>> THE TIME IS NOW 6:03, 
          [1. 
CALL TO ORDER
]
          [00:00:03]
AND I CALL THE NOVEMBER 18TH, 2025 MEETING, REGULAR MEETING OF THE EANESISD BOARD OF TRUSTEES TO ORDER. 
          MADAM SECRETARY, DO WE HAVE A QUORUM? 
          [2. 
ESTABLISH A QUORUM
]
          >> WE DEFINITELY DO. 
          >> GREAT. WE ARE NOW GOING TO GO OVER OUR EANESIST MISSION STATEMENT. 
          AND THE MISSION STATEMENT IS, WE UNITE, 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. 
          WE ARE NOW GOING TO MOVE INTO OUR PLEDGE OF ALLEGIANCE. 
          LEADING US TONIGHT WILL BE LAUREN WINGER. 
          LAUREN IS A FIFTH GRADER AT EANES ELEMENTARY. 
          SHE HAS ATTENDED EANES ELEMENTARY SINCE KINDERGARTEN. 
          SHE IS THE FIRST FEMALE MEMBER OF PAC 66 AND IS CONSIDERED AN ARROW OF LIGHT. 
          SHE LOOKS FORWARD TO MOVING UP TO TROOP 72 IN MARCH. 
          WITH THAT, LAUREN, DO YOU WANT TO LEAD US? 
          >> 
          >> THANK YOU, LAUREN. 
          [BACKGROUND] WE'RE NOW MOVING INTO THE SUPERINTENDENT'S REPORT ON OUR AGENDA, DR. TRIGG. 
          [5. 
SUPERINTENDENT'S REPORT
]
          >> THANK YOU, KIM. 
          I HAVE SEVERAL THINGS THAT I WANT TO EMPHASIZE. 
          TONIGHT, FIRST CONGRATULATIONS TO THE WEST LAKE HIGH SCHOOL STUDENT ATHLETES WHO ANNOUNCED THE SIGNING OF THEIR COMMITMENTS, THEIR NATIONAL LETTER OF INTENTS LAST WEDNESDAY ON NOVEMBER 12TH. 
          I HAD THE OPPORTUNITY TO ATTEND THAT CEREMONY. 
          REALLY, REALLY IMPRESSED WITH THE WHOLE SETUP AND LAYOUT. 
          COACHES MAKING OUTSTANDING COMMENTS ABOUT A BUNCH OF OUTSTANDING STUDENT ATHLETES. 
          WE'RE REALLY, REALLY PROUD OF EACH AND EVERY ONE OF YOU. 
          THESE ATHLETES REPRESENTED TEAMS FROM BASEBALL, BOYS AND GIRLS, BASKETBALL, VOLLEYBALL, SWIM, DIVE, AND OWING TEAMS. CONGRATULATIONS TO ALL THOSE THAT SIGNED LAST WEDNESDAY. 
          SECONDLY, THE SPECIAL OLYMPICS BACHE GOLF SEASON HAS WRAPPED UP. 
          WE THANK OUR AMAZING PARENTS AND STUDENTS FOR THEIR SUPPORT. 
          GIVE A SHOUT OUT TO DAVE AND BUSTERS FOR PROVIDING FUN GAMES AND GIVE WAYS FOR OUR STUDENT ATHLETES. 
          NEXT UP FOR SPECIAL OLYMPICS WILL BE BASKETBALL. 
          WEST LAKE HOSTED THE BEAUTIFUL CLASSIC, NOVEMBER 13TH, THROUGH THE 15TH. 
          HIGHLY ANTICIPATED EVENT THAT BRINGS TOGETHER TALENTED TEAMS FOR A WEEKEND OF COMPETITIVE BASKETBALL, ALONG WITH A FOCUS ON MENTAL HEALTH. 
          I'M GOING TO DEVIATE FROM MY SCRIPT HERE AND JUST SAY, I WAS INVITED TO GO TO THE OPENING CEREMONIES, AND YOU TALK ABOUT AN ENTHUSIASTIC BUNCH OF YOUNG LADIES. 
          IT WAS ABSOLUTELY PHENOMENAL. 
          I APPLAUD OUR COACH VICKI BENSON FOR PUTTING THIS TYPE OF A BASKETBALL TOURNAMENT TOGETHER BECAUSE IT'S NOT JUST ABOUT BASKETBALL, NOT JUST ABOUT WINS AND LOSSES, BUT THEY HAVE SESSIONS FOR THE GIRLS TO ATTEND ALL ABOUT SELF IMAGE, ALL ABOUT BEING BEAUTIFUL IN EVERY SINGLE WAY. 
          THERE WAS A LOT OF DISCUSSION ABOUT OPENNESS AND ABILITY AND WILLINGNESS TO GO TO COACHES WHEN YOU'RE STRUGGLING WITH ISSUES AND WHATEVER. 
          IT WAS JUST REALLY, REALLY, AN OUTSTANDING EXPERIENCE. 
          I THINK THE GIRLS WILL BENEFIT TREMENDOUSLY FROM THAT, AND I APPRECIATE THE OPPORTUNITY TO GO AND BE A PART OF THAT. 
          YOU HEARD EARLIER IN A SEPARATE MEETING FROM EACH ONE OF THE TRUSTEES ABOUT KIRK KONEKI OUR LOAN FINALISTS FOR THE SUPERINTENDENT POSITION. 
          SINCE THIS MAY BE A LITTLE DIFFERENT AUDIENCE, BECAUSE IT'S A SEPARATE MEETING, I JUST WANTED TO PASS ALONG MY CONGRATULATIONS, MY EXCITEMENT AS WELL. 
          I THINK KIRK KONEKI IS A TREMENDOUS CHOICE FOR THIS DISTRICT. 
          I'M EXCITED TO HELP TRANSITION AS WE MOVE FORWARD WITH THIS. 
          [00:05:01]
DECEMBER 9TH IS THE TIME IN WHICH WE PLAN TO ACTUALLY HAVE A CONTRACT APPROVED. 
          THAT WILL BE AFTER THE 21 DAY WAITING PERIOD THAT'S REQUIRED BY STATE LAW, AND WE'RE EXTREMELY HOPEFUL THAT HE WILL BE ABLE TO BE WITH US THAT EVENING AND POSSIBLY FOR A FEW DAYS THAT WEEK. 
          THAT'S YET TO BE FINALIZED, BUT THAT'S REALLY OUR HOPE AND IF THAT'S THE CASE, WE'LL BE SURE THAT WE HAVE AN OPPORTUNITY FOR PEOPLE TO COME AND MEET HIM AND GIVE HIM A REAL AS WELCOME. 
          CONGRATULATION, KURT. WE'RE EXCITED TO HAVE YOU. 
          THEN, LASTLY, SEVERAL OF US YESTERDAY HAD THE OPPORTUNITY TO MEET WITH REPRESENTATIVE DONNA HOWARD TO DISCUSS VARYING LEGISLATIVE ISSUES. 
          INCLUDING SHARING INFORMATION ABOUT OUR BUDGET CHALLENGES, STATE FUNDING, AND A NUMBER OF OTHER TOPICS. 
          WE REALLY APPRECIATE HER GIVING US THE TIME TO COME IN AND VISIT WITH US, AND I THOUGHT IT WAS A REALLY PRODUCTIVE, POSITIVE MEETING. 
          SHOUT OUT TO REPRESENTATIVE HOWARD. 
          WITH THAT, THAT DOES CONCLUDE MY SUPERINTENDENT'S REPORT. 
          >> THANK YOU, DR. TRIGG. 
          WE ARE GOING TO MOVE INTO OPEN FORUM. 
          OPEN FORUM DOES NOT. 
          TYPICALLY, IN OUR AGENDA, WE WOULD HAVE COMMUNITY MEMBERS THAT SIGN UP TO SPEAK. 
          TONIGHT, WE DID NOT HAVE ANY COMMUNITY MEMBERS TO SPEAK, SIGNED UP. 
          BEFORE WE GO INTO THE REPORTS, I'M GOING TO WELCOME EVERYONE FOR JOINING. I'M KIM MCMATH. 
          I SERVE AS PRESIDENT OF THE EANESISD BOARD OF TRUSTEES AND ON BEHALF OF THE BOARD, AND THE ADMINISTRATION. 
          WELCOME TO TONIGHT'S MEETING. 
          WE'VE HEARD THE SUPERINTENDENT'S REPORT. 
          THE REMAINDER OF THE MEETING, THE REPORTS, AND THE DISCUSSION AND ACTION OF OUR MEETING IS FOR THE BOARD TO DELIBERATE AND VOTE ON MATTERS LISTED ON OUR AGENDA TONIGHT. 
          AS ALWAYS, WE'RE COMMITTED TO ENSURING A RESPECTFUL AND CONSTRUCTIVE ENVIRONMENT, AND WE ASK FOR THE SAME COURTESY, AND WE'VE ALWAYS RECEIVED THAT IN RETURN. 
          I'M GOING TO NOW MOVE INTO THE REPORTS SECTION OF OUR AGENDA, 
          [7.1 2025-26 Snapshot enrollment update]
AND WE'RE GOING TO WELCOME MOLLY MAY, ASSISTANT SUPERINTENDENT OF TEACHING AND LEARNING, AND DOCTOR CHAD BURNETT, THE EXECUTIVE DIRECTOR OF TEACHING AND LEARNING. 
          WELCOME. THIS IS FOR A DISCUSSION THERE'S GOING TO BE NO ACTION TAKEN. 
          >> THANK YOU VERY MUCH FOR HAVING US. 
          >> THANK YOU BOTH. 
          >> THIS IS OUR ANNUAL ENROLLMENT PRESENTATION FOLLOWING SNAPSHOT, WHICH THIS YEAR HAPPENED TO BE ON OCTOBER 31TH. 
          JUST AN OVERVIEW LOOKING AT THE STUDENTS THAT WE SERVE HERE IN EANESISD. 
          THE SNAPSHOT NUMBER AND THE NUMBER THAT IS ACTUALLY THE FUNDED NUMBER IS ALL OF OUR K-12 STUDENTS, OUR STUDENTS THAT ARE AT ATS AND OUR LITTLEST KIDDOS THAT ARE AT ECSE. 
          THIS YEAR, WE CAME IN AT 7537, AND SO THAT'S THE NUMBER THAT'S USED IN VARIOUS REPORTS, HOW THE STATE LOOKS AT SOME OF YOUR FUNDING IN TERMS OF SNAPSHOT. 
          THE NUMBER THAT GETS CARRIED ON THROUGH ALL THE YEARS OF WHAT OUR OFFICIAL ENROLLMENT IS, ALTHOUGH WE KNOW THAT CHANGES EVERY SINGLE DAY. 
          BUT THAT'S WHAT IT WAS ON SNAPSHOT. 
          WE ALSO LIKE TO INCLUDE IN THIS PRESENTATION, JUST SOME OF THE OTHER STUDENTS THAT WE SERVE BECAUSE WE THINK IT'S IMPORTANT TO KNOW THAT WE HAVE OTHER KIDS IN OUR DISTRICT. 
          IN OUR ECSE PROGRAM, WHICH IS OUR EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM, ALSO HAVE STUDENTS. 
          THEY PAY A MINIMAL TUITION TO COME INTO THAT PROGRAM, AND THEY ARE THE PEER MODELS FOR OUR STUDENTS WITH DISABILITIES, AND WE TAKE THOSE STUDENTS FROM THE COMMUNITY AND THIS YEAR, WE HAVE 12 OF THOSE STUDENTS. 
          THEN IN OUR CDC PROGRAM, OUR CHILD DEVELOPMENT CENTER, WE'RE SERVING CURRENTLY 137 ADDITIONAL STUDENTS. 
          THEY DO NOT GARNER ANY FUNDS, BUT WE STILL COUNT THEM AS OUR KIDS. 
          THIS IS JUST OUR YEAR TO YEAR ENROLLMENT TRENDS, AND YOU CAN SEE, AND WE GO BACK ALL THE WAY 98-99, WE'LL KEEP ADDING UNTIL SOMETHING FALLS OFF THERE AT THE END. 
          BUT YOU CAN SEE WHERE WE ARE AND HOW WE'VE TRENDED OVER THE YEARS. 
          WE'RE CERTAINLY NOT AT THE LOWEST THAT WE'VE EVER BEEN, BUT YOU SEE THE DECLINE THAT WE'VE HAD OVER THE LAST COUPLE OF YEARS FROM OUR HIGH AND SO THIS IS JUST A YEAR END OUR YEAR TO YEAR ENROLLMENT TREND. 
          THE NEXT CHART WE HAVE JUST PRESENTS WHERE WE ARE AND HOW WE'VE TRACKED OVER THE LAST YEAR, AND I WILL GIVE A SHOUT OUT TO KATHERINE, WHO SAID, EVERY TIME WE DO THIS REPORT, IT GOES UP, AND IT DID BY FIVE THIS TIME AND SO, WAY TO GO. 
          WE ENDED THIS YEAR AT 7537. 
          [00:10:01]
THE LAST TIME WE PRESENTED, WE ARE AT 7532. 
          JUST A FEW NOTES ON THIS PAGE THAT I THINK ARE OF INTEREST. 
          YOU'LL SEE ONE OF THE BIGGEST JUMPS WE HAD THIS YEAR WAS AT CEDAR CREEK. 
          IF YOU LOOK AT THEIR PRELIMINARY ENROLLMENT BACK IN JUNE OF 481, AND THEN THEIR ENROLLMENT NOW AT 523, AND EVEN THEIR JUMP 91425-1031, WHICH WAS TEN STUDENTS. 
          THAT'S A LITTLE BIT INTERESTING AND SO I REACHED OUT TO CEDAR CREEK, AND I SAID, WE DID THESE KIDS COME FROM? THEY JUST SAID THAT THEY WERE JUST THEY WERE MOVED IN KIDS THAT CAME IN AFTER SCHOOL HAD STARTED. 
          IT WAS A LITTLE SURPRISING TO THEM, TOO TO GET 10 KIDS IN SUCH A SHORT AMOUNT OF TIME. 
          BUT THAT WAS ONE OF THE AREAS THAT WE HAD SEEN SOME GROWTH. 
          THEN JUST TO TRY TO GIVE A LITTLE PERSPECTIVE WHEN WE PRESENT IN JUNE, IT'S A MOVING TARGET AND CHAD AND I WORK ALL YEAR, ALL SUMMER TRYING TO FIGURE OUT WHERE WE'RE GOING. 
          WE DEFINITELY SAW AN INCREASE, WHICH WAS AMAZING FROM THAT 7295. 
          THAT 242 STUDENTS AND WHERE DID THEY COME FROM? HOW DO YOU KIND OF GAUGE THAT? WE DID SEE AN INCREASE THIS YEAR OVER THE SUMMER IN OUR KINDER ENROLLMENT AND SO WE NEED TO MAKE SURE, ONE OF THE THINGS WE'VE TALKED ABOUT IS TRYING TO GET OUT TO OUR COMMUNITY EVEN MORE ABOUT ENROLLING THOSE KINDER STUDENTS EARLIER. 
          THE EARLIER WE KNOW THEY'RE HERE, WE CAN ACCOUNT FOR THEM, WE CAN LOOK AT WHAT THOSE SECTIONS IN KINDERGARTEN LOOK LIKE, BECAUSE THAT'S ALWAYS THE HARDEST TO STAFF FOR, AND ALWAYS THE HARDEST BECAUSE WE JUST DON'T KNOW WHERE THOSE KIDS ARE. 
          BUT THE FACT THAT WE DID GET KIND OF AN INFLUX, I WOULD SAY AT FOREST TRAIL, ESPECIALLY THIS YEAR, WE'RE GOING TO LOOK AT DOING A LITTLE BIT MORE MARKETING ON MAKING SURE THAT THEY KNOW WHEN ENROLLMENT OPENS. 
          I THINK JUST HONESTLY, ESPECIALLY IF IT'S THEIR FIRST CHILD, THEY DON'T OFTEN THINK IT'S MARCH. 
          I NEED TO ENROLL MY KINDERGARTNER FOR SCHOOL IN AUGUST AND SO WE'LL WORK ON THAT A LITTLE BIT. 
          WE ALSO, THANKFULLY, AND APPRECIATIVE OF OUR SECONDARY CAMPUSES THAT DID TAKE A LOT MORE TRANSFERS THIS YEAR. 
          I THINK THAT ALSO ACCOUNTED FOR IT. 
          THEN, JUST IN GENERAL, WE HAD SOME LATE SUMMER ENROLLMENTS AND SAW SOME OF THE NUMBERS PEAK UP. 
          THOSE ARE A LITTLE BIT HARDER. 
          WE DON'T KNOW IF THOSE WERE FAMILIES THAT MOVED IN LATE. 
          WE DON'T KNOW IF THEY HAD WERE PLANNING TO GO TO PRIVATE SCHOOL AND CHANGE THEIR MIND OR WHAT THAT WAS. 
          BUT JUST SOME KIDS THAT WE HADN'T ACCOUNTED FOR IN A LITTLE BIT OF A BIGGER INFLUX THIS SUMMER. 
          THEN YOU'LL SEE LATER ON IN THE PRESENTATION WITH CHAD THAT WE DID SEE A HIGHER GROUP OF KIDS THIS YEAR COMING IN FROM PRIVATE SCHOOL. 
          THAT'S WHERE WE'RE GUESSING THAT 242 COMES FROM, BUT GLAD THAT THEY GOT HERE FOR THIS SCHOOL YEAR. 
          THIS IS THE CHART THAT WE SHOW AT EVERY PRESENTATION OF OUR ELEMENTARY AND WHERE THEY ARE ECSC THROUGH FIFTH GRADE. 
          YOU'LL SEE THE SECTIONS, YELLOW ARE HIGHLIGHTED THAT THOSE ARE OVER WHAT WE TYPICALLY CONSIDER OUR RATIO OF 1:22 IN K-4. 
          WE HAVE SEVERAL SECTIONS THERE THAT ARE OVER THAT RATIO AND THEN THE GREEN SECTIONS ARE OUR COLLABORATIVE SECTIONS. 
          COLLABORATIVE SECTIONS ARE SPECIAL EDUCATION CLASSES WHERE THERE'S A TEACHER AND TEACHING A GENERAL EDUCATION AND A SPECIAL EDUCATION TEACHER OR A TEACHING ASSISTANT THAT ARE IN THOSE CLASSES. 
          YOU CAN SEE WHICH ONES OF THOSE CLASSES ARE COLLABORATIVE. 
          YOU'LL ALSO NOTICE ON THIS PRESENTATION VERSUS SOME OF THE OTHERS, UNTIL THIS PRESENTATION, WE JUST DIVIDE BY THE NUMBER OF SECTIONS. 
          THIS IS ACTUALLY THE SECTION NUMBERS AS OF 1112. 
          THIS IS A LITTLE BIT WE HAVE DATA THAT'S PAST SNAPSHOT JUST BY A WEEK OR TWO, BUT THESE ARE THE ACTUAL NUMBERS OF STUDENTS IN THE CLASSES, AND SO YOU CAN SEE THOSE SECTIONS. 
          THEN WE HAVE, AGAIN, OUR SECONDARY CAMPUSES, INCLUDING ATS AND IN THIS SCENARIO, WE'RE JUST COMPARING OUR 24/25 ENROLLMENT TO 25/26 AND SEEING WHERE THOSE CAMPUSES LAND. 
          HILL COUNTRY WAS BASICALLY EXACTLY THE SAME WITHIN ONE STUDENT, WEST RIDGE DOWN, A LITTLE BIT, THE HIGH SCHOOL UP. 
          AGAIN, WE TALKED ABOUT THAT AT THE LAST PRESENTATION FROM THE TRANSFERS THEY TOOK AND THEN OUR ATS STUDENTS, AGAIN, PRETTY MUCH SIMILAR IN WHERE THEY'VE BEEN IN THE PAST. 
          THEN I WILL TURN IT OVER TO CHAD. 
          >> NEXT SLIDE IS A QUICK SNAPSHOT OF WHAT'S CALLED EVER DATA. 
          JUST SOME CONTEXT BEHIND LEVER, WHEN A STUDENT OR A FAMILY WITHDRAWALS A STUDENT, WE ASK THEM WHY. 
          BY STATE LAW, WE'RE REQUIRED TO CODE THEM SEVENTH THROUGH 12TH GRADE. 
          BUT WE DO ASK K-12 WHY OR WHERE YOU'RE GOING. 
          [00:15:04]
WHAT YOU HAVE HERE IS THE PAST FIVE YEARS AND THE TOP FIVE REASONS OR PLACES A STUDENT IS GOING NEXT, LEAVING US. 
          IF WE WALK THROUGH THIS, OUR FIRST CHUNK, IS CALLED LOCAL PRIVATE. 
          LOCAL PRIVATE IS NOT JUST ALL PRIVATE, IT IS PRIVATE SCHOOLS WITHIN THE STATE OF TEXAS AND SO IN LEVER DATA, THERE ACTUALLY IS TWO DIFFERENT CODES. 
          THERE'S ONE FOR PRIVATE OUTSIDE THE STATE, AND THEN THERE'S PRIVATE IN THE STATE. 
          WE HAVE SEEN THAT MOST OF THIS WOULD BE CALLED PRIMARILY LOCAL, SO LIKE AUSTIN AREA, GREATER AUSTIN AREA FOR THIS AND WE DO NOT SEE A WHOLE LOT LEAVE US TO GO TO HOUSTON PRIVATE, DALLAS PRIVATE, BUT THOSE NUMBERS COULD BE IN HERE. 
          FOR THIS YEAR, YOU'LL NOTICE OF START WITH NINE. 
          THAT IS A VERY LOW NUMBER, AND IT'S INTENTIONALLY LOW AS THIS IS ONLY WHAT HAS HAPPENED SINCE SCHOOL HAS STARTED. 
          IF A FAMILY WITHDREW BEFORE, LET'S SAY JULY, THEY CAME IN AND SAID, WE'RE GOING TO A LOCAL PRIVATE SCHOOL, THAT WOULD ACTUALLY BE IN YOUR 24/25 NUMBER. 
          THEY ROLL UP INTO THAT NUMBER. 
          THIS IS AFTER KIDS HAVE ALREADY SHOWN UP, AND THEN THEY MIGHT HAVE COME TO US FOR A COUPLE OF DAYS, AND THEN DECIDED TO DO SOME OTHER FORM OF EDUCATION. 
          IN YOU'RE HOME SCHOOL THAT'S PRETTY SELF EXPLANATORY. 
          >> I LIKE TO LOOK AT THIS CHART IN TWO BUCKETS. 
          YOUR FIRST TWO BUCKETS, WE CONSIDER KIDS THAT ARE POTENTIALLY RESIDENTIAL, AND THEY'RE DOING SOMETHING ELSE FOR THEIR EDUCATION. 
          THE NEXT THREE BUCKETS, SO YOU'RE TEXAS PUBLIC, YOU'RE OUT OF STATE, AND YOU'RE OUT OF COUNTRY ARE KIDS THAT ARE PREDOMINANTLY THEY HAVE MOVED OUT OF OUR DISTRICT AND ARE GOING SOMEWHERE ELSE TO SCHOOL. 
          WE DO NOT SEE VERY OFTEN OUT OF DISTRICT TRANSFERS TO AN AREA SCHOOL DISTRICT SO WE DON'T SEE A LOT OF KIDS OUT OF DISTRICT TRANSFER TO AUSTIN ISD OR DRIPPING SPRINGS LIKE TRAVIS, LIKE WE SEE COMING IN HERE. 
          MATTER OF FACT, THOSE NUMBERS ARE SO SMALL, THEY'RE HARD TO ACCOUNT FOR SOMETIMES. 
          THE PUBLIC SCHOOL NUMBER, TEXAS PUBLIC SCHOOLS, USUALLY THEY LEFT. 
          THEY MOVED OUT OF STATE. 
          SORRY, NOT OUT OF STATE, WITHIN THE STATE, SOMEWHERE ELSE. 
          OUT OF STATE MEANS THEY'RE GOING TO PUBLIC SCHOOL, AS IT SAYS OUT OF STATE AND THEN OUT OF COUNTRY, THEY INDICATED THAT THEY'RE GOING TO CONTINUE THEIR EDUCATION OUTSIDE OF THE UNITED STATES. 
          WE EXPECTED TO SEE OUR 25/26 NUMBERS LOW. 
          THESE WILL EVENTUALLY TICK UP OVER TIME AS MORE AND MORE. 
          IT'S ALSO IMPORTANT TO NOTE, AND I JUST LOOKED AT IT TODAY. 
          OUR CURRENT TRAJECTORY DOES SUGGEST, THOUGH, OUR MID YEAR IS GOING TO BE SIGNIFICANTLY LOWER THAN WE'VE BEEN AT MID YEAR POINTS BEFORE. 
          WHILE THESE NUMBERS DO SEEM LOW, MAYBE THEY'LL CONTINUE TO STAY LOW THROUGHOUT THE SEMESTER, YOU'LL SEE MORE THROUGH THE SPRING, AND THEN AS SCHOOL YEAR ENDS. 
          THE NEXT ONE IS STUDENTS THAT HAVE COME TO US FROM A PRIVATE SCHOOL AND THIS AGAIN MEETS THAT LOCAL PRIVATE SCHOOL DEFINITION. 
          A PRIVATE SCHOOL WITHIN THE STATE OF TEXAS AND AGAIN, MOST OF THESE ARE RIGHT HERE IN THE AUSTIN OR GREATER AUSTIN AREA WHERE WE SEE THEM. 
          THESE ARE STUDENTS THAT STARTED SCHOOL YEAR WITH US THIS YEAR AND INDICATED IN ENROLLMENT THAT PREVIOUS ATTENDANCE WAS AT A PRIVATE SCHOOL. 
          JUST TO QUICKLY NOTE, AND IT'S ALWAYS IMPORTANT WHEN YOU TALK ABOUT LEAVER DATA AND WHERE KIDS COME FROM. 
          THIS IS SELF REPORTED DATUM AND SO SOMETIMES FAMILY MAY NOT INTENTIONALLY REPORT IT WRONG. 
          WE GET A LOT OF PEOPLE WHO ATTENDED A CHARTER SCHOOL SAYING, I WENT TO A PRIVATE SCHOOL. 
          WELL, THAT'S ACTUALLY A PUBLIC SCHOOL AND SO SOMETIMES WE HAVE TO DO A LITTLE CLEANUP, AND THAT'S WHY WE DON'T USUALLY DO LEAVER OR ENROLLMENT DATA LIKE THIS UNTIL LATER AFTER SNAPSHOT. 
          IT TAKES A COUPLE OF MONTHS. 
          I'LL ALSO SAY JUST WHILE WE'RE HERE AND PUBLICLY GIVE SOME KUDOS TO OUR CAMPUS REGISTRARS. 
          THEY HAVE WORKED REALLY HARD TO CLEAN THIS UP. 
          HISTORICALLY, UP UNTIL ABOUT THREE OR FOUR YEARS AGO, WE DIDN'T REALLY TRACK A WHOLE LOT OF THIS TO THIS LEVEL. 
          THEY HAVE DONE MIGHTY WORK TO GET THIS CLEANED UP AND TO GIVE US A BETTER SNAPSHOT OF WHERE OUR KIDS ARE COMING TO US AND WHERE THEY'RE GOING. 
          THE NEXT PHASE OF THIS IS THINKING, HOW DO WE CAPTURE DATA THAT TELLS US WHY? WHY DID YOU COME TO EANES OVER LEAVE THAT PRIVATE SCHOOL TO COME TO US, OR WHY DID YOU LEAVE EANES TO GO TO THAT PRIVATE SCHOOL? I THINK WE'RE IN A DECENT SPOT WHERE'RE GETTING THE NUMBER OF KIDS FLUCTUATING IN OUT. 
          NOW IT'S A MATTER OF THINKING ABOUT HOW DO WE COLLECT DATA ON THE REASONS WHY THEY'RE MAKING THE CHOICES THAT THEY MAKE? THEN FINALLY, ON THAT NOTE, WE JUST WANTED TO UPDATE ALL ON WHERE WE'RE AT WITH THINKING AROUND TRANSFERS FOR THE NEXT SCHOOL YEAR AND JUST THINKING THROUGH OUR OVERALL PROCESS. 
          THE BIG KEY HERE IS, WE'RE GOING TO LEAVE IT OPEN WE'RE GOING TO OPEN IT EARLY, AND WE'RE GOING TO LEAVE IT OPEN LONGER THAN WE HAVE IN THE PAST. 
          WE'RE GOING TO TRY TO OPEN UP THE TRANSFER WINDOW AS SOON AS WE POSSIBLY CAN. 
          THERE'S A LOT OF LOGISTICS AROUND WORKING THROUGH THE FORM AND MAKING SURE EVERYBODY'S READY TO GO. 
          REGISTRARS ARE READY TO COLLECT THAT DATA. 
          AT THIS POINT IN TIME, WE'RE GOING TO PUSH AS HARD AS WE CAN TO GET IT AS OPEN AS EARLY AS WE CAN. 
          ALSO, AT THE TIME WE OPEN IT, WE ARE GOING TO PROVIDE OPTIONS TO EVERYBODY APPLYING AT ALL CAMPUSES AT ALL GRADES. 
          THAT DOES NOT MEAN WE'RE SEATING KIDS AT EVERY CAMPUS AT EVERY GRADE, WE ARE JUST GOING TO COLLECT DATA ON WHERE DO PEOPLE WANT TO GO AND WHAT GRADE DO THEY WANT TO GO INTO. 
          [00:20:01]
WE WILL WAIT UNTIL SIV AND SOE, AND PROBABLY LATER IN THE SPRING TO SEE WHERE OUR RESIDENTIAL AND CURRENT TRANSFER KIDS ARE AT, THEN START THAT SEATING PROCESS AND TAKE IT STEP BY STEP. 
          WE'RE GOING TO KEEP THE APPLICATION OPEN THROUGHOUT THE SUMMER. 
          WE HEARD FROM SEVERAL PEOPLE, AND A MATTER OF FACT, A COUPLE OF Y'ALL OF LIKE, YOU MAY HAVE SOMEBODY MOVE IN LATE, THAT WAS LIKE, I DIDN'T EVEN KNOW THAT WAS AN OPTION. 
          HOW DO I GET IN AS AN APPLICATION? WE'RE GOING TO LEAVE IT OPEN AND DO SOME LATE ADMITTANCE, IF WE POSSIBLY CAN, IF WE SEE SOME NEEDS, AND WE SEE SOME OPPORTUNITIES IN SPACE TO DO THAT. 
          THEN REALLY THE OTHER PART IS LAST YEAR, WE HAVE A PRETTY COMPLEX OR HAD A PRETTY COMPLEX IN DISTRICT TRANSFER PROCESS. 
          WE'RE GOING TO TRY TO SIMPLIFY THAT FOR OUR FAMILIES THAT WISH TO TRY TO TRANSFER WITHIN A DISTRICT FROM ONE CAMPUS TO THE OTHER. 
          YOU'LL SEE THAT OPEN ROUGHLY ABOUT THE SAME TIME. 
          TRANSFERS NEXT YEAR WILL PROBABLY OPEN BEFORE SIV. 
          SIV, WE'RE STILL SCHEDULING, WHICH IS JUST YOUR INDICATION, AND IF YOU'LL REMEMBER FROM LAST YEAR, THAT'S YOUR YES. I'M COMING BACK. 
          NO, I'M NOT. WHY AM I DOING CONVERSATION? THAT'LL START IN EARLY MARCH, ALSO, BUT WE'RE GOING TO TRY TO DO TRANSFERS AS EARLY AS POSSIBLE. 
          THEN I THINK THAT'S QUESTIONS. 
          >> THANK YOU, MOLLY, AND THANK YOU, CHAD. 
          TRUSTEES, DO YOU HAVE ANY QUESTIONS FOR MOLLY OR CHAD? DIANE. 
          >> THANK YOU SO MUCH. APPRECIATE THE PRESENTATION. 
          I HAVE A COUPLE OF FOLLOW-UP QUESTIONS. 
          WITH RESPECT TO THE CDC, DO WE STILL HAVE A WAIT LIST FOR THAT? IS THERE STILL A CONSIDERABLE AMOUNT OF DEMAND FOR THAT PROGRAM, OR ARE WE ABLE TO MEET EVERYONE'S? 
          >> I'M GOING TO DEFER THAT TO LAURIE. 
          THAT'S UNDER HER DEPARTMENT. 
          >> YES, WE DO STILL HAVE A WAIT LIST, AND I KNOW THAT WE WOULD LIKE TO GROW THAT PRE-K PROGRAM, IF WE COULD. FOR SURE. 
          >> WE'RE ABLE TO MEET ALL OF OUR TEACHER NEEDS, THOUGH, THAT ARE LOOKING FOR CARE? 
          >> YES. 
          >> THE NEXT QUESTION I HAVE IS YOU TALKED A LOT ABOUT GOING DEEPER INTO THE WHY BEHIND THE LEAVER DATA AND IN MY HEAD, THE WHERE QUESTION WAS POPPING UP. 
          BUT YOU TALKED ABOUT NEEDING TO REALLY GO IN AT THE CAMPUS LEVEL, THE REGISTRARS WERE HAVING TO DO SO MUCH DATA MINING TO MAKE SURE THE DATA WAS CORRECT, AND FIGURING OUT IF THE PRIVATE SCHOOL WAS REALLY A PRIVATE SCHOOL OR A CHARTER SCHOOL. 
          DOES THAT MEAN THAT WE DO KNOW SPECIFICALLY WHICH SCHOOLS THESE KIDS ARE GOING TO AND? 
          >> YES, SOMETIMES THEY INDICATE THAT TO US. 
          IT'S PART OF OUR QUESTION AS PART OF LEAVING. 
          WHERE DO YOU WANT YOUR EDUCATION RECORDS SENT, OR WHEN THEY COME TO THE SAME THING, WHERE YOUR EDUCATION RECORDS SHOULD BE COMING FROM. 
          THE DATA MINING PART IS SOMETIMES FROM A REGISTERS END, THEY JUST KNOW TO LOOK FOR SOMETHING THAT COMES FROM EX EDUCATION ENTITY. 
          THEY'RE NOT REALLY SURE, IS THAT PUBLIC, PRIVATE CHARTER IS THAT SOME VERSION. 
          SO IT COMES IN, WHEN IT COMES IN. 
          WE THEN HAVE TO GO BACK AND GO, WAIT, THAT'S ACTUALLY A PRIVATE SCHOOL, GO BACK AND CHANGE THEIR LEAVER BECAUSE WE KNOW WE'RE SENDING IT TO A PRIVATE SCHOOL. 
          ALSO, A LOT OF FAMILIES, NOT A LOT. 
          SOME WILL SAY WE'RE GOING TO X AND THEN CHANGE THEIR MIND, AND THEN HAVE US SEND IT SOMEWHERE ELSE, AND WE HAVE TO GO BACK AND CHANGE THE REASON AND CHANGE THE LOOK. 
          WE DO COLLECT WHERE THEY GO. 
          THE NEXT PHASE, WHAT I WAS GETTING TO IS WHY THEY CHOSE THAT OPTION VERSUS STAYING HERE. 
          A LOT OF, LIKE YOU CAN SEE ON THAT CHART THE FAR RIGHT SIDE, THAT'S MORE LIKELY THEY'RE MOVING, AND THERE'S OTHER OPTIONS THAT. 
          IT'S THAT REALLY THOSE KIDS THAT CHOOSE LOCAL PRIVATE OR HOME SCHOOL IS WHERE WE'RE THINKING OF DOING A LITTLE BIT MORE OF WHY ARE YOU MAKING THAT CHOICE FOR YOUR STUDENTS AT THIS TIME. 
          >> AND YOU SAID THAT WE'RE REQUIRED TO CAPTURE THAT DATA ONLY FOR 7-12? 
          >> THAT'S THE ONLY ONES WE'RE REQUIRED TO REPORT ON. 
          WE ASK K-12, THE STATE DOES NOT COLLECT K-6 DATA. 
          SO WE ASK, DOES IT HAVE TO BE RIGHT? NO, BUT WE TRY TO MAKE IT RIGHT. 
          7-12 DOES HAVE TO BE CORRECT AND WE DO HAVE TO CAPTURE THAT AND REPORT THAT TO THE STATE. 
          >> THAT'S INTERESTING. I THINK THAT'S ALL I HAVE. THANK YOU VERY MUCH. 
          >> THANK YOU, DIANE, KELLY. 
          >> THANK YOU SO MUCH FOR YOUR PRESENTATION. 
          MY QUESTION WAS REFLECTING BACK TO, SO WE HAVE OUR LEAVER REASONS, AND THEN WE HAVE OUR RETURNER REASONS. 
          WHEN WE THINK ABOUT THOSE THAT WERE RETURNING, WE HAD ALSO TALKED ABOUT THE FULL EDUCATIONAL JOURNEY IN OUR DISTRICT AND WHAT WE OFFER OUR STUDENTS AND IN PAST BOARDING MEETINGS, WE HAD DISCUSSED THAT STUDENTS WHO RETURN TO US FROM OUTSIDE PROGRAMS NEED TESTING AND SOMETIMES SUPPORT TO GET BACK UP TO OUR INSTRUCTIONAL LEVEL. 
          WITH THAT IN MIND, I WAS WONDERING HOW WE'RE INTENTIONALLY ATTRACTING FAMILIES AT THE VERY BEGINNING, 
          [00:25:03]
PARTICULARLY AT THE KINDERGARTEN LEVEL, SO THAT THE STUDENTS CAN START WITH US, STAY WITH US, AND BENEFIT FROM THE FULL CONTINUUM OF WHAT WE DO HERE IN EANES. 
          >> I DON'T KNOW THAT OTHER. 
          DO YOU MEAN OUR OWN FAMILIES THAT ARE HERE? 
          >> YEAH. IF THERE'S ANYTHING THAT WE DO TO HIGHLIGHT, BECAUSE I KNOW I SEE OTHER SCHOOLS ADVERTISING WHAT THEY DO FOR THE SCHOOL EXPERIENCE. 
          AND I'M JUST WONDERING, AS WE'RE TRYING TO GET OUR KINDERGARTNERS TO ENROLL, IS THERE ANY OTHER POSSIBILITIES OF THINGS WE THOUGHT OF, TO HOW TO HIGHLIGHT, WHAT OUR KINDERGARTEN EXPERIENCE IS, AS COMPARED TO RIGHT NOW WE HAVE SCHOOLS OPENING UP AND THEY'RE WE'RE GOING TO OFFER THIS STUDENT-LED PROGRAM AND I'VE BEEN IN OUR CLASSROOMS, AND WE'RE DOING INCREDIBLE THINGS FROM THE KINDERGARTEN TO 12TH GRADE. 
          >> I DO KNOW SO YES. 
          WE GO TO THE PRE-SCHOOLS, AND WE DO TALK ESPECIALLY IF WE GET INVITED, SOME OF THEM HAVE A FARE, AND THEY MIGHT HAVE DIFFERENT VENDORS, PRIVATE SCHOOLS, AND THEN ALSO WE CAN GO AND PRESENT AT THOSE TOWARD THE PRE-SCHOOL. 
          WE DO TRY TO GET OUT TO THE PRE-SCHOOLS AND LET THEM KNOW WHO WE ARE AND WHAT WE DO. 
          I THINK THAT'S PROBABLY THE BIGGEST ADVERTISING THAT WE DO TO ATTRACT PEOPLE. 
          >> THAT'S GREAT BECAUSE I KNOW WE HAVE A LOT OF PRIVATE PRE-SCHOOLS HERE SINCE WE HAVE A WAITING LIST FOR OUR PRE-SCHOOL SO WE HAVE THESE STUDENTS THAT ARE IN THESE PROGRAMS. I'M SO GLAD YOU GET THE OPPORTUNITY TO GO IN AND TALK TO THOSE FAMILIES AND TELL THEM WHAT WE'RE DOING HERE, BECAUSE I THINK AND WE KNOW WE OFFER THIS GREAT EDUCATION. 
          WE SEE THE STUDENTS THAT WE GET AS AN END PRODUCT, BUT SOMETIMES GETTING PARENTS JUST TO STEP THAT ONE FOOT IN THE DOOR IN THE RIGHT DIRECTION, WHICH IS US IS INTERESTING. 
          I'M REALLY GLAD YOU GUYS DO THAT. THANK YOU. 
          >> THANK YOU, KELLY. CATHERINE. 
          >> THANK YOU. MOLLY, YOU STOLE MY LINE. 
          >> SORRY. I JUST WANT TO GIVE YOU CREDIT. 
          >> THANK YOU. I HAVE ABOUT FOUR OR FIVE QUESTIONS, BUT I'LL START WITH MAYBE THE TOP DOWN. 
          FIRST OFF, THIS IS JUST A COMMENT. 
          I APPRECIATE MAYBE THE THOUGHT AROUND ROLLING ACCEPTANCE, WHICH IS SOMETHING WE HAVEN'T DONE BEFORE. 
          I THINK THERE'S A LOT OF FAMILIES WHO GO, WELL, I COULDN'T GET THE APPLICATION IN ON TIME, AND SO I'M NOT GOING TO EVEN WORRY NOW THAT THEY CAN SAY, NOW I HAVE THE OPPORTUNITY TO CONSIDER EANES SOMETHING IN MY LIFE CHANGE THAT MAKES EANES MORE ATTRACTION TO ME. 
          I SUPER APPRECIATE THAT. 
          MY FIRST QUESTION IS ABOUT WHEN FAMILIES APPLY TO TRANSFER IN, WHAT DOES IT LOOK LIKE? YOU SAID, WE'RE OPENING THIS UP TO EVERY CAMPUS EVERY GRADE. 
          DO WE ASK FAMILIES FOR THEIR TOP 3 OR THEIR FIRST CHOICE OR WHAT DOES THAT APPLICATION LOOK LIKE? 
          >> THAT'S WHAT WE'RE GOING TO DO THIS YEAR AND THAT'S WHAT WE'VE DONE IN THE PAST. 
          LAST YEAR WAS A LITTLE BIT DIFFERENT JUST WITH THE BLEND AND HOW WE NEEDED TO LOOK AT OUR TRANSFERS, BUT THIS YEAR, WE WILL BE ASKING THEM TO PRIORITIZE. 
          THAT WAY, IF, FOR INSTANCE, THEY PICK A SCHOOL AND A GRADE LEVEL, AND WE DON'T HAVE ANY OPENINGS THERE, WE CAN GO DOWN TO THAT NEXT CHOICE. 
          >> SO, THAT IS ALSO A CHANGE IN OUR PROCESS? 
          >> WE USED TO DO THAT. 
          WE JUST DIDN'T DO THAT LAST YEAR DUE TO THE BLEND. 
          WE WERE JUST ASKING PEOPLE. 
          WE DIDN'T HAVE A LOT OF SPACE TO PUT EVERYBODY AND SO WE'RE REALLY ASKING FOR PEOPLE MAINLY FOR THEIR FIRST CHOICE. 
          >> HOW OFTEN DO WE SEE FAMILIES WHO RAISE THEIR HAND TO TRANSFER IN, AND THEN THEY LATER DECLINE, AND THEY SAY, WELL, NO, NOW, MAYBE I DIDN'T GET MY FIRST OR SECOND CHOICE, WHATEVER THE REASON IS. 
          WHAT DOES THAT TREND LOOK LIKE? 
          >> IT'S HIT AND MISS. 
          IT DEPENDS ON WHICH LEVEL. 
          A LOT OF TIMES AT THE SECONDARY, THEY'LL TAKE IT, AND THEN AT THE ELEMENTARY, IF THEY USUALLY DON'T GET THE FIRST CHOICE, WE DON'T SEE THEM PICK UP A SECOND CHOICE. 
          BUT OVERALL, I THINK THIS YEAR, WE HAD ROUGHLY AROUND 10-12% DECLINE SEAT THAT WE HAD OFFERED TO THEM. 
          BUT I THINK THE DIFFERENCE BEING WE WERE VERY TARGETED THIS YEAR, AND DID, I WOULD SAY, VERY SMALL MINUTE INVITATIONS. 
          WE JUST KEPT CHIPPING AWAY AT WE HAVE TWO SEATS AT THIS CAMPUS. 
          YOU SAID YOU WANTED TO COME HERE. 
          I THINK WE HAD A LOT MORE ACCEPTANCE RATE DOING THAT THAN WE MIGHT HAVE IN THE PAST. 
          I HAVEN'T LOOKED AT HISTORICAL DATA, THEY WILL TELL YOU WHEN WE DID THE OTHER VERSION, WHAT IS OUR USUAL ACCEPTANCE RATE? 
          >> WE MIGHT BE OPENING THIS PROCESS UP IN A DIFFERENT WAY, ROLLING, ACCEPTANCES, GIVE US YOUR TOP 3 CHOICES, AND FAMILIES MIGHT SAY, WELL, I DIDN'T GET THE ONE THAT I REALLY WANTED, SO WE'RE GOING TO DECLINE. 
          >> IN THE PAST, TOO, WE'VE HAD PEOPLE YOU ASKED THEM TO PRIORITIZE FIRST SECOND AND THIRD, AND THEY PUT THE SAME CAMPUS FIRST SECOND AND THIRD AND THEY'RE VERY CLEAR 
          [00:30:01]
THAT THAT'S THE ONLY CAMPUS THEY WANT TO GO TO AND SO THEN WHEN YOU DON'T HAVE A SPACE THERE, THEN THEY'RE NOT OFFERED. 
          BUT WE ACTUALLY SEE THAT MORE THAN YOU WOULD IMAGINE OF THEM PUTTING THE SAME CAMPUS THREE TIMES. 
          >> VERY CLEVER. I THINK ONE OF THE THINGS THAT I'VE LEARNED AS PART OF THE FINANCE AND HR SUBCOMMITTEE IS AROUND WE CREATE CLASSES AND STAFF ASSIGNMENTS IN THE SPRING AS WELL. 
          I'M JUST WONDERING, I THINK THIS CHANGE TO BRING IT FORWARD IN THE CALENDAR IS ACTUALLY A GREAT CHANGE BECAUSE MAYBE THAT WILL HELP US WITH OUR STAFF PLANNING, OUR CLASSROOMS. CAN YOU JUST SPEAK A LITTLE BIT ABOUT THAT? 
          >> I THINK WITH THE SECONDARY IN PARTICULAR, ONE OF THE THINGS, AND WE'LL TALK ABOUT IT HERE IN THE NEXT PRESENTATION A LITTLE BIT. 
          WE'RE ASKING SECONDARY CAMPUS TO DO MASTER SCHEDULING A LITTLE DIFFERENT. 
          BECAUSE OF THAT, THEY ASKED, THEN, CAN WE DO TRANSFERS A LITTLE BIT EARLIER SO THAT WE HAVE A BETTER NUMBER. 
          IT'S JUST LIKE WITH ELEMENTARY, EVEN AT THE SECONDARY LEVEL, YOU LET IN A CERTAIN AMOUNT OF KIDS AT A GRADE LEVEL, THEY THROW THE SECTION NUMBERS AND THE AVERAGE CLASS SIZE OFF JUST BECAUSE IT HAPPENS TO BE THE RIGHT KIDS TAKING THE RIGHT CLASSES AND WANTING AT THE RIGHT GRADE LEVEL. 
          WHAT WE'RE GOING TO TRY TO DO IS DO IT EARLIER FOR EVERYBODY TO SEE THAT FIRST ROUND, MAYBE THEN WE SIT, AND WE SEE WHERE OUR SECTIONS LIE. 
          WE DO RESHUFFLING, WE MAY HAVE TO DO A LITTLE REMASTER SCHEDULING. 
          THEN YOU GO BACK AND SAY, NOW, I'VE GOT MORE SEATS IN 10TH GRADE OR I HAVE LESS SEATS IN 10TH GRADE. 
          THE IDEAL BEHIND IT IS, YES, EARLY, SO THEY KNOW, AND WE CAN USE THOSE NUMBERS TO ACTUALLY DO A BETTER JOB STAFFING. 
          K-12, REALLY, BUT IT'S THE SECONDARY LEVEL IN PARTICULAR. 
          >> JUST ONE MORE, I SAID I HAD LIKE FOUR OR FIVE. 
          THE LAST PART AROUND BARTON CREEK, I KNOW THAT THERE ARE A LOT OF FAMILIES WHO ARE STILL LIVING THE BLEND PROCESS. 
          MY DAUGHTER IS IN BARTON CREEK, AND WE WERE NET NEW TO THE COMMUNITY BECAUSE WE WEREN'T PART OF BARTON CREEK OR VALLEY VIEW WHEN WE CAME IN. 
          I KNOW THAT THE TREND IS THAT WE HAVE REALLY BIG UPPER GRADES. 
          WE HAVE SIX SECTIONS IN FOURTH GRADE AND SIX SECTIONS IN FIFTH GRADE. 
          BUT ON THE KINDERGARTEN AND FIRST GRADE SIDE, WE HAVE FEWER SECTIONS. 
          WITH THE THOUGHT THAT YOU'RE TALKING ABOUT, MAYBE, ACCEPTING TRANSFERS INTO BARTON CREEK, BECAUSE WE DIDN'T DO THAT THIS PAST YEAR, IS THE THOUGHT THAT I MEAN, MAYBE YOU'RE STILL WORKING THROUGH IT, BUT IS THE THOUGHT THAT WITH SMALLER KINDERGARTEN CLASSES THAT ALLEVIATES SOME OF THE PRESSURE OF THE TOTAL SIZE OF THE STUDENT BODY, I KNOW THAT I WILL GET QUESTIONS AFTER THIS MEETING. 
          CATHERINE, THEY'RE GOING TO MAYBE HAVE TRANSFERS IN BARTON CREEK, AND I'D LIKE TO BE ABLE TO TALK TO FAMILIES ON A HEART TO HEART ABOUT THAT. 
          >> I THINK FOR BARTON CREEK, WE WOULD ESPECIALLY BE LOOKING AT KINDER, BECAUSE YOU DO WANT TO KEEP A CERTAIN NUMBER OF SECTIONS. 
          IF WE HAD ONLY TWO OR THREE SECTIONS MAKE NEXT YEAR AT BARTON CREEK, WE WOULD POSSIBLY LOOK AT ADDING ANOTHER SECTION OR TAKING IN SOME TRANSFERS THERE. 
          I THINK WE WILL BE VERY CAREFUL AND THOUGHTFUL ABOUT TRANSFERS AT BARTON CREEK BECAUSE IT IS STILL LARGE AND THERE ARE SEVERAL CLASS GRADES WITH MANY SECTIONS. 
          THE OTHER THING THAT WE WANT TO BE CONSIDERATE OF IS TRANSFER FAMILIES OFF OF BARTON CREEK TO OTHER SCHOOLS, A LOT OF THEM WENT TO EANES ELEMENTARY. 
          IF WE WERE TO OPEN TRANSFERS BACK UP AT OTHER GRADE LEVELS, WE WOULD REALLY NEED TO BE THOUGHTFUL ABOUT THAT BECAUSE THOSE FAMILIES WERE ASKED TO MOVE. 
          NOW, THEY MIGHT BE VERY HAPPY WHERE THEY ARE, BUT WE WOULD HAVE TO BE CONSIDERATE ABOUT HOW THAT HAPPENED AND IF THOSE FAMILIES WOULD BE OFFERED A FIRST SEAT BACK. 
          I DON'T THINK AT THIS POINT, WE'RE NOT REALLY TALKING ABOUT NECESSARILY TRANSFERS AT BARTON CREEK. 
          BUT AGAIN, WE WANT TO LOOK AT ALL THE NUMBERS AND SEE HOW EVERYTHING PLAYS OUT. 
          >> THANK YOU, THAT'S VERY THOUGHTFUL. 
          I REALIZE THAT EVERYONE IS AMONG EVERYTHING ELSE, TRANSFERS IS SENSITIVE FOR A NUMBER OF REASONS. 
          I THINK WHAT I'M HEARING YOU SAY IS WE'RE GOING TO BE THOUGHTFUL PLUS WE HAD OTHER FAMILIES WHO WE ASKED TO MOVE OUT OF BARTON CREEK, WHERE THEY FELT LIKE THAT WAS THEIR HOME. 
          WE ALSO HAVE TO TAKE THEM INTO CONSIDERATION. 
          >> I'D ALSO SAY JUST AT A DISTRICT LEVEL, WHEN YOU TALK ABOUT KINDER, IT'S A HELPFUL THING TO KEEP IN MIND. 
          TRADITIONALLY, IF WE START A KINDER COHORT AT AROUND 450 OR ABOVE, WE FINISH THEM AT ABOUT 700 AT THE HIGH SCHOOL LEVEL. 
          WHEN WE THINK ABOUT AS A DISTRICT, LIKE STABILIZING OR MINIMIZING THE CURVE, A LOT OF WHAT WE TALK ABOUT IS GET KINDER TO 450, BUT YOU WANT TO DO IT IN THE RIGHT PLACES AND THEN THE RIGHT LOCATIONS THAT CAN HOLD IT. 
          YOU DON'T WANT TO STUFF 200 KIDS INTO ONE CAMPUS JUST TO HIT THAT NUMBER. 
          BUT I THINK THOSE TWO CONVERSATIONS GO HAND IN HAND. 
          IF WE TRY TO GET AS CLOSE TO 450 OR ABOVE AS WE CAN, SO THAT IT PROJECTS LONGER DOWN THE ROAD OF HAVING THOSE 650, 700 SIZED CLASSES WHEN THEY HIT THE SECONDARY LEVEL. 
          >> THANK YOU SO MUCH. 
          THANK YOU, CATHERINE. JOHN. 
          [00:35:02]
          >> THANK YOU. JUST A FEW QUESTIONS. 
          FIRST OF ALL, ALWAYS LOVE THE ENROLLMENT UPDATE AND I CAN STILL TELL THAT YOU ALL DID INCREDIBLE WORK THIS YEAR, BECAUSE I MEAN, IF WE LOOK BACK AT WHERE WE WERE PROJECTED IN JUNE, I MEAN, IT SKYROCKETED RELATIVELY SPEAKING. 
          I THINK THAT'S PAYING DIVIDENDS FOR THE DISTRICT, SO THANK YOU ON THAT. 
          I ALSO JUST WANTED TO UNDERSCORE THAT IN MY OPINION, THE CHANGES THAT YOU ALL ARE MAKING ON THE TRANSFER PROCESS AND ON SIMPLIFYING IN DISTRICT TRANSFERS, KEEPING THE PROCESS OPEN LONGER. 
          I JUST WANTED TO SAY, THANK YOU, I THINK THAT MAKES A TON OF SENSE. 
          IT'S ALWAYS NICE TO HAVE OPTIONALITY, IT DOESN'T LOCK US INTO ANYTHING. 
          YOU JUST WILL HAVE MORE INFORMATION TO MAKE WHATEVER THE BEST DECISION IS FOR EANES AT THE TIME, AND IT'S ALWAYS NICE TO HAVE OPTIONS. 
          I THINK THAT'S A FANTASTIC DECISION. 
          THEN ALSO, I WAS GOING TO ASK ABOUT WANTING TO LEARN MORE ABOUT THE WHY BEHIND WHY FOLKS LEFT OR WHY THEY CAME. 
          GLAD THAT YOU ALL ARE ALREADY THINKING ABOUT THAT AS WELL. 
          THAT'LL BE EXCITING TO SEE HOPEFULLY NEXT YEAR WHEN WE DO THIS REPORT. 
          LOVING THE DIRECTION ON BOTH OF THOSE. 
          ONE QUESTION I HAD, YOU TALKED ABOUT HOW CEDAR CREEK JUMPED A GOOD A BIT WITH ENROLLMENT. 
          I ALSO NOTICED THAT HILL COUNTRY FROM THE SUMMER TILL NOW TO SNAPSHOT, 60 KIDS. 
          I MEAN, THAT'S A LOT. DO YOU KNOW WHAT DROVE THAT? 
          >> CHUNK OF THAT WAS OUT OF DISTRICT TRANSFERS THAT THEY TOOK AT HILL COUNTRY THAT WAS PART OF IT. 
          THAT ACCOUNTS FOR SOME OF IT, I'M NOT SURE WHAT ACCOUNTS FOR SOME OF THE REST. 
          I DO KNOW WE TEND TO GET A LITTLE BIT OF AN INFLUX FROM THOSE PRIVATE SCHOOL KIDS THAT COME. 
          THEY MAY HAVE BEEN IN PRIVATE SCHOOL K-5, AND THEN THEY WANT TO COME INTO MIDDLE SCHOOL, AND SO I THINK THAT'S A LITTLE BIT OF IT, TOO. 
          >> GREAT. THANK YOU. 
          THEN I HAD SOME OF THE QUESTIONS ABOUT BARTON CREEK AS WELL, BUT YOU ALL ALREADY HIT ON THOSE. 
          I KNOW WE'LL BE TALKING SOME A LITTLE BIT LATER AS WELL. 
          THANK YOU, APPRECIATE IT. 
          >> THANK YOU, JOHN. JAMES? 
          >> THANK YOU FOR A VERY COMPREHENSIVE PRESENTATION. 
          I ALWAYS APPRECIATE SEEING THESE. 
          THANK YOU FOR THE ATTENTION AND TIME YOU PUT INTO THIS. 
          I JUST HAVE A REAL QUICK QUESTION REGARDING ACCEPTANCE ON A ROLLING BASIS. 
          SPECIFICALLY, DO WE MAKE IT CLEAR THAT IF WE ACCEPT A TRANSFER BEFORE SCHOOL ENDS, THAT IT IS CONTINGENT UPON SUCCESSFUL COMPLETION OF THAT SCHOOL YEAR AND NO DISCIPLINE ISSUES. 
          WE SPED TO A FEW YEARS AGO ON SOMETHING LIKE. 
          >> ABSOLUTELY, WE HAVE THAT ALL SPELLED OUT THAT AFTER BEING OFFERED THE TRANSFER, WE CAN REVOKE IT IF THE END OF THE SCHOOL YEAR IS NOT SUCCESSFUL FOR THAT STUDENT WHERE THEY ARE. 
          >> PERFECT, THANK YOU. THE OTHER IS ON A ROLLING BASIS, DO WE ACCEPT TRANSFERS AFTER SCHOOL STARTS, AND IF SO, HOW LATE END OF THE YEAR WOULD WE DO THAT? 
          >> WE HAVE NOT HISTORICALLY DONE THAT AND I DON'T ANTICIPATE THAT WE WOULD. 
          TYPICALLY, I DON'T THINK YOU WOULD GET A LOT OF PEOPLE THAT WANTED TO COME IN, AND IT CAN JUST BE A LITTLE BIT MESSY, I THINK AT THAT POINT, TOO. 
          IF I COULD SPEAK TO THE ROLLING PROCESS, I THINK ONE THING THAT WILL BE A LITTLE BIT OF A CHALLENGE THAT WE'LL HAVE TO WORK ON COMMUNICATION, IF WE'RE ON THIS ROLLING SCHEDULE, IF WE'RE LETTING SOME PEOPLE KNOW BECAUSE WE KNOW WE HAVE SPACE. 
          IT'S GOING TO BE A LITTLE POSSIBLY FRUSTRATING FOR A PARENT BECAUSE THEY COULD GET THE ACCEPTANCE THAT THEIR HIGH SCHOOL STUDENT IS ACCEPTED AND THEY HAVE A THIRD GRADER AND THEY WANT THAT THIRD GRADER AT EANES ELEMENTARY. 
          WE MAY BE ABLE TO TELL YOU IN APRIL THAT YOUR HIGH SCHOOLERS IN, AND WE CAN'T TELL THEM TILL JUNE THAT THEIR ELEMENTARY SCHOOL STUDENT IS NOT IN. 
          THAT IS GOING TO BE A LITTLE BIT DIFFERENT, WHEREAS BEFORE IT WAS SIGNING DAY, YOU GOT YOUR LETTER THAT YOU WERE IN OR OUT. 
          WE'LL HAVE TO DO A LOT MORE COMMUNICATION WITH THE COMMUNITY AND OUR TRANSFER COMMUNITY AROUND THAT PROCESS BECAUSE THEY WILL BE A LITTLE CONFUSED OF WHY THEY'RE NOT FINDING OUT EVERYTHING AT THE SAME TIME. 
          WE'VE THOUGHT A LOT ABOUT HOW WE NEED TO MESSAGE THAT OUT. 
          >> THANK YOU, JAMES. 
          ANY OTHER COMMENTS FROM TRUSTEES? MINE ARE NOT REALLY QUESTIONS. 
          IT'S MORE IN THE LINE OF COMMENTS THAT I'VE HEARD FROM YOU AND THEN FROM OTHER QUESTIONS OF TRUSTEES. 
          ANYTIME I CAN, I ALWAYS LIKE TO SPEAK TO OUR CDC PROGRAM, BECAUSE I THINK IT'S FANTASTIC AND IT JUST HELPS PREPARE OUR CHILDREN FOR OUR K THROUGH 12. 
          I'M SO HAPPY THAT WE HAVE THAT TO OFFER TO OUR TEACHERS AND COMMUNITY MEMBERS. 
          I BENEFITED, MY DAUGHTER BENEFITED FROM CDC AT VALLEYVIEW. 
          THEN ANOTHER THING THAT YOU BROUGHT UP, MOLLY, I BELIEVE, 
          [00:40:01]
WAS WHAT A GREAT JOB OUR REGISTRARS DO. 
          I KNOW THAT I HAVE SEEN OVER THE YEARS HOW GOOD THAT INFORMATION IS AND HOW IT HELPS US. 
          IT HELPS YOUR PRESENTATIONS, AND IT EDUCATES BOTH TRUSTEES IN THE COMMUNITY AT LARGE IN GATHERING THAT INFORMATION. 
          THEN I'LL JUST WRAP IT UP BY JUST SAYING, WE SEE THIS DATA, WE SEE THE HISTORICAL ENROLLMENT, AND I'VE BEEN WATCHING IT AS A COMMUNITY MEMBER AND AS A TRUSTEE. 
          I THINK THAT WE'RE GOING TO TALK ABOUT THIS ON A REGULAR BASIS BECAUSE IT GOES UP AND DOWN. 
          WE CAN TRY THINGS, BUT SOME OF THE THINGS ARE OUT OF OUR CONTROL, AND WHAT WE CAN DO IS BE THOUGHTFUL ABOUT IT AS CATHERINE COMPLIMENTED YOU ALL ON, BUT ALSO JUST STAY ON TOP OF IT SO THAT WE CAN MOVE FORWARD. 
          >> ABSOLUTELY. 
          >> THANK YOU BOTH. THANK YOU FOR THE REPORT. 
          I THINK, CHAD, YOU'RE STAYING UP HERE FOR OUR VERY NEXT REPORT, AND MOLLY GETS A LITTLE BIT OF A BREAK. 
          OUR NEXT REPORT IS ON BUDGET OPTIMIZATION, 
          [7.2 Budget Optimization Presentation]
AND IT'S A PRESENTATION. 
          IT WILL NOT BE AN ACTION ITEM, WE'LL HAVE CHRIS SCOTT, OUR CFO, AND LAURIE LEE, OUR CHIEF HR HUMAN RESOURCES OFFICER, JOY CHAD, OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING. 
          THANK YOU ALL, AND WELCOME. 
          >> GOOD EVENING, EVERYONE. BEFORE WE GET GOING, I'D REALLY LIKE TO COMMEND BOTH DR. BENNETT AND MS. LEE AS WELL AS THE BOARD COMMITTEE THAT'S WORKED REALLY HARD TO PUT THIS PRESENTATION TOGETHER. 
          THE COMMITTEE ITSELF HAS, OF COURSE, TWO BOARD MEMBERS ON IT, AS WELL AS SEVERAL COMMUNITY MEMBERS, AND THEY'VE BEEN INVALUABLE IN GIVING US GUIDANCE, NOT JUST ON WHAT TO TALK ABOUT, BUT WHAT NOT TO TALK ABOUT. 
          THERE ARE A NUMBER OF THINGS THAT WE WENT UP THERE. 
          WE EXPLAINED TO THEM, HERE'S SOMETHING THAT WE'RE LOOKING AT AND WE REALLY, REALLY DON'T LIKE IT. 
          THEY PRETTY MUCH ALWAYS SAID, PLEASE DON'T PRESENT IT. 
          IF YOU FEEL IT'S THAT IMPORTANT, DON'T THROW IT OUT THERE. 
          AS WELL AS JUST TALKING TO US ABOUT WHAT IS THE BEST WAY AS COMMUNITY MEMBERS TO RECEIVE THIS INFORMATION, WE OWE A DEBT TO THEM FOR THE GUIDANCE THEY'VE GIVEN US. 
          OUR GOAL AS WE'VE TALKED ABOUT BEFORE IS TO FIND 5-$6 MILLION FROM NEXT YEAR'S BUDGET. 
          IF WE DO NOTHING TO THIS YEAR'S BUDGET, WE'RE TRACKING TO HAVE A 5-$6 MILLION DEFICIT NEXT YEAR. 
          KEEPING IN MIND THAT AS WAS JUST PRESENTED, WE'VE GOT DECLINING ENROLLMENT RIGHT NOW. 
          OUR COSTS ARE GOING UP, AND AT SOME POINT, WE'RE GOING TO NEED TO LOOK AT NOT JUST BREAKING EVEN, BUT ACTUALLY SPENDING LESS THAN WHAT WE TAKE IN SUCH THAT OUR FUND BALANCE STARTS GOING UP AGAIN. 
          THROUGHOUT ALL OF THIS, WE'VE BEEN THINKING AGAIN ABOUT THIS INVERSE TARGET, WHERE RIGHT AT THE CENTER OF THE TARGET IS ARE THOSE STUDENT EXPERIENCES THAT REALLY MAKE EANES EANES THAT SET US APART FROM EVERYWHERE ELSE. 
          WE'VE WORKED REALLY HARD TO NOT PRESENT ANYTHING TO YOU TONIGHT THAT ACTUALLY IS GOING TO HIT THAT CENTER OF THE TARGET THAT WOULD TAKE AWAY ONE OF THOSE UNIQUE EXPERIENCES THAT YOU CAN HAVE IN EANES ISD. 
          THAT'S NOT TO SAY WE'RE NOT PRESENTING THINGS. 
          THEY WON'T HAVE ANY IMPACT ON STUDENTS. 
          WE'RE GOING TO PRESENT SEVERAL THINGS THAT WILL IMPACT STUDENTS. 
          BUT WHAT WE'RE TRYING TO DO IS MAKE IT AS INDIRECT AS POSSIBLE AND IMPACT THOSE STUDENTS AS LITTLE AS WE CAN. 
          WE'RE GOING TO TALK TO YOU A LITTLE BIT ABOUT THESE AND HOW MUCH THEY'RE GOING TO IMPACT STUDENTS AS WE GO AHEAD, SO WE'VE GOT FIVE LEVELS OF THINGS WE'RE LOOKING AT. 
          THE FIRST TWO, ARE GOING TO SHOW UP IN EVERY ONE OF THE SCENARIOS THAT WE SHOW YOU TONIGHT. 
          YOU WILL ALSO SEE THAT ON STEP 2 AND ON STEP 3 OR OPTION 2 AND OPTION 3, WE GIVE YOU A RANGE, AND THAT'S BECAUSE THOSE BOTH INVOLVE REDUCING STAFF. 
          AS YOU KNOW, WHEN YOU DO THAT, PARTICULARLY IF YOU'RE NOT DOING A REEF WHICH GENERALLY WE CAN'T DO, THEN WE'RE RELYING ON NATURAL ATTRITION TO FILL THOSE ROLES. 
          WHAT YOU SEE THERE ON THE LEFT, THE LOWER NUMBER, IS WHAT WE THINK WE'RE LIKELY TO ACHIEVE THE FIRST YEAR. 
          THEN THE SECOND NUMBER IS WHAT WE THINK WE'RE LIKELY TO ACHIEVE 
          [00:45:01]
ON MOST OF IT IN THE SECOND YEAR, BUT THE REST OF IT IN YEARS FOLLOWING THAT. 
          KEEPING IN MIND THAT ALL OF THESE FIGURES WHERE WE'RE LOOKING AT REDUCING STAFF. 
          WE DIDN'T TRY TO GO IN AND IDENTIFY THIS PERSON AND WHAT DO THEY MAKE OR ANYTHING LIKE THAT. 
          WE TOOK HOW MANY POSITIONS IS THIS AND WE USED A FIXED NUMBER FOR THAT. 
          THESE NUMBERS MAY FLOAT UP A LITTLE BIT, THEY MAY COME DOWN A LITTLE BIT, DEPENDING ON THE STAFF WE'RE LOOKING AT. 
          I THINK REALISTICALLY, THESE COULD BE A LITTLE BIT ON THE LOW SIDE, BUT I'D RATHER GIVE YOU A LITTLE BIT ON THE LOW SIDE THAN OVERSELL WHERE IT'S GOING TO BE. 
          FIRST ONE WE'RE GOING TO TALK ABOUT IS A LOCAL REVENUE INCREASE. 
          LIKE I SAID, THIS IS NOT A HUGE PART OF THE PLAN, BUT WE DO THINK THAT THERE IS SOME FUNDS TO BE HAD. 
          PROBABLY ONE OF THE BIGGER ONES, CHAD, HE JUST HAD A NICE DISCUSSION ABOUT THE TRANSFER PROGRAM. 
          I BELIEVE CHAD AND MOLLY WILL BOTH TELL YOU THAT WE DO HAVE THE ABILITY TO ACCEPT NUMBER 1, MORE STUDENTS, AND NUMBER 2, THE ABILITY TO ATTRACT THOSE STUDENTS. 
          IF YOU HEAR IT SAID THAT AGAIN, GOING TO YOUR DISCUSSION, ARE WE LOOKING SPECIFICALLY AT BARTON CREEK OR NOT? WE'RE NOT, IN FACT, I THINK, OUR LAST DISCUSSION WAS, IF WE TOOK ANY TRANSFERS AT BARTON CREEK, WE WOULD PROBABLY ONLY TAKE THEM AT THE KINDERGARTEN LEVEL TO AVOID THOSE ISSUES THAT WE TALKED ABOUT OF THE DISPLACED PEOPLE THAT WE SENT TO OUR OTHER ELEMENTARY SCHOOLS. 
          BUT WE THINK MOST OF THOSE ADDITIONAL TRANSFER STUDENTS WOULD PROBABLY COME IN AT THE SECONDARY LEVEL, WE ARE TALKING ABOUT INCREASING. 
          IN FACT, I HAD MY WEEKLY MEETING TODAY WITH MY RENTAL STAFF AND SAID, WE ARE DEFINITELY INCREASING OUR RENTAL RATES NEXT YEAR BY 10%, AND SO WE'RE GOING TO BE DOING THAT. 
          THEN WE'VE GOT ANOTHER PROJECT THAT IT'S NEW. 
          WE'RE GOING TO TRY IT OUT THIS SUMMER. 
          WE THINK THAT IT COULD EXPAND AND PROVIDE MORE REVENUE IN YEARS TO COME. 
          THAT'S THE ONLINE COURSES WE WERE TALKING ABOUT. 
          THIS FIRST YEAR, IT'S NOT GOING TO GENERATE THAT MUCH MONEY, BUT SOMEWHERE DOWN THE LINE, IT MIGHT. 
          BUT INITIALLY, WE THINK THESE THINGS TOGETHER, WE CAN GET ABOUT A HALF A MILLION DOLLARS AND I'M GOING TO PASS IT OFF TO CHAD. 
          >> THANK YOU. CHAD AND I WILL BE SHARING THE STAFFING OPTIMIZATION, SO WE WANTED TO WALK THROUGH THIS WITH YOU. 
          WE REALLY WANTED TO LOOK AT, AND START WITH NON INSTRUCTIONAL PROGRAMS, OF COURSE, THINGS THAT WERE NOT GOING TO TOUCH THE CLASSROOM. 
          WE WANTED TO REALLY WALK LOOKING AT OUR STAFFING FORMULAS ACROSS THE CAMPUSES AND CENTRAL ADMINISTRATION. 
          LIKE CHRIS SAID, WE WANTED TO SAVE, HOPEFULLY UP TO 3.3 MILLION, BUT WE KNOW THAT'S ON THE HEAVIER SIDE. 
          WE WANTED TO START WITH CENTRAL ADMINISTRATION, LIKE I HAD MENTIONED, REALLY REVIEWING OUR CENTRAL ADMINISTRATION. 
          I DO BELIEVE THAT WE ARE PROUD TO SAY THAT WE HAVE A VERY LEAN CENTRAL ADMINISTRATION, BUT WE KNEW THAT WE WANTED TO REVIEW OUR POSITIONS. 
          THERE'S ALWAYS GREAT PRACTICE IN DOING THAT. 
          WE WANTED TO FOCUS ON THOSE NON INSTRUCTIONAL ROLES REALLY SO THAT WE COULD AT LEAST NOT TOUCH THE CAMPUS AS MUCH AS POSSIBLE. 
          WE UNDERSTAND THAT SINCE WE ARE LEAN, ONCE WE DO MAKE SOME REDUCTIONS AT CENTRAL ADMINISTRATION, THESE DUTIES STILL HAVE TO BE DONE, SO WE WILL BE SPREADING THOSE DUTIES BECAUSE THERE'S NOTHING THAT WE HAVE THAT'S REDUNDANT WITH PEOPLE. 
          WE WILL BE REDISTRIBUTING THE DUTIES TO EXISTING STAFF. 
          >> OKAY. FOR THE NEXT PART OF STAFFING OPTIMIZATION, WE'RE LOOKING AT THE RATIOS OR THE STAFFING RATIOS THAT WE USE AT THE ELEMENTARY LEVEL. 
          WE TALK ALL THE TIME, WE JUST DID IN THE LAST PRESENTATION OF K TO FOUR, USING A 1-22. 
          WHAT WE ARE PROPOSING IS STAYING 1-22, KINDER FIRST AND SECOND, AND THEN START SHIFTING THOSE RATIOS UP STARTING IN THIRD GRADE WITH A 1-23, IN FOURTH GRADE, 1-24, AND THEN IN FIFTH GRADE, A 1-25. 
          JUST AS A NOTE, THE 1-22 IN FIFTH GRADE IS ALWAYS A GUIDELINE AND IT IS ACTUALLY NOT A REGULATION THAT WE HAVE TO FOLLOW. 
          BUT IT IS SOMETHING THAT WE TRY TO DO WHEN WE DO STAFFING CURRENTLY. 
          WE DO BELIEVE BY DOING THIS AND SHIFTING THE UPPER GRADES, SO YOUR THIRD FOURTH AND FIFTH IN ELEMENTARY, THAT WE CAN MAINTAIN OUR INSTRUCTURAL QUALITY. 
          WE DO BELIEVE THIS WILL BE LEAST DISRUPTIVE TO THE CLASSROOM AND THE LEARNING THAT DOES GO ON. 
          WE CAN STILL PROVIDE OUR GUARANTEED CURRICULUM AND OUR INTERVENTIONS IN THE CLASSROOM. 
          BUT IS ALSO TO NOTE HERE, 
          [00:50:01]
WE WOULD BE ASKING TEACHERS TO TEACH MORE KIDS, AND THAT DOES COME WITH MORE WORK. 
          ALL OF THESE CHANGES GO THROUGH, AS LAURIE SAID AND SO DID CHRIS, NATURAL ATTRITION. 
          THIS IS NOT GOING TO BE DONE THROUGH STAFFING ELIMINATION. 
          IT WOULD BE A BASIS ON WHERE THAT NEED IS AT. 
          SOMETHING THAT WOULD BE A LITTLE BIT DIFFERENT FROM US THAT WE HAVEN'T DONE IN THE PAST TWO IS IT COULD ENTAIL US MOVING STAFF AROUND BASED ON NEEDS AND ENROLLMENT. 
          SOMEONE MAYBE IS CURRENTLY TEACHING AT ONE ELEMENTARY AND A NEED MAY ARISE AT ANOTHER. 
          DUE TO THESE NEW STAFFING RATIOS, WE MIGHT HAVE TO SHIFT SOME OF THOSE TEACHERS AROUND AT OUR ELEMENTARIES. 
          WHAT I WANTED TO DO NEXT IS, THIS IS GOOD ON PAPER, BUT LET'S ACTUALLY LOOK AT A COUPLE OF NUMBERS OF WHAT IT COULD POTENTIALLY LOOK LIKE. 
          BEFORE WE DO THAT THOUGH, WE DID REACH OUT TO OUR CONSORTIUM SCHOOLS. 
          I'M SURE YOU ALL KNOW WE ARE A MEMBER OF A HIGH PERFORMING SCHOOLS CONSORTIUM. 
          ASKED THEM WHAT ARE THEIR ELEMENTARY STAFFING RATIOS. 
          WE THOUGHT THAT WOULD BE A GOOD COMPARATIVE GROUP. 
          LUCKILY, ONE OF THEM IS IN TEXAS HIGHLAND PARK. 
          THE REST ARE OUT OF STATE. 
          BUT WE WANTED TO SEE WHAT THEY ARE DOING AND WHERE THEY'RE AT, BECAUSE THEY ARE PERFORMING AT LEVELS EQUAL TO US. 
          AS YOU CAN SEE FROM THAT, THE FIRST COLUMN IS WHERE WE'RE CURRENTLY AT. 
          OUR SECOND COLUMN IS THE PROPOSAL THAT WE JUST DISCUSSED, AND THEN THE ONES AFTER THAT ARE WHAT THOSE DISTRICTS CURRENTLY DO FOR THEIR STAFFING. 
          EVEN MOVING WHERE WE RECOMMENDED, WE'RE STILL ON THE LOWER END IN MOST CASES, AND SO I THINK IT WAS JUST A GOOD SNAPSHOT AND A COMPARATIVE GROUP. 
          WHAT I THINK IS A LITTLE MORE HELPFUL IS JUST TO SEE WHAT THIS WOULD LOOK LIKE IN PRACTICE, WE WENT AHEAD AND ROLLED UP EVERY GRADE AND APPLIED OUR HISTORICAL GROWTH TO EVERY COHORT AND THEN STAFFED IT LIKE WE WOULD WITH THESE NEW NUMBERS, JUST TO SEE WHAT OUR CLASSROOM AVERAGES ARE. 
          WHAT YOU HAVE ON THIS CHART IS EVERY ELEMENTARY CAMPUS, BY EVERY GRADE, THIS YEAR'S CLASSROOM AVERAGE COMPARED TO WHAT THIS NEW STAFFING MODEL WOULD LOOK LIKE. 
          EVEN WITH THE RISE AND THE SAVINGS THAT WOULD COME WITH THAT, YOU CAN SEE IN MOST CASES, THERE IS VERY LITTLE SIGNIFICANT SHIFT ABOVE EVEN OUR CURRENT OF 22. 
          WE WILL START FLOATING SOME 23S AT CERTAIN GRADES, WE WILL HAVE SOME 22 AND SOME AVERAGES ABOVE. 
          BUT WE WANTED TO DO THIS. 
          YOU CAN ALWAYS, IN THEORY, WRITE SOMETHING DOWN, BUT THEN WHAT DOES IT REALLY LOOK LIKE IN PRACTICE? WE WANTED TO GIVE YOU ALL THOSE NUMBERS TO SEE. 
          AGAIN, I JUST WANT TO BE REAL HESITANT HERE, THIS IS POTENTIAL ENROLLMENT. 
          THIS IS JUST AN ESTIMATE BASED OFF OF THIS YEAR WITH A GROWTH MEASURE APPLIED TO IT. 
          THE NEXT PART OF STAFFING OPTIMIZATION IS DEALING WITH THE SAME THINGS AT THE SECONDARY LEVEL. 
          CURRENTLY AT SECONDARY CAMPUSES, WE DO NOT HAVE AN ADOPTED STAFFING MODEL. 
          IT'S BASED ON A NEEDS CONVERSATION WITH HR AND THE CAMPUS AND TEACHING AND LEARNING. 
          WHAT WE ARE SUGGESTING IS MOVING TO WHAT'S CALLED AN ENROLLMENT TO STAFFING DIVISOR MODEL. 
          I WANT TO SAY BEFORE WE GET ANY MORE DETAILS, THIS IS FOR GENED STAFF. 
          THIS IS TO DETERMINE HOW MANY FTES ARE AT EACH CAMPUS FOR GENED. 
          SPECIAL EDUCATION IS STILL STAFF BASED ON STUDENT NEEDS AND THOSE TYPE OF THINGS SO THIS DOES NOT HAVE ANYTHING TO DO WITH THOSE SPECIAL SERVICES. 
          IF WE HAD A MODEL, BACKWARDS ENGINEERED BACKED OUT OF IT, WE WOULD SAY OUR DIVISOR IS ABOUT 18 ACROSS OUR THREE SECONDARY CAMPUSES. 
          WHAT WE'RE PROPOSING IS MOVING TO A STAFFING DIVISOR OF 20 TO DO OUR FTE COUNTS. 
          THIS WILL RESULT IN INCREASING CLASS SIZES AT THE SECONDARY LEVEL. 
          SAME THING AS WE TALKED ABOUT THE ELEMENTARY, BUT AT THE SECONDARY, THIS WOULD CAUSE A LOT OF OUR SECTIONS TO GET TOWARDS THAT 30% OR SORRY, 30 STUDENTS PER SECTION. 
          AGAIN, THIS WOULD BE IMPLEMENTED THROUGH ATTRITION. 
          THE ACTUAL IMPACT HERE IS GOING TO BE REALLY HARD BECAUSE ALL OUR SECONDARY LEVEL, THERE'S A LOT OF STUDENT CHOICE. 
          WE DON'T KNOW WHAT KIDS ARE CHOOSING NEXT. 
          WE CAN MAKE ASSUMPTIONS ABOUT EVERY KID IS GOING TO TAKE AN ENGLISH CLASS. 
          THAT'S JUST GOT TO HAPPEN. 
          WHAT LEVEL OF ENGLISH IS A WHOLE OTHER CONVERSATION? AS I'M SURE YOU ALL KNOW, AND YOU'LL SEE IN Y'ALL'S KIDDOS, SOME COHORTS DO A LOT OF HONORS, SOME DON'T DO A LOT OF HONORS CLASSES. 
          WE'VE GOT TO WAIT FOR THOSE STUDENT CHOICES TO REALLY SEE WHERE THIS IS GOING TO HAMMER OUT. 
          WE HAVE ASKED OUR SECONDARY PRINCIPALS TO START PRELIMINARY STAFFING BASED ON THIS. 
          THEY'RE WORKING THROUGH THAT. 
          WE'RE MEETING REGULARLY WITH THEM TO WORK THROUGH THAT. 
          THE OTHER CAVEAT, I JUST WANT TO SAY HERE IS, THIS WOULD RESULT IN FEWER SINGLETON ELECTIVES BEING OFFERED AND A TIGHTER MASTER SCHEDULE. 
          WE ARE PUSHING MARGINS HERE, AND SO WHEN YOU DO SOMETHING LIKE THIS, AND IF YOU GO A LITTLE BIT HIGHER, YOU'RE STARTING TO DROP SOME ENROLLMENT IN CERTAIN AREAS THAT MAY NOT MAKE, AND THEN MAKING SOME OF THOSE SINGLETON ELECTIVES, THEY JUST DON'T MAKE IN FUTURE YEARS. 
          NECESSARILY, YOU'RE ELIMINATING A PROGRAM, YOU'RE JUST BASING IT OFF OF ENROLLMENT. 
          SO NEXT, I WANTED TO SHOW Y'ALL, AGAIN, OUR COMPARISON GROUP, WHERE WE COMPARE TO OUR COHORT, OUR CONSORTIUMS OF SCHOOLS. 
          EVEN WITH THE MOVE TO 20, WE'RE STILL ON THE VERY LOW END OF THIS. 
          JUST TO GIVE YOU A LITTLE TEXAS DATA, THE FEW SCHOOLS THAT GOT BACK TO ME AFTER REACHING OUT TO MANY, 
          [00:55:03]
THEY RANGE ANYWHERE FROM 18.75-22 AS THEIR DIVIDER, AND SO THAT'S THE RANGE YOU SEE WITHIN THE STATE. 
          WE WOULD BE RIGHT IN THE MIDDLE. 
          MOST SCHOOLS THAT WE WOULD CONSIDER HAVE THE SAME PROGRAMMING THAT WE HAVE, HAVE ABOUT A 20 OR A 21 DIVISOR. 
          IT WOULD BE A DIFFERENT WAY OF DOING THIS FOR OUR SECONDARIES. 
          AT HIGHLAND PARK, THEY USE A STAFFING RATIO LIKE THEY DO AT THE ELEMENTARY LEVEL TO DO THEIRS. 
          MATHEMATICALLY, AND THIS IS A BACK OF THE NAPKIN, THEIR RATIO COMES OUT TO LIKE 19.75 OR SOMETHING LIKE THAT, SO IT'D BE ROUGHLY ABOUT THE SAME. 
          THAT IS STAFFING OPTIMIZATION. 
          THEN THE NEXT OPTION IS OPTION 3, REDUCTION AND PROGRAMS. I THINK IT'S REAL IMPORTANT HERE. 
          IN THIS PROPOSAL, THIS IS NOT THE ELIMINATION OF ANY PROGRAM. 
          THIS IS JUST LOOKING AT PROVIDING SERVICES AND PROGRAMS A LITTLE BIT DIFFERENT. 
          WE GOT TO THIS NUMBER BY IDENTIFYING AND EVALUATING ALL OF OUR CURRENT STUDENT PROGRAMS AND SERVICES THAT WE OFFER AT THE CAMPUS LEVEL. 
          WE WENT THROUGH, AS CHRIS DETERMINED, I TALKED ABOUT A BACK AND FORTH, WHICH ONE WOULD BE LEAST IMPACTFUL, WHICH ONES ARE LEAST DIRECT IMPACT IN THE CLASSROOM. 
          WE DID NOT WANT TO ELIMINATE PROGRAMS. IT HELPED US COME UP WITH A COUPLE OF AREAS THAT WE FEEL LIKE WE CAN CONSOLIDATE, RESTRUCTURE, OR JUST SCALE BACK OUR CURRENT OFFERINGS TO SAVE A LITTLE BIT MORE MONEY AND TO BE EFFICIENT IN STILL OFFERING THOSE PROGRAMS. THIS DOES REFLECT A DISTRICT-WIDE EVALUATION. 
          WE LOOKED AT EVERYTHING. 
          WE LOOKED AT THINGS THAT YOU WOULDN'T THINK ARE STUDENT PROGRAMS TO THINGS THAT MOST PEOPLE THINK ARE JUST COMMON WITHIN SCHOOLS. 
          WE LOOKED AT EVERYTHING WE OFFER, EVERYTHING WE DO, AND WENT AFTER AREAS THAT WE FELT THAT WE COULD EASILY GET TO A REDUCTION IN THAT PROGRAM WITHOUT DOING TOO MUCH HARM TO OUR STUDENTS OR THE SERVICES THAT THEY RECEIVE. 
          >> CAN I MAKE A COMMENT ON THAT ONE BEFORE WE MOVE ON TO THE NEXT ONE? JUST TO BE TOTALLY TRANSPARENT WITH YOU ALL, IF YOU'RE THINKING THAT WAS SOMEWHAT VAGUE, IT WAS. 
          IT WAS INTENTIONALLY. 
          I THINK OUR PUBLIC PROBABLY NEEDS TO KNOW THAT AS WELL. 
          THE REASON IS THIS PROGRAMMATIC REDUCTION REALLY DOES INVOLVE POTENTIALLY, I HATE TO USE THE TERM REDUCTION FORCE, BUT IF YOU SCALE BACK ELIMINATE A PROGRAM, IT'S SIGNIFICANT CHANGE FOR THOSE PEOPLE INVOLVED. 
          WE REALLY DIDN'T WANT TO TALK ABOUT THAT PUBLICLY UNTIL WE HAD A CHANCE TO TALK TO THOSE INDIVIDUALS WHO WERE INVOLVED. 
          JUST APPRECIATE THE FACT THAT WE'RE NOT GOING TO PUBLICLY TALK ABOUT THAT AT THIS POINT, BUT HOWEVER, IF THIS IS ONE THAT WE CAN SENSE AROUND THAT NEEDS TO HAPPEN, WE WILL BE REVEALING THOSE SPECIFIC PROGRAMS AT THE APPROPRIATE TIME, BUT WE WILL TALK TO THE PEOPLE FIRST. 
          WE JUST WANT TO BE SENSITIVE AND ALL, SO THAT'S WHY THIS ONE OF THE FIVE IS A LITTLE MORE VAGUE. 
          >> OPTION NUMBER 4 IS THE FREE SALARIES OR REDUCED RAISES. 
          AS WE ALL KNOW, NORMALLY, WHEN CHRIS GIVES HIS BUDGET, HE ALWAYS PROVIDES US A 2% INCREASE IN THAT BUDGET. 
          EVERY YEAR, THAT'S WHAT IT LOOKS LIKE. 
          WHEN YOU'RE REVIEWING THAT, THAT IS ALREADY BUILT IN. 
          OBVIOUSLY, WE TALKED ABOUT THE 2% INCREASE, AND WE ALSO TALKED ABOUT LOOKING AT MAYBE REDUCING THAT TO A 1% INCREASE. 
          IF YOU REMEMBER, FOR THIS YEAR, THE STATE HAD GIVEN MONEY TO TEACHERS WHO WERE 3-4 YEARS, WHICH WAS $2,500, AND FIVE YEARS WOULD BE 5,000. 
          THAT WAS AN ALLOTMENT THAT FLOWS THROUGH. 
          THERE WAS SOME COST INVOLVED IN THAT WITH THE TRS, BUT MAJORITY OF THAT MONEY FLOWED THROUGH, AND ALL OF OUR OTHER STAFF RECEIVED A 1.1% INCREASE. 
          JUST IN REVIEW OF KNOWING THAT IF WE REDUCED THAT DOWN TO THE 1% INCREASE WITH OUR 1% THIS YEAR, THAT REALLY IS DIFFICULT ON OUR STAFF, AND WE KNOW THAT. 
          OUR TEACHERS THAT WERE 0-2 YEARS RECEIVE THE 1%. 
          WE WANT TO MAKE SURE THAT WE'RE STILL COMPETITIVE WITH OUR DISTRICTS AROUND US. 
          BUT WE DID WANT TO OFFER THIS AND SHOW THIS AS A PLACE THAT WE COULD REDUCE OR SAVE. 
          >> BEFORE I TALK A LITTLE BIT ABOUT THE VATRE, I WANTED TO STEP BACK AND TALK A LITTLE BIT ABOUT STAFFING OPTIMIZATION AND REDUCING PROGRAMS AND SERVICES. 
          I THINK IT'S IMPORTANT TO RECOGNIZE THAT WE SAID THIS IN A ROUNDABOUT WAY. 
          BUT STAFFING OPTIMIZATION AND PROGRAM REDUCTION EXISTS ON A CONTINUUM. 
          AT SOME POINT, ON YOUR STAFFING OPTIMIZATION, YOU GET TO THE POINT WHERE IT IS A BIT OF A PROGRAM REDUCTION. 
          [01:00:04]
FOR EXAMPLE, IF WE HAD AN ADVANCED BANJO CLASS, I'M USING THAT AS AN EXAMPLE BECAUSE I DON'T THINK WE DO HAVE AN ADVANCED BANJO CLASS, I HOPE I'M RIGHT THERE. 
          BUT IF WE SET OUR ENROLLMENT GUIDELINE THAT WE NEEDED 25 ADVANCED BANJO STUDENTS TO HAVE THAT CLASS, AND WE DON'T GET THERE, WE'RE NOT OFFERING THAT CLASS. 
          IT LOOKS LIKE A PROGRAM REDUCTION, BUT IT GOT THERE BECAUSE OF STAFF OPTIMIZATION. 
          I JUST WANT YOU TO KEEP THAT IN YOUR HEAD THAT THESE TWO THINGS PLAY TOGETHER. 
          FINALLY, THE VATRE, THE VOTER APPROVAL TAX RATE ELECTION. 
          I FEEL LIKE I'VE TALKED TO YOU ABOUT THIS FOR YEARS NOW, AND I STILL FEEL LIKE I NEED TO TALK ABOUT IT BECAUSE IT IS ONE OF YOUR OPTIONS. 
          IT IS, AS WE'VE DISCUSSED MANY TIMES, A REALLY UNPLEASANT OPTION THAT NOBODY LIKES, BUT IT IS OUT THERE. 
          WHAT IT IS FOR THOSE WHO HAVE NOT HEARD ME TALK ABOUT IT 80 TIMES, THE TEXAS SCHOOL FUNDING SYSTEM ALLOWS SCHOOL DISTRICTS TO IMPOSE AN M&O TAX OF $0.17 HIGHER THAN THE BASIC RATE THAT THE STATE TELLS YOU WHAT IT'S GOING TO BE, THE MCR. 
          RIGHT NOW WE HAVE EIGHT OF THOSE 17 PENNIES, WHICH ARE KNOWN AS THE GOLDEN PENNIES, AND THEY'RE GOLDEN BECAUSE THEY'RE NOT RECAPTURED, AND SO THEY'RE VERY VALUABLE FOR US. 
          THOSE EIGHT PENNIES BRING INTO US ABOUT $17 MILLION A YEAR, AND SO THEY'RE VERY USEFUL TO US. 
          THE NEXT NINE PENNIES ARE WHAT ARE KNOWN AS COPPER PENNIES, AND THEY'RE COPPER BECAUSE COPPER IS MUCH LESS VALUABLE THAN GOLD. 
          THEY ARE RECAPTURED. 
          IN FACT, THEY'RE RECAPTURED AT A HIGHER RATE THAN TIER 1 TAXES ARE. 
          THOSE NINE PENNIES, IF WE TO ADOPT THEM, AND THE COMMUNITY WORK TO APPROVE THAT, WOULD BRING IN APPROXIMATELY $20 MILLION, BUT WE WOULD ONLY KEEP ABOUT 3.8 MILLION OF THAT, AND 16 PLUS MILLION WOULD BE ADDED TO OUR RECAPTURE PAYMENT TO THE STATE. 
          THE WAY THAT WOULD WORK IS THAT IN AUGUST, WHEN YOU ADOPT A TAX RATE, YOU WOULD ADOPT A TAX RATE HIGHER THAN THE VOTER APPROVAL RATE, WHICH IS THE MCR PLUS YOUR EIGHT GOLDEN PENNIES THAT HAVE ALREADY BEEN APPROVED BY THE COMMUNITY. 
          THAT WOULD IMMEDIATELY TRIGGER THE NEED FOR YOU TO ORDER A VOTER APPROVAL TAX RATE ELECTION, WHICH WILL BE HELD ON THE UNIFORM ELECTION DATE IN NOVEMBER, AND IT'S AN UP OR DOWN VOTE. 
          IF YOU GET 50 PLUS ONE, THEN THE RATE THAT YOU ADOPTED BECOMES OUR TAX RATE. 
          IF YOU DON'T GET 50 PLUS ONE, THEN IT REVERTS BACK TO OUR OLD TAX RATE, OR ACTUALLY, WE'LL STILL HAVE THE COMPRESSION ON TIER 1, THE MCR, PLUS EIGHT GOLDEN PENNIES. 
          WE'LL GO BACK TO THAT, AND YOU WILL HAVE GOTTEN NOTHING FROM THE VATRE. 
          THAT'S PART OF THE REASON WHY WHEN WE WERE LOOKING AT THESE, I SAID THAT EVERYTHING THAT WE'RE GOING TO SHOW YOU INVOLVES THE FIRST TWO ON THERE, BECAUSE THOSE ARE DECISIONS THAT YOU AS A BOARD AND WE AS AN ADMINISTRATION CAN CHOOSE TO IMPLEMENT, AND WE KNOW THAT WE CAN GET THAT MONEY. 
          THAT'S WHY WE'RE LOOKING AT THAT. 
          WITH THE VATRE, WHICH IS A HIGHER AMOUNT OF MONEY OR ABOUT THE SAME AS OPTION 1 AND 2 TOGETHER, IT'S A COIN TOSS. 
          FRANKLY, IT WAS EXACTLY A COIN TOSS IN THIS NOVEMBER. 
          THERE WERE 60 VATRE ELECTIONS, 30 PASSED, AND 30 FAILED. 
          IT DOESN'T GET MORE EVENLY SPLIT THAN THAT. 
          I DON'T KNOW HOW OUR COMMUNITY WOULD VOTE, BUT I THINK IT'S A TOUGH ASK. 
          IT'S WORTH THINKING ABOUT, BUT KNOWING THAT WE NEED TO BACK UP IN CASE IT DOES NOT PASS. 
          AGAIN, WE'RE LOOKING AT THOSE TWO AS A PART OF ALL FOUR OF THE OPTIONS THAT WE'RE GOING TO SHOW YOU, BUT ALSO KEEP IN MIND THAT THESE ARE NOT THE ONLY OPTIONS. 
          WE JUST THINK THESE ARE A BASIC WAY TO LOOK AT IT, BUT YOU CAN MIX AND MATCH, YOU CAN DIAL THINGS UP AND DIAL THEM BACK AS YOU SEE FIT. 
          PACKAGE 1, LOOKING AT OBVIOUSLY THOSE FIRST TWO THAT WE TALKED ABOUT, LOOKING AT THE PROGRAM REDUCTIONS WHICH WE HAVEN'T OUTLINED WHAT THEY ARE PUBLICLY, AND THEN LOOKING AT THE SALARY FREEZE. 
          [01:05:03]
IN OTHER WORDS, TAKING AWAY THE 2% THAT'S BUILT INTO THE MODEL RIGHT NOW, THAT WOULD GET US THERE, WITH ABOUT 5.5 MILLION FOR SURE, GROWING TO 6.6. 
          >> WE COULD LOOK AT GIVING A MINIMAL SALARY INCREASE. 
          THIS IS JUST LIKE PACKAGE ONE, ONLY INSTEAD OF HAVING A SALARY FREEZE, WE WOULD GIVE A 1% ACROSS THE BOARD SALARY INCREASE. 
          THAT GETS OUR TOTAL BUDGET REDUCTION TO THE $4.7-$5.8 MILLION RANGE. 
          TECHNICALLY, NOT QUITE THERE, BUT WITHIN SPITTING DISTANCE, AND WITH OUR BUDGET, PARTICULARLY THIS EARLY, I THINK IT'S CLOSE ENOUGH TO SAY THAT THAT GETS US THERE AS WELL. 
          NOW WE LOOK AT WHAT WOULD HAPPEN IF WE INTRODUCED A VATRE. 
          I GAVE TWO OPTIONS ON THIS. 
          BUT OF COURSE, YOU CAN DO THE VATRE ANYWHERE 0-9 PENNIES. 
          BUT I'M SHOWING YOU A FIVE PENNY AND A NINE PENNY VATRE. 
          ONE QUESTION THAT WE HAD ASKED IN THE COMMITTEE WAS, COULD WE DO A PENNY SWAP ON THE I&S RATE? NOT THIS COMING YEAR. 
          NOT FOR THE 26-27, WE WILL NEED ALL OF OUR TAXING CAPACITY TO PAY OUR REQUIRED DEBT IN AUGUST OF 27. 
          THE FOLLOWING YEAR, WE COULD PROVIDED THAT THERE IS NO NEW DEBT ADDED ON FROM THE LRF PAC. 
          THAT WOULD BE A POSSIBILITY IN NOVEMBER OF 2027, IF YOU WERE INTERESTED IN DOING A PENNY SWAP AT SOME POINT. 
          HERE I'M SHOWING YOU WHAT THAT GETS IF YOU PASS, OR IF THE COMMUNITY ACCEPTS THE VATRE, THAT WOULD GET YOU TO 5.9 MILLION. 
          BUT IF IT FAILS, YOU STILL GET PRETTY CLOSE, SOMEWHERE IN THE NEIGHBORHOOD OF 4.5-5.4 MILLION. 
          THEN FINALLY, THE MOST AGGRESSIVE, VATRE, ALL NINE PENNIES WOULD GET YOU IN THE NEIGHBORHOOD OF 6.7-7.6 MILLION. 
          THIS ONE IS UNIQUE IN THAT IF YOU WENT WITH THIS PACKAGE AND THE VATRE PASSED, YOU PROBABLY WOULD NOT HAVE TO COME BACK AND DO THIS AGAIN NEXT YEAR. 
          YOU'RE PROBABLY GOOD FOR TWO YEARS. 
          THERE'S ALWAYS THE POSSIBILITY THE LEGISLATURE COULD MEET AND DO SOMETHING. 
          BUT AT THE VERY LEAST, IT REDUCES THE NEED FOR YOU TO COME BACK AND DO THIS AGAIN NEXT YEAR. 
          IF IT FAILS, YOU'RE EXACTLY IN THE SAME PLACE, IF THE FIVE PENNY FAILS. IT'S EITHER UP OR DOWN. 
          IF YOU DIDN'T GET IT, THEN WHAT YOU GET IS WHAT YOU GET WITH OPTIONS 1 AND 2. 
          WITH THAT, I'M GOING TO POP TO HERE AND SHOW ALL FOUR PACKAGES TOGETHER AND LET YOU GUYS DISCUSS. 
          WE WOULD ASK THAT YOU DON'T HAVE TO COMMIT TONIGHT, BUT WE WOULD REALLY LIKE FOR YOU TO HAVE A DISCUSSION ON THE VATRE JUST TO GIVE THE ADMINISTRATION A SENSE OF WHERE YOU ARE ON THAT QUESTION. 
          WE'LL TAKE ANY QUESTIONS YOU HAVE. 
          >> DID WE WANT TO TALK ABOUT THE TIMELINE OR IS THAT FOLLOWING AFTER OUR DISCUSSION? 
          >> I CAN SHOW THAT. RIGHT NOW WE'RE THINKING THAT WE WILL BE ISSUING A THOUGHT EXCHANGE HERE IN THE NEXT FEW DAYS AND HAVE THOSE RESULTS AND PRESENT THEM TO YOU JUST FOR YOU TO GET A SENSE OF THE COMMUNITY'S THOUGHTS ON THIS PROCESS AND HOW THEY'RE THINKING ABOUT IT. 
          WE'LL COME BACK IN JANUARY, REALLY NARROW DOWN WHAT IT IS YOU'RE INTERESTED IN DOING, AND THEN FINALIZE THE PLAN IN THE LAST MEETING IN JANUARY AND TAKE ANY ACTION THAT YOU MIGHT NEED TO TAKE. 
          THERE'S NOT A WHOLE LOT OF ACTION YOU WOULD HAVE TO TAKE OTHER THAN TELLING US TO GO FORTH AND IMPLEMENT. 
          BUT THAT'S OUR GENERAL PLAN. 
          I'LL POP IT BACK TO THE PACKAGES AND WE'LL FIELD ANY QUESTIONS YOU'VE GOT. 
          >> THANK YOU, CHRIS. THANK YOU, LAURA. THANK YOU, CHAD. 
          TRUSTEES, ANY QUESTIONS? I'M ASSUMING WE HAVE SOME. 
          >> WHILE EVERYONE'S THINKING OF THEIR QUESTIONS OF DECIDING WHO'S GOING TO GO FIRST, I JUST WANT TO REITERATE WHAT CHRIS SAID INITIALLY. 
          THIS HAS NOT BEEN AN ENJOYABLE PROCESS, BUT I THINK IT'S BEEN A VERY PRODUCTIVE PROCESS. 
          [01:10:02]
I THINK THE COMMITTEE HAS WORKED REALLY HARD. 
          I WANT TO THANK OUR COMMUNITY MEMBERS WHO VOLUNTEERED THEIR TIME TO HELP US THINK AND THROUGH THESE THINGS. 
          I WANT TO THANK DIANE AND KATHERINE, YOU HAVEN'T BEEN POINTED OUT YET, BUT FOR SERVING ON THAT COMMITTEE VERY INSIGHTFUL QUESTIONS AND COMMENTS AND DIRECTION, I APPRECIATE THAT A LOT. 
          THE THREE PEOPLE SITTING IN FRONT OF US, OBVIOUSLY, HAVE DONE A LOT OF BEHIND THE SCENES WORK. 
          THE ENTIRE CABINET, QUITE FRANKLY, HAS BEEN VERY INVOLVED IN EACH DISCUSSIONS. 
          EACH MONDAY MORNING WHEN WE MEET, THIS IS ONE OF THOSE TOPICS THAT WE UPDATE ON, AND WE JUST CONTINUE TO ASK FOR ADDITIONAL OPTIONS AND IDEAS AND BRAINSTORM ON WHATEVER. 
          IT'S BEEN A TEAM EFFORT. 
          AS I THINK WE MENTIONED THE LAST TIME WE TALKED ABOUT THIS, NONE OF THESE ARE ENJOYABLE THINGS OR POSITIVE THINGS, BUT IT'S THE REALITY OF WHERE WE ARE, AND IT'S NOT JUST US. 
          THERE ARE A NUMBER OF DISTRICTS AROUND THE STATE THIS WAY. 
          I JUST FEEL LIKE THE PROCESS WE PUT INTO PLACE VERY VALID. 
          NOW AS WE BEGIN TO WORK WITH ALL SEVEN OF YOU, I'M REALLY CONFIDENT THAT WE'RE GOING TO BE ABLE TO COME UP WITH AN OPTIMIZATION PACKAGE THAT IS REALLY WHAT'S IN THE BEST INTEREST OF OUR KIDS GOING FORWARD. 
          BYE, GUYS ENOUGH TIME. 
          [LAUGHTER] 
          >> THANK YOU, DR. TRIGG. WHO WOULD LIKE TO START THE QUESTIONS? THANK YOU, JOHN. JOHN. 
          >> SOMEBODY HAD TO GO FIRST, SO HERE WE GO. 
          I'LL ECHO DR. TRIGG AND SAY THANK YOU TO THE COMMITTEE TO OUR BOARD MEMBERS, TO THE COMMUNITY MEMBERS, TO STAFF, EVERYBODY WHO'S BEEN A PART OF THIS. 
          I THINK I'LL SPEAK ON BEHALF OF THE BOARD THAT WE ALL HATE THIS. 
          THIS IS NOT WHAT ANYBODY WANTS TO DO, BUT HERE WE ARE, AND WE GOT TO TALK ABOUT IT. THANK YOU FOR THAT. 
          A FEW CLARIFYING QUESTIONS HERE. 
          ON THE ELEMENTARY STAFFING RATIO, WHERE IT WOULD GO UP A BIT, THE MONEY ATTACHED WITH IT IS SAVINGS, WHERE WE WOULD HAVE LOWER STAFF. 
          IS THERE ALSO BECAUSE IT GOES UP A BIT NOW SPACE TO ADD A TRANSFER TO, AND THERE WOULD BE REVENUE POTENTIAL AS WELL? 
          >> BOTH. WE'LL GO DOWN IN STAFFING NEEDS. 
          BUT THEN BECAUSE OF OUR THRESHOLDS WOULD BE DIFFERENT, WE COULD POTENTIALLY PUSH THOSE A LITTLE BIT HIGHER WITH TRANSFERS TO BECOME MORE EFFICIENT AND GET A LITTLE MORE REVENUE OFF OF THAT. 
          >> IS THAT INCREASE IN REVENUE EMBEDDED AND MAYBE THIS IS TO YOU CHRIS, IS THAT INCLUDED IN THE 500, OR THAT WOULD BE ON TOP OF THE 500, SINCE THEY ARE TECHNICALLY SEPARATE ITEMS? 
          >> THE INITIAL THOUGHT IS MAYBE THERE'S A LITTLE BIT IN THERE. 
          MOST OF THAT REVENUE FROM TRANSFERS, WHERE WE'RE THINKING AT THE SECONDARY LEVEL. 
          IT'S EASIER TO PUSH THRESHOLDS AT THE SECONDARY. 
          WE'RE SEEING A SIGNIFICANT NEED OR WANT TO COME TO OUR SECONDARY CAMPUSES. 
          RIGHT NOW, WHEN WE INITIALLY STARTED THAT REVENUE SIDE, WE DID NOT WANT TO GET INTO SAYING, WE HAD TO DO 20 HERE, 20 HERE, 20 THERE TO HIT THAT NUMBER. 
          IT'LL BE IN THERE, BUT AT THIS POINT, WE JUST LET'S SETTLE WITH ELEMENTARY, MOVE SOME THINGS AROUND AND THEN SEE. 
          THEN SO I WOULD SAY ANYTHING AT THE ELEMENTARY IS PROBABLY GOING TO BE GRAVY OR A LITTLE BIT IN ADDITION TO THE 500 THAT CHRIS TALKED ABOUT. 
          >> I MIGHT JUST ADD TO THAT REAL QUICK. 
          THE 520 IS $65,000 TIMES EIGHT. 
          IN OTHER WORDS, 88 STAFF MEMBER REDUCTIONS AT $65,000 PER PERSON, WHICH IS AN AVERAGE. 
          SO REALLY, IF THERE WAS ADDITIONAL TRANSFERS GENERATED, THAT WOULD BE ADDITIONAL REVENUE, BUT I AGREE WITH CHAD, WE REALLY DON'T KNOW HOW MUCH THAT MIGHT BE. 
          >> COUNT OF THIS GRAVY. THAT MAKES SENSE. 
          CAN YOU TALK TO ME? CHRIS, LAURA, THIS IS ON THE PACKAGES THREE AND FOUR, WHERE WE PUT THE VATRE OUT THERE. 
          BUT THE 2% RAISE IS ONLY IF THE VATRE PASSES. 
          WE WON'T KNOW IF THE VATRE PASSES UNTIL NOVEMBER. 
          TALK TO ME HOW THAT WOULD IMPACT THE RAISE. 
          WOULD WE GO RETROACTIVE? WOULD IT START MID YEAR? HOW DOES THAT WORK? 
          >> WE WOULD GO RETROACTIVE. 
          THAT'S WHAT WE TRADITIONALLY HAVE DONE IN THE PAST, IF WE HAD ANY TYPE OF VATRE THAT WE BROUGHT FORWARD, ANY RAISES. 
          SOMETIMES WE'VE JUST WAITED TO SEE WHAT OUR BUDGET WOULD DO, AND MAYBE WE DIDN'T HAVE SOME OF OUR STUFF IN THAT WE KNEW ABOUT. 
          WE WAITED AND WE'VE EVEN WAITED AS FAR AS DECEMBER BEFORE, BUT WE DID GO RETROACTIVE FOR OUR STAFF. 
          [01:15:01]
          >> FROM ATTRACTION OF NEW TALENT TO THE DISTRICT, I REALIZE THIS IS JUST A GUT INSTINCT FROM YOUR YEARS OF HUMAN CAPITAL EXPERIENCE. 
          DO YOU THINK PERSPECTIVE STAFF WHO ARE CONSIDERING COMING TO EANES WOULD WEIGH THAT AS LIKE, I MIGHT GET THE RAISE, OR DO YOU THINK THEY'RE JUST GOING TO LOOK AT WHAT THE COMP IS AND NOT REALLY FACTOR IN THE POTENTIAL OF A RAISE IN THOSE SCENARIOS? 
          >> I DO THINK MORE AND MORE NOW PEOPLE ARE WEIGHING INTO THAT AND PAYING ATTENTION, WHERE IN THE PAST, I FELT LIKE NEW TEACHERS WHO WERE REALLY EXCITED, DIDN'T HAVE AS MANY. 
          I MEAN, THEY HAD OPPORTUNITIES EVERYWHERE. 
          BUT IF THEY REALLY WANTED TO COME TO EANES, THEY WOULD STILL TAKE THE POSITION WHERE NOW WE DO HAVE BRAND NEW TEACHERS WHO ARE WEIGHING THEIR OPPORTUNITIES LOOKING AT OTHER DISTRICTS, LOOKING AT PEOPLE AROUND US AND SEEING WHAT THEY'RE PAYING. 
          IT IS A LITTLE BIT MORE DIFFICULT TO SAY, WELL, WE MAY GIVE AN INCREASE, BUT SO MANY DISTRICTS HAVE BEEN DOING THAT AROUND US. 
          I THINK IT'S BECOME THE NORM. 
          >> THEN CHRIS, YOU SAID IT WAS ON THE VATRE THIS PAST TIME. 
          IT WAS ROUGHLY 50-50, 30 PASS, 30 DIDN'T. 
          DID ANY IN A HIGH RECAPTURE DISTRICT PASS? DO YOU KNOW? 
          >> I DON'T HAVE THAT DATA IN FRONT OF YOU. 
          I CAN LOOK AT THAT UP AND SEE HOW THAT WENT. 
          I DID UNDERSTAND THAT THERE WAS A DEFINITE DIFFERENCE BETWEEN PEOPLE GOING FOR GOLDEN PENNIES ONLY VERSUS COPPER PENNIES. 
          THE GOLDEN PENNIES PASSED AT A HIGHER RATE THAN THE COPPER ONLY PENNY. 
          THAT'S ANOTHER DATA POINT THAT YOU PROBABLY NEED TO BE AWARE OF. 
          >> THANK YOU. I'LL SWITCH AND NOW, I'LL TALK TO THE BOARD BECAUSE YOU WANT TO KNOW WHAT WE'RE THINKING. 
          I'LL JUST PUT OUT MY PERSPECTIVE. 
          ONCE AGAIN, I'LL UNDERSCORE. 
          I DON'T LIKE ANY OF THEM. NONE OF THEM ARE GREAT. 
          I WOULD LEAN ONE AND TWO, AND NOT THREE AND FOUR. 
          I THINK A VATRE PASSING IS A TOUGH CELL, AND YOU CAN SEE THAT WITH 50-50 PASSED. 
          JUST MY GUT IS THAT THE HIGH RECAPTURE, IF THERE WERE ANY IN THOSE 60, WERE LESS LIKELY TO PASS. 
          MY GUESS IF YOU THINK ABOUT 50-50 PASS IN GENERAL, MY GUESS IS IN OUR SCENARIO, IT'S LESS THAN 50% THAT WOULD PASS. 
          THEN TO GO IN FRONT OF OUR VOTERS AND HAVE THAT FAIL, AND THEN TRY TO GO AGAIN FOR A BOND SIX MONTHS LATER OR EVEN HAVE IT PASS. 
          TO ME, THEY'RE GOING TO BE LINKED IN OUR COMMUNITY. 
          TO HAVE IT FAIL AND GO BEFORE THE COMMUNITY, SIX MONTHS LATER, BOY, IS THAT A TOUGH PILL TO SWALLOW. 
          HAVE IT PASS IS STILL A TOUGH ONE BECAUSE THEY'LL SAY, WE JUST VOTED FOR THIS. 
          I THINK WE'LL BURN SOME CREDIBILITY JUST BECAUSE IT IS A BAD DEAL, AND WE ALL KNOW THAT AND WE'RE ONLY EVEN TALKING ABOUT IT BECAUSE OUR OPTIONS ARE SO LIMITED. 
          I THINK IF YOU COULD SIT ACROSS THE TABLE ONE ON ONE WITH SOMEBODY, YOU CAN MAYBE EXPLAIN THAT. 
          BUT A LOT OF THIS, THIS IS A NOVEMBER ELECTION. 
          WE'RE GOING TO BE TRYING TO INTRODUCE IT TO THE MASSES. 
          YOU'RE NOT GOING TO BE ABLE TO REALISTICALLY SIT ACROSS THE TABLE ONE ON ONE WITH EVERY SINGLE NOVEMBER VOTER. 
          THEY'LL HEAR THE TAGLINE OF EANES HAS CALLED A VATRE TO SEND 80% TO THE STATE JUST TO KEEP 20%. 
          THAT'LL MAKE IT THROUGH TO THE EVERYDAY VOTER. 
          THE RATIONALE BEHIND IT AND EVERYTHING ELSE, I DON'T THINK WILL TO THE AVERAGE NOVEMBER VOTER, JUST PERSONALLY, BECAUSE IT'S SOPHISTICATED MESSAGING AND A LOT OF FOLKS TO GET IT ACROSS TO. 
          I THINK THAT'S A TOUGH SELL. 
          TO ME, I WAS GLAD TO SEE THAT THE RAISE WAS CONTINGENT ON, IF IT PASSED BECAUSE I WOULDN'T WANT TO ASSUME IT WAS GOING TO PASS. 
          Y'ALL WERE ALREADY THINKING OF THAT. THANK YOU. 
          BUT BECAUSE OF THOSE REASONS, AS TOUGH AS IT IS, I WOULD BE LOOKING AT ONE AND TWO AND NOT LOOKING AT THREE AND FOUR FOR THOSE REASONS. 
          PUT MYSELF OUT THERE FIRST, CURIOUS HOW OTHERS RESPOND. THANK YOU. 
          >> THANK YOU, JOHN. THANKS FOR GOING FIRST. 
          LAURA, IS THERE ANYONE ELSE THAT WANTS TO GO AFTER LAURA? 
          [01:20:03]
KATHERINE. LAURA AND THEN KATHERINE. 
          >> THIS IS A DISCUSSION, AND SO I'M HOPING THAT WE MIGHT HAVE AN OPPORTUNITY TO COME BACK. 
          I'M NOT THRILLED ABOUT GOING A SECOND BECAUSE I REALLY WANT TO HEAR WHAT EVERYBODY ELSE HAS TO SAY BECAUSE IT'S VERY DIFFICULT TO MAKE A DECISION. 
          >> FOR REALLY BAD OPTIONS. 
          IT'S TOUGH TO DECIDE WHICH ONE IS THE LEAST BAD, AND I'M USING MUCH NICER WORDS THAN I'D LIKE TO USE RIGHT NOW. 
          I AM CURIOUS TO HEAR WHAT ALL THE OTHER TRUSTEES SAY AND HOPE THAT WE HAVE AN OPPORTUNITY TO COME BACK IF NEEDED. 
          THE VADER TO ME IS JUST NOT FISCALLY RESPONSIBLE FOR OUR TAXPAYERS. 
          I'M STRUGGLING TO GET THERE. 
          EVEN THOUGH LAST TIME WE SPOKE, I LIKED THE IDEA THAT IT WAS THE ONE OPTION THAT WAS IN THAT OUTSIDE RING AND KEPT THE CUTS AWAY FROM OUR STUDENTS, I'M JUST NOT THERE FOR A LOT OF THE SAME REASONS THAT JOHN STATED IS THAT 50% FAILED IN THIS LAST SELECTION, WE WOULDN'T BE ABLE TO DO THE THINGS. 
          WE WOULD END UP RIGHT BACK HERE AGAIN IF IT DID FAIL, AND THEN WE DO WANT TO DO THIS TRANSFORMATIVE BOND. 
          I THINK IT WOULD BE VERY DIFFICULT, PASS OR FAIL, TO TURN AROUND IN A VERY SHORT TIME PERIOD AND GET EVERYBODY ON BOARD FOR A LARGE BOND. 
          THE ONLY THING REALLY THAT I LIKE LESS THAN THE VADER IS PROGRAM REDUCTION. 
          I STRUGGLE WITH THAT BECAUSE TO ME, THAT IS AS CLOSE TO IMPACTING THE STUDENTS AS WE CAN POSSIBLY GET. 
          I HAVE A QUESTION FOR Y'ALL. THANK Y'ALL FOR DOING THIS. 
          DID Y'ALL KNOW Y'ALL WERE DRAWING THE SHORT STRAW WHEN YOU SIGNED UP FOR THIS ONE? DID Y'ALL TALK ABOUT THE BOARD PRIORITIES OR THE GRADUATE WHEEL WHEN Y'ALL WERE LOOKING AT THE PROGRAMS AT ALL? 
          >> NO, WHERE WE STARTED WAS JUST WHAT YOU WERE SAYING WAS WHERE WHAT ARE PROGRAMS OR OFFERINGS THAT COULD GET THE LEAST AWAY FROM REDUCING THOSE. 
          I HATE YOU ALWAYS THROW OUT EXAMPLES BECAUSE PEOPLE HEAR THE EXAMPLE, AND THEN YOU DON'T HEAR THE PART, IT'S NOT PART OF IT. 
          THINKING OF THINGS LIKE TRANSPORTATION, FOOD SERVICES, AND THEN YOU GET TO WHAT ARE STUDENTS EXPERIENCING ACADEMICALLY? WHAT ARE SERVICES WE OFFER TO THEM? THROUGH THAT WHOLE PROCESS, WHAT I THINK THE COMMITTEE DID A REALLY GOOD JOB WAS KEEP ASKING US WHAT MAKES EANES EANES THAT KEEP THOSE THINGS AWAY FROM THAT CONVERSATION? IT REALLY IS JUST TRYING TO HIT THE MARGINS AS CLOSE AS WE COULD. 
          YES, ANYTIME YOU'RE DOING A PROGRAM, IT DOES AFFECT KIDS. 
          I THINK WE HAVE TO OWN THAT AND SAY THAT, BUT WHAT WE'RE THINKING AND LOOKING AT, WE'RE NOT ELIMINATING ANYTHING, IT'S JUST A DIFFERENT WAY OF OFFERING THOSE AND DOING BUSINESS AROUND THOSE THAT SAVES US A LITTLE BIT OF MONEY IN IT. 
          >> WE'RE NOT THERE YET. NOT THAT WE'RE NOT TALKING ABOUT THEM, BUT WHAT WAS PRESENTED TO US IS THAT SAT, AND IF WE AGREE THAT WE'RE GOING TO DO A PROGRAM REDUCTION, IS THAT HOW WE'RE GOING TO GO ABOUT IT, OR WILL IT GO BACK TO THE COMMITTEE AND BE LOOKED AT AGAIN? 
          >> I WOULD SAY THE ANSWER TO THAT DEPENDS ON OUR TAKEAWAY FROM YOU ALL. 
          IF YOU ALL ARE SAYING THERE ARE SOME SPECIFIC THINGS WE REALLY WISH THAT YOU WOULD RETHINK OR WHATEVER OR MAYBE EVEN PROPOSING SOME DIFFERENT OPTIONS THAT MIGHT EITHER CREATE SOME ADDITIONAL REVENUE OR MIGHT CREATE SOME ADDITIONAL SAVINGS SO THAT WE WOULDN'T HAVE TO SAY REDUCE PROGRAMS BY A MILLION, BUT MAYBE 750,000, WHATEVER, THEN THAT WOULD HAVE AN IMPACT, THEN I THINK AT THAT POINT WE WOULD TAKE IT BACK AND DISCUSS AND WHATEVER. 
          WE'RE TRYING TO BE VERY FLEXIBLE AND OPEN. 
          [01:25:02]
WE REALLY WANT TO HEAR FROM YOU TONIGHT, AND THAT'S GOING TO HELP US DETERMINE THE DIRECTION THAT WE GO. 
          >> I APPRECIATE THAT. 
          AGAIN, WE'RE DOING THE WORK RIGHT NOW OUT LOUD AND IN FRONT OF PEOPLE. 
          I WOULD WANT TO MAKE SURE THAT ANY PROGRAM REDUCTIONS OR ADJUSTMENTS WERE DONE THROUGH THE LENS OF OUR BOARD PRIORITIES AND OUR WHEEL. 
          THAT'S OUR GUIDING LINE, ARE THOSE TWO DOCUMENTS. 
          THAT IS THE FRAMEWORK THAT WE MAKE OUR DECISIONS. 
          IT'S EASY TO GET SWAYED BY OUTSIDE SOURCES AND THINGS THAT ARE HAPPENING. 
          BUT WHEN I AS A TRUSTEE MAKE A HARD DECISION, THAT'S WHAT I GO BACK TO BECAUSE THAT IS THE DOCUMENT THAT WE AS A COLLECTIVE GROUP HAVE AGREED UPON, AS WELL AS THE WHEEL. 
          THE STAFFING OPTIMIZATION I THINK IS STRAIGHTFORWARD. 
          WHEN YOU LOOK AT THE OTHER DISTRICTS AND THE OTHER REALLY HIGH PERFORMING DISTRICTS AND WHAT THEIR RATIOS ARE, YOU HAVE THE PLAYBOOK ON HOW TO PROVIDE OUTSTANDING EDUCATION AND GETTING EXEMPLAR RESULTS. 
          IT'S BEING DONE WITH THESE RATIOS THAT ARE ALREADY THERE. 
          I THINK THAT MAYBE THAT THAT IS AN AREA WHERE IF WE WENT A TINY BIT DEEPER IN STAFFING OPTIMIZATION, THAT WE COULD KEEP IT A LITTLE FARTHER AWAY FROM THE STUDENTS DIRECTLY AND AWAY FROM THAT PROGRAM REDUCTION. 
          THAT'S JUST A SNAPSHOT OF WHERE I AM RIGHT NOW, AND I REALLY WANT TO HEAR FROM THE REST OF THE TRUSTEES TO HEAR WHERE THEY ARE AND I MIGHT HAVE SOME DIFFERENT THOUGHTS. 
          >> LET ME MAKE JUST ONE POINT, AND THAT IS THAT IF WE FOCUS MORE HEAVILY ON OPTIMIZATION, THERE WILL BE SOME DECISIONS THAT END UP BEING MADE THAT WILL FEEL LIKE PROGRAM CUTS TO SOME PEOPLE. 
          >> DEFINITELY. 
          >> THAT ADVANCED BANJO CLASS MEANT A LOT TO THE 17 KIDS WHO WANTED TO TAKE IT THAT WE'RE NOT OFFERING. 
          I JUST WANT YOU, NUMBER 1, JUST TO BE AWARE THAT THAT'S A SIDE EFFECT, AND I HATE THAT, WE ALL HATE THAT. 
          BUT THE UNFORTUNATE REALITY IS WE CAN'T STILL OFFER THOSE TYPES OF THINGS THAT WE COULD AFFORD TO OFFER 10 YEARS AGO. 
          THESE ARE THE DECISIONS THAT YOU FIND YOURSELF HAVING TO MAKE NOW. 
          >> ABSOLUTELY. THAT MAKES SENSE, AND I COMPLETELY UNDERSTAND THAT, CHRIS. 
          >> THANK YOU, LAURA. 
          >> LET ME JUST COMMENT ON LAURA, JUST FOR CLARITY. 
          LAURA, I THINK I HEAR YOU SAYING WOULD WE LOOK AT SOME MINOR TWEAKS TO BOTH THE ELEMENTARY AND SECONDARY PROPOSAL AS IS TO SEE IF THERE ARE MAYBE TWEAKS THAT WOULD GENERATE MAYBE JUST A COUPLE OF MORE POSITIONS OR WHATEVER THAT, I'LL USE THE SAME FIGURE, MAYBE GENERATED $250,000 MORE THAN YOU WOULD LIKE TO SEE THAT AS AN OPTION AS OPPOSED TO MAYBE SOME OF THE PROGRAMATIC CUTS, BE LESSON ON THE PROGRAMATIC CUTS. 
          >> YES, DEFINITELY. YOU EXPLAINED THAT MUCH MORE CLEARLY THAN I DID. 
          THEN MY OTHER ASK, AGAIN, IS THAT WHEN LOOKING AT PROGRAMS THAT WE DO UTILIZE THOSE GUIDING LIE DOCUMENTS THAT WE HAVE. 
          >> GOOD. THANK YOU, LAURA. WE HAVE KATHERINE AND THEN KELLY. 
          >> I HAD THE BENEFIT OF BEING ON THE COMMITTEE. 
          I WAS PART OF THE DISCUSSIONS OF ALL THE THINGS THAT ARE BROUGHT UP AND TRYING TO NARROW IT DOWN TO THESE ARE THE ONES WHERE SOME OF THESE, THE JUICE IS WORTH THE SQUEEZE. 
          WE CAN MAKE A LOT OF TINY CUTS HERE AND THERE, BUT WE HAVE A BUDGET DEFICIT THAT WE'RE TRYING TO RESOLVE. 
          I THINK AT THE HIGHEST LEVEL, WE AS TRUSTEES HAVE TO SAY DO WE WANT A BALANCED BUDGET OR ARE WE WILLING TO ONCE AGAIN DIP INTO OUR FUND BALANCE AND SPEND MONEY AND PUSH SOME DECISIONS OUT TO LATER YEARS. 
          [01:30:04]
AT SOME POINT, WE HAVE TO SAY IF WE WANT TO BOUNCE THE BUDGET, AND THAT'S OUR DECISION WHETHER WE WANT TO DO OR NOT, THEN WHICH OF THE PACKAGES OR WHICH OF THE OPTIONS GET US THERE? RIGHT NOW, I THINK IF I'M LOOKING AT THIS, PACKAGE 1 GETS US THERE AND PACKAGE 4 GETS US THERE, AND THEY'RE ON OPPOSITE ENDS OF THE SPECTRUM BECAUSE ONE HAS A VERY LARGE VADER, BUT IT TIES IN A 2% INCREASE FOR OUR TEACHERS WHO WE APPRECIATE SO MUCH. 
          BUT THE OTHER ONE HAS A SALARY FREEZE FOR OUR TEACHERS. 
          WE'RE SAYING WE GOT SOME FUNDING LAST YEAR, WE'RE GOING TO KEEP IT WHERE IT WAS, AND WE'RE JUST GOING TO BE IN THAT WAITING GAME AGAIN UNTIL WHO KNOWS WHAT OUR LEGISLATION DOES IN 2027? [LAUGHTER] THAT'S A LONG TIME. 
          IT WAS INTERESTING. MY BOYS ARE IN TROOP 30 BOY SCOUTS. 
          A FELLOW BOY SCOUT REACHED OUT AND SAID, I ATTENDED A BOY SCOUT MEETING, I'M WORKING ON MY CITIZEN AND COMMUNITY BADGE, I WANT TO TALK TO A BOARD MEMBER. 
          MS. WALKER, YOU'RE A BOARD MEMBER, SO WE HAD A CONVERSATION ABOUT THE BUDGET WITH A FRESHMAN IN HIGH SCHOOL. 
          HE SAYS TO ME A COUPLE OF THINGS. 
          FIRST OFF, HE SAYS THE LATIN STUDENTS [LAUGHTER] ARE REALLY WORRIED ABOUT THEIR CLASSES. 
          THEY ARE PAYING ATTENTION. 
          I'M LIKE HOW DID THAT COME OUT CAUSE WE HAVEN'T TALKED ABOUT THAT. 
          MAYBE I THINK THERE ARE PEOPLE IN THE COMMUNITY, EVERYONE HAS THIS THING THAT THEY HOLD NEAR AND DEAR. 
          THE FIRST MESSAGE IS IF YOU'RE A LATIN STUDENT AND YOU'RE WORRIED ABOUT YOUR LATIN CLASS, WE NEED TO HAVE A FULL LATIN CLASS. I'M PICKING ON LATIN. 
          I ACTUALLY TOOK LATIN IN HIGH SCHOOL. 
          I THINK WHAT YOU'RE SAYING IS THERE NEEDS TO BE OF SIZE. 
          IT NEEDS TO BE 20 STUDENTS TO BE ABLE TO COVER THE COST OF THIS CLASS. 
          WE WANT TO BE A STUDENT-CENTERED DISTRICT. 
          IF YOU REALLY LOVE LATIN, SIGN UP FOR LATIN OR WHATEVER YOUR COURSE THAT'S SO NEAR AND DEAR TO YOU IS. 
          THAT'S THE TAKEAWAY. 
          I'M SAYING THIS BECAUSE I'VE HAD THE BENEFIT OF I THINK WE'VE BEEN IN SEVEN OR EIGHT HOURS OF MEETINGS ON THIS TOPIC AT THIS POINT IN OUR SUBCOMMITTEE, SO I'VE GOT SOME BACKGROUND HERE ON THIS. 
          BUT ALL IS NOT DIRE EITHER. 
          WE DIDN'T TALK AT ALL ABOUT THE PROPOSAL FOR THE LIBRARY IN THE ELEMENTARY SCHOOL AND WHAT THAT DOES. 
          IS IT OKAY TO MAYBE JUST TALK ABOUT THAT A LITTLE BIT? 
          >> I'M GOING TO RUN. 
          >> NO, YOU THINK MAYBE NOT? 
          >> I THINK NOT JUST BECAUSE IT INVOLVES PARTICULAR PEOPLE. 
          >> I JUST WANT TO SAY THAT SOME OF THE EFFICIENCIES THAT WE'RE TALKING ABOUT ARE NOT BAD, THEY MIGHT ACTUALLY BE A BENEFIT TO OUR STUDENTS IN THE WAY WE COULD RETHINK THE WAY WE'RE RUNNING SOME OF OUR PROGRAMS. ALL IS NOT DIRE, THIS IS JUST DIFFERENT. 
          WHEN YOU'RE TALKING ABOUT THINGS THAT ARE DIFFERENT, IT'S SCARY, BUT SOME OF THESE THINGS DON'T HAVE TO BE SCARY. 
          CHRIS, YOU MENTIONED PENNY SWAP. 
          I WAS THE ONE WHO SAID, WHAT HAPPENS? IS THAT EVEN ON THE TABLE? IS THE JUICE WORTH THE SQUEEZE? MAYBE YOU WANT TO TALK ABOUT PENNY SWAP, BUT WE DID SOMETHING SIMILAR A FEW YEARS AGO WITH GOLDEN PENNIES. 
          IF YOU JUST MAYBE WANT TO JUST TALK TO PEOPLE THAT THIS WAS SOMETHING WE DISCUSSED. 
          >> SURE. IT IS SOMETHING WE DISCUSSED. 
          FOR THOSE OF YOU WHO DON'T KNOW WHAT A PENNY SWAP IS IS WHEN YOU GO FOR A VATRE, WHICH THE LAST TWO VATRES WE WENT FOR WERE GOLDEN PENNIES. 
          IN BOTH OF THOSE, WE WERE LOOKING TO INCREASE OUR M&O TAX RATE BY TWO PENNIES. 
          IN THE FIRST CASE, WE REDUCED OUR I&S TAX RATE BY THREE AND A QUARTER PENNIES, AND IN THE SECOND ONE, WE REDUCED IT BY TWO PENNIES MATCHING IT. 
          THAT'S WHAT WE MEAN BY A PENNY SWAP. 
          WE'RE INCREASING ONE PART OF OUR TAX RATE, DECREASING ANOTHER PART SO THAT THEY BALANCE OUT. 
          THE QUESTION WAS, COULD WE DO THAT AGAIN? OUR TOTAL TAX RATE ON THE INS SIDE IS 12 CENTS, SO WE COULDN'T OBVIOUSLY DO THE FULL NINE CENTS. 
          THAT WOULD TAKES DOWN TO THREE CENTS, AND WE CAN'T SUPPORT OUR EXISTING DEBT ON THAT. 
          WE COULDN'T DO IT IN THIS COMING YEAR IN NOVEMBER OF 26, BECAUSE OF THE WAY OUR DEBT'S STRUCTURED, WE NEED TO HAVE OUR TAX RATE AT 12 CENTS AT LEAST THROUGH THE 26/27 SCHOOL YEAR. 
          IF WE DIDN'T DO ANYTHING WITH THE LRFPC RECOMMENDATIONS, WE DIDN'T DO ANOTHER BOND, THERE WOULD BE SOME CAPACITY TO REDUCE IN THE 27/28 SCHOOL YEAR. 
          IT WOULD THEORETICALLY BE POSSIBLE TO DO A PENNY SWAP THERE, NOT FOR THE FULL NINE PENNIES, MAYBE FOR TWO PENNIES. 
          A LITTLE BIT OF IT. 
          THAT'S A DISCUSSION THAT YOU GUYS CAN HAVE, BUT I DON'T THINK YOU NECESSARILY HAVE TO HAVE IT NOW BECAUSE, LIKE I SAID, IT WON'T IMPACT NEXT SCHOOL YEAR. 
          [01:35:02]
          >> THANK YOU. THE REASON I BROUGHT UP THE PENNY SWAP IS IF WE'RE CONCERNED ABOUT FAMILIES MAYBE NOT WANTING TO COME FAMILIES. 
          PEOPLE WHO OWN PROPERTY IN THE AREA, WHO ARE PAYING PROPERTY TAXES, IF THEY ARE NOT WILLING TO COME OUT OF POCKET EXTRA MONEY, A PENNY SWAP IS ANOTHER OPTION. 
          BUT AGAIN, YOU CAN TELL FROM WHAT CHRIS SAID, WE FEEL LIKE THAT WASN'T A GREAT OPTION, BUT I WANT PEOPLE TO KNOW THAT IT WAS DISCUSSED, AND WE WERE VERY THOUGHTFUL AND CAREFUL ON THIS. 
          I'M JUST GOING TO GO BACK TO THE BOY SCOUT WHO I TALKED TO. 
          HE SAID ONE OF THE THINGS THAT HE'S REQUIRED IS TO HOW CAN HE HELP? HE'S EARNING A BADGE. HOW CAN HE HELP? WHAT WE TALKED ABOUT IS THE THOUGHT EXCHANGE THAT'S COMING UP. 
          WE WANT TO HEAR FROM OUR COMMUNITY, WE WANT TO HEAR FROM STUDENTS, PARENTS, WE WANT TO HEAR FROM PEOPLE WHO LIVE IN THE DISTRICT. 
          I THINK THE ONE THING I'VE HEARD IS WE WANT TO BALANCE THE BUDGET, SO WHAT IS YOUR PREFERENCE? IT'S REALLY IMPORTANT FOR US. 
          I THINK THIS WHOLE CONCEPT OF PROGRAM REDUCTION IS REALLY JUST US PRESSURE TESTING THE DESIRABILITY OF A PROGRAM, WHICH IS NOT NECESSARILY A BAD IDEA. 
          ARE WE GIVING STUDENTS THE PROGRAMS THAT THEY'RE ASKING FOR? IF THEY'RE NOT ENROLLING FOR IT, THEN THAT GIVES US AN OPPORTUNITY TO LISTEN AND LEARN WHY NOT. 
          I THINK THERE'S A LOT OF BENEFITS THAT CAN COME FROM THIS PROCESS. 
          IT'S LIKE HONING YOUR KNIFE ON A SHARPENING WHEEL. 
          WE'RE JUST GETTING SHARPER AND SHARPER AND ACTUALLY, THERE'S AN OPPORTUNITY TO GET BETTER. 
          I JUST WANT TO LEAVE EVERYONE WITH THAT MESSAGE. 
          >> THANK YOU, KATHERINE. WE'LL HEAR FROM KELLY AND THEN JAMES. 
          >> THANK YOU SO MUCH. I'M GOING TO TALK ABOUT OPTION 3, AND I'M GOING TO STAY VAGUE AND HIGH LEVEL. 
          BUT I AGREE WITH LAURA, AND MY CONCERNS WERE JUST AROUND I LIKE THAT OUR FOCUS IS ON FISCAL RESPONSIBILITY, THAT'S PART OF OUR STRATEGIC GOALS, AND THE SAVINGS REDUCTIONS ALIGN WITH THAT, BUT WHEN WE TALK ABOUT REDUCING PROGRAMS, I JUST WANTED TO MAKE SURE THAT WE'RE CONSIDERING BOTH THE QUANTITATIVE DATA, LIKE YOU'RE TALKING ABOUT, LIKE THE PARTICIPATION, THE OUTCOMES, THE COST, AND THE QUALITATIVE VALUES OF THESE PROGRAMS, LIKE THE SENSE OF BELONGING, OR STUDENT ENGAGEMENT, SAFETY, JUST THINGS THAT KIDS FEEL WITH SOME OF THESE THINGS THAT MAKE THAT DIFFERENCE FOR THEM. 
          I KNOW THAT YOU GUYS THINK ABOUT THAT. 
          I KNOW THAT'S THE TOP PRIORITY FOR YOU TOO, BUT I JUST WANT TO ALSO PUT IT OUT THERE FOR THE REST OF THE BOARD AND FOR THE COMMUNITY WHO'S GOING TO BE GIVING THEIR INPUT OF WHAT ARE WE TRYING TO DO HERE? WE'RE TRYING TO EDUCATE KIDS, BUT THERE'S MORE TO IT THAN JUST CORE PROGRAMS. WHAT IS ESSENTIAL IN EANES THAT GIVES US OUR ACADEMIC EXCELLENCE? WHAT MAKES THESE WELL-ROUNDED STUDENTS? WHAT OFFERS THEM THESE OPPORTUNITIES MORE THAT GET THEM OUT INTO THE WORLD AND MAKE THEM SO SUCCESSFUL, AND THEN MAINTAINING OUR EQUITABLE ACCESS THAT WE'VE TALKED ABOUT IN OUR STRATEGIC PITIES, WHICH I BELIEVE YOU'RE ALL KEEPING THAT AT THE FOREFRONT, BUT NOT BEING PART OF THE CONVERSATION. 
          I JUST WANT TO THROW IT BACK IN THERE. 
          STAFFING OPTIMIZATION: I LOVE THAT YOU GAVE US COMPARISON DISTRICTS. 
          I THINK THAT HELPS ME OUT A LOT TO SEE WHAT OTHER STAFFING RATIOS ARE. 
          BUT I KNOW FROM HAVING KIDS THAT WENT THROUGH MIDDLE SCHOOL RECENTLY AND NOW IN HIGH SCHOOL, I CAN TELL YOU WHAT THEIR CLASS SIZES ARE, AND I DON'T HAVE ANY CLASS SIZES AT 17. 
          I CAN PROMISE YOU THAT. 
          I'VE NOT SEEN THAT. 
          I KNOW MY SON'S MATH CLASS WAS AT 30, BECAUSE OF THE WAY THAT THE SCHEDULE WENT. 
          I KNOW THERE'S ALREADY THESE FLUCTUATIONS, AND HE HAD A GREAT MATH CLASS. IT WAS AMAZING. 
          BUT IT'S JUST MAKING SURE THAT WE'RE PAYING ATTENTION AND THESE SCHOOLS HAVE DONE THAT, AND THEN WE CAN SEE THAT THEY HAVE THIS HIGH QUALITY EDUCATION, BUT MAKING SURE THAT WE MAINTAIN THE QUALITY OF INSTRUCTION AND OUR STUDENT CONNECTION, EVEN WHEN WE CHANGE THESE CLASS SIZES MODESTLY. 
          AS WE DO IT TO JUST HAVE SOME MEASURES IN PLACE SO THAT WE CAN JUST LOOK BACK AND SAY, YES, THIS WAS THE RIGHT CHOICE FOR OUR STUDENTS, AND YES, WE'RE STILL DOING WELL. 
          THINKING ABOUT THAT, THEN IT JUST LEADS ME DOWN TO SALARIES. 
          [01:40:04]
THINKING ABOUT CHANGING THESE CLASS SIZES AND THEN THINKING ABOUT FREEZING A SALARY, SEEMS LIKE IF I THINK OF OUR SCHOOL AS A SYSTEM, I FEEL LIKE THAT'S NOT A GREAT WAY TO FEED THE SYSTEM. 
          KEEPING THAT IN MIND, IF WE'RE GOING TO DO STAFFING OPTIMIZATION, POSSIBLE PROGRAM REDUCTION, BEING VERY CAREFUL WITH THAT, THEN I ABSOLUTELY DON'T SEE HOW SALARY FREEZE WOULD FIT INTO THAT PLAN AT ALL. 
          I DON'T LOVE THE PROGRAM REDUCTION. 
          I THINK WE NATURALLY HAVE ATTRITION OF PROGRAMS. I KNOW I SERVED ON THE DLT, AND I SAW THAT HAPPEN. 
          I FEEL LIKE YOU GUYS ARE CONSTANTLY MONITORING THAT AND DO A REALLY GOOD JOB OF THAT. 
          I GUESS THE LEVEL AT WHICH YOU WOULD CONSIDER THAT MIGHT CHANGE. 
          BUT AT THE SAME TIME, I FEEL LIKE YOU DO A GOOD JOB OF THAT. 
          I WOULD LEAN TOWARDS PACKAGE 3. 
          I THINK A FIVE-PENNY VATRE IS BETTER THAN A NINE-PENNY VATRE. 
          I THINK THAT OUR COMMUNITY VALUES THE EDUCATION WE OFFER OUR KIDS, AND THEY KNOW THAT IT COMES FROM THE CLASSROOM EXPERIENCE, AND THE PROGRAMS, AND THE TEACHERS. 
          HAVING THE VATRE TIED TO THE RAISES, I THINK OUR COMMUNITY COULD GET BEHIND THAT, AND THEY COULD UNDERSTAND THAT. 
          OUR TAX RATE IS THE LOWEST IN THE AREA. 
          YOU LOOK AT ALL THE SCHOOL DISTRICTS AROUND US, THEY'RE PAYING A VERY DIFFERENT TAX RATE THAN WE ARE. 
          WE'RE NOT ASKING FOR THIS MONEY TO DO ANYTHING BUT RETAIN OUR TEACHERS, WHICH IS ALSO A STRATEGIC GOAL THAT WE HAVE. 
          BECAUSE WE KNOW IT'S A SYSTEM, AND EVERYTHING FEEDS OFF OF EACH OTHER. 
          IF I WERE TO LEAN INTO ONE, I WOULD LEAN INTO PACKAGE 3 AT THIS POINT, BUT I'M VERY HAPPY TO LISTEN TO EVERYONE'S OPINIONS AND THOUGHTS. 
          >> THANK YOU, KELLY. JAMES, AND THEN DIANE. 
          >> REAL QUICK CLARIFYING QUESTION, CHRIS. 
          IF WE GO OUT FOR THIS VATRE, DO WE GO FOR FIVE OR DO WE GO FOR ALL NINE AND ONLY USE FIVE? I'VE HEARD DIFFERENT THINGS ON THAT. 
          >> YES. SO THE PROCESS IS, YOU ADOPT A TAX RATE, WHICH IS HIGHER THAN THE VOTER APPROVED RATE. 
          WHATEVER TAX RATE YOU ADOPT, THAT'S THE ONE THAT WOULD GO INTO EFFECT, IF IT'S APPROVED BY THE VOTERS. 
          IF YOU WANT A FIVE-PENNY, YOU GO FOR A FIVE-PENNY. 
          KEEPING IN MIND, IF YOU WENT FOR NINE AND THE LEGISLATURE COMES IN AND STARTS THROWING MONEY AT OUR FEET, AND YOU SAY, WE DON'T NEED THAT ANYMORE, YOU CAN LOWER THAT AT ANY TIME. 
          IF YOU WANTED IT BACK, YOU'D HAVE TO GO FOR ANOTHER VATRE. 
          BUT YOU CAN ALWAYS GO DOWN, BUT TO GO BACK UP AGAIN, YOU NEED A VATRE. 
          >> THANK YOU VERY MUCH. I JUST WANT TO START BY SAYING THANK YOU TO EVERYONE WHO'S WORKED ON THIS. 
          I KNOW IT HASN'T BEEN EASY, AND I APPRECIATE ALL OF THE WORK THAT YOU'VE DONE. 
          I APPRECIATE THE SUBCOMMITTEE AND TRULY THANK THE COMMUNITY MEMBERS WHO HAVE HAD A VOICE IN THAT. 
          OBVIOUSLY, THEY'VE LOOKED AT THIS AND PROVIDED FEEDBACK, AND I'M GRATEFUL FOR THAT. 
          I DON'T WANT TO SOUND LIKE A BROKEN RECORD, BUT JUST TO KEEP THIS IN CONTEXT, THIS GOES BACK TO THE WORK THE COMMITTEE DOES SHINES A LIGHT ON THE BIGGER PROBLEM THAT'S WAY BEYOND EANES, AND IT'S FUNDING FROM THE STATE. 
          OUR LEGISLATURE BY LAW IS CHARGED WITH FUNDING PUBLIC EDUCATION IN TEXAS. 
          HISTORICALLY OR MOST RECENT HISTORY HAS SHOWN A DESIRE, MAYBE NOT A DESIRE, BUT AN ACTION TO KEEP PUBLIC EDUCATION FUNDING FROM MATCHING INFLATION. 
          OUR COSTS ARE GOING UP FASTER THAN THE FUNDING THEY'RE PROVIDING TO US. 
          IT'S MEANT TO BE A MODEL THAT FUNDS PUBLIC EDUCATION FROM, I'M GOING TO GUESS, EL PASO TO TEXARKANA AND TEXLINE TO BROWNSVILLE WITH EVERY STUDENT RECEIVING THE SAME OR EVERY DISTRICT RECEIVING THE SAME FUNDING PER STUDENT. 
          WHAT THEY'VE CREATED IS IT'S A ONE SIZE FITS NONE TYPE OF MODEL. 
          THAT BRINGS US TO WHERE WE ARE TODAY. 
          IT'S NOT BAD MANAGEMENT, IT'S NOT POOR CFO, IT'S NOT PEOPLE IGNORING THESE PROBLEMS. WE'VE HISTORICALLY CHOSEN TO FILL IN THE GAP IN THAT FUNDING USING OUR FUND BALANCE, OUR SAVINGS ACCOUNT. 
          IN A WAY, WE'RE DOING THE STATE LEGISLATURE A FAVOR BY USING OUR MONEY TO FILL IN THE DIFFERENCE. 
          [01:45:03]
THAT MAY HAVE WORKED WHEN WE HAD A 500,000 OR EVEN $1 MILLION PROJECTED DEFICIT, AND THAT USUALLY CAME IN BETTER THAN THE MILLION, IT USUALLY CAME IN LOWER THAN THE MILLION. 
          BUT NOW THAT WE'RE TALKING 5, 6, 7, WHATEVER THAT NUMBER IS GETTING TO BE NOW, IT'S JUST NOT SUSTAINABLE, OBVIOUSLY, AND WE NEED TO LOOK AT A BALANCED BUDGET. 
          THAT'S WHAT BRINGS US TO TODAY. 
          THE CONTEXT IS THERE. 
          WE'VE SPENT MANY HOURS TALKING ABOUT THIS, AND WE ALL KNOW WHERE WE ARE HERE. 
          I WANT TO SAY A COUPLE OF THINGS, AND THEN I'LL TALK ABOUT THE VATRE. 
          I'M REALLY CONCERNED ABOUT WHAT LARGER CLASS SIZES AND NO RAISE WILL DO TO TEACHER MORALE. 
          WE'VE TALKED IN HERE ABOUT TEACHER RETENTION. 
          EMPLOYEE MORALE IS A BIG ISSUE. 
          NONE OF US WANTS TO BE HERE. 
          I KNOW WE CAN LOOK AT COMPARABLE DISTRICTS AND ALL OF THOSE NUMBERS LOOK GREAT, BUT THESE ARE PEOPLE AND I JUST WANT US TO LISTEN TO THEM. 
          I HOPE THAT WITH SUPERINTENDENT KOENNECKE THAT WE CAN GET OUT INTO THE SCHOOLS AND HAVE MEETINGS WITH TEACHERS AND LISTEN, AND MAYBE THERE'S SOME IDEAS OUT THERE THAT THEY CAN PUT FORWARD LIKE WE HAD DURING THE PLC DISCUSSION. 
          I JUST WANT TO ENCOURAGE US ALL TO LISTEN TO THE PEOPLE. 
          WE DON'T KNOW HOW THESE BIGGER CLASS SIZES ARE GOING TO IMPACT STUDENT PERFORMANCE. 
          WE'VE TALKED ABOUT HOW STAAR TESTS AND THAT KIND OF TEST, THOSE ARE WHAT DO WE CALL POST MORTEMS, THOSE ARE LOOKING BACKWARDS. 
          I HOPE THAT WE'LL BE ABLE TO STAY ON TOP OF THAT. 
          I KNOW THAT NOTHING IN A BOARD LIKE THIS MOVES QUICKLY. 
          BUT HOPEFULLY, WE CAN PUT THE BRAKES ON SOME OF THESE CHANGES IF WE START TO SEE STUDENT OUTCOMES SLIPPING. 
          WE REALLY NEED TO PAY ATTENTION TO THAT. 
          THEN I WANT TO SAY REAL QUICK THAT PIVOTING A LITTLE BIT TOWARD THE VATRE, I DON'T THINK THAT WE PASS A BALANCED BUDGET IF WE PASS A BUDGET THAT RELIES ON A VOTE AFTER WE PASS THE BUDGET. 
          IF WE'RE GOING TO SIT HERE AND PASS A BALANCED BUDGET, WE NEED TO PASS A BALANCED BUDGET, AND THEN USE THE VATRE MONEY DOWN THE ROAD AFTER THE VOTERS HAVE APPROVED THAT. 
          AT THE SAME TIME, I HATE THIS CONVERSATION OF PASS THIS VATRE OR ELSE. 
          I DON'T WANT TO SIT THERE AND GO, PASS THIS VATRE OR ELSE OUR TEACHERS DON'T GET A RAISE, AND WE CUT THESE PROGRAMS, BECAUSE THAT'S BRINKMANSHIP THAT I DON'T WANT TO GET INTO. 
          IF OUR COMMUNITY MAKES A CHOICE TO PASS A VATRE TO FUND OUR DISTRICT WITH THIS MONEY, I WANT IT TO BE A CHOICE THEY'VE MADE PROACTIVELY IN A POSITIVE DIRECTION, NOT A DO THIS OR ELSE KIND OF A THREAT FROM THE BOARD. 
          I THINK AUSTIN DID IT BY PROMISING SALARY INCREASES AND MADE IT VERY CLEAR THAT THAT'S WHAT THEY WERE DOING WITH THE MONEY. 
          AS FAR AS VATRE GOES, I THINK THAT REMAINS WIDELY UNPOPULAR IN OUR COMMUNITY. 
          I THINK IT WOULD BE VERY DIFFICULT TO PASS. 
          THAT'S NOT SAYING IMPOSSIBLE, BUT VERY DIFFICULT TO PASS. 
          KNOWING THAT, I WOULD NOT SEE PACKAGE 3 OR 4. I JUST COULDN'T GO THERE. 
          I DON'T LOVE ANY OF THESE. 
          I DON'T THINK ANY OF US LOVES ANY OF THESE. 
          BUT I CAN'T PASS A BUDGET. 
          IF I'M SAYING I'M PASSING A BALANCED BUDGET, I CAN'T DO IT BASED ON HOPING THE VOTERS WILL PASS SOMETHING. THAT'S WHERE I AM ON THAT. 
          THE BOND IMPACT IS PROBABLY VERY REAL, AND IF WE PLAN TO MOVE FORWARD WITH THAT. 
          I'VE ALREADY HEARD NEGATIVE TALK ABOUT THE BOND, I'VE ALREADY HEARD ABOUT LET'S NOT VOTE FOR THE BOND BECAUSE WE'LL STICK IT TO THIS BOARD WHO'S MAKING THESE CUTS. 
          IT TURNS INTO A DEATH SPIRAL IN A WAY. 
          THE BOND IS MEANT TO BENEFIT OUR YOUNGEST STUDENTS, BECAUSE BY THE TIME WE MADE THOSE CHANGES TO THE CLASSROOMS AND BUILT THESE NEW BUILDINGS, OUR OLDER STUDENTS WILL BE OUT OF SCHOOL. 
          THIS IS FOR OUR YOUNGER STUDENTS. 
          IT'S ALSO FOR OUR COMMUNITY, AS A MEMBER OF THE OVER 60% OF CITIZENS OF OUR DISTRICT WHO DON'T HAVE CHILDREN IN OUR SCHOOLS, I SEE THE BENEFIT IN A BOND IN KEEPING OUR FACILITIES MODERN. 
          THAT HELPS OUR PROPERTY VALUES AND I THINK I COULD SPEAK FOR MATURE PARENTS LIKE ME, WHO APPRECIATE OUR PROPERTY VALUES BEING UPHELD. 
          THERE'S AN INVESTMENT THERE. 
          ANYWAY, I'VE RAMBLED A BIT HERE, BUT I WOULD SHY AWAY FROM A VATRE ALTOGETHER, AND I COULD NOT SAY I'M PASSING A BALANCED BUDGET IF I'M PASSING A BUDGET THAT RELIES ON A FUTURE VOTE. 
          THAT'S WHERE I AM RIGHT NOW. 
          >> THANK YOU, JAMES. DIANE. 
          >> THANK YOU. I GUESS I'LL START WITH WHAT EVERYONE ELSE STARTS WITH. 
          I HATE THIS DISCUSSION WITH A PASSION. 
          [01:50:01]
I DO WANT TO MAKE SURE THAT I ALSO ACKNOWLEDGE THE IN-DEPTH WORK THAT YOU'VE ALL DONE, AND YOU POURED INTO THIS, AND THE COMMITTEE DISCUSSIONS WERE VERY ROBUST AND VERY INSIGHTFUL. 
          WE GOT A LOT OF HELP AND EVEN HOW TO JUST PRESENT THIS INFORMATION TO THE BOARD. 
          WHERE DO I LAND ON THESE? I LOOK AT PACKAGES 3 AND 4 AND THE 20% RETURN ON THE VATRE. 
          QUITE FRANKLY, I WANT TO KNOW WHAT THE COMMUNITY IS THINKING, BECAUSE I HATE IT. 
          IT'S A TERRIBLE DEAL FOR US, BUT I DO NOT WANT TO SEE THESE PROGRAMMATIC CUTS. 
          THIS IS WHAT MAKES EANES EANES, YOU ASKED, BUT THESE ARE GOOD QUESTIONS. 
          ARE YOU THINKING ABOUT THE WHEEL? ARE YOU THINKING ABOUT WHAT THE SUPPORT IS THAT WE'RE TRYING TO PROVIDE FOR OUR STUDENTS? I DON'T WANT TO GO THERE. 
          I JUST DON'T THINK IT'S SMART FOR US AS A DISTRICT. 
          I THINK IT'S WORTHWHILE TO ASK THE VOTERS WHAT THEY WANT TO DO. 
          WHAT WE'RE SAYING HERE IS AND I DON'T LIKE IT, THE MESSAGE, BUT WE'RE NOT GOING TO GIVE THE RAISES IF THE VATRE DON'T PASS. 
          THE OTHER OPTION HERE THAT NO ONE'S MENTIONED IS WE DO HAVE A FOUNDATION THAT KEEPS 100% OF OUR DOLLARS IN THE DISTRICT. 
          IN THE TIME SPAN BETWEEN THIS CONVERSATION AND AUGUST WHEN WE ADOPT OUR TAX RATE, OUR VOTERS COULD SPEAK WITH THOSE DONATION DOLLARS AND HELP US BE IN A DIFFERENT POSITION POTENTIALLY. 
          MAYBE IT'S A DIFFERENT VATRE AMOUNT THAT WE WOULD NEED TO PASS TO KEEP OUR RAISES WHERE WE WANT TO KEEP THEM AND KEEP OUR PROGRAMS WHERE WE WANT TO KEEP THEM, BUT I THINK THAT WHAT WE HAVE HERE IS A TRUE COMMUNICATIONS CHALLENGE, LIKE WE'VE NEVER SEEN BEFORE, WHERE WE NEED TO GET OUT TO OUR COMMUNITY AND JUST BE MOTIVATED LIKE WE NEVER HAVE BEEN TO HELP THEM UNDERSTAND THE POSITION THAT WE'RE IN AND WHY. 
          WE CAN'T HAVE COFFEE WITH EVERY SINGLE PERSON. 
          I ALREADY DRINK TOO MUCH COFFEE. 
          >> BUT WE DO HAVE THIS TOOL CUT THOUGHT EXCHANGE. 
          WE HAVE THE LIBRARY PROGRAMS, WE HAVE THE HISTORY CENTER PROGRAMS. WE NEED TO BE TAPPING INTO OUR COMMUNITY BECAUSE WE ALSO NEED THEM TO BE UNDERSTANDING THE MESSAGING THAT NEEDS TO HAPPEN IN THE NEXT LEGISLATIVE SESSION. 
          IF THINGS DON'T CHANGE IN THE NEXT SESSION, WE'RE JUST GOING TO BE HERE IN GROUNDHOG DAY THREE AND FOUR YEARS FROM NOW, AND IT'S GOING TO JUST GET WORSE AND WORSE. 
          I HATE BEING HERE. BUT I WILL SAY, I'M LEANING TOWARDS PACKAGE 3 OR 4. 
          BUT I REALLY AM INTERESTED IN SEEING WHAT THE THOUGHT EXCHANGE COMES BACK WITH, AND I HOPE THAT WE'RE ABLE TO GET THAT OUT IN A WAY THAT A LOT OF PEOPLE PARTICIPATE IN THE THOUGHT EXCHANGE. 
          IF IT'S A RESOUNDING, WE HATE THE VADER, THEN I THINK THE BOARD WILL HAVE A DIFFERENT DISCUSSION WHEN WE COME BACK WITH THAT INFORMATION. 
          BUT IT'S REALLY HARD FOR YOU TO SWALLOW THE PROGRAMMATIC CHANGES. 
          >> I'LL ADD MY VOICE, AND I KNOW WE ALSO WANT TO MAYBE HAVE SOME FURTHER DISCUSSION. 
          I KNOW IT'S BEEN ASKED FOR. 
          I'LL JUST START OFF BY SAYING, I ALSO LAND ON PACKAGE 3. 
          MAYBE WITH SOME MODIFICATIONS, AND I'LL EXPLAIN THOSE JUST TO ADDRESS THE VARIOUS POINTS. 
          JUST LIKE EVERYBODY ELSE, THE VADER IS A REALLY BAD DEAL. IT'S NOT A GOOD DEAL. 
          HAVING SAID THAT, I WOULD HOPE THAT PEOPLE CAN LOOK PAST THAT. 
          RECAPTURE IS A VERY BAD DEAL. 
          I'VE LOOKED AT THE HISTORY OF RECAPTURE AND RECAPTURE 30 YEARS AGO, WHEN IT STARTED WAS SUPPOSED TO BE AN EQUALIZATION OF EDUCATION, AND IT'S JUST NOT ANYMORE. 
          BUT WE'RE LIVING WITH RECAPTURE NOW AND WE'RE SENDING BACK CLOSE TO $100 MILLION. 
          THAT'S NOT AN ARGUMENT TO PASS EVADER, BUT I'M JUST SAYING THOSE ARE BOTH IN THE SAME CATEGORY OF NOT A GOOD DEAL, BUT IT'S THE REALITY. 
          I AGREE WITH TRUSTEES THAT HAVE TALKED ABOUT NEEDING TO BALANCE THE BUDGET. 
          I THINK THAT THAT IS WHAT WE'RE GOING TO HAVE TO DO. 
          WE HAVE DIPPED INTO THE FUND BALANCE IN THE PAST WHEN IT WAS SMALLER, AND I WAS IN FAVOR OF DOING THAT, BUT IT IS KICKING THE CAN DOWN THE ROAD. 
          THAT'S NOT SOMETHING BECAUSE THE CAN JUST GETS BIGGER AND BIGGER AND IT JUST FUNKS ALONG. 
          I THINK THAT WE HAVE TO BALANCE THE BUDGET. 
          I'VE HEARD THE SAME SENTIMENT AROUND HERE. 
          WHEN WE TALK ABOUT STAFFING OPTIMIZATION, AND WHEN WE TALK ABOUT THE DIFFERENT THINGS, IT IS ON THE BACKS OF OUR STAFF AND OUR TEACHERS. 
          THOSE ARE, IN MY OPINION, WHAT MAKES INS INS. 
          OUR STUDENTS ARE FANTASTIC STUDENTS, BUT THEY GET THE FOUNDATION FROM OUR TEACHERS. 
          [01:55:03]
IF WE ARE NOT GOING TO MOVE INTO DOING THE HARD THINGS, THEN WE ARE GOING TO LOSE THOSE TEACHERS. 
          I AM SO PROUD OF OUR TEACHERS AND THE MORALE FOR OUR TEACHERS, AND WHAT WE DO FOR OUR TEACHERS TO KEEP THEM DRIVING 40 MINUTES AND PUTTING UP WITH 1% RAISE, WHICH IS NO GOOD, AND THE THINGS THAT WE ARE ASKING THEM TO DO. 
          TO ASK THEM TO CONTINUE TO TAKE ON MORE AND MORE AND MORE WITHOUT BEING ABLE TO GET MORE FROM A MONETARY BASIS, THEY'RE NOT DOING THIS FOR FREE, BUT SOMETIMES, WITH THESE TINY RAISES, IT FEELS LIKE WE DO NOT VALUE THEM. 
          I'D LIKE TO LOOK AT PACKAGE 3. 
          I DO HAVE SOME QUESTIONS ABOUT IT. 
          CHRIS, I THINK, HAVE YOU CONSIDERED OR WOULD THE VADER GOING BELOW THREE PENNIES? WOULD THAT BE WORKABLE? I KNOW THAT THE VADER WOULD BE A HARD SELL, AND I KNOW THAT IT IS NOT SOMETHING THAT THE COMMUNITY AT FIRST GLANCE IS GOING TO LIKE. 
          BUT WEIGHING THAT, IS THERE A COST BENEFIT OF FIVE PENNIES AS A STARTING POINT, OR HAVE YOU SEEN THREE COPPER PENNIES OR FOUR COPPER PENNIES? 
          >> WE CAN RUN THOSE SCENARIOS FOR ANY OF THOSE, AND REALLY THE TRICK IS JUST ONE PENNY IS ABOUT A LITTLE OVER $400,000. 
          THREE PENNIES, 1.2 MILL. 
          I DON'T KNOW THE ANSWER TO THE QUESTION OF, IS A THREE PENNY EASIER TO PASS THAN A FIVE PENNY? I'M NOT SURE. IF YOU'RE ONLY GOING FOR 1.3 MILL, MAYBE THAT'S NOT WORTH PUTTING IT OUT TO THE COMMUNITY, JUST FOR THE NEGATIVE REACTION. 
          I AGREE COMPLETELY WITH JAMES AND I BELIEVE JOHN MADE THE POINT AS WELL, THAT IN THE COMMUNITY'S EYES, EVEN THOUGH THERE ARE TWO SEPARATE THINGS, THE BOND ELECTION IN THE VADER IS ONE THING. 
          AS MUCH AS WE WILL ALL TRY TO MAKE THE DISTINCTION, I DON'T THINK MOST OF THE COMMUNITY IS GOING TO SEE THAT DISTINCTION. 
          I JUST THINK YOU NEED TO BE AWARE OF THAT. 
          >> NO. THANK YOU FOR BRINGING THAT UP BECAUSE I'M WELL AWARE, AND AS A COMMUNITY MEMBER, I'VE WORKED WITH HELPING PASS BONDS BEFORE I EVER SET UP HERE. 
          I KNOW THERE ARE CHALLENGES EVEN IN GOLDEN PENNIES. THERE ARE CHALLENGES. 
          I THINK, THOUGH, OR I WOULD HOPE, AND MAYBE I GO BACK TO DIANE'S POINT, I WOULD LIKE TO HEAR WHAT THE COMMUNITY SAYS, BECAUSE I WOULD BE OPEN TO CONTINUING TO TALK ABOUT THIS AS A POSSIBILITY ONLY BECAUSE WE HAVE GOT TO KEEP RAISES, AND WE'VE GOT TO KEEP DECENT RAISES, AND WE CANNOT KEEP 1% RAISES OR NO RAISES OR SALARY FREEZES, OR WE'RE GOING TO LOSE, IN MY OPINION, WHAT INS IS AND WHAT MAKES INS, AND THAT'S OUR TEACHERS. 
          THAT'S OUR FABULOUS TEACHERS AND STAFFING AND THOSE PEOPLE THAT COME TO WORK EVERY SINGLE DAY. 
          I MAY GET SHOT WAY DOWN, BUT I WOULD BE INTERESTED IN HEARING THE THOUGHT EXCHANGE BRINGS ON VADER. 
          I WOULD BE INTERESTED AND I SAID MY MODIFICATION OF PACKAGE 3. 
          WE'RE NOT TALKING ABOUT WHAT PROGRAM REDUCTIONS REALLY ARE, AND I WOULD BE INTERESTED IN DIGGING INTO THAT DOWN THE ROAD. 
          BUT MY MODIFICATION OF PACKAGE 3 WOULD BE THE REVENUE INCREASE, THE OPTIMIZATION, A FIVE PENNY OR LESS THETA, BUT ALSO PULLING IN THE PROGRAM REDUCTION, WHICH WOULD GET US TO, SOMEWHERE AROUND 5.5, IF WE'RE LOOKING AT THE MIDDLE. 
          THEN SOME FALLBACK IF THE VADER WERE NOT TO PASS. 
          I WOULD WANT TO REALLY CONSIDER AND DIG IN TO EVADER OF SOME SORT, NOT A NINE PENNY BUT DIG INTO SOME EVADER. 
          [02:00:03]
LOOK AT THE THREE TOP OPTIONS, ONE, TWO, AND THREE. 
          THEN REALLY IF IT A KIM DECISION, NOT A SEVEN TRUSTEE DECISION, THE SALARY REDUCTION WOULD BE OFF THE TABLE. 
          TO ME, THAT'S JUST HOW IMPORTANT I BELIEVE SALARY IS. 
          THOSE ARE MY THOUGHTS AND WELCOME OTHER TRUSTEES COMMENTS. LAURA. 
          >> I DO APPRECIATE EVERYONE'S OPINIONS AND EVERYBODY BEING CANDID WITH THEIR THOUGHTS THIS EVENING. 
          CHRIS, I JUST NEED SOME CLARIFICATION ON THE NUMBERS FOR PACKAGE 3, BECAUSE YOUR ONLY TWO GUARANTEED BUDGET REDUCTIONS ARE THE REVENUE INCREASE IN THE STAFFING OPTIMIZATION, WHICH IS 3.8. 
          SO IF THAT VADER FAILS, WE'RE JUST AT 3.8. 
          >> RIGHT, BUT RIGHT NOW, THAT PACKAGE 3 IS ASSUMING THAT A 2% RAISE, AND IF WITH THE FAILURE, WE SAID WE WOULDN'T GIVE THE 2% RAISE, AND SO THERE'S 1.6 ADDED ON THERE. 
          YOU GET THE FIRST TWO. 
          SO, IN OTHER WORDS, IT'S PACKAGE 1 MINUS THE PROGRAM REDUCTION. 
          >> I DON'T LOVE THE SALARY PHRASE AT ALL. THANK YOU. 
          >> THANK YOU, LAURA. KELLY. 
          >> I WAS JUST GOING TO BUILD A LITTLE ON WHAT I HEARD AROUND THE TABLE. 
          NUMBER 1, THANK YOU FOR BRINGING UP EEF DIANE. 
          I WOULD LIKE TO ALSO WELCOME OUR COMMUNITY TO NOT ONLY FILL OUT THE FORM TO GIVE US THEIR THOUGHTS, BUT THEN RUN OVER TO THE EF SITE AND JOIN ME AS A LEADERSHIP FAMILY. 
          IT'S VERY FUN. IT'S GREAT. 
          IT'S A PERFECT WAY TO SUPPORT THE SCHOOL. 
          I LOVE IT EVERY YEAR OR MAKE ANY DONATION YOU'D LIKE, BUT I WANTED TO BUILD ON KIM AND DIANE'S COMMENT ABOUT THE COMMUNITY INPUT. 
          I FEEL LIKE I DON'T WANT TO DECIDE ANYTHING FOR THEM. 
          I WOULD LIKE THEM TO LET US KNOW, AND I WOULD LIKE THEM TO KEEP AN OPEN MIND ABOUT IT TOO AND SEE HOW IT IS A POSSIBILITY, NOT ONLY TO GIVE THIS 2% RAISE FOR THAT YEAR, BUT IT IS MONEY WE GET EVERY YEAR. 
          IT DOES HELP US WITH SOME DECISIONS DOWN THE LINE, LIKE CHRIS HAD SAID. 
          THEN WE'RE NOT HAVING GROUNDHOG DAY, OR WE ARE HAVING IT, BUT IT'S A DIFFERENT VERSION. 
          I LIKE THAT THE VADER ALTHOUGH THE STATE'S GOING TO TAKE 80% OF IT, THE 20% KEEPS GIVING BACK. WE DO GET THAT. 
          THEN I DID APPRECIATE WHEN WE WERE TALKING ABOUT AVOIDING STAFF FREEZES, BECAUSE I KNOW WE SEND OUR STUDENTS READY TO LEARN, BUT WE HAVE TO KEEP OUR STAFF. 
          FROM SOME OF MY FAVORITES, MR. BROWN, MISS ARTHUR, AND MR. MONTGOMERY, AT THE THREE DIFFERENT SCHOOLS THAT WE'VE ATTENDED. 
          THESE ARE THE HARDEST WORKING PEOPLE, TOP TIERED INDIVIDUALS I KNOW. I HAVE TO KEEP THEM. 
          JUST CONSIDER AND GIVE INPUT TO US ON THE VADER SO WE CAN JUST KEEP THESE PEOPLE AROUND AND DO WHAT WE DO, TOO. 
          >> THANK YOU, KELLY. ANY OTHER COMMENTS? JOHN? 
          >> JUST A COUPLE. FOR THE REASONS ALREADY SAID, NOT CURRENTLY SUPPORTIVE OF THE VADER. 
          I DON'T THINK IT'S THE WAY TO GO. 
          I AM INTERESTED IN HEARING WHAT THE COMMUNITY SAYS. 
          I THINK PART OF OUR CHALLENGE IS WHEN WE PUT OUT THE THOUGHT EXCHANGE, WE NEED TO MAKE SURE THAT THE RESPONSES MIRROR WHAT A NOVEMBER ELECTION LOOKS LIKE. 
          BECAUSE IF WE JUST HEAR BACK FROM OUR PARENTS, THAT'S GOING TO BE SKEWED BECAUSE, AS JAMES SAID, 60% OF OUR FOLKS DON'T HAVE KIDS IN THE DISTRICT. 
          WE NEED TO MAKE SURE THAT THE RESPONSES TO THE THOUGHT EXCHANGE REFLECT THE WIDE ARRAY OF OUR COMMUNITY WHO WOULD ACTUALLY BE VOTING IN NOVEMBER. 
          I THINK THAT'S PROBABLY A CHALLENGE IS TO GET FOLKS TO 
          [02:05:04]
RESPOND WHO DON'T HAVE KIDS IN THE DISTRICT. 
          IT'S HOW DO WE GET IN FRONT OF THEM, AND MAYBE WE ALREADY HAVE A PLAN THERE, I SO FANTASTIC, BECAUSE I WOULD LOVE TO HEAR WHAT A REPRESENTATIVE SAMPLE OF ALL VOTERS LOOKS LIKE. 
          >> I AGREE. I THINK THAT WOULD BE THE IDEAL, THE PRACTICAL WAY OF GETTING IT OUT, I THINK IS DIFFICULT BECAUSE WE SEND IT OUT, WE HAVE OBVIOUSLY E MAILS FOR ALL OUR PARENTS, AND WE HAVE WAYS OF CONTACTING THEM AND WE DON'T HAVE WAYS OF CONTACTING EVERYBODY ELSE. 
          I'M NOT SURE HOW WE CAN REACH OUT TO THE COMMUNITY, BUT I AGREE THAT IT WOULD BE VALUABLE IF WE CAN GET THEM IN. 
          >> CLAUDIA, DO YOU HAVE THOUGHTS ON THIS? YES. YOU'RE RIGHT. 
          THAT'S AN ABSOLUTE CHALLENGE. 
          IT'S A CHALLENGE ON ANYTHING WHEN YOU'RE TRYING TO COMMUNICATE TO THE COMMUNITY AS A WHOLE. 
          THERE ARE THINGS THAT WE COULD DO. 
          THEY WOULD COST MONEY. 
          FOR EXAMPLE, A MAILER, MAYBE IT'S A POSTCARD. 
          WE'D HAVE TO GET THAT OUT PRETTY QUICK. 
          BUT WE CAN PURCHASE A MAILING LIST OF RESIDENTS IN OUR COMMUNITY AND MAIL A POSTCARD AND INVITE THEM TO FILL OUT THE THOUGHT EXCHANGE. 
          I DON'T KNOW IF THEY WILL. I DON'T KNOW. 
          IF YOU'RE LIKE ME, WHEN YOU CHECK MAIL, YOU'RE MOSTLY TOSSING THINGS, BUT THAT WOULD BE ONE WAY. 
          CERTAINLY, WE WOULD DO ALL THE THINGS THAT WE NORMALLY DO DURING A BOND ELECTION WHEN WE'RE TRYING TO REACH BEYOND OUR PARENT COMMUNITY, WHICH WOULD INCLUDE REACHING OUT TO HOAS, TRYING TO GET INFORMATION OUT THROUGH THEIR NEWSLETTERS. 
          UNFORTUNATELY, WHAT WE RUN INTO WITH THAT IS HOAS DON'T LIKE TO COMMUNICATE POLITICAL ITEMS OF WHICH WE USUALLY ARE SEEN THAT WAY. 
          >> WE COULD TRY SOME CREATIVE WAYS, BUT YOU'RE ABSOLUTELY RIGHT. 
          GETTING A TRUE SAMPLE OF OUR COMMUNITY AT LARGE WOULD BE VERY DIFFICULT. 
          >> I'LL JUST SPEAK FOR MYSELF. 
          BEFORE INCURRING ANY ADDITIONAL COST, I WOULD WANT TO SEE WHAT OUR PARENT COMMUNITY AND THOSE WHO CHOOSE TO FILL IT OUT SAY BECAUSE MAYBE WE GET A CLEAR MESSAGE RIGHT OFF THE BAT FROM THOSE FOLKS, AND WE COULD TAKE THAT AND NOT HAVE TO INCUR ANY ADDITIONAL COSTS. 
          OBVIOUSLY, WE'RE TRYING TO SAVE MONEY, SO EVERY PENNY COUNTS, BUT I DO THINK IT'S JUST SOMETHING FOR US TO KEEP IN MIND WHEN THESE RESULTS COME BACK. 
          ACTUALLY, BACK TO YOU, CLAUDIA, WHEN THIS GOES OUT, ARE WE ASKING JUST DEMOGRAPHIC BREAKDOWNS SO WE CAN KNOW, ARE THEY OVER 65 AND HAVE NO KIDS IN THE DISTRICT, OR ARE THEY PARENTS? DO WE HAVE A FILTER OR A LENS TO PUT ON THE DATA? 
          >> YOU CAN SEGMENT THE DATA BY ASKING SPECIFIC QUESTIONS LIKE THAT. 
          YOU CAN'T GET REAL GRANULAR BECAUSE OBVIOUSLY, IT IS ANONYMOUS. 
          >> SURE. 
          >> BUT THERE IS A WAY TO DO THAT, NOT TO GET TO IN THE WEEDS, BUT USING A DIFFERENT PART OF THOUGHT EXCHANGE, THE SURVEY PART RATHER THAN THE ACTUAL THOUGHT EXCHANGE PART. 
          BUT YES, WE COULD SEGMENT THAT. 
          >> I THINK THAT'LL BE USEFUL JUST SO WE HAVE THAT FRAMING ON THE DATA. 
          >> BUT ONE THING TO NOTE, IF YOU GO TO THAT TIMELINE, WE WANT TO PRESENT YOU ALL THE THOUGHT EXCHANGE RESULTS AT THE DECEMBER 9TH MEETING. 
          >> THIS IS SO FAST. 
          >> IN ORDER FOR US TO HAVE THAT DATA, WHICH I COULD PULL IT RELATIVELY QUICKLY. 
          BUT IN ORDER TO ACTUALLY HAVE A TRUE RUN, WANTING A TWO-WEEK WINDOW AT LEAST, WE WOULD NEED TO LAUNCH IT PRETTY QUICK. 
          >> IS THERE TIME TO STILL HIT THAT DEADLINE AND BE ABLE TO GET THAT GENERAL DEMOGRAPHIC DATA SO WE CAN PUT THAT LENS ON IT? NOT THE PAY TO ADVERTISE IT, BUT JUST TO BE ABLE TO ADD THOSE QUESTIONS OR HOWEVER YOU PLAN ON GETTING. 
          >> WE COULD STRUCTURE IT THAT WAY. 
          >> GREAT. 
          >> HOW THEY GET IT IS THE CHALLENGE. 
          >> WELL, I'D BE CURIOUS WHAT COMES BACK FROM THAT. 
          TO ME, TO CATHERINE'S QUESTION EARLIER, I'M DEFINITELY COMMITTED TO NOT GOING INTO THE FUND BALANCE. 
          I WANT TO BALANCE THE BUDGET. TO ME, 
          [02:10:01]
I STILL WOULD COME BACK TO BASICALLY REVENUE INCREASE, STAFFING OPTIMIZATION. 
          OBVIOUSLY, IT KILLS ME TO KILL PROGRAMS. AS SOMEBODY WHO'S HAD A PROGRAM THAT HE LOVES, NEAR AND DEAR, KILLED, I KNOW WHAT THAT FEELS LIKE. 
          IT BROKE MY HEART, BUT THIS WHOLE SITUATION BREAKS MY HEART, AND WE GOT TO FIND A WAY FORWARD, AND SO I WOULD PUT THOSE ON THE TABLE. 
          THEN EVERY PENNY THAT WE CAN SCRAPE TOGETHER THAT ALLOWS US TO STILL BALANCE THE BUDGET AND PUT EVERY PENNY THAT WE SCRAPE TOGETHER TOWARDS SALARY INCREASE, THAT'S WHAT I WOULD DO. 
          IF THAT MEANT A HALF PERCENT INCREASE, THAT'S STILL BETTER THAN NOTHING. 
          I WOULD PUT WHAT I COULD TOWARDS IT, BUT CURIOUS WHAT COMES BACK IN THE THOUGHT EXCHANGE. THANKS. 
          >> THANK YOU, JOHN. GOOD IDEA. 
          WE HAVE DIANE AND LAURA, THEN KELLY. 
          >> I LOVE THE IDEA OF TRYING TO GATHER DEMOGRAPHIC INFORMATION. 
          I THINK THAT WOULD BE EXTREMELY HELPFUL TO US. 
          I ALSO, ALONG THOSE LINES, FEEL LIKE DIFFERENT PEOPLE ARE GOING TO BE ANSWERING THIS IN DIFFERENT WAYS BECAUSE, WELL, FOR EXAMPLE, I'D I'D LIKE TO PUT INFORMATION OUT THERE, AND I DON'T KNOW HOW MUCH YOU CAN PUT OUT UP FRONT WITH THOUGHT EXCHANGE TO HELP REALLY PAINT THE PICTURE FOR PEOPLE. 
          IT'S GOING TO BE TRICKY, BUT NINE CENTS FOR SOMEONE WHO HAS FROZEN TAXES IS ZERO. 
          [LAUGHTER] AS MUCH AS WE CAN SAY, WHAT IS NINE CENTS? SOME PEOPLE ARE LIKE, I CAN'T DO THE MATH? WHAT DOES THAT MEAN? FOR THE AVERAGE HOMEOWNER, WHAT DOES THAT EQUATE TO? [OVERLAPPING] 
          >> ROUGHLY $1,500. 
          >> JUST HELPING PEOPLE UNDERSTAND WHAT IT MEANS AND JUST NOT NINE CENTS. 
          I HOPE THAT WE'RE ABLE TO JUST PUT THE INFORMATION OUT THERE AS CONCISELY AS POSSIBLE, AND IN A WAY THAT IT MEANS SOMETHING TO THEM. 
          THEN MY LAST THOUGHT IS, IS IT THE CASE THAT THE CITY OF WESTLAKE HILLS HAS THE ABILITY TO HELP US SPREAD THIS OUT? DO THEY HAVE AN EMAIL LIST THAT THEY COULD BE ASSISTING US WITH? 
          >> WE ARE IN THEIR NEWSLETTER, AND SO THAT WOULD BE ONE WAY. 
          I DON'T THINK WE HAVE ACCESS TO THEIR ACTUAL EMAIL ADDRESSES, BUT WE COULD PUT SOMETHING, FOR EXAMPLE, KIM JUST HAD A LOVELY ARTICLE, IN THEIR NEWSLETTER, SO IT'S A MONTHLY NEWSLETTER, WE COULD DO THAT. 
          ALSO, WE HAVE A GREAT PARTNERSHIP WITH THE WESTBANK LIBRARIES AND ARE IN THEIR BIMONTHLY NEWSLETTERS. 
          >> MAYBE ROLLINGWOOD AS WELL, POTENTIALLY. 
          I DON'T KNOW HOW THEY COMMUNICATE, BUT IT DOESN'T HURT TO ASK. 
          >> SURE. 
          >> ANYONE WHO HAS A HOA OR COMMUNITY THAT THEY CAN REACH OUT TO, WE SHOULD BE ASKING. 
          I DON'T FEEL LIKE THERE MIGHT BE ENOUGH TIME FOR A MAILER. 
          I LOVE THE IDEA OF MAILERS, I THINK THAT COULD BE HELPFUL WHEN WE'RE TALKING ABOUT A BOND DOWN THE ROAD, BUT THAT'S MY LAST THOUGHT. 
          >> THANK YOU, DIANE. LAURA, AND THEN KELLY, AND THEN JAMES. 
          >> I WANT TO GO BACK TO SOMETHING. 
          CATHERINE, YOU GOT ME THINKING ABOUT SOMETHING IN REGARDS TO THE PROGRAM REDUCTION, IT DOES FEEL LIKE SOME OF THESE ARE MORE OF A PROGRAM OPTIMIZATION. 
          MAYBE WE LOOK AT IT FROM THAT WAY THAT SOME OF THESE EXISTING PROGRAMS, MAYBE WE CAN TIGHTEN THEM UP A LITTLE BIT. 
          WE'RE NOT ACTUALLY REDUCING, WE'RE NOT DOING AWAY WITH, BUT WE'RE JUST CLEANING UP, WHICH WE SHOULD BE DOING ANYWAY. 
          WE SHOULD BE LOOKING AT ALL OF OUR PROGRAMS ACROSS THE DISTRICT AND SEEING IF THERE'S SOME AREAS WHERE WE CAN TIGHTEN UP THE STAFFING. 
          THEN THE ITEMS THAT ARE UNDER THAT CATEGORY THAT DON'T REALLY FALL UNDER THAT PROGRAM OPTIMIZATION, MAYBE THOSE WE CAN STILL GAIN SOME MORE FUNDS THROUGH A SLIGHTLY DEEPER STAFFING OPTIMIZATION. 
          IT'S THE SAME FUNDS, IT'S JUST LOOKING AT ONE DIFFERENTLY, AND THEN MOVING SOME OF THE FUNDS FROM THE PROGRAM REDUCTION TO STAFFING OPTIMIZATION. 
          WHEN YOU DO THAT, I THINK THAT IT DOESN'T FEEL LIKE WE'RE DOING PROGRAM CUTS. 
          [02:15:07]
LIKE I SAID, IT'S A CLEAN-UP, WHICH NEEDS TO BE DONE. 
          WHEN YOU DO THAT, THEN YOU ESSENTIALLY HAVE PACKAGE 3, EXCEPT YOU ONLY HAVE 1% SALARY INCREASE INSTEAD OF A 2% SALARY INCREASE. 
          IS THAT RIGHT? YOU NEED THE VATRE, BUT IF YOU DO THAT, THEN TWO AND THREE BECOME VERY CLOSE AS FAR AS THE FUNDING. AM I MAKING SENSE? 
          >> I'M NOT SURE I FULLY FOLLOWED THAT. 
          LET ME TRY TO REPEAT IT BACK. 
          >> I'M WORKING THROUGH IT. [LAUGHTER] 
          >> WHAT YOU'RE SAYING IS INCREASE THE STAFFING OPTIMIZATION BY MOVING THOSE RATIOS UP A LITTLE BIT. 
          TIGHTEN UP THE PROGRAM REDUCTION. 
          RATHER THAN 1-1.2, IT MIGHT BE 0.8-1 OR SOMETHING. 
          ROUGHLY, MOVE IT FROM ONE SECTION TO THE OTHER? 
          >> CORRECT. 
          >> THEN ADD A FIVE PENNY VATRE ON TOP OF THAT? 
          >> YEAH. 
          >> PACKAGE 3, BUT ADDING IN PROGRAM REDUCTION. 
          NO? 
          >> NO. I'M NOT GOING TO BE ABLE TO EXPLAIN THIS. 
          ARE YOU WITH ME? ARE YOU FOLLOWING ME, DR. TRIGG? [LAUGHTER] ANYBODY? 
          >> I HATE TO SAY NO, BUT I'M NOT, I'M WONDERING IF THIS CONVERSATION ISN'T BETTER ONE-ON-ONE AFTER YOU HAVE TIME TO PROCESS AND WE CAN DO THAT. 
          BUT I WILL SAY, LOOKING AT PACKAGE 2, FOR EXAMPLE, IF YOU WERE SAYING INCREASE STAFFING OPTIMIZATION A LITTLE BIT, MOVE SOME OF THE PROGRAM REDUCTION DOLLARS TO STAFFING OPTIMIZATION, WHATEVER, YOU DO HAVE THE 1% SALARY INCREASE BUILT IN THERE, THEN YOU'RE NOT DEPENDENT ON THE VATRE. 
          >> THAT'S EXACTLY WHAT I'M SAYING. THANK YOU. 
          >> REALLY, IT'S PACKAGE 2 THAT WITH SOME MODIFICATIONS MIGHT MAKE THE MOST SENSE, IS WHAT YOU'RE SAYING? 
          >> THANK YOU. THAT'S EXACTLY WHAT I'M SAYING. 
          [OVERLAPPING] 
          >> I KNEW THAT. [LAUGHTER] 
          >> IT GETS YOU PACKAGE 3 FINANCIALLY, BUT IT'S A GUARANTEED. 
          ONE, IT'S GUARANTEED, AND TWO, IT DOESN'T HAVE A POTENTIAL NEGATIVE IMPACT ON FUTURE REFERENDUMS. 
          >> LET ME RESTATE. 
          PACKAGE 2, BUT FIND ANOTHER 3 OR $400,000 IN STAFFING OPTIMIZATION MOST LIKELY. 
          >> YES, AND THEN JUST TAKE ANOTHER GLANCE. 
          I WOULD CHANGE IT TO PROGRAM OPTIMIZATION RATHER THAN PROGRAM REDUCTION. 
          >> I LIKE YOUR WORDING. 
          >> WELL, CATHERINE, YOU INSPIRED ME ON THAT. 
          TO ME, THAT FEELS MORE ALIGNED WITH OUR DISTRICT PRIORITIES. 
          >> I'LL JUST ADD, LAURA, THAT IF WE WERE ABLE TO FIND ANOTHER 3 OR $400,000, THAT 1% SALARY INCREASE MIGHT BECOME A 1.3% OR 1.4 OR SOMETHING. 
          THAT'S WHERE THOSE DOLLARS WOULD GO. 
          >> ALONG THE SAME LINE OF WHAT WE WERE DISCUSSING DOWN AT THIS END, IS THAT ALSO COULD POSSIBLY MOVE UP THAT REVENUE INCREASE AS WELL. 
          >> POSSIBLY? 
          >> POSSIBLY. 
          >> KELLY AND THEN JAMES. 
          >> I WANTED TO BUILD ON JOHN'S TALK ABOUT HOW TO GET TO ALL OF OUR NEIGHBORS, NOT JUST THE ONES THAT ARE RECEIVING PARENTSQUARE. 
          WHEN WE HAD THE SUPERINTENDENT SEARCH AND WE PUT OUT FOR THE PROFILE, I VERY SPECIFICALLY WENT TO MY NEIGHBORS THAT DO NOT HAVE CHILDREN IN THE DISTRICT AND HAD THEM SCAN THE QR CODE AND FILL IT OUT. 
          I CHALLENGE EVERYONE LISTENING AT HOME, YOUR FRIENDS, WHEN YOU TELL THEM, GO FIND A COUPLE NEIGHBORS REAL FAST AND HAVE THEM SCAN THE CODE AND TAKE IT, IT'S REALLY NOT EVEN HARD TO DO. 
          IT TOOK ME FIVE MINUTES AS I WAS WALKING MY DOG. 
          TRY TO ADD IT IN THERE SO WE CAN CAPTURE AS MANY PEOPLE AS POSSIBLE. 
          WE CAN DO THAT. WE CAN DO IT FOR FREE. 
          DON'T SPEND ANY MONEY. ONE OTHER THING ABOUT THE REDUCED PROGRAMS, 
          [02:20:08]
IT SAYS REDUCED PROGRAM REDUCTION THERE, BUT ON MY SCREEN, IT SAYS /SERVICES. 
          THAT'S THE ONE THAT MADE ME NERVOUS. 
          THAT'S THE ONE THAT GOT ME SAYING WORDS LIKE SENSE OF BELONGING AND STUDENT ENGAGEMENT, SO I'M JUST SAYING. 
          UP THERE WHERE IT SAYS PROGRAM REDUCTION, ON OUR SCREEN, IT SAYS REDUCED PROGRAM/SERVICES, AND THEN IT SAYS AND SERVICES. 
          IT JUST MADE ME A LITTLE BIT MORE CONCERNED ABOUT WHAT THOSE REDUCTIONS WERE. 
          >> THANK YOU, KELLY. WE HAVE A COMMENT OR QUESTION FROM JAMES AND THEN CATHERINE, AND THEN WE'RE PROBABLY AT THE POINT WHERE WE WOULD MOVE ON TO OUR NEXT AGENDA ITEM. 
          >> REAL QUICK. LOOKING AT THIS AGAIN, I DO FAVOR PACKAGE 2. 
          I LIKE LAURA'S CHANGES, TWEAKS THERE, I'VE BEEN ON THE BOARD WHEN WE GAVE A NO RAISE. 
          I GUESS YOU DON'T GIVE NO RAISE. 
          THERE'S NOTHING TO GIVE THERE. 
          THERE'S JUST NO RAISE. 
          IT WAS ONE OF THE TOUGHEST THINGS I EVER HAD TO DO AS A TRUSTEE AND I JUST SWORE TO MYSELF, I NEVER WANTED TO DO THAT AGAIN. 
          SALARY FREEZE WOULD BE A REALLY DIFFICULT THING FOR ME TO SWALLOW. 
          THE OTHER THING IS, AND I JUST WANT TO POINT OUT THAT WITH A VATRE, WHETHER IT'S FIVE OR NINE, WE'RE BASICALLY SENDING TO THE STATE OF TEXAS A BRAND NEW ELEMENTARY SCHOOL EVERY THREE YEARS. 
          IT'S AN ELEMENTARY SCHOOL THAT WE DON'T GET TO HAVE IN OUR DISTRICT. 
          I WISH I COULD SAY THAT SOME OTHER DISTRICT WOULD, BUT UNFORTUNATELY, THAT'S NOT HOW THE MONEY WORKS. 
          IT DOESN'T FLOW THROUGH DIRECTLY TO PUBLIC EDUCATION. 
          I'M OPPOSED TO GIVING THE FUNDING FOR A BRAND NEW ELEMENTARY SCHOOL EVERY THREE YEARS TO THE STATE OF TEXAS ON TOP OF THE $100 MILLION A YEAR WE ALREADY GIVE THEM, SO I REMAIN OPPOSED TO A VATRE. 
          >> THANK YOU, JAMES. CATHERINE. YOU'LL FINISH THIS UP. 
          >> YES, SO I'M FEELING PACKAGE TOO WITH SOME MODIFICATIONS AS WE DISCUSSED. 
          I CAN UNDERSTAND LAURA WHAT YOU'RE SAYING. 
          I THINK WHERE I STRUGGLE WITH PACKAGE TOO IS THAT IT DOESN'T QUITE GET US TO A PLACE WHERE WE HAVE A BALANCED BUDGET, AND WE'RE SAYING THAT ANY FURTHER STAFF OPTIMIZATION OR PROGRAM OPTIMIZATION, WE WOULD WANT TO UP THOSE SALARY INCREASES BEYOND 1%, WHICH MEANS WE'RE NOT REALLY REDUCING THAT DEFICIT ANYMORE, SO THE SOLVE IS REVENUE. 
          HOW DO WE CREATE MORE REVENUE THAN THE $500,000 THERE? MY QUESTION IS, PEOPLE USING THE THOUGHT EXCHANGE, AND THEY SAY, HEY, WE HAVE THE CDC PROGRAM. 
          WHY DON'T WE EXPAND THAT? HOW MUCH OUR COMMUNITY IS VERY SMART. 
          MAYBE THERE'S SOME REALLY GREAT IDEAS OUT THERE, BUT MAYBE SOME OF THEM ARE NOT THINGS THAT WE CAN IMPLEMENT RIGHT AWAY. 
          HOW MUCH LEAD TIME DO WE NEED FOR THESE IDEAS TO BE ABLE TO PUT IT IN PLACE BY THE TIME? YOU SAY THERE'S SOMETHING THERE? WE THINK WE COULD PULL IT OFF BEFORE NEXT SCHOOL YEAR STARTING? 
          >> THERE'S QUITE A BIT OF DEMAND FOR OUR CDC. 
          OUR TEACHERS GET TOP PRIORITY IN PLACEMENT, AND THEY GET A CONSIDERABLY LOWER RATE. 
          I THINK, YES, THERE IS A MONEY MAKING POTENTIAL THERE, BUT NOT RIGHT NOW BECAUSE WE DON'T HAVE SPACE FOR IT. 
          I THINK SOMEWHERE DOWN THE LINE WHEN WE DO, BUT LIKE YOU SAID, IT'S NOT SOMETHING WE COULD IMPLEMENT IN THE FALL. 
          THERE AS FAR AS OTHER REVENUE GENERATING THINGS, I REALLY DON'T HAVE ANY LOW HANGING FRUIT THAT WE HAVEN'T ALREADY GRABBED. 
          WE ARE INCREASING, RENTAL RATES AGAIN THIS YEAR AND THAT'S THE PLACE WE CAN GRAB. 
          AS FAR AS CDC RIGHT NOW, OUR GOAL IS JUST TO BREAK EVEN, AND THE REASON FOR THAT IS BECAUSE IT'S, CHILDCARE IS ONEROUSLY EXPENSIVE, AND WE TRY TO KEEP IT AS AFFORDABLE FOR OUR STAFF AS WE CAN. 
          WE'RE NOT EVEN AIMING TO MAKE MONEY THERE, ALTHOUGH WE COULD IF WE COULD EXPAND THE PROGRAM. 
          WE DO MAKE SOME MONEY IN OUR OTHER PROGRAMS, BUT AS FAR AS STEPPING IT UP AND GRABBING A HALF $1 MILLION, I DON'T THINK THERE'S A HALF $1 MILLION TO GRAB RIGHT NOW, ALTHOUGH, POSSIBLY WITH LOOKING AT INCREASING TRANSFERS, THAT'S A POSSIBILITY. 
          BUT THAT MIGHT START PUTTING STUDENTS IN PLACES YOU'D RATHER NOT. 
          [02:25:07]
WE CAN TALK ABOUT THOSE OPTIONS, AND THAT'S PROBABLY AS FAR AS REVENUE, THAT'S OUR BEST OPTION, AND WE CAN LOOK AT THAT BEFORE WE COME BACK TO YOU TO SEE WHAT WE THINK IS REALISTICALLY POSSIBLE IN THAT REALM. 
          >> THANK YOU, CATHERINE, THANK YOU, CHRIS, THANK YOU, LAURA, THANK YOU, CHAD. 
          THIS IS GREAT DISCUSSION, AND I HOPE WE GAVE YOU SOME FEEDBACK, AND WE WILL BE CONTINUING TO TALK ABOUT THIS. 
          THIS CHALLENGE IS NOT GOING AWAY. 
          OUR NEXT ITEM ON THE AGENDA, 
          [8.1 Consideration and possible approval of proposed library materials]
AND WE'RE TURNING TO DISCUSSION AND ACTION. 
          WE'RE GOING TO INVITE MOLLY MAY, ASSISTANT SUPERINTENDENT OF TEACHING AND LEARNING BACK UP. 
          THIS IS A DISCUSSION ACTION ON THE CONSIDERATION AND POSSIBLE APPROVAL OF PROPOSED LIBRARY MATERIALS. 
          RIGHT NOW, WE'RE NOT GOING TO WE'RE GOING TO HAVE MOLLY GIVE A PRESENTATION. 
          WE'RE NOT GOING TO MAKE A MOTION, BUT WE ARE GOING TO LISTEN TO THE PRESENTATION, AND AT THAT POINT, PERHAPS MAKE A MOTION. 
          THANK YOU, MOLLY GREAT. WELCOME. THANK YOU. 
          >> THIS IS A NEW PROCESS IN THE STATE OF TEXAS, AROUND SENATE BILL 13 THAT WAS PASSED IN THE LAST LEGISLATIVE SESSION, AROUND THE SCHOOL DISTRICT REQUIREMENTS FOR LIBRARY BOOKS. 
          WE ARE REQUIRED TO PUBLICLY POST A LIST OF BOOKS 30 DAYS PRIOR TO THE SCHOOL BOARD ACTION, AND SO WE'VE DONE THAT, AND WE POSTED OUR LIST. 
          THEN WE WILL ALLOW THE BOARD TO MODIFY OR DENY THOSE PROPOSED ADDITIONS, SO THAT IS HOW WE WILL STAY IN COMPLIANCE WITH SENATE 13. 
          WE PLAN TO DO THIS 3-4 TIMES A YEAR THAT YOU GUYS WILL GET THE LIST THAT THE LIBRARIANS AND THE CAMPUSES HAVE PUT TOGETHER. 
          WE WON'T DO A FORMAL PRESENTATION EACH TIME. 
          THIS IS THE PRESENTATION TO INTRODUCE THIS PROCESS TO YOU. 
          GOING FORWARD, WE WILL STILL FOLLOW THIS PROCESS. 
          THE LIST WILL BE POSTED YOU'LL HAVE TIME TO REVIEW IT, AND THEN YOU'LL VOTE AT THE NEXT BOARD MEETING. 
          WHAT DOES THIS LOOK LIKE FOR US IN EANES? OUR CAMPUS LIBRARIANS AND CLASSROOM TEACHERS RECOMMEND TITLES FOR FUTURE PURCHASE OR DONATION. 
          IT'S IMPORTANT TO KNOW TOO THAT A PARENT NO LONGER CAN JUST DONATE A BOOK TO THE LIBRARY, AND IT GOES ON THE SHELF. 
          THE TITLE WILL GO ON THIS LIST THAT YOU GUYS WILL ALSO THEN HAVE CONSIDERATION FOR. 
          THEN THE DISTRICT STAFF REVIEW ALL THE RECOMMENDATIONS. 
          WE'RE LOOKING AT ALIGNMENT WITH OUR LEARNING GOALS, AGE APPROPRIATENESS, LITERARY QUALITY, AND LOOKING AT THOSE BOOKS TO DETERMINE WHAT WE WANT TO PUT ON THIS LIST IN ORDER. 
          OUR DIRECTOR OF CURRICULUM, HEATHER MEK, MEETS WITH THE LIBRARIANS THREE TIMES A YEAR REVIEWS AND THEN COMPILES THE LIST, SO THIS IS OUR FIRST LIST, AND IT WILL BE INTO A SINGLE DISTRICT WIDE LIST. 
          THEN IT'S SUBMITTED TO THE SUPERINTENDENT IN TIME FOR PUBLIC POSTING FOR AT LEAST 30 DAYS BEFORE THE SCHOOL BOARD CONSIDERATION. 
          IT'S ON IF YOU GO TO THE SCHOOL BOARD WEBSITE, YOU'LL SEE THAT THIS LIST IS POSTED THERE. 
          ALL HAVE THAT LIST, I WILL TELL YOU THAT IN THIS FIRST TIME WE'VE BEEN DOING THIS, YOU ACTUALLY HAVE AN AMENDED MOTION BECAUSE YOU HAVE AN AMENDED LIST, AND I'M GOING TO EXPLAIN A LITTLE BIT ABOUT THAT. 
          WHEN WE DEVELOPED THE LIST THIS YEAR IN THE LIST THAT GOT ORIGINALLY POSTED, IT WAS BASED ON THE RATINGS THAT PUBLISHERS GIVE TO THE SELECTED TITLES. 
          HOWEVER, IS NOT NECESSARILY WHAT LEVEL IT WAS REQUESTED BY THE EANES ISD LIBRARIANS. 
          FOR INSTANCE, THERE MIGHT BE A BOOK THAT IS RATED SIXTH GRADE THROUGH 12TH GRADE, BUT ONLY THE HIGH SCHOOL REQUESTED THAT. 
          YOUR ORIGINAL LIST HAD THE PUBLISHER RATING, AND WE CHANGED THAT TO BE THE ACTUAL LEVEL OF THE LIBRARIAN THAT REQUESTED IT. 
          THAT ACTUALLY SHOWS, IN MANY CASES, THAT EVEN THOUGH THE BOOK WAS APPROVED BY THE PUBLISHER OR RATED BY THE PUBLISHER AT A LOWER LEVEL. 
          WE DIDN'T ACTUALLY WE'RE NOT PUTTING IT AT THAT LOWER LEVEL. 
          YOUR NEW AMENDED LIST HAS JUST JUST THE LEVEL THAT IT WOULD GO TO IN THE EANES ISD LIBRARY. 
          FOR INSTANCE, IF THERE IS A BOOK THAT IS RATED SIX THROUGH 12, BUT THE HIGH SCHOOL LIBRARIAN WANTS IT, AND YOU APPROVE IT. 
          I THE MIDDLE SCHOOL LIBRARIAN WANTED IT, YOU WOULD HAVE TO RE APPROVE THAT TITLE, BECAUSE YOU WERE APPROVING THE BOOK AT THE PARTICULAR LEVEL, I HOPE THAT MAKES SENSE. 
          AS WE WERE GOING THROUGH THIS, WE REALIZED THAT THAT WAS ACTUALLY MORE 
          [02:30:02]
TRANSPARENT OF WHERE THE BOOK WAS ACTUALLY GOING TO BE LIVING AND SO WE CHANGED THAT. 
          YOU WILL SEE TONIGHT THAT YOU HAVE AN UPDATED LIST. 
          THAT IS THE LIST THAT IS ALSO CURRENTLY ON THE WEBSITE, SO NONE OF THE TITLES NECESSARILY WERE CHANGED. 
          ACTUALLY, WE REMOVED TWO BOOKS THAT ARE ACTUALLY ONLY RESOURCE BOOKS THAT PARENTS COULD ASK A COUNSELOR FOR AT THE ELEMENTARY LEVEL, BUT STUDENTS WERE NOT ALLOWED TO CHECK THOSE OUT AND SO WE DID REMOVE THOSE. 
          BUT ALL THE OTHER TITLES ARE THE SAME THAT HAVE BEEN POSTED ON THE WEBSITE SO THAT IS THE PROCESS. 
          THERE ARE VERY MANY BOOKS AND MANY TITLES ON THE LIST FOR ALL TO HAVE CONSIDERED AND I WILL ANSWER ANY QUESTIONS SPECIFICALLY ABOUT THE PROCESS AT THIS POINT. 
          >> JUST TO BE CLEAR, YOU TALKED ABOUT THE PROCESS. 
          I WANT TO MAKE SURE THAT PROCEDURALLY WE'RE FOLLOWING WHAT WE NEED TO DO. 
          WE PROBABLY NEED TO MAKE WE CAN ASK YOU QUESTIONS OF THE PROCESS, BUT THEN WE NEED TO MAKE A MOTION AND DISCUSS ANY BOOKS ON THE LIST. 
          DOES ANYONE, ANY TRUSTEE HAVE A QUESTION FOR MOLLY RIGHT NOW ON THE PROCESS ITSELF, ONLY, NOT ON THE ACTUAL POSSIBLE MOTION IN THE FUTURE. 
          JAMES AND THEN JOHN. 
          >> YES, ON A PROCESS QUESTION. 
          IF A BOOK IS DONATED, LET'S SAY TO ONE SCHOOL, AND THEN WE APPROVE THAT BOOK, IS IT PURCHASED THEN, SAY FOR ALL THE ELEMENTARY SCHOOLS OR IS IT ADDED TO A LIST THAT'S OPTIONAL FOR PURCHASE BY THE LIBRARIAN OR DO WE HAVE TO APPROVE IT EVERY TIME THAT IT GETS DONATED TO A CAMPUS? 
          >> THE SECOND, SO IF A BOOK ONCE THE TITLE IS APPROVED, IT'S AVAILABLE FOR ANYONE TO PURCHASE ANY CAMPUS TO PURCHASE AT THAT LEVEL. 
          >> BY APPROVING THESE BOOKS, THESE ARE GOING IN THE LIBRARY. 
          >> YES, THESE ARE THE BOOKS THAT THE LIBRARIANS WOULD LIKE TO PURCHASE OR HAVE ALREADY BEEN DONATED, AND THEY'RE SITTING ON A SHELF RIGHT NOW OR NOT FOR CHECKOUT YET. 
          SITTING IN A BOX. THANK YOU, SORRY. 
          >> THANK YOU. 
          >> THANKS FOR THE QUESTION, JAMES. JOHN. 
          >> A COUPLE OF PROCESS QUESTIONS. 
          IF A TEACHER WANTS A BOOK IN THEIR CLASSROOM, THAT'S ON THIS LIST, TOO. 
          >> YES, CORRECT. 
          >> THEN, ON THE WEBSITE, WHERE THIS LIST IS? IS THERE A WAY FOR COMMUNITY MEMBERS TO GIVE FEEDBACK DIRECTLY TO THE DISTRICT OR IF THEY IF A COMMUNITY MEMBER HAS A CONCERN WITH ONE OF THESE BOOKS, DO THEY HAVE TO CONTACT TRUSTEES DIRECTLY? 
          >> THEY WOULD NEED TO CONTACT TRUSTEES. 
          WE DON'T HAVE A SPECIFIC LINK OR ANYTHING RELATED JUST TO THE BOOKS. 
          >> THERE'S NO WAY TO GIVE FEEDBACK TO THE DISTRICT. 
          >> THERE IS NOT CURRENTLY, WE DID NOT SET THAT UP THIS TIME. 
          >> IS THERE A WAY TO MAYBE JUST PUT ON THE WEBSITE THEN. 
          IF YOU HAVE THOUGHTS OR CONCERNS ON THIS BOOK, ON THESE BOOKS, PLEASE EMAIL TRUSTEES AT SIT.NET OR JUST SOME WAYS SO PEOPLE KNOW HOW TO GIVE FEEDBACK. 
          >> YES, ABSOLUTELY. 
          >> GREAT, I THINK THAT'S IT. 
          >> THANK YOU. THANK YOU, JOHN. DIANE 
          >> MY QUESTION WAS PRETTY MUCH WHAT JOHN WAS GETTING AT. 
          ADDITIONALLY ON THE WEBSITE? DOES IT LIST THE PROCESS HERE THAT YOU SHOW US HERE ON THE WEBSITE SO PEOPLE UNDERSTAND? 
          >> IT TALKS ABOUT THE 30 DAYS AND HAS ALL OF THE BEING ABLE TO POST. 
          >> IF IT SAYS HOW TO CONTACT US OR WHAT THE PROCESS IS THERE, THAT'D BE GREAT. THANK YOU. 
          >> THANK YOU, DIANE. ANY OTHER QUESTIONS? THANK YOU FOR THE PROCESS QUESTIONS. 
          AT THIS POINT, DO WE HAVE A MOTION ON THE LIBRARY BOOKS AND THE APPROVAL OF THE LIBRARY BOOK ADOPTION LIST? KELLY? 
          >> I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE LIBRARY BOOK ADOPTION LIST AS AMENDED BY THE ADMINISTRATION. 
          >> THANK YOU, KELLY. WE HAVE A MOTION BY KELLY. DO I HAVE A SECOND? SECOND BY LAURA. WE HAVE A MOTION BY KELLY AND A SECOND BY LAURA. 
          ALL IN FAVOR OF OH, THANK YOU. 
          IT'S BEEN A LONG NIGHT, IS THERE ANY DISCUSSION? DIANE. 
          >> I HAVE NOT RECEIVED ANY COMMUNICATION FROM THE COMMUNITY WITH QUESTIONS ABOUT BOOKS. 
          I JUST WANTED TO ASK MY FELLOW TRUSTEES IF THERE HAVE BEEN ANY CONCERNS RAISED ABOUT ANY BOOKS ON THIS LIST. 
          >> THANK YOU, AND THAT WAS NO, WE WERE ALL SHAKING OUR HEAD, BUT ANYBODY LISTENING. 
          [02:35:03]
THANK YOU, DIANE, THAT'S A GOOD QUESTION. 
          ANY OTHER QUESTIONS OR COMMENTS? WE HAVE A MOTION BY KELLY AND A SECOND BY LAURA. 
          ALL IN FAVOR OF THE LIBRARY BOOK ADOPTION LIST AS AMENDED BY THE ADMINISTRATION. 
          WE HAVE SEVEN VOTES IN FAVOR OF THE MOTION. 
          OPPOSED, THE MOTION PASSES 7 0. 
          OUR NEXT AGENDA ITEM IS THE CONSENT AGENDA. 
          [9. 
ACTION - CONSENT AGENDA
]
DO I HAVE A MOTION FOR THE CONSENT AGENDA? LAURA? 
          >> I MOVE THAT THE BOARD ADOPT THE CONSENT AGENDA AS POSTED. 
          >> I HAVE A MOTION BY LAURA. 
          A SECOND, I HAVE A SECOND BY KELLY. 
          IS THERE ANY DISCUSSION ON ANY OF THE ITEMS ON THE CONSENT AGENDA? I DON'T SEE ANY DISCUSSION, I HAVE A MOTION BY LAURA AND A SECOND BY KELLY. 
          ALL IN FAVOR OF THE MOTION TO APPROVE THE CONSENT AGENDA AS POSTED. 
          I SEE SEVEN VOTES I WITH NO THE MOTION PASSES 7, 0. 
          AT THIS POINT, WE HAVE, GO TO JUST MAKE SURE I'M NOT MISSING ANYTHING. 
          WE HAVE TWO MEETINGS POSTED, 
          [10. 
UPCOMING MEETINGS
]
WE HAVE TWO UPCOMING MEETINGS. 
          OUR MEETING DECEMBER 9TH, 2025 WE HOPE WE INCLUDE OUR LOAN FINALISTS FOR SUPERINTENDENT OF SCHOOLS, MR. KIRK KONIKI, AND HIS WIFE, SUZY. 
          WE BELIEVE THAT HE MAY BE ABLE TO JOIN, AND WE HOPE THAT THE COMMUNITY CAN COME OUT AND WELCOME HIM. 
          FURTHER MEETING IS JANUARY 13TH, 2026, AFTER THE WINTER BREAK. 
          THE TIME IS 8:40 AND AT THIS POINT, WE STAND ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.