUDIES.
SO SOME OF THESE, I KNOW WE ALL WANT THOSE NUMBERS BECAUSE THOSE ARE NUMBERS THAT ARE NOT ON GRADE LEVEL.
WE WANT THAT NUMBER TO GO DOWN.
HOW DO WE APPROACH THAT YEAR OVER YEAR? ARE WE SETTING GOALS? SO IT'S NOT JUST MEASURING AGAINST PERFORMANCE THE YEAR BEFORE, BUT IT'S ABOUT WHERE WE WANT IT TO BE.
AND THEN TO ADD ANOTHER LAYER.
I DRILLED INTO SOME OF THE SUB-POP DATA.
SOME OF THAT LOOKS EVEN WORSE.
LIKE 77% OF OUR ECONOMICALLY DISADVANTAGED FIFTH GRADERS ARE SCORING BELOW GRADE LEVEL ON SCIENCE.
IT'S LIKE, THERE'S 20 STUDENTS TOTAL, BUT 77% ARE BELOW GRADE LEVEL.
AND SO I KNOW ALL THREE OF YOU HAVE A HEART FOR THAT, AND WHEN WE'RE WORKING ON IT.
SO I'M CURIOUS HOW WE THINK ABOUT IT, HOW WE APPROACH IT, THE PLANS WE DO TO TRY TO TACKLE SOME OF THOSE THAT ARE SCORING TOWARDS THE BOTTOM.
>> THAT IS DEFINITELY THE FOCUS.
SO WE HAVE DATA DAYS ON THE CAMPUSES, WHERE THAT IS WHERE THEY'RE FOCUSING ON.
IT IS NOT, I MEAN, THESE NUMBERS, THERE'S KIDS BEHIND EVERY SINGLE ONE OF THESE NUMBERS.
AND WHEN YOU DO A DATA DIVE, IT'S ABOUT EACH INDIVIDUAL CHILD.
AND SO THAT'S WHAT THE CAMPUSES ARE DOING.
YOU GET YOUR LEADERSHIP TEAM, YOU HAVE YOUR INSTRUCTIONAL COACH, THE PRINCIPAL, THE ASSISTANT PRINCIPAL, COUNSELORS LOOKING AT THOSE CHILDREN AND SEEING WHAT IS THE PLAN FOR THEM.
ARE THEY ALREADY IDENTIFIED AS A STUDENT, IN SPECIAL EDUCATION, OR RECEIVING OTHER SERVICES? WHAT IS THAT ACADEMIC PLAN FOR THEM, TO CHAD'S POINT, WHAT DOES THEIR INTERVENTION LOOK LIKE? ARE THEY GETTING ACCELERATED INSTRUCTION BECAUSE THEY DIDN'T PASS, OR ARE THEY SHOWING A SIGNIFICANT DIP? WHAT HAPPENED THERE? SO THOSE ARE THE CONVERSATIONS THAT HAPPEN ON THE CAMPUS THAT REALLY DRILL INTO EACH ONE OF THOSE INDIVIDUAL STUDENTS.
AND I KNOW THAT KATHERINE, AND YOU CAN SPEAK TO THIS, KATHERINE GOES OUT, AND SHE WILL SIT WITH THE CAMPUS FOR HOURS, AND THEY'LL PULL THIS TEAM TOGETHER, AND THEY'RE LOOKING AT ALL OF THOSE KIDS INDIVIDUALLY.
AND SO THAT'S REALLY WHAT WE DO, AND I THINK WE DO WELL TO CHAD'S POINT AT THE ELEMENTARY SCHOOL? WE HAVE WIN TIME.
AND SO YOU'RE MAKING SURE IT'S WHAT I NEED.
WHAT DO YOU NEED? GO IN THERE, AND WE'RE SEPARATING THOSE KIDS OUT TO MAKE SURE THEY'RE GETTING THAT INSTRUCTION.
THE SECONDARY CAMPUSES, OR THE MIDDLE SCHOOLS, HAVE THEIR WILDCAT TIME OR THEIR COUGAR TIME.
SO IT IS REALLY FOCUSING ON THOSE INSTRUCTIONAL DEFICITS THAT THEY HAVE AND HOW WE'RE GOING ABOUT REMEDIATING THOSE.
IT MIGHT BE A STUDENT WHO'S RECEIVING ESL SERVICES, AND DO WE NEED TO INCREASE THEIR PUSH IN TIME? SO THAT'S WHERE I THINK WE, AS A DISTRICT, REALLY EXCEL, IS WORKING WITH THOSE STUDENTS.
>> I'LL ALSO ADD. IT'S BEEN A LITTLE BIT, I THINK, LAST THREE OR FOUR YEARS, A LITTLE BIT OF A CULTURE SHIFT FOR US OF, WE'RE MOVING AWAY INTENTIONALLY AWAY FROM TEXTBOOKS OR THAT WROTE ONE-WAY CURRICULUM.
NOW WE'RE GOING IN A WHAT'S CALLED ADAPTIVE CURRICULUM APPROACH.
AND THE ADAPTION PART IS BASED ON STUDENT NEEDS, KNOWING THAT NOT ALL KIDS NEED THIS ONE APPROACH.
ARE 20-SOMETHING KIDS IN MY CLASS, AND THEY MAY NEED 20 DIFFERENT APPROACHES.
SO IT'S BEEN A LITTLE BIT OF ADJUST IN OUR CLASSROOMS. BUT ONE OF THE BIGGER SHIFTS THAT WE ARE GOING TO IS USING RESOURCES AND INSTRUCTIONAL STRATEGIES THAT ARE ADAPTIVE BASED ON KIDS' NEEDS IN THE MOMENT.
AND SO WHAT YOU'LL SEE A LOT OF TIMES IN ELEMENTARY, AND EVEN IN THE MIDDLES NOW, IS THEY'RE NOT THE TRADITIONAL ROWS.
THEY'RE IN GROUPS BASED ON NEEDS.
THEY MAY BE GROUPS BASED ON SUB-SKILLS THAT STUDENTS NEED TO MASTER OR KEEP PRACTICING ON.
AND SO IT'S A LITTLE BIT OF A SHIFT.
YOU PROBABLY HAVE HEARD THIS IN THE COMMUNITY, WHERE'S MY MATH TEXTBOOK? WHERE ARE THOSE THINGS? WELL, WE'VE MOVED AWAY FROM THAT, AND WE'VE MOVED AWAY FROM THAT INTENTIONALLY, THAT EVERY LESSON SHOULD HAVE FOUR OR FIVE ENTRY POINTS, AND THAT ARE LEVELED SO THAT KIDS CAN GET IN AND GET LEARNING WHERE THEY NEED TO LEARN AND TO ACCELERATE WHEN THEY NEED TO ACCELERATE.
[02:05:02]
AND SO I DO THINK OVER TIME, ONCE WE GET FULL COHORTS THAT HAVE EXPERIENCED THAT FROM KINDER THROUGH FIFTH, YOU'RE GOING TO SEE A SIGNIFICANT JUMP IN THOSE AREAS.I'LL ALSO SAY LIKE THAT, THOSE ARE AREAS THAT BEGINNING OF THE YEAR.
WE AUTOMATICALLY PULL, AND WE MAKE THOSE PRIORITIES TO TEST UPFRONT.
THAT'S WHERE A LOT OF THAT MAP DATA COMES INTO PLAY THAT MOLLY'S REFERENCING IS WE'LL PRIORITIZE KIDS AS A DISTRICT, AND IT'S ASK CAMPUSES, GO AFTER YOUR SOCIOECONOMIC STUDENTS AND TEST THEM FIRST, SO WE CAN GET THAT DATA AS FAST AS QUICK AS WE CAN AND GET STUFF GOING AS QUICK AS WE POSSIBLY CAN.
>> THANK YOU. SO THAT MAKES A TON OF SENSE, AND I LOVE THAT.
AND I HAVE GOTTEN THAT TEXTBOOK QUESTION.
AND SO I'M GLAD YOU SAID THAT BECAUSE NOW I HAVE THAT ANSWER, SO I APPRECIATE THAT.
SO, ARE WE LOOKING AT IT AND WE'RE SAYING, SO, FOR EXAMPLE, IF 70% WERE MEETS THIS YEAR IN, ON A CERTAIN TEST, ARE WE SETTING A GOAL FOR THE NEXT YEAR FOR THAT COHORT AND SAY, IT WAS 70 THIS YEAR, WE WANT IT TO BE 75 WHEN THEY TAKE IT NEXT YEAR.
OR I WOULD SAY THERE'S TWO TYPES OF GOALS.
IT'S FIFTH VERSUS FIFTH, AND THEN ALSO TRACK THE COHORT.
WE'RE SETTING GOALS AT THAT LEVEL FOR EACH OF THEM.
>> SO I WOULD SAY TO SOME DEGREE, NOT NECESSARILY WITH STAR.
WE DO A LOT, ESPECIALLY WITH MAP DATA.
WE'RE DOING A LOT MORE BENCHMARKING, AND WE'RE WANTING TO SEE THAT GROWTH OF THE STUDENTS THAT WAY.
WE DON'T PUT AS MUCH AN EMPHASIS ON LIKE THE COHORT OR THE INDIVIDUAL STUDENT.
WE WANT TO SEE THEM IMPROVE ON SR, BUT IT'S REALLY HOW ARE THEY DOING ON THESE INTERMEDIATE BENCHMARKS TO SHOW GROWTH.
AND THAT'S WHAT A LOT OF THE TOOLS THAT WE USE ARE ABLE TO DO.
SO YOU CAN INTERVENE EARLIER, BECAUSE IF YOU WAIT UNTIL SR AT THE END OF THE YEAR, THAT'S JUST YOUR END RESULT.
SO WE'RE DOING A LOT OF BENCHMARKING.
AND THAT'S WHERE WE WANT TO SEE THAT GROWTH.
WE WANT TO SEE GROWTH FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.
AND IF WE DON'T SEE IT THERE, WE NEED TO BE INTERVENING IMMEDIATELY, NOT AND THEN YOU HOPE THAT YOU'RE SEEING THAT INCREASE AT THE END OF THE YEAR.
BUT, I WOULD SAY WE DON'T REALLY SIT THERE AND SAY, WE WANT THIS GROUP TO GO FROM THIS TO THIS ON STAR.
IF WE WANT TO SEE INDIVIDUAL STUDENTS INCREASING IN THEIR BENCHMARKING.
>> THEN, YES, AND THEN SEEING WHAT THEY DO ON STAR.
IT'S JUST IT'S STILL JUST IT'S STILL THAT ONE TEST.
IT'S STILL THE PASSING RATE CHANGES EVERY YEAR.
THERE'S A LOT OF VARIABLES IN STAR.
IT'S HARD TO MEASURE YEAR TO YEAR.
AND SO WE DON'T WANT TO PUT TOO MUCH STOCK IN IT, BUT IT'S STILL A TOOL THAT WE USE, AND WE THINK IT IS VALUABLE.
>> AND I'M STILL, YOU CAN PASS AND BE BELOW GRADE LEVEL.
IT IS ALSO STILL SURPRISING THAT YOU'RE PASSING, YET YOU'RE NOT ON GRADE LEVEL.
AND THEN ALL THIS DATA IS NOW WHAT'S FLOWING INTO OUR TEACHER INCENTIVE ALLOTMENT, NOW THAT WE'RE DOING IT.
SO THAT IS A WHOLE NEW BEAST AS WELL.
>> BUT TO PIGGYBACK OFF THAT, I THINK THAT GOES HAND IN HAND WITH MOLLY, THAT IS, PARTICULARLY, IT'S NOT JUST PERFORMANCE, IT'S GROWTH.
AND SO WHAT THAT MEASURES IS EVERY STUDENT AS A TEACHER, YOU'RE SHOOTING TO HAVE EVERY STUDENT DO WHAT THE STATE HAS DESIGNATED IS CALLED ONE YEAR'S WORTH OF GROWTH.
AND ONE YEAR'S WORTH OF GROWTH IS YOU PERFORM AT THE SAME LEVEL YOU PERFORM THE YEAR BEFORE.
SO IF YOUR MEETS ARE BETTER THAN NEXT YEAR, IF YOUR MASTERS, YOUR MASTERS ARE BETTER THAN NEXT YEAR.
SO IT LINES UP REALLY WELL WITH MAP DATA BECAUSE WE DO HAVE THOSE GROWTH MEASURES.
A KID THAT STARTS WITH A 217, HISTORICALLY WITH SO MANY DAYS OF INSTRUCTION, GETS TO A 222.
AND SO WE LOOK AT THOSE AND SEE WHICH KIDS AND WHICH CLASSES ARE BENCHMARKING AGAINST THAT GROWTH, THEN DETERMINE WHERE WE NEED TO GO AND WHAT INDIVIDUAL STUDENTS NEED FROM THERE.
BUT TO ANSWER YOUR QUESTION, YES, THE GROWTH MEASURE WITHIN STAR IS WHAT TIA IS BASED OFF. YES.
>> WE'RE GETTING LATE AND LONG HERE, SO I'LL TRY TO KEEP IT SHORT.
I THANK YOU FOR ALL THE QUESTIONS ABOUT THE DIFFERENT COHORTS AND DELVING INTO THAT, AND HELPING US UNDERSTAND ALL THESE THINGS AROUND GROWTH.
ONE ADDITIONAL QUESTION THERE IN THIS SMALL BIT OF STUDENTS WHO DO NOT MEET.
DO WE FIND THAT THEY'RE THE SAME STUDENTS YEAR AFTER YEAR THAT WE'RE JUST CONTINUING TO TRY TO LIFT UP?
>> IN SOME CASES, IT MIGHT BE THE SAME STUDENT,
[02:10:02]
BUT IN A LOT OF THE CASES, WE WILL SEE GROWTH, EVEN IF WE SEE A STUDENT GO FROM DID NOT MEET TO LOW OR HIGH APPROACHES.SO WE ARE ABLE TO SEE STUDENTS MAKE SOME PROGRESS, AND EVEN IN HIGH SCHOOL.
I KNOW THAT A LOT OF THE TEACHERS THAT WORK WITH SOME OF THE STUDENTS ARE REALLY PROUD AND CELEBRATE WHEN STUDENTS PASS THEIR EOC, EVEN IF THEY HAVEN'T PASSED A STAR IN A WHILE.
SO WE DO CELEBRATE THAT, AND WE'RE NOT SEEING I MEAN, YOU HAVE SOME STUDENTS THAT STRUGGLE THROUGHOUT, BUT WE ARE ABLE TO MOVE THE NEEDLE WITH SOME OF THE STUDENTS, ESPECIALLY IF YOU LOOK AT COHORTS AND YOU LOOK AT 24 DATA, AND THEN YOU LOOK AT 25, YOU CAN SEE THOSE NUMBERS WITH APPROACHES CHANGING BECAUSE WE'RE ABLE TO MOVE THOSE STUDENTS.
AND IN A LOT OF THE CAMPUSES, WE DO HAVE A MEASURE ON ACCOUNTABILITY WHERE THEY ARE LOOKING AT STUDENTS WHO DIDN'T PASS.
AND WE GET A SEPARATE RATING FOR THOSE STUDENTS ON IF THEY WENT FROM DO NOT MEET TO SOME FORM OF PASSING.
AND MANY OF OUR TEACHERS ARE DOING VERY WELL WITH MOVING STUDENTS FROM DID NOT MEET TO SOME FORMS OF PASSING.
THANK YOU VERY MUCH. I DID WANT TO COMMENT ABOUT THOSE EIGHTH-GRADE AND ENGLISH 1 AND ENGLISH 2 READING, AND OF COURSE.
TO YOUR POINT, KATHERINE, ABOUT JUST A LITTLE BIT MORE HISTORICAL DATA.
MAYBE YOU HAVE IT IN YOUR MIND.
THEY GO FROM IN, 70,71 TO THE 49 RANGE, DOWN TO THE 28,22 RANGE, FOR THOSE DIFFERENT GRADES.
IS THAT WHAT WE'VE SEEN HISTORICALLY? THEY'RE IN THOSE SAME STEPS WHERE WE SEE THAT DROP OFF?
>> YES. SO THE GOOD THING ABOUT HAVING THE ACADEMIC DEAN AT THE HIGH SCHOOL THE LAST TWO YEARS.
WE'VE BEEN ABLE TO START DIVING INTO THAT.
YOU LEAVE EIGHTH GRADE VERY HIGH.
WE'VE SEEN PASSING RATES OKAY AT ENGLISH 1.
AND THEN THAT MASTER'S AND THAT MEETS IS WHERE WE GET HIT WITH ENGLISH 2.
ONE IT'S ALSO YOU GOT TO THINK ABOUT SOPHOMORE YEAR.
A LOT OF OUR STUDENTS ARE STARTING TO TAKE AP EXAMS. THERE'S THERE'S PSAT.
THERE'S A LOT GOING ON THAT SOPHOMORE YEAR.
THAT'S NOT TRYING NOT TO MAKE EXCUSES.
BUT ONE OF THE THINGS WE'RE HAVING A VERY DIFFICULT TIME WITH OUR ENGLISH TWO DEPARTMENT OF THINKING THROUGH MOTIVATION, GETTING THEM TO UNDERSTAND.
THIS IS AN EXTREMELY IMPORTANT TEST.
WE WANT YOU TO DO THE BEST YOU CAN ON THIS, NOT JUST PASS.
YOU CAN DO IT AGAIN, ALONG WITH EVERYTHING ELSE THEY'RE TRYING TO BALANCE IN MAY.
AND SO, YES, IT IS WHAT WE'VE BEEN SEEING OVER THE LAST COUPLE OF YEARS.
>> THAT'S AN INTERESTING POINT, I HADN'T THOUGHT ABOUT CAUSE THAT'S NOT GOING ON THEIR REPORT CARD.
THE COLLEGES AREN'T SEEING THEIR STAR SPORTS.
>> THERE IS SOME MOTIVATION IN THAT PARTICULAR GRADE LEVEL.
>> THAT DOES HELP EXPLAIN 'CAUSE IT IS SUCH A BIG DROP.
I'M ASSUMING YOU DIDN'T SAY, BUT WE SEE CONSISTENCY ACROSS OUR SCHOOLS IN THESE DIFFERENT STAR TESTS, ACROSS THE ELEMENTARIES AND SUCH.
THERE'S EQUITY, I DON'T KNOW, LACK OF A BETTER WORD.
AND COULD YOU REPEAT THAT 14% GROWTH IN MATH ONE MORE TIME? WHAT WERE YOU TRYING TO SHARE WITH US? THAT WAS SO.
>> I THINK IT WAS, WAS IT SCIENCE, NOT MATH? EIGHTH SCIENCE.
>> THE EIGHTH-GRADE SCIENCE, THIS LAST YEAR, WHERE THOSE FIFTH GRADERS THREE OR FOUR YEARS AGO, WHEN WE WERE LIKE, WHAT IS GOING ON IN FIFTH-GRADE SCIENCE? AND NOT ONLY DID WE GET THEM UP IN THEIR PASSING RATE 10 POINTS UP, BUT IN THEIR MASTERS, WE ALSO GOT UP TO 14 POINTS TOO.
SO, GOING BACK TO KATHERINE'S POINT, WHEN YOU LOOK AT THE COHORT, IT MAY LOOK DOWN, BUT IT WAS ACTUALLY A VERY SIGNIFICANT JUMP FOR THAT COHORT.
AND THEN YOU JUST IMPLEMENTED MAP, AND SCIENCE IS WHAT YOU SAID.
SO WE HAVE IT IN ALL OUR OTHER CORES, THOUGH? IS THIS THE LAST PLACE THAT WE'RE GOING TO BE IMPLEMENTING MAP? IT'S PERVASIVE THROUGHOUT NOW.
WE DIDN'T EXPAND IT TO ANY OTHER GRADE.
IT WAS IN PARTICULAR IN REACTION TO OR IN EFFORT TO GET ON TOP OF THE FIFTH-GRADE SCIENCE SCORES THAT WE HAD.
TO BE COMPLETELY BLUNT AND HONEST.
WE'VE BEEN WAITING TO SEE WHAT THE LEGISLATION DOES WITH ALL THE INTERIMS THAT WE ARE NOW GOING TO HAVE TO DO, SO THAT WE DO NOT DO IT.
WE DIDN'T ADD ANYTHING ELSE THERE, AND WE'RE CURRENTLY NOT TALKING ABOUT THAT, WAITING ON THAT TO SEE HOW THAT GOES.
THAT'S IT FOR ME. THANK YOU VERY MUCH.
>> THANK YOU, DIANE. ANY OTHER QUESTIONS? THANK YOU. KATHERINE, CHAD, MOLLY.
[8.5 Board Strategic Priority: Community Engagement update]
OUR STRATEGIC PRIORITY UPDATE AND ITS COMMUNITY ENGAGEMENT WITH CLAUDIA MCCARTER.[02:15:18]
>> IS THIS WORKING FOR EVERYBODY? HI. ARE WE AWAKE? ME TOO. ALL RIGHT.
SO I HAVE THE PLEASURE OF KICKING OFF THE FIRST OF THE BOARD PRIORITY UPDATES.
SO I'LL GO THROUGH THIS AT PRETTY MUCH AT A HIGH LEVEL, BUT, OF COURSE, STOP ME IF YOU HAVE SPECIFIC QUESTIONS, AND WE CAN JUST GET RIGHT INTO IT.
SO, JUST A REMINDER, HERE ARE THE BOARD PRIORITIES AND GOALS.
I AM THE MIDDLE ONE, THE COMMUNITY ENGAGEMENT, THE YELLOW ONE.
SO LET'S START OFF WITH INITIATIVES THAT ME AND MY DEPARTMENT WORK ON.
WE'RE A SMALL BUT MIGHTY DEPARTMENT OF THREE.
>> I DID JUST GET MY THIRD STAFF MEMBER, THANKS TO ENVISIONINGS, AND THEIR PUSH FOR THAT.
I HAVE A STAFF MEMBER WHO HELPS WITH VIDEO AND SOCIAL MEDIA, AND THAT IN ITSELF IS A HUGE JOB THAT I JUST COULD SOMETIMES GET TO, AND SOMETIMES COULDN'T.
IT'S NICE TO HAVE A PERSON DEDICATED TO THAT.
STARTING OFF WITH PARENTSQUARE.
WE INTRODUCED PARENTSQUARE LAST YEAR.
LAST YEAR, WHEN WE IMPLEMENTED IT, WE IMPLEMENTED IT RIGHT BEFORE THE SCHOOL YEAR STARTED.
IT WAS ONE OF THOSE THINGS OF, HEY, TEACHERS, IF YOU WANT TO BE AMBITIOUS AND TRY THIS NEW WAY OF COMMUNICATING, WE'D LOVE FOR YOU TO, AND WE'LL PROVIDE ALL THE RESOURCES WE CAN.
A LOT OF TEACHERS DID, AND WE DID TELL THEM, THIS IS THE YEAR THAT WE WANT YOU TO TRANSITION, BUT NEXT YEAR, MEANING THIS YEAR, '25/26, EVERYONE HAS TO USE PARENTSQUARE AS THEIR METHOD OF COMMUNICATION.
TEACHERS, STAFF, COACHES, EVERYONE HAS TO USE IT.
THE REASON WHY, AND I EXPLAINED LAST YEAR WHEN WE WENT TO PARENTSQUARE, IS IT PUTS EVERYTHING IN ONE PLACE, IN ONE PLATFORM, THAT YOU CAN GET MESSAGES FROM EVERY SINGLE ONE OF YOUR TEACHERS OR COACHES.
YOU CAN COMMUNICATE WITH THEM.
IT CAN BE A TWO-WAY COMMUNICATION.
YOU CAN USE IT FOR SIGNING UP FOR VOLUNTEER PROJECTS, WHO'S GOING TO BRING THE KLEENEX BOXES, WHATEVER.
YOU CAN ALSO SCHEDULE PARENT-TEACHER CONFERENCES REALLY EASILY.
OUR ELEMENTARY TEACHERS HAVE BEEN PARTICULARLY EXCITED ABOUT THAT BECAUSE IT MAKES IT REALLY EASY TO DO THAT.
THIS YEAR, AS I SAID, WE REQUIRED ALL OF THE TEACHERS TO MOVE TO PARENTSQUARE TO PROVIDE ALL COMMUNICATIONS.
HAVE WE GOTTEN EVERYBODY? NO, BUT WE'RE GETTING THERE.
WE'VE GONE TO CAMPUSES AND PROVIDED TRAINING FOR TEACHERS AND STAFF.
WE WENT TO WEST LAKE AND HAD A TRAINING FOR SOME COACHES.
ONCE THEY GET IN IT, AND THEY'RE PLAYING AROUND WITH IT, THEY SEEM TO APPRECIATE IT.
I KNOW, JUST SPEAKING TO MY FRIEND, KELLY, THAT PARENTS APPRECIATE IT TOO, AND THAT THEY CAN GET ALL OF THAT COMMUNICATION AGAIN IN ONE PLACE.
ONE OF THE REASONS ALSO OF GOING TO PARENTSQUARE IS IT DOES ELIMINATE THAT ONE-ON-ONE COMMUNICATION, LIKE A TEXT BETWEEN A TEACHER AND A STUDENT.
NEVER REALLY A GOOD THING FOR THAT TO HAPPEN, SO PARENTSQUARE MAKES THAT, SO IT'S ON A PLATFORM WHERE OTHERS CAN SEE THAT.
ANOTHER MOVE THAT WE DID THIS YEAR WAS WE PUT ALL OF THE SCHOOL NEWSLETTERS IN PARENTSQUARE AS WELL.
SOME SCHOOLS WERE USING FINAL SITE, OUR WEBSITE PLATFORM THAT HAS A NEWSLETTER COMPONENT TO IT, BUT THIS YEAR, WE MOVED THEM ALL ONTO PARENTSQUARE.
[02:20:03]
AGAIN, SO WE HAVE A ONE-STOP SHOP.THIS WAS NOT IN YOUR PACKET, BECAUSE I JUST DISCOVERED IT TODAY, AND I THOUGHT IT WOULD BE COOL TO ADD.
BUT IT BASICALLY JUST SHOWS THE METRICS THAT PARENTSQUARE CAN GIVE YOU.
I WAS TALKING WITH OUR PARENTSQUARE REP TODAY, AND SHE WAS LIKE, OH, MY GOSH, YOUR METRICS, YOU'RE UNBELIEVABLE, THE ENGAGEMENT THAT YOU HAVE.
I SAID, WELL, YEAH, OF COURSE.
BUT AS YOU CAN SEE, THIS IS DISTRICT-WIDE.
YOU CAN LOOK BY APPRECIATIONS.
IF SOMEONE APPRECIATES A POST THAT YOU SEND, SOMEONE CAN JUST APPRECIATE IT, OR THEY CAN COMMENT.
IT LOOKS LIKE WE HAVEN'T USED RSVPS YET, BUT YOU CAN SIGN UP VOLUNTEERS.
THE DIRECT MESSAGES, THAT'S WHERE THAT GETS TO.
IT ELIMINATES THE TEXT MESSAGING BETWEEN TEACHER AND KID.
BUT SOMETHING JUST INTERESTING TO SEE.
THEN THIS IS OUR REACH OF DELIVERABILITY.
WHAT OUR PARENTSQUARE REP WAS ESPECIALLY IMPRESSED WITH IS THE FACT THAT 52% OF OUR PARENTS HAVE DOWNLOADED THE APP, AND THEY'RE USING THE APP.
TO ME, THAT'S A NO-BRAINER, BECAUSE ONCE YOU USE THAT APP, YOU DON'T EVER WANT TO GO BACK TO ANYTHING ELSE, RIGHT, KELLY? I MEAN, IT MAKES IT SO EASY TO BE ABLE TO SEE EVERYTHING.
EVEN IF YOU HAVE KIDS IN DIFFERENT SCHOOLS, YOU CAN EASILY TOGGLE THROUGH.
THAT'S A PRETTY IMPRESSIVE NUMBER TO HAVE 52%.
SHE SAID THAT THE AVERAGE INDUSTRY IS ABOUT 39%, SO WE'RE DOING GOOD THERE.
THEN THE NEXT ONE THAT I WANT TO GO OVER.
GOSH, I KEEP GOING BACK AND FORTH.
I DON'T KNOW WHICH ONE TO LOOK AT.
THE NEXT THING IS THOUGHTEXCHANGE.
THIS, AS YOU REMEMBER, IS A PLATFORM THAT WE PURCHASED.
GOSH, I THINK WE'RE IN OUR THIRD YEAR NOW.
I WILL BE THE FIRST ONE TO SAY WE HAVE NOT USED IT TO THE MAX THAT WE COULD.
IT'S BEEN ONE OF THOSE THINGS THAT IT SURE WOULD BE NICE TO, BUT WHERE'S THE TIME? I HAVE MADE A PROMISE TO MYSELF AND TO DIANE HEARN; YOU CAN WRITE THIS DOWN TODAY.
WE ARE GOING TO HAVE A SCHOOL CLIMATE SURVEY THIS YEAR.
I MAY EVEN BRAND IT THE DIANE HEARN SCHOOL CLIMATE SURVEY. I DON'T KNOW.
WE'RE GOING TO DO IT, AND WE'LL USE THOUGHTEXCHANGE.
THEY DO HAVE, IF YOU'LL REMEMBER, THE WAY WE'VE USED IT BEFORE, IS YOU ASK A QUESTION IN THOUGHTEXCHANGE, AND THEN PEOPLE CAN JUST EITHER STAR IT OR ADD ANOTHER SUGGESTION WITHIN THOUGHTEXCHANGE, ANOTHER THOUGHT.
BUT THOUGHTEXCHANGE DOES HAVE A SURVEY COMPONENT TO IT.
IT DOES HAVE A FUNCTIONALITY FOR SURVEYING, AND THEY'VE IMPROVED IT.
WHEN WE FIRST GOT IT, IT WAS VERY LIMITED.
I THINK YOU COULD ONLY ASK, I DON'T KNOW, 20 QUESTIONS OR SOMETHING LIKE THAT.
IT WOULDN'T FIT OUR 800-QUESTION SURVEY THAT WE CURRENTLY HAVE, WHICH WE ARE GOING TO DEFINITELY DECREASE THOSE NUMBERS.
WE'RE GOING TO DO THAT THIS YEAR, I PROMISE.
WHEN I WAS FIRST PUTTING THIS TOGETHER, I THOUGHT THAT WE COULD USE THOUGHTEXCHANGE FOR THE SUPERINTENDENT SURVEY SEARCH, BUT NOW THAT WE'RE IN IT AND LIVING IT AND THINGS ARE HAPPENING, I DON'T KNOW IF THERE'S A PLACE FOR THAT.
I STILL NEED TO TALK TO OUR CONSULTANTS TO SEE IF THERE'S A WAY TO INCORPORATE THAT IN THERE BECAUSE THEY HAVE THEIR OWN TOOLS, THEY HAVE THEIR OWN METHODS, AND I DON'T KNOW IF THEY WANT OURS.
THEN, ALSO THE LONG-RANGE FACILITY PLANNING, THAT WAS ORIGINALLY WHEN WE WERE GOING FULL FORCE ON THAT, THIS COULD BE A GOOD USE OF THOUGHTEXCHANGE.
I'M NOT SAYING WE'RE NOT GOING TO DO IT.
YOU GUYS ARE GOING TO HELP US DECIDE THAT, AND THEN WE CAN ABSOLUTELY INCORPORATE THOUGHTEXCHANGE INTO THAT.
THEN, OUR BEHIND-THE-SCENES CAMPAIGN, WE'RE GOING TO CONTINUE THAT.
TOM HAS NOT STARRED IN A VIDEO YET, BUT WE'LL WORK ON THAT.
[02:25:02]
[LAUGHTER] FOR THOSE WHO DIDN'T HEAR, HE SAID, BETTER BE QUICK.BUT WHAT WE DID DO THIS SUMMER, FOR BEHIND THE SCENES, IS WE REALLY FOCUSED ON PEOPLE AND PROGRAMS AND OUR BOND UPDATES.
FOR EXAMPLE, THE PICTURES THAT ARE HERE ARE BEAUTIFUL, TLC AND ATS THAT JUST LOOK AMAZING, AND JUST SHOWING PROGRESS UPDATES ON THAT THROUGHOUT THE SUMMER.
THAT'S WHAT WE FOCUSED ON THE SUMMER.
THE GRAPHIC THERE, THE TOP LEFT, THOSE ARE THE CAMPUS CONVERSATIONS THAT WE HAVE.
IF YOU'LL REMEMBER, WE GO TO CAMPUSES TWICE A YEAR, ONCE TO TALK TO THE BOOSTER CLUB AND THE PARENTS, AND THEN ANOTHER TIME TO TALK TO THE STAFF.
WE ARE GOING TO START THOSE, GOSH, I THINK THE FIRST ONE.
I CAN'T READ THAT. I THINK IT'S OCTOBER. YES. THANK YOU.
I'M STILL BOOKING A COUPLE MORE OF THOSE. THOSE ARE COMING.
THEN THESE ARE JUST SOME PICTURES, AGAIN, FROM THIS SUMMER, FOCUSING ON OUR INCREDIBLE STAFF AND THE BLEND OF BARTON CREEK AND VALLEY VIEW.
I MEAN, GOSH, THEY STILL ARE, HONESTLY, BUT REALLY POURING THEIR HEART AND SOULS INTO GETTING THAT CAMPUS READY FOR EVERYONE.
THEN THE PICTURE IN THE MIDDLE GOES ALONG WITH, NO, IT DOESN'T.
TARGETED MESSAGING IS COMING UP LATER, BUT THAT'S A VIDEO THAT WE DID SHOWING.
CAN I GET BACK THERE? HOW DO YOU GET BACK THERE? I CAN'T.
HOW DO YOU GET BACK HERE? [LAUGHTER] ANYBODY? ANYBODY KNOW HOW TO GET BACK THERE? WAIT, I THINK I FOUND IT.
THERE WE GO. THAT PICTURE IN THE MIDDLE WAS FROM THE VIDEO WE FILMED AT THE BEGINNING OF SCHOOL, ACTUALLY, RIGHT AT THE BEGINNING OF SCHOOL.
LESLIE BOLDER FROM BRIDGE POINT WAS KIND ENOUGH TO LET US INVADE HER NURSES' CLINIC TO BE ABLE TO JUST PUT A FACE TO ONE OF THE NEW LEGISLATIVE MANDATES OF GETTING PARENTAL CONSENT.
THAT WAS A VIDEO THAT WE DID TOO.
ALWAYS ON IS OUR WEBSITE CHATBOT.
I JUST WANTED TO THROW A COUPLE OF VISUALS UP HERE JUST TO SHOW YOU, AS YOU CAN IMAGINE, THE QUESTION SPIKE RIGHT BEFORE SCHOOL STARTS.
YOU CAN SEE THAT ENGAGEMENT THERE.
THIS IS JUST THE DISTRICT CHATBOT.
WE DO HAVE CHATBOTS ON EVERY SINGLE ONE OF OUR SCHOOL WEBSITES.
BUT JUST FOR THE SAKE OF TIME, I THOUGHT I WOULD SHOW YOU THE DISTRICT LEVEL.
THIS GRAPH SHOWS AUGUST 1ST TO SEPTEMBER 15TH, AND WE HAD 925 ENGAGEMENTS AND OVER 1,200 QUESTIONS, WHICH I'M TOLD IS A LOT COMPARED TO OTHER SCHOOL DISTRICTS.
HERE IS AN EXAMPLE OF THAT GRAPH OF THOSE TOP CATEGORIES.
I WAS TRYING TO DIG INTO WHAT GENERAL MEANS BECAUSE IT WAS VERY GENERAL.
I FOUND THERE WERE QUESTIONS ABOUT PE WAIVERS, PHYSICALS, AND PRE-K REV TRACK.
I MEAN, JUST REALLY GENERAL RANDOM QUESTIONS.
BUT THE GOOD THING THAT HAPPENS WITH THAT IS ON THE BACK END, THEN WE CAN SEE WHAT IS THAT PERSON LOOKING FOR ON THE WEBSITE.
WHAT ABOUT REV TRACK ARE THEY LOOKING FOR, AND THEN WE CAN CUSTOMIZE AND ANSWER SO THAT IF THE NEXT PERSON GOES IN AND SAYS, HOW DO I AVOID PAYING REV TRACK FEES, THEN THE CHATBOT CAN HELP FIND IT.
WE CAN MANUALLY PUT THAT IN THERE ON THE BACK END TO BE ABLE TO UPDATE OUR WEBSITE IN PLACES WE WOULDN'T EVEN KNOW WE NEEDED TO UPDATE.
IT'S PRETTY COOL IN THAT REGARD.
I LOVE SEEING THE QUESTIONS COME IN, AND WHEN IT SAYS, THE ANSWER WAS NOT HELPFUL, I'M REALLY TRYING TO FIGURE OUT, HOW CAN WE MAKE THAT ANSWER BETTER SO SOMEONE CAN FIND IT.
[02:30:03]
IT'S A REALLY COOL PRODUCT.THESE ARE SOME OF THE TOP QUESTIONS THAT WE RECEIVED IN THAT TIME PERIOD, AS YOU CAN IMAGINE, SCHOOL YEAR CALENDAR IS A BIG ONE.
THE EXAMPLE I ALWAYS LIKE TO GIVE IS SCHOOL SUPPLIES.
IF WE SEE A LOT OF QUESTIONS ABOUT SCHOOL SUPPLIES, THEN WE REALLY MAKE SURE TO CUSTOMIZE HOW PEOPLE CAN GET TO THOSE SCHOOL SUPPLY LISTS FASTER.
BEFORE, WE HAD THEM JUST ANYWHERE AND EVERYWHERE, BUT THEN WE SAW LOTS OF QUESTIONS ABOUT SCHOOL SUPPLIES, AND SO WE CREATED ONE PAGE, AND THEN ANYTIME ANYBODY ASKED SCHOOL SUPPLIES, THEN THEY WERE DIRECTED TO THAT PAGE.
JUST TRYING TO GET AHEAD OF THOSE QUESTIONS.
FOR THIS YEAR, SEEING A LOT OF QUESTIONS ABOUT THE 2026/'27 CALENDAR, IF YOU'RE WATCHING BOARD MEETINGS OR IF YOU'RE GOING TO DLT, YOU KNOW THAT IT'S BEING DISCUSSED.
BUT IF YOU'RE NOT DOING THAT, THEN WHAT I DID WAS I SAID, OH, WELL, LET ME GO AHEAD AND UPDATE THE WEBSITE, SO I PUT A LITTLE NOTE ON THE CALENDAR PAGE OF THE WEBSITE JUST SAYING, THE BOARD WILL VOTE ON THIS IN NOVEMBER OR SOMETHING LIKE THAT.
AGAIN, JUST ADJUSTING TO WHERE WE CAN HELP OUR CONSTITUENTS AS MUCH AS WE CAN.
THIS FINAL ONE IS EXPLODED, BUT IN A GOOD WAY.
WE'RE JUST REALLY TRYING TO THINK OF ANY AND EVERY WAY WE CAN NOT ONLY ENGAGE OUR COMMUNITY, BUT MAYBE TRY AND GET SOME REVENUE TOO.
THE DIGITAL FLYER PROGRAM IS SOMETHING THAT WE STARTED NEW THIS YEAR.
I HAVE ADAPTED IT FROM THE CONCEPT OF PEACHJAR THAT A LOT OF OTHER SCHOOL DISTRICTS USE.
WITH PEACHJAR, THE DISTRICT DOESN'T GET ANY MONEY FROM IT.
A PEACHJAR MAY RUN YOUR PROGRAM OF WHAT FLYERS CAN GO IN YOUR CAMPUS NEWSLETTERS, BUT THE SCHOOL DISTRICT DOESN'T GET ANY MONEY FROM IT; PEACHJAR GETS THE MONEY.
WE THOUGHT, WHY NOT WE DO IT, AND WE KEEP THE MONEY.
WE'RE SEEING SOME INTEREST, WHICH IS GOOD.
THE OTHER BENEFIT OF THIS IS THAT IT DECLUTTERS OUR CAMPUS NEWSLETTERS.
BEFORE, YOU WOULD GO ONTO A CAMPUS NEWSLETTER AND YOU JUST SCROLL, BECAUSE YOU WOULD JUST SEE THE SAME ANNOUNCEMENTS OR ADS FOR CAMPS OR THINGS LIKE THAT.
WELL, THIS TAKES THOSE OUT OF THE CAMPUS NEWSLETTERS AND PUTS IT INTO A CENTRAL PLACE.
EACH CAMPUS HAS THEIR OWN DIGITAL FLYER WEBSITE, SO IF AN ADVERTISER WANTS TO MARKET TO BARTON CREEK, FOR EXAMPLE, THEN THEY PAY FOR BARTON CREEK ONLY, AND THEN THEIR AD GETS ON THE BARTON CREEK DIGITAL FLYER PAGE ON THE WEBSITE.
THEN, IN THE BARTON CREEK NEWSLETTER, THERE'S A LINK TO GO TO THOSE DIGITAL FLYERS.
INSTEAD OF 10 OF THOSE FLYERS IN THE BARTON CREEK NEWSLETTER NOW, THERE'S ONE LINK TO GET THEM OUT TO WHERE THEY ALL ARE.
THERE ARE SOME EXCEPTIONS SO IF YOU GO INTO A CAMPUS NEWSLETTER AND YOU SAY, WAIT A MINUTE, I'M SEEING SOME FLYERS, WE DO HAVE SOME EXCEPTIONS, WE DO ALLOW BOOSTER CLUBS, EEF, AND THEN ALSO OUR STAFF WHO ARE TEACHING COMMUNITY ED CLASSES THERE ON THAT CAMPUS, WE'RE ALLOWING THOSE TO STAY IN THE CAMPUS NEWSLETTERS, AND WE'RE NOT CHARGING THEM.
>> THEY ARE COMMUNITY PARTNERS, AND WE DIDN'T FEEL RIGHT ABOUT THAT, BUT FOR THE PEOPLE WHO ARE PAYING, SO, WE'VE BEEN RUNNING THIS FOR A MONTH NOW, AND WE'VE HAD A TOTAL OF 46 FLYERS DISTRICT WIDE.
NOW WE'LL SAY THE MAJORITY OF THOSE ARE THOSE FREE PARTNER ONES.
TEACHERS HAVE A LOT OF CAMPS, BUT WE HAVE COLLECTED ABOUT $1,400 FROM VARIOUS BUSINESSES WHO HAVE PLACED ADS IN EITHER JUST THE DISTRICT DIGITAL FLYER WEBSITE
[02:35:03]
OR ALL OF THE CAMPUS WEBSITES OR SELECT ONES, BECAUSE SOME PEOPLE JUST WANT TO DO ELEMENTARY, SOME JUST WANT TO DO HIGH SCHOOL, SO WE CAN SEGMENT THAT FOR THEM.THE INTERESTING THING OUT OF THAT ALSO IS THE ENGAGEMENT.
WE WEREN'T SURE WHAT IT WOULD LOOK LIKE IF YOU DO TAKE THOSE OUT.
IT'S NOT LIKE WE COULD HAVE MEASURED THEM IN A CAMPUS NEWSLETTER ANYWAY, LIKE HOW MANY CLICKS THEY WERE GETTING.
BUT WE CAN NOW ON OUR PLATFORM, AND SO FAR, WE'VE HAD OVER 4,100 CLICKS ON DIGITAL FLYERS.
IT SEEMS LIKE PEOPLE ARE INTERESTED AND EVERY DAY WE'RE GETTING MORE PEOPLE ASKING ABOUT HOW THEY CAN SIGN THE OTHER EXCITING NEW INITIATIVE THAT WE'RE DOING THIS YEAR.
THE BOOTS, THESE BOOTS ARE MADE FOR THANKING.
THIS IS A COLLABORATION WITH GAMEDAY BOOTS.
IF YOU'VE SEEN ANY OF THE COLLEGE BOOTS, THE GIRLS THAT ARE WEARING AND BOYS, BUT MAINLY THE GIRLS WEARING THE COLLEGE BOOTS.
THEY APPROACHED US TO BE ABLE TO MAKE WEST LAKE BOOTS, AND WE GOT A SLOW START, DIDN'T GET REALLY OUT THERE AS AS QUICKLY OR AS MUCH AS WE WANTED, BUT WE GOT OUT THERE A LITTLE BIT.
SINCE PUTTING IT ON THE WEBSITE AND LAUNCHING THE CAMPAIGN, WE HAD OVER 400 PEOPLE GO TO THAT PAGE, WHICH SEEMS PRETTY GOOD AND AS OF TWO WEEKS AGO, I WAS TOLD THAT WE HAVE ROUGHLY AROUND $3,500 THAT CAME IN.
NOT TOO BAD FOR A THREE WEEK PUSH, BUT WE'RE GOING TO DO ANOTHER PUSH COMING UP SOON AND WITH HOMECOMING TO TRY TO GET MORE PEOPLE INTERESTED, BUT WE ARE ALWAYS LOOKING FOR MORE OPPORTUNITIES, MORE PARTNERSHIPS TO TRY AND GROW THIS PROGRAM.
THE OTHER GRAPHICS THAT ARE ON THERE ARE THE STAFF PERKS THAT I'M ALWAYS LOOKING FOR.
COVERT WAS NICE ENOUGH TO PROVIDE THIS DISCOUNT FOR OUR EDUCATORS.
BENCHMARK BANK HAS BEEN AN INCREDIBLE SPONSOR FOR US DISTRICT WIDE, BUT ALSO HELPING US WITH PRESIDENT'S COUNSEL AND JUST GETTING SOME ENGAGEMENT THROUGHOUT THE COMMUNITY.
WE SIGNED UP FOR "WE GO PUBLIC AGAIN", WHICH IS A STATEWIDE CAMPAIGN TO PUSH FOR PUBLIC SCHOOLS AND THE IMPORTANCE AND ALL THE GOOD THINGS THAT HAPPEN EVERY DAY IN PUBLIC SCHOOLS.
WITH THAT CAMPAIGN, WE GET A STATEWIDE REACH, WE GET ANY KIND OF ADVERTISING THAT THEY PUT OUT.
FOR A COUPLE HUNDRED DOLLARS, WE GET SOME MASSIVE STATEWIDE ADVERTISING, WHICH THERE'S NO WAY I COULD AFFORD THAT.
I'M EXCITED ABOUT THEIR EXPANSION THIS YEAR.
THEN LASTLY, THE TARGETED MESSAGING, THIS IS WHAT I MENTIONED BEFORE WITH DIFFERENT LEGISLATION AND TRYING TO GET THE WORD OUT TO PARENTS OF ALL THE THINGS THAT THEY JUST NEED TO BE AWARE OF AND THEY NEED TO HELP US WITH.
THESE ARE A COUPLE OF EXAMPLES OF THE THINGS THAT WE PUT OUT TO TRY AND GET THEIR ATTENTION, AND A LINK TO THE VIDEO, TOO.
THEN ALSO, WESTLAKE HIGH SCHOOL JUST DID THERE BE KIND TO YOUR MIND SPEAKER SERIES.
I KNOW THAT'S ALWAYS BEEN A VERY, VERY POPULAR THING FOR PEOPLE, AND SO WE'VE REALLY HELPED TO PUSH THAT OUT DISTRICT WIDE EVERY TIME THEY HAVE DIFFERENT SPEAKERS. THAT'S IT.
>> ANY QUESTIONS. THANK YOU, CLAUDIA.
ANY QUESTIONS ON THE BOARD? KELLY.
>> I HAVE FOUR BIG THANK YOUS.
THEN A, HOW CAN WE HELP SUPPORT YOU? NUMBER ONE, YOUR PARENT ADVISORY GRAPHIC WAS INCREDIBLE.
IT WAS VERY ATTENTION GRABBING, AND IT WAS A GREAT WAY TO GET OUR PARENTS TO STOP AND NOTICE WHAT WAS HAPPENING WITH THE OPT IN.
[02:40:01]
I REALLY APPRECIATED THAT.I THINK I POSTED IT ON MY FACEBOOK, AND IT GOT A LOT OF PEOPLE'S ATTENTION RIGHT AWAY.
THEN THEY WERE LIKE, THAT'S A COOL GRAPHIC, AND I WAS LIKE, THAT WAS CLAUDIA.
NUMBER TWO, I WOULD LOVE TO COMPLIMENT YOU ON THE PARENTSQUARE.
YOU HAVE REVOLUTIONIZED MY LIFE.
I HAVE TWO HIGH SCHOOLERS IN HONORS CLASSES AND EXTRACURRICULARS.
I AM GETTING E MAILS ALL THE TIME, AND NOW THEY'RE ALL COMING TO MY PARENTSQUARE APP ALONG WITH COUNSELOR NOTIFICATIONS, THE BOARD UPDATES, THE DISTRICT ARE SURVEY THE OPPORTUNITY FOR THE COMMUNITY TO TAKE THIS SURVEY FOR THE SUPERINTENDENT SEARCH.
I ALWAYS TRY REALLY HARD TO APPRECIATE IT SO THAT YOU DO SEE THAT I'M SEEING IT AND I'VE HAD, LIKE, THE COACH SAY THANKS FOR ALWAYS APPRECIATING AND SO IT'S A WAY TO INTERACT WITH YOUR COACH WITHOUT HAVING TO HAVE THAT EXTRA TIME OR WHATEVER IT'S JUST THAT QUICK, I SAW THIS.
NUMBER THREE WAS THE BRAND RECOGNITION.
I REALLY WANT TO SHOUT OUT TO ALL YOUR WORK THAT YOUR TEAM AND YOU DO ON SOCIAL MEDIA TO SHOW WHAT WE'RE DOING FOR STUDENTS HERE IN EAVES.
I THINK THAT'S REALLY IMPORTANT.
I KNOW THAT IT IS ATTRACTING STUDENTS TO EAVES, AND THAT IS HOW THEY'RE HEARING ABOUT IT, BECAUSE PARENTS ARE TELLING ME THAT AND HAVING STUDENTS IN EXTRACURRICULARS AND MEETING OTHER BANDS, OTHER ATHLETIC PARENTS THAT ARE LIKE, I SEE YOUR PAGES.
YOU GUYS ARE DOING A GREAT JOB.
THEN YOU ALSO WENT OUT OF YOUR LANE AND JUMPED INTO FINANCE BY USING OUR BRAND TO FUNDRAISE FOR US.
LAURA AND I DID BUY SOME BOOTS AND I CAN'T WAIT TO GET THEM.
MY BOOTS ARE GONNA BE WALKING ALL OVER EAVES.
MY BIG QUESTION FOR YOU IS, HOW CAN WE HELP SUPPORT YOU? I KNOW YOU SAID YOU'RE GONNA BE DOING AN ATTENDANCE AWARENESS MOVEMENT.
THEN WE HAVE 50% OF OUR PARENTS ON PARENTSQUARE, WHICH IS GREAT, BUT HOW'S A BOARD? CAN WE HELP ENGAGE OR DO ANYTHING IN THE COMMUNITY TO GET TO BRING AWARENESS TO THESE THINGS ALONG WITH YOU?
>> THAT'S A GOOD QUESTION. I DO APPRECIATE ANY TIME YOU SHARE, BECAUSE I SEE WHEN YOU GUYS SHARE THINGS ON SOCIAL MEDIA.
YOU KNOW, OUR STRUGGLE IS ALWAYS THE 68% OF PEOPLE WHO DON'T HAVE KIDS IN OUR SCHOOLS AND REACHING THEM.
ONE THING I DIDN'T MENTION WAS OUR GOLD CARD PROGRAM, THAT HAS EXPLODED, SHOUT OUT TO WEST BANK LIBRARY WHO PUTS IT IN THEIR NEWSLETTER ABOUT EVERY OTHER WEEK.
I CAN ALWAYS TELL WHEN THEY'VE DONE IT BECAUSE THAT DAY, I'M STARTING I'M GETTING REQUESTS FOR GOLD CARDS.
IT'S REALLY SWEET, BUT OTHER THAN THE SOCIAL MEDIA AND THE GOLD CARD AND POSTING ON NEXT DOOR, INVITING PEOPLE TO COME TO FREE BAN CONCERTS OR FREE ORCHESTRA, OR WHATEVER.
WE DON'T REALLY HAVE THAT TOUCH, THAT ENGAGEMENT WITH PEOPLE WHO DON'T HAVE KIDS IN OUR SCHOOLS.
I MEAN, IT'S ALL SCHOOL DISTRICTS HAVE THIS CHALLENGE, BUT IT'S ALWAYS LOOKING FOR THOSE NEW WAYS TO BE ABLE TO REACH THEM.
TOM AND I HAVE TALKED ABOUT A MAILER, I ALWAYS LIKE TO DO AT LEAST ONE MAILER A YEAR TO SHOW BOND PROJECT PROGRESS AND SAYING, LOOK WHAT YOUR TAXPAYER DOLLARS FUNDED.
IT'S SO EXPENSIVE TO MAIL A PIECE TO OUR ENTIRE DISTRICT.
YOU HAVE TO BE REALLY STRATEGIC WITH WHAT THAT MAILER IS GOING TO BE AND HAVE THE MONEY, BUT THAT'S REALLY THE ONLY WAY TO TANGIBLY TOUCH THAT 68%.
I GUESS MY ANSWER WOULD BE ANY HELP REACHING THAT GROUP.
>> LIKE, THESE NEEDED. SOME OF THESE EXTRA EXTRA GROUPS AROUND TOWN, LIKE ROTARY, THE WESTLAKE CHAMBER.
[02:45:03]
AS HOAS, LIKE, TRYING TO ENGAGE WITH OUR LOCAL ONES OR THOSE AROUND US TO MAKE SURE THEY KNOW WHAT WE'RE DOING HERE AND GET THIS INFORMATION AS WELL.>> THANK YOU, KELLY. DIANE. THANK YOU VERY MUCH, CLAUDIA.
YOU'VE BEEN WORKING HARD CLEARLY.
I'M JUST GOING TO GO THROUGH A FEW QUESTIONS REALLY QUICKLY.
PARENTSQUARE. AS A TRUSTEE WHO'S NO LONGER HAS KIDS IN THE DISTRICT.
CAN I SUBSCRIBE TO DIFFERENT NEWSLETTERS THROUGH THAT? CAN OTHER PARENTS? LIKE, IF I HAVE ELEMENTARY KIDS, CAN I SUBSCRIBE TO THE MIDDLE SCHOOL?
>> YES. LETTER IS THAT? I THINK YOU HAVE TO GO THROUGH ME.
I THINK YOU HAVE TO REQUEST THROUGH ME NOW.
WE USED TO HAVE A WAY WHERE YOU COULD DO IT ON THE WEBSITE, BUT I'LL HAVE TO CHECK TO SEE IF YOU CAN DO THAT ON YOUR OWN, BUT YOU CAN DEFINITELY I CAN HELP.
>> THANK YOU. I THINK IT'D BE GREAT IF WE CAN TAP INTO JUST BEYOND OUR OWN LITTLE.
THOUGHT EXCHANGE DEFINITELY WANT TO HELP SUPPORT ANYTHING YOU WANT TO DO WITH THAT.
IT'S A FANTASTIC TOOL, BUT I UNDERSTAND THAT IT'S HARD AND YOU'RE LIMITED IN HOW MANY HOURS YOU HAVE IN THE DAY, BUT THERE ARE GOING TO BE SOME OPPORTUNITIES. I THINK AHEAD OF US.
THE DIGITAL FLYER PROGRAM IS REALLY EXCITING.
I THINK WE CAN MAYBE TRY TO HELP GET THE WORD OUT ABOUT THAT IN THE COMMUNITY.
I'M WONDERING HOW ARE YOU GETTING THE WORD OUT TO PEOPLE THAT THIS PROGRAM IS AVAILABLE, BECAUSE THE CHAMBER.
>> IT'S FUNNY, YOU SAY THAT KATHY HOOVER REACHED OUT TO ME TODAY, AND SHE WANTS TO BRAINSTORM ABOUT HOW TO GET THE WORK TO HER MEMBERS.
I'VE ALREADY BEEN APPROACHED BY SOME OF THE CHAMBER MEMBERS, AND THEY'RE ALREADY ADVERTISING, BUT IT TOOK A LOT TO GET IT SET UP.
IT IS VERY MANUALLY INTENSIVE, PAMELA VAN DYKE DOES THIS FOR ME.
IT IS MANUALLY INTENSIVE, BUT WE THINK IT'S WORTH IT, AND WE'RE LEARNING FASTER WAYS TO DO IT.
NOW WE'RE AT A POINT WHERE I THINK WE'RE COMFORTABLE WITH THE PRICING WE'RE COMFORTABLE WITH BECAUSE AT FIRST, WE WERE THINKING, WHAT ARE WE GOING TO CHARGE FOR THIS? WE LOOKED ALL AROUND AND THERE WERE PRICES ALL OVER THE PLACE.
WE PICKED SOME PRICING AND THOUGHT, WELL, LET'S TRY IT OUT AND SEE.
THEN ONCE WE STARTED GETTING SO MUCH INTEREST, WE THOUGHT, WELL, MAYBE WE HAVE A GOOD PRICE POINT.
>> OR WE NEED TO RAISE IT. I DON'T WANT TO RAISE IT YET, BUT WE WANT TO NOW THAT WE'VE BUILT IT, WE CAN START MARKETING IT MORE.
>> YES. FANTASTIC. THE WIKO PUBLIC CAMPAIGN.
I WASN'T FAMILIAR WITH THAT ONE.
IF YOU'VE MENTIONED IT BEFORE, I'M SORRY, BUT YOU'RE SAYING THIS IS A WAY FOR US TO TAP INTO STATEWIDE MARKETING AS A PUBLIC SCHOOL TO GET THE WORD OUT ABOUT OUR BRAND AND THINGS GOING ON.
THAT'S REALLY INTERESTING AS WE CONTINUE TO TALK TO OTHER TRUSTEES AROUND THE STATE BECAUSE WE DON'T GET A MARKETING BUDGET, BUT THE VOUCHER PROGRAM DOES.
>> MENTIONING THAT. WE ENTERED INTO THE WIKO PUBLIC CAMPAIGN LAST YEAR WAS OUR FIRST YEAR.
IT WAS KIND OF A PILOT THING FOR THEM TOO TO REALLY AGGRESSIVELY REACH OUT TO SCHOOL DISTRICTS.
WE PARTNERED WITH THEM LAST YEAR, AND WE'RE IN SOME ADS HERE AND THERE, BUT THIS YEAR, THEY HAVE A REALLY STRONG ROBUST PLAN FOR THE ENTIRE YEAR, AND WE'RE JUST KIND OF CRUISING ALONG.
LOCKED IN THERE, SO I'LL BE GOOD. THANK YOU.
I'LL SHARE ONCE THEY START PUTTING SOME OF THE STUFF OUT, I'LL SHARE WITH YOU GUYS.
>> I LOVED YOUR QUESTION, KELLY, HOW CAN WE HELP SUPPORT BECAUSE THERE'S SO MANY DIFFERENT THINGS WE COULD BE DOING AROUND THE COMMUNITY, INVITING PEOPLE TO CONCERTS, KEEPING THEM ENGAGED.
YOU'VE GOT MY WHEELS TURNING, SPINNING.
TRYING TO HELP THE BEST THAT I CAN.
I THINK THAT'S IT FOR ME. THANK YOU SO MUCH.
>> THANK YOU, DIANE. ANY OTHER QUESTIONS? THANK YOU, CLAUDIA. THIS'S FANTASTIC.
>> WE'RE NOW GOING TO MOVE TO THE CONSENT AGENDA PORTION OF OUR AGENDA?
[9.
ACTION - CONSENT AGENDA
]DO I HAVE A MOTION FROM THE BOARD? KELLY?>> I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE CONSENT AGENDA AS POSTED.
>> I HAVE A MOTION FROM KELLY. DO I HAVE A SECOND?
[02:50:02]
SECOND BY KATHERINE. HAVE A MOTION AND A SECOND FOR THE CONSENT AGENDA.IS THERE ANY DISCUSSION OR ANY QUESTIONS?
>> YES. I JUST WANTED TO CALL OUT TWO THINGS THAT'S IN THE CONSENT AGENDA.
WE TALK A LOT, INCLUDING TONIGHT ABOUT HOW TO GET A BETTER HANDLE ON OUR BUDGET AND EITHER BY INCREASING REVENUES OR DECREASING COSTS.
WE ACTUALLY HAVE SITTING IN OUR CONSENT AGENDA TWO DIFFERENT ITEMS THAT DO THAT.
ONE OF THEM IS HOW WE PURCHASE OUR ATTENDANCE CREDITS.
THE WAY THAT WE DO IT BY DOING IT ONE TIME, IT ALLOWS US TO MAXIMIZE OUR INVESTMENT REVENUE AND THE OTHER ONE IS THE INTERCAL CONTRACTS WITH PURCHASING COOPERATIVES, WHICH ALLOWS US TO PURCHASE ALL TYPES OF THINGS FROM ENERGY TO PAPER AT A DEEPLY DISCOUNTED PRICE.
>> THANK YOU, LAURA. THAT'S FANTASTIC TO HIGHLIGHT.
ANY OTHER COMMENTS OR QUESTIONS? I HAVE A MOTION AND A SECOND.
ALL IN FAVOR OF THE PASSAGE OF CONSENT AGENDA. IC SEVEN.
[10.
UPCOMING MEETINGS
]SEPTEMBER, OCTOBER 7, AND OCTOBER 21.WE ARE GETTING READY TO MOVE INTO MEETING SEASON, BECAUSE IN NOVEMBER, WE'LL HAVE PLENTY OF MEETINGS WITH OUR SUPERINTENDENT SEARCH.
AT 9:50, WE ARE ADJOURNED FROM TONIGHT'S MEETING.
THANK YOU. NO, THERE IS NO CLOSED.
* This transcript was compiled from uncorrected Closed Captioning.