[00:00:04]
          NOW WE WILL OPEN OUR REGULAR MEETING OF THE BOARD. THE TIME IS STILL 6:08 OF THE REGULAR MEETING OF THE EANES ISD BOARD OF TRUSTEES. 
          [2. 
ESTABLISH A QUORUM
]
MADAM SECRETARY, DO WE HAVE A QUORUM? YES, WE DO. 
          THANK YOU. GOOD EVENING. MY NAME IS CATHERINE WALKER, PRESIDENT OF THE EANES ISD BOARD OF TRUSTEES, AND ON BEHALF OF THE BOARD AND ADMINISTRATION, WELCOME TO EVERYONE WHO IS WITH US TONIGHT AND TO THOSE WHO MAY BE LISTENING AT HOME. THE PURPOSE OF THE MEETING IS FOR THE BOARD TO DELIBERATE AND VOTE ON MATTERS LISTED ON THE AGENDA, AND AS ALWAYS, WE ARE COMMITTED TO ENSURING A RESPECTFUL AND CONSTRUCTIVE ENVIRONMENT AND EXPECT THE SAME COURTESY IN RETURN. PLEASE REFRAIN FROM OUTBURSTS OR DISRUPTIVE BEHAVIOR, AND APPLAUSE IS ALWAYS WELCOME FOR THOSE BEING RECOGNIZED DURING THE SUPERINTENDENT'S REPORT. DURING EVERY MEETING, THERE'S AN OPPORTUNITY FOR PUBLIC COMMENT, AND WE HAVE 5 SPEAKERS SIGNED UP TONIGHT. I WILL PROVIDE FURTHER INSTRUCTIONS WHEN WE REACH THAT PORTION OF THE AGENDA. YOU ARE WELCOME TO STAY FOR THE ENTIRE OPEN MEETING TO LISTEN TO THE BOARD. IF YOU DECIDE TO LEAVE EARLY, PLEASE DO SO, QUIETLY AND TAKE YOUR CONVERSATIONS OUTSIDE. 
          AND AS ALWAYS, IF YOU HAVE QUESTIONS OR FEEDBACK ABOUT AN ITEM DISCUSSED TONIGHT, PLEASE FEEL FREE TO SEND AN EMAIL TO THE BOARD AT TRUSTEES@EANESISD.NET. 
          THANK YOU FOR YOUR PRESENCE TONIGHT AND FOR YOUR CONTINUED INTEREST IN SUPPORTING OUR COMMUNITY AND OUR SCHOOLS. WE ARE GOING TO BEGIN OUR AGENDA WITH EANES ISD MISSION STATEMENT, WHICH IS UP ON THE SCREEN. IT SAYS, UNITE, EMPOWER, INSPIRE EVERY PERSON EVERY DAY. 
          WE UNITE OUR COMMUNITY THROUGH RESPECTFUL RELATIONSHIPS, CREATING A SENSE OF WELL-BEING FOR ALL. WE EMPOWER STUDENTS, PROVIDING AN EXEMPLARY EDUCATION THAT DEVELOPS CURIOSITY, CREATIVITY, AND INDIVIDUAL TALENTS. WE INSPIRE EACH OTHER TO LEAD PURPOSEFUL LIVES WITH EMPATHY, GRATITUDE, AND COMPASSION. ALL RIGHT, AND WITH THAT, WE WILL NEXT GO TO OUR PLEDGE OF ALLEGIANCE. I BELIEVE WE HAVE A GUEST WITH US TONIGHT TO LEAD US IN THE PLEDGE OF ALLEGIANCE. 
          THAT'S LYLE STUDER. LYLE IS A FOURTH GRADER AT BARTON CREEK, AND HIS HOBBIES ARE TRAINS, SOCCER, AND CHOIR. 
          OKAY. 
          I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. 
          [5. 
SUPERINTENDENT'S REPORT
]
WE WILL NOW MOVE ON TO ITEM 5 IN OUR AGENDA, WHICH IS THE SUPERINTENDENT'S REPORT, AND MR. KOENNECKE. 
          WELCOME EVERYBODY. THANK YOU. 
          YOU KNOW, ONE OF THE BEST PARTS OF MY DAY, IS WHEN I GET TO VISIT A CAMPUS AND SPEND SOME TIME. RECENTLY I GOT TO SEE SOME EARLY MORNING VOLLEYBALL PRACTICE, AT WEST RIDGE MIDDLE SCHOOL. I GOT TO HELP SOME STUDENTS WRITE LETTERS ABOUT FLAT STANLEY AT, BARTON CREEK, AND THAT WAS A LOT OF FUN. AND TODAY, THIS MORNING, I HAVE TO VISIT AN EPIC COLLEGE FAIR AT WESTLAKE HIGH SCHOOL, WHERE WE HAD MANY, MANY COLLEGES AND UNIVERSITIES FROM AROUND THE COUNTRY, REPRESENTED, AND OUR STUDENTS GOT TO INTERACT, INDIVIDUALLY TO KIND OF PERSONALIZE THEIR PLANS FOR THE FUTURE. THAT WAS A GREAT EVENT THIS MORNING AT THE HIGH SCHOOL. REALLY PROUD OF AN ARTWORK PROJECT THAT SOME OF YOU MAY HAVE SEEN, THAT HAPPENED. LAST YEAR, WATER DISTRICT 10 HELD A YOUNG ARTIST ART COMPETITION, AND THEY INVITED EANES ISD STUDENTS TO CREATE ARTWORK DEPICTING WHAT WATER CONSERVATION LOOKS LIKE THROUGH THEIR EYES. A GREAT STEAM PROJECT. 18 OF OUR TALENTED YOUNG ARTISTS WERE SELECTED TO HAVE THEIR WORK FEATURED ON THE ACTUAL WATER TOWER FOR WATER DISTRICT 10'S STORAGE TANK, AND, WE WERE ABLE TO SEE THAT RIBBON CUTTING YESTERDAY IN THE LATE AFTERNOON. THERE WAS A GREAT TURNOUT FROM THE COMMUNITY, INCLUDING SOME TRUSTEES AND SOME OF OUR LEADERS FROM THE DISTRICT. I WANT TO THANK OUR FORMER ASSISTANT SUPERINTENDENT, MOLLY MAY, FOR SOME OF THE WORK THAT SHE DID TO BRING THAT PROJECT TOGETHER. 
          IT WAS WONDERFUL TO SEE THE ART, AND IT'LL BE DISPLAYED FOR SOME TIME. SO, IF YOU GET A CHANCE TO DRIVE OVER THERE, PLEASE CHECK IT OUT. I WANT TO THANK OUR PARTNERS AT THE ROTARY, WHO CONTINUE TO SUPPORT OUR STAFF WITH 
          [00:05:02]
EDUCATOR OF THE MONTH GIFTS. 
          THIS IS JUST ANOTHER WAY TO LET OUR STAFF KNOW HOW MUCH THEY'RE APPRECIATED WITH OUR PARTNERS. THEY SHOW UP FOR OUR STUDENTS DAY IN AND DAY OUT, AND WE JUST RECENTLY GOT TO CELEBRATE ONE OF OUR TEACHERS AT CEDAR CREEK ELEMENTARY, AND THAT'LL CONTINUE THROUGHOUT THE YEAR. 
          ALSO, ANOTHER VALUABLE PARTNER, AS YOU ALL KNOW, IS THE EANES EDUCATION FOUNDATION. THEY'RE WORKING ON SOME REALLY EXCITING THINGS THIS YEAR, ESPECIALLY WITH OUR ALUMNI AND EXPANDING THE EANES LEGENDS LUNCHEON, WHICH WILL BE COMING UP ON OCTOBER 15TH. THIS EVENT WILL RECOGNIZE INDIVIDUALS WHO HAVE MADE A LASTING IMPACT ON EANES ISD, DEDICATED EDUCATORS, DISTINGUISHED ALUMNI, VOLUNTEERS, AND COMMUNITY LEADERS. WE'RE REALLY LOOKING FORWARD TO SEEING HOW THESE PEOPLE HAVE HELPED SHAPED OUR SCHOOLS AND INSPIRED GENERATIONAL, WORK IN OUR COMMUNITY OVER TIME. 
          SO, IF YOU GET A CHANCE TO ATTEND THAT SPECIAL EVENT, IT'S COMING UP, AND I CAN TELL YOU THERE'LL BE SOME EXCITING, NEWS ABOUT THAT EVENT SOON, INCLUDING THE KICKOFF OF OUR NEW ALUMNI MAGAZINE, AND ITS FIRST ANNUAL EDITION COMING SOON, SO, STAY TUNED. THANK YOU. 
          [6. 
OPEN FORUM
]
ALL RIGHT, THANK YOU, KIRK. IT IS NOW TIME FOR THE OPEN FORUM PORTION OF OUR MEETING, AND WE DO HAVE FIVE SPEAKERS WHO ARE SIGNED, SIGNED UP TO SPEAK TONIGHT ABOUT AN ITEM ON THE AGENDA. 
          EACH SPEAKER WILL HAVE THREE MINUTES TO ADDRESS THE BOARD. 
          PLEASE WATCH THE TIMER ON THE SCREEN. WHEN YOUR TIME IS UP, FINISH YOUR SENTENCE AND STOP. 
          IF YOU DON'T FINISH YOUR PREPARED MARKS, YOU ARE WELCOME TO EMAIL THOSE, YOUR FULL COMMENTS TO TRUSTEES@EANESISD.NET. WHEN SPEAKING, PLEASE DIRECT YOUR COMMENTS TO THE BOARD, NOT THE AUDIENCE OR OTHERS. 
          TEXAS GOVERNMENT CODE SECTION 551 PROHIBITS DISRUPTION OF BOARD MEETINGS, SO, WE ASK THAT REACTIONS TO COMMENTS REMAIN BRIEF AND RESPECTFUL. IF YOU WISH TO NAME A DISTRICT EMPLOYEE IN A COMPLAINT, PLEASE NOTE THAT THE BOARD MUST HEAR SUCH COMPLAINTS IN CLOSED SESSION AS REQUIRED BY TEXAS GOVERNMENT CODE SECTION 551. THE BOARD CANNOT DELIBERATE OR RESPOND TO COMMENTS ON TOPICS NOT LISTED ON THE AGENDA PER TEXAS LAW. 
          THIS IS OUR TIME TO LISTEN AND NOT TO REACT OR ENGAGE. CLARIFYING INFORMATION MAY BE PROVIDED BY THE SUPERINTENDENT IF NECESSARY. PLEASE ALSO NOTE THAT THIS PORTION OF THE MEETING IS BEING RECORDED AND WILL BE PUBLISHED ON THE DISTRICT'S WEBSITE WITHOUT ALTERATION. 
          BY SPEAKING, YOU CONSENT TO ITS PUBLICATION. AND THANK YOU FOR TAKING THE TIME TO SHARE YOUR THOUGHTS, AND WE ARE READY FOR TONIGHT'S FIRST SPEAKERS. I WILL CALL 2 SPEAKERS AT A TIME SO, YOU ARE ABLE TO LINE UP. AND FIRST WE HAVE ASHLEY PHILLIPS, AND NEXT AARON PHILLIPS. I DIDN'T THINK THAT PART THROUGH, DID I? HI, I'M ASHLEY PHILLIPS. AS YOU KNOW, I'VE BEEN COLLECTING SIGNATURES AND ASKING YOU TO ENACT DISTRICT POLICY UPHOLDING THE RIGHTS AND PROTECTIONS GUARANTEED IN SECTION 504 AND IDEA. YOU MAY HAVE BEEN UNDER THE IMPRESSION THAT ONCE YOU FINALLY ISSUED A NO, I WOULD ACCEPT THAT AND MOVE ON, BUT AS A DOUBLE VIRGO WITH ADHD, THAT SIMPLY IS NOT IN MY WHEELHOUSE, ESPECIALLY WHEN IT COMES TO ADVOCATING FOR MY CHILD AND COMMUNITY. 
          SO, I'M HERE TO ASK YOU PUBLICLY TO RECONSIDER. I'M ASKING BECAUSE THE DEPARTMENT OF EDUCATION HAS BEEN DECIMATED AND HAS ANNOUNCED THEY WILL BE MOVING OSERS TO HHS. OSERS, AMONG OTHER THINGS, IS RESPONSIBLE FOR ENSURING SCHOOLS FOLLOW IDEA, WHICH GIVES DISABLED STUDENTS THE RIGHT TO A FREE PUBLIC EDUCATION THAT FITS THEIR NEEDS. OBVIOUSLY, IT'S CONCERNING TO PLACE THIS RESPONSIBILITY IN THE HANDS OF A DEPARTMENT RUN BY SOMEONE WHO OPENLY ESPOUSES ABLEIST AND EUGENICIST IDEALS. 
          ADDITIONALLY, THE DEPARTMENT OF EDUCATION IS MOVING THE OFFICE OF CIVIL RIGHTS TO THE DOJ, THE VERY SAME DOJ THAT ISSUED A MEMO STATING THEY NO LONGER RECOGNIZE THE INTEGRATION MANDATE OF SECTION 504 AS A LEGAL PROTECTION FOR DISABLED PEOPLE. 
          SIMULTANEOUSLY, OUR STATE IS LEADING A LAWSUIT, TEXAS V. 
          KENNEDY, ALSO ATTACKING THE INTEGRATION MANDATE OF SECTION 504, WHICH GUARANTEES THE RIGHT OF DISABLED PEOPLE TO LIVE, WORK, GO TO SCHOOL, AND RECEIVE SERVICES AND CARE IN THEIR OWN COMMUNITIES INSTEAD OF BEING INSTITUTIONALIZED. 
          TO SUMMARIZE, OUR STATE AND FEDERAL GOVERNMENTS ARE LEGALLY CHALLENGING THE EXISTENCE OF THESE RIGHTS WHILE SYNCHRONOUSLY PUTTING THE DEPARTMENTS THAT OVERSEE AND ENSURE THESE RIGHTS INTO THE HANDS OF THOSE THAT DON'T BELIEVE IN THEIR VALIDITY. YOU HAVE 2 CHOICES BEFORE YOU. ONE CHOICE, OF COURSE, IS TO CONTINUE TO SAY NO, TO SIT BY AND WATCH THIS HAPPEN WHILE DOING NOTHING WITHIN THE POWER GIVEN TO YOU BY THIS COMMUNITY TO PROTECT THE RIGHTS OF APPROXIMATELY 33% OF THE STUDENT POPULATION YOU WERE SELECTED TO SERVE. SHOWING FAMILIES LIKE MINE THAT, WHEN IT COMES DOWN TO IT, YOUR COMMITMENT TO DISABLED STUDENTS IS A VALUE YOU MAY HOLD MORE IN THEORY THAN IN PRACTICE. YOUR OTHER CHOICE, THE ONE I AM BEGGING YOU TO MAKE, IS TO SAY YES, TO ALIGN YOURSELVES WITH THE RIGHT SIDE OF HISTORY AND BUILD A LEGACY TO BE PROUD OF. 
          IN A TIME WHERE DISTRICTS ACROSS THE COUNTRY ARE MAKING HEADLINES FOR REDUCING OR CUTTING SERVICES, EANES CAN AND SHOULD BE MAKING HISTORY BY PROTECTING THEM. THIS IS A 
          [00:10:01]
TANGIBLE WAY TO SHOW OUR FAMILIES THAT COME WHAT MAY, EVERY STUDENT HAS A HOME HERE. 
          THIS WOULD SERVE AS PROOF THAT OUR DISTRICT IS TRULY COMMITTED TO THE DISABLED COMMUNITY IT SERVES, NOT JUST BECAUSE THE LAW REQUIRES IT, BUT BECAUSE YOU'RE HONORED TO HAVE THE OPPORTUNITY TO DO SO. I'LL CLOSE WITH A QUOTE FROM OUR CURRENT PRESIDENT, WHO DURING THEIR CAMPAIGN, WHEN ASKED IF THEY WOULD COMMIT TO DOING THIS IF ELECTED, RESPONDED YES WITHOUT HESITATION. THE RIGHTS AND PROTECTIONS GUARANTEED UNDER SECTION 504 AND IDEA ARE NOT JUST LEGAL REQUIREMENTS, THEY REFLECT OUR VALUES AS A DISTRICT. SO, DO THEY? THANK YOU. 
          THANK YOU. NOW WE HAVE AARON AND THEN EZRA PHILLIPS. 
          GOOD EVENING. MY NAME IS AARON PHILLIPS. ASHLEY CLOSED BY ASKING IF CATHERINE'S STATEMENTS REGARDING THE VALUES OF THIS DISTRICT ARE STILL TRUE. THAT'S A VERY, THERE'S A VERY PRACTICAL WAY TO ANSWER THAT QUESTION. LOOK AT WHAT HAS AND HAS NOT HAPPENED. AT THE ACCESSIBLE EDUCATION CANDIDATE FORUM, CATHERINE AND JOHN BOTH COMMITTED TO MOVING FORWARD A PROPOSAL PUTTING THE AFOREMENTIONED PROTECTIONS INTO DISTRICT POLICY. 
          CATHERINE WENT FURTHER DURING HER FORUM ANSWER. SHE SAID SHE WOULD DO IT, IN HER WORDS, WITHOUT HESITATION, WITHIN 30 DAYS OF TAKING OFFICE. SHE LATER PUT THAT WITHOUT HESITATION COMMITMENT IN WRITING. THAT WAS 16 MONTHS AGO. THERE HAS BEEN NO PROPOSAL, NO VOTE, AND OUR EMAILS AND REQUESTS TO MEET HAVE BEEN UNANSWERED, DISMISSED, OR REDIRECTED TO NON-DECISION MAKERS. NOT EXACTLY REASSURING BEHAVIOR FOR FAMILIES WHOSE CHILDREN ARE ACTIVELY FACING THE EROSION OCCURRING AROUND THEIR ACCESS TO EDUCATION. SO, GIVEN THE BOARD MEMBERS' DIFFICULTY OF FINDING TIME TO RESPOND OR MEET, I THOUGHT MAYBE YOU ALL JUST HADN'T HAD TIME TO LEARN ABOUT THE POWER OF YOUR POSITIONS YOU HOLD. 
          SO, I DECIDED TO BE A GOOD TEAMMATE AND DO SOME READING. 
          I'M HAPPY TO INFORM YOU THAT THERE'S A STRAIGHTFORWARD WAY FOR YOU TO KEEP YOUR WORD. THE BOARD'S OWN OPERATING PROCEDURES SAY THAT ANY 2 TRUSTEES MAY REQUEST AN ITEM FOR A FUTURE AGENDA. CATHERINE AND JOHN, YOU ARE 2 TRUSTEES. 
          YOU ARE ALSO THE PRESIDENT AND VICE PRESIDENT, RESPECTIVELY, AND BOTH OF YOU SERVE ON THE EXECUTIVE COMMITTEE THAT APPROVES PRELIMINARY AGENDAS. 
          SO, THE QUESTION ISN'T CAN YOU BRING THIS FORWARD, BUT INSTEAD, AFTER 16 MONTHS, WHY HAVEN'T YOU? I DON'T KNOW WHETHER SOME MEMBERS OF THIS BOARD ARE PRIVATELY AGAINST THIS PROPOSAL, BUT IF THERE IS OPPOSITION, LET THE COMMUNITY HEAR IT. PUT IT ON THE AGENDA, HAVE THE DISCUSSION IN PUBLIC, AND VOTE. IF TRUSTEES OPPOSE IT, EXPLAIN WHY. IF POSITIONS HAVE CHANGED SINCE THE CAMPAIGN, EXPLAIN WHAT CHANGED. IF THERE'S ANOTHER REASON THIS COMMITMENT HAS GONE UNFULFILLED, TELL US WHAT IT IS. WHAT WE CAN ALLOW FOR IS THE AVOIDANCE OF THE VOTE BECOMING A SUBSTITUTE FOR TAKING A POSITION. 
          FOR ALL THE DISCUSSION OF LEADERSHIP THAT TAKES PLACE IN THIS ROOM, THIS IS AN OPPORTUNITY TO DEMONSTRATE WHAT THAT LOOKS LIKE. LEADERSHIP DOES NOT REQUIRE UNANIMOUS AGREEMENT. 
          IT REQUIRES BEING WILLING TO HAVE THE DIFFICULT CONVERSATION, STATE YOUR POSITION, AND PUT YOUR NAME BEHIND IT. FAMILIES OF STUDENTS WITH DISABILITIES DESERVE THAT CLARITY. 
          CATHERINE, YOU SAID YOU WOULD DO THIS WITHOUT HESITATION. 16 MONTHS FEELS A LITTLE MORE THAN HESITATION. BRING IT FORWARD, DISCUSS IT PUBLICLY, AND HAVE A VOTE. 
          THANK YOU. NOW WE HAVE EZRA PHILLIPS, AND THEN AFTER EZRA WE HAVE SAMAR AHMED. 
          HI, I'M EZRA PHILLIPS, AND I AM IN FOURTH GRADE. PLEASE USE YOUR POWER TO PROTECT SECTION 504. IF NOT, YOU ARE NOT TREATING US WITH RESPECT. YOU ARE TREATING US LIKE, LIKE THE TREAT THE MUTANTS IN X-MEN, BUT YOU SHOULD KNOW THAT HUMANS AND MUTANTS ARE THE SAME. THANK YOU. 
          THANK YOU, PHILLIPS FAMILY. 
          NOW WE HAVE SAMAR AHMED AND VIVIAN BALOO. 
          [00:15:02]
HI, I AM SAMAR AHMED, AND I AM EZRA'S FRIEND. AS YOU KNOW, PUBLIC MEANS SHARED BY ALL PEOPLE. SO, I AM HERE TO ASK YOU TO GUARANTEE ACCESSIBILITY, ACCESSIBLE EDUCATION FOR ALL OF OUR FRIENDS IN OUR PUBLIC SCHOOLS. THANK YOU FOR YOUR TIME. 
          THANK YOU, SAMAR. AND LAST, WE HAVE VIVIAN BALLOU. IS VIVIAN HERE? NO? ALL RIGHT. IF SHE SHOWS UP, WE'RE HAPPY TO HAVE HER COME. ALL RIGHT, THANK YOU. WE WILL NOW MOVE TO THE REPORTS SECTION OF OUR MEETING TONIGHT, AND THERE ARE FIVE TOPICS 
          [7.1 Board Committee reports: Legislative, BAC, and Vision Team]
ON OUR AGENDA. THE FIRST ONE IS BOARD COMMITTEE REPORT, AND SO, WE HAD THREE BOARD COMMITTEES MEET OVER THE COURSE SINCE OUR LAST BOARD MEETING. 
          FIRST, WE HAD LEGISLATIVE, WHICH, THE MEMBERS OF THAT ARE JOHN TROY, DIANE HERN, AND JENNIFER BLACKMAN. 
          NEXT, WE HAD OUR BOND ADVISORY COMMITTEE, AND THE EX OFFICIO MEMBERS OF THAT COMMITTEE ARE DIANE HERN AND KATE IVERS. AND LASTLY, THE VISION TEAM, AND EX OFFICIO MEMBERS OF THAT COMMITTEE ARE JOHN TROY AND JENNIFER BLACKMAN. 
          WELL, GOOD EVENING. I'LL GIVE A QUICK UPDATE ON THE LEGISLATIVE COMMITTEE THEN. SO, DIANE, JENNIFER, AND I, WE HAVE, BEEN WORKING WITH OUR, OUR GREAT COMMUNITY. SO, ONE OF THE NICE THINGS ABOUT LIVING IN EANES IS THAT WE HAVE A VERY STRONG COMMUNITY, AND THAT MANY OF THEM ARE ALSO CONNECTED WITH THE LEGISLATURE, GIVEN HOW CLOSE WE ARE. SO, WE HAVE A VERY, TALENTED, GROUP OF COMMUNITY MEMBERS WHO ALSO CARE DEEPLY ABOUT EANES, AND SERVING THIS DISTRICT, AND TRYING TO HELP OUT. SO, NO ONE IS A STRANGER TO THE FACT THAT EANES HAS BEEN WRESTLING WITH SOME FINANCIAL CHALLENGES, AND THAT, WE ARE CURRENTLY NOT FUNDED AT THE LEVEL WE THINK, WE NEED TO BE FUNDED AT. AND THAT, AS A LEGISLATIVE COMMITTEE, ONE OF THE THINGS THAT WE HAVE BEEN VERY FOCUSED ON IS, ADVOCATING FOR ADDITIONAL FUNDS FOR EANES. AND SO, WHAT WE HAVE DONE, THROUGH PARTNERSHIP WITH SOME OF OUR LOCAL COMMUNITY MEMBERS, IS, DEVELOPED A LIST OF 10 POTENTIAL IDEAS, EACH OF WHICH WOULD BRING ADDITIONAL FUNDING TO EANES. SOME OF THEM ARE FOR, FUNDING THE FULL COST, FOR EXAMPLE, OF, THE EVALUATION FOR SPECIAL EDUCATION NEEDS. 
          ANOTHER ONE IS LAUNCHING A FINE ARTS ALLOTMENT FOR THE FIRST TIME. WE'RE LOOKING AT ADDITIONAL FUNDING FOR SAFETY AND SECURITY, FOR CTE, FOR ADDITIONAL FUNDING FOR MID-SIZED SCHOOL DISTRICTS. 
          AND SO, WE'VE BEEN BRAINSTORMING IDEAS THAT WE COULD COME UP WITH IN PARTNERSHIP WITH OUR COMMUNITY MEMBERS TO SEE HOW WE COULD BRING ADDITIONAL FUNDING TO EANES. 
          AND NOW, OUR PLAN IS TO, SPEND THE FALL TALKING WITH FOLKS CONNECTED TO THE LEGISLATURE, LEGISLATORS THEMSELVES, STAFFERS, OTHERS, WHO HAVE RELATIONSHIPS, TO BASICALLY DISCUSS THESE IDEAS AND SEE WHICH IDEAS HAVE THE MOST, MOMENTUM. WHERE DO WE THINK WE ARE LIKELY, TO BE ABLE TO FIND OTHERS WHO ALSO SHARE THESE IDEAS AND WHO WOULD GET ON BOARD WITH THEM, SO, THAT WE CAN HOPEFULLY BUILD A COALITION AROUND IDEAS. AND SO, THE PLAN IS TO TAKE THESE 10 IDEAS, AND NARROW IT DOWN TO THE 3 TO 5 THAT HAVE THE MOST MOMENTUM, WHERE WE THINK THEY ARE MOST LIKELY TO BE ABLE TO GET ACROSS THE FINISH LINE WITH BOTH THE SENATE AND THE HOUSE AND BE SIGNED BY THE GOVERNOR. AND SO, RIGHT NOW, WE HAVE THAT LIST OF 10 WORKING TO NARROW IT DOWN TO 3 TO 5, AND THEN WE'LL BRING THAT BACK TO THE BOARD, IN DECEMBER, WHERE WE WOULD ACTUALLY GO THROUGH EACH OF THE 3 TO 5 THAT ROSE TO THE TOP, AND UH, THE BOARD WOULD HAVE A OPPORTUNITY TO DISCUSS THOSE AND THEN VOTE TO APPROVE AN OFFICIAL, DOCUMENT THAT WOULD REPRESENT THE BOARD'S LEGISLATIVE PRIORITIES, FOR THE UPCOMING SESSION THAT LAUNCHES IN JANUARY. SO, THAT'S A LITTLE BIT OF AN UPDATE, IF DIANE OR JENNIFER WOULD LIKE TO ADD ANY MORE, THAT'S A LITTLE BIT ON WHAT WE'VE BEEN UP TO. 
          ALL RIGHT. THANKS, JOHN. 
          THANK YOU. 
          ANYONE WOULD LIKE TO TALK ABOUT THE BOND ADVISORY COMMITTEE, DIANE OR KATE? I'LL GO AHEAD AND SAY A FEW WORDS HERE. THANK YOU. THE BOND ADVISORY COMMITTEE MET BACK ON SEPTEMBER 7TH FOR THE FIRST TIME AS A FULL GROUP IN THE LIBRARY OF THE HIGH SCHOOL. WE HAD A, A FULL ROOM. ONLY A FEW PEOPLE WERE ABSENT FROM THAT MEETING, AND YOU ALL HAVE MET DR. 
          LIZZIE JOHNSON, WHO CAME TO THE BOARD AND SHARED WITH US A LITTLE BIT OF INSIGHT INTO HOW THESE WOULD PROCEED THROUGH THE FALL. SO, THE KICKOFF WAS, IT WAS A GOOD ONE. WE HAD MR. KOENNECKE OPEN UP THE MEETING AND TALK ABOUT THE FACT THAT WE ARE TO KEEP FIRST AND HELP SET THE VISION FOR THE TEAM OVER THE COURSE OF THIS FALL 
          [00:20:01]
AND WHAT OUR GOAL IS. 
          BUT HE ALSO STRESSED DURING THAT MEETING THAT THERE IS NO BOND YET. THE BOND IS TO COME FROM THE COMMITTEE BECAUSE, AS YOU ALL KNOW, THERE IS A LOT OF TALK WITHIN THE COMMUNITY, AND YOU KNOW, DESPITE PREVIOUS WORK, THE, THIS COMMITTEE IS HERE TO REALLY TAKE UP EVERYTHING ANEW AND FIGURE OUT WHAT THEY FEEL COMFORTABLE WITH BRINGING TO THE BOARD. 
          DR. JOHNSON SET SOME GROUND RULES ON HOW THE, HOW THE MEETINGS MIGHT RUN EFFICIENTLY OVER THE COURSE OF, YOU KNOW, THESE NEXT 5 MEETINGS, AND WE DID SEE AFTER THE MEETING THAT THERE WAS REALLY GOOD FOLLOW-UP AND AN OPENNESS BY DR. JOHNSON TO HEAR FROM EVERYONE IN THE ROOM, GET QUESTIONS ANSWERED, HAVE A SANDBOX, AND DESPITE THE FACT THAT WE'RE TRYING TO KEEP THESE MEETINGS EFFICIENT AND THERE ISN'T TIME TO TALK ABOUT EVERY SINGLE THING IN THE MEETING, THERE IS OPPORTUNITY TO SUBMIT QUESTIONS AND GET THEM ANSWERED. THERE WERE ALSO, PRESENTATIONS BY OUR CFO, WHO GAVE A SCHOOL FINANCE 101 PRESENTATION. WE HAD, MIGUEL GARCIA, WHO, AND, DR. SAILORS ALSO, WHO SPOKE ABOUT THE BOND FROM 2023, AND THAT WILL BE PRESENTED HERE TONIGHT. AND I THINK JUST TO WRAP IT UP, I'LL SAY THAT THERE'S ANOTHER MEETING TOMORROW. SO, THERE'S A HUGE DEBRIEFING, I KNOW, WITHIN ADMINISTRATION AFTER THE MEETING TO, YOU KNOW, REFLECT AND SEE, YOU KNOW, HOW THINGS WENT, AND ENCOURAGED BY THAT AND, LOOK FORWARD TO TOMORROW'S MEETING. THERE WILL BE TOURS, I THINK, GOING ON THROUGHOUT THE FALL. ONE WILL BE, PARTIALLY OF THE HIGH SCHOOL TOMORROW NIGHT BEFORE THE MEETING. 
          ALL RIGHT, THANK YOU, DIANE. 
          AND THEN LAST, WE HAVE, THE VISION TEAM, AND THAT'S JOHN TROY AND JENNIFER BLACKMAN. OKAY, SO, UNLIKE THE OTHER TWO COMMITTEES, THE VISION TEAM IS NOT SELF-CONTAINED IN THAT IT IS A COMPONENT OF A LARGER STRATEGIC PLANNING COMMITTEE. AND, THE VISION PART OF THAT COMMITTEE MET ON AUGUST 27TH. AND WHAT WAS ESPECIALLY PROFOUND TO ME IS THAT IN THIS VERY ROOM, WHICH IS WHERE WE MET, WERE MEMBERS OF THIS COMMUNITY REPRESENTING ALL THE CAMPUSES, DIFFERENT ENDS OF ANY SPECTRUMS OUT THERE. IT WAS REALLY A, A MELTING POT, IF YOU WILL, OF COMMUNITY VOICES IN ONE ROOM. THERE WAS, OUR OFTEN-USED WORD, ROBUST DIALOGUE HAPPENING, A GOOD EXCHANGE, THOUGHTFUL EXCHANGE. THERE WERE POSTERS UP WHERE WE WERE, JUST GENERATING IDEAS, IN REAL TIME. I JUST BRING THAT UP BECAUSE, SYMBOLICALLY, WHEN THE MEETING CONCLUDED, THERE WAS A, VERY DRAMATIC THUNDERSTORM, AND IT WAS ALMOST A VERY CATHARTIC EXPERIENCE AFTER WHAT WE HAD ALL KIND OF EXPERIENCED IN THIS ROOM TOGETHER. BUT, I WAS NOT, I GUESS I WAS NOT INITIALLY PREPARED FOR THE DYNAMICS NECESSARILY AND THE TASKS THAT AS THEY PLAYED OUT THAT NIGHT, BUT HAVING SINCE HAD MY OWN VISION CORRECTED AND THE PURPOSE AND THE FUNCTION OF WHAT THE VISION COMMITTEE DOES, I THINK IT MAKES A LOT OF SENSE. AND JUST TO, YOU KNOW, CLARIFY FOR ANY MISCONCEPTIONS OUT THERE, WHEN THE VISION COMMITTEE MEETS, IT IS ONE COMPONENT OF THIS LARGER STRATEGIC PLANNING COMMITTEE, AND OUR JOB IS TO TAKE THE JOB OF THE COMMITTEE, OF THE VISION COMMITTEE, IS TO SYNTHESIZE THE IDEAS THAT ARE, GENERATED IN THESE OTHER MEETINGS TO HEAR, BECAUSE THOSE OTHER MEETINGS ARE OUT THERE, THOSE OTHER COMMITTEES ARE OUT THERE SYNTHESIZING, THE VOICES OF THE COMMUNITY, WHETHER IT'S FOCUS GROUPS AT SCHOOL OR, IN DIFFERENT SEGMENTS OF OUR POPULATION. AND THEN WE ARE GETTING ALL OF THIS INFORMATION AND ABLE TO, LOOK AT IT TOGETHER, EVALUATE IT, AND, SYNTHESIZE IT FROM THERE. I'LL LET JOHN SUMMARIZE IT PERHAPS MORE ELOQUENTLY. 
          ALL RIGHT, AND THANK YOU AGAIN, BOARD. JUST FOR ANYONE IN THE AUDIENCE, EACH OF OUR TRUSTEES HAS, EITHER AN OFFICIAL POSITION ON A COMMITTEE OR AN EX OFFICIO POSITION, AND SO, THE INTENT HERE IS THAT THEY ARE ABLE TO REPORT BACK TO YOU ALL ABOUT ALL OF THE BIG THINGS THAT ARE HAPPENING IN THE DISTRICT AT THIS TIME, BECAUSE IT'S A DIFFERENT, LEVEL OF INTENSITY THAN MAYBE WE'VE BEEN USED TO, AND I THINK AT A MORE RAPID, ASSERTIVE PACE THAN PERHAPS THE DISTRICT HAS EXPERIENCED IN A WHILE. SO, THANK YOU SO, MUCH FOR THAT. WE WILL NOW MOVE 
          [7.2 Bond Advisory Committee update]
ON TO ITEM 7.2, WHICH IS THE BOND ADVISORY COMMITTEE UPDATE, AND PRESENTING THAT THIS IS OUR ASSISTANT SUPERINTENDENT OF OPERATIONS AND TECHNOLOGY, DR. KRISTY SAILORS. 
          [00:25:04]
SO JUST TO RESTATE WHAT WE HEARD FROM, DIANE A MOMENT AGO, TRUSTEES, AND I THINK KRISTY IS GOING TO MAYBE SHARE SOME HIGHLIGHTS FROM, PRIOR BONDS, BUT I WANT TO THANK, DR. 
          SAILORS, AND THE TEAM, INCLUDING, OUR CFO PETE PAPE AND MANY OF THE MEMBERS OF DR. SAILORS' TEAM WHO ARE ON HAND FOR THE BOND ADVISORY COMMITTEE UPDATE. THIS IS A PROCESS WE SHARED IN THE SPRING. WE HAVE CREATED A WEB PAGE THAT HAS SEVERAL UPDATES THAT WE CONTINUE TO UPDATE AS WE GO THROUGH. 
          AND ONE OF THE THINGS I REALLY APPRECIATE THAT DIANE ALLUDED TO IS, THESE MEETINGS DON'T HAPPEN IN A VACUUM. SO, THERE IS A BROAD, SWATH OF COMMUNITY MEMBERS, VERY SAVVY COMMUNITY MEMBERS WHO GATHER, AND THEN THERE'S A FEEDBACK LOOP THAT HAPPENS BEFORE THE NEXT MEETING. SO, WE HAD OUR FIRST MEETING, WE GOT A DUMP OF INFORMATION AND FEEDBACK, WE GOT A LOT OF Q&A, AND DR. 
          SAILORS HELPS MAKE SURE THERE'S A DEBRIEF AFTER EACH MEETING, WITH A LARGE TEAM OF PEOPLE THAT HAPPENS VIRTUALLY, AND THEN IN PERSON, SEVERAL GROUPS ARE WORKING ON SOME THINGS, AND THEN THEY HELP TO ORGANIZE AGAIN THE AGENDA FOR THE NEXT MEETING, AND THEN WE'LL GO THROUGH THAT FEEDBACK LOOP AGAIN. SO, THERE'S A, A NUMBER OF PEOPLE BESIDES JUST THE GROUP FACILITATING THE MEETINGS UNDER DR. JOHNSON THAT OCCUR, AND KRISTY HAS A LARGE ROLE IN THAT, WHICH WE APPRECIATE, AND GETTING THOSE RESOURCES READY FOR EACH MEETING, HER TEAM, TAKES A LARGE SHARE OF THAT WORK. SO, THANK YOU, KRISTY. 
          [7.3 Bond 2023 project update]
OKAY, TONIGHT I'M GOING TO JUST SHARE, SOME BOND, 2023 PROJECT UPDATES. I AM TALKING ABOUT WHAT THE TEAM DOES, SO, JUST UPDATING ON WHAT THEY HAVE ACCOMPLISHED OVER THE LAST YEAR, AND I'M GOING TO HIGHLIGHT SOME OF THE WORK. YES. 
          JUST AS A PREMISE, AGAIN, I DIDN'T SAY THIS, AND I SHOULD HAVE. THIS IS SOMETHING THAT THE BOND ADVISORY COMMITTEE SAW DURING MEETING ONE THAT WE THINK IS ALSO IMPORTANT FOR THE GENERAL PUBLIC TO UNDERSTAND FROM A PRIOR BOND PROJECT THAT WE WOULD CALL A MAINTENANCE AND OPERATIONS BOND PROJECT. 
          THANK YOU. OKAY, THESE ARE SOME OF THE PROJECTS I'M GOING TO TALK ABOUT. THE DOLLAR AMOUNTS THAT YOU SEE AT THE TOP ARE THE AMOUNTS THAT WERE ALLOTTED ON BOND 2023 FOR BOTH OF THOSE DEPARTMENTS. THAT IS TO COVER ALL OF THE WORK FOR BOTH THE MAINTENANCE AND OPERATIONS SIDE OF THE HOUSE. 
          SO, TECHNOLOGY RECEIVED 35 MILLION TO DO ALL OF THE PROJECTS, TO COVER ALL OF THE EXPENDITURES FOR THAT DEPARTMENT, AND THEN THE 96 MILLION WAS TO COVER ALL OF THE EXPENDITURES FOR THE MAINTENANCE AND OPERATIONS SIDE OF THE HOUSE. SO, THAT'S EVERYTHING THAT WE HAVE TO WORK WITH FROM THE 2023 BOND, AND THOSE DOLLAR AMOUNTS HAVE TO LAST FOR 5-YEARS, IS WHAT WE ESTIMATE FOR, OR UNTIL THERE IS ANOTHER BOND, IF THERE IS ANOTHER BOND. SO, EVERYTHING THAT WE HAVE TO DO HAS TO BE PROJECTED OUT FOR 5-YEARS FOR OUR EXPENDITURES. OKAY, SO, THE FIRST PROJECTS THAT WE WANTED TO TALK ABOUT ARE OUR CONSTRUCTION PROJECTS. WE DID THE LEARNING CENTER, WHICH WE REMODELED THE FORMER CENTRAL ADMINISTRATION BUILDING, 601 CAMP CRAFT. WE ADDED CLASSROOMS FOR THE TLC, THE LEARNING CENTER STUDENTS. WE ADDED A DEDICATED SCIENCE CLASSROOM, WE ADDED A DEDICATED ART CLASSROOM, AND WE CREATED A LARGE COMMON SPACE FOR THEM. 
          THEY WERE VERY HAPPY THERE. WE REMODELED THIS BUILDING THAT YOU'RE ALL SITTING IN, SO, WE MOVED EVERYBODY OVER HERE, AND WE MADE SPACE FOR EVERYBODY THAT WE COULD TO FIT INTO THIS BUILDING, SO, WE'RE VERY PROUD OF THAT. THE ADULT AND TRANSITION SERVICE CENTER, WE REMODELED THE, INSIDE THAT BUILDING, THE OUTSIDE, THE EXTERIOR, THE ENVELOPE IS THE SAME. 
          INSIDE THE ATS BUILDING, WE ADDED THE, THERE'S A PICTURE AT THE BOTTOM THAT IS WITH THE NEW INSIDE LOOKS LIKE. WE ACTUALLY BUILT A SMALL APARTMENT FOR THOSE STUDENTS SO, THEY COULD HAVE A REAL-LIFE SCENARIO TO LEARN REAL LIFE SKILLS, WHICH IS AMAZING. IF YOU HAVEN'T SEEN IT, PLEASE SCHEDULE A TOUR AND GO LOOK. 
          IT'S AMAZING. OOPS, LET ME GO BACK. I'M GOING THE WRONG WAY. 
          YOU JUST SAW EVERYTHING. I'M DONE TALKING. NO. WE ALSO DID SOLAR INSTALLATIONS AT ALL OF THE CAMPUSES THAT COULD SUPPORT SOLAR PANELS. WE GET QUESTIONS ALL THE TIME, WHY DON'T YOU HAVE, SOLAR PANELS ON ALL OF OUR FACILITIES? SOME OF OUR ROOFS CANNOT SUPPORT THE SUPPORT SOLAR PANELS. WE DID NOT PUT SOLAR PANELS ON TOP OF THE POOL, FOR OBVIOUS REASONS. SO, WE PUT SOLAR PANELS ON ALL THE FACILITIES THAT WE COULD. WE ARE ALSO FINALIZING THE RESTROOM ADDITION AT FOREST TRAIL ELEMENTARY SCHOOL. WE STARTED THAT OVER SPRING BREAK. IT'S BEEN A LONG SUMMER WITH THAT PROJECT, BUT WE ANTICIPATE THAT THAT'S WRAPPING UP IN OCTOBER. SO, THAT WILL BE AN ADDITIONAL STUDENT RESTROOM, THAT'S ATTACHED TO THE 50S HALLWAY THERE, AT 
          [00:30:03]
FOREST TRAIL. AND FOR WHATEVER REASON, THAT PICTURE IS ANIMATED. SAFETY AND SECURITY UPGRADES. WE DID THIS AT WESTLAKE HIGH SCHOOL AT THE NGC CAFETERIA SECURE VESTIBULE. 
          WE PLACED ALL OF THE WINDOWS AND THE DOORS AT THAT, ENTRANCE AT THE HIGH SCHOOL THIS PAST SUMMER. WE DID THAT RIGHT BEFORE SCHOOL STARTED. WE REPLACED ALL OF THE CAMERAS AND ALL OF THE BADGE ACCESS. WE UPGRADED OUR CAMERA SYSTEM IN SOME OF OUR CLASSROOMS. WE DID ALL OF THE, WE UPGRADED BADGE ACCESS AT SOME OF OUR CAMPUSES AS WELL. AND WE REPLACED ALL OF THE LIGHTNING DETECTION SYSTEMS AT ALL OF THE CAMPUSES EXCEPT EANES ELEMENTARY. EANES ELEMENTARY IS CLOSE ENOUGH TO WESTLAKE HIGH SCHOOL AND OUR STADIUM THAT THEY DON'T REQUIRE THEIR OWN SYSTEM. 
          FOR DISTRICT-WIDE MAINTENANCE, WE WORKED ON ALL OF THE GRASS FIELDS DISTRICT-WIDE. 
          THAT'S SOMETHING THAT WE HAVE TO DO ON A REGULAR BASIS BECAUSE OF THE WEAR AND TEAR ON THE GRASS, AND WITH OUR RENTALS, WITH OUR STUDENTS, IT'S JUST SOMETHING THAT WE DO ON A CYCLICAL BASIS. WE KNOW IT, WE PLAN FOR IT, WE PROJECT FOR IT. WE ALSO UPGRADED ALL OF THE ELEMENTARY PLAYGROUNDS. 
          THE ONE IN THE PICTURE IS THE CEDAR CREEK ELEMENTARY PLAYGROUND. IF YOU HAVEN'T SEEN IT, YOU NEED TO GO SEE IT. THE GUYS ARE VERY PROUD OF IT. IT LOOKS AMAZING. I THINK THE CAMPUS IS AS PLEASED. WE UPGRADED PRACTICE FIELDS 1, 02, AND 3 AT WESTLAKE HIGH SCHOOL AS WELL. THE BASEBALL INFIELD WAS REPLACED. WE DID A LOT OF WORK AT BASEBALL FIELD THIS, PAST SUMMER. WE EXTENDED THE DUGOUT TO SUPPORT THE TEAM AND ALL OF THEIR NEEDS, AND WE REMOVED THE BULLPEN FROM INSIDE THE BASEBALL FIELD, AND WE PUT IT OUTSIDE THE BASEBALL FIELD. THEY STILL CAN SEE WHAT'S HAPPENING, BUT THEY'RE NOT PHYSICALLY IN HARM'S WAY DURING THE GAME WHILE THEY'RE WARMING UP. WE ALSO, REPLACED, WE DID EROSION CONTROL AT EANES ELEMENTARY. THAT IS SOMETHING THAT WE HAVE TO DO EVERY YEAR. WE PLAN FOR IT. WE KNOW THAT WE HAVE TO DO IT. EVERY TIME IT RAINS, WE HAVE TO DO SOMETHING AT EANES. IT'S JUST SOMETHING THAT WE DO. AND THEN THE PICTURE AT THE BOTTOM RIGHT-HAND CORNER IS A, LITERALLY, IT'S A YEAR-LONG PROJECT THAT WE HAD TO PLAN FOR. WE HAD TO REPLACE THE CHILLER AT FOREST TRAIL ELEMENTARY. 
          BECAUSE OF THE AGE OF THE BUILDING, YOU HAD, WE HAD TO TAKE THE OLD CHILLER OUT BEFORE WE COULD PUT THE NEW CHILLER IN, BECAUSE THERE WASN'T SPACE TO RUN THEM PARALLEL OR TO PUT ONE, THE NEW ONE DOWN WHILE THE OLD ONE WAS IN PLACE. SO, WE HAD TO CLOSE THE PROPERTY, TAKE THE OLD ONE DOWN, CRANE THE NEW ONE IN, WHICH WAS A LITTLE RISKY BECAUSE THAT'S ABOUT A MILLION DOLLARS YOU'RE LOOKING AT HANGING IN THE AIR, AND GET IT PLACED WHERE IT NEEDED TO BE. SO, WE GOT THAT DONE, AND THE STUDENTS HAD AIR CONDITIONING IN TIME FOR SCHOOL TO START. YES, THE BOYS WERE VERY HAPPY. IT WAS, THERE WAS LIKE 80 PEOPLE THERE WATCHING. I WAS NERVOUS. GREAT PICTURES, THOUGH. 
          FOR TECHNOLOGY SERVICES, WE DID THE K-12 LEARNING MANAGEMENT SYSTEM, FULL IMPLEMENTATION THAT'S HAPPENING. IT DID HAPPEN. IT'S AVAILABLE FOR STUDENTS, STAFF, AND FOR PARENTS. PARENTS, IF YOU HAVEN'T HEARD, YOU GET ACCESS TO IT ON SEPTEMBER 25TH. WE'RE VERY PLEASED. WE'VE HAD A GROUP OF TEACHERS USING IT FOR, THEY STARTED LAST SCHOOL YEAR, THEY'VE BEEN USING IT ALL OF LAST SCHOOL YEAR, AND THEN WE DID PROFESSIONAL DEVELOPMENT ALL SUMMER. TEACHERS ALL HAD ACCESS TO IT THE FIRST DAY OF SCHOOL. STUDENTS HAVE BEEN USING IT SINCE THEN. IT SYNCS WITH THE GRADES WITH SKYWARD, WHICH MEANS IF YOU WANT TO CHECK SKYWARD, IT'S GOING TO MATCH WHAT'S IN CANVAS AND VICE VERSA. WHAT'S THE BEST THING FOR FAMILIES IS IT'S ONE USERNAME AND PASSWORD. IF YOU HAVE 12 KIDS, THEY'RE ALL GOING TO BE IN ONE SPOT. SO, YOU'RE GOING TO SEE EVERYTHING ALL AT ONE TIME. YOU'RE GOING TO GET NOTIFICATIONS THAT YOU CHOOSE TO SIGN UP FOR, ONE SPOT. SO, WE'RE VERY HAPPY FOR THAT. ALL OF THE STUDENTS' TEXTBOOKS AND DIGITAL RESOURCES ARE INTEGRATED INTO CANVAS, WHICH MEANS THE KIDS CAN GO TO CANVAS, LOG IN USING ONE USERNAME AND PASSWORD, THE ONE THAT THEY'VE USED SINCE THEY'VE ENROLLED IN EANES, AND THEY WILL SEE ALL OF THEIR RESOURCES. WE DID NOT WANT THEM TO HAVE TO LEAVE CANVAS TO GO FIND THE CURRICULUM THAT THEY MIGHT NEED FOR ANY GIVEN CLASS. IT'S ALL EMBEDDED WITHIN THE LEARNING MANAGEMENT SYSTEM. IT HAS GOOGLE INTEGRATION, IT HAS A MOBILE APP, AND IT HAS WEB ACCESS, SO, THERE WAS NO REASON WHY WE COULD NOT MOVE FORWARD WITH IT AND THAT PARENTS WOULD NOT BE ABLE TO ACCESS IT. 
          [00:35:02]
FOR SAFETY AND SECURITY FOR TECHNOLOGY SERVICES, THIS WAS THE BIGGEST, EXPENDITURE FOR TECH SERVICES. IT USUALLY IS FOR US ANYWAY, BUT THIS IS WHAT SOME OF THE HIGHLIGHTS THAT WE DID. 
          WE REPLACED ALL OF THE NETWORK SWITCHES AT EVERY CAMPUS IN ALL OF OUR CLOSETS. IT'S A LOT. WE REPLACED ALL OF THE DISTRICT ACCESS POINTS, THE WIRE WIRELESS ACCESS POINTS. WE HAVE AN ACCESS POINT IN EVERY CLASSROOM. THAT'S A SIGNIFICANT NUMBER. WE UPGRADED AND, ALL REPLACED ALL OF OUR SERVERS. SO, IF WE HAD A SERVER THAT HAD A SYSTEM ON IT, WE UPGRADED IT, OR IF IT NEEDED TO BE, WE REPLACED IT. WE IMPLEMENTED A FULLY FUNCTIONING DISASTER RECOVERY SITE WITH REDUNDANCIES OF SOME OF OUR CRITICAL SYSTEMS. SO, IF SOMETHING WOULD HAPPEN TO OUR DATA CENTER, WE CAN FIRE UP THE DISASTER RECOVERY SITE IN ABOUT BETWEEN 30 AND 60 SECONDS. WE HAVE ESTABLISHED A SECONDARY INTERNET SERVICE PROVIDER FOR, THAT'S ON A DIFFERENT LINE COMING INTO THE DISTRICT. SO, IF OUR INITIAL ISP GOES DOWN, WE CAN TURN THE DISTRICT ON USING OUR SECONDARY INTERNET PROVIDER SO, THAT WE DON'T LOSE IMPACT FOR THE CLASSROOMS OR ANY OF OUR SERVICES. WE ADDED MALWARE DETECTION ON ALL OF OUR STUDENT DEVICE, ALL OF OUR STAFF DEVICES, ALL OF OUR OFFICE DEVICES, ANYTHING THAT'S A PHYSICAL DEVICE. WE CAN'T WE DON'T HAVE IT ON THE IPADS. WE HAVE SOMETHING DIFFERENT ON THE IPADS, BUT THIS SPECIFIC MALWARE SYSTEM IS ON OUR DEVICES. WE'RE STILL CONTINUING TO SUPPORT THE EMERGENCY NOTIFICATION SYSTEMS. WE'RE MAKING UPGRADES TO THOSE. WE IMPLEMENTED PHISHING SOFTWARE, ON ALL OF OUR SYSTEMS. THE LOWER RIGHT HAND CORNER PICTURE, IT SAYS ATTACKS OVERVIEW, AND THERE'S A COUNT, AND THEN IT SAYS 4,727 ATTACKS IN THE LAST 7 DAYS. THAT MEANS HOW MANY PHISHING EMAILS WE'VE RECEIVED AT EANES ISD IN 7 DAYS. THAT IS NORMAL FOR EANES ISD MAILBOXES. SOMETIMES IT'S HIGHER, AND THAT IS JUST, THAT'S WHAT WE NORMALLY GET. 
          SO, THAT'S WHAT WE HAVE. 
          THAT'S THE SYSTEM THAT BEHIND THE SCENES IS PREVENTING THOSE EMAILS FROM COMING INTO OUR INBOX. IT SITS ON THE SERVERS, AND IT STOPS IT FROM COMING IN, SO, THE TEACHERS DON'T GET, EVEN KNOW THEY'RE GETTING IT, OR THE STUDENTS DON'T KNOW THAT THEY'RE GETTING THAT PHISHING EMAIL. SO, IT'S A SYSTEM THAT SITS ON THE BACK, AND THEN IF IT'S A FALSE POSITIVE OR SOMETHING, WE GET REPORTED ON IT, AND THEN WE CAN CORRECT THAT. 
          SO, IF IT'S SOMEBODY SAYING, MY EMAIL'S NOT GETTING THROUGH, WE CAN RECTIFY THAT. BUT THE, THE TECHNOLOGY'S PRETTY GOOD. 
          WE'VE ALSO IMPLEMENTED A PHISHING SOFTWARE AWARENESS CAMPAIGN. WE TALKED ABOUT THAT. YOU ALL APPROVED THAT, LAST YEAR, AND SO, THE TEACHERS ARE, AND STAFF ARE GETTING EMAILS THAT ARE MIMICKING PHISHING, AND IF THEY FAIL THAT, THEY GET SOME PROFESSIONAL DEVELOPMENT, AND SO, WE GET REPORTS ON THAT, JUST TRYING TO MAKE SURE THAT EVERYBODY'S AWARE AND WE'RE ALL PAYING ATTENTION TO BEING SAFE ONLINE. AND THEN WE IMPLEMENTED SOME SOFTWARE TO SCAN ALL OF OUR SYSTEMS FOR PII, AND IT IF IT FINDS ANYTHING, IT ENCRYPTS IT. I GET NOTIFICATION, AND THEN WE HAVE CONVERSATIONS WITH THOSE INDIVIDUALS WHO MIGHT HAVE SAVED PII ON THEIR SYSTEMS, THEIR COMPUTERS, WHATEVER THAT MIGHT BE. AND THEN THE DEVICE REFRESH IS WE REPLACED ALL OF THE STUDENT DEVICES, K-12. 
          WE REPLACED ALL THE STAFF DEVICES. WE REPLACED ALL THE SECONDARY COMPUTER LABS. ONLY OUR SECONDARY CAMPUSES HAVE COMPUTER LABS, AND THOSE ARE SPECIALIZED. 
          THOSE ARE FOR THE YOU KNOW, ROBOTICS HAS A LAPTOP, HAS A LAPTOP, A COMPUTER, A LAPTOP CART. WE HAVE COMPUTER LABS FOR SPECIFIC WORLD LANGUAGES OR SOMETHING THAT REQUIRES SPECIALIZED SOFTWARE, AUTOCAD, THINGS LIKE THAT THAT REQUIRE SOFTWARE THAT DOESN'T RUN ON THE STUDENT'S IPAD FOR WHATEVER REASON. WE HAVE COMPUTER LABS FOR THEM. AND THEN WE REPLACE THE DISTRICT-WIDE FLEET FOR OUR COPY MACHINES. THAT'S ALL. 
          THANKS, KRISTY. AND JUST AS A REMINDER FOR ANYBODY WHO SEES THE DECK OR WHO'S JUST COMING ONLINE OR PAYING ATTENTION NOW, RIGHT, THOSE ARE ALL 2023 BOND UPDATES, AND THOSE ALL CAME OUT OF THAT BOND BUDGET. THANK YOU. 
          [7.4 Board Strategic Priority: Community Engagement update]
ALL RIGHT, SO, WE'RE GOING TO MOVE ON TO ITEM 7.4, WHICH IS OUR, A BOARD STRATEGIC PRIORITY AROUND COMMUNITY ENGAGEMENT, AND WE HAVE AN UPDATE FROM OUR CHIEF COMMUNICATIONS OFFICER, MISS CLAUDIA MCWHORTER. DO YOU WANT ME TO? 
          [00:40:02]
OKAY, I GUESS I'M DRIVING. ALL RIGHT, THIS IS A, A REALLY BRIEF UPDATE ON THE, THE COMMUNICATION AND COMMUNITY ENGAGEMENT EFFORTS THAT HAVE BEEN GOING ON. JUST WANTED TO, THIS FIRST SLIDE IS JUST SHOWING ALL THE DIFFERENT THINGS THAT, MY DEPARTMENT HANDLES, AND JUST, ANYTHING THAT TOUCHES IN THOSE AREAS, YOU KNOW, WILL FALL UNDER ME. SO, ONE OF THE THINGS THAT I LIKE TO SHOW IN TERMS OF DATA FOR NUMBERS FOR YOU GUYS IS THE PARENTSQUARE REACH THAT WE HAVE. AS YOU MAY REMEMBER, LAST YEAR WAS OUR FIRST YEAR IMPLEMENTING PARENTSQUARE DISTRICT-WIDE, AND SO, WE'VE GOTTEN SOME REAL GOOD DATA ON THAT, AND, JUST WANTED TO KIND OF SHOW YOU THE GOOD AND THE NEEDS FOR IMPROVEMENT. SO, WHEN YOU LOOK AT THESE NUMBERS, THE 99.5% ATTRITION RATE, THAT IS THE HIGHEST RATE FOR ALL PARENTSQUARE DISTRICTS, WHICH YAY. I DID LOOK INTO WHY IT ISN'T 100% IN TERMS OF, AND, AND THIS IS FAMILIES READING THE MESSAGES GOING OUT. AND THE PERCENTAGE THAT AREN'T READING THEM, THEY OPTED OUT. THEY UNSUBSCRIBED FROM US. SO, BUT STILL, IT'S A SMALL NUMBER. SO, THAT WAS A, A, A GOOD, GOOD DATA POINT. AND THEN THE 60.3 IS THE APP USAGE. WE W- WOULD PREFER THAT PARENTS USE THE APP JUST BECAUSE IT'S EASIER TO, LOOK AT YOUR MESSAGES. IT'S MORE CONFINED. IT'S JUST A, A PRETTIER VERSION OF THE CONTENT. AND THIS IS, AS YOU CAN SEE, WE'RE AT 60.3% OF PARENTS THAT HAVE THE APP INSTALLED. I LOOKED AT LAST YEAR'S REPORT, AND LAST YEAR WE WERE AT 52%. 
          SO, WE DID SEE A PRETTY GOOD INCREASE IN THAT, AND THAT'S SOMETHING THAT WE'RE ALWAYS TRYING TO PUSH. SO, THE VOLUME DISTRIBUTION IS THE ONE THAT I JUST WANT TO POINT OUT THAT THIS HAS BEEN, MY CABINET FRIENDS ARE ANNOYED WITH ME ON THIS ONE, BUT THIS IS THE STICKING POINT OF PARENTSQUARE THAT I REALLY AM TRYING TO IMPROVE. WE SEND OUT A LOT OF MESSAGES. WE SEND OUT A LOT OF EMAILS. AND THAT'S, THAT'S GREAT. I LOVE THAT COMMUNICATION IS HAPPENING. I DON'T WANT TO DAMPER THAT DOWN, BUT, WE JUST, I THINK WE JUST NEED TO BE A LITTLE MORE THOUGHTFUL WITH IT, BECAUSE AS YOU CAN SEE ON THIS DISTRIBUTION, THE MEDIAN PARENT GOT 30 MESSAGES IN THE MONTH OF AUGUST. AND THAT WASN'T EVEN A FULL MONTH OF SCHOOL. IT'S A LOT. THE ONE PARENT THAT, THAT WE LOOKED UP THAT GOT THE MOST, AS YOU CAN SEE, 160 MESSAGES. NOW GRANTED, THEY HAVE 5 KIDS, BUT THAT'S A LOT. SO, SO, ONE OF, ONE OF THE THINGS THAT I'M REALLY TRYING TO, WORK ON IS BEING MORE THOUGHTFUL, CONSOLIDATING SOME MESSAGES, STARTING AT THE DISTRICT LEVEL. YOU'VE SEEN THE DISTRICT DIGEST THAT WE PUT OUT MONTHLY. THAT IS, THAT COULD BE 17 EMAILS THAT THE DISTRICT IS SENDING TO YOU THAT WE'RE PUTTING INTO ONE MESSAGE. SO, THAT'S ONE EXAMPLE, AND JUST KNOW THAT'S SOMETHING THAT WE'RE WORKING ON. ONE THING TO POINT OUT IS THOSE MESSAGES, WHEN IT SAYS 30 MESSAGES, THOSE CAN INCLUDE THE DIRECT MESSAGES, LIKE IF A TEACHER IS INDIVIDUALLY OR IF AS A PARENT IS INDIVIDUALLY REACHING OUT TO A TEACHER, THAT'S ONE MESSAGE. SO, IT ISN'T JUST NEWSLETTERS AND CLAUDIA SPAMMING YOU, IT IS ALSO SOME DIRECT MESSAGING THAT'S GOING ON. 
          BUT WE DO LOVE PARENTSQUARE, AND IT'S A IT'S BEEN A GREAT TOOL THAT WE'VE IMPLEMENTED. SO, IN TERMS OF COMMUNITY ENGAGEMENT, I JUST THREW SOME PICTURES UP THERE. 
          SOME OF THIS YOU GUYS HAVE ALREADY TALKED ABOUT TONIGHT, SOME OF THIS YOU ARE ON THE COMMITTEES AND YOU ALREADY KNOW ALL OF THIS IS GOING ON. BUT, JUST AN UPDATE ON, ONE OF THE BIG THINGS THAT- THAT WE'RE DOING THIS, THIS FALL IS REALLY TRYING TO TALK MORE ABOUT ALL OF THESE MEETINGS THAT ARE HAPPENING. 
          AND NOT JUST TALKING ABOUT THEM AND SAYING THEY HAPPENED, BUT ALSO GIVING LITTLE SUMMARIES. 
          WE HAVE SUMMARIES ON THE WEBSITE, THAT SAY WHAT HAPPENED IN THAT PARTICULAR MEETING. 
          SO, I'M TRYING TO, TO BE MORE THOUGHTFUL 
          [00:45:01]
WITH THE ENGAGEMENT OF ALL THE TONS OF MEETINGS THAT ARE GOING ON AND WHAT'S HAPPENING. SO, UPDATING THE WEBSITE CONSTANTLY WITH THAT, AS WELL AS SOCIAL MEDIA. AND I DID WANT TO JUST MENTION THIS BECAUSE, I MEAN, I DON'T, I'M NOT A FUNDRAISING PERSON, BUT IT WAS REALLY FUN TO BE ABLE TO BRING IN MONEY, LAST YEAR AND CONTINUE THOSE EFFORTS THIS YEAR. AND SO, THAT'S NOT A TON OF MONEY UP THERE, BUT GUYS, THAT PAID FOR THE RETIREMENT DINNER, PLUS SOME. THAT, THAT MONEY PAYS FOR, ANY KIND OF INSPIRATION AWARDS, OR IF WE, ARE SUPPORTING A CAMPUS WITH, OR A TEACHER WITH AWARDS. SO, THE MONEY GOES TO TO SUPPORT EMPLOYEE AWARDS, SO, THAT ALWAYS MAKES ME FEEL GOOD. 
          BUT THERE ARE STILL 17 PAIRS OF BOOTS AVAILABLE. 
          AND THERE ARE STILL 17 PAIRS, YES, AND I, CHRISTMAS IS COMING. 
          WELL, I AM GOING TO SELL THEM AT THE LEGENDS LUNCHEON ON OCTOBER 15TH, LIMITED SIZES, COME SEE ME. SO, THANK YOU, KIRK. THE OTHER PART ON HERE IS JUST THE PARTNERSHIPS THAT WE HAVE WITH THE, THE VARIOUS, BUSINESSES AROUND TOWN, OF COURSE, CHAMBER AND ROTARY. 
          A LOT, OF THE, PERKS LIKE SHIRTS AND FOOD AND THINGS LIKE THAT, I WORK TO GET DONATED THROUGH THESE PARTNERSHIPS, AND SO, THAT THOSE ARE THINGS THAT YOU DON'T NECESSARILY SEE IN A LINE-ITEM BUDGET, BUT WE'RE GETTING A LOT OF IN-KIND, PRODUCTS AND SERVICES FROM PEOPLE. AND THEN THE LAST THING I WANTED TO JUST MENTION, OR WHAT'S COMING UP, OR WHAT NEW INITIATIVES THAT WE'VE STARTED. THE EMPTY NEST CLUB IS SOMETHING THAT, WE STARTED IN MAY OF LAST YEAR WITH THE GRADUATING CLASS OF 2026, IN, SENDING OUT MESSAGES TO THOSE PARENTS THAT HAD KIDS GRADUATING AND JUST SAYING, HEY, WE KNOW YOU MAY BE LEAVING, BUT IF YOU WANT TO STAY CONNECTED, JOIN THIS CLUB. WE WON'T SPAM YOU, BUT WE WILL AT LEAST KEEP YOU UPDATED ON, ON DIFFERENT TOPICS AND DIFFERENT IMPORTANT THINGS. I HAVEN'T EMAILED THEM YET, BUT, HOPING TO, THIS THIS MONTH, MAYBE 1ST OF OCTOBER, AND JUST INVITING THEM TO, JUST KEEP IN, KEEP IN TOUCH WITH WHAT WE'RE DOING WITH STRATEGIC PLAN AND WITH BOND ADVISORY, THINGS LIKE THAT. BUT, SO, THAT'S ONE NEW INITIATIVE. 
          TAXPAYER TUESDAY IS SOMETHING THAT I'VE BEEN WANTING TO IMPLEMENT FOR YEARS, AND, JUST KIND OF GRABBED ON TO PETE AND SAID, HEY, YOU'RE DOING THIS. YOU'RE THE NEW GUY, YOU CAN'T SAY NO. SO, SO, HE DIDN'T SAY NO, AND SO, WE'RE GOING TO DO THAT, HOPEFULLY IN OCTOBER. I HAVE A TENTATIVE DATE FOR OCTOBER, BUT I STILL NEED TO WORK ON. I'M TRYING TO FIND A SPONSOR FOR IT AS WELL TO BE ABLE TO PROVIDE FOOD FOR THAT. 
          BUT THAT'S JUST GOING TO BE ANOTHER OPPORTUNITY FOR PEOPLE IN THE DISTRICT, WHETHER THEY HAVE CHILDREN IN OUR SCHOOLS OR NOT, IF THEY'RE CURIOUS ABOUT WHAT'S GOING ON WITH THEIR TAX BILL, IF THEY WANT TO KNOW, I KEEP HEARING THE SCHOOL DISTRICT IS IN DEBT, OR I HEAR KEEP HEARING THE SCHOOL DISTRICT, THAT THIS WHOLE RECAPTURE THING, YOU KNOW, JUST IT'S JUST A BASICALLY A 101, FOR OUR RESIDENTS. AND THEN ALSO I PUT ON THERE THE SENIOR GOLD CARD. THAT PROGRAM HAS BEEN IN EXISTENCE SINCE I'VE BEEN HERE. I, MEAN, I, I'VE BEEN TOLD IT AT LEAST 19 YEARS, BUT IT'S ESSENTIALLY IF A, A RESIDENT IS 65 OR OLDER THAT THEY CAN SIGN UP FOR THIS. 
          THEY GET A CARD, IT GIVES THEM ONE FREE TICKET TO PRETTY MUCH ANY EVENT THAT WE HAVE, INCLUDING FOOTBALL, ZENITH, THE MUSICAL, AND AND THE, THE WEST BANK LIBRARY PUTS IT IN THEIR NEWSLETTER ALL THE TIME, AND SO, I CAN ALWAYS TELL WHEN THEY PUT IT IN THERE BECAUSE THEN I GET LIKE 50 OR SO, THAT COME IN AFTER THEY PUT IT. SO, GOOD ON THEM FOR THEIR NEWSLETTER. 
          BUT THAT'S A PROGRAM THAT WE'VE, WE'VE BEEN GROWING OVER THE YEARS, AND IT'S JUST, IT'S, IT'S A FUN THING TO, TO RUN AND TO BE ABLE TO OFFER OUR RESIDENTS. AND THEN FINALLY, WANTED TO JUST MENTION, WE ARE BEGINNING A REDESIGN OF THE DISTRICT WEBSITE AND THE CAMPUS WEBSITES. WE HAVE NOT UPDATED OUR WEBSITE IN AT LEAST 11 YEARS, IT MAY BE MORE. WE ARE, KIND OF THE JOKE 
          [00:50:02]
OF A, THE FINAL SITE PLATFORMS THAT WE ARE THE OGS. I DON'T EVEN THINK THEY MAKE OUR EXISTING, WEBSITE, ANYMORE. 
          SO, WE'VE LOST A LOT OF FUNCTIONALITY OVER THOSE YEARS, AND SO, IT'S TIME, AND IT JUST KIND OF COINCIDES WITH THE, STRATEGIC PLANNING PROCESS TO BE ABLE TO GET THAT FEEDBACK ON, ON HOW WE CAN IMPROVE OUR WEBSITES. 
          SO, STARTING THAT AND GOT A REALLY GOOD DEAL ON IT, SO, VERY EXCITED ABOUT THAT. ANY QUESTIONS? ALL RIGHT, ANY QUESTIONS? SORRY. 
          ANYONE? THAT'S YOUR LINE. 
          YEAH. DIANE HAS ONE, AND JENNIFER. 
          OKAY. I'LL GO FIRST. THANK YOU SO, MUCH, CLAUDIA. 
          YEAH. 
          I'M EXCITED TO SEE A LOT OF THE NEW THINGS THAT ARE GOING ON, AND I DID GET MY DISTRICT DIGEST, AND I SAW ALL THE WAY DOWN AT THE BOTTOM THAT YOU'RE DOING A THOUGHT EXCHANGE, ASKING THE COMMUNITY TO TAKE A LOOK AT THE WEBSITE. 
          YEAH. 
          SO, I WANT TO MAKE SURE THAT EVERYONE KNOWS ABOUT THAT OPPORTUNITY AS WELL. I THINK IT'S ALSO, IS THERE A LINK ON THE WEBSITE TO GIVE INPUT, OR HOW CAN PEOPLE IN THE COMMUNITY GIVE INPUT ON WE'LL, PUT THAT ON SOCIAL MEDIA, BUT ALSO, IF WE DON'T HAVE IT UP THERE YET, I'LL HAVE TO LOOK, BUT I KNOW WE TALKED ABOUT PUTTING IT AS A POP-UP, SO OKAY. 
          YOU KNOW, YOU'RE CAPTURING THE PEOPLE THAT ACTUALLY USE YOUR WEBSITE, THAT IT'LL POP UP AND THEY CAN TAKE THAT. YEAH. I'LL EXCELLENT. 
          I'LL CHECK ON THAT. I KNOW WE WERE WORKING ON THAT. 
          THANK YOU. I WAS, AGAIN, VERY EXCITED TO SEE THAT. AND I THINK I ONLY HAVE ONE, WELL, I'LL SAY I ALSO HAVE USED THE COMMITTEE WEB PAGES, SO, I APPRECIATE THAT. AND THEN THE EMPTY NESTER CLUB, IS IT ONLY OPEN TO PEOPLE WHO RECENTLY HAVE EMPTY NEST? BECAUSE I'M AN EMPTY NESTER. I WILL SAY I PREFER TO CALL IT FREE BIRD. 
          THAT'S OUR REFRAMING OF EMPTY NESTER, BUT YOU KNOW. 
          INTERESTING. 
          OKAY. 
          I'M NOT TOTALLY AGAINST EMPTY NESTER, BUT I HAVE A LOT OF FRIENDS, YOU KNOW. I, I HAVE A 2025 GRAD AS MY YOUNGEST, AND I, THINK THERE'S A LOT OF PEOPLE WHO'D BE REALLY INTERESTED IN THIS WHO JUST YEAH. 
          HAVEN'T HAD IT PUT ON THEIR RADAR YET. 
          IT IS, IT'S BRAND NEW, AND, AND MY ONLY CAPTIVE AUDIENCE IN MAY WAS THE PEOPLE THAT WERE GRADUATING SENIORS. SO, SO, I HAVEN'T, I HAVEN'T GONE BEYOND THAT GROUP, BUT NO, IT IS, IT IS DEFINITELY NOT EXCLUSIVE TO CLASS OF 2026. 
          I WAS JOKING. I DIDN'T THINK SO, BUT I'LL START BUT YES. 
          PLANTING THE SEED WITH SOME 2019ERS ON THURSDAY WHEN I SEE A BUNCH OF PEOPLE. 
          YEAH. 
          YEAH. 
          YEAH. 
          GREAT IDEA. THANK YOU SO, MUCH. 
          YEAH, I THINK IT'S FUN. IT'S, IT'S, IT'S JUST ANOTHER TOUCH POINT THAT WE COULD DO THAT, I, YOU KNOW, LIKE I SAID, I DON'T WANT TO SPAM THEM. I DON'T WANT TO GET THEM TO WHERE THEY UNSUBSCRIBE FIRST TIME, I SEND THEM SOMETHING, SO, TRYING TO MAKE IT REALLY, MEANINGFUL FOR WHAT I THINK THEY MAY WANT TO SEE. 
          WELL, SO, I KNOCKED ON A FAIR AMOUNT OF DOORS IN CAMPAIGNING AND, YOU KNOW, TALKED TO A LOT OF PEOPLE IN THE COMMUNITY, AND PEOPLE ARE HUNGRY FOR THE CONNECTION WITH THE DISTRICT. 
          THEY MISS IT, SO, I KNOW IT'LL BE A WELCOME THING. THANK YOU. 
          GREAT. WELL, YOU CAN HELP ME SPREAD THE WORD THEN. 
          ALL RIGHT, THANK YOU. AND JENNIFER? CLAUDIA, I REALLY ENJOYED THAT PRESENTATION. I TOO WAS NOT FAMILIAR WITH, A FEW OF THESE ENGAGEMENTS BEYOND SCHOOLS, THE EMPTY NESTER, FOR EXAMPLE, THAT THAT'S NEW. SO, I JUST THINK THAT'S REALLY NEAT THAT THERE'S OPPORTUNITIES OUT THERE FOR ALL CONSTITUENTS IN THIS COMMUNITY. IT PROBABLY WON'T SURPRISE YOU THAT MY FAVORITE SLIDE YOU SHOWED WAS THE ONE THAT HAD THE REVENUE ON IT, BECAUSE I DO RAISE MONEY PROFESSIONALLY FOR NONPROFITS, AND SO, I GET EXCITED WHEN I SEE DOLLAR SIGNS, BLACK FONT, NOT RED FONT. AND I WANTED TO MAYBE I PROPOSE AN IDEA, AT LEAST AN OPPORTUNITY. 
          MY EARS PICKED UP, ESPECIALLY WHEN YOU TALKED ABOUT THE IN-KIND DONATIONS, AND IF THERE IS A WAY, I CAN HELP IF YOU WANT, BECAUSE I LOVE THIS KIND OF STUFF, YEAH. 
          TO TRACK THE IN-KIND DONATIONS, THE SPONSORS, WHAT THEY'RE DONATING, BECAUSE ONE THING, THAT I THINK IS REALLY NEAT IS THAT, PEOPLE LIKE TO KNOW WHO ELSE IS GIVING, AND IT'S, YOU KNOW, AND WHEN PEOPLE GIVE, THEY HAVE DIFFERENT REASONS FOR GIVING, BUT IT CERTAINLY IS NICE TO SEE, WHO'S GIVING. I KNOW IF I HAVE A CHOICE WITH MY DOLLARS, I WANT TO SUPPORT THOSE WHO ARE ALREADY SUPPORTING US. SO, I THINK THAT GENEROSITY CAN BEGET GENEROSITY, AND THAT GETS ME KIND OF EXCITED, ON THAT TRACK. AND SORT OF IN A, IN A RELATED WAY, AND THIS DOES TIE BACK TO THE VISION COMMITTEE FOR INAUGURAL MEETING THAT WE HAD, IS THAT SOMETHING WAS SHARED THAT, AND THAT WE'VE HEARD IT THROUGHOUT THIS YEAR, GRETCHEN MITCHELL'S FOND OF SAYING IT, BUT EANES, SHOWS UP. AND SO, WHEN I SEE A LIST OF COMMUNITY PARTNERS, WHETHER THEY'RE IN KIND OR, YOU KNOW, GIVING OF THEIR MONETARY FUNDS, IT'S JUST A POWERFUL REMINDER THAT PEOPLE WHO ARE PART 
          [00:55:01]
OF THIS COMMUNITY, THEY DO SHOW UP, AND THEY SHOW UP IN DIFFERENT WAYS. IT IS THEIR TIME, BUT IT IS THEIR TALENT, AND IT DEFINITELY THEIR TREASURE, AND THAT CAN BE IN KIND AND MONETARY AS WELL. 
          SO, I JUST THINK THAT WOULD BE A REALLY NEAT WAY TO REINFORCE THE MESSAGE TO THIS COMMUNITY THAT THAT WE DO SHOW UP, YEAH. 
          THE PEOPLE WHO ARE IN THIS COMMUNITY SHOW UP. 
          ABSOLUTELY. AND THE LITTLE IMAGE ON THE BOTTOM LEFT, THAT WAS SOMETHING THAT KATHY HOOVER AND THE WESTLAKE CHAMBER HELPED US WITH FOR CONVOCATION IN GETTING THESE, ALL THESE LOCAL RESTAURANTS AND BUSINESSES TO SAY, YEAH, I'LL GIVE A PERCENTAGE TO, YOUR STAFF, GIVE THEM A DISCOUNT OR SOMETHING LIKE THAT. AND, AND IF YOU GO, LIKE, TO DIFFERENT RESTAURANTS, SOMETIMES, LIKE, I THINK MODERN MARKET HAD THAT SITTING IN THEIR WINDOW, AND IT WAS JUST KIND OF FUN, ONE OF CATHY HOOVER SHARED WITH ME THAT SOMEONE THAT SHE HAD REACHED OUT TO, I CAN'T REMEMBER WHICH ONE IT WAS OF THOSE, HAD SAID, OH MY GOSH, I'M SO, GLAD WE DID THIS BECAUSE IT'S BEEN FUN SEEING THE TEACHERS AND STAFF COME IN, AND THEY, YOU KNOW, THEY'RE EXCITED, THEY HAVE THE FLYER, AND THEY'RE GETTING TO MEET THEM. SO, IT, THAT'S KIND OF A COOL BYPRODUCT OF THAT, OF THAT PARTNERSHIP. 
          BUT YEAH, ALWAYS, ALWAYS LOOKING FOR IN KIND, YOU KNOW, ANY KIND OF SUPPORT THAT WE CAN GIVE TO OUR TEACHERS AND STAFF. 
          IT'S ALWAYS VERY MUCH APPRECIATED. 
          WELL, AND ACTUALLY THIS IS RELATED TO, BECAUSE WHEN I'VE WRITTEN GRANTS BEFORE FOR NONPROFITS, ONE OF THE COMPONENTS OFTENTIMES THAT I'M ASKED TO PROVIDE IS, YOU KNOW, WHAT, WHAT LEVEL, HOW MANY VOLUNTEER HOURS IS YOUR BOARD DOING? HOW MANY VOLUNTEER HOURS THEY, LIKE THOSE KINDS OF THINGS. 
          THEY'RE QUALITATIVE, BUT THEY'RE, YOU CAN, YOU KNOW, THEY, THEY MATTER. THEY SHOW A LEVEL, AND, AND THE DEPTH, I THINK, OF THE INVESTMENT INVOLVED. 
          AND I THINK THAT AS WE ARE LOOKING AT CASTING, YOU KNOW, BIG, AUDACIOUS GOALS FOR OUR, OUR, OUR BELOVED COMMUNITY, IT IS IMPORTANT TO BE MINDFUL OF, OF THAT AS WELL. 
          YEAH. GREAT. THANKS. ALL RIGHT, ANYONE ELSE? ALL RIGHT. 
          CLAUDIA, THANK YOU SO, MUCH. 
          NO PARENT SQUARE QUESTION. 
          THANKS, CLAUDIA. 
          THANK YOU FOR PARENT SQUARE. 
          YES. 
          [7.5 STAAR and EOC report]
THANK YOU. 
          ALL RIGHT, WE WILL MOVE ON TO ITEM 7.5 ON THE AGENDA, WHICH IS A STAR AND EOC REPORT, AND WE WILL HAVE OUR CHIEF ACADEMIC OFFICER, KIMBERLY JARRELL. AND CATHERINE, CATHERINE CHAREZ, IS SHE COMING UP AS WELL? AND I'M GOING TO INTRODUCE TONY BENAZZI, WHO IS OUR NEW CURRICULUM, OUR DIRECTOR OF CURRICULUM INSTRUCTION. 
          HE'LL BE SPEAKING. 
          GREAT. OKAY. THANK YOU. THERE YOU GO. 
          THANK YOU. WE ARE SO, EXCITED TO BE HERE AND TO CELEBRATE ALL THE WONDERFUL THINGS THAT ARE HAPPENING IN EANES, AND WE WANT TO START BY REPORTING OUR SPRING TESTING DATA, AND WE HAVE OUR A THROUGH F ACCOUNTABILITY. WE ARE EXCITED WITH THE WORK THAT WE ARE CONTINUING TO DO. WE HAVE SO, MUCH TO CELEBRATE, AND WE WANT TO RECOGNIZE THE TEACHERS ON OUR CAMPUSES AND THE WORK THEY'RE CONTINUING TO DO TO PROMOTE EXCELLENCE IN EDUCATION. ALL RIGHT, THE STRUCTURE OF THIS PRESENTATION IS GOING TO LOOK A LITTLE BIT DIFFERENT. 
          FIRST, WE WANT TO BEGIN BY CELEBRATING THE WORK WE'VE DONE. WE WANT TO FOCUS ON THE WORK THAT'S TO COME AND TALK TO YOU A LITTLE BIT ABOUT HOW WE'RE GOING TO MONITOR THE WORK THAT WE WANT TO DO. THE BIGGEST CELEBRATION IS THAT WE ARE AN ELITE GROUP OF ONLY 17% OF DISTRICTS IN THE STATE WHO EARNED AN A RATING FOR THE WHOLE DISTRICT OF 94, AND THAT IS DEFINITELY SOMETHING TO CELEBRATE. WE'RE ALSO PROUD OF OUR 7 CAMPUSES EARNING AN A, AND WE HAVE ONE CAMPUS THAT EARNED A B. YOU'RE GOING TO SEE THAT WE HAVE OUR RATINGS LISTED HERE BY EACH CAMPUS. ATS IS NOT LISTED BECAUSE THE STUDENTS WHO GO TO ATS HAVE ALREADY TAKEN ALL OF THEIR STATE ASSESSMENTS, SO, THEY DON'T RECEIVE AN ACCOUNTABILITY RATING BECAUSE THEY ARE NOT ASSESSED AT ATS. 
          ALL RIGHT, ANOTHER, SORRY, GOOD? OKAY. ANOTHER CELEBRATION IS THAT WE HAVE EARNED, 24 ACADEMIC DESIGNATIONS OR 
          [01:00:02]
DISTINCTIONS. BOTH OF OUR MIDDLE SCHOOL CAMPUSES EARNED ALL 7 OUT OF 7, AND THIS IS, I THINK, THE FIRST TIME SINCE I'VE BEEN HERE THAT THAT HAS HAPPENED, THAT WE'VE HAD 2 CAMPUSES THAT EARNED ALL OF THOSE DESIGNATIONS. 
          WESTLAKE EARNED 6 OUT OF 7, AND THEN WE HAVE 3 ELEMENTARIES. 
          WE HAVE EANES, BARTON CREEK, AND BRIDGEPOINT, WHO EACH EARNED 1 DESIGNATION. SO, LOTS OF CELEBRATIONS. WE CONTINUE TO OUTPERFORM, THE AVERAGE TEXAS SCORE FOR ALL SUBJECTS, AND IN ALL SUBJECTS, THAT INCLUDES OUR SCIENCE, SOCIAL STUDIES, READING, AND MATH. SO, THAT'S EVERYTHING THAT'S TESTED, AND THEN READING AND MATH ARE SEPARATED OUT, BUT YOU CAN SEE THAT OUR PERFORMANCE FOR THE PASSING RATE IS WELL ABOVE THE STATE AVERAGE. SO, WE ARE TALKING ABOUT THE A THROUGH F RATING, AND WE ARE ALSO TALKING ABOUT THOSE ACADEMIC DISTINCTIONS AND DESIGNATIONS. AND PART OF THAT COMES FROM OUR STAR SCORES FOR GRADES 3 THROUGH 8 AND OUR END OF COURSE, EXAMS. SO, THAT IS ONLY PART OF WHAT MAKES UP THAT A THROUGH F, RANKING THAT OUR CAMPUS AND DISTRICTS AND CAMPUSES RECEIVE. SO, FOR GRADES 3 THROUGH 8, ALL STUDENTS TAKE A MATH AND A READING LANGUAGE ARTS TEST. 
          IN 5TH GRADE, STUDENTS ALSO TAKE SCIENCE, AND IN 8TH GRADE, OUR 8TH GRADE IS THE LARGEST TESTED GRADE WITH SCIENCE, SOCIAL STUDIES, READING LANGUAGE ARTS, AND MATH, AND ALL EIGHTH-GRADE STUDENTS TAKE ALL FOUR OF THOSE ASSESSMENTS. SO, THAT IS THE, HEAVIEST TESTED GRADE LEVEL IN OUR DISTRICT. FOR END OF COURSE, THOSE ARE THE EXAMS THAT STUDENTS TAKE TYPICALLY IN HIGH SCHOOL. NOW, ALGEBRA 01, JUST A REMINDER FOR THOSE OF YOU THAT HAVE BEEN ON THE BOARD FOR A WHILE, ALGEBRA 1 IS TAKEN IN MIDDLE SCHOOL AND AT THE HIGH SCHOOL LEVEL. A GOOD PORTION OF OUR ALGEBRA 1, DATA IS COMING FROM MIDDLE SCHOOLS. SO, A LOT OF OUR MIDDLE SCHOOL STUDENTS ARE TAKING ALGEBRA 1 BEFORE THEY GET TO THE HIGH SCHOOL. STUDENTS AT WESTLAKE TAKE BIOLOGY EOC, ENGLISH 1 EOC, ENGLISH 2, AND US HISTORY. THESE ARE GRADUATION REQUIREMENTS, SO, ALL OF OUR STUDENTS ARE REQUIRED TO TAKE THESE ASSESSMENTS. IF THEY DON'T TAKE THESE ASSESSMENTS, THEY CAN SUBSTITUTE IN ACT, SAT. JUST A LITTLE PRECURSOR WITH THE NEW ASSESSMENTS THAT ARE COMING, THAT ENGLISH 2 ASSESSMENT IS GOING AWAY. SO, NEXT YEAR, OUR HIGH SCHOOL STUDENTS WILL TAKE 4 ASSESSMENTS. SO, IF YOU HAVE STUDENTS WHO ARE FRESHMEN NOW, THEY WILL ONLY TAKE 4 ASSESSMENTS OVER THE COURSE OF THEIR HIGH SCHOOL CAREER. 
          AND JUST A REMINDER, WHEN WE TALK ABOUT STAAR SCORES, WE HAVE DIFFERENT PERFORMANCE LEVEL INDICATORS. SO, DID NOT MEET. 
          IF A STUDENT'S SCORES DID NOT MEET, THAT MEANS THAT THEY HAVE SOME GAPS AND THEY ARE GOING TO NEED SIGNIFICANT SUPPORT IN THE NEXT GRADE LEVEL. 
          APPROACHES IS CONSIDERED PASSING, AND THAT MEANS THE STUDENTS MIGHT HAVE SOME GAPS IN THAT CONTENT AREA, BUT THEY WILL NEED A LITTLE BIT OF SUPPORT. WE ARE GOING TO HIGHLIGHT OUR MEETS, WHICH IS PASSING, AND THAT MEANS THAT THE STUDENTS ARE ON LEVEL, THEY HAVE THE GRADE LEVEL KNOWLEDGE IN THAT CONTENT AREA, AND THEY ARE READY TO MOVE ON TO THE NEXT GRADE LEVEL OR THE NEXT COURSE. FOR OUR MASTERS, THAT IS COURSE MASTERY, AND THAT MEANS THAT OUR STUDENTS ARE ON TRACK FOR COLLEGE AND CAREER READINESS. AND WE DO HAVE, IN MANY CASES, OVER 50% OF OUR STUDENTS' SCORING MASTERS, SO, THAT'S A SIGNIFICANT ACHIEVEMENT. NOT MANY DISTRICTS CAN SAY THAT. 
          OUR DISTRICT-WIDE STAAR PERFORMANCE REMAINS STRONG. 
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
          [01:05:01]
AT THE HIGH SCHOOL, AND YOU CAN SEE THAT WE HAVE, STUDENTS AT THE PASSING RATE IS OVER 90% FOR EACH SUBJECT AREA. ALL RIGHT, AND WE ARE TRACKING OUR PERFORMANCE. THIS SLIDE SHOWS JUST THE HIGH SCHOOL. SO, MANY OF OUR STUDENTS, TAKE ALGEBRA 01, IN DIFFERENT PATHWAYS. THEY MIGHT TAKE IT IN MIDDLE SCHOOL, THEY MIGHT TAKE IT IN HIGH SCHOOL, BUT THESE SCORES REFLECT JUST THE HIGH SCHOOL, AND YOU CAN SEE THAT WE HAVEN'T HAD A SIGNIFICANT CHANGE IN OUR MEETS. MEETS MEANS THAT THEY HAVE THAT GRADE LEVEL OR CONTENT LEVEL KNOWLEDGE, AND THEY HAVE A GOOD GRASP OF THAT CONTENT KNOWLEDGE. WE WOULD LIKE TO HIGHLIGHT THAT WE HAVE SEEN AN INCREASE, A SLIGHT INCREASE IN ENGLISH 2 AND US HISTORY, AND THEN WE'VE SEEN A SLIGHT DECREASE IN ALGEBRA 1 AND ENGLISH 1. 
          BUT WHEN WE TALK ABOUT DECREASE, IF IT'S 5% OR MORE, THEN WE CONSIDER IT SIGNIFICANT, AND WE TRY TO DEVELOP PLANS. BUT IF IT'S WITHIN A FEW PERCENTAGE POINTS, THAT JUST FLUCTUATES WITH EACH COHORT. OKAY, SO, SCIENCE, THIS IS A COMPILATION OF OUR FIFTH GRADE SCIENCE AND OUR EIGHTH GRADE SCIENCE SCORES. WE, IN ABOUT 2023, WE STARTED NOTICING, IF YOU REMEMBER, IF YOU'VE BEEN ON THE BOARD, THAT OUR FIFTH GRADE STUDENTS WERE, THE PERFORMANCE FOR SCIENCE WAS DECREASING EVERY YEAR, AND IT WAS IN THE 80S. 
          IT WAS ABOUT 87%. AND WE TALKED, ABOUT WANTING TO DO SOMETHING DIFFERENT. 
          IN FACT, FORMER BOARD MEMBERS SUGGESTED, DO YOU HAVE ANY KIND OF ASSESSMENT THAT YOU CAN GIVE OR KIND OF BENCHMARK TO MONITOR THAT PERFORMANCE? SO, AT FIFTH GRADE, WE STARTED GIVING THE MAP TEST IN, 24, AND THAT WAS A GAME CHANGER FOR FIFTH GRADE STUDENTS BECAUSE THAT'S THE FIRST TIME THE STUDENTS EVER TAKE A STATE ASSESSMENT FOR SCIENCE. AND SO, STUDENTS ENTER FIFTH GRADE, AND THE TEACHERS DON'T REALLY KNOW WHERE THEY ARE BECAUSE THEY DON'T HAVE ANY ASSESSMENT DATA THAT'S STANDARDIZED, TO GAUGE WHERE THOSE STUDENTS MIGHT BE. 
          SO, WE STARTED GIVING THE MAP AT THE BEGINNING OF THE YEAR FOR FIFTH GRADE, AND THE TEACHERS COULD SEE WHAT SKILLS STUDENTS HAD GAPS IN FOR SCIENCE, AND THEY WERE ABLE TO USE THAT DATA TO DRIVE THEIR INSTRUCTION AND REALLY TAILOR SMALL GROUP INSTRUCTION TOO FOR STUDENTS WHO MAYBE DIDN'T HAVE SOME SKILLS THAT THE REST OF THE CLASS HAD. AND YOU CAN SEE THAT, AFTER 2 YEARS, WE ARE SEEING SOME GAINS AND SOME RESULTS, AND IN FACT, WE'VE SEEN, 10 PERCENTAGE POINT INCREASE IN OUR MASTER'S LEVEL FOR SCIENCE. SO, WE ARE REALLY PROUD OF THIS PERFORMANCE. I'M GOING TO TURN IT OVER TO, NOT YET, SORRY, OUR CONTENT AREA MEETS. 
          REMEMBER, MEETS IS, THAT THEY HAVE THAT CONTENT. 
          WE SAW THE INCREASE IN SCIENCE BY 7 PERCENTAGE POINTS OVERALL. 
          WE HAVE SEEN A SLIGHT DIP, BUT AGAIN, REMEMBER WE MENTIONED IF IT'S 5 PERCENTAGE POINTS OR MORE, WE CONSIDER IT SIGNIFICANT. 
          AND TONY'S GOING TO TALK TO YOU ABOUT OUR MATH PERFORMANCE. 
          SO, BOARD PRESIDENT AND BOARD OF TRUSTEES, IT'S NICE TO MEET YOU. I KNOW I'VE MET A FEW OF YOU, BUT, HAPPY TO BE HERE. SO, I'M GOING TO TALK TO YOU A LITTLE BIT ABOUT, MATH DATA, SPECIFICALLY STAAR MATH DATA, AND, I'M GOING TO TRY AND BRING SOME CONTEXT TO THIS DATA. THIS GRAPHIC SHOWS MATH PERFORMANCE THAT CAN VARY ACROSS, GRADE LEVELS, AND SO, GRADE 5 AND GRADE 7 ARE TESTED GRADES WHERE, OFTEN THE DATA LOOKS A LITTLE DIFFERENT. 
          AND SO, LIKE GRADE 7, FOR EXAMPLE, IS SMALLER. YOU END UP GETTING KIND OF A SMALLER, DIFFERENT GROUP DUE TO THE PERCENTAGE OF STUDENTS THAT ARE IN OUR ACCELERATED PATHWAYS. 
          THE NEXT SLIDE, YOU GAVE IT TO ME? THIS NEXT SLIDE, WE'RE, WE'RE LOOKING AT MEET'S PERFORMANCE OVER THE 3 YEARS, AND AGAIN, WE'RE LOOKING AT STAAR. GRADES 5 AND 7 HAVE NOTICEABLE DECLINES, AS YOU CAN SEE, WHILE GRADE 6 SHOWS AN INCREASE. OVER THE PAST 3 YEARS, SOME ADJUSTMENTS HAVE BEEN MADE, TO OUR MATH PATHWAYS, WHICH CONTRIBUTED TO SOME OF THESE SHIFTS. SENATE BILL 2124 WAS KIND OF PART OF THAT DRIVE AS WELL. AND SO, MATH 5 AND 6 COMPACTED STUDENTS, THEY TAKE THE 6TH GRADE STAAR, AND THAT THAT WAS ONE OF THE SHIFTS, WHILE ONLY NON-ACCELERATED STUDENTS TAKE OUR MATH SEVEN STAR. SO, THOSE ARE CONTRIBUTORS TO THE WAY THIS DATA CAN LOOK. I GOT YOU. 
          THANK YOU. ALL RIGHT, SO, WE JUST WANT TO REMIND YOU ABOUT THE PERFORMANCE FOR A THROUGH F ACCOUNTABILITY, AND YOU CAN SEE THE OVERALL PERFORMANCE FOR EACH CAMPUS, AND THE GRADE IS COMES 
          [01:10:02]
FROM ACHIEVEMENT, PROGRESS, AND THEN CLOSING THE GAP. SO, THEY LOOK AT THREE DIFFERENT CATEGORIES TO DETERMINE WHAT LETTER A CAMPUS WILL GET. AND JUST A REMINDER, ATS DOES NOT RECEIVE AN A THROUGH F RATING. ALL RIGHT, SO, THE DATA SHOWS US THAT WE WILL CONTINUE THE WORK THAT WE ARE DOING IN THE AREAS OF STUDENT, STUDENT ACHIEVEMENT, CLOSING THOSE GAPS, AND THEN, JUST A REMINDER, WE HAVE SEVEN A-RATED CAMPUSES, AND WE HAVE SEEN A THREE-YEAR GROWTH IN SCIENCE. SO, WE ARE GOING TO KEEP DOING THE WORK IN THOSE AREAS, BUT WE'RE ALSO GOING TO TURN OUR FOCUS TO ACADEMIC GROWTH, MATH, ESPECIALLY FIFTH GRADE MATH, ENGLISH 1, THEY'RE GOING TO DO THAT WORK WITH THEIR PLCS AND ALSO IN ENGLISH 2 BECAUSE THOSE TWO COURSES ARE SEQUENTIAL. AND THEN THE SCHOOL PROGRESS DOMAIN, CONTINUING TO LOOK AT STUDENT ACHIEVEMENT AND CLOSING THE GAP. SO, WHEN WE TALK ABOUT STUDENT ACHIEVEMENT 2, WE'RE LOOKING AT HOW MUCH DOES A STUDENT GROW FROM YEAR TO YEAR. THERE'S A GROWTH MEASURE THAT WE'RE LOOKING AT. IF I WENT FROM FOURTH GRADE MATH TO FIFTH GRADE MATH, DID I MAKE THAT YEARS' WORTH OF PROGRESS? AND THAT SPECIFIC INDICATOR IS ALSO PART OF OUR A THROUGH F RATING. 
          THEY MEASURE EACH STUDENT'S GROWTH. ALL RIGHT, SO, OUR DISTRICT IMPROVEMENT PLAN, OR OUR DIP, TELLS US, AND WE'VE ALREADY DETERMINED WHAT OUR PRIORITIES ARE GOING TO BE. IF YOU REMEMBER, WE WANT TO DIFFERENTIATE FOR LEARNER NEEDS, AND WE ARE SPECIFICALLY LOOKING FOR THAT WHEN WE GO INTO CLASSROOMS AND DO CAMPUS ADMINISTRATORS, WHEN THEY DO, APPRAISALS, THEY'RE LOOKING AT OUR TEACHERS MAKING SURE THAT STUDENTS' NEEDS ARE MET. I MAY HAVE DIFFERENT NEEDS THAN TONY, SO, ARE YOU TEACHING ME WHAT, IN A WAY THAT I NEED, OR ARE YOU BACKING UP, OR ARE YOU ADVANCING TONY BECAUSE HE'S ACCELERATED? SO, REALLY DIFFERENTIATING WHAT THE STUDENT NEEDS. AND THEN WE'RE ALSO, WHEN WE GO INTO THOSE CLASSROOMS, LOOKING AT MONITORING AND ADJUSTING. 
          AS A FORMER TEACHER, SOMETIMES YOU SIT THERE AND YOU LOOK AT YOUR STUDENTS AND YOU SEE THAT THEY'RE GLAZED OVER AND THEY'RE CONFUSED. 
          THEY'RE NOT READY TO GO TO THE NEXT LEVEL. SO, RATHER THAN FOLLOW WHAT I HAVE PLANNED, I'M GOING TO ADJUST MY LESSON BECAUSE I CAN SEE THAT THEY ARE NOT WITH ME. AND THEN STRENGTHENING THAT PLC, WE HAVE COMMON EVIDENCE THAT WE'RE USING. OUR TEACHERS ARE LOOKING AT STANDARDS. THEY HAVE STUDENT WORK THAT THEY'RE COMING INTO THOSE WEEKLY PLCS WITH, AND JUST REALLY USING THAT EVIDENCE TO DRIVE THE INSTRUCTION. AND THEN ALSO TO, KIMBERLY AND THE TEAM AND TONY, THEY ARE DOING COACHING CYCLES, LEARNING WALKS. THEY'RE GOING INTO THOSE CLASSROOMS. THEY'RE DOING INSTRUCTIONAL ROUND. WE ALSO CALIBRATE WHEN WE GO AT TO DIFFERENT CAMPUSES TO MAKE SURE THAT IF I'M APPRAISING A TEACHER OR RATING A TEACHER A CERTAIN WAY, THAT WHAT I'M SEEING MATCHES WHAT TONY IS SEEING. SO, WE JUST DO THOSE CHECK-INS TO MAKE SURE THAT WE ARE, RATING THOSE APPRAISALS IN THE SAME WAY. ALL RIGHT, SO, WE ARE REQUIRED TO POST OUR STAAR PERFORMANCE, WHICH IS POSTED, AND OUR TAPER REPORTS. THAT IS SOMETHING THAT WE ARE REQUIRED BY THE STATE TO POST, BUT WE WANT TO DO MORE THAN THAT. SO, WE ARE GOING TO SHOW YOU SOMETHING THAT WE'VE BEEN WORKING ON. WE HAVE CURRENT ACADEMIC INFORMATION THAT IS ALREADY POSTED, BUT WE WANT TO EXPAND IT AND SHOW YOU WHAT IS OUR M CLASS. THERE IS A BOARD REPORT, THAT WE DO IN THE SPRING WHERE WE GIVE M CLASS DATA, BUT WE JUST PRESENT IT, AND THAT'S IT. WE TALK ABOUT OUR MAP DATA, BUT WE WANT TO MAKE SURE THAT YOU CAN SEE AND YOU CAN TRACK AND LOOK AT THE DIFFERENT CAMPUSES AND CELEBRATE WITH US ALL THE GREAT THINGS THAT ARE HAPPENING EVERYWHERE. THIS IS NOT LIVE YET, AND I WOULD LIKE TO GIVE AN IMMENSE AMOUNT OF CREDIT TO FRED BENITEZ, WHO IS OUR DIRECTOR OF EDUCATIONAL TECHNOLOGY. HE HELPED US DESIGN, AND HE WAS THE ARCHITECT FOR THIS. BUT THIS IS OUR, ACADEMIC DASHBOARD, AND IT HAS A LOT OF DIFFERENT DATA. YOU CAN SEE IT'S A ONE-STOP SHOP, SO, WHEN YOU WANT TO SEE DATA, SEE WHAT OUR ENROLLMENT IS, ATTENDANCE, GRADUATION RATE, IT'S ALL THERE. YOU WANT TO LOOK AT HOW MANY NATIONAL MERIT FINALISTS WE HAVE, IT'S RIGHT THERE. YOU WANT TO SHARE WITH YOUR FAMILIES, HEY, THIS IS THE DISTRICT THAT MY CHILDREN ARE GOING TO. 
          THEY CAN LOOK AT IT IF THEY'RE IN BELLEVILLE, ILLINOIS, AND THEY CAN SEE, OR ST. LOUIS, MISSOURI, AND SEE WHAT OUR DISTRICT LOOKS LIKE. PATTY, CAN 
          [01:15:01]
YOU SCROLL UP FOR ME A LITTLE BIT? WE ALSO HAVE OUR, DUAL CREDIT COMPLETION RATE, SO, OUR STUDENTS WHO ARE EARNING, THE CREDITS FOR HIGH SCHOOL AND FOR COLLEGE. THIS IS A LOT OF INFORMATION, BUT YOU CAN SEE THAT IT'S OUR BRAG BOARD, OUR CELEBRATION BOARD, AND YOU CAN SEE AND MONITOR ALL THE THINGS THAT WE'RE DOING. AND PATTY, IF YOU CONTINUE TO GO, ALL THOSE THINGS THAT WE'RE REQUIRED TO POST ARE THERE, BUT THIS WAS A LABOR OF LOVE FOR FRED. HE TOOK A LOT OF TIME TO DO THIS, BUT YOU CAN GO TO CAMPUS DISPLAY, AND THERE IS A DROP DOWN, SO, YOU CAN SELECT SPECIFIC CAMPUSES, YOU CAN LOOK AT, PERFORMANCE BY CAMPUS, ALL THE INFORMATION, AND YOU CAN SELECT IT. AND THEN WE ALSO HAVE, PATTY, IF YOU'LL SCROLL A LITTLE BIT MORE. 
          SECOND STEP, THOSE SKILLS THAT WE TALK ABOUT, THE SOFT SKILLS, THEY'RE RIGHT HERE, AND THIS IS PART OF OUR K THROUGH 5, REPORT CARD. SO, WE WILL BE GIVING THOSE, UPDATES AS WE, GO THROUGH THOSE DIFFERENT SKILLS EACH QUARTER. 
          AND THEN, PATTY, IF YOU'LL GO, YOU CAN SEE THE STAR DATA IF YOU WANT TO KNOW, WHAT DID CATHERINE SAY THAT THE HIGH SCHOOL WAS DOING FOR, BIOLOGY? YOU CAN CLICK IT AND SEE IT. SO, IT'S ALL THERE. 
          AND THEN, PATTY, ONE MORE TIME FOR US. AND THEN OUR MAP DATA, YOU CAN SORT IT BY CAMPUS, AND THEN YOU CAN ALSO, YOU'LL BE ABLE TO SORT IT BY SUBJECT AREA. AND THEN FINALLY, MCLASS, WHICH IS OUR K2 READING INVENTORY. YOU CAN SEE HOW THE CAMPUSES ARE PERFORMING, AND ITS COLOR CODED, AND THEN IF YOU LOOK AT THE TOP, IT HAS A REFERENCE TO LET YOU KNOW WHERE THE STUDENTS FALL. SO, IF I GET MY NIECE'S DATA, I CAN LOOK AND SAY, OKAY, THIS IS WHERE SHE'S FALLING, AND THEN MAYBE EXPLAIN IT TO MY SISTER-IN-LAW OF, WELL, THIS IS WHAT THIS MEANS. SO, WE'RE REALLY PROUD OF THE WORK THAT WE'VE DONE TO MAKE THIS HAPPEN. IT'S NOT OFFICIAL YET. IT WILL GO LIVE VERY SOON. TONY. 
          I WENT TOO FAR. SO, A LOT OF REALLY IMPRESSIVE DATA ON THAT DASHBOARD, AND, YOU KNOW, IN ORDER FOR US TO MAINTAIN IT AND IMPROVE IT, WE'VE REALLY GOT TO LEAN INTO OUR ACADEMIC MONITORING EFFORTS, THAT YOU SEE UP HERE ON THE SCREEN, ESPECIALLY OUR LEADING MEASURES VERSUS OUR LAGGING MEASURES, SUCH AS MCLASS AND MAP GROWTH AND SOME OF OUR OTHER LOCAL TOOLS THAT WE HAVE IN PLACE AND THAT OUR TEACHERS ARE REALLY GREAT AT USING, TO EVALUATE THEIR STUDENTS AND BRING THEM WHAT THEY NEED. AND SO, TO KIND OF END, WE'RE JUST EXTREMELY PROUD OF THIS, OF THIS SCORE, WE'RE, BUT MORE SO, WE'RE JUST A PROUD, WE'RE PROUD OF THE WORK THAT THE STAKEHOLDERS IN OUR SYSTEM ARE DOING EVERY DAY. 
          I'VE BEEN ON A LISTENING TOUR, BEING NEW, AND I'VE GOT MY LAST ONE ON FRIDAY, AND JUST, IT'S BEEN FANTASTIC MEETING EVERYBODY AND, AND HEARING ALL THE GREAT THINGS THAT ARE GOING ON HERE, SO. 
          JUST REAL QUICK, BEFORE ANY QUESTIONS OR COMMENTS, I JUST WANT TO THANK THE TEAM FOR THIS WORK. REALLY, THE DASHBOARD WILL CONTINUE TO GROW AND EVOLVE AND SHOW LONGITUDINAL DATA OVER TIME. 
          WE'RE REALLY HAPPY ABOUT THAT TRANSPARENCY. 
          PEOPLE TALK ABOUT TRANSPARENCY A LOT. IT'S REALLY IMPORTANT THAT WE REMEMBER THAT ALL OF THAT DATA REPRESENTS STUDENTS AND WORLD-CLASS TEACHERS WORKING TOGETHER. THAT'S WHAT LEADS TO THIS RESULT THAT YOU SEE HERE. SO, WHEN WE TALK ABOUT DATA THAT MATTERS, WE'RE TALKING ABOUT STUDENTS, AND UH, REALLY APPRECIATE THE TEAM AND YOUR WORK ON THIS. 
          THANK YOU. ALL RIGHT, DOES ANYONE HAVE ANY QUESTIONS FOR TONY OR CATHERINE? NO QUESTIONS. ALL RIGHT, JOHN. 
          I WAS JUST ABOUT TO SAY THAT'S A FIRST EVER. 
          WELL, THANK YOU. I LOVE THE PRESENTATION, I LOVE THE DATA, AND I LOVE THAT WE STARTED WITH CELEBRATING, BECAUSE THERE IS A TON TO CELEBRATE. AND SO, I APPRECIATE ALL THAT YOU WALKED THROUGH. YOU CAN SEE THE HARD WORK, LOTS TO, LOTS OF WINS, AND I LIKE SEEING ALL THE DATA. SO, THANK YOU FOR THAT. I'M ESPECIALLY EXCITED ABOUT THAT ACADEMIC DASHBOARD, AND DIGGING INTO THAT. SO, I THINK THAT I'M, I'M EXCITED FOR WHAT'S THERE. I'M EXCITED FOR THE MORE THAT'S GOING TO COME, AND I THINK DATA MATTERS, BECAUSE, WE MEASURE WHAT MATTERS, RIGHT? AND SO, BEING ABLE TO LOOK AT HOW WE'RE PERFORMING, AND CELEBRATE THE WINS, AND THEN PART OF BEING GREAT IS YOU LOOK FOR WHERE YOU CAN IMPROVE, RIGHT? AND SO, ONE THING THAT STOOD OUT TO ME IS CEDAR CREEK. SO, TALK TO ME MORE ABOUT CEDAR CREEK, BECAUSE I'LL JUST SAY, WE HAVE PHENOMENAL FOLKS AT CEDAR CREEK. IT'S A PHENOMENAL POPULATION, BUT ALSO A BEE, 
          [01:20:01]
JUST TO STATE IT, IS UNACCEPTABLE. SO, WE HAVE TO GET THAT OUT OF THERE, AND SO, I'D LIKE TO LEARN MORE ABOUT THAT PLAN. 
          SURE. SO, I WANT TO START BY SAYING, IN THE SPRING, WHEN WE WERE PLANNING FOR TESTING, WE HAD ABOUT 4 MATERNITY LEAVES, 3 OR 4 AT CEDAR CREEK DURING OUR TESTING AND LEADING UP TO THAT. SO, THAT CAN CHANGE WHEN YOU HAVE SUBS AND THE STUDENTS ARE NOT IN THEIR TRADITIONAL ROUTINE. 
          WE HAVE DONE SOME WORK WITH THE CAMPUS, JUST LOOKING AT THE DATA AND SAYING, OKAY, THIS IS WE'RE AT STUDENT GROWTH IS WHERE WE NEED TO SEE SOME, SOME CHANGE, AND LET'S START FOCUSING. AND THE CAMPUS HAS BEEN AMAZING AT, ALLOWING ME TO COME IN AND JUST ASK QUESTIONS AND WORK WITH THEM, AND THEY ARE WORKING, RIGHT NOW THEY'RE FOCUSING ON WIND TIME. THEY HAVE A PLAN FOR MATH, SO, ANY STUDENT ON THAT CAMPUS IS GETTING WHAT THEY NEED, REGARDLESS OF THEIR LEVEL, WHETHER IT BE EXTENSION SO, THAT THEY CAN HAVE THAT GROWTH, BECAUSE THAT CAN HURT IF YOU HAVE A STUDENT WHO YOU THINK, WELL, THEY ALREADY KNOW IT. IF THEY'RE NOT SHOWING THAT GROWTH, IT HURTS BECAUSE THEY'RE NOT MAKING THAT PROGRESS, AND THAT IS ONE OF THE MEASURES FOR THE A THROUGH F. 
          BUT THEY DO HAVE A PLAN IN PLACE, THE ADMINISTRATIVE TEAM AND THE TEACHERS AND THE INSTRUCTIONAL COACH, AND IT'S VERY TARGETED, AND IT'S FOR THE WHOLE YEAR. 
          SO, I THINK THAT, THEY ARE REFRAMING HOW THEY'RE LOOKING AND WHAT THEY ARE DOING TO, INTERVENE AND ALSO GIVE STUDENTS WHAT THEY NEED TO EXTEND TO IF THEY DON'T NEED INTERVENTION BUT NEED EXTENSION. SO, THEY'RE BEING VERY, VERY, COGNIZANT OF THE DATA AND USING IT TO DRIVE INSTRUCTION. 
          PERFECT. I LOVE THAT. 
          AND SO, YOU FEEL LIKE WE HAVE A PLAN IN PLACE YES. 
          FOR BETTER RESULTS. 
          YES, 100%. AND EVERYBODY IS COMMITTED TO IT, FROM THE TEACHERS TO THE ADMINISTRATION, THEY HAVE PROGRESS MONITORING. 
          THEY'RE DOING SOME CHECKS THROUGHOUT. THEY'VE JUST BEEN AMAZING, AND REALLY, THEY WANT TO, BE WITH THE A CAMPUSES. 
          AWESOME. I LOVE THAT. AND I FIGURED WE DID, RIGHT? YEAH. 
          BECAUSE I KNOW HOW MUCH WE CARE ABOUT THIS. 
          YES, OF COURSE. 
          SO, I FIGURED WE DID, BUT IT IT'S GOOD TO SPEAK TO IT, AND SO, THE COMMUNITY CAN SEE THAT PLAN AS WELL. 
          YES. 
          AND THEN WHEN I THAT WAS OBVIOUSLY OUR ONLY A CAMPUS. 
          WHEN, WHEN YOU PULL BACK INTO THE VARIOUS COMPONENTS, AND THAT'S ONE OF THE THINGS I LOVE, WE'RE BEING SO, TRANSPARENT HERE WITH THE DATA, RIGHT? YOU GO ON THE DASHBOARD THERE AND HAVE, WHAT, 7, 8 COLUMNS, YES. 
          WHATEVER IT WAS FOR EACH OF THOSE. THERE'S OBVIOUSLY, WHEN YOU LOOK AT SOME OF THE OTHER CAMPUSES, YOU KNOW, YOU KNOW, A, A FEW POINTS WHERE WE NEED TO FOCUS AS WELL. 
          FOR SOME IT'S ON CLOSING THE GAPS, SOME IT'S STUDENT PERFORMANCE, I IMAGINE, YES. 
          OR GROWTH, I IMAGINE ONCE THE MAJORITY ARE PERFORMING VERY WELL, MAYBE THAT'S A TOUGH METRIC TO HIT. BUT CAN YOU TALK TO SOME OF THOSE WHERE THERE'S AN F OR A D AND SOME OF THOSE OTHER CATEGORIES, HOW WE'RE APPROACHING EACH OF THOSE? SURE. ALL OF OUR INSTRUCTIONAL COACHES, ESPECIALLY AT THE ELEMENTARY LEVELS, HAVE LOOKED AT THE DATA. I'VE BEEN ON SEVERAL DIFFERENT CAMPUSES AND BEEN A PART OF THEIR, DATA TALKS WITH THEIR STUDENT, DATA, AND THEY ARE LOOKING AT WHAT EVERY STUDENT NEEDS AND REALLY TARGETING, WHAT THE STUDENTS NEED. 
          IN SOME CASES, THEY MIGHT ASK ME, WHAT CAN I, WHAT CAN WE DO TO, TO INCREASE THIS? AND I'LL TELL THEM IT'S YOUR GROWTH. 
          SO, THOSE STUDENTS WHO ARE ALREADY STRONG, YOU NEED TO KEEP EXTENDING AND CHALLENGING THEM. IN SOME CASES, TOO, OUR STUDENTS WHO, MIGHT BE, ECONOMICALLY DISADVANTAGED, I TELL THEM THEY NEED TO BE PERFORMING AT THE SAME RATE AS THEIR PEERS WHO ARE NOT ECONOMICALLY DISADVANTAGED, SO, THAT WILL HURT. AND I ALSO TELL THEM YOU NEED TO LOOK AT EVERY SINGLE GROUP OF STUDENTS REGARDLESS, BECAUSE EVERY S- EVERY GROUP MATTERS. 
          YEAH. 
          BUT THEY ARE ALL VERY, VERY RESPONSIVE. 
          AND HOW DOES IT DIFFER? BECAUSE WHEN YOU LOOK AT THE ACADEMIC, ACADEMIC GROWTH AT THE HIGH SCHOOL, YES. 
          THAT WAS ALSO A FOCUS AREA. 
          SO, HOW YES. 
          DOES THE STRATEGY DIFFERENT BETWEEN DIFFER BETWEEN ELEMENTARY AND HIGH? SO, FOR, HIGH SCHOOL TOO, THE BAR FOR THAT MASTER'S LEVEL IS HIGHER. SO, STUDENTS WOULD NEED TO SCORE ON ENGLISH 2, LIKE A 94% OR BETTER ON THEIR STAR TO STAY IN THAT MASTER'S CATEGORY. 
          SO, WHAT THE ENGLISH TEACHERS ARE DOING IN, TANDEM WITH THE ACADEMIC DEAN IS LOOKING AT STUDENT DATA. THEY'RE ALSO GIVING BENCHMARKS TO SEE WHAT STUDENTS MIGHT HAVE SOME GAPS IN, OR WHAT SKILLS CAN WE TEACH THAT MAYBE FALL LATER IN OUR CURRICULUM THAT STUDENTS AREN'T HAVING, BEFORE THAT TEST. SO, THEY'RE REALLY TRYING TO BE RESPONSIVE WITH WHERE THINGS FALL IN THE SCOPE AND SEQUENCE, BUT ALSO LOOKING AT INDIVIDUAL 
          [01:25:01]
STUDENT NEEDS TOO, AND WHAT THEY CAN DO. IF IT'S IMPROVE THE WRITING, OR IF IT'S LOOKING AT TWO PIECES OF TEXT THAT MIGHT BE DIFFERENT GENRES, PRESENTING THAT SO, THAT STUDENTS CAN SEE IT AND ARE FAMILIAR WITH IT AND KNOW HOW TO WRITE ABOUT TWO DIFFERENT TYPES OF GENRES. 
          YEAH. SO, IT REALLY IS GETTING DOWN TO THAT STUDENT LEVEL, YES. 
          EACH OF THE STUDENT. OKAY. 
          YES. 
          TERRIFIC. AND DO WE, YOU KNOW, SO, MANY OF OUR PRESENTATIONS WE COMPARE TO COMPARABLE DISTRICTS. 
          YES. 
          AND I DIDN'T SEE THAT HERE. 
          YES. 
          CAN YOU TALK MORE ABOUT WHY, AND IS THAT SOMETHING WE DO? YES. SO, WE RECEIVE A TAPER REPORT, AND THAT COMES IN DECEMBER. SO, AFTER WE GET THAT TAPER REPORT IN DECEMBER, THE TEAM WILL LOOK AT, THAT DATA BECAUSE OTHER DISTRICTS' DATA WILL BE AVAILABLE. SO, RIGHT NOW WE CAN LOOK AT THEIR A THROUGH F RATING, BUT WE CAN'T DIVE INTO THEIR ACTUAL DATA. ONCE WE GET THE ACCESS TO THEIR TAPER REPORTS, WE BRING THAT IN IN FEBRUARY, WHERE WE'LL, HAVE THE 9 COMPARABLE DISTRICTS AND KIND OF RANK OURSELVES WITH THOSE DISTRICTS. SO, THAT'S COMING. STAY TUNED. 
          IN FEBRUARY. PERFECT. 
          YES. 
          AND WHAT I LOVE ABOUT THAT IS, YOU KNOW, LIKE, OLYMPIANS COMPARE THEMSELVES AGAINST OTHER OLYMPIANS, YES. 
          RIGHT? AND SO, LIKE, YOU, YOU DON'T HAVE AN OLYMPIC ATHLETE THAT'S COMPARING THEMSELVES WITH A HIGH SCHOOL VARSITY ATHLETE. AND SO, IT'S THE SAME, AND I DON'T MEAN THAT IN A DEROGATORY NO. 
          WAY. WHAT I JUST MEAN IS WE'RE THE BEST, LET'S COMPARE OURSELVES WITH OTHERS THAT ARE CLOSE TO THE BEST AND SEE HOW WE CAN LEARN. AND SO, I APPRECIATE THAT THAT'S PART OF OUR PHILOSOPHY AS WELL. 
          AND IT CAN ALSO TELL YOU TOO, WHEN YOU LOOK AT COMPARABLE DISTRICTS, IF ENGLISH 2, SAY, WAS AN ISSUE AND YOU'RE SEEING IT ON THOSE COMPARABLE DISTRICTS, YOU'RE LIKE, OKAY, IT MIGHT BE THE ASSESSMENT MEASURE THAT IS THE PROBLEM AND NOT NECESSARILY OUR INSTRUCTION OR ANYTHING ELSE THAT WE'RE DOING. SO, IT REALLY HELPS US GAUGE WHERE WE STAND WITH THOSE OTHER DISTRICTS. 
          PERFECT. WELL, I'D SAY THAT THE LAST THING I'D SAY IS, ONE OF THE THINGS I VALUE IN EANES IS THAT WE DIG INTO THE DATA AND THAT WE, WHILE WE HAVE A LONG TRADITION OF EXCELLENCE AND WE HAVE PERFORMED VERY WELL, WE DON'T, WE DON'T TAKE THAT FOR GRANTED. AND YOU CAN'T REST ON YOUR LAURELS, AND WE'RE ALWAYS FOCUSING ON CONSTANTLY IMPROVING, AND I CAN SEE THAT IN THE SPIRIT OF THE ANALYSIS THAT Y'ALL ARE DOING. IT'S LIKE, HEY, LET'S CELEBRATE BECAUSE THIS IS HARD. THIS DIDN'T HAPPEN BY ACCIDENT. 
          LIKE, THERE IS A LOT OF HARD WORK THAT WENT INTO THESE WINS, AND SO, LET'S CELEBRATE THAT. AND THEN AT THE SAME TIME, LET'S LOOK AT HOW WE CAN DO BETTER. AND SO, I APPRECIATE THAT THAT ETHOS OF THE CELEBRATE AND THE GROWTH WAS IN WHAT Y'ALL ARE DOING. I COULD SEE THAT DAY TO DAY, AND SO, EXCITED FOR HOW WE CONTINUE TO GROW FROM HERE. SO, THANK YOU. 
          ALL RIGHT, THANK YOU, JOHN. 
          KELLY NEXT, AND THEN JENNIFER. 
          I'LL BUILD ON WHAT JOHN JUST SAID. ONE OF, ONE OF THE THINGS I LOVED ABOUT YOUR PRESENTATION, LIKE THE SLIDE THAT SAYS EANES STUDENTS OUTPERFORM THE TEXAS AVERAGE, BUT IN THE BOTTOM OF THE SLIDE YOU HAVE OUR NEXT CHALLENGE, MOVE MORE STUDENTS FROM PROFICIENCY TO MASTERY. 
          SO, YOU HAVE LIKE A CALL TO ACTION OF, OF THE GREATNESS THAT WE'RE ALWAYS LOOKING TO ACCOMPLISH. SO, I JUST WANT TO THANK YOU FOR THAT. I NOTICED THAT ON MULTIPLE SLIDES, AND, I REALLY APPRECIATE THAT. AND THEN I DID WANT TO VISIT ALSO, BUT YOU GUYS TOUCHED ON IT, THE ENGLISH SCORES, FOR HIGH SCHOOL. JUST BECAUSE, SINCE I HAVE TWO HIGH SCHOOLERS THAT ARE TAKING SATS RIGHT NOW, I'M VERY FAMILIAR WITH THE FACT THAT, THAT'S A HUGE PART OF THE TEST. AND SO, IT IS SUPER CRITICAL THAT, WE'RE ASSESSING, YOU KNOW, COMPARING IT TO THE OTHER TESTS, BUT ALSO LOOKING AT THOSE, YOU KNOW, ENGLISH SAT SCORES TO MAKE SURE THAT THE KIDS ARE GETTING WHAT THEY NEED TO KIND OF MASTER THAT EXAM AS WELL. 
          BUT, I MEAN, OBVIOUSLY OUR AVERAGE SCORE BEING IN THE HIGH 1200S SHOWS THAT WE ARE DOING A GOOD JOB. BUT, ANOTHER SPOT TO JUST REALLY THINK ABOUT, JUST BECAUSE IT'S TOP OF MIND FOR THE STUDENTS AT THE HIGH SCHOOL RIGHT NOW. 
          SO, THANK YOU. 
          YOU'RE WELCOME. AND THE, HIGH SCHOOL ENGLISH DEPARTMENT HAS BEEN SUPER RESPONSIVE AND WORKING REALLY HARD IN THEIR PLCS TOO. ALL RIGHT, JENNIFER. 
          OKAY, THANK YOU. I REALLY APPRECIATE ALL THAT DATA. I CAN'T WAIT TO DIG INTO IT FURTHER. I DO HAVE A COUPLE QUESTIONS. THE FIRST ONE, THE FIRST ONE JUST, I WAS AT TEA OVER THE SUMMER FOR SOME NEW, NEW TRUSTEE TRAINING, AND, I DON'T HAVE THE INFORMATION AT THE READY, SO, I WAS HOPING YOU GUYS COULD CLARIFY, WHAT IS THE PERCENTAGE, FOR APPROACHING, VERSUS MEETS VERSUS MASTERS? BECAUSE I, IF I, I MIGHT BE REMEMBERING IT WRONG, BUT I JUST, I REMEMBER BEING KIND OF SHOCKED WHEN I, WHEN I HEARD IT. SO, DO YOU, 
          [01:30:02]
DO YOU KNOW, LIKE, FOR, LIKE, IS THERE A I GUESS, LIKE, TO APPROACH GRADE LEVEL OR TO EVEN MEET GRADE LEVEL, IS THAT, AM I REMEMBERING THIS CORRECTLY? IS IT ONLY 60%, AND YOU'RE STILL MEETING THE GRADE LEVEL AT 60%? IT DEPENDS ON THE SUBJECT AND THE GRADE LEVEL, BUT IN MANY CASES, YES. YES. 
          OKAY, SO, MEETING THE GRADE LEVEL, WHICH IS A GOOD THING. 
          BUT YOU ONLY HAVE TO HAVE, LIKE, 60%. I DON'T WANT TO SAY THE WORD MASTERY BECAUSE WE USE THAT IN A DIFFERENT CATEGORY, BUT SURE. 
          COMPREHENSION OR ACCURACY IN YOUR SCORES IS JUST 60%. 
          IT DEPENDS BASED ON THE SUBJECT AND THE GRADE LEVEL, BUT IN MANY CASES, YES, 60%. 
          OKAY. AND THEN, AND MASTERS COULD BE ALSO A RANGE, BUT SO, FOR, YES, FOR ENGLISH 2, THE MASTER'S LEVEL IS 94%. 
          OKAY. 
          BUT IN, OTHER CASES, IT MIGHT BE AN 82%, JUST DEPENDS ON THE SUBJECT AND THE GRADE LEVEL. 
          OKAY. 
          YES. 
          OKAY, SO, WELL, I GUESS THE GOOD NEWS IS I, I REMEMBERED IT CORRECTLY, BUT I'M, AGAIN, IT'S STILL SORT OF, AS A PARENT, RIGHT, WHEN YOU SEE YOUR KIDS SCORING, YOU'RE LIKE, WOW, AND THEN YOU'RE LIKE, WAIT A SEC, IS THAT ACTUALLY EVEN, YOU KNOW, HOW CAN WE DO BETTER? HOW CAN WE IMPROVE? OKAY, SO, THEN IT IT'S NOT LOST ON ME THAT THE NEXT QUESTION I ASK IS COMING FROM A PLACE OF EXTREME PRIVILEGE. GOING BACK TO JOHN'S QUESTION ABOUT CEDAR CREEK, THE FACT THAT WE'RE TALKING ABOUT ALL A'S AND A B, I MEAN, THAT WOULD BE JUST AN INCREDIBLY EXCITING REPORT CARD FOR ME TO GET AT ANY GRADE IN MY LIFE. SO, JUST WITH THAT CAVEAT, YOU MENTIONED THAT THERE WERE 4 TEACHERS ON MATERNITY LEAVE. 
          AND I'M WONDERING IF, I GOT, I GOT TO USE MY FAVORITE WORD AT LEAST ONCE TODAY. SO, IS THERE GRANULARITY IN THE DATA THAT YOU, THAT YOU SHOWED US, OR THAT YOU DIDN'T SHOW US NECESSARILY, THAT COULD ACTUALLY DISTINCTLY, LINK THOSE OUTLIERS, IF YOU WILL, AND, AND DIRECTLY VALIDATE THAT IT'S BECAUSE OF THE TEACHERS THAT WERE ON MATERNITY LEAVE? OR IS THAT JUST A ONE PLAUSIBLE THEORY? SO, IT'S A PLAUSIBLE THEORY, BUT WE CAN ALSO DRILL DOWN TO THE ROSTER TO SEE, OKAY, THIS IS, YOU KNOW, THESE WERE CATHERINE DEAN'S, HER, THAT'S MY MAIDEN'S NAME, BUT CHAYRA'S, THESE WERE MY STUDENTS, AND THIS IS HOW THEY PERFORMED, AND THERE WAS A SUB FOR FROM FEBRUARY TO MAY. SO, WE CAN GET DOWN TO THAT LEVEL. 
          OKAY, BUT IT HASN'T, IT'S NOT DONE. 
          WE HAVE NOT DONE IT YET. 
          SO THAT'S STILL A THEORY. 
          A THEORY. 
          WHICH SORT OF SEGUES TO MY RELATED QUESTION IS, ARE, AS WE'RE LOOKING TO IMPROVE, LOOKING FOR OPPORTUNITIES, ARE THERE OTHER FACTORS AT CEDAR CREEK SPECIFICALLY THAT MIGHT BE ALSO CONTRIBUTING TO THAT DISCREPANCY? I THINK THAT NEED TO ALSO LOOK AT, THE EXPERIENCE LEVEL OF THE TEACHER AND, AND WHAT THEY'RE TEACHING. 
          SO, IF YOU HAVE A TEACHER WHO IS NEW, TO TEACHING, AND THEY'RE ALSO TEACHING A STAAR TESTED, SUBJECT OR GRADE LEVEL, THERE'S A LEARNING CURVE THERE. 
          SO, WE NEED TO MAKE SURE THAT WE ARE PROVIDING THAT SUPPORT. 
          AND I ALSO THINK TOO, THE MENTOR PROGRAM THAT WE HAVE STARTED WITH HR IS THAT GREAT SUPPORT BECAUSE WE HAD A MENTOR PROGRAM BEFORE, BUT THIS IS, DEFINITELY MORE STRUCTURED, AND TEACHERS WHO ARE NEW CAN HAVE THAT SUPPORT TOO. AND ALSO, WE USE THE WALKTHROUGH DATA AND THE, COACHING CYCLES WITH TEACHERS WHO, WHO MAYBE NEED A LITTLE MORE SUPPORT TOO. 
          SO, BEING NEW TO THE PROFESSION DOES PLAY A ROLE IN THAT TOO. 
          SO, WE'RE LOOKING AT ALL THINGS. 
          OKAY, OKAY, THAT- THAT'S HELPFUL TO KNOW, JUST BECAUSE I GUESS IN AN IDEAL- IDEAL WORLD, I, I KNOW WE DON'T OPERATE IN A VACUUM, BUT IT WOULD BE GREAT TO HAVE SORT OF AN EVEN DISTRIBUTION OF NEW HIRED TEACHERS SPREAD ACROSS CAMPUSES TO HELP MAYBE WITH THAT, AVERAGE. OKAY. 
          ABSOLUTELY. 
          THANK YOU. 
          YOU'RE WELCOME. THANK YOU. ALL RIGHT, WE HAVE KATE AND THEN DIANE. 
          HI. 
          HI. 
          THANK YOU. THAT WAS A GREAT PRESENTATION, AND I AM ALSO VERY EXCITED ABOUT THE DASHBOARD, SO, CAN'T WAIT TO DIG IN ON IT. MY QUESTION RELATES TO MATH, THE MATH PROGRAMMING. 
          I THINK IT'S OBVIOUSLY CRITICAL FOR OUR STUDENTS TO MAKE SURE THAT THEY'RE GETTING, THE MATH SUPPORT THAT THEY NEED. AND AS A PARENT, I CURRENTLY HAVE AN EIGHTH GRADER AND A SOPHOMORE IN HIGH SCHOOL, AND I WENT THROUGH MIDDLE SCHOOL AT THE TAIL END OF, ELEMENTARY AND THEN INTO MIDDLE SCHOOL, AS WE AS A DISTRICT, I THINK, CHANGED OUR MATH PROGRAM A FEW TIMES, AND IT WAS CONFUSING FOR THE PARENTS, AND IT WAS, YOU KNOW, CHALLENGING, I THINK, FOR THE KIDS. AND I'M, YOU KNOW, I'M LOOKING AT SOME OF THE MATH SCORES. I THINK WE HAVE SOME ROOM FOR IMPROVEMENT THERE. SO, MY QUESTION IS AROUND, IS THERE ANYTHING WE'RE DOING RIGHT NOW TO REEVALUATE THE MATH PROGRAM? IS IT STAYING WHERE IT IS? I'M A HUGE PROPONENT 
          [01:35:02]
OF OFFERING OPPORTUNITIES FOR STUDENTS TO GET AHEAD IN MIDDLE SCHOOL, AS THEY APPROACH HIGH SCHOOL, AND I THINK THAT SOME OF THE CHANGES THAT TOOK PLACE MADE THAT MORE DIFFICULT, AND SO, I'D LIKE TO HEAR MORE ABOUT WHERE WE ARE WITH THE MATH PROGRAM AND, AND WHAT THAT LOOKS LIKE. 
          THANK YOU. 
          YOU WANT ME? SURE. 
          SO, I'M IN LEARNING PHASE. 
          RIGHT NOW, AND THE LISTENING TOURS ARE BRINGING ME A TON OF GREAT INFORMATION. I GOT TO TALK TO A LOT OF FAMILIES, IN THE FIRST 2 MONTHS OF BEING HERE, SOME OF WHICH YOU'RE KIND OF TALKING ABOUT, SOME, YOU KNOW, SOME OF THE, THE PLACEMENT PROCESSES AND THINGS LIKE THAT. SO, I AM LOOKING AT IT. THE, TEACHING AND LEARNING TEAM IS LOOKING AT IT, BUT I'M, I'M TAKING A LOOK AT IT AND, BEEN IN 2 DIFFERENT PLACES BEFORE THIS THAT HAD SIMILAR PROCESSES, BUT THEY'RE, NO DISTRICT IS ALIKE. THEY'RE ALL VERY, YOU KNOW, UNIQUE IN HOW THEY HAVE THEIR PLACEMENT PROCESSES, AND HOW KIDS PROGRESS IN THE PATHWAYS. I THINK EANES HAS INCREDIBLE OPPORTUNITIES, FOR MATHEMATICS. I WILL SAY THAT, HAVING BEEN IN OTHER PLACES. THEY HAVE, OPPORTUNITY ON-RAMPS, IF YOU WILL, YOU KNOW, AT DIFFERENT, AT VARIOUS, GRADE LEVELS, WHICH IS, IS A GREAT THING, AND, AND THE CURRICULUM IS PRETTY SOUND, FROM WHAT, FROM WHAT I'VE SEEN IN MY SHORT TIME HERE. I, I'D LIKE TO FOCUS ON SOME PROFESSIONAL LEARNING AND, AND MAKE SURE THAT TEACHERS ARE GETTING WHAT THEY NEED, SPECIFICALLY CURRICULUM-BASED PROFESSIONAL LEARNING SO, THAT THEY'RE KNOWING HOW TO USE THEIR RESOURCES, SO. 
          YEAH, I THINK THE, AT THE TIME I WAS IN THAT PROCESS, IT, EVEN THE ELEMENTARY LEVEL WAS SO, CRITICAL BECAUSE WE, YOU KNOW, IN THE FIFTH GRADE, THEY WERE LOOKING AT WHERE THE STUDENT WOULD END UP IN SIXTH GRADE, AND AT THE TIME, I DIDN'T THINK THERE WERE ENOUGH ON-RAMPS FOR STUDENTS LATER WHO MAYBE DIDN'T GET THE FOUNDATIONAL SUPPORT IN ELEMENTARY. AND SO, THAT'LL BE SOMETHING THAT I'M LOOKING FORWARD TO HEARING MORE ABOUT, IS, IS WHERE WE ENHANCE THE MATH PROGRAM, ESPECIALLY AT THE ELEMENTARY AND MIDDLE SCHOOL LEVEL. 
          AND WE JUST OFFERED EDEN'S ACCELERATION ACADEMY THIS SUMMER, BUT WE OFFERED MATH 06, MATH 7, MATH 8, AND GEOMETRY. SO, WE WERE TRYING TO BE RESPONSIVE TO STUDENTS WHO WANTED TO ACCELERATE, WHO MAYBE, DIDN'T TAKE THAT PATH WITH 5, 6. MAYBE THEY WERE IN MATH, FIFTH GRADE MATH IN FIFTH GRADE. SO, WE TRIED TO GIVE THEM OTHER OPPORTUNITIES TO ACCELERATE TOO. AND EVEN PAST MIDDLE SCHOOL BY TAKING GEOMETRY. 
          WELL, GEOMETRY, I THINK, HAS BEEN OFFERED. I KNOW YES. 
          A LOT OF STUDENTS TAKE THAT SURE. 
          AND HAVE OVER THE SUMMER FOR, FOR MANY YEARS, BUT I THINK THAT'S A GREAT IDEA. SO, SO, YOU'RE SAYING IF THE STUDENT COMING OUT OF 5TH GRADE, OR MAYBE IS THERE STILL FIFTH, THE ACCELERATED MATH IN 5TH GRADE? SO, IF THEY'RE NOT IN THE ACCELERATED MATH IN, IN FIFTH GRADE, THEY CAN STILL TAKE SIXTH OF HIS SUMMER AND END UP IN SEVENTH AS THEY GO INTO MIDDLE SCHOOL. 
          THANK YOU. 
          YOU'RE WELCOME. 
          ALL RIGHT, DIANE. 
          THANK YOU, AND I'LL REITERATE WHAT EVERYONE ELSE HAS SAID. 
          THANK YOU FOR THE DASHBOARD. I'M SO, EXCITED. AND THANK YOU FOR DISCUSSING MATH. I DON'T HAVE MUCH TO ADD EXCEPT TO SAY THAT I'M, I'M PART OF THE OLD SCHOOL I ALLUDED TO EARLIER. YOU KNOW, MY OLDEST GRADUATED IN 2019, AND WE HAD A DIFFERENT SYSTEM IN PLACE THEN. 
          SO, I AM VERY INTERESTED IN HEARING WHAT YOU CONTINUE TO LEARN. I KNOW IT'S BEEN A TENSION IN THE DISTRICT. WE HAVE SO, MANY PARENTS WHO WANT, WHAT'S BEST FOR THEIR KIDS, OF COURSE, AND MAYBE SOMETIMES THE KIDS GET ACCELERATED BEYOND THEIR ABILITIES, AND THAT'S THE DIFFICULTY THAT, THAT PUSHBACK HAS BEEN OVER THE YEARS. SO, I LOOK FORWARD TO Y'ALL FIGURING THAT OUT, BECAUSE WE DEFINITELY DON'T WANT TO BE HOLDING KIDS BACK. 
          WE WANT TO BE GIVING THEM OPPORTUNITIES. THE OTHER THOUGHT THAT I HAD WAS, WHEN WE'RE TALKING ABOUT INDIVIDUAL CLASSROOMS AND TRYING TO LOOK YOUR GRANULARITY, YES, I CALL IT, YOU KNOW, GETTING INTO THE WEEDS A LITTLE BIT. 
          THAT'S MY LABEL, BUT TIA IS COMING DOWN THE ROAD, AND WE, I THINK MOST PEOPLE HERE UNDERSTAND THAT THESE STAR NUMBERS ARE GOING TO BE WHAT IS A PART OF THE PACKAGE THAT DETERMINES WHETHER A TEACHER GETS RATED AS A, YOU KNOW, RECOGNIZED, DISTINGUISHED MASTER'S. I DON'T REMEMBER THE EXACT TITLES, WHICH IN, YOU KNOW, THESE, THESE HAVE A VALIDITY, OF COURSE, BUT THEY'RE ALSO KNOWN AS HIGH STAKES TESTING. 
          SO, WE'RE GOING TO BE TALKING ABOUT THESE A LOT MORE DOWN THE ROAD. SO, ANOTHER THING THAT COULD BE HAPPENING IS THAT I JUST THROW THIS OUT THERE REALLY QUICKLY, IN ONE OF MY POLICY CLASSES, ONE OF MY PROFESSORS SAID, I WENT TO AIKENS, AND WE OUR AIR CONDITIONING WAS OUT ONE DAY, AND WE TOOK A STANDARDIZED TEST THAT DAY, AND GUESS WHAT? ALL THOSE TEST SCORES WERE DOWN. 
          SO THERE'S JUST SO, MANY DIFFERENT FACTORS THAT CAN GO INTO THIS. IT COULD BE A 
          [01:40:01]
TEACHER DISRUPTION OR SOMETHING, A CHILD NOT FEELING WELL, BUT AS A WHOLE CLASSROOM OR WHOLE SCHOOL, OF COURSE, WE NEED TO BE LOOKING AT THESE. SO, THANK YOU AGAIN FOR ALL OF THIS. I APPRECIATE THE DATA, BUT I JUST WANT TO REMIND EVERYONE THAT THESE ARE TESTS TAKEN ON ONE DAY. 
          YEAH. 
          AND OUR SCHOOL AND OUR DISTRICT IS SO, MUCH MORE THAN JUST ONE DAY OF A TEST, SO, AND THAT'S WHAT'S IMPORTANT ABOUT THE DASHBOARD TOO, BECAUSE WE TALK ABOUT, YOU KNOW, YOU TAKE THAT TEST, IT'S ONE SNAPSHOT, THE POWER GOES OUT, THERE'S A FLOOD, THERE'S NO WATER, WHATEVER HAPPENS ON THE DAY YOU TAKE THE TEST. 
          SO, LOOKING AT THOSE OTHER PIECES, LIKE THAT MCLASS DATA, THE MAP DATA, THAT GIVES YOU THE WHOLE PICTURE, AND THAT IS SO, IMPORTANT BECAUSE EVEN THOUGH, ASSESSMENT IS IMPORTANT, I RECOGNIZE THAT ONE DAY CAN BE A BAD DAY, AND IT MAY NOT REFLECT YOUR TRUE, TRUE ABILITY, SO, WE HAVE TO LOOK AT ALL THOSE DATA POINTS. 
          YEAH, IT'S INTERESTING, IN THE LAST SESSION THERE WAS SO, MUCH DISCUSSION AROUND TESTING AND MAP, ADDING MAP TESTING TO THIS NOW, AND A CONCERN THAT NOW THAT MAP TESTING IS A PART OF THE GRADING, THAT IT TOO WILL BECOME HIGHER STAKES, AND THAT KIND OF SADDENS ME. SO, AGAIN, WE'LL CONTINUE TO KEEP AN EYE ON IT AND BE LOOKING AT MORE THAN JUST TESTS. THANK YOU. ALL RIGHT, I HAD A COUPLE QUESTIONS. THANK YOU. 
          YOU'RE WELCOME. 
          SO JUST FOR ANYONE WATCHING AT HOME OR SEEING WHAT'S GOING ON HERE, IT LOOKS LIKE THIS ACADEMIC DASHBOARD IS LIVE NOW, CORRECT? SO, ANYONE COULD ACTUALLY GO ONTO IT AND GO SEE THE DATA? SO, IT'S, IT SHOULD STILL BE NOT ACTIVE. 
          IT'S NOT ACTIVE YET. 
          YEAH, SO, WE, OUR COMMUNICATIONS TEAM WOULD, IT'S THERE, AND IT'S ON, SO, WHAT YOU'RE SEEING IS THE TEMPLATE, BUT IT HASN'T BEEN PUSHED TO FINAL SITE. IT'S LIKE, HIDDEN, LIKE WHEN YOU'RE LOOKING AT AN EXCEL SHEET AND YOU HIDE COLUMNS. SO, RIGHT NOW THE COLUMN IS THERE, BUT IT'S, IT'S HIDDEN. SO, WE WILL ACTIVATE IT AND PUBLISH IT, AND WE'LL ALSO PROMOTE IT SO, THAT FOLKS KNOW THAT THEY CAN ACCESS ALL THE THINGS. 
          ALL RIGHT, SO, THAT'S GOOD. 
          WE'VE CLARIFIED BECAUSE HERE WE HAVE A LINK YES. 
          THAT IS, SO, WE HAVE THE NAMED LINK, AND WE CAN OPEN UP, AND WE'RE LOOKING AT IT, AND SO, IF FOR ANYONE LOOKING AT HOME, LIKE, WHAT ARE THEY TALKING ABOUT? WE'VE GOT THIS AMAZING PUBLIC-FACING DASHBOARD THAT DESCRIBES WHAT'S GOING ON WITH THE DIFFERENT, STAR SCORES IN OUR ACCOUNTING AND RATINGS. 
          SO, AS I'M LOOKING AT THIS, AND YOU CAN'T SEE IT AT HOME, SO, I'LL TRY TO DESCRIBE IT. 
          IT'S A GRID THAT HAS OUR HIGH SCHOOL, OUR TWO MIDDLE SCHOOLS, OUR ELEMENTARIES GOING DOWN A COLUMN, AND THEN ACROSS THE TOP IT HAS THESE DIFFERENT FACTORS. IT SAYS THERE'S AN OVERALL RATING, THERE'S STUDENT ACHIEVEMENT, SCHOOL PROGRESS, ACADEMIC GROWTH, RELATIVE PERFORMANCE, CLOSING THE GAP, AND A FINAL SCORE, WHICH IS HOW WE COME UP WITH A THROUGH F. 
          CORRECT. 
          WHAT'S INTERESTING TO ME, I'M A NOVICE READER HERE, I DON'T NECESSARILY KNOW WHAT THESE DIFFERENT COLUMNS MEAN. 
          SO, FOR EXAMPLE, WHAT WOULD BE THE DIFFERENCE BETWEEN ACADEMIC ACHIEVEMENT VERSUS RELATIVE PERFORMANCE? OR RELATIVE PERFORMANCE VERSUS CLOSING THE GAP. AND I'M JUST, I'M SURE YOU CAN EXPLAIN IT, BUT I'M WONDERING ABOUT, AS THIS BECOMES LIVE, IF THERE'S A WAY TO MAYBE HAVE LIKE A CLIFF NOTES VERSION OF WHAT THIS MEANS FOR A PARENT WHO COMES AND LOOKS BECAUSE THEY WANT TO KNOW WHAT'S GOING ON. 
          100%, BECAUSE THAT IS SUPER IMPORTANT. RELATIVE PERFORMANCE, WE NEED TO GIVE A DESCRIPTION BECAUSE THAT IS VERY UNIQUE, AND IT'S BASED ON THE PERFORMANCE OF YOUR STUDENTS WHO ARE CONSIDERED ECONOMICALLY DISADVANTAGED VERSUS THEIR NON-ECONOMICALLY DISADVANTAGED PEERS. SO, WE WILL ADD THAT, WE'LL TAKE THAT FEEDBACK AND ADD TO IT. THANK YOU. 
          OKAY, AND THEN JUST FOR EX- SO, THAT'S RELATIVE PERFORMANCE, CLOSING THE GAP, DOES THAT, WHAT DOES THAT MEAN? SO, CLOSING THE GAP, THE RATING, IT TAKES A COMPILATION OF STUDENTS FROM DIFFERENT PROGRAMS, LIKE SPECIAL ED, EB, AND JUST LOOKING AT HOW CLOSE WE ARE TO CLOSING GAPS BETWEEN THE DIFFERENT, CATEGORIES. 
          AND THEN ARE, ARE ANY OF THESE FACTORS JUST COMPARING, IS IT A COMPARING PEER GROUPS TO PEER GROUPS, OR IS IT A STUDENT-ON-STUDENT BASIS? SO, GROWTH IS STUDENT ON STUDENT, SO, THAT'S INDIVIDUAL, LIKE YOU'RE, YOU WOULD BE MEASURING MY, GROWTH FROM THIRD GRADE READING LANGUAGE ARTS TO FOURTH GRADE READING LANGUAGE ARTS. AND THEN THERE IS ALSO, THE WHOLE CAMPUS AND HOW YOU ARE DOING, YOU'RE, PERFORMING FOR THE WHOLE CAMPUS FOR THAT PARTICULAR SUBJECT AREA. ALL RIGHT, THANK YOU. BECAUSE I, I MEAN, WHAT WE'RE LOOKING AT IS KIND OF A BLENDED AVERAGE ACROSS THESE. THERE'S SIX FACTORS WITH AN OVERALL SCALE. 
          EVERYTHING IS LETTERED A THROUGH F. WE COME UP WITH OUR OVERALL ACCOUNTABILITY RATING FOR OUR DIFFERENT SCHOOLS. 
          SO, A PARENT'S LOOKING 
          [01:45:02]
AT THIS, AND THEY WOULDN'T NECESSARILY KNOW, THEY GO, LIKE, WHAT DOES THIS LETTER MEAN? SO, I THINK GIVING SOME SORT OF TRANSLATION OR A ROSETTA STONE FOR US WOULD BE REALLY HELPFUL. 
          SURE. 
          SO. 
          THANK YOU. 
          ALL RIGHT. JOHN. 
          SORRY, ONE MORE I WANTED SURE. 
          TO ASK REAL QUICK. 
          SURE. 
          SO, ONE OF THE BENEFITS WE HAVE HERE WITH CEDAR CREEK IS A YEAR FROM NOW, CEDAR CREEK'S STILL GOING TO BE HERE. WE'RE GOING TO LOOK TO SEE HOW CEDAR CREEK DID. 
          YES. 
          I REMEMBER, A YEAR AGO, VALLEY VIEW WAS A B. VALLEY VIEW'S NOT HERE ON THE CHART ANYMORE BECAUSE IT GOT BLENDED IN WITH BARTON CREEK. 
          RIGHT. 
          SO, I'M CURIOUS, HAVE WE LOOKED BACK AT THE STUDENTS, BECAUSE WE WANT TO MAKE SURE THAT WE'RE, THAT THE, IN SHORT, THAT ANY, AREAS OF IMPROVEMENT THAT EXISTED WHILE THEY WERE AT VALLEY VIEW, THAT WE MET THOSE, AND THAT THEY'RE NOT JUST, THOSE ISSUES AREN'T JUST HIDDEN NOW THAT IT'S BLENDED IN WITH, THE REST OF BARTON CREEK. WE WANT TO MAKE SURE WE ARE, ADDRESSING WHATEVER THOSE CHALLENGES WERE THAT THE DATA SHOWED US A YEAR AGO, THAT WE ADDRESS. 
          ADDRESS THOSE, AND THAT THAT'S WHY IT'S AN A, AND NOT BECAUSE, YOU, YOU BLENDED A SMALLER CAMPUS INTO A LARGER CAMPUS, AND THEN THOSE CHALLENGES KIND OF GET HIDDEN BY THE DATA. YOU SEE WHAT I'M ASKING? ABSOLUTELY. 
          SO, IT COULD YOU, YOU KNOW, SHARE A LITTLE BIT MORE ON THAT, PLEASE? SO, WE CAN, DEFINITELY DISAGGREGATE FOR THE STUDENTS. SO, WE WOULD, WE WOULD HAVE TO DO SOME WORK ON OUR OWN, BUT TO PULL, THE DATA FOR THOSE STUDENTS WHO WERE ENROLLED, AT ANOTHER CAMPUS BEFORE THEY BLENDED, THE TWO CAMPUSES. SO, WE WOULD BE ABLE TO DO THAT TOO. 
          BUT I CAN SAY THAT FOR THAT RATING, JUST LOOKING AT, AND REMEMBERING WHERE THAT CAMPUS FELL, DOLLY VIEW, THEY ACTUALLY, THEIR PERFORMANCE WITH BARTON CREEK BLENDED VERY WELL, AND THEY DID NOT BRING DOWN, ANY, THEIR ACHIEVEMENT DID NOT NEGATIVELY IMPACT BARTON CREEK. SO, I MEAN, THEY HAVE IMPROVED BEFORE THEY CLOSED. THEY HAD STARTED WORKING AND FOCUSING ON TARGETED ON INSTRUCTION, DID A LOT OF WORK THERE WITH THEM, AND THEY, BARTON CREEK CAMPUS STILL HAS AN A, AND THERE MAY BE SOME AREAS THAT WE CAN LOOK AT FOR AND DISAGGREGATE STUDENTS BASED ON THE CAMPUS THAT THEY WERE IN BEFORE, BUT THEY MAINTAINED THEIR A IN ALL THE CATEGORIES. 
          WHICH IS GREAT, AND THE, AND THE SPIRIT BEHIND THE QUESTION IS NOT ABOUT SOME CONCERN ABOUT BEING DRAGGED DOWN. IT'S JUST MAKING SURE WE'RE SERVING, THE STUDENTS AND ADDRESSING THE NEEDS THAT WERE HIGHLIGHTED BY THAT RATING. I JUST WANT TO MAKE SURE THAT WE CONTINUED TO SERVE THOSE IN THE LAST YEAR, AND THAT IF THERE WAS ANY, OPPORTUNITIES FOR GROWTH, THAT WE HAD SEIZED THOSE. DOES THAT MAKE SENSE? YES, ABSOLUTELY. SO, STUDENTS WHO MAYBE ARE NOT PERFORMING, OR ARE PERFORMING BELOW APPROACHES, THEY QUALIFY FOR WHAT'S CALLED ACCELERATED INSTRUCTION. AND SO, IF THEY ARE STRUGGLING, THEN WE DO PROVIDE ASSISTANCE FOR THOSE STUDENTS. THEY ARE ABLE TO GET TUTORIALS IN THAT SPECIFIC INSTRUCTION. 
          SO, IF STUDENTS ARE STRUGGLING OR WE'RE SEEING THAT THEIR PERFORMANCE IS BELOW, WHERE WE'D LIKE FOR IT TO BE, THEN THERE ARE SOME INTERVENTIONS IN PLACE WITH OUR CSS STAFF AND THROUGH RTI. 
          PERFECT. WELL, I DO APPRECIATE YOU DISAGGREGATING THAT MORE JUST TO MAKE, YOU KNOW, SURE. 
          MAKE SURE WE'RE LIVING UP AND DOING EVERYTHING WE CAN TO HAVE CLOSED A GAP THAT, THAT WAS THERE. SO, I APPRECIATE THAT. THANK YOU. 
          ABSOLUTELY, YOU'RE WELCOME. 
          I THINK ALSO, JOHN, JUST AS A REMINDER BASED ON YOUR QUESTION, WHEN WE LOOK AT THE THINGS THAT WE HEAR IN THE COMMUNITY AND SOMETIMES THE THINGS THAT PARENTS ARE CONCERNED ABOUT, AND THEN WE SEE THE PERFORMANCE AT A PLACE LIKE BARTON CREEK LAST YEAR, WE CAN CELEBRATE THAT ALL DAY LONG AND BE VERY PLEASED WITH OUR STUDENTS AND TEACHERS AND THE WORK THAT THEY DID WITH TEACHING AND LEARNING AND HOW THOSE OUTCOMES LOOK, IS DEFINITELY A GREAT CELEBRATION AND A REMINDER TO ALL OF US THAT THE WORK, THAT WE'RE FOCUSED ON AND THE IMPROVEMENT PIECE, OUR TEAM IS LOOKING AT ALL THE TIME FOR CONTINUOUS IMPROVEMENT, AND, THEY'RE GOING TO DIG INTO THIS DATA. SO, TONY, CATHERINE, THANK YOU SO, MUCH. WE REALLY APPRECIATE YOUR 
          [8.1 Request for Approval of District of Innovation Implementation Related ...]
TIME. 
          THANK YOU. 
          YEAH, LOTS TO CELEBRATE FOR SURE. THANK YOU. 
          ALL RIGHT, WE ARE GOING TO NOW MOVE TO OUR DISCUSSION AND ACTION ITEM SECTION OF OUR MEETING TONIGHT, AND WE HAVE A FIRST ITEM TO CONSIDER, 8.1, WHICH IS A REQUEST FOR APPROVAL OF DISTRICT INNOVATION IMPLEMENTATION RELATED TO THE LOCAL CERTIFICATION OF SELECT EMPLOYEES. THAT WAS A LOT. SO, I'M GOING TO ASK IF WE HAVE A MOTION FOR THIS ITEM. KELLY. 
          I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE LOCAL CERTIFICATION FOR THE SELECTED EANES ISD EMPLOYEES AS FOLLOWS: CEDAR CREEK ELEMENTARY LIBRARIAN SPECIALIST TEACHER, WESTLAKE HIGH SCHOOL AMERICAN SIGN LANGUAGE TEACHER, WESTLAKE HIGH SCHOOL ENGLISH TEACHER 
          [01:50:02]
UNDER THE EANES ISD DISTRICT PLAN FOR INNOVATION AND LOCAL CONTROL. 
          ALL RIGHT, WE HAVE A MOTION FROM KELLY. DO WE HAVE A SECOND? A SECOND FROM DIANE. 
          ALL RIGHT, IT HAS BEEN MOVED AND SECONDED. I WOULD LIKE TO INVITE OUR CHIEF HUMAN RESOURCES OFFICER, MISS LORI LEE, TO PRESENT. OR MAYBE THERE'S NO PRESENTATION. NO PRESENTATION. ALL RIGHT. IS THERE ANY DISCUSSION? ALL RIGHT, SINCE THERE IS NO DISCUSSION, WOULD ALL THOSE IN FAVOR, WE HAVE AN ABSENTEE, LET'S WAIT FOR JENNIFER TO COME BACK IN THE ROOM. SHE STEPPED OUT. OKAY. OKAY. THANK YOU. SO, THE MOTION ON THE FLOOR IS TO APPROVE ITEM 8.1, WHICH IS A REQUEST TO APPROVE, REQUEST FOR APPROVAL OF DISTRICT OF INNOVATION IMPLEMENTATION RELATED TO THE LOCAL CERTIFICATION OF SELECT EMPLOYEES. ALL RIGHT, SO, ALL THOSE IN FAVOR, PLEASE SAY AYE. 
          AYE. 
          [8.2 Discussion and possible approval of Legislative Priorities 2026-27]
AYE. ANY NAYS? ALL RIGHT, 7-0. WE WILL NOW MOVE ON TO ITEM 8.2, WHICH IS DISCUSSION AND POSSIBLE APPROVAL OF LEGISLATIVE PRIORITIES. 
          WOULD ANYONE LIKE TO MAKE A MOTION? JOHN. 
          SO, IT'S NOT A MOTION, BUT, THE LEGISLATIVE COMMITTEE WOULD RECOMMEND THAT WE, PICK THIS BACK UP IN DECEMBER, AND BECAUSE RIGHT NOW, THE ORIGINAL PLAN, WAS TO DO A, LEGISLATIVE PRIORITIES TO APPROVE THOSE IN SEPTEMBER, AND THAT'S WHY THAT WAS ON THE AGENDA. BUT AFTER DISCUSSING WITH THE COMMUNITY, OF OUR LEGISLATIVE, EXPERTS AND PEOPLE, WHO WERE ABLE TO ADVISE US, THEY SUGGESTED THAT WE KEEP IT BROAD FOR THE TIME BEING, GET FEEDBACK, AND THEN BRING A REFINED LIST OF PRIORITIES TO THE BOARD IN DECEMBER. AND SO, OUR RECOMMENDATION, WOULD BE TO POSTPONE THIS DEFINITELY UNTIL THE DECEMBER MEETING. 
          OKAY. PERFECT. SO, I WILL MAKE A MOTION TO POSTPONE DEFINITELY THE LEGISLATIVE PRIORITIES TO THE DECEMBER MEETING. 
          ALL RIGHT, IS THERE A SECOND? A SECOND FROM DIANE. ALL RIGHT, IS THERE ANY DISCUSSION ON THE MOTION TO POSTPONE TO DECEMBER? JAMES. 
          SO, AT THAT POINT, YOU'RE COMING BACK TO US WITH A LIST OF 3 TO 5 THAT, THAT SORT OF RESONATE WELL WITH WHAT WE'RE SEEING COMING INTO THE LEGISLATIVE SESSION, AND AT THAT POINT WE WOULD APPROVE 3 TO 5 LEGISLATIVE PRIORITIES BASED ON THAT. IS THAT JUST CLARIFICATION? CORRECT. 
          OKAY, AND WE'LL SEE THAT IN ADVANCE OF THE MEETING LIKE WE DID THIS TIME AND HAVE TIME TO DIGEST THAT. 
          EXACTLY. 
          THANK YOU. 
          ALL RIGHT, WE HAVE A MOTION BY JOHN TO POSTPONE TO DECEMBER, A SECOND BY DIANE. 
          ANY FURTHER QUESTIONS? OKAY, ALL THOSE IN FAVOR, PLEASE SAY AYE. AYE. ANY NAYS? ALL RIGHT, THE MOTION CARRIES TO POSTPONE TILL DECEMBER 7-0. 
          CAN I JUST SAY REAL QUICKLY, PRESIDENT WALKER, I WANT TO THANK OUR LEGISLATIVE COMMITTEE MEMBERS AND THE ENGAGEMENT WE'VE HAD. I KNOW THAT, JENNIFER AND DIANE ALSO HAVE BEEN WORKING, TIRELESSLY WITH THE RAISE YOUR HAND TEXAS FELLOWSHIP GROUP. THE ADVOCACY THAT'S GOING ON BEHIND THE SCENES, THE PUBLIC DOESN'T GET TO SEE AT ALL TIMES FROM OUR TRUSTEES. OUR TRUSTEES ARE HEAVILY ENGAGED IN TALKING AND LISTENING TO PEOPLE ABOUT WHAT WE OUGHT TO BE DOING TO TRY TO ADVOCATE SPECIFICALLY FOR EANES. REALLY APPRECIATE IT AT A TIME THAT'S SO, IMPORTANT TO ENGAGE, NOT JUST WITH LEGISLATORS, BUT EVERYBODY ELSE IN THE COMMUNITY FOR AWARENESS. SO, WE'RE GOING TO CONTINUE TO DO THAT AND FIND SOME ACTIVITIES TO SHARE PUBLICLY IN THE FUTURE. I THINK PETE'S TAXPAYER TUESDAY OPPORTUNITIES ARE GOING TO BE A GREAT OPPORTUNITY TO ENGAGE WITH THE COMMUNITY, AND THAT IS ALL A CONCERTED, INTENTIONAL, ROUTINE EFFORT TO, RAISE MORE AWARENESS ABOUT OUR NEEDS, AND I LOOK FORWARD TO TALKING MORE ABOUT THOSE PRIORITIES IN THE FUTURE. 
          JOHN. 
          AND I JUST WANT TO ECHO, A BIG THANK YOU TO STAFF. 
          STAFF PUT A LOT OF EFFORT, SO, ESPECIALLY TO OUR CFO, PETE POPPE. HE POURED A TON IN, AS DID HIS TEAM. 
          SUPERINTENDENT KOENNECKE DID AS WELL. AND SO, A LOT OF STAFF EFFORT HAS GONE INTO, WHAT APPEARS TO BE A, A SHORT DOCUMENT, BUT ACTUALLY A LOT OF EFFORT WENT INTO IT, AND A LOT OF ANALYSIS, AND SO, A BIG THANK YOU TO STAFF FOR ALL THEIR WORK ON IT AS WELL. 
          ALL RIGHT, THANK YOU. SO, NEXT 
          [8.3 Discussion and possible action regarding staff compensation]
WE HAVE ITEM 8.3, WHICH IS A DISCUSSION AND POSSIBLE ACTION REGARDING STAFF COMPENSATION. 
          WOULD ANYONE LIKE TO MAKE A MOTION? OR WE CAN GO 
          [01:55:03]
THROUGH THE PRESENTATION AND THEN CIRCLE BACK TO MAKING A MOTION ON A RECOMMENDATION. OKAY. I THINK IT MAKES SENSE WITH THIS ONE THAT WE LOOK THROUGH THE LATEST PRESENTATION, AND SO, WE'LL CALL OUR CFO, MR. PETE POPPE, AND OUR CHIEF HUMAN RESOURCES OFFICER, MISS LORI LEE. THANK YOU, BOARD. WE'LL GET STARTED WITH JUST KIND OF LOOKING OVER SOME NUMBERS HERE THAT, DR. POPPE AND I HAVE PROVIDED FOR YOU TONIGHT. WE WANTED TO TALK A LITTLE BIT ABOUT, AREA COMPENSATION INCREASES. 
          WE WILL ALSO TALK A LITTLE BIT ABOUT, AREA COMPENSATION INCREASES. 
          WE WILL ALSO TALK ABOUT OPTIONS. WE HAVE A MULTI-YEAR BUDGET VIEW, AREA DISTRICT SALARY COMPARISONS, SOME ADDITIONAL REVENUE THAT WE'RE EXPECTING, JUST FORECASTING, AND THEN OBVIOUSLY DISCUSSION FOR YOU. SO, WE WANTED TO SHOW, JUST WHAT AREA, THE AREA DISTRICTS AROUND US HAVE DONE THIS YEAR. 
          JUST TO GIVE YOU AN IDEA SO, THAT YOU KNOW, YOU CAN SEE THAT SOME HAVE PROVIDED THAT $1,000 FLAT RETENTION. MOST DISTRICTS, DID NOT GIVE A COMPENSATION INCREASE. SOME ARE WAITING ON THEIR NOVEMBER VADER TO MAKE DECISIONS, SO, WE REALLY DON'T HAVE INFORMATION ON THAT NOW, BUT WE WILL PROVIDE THAT TO YOU WHEN WE GET THAT UPDATED. GIVE YOU A MINUTE TO KIND OF LOOK OVER THAT. AND THIS CLICKER AND I NEVER GET ALONG. I THINK PATTY PROBABLY DID THE MAGIC. 
          I'M GOING TO LAURIE, JUST AGAIN, JUST TO FRAME THIS FOR ANYBODY WATCHING OR THAT PAID ATTENTION OVER THE LAST MONTH OR SO, A LOT OF WHAT YOU'RE GOING TO SEE HERE ARE, BESIDES THE GENERAL FUND CHANGE IN TIME PICTURE HERE THAT PETE CAN WEIGH IN ON, LORI, THE TEAM HAS BEEN RESPONDING WITH THE OPTIONS YOU'RE GOING TO SEE BASED ON, TRUSTEE FEEDBACK OVER THE LAST MONTH AND SOME OF THE QUESTIONS WE RECEIVED. 
          AND SO, AGAIN, WE'RE TRYING TO, BE RESPONSIVE TO SOME OF THOSE QUESTIONS THAT CAME UP AND HOW THESE SCENARIOS COULD PLAY OUT HYPOTHETICALLY. 
          GOOD EVENING, MADAM PRESIDENT, MEMBERS OF THE BOARD OF TRUSTEES, SUPERINTENDENT, KOENNECKE. 
          THANK YOU FOR THE OPPORTUNITY TO KIND OF TALK HERE TONIGHT, AS WE GO THROUGH THESE PRESENTATIONS AND JUST KIND OF BRAINSTORM OR, OR JUST KIND OF LOOK AT THE PROS AND THE CONS AND, AND KIND OF WHAT WE, YOU ASKED ORIGINALLY WAS, YOU KNOW, HEY, LET'S ALWAYS LOOK AT 2, 3 YEARS OUT, BECAUSE WE DON'T LIVE, IN A VACUUM, AND SO, A DECISION MADE ONE YEAR WILL CAN AFFECT US, AND MORE THAN LIKELY WILL ALWAYS AFFECT US IN MULTIPLE YEARS. SO, AS YOU SAW THE SLIDE EARLIER, PROVIDED FROM, MISS LORI LEE, MOST OF THE DISTRICTS ARE NOT GIVING, RAISES. NOW, THEY MAY BE GIVING A ONE-TIME PAYMENT OR RETENTION PAYMENT, BUT VERY FEW ARE, I THINK THERE WAS ONLY ONE ON THERE THAT WAS GIVING A, A COMPENSATION INCREASE. SO, RAN SOME NUMBERS. WE'VE TALKED ABOUT A ONE-TIME PAYMENT WHEN WE TALKED EARLIER. WE'VE TALKED ABOUT HOW KIND OF BILLING TWO AND TWO FOR THE NEXT COUPLE OF YEARS. 
          SO, WE'VE GOT FOUR SLIDES, THE NEXT FOUR OR THE NEXT FIVE SLIDES COMING UP HERE, JUST DIFFERENT SCENARIOS. JUST WANT TO WALK YOU THROUGH THEM AND KIND OF LOOK AT WHAT WE'RE, WHAT KIND OF HOW THIS AFFECTS THE BOTTOM LINE, IF YOU WILL. AND SO, THE FIRST ONE IS A, WOULD BE A, WE HAD TALKED IN JUNE, IF I REMEMBER CORRECTLY. WE TALKED BEFORE ABOUT A ONE-TIME FLAT 700 DOLLAR PAYMENT. THIS IS A ONE-TIME 916 DOLLAR AND 83 CENT PAYMENT BECAUSE IT WOULD DO A SEPARATE PAYROLL, AND BY THE TIME WE TOOK OUT THE FLAT 22% AND THE 1.45% FOR MEDICARE, THE NET TAX AMOUNT THAT THEIR EMPLOYEES WOULD RECEIVE WOULD BE 700. 
          SO, THAT'S A LITTLE DIFFERENT THAN WHAT WE HAD TALKED ABOUT, PREVIOUSLY. I JUST WANTED, JUST WANTED TO POINT THAT OUT. SO, THE 700 FLAT WE TALKED ABOUT EARLIER WAS ABOUT 7, 710, 740,000. THE 916.83 IS, IS 868,582. THAT WOULD MAKE US WHAT OUR EXPENDITURES ARE MORE THAN OUR BUDGETED REVENUES. 
          NOW, HAVE I MENTIONED BEFORE, WE TYPICALLY DON'T SPEND ABOUT 1, 1.1 MILLION OF, OF THE PAYROLL. I MEAN, IT'S JUST THE WAY IT, IT ALWAYS, IT TYPICALLY WORKS OUT. SO, THE BOARD HAS ASKED US, THE ADMINISTRATION, TO, YOU KNOW, ANY KIND OF RECOMMENDATION WE MAKE TO ALWAYS TRY TO MAKE SURE THAT WE ARE, DO NOT HAVE A DEFICIT BUDGET. 
          THAT IS, WE'VE HAD THOSE FOR A FEW YEARS PRIOR, AND WE'RE TRYING TO BREAK THAT TRADITION. AND SO, IF WE WERE 
          [02:00:01]
TO DO A ONE-TIME PAYMENT, OF THIS AMOUNT, OR EVEN JUST A FLAT 700, WE WOULD BE WITHIN THAT, THAT, I HATE TO USE THE WORD CUSHION, BUT USUALLY THE, THE PERCENT OF PAYROLL WE DON'T TYPICALLY USE THAT WE HAVE BUDGETED IN THE BUDGET. I ALMOST SAID NEXT SLIDE LIKE IT WAS GOING TO DO IT BY ITSELF. THE NEXT SLIDE IS VERY SIMILAR, JUST INSTEAD OF DOING A, WE DID AN, 1306 DOLLAR AND 32 CENT JUST TO BACK INTO WHAT A, WHAT A NET AMOUNT FOR ONE, A THOUSAND DOLLARS WOULD BE FOR OUR EMPLOYEES. THAT PUTS US, REVENUES, SORRY, EXPENDITURES, EXCEEDING REVENUES ABOUT 1.2 MILLION, ALMOST 1.3. THAT IS ABOVE THE, THE TYPICAL AMOUNT OF, OF PAYROLL THAT WE DO NOT EXPEND IN THE BUDGET. THEN IF YOU TAKE THAT AND, YOU LOOK AT THE NEXT YEAR, 27, 28, 28, 29, THOSE WILL BE THE SAME AS THE PREVIOUS ONE, BECAUSE THOSE ARE JUST ONE-TIME PAYMENTS, AND THEY DON'T ROLL INTO PAYROLL FOR YEARS GOING FORWARD. YOU LOOK ALL THAT INFORMATION THAT'S ON THERE ABOUT WHAT IT DOES TO OUR FUND BALANCE AND HOW OUR GOAL IS TO STAY AT, YOU KNOW, ABOVE 20, I THINK 20.83% IS THE 75 DAYS FROM TEA. 25% IS A GENERAL RULE THAT WE'D LIKE TO STAY ABOVE. SO, WE WOULD BE BELOW THE 25, BUT ABOVE THE 20.83. THE NEXT SLIDE IS IF WE DID A 1.5% COMPENSATION INCREASE, EFFECTIVE THIS YEAR, THAT WOULD PUT US OUR EXPENDITURES. IT'S ABOUT COST IS VERY SIMILAR TO WHAT THE 1306.83 IS. 
          HOWEVER, IT DOES CARRY FORWARD INTO THE FUTURE. SO, YOU LOOK AT 27, 28, THAT DEFICIT AMOUNT IS SIGNIFICANT, OR NOT SIGNIFICANT, IT'S LARGER THAN IT WAS IN, IN THE PREVIOUS SLIDE DUE TO THE FACT THAT THE PAYROLL CARRIES FORWARD. SO, YOU LOOK AT 27, 28, AND 28, 29. AND THEN THE NEXT SLIDE IS THE SAME THING AS IF WE DID A 2% NOW, 1.5 MILLION EXPENDITURES EXCEEDING OUR REVENUES, AND THEN WE START OUT THE NEXT YEAR WITH 3 MILLION BELOW, OR DEFICIT OF 03, JUST STARTING OUT THE BUDGET, ALL THINGS BEING EQUAL, AND THEN IT GOES ON TO THE NEXT. SO, JUST WANTED TO GIVE AN OPPORTUNITY JUST TO SAY, LOOK AT KIND OF SOME SCENARIOS WE'RE LOOKING AT. I KNOW THE BOARD WANTS TO HAVE A, YOU KNOW, HAVE THIS CONVERSATION SO, WE CAN FIGURE OUT WHAT PATH, FORWARD. IS THIS YOUR SLIDE? OKAY. 
          AND SO, THIS IS A SLIDE THAT I THINK THE BOARD LIKES TO REVIEW, AND IT JUST SHOWS, WHERE WE RANK WITH THE 0, 5, 10, 15, AND 20 YEARS, OBVIOUSLY, AND HOW EANES FALLS IN THAT. NOW, I MEAN, I, I APOLOGIZE BECAUSE I KNOW IT'S REALLY SMALL, BUT YOU CAN PROBABLY LOOK AT IT ONLINE IF YOU WOULD LIKE, BUT YOU CAN SEE THAT SOME OF THOSE, STEPS ARE JUST REALLY SMALL. 
          YOU KNOW, IF YOU LOOK IN THERE, MAYBE SOME OF THEM MIGHT BE 60 DOLLARS, BUT IT DOES SHOW WHERE WE RANK IN THAT, IN THAT GROUP. THIS IS OUR AREA, 13 COMPARISON DISTRICTS THAT WE TRADITIONALLY ALWAYS COMPARE TO. THEY'RE OUR SISTER DISTRICTS, SO, THOSE THE ONES THAT WE WOULD COMPETE WITH WHEN WE'RE, RECRUITING, AND, YOU KNOW, WE JUST ALWAYS LIKE TO KNOW WHERE WE ARE, AND, LOOKING FORWARD IN THE NEXT FEW YEARS, WHAT IT WOULD TAKE FOR US AND, TO GET TO THE TOP OF THAT LIST. 
          AND THIS NEXT SLIDE IS A ESTIMATE. IT'S NOWHERE NEAR, YOU KNOW, FINAL, THERE'S SOME STILL TO BE DETERMINED. SO, JUST KIND OF GIVE YOU AN IDEA. THESE ARE SOME OF THE THINGS THAT HAVE BEEN IN THE WORKS OR HAVE BEEN DONE, THAT REALLY ARE NOT REFLECTIVE IN THE 2026-27 BUDGET. THESE ARE SOME CONTRACTS THAT HAVE BEEN SOME RENTING SOME FACILITIES, SO, YOU KNOW, WE HAVE A PARTNERSHIP WITH THE AUSTIN YOUTH ORCHESTRA. THEY'RE, THEY'RE, YOU KNOW, THEY PAY US, 25,000 DOLLARS FOR THE YEAR TO USE, HOUSE THEIR INSTRUMENTS, AND, AND MORE IMPORTANTLY FOR US IS THAT REVENUE, BUT MORE IMPORTANTLY THAN THAT IS TO ACTUALLY BUILD AN ORCHESTRA PROGRAM, FOR, EANES ISD AND OUR STUDENTS GOING FORWARD. YOU KNOW, YOU HAVE SOME ITEMS THAT WE'RE LOOKING AT HAVING, YOU KNOW, BASKETBALL, PICKLEBALL TOURNAMENTS, WRESTLING CAMPS, ACCELERATION ACADEMY. 
          WHY DID YOU GIGGLE WHEN YOU SAID PICKLEBALL TOURNAMENTS, PETE? THAT IS, THAT'S SERIOUS BUSINESS. 
          THAT IS SERIOUS. 
          MOVING FORWARD, IT'S GOING TO BE SERIOUS REVENUE FOR US IN THE DISTRICT. 
          YEAH, I PLAYED THAT GAME. 
          I'M JUST TEASING. 
          I PLAYED THAT GAME ONCE, AND I, YOU WILL, IF YOU'RE IN THAT TOURNAMENT, YOU WANT TO PLAY ME IN THE FIRST ROUND. 
          PETE, I JUST BECAUSE YOU WILL GO TO THE SECOND ROUND. 
          I DIDN'T WANT TO INTERRUPT YOU TOO MUCH. I WAS JUST TEASING YOU, BUT I DO WANT TO SAY I THINK IT'S A CREDIT TO THE TEAM, THE BUSINESS OFFICE, AND THE ADMIN TEAM THAT HAS BEEN WORKING ON THIS SINCE THE CHARGE FROM THE TRUSTEES, REALLY, GOING BACK TO JANUARY, THAT WE WOULD BE LOOKING AT, DIFFERENT REVENUE AVENUES, AND SO, THE TEAM HAS DUG INTO THAT IN MANY WAYS. I WANT TO POINT OUT THE EANES AQUATICS CENTER. 
          IF YOU LOOK AT THIS SLIDE, YOU WILL SEE A, VERY CONSERVATIVE ESTIMATE RIGHT NOW OF WHERE WE THINK REVENUES COULD GO. I'M SAYING THAT WE'RE MAKING A CONSERVATIVE ESTIMATE BECAUSE I THINK THAT'S A SMART 
          [02:05:01]
THING TO DO. HOWEVER, I KNOW WE WILL EXCEED THAT CONSERVATIVE ESTIMATE WITH ACTUAL NUMBERS OVER THE NEXT 3 YEARS. 
          BUT WE WANTED TO JUST GIVE YOU A LITTLE BIT OF A RUNWAY TO LOOK AT THIS IN A DIFFERENT WAY, BECAUSE 2 MONTHS AGO, WHEN WE WERE TALKING, WE WERE NOT LOOKING AT THE POTENTIAL FOR ADDITIONAL REVENUES, AND TRUSTEES SAID WE SHOULD DO THAT A LITTLE MORE AND START TO BRING THAT INTO THE CONVERSATION. SO, ALL OF THESE ARE STRATEGIES, SOME OF THEM ARE VERY SPECIFIC, BUT WHEN YOU LOOK AT SOMETHING LIKE A NEW ALUMNI GOLF TOURNAMENT AND IT SAYS TBD, WE FULLY EXPECT TO REALIZE A, A CHUNK OF REVENUE THERE. WHAT THAT LOOKS LIKE YEAR TO YEAR, WE HAVE SOME CONTROL OVER, BUT, YOU KNOW, IT'S A TO BE DETERMINED BECAUSE SOME OF THOSE ACTION STEPS ARE NOT IN PLACE YET OR FULLY DEFINED, BUT WILL HAPPEN DURING THIS FISCAL YEAR. SO, WE'RE EXCITED ABOUT THE ENTIRETY OF THE LIST, AND WE ALSO KNOW THAT THERE ARE SOME THINGS WE DIDN'T PUT IN THE LIST YET BECAUSE WE WANT TO MAKE SURE, THAT SOME OF THOSE AGREEMENTS ARE IN PLACE. BUT WE'RE VERY HAPPY TO REPORT THAT WE CAN FIND A WAY TO ADD, NEW DOLLARS TO THIS, DISCUSSION. 
          ALL RIGHT, THAT CONCLUDES OUR, OUR, OUR PRESENTATION. WE WEREN'T HAPPY TO ANSWER ANY, ANY QUESTIONS OR, OR FURTHER, DISCUSSION ON THIS TOPIC. 
          ALL RIGHT, WE HAVE JAMES. 
          YEAH, REAL QUICK, ON THE ADDITIONAL, I JUST WANT TO CLARIFY, THE ADDITIONAL REVENUE FORECAST, THAT NUMBER IS NOT IN THE NEGATIVES OR THE REDS THAT WE SAW EARLIER YET. THAT'S NOT BAKED INTO THE NO, THIS IS NOT. 
          CORRECT. 
          YEAH, THIS IS, THIS IS COMPLETELY SEPARATE. 
          OKAY. 
          ALL RIGHT, JENNIFER. 
          OKAY, I HAVE A, A FIRST QUESTION GOING TO, LET'S SEE, ON THE SPECIFIC OPTIONS. 
          OKAY, OPTION 1, 2, 3, 4, IT'S MY UNDERSTANDING FROM CONVERSATIONS, ALTHOUGH I DON'T SEE IT NOTED ON THE PRESENTATION, SO, I JUST WANT TO MAKE SURE I AM CRYSTAL CLEAR ON THIS, THAT THE ADMINISTRATORS WHO WERE HIRED THIS YEAR AND OR PROMOTED IN THIS YEAR ARE NOT FACTORED INTO THESE NUMBERS, AS IN YES, THE CENTRAL ADMIN, NUMBERS, THAT DOES NOT REFLECT LIKE WHAT WE WOULD SPEND. WE WERE GIVING YOU THE MATH WITHOUT THOSE PEOPLE. 
          AND IS IT 4 POSITIONS, OR IS IT? IN CENTRAL ADMINISTRATION, IT'S MORE THAN 4 TOTAL, BUT WE'VE ALSO REALLOCATED AND CHANGED SOME POSITIONS, SO, BUT ALL OF THOSE PEOPLE THAT WE DISCUSSED ARE EXEMPT FROM THIS NUMBER THAT YOU'RE LOOKING AT. 
          THEY WOULD BE THE EXPENSE NUMBER. 
          IN EFFECT NOT A PART OF THAT MATH. 
          THE EXPENSE NUMBER. 
          CORRECT. 
          OKAY, OKAY. JUST, OKAY. AND I JUST BRING THIS UP BECAUSE, MY CONCERN WHEN I WAS CAMPAIGNING THROUGHOUT THE SPRING, THERE WAS AN OFTEN-CITED TASB REPORT THAT PEOPLE WOULD ASK ME ABOUT, THAT WAS QUOTED IN A BOARD MEETING THAT I ATTENDED IN THE SPRING, WHEREBY THE, BY TASBY'S OWN ADMISSION THAT THE ADMINISTRATION, WAS AT 114% ON AVERAGE. I KNOW THERE'S A LOT OF AVERAGES, AND WE'VE SEEN WHAT AVERAGES CAN DO, FOR BETTER OR WORSE, BUT THAT THEY WERE ABOVE THE MARKET, WHEREAS THE TEACHERS WERE AT 97, I THINK WAS THE NUMBER THAT WAS, WAS QUOTED IN THIS REPORT FROM A YEAR OR SO, AGO. AND SO, I, KNOW I CAN'T SPEAK FOR THE OTHER BOARD MEMBERS, BUT FOR ME, THIS COMPENSATION CONVERSATION IS, IS REALLY ABOUT, RETENTION STRATEGY, MORALE, AND, I WANT TO SEE WHAT WE CAN DO WITH VERY LIMITED DOLLARS THAT WE HAVE RIGHT NOW. YES, WE'VE GOT SOME BRIGHT SKIES AND HORIZONS AHEAD, AND I'M REALLY EXCITED ABOUT THOSE REVENUE OPPORTUNITIES, BUT TRYING TO HAVE MY FISCAL RESPONSIBILITY HAT ON, BUT ALSO MY HUMANITARIAN, AND BECAUSE IT, AS, OUR PRESIDENT SAID, AND SHE'S, AND I LOVE THAT SHE SAYS THIS, IS THAT OUR BUDGET IS A REFLECTION OF OUR VALUES, AND SO, OUR PEOPLE ARE OUR MOST IMPORTANT TREASURE IN THIS SYSTEM. SO, I JUST WANT TO MAKE SURE THAT WE CAN DO THE MOST GOOD, WITH THE DOLLARS THAT WE'RE WORKING WITH. AND SO, THAT'S WHY I JUST, THAT THAT'S WHERE IT'S COMING FROM, THAT QUESTION. 
          OKAY. 
          THANKS. 
          ALL RIGHT, THANK YOU, JENNIFER KELLY. 
          I HAD A QUICK QUESTION ABOUT, SO, WITH OUR PRIORITIES AND GOALS BEING RETENTION AND AND RECRUITMENT, IF WE DO A ONE-TIME PAYMENT, DOES THAT HELP CHANGE OUR SALARY BENCHMARK SO, WE ARE MOVING THE NEEDLE TOWARDS BEING MORE COMPETITIVE IN PAYING OUR EMPLOYEES, IN THE LONG TERM. 
          I BELIEVE THAT'S REALLY, THERE'S TWO PARTS 
          [02:10:01]
TO THAT QUESTION. ONE IS THIS A ONE-TIME PAYMENT? YES, ON THE RETENTION PIECE. NO, ON THE, TO GETTING US MORE COMPETITIVE. 
          HOWEVER, GETTING US MORE COMPETITIVE, I BELIEVE, IS A SEPARATE CONVERSATION ON SOME DIFFERENT DECISIONS ON WHAT NEEDS TO HAPPEN IN ORDER FOR US. THAT'S A STRATEGY THAT WE WOULD NEED TO HAVE A DIFFERENT CONVERSATION ON HOW WE STAFF, HOW WE DO THINGS, AND THAT'S, I THINK THOSE ARE ONGOING ANYWAY, BUT I, I MEAN, I JUST DON'T WANT, I DON'T THINK YOU CAN LUMP THOSE NECESSARILY TOGETHER ALL THE TIME, BUT IT'S A FABULOUS QUESTION. 
          OKAY. 
          I JUST WANT TO THINK THERE'S JUST TWO PARTS TO THAT SECOND PART THAT SURE. 
          THAT'S AN OVERALL STRATEGY OF THE DISTRICT, THAT IS GOING TO BE A MUCH, A LARGER CONVERSATION, FOR US TO BE, YOU KNOW, AND THAT'S GOING TO BE A 1, 2, 3, 4-YEAR PROCESS, ONCE WE DETERMINE WHAT WE WANT TO BE AND WHAT WE WANT TO PAY. 
          OKAY, SO, TO CLARIFY, A ONE-TIME BONUS WILL HELP WITH RETENTION, AND THEN, BUT A SALARY INCREASE HELPS MORE WITH RECRUITMENT. 
          CORRECT. 
          OKAY, THANK YOU. 
          ALL RIGHT, JAMES. THANK YOU, KELLY. JAMES. 
          JUST TO REAL QUICK ON JENNIFER'S POINT, YOU MAKE A REALLY GOOD POINT ABOUT ADMINISTRATIVE STAFF VERSUS TEACHING STAFF, BUT I THINK ONE OF THE THINGS WE HAVE TO KEEP IN MIND IS THAT OUR ADMINISTRATIVE STAFF CAN BE HIRED, THEY CAN BE HIRED BY COMPANIES HERE. LIKE, OUR TEACHERS LOVE TEACHING, AND THAT'S WHAT THEY DO. 
          BUT A CHIEF FINANCIAL OFFICER, FOR EXAMPLE, THEY NEED ONE OF THOSE AT EVERY COMPANY UP AND DOWN 360, RIGHT? AND SO, IN AUSTIN, WE PAY MORE TO KEEP OUR ADMINISTRATIVE STAFF HERE BECAUSE WE'RE COMPETING WITH THESE COMPANIES IN AUSTIN, AND AUSTIN HAS A HIGHER COST OF LIVING, SO, THEY PAY MORE IN AUSTIN. SO, YOU SEE HIGHER ADMINISTRATIVE RATES IN AUSTIN BECAUSE OF THE, THE WORK ENVIRONMENT HERE AND THE COST OF LIVING, ET CETERA, BECAUSE OF WHO WE'RE COMPETING AGAINST TO KEEP THAT STAFF HERE AT OUR, AT OUR DISTRICT. 
          THAT, THAT'S THE DIFFERENCE. 
          THAT'S ONE OF THE DIFFERENCES ON THAT. 
          ALL RIGHT, THANK YOU, JAMES. 
          THEN WE HAVE DIANE AND BACK TO JENNIFER. OKAY, THANK YOU VERY MUCH. VERY HELPFUL DATA. 
          WELL, I GUESS I LIKE HOW YOU'RE JUST, PUTTING IT OUT HERE FOR US. I WAS, I GET THE POINT ABOUT THESE ARE SALARY SCHEDULES OF OUR AREA DISTRICTS, AND THAT ONE, THE ONE SLIDE WHERE WE HAVE 00, 5, 10, 15-YEARS, 20 YEARS GOING ACROSS IT, AND IT SHOWS HOW WE'RE UNFORTUNATELY RATHER LOW, ESPECIALLY IN THE 10, 15, 20-YEAR COLUMNS. I WENT AHEAD, EVEN THOUGH THESE AREN'T SALARY INCREASES NECESSARILY, AND I AM FOCUSING ON THE ONE-TIME NUMBERS AND STUCK, ADDED THOSE TO THOSE SALARIES, AND FOR EANES, IF WE TAKE, YOU KNOW, AT 0 YEARS, IF WE ADD 900 DOLLARS, WE GET TO NUMBER 2. 
          IF WE ADD 1300, WE GET TO NUMBER 1. FOR 5-YEARS, WE JUMP TO 4 AND 3. FOR 10 YEARS, WE JUMP TO 5 AND 5 FROM NUMBER 10. FOR 15-YEARS, WE JUMP FROM 12 UP TO 7 AND OR 5 EVEN. AND FOR 20, WE JUMP FROM 11 TO EITHER 6 OR 5. SO, THOSE MIGHT NOT SUSTAIN, YOU KNOW, THAT'S A THING, BEING SOMEONE WHO'S ON THE LEGISLATIVE COMMITTEE THAT WE'RE FIGHTING FOR, YOU KNOW, IN THE SPRING, TO BE ABLE TO DO MORE IN THE FUTURE. 
          BUT IF WE'RE TALKING ABOUT DOING SOMETHING RIGHT NOW, I THINK IT'S MEANINGFUL, A ONE-TIME BOOST. SO, THOSE NUMBERS, WHETHER YOU'RE LOOKING AT 900 OR 1300, ARE SIGNIFICANT. THEY DO JUMP US UP IN BIG WAYS. 
          SO, I, YOU KNOW, I'LL GO OUT. I DON'T THINK ANYONE'S REALLY SAID WHAT THEY THINK ABOUT ANY OF THESE OPTIONS HERE, BUT I'M GOING TO SAY THAT I'M VERY MUCH IN FAVOR OF A ONE-TIME, BONUS OR WHATEVER IT IS THAT WE'RE CALLING THIS, SORRY. AND PERSONALLY, I'M LEANING TOWARDS, YOU KNOW, NUMBER 2, SCENARIO NUMBER 2, THE LARGER, COMPENSATION. 
          ALL RIGHT, THANK YOU, DIANE. 
          JENNIFER, AND THEN OKAY. 
          KATE? OKAY. 
          OKAY, SO, I DID NOT KNOW YOU WERE GOING TO SAY THAT, DIANE. 
          BUT I, WHAT I LOVE ABOUT THE SCENARIOS THAT YOU PREPARED FOR US IS THAT I GOT TO MAKE MY OWN CHART RIGHT HERE USING MY TRUSTY LITTLE CALCULATOR, AND I THOUGHT, I MEAN, MY ASSUMPTION WAS PROVED TOTALLY INCORRECT. I THOUGHT, BECAUSE AGAIN, TRYING TO DO THE MOST GOOD WITH THE LIMITED FUNDS THAT WE HAVE, I JUST THOUGHT IN YEAR ONE THAT WOULD BE A 2% RAISE. 
          BUT THEN I ACTUALLY, AND I THINK I KNOW HOW YOU CAME UP WITH YOUR NUMBERS, I'M SO, EXCITED, IT'S LIKE I FEEL LIKE I SOLVED THIS PUZZLE, IS THAT I TOOK, LOOKING AT, I FORGET WHICH SLIDE IT IS, BUT THE ONE THAT, NOT THAT ONE, BUT THE ONE THAT SAYS THE SALARY COMPARISON ACROSS. SO, I TOOK, THE 0, 5, 10, 15, 
          [02:15:02]
AND 20-YEAR SALARIES FOR OUR, OUR TEACHERS. THANK YOU FOR HIGHLIGHTING THEM IN RED. 
          IT MADE IT EASIER TO PULL THEM OUT. AND THEN I FIGURED OUT WHAT A 2% AND 1.5% INCREASE WOULD BE. AND I WAS SO, DELIGHTED TO SEE THAT IT DOING THE MOST GOOD FOR THE MOST TEACHERS SEEMS TO, TO VALIDATE THE REASON TO GO WITH THE ONE-TIME, GROSS STEP 01,000 DOLLAR, BECAUSE THE ONLY SLIDE I WISH THAT THAT WE DON'T HAVE HERE THAT WOULD BE AMAZING IS TO SEE A DISTRIBUTION OF THE STAFF THAT WE HAVE BASED ON THEIR, YOU KNOW, LIKE HOW MANY FALL INTO THE 00, 5, 10, BUT I, BUT I FEEL I DON'T KNOW WHAT I'M BASING THIS ON EXCEPT JUST SOME, LIKE, RANDOM ASSUMPTIONS AND THE OWN SAMPLE SIZE THAT I WORK WITH ON, OR THAT I SEE ON A DAILY BASIS AT BRIDGEPOINT, BUT, I HAVE TO BELIEVE THAT, THAT ONE-TIME GROSS STEP BONUS FOR THIS IMMEDIATE YEAR WILL DO THE MOST GOOD FOR THE MOST EMPLOYEES, AND THAT'S REALLY, AGAIN, WHAT I AM MOST CONCERNED ABOUT IS HOW MANY PEOPLE CAN WE PERSONALLY TOUCH. AND IT ALSO GIVES US SOME RUNWAY TO CONTINUE TO, FIGURE OUT WHERE WE CAN RIGHT SIZE AND ALSO REALIZE THESE REVENUE OPPORTUNITIES THAT ARE IN THE PIPELINE. SO, I, I FEEL REALLY EXCITED ABOUT, HOW YOU STRUCTURE THIS, AND MAYBE THAT WAS A PUZZLE MEANT FOR US TO SOLVE. MAYBE IT'S JUST A HAPPY COINCIDENCE, BUT THANK YOU ALL THE SAME. 
          IT'S PROBABLY MORE COINCIDENCE. 
          ALL RIGHT, THANK YOU. KATE. 
          MY COMMENTS WON'T BE AS ENTERTAINING, I GUESS, BUT, SO, I THINK THIS IS GREAT, AND KIRK, THANK YOU AND YOUR TEAM, BECAUSE WE ARE IN A POSITION RIGHT NOW WHERE, YOU KNOW, WE, WE HAVE A BUDGET, AND I THINK WITH THE, WITH THE CUSHION, THAT YOU HAD MENTIONED THAT'S IN THERE, ALONG WITH THE, PROJECTED ADDITIONAL REVENUE AND SOME OTHER THINGS GOING ON. 
          I THINK THERE IS SOME ROOM HERE TO DO SOMETHING, SO, I REALLY APPRECIATE THAT, AND I KNOW THAT THE TEACHERS AND THE STAFF DISTRICT-WIDE APPRECIATE THAT. THE SLIDE THAT I THINK EVERYBODY KEEPS POINTING OUT, LORI, TO YOUR POINT, IS THIS, SLIDE 8 WITH THE DISCREPANCY. AND THIS IS SOMETHING THAT, YOU KNOW, HAS DEVELOPED OVER TIME. THIS ISN'T SOMETHING THAT HAPPENED WITHIN THE LAST YEAR OR TWO. 
          AND I, IT STRIKES ME, YOU KNOW, IT'S VERY DIFFICULT, ESPECIALLY IN THE 15, 20-YEAR TENURE RANGE, AND THOSE ARE OUR TEACHERS WHO HAVE COMMITTED, YOU KNOW, EXTENSIVE TIME AND ENERGY TO THIS DISTRICT. THEY KNOW OUR STUDENTS, THEY KNOW OUR COMMUNITY, AND I WOULD REALLY LIKE TO SEE, ESPECIALLY IN THOSE CATEGORIES, SOME UPWARD MOVEMENT. AND SO, WHAT I, I'M IN AGREEMENT WITH THE, WITH THE ONE-TIME BONUS THAT HAS BEEN MENTIONED, FOR THE REASONS THAT YOU ALL HAVE MENTIONED, BUT ALSO BECAUSE WHAT I WOULD LIKE TO SEE AS WE GO FORWARD AND KIRK'S TEAM CONTINUES TO DO WHAT HAS BEEN DONE THIS PAST YEAR AND FINDS AVAILABLE FUNDING THAT WE FIGURE OUT NOT THAT WE FIGURE OUT HOW TO MOVE UP IN ALL CATEGORIES, ESPECIALLY IN THAT 10, 15, 20 YEAR. AND REALLY, AND IF WE'RE DOING A 1.5 OR A 2% ACROSS THE BOARD, WE'RE NOT ADDRESSING WHAT I THINK IS A LITTLE BIT OF LOPSIDEDNESS ON THIS 10, 15, 20-YEAR SIDE, AND I SEE THOSE AS REALLY COMMITTED STAFF FOR THIS COMMUNITY. SO, THAT'S MY COMMENT. 
          ALL RIGHT, THANK YOU, KATE. 
          AND JOHN? THANK YOU FOR THE ANALYSIS. A COUPLE OF QUESTIONS. DOES THE WITH THE TEACHER RETENTION ALLOTMENT, HOW YOU GET EXTRA, FUNDING FOR STAFF FOR TEACHERS BASED UPON TENURE. 
          IS THAT BAKED INTO THIS, SALARY COMP? SO, THAT'S, THAT IS IN THERE. 
          YES. 
          AND OBVIOUSLY, BECAUSE THAT'S STATEWIDE, THAT'S IN THERE FOR ALL THE COMPARABLE CORRECT. 
          DISTRICTS AS WELL. 
          CORRECT. 
          OKAY, PERFECT. THAT'S WHAT I FIGURED. AND THEN, SO, YOU HAVE PROJECTED ADDITIONAL REVENUE FOR THIS YEAR AND THE NEXT 2 YEARS. PETE, HAS THERE BEEN ANY CHANGE IN PROJECTED EXPENSES? I KNOW THIS IS A CHANGE IN ADDITIONAL REVENUE. ANY CHANGE IN PROJECTED EXPENSES? NOTHING THAT I WOULD PUT IN THE SIGNIFICANT CATEGORY. I MEAN, I THINK WE'RE STILL LOOKING AT, I MEAN, I EXPECT US TO HAVE SOME PRETTY SIGNIFICANT CONVERSATIONS, GOING FORWARD THAT WOULD, WOULD AFFECT EXPENDITURES. I MEAN, SOME UP AND SOME DOWN. I MEAN, RIGHT, AS WE CONTINUE, WHERE'S OUR NEED? WHERE ARE, WHERE ARE SOME OPPORTUNITIES TO BE MORE EFFICIENT, YOU KNOW, WITH SCHEDULING AND HOW WE 
          [02:20:02]
STRUCTURE THINGS AND OPPORTUNITIES FOR, REVENUE, OTHER REVENUES, AS THOSE CONVERSATIONS OCCUR THROUGH THE REST OF THIS FALL AND SPRING. I THINK THERE'S AN THERE'S SOME OPPORTUNITIES TO, YOU KNOW, FINALIZE THAT. I MEAN, I DON'T THINK IT'S YEAH. 
          I MEAN, I, IT COULD BE A DOLLAR, IT COULD BE 10 MILLION, YOU KNOW WHAT I MEAN? IT COULD BE ANYTHING. I JUST, IT WON'T BE 10 MILLION THOUGH, BUT, LITTLE SARCASM ON THAT PART, BUT, BUT IT, I MEAN, IT WILL BE SOME CONVERSATIONS THAT HOW, HOW DO WE, YOU KNOW, THE, THE ULTIMATE CONVERSATION IS, AND EVERY DISTRICT'S GOING TO HAVE THIS CONVERSATION PRETTY MUCH EVERY YEAR GOING FORWARD IS, AND, AND JENNIFER, SORRY, TRUSTEE BLACKMAN MENTIONED IT EARLIER, IS, YOU KNOW, HOW, HOW DO YOU, HOW DO YOU, HOW DO YOU MAXIMIZE THE SCARCE RESOURCES YOU, THAT YOU HAVE TO MAKE SURE THAT YOU ARE TRYING TO BE AS FAIR AND EQUITABLE AND TO PAY EVERYBODY WHAT, WHAT, WHAT, WHAT THEY'RE WORTH, OR WHAT THEY'RE WORTH TO YOU IS THIS IN THIS DISTRICT IN OUR COMMUNITY, AND, AND THAT LEADS TO HOW EFFICIENT CAN YOU BE, HOW CREATIVE CAN YOU BE, AND HOW INNOVATIVE, BOTH ON THE EXPENSE AND REVENUE SIDE. SO, THOSE ARE, YOU KNOW, THOSE ARE CONVERSATIONS WE'LL HAVE EVERY YEAR, BUT, SO, I MEAN, LOOKING FORWARD, THERE'S OPPORTUNITIES FOR REVENUES AND EXPENDITURES ON BOTH SIDES FOR THE EACH TO GO UP AND DOWN. AND WE'RE VERY, I MEAN, YOU KNOW, IT'S WE, KURT SAID LABOR DAY IS WHEN WE STARTED, AND WE'VE ONLY BEEN DOING THIS FOR TWO WEEKS FOR NEXT YEAR, SO, WE'RE STILL, YOU KNOW, BUT I MEAN, WE'RE, WE'RE LOOKING AT, THERE'LL BE A LOT OF CONVERSATIONS THAT WE'LL HAVE. 
          I DON'T SEE ANYTHING AS FAR AS GOING LIKE INCREASING. I DON'T THINK, I DON'T THINK TRS IS GOING TO INCREASE, THE PERCENT, THAT COMES OUT OF EMPLOYEES CHECKS GOING FORWARD. YOU KNOW, PROPERTY CASUALTY ACTUALLY WENT DOWN THIS YEAR, SO, I WOULD, I EXPECT THAT TO AT LEAST BE FLAT INSURANCE-WISE. I MEAN, I'M NOT THINKING OF ANYTHING SIGNIFICANT OTHER THAN OUR TEACHERS GET ONE MORE YEAR OF EXPERIENCE. 
          RIGHT. 
          AND THEY GO UP ON, ON, YOU KNOW, WHATEVER ADJUSTMENTS WE MAKE TO THAT SCALE, AND THEN ADDITIONAL ADJUSTMENTS, YOU KNOW, ALL BOARD MEMBERS KIND OF, I COULD RECORD, I COULD READ THE ROOM THAT, YOU KNOW, 15 AND 20 PARTICULARLY, 10 WOULDN'T, WOULDN'T BE BAD EITHER TO ADDRESS. HOW DO WE BEGIN THAT PROCESS? RIGHT. 
          AND SO, YOU KNOW, THERE'S OPPORTUNITIES TO, TO HAVE THOSE CONVERSATIONS ABOUT INCREASING REVENUE, DECREASING EXPENDITURES, AND INCREASING EFFICIENCIES, AND WHAT THAT END NUMBER WILL BE, I CAN'T, I DON'T KNOW AT THIS TIME, BUT WE'RE HAVING THOSE CONVERSATIONS. 
          THAT MAKES SENSE. SO, THEN I'LL, A FEW THOUGHTS, SO, MY, MY HEARTS IN THE SAME PLACE AS THE TRUSTEES THAT I'VE HEARD SPEAK. LIKE, IF WE HAVE A DOLLAR, I WANT TO PUT IT TO OUR STAFF. THAT'S WHERE I WANT TO PUT IT. THEY WORK HARD. 
          I WANT TO PAY THEM AS MUCH AS WE CAN. I THINK OUR STAFF ARE, THE BEDROCK OF OUR DISTRICT, AND YOU CAN'T BE THE NUMBER ONE DISTRICT IN THE STATE, IF YOU DON'T INVEST IN YOUR STAFF. AND SO, I BELIEVE IN THAT DEEPLY. I THINK FOR ME THE PROBLEM IS WE DON'T HAVE A DOLLAR. SO, IF I HAD A DOLLAR, I'D GIVE IT TO STAFF, BUT I DON'T THINK WE HAVE A DOLLAR. 
          EVERY SINGLE OPTION WE JUST LOOKED AT INVOLVED REVENUE BEING LESS THAN EXPENSES, EVERY SINGLE ONE. I'M GLAD WE HAVE PROJECTION, PROJECTED INCREASED REVENUE. 
          THAT'S FANTASTIC. I ALSO HAVE BEEN PAYING ATTENTION TO BOARD MEETINGS LONG BEFORE I BECAME A BOARD MEMBER, AND I DISTINCTLY REMEMBER, THE BOARD IN JANUARY OF LAST YEAR, WHEN THEY CUT SPANISH IMMERSION AND THEY CLOSED VALLEY VIEW, AND IT WAS ALL TO HELP THE BUDGET. WHEN THEY SHOWED UP AT THE NEXT MEETING, OUR CFO AT THE TIME, CHRIS SCOTT, SAID, EVERYTHING YOU CUT, WE'RE RIGHT BACK WHERE WE WERE BEFORE, BECAUSE IN THE LAST COUPLE WEEKS WE'VE HAD A BIG CHANGE, AND THAT JUST KEPT US EVEN. 
          AND WE HAD AN UNEXPECTED, I THINK IT WAS A MILLION PLUS HIT IN EXPENSES THAT CAME IN A TWO-WEEK PERIOD. AND SO, BUDGETS NEED A BIT OF PADDING. YOU NEED A BIT OF PADDING. I DON'T THINK IT IS, IN MY OPINION, FISCALLY PRUDENT TO JUST BANK ON THAT MILLION AND TO ASSUME THAT THERE'S NOT GOING TO BE ANY SURPRISES IN THE NEXT YEAR, THAT WE HAVE A CRYSTAL BALL AND WE CAN ASSUME THAT MILLION'S HERE, AND IT'S IN THE BANK, AND LET'S SPEND IT. I DON'T THINK THAT'S WISE, AND WE, WE'VE JUST WORKED SO, HARD TO BALANCE THE BUDGET THIS LAST YEAR, AND I THINK AT THE MOMENT THE BUDGET WE APPROVED HAS AN 80,000-DOLLAR SURPLUS. 
          YEAH, 79 AND CHANGE, YEAH. 
          79 AND CHANGE. SO, THAT, IN MY OPINION, IS A BREAK-EVEN BUDGET WHEN YOU'RE AS BIG AS WE ARE. AND WE WORKED HARD AT IT, AND YES, IT, WE DID IT BY NOT PAYING STAFF AN INCREASE, AND THAT BREAKS MY HEART, AND IT IS NOT WHAT I WANT 
          [02:25:02]
TO DO. AND SO, THAT IS WHY I AM SO, COMMITTED TO MAKING TOUGH, LIKE WE MADE TOUGH DECISIONS LAST YEAR, AND I AM SO, COMMITTED TO MAKING TOUGH DECISIONS FOR NEXT YEAR SO, THAT WE CAN DO A RAISE, BECAUSE YOU CAN'T GO 2 YEARS IN A ROW WITHOUT DOING SOMETHING FOR STAFF. YOU JUST CAN'T. 
          LIKE, WE HAVE TO, I THINK, FIND ADDITIONAL REVENUE SO, THAT WE CAN DO SOMETHING MEANINGFUL FOR STAFF, IN THE, IN THE NEXT YEAR'S BUDGET. 
          BUT I CAMPAIGNED ON BALANCING THE BUDGET. I THINK IT MATTERS. 
          I THINK IT IS IMPORTANT TO MAINTAIN THE FISCAL HEALTH OF OUR DISTRICT. THE BEST PRACTICE IS TO MAINTAIN A FUND BALANCE OF 25%. EVERY SINGLE SCENARIO THAT INCLUDES, THAT IS LISTED HERE, INVOLVES DROPPING BELOW BEST PRACTICE. AND EVERY SINGLE ONE OF THEM, EVEN IF ALL THE REVENUE THAT IS PROJECTED HERE OF ADDITIONAL REVENUE THAT'S NOT IN THE BUDGET, EVERY SINGLE ONE OF THEM INVOLVES PULLING FROM THE FUND BALANCE. SO, IN SHORT, I WANT TO DO IT. I REALLY, REALLY WANT TO DO IT, AND I GET WHY ALL OF YOU WANT TO DO IT, BECAUSE I'M RIGHT THERE WITH YOU. AND AS I SAID, IF I HAD A DOLLAR, I'D GIVE THEM THE DOLLAR, BUT EVERY SINGLE ONE OF THESE HAS RED INK. EVERY SINGLE ONE OF THESE HAS RED INK. SO, I CAN'T DO IT. 
          BUT I WILL COMMIT RIGHT NOW TO WORKING HARD SO, THAT WE CAN DO A RAISE FOR STAFF IN THE NEXT BUDGET, BECAUSE WE HAVE, WE, IN MY OPINION, WE JUST HAVE TO. AND YES, WE ARE THINKING LONG TERM ABOUT, A POTENTIAL BOND AND MAYBE POTENTIALLY CALLING IT. 
          YES, WE ARE THINKING ABOUT OUR STRATEGIC PLAN THAT'LL CARRY US FOR 10 PLUS YEARS. ALL THAT'S SUPER IMPORTANT. WE ALSO GOT TO BE THINKING ABOUT NEXT YEAR AND HOW DO WE MAKE CHANGES IN NEXT YEAR'S BUDGET OF TO INCREASE REVENUE AND CUT EXPENSES SO, THAT WE CAN DO A RAISE. AND SO, I JUST CAN'T GO THERE FOR, FOR PULLING, FOR A COMP INCREASE FROM THE FUND BALANCE. 
          ALL RIGHT. I'M GOING TO GO, AND THEN I THINK, I DON'T KNOW IF WE'VE HEARD FROM ALL TRUSTEES, BUT AT SOME POINT, SOMEBODY WILL HAVE TO MAKE A MOTION. SO, SINCE WE HAVE THIS SLIDE UP, I'LL BE OPPORTUNISTIC. THIS IS THE SLIDE THAT SHOWS HOW EANES STACKS UP AGAINST THE OTHER AREA DISTRICTS. WHAT IS SO, INTERESTING TO ME IS THAT THE SPREAD BETWEEN ANY OF THESE FIVE, COHORTS OF TEACHERS AND STAFF, IT'S REALLY NOT THAT MUCH TO JUMP ABOVE BASTROP. WELL, WE WE'RE ALREADY EVEN WITH BASTROP. OKAY, SO, LET'S GO UP 69 EXTRA DOLLARS FOR THE YEAR TO INCH ABOVE AUSTIN ISD. 
          AND, I MEAN, THIS FONT IS REALLY SMALL. I SHOULD LOOK ON MY, ON MY SCREEN HERE. ZOOM IN. ALL RIGHT, IF WE LOOK IN IAN'S, IAN'S IN THE 5-YEAR BRACKET, IT'S ABOUT 800 DOLLARS TO JUMP OVER PFLUGERVILLE. 
          TO A 10-YEAR GROUP, IT'S 20 DOLLARS FOR US TO INCH OVER LEANDER, MAYBE UH 90 DOLLARS TO INCH OVER AUSTIN ISD. AND, AND JUST TO CONFIRM, THESE ARE THEIR CURRENT YEAR SALARIES, OR THESE WERE LAST YEAR'S SALARIES? JUST THESE ARE, THESE ARE. THESE ARE CURRENT YEAR SALARIES AND LAST YEAR SALARIES BECAUSE THEY DIDN'T GIVE AN INCREASE. 
          YES. 
          RIGHT. 
          RIGHT. 
          RIGHT. 
          AND SO, HERE'S WHERE MY STRUGGLE IS. 
          WE HAVE 4 PROPOSALS. WE HAVE 700 DOLLARS ONE TIME. IT'S NOT A BONUS, IT'S JUST A PAYMENT, RIGHT? IT'S NOT A BONUS IN FIRST, IT'S JUST, IT'S A, IT'S A ONE-TIME PAYMENT TO OUR TEACHERS, A THOUSAND DOLLARS. WE HAVE A 1.5 PROPOSAL, AND WE HAVE A 2% PROPOSAL. AND WHAT'S ALSO INTERESTING IS THAT THE THOUSAND-DOLLAR PROPOSAL VERSUS THE 1.5%, FOR THIS YEAR, THE 1.5% IS MAYBE NOT, NOT AS DRASTIC OF A IMPACT ON THE BUDGET AS THE THOUSAND DOLLAR PAYMENT IS. WHAT WE DON'T HAVE ON THE TABLE IS A 1%. AND SO, I THINK ANYBODY FOLLOWING ALONG, YOU CAN VERY EASILY IN YOUR HEAD DO THE MATH. 
          FOR EXAMPLE, SINCE WE HAVE ZERO-YEAR TEACHERS, BRAND NEW TEACHERS, OUR STARTING SALARY IS 5, 58,000 DOLLARS. A 1, A 1% INCREASE TAKES THAT TO 58,580 DOLLARS. THAT PUTS US NUMBER OKAY. AND YOU CAN TAKE THAT ACROSS, RIGHT, BECAUSE WE KNOW THAT ONLY A FEW DISTRICTS ARE 
          [02:30:01]
GIVING ONE-TIME PAYOUTS OR BONUSES, BUT THE ONLY THING THAT REALLY MOVES US UP THIS GRID IS A PERCENT INCREASE. 
          SO, WE DON'T HAVE THE MATH FOR 1%. WE ALL HAVE TO KIND OF DO THAT IN OUR HEAD, WHAT THAT MEANS. IT'S GOING TO BE FROM A FISCAL BURDEN ON THE DISTRICT, IT WILL BE LESS THAN THE 1,000-DOLLAR PAYMENT, AND IT WILL BE LESS THAN THE 1.5%. WE HAVE TO LOOK AT YEAR 2 AND YEAR 3. IT'S STILL A NEGATIVE IMPACT. 
          BUT THEN I WANT TO TAKE A LOOK AT OUR, IF IT IS OKAY, I'M KIND OF JUMPING AHEAD. 
          ON OUR DISTRICT WEBSITE AND PART OF OUR PRESENTATIONS TONIGHT IS OUR FINANCIALS FOR THE YEAR THROUGH AUGUST 31ST, SO, THROUGH OUR LAST MONTH WE'VE CLOSED, AND WE'VE GOT OUR, I'M REALLY JUMPING AHEAD. IT'S ON THE WEBSITE, YOU'LL SEE IT THERE. AND I'M JUST FOCUSED ON A LINE ITEM THAT I SEE AROUND OUR INVESTMENTS, WHAT I INFER TO BE OUR INVESTMENTS THAT WE WILL HAVE TO APPROVE THIS LATER IN CONSENT AGENDA, BUT IT JUST SAYS THAT OUR INTEREST INCOME, JUST FOR THE MONTH OF AUGUST, WAS 434,000 DOLLARS, AND THAT OUR FISCAL YEAR TO DATE INVESTMENT INCOME IS 01,098,451. OKAY, SO, THAT'S KIND OF WHERE WE ARE WITH INVESTMENTS, AND WE'RE ONLY IN AUGUST. AND SO, I JUST SCROLL THROUGH THIS REPORT, AND IT SAYS THAT OUR SOURCES AND USES, THERE'S THIS OTHER SOURCES OF FUNDS, OTHER USES OF FUNDS, IT JUST SHOWS THAT WE ARE ALREADY ON OUR BUDGETED NUMBER, WE'RE ONLY 2 MONTHS INTO THE YEAR, WE'RE ALREADY AT 62% OF OUR EXPECTED SOURCES OF FUNDS FOR THIS LINE ITEM THAT IS BUDGETED AT, OKAY, I LOST MY POSITION BECAUSE I'M SCROLLING, BUT I'M MAKING A VERY TECHNICAL FINANCE POINT THAT I THINK THERE'S MORE MONEY HERE, AND IT'S SIGNIFICANT. 
          IT'S ABOUT 2 MILLION DOLLARS, SO, IT LOOKS LIKE WE'RE ALREADY 60% OF THE WAY THERE. WE'VE GOT ACTUAL MONEY WITH OUR INVESTMENT INCOME THAT I THINK IS UNDERSTATED, EITHER HERE AS WE TALK ABOUT OUR FUTURE BALANCE, AS WE TALK ABOUT OUR INVESTMENT INCOME, AS WE TALK ABOUT WHAT OUR YEAR-END BALANCE FOR OUR GENERAL FUND WILL BE, AND I THINK JUST ON INVESTMENT INCOME ALONE THAT WE COULD PAY FOR A 1% INCREASE AND COME OUT WAY AHEAD, WHICH MEANS THAT ALL OF THESE OTHER THINGS WE'RE DOING IN REVENUE ON THE LAST SLIDE IS JUST EXTRA MONEY THAT WE CAN START TO THINK ABOUT NEXT YEAR. AND I SAY ALL THIS TO SAY BECAUSE WE WANT TO HAVE OUR CAKE AND EAT IT TOO, AND WE WANT OUR TEACHERS TO HAVE CAKE AND EAT IT TOO. 
          AND THE ONLY WAY TO START CREEPING UP AND COMPETING AGAINST THE OTHER DISTRICTS IS TO HAVE A PERCENT INCREASE VERSUS A ONE-TIME PAYOUT. AND SO, I JUST WANT TO POINT OUT, FOR ANYONE WHO HASN'T, LIKE, LOOKED AT OUR MONTHLY FINANCIALS, IT'S KIND OF SITTING RIGHT THERE TO ME, BLACK AND WHITE, THAT THERE IS AN ENORMOUS AMOUNT OF OPPORTUNITY HERE THAT IS NOT ACCOUNTED FOR IN OUR CURRENT FINANCIALS, THAT IS SIGNIFICANT AND LARGE AND SUBSTANTIAL ENOUGH FOR US TO PAY A 1% BONUS. SO, THAT IS, SORRY, 1%. 
          YEAH. 
          1% PAYMENT. 
          WELL, JUST AN INCREASE. 
          CAN I WALK YOU THROUGH THAT INTEREST REAL QUICK? YES, PLEASE. 
          WE BUDGET ABOUT 3 MILLION IN INTEREST, BUDGET AT 3.625% FOR THE YEAR. IT'S RATE IN THE FED JUST INCREASED THAT. 
          WE HAD 400,000 DOLLARS INTEREST IN AUGUST. OKAY. AND YOU HAD A WHOLE BUNCH IN JULY BECAUSE WE HAD A 75-MILLION-DOLLAR PAYMENT SITTING THERE INVESTED, SO, WE HAD TO GIVE IT BACK TO THE STATE ON AUGUST 15TH. 
          SO, THAT 400,000 WITHOUT, AFTER THAT PAYMENT, WOULD THAT TAKE THAT OUT? IT'S ABOUT 200,000 IN INTEREST. 
          SO, WE'RE, I MEAN, I LOVE THAT INTEREST THEN, BUT WE'RE NOT GOING TO HAVE A WHOLE LOT OF INTEREST EARNINGS FOR NOW UNTIL ABOUT FEBRUARY. I MEAN, WE'LL GET SOME, WE'LL GET 200, WE'LL GET IT, MAYBE GET 250, 300,000, BUT WE BUDGETED RIGHT AT 3. 
          EVEN WITH THE FED INCREASING THE RATE, I EXPECT THE FED TO INCREASE THE RATE AT LEAST 2 MORE TIMES, THIS, THIS SCHOOL YEAR. WE WILL BRING IN MORE THAN 3 MILLION. I DON'T KNOW TO WHAT EXTENT OR WHEN THEY'RE GOING TO CHANGE THAT, THAT RATE. YOU KNOW, WE BUDGET 03,625 RIGHT NOW, WE'RE EARNING IN THAT, THAT HIGH 3S, CLOSE TO 4. SO, WE'RE GOING TO, WE SHOULD BE, YOU KNOW, BRINGING MORE THAN THAT, THAT, THAT 3, THAT 3 MILLION. IS IT 3.4? IS IT 3.6? IS IT 3.7? THAT'S, YOU KNOW, I'M EXPECTING A GOOD HALF A MILLION. BUT I WOULD LIKE TO SEE WHAT THIS NEXT COUPLE MONTHS DO. I'D LIKE TO KIND OF SEE, I KNOW WE WERE WAITING ON, YOU KNOW, PROPERTY VALUE APPEAL FOR NEXT YEAR, SORRY, NEXT MONTH. YOU KNOW, WE HAVE, YOU KNOW, ALLUDED TO EARLIER, YOU KNOW, IF WE WERE TO DO A ONE-TIME PAYMENT, 
          [02:35:01]
WE WOULD COME BACK TO YOU AND DO A BUDGET AMENDMENT AND GET RID OF THE. 
          WE WOULD TIGHTEN THE BELT ON WHAT WE BUDGET FOR PAYROLL. WE WOULD NOT EXPECT THE BUDGET TO, THE BUDGET TO ACTUALLY BE IN THE RED. WE KNOW WHAT WE DON'T SPEND. WE WOULD DO A, WE WOULD DO A BUDGET AMENDMENT ACCORDINGLY, KNOWING WE HAVE THAT INTEREST THERE AS A LITTLE BIT AS A BACKUP TO HELP US OUT IF NEEDED. WE HAVE SOME EXTRA SORRY, I'M POINTING TO THE SLIDE, IT'S NOT EVEN UP ON THE WALL ANYMORE. WE HAVE ADDITIONAL REVENUES, SO, WE'RE IN A, WE'RE IN, WE HAVE, YOU KNOW, A DECENT PLACE, IN CASE WE DO HAVE A SURPRISE, IN CASE SOMETHING ELSE DOES HAPPEN. SO, MY GOAL IS TO ALWAYS JUST TRY TO HAVE, YOU KNOW, AS MANY OPTIONS, AS POSSIBLE, TRY TO BE AS CONSERVATIVE IN 3 OR 4 DIFFERENT ASSUMPTIONS, SO, THAT IF ONE DOESN'T WORK, I KNOW I'VE GOT 2 OR 3 MORE TO HELP, TO HELP, HELP GET US WHERE WE NEED TO BE. SO, WE WILL HAVE, I EXPECT US TO HAVE MORE THAN THE 3 MILLION THAT WE HAVE BUDGETED. I EXPECT US TO EARN MORE THAN THE 03,625. I JUST WOULD REALLY FEEL MORE COMFORTABLE ONCE I KNOW WHEN THEY RAISE IT ONE MORE TIME, BECAUSE RIGHT NOW WE'RE IN THAT 3,75 TO 4 IS THE, THE, THE FED RATE. IF THEY GO TO 4 TO 4.25, ARE THEY GOING TO DO IT NEXT MONTH? THEY'RE GOING TO DO IT IN DECEMBER, OR WHEN DOES THAT OCCUR? AND THAT, THAT IS KIND OF WHAT ANY MONEY WE SPEND ON A, ON A ONE-TIME PAYMENT OR. WE KNOW WHAT THAT IS. IF I EARN MORE ON THE REVENUE, ON THE INTEREST, THAT'S THE PART ON THE BACK END THAT I CAN COME BACK IN AND SAY, OKAY, IT WE SPENT A MILLION OR WE SPENT 900,000, BUT WE DID EARN 3 OR 400,000 MORE, AND SO, IT REALLY WAS ONLY A 600,000 HIT, OR IT COST US, THE NET COST WAS 600,000. I DON'T LIKE TO SAY USE ALL OF INTEREST, USE ALL THE PAY, USE ALL THE ONE TIME, AND THEN AT THE END OF THE YEAR SOMETHING HAPPENS, I HAVE NOTHING. I MEAN, I, I HAVE NO MAGIC BALLS TO MOVE AROUND. BUT WE DO LIKE TO MAKE SURE THAT, YOU KNOW, YOU'RE RIGHT, WE, WE WILL HAVE SOME MORE INTEREST, REVENUE. WE'LL HAVE MORE, BUT I MEAN, IT WON'T BE MILLIONS MORE, BUT IT WILL BE MORE, AND IT WILL GIVE US THAT CUSHION IF NEED BE TO HELP OUT IF SOMETHING DOESN'T HAPPEN OR IF THE BUDGET OR IF SOMETHING DOES HAPPEN THAT'S NOT PLANNED FOR. 
          THEN WE'VE GIVEN YOU THE SCENARIOS OF WHAT THAT IS ON THE ONE-TIME PAYMENT PIECE AND HOW THAT WORK. THERE'S DEFINITELY A MUCH BIGGER CONVERSATION IN YEARS FORWARD ON THE PAY 0 THROUGH 5, 5 THROUGH 10, 10, AND THAT'S SOMETHING, THAT THAT'S GOING TO TAKE A CONCERTED EFFORT, AND WE CAN REALLY FOCUS ON IT AND, YOU KNOW, HEY, SET OUR GOALS, AND IN 3 YEARS WE WANT TO BE, IF WE WANT TO BE NUMBER 1 ACROSS THE BOARD, WHATEVER IT IS WE WANT TO BE, I MEAN, THAT'S, YOU KNOW, WE NEED 2 OR 3 YEARS TO GET THERE AND FIND THE EFFICIENCIES AND RIGHT SIZE AND, AND DO SOME, MAKE SOME ADJUSTMENTS AND SEE IF WE CAN FIND SOME PARTNERSHIPS AND FIND REVENUE, ET CETERA. SO, I MEAN, YOU ARE RIGHT, WE WILL HAVE MORE INTEREST REVENUE, BUT IN ON OUR, ON MY PERSPECTIVE, UNTIL THEY CHANGE IT THE SECOND TIME, IT WASN'T, IT WOULDN'T BE ENOUGH TO CHANGE A PAY SCENARIO. 
          ALL RIGHT, SO, FOR EXAMPLE, BECAUSE WE DON'T HAVE 1% AS AN OPTION HERE, I'M JUST SAYING 1% IS SOMETHING I'M LEANING TOWARDS AS A COMPENSATION INCREASE BECAUSE IT DOES A LOT OF THINGS. IT MOVES US UP IN EACH OF THOSE BANDS AGAINST OUR COMPETITION IN THE AREA. IT COSTS LESS THAN BOTH THE 1,000 DOLLAR PAYMENT AND THE 1.5% PAYMENT, BUT IT'S A DIFFERENT SIGNAL TO OUR EMPLOYEES AS WELL, THAT IT'S WE WANT TO COMPETE. 
          WE'VE SAID WE WANT TO COMPETE. THIS IS A MOVE IN THE RIGHT DIRECTION OF TRULY SHOWING THAT WE COMPETE AGAINST THE AREA, BUT IT IS ALSO MORE, I'LL SAY, FISCALLY CONSERVATIVE THAN THE 3 OF THE 4 OPTIONS AVAILABLE. 
          AND I ACTUALLY JUST, YOU KNOW, BACK OF THE ENVELOPE MATH, IF THE 1.5% INCREASE CREATES THIS GAP OF 1.1 MILLION DOLLARS. IF I REDUCE THAT 50%, IT'S PROBABLY LANDS ABOUT 7, 750,000 DOLLARS. I MEAN, IT REALLY IS MAYBE ONE OF THE MORE AFFORDABLE OPTIONS, AND IT'S NOT EVEN ON HERE. 
          SO, THAT'S WHAT I'M PUTTING OUT FOR CONSIDERATION, IS A 1% INCREASE. IF ANYONE ELSE HAS QUESTIONS, COMMENTS, MAYBE KIRK WANTS TO MAKE SOME COMMENTS. 
          I'LL WAIT. 
          OKAY. DIANE. 
          SO I JUST WANT TO MAKE SURE I UNDERSTAND CORRECTLY. THE ONLY PEOPLE WHO ARE NOT INCLUDED ACROSS THE DISTRICT IN THESE NUMBERS ARE A SMALL HANDFUL OF PEOPLE IN CENTRAL ADMIN. IS THAT MY UNDERSTANDING? CORRECT. 
          SO, WE'RE TALKING ABOUT A LOT OF HOURLY PEOPLE WHO REALLY ARE LIVING PAYCHECK TO PAYCHECK, AND AS MUCH AS I LOVE OUR TENURED TEACHERS, AND I SEE WHERE THEY FALL, YOU 
          [02:40:03]
KNOW, WE REALLY NEED TO MAKE UP SOME GAPS IN THOSE 10, 15, YOU KNOW, COLUMNS. I'M CONCERNED ABOUT GIVING LESS MONEY TO THE PEOPLE WHO ALREADY EARN LESS RIGHT NOW IN THIS TIME WHERE THE ECONOMY IS SO, TOUGH. SO, I APPRECIATE FOR SURE WHAT YOU'RE SUGGESTING BY, YOU KNOW, THAT WOULD HELP OUT AND BRING UP THAT OTHER SIDE OF THE TEACHER SCALE, BUT WE'RE NOT THINKING ABOUT THOSE HOURLY PEOPLE WHO WORK HERE AND ARE JUST WORKING PAYCHECK TO PAYCHECK. THAT'S MY CONCERN WITH THAT ONE. 
          YEAH. THANK YOU. AND WE HAVE KELLY AND THEN JENNIFER. 
          OKAY. SO, I AGREE. I'M COMMITTED TO DO TOUGH THINGS. I THINK WE CAN HAVE TWO PRIORITIES AT THE SAME TIME. I THINK WE CAN HAVE FISCAL BALANCE AND RETENTION OF STAFF. 
          I AGREE. I BELIEVE THIS IS A SIGNAL. LET'S THINK ABOUT NEXT YEAR. LET'S THINK ABOUT WHO'S GOING TO BE STANDING IN OUR BUILDINGS WHEN WE DROP OUR CHILDREN OFF. 
          I THINK THAT'S WORTH A 1% SWING IN OUR CONSERVATIVE BUDGET. 
          BUT I'M VERY TORN BETWEEN THE 1% AND THE STIPEND. I THINK THEY'RE BOTH SO, BOTH THE POINTS YOU MADE ARE SO, VALUABLE. I LOVE BOTH OF THEM A LOT, SO, THAT'S ALL. 
          I JUST WOULD SAY, JUST TO FRAME THIS A LITTLE BIT, THE BOARD, MEMBERS HAVE STATED THIS BEFORE, IN PRIOR MEETINGS WHILE YOU'RE WRESTLING WITH A COMPLEX DECISION, RIGHT? ONE, YOU CAN MAKE A DECISION NOW, AND YOU CAN ALSO COME BACK AND TALK ABOUT THIS. YOU'RE READY, RIGHT? ALL RIGHT, I THINK WE HAVE SOUND BACK IN THE ROOM, AND SO, IT IS NOW 9:01, AND WE ARE BACK FROM OUR SHORT RECESS. AND WHERE WE LEFT OFF, JENNIFER, TRUSTEE JENNIFER BLACKMAN HAD A QUESTION. 
          TRYING TO PULL IT UP. OKAY. 
          AND WE'RE BACK. OKAY, LORI, I HAVE A COUPLE QUESTIONS FOR YOU. IS THIS ROUGHLY THE, THE NUMBER OF EMPLOYEES THAT ARE REPRESENTED IN THIS CHART, IS IT ROUGHLY 973? DOES THAT SOUND RIGHT? NO, THIS WOULD BE OUR TEACHING. 
          ARE YOU TALKING ABOUT OUR TEACHING OR THIS CHART? THE, YES. 
          I'M SORRY. 
          GREAT. THAT'S EXACTLY THE I'M NEAR ONE OF THOSE SLIDES, SO, YEAH. 
          YEAH. 
          SO, THIS WOULD BE ONLY OUR TEACHERS, RIGHT? AND SO, THAT'S MORE LIKE 650. 
          [02:45:01]
I MEAN, SORRY, THE, BUT THE, BUT THE, BUT THE PEOPLE THAT, THE EMPLOYEES THAT WE'RE TALKING ABOUT THESE DIFFERENT COMPENSATION SCENARIOS FOR, ARE WE TALKING ABOUT ROUGHLY 01,000, MAYBE 970? I'M JUST, I, THE WAY I DID IT, I JUST TOOK, YEAH, ABOUT 1,000. 
          I TOOK. 
          OVER A LITTLE OVER A THOUSAND EMPLOYEES. 
          OKAY, I WAS JUST TAKING 1306.32 AND DIVIDING, AND DIVIDING THAT INTO, 1.27, LIKE, I DO, I'M ON SLIDE, I'M ON THE OPTION TWO SLIDE. 
          I'M JUST ASKING BECAUSE, DOES THAT SOUND, WE'RE TALKING ABOUT A THOUSAND PEOPLE, MORE OR LESS, RIGHT? THAT'S CORRECT. 
          THAT'S CORRECT. 
          YES. 
          OKAY, OKAY, GREAT. 
          1100. 
          AND, AND 1100. 
          WELL, A THOUSAND ACTUALLY IS GOOD BECAUSE IT'S, YEAH, ABOUT A THOUSAND. 
          A ROUND NUMBER. OKAY. SO, BECAUSE MY NEXT QUESTION IS, DID OVER THE SUMMER, I THOUGHT I SAW A SOCIAL MEDIA POST, MAYBE IT WAS ON LINKEDIN OR SOMETHING, WE WERE CELEBRATING, MAYBE WE TALKED ABOUT IT AT A BOARD MEETING HERE. ALL OF THE PEOPLE THAT WE HIRED THIS YEAR FOR THE NEW SCHOOL YEAR, I THINK IT WAS MAYBE ABOUT A 100? CORRECT. YEAH, A LITTLE OVER 100. 
          OKAY, GREAT. OKAY, SO, THESE ARE ROUND NUMBERS. HERE'S WHERE I'M GOING WITH IT IS, JOHN, I LOVE, LOVE YOUR HEART FOR FISCAL STEWARDSHIP BECAUSE THAT IS SOMETHING THAT IS VERY DEAR TO ME AND THAT I JUST GOT FINISHED CAMPAIGNING REALLY HARD FOR. THE 2 PRIORITIES THAT I CAMPAIGNED ON, WAS THAT AND THEN COMPENSATING OUR, OUR TEACHERS, COMPETITIVELY. AND LIKE KELLY MENTIONED, IT, I JUST, IT'S OKAY TO HOLD TWO PRINCIPLES, IN TENSION SIMULTANEOUSLY. AND SO, I KNOW YOU GET THAT. AND, AND I KNOW THAT YOU GUYS TEASE ME BECAUSE I DO LIKE TO SAY THAT MONEY IS FUNGIBLE, BUT IN THIS CASE, I BRING IT UP BECAUSE IT DOES FEEL LIKE IF WE'RE HIRING 10% STAFF, RIGHT, LIKE ROUGHLY, OKAY, 10, 100 OVER THE SUMMER, THERE IS A REAL OPPORTUNITY COST TO POSTING A JOB REC, INTERVIEWING PEOPLE, PLACING THEM, DOING ALL OF THOSE THINGS. AND SO, THAT THOSE, THAT COST, THAT EXPENSE, IT CAN'T NECESSARILY BE, UNLESS I'M WRONG, PETE, YOU DON'T HAVE THAT QUANTIFIED ON HERE, RIGHT, AS AN EXPENSE, BUT THAT IS AN EXPENSE. IT JUST ISN'T A MONETARY ONE, BUT IT IS A DRAIN ON OUR RESOURCES. AND SO, THAT'S WHY I'M LOOKING, THE NUMBERS ARE VERY HELPFUL. 
          WE WOULDN'T BE HERE WITHOUT THEM, BUT THERE ARE THOSE OTHER INTANGIBLE THINGS THAT THAT CAN'T BE REFLECTED IN THIS CHART THAT I'M WEIGHING INTO THIS DECISION HOLISTICALLY TO, TO CONTINUE TO SUPPORT THE PREFERENCE I STATED EARLIER OF DOING THE MOST GOOD WITH THE FEW DOLLARS THAT WE HAVE TO DO THE MOST GOOD, FOR AS MANY PEOPLE AS POSSIBLE. 
          AND I SAY THAT AS SOMEBODY WHO'S WORKED IN HR, MANY LIFETIMES AGO. 
          BEFORE THEN, I WORKED IN THE SCRAPPY STARTUP WORLD, AND WE, YOU KNOW, PEOPLE, EVEN THOUGH SOME OF THE STARTUPS I WORKED FOR AT THE TIME WERE WELL FUNDED, THERE WAS A LOT OF, YOU KNOW, JUST HAVING SKIN IN THE GAME, AND, YOU KNOW, WHEN YOU'VE GOT, LIKE, MOUNTING, EXPECTATIONS ON YOU, YOU'RE GOING TO, YOU'RE JUST GOING TO BE SCRAPPIER, YOU'RE GOING TO THINK MORE FRUGALLY, I GUESS, IN SITUATIONS LIKE THIS. SO, IF WE'RE FORCED TO GO INTO THE RED IN THIS NEXT YEAR SO, THAT WE CAN SEND A SIGNAL THAT, WE ARE FULLY SUPPORTING TO THE BEST OF OUR ABILITIES WITH THE, WITH THE RESOURCES THAT WE HAVE, VERY LIMITED. 
          THEN, AS, AS KIRK NOTED, THAT ALLOWS US TO ADDRESS THIS YEAR, THIS, THIS PHASE THAT WE'RE IN, AND THEN ALSO WE HAVE TIME TO LOOK AT THE NEW RESOURCES THAT WE'RE GETTING, THE NEW OPPORTUNITIES THAT ARE COMING IN, SO, THAT WE CAN MAKE A WISE PRACTICAL DECISION FOR THESE SUBSEQUENT YEARS. 
          BECAUSE MY UNDERSTANDING IS IF WE SIGN OFF ON ONE OF THESE OPTIONS, WE'RE SIGNING OFF FOR THE, THE CURRENT YEAR, AND WE HAVE HOPEFUL EXPECTATIONS. WE'RE NOT ABSOLUTELY GUARANTEEING WHAT IS OUTLINED. WE'RE JUST SHOWING A, A MODEL, A FORECAST FOR 27, 28, AND 28, AND 29, RIGHT? BUT WE'RE NOT COMMITTING OUR DOLLARS IN THOSE DIRECTIONS. 
          WE'RE ONLY SEEING WHAT A POTENTIAL OUTCOME WOULD BE. IS THAT CORRECT? WELL, I WOULD SAY WE'RE NOT COMMITTING ON THE ONE-TIME PAYMENTS. IF IT'S A PERCENT, THEN YOU ARE COMMITTING GOING FORWARD. 
          BUT THERE'S NOT AN OPTION. 
          SO, IN THESE DIFFERENT OPTIONS. 
          I THINK TO YOUR POINT, THOUGH, WE HAVE KEPT THE 2% IN, IN THE FORECASTED YEARS AS A PART OF OUR VISION AND GOAL TALK YES. 
          AS A TEAM, AS WE'RE FORECASTING. WE COULD REMOVE THOSE RIGHT NOW FROM THE OPTIONS, AND THE MATH WOULD LOOK DIFFERENT. SO, AGAIN, AS YOU'RE WEIGHING OPTIONS, RIGHT, WE'VE ALL AGREED 
          [02:50:01]
TO KEEP THAT A PART OF THE CONVERSATION TO SHOW THAT THAT IS A PRIORITY FOR DECISION MAKING MOVING FORWARD, AND WE'RE TRYING TO ENVISION WHAT THAT COULD LOOK LIKE. 
          THANKS, THANK YOU, BECAUSE WE DID ASK FOR THAT. 
          WE WANTED TO SEE WHAT ARE THE IMPLICATIONS NOW, BECAUSE THEY'RE VERY DIFFERENT IF YOU GIVE A ONE-TIME PAYMENT VERSUS SOMETHING THAT COMPOUNDS OVER TIME. SO, THAT'S IMPORTANT, BUT AGAIN, I JUST, JUST I THINK FOR MY OWN CLARITY, BUT ALSO SO, ALL OF US ARE ON, ON THE SAME PAGE. WE ARE, ARE WE GOING TO VOTE ON ONE OF THESE SCENARIOS WITH THE INTENT THAT WE ARE EVALUATING THINGS FOR THIS PRESENT YEAR, AND THEN MAYBE BE OPEN TO REOPENING THE DIALOGUE FOR THE SUBSEQUENT YEARS ONCE WE HAVE MORE RESOURCES SHORED UP? JUST THIS. OKAY. GREAT. OKAY, THANKS. THANK YOU. 
          ALL RIGHT, I THINK WE MIGHT BE READY FOR SOMEONE TO MAKE A MOTION. 
          YES, THANK YOU VERY MUCH, AND I APPRECIATE ALL OF THE ROBUST DISCUSSION. I'D LIKE TO MOVE THAT THE BOARD OF TRUSTEES AUTHORIZE THE SUPERINTENDENT TO IMPLEMENT A ONE-TIME LUMP SUM PAYMENT TO ELIGIBLE EMPLOYEES IN THE AMOUNT OF 1306 DOLLARS AND 32 CENTS, AS OUTLINED IN SCENARIO 2. 
          SECOND. 
          ALL RIGHT, WE HAVE ON THE FLOOR A MOTION BY DIANE AND SECONDED BY JAMES FOR THE 1000-DOLLAR PAYMENT, WHICH EQUATES TO 1306 DOLLARS PER ELIGIBLE EMPLOYEE. IS THERE ANY DISCUSSION ON THE MOTION ON THE FLOOR? JOHN. 
          I'LL JUST STATE UNDER ALL PROJECTIONS, THAT SCENARIO INVOLVES FULL- PULLING FROM THE FUND BALANCE. SO, I DON'T THINK THERE'S ANY SCENARIO IN WHICH WE TALKED TODAY WHERE THAT DOESN'T PULL FROM THE FUND BALANCE. AND I THINK WHEN YOU PULL FROM THE FUND BALANCE, YOU MAKE IT HARDER TO DO RAISES IN THE FUTURE, BECAUSE YOU CAN ONLY SPEND A DOLLAR ONCE, AND WHEN IT'S SITTING IN THE FUND BALANCE, IT'S THERE. YOU KNOW, IT WASN'T THAT LONG AGO WHEN WE HAD A FUND BALANCE IN THE LOW 30S, AND IT HAS DWINDLED DOWN TO, WHAT ARE WE SITTING AT, JUST UNDER 24% NOW? I MEAN, JUST UNDER 25%. IS THAT RIGHT, P? THAT'S CORRECT. 
          OKAY. 
          BUDGETED, YEAH. 
          BUDGET. YEAH, SO, AT THE END OF THIS YEAR, WE WOULD BE BUDGETED TO DROP DOWN TO 24.1% WITH THIS OPTION. 
          YOU CAN ONLY SPEND A DOLLAR ONCE. WE JUST, IN ACTUAL CASH OUT THE DOOR LAST YEAR, WE ENDED LAST YEAR, WHAT, WITH A LITTLE OVER 3 MILLION PULLING FROM THE FUND BALANCE. IS THAT RIGHT, PETE? AM I REMEMBERING MY NUMBERS, RIGHT? I DON'T KNOW EXACT. LAST NUMBER, I THOUGHT WE WERE CLOSER TO 2. 
          WE ENDED THE YEAR AT 2, ACTUAL, GIVE OR TAKE. 
          AROUND 2. 
          BUT I DON'T HAVE THE EXACT AMOUNT. 
          OKAY. 
          IT WAS ACTUALLY LOWER THAN WHAT WE WERE ANTICIPATING. 
          OKAY, BUT WE STILL PULLED, YOUR RECOLLECTION IS YEAH, WE STILL TOOK 2. 
          IN REAL MONEY, 2 ACTUAL MILLION CAME OUT OF THE FUND BALANCE. 
          SO, WE JUST PULLED AROUND 2 MILLION OUT OF THE FUND BALANCE LAST YEAR. 
          WE'VE DWINDLED IT OVER THE LAST FEW YEARS. THE DISTRICT HAS IN THE PAST GONE INTO THE RED TO PAY FOR RAISES, OR COMPENSATION INCREASES. AND I, TO ME, IT'S NOT WORTH IT TO PUT A FUTURE RAISE IN JEOPARDY BY PULLING IT FROM THE FUND BALANCE IN ORDER TO DO A ONE-TIME PAYMENT. I WOULD MUCH RATHER WORK AG- AGGRESSIVELY TO ENSURE WE CAN DO SOMETHING VERY MEANINGFUL THAT WE CAN ACTUALLY PAY FOR IN THE SPRING. THANK YOU. 
          THANK YOU, JOHN. AND I SAW JENNIFER HAD HER HAND RAISED. 
          JOHN, I THINK YOU'RE CORRECT. 
          YOU CAN ONLY SPEND A DOLLAR ONCE, THAT'S TRUE. I WOULD LIKE TO ARGUE THAT YOU CAN INVEST A DOLLAR MORE THAN ONCE. 
          SO, IF WE INVEST IN THE TEACHERS AND THE STAFF THAT WE HAVE NOW, I FEEL VERY CONFIDENT THAT THAT INVESTMENT IS GOING TO COMPOUND IN SUCH A WAY THAT WE WILL BE ABLE TO REALIZE A REAL GAIN, A MEANINGFUL GAIN ON THAT INVESTMENT, AND IT WILL PAY DIVIDENDS. I'M RUNNING OUT OF FINANCIAL ANALOGIES, BUT I JUST WANTED TO ADD THAT IN. 
          WE'RE ALL FOR THE FINANCIAL ANALOGIES HERE. ALL RIGHT. 
          ANYONE ELSE? JAMES. 
          YEAH, I SECONDED THE MOTION, SO, I OBVIOUSLY SUPPORT IT. I'M GRATEFUL FOR THAT THE BOARD, GOT TO, A POINT OF, WELL, I THINK WE'RE GOING TO FIND OUT IF THE BOARD GOT TO A POINT OF SUPPORTING A COMPENSATION INCREASE OR A BONUS FOR OUR TEACHERS AND STAFF. 
          AND, I DIDN'T NEED TO SAY MUCH BECAUSE I'VE SUPPORTED THIS SINCE JUNE. YOU KNEW, YOU KNEW YOU HAD MY SUPPORT, SO, I'M GRATEFUL FOR THIS OPPORTUNITY TO VOTE ON IT AND FIND OUT WHERE TRUSTEES STAND 
          [02:55:03]
ON THIS. 
          ALL RIGHT, ARE THERE ANY OTHER COMMENTS? AND IF NOT, THEN WE CAN CALL FOR A VOTE. 
          AND IF THE VOTE DOESN'T HOLD, THEN WE'LL WAIT FOR A NEW MOTION. ARE THERE ANY OTHER? ALL RIGHT, SO, WE HAVE A FIRST BY DIANE, A MOTION BY DIANE, A SECOND BY JAMES. I WOULD LIKE TO NOW TAKE A VOTE, SO, ALL THOSE IN FAVOR, PLEASE SAY AYE. 
          AYE. 
          01, 2, 3, 4, 5. ALL RIGHT, 5 IN FAVOR, THOSE OPPOSED? NAY. 
          ALL RIGHT, THE MOTION CARRIES 5 TO 2. 
          JUST LIKE TO SAY, THANK YOU, AND I'M CERTAIN THAT, THIS IS A COMPLEX CONVERSATION THAT'S NOT OVER. I HOPE THAT PEOPLE WHO ARE PAYING ATTENTION, INCLUDING ALL OF OUR STAFF, UNDERSTAND, THAT THIS BUDGET, ISSUE, DOES NOT GO AWAY. OUR GENERAL FUND AND WHAT WE'RE PAYING ATTENTION TO IS AS TIGHT AS IT'S EVER BEEN HISTORICALLY. 
          THAT'S GOING TO CONTINUE, AND THE SUPPORT THAT WE GET FROM OUR PARTNERS HELPS TO MAKE, THESE DECISIONS, A LITTLE BIT EASIER, BUT WE HAVE A MONUMENTAL EFFORT GOING ON FROM PARTNERS IN THE COMMUNITY TO HELP US AS WELL. AND, WHEN WE ADVOCATE TO THE TEXAS LEGISLATURE, ABOUT THE NEED TO TAKE CARE OF OUR STUDENTS, THIS IS A GREAT REMINDER, BECAUSE WHEN EANES IS STRUGGLING TO MAKE THESE DECISIONS, 
          [9.1 Facilities discussion related to enrollment and potential future bond ...]
EVERYBODY IN TEXAS IS STRUGGLING. THANK YOU FOR YOUR ACTION. 
          ALL RIGHT, SO, WE ARE NOW GOING TO MOVE ON TO THE DISCUSSION SECTION OF OUR MEETING TONIGHT. AND SO, WE HAVE ONE TOPIC, WHICH IS 9.1. 
          A FACILITIES DISCUSSION RELATED TO ENROLLMENT AND POTENTIAL FUTURE BOND WORK. SO, I THINK WE HAVE OUR CHIEF FINANCIAL OFFICER, DR. PETE PAPE, AND IS THERE ANYONE ELSE PRESENTING? I HOPE SO. 
          I THINK MISS KIM DURRELL. 
          COME ON DOWN, KIMBERLY DURRELL. 
          MISS KIMBERLY DURRELL. 
          THANK YOU, LORI. THANK YOU, PETE. 
          WHO IS OUR CHIEF ACADEMIC OFFICER. 
          PULL SOMEBODY ELSE UP. 
          ALL RIGHT. 
          SO, MEMBERS, JUST, AGAIN, THE DISCUSSION POINT IS FACILITIES DISCUSSION RELATED TO ENROLLMENT AND POTENTIAL FUTURE BOND WORK. THAT WAS THE TOPIC, AND AS WE CREATED THE AGENDA WITH THE EXECUTIVE COMMITTEE, THIS IS A PROBABLY MORE BROAD TOPIC THAN SOME OF US ARE ANTICIPATING. 
          HOWEVER, I DO WANT TO SAY THIS IS A DISCUSSION. 
          THERE'S NO ANTICIPATED ACTION HERE THIS EVENING, AND WE ARE GOING TO SHOW YOU SOME OF THE PREPARATION, BASED ON QUESTIONS WE GOT FROM TRUSTEES, AND THEN DEPENDING ON WHERE THE DIALOGUE OR QUESTIONS GO, WE HAVE SEVERAL RESOURCES PREPARED, AS YOU ALL KNOW. 
          SO, WE'LL START OFF WITH, THE LARGER, FACILITIES DISCUSSION RELATED TO ENROLLMENT, POTENTIAL FUTURE BOND WORK, AND, I THINK, MS. DUROW WILL GET US STARTED HERE. 
          SURE, HAPPY TO. YEAH, SO, TONIGHT'S PRESENTATION IS IN RESPONSE TO THE INQUIRIES, AND THE GOAL IS TO PROVIDE THE BOARD A, A CLEAR PICTURE ABOUT WHAT ENROLLMENT LOOKS LIKE IN STUDENT TRANSFERS, FOR EANES ISD. AND WE'RE GOING TO TAKE A, WE CAN GO A FEW DIFFERENT PATHWAYS, SO, WHILE I'LL DRIVE THE CONVERSATION, FEEL FREE TO, IF WE NEED TO FOCUS ON SOMETHING THAT YOU ARE INTERESTED IN SPEAKING ABOUT. 
          BUT WE'RE GOING TO TAKE A LOOK AT HOW TRANSFERS ARE CURRENTLY ENROLLED, HOW, PARTICIPATION HAS CHANGED OVER THE COURSE OF SEVERAL YEARS, SOME OF THE OPERATIONAL CONSIDERATIONS AND, AND JUST THINGS THAT YOU WOULD WANT TO CONSIDER AS, WE ARE ACCOMPANYING ANY CHANGE IN DIRECTION. SO, I THOUGHT THAT WE WOULD START FIRST WITH JUST BEING VERY CLEAR ON WHAT OUR BOARD POLICY SAYS ABOUT OUR STUDENT TRANSFERS. 
          WHEN A STUDENT IS ACCEPTED AS A STUDENT TRANSFER, THEIR INITIAL ACCEPTANCE IS BASED ON THE CRITERIA THAT YOU SEE HERE ON THE SCREEN. IT COULD BE A MYRIAD OF THOSE FACTORS, SUCH AS OUR DISTRICT CAPACITY, OUR STAFFING, FACILITY SPACE, BUDGET IMPACTS, AND THE GOAL WHENEVER WE'RE DEALING WITH AN ACCEPTANCE OF A STUDENT TRANSFER IS TO MAKE SURE THAT WE ARE KEEPING THE DISTRICT'S INTERESTS AT THE FOREFRONT OF OUR DECISION MAKING. AS YOU KNOW, OUR STUDENT TRANSFER APPLICATIONS ARE REVIEWED ANNUALLY, AND SO, IN ORDER TO CONTINUE ENROLLMENT IN THE DISTRICT, IT'S NOT GUARANTEED. YOU WANT TO PAY IT AGAIN, LIKE A STUDENT WHO IS COMING TO SCHOOL THIS YEAR IS NOT GUARANTEED THAT ENROLLMENT AGAIN FOR NEXT YEAR. WE LOOK ON FACTORS SUCH AS STUDENT DISCIPLINE, HISTORY OF ATTENDANCE, ACADEMIC PERFORMANCE, AND AGAIN, THAT PROGRAM SPACE AVAILABILITY. 
          AND SO, AGAIN, JUST A KEY POINT IS THAT THAT APPROVAL FOR ONE YEAR DOES NOT GUARANTEE THAT APPROVAL FOR NEXT YEAR. ONE OTHER FACTOR THAT I THINK THAT WE SHOULD TALK ABOUT IS, BEFORE WE GET TO THE DATA PART, IS THAT, YOU KNOW, WESTLAKE IS A POPULAR, 
          [03:00:02]
CAMPUS. HILL COUNTRY HAS ALWAYS BEEN A POPULAR CAMPUS FOR STUDENT TRANSFERS, AND, EVEN BEFORE A TRANSFER WINDOW MAY OPEN, SOME OF THOSE GRADE LEVELS MAY NOT BE OPEN TO, TO ENROLLMENT JUST BECAUSE OF THE CAPACITY SIDE EFFECT. 
          SO, THAT I, THAT HAS HAPPENED IN MY OWN EXPERIENCE WITH PARTICULAR GRADE LEVELS WHEN I WAS THE PRINCIPAL THERE. NOW, THE INFORMATION THAT YOU'VE SEEN ON THE SLIDES AND YOU'VE REVIEWED A LITTLE BIT BEFOREHAND IS COMING FROM A LOT OF DIFFERENT DATA SOURCES AND METHODOLOGIES. SOME OF THEM YOU CAN SEE HERE ON THIS, ON THE SCREEN, SO, I WON'T READ THAT FOR YOU. 
          BUT ONE THING THAT I DO WANT TO KEEP IN MIND IS THAT AS WE ARE GATHERING AND BECOMING A STUDENT ABOUT ENROLLMENT AND STUDENT TRANSFERS OVER THESE LAST FEW WEEKS, THE DATA THAT WE HAVE HAS BEEN CAPTURED AT DIFFERENT POINTS IN TIME. IT'S IMPORTANT FOR YOU TO HEAR THAT, BECAUSE WHEN YOU ARE LOOKING AT SOME OF THE SLIDES, THE DATA MAY NOT ALWAYS PERFECTLY ALIGN BECAUSE OF THE DIFFERENT TYPES OF SNAPSHOTS. HOWEVER, THROUGH CAREFUL ANALYSIS AND REALLY JUST TRYING TO MAKE SURE THAT WE ARE FITTING THE CORRECT PIECES TO THIS PUZZLE SO, THAT WE ARE GIVING YOU THE BEST FACTS TO MEET, TO MAKE YOUR DECISIONS FORWARD. 
          WE'VE GOT A CONFIDENCE RATE OF PLUS OR MINUS 2%. AND SO, I JUST WANT YOU TO BE AWARE OF THOSE PIECES. WHEN YOU SEE AN ASTERISK ON THE SLIDE, JUST KNOW THAT THAT NUMBER STANDS FOR LESS THAN 5. OKAY? OKAY, LET'S CONTINUE. SO, WE'LL START WITH OUR FIRST SLIDE. THIS IS THE 20, THE 2023-2024, FIRST YEAR THAT WE'RE GOING TO TAKE A LOOK AT, IT, I WANT YOU TO PAY ATTENTION TO SOMETHING SPECIFIC, AND THAT WOULD BE THE DISTRIBUTION OF THESE STUDENT TRANSFERS. AS YOU CAN SEE ON THIS SLIDE, WE HAVE THREE TYPES. WE HAVE AN EMPLOYEE TRANSFER, WHICH OBVIOUSLY, I THINK, MEANS THAT THE STAFF MEMBER'S CHILD WHO, GOES TO THE DISTRICT. YOU HAVE YOUR OUT-OF-DISTRICT TRANSFER, SO, THAT'S ANY STUDENT THAT DOES NOT RESIDE IN THIS DISTRICT. AND THEN YOU HAVE YOUR IN-DISTRICT TRANSFERS. AND THE IN-DISTRICT TRANSFERS WERE INCLUDED IN THIS INFORMATION, IF YOU BACKTRACK A FEW YEARS AGO, PARTICULARLY WHEN SPANISH IMMERSION WAS A HOT TOPIC, THAT WAS INFORMATION THAT WAS IMPORTANT TO KNOW WHICH WERE THE CAMPUSES THAT WERE HAPPENING. SO, THAT IS WHY YOU SEE THOSE THREE DISTINCTIONS. 
          AND WHEN YOU'RE LOOKING ACROSS THIS, THE, THE SCHOOLS ON THIS SLIDE, DISTRIBUTION OF OUR STUDENT TRANSFERS HAS NEVER BEEN, EQUAL AMONG OUR CAMPUSES, AND THAT'S DONE ON PURPOSE BECAUSE SOME BUILDINGS ARE JUST NOT GOING TO HAVE THE SAME CAPACITY AS OTHERS, AND SO, THAT IS WHY YOU'RE NOT GOING TO SEE THE EQUAL DISTRIBUTION BETWEEN ANY OF THOSE TRANSFER CATEGORIES. 
          AS WE CONTINUE ON INTO THE 24-25 SLIDE, AND WHEN IF WE CAN TOGGLE BACK, JUST HAVE FUN WITH ME FOR A MINUTE, SO, I JUST WANT YOU TO PAY ATTENTION TO THE DISTRIBUTION BETWEEN THE 23-24 AND THE 24-25, BECAUSE YOU CAN SEE THAT IT CHANGES BETWEEN CAMPUSES. A CHANGE IN STUDENT TRANSFERS AT ONE CAMPUS DOES NOT AUTOMATICALLY MEAN THAT THE DISTRICT ADDED OR ELIMINATED STAFFING. THOSE ARE SOME THINGS THAT WHEN WE GO INTO, OUR CURRENT YEAR, I'LL BREAK DOWN A LITTLE BIT MORE DETAIL FOR YOU, BUT JUST WANTED YOU TO BE ABLE TO SEE THE DISTRIBUTION BETWEEN THESE TWO YEARS AND HOW THEY CAN CHANGE. THE LAST COMPLETED, SCHOOL YEAR, IF WE WERE TO CONTINUE, IS THAT 25-26. 
          SO, THIS SLIDE, I WON'T PAY ATTENTION TO THE TABLE. WHAT I WANT YOU TO GLEAN FROM THIS SLIDE IS THAT THE NUMBERS ARE GOING TO SHOW THAT THE TRANSFER, ENROLLMENT IS NOT STATIC, RIGHT? SO, WE KNOW THAT STUDENTS THAT ARE IN THEIR SENIOR YEAR, THEY'RE GOING TO GRADUATE SOME. SOME FAMILIES WITHDRAW THEIR STUDENTS FOR VARIOUS REASONS. THERE CAN BE CHANGES IN RESIDENCY STATUS. IT, THERE IS A PERCENTAGE OF OUR STUDENTS THAT START OFF AS TRANSFERS, AND THEN THEY ARE ABLE TO MOVE INTO THIS DISTRICT. AND SO, THIS IS REALLY JUST HOW THE DISTRICT IS EVALUATING THE NEW AND RETURNING APPLICATIONS ANNUALLY. OKAY, AND SO, NOW WE'RE HERE IN OUR 26-27 SCHOOL YEAR, AND I BROKE OUT ELEMENTARY AND SECONDARY APART ON PURPOSE. WE WILL BRING THEM BACK ALL TOGETHER IN A FUTURE TABLE, BUT THIS IS OUR CURRENT ELEMENTARY PICTURE, AND THIS WAS AS OF SEPTEMBER THE, THE 6TH. AND AT THE ELEMENTARY LEVEL, WE HAVE TO EVALUATE TRANSFERS SECTION BY SECTION BECAUSE OF CLASS SIZE REQUIREMENTS BY THE STATE AND THE OPERATIONAL EFFECT OF ADDING OR ELIMINATING A CLASSROOM. AND SO, A SMALL ENROLLMENT CHANGE MAY HAVE VERY LITTLE FINANCIAL IMPACT IF A STUDENTS FIT INTO THE EXISTING SEATS. THAT SAME NUMBER, HOWEVER, CAN HAVE A MUCH LARGER EFFECT IF IT TRIGGERS ANOTHER TEACHER OR SECTION. AND SO, WHEN YOU'RE LOOKING AT ELEMENTARY, WHEN YOU'RE ADDING A STUDENT TRANSFER TO THAT CAMPUS, YOU, THE GOAL IS NEVER TO OPEN THIS NEW SECTION FOR THESE STUDENTS, IT IS TO FILL SEATS THAT ARE NOT ALREADY FILLED RIGHT NOW BY STUDENTS THAT MIGHT LIVE IN, WITHIN THE EANES ISD BOUNDARY. 
          WHEN YOU'RE LOOKING AT YOUR SECONDARY CAMPUS, 
          [03:05:02]
WE'LL MOVE THANK YOU, NO, YOU'RE GOOD. SECONDARY IS A DIFFERENT ANALYSIS BECAUSE STAFFING IS DRIVEN BY COURSE DEMAND. YOU'VE GOT SCHEDULING, YOU'VE GOT PROGRAM PARTICIPATION. SO, WE KNOW WESTLAKE HOLDS THE LARGEST NUMBER OF TRANSFERS. IT ALSO HAS THE DISTRICT'S LARGEST ENROLLMENT, AND IT'S THE GREATEST NUMBER OF COURSES AND PROGRAM OFFERINGS. 
          AT THE MIDDLE SCHOOL, THE ENROLLMENT DIFFERENCE BETWEEN HILL COUNTRY AND WESTRIDGE, IT CREATES, AN IMPORTANT CAPACITY DISCUSSION. 
          TRANSFERS CAN HELP MAINTAIN SOME VIABLE SECTIONS ON ONE CAMPUS. IT MIGHT ADD PRESSURE AT ANOTHER CAMPUS USING THOSE SAME NUMBERS. WHAT YOU SEE HERE IS A REALLY BUSY SCREEN, BUT THE GOAL OF THIS ONE WAS REALLY JUST TO SHOW YOU THIS LONG-TERM ENROLLMENT TREND, TO GIVE YOU THAT CONTEXT. THE TRANSFER PROGRAM, FOR THOSE OF YOU THAT MAY NOT HAVE BEEN IN THE DISTRICT SINCE THE, SINCE THE INCEPTION OF THE PROGRAM, IT STARTED IN 2004. IT WAS DURING A PERIOD OF A LARGELY DORMANT ENROLLMENT GROWTH, AND THAT PUT ON SIGNIFICANT RECAPTURE PRESSURE. SO, THE ORIGINAL PURPOSE OF BEGINNING THIS IN 2004 WAS SO, THAT THERE WAS A USE OF THAT CAPACITY WHILE GENERATING SOME REVENUE THAT THE DISTRICT WOULD THEN BE ABLE TO RETAIN. 
          THAT'S BEEN THE WHOLE PURPOSE OF STUDENT TRANSFERS. IF YOU CONTINUE ON TO THE NEXT SLIDE, HERE IS JUST A HOPEFULLY A CLEARER PICTURE OF WHAT THIS HAS LOOKED LIKE FOR THE LAST, 10-ISH YEARS. 
          THE GREEN IS THE TOTAL NUMBER OF STUDENT TRANSFERS AS COMPARED TO OUR OUT-OF-DISTRICT IN RED, AND OUR, OUR EMPLOYEE TRANSFERS, AND OUR POINT TRANSFERS HAS MAINTAINED ITS STABILITY, BETWEEN YOUR 2.5, AND THERE IS AN INCREASE FOR THE LAST YEARS WITH 3.7. I'M TAKING A GUESS RIGHT NOW THAT PART OF THAT RECENT INCREASE IS REFLECTING THE DECLINE IN ENROLLMENT. 
          WE'VE GOT CAPACITY IN OUR CAMPUSES. THAT'S WHY WE'RE ABLE TO TAKE MORE. IF YOU WERE TO, SO, THIS SLIDE RIGHT HERE IS JUST THAT ANOTHER WAY TO LOOK AT BOTH ELEMENTARY AND OUR SECONDARY CAMPUSES ALL TOGETHER. IT IS THE SAME NUMBER, IT'S THE SAME DATA, IT'S JUST BUT ALL IN ONE SLIDE VERSUS THE BREAKOUT BETWEEN THE TWO, SO, THAT YOU CAN SEE WHAT THIS LOOKS LIKE HISTORICALLY. JUST PROVIDES THAT, THE CAMPUS LEVEL VIEW. AND IF YOU WERE TO CONTINUE, THIS WAS SOME NEW INFORMATION THAT WE WERE WORKING ON OVER THE LAST, LAST WEEK. SO, THIS SLIDE RIGHT HERE TRANSFERS REPRESENT, THE ACTIVITIES AND PROGRAMS. THIS DATA WAS PULLED AGAIN SEVERAL, SEVERAL DAYS AGO, AND SO, IT COMES FROM OUR, OUR SKYWARD OR OUR PEEM SYSTEM WITHIN THE DISTRICT. IF YOU'RE TAKING A LOOK, WE'LL JUST START OFF WITH ATHLETICS. YOU'LL SEE THAT TRANSFERS REPRESENT APPROXIMATELY 11% OF LISTED ATHLETICS AND ROSTER SPOTS. 
          THIS IS WHERE YOU CAN SEE THEIR CURRENT OR APPROXIMATE OF THEIR 26-27 PARTICIPATION. 
          ONE THING THAT I'VE LEARNED IN THIS PROCESS IS THAT WESTLAKE BUILDS MOST OF THEIR ATHLETIC CLASSES BY SEMESTER, NOT YEAR. SO, IF A STUDENT PLAYS MORE THAN ONE SPORT, FOR INSTANCE, IF A STUDENT PLAYS FOOTBALL AND THEY PLAY ANOTHER ANOTHER SPORT IN THE SPRING, WE WANT TO MAKE SURE THAT THAT SPRING SPORT IS ALSO ON THEIR SCHEDULE SO, THEY GET COUNTED FOR BOTH OF THOSE SPORTS. I'VE LEARNED THAT BASEBALL, PARTICULARLY FOR OUR FRESHMEN, BECAUSE THEY HAVE TO TRY OUT FOR THIS SPORT, THAT'S THAT SPORT IS NOT ON THEIR SCHEDULE IN THE FALL. AND SO, OUR NUMBERS ARE GOING TO CHANGE IN THE SPRING, BUT WANTED TO GIVE YOU WHAT I HAVE RIGHT NOW FOR THAT FALL PARTICIPATION. 
          WITH YOU'RE MOVING FORWARD TO OUR PERFORMING ARTS, OUR TRANSFERS REPRESENT APPROXIMATELY 9%. TRANSFER PARTICIPATION SPANS BETWEEN CHOIR, BANDS, ORCHESTRA, THEATER, DANCE, AND OTHER RELATED PROGRAMS. MANY OF OUR FINE ARTS PROGRAMS DEPEND ON THAT BALANCED PARTICIPATION. WHEN YOU'RE THINKING ABOUT INSTRUMENTS, YOU NEED TO HAVE A BALANCE BETWEEN THE DIFFERENT SECTIONS, AND SO, AS YOU'RE THINKING ABOUT ENROLLMENTS AND STUDENT TRANSFERS, THAT CAN CHANGE THE, EFFECT OF, OF, OF HOW THAT BAND IS MADE UP OR HOW THAT CHOIR MIGHT BE MADE UP FOR THE QUALITY OF THOSE PROGRAMS. AND THEN I DON'T KNOW IF YOU REMEMBER, BECAUSE I'M SURE IT WAS RIVETING BACK IN AUGUST WHEN I TALKED ABOUT THIS BEFORE, BUT THERE WAS SORT OF A REALLY DETAILED CHART OF WHERE ALL OF OUR TRANSFERS WERE COMING FROM, AND IF YOU MIGHT, YOU MIGHT REMEMBER THAT, ABOUT 67% OF THEM ARE COMING FROM AUSTIN ISD, ABOUT 17% WERE COMING FROM LAKE TRAVIS. BUT WE WERE ABLE TO PULL UP THIS IMAGE RIGHT HERE THAT JUST MAPS. IT'S AN ILLUSTRATION OF, OF WHERE OUR, OUR STUDENTS ARE COMING FROM GEOGRAPHICALLY, JUST FOR INFORMATION PURPOSES. 
          GIVES US SOME CONTEXT THAT WAY. 
          AND SO, WHAT WE'VE PREPARED 
          [03:10:01]
FOR YOU, AND I'M GOING TO MOVE PAST THIS NEXT SLIDE, PETE, WHAT WE, YOU'RE GOOD, KEEP GOING. ONE MORE. THANK YOU. AND SO, WHAT WE'VE PREPARED FOR YOU, I THINK WAS REQUESTED IN, IN, IN THE PAST, BOARD MEETING, WHICH WAS LIKE, PROVIDE US SOME SCENARIOS. 
          WHAT DOES IT LOOK LIKE IF? AND SO, FOR THE NEXT SCENARIOS, I'M GOING TO LET PETE TAKE OVER AND EXPLAIN A LITTLE BIT OF THE MATH BEHIND IT BEFORE WE GET TO, USING WESTRIDGE AS AN EXAMPLE TO PUT INTO PLAY. 
          AND, AND JUST TO FRAME THIS FOR A MINUTE, AS I THINK TRUSTEE BLACKMAN DID IN THE LAST DIALOGUE, WE'RE USING 100 AS A ROUND NUMBER FOR A MATH PROBLEM, AND YOU CAN FACTOR IT HOWEVER YOU WANT OR MULTIPLY TO YOUR HEART'S DESIRE, BUT WE'RE SHOWING THIS AS AN EXAMPLE, AND PETE WILL TALK US THROUGH IT BECAUSE HE'S THE MATH MAJOR. 
          ACCOUNTING, ACTUALLY, BUT OKAY. 
          YEAH, I'M A SOCIAL STUDY. 
          I GOT YOU, GOOD, GOOD. NO, SO, YOU KNOW, THE SCENARIO, IF WE USED A, 100 STUDENTS, WOULD BE AN INCREASE OF APPROXIMATELY 745,800. SO, YOU DIVIDE THAT BY 100, IT'S ABOUT 7,458 DOLLARS PER STUDENT. AND JUST TO GO ONE STEP FURTHER, YOU KNOW, THAT'S THE BASIC ALLOTMENT, 6215, AND IF YOU TAKE OUR WADA AND DIVIDE IT BY OUR ADA, IT'S ABOUT, IT'S 1.21, BUT WE JUST USED 1.2 AS A FACTOR. SO, 6215 BASIC ALLOTMENT TIMES 1.2, BASICALLY CONVERTING IT TO A STUDENT AMOUNT, BECAUSE EVERYBODY UNDERSTANDS STUDENT, NOBODY UNDERSTANDS PETE WHEN HE TALKS ABOUT WATA. SO, WE TAKE TO A STUDENT, 7,458 DOLLARS PER STUDENT, 100 STUDENTS, 745,800. SO, WHEN WE, THAT'S JUST FOR A 100-STUDENT INCREASE, AND YOU REMEMBER THE GRAPHS BEFORE, THEY ALL DON'T GO TO ONE CAMPUS, THEY'RE ALL SPREAD OUT AMONGST ELEMENTARY AND SECONDARY. SO, WE LOOK AT ALL THIS INFORMATION, YOU KNOW, WE CONSIDER, YOU KNOW, ALL THE INFORMATION THAT OF THINGS THAT WE CAN TALK ABOUT, OR ALL THE THINGS THAT WE CAN GO INTO FACTORING TO THIS IS, YOU KNOW, THE ELEMENTARY, WHERE ALL THE CAMPUSES, WHERE, WHAT IS THEIR CAPACITY, WHAT ARE THEY FILLED TO, WHAT ARE THEY NOT FILLED TO? IS THERE AN OPPORTUNITY TO USE SOME OF THE, STUDENTS, THAT WANTED TO COME HERE TO BALANCE THE ENROLLMENT? AND WE PLACE THOSE TRANSFERS BASED ON THE SEATS THAT WE HAVE THAT ARE, THAT ARE, ARE CAPACITY. 
          SO, YOU KNOW, FROM A FINANCIAL STANDPOINT, YOU KNOW, IF YOU WANT TO GO BACK TO ECONOMICS, IT'S CALLED, I THINK IT'S MARGINAL UTILITIES, THIS IS A WORD THAT I VAGUELY REMEMBER. YOU KNOW, IF YOU HAVE ONE, WE ALREADY HAVE THE DESK, YOU ALREADY HAVE THE CLASS, AND YOU ALREADY HAVE THE TEACHER. 
          WE'RE JUST FILLING IN, YOU KNOW, WE HAVE 14 KIDS IN A CLASS, THE WAY THE NUMBERS WORK OUT, AND WE'RE JUST ADDING 4, 5, 06, 7 STUDENTS INTO THAT MIX TO MAKE SURE THAT WE'RE GETTING ADDITIONAL FUNDING. 
          JUST, ONE OF THE REASONS WE'RE SHOWING THIS SCENARIO, AGAIN, AND THIS IS NOT A, FOR OR AGAINST THE OPTION OR SCENARIO, BUT ONE OF THE REASONS I THINK IT'S ALSO COME UP IS WE WERE ASKED BY TRUSTEES IN THE PAST TO TALK ABOUT WHAT HAPPENS WITH OUR NEW ACCELERATION ACADEMY MODEL. AND SO, HOW WE SERVE STUDENTS IN THE FUTURE AND THE WHAT IS SOMETHING THAT'S NEW WHEN YOU JUST LOOK AT THAT ACADEMY MODEL. AND SO, WHEN WE THINK ABOUT REVENUE FOR THE DISTRICT, RIGHT, THIS IS SOMETHING THAT WAS A, A DIALOGUE BEFORE, IT JUST AGAIN PAINTS A PICTURE AS IF WE WERE TO SERVICE A HUNDRED MORE STUDENTS, WHAT COULD THAT LOOK LIKE, NO MATTER WHERE IT IS? I THINK IT'S IMPORTANT JUST TO HAVE AN IDEA OF THAT NUMBER. 
          AND THEN THE, LAST, LAST CATEGORY THERE IS WE LOOK AT IS THE INSTRUCTIONAL MATERIALS AND TECHNOLOGY. SO, YOU KNOW, ARE THERE SOME ADDITIONS TO THE, YOU KNOW, SOME SUPPLIES THAT WE HAVE TO, THAT WE PROVIDE FOR OUR STUDENTS, CONSUMABLES, LIBRARY RESOURCES, YOU KNOW, ET CETERA. SO, THOSE COSTS ARE JUST THE, THE VARIABLE COSTS THAT WE, THAT WE LOOK AT. SCENARIO 2 WOULD BE THE OPPOSITE WAY. 
          SO, WHAT IF, WHAT IF WE REDUCED 100 STUDENTS OR 100 STUDENTS, YOU KNOW, TRANSFER, 100 STUDENTS' PERIOD, BUT IN THIS CASE WE'LL TALK ABOUT TRANSFER STUDENTS, WAS 745,800 AGAIN. WE ALSO BUILT IN, IF WE COMPLETELY ELIMINATED TRANSFER STUDENTS, IT WOULD BE 6.6 MILLION, AND I DON'T PUT IT ON THE SLIDE, I DIDN'T HAVE IT ON HERE, BUT SINCE WE'RE REALLY NOT TALKING ABOUT EMPLOYEES, CHILDREN TRANSFERS, SO, WE'RE JUST TAKING THOSE OUT, SO, THE REMAINING OUT OF DISTRICT WOULD BE 4.57 MILLION. IT'S JUST, YOU LOOK AT IT THAT WAY. 
          YEAH, I WANT TO, I WANT TO, EMPHASIZE THIS AS A PART OF OUR DIALOGUE, FOR THOSE PEOPLE THAT PAY ATTENTION TO THIS, AND AGAIN, WE WILL REPEAT THIS, I'M SURE, OVER AND OVER. WE ARE NOT TALKING ABOUT EMPLOYEE STUDENT TRANSFERS AS A PART OF THIS DIALOGUE IN THESE SCENARIOS. 
          NO, APPRECIATE THAT, BUT JUST REITERATE, THAT WAS ON THE SLIDE, SO, I WANT TO MAKE SURE THAT WE PULL THAT 
          [03:15:02]
OUT. IT'S, IT'S 4.571, WITH THE ONLY INCLUDING THAT OF DISTRICT, TRANSFERS, NOT EMPLOYEES, CHILDREN. AGAIN, WE LOOK AT THE SAME THINGS IF, IF WE WERE TO LOSE 100 STUDENTS. WE LOOK AT ATTENDANCE ZONES, STAFFING FACILITIES, AND THE INSTRUCTIONAL METHODOLOGY AS WELL. THE, THE, THE PROCESS IS THE EXACT SAME. 
          WE JUST LOOK AT IT TO HOW DO WE, HOW DO WE BALANCE, HOW DO WE DO THINGS, YOU KNOW, THAT PART REALLY DOESN'T CHANGE. IT'S THE SAME PROCESS. WE'RE JUST LOOKING, DO WE ADD OR WE, OR DO WE SUBTRACT? SO, ONE OF THE THINGS THAT WAS ASKED AT THE LAST BOARD MEETING, I BELIEVE IT WAS WEST RIDGE, MIDDLE SCHOOL, JUST TO KIND OF GIVE YOU A, USE WEST RIDGE AS AN EXAMPLE, OR, OR USE THE SCHOOL AS AN EXAMPLE, AND WE CHOSE WEST RIDGE. SO, JUST KIND OF GIVE YOU THE QUICK HIGHLIGHT, OF, OF WEST RIDGE OR THE OR THE DEMOGRAPHIC BREAKDOWN HERE. 
          IT'S 815 STUDENTS AS A TOTAL ENROLLMENT. 55 OF THOSE STUDENTS ARE OUT OF DISTRICT TRANSFERS, 29 ARE EMPLOYEE TRANSFERS, AND THEN THE ASTERISK, WHICH REALLY DOES NOT FACTOR INTO THE FINANCES, IS THE IN-DISTRICT TRANSFERS. 
          SO, YOU MAY HAVE A STUDENT THAT LIVES IN THE ATTENDANCE ZONE OF, HILL COUNTRY, BUT FOR WHATEVER REASON, IT'S THEY HAVE CHOSEN TO ATTEND WEST RIDGE MIDDLE SCHOOL. IT'S, FOR THE DISTRICT, IT'S THE SAME, SO, THERE'S NO REALLY REVENUE, PIECE TO THAT. SO, IF YOU LOOK AT IT FROM A CATEGORY PERSPECTIVE, YOU HAVE THE 55 OUT OF DISTRICT STUDENTS THAT ARE MAKE UP ABOUT 6.75% OF THE CAMPUS MAKEUP, THEN 87, WHICH INCLUDES ALL, ALL, ALL BOTH EMPLOYEE AND OUT OF DISTRICT, IS JUST UNDER 11%, SO, 10.68. AND SO, IF YOU LOOK AT THE ADDED TRANSFER REVENUE, IT'S ABOUT 4, A LITTLE OVER 410,000, ON THIS EXAM- ON THIS, ON THE 87 STUDENTS. 
          PETE ALSO, SORRY TO INTERRUPT YOU AGAIN. JUST FOR HISTORIC PERSPECTIVE, GOING BACK TO 2004, MY UNDERSTANDING IS THAT THIS POLICY HAS BEEN EXAMINED AT LEAST 3 TIMES, AND IN THAT TIME, 2 DIFFERENT TIMES THERE WERE, DISCUSSIONS AND MODIFICATIONS WHERE, PERCENTAGES AND OR CAPS, WERE PART OF THE DIALOGUE, WHICH IS WHY WE'RE ALSO SHOWING YOU PERCENTAGES HERE. THAT'S THE REASON WE'RE SHOWING PERCENTAGES IS BECAUSE IT CAME UP IN THE PAST. 
          AND THEN LIKEWISE, IF THE STUDENTS, WE HAD ADDED THAT REVENUE, IF THE THOSE STUDENTS WERE TO GO AWAY, THEN WE WOULD, AGAIN, THE SAME REVENUE IS THE SAME, WE'D LOSE THE 410,190. 
          WE USE A CORE CLASS SIZE ASSUMPTION OF ABOUT 25 STUDENTS PER SECTION, AND THAT'S WHEN WE, WHEN WE DEVELOP THE MASTER SCHEDULES, AND THEY, DEVELOP THE SCHEDULES. SO, FOR MOST OF THESE STUDENTS THAT WE ADD IN, THERE'S VERY LITTLE, VERY SELDOM DO WE ACTUALLY HAVE TO ADD A SPECIFIC TEACHER. 
          THESE ARE MORE JUST FILLING IN IN THE OPEN SEATS. 
          OCCASIONALLY, THERE MIGHT BE A TIME WHERE A TEACHER IS ADDED, BUT, WHEN WE BUDGET, WE TYPICALLY USE ABOUT $65,000 FOR A TEACHER AND BENEFITS, ET CETERA, ET CETERA. SO, JUST IF YOU ADDED ONE OR TWO, YOU CAN STILL SEE THAT THE, THE REVENUE DOES COVER, THAT COST. AND, SO, IF YOU WANT TO LOOK AT IT FROM HOWEVER ANGLE YOU WANT TO LOOK AT IT, JUST SO, YOU KNOW. BUT TYPICALLY, WE TRY NOT TO ADD ANY ADDITIONAL STAFF UNLESS IT'S ABSOLUTELY REQUIRED, BUT WE TYPICALLY JUST TRY TO USE THE OPEN SEATS THAT WE CURRENTLY HAVE. SO, IF YOU LOOK AT SOME DIFFERENT SCENARIOS, JUST HYPOTHETICALLY PUTTING EVERYTHING ON THE TABLE, LOOKING AT EVERYTHING THAT YOU CAN LOOK AT. SO, IF, ALL OF THE SAME THING THAT WE TALKED ABOUT BEFORE, IF 87 TRANSFERS WERE GONE, 29 OF THOSE WOULD BE EMPLOYEES' CHILDREN, THAT WOULD BE 216,000 DOLLARS. THE OTHER, 55, WOULD GET 410, SO, THE TOTAL BETWEEN ALL OF THAT IS THAT 745,800, JUST SO, YOU CAN TRACK IT DOWN BETWEEN OUT OF DISTRICT AND EMPLOYEE, EMPLOYEE, STUDENTS, JUST SO, YOU HAVE, JUST SO, YOU UNDERSTAND HOW IT ALL BOILS, ADDS UP TO THAT 745,800, JUST SO, YOU, FOR THE BREAKDOWN. AND THEN THE NEXT SLIDE HERE, IF YOU JUST, YOU LOOK, AS, KIMBERLY HAD MENTIONED BEFORE, YOU KNOW, SHE MENTIONED AT A DISTRICT LEVEL, NOW WE'LL TALK ABOUT IT AT A CAMPUS LEVEL. IF YOU HAVE, YOU KNOW, THE, THE NUMBER OF STUDENTS THAT YOU HAVE IN THIS ONE, IT'S 100. THEY ALL, THEY'RE NOT ALL SIXTH GRADERS, THEY'RE NOT ALL SEVENTH GRADERS, THEY'RE NOT ALL EIGHTH GRADERS, OR THIS ONE IS EQUALLY DISTRIBUTED. SO, IF YOU LOOK AT THE, ON THE GRADE SIX ON THE RIGHT, THE GREEN COLUMN IS WHAT WE ARE NOW, SO, 296. IF WE WERE TO REDUCE 100 STUDENTS, THAT 296 DOWN TO 262 IS 34 STUDENTS. 
          GRADE 7, THE 262 TO THE 229 IS 33 STUDENTS, AND THEN THE SAME THING ON THE GRADE 8 IS ANOTHER 33 STUDENTS. SO, 34, 33, 33 IS THE 100 STUDENTS. SO, WE JUST EQUALLY DISTRIBUTE THEM WITH APPROXIMATELY 33 TO 34 IN EACH GRADE, JUST, AS AN ANALYSIS SO, YOU CAN SEE HOW IT, YOU KNOW, HOW IT COMES INTO PLAY. 
          TYPICALLY, IT MAY NOT ALWAYS EXACTLY WORK OUT PERFECTLY, ONE THIRD, ONE THIRD, ONE THIRD, BUT MOST OF IT IS, YOU KNOW, A, A FAIRLY, IT'S NOT ALL IN ONE GRADE. IT 
          [03:20:01]
IS, THEY ARE DISTRIBUTED, AND, AND WE'RE, WHEN YOU APPLY EVERY YEAR, AND AS YOU, AS WE GO THROUGH THIS PROCESS, WE'RE ABLE TO, TO, TO LOOK AT THAT AND KNOW AND FOLLOW THE GRADES UP AND MAKE SURE THAT WE KNOW THAT WE HAVE THE NUMBERS WE'RE ALLOWING THAT WE CAN, WE CAN MANAGE. AND THEN WHAT CHANGES IF THE NUMBER OF SECTIONS STAYS THE SAME? SO, THIS IS ASSUMING THE CLASS SCHEDULE, IF YOU HAVE 17 TEACHERS TEACHING 17, YOU KNOW, SECTIONS, THAT IS FIXED. AND THEN YOU JUST CHANGE THE STUDENTS AROUND AND YOU BACK INTO WHAT YOUR CLASS SIZE WOULD BE. SO, THIS IS ASSUMING NO CHANGES ON THE STAFFING SIDE WHATSOEVER. GRADE 6, YOU KNOW, YOU'RE AT 24.7, SO, IF YOU LOST 100 STUDENTS, YOU'D GO TO 21.8. IF YOU GAINED 100 STUDENTS, YOU'D GO TO 27.5 WITH NO CHANGES. AGAIN, SAME SCENARIOS FOR GRADE 7 AND 08, JUST TO GIVE YOU A KIND OF AN IDEA OF HOW THAT WORKED. NOW, OBVIOUSLY, THAT WOULD BE LIKE STEP 1, BECAUSE THEN WE'D HAVE TO COME IN AND GO, OKAY, CAN WE AFFORD THAT B AT 21.8? WE'D HAVE TO DO SOME BALANCING. MAYBE THIS SECTION DOESN'T WORK. 
          MAYBE WE HAVE TO SPLIT A TEACHER BETWEEN 2 DIFFERENT SCHOOL, THINGS OF THAT NATURE. JUST WE, WE HAVE TO BALANCE THAT OUT. 
          JUST SO, YOU, JUST SO, EVERYBODY UNDERSTANDS, YOU KNOW, IF THE STUDENTS GO DOWN, THERE ARE, WILL HAVE NEED TO BE SOME ADJUSTMENTS. WE WOULDN'T NECESSARILY GO TO 21.8 OR 19.1 CLASS SIZE RATIO. 
          WE HAVE TO BE ABLE TO DO, MANAGE WHAT WE CAN WHAT WE'RE ABLE TO AFFORD WITH THE, THE PRECIOUS DOLLARS THAT WE HAVE, AND HOW DO WE MAXIMIZE THAT. 
          AND SO, IF YOU GAIN, SORRY. 
          SO, THE SAME NUMBER IS THE SAME IF THE NEW ENROLLMENT, IF YOU GAIN, IT'S 745,000 FOR THE, PER 100. AND THEN IF YOU, ELIMINATED SOME STUDENTS, OR SORRY, I CAN'T SEE THAT THING. IF YOU ELIMINATED THE 84 THAT'S IN THIS CATEGORY, IT'S 626,472, WHICH WAS THE EXAMPLE IN THE SLIDE BEFORE. SO, JUST WANTED TO GIVE YOU KIND OF AN IDEA OF JUST STRICTLY SPEAKING NUMBERS. THIS IS A HARD CONVERSATION FOR ME TO HAVE. I MEAN, I LOVE NUMBERS, BUT THESE ARE ALL STUDENTS, THESE ARE ALL TEACHERS, YOU KNOW, SO, I'M, I, I, I SPEAK IN THIS VENUE OR THIS, THIS, THIS WAY AS NUMERICALLY AS, AS THIS, AS A CFO, BUT, YOU KNOW, BUT FOR THOSE WHO DON'T KNOW ME AND WHO ARE LISTENING TO ME SPEAK, KNOW THAT I UNDERSTAND THESE ARE STUDENTS, THESE ARE OUR EMPLOYEES, THESE ARE OUR STAFF MEMBERS. 
          SO, I MEAN, I, I, I DON'T WANT TO SOUND VERY NONCHALANT AND JUST STRICTLY NUMERICAL, BUT, YOU KNOW, I JUST WANT YOU ALL TO KNOW THAT AS I GIVE THIS PRESENTATION BECAUSE I SOMETIMES COME ACROSS AS VERY NUMBERS AND NOT EMOTIONAL AND NOT, YOU KNOW, TIED TO UNDERSTAND THESE ARE OUR STAFF AND STUFF. SO, I JUST WANTED TO JUST CLARIFY THAT, BUT MORE THAN HAPPY TO, SORRY, I THOUGHT WE HAD ONE MORE. AND AS THE, AS OUR SUPERINTENDENT MENTIONED JUST, YOU KNOW, A FEW MINUTES AGO, YOU KNOW, THIS WAS ORIGINALLY STARTED WHEN WE ADDRESSING WHEN WE DIDN'T HAVE ENROLLMENT GROWTH IN THE EARLY 2000, EARLY 2000S. 
          IT WAS ADDRESSED AGAIN IN 2017. THERE WAS 433 NON-EMPLOYEE OUT-OF-DISTRICT TRANSFERS, REPRESENTING APPROXIMATELY 5% OF THE ENROLLMENT. IN 2017, THE ANALYSIS ESTIMATED THAT, IF THEY WERE TO DISCONTINUE, OUT-OF-DISTRICT TRANSFERS, OR, AND I DON'T KNOW IF IT WAS ALL TRANSFERS, BUT IT WAS BE 1.1 TO 2.4 MILLION, EVEN AFTER THE POSSIBLE SAVINGS. 
          SO, I KIND OF BACKED INTO THAT. THAT WAS 2017. THE BASIC ALLOTMENT WAS 5140, IF I REMEMBER CORRECTLY. 6215 NOW. 
          IF WE USE THE SAME 1.2 FACTOR, YOU KNOW, A, A STUDENT, THE REVENUE WE RECEIVED PER STUDENT WAS ABOUT 6168, BACK IN 2017, AND NOW WE'RE, NOW WE'RE RECEIVING ABOUT 7458. SO, 2017, THE, BOARD DISCUSSION INVOLVED ABOUT, MAINTAINING THE PROGRAM, TALKED ABOUT POTENTIALLY STOPPING NEW TRANSFERS OR GRADUALLY REDUCING, NEW ADMISSIONS, AND THEY ENDED, ULTIMATELY ENDED UP DECIDING TO CONTINUE THE PROGRAM, BUT HAVE IT REVIEWED ON AN ANNUAL BASIS. 
          MY, UNDERSTANDING AGAIN, AND SOME OF YOU HAVE BEEN AROUND LONGER THAN ME, IS THAT THIS WAS ALSO ADDRESSED AGAIN IN 2022, AND THERE WAS DIALOGUE ABOUT IT IN 2024. 
          ALL RIGHT, THANK YOU SO, MUCH. WOULD ANYONE LIKE TO OPEN US UP FOR DISCUSSION? OR HAVE ANY QUESTIONS FOR KIMBERLY AND PETE. JENNIFER? OKAY. 
          THANK YOU, THANK YOU, 
          [03:25:02]
THANK YOU. I DO HAVE SEVERAL QUESTIONS, BUT BECAUSE I WANT TO HELP SPREAD THE WEALTH, I MIGHT, YOU KNOW, ASK A COUPLE AND THEN PASS THE MIC AND THEN, BUT I, I DEFINITELY HAVE A LOT. SO, I'LL JUST START WITH A COUPLE. I'M TRYING TO FIGURE OUT WHICH IS THE BEST ONE TO ASK FIRST. I GUESS LET'S START WITH THE NUMBERS, OKAY, BECAUSE I HAVE SOME QUALITATIVE QUESTIONS TOO, BUT LET ME START WITH THE NUMBERS. SO, IF WE, AND I DON'T KNOW WHICH SLIDE IS MOST RELEVANT TO ADDRESS WITH THIS, BUT IF WE'RE TALKING ABOUT MARGINAL UTILITY AND THE PREMISE, IF THERE'S AN EXTRA SEAT, LET'S FILL IT. REVENUE. 
          I HAVEN'T SEEN IN THESE SLIDES, THOUGH, WHAT A COST WOULD BE ASSOCIATED, AND I HAVE HEARD THAT IT'S HARD TO CALCULATE WHAT THAT COST WOULD BE, BUT, WE, I THINK WE'RE ALL IN AGREEMENT THAT THERE IS A REAL COST, AND WE CAN'T JUST OVERLOOK IT OR NOT GIVE IT SOME, SOME REAL ESTATE ON THE SLIDES. AND SO, GOING BACK TO THE MARGINAL UTILITY QUESTION, ASSUMING THAT PREMISE, RIGHT, WHY WOULD WE CLOSE VALLEY VIEW, WHICH HAD A TON OF CAPACITY, AS OPPOSED TO A SCHOOL LIKE CEDAR CREEK THAT IS BURSTING TO THE RAFTERS AND ACTUALLY HAS, WHAT ARE THEY? I, THERE'S A PROPER NAME. I DON'T, I KNOW THEY'RE CALLED MAYBE PORTABLES, LEARNING CENTERS. 
          STUDIOS, RIGHT. SO, THAT'S KIND OF THE FIRST QUESTION, BUT THEN I'VE NEVER SEEN WHAT DID CLOSING VALLEY VIEW SAVE US? BECAUSE JOHN, YOU MENTIONED THAT CHRIS, OUR FORMER CFO, WOULD SAY, OH GREAT, WE DID THIS, BUT NOW WE'RE RIGHT BACK WHERE WE STARTED. SO, LIKE, WHAT HAPPENED TO THE MONEY THAT WE ALLEGEDLY SAVED BY CLOSING VALLEY VIEW, SORRY. 
          SO, YEAH, MARGINAL UTILITY AND THEN SOME SAVINGS. 
          I DON'T WANT TO BE CRITICAL OF THE QUESTION BECAUSE I THINK IT'S A FAIR QUESTION. I DON'T THINK THIS TEAM CAN ANSWER THAT QUESTION OKAY. 
          POLITICALLY OR FINANCIALLY. 
          OKAY. 
          WE CAN ESTIMATE WHAT HAS HAPPENED WITH OKAY. 
          THE MONEY, BUT I DON'T KNOW WHAT WAS BEHIND THE DECISION. 
          AND MAYBE, AND MAYBE THEN IT DOESN'T EVEN MATTER WHAT HAPPENED TO THAT MONEY FOR PURPOSES OF THIS CONVERSATION. SO, FORGIVE ME FOR, I'LL, I'LL RETRACT THAT ONE, BUT. 
          WELL, WELL, TYPICALLY WHEN, WHEN, WHEN A CAMPUS IS CLOSED, YEAH. 
          AN ELEMENTARY CAMPUS, AN EASY BUDGET NUMBER IS ABOUT 1.5 MILLION. THAT INCLUDES YOUR FRONT OFFICE STAFF, PRINCIPAL, AP, LIBRARIAN, NURSE, COUNSELOR, UNDER THE ASSUMPTION ALL THE TEACHERS GO TO OTHER CAMPUSES, CUSTODIAL, UTILITIES, ET CETERA. IT, IT'S, IT'S AN EASY, IT'S A ROUND NUMBER. I MEAN, IT'S PROBABLY 1.357, YOU KNOW, WHATEVER, BUT I MEAN, IT'S 1.5 MILLION IS- IS A- IS A- AN EASY, OFF THE TOP OF YOUR CUFF ESTIMATE TO START WITH ON AN ELEMENTARY. IT'S A LITTLE DIFFERENT AT MIDDLE SCHOOLS BECAUSE THERE'S TYPICALLY MORE COUNSELORS AND THERE'S MORE OTHER PROFESSIONAL STAFF, BUT. 
          SO RATHER THAN ADMIT MORE TRANSFERS THAN THAT, AND I GUESS THIS IS PREDATING BOTH, SO, IT'S MAYBE NOT WORTH FOCUSING RIGHT NOW ON VALLEY VIEW, BUT IT DOES LEAD INTO MY NEXT QUESTION, AND I'LL STOP AFTER THIS ONE, AND I'LL COME BACK WITH MORE. 
          BUT, WHEN WE TALK ABOUT THAT, YOU WE TALKED ABOUT FILLING SEATS TONIGHT. I'VE ALSO HEARD A LOT OF PEOPLE LIKE TO USE THE TERM TOP OFF, TOPPING OFF, OR JUST TOPPING OFF A CLASSROOM. 
          BUT I WONDER, WHAT DOES THAT ACTUALLY MEAN? I MEAN, I GET IT AT, AT AN ELEMENTARY SCHOOL LEVEL BECAUSE I KNOW THAT WE HAVE OUR TARGET, AVERAGE CLASS SIZE, AT BRIDGEPOINT, FOR SURE. I, I CAN THINK OF WHAT THEY ARE FOR EACH GRADE. WE SORT OF ADDRESSED IT ON THE, ON THE SECONDARY, BUT I'M STILL A LITTLE BIT CONFUSED WHAT THAT ACTUALLY MEANS. AND THEN ALSO, FROM A TEACHER'S PERSPECTIVE, WHAT IS, LIKE, I WONDER IF THEY SEE IT AS TOPPING OFF, BECAUSE AGAIN, GOING BACK TO THE FACT THAT THESE ARE ACTUAL CHILDREN, THAT'S, THAT'S ANOTHER CHILD THAT'S DEMANDING THEIR TIME, AND THAT'S ANOTHER OPPORTUNITY COST. SO, I'M JUST TRYING TO BALANCE ALL OF THESE. 
          I THINK, AGAIN, I THINK THAT'S A FAIR QUESTION, AND I WOULD SAY SPECIFICALLY, SINCE THE OPTIMIZATION PLAN AND THE RIGHT SIZE PLAN WERE PUT IN PLACE IN THE SPRING, WHAT OUR TEAM HAS DONE, THE CABINET TEAM AT THE CENTRAL ADMINISTRATION, IS USE THE NEWLY DEFINED CLASS SIZE RATIOS TO TRY TO ADJUST WHAT WE WERE DOING WITH THE ENROLLMENT STRATEGY THIS SUMMER, BECAUSE THOSE NUMBERS AND CLASS SIZE RATIOS CHANGED. I'M CERTAIN TEACHERS HAVE PERCEPTIONS ABOUT THAT CHANGE BECAUSE WE'VE HEARD IT, AND THEY'RE NEW. I ALSO BELIEVE THAT THE STRATEGY HAS STILL BEEN FILL A SEAT UP TO THAT CLASS SIZE RATIO THAT WAS PRESCRIBED, WHICH IS A LARGER NUMBER THAN IT USED TO BE ACROSS THE BOARD. WE'VE HEARD IT AT EVERY LEVEL. 
          SO, WE'RE NOT ONLY FILLING THE SEATS, BUT WE'RE ALSO EXPANDING THE CAPACITY IN THE ROOM. 
          [03:30:01]
BOARD APPROVED EXPANSION OF THE CLASS SIZE RATIOS. 
          ALL RIGHT, DOES ANYONE ELSE HAVE A QUESTION OR A COMMENT? JOHN. 
          SO, I'LL FOLLOW JENNIFER'S APPROACH AND JUST ASK A COUPLE AND MAY COME BACK. SO, YOU SAID THE, THE OUT OF DISTRICT TRANSFERS THAT WE HAVE, NON-EMPLOYEE, BRING IN, WHAT'D YOU SAY, ABOUT 4 AND A HALF MILLION IN REVENUE? YES, SIR, 4 AND A HALF MILLION. 
          OKAY. AND IT SOUNDS LIKE, BECAUSE WE'RE MOSTLY FILLING IN SEATS AND NOT CREATING, YOU WERE SAYING THE VAST MAJORITY OF THAT, I THINK YOU PUT IT IN THE HIGH 3S, IS, IS ADDING REVENUE. I MEAN, IT'S ADDING, I, I HESITATE TO SAY PROFIT BECAUSE WE'RE NOT A BUSINESS. 
          YEAH. 
          OKAY, I WANT TO BE CLEAR. 
          WE'RE, WE'RE HERE TO EDUCATE KIDS. WE'RE NOT HERE TO MAKE MONEY. BUT IT IS PADDING THE BOTTOM LINE, YOU'RE SAYING, OF IT TO IN THE HIGH THREES THAT, AM I CORRECT? I WOULD, I WOULD SAY IT IN A WAY THAT THE REVENUES WE BRING IN EXCEED THE ADDITIONAL EXPENDITURES WE INCUR INTO THE RANGE OF 3, 3 AND A HALF MILLION. 
          03, 3 AND A HALF MILLION. 
          I WOULDN'T SAY PADDING, BUT I MEAN, THERE'S, THERE IS THE REVENUE IS, IS GREATER THAN, THAN THE, THAN THE THE REVENUE IS GREATER THAN THE EXPENSES TO THE TUNE OF AROUND 3, 3 AND A HALF BILLION. 
          YEAH. 
          OKAY. SO, OBVIOUSLY THERE'S A LOT OF COMMUNITY DISCUSSION RIGHT NOW AROUND THIS TOPIC. 
          YES. 
          AND A LOT OF THE DISCUSSION FROM COMMUNITY HAS BEEN SAYING THE OPPOSITE, THAT THIS ACTUALLY COSTS US 4 PLUS MILLION, AND YOU'RE SAYING IT'S NET 3 TO 3 AND A HALF. THAT'S A 7-MILLION-DOLLAR SWING BETWEEN WHAT I'M HEARING TALKED ABOUT IN THE COMMUNITY, AND, AND WHAT YOU'RE SAYING. COULD YOU JUST UNDERSCORE A LITTLE BIT AROUND THAT SWING? YEAH, TYPICALLY WHEN YOU LOOK AT LIKE THE TAPER REPORT, OR YOU'LL LOOK AT SOME INFORMATION ON EVERY DISTRICT, AND EANES ISD, YOU'LL LOOK AT, AND IT'LL SAY THE COST PER STUDENT IS 12,500 DOLLARS. ROUND, ROUND NUMBER. WHAT THAT IS, IS THAT'S THE COST. IT'S NOT A COST PER STUDENT, IT'S REALLY THE RATIO. IT'S THE TOTAL COST YOU HAVE DIVIDED BY THE NUMBER OF STUDENTS YOU HAVE. IF A STUDENT COMES IN, DOES NOT MEAN THAT OUR COSTS GO UP 12, ANOTHER 12,500 DOLLARS. 
          ACTUALLY, OUR FIRST STUDENT COST ACTUALLY GOES DOWN, BECAUSE I'M MY FIXED COSTS ARE, ARE NOW SPREAD OUT OVER ONE MORE STUDENT, OR IN OUR CASE, OVER ALMOST A THOUSAND ADDITIONAL STUDENTS. 
          AND SO, YOU KNOW, THE PER STUDENT IS, IT'S NOT A, IT'S NOT A LIKE A, IT'S NOT AN ACTUAL TIED TO AN INDIVIDUAL STUDENT. SO, ONE MORE, WE HAVE A THOUSAND STUDENTS, AND ONE MORE STUDENT COMES IN, MY COST PER STUDENT MIGHT GO DOWN TO 12,450. IT DOESN'T GO UP ANOTHER, I DON'T ADD 12,500 IN COST. THE ONLY COST I REALLY ADD ARE, YOU KNOW, IF IT'S A HIGH SCHOOL STUDENT, THE HIGH SCHOOL BUDGET SEES AN ADDITIONAL 184 DOLLARS AND 50 CENTS, BECAUSE THAT'S WHAT THEIR BUDGET IS. IT'S A PER PUPIL AMOUNT. 
          DOES IT MAKE SENSE? IS IT OKAY TO SWITCH DECKS JUST TO ILLUSTRATE WHILE WE'RE TALKING? YES, ABSOLUTELY. WE DO HAVE A SLIDE THAT, I MEAN, I, OKAY. 
          I MEAN, WHY DON'T WE DO THAT? OKAY. YEAH, AND I'LL GO AHEAD AND JUST FINISH THE, THE HIGH SCHOOL, MIDDLE SCHOOL AMOUNTS THE WAY, PATTY GETS THAT UP. SO, A MIDDLE SCHOOL STUDENT, WHEN I DO, WE DO THEIR CAMPUS BUDGET, THEY'RE ALLOCATED 117 DOLLARS PER STUDENT. 
          OKAY. 
          NOW WE DO THE STAFFING, THAT'S NOT INCLUDING PAYROLL AND STUFF, BUT THAT'S FOR THEIR SUPPLIES AND CONSUMABLES AND THINGS OF THAT NATURE. AND THEN ELEMENTARIES RECEIVE 99 DOLLARS PER STUDENT. SO, IF YOU HAVE A SECONDARY STUDENT COMES IN, A SECONDARY, I SAY HIGH SCHOOL, SAY HIGH SCHOOL STUDENT COMES IN, WE MAKE 7,458 DOLLARS, WHICH WE SEE FOR THAT STUDENT, AND THEN MY COST THAT I SEE GO UP IS 184 DOLLARS AND 50 CENTS. IT'S ON THE GENERAL FUND BUDGET. 
          NOW, EVERYTHING ELSE WE ALREADY HAVE, RIGHT? IF THEY PLAY FOOTBALL, WE ALREADY HAVE THE FOOTBALL PADS, WE ALREADY HAVE THE EQUIPMENT. 
          IF WE, IF THEY'RE, IF THEY PLAY BAND, WE ALREADY HAVE INSTRUMENTS, WE ALREADY HAVE THE BAND HALL, WE ALREADY HAVE ALL THOSE FACILITIES. THAT'S ALL THE FIXED COST THAT, AS LONG AS WE HAVE CAPACITY AND IT DOESN'T PUT US OVER OUR RATIOS, THAT'S WHAT THAT THAT'S HOW WE HAVE, THAT'S WHY THOSE MONIES COME IN, BUT WE DON'T, IT ACTUALLY REDUCES OUR PER PUPIL COST. 
          OKAY. AND SO, IF I'M, IF I'M UNDERSTANDING CORRECTLY, WE OBVIOUSLY JUST HAD A BIG COMPENSATION DISCUSSION, TALKED A LOT ABOUT THE FUND BALANCE. WE JUST WENT A LITTLE NEGATIVE INTO THAT. YOU'RE SAYING IF WE, IF WE DIDN'T HAVE TRANSFERS, OUT OF DISTRICT TRANSFERS, IF WE WANTED TO BALANCE THE BUDGET, WE WOULD HAVE TO CUT AN ADDITIONAL 3 TO 3 AND A HALF MILLION IN ORDER TO GET BACK TO A BALANCED 
          [03:35:02]
BUDGET. IS THAT CORRECT? YEAH, YOU, WE WOULD NEED TO CUT 3 TO 3 AND A HALF MILLION JUST TO GET TO WHERE WE ARE TODAY. 
          OKAY. AND THERE'S RE- YOU'RE SAYING THERE'S NOT REALLY ANOTHER WAY TO LOOK AT IT. 
          THAT'S, THAT JUST IS IT. 
          YEAH, I MEAN, THE WAY THAT WE HAVE, THE, THE WAY THIS DISTRICT HAS DONE OPEN ENROLLMENT FOR, FOR THESE MANY YEARS, BY JUST FILLING IN THE OPEN SEATS AND, AND HIRING OR ADDITIONAL, INCURRING A VERY MINIMAL AMOUNT OF ADDITIONAL COST. YEAH, THAT'S, I MEAN, THERE AREN'T A CORRELATIONAL COST EQUAL TO 4 AND A HALF MILLION. 
          OKAY. 
          YEAH, I MEAN, YOU WOULD MAYBE CUT THEM, REDUCE IT BY A MILLION ON SOME STAFFING THINGS HERE AND THERE. 
          AND I, I THINK I'M ESTIMATING HIGH, BUT I'D RATHER BE CONSERVATIVE THAN ESTIMATE HIGH FOR YOU, ON THOSE, WHAT THOSE SAVINGS WOULD BE, AND BUT YOU'RE STILL GOING TO HAVE TO COME IN AND LOOK AT REDUCING ABOUT 3, 3 AND A HALF MILLION JUST, JUST TO GET BACK TO A BREAK-EVEN BUDGET THAT WE JUST ADOPTED THIS YEAR. 
          OKAY. THANK YOU. AND THEN MY, MY SECOND POINT IS, AND, AND THIS HAS BEEN SAID BEFORE, THIS IS OBVIOUSLY A LOT BIGGER THAN JUST A FINANCIAL DISCUSSION. SO, FINANCES, YOU KNOW, IN THEORY, IS THE MORE BLACK AND WHITE ONE BECAUSE IT'S NUMBERS, BUT THERE'S THIS ONE OBVIOUSLY IMPACTS, IT IMPACTS, YOU KNOW, PROGRAMMATIC OFFERINGS, FOR EXAMPLE. LIKE, I COULD ASSUME IT MIGHT HAVE IMPACTS AT THE HIGH SCHOOL IF WE, IF WE DIDN'T HAVE AS MANY STUDENTS, MAYBE IT MIGHT IMPACT THE PROGRAMMATIC OFFERINGS. 
          MAYBE IT MIGHT IMPACT, SCHOOL CULTURE, WHERE YOU HAVE PEOPLE WHO MAYBE WHO COME IN IN THE HIGH SCHOOL WHO HAVEN'T GROWN UP WITH US ALL THE WAY THROUGH. 
          DOES THAT IMPACT CULTURE OR NOT? I DON'T KNOW. LIKE, THERE'S, THERE'S THINGS TO LOOK AT. SO, I'LL JUST PICK ONE OF THOSE. HAVE, HAVE WE LOOKED AT THE IMPACT, POSITIVELY OR NEGATIVELY ON, HIGH SCHOOL OFFERINGS, FOR EXAMPLE. LIKE, ARE WE ABLE TO DO MORE BECAUSE, OF THIS OR LESS BECAUSE OF IT? AND I'M, I'M LOOKING AT YOU, KIMBERLY, BUT, HOW, HOW DO WE THINK ABOUT THAT? I'M GOING TO ANSWER THE QUESTION FOR, FOR A MINUTE, IF THAT'S OKAY, MR. TROY. OUR TEAM, BELIEVES THAT THERE ARE, APPROXIMATELY A MINIMUM OF 28, DIFFERENT ELEMENTS WE WOULD HAVE TO LOOK AT, SOME OF WHICH ARE, COMPLEX AND CONNECTED, AND PROGRAM, ESPECIALLY IF WE'RE TALKING ABOUT A SPECIFIC KIND OF PROGRAM, WE WOULD HAVE TO LOOK AT, PROGRAM BY PROGRAM, AND WE'VE STARTED TO, MODEL SOME OF THAT. BUT FOR EXAMPLE, AN ELECTIVE PROGRAM AT A HIGH SCHOOL, THAT MAY BE PERCEIVED AS HEALTHY, YOU KNOW, IS, COULD BE DRAMATICALLY IMPACTED, AND THEN THAT, THAT ALSO BECOMES, SOMETHING WE HAVE TO ANALYZE IN TERMS OF STAFFING, BECAUSE, ELECTIVES ARE NOT CORE CONTENT AND COURSE OFFERINGS WHEN IT COMES TO GRADUATION, REQUIREMENTS. AND SO, YOU START TO SEE THAT THERE ARE SOME THINGS THAT AREN'T JUST ABOUT ONE PROGRAM, THEY'RE ACTUALLY CONNECTED TO MORE. THEY'RE ACTUALLY CONNECTED TO THE STUDENT'S GPA. THEY'RE ACTUALLY CONNECTED TO THEIR GRADUATION REQUIREMENT. 
          THEY'RE ACTUALLY CONNECTED TO, MAYBE SOME OF THEIR PLANS IN A CAREER PATHWAY. WE WOULD LOOK AT ALL OF THE PROGRAMS, AND THERE DEFINITELY WOULD BE AN IMPACT. THERE IS NO DOUBT THAT MULTIPLE IMPACTS WOULD HAVE TO BE, MULTIPLE PROGRAMS WOULD HAVE TO BE IMPACTED. WHETHER WE WERE TALKING ABOUT A CTE PATHWAY, WHETHER WE WERE TALKING ABOUT A MORE GENERAL WAY OF LOOKING AT PROGRAMMING LIKE GT, WHETHER WE WERE TALKING ABOUT SOMETHING VERY SPECIFIC LIKE ROBOTICS AT THE HIGH SCHOOL, WE WOULD HAVE TO LOOK AT THOSE PROGRAMS BECAUSE WE WOULD HAVE TO LOOK AT STAFFING, AND WE WOULD HAVE TO LOOK AT THE ATTRITION OF WHERE THE STUDENTS FILTER OUT, AND THEY WOULD FILTER OUT AT DIFFERENT GRADE LEVELS, RIGHT? AND WE WOULD HAVE TO MODEL ALL OF THOSE THINGS. 
          AND SO, OUR TEAM ESTIMATES THAT THERE ARE NO LESS THAN 28 ANCILLARY DECISIONS THAT WE WOULD HAVE TO STUDY, AND MANY OF THEM WOULD GO TO THE PROGRAMMATIC LEVEL. 
          YEAH. 
          BECAUSE STAFFING, WE ARE A PEOPLE ORGANIZATION, AND THE NUMBER PETE'S TALKING ABOUT IS IMMEDIATELY GOING TO IMPACT STAFFING. 
          YEAH. THANK YOU. SO, I'LL JUST LEAVE IT, SORRY, WERE YOU GOING TO SAY SOMETHING? YEAH, I JUST PUT A SLIDE UP. I JUST WANTED TO JUST SHOW YOU, THIS IS WITH THE STUDENT BODY THAT WE HAVE RIGHT NOW, 7,421 STUDENTS, LOOKING AT THE BUDGET WE JUST ADOPTED AND THEN KIND OF BACKING INTO IT, YOUR COST PER STUDENT IS 12,404 DOLLARS. 
          OKAY. 
          AND SO, THEN IF WE WERE TO SUBTRACT OUT THE, SO, WHAT'S THAT? YEAH, THE OUT OF DISTRICT TRANSFERS, THAT WOULD GIVE US 6,808 STUDENTS, AND THAT WOULD BE OUR PER PUPIL COST, WOULD ACTUALLY GO UP FROM 12,404 TO 12,868. NOW, THIS IS GROSS NUMBERS. THERE MAY BE 1 OR 2 TEACHERS THAT WE WERE ABLE TO REDUCE THROUGH THAT PROCESS. THAT'S NOT INCLUDED IN THERE, 
          [03:40:02]
BUT I MEAN, IT WOULD GO UP. 
          JUST AGAIN, THE QUESTION YOU ASKED ME WAS, THE WORD ON THE STREET IS THAT OUR COST PER STUDENT WOULD GO UP, AND IT'S LIKE, NO, IT ACTUALLY, IT GOES DOWN WITH TRANSFERS, IT GOES UP WITH LESS ENROLLMENT, SO. 
          THANK YOU. THEN I'LL JUST PUT A THOUGHT OUT AND JUST SAY, LIKE, THIS HAS BEEN, TRANSFERS HAS BEEN A HOT BUTTON TOPIC FOR A WHILE, AND I THINK AS A BOARD WE'VE BEEN ASKING TO DIG INTO IT FOR A WHILE, AND I'M GLAD WE ARE. I THINK IT'S ALWAYS IMPORTANT, TO LOOK AT IT AND BRING DATA TO IT. I THINK IT'S ESPECIALLY IMPORTANT, AS WE'RE MOVING INTO THIS LONG-TERM PLANNING WHERE WE'RE LOOKING AT A BOND. 
          LIKE, HOW DO YOU DO A BOND IF YOU DON'T KNOW HOW MANY STUDENTS YOU'RE GOING TO HAVE? AND THEN HOW DO YOU TH AND YOU GOT TO THINK STRATEGICALLY WHEN YOU'RE DOING THE STRATEGIC PLAN. SO, OBVIOUSLY, WHERE ARE WE GOING OVER THE NEXT 10 PLUS YEARS? AND HOW MANY STUDENTS WE ANTICIPATE SERVING, I THINK, IS A BIG PART OF THAT. WE GOT SOME INTERESTING DATA LAST MONTH WHERE AT THE LAST BOARD MEETING, THEY SAID WHEN THE DADIANS CAME THAT WAS ROUGHLY THE NUMBER OF TRANSFERS WE HAVE IS ROUGHLY THE NUMBER OF, THE ROUGHLY THE NUMBER OF RESIDENT CHILDREN WHO DO NOT ATTEND OUR SCHOOLS, IF I REMEMBER. LIKE, THAT IS ROUGHLY EQUAL. DID I SAY THAT CORRECTLY? YES, YOU DID. 
          OKAY. I DIDN'T KNOW THAT TILL LAST MONTH, AND SO, THAT THAT'S INTERESTING. AND SO, I THINK I WANT TO JUST SAY, LIKE, I'M IN LISTENING MODE AND, AND ANALYTICAL MODE AND TRYING TO GATHER DATA MODE. I APPRECIATE THE DATA Y'ALL HAVE BROUGHT SO, FAR. I APPRECIATE WHAT MR. KONECKI JUST SAID ABOUT WHAT, 28 ELEMENTS TO ANALYZE. LIKE, THERE'S A LOT THAT GOES INTO IT. I BELIEVE WE NEED TO ANALYZE IT. I THINK THE COMMUNITY PERSPECTIVE ON THIS IS A VERY IMPORTANT ASPECT OF IT AS WELL. AND SO, WE HAVE TO, WE HAVE TO LISTEN, WE HAVE TO HEAR DIFFERENT PERSPECTIVES, AND WE GOT TO DIG INTO THE DATA, BECAUSE THIS REALLY MATTERS, AND I APPRECIATE WHAT Y'ALL ARE DOING, BECAUSE IT'S, IT'S LIKE A, THERE'S SO, MANY THREADS TO IT. YOU PULL ON ONE THREAD, IT'S GOING TO IMPACT THE OTHERS, AND WE CAN'T BE, WE HAVE TO BE THOUGHTFUL AS HOW WE DO THIS BECAUSE IT, IT IS A, A DECISION WITH SO, MANY RAMIFICATIONS. SO, THANK YOU FOR THAT, AND I LOOK FORWARD TO CONTINUING THE CONVERSATION AS WE WRESTLE WITH THIS FURTHER. 
          SO, THANK YOU, AND THANK YOU TO THE COMMUNITY FOR SHARING ALL YOUR THOUGHTS AS WELL. 
          ALL RIGHT, WE HAVE A LOT OF HANDS RAISED, SO, I'M GOING TO GO KELLY, DIANE, JAMES, KATE, AND THEN I HAVE SOME QUESTIONS. 
          OKAY, I'M GOING TO BUILD ON WHAT, ON THE QUESTION THAT JOHN HAD ASKED, BECAUSE THEY DID SOME SOME INTERESTING RESEARCH. 
          SO, THIS IS A SLIDE THAT WE HAD FROM LAST YEAR, FROM 25-26, AND IT DID THE ENROLLMENT TRENDS, YOU KNOW, OVER, BUT IT HAD STARTED IT AT 98 AND WENT, YOU KNOW, ALL THE WAY ACROSS. AND SO, I REALIZED, LIKE, IN 2004, WE WERE ALL THE WAY DOWN TO LIKE 07,100 STUDENTS, RIGHT? SO, THEN, BUT I STARTED TO THINK, BEING, HAVING, YOU KNOW, STARTED MY KIDDOS IN THE DISTRICT AROUND 2014, WHAT WAS HAPPENING AROUND THAT TIME? AND THAT'S WHEN WE WERE HAVING LIKE A KIND OF RAPID POPULATION GROWTH. 
          LIKE, THAT'S WHEN CEDAR CREEK WENT FROM LIKE BEING A SCHOOL OF LIKE 400 TO 550 IN LIKE A VERY SHORT AMOUNT OF TIME. AND SO, AND SO, I WAS LIKE, WHAT WAS HAPPENING AT THAT TIME? AND I REMEMBER THAT THAT WAS LIKE WHEN WE HAD SOME OF OUR GREATEST GROWTH OPPORTUNITIES. 
          I STARTED TO SEE AT THE HIGH SCHOOL. SO, THAT'S LIKE WHEN WE, STARTED THE INCUBATOR PROGRAM, AND LOOKING AT HOW THAT'S GROWN WITH OUR STUDENTS. THAT'S WHEN, WE ADDED A BUNCH OF ELECTIVES WHEN I WAS AT DLT BECAUSE WE NEEDED MORE AP CLASSES BECAUSE OUR STUDENTS NEEDED THOSE, AND WE WERE CONSTANTLY EVALUATING THAT ALL YEAR. THAT WAS OUR RESPONSIBILITY THERE, AND I BELIEVE IT CONTINUES TO BE. AND THEN I NOTICED THAT WE, AND THEN AS A COMMUNITY, WE GOT TOGETHER AND WE'RE LIKE, WELL, WE NEED TO EXPAND OUR ROBOTICS BUILDING, OUR, WE NEED A BUILDING FOR WRESTLING. WE HAVE SO, MANY STUDENTS AND GIRLS WRESTLING, AND THEN WE ADDED SWIM, DIVE, AND WATER POLO, AND THAT WAS ALL INSIDE OF LIKE THIS, THIS BIG GROWTH PERIOD. AND SO, IT JUST, I GET NERVOUS ABOUT THE SUSTAINABILITY OF SOME OF THESE BIG INVESTMENTS THAT WE'VE MADE AND SOME OF THESE GREAT OPPORTUNITIES FOR OUR STUDENTS, IF WE DO DECIDE TO HAVE OUR ENROLLMENT DECLINE TOO MUCH, I GUESS. SO, I LIKE USING TRANSFERS, I LIKE USING THEM STRATEGICALLY, BUT, BECAUSE OF THESE, THE OPPORTUNITIES THAT SEEMS TO HAVE AFFORDED US, IF I LOOK AT THE DATA AND WHEN OUR BIGGEST OPPORTUNITIES FOR STUDENTS REALLY STARTED TO HAPPEN. BUT AT THE SAME TIME, YOU KNOW, I READING ALL THE EMAILS FROM OUR COMMUNITY, THERE WAS 02, THEIR PRIORITIES ARE THE SAME AS OUR BOARD PRIORITIES. 
          [03:45:01]
THEIR PRIORITIES WERE, WE WANT EDUCATIONAL EXCELLENCE, AND WE WANT FISCAL RESPONSIBILITY. WE WANT OUR TAX DOLLARS TO GO WHERE OUR TAX DOLLARS ARE SUPPOSED TO GO. 
          SO, WE HAVE TO KEEP THAT IN MIND. THAT WAS VERY, VERY, I MEAN, IT WAS EXACT IN ALIGNMENT WITH OUR BOARD, SO, WE HAVE TO THINK ABOUT HOW WE CAN DO BOTH. SO, WE AS A BOARD DID SIGNAL TO ADMINISTRATION AND TO OUR COMMUNITY THAT WE WERE INCREASING OUR CAPACITY FOR TRANSFERS BECAUSE WE DID CHANGE OUR CLASSROOM CAPACITIES. SO, WE DID HAVE THIS INCREASED OPPORTUNITY FOR TRANSFERS, POSSIBLY IF OUR RESIDENT STUDENTS WEREN'T, YOU KNOW, BALANCING OUT THE CLASSROOMS. AND SO, WE HAVE TO BE CAREFUL OF THAT BECAUSE WHEN WE SAID WE WANT TO RIGHT-SIZE THE DISTRICT, WE WOULD NEVER WANT THAT TO COMPROMISE THE EDUCATIONAL EXCELLENCE THAT IS OUR NUMBER ONE PRIORITY ON OUR LIST, ALTHOUGH, YOU KNOW, THEY'RE NOT IN RANK ORDER. 
          BUT SO, WITH THAT IN MIND AND THINKING ABOUT THE EDUCATIONAL EXCELLENCE HERE, AND I KNOW YOU GUYS PRESENT IT ALL THE TIME, BUT LIKE, WHAT ARE THE SPECIFIC INDICATORS, LIKE THE DATA AND METRICS THAT WE ARE CONSTANTLY MONITORING AND HAVING PRESENTED TO US, THAT MAKE SURE THAT WE REMAIN AS TRUE TO OUR EDUCATIONAL EXCELLENCE AS POSSIBLE? AND I THINK THAT'S PROBABLY LIKE, WE TALK ABOUT CLASS SIZES, WE TALK ABOUT STAFFING RATIOS, WE TALK ABOUT COURSE AND PROGRAM AVAILABILITY REGULARLY, WE TALK ABOUT OUR STUDENT ACHIEVEMENT, OUR AP AND ADVANCED COURSE ACCESS, THE EXTRACURRICULARS, WE TALK ABOUT OUR COLLEGE READINESS INDICATORS, WE TALK ABOUT OUR SAT SCORES, WE TALK ABOUT MAP SCORES QUARTERLY, WELL, WE HAVE MAP SCORES QUARTERLY, BUT, YOU KNOW, THOSE ARE THINGS LIKE, AND THEN THE LEADERSHIP OPPORTUNITIES THAT WE'RE OFFERING OUR STUDENTS THAT ARE REGULARLY BEING PRESENTED TO US. SO, I FEEL, I FEEL LIKE WE'RE MONITORING IT, AND I BUT I FEEL LIKE WE SIGNALED SOMETHING DIFFERENT TO THE COMMUNITY THAT MAYBE WE WEREN'T, AND, I'M VERY AFFECTED BY THAT, AND SO, I WANT TO MAKE SURE THAT WE ARE MONITORING AND STAYING ON TOP OF OUR PRIORITIES OF THE EDUCATIONAL EXCELLENCE BY THE DATA AND METRICS THAT'S BEING PRESENTED. AND I FEEL LIKE TODAY, EVEN TODAY, YOU GUYS PRESENTED SO, MANY THINGS TO US THAT REALLY HELPED REINFORCE THAT. AND THEN, I GUESS GOING FORWARD, WE NEED MORE CLEAR GUARDRAILS AS TO HOW WE CAN CONTINUE TO OFFER ALL OF THIS TO OUR STUDENTS WHILE BEING FISCALLY RESPONSIBLE. SO, THOSE ARE MY THOUGHTS, I GUESS. 
          ALL RIGHT. I DON'T THINK THERE WAS REALLY A QUESTION IN THERE FOR PETE, SO, DIANE. 
          THANK YOU VERY MUCH. IT'S EXTREMELY HELPFUL TO HAVE THIS LEVEL OF DETAIL IN WHERE THE TRANSFER STUDENTS ARE, CAMPUS BY CAMPUS OVER THE YEARS, AND THANK YOU, PETE, FOR, THE, THE NUMBERS THAT YOU'VE PUT ON, YOU KNOW, SOME OF THESE DOLLAR SIGNS. I DO RECOGNIZE THAT, THERE ARE SOME DETAILS YOU CAN'T PROVIDE US WITH, YOU KNOW, LIKE EXACTLY HOW MUCH STAFF, YOU KNOW, WOULD WE NOT RETAIN WERE WE TO NOT HAVE THESE TRANSFERS, UNDER DISCUSSION. BUT I, I DO BELIEVE THAT IT, NO MATTER WHAT THAT NUMBER IS, WE STILL DO BENEFIT FISCALLY FROM HAVING TRANSFERS IN OUR DISTRICT. THAT'S A SIMPLISTIC STATEMENT. THERE'S MUCH MORE TO IT, AS OTHER PEOPLE HAVE ALLUDED. I'VE BEEN A PART OF THE LERF PAC AND NOW THE VAC, LISTENING IN ON ALL THESE CONVERSATIONS, AND RIGHT-SIZING IS A TERM OTHERS HAVE BEEN USING. AND THIS IS, LIKE YOU SAID, JOHN, I'M, I'M GRATEFUL THAT WE'RE HAVING THIS CONVERSATION. IT'S IMPORTANT THAT WE TALK ABOUT THIS, AND THE COMMUNITY UNDERSTANDS, JUST EVERYTHING. SO, AS WE MOVE FORWARD, I DO THINK, AS WE'VE HAD ENROLLMENT DECLINES FROM PEOPLE WHO LIVE IN THIS DISTRICT, AND WE HAVE FIXED ASSETS, WE HAVE ALREADY CLOSED ONE SCHOOL TO TRY TO BE FISCALLY RESPONSIBLE. WE ARE NOW AT A POSITION WHERE WE'RE TALKING ABOUT HOW MANY ELEMENTARY SCHOOLS ARE THE RIGHT NUMBER OF ELEMENTARY SCHOOLS FOR US GOING FORWARD. THAT'S VERY MUCH ON THE TABLE, AND WE'RE GOING TO HAVE TO ALSO TALK ABOUT BALANCING AND A, A DISCUSSION THAT IS VERY, UNCOMFORTABLE, QUITE FRANKLY. 
          YOU KNOW, HOW DO WE PROPERLY BALANCE THE KIDS ACROSS THIS DISTRICT AND POTENTIALLY SHIFT WHO GOES TO WHAT SCHOOL? BUT TO BE RESPONSIBLE, WE HAVE TO HAVE THOSE CONVERSATIONS, AND WE WILL. SO, THAT'S AHEAD OF US, AND I THINK THIS INFORMATION IS THE START OF GOOD CONVERSATION THAT HELPS US, AS A BOARD COME 
          [03:50:02]
TO A DECISION ABOUT WHAT ARE THE RIGHT POLICIES FOR THIS DISTRICT. I DON'T THINK I HAVE, I HEARD THE TERM MODELING PUT OUT THERE. I'M NOT QUITE SURE IF THERE'S MORE THAT'S COMING TO US, OR IF, WE TALK ABOUT PROGRAMS THAT, YOU KNOW, MIGHT NOT BE HERE IF WE HAD TO CUT MORE. I DO SENSE IN THE COMMUNITY THAT THERE STILL ARE PEOPLE WHO ARE NOT, ACTION, IT, I DON'T HAVE ANY MORE SPECIFIC QUESTIONS RIGHT NOW, SO, THANK YOU VERY MUCH. 
          THANK YOU, DIANE. ALSO, NOT REALLY QUESTIONS, SO, WE'LL MOVE ON TO JAMES. 
          I, I DO HAVE QUESTIONS, BUT I'LL START BY SAYING THAT, JOHN, YOU BROUGHT UP THIS, THIS HAS BEEN A DISCUSSION A LONG TIME. MY, MY OLDEST STARTED KINDERGARTEN IN 2005, THE YEAR AFTER THE POLICY WAS IMPLEMENTED, AND IT'S BEEN A DISCUSSION SINCE THEN. WE, AS PARENTS OF 6-YEAR-OLDS, WERE STANDING ON THE SIDELINES AT SOCCER GAMES TALKING ABOUT TRANSFERS. IT, IT'S AN ONGOING AND CONTINUING CONVERSATION. AND, AND THEN HAVING BEEN HERE OVER THE YEARS ON THE BOARD, AS WE'VE TALKED ABOUT THIS, AND KIRK, YOU BROUGHT UP SOME OF THE DIFFERENT TIMES THAT WE'VE BEEN VERY SPECIFIC IN TALKING ABOUT THIS. WHEN I JOINED THE BOARD, THE I THINK THE BOARD'S FEELING ON THAT WAS MORE, MORE, MORE, MORE, MORE, YOU KNOW, FILL. IT WASN'T EVEN FILL IN EMPTY SEATS, IT WAS MORE, MORE, MORE TRANSFERS, AND WE WERE, CLAUDIA DOES A GREAT JOB OF ADVERTISING, WHEN WE'RE WILLING TO ACCEPT TRANSFERS, SHE'S OUT THERE ADVERTISING AND HELPING FILL THOSE SEATS, AND, WE WERE TOLD, YOU KNOW, WE'RE HITTING, WE'RE HITTING THE MAXIMUM. 
          IT'S LIKE, YOU KNOW, YOU'RE, YOU'RE NOT GOING TO GET MANY MORE THAN WHAT WE'RE, WHAT WE'RE GETTING, AND I THINK THAT'S THE REASON. 
          WE'VE SORT OF HAD THIS NATURAL CAP, IS MY POINT. 2 YEARS AGO, THOUGH, IN 2024, I, I THOUGHT THE DIRECTION THE BOARD GAVE WAS PRETTY CLEAR, AND THAT WAS FILL EMPTY SEATS ONLY, AND, THAT BRINGS ME TO MY FIRST QUESTION, BECAUSE I FEAR THAT MAYBE THAT MESSAGING GOT LOST OR CONFUSED AS WE CHANGED CFOS AND, AND, AND SUPERINTENDENTS. SO, I'M GOING TO ASK, IN, IN LAST MONTH'S PRESENTATION THAT WE SAW ABOUT TRANSFERS, WHEN WE SAW THE DETAILS, IT LOOKED LIKE WE SAW 30 OUT-OF-DISTRICT KINDERGARTEN TRANSFERS AT CEDAR CREEK. I THINK WE SAW 27 AT EANES ELEMENTARY. I DON'T SEE HOW YOU FILL 30 EMPTY SEATS WITHOUT CREATING A NEW SECTION. 
          AND I ASK THIS NOT AS A GOTCHA OR AN AHA. I POINT THAT AS WE MAY HAVE ERODE, WE PROBABLY DID ERODE SOME TRUST IN THE COMMUNITY OR CAUSE CONFUSION. AND I THINK THAT A- AS WE CONSIDER A TRANSFER POLICY GOING FORWARD, I THINK WE HAVE TO BE VERY CLEAR ABOUT THIS. 
          EH, THE BOARD NEEDS TO CLEARLY STATE THE DESIRES HERE. AND WHILE I'M THE FINANCIAL PIECE OF ME THINKS THAT, IF YOU COULD EFFICIENTLY COMPLETELY FILL ONE MORE KINDERGARTEN CLASS, IT WOULD PROBABLY BE FINANCIALLY VIABLE. IT GOES AGAINST THE GUIDANCE THAT THE BOARD GAVE IN 2024, WHICH WAS, IF WE HAVE AN EMPTY SEAT, CONSIDER FINDING A WAY TO FILL THAT EMPTY SEAT. I THINK THERE'S ANOTHER PROBLEM, BY THE WAY, WITH FILLING UP KINDERGARTEN CLASSROOMS THAT CAUSES PROBLEMS. I'LL CALL IT THE THIRD GRADE PROBLEM, BECAUSE WE START TO SEE ENROLLMENT PICK UP, AND WE SEE THOSE FAMILIES MOVING IN WITH THIRD GRADERS OR FOURTH GRADERS, AND THEN THOSE FULL CLASSROOMS ARE CAUSING ADDITIONAL CLASSROOMS. AND I THINK WE'RE GOING TO HAVE TO THINK ABOUT THAT GOING FORWARD IF WE'RE TRULY LOOKING AT A WAY TO LONG-TERM EFFICIENTLY RUN CLASS SIZES AND EFFICIENTLY RUN TRANSFERS. 
          SO, I, I WANT TO PUT THAT OUT THERE. THAT MAY NOT BE A QUESTION. I DON'T KNOW IF ANYONE COULD SAY, WE DECIDED ON 30 BECAUSE OF THIS, AND I DON'T KNOW IF IT WOULD HELP THE CONVERSATION, BUT I DO WANT IT OUT THERE. I DO HAVE A QUESTION IF, UNLESS SOMEONE WANTS TO ADDRESS THAT. 
          I WOULD LIKE TO ADDRESS THAT. 
          SO, I CAN FOLLOW BACK UP WITH THAT FOR YOU, JAMES, BUT WHAT I DO KNOW IS THAT GOING BACK TO THAT SLIDE, I'M LOOKING AT THE PRESENTATION RIGHT NOW, THOSE, THAT NUMBER 30 WERE THE ONES THAT WERE APPROVED, AND THE NUMBER 30 WAS THE PREFERENCE THAT OUR FAMILIES WANTED. THEY WANTED THAT CAMPUS. THAT DOES NOT MEAN THAT 30 FOR KINDERGARTEN. I CAN FOLLOW UP FURTHER, THAT'D BE GREAT. THAT'D BE GREAT. LET ME ASK DIRECTLY, THOUGH, PETE OR KIMBERLY, IF WE ELIMINATED ALL 
          [03:55:01]
OF THESE TRANSFERS NOW, WOULD WE SEE, WOULD WE SEE SMALLER CLASS, WOULD IT, WOULD WE BE ABLE TO HAVE SMALLER CLASS SIZES, OR DOES IT REQUIRE, SORT OF THE FINANCIAL EFFICIENCY REQUIRE US TO KEEP THESE CLASS SIZES BIG AS THE BOARD GUIDED THE ADMINISTRATION? I'LL TRY TO ANSWER THAT, FOR NOW, AND AGAIN, WE CAN, MODEL SOME OF THIS OUT SHOULD THE TRUSTEES ASK US TO DO THAT. THE ANSWER IS WE WILL HAVE TO LOOK AT PROGRAMS, AND WE'LL HAVE TO LOOK AT SECTIONS, AND WE WILL HAVE TO LOOK AT THEM AT WESTLAKE HIGH SCHOOL DIFFERENT THAN WE WOULD LOOK AT OTHER LEVELS BECAUSE OF THE BREADTH AND DEPTH OF THE COURSE OFFERINGS. AND AGAIN, BECAUSE THERE IS NO WAY TO, SEPARATE THE STAFFING QUESTION FROM THE NUMBER FINANCIALLY, WE WOULD HAVE TO DO MORE, ANALYSIS OF THAT. TO ASSUME THAT CLASS SIZE RATIOS WOULD GET BETTER ACROSS THE BOARD OR AT ONE PARTICULAR BUILDING WOULD BE PRESUMPTIVE. 
          THANK YOU. YEAH, I WOULD APPRECIATE. I'M SURE THERE'S A, THERE'S A CART AND HORSE KIND OF THING HERE. YOU MAY WANT SOME GUIDANCE FROM THE BOARD BEFORE YOU START MODELING THINGS, OR YOU MAY WANT TO MODEL SOME THINGS AND BRING THEM TO THE BOARD. LET ME ASK YOU THIS, AND THIS IS ANOTHER THING THAT'S OUT THERE. WOULD, WOULD, IF WE ELIMINATE A TRANSFER STARTING NEXT YEAR, WOULD WESTLAKE HIGH SCHOOL BE A 5A SCHOOL? GOOD QUESTION. BASED ON THE PRELIMINARY MODELING WE'VE DONE, NO, THAT WOULD NOT HAPPEN. THE UIL HAS CHANGED THE NUMBER, FOR TRIGGERING A CHANGE IN THE LEVEL BETWEEN 6A AND 5A, WITH THE NUMBER OF STUDENTS WHO CURRENTLY ATTEND WESTLAKE HIGH SCHOOL. EVEN IF WE REMOVED ALL OUT-OF-DISTRICT, TRANSFERS, WITH THE EXCEPTION, OF COURSE, OF EMPLOYEE CHILDREN, WHO ARE THERE, WE WOULD NOT FALL BELOW THAT NUMBER, SO, WE WOULD REMAIN A 6A SCHOOL. I THINK WHAT WE HAVE PROJECTED IN GENERAL, JAMES, WITH THE DECLINE IN ENROLLMENT WE'VE SEEN THE PAST 5-YEARS AND WHAT WE WOULD MODEL OUT THE NEXT 5-YEARS, IT COULD TAKE SOME TIME BEFORE THE DISTRICT WOULD ACTUALLY TRIGGER THAT AMOUNT, AND THAT WOULD ASSUME THAT UIL DOES NOT ADJUST THEIR NUMBERS AGAIN. 
          THEY'VE BEEN MAKING THIS ADJUSTMENT BECAUSE OF THE DECLINE IN ENROLLMENT ACROSS THE STATE, AND THEY'RE LOOKING AT THAT AT INTERVALS, EVERY 2 YEARS, BASED ON PERFORMING ARTS OR ATHLETICS. SO, THE ANSWER RIGHT NOW IS NO, AND THE ANSWER COULD BE NO FOR THE FORESEEABLE FUTURE. 
          HOWEVER, IF ENROLLMENT CONTINUES TO DECLINE IN ADDITION TO A CHANGE IN THE POLICY, THAT COULD, SPEED UP THAT PROCESS, THAT SHRINKING, PROCESS OVER TIME. 
          THANK YOU, MR. KANICKI. YOU MENTIONED SOME, I THINK YOU SAID 24 THINGS THAT ARE ON THE TABLE TO LOOK AT. 
          IS, IS, ADJUSTING ATTENDANCE ZONES, MOVING KIDS FROM ONE ELEMENTARY TO ANOTHER, OR NOT, I GUESS, REZONING HOUSES TO DIFFERENT ELEMENTARIES. IS THAT PART OF THAT DISCUSSION? YES. I MEAN, I THINK IF WE WERE TO MODEL, WHAT ATTRITION LOOKED LIKE FOR A TRANSITION TO A CHANGE IN THIS POLICY, THE NEXT MOST IMPORTANT TOPIC THAT WE WOULD TAKE UP FOR THE COMMUNITY WOULD BE REZONING, AND IT WOULD BE IMPORTANT THAT WE SPENT TIME DOING THAT AND ALSO MODELING THAT OUT. SO, I THINK YOU'D ACTUALLY GET SEVERAL MODELS. 
          WHAT WOULD A TRANSITION TIMELINE LOOK LIKE TO REDUCE OR ELIMINATE OUT OF DISTRICT TRANSFER STUDENTS, WITH THE EXCEPTION OF EMPLOYEE STUDENTS? AND THEN ALSO, WHAT WOULD THEN REZONING MODELS HAVE TO LOOK LIKE ONCE OUR BUDGET AND OUR SIZE WERE RIGHT-SIZED OR ADJUSTED? I, I HESITATE TO USE THE PHRASE RIGHT-SIZED, BUT ADJUSTED, BECAUSE THE FINANCIAL IMPACT WOULD, AGAIN, BE PROGRAMMATIC BY LEVEL, AND THEN WE WOULD ALSO HAVE TO LOOK AT BALANCE AMONGST BUILDINGS, AS DIANE ALLUDED TO. AND SO, THE DISTRICT WOULD NEED TO DO A REZONE STUDY. I ALSO THINK THAT PROVIDES CLARITY FOR, A GROUP LIKE THE BAC, WHO IS ALSO LOOKING FOR CLARITY AROUND THIS POLICY, SO, THAT GOOD DECISIONS CAN BE MADE MOVING FORWARD, BUT YOU CANNOT DIVORCE THAT FROM THE PROCESS. 
          SO YOU BRING UP THE BAC, AND THAT'S ACTUALLY MY NEXT NOTE HERE. YOU PUT BOND ON THIS SLIDE, SO, I'M GOING TO SAY THE WORDS, AND YOU MAY NOT HAVE ASKED FOR THIS DIRECTLY, BUT NOT ON THIS SLIDE, BUT ON THE, THE HEADER FOR THIS DECK OR THIS SECTION OF THE DECK. SO, MY FEELING ON GUIDING THE BACK, AND, AND I'M, I'LL THROW IT OUT HERE NOW, MAY NOT BE THE TIME FOR THIS DISCUSSION, I DO NOT THINK WE SHOULD BUILD CAPACITY IN EXCESS OF OUR PROJECTED RESIDENT ENROLLMENT, PLUS OUR PROJECTED TEACHER STUDENTS. I DO NOT THINK, I THINK THAT WE NEED TO LOOK AT HOW THOSE FUNDS COULD BE USED TO BUILD, ADDITIONAL OR BETTER SPACES THAN BUILDING EMPTY CLASSROOMS. I, IN A DECLINING ENROLLMENT, I 
          [04:00:02]
REALIZE THERE'S PROBABLY SOME FEELING ABOUT WHAT IF, WHAT IF SUDDENLY THE NEIGHBORHOOD'S ALL CHANGED AND A BUNCH OF YOUNG FAMILIES WOULD DO IT. I GET IT, BUT I THINK WE HAVE TO BUILD FOR WHAT THE DEMOGRAPHERS ARE TELLING US AND SPEND AND SIZE A BOND THAT WAY. 
          I DON'T, I DIDN'T HEAR A QUESTION, BUT I WOULD SAY, BUT WHAT I WOULD SAY IS I ANTICIPATE SOME MODELS, AND ALSO, I HAVE FULL FAITH AND BELIEF THAT THE PEOPLE WHO ARE PART OF OUR BACK, IF THEY ARE GIVEN A, A MATH PROBLEM TO SOLVE WITH REGARDS TO CAPACITY AND FACILITIES AND BUILDING BOND SCENARIOS AROUND THOSE FACTS, WILL DO SO. 
          AND THEN, FINALLY, I, I, AS FAR AS, YOU KNOW, THE, THE CALL TO ELIMINATE TRANSFERS NEXT YEAR, MY MIND IS, IS, IS OPEN TO A DISCUSSION. I'M, I'M WILLING TO HAVE A DISCUSSION WHEN WE, WHEN WE GET TO THAT POINT, AND I DON'T THINK THAT THAT'S WHAT'S ON THE TABLE. THERE'S NO MOTION ON THE TABLE TONIGHT, BUT I DO SHARE THE WORRY. I THINK, JOHN, YOU, YOU BEGAN TO EXPRESS IT, THE, THE WORRY THAT IF, IF WE DO THAT AND WE'RE WILLING TO DO THAT AND IT DRIVES A 3 AND A HALF MILLION DOLLAR HOLE IN THE BUDGET, I'M VERY CONCERNED ABOUT WHAT THAT WOULD DO TO STAFF AND TEACHER MORALE, BECAUSE KEEP IN MIND THAT 87% OF THE BUDGET IS PEOPLE. SO, 87% OF 3 AND A HALF MILLION WOULD PROBABLY HAVE TO COME FROM PEOPLE. AND I KNOW THAT WE WANT TO SIT IN HERE AND SAY, I DOUBT HIS NUMBERS ARE RIGHT, THEY CAN'T POSSIBLY BE RIGHT. 
          BUT WE SAT HERE FOR MONTHS REFUSING TO GIVE TEACHERS A RAISE BECAUSE WE TRUST PETE'S NUMBERS. WE DON'T GET TO SPLIT THE BABY. WE EITHER TRUST PETE'S NUMBERS OR WE DON'T. AND SO, AT THIS POINT, I WOULD BE VERY HESITANT TO PUT THIS, THE ADMIN AND STAFF BACK THROUGH ANOTHER EXERCISE TO CUT 3 AND A HALF MILLION DOLLARS TO GET BACK TO A BALANCED BUDGET BECAUSE OF THE IMPACT THAT WOULD HAVE ON OUR TEAM. I, I JUST, THAT WOULD BE THE THIRD YEAR IN A ROW OF VERY HARD, VERY DEEP CUTS. 
          THANK YOU, JAMES. ALL RIGHT, KATE, AND THEN I HAVE QUESTIONS AND COMMENTS. DID YOU HAVE YOUR HAND RAISED AGAIN? OKAY, AND THEN WE'LL GO BACK TO JENNIFER. 
          CIRCLING BACK. JAMES, YOU COVERED A LOT OF MY POINTS THERE. I AGREE WITH YOU. I THINK THAT THE I STILL DON'T FULLY UNDERSTAND WHAT THE POLICY PARAMETERS ARE. 
          I THINK, AND I THINK THAT THAT'S ERODED TRUST. I THINK IT'S THIS PAST YEAR IT LOOKED AS IF WE WERE ACCEPTING ANYONE AND EVERYONE WHO, WHO SUBMITTED AN APPLICATION, AND WE STOPPED CHARGING FOR APPLICATIONS. IS THAT CORRECT, OR ARE WE STILL? NO, THAT'S NOT. SO, YES, IN A SENSE, KATE, THEY WERE NOT CHARGED UNTIL AFTER THEY BECAME A STUDENT AND WERE ENROLLED. 
          ACCEPTED. 
          THAT'S RIGHT. 
          OKAY. BUT, EH, WELL, FOR EXAMPLE, EVEN THE 33 CEDAR CREEK KINDERGARTENERS, WHY ARE WE ACCEPTING 33 KINDERGARTENERS? WHAT IF THEY ALL DECIDED THEY WERE GOING TO COME? I DON'T KNOW WHAT THE ACTUAL NUMBER IS. 
          IT SOUNDS LIKE YOU NEED TO GET THAT. 
          WELL, I ACTUALLY HAVE IT NOW, IF YOU WOULD LIKE FOR ME TO ANSWER. SO, 30 WAS THE NUMBER WITH WHICH WE APPROVED, BUT NOT ALL FAMILIES ACCEPTED THOSE FOR VARIOUS REASONS. AND SO, IN CEDAR CREEK, THERE ARE 11 OUT OF DISTRICT STUDENTS IN KINDERGARTEN, 6 ADDITIONAL ARE EMPLOYEE TRANSFERS. 
          OKAY. WHEN ON A, AGAIN, GOING BACK TO THE POINT WHERE I THINK THAT THE TRANSFER POLICY OR THE PARAMETERS OF IT, I THINK, ARE NOT FULLY UNDERSTOOD, I DON'T KNOW, BY AT LEAST 2 OF US MEMBERS OF THE BOARD, AND SO, I DON'T KNOW HOW THE COMMUNITY WOULD BE ABLE TO DIGEST THAT EITHER. 
          SO, I THINK WE NEED MORE INFORMATION AROUND THAT, WHAT THE POLICY LOOKS LIKE, AND I'VE BEEN RUNNING SOME NUMBERS, AND THEN WE RECEIVED AN EXCEL SPREADSHEET A COUPLE DAYS AGO, AND I WAS LOOKING THROUGH IT, AND I DO SEE SOME AREAS WHERE I THINK CLASSES HAVE BEEN BUILT AROUND TRANSFERS. AND SO, ANOTHER QUESTION THAT I HAD IS, YEAR OVER YEAR, WHAT ARE THE TYPICAL NUMBER OF TRANSFERS, THAT ARE NOT GIVEN A SPOT TO RETURN SOLELY BASED ON THERE NOT BEING A SPOT FOR THEM, NOT FOR SOME DISCIPLINARY PROBLEM OR SOMETHING UNRELATED, BUT WHAT IS OUR PRACTICE? BECAUSE THERE IS A OPINION, I THINK, IN THE COMMUNITY THAT THAT JUST DOESN'T HAPPEN. AND SO, IF YOU'RE, IF YOU'RE ADDING TRANSFERS AND THEN NEW FAMILIES ARE MOVING IN AS THESE KIDS GET OLDER BECAUSE THOSE FAMILIES CAN NOW AFFORD THE HIGHER PRICE POINT, WHICH IS PART OF THE PROBLEM THAT THAT WE'RE IN THE SITUATION WE'RE IN. HOW WHAT ARE THOSE NUMBERS WHERE STUDENTS ARE NOT BE BEING GIVEN SPOTS BECAUSE OF THAT? BASED ON PROGRAMS, YOU MEAN? 
          [04:05:03]
YEAH. 
          OKAY, YEAH, I'D HAVE TO GO BACK TO MY TEAM TO SEE WHAT DATA EXISTS FOR THAT AND FOLLOW UP WITH YOU. 
          OKAY, I'D LIKE TO SEE THAT TREND. AND I STILL, I THINK WHEN YOU GET INTO MIDDLE SCHOOL AND HIGH SCHOOL, IT'S EVEN MORE DIFFICULT TO ANALYZE BECAUSE YOU DON'T HAVE THE SET CLASSROOMS, RIGHT? SO, YOU'RE LOOKING AT, LIKE I DID SOME ROUGH NUMBERS, OVER AT HILL COUNTRY, AND IT'S, YOU KNOW, 7TH GRADE IS 51 TRANSFERS, AND THAT'S 15% VERSUS 8TH GRADE IS 36, AND THAT'S 10%. HOW, I MEAN, HOW DO WE EVEN GET THERE, RIGHT? AND IS IT BASED OFF OF YOU TYPICALLY, YOU KNOW, 7TH GRADE HAS THIS NUMBER OF ELECTIVES, AND SO, WE'RE BACKING INTO THE IDEAL CLASS SIZE IS 320. I IT YOU KNOW, I'D LIKE TO KNOW THE PARAMETERS AROUND THAT AS WELL TO UNDERSTAND, LIKE, WHAT IS THE, I'M ASSUMING THERE'S AN EFFICIENT NUMBER OF STUDENTS TO HAVE AT A MIDDLE SCHOOL, ONCE YOU HAVE YOUR FIXED COST OF YOUR ADMINISTRATIVE STAFF. 
          SO, PETE, I DON'T KNOW IF THERE'S A, IF THERE'S A NUMBER FOR THAT, THAT WE WOULD, WE WOULD LOOK AT FOR THAT, OR IS IT BASED SURELY ON THE BUILDING CAPACITY? WHAT DO YOU, WHAT DO YOU LOOK AT WHEN YOU'RE, WHEN YOU'RE ANALYZING THAT? USUALLY ABOUT 3 OR 4 AREAS. 
          YOU LOOK AT WHAT KI- THE SIZE OF THE BUILDING, WHAT'S YOUR ENROLLMENT. 
          YEP. 
          IDEALLY, YOU KNOW, I'LL GO THEORETICAL. YOU HAVE STUDENTS SUBMIT THEIR REQUESTS, WHAT COURSES THEY WANT, OR AT MIDDLE SCHOOL IT'S MORE OF WHAT, WHAT DO WE OFFER, BECAUSE THERE AREN'T THAT MANY. 
          THERE'S NOT AS MANY ELECTIVES AS WHEN YOU GET TO THE HIGH SCHOOL, AS HIGH SCHOOL, SO, AND THEN WHAT, YOU KNOW, WHAT PROGRAMS DO YOU OFFER, AND THEN HOW WHAT ARE THE LIMITATIONS, YOU KNOW, LIKE, YOU KNOW, SOME CLASSES CAN ONLY HAVE 15 STUDENTS IN IT, SOME CAN HOLD 30, AND IT'S NOT THE CLASS SIZE, IT'S ACTUALLY THE CLASS. 
          LIKE, IF YOU HAVE A CAREER IN TECH CLASS, SOME OF THEM CAN ONLY HAVE, YOU KNOW, 15 STUDENTS, BUT THAT CLASSROOM MAY HOLD 30 OR 25, BUT I MEAN, IT'S JUST DEPENDING ON WHAT KIND OF SPECIFIC CLASS IS BEING TAUGHT IN THERE. WHAT ARE, WHAT ARE THE PROGRAMS THAT WE HAVE? AND THEN WE JUST BACK INTO, I MEAN, A GENERAL RULE ON THE CFO SIDE IS EACH TEACHER SEES AT LEAST 150 STUDENTS A DAY. SO, IF YOU TEACH 6 OUT OF 8, 25 KIDS IN A CLASS, 150 KIDS. SO, I CAN BACK AND BACK INTO HOW MANY KIDS DO YOU HAVE, HOW MANY, YOU KNOW, IF YOU HAVE 100 KIDS, YOU HAVE AN EIGHT PERIOD DAY, A HUNDRED TIMES THE EIGHT, I HAVE TO HAVE EIGHT, EIGHT THOUSAND SECTIONS, DIVIDE BY A HUNDRED AND FIFTY, TELLS YOU HOW MANY TEACHERS I NEED. I MEAN, I CAN CALCULATE THE THEORETICAL PIECE OF IT. KIM REALLY LOOKS AT MY STUFF AND GOES, THAT'S NOT HOW YOU DO IT. AND SHE DOES IT BASED ON THE STUDENTS' NEEDS AND EVERYTHING, THEN WE KIND OF MIX THE TWO IN THE MIDDLE. 
          BUT THERE'S A LOT OF FACTORS YOU LOOK AT, WHEN, WHEN COMING UP WITH, YOU KNOW, THE, THE IDEAL. IT'S, A PROGRAMMATIC CONVERSATION AS TO WHAT YOU'RE GOING TO OFFER. 
          AND WHAT ARE YOU GOING TO REQUIRE? AND THEN WHAT ELECTIVES DO YOU OFFER, AND WHAT TYPES OF ELECTIVES? YOU KNOW, A BAND CAN HAVE A LOT MORE STUDENTS THAN A BAND ELECTIVE, ONE FIRST, YOU KNOW, CAN HOLD A LOT MORE STUDENTS THAN A CLASSROOM, ONE CLASSROOM ELECTIVE. YOU KNOW, YOU MAY HAVE 30 THERE, YOU MAY HAVE 60 KIDS IN THE BAND. I MEAN, JUST DEPENDS ON THE SIZE OF THE, THE FACILITIES AND THE, AND THE NEEDS. 
          I ALSO THINK, YOU KNOW, KATE, IT'S OBVIOUSLY A REALLY GOOD QUESTION, AND I THINK, LIKE, WHEN WE LOOK AT ALL OF OUR COHORTS RIGHT NOW, K THROUGH 12, THERE IS AN INHERENT PROBLEM ALSO, AND YOU ALLUDED TO THE POINT OF THE REAL ESTATE MARKET CHANGING IN THE PAST AT ONE POINT, BUT ALSO, MORE IMPORTANTLY, WITHIN ALL THOSE COHORTS, THERE WAS A PERIOD WHERE ENROLLMENT WAS GROWING IN THE DISTRICT AND THEN CHANGED. 
          AND THEN BEGAN TO DECREASE. 
          AND SO, THERE'S ALSO, A GENERAL UNDERSTANDING, RIGHT, THAT ALL OF THESE COHORTS ARE A DIFFERENT SIZE FOR A REASON, AND THEN WHATEVER HAPPENED IN THE PAST WITH DECISION MAKING AROUND THESE GUIDELINES, THEY HAD A DIFFERENT, CLASS SIZE RATIO TO WORK WITH THAT MAYBE WE DID THIS SPRING AND SUMMER. AND SO, IT, IT CREATES AN INHERENT PROBLEM THAT GET BUILT, RIGHT, AND THAT GETS BUILT WHEN YOU START TO TRY TO LOOK CLASS BY CLASS, AND I DO THINK IT'S MORE STARK IN SOME BUILDINGS THAT YOU CAN USE IT AS A, AS AN EXAMPLE, BUT THAT CREATES A LITTLE BIT OF COMPLEXITY TOO FOR US WHEN WE'RE TRYING TO BREAK DOWN, OR UNRAVEL HOW THIS PROBLEM GREW, OR A PERCEIVED PROBLEM GREW AT A PARTICULAR BUILDING, ESPECIALLY WHEN WE TALK ABOUT THE HIGH SCHOOL, BECAUSE THERE'S MORE HISTORY THERE AND MORE COHORTS AND, AND, AND MORE TIME. 
          DIFFERENT THAN ELEMENTARY RIGHT NOW. 
          YEAH, WELL, AND I THINK THAT'S ALL RELEVANT BECAUSE OF THE, THE BOND ADVISORY COMMITTEE AND THE DIRECTIVE, FOR THEM. AND I, I THINK WE NEED TO, AS JAMES SAID, LOOK TO WHAT THE POPULATION IS GOING TO BE LIKE IN THIS DISTRICT GOING FORWARD, AND THE DEMOGRAPHER IS PRESENTING TOMORROW, AND, AND I THINK WHAT WE'RE GOING TO SEE IS THAT THE POPULATION IS GOING TO CONTINUE TO DECREASE AND DECREASE SIGNIFICANTLY. 
          AND SO, AND WE COULD BRING THAT 
          [04:10:01]
INFORMATION BACK HERE TOO. 
          YEAH, AND SO, I THINK THAT THAT, YOU KNOW, IT'S, IT'S 2 PIECES OF THIS CONVERSATION. 
          IT'S WHAT ARE WE LOOKING AT FOR THE TRANSFER POLICY TODAY, BUT ALSO AS WE'RE LOOKING TO, YOU KNOW, GO INTO THIS, POTENTIAL BOND SCENARIO, AND WE'RE REIMAGINING OR REDESIGNING THESE DIFFERENT FACILITIES, I, I THINK WE NEED TO LOOK AT WHAT THE DISTRICT, THE DIRECTION IT'S HEADING IN. 
          AND SO, YOU KNOW, FOR EXAMPLE, I THINK, JOHN, YOU POINTED OUT EARLIER THAT THE, THAT IT WAS INTERESTING THAT THE 750-ISH TRANSFERS MATCHES THE 750 RESIDENTS, OR, YOU KNOW, STUDENTS THAT LIVE IN OUR DISTRICT THAT ARE GOING TO PROBABLY PRIVATE SCHOOL, RIGHT? BUT THAT WAS BASED OFF THE 2020, LAST YEAR'S, THE 2025, 2026 TRANSFER NUMBER, NOT OFF THIS YEAR'S NEW 800 AND WHAT IS IT THIS YEAR? YEAH, SO, IT, SO, YOU KNOW, WE'RE THE, THE SLIDE WE HAVE WHERE WE HAVE THE, WHAT SLIDE NUMBER WAS IT? THE CHART, ON 10, YOU KNOW, THIS THE 8.2 IS GOING TO CONTINUE TO MOVE IN THAT UPWARD DIRECTION, RIGHT? THE RED LINE, AND IT'S GOING TO, THE PERCENT OF TRANSFER STUDENTS IS GOING TO CONTINUE TO INCREASE AND CONTINUE TO INCREASE SIGNIFICANTLY IF WE WANT TO STICK AT THE 7500 OVERALL, YOU KNOW, RANGE, AND I THINK, I DON'T KNOW THAT THAT'S THE PATH THE DISTRICT WANTS TO GO. SO, I THINK NO MATTER WHAT, THERE'S GOING TO NEED TO BE, EVEN IF WE WERE TO CAP TRANSFERS AT THIS POINT, WE'RE GOING TO STILL SEE A DOWNWARD MOVEMENT IN THE OVERALL. AND SO, I DON'T THINK THE DISTRICT WANTS UNLIMITED TRANSFERS, AND I THINK THAT THE, SO, THERE HAS TO, THERE HAVE TO BE THESE HARD DISCUSSIONS ABOUT POTENTIALLY REDISTRICTING OR, UM, REZONING. 
          REZONING, AND IT'S TIMELY BECAUSE OF WHERE WE ARE WITH THE BOND ADVISORY COMMITTEE, AND I KNOW THAT THAT COMMITTEE IS LOOKING FOR DIRECTION ON WHAT, ON WHAT TO DO. SO, I THINK THAT THAT'S IMPORTANT, AND I HAVE A MILLION OTHER QUESTIONS, I, THERE'S SO, MUCH DATA AND SO, MANY ISSUES, AND THIS IS SO, COMPLICATED. 
          BUT I'LL, I'LL LEAVE IT AT THAT TONIGHT, AND HOPEFULLY WE'LL CONTINUE TO GET SOME MORE INFORMATION. 
          BUT I, BUT I WOULD THINK THERE'S SOME, AS, AS THE BOND ADVISORY COMMITTEE MOVES FORWARD, I WOULD THINK THERE'S LIKE A SWEET SPOT THAT YOU WOULD, YOU KNOW, A, A ELEMENTARY SCHOOL THAT HAS X NUMBER OF STUDENTS TO COVER THE FIXED COSTS OF THE ADMINISTRATIVE STAFF, THAT THAT WE WOULD BE TO BACK INTO THAT NUMBER AND FIGURE OUT HOW TO MAKE THAT WORK RIGHT FOR OUR COMMUNITY, AND THAT WOULD KIND OF DICTATE HOW MANY ELEMENTARIES WE WOULD HAVE, AND WE WOULD DO THE SAME THING. 
          IS IT ONE MIDDLE SCHOOL? MAYBE IT'S TWO, WHATEVER THAT LOOKS LIKE. AND SO, THOSE WOULD BE NUMBERS THAT I WOULD BE INTERESTED IN SEEING, IS WHAT IS WHAT IS THE SWEET SPOT. AND OF COURSE, TEACHER TRANSFERS. I THINK THAT THAT'S A NO-BRAINER. 
          IT'S A RECRUITING TOOL, IT'S A RETENTION TOOL, AND SO, THAT NEEDS TO BE, INCORPORATED INTO THE DEMOGRAPHERS NUMBERS. 
          THANK YOU. THERE WERE A LOT OF TAKEAWAYS THERE. ALL RIGHT, SO, I HAD SOME QUESTIONS, JENNIFER HAD SOME QUESTIONS, AND THEN DIANE. SO, I JUST, JAMES SAID SOMETHING. IT'S INCREDIBLY VALID AND SOMETHING WE ALL NEED TO CONSIDER. WE ARE, AS WE'RE ASKING THESE QUESTIONS, WE EITHER KIND OF BELIEVE WHAT PETE IS TELLING US OR WE DON'T. BUT THE, THE CONVERSATION IS SO, LARGE AND IT IS SO, MULTIFACETED THAT IT MERITS QUESTIONING AND UNDERSTANDING THE MATHEMATICS BEHIND THE FINANCIAL PIECE OF THIS QUESTION. AND THERE ARE ALSO CULTURAL IMPACTS THAT HAVE NOTHING TO DO WITH DOLLARS AND CENTS. IT HAS TO DO WITH SOME OF THE LARGER CULTURAL AND VISION. WE'VE BEEN TALKING ABOUT VISION A LOT FOR THE DISTRICT. I ALMOST THINK ABOUT YOU HOLD UP A PRISM TO THE LIGHT, THE PRISM DOESN'T CHANGE, BUT YOU TURN THE PRISM ONE WAY OR ANOTHER, AND IT REFLECTS REFRACTS LIGHT IN DIFFERENT DIRECTIONS. AND I THINK, I, I ALMOST PICTURE THAT AS WE'RE HAVING THIS CONVERSATION, BECAUSE WE TURN THE PRISM, WE GO, ALL RIGHT, THE LIGHT SHOOTS THAT WAY, AND WE TURN IT THIS WAY, AND IT SHOOTS THAT WAY, AND WE'RE TRYING TO GET A FULL SPECTRUM, ALL THE COLORS OF THIS TOPIC. 
          SO, I'M LISTENING TO YOU, AND I'M TRYING TO THINK ABOUT QUESTIONS AND COMMENTS THAT ARE SLIGHTLY DIFFERENT, SO, THAT'S WHERE I'LL TAKE THIS. I THINK ABOUT WHERE WE ARE TODAY WITH THE BASIC ALLOTMENT FROM THE STATE. WE ONLY RECEIVED 55,000 DOLLAR, 55 DOLLARS MORE IN OUR BASIC ALLOTMENT DURING THE LAST SESSION. SO, THAT WAS NOT A LOT OF MONEY. 
          AND PRIOR TO THAT, WE HAD NOT RAISED, WE HAD NOT RECEIVED AN INCREASE FOR 6 YEARS. I THINK IT WAS 2019. SO, OUR COST, OUR, 
          [04:15:04]
OUR REVENUE THAT WE RECEIVE, THE BASIC ALLOTMENT PLUS THE WADA, IS 7,500 DOLLARS, ROUGHLY, AND IT COSTS US 12,500 IF YOU TAKE THE TAPER NUMBER DIVIDED BY STUDENTS. 
          IT'S VERY, VERY BASIC MATH. 
          SO, I THINK THE COMMUNITY SAYS, WELL, LOOK, THERE'S 5,000 DOLLARS PER STUDENT THAT'S A COST. SO, WE HAVE THE CONCEPT THAT YOU ADD A STUDENT, THERE'S 7,400 DOLLARS, BUT YOU TAKE AWAY A STUDENT, YOU DIDN'T REDUCE YOUR COSTS BY 12,500, RIGHT? IT DOESN'T WORK THAT WAY. IT'S NOT LINEAR, IT'S MORE OF A STEP FUNCTION. 
          YOU ACTUALLY HAVE TO LOOK AT COHORTS AND GROUPS OF STUDENTS, TO THE POINT WHAT HAPPENED IN CEDAR CREEK ELEMENTARY IS WE ADDED 11 TRANSFERS AND 6 TEACHER TRANSFERS, SO, WE HAVE 17, 18 STUDENTS NOW THAT WE DIDN'T HAVE. THAT'S, THAT'S EFFECTIVELY A TEACHER THAT THERE WAS A STEP FUNCTION UP IN OUR COSTS AT THE SAME TIME WE ALSO RECEIVED REVENUE. SO, IF I THINK ABOUT THE LAST TIME, WE REALLY EXAMINED THIS IN 2017, AND MY NUMBERS ARE JUST BASED OFF TAPER. BACK IN 2017, TO YOUR POINT, OUR BASIC ALLOTMENT WAS 5,140 DOLLARS. ONLY, 80, 800 DOLLARS MORE OR LESS, 800 DOLLARS LESS THAN WE HAVE NOW. THAT WAS 9 YEARS AGO. BUT OUR COST PER STUDENT WAS CONSIDERABLY LESS. 
          OUR COST PER STUDENT WAS ABOUT 4,000 DOLLARS LESS THAN IT IS NOW. SO, OUR COST PER STUDENT WAS ABOUT, AND IT'S AGAIN JUST AVERAGES, 8.8 THOUSAND. SO, OUR GAP ON A PER STUDENT BASIS WASN'T 05,000 BACK IN 2017, IT WAS ABOUT 2,500. SO, IT'S JUST WE, WE ARE IN AN ECONOMY RIGHT NOW BECAUSE OF WHAT IS HAPPENING AND THE FUNDING FROM THE STATE. THE MATH THAT MAY HAVE WORKED IN 2017 OR 2014 WHEN WE LOOKED AT IT PRIOR, OR EVEN 2004, IS NOT 2016 TO 2017 FISCAL YEAR MATH. IT'S JUST A VERY DIFFERENT SCENARIO. SO, YOU HAVE ON THE SCREEN, IT SAYS OUR PER STUDENT COST, AND THIS IS WITH EMPLOYEE TRANSFER STUDENTS, OUR PER STUDENT COST IS 12,868 DOLLARS, AND IT SAYS RIGHT THERE UNDER THE LITTLE BLUE PEOPLE. 
          OUR PER, OUR PER STUDENT COST, THOUGH, CURRENTLY RIGHT NOW IS 12,393, RIGHT? SO, THAT'S ONLY A GAP. IF WE ELIMINATED ALL OF THESE TRANSFERS, YES, OUR PER STUDENT COSTS WOULD INCREASE BECAUSE WE'RE SPREADING OUR COSTS OVER A SMALLER BASE. BUT ON A PER STUDENT BASIS, IT'S ONLY 475 EXTRA DOLLARS PER STUDENT THAT WE WOULD HAVE TO COVER BY HAVING A SMALLER BASE OF STUDENTS. DOES THAT MAKE SENSE? SO, YOU'D HAVE TO FLIP THE SLIDE. I DON'T KNOW IF YOU HAVE IT AVAILABLE, BUT WE RECEIVED IT IN OUR PACKAGE. YEAH, SO, IT'S THE THIS IS ALL, THIS IS ALL STUDENTS. 
          YEAH, ALL STUDENTS. SO, ALL STUDENTS, 12,404 DOLLARS, RIGHT? YEAH, THEN THE NEXT SLIDE WAS IF JUST EMPLOYEE TRANSFERS. 
          JUST EMPLOYEE TRANSFERS, SO. 
          12,868. 
          AND THAT'S 68,08 INSTEAD OF 74,21 YEAH. 
          STUDENTS. 
          SO, I MEAN, I THINK WE'RE THOSE ARE A LITTLE DIFFERENT THAN I THINK THE PACKAGE THAT WE HAVE, YEAH. 
          SO MAYBE YOU'VE UPDATED YOUR NUMBERS, BUT IT'S ONLY A FEW HUNDRED DOLLARS EXTRA PER STUDENT BY MAKING A SMALLER POPULATION, WHICH IS REALLY INTERESTING TO ME, RIGHT? BECAUSE WE'RE LOOK WE'RE TALKING ABOUT THE LAW OF LARGE NUMBERS. 
          BUT THEN I THINK ABOUT THIS OTHER VERY, VERY VALUABLE TOOL WE HAVE THAT OUR VOTERS APPROVED A NUMBER OF YEARS AGO, WHICH IS OUR GOLDEN PENNIES. 
          SO, JUST AS OUR COST CAN GO UP OR DOWN A FEW HUNDRED DOLLARS BASED ON THESE BIG SHIFTS IN NUMBERS, SO, DOES THIS VERY VALUABLE FUNDING SOURCE OF THE GOLDEN PENNIES, BECAUSE IF YOU HAVE FEWER STUDENTS, THEN THE GOLDEN PENNIES KIND OF ARE SPREAD MORE OVER A SMALLER STUDENT BODY. 
          SO, THERE IS A CONCEPT THAT THE GOLDEN PENNIES CAN HELP COVER THAT GAP. AND NOW I KNEW, I MEAN, I REALIZE WE'RE TALKING FIXED COSTS VERSUS VARIABLE COSTS VERSUS YOUR ADMINISTRATIVE OVERHEAD AND ALL OF THE OTHER PHYSICAL COSTS THAT WE NEED FOR TO COVER THE FACILITIES. 
          BUT I WANT TO JUST SHINE THE PICTURE THAT THERE ARE SO, MANY WAYS FOR US TO LOOK AT THESE CHALLENGES THAT THE DISCUSSION TONIGHT DOESN'T EVEN REALLY BEGIN TO SCRATCH THE SURFACE 
          [04:20:01]
ON WHAT ALL THOSE ARE. SO, I'M HOPEFUL THAT AS WE COME BACK, WE CAN START TO HAVE SOME OF THOSE FIXED VERSUS VARIABLE COST CONVERSATIONS, BECAUSE WE NEED TO UNDERSTAND THOSE. SO, THE GOLDEN PENNIES RIGHT NOW ARE ABOUT 18 MILLION, ROUGHLY, I THINK, BASED ON OUR TAV AND YEAH, ABOUT 2 MILLION A PENNY. 
          2 MILLION A PENNY, SO, THEY'RE ABOUT 18 MILLION DOLLARS. 
          YEAH, WE HAVE 8 PENNIES, SO YEAH. 
          WE GET ABOUT 2 MILLION, 2.1 MILLION YEAH. 
          PER PENNY. 
          SO, I JUST THINK ABOUT TAKING THAT 18 MILLION DOLLARS AND HOW, ON A PER STUDENT BASIS, HOW THAT GETS SPREAD OVER A POPULATION OF 6,500 STUDENTS OR 6,800 STUDENTS, OR WHERE WE'RE AT TODAY WITH 7421. THAT, I THINK THESE ARE THE NUANCES THAT WE WANT TO KNOW TO BE ABLE TO BE INFORMED FROM LIKE A FINANCIAL PERSPECTIVE. OKAY, I TOLD YOU I WAS TAKING THIS A LITTLE BIT DIFFERENT, BUT I THINK THE REZONING IS A SOMETHING THAT WE HAVE TO CONSIDER. THE DISTRICT HAS NOT REZONED IN PROBABLY A DECADE, AND I THINK THE LAST REZONE WE SERIOUSLY DID WAS A SHIFT FROM OUR, FROM EANES ELEMENTARY UP TO BRIDGEPOINT, BECAUSE BRIDGEPOINT HAS EXTRA CAPACITY. IT WAS LIKE WHEREVER YOU LIVE, KIND OF ON THAT WEST LAKE DRIVE, WE SHIFTED. I THINK, THOUGH, THAT SOMEBODY SAID TO ME, I'VE TALKED TO SO, MANY PEOPLE, THAT EANES HAS ALMOST BECOME KIND OF, I DON'T WANT TO MISAPPROPRIATE A WORD, BUT ALMOST KIND OF LIKE TRIBAL IN OUR OWNERSHIP OF I BOUGHT MY HOUSE IN THE BRIDGEPOINT AREA, AND I SEND MY CHILDREN TO BRIDGEPOINT, AND THIS IS LIKE HOW THEY ALMOST IDENTIFY THEMSELVES AS A COMMUNITY MEMBER. BUT IN REALITY, EVERYONE WILL EVENTUALLY END UP AT OUR HIGH SCHOOL. AND SO, WE ACTUALLY HAVE STARTED HAVING CONVERSATIONS LIKE PEOPLE ARE TRYING TO LIKE PROTECT THEIR TURF, THAT TYPE OF THING, WHEN IN REALITY WHAT WE WANT AS A HEALTHY CULTURE IS THAT WE ARE ALL HERE FOR THE GLOBAL EXPERIENCE OF WHAT EANES ISD AS A DISTRICT IS OFFERING US. SO, I THINK IT WILL BE CHALLENGING TO START TO TALK ABOUT REZONING OUR FAMILIES, BUT I THINK IT WILL BE CRITICAL ALSO TO JUST GIVE, GET OVER THE HUMP OF PEOPLE FEEL- FEELING LIKE VERY TERRITORIAL. THE EDUCATION AND THE QUALITY AND THE PARITY BETWEEN CLASSES HAS TO FEEL VERY SIMILAR, AND I THINK RIGHT NOW WE HAVE CAMPUSES THAT FEEL VERY DIFFERENT. THEY HAVE DIFFERENT CULTURES, THEY HAVE DIFFERENT PRINCIPALS, THEY HAVE DIFFERENT LEADERSHIPS. THEY'RE LIKE THE, THE ACADEMICS IS, THE CURRICULUM IS THE SAME, BUT I THINK THERE'S A LOT OF NUANCES FROM ONE CAMPUS TO ANOTHER, AND I'M SPEAKING AS A PARENT WHO, I'VE MOVED MY CHILDREN THEIR ELEMENTARY SCHOOLS. I NOW HAVE ONE IN HIGH SCHOOL, ONE IN MIDDLE, ONE IN ELEMENTARY, ASK ME HOW MUCH I SLEEP EACH NIGHT, IT'S NOT VERY MUCH. 
          SO, I'M SAYING ALL THIS BECAUSE YOU HAVE SAID THAT IT'S 3 MILLION DOLLARS POTENTIALLY THAT WE WOULD, THAT IT WOULD COST US. 
          BUT I'D ACTUALLY WONDER IF, WITHOUT DOUBTING YOUR NUMBERS, BUT IF THERE ARE SOME OTHER WAYS THAT WE COULD LOOK AT THIS TO HELP US FLUSH OUT HOW WE GET TO THAT NUMBER, IF THAT'S TRULY THE CASE. 
          FROM A POLICY PERSPECTIVE, AT LEAST ON, ON THIS, WHEN THIS STARTED IN 2004, OUR DISTRICT WAS JUST IN SUCH A DIFFERENT PLACE. 
          THAT WAS 22 YEARS AGO, AND NOW WE'RE IN 2026. SO, I AM HOPEFUL THAT WE CAN CONTINUE TO HAVE THIS CONVERSATION. I THINK IT IS A TIMELY CONVERSATION TO HAVE, NOT ONE THAT WE SHOULD PUT ON THE BACK BURNER. I THINK IT'S ACTUALLY PRESSING ENOUGH THAT ALL OF THE THINGS GOING ON WITH OUR VISION COMMITTEE AND WITH OUR BOND ADVISORY COMMITTEE, I MEAN, PERHAPS THE FINANCE COMMITTEE COULD HELP US WITH SOME OF THESE CONCEPTS THAT WE'RE TRYING TO WRESTLE THROUGH AND PRESSURE TEST OUR ASSUMPTIONS BECAUSE WHAT I HAVE SEEN IS THAT WE ALMOST HAVE A, A POPULATION OF INDIVIDUALS IN LIVING IN OUR DIFFERENT POCKETS AROUND THE COMMUNITY WHO MIGHT VOTE AGAINST THEIR OWN BEST INTEREST ON A BOND BECAUSE THEY DON'T UNDERSTAND THE MACRO OR MICRO ECONOMICS OF WHAT WE'VE DECIDED, AND THEY DEFINITELY ARE NOT FEELING IT FROM A CULTURAL AND COMMUNITY PERSPECTIVE. AND I THINK CULT HAVE YOU EVER HEARD THE SAYING THAT, LIKE, CULTURE EATS STRATEGY FOR LUNCH? WE'RE TALKING A LOT ABOUT STRATEGY RIGHT NOW. 
          WE'RE TALKING A LOT ABOUT VISION RIGHT NOW. POLICY SUPPORTS STRATEGY, AND IF OUR DISTRICT CONTINUES DOWN THE ROAD, I FEEL LIKE OUR CULTURE STARTS 
          [04:25:02]
TO ERODE, AND SO, THIS IS ALMOST A PARAMOUNT CONVERSATION FOR US TO ADDRESS, BOTH MATHEMATICALLY AND, TAKING THE NUMBERS ASIDE FROM THE VISION OF WHAT WE WANT TO BE AS A DISTRICT. SO, I ONLY ASKED YOU A FEW TINY QUESTIONS, BUT I THINK YOU HELPED ME OUT. 
          ONE MORE THOUGHT IS, SINCE WE JUST WENT THROUGH OUR TEACHERS, IT OCCURRED TO ME AS I WAS THINKING ABOUT THIS, OUR TEACHERS CAN COME INTO OUR DISTRICT AND THEY CAN BRING THEIR CHILDREN. IT'S BOTH CONVENIENT AND THEY KNOW WHAT TO EXPECT, AND IT'S, WE HAVE, OUR REPUTATION IS MERITED BECAUSE IT TRULY IS AN EXCEPTIONAL EDUCATION. HOWEVER, THOSE TEACHERS, BECAUSE WE HAVE AN OPEN ENROLLMENT PROCESS, SO, WHILE IT MIGHT ATTRACT TEACHERS HERE, THEY COULD VERY EASILY CHOOSE ONE OF THOSE OTHER DISTRICTS THAT WE SAW ON THE LIST TODAY AND GO TO OUR NEIGHBOR OVER AT LAKE TRAVIS BECAUSE THEY'RE STILL PAYING MORE ACROSS EVERY COHORT AND LEAVE THEIR STUDENT HERE. 
          SO, WE'VE ALMOST DEVALUED THE OPPORTUNITY FOR OUR TEACHERS TO STAY IN OUR DISTRICT AS EMPLOYEES. 
          IT'S LOST ITS POWER AS A RETENTION TOOL. SO, IT'S STILL THERE TO ATTRACT TEACHERS, BUT IN RETAINING TEACHERS, THEY COULD LEAVE AND STILL KEEP THEIR CHILDREN HERE BECAUSE THEY KNOW WHAT TO EXPECT. AND SO, I JUST, I'M POINTING THAT OUT AS A, AS A, AS A CONCEPT THAT WE SHOULD ALL CONSIDER. I MEAN, I DO THINK IT'S A FANTASTIC BENEFIT FOR OUR EMPLOYEES TO HAVE, THEIR CHILDREN HERE AND TO LEARN HERE, SO. 
          GO AHEAD. 
          DO YOU HAVE OTHER PEOPLE THAT WANT TO ASK QUESTIONS? I DO. SO, WE HAVE JENNIFER AND, LET'S SEE, JENNIFER AND THEN DIANE. 
          CATHERINE, I'VE GOT AN OFFER, A COUPLE OBSERVATIONS, AND A COUPLE QUESTIONS. THE OFFER, MR. KOENNECKE, ON BEHALF OF THE FINANCE COMMITTEE, AND THOUGH I CAN'T SPEAK FOR THE ENTIRE FINANCE COMMITTEE, I DO KNOW FROM FIRSTHAND SOURCES THAT THERE IS DEFINITELY AN APPETITE AND A WILLINGNESS TO DO SOME MODELING, NOT OF THE RUNWAY KIND. THESE ARE PEOPLE WHO ARE READY, WELL, MAYBE THAT TOO, BUT THESE PEOPLE ARE READY TO GET TO WORK. THEY WANT THE DATA, BUT THEY, BUT THEY WANT BOTH PIECES OF THE DATA. THEY WANT THE, THE REVENUE, THE, THE COGS, IF YOU, NOT, NOT THE COGS, RIGHT, WRONG METAPHOR, BUT THEY WANT, THEY WANT THE REVENUE OPPORTUNITIES THAT EACH STUDENT REPRESENTS, BUT THEY ALSO WANT REAL, MEANINGFUL, AS CLOSE AS YOU CAN GET RANGES, ESTIMATED RANGES OF, STAFFING COSTS, FOR EXAMPLE. SO, THE, AND THEY, WOULD BE WILLING TO, TO MODEL THINGS OUT LIKE, YOU KNOW, 1, 3, 5-YEAR OUT SCENARIOS, WHATEVER YOU NEED. THIS IS DEFINITELY SOMETHING THAT CAME UP IN OUR FINANCE MEETING LAST WEEK. 
          SO, MY OFFER, THERE'S NO EXPIRATION DATE ON IT, BUT I DO HOPE THAT YOU'LL CONSIDER IT BECAUSE THEY ARE VERY EAGER TO GET TO WORK. AND THAT BRINGS ME TO MY NEXT POINT, WHICH IS THIS IS A VERY, EMOTIONAL CONVERSATION. THIS IS A, A, A CONVERSATION THAT REQUIRES A LOT OF DATA, BUT ALSO AND, AND THOUGHTFUL ANALYSIS, BUT NOT OVERLY DRAWN OUT MONTHS ON END, BECAUSE THIS IS A VERY EMOTIONAL THING, AND WE OWE IT TO, THE FAMILIES THAT ARE, YOU KNOW, AFFECTED BY WHATEVER DECISIONS WE COME TO, TO TO BE AS HUMANE AS POSSIBLE AND TO MAKE DECISIONS THAT ALLOW THEM AS MUCH RUNWAY TO, CHANGE COURSE IF IT NEEDS TO BE, IF WE IF WE END UP REDUCING, OUR PARAMETERS IN OUR, TRANSFER POLICY. SO, I HOPE THAT'S CLEAR. I HOPE THAT THIS IS SOMETHING THAT, AS WE'RE LOOKING AT IN TANDEM WITH THE VISION AND THE BOND ADVISORY COMMITTEE THAT HAVE VERY SPECIFIC TIMELINES AND DELIVERABLES BY DECEMBER, THAT THAT IS A REASONABLE, TIMELINE TO LOOK AT THIS, BECAUSE I JUST, I JUST, I, I DON'T WANT A CIVIL WAR, SO, TO SPEAK, TO ERUPT IN THIS DISTRICT. AND THAT'S NOT SUCH A CRAZY METAPHOR BECAUSE I DID HAVE THE BENEFIT OF SPEAKING WITH A COUPLE PEOPLE WERE WHO WERE INVOLVED, IN 2004 WHEN THE POLICY INITIALLY WENT INTO PLACE, AND THEY STILL TALK WITH SUCH, JUST REVERENCE AND RESPECT AND, HUMILITY ABOUT THE, THIS VERY WEIGHTY DECISION AND HOW UNBELIEVABLY CAUTIOUS THEY WANTED TO BE WITH THE EVERY, I MEAN, IT WAS JUST EVERY SINGLE ADMITTANCE WAS JUST REALLY THOUGHT THROUGH VERY THOUGHTFULLY AND CAREFULLY. 
          AND, YOU KNOW, AGAIN, THESE ARE JUST ONE OR TWO 
          [04:30:02]
PEOPLE, BUT JUST TO EXTRAPOLATE A BIT, IT'S LIKE THEY LOOK AT WHERE WE ARE NOW, IT'S LIKE, WHAT HAVE WE DONE? WE HAVE MADE SUCH A POROUS, AMBIGUOUS, I DON'T EVEN KNOW IF IT'S FAIR TO EVEN CALL IT A POLICY, BUT, BUT WITH LIMITS NOT SPECIFICALLY ARTICULATED, IT IS CREATING CONFUSION AND UNCERTAINTY. AND SO, I THINK THAT ONE THING I WANTED TO ASK, ON, ON KIMBERLY'S PRESENTATION ON SLIDE 6 IS, THE HERE'S MY, HERE'S A QUESTION. SO, I'M GOING THROUGH AND I'M LOOKING AT, I, JUST CAN'T BELIEVE THIS IS REAL. ON BARTON CREEK, IS IT REALLY TRUE THAT THERE ARE ZERO OUT-OF-DISTRICT TRANSFERS IN THAT, POPULATION? THAT MUST BE WHY I HAVEN'T HEARD FROM A LOT OF BARTON CREEK FAMILIES, BECAUSE I'VE HEARD FROM A LOT OF OTHER SCHOOLS. 
          AND SO, ONE THING THAT I WANTED TO SAY, AND THIS TOUCHES ON, WE'VE TALKED ABOUT CULTURE, WE'VE TALKED ABOUT SOMEBODY, I'D FORGET WHO SAID IT, BUT, WHEN YOU GO TO THE DIFFERENT CAMPUSES, THEY, THEY, THERE ISN'T A COHESIVE THREAD NECESSARILY. 
          THEY DO HAVE VERY DISTINCT CULTURES AND PERSONALITIES, AND I, I BET YOU A LOT OF THAT HAS TO DO WITH THE FACT THAT IF YOU ACTUALLY, ALTHOUGH SLIDE 6 POINTS OUT THE ABSOLUTE NUMBERS AT EACH CAMPUS OF OUT-OF-DISTRICT TRANSFERS, AND I'M NOT, I'M NOT EVEN TALKING ABOUT EMPLOYEE TRANSFERS BECAUSE THAT'S A NON-STARTER. I ABSOLUTELY THINK THAT THAT IS EVERYTHING THAT WE'VE SAID ABOUT NOT HAVING THAT OPEN FOR DISCUSSION AND KEEPING IT AS IS. BUT IF JUST LOOKING AT THE OUT OF DISTRICT, IF I TAKE THE POPULATION OF EACH SCHOOL, WHICH IS ON A DIFFERENT SLIDE, AND I LINE IT UP TO THE OUT OF DISTRICT TRANSFERS, I CAN SEE SUCH DISPARITIES AS 0% OUT OF DISTRICT AT BARTON CREEK, BUT AS HIGH AS 13.4% AT EANES AND 12 AND A HALF PERCENT AT CEDAR CREEK. MAYBE NOT COINCIDENTALLY THE, THE FAMILIES I'VE HEARD THE MOST FROM OVER THE LAST WEEK. 
          AND SO, THAT, THAT COMPOSITION IS, I THINK, WHAT SOME OF US HAVE TALKED ABOUT, HOW THE CULTURE IS, REFLECTED DIFFERENTLY BASED ON, BASED ON THAT. 
          AND JUST TO JOG YOUR MEMORY, JENNIFER, THAT WAS WHEN THE BLEND WAS TAKING PLACE, AND SO, IT WAS A IT WAS A COMMITMENT TO BE MADE TO THE COMMUNITY TO NOT HAVE OUT OF DISTRICT SO, THAT WE COULD GIVE REVERENCE TO VALLEY VIEW AND BARTON CREEK COMING TOGETHER. 
          THAT'S A GREAT CONTEXT. THANK YOU. 
          BUT THERE ARE TRANSFERS THIS YEAR. 
          THIS YEAR. 
          I'M LOOKING AT SLIDE. 
          YOU'RE LOOKING AT 25, 26? SLIDE 6. 
          AM I LOOKING AT THE WRONG SLIDE? I'M SORRY, GUYS. OKAY. 
          YOU'RE RIGHT. OKAY, OKAY, SORRY, MY BAD. OKAY, MY BAD. 
          UM, BUT YES, IT IS UPDATED. 
          IT'S GETTING LATE. I TAKE MY GLASSES OFF A LOT. OKAY, BUT, BUT I JUST, I THINK IT'S IMPORTANT. WE CAN'T LOOK, IT, IT IS GOOD TO HAVE THE ACTUAL NUMBERS, BUT I ALSO LIKE TO SEE THEM IN CONTEXT OF THE PERCENTAGES, BECAUSE THE PERCENTAGES IS, WHAT WE'RE HEARING ABOUT WITH, JUST FROM, FROM DIFFERENT FAMILIES AT DIFFERENT, DIFFERENT CAMPUSES. THERE'S A BIG DIFFERENCE BETWEEN, YOU KNOW, LIKE A 5 TO 7% RANGE, SAY, FOR OUT-OF-DISTRICT TRANSFERS VERSUS, AND WHAT'S NOT SHOWN ON HERE IS YEAR OVER YEAR, HOW STEADILY THE PERCENTAGE OF TRANSFERS HAS INCREASED. 
          BECAUSE JUST LIKE WE'VE LOST IN ABSOLUTE NUMBERS STUDENTS FROM THIS DISTRICT, WE HAVE FILLED THOSE SEATS WITH OUT-OF-DISTRICT TRANSFERS, AND THEREBY, BY DOING SO, THE RATIO HAS, MOVED UP SO, THAT THE COMPOSITION OF THE SCHOOLS IS REFLECTIVE AS MORE TRANSFERS, RIGHT? LIKE, IT'S A, ARE YOU TRACKING? IF I'M UNDERSTANDING, SO, I'LL GO BACK TO THE BEGINNING WHERE THERE'S GOING TO BE A DISPROPORTIONATE BECAUSE YOU'RE GOING TO PROVIDE OUT-OF-DISTRICT TRANSFERS OR STUDENT TRANSFERS FOR BUILDINGS THAT HAVE CAPACITY. YOU ARE CORRECT IN THAT OUR PERCENTAGES, WE COULD PULL UP THE SLIDE IF YOU WANTED TO, HAS CHANGED OVER THE COURSE OF THE LAST 10 YEARS, WITH THIS YEAR BEING THE HIGHEST NUMBER OF BEING AT 11.9 OF OUR TOTAL STUDENT TRANSFERS. 
          WELL, LIKE, OKAY, I, I DON'T WANT TO BELABOR THAT POINT, BUT AT BRIDGEPOINT, WHICH SEEMS TO HAVE A LOT OF CAPACITY, THERE'S NOT A, A THAT'S NOT ONE OF THE HIGHER, TRANSFER COMPOSITIONS OF, OF THESE OTHER ELEMENTS. 
          YOU WOULD BE CORRECT, YES. 
          AND SO, ANYWAY, I JUST, I JUST, JUST BRING THAT UP BECAUSE, AGAIN, I LOVE NUMBERS BECAUSE THEY ARE BLACK AND WHITE, BUT THEY STILL HAVE NUANCE BECAUSE WE GOT TO LOOK AT THEM IN TERMS OF NOT JUST ABSOLUTE NUMBERS, BUT ALSO THE PERCENTAGES, AND THE CONTEXT. AND SO, JUST IN CLOSING, JUST, ON A PHILOSOPHICAL LEVEL, WE, WE ASKED EARLIER TONIGHT WHEN WE WERE TALKING ABOUT COMPENSATION, LIKE, WHAT ARE OUR PEER DISTRICTS DOING? NOT JUST THE ONES THAT ARE ADJACENT TO US, BUT THE ONES THAT WE ASPIRATIONALLY ARE ALWAYS, YOU KNOW, WANTING TO COMPETE WITH AND BE BETTER THAN. AND HIGHLAND PARK, SOUTH LAKE 
          [04:35:02]
CARROLL, ALAMO HEIGHTS, WHAT ARE THEY DOING? AND, AND WE KNOW, I THINK MOST PEOPLE IN THIS ROOM KNOW THAT THEY HAVE A VERY FIRM, NO TRANSFER POLICY, NO OUT-OF-DISTRICT TRANSFER POLICY. ALAMO HEIGHTS DOES ALLOW THEM, BUT ON A VERY LIMITED BASIS. AND SO, THOSE SCHOOL DISTRICTS THAT WE CONTINUALLY, EVERY BOARD MEETING, IT COMES UP LIKE, WELL, WHAT ARE THEY DOING? I JUST THINK WE WANT TO STAY MINDFUL OF THAT WHEN WE'RE LOOKING QUALITATIVELY AND QUANTITATIVELY AT THIS DATA, AS WE'RE FORMING OUR, OUR DECISIONS IN THE NEXT FEW MONTHS. THANK YOU. 
          ALL RIGHT, DIANE. 
          OKAY, I'M GOING TO TRY TO BE VERY BRIEF. AS A MEMBER OF THE BACK, I WANT TO TRY TO BRING THIS BACK AROUND TO WHAT DECISIONS DO WE NEED TO MAKE IN WHAT TIME FRAME SO, THAT WE CAN GIVE THEM THE PROPER DIRECTION. JAMES, I HEARD YOU SAY VERY CLEARLY, WE'RE NOT BUILDING FOR TRANSFERS, AND I THINK IF WE CAN, AS A BOARD, AT LEAST, AGREE THAT, WE ARE, YOU KNOW, PUTTING SPECIFIC BOUNDARIES AROUND OUR TRANSFER POLICY, THAT WILL HELP US OUT A LOT. I ALSO THINK THERE'S TWO QUESTIONS TO YOUR, LIKE YOU POINTED TO, KATE. 
          THIS REZONING, DO WE NEED TO DO THIS SOONER, OR IS THIS SOMETHING THAT CAN GO ALONG WITH THE BACK? SO, I THINK THESE ARE THINGS WE ALL NEED TO CHEW ON A LOT, AND IT'S VERY LATE, SO, I'M NOT GOING TO GO INTO ANY MORE DETAIL AT THIS POINT IN TIME, BUT, YOU KNOW, HOW BIG DO OUR SCHOOLS NEED TO BE? FIRST, WE NEED TO KNOW HOW MANY SITES WE NEED, RIGHT? AND THEN THERE'S ALWAYS FLEXIBILITY IN THE SITE THAT YOU BUILD ON. 
          YOU JUST BUILD FOR FLEXIBILITY. SO, IF WE CAN DECIDE AS A COMMUNITY HOW MANY SCHOOLS WE NEED, I THINK THERE'S FLEXIBILITY GOING BEYOND THAT, AND THEN THE BOARD CAN FIGURE OUT ITS TRANSFER POLICY GOING FORWARD. 
          ALL RIGHT, THANK YOU. KIRK HAS SOME COMMENTS, I THINK. I THINK SO. 
          OKAY, JUST WANT TO TRY TO MAYBE CLOSE THE LOOP FOR THIS EVENING, AND, I THINK I TRIED TO CAPTURE SOME OF WHAT I HEARD. I HEARD AN OFFER THAT I CAN PUT THE FINANCE COMMITTEE TO WORK FOR THE NEXT MONTH, AND I'M GUESSING WE'RE GOING TO DO SOME MODELING. SO, I THINK THERE'S KEY QUESTIONS YOU HAVE TO ASK IF YOU'RE GOING TO GO THROUGH A CHANGE PROCESS THAT IS, I THINK, BOTH HISTORIC AND GENERATIONAL. 
          AND I THINK WE'RE HEARING THAT FROM OUR COMMUNITY, THAT THEY WANT THE TRUSTEES TO, AGAIN, TACKLE A VERY COMPLEX DECISION. 
          THIS IS NOT A SIMPLE DECISION BECAUSE THERE ARE A LOT OF OTHER DECISIONS THAT GET TRIGGERED BY THIS POLICY DECISION. SO, FIRST, I GUESS I WOULD ASK THE TRUSTEES TO GIVE US MORE DIRECTION ON WHAT IS YOUR GOAL, OR WORDED ANOTHER WAY, WHAT PROBLEMS ARE YOU TRYING TO SOLVE? SO, IF YOU'RE TRYING TO SOLVE FOR BOTH A FINANCIAL AND A CULTURAL PROBLEM, THEN YOU HAVE TWO PROBLEMS TO SOLVE FOR. IF YOU'RE TRYING TO SOLVE FOR MORE THAN THAT, WE NEED SOME SPECIFIC DIRECTIVES FROM YOU. THE SECOND THING WOULD BE, THE SECOND KEY QUESTION, I THINK, WOULD BE, WHAT MEASURES WOULD SHOW EVIDENCE OF PROGRESS ONCE THE CHANGES ARE MADE? I'VE HEARD OVER AND OVER AGAIN TONIGHT PEOPLE DIGGING INTO NUMBERS IN THE PAST AND TRYING TO ANALYZE THEM. MY QUESTION AGAIN WOULD BE, WHAT MEASURES SHOW EVIDENCE OF PROGRESS ONCE A CHANGE IN POLICY OCCURS? THAT'S WHAT WE NEED TO HAVE FORESIGHT AND STRATEGIC PLANNING ABOUT. HOW WILL WE SIGNAL THAT CHANGE AND EVIDENCE OF PROGRESS FOR STUDENTS, STAFF, AND PROGRAM IMPACT? THE THIRD KEY QUESTION THAT I THINK WE WOULD NEED TO EXAMINE AND HEAR WHAT YOU ALL FEEL IS, AT WHAT POINT IN TIME DO WE EVALUATE THAT THE CHANGE PROCESS WORKED OR DIDN'T WORK? WOULD WE DO THAT IN MAY OF 2027? WOULD WE DO THAT IN MAY OF 2028? WOULD WE DO THAT AFTER 4 YEARS OF ATTRITION AT WHS? WOULD WE DO THAT AFTER REZONING THAT HAPPENS SOONER THAN LATER? I'D REALLY LIKE TO KNOW WHAT PROBLEM WE'RE SOLVING FOR, AND THEN AT WHAT POINT IN THE FUTURE WE'LL EVALUATE THAT, BECAUSE I THINK IT'S VERY EASY FOR PEOPLE TO SAY, MAKE A POLICY CHANGE. I THINK IT'S MUCH DIFFERENT TO HAVE FORESIGHT STRATEGY PLANNING AND THEN SIGNAL IT AND THEN EVALUATE IT AFTER THE FACT TO REALLY LEARN IF WE WERE SUCCESSFUL, AND WE WILL HAVE TO CHOOSE A POINT IN TIME, AND MAYBE MULTIPLE POINTS IN TIME, TO DO THAT, ESPECIALLY AFTER A REZONING CONVERSATION. 
          AND THEN THE LAST KEY QUESTION, I THINK, THAT WE NEED SOME DIRECTION ON IS HOW DO WE DEFINE HIGH QUALITY AT EANES AFTER THIS TYPE OF CHANGE, BECAUSE WE'RE THE NUMBER ONE PUBLIC SCHOOL IN TEXAS NOW? AND IS THERE A DELTA THAT YOU'RE GOING TO DEFINE FOR US ABOUT WHAT CHANGES IN TERMS OF HIGH QUALITY, BECAUSE I GOT A QUESTION EARLIER IN THE WEEK ABOUT QUALITY AND EFFICACY, AND WE HAD A LOT OF CELEBRATIONS EARLIER TONIGHT, AND WE'RE TALKING ABOUT GREAT STUDENTS AND FAMILIES HERE WORKING WITH WORLD-CLASS TEACHERS, AND I THINK THEY'RE DOING REALLY 
          [04:40:07]
GREAT WORK, AND IT'S REFLECTED LONGITUDINALLY IN ALL THE ACCOLADES AND DATA WE HAVE TO SHOW BACK TO 2004 THROUGH SEVERAL GENERATIONS, AND I BELIEVE THAT OUR FAMILIES THAT ARE HERE NOW AND OUR WORLD-CLASS STAFF ARE GOING TO CONTINUE TO STRIVE TO IMPROVE AND MEET THOSE BARS, BUT I'M WONDERING IF YOU'RE THINKING WE NEED TO LOOK AT THAT. SO, I SAY ALL THAT TO SAY GOALS AND GUARDRAILS ARE REALLY IMPORTANT IN ANYTHING WE DO. I HEARD CATHERINE SAY CULTURE EATS STRATEGY FOR LUNCH. THIS REINFORCES TO ME EXACTLY WHY WE ARE DOING A LISTENING TOUR AND STRATEGIC PLANNING PROCESS TO HEAR FROM OUR COMMUNITY RIGHT NOW, BECAUSE YOU ALL SAID IT WAS VERY IMPORTANT. SO, THANK YOU. 
          AND I KNOW ALSO THAT TWO THINGS ARE NOT GOING TO CHANGE IF THIS POLICY CHANGES AND IF THERE'S A REZONING DIALOGUE THAT COMES FROM IT. OUR GENERAL BUDGET WILL STILL NEED SUPPORT. THAT IS ABUNDANTLY CLEAR AFTER OUR CFO SHARED DATA WITH US TONIGHT, AND THE DISTRICT MUST STILL ADDRESS GENERATIONAL BOND NEEDS. THOSE TWO THINGS WILL NOT CHANGE. I, I, I COULD BET ON THAT. 
          BUT I'M A SOCIAL STUDIES GUY, NOT A CFO. SO, WITH THAT SAID, I WOULD LOVE TO KNOW THAT WE COULD ANSWER THOSE KEY QUESTIONS. I THINK THEY'LL HELP US NARROW THE FIELD AND GET PAST STRATEGY AND TALK ABOUT DATA TO DECISION MAKING. THANK YOU. 
          [10. 
ACTION - CONSENT AGENDA
]
ALL RIGHT, THANK YOU. ALL RIGHT, IF THERE ARE NO FURTHER QUESTIONS ON THIS TOPIC, THEN WE CAN MOVE TO OUR CONSENT AGENDA PORTION OF THE MEETING, AND THEN WE'LL BE PRETTY CLOSE TO CONVENING. COULD I GET A MOTION TO APPROVE THE CONSENT AGENDA. 
          MOTION FROM KELLY. 
          I MOVE THAT WE, THAT THE BOARD APPROVE THE CONSENT AGENDA AS POSTED. 
          ALL RIGHT, AND IS THERE A SECOND? SECOND FROM DIANE. ALL RIGHT, I DID WANT TO CALL OUT THE LOVELY DONATION FROM THE BAND PARENTS FOR 61,000 DOLLARS. THANK YOU, 
          [11. 
UPCOMING MEETINGS
]
BAND PARENTS. ALL RIGHT, WE HAVE A MOTION AND A SECOND. 
          WE'LL HAVE A VOTE. ALL THOSE IN FAVOR, PLEASE SAY AYE. 
          AYE. 
          AYE. ANY NAYS? NO? ALL RIGHT, THE MOTION CARRIES 7-0. ALL RIGHT, OUR NEXT BOARD MEETINGS ARE SCHEDULED FOR NO, OCTOBER 20TH AND NOVEMBER 17TH, AND THEN DECEMBER 8TH, AND WE WILL ADJOURN OUR MEETING AT 10:59 P.M. THANK YOU VERY MUCH. 
          THANKS, EVERYBODY.
* This transcript was compiled from uncorrected Closed Captioning.