[A. CALL TO ORDER: Establish a quorum] [00:00:07] GOOD EVENING AND WELCOME TO THE HAYS CISD BOARD OF TRUSTEES MEETING. WE APPRECIATE ALL OF YOU BEING HERE TONIGHT. AND THOSE OF YOU LISTENING ONLINE. TODAY IS MONDAY, MAY 15TH, AND THE TIME IS 5 P.M. A QUORUM HAS BEEN ESTABLISHED. ALL MEMBERS OF THE BOARD ARE PRESENT AT THIS TIME. [B. CANVASS ELECTION RESULTS] WE ARE GOING TO DO THINGS A LITTLE BIT DIFFERENTLY BECAUSE WE HAD AN ELECTION RECENTLY AND SO WE HAVE A CANVASING ITEM THAT WE NEED TO ATTEND TO FIRST. SO I'M GOING TO TURN IT OVER TO MR. SAVOY TO WALK US THROUGH OUR CANVASING ELECTION RESULTS. THANK YOU, MADAM PRESIDENT, MEMBERS OF THE BOARD. DR. WRIGHT, SUPERINTENDENT FOR THE CANVASING. THIS IS WHERE YOU COMPARE THE PRECINCT BY PRECINCT TALLIES WITH THE OFFICIAL CANVASS. I HAVE PREPARED A PACKET FOR YOU WITH THE LAW SAYS THE SEALED RETURNS. THAT'S STILL KIND OF A THROWBACK FROM BACK IN THE DAY WHEN THEY WERE ALL PAPER BALLOTS. BUT SINCE IT'S DIGITAL, WE'RE GOING TO COUNT THIS PAPER CLIP AS YOUR SEAL. SO YOU CAN UNSEAL YOUR RETURNS. NOW, IF YOU WOULD LIKE, THE FIRST SHEET IS I WAS GOING TO DO A LITTLE WAX THING FOR YOU, BUT I DIDN'T. I RAN OUT OF TIME. SO THE FIRST SHEET IS GOING TO BE OUR OFFICIAL FINAL TOTAL GRAND TOTAL WITH ALL THREE COUNTIES. YOU'RE GOING TO SEE A COLUMN FOR HAYS COUNTY, WHICH IS BY FAR THE BULK OF THE VOTES. BUT WE ALSO HAVE VOTES THAT COME IN FROM TRAVIS AND CALDWELL COUNTIES AS WELL. BEHIND THAT IN ORDER, YOU'RE GOING TO SEE WHAT WOULD BE THE RETURNS FOR EACH THE TOTAL RETURNS FOR EACH COUNTY. AND THEN YOU'LL SEE THE PRECINCT BY PRECINCT RETURNS FOR EACH COUNTY, EACH ELECTION FOR EACH TRUSTEE SEAT, AS WELL AS THE EACH PROPOSITION ON THE BOND. IT'S GOING TO REPEAT FOR TRAVIS COUNTY WITH THE GRAND TOTAL AND THEN THE PRECINCT BY PRECINCT RETURNS AND THEN FOR CALDWELL COUNTY, THE GRAND TOTAL. AND THEN THERE'S ONLY ONE PRECINCT IN CALDWELL COUNTY, MEAN ALL OF OUR VOTERS ARE CONTAINED WITH THAT. SO IT'S JUST ONE PRECINCT RETURN ON THERE. SO I WILL I WILL GIVE YOU A MOMENT TO LOOK THROUGH THOSE. WE DID HAVE A CHANGE FROM ELECTION NIGHT, VERY MINOR, THOUGH. WE HAD TWO ADDITIONAL OVERSEAS VOTES THAT CAME IN WITHIN THE DEADLINE. EITHER NEITHER OF THOSE VOTERS CAST A BALLOT IN ANY OF THE TRUSTEE CONTESTS. THAT'S EITHER GOING TO BE AN UNDERVOTE THERE OR THEY WEREN'T IN THE DISTRICT OR, YOU KNOW, IN THE SINGLE MEMBER DISTRICT FOR THAT. BUT THEY DID CHANGE JUST BY ONE, EACH ONE FOR AND ONE AGAINST EACH OF THE FOUR PROPOSITIONS ON THE BOND. THAT'S THE ONLY DIFFERENCE FROM THE UNOFFICIAL RESULTS THAT MADE IT INTO THE FINAL RESULTS. SO I'LL LET YOU TAKE A LOOK AT YOUR RETURNS. AND YOU WANT TO COMPARE THE GRAND TOTAL FROM EACH COUNTY ONTO OUR SHEET TO SEE IF THAT'S CORRECT. AND I WILL BE HERE FOR ANY QUESTIONS WHILE YOU'RE DOING THAT. ALL RIGHT, TEAM, DO WE HAVE ANY QUESTIONS FOR MR. SAVOY NEED A MINUTE OR TWO TO LOOK THIS OVER? OKAY. WELL, THEN THE FIRST SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ACCEPT THE PREPARED TABULATION SHOWING THE TOTAL NUMBER OF EARLY VOTING AND ELECTION DAY VOTES RECEIVED IN EACH PRECINCT, THE SUM OF THE PRECINCT TOTALS AND THE TOTAL NUMBER OF VOTERS WHO CAST A BALLOT FOR EACH CANDIDATE. I FURTHER DIRECT THE SECRETARY TO NOTE IN THE MINUTES OF THIS MEETING THAT THE BOARD HAS COMPLETED THE CANVASING OF THE MAY 6TH, 2023, TRUSTEE ELECTION RESULTS FOR HAYS CISD SINGLE MEMBER DISTRICT ONE AND SINGLE MEMBER DISTRICT TWO AND TO ENTER THE TABULATION DIRECTLY INTO THE LOCAL ELECTION REGISTER MAINTAINED BY THE DISTRICT. SO MOVED BY MRS. OROSCO. SECONDED BY MRS. RUNKLE. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? ALL RIGHT. MOTION CARRIES SEVEN ZERO. THEN OUR NEXT ITEM IS B TO THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE ORDER CANVASING RETURNS AND DECLARING RESULTS OF THE MAY 6TH, 2023, SCHOOL BUILDING BOND ELECTION SO MOVED BY MR. MCMANUS, SECONDED BY MRS. OROSCO. ANY FURTHER DISCUSSION? ALL RIGHT. ALL THOSE IN FAVOR? AYE. ANY OPPOSED? ALL RIGHT. MOTION CARRIES. SEVEN ZERO. GREAT JOB, TEAM. THANK YOU, MADAM PRESIDENT. I WOULD ALSO LIKE TO POINT OUT JUST FOR HOW IT WORKS ON THE PROCESS. YOU YOURSELF HAD AN ELECTION, BUT BECAUSE YOU WERE UNOPPOSED BY THE OFFICIAL FILING DATE, THAT ELECTION WAS CANCELED. AND HENCE THERE ARE NO RETURNS TO COUNT FOR YOUR ELECTION BECAUSE IT WAS CANCELED. BUT YOU WILL BE PARTICIPATING IN THE SWEARING IN FOR THE NEXT TERM. CORRECT? THANK YOU FOR THAT CLARIFICATION, MR. SAVOY. ALL RIGHT. ANYTHING ELSE ON THIS ITEM? OKAY, PERFECT. WE ARE GOING TO MOVE ON TO OUR NEXT AGENDA ITEM, AND THAT IS OUR RECOGNITION OF OUR OUTGOING BOARD MEMBER, DR. [C. RECOGNITION] [00:05:06] PEREZ GONZALEZ. I'M GOING TO MAKE HER COME TO THE FRONT. WE'LL MAKE THIS SHORT AS PER HER REQUEST. SO DR. PEREZ GONZALEZ STEPPED INTO THE SEAT, AND WE ARE GRATEFUL FOR HER DOING THAT WHEN WE NEEDED HER. AND SO WE JUST WANT TO SAY THANK YOU. WE HAVE A PLAQUE FOR YOU THAT DR. WRIGHT IS GOING TO BRING UP, I THINK. OH, HE PUT IT OVER HERE. SO COME ON TO THE FRONT. I KNOW THIS ISN'T YOUR WAY, BUT YOU'RE A HUMBLE AND SELFLESS LEADER AND WE APPRECIATE YOU. SO WE APPRECIATE YOUR YEARS OF SERVICE ON THE BOARD. AND YOU KNOW, LIKE I TOLD YOU BEFORE, I LOVE THE FACT THAT YOU HAVE AN EDUCATIONAL BACKGROUND AND YOU HAVE A HEART FOR OUR KIDS AND OUR COMMUNITY. AND WE REALLY APPRECIATE ALL THE TIME AND EFFORT THAT YOU PUT INTO THIS AND AS WE TALKED ABOUT, IT'S ALWAYS NICE TO GET A PEEK BEHIND THE CURTAIN TO SEE WHAT ALL HAPPENS. BUT, YOU KNOW, DURING YOUR TIME HERE, I CAN SAY THAT YOU ALWAYS PUT CHILDREN FIRST. AND WE REALLY APPRECIATE ALL THAT YOU DO. AND SO WE'RE GOING TO PRESENT YOU WITH THIS PLAQUE THAT SAYS IN APPRECIATION FOR DEDICATED SERVICE AS A MEMBER OF THE BOARD OF TRUSTEES FOR THE HAYS CONSOLIDATED INDEPENDENT SCHOOL DISTRICT, YOU HAVE BEEN AN UNSELFISH AND TIRELESS ADVOCATE FOR THE HAYS CISD STUDENTS. OUR BEST WISHES AND HEARTFELT ADMIRATION ACCOMPANY THIS EXPRESSION OF GRATITUDE. SO WE WANT TO PRESENT THIS TO YOU. AND THEN LASTLY, I WANT TO PRESENT YOU WITH MY SUPERINTENDENTS COIN OF EXCELLENCE AND TELL YOU, THANK YOU SO MUCH. WE GOT TO CELEBRATE THE CAMINO REAL ELEMENTARY'S 15 YEAR ANNIVERSARY SO WE HAD THE FOUNDING TEACHERS THERE, AND THERE WERE EIGHT OF THEM. AND DR. ESME WAS ONE OF THE TEACHERS THAT OPENED UP CAMINO AS WELL. AND I FELT BAD AT THE TIME THAT I COULDN'T GIVE HER A COIN. AND SO I WAS TRYING TO FIGURE OUT A WAY IN WHICH I COULD SNEAK ONE IN. AND SO I JUST DID. SO THANK YOU SO MUCH. WE APPRECIATE YOU. TEACHER OF THE YEAR AT CAMINO ROYALE, RIGHT? YEAH. APPRECIATE IT. OKAY. [INAUDIBLE] . OKAY. AT THIS TIME, WE'RE GOING TO TAKE A REALLY QUICK RECESS. WE'VE GOT TO DO SOME THINGS TO GET SET UP FOR OUR SWEARING IN CEREMONY. SO IF YOU WILL JUST BEAR WITH US, WE'RE GOING TO DO A FEW THINGS AND THEN WE WILL RECONVENE TO DO SOME SWEARING IN, RIGHT? MR. SAVOY. YES, WE HAVE TO HAVE SOME PAPERWORK SIGNED BEFORE THEY CAN SWEAR IN, SO I WILL NEED YOUR TRUSTEE ALEX BACK AT OUR NOTARY STATION HERE THAT WE HAVE MR. FLORES, MR. VELA AND MRS. PETREA ARE NEEDED TO GO IN THE BACK. GOT IT? YES. ALL RIGHT. MR. SAVOY. ARE WE READY FOR OUR SWEARING IN CEREMONY? ALL RIGHT. ARE WE READY? YES. FOR OUR SWEARING IN. ALL RIGHT. WE ARE CONTINUING WITH OUR MEETING HERE TONIGHT. [D. OATHS OF OFFICE FOR TRUSTEES ELECTED ON MAY 6, 2023 ] WE'VE GOT OUR OATHS OF OFFICE AND OUR FIRST TRUSTEE TO GO THROUGH THE OATH OF OFFICE. SWEARING IN CEREMONY WILL BE RAUL VELA JUNIOR FOR DISTRICT ONE. MR. SAVOY. I'LL TURN IT OVER TO YOU. THANK YOU. THANK YOU, MADAM PRESIDENT. ADMINISTERING THE OATH WILL BE BARBARA. GLORIA. NOTARY PUBLIC, ESQUIRE EXTRAORDINAIRE. [00:10:09] THANK YOU. RAUL VELA, WILL YOU PLEASE RAISE YOUR RIGHT HAND AND REPEAT AFTER ME? I, RAUL VELA JUNIOR, DO SOLEMNLY SWEAR OR AFFIRM. DO SOLEMNLY SWEAR THAT I WILL FAITHFULLY EXECUTE THE DUTIES OF THE OFFICE OF THAT I WILL FAITHFULLY EXECUTE THE DUTIES OF THE OFFICE. TRUSTEE FOR SINGLE MEMBER DISTRICT ONE DISTRICT MEMBER ON THE HAYS CISD BOARD OF TRUSTEES. BOARD OF TRUSTEES OF THE STATE OF TEXAS. THE STATE OF TEXAS. AND WILL DO TO THE BEST OF MY ABILITY. PRESERVE, PROTECT AND DEFEND THE CONSTITUTION. PRESERVE, PROTECT AND DEFEND THE CONSTITUTION AND THE LAWS OF THE UNITED STATES AND OF THIS STATE. SO HELP ME GOD. SO HELP ME GOD. [APPLAUSE] SO. LADIES AND GENTLEMEN, THAT'S TRUSTEE VELA. NEXT UP, WE HAVE TRUSTEE ELECT JOHNNY FLORES. AND ADMINISTERING THIS OATH WILL BE THE HONORABLE DR. MICHELLE COHEN, COUNTY COMMISSIONER. PLEASE RAISE YOUR RIGHT HAND AND REPEAT AFTER ME. I, JOHNNY FLORES FLORES, DO SOLEMNLY SWEAR. DO SOLEMNLY SWEAR. THAT I WILL FAITHFULLY EXECUTE THE DUTIES OF THE OFFICE OF TRUSTEE FOR SINGLE MEMBER DISTRICT TWO ON THE HAYS CISD BOARD OF TRUSTEES OF THE STATE OF TEXAS. AND WILL, TO THE BEST OF MY ABILITY, PRESERVE, PROTECT AND DEFEND THE CONSTITUTION AND THE LAWS OF THE UNITED STATES. SO HELP ME GOD. SO HELP ME GOD. LADIES AND GENTLEMEN, TRUSTEE JOHNNY FLORES. AND NEXT WE HAVE VANESSA PETREA ADMINISTERING THE OATH WILL BE BARBARA GLORIA. VANESSA, RAISE YOUR RIGHT HAND AND REPEAT AFTER ME, PLEASE. I, VANESSA PETREA DO SOLEMNLY SWEAR. DO SOLEMNLY SWEAR. THAT I WILL FAITHFULLY EXECUTE THE DUTIES, THAT I WILL FAITHFULLY EXECUTE. THE DUTIES THAT I WILL FAITHFULLY EXECUTE THE DUTIES OF THE OFFICE OF TRUSTEE AT LARGE. OF THE OFFICE OF TRUSTEE AT LARGE ON THE HAYS CISD BOARD OF TRUSTEES ON THE HAYS CISD BOARD OF TRUSTEES OF THE STATE OF TEXAS. OF THE STATE OF TEXAS. AND WILL TO THE BEST OF MY ABILITY AND WILL TO THE BEST OF MY ABILITY. PRESERVE, PROTECT AND DEFEND. PRESERVE, PROTECT AND DEFEND. THE CONSTITUTION AND THE LAWS. THE CONSTITUTION AND THE LAWS OF THE UNITED STATES AND OF THIS STATE OF THE UNITED STATES AND OF THIS STATE. SO HELP ME GOD. SO HELP ME GOD. TRUSTEE. VANESSA PETREA. MADAM PRESIDENT, THIS CONCLUDES THE OATH OF OFFICE FOR THE TRUSTEES FOR THIS ELECTION CYCLE. THANK YOU. MR. SAVOY. CONGRATULATIONS. IT'S ALL GOOD. MR. FLORES. WOULD YOU LIKE TO TAKE YOUR SEAT ON THE DAIS AT THIS TIME? ALL RIGHT. OUR NEW TEAM. IT'S VERY EXCITING. OKAY. WE'RE GOING TO MOVE RIGHT INTO IT. MR. FLORES. SO ARE YOU READY? OUR NEXT AGENDA ITEM IS CLOSED SESSION. ACTUALLY, DO YOU HAVE SOMETHING TO SAY? DO YOU WANT TO SAY SOMETHING? WELL, I'M LOOKING. DO YOU HAVE YOUR PACKET FOR THIS EVENING, MISS GLORIA, CAN YOU. [00:15:05] YEAH, I'LL NEED. YOU'LL NEED THAT. THANK YOU, DR. WRIGHT. ALL RIGHT. AT THIS TIME, THE BOARD WILL ADJOURN TO A CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT. [E. CLOSED SESSION] TEXAS GOVERNMENT CODE, SECTION 551, SUBCHAPTERS, D AND E, OR TEXAS GOVERNMENT CODE SECTION 418183F. THE TIME IS 5:23 P.M.. [G. RECONVENE IN OPEN SESSION - immediately following Closed Session] ALL RIGHT. GOOD EVENING. WE ARE BACK IN OPEN SESSION AGAIN. I WANT TO JUST WELCOME EVERYONE FOR ATTENDING IN PERSON. AND THOSE OF YOU LISTENING ONLINE, A QUORUM HAS ALREADY BEEN ESTABLISHED. ALL MEMBERS OF THE BOARD ARE PRESENT. THE TIME IS 7:02 P.M. SO TONIGHT IS OUR FIRST BOARD MEETING FOLLOWING AN ELECTION, WHICH MEANS WE GET TO MIX THINGS UP A BIT. SO OUR NEXT AGENDA ITEM IS OUR REORGANIZATION OF THE BOARD. [H. REORGANIZE BOARD] ALL RIGHT. SO THE TRUSTEE ELECTION ON MAY 6TH RESULTED IN A CHANGE OF OUR BOARD MEMBERS. WE'VE ALREADY WELCOMED MR. FLORES ON THE DAIS. WE'RE GLAD TO HAVE YOU. AND WE'RE BACK IN OPEN SESSION. AND YOU'RE TO GET TO SEE ALL THE FUN THAT WE GET TO HAVE HERE. SO AT THIS TIME, I JUST WANT TO REMIND EVERYONE, BOARD OPERATING PROCEDURES OF THE HAYS CISD BOARD STATE THAT THE BOARD PRESIDENT WILL PRESIDE AS THE PRESIDING OFFICER OVER THE BOARD MEETINGS AND AS CURRENT BOARD PRESIDENT, I WILL PRESIDE OVER THE REORGANIZATION OF OUR BOARD OF TRUSTEES, ALSO BY BOARD OPERATING PROCEDURES, BOARD POLICY. B THE BOARD SHALL OBSERVE THE PARLIAMENTARY PROCEDURES AS FOUND IN ROBERT'S RULES OF ORDER. SO FOR THE PURPOSES OF ELECTING BOARD OFFICERS, I ASK THAT VOTING BE MADE BY SHOW OF HANDS. FOR CLARITY, I WILL STATE FOR THE RECORD THE NAMES OF THE BOARD MEMBERS THAT FOR EACH YES, AND THE SAME FOR EACH NO VOTE NOMINATIONS DO NOT REQUIRE A SECOND. THE PERSON WITH THE MAJORITY OF THE VOTES FOR EACH POSITION WILL BE DECLARED THE PERSON ELECTED TO THAT POSITION. IF THERE IS NOT A MAJORITY VOTE FOR ANY CANDIDATE, THE NOMINATIONS ARE REOPENED AND THE PROCESS STARTS OVER. MAKES SENSE. EVERYBODY OKAY? BY LAW THERE CANNOT BE A TIE. IF A PERSON VOTES YES FOR ONE CANDIDATE, THEY MUST VOTE NO FOR ANY OTHER CANDIDATE FOR THAT POSITION. YOU CANNOT VOTE YES FOR MORE THAN ONE CANDIDATE NOMINATED FOR THE SAME OFFICE. AT THE CONCLUSION OF BOARD REORGANIZATION, WE WILL HAVE A BRIEF TWO MINUTE PAUSE TO ALLOW THE NEWLY ELECTED OFFICERS TO CHANGE THEIR SEATS. WE ARE GOING TO DO SOME MUSICAL CHAIRS AFTER THIS. IT'S SUPER FUN AND WE'RE GOING TO REARRANGE ALL OF OUR PLACARDS, OUR NAME PLACARDS, SO THOSE OF YOU OUT HERE TONIGHT ARE GOING TO GET TO WITNESS A RARE THING THAT HAPPENS AROUND HERE. ALL RIGHT. THE BOARD WILL REORGANIZE AT THIS TIME. NOMINATIONS FOR BOARD PRESIDENT ARE NOW OPEN. ARE THERE ANY NOMINATIONS FOR THIS POSITION? MR. VELA PRESIDENT PETREA, I WOULD LIKE TO NOMINATE WILL MCMANUS FOR OUR NEXT BOARD PRESIDENT. I HAVE A NOMINATION FOR WILL MCMANUS FOR BOARD PRESIDENT, WILL MCMANUS DO YOU ACCEPT THE NOMINATION FOR POSITION OF BOARD? PRESIDENT? I DO. ARE THERE ANY OTHER NOMINATIONS FOR BOARD PRESIDENT? HEARING? NO OTHER NOMINATIONS FOR BOARD PRESIDENT. I DECLARE NOMINATIONS FOR BOARD PRESIDENT ARE CLOSED. I WILL READ THE SLATE OF INDIVIDUALS WHO HAVE BEEN NOMINATED FOR THE OFFICE OF BOARD PRESIDENT. WILL MCMANUS. ALL RIGHT. WE'LL NOW VOTE AND EACH PERSON WILL HAVE TO SAY I'LL SAY YOUR NAMES AS WE VOTE. ALL RIGHT. MAY I SEE A SHOW OF HANDS? ALL VOTING YES FOR BOARD PRESIDENT WILL MCMANUS.. ALL RIGHT. MAY I SEE A SHOW OF HANDS FOR THOSE VOTING NO? PERFECT. THE VOTES ARE IN. CONGRATULATIONS, WILL MCMANUS. YOU WILL BE THE HAYS CISD 2023-2024 PRESIDENT BEFORE I. BEFORE YOU CLAP FOR HIM, I NEED TO SAY I HAVE ENJOYED BEING PRESIDENT FOR TWO YEARS, BUT I AM ECSTATIC TO PASS THE GAVEL TO [00:20:01] MR. WILL MCMANUS, WHO IS A HAYS CISD GRADUATE, HAS BEEN ON THE BOARD FOR FIVE YEARS, HAS SERVED AS A BOARD OFFICER FOR MANY YEARS, INCLUDING VICE PRESIDENT. I AM INCREDIBLY EXCITED TO TURN THE GAVEL OVER BECAUSE I KNOW WILL MCMANUS WILL MAKE AN EXTRAORDINARY BOARD PRESIDENT FOR THIS TEAM. I'VE ENJOYED SERVING WITH ALL OF YOU, BUT WILL MCMANUS. I'M EXCITED FOR YOU. CONGRATULATIONS TO THE 2023 2024 BOARD PRESIDENT WILL MCMANUS. THE PROVERBIAL GAVEL. WE DON'T DO GAVELS AROUND HERE. ALL RIGHT. OKAY. WE'RE GOING TO MOVE ON NOW. VICE PRESIDENT. ALL RIGHT. NOMINATIONS ARE NOW OPEN FOR VICE PRESIDENT. DO I HAVE ANY NOMINATIONS? MRS. RUNKLE. I WOULD LIKE TO NOMINATE RAUL VELA AS VICE PRESIDENT. ALL RIGHT, RAUL VELA, I HAVE A NOMINATION FOR YOU FOR BOARD VICE PRESIDENT. DO YOU ACCEPT THE NOMINATION? YES, MA'AM. DO WE HAVE ANY OTHER NOMINATIONS FOR BOARD VICE PRESIDENT? ALL RIGHT. HEARING NONE. I DECLARE THE BOARD VICE PRESIDENT. NOMINATIONS TO BE CLOSED AND WE WILL NOW VOTE. MAY I SEE A SHOW OF HANDS FOR THOSE VOTING YES FOR RAUL VELA TO SERVE AS BOARD VICE PRESIDENT? AGAIN, I WILL NAME EVERYONE ANYBODY VOTING NO? CONGRATULATIONS, RAUL VELA. YOU ARE OUR 2023 2024 BOARD VICE PRESIDENT. OKAY. AND FINALLY, WE HAVE OUR BOARD SECRETARY. FEEL LIKE I COULD DO THIS BY HEART NOW, BUT. I'M NOT GOING TO. JUST IN CASE. ALL RIGHT. NOMINATIONS FOR BOARD SECRETARY ARE NOW OPEN. ARE THERE ANY NOMINATIONS FOR THIS POSITION? MRS. OROSCO? I WOULD LIKE TO NOMINATE COURTNEY RUNKLE. ALL RIGHT. I HAVE A NOMINATION FOR COURTNEY RUNKLE TO SERVE AS BOARD SECRETARY. COURTNEY RUNKLE DO YOU ACCEPT THE NOMINATION OF POSITION OF BOARD SECRETARY? I ACCEPT. ALL RIGHT. ARE THERE ANY OTHER NOMINATIONS FOR BOARD SECRETARY? OKAY. HEARING NONE, I DECLARE THE NOMINATIONS FOR BOARD SECRETARY ARE CLOSED. I'LL READ THE SLATE OF INDIVIDUALS THAT ARE NOMINATED, COURTNEY RUNKLE. AND NOW WE WILL VOTE AGAIN. WE'LL SHOW HANDS. ALL THOSE IN FAVOR OF VOTING FOR COURTNEY RUNKLE FOR BOARD SECRETARY. ANYONE VOTING NO? ALL RIGHT. VOTES CLOSED SEVEN ZERO. COURTNEY RUNKLE. CONGRATULATIONS. YOU ARE THE 2023 2024 BOARD SECRETARY FOR THE BOARD OF TRUSTEES. AND I AT THIS TIME. LET'S MAKE SURE I DIDN'T DO ANYTHING HERE. YEP. YEP. ALL THE GOOD. BOARD REORGANIZATION IS NOW CONCLUDED. WE'LL HAVE A BRIEF TWO MINUTE PAUSE AGAIN FOR OUR MUSICAL CHAIR EXERCISE WHEN MR. MCMANUS IS GOING TO TELL US WHERE TO SIT. SO BOARD, PLEASE GATHER YOUR THINGS AND BE ON THE READY TO CHANGE YOUR SEATS. THE TIME IS 7:09. [00:26:46] ALL RIGHT. WE'VE OFFICIALLY PLAY MUSICAL CHAIRS. WE ARE WHERE WE ARE. FIRST, I JUST WANT TO SAY BEFORE I SAY ANYTHING ABOUT BEING IN THIS ROLE, I WANT TO THANK MS. PETREA FOR TWO YEARS OF EXCELLENT STEWARDSHIP AND THE ROLE OF PRESIDENT FOR THIS BOARD, AND I THINK WE ALL OWE HER A ROUND OF APPLAUSE FOR THAT. THE PAST PRESIDENTS HAVE LEFT SOME BIG SHOES TO FILL, AND I HOPE TO LIVE UP TO THEM EVEN JUST A LITTLE BIT. THIS DISTRICT HAS DONE SOME REALLY GOOD THINGS UNDER SOME FANTASTIC LEADERSHIP, BUT WE HAVE MORE TO DO. AND THAT'S WHAT WE'RE GOING TO DO. AND I'M EXCITED TO BE A PART OF THIS TEAM AND MOVING FORWARD. SO. ALL RIGHT. BACK TO OUR REGULARLY SCHEDULED AGENDA. WE ARE ON THE PLEDGE OF ALLEGIANCE. [I. PLEDGE OF ALLEGIANCE TO UNITED STATES AND TEXAS FLAGS] AND COURTNEY, SURPRISED? THAT'S YOU. ALL RIGHT. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. HONOR THE TEXAS FLAG. I PLEDGE ALLEGIANCE TO THE TEXAS ONE STATE UNDER GOD, ONE AND INDIVISIBLE. FANTASTIC. THANK YOU. NOW FOR OUR MISSION STATEMENT, WHICH WILL BE READ BY BOARD VICE PRESIDENT RAUL VELA. [J. MISSION STATEMENT] THE MISSION OF HAYS CISD IS TO EDUCATE, VALUE AND NURTURE STUDENTS THROUGH INNOVATIVE AND PERSONALIZED EDUCATIONAL EXPERIENCES WHILE CELEBRATING OUR DIVERSITY. THANK YOU. [K. SOCIAL CONTRACT] OUR SOCIAL CONTRACT. I'LL READ THAT TONIGHT. THE BOARD WILL SERVE AS DISTRICT AMBASSADORS, ASSUME POSITIVE AND NOBLE INTENTIONS, COLLABORATE AS A TEAM AND RESPECT THE BODY, CORPORATE, PROMOTE DISCUSSION AND RESPECT EACH OTHER'S PERSPECTIVES. BE PROFESSIONAL. ALL RIGHT. THAT BRINGS US TO PUBLIC HEARING. [L. PUBLIC HEARING] I'VE GOT TO FIND MY CHEAT SHEET, WHICH WAS PROVIDED TO ME SO KINDLY BY MISS PETREA. SO AT THIS TIME, WE WILL MOVE ON TO PUBLIC COMMENT PORTION OF OUR MEETING. AS A REMINDER, ANY MEMBER OF THE PUBLIC WHO WISHES TO ADDRESS THE BOARD IN PUBLIC FORUM, THIS IS A DIFFERENT THING. OH, I'M SORRY. SEE, I KNEW I WAS GOING TO MAKE A BAZILLION MISTAKES, SO THANK YOU FOR. THANK YOU. PUBLIC HEARING? YES. I JUMPED AHEAD. I APOLOGIZE. WE'RE ON PUBLIC HEARING THE APPLICATION FOR OPTIONAL FLEXIBLE SCHOOL DAY AT LIVE OAK ACADEMY. DID WE HAVE ANYBODY SIGN UP TO SPEAK? OKAY, SO NOW WE MOVE ON TO LETTER M THE SUPERINTENDENT REPORT, DR. [M. SUPERINTENDENT REPORT] ERIC WRIGHT. THANK YOU. PRESIDENT MCMANUS HAS A NICE RING TO IT, DOESN'T IT? OKAY, SO FIRST OF ALL, I WOULD LIKE TO THANK ALL OF THE PEOPLE THAT VOTED IN OUR TRUSTEE ELECTION AND OUR BOND ELECTION. WE REALLY APPRECIATE THE TIME AND EFFORT THAT YOU SPENT IN EDUCATING YOURSELVES AND THEN CASTING YOUR BALLOT. [00:30:04] I'M REALLY EXCITED ABOUT THE THREE PROPOSITIONS THAT PASSED IN OUR BOND ISSUE SO THAT WE CAN TAKE CARE OF OUR FAST GROWTH AND OUR STUDENTS AND OUR COMMUNITY AS WE MOVE FORWARD. AND I KNOW MAX AND THE ARCHITECTS AND HIS TEAM ARE FEVERISHLY WORKING ON A MASTER SCHEDULE THAT WE WILL BE GETTING TO YOU GUYS SOON AS FAR AS WHICH PROJECTS WILL BEGIN IN A PRIORITIZED MANNER. AND SO THAT WILL BE ROLLING OUT SOON. AND SO JUST WANTED TO SAY THANK YOU TO EVERYONE THAT VOTED ON THAT. AS FAR AS THE LEGISLATIVE UPDATE, WE APPEAR TO BE HOSTAGE TO THE NEGOTIATIONS FROM THE GOVERNOR'S OFFICE AND THE LIEUTENANT GOVERNOR'S OFFICE AND THE HOUSE AND THE SENATE. AND RIGHT NOW, VOUCHERS ARE WINNING SUPPORT ON THE SENATE SIDE, NOT SO MUCH ON THE HOUSE SIDE. AND EVERYTHING ELSE THAT IS SCHEDULED TO BE VOTED ON IS KIND OF IN LIMBO UNTIL THAT GETS WORKED OUT. THE GOVERNOR CAME OUT LAST NIGHT AHEAD OF THE HEARING AND PUBLIC ED COMMITTEE ON SENATE BILL EIGHT AND BASICALLY SAID IF THEY DIDN'T CHANGE THE BILL, HE WOULD BE CALLING FOR A SPECIAL SESSION. AND SO WHY THIS IS RELEVANT TO ALL OF US, WE WERE VERY HOPEFUL THAT WE WOULD SEE A SCHOOL FINANCE BILL THAT WOULD BE PASSED SOONER THAN LATER. AND IT LOOKS LIKE WITH THE WAY THAT THINGS ARE GOING AND OBVIOUSLY THINGS COULD CHANGE IN A HURRY, BUT IT LOOKS LIKE WE'LL BE CRAFTING OUR BUDGET BASED ON THIS YEAR'S FORMULA AND NOT WHAT THEY MAY PASS. AND SO RANDY AND I TALKED ABOUT IT. AND SO WE'RE GOING TO UTILIZE OUR GROWTH PROJECTIONS THAT WE HAD FROM OUR DEMOGRAPHER AND WE'LL BUILD OUR BUDGET BASED ON THE CURRENT MODEL THAT WE HAVE AND NOT ON A FUTURE MODEL. THAT PROBABLY IS NOT GOING TO BE DETERMINED UNTIL AFTER A LEGISLATIVE SESSION. SO I WAS HOPEFUL THAT I WOULD BE ABLE TO GIVE YOU GOOD NEWS AS FAR AS COMING TO SOME KIND OF CONSENSUS IN AUSTIN. BUT IT DOESN'T LOOK LIKE THAT THEY'RE GOING TO DO THAT ANYTIME SOON. SO WE'LL SEE WHERE WE GO FROM THERE AND SO I'M GOING TO CUT THE REPORT SHORT TONIGHT BECAUSE I HOPE TO HAVE MORE INFORMATION FROM THE SESSION NEXT MONDAY WHEN WE MEET AGAIN. SO THAT'S ALL I HAVE FOR YOU TONIGHT. THANK YOU. AS A REMINDER TO THE BOARD, WE HAVE BEFORE IN THE PAST DONE A BUDGET SESSION. AND THEN WHEN THINGS HAVE CHANGED, WE'VE QUICKLY GOTTEN BACK TOGETHER TO CATCH UP WITH THE LAW. SO IF WE END UP HAVING TO GO THAT ROUTE, THAT'S SOMETHING THAT I BELIEVE WE WOULD BE ABLE TO DO. SO THANK YOU. DOCTOR WRIGHT, DOES ANYBODY HAVE ANY QUESTIONS PERTAINING TO ANYTHING DR. WRIGHT BROUGHT UP TONIGHT? OKAY, NOW WE'RE TO THE PUBLIC FORUM. [N. PUBLIC FORUM] HOW EXCITING. OKAY, AT THIS TIME, WE WILL MOVE ON TO THE PUBLIC COMMENT PORTION OF OUR MEETING. AS A REMINDER, ANY MEMBER OF THE PUBLIC WHO WISHES TO ADDRESS THE BOARD IN PUBLIC FORUM MUST HAVE COMPLETED THE GREEN SHEET LOCATED AT THE ENTRANCE OF THE MEETING ROOM PRIOR TO THE BOARD RECONVENING IN OPEN SESSION. PUBLIC PARTICIPATION IN BOARD MEETINGS IS LIMITED TO THE PUBLIC FORUM PORTION OF THE MEETING AS PROVIDED IN BOARD POLICY. BED LOCAL. PLEASE BE AWARE THAT THE AUDIO AND VIDEO OF PUBLIC FORUM IS RECORDED AS PART OF THE RECORDING OF THE ENTIRE MEETING AND IS PUBLISHED ON THE DISTRICT'S WEBSITE WITHOUT ALTERATION. A PERSON WHO CHOOSES TO SPEAK IN PUBLIC FORUM IS CONSENTING TO THE ONLINE PUBLICATION OF THEIR COMMENTS. THANK YOU. MR. SAVOY. IT LOOKS LIKE WE HAVE ONE SPEAKER TONIGHT. ELIZABETH BURKE. YOU MAY STEP UP TO THE MICROPHONE THERE. THERE'S GOING TO BE A SWITCH ON TOP. IT'S PROBABLY NOT ON. SO CHECK TOWARDS THE VERY END AT THE TOP, TAP IT AND SEE IF WE'RE ON. THERE WE GO. OKAY, SO YOU WILL HAVE FIVE MINUTES. ALL RIGHTY. TELL US WHAT YOU [INAUDIBLE]. THANK YOU SO MUCH. I REALLY APPRECIATE THE OPPORTUNITY TO BE HERE AS A FRONTLINE EDUCATOR, JUST CONNECTING WITH THE BOARD AND THE ROLE THAT YOU PLAY IN GUIDING AND DIRECTING OUR DISTRICT. EXCITING TIMES WITH THE GROWTH THAT WE HAVE MOVING FORWARD. SO I COME THE PURPOSE OF MY COMING TODAY IS TO TALK TO YOU ABOUT THE PROPOSED CHANGES FOR THE SOCIAL BEHAVIOR INCLUSION PROGRAM. WE WERE AT A MEETING LAST MONDAY WHERE WE WERE INFORMED THAT THESE CHANGES WERE COMING FROM THE BOARD AND THOSE OF US WHO ARE TEACHERS DO HAVE CONCERNS ABOUT THE PROPOSED CHANGES. SO WE FELT LIKE IT WAS AN OPPORTUNITY. IT WAS IMPORTANT FOR US TO HAVE OUR VOICES HEARD AND OF SEVERAL OTHER TEACHERS AND OTHER TEACHERS IN THE DISTRICT HERE WITH ME TODAY, SOME OF THEM HAVE ALSO SUBMITTED LETTERS TO YOU. FIRST OF ALL, I WANT TO INTRODUCE MYSELF AS AN ADVOCATE AND EXPERT ON SUPPORTING STUDENTS WITH DISABILITIES AND MORE SPECIFICALLY, FOR STUDENTS WITH AUTISM. WITH 16 YEARS OF EXPERIENCE, MY DOCTORATE IS IN EDUCATION LEADERSHIP WITH MY DISSERTATION ON SOCIAL LEARNING TOOLS FOR BUILDING SELF-EFFICACY, ENGAGEMENT AND SOCIAL [00:35:07] INCLUSION FOR STUDENTS WITH AUTISM. AS YOU CAN SEE, I AM KNOWLEDGEABLE AND PASSIONATE ABOUT THIS TOPIC AND THAT'S WHY I WAS EXCITED TO JOIN THE TEAM HERE AT HAYS CISD. WE HAVE SEVERAL CONCERNS. ONE OF THE CONCERNS THAT I FEEL LIKE I WANT TO SPEAK UP ABOUT IS MEETING THE NEEDS OF STUDENTS WITH AUTISM. SO MY UNDERSTANDING IS THE SBI PROGRAM STARTED OUT WITH THE INTENTION OF SUPPORTING AUTISM, AND IT NOW INCLUDES OTHER DISABILITIES AS WELL. SO MY CONCERN AS WE ARE MOVING INTO GROWTH FOR THE DISTRICT IS THAT THE STUDENTS WITH AUTISM HAVE SPECIFIC LEARNING NEEDS AND BEHAVIOR SUPPORTS THAT IS VERY DIFFERENT THAN THEIR NEUROTYPICAL PEERS WITH BEHAVIOR CHALLENGES. SO RECOGNIZING THE BENEFIT OF A BLENDED PROGRAM WHEN THE DISTRICT WAS SMALLER IS UNDERSTANDABLE. BUT WHEN PLANNING FOR GROWTH AND INCREASED STUDENT NEED, DIVERSIFYING TO MEET THE NEEDS OF STUDENTS IS A MORE RESPONSIVE APPROACH. SO THAT'S MY FIRST POINT. MY SECOND POINT IS JUST UNDERSTANDING WHAT THE CURRENT DEMANDS OF THE ROLE OF THE SBI TEACHER IS CURRENTLY AT THE SCHOOL SETTING, SO IT WOULD BE BENEFICIAL FOR LEADERS WHO WILL BE MAKING THESE DECISIONS TO MEET WITH THE SBI TEACHERS AND UNDERSTANDING THE CHALLENGES THAT WE'RE CURRENTLY FACING AND ENGAGING IN PROBLEM SOLVING CONVERSATIONS AND INCLUDE ALL STAKEHOLDERS WOULD BE MOST BENEFICIAL FOR OUR STUDENTS. AS THE CHANGES WERE PRESENTED, MANY SBI TEACHERS EXPRESSED CONCERNS WITH BEING ABLE TO FULFILL THE EXPECTED RESPONSIBILITIES. SBI TEACHERS ARE AT RISK FOR BURNOUT AND HIGH TURNOVER. THE CURRENT SHORTAGE OF PRAYER PROFESSIONALS HAS ADDED AN ADDITIONAL BURDEN TO TEACHERS WHO ARE CONSCIENTIOUS AND DEDICATED TO THEIR STUDENTS. WE ARE HAVING TO ABSORB THAT ROLE, OFTEN SERVING MORE THAN JUST OUR OWN LEADERSHIP ROLES IN SUPPORTING THIS POPULATION OF STUDENT, BUT ALSO ABSORBING THOSE THAT ARE NOT HERE. SO IDEALLY, IT WOULD BE TO BRING THE TEAM MEMBERS TOGETHER TO DISCUSS, BUT TO ILLUSTRATE POSSIBLE SOLUTION. ONE IDEA THAT I WANTED TO THROW OUT THERE IS TO CONSIDER YOUR TEACHER AS THE AUTISM SPECIALIST ON YOUR CAMPUSES AND A RESOURCE FOR TEACHERS AND SPECIAL EDUCATION TEACHERS FOR SUPPORTING STUDENTS WITH AUTISM. I WAS LOOKING UP THE CDC TODAY, AND ONE OUT OF 32 EIGHT YEAR OLDS IS BEING IDENTIFIED WITH AUTISM. SO THIS IS A REAL NEED AND THAT IS GOING TO BE IMPACTING OUR DISTRICT MOVING FORWARD. YOU KNOW, THERE ARE SOME OTHER IDEAS THAT HAVE POSSIBLY OUT THERE OF MAYBE IDENTIFYING A SPECIAL ED TEACHER TO BE THE BEST TEACHER, SUPPORTING THE NEUROTYPICAL STUDENTS WITH BEHAVIOR ON CAMPUS. CURRENTLY, THOSE STUDENTS WITH BEHAVIOR NOT IN THE SBIR PROGRAM ARE BEING SUPPORTED BY A SPECIAL ED TEACHER. SO THIS MAY OR MAY NOT REQUIRE ADDITIONAL STAFF. IT DOES REQUIRE PROVIDING TRAINING FOR EACH TEACHER TO BE THE EXPERT ON THEIR CAMPUS. I ALSO SEE A NEED FOR BRINGING TRAINING TO THE TEACHERS, NOT JUST ON TRADITIONAL BEHAVIOR METHODS, BUT REALLY UNDERSTANDING THE ROLE OF SELF-EFFICACY. WHEN KIDDOS HAVE EXPERIENCES IN THE CLASSROOM WHERE THEY BELIEVE THAT THEY CAN BE A LEARNER, THEY DEVELOP TENACITY AND PERSEVERANCE. WHEN STUDENTS FEEL SAFE IN THE CULTURE OF A CLASSROOM, ESPECIALLY THOSE THAT ARE FEELING TRAUMA AND TEACHERS ARE TRAINED ON USING LANGUAGE THAT BUILDS TRUST. THOSE BEHAVIORS WILL DECREASE. I WANT US AS A CULTURE AND AS A SOCIETY TO UNDERSTAND THAT BEHAVIOR IS A MEANS OF COMMUNICATING, AND WE HAVE TO FIGURE OUT HOW TO MEET THE NEEDS OF THESE KIDS AND REPLACE THE BEHAVIORS WITH COMMUNICATION SKILLS TO BE ABLE TO IDENTIFY THEIR OWN EMOTIONAL NEEDS, TO BE ABLE TO ADVOCATE FOR WHAT THEY NEED IN THE CLASSROOM. SO I DO, YOU KNOW, COME TO THIS WITH MY I HAVE 10S. ALL RIGHT. SO I JUST PASSIONATE ABOUT THIS. I FEEL LIKE YOU'RE A VERY RESPONSIVE BOARD. THERE ARE SO MANY POSITIVE PARTS OF BEING A PART OF THE CISD FAMILY. AND I THINK IF WE WORK TOGETHER TO SUPPORT THESE STUDENTS, WE CAN ALL BE SUCCESSFUL. THANK YOU, DR. BURKE, FOR THOSE COMMENTS. REALLY APPRECIATE THAT. THERE IS AN AGENDA ITEM COMING UP LATER THAT'S GOT PBIS COMPONENT TO IT. I WOULD ENCOURAGE YOU TO STICK AROUND FOR THAT. AND THERE MAY BE AN INFORMATION ITEM ADDED AT A LATER MEETING TO SPECIFICALLY ADDRESS SBI. SO WE WILL HAVE THAT AT A AT A FUTURE MEETING. OKAY. THIS CLOSES THE PUBLIC FORUM PORTION OF OUR MEETING, AND WE'RE GOING TO CONTINUE TO MOVE THROUGH THE AGENDA HERE. NEXT UP ON THE AGENDA IS CAMPUS RECOGNITION, BUT THAT WILL BE NEXT WEEK. WE'LL GET TO I KNOW FOR MOST OF US IS OUR REALLY ONE OF OUR HIGHLIGHTS OF BEING ON THE BOARD AND NEXT WEEK IT'LL BE BUDA ELEMENTARY. LOOKING FORWARD TO THAT. AND HERE IS THAT AGENDA ITEM P, IT'S A STUDENT ACHIEVEMENT PORT. [P. STUDENT ACHIEVEMENT REPORT] [00:40:03] MISS SEDILLO, TAKE IT AWAY. FIRST OF ALL, CONGRATULATIONS, PRESIDENT MCMANUS. GOOD EVENING, MEMBERS OF THE BOARD AND DR. WRIGHT AND WELCOME MR. FLORES. THIS EVENING WE WILL GIVE YOU A HIGH LEVEL OVERVIEW OF OUR POSITIVE BEHAVIOR INTERVENTION SUPPORT SYSTEM THAT WE UTILIZE AT BOTH THE ELEMENTARY AND SECONDARY LEVELS. SO TONIGHT WE HAVE DR. DAWSON AND LASHAWN GAINES AND DEBBIE BROWN TO PROVIDE YOU SOME INFORMATION. I KNOW THAT YOU SHOULD HAVE RECEIVED YOUR REPORT. AND AGAIN, WE'D LIKE TO ANSWER QUESTIONS THAT YOU MAY HAVE RELATED TO PBIS AND THE SYSTEMS THAT WE'RE PUTTING IN PLACE TO HELP SUPPORT OUR BEHAVIOR NEEDS ON OUR CAMPUSES. SO AT THIS TIME, I'M GOING TO TURN IT OVER TO MISS BROWN AND MISS LASHAWN GAINES. THANK YOU. GOOD EVENING, PRESIDENT MCMANUS, BOARD TRUSTEES AND. SO REAL QUICK, ADMINISTRATION WE HAVE WE DO HAVE A NEW BOARD MEMBER. HE DOESN'T KNOW WHO ANY OF YOU ARE. SO IF YOU WILL TAKE A MOMENT BEFORE YOU SPEAK, INTRODUCE YOURSELF AND WHAT ROLE YOU HAVE IN THE DISTRICT. THAT WOULD BE HELPFUL. MY NAME IS DEBBIE BROWN. I'M THE DIRECTOR OF ACADEMIC SUPPORT. I SUPPORT INTERVENTION DYSLEXIA 504 HOMEBOUND AND PRE-K. WE IMPLEMENTED EMERGENT TREE TIER ONE SYSTEMS THIS FALL AT ALL OF OUR ELEMENTARY SCHOOLS. AND YOU CAN SEE. ON THIS FIRST SLIDE. MM. THANK YOU. I JUST REALIZED THAT IT WASN'T ON. OKAY. SO YOU CAN SEE ON THIS THAT WE HAVE SHOWN IMPROVEMENT IN OUR STUDENT BEHAVIORS FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR. AND IF YOU LOOK AT THE COLORS, THE GREEN INDICATES OUR TIER ONE SUPPORTS YELLOW IS TIER TWO AND RED IS TIER THREE. THE NATIONAL NORMS ARE 80% AT TIER ONE AND 2015 TO 20% AT TIER TWO AND 3 TO 5% AT TIER THREE. WE ARE CURRENTLY RIGHT NOW, WE'VE OPENED UP THE WINDOW FOR OUR END OF THE YEAR SCREENER THIS WEEK. SO IT STARTED TODAY. SO WE WILL HAVE SOME DATA FOR YOU NEXT WEEK THAT WOULD SHOW THE RESULTS FOR THE END OF THE YEAR. SO WE COULD SEE FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR. BUT OUR INFORMATION TONIGHT IS GOING TO BE ADDRESSING THE WORK THAT'S BEEN ACCOMPLISHED FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR. SO IN THAT SHORT AMOUNT OF TIME FOR BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, WE SEE A 4% INCREASE IN OVERALL HEALTH OF TIER ONE SYSTEMS. THIS FIRST YEAR OF IMPLEMENTATION, WE SEE A 2% DECREASE IN TIER THREE TWO AND TIER THREE FOR ALL OF OUR CAMPUSES. SO WE ARE BUILDING ON OUR TIER ONE SYSTEMS AND PROCESSES AND WE'VE SEEN MUCH IMPROVEMENT. THERE HAS BEEN A DECREASE IN OFFICE REFERRALS AND AN INCREASE IN 3 TO 1 POSITIVE ACKNOWLEDGMENTS. OUR CAMPUSES ARE DEFINITELY EXCEEDING OUR EXPECTATIONS AT THIS POINT IN OUR DISTRICT WIDE IMPLEMENTATION. THIS FIRST YEAR. WHEN WE'RE TRAVELING AROUND TO THE CAMPUSES AND WE'RE KIND OF TAKING A PULSE OF HOW THINGS ARE GOING, THERE'S EVIDENCE OF POSTED TIER ONE EXPECTATIONS AND SYSTEMS AROUND THE CAMPUS. WE'RE SO GRATEFUL THAT WE HAVE THE SUPPORT OF OUR CAMPUS ADMINISTRATORS, OUR TEACHERS AND OUR SUPPORT STAFF AS THEY'RE IMPLEMENTING THE EXPECTATIONS AND PROCESSES AT THEIR CAMPUSES. OUR TEAMS ARE OUR MULTI-TIERED SYSTEMS OF SUPPORT TEAMS. THEY'RE WORKING TOGETHER TO SUPPORT OUR STUDENTS STAFF, AND THEY'RE INVOLVING PARENTS AS PLANS ARE CREATED TO SUPPORT OUR KIDDOS SURROUNDING THE STUDENT WITH SUPPORT TO GROW IN THEIR SOCIAL EMOTIONAL LEARNING AND IN THEIR SOCIAL SKILLS IS A KEY COMPONENT TO WHAT WE'RE DOING WITH EMERGENT TREE. ANOTHER KEY FACTOR IS BUILDING RELATIONSHIPS AND HAVING THOSE CONNECTIONS WITH OTHERS. STUDENTS HAVE A CARING ADULT THAT THEY CAN CONNECT WITH. THAT'S REALLY IMPORTANT. ADMINISTRATORS, SUPPORT STAFF AND INTERVENTION PERSONNEL ARE MAKING AN EXCELLENT IMPACT IN STUDENTS THAT HAVE INTENSIVE BEHAVIOR NEEDS. AND EXCUSE ME, WE OPENED THE WINDOW TODAY, LIKE I SAID, FOR THOSE END OF YEAR SCREENERS. SO WE'LL BE ABLE TO PROVIDE SOME MORE INFORMATION TO YOU. ON THIS SLIDE. IT'S BROKEN DOWN BY CAMPUS AGAIN, GREEN IS TIER ONE, YELLOW IS TIER TWO AND RED IS TIER THREE. AND THIS DATA SHOWS THE OVERALL HEALTH AT OUR ELEMENTARY CAMPUSES. THE FOUNDATION HAS IMPROVED AS WE'RE WORKING TOGETHER WITH ALL OF OUR ELEMENTARY CAMPUSES TO IMPROVE THE FOUNDATION FOR OUR KIDDOS. THAT'S FOR ELEMENTARY. [00:45:01] BUBS STANDS FOR BRIDGES UNIVERSAL BEHAVIOR SCREENER. IF YOU WANTED TO KNOW WHAT THAT WAS. SO. WHAT YOU TOLD ME THAT. SO MY NAME IS BRIAN DAWSON, AND I'M THE DIRECTOR OF STUDENT SERVICES. SO I HAVE THE OPPORTUNITY TO SUPPORT DISCIPLINE ON CAMPUSES, ATTENDANCE AND WHATEVER ELSE THEY ASK ME TO SUPPORT. AND I HAVE THE HONOR OF SERVING MY FIRST YEAR HERE. IT'S BEEN AMAZING. SO PRESIDENT MCMANUS, DR. WRIGHT, THE REST OF THE BOARD, THANK YOU SO MUCH FOR THE OPPORTUNITY TO BE HERE. ALTHOUGH I AM GOING TO ADDRESS SECONDARY SCHOOLS, A LOT OF MY INFORMATION ALSO ADDRESSES ALL OF OUR CAMPUSES. FIRST AND FOREMOST, I WANT TO REMIND EVERYONE THAT WHEN WE BEGAN TO REALLY LOOK AT PBIS, IT REALLY ENCOMPASSES WHAT WE'VE ALREADY BEEN TALKING ABOUT A LOT, WHICH IS OUR MTS, THE MULTI-TIERED SYSTEM OF SUPPORTS, WHICH IS A FRAMEWORK THAT WE WORK FROM, THAT IT'S NOT A THING, IT'S A MINDSET, IT'S A SYSTEM OF SUPPORTS. AND SO WHEN WE GO THROUGH THAT PROCESS, I WANT TO MAKE SURE WE KNOW THAT PBIS IS A WHOLE LOT MORE THAN JUST GIVING PRIZES TO STUDENTS OR THROWING A PARTY FOR STUDENTS OR JUST RECOGNIZING THEM IN FRONT OF THEIR PEERS. IT'S THINKING ABOUT THE STRATEGIES, THE STRUCTURES WITHIN THE SCHOOL SYSTEM. IS IT REMINDING PEOPLE THAT PBIS IS BUILT AROUND THE MINDSET THAT EVERY SINGLE HUMAN BEING THRIVES AND STRUCTURE AND PREDICTABILITY? WE FIGHT IT LIKE CRAZY, BUT WE THRIVE IN STRUCTURE AND PREDICTABILITY. AND THE SUCCESS OF PBIS IS ESTABLISHING THE STRUCTURES THAT STUDENTS ARE GOING TO BE SUCCESSFUL IN TEACHING STUDENTS HOW TO BEHAVE, RECOGNIZING THEM WHEN THEY MAKE THE BEST CHOICES AND COACHING THEM AND TEACHING THEM WHEN THEY'RE NOT MAKING THE BEST CHOICES. AND IF YOU REFER UP HERE, IT'S ALSO IDENTIFYING TEACHING INSTRUCTIONAL PRACTICES WITHINSIDE THE CLASSROOM THAT SUPPORT OR REINFORCE PBIS STRUCTURES. AND SO WHEN WE LOOK UP HERE, IT'S STUDENTS THAT ARE DISCIPLINED. TEACHER LANGUAGE IS CRITICAL RESPONSIBILITY AND CHOICE, WHERE WE EMPOWER STUDENTS TO HAVE AGENCY OF THEIR OWN LEARNING THE WARMTH AND THE SUPPORT, CREATING THAT SAFE ENVIRONMENT FOR STUDENTS, CREATING OPPORTUNITIES FOR STUDENTS TO COLLABORATE TOGETHER AND LEARN WITH EACH OTHER, SELF-ASSESSMENT AND SELF-REFLECTION TOWARDS THEIR OWN PROGRESS. MAKING SURE IT'S A BALANCED APPROACH OF TEACHER AND STUDENT LED LEARNING. ACADEMIC PRESS. PUSHING THAT BALANCED APPROACH OF PRODUCTIVE STRUGGLE IS WHAT WE CALL IT, AND THEN COMPETENCE BUILDING, HELPING STUDENTS TO GAIN KNOWLEDGE AND UNDERSTANDING OF NOT ONLY WHAT THEY'RE LEARNING, BUT HOW TO APPLY IT AS WELL. SO IF YOU LOOK UP HERE, THESE ARE JUST EXAMPLES OF I WOULD LOVE TO SAY JUST SECONDARY, BUT IT'S NOT. THIS IS WHAT IS SEEN ACROSS ALL CAMPUSES. I'VE HAD THE AMAZING OPPORTUNITY TO VISIT OUR CAMPUSES, AND A DISCIPLINE MATRIX IS SOMETHING WHERE IT REALLY CONNECTS TO ALL THE CAMPUS, TO WHERE IT SAYS THIS IS WHAT'S EXPECTED. ACROSS OUR ENTIRE CAMPUS, WE SEE RECOGNITION OF STUDENTS THROUGH SCHOOLWIDE REWARD SYSTEMS. WE TEACH OUR STUDENTS HOW TO WORK THROUGH CONFLICT TOGETHER, CREATING OPPORTUNITIES TO TEACH CONFLICT RESOLUTION ON THEIR OWN, AS WELL AS COUNSELOR LED CLASSROOM MANAGEMENT STRATEGIES. BULLYING PREVENTION. OUR GOAL IS TO HELP STUDENTS PREVENT IT BEFORE IT BECOMES A HUGE ISSUE. AS WELL AS HELPING TRACK AND GATHER DATA APPROPRIATELY, USING DATA AS WAYS TO IDENTIFY INTERVENTIONS TO HELP SUPPORT OUR STUDENTS, AND FINDING WAYS TO CREATE ALTERNATIVES TO SUSPENSION. BECAUSE WE WANT TO REMIND OUR PRINCIPALS AND OUR STAFF THAT IF STUDENTS ARE SUSPENDED OFF CAMPUS, THEY'RE NOT IN CLASS LEARNING. AND THEN THE LAST THING IS A PLAN FOR ACTUALLY SHARING OUT OUR DATA BECAUSE WE THINK IT'S REALLY IMPORTANT TO COMMUNICATE TO OUR STAKEHOLDERS HOW WE'RE DOING. SO AS WE GO THROUGH THIS JUST THIS YEAR, WE'VE SEEN PROOF THAT WHAT OUR CAMPUSES ARE IMPLEMENTING HAS MADE IMPACT ON ALL OF THESE THAT ARE LISTED HERE. SO ONE THING THAT I REALLY FEEL LIKE OUR PRINCIPLES HAVE DONE WELL WITH OUR ASSISTANT PRINCIPALS HAS CREATED A COORDINATED LEADERSHIP PLAN AND HAVE REALLY WORKED HARD TO BRING FAMILIES IN AS PARTNERS. SO WHERE WE WANT TO GO NEXT YEAR. WE DON'T WANT TO THROW ANYTHING OUT. WHAT WE DO WANT TO DO, WHAT WE DO WANT TO FOCUS ON IS BUILDING SUSTAINABILITY, CREATING SYSTEMS AND STRUCTURES SO THAT WE CAN CONTINUE. WE ALSO WANT TO WORK ON IDENTIFYING HOW WE CAN BUILD COHERENCY ACROSS OUR CAMPUSES, HOW WE CAN REFINE WHAT WE'RE DOING, IDENTIFY WHERE OUR STRONGEST CAMPUSES ARE, HELP TAKE ADVANTAGE OF, AND LEVERAGING THOSE PRACTICES AND BUILD CONTINUITY ACROSS OUR DISTRICT. THE OTHER PART THAT WE WANT TO MAKE SURE WE CAN DO IS MAKE SURE THAT WE BUILD CONNECTIVITY BETWEEN DIFFERENT THINGS THAT ARE HAPPENING, HELPING US UNDERSTAND THAT. HELPING US UNDERSTAND THAT PBIS AND SEL AND RESTORATIVE PRACTICES ALL WORK IN CONCERT TOGETHER INSTEAD OF APPROACHING THEM ALL AS COMPLETELY SEPARATE THINGS. WE WANT TO PUT THEM ALL IN THE MINDSET OF HOW THEY SUPPORT EACH OTHER, AND THEY ALL DO. AND LASTLY, WE WANT TO MAKE SURE THAT WE'RE USING OUR DATA APPROPRIATELY TO INFORM OUR PRACTICE. I BELIEVE CURRENTLY WE ARE DATA RICH, BUT AT TIMES WE'RE INFORMATION POOR BECAUSE WE'RE NOT USING OUR DATA TO THE BEST WE CAN. [00:50:07] AND SO I WANT TO WORK WITH OUR PRINCIPALS AND OUR ASSISTANT PRINCIPALS TO ENSURE THAT WE'RE INFORMING EVERYTHING WE'RE DOING TO BEST SERVE THE NEEDS OF OUR TEACHERS AND OUR STUDENTS. AND SO THAT IS OUR INFORMATION. ANYTHING ELSE ON THAT PART? MS. SEDILLO ANYTHING ELSE, OR ARE YOU READY FOR QUESTIONS? OKAY. I FEEL LIKE THERE'S PROBABLY GOING TO BE SOME. SO I DID FORGET ONE THING. I'M SO SORRY. UM, ONE OF THE THINGS I WANTED TO BRAG ABOUT OUR CAMPUSES. LOOKING AT OUR DISCIPLINARY REFERRALS, WE DID DECREASE SIGNIFICANTLY. THE INFORMATION IS NOT IN YOUR PACKET. THAT'S WHY I FORGOT TO TELL YOU. UM, THIS YEAR ALONE, WE HAD 11,746 CLASSROOM MANAGED DISCIPLINE INCIDENCES. AND WHAT THAT MEANS IS BECAUSE OF THE DIFFERENT THINGS THAT WE PROVIDED AS STRATEGIES AND SUPPORTS FOR TEACHERS TO USE INSIDE OF THE CLASSROOM. THE STUDENT DISCIPLINE REFERRALS DECREASED BY THAT MUCH BECAUSE THE TEACHERS WERE ABLE TO SUPPORT STUDENTS AND ABLE TO MANAGE THE DISCIPLINE WITHIN THE CLASSROOM. AND SO THEREFORE, 11,746 STUDENT SUPPORTS WERE DOCUMENTED RATHER THAN 11,000 DISCIPLINE REFERRALS BEING DOCUMENTED. SO I JUST WANTED TO BE ABLE TO BRAG ABOUT THAT FOR OUR TEACHERS WHO ARE DOING A GREAT JOB. OKAY. THANK YOU. OKAY. NOW FOR SOME QUESTIONS. MRS. OROSCO. YES, I HAVE SEVERAL QUESTIONS. I'M GOING TO START OFF WITH STUDENTS THAT ARE IN THE MTS PROCESS AND HOW THEY COME MOSTLY FROM THE GENERAL POPULATION. CORRECT. THAT ARE BEING SERVICED THROUGH THIS CHECK IN CHECK OUT PROCESS. I WANT TO TALK A LITTLE BIT ABOUT THAT. I KNOW IT WAS MENTIONED THAT THE BOARD HAD MADE A DECISION TO HAVE THE BEHAVIOR SPECIALIST AND THE SBI PROGRAM CHANGE. I JUST WANT TO CLARIFY FOR THE RECORD, THE BOARD DOES NOT DO PROGRAM CHANGES. SO LET US BE CLEAR THAT THE BOARD DOES NOT MAKE THOSE CHANGES AND OUR NAME IS OFTEN INVOKED AND IT SHOULDN'T BE. SO JUST TO BE CLEAR FOR THE AUDIENCE, THE BOARD DOES NOT MAKE PROGRAM CHANGES, SO I AM REQUESTING AN AGENDA ITEM BE PUT ON FOR NEXT TIME. IN REGARDS TO THE SBI BEHAVIOR SPECIALIST, AN INFORMATIONAL ITEM TO MAKE SURE TO GIVE US A CLEAR IDEA AND TIMELINE AND EVERYTHING ASSOCIATED WITH THAT PROGRAM CHANGE AND THE IMPACT. AND I'LL GET MORE DETAIL IN A LITTLE BIT. BUT MOVING FROM THERE, I WANT TO TALK ABOUT THE SCREENER, RIGHT? YOUR BRIDGES, UNIVERSAL BEHAVIOR SCREENER. TELL ME A LITTLE BIT ABOUT WHAT THAT SCREENER LOOKS LIKE, WHAT IT MEASURES AND WHAT IT ASKS. OKAY. THE SCREENER ADDRESSES THREE AREAS SAFETY, RESPECTFUL AND RESPONSIBILITY. AND IT TAKES THE TEACHERS ROUGHLY 20 MINUTES TO DO THEIR TWO. I'M SORRY I MISSED ONE. SAFETY, RESPECT, AND RESPONSIBILITY. THOSE ARE THE THREE AREAS. AND IT'S A RUBRIC OF SORTS. IT'S A SCALE FROM 1 TO 5. AND THE TEACHERS ARE RATING EACH INDIVIDUAL STUDENT IN THOSE THREE AREAS. AND IS THAT AN ONLINE OR IS THAT A PAPER? IT'S ONLINE. THAT WAS A GOOD QUESTION. IT'S A SOFTWARE PROGRAM THAT INPUT INFORMATION IN. SO A TEACHER IS DOING THIS FOR EACH STUDENT IN HER CLASS. CORRECT. IS INPUTTING INFORMATION. SO 20 MINUTES FOR EACH STUDENT? NO, 20 MINUTES OR LESS. TOTAL FOR THEIR WHOLE CLASS. FOR THE WHOLE CLASS? YES, MA'AM. OKAY. AND WHERE DO YOU GET THAT? WHERE DO YOU GET THAT AVERAGE OF 20 MINUTES OR SO? BECAUSE PEOPLE OFTEN SAY IT'S ONLY GOING TO BE 20 MINUTES THAT THE TEACHER'S TAKING. AND IN ACTUALITY, IT'S NOT. AND I KNOW AS A FORMER TEACHER IN THIS DISTRICT, WE WERE SADDLED WITH A LOT OF MORE DUTIES AND RESPONSIBILITIES. YES, MA'AM. AND PEOPLE WOULD BE DISMISSIVE AND SAY, OH, IT'S JUST FIVE MINUTES, FIVE MINUTES HERE, FIVE MINUTES THERE. WELL, IT ALL ADDS UP. SO TELL ME EXACTLY WHAT THE WINDOW LOOKS LIKE FOR THIS. AND I REALLY WOULD LIKE TO KNOW SOME REAL DATA ON HOW LONG THIS IS TAKING TEACHERS TO PUT IN THE SYSTEM. I CAN ANSWER BOTH OF YOUR QUESTIONS. PERFECT. THE WINDOW OPEN TODAY. IT CLOSES ON FRIDAY, SO THEY HAVE FIVE DAYS TO INPUT THE DATA FOR THOSE THREE AREAS FOR EACH OF THE STUDENTS IN THEIR CLASS. AND HOW I KNOW THAT IS ABOUT THE AVERAGE 20 MINUTES OR LESS IS BECAUSE WE ARE ABLE TO WORK WITH EMERGENCY PERSONNEL AND THEY HAVE A WAY TO RUN THE LOGISTICS ON THE BACK END TO GIVE US AN AMOUNT OF TIME THAT IT TAKES THE TEACHER TO INPUT FOR HIS OR HER CLASS. OKAY. SO THE WINDOW IS FOR FIVE DAYS. AND WHEN DO THEY DO THIS? WHO'S WATCHING THEIR CLASS? THEY'RE DOING IT DURING THEIR CONFERENCE TIME. WHEN ARE THEY INPUTTING THIS INFORMATION? THAT IS NOT I MEAN, THAT'S NOT A MICROMANAGED DECISION. [00:55:03] SO IT CAN BE WHEN THEY ARE ON THEIR CONFERENCE TIME OR NOT ON THEIR CONFERENCE TIME. IT COULD BE WHEN THEY'RE WORKING LIKE THE KIDDOS ARE WORKING INDEPENDENTLY. OKAY. SO EMERGENT TREE DOES HAVE THAT DATA. I WOULD LIKE TO SEE THE DATA OF HOW MRS. RUNKLE AND YOU CAN TAKE MY QUESTION DOWN. I WOULD LIKE TO SEE THE DATA ON HOW LONG IT TAKES FOR TEACHERS TO INPUT THIS INFORMATION ON BECAUSE 20 MINUTES OR LESS. AND IF YOU HAVE 22 STUDENTS, HOW MANY QUESTIONS OR HOW MANY DATA POINTS ARE THEY CAPTURING? THEY'RE ONLY ADDRESSING THOSE THREE AREAS. SO THEY'RE MEASURING SAFETY, RESPECT, RESPONSIBILITY, AND THEY'RE JUST MEASURING IT ON A SCALE OF ONE THROUGH FIVE, YOU SAID SO I WOULD SAY MR. MCMANUS ON SAFETY. HE IS SAFE. HE'S A FIVE AND HE'S A ONE IN RESPECT AND A THREE IN RESPONSIBILITY. THAT'S ALL THEY HAVE TO INPUT. THEY DON'T HAVE TO INPUT ANY COMMENTS OR ANYTHING ELSE. THERE ARE NO COMMENTS. INPUTTED OKAY. SO YES, I WOULD LIKE TO SEE THE DATA ON THAT, ON HOW LONG THAT TAKES. AND SO IT'S JUST A ONE THROUGH FIVE RATING SYSTEM. YES, MA'AM. OKAY, GREAT. THAT WAS MY QUESTION ON THAT. THE OTHER QUESTION THAT I HAVE IS ON THE EMTS WHO MAKES UP THIS TEAM. YOU TALKED ABOUT THE TEAM ON EACH CAMPUS. WHO MAKES UP THE EMTS TEAM? WELL, IT CAN BE A BIT DIFFERENT AT EACH CAMPUS, BUT AT THE BARE MINIMUM, IT'S GOING TO BE YOUR EMTS FACILITATOR. IT'S GOING TO BE THE CLASSROOM TEACHER, THE PARENT. AT TIMES. IT COULD ALSO INCLUDE AN ADMINISTRATOR. IT COULD ALSO INCLUDE A COUNSELOR, A NURSE, AN INTERVENTIONIST, A DYSLEXIA TEACHER. IT JUST DEPENDS ON EACH INDIVIDUAL STUDENT AND WHY THEY'RE COMING TO THE TABLE. THAT'S WHY I TALK ABOUT A LOT IS WHO NEEDS TO BE AT THE TABLE AND THAT'S THE PERSON THAT'S SERVING THAT STUDENT OR HAS OR POTENTIALLY WILL BE SERVING THAT STUDENT BECAUSE THEY HAVE EXPERTISE IN THAT CERTAIN AREA. IT COULD ALSO INCLUDE THE BEHAVIOR PARAPROFESSIONAL THAT WE'VE HIRED FOR THIS YEAR, BECAUSE IF THEY'VE BEEN WORKING WITH THE STUDENT, THEN THEY WOULD HAVE SOME VALUABLE INFORMATION TO BRING TO THE TABLE. SO IT VARIES CAMPUS TO CAMPUS EVER SO SLIGHTLY DEPENDING ON THE INDIVIDUAL STUDENT AND WHO IS CURRENTLY SERVING THAT STUDENT OR WILL BE SERVING THAT STUDENT. I WOULD LIKE TO KNOW WHAT EMTS AS EACH CAMPUS LOOKS LIKE. I WANT TO KNOW WHO'S ON THAT COMMITTEE FOR EACH CAMPUS. AND ALSO WHO TRACKS THE PLANS. BECAUSE I AM HEARING A LITTLE BIT ABOUT INTERVENTION TEACHERS BEING UTILIZED TO TRACK AND TO DO ALL THE PLANS ASSOCIATED WITH THIS, TAKING UP THEIR MATH AND READING INTERVENTION TIME BECAUSE THEY'RE WORKING ON THIS PLANNING PROCESS. SO TALK TO ME A LITTLE BIT ABOUT WHO TRACKS, WHO DOES THE PLANNING AND TRACKS THE STUDENT INPUTS INFORMATION ON THAT STUDENT, THE PERSON THAT SERVES EACH INDIVIDUAL STUDENT IN TIER TWO OR TIER THREE IS THE ONE WHO IS DOCUMENTING THAT INFORMATION IN A PROGRAM WE CALL THAT WE USE CALLED SUCCESS EDITOR. SO IT'S THE INDIVIDUAL PERSON. IT COULD BE THE TEACHER OR THE INTERVENTIONIST IF THEY'RE THE ONE THAT'S SERVING THAT STUDENT. SO DEPENDING ON WHAT TIER THEY'RE AT, IT WILL BE THE TEACHER OR THE INTERVENTIONIST. AND I THINK THAT'S WHERE A LITTLE OF THE CONCERN WAS COMING FROM. AND DEFINITELY I CAN SUBMIT MORE INFORMATION LATER. I'M JUST. HOW MANY STUDENTS ON AVERAGE, HOW MANY STUDENTS ARE IN THE MTS PROCESS AT EACH CAMPUS? I DO HAVE THAT INFORMATION FOR YOU. I COULD GET IT FOR YOU AT A LATER TIME. OKAY. FOR SURE. BECAUSE I'M WONDERING AND I KNOW MY INTERVENTION TEACHERS OUT THERE WHO WOULD SAY, WELL, THAT'S A LOT OF STUDENTS THAT I HAVE TO AGAIN, THAT I HAVE TO TRACK FOR, THAT I DIDN'T HAVE TO TRACK FOR BEFORE. THEREFORE, IT IS TAKING ME AWAY FROM MY TIER THREE TIME OF ACTUALLY PROVIDING SERVICES WHEN I HAVE TO ENTER ALL THIS DATA. SO I WANT TO KNOW WHAT THAT LOOKS LIKE ON SUCCESS ED MS. RUNKLE. I WANT TO KNOW WHAT IT WHAT IT LOOKS LIKE, WHAT IS ALL THE INFORMATION THEY NEED TO PUT IN AND WHAT KIND OF TIME ARE WE LOOKING AT IN REGARDS TO IS IT ONCE A WEEK? IS IT MONTHLY? HOW MUCH TIME ARE OUR INTERVENTIONISTS SPENDING? BECAUSE I'M LOOKING AT TIER THREE, RIGHT? HOW MUCH TIME ARE THEY SPENDING ON THAT? SO WHAT KIND OF PERCENTAGE ARE WE LOOKING AT WHEN IT COMES TO PERCENTAGE ACTUALLY SERVING STUDENTS AND ENTERING ALL THIS DATA? DID THAT MAKE SENSE? YOU GOT IT. OKAY, GREAT. THANK YOU. OKAY. THANK YOU. MRS. OROSCO. MR. VELA. YEAH. SO, MISS BROWN, THANK YOU. THERE'S A LOT OF INFORMATION HERE. THANK YOU FOR MS. OROSCO FOR ALL THOSE QUESTIONS. THERE WAS ACTUALLY A COUPLE THAT WERE TAKEN THAT WERE ON MY MIND AS WELL. [01:00:02] I'M LOOKING AT THE CHART ON THE BUBS DATA. AND OF COURSE, YOU KNOW, MY EYES KIND OF DIRECTLY FOCUS TO THAT HIGHER PERCENTAGE. DO WE HAVE A COMPARISON YEAR OVER YEAR VERSUS, YOU KNOW, CAMPUS BY CAMPUS? I KNOW MISS OROSCO MENTIONED ABOUT PLANS LIKE WHAT IMPROVEMENTS DO WE SEE FROM ONE YEAR OVER THE NEXT BY CAMPUS? OKAY. SO LAST YEAR IN THIS TIME LAST YEAR, WE DID THE UNIVERSAL SCREENER FOR BEHAVIOR FOR THE FIRST TIME IN THE SPRING. AND SO WE WILL BE ABLE TO LOOK AT LAST YEAR'S DATA AND THEN THE ONE THAT FINISHES THIS WEEK, WE WILL HAVE THAT COMPARISON DATA FOR YOU. OKAY, GREAT. AND WHEN WOULD WE GET TO SEE THAT? HOW SOON WOULD THAT BE AVAILABLE? WELL, THE WINDOW ENDS ON FRIDAY SO WE CAN START ANALYZING THE DATA NEXT WEEK. OKAY. AND SO LET'S SAY THAT WE ANALYZE THE DATA. I KNOW WE GOT TO, YOU KNOW, JUST KIND OF DO SOME COMPARISONS. WHAT ARE THE NEXT STEPS AFTER THAT? IF WE SEE THAT A CAMPUS DROPPED OR DIDN'T GO THE DIRECTION THAT WE WANT THEM TO GO IN TERMS OF THE RISK CATEGORIES OR THE TIER CATEGORIES, WHAT IS THAT NEXT STEP LOOK LIKE? SO AT CAMPUS LEVEL, THAT'S WHAT IT LOOKS. WE DO DISAGGREGATE DISAGGREGATING OF DATA AT THE DISTRICT LEVEL, BUT TO GET A LITTLE BIT MORE GRANULAR, THE CAMPUSES AS AN INDIVIDUAL CAMPUS GO THROUGH THAT DATA, THEY ANALYZE, THEY REVIEW THE RESULTS. YOU CAN DO IT IN A LOT OF DIFFERENT WAYS. YOU CAN DO IT BY STUDENT, YOU CAN BY TEACHER. THE STUDENTS WITHIN THAT ONE TEACHER'S CLASS, YOU CAN SEE IF THERE'S BEEN DRAMATIC CHANGES AND THE RESULTS FROM EACH OF THE ADMINISTRATIONS THAT WE'VE DONE. SO WE'LL BE LOOKING AT THAT. BUT THE CAMPUS ALSO WILL BE DOING THAT DATA DIG AS WELL. OKAY, GREAT. AND THEN AGAIN, IF WE DID IT FOR THE FIRST TIME LAST YEAR, HISTORICALLY, WHAT HAVE WE DONE FOR THESE TYPES OF SCREENERS OR THIS TYPE OF. WE HAVE NOT. WE HAVE EMERGENCY IS OUR INTRODUCTION TO A UNIVERSAL SCREENER FOR BEHAVIOR. OKAY, GREAT. THANK YOU. ALL RIGHT. THANK YOU. MR. VELA. MS. RUNKLE. THANK YOU. MISS BROWN. WHEN WILL THE INFORMATION BE AVAILABLE FROM THIS FOR THE END OF YEAR SCREENER? WE WILL. THE WINDOW CLOSES ON FRIDAY, BUT WHEN WILL YOU HAVE THAT TO US? WE'RE GOING TO TRY TO GET THAT TO YOU GUYS NEXT WEEK. PERFECT. OKAY. SO ONE, LET ME JUST KIND OF TOUCH. THANK YOU FOR THE INFORMATION ON PBIS. THAT'S A LOT OF DATA. I'M GOING TO HAVE MORE QUESTIONS THAT WE'LL SUBMIT. BUT ALSO TO TO ADD TO THE SEL PIECE, I KNOW THAT I'VE ASKED THIS LIKE SEVERAL TIMES, AND I'M GOING TO ASK IT AGAIN, AND I DON'T WANT TO HAVE TO ASK IT AGAIN, BUT I'VE ASKED FOR THE SEL PROGRAMS TO BE ADDED ON TO THE WEBSITE BY PROGRAM AND BY FEEDER PATTERN. I WANT OUR COMMUNITY, I WANT OUR PARENTS, AND I WANT OUR STUDENTS TO SEE THE SEL PROGRAMS THAT ARE WITHIN THE CAMPUS. AND I KNOW THAT IS AN UNDERTAKING, BUT I'VE ASKED FOR IT LIKE SEVERAL MEETINGS AND IT STILL HASN'T HAPPENED. AND I DON'T WANT TO BE MADE OUT TO BE A LIAR TO PEOPLE. WHEN I TELL PEOPLE IT'S COMING, IT'S COMING. WE'RE GOING TO HAVE IT POSTED. SO IF WE COULD PLEASE WORK ON THAT AND MAKING SURE THAT WE DO, WE DO THAT. THAT WOULD BE GREAT. WE'VE HEARD A LOT. WE'VE HEARD FROM A LOT OF, YOU KNOW, STAFF AROUND OUR DISTRICT AND AROUND OUR CAMPUSES REGARDING SBI BEHAVIORAL SPECIALISTS. I MEAN, WE KNOW THAT BEHAVIOR IS NOT CHANGING. WE KNOW THAT IT'S ACTUALLY GETTING WORSE. WE KNOW THAT WE'RE DEALING WITH A LOT MORE BEHAVIORAL ISSUES THAN WE EVER HAVE IN THE PAST. SO I UNDERSTAND THE NEED TO GET CREATIVE. BUT I ALSO KNOW THAT WITH, YOU KNOW, CREATIVITY TAKES BUY IN FROM ALL STAKEHOLDERS THAT ARE INVOLVED. AND THAT'S REALLY WHAT'S IMPORTANT TO ME. AND I KNOW THAT THAT'S IMPORTANT TO OTHER BOARD MEMBERS AS WELL. AND JUST LIKE MRS. OROSCO SAID, WE AS A BOARD, WE DO NOT MAKE POLICY CHANGES. DO WE HEAR ABOUT THEM AND DO WE CARE ABOUT THEM WHEN THINGS ARE NOT RIGHT OR PEOPLE ARE NOT COMFORTABLE WITH WHAT'S HAPPENING? ABSOLUTELY. AND WE WANT TO HEAR ABOUT IT. BUT WITH THAT SAID, I AND MRS. SEDILLO, MAYBE YOU WANT TO SPEAK TO THIS, BUT YOU KNOW, WE HAVE A LOT IN THE AUDIENCE HERE. WE'VE WE'RE IN RECEIPT OF SOME EMAILS. I KNOW WE'RE GOING TO ADD IT TO THE AGENDA, TO THE AGENDA. BUT AT THE SAME, I WANT TO KNOW THAT YOU'RE GOING TO MEET WITH THESE INDIVIDUALS AND THAT THERE'S GOING TO BE A COLLECTIVE CONVERSATION BEFORE YOU MEET WITH US AGAIN, REAL QUICK FOR CLARIFICATION. PROGRAM CHANGES IS WHAT THE BOARD DOES NOT. SORRY. I'M SORRY. DID I SAY POLICY? YES, I DID NOT MEAN THAT. DO NOT HOLD ME TO THAT. NOT A THANK YOU MR. MCMANUS. THANKS. YOU'RE ABSOLUTELY RIGHT. BUT YES, WE'VE HEARD FROM A LOT. AND IT'S JUST, YOU KNOW, FOR PEOPLE THAT ARE IN THE FRONT LINES OF IT, IT'S IMPORTANT TO TO GET THEIR INPUT. ABSOLUTELY. IT WAS MY UNDERSTANDING THAT WE HAD MET WITH OUR TEACHERS LAST WEEK. AND SO BASED ON THE EMAILS THAT WE HAVE RECEIVED AND THE CONCERNS THAT WE'VE HEARD, I THINK IT'S GOING TO BE IMPORTANT THAT WE MEET WITH THEM, OR AT LEAST I HAVE SOME TIME TO MEET WITH THEM TO REALLY GET THEIR INPUT. AND SO THAT IS OUR PLAN MOVING FORWARD. AND THEN HEARING FROM ONE OF OUR WONDERFUL TEACHERS THIS EVENING UNDERSTAND THAT THERE ARE SOME CONCERNS. SO I'D LIKE TO JUST HEAR FROM THEM JUST TO GET A GOOD FEEL. [01:05:04] AND BY THE WAY, JUST SO OUR TEACHERS KNOW, IS THAT OUR BOARD DID NOT MAKE THAT DECISION WHATSOEVER. IT WAS SOMETHING THAT WE WERE LOOKING AT TO MAKE SURE THAT WE WERE SUPPORTING ALL STUDENTS, ALL GEN ED AND SPED STUDENTS, AND REALLY LOOKING AT A STRATEGIC WAY OF UTILIZING OUR STAFFING. AND SO BUT I KNOW WITH ANY KIND OF CHANGE, THERE ARE CONCERNS. AND WITH ALL DUE RESPECT TO OUR TEACHERS, I'D LIKE TO GIVE THEM SOME TIME SO I CAN HEAR THEIR CONCERNS AND THEN I'LL HAVE TO COME BACK AND VISIT WITH DR. WRIGHT AND OUR CHIEF OF AIR TO LET THEM KNOW WHAT IT IS THAT WE NEED TO DO. WE MAY NEED TO PIVOT. AND SO THAT'S ALWAYS A CONSIDERATION THAT WE HAVE TO MAKE. BUT I WOULD LIKE TO HEAR FROM THEM JUST TO FIND OUT WHAT THEIR BIGGEST CONCERNS AND FEARS ARE RELATED TO THIS CHANGE. BUT AGAIN, I JUST I WILL ASSURE YOU, MISS RUNKLE, THAT WE WILL DEFINITELY HAVE A MEETING PRIOR TO NEXT WEEK. IF I CAN GET IT IN THIS WEEK, I WILL DO SO AND GIVE YOU AN UPDATE ABOUT THAT MEETING BEFORE ANY CHANGES MADE. AND MRS. SEDILLO, WILL THAT INCLUDE SBI TEACHERS, BEHAVIORAL SPECIALISTS AND PARAS THAT ARE ALL INVOLVED IN THIS DECISION? SO WE WILL DEFINITELY MEET WITH OUR TEACHERS AND OUR BEHAVIOR SPECIALIST. I'D LIKE TO MEET WITH OUR BOTH GROUPS TOGETHER AND THEN IF WE NEED TO, WE WILL MEET WITH OUR BEHAVIOR PARAS. OKAY. I APPRECIATE THAT. THANK YOU. YOU'RE WELCOME. THANK YOU, MISS RUNKLE. MR. SEVERANCE. GREAT. THANK YOU. OKAY, SO I HAVE JUST A COUPLE OF TECHNICAL AND TIME QUESTIONS. SO EMERGENT [INAUDIBLE], NEW NET LAST YEAR, RIGHT? SO THE SUCCESS DOCUMENT, TELL ME EXACTLY WHAT HAPPENS WITH THAT DOCUMENT, WHAT THESE TEACHERS USE IN THAT DOCUMENT FOR WHAT THEY'RE USING IT FOR? YES. OKAY. SO IT IS A WAY FOR US TO, IF YOU WILL, CATALOG THE INTERVENTION, SUPPORT THAT A STUDENT IS GIVEN. SO IT HAS YOU RECORD. WHAT IS THE STRATEGY YOU'RE WORKING ON THE AREA OF CONCERN, WHAT IS THE DURATION AND THE FREQUENCY TO WHICH YOU'RE WORKING WITH THAT STUDENT ON A WEEKLY BASIS? AND THEN IT TELLS YOU THE GOAL THAT YOU'RE STRIVING FOR. IT ALSO YOU INPUT THE PROGRESS MONITORING. SO EVERY OTHER WEEK OR EVERY WEEK YOU'RE DOING PROGRESS MONITORING PROBES WITH STUDENTS AND YOU'RE RECORDING THAT. AND THEN FROM THERE YOU'RE PUTTING YOU'RE RECORDING THE PROGRESS THAT STUDENT IS MAKING OR THE LACK OF PROGRESS THAT STUDENT IS MAKING. WHEN YOU MOVE TO TIER THREE, WELL, IT'S DIFFERENT FOR BEHAVIOR SLIGHTLY FROM TIER ONE TO TIER TWO. IF THERE'S A BEHAVIOR CONCERN, THERE'S A FORMALIZED MEETING WITH THE PARENT INVOLVED AND YOU'RE DISCUSSING THAT. IF YOU'RE MOVING FROM TIER TWO TO TIER THREE FOR ACADEMICS, THAT'S WHEN A FORMALIZED MEETING IS HELD WITH THE PARENT. YOU HAVE CONVERSATIONS WITH THE PARENT REGARDLESS OF WHAT TIER THAT STUDENT'S ON. BUT I'M SAYING THERE'S A FORMAL MEETING AT THE CAMPUS OR ON ZOOM THAT INCLUDES ALL THE PEOPLE THAT WE SAY COME TO THE TABLE DEPENDING ON WHAT THEIR NEEDS ARE. AND SO YOU'RE DOCUMENTING THAT. SO THAT YEAR OVER YEAR YOU CAN HAVE THAT INFORMATION TO REFER TO. IF A STUDENT IS NOT MAKING PROGRESS YEAR OVER YEAR AND WHAT IS THE SUPPORT THAT'S BEEN PROVIDED? OKAY. AND SO IS THAT DIFFERENT THAN THE 20 MINUTE INPUT THAT THEY HAVE TO ALSO DO FOR THIS SCREENER? FOR THE SCREENER? YES. RIGHT. SO THAT IS SEPARATE. OKAY. THAT'S TWO DIFFERENT THINGS. YEAH. OKAY. SO BEFORE LAST YEAR, WHAT DID TEACHERS DO TO DOCUMENT ALL OF THIS? THEY WERE USING SUCCESS SAID THIS IS OUR THIRD YEAR OF IMPLEMENTATION. OKAY. AND SO THAT'S A PROGRAM THAT I MEAN, WHAT'S THE TIME TO INPUT FOR EACH KIDDO ON THAT PROGRAM THAT IS DEPENDENT UPON THE INDIVIDUAL PERSON THAT'S INPUTTING? I CAN'T TELL YOU THAT. I DON'T HAVE ANY WAY TO GAUGE HOW LONG IT WOULD TAKE, BUT THERE ARE DIFFERENT SECTIONS THAT YOU'RE USING. SO YOU'RE PUTTING THE ATTENDANCE OF WHO'S IN THE MEETING, YOU'RE PUTTING, WHAT IS YOUR AREA OF CONCERN YOU'RE PUTTING, WHAT IS YOUR PROGRESS MONITORING, YOU'RE PUTTING RECOMMENDATIONS. SO THERE ARE DIFFERENT SECTIONS AND THERE'S DROPDOWN SCREENS AND YOU'RE SELECTING FROM WITHIN THAT. AND DO THEY HAVE TO USE THAT DOCUMENT? THAT IS HOW YOU DOCUMENT THAT THEY CAN'T USE THEIR OWN. I MEAN, I'M SURE THEY DID. THERE WAS A WAY THAT THEY DID IT FOR MANY YEARS BEFORE THAT, BUT BEFORE THAT, THEY HAVE TO USE THIS DOCUMENT. THEY YES, THAT IS THE PROGRAM IN WHICH WE ARE HOUSING ALL OF THE INFORMATION. AND I'M ONLY ASKING IT BECAUSE I JUST WANT TO MAKE SURE THAT IT'S JUST NOT 20 MINUTES, NO INPUT. I MEAN, IT'S TWO SEPARATE THINGS. TWO SEPARATE THINGS. THE SAME, KIDDO. BUT IT'S A LOT MORE THAN JUST. SO I JUST WANT TO MAKE SURE THAT WE JUST DON'T BALANCE HOW HARD WHATEVER CHANGES WE'RE DOING THAT IT'S JUST 20 MINUTES TO THE TEACHER. OH, ABSOLUTELY. I WANT TO MAKE SURE THAT WE IT'S A LOT MORE THAN THAT, ESPECIALLY IF THEY HAVE TO DO MULTIPLE ALL THAT WORK IN SEPARATE DOCUMENTS. AND I AM LOOKING FORWARD TO THE MEETINGS NEXT WEEK TO UNDERSTAND JUST THE DIFFERENCES WITH WHAT'S BEEN DONE THIS YEAR AND WHAT WE'RE GOING TO DO FOR NEXT YEAR. SO THANK YOU FOR THAT. AND THE LAST THING IS ON PRE-K IS THIS DO YOU DO PRE-K? IS THAT INCLUDED IN THE ELEMENTARY? [01:10:01] THESE NUMBERS INCLUDE PRE-K. YES. COME ON UP, SEAN. THIS IS MY PARTNER. MY PARTNER. SHE'S MY PARTNER IN ALL THINGS. HELLO. MY NAME IS LASHAWN GAINES AND I AM THE EARLY INTERVENTION COORDINATOR. STEP UP TO THE MIC JUST A LITTLE BIT MORE. THERE YOU GO. MY NAME IS LASHAWN GAINES AND I'M THE EARLY INTERVENTION COORDINATOR. IT'S A PLEASURE TO BE HERE WITH YOU. WITH ALL OF YOU TODAY. OKAY. WELL, I'M JUST CURIOUS IF IT INCLUDES THESE NUMBERS INCLUDE PRE-K OR THE ELEMENTARY. OKAY. AND HOW MANY PRE-K KIDDOS DO WE HAVE? 808 CURRENTLY ENROLLED. AND HOW MANY CAMPUSES AT THIS YEAR? 14. 14 CAMPUSES. OKAY. ALL RIGHT. THAT WAS ALL THE QUESTION I HAD ON THAT. JUST IF IT INCLUDED PRE-K. BUT IT'S THE SAME FORMAT FOR PRE-K FOR, YOU KNOW, FIRST THROUGH 12. YEP. OKAY. ALL RIGHT, GREAT. THAT'S ALL I HAVE FOR RIGHT NOW. THANK YOU. OKAY. MR. FLORES AND THEN MS. PETREA, I JUST HAD A QUESTION REGARDING AN ELEMENT OF THE PBIS SYSTEM, THE SCHOOLWIDE REWARD SYSTEM. CAN YOU PROVIDE AN EXAMPLE OF REWARDS THAT STUDENTS GET FOR GOOD BEHAVIOR? HOW ARE TEACHERS IMPLEMENTING THESE REWARDS? WHAT DOES THAT CONSIST OF SPECIFICALLY? SURE, IT CAN BE DIFFERENT AT DIFFERENT CAMPUSES, BUT EXAMPLES COULD BE LIKE A TOKEN SYSTEM. TEACHERS MIGHT GIVE OUT A TICKET OR WHATEVER. TEACHER THEN HAS A SCHOOL CLASSROOM STORE OR SEVERAL OF OUR MIDDLE SCHOOLS HAVE A SCHOOL STORE AND THEY CAN TRADE IN TICKETS TO GET PENCILS OR LANYARDS OR DIFFERENT THINGS OF THAT NATURE. IT'S JUST ACKNOWLEDGING STUDENTS WHO ARE MAKING THE BEST CHOICES. TEACHERS HAND THEM OUT AND THEN STUDENTS JUST COLLECT AND TRADE THEM IN. SO THAT COULD BE A WAY THEY MIGHT DO IT OR ACKNOWLEDGING MAYBE I WALKED IN A CLASSROOM ONE DAY AND STUDENTS WERE ALLOWED TO TAKE OFF THEIR SHOES, YOU KNOW, FOR THAT DAY OR WHATEVER. JUST DIFFERENT THINGS TO MAKE A STUDENT FEEL LIKE THEY'RE BEING ACKNOWLEDGED FOR CONSISTENTLY MAKING A GOOD CHOICE. AND AS FAR AS EXPECTED, BEHAVIOR IS JUST SIMPLY FOLLOWING DIRECTIONS, BECAUSE AS A TEACHER, YOU KNOW, IT'S STUFF THAT THE KIDS ARE SUPPOSED TO DO. AND THEN THERE'S BEHAVIOR THAT'S EXTRAORDINARY, THAT'S EXTRA SPECIAL. I JUST WANTED TO CLARIFY ON WHAT THAT CONSISTS OF. IT'S EXPECTED BEHAVIOR SCHOOLWIDE AND IT'S JUST MAKING SURE THAT WE OVERTLY TEACH STUDENTS WHAT WE EXPECT AND THEN WE GIVE THEM AN OPPORTUNITY TO PRACTICE. AND THEN, YOU KNOW, IT'S THE SAME MINDSET THAT IF THE STUDENT DOESN'T KNOW HOW TO READ, WE TEACH THEM HOW TO READ, RIGHT? AND SO IF A STUDENT IS NOT MAKING THE BEST BEHAVIOR CHOICES, THE VERY FIRST APPROACH WE DO IS HELP THEM LEARN IT AND MAKE SURE THAT WE REINFORCE IT, TEACH IT TO THEM. AND THEN FIRST AND FOREMOST, WE FIND WAYS TO REINFORCE THAT BEHAVIOR. THANK YOU. ABSOLUTELY. MS. PETREA. THANK YOU SO MUCH. THANKS FOR ALL OF THE DATA THAT YOU PRESENTED TO US TONIGHT AND THANK YOU FOR COMING OUT TO OUR TEACHERS THAT ARE HERE. SO BECAUSE WE HAD SOME FOLKS COME OUT, I KNOW WE'RE GOING TO HAVE AN AGENDA ITEM IN JUNE. I SUPPORT THAT. IF YOU NEED A SECOND FOR THAT. MRS. OROSCO. I'M HAPPY TO TO BE THAT. I THINK EVERYONE'S ON BOARD, SO I DON'T THINK YOU NEED THAT. BUT IF WE COULD JUST LEARN A LITTLE BIT MORE ON THE WHY MAYBE OF THESE CHANGES. I THINK THEY WERE RELATIVELY RECENT. IF THEY WERE COMMUNICATED IN ANY OTHER WAY OTHER THAN THE MEETING THAT WAS HAD RECENTLY. AND MAYBE THAT'S JUST A QUESTION FOR MISS RUNKLE TO TAKE DOWN. I'M CURIOUS ABOUT THE COMMUNICATION PIECE OF THESE CHANGES, AND THEN I'D LIKE TO KNOW HOW MANY OPEN BEHAVIORAL PETREA POSITIONS WE CURRENTLY HAVE. I KNOW THERE WAS A LOT OF DISCUSSION AROUND THE PARAS SUPPORT AND WE HEARD FROM OUR SPEAKERS TONIGHT THAT WE DON'T ALWAYS HAVE THE BODIES AND THE AND ENOUGH PEOPLE REALLY TO SERVE IN THESE ROLES. I KNOW OUR COMP AND BUDGET IS COMING AND I KNOW THAT PARAS ARE, IN MY OPINION, A HUGE PRIORITY IN TERMS OF COMPENSATION. SO MAYBE THERE'S SOMETHING WE CAN DO TO HELP ATTRACT MORE BEHAVIOR. PARAS IF THAT IS A CONCERN. I HAVEN'T SEEN THE NUMBERS OF OPEN PARAS. I DON'T KNOW LATELY, SO I DO WANT TO SEE THAT, UM, I DON'T KNOW IF THERE'S ANYTHING ELSE YOU WANT TO SAY TONIGHT, MISS SEDILLO. I KNOW MISS VELASQUEZ AND MISS KORONA ARE BOTH HERE TONIGHT. IF THERE'S ANYTHING ELSE THAT WE CAN SAY TONIGHT IN TERMS OF THE SBI CHANGES OR IF WE JUST WANT TO WAIT UNTIL JUNE, I KNOW WE HAVE FOLKS HERE THAT CAME TO HERE, SO I'LL LEAVE THAT UP TO YOU. WELL, GO AHEAD AND RESPOND. I KNOW IT IS SOMETHING THAT WE AS A TEAM, MISS VELASQUEZ AND I HAD BEEN VISITING ABOUT AND REALLY LOOKING AT HOW WE COULD UTILIZE OUR STAFF TO MEET THE NEEDS OF OUR BEHAVIOR. WE'VE HAD LOTS OF TEACHERS WHO HAVE BEEN STRUGGLING WITH SOME INTENSIVE BEHAVIOR ACROSS THE DISTRICT, AND IT WAS OUR WAY TO TRY TO HELP REMEDY AND HELP SUPPORT OUR TEACHERS. I KNOW THAT MISS VELASQUEZ HAD VISITED WITH OUR BEHAVIOR SPECIALIST, AND I DON'T RECALL WHEN SHE DID, BUT I KNOW THAT SHE HAD VISITED WITH THEM PRIOR TO VISITING WITH ALL THE [01:15:08] TEACHERS AND REALLY LOOKED AT DIFFERENT OPTIONS, DIFFERENT MODELS. AND SO IT WAS REALLY GOING THROUGH THE VETTING AND LOOKING AT DIFFERENT MODELS TO SEE HOW WE COULD BETTER SUPPORT ALL STUDENTS. I KNOW THAT OUR SPECIAL EDUCATION STUDENTS HAVE SOME VERY UNIQUE SPECIAL NEEDS, PARTICULARLY OUR AUTISTIC OR ANY STUDENT WHO IS EXHIBITING AUTISM BEHAVIORS. AND SO AND I KNOW THAT OUR TEACHERS ARE THE EXPERTS, AND WE WANT TO TAP INTO SOME OF THAT EXPERTISE SO THAT THEY CAN HELP SUPPORT MORE STUDENTS AND ALSO UTILIZING OUR PARENTS IN A WAY THAT COULD SUPPORT OUR SPECIAL EDUCATION STUDENTS, BUT OUR GEN ED STUDENTS, BECAUSE OUR LITTLE ONES ARE PRE K KINDERGARTEN STUDENTS, ARE THE ONES THAT HAVE BEEN EXHIBITING THE MOST CHALLENGING BEHAVIORS. AND SO WE HEAR FROM OUR ORG REPS ALMOST MONTHLY ABOUT SOME OF THE NEEDS THAT OUR STUDENTS ARE COMING IN. THEY'RE COMING THROUGH OUR MTS. WE'RE HAVING A DOCUMENT COLLECT DATA AND DETERMINE WHAT IS OUR BEST COURSE OF ACTION TO SUPPORT THE NEEDS OF OUR STUDENTS. AND SO WE'RE HEARING A LOT. SO ALL THE THINGS THAT WE'VE HEARD FROM TEACHERS AND WHAT YOU'VE HEARD FROM TEACHERS, THOSE ARE ALL TRUE STORIES. THOSE ARE SOME OF THE CHALLENGES THAT WE HAVE. WE ALSO KNOW THAT WE HAVE A LIMITED BUDGET AND SO WE KNOW THAT WE HAVE TO UTILIZE OUR POSITIONS IN THE BEST WAY POSSIBLE. WE HAVE TO MAXIMIZE AND SOMETIMES IT'S NOT ALWAYS THE BEST SOLUTION, BUT WE HAVE TO UTILIZE THEM IN THE BEST WAY SO THAT WE CAN MEET THE NEEDS OF ALL OUR STUDENTS. AND SO WE ARE CHALLENGED AS WELL. AND HAVING TO LOOK AT HOW OUR POSITIONS ARE BEING UTILIZED. AND SO THERE ARE SOME CONVERSATIONS THAT HAVE THAT WE'VE HAD PROBABLY OVER THE LAST FEW MONTHS. THE ONE THING I CAN TELL YOU IS THAT WE DID NOT INCLUDE OUR TEACHERS. THE TEACHERS WERE NOT INCLUDED IN THOSE CONVERSATIONS AS WE WERE LOOKING AT DIFFERENT MODELS. AND SO I WAS HOPING IN THE CONVERSATION THAT MS. VELAZQUEZ HAD WITH TEACHERS LAST WEEK THAT THERE WOULD BE SOME UNDERSTANDING OF WHAT WE WERE DOING AND WHY WE WERE DOING IT. THE LAST THING I WANT IS FOR ANY BEHAVIOR, SPECIALIST OR TEACHER TO FEAR AND FEEL LIKE IF THEY BECOME THAT BEHAVIOR, SUPPORT FOR THE CAMPUS, THAT THE ADMINISTRATION IS GOING TO PRESS ON THEM TO HANDLE ALL THINGS BEHAVIOR, BECAUSE THAT IS NOT THE INTENT. OUR ADMINISTRATORS ARE STILL RESPONSIBLE FOR HANDLING BEHAVIORS. WE WANT TO UTILIZE OUR EXPERTS LIKE OUR SBI TEACHERS, OUR BEHAVIOR SPECIALISTS AT EACH CAMPUS FOR THE FIRST TIME IN THE DISTRICT. WE WOULD ACTUALLY HAVE A BEHAVIOR SPECIALIST OR SBI TEACHER ON THE CAMPUS TO SUPPORT BEHAVIOR, AND THEY WOULD BE UTILIZED TO PROVIDE PD TO HAVE THAT EMBEDDED PROFESSIONAL DEVELOPMENT SO THAT THEY COULD SUPPORT TEACHERS WHO ARE STRUGGLING WITH ONE OF THEIR STUDENTS OR MAYBE SOMETIMES MORE THAN JUST ONE STUDENT. AND SO THIS MODEL IS REALLY TO HELP EQUIP ALL TEACHERS AND UTILIZE OUR EXPERTS TO DO SO. I JUST DON'T WANT OUR TEACHERS TO FEEL AND FEAR, YOU KNOW, BEING ASKED TO HANDLE ALL THINGS BEHAVIOR FOR AN ADMINISTRATOR. AND SO AND I WANT TO BE VERY CLEAR THAT THIS IS NOT HAVING A BEHAVIOR SPECIALIST OR SBI TEACHER ON A CAMPUS FOR AN ADMINISTRATOR TO FEEL LIKE THEY COULD JUST GO TO THESE FOLKS TO HANDLE ALL THESE BEHAVIOR, BECAUSE THAT IS NOT THE INTENT. IT'S REALLY TRYING TO UTILIZE OUR EXPERTISE OF OUR SPECIALIZED TEACHERS AND REALLY MAXIMIZE AND HELP SUPPORT ALL CHILDREN, BOTH ON THE GEN, ED AND SPED. BUT WE WILL BE HAPPY TO COME BACK AND VISIT WITH OUR TEACHERS AND OUR BEHAVIOR SPECIALISTS TO GET THEIR VOICE AND INPUT. THANK YOU SO MUCH. YEAH, I KNOW. WE HAD TALKED AS A BOARD ABOUT ESSER POSITIONS AND BEHAVIORAL SPECIALISTS, AND WE WERE GOING TO KEEP THOSE, BUT IT SOUNDS LIKE. SOME OF THAT HAS CHANGED. WE'RE KEEPING THEM, BUT THEY'RE DOING DIFFERENT THINGS. SO I WILL BE VERY CURIOUS TO HEAR ALL OF THAT IN JUNE. I HAVE ONE OTHER RELATED UNRELATED TO THAT QUESTION. I'M GOING TO HAVE LOTS OF QUESTIONS IN JUNE, BUT I'M GOING TO HOLD BECAUSE WE HAVE A LOT MORE TO GET TO IN TERMS OF PBS'S PBS'S. MAYBE YOU CAN ANSWER THIS IS A PROGRAMS LIKE THE HERO PROGRAM A PIECE IN PART OF PBS OR IS THAT TOTALLY SOMETHING ELSE? DO YOU WANT TO ANSWER THAT? SOME SCHOOLS HAVE TO ANSWER AT THE MICROPHONE, PLEASE. SORRY, SIR. THAT'S A SYSTEM THAT SOME SCHOOLS HAVE TO GATHER DATA REGARDING. BUT IT'S ALSO A WAY THEY CAN COMMUNICATE BACK AND FORTH WITH PARENTS, SIMILAR TO WHAT DOJO IS. CLASS DOJO IS USED IN ELEMENTARY SCHOOL. HIRO IS USED SIMILARLY. BUT OKAY. I'D HAVE TO GET MORE INFORMATION TO BE ABLE TO SHARE WITH YOU. [01:20:03] YEAH. CAN WE GET A LIST OF THE CAMPUSES THAT USE THE HIRO PROGRAM AS PART OF THEIR PBIS DATA CAPTURING? OKAY, THAT'D BE HELPFUL. THAT'S ALL I HAD. THANK YOU. MRS. OROSCO. WELL, ON THAT NOTE, I KNOW WALLACE USES IT AND MCCORMICK USES IT, AND IT'S A POINT SYSTEM THAT THEY USE TO AWARD POINTS TO STUDENTS WHEN THEY'RE MAKING GOOD CHOICES, AND THEN THEY HAVE A STORE TO BUY FROM, RIGHT? BUT NOT ALL OF THEM HAVE ROLLED OUT ALL COMPONENTS OF THE HEROES PROGRAM BECAUSE THERE'S DIFFERENT ASPECTS LIKE HAVING THAT COMMUNICATION PIECE WITH PARENTS. SO THAT'S JUST ON A SIDE NOTE OF THAT. SO A COUPLE OF THINGS, RIGHT? REPURPOSING POSITIONS ARE I KNOW WE NEED TO BE CREATIVE DURING THIS TIME. WE SPECIFICALLY PRIORITIZED OUR BEHAVIOR SPECIALISTS AND MAKING SURE THAT WE KEEP THOSE EXTRA INTERVENTIONISTS AS WELL. SO I UNDERSTAND BEING CREATIVE, BUT I WANT TO MAKE SURE THAT WE'RE CLEAR. MEETING TO GIVE INFORMATION IS NOT MEETING WITH YOUR TEACHERS FOR FEEDBACK AND INPUT. SO LET'S BE CLEAR ABOUT THAT BECAUSE WE DO HAVE SITE BASED DECISION MAKING THAT WE NEED TO BE AWARE OF AND TO BE COGNIZANT OF MOVING FORWARD. SO WHILE WE CAN GIVE INFORMATION THAT IS NOT BEST PRACTICE, RIGHT, WE SHOULD BE GETTING THAT INPUT AND FEEDBACK FROM THE EXPERTS THAT ARE IN THE TRENCHES. AND I KNOW WE TASK YOU WITH THE DIFFICULT JOB OF WE DO HAVE LIMITED FUNDS. WE DO HAVE 86% OF OUR BUDGET IS ON PERSONNEL AND WE UNDERSTAND THE LIMITATIONS WITH THAT. BUT WE NEED TO BE VERY CAREFUL WHEN WE JUST HAD A PRESENTATION FROM SPECIAL EDUCATION SAYING THAT WE ARE ABOVE THE STATE AVERAGE, WE ARE SERVICING SO MANY SPECIAL EDUCATION STUDENTS WITH VERY HIGH NEEDS ALL OVER THE SPECTRUM, RIGHT? AND THEN WE'RE PULLING THESE SPECIAL ED SPECIALISTS, BEHAVIOR SPECIALISTS AND SO ON, BEHAVIOR INSTRUCTIONAL FOLKS AND PULLING THEM TO THE GEN ED SIDE. NOW, WHILE GEN ED SIDE NEEDS HELP. IT. WE SHOULD NOT DO IT ON THE BACKS OF OUR SPECIAL ED STUDENTS AND OUR SPECIAL ED TEACHERS. SO I'M DEFINITELY NOT OKAY WITH THAT. KNOWING THE POPULATION THAT WE SERVE AND OUR NUMBERS ARE JUST INCREASING, SO WE HAVE TO BE VERY CAREFUL WITH THAT. SO AND MAYBE IT'S US. WHILE WE DON'T MAKE A DECISION ON PROGRAM, MAYBE WHEN WE TALK ABOUT OUR BUDGET AND OUR CONSTRAINTS, MAYBE FOLKS TAKE THAT WELL, I NEED TO REPURPOSE MY POSITIONS AND MAKE THEM DO TWO THINGS INSTEAD OF ONE THING. THAT IS NOT WHAT WE'RE ASKING FOR. WE KNOW THAT THEIR JOB IS ALREADY DIFFICULT ENOUGH. SO I JUST WANT TO MAKE SURE TO SAY THAT PLEASE KNOW THAT WE WANT TO MAKE SURE TO DO WHAT'S BEST FOR OUR STUDENTS. YES, WE HAVE LIMITATIONS, BUT WE NEED TO BE CREATIVE. BUT YOU'RE GOING TO GET MORE CREATIVITY WHEN YOU BRING PEOPLE TO THE TABLE AND SAY, HEY, THIS IS OUR END GOAL. HOW CAN WE GET THERE? YOU ALL ARE THE EXPERTS. BRING YOUR EXPERT LENS TO THE TABLE TO HELP US PROBLEM SOLVE. BECAUSE WHEN YOU HAVE MORE DIFFERENT, DIVERSE GROUP OF PEOPLE, YOU BETTER BELIEVE THEY'RE GOING TO COME UP WITH A SOLUTION WHEN YOU WHEN YOU TASK THEM WITH THAT, INSTEAD OF TELLING FOLKS AND PLEASE MAKE SURE TO HAVE THAT CONVERSATION WHEN YOU COME BACK TO US, I HOPE TO HEAR THAT THEY REALLY FELT PART OF THE SOLUTION PROCESS RIGHT LAST YEAR. AND THAT'S ALL I WILL SAY ABOUT THAT RIGHT NOW. BUT LAST YEAR I SPOKE ABOUT EMERGENT TREE, AND I WAS VERY CRITICAL ABOUT EMERGENT TREE BECAUSE I SAID, YOU'RE GOING TO MAKE OUR TEACHERS MAKE MORE, DO MORE WORK. AND I'M VERY COGNIZANT OF THAT. SO AS FAR AS THE SCREENER GOES, AND I LIKE WHAT SOME OF THE. SOME OF THE THINGS THAT ARE COMING OUT OF EMERGENCY. RIGHT. SOME OF THE POSITIVE CHANGES WE'RE SEEING WITH EMERGENT TREES. AND I KNOW YOU ADVOCATED FOR THAT VERY WELL BECAUSE YOU'VE DONE IT IN YOUR OTHER DISTRICT. BUT I WANT TO KNOW A LITTLE BIT ABOUT THE SCREENER, BECAUSE IT'S AND I ASKED THIS BEFORE, IT SEEMS SO SUBJECTIVE. RIGHT? WHAT IS IS THERE ANY CRITERIA TO SAY MR. MCMANUS IS A FIVE ON THE RESPECT SCALE OR IS IT ALL JUST SUBJECTIVE? BECAUSE REALLY, I MEAN, I DON'T KNOW HOW MUCH THOSE NUMBERS MEAN TO ME WHEN IT'S SUBJECTIVE. SO TELL ME, IS THERE A CRITERIA ASSOCIATED WITH RANKING A STUDENT IN THAT ONE THROUGH FIVE CATEGORY? [01:25:01] YES. AND WHEN THE TEACHERS ARE RATING EACH STUDENT, THERE ARE SOME CRITERIA OF WHAT SAFETY LOOKS LIKE. AND THAT MAINLY COMES FROM THE DISCIPLINE MATRIX THAT THE ENTIRE CAMPUS WORKS ON TO ESTABLISH WHAT SAFETY, RESPECTFULNESS AND RESPONSIBILITY LOOK LIKE ACROSS THE CAMPUS. AND THEN THEY HONE DOWN TO THE INDIVIDUAL TO MAKE SURE THAT THEY HAVE A LIST OF CRITERIA AND WE CAN PROVIDE THAT RUBRIC TO YOU SO THAT YOU CAN SEE WHAT THE CRITERIA LOOKS LIKE FOR SAFE, RESPECTFUL AND RESPONSIBLE. YES, I WOULD LIKE A RUBRIC, BUT SO THERE'S NOT AN OBJECTIVE ACROSS THE DISTRICT RUBRIC. THIS IS EVERYBODY DEFINES SAFETY DIFFERENTLY. WELL, THE RUBRIC DOES IDENTIFY THE SPECIFIC CRITERIA FOR EACH OF THE THREE CATEGORIES, AND THAT IS THE SAME ACROSS THE BOARD. AND WHEN YOU SEE THE RUBRIC, YOU'LL SEE WHAT SAFETY LOOKS LIKE, WHAT RESPONSIBILITY LOOKS LIKE AND WHAT RESPECTFULNESS. SO IT WILL TELL ME WHAT A ONE LOOKS LIKE, A TWO LOOKS LIKE A THREE, A FOUR AND A FIVE. SO THE SCALE IS GOING TO BE FOR THE STANDARDIZED INTERVENTIONS. ONCE THE SCREENER IS COMPLETE, A STUDENT WILL FALL INTO ONE OF THREE CATEGORIES. THEY WILL BE IN THE GREEN, MEANING THEY'RE RESPONDING TO SAFETY, RESPECTFUL AND RESPONSIBILITY. EXPECTATIONS AT TIER ONE OR THE YELLOW, WHICH MEANS THEY NEED SOME SUPPORT AT TIER TWO WITH STANDARDIZED INTERVENTIONS. AND WHEN THEY FALL INTO THAT CATEGORY, THEY WOULD RECEIVE THE DAILY BEHAVIOR REPORT CARD, WHICH INVOLVES A MEETING TO DISCUSS THE SPECIFIC RISK INDICATOR THAT THEY NEED HELP IN. AND SO WHEN THE TEACHER RATES THE STUDENT, IT'S GOING TO LET US KNOW WHERE DO THEY NEED MORE INSTRUCTION OR SUPPORT AND SAFETY RESPECTFULNESS OR RESPONSIBILITY. THEY WOULD RECEIVE THE DAILY BEHAVIOR REPORT CARD ALONG WITH THE CHECK IN. CHECK OUT MENTOR. AND ALSO THEY WILL RECEIVE SOCIAL SKILLS AND THAT SOCIAL SKILLS INSTRUCTION IS DIRECTLY RELATED TO THE RISK INDICATOR. MEANING IF THEY'RE MAKING UNSAFE CHOICES, THAT'S WHERE THEIR INSTRUCTION IS GOING TO BE IN THEIR SOCIAL SKILLS INSTRUCTION. AND THEN THEY WOULD GET THAT INSTRUCTION AROUND HOW TO MAKE SAFER CHOICES AND WORK WITH THEIR AGE APPROPRIATE PEERS TO BE ABLE TO LEARN THE BEHAVIOR AND HOW TO COMMUNICATE THOSE THINGS. SO THE TEACHER WOULD RATE THE STUDENT ON THAT THAT DAILY BEHAVIOR REPORT CARD FROM A 1 TO 5 SCALE. YOU KNOW, IT'S A FIVE. IF THEY'RE BEING VERY SAFE DURING THEIR INSTRUCTIONAL ACTIVITIES, THEY'RE MAKING SAFE CHOICES. AND THEN A FOUR IF THEY'RE NOT MAKING SAFE CHOICES AND SO ON. AND THE TEACHER IS ABLE TO GIVE THEM IMMEDIATE FEEDBACK AFTER EACH CLASS PERIOD PER SE. SO IF THEY'RE IN MATH FOR AN HOUR, THE TEACHER IS OBSERVING THEM AT THAT TIME, LOOKING AT THEIR CHOICES, ACKNOWLEDGING THEM IF THEY ARE MAKING SAFE CHOICES AND SETTING THEM UP, PRAISING THEM AND SETTING THEM UP FOR THE NEXT CLASS PERIOD AND LETTING THEM KNOW IF THEY'RE DOING WELL TO CONTINUE AND IF THEY'RE NOT DOING WELL, WHAT THEY NEED TO DO TO MAKE SURE THAT THEY CAN MAKE SAFE CHOICES. SO IT SEEMS A LITTLE BIT MORE LABOR INTENSIVE THAN 20 UNDER 20 MINUTES OR 20 MINUTES OR LESS FOR A WHOLE CLASS WHEN YOU'RE LOOKING AT ALL THAT. SO I WILL RESERVE FURTHER JUDGMENT UNTIL I SEE THIS RUBRIC, BECAUSE RIGHT NOW SOME JUDGMENT IS SWIRLING IN MY HEAD ABOUT THIS NOT BEING OBJECTIVE. AND HOW DO WE INFORM PARENTS OF THESE SCORES AND WHAT IT LOOKS LIKE AND WHAT KIND OF SUPPORTS ARE GOING TO BE PUT IN PLACE FOR THESE STUDENTS? AND SO WHEN THE PARENTS WHEN THE SCREENER IS COMPLETE COMMUNICATION IS MADE TO THE PARENTS ON HOW THE STUDENT PERFORMED, IF THEY ARE RECEIVING THE TIER TWO SUPPORT S THEY CAN THEY ARE PART OF THE MULTI-TIERED SYSTEM OF SUPPORT TEAM AND THEY CAN RECEIVE THAT COMMUNICATION WEEKLY, BI WEEKLY. YOU KNOW, WHATEVER THE DECISION OF THE TEAM IS, THE PARENT CAN RECEIVE THAT VIA EMAIL AS OFTEN AS THE COMMITTEE MAKES THE DECISION TO DO SO. OKAY. THANK YOU. YOU'RE WELCOME. MISS PETREA, JUST AS PART OF THAT JUNE MEETING SHE WAS TALKING, IT REMINDED ME THIS IS A METRIC THAT MIGHT TAKE A MINUTE TO GET. BUT I'D LOVE TO KNOW HOW MANY STUDENTS ARE RECEIVING BEHAVIOR MINUTES AS PART OF THEIR IEP. I THINK THAT WILL BE TELLING IN TERMS OF THE. ALL I HEAR WHEN Y'ALL TALK IS LIKE, MORE WORK. A LOT OF WORK. MORE WORK. A LOT OF WORK. AND THAT MIGHT JUST BE THE LENS I'M HAVING TODAY. AND MAYBE YOU TELL ME THAT IT'S NOT A BIG DEAL, BUT JUST HAVING 22 KIDS AND WHAT WE'RE HEARING ABOUT THESE BEHAVIORS ARE KEEP PUSHING DOWN LOWER AND LOWER WHERE, [01:30:06] YOU KNOW, A FIRST GRADE TEACHER BY DECEMBER, EVERYBODY WAS ON BOARD AND FIGURING IT OUT. AND WE'RE NOT SEEING THAT AS MUCH. AND THE PARENT PIECE, I'M GLAD YOU ASKED THAT. MS. OROSCO IS ALSO IMPORTANT. LIKE HOW CAN WE GET THE PARENTS ENGAGED AND HELPING? IT'S TOUGH BEING A TEACHER RIGHT NOW. AND SO I'M JUST CURIOUS ABOUT KIND OF THE BEHAVIOR MINUTES AND IT WOULD BE HELPFUL MAYBE TO KNOW WHAT THAT'S LOOK LIKE VERSUS MAYBE LAST YEAR. I DON'T KNOW. I MEAN, I DON'T WANT TO KILL ANYBODY, SPEAKING OF MORE WORK, BUT IT WOULD JUST BE HELPFUL TO KNOW, YOU KNOW, HOW MUCH ARE WE HOW MUCH ARE THESE SERVICES ARE WE HAVING TO PROVIDE JUST ON BEHAVIOR? BECAUSE THAT'S ACTUALLY SOMETHING NEW TO ME. I DIDN'T EVEN KNOW THAT WAS A THING THAT YOU CAN HAVE AN IEP AND SPED FOR A BEHAVIOR ONLY. RIGHT. NOT ADHD, NOT AUTISM, NOT LEARNING DISABILITY BEHAVIOR SPED. THAT'S A WHOLE NEW BALLGAME. AND WE HAVE BEEN SO FORTUNATE IN THIS DISTRICT TO BE ABLE TO PROVIDE A VAST CONTINUUM OF SERVICES TO SERVE ACADEMIC AS WELL AS BEHAVIOR THROUGH OUR SPECIAL EDUCATION PROGRAM, BECAUSE WE DID RECOGNIZE THE NEED. AND SO WE WILL DEFINITELY PULL CASELOADS BY TEACHER AND BEHAVIOR MINUTES. I'M SURE. MICHELLE, MS. VELASQUEZ AND OR MELISSA CARONA CAN PROVIDE US THOSE MINUTES. I'M GIVING YOU A MONTH NOTICE. THIS IS FOR THE JUNE MEETING. THIS IS GREAT. THANK YOU. I APPRECIATE THE TIME. AND SO WE CAN DEFINITELY PULL THAT. AND I THINK THAT'S WHY WE DECIDED TO LOOK AT WHAT WE COULD DO. AND I WANT TO CLARIFY SOMETHING THAT I DID NOT MENTION, BECAUSE OUR TEACHERS ARE STILL HERE, AND I WANT THEM TO KNOW THAT THIS IS SOMETHING THAT I WILL ALSO REPEAT TO THEM. BUT THERE IS NO INTENT FOR OUR TEACHERS AS OUR CAMPUS EXPERTS TO PROVIDE SERVICES TO OUR GEN ED STUDENTS. THEY ARE THERE TO PROVIDE THEIR EXPERTISE AND SUPPORT. OUR GEN ED TEACHERS SERVE OUR STUDENTS IN THOSE CLASSROOMS WITH BEHAVIOR NEEDS. WE WOULD WE WILL ALSO HAVE OUR BEHAVIOR PARAS ON THAT CAMPUS THAT WE PLAN TO SPLIT FUND SO THEY COULD SERVE SPED AND GEN ED SO WHEN WE'RE LOOKING AT NUMBERS I KNOW THAT I HAVE NOT BEEN ON A CAMPUS OR LOOKED AT A REPORT WHERE I HAVE OVER TEN STUDENTS, 20 STUDENTS THAT ARE HAVING SOME BEHAVIOR NEEDS. I CAN TELL YOU THAT ONE STUDENT CAN TAKE A LOT OF TIME FROM A TEACHER, SO IT DOESN'T REALLY MATTER IN TERMS OF QUANTITY. IT ALWAYS GOES BACK TO HOW MUCH TIME ONE STUDENT CAN TAKE A TEACHER OR A TEAM OF TEACHERS AS WELL AS ADMINISTRATORS. AND SO PLEASE KNOW THAT IT DOESN'T HAVE TO BE OVER TEN. BUT I WANT OUR TEACHERS AND OUR BEHAVIOR SPECIALISTS TO KNOW THAT THEY ARE GOING TO BE THE CAMPUS EXPERT IN SUPPORT TO PROVIDE THAT SUPPORT TO OUR TEACHERS, NOT NECESSARILY THE ONES SERVING OUR STUDENTS. THEY WILL HAVE THEIR CASELOADS. AND I'D LIKE TO SHARE THE CASELOADS WITH YOU. BECAUSE I THINK THAT'S IMPORTANT WHEN YOU START LOOKING AT CASELOADS. AND SO THIS WOULD GIVE ME A CHANCE, BUT I WANTED TO CLARIFY THAT FOR YOU THIS EVENING SO THAT YOU AT LEAST KNOW THAT THIS ISN'T HOPEFULLY TO ADD MORE. IT'S JUST UTILIZING THEIR EXPERTISE AND SUPPORT OF CAMPUS. MS. OROSCO THEN MR. FLORES AND THANK YOU FOR CLARIFYING THAT. BUT SUPPORTING TEACHERS AND EQUIPPING THEM WITH TOOLS TO DEAL WITH THESE BEHAVIOR ISSUES DOES TAKE TIME. IT TAKES LOTS OF TIME AND IT'S JUST NOT A ONE TIME. LET ME MODEL IT FOR YOU. SO THAT'S WHAT I'M ALSO CONCERNED ABOUT. SO THEY MIGHT NOT BE SERVING GENERAL ED STUDENTS, BUT THEY ARE HELPING MULTIPLE TEACHERS ON THAT CAMPUS WITH THE TOOLS THEY NEED BECAUSE WE'RE HEARING MORE AND MORE TEACHERS ARE HAVING BEHAVIOR ISSUES IN THE CLASSROOM. SO THAT MIGHT BE ONE TEACHER, FIVE TEACHERS, TEN TEACHERS. THAT IS ASKING ME, WHAT CAN I DO? THEY DO THIS, AND THEN I HAVE TO GO THROUGH ALL OF THAT. SO KEEPING THAT IN MIND AS WELL, BECAUSE WE UNDERSTAND THAT THEY MIGHT NOT BE SERVING THE GEN ED STUDENT BUT SERVING THE GEN ED TEACHER AND DOING SOME TRAINING, MODELING, COACHING, WHATEVER HAVE YOU, TAKES TIME AND ENERGY AND ESPECIALLY WITH ALL THIS OTHER STUFF HAPPENING. AND THIS MIGHT NOT ALL APPLY TO OUR SBI FOLKS, BUT I KNOW THERE'S MUCH MORE PAPERWORK TO DO. THANK YOU, MR. FLORES. I JUST WANT TO ECHO TRUSTEE OROSCO CONCERN ABOUT A TEACHER AND THE TIME IT TAKES TO FILL IN THIS DATA, BECAUSE AS ESPECIALLY AT THE ELEMENTARY MIDDLE SCHOOL LEVEL, TEACHERS ARE IN CHARGE OF MONITORING HALLWAYS, BATHROOMS IN ADDITION TO ATTENDING DATA MEETINGS OR PARENT MEETINGS. [01:35:02] SO I WOULD LOVE TO SEE I'LL JUMP ON THAT TRAIN AND WANTING TO SEE THOSE NUMBERS OF HOW MANY KIDS ACTUALLY ARE REQUIRING THIS WORK, THIS THESE NUMBERS TO BE PUT IN. SO I'LL GO AHEAD AND ECHO TRUSTEE OROSCO ON THAT POINT THAT IT DOES SOUND LIKE A LOT OF WORK FOR TEACHERS, SO I'D LOVE TO SEE THOSE NUMBERS. OKAY. THANK YOU. THANK YOU. OKAY. JUST A COUPLE OF THINGS FROM ME. THESE ARE AND IT'S BEEN MENTIONED A COUPLE OF TIMES, BUT I JUST WANT TO REITERATE IT. THERE JUST HAVE BEEN DRUMBEATS OF THIS BOARD FOR YEARS, WHICH IS WE WANT TO MAKE SURE WE REMAIN COLLABORATIVE WITH DECISION MAKING. I THINK IT'S CRUCIAL TO OUR SUCCESS. DIVERSITY OF OPINION AND VIEWPOINTS MATTER, AND WE WANT TO REMAIN PROTECTIVE OF TEACHER TIME. I THINK THAT'S BEEN SOMETHING THAT WE HAVE TALKED ABOUT OVER AND OVER AND OVER. AND I THINK IT'S EASY TO LET THAT SLIDE A LITTLE BIT AS YOU'RE THINKING ABOUT. FIXING SOMETHING THAT'S THERE AND ASSIGNING RESOURCES TO IT TO GET IT DONE. I THINK THAT'S SOMETHING THAT TENDS TO SLIP OUR MIND. BUT I ALSO WANT TO SAY THAT WE ALSO WANT TO BE RESULTS DRIVEN. SO IF EMERGENT TREE IS WORKING, I THINK IT'S ONE OF THESE THINGS WHERE YOU GO, OKAY, TIME OUT, IT'S WORKING, BUT HOW DO WE GET IT TO CONTINUE WORKING WITHOUT ROBBING TEACHERS AND OTHERS OF VALUABLE TIME THAT THEY NEED TO BE DOING OTHER THINGS WITH? AND THEN MY LAST TWO THINGS ARE QUESTIONS THEY DON'T NEED TO BE ANSWERED TONIGHT. MS. RUNKLE. ONE IS WHAT STRATEGIES ARE WE GOING TO USE TO CONVERT DATA INTO ACTION? MR. DAWSON THAT WAS SOMETHING YOU MENTIONED. I'M JUST CURIOUS, THAT MAY BE WEEKS DOWN THE ROAD. I DON'T EXPECT THAT TOMORROW. BUT AS YOU BEGIN TO THINK ABOUT. I LIKED YOUR STATEMENT ABOUT WE HAVE LOTS OF DATA, BUT WE'RE MISSING SOME INFORMATION. AND I WANT TO KNOW AS YOU START TO THINK ABOUT HOW THOSE THINGS ARE PLUGGED TOGETHER, I JUST WOULD LIKE A NOTE OUT ON BOARD BLOG FOR THAT. AND THEN THE LAST ONE IS, AND IF IT WAS MENTIONED AND I MISSED IT, I WAS PROBABLY BUSY SCRIBBLING NOTES HERE, BUT I'D LIKE SOME A DOCUMENT OR AN EXPLANATION OF HOW WE TRAIN ON EMERGENT TREE. HOW ARE TEACHERS ORIENTED? IS THERE ONGOING TRAINING? I'M JUST NOT SURE HOW THAT WHAT THAT LOOKS LIKE. OKAY. I BELIEVE THAT CLOSES OUT. PBIS PRESENTATION. THANK YOU SO MUCH. TEAM. ARE WE GOOD TO PUSH FORWARD? DOES ANYBODY NEED A FIVE MINUTE BREAK? DUE AFTER CONSENT. OKAY. FAIR ENOUGH. LET'S JUMP INTO CONSENT AGENDA. [Q. CONSENT AGENDA ] SINCE THIS IS WORKSHOP, I'M JUST GOING TO TOUCH EACH ONE AND SEE IF THERE'S ANY COMMENTS ON IT. I DOUBT THERE'S ANYTHING. ANYBODY HAVE ANYTHING ABOUT MINUTES? OKAY, LET'S GO TO Q2A WHICH IS THE CONSIDERATION AND POSSIBLE APPROVAL OF THE RENEWAL OF THE MEMORANDUM OF UNDERSTANDING BETWEEN HAYS CISD AND THE TEXAS STATE TEACHER TEACHER FELLOWS. THIS IS A REGULAR THING THAT WE DO. IS THERE ANY QUESTIONS OR COMMENTS ON THAT? MISS PETREA. IS THIS GOING TO BE CHRISTINA COURSON OR IS THIS GOING TO BE MARIVEL SEDILLO? AWESOME. I'M SO EXCITED TO SEE OUR NEW HR CHIEF ON HER VERY FIRST DAY AT WORK AT A BOARD MEETING. SUPER LONG DAY. SO THIS MORNING WHEN WE SHE COMES INTO CABINET, SHE'S LIKE, AM I RESPONSIBLE FOR THIS ITEM ON THE AGENDA? SO AND OF COURSE, WE SAID YES, BUT NO. IT WAS MY GIFT TO YOU AS MY LAST PRESIDENTIAL AGENDA SETTING TO MAKE SURE YOUR NAME WAS ON THERE FOR TONIGHT, BECAUSE I KNOW YOU'RE A BIG PROPONENT OF THE FELLOWS PROGRAM AND HELP BRING THAT TO YOUR PREVIOUS DISTRICT. THERE WAS A MS. RUNKLE CALLED ME AND HAD SOME QUESTIONS ABOUT THE FIVE TEACHER, SEVEN TEACHER EXCHANGE TEACHER, AND YOU AND I TALKED AND I WAS SUPER CONFUSED. AND THEN YOU AND I TALKED AND IT SOUNDED A LOT BETTER WHEN YOU EXPLAINED IT. SO I WANTED YOU TO KIND OF WALK THROUGH FOR THIS BOARD AS WE'RE LOOKING AT THIS MOU BECAUSE IT SAYS FIVE TEACHER, THEN IT SAYS SEVEN TEACHERS, BUT IT'S THE SAME DOLLAR FIGURE. AND JUST HOW THAT ALL PLAYS OUT. SO BASICALLY IT'S HOW YOU UTILIZE YOUR STAFF. IT WAS JUST A COMPARISON OF HAVING TWO EXPERIENCED TEACHERS, SO YOU HAD ONE AND TWO EXPERIENCED TEACHERS AND WHAT THAT WOULD COST. AND THEN THE FIVE FELLOWS AND IT GAVE YOU THE $288,000 AND THE TOP PART OF THAT SHEET. AND THEN ON THE BOTTOM PART, IT ALSO HAD THE SAME COST WITH TWO EXCHANGE TEACHERS WITH FIVE FELLOWS. AND SO THEREFORE, WE'RE NOT SPENDING ANY MORE OR ANY LESS. WE'RE JUST UTILIZING TWO EXPERIENCED TEACHERS TO REALLY SUPPORT AND MENTOR FIVE OF OUR FELLOWS. AND SO WE WANTED TO SHOW THAT IT IS THE SAME COST. IT'S JUST HOW WE UTILIZE OUR EXCHANGE TEACHERS IN THIS MODEL TO SUPPORT NEW INTERNS OR NEW FELLOWS. AND SO IT WAS REALLY THE SAME COST. IT JUST I KNOW IT WAS A LITTLE CONFUSING, BUT THAT IS WHAT TEXAS STATE PROVIDED TO US AND THEREFORE WE SHARED THAT ON NOTE IT LOOKED A LITTLE CONFUSING. [01:40:02] SO IT COST THE SAME AMOUNT. SAME THING. JUST UTILIZING STAFF DIFFERENTLY. OKAY. MS. RUNKLE. THANK YOU FOR ASKING THAT, MS. PETREA. YEAH, I LOOKED AT THAT MODEL AND I WAS LIKE, WHAT IS THIS? THIS MAKES ZERO SENSE. PLEASE TELL ME I'M NOT THE ONLY ONE CRAZY LOOKING AT THIS, SO THANKS FOR EXPLAINING IT. IT NOW MAKES SENSE. HOW MANY DID WE HAVE IN THE CURRENT SCHOOL YEAR? GOSH, YOU WOULD ASK ME THAT. I WOULD HAVE TO GO BACK AND CHECK. I'VE SLEPT SINCE THEN. 5 OR 6. AND SO I'LL HAVE TO COME BACK MS. RUNKLE AND JUST MAKE SURE I GIVE YOU A CORRECT NUMBER OF FELLOWS. I'M WRITING DOWN THAT QUESTION. AWESOME. AND THAT'S ALL I HAD. THANK YOU. THANKS FOR ASKING THAT, MISS PETREA, AND THANKS FOR EXPLAINING IT. IT ALL MAKES SENSE NOW. THIS IS GREAT THIS IS ABSOLUTELY GREAT. I'VE MET SOME OF THEM, ATTENDED SOME OF THE EVENTS. THEY'RE EXTREMELY GRATEFUL. THEY ARE I MEAN, THIS IS JUST AMAZING. SO THANK YOU. I KNOW THAT YOU'RE A HUGE PROPONENT FOR IT. AND SO I'M GLAD THAT YOU'VE JOINED US TO CONTINUE PUSHING IT THROUGH. ABSOLUTELY. I MEAN, THIS IS A WIN WIN. IT'S A WIN WIN. THE FELLOWS WIN BECAUSE THEY'RE GETTING COACHED BY SOMEBODY WHO'S A VETERAN TEACHER WHO UNDERSTANDS BEST PRACTICES AND CAN GIVE THEM THE CONFIDENCE AS THEY GO INTO TEACHING. AT THE SAME TIME, THEY BENEFIT FROM THE MASTER'S DEGREE THAT WE ARE PROVIDING THROUGH TEXAS STATE UNIVERSITY. SO THEY'RE HIGHLY EDUCATED, THEY'RE BEING COACHED. BUT AT THE SAME TIME, WHAT WE KNOW FROM ALL OF THE ARTICLES ABOUT TEACHER BURNOUT, TEACHERS THINKING ABOUT LEAVING THE PROFESSION, AND WHEN YOU ASK THEM WHAT WOULD MAKE A DIFFERENCE FOR YOU, ONE OF THE THINGS THAT THEY SAY IS THE OPPORTUNITY TO GROW. AND SO THIS IS A WAY FOR OUR VETERAN TEACHERS TO GROW IN THEIR LEADERSHIP AND TO EXTEND THEIR EXPERTISE INTO THESE OTHER CLASSROOMS AND MULTIPLY THAT EFFECT. RIGHT? WE BENEFIT BECAUSE AT THE END WE HAVE THESE MASTER'S DEGREE TEACHERS. THEY WIN BECAUSE THEY GET TO START AT A YEAR STEP ON THEIR SALARY SCALE. SO EVERYBODY WINS HERE AND IT DOESN'T COST US MORE MONEY. IT'S GREAT. I LIKE NO MONEY. THANK YOU. I REALLY APPRECIATE IT. WE'RE SO EXCITED TO HAVE YOU. WELCOME. I KNOW THIS HAS BEEN A LONG DAY FOR YOU, BUT I KNOW IT'S BEEN AN EXCITING DAY AND WE'RE JUST REALLY HAPPY TO HAVE YOU. THANK YOU FOR HAVING ME. OKAY. NEXT IS Q2 B CONSIDERATION AND POSSIBLE APPROVAL OF THE REGION 16 EDUCATION SERVICE CENTER INTERLOCAL AGREEMENT. ANY QUESTIONS ON THAT? OKAY. AND THEN NEXT IS HAS TO DO WITH THE HAYS CISD DEPOSITORY CONTRACT AND EXTENDING THAT. OKAY. Q3 BUDGET AMENDMENTS. AND THEN Q4, WHICH IS WHAT WE HAD OUR PUBLIC HEARING ON CONSIDERATION AND POSSIBLE APPROVAL OF THE TEA WAIVER APPLICATION FOR OPTIONAL FLEXIBLE SCHOOL DAY AT LIVE OAK ACADEMY FOR THE 23-24 SCHOOL YEAR. I DO HAVE A QUESTION, MS. RUNKLE. MS. SEDILLO, I BELIEVE THAT'S GOING TO BE YOU OR DR. WATSON YOU'RE GOING TO TAKE THAT ONE. OKAY. HELLO, DR. WATSON. HOW ARE YOU? GOOD. OKAY. HOW MANY STUDENTS ARE. MS. RUNKLE HOLD ON ONE SECOND. INTRODUCE YOURSELF. YES. THANK YOU. HI, I'M MICHAEL WATSON. I'M A DEPUTY ACADEMIC OFFICER. GOOD EVENING, PRESIDENT MCMANUS BOARD OF TRUSTEES. DR. WRIGHT. OKAY. HOW MANY STUDENTS DOES THIS BENEFIT? DID IT BENEFIT THIS CURRENT SCHOOL YEAR? OKAY. AT LIVE OAK ACADEMY, I WOULD HAVE TO GET A NUMBER AND WE CAN REPORT HOW MANY STUDENTS HAVE BEEN ENROLLED AT LIVE OAK ACADEMY THROUGHOUT THE SCHOOL YEAR. BUT OKAY, SO. OKAY, LET'S START THIS OVER. EXPLAIN THIS. AND WHY ARE YOU BRINGING THIS TO US? SO IN SHORT, THE OPTIONAL FLEXIBLE SCHOOL DAY ALLOWS US TO GET A WAIVER ON THE MINUTES FOR STUDENTS AND THEN THEY CAN HAVE AN ALTERNATIVE SCHEDULE. SO MANY OF OUR STUDENTS AT LIVE OAK ACADEMY, RATHER THAN GOING A FULL DAY, THEY ONLY GO FOR FOUR HOURS AND WE CAN STILL GENERATE FULL DAY FUNDING FOR THOSE STUDENTS UNDER THE OPTIONAL FLEXIBLE SCHOOL DAY. THANK YOU. SO TO MY DEFENSE HERE, NOT EVEN TO MY DEFENSE, I WAS THINKING THAT THIS WAS BASICALLY KIND OF EXTENDING OUT FOR SOME STUDENTS THAT NEEDED TO BE EXTENDED OUT. AND SO THAT'S MY CONFUSION. I AM SORRY, I DON'T HAVE ANY OTHER QUESTIONS AS IT RELATES TO THIS ITEM. [01:45:05] NO, THAT'S A GREAT QUESTION, COURTNEY. I BET OTHER PEOPLE WERE THINKING THE SAME THING. BUT NO, IT JUST GIVES US FLEXIBILITY BECAUSE KIDS HAVE THE OPPORTUNITY TO EITHER GO FOR HOURS OR EVEN UP TO 7.5 HOURS, AND IT GIVES US THAT FLEXIBILITY. ALL RIGHT. LET'S TAKE A FIVE MINUTE BREAK. I PUT YOU CLOSER TO MAX ON PURPOSE. HE'S GOING TO LOVE IT. OKAY, WE ARE BACK. WE'RE GOING TO MOVE AN ITEM UP TEAM. WE'VE GOT SOME GUESTS HERE, SO WE WANT TO BE RESPECTFUL OF THEIR TIME. SO WE'RE GOING TO MOVE ACTION ITEM 5, THE CONSIDERATION AND POSSIBLE APPROVAL OF THE METHOD OF COMPLIANCE FOR INSTRUCTIONAL FACILITIES. [R5. Consideration and possible approval of the Method of Compliance for Instructional Facilities] AND WE'RE GOING TO TALK ABOUT THAT ONE RIGHT NOW. MR. CLEAVER. YOU WANT TO BRING THE GROUP UP AND. GOOD EVENING. INTRODUCE YOURSELF FOR US. CONGRATULATIONS MR. MCMANUS. THANK YOU. MR. FLORES. I'M MAX CLEAVER, CHIEF OPERATIONS OFFICER, AND OUR DEPARTMENT SUPPORTS ACADEMICS, FINE ARTS AND ATHLETICS THROUGH CONSTRUCTION, MAINTENANCE, CUSTODIAL GROUNDS AND TRANSPORTATION. WE DON'T HAVE INTERCOMS AND WE DON'T HAVE TECHNOLOGY. SO EVERYTHING ELSE, THOUGH. AND WE DON'T HAVE FOOD SERVICE. SO BUT EVERYTHING ELSE AND WE DON'T HAVE CURRICULUM AND INSTRUCTION BUT EVERYTHING ELSE. OKAY. SO ON PAGE 63 TONIGHT, WE'RE GOING TO TALK ABOUT METHOD OF COMPLIANCE FOR INSTRUCTIONAL FACILITIES. THIS IS A TEA REQUIREMENT THAT CAME OUT IN 2021. AND SO I'M GOING TO INTRODUCE SOME THE HUCKABEE TEAM AND THEY'RE GOING TO GO THROUGH A PRESENTATION. AND THIS IS, LIKE I SAID, A NEW TEA REQUIREMENT FOR 2021. AND THIS IS FOR THE 23 BOND PROJECTS GOING FORWARD. AND I'M GOING TO INTRODUCE JENNA NORTON AND COME ON UP, JENNA. SHE'S WITH HUCKABEE. AND WE ALSO HAVE JASON ANDRUS HERE TO ANSWER QUESTIONS AS WELL. SO I'M GOING TO TURN IT OVER TO JENNA. OKAY. DO YOU HAVE THE CLICKER THING? CLICKER THINGY? OH, IT'S RIGHT HERE. THERE YOU GO. GOOD EVENING. CAN YOU GUYS HEAR ME? WELL, THANK YOU SO MUCH FOR HAVING US. MY NAME IS JENNA NORTON. LIKE MAX CLEAVER JUST SAID, HE TOLD ME TO REFER TO HIM AS CHANCELLOR CLEAVER. SO, [LAUGHTER] SEE, I WAS HOPING TO HAVE SOME HUMOR TO START THIS. OKAY, GREAT. OKAY, I DID GOOD. WELL, THANK YOU SO MUCH FOR HAVING US, AND CONGRATULATIONS ON YOUR NEW POSITIONS. I'M SO THRILLED TO BE HERE. SO. AND OKAY, WITHOUT FURTHER ADO, I'LL GO TO THE NEXT SLIDE. AS MAX WAS SHARING IN 2021, NEW EDUCATIONAL STANDARDS CAME OUT BY TEA. AND SO THERE'S A FEW ITEMS IN THERE THAT ARE NEW AND WE WANT TO JUST TOUCH ON THEM WHILE WE'RE KIND OF UNPACKING THIS IN SMALL PACKAGES. SO TONIGHT, WE'RE GOING TO TALK TO YOU ABOUT QUALITATIVE AND QUANTITATIVE DELIVERY METHODS OF COMPLIANCE. I'M SORRY. AND THEN WE'LL SHARE WITH YOU SOME OTHER NEW ITEMS AT YOUR NEXT BOARD MEETING, HOPEFULLY. SO LIKE I SAID, THESE TWO METHODS OF COMPLIANCE, QUANTITATIVE AND QUALITATIVE, WENT INTO EFFECT ON PROJECTS THAT WERE INITIATED IN NOVEMBER 1ST OF 2021 OR AFTER. SO THE THREE THINGS THAT TRIGGER THOSE IS IF YOU BUDGETED FOR SOMETHING, A PROJECT PRIOR TO NOVEMBER 1ST OF 2021, IT'S FINE. BUT ANYTHING POST THEN YOU NEED TO COMPLY WITH THESE NEW METHODS. AND THEN ALSO, IF YOU DID A BOND OR SIGNED A CONTRACT WITH YOUR ARCHITECT OR CONSTRUCTION COMPANY, DOES THAT MAKE SENSE? OKAY. SO WITH THAT, LIKE I SAID, I JUST WENT OVER THIS. SO ESSENTIALLY, UNLESS A BOARD HAS ALREADY IMPLEMENTED A POLICY FOR THE QUALITATIVE EDUCATIONAL DELIVERY METHOD, YOU ARE TO GO WITH THE QUANTITATIVE METHOD. SO WE'RE JUST GOING TO TOUCH ON WHAT THAT MEANS THIS EVENING. SO QUALITATIVE METHOD IS A MORE OF A NON TYPICAL WAY OF EDUCATING YOUR STUDENTS AND I'VE GIVEN YOU SOME EXAMPLES OF SOME CAMPUSES THAT WOULD BE CLASSIFIED AS THAT. AT WICHITA FALLS ISD, THEY HAVE TWO SCHOOLS, LEGACY AND MEMORIAL HIGH SCHOOLS, WHERE THE TEACHER WILL GIVE THE LESSON PLAN AND THE STUDENTS CAN LEAVE AND GO TO THE LIBRARY, GO TO THE CAFETERIA. THEY CAN JUST LEARN THE LESSON PLAN ON THEIR OWN, IF THAT MAKES SENSE. SO IT'S MORE TEACHER IS THE FACILITATOR OF THE LESSON AND THEY'RE MORE OF A MENTOR AND THE THE STUDENT TAKES OWNERSHIP OF THEIR LEARNING. ANOTHER ONE IS MONTGOMERY ISD. WE'VE JUST DONE A CTE CENTER FOR THEM. IT DOES NOT BASE ITSELF ON A REGULAR EIGHT PERIOD DAY. SO THE CAMPUS IS OPEN FROM MORNING 7:30 TILL 7:30 AT NIGHT. AND SO YOU HAVE TWO SHIFTS OF STUDENTS THAT COME AND GO THROUGHOUT THE CAMPUS. AND SO LEARNING IS GOING ON A REGULAR BASIS IN THAT CAMPUS. [01:50:02] SO ESSENTIALLY THAT BECOMES A SITUATION WHERE YOU CAN HAVE A CAMPUS THAT ACCOMMODATES 400 STUDENTS, BUT NOW YOU'RE TEACHING 800 STUDENTS AT ANY GIVEN TIME BECAUSE IT'S A SMALLER FOOTPRINT AND YOU'RE ABLE TO TEACH MORE STUDENTS. RIGHT? DOES THAT MAKE SENSE AS FAR AS QUALITATIVE? SO ESSENTIALLY, IT'S STUDENTS ARE SELF-GUIDED IN THEIR LEARNING AND SO THEY CAN BE ON OR OFF CAMPUS, BUT THEY ARE TAKING RESPONSIBILITY FOR THEIR EDUCATION AND THE TEACHER'S GUIDING THAT LEARNING. SO. OKAY. SO WITH THAT, I WANTED TO JUST KIND OF TOUCH ON, WHAT IS INCLUDED AS FAR AS THE SPACE THAT'S REQUIRED, RIGHT? SO UNDER THE QUALITATIVE METHOD, YOU'RE ABLE TO USE YOUR, YOU CAN HAVE MORE STUDENTS RIGHT WITHIN THE FOOTPRINT OF YOUR CAMPUS. SO YOU CAN HAVE MORE STUDENTS THAN YOU CAN ACCOMMODATE UNDER THE QUANTITATIVE METHOD. SO A LITTLE BIT OF CALCULATION HERE. IT SHOWS YOU THE SQUARE FOOTAGE MINIMUMS THAT ARE REQUIRED UNDER THE QUANTITATIVE VERSUS QUALITATIVE METHOD OF LEARNING. IF YOU ARE USING THE QUALITATIVE METHOD, YOU'RE ABLE TO INCLUDE LIBRARY AND CAFETERIA SQUARE FOOTAGE INTO YOUR CAMPUS CAPACITY. IF YOU ARE DOING THE QUANTITATIVE METHOD, YOU ARE NOT ABLE TO USE THE SQUARE FOOTAGE FOR LEARNING. SO DOES THAT MAKE SENSE? I WANT TO PAUSE REALLY QUICK AND MAKE SURE IF YOU GUYS HAVE ANY QUESTIONS, I WANT TO ADDRESS THEM. DOES THAT MAKE SENSE OR? TEAM ARE WE GOOD RIGHT NOW? OKAY. WE'LL HAVE QUESTIONS LATER ON AS WELL. YES. OKAY. SO WE ALSO WANT TO TOUCH ON FLEXIBILITY LEVEL ONE AND TWO, AS WELL AS FLEXIBILITY LEVEL THREE AND FOUR. THIS IS NOT A REQUIREMENT BY THE BOARD TO MAKE ANY KIND OF VOTE, BUT WE JUST WANTED TO INFORM YOU GUYS OF WHAT THAT MEANS. SO DEPENDING ON THE FLEXIBILITY LEVEL INSIDE THE CLASSROOM, THERE'S A REQUIREMENT FOR SQUARE FOOTAGE. SO 36FT² PER STUDENT OR FOR LEVEL 3 TO 4 IS 42FT² PER STUDENT. AND ESSENTIALLY THAT REFERS TO THE FLEXIBILITY WITHIN THE CLASSROOM. SO IF TEACHERS WANT TO REORGANIZE THEIR FURNITURE IN THE CLASSROOM OR WE'RE NOT GOING TO HAVE STUDENT CHAIRS AND DESKS ATTACHED TO EACH OTHER, IF YOU GUYS KNOW WHAT I MEAN. LIKE THE TOP IMAGE THAT YOU'RE LOOKING AT WHERE IT'S REALLY THE TEACHER IS AT THE FRONT OF THE CLASS. AND SO STUDENTS STAY WHERE THEY ARE. THAT'S LEVEL ONE. LEVEL TWO IS IF THE STUDENT CHAIRS AND TABLES ARE SEPARATE. BUT THERE'S REALLY NO CONFIGURATION OF THE CLASSROOM. IN LEVEL THREE, YOU'RE GOING TO HAVE LARGER TABLES AND CHAIRS SO STUDENTS CAN HAVE MORE PROJECT BASED LEARNING. AND SO THERE'S MORE FLEXIBILITY IN THE ROOM. THEY MIGHT REARRANGE THE FURNITURE. THE TEACHER CAN MOVE AROUND THE CLASSROOM AS THEY WANT. THERE'S NATURAL LIGHT CONNECTING INTO THE CLASSROOM, AND IN LEVEL FOUR, KIDS HAVE ACCESS TO OUTDOOR LEARNING. SO THESE ARE JUST ALL THE DIFFERENT LEVELS THAT TEA HAS KIND OF ESTABLISHED. AND I DON'T KNOW IF YOU MIGHT FEEL THIS WAY, BUT I THOUGHT, GOSH, IF YOU'RE IN LEVEL THREE AND FOUR, I WOULD THINK YOU WOULD NEED, THAT WOULD ALLOW YOU LESS SQUARE FOOTAGE. RIGHT? BUT THE REASON IS WITH THE FLEXIBLE FURNITURE, YOU NEED MORE ROOM TO BE ABLE TO CONFIGURE INSIDE THE CLASSROOM SPACE. AND SO YOU NEED MORE ROOM IN THE ACTUAL CLASSROOM FOOTAGE SO THAT IF I NEED TO MOVE TABLES AND CHAIRS THE WAY YOU'RE SAT, OR IF I WANT TO PUT IT LIKE A LECTURE STYLE, THEN I CAN MOVE THE FURNITURE EASILY. SO HENCE THE EXTRA SQUARE FOOTAGE THAT THEY REQUIRE. OKAY. SO WITH THAT, I WANT TO JUST SHARE WITH YOU GUYS THAT WHAT WE'RE ASKING YOU THIS EVENING IS A BOARD OF TRUSTEES IS REQUIRED TO SAY FOR THE CAMPUS PROJECT THAT WE ARE WORKING ON WHAT YOU WOULD LIKE TO ASSIGN QUANTITATIVE OR QUALITATIVE METHOD OF COMPLIANCE AS FAR AS DELIVERY OF EDUCATION. SO WE'VE KIND OF PUT THAT UP FOR YOU GUYS. YOU SAY THE BLANK PROJECT SHOULD BE DESIGNATED TO COMPLY WITH THE QUANTITATIVE OR QUALITATIVE METHOD OF COMPLIANCE. NOW I HAVE ALREADY SPOKEN TO MS. SEDILLO AND I'VE ALSO SPOKEN TO MAX OBVIOUSLY, AND BOTH OF THEM RECOMMEND THAT WE GO WITH THE QUANTITATIVE METHOD AND WE FULLY SUPPORT THAT. IN SPEAKING WITH MS. SEDILLO, WE ALSO TALKED ABOUT HOW THERE'S LOTS OF INNOVATIVE WAYS THAT HAYS IS TEACHING YOUR STUDENTS. AND SO WE'RE LOOKING AT A LEVEL THREE FOR THE FURNITURE AND THE FLEXIBILITY LEVEL. BUT THE DISTRICT IS NOT READY AT THIS POINT YET TO HAVE A CAMPUS LOAD OF WHAT YOU HAVE AT LIVE OAK, RIGHT OR NOT, ALL YOUR CAMPUSES ARE SUCH. LIVE OAK WOULD BE AN EXAMPLE OF A QUALITATIVE METHOD OF COMPLIANCE. BUT AT THIS POINT, TEACHERS ARE GUIDING THE LEARNING. SO WE ARE MOVING TOWARDS THAT. BUT THE DISTRICT IS NOT THERE YET. AND JUST TO PUT YOUR MIND AT EASE, MAJORITY OF DISTRICTS IN TEXAS, THIS IS THE CASE. [01:55:03] SO ANYWAY, SO WITH THAT. ANY QUESTIONS OR COMMENTS. ALL RIGHT, OPEN IT UP FOR QUESTIONS. MR. VELA. JENNA, RIGHT? YES, SIR. THANK YOU SO MUCH FOR THAT INFORMATION, JENNA. AND I DO HAVE QUESTIONS THAT ARE KIND OF POPPING OFF. FIRST OF ALL, THANK YOU FOR KIND OF EXPLAINING IT AND GIVING US SOME GOOD CONCRETE EXAMPLES. PLEASE TELL ME IF I WAS CONFUSING BECAUSE I WANT TO DO IT RIGHT. SO MY QUESTION IS THAT DEPENDING ON WHICH WAY WE GO, BECAUSE THIS IS IN EFFECT, SINCE ANY PROJECTS THAT WERE BUDGETED AFTER 2021, OBVIOUSLY WE'VE HAD PROJECTS THAT HAVE BEEN BUDGETED SINCE THEN. SO. YES. ANY PROJECT THAT YOU HAVE IMPLEMENTED AS OF NOVEMBER 1ST OF 2021 AND LIKE I SAID, THERE ARE THREE CRITERIA. SO. IF YOU'RE ALREADY PLANNED FOR IT. RIGHT. AND YOU HAD A, LET'S SAY, AN ARCHITECT THAT WAS UNDER CONTRACT. LAY OUT THE SITE OR THE PLANS FOR IT. THAT'S OKAY. THAT DOESN'T YOU DON'T HAVE TO WORRY ABOUT THOSE. ESSENTIALLY WHAT TEA IS SAYING IS IF YOU'VE THOUGHT OF A NEW PROJECT AND YOU'VE GOTTEN UNDER CONTRACT WITH ANY KIND OF ENTITY POST NOVEMBER 1 OF 2021, WE NEED TO COMPLY WITH THESE RULES. OKAY. MAX YOU WANT TO. YEAH. MR. CLEAVER. IN PARTICULAR IN ANTHEM AT THE ELEMENTARY 16 IN NOVEMBER OF 21, YOU KNOW, WE WERE ALREADY AT THE COMMITTEE LEVEL ABOUT TO BRING THAT AS A RECOMMENDATION TO YOU ALL. SO IF YOU'RE ASKING SPECIFICALLY ABOUT THAT CAMPUS, IT WAS A PROTOTYPE AND WE WERE BRINGING IT FORWARD. SO IT WAS ALREADY PAST THIS DATE WITHIN THE PIPELINE. OKAY. SO I MEAN, AS OF RIGHT NOW, ANY PROJECTS THAT WE HAD COME UP WITH, THERE'S NOT ANY CHANGES. THAT'S RIGHT. TO ANYTHING IN ARREARS. THAT'S CORRECT. IT IS. ANYTHING THAT WE DO GOING I JUST WANT TO MAKE SURE LIKE WHAT COST CHANGES ARE GOING AREN'T BREAKING ANY RULES. YEAH WE HAVEN'T WE'RE NOT BREAKING ANY RULES. THIS IS JUST GOING FORWARD. OKAY. I UNDERSTAND. AND I DO WANT TO THANK HIM AND I DO WANT TO SHARE WITH YOU IF AT ANY TIME YOU DECIDE. RIGHT. OKAY. ON THIS PARTICULAR CAMPUS MOVING FORWARD, WE'RE GOING TO CHANGE IT FROM QUANTITATIVE AND QUALITATIVE. AND THESE ARE THE REASONS WHY IT CAN BE CHANGED AT ANY TIME. SO DON'T FEEL THAT YOU HAVE TO. ONCE WE'VE SET THIS AS QUANTITATIVE, WE CANNOT CHANGE. SO YEAH, IT REALLY IS I WE BELIEVE THAT TO IS TRYING TO GET A TEMPERATURE. OF WHERE OUR DISTRICTS AT. AND WE ARE ASKING THEM, COULD WE HAVE A SMALLER FOOTPRINT AND SERVE MORE STUDENTS? WHAT WOULD THAT LOOK LIKE? SO, I MEAN, THAT'S REALLY WHAT THEY'RE AIMING FOR. CAN WE ACCOMMODATE MORE KIDS WITH LESS SQUARE FOOTAGE? AND SO IF THAT MAKES SENSE. OKAY. THANK YOU. OF COURSE. ANY OTHER QUESTIONS? MS. PETREA AND MS. OROSCO. WELL, I'M WITH YOU. I HATE TO SIT AND GET MODEL. I LOVE THE PICTURE YOU SHOWED WITH ALL OF THE VERSATILE FURNITURE, AND I COULD SEE THAT. I MEAN, COLLEGE LOOKS LIKE THAT, RIGHT? AND SO MAYBE NOT IN THE CLASSROOMS. IT LOOKS MORE LIKE THE TOP ONE, I GUESS. BUT AS EDUCATION EVOLVES, I JUST FEEL LIKE THAT THIS LEVEL THREE AND LEVEL FOUR IS REALLY MUCH MORE ATTRACTIVE TO STUDENTS, PROBABLY FOR TEACHERS, BUT IT'S MORE EXPENSIVE. IS THAT WHAT YOU'RE TELLING US? WELL, IT'S YOU NEED MORE SQUARE FOOTAGE BECAUSE THAT COSTS MORE MONEY. LET'S BE HONEST, WHEN YOU GO INTO A CLASSROOM AND YOU HAVE LARGER FURNITURE AND THE CLASSROOM MAY BE COMPLETELY FINE, BUT YOU HAVE LARGER FURNITURE, THE FIRST THING PEOPLE THINK IS THIS ROOM IS TOO SMALL. IT'S JUST THAT THE FURNITURE IS NOT THE ROOM IS NOT ADEQUATE FOR THE FURNITURE YOU'RE PUTTING IN IT. IF YOU HAD THE TOP IMAGE, IT'S FINE. BUT IT'S REALLY WE WANT TO ACCOMMODATE WHAT YOU'RE LOOKING TO DO RIGHT IN YOUR INSTRUCTIONAL SPACE FOR THE SIZE OF IT TO WHAT YOU'RE LOOKING TO DO, IF THAT MAKES SENSE. YEAH, I'M GLAD TO KNOW THIS. I MEAN, I COULD DEFINITELY THINK AS MIDDLE SCHOOLS OR A HIGH SCHOOL FOR AT SOME POINT IN THE FUTURE. THIS IS JUST GOOD INFORMATION TO HAVE. BUT IT MAKES ME SAD THAT WE WOULD HAVE TO HAVE MORE SQUARE FOOTAGE BASED ON THESE DIFFERENT MODELS. WELL, AND KEEP IN MIND, I DO WANT TO SHARE. SO UNDER THE QUANTITATIVE METHOD, YOU DON'T GET TO COUNT YOUR CRAMPED CAFETERIA OR YOUR LIBRARY, BUT YOU DO GET TO COUNT COLLABORATION SPACE. OKAY. SO AND YOU DO GET TO COUNT SPECIALS, SO OR SEAT SPACES, RIGHT? SO IT'S NOT JUST THE CLASSROOMS, IT'S JUST THAT THE CAFETERIA IS NOT USED AT ALL FOR INSTRUCTION. IT'S REALLY FOR KIDS TO GO THERE AND EAT. AND THE SAME THING WITH THE LIBRARY. THEY GO THERE FOR A SPECIFIC PURPOSE. THEY'RE NOT GOING THERE TO LEARN. SO THAT'S WHY THEY DON'T. I MEAN, A LIBRARIAN MAY ARGUE WITH YOU, BUT POINT TAKEN. OKAY, THAT WAS IT. I JUST HAD THAT COMMENT. MS. OROSCO. YES. AND I AM ALL ABOUT MORE SPACE, RIGHT? I MEAN, ESPECIALLY WHEN YOU GET TO THOSE UPPER GRADES IN ELEMENTARY, YOU DON'T HAVE ENOUGH ROOM AND ESPECIALLY IF YOU ARE WORKING COLLABORATIVELY. [02:00:01] SO JUST TELL ME AGAIN IN PLAIN TERMS, WHAT ARE YOU SAYING? YOU'RE SAYING WE'RE LEVEL THREE OR WE'RE SAYING TO LEVEL ONE. LEVEL TWO, BECAUSE I DON'T LIKE LEVEL ONE. LEVEL TWO. RIGHT. I UNDERSTAND. SO FROM WHAT I UNDERSTAND FROM [INAUDIBLE] I DON'T KNOW IF YOU WANT TO STEP UP AND SAY ANYTHING, BUT YOU DO HAVE FLEXIBLE FURNITURE AND YOU LOOK TO REARRANGE YOUR CLASSROOM SPACES PER THE TEACHER. SO THE TEACHER MAY SAY, I'M GOING TO LECTURE TODAY FOR THE FIRST HALF AND THEN YOU'RE GOING TO GET IN YOUR SMALL GROUPS AND YOU'RE GOING TO DO A PROJECT TOGETHER. SO NOW SHE'S GOING TO RECONFIGURE THAT ROOM. SO THAT'S A LEVEL THREE IF YOU HAVE SOME NATURAL LIGHT COMING IN, RIGHT? SO YOU HAVE WINDOWS TO ACCESS EXTERIOR, THEN THAT'S ALSO INCLUDED IN LEVEL THREE. LEVEL FOUR IS JUST INCREDIBLY HIGHLY FLEXIBLE. SO YOU HAVE WALLS THAT WILL OPEN INTO EACH OTHER'S SPACES AND YOU CAN HAVE WALLS THAT OPEN INTO WHAT'S A COLLABORATION AREA. SO REALLY IT BECOMES BARRIERS ARE OPTIONAL. SO YOU CAN MOVE EVERYTHING OUT AND HAVE ONE LARGE SPACE. YOU CAN HAVE ACCESS DIRECTLY TO EXTERIOR. SO, YOU KNOW, WE BELIEVE FROM THE DISCUSSIONS WE'VE HAD THAT YOU ARE AT A LEVEL THREE, ESPECIALLY FOR THE PROJECTS THAT WE ARE LOOKING AT IMPLEMENTING RIGHT NOW. AND ONE OF THE THINGS THAT WE ALSO TALKED ABOUT IS, YOU KNOW, YOU HAVE SEVERAL PROJECTS THAT ARE ON THE SLATE FOR THIS BOND THAT WE HAVE JUST PASSED. SO JUST LISTING THOSE PROJECTS MIGHT BE A GOOD IDEA TO SAY FOR THESE PROJECTS WE'RE GOING WITH THE QUANTITATIVE METHOD AND YOU DON'T HAVE TO SELECT THE LEVEL. THIS IS SOMETHING THE DISTRICT CAN DO. IT'S NOT A REQUIREMENT BY TO FOR THE BOARD TO APPROVE OR MAKE A VOTE ON, BUT THE QUANTITATIVE AND QUALITATIVE. SURE. AND YOU SAID WE COULD DO BOTH DEPENDING ON THE PROJECT. LIKE WE HAVE FIVE PROJECTS. SOME MIGHT FALL INTO LEVEL THREE QUANTITATIVE AND SOME MIGHT LEND THEMSELVES MORE TO A LEVEL ONE OR SO, RIGHT? SO WE CAN HAVE DIFFERENT PROJECTS WITH DIFFERENT DESIGNATED. YES, MA'AM. OKAY. AND THE MOST IMPORTANT THING ABOUT THOSE LEVELS IS THE SQUARE FOOTAGE. WE NEED TO MAKE SURE AS YOUR ARCHITECTURAL DESIGN TEAM, THAT WE ARE ACCOMMODATING THE RIGHT SQUARE FOOTAGE FOR THAT BUILDING FOR WHAT YOU'RE LOOKING TO DO WITHIN IT. SO LEVEL FOUR WILL GIVE ME MORE SQUARE FOOTAGE, BUT LEVEL THREE IS WHERE WE'RE AT LEVEL THREE AND LEVEL FOUR ARE THE SAME SQUARE FOOTAGE PER STUDENT. OKAY. BUT THEN I CAN LIVE WITH THAT. YES. THANK YOU. AND ONE THING TO THINK ABOUT IS LEVEL ONE AND LEVEL TWO, YOU REALLY AREN'T GOING TO HAVE COLLABORATION SPACES, BUT LEVEL THREE AND LEVEL FOUR, YOU MIGHT. AND SO YOU CAN INCLUDE THOSE COLLABORATION SPACES WITH YOUR CLASSROOMS, RIGHT? SO YOU MIGHT HAVE TWO CLASSROOMS AND MAYBE A CO LAB AREA IN BETWEEN THEM THAT YOU CAN OPEN UP TO. AND SO YOU CAN INCLUDE THAT IN YOUR SQUARE FOOTAGE COUNT. OKAY. THANK YOU. OF COURSE. MY PLEASURE. MR. SEVERANCE. OKAY, SO WE JUST BONDED A NEW ELEMENTARY SCHOOL. YES, SIR. RIGHT. SO MY QUESTION WOULD BE, WHAT IS THE MAXIMUM INSTRUCTIONAL CAPACITY FOR THAT NEW SCHOOL? WHAT'S THE NUMBER GOING TO BE? 900 STUDENTS. SO 900 STUDENTS. SO UNDER THE QUANTITATIVE MAXIMUM, STUDENT ENROLLMENT MUST EQUAL THE MAXIMUM INSTRUCTIONAL CAPACITY. YES. SO DOES THAT MEAN THAT SCHOOL CAN NEVER GO OVER 900 KIDS? WELL, I MEAN, I THINK THIS IS JUST FOR THE DESIGN. SO, YES, IT COULD HOLD HOWEVER MANY YOU WOULD CONCEPTUALLY WANT TO PUT IN THERE. BUT THIS IS FOR THE DESIGN, RIGHT? RIGHT. NO, BUT I'M JUST SAYING. BUT THAT HAS NOTHING TO DO. LIKE DOWN THE ROAD AFTER WE'VE DESIGNED IT. IF WE'RE NOT GOING TO GET TIED TO SOMETHING THAT WE. I DON'T THINK SO. NO. THIS IS JUST FOR THE DESIGN ONLY. OKAY. IN OTHER WORDS, YOU'RE SAYING TO ANALYZE THIS IN SOME WAY, RIGHT? I DON'T SEE THAT. I WOULDN'T THINK SO. LIKE QUALITATIVE FOR US IS LIKE LIVE OAK. RIGHT? AND THEN QUANTITATIVE WOULD BE MOST OF OUR OTHER SCHOOLS WITH LEVEL THREE, YOU KNOW, NOT LEVEL FOUR. BUT YEAH, THE RECOMMENDATION IS TO GO FORWARD WITH QUANTITATIVE ON ALL CAMPUSES. AND THEN IF SOMETHING BECOMES IT SHOWS ITSELF AS QUALITATIVE. I GUESS WE'D COME BACK AND MAKE THAT WE CAN CHANGE. WE CAN CHANGE IT DOWN THE ROAD. YES, SIR. OKAY. ALL RIGHT. GREAT. THANK YOU. AND WE CAN AND WE CAN BE HERE TO SUPPORT YOU, TO WALK THROUGH OR TALK THROUGH TRANSITIONING INTO BEING A QUALITATIVE CAMPUS AS WELL. IF SO, YOU NEED IT. YES. OKAY. MR. VELA. GO AHEAD. YEAH, A COUPLE MORE QUESTIONS. AND OF COURSE, YOU KNOW, AS WE TALK ALOUD, IT'S GREAT TO HEAR OTHER MINDS POP IN. BUT SO GOING BACK TO THE PICTURES, I KNOW THAT'S NOT THE SAME CLASSROOM LIKE A BEFORE AND AFTER. DO YOU HAVE ANY PROJECTS ALREADY THAT YOU COULD SHARE WITH US THAT MAY HAVE MADE THIS MOVE? YES. WELL, I DON'T HAVE IMAGERY, BUT I DO HAVE THE LIST. LIKE I SAID, AT WICHITA FALLS ISD, THERE ARE TWO HIGH SCHOOLS IS FOCUSED MORE ON THE TEACHER BEING THE FACILITATOR. SO THE CLASSROOM SIZES ARE SMALLER, BUT THEY ACCOMMODATE KIDS GOING OFF ON THEIR OWN AND LEARNING IN THE LIBRARY OR IN THE CAFETERIA. AND SO THEY JUST GO ONLINE AND THEY'RE LEARNING, YOU KNOW, THAT MODULE ONLINE ON THEIR OWN. [02:05:06] SO. OKAY. AND THEN SINCE THIS WENT INTO EFFECT AND THIS MAY BE MORE FOR MR. CLEAVER, BUT SINCE THIS WENT INTO EFFECT IN NOVEMBER OF 2021, WHEN DID WE BECOME AWARE OF THIS NEW CHANGE THAT WANTED TO MAKE ON NOVEMBER 1ST, 2021? NO. I MEAN, I WAS MADE AWARE OF THIS BY HUCKABEE. AND SO AS SOON AS THEY MADE US AWARE OF IT, WE GOT TO GOT ON THE AGENDA. OKAY. THANK YOU. OKAY. IT'S BEEN A LOT OF UNPACKING OF NEW INFORMATION, IF THAT MAKES SENSE. I'M JUST A COUPLE OF QUICK THINGS. ONE IS I'D LIKE TO MAKE SURE WE GET A COPY OF THIS PRESENTATION PUT UP ON BOARD BLOG. SO THAT WOULD BE GREAT. AND THEN I'M JUST WONDERING AND I'M BEING A LITTLE FACETIOUS WITH THIS, BUT WHAT'S THE POINT? I MEAN, I'M MANDATES AND WHAT ARE THEY GOING TO DO? THEY AUDIT THESE? ARE THEY GOING TO COME OUT HERE AND GO, YOU SAID YOU WERE A LEVEL FOUR, BUT YOU PUT IN SOME FIXED DESKS, SO YOU'VE GOT TO TEAR DOWN PART OF YOUR SCHOOL. RIGHT. SO I'M NOT REAL SURE WHAT'S THE POINT OF THE WHOLE THING. THAT'S A GREAT QUESTION. THE BIGGEST PIECE, I WOULD JUST SAY FROM A DESIGN STANDPOINT, IT JUST HAS TO DO IT DRIVES SQUARE FOOTAGE. AND ARE WE GOING TO COUNT THE CAFETERIA AND THE LIBRARY AS INSTRUCTIONAL SPACE OR NOT? AND BECAUSE I SHARE YOUR SENTIMENT, WE'VE HAD SOME CONVERSATIONS IN HOUSE ABOUT WHAT ARE WE DOING, WHAT IS THE PURPOSE OF THIS? AND I'VE ACTUALLY SAID, WHAT IS THE POINT? AND SO I THINK THE POINT IS IT DOES DRIVE SQUARE FOOTAGE. OKAY. AND LIKE THEY SAID, THEY'RE TRYING, I THINK TO MIGHT BE TRYING TO GET A BEAD ON WHAT IS ACTUALLY GOING ON OUT THERE, BECAUSE I KNOW JUST FROM, YOU KNOW, ANECDOTALLY FROM FOR THE LAST, I DON'T KNOW, TEN YEARS OR SO OF MY CAREER DOING THIS, IT SEEMS LIKE THERE'S ALWAYS BEEN SORT OF A CONFLICT OF HOW WE USE COLLABORATION SPACES TO, YOU KNOW, THEY MAKE BEAUTIFUL COLLABORATION SPACES, BUT WE'RE JUST NOT EITHER EQUIPPED YET TO USE THEM OR THEY'RE NOT SAFETY AND SECURITY WISE, YOU CAN'T PUT STUDENTS OUT THERE, YOU KNOW, JUST UNSUPERVISED. AND SO I THINK IT'S JUST TRYING TO GET EVERYBODY ON THE SAME PAGE WITH THAT DESIGN. AND IT DRIVES SQUARE FOOTAGE. YEAH, I DO FIND THE LEVEL FOUR THING A LITTLE INTERESTING WITH THE AUDITS THAT GO ON TO MAKE SURE ALL YOUR OUTSIDE DOORS ARE LOCKED, BUT THAT INCLUDES DOORS THAT ARE OPEN TO THE OUTSIDE. SO I WAS GOING TO CHIME IN. I SUSPECT THAT THIS WILL CHANGE WITH THIS LEGISLATIVE SESSION AND ALL THE SAFETY BILLS THAT ARE THERE, BECAUSE I WAS TALKING TO JERRY ABOUT THIS AND YOU KNOW HOW HARD IT WOULD BE TO SECURE THOSE AREAS. AND IT DOESN'T GO HAND IN HAND WITH ANY OF THE SAFETY RECOMMENDATIONS THAT THEY'RE MAKING NOWADAYS. SO THAT CAME OUT IN NOVEMBER OF 21 AND NOW HERE WE ARE. SO I SUSPECT THAT WILL CHANGE AS WELL AND WE GET LEGISLATIVE UPDATES. AND AFTER THAT LAST SESSION, THIS WAS NOWHERE ON THE RADAR. AND UNTIL THEY BROUGHT IT TO OUR ATTENTION, WE'VE NEVER HEARD OF IT. AND SO I DON'T KNOW WHAT THE LEGISLATIVE INTENT WAS FOR THIS. I CAN ANSWER A LITTLE BIT OF THAT. AND THIS IS A. A LITTLE BIT OF SECOND HAND KNOWLEDGE, BUT THIS ALL REALLY STARTED WITH THE OLD STANDARDS BEING HAMMERED FOR A WHILE ABOUT BEING OUTDATED. AND THERE WERE SCHOOL DISTRICTS OUT THERE THAT WERE WANTING TO BE REALLY PROGRESSIVE AND SAY, I CAN'T DESIGN SCHOOLS THE WAY I WANT TO DESIGN THEM BASED OFF OF THESE CURRENT TO REGULATIONS THAT YOU HAVE. AND SO TEA SAT DOWN AND THIS HAS BEEN PROBABLY FIVE YEARS IN THE MAKING. SO THE CONVERSATIONS HAPPENED WELL BEFORE SOME OF THE CONVERSATIONS WE'RE HAVING TODAY, UNFORTUNATELY, BECAUSE SOME OF THE EVENTS THAT ARE HAPPENING IN OUR SCHOOLS WHERE SAFETY AND SECURITY HAS BEEN PUSHED MORE TO THE FOREFRONT, BUT THERE WERE A LOT OF PEOPLE THAT WERE TRYING TO BE VERY PROGRESSIVE WITH SOME OF THE THINGS THEY WERE DOING IN THEIR SCHOOLS. SO TO SAT DOWN AND SAID, HOW CAN WE ALLOW SCHOOLS TO BE PROGRESSIVE AND DO SOME OF THE THINGS THAT THEY WANT TO DO AND STILL MEET THE TEA REQUIREMENTS, BUT STILL ALSO MAKE SURE THAT THE VAST MAJORITY OF THE SCHOOLS WE'RE TALKING LIKE 95% OF THE SCHOOLS IN THE STATE STILL MEET COMPLIANCE AS WELL. IN THE END, THIS REALLY COMES DOWN TO A REGULATION AND A FORM THAT WE HAVE TO SIGN. AS THE ARCHITECT OF RECORD, AND THE SCHOOL DISTRICT HAS TO SIGN IT AS WELL. AND IT'S A COMPLIANCE FORM. AND SO AT THE END OF EVERY SINGLE PROJECT THAT WE DO, WE HAVE TO SIGN A FORM SAYING THAT WE'VE MET ALL THE REGULATIONS THAT TEA HAS ON THE DESIGN OF SCHOOLS. ONE OF THE REGULATIONS THAT THEY HAVE PUT OUT THERE IS THAT THE SCHOOL DISTRICT HAS MADE A BOARD ACTION TO CHOOSE BETWEEN QUALITATIVE VERSUS QUANTITATIVE ON AN INDIVIDUAL PROJECT. OUTSIDE OF THAT, I COULDN'T TALK TO YOU ABOUT I'M NOT SURE EXACTLY WHAT THE GOAL IS HERE. I DO THINK THAT JENNY'S POINT ABOUT TRYING TO GAUGE THE TEMPERATURE ABOUT WHERE DISTRICTS ARE HEADING IN TERMS OF HOW THEY WANT TO DESIGN THEIR FACILITIES. SO IT MIGHT ACTUALLY INFORM FUTURE CHANGES TO TO REGULATIONS. BUT, YOU KNOW, THERE IS NOT GOING TO BE A QUALITATIVE VERSUS QUANTITATIVE COP COMING OUT AND CHECKING ON YOU. [02:10:01] AND, YOU KNOW, SO IT IS REALLY JUST A CHECK IN A BOX KIND OF SITUATION. BUT IT DOES ACTUALLY LEAD TO SOME REALLY INTERESTING CONVERSATIONS THAT CONVERSATIONS THAT WE'VE HAD WITH MS. [INAUDIBLE] ABOUT HOW YOU GUYS WANT TO DELIVER EDUCATION. THESE ARE CONVERSATIONS WE WOULD HAVE ANYWAYS, JUST THAT THIS MAKES US HAVE THOSE CONVERSATIONS IN SOMEWHAT OF A FRAMEWORK THAT WE HAVEN'T DONE IN THE PAST. OKAY. THANK YOU FOR THAT, MR. SEVERANCE. YEAH. I JUST WANT TO CHALLENGE MAX AND YOUR TEAM, AND THEN YOU ALL, OF COURSE, LIKE, YOU KNOW, WE'VE BEEN TALKING ABOUT WHAT OUR STANDARD FEATURES SHOULD BE FOR EVERY ELEMENTARY SCHOOL, EVERY MIDDLE SCHOOL AND EVERY HIGH SCHOOL. I THINK THIS SHOULD ALSO BE A CHECKLIST THAT WE ADD TO THIS THAT SAYS THEY'VE ALL GOT TO HAVE THESE 15 TO 20 ELEMENTS, RIGHT. AS A STANDARD. SO WE'RE NOT GOING BACK TO SCHOOLS AND LIKE, OH, WE HAVE TO NOW ADD THIS. I WANT TO HAVE A STANDARD LIST OF LIKE WHAT EACH CAMPUS, YOU KNOW, NEEDS TO HAVE ON AN ELEMENTARY SCHOOL LEVEL FEATURES, STRUCTURES, PLAYGROUNDS, I MEAN CLASSROOMS, COLLABORATIVE SPACES, EQUIPMENT, ALL THE STUFF, THE STANDARDS THAT YOU CAN JUST ALSO CHECK WHEN YOU'RE DOING THE DESIGN. SO WE'RE NOT DOING SOMETHING DIFFERENT EVERY TIME WE BUILD A NEW SCHOOL. LIKE, I MEAN, I'M NOT SAYING I WANT A COOKIE CUTTER APPROACH TO SCHOOLS, BUT I THINK WE'RE PRETTY GOOD ABOUT BUILDING ELEMENTARY SCHOOLS. WE PROBABLY SHOULD GET PRETTY CLEAR ON WHAT ALL THE ELEMENTS SHOULD BE. YOU KNOW, EACH SCHOOL SHOULD HAVE. SO I KNOW YOU GUYS HAVE BEEN WORKING ON THAT. I BELIEVE YOU'RE WORKING ON IT. SO YOU'RE ACTUALLY ARE THAT'S A LITTLE PREVIEW TO ONE OF THE NEXT THINGS THAT WE'RE GOING TO COME TO YOU ALL TO TALK ABOUT, WHICH IS ANOTHER REQUIREMENT FROM TEA, WHICH IS EDUCATIONAL SPECIFICATIONS. AND SO YOU GUYS ARE ANOTHER REQUIREMENT. NAILED IT. HAVE NAILED IT. NAILED IT. ANOTHER REQUIREMENT THAT WE'RE GOING TO HAVE IS THAT FOR DIFFERENT LEVELS OF FACILITIES AT ELEMENTARY, MIDDLE AND HIGH THAT YOU HAVE AN EDUCATIONAL SPECIFICATION THAT OUTLINES PRETTY MUCH WHAT YOU JUST DESCRIBED, WHAT ARE THE BASIC STANDARDS THAT GO INTO EVERY SINGLE ONE OF YOUR SCHOOLS IN YOUR DISTRICT? IT IS SOMETHING THAT WE HAVE BEEN WORKING ON AS PART OF THE BOND PLANNING EFFORT. AND SO WE'RE JUST GOING TO CODIFY THAT INTO AN ACTUAL PHYSICAL DOCUMENT THAT WILL HAVE ALL OF THAT INFORMATION. YEAH, BECAUSE I THINK GOING FORWARD, I MEAN, I KNOW ARCHITECTS, YOU LOVE TO BUILD BEAUTIFUL THINGS AND WIN AWARDS AND STUFF LIKE THAT, BUT I DO THINK THERE'S SOME ELEMENTS AND SOME OF THE SCHOOLS THAT WE HAVE, WE HAVE BUILT IN THE PAST THAT MIGHT NOT NEED SOME OF THAT ELEMENT TO CUT COST OUT. SO I WANT TO MAKE SURE THAT WE'RE YOU KNOW, WE'RE HAVING WE'RE TO DEFINE WHAT WE REALLY NEED TO HAVE, WHAT'S IMPORTANT TO OUR DISTRICT ON EACH OF THESE CAMPUSES. AND THEN MAYBE WE'RE GOING TO CUT OUT ALL THAT OTHER I DON'T KNOW. I'M NOT GOING TO SAY FLUFF, BUT ARCHITECTURAL ELEMENTS THAT MAYBE WE DON'T NEED TO STORY, YOU KNOW, VOLUME SPACES. AND, YOU KNOW, I DON'T KNOW. I MEAN, BUT WE CAN TALK ABOUT THAT. BUT AT LEAST WE HAVE THE RULES OF WHAT IT LOOKS LIKE, WHAT THE MINIMUM IS. THEN WE CAN, YOU KNOW, THE OK, THE BOARD CAN GO THROUGH AND LOOK AND MAKE SURE THAT WE'RE NOT OVERESTIMATING SOMETHING IF WE DON'T NEED IT TO BE SO, ESPECIALLY WITH AS EXPENSIVE THINGS ARE IN CONSTRUCTION RIGHT NOW. SO ANYWAY, THANK YOU. THAT'S IT. AND JUST TO BE CLEAR, WE'RE NOT THESE NEW REGULATIONS ARE NOT DRIVING MASSIVE CHANGES TO THE DESIGN OF YALE'S BUILDINGS. YOU ALL HAVE A PROTOTYPE FOR YOUR ELEMENTARY SCHOOL. WE ARE. AND AGAIN, OUTSIDE OF THE DISCUSSIONS, WE'RE HAVING THOSE CONVERSATIONS ALREADY ABOUT LOWERING VOLUMES AND MAKING THINGS LESS EXPENSIVE. BUT IF ANYTHING, WE'RE ACTUALLY GOING TO BE SORT OF RETROACTIVELY WORKING BACKWARDS FROM WHAT YOU ALL DESIGN RIGHT NOW AND THEN MEMORIALIZING THOSE INTO THE DOCUMENTS THAT ARE REQUIRED BY TIA. SO IT'S MORE OF Y'ALL'S DESIGN DRIVING THE DOCUMENTS RATHER THAN DOCUMENTS DRIVING THE DESIGN. FLORES. I CERTAINLY WOULD LIKE TO SEE HOW THESE LINE UP WITH WHAT COMES OUT OF THE LEGISLATURE IN REGARD TO SAFETY. BUT SPEAKING AS SOMEONE WHO'S AN EDUCATOR, I CERTAINLY CAN SEE THE BENEFIT IN DESIGNING CLASSROOMS THAT ARE MORE ALIGNED WITH THE WAY KIDS LEARN IN 2023, MORE PROJECT BASED LEARNING COLLABORATIVE SPACES. BUT I WOULD LIKE TO SEE SOME DATA IN REGARDS TO DISTRICTS THAT HAVE IMPLEMENTED OR THAT HAVE BUILT CLASSROOMS SIMILAR TO SEE IF IT HAS IMPROVED ACADEMIC ACHIEVEMENT AND WHAT THE DATA WOULD BE AS FAR AS IF THE DISTRICT GOES FORWARD WITH THIS. IS THERE ARE THERE NUMBERS TO SUPPORT THAT THIS HAS WORKED. SO I'D LOVE TO SEE THAT. YEAH. I'D BE CURIOUS WHAT KIND OF DATA ACTUALLY EXISTS OUT THERE BECAUSE IT'S SUCH A NEW REGULATION AND EVERYBODY IS REALLY JUST TRYING TO FIGURE OUT HOW TO IMPLEMENT IT APPROPRIATELY. I'LL HAVE TO ASK AROUND. I DON'T KNOW THAT THERE'S A LOT OF DATA ON QUANTITATIVE VERSUS QUALITATIVE OUT THERE JUST YET. UM, I THINK HE'S ASKING ABOUT YOU'RE ASKING ABOUT PROJECT BASED LEARNING AND THINGS LIKE THAT. WELL, JUST DISTRICTS LIKE WICHITA FALLS, MONTGOMERY ISD THAT HAVE GONE FORWARD WITH THIS. [02:15:01] WHAT'S THE DATA ON THAT? HAS IT IMPROVED ACADEMIC ACHIEVEMENT, I GUESS WOULD BE MY QUESTION. I'D LOVE TO SEE SOME NUMBERS IF THEY EXIST. SO YEAH, SO THERE'S A LOT OF DATA OUT THERE ABOUT THE QUANTITATIVE STUFF THAT'S BEEN GOING ON FOR YEARS. I'D SAY THAT THE QUALITATIVE STUFF, THERE ARE EXAMPLES OF SCHOOLS THAT HAVE BEEN OUT THERE THAT HAVE OPENED FOR A WHILE THAT WE COULD TRY TO GET SOME INFORMATION FOR YOU ON THAT I WOULD SAY HAVE BEEN QUALITATIVE BEFORE THERE WAS SUCH A THING AS QUALITATIVE. BUT YEAH, WE CAN LOOK AND SEE WHAT WE CAN DIG OUT FOR YOU. OKAY. SO JUST TO CLARIFY, WHAT EXACTLY IS THE QUESTION DATA ON QUALITATIVE QUANTITATIVE. I'M SORRY, THAT'S WHAT I WAS QUANTITATIVE DATA. THANK YOU. OKAY. GOOD. OKAY. ALL RIGHT. I THINK THAT'S IT ON THAT. THANK YOU GUYS VERY MUCH FOR COMING OUT TONIGHT. SO NEXT, YOU WANT TO ASK THE QUESTION ABOUT THEIR VOTES. THANK YOU VERY MUCH. OKAY. THANK YOU. OKAY, BACK TO THE TOP FOR ACTION ITEMS ARE ONE WILL BE FOR NEXT WEEK. [R1. Consideration and possible action, if any, resulting from closed session ] SO THAT BRINGS US TO R2, WHICH IS THE CONSIDERATION AND POSSIBLE NOMINATION OF HAYS BOARD TRUSTEE TWO REGION 13 POSITION BE ON THE BOARD. [R2. Consideration and possible nomination of a Hays CISD Board Trustee to Region 13, Position B on the TASB Board] ANY INTEREST FROM ANYONE IN THAT? YOU CAN TALK TO ME ABOUT THAT. MR. PETREA, YOU HAVE SOMETHING TO SAY? GO AHEAD. YES. IT SOUNDS LIKE OUR FRIEND IN DRIPPING MARY. I THINK IT'S HEDRICK. MARY JANE HEDRICK IS INTERESTED IN RE-UPPING FOR THAT AND I AM IN SUPPORT OF THAT. IT DOESN'T LOOK LIKE THERE'S A MOTION FOR US OR ANYTHING ON THIS ITEM. SO I DON'T KNOW WHAT WE HAVE TO DO TO SAY THAT WE'RE FINE WITH SUPPORTING HER. BUT I'M SURE THERE'S I FEEL LIKE MAYBE THERE'S A PIECE OF PAPER OR SOMETHING THAT WE FILL OUT APPLICATION. BUT I JUST WANTED TO EXPRESS MY SUPPORT FOR MARY JANE AT DRIPPING SPRINGS ISD TO CONTINUE SERVING IN THAT ROLE ON THE REGION. 13 POSITION BE SEAT ON THE BOARD. IT'S NICE TO HAVE SOMEBODY IN OUR BACK YARD ON THAT BOARD. OKAY. ANYBODY ELSE? OKAY. ITEM THREE CONSIDERATION AND POSSIBLE APPROVAL OF AN AMENDMENT TO THE 23-24 SCHOOL CALENDAR TO RESTORE THE [R3. Consideration and possible approval of an amendment to the 2023-202R4 School Calendar to restore the original Spring Break, and add additional build-in time for weather or buses] ORIGINAL SPRING BREAK AND ADD ADDITIONAL BUILT IN TIME FOR WHETHER OR BUSSES. MR. SAVOY. YES. YOU KNEW BETTER THAN THAT. WHY DO YOU ASK THAT? MR. PRESIDENT, I DON'T THINK WE'VE HAD A MR. PRESIDENT IN ABOUT EIGHT YEARS. I COULD BE WRONG. I'D HAVE TO LOOK IN THE HISTORY, BUT. MR. PRESIDENT, MEMBERS OF THE BOARD. DR. ERIC WRIGHT, THE SUPERINTENDENT. YES. WE ARE RECOMMENDING THAT WE MOVE THE SCHOOL CALENDAR. I'M SORRY. I HAD MY LAST RABIES SHOT TODAY, AND IT'S CATCHING UP TO ME. FOR THOSE LISTENING AT HOME, THAT'S ACTUALLY A TRUE STORY. THIS IS TRUE. I TRIED TO RESCUE A KITTEN. THIS IS DAY 14. I HAVE TO TAKE MY 16TH SHOT TODAY. AND SO ANYWAY, I'LL BE FINE TOMORROW. TONIGHT? I CAN'T. NO, WE ARE RECOMMENDING THAT WE RESTORE THE ORIGINAL SPRING BREAK. THIS IS. I'M GOING TO OWN THIS FOR EVERYBODY OUT THERE. I APOLOGIZE. THIS IS ALWAYS ONE OF THE TRICKY THINGS. YOU KNOW, WHEN WE PUT A CALENDAR TOGETHER, IT'S GOING TO AFFECT THE LIVES OF 60 TO 100,000 PEOPLE. AND SO WE TRY TO PUT THE BEST POSSIBLE CALENDAR TOGETHER FOR THE FOR THE MOST FOLKS. AND OUR STANDARD WITH US HAS ALWAYS BEEN TO MATCH OUR CALENDAR WITH UT. AND SO THIS CALENDAR WAS APPROVED ABOUT TWO YEARS AGO WITH THE SPRING BREAK CONTINGENT UPON MATCHING THE SPRING BREAK OF THE UNIVERSITY OF TEXAS, WE HAVE DUAL CREDIT STUDENTS THAT WOULD NOT OTHERWISE GET A SPRING BREAK. GENERALLY, THE REASON WE SAY UT IS BECAUSE THEY MATCH THE OTHER UNIVERSITIES IN THE AREA ACC, TEXAS STATE AND THAT ALL USUALLY MATCHES SOUTH BY SOUTHWEST, WHICH WE USUALLY EXPERIENCE A HIGH ABSENTEE RATE BOTH IN STAFF AND STUDENTS ATTENDING OR PARTICIPATING IN THE FESTIVAL. SO USUALLY IT ALL WORKS OUT. UT PUBLISHED THEIR SPRING BREAK AND IT WAS THE THIRD INSTEAD OF THE SECOND WEEK THAT WE'RE RECOMMENDING. SO EARLY IN JANUARY, I REQUESTED THAT THE BOARD WAS HOPING WE WERE GETTING AHEAD OF IT, MOVE OUR SPRING BREAK TENTATIVELY TO THE THIRD WEEK TO GIVE PARENTS ENOUGH TIME, MORE THAN A YEAR TO KIND OF PLAN FOR IT. WE LIVED THIS STORY ABOUT 5 OR 6 YEARS AGO, I THINK IT WAS 2017, 2018. WHERE UT WAS DIFFERENT. IT WAS A DIFFERENT WEEK THAN ACC, AND THEN TEXAS STATE CAME OUT EVENTUALLY. WHAT HAPPENED THERE ABOUT THREE WEEKS OUT OR THREE MONTHS OUT FROM THE SPRING BREAK, EVERYONE SORT OF CAPITULATED AND UT DID NOT BUDGE. AT THAT TIME I WAS SAYING, WELL, IF THAT'S PROBABLY GOING TO HAPPEN AGAIN, LET'S GET AHEAD OF IT. [02:20:03] LET'S GO AHEAD AND MOVE OUR SPRING BREAK NOW, BECAUSE WE WERE ONE OF THE VERY LAST I THINK IT WAS JUST US AND SOUTH BY SOUTHWEST, OF COURSE, SOUTH BY SOUTHWEST CAN'T MOVE THEIR SCHEDULE, SO. ANYWAY, WE'VE BEEN MONITORING IT AS PROMISED IN OUR LETTER TO PARENTS IN JANUARY. WE'VE BEEN KEEPING A VERY CLOSE EYE ON IT, WAITING AND WAITING FOR TEXAS STATE ACTUALLY TO PUBLISH. THEY HAD A PLANNING CALENDAR THAT THEY WERE LOOKING AT THE WEEK THAT WE'RE NOW REQUESTING WE GO TO WITH ACC. OK. BUT THEY HADN'T PUBLISHED IT AND THEN UT ACTUALLY PUBLISHED THAT THEY'RE GOING TO CHANGE THEIR SPRING BREAK. I'M SURPRISED THAT DID NOT HAPPEN LAST TIME AFTER A LOT OF PEOPLE PRESSING THEM TO DO THAT, THEY DID IT. I'M VERY THANKFUL AND GRATEFUL THAT ALLOWS US TO PUT OUR SPRING BREAK BACK TO WHAT IT WAS SUPPOSED TO BE, WHICH THEN SHOULD ALIGN WITH TEXAS STATE ACC SOUTH BY SOUTHWEST. AND I KNOW THAT'S NOT PERFECT FOR EVERYONE, BUT I DO KNOW THAT THAT'S GOING TO HELP THE MOST PEOPLE IN TERMS OF THE SPRING BREAK, AND I'M GLAD WE'RE ABLE TO DO IT WITH, WHAT, TEN MONTHS OR SO AWAY AND NOT HAVING TO WAIT TILL THE MOMENT. SO THAT IS THE SPRING BREAK PART. I WILL OWN THAT. THAT'S NOT ON THE BOARD. I DID ASK YOU TO CHANGE IT IN JANUARY. THINKING WE WERE GOING TO GET AHEAD OF SOMETHING. IT'S NOT THE OUTCOME I EXPECTED, BUT I'M SUPER EXCITED BECAUSE THIS ACTUALLY WORKS OUT FOR THE BEST. AND EVERYBODY WHO WORKS IN DIFFERENT DISTRICTS AND COLLEGES AND ALL THAT PARENTS CAN BE OFF WITH THEIR KIDS ALL AT THE SAME TIME. THE ADDING OF THE MINUTES CAME ABOUT BECAUSE THIS YEAR WE DIDN'T GET A WAIVER. IF YOU'LL NOTE THE LAST, I DON'T KNOW, A COUPLE OF MONTHS WE'VE HAD TO ADD A FEW MINUTES ONTO OUR HIGH SCHOOL AND MIDDLE SCHOOL. WE SAID, LET'S JUST GET AHEAD OF THAT. LET'S JUST DROP A FEW MORE MINUTES ON THE DAY AND THEN WE WILL HAVE MORE BANKED MINUTES IN CASE WE GET INTO A WEATHER SITUATION AGAIN. AND WE WON'T HAVE TO KIND OF CHANGE THE CALENDAR BELL SCHEDULE MID-YEAR. ALSO, IT HOPEFULLY WILL HELP A LITTLE BIT WITH OUR BUSSES, GIVING THEM A LITTLE MORE TIME ON SOME OF THE UPPER LEVELS THE WAY WE'VE STRUCTURED IT OUT. SO THE BELL SCHEDULE, IF YOU LOOK ON THERE, IS SLIGHTLY DIFFERENT NOT FOR ELEMENTARY I DON'T THINK, BUT FOR THE SECONDARY. AND THOSE ARE THE REQUESTS THAT WE ARE ASKING YOU TO MAKE. ALL RIGHT. MS. RUNKLE, I BELIEVE YOU INDICATED YOU HAD A QUESTION. YES. AND MAYBE THIS IS MORE OF A QUESTION FOR DR. WRIGHT, BECAUSE IT WASN'T THE SPRING BREAK. I'M TOTALLY I'M GLAD THAT ALL WORKED OUT. THAT'S GREAT. THE ADDING THE MINUTES, THERE'S MORE CONVERSATION BEHIND THE ADDING OF THE MINUTES. RIGHT? LIKE, I KNOW THAT THERE WAS SOME CONVERSATION FROM MIDDLE SCHOOL PRINCIPALS THAT WANTED TO ADD MINUTES. CAN YOU KIND OF TALK ABOUT THAT AND WAS THAT A PART OF THIS CONVERSATION AND MEETING THE NEEDS OF OUR SECONDARY CAMPUSES? YES, THEY HISTORICALLY HAVE WANTED MORE MINUTES AND THEY FELT LIKE THAT THAT THEY COULD USE THAT FOR JUST EXTENDING EACH PERIOD AND HELPING WITH INTERVENTION TUTORIALS. AND SO WE WANTED TO TO HONOR THEIR REQUEST. AND THAT ALSO HELPS US WITH OUR TRANSPORTATION SCHEDULE SO THAT WE CAN BUILD SOME MORE TIME IN AS A BUFFER BETWEEN MIDDLE SCHOOL AND HIGH SCHOOL SCHEDULING AND, SO IT'S BEEN AN ONGOING REQUEST. THANK YOU. I KNOW THAT I'VE HEARD ABOUT IT. AND SO WHEN I APPROACHED YOU WITH IT, IT WAS ALREADY A CONVERSATION AND YOU WERE ALREADY BRINGING IT TO US. SO I'M GLAD THAT THIS IS GOING TO WORK OUT AND I'M HAPPY TO SUPPORT THIS. THANKS. MR. SAVOY. MS. PETREA. I'M SO EXCITED ABOUT THIS. WHEN WE DID THIS IN JANUARY, IT WAS LIKE WE ALL KNOW WHEN PEOPLE ARE PAYING ATTENTION TO BOARD MEETINGS BECAUSE ALL OF A SUDDEN WE GOT A LOT OF CALLS ABOUT THIS CALENDAR BUSINESS. PEOPLE WERE ALREADY PLANNING THEIR TRIPS TO BRANSON OR WHATEVER FOR 2024 BECAUSE THEY WERE MAD. MY ANNIVERSARY FALLS ON MARCH 12TH, SO I AM ALSO HAPPY THAT YOU SWITCHED OUR SPRING BREAK BACK TO WHEN IT ALWAYS IS BECAUSE I GOT MARRIED IN SPRING BREAK IN LAS VEGAS AND MY SPRING BREAK ALWAYS ALIGNS WITH MY ANNIVERSARY. JUST JOKING. BUT I MEAN, WE DID GET EMAILS AND WE DID GET TEXT MESSAGES. SO IT IS ALWAYS WEIRD THAT THIS SPRING BREAK AND THEY DO THIS TO YOU AND I'M SO SORRY MR. SAVOY THAT THEY. I JUST WAS TRYING TO GET AHEAD OF WHAT I HAD EXPERIENCED LAST YEAR AND IT WAS PRETTY TOUGH. NO, NO, NO. YOU'RE RIGHT. GOING TO WORK OUT WHERE EVERYTHING IT JUST MAKES A HUGE DIFFERENCE WHEN EVERYONE CAN BE ON THE SAME WEEK. YEAH, I KNOW. I THINK IT'S GOING TO WORK OUT GREAT. I AM LOVING THIS BELL SCHEDULE SITUATION. DR. WRIGHT. SO DID THIS COME FROM DLT? IS THAT WHERE IT CAME FROM OR ILT OR WHERE DID THIS COME FROM? IT JUST CAME FROM DISCUSSION WITH THE PRINCIPALS. OKAY. WELL, I THINK THIS IS GOING TO BE FANTASTIC AND ANYTHING WE CAN DO TO HELP WITH OUR TRANSPORTATION SCHEDULING I AM IN FAVOR OF, BUT I ALSO LOVE THAT THE HIGH SCHOOL KIDS WILL GET OUT A LITTLE BIT EARLIER. SO WE'RE MOVING THEM? [02:25:04] NO, I THINK. NO, YOU'RE MOVING THEM LATER. THEY START A LITTLE LATER BECAUSE WE HAVE TO. THEY START? THEY START A LITTLE LATER AND THEY GET OUT A LITTLE LATER. BUT WE IN NET TOTAL, I THINK AND IT'S NOT IN FRONT OF ME. I APOLOGIZE. IT'S LIKE 5 OR 10 MINUTES. I THINK IT'S FIVE MINUTES WE'VE ADDED TO THE DAY. SO IT'S A CASCADE. WE USE THE SAME SET OF BUSSES TO TAKE ELEMENTARY AND THEN THEY GOT TO TURN AROUND AND GO GET THE MIDDLE SCHOOL KIDS AND GET THEM TO MIDDLE SCHOOL. AND THEN THEY TURN AROUND AND THEY GO GET THE HIGH SCHOOL KIDS. AND SO IT'S KIND OF LIKE YOU CAN'T JUST CHANGE THE END DATE OR THE END TIME OR THE DROP OFF TIME ON THE MIDDLE SCHOOL WITHOUT THEN BUMPING SOME EXTRA PAD IN THERE FOR THE HIGH SCHOOL. BECAUSE YOU GOT TO YOU HAVE TO SORT OF SHIFT THE WHOLE DAY WHEN YOU DO A LITTLE BIT OF IT. YEAH, THAT MAKES MORE SENSE. MY KID GETS HOME AT, I DON'T KNOW, 5:30 BECAUSE OF JOHNSON TRAFFIC, SO IT'S HARD TO KNOW WHEN THEY REALLY GET OUT OF SCHOOL. [LAUGHTER] YEAH, THAT'S TRUE. YEAH. OKAY. WELL, I LOVE THIS. I'M IN FAVOR OF THIS. SORRY THAT YOU'VE HAD TO DEAL WITH ALL OF THE BACK AND FORTH WITH THE UNIVERSITIES, BUT I KNOW OUR PARENTS APPRECIATE YOUR EFFORTS. WELL, WHAT WE DO, AGAIN. AND WE'RE UP THIS NEXT FALL TO BRING IT TO DLT BECAUSE THIS SCHOOL CALENDAR BEFORE YOU WILL BE THE LAST THAT WE HAVE IN THE QUEUE AND WE TRY TO DO TWO YEARS OUT AND WE'RE USUALLY PRETTY GOOD ON THAT FIRST YEAR. THEY'LL HAVE THE UNIVERSITY ONES PUBLISHED, BUT WE KIND OF HAVE TO SORT OF GUESS WHERE SPRING BREAK MAY BE ON THE SECOND YEAR OUT. I THINK IN FUTURE. AND YOU CAN REMIND ME IF I DON'T REMEMBER WHEN WE DO BRING IN ABOUT A YEAR, THE NEW CALENDAR WELL, NOT A YEAR, LESS THAN A YEAR WHEN WE BRING THE NEW CYCLE OF TWO YEAR CALENDARS, I DON'T THINK I'M GOING TO HAVE YOU PASS IT OR CONSIDER IT CONTINGENT UPON ANYBODY ELSE'S CALENDAR. I THINK WE JUST PASS IT AND WE STICK TO IT. YEAH. AND VANESSA, TO ANSWER YOUR QUESTION, SO THE RECOMMENDATION FOR THE MIDDLE SCHOOL CHANGE CAME FROM THE PRINCIPALS, BUT WE DID SHARE IT WITH DLT LAST WEEK AT OUR MEETING AND THEY BLESSED IT TO BRING IT TO YOU GUYS FOR A CHANGE. AND SO THEY AREN'T THE ONES THAT REQUESTED IT, BUT THEY DID BLESS THE CHANGE. I DON'T KNOW IF I WANT TO EVEN RAISE THIS, BUT ARE WE STILL IN TALKS ABOUT A FOUR DAY CALENDAR OR IS THAT DID THAT SHIP SAIL? WE PRESSED PAUSE ON THAT. JUST BECAUSE THERE IS I GUESS, IS PRETTY SUBSTANTIAL TRACTION RIGHT NOW AT THE STATE TO NOT ALLOW FOUR DAYS THAT HAVEN'T ALREADY PASSED AND THE LAST BILL THAT I SAW WOULD REQUIRE THAT YOU HAVE 175 DAYS OF INSTRUCTION PLUS YOU CAN'T START UNTIL THE THIRD WEDNESDAY IN AUGUST. AND SO THERE'S JUST NO WAY TO MAKE THAT WORK UNLESS YOU HAVE SUCH LONG DAYS THAT FOR AN ELEMENTARY AGE STUDENT, THEIR ATTENTION SPAN WOULD PROBABLY BE SHOT. SO THAT'S SENATOR CAMPBELL'S BILL, AND I THINK IT WILL PROBABLY PASS. DR. WRIGHT, DO YOU EVER SOMETIMES JUST THINK YOU'RE IN LIKE A VIDEO GAME AND PEOPLE ARE JUST THROWING THINGS AT YOU AS YOU COME UP WITH CREATIVE SOLUTIONS FOR PEOPLE AND THEY'RE JUST THROWING FIREBALLS AT YOU TO BE LIKE, SORRY, CAN'T DO IT. THIS IS MY 23RD 24TH SCHOOL CALENDAR I THINK THAT I'VE HELPED PUT TOGETHER IN MY CAREER AND HAS GONE BACK AND FORTH. USED TO BE 180 ON THE DAYS, BUT YOU COULD WAIVE FIVE FOR DOWN TO 175. AND IT WAS I THOUGHT AND I'LL JUST SAY IT IF ANYONE'S LISTENING, I THOUGHT THE LEGISLATURE DID AN AMAZING, WONDERFUL THING FOR GIVING THE ABILITY OF LOCAL SCHOOL BOARDS TO MAKE DECISIONS WHEN THEY WENT FROM DAYS TO MINUTES, BECAUSE THAT GIVES YOU THE FLEXIBILITY OF BEING ABLE TO EXTEND THE SCHOOL DAY IN ORDER TO TO PUT IT INTO A CALENDAR, BECAUSE A CALENDAR IS NOT THE SAME EVERY YEAR THERE'S LEAP YEAR. AND THEN IF IT STARTS ON A TUESDAY IN AUGUST, YOU'RE GOING TO MAYBE END ON A WEDNESDAY AND AFTER MEMORIAL DAY AND ALL OF THAT KIND OF STUFF. IF THERE IS A LAW ON THE BOOKS THAT YOU HAVE TO START NO EARLIER THAN THE FOURTH MONDAY IN AUGUST. AND SOMETIMES THAT'S LIKE THE 27TH. I MEAN, THEN YOU'RE KICKING INTO JUNE AND ALL OF THAT JUST TO FIT THOSE DAYS IN. BUT WE ARE UNDER A DISTRICT OF INNOVATION WHICH ALLOWS US TO START WE WAIVE THAT REQUIREMENT IN LAW FOR US TO START. SO I WOULD JUST ENDORSE HAVING DONE SO MANY CALENDARS, THE ABILITY FOR YOU TO HAVE THE MINUTES AND THE FLEXIBILITY MATTERS BECAUSE NO SINGLE CALENDAR YEAR IS THE SAME EVERY YEAR. IT'S IT SHIFTS A LITTLE BIT DEPENDING ON WHEN CHRISTMAS FALLS AND YOU CAN PUT YOUR BREAKS IN THERE. BUT HAVING A SET NUMBER OF HARD DAYS, YOU HAVE TO GO AND HAVING A SET DATE BY WHICH YOU CANNOT START EARLIER THAN YOU HAVE REALLY NO CHOICE IF YOU WANT TO GET KIDS OUT BEFORE MEMORIAL DAY, UNLESS YOU WANT TO MAKE SPRING BREAK TWO DAYS NOW, WHO'S GOING TO GO FOR THAT? OR YOU DON'T DO THE WEEK AT THANKSGIVING, WHICH MESSES UP ALL OF THE FAMILIES THAT WANT TO TRAVEL FOR THANKSGIVING AND OUR ATTENDANCE RATE IS SHOT ANYWAY. SO, YES, I THINK THAT THAT WOULD BE THAT'S ON PAUSE, THOUGH, FOR THE FOUR DAY POSSIBILITY. [02:30:08] OKAY. ANYBODY ELSE ON THIS? ALL RIGHT. MR. SAVOY. STAY RIGHT THERE. ALL RIGHT. NEXT UP IS CONSIDERATION AND POSSIBLE APPROVAL OF THE RECOMMENDATIONS TO NAME PART OR PARTS OF SCHOOL FACILITIES. [R4. Consideration and possible approval of the recommendations to name a part or parts of school facilities (Dahlstrom Middle School Fine Arts)] AND THIS IS SPECIFICALLY REGARDING DAHLSTROM MIDDLE SCHOOL FINE ARTS AND NAMING IT AFTER MR. LEROY GERDES [INAUDIBLE] LIKE, THE LEROY GERDES BAND HALL. AND WE RECEIVED A LETTER. IT'S IN YOUR PACKET FROM GERALD BABBITT, LONG TIME DIRECTOR OF BANDS FOR HAYS CISD. VERY INVOLVED AT STATE LEVEL MUSIC AND UIL AS WELL. YES. AND HE'S NAMED THE PERFORMING ARTS AUDITORIUM IS HIS. YES, HE'S AN AMAZING INDIVIDUAL. ANY COMMENT. I'M SUPER EXCITED ABOUT THIS. I THINK THIS IS GREAT. SO, MISS PETREA. YEAH, I'LL JUST BE FAST. LEROY GERDES WAS MY SON'S TROMBONE TEACHER. MY SON IS NOW 22 YEARS OLD. I KNOW HE TAUGHT FOR A LOT OF YEARS. HE'S NOW RETIRED. HE STILL DOES SOME PRIVATE LESSONS. I THINK AT JOHNSON HIGH SCHOOL. I SAW HIM AT THE PAC THE OTHER DAY. THIS IS A SURPRISE TO HIM. YES. I DIDN'T BLOW THE SURPRISE, BUT I GOT REAL CLOSE, Y'ALL. WELL, IT WAS A SURPRISE UNTIL NOW. SO I MAY OR MAY NOT HAVE HAD TO TELL HIS WIFE WHAT WAS HAPPENING BECAUSE IT WAS AN AWKWARD CONVERSATION BECAUSE I DID NOT KNOW THAT IT WAS A SURPRISE. JUST FOR THE RECORD. I DON'T THINK IT'S A SURPRISE. IT WAS NOT IT ISN'T NOW BECAUSE THIS IS BEING BROADCAST LIVE, BUT NOBODY LISTENS TO THESE MEETINGS MR. SAVOY. BUT. YES, WE WERE ABLE TO GET IN TOUCH WITH HIM TODAY TO SAY, HEY, IT'S GOING TO COME OUT AS A SURPRISE TODAY. IF YOU HAVE ANY OBJECTIONS, PLEASE LET ME KNOW. WELL, HE MAY HAVE HAD A LITTLE BIT OF A TEASER. WELL, WHAT WERE HIS SENTIMENTS? YEAH, I'M SUPER EXCITED ABOUT THIS. HE'S SO WELL DESERVING OF THIS, AND IT'S EXCITING. IT LOOKS LIKE DR. WATSON WAS ABLE TO GET IN TOUCH WITH HIM TODAY. WAS HE STILL SURPRISED? PLEASE TELL ME HE WAS. YES, HE WAS VERY HUMBLED AND SURPRISED AND FELT VERY GRACIOUS. I DID TELL HIM IT'S A NOMINATION. LIKE I JUST WANTED TO FEEL THAT YOU NEED TO KNOW IF SOMEBODY IS GOING TO BE TALKING ABOUT YOU AND BRINGING YOUR NAME UP THAT YOU SHOULD BE AWARE. SO, YES, HE'S AN AWESOME MAN. I GOT TO WORK WITH HIM FOR A COUPLE OF YEARS AT DAHLSTROM. HE'S GOT QUITE A LEGACY THERE. YES, ALL THREE OF MY STUDENTS WERE IN DAHLSTROM BAND WITH HIM. SO I THINK THIS IS VERY EXCITING. ANYBODY ELSE, MR. SEVERANCE? YEAH. I'M PRETTY SURE MOST KIDS THAT WENT THROUGH DAHLSTROM WERE IN LEROY GERDES' BAND PROGRAM. NO, THIS IS GREAT. I ALMOST. I DIDN'T RUIN THE SURPRISE, BUT I TOLD MY SON ABOUT IT, WHO WAS HOME FROM COLLEGE, AND HE WAS SUPER EXCITED. AND ALL OF HIS LITTLE NERDY BAND FRIENDS I'VE KIND OF LAID OUT THE MAP THAT NEXT MONDAY THEY NEED TO BE HERE. [LAUGHTER] SO I'M REALLY EXCITED ABOUT THIS. I KNOW, YOU KNOW. BRYSON OUR FIRST EXPERIENCE WITH MR. GERDES WAS WE WERE IN FIFTH GRADE AT CARPENTER HILL WE WENT TO DAHLSTROM FOR THE BAND. LIKE YOU FIGURE OUT WHAT INSTRUMENT YOU'RE GOING TO PLAY, AND MY SON WALKS IN AND HE'S NOT A REALLY BIG PLANNER, BUT HE GOES STRAIGHT TO A TABLE. MR. GERDES THERE AND HE'S LIKE, WHAT'S THAT? HE'S LIKE, OH, IT'S A TROMBONE. HE'S LIKE, ALL RIGHT, I'LL TRY IT. AND HE PICKED IT UP AND HE'S LIKE, OH. AND MR. GERDES WAS LIKE, OH, YOU GOT GOOD LIPS FOR THAT. HE'S LIKE, ALL RIGHT, THAT SOUNDS GOOD. THIS IS WHAT I'M GOING TO DO. AND THAT'S EXACTLY WHAT HE DID FOR THE REST OF HIS BAND CAREER WAS THE TROMBONE, BECAUSE MR. GERDES SAID HE DID A GOOD JOB WITH IT. SO ANYWAY, I'M EXCITED ABOUT THIS IS GOING TO BE GREAT AND GETTING MY KIDS HERE NEXT MONDAY CAN BE FUN, SO THANKS FOR DOING THAT. IT'S GOING TO BE GREAT. MS. RUNKLE. WELL, I DIDN'T HAVE THE PLEASURE OF KNOWING HIM, BUT I'VE HEARD MANY GREAT THINGS ABOUT HIM, AND THIS LETTER THAT WAS PROVIDED TO US WAS A PRETTY AMAZING LETTER, SO I AM HAPPY TO SUPPORT THIS. I DO HAVE A QUESTION THOUGH, BECAUSE THIS IS NEW TO ME AS A BOARD MEMBER. IT'S NOT SOMETHING THAT'S COME TO ME BEFORE. WHAT IS THE PROCESS OF DOING THIS? FOR A FULL FACILITY THAT'S NEW YOU HAVE EITHER THE OPTION OR THE REQUIREMENT IN YOUR OWN POLICY SO YOU COULD CHANGE THE POLICY. SO WE'LL JUST SAY THE OPTION TO PUT A WHOLE NAMING COMMITTEE TOGETHER AND YOU'RE GOING TO SEE THAT THIS FALL BECAUSE WE'RE GOING TO NAME TWO ELEMENTARY SCHOOLS BECAUSE THE SECOND ONE PASSED. WE'RE GOING TO ASK THE BOARD TO CHARGE A COMMITTEE TO DO THAT THIS FALL. THAT'S FOR A WHOLE FACILITY. FOR PARTS OF A FACILITY IT'S A LITTLE LESS FORMAL BECAUSE THEY'RE NOT WE'RE NOT REALLY SOLICITING. I MEAN, OBVIOUSLY, WE NEED A NAME FOR A NEW BUILDING, RIGHT? WE NEED A NAME FOR A NEW SCHOOL, BUT WE DON'T NECESSARILY NEED A NAME FOR ALL THE PARTS. SO WE DON'T REALLY HAVE A COMMITTEE OUT SOLICITING SUGGESTIONS. THESE COME IN FROM TIME TO TIME AND WE BRING THEM TO THE BOARD AT THE SUPERINTENDENTS DISCRETION. THEY DON'T COME IN A LOT, BUT WE DO HAVE OTHER PARTS OF FACILITIES. I BELIEVE THE SIMON LIBRARY IS NAMED AFTER SOMEBODY. [02:35:02] THE BABBITT IS HIS NAME IS ON THE AUDITORIUM PORTION OF THE PERFORMING ARTS CENTER. I BELIEVE THE TENNIS COURTS AT BARTON ARE NAMED AFTER SOMEONE. THIS VERY ROOM THAT WE'RE IN, THIS VERY ROOM THAT WE'RE IN IS NAMED AFTER SOMEONE. YES. AND SO THE KUNKEL ROOM. YES. WHICH IS E L AT THE END. UNLIKE YOU, THE RUNKLE, WHICH IS L E. THAT JUST MESSES ME UP WHEN I'M TRYING TO TYPE YOUR NAME TO ANNOUNCE THAT YOU WERE VOTED IN AS SECRETARY TODAY. [LAUGHTER] JUST WHEN THAT HITS FACEBOOK. THE SO THE PROCESS IS NOT AS FORMAL AND IT DOESN'T REQUIRE A FULL COMMITTEE. THE COMMITTEE PROCESS KICKS IN BASICALLY TO HELP SOLICIT AND ENERGIZE AND SAY, HEY, WE ARE NOW LOOKING FOR A NAME FOR A WHOLE BRAND NEW FACILITY. AND IT'S A BIGGER PROCESS. BUT PARTS OF, YOU KNOW, AND SO IT'S REALLY AT THE COMPLETE BOARD'S DISCRETION TO ACCEPT OR REJECT THE NAME CHOICE. WELL, THANK YOU FOR EXPLAINING THIS. I THINK THIS IS SO GREAT AND I'M SO EXCITED FROM WHAT I'VE HEARD IN THIS LETTER, HE'S TOUCHED A LOT OF STUDENTS WITHIN OUR DISTRICT. SO THIS IS PRETTY, PRETTY AMAZING. SO THANK YOU. WE'LL BE LOOKING FOR THAT INVITE TO THE CEREMONY WHERE WE CAN HONOR MR. BABBITT AT DAHLSTROM. THAT WOULD BE YES. ALL RIGHT. SO HERE WE GO. OR GERDES I MEAN. SO IS THAT IT ON THAT ONE? OKAY, NEXT UP IS FIVE. WE'VE ALREADY DONE THAT ONE. LET'S GO DOWN TO SIX. [R6. Consideration and possible adoption of an Electrical Easement to Pederanales Electric Cooperative (PEC) at Wallace Middle School] IT'S TIME FOR THE MAX CLEAVER SHOW. THIS IS THE ELECTRICAL EASEMENT TO PEC AT WALLACE MIDDLE SCHOOL. ANY QUESTIONS OR COMMENTS ON THAT ONE GUYS AND GALS, ANYTHING? OKAY. NUMBER 7 CONSIDERATION POSSIBLE APPROVAL OF 2021 BOND HANDWASH STATIONS FOR FUENTES AND HEMPHILL. [R7. Consideration and possible approval of 2021 Bond Hand-Wash Stations for Fuentes Elementary and Hemphill Elementary] COMMENTS, QUESTIONS? OKAY. OH. MS. RUNKLE. MR. CLEAVER. OKAY, SO EXPLAIN WHY THIS IS COMING TO US. YES, MA'AM. IT IS A 2021 BOND PROJECT, AND WE'RE FINALLY GETTING TO IT AND WE'RE GOING TO SYNC IT UP, HOPEFULLY WITH THE NEXT AGENDA ITEM SO THAT AT THE END OF THIS SUMMER, WE ARE DONE WITH 2021 BOND. SO WAS THIS ENTIRE PROJECT INCLUDED IN THAT? IN THE 21 BOND? YES. YES, MA'AM. BOTH BOTH FUENTES AND HEMPHILL WERE INCLUDED IN THE 21 BOND. OKAY. AND THEN HAVE YOU DISCUSSED THIS WITH FBOC YET? THIS ONE? YES, ACTUALLY, THIS ONE GOES ON WEDNESDAY. WE DID DISCUSS THE NEXT ITEM IN THE AGENDA TONIGHT. BUT THIS ONE, HANDWASHING STATIONS WE'RE GOING TO DISCUSS WITH THEM ON WEDNESDAY, THIS WEEK OF WEDNESDAY. OKAY. AND HAS JAMAIL & SMITH CONSTRUCTION, HAVE THEY DONE THE BULK OF THE WORK? THEY HAVEN'T DONE ANY OF THE WORK. BUT I MEAN, AS FAR AS LIKE OTHER PROJECTS. OH OTHER PRODUCTS, YES, MA'AM. THEY'VE DONE SECURITY VESTIBULES. THEY'VE DONE THEY DID THE LETTERING OR THE NUMBER DOOR NUMBERING PROJECT. THEY DID THE SECURITY WINDOW FILM. THEY'VE DONE A NUMBER OF THINGS FOR US. OKAY. SO HAVE WE GOTTEN OTHER QUOTES? YES, MA'AM. THIS PARTICULAR ONE WE GOT A QUOTE FROM VAUGHN CONSTRUCTION THERE ON PAGE 68. IT WAS A SUBSTANTIALLY MORE. OKAY. SO IT WAS THAT OKAY. IT WAS THAT ONE. OKAY. THAT'S ALL I HAVE. THANK YOU. YES, MA'AM. MR. SEVERANCE. AND I JUST WANT TO MAKE SURE THAT EVERYONE LISTENING AT HOME DIDN'T JUST, LIKE, PASS OVER THE FACT THAT THIS IS THE LAST ITEM THAT ON THE 21 BOND THAT IS BEING WORKED ON. SO CONGRATULATIONS TO YOUR TEAM AND EVERYBODY ELSE BECAUSE FROM 21 THERE WAS A LOT OF STUFF GOING ON IN THAT 21 BOND. AND SO FOR YOU TO BE THIS IS THE LAST START OF THAT LAST PROJECT, I THINK THAT'S PRETTY AWESOME THAT YOU GUYS ARE ROLLING THROUGH IT. SO THANK YOU. YES SIR. GREAT JOB. THANK YOU. YEAH. MR. SEVERANCE. THANKS FOR POINTING THAT OUT. I'VE ACTUALLY HEARD FROM PEOPLE IN OTHER DISTRICTS THAT THEY ARE JUST FRUSTRATED BY HOW LONG IT TAKES FOR THEM TO DO PROJECTS AND WE JUST ARE CRANKING THROUGH THEM. AND I THINK THAT THAT HONORS THE TAXPAYERS VOTE TO GET THOSE PROJECTS BUILT AND NOT JUST SIT ON THEM. SO WELL DONE BY YOU AND THE TEAM. REALLY TO PASS THAT ON AND THANK YOU. PEOPLE DO LIKE TO SEE ACTION. AGREED. REAL QUICK, I'M LOOKING AT OUR 2021 BOND BROCHURE AND WHERE DID THIS FALL UNDER? BECAUSE I DON'T IT'S NOT JUMPING OFF AT ME. I SEE. YES, MA'AM. I SEE FLOORING. I GOT FLOORING ON HERE AND WE SPELL OUT WE HAVE JUST LIKE MISCELLANEOUS REHAB PROJECTS. THAT'S THE ONE MISCELLANEOUS REHAB PROJECTS. OKAY. BECAUSE WE DIDN'T NAME FUENTES, BUT WE'VE GOT SOME OTHER STUFF IN HERE, SO I'M FINE WITH THAT BECAUSE THAT'S THIS IS REHAB. I KNOW WE LIKE TO SAY WHAT WE MEAN AND DO WHAT WE SAY. SO I JUST WANTED TO I KEEP ALL OF THESE BROCHURES. [02:40:02] YES, MA'AM. JUST SO IT'S SPECIFICALLY LISTED IN THERE AND. WELL, AND WE DO SUCH A GOOD JOB OF EXPLAINING WHAT IT IS. OKAY, THAT'S SUPER HELPFUL. I THINK I WAS GOING TO I WAS JUST GOING TO REITERATE LIKE WE HAD BARTLETT COCKE ACTUALLY TOLD US WHEN WE SAW THEM AT THE EDUCATION FOUNDATION GOLF TOURNAMENT THAT Y'ALL ARE ONE OF THE FEW DISTRICTS THAT YOU TURN AND BURN. LIKE AS SOON AS YOU PASS A BOND, YOU GUYS BUILD STUFF AND WE'VE GOT DISTRICTS THAT THEY WILL PASS THEM ON AND THEN FOUR YEARS LATER GET AROUND TO IT AND THEN THEY CAN'T FIGURE OUT WHY IT'S DOUBLE THE PRICE. AND SO, I MEAN, THAT'S ANOTHER REASON AND THING WE CAN TELL OUR TAXPAYER THAT WE HONOR YOUR TAX DOLLARS BECAUSE WE'RE NOT SITTING ON THESE DOLLAR FIGURES THAT WE'VE SOLD TO THE VOTERS, AS YOU KNOW, TO BE SUPPORTIVE OF OUR BOND PROJECTS. BECAUSE IF WE DO SIT ON THEM, THEY CONTINUE THE INFLATION JUST CONTINUES TO GO UP. THERE'S ONLY SO MUCH CONTINGENCY WE CAN PUT IN THESE NUMBERS. SO I JUST WANTED TO ALSO APPLAUD YOU AND THE WORK NATE [INAUDIBLE] HAS DONE. YES. YOUR TEAM AND PUSHING ON THESE THE GENERAL CONTRACTORS AND FOLKS. AND I KNOW WE BROUGHT IN SEVERAL MORE, WHICH IS EXCITING BECAUSE THIS LIST OF 2023 BOND PROJECTS. HAVE YOU EVER DONE THAT MANY PROJECTS AT ONE TIME? I THINK THE 21 BOND ACTUALLY HAD MORE INDIVIDUAL ITEMS. REALLY? I THINK SO. THERE'S JUST A LOT OF LITTLE STUFF, LITTLE, YOU KNOW. THESE FEEL LIKE A LOT OF PROJECTS. I MEAN, I JUST FEEL LIKE IT'S A LOT OF BIG PROJECTS. THERE ARE A LOT OF BIG. IT'S A BIG BOND. IT'S A GIANT BOND. WE'RE EXCITED. WELL, I JUST I AGAIN, WANT TO JUST THANK YOU FOR WHAT YOU DO AND YOU'RE WRAPPING IT UP. AND I FEEL LIKE WHEN I GOT ON THIS BOARD, WE WERE STILL TALKING ABOUT LIKE 2011 BONDS. I DON'T KNOW. I MEAN, IT JUST FELT. DO YOU REMEMBER? YEAH. WHEN I FIRST GOT HERE. WE WERE STILL SPENDING CONTINGENCY OR EXCUSE ME, INTEREST EARNINGS FROM ALL THE WAY BACK TO 08 I BELIEVE. AND WHO CAN KEEP TRACK OF ALL THAT? I MEAN, LIKE ANYWAY, THANK YOU. THIS IS A MUCH CLEANER WAY TO DO BUSINESS. OKAY. MR. [R8. Consideration and possible approval of an additional vendor selection for 2021 Bond Flooring Projects] CLEAVER. WE GOT ANOTHER ONE FOR YOU. CONSIDERATION AND POSSIBLE APPROVAL OF AN ADDITIONAL VENDOR SELECTION FOR THE 2021 BOND FLOORING PROJECT. ON PAGE 70. YES, SIR. SO WE STARTED SO ORIGINALLY BACK IN JUNE OF 21. YOU ALL APPROVED GOMEZ FLOORING IN THE AMOUNT OF $798,000 AND THEY'VE DONE A GOOD JOB. BUT WHAT WE'RE TRYING TO DO IS INDEED FINISH THIS SUMMER AND SO THEY'RE NOT GOING TO BE ABLE TO FINISH THIS SUMMER. AND SO WE'RE SUGGESTING WE'RE RECOMMENDING THAT WE BRING IN ANOTHER CONTRACTOR AND THEN ACTUALLY GET A CREDIT BACK FROM GOMEZ FLOORING. SO THE NET TO FINISH THIS SUMMER, THEY'RE ON PAGE 71 WOULD BE 82,250. AND THAT'S AN ESTIMATE. WELL, THAT'S CLOSE DEPENDING ON WHAT WE GET BACK FROM GOMEZ. THE ONLY OTHER TIME I'VE REMEMBERED THAT WE DID THIS WAS IN THE 2017 BOND OVER AT LIVE OAK ACADEMY WHEN THE PARTICULAR VENDOR COULDN'T QUITE GET THE GYM FLOOR DONE AND WE JUST WENT TO THE NEXT VENDOR. AND SO WE'VE DONE THIS BEFORE AND GOMEZ IS DOING OKAY WORK. THEY JUST DON'T HAVE THE HORSEPOWER TO FINISH THIS SUMMER AND WE'D LIKE TO WRAP IT ALL UP. OKAY. MR. SEVERANCE. OKAY. SO A COUPLE OF QUESTIONS HERE, MAX. SO LET'S ASSUME THAT GOMEZ WAS ABLE TO FINISH THIS OUT ALTOGETHER. WOULD THEY BE ABLE TO FINISH WITHIN THAT $798,916 ORIGINAL BUDGET? YES, WE HAVE A PURCHASE ORDER TO THEM IN THAT AMOUNT. AND THEY'RE JUST NOT GOING TO GET TO IT THIS SUMMER. AND SO LET'S JUST ASSUME THAT WE LEFT THAT THEY WANTED. WHEN WOULD THEY BE ABLE TO COMPLETE THIS? WOULD IT BE THE NEXT SUMMER? THEY'D HAVE TO GET IN THERE. YES, SIR. BECAUSE THEY COULDN'T YOU KNOW, YOU COULDN'T DO SOME OF THE WORK OVER CHRISTMAS OR WHATEVER. YOU HAVE TO WAIT TILL THE NEXT SUMMER, RIGHT? JUST BECAUSE. YES, SIR, WE BELIEVE SO. JUST CHRISTMAS IS JUST NOT QUITE LONG ENOUGH THAT TWO WEEKS JUST ISN'T ENOUGH. AND SO WITH THE CREDIT, WITH THE ADDITIONAL $82,000 FOR THE PROJECT TO GET IT PUSHED FORWARD TO THIS SUMMER, WHEN YOU TALK TO THE FBOC OK, YOU ALREADY TALKED TO THE FBOC ABOUT THIS? YES, SIR. WE TALKED TO THEM ON THE 19TH. THEY WERE ACTUALLY FOR IT THE MAIN CONVERSATION WAS AROUND. THIS NUMBER IS A TURNKEY NUMBER. SO IT INCLUDES SOME OF THE MOVING OF FURNITURE AS WELL BECAUSE THEY NEEDED TO MOVE IT WHEN THEY NEED IT MOVED. RIGHT. AND SO THE CONVERSATION WAS REALLY ABOUT, WELL, DO WE USE OUR LABOR AND SAVE SOME MONEY? AND THE CONVERSATION TURNED BRANDON PORTER WAS THERE AND HE SAID, WE REALLY NEED A TURNKEY JOB SO THAT WE CAN GET IT DONE ON THEIR SCHEDULE. AND THERE'S NOT A LOT OF FINGER POINTING. AND SO THE CONVERSATION WAS REALLY MORE ABOUT MOVING FURNITURE THAN DOING THE FLOORING. AND THIS IS JUST GOING TO COME OUT OF THE 21 BOND PROJECT CONTINGENCY, WHICH. [02:45:04] YES, SIR. NOW THAT WE'RE TO THE FINISH LINE, IT LOOKS LIKE WE'RE GOING TO HAVE SOME MONEY IN THAT CONTINGENCY. YES, SIR. I PROVIDED Y'ALL A BOND. LOOK AHEAD. YOU'RE LOOKING AT IT THERE. IT'S THE LONG SHEET WITH THE GREEN LINE. AND ONE THING I WANT TO POINT OUT THERE IS IF YOU LOOK AT. WELL, LET ME ANSWER YOUR QUESTION FIRST. YES. THIS IS COMING OUT OF 2021 BOND. IT WOULD ACTUALLY BE OUT OF THE PROJECT CONTINGENCY FROM THIS PROJECT. IF YOU LOOK AT A COUPLE OF MONTHS BACK ON THAT SAME SHEET I GAVE YOU, YOU KNOW, THE PROJECT CONTINGENCY FOR HEMPHILL WAS ABOUT $85,000 MORE SO THAT SO IT'S COMING RIGHT OUT OF PROJECT CONTINGENCY ON PAGE 71 OF YOUR BOARD BOOK. BUT ON THAT BOND, LOOK AHEAD. WHAT I WANTED TO POINT OUT IS THE LAST TIME WE PRESENTED THAT TO YOU, SUNFIELD ELEMENTARY SCHOOL HAD A NEGATIVE NUMBER. SINCE THEN, WE'VE GONE BACK AND CLEANED UP THE ACCOUNTING AND WE FOUND SOME BASICALLY SOME DOUBLE ENTRIES WHERE WE HAD PUT ARCHITECTURE FEES IN SOMEWHERE OTHER THAN ARCHITECTURE. SO IF YOU LOOK AT THE NUMBERS NOW FOR SUNFIELD, IT'S BACK IN THE BACK IN THE BLACK. SO WAY TO GO, RANDY. NICE JOB. YES. CATCHING IT, CATCHING IT AND KEEPING IT. I LIKE IT. OKAY. ALL RIGHT. GREAT. THANKS. I THINK IT'S YOU KNOW, I DON'T THINK WE HAVE TO WAIT ANOTHER SUMMER TO DO THIS. SO IF WE GOT THE PROJECT CONTINGENCY AND WE DON'T THINK THAT WE'RE GOING TO NEED THAT PROJECT CONTINGENCY FOR ANY OF THE PROJECTS, THEN. I THINK WE'RE YOU KNOW, I'M CAUTIOUSLY OPTIMISTIC THAT WE'RE GOING TO CROSS THE LINE WITH THE CONTINGENCY. YES SIR. I LIKE YOUR WORDING THERE. THANK YOU. MISS RUNKLE. OKAY. SO A COUPLE OF THINGS LIKE GOMEZ FLOORING. SO IT'S GOING TO COST US MORE MONEY TO GET THIS JOB DONE AT THE TIME FRAME THAT WE EXPECTED IT TO GET DONE. I JUST DON'T WANT TO GET INTO A SITUATION WITH FURTHER WITH, YOU KNOW, FUTURE PROJECTS WHERE WE HAVE, YOU KNOW, THE GOMEZ FLOORING'S COMING TO US SAYING WE CAN'T FINISH THIS PROJECT AND NOW IT'S GOING TO COST US MORE. LIKE, I MEAN, I DON'T WANT TO BE DOING BUSINESS WITH PEOPLE THAT ARE GOING TO BE PUTTING US IN SITUATIONS LIKE THIS. YES, MA'AM. SO THAT GOES FOR ANYONE THAT DOES BUSINESS WITH HAYS CISD LIKE YOU START A JOB, YOU SHOULD BE ABLE TO FINISH IT WITHIN OUR TIME FRAME. YES, MA'AM. DON'T COST US MORE MONEY. I AGREE. SO THIS IS UNFORTUNATE. I MEAN, OBVIOUSLY, WE NEED TO YOU KNOW, WE NEED TO GET OUR KIDS AND WE NEED TO GET THIS DONE. IT'S JUST REALLY UNFORTUNATE THAT IT'S GOING TO COST US MORE MONEY. SO I'M GOING TO BE PAYING ATTENTION TO EVERY CONSTRUCTION COMPANY VENDOR THAT COMES BEFORE US. AND THOSE ARE QUESTIONS THAT I'M GOING TO ASK IS WHAT IS THEIR TRACK RECORD WITH COMPLETING JOBS? YES, MA'AM. BECAUSE WE ARE WE ARE TOO BUSY AND WE'VE GOT WAY TOO MUCH GOING ON TO BE TURNING AROUND AND THEM COMING AND TELLING US THIS KIND OF STUFF. AGREED. AND SO THAT'S ALL I'LL SAY TO THAT. THANK YOU FOR ADDRESSING THIS WITH FBOC. I'M SURE THAT THEY HAD LOTS OF THOUGHTS AND OPINIONS ABOUT THAT TOO. THERE WERE A FEW. YES. THANK YOU, MR. CLEAVER. OH, AND JUST WHILE I HAVE THE CHANCE, I WANT TO THANK THE FBOC BECAUSE THEY HAVE. I MEAN, THIS BOND PASSED. YES, BUT THEY HAVE DONE A LOT OF WORK. THEY WILL CONTINUE TO DO A LOT OF WORK OVERSEEING BONDS AND FUTURE BONDS. SO THANK YOU TO YOU AND TO THE FBOC AND YOUR TEAM FOR ALL OF THE WORK THAT YOU'VE DONE AND YOU CONTINUE TO DO. THANK YOU. I REALLY APPRECIATE IT. YOU'RE WELCOME. ALL RIGHT. ANYBODY ELSE ON THAT? OKAY. THANK YOU ALL. THANK YOU. MR. CLEAVER. ALL RIGHT. TEAM. [S1. Update on Safety and Security Initiatives District Wide] IT IS 9:45. WE'VE GOT SOME INFORMATION ITEMS LEFT. I'M NOT SURE THEY'LL TAKE A TERRIBLY LONG TIME. SO UNLESS THERE'S LIKE A REAL PRESSING QUESTION ON THIS, WHAT I WOULD ASK IS THAT WE LET THEM PRESENT THEIR INFORMATION AND THEN LET MS. RUNKLE CAPTURE ANY QUESTIONS WE MAY HAVE AND THEN THEY CAN PROVIDE ANSWERS BACK TO US ON BOARD BLOG. IS THAT A WORKABLE SOLUTION? OKAY. FIRST UP THEN IS MS. JERI SKROCKI. GOOD EVENING. WE'RE STILL AWAKE. I HAVE JUST REALLY ONE THING TO PASS ON TO YOU ALL. AS WE TOOK QUITE A BIT OF TIME BACK IN CLOSED SESSION. BUT I WANT TO BRAG ON TOM GREEN ELEMENTARY SCHOOL. WE JUST FINISHED ANOTHER SITE VISIT BY TEXAS SCHOOL SAFETY CENTER, AND WE HAD NO FINDINGS AT TOM GREEN ELEMENTARY SCHOOL. SO HUGE SHOUT OUT TO THAT TEAM. [APPLAUSE] AND FOR SUSTAINING ESPECIALLY WITH SO MANY THINGS GOING ON AT THE END OF THE SCHOOL YEAR AND WE JUST HAVE SO MANY PEOPLE IN AND OUT. AND SO FOR THEM TO HAVE THAT SAFETY AND SECURITY COMPONENT JUST 100% GREAT IS A TRUE TESTAMENT TO WHAT THE TEAM IS DOING WITH THAT. AND THEN THE ONLY OTHER THING I HAVE IS WE HAVE FINISHED OUR AUDIT CYCLE FOR THIS THREE YEAR PERIOD AND EFFECTIVE MAY 8TH, THE DISTRICT HAS SUBMITTED OUR ENTIRE REPORT, WHICH IS ABOUT THREE MONTHS EARLIER THAN OUR DEADLINE. [02:50:03] SO SUPER EXCITED THAT WE WERE ABLE TO GET THAT DONE AS WELL. AND THAT'S ALL I HAVE. YES. YOU WANT TO TALK ABOUT YOUR NEW PERSON AS WELL, JUST REAL QUICK. OH, YES. POOR ANDY. I'M SORRY, ANDY. WE HAVE FINALLY FOUND THE PERFECT FIT FOR OUR MISSING POSITION IN SAFETY AND SECURITY. WE HAVE HIRED A NEW INDIVIDUAL. WE'VE LURED THEM AWAY FROM AUSTIN ISD, WHO WAS A COORDINATOR UP THERE, AND THAT'S ANDREA ACOSTA. SHE STARTED WITH OUR DIVISION THIS PAST MONTH AND SUPER EXCITED TO HAVE HER. SHE'S RETIRED FROM SAN MARCOS FIRE DEPARTMENT AFTER 20 YEARS. SHE HAD THE RANK OF CAPTAIN AND THEN ULTIMATELY WENT UP TO THE AUSTIN ISD AND SHE WAS DOING REALLY THE JOB THAT WE HIRED HER HERE TO DO. SHE IS LOCAL. SHE HAS A STUDENT IN THE DISTRICT AND IS SUPER EXCITED TO BE HERE. WE ARE SUPER PROUD AS A DISTRICT AND A TEAM TO WELCOME HER ABOARD. SO IF YOU GUYS GOT AN OPPORTUNITY TO MEET HER AND WE WILL BE INTRODUCING HER TO OUR CAMPUSES SLOWLY. WE MAY KEEP HER IDENTITY A SECRET, A LITTLE BIT TO GO AHEAD AND TEST OUR CAMPUSES JUST UNTIL THEY GET TO KNOW HER. [LAUGHTER] SO BE FAIR WARNED. OKAY. THANK YOU, MS. SKROCKI. APPRECIATE THAT UPDATE. ANYTHING ON THE NEXT ITEM BOARD? ANYTHING FOR MR. CLEAVER ON OR ANY QUESTIONS ON THAT THAT YOU WANT MS. RUNKLE TO CAPTURE? OKAY. ANYTHING FROM MR. CLEAVER ON UPDATES TO THE BOND CONSTRUCTION RENOVATION PROJECTS. [S2. Update on Bond, Construction, and Renovation Projects in the district] MS. PETREA. CAN WE GET AN UPDATE ON THE, IT DOESN'T HAVE TO BE RIGHT NOW, THE SCIENCE WING AT HAYS HIGH SCHOOL? I KEEP HEARING A LOT OF CONSTERNATION ABOUT THAT TIMELINE. GOOD QUESTION. OKAY. ANYTHING FOR MR. RAU ON THE 23-24 BUDGET CALENDAR, WE DO HAVE A WORKSHOP SCHEDULED FOR JUNE THE 12TH, AND THEN WE'LL HAVE SOME [S3. Update on 2023-2024 Budget Calendar] ADDITIONAL CONVERSATIONS AT OUR REGULAR MEETINGS ON THE 20TH AND 26TH. SO BE PREPARED FOR THAT. AND THEN ANY QUESTIONS ON ITEM S4 FINANCIAL STATEMENTS FOR MR. [S4. Financial Statements] RAU? OKAY. REQUEST FOR INFORMATION FROM THE BOARD. [T. REQUESTS FOR INFORMATION FROM THE BOARD OF TRUSTEES] WE'VE REQUESTED A LOT OF THINGS. IS THERE ANYTHING ELSE ON YOUR MIND YOU WOULD LIKE TO ADD TO MS. RUNKLE'S LIST? MR. SEVERANCE FIRE AWAY. I WANT TO REVISIT A QUESTION THAT A REQUEST FOR INFORMATION JUST LEADING UP TO THE BUDGET SEASON TO MAKE SURE THAT ALL QUESTIONS THAT THIS BOARD ASKS ON LAST YEAR'S BUDGET COMP PLAN, ALL THIS STUFF THAT WE PULL ALL THAT STUFF BACK UP AND DELIVER IT BACK TO US. SO BECAUSE I FELT LIKE LAST YEAR, LIKE WE ASKED A TON OF QUESTIONS AND I FEEL LIKE SOME OF THOSE QUESTIONS ARE GOING TO COME UP AGAIN. SO I'D LIKE TO SEE WHAT ALL THOSE QUESTIONS WERE OVER THOSE CYCLE AND THEN WHAT ALL THE RESPONSES WERE TO THOSE QUESTIONS, AND WE SHOULD HAVE IT. BUT JUST SO I MEAN, IT'S A TON OF IT'S A TON OF PAPER. I REMEMBER IT WAS HUNDREDS OF PAGES OF PAPER LAST YEAR AND I THINK SOME OF THAT STUFF MIGHT BE DUPLICATED. THAT SOUNDS LIKE A BOARD BUDGET FAQ THAT MR. SAVOY COULD BUT PUT TOGETHER FOR US. PERFECT. THANKS. PETREA. GO AHEAD. YEAH. CAN WE GET A LIST OF THE PROGRAMS AND STUDENTS THAT ARE SERVED ON THIS CAMPUS? THIS CAMPUS. HISTORIC BUDA PROGRAMS, SERVICES, STUDENTS BEING SERVED ON THIS CAMPUS. YEAH, I THINK THAT IN THE ESSENCE OF TIME. [U. RECAP OF QUESTIONS] HOW MANY QUESTIONS DID YOU CAPTURE THERE? YEAH, LET'S NOT RECAP ALL THOSE TONIGHT. WE'RE GOING TO TRUST THAT YOU'VE GOT THOSE ACCURATELY OUT THERE, BUT WE WILL SEE THEM, BOARD WHEN THEY'RE SUBMITTED. I MEAN, THERE'S A FORM THAT'S BUILT AND WE'LL SEE THOSE. SO WE'RE NOT GOING TO GO BACK THROUGH ALL OF THEM. I KNOW THERE WAS QUITE A BIT. SO ONCE THAT'S PUBLISHED AND YOU SEE THOSE QUESTIONS, IF THERE'S ANYTHING ELSE YOU WANT TO ADD TO IT, YOU'RE CERTAINLY FREE TO DO SO. YOU MAY HAVE TO GO BACK AND WATCH THIS ENTIRE MEETING AGAIN MS. RUNKLE. AND MAKE SURE YOU CAUGHT THEM ALL. SOUNDS LIKE A FUN WAY TO SPEND AN ADDITIONAL TIME. OKAY, SO THAT CONCLUDES OUR WORKSHOP MEETING ON MAY THE 15TH. [W. UPCOMING BOARD MEETINGS] WE ARE ADJOURNED AT 9:50 P.M.. UPCOMING MEETING IS NEXT WEEK AT 5:30 RIGHT HERE IN THE KUNKEL ROOM. * This transcript was compiled from uncorrected Closed Captioning.