M.1. Consideration and possible approval of Class Size Waivers for K4 Capacity Incentive in Kindergarten at Hemphill Elementary, Grade 1 at Tom Green Elementary and Grade 1 at Sunfield Elementary

[M.1. Consideration and possible approval of Class Size Waivers for K4 Capacity Incentive in Kindergarten at Hemphill Elementary, Grade 1 at Tom Green Elementary and Grade 1 at Sunfield Elementary]

THESE ARE ALL FOR NEXT WEEK.

SO WE'RE GOING TO GO THROUGH THESE. WE'RE ON PAGE 37.

THIS IS MISS COURSON.

IF YOU WANT TO GO AHEAD AND MAKE YOUR WAY UP THAT WOULD BE FANTASTIC, BUT THIS IS FOR THE K FOR CAPACITY INCENTIVE, AND YOU HAVE SOMETHING YOU WOULD LIKE TO PRESENT TO US, AND YOU ARE WELCOME TO GO AHEAD AND DO THAT.

AS YOU RECALL, DURING THE SUMMER YOU APPROVED A COMPENSATION PLAN, AND IN THAT WE YOU APPROVED SUPPLEMENTAL PAY FOR K THROUGH FOUR TEACHERS WHO MET CERTAIN SPECIFIC CRITERIA TO BE ABLE TO EARN A SUPPLEMENTAL PAY FOR STUDENTS ABOVE THE RATIO AND WE HAVE TWO CLASSES WITH TWO TEACHERS THAT APPLIED FOR THAT OPPORTUNITY.

SO THAT MEANS THAT THEY VOLUNTEERED FOR IT.

THEY WERE VETTED AND MET ALL OF THE ELIGIBILITY CRITERIA AND HAD BEEN APPROVED BY THEIR PRINCIPAL AND THEIR DAO AND ULTIMATELY BY ME. ONE IS ALLISON BIENVENU, FIRST GRADE TEACHER AT SUNFIELD ELEMENTARY SCHOOL, RIGHT NOW WITH A 23 TO 1 RATIO IN THAT CLASS, AND AT TOM GREEN ELEMENTARY, DON MICHEL STEININGER.

TOM GREEN ELEMENTARY, FIRST GRADE, ALSO CURRENTLY AT A 23 TO 1, ALTHOUGH DURING THE FIRST GRADING PERIOD SHE ACTUALLY HAD TWO ADDITIONAL STUDENTS ABOVE RATIO AND IT'S GONE DOWN TO 23 TO 1.

SO WE ARE BRINGING THIS TO YOU NEXT WEEK FOR VOTE BECAUSE OF COURSE, IN ORDER IN ORDER FOR US TO DO THIS, IT WOULD REQUIRE THAT WE APPLY FOR A WAIVER, AND SO WE ARE DOING SO ONLY IN THESE TWO CLASSES AT THIS TIME, AND ONLY BECAUSE THEY ARE K-4 CAPACITY APPROVED TEACHERS.

THANK YOU. MS. COURSON. SO LET'S START WITH SOME QUESTIONS.

DISCUSSION. MS. PETREA.

CAN WE FIND OUT HOW MANY GRADES? I'M TRYING TO THINK THE BEST WAY TO WORD THIS.

HOW MANY GRADES K-4 HAVE, LET'S SAY LESS THAN THREE SPOTS AVAILABLE TOTAL FOR THE GRADE LEVEL.

WERE THEY KIND OF ARE ON THE BUBBLE THAT ARE NEAR THOSE CLASSES THAT ARE WITHIN CLASS, THE WHOLE GRADE LEVEL, THE GRADE LEVEL WITHIN THREE THAT HAVE SO IF THERE'S SEVEN, LET'S SAY IF THERE'S SEVEN FIRST GRADE CLASSROOMS AND EVERY ONE OF THEM EXCEPT FOR THREE IS AT 22, THEY HAVE THEN THEY AND THE REST ARE AT 21.

THEY HAVE THREE.

DO YOU KNOW WHAT I'M SAYING? SO THREE SPOTS FOR THE ENTIRE GRADE LEVEL OR LESS.

YEAH, THREE SPOTS OR LESS FOR THE ENTIRE GRADE LEVEL.

OKAY. YOU MAY WANT TO AMEND MY QUESTION, BUT THAT'S KIND OF WHERE I'M AT I MEAN BECAUSE T HAT'S WHEN YOU REALLY START TO NEED MORE WAIVERS.

SURE. OKAY.

ABSOLUTELY. I'LL BE HAPPY TO GET THAT TO YOU BEFORE THE NEXT MEETING.

I SAW MRS. RUNKLE QUESTION, WHICH WAS HELPFUL, AND THANK YOU FOR KIND OF REITERATING THAT.

I ACTUALLY, NO MICHELLE STEININGER, SHE'S AWESOME.

SO I WAS GLAD TO SEE THAT SHE'S GOING TO BENEFIT FROM OUR K TO FOUR INCENTIVE AND THAT SHE'S WILLING TO DO THIS.

IT IS GOING TO HELP IT IS SORT OF DISRUPTIVE WHEN WE HAVE TO BREAK CLASSES APART AND ADD AND ADD TEACHERS.

SO THERE'S YES, THERE'S A MONEY SAVINGS, BUT THERE'S ALSO A SORT OF A CLASSROOM DISRUPTION SAVINGS AS WELL, IF THE TEACHER IS WILLING AND CAPABLE OF MANAGING A COUPLE OF EXTRA KIDS.

SO THANK YOU FOR THIS INFORMATION AND I WOULD BE HELPFUL JUST TO SEE THAT ADDITIONAL INFORMATION.

YES, MA'AM. I CAN GET THAT TO YOU BEFORE THE NEXT BOARD MEETING.

PERFECT. MR. FLORES.

AGAIN, WE SPOKE ABOUT THIS A LITTLE BIT EARLIER THIS YEAR, AND THANK YOU FOR KEEPING THOSE GUARDRAILS THAT WE SPOKE ABOUT THAT WERE NECESSARY IN ORDER TO HAVE BASICALLY ADEQUATE TEACHERS TAKING THESE ROLES.

SO THANK YOU FOR PRESERVING THAT AND MAKING SURE THAT THE APPLICATION PROCESS WAS THOROUGH AND LOOKING AT THESE TEACHERS CLOSELY, MAKE SURE THAT THEY COULD HANDLE THE

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THE STUDENTS OR EXTRA LOAD, AND I WOULD JUST SAY IF WE CAN JUST GET THE SPECIFIC DATA ON THESE CLASSES THAT DO HAVE LARGER CLASS SIZES JUST TO SEE HOW THEIR PERFORMANCE IS.

I DON'T KNOW IF WE COULD DO THAT QUARTERLY, BUT JUST TO SEE WHERE WE'RE AT AS FAR AS SCORES AND PERFORMANCE FROM THOSE KIDS, AND THAT'S REALLY ALL I HAVE IS JUST TO THANK YOU FOR KEEPING THOSE GUARDRAILS. I THINK THOSE ARE IMPORTANT.

CERTAINLY, I'LL BE HAPPY TO DO THAT.

THANK YOU. OKAY.

ANYBODY ELSE? OKAY TEAM, JUST I MEANT TO POINT OUT EARLIER, MS. OROSCO HAS AGREED TO TAKE NOTES IN MISS RUNKLE'S ABSENCE.

SO SHE'S CAPTURING OUR QUESTIONS AND THINGS.

ALL RIGHT. OKAY, MISS COURSON, THANK YOU.

THANK YOU. ALL RIGHT, TEAM, WE ARE UP TO M2, PAGE

[M.2. Consideration and possible adoption of the 2023-2024 District Improvement Plan, containing District Performance Objectives and Student Performance Goals]

39, REGARDING THE DISTRICT PERFORMANCE-- SORRY, THE DISTRICT IMPROVEMENT PLAN.

THIS HAS ALL THE PERFORMANCE OBJECTIVES.

IT'S THE VERY DETAILED PLAN.

MISS SEDILLO IS HERE TO ANSWER ANY QUESTIONS WE MAY HAVE AND THAT'S RIGHT.

THANK YOU, DR. WRIGHT, AND IN THE DAIS FOLDER IS A COPY OF THE PLAN.

SO OPEN IT UP FOR DISCUSSION AND QUESTIONS.

MS. OROSCO.

SO I'M LOOKING AT PAGE 48.

I JUST WANTED TO SAY I WAS SUPER EXCITED THAT FINALLY IT IS IN HERE WITH 100% OF ELEMENTARY STUDENTS IDENTIFIED AS GT WILL BEGIN SERVICE IN SAME YEAR AS IDENTIFIED.

HALLELUJAH! THANK YOU, BABY JESUS, BECAUSE I HAVE BEEN TALKING ABOUT THIS FOR YEARS AND I AM SO GLAD TO SEE IT IN OUR DISTRICT IMPROVEMENT PLAN. SO THANK YOU MISS NORRIS AND MISS SEDILLO AND TEAM FOR GETTING IT DONE.

THAT'S ALL I HAVE.

THANK YOU, MR. FLORES. YEAH, I'M ON PAGE 52, ACTUALLY, AND I JUST WANT TO LOOK AT STRATEGY TO TALKING ABOUT SEL SOCIAL EMOTIONAL LEARNING JUST FROM VISITING CAMPUSES. I SEE THAT LEADER IN ME IS VERY POPULAR, YET VERY EXPENSIVE.

SO IN REGARDS TO SEL, SOME CAMPUSES ARE USING CHARACTER STRONG, AND I GUESS MY MY QUESTION IS HOW DO WE PRESERVE THAT UNIFORMITY TO MAKE SURE THAT WE'RE STILL USING OUR SEL PROGRAMS WITH FIDELITY, AS RAUL WOULD SAY, BUT JUST TO MAKE SURE THAT I KNOW WE'RE USING LEADER IN ME, BUT IT'S EXPENSIVE, AND AS WE TALKED ABOUT LOCAL FUNDS OR TITLE ONE FUNDS ARE USED TO PAY FOR THAT SEL PROGRAM IN PARTICULAR. SO HOW ARE WE PRESERVING UNIFORMITY AMONG OUR CAMPUSES? I KNOW WE'RE USING CHARACTER STRONG.

I KNOW THERE'S RESTORATIVE CIRCLES AS WELL THAT ARE USED BUT IF YOU COULD JUST SPEAK TO THAT PLEASE.

ABSOLUTELY, FIRST OF ALL, GOOD EVENING MEMBERS OF THE BOARD, PRESIDENT MCMANUS, DR.

WRIGHT. GOSH, THAT'S A REALLY TOUGH QUESTION IN REQUEST, BECAUSE WE LIKE TO EMPOWER OUR CAMPUSES TO CHOOSE THE PROGRAM THAT'S GOING TO BEST MEET THE NEEDS OF THEIR STUDENTS, BUT I CERTAINLY UNDERSTAND THAT THE LEADER IN ME IS VERY EXPENSIVE, AND IT WOULD BE HARD TO SUSTAIN WITHOUT THE ADDITIONAL FUNDING, WHETHER IT'S FEDERAL OR IF THEY CHOOSE TO USE THEIR COMP ED FUNDS TO PURCHASE AN SEL PROGRAM.

I CAN TELL YOU THAT WE CAN CONTINUE TO HAVE CONVERSATIONS AROUND THAT SO THAT WE CAN COME UP WITH A PLAN TO SUSTAIN IT IN THE EVENT THAT WE WOULDN'T BE ABLE TO AFFORD LATER IN ME, AND TO ALWAYS HAVE A BACKUP PLAN.

ONE OF THE THINGS THAT I SPOKE TO DR.

WATSON ABOUT LAST WEEK IS THAT AT SOME POINT, WE MAY NEED TO CREATE AND ADOPT OUR OWN PROGRAM, AND IT'S MY UNDERSTANDING THAT OUR COUNSELORS ALSO WERE IN AGREEMENT SO THAT WE CAN GO AHEAD AND UTILIZE A PROGRAM THAT WE ADOPT IN HAYS CISD THAT WE CAN USE ACROSS THE DISTRICT, AND SO THAT MAY BE SOMETHING THAT WE INVEST IN IN THE FUTURE, SO THAT WE CAN HAVE SOMETHING THAT WE CAN AT LEAST SAY, THIS IS AN ESSENTIAL.

THIS IS WHAT WE WANT EVERY STUDENT TO BE ABLE TO RECEIVE THROUGH OUR CURRICULUM.

SO THAT MAY BE SOMETHING THAT WE WORK ON.

THANK YOU, AND SO I'LL HAVE TO SEE IF DR.

WATSON WOULD LIKE TO ADD TO THAT.

OKAY, AND ALSO STRATEGY THREE ON THE SAME PAGE ON 52, IN REGARDS TO MENTAL HEALTH AND SUICIDE PREVENTION, OBVIOUSLY A CERTAINLY AN IMPORTANT TOPIC IN THE DISTRICT. I KNOW LISTENING TO A LOT OF THE KIDS THE OTHER DAY AT THE STUDENT ADVISORY COUNCIL, A LOT OF THEM REFERRED TO COMMUNITIES IN SCHOOLS AS A VERY IMPORTANT RESOURCES ON CAMPUS, A RESOURCE ON CAMPUS.

SO MY QUESTION WOULD BE PRINCIPALS HAVE THE OPTION TO DENY COMMUNITY COMMUNITIES IN SCHOOLS, IS THAT CORRECT, OR DO THEY HAVE TO ACCEPT THEM INTO THEIR CAMPUS?

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IS THAT CORRECT? ACTUALLY, OUR PRINCIPALS WOULD HAVE COMMUNITIES AND SCHOOLS IF GIVEN THE OPPORTUNITY, AND SO I KNOW THAT IN THE PAST IT WAS BASED ON ECO DIS THE NUMBER OF STUDENTS THAT QUALIFIED FOR FREE AND REDUCED AND THAT HAD SOME ADDITIONAL NEEDS.

SO IN LOOKING AT OUR AT RISK POPULATION, OUR ECONOMIC DISADVANTAGE NUMBERS, THE DISTRICT MADE THAT DECISION TO GO AHEAD AND OFFER CIS.

CIS IS AN AMAZING MENTORSHIP.

IT'S A PROGRAM THAT I KNOW OUR PRINCIPALS ABSOLUTELY LOVE, AND SO IT IS SOMETHING THAT I WOULD LIKE TO CONTINUE SEEING ON OUR CAMPUSES, BUT IT'S TYPICALLY BASED ON NEED.

WE'VE TRIED TO SUPPLEMENT, AS YOU KNOW, WITH LAST YEAR, WE AND THE YEAR BEFORE, WE HAD HIRED ALL OUR ESSER MENTAL HEALTH PROFESSIONALS TO HELP SUPPORT ALL THE OTHER CAMPUSES, BECAUSE EVERY CAMPUS IN THE DISTRICT, I WOULD TELL YOU, WOULD LOVE AND EMBRACE AN ADDITIONAL MENTAL HEALTH PROFESSIONAL.

WHETHER IT'S THROUGH CIS OR JUST ANY OTHER SOCIAL WORK, AND SO IT IS SOMETHING THAT WE CAN CONTINUE HAVING CONVERSATIONS AROUND, AND CERTAINLY I WOULDN'T BE OPPOSED TO HAVING MORE SOCIAL WORKERS ON OUR CAMPUS, WHETHER IT'S THROUGH CIS OR NOT.

I JUST WANT TO MAKE SURE THAT WE'RE ABLE TO OFFER THE MENTAL HEALTH SUPPORT OUR STUDENTS DESERVE.

ALSO ENCOURAGING I JUST WANT TO SHOUT OUT DAHLSTROM BECAUSE THEY HAVE SUCH INNOVATIVE AND INNOVATIVE WAY OF THEY CONVERTED THAT PART OF THEIR FRONT OFFICE OR A SEPARATE OFFICE COMPLETELY TO MENTAL HEALTH.

A SAFE ROOM WHERE A KID CAN GO AND GET JUST KIND OF COOL OFF.

MAYBE HAVING TESTING ANXIETY.

I THINK IT'S FANTASTIC AND ENCOURAGING, JUST BEING INNOVATIVE IN THAT REGARD, AND WHILE I HAVE YOU UP HERE, A LOT OF STICKY NOTES, I APOLOGIZE.

THE OTHER ONE IS JUST ON PARENT ENGAGEMENT.

THIS IS ON PAGE 55 AND IT SAYS HERE YOUR GOAL IS TO HAVE, I BELIEVE, THREE PARENT ENGAGEMENT EVENTS AT SCHOOLS, AND AS YOU KNOW, I MEAN TO ME THAT IS A LOW NUMBER, BUT I THINK IT'S ADEQUATE, ESPECIALLY WITH THE DIFFICULTIES IN FORMING PTA BOARDS AT CERTAIN CAMPUSES.

SO I JUST WANT TO SAY THAT I THINK THAT'S GREAT HAVING THAT GOAL AND GETTING PARENTS INVOLVED, CERTAINLY WILL RESULT IN HIGHER SCORES AND BETTER PERFORMANCE BUT THAT'S ALL I HAVE.

ABSOLUTELY. THANK YOU, THANK YOU.

MISS PETREA AND THEN MISS OROSCO.

THANK YOU FOR YOUR QUESTIONS, MR. FLORES. IT DID SPUR ON SOME ADDITIONAL QUESTIONS FOR ME.

MS. SEDILLO, I APPRECIATE YOU BEING UP HERE.

AS YOU KNOW, I'VE BEEN ADVOCATING FOR SEL PROGRAMS IN THIS DISTRICT SINCE 2017, 2016.

WHENEVER I WAS RUNNING, BEFORE I GOT ON THE BOARD, AND WE'VE COME A LONG WAY AND I'M PROUD OF THE WORK THAT HAS BEEN DONE TO MAKE SURE OUR CAMPUSES ARE OR AT LEAST TALKING ABOUT SEL, AND CERTAINLY AT THE ELEMENTARY SCHOOLS.

WE'RE DOING SOME REALLY GOOD THINGS, AND I AGREE WITH THAT AUTONOMY PIECE.

HAVING BEEN AT A CAMPUS THAT HAD LEADER IN ME WITH THAT PRINCIPAL LIVING AND BREATHING LEADER IN ME, BUT IF YOU HAD A PRINCIPAL THAT WAS LIKE ME ABOUT IT, IT MAY NOT GO AND IT IS EXPENSIVE.

SO YOU NEED SOMEBODY WHO'S REALLY GOING TO CARRY IT OUT, BUT WHAT I WANTED TO TALK ABOUT, IF WE DID SCALE UP OUR OWN AND CERTAINLY AND WHEN I, WHEN I DID A LOT OF RESEARCH ON THIS LARGER DISTRICTS DO HAVE COMPLETE DEPARTMENTS FOR SEL, RIGHT? THEY HAVE A CHIEF OF SEL AND ALL THE WAY DOWN.

WE DON'T HAVE THAT KIND OF FUNDING RIGHT NOW, BUT I WOULD SUGGEST AND RECOMMEND THAT WE WOULD HOLD ON DOING OUR OWN UNTIL WE COULD DEDICATE SOME FTES TO THAT AND THAT ALONE AND WE'RE NOT THERE YET.

SO I DON'T WANT OUR COUNSELORS LISTENING TO THIS TO FREAK OUT AND THINK, OH NO, THAT'S MY OTHER JOB, BECAUSE THEY'RE ALREADY DOING THE LESSONS AND THEY'RE DOING BITS AND PIECES OF THAT.

I'VE ALWAYS SAID, LIKE AT THE SECONDARY LEVEL, I THINK WE CAN DO BETTER WITH WITH SEL, IT'S JUST A DIFFERENT AUDIENCE FOR SEL, BUT I WOULD JUST. WANTED TO JUST GIVE A CAUTION OF LET'S WAIT AND DO OUR OWN UNTIL WE CAN HAVE THE STAFFING TO REALLY CARE AND DO THAT WELL. THAT WAS ALL.

THANK YOU, THANK YOU.

GO AHEAD. YES, HAVING THE APPROPRIATE STAFF TO CARRY SOMETHING OUT IS REALLY IMPORTANT.

ALSO I MEAN LEADER IN ME HAS BEEN VERY SUCCESSFUL IN A LOT OF OUR SCHOOLS, AND I'M GLAD TO SEE IT.

LIKE AT THE HIGH SCHOOL LEVEL WITH HAYS HIGH SCHOOL HAVING LEADER IN ME.

THAT WAS NEW A COUPLE OF YEARS AGO, SO THAT WAS NICE TO SEE IT IN THE SECONDARY LEVEL WITH DAHLSTROM AND HAYS AND SO ON, AND GREAT TO SEE THE GRANTS THAT WERE RECEIVED BY HEMPHILL AND CAMINO REAL TO HELP SUPPLEMENT THAT COST OF THAT SEL PROGRAM.

[00:50:06]

SO I KNOW THEY'RE VERY EXCITED TO HAVE IT ON THEIR CAMPUS, AND IT IS VERY EXPENSIVE.

SO THEY HAD THE OPPORTUNITY TO KIND OF CLOSE THAT GAP WITH SOME OF THAT GRANT MONEY.

SO GREAT OPPORTUNITY.

I THINK IT'S VERY SUCCESSFUL.

NATIONWIDE HAS BEEN VERY INTERNATIONALLY, ACTUALLY BEEN SUCCESSFUL IN A LOT OF PLACES.

DEFINITELY WHEN WE START EXPLORING AND THIS IS PROBABLY YEARS AWAY EXPLORING, HAVING OUR OWN, DEFINITELY HAVING A VERY ROBUST COMMITTEE TO LOOK AT THAT IS GOING TO BE SO IMPORTANT TO MAKE SURE WE COVER ALL OUR BASES, YOU KNOW? AND ONE OF THE THINGS I DID WANT TO SAY WAS SHOUT OUT TO ROSE HOLLOWAY, WHO STARTED THE CALMING ROOMS IN THE MIDDLE SCHOOL AT WALLACE MIDDLE SCHOOL YEARS AGO WHEN SHE STARTED THAT IN WALLACE MIDDLE SCHOOL.

SO I'M GLAD DAHLSTROM ALSO NOW HAS ONE, BUT SHE ROSE HOLLOWAY HAS DONE AMAZING THINGS FOR OUR STUDENTS AT WALLACE MIDDLE SCHOOL AND NOW AT LIVE OAK.

SO WONDERFUL STUFF THAT INNOVATIVE THINGS THAT OUR OWN STAFF COME UP WITH AND THAT CAN HELP WITH.

SO YEAH, I JUST WANTED TO SHARE THAT, AND I LIKE THE IDEA OF HAVING SOME KIND OF ALIGNMENT WITH SOCIAL EMOTIONAL PROGRAMS MAYBE IN THE FEEDER PATTERN, BUT DEFINITELY SOMETHING THAT A COMMITTEE I THINK WOULD NEED TO STUDY AND EXPLORE BECAUSE IT'S SO IMPORTANT TO HELP DIFFERENTIATE FOR EACH CAMPUS' NEEDS, BUT SOMETHING TO CONSIDER IN THE FUTURE.

ABSOLUTELY. MR. SEVERANCE.

THANK YOU, MISS SEDILLO. I KNOW I SUBMITTED A BUNCH OF QUESTIONS AND I APPRECIATE YOU ANSWERING A LOT OF THAT.

SO STILL TRYING TO WORK THROUGH SOME OF THOSE, BUT I DO HAVE TWO QUESTIONS.

ONE OF THEM IS STRATEGY, AS DO THE STRATEGY 13 AND OUR GIFTED AND TALENTED PROGRAM.

THROUGHOUT THE THEME OF THIS DISTRICT IMPROVEMENT PLAN, I'VE SEEN 3% INCREASE IN GOAL INCREASES, BUT I ONLY SEE A 2% INCREASE IN THE UNDERREPRESENTED GROUPS AS AN INCREASE GOAL FOR THE GIFTED AND TALENTED PROGRAM.

I'M JUST CURIOUS, AS IF WE'RE DOING THE BECAUSE MY QUESTION WAS LIKE, DO WE GIVE THE PROGRAM IN MANY LANGUAGES? WE SURE DO. WHAT DO YOU THINK THE CHALLENGE IS THERE AND WHY DO YOU THINK WE MIGHT NOT BE ABLE TO RAISE THAT NUMBER OR CLOSE THOSE GAPS A LITTLE BIT MORE? THAT'S A GREAT QUESTION, AND I'M GOING TO HAVE TO DEFER TO [INAUDIBLE] AND JOY PHILPOTT TO REALLY SHARE WITH ME BECAUSE WE'VE NOT HAD THE CONVERSATION, AND I WANT TO BE FULLY TRANSPARENT.

IT IS A QUESTION THAT I HAVE ASKED.

I KNOW THAT OUR NUMBERS INCREASED, BUT NOT NECESSARILY IN OUR UNDERREPRESENTED POPULATION, AND SO I THINK WE'RE GOING TO CONTINUE.

WE'RE GOING TO NEED TO CONTINUE TO STUDY AND RESEARCH WHY, AND SO I THINK IT'S I DON'T WANT IN ANY WAY MISLEAD YOU OR NOT ANSWER YOUR QUESTION, BECAUSE I THINK IT'S A VERY GREAT QUESTION, AND I THINK IT'S SOMETHING THAT WE NEED TO CONTINUE TO STUDY AND SO IF YOU DON'T MIND, I'D LIKE TO RESPOND IN WRITING TO YOU OVER THE WEEK AFTER I GET SOME INFORMATION FROM MISS [INAUDIBLE] AND MISS PHILPOTT, BUT I CAN TELL YOU THAT OUR NUMBERS HAVE INCREASED AND SO I THINK WE NEED TO HAVE FURTHER DISCUSSION ABOUT WHY WE THINK WE'RE NOT SEEING MORE STUDENTS WHO WOULD BE CONSIDERED UNDERREPRESENTED, OR ANY OF OUR ECO DIS OR AT RISK STUDENTS NOT BEING IDENTIFIED.

SO I'M NOT REAL SURE WHAT THAT IS OR WHAT THAT VARIABLE IS, AND SO I'D LIKE TO GET BACK WITH YOU ON THAT.

I'LL GIVE YOU A CHANCE TO PULL THAT TOGETHER.

I'D JUST LIKE TO SEE THAT GOAL TO BE KIND OF IN LINE WITH SOME OF OUR OTHER GOALS IN OUR DISTRICT IMPROVEMENT PLAN.

IF WE CAN INCREASE THAT, THAT WOULD BE GREAT, BUT I'D LIKE TO ALSO KNOW IF WE CAN LIKE WHAT'S SOME OF THE BARRIERS THERE ARE, AND THEN THE LAST QUESTION WOULD BE ON THE MY QUESTION ABOUT THE SUBSTANCE ABUSE DOESN'T FALL IN THE DIP POLICY.

THEN I'M JUST CURIOUS AS TO CAN IT, AND I MEAN, I GOT GREAT INFORMATION.

I MEAN REALLY WE DO A REALLY GOOD THINGS WITH THAT, BUT IT'S JUST NOT THE DISTRICT IMPROVEMENT PLAN.

I JUST FEEL LIKE WITH EVERYTHING GOING ON WITH FENTANYL AND EVERYTHING ELSE, THAT MIGHT BE SOMETHING THAT WE MIGHT WANT TO ADD IN THERE.

I'M JUST ASKING THE QUESTION OF WHY IT WOULDN'T, WHY IT'S NOT IN THERE, AND CAN WE CAN WE BRING IT IN? I THINK WE CAN CERTAINLY INCLUDE IT.

OKAY. I JUST DIDN'T KNOW IF THERE WAS SOME REASON WHY IT WASN'T ABLE TO DO THAT, BECAUSE ALL THE INFORMATION YOU PROVIDED WAS PARAGRAPHS OF GREAT, WE'RE DOING GOOD THINGS BUT JUST MAYBE I THINK WE SHOULD PUT IT IN OUR DISTRICT IMPROVEMENT PLAN GOING FORWARD.

SOUNDS GOOD. THANK YOU.

THAT'S ALL I HAVE FOR NOW. OKAY.

DR. WRIGHT, DID YOU WANT WAS THERE SOMETHING YOU WANTED TO ADDRESS WITH WHAT HE WAS SAYING? YEAH, I WAS JUST GOING TO REMIND MS. SEDILLO. WHEN YOU VISIT WITH [INAUDIBLE], THERE'S A PERCENTAGE THAT IS RESEARCH BASED THAT TYPICALLY THOSE THAT ARE GIFTED AND TALENTED, IT USUALLY DOESN'T EXCEED 6% OF YOUR OVERALL STUDENT BODY, AND SO I DON'T KNOW IF THAT'S BEEN UPDATED IN THE LAST FEW YEARS, BUT YOU MAY WANT TO ASK HER THAT QUESTION,

[00:55:05]

BECAUSE THAT WOULD PROBABLY SPEAK TO MR. SEVERANCE'S QUESTION AS WELL.

TYPICALLY, I KNOW WHEN I WAS AN ELEMENTARY PRINCIPAL AND A HIGH SCHOOL PRINCIPAL, IT WAS IT WAS AROUND 5%, BUT I THINK THAT'S INCREASED OVER THE LAST COUPLE OF YEARS, AND I WANT TO SAY IT'S 6% NOW, NOT FOR FOR THOSE THAT ON THE NATIONAL NORMS AND STATE NORMS THAT ACTUALLY WOULD QUALIFY, AND SO WE MAY HAVE UNDERREPRESENTED STUDENTS WITHIN THAT 6% THAT WE'LL NEED TO TAKE A LOOK AT, BUT SO SO I MIGHT MIGHT BE NOT NOT FOLLOWING YOU, BUT SO I DON'T THINK IT WOULD BE WISE TO PUT THE GLOBAL POPULATION AND ADD 2% OR 3% PER YEAR BECAUSE ONCE YOU GET PAST 6%, THEN YOU'RE PROBABLY ADDING CHILDREN THAT AREN'T NECESSARILY GIFTED AND TALENTED ACCORDING TO THE NATIONAL AND STATE NORMS. SO THAT'S WHAT I WANT YOU TO CHECK ON.

RIGHT. WE CERTAINLY DON'T WANT TO BE OVER IDENTIFYING STUDENTS, AND YOU'RE ABSOLUTELY RIGHT.

DR. WRIGHT IS ACTUALLY 6 OR 7%.

I THINK THAT'S WHERE WE'RE ACTUALLY AT.

IT'S ACTUALLY INCREASED, AND I WANT TO SAY THAT THE INFORMATION I DID RECEIVE FROM MS. PHILPOTT PUTS US AT EITHER 6 OR 7%.

SO YOU'RE ABSOLUTELY RIGHT.

I WAS JUST RESPONDING WITHIN OUR POPULATION AND REALLY LOOKING AT OUR STUDENTS WHO ARE BEING IDENTIFIED WITHIN THAT GROUP, BECAUSE I CAN'T LOOK AT IT FOR THE ENTIRE STUDENT BODY.

IT JUST HAS TO BE WITHIN THE GT GROUP ITSELF.

SO THAT'S A REALLY HARD ONE, BUT WE'RE ASKING THE QUESTIONS, OR AT LEAST I'M ASKING THE QUESTIONS ABOUT WHAT IS IT THAT'S KEEPING US WITHIN THAT GT POPULATION.

SO THANK YOU, DR. WRIGHT.

YEAH, I JUST WANT TO CLARIFY, I WASN'T SAYING THAT WE SHOULD INCREASE OUR GT GROWTH BY 3% EVERY YEAR, BUT JUST THE UNDERREPRESENTED WITHIN THAT CATEGORY, MORE THAN 2% MORE, THEIR REPRESENTATION BY MORE THAN 2%, BUT WITHIN THE TOTAL PARAMETER OF WHAT WE'RE DOING.

WE'RE ON THE SAME PAGE. OKAY.

ALL RIGHT. THANK YOU. PERFECT.

MS. OROSCO, YOU HAD A FOLLOW UP.

YES, AND LET US REMEMBER THAT WE HAVE PILOTED A PROGRAM ON GT TESTING AT CAMINO REAL, UHLAND AND ANOTHER CAMPUS.

I THINK IT WAS KYLE ELEMENTARY AS WELL, KYLE ELEMENTARY BECAUSE GT TESTING IS HARD.

IT IS HARD, AND I DON'T KNOW ABOUT HOW BIASED THAT TEST IS.

SO THAT'S ONE OF MY QUESTIONS, IS TO SEE WHAT GT TESTS WE ARE GIVING.

I KNOW MY DAUGHTER HAS BEEN NOMINATED FOR GT SINCE KINDER, AND SHE CANNOT PASS THAT TEST, EVEN THOUGH SHE WAS MASTERS IN EVERYTHING AND HAS ALL THESE C HARACTERISTICS OF GT.

SO I KNOW THAT WE HAVE PILOTED A DIFFERENT TEST FOR SOME LOWER SOCIOECONOMIC CAMPUSES, OR SOME CAMPUSES WITH THAT NEED SOME MORE ATTENTION, LIKE CAMINO REAL AND UHLAND AND KYLE ELEMENTARY.

THAT NEEDED SOME ASSISTANCE.

SO I WOULD BE INTERESTED TO SEE HOW THAT HAS HELPED.

OKAY, SO THAT'S GOING TO BE ONE OF MY QUESTIONS THAT I WILL ADD HOW THAT HAS HELPED, WHAT THE DIFFERENCE HAS BEEN RIGHT FROM BEFORE THAT TEST AND THE NEW TEST.

WHAT KIND OF CHANGES HAVE WE SEEN? THANK YOU. THANK YOU.

ALL RIGHT, A COUPLE OF THINGS FROM ME.

IF WE'VE GOT EVERYBODY ELSE COVERED.

OKAY. ONE IS ON SEL.

JUST TO CIRCLE BACK TO THAT FOR A SECOND.

I DO AGREE THAT WITH THE THINGS THAT WERE SAID ABOUT IF WE DEVELOP OUR OWN PROGRAM, IT BEING DOWN THE ROAD, BUT I THINK REGARDLESS OF WHAT WE DO, I WORRY A LITTLE BIT ABOUT OVER STANDARDIZING SEL BECAUSE I THINK MS. OROSCO SAID IT. I THINK WE HAVE TO BE COGNIZANT OF THE LOCAL COMMUNITY WHEN WE BUILD THESE OUT, BECAUSE EVERY CAMPUS IS GOING TO HAVE JUST A, I THINK, MAYBE SOMETIMES A SIGNIFICANT DIFFERENCE IN NEED FOR HOW THEY BUILD THE LEADERSHIP CAPACITY OF THEIR STUDENTS.

SO I GET HAVING MAYBE SOME CHOICES IN EVERYTHING SHOULD BE DONE WITH FIDELITY IS THE WORD WE LIKE TO TALK ABOUT, BUT WE CERTAINLY WANT TO RECOGNIZE THAT EVERY CAMPUS HAS THEIR OWN CULTURE AND NEEDS.

SO THAT'S THAT ON THAT, I'M ON PAGE 53 LOOKING AT STUDENT ATTENDANCE, AND I FEEL LIKE THAT'S A VERY AMBITIOUS GOAL THAT WE'VE PUT IN THERE TO GO FROM JUST UNDER 93% TO BACK UP TO 96% BY MAY OF 24, AND THE STRATEGY FOR TALKS ABOUT MULTI-TIERED INTERVENTION SYSTEMS. I'M NOT ASKING TO GO THROUGH WHAT ALL OF THOSE ARE RIGHT NOW, BUT WE'VE TALKED ABOUT ATTENDANCE QUITE A BIT BECAUSE THERE'S SUCH A NOT ONLY IS IT GOOD FOR STUDENTS TO BE IN CLASS, I THINK WE ALL UNDERSTAND THAT, BUT THE MONETARY COMPONENT TO THAT AS WELL.

SO, DR. WRIGHT, JUST REAL QUICKLY, WOULD YOU REMIND US, I DON'T MEAN TO MAKE YOU DO PUBLIC MATH HERE, BUT JUST ABOUT HOW MUCH IS IT PER PER PERCENTAGE TO US? I KNOW YOU GAVE THAT NUMBER ONE TIME, LIKE A MILLION AND A HALF DOLLARS.

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IT'S 1.5 MILLION PER PERCENT.

SO THAT IS A SIGNIFICANT AMOUNT OF MONEY, BUT I JUST AND WHILE THAT'S IMPORTANT, IT ALSO SAYS TO ME WE HAVE A LOT MORE STUDENTS SITTING IN CLASS LEARNING AND THAT'S REALLY WHAT THIS NEEDS TO BE ABOUT, AND I KNOW EVERYBODY KNOWS THAT.

WHAT I WOULD ASK IN REGARDS TO THIS, I AM CURIOUS AS WE GET TOWARDS THE END OF THIS SEMESTER.

WHAT INTERVENTIONS HAVE PROVEN TO BE SUCCESSFUL.

IF WE'RE GOING TO TAKE A MULTI-TIERED APPROACH, WHICH IS OBVIOUSLY THE RIGHT THING TO DO, I'M JUST WONDERING WHAT ARE WE FINDING THAT'S DRAWING KIDS BACK TO OUR CAMPUSES? IS IT JUST TALKING TO THEM, WHATEVER THOSE THINGS ARE? I WOULD LOVE TO HAVE A REPORT ON THAT SOMETIME EARLY NEXT YEAR WITH HOW WE DID FOR FALL SEMESTER.

THAT WOULD BE THAT WOULD BE WONDERFUL.

THAT'S ALL I HAD ON DISTRICT IMPROVEMENT PLAN.

ANYBODY ANY FOLLOW UP? OKAY. THANK YOU.

MS. SEDILLO, YOU'RE STILL UP ON THE NEXT ONE, IF WE HAVE ANY.

JUST. IF WE HAVE ANY QUESTIONS, TEAM, WE'RE ON PAGE 65.

THIS IS THE E3 ALLIANCE EITHER.

[M.3. Consideration and possible approval of the Statement of Work Contract between E3 Alliance and Hays CISD]

I FEEL LIKE THAT, DR. WRIGHT.

EITHER YOU OR MS. SEDILLO NEEDS TO MAYBE TALK FOR A MOMENT ABOUT WHAT THIS IS, BECAUSE IT'S A SOMEBODY NEEDS TO JUST KIND OF TALK TO US ABOUT WHAT WE'RE DOING AND WHY, AND WHAT LED TO US HAVING TO DO THIS.

OKAY. THANK YOU.

PRESIDENT MCMANUS AND DR.

WRIGHT AND THE BOARD.

MY NAME IS STEPHANIE NORRIS.

I'M THE DIRECTOR OF FEDERAL PROGRAMS. WE BROUGHT THIS GRANT OPPORTUNITY TO OUR CAMPUSES.

WHO QUALIFIED FOR IT? ALL FOUR CAMPUSES WERE INTERESTED.

PART OF THIS ESF GRANT IS CHOOSING A PARTNER, A VETTED PARTNER, SOMEONE WHO WAS VETTED BY THE TO ALL FOUR CAMPUSES, CHOSE E3 AS THEIR PARTNER THAT THEY COULD ADDRESS THE ESF LEVERS THAT EACH CAMPUS FELT LIKE WAS MOST IMPORTANT TO MOVING THEM UP IN THE IMPROVEMENT PROCESS.

OKAY, SO OPEN IT UP FOR QUESTIONS.

OKAY. THANK YOU.

[M.4. Consideration and possible adoption of Committee Recommendation of Attendance Zone for Elementary School #16]

ALL RIGHT. WE ARE ON PAGE 71.

MR. SAVOY.

THIS IS THE ATTENDANCE ZONE FOR ELEMENTARY SCHOOL.

NUMBER 16.

FAIRLY IMPORTANT THING.

TEAM THERE'S A LARGE PRINTOUT OF THE ATTENDANCE ZONE IN YOUR DAIS FOLDER ON BIG, BIG PAPER.

MR. PRESIDENT, MEMBERS OF THE BOARD.

DR. WRIGHT. SUPERINTENDENT, THANKS FOR HAVING US HERE.

LET ME START OUR PRESENTATION TONIGHT BY INTRODUCING JESSICA BEDWELL, WHOM THE COMMITTEE VOTED TO BE THE OFFICIAL SPOKESPERSON IN ACCORDANCE WITH THE POLICY THAT GOVERNS OUR ATTENDANCE ZONE, AND WE ALSO HAVE OUR COMMITTEE MEMBERS IN ATTENDANCE, AND WE'RE GOING TO RECOGNIZE THEM MOMENTARILY.

HOW MANY DO WE HAVE? WELL, Y'ALL COME ON UP TOO.

ALL RIGHT. WE APPRECIATE ALL THE SERVICE OF OUR OF OUR COMMITTEE MEMBERS, THE APPOINTEES BY YOU, THE TRUSTEES ON THIS QUITE OFTEN ATTENDANCE ZONES ARE CHALLENGING.

WE ASK OUR PARENTS TO BE CONNECTED AND INVOLVED IN 100% A PART OF THEIR SCHOOLS, AND THEN AS A FAST GROWTH DISTRICT, ONE OF THE GROWING PAINS WE EXPERIENCE IS THAT WE HAVE TO COME ALONG PERIODICALLY AS WE ADD NEW SCHOOLS AND CREATE ATTENDANCE ZONES FOR THEM.

SO IT'S A GOOD THING THAT WE'RE GROWING AND ADDING SCHOOLS, BUT IT'S A CHANGE, AND SO SOMETIMES THAT DOESN'T ALWAYS GO SMOOTHLY.

I AM HAPPY TO REPORT THAT I THINK WE'VE DONE A REALLY FANTASTIC JOB THIS TIME, BASED ON THE FEEDBACK THAT WE'VE RECEIVED AND HAVE BEEN ABLE TO ADDRESS, AND THEN THE LACK OF FEEDBACK THAT WE'VE RECEIVED HERE LATELY AFTER THE\ COMMITTEE'S PLAN G HAS BEEN PRESENTED AND PUBLICIZED, AND THERE'S AN EXTENSIVE I WON'T GO THROUGH THE WHOLE PACKET.

IT'S AVAILABLE TO YOU AND YOUR BOARD PACKET.

IT'S AVAILABLE TO THE PUBLIC ONLINE, AND THERE'S A SPECIAL REZONING LINE ON THERE, BUT I THINK THAT IT GETS THE NUMBERS NEARLY PERFECTLY AT NEGLEY FOR THE NEXT TEN YEARS, AND I THINK IT BUYS THE DISTRICT AT LEAST FIVE YEARS ON ELEMENTARY 16, AND THAT KIND OF COINCIDES WITH PROBABLY A TIME THE DISTRICT IS GOING TO NEED TO DO A PRETTY EXTENSIVE LOOK AT ALL OF THE ATTENDANCE ZONES, MAYBE FIVE YEARS FROM NOW AS WE ADD MORE SCHOOLS, BUT THERE WILL BE OPPORTUNITIES TO LOOK AT THE ATTENDANCE ZONES WHEN YOU CAN.

I THINK ONE OF THE GREATEST THINGS ABOUT THIS IS IT'S REALLY PROBABLY THE LEAST DISRUPTIVE FOR OUR PEOPLE THAT ARE AT NEGLEY AND IN THE

[01:05:05]

DISTRICT TODAY, BECAUSE THERE'S NO ONE THAT'S IN ANOTHER ATTENDANCE ZONE.

BASICALLY, THEY WERE ABLE TO CREATE A MAP THAT JUST TOOK THE EXISTING NEGLEY ZONE THAT GOES ALL THE WAY OUT TO THE WESTERN EDGES OF OUR DISTRICT AND MAKE A GROUP FOR NEGLEY AND A GROUP FOR THE NEW SCHOOL AND THEN THERE'S A SMALL PORTION IN THAT 120 PLANNING UNIT, 120 THAT ACTUALLY WOULD GO FROM NEGLEY TO KYLE, AND IT'S ACTUALLY AN EASIER DRIVE.

I THINK TRANSPORTATION WAS SAYING FOR THEM TO GET FROM THERE TO KYLE ELEMENTARY.

THE ONE THING THAT YOU'LL NOTE WELL, THERE'S TWO THINGS.

ONE, THE TAN AREA THAT WOULD BE THE PROPOSED MAP FOR ELEMENTARY 16 DOES NOT CONNECT, AND THAT IS BECAUSE IN ORDER TO DO THAT, YOU WOULD HAVE TO TAKE THAT PLANNING UNIT 22 AND STICK IT IN THERE, BUT THERE ARE 7 OR 8 KIDS THAT ARE LIVING IN THERE RIGHT NOW, AND THE COMMITTEE FELT THERE'S NO POINT IN DISRUPTING THOSE STUDENTS UNNECESSARILY JUST TO MAKE THE MAP LOOK GOOD, AND SO IT'LL BE KIND OF A LITTLE POCKET.

WE'VE HAD THAT BEFORE IN OUR DISTRICT, AND IT'S NOT UNCOMMON TO SEE THAT.

THE OTHER THING IS, IN POLICY, YOU WANT TO TRY TO KEEP NEIGHBORHOODS TOGETHER.

THERE IS AND I'M LOOKING AT THAT 113 B RIGHT THERE ON THE MAP.

THAT IS ALSO PART OF THE NORTH PLUM CREEK.

NO ONE IS THERE NOW.

IT'S FUTURE DEVELOPMENT.

IT JUST WOULDN'T FIT WITH THE PROJECTIONS.

THE COMMITTEE LOOKED AT A NUMBER OF DIFFERENT VERSIONS OF THE MAP TO TRY TO KEEP ALL OF PLUM CREEK IN NEGLEY, BUT BECAUSE THERE ARE ABOUT 250 PROJECTS, STUDENTS AT SOME POINT IN THERE, IT WOULD PUT NEGLEY BACK UP TO MORE CROWDED THAN IT IS NOW AND SO THAT WAS DRAWN IN THERE AND DOWN THE ROAD THERE IS A SITE YOU'LL SEE IN THERE, 113 A THAT IS CAN ACCOMMODATE AN ELEMENTARY SCHOOL AT SOME POINT IN THE FUTURE.

SO THERE'LL BE SOME WORK TO DO IN THAT AREA IN THE NEXT DECADE OR SO.

ALSO, THERE'LL BE SOME WORK TO DO, PROBABLY AROUND THE ELM GROVE AND BUDA ELEMENTARY.

WE KIND OF DABBLED IN THAT, BUT THEN THAT WAS GETTING A LITTLE FARTHER OUTSIDE THE CHARGE OF THE COMMITTEE.

SO THEY WENT AHEAD AND SAID, LET'S JUST WE'LL LET THAT LET THAT WORK OUT OVER THE COURSE OF THE NEXT 5 TO 10 YEARS, WHENEVER WE HAVE TO LOOK AT THAT AGAIN.

SO THAT'S THE PROPOSAL.

THE PROPOSAL WOULD BE THE MAP, PLUS OUR STANDARD CAVEAT THAT CURRENT FOURTH GRADERS AT NEGLEY, WHO WOULD BE ZONED FOR THE NEW SCHOOL OR A NEW SCHOOL WHO WISH TO STAY AT NEGLEY WOULD BE ALLOWED TO BE GRANDFATHERED IN, AND THAT THEIR SIBLINGS WOULD BE GIVEN THE FIRST OPTION TO GO IN.

THERE AND I DON'T WANT TO SPEAK FOR THE TRANSFER OFFICE, BUT I CAN TELL YOU THAT THE NUMBER ONE REASON WE COULDN'T ACCOMMODATE A TRANSFER SOMEWHERE WOULD BE A SCHOOL THAT IS OVERCROWDED, AND THAT WON'T BE THE CASE NEXT YEAR FOR NEGLEY.

SO I WOULDN'T ANTICIPATE THAT THERE WOULD BE PROBLEMS FOR BEING ABLE TO DO SIBLINGS IN THAT KIND OF THING.

OKAY. THANK YOU MR. NOW HAVING SAID THAT I'D LIKE TO INTRODUCE OUR SPOKESPERSON TO SPEAK ON BEHALF OF THE COMMITTEE.

I'M SORRY. I GUESS I STARTED.

TIM NEVER MET A WORD HE DIDN'T LIKE TO SAY.

[CHUCKLING] SO IT'S AMAZING.

OKAY. ALL RIGHT, SO LET'S OPEN THIS UP FOR SOME DISCUSSION.

MS. PETREA. THANK YOU SO MUCH, MRS. BEDWELL, FOR CHAIRING ANOTHER GREAT COMMITTEE, AND THANK YOU FOR THE SERVICE OF OUR OTHER COMMUNITY MEMBERS, THOSE HERE TONIGHT AND THOSE LISTENING ONLINE.

WE APPRECIATE THE TIME YOU'VE SPENT WITH MR. SAVOY. THIS CAN BE VERY CHALLENGING.

IT SOUNDS LIKE THAT YOU'VE COME TO SOME SOME REALLY GOOD COMPROMISES.

I TOO AM LOOKING AT THAT SORT OF POCKET OF BEIGE THINKING, THAT'S WEIRD, BUT I DO KNOW THAT WE'VE DONE THAT BEFORE AND IT CAN WORK.

I HAVE A COUPLE OF QUESTIONS PROBABLY MAYBE FOR MS. SEDILLO. MAYBE FOR MR. SAVOY. SO JUST MAKING SURE I'M LOOKING AT THE NUMBERS.

RIGHT. WE'RE LOOKING AT A PROJECTED OPENING OF ELEMENTARY 16 WITH 420 STUDENTS THAT'S FALL OF 2024, 420? YES. THAT WOULD BE THE PROJECTED OPENING FOR THAT SCHOOL, AND THAT WOULD ALLOW ITS KIND OF LIKE WHAT WE DID WITH SUNFIELD.

SO YOU CAN SEE HOW RAPIDLY IT WILL GROW.

IT WAS NICE HAVING THAT FIRST YEAR A LITTLE LOWER THAN WHAT YOU'RE GOING TO HAVE IT TO GIVE THEM AN OPPORTUNITY TO WORK OUT DISMISSAL PROCEDURES AND DIFFERENT THINGS LIKE THAT, AND MOVING ABOUT THE BUILDING.

I'M FINE WITH IT BUT THAT'S WHAT IT WOULD LOOK LIKE NOW.

DEPENDING ON THE ECONOMY AND HOW THINGS ARE GOING THESE WE'RE FAST GROWTH, SO THESE NUMBERS COULD CHANGE BETWEEN NOW AND NEXT WEEK TO AN EXTENT, AND THE ODDS

[01:10:01]

WOULD BE IN OUR FAVOR THAT IF THERE WAS A CHANGE ON THAT NUMBER, IT WOULD BE ROUNDED UPWARD.

MR. SAVOY PEOPLE REALLY WANT TO LIVE HERE, SO I THINK THEY'RE GOING TO COME ANYWAY.

THAT'S WHAT I'M THINKING. SO BUT WHAT I WAS, WHAT I WAS GOING TO ASK, IS IT BECAUSE IT'S SO LOW? CAN WE ADD SOME ADDITIONAL PRE-K CLASSES THERE.

ARE WE GOING TO HAVE AN ELC THERE.

I DO NOT KNOW ON THE PROGRAMING OF THAT.

THAT'S WHAT I WAS THINKING.

THAT WOULD BE MISS SEDILLO. [INAUDIBLE] TO ANSWER THAT TONIGHT.

WE CAN. THE CHALLENGE THERE THOUGH IS BECAUSE IT LOOK HOW FAST IT GROWS I KNOW I WAS.

WOULD YOU START A PROGRAM THERE ONLY TO BOOT IT OUT THE NEXT YEAR AFTER PEOPLE GET--WELL, THE PREPAID CLASSES CAN EBB AND FLOW I THINK.

WELL, THAT'S TRUE BECAUSE [INAUDIBLE], BUT WHERE IS THAT GROWTH COMING FROM SO QUICKLY? DO YOU KNOW DO YOU KNOW WHAT GRID WE'RE LOOKING AT? WELL WE'RE GOING TO START SEEING THE 113 B COMING IN THERE AS A FACTOR AND THERE'S STILL A LOT OF ROOM TO COME IN I BELIEVE ON 113 A.

THERE'S JUST A LOT OF GROWTH THAT'S COMING IN THERE.

ALSO YOU HAVE A LOT OF JUST GROWTH OUT 150 AND ALL THE DIFFERENT SUBDIVISIONS THAT ARE GOING IN THERE, AND IF YOU HAVEN'T DRIVEN OUT THERE, IT'S SOMETHING TO SEE. THEY'RE DOING A GREAT JOB.

THERE'S A LOT OF LOT OF GOOD STUFF COMING ON THE HORIZON.

WHY CAN'T I FIND A 113 B, YOU SAID? YES. THAT'S THE SPLIT OUT OF THE NORTH PLUM CREEK SECTION, THE NORTH PLUM CREEK.

RIGHT, AND THERE IS THE 113 A IS A SITE? THE BOTTOM LINE THERE WHERE IT'S THE WORD NEGLEY APPEARS.

YEP. THAT IS ACTUALLY KOHLERS CROSSING, AND SO THE 113 A IS A PART OF NORTH PLUM CREEK.

IT USED TO ALL BE JUST 113, BUT WE SPLIT IT OUT AT I CAN'T REMEMBER THE NAME OF THE ROAD, BUT THEY'RE PUTTING A ROAD IN THAT'S SORT OF A MAIN THOROUGHFARE, KIND OF ON THE NORTHERN END OF THAT, AND WE OWN THAT SITE.

THAT LITTLE. YEAH, THAT PINK SQUARE, ALL THE LITTLE PINK DENOTATIONS.

THERE ARE ELEMENTARY SITES.

I DON'T KNOW IF WE OWN THAT OR HAVE MADE AN AGREEMENT.

I BELIEVE THAT'S IN THE PLAT, THAT IT'S SET ASIDE, THAT IT COULD BE DEPENDING ON WORKING OUT WITH THE DEVELOPER.

I DON'T KNOW IF MAX KNOWS.

MAKING EYE CONTACT WITH MR. CLEAVER. IT'S A PROMISED SITE.

RIGHT, I JUST HADN'T HEARD IT COME TO US.

I ACTUALLY THOUGHT IT WAS GOING TO BE OUR NEXT SITE, BUT THEN THE GRIST MILL SITE CAME UP AND SO WE WENT WITH THAT.

WELL, AND THAT'S THE THING ABOUT WE TALK ABOUT THIS AS THE COMMITTEE IT'S KIND OF LIKE THE WEATHER.

YOU CAN DO A FORECAST FOR 30 DAYS OUT.

YOUR FORECAST FOR TOMORROW AND THE DAY AFTER IS GOING TO BE PRETTY GOOD, BUT YOUR 30 DAY FORECAST, THE FARTHER OUT YOU GET, THE MORE YOU KNOW, YOU GOT TO WAIT AND SEE WHEN IT COMES, AND I THINK THE 5 TO 10 YEAR FORECAST, ALL OF THIS IS GOING TO BE AS ACCURATE, AS ACCURATE AS IT CAN BE, BUT THEN THERE ARE ALSO THINGS THAT ARE SUBJECT TO CHANGE IN THERE. RIGHT I JUST--WE'LL BE BACK HERE IN FIVE YEARS LOOKING AT THIS AGAIN.

OH, 100%.

I JUST DON'T WANT TO HAVE A SCHOOL AT 900 THAT THE TAXPAYERS VOTED ON, AND IT BE 500 FOR THE NEXT FIVE YEARS, BUT I MEAN, IF THAT HAPPENS, WE'LL. OH NO IT'S GROWING.

YEAH. IT'S GROWING QUICK.

WE'LL BE BACK DOING THIS AGAIN ANYWAY, BUT YOU'RE CONFIDENT THAT'S PROBABLY NOT GOING.

YES. YEAH I'M CONFIDENT THAT'S GOING TO BE THE FIRST YEAR WILL BE THE SMALLEST YEAR OKAY, AND YOU WON'T EVEN FEEL IT AFTER THAT BECAUSE YOU LOOK AT THE RAPID PROGRESSION AND THAT'S WHY WE'RE SAYING WE BOUGHT FIVE YEARS BECAUSE ON THE TEN YEAR OUT, IF YOU DO NOTHING ELSE, IT GETS TO 1322, WHICH IS WAY OVER THE CAPACITY.

RIGHT? OKAY.

WELL IT'S GOING TO BE IT'S GOING TO BE JUST DON'T LET THEM GET USED TO ALL THE EXTRA CLASSROOMS AND PTA ROOMS AND SPACE FOR STORAGE AND WHATNOT.

NO, THAT'S CORRECT BECAUSE THEY'LL BE THEY'LL BE FILLING UP.

YES. OKAY.

AWESOME. THAT'S IT, MR. FLORES. FIRST OF ALL, THANK YOU, MRS. BEDWELL. ALL COMMITTEE MEMBERS FOR FOR GETTING TOGETHER AND WORKING THIS OUT, AND IT SEEMED TO BE A SMOOTH PROCESS.

I WAS HERE FOR THE PUBLIC FORUM.

THERE WASN'T ANY PUSHBACK.

IT WAS A QUICK FIVE MINUTE MEETING.

WE HAD ONE PERSON THAT SHOWED UP AFTER THE PRESENTATION AND THEY WERE THERE TO SUPPORT THE MAP.

IT WAS CERTAINLY THIS IS CERTAINLY ADEQUATE TO IN REGARDS TO THE GOALS OF KEEPING THOSE NUMBERS DOWN, MAKING SURE NEGLEY GETS THE RELIEF THAT IT NEEDS, AND THEN LEAVING ELEMENTARY SCHOOL 16 ROOM TO GROW.

SO OBVIOUSLY WHEN SOMEONE LOOKS AT THIS MAP, THOUGH, AND I LOOK AT 113 B, WHICH YOU SAID IS BASICALLY IN DEVELOPMENT MORE HOUSES TO BE ADDED LATER, MORE FAMILIES, MORE STUDENTS, AND 112 AND 35 REMIND ME THAT'S COMMERCIAL RIGHT NOW.

RIGHT. OR NO, THE CONCRETE PLAN IS 35.

SO THERE'S NO ONE THERE NOW, AND I DON'T BELIEVE THERE'S ANYONE PROJECTED TO BE THERE EVER AND I THINK 112 IN 10 YEARS MAY HAVE SIX PEOPLE THAT ARE PROJECTED.

SO YEAH, THEY'RE NOT GOING TO HAVE ANY.

YES, AND JUST TO, JUST TO ASK QUESTIONS AND FOR CLARIFICATION, WERE THERE ANY OTHER OPTIONS IN REGARDS TO WHERE TO ZONE 113 B, 112 AND 35 THROUGHOUT THE MEETING PROCESS?

[01:15:02]

YES. THE COMMITTEE LOOKED AT PUTTING THEM AT ELM GROVE, WHICH IS JUST A LITTLE BIT OFF THE MAP.

THAT'S KIND OF THAT GOLDEN COLOR UP THERE WHERE IT SAYS THE WORD BUDA.

SO YOU SEE 2023, THE LONG RANGE FORECAST IS THAT WITHIN ABOUT PROBABLY AND I'M JUST I CAN'T REMEMBER EXACTLY.

IT'S ABOUT A HALF A DECADE, 5 TO 10 YEARS.

ELM GROVE LOOKS LIKE IT'LL COME DOWN TO ABOUT 500 AS CURRENTLY ZONED, AND SO THEY LOOKED AT WHETHER IT WOULD FIT THERE AND THAT COULD WORK.

THERE'S ANOTHER SOLUTION THAT WE CAN LOOK AT FOR ELM GROVE ON DOWN THE LINE.

PROBABLY THAT MAY EVEN BE BETTER THAN THIS, ESPECIALLY IF THAT PROMISED SITE BECOMES AN ELEMENTARY.

THAT'S RIGHT THERE BY THE 113 A ALL OF THAT 21, 23, 24 THAT'S ALL CURRENTLY ZONED FOR BUDA ELEMENTARY BECAUSE ELM GROVE GOT SO FULL AT ONE POINT.

THE LITTLE DOT THAT IS THE ELM GROVE, I MEAN, IT'S A TINY GEOGRAPHICAL AREA.

YOU COULD ACTUALLY PROBABLY MAKE BETTER SENSE TO TAKE THAT 20 AND 21 AND 23, WHICH IS ALSO ABOUT TO BE FILLED UP WITH LOTS OF DEVELOPMENT IN FIVE OR SO YEARS.

THEY WOULD THAT WOULD MAKE MORE SENSE BECAUSE THEY CAN LITERALLY GET ON 1626 THERE AND JUST DRIVE UP THE STREET ABOUT A HALF A BLOCK AND BE AT ELM GROVE.

SO THAT MIGHT BE A BETTER OPTION FOR THAT, BUT THAT IS WHAT THEY DID LOOK AT, AND THAT MAP IS MAP F, I THINK THAT'S ON THE WEB THAT SHOWED KIND OF THE ATTEMPT TO EXPLORE THOSE OPTIONS WITH THE EXISTING FEEDER PATTERNS IF THEY WERE ZONED ELM GROVE AND I'M JUST ASKING QUESTIONS, THEY WOULD THEN BE ZONED TO JOHNSON.

CORRECT. EVENTUALLY, THEORETICALLY, WHICH IS GOING TO BE OVERCROWDED.

SO THAT WOULD BE A CHALLENGE THERE.

YOU DON'T HAVE TO MOVE THE MIDDLE AND HIGH SCHOOL MAPS TO MATCH THE ELEMENTARIES.

WE'VE TRADITIONALLY DONE THAT.

ACTUALLY, THE 121, I THINK, OR 119.

NO, IT'S 119.

THE LITTLE AREA IN 119 IS ACTUALLY IT GOES TO NEGLEY AND BARTON.

NO. EXCUSE ME. IT GOES TO KYLE AND THEN BARTON AND THEN HAYS.

WHEREAS THE REST OF THE KYLE ZONE GOES TO KYLE WALLACE AND HAYS.

SO THERE'S JUST THAT'S WHY ON THE 120, THE COMMITTEE OPTED NOT TO RECOMMEND CHANGING THE MIDDLE SCHOOL MAP BECAUSE THAT WOULD GO FROM NEGLEY IN THE 120 TO KYLE, BUT THAT'LL GIVE THE FOLKS IN 120 KIND OF MORE FRIENDS IN 119 WHERE THEY'LL BE AT THE ELEMENTARY SCHOOL, AND THAT'S BEEN THE CASE WITH 119 NOW PROBABLY FOR 5 OR 6 YEARS AND WE HAVEN'T HAD ANY CONCERNS.

SO WE'RE THINKING THAT WE'RE OKAY WITH 120 AND THEN 119, THAT'LL BE JUST A SMALLER GROUP OF KIDS THAT WILL GO TO KYLE, AND THEN THEY'LL GO TO MIDDLE SCHOOL AT BARTON INSTEAD OF WALLACE AND THEN TO AND THEN TO HAYS.

ALL RIGHT. THANK YOU AGAIN. I THINK THIS IS ADEQUATE FOR KEEPING THE NUMBERS IN A WORKABLE POSITION, BUT AGAIN, THANK YOU, MRS. BEDWELL, COMMITTEE MEMBERS, FOR PUTTING YOUR THOUGHT INTO THIS, AND THAT'S ALL I HAVE.

THANK YOU. TIM. WE REALLY HAD WE HAD A GREAT COMMITTEE, LOTS OF DISCUSSION, LOTS OF THOUGHTS AND INPUT.

OKAY. ALL RIGHT, A COUPLE OF THINGS FOR ME.

ONE IS PAGE 72 IS A GREAT PAGE OF INFORMATION.

I THINK A LOT OF THE QUESTIONS THAT I HAD ACTUALLY BEEN THINKING ABOUT WERE ANSWERED ON THAT PAGE.

SO I REALLY APPRECIATE THE THOUGHTFULNESS THAT WENT INTO PUTTING THAT TOGETHER AND HOW YOU ARRIVED AT YOUR DECISION.

THAT WAS VERY HELPFUL.

I ALSO WANT TO JUST CAUTION HAVING HAVING BEEN AROUND REZONING MANY, MANY TIMES AT THIS POINT, BOTH AS A COMMITTEE MEMBER AND ON THE BOARD. WE NEED TO BE REAL CAREFUL ABOUT MAKING FORWARD LOOKING STATEMENTS ABOUT ZONES BECAUSE PEOPLE START TO GET THEY START THINKING THAT AND WE JUST DON'T KNOW THAT'S TRUE, RIGHT? AND TIME WILL TELL, AND SO I THINK THIS COMMITTEE DID A FANTASTIC JOB OF STICKING TO WHAT THEY WERE CHARGED WITH AND I REALLY APPRECIATED THE NOTE.

THE LAST ONE THAT WAS ON PAGE 72, WHERE THEY ACTUALLY BACKED OFF OF SOME THINGS BECAUSE THEY REALIZED IT WAS OUTSIDE OF THE SCOPE OF THE CHARGE OF THE COMMITTEE, AND I THINK THAT WAS A REALLY, ACTUALLY COURAGEOUS THING TO DO, BECAUSE IT'S REAL EASY TO GET CAUGHT UP IN THESE THINGS, LET'S JUST MOVE EVERYBODY AROUND AND FIX IT ALL, AND THAT WASN'T WHAT WE WERE HERE TO DO.

I MEAN, ES17 IS COMING ON THE NEXT YEAR, RIGHT? AND I SAW JASON ANDREWS POP UP.

I THOUGHT HE WAS GOING TO SAY HE HAD 18 ALREADY DESIGNED THE DESIGN FEES ARE ALREADY APPROVED IN THE BOND.

SO HERE WE GO.

RIGHT. SO THIS IS GOING TO BE A REGULAR THING THAT WE DO ALL THE TIME.

SO COMMITTEE THANK YOU VERY MUCH FOR WHAT YOU DID MISS BEDWELL I'M NOT FAMILIAR WITH WHO YOU ARE, BUT THANK YOU FOR BEING HERE.

NO, AGAIN, THANK THANK YOU ALL FOR SERVING.

I REALLY DO APPRECIATE IT. SO ALL RIGHT.

TRUSTEES. ANY ANYTHING.

OKAY. CAN WE GET A GROUP PICTURE REAL QUICK WITH OUR COMMITTEE MEMBERS THAT CAME HERE? SURE. WE HAVE CERTIFICATES THAT WE'LL GET TO THE ONES THAT WEREN'T ABLE TO MAKE IT.

[01:20:03]

JUST FOR THEM OR WHAT ARE YOU WANTING TO DO? WITH US? YEAH, WITH THE BOARD, LIKE WE DID WITH THE [INAUDIBLE].

THEY DON'T HAVE ANY KANGAROO BAGS FOR YOU, BUT THEY'D LIKE A PICTURE.

[CHUCKLING] I'M JUST SAYING.

MR. SAVOY. THANK YOU, THANK YOU.

ALL RIGHT WE ARE MAX, YOU MIGHT AS WELL JUST COME ON UP, BUDDY.

[M.5. Consideration and possible approval of Schematic Design for 2023 Bond Bid Package 3 for Improvements at Hays High School]

PAGE 75.

TEAM, THIS IS THE SD FOR BID.

I'M SORRY. BOND BID PACKAGE THREE FOR IMPROVEMENTS AT HAYS HIGH SCHOOL.

YES, SIR. I THINK IT'S JUST A SLICKER COPY.

GOOD EVENING, MR. MCMANUS AND BOARD AND DR.

WRIGHT. THANK YOU ALL. IT'S VERY DIFFICULT TO FOLLOW.

TIM, I DON'T KNOW IF YOU ALL KNOW THAT, BUT IT'S DIFFICULT.

SO WE ARE HERE TO TALK TONIGHT ABOUT BID PACKAGE THREE.

THE SCHEMATIC DESIGN HAYS HIGH SCHOOL IS SORT OF THE ANCHOR PROJECT IN THAT IN HAYS HIGH SCHOOL, THERE'S GOING TO BE SOME HVAC AND ROOFING AND BOILER REPLACEMENT, ADDITIONAL PARKING AND PARKING REPAIR, WALKWAY COVER, AND THE BIG PROJECT IS A NEW WEIGHT ROOM, AND JASON IS HERE FROM HUCKABEE AND MORGAN IS HERE FROM BARTLETT IF THERE'S QUESTIONS, BUT IN ADDITION TO THAT, THERE'S SOME ROOFING AND PARKING SCOPE AT BARTON MIDDLE SCHOOL, AND ALSO THE PERFORMING ARTS CENTER HAS SOME ROOFING AS WELL.

SO JASON IS HERE FROM HUCKABEE TO GO THROUGH THE SCHEMATIC DESIGN.

JASON, GOOD TO SEE YOU AGAIN.

YOU TOO. THANK YOU VERY MUCH FOR HAVING ME.

GOOD EVENING. SO WE'RE GOING TO SKIP THROUGH THE GOING TO TURN IT ON.

THERE WE GO. WE'RE GOING TO SKIP THROUGH ALL OF THE NOT SO FUN STUFF.

ALL RIGHT. SO THIS IS ACTUALLY GOING TO LOOK VERY SIMILAR TO WHAT WE PRESENTED TO YOU ALL LAST MONTH.

BECAUSE LAST LAST MONTH WAS A I GUESS YOU'D CALL IT A PREVIEW OF THE SCHEMATIC DESIGN.

THIS IS THE OFFICIAL ONE, AND SO NOTHING'S REALLY CHANGED, BUT AGAIN, JUST AS A REMINDER WE'RE DOING QUITE A BIT OF PAVING WORK WITH THE PROJECT.

SOME OF THESE ARE GOING TO BE ALTERNATES TO THE PROJECT.

I'M NOT SURE IF THEY'RE GOING TO MAKE IT IN ULTIMATELY OR NOT.

THOSE ARE THE ONES THAT ARE IN THE WE'LL CALL IT THE LIGHT BROWN COLOR.

THOSE WERE NOT ORIGINALLY IN THE SCOPE DISCUSSED WHEN THE BOND PLAN WAS PUT TOGETHER, BUT THERE'S A HOPE THAT MAYBE WE HAVE SOME LUCK ON BID DAY, AND SO THAT MIGHT BE SOMETHING THAT WE CAN CONSIDER. WE'RE STILL WORKING THROUGH THE BUDGET ON THIS ONE THOUGH.

THE ONE THAT IS IN THE WE'LL CALL IT TEAL, WHICH IS THE DRIVE THAT GOES IN FRONT OF LIVE OAK AND PART OF THE MAIN BUILDING THAT IS IN THE PROJECT IN THE BASE BID.

SO THAT WILL BE INCLUDED.

WE'RE DOING SOME PARKING BACK BEHIND THE TENNIS COURTS AS SOME ADDITIONAL EVENT PARKING THAT WAS PROMISED DURING THE BOND, SOMETHING THAT WAS ASKED FOR BY STAKEHOLDERS AND THEN WE'RE ALSO ADDING SOME DRIVES IN THE BACK IN YELLOW THAT ARE GOING TO CONNECT THE EXISTING PARKING BY BASEBALL, SOFTBALL ALONG THE GRAVEL DRIVE THAT I'M SURE MOST PEOPLE DRIVE ON A REGULAR BASIS RIGHT NOW, AND WE'RE JUST GOING TO MAKE IT A NICE PAVED ROAD AS WELL, AND THEN THE MAIN PROJECT PORTION OF THAT IS ADDING THE WEIGHT ROOM BACK BETWEEN THE EXISTING LOCKER ROOM BUILDING IN BALES GYM.

AS PART OF THAT, WE'RE GOING TO HAVE TO SHRINK THE OUTFIELD FENCE OF THE EXISTING BASEBALL PRACTICE FACILITY, WHICH COACHES ARE FINE WITH.

WE'RE GOING TO LOSE A LITTLE BIT OF PARKING THERE, SO WE'RE GOING TO ADD IT BACK AS WELL SO THEY DON'T LOSE ANY PARKING, AND THEN IT IS GOING TO BE A FREESTANDING BUILDING, BUT WE ARE GOING TO CONNECT IT TO THE TWO ADJACENT BUILDINGS WITH A CANOPY.

SO THE KIDS WILL HAVE PROTECTION FROM THE WEATHER TO BE ABLE TO MOVE BACK BETWEEN ALL THREE OF THOSE BUILDINGS.

SO ANY QUESTIONS ON THE SITE PLAN LAYOUT? MR. SIMMONS.

[01:25:02]

I MEAN, THIS IS JUST A QUESTION FOR WHEN I MEAN, I DON'T KNOW IF YOU'VE EVER BEEN BACK THERE WHEN BASEBALL IS IN FULL SWING, BUT TO GET BACK THERE NOW, I'M PRETTY SURE YOU HAVE TO HAVE AN F-250 TO GET FROM THE FRONT TO THE BACK, AND SO I JUST KNOW THAT WHEN THE GAMES ARE HAPPENING, THERE'S GOING TO BE A LOT OF TRAFFIC, MORE SO THAN THE PARKING THAT'S THERE. SO WHEN YOU PUT THAT NEW ROAD IN, ARE YOU GOING TO BE GRADING THE SIDES TO THE POINT WHERE PEOPLE CAN GET OFF THAT ROAD AND PARK AND IT'S NOT JUST SOME BIG DITCH OR SOMETHING THROUGH THERE? I JUST WANT TO KEEP THAT IN MIND.

IT'S A GOOD QUESTION. YEAH. I'M STILL GOING TO NEED A LOT OF THAT PARKING BACK THERE TO SUPPORT BASEBALL, SOFTBALL.

SO JUST KEEP THAT IN MIND IF IT'S POSSIBLE TO KIND OF GRADE THAT DOWN A LITTLE BIT, PEOPLE ARE STILL GOING TO BE PARKING ON THE GRASS AND BACK IN THAT CORNER.

SO I KNOW THAT I KNOW THAT THERE IS SOME TOPOGRAPHY OUT THERE THAT WE'RE GOING TO HAVE TO TRAVERSE.

WE TRY TO KEEP IT AS CLOSE TO THE EXISTING TOPOGRAPHY AS POSSIBLE, STILL MAKE IT NAVIGABLE BY VEHICLE, JUST SO WE DON'T SPEND A BUNCH OF MONEY WITH MOVING DIRT AROUND, BUT THAT'S A REALLY GOOD QUESTION. I'LL HAVE TO SEE HOW THE SLOPES ON EITHER SIDE OF THAT END UP GRADING OUT.

ALL RIGHT. THANK YOU.

MISS PETREA.

ALL RIGHT, I NEED. I NEED YOU TO ACCLIMATE ME.

JASON. IS THIS THE PRACTICE FIELD OR IS THIS SHELTON? THAT'S SHELTON. OKAY.

YES. ALL RIGHT.

PRACTICE FIELD IS THIS GUY RIGHT HERE.

WHERE? RIGHT HERE.

NO, THERE'S, LIKE A PRACTICE, LIKE LITTLE FOOTBALL FIELD LIKE BEHIND.

OH, THE PRACTICE FOOTBALL FIELD IS ACTUALLY RIGHT HERE.

OKAY. YEAH.

ALL RIGHT. THAT IS HELPFUL FOR ME, AND THEN I FOUND THE WEIGHT ROOM IN THE MIDDLE THERE, EVEN THOUGH YOU DIDN'T PUT A COLOR ON IT FOR ME.

YEAH, BUT I FOUND IT IN TEENY TINY FONT IN THAT LITTLE.

WE WILL FIX THAT FOR THE NEXT ONE.

THANK YOU.

OKAY THEN DID YOU SAY YOU WERE GOING TO MAKE IT EASIER TO HIT HOME RUNS OUT OF RIGHT FIELD? IS THAT WHAT I HEARD ON THE PRACTICE FACILITY? YES, WE WANT TO BOOST THE KIDS' CONFIDENCE IN THEIR ABILITIES.

THE WEIGHT ROOM, MAY BE SMACKING THE--OKAY, THANK YOU.

YEAH, THERE'S ACTUALLY TALK ABOUT MAKING THAT AN INFIELD ONLY BECAUSE THAT'S REALLY WHAT THEY USE IT MOSTLY FOR, AND SOMETIMES IT'S USED BY LITTLE LEAGUE.

IT'S STILL GOING TO BE PLENTY FAR OUT FOR LITTLE LEAGUE.

SO IT SHOULD WORK WELL.

OKAY. HOW MANY POTENTIAL SPACES ARE ADDED RIGHT THERE BY THE TENNIS COURTS? WHAT'S THE COUNT THERE? I THINK WE'RE HITTING SOMEWHERE AROUND 30 RIGHT NOW.

OKAY. WE STILL GOT TO WORK IN.

THERE'S GOING TO BE SOME ADA AND ALL THAT KIND OF STUFF THAT'S NOT WORKED IN YET, SO.

OKAY. THAT'S FINE. THANK YOU.

ALL RIGHT. ANYBODY ELSE ON THIS ONE? OKAY. CARRY ON.

ALL RIGHT, WELL, THE ACTUAL BUILDING ITSELF HASN'T CHANGED FROM THE LAST TIME THAT YOU ALL SAW IT.

WITH THE EXCEPTION OF A FEW MINOR PROGRAMMATIC THINGS THAT WE HAVE TO DO TO MAKE THE BUILDING FUNCTION, WHICH THOSE ARE ALL THE THINGS THAT YOU SEE HERE IN GRAY BUT IT IS TO COACH GOAD'S REQUEST, AS BIG AS WE CAN POSSIBLY MAKE IT FOR WEIGHTS AND STILL NOT BIG ENOUGH.

IF YOU WERE TO ASK HIM, IT NEVER WILL BE BIG ENOUGH, AND SO WHAT WE'VE DONE IS WE'VE PROVIDED TWO RESTROOMS, SO THE KIDS ARE ACTUALLY GOING TO USE THE LOCKER ROOMS BEFORE THEY COME INTO THE WEIGHT ROOM AND AFTER THEY'RE DONE.

SO THE BIG FLUX OF KIDS GOING TO THE RESTROOM IS GOING TO BE IN THE ADJACENT LOCKER ROOMS IN BOTH BALES AND THE LOCKER ROOM BUILDING, BUT WE DON'T WANT THEM TO HAVE TO GO THERE TO GO TO THE RESTROOM. SO WE HAVE SOME CONVENIENCE RESTROOMS HERE FOR THEM TO BE ABLE TO USE WHILE THEY'RE WORKING OUT.

THERE'S GOING TO BE SOME ICE MACHINES, A LITTLE BIT OF COUNTERTOP SPACE WITH SOME STORAGE FOR SMALLER ITEMS. THAT'LL JUST BE CASEWORK LIKE YOU WOULD TYPICALLY SEE IN A CLASSROOM, AND THEN WE'VE GOT A NICELY SIZED STORAGE ROOM.

IT'S GOT GARAGE DOORS BOTH ON THE EXTERIOR AND THE INTERIOR, SO THAT WEIGHT EQUIPMENT CAN BE MOVED IN THERE IF NEEDED FROM THE INSIDE.

THEY ALSO PLAN ON PARKING THEIR GATOR IN THIS SPACE.

SO RIGHT NOW IT'S IN A WOODEN, SORT OF RAMSHACKLE BUILDING BEHIND THE OUTFIELD OF THE PRACTICE BASEBALL FACILITY.

THIS WILL BE A MUCH SAFER PLACE FOR THEM TO BE ABLE TO PARK THAT VERY EXPENSIVE PIECE OF EQUIPMENT WE ARE ENCLOSING.

WE'RE ADDING GATES AT EACH END OF WHAT WE'RE CALLING SORT OF THE COURTYARD THAT WE'RE CREATING, SO THAT THE KIDS CAN MOVE FREELY BETWEEN THESE BUILDINGS AND STILL BE BEHIND SECURITY, WHICH JERI IS VERY BIG ABOUT, MAKING SURE THAT WHERE KIDS ARE MOVING IN THE OUTDOORS, THAT THEY'RE PROTECTED.

SO THEY WILL HAVE THAT.

THE DASHED LINE THAT YOU SEE HERE IS THE CANOPY THAT WILL BE CONNECTING FROM BALES GYM.

COME DOWN HERE AND CONNECT TO THE EXISTING LOCKER ROOM BUILDING AND THEN UP TO THE NEW BUILDING AS WELL.

SO THEY WILL BE THE ABILITY TO TRAVERSE ALL OF THAT.

THIS LITTLE BOX, IN CASE YOU'RE CURIOUS, IS AN EXISTING TRANSFORMER THAT WE DON'T WANT TO MOVE.

IT COST A LOT OF MONEY.

IT'S BEING FED BASICALLY RIGHT DOWN THIS PATH RIGHT HERE.

SO WE'RE GOING BE ABLE TO LEAVE THAT IN PLACE WITHOUT HAVING TO MOVE IT.

SO WE DO HAVE A PRELIMINARY LAYOUT FROM PRO MAXIMA WHO IS A VENDOR NOT THE VENDOR, BUT THEY'RE JUST ONE VENDOR THAT WE HAVE ENGAGED WITH THE LAYOUT. THEY'RE STILL WORKING THROUGH THAT.

WE DO HAVE A PRELIMINARY LAYOUT FOR FOR RACKS.

THEY'RE STILL WORKING THROUGH THAT ACTUALLY.

THEY'RE WORKING DIRECTLY WITH THE COACHES TO GET THEIR FEEDBACK ON WHAT THEY WANT AND DON'T WANT IN TERMS OF EQUIPMENT BUT WE'RE I THINK WE ACTUALLY HAVE THIS LAYOUT RIGHT NOW.

[01:30:05]

I DON'T KNOW THAT I WANT TO SAY THIS IS REALLY FINAL.

I THINK THIS IS THE HOW MANY RACKS CAN YOU GET IN THERE VERSION, BUT I KNOW THEY'RE GOING TO WANT SOME OTHER FREE WEIGHTS ARE PROBABLY GOING TO WANT A LITTLE CARDIO SPACE.

SO THIS MAY REDUCE A LITTLE BIT, BUT COACHES HAVE ASKED TO BE ABLE TO GET 200 PEOPLE IN AT ONE TIME, WHICH IS ESSENTIALLY THE SIZE OF A FOOTBALL TEAM, AND WE CAN ACHIEVE THAT AND THEN SOME.

OKAY. THANK YOU, MR. FLORES. YEAH, THANKS FOR BRINGING UP THE YOU KNOW, THE IDEA THAT COACHES WANTED THAT CARDIO SPACE, BECAUSE IF YOU'RE FAMILIAR WITH ANY MODERN WEIGHT ROOM, YOU NEED SPACE FOR BOX JUMPS.

IF YOU'RE FAMILIAR WITH THOSE, YOU NEED SPACE FOR BATTLE ROPES.

IF YOU'RE FAMILIAR WITH THOSE, THOSE ARE ROPES THAT YOU AND I DON'T DO THEM, BUT I'M FAMILIAR WITH THEM.

LIKEWISE, BUT YOU CERTAINLY NEED SPACE FOR THAT, AND I KNOW IT CAN GET PRETTY CROWDED WITH OBVIOUSLY A FOOTBALL TEAM IN THERE.

SO THAT SPACE, AND ALSO, I KNOW IT MIGHT BE OUT OF THE BOX, BUT EVEN UTILIZING THAT GATED SPACE OUTSIDE, A LOT OF MODERN WEIGHT ROOMS WILL PUT SYNTHETIC GRASS AND THEY'LL ACTUALLY HAVE OUTDOOR SPACE TO WORK OUT IN THE FRESH AIR.

MY OTHER QUESTION, IN ADDITION TO SPACE AND MAKING SURE WE HAVE THAT, IS THERE OFFICE SPACE AT ALL FOR A COACH OR SOMEBODY MONITORING THE KIDS TO ACTUALLY SIT DOWN, HAVE A DESK? IS THAT HAS THAT BEEN TALKED ABOUT AT ALL? THEY HAVE NOT REQUESTED AN OFFICE SPACE.

OKAY. THEY, THE COACHES, STRENGTH AND TRAINING COACHES ARE ACTUALLY GOING TO BE OUT THERE WORKING, WALKING AMONGST THE KIDS THAT ARE WORKING OUT, KEEPING AN EYE ON THEM.

I DON'T BELIEVE THE KIDS HAVE LUNCH IN THE WEIGHT ROOM LIKE THE BAND HALL THAT WE TALKED ABOUT.

SO AGAIN, COACH GOAD WAS JUST LIKE AS BIG AS YOU CAN MAKE THIS WEIGHT ROOM.

THE MORE RACKS WE CAN GET IN THERE, THE BETTER.

HE'D PROBABLY GET RID OF THE RESTROOMS IF HE HAD A CHOICE, [CHUCKLING] BUT I DON'T THINK THAT'S A GOOD IDEA, AND I'LL CERTAINLY DEFER TO THE COACHES THEY KNOW WHAT THEY NEED AND THE SPACE THAT THEY NEED AND BUT YEAH, THAT'S ALL I HAVE, AND OTHER THAN THAT, IT'S LOOKING GREAT FROM THE INSIDE.

THANKS. THANK YOU.

MR. SEVERANCE.

THANK YOU. I WOULD LIKE TO SAY THANK YOU FOR PUTTING RESTROOMS IN THERE.

IT'S A STAND ALONE BUILDING AND MAKES SENSE TO HAVE RESTROOMS ON THE FRONT SIDE OF IT.

SO THANKS FOR PUTTING THEM IN THERE.

OKAY. SO VISUALLY WALK ME THROUGH I KNOW WE'VE HAD SOME QUESTIONS FROM THIS BOARD, SPECIFICALLY MS. RUNKLE AND SHE'S NOT HERE ABOUT THE GLASS.

NOW ON THE DRAWING IT SHOWS THAT NOW THE FRONT DOESN'T HAVE WINDOWS, BUT THEN IN THE ON THIS ONE IT SHOWS THAT THERE IS WINDOWS. AM I JUST NOT READING THE YOUR FLAT DIAGRAM PROPERLY? ARE THOSE WINDOWS STILL THERE ON THE LAYOUT? THEY DON'T SHOW ON THE FRONT.

ON THE LEFT. ACTUALLY YOU KNOW WHY THAT IS.

THAT'S BECAUSE WE RAISED THEM UP OKAY.

SO WE ACTUALLY CUT PLAIN FOR THE FLOOR PLAN IS BELOW THE BOTTOM OF THE WINDOW OKAY.

ALL RIGHT, AND SO HOW HIGH UP DID YOU RAISE THOSE? 6FT.

OKAY. ALL RIGHT THOSE ARE THE TWO THINGS I HAD JUST TO WANT TO MAKE SURE THAT BECAUSE I DIDN'T SEE THOSE WINDOWS, BUT THEY WERE RAISED UP AND.

YES, SIR. THAT'S GOOD.

THANK YOU. THAT'S ALL. YEAH. THE IMAGES THAT WE CREATED, THE THREE DIMENSIONAL IMAGES THAT YOU SEE ARE THE EXACT SAME MODEL THAT YOU SEE THE FLOOR PLANS.

SO IF YOU SEE IT ON THE RENDERING THEN IT'S IN THE MODEL AS WELL.

YEAH.

MISS PETREA. WELL, I'M GLAD THE IMPORTANT PEOPLE ARE HERE TONIGHT TO ASK THESE QUESTIONS OF OUR, OUR STAFF.

SO ONE OF THE QUESTIONS I HAD WAS IF WE HAD VISITED OTHER IF COACH GOAD HAD GONE AND VISITED OTHER HIGH SCHOOLS TO SEE WHAT SOME OF THE NEWER KIND OF WEIGHT ROOMS AT HIGH SCHOOLS LOOK LIKE THESE DAYS.

DO YOU KNOW? I DO NOT KNOW THE ANSWER TO THAT.

NO. OKAY. BECAUSE I JUST GOT BACK FROM THE UNIVERSITY OF NORTH CAROLINA, AND LET ME TELL YOU, WEIGHT ROOMS HAVE COME A LONG WAY, Y'ALL. IT IS UN-FREAKING-BELIEVABLE WHAT OBVIOUSLY HIGHER ED HAS AND WHAT I'M TOLD IS, I MEAN, THAT'S NOTHING COMPARED TO UT OBVIOUSLY, BUT WE'RE JUST A HIGH SCHOOL, BUT WHAT I WAS LOOKING AT IS KIND OF THE REHAB ROOMS, AND ALL OF THAT CRAZINESS HAS COME A LONG WAY, TOO, AND I'M GUESSING THAT THEY HAVE ANOTHER SPACE FOR ALL OF THAT.

OKAY. YEAH, THAT'S CONSIDERED TRAINING SPACE TO WORRY ABOUT.

YEAH. TRAINING SPACE IS ALREADY THERE EXISTING.

OKAY. CAN YOU TELL ME HOW MUCH IN TERMS OF CONSTRUCTION COSTS AND THE BUDGET? I NOTICED WE'RE OVER WHAT THE ORIGINAL PLAN WAS, I KNOW, LIKE--WE'RE COMING DOWN CLOSER TO THE BUDGET.

I SEE THAT, BUT HOW MUCH DID THE WEIGHT ROOM PUT US OVER? I DON'T REMEMBER EXACTLY OFF THE TOP OF MY HEAD, BUT I WANT TO SAY THE WEIGHT ROOM WAS PRETTY CLOSE TO ON BUDGET.

MOST OF OUR ISSUES WERE WITH THE MECHANICAL AND ELECTRICAL.

CAN YOU GET BACK TO US ON THAT? I'D LIKE TO KNOW HOW MUCH THE.

YEAH, I'VE ACTUALLY GOT A BREAKDOWN ON A [INAUDIBLE].

I JUST DIDN'T SEE THAT, AND MR. SEVERANCE HAD ASKED A LOT OF GOOD QUESTIONS, BUT THAT WASN'T ONE OF THEM.

SO I WANTED TO ASK THE BREAKDOWN OF WHAT'S PUTTING US OVER BY THAT AMOUNT.

OKAY. I ALSO HAD A QUESTION ABOUT OFFICES, BUT I HAVE BEEN IN THE WEIGHT ROOM WHERE ALL THE STUDENTS ARE THERE AND ALL THE COACHES ARE THERE, AND THEY ARE BASICALLY JUST WALKING

[01:35:08]

AROUND MONITORING, MAKING SURE PEOPLE ARE DOING WHAT THEY'RE SUPPOSED TO BE DOING BUT IT MIGHT NOT HURT TO HAVE LIKE A, AND IT LOOKED LIKE THAT'S WHAT THIS WAS, LIKE A PLACE TO PUT THEIR PHONES OR SOMETHING I DON'T KNOW, AND MAYBE YOU CAN PUT THAT OUTSIDE OF THIS RESTROOM AREA.

THEY WANTED TO PUT A JUST EVEN A COUNTER OR SOMETHING.

I UNDERSTAND WHAT COACH GOAD WANTS CARES ABOUT SPACE, BUT MY SUSPICION IS, LIKE ALL THINGS, WE ARE GOING TO LEARN A LOT OF LESSONS AND WISH WE HAD SOME OTHER THINGS THAT ARE PRACTICAL FOR THE COACHES THAT ARE ACTUALLY GOING TO BE IN THERE EVERY SINGLE DAY.

IS IT A LOCKER? IS IT A REFRIGERATOR? I DON'T KNOW, WE'RE GOING TO FIND OUT LATER.

SO THAT'S MY THOUGHT, BUT I DID ACTUALLY KIND OF THINK ABOUT WE'RE MEETING WITH THEM AGAIN TOMORROW.

SO I'LL POSE THAT QUESTION TO THEM AND SAY, OKAY, WHAT ARE THE LITTLE THINGS THAT YOU MIGHT HAVE A REFRIGERATOR IN THERE FOR HIS MILK GUARANTEE IT, RIGHT. OKAY, AND THEN THE LAST QUESTION I HAD IS ABOUT AV.

THE OTHER THING I KNOW ABOUT PEOPLE WORKING OUT IS THEY LIKE TO BLARE HEAVY METAL MUSIC OR RAP MUSIC OR WHATEVER IT IS.

SO I JUST WANT TO MAKE SURE WE ARE PLUMBED, AND I KNOW THAT'S NOT THE RIGHT TERM FOR SPEAKERS.

BLUETOOTH, WI-FI, ALL THE REST.

THERE'S NO WEIGHT ROOM THAT'S COMPLETE WITHOUT A BLARING SOUND SYSTEM THAT YOU CAN HEAR FROM THE ROAD, AND ARE WE SOUNDPROOF SO THAT THE BAND HALL CAN STILL [INAUDIBLE]? I'M JUST JOKING. I'M SURE IT'LL BE FINE.

OKAY, THOSE ARE ALL MY QUESTIONS, AND I DID SUBMIT SOME OF THOSE EARLIER TODAY, SO I'LL LOOK.

I'LL LOOK FORWARD TO GETTING RESPONSES.

OKAY. NEXT.

[M.6. Consideration and possible approval of the Schematic Design for 2023 Bond Bid Package 5 for Dahlstrom Middle School and Wallace Middle School]

ALL RIGHT. SO THEN YOU'VE GOT YOUR ISOMETRIC.

LIKE MAX MENTIONED THERE IS SOME ROOFING WORK IN ADDITION TO THE PAVING WORK SOME HVAC WORK.

SO JUST SOME GRAPHICS TO SHOW YOU THAT'S HAPPENING, AND SOME OF OUR STUFF TO GET BACK TO BUDGET HAS BEEN REALLY TAKING A HARDER LOOK AT SOME OF THOSE SCOPES OF WORK TO SEE IF WE NEED TO GO AS FAR AS WE WERE TALKING ABOUT.

SO IN SOME CASES WE MIGHT DO SOME REPAIR WORK AS OPPOSED TO REPLACEMENT, AND THAT'S HELPING US GET BACK DOWN TO BUDGET.

SO WE'RE DEFINITELY TRENDING IN THE RIGHT DIRECTION.

OKAY, AND THEN FOR THE EXTERIOR.

SO THIS IS GOING TO LOOK A LITTLE DIFFERENT THAN THE FIRST VERSION THAT YOU ALL SAW.

SO THE FIRST VERSION WE DID, WE REALLY BASED OFF OF THE EXISTING MUSIC BUILDING WHICH A LOT OF PEOPLE REALLY LIKED, BUT SOME PEOPLE DIDN'T.

SO WE HAD A BIT OF A DISCUSSION AND DEBATE AMONGST A VERY LARGE CROWD OF PEOPLE, AND WHAT WE DID IS WE ACTUALLY WENT AND TOOK PHOTOGRAPHS OF EVERY SINGLE TYPE OF ARCHITECTURE ON THE CAMPUS.

AS YOU ALL CAN IMAGINE, THERE WERE QUITE A FEW DIFFERENT VERSIONS OF ARCHITECTURE ON THE CAMPUS, AND JUST ASK PEOPLE, WHAT DO YOU WANT US TO USE AS THE BASIS OF DESIGN? EVERYBODY AGREED THAT THEY WANTED IT TO LOOK MORE MODERN, SO NOT TRENDING TOWARDS SOME OF THE OLDER, MORE OUTDATED VERSIONS OF THE CAMPUS, WHICH I THINK IS A PRETTY SAFE THING TO SAY, BUT THEY WEREN'T REALLY WILLING TO GO COMPLETELY AWAY FROM THE TAN AND BROWN, WHICH IS THE PREDOMINANT LOOK OF THE CAMPUS.

SO WHAT WE DID IS WE ACTUALLY KIND OF BLENDED A LITTLE BIT OF ALL OF IT IN A WAY THAT WE THINK IS ACTUALLY WORKING PRETTY WELL.

SO YOU CAN SEE THE TAN BROWN THAT GOES BACK TO THE TAN AND BROWN BRICK, WHICH IS A LITTLE BIT MORE TIMELESS THAN, SAY, SOME OF THE METAL PANEL COLORS AND THINGS LIKE THAT FADE OVER TIME. WE'VE ALSO WORKED IN THE DARK GRAY BRICK FROM THE MUSIC BUILDING AND OF COURSE THE RED, AND THIS IS NOT THE SAME RED THAT'S ON THE MUSIC BUILDING.

SO THIS IS ACTUALLY THE HAYS HIGH SCHOOL RED.

IN ADDITION TO THAT, COACH GOAD REALLY WANTED A LITTLE TOUCH OF BLUE, AND SO THE WAY THAT WE ACTUALLY WORK THAT IN IS THROUGH THE LOGO, AND SO THAT WOULD BE A PAINTED GRAPHIC ON THE EXTERIOR. SO ALTHOUGH THIS BUILDING IS AROUND THE CORNER FROM BALES GYM AND NOT VISIBLE FROM THE STREET, WE STILL WANTED IT TO BE SORT OF A STEP IN THE DIRECTION OF UPDATING THE OVERALL CAMPUS AND CREATING A NEW SORT OF ESTHETIC FOR WHAT'S GOING ON.

YEAH. ONE OF THE THINGS THAT CHANGED, WE HAD A DEBATE ABOUT WHETHER OR NOT PREVIOUSLY WE WERE SHOWING THIS CORNER RIGHT HERE AS THE RED CORNER, AND THEN IT'S OPPOSITE ONE THAT WAS INSIDE THE COURTYARD, AND MOST FOLKS FELT LIKE THAT THIS CORNER WAS ACTUALLY MORE PROMINENT, AND THEN THIS CORNER RIGHT HERE, THIS IS ACTUALLY THE MAIN THOROUGHFARE FOR COACHES AND ATHLETES TO GO FROM THE PRACTICE FIELD TO SHELTON.

SO THEY LIKE THE IDEA OF HAVING THAT RIGHT THERE TO DEMARCATE THAT MAIN THOROUGHFARE, AND THIS IS INSIDE THE COURTYARD.

YOU CAN SEE WE'VE GOT FENCING AROUND THE EXISTING TRANSFORMER.

THE CANOPY THAT THE KIDS WILL BE ABLE TO USE TO GO BETWEEN BUILDINGS.

WE DID KEEP THE WINDOWS DOWN TO THE GROUND INSIDE THE FENCE, WITH THE IDEA BEING THAT'S ACTUALLY IN A SECURE AREA.

WE STILL HAVE NOT SAT DOWN WITH JERI TO TALK ABOUT THE WINDOWS ON THIS CAMPUS.

[01:40:03]

WE HAVE STARTED MEETING WITH HER ON OTHER CAMPUSES, BUT WE WILL HAVE THE SAME CONVERSATIONS WITH HER ON THIS ONE, AND SHE I HAVE A FEELING SHE'S PROBABLY GOING TO TELL US TO RAISE IT UP. SO IF SHE TELLS US THAT, WE WILL DO IT.

YEAH, BECAUSE BASED ON THE PREVIOUS CONVERSATIONS THAT WE HAD, ONE OF WHICH WE HAD TODAY, I FEEL PRETTY CONFIDENT THAT'S GOING TO HAPPEN.

SO ALL RIGHT, JASON THANK YOU, AND THEN SCHEDULE WISE WE'RE HERE TODAY.

WE'RE ON SCHEDULE. SO SAY THAT AGAIN.

JUST SCHEDULE WISE WE'RE ON SCHEDULE.

SO OKAY GREAT.

ANY FINAL QUESTIONS ON M5? OKAY. LET'S GO TO SIX WHICH IS BID PACKAGE FIVE FOR DAHLSTROM AND WALLACE.

YES SIR. SO BID PACKAGE FIVE FOR DAHLSTROM AND WALLACE BASICALLY INCLUDES REPLACEMENT OR REPAIR OF SELECT HVAC EQUIPMENT.

IT'S OVER 300 TONS AT EACH CAMPUS.

WE'VE PROVIDED INFORMATION ABOUT HOW MANY UNITS THAT ACTUALLY IS IN THE BLOG TODAY, AND THEN ADDITIONALLY, THE SCOPE AT DAHLSTROM MIDDLE SCHOOL INCLUDES THE NEW DRIVE LOOP THAT WE'VE BEEN TALKING ABOUT FOR A COUPLE OF YEARS NOW.

THAT WAS ORIGINALLY CAME UP, I GUESS, IN ABOUT 2020, AND SO TONIGHT WE HAVE JARED STERZINGER AND ALMA EVANS FROM OCR TO GO THROUGH THIS, AND THEN WE ALSO HAVE BRIAN PALMER AND JOE GUIDETTI FROM JACKSON CONSTRUCTION.

SO THIS IS OUR FIRST JOB WE'RE DOING WITH JACKSON CONSTRUCTION.

SO IS THERE'S JARED.

THANK YOU. GOOD EVENING EVERYBODY.

WELL, ALTHOUGH IT WAS EXCITING TO TALK ABOUT POPULATION, AND NOW WE'RE GOING TO TALK ABOUT ROOFING AND HVAC WORK HERE.

IT IS VERY IMPORTANT NO DOUBT.

JUST NOT EVERYBODY GETS EXCITED.

BECKY AT OUR OFFICE DOES GET EXCITED ABOUT IT.

SO AS WE TALK HERE AND MAX MENTIONED WE DO HAVE JACKSON CONSTRUCTION ON THIS.

THIS IS THE FIRST TIME THAT WE'RE PRESENTING BID PACKAGE FIVE.

WE'RE ALSO WORKING ON BID PACKAGE SIX AND SEVEN, WHICH ARE SIMILAR FROM A TEAM STANDPOINT.

WE HAD THE SAME TEAM THAT WE WORKED ON, THE 2021 AND 2023 BOND.

THERE'S A COPY OF THIS IN YOUR FOLDER.

THE LITTLE ONE? YES.

SORRY. GO AHEAD. YOU'RE GOOD, AND SO THIS IS REPRESENTATIVE OF THE SCHEMATIC DESIGN PACKAGE THAT WE PULLED TOGETHER AND PROVIDED WITH THE DISTRICT.

THAT GOES INTO LARGE DETAIL OF EVERYTHING THAT IS HAPPENING.

WE WORK WITH JACKSON CONSTRUCTION THROUGH THE PROCESS WITH OUR ENGINEERS TO REALLY TALK THROUGH THE SCOPE, WORK THROUGH THE ESTIMATE, AND ULTIMATELY BRING THE PROJECT ALIGNED WITH THE BUDGET.

SO THAT INCLUDED EVALUATING THE HVAC SYSTEMS THAT WERE BEING PUT IN PLACE, TALKING ABOUT TIMING, AND ULTIMATELY, HOW DO WE GET THIS WORK BUILT, AND WE'LL TALK ABOUT THAT HERE IN A SECOND AS WE START AT DAHLSTROM MIDDLE SCHOOL.

FUNDAMENTALLY, WHAT WE LOOKED AT IS GRAPHIC ON THE LEFT ALIGNS WITH THE WORDS THERE ON THE RIGHT.

SO STARTING AT THE TOP IS THAT WE HAVE A NEW DROP-OFF LOOP THERE COMING OFF THE NORTH SIDE OF THE CAMPUS, THEN CONNECTING TO NUMBER TWO, WHICH IS A COVERED WALKWAY DEPOSITING DIRECTLY INTO THE BUILDING HAD WORKED PREVIOUSLY TO REALLY WORK THAT SCOPE OF WORK, THERE'S AN OPEN PERMIT THAT ALLOWS US TO CONTINUE MOVING FORWARD. NUMBER THREE IS THE SECOND LOOP FROM THE PARENT DROP OFF, AND ADDING THAT SIDEWALK THAT CONNECTS ALL THE WAY OUT TO THE STREET SIDE, AND THEN NUMBER FOUR IS THE FRONT LOOP, WHICH IS CURRENTLY USED AS THE BUS LOOP, AND IMPROVING THAT FROM A STANDARD DUTY ASPHALT TO A HEAVY DUTY ASPHALT, BRINGING IT BACK UP TO A MORE USABLE STATE AT THAT POINT, AND THEN AS WELL FIVE IS THE HVAC SYSTEM.

SO REPLACING A COUPLE KEY UNITS THERE IN THAT LOCATION.

AS WE SWITCH MAJORITY OF THAT.

OH, YES, SIR, LET'S STAY ON DAHLSTROM JUST FOR A SECOND.

WE'LL KIND OF TAKE THIS CAMPUS BY CAMPUS.

TEAM, ANYBODY HAVE ANY QUESTIONS IN REGARD TO MR. SIMMONS? I JUST ONE QUICK QUESTION, JARED.

THANKS FOR COMING. APPRECIATE YOU BEING HERE TONIGHT ON NUMBER THREE.

I KNOW WE'RE ADDING A SIDEWALK TO BE USED FOR STUDENTS, YOU KNOW EXITING THE DROP OFF LOOP, AND THAT'S KIND OF A LESSON LEARNED FROM THE STACKED CARS THAT ARE THERE TRYING TO PICK UP KIDS BECAUSE THEY'RE JUST WALKING OUT TO CARS.

ARE YOU GOING TO IMPLEMENT THAT SAME SORT OF SIDEWALK ON THE PARENT DROP OFF LOOP? ARE YOU GOING TO ADD SIDEWALKS AROUND THAT AS WELL TO BRING SO KIDS CAN SIDEWALK IT TO THE I GUESS, WHAT'S THAT YMCA ROAD ? YEAH. SO YOU'RE SAYING ALL THE WAY OUT TO THE EAST OR RIGHT NOW, LIKE ON NUMBER ONE, ARE YOU GOING TO HAVE SIDEWALKS AROUND THAT LOOP TO CONNECT FROM? WHERE DO YOU HAVE THE GREEN LIGHT? JASON'S CHEATING HERE.

HE GAVE ME THE BAD POINTER. MAX ACTUALLY SHOWED ME [INAUDIBLE].

SO RIGHT HERE YOU'LL SEE THAT THERE IS A SIDEWALK THAT CURRENTLY EXTENDS.

IT'S A VERY FAINT LINE ALONG THE PICKUP EDGE OF THE DRIVEWAY.

IT CURRENTLY DOES NOT EXTEND OUT TO THE ACTUAL STREET FRONT, IF THAT'S WHAT YOU'RE, BUT WE DO HAVE ONE SIDEWALK THAT.

[01:45:07]

OKAY, PERFECT. THANK YOU.

JUST BE SOME WALKERS. I MEAN, FROM CARPENTER HILL JUST TO GET AROUND.

SO. OKAY. GREAT. THANK YOU.

YEP. MS. PETREA. OKAY, BUT I'M TRACKING ON WHAT TRUSTEE SEVERANCE IS SAYING.

SO NUMBER ONE GOES OUT TO CARPENTER HILL DRIVE, AND I HAVEN'T DRIVEN THAT YET.

THAT NEW NEIGHBORHOOD, DOES IT HAVE SIDEWALKS CURRENTLY? SO IF WE GET THAT NUMBER ONE, THEY'LL BE FINE ALL THE WAY DOWN.

OKAY, AND I JUST WANT TO COMMEND WHOSEVER IDEA.

IT WAS FOR THE SIDEWALK ON THREE OUT TO THE YMCA DRIVE.

I MEAN, THAT IS BRILLIANT BECAUSE YOU'RE RIGHT THIS PARENT LOOP IS RIDICULOUS.

YOU CAN PUT FIVE CARS IN IT OR SOMETHING, MAYBE SEVEN, AND SO I WOULD JUST TELL MY KID, RUN OUT IN THE GRASS, FIND ME AT A YMCA.

IT'S CRAZY.

SO, I REALLY LIKE WHAT WE'VE DONE THERE, SO THANK YOU.

OKAY. ALL RIGHT, SWITCHING OVER TO WALLACE, THIS IS THE LARGE SECTION OF THE PROJECT, REALLY FOCUSED ON A LITTLE BIT OF THE ROOFING REPLACEMENT ON SOME OF THE KEY AREAS THERE, SHOWN IN RED, BUT THEN HVAC REPLACEMENT, THIS IS THE ONE THAT'S ABOUT 300 TONS OF HVAC EQUIPMENT.

SO IT'S MULTIPLE SYSTEMS ACROSS THE CHILLED WATER, THE SPLIT AND THE DOAS UNITS, AND SO WE ARE LOOKING AT INTEGRATING BIPOLAR IONIZATION INTO THIS PROJECT AND ULTIMATELY TRYING TO FIND THE EFFICIENCIES WITHIN THAT TO REDUCE THE OUTSIDE AIR REQUIREMENTS ON THE PROJECT.

MS. PETREA.

OKAY WE'VE HAD A LOT OF HVAC DELAYS.

IS THIS JUST THE DESIGN WORK OR DOES THIS HAVE ANYTHING TO DO WITH THE ACTUAL EQUIPMENT? IT'S BOTH.

SO RIGHT NOW WHAT WE'RE LOOKING AT TONIGHT IS WHAT WE'RE CONSIDERING, THE SCHEMATIC DESIGN PACKAGE, AND LET ME WHAT I'M GETTING AT JARED, IS DO WE NEED TO HAVE ALREADY ORDERED OUR HVAC EQUIPMENT TWO YEARS AGO? OKAY. IT WOULD BE LOVELY.

SO THAT'S WHAT I WAS GETTING TO IN TERMS OF THE SCHEDULE.

SO RIGHT NOW AS FAR AS THE EQUIPMENT WE ARE THIS IS A SCHEMATIC DESIGN.

SO IT'S THE COMPREHENSIVE PACKAGE.

WE HAVE ALREADY RELEASED THE CONTRACT DOCUMENTS FOR THE EQUIPMENT.

SO IT IS CURRENTLY BIDDING, AND WE WILL BRING BACK TO YOU THE GMP NEXT MONTH.

WE HAVE CONTACTED THE MANUFACTURERS RIGHT NOW IN PARTICULAR BECAUSE WE'RE ELIMINATING THE DOAS UNITS AND GOING WITH BIPOLAR.

WE ARE IN TIME TO HAVE THE WORK COMPLETE IN 2024 AND 2025.

WE'RE TALKING WITH JACKSON OF WHETHER OR NOT WE WE ANTICIPATE IT'LL BE ONE SCHOOL, ONE SUMMER AND ONE SCHOOL THE SECOND SUMMER AT THIS TIME BUT WE DO NOT ANTICIPATE MAJOR DELAYS AND DISRUPTIONS WITH OUR HVAC EQUIPMENT.

THAT IS CORRECT. THAT IS THE CURRENT PLAN.

OKAY. AWESOME.

THANK YOU.

MR. SEVERANCE AS IT RELATES TO THIS.

MAX MAYBE YOU CAN HELP ME CLEAN UP THE THIS DATA A LITTLE BIT WITH THE NUMBERS.

SO ON PAGE 79.

YOU'VE GOT A GRAPH THAT'S GOT THE ORIGINAL BUDGET, SCHEMATIC DESIGN AND THEN CONSTRUCTION AND THEN ALL THE WAY DOWN, AND USUALLY THOSE NUMBERS AT THE BOTTOM MATCH THROUGH ADJUSTMENTS IN PROJECT CONTINGENCY.

SO IF OUR TOTAL BID FOR THIS WAS 11,993,937 ON PAGE 79, YOU HAVE SCHEMATIC DESIGN.

THAT'S AT 12,462,160.

YES, SIR, BUT ON THE NEXT PAGE THEY'RE BACK ALIGNED AGAIN.

YES, SIR. SO ON THAT ONE ON 79.

THAT IS AN INCORRECT CHART.

USE THE ONE ON PAGE 80, AND THEN ON THE HANDOUT WE GOT TONIGHT WE GOT 9.59 MILLION, BUT THEN THE JACKSON CSD ESTIMATE AT 9.62 MILLION, WHICH IS DIFFERENT THAN THE CONSTRUCTION ESTIMATE OF 10.869 FOR THE SD.

SO DOES THAT MEAN THAT THE SD NUMBER IS NOW 9.62? I BELIEVE IT. WOULD YOU LIKE A WEEK TO KIND OF FIGURE THAT OUT? NO, SO TO YOUR POINT AS WE GO THROUGH AND DO OUR VALUE ENGINEERING, THE NUMBER CHANGES ON A DAILY BASIS, AND SO THESE ARE JUST TAKEN FROM DIFFERENT DAYS, AND SO I COMPLETELY UNDERSTAND READING THE LANGUAGE.

YOU KNOW, THE PURPOSE OF THIS AGENDA ITEM IS TO FAMILIARIZE YOU WITH BID PACKAGE FIVE AND TO SEEK APPROVAL FOR LONG LEAD TIME HVAC EQUIPMENT IN ORDER TO MAKE THE SUMMER 2024 WORK SCHEDULE. THAT'S RIGHT.

SO WE'RE JUST APPROVING THE SCHEMATIC DESIGN THAT BUT WE'RE NOT APPROVING THE MONEY.

THAT'S RIGHT.

IT'S APPROVAL OF THE SCHEMATIC DESIGN IN OCTOBER AND THEN GMP ONE FOR LONG LEAD ITEMS IN NOVEMBER.

[01:50:06]

PERFECT. OKAY. GREAT, AND THE CURRENT LET ME LET ME JUST REAL QUICK.

[INAUDIBLE] 10.6 IS THE IS THE NUMBER 10.6 MIL.

WELL I CAN'T WAIT TO SEE IT ALL.

YEAH. ON ONE.

YES, SIR, AND WE AND I DID ALSO PROVIDE THAT I BELIEVE IN THE BLOG AND YOU SHOULD HAVE AT YOUR DAIS.

YOU SHOULD HAVE THE BOND LOOK AHEAD WHICH IS THE CUT FROM TODAY WITH THE LATEST AND GREATEST NUMBERS.

IT SURE IS.

THANK YOU. YOU'RE WELCOME.

IT'LL BE ALL DIFFERENT NEXT MONDAY.

THANKS. THAT'S RIGHT.

PERFECT. THANKS, MAX.

JUST KEEPING YOU ON YOUR TOES, MR. SEVERANCE. ANYBODY ELSE ON THIS ONE? OKAY. WE ARE UP TO...

WE ARE UP TO M7 WHICH IS BID PACKAGE 11 TURNKEY LIGHTING PROJECT AT HAYS HIGH SCHOOL AND BARTON MIDDLE SCHOOL ON

[M.7. Consideration and possible approval of the 2023 Bond Bid Package 11 Purchase of a Turn-Key Lighting Project at Hays High School and Barton Middle School - Musco Lighting]

PAGE 81.

YES. YES, SIR.

THIS ONE IS PRETTY.

THIS ONE'S A PRETTY STRAIGHTFORWARD ONE.

THIS ONE'S ACTUALLY IN BUDGET AND SO ON PAGE 83 YOU CAN ACTUALLY SEE THE MUSCO QUOTE.

THIS IS TO REPLACE THE LIGHTING AT THE TENNIS COURTS AT AT BARTON, AND THEN ALSO THE AND HAYS AND THEN ALSO THE FOOTBALL FIELD AT BARTON.

REPLACE THE CURRENT INCANDESCENT LIGHTS WITH MODERN LED LIGHTS WITH THE REMOTE BALLASTS.

IT'S THAT MUSCO SYSTEM THAT HAS THE CONCRETE BASE POLE WITH THE METAL ON TOP OF IT.

SO IT'S NO WOOD TO ROT, NOTHING TO RUST IN THE GROUND REAL MODERN LOOK, LEDS.

ENERGY EFFICIENT, AND YOU CAN SEE ON PAGE 82 THE TRADITIONAL ACCOUNTING THAT WE DO, AND YOU CAN SEE THAT THIS ONE HAS STILL HAS ABOUT 66,000 OF CONTINGENCY IN IT.

SO WE'RE IN BUDGET ON THIS ONE.

OKAY. THANK YOU. MAX.