Sep 16, 2024 Agenda Workshop

ALL RIGHT.

[A. CALL TO ORDER: Establish a quorum]

[00:00:04]

THANK YOU FOR EVERYBODY WHO IS HERE IN ATTENDANCE AND FOR THOSE OF YOU JOINING ONLINE.

THE TIME IS 5:30 P.M..

THIS MEETING IS OFFICIALLY CALLED TO ORDER.

ALL BOARD MEMBERS ARE PRESENT.

AT THIS TIME, THE BOARD WILL ADJOURN TO A CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.

[B. CLOSED SESSION (Part 1 of 2)]

THE TIME IS STILL 5:30 P.M..

ALL RIGHT. GOOD EVENING EVERYBODY.

[C. RECONVENE IN OPEN SESSION - immediately following Closed Session (Part 1 of 2)]

THANK YOU AGAIN FOR JOINING US TONIGHT HERE IN PERSON AND THOSE ONLINE.

THE TIME IS 6:45 P.M.

A QUORUM HAS ALREADY BEEN ESTABLISHED.

ALL BOARD MEMBERS ARE PRESENT AT THIS TIME.

[D. PLEDGE OF ALLEGIANCE TO UNITED STATES AND TEXAS FLAGS]

ALL RIGHT. THANK YOU, MISS PETREA.

OUR MISSION STATEMENT WILL BE READ BY BOARD VICE PRESIDENT BYRON SEVERANCE.

[E. MISSION STATEMENT]

THANK YOU. THANK YOU, MR. SEVERANCE.

ALL RIGHT, AND OUR SOCIAL CONTRACT TONIGHT WILL BE READ BY TRUSTEE JOHNNY FLORES.

[F. SOCIAL CONTRACT]

PROMOTE DISCUSSION AND VALUE EACH OTHER'S PERSPECTIVES.

BE PROFESSIONAL.

ALL RIGHT. THANK YOU, MR.

[G. SUPERINTENDENT REPORT]

OUR SUPERINTENDENT REPORT, DR.

WRIGHT. THANK YOU SIR, AND GOOD EVENING, EVERYONE.

FIRST OF ALL, I WANT TO GIVE YOU THE LATEST AND GREATEST.

SEEMS LIKE EVERY MONDAY I GET A NEW ENROLLMENT UPDATE AND WE ARE CONTINUING TO GROW.

WE ARE AT 24,275 STUDENTS AS OF TODAY.

OUR DEMOGRAPHERS ANTICIPATED ESTIMATE FOR THE YEAR IS 24,607, WHICH WE TYPICALLY REACH AROUND FEBRUARY.

SO WE'RE 332 STUDENTS SHORT OF THAT ESTIMATE AND I FEEL CERTAIN THAT WE WILL BE THERE SOON.

OUR ATTENDANCE 94.8%.

IT DROPPED FROM LAST WEEK 95.2.

A LOT OF THAT HAD TO DEAL WITH THE SCHOOL THREATS THAT WE HAD, AND IF THOSE THOSE OF YOU THAT HAVE BEEN KEEPING UP WITH THE NEWS, THERE'S BEEN A RASH OF THREATS ACROSS THE NATION, ESPECIALLY CENTRAL TEXAS.

WE WERE NOT IMMUNE TO THAT, AND UNFORTUNATELY, FOUR OF OUR STUDENTS GOT ARRESTED BECAUSE THEY ARE THEY WERE MAKING THREATS AGAINST THE SCHOOL, AND JUST SENDING A MESSAGE OUT TO PARENTS AND EVERYBODY LISTENING, THAT'S IT'S SOMETHING THAT YOU CAN'T DO IN THIS AGE AND TIME ANYMORE, AND SO PLEASE MONITOR YOUR STUDENTS PHONES, MAKE SURE THAT THEY UNDERSTAND THE GRAVITY OF THE SITUATION SO THAT WE CAN MAKE SURE THAT THIS DOESN'T REPEAT OR HAPPEN.

I FEEL TERRIBLE FOR THE FOUR YOUNG STUDENTS THAT WERE ARRESTED BECAUSE IT WILL FOREVER CHANGE THEIR LIVES, AND YOU HAVE TO TAKE THAT INTO CONSIDERATION, BUT ALSO, I FEEL TERRIBLE FOR ALL OF THE PARENTS WHO HAD TO RECEIVE THE THREATS THAT IT DISRUPTED THEIR LIFE AND IT CAUSED ANXIETY AND ANGST.

AND SO PLEASE HELP ME SPREAD THE MESSAGE THAT IT'S NOT A JOKING MATTER.

IT'S NOT A LAUGHING, LAUGHING MATTER.

I EQUATE IT TO GOING TO THE AIRPORT AND GOING THROUGH TSA AND SAYING THAT YOU HAVE A BOMB.

IT'S JUST JUST NOT ACCEPTABLE ANYMORE.

I DO APPRECIATE ALL THE LAW ENFORCEMENT RESPONSES TO THIS.

WE STARTED RECEIVING THREATS WELL INTO THE EVENING, AND, AND WITH THE HELP OF I WATCH TEXAS, THE FBI, HOMELAND SECURITY, WE WERE ABLE TO TRACE BACK WHERE THE THREATS CAME FROM WITHIN ABOUT 3.5 HOURS, AND SO IF IT'S ELECTRONIC, WE'RE GOING TO FIND IT, AND THEN WE ARE GOING TO MAKE SURE THAT WE ARREST AND FOLLOW THROUGH WITH ANY TYPE OF, OF THREAT, BECAUSE WE TAKE IT VERY SERIOUSLY.

I JUST WANTED EVERYBODY TO BE AWARE OF IT, AND THE NEXT THING THAT I HAVE FOR YOU IS TODAY WAS THE HEARING ON THE A THROUGH F LAWSUIT THAT WE ARE A PART OF. I WAS HOPEFUL THAT I MIGHT BE ABLE TO GET AN UPDATE FROM THEM TODAY, AND THEN PROVIDE THAT TO YOU AT TONIGHT'S MEETING.

IT MUST HAVE LASTED LONGER THAN WE ANTICIPATED, AND SO I WILL PROVIDE YOU AN UPDATE AT NEXT MONDAY NIGHT'S BOARD MEETING TO LET YOU KNOW THE STATUS OF THAT LAWSUIT.

SO THANK YOU.

ALL RIGHT, DR. WRIGHT.

[00:05:01]

SO I'M GOING TO LOOK TO MY LEFT TEAM.

ANY QUESTIONS OVER ON MY LEFT OKAY.

LOOKING RIGHT.

ALL RIGHT. NO QUESTIONS.

THANK YOU AGAIN FOR THAT UPDATE, DR.

WRIGHT, AND WE ARE MOVING ON TO LETTER H, OUR PUBLIC FORUM.

[H. PUBLIC FORUM ]

LET ME READ THIS REAL QUICK. IT SAYS ANY MEMBER OF THE PUBLIC WHO WISHES TO ADDRESS THE BOARD IN A 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 THIS 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.

SO AGAIN, WE HAVE SIX SPEAKERS.

I'LL CALL YOU UP HERE ONE AT A TIME, AND WE'RE GOING TO HAVE THREE MINUTES ON.

THE CLOCK WILL START WHEN YOU ARE READY.

SO THE VERY FIRST PERSON WE HAVE COMING UP IS MISS MARIA BOWEN.

MISS BOWEN, YOU'RE GOING TO GO AHEAD AND TURN ON THE MICROPHONE IN FRONT OF YOU.

THERE'S LIKE A LITTLE PERSON ICON ON THE ACTUAL.

THERE YOU GO. ALL RIGHT. THREE MINUTES, MISS BOWMAN.

OKAY. GOOD EVENING.

MY NAME IS MISS BOWEN, AND I COME TO YOU TODAY AS A MOTHER OF THREE SPECIAL NEEDS CHILDREN WHO ALL RECEIVED SERVICES WITHIN OUR DISTRICT.

EACH OF MY CHILDREN'S NEEDS VARIES IN DIFFERENT WAYS.

MAJORITY OF THEIR DISORDERS ARE AUTISM, SENSORY PROCESSING DISORDER, VISION IMPAIRMENT, AND EXECUTED DUPLICATION SYNDROME, ADHD, AND MUSCLE DYSTROPHY.

IN ADDITION TO BEING A MOTHER, I'M A DEVOTED PARAPROFESSIONAL HERE WITHIN OUR DISTRICT, SERVING OUR FOUNDATIONAL LEARNING CLASSROOMS AND STUDENTS.

I HAVE BEEN DEEPLY INVOLVED IN ADVOCATING FOR A STRUCTURE THAT ALLOWS FOR MORE INCLUSIVENESS FOR OUR STUDENTS AND FOUNDATIONAL LEARNING.

MY VISION IS TO CREATE OPPORTUNITIES FOR THESE STUDENTS TO INCREASE THEIR INCLUSION MINUTES, WHICH AT THIS TIME ARE NOT BEING FOLLOWED.

AT MY CAMPUS, OUR ADMINISTRATION IS WORKING DILIGENTLY TO MEET THE HIGH NEEDS OF MY CLASSROOMS. HOWEVER, WE ARE STILL FACING SIGNIFICANT SAFETY CHALLENGES.

FOR EXAMPLE, AT THIS TIME, WE CANNOT TAKE OUR STUDENTS OUTSIDE BECAUSE WE HAVE THREE STUDENTS WHO ELOPE, AND THE GATES ARE NOT PROPERLY SECURED, IN WHICH WE ARE GOING TO BE MAKING DISCUSSIONS, MOVING FORWARD TO SEE IF WE CAN GET THOSE GATES DONE SO THAT OUR STAFF AND STUDENTS CAN GO OUT SAFELY.

I STAND HERE BECAUSE OUR SPECIAL EDUCATION DEPARTMENT I'M ASKING THEM TO REVISIT HOW AND WHY WE'RE NOT MEETING OUR STUDENTS INCLUSION MINUTES.

DUE TO THE STAFFING.

MY STUDENTS AND MY PERSONAL SON CANNOT GO TO RECESSES, SPECIALS, JOINING PEERS IN THE LUNCHROOM, GOING TO THE GENERAL EDUCATION SETTINGS AND THAT IS VIOLATING THEIR IEPS.

STAFF SHORTAGES HAVE BECOME A CHRONIC REASON FOR WHY OUR CHILDREN ARE NOT ADEQUATELY BEING SERVED, AND I UNDERSTAND THAT THIS IS A DISTRICT CONCERN AND IT IS OURS AS WELL DUE TO THE SAFETY.

I'M HERE TODAY TO CONTINUE TO ADVOCATE FOR MY CHILDREN AND THE STUDENTS IN MY CLASSROOM, ESPECIALLY FOR THE RIGHT TO FEEL INCLUDED WITHIN THEIR SCHOOL COMMUNITY AND TO FEEL SAFE.

MY SON, MY YOUNGEST SON, WHO IS HERE TODAY, IS IN A FOUNDATIONAL LEARNING CLASSROOM AT MY SAME CAMPUS.

HOWEVER, BECAUSE OF THE NEEDS THAT HE CURRENTLY HAS AND THE STAFF SHORTAGES THAT HE HAS RECEIVED SOME INJURIES AND HAVE SINCE NOW HEALED, BUT THE FACT THAT WE DO NOT HAVE ENOUGH STAFF MEMBERS IS RAISING CONCERN, AS OUR STAFF IS ALSO BECOMING TO GET INJURED.

I DO HAVE ISSUES AS WELL AS MY OWN CLASSROOM WHERE ME AND ONE OTHER PROFESSIONAL ARE RESPONSIBLE FOR OUR EIGHT STUDENTS.

WE DO MANAGE EVERYTHING FROM KEEPING THEM SAFE, DOING THEIR DATA, TRACKING IEP GOALS, REDIRECTING BEHAVIOR, MEETING ALL THEIR BASIC NEEDS SUCH AS THE CHANGING, THEIR FEEDING, AND ASSISTING WITH THEIR AAC DEVICES.

WITH THESE ENDLESS CHALLENGES, WE REMAIN HOPEFUL AND ENCOURAGING AND LOVING AND COMMUNICATIVE WITH OUR PARENTS.

HOWEVER, THEY ARE PHYSICAL NEEDS THAT MY CLASSROOM HAS.

THE NOISE LEVEL ALSO NOW TRIGGERS OTHER BEHAVIORS FOR OTHER STUDENTS AND WE ARE WORKING DILIGENTLY.

HOWEVER, IF WE HAD MORE STAFF, I FEEL THAT THE CONSISTENCY WITH THAT WOULD CONTINUE TO IMPROVE AS WE HAVE SEEN WITH OUR SUPPORT THAT WE HAVE CURRENTLY HAD IN AND OUT OF MY ROOM.

I LOVE OUR DISTRICT.

I DON'T PLAN TO GO ANYWHERE.

MY GOAL HERE TODAY IS JUST TO CONTINUE TO ADVOCATE FOR WHAT OUR CURRENT CAMPUS NEEDS, WHAT MY STUDENT NEEDS.

ONE DAY, I KNOW I'LL BE A CERTIFIED TEACHER, BUT FOR NOW, I JUST WANT TO WORK TOGETHER WITH OUR DISTRICT TO MAKE THE BEST THING THAT WE CAN FOR OUR CLASSROOMS. OKAY. NEXT WE'RE GOING TO BRING UP TAYLOR KELLY.

TAYLOR KELLY. MISS KELLY, YOU GO

[00:10:09]

THANK YOU. GOOD EVENING MEMBERS OF THE BOARD.

MY NAME IS TAYLOR KELLY AND I SERVED AS A PARAPROFESSIONAL FOR HAYS CISD FOR THE PAST SIX YEARS.

I'M ALSO A PARENT OF TWO CHILDREN WITH DISABILITIES IN OUR DISTRICT.

MY OLDEST SON, FINN, HAS DOWN SYNDROME AND AUTISM, AND HE'S CURRENTLY SERVED IN BOTH A GENERAL EDUCATION CLASSROOM AS IT'S FOR HIS INCLUSION MINUTES, AND IN THE SELF-CONTAINED SPECIAL EDUCATION CLASSROOM, ALSO KNOWN AS THE FOUNDATIONAL LEARNING CLASSROOMS. UNFORTUNATELY TO VARIOUS ISSUES WITHIN OUR SELF-CONTAINED SPECIAL EDUCATION CLASSROOMS, FINN DOES NOT RECEIVE HIS FULL INCLUSION MINUTES.

THIS NONCOMPLIANCE IS NOT JUST A VIOLATION OF HIS IEP.

IT IS A FAILURE TO PROVIDE FREE AND APPROPRIATE PUBLIC EDUCATION THAT HE IS LEGALLY ENTITLED TO.

THE FOUNDATIONAL LEARNING CLASSROOMS IN HAYS CISD ARE IN A STATE OF CRISIS.

AT THE START OF THE SCHOOL YEAR, MANY CLASSROOMS MERGED WITH THOSE WITH THEIR NEIGHBORING SCHOOLS, AND A DOUBLING CLASSROOM SIZES AND STAFF WAS NOT PROVIDED FOR THOSE.

THIS HAS RESULTED IN AN OVERCROWDING OF CLASSROOMS, INADEQUATE ADULT TO STUDENT RATIOS, AND CREATING AN ENVIRONMENT WHERE EFFECTIVE INSTRUCTION IS NOT POSSIBLE AND NONCOMPLIANCE OF IEPS IS HAPPENING ACROSS OUR DISTRICT.

OUR STUDENTS, WHO REQUIRE SPECIALLY DESIGNED INSTRUCTION AND SUPPORT, ARE BEING LEFT BEHIND DUE TO HASTY AND POORLY EXECUTED DECISIONS.

FURTHERMORE, REGARDING THESE CHANGES, COMMUNICATION HAS BEEN INDIRECT AND UNCLEAR.

PARENTS HAVE BEEN MISINFORMED AND LEFT IN THE DARK ABOUT THIS SITUATION.

HAYS CISD HAS NOT ONLY FAILED TO MEET THE LEGAL REQUIREMENTS FOR EDUCATION AND SAFE, INCLUSIVE ENVIRONMENTS, BUT HAS ALSO PLACED STUDENTS AND STAFF IN EXTREMELY HARMFUL ENVIRONMENTS, BOTH PHYSICALLY AND MENTALLY.

I ASK EVERYONE IN A LEADERSHIP POSITION IN HAYS CISD TO PUT YOURSELF IN OUR SHOES.

IMAGINE HAVING A CHILD WITH A DISABILITY WHO HAS SIGNIFICANT SUPPORT NEEDS.

IMAGINE FIGHTING EVERY STEP OF THEIR EDUCATION ONLY TO BE MET WITH THESE TYPES OF OUTCOMES.

CONSIDER WHAT IT WOULD BE LIKE IF YOUR LOVED ONE WAS PLACED IN ONE OF THESE CLASSROOMS. WOULD YOU BE STANDING WHERE I AM? THE INDIVIDUAL INDIVIDUALS WITH DISABILITIES ACT WAS ENACTED BECAUSE PARENTS IN THE 60S AND 70S FOUGHT HARD FOR THEIR STUDENTS TO HAVE PUBLIC EDUCATION.

YET TODAY, MANY OF US FACE COMPLIANCE WITH OUR CHILDREN'S IEP AND LACK OF DIRECT COMMUNICATION.

AND WHILE WE HAVE THE RIGHT TO PURSUE LEGAL ACTION, OUR GOAL AS PARENTS IS NOT TO ENRICH LAWYERS BUT TO BRING ABOUT REAL CHANGE.

WE WANT TO SUPPORT OUR DISTRICT IN EVERY WAY WE CAN.

WE ARE EVEN SEEKING TO ESTABLISH A DISTRICT WIDE SPECIAL EDUCATION PTA, BUT OUR FUNDRAISING EFFORTS ARE NOT ENOUGH.

DISTRICT LEADERS MUST PRIORITIZE STUDENTS WITH SPECIAL NEEDS.

WE ARE NOT ASKING FOR ANYTHING BEYOND WHAT THE LAW REQUIRES, BUT WHAT OUR CHILDREN DESERVE A QUALITY EDUCATION THAT EQUIPS THEM FOR LIFE IN THE REAL WORLD.

THANK YOU. THANK YOU, MISS KELLY.

OKAY, NEXT WE ARE BRINGING UP IS CLAUDIA BELCHER.

CLAUDIA BELCHER.

ALL RIGHT, MISS BELCHER, THE MICROPHONE IS ON, SO YOU HAVE THREE MINUTES.

MA'AM. THANK YOU. OKAY. GOOD EVENING, EVERYBODY, AND THANK YOU FOR BEING HERE TONIGHT, ESPECIALLY MR. WRIGHT. I SEE HOW INVOLVED YOU ARE IN THE DISTRICT, VISITING DIFFERENT SCHOOLS AND STAYING IN TOUCH WITH OUR COMMUNITY.

WE'RE HERE TONIGHT IN A DIFFERENT LIGHT, BUT I ASSUME YOU WILL UNDERSTAND OUR CONCERNS AS A PARENTS, WE WANT TO BELIEVE IN YOUR COMPETENCE TO BE ABLE TO FIND SOLUTIONS FOR THESE CONCERNS. LET ME INTRODUCE MYSELF.

WE ARE THE FAMILY BELCHER.

WE ARE A FORMER MILITARY FAMILY AND MY HUSBAND SERVED 22 YEARS IN THE MILITARY.

AFTER HIS RETIREMENT, WE HAVE SETTLED HERE IN KYLE, TEXAS SINCE 2018.

OUR EXPERIENCE IN GENERAL EDUCATION HAS BEEN GOOD.

OUR OLDEST SON ENCOUNTERED GOOD TEACHERS, MENTORS THAT TOGETHER WITH HIS TALENT, DETERMINATION AND INTELLIGENCE, HAS LED HIM TO TEXAS STATE THIS YEAR.

UNFORTUNATELY, IN SPECIAL EDUCATION, WE HAVE ENCOUNTERED DIFFERENT ROADBLOCKS WITH OUR YOUNGEST SON, WHO IS ON THE AUTISM SPECTRUM.

WE, LIKE MANY OTHER FAMILIES, FAMILIES AND SPECIAL EDUCATION, HAVE GROWING CONCERNS THAT THEY ARE AFFECTING OUR KIDS NOT ONLY ON ONE CAMPUS SPECIFICALLY, BUT ACROSS SPECIAL EDUCATION AND HAYS.

JUST TO MENTION SOME CONCERNS LAST MINUTE CHANGES LIKE KIDS BEING MOVED TO DIFFERENT SCHOOLS, SPECIAL CLASS STAFFING RATIO, OVERWORKED TEACHERS,

[00:15:09]

OUR CHILDREN WITH DISABILITY NEED TO BE FULLY SUPPORTED WITH ACCOMMODATION, SERVICES AND RESOURCES.

THEY ARE NOT PRIVILEGED BUT A BASIC RIGHTS AS INDIVIDUALS WITH DISABILITIES AND THEIR [INAUDIBLE].

WE HAVE HEARD THE SAME ANSWERS FOR QUITE SOME TIME.

EXAMPLES BEING I HEAR YOU.

THERE'S BUDGET CUTS, SHORTAGES, ETC.

WE HAVE BEEN REASONABLE AND PATIENT, BUT WE FEEL IT'S ABOUT TIME FOR YOU GUYS TO START TAKING MORE ACTIONS TO MAKE SURE THESE NEEDS ARE MET.

INSTEAD OF GIVING SOME THE SAME ANSWER AS I MENTIONED, WE WANT YOU TO TAKE QUESTIONS WITH YOU TONIGHT.

LIKE WHAT ELSE IS POSSIBLE THAT I HAVE NEVER CONSIDERED HOW I CAN GET BETTER THAN THIS? AND REMEMBER THAT THESE CLASSES REPRESENT YOUR WORK AS WELL.

GOD BLESS YOU ALL.

THANK YOU, MISS BELCHER.

OKAY, NEXT WE'RE GOING TO BRING UP LORRAINE PATTERSON.

IT'S ON RIGHT. YES, MA'AM YOU'RE GOOD.

HI MY NAME IS LORRAINE PATTERSON.

I STAND BEFORE YOU TODAY WEARING RED TO SIGNIFY THE STATE OF CRISIS WITHIN THE SPECIAL EDUCATION DEPARTMENT IN YOUR DISTRICT.

WE CURRENTLY HAVE FOUR CHILDREN WITH IEPS IN THE HAYS DISTRICT, WHICH MEANS 100% OF OUR FAMILIES ENROLLED STUDENTS RECEIVE SPECIAL EDUCATION SUPPORTS.

THIS YEAR, TWO OF OUR CHILDREN ARE AT HAYS HIGH SCHOOL AND TWO ARE AT BARTON MIDDLE SCHOOL.

WE HAVE ADOPTED NINE CHILDREN FROM AROUND THE WORLD, AND SIX OF THOSE NINE HAVE SPECIAL NEEDS.

ONE OF OUR DAUGHTERS HAS SEVERE BRAIN MALFORMATIONS AND SEVERE AUTISM.

HER NAME IS SAYLA.

SHE'S ADOPTED FROM TEXAS.

SHE IS A MIRACLE GIRL.

HER BRAIN MALFORMATIONS WERE NOT COMPATIBLE WITH LIFE, ACCORDING TO TOP NEUROSURGEONS, INCLUDING DR.

BEN CARSON.

HOWEVER, SAYLA IS ABLE TO WALK, TALK, CLIMB, RUN AND LEARN, AND FORTUNATELY, SAYLA'S BIGGEST CHALLENGE IS HER SEVERE BEHAVIOR DUE TO HER LEVEL THREE AUTISM, WHICH REQUIRES THE HIGHEST LEVEL OF SUPPORT.

SAYLA IS 13 AND SHE IS AN EIGHTH GRADER AT BARTON.

SHE IS A BIG AND EXTREMELY STRONG GIRL WHO IS TALLER THAN ME AND WEIGHS 190 POUNDS.

HER SIZE AND STRENGTH MAKE IT EXTREMELY CHALLENGING TO KEEP HER AND THOSE AROUND HER SAFE DURING EPISODES OF PHYSICAL AGGRESSION, SELF-INJURIOUS BEHAVIOR AND PROPERTY DESTRUCTION.

THIS YEAR FOR THE FIRST TIME IN HER SCHOOLING HISTORY, SAYLA IS IN A TRADITIONAL FOUNDATIONAL LEARNING CLASS INSTEAD OF THE FOUNDATIONAL LEARNING STRUCTURED CLASS.

THIS IS NOT BY OUR CHOICE.

SAYLA IS NOW FORCED TO BE IN A TRADITIONAL FL CLASSROOM BECAUSE THE DISTRICT, SUDDENLY AND WITHOUT NOTICE TO PARENTS, ELIMINATED THE STRUCTURED CLASSROOMS THAT HAVE EXISTED FOR AT LEAST THE LAST TEN YEARS, WHICH HAVE ALLOWED OUR SAYLA AND STUDENTS LIKE HER TO SUCCESSFULLY ATTEND SCHOOL AS PART OF [INAUDIBLE].

UNFORTUNATELY, FOR A VARIETY OF REASONS, THIS TRANSITION TRANSITION HAS BEEN HORRIFIC.

SAYLA HAS NEVER BEEN IN A TRADITIONAL, TRADITIONAL FOUNDATIONAL LEARNING CLASSROOM.

SHE HAS ALWAYS REQUIRED THE ADDITIONAL SUPPORTS OF A STRUCTURED CLASSROOM.

SAYLA'S TEACHER AT BARTON WAS NOT EQUIPPED TO SUPPORT SAYLA.

SHE WAS NOTIFIED LESS THAN 24 HOURS PRIOR, PRIOR TO THE FIRST DAY OF SCHOOL, THAT SAYLA WOULD BE IN HER CLASSROOM.

SHE DID NOT RECEIVE ADDITIONAL TRAINING OR IN-SERVICE TO HELP PREPARE HER OR HER CLASSROOM FOR RECEIVING A CHILD LIKE OUR SAYLA.

THIS ABRUPT CHANGE IN TRANSITION AWAY FROM A STRUCTURED CLASS HAS UNFORTUNATELY RESULTED IN OUR SAYLA CAUSING NUMEROUS INJURIES TO MULTIPLE STAFF, STUDENTS AND TO HERSELF, WHICH HAS ALL BEEN EXACERBATED BY SAYLA NOT HAVING A STRUCTURED CLASSROOM WITH TOOLS AND PROVISIONS IN PLACE TO BEST SUPPORT HER NEEDS.

I AM GRIEVED BY THE WAY THIS TRANSITION WAS HANDLED, WITH SPED ADMINISTRATORS CHOOSING TO WITHHOLD THIS INFORMATION FROM PARENTS.

THEY NOTIFIED PARENTS ON THE FIRST DAY OF SCHOOL, LETTING US KNOW THAT THIS PROGRAM WOULD BE ELIMINATED MAINLY BECAUSE OF TEACHER BURNOUT.

[00:20:02]

THANK YOU MA'AM. NEXT WE'RE GOING TO BRING UP CHRISSY FARMER.

ALL RIGHT, MISS FARMER.

OKAY. HELLO.

MY NAME IS CHRISSY FARMER, AND TODAY I'M HERE TO ADVOCATE ON BEHALF OF MY SON, GAVIN KRISTOFF AND ALL THE CHILDREN RECEIVING SPECIAL EDUCATION SERVICES THROUGH HAYS CISD.

IT IS CLEAR TO ME THAT WHEN IT COMES TO THESE CHILDREN, THE DISTRICT HAS TAKEN THE POSITION THAT IT IS WILLING TO EXPLOIT AMBIGUITY IN THE LAW TO THE DETRIMENT OF THESE STUDENTS. AMBIGUITY RELATED TO THINGS LIKE APPROPRIATE TEACHER TO STUDENT RATIO AND WHAT CONSTITUTES A CHANGE TO EDUCATIONAL PLACEMENT? I THINK TO MOST PEOPLE IN THE DISTRICT, NOT VIOLATING BASIC STATE AND FEDERAL LAW IS A LOW BAR, AND THE FACT THAT WE'RE EVEN HAVING DISCUSSIONS AROUND WHETHER THERE HAVE BEEN VIOLATIONS OR WILL BE VIOLATIONS IS BEYOND UPSETTING.

I KNOW THERE SEEMS TO BE A RACE TO THE BOTTOM THAT IS HAPPENING AMONG DISTRICTS IN THE STATE WITH RESPECT TO THE DELIVERY OF SPED SERVICES, AND I AM DISAPPOINTED THAT IT SEEMS TO ME LIKE HAYS CISD HAS ELECTED TO JOIN THAT RACE.

RIGHT NOW, THERE IS AN OVERCROWDING SITUATION IN MANY CLASSROOMS ACROSS THE DISTRICT, INCLUDING IN MY SON'S AT ELM GROVE, CAUSED PRIMARILY BY THE ILL FATED DECISION TO CONSOLIDATE THE FOUNDATIONAL LEARNING AND FOUNDATIONAL LEARNING STRUCTURED STUDENTS INTO ONE CLASSROOM.

THE OVERCROWDING THAT HAS RESULTED HAS CREATED A SAFETY ISSUE.

IT RUNS THE RISK OF CREATING AN EVEN MORE SEVERE STAFFING ISSUE THAN ALREADY EXISTS, AND AS IMPORTANTLY, IT CREATES A REAL THREAT AND IMPEDIMENT TO FULFILLING THE DISTRICT'S OBLIGATION TO PROVIDE A FREE AND APPROPRIATE EDUCATION TO THESE STUDENTS.

IT WAS A DECISION MADE WITHOUT RECEIVING ANY MEANINGFUL INPUT FROM PARENTS OR CAREGIVERS, AND TO MAKE MATTERS WORSE, PARENTS WEREN'T EVEN GIVEN THE COMMON COURTESY OF RECEIVING ADEQUATE NOTICE SO THAT WE MIGHT PREPARE OUR STUDENTS.

I AM SURE THAT THE SPED ADMINISTRATORS WILL TELL YOU WHAT THEY TOLD ME, THAT THE DECISION WAS MADE BECAUSE IT WAS GETTING HARDER AND HARDER TO MAKE A DISTINCTION BETWEEN THE CHILDREN THAT WOULD BE PLACED IN THE FLS CLASSROOM AND THE CHILDREN WHO WOULD BE PLACED IN THE FL CLASSROOM.

AS IF THE STUDENTS WHO REQUIRED A STRUCTURED LEARNING ENVIRONMENT NO LONGER REQUIRED THAT ENVIRONMENT.

COLLAPSING THESE CLASSROOMS WITHOUT MAINTAINING OR INCREASING STAFFING LEVELS MAKES AS MUCH SENSE AS COLLAPSING THE FOUNDATIONAL LEARNING IN MAINSTREAM CLASSROOMS. THE DECISION WAS MADE WITH COMPLETE DISREGARD FOR THE WELL-BEING OF THESE CHILDREN, ESPECIALLY THE ONES THAT NEED A STRUCTURED SETTING.

IT INJECTED CHAOS AND CONFUSION INTO THE LIVES OF YOUNG PEOPLE WHO ARE LEAST EQUIPPED TO HANDLE IT.

THE DISTRICT HAS QUITE LITERALLY AND FIGURATIVELY PUT ALL OF THESE CHILDREN IN ONE ROOM DOWN AT THE END OF A HALLWAY AND SHUT THE DOOR.

WHAT'S MORE IS THE DISTRICT IS TAKING IS TAKING THE WORST KIND OF ADVANTAGE OF THE TEACHERS AND PARENTS WHO DO THIS WORK.

YOU'RE COUNTING ON THEM TO STICK AROUND BECAUSE OF THE BONDS THEY HAVE WITH THESE CHILDREN.

BECAUSE THESE TEACHERS IN PARAS ARE AMONG THE FEW PEOPLE WHO SEE THE ACTUAL GIFT THESE EXCEPTIONAL CHILDREN ARE, AND CAN'T IMAGINE ABANDONING THEM.

TO CONTINUE TO IGNORE THIS ISSUE DEMONSTRATES A WORRYING LEVEL OF CALLOUS INDIFFERENCE OR INTENTIONAL DISREGARD.

YOU GUYS RECENTLY ADOPTED A MISSION STATEMENT.

OKAY, NEXT, WE'RE BRINGING UP TANYA VAN BREE.

MISS VAN BREE, IF YOU GO AHEAD AND TURN ON THE MICROPHONE.

A LITTLE. YES, MA'AM, AND YOU'LL HAVE THREE MINUTES.

THANK YOU. ALL RIGHT. THANK YOU.

MY NAME IS TANYA VAN BREE.

I HAVE A CHILD, WILLEM HE'S SITTING OVER THERE, HE'S 11.

HE'S A FIFTH GRADER AT SUNFIELD ELEMENTARY.

OUR SPECIAL EDUCATION STUDENTS CIVIL RIGHTS ARE CURRENTLY BEING SACRIFICED BY THE SCHOOL DISTRICT.

FOR THE MOST VULNERABLE STUDENTS LIKE MINE IN THE FOUNDATIONAL LEARNING CLASSROOM, WE ARE FACING A STAFFING CRISIS THAT HAS CONTINUED TO GROW OVER THE LAST SEVERAL YEARS AS OUR COMMUNITY GROWS.

LAST YEAR, WILLEM'S CLASSROOM HAD SEVEN STUDENTS AT THE BEGINNING OF THE YEAR WITH ONE AMAZING TEACHER, TWO PARAS, AND ONE SUBSTITUTE PARA SPOT.

[00:25:01]

SO LET ME EXPLAIN WHAT THAT CLASSROOM LOOKS LIKE.

MOST OF THE STUDENTS ARE THERE BECAUSE THEY HAVE THE MOST HEAVY SUPPORT NEEDS.

THEY HAVE MINIMAL OR NO VERBAL COMMUNICATION AND WORK TO LEARN HOW TO USE A AAC DEVICE OR USE ASL TO COMMUNICATE, AND THEY ARE LIKELY AUTISTIC AND OR HAVE ADHD DIAGNOSES. MANY OF THEM ELOPE OR RUN AWAY AND HAVE NO SENSE OF DANGER, HAVE SERIOUS SELF-INJURIOUS BEHAVIOR, AND MANY LIKE MINE BECOME AGGRESSIVE TOWARDS OTHERS WHEN THEY'RE FRUSTRATED. OTHERWISE, HE'S A SWEET SWEETIE PIE.

THESE AMAZING TEACHERS AND PARAPROFESSIONALS CARE FOR EACH INDIVIDUAL CHILD'S NEEDS IN SPITE OF ALL THAT, ANTICIPATING WHAT THEY WANT WITHOUT OFTEN HEARING THEM SAY A WORD.

THEY KEEP THEM SAFE, COMFORTABLE, AND ARE RESPONSIBLE FOR TEACHING THEM.

MIND YOU, THEY ARE K THROUGH FIFTH IN ONE CLASSROOM, SO THEIR GOALS AND ABILITIES ARE ALL VERY DIFFERENT.

ON TOP OF THAT, THEY ALL HAVE DIFFERENT SCHEDULES, LEAVING FOR INCLUSION WITH SPECIALS OR LUNCH AT DIFFERENT TIMES BECAUSE THEY GO WITH THEIR GRADE LEVEL OR JUST FOR LIMITED MINUTES. THEY HAVE DIFFERENT THERAPY SCHEDULES THROUGHOUT THE DAY WITH OUR AMAZING SPECIALIZED THERAPISTS ON STAFF, AND THEY OFTEN HAVE TO LEAVE FOR PRIVATE THERAPIES TOO.

OH, AND THEY HAVE PULL UPS USUALLY, SO THEY NEED ONE ON ONE HELP IN THE TOILETING DEPARTMENT, AND THE TEACHERS ALSO HAVE ARD MEETINGS THAT USUALLY RUN OVER THREE HOURS LONG FOR EACH CHILD THROUGHOUT THE SCHOOL YEAR.

RIGHT. SO YOU KNOW WHAT IT FEELS LIKE WHEN YOU'RE JUGGLING SO MANY BALLS IN THE AIR THAT YOU CAN'T MISS A STEP, OR ELSE EVERYTHING COMES CRASHING DOWN.

AND I'M SURE YOU DO, BECAUSE YOU'RE ALL VOLUNTEERS AND YOU'RE ALL STRETCHED VERY THIN AS I AM.

SO IMAGINE THIS CLASSROOM THAT I'VE DESCRIBED AND THEN DOUBLING THE SIZE NOT 7, BUT 14 CHILDREN WITH DIFFERENT IEPS, SCHEDULES AND DIFFERENT NEEDS, ADHD, AUTISTIC, RUNNING ALL THAT STUFF, DYSREGULATED, FRUSTRATED THAT THEY CAN'T COMMUNICATE AND ON TOP OF THAT, THEY'RE SUPPOSED TO BE LEARNING.

SO ANYWAY, I'M GOING TO SKIP TO THE END BECAUSE I ONLY HAVE 30 SECONDS, BUT WHEN I THINK OF ALL THAT AND THEN I SIT THERE ON FRIDAY NIGHTS WATCHING ALL OF THE AMAZING STUDENTS BENEFIT FROM THE PROGRAMS THAT THEY HAVE ACCESS TO.

MY DAUGHTER IS IN MARCHING BAND.

IT'S AMAZING, BUT I CAN'T HELP BUT GET TEARY THINKING ABOUT HOW.

MEANWHILE, MY SON AND HIS PEERS ARE STRUGGLING TO JUST HAVE THEIR BASIC RIGHTS MET, JUST TO BE ABLE TO FEEL SAFE AND TO LEARN.

I KNOW HIS SISTER WOULD GIVE IT ALL UP IN A HEARTBEAT FOR A CHANCE TO SUPPORT HER LITTLE BROTHER'S EDUCATION.

SHE WOULD DROP IT.

SHE KNOWS HE DESERVES IT, AND THEY ALL DESERVE THE SUPPORT AND MORE, AND I KNOW OUR COMMUNITY MEMBERS LIKE YOU, CARE ABOUT HELPING THEM BECOME FUNCTIONAL MEMBERS OF OUR SOCIETY AND DESERVE OUR ATTENTION, AND THEY DESERVE OUR SUPPORT.

THANK YOU. MRS. VAN BREE THANK YOU SO MUCH.

I KNOW WE'VE HAD LOTS OF PRESENTERS TONIGHT, AND WE CAN ONLY DISCUSS THINGS THAT ARE ON THE AGENDA.

THIS THE CONCERNS BROUGHT UP WERE NON-AGENDA ITEMS. SO IN THE INTEREST OF SO MANY GUESTS, I DO WANT TO GO AHEAD AND BUMP UP.

WE'RE GOING TO JUMP ALL THE WAY DOWN IN OUR AGENDA TO LETTER.

EXCUSE ME. LETTER O WE'RE GOING TO GO TO OUR REQUEST FOR INFORMATION FROM THE BOARD OF TRUSTEES.

SO I AGAIN, I WILL I WILL JUMP ALL THE WAY DOWN TO REQUEST FOR INFORMATION FROM THE BOARD.

IF ANYBODY HAS ANY REQUEST FOR INFORMATION, I'M GOING TO LOOK TO MY LEFT.

I SEE MISS OROSCO.

YES, I KNOW SOME INFORMATION WAS ALREADY PROVIDED, BUT IF YOU CAN PLEASE PROVIDE THE DISTINCTION BETWEEN THE TWO CLASSES THAT WERE SPOKEN ABOUT THE TWO PROGRAMS THAT WERE SPOKEN ABOUT.

PLEASE ALSO PROVIDE THE STUDENT TEACHER RATIO THAT IS CURRENTLY IN PLACE AND WHAT LEGALLY IS REQUIRED AS WELL.

IF YOU CAN PLEASE PROVIDE THAT INFORMATION.

HOW MANY STUDENTS DO WE SERVE PER CAMPUS IN THESE PROGRAMS, IN ALL OUR SPECIAL EDUCATION PROGRAMS. ACTUALLY, IF YOU CAN PROVIDE THAT, AND WHAT IS THE PLAN IN ORDER TO INCREASE STAFFING? THANK YOU.

THANK YOU, MISS OROSCO. I KNOW MISS PETREA IS OVER HERE CAPTURING ALL THE REQUESTS.

SO AGAIN, ANY OTHER REQUESTS COMING FROM THE LEFT? OKAY. LOOKING OVER TO MY RIGHT, MISS PETREA.

YEAH, AND I'LL CAPTURE THIS.

I'D LIKE TO KNOW THE NUMBER OF AVAILABLE SPED TEACHER POSITIONS THAT ARE UNFILLED.

THE NUMBER OF SPED PARA POSITIONS THAT ARE CURRENTLY UNFILLED.

THE NUMBER OF IEPS THAT ARE NOT BEING FULLY MET.

WE DID GET THE NUMBER OF FL AND FL STRUCTURE STUDENTS OVER THE LAST FEW YEARS, AND SO WE CAN SEE THOSE [INAUDIBLE], SO I DON'T NEED THAT, AND FINALLY, I'D LIKE FOR OUR DISTRICT TO EVALUATE THE, THE FOUNDATIONAL LEARNING, ESPECIALLY STRUCTURED FOUNDATIONAL LEARNING CLASSROOMS AND SEE WHAT CAN CHANGES CAN BE MADE IMMEDIATELY TO COMPLY WITH THE

[00:30:02]

ANY OTHER QUESTIONS, MISS RUNKLE? I THINK THEY CAPTURED EVERYTHING, BUT I WANT TO OKAY.

I'M SORRY. I'M GOING TO.

I'M GOOD. OKAY.

MR. FLORES. MY QUESTION IS SIMPLE JUST ECHOING WHAT IS WHAT ELSE IS POSSIBLE TO ALLEVIATE OUR CONCERNS IN THE SPECIAL EDUCATION, SPECIAL EDUCATION DEPARTMENT? AND HOW SOON CAN THAT HAPPEN? OKAY, AGAIN, MISS PETREA IS CAPTURING THOSE QUESTIONS, AND I SEE MISS RUNKLE RAISE HER HAND.

YES, MA'AM. YEAH. I WOULD LIKE TO BE PROVIDED THE COMMUNICATION COMMUNICATION THAT WAS SENT TO ALL PARENTS REGARDING THIS CHANGE, AND WHEN IT WAS SENT, PLEASE.

OKAY. ANY OTHER REQUESTS? I'M GOING TO LOOK LEFT ONE MORE TIME LOOKING TO MY LEFT.

OKAY. LOOKING RIGHT.

ALL RIGHT, MISS PETREA, THANK YOU SO MUCH FOR CAPTURING THOSE REQUESTS, AND AGAIN, THANK YOU TO ALL OF OUR SPEAKERS TONIGHT.

WE APPRECIATE YOU COMING OUT AND BRINGING THIS TO OUR ATTENTION.

ALL RIGHT, TEAM, NEXT WEEK WE WILL HAVE A CAMPUS RECOGNITION.

[I. CAMPUS RECOGNITION - Carpenter Hill Elementary School (Scheduled for September 24, 2024)]

SO WE ARE EXCITED ABOUT THAT TO JUST SEE SOME OF THE THINGS THAT ARE HAPPENING AT OUR CAMPUSES.

AND THAT TAKES US DOWN TO LETTER J, OUR STUDENT ACHIEVEMENT REPORT.

[J. STUDENT ACHIEVEMENT REPORT - Career and Technical Education Report (Scheduled for September 16, 2024)]

I KNOW MRS. SEDILLO IS OUT.

SO MR. DEREK MCDANIEL IS COMING ON UP AND WE SHOULD HAVE A TEAM IN OUR FOLDER.

WE SHOULD HAVE THE PRESENTATION AS WELL ON THIS.

PRESIDENT VELA, MEMBERS OF THE BOARD, DR.

WRIGHT FOR THE STUDENT ACHIEVEMENT REPORT THIS MONTH, WE'RE FOCUSING ON OUR CAREER AND TECHNICAL EDUCATION, AND IT IS MY PLEASURE TO WELCOME OUR NEW CTE DIRECTOR, RICK BOUGH.

RICK PREVIOUSLY WORKED IN HAYS AS OUR CTE COORDINATOR, LEFT TO RUN THE DEPARTMENT AT SEGUIN AND IS NOW BACK IN HAYS, AND SO, WITHOUT FURTHER ADO, I'LL TURN IT OVER TO RICK BOUGH. THANK YOU.

THANK YOU, PRESIDENT VELA DR.

WRIGHT, MEMBERS OF THE BOARD, THANK YOU FOR THIS OPPORTUNITY TO PRESENT TO YOU ABOUT A PROGRAM THAT I LOVE THAT I AM TRULY PASSIONATE ABOUT AND THE OPPORTUNITY TO COME BACK INTO HAYS CISD TO BE A PART OF THIS PROGRAM IS IS HUMBLING, AND SO WE'RE GOING TO PRESENT TO YOU TODAY SOME INFORMATION.

I KNOW THERE ARE SOME QUESTIONS SO WE'LL GO THROUGH THE PRESENTATION YOU VIEWED, BUT I DO WANT THE PUBLIC TO SEE.

THE FIRST THING I WANT TO START WITH IS A CELEBRATION.

LAST YEAR WHEN WHEN WE LIST 2055 IBCS THAT WERE ENTERED FOR LAST SCHOOL YEAR, THAT IS ONLY IBCS THAT ARE ON THE TEA ACCOUNTABILITY LIST.

THERE ARE A NUMBER OF OTHERS, WHETHER IT BE OSHA, WHETHER IT BE BARBICIDE FOR OUR COSMETOLOGY STUDENTS THAT ARE NOT LISTED ON THIS LIST, BUT THEY'RE PRECURSORS AND THEY'RE ONES THAT STUDENTS TAKE NOT ONLY TO PRACTICE THE CERTIFICATION IN THAT PROCESS, BUT ALSO TO ENHANCE THEIR KNOWLEDGE AND THEIR SKILLS IN THEIR CRAFT, AND SO WE DO WANT TO CELEBRATE, THOUGH 2,055 JUST FOR REFERENCE, IN 2023, THERE WERE 1,961.

IN 2022, THERE WERE 1,062, WHICH MEANS THAT NUMBER HAS NEARLY DOUBLED IN TWO SCHOOL YEARS, AND THAT'S A TESTAMENT TO THOSE WHO CAME BEFORE ME, AND THOSE AND REALLY, MORE THAN ANYTHING, IT'S A TESTAMENT TO THE TEACHERS IN THE CLASSROOMS WHO ARE WITH THESE STUDENTS EVERY SINGLE DAY, WORKING TO HELP THEM GAIN THESE SKILLS.

NOW, AS YOU'RE ALL AWARE, I'M SURE TEA IS CHANGING THE LANDSCAPE WITH ACCOUNTABILITY, AND THEY'RE CHANGING IT WHEN IT COMES TO CTE AS WELL, AND THE FORM THAT YOU SEE THIS YEAR TO GO BACK TWO YEARS, TWO YEARS AGO, IF YOU HAD AN INDUSTRY BASED CERTIFICATION, YOU MET CCMR, YOU MET COLLEGE CAREER, MILITARY READINESS FOR TEA ACCOUNTABILITY.

LAST YEAR, STUDENTS HAD TO HAVE A COURSE IN AN ALIGNED PROGRAM OF STUDY.

SO FOR EXAMPLE, A STUDENT COULDN'T TAKE A WELDING CERTIFICATION WHO WAS A BUSINESS STUDENT AND HAVE THAT COUNT UNLESS THEY HAD TAKEN A WELDING CLASS.

REALLY A GOOD POLICY, TO BE HONEST.

THIS YEAR WE'RE MOVING TO WHAT IS CALLED A CONCENTRATOR.

A CONCENTRATOR MEANS THAT A STUDENT HAS TAKEN TWO CLASSES OR TWO CREDITS IN AN ALIGNED PROGRAM OF STUDY.

THE TWO CREDITS MATTERS, AND WE DO HAVE SOME ONE SEMESTER CLASSES THAT ARE ONLY A HALF A CREDIT, AND SO THE TWO CLASSES FOR TWO CREDITS MEANS THAT THEY HAVE TO TAKE.

IN THAT CASE, THERE WOULD BE THREE CLASSES FOR TWO CREDITS.

THAT WILL BE HOW THIS YEAR'S SENIOR CLASS IS EVALUATED.

THE JUNIORS AND ALL STUDENTS BELOW THEM GO TO, THEY MUST BE A COMPLETER IN AN ALIGNED PROGRAM OF

[00:35:09]

NOW SEVERAL OF OUR PROGRAMS HAVE A DOUBLE BLOCKED CLASS.

SOME START AS EARLY AS THE JUNIOR YEAR, WHERE THEY CAN EARN TWO CREDITS, OR AS A SOPHOMORE YEAR, MOST OF THEM STILL DON'T HAVE IT EVEN IN THE JUNIOR YEAR, THERE ARE A FEW. CULINARY COMES TO MIND, CONSTRUCTION COMES TO MIND THOSE WE HAVE DOUBLE BLOCKED CLASSES IN THE JUNIOR YEAR.

MOST OF OUR PROGRAMS HAVE STUDIED THAT DOUBLE BLOCK COMES IN THE SENIOR YEAR, AND SO WHAT WE HAVE TO DO IS WE HAVE TO LOOK AT THOSE STUDENTS NEED TO BE RETAINED IN THE PROGRAM THROUGHOUT FOUR YEARS IN ORDER TO MEET COMPLETER STATUS, AND SO THAT'S THE CHALLENGE THAT WE HAVE BEFORE US.

WE ARE WORKING WITH THE COUNSELING STAFF ON THAT.

WE'RE WORKING WITH OUR TEACHERS ON THAT TO HELP THEM BETTER RETAIN STUDENTS.

WE'RE LOOKING AT POLICY THINGS THAT MAY BE KEEPING STUDENTS FROM STICKING AROUND.

ALL OF THOSE THINGS ARE IN PLAY, BUT IT'S CERTAINLY A TEAM THAT'S LOOKING AT THAT, BUT I WANTED TO MAKE YOU AWARE BECAUSE AS WE MOVE FORWARD, SOME OF THE INDUSTRY BASED CERTIFICATIONS WE OUR STUDENTS EARN ARE IN CLASSES AND AN EXAMPLE I'LL USE FOR YOU IS OUR STUDENTS EARN AN INDUSTRY BASED CERTIFICATION IN FLORAL DESIGN.

MANY OF THE STUDENTS TAKE FLORAL DESIGN BECAUSE THAT IS A FINE ARTS CREDIT ALSO, AND SO THEY TAKE THAT CLASS THAT'S THE ONLY CLASS IN THAT PROGRAM OF STUDY THAT THEY TAKE, AND LAST YEAR, I BELIEVE OUR NUMBER WAS 359 OF THOSE CERTIFICATIONS.

WELL, ABOUT OF THE STUDENTS THAT ARE IN THE FLORAL DESIGN CLASSES, LESS THAN HALF ARE STUDENTS WHO ARE ACTUALLY GOING TO BECOME COMPLETERS BECAUSE THEY'RE NOT TRULY AG STUDENTS, THEY'RE NOT FLORAL DESIGN STUDENTS, AND SO THAT NUMBER IS GOING TO DROP.

THERE ARE A FEW OTHERS THAT ARE SIMILAR TO THAT.

VITA CERTIFICATION COMES TO MIND WHICH IS THE VOLUNTEER INCOME TAX WHERE STUDENTS PREPARE TAXES FOR INDIVIDUALS IN THE COMMUNITY, AND THAT CERTIFICATION HAS BEEN BEING DONE IN FINANCIAL MATH CLASS, AND WE'RE LOOKING AT THAT, THAT IS GOING TO HAVE TO BE WITH OUR ACCOUNTING PROGRAM WHICH IS NOT ENROLLED AT THE LEVELS THAT OUR FINANCIAL MATH CLASSES ARE ENROLLED, AND THAT'S BASED ON STUDENT INTEREST.

SO WHAT I'VE PREPARED FOR YOU HERE, THIS CHART SHOWS YOU THE STUDENTS THAT WE HAVE.

IN 2023, WE HAD 926 STUDENTS WHO GRADUATED WITH AN IBC.

IN 2024, WE HAD 111.

SO LAST YEAR THAT WAS OUR NUMBER FOR THIS COMING YEAR.

EXCUSE ME. OUR STUDENTS HAVE TO HAVE THE IBC AND THEY HAVE TO BE A CONCENTRATOR.

SO THE TWO NUMBERS THAT YOU SEE ON THAT TOP CHART, THE NUMBER ON THE LEFT, IS SIMPLY THE NUMBER OF SENIORS THAT HAVE AN IBC.

THE NUMBER ON THE RIGHT IS THE NUMBER OF STUDENTS WHO ARE A CONCENTRATOR ALREADY AND HAVE AN INDUSTRY BASED CERTIFICATION.

NOW, CAMPUS HAS GOT A LIST OF THESE STUDENTS AT THE BEGINNING OF THE YEAR AND WORK DILIGENTLY TO ENROLL STUDENTS SO THAT AS LONG AS THEY WERE WITHIN A COURSE THEY WANTED TO BE IN, AND OF COURSE, IT WAS STRUCTURED TOWARDS THEIR CAREER GOALS.

THEY STAYED IN A SECOND LEVEL COURSE SO THAT THOSE STUDENTS WOULD BECOME CAREER CCMR READY THROUGH CTE.

CTE BEING ONE OF THE NINE PATHWAYS THE STUDENTS CAN POTENTIALLY BECOME COLLEGE CAREER MILITARY READY, AND SO THOSE ARE THE THOSE ARE THE NUMBERS FOR 25 AS WE START A REMINDER AS WE LOOK AT THAT CHART INDUSTRY BASED CERTIFICATIONS ARE VERY SIMILAR TO THE STAAR TEST. THEY ARE AN EOC, THEY ARE AN END OF COURSE TEST, AND IN MANY CASES THEY'RE AN END OF COURSE TEST IN A SENIOR LEVEL CLASS.

SO THOSE NUMBERS CHANGE DRAMATICALLY OVER THE COURSE OF THE SCHOOL YEAR AND WILL GROW SIGNIFICANTLY.

THIS IS A LIST SIMPLY OF THE PROGRAMS THAT WE HAVE.

WE HAVE 30 DIFFERENT PROGRAMS CURRENTLY IN HAYS CISD FOR CTE.

MAJORITY OF WHICH ARE OFFERED AT ALL CAMPUSES.

THERE ARE A FEW THAT ARE OFFERED AT A SINGLE CAMPUS OR AT JUST A COUPLE OF THE CAMPUSES, AND GENERALLY THAT'S BASED ON STUDENT INTEREST.

STUDENTS HAVE THE OPPORTUNITY TO ENROLL, BUT DO NOT TAKE THAT OPPORTUNITY ON SOME OF THE CAMPUSES.

NEXT WE HAVE OUR CTE ENROLLMENT AND THE NUMBERS WHEN I, WHEN I RAN THESE NUMBERS AND STARTED LOOKING AT THESE NUMBERS, HAVING 87% OF OUR HIGH SCHOOL STUDENTS ENROLLED IN A CAREER AND TECHNICAL EDUCATION CLASS, I CAN TELL YOU WHEN I LEFT HERE IN 2020, THAT NUMBER WAS SOMEWHERE AROUND 73

[00:40:08]

A LOT OF THAT WE CAN ATTRIBUTE TO THE BLOCK SCHEDULING STUDENTS HAVE ANOTHER COURSE TO CHOOSE FROM AND IT NEEDS TO BE AN ELECTIVE AND SO THEY'RE CHOOSING A CTE COURSE, BETTER PREPARING THEM FOR THEIR CAREERS.

OUR MIDDLE SCHOOLS IT'S INTERESTING AND THIS IS SOMETHING I'M GOING TO DIG INTO.

WE SPIKED IN 22-23 WITH WITH HIGH NUMBERS ACROSS ALL THE CAMPUSES.

THAT NUMBER DROPPED SIGNIFICANTLY FOR 23-24, AND THEN WE BEGAN RECOVERY IN 24-25 THIS SCHOOL YEAR.

SO THERE IS THOSE NUMBERS HAVE INCREASED OVER LAST YEAR, BUT WE'RE NOT AT THOSE 22-23 LEVELS.

THAT'S SOMETHING THAT AS I'M GOING THROUGH MEETING WITH PRINCIPALS, MEETING WITH TEACHERS, WE'RE GOING TO EVALUATE WHAT HAS HAPPENED HERE BECAUSE WE NEED TO KNOW.

THIS IS OUR CAREER AND TECHNICAL EDUCATION TEAM.

I AM THE CTE DIRECTOR.

I WILL POINT TO THE BACK MATT KELLY, IF MATT, IF YOU CAN STAND UP.

MATT IS OUR TECHNOLOGY COORDINATOR FOR CTE, DOES AN INCREDIBLE JOB, AND I WILL TELL YOU RIGHT NOW, MATT'S NOT JUST THE INSTRUCTIONAL TECHNOLOGY COORDINATOR. WE'RE WORKING TWO POSITIONS SHORT, AND YOU CAN SEE WYLIE UP THERE LOOKING WE'RE LOOKING FOR AN INSTRUCTIONAL COORDINATOR AND A WORKFORCE DEVELOPMENT COORDINATOR.

WE ARE PLANNING TO DO INTERVIEWS HOPEFULLY AT THE END OF THIS WEEK BEGINNING OF NEXT WEEK.

WE HAVE A GREAT CANDIDATE POOL.

I'M EXCITED TO SEE WHAT OUR POOL LOOKS LIKE, AND SO WE'LL BE DOING THOSE INTERVIEWS AND HOPEFULLY MY GOAL IS TO HAVE SOMEONE IN PLACE SOMETIME MID OCTOBER.

BECAUSE RIGHT NOW I SIGNED MATT'S MILEAGE LOG.

HE'S HITTING CAMPUS AFTER CAMPUS AFTER CAMPUS.

I PROMISED MY TEACHERS THAT I WOULD DO ONE ON ONES WITH THEM BEFORE WHEN I STARTED IN AUGUST, AND THAT IT WOULD HAPPEN THE FIRST HUNDRED DAYS AND WHERE WE'RE AT RIGHT NOW, I'VE DONE 31 OF THEM, AND I STARTED LAST WEEK SO IN TWO WEEKS I'VE DONE 31, 45 MINUTE ONE ON ONES WITH TEACHERS.

THEY ARE THE LIFEBLOOD OF WHAT WE DO.

THEY'RE THE ONES WHO CAN HELP TO GUIDE AND DIRECT WHAT COMES NEXT, AND SO I ABSOLUTELY NEED TO GET THERE.

I'M ALSO I'VE MET WITH DR.

WRIGHT. WE'LL SEE THAT IN A SLIDE TO COME.

I'VE MET WITH MARIVEL SEDILLO.

I'M GOING TO BE MEETING WITH CAMPUS PRINCIPALS, AND SO IT'S GOING TO BE STAKEHOLDERS WHO ARE INFORMING EVERYTHING THAT WE DO MOVING FORWARD WITH CAREER AND TECHNICAL EDUCATION.

WE WILL MEET WITH I'LL MEET WITH COMMUNITY PEOPLE, AND I'VE ALREADY DONE THAT AS WELL.

SO OUR POTENTIAL GROWTH AREAS AND THIS CAME OUT OF A MEETING THAT I HAD WITH DR.

WRIGHT THE FIRST WEEK RIGHT AFTER LABOR DAY, AND THREE AREAS THAT WE REALLY WANT TO FOCUS ON INSTRUCTIONALLY AND CURRICULUM WISE WE NEED TO FOCUS ON CONSTRUCTION TRADES AND, AND THE DISTRICT I CAME FROM, WE HAD A ROBUST CONSTRUCTION TRADES PROGRAM.

THERE ARE A TON OF GROUPS OUT THERE THAT WE CAN PARTNER WITH, I BELIEVE THE NUMBER YOU GAVE ME WAS 4,500 HOUSING STARTS PER YEAR 3,500, OKAY, I OVERESTIMATED A LITTLE BIT, BUT STILL, THAT'S A LOT.

THOSE ARE THOSE ARE CONTRACTORS THAT NEED EMPLOYEES AND SKILLED LABORERS, AND SO WE HAVE THE OPPORTUNITY RIGHT THERE TO CAPITALIZE ON THE GROWTH OF HAYS COUNTY. GIVE OUR STUDENTS A WORKPLACE SKILL THAT THEY CAN USE AS A CAREER, OR THEY CAN USE TO PAY THEIR WAY THROUGH COLLEGE, AND SO THAT'S ONE AREA.

THE NEXT AREA IS COMPUTER SCIENCE.

WE LIVE IN THE INNOVATION CORRIDOR BETWEEN AUSTIN AND SAN ANTONIO IT'S I MEAN, YOU LOOK AT WHAT'S COMING EVERYWHERE.

WE'VE GOT ELON MUSK HAS OPENED UP HERE.

AMAZON'S EVERYWHERE.

THERE'S ENOUGH I'M GOING TO MISS A TON OF COMPANIES.

THERE ARE SO MUCH TECHNOLOGY HAPPENING.

DELL IS RIGHT HERE, ORACLE IS RIGHT HERE, AND SO WE NEED TO FIND A WAY TO LEVERAGE THAT AND DO A BETTER JOB OF OF IDENTIFYING WHAT THOSE INDUSTRIES NEED AND DEVELOPING STUDENTS FOR THAT, AND THE OTHER PIECE WE HAVE TO DO WITH THIS, WE HAVE TO GET OUR STUDENTS INTERESTED IN IT AND HELP THEM SEE IT, BECAUSE ENROLLMENT IS WHAT DRIVES OUR PROGRAMS HISTORICALLY, NOT JUST HAYS CISD.

COMPUTER SCIENCE IS A DIFFICULT CLASS TO GET ENROLLMENT IN, AND SO WE HAVE TO ENCOURAGE OUR STUDENTS THERE.

HEALTH CARE WE HAD WHEN I LEFT HERE, THERE WAS A HOSPITAL IN 2020, I MEAN, THEY WERE JUST FINISHING UP BAYLOR SCOTT AND WHITE. WE AND WE PARTNER WITH SETON ON A LOT OF WHAT WE DO.

WE HAVE TWO HOSPITALS IN TOWN NOW.

SAINT DAVID'S IS GOING TO BE OPENING UP RIGHT DOWN THE STREET.

[00:45:02]

THE POPULATION OF THE UNITED STATES IS AGING.

MEDICAL CARE IS NOT A FIELD THAT'S GOING TO BE DECREASING.

IT WILL ONLY BE INCREASING.

SO WE NEED TO LOOK AT INCREASING OUR PARTNERSHIPS IN THAT AREA.

WE NEED TO LOOK AT ADDING SOME SPECIALIZED CERTIFICATIONS.

WE HAVE A ROBUST BIOMEDICAL TECHNOLOGY PROGRAM, AND THAT PROGRAM IS NOT GOING TO GO ANYWHERE, BUT WE CAN BRING ANOTHER PROGRAM ALONGSIDE IT THAT ALLOWS STUDENTS TO PREPARE NOT ONLY WE ALREADY STARTED PHARMACY, BUT WILL ALLOW STUDENTS NOT ONLY TO PREPARE FOR PHARMACY, BUT TO HAVE TWO TRACKS WHERE THEY CAN DO PHARMACY ON ONE SIDE AND ON THE OTHER SIDE THEY CAN DO CNA, EKG AND PHLEBOTOMY, NOT OR AND THE DISTRICT I JUST CAME FROM AND WE DID IT AND I HAD STUDENTS WHO WERE GRADUATING WITH ALL THREE CERTIFICATIONS AND SO WE NEED TO LOOK FOR HOW WE CAN ADD THAT, AND WE'LL GO THROUGH THE PROCESS AT A LATER MEETING ON WHAT THAT LOOKS LIKE TO ME, AND THEN THE OTHER THING, AND THIS IS SOMETHING DR.

WRIGHT HAS USED IN ANOTHER DISTRICT, AND IT MAKES SENSE, IS UTILIZING OUR LOCAL INDUSTRY PARTNERS WHO WANT TO HELP.

THERE'S NO QUESTION THEY WANT TO HELP TO COME IN AND MENTOR OUR STUDENTS, SHARE WITH THEM INFORMATION ABOUT THE INDUSTRY.

SHARE WITH THEM INFORMATION ABOUT GETTING A JOB IN THAT INDUSTRY.

WHAT SKILLS THEY NEED BECAUSE HEARING IT FROM ME, HEARING IT FROM THEIR TEACHER, THAT HAS ONE LEVEL THAT IT REACHES A STUDENT HEARING IT FROM THE PERSON WHO'S GOING TO POTENTIALLY HIRE THEM HAS A LOT MORE MEANING, AND SO WE WANT TO BRING THEM IN.

THAT IS WHAT I HAVE FOR THE PRESENTATION.

OBVIOUSLY OPEN IT UP FOR QUESTIONS.

ALL RIGHT. THANK YOU SO MUCH, AND WELCOME.

LET'S GO AHEAD AND START OVER HERE ON MY LEFT.

MISS OROSCO'S HAND FIRST.

THANK YOU SO MUCH FOR THIS INFORMATION.

I HAD A COUPLE OF QUESTIONS.

RIGHT. TALK TO US A LITTLE BIT ABOUT HOW WE CAN PROMOTE THE PROGRAMS OF STUDY.

I KNOW THAT OFTEN PEOPLE DON'T KNOW ALL THE COURSES THAT THEY CAN TAKE THAT ARE IN THE SAME PROGRAM OF STUDY.

SO I THINK THAT'S GOING TO BE REALLY AN IMPORTANT PIECE FOR US TO MAKE SURE THAT THEY KNOW WHAT LEVEL COURSES ARE AVAILABLE, AND YOU DON'T HAVE TO ANSWER RIGHT NOW, BUT IF YOU CAN TALK WITH YOUR TEAM AND TALK A LITTLE BIT ABOUT HOW WE CAN SUPPORT THAT.

I KNOW IN ONE MIDDLE SCHOOL IT HAD REALLY GOOD INFORMATION THAT THEY POSTED OUT FOR MIDDLE SCHOOL STUDENTS ABOUT WHAT THAT LOOKS LIKE.

SO THAT'S SOMETHING THAT WE NEED TO GET OUT EARLIER AND SOONER AND REALLY HAVE THAT VISUAL.

I'VE WORKED WITH A LOT OF DISTRICTS THAT HAVE REALLY DONE A REALLY ROBUST JOB ON THAT.

SO HOW CAN WE HELP? WHAT CAN WE DO TO SUPPORT THAT? I THINK WOULD BE GREAT IF YOU CAN PROVIDE SOME OF THAT INFORMATION.

CAN I ASK A QUESTION? YES. CAN YOU TELL ME WHICH MIDDLE SCHOOL THAT IS? SIMON MIDDLE SCHOOL WAS DOING THAT VERY WELL, THANK YOU, AND I THINK IT'S NOT THERE ANYMORE, BUT IT WAS A COUPLE OF YEARS BACK, MR. SEVERANCE AND I LOOKED AT THAT, AND WE WERE SO EXCITED TO HAVE THAT INFORMATION OUT THERE FOR OUR STUDENTS TO LOOK AT.

SO THAT WAS PRETTY COOL, AND THE OTHER THING THAT I WANTED TO KIND OF MENTION WAS THE NUMBERS OF THE 2024 SENIORS WITH AN IBC.

LOOKING AT THAT GROWTH IS AMAZING.

I MEAN, JOHNSON HIGH SCHOOL FROM 23 GOING UP IN 2023, GOING UP FROM 47 TO 72%.

AWESOME THAT WE CAN SEE THAT GROWTH, AND ALSO AT LEHMAN AND LIVE OAK, YOU KNOW, HAYS HIGH SCHOOL TOOK A LITTLE BIT OF A DIP, BUT I KNOW WE'RE GOING TO BE BACK ON TRACK WITH GETTING THOSE IBCS OUT THERE.

YOU TALKED A LITTLE BIT ABOUT AND WE'VE BEEN TALKING ABOUT THIS FOR QUITE SOME TIME ABOUT THE SUNSETTING OF THE IBCS.

CAN YOU PROVIDE THE LIST OF THOSE 60 IBCS FOR US AGAIN AT A LATER DATE, IF YOU CAN PROVIDE THAT, AND HOW MANY STUDENTS DID TAKE THOSE CLASSES? BECAUSE IT WOULD BE NICE TO SEE THAT IMPACT ON OUR NUMBERS.

LIKE, WHAT DOES THAT MEAN? THERE MIGHT BE 60, BUT MAYBE ONLY FIVE WERE REALLY BEING UTILIZED BY OUR STUDENTS, OR IF IT'S 60 THAT ARE BEING SUNSETTING, AND WE HAD A HUGE NUMBER.

WE HAVE 1000 STUDENTS IN THERE.

WHAT DOES THAT LOOK LIKE AND WHAT IS THE PLAN MOVING FORWARD? IT'S, YOU KNOW, COLLEGE CAREER IS SO IMPORTANT IN THE ACCOUNTABILITY SYSTEM, AND THAT'S NOT GOING TO CHANGE EVEN WITH A LAWSUIT.

SO IT WOULD BE NICE TO HAVE THAT INFORMATION.

ANOTHER THING THAT OFTEN COMES UP AND MAYBE YOU CAN SPEAK TO THIS I GET SO EXCITED ABOUT CTE.

SORRY I KNOW THERE'S SOME.

OH, YOU KNOW WHAT?

[00:50:02]

I WAS IT'S REALLY HOT IN HERE.

SORRY. YEAH.

IT'S LIKE 80 DEGREES IN HERE.

I CAN'T EVEN BREATHE.

SORRY. WHERE'S ALBERT FLORES WHEN YOU NEED HIM? SO, ANYWAY, WHAT WAS I TELLING YOU? YOU SEE, YOU DISTRACTED ME, VANESSA.

[CHUCKLING] OKAY. I GOT REALLY EXCITED ABOUT CTE.

CTE IS SO IMPORTANT, BUT CAN YOU TALK A LITTLE BIT ABOUT A QUESTION THAT OFTEN COMES UP IS WHY AREN'T WE DOING WELDING? WHICH WE ARE, BUT IT'S IN THE COURSE NAME CHANGE.

CAN YOU TALK A LITTLE BIT ABOUT THAT.

BECAUSE THAT'S A MISINFORMATION THAT ALWAYS GETS SHARED AROUND.

SO TALK A LITTLE BIT ABOUT THAT.

YES. WE OFFERED AND WELDING IS ACTUALLY KIND OF A MISNOMER ACTUALLY.

WE OFFERED AG MECHANICS, AND AS WE OFFERED AG MECHANICS, IT'S A COURSE WHERE STUDENTS PRIMARILY HAS BEEN DONE HAS BEEN WELDING IS WHAT HAS BEEN DONE IN THE CLASS.

THE TEKS FOR IT ACTUALLY ARE A LITTLE MORE ROBUST THAN JUST WELDING.

THERE'S WORK WITH OTHER LEVELS OF FABRICATION WITH OTHER THINGS OTHER THAN STEEL, AND AS THE PREVIOUS TEAM WENT THROUGH AND REVIEWED AND LOOK AT AND WE'RE DRIVEN A LOT, WE'RE ASKED TO CREATE PROGRAMS THAT ARE HIGH DEMAND HIGH WAGE IN RURAL CAPITAL AREA, WHICH IS OUR AREA OUTSIDE OF AUSTIN, AND AS WE LOOK AT THOSE THAT LIST OF WAGE JOBS AND WAGES, THE WAGES FOR WELDING MAY BE THERE.

THE CHALLENGE IS THAT THE JOBS ARE NOT AND SO HOW DO WE, HOW DO WE MAKE THAT SHIFT.

WELL, CONSTRUCTION TRADES DOES HAVE THAT DEMAND, AND WITHIN THE CONSTRUCTION TRADES PROGRAM THERE IS A WELDING ELEMENT, AND SO IT'S NOT THAT WELDING ITSELF IS GOING AWAY.

IT'S BEING INTEGRATED INTO ANOTHER PROGRAM, WHICH IS THE CONSTRUCTION TECH PROGRAM.

IF I LOOK AT EMPLOYERS IN HAYS COUNTY I CAN NAME ONE MAJOR EMPLOYER THAT IS BASED ON WELDING AND THAT IS EPIC PIPE IN SAN MARCOS.

BEYOND THAT, THERE ARE SOME SMALLER SHOPS AND COMPANIES THAT DO SOME WELDING.

OBVIOUSLY OUR CONSTRUCTION COMPANIES WHO WORK WITH US BUILDING OUR PROPERTIES, THERE'S SOME WELDING THAT HAPPENS THERE, BUT IT HAPPENS AS A PART OF THE OVERALL CONSTRUCTION PROCESS. IT'S NOT STANDALONE BY ITSELF, THE STANDALONE BY ITSELF.

YOU SEE A LOT MORE IN THE OIL FIELD AREAS OUT IN THE MIDLAND AREA, AND SO WHEN THEY MADE THAT TRANSITION WITH THE PROGRAM, IT WAS WITH IN MIND, WHAT IS HOW ARE WE PREPARING OUR STUDENTS FOR OUR AREA WORKFORCE, AND THE BEST WAY TO PREPARE OUR STUDENTS FOR OUR AREA WORKFORCE IS TO FOCUS MORE ON THE CONSTRUCTION.

THE OTHER PART OF IT IS IT'S A SPACE.

I MEAN, WHEN YOU LOOK AT THE AMOUNT OF SPACE THAT WE HAVE THAT WE CAN DEDICATE CURRENTLY, AND WE HAVE CONSTRUCTION PROGRAM GOING ON AT EVERY HIGH SCHOOL THAT ACTUALLY INVOLVES CTE, BUT WE DON'T HAVE SPACE DEDICATED THAT WE COULD HOLD A HOUSE, A LARGE CONSTRUCTION PROGRAM, AND A LARGE WELDING PROGRAM, A LARGE AG MECH PROGRAM AND SO IT'S MAKING THAT DECISION ON WHAT IS BEST FOR OUR AREA, FOR OUR COMMUNITY, AND FOR OUR STUDENTS TO GET JOBS.

I THANK YOU FOR THAT CLARIFICATION.

I KNOW A LOT OF FOLKS HAVE A QUESTION ABOUT WELDING NOT BEING OFFERED, BUT IT IS STILL BEING OFFERED WITHIN THE COURSE, WHICH IS REALLY IMPORTANT, AND I KNOW THAT A LOT OF OUR STUDENTS HAVE SEVERAL WELDING PROJECTS THAT THEY WORK ON, SO I KNOW IT'S STILL IMPORTANT.

IT'S JUST INCORPORATED INTO ANOTHER COURSE, AND THAT IS GOOD FOR OUR FOLKS OUT THERE TO KNOW.

ONE OF THE QUESTIONS THAT I HAVE ON THE POTENTIAL GROWTH AREAS IS, I DIDN'T SEE ON HERE ANYTHING TO DO WITH LAW ENFORCEMENT.

WE HAVE OFTEN WE HAVE TALKED FOR YEARS ABOUT ADDING THAT COMPONENT OF A POLICE ACADEMY, RIGHT, BECAUSE THERE IS SUCH A SHORTAGE IN OUR LAW ENFORCEMENT.

SO I WOULD LIKE TO SEE SOMETHING IN THOSE LINES BECAUSE THAT IS VERY IMPORTANT TO OUR AREA.

WE ARE ALWAYS HEARING ABOUT THE SHORTAGE NATIONWIDE.

TEXAS WIDE HAYS COUNTY WIDE.

WE HAVE BEEN SO SUCCESSFUL IN OUR FIREFIGHTER PROGRAM, SO WE HOPE TO CONTINUE IN THAT VEIN, ESPECIALLY WITH THE NEW POLICE BUILDING THAT HAS BEEN

[00:55:02]

IF YOU CAN PROVIDE SOME INFORMATION ON THAT, THAT WOULD BE FANTASTIC.

THANK YOU SO MUCH.

THANK YOU. MR. SIBEL. YES, THANK YOU FOR ALL YOUR INFORMATION AND YOUR FIRST TIME PRESENTING TO US.

THIS HAS BEEN GREAT. CTE OBVIOUSLY HAS A GREAT PROGRAM WE HAVE HERE IN THE SCHOOL DISTRICT.

WE OFFER A LOT OF DIFFERENT AVENUES FOR OUR STUDENTS TO TAKE CLASSES.

I THINK IN MY MIND IT'S DIFFICULT.

SO I'LL JUST ASK THE QUESTION, HOW DO WE BALANCE THE DESIRE TO HAVE OUR KIDS EXPLORE NEW OPPORTUNITIES WITH HAVING THEM MEET THESE REQUIREMENTS FOR CAREER COLLEGE MILITARY READINESS STANDARDS? I APPRECIATE YOU ASKING THE QUESTION, I REALLY DO.

MY ANSWER MAY SURPRISE YOU.

I HAVE STOOD IN FRONT OF A GROUP OF NEARLY A THOUSAND AT CTAC AND ASKED THE QUESTION, HOW MANY OF YOU ARE DOING TODAY WHAT YOU THOUGHT YOU WERE GOING TO DO FOR YOUR LIFE WHEN YOU WERE A FRESHMAN IN COLLEGE? WHEN YOU LOOK AROUND THE ROOM, THERE'S A SMATTERING OF HANDS.

WE ASK EIGHTH GRADERS, SOMETIMES SEVENTH GRADERS, TO CHOOSE WHAT THEY'RE GOING TO DO FOR A CAREER.

SO WHAT WE HAVE TO DO IS WE HAVE TO DO A BETTER JOB OF EDUCATING EVERYONE, PARENTS AND CHILDREN ON WHAT OUR PROGRAMS ARE, AND THAT DOESN'T START IN SEVENTH GRADE.

IT DOESN'T START IN EIGHTH GRADE.

THAT STARTS IN SECOND GRADE.

THAT STARTS IN THIRD GRADE.

BY HAVING CAREER DAYS BY BY TAKING CTE AND CMR OUT OF THE HIGH SCHOOL AND PUTTING IT IN THE DISTRICT, BECAUSE TRULY CTE AND CMR ARE DISTRICT INITIATIVES.

THEY'RE NOT HIGH SCHOOL INITIATIVES, AND SO WE HAVE TO FIND A WAY TO DO THAT.

THAT MEANS WE DO CAREER DAYS.

THAT MEANS THAT WE DO SO WE BETTER EDUCATE AS THEY'RE COMING UP AND BETTER INFORM.

THAT'S THE FIRST STEP.

THE NEXT STEP IS THERE ARE GOING TO BE STUDENTS THAT ARE GOING TO CHANGE.

IT'S GOING TO HAPPEN.

NOW. ONE OF THE THINGS WE CAN DO, THERE'S A THERE'S ACTUALLY A COURSE THAT'S OFFERED AT THE MIDDLE SCHOOL LEVEL THAT IS IT FULFILLS.

IT'S ONE OF THE HOUSE BILLS, THE NUMBER ESCAPES ME, BUT IT FULFILLS THAT REQUIREMENT FOR STUDENTS TO GET EXPOSED TO CTE IN THE MIDDLE SCHOOL, AND THE TECHS IN THAT COURSE LITERALLY WALK STUDENTS THROUGH A ALL OF THE PROGRAMS OF STUDY.

IT ALSO WALKS THEM THROUGH ADVANCED ACADEMICS.

IT WALKS THEM THROUGH BASICALLY ALL OF CMR. IT WALKS THEM THROUGH ON RAMPS.

IT ALL OF THE POSSIBILITIES OUR DISTRICT OFFERS GIVES US A CHANCE TO SHARE THAT WITH THOSE.

THAT MAY BE SOMETHING WE NEED TO LOOK AT BRINGING IN AT THE SEVENTH GRADE LEVEL.

SO OUR STUDENTS ARE GETTING THAT UNDERSTANDING OF WHAT'S HAPPENING AND WHERE THEY'RE GOING.

WE HAVE TO AT THE HIGH SCHOOL LEVEL, WE HAVE TO LOOK AT IT AND SAY, OKAY, WE NEED OUR STUDENTS.

WE WOULD LIKE FOR OUR STUDENTS TO GET TO COMPLETERSHIP BECAUSE AND THIS IS WHERE I DON'T WANT OUR STUDENTS TO BE COMPLETERS, AND I DON'T WANT OUR STUDENTS TO BE COMPLETERS BECAUSE IT MEANS I GET AN ACCOUNTABILITY POINT FOR THAT STUDENT.

THAT'S NOT WHY I WANT THEM TO BE A COMPLETER.

I WANT OUR STUDENTS TO BE COMPLETERS BECAUSE THAT'S WHAT'S IN THE BEST INTEREST OF THEM AS THEY PURSUE A CAREER OR AS THEY PURSUE WHAT THEY WANT TO DO IN COLLEGE.

THEY HAVE BETTER FOUR YEARS OF TRAINING.

GOING INTO COLLEGE, GOING INTO A CAREER IS GOING TO BENEFIT THEM, BUT IF THAT MEANS THAT THEY TAKE A CLASS THEIR FRESHMAN YEAR AND DECIDE, YOU KNOW WHAT? I THE EXAMPLE I ALWAYS USE IS THEY GO INTO A NURSING CLASS, A BIOMED CLASS, AND SOMEBODY HAS AN ACCIDENT AND THEY SEE BLOOD AND THAT'S LIKE A NO, AND SO THEY DECIDE, I'M NOT GOING TO TELL THAT CHILD YOU HAVE TO STAY IN THE PROGRAM.

YOU CHOSE IT. YOU'RE STAYING.

NO, WE HAVE TO WORK WITH THEM, AND THEY MAY BE DOUBLING UP.

THEN THEIR JUNIOR YEAR, SOPHOMORE YEAR, PROBABLY JUNIOR.

THEY'LL TAKE THE INTRO LEVEL THE NEXT, THE OTHER PROGRAM THEIR SOPHOMORE YEAR, DOUBLE UP THEIR JUNIOR YEAR OR THEIR SENIOR YEAR TO STILL GET TO THAT COMPLETER AGAIN TO BEST BENEFIT THE STUDENT, AND THAT'S REALLY WHAT THE FOCUS HAS TO BE ON, IS WHAT IS BEST FOR THEM.

THANK YOU. I APPRECIATE THAT ANSWER.

I GOT A FRESHMAN IN HIGH SCHOOL THAT IS IN BIOMED.

FORTUNATELY FOR HER, SHE LOVES IT.

SHE'S ALSO IN THE TEACHER TRACK.

SO YEAH, WE ENCOURAGE HER TO DO THAT.

NO. SO IT'S GREAT, AND I LOVE THE EXPLORATION THAT THEY HAVE THESE OPPORTUNITIES AT THE SAME TIME.

LIKE YOU SAID, IT'S NOT ABOUT CHECKING A BOX.

[01:00:01]

I WAS GOING TO BE A PROFESSIONAL BASKETBALL PLAYER, BUT IT TURNS OUT THAT SIX FOOT TALL WHITE GUYS THAT DON'T MOVE VERY WELL AND AREN'T REALLY THAT ATHLETIC AREN'T WANTED THAT MUCH BY THE SAN ANTONIO SPURS.

[CHUCKLING] I DON'T UNDERSTAND, BUT IT'S GREAT FOR OUR STUDENTS TO HAVE THE OPPORTUNITY TO COURSE CHANGE AND STILL MEET THE REQUIREMENTS AT THE SAME TIME, REALLY JUST DISCOVER WHAT THEY REALLY LOVE TO DO, AND SO THAT'S WHAT IT'S ALL ABOUT FOR US.

THANK YOU. ALL RIGHT.

LUCKY FOR US, MR. SEIBEL DECIDED TO GO INTO PUBLIC SERVICE.

SO, ALL RIGHT, MR. SEVERANCE. THANK YOU, MR. BOUGH. WELCOME BACK TO HAYS CISD.

I LOVE EVERYTHING ABOUT CTE.

I WOULD LOVE TO KNOW WITH THIS NEW BECAUSE THE RULES CHANGE, RIGHT? TEA CHANGED THE WAY THAT WE'RE GOING TO GET CREDIT FOR CCMR RIGHT GOING FORWARD.

SO THAT JUST MEANS THAT THERE'S PROBABLY SOME PROGRAMS THAT MIGHT GO AWAY BECAUSE OF THAT, BUT I'M CURIOUS AS TO HOW YOU THINK THAT WILL AFFECT OR ALL OF THESE ALL OF THESE CAREER AND TECHNICAL EDUCATION, ALL THESE THAT WE OFFER NOW, DO THEY ALL HAVE COMPLETER OPPORTUNITIES IN THEM? YES. OKAY, SO TO THE POINT WITH THE FLORAL DESIGN, I KNOW WE HAVE A LOT OF IT'S A FINE ARTS CREDIT.

I MEAN THAT'S SOMETHING THAT WE PROBABLY AS A DISTRICT, WE GOT TO FIGURE OUT HOW TO CHANGE THAT COMP INTERNAL COMPETITION BETWEEN FINE ARTS.

BECAUSE IF IT'S NOT GOING TO BE TO THE COMPLETER SIDE, THEN IT MIGHT BE TAKING SPACE AWAY FROM MAYBE A STUDENT THAT ACTUALLY WANTS TO DO THAT ALL THE WAY THROUGH.

I DON'T KNOW. I KNOW THAT MY SON, YOU KNOW, HE WENT TO COLLEGE TO BE AN ENGINEER AND IT WASN'T FOR HIM, BUT WHEN HE GOT TO COLLEGE, HE HAD TO DO SOME CODING, AND HE'S LIKE, MAN, I SURE WISH I COULD HAVE GOT SOME CODING STUFF IN HIGH SCHOOL.

NOT ALL THE WAY THROUGH, BUT JUST SOME EXPERIENCE TO IT.

I WAS LIKE, WELL, YOU PROBABLY COULD HAVE DONE THAT.

HE'S LIKE, WELL, I PROBABLY SHOULD ASK MORE QUESTIONS.

I WAS LIKE, YEAH, YOU PROBABLY SHOULD HAVE, BUT TO YOUR POINT OF, YOU KNOW, NOW HE'S IN GEOLOGY, YOU KNOW, YOU DON'T KNOW WHAT YOU'RE GOING TO DO WHEN YOU GRADUATE HIGH SCHOOL, BUT I DO LOVE WHAT TRUSTEE OROSCO AND I SAW AT SIMON MIDDLE SCHOOL WHERE THEY HAD IT WAS LIKE A HALF A, YOU KNOW, 20FT ON A WALL THAT HAD EVERYTHING WE HAD FROM A CLEAR CAREER PATH.

LIKE, IF YOU WANT TO BE THIS, THIS IS KIND OF WHERE YOU HAVE TO GO THROUGH THE PROCESS ALONG THE WAY TO GET TO WHERE YOU WANT TO BE AND TO VISUALIZE THAT I THOUGHT WAS PRETTY POWERFUL TO KIND OF LIKE NOT LEAD A KID DOWN A PATH OF WHAT THEY WANT TO DO, BECAUSE I DON'T KNOW IF THEY REALLY KNOW WHAT THEY WANT TO DO, BUT THEY CAN AT LEAST SEE WHAT THAT LOOKS LIKE FOR THEM THROUGH MAYBE MIDDLE SCHOOL AND THEN WHAT THAT GOES INTO INTO HIGH SCHOOL.

SO I LOVE THAT WE'RE WE'RE GOING TO LOOK AT MAYBE RE-ENERGIZING THE MIDDLE SCHOOL SIDE OF THIS TO KIND OF GIVE KIDS A BETTER PATHWAY GOING FORWARD.

IN OUR DISTRICT, I MEAN, I LOVE TO HEAR HVAC, PLUMBING, ELECTRICAL, AND I KNOW YOU TALKED ABOUT WELDING, SO WE'LL TALK ABOUT WELDING, BUT THOSE ARE THE THREE THINGS THAT I DON'T KNOW. IF I DON'T KNOW, I'M PRETTY SURE IT'S A PRETTY EXPENSIVE PROGRAM TO STEP UP WITHIN CTE.

I DON'T KNOW, BUT I'M SURE IT IS, BUT I KNOW THAT OUR DISTRICT, AS FAST AS WE'RE GROWING, I'M PRETTY SURE THE PEOPLE THAT WORK WITH US NOW ARE ARCHITECTS OR CONSTRUCTION GUYS WOULD LOVE TO BE ABLE TO HELP TEACH KIDS IN A TRADE THAT THEY'RE ACTUALLY WORKING ON IN OUR DISTRICT, SO THE KIDS CAN ACTUALLY SEE THAT BENEFIT, AND I DO BELIEVE THAT WE DO HAVE SOME OF OUR, MAYBE ARCHITECTS THAT ARE ACTUALLY WORKING WITH SOME ARCHITECTURE CLASSES NOW, AND I LOVE THAT OUR ABILITY TO BRING IN OUR COMMUNITY PARTNERS TO ACTUALLY BE VESTED IN WHAT THESE KIDS ARE DOING, AND ACTUALLY THEY CAN GIVE THEM THE REAL LIFE LENS OF GOD, I CAN REALLY DO THIS.

LIKE, THIS IS REAL WORLD EXPERIENCE THAT'S HAPPENING ON YOUR CAMPUS THROUGH OUR TRADE PARTNERS THAT ARE JUST HELPING US HELP OUR KIDS GET TO WANT TO BE SO.

I COULD PROBABLY BABBLE ABOUT CTE ALL NIGHT.

I WON'T DO THAT, BUT I JUST WANTED TO SAY THANK YOU VERY MUCH.

WELCOME BACK TO HAYS.

I'M EXCITED ABOUT THESE PROGRAMS, AND I JUST LOOK FORWARD TO GETTING THESE NUMBERS UP AND GETTING THESE KIDS WHERE THEY NEED TO BE, AT LEAST IN A PATHWAY THAT INTERESTS THEM, AND THAT'S WHAT'S IMPORTANT.

THANK YOU. THANK YOU. TO YOUR POINT, I DID MEET WITH ZACH THOMPSON FROM BARTLETT COCKE AT LEHMAN HIGH SCHOOL ON FRIDAY, AND WE TALKED ABOUT BRINGING NOT ONLY OUR ARCHITECTURE AND DESIGN STUDENTS OUT TO GET SOME TRAINING THERE, BUT ALSO WORKING WITH OUR CONSTRUCTION TRADES PROGRAM SO THAT THOSE STUDENTS WOULD GAIN THAT EXPERIENCE AS WELL, AND SO WE ARE WORKING ON THOSE PARTNERSHIPS ALREADY.

I APPRECIATE THAT. THANK YOU.

ALL RIGHT, MISS RUNKLE, I LOVE IT.

WELCOME BACK, MR. BOUGH. I WAS SO EXCITED WHEN DR.

WRIGHT AND PRESIDENT VELA ADDED THIS TO THE AGENDA.

CTE IS SUCH A ROBUST PROGRAM IN HAYS CISD.

WE ARE THE LEADING DISTRICT, AND THERE ARE DISTRICTS THAT WANT TO COME SEE ALL OF THE PROGRAMS THAT WE OFFER.

IN FACT, I KNOW WE'RE GOING TO HAVE ONE THAT HOPEFULLY COMES TO VISIT SOON.

[01:05:04]

AS FAR AS WE KNOW THAT CTE HAS BEEN IN A WE'VE ALL DEALT WITH A BUDGET CRISIS, RIGHT? AND I KNOW THAT CTE GETS DIRECT COSTS FOR THAT.

ARE YOU GUYS ABLE TO COVER ALL OF THE SUPPLIES AND EVERYTHING THAT IS NEEDED FOR ALL OF YOUR CTE CLASSES? YES, AND THAT'S ONE OF THE QUESTIONS AS I'M MEETING WITH TEACHERS.

ONE OF THE QUESTIONS I ASK IS WHAT CHALLENGES ARE YOU FACING AND WHAT CAN, AND ANOTHER QUESTION IS, WHAT CAN I DO TO HELP YOU GET YOUR PROGRAM WHERE YOU WANT IT TO BE PERFECT, AND THAT'S AN OPPORTUNITY FOR THEM, AND I MENTIONED BUDGET WISE, I HAVE NOT, I'VE YET TO HEAR A TEACHER SAY ACTUALLY WHAT TEACHERS ARE TELLING ME IS IF I REALLY IF I NEED IT AND I ASK FOR IT, I GET IT.

THE OTHER THING THAT I WILL TELL YOU THAT WE NEED TO DO.

LET ME REPHRASE THAT, THAT I WAS ABLE TO DO WHEN I WAS IN SEGUIN IS YOU TALKED ABOUT HVAC, PLUMBING AND ELECTRICAL.

WE HAD THAT PROGRAM, AND WE ACTUALLY HAD A COMPANY THAT WE PARTNERED WITH IN EACH OF THOSE AREAS.

THEY BROUGHT IN THE PRECURSOR TO PRODUCT PROJECTS THAT THEY WERE DOING.

THEY WORKED WITH OUR STUDENTS, TEACHING THEM WHAT THEY WERE, AND THEN LEFT THE MATERIALS.

OUR STUDENTS HAD THE EXPERIENCE OF WORKING WITH IT.

THEY CAME IN AND QUALITY CHECKED THEM.

THEY'RE BEING USED IN SCHOOL BUILDINGS, IN MANUFACTURING BUILDINGS AND ALL KINDS OF DIFFERENT BUILDINGS THAT THOSE COMPANIES ARE WORKING WITH, AND THEY DID IT WITH ELECTRICAL, THEY DID IT WITH PLUMBING, AND THEY DID IT WITH HVAC.

SO ANOTHER ORGANIZATION WE WORKED WITH A LOT AND I'M REALLY GOING TO IT'S ONE THAT'S CLOSE TO MY HEART, SO I REALLY WANT TO DO IT.

THERE'S TWO OF THEM. ONE IS HABITAT FOR HUMANITY.

THE NICE THING WITH HABITAT FOR HUMANITY IS ONCE THE STUDENTS HAVE LEARNED TO PROPERLY FRAME WHICH HABITAT HAS ALL KINDS OF VOLUNTEER WORKERS THAT WILL COME OUT AND WORK WITH SCHOOLS, THEY COME OUT, THEY WORK WITH YOU.

ONCE THEY DETERMINE THAT THOSE STUDENTS ARE READY, WE DID 2 TO 3 HOUSES A YEAR, AND THAT'S 38 WALLS BEING FRAMED, AND IT'S AN ENTIRE HOUSE FOR HABITAT FOR HUMANITY.

THE NICE THING ABOUT IT, IN SPEAKING TO WHAT YOU'RE TALKING ABOUT, IS THEY PULLED UP WITH A TRUCK, A TRAILER FULL OF LUMBER BROUGHT IT IN. OUR KIDS WORKED WITH THAT LUMBER.

THEY CAME BACK AND LOADED UP WALLS AT ZERO COST TO OUR PROGRAM.

SO WHEN YOU'RE DOING THAT TYPE OF WORK, YOU GET AN OPPORTUNITY THAT YOU DON'T HAVE CONSUMABLE COSTS, AND SO THERE'S ALL KINDS OF ORGANIZATIONS YOU CAN PARTNER WITH.

THERE'S AN ORGANIZATION CALLED SLEEP IN HEAVENLY PEACE THAT BUILDS BEDS FOR STUDENTS WHO DON'T HAVE A BED AND THEY DO THE SAME THING.

THEY BRING IT IN, THEY PROVIDE THE BOX SPRINGS.

WE WORKED WITH CIS.

CIS PROVIDED ALL THE COMFORTER, THE PILLOWS AND ALL OF THAT, AND WE HAD FAMILIES COMING IN FROM OUR SCHOOL DISTRICT TO PICK UP A BED FOR THEIR CHILD, AND I HAD KIDS IN THAT CLASS WHO WERE VOLUNTEERING TO COME AND BE A PART OF THE PICKUP BECAUSE THEY WERE THAT KID, AND OUR STUDENTS CAN LEARN THE VALUE OF COMMUNITY SERVICE, THE VALUE OF GIVING BACK, AND THEY'RE BENEFITING BECAUSE THEY'RE LEARNING THE SKILL, AND THE DISTRICT IS BENEFITING BECAUSE ALL THE MATERIALS ARE PROVIDED.

WELL, I LOVE THAT, AND I LOVE THAT YOU'RE MEETING WITH PRINCIPALS AND TEACHERS AND REALLY UNDERSTANDING THEIR NEEDS AND WHERE THEY ARE.

TO MR. SEVERANCE'S POINT. I LOVE THAT WE AND I SAID THIS AT OUR LAST MEETING WHEN I BROUGHT UP HUCKABEE AND CORE, WHO WERE WORKING WITH OUR STUDENTS AT JOHNSON HIGH SCHOOL, AND I LOVE TO HEAR THAT THEY'RE NOW WORKING AT LEHMAN, AND HOPEFULLY WE HAVE SO MUCH CONSTRUCTION GOING ACROSS THIS DISTRICT THAT THERE'S A SPOT THAT CAN BE FOUND ANYWHERE TO LEARN, AND SO I APPRECIATE THAT INITIATIVE FROM OUR PARTNERS.

YOU KNOW, COLLEGE ISN'T FOR EVERYONE.

WE CERTAINLY KNOW THAT WE HAVE LOTS OF KIDS THAT WALK RIGHT OUT OF GRADUATION AND WALK RIGHT INTO A JOB.

WE WANT TO MAKE SURE THAT WE PROMOTE THIS THESE PROGRAMS. I KNOW THAT WE'VE DONE SO WELL OF THAT IN THE PAST.

I KNOW THAT I LOOK FORWARD TO LOOKING AT THE FACEBOOK PAGE OR THE UPDATES THAT WE GET, BECAUSE THERE ARE SO MANY GREAT THINGS THAT ARE GOING ON ACROSS THE DISTRICT.

SO CONTINUE TO SHARE THOSE BECAUSE THEY'RE AMAZING.

DO YOU HAVE CAL DAY AND CREW DAY SCHEDULED YET? YES. PERFECT.

WILL YOU SEND MRS. GLORIA THE DATES TO THOSE SO THAT WE COULD GET THOSE ADDED TO OUR CALENDAR? WE LOVE ATTENDING THOSE EVENTS, SO I LOOK FORWARD TO THAT.

CAN WE GET AN UPDATE ON THE BARBERING LAB AT HAYS HIGH SCHOOL?

[01:10:04]

THAT CAN, AND I KNOW NATHAN'S BEEN WORKING WITH THIS AS WELL.

I KNOW THEY HAVE BEGUN DEMOLITION.

THEY ARE IN THE PROCESS OF PREPARING IT SO THAT WE CAN GET THOSE CHAIRS PUT IN.

THE GOAL, THE TARGET AT THIS POINT IS, IS THAT WHEN WE START SECOND SEMESTER, THEY WILL BE IN THAT, AND IF THAT CHANGES, I WILL CERTAINLY I CAN LET YOU KNOW. I'LL LET MISS GLORIA KNOW AND SHE CAN PASS THAT ALONG.

PERFECT, AND I THINK MRS. OROSCO ASKED FOR THE IBCS THAT WERE SUNSETTING WAS THAT, OKAY, PERFECT.

SO YOU CAPTURED THAT. THANK YOU AGAIN FOR PRESENTING TONIGHT.

IT'S SO INCREDIBLY IMPORTANT THAT NOT ONLY DO WE GET THIS INFORMATION OUT TO STUDENTS, BUT I LOVE THAT STUDENT OR PARENTS AND FAMILIES CAN HEAR THIS.

THERE'S SO MUCH INFORMATION THAT IS IT MAY BE IN A HANDBOOK OR A BOOKLET, BUT TO BE ABLE TO HEAR ALL OF THESE THINGS AND SEE IT, IT'S PRETTY PHENOMENAL.

SO THANK YOU VERY MUCH, AND YOU DO HAVE AN AMAZING TEAM.

MR. KELLY, THANK YOU FOR BEING HERE TONIGHT, AND JUST KEEP UP THE GOOD WORK.

WE'RE DOING A LOT, AND YOU GUYS CONTINUE TO KEEP UP WITH THE PACE OF THINGS.

SO THANK YOU. THANK YOU, MR. FLORES. ALL RIGHT.

THANK YOU, MR. BOUGH, FOR BEING HERE, AND TO MR. KELLY, FOR ALL YOU DO FOR OUR CTE PROGRAM.

I JUST WANT TO PIGGYBACK OFF MR. SEVERANCE MENTIONED IT AND UTILIZING THOSE LOCAL PARTNERSHIPS, AND AS MR. RUNKLE MENTIONED, THOSE GREAT THAT GREAT EXPOSURE TO THE FIELD OF STUDY WHERE WE, YOU KNOW, PARTNER WITH BARTLETT AND COCKE AND HAVE A JOHNSON HIGH SCHOOL.

THEY, YOU KNOW, WALK THE ARCHITECTURAL DESIGN STUDENTS THROUGH OUR CTE CONSTRUCTION GOING ON IN THAT CAMPUS WHERE THEY GOT TO SEE SOME OF THE EXCAVATIONS, SOME OF THE PLUMBING.

I THINK IT JUST REALLY JUST SPARKS AN INTEREST IN THAT FIELD, AND, YOU KNOW, WE HAD DEWALT TOOLS COME BY IN ONE OF OUR CLASSES AT JOHNSON AS WELL, AND GIVE A COURSE ON ELECTRIC TOOLS AND WHAT THEY'RE USED FOR.

I THINK THIS IS GREAT. I THINK UTILIZING BEST PRACTICES ACROSS THE DISTRICT WOULD BE WISE.

SO I LOVE THAT WE'RE DOING THAT.

I ALSO WANT TO KNOW WHO IS THE LIAISON BETWEEN OUR CTE CLASSES AND THESE INDUSTRY PARTNERS.

LIKE WHO? I KNOW YOU MENTIONED THERE'S A COUPLE PEOPLE SHORT IN THE DEPARTMENT WHO WOULD ACT AS, AS MAYBE YOU KNOW, AS AN OUTREACH PERSON TO THOSE PARTNERS, AND THERE'S MULTIPLE ANSWERS TO THAT QUESTION.

I'M GOING TO GIVE YOU ALL OF THEM.

THE NUMBER ONE, IF YOU LOOK AT A SOLID PROGRAM WITHIN A SCHOOL THAT IS RUNNING WELL AND HAS INDUSTRY PARTNERSHIPS AND HAS THE FIRST PLACE YOU LOOK IS THE TEACHER.

BECAUSE THAT TEACHER IS GETTING OUT AND GETTING IN THE COMMUNITY AND NETWORKING, AND THAT'S HOW THE DEWALT THING HAPPENED.

THAT'S MEGAN HANSON WHO IS AN AG TEACHER AT JOHNSON HIGH SCHOOL, AND THERE'S MORE TO COME ON THE DEWALT STORY.

I'M NOT GOING TO SPOIL IT HERE, BUT THERE IS MORE TO COME.

THAT'S GREAT NEWS FOR US, AND SO THAT'S WHERE IT STARTS.

IT STARTS WITH A TEACHER, BUT OUR TEACHERS ARE TEACHING SEVEN CLASS PERIODS.

THERE, YOU KNOW, A LARGE NUMBER OF STUDENTS, AND SO WE DO HAVE A WORKFORCE DEVELOPMENT COORDINATOR POSITION.

THAT POSITION HAS BEEN OPEN SINCE, I BELIEVE, JANUARY, AND SO THAT POSITION WE ARE GOING TO BE FILLING, THEY WILL BE OUR PRIMARY ADMINISTRATOR WHO IS GETTING OUT AND MEETING WITH INDUSTRY PARTNERS, BUT ONE OF THE THINGS I WILL NEVER DO IS TOTALLY GIVE UP THAT MYSELF.

IT IS MY RESPONSIBILITY TO REPRESENT OUR PROGRAMS WITHIN THE COMMUNITY.

THE FIRST DAY I STARTED HERE, I SHOULD SAY THE FIRST DAY I STARTED, THE FIRST DAY I WAS WORKING AFTER SUSIE RETIRED, I STARTED MY DAY AT BUDA, THE LIBRARY IN BUDA MEETING WITH THE ECONOMIC DEVELOPMENT CORPORATIONS OF KYLE AND BUDA, AND THAT WAS INTENTIONAL.

I'VE WORKED WITH THEM. THEY'RE GREAT PARTNERS.

I KNOW I SAW ONE OF THEM HERE EARLIER.

GREAT PARTNERS TO WORK WITH THE CHAMBER OF COMMERCE.

I HAVE ATTENDED CHAMBER OF COMMERCE MEETINGS IN BOTH BUDA AND KYLE.

I HAVE TO BE VISIBLE AND WORKING WITH THE COMMUNITY, AND ONCE WE HAVE THAT WORKFORCE DEVELOPMENT COORDINATOR ON BOARD, THEY WILL BE COMING WITH ME, AND THEN WHAT WILL HAPPEN IS I WILL EACH HAVE THOSE RELATIONSHIPS.

THEY'RE GOING TO HAVE THE OPPORTUNITY TO TAKE THEM AND RUN WITH THEM.

I WILL BE ABLE TO BE THERE TO ME, MY RESPONSIBILITY AS THE CTE DIRECTOR IS I NEED TO HIRE A REALLY GOOD PERSON, REALLY GOOD PEOPLE, AND THEN I NEED TO COME ALONG BEHIND THEM AND SAY, WHAT CAN I DO TO HELP? THAT'S MY PHILOSOPHY OF LEADERSHIP, AND SO WHEN I LOOK AT THAT, THAT PERSON HAS TO BE CAREFULLY SELECTED.

THEY HAVE TO BE THE RIGHT PERSON FOR THIS COMMUNITY, FOR THIS SCHOOL DISTRICT TO BUILD THAT, THOSE LIAISON RELATIONSHIPS, AND THEN TOGETHER

[01:15:07]

ADMITTEDLY YOU MENTIONED WHAT'S HAPPENING, THOUGH AT JOHNSON.

THOSE ARE THINGS ALL OF THOSE THINGS ARE HAPPENING, AND I'M GOING TO GIVE THE TEACHERS CREDIT FOR IT BECAUSE THAT'S WHO SHOULD GET THE CREDIT, BUT YOU'LL FIND WHEN YOU SEE ME ON THIS DAIS UP HERE, YOU'RE ALWAYS GOING TO HEAR HOW AMAZING THE TEACHERS ARE, BECAUSE THAT'S WHO DESERVES THE CREDIT.

THE TEACHERS PUT THE STUDENTS IN A POSITION TO SUCCEED.

MY JOB IS TO PUT THE TEACHERS IN A POSITION TO SUCCEED.

THANK YOU, MR. BOUGH, AND AGAIN, IT'S, AND YOU KIND OF MENTIONED IT'S ABOUT THE TEACHER AND THE INSTRUCTOR, AND MAYBE THERE'S MORE WE CAN DO FOR RECRUITMENT OF OF INDUSTRY PROFESSIONALS THAT MAYBE HAVE RETIRED AFTER 20 OR 30 YEARS IN A FIELD, WHETHER IT BE IN REAL ESTATE OR IN HVAC AND ELECTRICAL.

I'M SURE THERE'S, YOU KNOW, SOME KIND OF EYE WE CAN KEEP OUT INFORMALLY JUST TO, YOU KNOW, MAYBE THERE'S SOMEBODY THAT WANTS TO GIVE BACK AFTER HAVING ALL THOSE YEARS OF EXPERIENCE, BUT AGAIN, I APPRECIATE ALL YOU DO AND LOOK FORWARD TO THE UPDATES IN THE FUTURE.

THANK YOU. MISS PETREA.

ALL RIGHT. I'LL BE QUICK. EVERYBODY HAS ASKED SOME REALLY GREAT QUESTIONS, AND I SUBMITTED SIX QUESTIONS IN BOARD BLOG THAT I LOOK FORWARD TO GETTING RESPONSES FROM.

I JUST WANTED TO TELL YOU THAT I REALLY APPRECIATE YOUR PHILOSOPHY OF PUSHING THIS FURTHER AND FURTHER DOWN IN ELEMENTARY AND MIDDLE SCHOOL AND REALIZING THAT THIS ISN'T JUST A FUNDING THING OR A CHECK THE BOX THING OR A CCMR RATING THING.

WE ARE IN THE BUSINESS AND WE CARE ABOUT SETTING OUR KIDS UP FOR SUCCESS WHEN THEY LEAVE THIS PLACE, AND SO THE MORE WE CAN DO TO EXPOSE THE STUDENTS TO THESE PROGRAMS IN ELEMENTARY SCHOOL AND MIDDLE SCHOOL, POSTERS ON A WALL AT SIMON IS GREAT, BUT, YOU KNOW, HAVING HAVING MORE SORT OF INTERACTIVE, IMMERSIVE PROGRAMS WHERE STUDENTS GO VISIT ELEMENTARY SCHOOLS OR MIDDLE SCHOOLS.

WHEN I WAS IN MIDDLE SCHOOL A ZILLION YEARS AGO, I HAD A CAREER CLASS IN MIDDLE SCHOOL, AND THEY MADE ME GO TO TEXAS A&M AND VISIT THAT PLACE, AND I WENT TO A DIFFERENT SCHOOL, BUT IT EXPOSED ME TO A COLLEGE CAMPUS THAT I WOULD HAVE.

I NEVER WENT ON COLLEGE VISITS.

I ENDED UP GOING TO COMMUNITY COLLEGE FOR A VERY FOR A LOT OF YEARS.

SO I DO THINK THERE IS SOMETHING TO BE SAID ABOUT A CAREER CLASS, EVEN IF IT'S AN ELECTIVE THAT PEOPLE DON'T, YOU KNOW, HAVE TO TAKE OR SOMETHING, BUT I'M ALL ABOUT THAT. IF WE CAN'T DO THAT, SEND KIDS.

MY DAUGHTER I KNOW WOULD GO VISIT ELEMENTARY SCHOOL KIDS AND HELP THEM, AND I KNOW WE DO SOME OF THIS STUFF, AND LET ME SEE WHAT ELSE.

I THINK THAT WAS IT.

I'M VERY INTERESTED IN THE MIDDLE SCHOOL PROGRAMS. I DON'T FEEL LIKE I KNOW ENOUGH ABOUT THE MIDDLE SCHOOL PROGRAMS OTHER THAN LIKE, GTT, AND SO I ASKED SOME QUESTIONS ABOUT THAT AND SO I LOOK FORWARD TO DEFINITELY GETTING THE ANSWERS, BECAUSE WE'RE GOING TO TALK LATER ABOUT MIDDLE SCHOOL CONSTRUCTION PROJECTS, AND I JUST WANT TO MAKE SURE THAT THERE ISN'T SOMETHING WE NEED TO BE THINKING ABOUT IN TERMS OF CTE PROGRAMS AND OUR MIDDLE SCHOOLS.

WHILE WE'RE TALKING ABOUT ALL THAT, I WILL ANSWER THAT QUESTION.

I KNOW THAT WAS ONE OF THE QUESTIONS YOU HAD.

I HAVE SEEN AND BEEN ASKED ON EACH OF THE MIDDLE SCHOOL DESIGNS, AND THE REALITY IS, MAJORITY OF OUR PROGRAMS THAT ARE AT THE MIDDLE SCHOOLS, THEY'RE THE ENTRY LEVEL COURSE OR THE PRINCIPLES CLASS, AND SO IN MOST CASES, A REGULAR CLASSROOM WORKS FOR THOSE.

YOU DON'T HAVE TO NECESSARILY DESIGN IT SPECIFIC, AND ONE OF THE THINGS WE'RE LOOKING AT WITH THAT AND HIGH SCHOOL FOR EVEN IS LOOKING AT FLEXIBLE SPACES BECAUSE TECHNOLOGY AND CTE AND WHAT WE DO, FOR EXAMPLE, DRONES YOU KNOW, REALISTICALLY, WHEN I FIVE YEARS AGO, DRONES WEREN'T REALLY A THING, BUT NOW DRONES ARE HUGE AND THEY'RE IN EVERY YOU HAVE TO BE IN AN AVIATION PROGRAM OF STUDY FOR IT TO COUNT FOR YOUR CCMR POINT, AND IT'S LIKE WHY AGRICULTURE USES THEM, LAW ENFORCEMENT USES THEM, REAL ESTATE USES THEM.

THERE ISN'T AN INDUSTRY OUT THERE THAT DOESN'T USE DRONES.

CISD USES THEM.

YES. YES.

EVERY INDUSTRY USES THEM.

SO THAT'S AN AREA WHERE TEA NEEDS TO CATCH UP AND SAY YES, THIS CAN BE A PART OF ANY PROGRAM OF STUDY.

AUDIO ARTS AND AUDIO VIDEO.

OKAY, AND I JUST WANT TO REITERATE WHAT MRS. OROSCO SAID.

LAW ENFORCEMENT SHOULD BE A FOCUS.

WE WANT IT TO BE A FOCUS.

I HAD A CONVERSATION RECENTLY WITH LAW ENFORCEMENT ABOUT JAILERS AND PROBATIONARY OFFICERS, AND THAT THEY CAN GET THAT CERTIFICATION IN HIGH SCHOOL AND MAKE 70 GRAND WHEN THEY GRADUATE HIGH SCHOOL WITH THAT CERTIFICATION.

IT'S A HUGE NEED.

WE HAVE A JAIL IN KYLE.

THERE'S OBVIOUSLY SEVERAL AROUND HERE, AND SO THAT IS HAS BEEN A FOCUS OF THIS BOARD.

[01:20:02]

DO WE NEED TO CAP THEM BECAUSE IF THEY'RE NOT IN THE WHOLE PLANT, IS IT PLANT SCIENCE? IS THAT WHERE FLORAL DESIGN COMES FROM? RIGHT. SO IF THEY'RE NOT IN THE PLANT AND IN THIS KIND OF TOUCHES ON WHAT WHAT MR. SEIBEL WAS SAYING, LIKE, ARE WE JUST GOING TO LET PEOPLE DABBLE IN ALL THESE THINGS AND HAVE 14 SECTIONS OF FLORAL DESIGN? DO WE NEED TO HELP THEM FOCUS ON ONE THING AND MAYBE DO SOMETHING DIFFERENT THAN HAVE 14 FLORAL DESIGN CLASSES? I DON'T KNOW THE ANSWER, BUT I'M GLAD THAT YOU'RE HERE TO FIGURE IT OUT.

THOSE ARE ALL CONSIDERATIONS.

OKAY. THANK YOU.

MR. BOUGH, YES, THEY'VE ASKED A LOT OF GREAT QUESTIONS.

SOME OF THEM THEY'VE ASKED THAT I WAS GOING TO ASK AS WELL.

REAL QUICK AND SUCCINCT.

WE EXPECT THE SAME NUMBER OF IBCS FOR THIS GRADUATING CLASS TO STAY THE SAME.

INCREASE OR DECREASE.

I WOULD LOVE TO STAND IN FRONT OF YOU AND SAY THAT WE EXPECT AN INCREASE.

THE REALITY IS THAT TWO OF THE IBCS THAT WE HAD THAT TOTALED 800 OF THE IBCS ARE ONES THAT WE ARE GOING TO HAVE TO FIND A WAY TO REPLACE.

RIGHT, AND THAT'S 800 OUT OF 2000.

THAT'S 40%.

OKAY, AND DOES IT MEAN WE'RE NOT GOING TO MAKE EVERY EFFORT THAT WE'RE NOT LOOKING AT? WHAT ARE OTHER CERTIFICATIONS THAT WE CAN GET? HOW CAN WE GET THOSE STUDENTS WHO HAVE THOSE CERTIFICATIONS THAT SECOND CLASS THAT THEY NEED BUT I'M MORE OF A FORWARD LOOKING, AND SO WE MAY BE ABLE TO DO THAT FOR 2025, BUT FOR 2026, THE REALITY IS THAT 800 IS PROBABLY GOING TO BECOME A TWO DIGIT NUMBER. YES, SIR, AND SO WHAT WE HAVE TO DO, WE DO WE HAVE TO LOOK AT OUR OTHER PROGRAMS AND SAY, WHERE ARE WE LACKING? YOU'VE SEEN THE COMPARISON BETWEEN THE SCHOOLS.

WE KNOW THAT WE HAVE HOTSPOTS, AND SO WE HAVE TO IDENTIFY WHO ARE OUR HIGH FLIERS AND HOW CAN WE TAKE THAT KNOWLEDGE OF HOW TO GET TO THAT LEVEL AND SHARE IT WITH EACH OTHER? AND I'M REALLY PROMOTING A PURPLE WORLD AS OPPOSED TO A BLUE OR RED OR A BLACK WHERE WE'RE WORKING TOGETHER AND MAKING IT WORK AS HAYS CISD NOT AS LEHMAN, HAYS OR JOHNSON.

YES, SIR. THANK YOU, AND I TOO AM INTERESTED IN HEARING MORE ABOUT WHAT WE PUSHED DOWN IN THE MIDDLE SCHOOLS.

I APPRECIATE THE PHILOSOPHY THAT PUSHED DOWN, YOU KNOW, CAREER.

I MEAN, I KNOW WE HAVE CAREER DAYS, BUT KNOWING THAT CTE IS NOT JUST A HIGH SCHOOL PROGRAM.

SO THANK YOU SO MUCH FOR THAT.

WHAT DO YOU NEED FROM US? CONTINUED SUPPORT, WHICH IS AMAZING ALREADY.

THIS BOARD HAS BEEN FOR ALL THE YEARS THAT I'VE BEEN INVOLVED WITH HAYS CISD, AND I MAY NOT HAVE BEEN HERE, BUT I NEVER STOPPED FOLLOWING IT.

I NEVER STOPPED FOLLOWING WHAT WAS HAPPENING.

SUSIE BUILT AN AMAZING PROGRAM.

MY JOB IS TO COME INTO THAT PROGRAM AND FIND WAYS TO TWEAK THINGS HERE AND THERE, MAKE THEM BETTER, AND THAT'S A CHALLENGE.

SO JUST PATIENCE AS WE GET THERE AND ABSOLUTELY FEEDBACK.

SO I KNOW WE'VE ALL SAID THAT WE'RE REALLY EXCITED ABOUT SOME OF THE COMMUNITY PARTNERSHIPS AND JUST SOME OF THE TRADES THAT WE CAN INVEST OUR STUDENTS INTO THE COMMUNITY AND, AND HAVE A CAREER PATH, YOU KNOW, A VERY, A VERY TANGIBLE AND VIABLE CAREER.

SO THANK YOU ALL FOR YOUR CREATIVITY, AND HAVE A GOOD NIGHT.

THANK YOU. ALL RIGHT, TEAM WE ARE ON OUR ANNUAL REPORT, OUR FIRST ANNUAL REPORT OF OUR HAYS EDUCATION

[K. ANNUAL REPORT OF HAYS EDUCATION FOUNDATION (Scheduled for September 16, 2024)]

YEAH, WE BROUGHT THE FOUNDATION HERE TO LET YOU SEE THEM IN PERSON, AND THAT CONCLUDES THE PRESENTATION.

ARE THERE ANY QUESTIONS? I'M JUST KIDDING. WE'RE THRILLED.

YOU KNOW, WE'VE DONE AS A SCHOOL DISTRICT QUITE A BIT OF WORK ON SORT OF UPGRADING AND REFRESHING OUR FOUNDATION AND GETTING IT READY TO BE COMPETITIVE AND SUCCESSFUL FOR THE NEXT 30 YEARS, AND SO I AM PLEASED TO INTRODUCE THE PRESIDENT, MICAH PETREA, AND OUR SUPREME EXECUTIVE DIRECTOR.

WHAT'S YOUR ACTUAL TITLE, MISS IDA MUSGROVE, BUT DIRECTOR, EXECUTIVE DIRECTOR, I CAN'T REMEMBER EXACTLY WHAT WE SETTLED ON, BUT TAKE IT AWAY.

THANK YOU, MR. SAVOY.

SUPERINTENDENT, DR. WRIGHT, PRESIDENT VELA, VICE PRESIDENT SEVERANCE, SECRETARY PETREA AND DISTINGUISHED BOARD MEMBERS.

MY NAME IS MICAH PETREA.

I'M THE CURRENT PRESIDENT OF THE EDUCATION FOUNDATION, AND AS YOU KNOW, WE HAVE ENTERED INTO A NEW MOU, A NEW ERA OF OUR COOPERATION WITH EACH OTHER,

[01:25:09]

SO I AM HONORED TO INTRODUCE THEM FOR OUR ANNUAL REPORT.

MISS MUSGROVE. THANK YOU, AND THANK YOU, MICAH, FOR THAT WONDERFUL INTRODUCTION. THANK YOU GUYS SO MUCH FOR GIVING US THE TIME TONIGHT TO SPEAK TO YOU.

BEFORE I BEGIN THE PRESENTATION, IF YOU'LL JUST ALLOW ME TO ALSO RECOGNIZE TWO OTHER PEOPLE THAT WE'VE HIRED TO HELP US OUT ON STAFF.

I HAVE MANDY HEDRICK OVER HERE WHO HELPS US WITH SOCIAL MEDIA.

JULIETTE KROEGER WAS HERE EARLIER.

SHE HELPS US WITH PROGRAMS. OH, THERE SHE IS, STANDING IN THE BACK FOR US IN THE BLUE.

I WANT TO ACKNOWLEDGE THOSE PEOPLE BECAUSE THEY BECAUSE WE'VE CONTRACTED WITH THEM, BUT THEY THEY GO ABOVE AND BEYOND BECAUSE THEY'VE RAISED THEIR KIDS IN THIS DISTRICT.

THEY'RE INVESTED IN THIS DISTRICT, AND WE'RE ALL INVESTED IN HELPING THIS SUCCEED.

MORE IMPORTANTLY, I'D LIKE TO ACKNOWLEDGE OUR BOARD MEMBERS THAT ARE IN OUR FOUNDATION, BOARD MEMBERS THAT ARE IN ATTENDANCE TONIGHT.

WE HAVE MISS SUZANNE MCMANUS, WHO IS OUR CURRENT SECRETARY, TIFFANY KOCH, WHO IS OUR CURRENT TREASURER OF VP OF FINANCE.

I KNOW I ALSO HAVE YOU MET MICAH.

MICAH WAS HERE, RIGHT? WE ALSO HAVE JESSICA BAZAN, WHO IS OUR NEWLY ELECTED VP OF GOVERNANCE, AND JENNIFER STORM WAS HERE EARLIER WITH THE EDC, AND SHE SERVES ON OUR BOARD, AND THEN WE ALSO HAVE MARK JONES.

MARK JONES IS SITTING RIGHT BACK THERE TRYING TO HIDE, BUT WE DON'T HE DOESN'T HAVE HIS HAT ON.

WE NORMALLY SPOT HIM FOR, BUT THERE HE IS, AND THEN OF COURSE, THANK YOU TO MR. SEVERANCE AND DR. WRIGHT FOR SERVING ON OUR BOARD AS WELL.

SO THESE ARE ALL THE PEOPLE WHO COLLECTIVELY DO ALL THE HARD WORK.

I GET TO JUST KIND OF MAYBE GIVE THEM GUIDANCE AND RECOMMENDATIONS AND THEY DO ALL THE HEAVY LIFTING AND SO WE'RE REALLY EXCITED TO GET TO WORK WITH THEM.

I'M GOING TO REFER TO MY NOTES JUST BECAUSE I KNOW WE NEED TO SUCCINCTLY GET THROUGH THIS, AND WE HAVE A LOT TO SHARE WITH YOU GUYS BECAUSE AS WAS MENTIONED EARLIER, THIS IS OUR FIRST TIME GETTING TO REALLY REPORT OUT.

I WANT TO START WITH THE FACT THAT I DID THE WRONG WAY.

SORRY. HOW ABOUT THERE? SO WE TRULY APPRECIATE THE STRONG PARTNERSHIP BETWEEN THE DISTRICT AND THE FOUNDATION, AND BELIEVE THAT OUR PARTNERSHIP WAS STRENGTHENED BY THE MEMORANDUM OF UNDERSTANDING THAT YOU ALL ENTERED INTO IN SPRING OF 2023.

WE BELIEVE THAT OUR REPORT TONIGHT WILL DEMONSTRATE THAT WE ARE TAKING THOSE DIRECTIONS, AND WE ARE WELL ON OUR WAY TO ACHIEVING OUR SHARED MISSION TO PROVIDE EDUCATIONAL BENEFITS TO THE ADMINISTRATORS, TEACHERS AND STUDENTS OF HAYS CISD.

IT IS THROUGH THESE AND I DO WANT TO ACKNOWLEDGE THAT THIS IS A REPORT FOR 22, 23, 24, WHICH IS WHY THE MISSION THE NEWLY ADOPTED BEAUTIFUL LOGO.

MISSION IS NOT UP THERE RIGHT NOW.

WE ARE INCORPORATING, THOUGH YOU'LL SEE IT IN THE STATE OF THE DISTRICT.

YOU'LL SEE THAT AROUND THE SHOWCASE.

IT IS THROUGH THESE SHARED MISSIONS THAT THE FOUNDATION SET OUR FIRST YEAR GOALS.

YOU SEE HERE. COMPLIANCE RAISE AND DISTRIBUTE FUNDS, SUPPORT EDUCATIONAL EXPERIENCES, PROMOTE EXCELLENCE IN EDUCATION, AND RAISE AWARENESS OF THE FOUNDATION.

PER THE MOU, I'M HERE TONIGHT TO REPORT TO YOU WHERE WE ARE AT IN MEETING THOSE GOALS AND RESPONSIBILITIES.

ONE YEAR LATER, AS MY APOLOGIES, I DID MY OWN GOT AHEAD OF MYSELF.

OUR FIRST GOAL WAS TO ENSURE THAT THE FOUNDATION WAS WORKING IN A MANNER THAT IS COMPLIANT WITH STATE AND FEDERAL LAWS.

AS YOU'RE AWARE, THE FOUNDATION HIRED A CONSULTANT IN 2022 TO PROVIDE RECOMMENDATIONS AND GUIDANCE AS TO PROCESSES, PROCEDURES, AND BEST PRACTICES IN ALIGNING OPERATIONS WITH OUR MISSION AND MAINTAINING OUR TAX EXEMPT STATUS.

AS YOU WILL SEE FROM THIS CHECKLIST.

I'M HAPPY TO REPORT TO YOU THAT IN JUST ONE YEAR, THIS FOUNDATION, THIS BOARD AND STAFF HAVE ADOPTED AND IMPLEMENTED EVERY RECOMMENDATION THAT WAS PROVIDED. WE SPENT MANY TIMES CARMEN DIDN'T GET TO LEAVE HER DESK.

THAT'S REAL. WHEN YOU SEE IT ON THE OURS POSTED, BY THE WAY, TO MAKE THIS HAPPEN, AND SO I'M VERY PROUD TO REPORT THAT AND AS WELL AS MANY BEST PRACTICES THAT WE BELIEVE SET A STRONG FOUNDATION TO ENSURE WE CONTINUE TO MEET OUR RESPONSIBILITIES UNDER OUR SHARED MISSIONS AND MOUS.

SO THIS I HOPE YOU SEE THIS LIST AND THINK, WOW, THAT'S A WHOLE LOT OF STUFF BECAUSE IT REALLY WAS, AND THIS BOARD HAS BEEN VERY GRACIOUS AND SUPPORTIVE IN ALLOWING AND SUPPORTING SPACE FOR CARMEN AND I TO REALLY GET A LOT OF THESE THINGS DONE AND TO HELP US GET THEM DONE. WHILE WE PRIORITIZE COMPLIANCE, WE STILL MOVED FORWARD ON OUR SECOND GOAL OF GENERATING AND DISTRIBUTING FUNDS TO ENRICH THE EDUCATIONAL ENVIRONMENT OF THE DISTRICT AND YOU'LL SEE THAT A LOT OF THESE SLIDES I'LL BE REFERRING BACK TO ARE MOU AND OUR SHARED MISSIONS.

[01:30:06]

AS YOU ALL MAY KNOW, EMPLOYEE GIVING IS OUR FUNDRAISING PROGRAM IN WHICH DISTRICT EMPLOYEES CAN ELECT TO DONATE AN AMOUNT OF THEIR PAYCHECK TO THE FOUNDATION.

LAST YEAR, WE WERE ABLE TO INCREASE PARTICIPATION IN EMPLOYEE GIVING BY 3.47%, WHICH EQUATES TO ABOUT 40 ADDITIONAL EMPLOYEES.

THAT PUT OUR EMPLOYEE GIVING AT 9.47% TOTAL PARTICIPATION, OR A TOTAL NUMBER OF 303 EMPLOYEES.

I DO WANT TO POINT OUT THAT THE 4296 IS INACCURATE ON THAT SLIDE, AND WHEN I HAVE PROVIDED UPDATES ON THESE SLIDES TO. MISS GLORIA WHO WILL FOLLOW AFTER PROVIDE THAT FOR YOU ALL, BUT IN THE MEANWHILE I JUST WANT TO POINT OUT THAT ACTUALLY THAT NUMBER SHOULD BE 2590, AND WHAT THAT DIDN'T TAKE INTO ACCOUNT WAS WHEN WE MADE THAT NUMBER, WE WEREN'T AT THE END OF OUR FISCAL YEAR, AND THEN WE NEEDED TO GO BACK AND REMOVE AND TAKE ACCOUNT FOR THE PEOPLE WHO PULLED OUT OF EMPLOYEE GIVING.

WE ARE PROUD OF ACHIEVING THAT INCREASE, BUT TO PUT THAT IN PERSPECTIVE, IN 23-24 SCHOOL YEAR, LEANDER EDUCATION FOUNDATION HAD A PARTICIPATION RATE OF 26% OR 1000 EMPLOYEES.

NOW THEY'RE BIG, BUT DRIPPING SPRINGS, SIMILAR IN SIZE, HAD THEIR EDUCATION FOUNDATION HAD A PARTICIPATION RATE OF 69% OR 759 EMPLOYEES.

SO WE ARE PROUD OF OURSELVES FOR THAT INCREASE, BUT WE KNOW WE CAN DO BETTER, AND WE'RE HAPPY TO REPORT THAT THIS YEAR WE'RE ON TRACK TO DO SO.

WE'RE ON TRACK TO MEET OUR GOAL AND YET AGAIN, INCREASED PARTICIPATION.

WE ARE CURRENTLY AT 11.78% TOTAL PARTICIPATION, OR 364 EMPLOYEES, AND ANTICIPATE ANTICIPATE THAT AT THAT RATE, WE WILL REACH OUR GOAL FOR THIS YEAR OF 13% TOTAL PARTICIPATION OR 400 EMPLOYEES, AND WE ARE JUST AT THE BEGINNING OF OUR CAMPUS COMPETITION, WHERE THE ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL THAT HAS THE HIGHEST EMPLOYEE GIVING ENROLLMENT AT THE END OF THIS CAMPAIGN DRIVE THAT ENDS ON NOVEMBER 1ST, WILL WIN $1,500 FOR THEIR CAMPUS.

WITH ALL OF THAT SAID, AS YOU ALL KNOW, WE ARE A COMPETITIVE DISTRICT AND A COMPETITIVE COMMUNITY, AND SO OUR LONG TERM GOAL IS TO MATCH, IF NOT EXCEED, OUR NEIGHBORS AND OTHER SIMILARLY SITUATED EDUCATION FOUNDATIONS IN THE AREA.

SO WE HAVE A LOT OF WORK TO DO.

THE GREAT NEWS IS THAT THE DISTRICT EMPLOYEES HAVE UNTIL NOVEMBER 1ST TO SIGN UP, AND IT IS IMPORTANT THAT I NOTE THAT DISTRICT EMPLOYEES INCLUDE ADMINISTRATORS, TEACHERS, SCHOOL BUS DRIVERS, CUSTODIANS, AND SCHOOL BOARD MEMBERS.

I'M JUST KIDDING. OBVIOUSLY IT DOESN'T.

IT DOESN'T INCLUDE YOU ALL, BUT I DO WANT TO SAY, PLEASE KNOW THAT, LIKE THE SEVERANCE AND PETREA FAMILIES, BOARD MEMBERS CAN SUPPORT THE FOUNDATION BY MAKING A CONTRIBUTION THROUGH OUR FRIENDS AND FAMILY PROGRAM.

SO I'LL MAKE SURE TO INCLUDE THAT WITH THE INFORMATION THAT MISS GLORIA WILL BE PUSHING OUT TO YOU ALL.

IN ADDITION TO THE EMPLOYEE GIVING PROGRAM, THE FOUNDATION BOARD MEMBERS ALSO HOST EVENTS TO RAISE FUNDS, AND I'M HAPPY TO REPORT THAT THEY DID AN AMAZING JOB THIS PAST FISCAL YEAR IN HOSTING THE LAST GOLF TOURNAMENT UNDER THE CHAIRMANSHIP OF PRESIDENT MICAH PETREA AND THE WORK OF GOLF COMMITTEE MEMBERS SUZANNE MCMANUS AND TIFFANY KOCH.

AS YOU CAN SEE FROM THIS SLIDE, THE FOUNDATION RAISED A RECORD RECORD BREAKING PROFIT OF $9,000 FOR THE DISTRICT IN TOTAL.

THE FOUNDATION'S EFFORTS LAST FISCAL YEAR BROUGHT IN $182,490 ADDITIONAL DOLLARS TO BENEFIT THE ADMINISTRATORS, TEACHERS, AND STUDENTS IN OUR DISTRICT. THE FOUNDATION'S THIRD GOAL WAS TO DISTRIBUTE THOSE FUNDS IN ALIGNMENT WITH THE DISTRICT'S STRATEGIC PLAN AND PRIORITIES, IN ORDER TO FACILITATE THOSE PRIORITIES.

THE FOUNDATION BROKE GRANTS INTO THREE LARGE CATEGORIES EXCELLENCE IN EDUCATION GRANTS, BIG AND BOLD GRANTS, AND 100% HAYS STUDENT GRANTS. VERY QUICKLY, THE EXCELLENCE IN EDUCATION GRANTS HAVE THREE SUB GRANTS UNDERNEATH IT.

THE ENRICHED PROFESSIONAL DEVELOPMENT GRANT IS FOCUSED ON INDIVIDUALS OR GROUPS OF TEACHERS, PRINCIPALS, AND ADMINISTRATORS AND IS DESIGNED TO PROVIDE OPPORTUNITIES FOR TEACHERS, PRINCIPALS, AND ADMINISTRATORS TO ENHANCE THE KNOWLEDGE AND SKILLS OF ALL STAFF IN HCISD.

COLLABORATIVE IS A GRANT THAT'S FOCUSED ON A PROGRAM, AN ENTIRE CAMPUS OR AN ACADEMIC DEPARTMENT OR A GRADE LEVEL, AND IS DESIGNED TO PROVIDE RESOURCES FOR INNOVATIONS THAT HAVE THE POTENTIAL TO SIGNIFICANTLY IMPACT STUDENT ACHIEVEMENT, AND THE INNOVATIVE OR CLASSROOM GRANT IS FOCUSED ON THE INDIVIDUAL EDUCATOR AND IS DESIGNED TO PROVIDE NEW

[01:35:03]

BIG AND BOLD GRANTS ARE KIND OF A CATCH ALL GRANT, AND IS FOCUSED ON BIG IDEAS THAT DON'T SEEM TO FIT IN THE EXCELLENCE IN EDUCATION GRANTS THAT I LAID OUT FOR YOU, AND BECAUSE WE WANT OUR ADMINISTRATORS AND OUR TEACHERS TO DREAM BIG AND THINK BOLD, WE CREATED THIS GRANT PROGRAM FOR FOR THEM TO APPLY FOR THOSE IDEAS.

THE 100% HAYS STUDENT GRANTS PROVIDES SPONSORS, DIRECTORS, OR COACHES OF STUDENT CLUBS, ACTIVITIES, AND ORGANIZATIONS WITH FINANCIAL ASSISTANCE TO SUPPORT STUDENTS WHO OTHERWISE CAN'T AFFORD TO PARTICIPATE.

ON THAT NOTE, I HAVE REACHED OUT TO THE PRINCIPALS TO INTRODUCE MYSELF TO MAKE THEM AWARE OF THESE THESE OPPORTUNITIES THAT THE GRANT APPLICATION PROCESS IS OPEN, AND ALSO TO LET THEM KNOW THAT THIS YEAR WE STARTED THIS LAST YEAR, BUT WE HAVE CAMPUS AMBASSADORS, THAT THE BOARD MEMBERS ACTUALLY ARE ASSIGNED 2 TO 3 CAMPUSES THAT THEY ARE NOW GOING TO VISIT ON A REGULAR BASIS TO SEE IF THERE'S ANYTHING THEY NEED, INCLUDING WHETHER THERE'S STUDENTS IN NEED THAT WE CAN HELP OUT WITH. WE ARE PROUD TO SHARE WITH YOU THAT LAST YEAR, THE FOUNDATION AWARDED OVER $88,000 IN GRANTS TO 24 CAMPUSES AND DEPARTMENTS, BENEFITING OVER 55 TEACHERS AND COACHES AND IMPACTING OVER 12,000 STUDENTS AND AGAIN, GOING BACK TO THAT'S A RECORD HIGH AMOUNT OF GRANTS THAT THIS BOARD CHOSE TO FUND THIS YEAR.

GOAL NUMBER FOUR.

THE FOUNDATION'S FOURTH GOAL WAS TO SUPPORT THE VARIOUS WAYS OUR DISTRICT AND CAMPUSES PROMOTE EXCELLENCE, NAMELY THROUGH SCHOLARSHIPS AND ACADEMIC CELEBRATIONS.

SO THIS PAST YEAR WE AWARDED $10,000 TO TEN STUDENTS TO ALL OF THAT COVERED ALL THREE COMPREHENSIVE SCHOOLS.

LAST YEAR WE DID NOT HAVE ANYBODY THAT APPLIED FROM LIVE OAK, BUT THE PRINCIPAL AND I HAVE ALREADY BEEN IN COMMUNICATION, AND WE'RE GOING TO WORK TOGETHER TO MAKE SURE THAT WE CAN HOPEFULLY GET PEOPLE ENGAGED THERE TO ALSO APPLY.

FOR THE ACADEMIC CELEBRATIONS THAT BASICALLY USED TO BE LINEBARGER FOR THE FOUNDATION, WE TOOK THAT MONEY.

WE ACTUALLY INCREASED IT, NOT MAINTAINED IT.

THAT'S INACCURATE ON THE SLIDE.

WE INCREASED THE ALLOCATION, SEND IT OUT TO THE CAMPUSES AND SUPPORTED THEM WITH WHAT THEY WANTED THAT TO LOOK LIKE ON THEIR CAMPUSES.

IT REALLY DID RESULT IN A DIVERSITY OF CELEBRATIONS, AND WE ENDED UP HONORING A LOT MORE STUDENTS THIS PAST YEAR THAN WE WERE, THAN WE WOULD HAVE UNDER THE LINEBARGER MODEL, OR THAT WE HAD THE YEAR BEFORE, AND ON A SIDE NOTE ON THAT, I WILL I WILL BE HONEST AND SHARE THAT CERTAINLY WHEN WE WHEN WE MADE THAT CHANGE, YOU AND OUR, OUR BOARD MEMBERS AND MYSELF PROBABLY HEARD PEOPLE GOT REAL NERVOUS ABOUT MOVING AWAY FROM LINEBARGER AND SO THAT YOU ALL KNOW THAT WHAT, WHAT I SHARED WITH THEM IS THIS DISTRICT IS GROWING SO FAST, AND WE'RE GETTING TO A MODEL WHERE THAT'S NOT WORKING ANYMORE.

WE HAVE TO REALLY START TRANSITIONING INTO HOW WE CAN BEST SUPPORT THOSE THINGS.

THIS WILL HAPPEN, AND AGAIN, PART OF THAT IS ALSO GETTING TO A PLACE WHERE THEY CAN BE MORE TUNED IN WITH WHAT HAPPENS, WHAT'S HAPPENING ON THAT CAMPUS. I HAD A PARENT COMMUNITY MEMBER AT THE BEGINNING OF THE YEAR WHO HAD CONTACTED ME AND SAID, I'M REALLY NOT HAPPY ABOUT THIS LINEBARGER SHE SHE FOUND ME AT ONE OF THE CELEBRATIONS AT THE END OF THE YEAR AND CAME UP AND SAID TO ME, I YOU KNOW WHAT, WASN'T BELIEVING IT AT THE BEGINNING, BUT I'M SO GLAD I FELT THAT THIS WAS MUCH MORE INTIMATE.

IT WAS MUCH MORE GENUINE.

I FELT LIKE MY KID WAS SEEN AND SO SHE WAS JUST VERY GRATEFUL FOR THAT SUPPORT.

I'VE AFTER THOSE CELEBRATIONS FINISHED, I DID GO BACK TO THOSE PRINCIPLES AND TELL THEM THAT I DO WANT TO CIRCLE BACK AROUND AND MAKE SURE THAT THE FOUNDATION IS FUNDING THEM AT A LEVEL THAT ALLOWS FOR THE CELEBRATIONS THEY WANT TO MAKE HAPPEN.

SO PLEASE KNOW THAT'S HAPPENING AS WELL FOR THEM.

OH, AND YOU KNOW WHAT? BEFORE I GET TO THE SLIDE REAL QUICK, I SHOULD HAVE I SHOULD HAVE INCLUDED IN HERE WHAT THE FOUNDATION DID FOR THE TEACHER OF THE YEAR.

I THAT WILL BE IN THE PRESENTATION I'VE SHARED WITH MISS GLORIA WHEN SHE UPDATES Y'ALL.

I WAS A I'M A ROOKIE AT THIS PROCESS, SO I DIDN'T KNOW I COULDN'T SEND AN UPDATED PRESENTATION, BUT NOW I KNOW, BUT YOU WILL RECEIVE THAT, BUT BASICALLY, THE BULLETS I WANT TO COVER WITH YOU ALL AND LET YOU ALL KNOW IS THE FOUNDATION DONATED $15,000, WHICH COVERED ALL THE COSTS.

WE GOT TO WORK WITH ELIZABETH IN IN IN YOUR COMMUNITY PARTNERSHIPS OFFICE.

ELIZABETH BRACAMONTES I DON'T KNOW IF SHE'S HERE, BUT SHE WAS GREAT TO WORK WITH, AND SO WE ALLOCATED 15,000 TOWARDS THAT.

WE AWARDED $500 TO THE ELEMENTARY AND SECONDARY TEACHERS OF THE YEAR.

WE PROVIDED ADDITIONAL DECORATIONS AND STAFF AND VOLUNTEERS ALSO HELPED SET UP AND BREAK DOWN.

SO I DO WANT TO ACKNOWLEDGE THE FOUNDATION'S WORK TOWARDS THAT, THAT CELEBRATION AS WELL.

[01:40:03]

RIGHT? THAT'S A MOUTHFUL.

VERY. SOUNDS VERY LEGAL.

SPEAK, BUT AT THE END I'M JUST GOING TO TALK ABOUT THIS AS VALUE ADDED.

SO WHAT YOU'VE CONTRIBUTED, WHAT WE'RE GIVING BACK AND MAKING SURE THAT WE'RE GIVING MORE THAN WHAT YOU'RE GIVING US.

AGAIN I'LL TALK TO THAT ABOUT I'LL TALK ABOUT IT AS YOU'LL SEE IT UP HERE AS ADDED VALUE, LIKE IN THE GREEN THERE FOR THE 22 FOR THE SORRY FOR THE 2324 FISCAL CYCLE.

THIS IS WHAT IT LOOKED LIKE.

THE FOUNDATION DISTRIBUTED 166,685 FOR EDUCATIONAL PURPOSES.

THE DISTRICT INVESTED 145,587, WHICH IS COMPRISED MOSTLY BY MY AND CARMEN'S COMBINED SALARIES AND BENEFITS, AND ALSO INCLUDES OUR TWO LAPTOPS AND COSTS ASSOCIATED WITH PRINTING OR COPYING IN THE ADMINISTRATION BUILDING, RESULTING IN AN ADDED VALUE TO THE DISTRICT.

THIS THIS PAST FISCAL YEAR AS 21,098.

SO AS YOU CAN SEE, THE FOUNDATION DID PASS THE COST BENEFIT ANALYSIS.

SO THE GOOD NEWS IS WHAT YOU CAN SEE FROM THAT MOVE FORWARD.

IT DID, I SKIPPED.

SO THE GOOD NEWS IS THAT WE'RE ONLY ABOUT SIX WEEKS INTO OUR NEXT FISCAL YEAR, AND WE'RE ALREADY ON TRACK TO MORE THAN DOUBLING OUR ADDED VALUE FOR NEXT YEAR'S COST BENEFIT ANALYSIS, BUT I DO WANT TO POINT OUT AGAIN, THIS THIS NUMBER IS ACTUALLY NOT ACCURATE, THAT 44,641 IS NOT THE CORRECT AMOUNT.

THE CORRECT AMOUNT IS ACTUALLY 51,440.

AS I HAD FORGOTTEN TO ADD THE FOUNDATION'S INVESTMENTS AND BENEFITS TOWARDS THE NEW TO DISTRICT TRAINING AND HAYS CON EVENTS THAT WE PARTICIPATED IN AT THE BEGINNING OF THE SCHOOL YEAR. OUR FIFTH GOAL WAS RAISING AWARENESS OF THE FOUNDATION.

WE ARE PROUD TO SHARE THAT DURING THE 23-24 FISCAL YEAR, WE HAVE INCREASED THE NUMBER OF FOLLOWERS ON FACEBOOK FROM 40 TO 128.

WE CREATED AN INSTAGRAM ACCOUNT THAT AS OF JUNE 15TH, HAD 211 FOLLOWERS.

MORE IMPORTANTLY, WE INCREASED PAGE VISITS FROM 1.7 THOUSAND TO 8.5 THOUSAND A LARGE PERCENTAGE OF THE INCREASE IN OUR EMPLOYEE GIVING AND EVENT TICKETS ALIGN WITH OUR SOCIAL MEDIA EFFORTS, SO WE'RE EXCITED ABOUT THAT.

THE WE ALSO SENT OUT A FOUNDATION'S FIRST QUARTERLY NEWSLETTER, AND THIS IS PARTLY DUE TO THE FOUNDATION'S INVESTMENT INTO A NEW SYSTEM FOR US TO GAIN, TO ATTAIN DONOR INFORMATION AND TO ALSO COMMUNICATE WITH THE DONORS AND THE COMMUNITY.

SO WE WERE ABLE TO DO THAT NEWSLETTER, THAT QUARTERLY NEWSLETTER, AND WE AND I ALSO WANT TO SHARE THAT FOR THAT ARE VERY EXCITED ABOUT IT, BECAUSE WHEN YOU COMPARE OUR OPEN RATE, WHICH I DON'T HAVE UP HERE, BUT IT'LL BE IN THE NEW PRESENTATION IS ACTUALLY 60.2%, AND THE INDUSTRY STANDARD VERSUS THE INDUSTRY STANDARD FOR US, WHICH IS 48, I'M SORRY, 42.8.

SO WE HAD A GREAT FIRST QUARTERLY NEWSLETTER THIS YEAR.

WE'LL CONTINUE DOING THAT.

OH, THAT IS RIGHT HERE.

LOOK AT THAT. THAT'S I'M SORRY.

THAT IS THE THAT IS THE SLIDE I JUST TALKED TO YOU ABOUT 60.2 VERSUS 42.8.

SO WE'RE ALL SO EXCITED TO SHARE THAT THIS YEAR WE WILL CONTINUE THIS TREND BY RECRUITING OTHER HIGHLY MOTIVATED, SKILLED AND DEDICATED MEMBERS TO JOIN OUR EFFORTS.

WE ARE CURRENTLY AT 14 BOARD MEMBERS, AND WOULD LIKE TO GROW TO 23 BOARD MEMBERS WITHIN THE NEXT YEAR OR TWO BECAUSE WE ARE BEING VERY SELECTIVE OF WHO JOINS THE BOARD, AND WE ARE BEING VERY UPFRONT WITHIN TRAINING AND NOTIFICATION ABOUT WHAT THOSE REQUIREMENTS ARE, WHAT IT MEANS TO BE A BOARD MEMBER. WE ARE HOSTING COMMUNITY.

WE WILL BE HOSTING COMMUNITY ROUNDTABLES AT WHICH WE CAN FACILITATE DISCUSSIONS BETWEEN THE DISTRICT, THE FOUNDATION, AND AREA RESIDENTS AND BUSINESS OWNERS TO DEVELOP A LONG RANGE STRATEGIC PLAN FOR THE FOUNDATION.

STAFF WILL BEGIN SEEKING AND APPLYING FOR LARGER GRANTS TO BRING FUNDS INTO THE DISTRICT.

WE WILL BEGIN PLANNING FOR WAYS IN WHICH WE CAN BUILD AN ALUMNI BASE OF HAYS GRADUATES SO THAT WE CAN ENGAGE THEM TO GIVE BACK, AS WELL AS PROVIDE INSPIRATION FOR FUTURE GRADUATES.

WE WILL END THE NEXT FISCAL CYCLE NOT ONLY BY PRESENTING THIS REPORT, BUT ALSO PUBLISHING A REPORT IN WHICH YOU, OUR DONORS AND COMMUNITY MEMBERS CAN SEE FOUNDATION DOLLARS IN ACTION, AND THAT IS THE END OF MY PART OF THIS PRESENTATION.

[01:45:04]

THAT HAS REALLY A STRONG START, LARGELY BECAUSE OF THE GENEROSITY OF OUR TOP SPONSORS THAT OUR PRESIDENT, MICAH PETREA, WILL BE RECOGNIZING AT THIS TIME AND THAT WE ARE LOOKING FORWARD TO--THERE HE IS--HAVING A PHOTO OP WITH YOU ALL HERE SOON, AND THEN I'LL BE BACK FOR QUESTIONS.

I'M SUPER EXCITED BECAUSE WE HAVE TALKED ABOUT THIS AS A FOUNDATION FOR MANY YEARS, AND WE'VE FINALLY BEEN ABLE TO IMPLEMENT IT, WHICH IS OUR CORPORATE SPONSORS, WHICH ARE BUSINESSES THAT HAVE DECIDED TO PARTNER WITH THE FOUNDATION.

I'M STOKED. SO I WOULD LIKE TO INTRODUCE THREE OF OUR SPONSORS THAT HAVE JUMPED IN FEET FIRST IN OUR CORPORATE SPONSORSHIP PARTNERSHIP AVENUE.

SO FIRST, I'D LIKE TO THANK JACKSON CONSTRUCTION, MR. MIKE RHODES, DIRECTOR OF BUSINESS DEVELOPMENT, AND THEIR $15,000 CHECK THAT THEY'RE GOING TO GIVE TO THE FOUNDATION.

THANK YOU SIR.

MY NEXT RECOGNITION GOES TO O'CONNELL ROBERTSON.

THEY AS WELL ARE GOING TO HAND OVER A CHECK FOR $15,000, AND TODAY IS JESSICA BAZAN, SENIOR ASSOCIATE BUSINESS DEVELOPMENT LEADER.

JARED STERZINGER, DIRECTOR OF ARCHITECTURE RANDY DAVIS, SENIOR PROJECT MANAGER.

DOUG DAWSON, SENIOR ASSOCIATE AND AN ARCHITECT, AND NICK PATTERSON, PRINCIPAL ENGINEER.

THANK YOU VERY MUCH, AND THEN ONE OF OUR LONGTIME PARTNERS THAT HAS SPONSORED THE GOLF TOURNAMENT AND KIND OF ANY TIME WE CALL THEM AND SAY, HEY, WHAT DO YOU THINK? THEY'RE ALWAYS THERE.

THEY ALWAYS JUST SAY, OKAY, FINE.

IS OUR IS OUR PARTNERS, BARTLETT COCKE.

THEY HAVE JUMPED IN WITH A $20,000 CHECK AND JOINED OUR CORPORATE SPONSORSHIP.

SO I'D LIKE TO ACKNOWLEDGE NATHAN LA ROWE FIELD OPS MANAGER.

DEREK EVAN, PROJECT EXECUTIVE.

MR. TRENT BALES, OUR DIVISION MANAGER, AND GABE RODRIGUEZ, PROJECT EXECUTIVE.

THANK YOU. BARTLETT.

SO AS YOU CAN SEE, AS IDA SAID, WE'RE OFF TO A GREAT START.

IT'S ONLY A COUPLE OF MONTHS IN, AND, AND PEOPLE HAVE SEEN WHAT WE ARE DOING AND WANT TO GIVE BACK TO THE TEACHERS AND STUDENTS AND ADMINISTRATORS OF HAYS CISD, AND I'M JUST STOKED.

SO IF POSSIBLE, BEFORE WE GET TO QUESTIONS AND STUFF, CAN WE GET TO CAN WE GET TO SOME PICTURES WITH OUR WITH OUR PARTNERS?

[01:52:29]

SO, MISS MUSGROVE, THANK YOU SO MUCH FOR THE FIRST PRESENTATION.

AS YOU MENTIONED, WE'LL GO AHEAD AND TAKE SOME QUESTIONS NOW FROM THE BOARD.

SO THANK YOU. I'M GOING TO LOOK TO MY RIGHT FIRST, MR. FLORES. ALL RIGHT.

FIRST OF ALL, THANK YOU SO MUCH TO THE FOUNDATION FOR EVERYTHING YOU DO IN YOUR 12 YEARS OF EXISTENCE, AND IT TRULY DOES TAKE A VILLAGE, YOU KNOW? AND YOU FOLKS EMBODY JUST TWO DIFFERENT WORDS IS SERVICE AND GENEROSITY.

SO THANK YOU TO ALL YOUR BOARD MEMBERS FOR CONTRIBUTING THEIR TIME, THEIR EFFORTS, AND, YOU KNOW, WHETHER IT BE IN SCHOLARSHIPS OR GRANTS, YOU KNOW, SUPPORTING OUR ADMINISTRATORS, TEACHERS AND STAFF OUR STUDENTS IS SO IMPORTANT.

AND I LOOK FORWARD TO THE GOLF TOURNAMENT AGAIN.

I'M GOING TO THROW IN A SOFTBALL GAME OR BOWLING SO I COULD DO A LITTLE BETTER NEXT YEAR, BUT IT'S SO MUCH FUN, BUT AGAIN, THANK YOU SO MUCH FOR BEING HERE AND FOR ALL YOU DO.

ALL RIGHT, MISS PETREA.

HEY, THIS WAS REALLY, REALLY GREAT.

HOW LONG HAVE YOU AND CARMEN BEEN WORKING LIKE CRAZY TO GET ALL THIS GOING? HOW LONG HAS IT BEEN? IT'S A YEAR. OKAY.

IT'S A YEAR. YEAH. I WAS GOING TO SAY, IF FELT LIKE A YEAR, I KNOW.

I MEAN, WE'VE OBVIOUSLY MET YOU GUYS, AND I KNOW WHEN MR. PETREA INTRODUCED YOU, IT SOUNDED LIKE WE HAD MET YOU, BUT THIS IS YOUR FIRST TIME IN FRONT OF THE BOARD GIVING A PRESENTATION LIKE THIS, AND I KNOW THAT THIS WAS A MONUMENTAL FEAT TO GET THINGS CHANGED, UPDATED.

THIS IS A NEW DAY, NEW ERA, AS MICAH SAID, AND HONESTLY, THIS IS THE MOST TRANSPARENCY I'VE SEEN FROM THIS ORGANIZATION IN A VERY LONG TIME, AND I AM HAPPY ABOUT IT, AND I'M PROUD OF THE WORK THAT YOU'VE DONE.

I ALSO WANTED TO ASK ABOUT THE STATE OF THE DISTRICT.

IS THAT SOLD OUT OR ARE YOU STILL SELLING TICKETS TO THAT? WE ARE. THANK YOU FOR ASKING.

WE ARE STILL SELLING INDIVIDUAL TICKETS.

WE'RE PROUD TO SAY THAT ALL OF OUR SPONSORSHIP LEVELS HAVE BEEN SOLD OUT, BUT WE STILL HAVE INDIVIDUAL TICKETS STILL AVAILABLE.

REMIND US THE DATE OF THAT EVENT.

IT'S FRIDAY, OCTOBER 18TH.

FRIDAY, OCTOBER 18TH.

SO IF YOU HAVEN'T GOTTEN YOUR TICKETS, YOU CAN STILL GET THEM, AND THE LAST THING I WANT TO SAY IS I WAS ONE OF THOSE CRANKY PEOPLE THAT WAS KIND OF MAD ABOUT LINEBARGER, AND HERE'S WHY, BUT I THINK THERE'S A WAY TO REPURPOSE THIS PIECE OF LINEBARGER.

I DO, AND I DID RECOGNIZE THAT CAMPUSES WERE DOING THEIR OWN THINGS ANYWAY, AND SO THAT FELT WEIRD THAT WE WERE DOING, YOU KNOW, THE FOUNDATION WAS DOING SOMETHING

[01:55:07]

IT'S ALWAYS THESE GUT WRENCHING, AMAZING STORIES OF HOW OUR TEACHERS REALLY GO THE EXTRA MILE FOR OUR STUDENTS. SO WHAT I'M SUGGESTING GET CREATIVE.

I DON'T HAVE AN IDEA FOR THIS, BUT IF THERE'S SOME WAY TO CAPTURE THOSE STORIES AND SHARE THEM IN SOME WAY, I DON'T KNOW, SOCIAL MEDIA OR I DON'T EVEN KNOW I CAN'T THINK OF IT BUT THAT'S AN OPPORTUNITY THAT I THINK WE NEED TO FIGURE OUT A WAY TO SHARE ACROSS BECAUSE I REMEMBER SEEING LEHMAN TEACHERS LOOK AND BE LIKE TO THE HAYS TEACHERS, TO THE JOHNSON TEACHERS, TO THE LIVE OAK TEACHERS, YOU KNOW, LIKE AND THEN YOU WOULD, THEY WOULD HONOR LIKE THEIR ELEMENTARY SCHOOL TEACHER OR WHATEVER.

I DON'T KNOW THAT WAS PRETTY AMAZING.

IN FACT, I KNOW ONE OF DR.

WRIGHT'S FIRST CONVOCATIONS.

HE ACTUALLY QUOTED ONE OF THOSE STORIES BECAUSE IT WAS SO IMPACTFUL.

YEAH. SO THAT'S MY ONLY THING.

I LOVE WHAT WE'RE DOING NOW.

I THINK IT'S THE RIGHT MOVE, ESPECIALLY AS WE GROW, BUT IF THERE'S SOMETHING WE CAN DO WITH THOSE STORIES, I'M ALL ABOUT IT.

ABSOLUTELY. I'M GLAD YOU BROUGHT THAT UP, BECAUSE WE ARE LOOKING INTO WAYS TO TRY TO CAPTURE THAT AND HIGHLIGHT IT.

IT DOES GO HAND IN HAND WITH BUILDING OUR ALUMNI BASE AND SHARING THOSE STORIES AS WELL.

THOSE SUCCESS STORIES I DON'T WANT TO FAIL TO SHARE.

IN ADDITION THAT WE REALLY WERE MORE IMPORTANTLY, MOVING THE FOUNDATION INTO THE DIRECTION WHERE OUR MAIN JOB IS, RAISING FUNDS FOR THE THINGS THAT YOU ALL NEED. YOU ALL KNOW BETTER THAN ANYBODY HOW MORE IMPORTANT THAT IS NOW WITH THE WHAT'S GOING ON OR NOT IS GOING ON WITH THE STATE AND STATE FUNDING AND WE'RE ALREADY A GAP DISTRICT AS IT IS, AND WHAT I MEAN BY THAT, WHEN I TELL PEOPLE THAT IS HOW I DEFINE IT, IS THAT WE'RE NOT REALLY WE'RE NOT WE'RE NOT YET THERE.

WE'RE NOT RECAPTURE, BUT WE'RE NOT THAT BIG OF A TITLE ONE.

SO WE'RE KIND OF LIKE, WE'RE LIKE, WE'RE NOT RICH ENOUGH.

WE'RE NOT POOR ENOUGH, YOU KNOW? SO WE GOT THESE LITTLE GAPS GOING ON.

SO WHEN YOU PILE ALL THAT ON TOP OF EACH OTHER, I KNOW YOU GUYS HAD TO MAKE SOME SERIOUS DECISIONS THIS PAST FISCAL YEAR, THE THIRD YEAR IN A ROW, DIPPING INTO YOUR RESERVES AND , YOU KNOW, HAVING TO LOSE LIKE A NUMBER OF INSTRUCTIONAL COACHES, THINGS LIKE THAT.

SO, AS THE BELTS GOT TIGHTENED, WE HAD TO MOVE THE FOUNDATION IN A DIRECTION WHERE THE ENERGY WAS PUT INTO RAISING FUNDS AND PRIOR YEAR THE BUDGET FOR THE PRIOR YEAR.

AS FAR AS WE CAN TELL FROM THE 90S, THAT'S WHAT WE'VE BEEN TRYING TO GET TO FOR RECORDS WAS REALLY IN THE NEGATIVE BECAUSE THERE WERE A LOT MORE OUTPUTS.

THE CELEBRATIONS ARE WONDERFUL, BUT WHEN THE OUTPUTS ARE EXCEEDING THE FUNDRAISING, THAT'S WHERE WE END UP.

SO THAT REALLY WAS A DRIVING MOTIVATOR FOR MAKING THAT CHANGE.

WE ADORED LINEBARGER.

ALSO, I COMPLETELY AGREE WITH YOU, ESPECIALLY FOR THOSE STORIES WHERE YOU COULD REACH DOWN AND, YOU KNOW, I STILL TALK ABOUT THE TEACHER THAT AFFECTED MY LIFE AND MADE MADE A BIG CHANGE FOR ME AND SO I TOTALLY APPRECIATE THAT WE ARE GOING TO WORK TOWARDS GRABBING THOSE AND AMPLIFYING BECAUSE THEY'RE IMPORTANT, AND THEN I'D SAY THAT WE CAN DO THAT IN A WAY WHERE LINEBARGER WE GOT TO THE POINT WHERE LINEBARGER WAS REALLY ONLY LIKE THE TOP 1% OF THE DISTRICT, BECAUSE THEN IT WAS GOING ON AND ON AND ON AND ON AND ON, BUT THERE IS A WAY FOR US. I BELIEVE THERE IS A WAY, YES, THAT WE CAN HELP BRING MORE OF THAT 10%, PUSH THAT OUT AND SHARE THE STORIES.

ABSOLUTELY. YEAH.

MISS RUNKLE.

WELCOME, MISS MUSGROVE.

I'M SO EXCITED TO HEAR YOU GUYS PRESENT TODAY.

I SO TO GO BACK A LITTLE BIT, I WAS ON THE FOUNDATION BOARD PRIOR TO YOU GUYS COMING ON BOARD.

I WAS ONE OF THE ONES THAT VOTED IN FAVOR OF THE MOU, BECAUSE I SAW THE BENEFIT OF WHAT TODAY WOULD LOOK LIKE, AND I GOT TO TELL YOU IT'S PRETTY AMAZING TO SEE THE WORK THAT YOU GUYS ARE DOING.

I KNOW THAT THE PRIOR BOARD AND PRIOR VOLUNTEERS THAT HAVE BEEN ON THAT BOARD REALLY HAD SO MUCH LOVE FOR THIS PROGRAM, FOR THIS ORGANIZATION, AND REALLY GAVE SO MUCH TO IT, BUT THERE WAS ONLY SO MUCH WE COULD DO, AND BRINGING YOU GUYS ON BOARD HAS BEEN THAT IS WHAT HAS BEEN NEEDED. SO I APPRECIATE ALL THE WORK THAT YOU GUYS HAVE DONE AND, AND THE TRANSPARENCY.

I WILL TELL YOU, HAVING BEEN ON THAT PRIOR BOARD, IT WAS FRUSTRATING AT TIMES BECAUSE I DIDN'T FEEL LIKE WE WERE MOVING AND ADVANCING IN A WAY THAT WE SHOULD BE COMPARED TO

[02:00:07]

SO I REALLY APPRECIATE THE DRIVE AND THE SPONSORS AND THE GO GETTERS THAT ARE OUT THERE, REALLY BRINGING PEOPLE TO OUR DISTRICT TO PUT MORE PROGRAMS AND MONEY INTO OUR STAFF AND OUR STUDENTS.

SO IT'S REALLY GREAT.

I DO SO JUST THE LINEBARGER.

I'M NOT GOING TO HARP ON THAT.

I WILL TELL YOU, I WAS ONE OF THE ONES THAT READ THOSE LETTERS.

I WILL NEVER FORGET THOSE STORIES.

WHEN I SEE THOSE TEACHERS STILL, I REMEMBER THEM, AND I KNOW THE STUDENTS THAT WERE IMPACTED BY THEM TO SHARE AND MAKING SURE THAT WE FIND SOME WAY TO REALLY INCORPORATE THAT AND HIGHLIGHT THAT BECAUSE THAT'S WHAT WE'RE THAT'S WHAT WE DO.

THAT'S WHAT TEACHERS DO, AND SO I THINK IT'S IMPORTANT TO DO THAT.

SO YOU CALLED SOME OF US BOARD MEMBERS OUT ABOUT THE FRIENDS OF FOUNDATION.

SO I'M GOING TO FORGIVE YOU JUST A LITTLE BIT BECAUSE YOUR FIRST TIME PRESENTING, BUT IF YOU WILL, PLEASE SEND US THE INFORMATION AND GIVE US ALL OF THE UPDATES ON EXACTLY WHAT THE FRIENDS OF THE FOUNDATION WAS.

THAT WAS ONE OF MY QUESTIONS IS IF YOU COULD EXPLAIN THAT TO US AND WHAT EXACTLY IT MEANS TO BE A PART OF THE FRIENDS OF THE FOUNDATION.

THANK YOU FOR ASKING THAT, AND I ABSOLUTELY WILL SHARE THAT INFORMATION OUT.

WHEN WE BUILT THE FRIENDS OF THE FOUNDATION, IT WAS TO ALLOW FOR OPPORTUNITIES FOR THE COMMUNITY.

YOU HAVE A LOT OF PEOPLE IN THIS COMMUNITY THAT EVEN THOUGH THEY DON'T HAVE KIDS IN THE SCHOOL OR THEIR KIDS HAVE GRADUATED OR THEY'VE RETIRED FROM TEACHING, THEY ALSO WANT TO BE SUPPORTIVE. THEY WANT TO FIND WAYS TO BE SUPPORTIVE, AND SO WE'VE OPENED THE PROGRAM AND PROMOTED IT SO THAT EVERYBODY IN THE COMMUNITY, NOT JUST EMPLOYEES THAT DO PAYROLL DEDUCTION, CAN PARTICIPATE, CAN MAKE DONATIONS, AND THROUGH THAT PARTICIPATION, IT'S SIMILAR BENEFITS TO OUR TEACHERS IN THAT A CERTAIN AMOUNT OF OF DONATION PER MONTH.

CAN YOU GET YOUR YARD SIGNED TO BE ABLE TO PUT ON YOUR YARD AND SHOW OFF TO EVERYBODY THAT YOU LOVE TEACHERS.

THAT'S WHAT OUR SIGN SAYS, AND OR A T-SHIRT OUR BETTER TOGETHER T-SHIRT, WHICH YOU ALL WILL EACH RECEIVE ONE AND HOPEFULLY WEAR IT AROUND AND HELP US PROMOTE, BUT AT THE END OF THE DAY, IT REALLY IS OUR WAY OF TRYING TO IN ANY WAY THAT YOU ALL CAN SHARE OUR POSTS OR SHARE.

WHEN I SHARE THAT INFORMATION WITH YOU, I'LL SHARE IT OUT WITH OTHERS.

JUST GETTING THE COMMUNITY THAT WE ALL KNOW.

ONE OF THE STRENGTHS ABOUT HAYS IS MAYBE INDIVIDUALLY.

YOU KNOW, I CAN'T SAY THAT THERE ARE SOME DISTRICTS THAT HAVE INDIVIDUAL DONATION LEVELS THAT ARE PRETTY HIGH, AND A LOT OF THAT MONEY COMES THAT WAY.

THE ONE OF THE GREAT THINGS ABOUT HAYS IS THAT COLLECTIVELY, WE CAN GET A LOT DONE.

WE SHOW IT TIME AND TIME AGAIN.

YOU ALL SHOW IT TIME AND TIME AGAIN, AND SO HOPEFULLY THIS IS A PLATFORM FOR PEOPLE TO BE ABLE TO PARTICIPATE IN THAT SO THAT COLLECTIVELY WE CAN REACH THOSE GOALS.

GREAT. WELL, IF YOU WILL JUST SEND THAT INFORMATION TO MISS GLORIA OR TO US DIRECTLY, THEN WE CAN GET ON THAT AS WELL.

THAT'S REALLY ALL I HAD.

THANK YOU AGAIN FOR PRESENTING TONIGHT.

THANK YOU TO OUR SPONSORS THAT ARE STILL HERE TONIGHT FOR THE FOUNDATION.

I MEAN, WITHOUT YOU GUYS, WE COULDN'T DO WHAT WE DO.

THEY COULDN'T DO WHAT THEY DO, AND I HOPE MORE OF OUR CONTRACTORS AND VENDORS JUMP ON BOARD.

SO THANK YOU VERY MUCH.

YOU'RE WELCOME. MR. SEIBEL. YES.

THANK YOU AGAIN FOR YOUR PRESENTATION.

THANKS TO ALL THE CORPORATE SPONSORS AND EVERYBODY THAT PARTICIPATES.

I'M REALLY EXCITED BECAUSE THIS IS ABOUT TO EXPLODE.

I THINK WE HAVE A TREMENDOUSLY GIVING COMMUNITY, AND NOW THAT WE ARE ORGANIZED A LITTLE BIT, IT'S I THINK IT'S READY TO GO, AND SO I'M EXCITED. MY ONE QUESTION IS, IS THE FOUNDATION ABLE TO FUND STAFFING AT ALL? BECAUSE WE SOMETIMES HAVE OPPORTUNITIES IN DISTRICT THAT MAY NOT MAKE SENSE FROM WHAT WE DO AS A BOARD AND POSITION WISE BUT YOU GUYS MAY HAVE AN OPPORTUNITY FOR YOUR FOUNDATION TO PROVIDE FOR SOMETHING THAT OUR COMMUNITY MAY NEED THAT IS A LITTLE BIT MORE UNIQUE.

I'D SAY THE SHORT ANSWER IS YES, AND NOW WITH THAT SAID, YOU KNOW, I'LL TELL YOU ALL THAT EANES ISD, THEIR EDUCATION FOUNDATION THAT'S ALMOST EXCLUSIVE, THAT IS EXCLUSIVELY WHAT THEY DO NOW IS FUND POSITIONS.

THE REASON I SAY THE SHORT ANSWER IS YES IS BECAUSE BEFORE WE CAN GET TO A PLACE WHERE WE SUSTAINABLY CAN FUND POSITIONS, WE HAVE TO BUILD NUMBER ONE, WE HAVE TO BUILD THE AMOUNT. OUR BANK HAS TO BE BIG ENOUGH TO DO THAT OVER TIME, AND THEN THE SECOND THING WOULD BE THAT WE ARE NOW JUST STARTING THOSE CONVERSATIONS WITH DEPARTMENTS AND WITH YOU ALL.

THIS IS THE BEGINNING OF THOSE CONVERSATIONS AS WELL AS TO WHAT DO WE REALLY NEED TO DO FUND THIS WAY SO THAT, YOU KNOW, OUR JOB WOULD THEN KIND OF SHORT TERM IT TO PEOPLE THAT ARE THE FOUNDATION IS BASICALLY THE FUNDRAISING ARM FOR THE DISTRICT AS A WHOLE, AND SO IF AT SOME POINT IT IS A LOOK, EVEN DRIPPING SPRINGS FUNDS THREE OF THEIR MENTAL HEALTH COUNSELORS THROUGH THEIR FOUNDATION, AND EANES DOES A WHOLE LIKE 53 POSITIONS, I THINK IS WHAT THEY DO.

SO THERE IS A WEALTH OF OPPORTUNITY THERE.

[02:05:04]

GREAT. THANK YOU. YOU'RE WELCOME.

MISS OROSCO.

I JUST WANTED TO KEEP IT SHORT AND JUST SAY THANK YOU FOR EVERYTHING THAT YOU HAVE DONE.

WE'VE SEEN SOME GROWTH IN THIS AREA AND WE'RE REALLY EXCITED WHAT THE FUTURE HOLDS.

THANK YOU. THANK YOU, AND ON THAT NOTE, I DO WANT TO SAY WE OUR FOUNDATION IS ACTUALLY REALLY THE ENVY OF MANY A FOUNDATION OUT THERE.

THERE IS NOT A VERY LARGE PERCENTAGE OF FOUNDATIONS WHERE THE DISTRICT FUNDS FULL TIME EMPLOYEES FOR FOR THE FOUNDATION'S WORK AND TO FOR YOU ALL DECIDE TO INVEST IN THESE TWO POSITIONS THAT MYSELF AND CARMEN JUST EVERY DAY FEEL LUCKY WE GET TO DO, AND PINCH OURSELVES ONCE IN A WHILE AND BE LIKE, WOW, LIKE REALLY? YOU GUYS ARE PAYING US TO RAISE FUNDS, LIKE FOR THE WHOLE DISTRICT? I MEAN, THIS IS WHAT WE LOVE TO DO, BUT THAT IS NOT THAT COMMON.

THAT IS A VALUE I THINK THAT GOES BACK TO REPRESENTS THIS COMMUNITY, AND SO WE JUST AS A FOUNDATION, ALSO WANT TO THANK YOU ALL FOR YOUR SUPPORT AND INVESTMENT INTO THE FOUNDATION. MR. SEVERANCE. JUST THANKS FOR THANKS FOR DOING IT.

I MEAN, I'VE BEEN I'VE WORKED WITH THIS FOUNDATION FOR A LOT OF YEARS FROM MY PREVIOUS LIFE OF THE BUSINESS AS A BUSINESS OWNER, AND I CAN SAY THAT NOW, I DON'T KNOW IF I'VE EVER FELT LIKE AS SOMEONE THAT CONTRIBUTES TO IT FROM A BUSINESS STANDPOINT, CAN SEE, LIKE WHAT THE MONEY, WHERE THE MONEY IS GOING TO SHOW THE MOST VALUE FOR, NOT ONLY FOR OUR DISTRICT, OUR STUDENTS, BUT ALSO FOR ME AS ALSO LIKE I CAN SEE SOME VALUE IN THAT AND I THINK THERE'S THIS BOARD NOW HAS GIVEN US THE ABILITY TO PUT OUR DOLLARS WHERE THEY'RE ACTUALLY GOING TO BE MOST VALUED AND MOST USED APPROPRIATELY.

I WANT TO THANK MICAH.

I KNOW I WANT TO THANK MICA AND SUZANNE AND TIFFANY AND JENNIFER AND COURTNEY FROM THE BOARD.

I KNOW IT WAS A LOT, A LOT OF HARD WORK TO GET TO WHERE WE'RE AT TODAY, BUT I REALLY BELIEVE THAT GOING FORWARD, WE'RE REALLY DOING THE RIGHT THINGS FOR THIS DISTRICT AND FOR THE KIDS, AND AS A LITTLE SIDE NOTE, LIKE, I'M PRETTY SURE THE FOUR INDIVIDUALS THAT ARE WORKING THE FOUNDATION NOW, WE STEPPED UP, HELPED STEP UP A BAND PROGRAM AT ONE OF THE NEW HIGH SCHOOLS TOGETHER.

SO I KNOW THAT, YOU KNOW, WHEN THIS GROUP GETS TOGETHER THAT WE CAN DO ANYTHING AND IT'S STARTING TO SHOW.

SO I JUST WANT TO SAY THANK YOU VERY MUCH FOR BEING HERE.

I APPRECIATE WHAT WE'RE DOING. I REALLY LOOK FORWARD TO WHAT WE'RE GOING TO DO IN THE FUTURE, BECAUSE I KNOW HOW YOU GOT TO HERE WITH THE RECOMMENDATIONS FROM THE CONSULTANTS, A LOT OF WORK THAT WE WILL NEVER BE ABLE TO PUT A NUMBER TO THE VALUE THAT YOU BROUGHT TO GET US TO THE POINT WHERE NOW WE CAN JUST SAY LAUNCH AND WE'RE GOING FORWARD.

SO THANK YOU ALL VERY MUCH.

ALL OF YOU. APPRECIATE IT.

THANK YOU. ALL RIGHT.

MISS MUSGROVE, I JUST WANTED TO PUBLICLY STATE SO EVERYBODY KNOWS THAT MISS MUSGROVE ACTUALLY APPROACHED US FOR THIS.

SHE SAID, HEY, WE NEED TO DO THIS.

WE'VE COMMITTED TO DOING IT.

ANNUAL REPORT. SO JUST SHE IS CHAMPIONING THOSE EFFORTS.

MISS PETREA, YOU MENTIONED ABOUT TRANSPARENCY, AND SO THANK YOU.

THANK YOU FOR THAT, AND WE LOOK FORWARD TO MANY GREAT REPORTS.

YOU KNOW, THANK YOU AGAIN TO THE SPONSORS.

ALL THE HARD WORK OF THE VOLUNTEERS, THE STAFF AND EVERYBODY ELSE THAT POURS INTO THIS COMMUNITY.

IT REALLY DOES SHOW.

I WAS A PARENT OF A GRADUATING SENIOR THIS LAST YEAR AT LEHMAN, AND SO I DID GET A CHANCE TO ATTEND YOU KNOW, THE CELEBRATION FORMER LINEBACKER EVENT, AND I THOUGHT YOU GUYS JUST SUPPORTED A VERY A VERY CLASSY CELEBRATION.

I APPRECIATED THAT AS A PARENT, I KNOW THAT YOU ARE A PARENT AS WELL IN OUR DISTRICT, AND SO JUST THANK YOU FOR NOT ONLY INVESTING IN THE EDUCATION FOUNDATION, BUT ALSO INVESTING IN JUST OUR COMMUNITY AT-LARGE.

SO THANK YOU ALL AGAIN FOR BEING HERE AND WE LOOK FORWARD TO MORE SUCCESS AHEAD.

THANK YOU. WE DO TOO.

ABSOLUTELY. ALL RIGHT TEAM, WE ARE GOING TO GO AHEAD AND WE'RE GOING TO TAKE A BREAK.

I HAVE 8:53.

LET'S BE BACK ON THE DAIS AT 9 P.M..

WE'LL TAKE A SEVEN MINUTE BREAK.

ALL RIGHT. HEY, TEAM, WE ARE BACK.

OKAY. ALL RIGHT.

TEAM. YES. LOTS OF GREAT INFORMATION.

[L. CONSENT AGENDA ]

SO ANY QUESTIONS ON ANY OF THESE ITEMS OR ANY ITEMS NEED TO BE PULLED? MISS PETREA.

I'M GUESSING A LOT OF PEOPLE ARE GOING TO HAVE QUESTIONS ABOUT PSAT, BUT MISS SEDILLO ISN'T HERE.

DO WE KNOW IF SHE'LL BE HERE NEXT WEEK, OR DO WE HAVE FOLKS TO ANSWER QUESTIONS? MISS PHILPOTT? OKAY. SO, MISS PHILPOTT, YOU WANT TO GO AHEAD AND WE'LL PULL THAT ONE.

OKAY. ANY OTHER ONE THAT NEED TO BE PULLED? NO. LOOKING TO MY LEFT.

LOOKING RIGHT. OKAY. MISS PHILPOTT, YOU WANT TO GO AND COME ON UP TO THE PODIUM, PLEASE?

[L.2. Procurements]

[02:10:08]

YOU GOT TO TURN IT ON. THERE YOU GO.

THE LITTLE GUY.

THERE WE GO. GOOD EVENING.

ALL RIGHT. YES. MISS PETREA.

HI, MISS PHILPOTT. THANK YOU SO MUCH FOR ANSWERING OUR QUESTIONS.

SO I HAD I HAD SUBMITTED A QUESTION ABOUT PSAT, AND IT LOOKS LIKE WE HAVE A PIECE OF PAPER IN OUR FOLDER.

THAT WAS A KIND OF A GOOD SUMMARY.

SO I THINK WHAT I SPECIFICALLY WANTED TO TALK TO YOU ABOUT WAS IT LOOKS LIKE NINTH GRADE MIGHT BE OPTIONAL NOW, AND IS THAT A NEW CHANGE? WE IMPLEMENTED THAT LAST YEAR AT THE REQUEST OF CAMPUS ADMINISTRATION.

THEY HAD THERE ARE SOME NINTH GRADERS AND THEIR PARENTS WHO VERY MUCH WANT ANOTHER OPPORTUNITY TO PRACTICE PSAT BEFORE 11TH GRADE.

THEY WANT IT IN NINTH GRADE AND THEY WANT IT IN 10TH GRADE.

THERE ARE MANY NINTH GRADERS WHO ARE SOMEWHAT LESS INVESTED AND WEREN'T GIVING US ANY DATA THAT WOULD HELP THEM OR ANYONE ELSE, AND SO CAMPUS ADMINISTRATION ASKED IF WE COULD PLEASE MAKE IT OPTIONAL FOR NINTH GRADERS TO TAKE THE TEST.

SO WE DID THAT LAST YEAR AND THEN HAVE CONTINUED WITH THAT THIS YEAR.

OKAY, BECAUSE I DON'T REMEMBER THAT BEING THE CASE FROM LAST YEAR.

IT WOULD BE, IT'S MY PREFERENCE, NOT EVERYBODY ELSE'S--I WANT TO SPEAK FOR THE BOARD--THAT WE DO THAT IT IS MANDATORY IN NINTH GRADE THAT WE HAVE THAT IN NINTH GRADE.

IF WE PROCLAIM TO BE AN ACADEMICALLY FOCUSED DISTRICT, WHICH I THOUGHT WE DID, THIS IS NOT AN OPTION.

WE TAKE IT IN NINTH GRADE.

I THINK YOU GET MORE DATA FROM NINTH GRADE THAN YOU DO EIGHTH GRADE PERSONALLY.

I MEAN, I LIKE THAT WE DO IT IN EIGHTH GRADE, AND I LOOKED AT THEM EVERY YEAR FOR MY CHILDREN, BUT NOT DOING IT IN NINTH GRADE.

I FEEL LIKE IS A DISSERVICE, AND I'M ALSO BEING TOLD FROM PARENTS THAT THEY MISSED THE EMAIL THEY DIDN'T KNOW AND SO ARE THEY ONLY.

SO I'D LIKE TO KNOW HOW MANY EMAILS WENT OUT TO PARENTS ABOUT THE OPT IN OPT OUT SITUATION FOR NINTH GRADE, AND THEN MY OTHER QUESTIONS WERE, WERE ABOUT KIND OF WHAT WE DO WITH THE DATA WHEN WE GET IT FOR SPECIFICALLY ABOUT NATIONAL MERIT SCHOLAR TRACKING.

SO DO WE GET THE INFORMATION FROM FROM COLLEGE BOARD ABOUT SPECIFIC SCORES.

WE DO GET THE INFORMATION FOR COLLEGE BOARD.

WE'RE ABSOLUTELY ABLE TO PROVIDE A SUMMARY OF THE BOARD.

WE CAN REPORT THE PERCENTAGE OF STUDENTS ON TRACK TO BE COLLEGE READY, AND THAT'S HOW WE USE IT.

IT'S HARDER TO SAY WHO'S ON TRACK FOR NATIONAL MERIT, AS LESS THAN 1% OF HIGH SCHOOL SENIORS IN THE UNITED STATES BECOME NATIONAL MERIT SCHOLARS.

SO ANY HAYS, CISD STUDENT IN THE TOP 1% OF SCORES DURING THEIR 11TH GRADE YEAR, HAS A SHOT, BUT NOT A GUARANTEE.

SO WE CAN SAY WE'RE REALLY CONCERNED ABOUT WHO'S ON TRACK TO BE COLLEGE READY, AND THEN WE CAN SAY, HEY, LOOK, THIS KID'S IN THE TOP 1 OR 2%, BUT THAT'S THAT CAN CHANGE THE NEXT YEAR JUST BASED ON HOW THEY PERFORM AND HOW OTHERS TESTING PERFORM.

OKAY. YEAH, I LIKE THE COLLEGE READY? THAT WOULD BE AWESOME. IF THE BOARD COULD GET A REPORT ABOUT THOSE PERCENTAGES, THAT WOULD BE AMAZING, AND THEN MY OTHER QUESTION WAS ABOUT PSAT SCORES USED FOR ADVISING PROCESSES.

I DON'T MUCH.

OKAY. WE USE SCORE DATA TO IDENTIFY STUDENTS WHO ARE ON TRACK TO BE COLLEGE READY, LIKE I SAID, AND TO ACTIVELY ENCOURAGE AND RECRUIT STUDENTS INTO ADVANCED COURSEWORK.

HOW WE USE THAT EIGHTH GRADE IS I GO IN WHEN WE GET THE EIGHTH GRADE DATA.

I LOOK AND SAY, WHO'S ON TRACK TO BE COLLEGE READY? ARE THEY ALREADY IN ADVANCED CLASSES? IF THEY ARE GREAT, PLEASE STAY IN.

IF THEY'RE NOT, I EMAIL TEACHERS INDIVIDUALLY AND SAY HI.

YOU'VE DONE A GREAT JOB WITH YOUR STUDENTS THIS YEAR.

THESE STUDENTS ARE IN YOUR OWN LEVEL CLASS AND ARE ON TRACK TO BE COLLEGE READY.

PLEASE ENCOURAGE THEM TO REGISTER FOR ADVANCED CLASSES NEXT YEAR IN NINTH GRADE.

SO I SEND THAT TO THE TEACHER.

THE CAMPUS FOR UPPER GRADE LEVELS, 10TH AND 11TH GRADE STUDENTS WHO TAKE PSAT ARE PART OF A IT'S AN AP KIND OF RECRUITMENT TOOL, AN AP READINESS TOOL, AND THEY SEND BACK REPORTS THAT SAY, HEY, THESE KIDS WOULD DO WELL IN THESE ARE LIKELY TO DO WELL IN THESE AP CLASSES, AND SO AP TEACHERS TAKE THOSE REPORTS AND GO RECRUIT STUDENTS FROM THAT.

WELL, I FEEL LIKE YOU'RE IDENTIFYING ANOTHER MISSED OPPORTUNITY FOR NOT TAKING THE NINTH GRADE AT PSAT BECAUSE THERE'S LIKE ONE AP CLASS THAT NINTH GRADERS CAN TAKE BUT THERE'S A LOT MORE AS SOPHOMORES? RIGHT, THEY DON'T THE PSAT READINESS OR EXCUSE ME, THE AP READINESS DON'T INCLUDE NINTH GRADERS IN THE REPORT.

NOW, WHAT I DO FROM THAT IS I PULL ANYBODY, BUT I ALSO PULL FROM STAAR, BUT I SAY, HEY, THESE KIDS ARE ON TRACK TO BE COLLEGE READY.

OR HEY, THESE KIDS ARE AT MEETS AND MASTERS.

[02:15:02]

OKAY. OKAY. I JUST I'M GLAD TO HEAR WE'RE USING THE DATA VERY MUCH SO I, I WANT US TO BE USING THE DATA, AND IF IT'S NOT TOO LATE, I WANT ALL NINTH GRADERS.

NOT THAT IT'S UP TO ME, BUT MAYBE WE GET BACK TO THAT.

I MEAN, THE REASON YOU GAVE ME.

WHAT DID YOU SAY? SOME PARENTS AREN'T ENGAGED.

I MEAN, IS THAT THE REASON? WE HAD, ACCORDING TO CAMPUS ADMINISTRATION, I PERSONALLY DIDN'T RECEIVE ANY OF THE CALLS WE HAD PUSHBACK SAYING, WHY IS MY KID BEING MADE TO TAKE THIS TEST? IT DOESN'T MATTER IF THEY'RE IN NINTH GRADE.

LIKE THESE ARE THE OKAY, I'M GOING TO HAVE.

I HAVE REAL STRONG OPINIONS ABOUT THIS.

I GOTTA CATCH MYSELF BECAUSE MY DAUGHTER IS A SENIOR AND SHE HAS FRIENDS THAT ARE JUST NOW DECIDING THEY HAVE TO CARE ABOUT COLLEGE AS SENIORS IN HIGH SCHOOL.

OKAY, AND I KNOW THEIR PARENTS AND THEIR PARENTS ARE LIKE, WHAT, WE WERE SUPPOSED TO CARE ABOUT THIS A LONG TIME AGO? YES. YOU WERE.

OKAY, SO I FEEL STRONGLY ABOUT IT.

MAYBE NOBODY ELSE DOES.

SO I'M JUST GOING TO SAY IT'S PROBABLY A GOOD PRACTICE.

MAYBE, MAYBE SEE WHAT OTHER DISTRICTS ARE DOING, MISS PHILPOTT, AND IF WE'RE THE ONLY ONE DOING THIS AND MAKING OUR SWEET FRESHMEN TAKE ANOTHER TEST, WHICH I KNOW CAN BE STRESSFUL AND I KNOW PEOPLE FEEL TEST ANXIETY AND TEST FATIGUE.

THEN MAYBE WE WON'T, BUT I WANT US TO BE AN ACADEMICALLY HIGH ACHIEVING, ADVANCED ACADEMIC DISTRICT, AND I FEEL LIKE TO GET THERE, PEOPLE HAVE TO CARE ABOUT PSAT IN NINTH GRADE, BUT MAYBE I'M WRONG.

THAT IS ALL. ALL RIGHT.

THANK YOU, MISS PETREA, AND I KNOW YOU CAPTURED YOUR QUESTIONS.

ANY OTHER QUESTIONS, MISS RUNKLE? YES. THANK YOU, MISS PHILPOTT.

I HAD ASKED SOME QUESTIONS THAT WERE SUBMITTED, SO THANK YOU FOR PROVIDING THIS INFORMATION.

IT'S EXTREMELY HELPFUL.

ONE OF THE THINGS I WANTED TO ASK, I KNOW THAT YOU GUYS SAID THAT THE STATE WILL PAY FOR ONE PAID EXAM, SAT AND ACT. CAN YOU DESCRIBE WHY YOU HAVE CHOSEN TO CHOOSE THE SAT OVER THE ACT, AND THEN ALSO TELL ME WHY SOME PARENTS OR STUDENTS WOULD WANT TO TAKE THE ACT OVER THE SAT.

ABSOLUTELY. THE REASON WE GIVE SAT, WE CHOOSE SAT FOR OUR SCHOOL DAY TEST IS BECAUSE WE GIVE PSAT AND PSAT.

WE CHOOSE TO GIVE PSAT BECAUSE IT IS THE ONE TEST, ALBEIT WITH A 1% LIKELIHOOD THAT QUALIFIES STUDENTS FOR THE NATIONAL MERIT SCHOLARSHIP COMPETITION, SO THAT WE JUST STAY WITH THE SAME TEST THAT WE'VE BEEN GIVING.

WHEN I CAME HERE AND IT WAS MY OWN PERSONAL EXPERIENCE, I KNEW THAT STUDENTS WITH WHOM I HAD WORKED HAD PERFORMED BETTER ON THE ACT, AND I HAD PERFORMED BETTER ON THE ACT, BUT WHEN I FIRST LOOKED AT DATA HERE, OUR STUDENTS WEREN'T DOING MEASURABLY BETTER ON ACT THAN THEY WERE SAT.

SO I DIDN'T SEE ANY STATISTICAL REASON TO DO IT, AND I DID SEE REASON SINCE WE HAD BEEN GIVING PSAT TO AT LEAST CONTINUE IN THAT VEIN. OKAY.

IN MY PERFECT WORLD, AND I'M GOING TO SOUND LIKE MISS PETREA IN MY PERFECT WORLD, AND I REALIZE THAT MY PERFECT WORLD IS NOT NECESSARILY THE ONE IN WHICH I LIVE.

STUDENTS WOULD TAKE BOTH, AND I WOULD HAVE MONEY TO GIVE BOTH, BECAUSE SOME STUDENTS DO DO BETTER ON THE ACT, SOME DON'T.

SO BUT I DIDN'T, AND THIS WAS SEVERAL YEARS AGO WHEN WE WERE MAKING DECISIONS.

I DIDN'T SEE A WHOLE LOT OF DIFFERENCE BETWEEN PERFORMANCE ON THE TWO HERE IN HAYS CISD.

IS THAT SOMETHING THAT YOU MONITOR YEARLY? I DON'T, BECAUSE I DON'T HAVE A ROBUST SET OF ACT DATA FOR US.

OKAY. I KNOW THAT I HAD MY OLDER KID GRADUATED CLASS OF 2022, AND FOR HIM, THERE'S JUST SOME POPULATIONS OF STUDENTS THAT DO BETTER ON THE ACT VERSUS THE SAT, BUT I THANK YOU FOR EXPLAINING THAT BECAUSE YOU DID LIST THAT IN THE AGENDA ITEM.

NOW COLLEGE BOARD ACCOMMODATIONS.

SO ARE WE AS THE DISTRICT FACILITATING COLLEGE BOARD ACCOMMODATIONS FOR STUDENTS THAT NEED IT FOR TAKING THE SAT AND PSAT? YES, MA'AM. WE HAVE A DOCUMENT, ACTUALLY, THAT YOU HELPED DEVELOP ABOUT ACCOMMODATIONS FOR COLLEGE ALIGNED TESTING. SO SAT, ACT, PSAT, AP EXAMS. THERE ARE DEADLINES BY WHICH WE HAVE TO SUBMIT, BUT YES, WE ARE SUBMITTING, AND IF IN MANY CASES, IF A STUDENT WAS ALREADY IN COLLEGE BOARD THE YEAR BEFORE, THAT WILL ROLL THROUGH.

IF IT DOESN'T ROLL THROUGH, WE RESUBMIT.

I FORGOT ABOUT THAT, BUT THANK YOU FOR REMINDING ME, AND JUST TO KIND OF ALSO SO PSAT AND SAT AND I'VE SUBMITTED A QUESTION ON VARSITY

[02:20:08]

VARSITY TUTORS, I'VE DIPPED IN IT ON MY MY SON'S APP THROUGH CLASS LINKS AND KIND OF TAKEN A DIVE IN IT, BUT THERE IS TUTORING AVAILABLE FOR PSAT AND SAT THROUGH VARSITY TUTORS.

SO I DO HOPE THAT STUDENTS.

YES. SO I DO HOPE THAT STUDENTS AND PARENTS TAKE ADVANTAGE OF THAT.

I CERTAINLY HAVE DONE THAT OVER THE WEEKEND WITH MY KIDDOS.

SO I HOPE MORE PEOPLE TAKE ADVANTAGE OF THAT BECAUSE IT'S SUCH A USEFUL TOOL THAT IS FREE.

YES, AND WE'LL TAKE FREE GREAT TOOLS TO FOR OUR STUDENTS.

SO THANK YOU, AND JUST LASTLY, I WILL SAY I HAVE A NINTH GRADE STUDENT THIS YEAR.

I SIGNED UP MY CHILD AFTER THE DEADLINE BECAUSE I DIDN'T KNOW, BUT HE'S SIGNED UP NOW AND HE'S TAKING IT.

I SHARE WITH THE SAME SENTIMENT THAT IS MISSING DATA BY NOT REQUIRING NINTH GRADERS TO TAKE THAT TEST.

I THINK THAT IF PARENTS UNDERSTOOD THE CONCEPTS AND HOW WE USE THE DATA THEN MAYBE THERE WOULD BE MORE SUPPORT THERE, AND I'M NOT SAYING THAT THERE'S NOT, BUT I PERSONALLY DO, AS A PARENT, FIND IT INVALUABLE FOR MY CHILD TO BE ABLE TO TAKE THAT TEST, BUT ALSO FROM A STANDPOINT OF THE DISTRICT HOW WE UTILIZE THE DATA FROM THAT TEST, AND SO IF WE'RE REQUIRING IT IN 10TH, 11TH AND 12TH, THEN I CERTAINLY WOULDN'T WANT TO MISS OUT ON THAT DATA FOR NINTH, 10TH AND 11TH OR 10TH AND 11TH.

I'M SORRY, 12TH GRADE.

YES, YOU'RE RIGHT, YOU'RE RIGHT.

FIGURING OUT THAT THEY NEED TO BE APPLYING.

RIGHT, BUT ANYWAYS THANK YOU FOR PROVIDING THIS AND PROVIDING ALL THE INFORMATION, AND I LOOK FORWARD TO THE QUESTIONS THAT ARE STILL COMING.

SO THANK YOU.

MR. FLORES. I THANK YOU.

YEAH. THANK YOU, TRUSTEE PETREA, FOR BRINGING UP THE PSAT BEING OPTIONAL FOR NINTH GRADERS, AND I WOULD TAKE IT IF YOU ASKED NINTH GRADERS IF THEY WANT TO TAKE THE PSA OR THE PSAT. MOST OF THEM WOULD PROBABLY OPT OUT AND MOST WILL NOT TAKE IT.

75%. SO JUST REASON WHY.

SO WOULD YOU ACKNOWLEDGE THAT THE TEST STRUCTURE FOR THE STAR TEST, FOR EXAMPLE, IN HIGH SCHOOL, IS MUCH DIFFERENT THAN THE PSAT OR THE SAT? LIKE AS FAR AS THE ACTUAL TEST STRUCTURE, THE QUESTIONS BECAUSE I KNOW STAAR HAS IT.

THERE'S CERTAINLY A TEST STRUCTURE THAT'S UNIQUE TO STAR.

IT DOES. THERE ARE ACTUALLY MORE NOW MORE OPEN ENDED QUESTIONS IN STAR THAN THERE ARE ON PSAT.

SO YEAH, AND MY POINT IS SAY MORE.

YEAH I KNOW RIGHT. WE TEACH THE STAAR SO MUCH IN HIGH SCHOOL THAT I THINK THE EARLIER WE CAN EXPOSE OUR KIDS TO THE PSAT OR THE SAT STYLE QUESTIONS, I THINK THE BETTER. SO I THINK, YOU KNOW, THE EARLIER WE CAN EXPOSE THEM IN NINTH, 10TH AND 11TH GRADE, THAT WAY THEY CAN PREPARE, AND I HAVEN'T TAKEN THE SAT OBVIOUSLY IN OVER 25 YEARS.

I DON'T KNOW WHAT THE STRUCTURE IS LIKE, BUT THE EARLIER WE CAN EXPOSE THEM TO BETTER, AND EVEN IF IT MEANS THEM HAVING TO TAKE A TEST THAT MAYBE THEY DON'T WANT TO TAKE, I THINK THAT IT'S FAR MORE BENEFICIAL THAN MAKING IT OPTIONAL.

IT'S JUST MY OPINION. I JUST WANT TO KIND OF JUST SECOND WHAT MISS PETREA IS SAYING.

I THINK IT MIGHT BE BENEFICIAL TO LOOK AT IN THE FUTURE, TO SEE IF WE SHOULD MAKE THAT MORE OF A REQUIREMENT IN NINTH GRADE.

RIGHT, WE DID, AT THE BEHEST OF JOHNSON HIGH SCHOOL, KIND OF LED THE WAY ON THAT, AND WE DID IT FOR A COUPLE OF YEARS AND THEN HAD ENOUGH BLOWBACK THAT WE WERE LIKE, OKAY, YES, I KNOW, I COULD SEE THAT.

HOWEVER, I DO WANT TO STILL MAYBE WE CAN TWEAK THAT LATER, BUT THAT'S JUST MY THOUGHT ON THAT.

THANK YOU. MR. SEIBEL. YES, THANK YOU, MS. PHILPOTT, AND I KNOW I'M KIND OF ON THE FENCE ON WHETHER REQUIRED OR OPTIONAL.

I HAVE A NINTH GRADER AS WELL, AND I ADMITTEDLY, I MISSED THE EMAIL COMPLETELY AT THE BEGINNING OF THE SCHOOL YEAR AND JUST TOTALLY MISSED IT.

YEP, AND SO FROM THAT STANDPOINT, JUST, YOU KNOW, WHAT CAN WE DO IF WE ARE GOING TO MAINTAIN IT BEING OPTIONAL? WHAT CAN WE DO AS A DISTRICT? JUST MAKE SURE THAT EVERYBODY THAT ACTUALLY WANTS TO DO IT WANTS TO DO IT.

SO FOR ME AS A PARENT, I WANT MY CHILD TO DO IT BECAUSE THIS MY NINTH GRADER IS VERY ACADEMICALLY FOCUSED AND I KNOW FOR HER JUST ANY EXTRA PRACTICE SHE CAN GET, THE BETTER FOR HER.

HOWEVER THERE SO DO WELL HOW MANY STUDENTS FROM EACH GRADE, AND I KNOW WE BROKE DOWN NINTH GRADE.

HOW MANY? SO ALL 10TH AND 11TH, 10TH AND 11TH.

SO WE GOT ALL THOSE, AND THEN WHAT IS THE COST PER TEST? LET ME GET YOU AN EXACT.

THE NUMBER I SAY RIGHT NOW MAY BE DATED, I WANT TO SAY BETWEEN 13 AND $15 A STUDENT, BUT LET ME GET YOU THE EXACT ON THAT.

GREAT. THANK YOU, AND THE FOLLOW UP TO THAT IS BECAUSE I WAS WORKING WITH A STUDENT OVER THE SUMMER TO HELP HER PREPARE FOR THE ACT TO RETAKE, TO TRY TO IMPROVE HER SCORE A LITTLE BIT, AND IT'S FASCINATING TO ME JUST BECAUSE I DON'T KNOW, AS AN ACTUARY, I TAKE A LOT OF TESTS, SO I LOVE TAKING TESTS.

[02:25:07]

THIS ISN'T, IT IS, OBVIOUSLY THEY HAVE TO BE ACADEMICALLY GIFTED TO BE ABLE TO SCORE WELL IN THE EXAMS, BUT ALSO STRATEGY WISE AND HOW YOU TAKE THE EXAMS AND WHETHER OR NOT TO KNOW, TO READ A QUESTION AND HAVE THE FORETHOUGHT TO KNOW THAT'S GOING TO TAKE ME TOO MUCH TIME, I NEED TO THROW THAT QUESTION OUT AND MOVE ON, EVEN THOUGH I KNOW HOW TO DO IT, AND SO THAT STRATEGY BEHIND IT IS IMPORTANT TO BE ABLE TO SCORE WELL, IN MY OPINION, BUT SO WHAT DO WE DO TO HELP PREPARE OUR STUDENTS OVERALL FOR THESE EXAMS AND THAT STRUCTURE? SO IN TERMS OF STRATEGY FOR THOSE SPECIFIC EXAMS, WE DON'T UNLESS IT'S BUILT INTO VARSITY TUTORS.

BACK BEFORE MY TIME IN THIS ROLE, A COUPLE OF TEACHERS WERE TRAINED BY PRINCETON REVIEW, AND THEY OFFERED SESSIONS FOR STUDENTS AFTER SCHOOL, AND STUDENTS HAD TO PAY TO TAKE THE SESSIONS IF WE COULD BE TALKING TO EDUCATION FOUNDATION, IF WE COULD HAVE SOMETHING LIKE THAT TAUGHT MORE TEST STRATEGY DURING THE SCHOOL DAY WITHOUT COST TO OUR STUDENTS, I WOULD BE WILDLY IN FAVOR OF THAT.

GOOD TO KNOW. I THINK OVERALL, YOU KNOW, I STRUGGLE WITH THE NINTH GRADE TRYING TO FORCE IT JUST BECAUSE I DO KNOW THERE IS TEST FATIGUE.

THERE IS. WE HAVE A LOT OF ASSESSMENT DAYS IN THE CALENDAR ALREADY, AND SO I UNDERSTAND THAT NOT THIS ISN'T EVERYBODY'S CUP OF TEA.

AT THE SAME TIME, I AGREE WITH MISS PETREA.

WE ARE AN ACADEMICALLY FOCUSED DISTRICT.

WE WANT TO MAKE SURE OUR STUDENTS ARE PERFORMING WELL ON THESE EXAMS BECAUSE THIS IS, YOU KNOW, US SHOWING THE WORLD THAT WE PREPARE THE BEST STUDENTS IN THE STATE.

100% POSSIBLE.

EXACTLY, AND SO I WANT TO MAKE SURE EVERYBODY KNOWS THAT, AND I WANT TO MAKE SURE OUR STUDENTS ARE PREPARED TO DEMONSTRATE THE ACADEMIC KNOWLEDGE THAT WE KNOW THAT THEY ALREADY HAVE. SO THOSE ARE JUST MY THOUGHTS.

THANK YOU. MISS OROSCO.

SO I WONDER IF THERE'S ANOTHER TESTING OPPORTUNITY FOR NINTH GRADERS THAT DID NOT GET THE OPPORTUNITY TO READ THE EMAIL.

WE CAN STILL GET THEM IN.

OKAY, FANTASTIC.

SO I THINK THAT'S A REALLY IMPORTANT PIECE FOR THE FOLKS THAT DID NOT READ THE EMAIL MEET THAT DEADLINE THAT THEY'RE ABLE TO SIGN UP.

SO, JEFF, THERE YOU GO.

SIGN HER UP. OH, SHE'S IN.

THERE, WE GOT HER IN.

SO FOR PARENTS OUT THERE LISTENING GUARDIANS, FAMILIES LISTENING, MAKING SURE THAT THEY KNOW THAT THERE'S STILL AN OPPORTUNITY.

WHO SHOULD THEY CONTACT? WHAT SHOULD THEY DO IN ORDER TO MAKE SURE THAT THEY DO NOT LOSE THAT OPPORTUNITY TO TAKE THAT PSAT FOR THEIR NINTH GRADER? ACADEMIC DEANS ON THE HIGH SCHOOL CAMPUSES, AND I WILL ALSO ASK THEM TO COMMUNICATE OUT.

OKAY. FANTASTIC.

THAT IS WONDERFUL.

PROBLEM SOLVED THERE, AND MAYBE FOR FUTURE, INSTEAD OF AN OPT IN, WE CAN DO AN OPT OUT INSTEAD OF AN OPT IN, OPT OUT IS ALWAYS ANOTHER OPTION TO DO.

FOR THOSE FOLKS THAT DO HAVE THAT FATIGUE.

SO I MEAN, JUST RETHINKING THE WAY WE STRATEGIZE IS SO IMPORTANT TO MAKE SURE WE MEET THE NEEDS OF ALL OUR STUDENTS, AND THEN, YOU KNOW, I, I DEFINITELY AGREE THAT IT IS IMPORTANT TO DO THAT IN NINTH GRADE.

SO HAVING THAT OPT OUT WILL ALLEVIATE ANY KIND OF ANGST ON THAT, BUT ALSO WHAT KIND OF MESSAGE ARE WE SENDING? I KNOW THAT I'VE HAD A CONVERSATION WITH DR.

WRIGHT ABOUT THIS, HOW WITH BEST INTENTIONS, SOMETIMES WE GET UNINTENDED CONSEQUENCES.

FOR EXAMPLE, IN ELEMENTARY, WHEN WE ARE TELLING OUR STUDENTS YOU'RE GOING TO BE IN ADVANCE ONLY IF YOU SCORE A CERTAIN SCORE ON YOUR STAAR, RIGHT, AND STUDENTS THAT ARE NOT GOOD TEST TAKERS ARE FREAKING OUT.

MY DAUGHTER BEING ONE OF THEM WAS LIKE, BUT I WANTED TO TAKE ADVANTAGE.

SHE STILL CAN BECAUSE WE HAVE AN OPEN DOOR POLICY WHEN THAT IS CONVEYED OVER AND OVER BY DISTRICT LEADERSHIP AND COUNSELORS AND SO ON, YOU KNOW, AND AGAIN, NOT TO DO IT IN A NEFARIOUS WAY OR ANYTHING LIKE THAT.

IT'S JUST THEY'RE TRYING TO ENCOURAGE IT MIGHT HAVE A DIFFERENT EFFECT ON SOME STUDENTS.

WHO ARE THOSE A STUDENTS BUT CANNOT TEST TO THAT LEVEL, RIGHT? SO I WORRY ABOUT THAT FOR PSAT AS WELL.

WE'RE USING IT AS A RECRUITING TOOL AND SAYING, WELL, IF YOU SCORE THIS IN A PSAT, THEN YOU KNOW YOU'LL BE RECRUITED FOR AN AP.

SO JUST MAKING SURE TO THINK THOSE THINGS OUT, BECAUSE I DIDN'T EVEN THINK ABOUT IT UNTIL MY DAUGHTER SHARED WITH ME HOW NERVOUS SHE WAS ABOUT THIS AND WHAT THE CONSEQUENCES WERE, AND THEN I TALKED TO OTHER PARENTS THAT WERE SAYING, MY CHILD IS FEELING THE SAME WAY.

SO JUST SOMETHING TO THINK ABOUT FOR THE FUTURE.

SO OPT OUT. WE CAN COMMUNICATE.

[02:30:03]

SUPER IMPORTANT.

THANK YOU. THANK YOU, MR. SEVERANCE. MISS PHILPOTT, THANK YOU.

I THINK MY ONE OF MY FIRST FEW QUESTIONS EVER AS A BOARD MEMBER WAS ON THIS VERY SUBJECT, AND I WAS MUCH IN SUPPORT OF OF SPENDING THE MONEY TO PAY FOR THESE TESTS BECAUSE I REALIZED, I MEAN, I'M A BIG SUPPORTER OF ADVANCED ACADEMICS, AND I THINK THIS TEST IS A GOOD INDICATOR OF THAT, AND I DID NOT KNOW THAT WE DID NOT.

WE MADE THAT CHANGE LAST YEAR.

NOT THAT IT DOESN'T MEAN ANYTHING, BUT I JUST MAYBE WASN'T PAYING ATTENTION, BUT I MUST HAVE MISSED IT, AND SO I WOULD LIKE TO SECOND WHAT MISS PETREA SAID.

I WOULD LIKE TO BRING THIS BACK AS A MANDATORY AND TO TRUSTEE OROSCO MAYBE THERE'S AN OPT OUT ANOTHER WAY TO GET KIDS TO END IT OR NOT, BUT A TRUE STORY LIKE IN HIGH SCHOOL FOR ME, I HAD THE CHANCE TO LETTER IN CROSS-COUNTRY AND TRACK OR GO TAKE THE SAT BECAUSE MY TRACK COACH WAS LIKE, YOU'RE GOING TO.

IF YOU GO TO TAKE THE SAT, YOU'RE NOT GOING TO LETTER IF YOU MISS A TRACK MEET.

SO AS A STUDENT, I MADE MY DECISION.

I WANTED A LETTER INSTEAD OF THAT, AND THEN MY MOM FOUND OUT, AND THEN SHE WENT AND SPOKE TO THE BOARD AND SAID NO, AND I ENDED UP TAKING THE SAT IN THE PRINCIPAL'S OFFICE THE VERY NEXT WEEKEND. SO I WOULD BE IN SUPPORT OF BRINGING THIS BACK JUST BECAUSE OF WHAT IT REPRESENTS FOR WHY I THINK ADVANCED ACADEMICS IS IMPORTANT, AND I WANT TO MAKE SURE OUR KIDS ARE JUST CHALLENGED ALL THE WAY THROUGH THE SYSTEM TO MEET THEIR OPPORTUNITY THE BEST THAT THEY CAN.

SO I WOULD THAT'S WHAT I WOULD LIKE TO SAY ABOUT THAT.

SO THANK YOU ALL VERY MUCH.

ALL RIGHT, MISS PHILPOTT, THANK YOU SO MUCH FOR STEPPING IN AND TAKING OUR QUESTIONS.

I THINK YOU'VE HEARD IT THAT WE ALL CARE ABOUT ACADEMICS AND WE KNOW YOU DO AS WELL, RIGHT? I MEAN, WE'RE NOT MAKING SOME GRAND STAND UP HERE ON THE DAIS.

WE AS A DISTRICT, WE DO CARE.

SO WE LOOK FORWARD TO SEEING WHAT CREATIVE SOLUTIONS WE COME UP WITH TO CAPTURE MORE OF OUR STUDENTS.

YEP. THANK YOU.

THANK YOU. ALL RIGHT, TEAM.

[M.1. Consideration and possible adoption of the instrument to be used to evaluate the Superintendent]

I KNOW WE HAVE SOME PRESENTERS AS WELL, AND WE ARE JUST NOW GETTING TO OUR ACTION ITEM.

SO, IF YOU'LL PLEASE BEAR WITH ME AS I EXERCISE SOME LIBERTY IN THE ORDER THAT WE'LL GO.

ACTION ITEM. LET'S GO AHEAD AND LET'S M-1 CONSIDERATION AND POSSIBLE ADOPTION OF THE INSTRUMENT TO BE USED TO EVALUATE THE SUPERINTENDENT.

DR. WRIGHT. DO YOU WANT TO GIVE US A QUICK OVERVIEW OF OF.

OF THIS? YES.

I WANT TO THANK MY TEAM FOR CAPTURING YOUR COMMENTS FROM OUR TEAM OF EIGHT TRAINING AND TRYING TO FORMULATE GOALS BASED ON YOUR REQUEST, AND HOPEFULLY WE HIT THE MARK, BUT I'M SURE THERE ARE SOME THINGS THAT WE DIDN'T AND THAT YOU WANT TO CLARIFY, AND SO OUR OBJECTIVE TONIGHT WAS TO PUT IT BEFORE YOU SO THAT YOU WOULD HAVE AN OPPORTUNITY TO REVIEW AND GIVE US IDEAS OF WHAT YOU LIKE, WHAT YOU DON'T LIKE, AND THEN HAVE A FURTHER DISCUSSION ON IT NEXT, NEXT MONDAY.

SO THAT WAY EVERYBODY CAN HAVE CLARITY OF THOUGHT, BECAUSE I KNOW WE'VE TAKEN A LOT OF TIME ON OTHER ISSUES AND THIS ONE'S VERY IMPORTANT AND SO I WANT IT TO BE FRESH ON YOUR MIND AS YOU REVIEW THEM, AND SO OVER THE NEXT WEEK, WHAT I WOULD HOPE WOULD HAPPEN IS THAT YOU WILL SEND US QUESTIONS SPECIFICALLY TO THE AUTHOR OF EACH ONE OF THESE, AND IF THERE'S SOMETHING YOU FEEL LIKE WE MISSED, PLEASE PLEASE SHARE THAT WITH US, AND THEN THE TEAM AND I WILL GET TOGETHER AND TRY TO FORMULATE A SMART GOAL BASED ON THE FOCUS AREA THAT YOU FEEL LIKE WE NEED TO ADDRESS, AND THEN IF WE'VE ACTUALLY IDENTIFIED ONES AND YOU LIKE THEM, LET US KNOW THAT TOO, AND THEN THAT WAY WE CAN KEEP THOSE, AND IF YOU HAVE ANY QUESTIONS ABOUT THE PROCESS FOR THE PERCENTAGES.

KEVIN IS GOING TO BE AVAILABLE THIS WEEK AS WELL, AND DEREK AND I WILL BE HAPPY TO EITHER ANSWER YOUR QUESTIONS OR ADDRESS IF YOU FEEL LIKE WE NEED TO MOVE OR TWEAK SOME OF THOSE RATIOS.

OKAY, DR. WRIGHT, THANK YOU, AND I KNOW THAT SOME QUESTIONS HAVE ALREADY BEEN SUBMITTED, BUT I WILL LOOK LEFT TO SEE IF THERE'S ANY HARD PRESSED QUESTIONS RIGHT NOW.

SEEING NONE.

OKAY. LOOKING TO MY RIGHT.

OKAY. WE WILL SUBMIT OUR QUESTIONS.

DR. WRIGHT APPRECIATE THAT, AND WE'LL GO FROM THERE.

M-2 TEAM IS GOING TO BE PULLED FROM TONIGHT.

[M.2. Review and possible adoption of the Social Contract for the Hays CISD Board of Trustees]

[M.3. Consideration and possible approval to Begin the Process of Attendance Zone Mapping for the Fall 2025 Opening of]

MR. SAVOY, MR. CLEAVER. MR. PRESIDENT, MEMBERS OF THE BOARD, DR.

ERIC WRIGHT, SUPERINTENDENT.

I'VE TO APOLOGIZE IN ADVANCE.

I GET TIRED, I TEND TO KIND OF DRONE ON AND ON AND ON.

ACTUALLY, ARE Y'ALL READY TO DIVE INTO THIS PROCESS? THIS WILL BE THE FIRST SINCE WE'VE DONE SOME TWEAKING ON THE POLICY, AND YOU SHOULD HAVE A TIMELINE FOR YOU.

[02:35:04]

WE'RE NOT LOOKING AT REALLY ANYTHING.

THIS IS EFFECTIVELY THE ANNOUNCEMENT THAT YOU INTEND TO BEGIN THE PROCESS, AND THEN WE CAN PROMOTE THAT OUT.

WE CAN BEGIN TO CREATE A WEBSITE THAT WILL BE SORT OF THE CENTRAL PLACE FOR THIS PROCESS TO LIVE, AND THAT WILL LET PEOPLE KNOW THAT WE'RE CONSIDERING IT.

IT'S FUNNY BECAUSE MAX IS WORKING ON SOME STUFF WITH ZONES, AND I'M WORKING ON LIKE, WHAT ARE WE GOING TO DO THIS AND WE WERE KIND OF CROSSING WIRES A LITTLE BIT LIKE, WAIT A MINUTE, YOU'RE DOING THIS AND I'M TRYING TO DO THIS, AND WE FIGURED OUT AS A DISTRICT, WE'RE ACTUALLY DOING TWO THINGS ON BOTH ENDS OF THE SPECTRUM.

MAX AND THE FBOC ARE LOOKING AT AN ATTENDANCE ZONE THAT MIGHT BE GREAT IN 2037, RIGHT? THEY'RE LOOKING AT THE LONG RANGE BECAUSE WHAT THEY'RE DOING IS THEY'RE LOOKING AT ROUGH SCENARIOS.

NOT SO MUCH OF WHAT MAPS WOULD LOOK LIKE, BUT HOW MANY DIFFERENT SCHOOLS MIGHT WE NEED TO GROW LONG RANGE.

RIGHT. SO THEY'RE LOOKING AT I MEAN, IF YOU PUT A COUPLE ELEMENTARY SCHOOLS IN HERE, WHAT IF WE EXPANDED INSTEAD OF ADDED SCHOOLS BECAUSE THEY'RE LOOKING AT THE EFFICIENCY OF THE CONSTRUCTION, AND SO THEY ARE LOOKING AT DIFFERENT SCENARIOS THAT MIGHT BE FINE TEN YEARS FROM NOW OR 5 OR 8 YEARS FROM NOW.

WE'RE STARTING TONIGHT IS A PROCESS THAT IS ON THE OTHER END OF THE SPECTRUM.

IT'S NOT EVERYTHING ALL AT ONCE.

IT'S AS LITTLE AS POSSIBLE BECAUSE WE'RE GOING TO BE ENDING THIS PROCESS WITH SPECIFICALLY, WHAT CHANGES WILL THE BOARD WANT TO ADOPT THIS NOVEMBER OR DECEMBER TO BE EFFECTIVE NEXT YEAR.

SO IF YOU KIND OF FOLLOW THAT, THAT'S KIND OF WHERE.

SO YOU'LL YOU'LL PROBABLY HEAR SOME FOLKS IN THE COMMUNITY TALKING ABOUT THESE.

WELL WHAT WOULD THIS LOOK LIKE IF WE HAD 12 MIDDLE SCHOOLS AND ALL OF THAT, AND HOW WOULD WE NEED THAT TO MANAGE THE GROWTH? THAT'S NOT WHAT WE'RE DOING.

OUR NUMBER ONE GOAL HERE IS TO CREATE A MAP FOR RAMAGE ELEMENTARY.

THAT IS OUR NEXT AND ONLY BRAND NEW SCHOOL COMING ON NEXT YEAR.

SO THAT WE THOUGHT WE WOULD BRING TO YOU IN LIKE A GROUP, A PACKAGE LIKE IT'S PRIORITY.

THAT'S WHAT THE INTENT OF THIS IS, AND I KIND OF WE HAD TALKED ABOUT WELL, YOU KNOW, ANYTIME YOU OPEN UP THE ZONING PROCESS, YOU MIGHT WANT TO LOOK AT SOME AREAS THAT YOU CAN TWEAK. AGAIN, WITH THE GOAL BEING THE FEWEST POSSIBLE DECISIONS AT ANY GIVEN TIME IS PROBABLY THE BEST.

THAT WAY YOU CAN ALLOW FOLKS WHO HAVE A WHO WANT TO WEIGH IN ON ANY OF THESE DECISIONS, NOT TO BE SORT OF DROWNED OUT BY OTHER GROUPS, AND IF YOU HAVE A LOT OF DIFFERENT AREAS YOU'RE WORKING WITH AT ONE TIME, WE WOULDN'T BE ABLE TO GIVE THE ATTENTION NECESSARY TO, YOU KNOW, EVERYONE LIKE YOU CAN IN A SMALLER PROCESS.

SO GROUP B MIGHT BE MIGHT BE IF ANY COME UP AT ALL THE TERRITORIES WHERE NO ONE LIVES RIGHT NOW, AND THAT WOULD BE WHAT WE'D KIND OF CALL PRE-ZONING TO KIND OF TWEAK SOME AREAS.

I DON'T I HAVEN'T SEEN ANYTHING.

WE'RE GOING TO TAKE A LOOK, HAVEN'T HAD A CHANCE TO REALLY DO A DEEP DIVE BECAUSE AGAIN WE HAVEN'T REALLY PREPARED ANY DRAFT MAPS.

I MEAN WE STARTED SOME BUT WE DON'T HAVE ANY THAT WE WILL BE PRESENTING UNTIL OCTOBER.

THAT WOULD BE GROUP B.

GROUP C WOULD BE AREAS THAT MAY CONTAIN STUDENTS WHO ARE THERE NOW AND AGAIN.

THAT WOULD BE VERY LIMITED, AND THERE IS ONE AREA THAT WE MIGHT CONSIDER, BUT THE REASON IT'S GROUP C AND IT'S NOT TIED WITH GROUP A, BECAUSE IF IT FALLS FLAT OR PEOPLE ARE LIKE NO WAY, WE CAN IMMEDIATELY SAY, ALL RIGHT, WE'RE NOT GOING TO DO THAT, WE CAN DROP IT AND IT DOESN'T AFFECT THE MAIN THING WE'RE LOOKING AT TRYING TO DO, AND THAT'S GROUP A, AND MY HOPE WOULD BE SO THE ITEM YOU VOTE ON NOW IS JUST WHETHER YOU WANT TO ANNOUNCE AND START THE PROCESS.

I'D LIKE TO HEAR KIND OF YOUR THOUGHTS ON THE SCOPE OF WHAT YOU WANT TO DO WITH THIS.

IT WOULD BE THE RECOMMENDATION FOR ME AND ADMINISTRATION THAT WE ONLY DO ELEMENTARY SCHOOLS AGAIN, PRIMARILY JUST RAMAGE ELEMENTARY SCHOOL, WITH ANY TWEAKS TO MIDDLE SCHOOLS THAT MIGHT BE NECESSARY TO SUPPORT THE ELEMENTARY SCHOOL.

NOT NOT A FULL MIDDLE SCHOOL MAPPING, AND WHEN I SAY BY THAT IS BECAUSE WE'RE LOOKING AT THE DRAFT MAP A, WE'RE GOING TO BRING YOU TWO DRAFT MAPS FOR RAMAGE.

THERE'S AN AREA THAT SORT OF I THINK IT FITS AND DON'T DON'T QUOTE ME ON THIS BECAUSE I DON'T HAVE IT IN FRONT OF ME, AND I'VE ONLY HAD A CHANCE TO KIND OF GLANCE AT IT ONCE, BUT WE'LL GO OVER THE MAPS IN OCTOBER IN DETAIL.

THERE'S KIND OF AN AREA WHERE MOST OF THE ZONE YOU PULL FROM HEMPHILL, AND YOU PULL FROM UHLAND, AND YOU PULL FROM A LITTLE PATCH IN FUENTES.

THAT'S THE FARTHEST OUT, BECAUSE I THINK THEY'RE ACTUALLY CORRECT ME IF I'M WRONG.

ARE THEY BUILDING IT IN THE CURRENT FUENTES ZONE? LIKE ON THE VERY END? IT'S EITHER ON RAYMOND ELEMENTARY 17.

YEAH, IT'S BORDERED RIGHT THERE.

SO THAT LITTLE AREA WOULD OBVIOUSLY GO TO THE NEW SCHOOL INSTEAD OF BE THE FARTHEST AWAY, BUT IF WE DON'T ADJUST THE MIDDLE SCHOOLS ON THAT, WE'LL HAVE A LITTLE PIECE OF TERRITORY WHERE BASICALLY ALL OF RAYMOND ELEMENTARY SCHOOL WOULD GO TO SIMON MIDDLE SCHOOL, EXCEPT FOR ONE LITTLE AREA WHERE MAYBE 12 OR 15 KIDS WOULD GO TO

[02:40:04]

YOU DON'T WANT TO KIND OF CARVE OFF A SMALL GROUP OF KIDS THAT WOULD BE GOING TO MIDDLE SCHOOL WITHOUT ANY ELEMENTARY FRIENDS, SO THOSE KINDS OF THINGS, BUT BASICALLY WE'D LIKE TO TRY TO LIMIT IT TO JUST THE ELEMENTARY ZONES, AND WE'D LIKE TO LIMIT IT TO GROUP A RAMAGE DEVELOPMENT, AND THE ONLY OTHER THING THAT HAS POPPED UP, AND AGAIN, AND I APOLOGIZE IF SOMEONE'S LISTENING AND THEY'RE HEARING IT FOR THE FIRST TIME, THIS MAY EVEN BE A SMALL ENOUGH GROUP TO JUST ASK YOU INDIVIDUALLY, WHICH WE MAY DO IF THE BOARD IS INTERESTED.

WE ARE LOOKING AT POSSIBLY TURNERS CROSSING, AND I HAVE THOSE NUMBERS RIGHT NOW AND THE SURROUNDING FOR WHAT THEY CALL PLANNING UNITS, BASICALLY UP THERE AND MOVING THEM POSSIBLY FROM SUNFIELD ELEMENTARY OVER TO BUDA ELEMENTARY BECAUSE IT'S ACTUALLY AN EASIER DRIVE, AND THEN HAVING THEM RUN DAHLSTROM, WHICH WOULD HELP PRESSURE OFF OF MCCORMICK MIDDLE SCHOOL WITHOUT CHANGING THE MAP FOR THE MIDDLE SCHOOLS, AND THEN HAVE THEM RUN TO JOHNSON, WHICH IS WHERE THEY WOULD GO IF THEY STAYED.

SUNFIELD, MCCORMICK, JOHNSON.

NOW, HAVING SAID THAT, WE HEAR THAT, HEY, THAT'S NOT A GOOD IDEA.

WE CAN DROP THAT IF THE BOARD EVEN WANTS TO GO THERE, BUT WE WERE JUST KIND OF LOOKING AT THAT, THAT ZONE, AND WE CAN GET IN MORE NUMBERS AND STUFF LIKE THAT ROUGHLY.

I THINK WE'RE TALKING ABOUT MAYBE PULLING EVENTUALLY IN TEN YEARS, ABOUT 250 KIDS OFF OF SUNFIELD THAT COULD GO THAT WAY.

SO THAT WOULD BE AN, THAT WOULD BE AN EXAMPLE OF AN AREA, AND IT'S THE ONLY ONE THAT'S REALLY ON THE TABLE THAT WE HAD KIND OF TALKED ABOUT BEHIND THE SCENES FOR THAT GROUP.

SEE WHERE KIDS LIVE.

ALL RIGHT, MR. SAVOY, THANK YOU.

I'LL LOOK TO MY RIGHT. OKAY.

MR. FLORES AGAIN.

THANK YOU, TIM. MY QUESTION IS REALLY JUST ABOUT THE PROCESS AND ABOUT COMMUNICATION WITH THE PUBLIC.

SO ONCE WE TAKE A VOTE ON SEPTEMBER 24TH TO BEGIN THIS PROCESS OF REZONING FOR ELEMENTARY SCHOOL IS THERE GOING TO BE COMMUNICATION TO THE PUBLIC ABOUT THIS CHANGE IN THE PROCESS? I KNOW IN THE PAST WE'VE DONE COMMITTEES, AND THIS IS OBVIOUSLY GOING TO BE A LITTLE BIT DIFFERENT.

WILL THERE BE COMMUNICATION COMING OUT TO THE PUBLIC BEFORE THAT FIRST PUBLIC FORUM? OBVIOUSLY IN A CHANGE IN THE ACTUAL PROCESS, JUST TO AVOID THE APPEARANCE OF SAYING, OH, WE'RE NOT GOING TO GET PUBLIC INPUT FOR THIS PROCESS GOING FORWARD, WHICH IT'S ACTUALLY ENHANCING PUBLIC INPUT, AS WE'VE TALKED ABOUT.

WILL THERE BE JUST INITIAL COMMUNICATION TO EDUCATE THE PUBLIC ON THIS PROCESS? YES, AND ACTUALLY, IF YOU LOOK ON THE TIMELINE, KIND OF IN THE GRAY BANDS THERE IN BETWEEN THE MEETINGS AND BY THE WAY, IF THE TIMELINE IS ALSO SOMETHING THAT'S UP FOR DISCUSSION TONIGHT WHEN WE LOOK AT THE SCOPE, IF THIS WORKS FOR YOU, I DID ALL OF THE PROCESS STEPS COINCIDING WITH EXISTING BOARD MEETINGS.

I THOUGHT THAT WOULD BE HELPFUL ON EVERYBODY'S SCHEDULE, BUT YES, THE COMMUNICATION.

SO THE FIRST THING WE WOULD DO FOLLOWING ANY VOTE TO ACTUALLY START THE PROCESS IS WE'D SEND OUT A RELEASE, NEWS RELEASE LOCAL PAPER, PROBABLY PICK IT UP AND THAT KIND OF THING. I DON'T KNOW IF IT'LL BE A TV STORY, YOU KNOW, BUT WE'LL GET IT OUT IN THE NEWS.

WE'LL ALSO SEND IT TO OUR PARENTS DISTRICT WIDE, AND AT THAT POINT, WE SHOULD BE ABLE TO HAVE THE KIND OF THE HOME PAGE THAT WE CAN LAUNCH WITH THE WITH WHERE WE'LL BE PUTTING DRAFT MAPS, AND THE KEY COMPONENT OF THAT WILL BE THE BOND TALK FEATURE.

WE WILL TURN THAT ON ONCE WE GET THE DRAFT MAPS, BECAUSE REALLY, I DON'T KNOW IF WE'LL HAVE DRAFT MAPS UP AT THE TIME WE LET PEOPLE KNOW, BUT ANYWAYS, YOU'LL SEE THROUGH AS WE GO THROUGH THE PROCESS. LIKE THE NEXT THING WOULD BE MONDAY, OCTOBER 21ST WHERE WE WOULD PRESENT THE DRAFT MAPS.

IMMEDIATELY AFTER THAT MEETING, WE'RE GOING TO SEND AN EMAIL TO THE AFFECTED CAMPUSES AND AUDIENCES AND LET THEM KNOW, HEY, WE'RE LOOKING AT THIS, SO PLEASE WEIGH IN BECAUSE YOU MIGHT BE AFFECTED. HERE'S KIND OF MY MINDSET ON THIS.

WHEN WE START GLOBALLY AND WE ANNOUNCE YOU'RE GOING TO DO IT, I DON'T I DON'T WANT ALL FAMILIES OF OUR ALL 24,000 KIDS TO THINK, WOW, I'M GOING TO HAVE TO PAY ATTENTION TO THIS.

THE SOONER I CAN TELL SOMEBODY, HEY, DON'T WORRY ABOUT IT.

WE'RE NOT LOOKING AT YOUR AREA AND EVENTUALLY SHRINK THAT AUDIENCE DOWN.

THAT'S WHAT I WANT TO DO.

SO IF WE CAN ANNOUNCE, LIKE, EVEN AFTER THE 24TH, IF WE GET IF YOU ALL GET KIND OF A SENSE IT'S NOT PART OF THE MOTION, BUT IF YOU GET A KIND OF A CONSENSUS OF WHAT YOUR SCOPE WANTS TO BE, I COULD SAY, HEY, THE SCOPE IS ONLY GOING TO BE THIS.

SO THAT WILL EVENTUALLY MAYBE MAKE, YOU KNOW, A LOT OF PEOPLE NOT BE WORRIED ABOUT IT, AND I ONLY SAY THAT BECAUSE I'VE DONE THIS ENOUGH TO KNOW THAT OF ALL THE THINGS WE DO AS A SCHOOL DISTRICT, IF IT'S NOT THE ONE THING, IT'S RIGHT UP AT THE TOP.

THREE THINGS THAT A SCHOOL DISTRICT DOES THAT CAN CAUSE, YOU KNOW, ANXIETY AND CONCERN, AND THAT'S A GOOD THING BECAUSE WE ASK OUR PEOPLE TO BE CONNECTED TO THEIR SCHOOL COMMUNITIES. WE ASK THEM TO HAVE PRIDE IN THEIR SCHOOL AND TO GET EXCITED AND TO GET INVOLVED, AND THEN ONE OF THE ONE OF THE GROWING PAINS OF BEING A FAST GROWTH DISTRICT IS WE HAVE TO COME ALONG AND SAY, OH, WAIT A MINUTE, WE'RE GOING TO HAVE TO MOVE YOU TO ANOTHER SCHOOL NOW BECAUSE WE'RE PUTTING THIS IN AND THAT SO IT CAN BE DISRUPTIVE, AND I DON'T WANT ANYONE TO UNNECESSARILY WORRY ABOUT A ZONE CHANGE.

IF WE KNOW AS SOON AS WE KNOW YOU'RE OUT, IT'S NOT BEING CONSIDERED.

[02:45:04]

NOW, YOU DON'T HAVE TO GO CONVINCE A COMMITTEE IF YOU'RE IF YOU WANT TO IF YOU AND A GROUP OF FRIENDS OR JUST YOU BY YOURSELF, HAVE A PROBLEM WITH THE MAPS AND YOU WANT TO BE HEARD, YOU DON'T HAVE TO CONVINCE A COMMITTEE OF CITIZENS TO MAKE A RECOMMENDATION IN LINE WITH WHAT YOU WANT, AND THEN ALSO HAVE TO COME WHEN IT GETS BEFORE THE BOARD TO TRY TO CONVINCE THE BOARD TO HEAR YOU.

IT'S ACTUALLY CUTTING THE COMMITTEE STEP OUT DOESN'T MEAN YOUR VOICE ISN'T GOING TO BE HEARD ANY LOUDER.

IN FACT, LIKE YOU SAID, IT ENHANCES IT.

YOU CAN BE HEARD.

WE HAVE OUR TWO MINIMUM PUBLIC FORUMS STILL COME TALK AT THE BOARD MEETING, IF THAT'S NOT CONVENIENT.

IT'S GOING TO COUNT EQUALLY IF YOU SEND IT IN BASICALLY AN EMAIL TO THAT BOND TALK, YOU JUST HIT THAT BUTTON AND IT'LL ASK YOU WHAT YOUR THOUGHTS ARE.

THOSE ALL OF THAT WILL BE PRESENTED TO THE BOARD, AND YOU'RE BASICALLY JUST GOING TO BE FOCUSING YOUR EFFORTS ON, ON COMMUNICATING TO THE BOARD.

THANK YOU, AND AGAIN, I'M ACTUALLY LESS THAN A MILE FROM RAMAGE.

SO MY DAUGHTERS WILL BE ZONED, I ASSUME, TO RAMAGE ELEMENTARY MORE THAN LIKELY, BUT I THINK IT'S REALLY.

I LIKE HOW YOU SAID YOU'RE GOING TO SHRINK IT DOWN TO THOSE FOLKS IN THOSE COMMUNITIES, THE FUENTES PARENTS, UHLAND ELEMENTARY HEMPHILL AND EVEN SIMON AND CHAPA THAT MAY BE AFFECTED. RIGHT, BUT YEAH, I THINK IT'S IMPORTANT REALLY TO COMMUNICATE TO THOSE, AND BECAUSE YOU KNOW AS WELL AS I DO THAT GETTING THIS PROCESS RIGHT THE FIRST TIME, BECAUSE, YOU KNOW, AS I'VE HEARD STORIES, RIGHT, IT CAN GET UGLY AND GET POLITICAL AT TIMES.

GETTING IT RIGHT THE FIRST TIME.

THAT WAY IN THE FUTURE, WE OBVIOUSLY HAVE A HIGH SCHOOL NUMBER FOUR COMING UP AND JUST REALLY GETTING THIS PROCESS CORRECT THE FIRST TIME AND REALLY JUST KIND OF TWEAKING IT GOING FORWARD, BUT BUT THAT'S REALLY ALL I HAVE AND I'M TOTALLY FOR THIS PROCESS I APPRECIATE IT.

ANY QUESTIONS FROM MY RIGHT? OKAY.

QUESTIONS FROM THE LEFT? MR. SEIBEL. I JUST HAVE ONE THING JUST ON THE PROCESS HERE.

I THINK JUST MINDFUL, I GUESS, OF MAKING SURE THAT WE HAVE AMPLE OPPORTUNITY FOR THE COMMUNITY TO SPEAK, AND I'M CURIOUS TO SEE HOW THAT FIRST PUBLIC FORUM WOULD GO BEFORE THE BOARD MEETING AND HOW OR AT THE BOARD, HOWEVER THAT WORKS, AND SEEING BASICALLY IF WE NEED TO HAVE FLEXIBILITY TO POTENTIALLY HAVE THE SECOND PUBLIC FORUM OR A POTENTIAL THIRD PUBLIC FORUM INSTEAD, THAT WOULD BE MAYBE A LITTLE BIT MORE FRIENDLY FOR THE COMMUNITY TO BE ABLE TO SPEAK, DEPENDING ON HOW THAT FIRST ONE GOES.

BASICALLY. THAT'S A GOOD POINT, AND THAT BRINGS ME TO THE LITTLE ASTERISKS RIGHT THERE AT THE TITLE THERE OF OUR TIMELINE.

IT GOES TO THE TEXT DOWN AT THE BOTTOM.

IT SAYS THIS TIMELINE AND PROCESS SCHEDULE IS SUBJECT TO CHANGE BASED ON THE NEEDS OR WISHES OF THE BOARD OF TRUSTEES, AND THAT'S GOING TO BE IF YOU SIT THERE AND YOU THINK, WOW, WE REALLY NEED TO HAVE MORE DISCUSSIONS ABOUT THIS BECAUSE, YOU KNOW, THINGS WILL COME UP IN THESE PUBLIC FORUMS, AND I WANT EVERYONE TO KNOW THAT IT'S NOT JUST THAT WE'RE GOING TO SIT HERE AND LISTEN AND DO IT ANYWAY.

RIGHT? THIS IS ACTUALLY A DIALOG AND THE POLICY REQUIRES A MINIMUM OF TWO, WHICH A LOT OF TIMES WORKS, BUT IT DOESN'T PRECLUDE YOU FROM SAYING, HEY, WE NEED ANOTHER ONE, AND WE NEED ANOTHER ONE AND THE DRAFT TARGET, KIND OF TARGETED A DECISION AS EARLY AS NOVEMBER, BECAUSE THAT THEN LEAVES YOU TO SPILLOVER IF YOU WANT TO STRETCH IT OUT AND ADD SOME STUFF. YOU'LL NOTICE THAT THERE'S AN I BELIEVE, AN ALTERNATE MEETING IN DECEMBER, WHICH WOULD BE THE DECEMBER MEETING, BUT, YOU KNOW, YOU COULD REALLY SPILL IT INTO JANUARY IF YOU HAVE TO.

I, I HOPE WE DON'T HAVE TO GO THERE.

I DON'T ANTICIPATE THAT, BUT IF WE DO, IT'S AVAILABLE.

THE REASON WE TRY TO END THIS ON A SEMESTER IS BECAUSE THOSE WHO ARE GOING TO BE AFFECTED, WE WANT TO GIVE THEM AS FAR NOTICE AND AS FAR IN ADVANCE AS POSSIBLE. LIKE IF YOU'RE GOING TO BE ZONED TO ANOTHER SCHOOL, THEN YOU NEED TO KNOW THAT AS SOON AS YOU CAN.

SO YOU CAN KIND OF MAKE ARRANGEMENTS, AND IT'S KIND OF A GOOD BREAK INTO THE YEAR TO SAY, OKAY, NEXT YEAR STARTING.

SO WHEN THIS SCHOOL OPENS IN AUGUST OF 2025.

I THINK I'VE SEEN IT BOTH WAYS.

MOST OF THE TIME, PEOPLE WHO GET TO GO TO THE NEW SCHOOL ARE USUALLY PRETTY EXCITED.

SOMETIMES THEY'RE NOT. SOMETIMES THEY WANT TO STAY AT THE SCHOOL THEY'RE USED TO.

THIS IS ONE OF THOSE WHERE WE'RE ADDING A NEW SCHOOL.

SO BASICALLY, TO FILL THAT NEW SCHOOL, THE ZONE OF THE NEW SCHOOL IS ALL GOING TO COME FROM OTHER SCHOOLS, RIGHT? SO EVERYBODY WHO GETS REZONED PRETTY MUCH, I DON'T THINK WE'RE GOING TO SWITCH A GROUP OF PEOPLE FROM ONE EXISTING SCHOOL TO ANOTHER.

IT DOESN'T LOOK LIKE WE'RE GOING TO HAVE TO DO THAT.

SO IN GENERAL, AND I DON'T SAY I DON'T WANT TO LOCK ANYTHING UNTIL WE GET MAPS UP HERE AND IDEAS COMING ACROSS THE TABLE, BUT I THINK EVERYONE WHO'S GOING TO BE AFFECTED BY A

[02:50:01]

THE CULTURE. THAT'S RIGHT.

SEE HOW I DRONE WHEN I GET TIRED? NO, I'M JUST KIDDING, BUT ANYWAY, SO THAT'S A GOOD THING.

I THINK THAT'S GOING TO HELP OUR PROCESS.

OKAY. MR. SAVOY.

THANK YOU, AND I KNOW THAT YOU ALWAYS PUT A LOT OF FORETHOUGHT INTO THIS AS FAR AS WHAT AFFECTS OUR FAMILIES, AND COMMUNICATION IS THE KEY, AND YOU ARE THE RIGHT MAN FOR THE JOB, SIR. JUST REAL QUICK.

SO I KIND OF HAVE A IT'S OBVIOUSLY NOT A VOTE, BUT LIKE, A CONSENSUS.

WHAT I WANT TO JUST RECAP WHAT WE'RE LOOKING AT, BECAUSE THE ONLY THING YOU'RE BASICALLY GOING TO VOTE IS TO ANNOUNCE THAT YOU'RE DOING THE PROCESS.

IF YOU DON'T WANT TO DO A PROCESS AT ALL, THEN YOU DON'T PASS THAT MOTION, BUT I THINK MOVING FORWARD WITH LIMITING IT TO ELEMENTARY.

LIMITING IT TO A PRIORITY.

LIMITING IT TO ELEMENTARY AND ANY NECESSARY CHANGES AT MIDDLE SCHOOL AFFECTING THAT ELEMENTARY MAP AND THEN PRIORITIZING THE RAMAGE, AND THEN ALSO CONSIDERING THE POSSIBILITY OF INCLUDING TURNER'S CROSSING.

I DON'T KNOW. I MEAN, I THINK THERE'S ONLY I WAS LOOKING ACCORDING TO OUR DEMOCRACY, WE'RE ONLY LOOKING AT ABOUT MAYBE 40, 30 OR 40 KIDS THAT ARE THERE NOW. I'LL GET THE NUMBERS.

WE MAY JUST REACH OUT TO THEM DIRECTLY AND DO A LITTLE POLL.

YOU KNOW, SO WE CAN DO THAT ANYWAY.

THANK YOU. THANK YOU SIR.

ALL RIGHT TEAM, I SAID THAT I WAS GOING TO TAKE SOME CREATIVE LIBERTY HERE TO SHUFFLE SOME THINGS AROUND.

I KNOW WE HAVE SOME PRESENTERS TONIGHT AS WELL.

[N.5. Review of Discussion of Schematic Design for 2023 Bond Bid Package 12 Projects and Middle School Renovations and Additions]

SO, MR. CLEAVER THIS IS REVIEW AND DISCUSSION OF SCHEMATIC DESIGN FOR 2023 BOND BID PACKAGE 12 PROJECTS AND MIDDLE SCHOOL RENOVATIONS AND ADDITIONS. GOOD EVENING.

WE'RE ON PAGE 91 OF THE BOARD BOOK, AND I THINK MAYBE I'D LIKE TO START BY JUST SAYING.

KIND OF LIKE WHAT TIM JUST SAID.

WE HAVE SOME TIME HERE BEFORE WE'RE GOING TO ASK YOU ALL TO VOTE ON ANYTHING WE HAVE TONIGHT.

WE WOULD HAVE NEXT WEEK IF YOU CHOSE, AND THEN WE WOULD ALSO HAVE NEXT MONTH, AND THEN THE ONE MORE, YOU KNOW, TWO MORE MEETINGS NEXT MONTH.

SO WE HAVE UP TO FOUR TIMES TO TALK ABOUT THESE SCHEMATIC DESIGNS, AND WE ARE TALKING ABOUT 14 OF THEM, AND THAT'S WHY WE GAVE THEM TO YOU IN THE LAST WEEK OF AUGUST, AND SO FOR THE FOLKS WATCHING THIS IS BOTH THE 2023 BOND BID PACKAGE, 12 PROJECTS, AND FOR EVERYONE OUT THERE, THAT'S THE COMPREHENSIVE HIGH SCHOOL FOR THE RENOVATIONS AT THE THREE HIGH SCHOOLS.

THOSE ARE THE HUCKABEE PROJECTS, AND THEN FROM OCR, WE'RE TALKING ABOUT THE RENOVATIONS AND ADDITIONS AT KYLE, TOM GREEN, FUENTES AND HEMPHILL.

THOSE ARE THE 23 BOND, AND THEN THE ADDITIONAL SIX MIDDLE SCHOOL PROJECTS ARE TO MODERNIZE AND INCREASE THOSE CAPACITIES.

SO THE END GOAL IS TO FOR ELEMENTARIES TO BE AT AROUND 900 MIDDLE SCHOOLS AROUND 1200 AND HIGH SCHOOLS AT 2800.

SO WE HAVE A ALL THE TEAM MEMBERS, WE HAVE HUCKABEE AND OCR HERE.

IS THERE AN ORDER THAT YOU ALL WOULD PREFER TO SEE THESE IN? IF I MIGHT, I WOULD SUGGEST SOME OF THE HEAVIER LIFTING, IF YOU WILL, BECAUSE THERE'S SOME DEMOLITION WOULD BE AT KYLE AND TOM GREEN, AND THEN OF COURSE COMPREHENSIVE HIGH SCHOOL FOUR IS A TOTAL NEW GREENFIELD BUILD.

SO JUST THINKING THOSE MIGHT BE SOME TO TALK ABOUT OKAY.

YEAH. THANK YOU MR. CLEAVER. WE'LL GO AHEAD AND TAKE YOUR SUGGESTIONS I GUESS WE'LL START WITH THE OCR ITEMS. I GUESS THAT WOULD BE WHAT ON THE TRANSMITTAL SHEET FIVE, SIX, SEVEN AND EIGHT.

THAT'S CORRECT. WELL ON OCR WE WOULD START WITH THE KYLE AND TOM GREEN.

FUENTES AND HEMPHILL AND THEN THE SIX MIDDLE SCHOOL PROJECTS.

YES, SIR. OKAY, SO DOUG DAWSON WITH OCR IS HERE.

HE'S THE LEAD ON THESE PROJECTS, AND I'LL STAND HERE WITH HIM.

DOUG, TAKE IT AWAY.

WE HAVE THE POWERPOINT? YES. OKAY, PERFECT.

GOOD EVENING. ALL RIGHT, SO, AS MAX MENTIONED, THERE'S JUST A HANDFUL OF CAMPUSES ON THE LIST TONIGHT.

SO I'M GOING TO GO KIND OF AT A QUICK CLIP THROUGH THESE.

THE FOUR ELEMENTARY SCHOOLS AND THEN THE SIX MIDDLE SCHOOLS, AND THEN WE CAN SUMMARIZE OR DISCUSS ANYTHING IN DETAIL AT THE END, BUT THAT'S ALL RIGHT.

I'LL JUST RUN THROUGH ALL TEN FIRST AND KIND OF SEE WHERE WE'RE AT.

I'LL JUST TAKE THE FIRST MINUTE HERE TO SUMMARIZE OUR PROCESS TO DATE.

IF WE WANT TO GO TO THE NEXT SLIDE DO I HAVE A CLICKER? OH, WONDERFUL. THANK YOU.

I'LL DO IT MYSELF.

SO AGAIN, WE'LL TALK A LITTLE BIT ABOUT PROCESS, RUN THROUGH THE SPECIFIC CAMPUSES AND THEN JUST A COUPLE LOGISTICAL THINGS HERE AT THE END, BUT AS

[02:55:06]

SO AGAIN, AS MAX MENTIONED, THE FOUR ELEMENTARY SCHOOLS AND THE SIX MIDDLE SCHOOLS ALL RAN PARALLEL THROUGH SCHEMATIC DESIGN, WHICH ENDED AT THE END OF AUGUST AND SO FOR THE LAST SEVERAL MONTHS, WE'VE HAD OVER 25 USER GROUP MEETINGS.

WE'VE HAD DEPARTMENT HEAD MEETINGS.

YOU CAN SEE THE VARIOUS DEPARTMENTS THERE ON THE RIGHT THAT ARE BULLETED THAT WE'VE MET WITH INDIVIDUALLY.

YOU HEARD FROM RICK EARLIER, WHO WE JUST HAD A GREAT MEETING WITH A FEW WEEKS AGO AS WELL FOR CTE.

WE'VE MET WITH LANCE AND DUSTY AND PATTY AND ALL THE VARIOUS DEPARTMENT HEADS TRANSPORTATION KNOW, AND HAD SOME REALLY GREAT FEEDBACK.

WE ACTUALLY HAD AN AWESOME COLLABORATIVE MEETING IN THIS ROOM FOR LIKE 3 OR 4 HOURS WHERE EVERYONE WAS ABLE TO KIND OF COME IN AND HAVE A REALLY GREAT INPUT SESSION, AND THEN OF COURSE, GOING ON TO THE CAMPUSES, MEETING WITH EACH PRINCIPAL AND THEIR STAFF.

WE'VE HAD REALLY ENGAGING CONVERSATIONS, IN PARTICULAR AT TOM GREEN AND KYLE, WHERE THAT SCOPE IS A LITTLE BIT MORE ROBUST.

SO HEARING ABOUT SOME OF THE REALLY COOL AND UNIQUE, YOU KNOW, THINGS THAT MAKE THOSE SCHOOLS UNIQUE.

I'M EXCITED TO SHARE SOME OF THAT, AND THEN, OF COURSE, GETTING OUR CONSULTANTS AND OUR ENGINEERS OUT THERE TO TAKE A LOOK AT EVERYTHING AND MAKE SURE THAT WE'RE LOOKING AT IT HOLISTICALLY, BECAUSE WE KNOW THAT THESE PROJECTS ARE GOING TO BE INFORMED BY ESTIMATES PROVIDED BY OUR CONTRACTOR PARTNERS, AND THAT'S WHAT'S REALLY GOING TO HELP INFORM THE POTENTIAL BOND DOLLARS THERE.

SO ANYWAY, AGAIN, I ELABORATE MORE ON THAT AS NEEDED.

I'LL JUST WALK THROUGH THESE TEN CAMPUSES VERY, VERY QUICKLY.

THE FIRST TWO YOU'RE GOING TO SEE ARE FUENTES AND HEMPHILL ON THE KIND OF THE SISTER CAMPUSES IN THIS PACKAGE, BECAUSE THEY ARE BASED ON THE SAME PROTOTYPE.

AGAIN, THE KEY GOALS WITH THESE PROJECTS IS, IS GENERALLY CAPACITY EXPANSION TO SUPPORT 900 AT THE ELEMENTARY SCHOOL LEVEL AND 1200 AT THE MIDDLE SCHOOL LEVEL.

SO YOU'LL SEE VERY SIMILAR TO THE ELM GROVE PROJECT THAT WAS COMPLETED PREVIOUSLY.

FUENTES AND HEMPHILL BOTH ACCOMMODATE MULTIPLE CLASSROOM ADDITIONS OFF THE SIDE OF THE BUILDING, AND THEN SOME RENOVATIONS ON THE INSIDE TO THE LIBRARY.

SO IF YOU'VE BEEN TO ELM GROVE'S NEW LIBRARY, WE ACTUALLY WALKED THAT WITH THE OTHER TEACHERS IN THE STAFF FROM THE OTHER CAMPUSES, AND THEY WERE ABLE TO SEE WHAT WAS DONE THERE, GIVE US SOME FEEDBACK ON THINGS THEY LIKE AND THEY DIDN'T LIKE, AND OF COURSE, THEN WE'LL WORK WITH THEM INDIVIDUALLY TO DEVELOP UNIQUE DESIGNS FOR EACH CAMPUS.

IN ADDITION, TAKING A LOOK AT THEIR ART AND THEIR MUSIC BECAUSE WE'RE TRYING TO GROW THAT CAFETERIA.

SO AGAIN, SIMILAR APPROACH TO ELM GROVE, WHICH WOULD AGAIN THEN BE A RENOVATION TO THE CAFETERIA AND THEN PROVIDING AN INTERIOR CONNECTION WHERE THERE IS NOT CURRENTLY AN INTERIOR CONNECTION TO SOME OF THOSE OTHER FACILITIES, LIKE THE GYM OR ANY OF THE OTHER BUILDINGS.

SO PUTTING ESSENTIALLY PUTTING THE BUILDING UNDER ONE ROOF.

KYLE, DEFINITELY ONE OF THE MORE COMPLEX.

SO THIS FLOOR PLAN THAT YOU SEE ON HERE DOESN'T LOOK A WHOLE LOT LIKE WHAT KYLE LOOKS LIKE RIGHT NOW.

YOU'LL NOTICE AT THE FRONT THERE WE ARE PLANNING TO DEMOLISH THE EXISTING BUILDING THAT IS THEIR MAIN ENTRY.

SO THERE WAS A LOT OF DISCUSSION THAT WE HAD FROM THE MASTER PLANNING PHASE THROUGH SCHEMATIC DESIGN ABOUT DEMOLISHING THAT EXISTING BUILDING AT KYLE, THE HISTORY.

WE KNOW THERE'S A LOT OF ARCHITECTURAL FEATURES AS WELL AS FEATURES JUST INHERENT IN THAT FACILITY THAT WE WANT TO CARRY FORWARD FROM A HISTORICAL AND IN A SCHOOL CULTURE STANDPOINT. SO WE'RE WORKING VERY CLOSELY WITH THE CAMPUS AND THE STAFF ON THAT.

ALSO, KYLE HAVING THEIR VERY UNIQUE, ROBUST ANIMAL HABITATS.

OUR TEAM HAS SEEN AT VARIOUS TIMES THE AWESOME WORK THAT THEY'RE DOING OUT THERE WITH THOSE HABITATS.

SO WORKING VERY CLOSELY WITH PRINCIPAL MAXWELL AND THE STAFF OVER THERE TO DO WHAT WE CAN WITH THIS DESIGN TO MINIMALLY DISTURB, BECAUSE WE KNOW THERE'S DEMOLITION HAPPENING ON THE CAMPUS.

SO WE'RE GOING TO MINIMALLY DISTURB THOSE HABITATS AS MUCH AS WE CAN AND THEN OFFER THEM THE OPPORTUNITIES TO CONTINUE TO GROW THAT PROGRAM, AND SO PROVIDING THOSE EXTERIOR COURTYARD SPACES AS PART OF THE NEW DESIGN, AND AGAIN, MAIN GOAL HERE TO INCREASE THE CAPACITY TO 900, AND TO ALIGN WITH THE DISTRICT'S PROGRAM STANDARD. LAST THING I'LL POINT OUT IS A LOT OF ADDITIONAL QUEUING AND PARKING AREAS THAT WE'RE TRYING TO GET INTO, KYLE, BECAUSE THERE'S REALLY ONLY THE BACK LOOP RIGHT NOW AND SO TRYING TO GET ANOTHER QUEUING LANE UP AT THE FRONT AND THEN PULL AS MUCH OF THAT PARKING OFF THE STREET AS WE CAN.

WE KNOW THE CITY ACTUALLY HAS THOSE SPOTS THERE RIGHT OFF THE STREET.

SO TRYING TO GIVE THE DISTRICT AS MUCH OFF SITE OFF STREET PARKING AS POSSIBLE.

A COUPLE MORE SLIDES FOR KYLE AND TOM GREEN BECAUSE AGAIN, THEY ARE A LITTLE BIT MORE ROBUST.

SO YOU'VE GOT A LITTLE BIT LARGER FLOOR PLAN HERE.

IT IS THE ONLY TWO STORY THAT WE'RE LOOKING AT OUT OF THE ELEMENTARY SCHOOLS CURRENTLY, AND THAT WAS THAT WAS DISCUSSED WITH PRINCIPAL MAXWELL AND THE CAMPUS STAFF ON WHAT'S THE RIGHT APPROACH FOR THE ELEMENTARY SCHOOL LEVEL, AND AT KYLE SPECIFICALLY, THERE WAS A LOT OF DISCUSSION ABOUT BRINGING THIS FOOTPRINT TO BE A LITTLE BIT TIGHTER.

SO, IF YOU GUYS ARE FAMILIAR WITH KYLE, IT'S VERY SPREAD OUT.

IT'S GOT THE GYM BUILDING.

THEY USE THE KIMBRO.

IT'S VERY KIND OF DIFFICULT TO FIND YOUR WAY AROUND THAT CAMPUS, AND SO DOING THIS WILL HELP CONSOLIDATE THAT, AND THEY'RE REALLY EXCITED ABOUT THE TWO STORY OPPORTUNITY.

[03:00:08]

SOME VERY INITIAL SCHEMATIC DESIGN CONCEPTS THAT WE'VE STARTED TO PULL TOGETHER, AND WE'RE GOING TO BE SPEAKING WITH THE CAMPUSES ABOUT THESE AS WELL.

KYLE IN PARTICULAR, REALLY INTERESTED IN ALIGNING WITH THAT, THAT SENSE OF HOME AND STUDENTS COMING TO THE CAMPUS AND BEING COMFORTABLE, NOT NOT FEELING COLD, INSTITUTIONAL, OUT OF SCALE.

THEY REALLY WANTED THIS TO BE A REFLECTION OF, YOU KNOW, WHEN THEY COME TO SCHOOL, THEY WANT TO BE THEY WANT TO FEEL LIKE THEY'RE HOME, AND SO WE'RE REALLY TRYING TO BRING SOME OF THOSE ARCHITECTURAL ELEMENTS INTO FOCUS WITH THIS NEW MAIN ENTRY, WITHOUT DOING ANYTHING TOO DRAMATIC.

REALLY FOCUSING AGAIN ON THAT DROP OFF SEQUENCE AND HOW THAT TIES INTO THE EXISTING BUILDING ARCHITECTURE.

JUMPING OVER TO TOM GREEN AGAIN, ANOTHER LARGE PROJECT WITH LOTS OF DIFFERENT PIECES.

ONE OF THE KEY ONES BEING THE NEW ENTRY INTO THE FACILITY, AND THEN OF COURSE, THE L SHAPE THAT WHITE BOX.

THAT'S THE L SHAPE THAT SAYS CLASSROOM ADDITION.

THAT'S A SINGLE STORY CLASSROOM ADDITION.

REALLY INTERESTING.

SOME SITE FEATURES HERE THAT ARE GOING TO HELP REALLY GUIDE OUR PATH WHEN IT COMES TO COORDINATING WITH EXISTING UTILITIES AND STORMWATER MANAGEMENT AND THINGS LIKE THAT, BUT AGAIN, A NICE LARGE PLAN YOU GUYS CAN SEE HERE.

SINGLE STORY ADDITION OFF THE BOTTOM SIDE TO TIE BACK INTO WHERE THE GYM IS.

THE EXISTING GYM WILL BE MAINTAINED.

RIGHT NOW YOU ACTUALLY ACCESS THAT GYM THROUGH AN EXTERIOR HALLWAY A COVERED COVERED WALKWAY.

WE'RE GOING TO BE CLOSING THAT IN.

SO AGAIN, PUTTING THE CAMPUS UNDER ONE ROOF.

WE'VE HAD A LOT OF CONVERSATIONS WITH THE CAMPUSES.

WE ACTUALLY SHOWED PRINCIPAL MURROW FIVE DIFFERENT OPTIONS WITH HER TEAM AND WE WORKED THROUGH VARIOUS ITERATIONS ON THIS FLOOR PLAN, AS WE DID WITH OTHERS TO LAND ON THIS ONE.

THAT REALLY BALANCED A LOT OF THE CONSIDERATIONS, BECAUSE THERE'S ALSO, AGAIN, IF YOU'RE FAMILIAR WITH THAT, THE WEST SIDE OF THAT CAMPUS HAS THE PLAYGROUNDS.

SO TRYING TO BALANCE WITH ALL OF THE EXISTING FEATURES ON THAT SITE, AND THEN AGAIN, ANOTHER IMAGE HERE BEING THAT IT'S A LITTLE BIT MORE OF A ROBUST PROJECT, PROVIDING THAT VISION FOR WHAT THE NEW ENTRY COULD LOOK LIKE.

WE ACTUALLY MET WITH SOME OF THE STAFF EARLIER THIS MORNING OVER AT TOM GREEN, AND THEY WERE REALLY EXCITED ABOUT HOW THIS WAS STARTING TO TAKE SHAPE AS PART OF THE CAPACITY AND THE GROWTH OF THIS PROJECT.

IT WAS ALSO ABOUT REALLY HELPING IDENTIFY THEIR ENTRY FOR PEOPLE THAT HAVEN'T BEEN TO THAT CAMPUS BEFORE.

THEY KNOW IT'S DIFFICULT, YOU KNOW, WHERE'S THE FRONT DOOR? I PARK OVER HERE AND THEN I GOT TO WALK AROUND TO THIS SIDE, AND IT'S NOT VERY CLEAR TO SOME FOLKS, YOU KNOW, HOW DO THEY GET INTO THE BUILDING.

SO PART OF THIS ARCHITECTURAL APPROACH IS TO REALLY CREATE AN ENTRY THAT IS CLEARLY IDENTIFIABLE, AND WHEN FOLKS COME TO THE CAMPUS OR VISITORS COME TO TOM GREEN, THEY KNOW EXACTLY WHERE TO GO. SO THAT'S A KEY GOAL WITH THIS ONE AS WELL.

MIDDLE SCHOOL'S AGAIN GOING THROUGH HERE VERY QUICKLY.

BARTON MIDDLE SCHOOL FOCUSING PRIMARILY ON THE LIBRARY RENOVATION AS WELL AS AN ADDITIONAL ART ROOM AND SPECIAL EDUCATION.

SIMON MIDDLE SCHOOL FOCUSES MORE ON THAT CLASSROOM EXPANSION.

SO, SIMON CHAPA AND A COUPLE OTHERS WILL GO THROUGH HERE IN A MOMENT THAT DON'T MEET THE CURRENT CLASSROOM COUNT THAT MCCORMICK CURRENTLY HAS.

ADDING ADDITIONAL CLASSROOM SPACES HERE TO MEET THOSE CAPACITY GOALS, AS WELL AS AN ADDITIONAL PERFORMING AND FINE ARTS SPACE AND A NEW WEIGHT ROOM.

SIMILARLY AT CHAPA, ADDITIONAL CLASSROOMS PLUS ADDITIONAL WEIGHT ROOM.

IF YOU'RE FAMILIAR WITH THE SIMON MCCORMICK CHAPA PLAN, YOU'LL KNOW THE EXISTING WEIGHT ROOM IS QUITE SMALL.

WE TALKED A LOT ABOUT THAT. AGAIN WITH THE VARIOUS DEPARTMENTS AND THE CAMPUSES, AND ACTUALLY, WE SHOULD ACTUALLY BE ABLE TO UTILIZE THAT EXISTING WEIGHT ROOM FOR MORE LOCKER SPACE. SO BY BUILDING THE NEW WEIGHT ROOM, WE CAN COME BACK AND RENOVATE THE OLD WEIGHT ROOM.

IT'S RIGHT THERE IN BETWEEN THE LOCKERS SO WE CAN EXPAND THOSE LOCKER ROOMS, TAKE BACK THAT SPACE, AND THEN OF COURSE, AS YOU ADD STUDENTS, YOU'RE GOING TO NEED MORE LOCKERS.

SO THAT WORKED OUT VERY WELL, AND THAT CARRIES THROUGH BETWEEN SIMON, CHAPA AND MCCORMICK HERE.

SO AGAIN ADDITIONAL WEIGHT ROOM HERE AT MCCORMICK RENOVATING THOSE LOCKER SPACES AND THEN ANOTHER PERFORMING AND FINE ARTS SPACE TO SUPPORT THAT.

THE ROBUST ROBUST PROGRAM DAHLSTROM IS A MUCH SMALLER SCOPE.

SO THEY JUST COMPLETED A CAPACITY PROJECT IN RECENT YEARS AND SO AS WE WENT THROUGH THE MASTER PLANNING PHASE SEVERAL MONTHS AGO, THIS WOULD HAVE BEEN BACK IN THE SPRING.

IF YOU ALL REMEMBER, WE DID THE MASTER PLANS FOR THESE PROJECTS.

THE MAIN PRIORITY THAT CAME OUT OF THAT, BECAUSE THEY JUST HAD THEIR GROWTH PROJECT COMPLETED, WAS ENHANCING AND FINALIZING THEIR SPECIAL EDUCATION TO ALIGN WITH THE DISTRICT'S VISION AND THE CAMPUS NEEDS.

SO REALLY JUST FOCUSING ON SOME KEY INTERIOR RENOVATIONS.

JUST A FEW THINGS THERE.

WE'VE MET WITH THE CAMPUS AND THE SPECIAL EDUCATION TO TALK THROUGH SOME OF THOSE SPECIFICS AT ALL THE CAMPUSES, BUT REALLY FOCUSING ON DAHLSTROM AS WELL, AND

[03:05:05]

A LITTLE BIT TIGHTER SITE.

SO WE'RE GOING TO HAVE TO BE REALLY CREATIVE WITH THE LOCATION OF SOME OF THESE ADDITIONS AND WORKING WITH SOME OF THE CONSTRAINTS WE HAVE BEING VERY CLOSE TO CENTER AND RANGER, BUT AGAIN, WE'VE WORKED WITH LANCE AND DUSTY TALK ABOUT WHAT THE WEIGHT ROOM NEEDS ARE, AS WELL AS THE DIFFERENT COORDINATORS, AND THEN, OF COURSE, THE CAMPUS WITH THE DIFFERENT LOCATIONS FOR THE ADDITIONS.

A LOT OF INFORMATION ON THIS SLIDE HERE.

JUST GETTING TO SOME KEY NUMBERS AND A STRATEGY THAT I'LL JUST HIGHLIGHT VERY BRIEFLY WHICH IS THERE ARE SO THERE'S TEN PROJECTS AS PART OF THIS PACKAGE.

12 AND TO TRY TO BE AS EFFICIENT AS WE CAN WITH OUR TIME AND RESPECTFUL TO THE OVERALL MARKET AND PROJECT MANAGING ALL TEN OF THESE, WE'VE WORKED VERY CLOSELY WITH MAX AND NATE TO LOOK AT OPPORTUNITIES WHERE WE DON'T NECESSARILY HAVE TO ACTUALLY PROCEED WITH ALL TEN PROJECTS THROUGH THE NEXT PHASE OF DESIGN IMMEDIATELY.

WE CAN KIND OF ALMOST LIKE PHASE THEM IN A SHORTER WAY, BUT ALL STILL LOOKING AT THAT SAME COMPLETION TIME OF 2027, BUT PROCEEDING IMMEDIATELY WITH THE BOLDED CAMPUSES THAT YOU SEE THERE DOES A COUPLE OF THINGS.

ONE, IT HELPS REDUCE THE UPFRONT DESIGN COST, RIGHT? SO THE COST TO DO DESIGN BEFORE THE MAY 25TH, YOU KNOW, POTENTIAL BOND YOU KNOW, BY PROCEEDING WITH THE SIX.

YOU KNOW, YOU CAN KIND OF SPREAD THAT OUT, BUT THEN ALSO WHEN YOU THINK ABOUT THE DELIVERY OF THESE PROJECTS FROM LIKE JUST A RAW BIDDING AND, YOU KNOW, THE FLOODING, THE CONTRACTOR MARKET STANDPOINT, YOU KNOW, NOT HAVING TO BID TEN PROJECTS ALL AT THE SAME TIME, EVERYONE'S TRYING TO BID IT.

EVERYONE'S TRYING TO GET ALL THE ALL THAT INFORMATION FIGURED OUT.

THIS DOESN'T EVEN, YOU KNOW, ACCOUNT FOR THE OTHER, YOU KNOW, THE HIGH SCHOOL WORK THAT'S GOING TO BE HAPPENING SIMULTANEOUSLY.

SO REALLY TRYING TO LOOK AT IT FROM A WAY TO STRATEGIZE ON HOW WE'RE GOING TO REALLY GET THIS THROUGH SUCCESSFULLY AND EFFICIENTLY, AND THEN JUST SUPER HIGH LEVEL SCHEDULE STANDPOINT, WRAPPING UP THROUGH DESIGN DEVELOPMENT FOR THOSE SIX PROJECTS HERE IN NOVEMBER 24TH WOULD BE ISSUING CONTRACT DOCUMENTS IN MARCH AND POTENTIALLY BEING READY FOR CONSTRUCTION NEXT SUMMER.

THANK YOU FOR THAT OVERVIEW.

TEAM, I KNOW AGAIN, THIS IS A LOT OF INFORMATION.

I'M GOING TO SUGGEST THAT WE SUBMIT QUESTIONS.

I STILL WILL TAKE ANY QUESTIONS IF THERE'S ANYTHING THAT'S HARD PRESSING RIGHT NOW.

SO I'LL LOOK TO MY RIGHT, LOOKING LEFT.

OKAY, GREAT. WE WILL SUBMIT QUESTIONS, AND THANK YOU FOR THAT PRESENTATION.

MR. CLEAVER, YOU'RE BACK UP HERE.

THANK YOU. THANK YOU SO MUCH, AND THEN WE'LL NOW TURN TO HUCKABEE WITH THEIR PRESENTATION.

JASON ANDREWS IS HERE, AND TO GO OVER HIGH SCHOOL FOUR AND THE THREE OTHER COMPREHENSIVE HIGH SCHOOLS.

THANK YOU, JASON.

WE WILL SAVE HIGH SCHOOL FOUR FOR LAST THOUGH.

SO. GOOD EVENING, PRESIDENT VELA.

DR. WRIGHT. ESTEEMED BOARD MEMBERS.

IT'S GOOD TO BE HERE AGAIN.

I THINK THIS IS ACTUALLY MY FIRST FORMAL PRESENTATION UP HERE FOR YOU ALL, IF I REMEMBER RIGHT.

I KNOW I'VE DONE THE FBOC A FEW TIMES, SO IT'S JUST A REALLY GREAT FACILITY THAT YOU ALL HAVE.

SO WE'RE HERE TO PRESENT THREE ADDITION AND RENOVATION PROJECTS AT YOUR THREE EXISTING HIGH SCHOOLS AS WELL AS HIGH SCHOOL FOUR.

SO IT LOOKS LIKE BARBARA HAS STARTED WITH HAYS HIGH SCHOOL.

SO THIS IS OUR TYPICAL SETUP.

THIS IS ACTUALLY THE THIS IS ACTUALLY THE PREVIEW.

THIS IS NOT THE SAME THAT THEY HAVE UP, BUT WE CAN ACTUALLY WORK WITH THIS.

SO IT'LL BE A LITTLE BIT DIFFERENT THAN WHAT YOU HAVE IN FRONT OF YOU.

WHAT YOU HAVE IN FRONT OF YOU IS A LITTLE BIT MORE DEVELOPED, BUT THIS IS ACTUALLY BUILDING OFF THE MASTER PLAN FOR THIS CAMPUS THAT WE'VE BEEN WORKING ON FOR SEVERAL YEARS.

SO A LOT OF THESE ELEMENTS THAT ARE IN THIS PROJECT ARE THINGS THAT HAVE BEEN YOU KNOW, THOUGHT ABOUT AND DISCUSSED AND PLANNED OUT, AND YOU'LL SEE THEM IN THE PAST BEFORE.

SO IT SHOULDN'T BE ANY REAL SURPRISES.

THE SCOPE OF THIS PROJECT INCLUDES JUST STARTING AT THE TOP OF THE SITE PLAN.

WE'VE GOT THE MULTI-PURPOSE ACTIVITY CENTER, OTHERWISE KNOWN AS THE MPAC, WHICH IS YOUR COVERED ARTIFICIAL TURF PRACTICE FIELD.

WE HAVE THE MULTI-PURPOSE INDOOR SPACE WHICH IS THE EQUIVALENT TO WHAT'S CURRENTLY BEING CONSTRUCTED OUT AT JOHNSON HIGH SCHOOL.

WE HAVE THE ACADEMIC ADDITION THAT'S GOING HERE NEXT TO GRAND GYM, AND WE'VE GOT THE KITCHEN ADDITION THAT'S GOING OFF HERE AT THE BACK.

SO THE FLOOR PLAN FOR THE CLASSROOM ADDITION, IT'S REALLY STRAIGHTFORWARD.

IT'S 13 CLASSROOMS WITH RESTROOMS AND OTHER SUPPORT SPACES.

[03:10:04]

SO THIS IS ACTUALLY GOING TO DO A COUPLE OF THINGS.

IT'S GOING TO PROVIDE THAT CONNECTION THAT WE'VE BEEN TRYING TO DO THROUGHOUT THE CAMPUS, WHERE WE HAVE ALL THESE DISPARATE BUILDINGS THAT KIDS HAVE TO GO OUTDOORS TO BE ABLE TO GET TO. SO NOW WE'VE ACTUALLY GOT AN ENCLOSED CONNECTION THERE.

IT'S ALSO STARTING TO TRY TO TIE THE BUILDINGS TOGETHER ARCHITECTURALLY.

ONE THING THAT PEOPLE SEEM TO BE MOST EXCITED ABOUT THIS IS THAT THE TOWER THAT IS OUT IN FRONT OF THAT BUILDING, THAT EXISTING CTE BUILDING, WILL BE COMING DOWN AS PART OF THIS PROJECT, WHICH I AFFECTIONATELY REFER TO AS BIRD POOP TOWER, BECAUSE THAT'S PRETTY MUCH WHAT EVERYBODY THINKS OF WHEN THEY SEE IT, BUT THAT ELEMENT IS GOING TO BE COMING DOWN AS PART OF THIS AS WELL.

SO THE OTHER THING THAT'S REALLY NICE ABOUT THIS IS THE WAY IT ENDED UP LAYING OUT WITH THE NEEDS THAT THE CAMPUS TOLD US IN TERMS OF THEIR ACADEMIC NEEDS.

WE'RE ACTUALLY ABLE TO BE MOSTLY CLEAR OF GRAND GYM, EVEN THOUGH RIGHT NOW THE GRAND GYM IS PLANNED TO COME DOWN IF THE MULTI-PURPOSE INDOOR SPACE MAKES IT INTO THE BOND, BUT IT DOESN'T, IT'S NOT REQUIRED.

SO PREVIOUSLY WE THOUGHT IT WAS GOING TO BE REQUIRED, AND THE OTHER NICE THING IS THAT THIS IS THE EXISTING SPED BUS LOOP, AND WE THOUGHT THAT WE MIGHT ACTUALLY BE ENCROACHING ON THAT AND HAVE TO RELOCATE THAT AND RECREATE THAT.

WE DO NOT HAVE TO DO THAT.

SO WHAT'S REALLY NICE ABOUT THAT IS THAT THE SPED BUSSES DROP OFF HERE.

THEY HAVE THIS NEW ENTRY POINT COMING IN, AND ACTUALLY THE SPECIAL EDUCATION SUITE IS RIGHT HERE.

SO FROM A CONVENIENCE STANDPOINT IT'S NOT ANY LESS CONVENIENT THAN WHAT THEY HAVE CURRENTLY, AND THEY HAVE A REALLY NICE SETUP RIGHT NOW.

THE OTHER NICE THING ABOUT THIS IS THAT WE'VE DESIGNED IT IN A WAY THAT OBVIOUSLY, GRAND GYM COMES DOWN THIS CORRIDOR CAN BE EXTENDED OUT AND THEN ULTIMATELY TURN DOWN AND CONNECT BACK TO THE MAIN BUILDING.

ON THE GROUND FLOOR THAT'S YOUR LIBRARY AND YOUR ADMIN.

SO WE DON'T REALLY WANT A CONNECTION THERE, BUT AT THE SECOND FLOOR THAT'S ONE OF YOUR MAIN ACADEMIC AREAS, AND SO IT OFFERS THE OPPORTUNITY FOR THIS ADDITION TO TURN BACK ONTO THE MAIN BUILDING AND CREATE THAT ACADEMIC CONNECTION IN THE FUTURE.

SECOND FLOOR IS AGAIN PRETTY STRAIGHTFORWARD.

FOR THE KITCHEN ADDITION SO THIS ORIGINALLY STARTED OUT AS A HALF KITCHEN HALF DINING ADDITION, AND AFTER MORE DISCUSSION, IT MADE A LOT MORE SENSE TO GO AHEAD AND DO THIS AS A FULL KITCHEN EXPANSION, AND SO WE'RE USING THE JOHNSON'S KIND OF THE BASE IN TERMS OF LIKE THE SQUARE FOOTAGE AND THE COMPONENTS THAT GO IN, AND OBVIOUSLY IT DOESN'T LAY OUT EXACTLY THE SAME.

SO THIS IS ROUGHLY A 7500 SQUARE FOOT KITCHEN EXPANSION.

THE IDEA BEING THAT YOUR EXISTING KITCHEN IS HERE OFF THE DINING, AND SO THIS CAN BE BUILT BASICALLY FREESTANDING BY ITSELF WITH THE IDEA THAT THE EXISTING KITCHEN WOULD CONTINUE TO FUNCTION AS IT DOES CURRENTLY, AND THEN OVER A SUMMER, WE WOULD TEAR DOWN THE EXISTING KITCHEN ONCE THIS ONE IS DONE AND THAT WOULD BECOME THE ADDITIONAL DINING SPACE THAT WE WERE ORIGINALLY GOING TO DO AS PART OF THE ADDITION.

SO IT GETS YOUR DINING TO BE MORE CONTIGUOUS AND GETS YOU A BRAND NEW, FULL, BRAND NEW KITCHEN.

SO WE'RE NOT HAVING TO DO ANY RENOVATION AND HOPEFULLY FROM A CONSTRUCTION SEQUENCING STANDPOINT IS A LITTLE BIT EASIER.

ADDITIONALLY, AND THIS HAS CHANGED A LITTLE BIT, WE'VE SIMPLIFIED IT FROM WHAT YOU SEE UP HERE ON THE GRAPHICS, BUT WE ARE CREATING AN ENCLOSED CONNECTOR BETWEEN THE MAIN BUILDING AND THE SMALL CTE BUILDING AS WELL.

SO WE DO HAVE A LOT OF ELEVATION CHANGE THAT WE HAVE TO DEAL WITH BACK THERE.

SO THOSE THAT HAVE BEEN BACK BEHIND THAT KITCHEN AREA, IT'S THERE'S QUITE A BIT OF TOPOGRAPHY THERE, BUT WE CAN DEAL WITH THAT THROUGH THAT CORRIDOR.

THE MULTI-PURPOSE INDOOR SPACE.

SO ONE THING THAT YOU'LL NOTICE IN THE PLANS IS THAT WE'VE ACTUALLY MOVED THAT.

SO IT WAS PREVIOUSLY SHOWN TO BE FREESTANDING KIND OF OUT BY ITSELF, WHICH KIND OF GOES AGAINST SOME OF THE STUFF THAT WE WERE TRYING TO DO WITH THIS CAMPUS.

SO WE ACTUALLY MOVED IT TO BE ATTACHED TO THE EXISTING MUSIC BUILDING, AND SO ONE OF THE ADVANTAGES OF DOING THAT IS THAT THE KIDS DON'T HAVE TO GO OUTSIDE AS MUCH TO BE ABLE TO ACCESS THOSE SPACES.

IT IS A LITTLE BIT FURTHER AWAY FROM THE ATHLETICS AREA, BUT IT IS A FINE ARTS FIRST GYM, SO IT MAKES SENSE FOR IT TO BE MORE CONVENIENT TO THEM.

AND IT ACTUALLY WORKS OUT REALLY NICELY FOR SOME OTHER MASTER PLANNING FOR ADDING AN ORCHESTRA AND MARIACHI AND MOVING DANCE LOCKER ROOMS OVER EVENTUALLY.

WE ARE INCLUDING A COUPLE OF LOCKER ROOMS, ESSENTIALLY TRYING TO RECREATE THE SPACES THAT ARE IN GRAND GYM RIGHT NOW.

THIS IS CONSIDERED THE GRAND GYM REPLACEMENT, SO THAT INCLUDES A COLOR GUARD LOCKER ROOM, A CHEER LOCKER ROOM, AND WE HAVE A SEPARATE BOYS LOCKER ROOM AS WELL TO SUPPORT THAT. IT ALSO COMES WITH A CROW'S NEST, WHICH, IF YOU REMEMBER FROM THE JOHNSON PLANS, THAT'S AN ELEVATED PLACE FOR INSTRUCTORS TO BE ABLE TO GET UP AND GET A VANTAGE POINT OF THE STUDENTS THAT ARE PRACTICING DOWN BELOW IN THE GYM AREA, AND THEN THE MULTI-PURPOSE ACTIVITY CENTER IS PRETTY STRAIGHTFORWARD. IT IS A FOOTBALL, FULL SIZE FOOTBALL AND SOCCER FIELD WITH A WITH A COVER OVER THE TOP OF IT TO PROTECT THEM FROM SOME OF THE ELEMENTS.

THERE ARE MUCH MORE UPDATED GRAPHICS IN YOUR PACKET HERE FOR WHAT THESE ARE, BUT YOU'RE STARTING TO SEE THE ARCHITECTURAL ESTHETIC FOR THIS, THIS BUILDING, AND SO THIS IS A SHOT

[03:15:03]

LOOKING BACK AT THE ACADEMIC ADDITION, WE'VE TAKEN THE LIBERTY OF TAKING GRAND GYM OUT SO YOU CAN SEE THE FRONT ENTRY, THE EXISTING FRONT ENTRY, THE IDEA BEING THAT WE START TO PULL IN SOME OF THE VERNACULAR THAT WE WORKED ON WITH THE WEIGHT ROOM THAT'S CURRENTLY UNDER CONSTRUCTION OUT THERE RIGHT NOW.

AND THERE'S A LOT OF TALK ABOUT THERE ARE SEVERAL VERNACULARS THAT ARE GOING ON, VARIOUS DIFFERENT ESTHETICS THAT ARE GOING ON, AND THERE WAS A DECISION MADE TO GO WITH A CERTAIN PALETTE OF MATERIALS ON THAT WEIGHT ROOM, THE IDEA BEING THAT WOULD START THE PROCESS OF TRYING TO MAKE THE WHOLE CAMPUS MORE COHESIVE.

SO THIS ACADEMIC BUILDING PULLS IN THE SAME PALETTE OF MATERIALS THAT WE'RE DOING ON THE WEIGHT ROOM, WHICH WORKS VERY WELL WITH THE EXISTING MATERIALS OUT ON THE MAIN BUILDING, WHILE ALSO STARTING TO TRY TO KIND OF COVER UP SOME OF THE STUFF THAT WE'RE TRYING TO GET AWAY FROM ARCHITECTURALLY, WHICH IS WHAT THE CTE BUILDINGS KIND OF LOOK LIKE WITH THE METAL PANELS, AND ELEMENTS LIKE THAT.

SO WE'RE TRYING TO REALLY TRY TO RECREATE THE IMAGE OF THE FRONT OF THAT CAMPUS, AND I THINK GRAND GYM COMING DOWN AS MUCH AS PEOPLE ARE PROBABLY GOING TO MISS IT ARCHITECTURALLY, I THINK IT'S REALLY GOING TO ENHANCE THE FRONT OF THE SCHOOL.

SO A COUPLE MORE SHOTS OF WHAT THAT ACADEMIC ADDITION LOOKS LIKE, AND YOU CAN SEE THE CONNECTION THAT WE'RE DOING, THE ENCLOSED CONNECTION BACK TO THE CTE BUILDING.

ON THE BACK AGAIN MORE UPDATED IMAGE IN YOUR PACKET HERE.

THE KITCHEN ADDITION IS GOING TO BE VERY STRAIGHTFORWARD.

SO RIGHT NOW THE ESTHETIC BACK THERE IS A LITTLE ROUGH.

IT'S VERY OLD BUT METAL PANELS THAT ARE IN BAD SHAPE.

SO BASICALLY THE WHOLE BACK OF THE KITCHEN IS GOING TO BE TAKEN OFF, AND THEN WE'RE GOING TO PUT THIS ADDITION ON AND IT'S GOING TO LOOK NEW, AND IT'S GOING TO CONNECT TO THE MATERIALITY THAT WE'VE GOT GOING ON ON THE MAIN BUILDING NEXT TO IT, AND SO AGAIN, JUST TRYING TO MAKE THAT MORE COHESIVE ARCHITECTURAL ESTHETIC THROUGHOUT THE CAMPUS.

THE MULTI-PURPOSE INDOOR SPACE SO THE IMAGE IN YOUR PACKET IS ACTUALLY A LITTLE MORE INTERESTING BECAUSE WHEN WE MOVED IT UP AGAINST THE MUSIC BUILDING, WE HAD SOME DECISIONS TO MAKE BECAUSE AS YOU ALL REMEMBER, THE MUSIC BUILDING IS THE MOST DIFFERENT ARCHITECTURAL ESTHETIC THAT YOU HAVE ON THAT CAMPUS.

WHEN WE WERE WORKING ON THE WEIGHT ROOM, WHICH IS THIS IMAGE THAT YOU SEE BACK HERE IN THE BACKGROUND, THERE WAS A DECISION TO PULL SOME OF THE MATERIALS FROM THAT BUILDING, BUT REALLY NOT GO WITH THAT ESTHETIC BECAUSE EVERYBODY FELT IT WAS TOO CONTRADICTORY TO EVERYTHING ELSE ON THE CAMPUS.

SO WE PULLED SOME OF THE DARKER BRICK, AND THEN WE ADDED IN THE PUNCH OF THE RED GLOSSY BRICK TO GET THAT RED, THAT HAYS RED IN THERE, AND SO WE'RE GOING WITH THAT SIMILAR ESTHETIC ON THE NEW ADDITION, BUT WITH A LITTLE BIT MORE OF THE MUSIC BUILDING BROUGHT IN.

SO WE'RE HOPING THAT ADDITION WILL BE A TRANSITION, BECAUSE ULTIMATELY THE VERTICAL TEAM AUDITORIUM IS GOING TO GO NEXT TO IT AND SO THE HOPE IS THAT WE TRANSITION FROM THAT MUSIC BUILDING TO THE ULTIMATE CAMPUS ESTHETIC WITH THE ADDITION THAT WE'RE DOING NEXT TO IT.

AND THEN THE MPAC, WHICH IS A VERY STRAIGHTFORWARD, VERY ECONOMICAL, PRE-ENGINEERED METAL BUILDING STRUCTURE, BUT WE'RE TRYING TO GIVE IT A LITTLE BIT OF ENHANCEMENT A LITTLE BIT OF SCHOOL SPIRIT, AND SO WE'RE BRINGING IN A RANDOM PATTERN OF THE, SCHOOL COLORS AND OBVIOUSLY THE MASCOTS INCLUDED IN THAT AS WELL.

IT IS PLANNING TO GET A FENCE ALL THE WAY AROUND IT SO THAT WE CAN SECURE IT.

SO CONTROLLING ITS USAGE, BUT ALSO PROVIDING SOME SAFETY AND SECURITY FOR THE STUDENTS.

SO THAT'S WHAT WE'VE GOT GOING ON AT HAYS HIGH SCHOOL.

WE CAN GO AHEAD AND GO ON TO THE NEXT ONE.

ALL RIGHT.

JOHNSON IS REALLY STRAIGHTFORWARD.

SO THERE ARE TWO MAJOR ELEMENTS FROM A BUILDING STANDPOINT THAT WE'RE ADDING.

OFF THE BACK OF THE SCHOOL, WE'VE GOT THE WEIGHT ROOM ADDITION AND WE'VE GOT THE MULTI-PURPOSE ACTIVITY CENTER.

IN ADDITION TO THAT, WE'RE ALSO ADDING PARKING.

SO PARKING HAS BEEN A BIG POINT OF DISCUSSION ON THIS CAMPUS IN TERMS OF QUANTITY AS WELL AS CONVENIENCE, AND SO WHAT WE'VE LEARNED IS, IS THAT THE BIGGEST NEED FOR PARKING RIGHT NOW IS ON THE WEST SIDE AND SERVING THE GYMS, MOSTLY BECAUSE WE DON'T WANT THE BAND PRACTICE AREA TO SERVICE PARKING ANYMORE.

SO THE GOAL HERE IS TO PROVIDE AS MUCH OR MORE PARKING AS THE BAND PRACTICE DOES, SO THAT THEY CAN SHUT THAT ONE OFF COMPLETELY FOR BAND PRACTICE USE.

THE WEIGHT ROOM ITSELF IS A NEAR COPY OF WHAT WE'RE CURRENTLY CONSTRUCTING OUT AT HAYS HIGH SCHOOL.

AGAIN, I KNOW EQUITY IS REALLY IMPORTANT FOR Y'ALL, AND SO WE'RE TRYING TO KEEP THESE THINGS AS SIMILAR AS POSSIBLE, AND SO YOU HAVE THE OPEN WEIGHT ROOM WITH ADJACENT STORAGE TO IT. THE ONE ON THE BACK WE HAVE A LITTLE BIT OF ENHANCEMENT TO THIS ONE.

SO THERE HAVE BEEN SOME REQUESTS FROM THE CAMPUS FOR A SMALL CONCESSIONS ASSOCIATED WITH TENNIS, AS WELL AS SOME TENNIS STORAGE AND SOME

[03:20:03]

THE MPAC IS THE SAME FULL SIZE SOCCER AND FOOTBALL FIELD.

SO THE WEIGHT ROOM ESTHETIC HERE IS AGAIN PULLING FROM THE MATERIALS THAT ARE ALREADY ON THAT CAMPUS, AND SO YOU'VE GOT THE STONE AND THE BRICK AND THE MASONRY OR THE METAL PANELS THAT ARE GOING TO MAKE UP THE PREDOMINANT MATERIAL CHOICES.

SOME OF THE THINGS LIKE WINDOW SILLS AT SIX FEET, WHICH IS ONE OF THE THINGS THAT'S PART OF Y'ALL'S SAFETY AND SECURITY.

SO WE'RE INCORPORATING THAT HERE AS WELL, BUT OVERALL A PRETTY STRAIGHTFORWARD ARCHITECTURAL DESIGN, AND THEN, OF COURSE, YOU'VE GOT THE MPAC IN THE BACK, WHICH I THINK PEOPLE ARE GOING TO BE REALLY SURPRISED AT JUST HOW BIG THOSE BUILDINGS ARE.

THEY ARE SIGNIFICANT.

SO ANY QUESTIONS ON JOHNSON? I THINK WE'RE GOOD TO KEEP GOING.

ALL RIGHT. OUT AT LEHMAN.

SO A LOT OF WORK GOING ON AT LEHMAN.

THERE'S A LOT OF WORK CURRENTLY GOING ON AND A LOT PLANNED FOR THIS NEXT ROUND, AND AS YOU ALL KNOW, LEHMAN IS TRYING TO PUT 10 POUNDS IN A 5 POUND SACK.

IT'S A VERY TINY CAMPUS, SO WE'RE TRYING TO FIND ALL THE LITTLE PLACES THAT WE CAN MAKE STUFF FIT.

SO I THINK WE'RE GETTING A LOT IN ON THIS ROUND AS WELL.

WHILE STILL KEEPING THE CAMPUS FUNCTIONAL.

SO WE'LL START AT THE TOP WITH SOME PARKING EXPANSIONS.

SO OBVIOUSLY PARKING IS ALWAYS A CONCERN AT MOST CAMPUSES, BUT THIS ONE IN PARTICULAR WITH THE LIMITED AMOUNT OF SIZE.

SO ANYWHERE WE CAN SNEAK IN SOME EXTRA PARKING, WE'RE GOING TO TRY TO DO THAT.

WE'RE DOING AN ACADEMIC ADDITION OFF OF ONE OF THE EXISTING ACADEMIC WINGS.

WE'RE DOING A KITCHEN AND DINING EXPANSION OFF THE EXISTING LOCATION.

WE'RE DOING SOME BAND SUITE INTERIOR RENOVATION WORK, AND THEN RIGHT NOW WE'VE GOT THIS AUDITORIUM AND THE CTE WING BEING INSTALLED, AND WE REMEMBER WE MASTER PLANNED THAT TO ALLOW FOR THAT MULTI-PURPOSE INDOOR SPACE TO COME IN LATER.

AND SO THAT IS NOW THE NEXT STEP ON THE DOCKET FOR THAT CAMPUS.

WE'RE ALSO DOING A FREESTANDING WEIGHT ROOM, AND WE'RE DOING AN MPAC CENTER.

ONE OF THE THINGS THAT'S NOT SHOWN ON THIS GRAPHIC, BUT IS IN YOUR UPDATED ONE, IS THAT THE MPAC IS GOING ON THE EXISTING PRACTICE FIELD, AND ON THAT PRACTICE FIELD ARE THE CURRENT SHOT PUT AND DISCUS FIELD EVENTS.

THE PLAN IS TO ACTUALLY MOVE THOSE INTO THE TO IMPROVE THE DETENTION POND SO THAT IT CAN BE A FUNCTIONAL SPACE, AS WELL AS TO CREATE THE ABILITY TO USE IT INSIDE THE MPAC AS WELL. SO THEY HAVE MULTIPLE OPTIONS ON WHAT THEY CAN DO FOR SHOT PUT AND DISCUS.

SO THE ACADEMIC ADDITION WE'RE REALLY TRYING TO SQUEEZE THIS IN WITHOUT HAVING TO AFFECT THE DRIVE, BECAUSE IF WE HAVE TO MOVE THE DRIVE, WE HAVE TO MOVE THE WE HAVE TO LOSE SOME PARKING. SO AT THIS POINT WE FEEL LIKE WE'RE BARELY GOING TO MAKE IT, WHICH IS WHAT THIS KIND OF GRAPHIC SHOWS, IS THAT IT WILL BE PRETTY TIGHT TO THE SIDEWALK.

IT'S A TWO STORY ADDITION WITH TEN CLASSROOMS ONE THING THAT CAME UP DURING OUR CONVERSATION WITH CAMPUS WAS THAT WAS INTERESTING, IS THAT THEIR CURRENT ISS ROOM IS IN A SCIENCE LAB, ESSENTIALLY A SCIENCE LAB IN THE MIDDLE OF THEIR ACADEMIC WING, AND THEY HAVE TO SHUT DOWN THE RESTROOMS, THE OPEN STUDENT RESTROOMS IN THE CORRIDOR ADJACENT TO IT SO THAT THEY CAN ACTUALLY TAKE THE KIDS OVER TO USE THE RESTROOM BECAUSE IT DOESN'T HAVE A RESTROOM INSIDE THEIR ROOM.

AND OBVIOUSLY, THAT'S NOT IDEAL.

WE KNOW RESTROOMS AND CONVENIENT RESTROOMS IS IMPORTANT TO YOU ALL, AND SO HAVING TO SHUT THEM DOWN AND NOT MAKE THEM AVAILABLE IS A BIG DEAL.

SO WHAT WE DECIDED TO DO IS ACTUALLY TO WE HAD ONE MORE ACADEMIC SPACE WE WANTED TO GET.

SO WE'RE ACTUALLY GOING TO MOVE ISS INTO THE ADDITION, AND WE'RE GOING TO CREATE RESTROOMS DIRECTLY OFF OF THAT SO THAT THE KIDS DON'T HAVE TO LEAVE THE ROOM TO GO TO THE RESTROOM, AND THEN THE CURRENT ISS IS GOING TO GO BACK TO BEING A SCIENCE LAB AND THEY CAN OPEN UP THE RESTROOMS. SO THAT'S JUST KIND OF A NICE LITTLE SIDE BENEFIT.

BUT IT'S PRETTY STRAIGHTFORWARD ON THE GROUND FLOOR WITH THE ISS AND THE CLASSROOMS, AND THEN ON THE SECOND FLOOR WE'VE GOT TWO MORE SCIENCE LABS, AND THERE WAS A SMALL AREA THAT WAS LEFT OVER THAT WE'RE GOING TO MAKE INTO A RESOURCE ROOM, AND THEN THE PREP THAT GOES WITH THE SCIENCE LABS.

SO THE EXPANSION AT THE KITCHEN AND DINING IS ACTUALLY QUITE SIMPLE.

THE DINING IS PRETTY CLOSE TO WHAT YOU NEED FOR THE STUDENT BODY.

WE'RE GOING TO ADD ABOUT 1200FT² TO THE EXISTING AREA, AND WE'RE GOING TO ADD ONE SERVING LINE.

WE'RE GOING TO RECONFIGURE SOME THINGS AND SOME TABLE, CHAIR, TABLE AND CHAIR STORAGE AND A FEW THINGS TO MAKE THOSE SERVING LINES A LITTLE BIT MORE CONTIGUOUS, BUT WE'RE NOT TAKING AWAY ANYTHING THAT THEY HAVE RIGHT NOW.

THAT WAS REALLY IMPORTANT TO MISS ZUNIGA, THAT WE DON'T TAKE AWAY HER STORAGE.

SO WE WILL BE MAKING SURE THAT WE PUT THAT BACK AS PART OF THE ADDITION.

[03:25:02]

SO PROBABLY THE BIGGEST CHANGE TO IT IS THAT THERE'S TWO LARGE PRACTICE ROOMS BACK HERE IN THE BACK THAT THEY DON'T USE, AND THEY WANT TO TURN THOSE, TAKE THOSE OUT AND TURN THOSE INTO FOUR OFFICES.

WE'RE REPLACING EVERY SINGLE PRACTICE ROOM IN THERE.

SO THEY'RE ALL SORT OF AT THEIR END OF THEIR USEFUL LIFE.

THEY WERE A BRAND THAT THE CAMPUS DOESN'T PARTICULARLY PREFER.

EVERYBODY REALLY LIKES WINGER.

IT'S A PARTICULAR BRAND THAT IS PREFERRED.

SO WE'RE GOING TO REPLACE THEM WITH WINGER BRAND PRACTICE ROOMS. WE'RE GOING TO GO IN AND DO NEW FLOORING AND NEW PAINT THROUGHOUT THE ENTIRE SUITE, AND THEN UPSTAIRS WE'RE ADDING WE'RE EXPANDING A STORAGE ROOM.

THEY'RE WILLING TO GIVE UP A COUPLE OF PRACTICE ROOMS UPSTAIRS TO EXPAND THEIR STORAGE, AND THEN WE'RE ACTUALLY ADDING SOME GARAGE DOORS ONTO THE TWO BAND HALLS TO ALLOW PROPS AND OTHER LARGE EQUIPMENT AND STUFF TO GO IN AND OUT A LITTLE EASIER THAN THEY CAN RIGHT NOW.

THE MULTI-PURPOSE INDOOR SPACE.

SO THIS ONE AGAIN IS A COPY OF JOHNSON, WITH A DIFFERENCE BEING THAT WE'RE ADDING FOUR CLASSROOMS AS PART OF THE ADDITION.

WE KNEW WE HAD THAT SPACE WHEN WE KIND OF PLANNED EVERYTHING OUT, AND SO RIGHT NOW MY UNDERSTANDING IS, THAT TWO OF THEM ARE GOING TO BE DESIGNATED FOR CTE.

SO YOU HAVE TWO MORE CTE CLASSROOMS, AND THEN WHERE THIS IS SITTING, THERE'S ACTUALLY TWO HEALTH CLASSROOMS THAT WERE SITTING ON TOP OF THAT.

WE HAVE TO RELOCATE, AND SO IT'S PROBABLY GOING TO BE THE TOP TWO CLASSROOMS, AND THEY CURRENTLY HAVE AN OPERABLE WALL.

SO THAT CAN BE USED AS TEAM ROOMS FOR ATHLETICS AS WELL.

SO IT'LL BE HEALTH CLASSROOMS AND ATHLETIC TEAM ROOMS, AND AGAIN IT HAS THE CROW'S NEST UPSTAIRS.

THE MPAC AGAIN THESE ARE ALL JUST COPIES.

SO EVERY ONE OF THEM ON EVERY CAMPUS WILL BE EXACTLY THE SAME WITH THE EXCEPTION OF THE COLORS AND LOGOS.

SO THIS WEIGHT ROOM EXPANSION, THIS IS A SLIGHTLY OUTDATED VERSION OF THIS, BUT THE WEIGHT ROOM ITSELF IS AGAIN, ALMOST A DIRECT COPY OF WHAT YOU'RE DOING AT HAYS.

SO FROM AN EQUITY STANDPOINT, IT'LL BE VERY SIMILAR, BUT IF YOU REMEMBER, WE'RE ACTUALLY SITTING US ON TOP OF YOUR CURRENT CONCESSION RESTROOM BUILDING, AND SO THERE JUST WASN'T ENOUGH ROOM TO MISS IT.

WE WERE ALSO TOLD THAT BUILDING IS KIND OF AT THE END OF ITS USEFUL LIFE AS WELL.

SO NOBODY WAS REALLY SAD ABOUT REPLACING IT.

SO WE'RE GOING TO GO BACK WITH RESTROOMS AND CONCESSIONS AND SOME STORAGE.

WE'RE ACTUALLY GOING TO HAVE TO GO BACK WITH A LOT MORE RESTROOMS THAN YOU HAVE RIGHT NOW.

SO THAT WILL BE AN IMPROVEMENT.

SO RIGHT NOW Y'ALL ARE WELL UNDERNEATH THE CODE REQUIRED NUMBER OF FIXTURES THAT YOU NEED FOR THE NUMBER OF SEATS THAT YOU HAVE ON THE VISITOR SIDE, BUT THE LAYOUT THAT YOU SEE IN THE UPDATED PACKET, ACTUALLY IS DONE TO HELP YOU PLAN FOR EXPANSION OF THE VISITOR SIDE SEATING IN THE FUTURE.

SO WE KNOW THAT THERE IS A GOAL.

RIGHT NOW YOU HAVE ABOUT 1500 SEATS ON THAT SIDE.

THERE'S A GOAL TO TRY TO GET AS CLOSE TO 3000 AS POSSIBLE ON THE VISITOR SIDE, AND SO WE DID SOME MASTER PLANNING AND KIND OF REORIENTED THE BUILDING SO THAT THERE WOULD BE ENOUGH ROOM FOR THAT TO HAPPEN.

SO THE ACADEMIC ADDITION.

REALLY, THE GOAL HERE IS TO TIE IN TO MATCH THE REST OF THE ACADEMIC WINGS.

SO ARCHITECTURALLY, THE STAIR TOWER, WE'RE GOING TO MIMIC THE STAIR TOWERS ON THE OTHER WINGS.

SAME MATERIALS, SAME PYRAMIDAL ROOF.

THE BRICK AND THE BANDING WILL ALL BE THE SAME.

ONE THING WE ARE DOING A LITTLE BIT DIFFERENT IS THAT THE EXISTING WINGS HAVE THIS SLOPED ROOF TOWARDS THE END OF IT.

SO WE WERE ASKED, YOU KNOW, IF WE WERE TO EXPAND THIS OR NEEDED TO EXPAND THIS IN THE FUTURE, HOW MIGHT IT HAPPEN? AND ONE OF THE OPTIONS THAT WE TALKED ABOUT WAS MAYBE EXPANDING THIS WING HERE.

SO THIS LITTLE SLOPED ROOF IS ACTUALLY MAKING OUR ADDITION A LITTLE BIT MORE DIFFICULT.

WE'RE HAVING TO REBUILD SOME STRUCTURE IN ORDER TO MAKE IT ALL WORK.

SO WE'VE CHOSEN TO GO WITH A FLATTER ROOF SO THAT IF YOU ALL DID DECIDE TO EXPAND IN THE FUTURE, IT WOULD BE A LOT EASIER.

AND THEN THE MULTI-PURPOSE INDOOR SPACE WITH THE CLASSROOMS. SO YOU'VE GOT THE AUDITORIUM AND THE CTE WING THAT ARE CURRENTLY UNDER CONSTRUCTION RIGHT NOW, AND THEN THIS LOWER ELEMENT OR THOSE CLASSROOMS AND WE'RE PULLING IN THE, YOU KNOW, THE BRICK AND THE MASONRY THAT IS PREDOMINANT ON THE REST OF THE CAMPUS, AND THEN WE'VE GOT THE METAL PANELS IN THE BACK FOR THE HIGHER VOLUMES FOR THE GYMNASIUMS. THE WEIGHT ROOM, AGAIN, JUST PULLING FROM THE EXISTING CAMPUS WITH THE STONE AND THE MASONRY, AND THEN YOU HAVE THE MPAC IN THE BACK, THE SHOT FROM THE FIELD SIDE. SO ANY QUESTIONS ON LEHMAN? ALL RIGHT. HIGH SCHOOL 4.

SO Y'ALL KNOW THIS IS LOCATED OVER IN SUNFIELD ON A GREENFIELD SITE TO ORIENT YOU, MAIN STREET CURRENTLY DEAD ENDS SOMEWHERE UP HERE OFF THE SCREEN, AND IT IS PLANNED BY THE SUNFIELD DEVELOPER TO EXTEND ALL THE WAY DOWN TO SOUTH TURNERSVILLE ROAD.

SOUTH TURNERSVILLE IS DOWN HERE AT THE BOTTOM OF THE PAGE.

THAT IS AN EXISTING ROAD.

[03:30:03]

FROM THE GET GO WE KIND OF HAD A LITTLE BIT OF A HIT TO THE SIZE OF THE PROPERTY, BECAUSE THESE DASHED LINES THAT YOU SEE ACROSS HERE ARE A GAS EASEMENT AND A HIGH POWERLINE EASEMENT, AND SO WE LOST ABOUT 13 ACRES OF BUILDABLE LAND AREA THERE JUST TO THAT.

SO IF YOU'RE WONDERING WHY WE'RE KIND OF SQUEEZED UP TO START WITH, THAT'S PART OF THE REASON.

THE OTHER THING THAT DID IS, IS THAT WE PROBABLY DON'T WANT POWER LINES AS THE KIND OF THE FEATURE OF THE FRONT OF YOUR SCHOOL.

RIGHT? SO IT MADE A LOT OF SENSE FOR US TO ORIENT THE SCHOOL SO THAT THE FRONT WAS ACTUALLY TOWARDS MAIN STREET.

AND WHEN WE WERE TALKING WITH THE DISTRICT, WE WENT THROUGH A PRETTY ROBUST VISIONING PROCESS.

WE LOOKED AT PRECEDENT IMAGERY.

WE WENT THROUGH SOME WORD EXERCISES TO TRY TO UNDERSTAND THE GOALS FOR THIS CAMPUS AND SOME OF THE EARLY CONCEPTS THAT WE PUT TOGETHER AND CONVERSATIONS WE HAD, REALLY THAT EVERYBODY SEEMED TO REALLY GRAVITATE TOWARDS THIS IDEA OF WRAPPING THE SCHOOL AROUND THE STADIUM.

AND WHILE THIS IS SOMEWHAT UNIQUE, IT'S NOT THE ONLY PLACES IT'S BEEN DONE, AND ONE OF THE INSPIRATIONS FOR THIS IS GODLEY HIGH SCHOOL, WHICH WE'VE WORKED ON UP IN GODLEY, TEXAS, AND SO WHEN WE SHOWED IMAGERY OF THAT AND THE THINGS THAT GODLEY WAS DOING IN TERMS OF MAKING THINGS MULTI-PURPOSE AND MAKING THINGS THAT MIGHT NORMALLY JUST BE DESIGNATED FOR ATHLETICS MORE USABLE FOR ACADEMICS AND THINGS LIKE THAT.

EVERYBODY GOT REALLY EXCITED ABOUT THAT CONCEPT, AND SO YOU CAN SEE THAT'S WHAT THE STRATEGY IS FOR THE SCHOOL.

SO SITE WISE, IT'S ACTUALLY SET UP WITH OBVIOUSLY THE FRONT DOOR COMING IN.

WE ALWAYS LIKE TO SEPARATE STUDENTS, PARENTS AND BUSSES.

SO THE PARENTS COME IN THE FRONT.

THEY QUEUE AROUND IN THEIR OWN DESIGNATED LOOP AROUND THE STAFF AND VISITOR PARKING LOT, AND THEY EXIT BACK OUT WITHOUT HAVING TO CROSS ANYBODY ELSE'S TRAFFIC.

THE BUSSES COME IN OFF OF TURNERSVILLE TO A BUS DROP OFF AREA HERE IN THE BACK, AND THEN THEY LOOP AROUND AND HEAD BACK OUT AGAIN WITHOUT HAVING TO CROSS ANYBODY.

THE SPECIAL EDUCATION BUSSES ACTUALLY COME IN DOWN THIS SECONDARY DRIVE HERE, AND CAN LOOP AROUND AND DROP OFF IN THE SPECIAL EDUCATION SUITES RIGHT THERE.

SO THAT'S VERY CONVENIENT FOR THEM.

IN THAT VEIN OF BEING MULTI-PURPOSE.

THIS DRIVE IS ALSO ANTICIPATED TO BE USED BY FINE ARTS AND ATHLETICS FOR QUEUING UP BUSSES AND TRACTOR TRAILERS AND THAT KIND OF STUFF FOR GOING TO AWAY GAMES AND THAT KIND OF STUFF, AND THEN THE STUDENTS ACTUALLY HAVE THEIR OWN PARKING LOT WITH A COUPLE OF ENTRY AND EXIT POINTS SO THAT THEY CAN CONVENIENTLY GET IN AND OUT OF THEIR PARKING AREA AGAIN WITHOUT TRYING TO WITHOUT THEM CROSSING OTHER TRAFFIC.

THE OTHER PART THAT WAS REALLY IMPORTANT IN OUR CONVERSATIONS WAS THAT WHEN THEY GET OUT OF THEIR CAR AND THEY WALK TO THE SCHOOL, THEY DIDN'T WANT THEM HAVING TO CROSS QUEUING LANES. SO THERE WILL NOT BE ANY QUEUING HERE DURING A NORMAL SCHOOL DAY.

THE ONLY TRAFFIC HERE WILL BE THE SPECIAL EDUCATION BUSSES.

THAT'S A PRETTY LIGHT LOAD.

SO FROM A SAFETY AND SECURITY STANDPOINT, THAT WAS PRETTY PRETTY OPTIMAL.

AND SO WE'VE GOT BAND PRACTICE HERE.

YOU'LL SEE THE LATER.

THE BAND IS ACTUALLY LOCATED HERE.

SO THEY'RE JUST RIGHT ACROSS THE LOOP FROM THE BAND PRACTICE AREA.

IT IS COMPLETELY SEPARATED AND IS NOT BEING USED FOR, FOR ANY KIND OF PARKING.

SO IT IS DEDICATED TO THEM, AND THEN FROM AN EVENT STANDPOINT, THE IDEA IS THAT IT'S NICE TO SEPARATE HOME AND VISITORS. SO THIS IS YOUR MAIN HOME PARKING LOT IN THE BACK.

THIS IS THE HOME SIDE OF THE STADIUM.

THIS IS YOUR VISITOR SIDE, AND THIS IS ANOTHER HOME PARKING AREA.

SO NOT ONLY IS IT IMPORTANT FOR FOLKS TO BE ABLE TO GET IN, IT'S ALSO IMPORTANT FOR FOLKS TO BE ABLE TO GET OUT.

SO ONE OF THE THINGS THAT YOU'LL SEE IN THIS PLAN ARE THESE ON THE FIRST FLOOR YOU'LL SEE THESE GAPS IN THE BUILDING AND THOSE ARE ACTUALLY OPEN AIR PASSAGEWAYS, BUT THE IDEA BEING THAT'S A PLACE WHERE FOLKS CAN COME IN.

IT GIVES YOU A NICE, GOOD CONTROL POINT FOR MAKING SURE THAT PEOPLE HAVE TICKETS AND EVERYTHING TO GET INTO THE EVENT, BUT IT'S ALSO A GREAT PLACE FOR THEM TO GET OUT IN CASE OF AN EMERGENCY.

ON THE HOME SIDE, THERE'S ACTUALLY AN EVENT ENTRY HERE THAT I'LL SHOW YOU IN A SECOND FOR FOLKS TO BE ABLE TO COME IN.

ON THE VISITOR SIDE, THERE'S THIS LITTLE CENTRAL AREA HERE IS ACTUALLY ANOTHER SHARED EVENT ENTRY SPACE FOR VISITORS TO BE ABLE TO COME IN AND BE ABLE TO ACCESS THEIR SIDE.

WE'VE GOT THE MULTI-PURPOSE ACTIVITY CENTER FOR FIELD EVENTS BASEBALL, SOFTBALL AND TENNIS.

ONE THING THAT HAS CHANGED THIS WHOLE COMPONENT OVER HERE HAS ALL BEEN REORGANIZED BASED OFF OF PREFERRED ORIENTATIONS, BUT ALSO BASED OFF OF WANTING TO HAVE THE AMENITIES SHARED.

SO WE TRIED TO HAVE AS MANY AMENITIES AS POSSIBLE IN THE MAIN BUILDING, BUT THIS AREA IS JUST A LITTLE BIT TOO REMOTE.

SO WE HAD TO DO A SEPARATE AMENITIES BUILDING HERE, BUT WE'VE LOCATED IN A WAY THAT OUR BASEBALL, SOFTBALL AND TENNIS CAN ALL SHARE IT.

SO THEY ALL HAVE USE OF THAT ONE, AND WE ALSO SNUCK IN SOME ADDITIONAL PARKING.

SO WITH THE BUILDING ARRANGEMENT, THERE'S A LOT OF THINGS ABOUT THIS THAT YOU'RE GOING TO HEAR THAT ARE ABOUT BEING MULTI-PURPOSE.

THAT'S REALLY KIND OF THE REALLY EXCITING THING ABOUT DOING THIS CONCEPT OF WRAPPING THE BUILDING AROUND THE STADIUM, BUT SO AGAIN, THIS IS YOUR FRONT ENTRY POINT.

[03:35:09]

YOU GOT THE LIBRARY ON THE OPPOSITE SIDE.

SO IT'S THERE AND AVAILABLE FOR POTENTIAL PUBLIC USE IF YOU WANT TO DO THAT.

I MENTIONED THE SPED SUITE IS RIGHT HERE, RIGHT IN THE HEART OF THE CAMPUS ON THE FIRST FLOOR.

SO IT'S CONVENIENT, AND WE ACTUALLY EVEN HAVE AN ELEVATOR HERE IN THEIR SUITE.

SO IF THEY DO NEED TO GO UP AND DOWN BETWEEN FLOORS, IT'S VERY CONVENIENT FOR THEM TO MOVE FROM THAT AREA TO THE REST OF THE SCHOOL.

WE'VE GOT DINING WITH THE KITCHEN BEHIND IT.

KITCHEN HAS ITS OWN LOADING AND UNLOADING AREA.

AT ONE POINT WE ACTUALLY HAD THIS COMBINED WITH THIS OUTDOOR AREA.

THIS IS YOUR CTE AUTO AND BUILDING TRADES AREA, BUT THERE WAS A CONCERN ABOUT SAFETY WITH THE KIDS, WITH DELIVERIES HAPPENING WHEN THE KIDS MIGHT BE OUT WORKING.

SO WE'VE SEPARATED THAT OFF.

SO THEY HAVE THEIR OWN ENTRY POINT FOR THE KITCHEN, AND THEN THEY HAVE AN OUTDOOR WORKSPACE THAT'S DEDICATED TO THE STUDENTS AND STAFF.

DINING IS NEXT TO THIS OPEN AREA THAT WE TALKED ABOUT WHERE FOLKS CAN COME IN AND OUT.

THERE WILL BE A GATE ACROSS HERE.

ONE THING THAT YOU'LL SEE ON THE FLOOR PLAN IN YOUR PACKET IS, IS WE DREW A RED DASHED LINE THAT GOES AROUND THE SITE IN THE BUILDING.

THE IDEA THAT IS TO SHOW THAT'S THE PERIMETER, THAT'S EITHER GOING TO BE BUILDING OR FENCE.

AND SO THAT IS GOING TO BE ESSENTIALLY LIKE A SECURE PERIMETER THAT WILL ALLOW KIDS TO BE ABLE TO MOVE AMONGST MOST OF THE SPACES ON THIS CAMPUS WITHOUT HAVING TO WORRY ABOUT GOING THROUGH GATES AND HAVING TO HAVE PROX CARD READERS AND ALL THAT KIND OF STUFF.

SO THE ONLY THING THAT'S REALLY NOT GOING TO BE IN THAT PERIMETER IS GOING TO BE BASEBALL, SOFTBALL, TENNIS AND THE BAND PRACTICE AREA, AND OF COURSE, PARKING, BUT THEY'LL HAVE ACCESS TO A LOT OF THE OTHER PIECES OF THE BUILDING.

THIS PORTION OVER HERE IS YOUR CTE AREA.

IT'S GOT ON THE GROUND FLOOR.

IT'S SET UP WITH A LOBBY SPACE, AND THIS IS TO SET UP IN A WAY THAT YOU CAN ALLOW AFTER HOURS ACCESS, AND THEN THEY CAN GET TO CULINARY.

THEY CAN GET TO FLORAL BARBERING, VET TECH AND COSMETOLOGY.

SO IF Y'ALL WANT TO BE ABLE TO SET IT UP WHERE SOMEBODY CAN COME IN AND BUY FLOWERS OR HAVE THEIR PETS GROOMED, YOU CAN DO THAT WITHOUT ALLOWING THEM ACCESS TO THE REST OF THE SCHOOL. WE ALSO HAVE AN EVENT ENTRY HERE AND SO FOLKS CAN PARK UP HERE, COME INTO THIS EVENT ENTRY AND CULINARY IS RIGHT THERE, AND THE IDEA BEING THAT CULINARY CAN ACTUALLY SERVE AS YOUR CONCESSIONS.

THE KIDS HAVE THE ABILITY TO ACTUALLY MAKE FOOD AND SERVE IT DURING EVENTS, WHETHER THAT'S EVENTS AT THE STADIUM OR OTHER EVENTS THAT MIGHT BE GOING ON.

WE ALSO HAVE SOME RESTROOMS HERE, SO RESTROOMS ARE ALL SHOWN IN PURPLE, AND YOU'LL SEE AS WE GO UP THROUGH THE BUILDING THAT ON THE HOME SIDE, WE HAVE PRETTY ROBUST RESTROOMS ON EVERY SINGLE FLOOR, AND THOSE ARE ACTUALLY GOING TO BE USED NOT JUST FOR STUDENTS DURING THE DAY WHEN THEY'RE IN SCHOOL, BUT IT'S ALSO GOING TO BE USED BY SPECTATORS WHEN THEY'RE AT AN EVENT AT THE STADIUM.

SO WE'RE GOING TO USE SOME CROSS-CORRIDOR DOORS AND THINGS LIKE THAT TO LIMIT ACCESS TO THE GETTING FURTHER INTO THE SCHOOL, BUT WE'VE DONE OUR CALCULATIONS ON THE NUMBER OF TOILETS THAT IT TAKES TO SERVE THE HOME SIDE BLEACHERS.

IT'S 142 TOILETS, AND SO WHAT WE'VE BEEN ABLE TO DO WITH THIS IS ACTUALLY SAVE HAVING TO HAVE TO BUILD 142 TOILETS AND HOWEVER MANY SINKS AND ALL THE SPACE THAT GOES WITH THAT BY USING THESE AS MULTI-PURPOSE FOR THE FACILITY.

THE OTHER THING THAT'S REALLY NICE IS IT'S BEEN A LOT OF TALK ABOUT THE STADIUM ITSELF NOT BEING TALKED ABOUT AS AN ATHLETICS VENUE.

TALKING ABOUT IT AS A MULTI-PURPOSE VENUE AS WELL, AND SO OBVIOUSLY YOU'VE GOT BAND THAT CAN GO OUT AND USE IT.

YOU'VE GOT VARIOUS EXTRACURRICULAR ACTIVITIES THAT CAN DO IT, BUT BEING SO ADJACENT TO THE ACADEMIC AREAS, IF SCIENCE WANTED TO GO OUT AND CONDUCT EXPERIMENTS, THEY WANTED TO SHOOT OFF ROCKETS.

THERE'S A WHOLE LOT OF THINGS THAT CAN BE DONE WHERE THEY MIGHT WANT TO GO OUT TO A FIELD OR A LARGER SPACE, AND THEY MIGHT HAVE TO GO ACROSS THE OTHER SIDE OF THE CAMPUS TO GET THERE. IN THIS PARTICULAR CASE, IT'S RIGHT THERE BY THE ACADEMICS.

THEY JUST WALK STRAIGHT OUT AND ARE ABLE TO USE IT.

ON THIS SIDE YOU CAN MOVE INTO THE LIGHT BLUE AREA, WHICH IS YOUR FINE ARTS WING, AND SO YOU'VE GOT YOUR BAND HALL, WHICH IS VERY MUCH MODELED AFTER WHAT WE'RE CURRENTLY BUILDING OUT AT JOHNSON RIGHT NOW WITH YOUR SECONDARY BAND HALL ORCHESTRA.

MARIACHI IS ALMOST AN EXACT COPY OF THE SUITE WE'RE CURRENTLY BUILDING OUT AT LEHMAN.

THE AUDITORIUM IS ALMOST AN EXACT COPY OF WHAT WE'RE CURRENTLY BUILDING OUT AT LEHMAN RIGHT NOW FOR THE AUDITORIUM ITSELF, SOME OF THE STUFF AROUND, IT'S A LITTLE BIT DIFFERENT, BUT THE AUDITORIUM IS ALMOST AN EXACT COPY.

WE'RE CREATING A BLACK BOX THEATER, WHICH IS PRETTY CLOSE TO WHAT YOU CURRENTLY HAVE AT JOHNSON.

WE'VE GOT THE MULTI-PURPOSE INDOOR SPACE, WHICH AGAIN IS A COPY OF WHAT WE'RE BUILDING OUT AT JOHNSON RIGHT NOW.

WE'VE GOT YOUR VISUAL ARTS HERE.

SO THESE ARE YOUR ART CLASSROOMS, AND THE IDEA HERE IS THAT THOSE WILL HAVE ACCESS TO THE EXTERIOR IN THIS PROTECTED AREA.

[03:40:05]

IT'S SHARED BY THE AUDITORIUM, THE BLACK BOX THEATER, THE MULTI-PURPOSE INDOOR SPACE AND BOTH GYMS. THAT'S GOING TO HAVE SOME OF YOUR RESTROOMS AND CONCESSIONS AND OTHER AMENITIES.

THOSE AMENITIES WILL ALSO BE USED BY THE VISITOR SIDE, SPECTATORS.

SO AGAIN, GETTING A LOT OF MULTI-PURPOSE USE OUT OF OUT OF VARIOUS SPACES IN THE BUILDING.

THE GYMS ARE AN EXACT COPY OF WHAT YOU'VE GOT OUT OF JOHNSON RIGHT NOW.

IN GENERAL, THE LOCKER ROOMS ARE SET UP WITH BOYS AT THE TOP AND GIRLS AT THE BOTTOM.

IT'S ALWAYS KIND OF NICE TO TRY TO KEEP THE GENDER SEPARATED JUST FROM A CONTROL STANDPOINT.

BOTH OF THEM HAVE DIRECT ACCESS TO THE WEIGHT ROOMS WE HAVE.

THIS BOX RIGHT HERE IS ACTUALLY THE SAME PHYSICAL SIZE AND DIMENSIONS AS WHAT IS THE FREESTANDING ONE AT HAYS HIGH SCHOOL AND SOON TO BE JOHNSON AND HAYS OR JOHNSON AND LEHMAN. WE HAVE A SECONDARY WEIGHT ROOM HERE AS WELL, AND THEN WE HAVE THE WRESTLING AND MAT ROOM WITH TRAINING LOCATED IN NICE AND CENTRAL.

ANOTHER MULTI-PURPOSE IDEA THAT WE WE'VE GOT INCORPORATED HERE IS THAT AT THE END OF THE COMPETITION GYM, WE'VE GOT A TEAM ROOM.

SO THAT'S A ROOM THAT'S GOT A DIVIDER IN IT AND IT CAN BE USED SPLIT TO BE USED ALMOST LIKE A CLASSROOM.

IT CAN BE OPENED UP FOR A LARGE TEAM GATHERING, BUT WE'VE TALKED ABOUT THE POSSIBILITY OF ACTUALLY PUTTING IN AN OPERABLE WALL SO THAT IT COULD OPEN UP ONTO THE COMPETITION COURT AND BE USED AS ADDITIONAL SEATING, OR MAYBE LIKE SUITE SPACE FOR EVENTS AT THE COMPETITION GYM.

AND THEN THE ATHLETICS FOLKS ARE REALLY EXCITED ABOUT THIS, AND WE'VE ACTUALLY TRIED TO KIND OF WORK THIS INTO SOME OF THE STUFF THAT WE'RE DOING OUT AT LEHMAN AND JOHNSON, BUT THE MPAC IS BASICALLY JUST 20FT ACROSS FROM THE MAIN WEIGHT ROOM, AND SO THEY'RE GOING TO WANT TO OPEN THINGS UP AND ALLOW AGAIN WITH THE FENCING, ALLOWING US TO KEEP THAT SECURE PERIMETER.

THEN THEY CAN OPEN THE GARAGE DOORS ON THE WEIGHT ROOM AND THEY CAN RUN OUT TO THE MPAC, WORK OUTSIDE, MOVE BACK AND FORTH CONSTANTLY, AND THEY'VE GOTTEN PRETTY EXCITED ABOUT THE POSSIBILITIES THERE, AND THEN LASTLY, ON THE FIRST FLOOR, WE'VE GOT THE ROTC SUITE.

SO THIS HAS ALL THEIR PROGRAMMATIC ELEMENTS.

THE ONE THING THAT'S NOT SHOWN ON HERE IS RIGHT HERE.

THEY HAVE THEIR ROTC PAD.

SO THE ROTC PAD IS VERY CONVENIENT AS WELL.

SECOND FLOOR IS REALLY PRETTY STRAIGHT UP ACADEMICS WITH A LITTLE BIT OF CTE WORKED IN.

THESE ARE MOSTLY SCIENCE LABS ACROSS THIS BRIDGE WITH GENERAL EDUCATION.

OVER HERE IN THE MAIN PART OF THE BUILDING, THERE ARE A FEW LITTLE CTE SPACES HERE.

THIS IS ALSO AT THE CONCOURSE LEVEL OF THE HOME SIDE SEATING SO FOLKS CAN GO IN.

WE'LL HAVE CONCESSIONS THAT ARE DIRECTLY OFF OF THE CONCOURSE, BUT THEY GO IN TO GO TO THE RESTROOMS AND ACCESS THROUGH A STAIRWELL.

THE THIRD FLOOR IS PRETTY MUCH A COPY OF THE SECOND FLOOR.

SO AGAIN, GENERAL ACADEMICS SCIENCE LABS AND A LITTLE BIT OF CTE SPACE WORKED IN WITH CONVENIENT RESTROOMS AND THEN. OOPS.

THEN THE FOURTH FLOOR.

THIS ONE'S REALLY BEEN A PRETTY INTERESTING CONVERSATION.

SO THE CONCEPT HERE IS, IS THAT WE DON'T BUILD A PRESS BOX A DEDICATED PRESS BOX.

THE IDEA IS, IS THAT WE SET UP THE FOURTH FLOOR IN A WAY THAT ACADEMIC SPACE CAN BE MULTIFUNCTIONAL AND CONVERTED OVER FOR USE AS A PRESS BOX.

WE STRATEGICALLY LOCATED THE MEDIA STUDIO, MEDIA LAB, AND THE TV STUDIO AND SOME OTHER SIMILAR SPACES UP HERE, SO THAT THE STUDENTS THAT ARE ACTUALLY LEARNING THOSE PROGRAMS AND THOSE TYPES OF EQUIPMENT HAVE ALL THAT EQUIPMENT AVAILABLE AND, OR CAN ACTUALLY POTENTIALLY RUN A SHOW FROM THEIR LAB SPACE AND FROM THEIR CLASSROOM SPACE.

WE'VE GOT SOME, LIKE, ARCHITECTURAL ENGINEERING LABS THAT WE'RE LOOKING TO POSSIBLY TURN INTO HOSPITALITY SUITES.

SO FOR YOU GUYS AND WHOEVER GUESTS YOU MIGHT HAVE COMING UP THERE AS WELL AS THE GENERAL OPS.

RIGHT. SO YOU HAVE YOUR PA, YOUR SCOREBOARD AND ALL THOSE VARIOUS FUNCTIONS THAT WILL BE UP THERE AS WELL.

SO WE'RE TRYING TO FIGURE OUT EXACTLY HOW THAT ALL LAYS OUT BEST.

EVERYBODY'S KIND OF VYING FOR THE ENTER OF THE FIELD.

THE BEST VIEW.

WE'VE ALSO INCORPORATED SOME FILM DECKS, SOME OUTDOOR FILM DECKS.

SO THOSE ARE MULTI-PURPOSE AND THAT THEY CAN BE USED FOR FILMING DURING GAMES, BUT THEY'RE ALSO AVAILABLE FOR JUDGES FOR BAND EVENTS.

AND THEN FROM THE EXTERIOR DESIGN.

SO THIS IS OBVIOUSLY A VERY LARGE BUILDING.

WE'VE KEPT THE GEOMETRIES PRETTY SIMPLE.

SO YOU END UP WITH WHAT COULD BE A PRETTY, PRETTY LONG FLAT FACADE, AND SO ARCHITECTURAL, WHAT WE'VE TRIED TO DO IS REALLY TO KEEP IT SIMPLE, KEEP IT ECONOMICAL, BUT TRY TO BREAK

[03:45:07]

WE'VE ALSO CHOSEN MATERIALS THAT Y'ALL ALREADY HAVE ON ALL YOUR OTHER CAMPUSES.

ONE, BECAUSE WE KNOW THAT YOU'LL LIKE THEM.

IT ALSO KIND OF TIES ALL OF YOUR CAMPUSES TOGETHER.

WE ACTUALLY HAVE MATERIALS FROM ALL THREE OF YOUR EXISTING CAMPUSES PULLED INTO THIS PROJECT, BUT THAT GIVES US A REALLY NICE SORT OF VARIETY OF MATERIALS TO PLAY WITH, AND THEN, YOU KNOW, WE'VE REALLY LAID IT OUT IN A WAY THAT YOU KNOW, RESPONDS TO A LOT OF THINGS THAT YOU ALL HAVE TOLD US, LIKE, YOU DON'T LIKE THREE STORIES OF GLASS BECAUSE IT'S DIFFICULT TO CLEAN THEM. SO WE KEPT ALL OF OUR GLASS DOWN TO TWO STORIES.

WE'VE KEPT MOST OF IT TO WHAT WE CALL SIMPLE INDIVIDUAL WINDOWS.

RIGHT? WE CALL THEM PUNCHED OPENINGS, BUT SIMPLE WINDOWS.

SO REALLY TRYING TO THINK ABOUT IT FROM AN EASE OF MAINTENANCE STANDPOINT WHILE STILL TRYING TO MAKE IT AN IMPRESSIVE ESTHETIC THAT YOU ALL ARE GOING TO BE REALLY PROUD OF AS THE DESIGN OF YOUR NEW SCHOOL.

I THINK IT WILL HAVE ITS OWN LOOK AND FEEL.

THERE WAS DEFINITELY A REQUEST THAT IT HAD ITS OWN IMAGE THAT WE DIDN'T WANT TO COPY ANY OF THE OTHER CAMPUSES, BUT I DO THINK IT'S NICE THAT WE'RE KIND OF PAYING HOMAGE TO THEM AS WELL. SO AND OBVIOUSLY WE'RE CREATING THIS, WE'RE USING THE LIBRARY ELEMENT THAT KIND OF STICKS OUT ALREADY, ALONG WITH A NICE, IMPRESSIVE CANOPY AND SOME COLUMNS HERE AT THE FRONT TO REALLY DESIGNATE THE FRONT ENTRY.

MAKE IT INTUITIVE FOR FOLKS THAT ARE COMING TO THE SCHOOL WHERE THEY KNOW WHERE THEY NEED TO GO.

OVER HERE ON THIS END IS WHERE THAT PORTAL IS FOR ACCESS TO THE STADIUM WE WILL ENHANCE THAT WITH SOME SIGNAGE AND WAYFINDING FOR FOLKS SO THEY KNOW HOW TO GET INTO AN EVENT.

SO THEY'RE NOT TRYING TO WANDER OVER HERE INTO THE FRONT DOOR TO TRY TO GET TO A GAME.

SO THIS IS THE EVENT ENTRY SIDE, WHICH WILL BE THE ONE FACING TURNERSVILLE.

SO YOU HAVE A LOT OF VERY TALL VOLUMES THAT DON'T HAVE A LOT OF WINDOWS, AND SO THESE ARE GOING TO BE SOME YOU KNOW, SOME PRETTY IMPRESSIVE VOLUMES THAT WE'RE GOING TO NEED TO SORT OF BREAK DOWN AGAIN WITH THE CHANGES IN MATERIALS, BUT REALLY WE WANT PEOPLE TO FOCUS ON THAT EVENT ENTRY, THAT SPACE THAT'S SHARED BETWEEN THE AUDITORIUM AND THE GYMS. WE'RE PULLING IN THE SAME ESTHETIC THAT WE'VE GOT ON THE FRONT TO GIVE IT THAT SAME LEVEL OF IMPRESSIVE VISUAL AS YOU WALK UP TO IT AND MAKE IT INTUITIVE FOR FOLKS TO KNOW WHERE TO GO WHEN THEY'RE GOING TO A GAME.

THIS IS THE CTE WING.

SO THIS IS A FOUR STORY STRUCTURE.

AGAIN, TRYING TO KEEP THE VOLUMES PRETTY SIMPLE, TRYING TO KEEP THE GLASS TO A MINIMUM.

SO WE'LL HAVE SOMETHING SOME SOME SIGNAGE AND STUFF TO HELP STEER PEOPLE TO WHERE THEY NEED TO GO IF THEY'RE GOING TO A CTE SPACE, IF THEY'RE GOING AFTER HOURS FOR VET TECH OR SOMETHING, AND THEN WE'LL HAVE SIGNAGE DOWN HERE AT THIS END, AT THE PORTAL SO THAT PEOPLE KNOW WHERE TO GO IF THEY'RE GOING TO A GAME, AND THEN THE VIEW FROM THE FIELD. SO THIS IS YOUR HOME SIDE WITH THE PRESS BOX LEVEL.

THIS IS THAT SORT OF BRIDGE ELEMENT WITH YOUR SCIENCE LABS.

THIS IS YOUR DINING.

AGAIN, PULLING SOME OF THAT SAME ESTHETIC FROM THE FRONT ENTRY AND THE EVENT ENTRY OVER TO THIS SIDE OF THE BUILDING AS WELL.

I KNOW THE IMAGES IN YOUR PACKET ARE A LOT MORE IMPRESSIVE THAN THESE, SO I HOPE YOU ALL GET A CHANCE TO LOOK AT THOSE.

SO THAT'S HIGH SCHOOL 4.

JASON, THANK YOU FOR THE OVERVIEW, AND AGAIN TEAM, I'M GOING TO SUGGEST THAT WE WILL SUBMIT OUR QUESTIONS.

WE STILL HAVE TIME ON THESE INFORMATION ITEMS. SO THANK YOU ALL FOR THOSE.

THANK YOU TO O'CONNELL ROBERTSON AND TO HUCKABEE FOR STAYING WITH US.

WE APPRECIATE YOUR TIME.

SO ALL RIGHT TEAM, WE ARE AT 10:41 P.M..

OBVIOUSLY PER THE BOARD.

WE WANT TO MAKE SURE THAT IF WE CONTINUE IT IS THE WILL OF THE BOARD.

SO I'M LOOKING RIGHT TO SEE IF ANYBODY WANTS TO CONTINUE.

YOU'RE DONE.

OKAY I THINK WE HAVE WE HAVE A COUPLE OF THUMBS UP.

SO WE'RE GOING TO CONTINUE WITH A FEW MORE ITEMS. ALL RIGHT.

OKAY, TEAM, WE ARE GOING TO GO AHEAD AND PROCEED ON.

WE ARE GOING TO I'LL TELL YOU WHAT.

WE I'M GOING TO GIVE A CHOICE HERE.

I KNOW THAT WE STILL HAVE TO GO BACK INTO CLOSED SESSION.

SO WE HAVE A COUPLE OF ITEMS FOR CLOSED SESSION OR IF WE WANT TO GET BACK INTO OUR ACTION ITEMS, WE HAVE M 4, 5, 6, AND 7. CLOSED.

CLOSED. OKAY, TEAM, WE'RE GOING TO GO BACK INTO CLOSED SESSION.

LET ME GET MY SCRIPT HERE.

WE'RE GOING TO GO INTO CLOSED SESSION.

OKAY. SO.

[B. CLOSED SESSION (Part 2 of 2)]

[03:50:02]

WHEN WE COME BACK FROM CLOSED SESSION, WE WILL MORE THAN LIKELY BE ADJOURNING FROM THERE JUST TO LET EVERYBODY KNOW THAT IS STILL OUT IN THE AUDIENCE.

OKAY. AT THIS TIME, THE BOARD WILL ADJOURN TO CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETING ACT.

TEXAS GOVERNMENT CODE SECTION 551 SUBCHAPTERS D AND E, OR TEXAS GOVERNMENT CODE SECTION 418.183F.

THE TIME IS 10:42 P.M..

ALL RIGHT, TEAM, FIRST OF ALL, AGAIN, GOOD EVENING TO EVERYBODY.

[C. RECONVENE IN OPEN SESSION - immediately following Closed Session (Part 2 of 2)]

WE ARE BACK IN OPEN SESSION.

THE TIME IS 11:08 P.M..

ALL RIGHT. OUR NEXT SCHEDULED MEETING IS COMING UP ON THE SCREEN.

[Q. UPCOMING BOARD MEETINGS]

TUESDAY, SEPTEMBER 24TH, 2024 AT 5:30 P.M..

RIGHT HERE IN THE MERIDETH KELLER BOARDROOM.

UNLESS THERE IS DISSENT.

WE ARE ADJOURNED AT 11:08 P.M..

* This transcript was compiled from uncorrected Closed Captioning.