Oct 21, 2024 Agenda Workshop

[A. CALL TO ORDER: Establish a quorum]

[00:00:03]

>> ALL RIGHT, EVERYBODY. GOOD EVENING.

AND WELCOME TO THE OCTOBER 21, 2024 MEETING OF THE HAYS CISD BOARD OF TRUSTEES HERE AT THE MEREDITH KELLER BOARD ROOM.

WE APPRECIATE EVERYONE IN ATTENDANCE AND EXTENDED WARM.

WELCOME TO ANYBODY JOINING ONLINE.

THE TIME IS 5:30 P.M.

THIS MEETING IS OFFICIALLY CALLED TO ORDER, AND ALL BOARD MEMBERS ARE PRESENT.

AT THIS TIME, THE BOARD WILL ADJOURN TO

[C. CLOSED SESSION]

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

GOOD EVENING AND WELCOME BACK.

[D. RECONVENE IN OPEN SESSION]

THANK YOU AGAIN FOR EVERYBODY BEING HERE TONIGHT, AND THOSE OF YOU JOINING ONLINE.

THE TIME IS 6:36 P.M. A QUORUM HAS ALREADY BEEN ESTABLISHED.

AT THIS TIME, WE'RE GOING TO DO OUR PLEDGES LED BY BOARD SECRETARY VANESSA PETRI.

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

OUR MISSION STATEMENT TONIGHT IS GOING TO BE READ BY BOARD,

[F. MISSION STATEMENT]

>> HAYS CISD MAKES IT 100% POSSIBLE. THANK YOU, SIR.

>> ALL RIGHT. AND OUR SOCIAL CONTRACT TONIGHT WILL BE READ BY TRUSTEE ESPERANZA OROSCO.

[G. SOCIAL CONTRACT]

>> THE BOARD WILL SERVE AS DISTRICT AMBASSADORS.

ASSUME POSITIVE AND NOBLE INTENTIONS, COLLABORATE AS A TEAM AND RESPECT THE BODY CORPORATE, PROMOTE DISCUSSION, AND VALUE EACH OTHER'S PERSPECTIVES, AND BE PROFESSIONAL.

>> THANK YOU, MISS OROSCO. ALL RIGHT, EVERYBODY THAT TAKES US DOWN TO LETTER EH,

[H. SUPERINTENDENT REPORT]

>> ALL RIGHT. THANK YOU, PRESIDENT VILE. GOOD EVENING, EVERYONE.

SO, YOU KNOW, I ALWAYS START WITH ENROLLMENT.

AS OF TODAY, WE'RE 24,321 STUDENTS.

OUR ATTENDANCE COLLECTIVELY FOR ALL THE DAYS THAT WE'VE BEEN IN SCHOOL IS 94.6%, SO THAT'S TRACKING WELL.

WANTED TO REMIND EVERYBODY.

THE REASON WE HAVE THE SECTION OF THE BOARD ROOM QUARTERED OFF IS BECAUSE WE HAVE VOTING GOING ON.

EARLY VOTING STARTED TODAY, AND IT WILL CONTINUE FOR ABOUT TWO WEEKS BEFORE ELECTION DAY, WHICH IS NOVEMBER 5, JUST AS A REMINDER, WE HAVE A PROFESSIONAL DEVELOPMENT DAY FOR OUR TEACHERS ON NOVEMBER 5TH, AND OUR STUDENTS WILL BE OFF BECAUSE WE'LL BE USING SEVERAL OF OUR CAMPUSES AND JUST BECAUSE OF THE EXPECTED TURNOUT.

WE THOUGHT IT WOULD BE A LITTLE BIT EASIER TO HANDLE AND MAINTAIN FOR THAT PARTICULAR DAY.

NEXT, I'D LIKE TO GIVE A SHOUT OUT TO OUR HAYES EDUCATION FOUNDATION.

PRESIDENT PETRI ADAM MUSGROVE DID A GREAT JOB PREPARING FOR FRIDAY.

I THINK WE WERE ABLE TO GENERATE SOME REVENUE FOR STUDENT ACTIVITIES FOR TEACHER-PROFESSIONAL DEVELOPMENT AND SOME THINGS THAT WE KNOW WE'LL HAVE ASK OF THIS YEAR.

I WAS EXTREMELY PROUD OF OUR KIDS THAT WERE HERE TO GREET OUR GUEST, OUR CAREER AND TECHNOLOGY KIDS.

ESPECIALLY HOSPITALITY AND TOURISM AND CULINARY ARTS.

THEY DID SUCH A GREAT JOB.

OUR MARIACHI KIDS CAME, AND IT'S ALWAYS SO NICE TO BE ABLE TO SHOWCASE THEM.

AND THEN A COUPLE OF UPDATES AS FAR AS ACCOMPLISHMENTS, OUR JHS WATER POLO TEAM JUST ADVANCE THE FURTHEREST OF ANY TEAM SPORT IN JOHNSON HIGH SCHOOL HISTORY.

THEY WENT TO THE REGIONAL SEMIFINAL.

SO THEY WERE BASICALLY ONE GAME AWAY FROM MAKING IT TO THE STATE TOURNAMENT.

AND UNFORTUNATELY, WE GOT BEAT BY RICHMOND FOSTER, WHO IS NOT ONLY RANKED NUMBER ONE IN THE STATE, BUT ALSO RANKED NUMBER ONE IN THE NATION.

AND THEY HAD FOUR GIRLS ON THEIR TEAM.

I JUST FOUND OUT THAT PLAYED IN PARIS AT THE OLYMPICS.

AND SO MADE ME FEEL A LITTLE BIT BETTER, RIGHT? AND SO WHAT AN ACCOMPLISHMENT FOR OUR KIDS TO ADVANCE THAT FAR.

AND THEN REMINDER THAT WE HAVE OUR REGION 18 MARCHING BAND CONTEST TOMORROW FOR ALL OF OUR BANDS.

AND SO I WANT TO WISH ALL OF OUR KIDS THE BEST OF LUCK AS THEY STRIVE TO GET THAT ONE SO THAT THEY CAN MOVE ON TO AREA.

AND THEN RIGHT NOW, OUR VOLLEYBALL TEAMS AT JOHNSON AND HAYES ARE IN A PLAYOFF HUNT.

JOHNSON'S UNDEFEATED AND IS WINNING THE DISTRICT.

AND SO IT LOOKS LIKE THEY'RE GOING TO WIN THE DISTRICT CHAMPIONSHIP IN VOLLEYBALL.

[00:05:01]

AND SO THEY HAVE A VERY GOOD CHANCE EITHER TO MOVE UP TO SECOND OR TO MAINTAIN THAT.

AND SO EXCITED ABOUT ALL OF THE GREAT THINGS THAT WE HAVE HAPPENING IN THE DISTRICT, AND THAT CONCLUDES MY REPORT.

>> ALL RIGHT. THANK YOU, DOCTOR WRIGHT.

I'M LOOKING TO MY LEFT FOR ANY QUESTIONS.

LOOKING RIGHT. ALL RIGHT.

SO JOHNSON COULD HAVE QUALIFIED FOR THE OLYMPICS, IS THAT WHAT I'M HEARING? OKAY. ALL RIGHT. OKAY, TEAM, WE ARE DOWN TO PUBLIC FORUM. LETTER J.

WE DO NOT HAVE ANY SPEAKERS TONIGHT.

SO THANK YOU. ALL RIGHT.

SO LETTER K, OUR STUDENT ACHIEVEMENT REPORT,

[K. STUDENT ACHIEVEMENT REPORT - Bilingual / ESL Evaluation]

>> THANK YOU. GOOD EVENING, DOCTOR WRIGHT AND ESTEEMED MEMBERS OF THE BOARD.

MY NAME IS PATRICIA MELGARKOOK, AND I AM THE MULTILINGUAL PROGRAM DIRECTOR FOR HAYS CISD.

I AM EXTREMELY EXCITED TO BE HERE PRESENTING ON OUR UPDATES AND OUR STATUS OF THE DEPARTMENT.

AS YOU ALL SAW IN YOUR REPORT, WE ARE REQUIRED BY STATUTE, CHAPTER 89 TO SUBMIT THE ANNUAL BILINGUAL ESL PROGRAM EVALUATION BY NOVEMBER 1ST.

AND SO I WAS ASKED TO PROVIDE AN UPDATE AS FAR AS THE DEPARTMENT INITIATIVES AND HOW WE FIT INTO THE DISTRICT.

SO HOPEFULLY, YOU'VE REVIEWED THE PRESENTATION, AND WE CAN HAVE DISCUSSION AT THE END AS NEEDED.

BUT, IT IS NO SURPRISE THAT YOU CAN SEE OUR NUMBERS HAVE STEADILY GROWN.

I GAVE YOU THE TRAJECTORY OVER THE LAST FIVE YEARS AS FAR AS HOW WE'VE GROWN WITH OUR TOTAL NUMBER OF EMERGENT BILINGUALS.

THERE WAS A NAME CHANGE, AND TYPICAL STATE OF TEXAS MANNER AND TEA.

WE'RE ALWAYS EVOLVING, AND SO WE ALWAYS HAVE ADJUSTMENTS THAT NEED TO BE MADE JUST TO OUR VOCABULARY, HOW WE REFER TO OUR STUDENTS.

SOME SYSTEMIC CHANGES THAT WE HAVE TO MAKE AS FAR AS HOW WE RECLASSIFY THE WAY THEY TEST, AND SO THOSE ARE THE THINGS THAT I DO COVER IN THE PROGRAM EVALUATION.

BUT AS YOU SEE, HOW WE COMPARE TO THE TOTAL NUMBER OF ENROLLMENT HERE IN THE DISTRICT THAT WE HAVE CONSISTENTLY GROWN THROUGHOUT THE LAST FIVE YEARS AND EVEN BEFORE THEN.

AND THEN I PROVIDED THE PROGRAM BREAKDOWN BECAUSE SOMETIMES THERE IS SOME CONFUSION AS FAR AS, WELL, WHAT IS BILINGUAL, WHAT IS ESL? AND SO I ALSO PROVIDED THAT BREAKDOWN THERE.

WE PROVIDE BILINGUAL EDUCATION AND OUR PRE K THROUGH FIVE GRADES ACROSS FIVE BILINGUAL CAMPUSES, WHICH ARE BLANCO VISTA, CAMAL, SCIENCE HALL, TOM GREEN, WIN ELEMENTARY, AND PRE K AT HEMPHILL.

I KNOW THAT WE'RE LOOKING FORWARD AS FAR AS ELEMENTARY SCHOOL RAMAGE NUMBER 17 COMING ON BOARD.

SO WE WILL BE LOOKING AT OUR NUMBERS AND OUR PROGRAMMING MOVING INTO NEXT YEAR.

SO THAT'S WHERE WE PROVIDE BILINGUAL PROGRAMMING.

OUR ESL PROGRAMMING IS OFFERED THROUGHOUT EVERY SINGLE CAMPUS IN THE DISTRICT.

SO ALL OF OUR COMPREHENSIVE HIGH SCHOOLS, IMPACT LIVE OAK, OUR SIX MIDDLE SCHOOLS AND OUR CURRENT 16 ELEMENTARY SCHOOLS, WE OFFER ESL PROGRAMMING THERE.

PRE K THROUGH FIVE, WE CODE CONTENT BASED.

WHAT THAT MEANS IS THAT ALL OF OUR ELEMENTARY TEACHERS THAT ARE TEACHERS OF RECORD ARE REQUIRED TO HAVE THEIR ESL CERTIFICATION.

AT THE SECONDARY, AS YOU ALL KNOW, IT'S A BIT MORE DIFFICULT AS FAR AS THAT INITIATIVE, EVEN THOUGH WE ENCOURAGE ALL OF OUR TEACHERS TO HAVE THEIR ESL CERTIFICATION.

BUT BECAUSE WE CODE ESL PULLOUT, THERE'S A MISNOMER THERE.

WE DON'T PULL STUDENTS OUT.

THEY ARE STILL SERVICED THROUGH AN ESL CERTIFIED TEACHER, BUT THEY ARE SERVICED THROUGH THEIR READING LANGUAGE ARTS TEACHER.

AND SO THAT'S THE DIFFERENCE BETWEEN CONTENT BASE AND PULLOUT.

SO JUST WANT TO MAKE SURE THAT I EXPLAIN THAT.

AND IT GIVES YOU THE EXPLANATION THERE AS FAR AS HOW WE IDENTIFY AND HOW WE PLACE OUR STUDENTS AND SERVICE THEM.

CURRENTLY, AND THESE NUMBERS FLUCTUATE, BUT CURRENTLY,

[00:10:01]

I WAS JUST TALKING TO A COLLEAGUE, EVERY YEAR, IT'S A BIT DIFFERENT IN HAYS CISD.

YOU ALL KNOW THAT WE'VE GOTTEN A BIG INFLUX OF JUST DIVERSE COUNTRIES IN THE DISTRICT, AND IT'S SO EXCITING TO SEE YOU KNOW, CULLEN ELEMENTARY KIND OF, LIKE, BE A MIRROR OF SUNFIELD, ELEMENTARY BECAUSE IT'S LIKE THE UNITED NATIONS ON THE SOUTHEAST SIDE OF THE DISTRICT AND THE NORTH WEST SIDE OR THE OPPOSITE, RIGHT? NO NORTHEAST AND THEN SOUTHWEST SIDE OF THE DISTRICT.

SO IT'S VERY EXCITING TO SEE SO MANY DIVERSE LANGUAGES AND COUNTRIES REPRESENTED HERE IN OUR DISTRICT.

THE WAY THAT I LAID OUT THE PRESENTATION WAS FROM A SYSTEMIC APPROACH.

OBVIOUSLY, WE SERVICE PRE K THROUGH 12, AND SO WE REALLY NEED TO TAKE THAT LENS BECAUSE WE HAVE STUDENTS AT EVERY SINGLE ONE OF OUR CAMPUSES.

THAT'S WHY I REALLY ENJOY WORKING IN SUCH A TIGHT KNIT COMMUNITY BECAUSE WE HAVE THE JUST WELL FORMED SYSTEMS THAT IT DOESN'T MATTER WHICH CAMPUS YOU ARE IN THE SUPPORTS ARE THERE.

THAT IS A WAY WHERE WE ENSURE EQUITY AND WE MAKE SURE THAT ALL OF OUR STUDENTS ARE WELL SERVED AND THAT WE ARE ABLE TO MOVE FORWARD WITH OUR EMERGENT BILINGUAL POPULATION.

I DON'T WANT TO BORE YOU WITH THE DETAILS, BUT WE'VE HAD A SYSTEMIC APPROACH TO ADDRESSING HIGH QUALITY INSTRUCTIONAL DELIVERY IN THIS DISTRICT SINCE BEFORE I GOT HERE.

WE'VE USED SEVEN STEPS TO A LANGUAGE RICH INTERACTIVE CLASSROOM.

THAT IS OUR FRAMEWORK FOR SHELTERED INSTRUCTION, WHICH HAS ALSO EVOLVED.

IT IS NO LONGER CALLED SHELTERED INSTRUCTION.

IT IS REFERRED TO AS CONTENT-BASED LANGUAGE INSTRUCTION.

SO WE ALWAYS HAVE THAT PARITY.

IT'S BASICALLY THOSE HIGHLY EFFECTIVE STRATEGIES AS FAR AS MAKING SURE THAT WE PROVIDE OPPORTUNITIES FOR STRUCTURED CONVERSATIONS THAT EVERYBODY IS INVOLVED IN THE LESSONS THROUGH A TOTAL RESPONSE SIGNALS, THAT WE HAVE RANDOMIZATION IN THE CLASSROOM, SO EVERYBODY HAS AN OPPORTUNITY TO SHARE THEIR KNOWLEDGE, WHETHER THEY'RE AT THE VERY BEGINNING OF THEIR LANGUAGE ACQUISITION OR THEIR ENGLISH LANGUAGE ACQUISITION OR WELL DEVELOPED.

WE DO PROVIDE ESL TEACHER CERTIFICATION PREPARATION AND TEST REIMBURSEMENT.

WE ALSO PROVIDE TEST REIMBURSEMENT FOR OUR BILINGUAL EDUCATORS.

TEA HAS DONE AN AMAZING JOB AS FAR AS REALLY, PROVIDING SUPPORT FOR BILINGUAL TEACHERS THAT ARE ASPIRED TO HAVE THEIR BILINGUAL CERTIFICATION, IT JUST REQUIRES A LOT OF MAN HOURS THAT WE CAN'T SUPPORT AS WE CAN SUPPORT THE ESL TEACHER PREP, BECAUSE IN ORDER TO GET YOUR BILINGUAL CERTIFICATION, YOU HAVE TO PASS TWO ASSESSMENTS, YOUR BILINGUAL SUPPLEMENTAL AND YOUR BTLPT, WHICH IS THE ASSESSMENT OF SPANISH WITH THE FOG LANGUAGE DOMAINS.

ELEVATION. VERY PROUD AND GRATEFUL FOR THE BOARD TO CONTINUALLY APPROVE THAT PURCHASE EVERY YEAR.

IT IS REALLY A POWERFUL TOOL THAT WE ARE CONSTANTLY WORKING TO MAKE SURE THAT ALL OF OUR USERS, WHICH ARE OUR CLASSROOM TEACHERS, EVERYBODY IN THE DISTRICT, WHETHER THEY HAVE AN EMERGENT BILINGUAL IN ON THEIR ROSTER OR NOT HAS ACCESS TO ELEVATION.

IT NOT ONLY HOUSES OUR LPAC, WHICH IS OUR REQUIRED A COMMITTEE THAT WE HAVE TO HAVE IN ORDER TO IDENTIFY AND MONITOR AND EVALUATE AT THE END OF THE YEAR AS FAR AS HOW OUR STUDENTS ARE DOING.

BUT IT ALSO HOUSES THE STRATEGIES COMPONENT, WHICH AGAIN, JUST PROVIDES A WEALTH OF NOT JUST ACTIVITIES THAT DIFFERENTIATES BY PROFICIENCY LEVEL, BUT THEN ALSO PROVIDES PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS.

SO JUST VERY EXCITED TO HAVE THAT.

AND AS YOU CAN SEE, THEY'VE REALLY INCREASED THEIR SERVICES UNTIL NOW THAT THEY HAVE THE ADDITIONAL OR THE SUPPLEMENTAL RESOURCES THAT PROVIDED IN THE ACTIVITIES.

THEY HAVE THE ABILITY TO BE TRANSLATED INTO SEVEN DIFFERENT LANGUAGES, AND THEY'RE JUST WANTING TO ADD MORE TO THAT.

SO THAT'S A HUGE PLUS AND A HUGE RESOURCE IN OUR DISTRICT THAT VERY GRATEFUL THAT WE HAVE.

WE'VE HAD THE TELEPASS WORLD TOUR FOR THE LAST, I WOULD SAY FOUR OR FIVE YEARS, VERY GRATEFUL TO THE CNI TEAM,

[00:15:02]

AND SO THIS REALLY EMPOWERS ALL OF OUR CAMPUSES TO MAKE SURE THAT WE ARE COMMUNICATING WITH OUR FAMILIES OF WHAT THIS ASSESSMENT IS ABOUT, AND WE ARE IMPLEMENTING BEST PRACTICES IN OUR CLASSROOM TO ENSURE THAT WE'RE HAVING THAT ACADEMIC LANGUAGE BEING DEVELOPED AGAIN, BY ALL OF OUR STUDENTS AND NOT JUST OUR EMERGENT BILINGUALS.

>> THANKFUL THAT I HAVE [INAUDIBLE] HERE.

HE IS OUR COORDINATOR OF PAC TELL PAS AND MIGRANT PROGRAMS. HE IS MY RIGHT HAND PERSON IF YOU WILL.

HE DEFINITELY IS THE GLUE THAT KEEPS THINGS TOGETHER WITH COMPLIANCE.

WE WANT TO MAKE SURE THAT OUR COMPLIANCE IS IN CHECK AND HE HAS JUST IS I SET HIM NEXT TO ANYBODY IN THE STATE OF TEXAS.

HE HAS JUST DEVELOPED AMAZING ACCOUNTABILITY SYSTEMS BECAUSE AGAIN, JUST OUR DISTRICT KEEPS GROWING AND THAT NEED KEEPS GROWING WITH OUR ADMINISTRATORS, NEW ADMINISTRATORS COMING ON BOARD AND HE IS ABLE TO MEET WITH THEM AND BE ABLE TO PROVIDE JUST IN TIME TRAINING BECAUSE IT IS A LOT.

IT IS A LOT OF MINUTIA, A LOT OF DETAIL THAT HE IS SO FOCUSED WITH TO ENSURE THAT OUR STUDENTS ARE IDENTIFIED AND CODED CORRECTLY AND JUST HAVE A WONDERFUL PARTNERSHIP WITH OUR SIS DEPARTMENT AS WELL.

VERY GRATEFUL FOR THEM TO ENSURE THAT OUR STUDENTS ARE CODED CORRECTLY SO WE'RE ABLE TO CAPITALIZE ON THE FUNDING THAT WE RECEIVE FROM OUR STUDENTS SO THEY CAN BEST BE SERVED AS WELL.

AGAIN, THAT SYSTEMS THINKING, WE HAVE LPA CLERKS THAT ARE ABLE TO SUPPORT OUR ASSISTANT PRINCIPALS BECAUSE AS YOU CAN IMAGINE, IT IS A LOT OF ADMINISTRATIVE WORK, A LOT OF PAPERWORK.

BUT THESE FOLKS ARE BOOTS ON THE GROUND, GREETING OUR FAMILIES, INTERVIEWING OUR STUDENTS BECAUSE WE WANT TO MAKE SURE THAT WE ARE PLACING THEM IN THE APPROPRIATE CLASSES.

THEY JUST DO SUCH AN AMAZING JOB TO SUPPORT OUR ADMINISTRATORS AT THE CAMPUS LEVEL.

OUR STUDENTS ARE SCHEDULED CORRECTLY, SO THEY'RE GIVEN THE CORRECT CLASSES, SO OUR FAMILIES FEEL PART OF THAT CAMPUS CULTURE AND COMMUNITY.

I COULD BE HERE ALL NIGHT JUST TALKING ABOUT THE WORK THAT THEY DO.

VERY GRATEFUL FOR THEM.

ALSO VERY EXCITING THROUGH THE LAST THREE YEARS I'VE BEEN ABLE TO WORK THROUGH AGAIN, MR. LOGAN STROUD.

HE WAS OUR WORLD LANGUAGES LEAD AT LAYMAN HIGH SCHOOL UP TO THIS YEAR.

THIS YEAR, VERY EXCITED.

YOU'LL SEE IT ON THE SECONDARY SLIDE.

HE IS NOW OUR SECONDARY ESL SPECIALIST.

BUT THREE YEARS AGO, HE STARTED WITH THE WORLD LANGUAGES RECOGNITION PROGRAM AND PART OF THAT WAS ALSO THE INITIATIVE THAT THE DISTRICT TOOK ON WITH THE SPANISH NRICHMENT PROGRAM WHICH WAS HOUSED AT NEGLI SCIENCE HALL AND SUNFIELD, ELEMENTARY.

THE PROGRAM FROM NEGLI WAS MOVED TO CULLEN AND SO WE'RE EXCITED ABOUT THAT AS WELL BECAUSE THOSE KIDDOS ARE LEARNING SPANISH.

RIGHT NOW WE HAVE SPANISH.

THEY'RE LEARNING STARTING FROM ELEMENTARY AND FEEDING INTO MIDDLE SCHOOL AND THEN HIGH SCHOOL BECAUSE THOSE ARE THE KIDDOS THAT ARE TAKING ADVANTAGE OF THE RECOGNITION PROGRAM AND GLOBAL SEAL OF BI-LITERACY.

WE JUST HAD OUR MULTILINGUAL PARENT NIGHT.

VERY GRATEFUL TO DR. WRIGHT.

HE WAS HERE, HE GREETED THE FAMILIES.

WE WANT TO LEAD BY EXAMPLE.

WE PUT OUR OWN DISTRICT WIDE MULTILINGUAL PARENT MEETINGS BECAUSE AGAIN, WE WANT TO MAKE SURE THAT OUR PARENTS AND OUR FAMILIES ARE FEELING COMFORTABLE.

WE ARE PARTNERS IN EDUCATION WITH THEM FOR THEIR STUDENTS, WE WANT THEM TO COME INTO OUR SCHOOLS.

WE WANT THEM TO BE ABLE TO ACCESS ALL OF THE WONDERFUL RESOURCES THAT WE AS A DISTRICT ARE ABLE TO PROVIDE TO OUR PARENTS AND OUR COMMUNITY.

BY LEADING BY THAT EXAMPLE WE WANT OUR CAMPUSES TO EMULATE THAT AS WELL AND THEN HOST PARENT MEETINGS AS WELL.

I'M HAPPY TO SAY THAT JOHNSON HAS THEIR PARENT MEETING SCHEDULED FOR NOVEMBER 12 AND I KNOW THAT LAYMAN USUALLY HAS THEIR PARENT MEETING IN THE FALL FOR OUR NEWCOMER PROGRAMS AS WELL.

EXCITED TO SUPPORT OUR CAMPUSES AS WELL TO MAKE SURE THAT OUR COMMUNITIES IS FEELING WELCOME.

THEY KNOW WHAT THE PROGRAMS ARE ABOUT.

WE HAVE A WONDERFUL PARTNERSHIP WITH COMMUNITY ACTION.

THEY ARE ABLE TO PROVIDE ALL OF THESE DIFFERENT PROGRAMS FOR OUR PARENTS AND OUR COMMUNITY AND SO GRATEFUL THAT WE HAVE THAT AND

[00:20:05]

WE HAVE THE WONDERFUL SYLVIA HOLT WHO PROVIDES THAT IN HOUSE TRANSLATION INTERPRETATION SERVICES FOR SPANISH AND ENGLISH.

I KNOW MY SPECIAL ED.

COLLEAGUES USE HER ALL THE TIME.

I KNOW THAT OUR COMMUNICATIONS OFFICE USES HER.

I MEAN, I TRANSLATE MYSELF, BUT SHE IS ON A WHOLE DIFFERENT LEVEL.

IT'S AMAZING THE WORK THAT SHE DOES.

GRATEFUL THAT SHE'S PART OF THE TEAM.

WE ALSO OUTSOURCE TRANSLATION AND INTERPRETATION SERVICES FOR OTHER LANGUAGES OTHER THAN SPANISH.

WE ARE ABLE TO PROVIDE THAT SERVICE TO ALL OF OUR CAMPUSES AND OUR COMMUNITY MEMBERS HERE.

THEN WE HAVE OUR ADVISORY COMMITTEES THAT HELP US WITH THE PROGRAMMING UPDATES AND CONTINUOUS IMPROVEMENT.

HERE ARE THE LAST TWO SLIDES, TALK SPECIFICALLY ABOUT OUR ELEMENTARY AND SECONDARY INITIATIVES.

LIKE I'VE SAID THERE BEFORE, THOSE ARE OUR 16 CAMPUSES AND THE DIFFERENT PROGRAMS THROUGHOUT THE CAMPUSES.

I MENTIONED THE EPAC CLERKS AND ALL OF THE SUPPORT THAT THEY PROVIDE AND I FAILED TO ADD THAT THEY ARE ALSO PARENT LIAISON.

THAT'S WHERE THAT WHOLE PARENT AND FAMILY CONNECTION COMES IN.

THEY'RE NOT JUST EPAC CLERKS, THEY'RE ALSO PARENT LIAISONS.

A BIG PIECE WITH OUR BILINGUAL CAMPUSES IS THAT THIS IS YEAR 3 OF OUR TEACHING FOR BI-LITERACY INITIATIVE.

WE DID A LOT OF WORK AFTER ALL OF OUR TEACHERS WENT THROUGH AND OURSELVES AS ADMINISTRATORS WENT THROUGH THE READING ACADEMIES AND THE SCIENCE OF TEACHING READING.

IT REALLY BROUGHT IN THE LATEST RESEARCH ON BILINGUAL EDUCATION AND WE REALLY NEEDED TO TAKE A DIFFERENT LOOK AS FAR AS HOW WE WERE DELIVERING OUR BILINGUAL EDUCATION.

WE ARE PART OF THE DUAL LANGUAGE PILOT WHICH IS SUPPORTED THROUGH ENSEMBLE LEARNING WHICH IS PART OF A TEA PILOT.

THEN I WANTED TO MAKE SURE THAT OUR OTHER BILINGUAL CAMPUSES GOT SIMILAR SUPPORT THROUGH COACHING AS WELL.

THEY ARE ALSO SUPPORTING OUR OTHER BILINGUAL CAMPUSES, SO WE'RE NOT LEAVING ANYBODY BEHIND.

THEN EXCITING TO SAY, ALL OF OUR BILINGUAL CAMPUSES ARE IN YEAR 1 OF OUR THREE YEAR ONE WAY DUAL LANGUAGE PROGRAM ROLL OUT.

WE HAD ALREADY BASICALLY SET OURSELVES UP IN A PERFECT POSITION.

WE REALLY REVAMPED THE WAY THAT WE WERE LOOKING AT BILINGUAL EDUCATION AND MAKING SURE THAT OUR STUDENTS NATIVE LANGUAGE WAS REALLY BEING MAXIMIZED AND UTILIZED FROM THE EARLY PRE K LEVELS.

WE'VE DONE THAT AND SO WE ARE ADDING A PERCENTAGE WHILE CONCURRENTLY TEACHING ENGLISH BECAUSE WE HAVE OUR OPEN COURT THAT WE START USING IN KINDERGARTEN AND WE ALSO HAVE THAT ENGLISH LANGUAGE DEVELOPMENT TIME WHICH IS EXPLICITLY BUILT IN.

WE'VE STARTED WITH PRE K TWO THIS YEAR AND THEN NEXT YEAR WE'LL BE THIRD GRADE.

IN FACT, TOMORROW WE'RE GOING ON A FIELD TRIP, IF YOU WILL, A SITE VISIT TO AUSTIN TO LOOK AT A HIGHLY EFFECTIVE ONE WAY DUAL LANGUAGE PROGRAM GRADES THREE THROUGH FIVE BECAUSE OUR UPPER GRADE TEACHERS ARE REALLY WANTING TO KNOW WHAT THAT MODEL IS GOING TO LOOK LIKE FOR GRADES THREE THROUGH FIVE.

NEXT YEAR WE'LL BE THIRD GRADE AND THEN THE SUBSEQUENT YEAR WILL BE FOURTH AND FIFTH.

THAT'S OUR INITIATIVE FOR ELEMENTARY.

THEN SECONDARY, LIKE I MENTIONED BEFORE AS FAR AS PROGRAMMING AND CERTIFICATIONS, THAT EXPLAINS THAT AND THEN ALSO OUR NEWCOMER ARRIVAL CENTERS, WE CURRENTLY HAVE THEM HOUSED AT FOUR OF OUR SIX MIDDLE SCHOOLS AND THEN ALL THREE COMPREHENSIVE HIGH SCHOOLS.

LIKE I MENTIONED EARLIER, LOGAN STROUD, HE IS NOW OUR TITLE THREE FUNDED SECONDARY ESL SPECIALIST AND HE'S DONE AN AMAZING JOB OF NOT JUST BECAUSE YOU WOULD BE SURPRISED, NOT EVERY LATIN AMERICAN COUNTRY HAS THE SAME EDUCATION MODEL.

WORKING WITH OUR COUNSELORS AND MAKING SURE THAT WE ARE STRATEGICALLY AND MAKING SURE THAT WE ARE EFFECTIVELY SCHEDULING OUR STUDENTS AND GRANTING THEM THE CREDITS THAT OUR STUDENTS ARE COMING WITH BECAUSE MANY OF THEM ARE COMING WITH HIGHLY EDUCATED FROM THEIR HOME COUNTRY, SO WE WANT TO MAKE SURE THAT WE ARE MAXIMIZING AND PROVIDING THAT SERVICE TO THEM.

[00:25:04]

BECAUSE AS YOU CAN IMAGINE, WE HAVE VARIOUS NEEDS TO MAKE SURE THAT WE ARE SERVICING NOT JUST OUR SECONDARY STUDENTS BUT THEN ALSO LOOKING AT VIABLE OPTIONS FOR THOSE STUDENTS THAT ARE COMING IN OLDER, EITHER WITH INTERRUPTED SCHOOLING OR NO SCHOOLING AT ALL.

THAT NETWORK REALLY HELPS PROVIDE THAT SUPPORT THERE.

WE HAVE A TRANSCRIPT READING THAT WE'VE OUTSOURCED FOR THOSE HARD TO READ TRANSCRIPTS.

WE HAVE STUDENTS THAT HAD COME FROM THE UKRAINE, AFGHANISTAN, NEPAL AND SO WE WANT TO MAKE SURE THAT WE ARE AGAIN, SERVICING THE BEST WAY POSSIBLE.

THEN LIKE I MENTIONED EARLIER, THAT RECOGNITION OF ACADEMIC ACHIEVEMENT FOR THOSE STUDENTS THAT TAKE THOSE HIGHER LEVELS OF WORLD LANGUAGES, LEVEL 4, LEVEL 5.

IF THEY TAKE LEVEL 4 OR 5 THEY GET RECOGNIZED WITH THEIR CHORDS AT GRADUATION AND THEY ARE ABLE TO HAVE THE ABILITY TO EARN THE GLOBAL SEAL OF BI-LITERACY THROUGH TAKING A PROFICIENCY EXAM THROUGH THE AVANCE ASSESSMENT, AND IF THEY SCORE A CERTAIN PROFICIENCY LEVEL THEN THEY'RE ABLE TO ADD THAT TO THEIR TRANSCRIPT AND IT BASICALLY IS CERTIFYING THAT THEY ARE BILINGUAL AND BI-LITERATE GOING INTO THEIR POST SECONDARY TRAJECTORY.

THANK YOU FOR EVERYTHING.

I JUST APPRECIATE EVERYTHING YOU ALL DO FOR US AND JUST EXCITED THAT TO BE PART OF ACIC.

>> MISS MULKER, THANK YOU SO MUCH.

I KNOW WE'RE GOING TO PROBABLY HAVE SOME QUESTIONS.

YOU'LL GIVE US JUST A MINUTE I'M GOING TO LOOK TO MY RIGHT, MR. FLORES.

>> THANK YOU FOR PRESENTING TODAY.

THAT WAS A VERY JUST A GREAT PRESENTATION AND THANK YOU FOR ALL THAT YOU DO.

YOU AND EVERYBODY WHO JUST KEEPS OUR ESL PROGRAM AS A MODEL FOR MANY SCHOOLS AROUND THE STATE.

I MEAN, THE GROWTH THAT'S COMING INTO THE DISTRICT, IT PRESENTS CHALLENGES OBVIOUSLY WITH THE DEMOGRAPHIC CHANGES.

BUT IT ALSO PRESENTS US WITH AN OPPORTUNITY TO MAKE SURE THAT WE'RE COMMITTED TO MAKING SURE THAT ALL KIDS RECEIVE A QUALITY EDUCATION.

I DO WANT TO KNOW THE ADULT ESL PROGRAMS THAT WE'RE OFFERING AT LAYMAN HIGH SCHOOL.

HOW ARE THOSE PARTICIPATION RATES AS FAR AS ADULTS COMING TO GET HELP WITH AS YOU CAN TELL CITIZENSHIP, AND ETC.

>> YES. YOU MENTIONED IT'S NOT JUST ADULT ESL.

WE HAVE GED IN SPANISH AND ENGLISH.

THEY HAVE LIKE VOCATIONAL PROGRAM CERTIFICATIONS AS WELL, LIKE CNA, HVAC.

I MEAN, THE LIST GOES ON AND ON.

IT'S NOT JUST LAYMAN HIGH SCHOOL THAT THERE'S A SITE.

THERE'S ALSO A SITE AT THE KYLE LEARNING CENTER WHICH IS RIGHT HERE AT THE SADDLE CREEK APARTMENTS.

WE HAVE BOTH OF THOSE BRANCHES IF YOU WILL.

AS FAR AS NUMBERS, WE ALWAYS HAVE FULL HOUSES.

THEY HOLD CLASSES SPECIFICALLY AT LAYMAN THAT I'M AWARE TUESDAYS, WEDNESDAYS AND THURSDAYS.

OUR PART OF THE PARTNERSHIP THAT I EXPLAINED TO YOU EARLIER, IT'S A VERY UNIQUE PARTNERSHIP BECAUSE I WORKED WITH COMMUNITY ACTION IN MY PREVIOUS DISTRICT AND IT LOOKED A LITTLE BIT DIFFERENT.

HERE WHAT WE PROVIDE IS THE FACILITIES AND CHILDCARE.

THAT IS A NOVEL IDEA.

BECAUSE COMMUNITY ACTION PROVIDES THE CURRICULUM AND THE INSTRUCTORS, AND SO WE PROVIDE THE FACILITIES AND CHILDCARE.

HAVING THAT CHILDCARE IS HUGE FOR OUR PARENTS AND COMMUNITY.

>> ABSOLUTELY, IT'S FANTASTIC. I THINK BRINGING THE PARENTS IN, WE'RE SUCH A WELCOMING DISTRICT, BRINGING THEM IN AND OFFERING THEM THESE OPPORTUNITIES AS WELL, IT'S FANTASTIC.

ALSO I'M CURIOUS ABOUT THE TOM GREEN ELEMENTARY AND THE TEAS TEXAS DUAL LANGUAGE PILOT.

CAN YOU GO A LITTLE BIT FURTHER ON WHAT EXACTLY THAT IS AT TOM GREEN?

>> DEFINITELY. LAST YEAR I WAS APPROACHED BECAUSE WE WERE DOING THE WORK OF TEACHING FOR BI-LITERACY.

TEACHING FOR BI-LITERACY IS, IF YOU WILL, IT'S NOT NECESSARILY A MODEL.

IT'S BASICALLY LIKE JUST BEST PRACTICES AS FAR AS HOW YOU LEVERAGE BOTH LANGUAGES.

YOU DON'T PREFER ONE OR THE OTHER.

IT'S LIKE HOW DO YOU UTILIZE WHAT YOU KNOW AND WANT TO TRANSFER TO THE OTHER AND VICE VERSA.

TEA IN ORDER TO INCENTIVIZE DISTRICTS TO LOOK AT THEIR DUAL LANGUAGE PROGRAMMING BECAUSE WE HAVE FOUR RECOGNIZED BILINGUAL PROGRAMS IN THE STATE OF TEXAS, THE TRANSITIONAL PROGRAMS, AND THEN DUAL LANGUAGE.

WE HAVE EARLY EXIT, LATE EXIT, TRANSITIONAL, AND THEN ONE WAY OR TWO WAY DUAL LANGUAGE.

WE ARE TRANSITIONING FROM EARLY EXIT TRANSITIONAL PROGRAM TO DUAL LANGUAGE.

AGAIN, TO ONE WAY DUAL LANGUAGE.

[00:30:02]

WE ARE IN THE TAIL END THAT WE WERE ABLE TO BECOME PART OF THAT PILOT IN ORDER TO GET MORE ONE ON ONE COACHING WITH COACHES FROM ENSEMBLE LEARNING TO COACH OUR TEACHERS FOR EFFECTIVE ONE WAY DUAL LANGUAGE BILINGUAL DELIVERY.

>> OKAY. THANK YOU. MY LAST QUESTION IS REALLY JUST, WHAT DO YOU NEED FROM US? WHAT ELSE CAN WE DO TO HELP IMPROVE OUR BILINGUAL AND NSO PROGRAMS?

>> WE'LL TALK ABOUT STAFFING [LAUGHTER].

MANPOWER IS THE BIGGEST PIECE, JUST MAKING SURE THAT TALKING ABOUT ELEVATION.

LIKE HEY, SO TELL ME ABOUT ELEVATION AND HOW YOU USE IT.

BECAUSE IT IS A WONDERFUL RESOURCE BUT JUST BECAUSE WE ARE SO RESOURCE RICH, JUST MAKING SURE THAT WE KNOW WHAT IT IS AND WHAT IT'S USED FOR AND THE POTENTIAL FOR IT.

BECAUSE IT NOT JUST HOUSES DATA BUT IT HAS SUCH WONDERFUL INSTRUCTIONAL RESOURCES THAT OUR TEACHERS WANT AND NEED.

REALLY JUST BEING FAMILIAR WITH WHAT IT IS THAT WE DO SO YOU CAN SUPPORT.

>> AGAIN, THANK YOU AGAIN. I WOULD LIKE TO ASK, IF YOU COULD PLEASE RECORD THIS, JUST HOW WE COMPARE WITH OUR GROWTH, NUMBER OF EBS AND OUR PERCENTAGES AS COMPARED TO THE REST OF THE SCHOOLS IN THE REGION.

WE'D LIKE TO KNOW HOW THOSE NUMBERS LOOK AS COMPARED TO THE REST OF, AND THIS IS JUST SOMETHING WE CAN GET DOWN HERE.

BUT AGAIN, I APPRECIATE YOU ANSWERING OUR QUESTIONS AND PRESENTING. THANK YOU SO MUCH.

>> MISS [INAUDIBLE].

>> THANK YOU, MISS MELGAR COOK FOR PRESENTING TONIGHT.

MR. ESTRADA, YOU CAN'T GO ANYWHERE CLEARLY.

SHE'S MADE IT VERY CLEAR YOU'RE HERE FOREVER. THANK YOU.

THIS IS VERY DETAILED PRESENTATION.

WE JUST GOT ONE OF THIS TONIGHT.

IT'S INCREDIBLY DETAILED AND ANSWERS SO MANY QUESTIONS THAT I HAD.

THANK YOU FOR PROVIDING THIS.

JUST A COUPLE OF THINGS.

ONE, I WAS GOING TO ASK HOW CAN WE SUPPORT YOU? STAFFING SEEMS TO BE THE HEIGHTENED REQUEST AND WE UNDERSTAND THAT.

THANK YOU FOR BEING HONEST AND BEING TRANSPARENT ABOUT THAT.

IF THERE'S ANYTHING ELSE OTHER THAN STAFFING THAT YOUR PROGRAM AND YOUR DEPARTMENT NEEDS, PLEASE CONTINUE TO SPEAK UP AND ADVOCATE FOR THAT.

I WANTED TO ASK YOU, CAN YOU TALK A LITTLE BIT ABOUT THE NEWCOMER PROGRAM SO THAT THOSE LISTENING CAN HEAR THAT AND UNDERSTAND WHAT EXACTLY THAT IS AND WHAT THAT MEANS TO US IN THIS DISTRICT?

>> YES. WE HAVE NEWCOMERS PRE K ON UP.

WE HAVE NEWCOMERS THAT THEY CAN COME IN AT ANY GIVEN TIME.

IN FACT, I WAS TALKING TO, WE HAVE A NEWCOMER TEACHER HERE FROM LAYMAN.

>> ERIC MCCUNE, HE SAYS, WE GET KIDS EVERY TWO DAYS, TWO KIDS EVERY OTHER DAY OR WHAT HAVE YOU.

WE'RE JUST IN A FAST GROWTH DISTRICT IN A VERY STRATEGIC LOCATION TO WHERE WE HAVE A LOT OF FAMILIES MOVING IN CONSTANTLY AND WITH THAT CAN ALSO BE VERY TRANSIENT.

THEY COME AND GO, WHEN YOU'RE MAKING HEADWAY, THEN THEY LEAVE, AND WE GROW ATTACHED.

I CAN TELL YOU STORIES.

WITH THAT SAID, OUR NEWCOMERS, THERE IS STATUTE THAT DEFINES WHAT A NEWCOMER IS.

A NEWCOMER PER PMS IS A STUDENT THAT HAS ARRIVED TO THE US THREE YEARS OR LESS.

THAT IS THE DEFINITION THROUGH PMS. THROUGH CHAPTER 89, THE STATUTE THAT MANAGES OR MANDATES OUR PROGRAM BILINGUAL ESL.

TALKS ABOUT NEWCOMERS TWO YEARS OR LESS.

WE ADHERE TO THAT.

A STUDENT THAT ARRIVES IN OUR SCHOOLS WITH TWO YEARS OR LESS IN THE COUNTRY, THEN WE ARE ABLE TO PROVIDE.

I ALWAYS TELL FOLKS, IT'S A MENU OF COURSES STARTING IN SECONDARY BECAUSE AT THE ELEMENTARY, WE HAVE BILINGUAL PROGRAMMING FOR OUR STUDENTS THAT HAVE SPANISH AS THEIR HOME LANGUAGE AND THAT CONTENT BASED ESL, WHICH IS WHY WE CODE CONTENT BASED BECAUSE THEY ARE ABLE TO STAY AT THEIR HOME CAMPUS.

WE DON'T HAVE NEWCOMER, IF YOU WILL, FOR ELEMENTARY.

IT STARTS AT GRADE 6 THROUGH 12.

WE HAVE SHELTERED OR THAT CONTENT BASED LANGUAGE INSTRUCTION FOR THEIR LANGUAGE ARTS.

IN MIDDLE SCHOOL, IT'S CALLED ELA, LANGUAGE ARTS FOR ENGLISH LEARNERS.

IT'S CALLED ELDA ENGLISH LANGUAGE DEVELOPMENT, AND THEN IT'S THE ESL READING BECAUSE THE IDEA IS TO PROVIDE ADDITIONAL TIME AS IF YOU'VE EVER TRIED TO LEARN ANOTHER LANGUAGE.

[00:35:03]

THEN THE EDA IS LIKE YOUR TRADITIONAL WHAT YOU ALL WOULD REMEMBER AS ESL, IT'S CALLED BIX.

IT'S YOUR BASIC, JUST FUNCTIONAL.

HOW DO I EVEN GET AROUND? ALL OF THE CULTURAL LEARNING THAT YOU HAVE TO DO.

HOW DO WE DO SCHOOL IN THE UNITED STATES AND IN HAYS AMERICA? HOW DO WE DO ALL OF THAT? THOSE ARE THE CLASSES THAT ARE OFFERED, BUT IT'S NOT A HAVE TO.

I WANT TO MAKE SURE THAT WE'RE CLEAR WITH THAT.

THAT'S THE PURPOSE OF THE LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE, WHICH IS THE LPAC COMMITTEE TO MAKE THOSE DECISIONS BECAUSE MANY OF OUR STUDENTS COME WITH ENGLISH FROM THEIR HOME COUNTRY, SO THEY MAY JUST NEED US FOR A LITTLE BIT.

SOME KIDDOS NEED THE FULL SUITE.

SOME KIDDOS MIGHT NEED ONE CLASS.

SOME KIDS MAY NOT NEED US AT ALL, AND THEY ARE SCHEDULED INTO GENERAL EDUCATION CLASSES.

THAT'S A LOT OF LEARNING THAT OUR CAMPUSES ALSO GO THROUGH, BECAUSE WE ASSUME, YOU JUST ARRIVED TO THE US, WE NEED TO SCHEDULE YOU IN THE NEWCOMER COURSES, AND IT'S LIKE, NO, LET'S TAKE AT THAT INDIVIDUAL LOOK.

THAT'S THE PURPOSE OF THE LPAC COMMITTEE TO DO THAT.

>> WONDERFUL. THANK YOU SO MUCH FOR EXPLAINING THAT.

I KNOW THAT YOU SEE THAT AND PEOPLE JUST DOESN'T KNOW WHAT IT MEANS OR UNDERSTAND IT.

BUT THANK YOU FOR THAT. THEN I'M JUST GOING TO LEAVE WITH THIS.

I LOVE THAT ELEVATION IS WORKING.

I LOVE THAT YOU CONTINUE TO USE IT AS A TOOL, BUT ALSO AS A HUGE RESOURCE FOR YOUR DEPARTMENT.

I HOPE IT CONTINUES THAT WAY FOR YOU.

IF NOT, LET US KNOW IF THERE'S SOMETHING ELSE THAT YOU NEED OR SOMETHING ELSE THAT CAN HELP.

BUT I JUST WANT TO LEAVE ON THIS, THAT GREAT JOB AND GREAT PRESENTATION TONIGHT.

I KNOW THAT THE EDUCATIONAL ENVIRONMENT IS INCREDIBLY DIFFICULT RIGHT NOW, AND WE ARE SO STRAINED WITH OUR RESOURCES, BUT YOU GUYS CONTINUE TO STRETCH AND PIVOT WHERE YOU NEED TO PIVOT AND GREAT JOB.

>> MS. OROSCO.

>> THANK YOU. I JUST HAD A COUPLE OF QUESTIONS.

AS FAR AS THE IN HOUSE ESL TEACHER CERTIFICATION PREP, AND YOU DON'T HAVE TO SHARE RIGHT NOW, BUT IF YOU CAN LET US KNOW A LITTLE BIT ABOUT HOW MANY PEOPLE HAVE ACTUALLY USED THAT, TAKING ADVANTAGE OF THAT.

ALSO ON THE TESTING REIMBURSEMENT SIDE, BECAUSE THAT'S A COST THAT COMES THROUGH OUR DISTRICT, CORRECT? HOW MUCH THAT HAS COST.

THEN ON THE OTHER SIDE OF IT, THE BILINGUAL PREP, YOU SAID WE ARE NOT ABLE TO PROVIDE THE BILINGUAL PREP, BUT TEA PROVIDES IT.

IF YOU CAN PROVIDE INFORMATION ON HOW MANY OF OUR TEACHERS HAVE UTILIZED THAT BILINGUAL PREP COMPONENT AND THE REIMBURSEMENT SIDE OF TAKING THAT TEST AS WELL.

I THINK THAT WOULD BE REALLY INTERESTING TO SEE.

I KNOW OUR TEAM HAS DONE A WONDERFUL JOB AT RETAINING AND RECRUITING BILINGUAL TEACHERS, AND I'M STILL A BILINGUAL CERTIFIED TEACHER.

I LOVE TO SAY, AND WE HAVE DONE AN AMAZING JOB WORKING HARD TO MAKE SURE TO RETAIN AND RECRUIT AND PROVIDING SOME VERY NICE STIPENDS IN OUR DISTRICT THAT WE DON'T HAVE ANYWHERE ELSE.

IN ACROSS THE STATE, NOT EVERYBODY OFFERS WHAT WE OFFER, SO I AM GLAD THAT WE HAVE THE BEST BILINGUAL CERTIFIED TEACHERS HERE IN OUR DISTRICT.

I KNOW RETENTION AND RECRUITMENT IS REALLY BIG FOR US.

I WOULD ALSO LIKE TO KNOW HOW MANY VACANCIES WE HAVE IN OUR DEPARTMENTS AS FAR AS CERTIFIED TEACHERS.

THAT WOULD BE SOME GOOD INFORMATION TO ALSO HAVE FOR US.

I LOVE THE PARTNERSHIP OF COMMUNITY ACTION.

I WAS PRESIDENT OF COMMUNITY ACTION FOR OVER 15 YEARS, SO I LOVE THE WORK THAT WE HAVE DONE FOREVER WITH COMMUNITY ACTION SINCE I WAS A TEACHER, AND JUST THAT PARTNERSHIP WITH THE ADULT, ESL, GED AND CITIZENSHIP, AND ALL THOSE WONDERFUL VOCATIONAL TRAITS THAT THEY PROVIDE AS WELL, SO I'M GLAD THAT WE'RE MAKING SURE TO UTILIZE THEIR SERVICES AND PARTNER WITH THEM AND AGAIN, MEETING THAT CRITERIA WE NEED TO MEET WITH THE ENGAGEMENT PIECE.

THANK YOU FOR SHARING THAT.

NOT A LOT OF FOLKS KNOW ABOUT THOSE PARTNERSHIPS.

THANK YOU FOR HIGHLIGHTING THAT.

>> MR. SEIBEL.

>> THANK YOU, MS. MELGAR COOK AND MR. ESTRADA, FOR ALL YOUR TEAM DOES.

I HAVE A LITTLE BIT INSIGHT.

I JUST KNOW HOW HARD YOUR TEAM WORKS AND HOW ACCESSIBLE AND AVAILABLE YOU ARE.

THIS PROCESS AND WHEN WE GET TO STUDENTS THAT COME INTO OUR CAMPUSES, EVERY STUDENT IS UNIQUE, LIKE YOU ALLUDED TO, AND THEIR NEEDS ARE UNIQUE AND HOW QUICKLY YOU GUYS ARE ABLE TO WORK WITH THAT STUDENT AND THAT FAMILY, IDENTIFY THEIR NEED, IDENTIFY WHERE THEY'RE AT, AND IDENTIFY A PROPER PLACEMENT FOR THEM, ESPECIALLY THE ELEMENTARY LEVEL TO MAKE SURE THAT THEY'RE AT A CAMPUS THAT IS COMFORTABLE FOR THEM AND THE BEST LEARNING ENVIRONMENT FOR THEM,

[00:40:02]

ON THAT NOTE, I MEAN, 38 LANGUAGES, 35 COUNTRIES.

WHAT AN OPPORTUNITY FOR US TO CELEBRATE DIVERSITY, AND GOING BACK TO OUR OLD MISSION STATEMENT FOR CAMPUS, THIS IS PRETTY NEAT SPACE THAT WE HAVE THAT OPPORTUNITY, BUT IT'S ALSO A GREAT CHALLENGE.

OUR ESL, I KNOW, BACK IN THE CLASSROOM, WHAT'S GOOD FOR ESL STUDENTS, IS GOOD FOR ALL STUDENTS AND SO THESE ARE ALL GOOD PRACTICES FOR US TO CONTINUE TO HAVE.

EVERYBODY HIT OFF SOME GREAT QUESTIONS THAT I HAD ALREADY HAD ON THERE ALREADY.

THE ONLY THING I HAVE LEFT IS, MY BIG CONCERN IS, I CAN'T IMAGINE WHAT IT WOULD BE LIKE AS A STUDENT GOING TO A NEW COUNTRY, GOING INTO A NEW ENVIRONMENT, NOT BEING ABLE TO SPEAK THE LANGUAGE OR BEING ABLE TO SPEAK THE LANGUAGE AND SO I'M JUST CURIOUS, REALLY, IS THERE DIFFERENT SEL SUPPORT FOR OUR EB STUDENTS COMPARED TO OUR GENERAL POPULATION, OR DO WE HAVE ANYTHING UNIQUE FOR THEM TO HELP WITH THAT TRANSITION?

>> THAT'S A WONDERFUL QUESTION.

BECAUSE WE HAVE SPECIFIC SEL PROGRAMS, ESPECIALLY AT THE ELEMENTARY LEVELS, WE REALLY WANT TO MAKE SURE THAT OUR STUDENTS ARE PART OF THE CULTURE AND COMMUNITY, NUMBER ONE.

LIKE WE ARE ONE.

BUT WITH THAT SAID, I WILL HAVE TO SAY KIND OF LIKE WHAT MS. OROSCO WAS REFERENCING WITH THAT RETENTION WITH OUR TEACHERS.

YOU FIND THAT ALSO WITH OUR ESL TEACHERS.

THEY JUST BECOME LIKE A FAMILY, EVEN THOUGH SOME KIDDOS MAY NEED THE MENU OF CLASSES THAT I SHARED WITH YOU, SOME MAY NOT, BUT THEY KNOW THAT THEY HAVE A PLACE FOR SUPPORT IF NEEDED, AND THAT SERVES OUR STUDENTS EXTREMELY WELL AND OUR TEACHERS, WHICH IS WHY WE ARE PART OF THAT SECONDARY NEWCOMER NETWORK BECAUSE WE'RE CONTINUOUSLY LEARNING FROM THAT.

NOT SPECIFIC TO THAT SOCIAL EMOTIONAL LEARNING, BUT THAT AFFECTIVE FILTER IS NUMBER 1.

I MEAN, THAT'S JUST TO GO BEYOND WHAT I REFERENCED WITH SHELTERED INSTRUCTION, THE BIGGEST DIFFERENCE BETWEEN SHELTERED INSTRUCTION AND CBLI, THE NEW CONTENT BASED LANGUAGE INSTRUCTION IS THAT THE AFFECTIVE PIECE WAS BROUGHT INTO CBLI.

WHEREAS BEFORE SHELTERED INSTRUCTION WAS JUST THE HOW, THE PEDAGOGY, WHEREAS CBLI INCORPORATES THE AFFECTIVE.

IN ANSWER TO YOUR QUESTION, EVERYTHING THAT WE DO HAS THAT AFFECTIVE LENS, BECAUSE IF YOU DON'T FEEL COMFORTABLE, THERE'S NOTHING COMING IN AT ALL.

>> I'M GOING TO NEED A DICTIONARY FOR ALL THE ACRONYMS IN THE ESL DEPARTMENT, SO, YEAH.

THANK YOU GUYS AGAIN FOR ALL YOUR WORK AND FOR THE PRESENTATION. GREAT.

>> THANK YOU.

>> MR. SEVRES.

>> THANK YOU VERY MUCH. I SWEAR IT'S LIKE ONE OF THOSE THINGS WHERE, I'VE BEEN ON CAMPUSES A LOT, BUT EVERY TIME, I'LL GO WITH ESPERANZA, SHE'S MY PERSONAL TRANSLATOR, WE GO TO CAMPUSES SOMETIMES WITH STAFF AND STUDENTS, AND I DON'T THINK WILL UNDERSTAND HOW HARD IT IS WITH 38 LANGUAGES, 35 COUNTRIES.

I KNOW ONE, AND THAT'S IT AND I CAN'T IMAGINE YOU AND YOUR TEAM HAVING TO BE AVAILABLE AND BE ABLE TO HELP OUT THOSE STUDENTS FROM THAT MANY COUNTRIES.

THAT'S ACTUALLY MIND BLOWING TO ME THAT WE'RE ABLE TO DO THAT. BUT THAT'S JUST WHO WE ARE.

WE JUST MEET KIDS WHERE THEY'RE AT, AND WE'RE JUST GOING TO BE REALLY GOOD AT IT, AND I APPRECIATE YOU AND YOUR TEAM DOING THAT BECAUSE IT'S IMPORTANT.

I CAN ALSO IMAGINE THAT AS OUR NUMBERS CONTINUE TO GROW, THE TECHNOLOGY IS GETTING BETTER.

BUT THERE'S PROBABLY SOME THINGS ON THE HORIZON, WE DON'T EVEN KNOW ABOUT, THEY'RE GOING TO HELP US, HELP THESE KIDS EVEN BETTER LIKE EARPIECES THAT, I DON'T KNOW.

I CAN'T I JUST LEARNED SO MUCH WHEN YOU GUYS PRESENT THIS TO US EVERY YEAR.

IT'S MY THIRD TIME SEEING IT AND I FEEL LIKE I'M LEARNING EVERY TIME. THANKS FOR THAT.

CONTINUE TO DO THE WORK LIKE THIS GREAT TEAM HAS OFFERED, LIKE, JUST IF WHAT YOU SEE, IF YOU NEED SOMETHING, COME LET US KNOW.

WE LIKE TO LEARN STUFF WITH YOU, AND IF YOU NEED SOMETHING, WE'D LIKE TO HELP YOU DO IT.

ANYWAY, THANK YOU VERY MUCH. THAT'S ALL I GOT.

>> THANK YOU.

>> MS. PETRIE.

>> HI, YES. THANKS SO MUCH FOR PRESENTING TONIGHT.

THIS WAS SUPER HELPFUL.

MOST PEOPLE ASKED THE QUESTIONS I WAS GOING TO ASK, BUT I DID WANT TO JUST ASK.

I KNOW WE HAD BROUGHT IN.

AT ONE POINT, WE WERE REALLY STRUGGLING TO FIND BILINGUAL CERTIFIED TEACHERS, AND WE ACTUALLY HAD A PROGRAM WHERE WE'RE BRINGING TEACHERS IN FROM OTHER COUNTRIES AND I JUST WANTED TO GET KIND AN UPDATE.

MAYBE THAT'S NOT FROM YOU ABOUT HOW THAT PROGRAM IS GOING.

IF THAT'S HELPING FULFILL THE NEEDS OF OUR BILINGUAL CERTIFIED TEACHERS.

I ACTUALLY WAS KIND OF THINKING ABOUT IT AS MR. SEIBEL WAS TALKING ON THE SCL PIECE BECAUSE I FEEL

[00:45:02]

I THINK WE ROLLED IN ONE TIME ON THEIR FIRST DAY. I FELT REALLY BAD.

[LAUGHTER] I'M EXCITED ABOUT THAT.

I'M JUST GOING TO ASK, HOW MANY TEACHERS HAVE TAKEN US UP ON THAT.

MR. ROSCO IS RIGHT, I THINK THE SIPHONS THAT WE'RE OFFERING ARE VERY COMPETITIVE, AND THAT'S HELPING US, TOO.

BUT I REALLY LIKE THIS IDEA OF BRINGING IN TEACHERS FROM OTHER COUNTRIES TO HELP FILL THOSE GAPS.

I JUST WANTED TO GET AN UPDATE FROM THAT.

>> I JUST WANT TO CHIME IN REAL QUICK AS WELL, TWO QUICK SHOUTS OUT BECAUSE I'VE BEEN TO THE CAMPUSES, BUT SIMON MIDDLE SCHOOL, THEY HAVE A FLAG FOR EVERY STUDENT THAT'S REPRESENTED FROM A SPECIFIC COUNTRY, AND THAT IS AMAZING TO SEE THAT.

THEN, OF COURSE, LAST WEEK, WE HAD THE HISPANIC HERITAGE CELEBRATION AT TOP OF MIDDLE SCHOOL, AND AGAIN, JUST EVERY NATIONALITY OF HISPANIC HERITAGE WAS RECOGNIZED, SO THAT WAS REALLY NEAT.

ON SLIDE NUMBER 3, YOU TALKED ABOUT A PROGRAM THAT WE DON'T HAVE THE BANDWIDTH OF THE STAFFING.

CAN YOU TELL ME WHAT PROGRAM THAT IS AGAIN?

>> THE WHAT PROGRAM?

>> THE PROGRAM THAT WE DO NOT HAVE. WE CAN'T SUPPORT IT.

IT WAS ON SLIDE NUMBER 3.

IT PERKED MY EARS UP BECAUSE I KNOW THEY WERE GOING TO CAPTURE EVERYTHING ELSE.

I JUST WANTED TO HEAR WHAT WE'RE NOT DOING AND IF THAT'S SOMETHING THAT WE NEED TO THINK ABOUT.

>> THE BILINGUAL TRAINING.

YES, SO THE ESL, IT'S THE SUPPLEMENT 154 FOR THE ESL SUPPLEMENTARY.

ONCE YOU HAVE YOUR STANDARD CERTIFICATION, IF YOU TAKE THAT ESL SUPPLEMENT, YOU'RE ABLE TO JUST TACK IT ONTO YOUR CERTIFICATE ONCE YOU SUCCESSFULLY PASSED.

IT'S ABOUT LANGUAGE ACQUISITION AND THE LAW AND ALL OF THAT.

SURROUNDING ESL.

THE BILINGUAL PIECE, WHY IT'S MORE INTRICATE OR MORE INVOLVED IS BECAUSE IT IS THE LANGUAGE.

THERE'S TWO ASSESSMENTS.

THERE'S THE BILINGUAL SUPPLEMENTAL EXAM THAT HAS TO BE TAKEN, WHICH, AGAIN, IT'S THE LAW AND THE PEDAGOGY OF IT.

BUT THEN IT'S THE BTLPT, AND I DON'T KNOW ALL THE LETTERS TO THE ACRONYM.

BUT THE BTLPT IS BASICALLY THE SPANISH LANGUAGE TEST ON SPEAKING, LISTENING, READING AND WRITING IN ORDER FOR YOU TO BE A BILINGUAL CERTIFIED TEACHER.

THAT'S WHERE WE DON'T HAVE THE MANPOWER TO BE ABLE TO SUPPORT THAT BECAUSE YOU HAVE TO WRITE, AND THEN YOU HAVE TO PROVIDE FEEDBACK AND SO IT IS TAXING ON YOU HAVE TO BE ABLE TO SUPPORT THAT.

THAT'S WHERE TEA HAS BROUGHT REALLY IMPROVED THEIR SERVICES TO THE DISTRICTS IN THE STATE.

THAT'S WHAT WE DON'T PROVIDE IN HOUSE.

>> THANK YOU FOR CLARIFYING THAT.

YES, AND ECHO WHAT EVERYBODY ELSE SAID.

THANK YOU AGAIN FOR THE VERY INFORMATIVE PRESENTATION.

>> DEFINITELY, MY PLEASURE.

>> TEAM NEXT WEEK, WE WILL HAVE OUR CAMPUS RECOGNITION. YOU DON'T WANT TO MISS THAT.

[L. CAMPUS RECOGNITION - Tobias Elementary School (Scheduled for October 28, 2024)]

THAT'LL TAKE US DOWN TO OUR CONSENT AGENDA,

[M. CONSENT AGENDA]

AGAIN, WE KNOW THAT CONSENT AGENDA ITEMS ARE CONSIDERED ROUTINE IN NATURE, AND I KNOW THAT WE'VE HAD SEVERAL OPPORTUNITIES TO SUBMIT QUESTIONS.

LET'S SEE HERE. AGAIN, PAGE 12.

DO WE HAVE ANY ITEMS THAT WE NEED TO PULL EITHER THE MINUTES OF A BOARD OF TRUSTEES MEETING OR OUR BUDGET AMENDMENTS? LOOKING LEFT.

LOOKING RIGHT. EASY ENOUGH.

MOVING ON TO OUR NEXT ITEMS.

[N.1. Consideration and possible approval of the Purchase and Installation of Bi-Directional Amplifiers and Distributed Antenna Systems at twenty-one Hays CISD Locations - Motive Infrastructure Solutions]

WE KNOW THAT THIS IS CHIEF SCHRACI.

TEAM, WE HAD A BRIEF.

OF COURSE, IN OUR CLOSED SESSION.

I'M LOOKING TO MY RIGHT, ANY QUESTIONS? LOOKING LEFT.

MOVING ON, ITEM N-2 THIS IS CONSIDERATION AND

[N.2. Consideration and possible approval of Amendments to the 2024-2025 Compensation Plan]

TEAM, BEFORE WE GET STARTED ON THIS, I DO WANT TO REFERENCE THE FACT THAT LAST MONTH, WE HAD SOME VERY PASSIONATE DISCUSSIONS REGARDING OUR SPED PROGRAMS. WE KNOW THAT AS A TEAM AS A COMMUNITY THAT WE ALL CARE, AND SO I DO WANT TO THANK EVERYBODY FOR THEIR THOUGHTS AND EFFORTS AND QUESTIONS.

IT ONLY MAKES US BETTER.

[00:50:02]

THIS IS JUST ONE OF THE BIG STEPS IN TERMS OF SOLUTIONS.

WE WILL CERTAINLY SEE HOW THIS GOES, AND OF COURSE, DEPENDING ON HOW WE APPROVE THIS, THIS WILL GIVE US A CHANCE TO ALSO EVALUATE HOW EFFECTIVE WE ARE IN ADDRESSING THOSE CONCERNS THAT HAVE BEEN BROUGHT UP.

I KNOW THAT THERE WILL BE MORE TO COME REGARDING SPED.

DR. WRIGHT AND I HAVE ALREADY AGREED THAT WE WILL CONTINUE TO HAVE SPED AS AN AGENDA ITEM IN EACH SUBSEQUENT MEETING.

NOVEMBER WE'LL HAVE ANOTHER UPDATE AS WELL.

WITH THAT SAID, DR. WRIGHT, DID YOU WANT TO ADD ANYTHING?

>> WE HAD THE OPPORTUNITY AS A CABINET AND ACNI TEAM AND HR TEAM TO REALLY DISCUSS THE ROOT CAUSE OF WHY WE WERE HAVING ISSUES AND IT BOILED DOWN TO STAFFING.

WE FEEL LIKE THIS PLAN WILL ADDRESS THE MAJORITY OF THOSE NEEDS.

WE DID IDENTIFY SOME OTHER THINGS WHERE OBVIOUSLY WE CAN DO BETTER AND WE'RE GOING TO, SO WE HAVE THOSE THINGS WORKED OUT BEHIND THE SCENE.

I'M SO EXCITED ABOUT WHAT CHRISTINA IS ABOUT TO PRESENT TO US TONIGHT BECAUSE ULTIMATELY, I THINK, WE PUT OURSELF IN A BAD SITUATION JUST BECAUSE OF THE SHORTAGE OF SPECIAL ED STAFF ACROSS THE STATE OF TEXAS AND HOPEFULLY THIS PLAN WILL ALLOW US TO GET BACK INTO THE PILOT SEAT, SO TO SPEAK.

>> THANK YOU, DR. WRIGHT. MS. CARSON, I KNOW WE HAVE THE THEME.

WE DO HAVE THE PRESENTATION IN OUR DIAS FOLDERS, BUT MS. CARSON, WELCOME.

>> THANK YOU SO MUCH.

MR. PRESIDENT, MEMBERS OF THE BOARD, AND SUPERINTENDENT DR. WRIGHT, IT IS MY PLEASURE TO BRING TO YOU FOR REVIEW PROPOSALS FOR CONSIDERATION AS WE THINK ABOUT POTENTIAL AMENDMENTS TO THE COMPENSATION PLAN.

AS SAID EARLIER, THE SITUATION RIGHT NOW IS SOMETHING THAT REQUIRES AN URGENT RESPONSE.

WE WANT TO MAKE SURE THAT OUR STUDENTS ARE GETTING THE SUPPORT AND SERVICES THAT THEY NEED, AND WE WANT TO MAKE SURE THAT OUR HARDWORKING SPECIAL EDUCATION STAFF ARE PROPERLY SUPPORTED, PROPERLY COMPENSATED, AND ALSO THAT WE'RE PROPERLY STAFFING THE CAMPUSES SO THAT IT CAN EASE SOME OF THE STRESS AND THE BURNOUT THAT THEY'VE BEEN FEELING BECAUSE OF THESE STAFFING SHORTAGES.

FIRST, I WANTED TO BEGIN BY TAKING A LOOK AT THE PERCENTAGE OF STUDENTS IN COUNTIES, OURS, AND SURROUNDING AND THEIR GROWTH RATE OVER TIME OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES.

HAYS COUNTY IS THE BLUE LINE.

YOU SEE THAT ALL ACROSS HAYS COUNTY IS THE TOP LINE AND HAS THE HIGHEST PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES.

YOU'LL SEE ON THE LEFT SIDE, IT WAS IN 2013/14 THAT TRAVIS COUNTY WAS THE LEAD, BUT YOU SEE THAT COMING DOWN OVER TIME.

HAYS IS AN UPWARD TRAJECTORY AND CONSISTENTLY HIGHER THAN WILLIAMSON COUNTY, CALDWELL COUNTY, BASTROP COUNTY, AND THE STATE OF TEXAS.

OUR GROWTH RATE FOR STUDENTS RECEIVING SPECIAL EDUCATION OUTPACES EVERY COUNTY AROUND US AND HAS OVER SEVERAL YEARS, AS WELL AS THE STATE OF TEXAS OVER TIME.

WITH THAT, WE ALSO KNOW THAT NATIONALLY, THERE IS A SHORTAGE OF SPECIAL EDUCATION TEACHERS: 98% OF DISTRICTS IN THE UNITED STATES REPORT SHORTAGES IN SPECIAL EDUCATION STAFFING.

NOW, IN TEXAS, WE LOOKED AT THE DATA IN TEXAS.

IN 2022/23 OF THE 51,800 NEW TEACHER CERTIFICATES OBTAINED, DURING THAT TIME, ONLY 3% WERE FOR SPECIAL EDUCATION CERTIFICATION.

EVEN AS THE NUMBER OF STUDENTS CONTINUES TO INCREASE FOR HAYS COUNTY ABOVE OUR CONTIGUOUS COUNTIES AND ABOVE THE STATE, WE'RE SEEING THAT LESS PEOPLE ARE ENTERING SPECIAL EDUCATION AS TEACHERS.

WE'RE SEEING A DECLINE OF PEOPLE GOING INTO THIS FIELD EVEN AS PEOPLE ARE RETIRING. WHAT DO WE KNOW? WE KNOW THAT HAYS CISD MAKES IT 100% POSSIBLE.

WE CAN'T CONTROL THE FIGURES THAT WE SAW, BUT WE CAN CONTROL OUR RESPONSE TO IT.

[00:55:04]

YOU SEE HERE FROM TASB THAT OUR HAYS CISD TEACHER SALARY IS FAR ABOVE THE LOCAL MARKET MEDIAN.

THIS WAS AN INTENTIONAL ACTION TAKEN BY THE BOARD OVER THE YEARS, AND BECAUSE OF THE ACTIONS THAT YOU'VE TAKEN YEAR AFTER YEAR, WE ARE IN AN INCREDIBLY ADVANTAGEOUS POSITION WHEN COMPETING FOR VETERAN TEACHERS.

IN FACT, WHEN WE TAKE A LOOK AT THE SALARIES OF ALL OF THE DISTRICTS THAT YOU SEE HERE, YOU SEE THAT WE ARE NUMBER TWO IN THAT LIST FOR FIVE-YEAR SALARIES, AND WE ARE THE LEADERS FOR 10-YEAR, 15, AND 20-YEAR SALARIES, NUMBER TWO IN AVERAGE TEACHER SALARY.

THE REASON WHY THAT AVERAGE ISN'T A LITTLE BIT HIGHER IS BECAUSE WE'RE INTENTIONAL ABOUT OUR NEW PROFESSION TEACHER SALARY.

WE REALLY LOOK FORWARD TO BRINGING THEM ON INTO OUR DISTRICT WHEN THEY GET A LITTLE MORE EXPERIENCE, BUT WE HAVE A TEACHER SCHEDULE THAT ALLOWS US TO ATTRACT THOSE MORE EXPERIENCED TEACHERS, WHICH WE KNOW TRANSLATES INTO BETTER OUTCOMES FOR OUR STUDENTS.

THE BOARD HAS SET US UP FOR SUCCESS.

THE WORK THAT YOU'VE BEEN DOING TO MAKE SURE THAT OUR AUXILIARY AND PARAPROFESSIONALS ARE EARNING A COMPETITIVE AND LIVING WAGE HAS PUT US IN A GREAT POSITION WITH OUR SPED PARAPROFESSIONALS.

IN '22/'23, OUR SPED PARAPROFESSIONALS WERE -12% TO MARKET.

BECAUSE OF THE ACTION THAT THE BOARD TOOK, OUR CURRENT SPED PARAPROFESSIONALS ARE PAID 20% ABOVE MARKET.

IF YOU LOOK AT THE SPED INSTRUCTIONAL AIDES TURNOVER RATE, AND I WANT TO THANK JEANNIE ALVARADO, WHO WORKED VERY HARD TO PULL THIS DATA TOGETHER FOR US, SO SHOUT OUT TO JEANNIE ALVARADO, BUT YOU SEE THAT FROM 2020-2021, THERE'S A 10.4% TURNOVER RATE FOR SPED PAY RAISE.

YOU SEE IT GO TO 9.2% IN '22/'23, WHERE WE WERE -12% TO MARKET, AND YOU SEE THAT DECREASE FROM 9.2-6.3 PERCENT WITHIN A YEAR DURING THAT TIME THAT WE APPROVED THE INCREASE FOR SPED PAY RAISE.

INCREASINGLY OVER TIME, WE'VE PROVIDED MORE SUPPORT FOR SPED PAY RAISE, AND WE'VE BEEN SUCCESSFUL IN BEING ABLE TO RETAIN THEM AND TO ATTRACT THEM.

IN TERMS OF THE STIPENDS, OUR SPED STIPEND, WHEN WE LOOK AT THE MARKET RATE, THE MARKET RATE FOR SPECIAL EDUCATION STIPEND GENERAL IS 1,750, AND FOR THE HIGH NEEDS, SPECIALIZED STIPEND, THE MARKET RATE IS 3,000.

THIS CHART SHOWS YOU WHERE WE ARE.

THE MARKET GROUP IS THE WHITE LINE.

THE RED LINE IS HAYS CISD.

YOU SEE THAT OUR GENERAL SPECIAL EDUCATION STIPEND IS BELOW MARKET.

YOU SEE THAT AISD HAS THE HIGHEST AT 7,000.

BEAR IN MIND THAT THEIR TEACHER SALARY SCALE IS NOT AS COMPETITIVE AS OURS.

RIGHT NOW, THEY HAVE 76 SPECIAL EDUCATION TEACHER JOBS POSTED ON THEIR WEBSITE.

FOR SPED STIPENDS, HIGH NEEDS, AS I SAID, WE HAVE THE MARKET GROUP, AND HAYS CISD IS A LITTLE BIT HIGHER THAN THAT, BUT WE CAN DO BETTER IF YOU TAKE A LOOK AT PFLUGERVILLE ISD, LEANDER ISD, ELGIN, DRIPPING SPRINGS, DEL VALLE, AND AISD, THEIR STIPENDS FOR HIGH NEEDS IS CONSIDERABLY HIGHER THAN OURS, SO THIS IS AN AREA OF OPPORTUNITY IN BOTH CASES.

RIGHT NOW, WE HAVE 15 SPED TEACHER VACANCIES, AND YOU SEE THE BREAKDOWN FOR FOUNDATIONAL LEARNING, NINE INCLUSION RESOURCE, ONE ECSE, ONE VISUALLY IMPAIRED.

THEN YOU SEE TO THE RIGHT THE TEACHER TURNOVER RATE.

NOW, WE SHOULD BE PROUD IN HAYS CISD THAT OUR TEACHER TURNOVER RATE FOR THE DISTRICT, EVEN AS WE HAD TO DO STRATEGIC STAFFING IN THIS LAST YEAR WAS ONLY 6%,

[01:00:02]

I ASKED FOR HELP FROM JEANNIE ALVARADO ON HOW TO TEASE OUT THE SPED TEACHER TURNOVER RATE.

YOU SEE THAT THE SPED TEACHER TURNOVER RATE IS INDEED SOMEWHAT HIGHER THAN THE OVERALL TURNOVER RATE.

WHEN I ASKED HER TO HELP ME SEPARATE GEN ED TEACHER TURNOVER RATE INSTEAD OF COMPARING IT TO THE OVERALL, SHE CALCULATED THAT THE GEN ED TEACHER TURNOVER RATE WAS 5.7%.

YOU SEE HERE AT 7.6%, THAT THE SPED TEACHER TURNOVER RATE IS HIGHER.

IT'S LOWER THAN MANY OTHER DISTRICTS, BUT STILL, WHAT CAN WE DO ABOUT IT? BECAUSE WE NEED EVERY SINGLE ONE OF THOSE SPECIAL EDUCATION TEACHERS, EVERY ONE.

IN TAKING A LOOK AT THIS PROBLEM, KNOWING THAT IF WE ARE PROPERLY STAFFED, IF WE CAN ATTRACT THE STAFFING TO THE DISTRICT TO PROVIDE EXCELLENT SERVICES FOR OUR STUDENTS, IT BENEFITS OUR STUDENTS, AND IT ALSO BENEFITS OUR STAFF WHO ARE DOING THE BEST THEY CAN WITH THE CURRENT SITUATION.

OUR PROPOSAL IN TERMS OF ACTIONS THAT THE BOARD CAN TAKE, THE BOARD CAN MAKE AN AMENDMENT TO THE COMPENSATION PLAN.

THE BOARD CAN MAKE THOSE DECISIONS THAT EMPOWERS US TO BE MORE COMPETITIVE IN ATTRACTING STAFF TO FILL THESE POSITIONS.

WE'D LIKE TO INCREASE FUNDING FOR AND EXPAND, GROW YOUR OWN INITIATIVES, AND HAYS CISD, THAT IS ONE OF THE PRIORITIES BECAUSE YOU SAW THAT ONLY 3% OF NEW TEACHERS ARE COMING IN.

THAT'S NOT A PERCENTAGE THAT WE CAN BE HAPPY WITH.

WE'RE GOING TO NEED TO GROW OUR OWN.

WE'RE GROWING AT SUCH A RAPID RATE.

WE HAVE INCREDIBLE STAFF IN HAYS CISD WHO REALLY LOVE THE STUDENTS THEY SERVE.

ALL WE NEED TO DO IS PROVIDE THE OPPORTUNITIES FOR THEM, THE RESOURCES, AND THE SUPPORT.

I TRULY BELIEVE THAT WE CAN GROW OUR OWN SPECIAL EDUCATION TEACHERS FROM OUR PARAPROFESSIONALS, BUT ALSO FROM OUR DEGREED INDIVIDUALS WHO DON'T HAVE A TEACHING CERTIFICATE.

THERE ARE WAYS TO DO THAT, AND WE'LL TALK MORE ABOUT THAT IN A MINUTE.

THEN WE WANT TO INCREASE STIPENDS FOR SPECIAL EDUCATION TEACHERS.

WE'RE ALREADY AT A VERY COMPETITIVE RATE FOR TEACHER SALARIES.

LET'S PUT A LITTLE EDGE ON IT AND INCREASE THE STIPENDS.

THIS WILL HELP US TO BE MORE COMPETITIVE, EVEN AS JOB FAIRS ARE ALREADY SCHEDULED, A&M, TEXAS STATE, IN NOVEMBER, AND WE'D LIKE TO HAVE OUR OWN.

WE'D LIKE TO GO IN WITH SOMETHING THAT'S GOING TO MAKE US STAND OUT IN VERY BOLD WAYS, BUT IN ADDITION TO THE TEACHERS AND GROWING OUR PARAPROFESSIONALS, I WANT TO THANK DARLA PETERS WHO HELPED ME TO BRAINSTORM WAYS TO INCREASE OUR SUBSTITUTE POOL FOR OUR SPECIAL EDUCATION CLASSES.

YOU'RE GOING TO SEE IN THE PROPOSALS WAY TO HAVE DIFFERENTIATED SUB-DAILY RATES FOR THOSE WHO CHOOSE TO WORK IN OUR SPECIAL EDUCATION CLASSES.

THESE ARE THE THREE THEMES IN THE PROPOSALS I'M ABOUT TO REVIEW WITH YOU.

PROPOSAL A, IN THIS PROPOSAL, WE ARE CURRENTLY SPENDING ABOUT $20,000 ON A GROW-YOUR-OWN INITIATIVES.

WE HAVE THE PARTNERSHIP WITH LAMAR INSTITUTE OF TECHNOLOGY AND WITH ABILENE CHRISTIAN UNIVERSITY.

THIS HELPS US TO SUPPORT OUR PARAPROFESSIONALS WHO ARE INTERESTED IN PURSUING THEIR ASSOCIATES THROUGH LIT, AND THEN THEY CAN TRANSFER TO ACU AND CONTINUE ON.

WE DO HAVE A STAFF MEMBER WHO IS VERY CLOSE TO FINISHING WITH ACU, SO WE'RE REALLY EXCITED IN ROOTING FOR HER TO COME ON BOARD AS A SPECIAL EDUCATION TEACHER, BUT OTHERS ARE STILL WORKING THEIR WAY THROUGH.

SOME COME IN WITH MORE CREDITS THAN OTHERS, SO IT CAN BE A SLOWER PROCESS.

>> MAY WANT TO TELL THEM WHAT LIT STANDS FOR IN ACU, AND IT'S A PARTNERSHIP WITH REGION 13?

>> YES, LAMAR INSTITUTE OF TECHNOLOGY AND ABILENE CHRISTIAN UNIVERSITY, AND THIS IS A PARTNERSHIP THAT WE HAVE WITH THEM SPECIFICALLY TO HELP OUR PARAPROFESSIONALS HAVE A PATH TO ACHIEVE A DEGREE WITH OUR FINANCIAL SUPPORT AND

[01:05:02]

HOW CAN WE GET OUR GEN ED TEACHERS TO GET CERTIFIED IN SPED? MARY TORRES, ASSISTANT DIRECTOR OF HR, REACHED OUT TO MICHELLE VELASQUEZ, AND THEY BEGAN TO WORK ON WHAT THAT COULD LOOK LIKE.

THE IDEA IS THAT THE DISTRICT WOULD BE ABLE TO HELP THEM GET TRAINING FOR SPED CERTIFICATION, TUTORING SUPPORT, PAY FOR THEIR TEST AND THEIR CERTIFICATE, AND THEN GET THEM PLUGGED IN.

THIS IS SOMETHING THAT WE'D LIKE TO LAUNCH IN JANUARY AND TO BE ABLE TO HOPEFULLY GET THEM TO FINISH IN MAY.

WE REALLY THINK THIS COULD BE EFFECTIVE, TIED WITH INCREASES IN SPECIAL EDUCATION STIPENDS AS A CARAT.

ALSO, WE HAVE OUR ALTERNATIVE CERTIFICATION FOR SPED, AND THIS IS OUR TEACHERS FOR TOMORROW.

THIS IS SOMETHING THAT WE PAID FOR A COUPLE YEARS AGO.

WE HAVE EIGHT SPOTS LEFT TO USE, AND WE'VE BEEN ABLE TO GET FOUR INDIVIDUALS CERTIFIED THROUGH THIS PROGRAM.

THE ALT CERT PROGRAM IS A FASTER PATH TO GET PEOPLE WHO ARE ALREADY DEGREED TO GET THAT CERTIFICATION INTO THE CLASSROOM.

IT'S A FASTER PATH THAN THE PARA TO TEACHER, BUT WE JUST HAVE THESE DIFFERENT LEVELS TO MEET PEOPLE WHERE THEY ARE BECAUSE WE WANT TO GROW EVERYONE.

WE'RE INVESTING IN OUR PEOPLE.

I GIVE YOU THAT GENERAL DESCRIPTION FOR THE GROW-YOUR-OWN, AND WE WOULD BE REQUESTING 15,000 MORE TO HELP WITH EXPANSION.

PROPOSAL A PROPOSES A SPECIAL ED TEACHER STIPEND INCREASE FROM 1,750-2,000.

WHEN WE TAKE A LOOK AT THE ADJUSTMENT REQUESTED, IT'D BE ABOUT A $20,000 DIFFERENCE.

THAT WOULD BE REFLECTING AN EFFECTIVE TIME FRAME OF JANUARY 2025.

FROM JANUARY 2025 ON, IT'S FOR HALF A YEAR ADJUSTMENT FOR EACH ONE OF THEM.

SPECIAL ED TEACHER SPECIALIZED STIPEND INCREASE FROM 2,500-3,000.

ONCE AGAIN, EFFECTIVE JANUARY 2025, AND IT WOULD BE THE INCREASE FOR HALF THE YEAR ON TOP OF WHAT THEY'RE ALREADY RECEIVING.

IT WOULD COST 28,750.

>> WE WOULD RECOMMEND THE GUEST TEACHER DAILY RATE INCREASE FOR SPED CLASSROOMS 125-150 PER DAY, AND BASED ON THE TYPICAL NUMBER OF ABSENCES WE HAVE, AND I PROVIDED THAT INFORMATION TO YOU IN MY FIRST REPORT, THE METHODOLOGY FOR THESE NUMBERS.

THAT WOULD BE 33,150.

THEN THE LONG TERM DAILY RATE INCREASE 130-155 A DAY, SO $25 INCREASE FOR THE NON CERTIFIED TEACHERS AND THEN 155-180 FOR CERTIFIED, AND SO YOU SEE 33,001 50.

WHEN YOU LOOK AT THOSE THREE LAYERS OF SUPPORT, THE GROW YOUR OWN 15,000, INCREASING STIPENDS, 48750, INCREASING DAILY RATES FOR SUBSTITUTES IN SPECIAL EDUCATION CLASSROOMS, 66,300.

THAT'S A PRO RATED BUDGET ADJUSTMENT OF 100TH DOLLAR.

IT IS A START, BUT I FEEL LIKE IT MAY NOT BE ENOUGH.

BUT IT'S A TALKING POINT BECAUSE WE ARE WORKING IN THE REALITY OF A BUDGET WHERE WE EXPERIENCED REVENUE SHORTFALL DUE TO THE STATES INACTION AND PROVIDING US FUNDING.

THIS WOULD BE THE LOWER TIER TO CONSIDER.

PROPOSAL B PROVIDES A MORE GENEROUS ALLOTMENT FOR THE GROW YOUR OWN THAT WE TALKED ABOUT AT 40.

THIS MEANS THAT WE WOULD BE ABLE TO INCREASE THE NUMBER OF PEOPLE THAT WE SERVE.

RIGHT NOW, JUST SO YOU KNOW WE REALLY DAMPEN THE MARKETING OF THOSE GROW YOUR OWN PROGRAMS BECAUSE OF THE BUDGETS FOR THIS YEAR AND THE PREVIOUS YEAR, WE'VE BEEN INTENTIONAL ABOUT NOT MARKETING WHAT WE COULDN'T FUND AT THIS TIME,

[01:10:05]

THIS WOULD OPEN UP OUR ABILITY TO MARKET TO OTHERS.

WE WOULD RECOMMEND INCREASING THE SPED STIPEND FOR GENERAL 1750-2500, WHICH WOULD REQUIRE A $60,000 ADJUSTMENT.

THEN SPED TEACHER SPECIALIZED STIPEND INCREASE 2,500-5,000.

THE ADJUSTMENT PRO RATED, EFFECTIVE JANUARY 2025 IN BOTH CASES WOULD BE 143,750 FOR THE SPECIALIZED STIPEND.

IN ADDITION TO THIS, WE'D LIKE TO PROPOSE SOMETHING THAT HAS BEEN INCREDIBLY SUCCESSFUL WITH OUR BILINGUAL TEACHERS.

I HAD HEARD EARLIER ABOUT THE QUESTION ABOUT HOW MANY VACANCIES FOR BILINGUAL CERTIFIED TEACHERS? WE HAVE TWO.

THEY'RE BOTH AT ELAND, WHICH IS EXPERIENCING FAST GROWTH.

I BELIEVE THAT THE REASON WHY WE'RE SO WELL STAFFED IS BECAUSE OF OUR COMPETITIVE STIPEND, BUT ALSO EVERY SINGLE PERSON WHO GETS A BILINGUAL STIPEND GETS AN INCENTIVE.

THAT INCENTIVE IS THAT THEY KEEP COMING BACK.

THEY GET $1,500 EVERY YEAR THAT THEY RETURN IN THREE $500 PAYMENTS, JUST FOR COMING BACK.

IT'S A RETENTION ON TOP OF THEIR BILINGUAL STIPEND.

I WOULD LIKE TO RECOMMEND.

WHEN I SAY, I, I MEAN MY TEAM.

GINGER BLANCHE IS HERE AS WELL.

SHE'S OUR DIRECTOR, OUR HR DIRECTOR, MARY TORRES, OUR ASSISTANT HR DIRECTOR.

ONCE AGAIN, DARLA PETERS, WHO COORDINATES OUR SUBSTITUTES.

THESE PROPOSALS ARE COLLABORATION WITH THEM AS WELL AS WITH THE SPED DEPARTMENT, SO I DON'T WANT TO TAKE CREDIT FOR ALL OF THIS COLLABORATIVE WORK.

THE RETENTION STIPEND, THIS IS SOMETHING THAT I WOULD NOT WANT TO PRO RATE.

THE REASON IS, I WOULD LIKE FOR IF WE APPROVE THIS TO GIVE EVERY EXISTING SPECIAL EDUCATION TEACHER A ONE TIME $1,500 PAYMENT THIS YEAR, LIKE AS SOON AS POSSIBLE BEFORE THE HOLIDAY, MAYBE IF WE CAN MAKE IT HAPPEN.

RESERVING THAT OTHER 1,500 FOR INCENTIVE, ALSO FOR RECRUITMENT.

IF I GO TO TEXAS A&M AND TEXAS STATE NEXT MONTH, NOT ONLY SHOWING OFF OUR NEWER STIPEND ON TOP OF OUR TEACHER SCALE, BUT ALSO THAT YOU GET A SIGN ON BONUS OF $1,500 BECAUSE THEY'RE NOT GOING TO HAVE A RETENTION, BUT IT COULD BE A SIGN ON BONUS.

NOW, NEXT YEAR, WHEN THEY STAY, THEY CAN HAVE IT HAS A RETENTION, BUT IT GIVES US A TOOL WHEN WE'RE RECRUITING TO PROVIDE A $1,500 SIGN ON, IN ADDITION TO THE AMAZING STIPEND THAT WE WOULD BE OFFERING.

THAT WE WANT TO FULLY FUND, NOT PRO RATED, AND THAT WOULD BE 412,500.

WE'D LIKE TO INCREASE THE GUEST TEACHER DAILY RATE IN SPED CLASSROOMS FROM 125-170 PER DAY.

OUR GUEST TEACHER LONG TERM DAILY RATE INCREASE, 130-175 A DAY WITH NO CERTIFICATION, 155 A DAY TO $200 A DAY FOR CERTIFIED TEACHERS.

NOBODY IN THE AREA IS GOING TO BE OFFERING THIS DIFFERENTIATED PAY FOR SUBSTITUTES, AND MAYBE IT WILL ENTICE SOME OF OUR CURRENT SUBSTITUTES TO BE MORE LIKELY TO TRANSITION INTO SUBBING IN OUR SPECIAL EDUCATION CLASSROOMS BECAUSE WE KNOW THAT IT IS A NEED WHERE SAFETY IS A CONCERN WHEN WE'RE NOT FULLY STAFFED.

IT'S NOT ENOUGH TO TAKE CARE OF THE TEACHERS.

WE NEED TO MAKE SURE WE TAKE CARE OF THE SUBS.

IT HAS TO BE BOTH.

WE'D ALSO LIKE TO RECOMMEND THE PARAPROFESSIONAL SUBS TO GET AN INCREASE.

IN PROPOSAL A, WE DID NOT HAVE A RECOMMENDATION FOR PARAPROFESSIONALS WE DO IN THIS PROPOSAL, BRINGING THEIR DAILY RATE FOR PARAPROFESSIONALS, WORKING IN SPED CLASSROOMS 115-125 PER DAY.

THAT IS THE EQUIVALENT TO A DAILY RATE FOR A CURRENT GUEST TEACHER IN A CLASS IN THE DISTRICT.

THEN INCREASE THE GUEST TEACHER LONG TERM DAILY RATE.

[01:15:03]

I APOLOGIZE FOR THE TEACHERS.

HAVING PARAPROFESSIONAL RATES AS WELL AS THE GUEST TEACHER RATES INCREASED WILL GIVE US AN EDGE AND WE'LL BE ABLE TO PULL FROM NEARBY DISTRICTS WHO HAVE SUBS AND WE'LL BE ABLE TO PULL THEM INTO OUR DISTRICT.

PROPOSAL B WOULD TOTAL 795,990.

I WILL SHOW YOU PROPOSAL C.

PROPOSAL C REQUIRES AN $80,000 ADJUSTMENT FOR THE GROW YOUR OWN.

PROPOSAL C OFFERS THE SAME INCREASES IN THE SPED TEACHER STIPENDS, BUT MAKES THEM RETROACTIVE TO THE BEGINNING OF THE SCHOOL YEAR.

IT ALSO INCLUDES THE RETENTION AND RECRUITMENT INCENTIVE, 1,500.

GUEST TEACHER DAILY RATE INCREASE 125-170, THE SAME GUEST TEACHER INCREASES AS PROPOSAL B.

THOSE DO NOT CHANGE IN PROPOSAL C. THOSE REMAIN THE SAME AND INCLUDE THE PARAPROFESSIONALS.

THAT ONE WOULD BE ONE MILLION $1,039,740.

THIS WOULD BE NEARLY EQUIVALENT TO A 1% COST OF LIVING ADJUSTMENT FOR OUR 3,500 EMPLOYEES.

I WAS VISITING WITH OUR CHIEF FINANCIAL OFFICER ABOUT WHAT'S THE OPPORTUNITY COST IF WE WENT BIG, AND THAT'S ABOUT WHAT IT IS.

BECAUSE WE KNOW THAT WE HAVE TO BALANCE BEING ABLE TO DO SOMETHING THAT'S MEANINGFUL AND BOLD WITH ACCOUNTING FOR THE REALITY OF THE REVENUE SHORTFALL, WE RECOMMEND PROPOSAL B.

IT HAS MORE TEETH THAN PROPOSAL A.

PROPOSAL C IT'S JUST A LOT WHEN WE HAVE A LITTLE.

BEARING IN MIND THAT WE'RE ALREADY SUPER COMPETITIVE IN OUR TEACHER SALARY.

YOU CAN SEE WHERE THE ADJUSTMENTS IN PROPOSAL B WOULD RAISE OUR RATE HIGHER.

YOU SEE THAT SOME OF THE COMPETITORS FOR THE HIGH NEEDS SPECIAL ED STIPENDS, YOU LOOK AT FUGEREVILLE, LEANDER, DEL VALLE, AUSTIN, WHEN WE THINK ABOUT PEOPLE WHO ARE STILL HIGHER THAN US IN TERMS OF THE STIPEND.

BUT I WANT TO SHOW YOU SOMETHING PRETTY AMAZING.

WITH THE DECISION OF THE BOARD TO APPROVE BECOMING A TIA DISTRICT, YOU SET US UP FOR SUCCESS.

BECAUSE OF WHAT YOU'VE DONE FOR US, WE HAVE A HEAD START THAT MAKES US MORE COMPETITIVE THAN OUR NEIGHBORING SCHOOL DISTRICTS CURRENTLY.

WE ARE LOOKING AT, WE'RE ACTUALLY IN A PILOT YEAR FOR SPECIAL EDUCATION FOR TIA FOR INCLUSION RESOURCE.

WE'RE NOT THERE YET FOR FOUNDATIONAL LEARNING BECAUSE WE NEED TO EXAMINE HOW WE CAN RELIABLY MEASURE GROWTH IN A WAY THAT TEA WOULD SUPPORT.

BUT WE ARE EXPLORING THAT.

BUT THIS YEAR, WE ARE PILOTING OUR SPED INCLUSION RESOURCE TEACHERS IN TIA.

NEXT YEAR WILL BE A DATA CAPTURE YEAR FOR THEM.

AND THEN IN 26 27, WOULD BE THE APPROVAL YEAR WITH A PAYOUT IN JUNE 2027.

YOU SEE THE LEVELS OF TIA PAYMENTS, WHETHER YOU'RE RECOGNIZED EXEMPLARY OR MASTER.

AND YOU SEE THE RANGES BELOW.

IT JUST REALLY DEPENDS ON YOUR LOCATION.

FOR EXAMPLE, YOU WILL EARN A HIGHER TIA PAYMENT AT WIN ELEMENTARY SCHOOL, THAN YOU MIGHT AT CARPENTER HILL ELEMENTARY SCHOOL.

YOU WOULD EARN MORE AT SIMON MIDDLE SCHOOL THAN YOU WOULD AT DAHLSTROM MIDDLE SCHOOL.

IT'S REALLY INCENTIVIZES MAKING SURE THAT OUR BEST TEACHERS ARE MOTIVATED TO TEACH AT OUR CAMPUSES WHERE THEY NEED MORE SUPPORT.

WITH THAT, WHEN YOU TAKE A LOOK AT OUR TEN YEAR SALARY,

[01:20:02]

DEL VALLE IS NOT A TIA DISTRICT.

DRIPPING SPRINGS IS NOT A TIA DISTRICT.

SAN MARCOS CISD IS NOT A TIA DISTRICT.

IN ORDER FOR THEM TO COMPETE WITH US IN TIA, IT WOULD TAKE THEM A FEW YEARS TO EVEN GET STARTED, AND WE'VE ALREADY BEGUN BECAUSE OF THE BOLD DECISION THAT THIS BOARD MADE WHEN YOU DID TO BECOME A TIA DISTRICT.

ON TOP OF THE COMPETITIVE SALARY WE PAY.

ON TOP OF THE STIPENDS THAT WE PAY? OUR TEACHERS, OUR OUTSTANDING TEACHERS CAN EARN THESE DESIGNATIONS AND MAKE MORE MONEY.

WE ACTUALLY HAVE A PRE K TEACHER IN HAYS CISD THAT BETWEEN HER YEARS OF SERVICE, AND HER BILINGUAL CERTIFICATION AND HER TIA DESIGNATION, AND WHERE SHE'S TEACHING IS MAKING A SIX FIGURE SALARY IN HAYS, BECAUSE WE ARE A TIA DISTRICT.

CAN WE SHOW THE NEXT SIDE? I REALIZED THAT I DIDN'T SHOW YOU WHAT IT WOULD LOOK LIKE IF WE HAD THE MASTER.

AND SO I WENT AHEAD HERE AND YOU CAN SEE IN THIS SLIDE, HOW MUCH HIGHER IT GOES.

WITH THIS 10- YEAR SALARY, JUST ON THE LOWER, END OF EACH RANGE, A RECOGNIZED TEACHER INCLUSION SPED INCLUSION TENURES, WE GET $70,493 FOR BEING RECOGNIZED, EXEMPLARY, $73,637 OR A MASTER TEACHER, $79,828, AND THAT'S IF THEY'RE AT CAMPUSES THAT ARE ON THE BEGINNING PART OF THE RANGE.

NOW, IF WE GO TO THE OPPOSITE SIDE OF THE RANGE, WHERE THEY ARE EARNING THE HIGHEST AMOUNTS, FOR EXAMPLE, AT AN ELEMENTARY SCHOOL, OKAY? THEN A SPD INCLUSION RESOURCE TEACHER WORKING AT A HIGH NEEDS CAMPUS, RECOGNIZED WE WOULD MAKE $73,277 EXEMPLARY $79,105 AND MASTER $88,941 BECAUSE YOU APPROVED FOR US TO BE A TIA DISTRICT.

THIS CHART RIGHT HERE AND THE HANDOUT THAT WAS PROVIDED TO YOU IN YOUR BINDERS TODAY SHOWS YOU JUST HOW MUCH HIGHER WE ARE.

EVEN THOUGH OUR STIPENDS MAY NOT BE AS HIGH AS A AISD, BECAUSE OF THE WORK THAT YOU'VE DONE ON OUR SALARIES, WE'RE WAY AHEAD.

WE'RE THE LEADERS, AND WE CONTINUE TO BE THE LEADERS, AND WE ARE THE PACE SETTERS.

WE NEED TO SET THIS PACE FOR SPED BECAUSE THE GROWTH IS GOING TO CONTINUE.

THE NEEDS ARE GOING TO CONTINUE.

IF WE DON'T ATTRACT, IT'S NOT ENOUGH, WE CAN GROW OUR OWN, AND THERE ARE NEW TEACHERS, BUT WE NEED TO ATTRACT THESE VETERAN TEACHERS.

ONCE THESE PROPOSALS ARE APPROVED, WE WOULD BEGIN A VERY TARGETED SOCIAL MEDIA MARKETING CAMPAIGN WITH PAID ADS THAT WOULD PROVIDE THIS INFORMATION TO THE PLACE WHERE TEACHERS ARE MORE LIKELY TO SEE IT, AND THAT'S ON THEIR PHONES.

OUR VETERAN TEACHERS AND OTHER DISTRICTS ARE NOT SPENDING ALL THEIR TIME ON JOB SITES, LOOKING TO SEE WHAT'S BEEN POSTED.

WE'RE GOING TO ACTIVELY RECRUIT THEM BY DOING PAID ADS THAT GOES TO FACEBOOK FOR OUR VETERAN TEACHERS, AND INSTAGRAM FOR NOT QUITE AS VETERAN TEACHERS AND POTENTIALLY COLLEGE STUDENTS GETTING READY TO GRADUATE BECAUSE WE KNOW THAT THAT'S WHERE THOSE GENERATIONS LIVE.

WE WILL DO IT IN THE REGION.

THAT'S SOMETHING THAT I'VE WORKED OUT WITH THE FINANCE DEPARTMENT.

THEY'VE BEEN FANTASTIC IN WORKING WITH ME.

I'VE BEEN NUDGING, NUDGING, NUDGING, AND WE'RE GOING TO DO THAT, AND WE'D BE ABLE TO GO INTO THOSE NOVEMBER JOB FAIRS.

IF APPROVED THE SUB RATES WOULD LAUNCH IN DECEMBER, BECAUSE IT DOES TAKE US TIME TO SET THEM UP IN FRONTLINE.

IT IS A MANUAL PROCESS.

>> WE KNOW THAT MONEY DOESN'T SOLVE EVERYTHING. IT SURE HELPS.

BUT WE KNOW THAT WHAT I'VE SHOWN YOU TODAY ARE WAYS THAT WE CAN RETAIN AND RECRUIT SUBS AND TEACHERS,

[01:25:02]

THIS IS A BOARD THAT CHARGES US TO SPEAK TO THE PEOPLE WE SERVE TO FIND OUT WHAT THEY NEED.

AND SO IN OUR CONVERSATIONS WITH THE SPECIAL EDUCATION DEPARTMENT AND CONVERSATIONS IN CABINET AND CONVERSATIONS WITH OTHER TEACHERS.

WE'RE THINKING THAT WE WOULD LIKE TO HAVE COLLABORATIVE ENGAGEMENT WHERE WE ASK THE PEOPLE WE SERVE, WHAT KIND OF MEANINGFUL SUPPORT BEYOND COMPENSATION WE CAN PROVIDE.

INSTEAD OF US TRYING TO FIGURE IT OUT IN A ROOM, LET'S ASK THEM WHAT WOULD BE MEANINGFUL AND ENGAGE THEM IN THAT CONVERSATION.

AND BASED ON THAT FEEDBACK, AND IN LOOKING AT WHAT'S POSSIBLE ENHANCED SPECIALIZED SUPPORT FOR NEW SPED TEACHERS.

WE HAVE INSPIRE FOR NEW TEACHERS.

WHAT CAN WE DO? ERICA GARZA IS PHENOMENAL.

I MEAN, SHE WAS SO EXCITED ABOUT THIS IDEA.

SHE'S LIKE, WHAT CAN WE DO TO PROVIDE SPECIALIZED SUPPORT FOR BRAND NEW SPED TEACHERS? LIKE WE DO WITH INSPIRE.

BUT WE DO IT SPECIALIZED FOR THEM. OH, MY GOSH.

THAT'S GENIUS. LET'S DO IT.

LET'S TALK ABOUT THAT, RIGHT? ENHANCED SPECIALIZED SUPPORT FOR NEW SPED PAIR PROFESSIONALS.

WHAT CAN WE DO TO MAKE SURE THAT THEY HAVE THE TOOLS THAT THEY NEED TO BE SUCCESSFUL? BUT ALSO, WHAT KIND OF SPECIALIZED SUPPORT DO WE NEED TO PROVIDE ONBOARDING SUBSTITUTES WHO ARE WORKING IN SPED CLASSROOMS THAT DON'T HAVE A SPED BACKGROUND, OR WHAT TRAINING CAN WE GIVE OUR CURRENT SUBSTITUTES TO HELP THEM FEEL BETTER EQUIPPED TO WORK IN OUR SPED CLASSROOMS? SO THAT'S A CONVERSATION I'D LIKE TO HAVE AS WELL.

SO THAT IS NOT A BAND AID.

THAT TAKES TIME BECAUSE IT'S BASED ON MEANINGFUL ENGAGEMENT AND DIALOGUE.

WE DID NOT WANT TO INSULT THE PEOPLE WE SERVE WITH A REMEDY THAT DIDN'T INCLUDE THEM.

SO THIS IS WHAT WE RECOMMEND DOING AS A DISTRICT, HENCEFORTH.

AND THEN WE WOULD CONTINUE TO UPDATE YOU ON THE PROGRESS OF THAT.

WHAT QUESTIONS CAN I ANSWER FOR YOU?

>> ALL RIGHT. MISS COURSON, I DO ANTICIPATE QUESTIONS.

I'LL LOOK OVER HERE TO MY LEFT, MISS OROSCO.

>> THANK YOU, MISS COURSON FOR THAT INFORMATION.

I THINK IT'S REALLY IMPORTANT TO LOOK AT THAT ROOT CAUSE, AND THANK YOU FOR ADDRESSING THAT, DOCTOR WRIGHT.

I THINK THIS STAFFING PIECE IS A HUGE PIECE THAT IS GOING TO ADDRESS ANY CONCERNS THAT MIGHT STILL BE OUT THERE ABOUT PROGRAM DELIVERY, AND THE MODEL.

IF WE DON'T HAVE THE STAFFING TO DO THE MINUTES, THAT HURTS.

BUT LOOKING AT THIS AND REALLY LOOKING AT THE CONTEXT OF OUR STAFFING IS SO IMPORTANT TO SEE HAVING LOOKING AT THAT PAY RATE INCREASE, THAT TURNOVER RATE IS VERY IMPORTANT.

THANK YOU FOR HIGHLIGHTING THOSE SLIDES FOR US.

WE NEED TO KNOW THAT CONTEXT.

AND I THINK THIS IS DEFINITELY THE RIGHT STEP INTO ADDRESSING ANY CONCERNS THAT MIGHT BE OUT THERE, RIGHT? WE'RE GROWING SO FAST, AND LIKE YOU SAID, 98% NATIONALLY, THERE IS A SHORTAGE WITH SPECIAL EDUCATION, 98% AND ONLY SEEING 3% GOING INTO THE SPECIAL EDUCATION CERTIFICATION IS MIND BLOWING.

BECAUSE WHAT ARE WE GOING TO DO AS WE CONTINUE TO GROW AND WE SEE THOSE NUMBERS GROWING AND GROWING.

AND WE KNOW THAT'S WHY DISTRICTS OFTEN GET INTO TROUBLE BECAUSE THEY DON'T HAVE THAT STAFFING AND SUPPORT NEEDED.

AND WE ARE DESTINATION DISTRICT WHERE PEOPLE COME BECAUSE OF THE PROGRAMS WE PROVIDE, LIKE BILINGUAL EDUCATION, LIKE SPECIAL EDUCATION.

THAT'S WHY OUR RATE HERE FOR SPECIAL EDUCATION IS HIGHER THAN ANYTHING AROUND US.

AND WHY DO THEY COME HERE BECAUSE WE ARE THE BEST? ARE WE PERFECT? ABSOLUTELY NOT.

BUT I LOVE THAT YOU'RE ADDRESSING THE STAFFING AND THAT WE'RE LOOKING FOR ROOM TO GROW.

THE TURNOVER RATE SPEAKS VOLUMES.

I WANT TO TALK A LITTLE BIT ABOUT THE GROW YOUR OWN PROGRAM, RIGHT? I SAW THE A, B AND C AND THE COSTS ASSOCIATED WITH IT.

BUT TALK TO ME A LITTLE BIT ABOUT THE INTEREST OUT THERE.

HAVE WE ALREADY GAUGED THE INTERESTS OF OUR STAFF, OF OUR PAS TO SEE WHAT INTEREST IS OUT THERE AND HOW THAT MONEY PLAYS INTO IT?

>> WE HAVE NOT RECENTLY BECAUSE WE'VE BEEN VERY INTENTIONAL ABOUT NOT MARKETING

[01:30:06]

AND SO WE HAVE NOT DONE ANY ENGAGEMENT ON THIS.

BUT ONCE WE HAVE A BETTER IDEA, WE CAN CERTAINLY SURVEY TO SEE WHO'S INTERESTED, BECAUSE WE WOULD ADDITIONALLY DO A MASSIVE MARKETING CAMPAIGN OF THE GROW YOUR OWN OPTIONS.

AND I THINK THAT WITH THE RESOURCES TO BACK IT UP, WE CAN BE FIERCE IN MARKETING THIS AND NOT JUST WITHIN THE DISTRICT, BUT BEING VISIBLE AND PRESENT ON HIGH SCHOOL CAMPUSES IN THE CTE PROGRAMS AND SAYING, HEY, YOU KNOW WHAT? IF YOU WORK AT HCISD AS A PARAPROFESSIONAL, THEY CAN GET THEIR EDUCATION AID CERTIFICATE, RIGHT? THEY CAN COME WORK FOR US WHILE THEY'RE WORKING ON GETTING THEIR DEGREE.

THROUGH LIT AND ACU, BUT ALSO WE'RE LOOKING AT SOME OTHER OPTIONS IN ADDITION TO THAT, THAT MAY OFFER A FOUR YEAR DEGREE PATH FOR $12,500.

WE'RE EXPLORING OPTIONS. THAT'S ONE OPTION, BUT WE'RE EXPLORING MANY.

SO ONCE IDENTIFYING WHAT RESOURCES WE HAVE, THEN WE WILL MARKET THOSE OPPORTUNITIES, NOT JUST TO OUR STAFF, BUT ALSO TO OUR HIGH SCHOOL GRADUATE SOON TO GRADUATE GREAT THIS YEAR.

ADDITIONALLY, WE WANT TO MAKE SURE THAT THOSE GRADUATING THAT INTEND TO GO STRAIGHT TO COLLEGE KNOW HOW WE ARE COMPETITIVE AND WHAT WAITS FOR THEM WHEN THEY RETURN AND COME HOME TO HAYES, HOW WE CAN PUT THEM AT AN ADVANTAGE, THE HAYES ADVANTAGE WHEN THEY COME TO US.

SO THAT MARKETING WILL BE SOCIAL MEDIA.

IT WILL BE IN PERSON.

IT WILL BE TARGET MARKETING TO PAS, TARGET MARKETING TO PEOPLE WHO HAVE DEGREES, BUT MAYBE ARE NOT CERTIFIED AND TARGET MARKETING TO OUR HIGH SCHOOL STUDENTS.

>> I THINK THAT'S A HUGE DIFFERENCE.

REALLY TAPPING INTO THAT PIPELINE OF THE HIGH SCHOOL STUDENTS. I THINK IT'S GOING TO BE GREAT.

I'VE ACTUALLY HAD TWO OF MY PREVIOUS BILINGUAL STUDENTS WHO ARE PAS IN THE DISTRICT, AND THEY'VE OFTEN TALKED TO ME ABOUT THE PILOT PROGRAM AND TRYING TO GET INTO WHERE THEIR SCHOOLING IS PAID.

SO THIS IS A WONDERFUL OPPORTUNITY THAT NOT MANY DISTRICTS AT ALL ARE TAKING ADVANTAGE OF.

I LOVE THAT YOU'RE THINKING OUTSIDE BEYOND THOSE PARAMETERS OF JUST LOOKING AT TEACHERS OR PAS HERE, BUT LOOKING AT OUR HIGH SCHOOL STUDENTS, ALSO.

I THINK THAT'S A GREAT OPPORTUNITY THAT WE HAVE NOT TAPPED INTO. SO I'D LOVE THAT.

I WOULD LIKE TO GET SOME MORE INFORMATION ON THE INTEREST, WHAT THE INTEREST IS ONCE WE GET THAT, AND ALSO THE BREAKDOWN.

WHAT DOES $100,000 GET ME? I KNOW 20,000 WAS THE CURRENT COST, BUT THE OVERALL COST AND PROPOSAL B AND C STAYS THE SAME WITH 100,000.

WHAT DOES THAT GET ME? HOW MANY SLOTS AM I LOOKING AT? I WOULD LIKE TO KNOW THAT INFORMATION.

SO WHEN YOU HAVE THAT INFORMATION, PLEASE SEND IT OUR WAY.

THEN TALK TO ME A LITTLE BIT ABOUT PAYOUT BECAUSE THAT'S GOING TO BE HUGE.

ONCE WE ADOPT THIS AND WE TAKE ACTION ON THIS, WHAT DOES THAT PAYOUT? IT IS A TECHNICAL QUESTION THAT I'M ASKING YOU.

I'M MOVING ON FROM MY STRATEGIC ROLE AND MY STRATEGIC QUESTIONING TO ASK YOU A TECHNICAL QUESTION, PLEASE.

WHAT WOULD THE PAYOUT LOOK LIKE? AGAIN, YOU DON'T HAVE TO GIVE IT TO ME RIGHT NOW.

BUT MAKING SURE THAT WE COMMUNICATE THAT CLEARLY AND EFFECTIVELY TO OUR STAFF OF WHEN THEY WOULD RECEIVE THAT PAYOUT IF WE GO WITH THOSE OPTIONS THAT WOULD INCREASE THE STIPENDS, THE RETENTION, THE RECRUITMENT PIECE.

BECAUSE YOU'RE RIGHT. WE HAVE BEEN VERY SUCCESSFUL WITH OUR BILINGUAL STIPEND IN THE RETENTION AND RECRUITMENT PIECE.

WE HAVE DONE A WONDERFUL JOB, AND LIKE YOU SAID, ONLY TWO VACANCIES.

SO I KNOW A COMBINATION OF THAT WOULD REALLY GET US FAR.

SO PLEASE PROVIDE THAT INFORMATION AS WELL.

ANOTHER QUESTION THAT I HAD WAS IN REGARDS TO THE TIA CRITERIA.

I KNOW THAT WE ARE LOOKING AT YOU SAID YOU'RE PILOTING TIA FOR SPECIAL ED AND RESOURCE, CORRECT? WHAT IS THAT CRITERIA FOR REALIZING THAT DISTINCTION? I KNOW THAT IS OFTEN CAN BE VERY COMPLICATED IN THE GENERAL ED PIECE.

SO I WOULD LIKE TO KNOW WHAT THAT CRITERIA IS IN ORDER TO MEET THOSE DIFFERENT LEVELS OF DISTINCTION.

AND WHAT ARE THEY USING TO DO THAT? BECAUSE I KNOW WITH TIA GENERAL ED, YOU KNOW, YOU HAVE TO HAVE KNOW THE TESTING AND THE SCORES AND ALL OF THAT.

[01:35:03]

BUT I THINK THAT'S IMPORTANT TO BE REALLY CLEAR WITH OUR SPECIAL ED EDUCATORS OF WHAT THAT LOOKS LIKE, WHAT THAT SOUNDS LIKE.

AND SINCE WE ARE PILOTING THIS YEAR, I'M ASSUMING IT ALREADY STARTED FOR THEM.

>> YES. THIS IS THE YEAR THAT WE ARE EXPLORING THE MOST ACCURATE WAY TO CAPTURE THAT DATA.

>> OKAY. THIS IS THE EXPLORATION YEAR AND NEXT YEAR WILL BE THE IMPLEMENTATION.

>> WILL BE THE DATA CAPTURE YEAR.

>> OKAY.

>> AND THEN THE YEAR AFTER THAT WOULD BE THE SUBMISSION FOR APPROVAL.

WITH THE PA 2027.

>> THAT'S EXACTLY WHAT I WANTED TO KNOW.

SO JUST MAKING SURE TO GIVE US THAT INFORMATION AND MAKING SURE THAT WE CLEARLY HAVE ARTICULATED HOW OUR SPECIAL EDUCATION TEACHERS CAN TAKE ADVANTAGE OF THAT AS WELL, I THINK WE'LL BE VERY HELPFUL.

AND THE ADDITIONAL STEPS TO RETAIN SPED STAFF, I THINK IS REALLY AN IMPORTANT PIECE.

WE PRIDE OURSELVES IN BEING AN EMPLOYEE FRIENDLY DISTRICT.

WE KNOW BEING THAT EMPLOYEE FRIENDLY DISTRICT IS BEST FOR KIDS.

SO I LOVE THAT YOU HAVE OUTLINED OTHER WAYS THAT WE CAN DO THAT BECAUSE YOU'RE RIGHT.

COMPENSATION IS HUGE, BUT THE NUMBER ONE REASON PEOPLE LEAVE THE PROFESSION IS BECAUSE OF THAT SUPPORT PIECE.

AND JEFF AND I AND JOHNNY, WHO ARE TEACHERS, WE UNDERSTAND THAT IMPORTANCE OF THAT SUPPORT.

AND SO DO MY COLLEAGUES HERE, UNDERSTAND THAT IT'S SO IMPORTANT TO PROVIDE THAT SUPPORT.

WE'RE ALWAYS TRYING TO PROVIDE WAYS TO SUPPORT OUR STAFF.

SO ENGAGING THEM AND FINDING OUT EXACTLY WHAT WE CAN DO, BECAUSE IT'S NOT JUST ABOUT THROWING MONEY AT ISSUES.

IT REALLY IS GETTING TO THAT ROOT CAUSE AND ADDRESSING IT AND PROVIDING THAT MEANINGFUL SUPPORT.

SO THANK YOU FOR ARTICULATING THAT.

I THINK THAT IS VERY HELPFUL AND I CANNOT WAIT TO SEE WHAT THEY SAY.

RIGHT? WHAT IS THEIR FEEDBACK? SO IF YOU CAN PROVIDE INFORMATION IN REGARDS TO DATES THAT YOU WILL BE MEETING WITH THEM, HOW THAT WILL BE CONDUCTED.

AGAIN, TECHNICAL QUESTION.

BUT I KNOW THAT'S AN IMPORTANT PIECE AS WELL, KNOWING HOW MANY TIMES YOU'RE GOING TO MEET, WHO ARE YOU MEETING WITH, ATTENDANCE FOR THESE MEETINGS, I DON'T WANT ANYBODY TO FEEL LEFT OUT.

SO I WANT TO BE ABLE TO CAPTURE THAT INFORMATION FROM THOSE MOST IMPORTANT FOLKS THAT KNOW WHAT THEY NEED, RIGHT? SO SPECIAL EDUCATION PROFESSIONALS, ALL OF THEM ACROSS THE BOARD.

IT'S GOING TO BE VERY HELPFUL.

AND PRESIDENT VELA AND DOCTOR WRIGHT, I AM GLAD TO HEAR THAT WE WILL CONTINUE TO HAVE AN INFORMATIONAL ITEM ON SPECIAL EDUCATION.

WHILE WE DON'T DO PROGRAMMING, IT'S IMPORTANT TO BE INFORMED AND KNOWLEDGEABLE ABOUT WHAT IS ACTUALLY HAPPENING WITH OUR PROGRAMS, JUST LIKE WE RECEIVED THAT UPDATE FROM BILINGUAL EDUCATION TODAY THAT REALLY BROKE DOWN SOME NUMBERS AND WE RECEIVED INFORMATION FROM SPECIAL EDUCATION BEFORE.

I THINK IT'S JUST IMPORTANT FOR EVERYONE TO KNOW BECAUSE SOMETIMES, SPECIAL EDUCATION IS VERY COMPLEX.

WE ALL KNOW THAT. IT IS VERY COMPLEX.

EVEN I AS A TEACHER AND HAVING SPECIAL EDUCATION STUDENTS IN MY CLASSROOM AND FOLLOWING IEPS AND SO ON, WAS VERY DIFFICULT TO GRASP.

SO FOR FOLKS OUT THERE THAT ARE LISTENING, IT CAN ALSO GET VERY CONFUSING.

OH, THEY'RE NOT DOING THIS BECAUSE THIS CHANGE OR WHAT HAVE YOU.

IT'S VERY IMPORTANT TO COMMUNICATE EARLY TO BE CLEAR AND TO USE LAYMAN TERMS, BECAUSE WITH ALL THESE ACRONYMS THAT WE HEAR, IT CAN GET A LITTLE FUZZY FOR US.

SO I APPRECIATE THIS VERY CLEAR PLAN.

YOU KNOW, ACTIONS SPEAK LOUDER THAN WORDS.

SO IT'S JUST NOT ABOUT TALKING, IT'S ABOUT WALKING THE WALK, AND I AM GLAD THAT DOCTOR WRIGHT, YOU AND YOUR TEAM CAME OUT WITH A SOLID PLAN.

I AM OFF FOR PROPOSAL B. I TOTALLY SUPPORT THAT.

I THINK THAT IS A RIGHT MOVE.

IT IS A MOVE IN THE RIGHT DIRECTION, AND WE WANT TO CONTINUE MOVING FORWARD.

SO THANK YOU FOR BRINGING THIS TO US.

>> MR. SEIBEL.

>> THANK YOU, MISS COURSON, AND I LOVE HOW YOU STARTED WITH CONTROL BECAUSE THAT WAS MY FIRST NOTE THAT I HAD ON THERE IS CONTROL, WE CAN CONTROL, AND WE CAN CONTROL COMPENSATION AND TRYING TO MAKE SURE THAT WE ARE THE BEST.

AND THIS IS WHERE MY COMPETITIVE NATURE COMES OUT BECAUSE I GET KIND OF FIRED UP THAT WE ARE GOING TO BE THE BEST AND WE ARE GOING TO GET THE BEST IN THIS DISTRICT.

ANYBODY THAT'S LOOKING FOR A SPECIAL EDUCATION POSITION, THEY'RE GOING TO COME TO US FIRST.

AND SO I THINK THIS IS A GREAT START.

OBVIOUSLY, 12% STUDENT GROWTH, 3% POOL GROWTH, THAT'S NOT SUSTAINABLE.

SO WE HAVE TO MAKE SURE THAT THOSE THAT ARE LOOKING FOR POSITIONS, THEY'RE COMING TO US.

AND SO I THINK THIS IS AGAIN, A GREAT FIRST STEP.

AS TRUSTEE OROSCO MENTIONED THE ADDITIONAL STEPS HERE.

[01:40:01]

IT BRINGS PEOPLE IN, BUT THAT ONLY GOES SO FAR.

AND SO MAKING SURE THAT WE'RE PROVIDING THE RIGHT ENVIRONMENT FOR OUR STAFF IS OBVIOUSLY GREAT.

AND I THINK ALSO THIS IS A GREAT GUIDE FOR OTHER DEPARTMENTS, NOT JUST SPECIAL EDUCATION AS WE KIND OF LOOK AT, HOW DO WE MAKE SURE THAT WE CONTINUE TO BE AN EMPLOYEE FRIENDLY ORGANIZATION ACROSS THE BOARD.

I DO HAVE A COUPLE OF QUESTIONS BECAUSE I DO WORRY ABOUT PERVERSE INCENTIVES WHEN WE START TALKING ABOUT SOME OF THESE ITEMS, AND I LOVE OUR GUEST TEACHERS.

I THINK WE HAVE SOME FANTASTIC GUEST TEACHERS THAT COME INTO OUR DISTRICT.

WHEN WE LOOK AT PAY SCALE AND DIFFERENTIATING, I DON'T THINK DO WE DO THAT IN ANY OTHER FORM OR FASHION TODAY, THAT?

>> NO. WE HAVEN'T DONE THAT THE WAY THAT WE'RE PROPOSING FOR SPECIAL EDUCATION.

>> THIS IS MAYBE A TECHNICAL QUESTION, TOO, HOW THAT LOOKS WHEN A GUEST TEACHER IS LOOKING TO SELECT A JOB.

WILL THAT BE SOMETHING THAT THEY KNOW AHEAD OF TIME? I WOULD SAY THEY KNOW BECAUSE WE'RE GOING TO POST THE PAY SCALES FOR ALL THIS, BUT, THEY'RE LOOKING AT POSITIONS FOR THE DAY, THEY'RE GOING TO SAY, OH, THAT JOB PAYS MORE, SO I'M JUST GOING TO CHOOSE THAT ONE.

SO THAT'S WHERE I GET CONCERNED BECAUSE WE JUST DON'T WANT PEOPLE CHOOSING THAT JOB BECAUSE HIGHS PAYING? WE WANT THEM IN THERE BECAUSE THEY'RE THE RIGHT PERSON TO BE IN THERE, BUT THEY'RE GETTING MORE MONEY BECAUSE IT IS A MORE DEMANDING POSITION OVERALL.

AND SO I WORRY ABOUT IS THERE SAFEGUARDS OF PROTECTING OURSELVES A LITTLE BIT AND MAKING SURE THAT WE'RE MINDFUL OF THAT AS WE GO THROUGH.

>> SURE. I THINK THAT THERE'S EXPLORATION BECAUSE THIS IS SUCH A NEW IDEA, AS YOU WERE SPEAKING, IT MAKES ME THINK ABOUT WHAT REQUIREMENTS WE CAN PUT INTO PLACE, POTENTIALLY THAT MAYBE IT'S THAT WE REQUIRE FOLKS TO GO THROUGH OUR TRAINING IN ORDER TO BE ELIGIBLE TO COMPETE FOR THOSE SPOTS.

AND I SAY COMPETE AND I SAY COMPETE HAPPILY BECAUSE WHAT A WONDERFUL PROBLEM IT WOULD BE.

TO HAVE MORE PEOPLE WHO WANT TO WORK IN SPECIAL EDUCATION CLASSES THAN THERE ARE VACANCIES TO COVER.

WHAT AN AMAZING PROBLEM THAT WOULD BE.

I HOPE WE HAVE THAT PROBLEM.

THE GOOD NEWS IS THAT THERE ARE PLENTY OF OPPORTUNITIES TO WORK ACROSS THE DISTRICT, WHETHER YOU'RE WANTING TO WORK SHORT TERM OR LONG TERM.

PEOPLE HAVE CLEAR PREFERENCES IN HOW THEY WANT TO GO ABOUT SUBBING, DEPENDING ON WHAT THEY'RE DOING IN THEIR PRIVATE LIVES.

SO BUT MAYBE THE PIECE ABOUT TRAINING COULD BE A SAFEGUARD.

>> IT SETS THEM UP FOR SUCCESS, AND IT SETS THEM UP FOR SUCCESS WITH OUR STUDENTS.

I THINK THAT'S SOMETHING WE CAN EXPLORE AS A POTENTIAL TIE IN FOR THAT.

>> YEAH, I KNEW YOU HAD MENTIONED THAT IN ADDITIONAL STEPS AS WELL, AND I THINK THAT'S A GREAT IDEA AND WHETHER OR NOT EVEN IF WE HAVE TO LOOK AT COMPENSATING THOSE GUEST TEACHERS FOR THAT ADDITIONAL TRAINING.

>> SURE.

>> TO MAKE SURE THAT THEY ARE READY TO BE INTO THOSE ENVIRONMENTS TOO.

THE OTHER THING BECAUSE I KNOW AT MY JOB, MY EMPLOYER PAYS FOR ADDITIONAL EDUCATIONAL OPPORTUNITIES FOR ME TO TAKE ADDITIONAL ACTUARIAL EXAMS IF I WANT TO.

BUT WHEN THEY DO THAT, LIKE OUR STUDY PROGRAM, IT'S VERY CLEARLY DEFINED IS THAT IF YOU ARE USING MY EMPLOYER'S FUNDS TO EDUCATE MYSELF AND GO THROUGH AND I TAKE AN EXAM AND I PASS IT, THAT IF I WERE TO LEAVE MY EMPLOYER IMMEDIATELY AFTER DOING THAT AND USING THEIR FUNDS TO DO THAT, THAT I WOULD ACTUALLY OWE BACK WHAT MY EMPLOYER PAID FOR.

I THINK ABOUT THAT WHEN I LOOK AT THE GROW YOUR OWN INITIATIVE AND HAVING ANYTHING TO RETAIN THOSE EMPLOYEES THAT WE'RE NOT PAYING FOR THEM TO GO THROUGH THE EDUCATION, GETTING CERTIFIED JUST FOR THEM TO LEAVE OUR DISTRICT.

I DON'T KNOW WHY THEY WOULD. IT'D BE CRAZY TOO BECAUSE WE ARE THE BEST, AND WE'RE GOING TO HOLD THEM HERE, BUT JUST IN CASE THERE'S ALWAYS PEOPLE WHO MAY LOOK AT THAT.

IT'S NOT LIKE WE WANT TO BE A BIG STICK.

HOWEVER, IT'S SOMETHING FOR ME, I ALWAYS THINK ABOUT AND WORRY WHERE PEOPLE MAY BE LOOKING TO TAKE ADVANTAGE OF THE THINGS THAT WE OFFER.

>> CERTAINLY. ABSOLUTELY. WE CAN TAKE A LOOK AT THE SAFEGUARDS TO PUT INTO PLACE FOR THOSE KINDS OF PROGRAMS, BUT I THINK TWO PARALLEL TO THAT IS THAT WE'VE GOT TO MAKE SURE THAT THE ENVIRONMENT AND THE OFFERINGS AT HAY CISD ARE SECOND TO NONE, SO THAT BY LEAVING YOU WOULD BE HURTING YOURSELF BY WALKING AWAY.

WE WANT TO MAKE SURE THAT THEY FEEL VALUED, THAT THEY FEEL SEEN, THAT THEY FEEL HEARD, SUPPORTED, AND THAT THEY ARE WELL COMPENSATED, AND THAT WE CONTINUE TO DIALOGUE WITH THEM ON HOW WE CAN BEST SUPPORT THEM.

[01:45:03]

>> GREAT. AGAIN, AS PRESIDENT VALS STARTED OFF, THIS IS JUST THE FIRST STEP IN THIS WHOLE PROCESS, AND SO I APPRECIATE YOU BRINGING THIS TO US SO QUICKLY AND HAVING, I THINK A GREAT STARTING POINT AND PLAN FOR US MOVING FORWARD. THANK YOU.

>> THANK YOU.

>> MR. SEVERANCE.

>> THANK, MS. CORSON. I GUESS PROCEDURALLY, WE NEED TO PICK A, B OR C AS A BOARD BECAUSE NEXT WEEK, WE'RE VOTING ON IT.

I'M JUST GOING TO COME OUT AND SAY I PICK B. I THINK THAT'S A GREAT STARTING POINT FOR WHAT WE'RE DOING.

DR. ALEX, THANK YOU FOR LETTING US HAVE THE ABILITY TO TALK ABOUT THIS AND FOR YOUR TEAM TO BE ABLE TO GET IN AND SAY, LET'S SEE WHAT WE HAD.

WHAT THE SYSTEMIC ISSUE IS STAFFING, MAYBE AN UNINTENDED CONSEQUENCE OF OUR BUDGET SHORTFALL.

MAYBE WE DIDN'T ADDRESS THIS PROPERLY BECAUSE OF THAT, AND I APPRECIATE THIS ENTIRE TEAM BECAUSE I KNOW HOW HARD IT'S BEEN FINANCIALLY FOR THE DISTRICT FOR THIS YEAR, SO I UNDERSTAND THAT.

I APPRECIATE YOU BRINGING THIS BACK TO US. I THINK IT'S IMPORTANT.

THE GIRL OF YOUR OWN AND THE GUEST TEACHER, LONG TERM DAILY RATE, I THINK, FOR ME, WE HAD THOSE THAT CAME TO SPEAK TO US.

THEY WERE JUST PARENTS, AND THEY WANTED TO COME WORK IN THE DISTRICT BECAUSE THEY WANTED TO BE AROUND THEIR KIDS, AND THEY KNEW HOW TO INSTRUCT THEIR KIDS, AND IT WAS JUST THEY UNDERSTAND THE COMPLEXITY OF IT ALL.

I JUST WANT TO MAKE SURE THAT IF WE'RE GOING TO INCREASE THE GROW YOUR ROOM, WE'VE ALLOCATED DOLLARS TO DO THAT, AND THEN THE GUEST TEACHER ALLOTMENT TO DO THAT.

I JUST WANT TO MAKE SURE THAT WE'RE GIVING THEM THE RIGHT PLAYBOOK TO COME IN AND TO BE ABLE TO HELP IN THE SPECIAL NEED SO THAT THE STUDENT OUTCOME IS PROPER.

I JUST WANT SOMEONE THAT WAS GOING TO COME IN, PAY THEM A LOT OF MONEY AND THEY'RE JUST LIKE JUST HANGING OUT FOR A DAY AS BEST THEY CAN.

THEY'RE NOT ACTUALLY HELPING, DOING WHAT THEY'RE SUPPOSED TO BE DOING.

I KNOW OVER IT WITH MAKING SURE THAT THEY'RE PROPERLY TRAINED SO THEY CAN TAG INTO THAT AND DO THAT.

I JUST WANT TO MAKE SURE THAT WHEN WE DO THIS, I THINK WE WILL DO THIS, THAT WE'RE JUST ON THE FRONT SIDE, WE GIVE THE STAFF THE TOOLS ON THE GROW YOUR OWN, GUEST TEACHERS, LONG TERM SUBS, TO BE ABLE TO MAKE SURE THEY'RE TO BE EFFECTIVE IN THE EDUCATION OF OUR KIDS IN THE SPED AREA.

THAT'S MY $0.02, B FOR ME, AND THANK YOU VERY MUCH FOR BRINGING THIS TO US. I APPRECIATE IT.

>> THANK YOU.

>> MR. FLOTS.

>> YES, FIRST OF ALL, THANK YOU, DR. WRIGHT FOR BEING SO QUICK AND SO PROACTIVE ON THIS.

I HAVE BEEN SO ATTENTIVE AND RESPONSIVE, AND I GUARANTEE WITHIN HOURS OR EVEN MINUTES, YOUR TEAM WAS ALREADY THINKING ABOUT WAYS TO RESPOND AND BRAINSTORMING ON HOW TO MAKE THIS IMMEDIATE ACTION HAPPEN, BUT GREAT QUESTIONS ASKED.

I REALLY JUST HAVE COMMENTS.

WITH ONLY 3% OF CERTIFICATIONS GOING TOWARDS SPECIAL ED, IT'S GOING TO BE A VERY COMPETITIVE MARKET AND A SMALL POOL OF TEACHERS REALLY, THAT A LOT OF DISTRICTS ARE GOING TO BE COMPETING FOR.

IT'S GREAT TO GET OUT IN FRONT.

AGAIN, I'M FOR PROPOSAL B, BECAUSE AS YOU MENTIONED, IT STRIKES A BALANCE BETWEEN WANTING TO ADDRESS OUR STAFFING NEEDS AND IN THE REALITY THAT WE DO HAVE REVENUE SHORTFALLS DUE TO A LACK OF FUNDING FROM THE STATE.

I LOVE THE FACT THAT YOU'RE EXCITED ABOUT RECRUITING, THAT INCLUDES WITHIN RCT PROGRAMS RIGHT HERE AT HOME.

I LOVE THE FACT OF THE $1,500 RECRUITMENT TOOL THAT YOU CAN USE AT THESE EVENTS.

ALSO, THE PAID ADS, WE ALL WANT TO SEE PAID ADS THAT ARE NOT POLITICAL.

WE'RE SEEING A LOT OF THESE AND I THINK IT'S ABOUT THAT TIME.

MAYBE WE'RE ALL INUNDATED WITH THAT EVERY DAY, BUT AGAIN, I LOVE THE TIA, AS A TEACHER WHO WAS FORTUNATE ENOUGH TO RECEIVE THIS, IT'S A BIG DEAL FOR TEACHERS, AND TO HAVE THIS AVAILABLE FOR CONTENT TEACHERS IS A BIG DEAL.

BUT TO EXTEND THAT TO SPECIAL EDUCATION, IT REALLY HELPS TEACHERS HONE IN ON THEIR SKILLS BECAUSE IT DOESN'T SUBSTITUTE FOR A RAISE IN TEACHER PAY, WHICH THE STATE SHOULD HELP WITH.

BUT IT DOES GIVE TEACHERS AN INCENTIVE TO GET THAT FINANCIAL ALLOTMENT THAT CAN BE VERY HELPFUL, ESPECIALLY AS THE COST OF LIVING GOES UP.

BUT AGAIN, AND LASTLY, THE ENGAGEMENT WITH THOSE ON THE GROUND, OUR TEACHERS, OUR PARENTS, OUR ADMINISTRATORS IS SO CRUCIAL TO FIND OUT WHAT WE CAN DO BETTER IN CONTINUING THAT.

AGAIN, THANK YOU, PRESIDENT VELLA AND DR. WRIGHT FOR JUST WANTING TO ADDRESS THIS EVERY MONTH AND GIVE US UPDATES ON WHERE WE'RE AT.

BUT THAT'S ALL I HAVE AND THANK YOU MS. CORSON FOR THIS PRESENTATION.

THANK YOU TO OUR SPECIAL EDUCATION TEAM, AND I LOOK FORWARD TO SEE WHAT WE DO IN THE FUTURE.

>> THANK YOU. IF I COULD REAL QUICK, I WANTED TO SAY THAT MS. SADIO AND I HAVE HAD CONVERSATIONS ABOUT HOW WE CAN ELEVATE TEACHING IN MIDDLE SCHOOL AND IN ELEMENTARY SCHOOL.

[01:50:06]

YOU HAVE THE PEER TUTORING, YOU HAVE STUDENTS WHO ARE STEPPING UP, BUT WHAT CAN WE DO TO CALL IT WHAT IT IS AND CALL THEM FUTURE TEACHERS AND ELEVATE TEACHING FROM ELEMENTARY? WHAT MIGHT THAT LOOK LIKE IF WE FORMALIZED IT AND CELEBRATED THEM FOR PARTICIPATING THAT? HOW CAN WE ELEVATE THAT? THIS IS A BIGGER PHILOSOPHICAL DISCUSSION, AND I WANT US TO BE LEADERS IN THAT DISCUSSION.

I WANT US TO SET THE TONE.

WHAT MIGHT THAT LOOK LIKE AT MIDDLE SCHOOL? HOW CAN WE INCREASE THE NUMBER OF PEOPLE GOING INTO THE EIT PROGRAM FOR CTE AT THE HIGH SCHOOLS TO INCREASE THE NUMBER OF PEOPLE WHO WANT TO COME BACK TO HAY CISD AND TEACH BECAUSE FROM THE VERY BEGINNING, WE TOLD THEM THAT IT MEANT SOMETHING? THAT'S WHAT WE NEED TO BE DOING, AND THAT'S WHAT WE'RE GOING TO DO.

>> MS. RINGLE.

>> THANK YOU, MS. CORSON FOR PRESENTING THIS TONIGHT.

THIS IS A GREAT START. THANK YOU, DR. WRIGHT.

THANK YOU, PRESIDENT VELLA FOR ADDING THIS AS A RECURRING ITEM ON THE AGENDA AS WE CONTINUE TO GET UPDATES ON THE CHANGES IN SPED.

AGAIN, THIS IS A GREAT FIRST START, AND TO YOUR POINT, WHILE WE CAN'T THROW MONEY AT PEOPLE, AND THAT'S NOT CERTAINLY WHAT WE'RE DOING, MONEY MATTERS TO PEOPLE, ESPECIALLY IN AN ECONOMY LIKE TODAY.

WHEN YOU LOOK AT DISTRICTS THAT ARE SURROUNDING US, SOMETIMES PEOPLE DO LEAVE BECAUSE OF THE MONEY, AND WE CERTAINLY DON'T WANT THAT.

WE CERTAINLY WANT TO MAKE SURE THAT WE CONTINUE TO BE LEADERS IN THAT IN THAT DEGREE.

A COUPLE OF QUESTIONS.

HAVE ANY POSITIONS BEEN POSTED, PARAPROFESSIONAL POSITIONS IN SPED, ARE THERE ANY CURRENTLY POSTED?

>> YES, THERE ARE PARAPROFESSIONAL POSITIONS POSTED LAST I LOOKED, THERE WERE NINE, SIX WERE NEW ADS; BM GROWTH.

>> OKAY. WHEN WERE THOSE ADDED? THE SIX?

>> IN THE LAST MONTH.

>> PERFECT. THEN HOW LONG DOES THE START TAKE TO OBTAIN? A TEACHER OR SOMEONE THAT'S STARTING THAT PROGRAM, HOW LONG DOES IT TAKE TO COMPLETE THAT?

>> I'D LIKE TO ASK MS. BLANCHIN TO COME UP REAL QUICK TO ANSWER THAT.

I'VE ASKED HER AND MS. TORRES TO COME JUST IN CASE THERE WAS A QUESTION I WASN'T PREPARED TO ANSWER.

>> PRESIDENT VELLA, TRUSTEE MEMBERS, DR. WRIGHT, THANK YOU VERY MUCH FOR YOUR QUESTION.

I'M MS. BLANCHIN.

THE ALTERNATIVE CERTIFICATION PROGRAM, IT TAKES ABOUT SIX MONTHS FOR THEM TO COMPLETE, BUT BECAUSE IT IS AN ONLINE SELF PACED PROGRAM, SOME CAN COMPLETE IT FASTER, OTHERS TAKE LONGER.

IT REALLY IS UP TO THE INDIVIDUAL.

WE HOPE TO GAIN MORE INTO OUR TEXAS TEACHERS OF TOMORROW PROGRAM SO THAT WE CAN GET THEM READY SO THEY CAN START HOPEFULLY BY NEXT TIME IN AUGUST.

>> OKAY. THAT'S GREAT. THANK YOU.

I WONDERED THAT LOOKING AT THAT AND WONDERED HOW LONG IT WOULD TAKE.

IT COULD TAKE PROBABLY SOME A COUPLE OF MONTHS, DEPENDING ON HOW MUCH TIME THEY WERE ABLE TO PUT TO IT.

WONDERFUL. THE COMMUNICATION WITH STAFF, I KNOW THAT WE'VE TOUCHED ON IT A LITTLE BIT.

HAS THERE BEEN A STAFF SURVEY IN SPED SINCE OUR LAST MEETING IN SEPTEMBER?

>> TO MY KNOWLEDGE, NO.

CERTAINLY NOT FROM THE HR DEPARTMENT.

FOCUSED ON BRINGING THESE PROPOSALS AND HAVE STAFF ENGAGEMENT AS PART OF THE COLLABORATIVE PLAN FOR OUR NEXT STEPS.

>> OKAY. A SURVEY IS COMING FROM TWO STAFF EMPLOYEES?

>> I DON'T KNOW IF IT'LL BE SURVEY OR IF IT MAY BE FOCUS GROUPS, WHICH MAY PROVIDE A DIFFERENT INTERACTION.

WE HAVE NOT DETERMINED THE DETAILS OF THAT ENGAGEMENT YET, BUT WE'LL BE ABLE TO PROVIDE THOSE TO YOU AS SOON AS WE WORK THOSE OUT.

>> WOULD THIS ALLOW ALL SPED STAFF A VOICE? YOU MENTIONED FOCUS GROUPS.

I JUST WANT TO MAKE SURE THAT EVERY STAFF MEMBER THAT WORKS IN SPECIAL EDUCATION HAS A VOICE.

>> WHAT I CAN TELL YOU IS THAT MY EXPERIENCE IN STAKEHOLDER ENGAGEMENT IN THE PAST SEVERAL YEARS, WHEN I'VE USED THOUGHT EXCHANGE AS A TOOL, WHICH WE HAVE, THOUGHT EXCHANGE ALLOWS EVERY SINGLE PERSON WHO WANTS TO PARTICIPATE TO PARTICIPATE AND PROVIDE THEIR ORGANIC THOUGHTS.

FROM THAT, WE CAN HARVEST THE MAJOR THEMES.

I DON'T KNOW IF YOU'VE EVER HAD THE CHANCE TO SEE ME WHEN I'M GETTING STAKEHOLDER FEEDBACK ON THE PROFILE OF A LEADER THAT WE'RE ABOUT TO HIRE,

[01:55:03]

THEN OFFER, WHAT ELSE DO WE NEED TO BE THINKING ABOUT? IT OFFERS A CHANCE FOR DIALOGUE ON WHAT EVERYBODY HAD CONTRIBUTED, BUT ALSO TO GIVE THEM A CHANCE TO PROVIDE IN PERSON FEEDBACK.

IT'S INCREDIBLE BECAUSE THEN THERE'S A SYNERGY THAT HAPPENS WITH THAT.

BETWEEN THE COLLECTIVE THOUGHT EXCHANGE DATA AND THE IN PERSON, WE'RE ABLE TO GET A BETTER IDEA.

THAT REPRESENTS THE LARGER GROUP IN A MORE CONCENTRATED AND THEMED MANNER TO KNOW WHAT POTENTIAL ACTION STEPS WE CAN TAKE.

TO ME, THERE'S DIFFERENT LAYERS; THOUGHT EXCHANGE, INVITATION, IN PERSON PRESENTATION, FEEDBACK, ANALYSIS, CONSIDERATION OF POTENTIAL STEPS.

THEN THAT'S WHAT DO THE PRINCIPALS THINK ABOUT THAT? WHAT DOES CABINET THINK ABOUT THAT? WHAT DO OUR TEACHER OR GREPS THINK ABOUT THAT BEFORE WE REALLY TAKE THAT FORWARD? THERE ARE MULTIPLE LAYERS OF CONSIDERATION AS THERE SHOULD BE BECAUSE IT SHOULDN'T BE JUST SOMEBODY IN AN OFFICE COMING UP WITH THESE IDEAS.

IT NEEDS TO BE FULLY VETTED.

WE MAY NOT BE ABLE TO DO EVERYTHING RIGHT NOW, BUT WE MAY BE ABLE TO IDENTIFY A WAY TO DO THINGS IN STEPS.

OR WE CAN USE THAT AS AN OPPORTUNITY TO EDUCATE IF SOMETHING'S NOT POSSIBLE AND WHY, BUT THEN CHALLENGE OURSELVES TO THINK OF AN ALTERNATIVE.

THAT'S HOW I ENVISION. NOT GOING TO HAPPEN.

>> THANK YOU. THEN NEXT QUESTION IS ON THE SALARIES BY EXPERIENCE DIAGRAM THAT YOU HAVE GIVEN US PROVIDED BY TASBY, NEXT TO WHERE IT SAYS THE SCHOOL DISTRICTS, CAN WE GET THE STUDENT ENROLLMENT OF THOSE DISTRICTS?

>> ABSOLUTELY.

>> PERFECT. THEN MY QUESTION ALSO ON THAT TABLE IS WE'RE COMPARED TO THE MEDIAN SALARY.

HOW MANY OF OUR TEACHERS ARE PAID AT THAT MEDIAN RATE? WHAT IS THE PERCENTAGE? WE'RE COMPARING HOW WE RANK BY THE MEDIAN SALARY.

I WANT TO SEE WHAT THAT PERCENTAGE IS, HOW WE'RE BASING THAT ON THOSE EMPLOYEES.

WHAT PERCENTAGE GIVES THE MEDIAN OR WHAT PERCENTAGE IS THAT THE BASE?

>> WHAT YOU'RE LOOKING FOR IS SOME SORT OF REPRESENTATION OF HOW MANY OF OUR TEACHERS FALL INTO THE DIFFERENT PARTS OF THAT?

>> YES, MA'AM. THEN I LOVE THAT TRUST SIBAL BROUGHT UP THE SAFEGUARDS.

THAT WAS ONE OF THE THINGS I WAS GOING TO ASK ABOUT THE SUB PAY IS JUST ONE MAKING SURE THAT WE DON'T HAVE INDIVIDUALS THAT ARE JUST JUMPING AT MONEY AND BEING IN CLASSROOMS THAT REALLY SHOULD NOT BE IN CLASSROOMS OR IN THOSE CLASSROOMS. WE JUST WANT TO MAKE SURE THAT WE ABSOLUTELY SAFEGUARD THOSE CLASSES.

THANK YOU FOR BRINGING THAT UP.

TRUSTEE CYBO. THAT IS ALL I HAVE.

I WILL SAY THAT I AM IN FAVOR OF B. I THINK THAT THAT IS A BALANCE.

IT'S A GREAT FIRST STEP, LIKE I SAID EARLIER.

WHILE THERE ARE STILL OTHER THINGS TO ADDRESS, AND I KNOW THAT WE WILL GET THERE.

I GREATLY APPRECIATE THE DISTRICT, THE ADMINISTRATION, AND MOST IMPORTANTLY, OUR STAFF AND OUR FAMILIES, ESPECIALLY IN THE SPECIAL EDUCATION DEPARTMENT WHO ARE INCREDIBLY VULNERABLE AND TRANSPARENT AND ARE NOT AFRAID TO SPEAK UP.

I HAVE APPRECIATED THAT, AND YOU GUYS HAVE LISTENED AND HEARD, AND SO THANK YOU GUYS FOR COMING BACK WITH THIS.

THIS IS GREAT.

THANK YOU VERY MUCH. I'M SURE I'LL PROBABLY HAVE SOME MORE QUESTIONS BECAUSE WE'VE GOTTEN SOME DATA AND SOME QUESTIONS ANSWERED, BUT IF YOU COULD PROVIDE US THE PERCENTAGE OF THAT SALARY RANGE, THAT'D BE GREAT.

>> SURE. THANK YOU.

>> THANK YOU.

>> MS. PETRIE.

>> THANK YOU. TRYING TO GET ALL MY STUFF ORGANIZED HERE.

THIS WAS AN INCREDIBLY HELPFUL PRESENTATION.

I APPRECIATE ALL OF THE DATA AND THE SLIDES.

THANK YOU SO MUCH FOR PUTTING THIS TOGETHER.

DOCTOR WRIGHT, PRESIDENT VELA, I APPRECIATE THIS BEING AN AGENDA ITEM FOR ACTION,

[02:00:04]

SO I REALLY APPRECIATE ALL THE WORK THAT WENT INTO THIS.

MY ONLY THOUGHT, I REALLY LIKE THE STIPENDS AND PROPOSAL C MORE THAN PROPOSAL B, BUT IT SOUNDS LIKE MY FELLOW TRUSTEES ARE GOOD WITH PROPOSAL B, IF WE'RE NOT GOING BACK AND FORTH AND THEN I'LL BE GOOD.

BUT I THINK THAT SHOULD BE OUR GOAL THAT 820,000 AND STIPENDS LONG TERM.

I DO HAVE SOME REGRETS OF NOT HAVING THIS CONVERSATION LAST SPRING.

KNOWING, YOU KNOW, WE WERE PROBABLY GOING TO HEAD INTO SOME TOUGH TIMES WITH SPED, WE DIDN'T HAVE A CRYSTAL BALL THEN.

I FEEL LIKE THE BILINGUAL STIPENDS, WE GOT AHEAD OF THAT.

WE SAW KIND OF THE WRITING ON THE WALL, AND WE REALLY WORKED HARD AS A BOARD TO GET AHEAD OF THAT.

AND SO I DO HAVE SOME REGRETS IN THE SPRING THIS BOARD COULD HAVE DONE MORE, BUT I THINK WE WERE JUST TRYING TO HOLD ON SO TIGHTLY TO OUR PEOPLE. AND WE JUST DIDN'T KNOW.

SO I GET THAT. AND WE CAN DO WHAT WE CAN NOW.

I'M JUST HOPING THERE ARE PEOPLE THAT ARE WILLING TO MAKE A MOVE.

MAYBE IN JANUARY WOULD PROBABLY BE OUR BEST BET.

PEOPLE ARE UNDER CONTRACT.

OBVIOUSLY, FOR PARIS, THAT'S A DIFFERENT STORY.

YOU BROUGHT UP THE MIDDLE SCHOOL TEACHING, AND I HAD A NOTE ABOUT THAT. BECAUSE YOU'RE RIGHT.

I THINK WE COULD DO BETTER ABOUT ADVERTISING OUR CTE PROGRAMS IN MIDDLE SCHOOL BECAUSE WE DO HAVE THE FUTURE TEACHER PROGRAM, AND I ACTUALLY HAVE A QUESTION AND I'LL WRITE IT DOWN ABOUT WHAT THOSE ENROLLMENT NUMBERS LOOK LIKE AT THE HIGH SCHOOL IN TERMS OF OUR TEACHER CTE CLASSES.

I DON'T HEAR A LOT ABOUT THEM OTHER THAN THERE WAS A REALLY GOOD NEWS STORY, I THINK ABOUT HOW SOME OF OUR LAYMAN TEACHERS.

YOU KNOW WHAT I'M TALKING ABOUT? I DON'T KNOW.

THEY'VE HIGHLIGHTED SOME OF OUR TEACHERS ON THE NEWS THAT ARE THE FUTURE TEACHERS, AND IT'S AWESOME.

I ALSO LIKE WHAT I HEARD ABOUT ERICA GARZA AND THE PD BECAUSE WE HAVE HEARD THAT SPED PAROS GET HIRED WITHOUT MUCH TRAINING.

AND SO THAT GIVES ME ANXIETY FOR THEM.

SO ANYTHING WE CAN BE DOING TO HELP TRAIN UP OUR PEAS, OBVIOUSLY, NEW TEACHERS, NEW SPED TEACHERS.

AND I'M GOING TO KEEP SAYING THIS, ALTHOUGH IT'S NOT GETTING ANY TRACTION YET.

WE HAVE A LOT OF SPED CERTIFIED TEACHERS THAT ARE TEACHING IN GEN ED CLASSROOMS. I HAVE AUTISTIC SON WHO WAS HIGH HIGH FUNCTIONING AUTISM, SO HE WASN'T IN THE SPED PROGRAM, BUT WOULD HAVE DEFINITELY BENEFITED FROM A TEACHER, A GEN TEACHER THAT WAS SPED CERTIFIED.

AND I THINK YOU MIGHT HAVE OTHER PARENTS THAT WON'T NEED SO MANY SERVICES IN SO MANY MINUTES, MAYBE IF THEY HAD A SPED CERTIFIED GEN ED TEACHER TO MEET THE NEEDS OF THEIR STUDENT.

IT'S NOT GOING TO WORK FOR ALL.

THERE'S NO STIPEND RIGHT NOW FOR A GEN ED TEACHER WHO IS SPED CERTIFIED. YOU FOLLOW ME? IF YOU HAD I'M NOT TALKING ABOUT THIS KIND OF STIPEND, BUT SOMETHING, YOU KNOW, $500, $100.

OTHERWISE, YOU MIGHT I DON'T KNOW IF WE'LL LOSE THEM, BUT I KNOW WE HAVE THEM IN THE DISTRICT.

SO I'D LIKE TO KNOW HOW MANY SPED CERTIFIED TEACHERS THAT ARE TEACHING IN GEN ED CLASSROOMS CURRENTLY.

AND MAYBE THAT'S PART OF YOUR THOUGHT EXCHANGE, MISS CORSON, WHY AREN'T YOU TEACHING IN A SPED CLASSROOM? WHAT WOULD IT TAKE FOR YOU TO TEACH IN A SPED CLASSROOM IF YOU'RE SPED CERTIFIED? BY THE WAY, I LOVE YOUR THOUGHT EXCHANGE IDEA.

I DO THINK THAT'S THE WAY TO GO TO TRUNCATE DOWN THE THEMES AND THE TRENDS AND THEN DO YOUR FOCUS GROUPS.

SO I'LL ASK A QUESTION.

HAS THAT EVER BEEN THE SPED CERTIFIED STIPEND FOR GEN ED TEACHERS EVER BEEN FLOATED? WAS THAT PART OF THE CONVERSATION AT ALL OR HAS IT BEEN?

>> THAT HAS NOT BEEN IN THE CONVERSATIONS.

I THINK OUR IMMEDIATE FOCUS WAS TO BE ABLE TO ATTRACT TEACHERS INTO THE SPED CLASSROOMS THAT NEED SPED CERTIFIED TEACHERS IN THE SPED CLASSROOMS. SO IT'S CERTAINLY SOMETHING WE CAN DISCUSS, BUT URGENTLY, WE'RE LOOKING AT WHAT WE CAN DO ABOUT THE VACANCIES THAT WE HAVE, THE 15 VACANCIES.

>> THAT MAKES A LOT OF SENSE.

WELL, I THINK WE'RE GOING TO CONTINUE HAVING THESE CONVERSATIONS.

I WAS JUST LOOKING AT THE GOOGLE, AND IT SAID, SO IN 2000.67 AND 1,000 CHILDREN WERE DIAGNOSED WITH AUTISM.

AND 2020, SO THAT'S FOUR YEARS AGO, 27.6 AND 1,000.

SO NOT ONLY ARE YOU SEEING AN INFLUX OF STUDENTS,

[02:05:01]

THE INCREASE IN SPED SERVICES IS NOT GOING TO GO AWAY.

AND YOU'RE RIGHT, THE NUMBER OF 3% WAS OUR NUMBER.

RIGHT. SO, I DO LOVE EVERYTHING, AND I WILL BE ON BOARD FOR PROPOSAL.

BUT I WOULD LOVE TO SEE US GET TO 820,000 IN STIPENDS AND I'M LOOKING AT RANDY'S FACE WHEN I SAY THAT.

>> THE IDEA, THOUGH, IS THAT, ALTHOUGH WE WOULD PRO RATE FOR THE HALF YEAR, THAT THOSE AMOUNTS WOULD APPLY HENCEFORTH, SO A FULL YEAR WOULD LOOK DIFFERENT IN THE FOLLOWING YEAR.

>> OKAY. AND MAYBE BY THEN, WE'LL HAVE SOME GOOD NEWS FROM THE LEGISLATURE.

>> OKAY.

>> HOPEFULLY.

>> MISS RUNKEL.

>> YEAH. I HAVE ONE MORE QUESTION.

I KNOW THAT WE'RE SUPPOSED TO BE GETTING A STIPEND REVIEW.

WHEN ARE WE GOING TO GET A PREVIEW OF THAT?

>> SURE. MISS TORRES IS ACTUALLY LEADING THAT EFFORT.

SHE'S FINISHING UP THE MEETINGS WITH ALL OF THE DEPARTMENTS ACROSS THE DISTRICT.

AND SO WE'RE HOPING TO GET THAT TO YOU MAYBE JANUARY.

DECEMBER OR JANUARY, WE'LL BE ABLE TO GIVE YOU AN UPDATE ON THAT BECAUSE I KNOW THAT THE ORIGINAL TIME FRAME WAS LATER, AND THERE WAS CONCERN ABOUT NOT HAVING ENOUGH TIME TO REVIEW THAT PRIOR TO THE BUDGET PROCESS, AND SO WE MOVED THAT TIMELINE UP SO THAT WE CAN GET THAT TO YOU EARLIER.

>> OKAY. WONDERFUL.

>> THANK YOU.

>> ABSOLUTELY.

>> ALL RIGHT. THIS QUESTION, I'M REALLY I'M PROUD OF OUR DISTRICT.

I THINK WE HAVE A VERY INTELLIGENT TEAM.

SO THANK YOU FOR BRINGING THE IDEAS TOGETHER AND BRINGING SOMETHING TO US TO MAKE SURE THAT WE HEAR THE NEEDS OF OUR STAFF, THE NEEDS OF OUR STUDENTS, ESPECIALLY WHEN IT COMES TO SPECIAL ED.

A FEW QUESTIONS. DOCTOR WRIGHT EARLIER, YOU MENTIONED THAT WE WERE AT 94 POINT SOMETHING AVERAGE DAILY ATTENDANCE.

WHAT DOES THAT DO FOR US BUDGET WISE? BECAUSE WE'RE TALKING ABOUT NUMBERS.

HOW ARE WE LOOKING AS FAR AS YEAR TO DATE.

>> SO FOR EVERY 1%, IT'S 1.5 MILLION ADDITIONAL DOLLAR IN REVENUE.

>> YES, SIR. SO WHERE ARE WE AT IS WE PROJECTED.

ARE WE FORECASTED AN ADA OF WHAT? WE BUDGETED ALL 93%.

>> SO WE'RE UP A LITTLE BIT RIGHT NOW.

>> OKAY. AND I DON'T WANT TO BE A PROSPECTOR, YOU KNOW, OVER STATING THAT, BUT IT DOES SEEM THAT WE WOULD HAVE SOME BANDWIDTH AS WE LOOK AT THESE NUMBERS.

AND I'M JUST SAYING THAT SO OUR COMMUNITY DOESN'T JUST THINK WE'RE THROWING MONEY AT.

OBVIOUSLY, THERE'S SOME CALCULATIONS THAT GO INTO THIS.

OKAY, MISS CORSON, YOU MENTIONED THAT WE HAVE ONE STAFF MEMBER THAT'S ABOUT TO GRADUATE.

I KNOW WE'RE NOT SUPPOSED TO USE THE WORD PRIZE PATROL, BUT, YOU KNOW, I MEAN, CAN WE DO A PRIZE PATROL?

>> WE CAN CERTAINLY [OVERLAPPING].

>> WHEN THIS HAPPENS. OKAY.

>> ABSOLUTELY. YOU BET WE CAN CERTAINLY CELEBRATE HER.

>> OKAY. BECAUSE I MEAN, WHEN IT COMES TO THE ENGAGEMENT OF RETENTION, OBVIOUSLY, WE NEED TO CELEBRATE, ESPECIALLY IN OUR SPECIAL NEEDS AREA, SO, PLEASE MAKE SURE WE'RE INCLUDED ON THAT.

>> ABSOLUTELY.

>> AND THEN I KNOW WHAT I'VE HEARD ABOUT OUR FUTURE EDUCATORS.

BY THE WAY, OUR TAFFY GROUP WAS HERE THIS PAST FRIDAY.

DO WE HAVE A MENTOR TEACHER? DO WE HAVE A SPECIAL ED TEACHER THAT IS A PART OF THAT GROUP, OR IS THERE SOMETHING, I MEAN, THAT WE'RE INJECTING JUST INFORMATION [OVERLAPPING].

>> THAT'S GREAT. CULTIVATING. GOOD QUESTION.

>> OUR FUTURE EDUCATORS.

THE TEAM TOOK ALL THE GREAT QUESTIONS, SO GREAT JOB TEAM.

BUT I DO LOOK FORWARD TO MORE DISCUSSION, NOT ONLY ON THIS SPECIFIC AGENDA ITEM, BUT ALSO JUST ON THE OTHER WAYS THAT WE'RE GOING TO FIRM UP OUR PROGRAMMING AND EXECUTION IN SPED.

SO ALL RIGHT. THANK YOU, MA'AM.

>> THANK YOU.

>> ALL RIGHT. DOCTOR WRIGHT, ABSOLUTELY.

>> ALL RIGHT. IN ROLL, I FOUND A NEW WAY AROUND THE PRIZE PATROL THING.

IF WE PUT SIR IN FRONT OF IT.

SURPRISE PATROL.

THEN IT'S NOT TRADEMARK, SO I THINK WE'RE GOOD THERE.

SO WE'LL DO THAT.

CHANNEL MY INNER TIM.

BUT TALKING ABOUT GROW YOUR OWN PROGRAM.

SO SOMETHING YOU GUYS PROBABLY DON'T KNOW THAT WE DID, I THINK IT WAS MARY OR GINGER'S IDEA, BUT EVERY KID THAT WAS INVOLVED IN THE CT EDUCATION PROGRAM AND THEN IN A CERTAIN PERCENTAGE, I GAVE THEM A LETTER RECRUITING THEM AND SAYING AS SOON AS THEY GRADUATE FROM COLLEGE, THEY GOT A JOB IN HCID, IF THEY'RE GOING TO BE A TEACHER.

AND NOW WE CAN STRATEGICALLY MATCH THAT WITH OUR HIGH NEEDS AREAS SUCH AS SPECIAL ED OR BILINGUAL AND SO WE'LL CONTINUE TO DO THAT.

BUT ALSO, FRIDAY, WHEN I WAS VISITING WITH OUR KIDS IN EDUCATION TRACT, WE HAD ONE STUDENT IN THE LAYMAN TRACK THAT HAS ALREADY PASSED FOUR LIT COURSES.

[02:10:03]

AND THE THEORY BEHIND THAT IS IS YOU START WHEN YOU'RE A JUNIOR IN HIGH SCHOOL, AND THEN WE HIRE YOU AS A SPECIAL ED PARA, BY THE TIME YOU GET OUT, YOU HAVE TWO YEARS UNDER YOUR BELT, AND YOU HAVE AN ASSOCIATE'S DEGREE, AND THEN YOU START ON YOUR ACU BACHELOR'S PORTION.

YOU LIVE IN YOUR OWN HOUSE WITH YOUR FAMILY, SO YOU DON'T HAVE TO WORRY ABOUT THE COST OF HOUSING.

AND SO I THINK WE CAN REALLY EXPLORE THAT.

AND THEN BECAUSE CHRISTINA WAS EVEN ASKED ME, HEY, DO WE WANT TO BUMP UP OUR BEGINNING SALARY, AND I'M STILL NO, I DON'T.

BECAUSE I WANT THE OTHER DISTRICTS AROUND US TO GROW THEM AND I WANT TO STEAL THEM.

AND IT'S THE SAME THING WITH THE SPECIAL ED TEACHERS.

I WANT THE FIVE, TEN, 15, 20 YEAR TEACHERS, AND I WANT TO BE ABLE TO OFFER THAT THAT BONUS, THAT $1,500 BONUS FOR EITHER STAYING OR COMING.

AND THEN I WANT TO BE ABLE TO MATCH WHAT EVERYONE ELSE IS DOING WITH THAT DIFFERENTIAL SO THAT WE'LL BE NUMBER ONE ACROSS THE BOARD IN ALL OF THOSE AREAS.

AND SO I THINK I THINK WE ANSWERED THAT QUESTION.

AND THAT'S WHAT I TOLD HER WHEN SHE CAME TO ME.

SHE SAID, I KNOW MONEY IS AN ISSUE.

I SAID, YEAH, BUT WE HAVE A SHORTAGE, AND WE'VE GOT TO DEAL WITH THIS OR WE'RE NOT GOING TO BE ABLE TO MEET MINUTES, AND WE'RE NOT GOING TO BE ABLE TO DO CERTAIN THINGS.

AND SO LET'S SHOOT FOR NUMBER ONE.

AND I THINK WITH ALL THE THINGS THAT WE'VE ADDED ON TOP, WE'RE GOING TO HAVE SOME OTHER DISTRICTS THAT ARE GOING TO BE SCRAMBLING.

AND I WAS THINKING ABOUT WHAT MEREDITH KELLER SAID BACK WHEN WE CREATED OUR ORIGINAL DIFFERENTIATED PAY.

I'M NOT GOING TO REPEAT IT BECAUSE I CAN'T DO IT JUSTICE LIKE SHE DID, AND I THINK ALL CAN REMEMBER THE EXACT WORDS SHE SAID.

BUT BASICALLY, WE JUST WANT TO BE THE BEST.

AND SO IT'S NOT OUR JOB TO CARE ABOUT WHAT HAPPENS IN THESE OTHER DISTRICTS, IT'S OUR JOB TO CARE ABOUT WHAT HAPPENS IN OUR DISTRICT.

SO THE GAME IS ON.

AND I'M SURE THAT AFTER YOU GUYS PASS SOMETHING, THEN EVERYONE ELSE IS GOING TO BE SCRAMBLING TO TRY TO KEEP UP.

BUT THE MONTHLY UPDATES WILL GIVE YOU AN IDEA OF HOW THIS IS WORKING AS WE PROGRESS AND ON THE SPECIAL TRAINING.

I LOVE THAT ALL THE GROUPS ARE CONFERRING.

BUT THE GUARD RAIL PIECE IN A PREVIOUS DISTRICT, WE DID THE GROW YOUR OWN PROGRAM.

AND IF THERE WAS A PRO RATED AMOUNT THAT IF YOU LEFT, YOU WOULD HAVE TO PAY BACK.

AND THAT'S JUST AN MOU THAT WE HAVE THEM SIGN.

AND THEN FOR THE SUBSTITUTE TEACHER, WHAT I ENVISION IS THAT WE WOULD PAY FOR THEIR TRAINING.

YOU DON'T GET TO GO IN THIS POOL UNTIL YOU'VE COMPLETED THE TRAINING.

AND SO YOU HAVE TO SHOW US THAT YOU HAVE THE DESIRE AND THE WHEREWITHAL TO WANT TO BE CONSIDERED.

AND THEN ONCE YOU PROVE THAT, THEN YOU'RE IN THE POOL.

AND SO THAT WILL KEEP JUST ANYBODY AND EVERYBODY THAT MIGHT JUST SAY, WELL, I'LL GIVE THAT A SHOT, BUT NOT REALLY HAVE AN UNDERSTANDING.

AND THEN, GUYS, THE REASON THAT WE'RE LOSING PEOPLE IN SPECIAL ED.

I MEAN, SHE'S TALKED TO THEM THROUGH EXIT INTERVIEWS AND HER TEAM HAS.

THEY SAY THAT THEY DON'T WANT TO BE CUSSED OUT.

THEY DON'T WANT TO BE PUNCHED IN THE FACE.

THEY DON'T WANT TO BE BIT, THEY DON'T WANT TO BE KICKED.

AND SO WE'VE GOT TO TRAIN PEOPLE SO THAT THEY KNOW HOW TO DE ESCALATE SO THAT THESE THINGS DON'T CONTINUE TO HAPPEN.

BECAUSE IT'S NOT AN EASY POSITION.

SO THE MONEY THAT WE'RE PUTTING INTO THIS IS GOING TO BE WELL EARNED, BUT WE DON'T WANT TO MAKE OUR PEOPLE VULNERABLE.

SO WE'VE GOT TO TRAIN, AND SO YOU CAN'T JUST THROW PEOPLE IN THERE. YOU HAVE TO TRAIN THEM.

SO THAT WAS MY FINAL $0.02, PRESIDENT VELA.

THANK YOU FOR LET ME CHIME IN. YEAH, RIGHT.

>> THANK YOU SO MUCH. ALL RIGHT. TEAM, WE'RE GOING TO GO AHEAD AND DO A TEN MINUTE RECESS.

SEE YOU BACK ON THE DIS IN 10 MINUTES.

ALL RIGHT, EVERYBODY. WELCOME BACK FROM JUST A SHORT RECESS.

SO THANK YOU FOR HANGING WITH US.

TEAM, I KNOW WE HAVE SOME GUESTS TONIGHT, AND SO I DO WANT TO BE RESPECTFUL OF THEIR TIME.

AND SO I AM GOING TO JUMP DOWN TO INFORMATION ITEM TWO.

[O.2. Update on Partnership between Hays CISD, the City of Kyle, and Hill Country MHDD Center]

SO I KNOW DOCTOR WATSON WILL COME UP HERE AND INTRODUCE OUR GUESTS.

>> GOOD EVENING, PRESIDENT BV, BOARD OF TRUSTEES, DOCTOR WRIGHT.

FIRST AND FOREMOST, THANK YOU FOR JUMPING US UP ON THE AGENDA.

I GOT AN EXCITING UPDATE,

[02:15:01]

SHE'S THE DIRECTOR OF CLINICAL SERVICES AT HILL COUNTRY MHDD.

SHE'S THE RESIDENT EXPERT OF ALL THINGS THAT NEEDS TO BE EXPERTED TONIGHT.

SO WE WANT TO PROVIDE YOU A LITTLE BIT OF AN UPDATE ON WHERE WE'RE AT WITH OUR PARTNERSHIP THAT IS BEING FUNDED BY THE CITY OF KYLE.

THEY HAVE DECIDED TO TAKE A REAL PROACTIVE APPROACH, SO WE CAN START HELPING OUR STUDENTS IN VARIOUS WAYS.

AND I'M GOING TO TURN IT OVER TO LISA, WHO DOES A GREAT JOB OF PROVIDING THE UPDATE.

>> THANK YOU. I WON'T GO THROUGH EVERY SINGLE SLIDE ON HERE, BUT I DO WANT TO THANK YOU FOR HAVING ME COME. GOOD EVENING.

SO HILL COUNTRY HAS LOCATIONS ACROSS 19 COUNTIES, AND HAYS COUNTY IS JUST ONE OF THOSE NINE COUNTIES.

SO CITY OF KYLE HAD AN RFP FOR A JUVENILE BASED WELLNESS PROGRAM.

HILL COUNTRY COMPETED FOR THAT AND WAS AWARDED THROUGH NEGOTIATIONS, THE SALARY FOR A FULL TIME LICENSED CLINICIAN TO SERVE THE STUDENTS OF HAYS CISD WHO RESIDE OR ATTEND SCHOOL LOCATED WITHIN THE CITY OF KYLE CITY LIMITS OF KYLE.

WE CURRENTLY HAVE A CONTRACT WITH THE CITY OF KYLE TO PROVIDE THAT SERVICE, AND THEN WE HAVE A MEMORANDUM OF UNDERSTANDING AND A BUSINESS ASSOCIATE AGREEMENT WITH HISD TO BE ABLE TO HAVE OUR CLINICIAN LOCATED WITHIN THE HCISD SCHOOL DISTRICT AND ACCESS THOSE SERVICES TO STUDENTS OR PROVIDE THEM THROUGHOUT THE DISTRICT.

WE HAVE A JOB DESCRIPTION AND THE POSITION IS ACTUALLY POSTED.

THE TEAM REPRESENTATION FROM HCISD, CITY OF KYLE, HILL COUNTRY, AND HAYS COUNTY HEALTH DEPARTMENT.

COLLABORATIVELY REVIEW AND INTERVIEW FOR THOSE POSITIONS.

>> THE SERVICE WILL PROVIDE A FULL-TIME LICENSED CLINICIAN WHO HAS EXPERIENCE MINIMUM OF TWO YEARS WITH SUBSTANCE USE SERVICES, TREATMENT INTERVENTION, PREVENTION SERVICES.

THERE'S A REFERRAL PROCESS THAT WE'VE INITIATED THROUGH A UCODE THAT WILL BE AVAILABLE TO STUDENTS, PARENTS, TEACHERS, COUNSELORS, AND THAT WILL GO DIRECTLY TO THE FULL-TIME LICENSED CLINICIAN.

THEY WILL FOLLOW UP WITH THE PERSON MAKING THE REFERRAL TO SEE IF PARENTS ARE AWARE OF THE REFERRAL, OR IS THE STUDENT AWARE OF THE REFERRAL, WHAT HAS ALREADY BEEN ATTEMPTED FOR THAT STUDENT TO RECEIVE ANY SUPPORT AND SERVICES, AND THEN PARENT CONSENT, SO PARENT INVOLVEMENT AS MUCH AS POSSIBLE.

FOR THOSE STUDENTS WHO ARE ALREADY EXPERIENCING SOME TIER 3 NEEDS, SO THERE'S ALREADY BEEN OTHER REFERRALS MADE.

THEY'RE ALREADY ENGAGING WITH OTHER PROGRAMS AND SUPPORTS, COMMUNITIES AND SCHOOLS, COUNSELING PROGRAMS AT THE SCHOOLS, SO THE PRIMARY FOCUS IS GOING TO BE THAT INDIVIDUALIZED TEEN CHILD FAMILY SUPPORT FOR ALCOHOL, TOBACCO, FENTANYL, TOBACCO CESSATION, VAPING, PREVENTION INTERVENTION, EDUCATION, TREATMENT.

WE CANNOT REQUIRE THEM TO BE SEEN BY OUR CLINICIAN.

WE CAN JUST SAY, HEY, THIS IS A REFERRAL MADE.

WE CAN SCREEN TO FIND OUT WHAT THEIR NEEDS MAY BE, AND THEN LET THEM KNOW OF ALL THE DIFFERENT RESOURCES THAT THEY CAN HAVE.

IF THEY CHOOSE TO BE SEEN BY THIS CLINICIAN, THEN THAT CLINICIAN WILL PROVIDE THOSE SERVICES.

WE HAVE TCHATT, THAT'S ANOTHER AVAILABLE SUPPORT SERVICE, SO UTILIZING ALL OF THE DIFFERENT COMMUNITY PROGRAMS THAT ARE THERE TO SUPPORT THEM AND MAKING SURE THAT THEY'RE AWARE OF THOSE.

THE GOAL IS 100 UNDUPLICATED STUDENTS MEASURED BY COUNT.

IF A REFERRAL COMES IN WITHIN 24 HOURS, THE CLINICIAN RESPONDS AND THEN INITIATE THOSE SERVICE.

WE'RE NOT PULLING KIDS FROM CLASSES, TRYING TO REALLY MITIGATE THAT ABSENTEEISM, BUT TRYING TO PROVIDE THOSE SERVICES AT A CONVENIENT TIME FOR THEM.

THEY MAY BE PROVIDED ON SITE.

THIS CLINICIAN WILL BE HOUSED AT A LOCATION, BUT GO OUT TO THE SCHOOL CAMPUSES, BUT THERE'S NOT A CAMPUS LIKE WE'RE NOT MOVING ONE KID TO ANOTHER CAMPUS TO BE SEEN.

LET'S SEE, TIER 3, SO PARTNERSHIPS, MAKING SURE THEY HAVE ADDITIONAL SUPPORTS AND RESOURCES, MULTIPLE REFERRAL PATHWAYS, SO A STUDENT IS IDENTIFIED WITH THE CONCERN, THEY CAN SELF-IDENTIFY.

PARENTS CAN REQUEST, AND THAT Q CARD WILL BE OUT IN THE COMMUNITY, AND THEY'RE AVAILABLE THROUGH THE SCHOOL COUNSELORS.

WITH HIPAA AND PRIVACY LAWS, WE HAVE THE BAA, SO THAT DUAL COMMUNICATION ABOUT THE SPECIFIC REFERRAL AND SERVICES CAN BE SHARED WITH THE TEACHER OR THE PERSON WHO MADE THE REFERRAL,

[02:20:03]

WE HAVE A WORKFLOW IN PLACE.

WITHIN 24 HOURS, THERE'S A RESPONSE.

THE LEGAL GUARDIAN OR PARENT.

STUDENTS OVER THE AGE OF 16 MAY CONSENT TO THEIR OWN SERVICES.

HOWEVER, WE STILL WANT TO TRY TO MAKE ALL EFFORT TO HAVE PARENT OR LEGAL GUARDIAN CONSENT.

WE'RE GOING TO DO THE SCREENINGS AND ASSESSMENTS TO DETERMINE WHAT NEEDS THEY HAVE, AND THEN INDIVIDUALIZED PLANS FOR WHAT SERVICES THAT THEY ARE INTERESTED IN RECEIVING OR WOULD BE BENEFICIAL AND THEN DEFINITELY ACCESS TO ANY OTHER SUPPORTS AND RESOURCES THAT THEY MAY NEED.

SERVICES INCLUDE THINGS LIKE SCREENING FOR SUBSTANCE USE AND MENTAL HEALTH, ONE-ON-ONE COUNSELING, FAMILY YOUTH COUNSELING, GROUP FAMILY.

IF THERE'S A PATTERN OF FIVE STUDENTS, THERE'S NOT A NUMBER SPECIFIC, BUT IF THERE'S A NEED EXPRESSED MAYBE, JOHNSON HIGH SCHOOL, THEN WE CAN HAVE A GROUP SET UP TO BE ESTABLISHED AFTER SCHOOL OR ANY TIME THAT WOULD BE WORKABLE FOR THEM.

THEN ANY KIND OF ACCESS TO OTHER SERVICES THAT THEY MAY BE NEEDED, THERE'S NO COST FOR THE STUDENTS OR THE FAMILIES.

THE CITY OF KYLE IS PAYING THE SALARY FOR THAT CLINICIAN, SO IT'S PROVIDING THOSE SERVICES.

THEY DON'T HAVE TO RECEIVE THEIR SERVICES THROUGH US, BUT WE CAN DEFINITELY HELP THEM FIND OTHER OPTIONS IF NEEDED, AND THEN IF THERE'S ANY MEDICAID OR PRIVATE INSURANCE, AND THEY WANT OTHER SERVICES OR IF THEY LIVE IN OUTSIDE THE KYLE LIMITS, WE ARE TRYING TO FIND ADDITIONAL RESOURCES TO PAY FOR THE ENTIRE HAYS CISD DISTRICT, SO THOSE CLINICIAN SERVICES WOULD NOT BE LIMITED TO THE CITY OF KYLE.

WE HAVE ANOTHER PROJECT RIGHT NOW WITH TEXAS STATE THAT IS FUNDING A FULL-TIME CLINICIAN WITH THE SAME JOB DESCRIPTION, SAME DUTIES FOR WIMBERLEY AND DRIPPING SPRINGS SCHOOLS, AND THEN WE HAVE SAN MARCOS CISD LOOKING AT US AND SAYING, HEY, WE HAVE A GRANT FROM COMMUNITIES AND SCHOOLS.

CAN YOU HELP US GET A CLINICIAN BASED IN OUR SERVICE? EMPLOYED BY HILL COUNTRY, WE DO ALL THE ONBOARDING, ALL OF THE BENEFITS, THE SALARY, BUT THE CITY OF KYLE IS FUNDING THAT SALARY.

WE'RE TRYING TO GET ANOTHER HALFTIME WITH THAT TEXAS STATE, LOOKING FOR THEIR FUNDS, SO WE CAN EXPAND IT ON OUT.

WE'RE NOT GOING TO DENY A STUDENT IF THEY DON'T LIVE IN THE CITY OF KYLE.

WE'RE STILL GOING TO RESPOND, SCREEN, HELP THEM IDENTIFY NEEDS AND RESOURCES IN THEIR COMMUNITY.

WE'VE GOT THE JOB POSTED.

WE'RE HIRING ACCEPTING APPLICATIONS.

WE'LL INTERVIEW AS A TEAM AND THEN GET THAT EMPLOYEE THAT WE'VE SELECTED AS A TEAM ONBOARDED, AND THEY WILL BEGIN TO INITIATE SERVICES.

WE'RE LOOKING FOR THEIR FUNDS TO ADD ADDITIONAL SUPPORT FOR THE REST OF THE DISTRICT.

THERE'S A MARKETING PIECE. I WANT TO COVER THAT.

THE CITY OF KYLE COMMUNICATION DEPARTMENT AND THE HAYS COUNTY HEALTH DEPARTMENT ARE MARKETING, AND THEY WILL BE DISTRIBUTING SOME PREVENTION MATERIALS, SOME MARKETING FOR THE PROGRAM AND TO RAISE AWARENESS IN OUR COMMUNITIES.

WE'RE ALSO LOOKING AT INTERNSHIPS FOR LCDCS, OR COUNSELING SOCIAL WORK STUDENTS WHO WANT TO COMPLETE THOSE.

AGAIN, WE'RE WORKING CLOSELY WITH MARITA AND DR. WATSON ON MAKING SURE EVERYONE'S VETTED, MAKING SURE WE'RE ALL IN AGREEMENT AND COMMUNICATION, AND SO WE'RE JUST TRYING TO GET THAT EXPANDED THROUGHOUT THE DISTRICT.

THAT'S ALL. I JUST WANTED TO GIVE YOU AN UPDATE OF WHERE WE WERE.

THOUGH, IF YOU HAVE ANY QUESTIONS, I'M HAPPY TO ANSWER.

IF I DON'T HAVE THE ANSWER, I'LL FIGURE IT OUT, BUT YES.

>> MS. [INAUDIBLE] THANK YOU. MR. FLORES.

>> AGAIN, THANK YOU FOR THIS PRESENTATION. THANK YOU, DR. WATSON.

THOSE WHO MADE THIS PARTNERSHIP HAPPEN, OBVIOUSLY, MENTAL HEALTH CONCERNS ARE A BIG ISSUE IN HAYS COUNTY, AND THERE'S A LACK OF RESOURCES.

BUT I DO HAVE SOME QUESTIONS, CERTAINLY.

>> SURE.

>> THIS IS ONE CLINICIAN THAT WE'RE GOING TO HIRE FOR A PRETTY LARGE NUMBER OF KIDS, AND YOU TALKED ABOUT UTILIZING INTERNS AND SO FORTH, AND CAN YOU JUST GO A LITTLE BIT DEEPER ON THAT?

>> SURE. WE ARE HOPING TO HAVE SOME CANDIDATES WHO ARE FROM TEXAS STATE, UTSA, OUR LOCAL UNIVERSITIES.

WE ALREADY HAVE INTERNS AT HILL COUNTRY MHDD, AND WE PROVIDE THE SUPERVISION FOR THEM AS WELL, SO THIS PARTICULAR CANDIDATE WILL SUPERVISE THEM, MAYBE ONE OR TWO AT A TIME.

MARITA JUST WAS TRYING TO NOT GROW IT TOO BIG, TOO FAST, BUT SHE HAD EXPRESSED THAT HER COUNSELING DEPARTMENT COULD

[02:25:02]

THESE WOULD BE INTERNS WORKING WITH HILL COUNTRY THROUGH THIS PARTNERSHIP THAT WOULD BE PROVIDING SOME OTHER ADDITIONAL SUPPORTS AND SERVICES.

REALISTICALLY, WE'RE TARGETING THOSE TIER 3 SERVICES.

THERE HAS TO HAVE BEEN SOME IMPACT ALREADY MADE TO THE STUDENT TO BE ABLE TO RECEIVE THOSE SERVICES, SO IT'S NOT GOING TO BE THE FIRST TIME ATTEMPT, MAYBE THEY WILL HAVE ALREADY BEEN HAVING OTHER PROJECTS.

THEY'VE ALREADY BEEN IDENTIFIED AS A STUDENT HAVING CONCERNS WITH SUBSTANCE USE, ALCOHOL USE.

IT'S ALREADY AFFECTED THEIR ATTENDANCE, THEIR LEARNING, THEIR SOME RELATIONSHIP TYPE THINGS, SO WE WILL WANT TO BE LOOKING FOR THOSE THAT HAVE ALREADY TRIED OTHER THINGS THAT DIDN'T WORK.

THAT'S GOING TO NARROW DOWN A LITTLE BIT BECAUSE WE WANT TO CONTINUE TO UTILIZE THOSE COMMUNITY SUPPORTS WE ALREADY HAVE: TCHATT, COMMUNITIES AND SCHOOLS.

WHAT OTHER ONES DO YOU HAVE? THERE ARE SOME OTHER.

IF THEY'RE ALREADY HAVING PROBLEMS WITH, I CAN'T STOP OR I DON'T KNOW WHAT ELSE TO DO.

ADDRESSING THAT WHAT TO DO INSTEAD OF KEEPING THEM SAFE, SO HARM REDUCTION.

WE DEFINITELY WANT TO DO A LOT ABOUT THE FENTANYL EDUCATION.

WHY NOT TO TRY IT? GIVE THEM THAT OPPORTUNITY.

I KNOW WE'RE TEACHING.

WE'RE TALKING ABOUT IT A LOT IN THE COMMUNITY.

BUT HAVE A VENUE FOR THEM TO GO TO SAY, HEY, TELL ME A LITTLE BIT MORE FOR THAT PERSON TO SAY, I'VE ALREADY TRIED AND I'VE HAD AN OVERDOSE EXPERIENCE, SO WE WILL BE LOOKING FOR THOSE STUDENTS WHO IT'S ALREADY AFFECTED.

>> THANK YOU. FENTANYL HAS OBVIOUSLY BEEN A BIG CONCERN IN THIS COUNTY FOR A WHILE.

I KNOW THAT THERE ARE ADDICTIVE SERVICES, CORRECT?

>> YES.

>> THAT ARE INCLUDED IN THE SERVICE.

IN THE ROLE OF HAYS CISD IN HIRING A CLINICIAN, WE DO HAVE HAVE A LARGE ROLE IN APPROVING THIS HIRE, CORRECT?

>> YOU CAN ANSWER.

>> GO AHEAD.

>> YES, SIR. WE WILL BE AT THE TABLE.

OBVIOUSLY, THE PERSON WILL BE WORKING FOR HILL COUNTRY, BUT WE ARE GOING TO HAVE A SEAT AT THE TABLE AND HAVE A SAY IN WHO'S GETTING HIRED.

>> YES, SIR.

>> I ALSO WANT TO ADD ON A FEW THINGS.

WHAT THIS POSITION DOES, IT'S A START.

IT IS SOMETHING THAT WE ARE BEING PROACTIVE RATHER THAN REACTIVE.

IS IT ENOUGH? PROBABLY NOT.

BUT IT IS DEFINITELY A START SO WE CAN START GETTING OUR FEET UNDER THE GROUND, SEE HOW THINGS ARE GOING TO WORK.

WE CAN EVALUATE A LITTLE BIT MORE.

BUT BRINGING ON INTERNS, WHICH WE ALREADY USE INTERNS FOR VARIOUS OTHER THINGS, ALLOWS US TO MULTIPLY OUR MANPOWER OUT THERE AND HELP SOME MORE STUDENTS.

BUT REALLY WHAT THIS DOES FOR US, IS IT PROVIDES ACCESS FOR OUR STUDENTS.

RIGHT NOW, WE'RE ALREADY SCREENING BECAUSE THEY ARE THE LOCAL MENTAL HEALTH AUTHORITY, SO THEY'RE GETTING REFERRALS ALREADY.

BUT DUE TO BARRIERS, OUR STUDENTS AREN'T ABLE TO GET THERE, AND SOMETIMES THE WAIT TIMES ARE UP TO SEVERAL WEEKS AND POTENTIALLY EVEN LONGER BEFORE THEY CAN GET TO IT AND POTENTIALLY TRANSPORTATION IS AN ISSUE, SO WE'RE TRYING TO REMOVE ALL THAT AND HAVE THIS CLINICIAN MEET THE STUDENTS WHERE THEY'RE AT.

>> YES, SIR. THANK YOU. ANOTHER QUESTION I HAVE, IF I'M NOT MISTAKEN, I'VE BEEN FOLLOWING THIS, IN THE CITY COUNCIL MEETINGS IN KYLE.

CHARTER SCHOOL KIDS WILL HAVE ACCESS TO THIS, CORRECT?

>> YES.

>> WHAT I MEAN BY THAT IS THIS CLINICIAN GOING TO BE VISITING THOSE CAMPUSES AS WELL OR WILL THEY BE GOING TO, DR. WATSON REMIND ME, THE ROCK HOUSE WAS THE PLACE WHERE THIS CLINICIAN IS GOING TO BE BASED OUT OF, CORRECT?

>> THAT WAS OUR INITIAL PLAN, AND THAT MAY BE STILL WHERE WE'RE AT UNLESS THERE'S A BETTER SPACE THAT WE FIND HERE WITHIN KYLE.

THE CHARTER STUDENTS WOULD BE SEEN AT THE CHARTER CAMPUS.

THEY'RE NOT GOING TO BE COMING TO HAYS CISD TO RECEIVE ANY SERVICES.

>> YES, SIR. THANK YOU. AGAIN, THANK YOU FOR MENTIONING, MA'AM.

IF A KID IS IN BUDA CITY LIMITS.

>> WE'RE NOT GOING TO SAY NO, YOU'RE NOT IN THE CITY OF COLUMBUS, CITY OF KILLEEN, SO WE CAN'T SEE YOU. NO.

>> THANK YOU TO POINTING THAT OUT. I KNOW THE CITY OF KYLE WANTS TO KEEP IT SPECIFICALLY, KYLE, BUT CERTAINLY IT DOESN'T MAKE SENSE FOR ONE CITY TO PAY FOR THE ENTIRE COUNTY, BUT WHAT CAN WE DO TO HELP SPREAD THIS PROGRAM? YOU MENTIONED GRANTS.

>> I THINK MAYBE SOME MORE INTERACTION, MORE CONVERSATIONS WITH MAYBE THE BUDA CITY COUNCIL ABOUT, HEY, WE'VE GOT THIS REALLY NEAT, COOL PROJECT GOING ON IN HAYS.

WE'D LOVE TO EXPAND IT FURTHER.

WE JUST NEED THE FUNDING FOR THE OTHER HALF TIME SALARY.

IT ALSO HELPS TO SAY, WE ALSO HAVE THIS PROGRAM GOING TO DRIPPING SPRINGS AND TO WIMBERLEY THROUGH ANOTHER INITIATIVE, AND THAT POSITION IS HALF TIME,

[02:30:02]

WE ARE LOOKING INTO OTHER FUNDING OPTIONS TO ADD A SECOND PERSON TO HAYS CISD, THAT'S A CASE MANAGER TYPE TO PROVIDE SKILLS BECAUSE NOT EVERYONE NEEDS SPECIFIC TREATMENTS FOR MENTAL HEALTH, BUT SKILLS ON COPING, PREVENTION.

THE HAYS COUNTY HEALTH DEPARTMENT IS GOING TO BE DOING SOME PREVENTION ACTIVITIES AS PART OF THIS PROJECT, SO THOSE WILL BE AVAILABLE, SO A LOT OF THINGS COMING, AND THIS POSITION IS REALLY GOING TO BE COORDINATING THAT, TAKING SOME OF THAT OFF OF THE COUNSELING DEPARTMENT'S SHOULDERS, BEING A SUPPORT FOR THEM AS WELL.

>> THANK YOU. AGAIN, WE'RE A BROAD DISTRICT.

>> YES.

>> WE'RE CONSOLIDATED, AND WE COVER A LARGE AREA, SO TO GET THE MORE STAKEHOLDERS WE HAVE INVESTED, AND I BELIEVE THE CITY OF KYLE 144,000 IS WHAT THEY'RE ALLOTTING TO THIS.

>> YES.

>> THAT CAN GO PRETTY FAST AS YOU KNOW.

[OVERLAPPING]

>> THAT BENEFITS EVERYTHING.

>> YES. WILL THERE BE ANY FUTURE FINANCIAL RESPONSIBILITY FROM THE DISTRICT.

THAT'S ONE THING I WANTED TO ASK BECAUSE THIS IS A YEAR OUT.

>> IT WAS A TWO YEAR, ONE YEAR WITH OPTION FOR SECOND YEAR, DEPENDING ON HOW WELL IT'S GOING AND DEPENDING ON THE NUMBER OF NEEDS THAT WE HAVE AND CAN IDENTIFY.

BUT AGAIN, AT HILL COUNTRY, WE HAVE OTHER PROGRAMS TOO THAT WE ARE TRYING TO INTEGRATE, SO WE CAN CONTINUE THE FUNDING, SO WE HAVE CONTRACTS FOR YOUTH AND ADULT SUBSTANCE USE TREATMENT.

WE HAVE THE MENTAL HEALTH SUPPORT AND SERVICES.

IF SOMEONE HAS MEDICAID OR THEY HAVE INSURANCE AFTER YEAR 1, THAT'S A POSSIBILITY TO HAVE THOSE CONVERSATIONS AROUND LONGEVITY OF THE SCHOOL BASED SERVICES.

BUT RIGHT NOW, IT'S A REALLY UNIQUE COLLABORATION.

A LOT OF SCHOOLS ARE WANTING SCHOOL BASED THERAPISTS AND SCHOOL BASED CLINICIANS.

IT'S A MATTER OF HOW TO FUND THEM WITHOUT HAVING TO CHARGE SOMEONE, OR BILL SOMEONE'S IN INSURANCE COMPANY, OR HAVE THEM ELIGIBLE THROUGH A FINANCIAL QUALIFICATION PROCESS, SO THIS IS REALLY WEIRD.

THE FIRST IN TEXAS TO HAVE A CITY FUND A POSITION FOR THIS.

I HAVE A LOT OF PEOPLE CALLING AND SAYING, HOW DID YOU DO THAT? WE WANT THAT HERE? HOW CAN WE DO THAT? HOW CAN WE GET THAT? IT IS A MODEL WE DON'T HAVE WHERE THE CITY IS ACTUALLY FUNDING SALARY.

MOST OF SUBSTANCE USE PROGRAMS ARE FUNDED THROUGH PRIVATE INSURANCE, MEDICAID, THROUGH FEES, FEE BASED, SO THESE SERVICES ARE AT NO COST TO THE STUDENTS AND THEIR FAMILIES OF THOSE STUDENTS TO SUPPORT THEM.

THANKFULLY TO THE CITY OF KYLE FOR FUNDING THAT.

>> THANK YOU, MA'AM. AGAIN, PLEASE KEEP US UPDATED AS THIS PROGRAM GETS UP AND RUNNING.

>> DEFINITELY.

>> DR. WATSON, THANK YOU FOR YOUR WORK ON THIS. GO AHEAD.

>> I JUST WANTED TO ANSWER YOUR QUESTION ABOUT, IS THE SCHOOL DISTRICT IN THE FUTURE FOR PAYMENTS? CURRENTLY, THAT IS NOT HOW THIS MODEL IS SET UP.

WHAT WE ARE CONTRIBUTING AT THIS POINT IS SPACE AND STUDENTS.

WE'RE THE ONES WITH THE KIDS, AND SO THAT'S WHERE WE WERE BROUGHT INTO THIS PARTNERSHIP BECAUSE WE WANT THIS TO BE A COMMUNITY APPROACH.

MAKE SURE THAT WE'RE TAKING CARE OF OUR KIDS.

>> THANK YOU, BOTH. THANKS TO YOU AND YOUR ORGANIZATION, AND PLEASE KEEP US UPDATED.

>> THANK YOU. WE'VE RESPONDED TO SITUATIONS IN THE DISTRICT AS AN AGENCY FOR WE WERE AT TOM GREEN AND PROVIDED SOME COUNSELING SUPPORT THERE AND OTHER SITUATIONS IN THE 19 COUNTIES WE SERVE FOR INSTANCES THAT OCCUR DISASTER RESPONSE IN SCHOOL DISTRICT TYPE THINGS.

>> THANK YOU SO MUCH.

>> MS. RACKLE.

>> THANK YOU, MS. CISNEROS, AND DR. WATSON FOR PRESENTING AND BRINGING THIS TO US.

ALSO OUR COUNSELING DEPARTMENT MEDITA GONZALEZ.

I KNOW THAT THERE'S BEEN A LOT OF WORK INTO ADDRESSING MENTAL HEALTH AND SUBSTANCE ABUSE AND HOW WE REACH AND HELP OUR STUDENTS.

MANY OF YOU MAY KNOW OR DON'T KNOW.

I LOST MY BROTHER A FEW YEARS AGO TO COMBAT PTSD AND SUBSTANCE ABUSE.

THERE'S ABSOLUTELY NOTHING THAT SPEAKS MORE TO ME THAN THIS CONVERSATION BECAUSE I KNOW THAT SOMETIMES IT'S JUST NOT AVAILABLE.

AS A FAMILY MEMBER, I'VE BEEN THERE, SO I KNOW.

I WANT TO THANK THE CITY OF KYLE FOR MAKING THIS A PRIORITY.

I WANT TO THANK OUR DISTRICT FOR TAKING THAT UP, AND WE KNOW THAT WE'VE HAD A GREAT PARTNERSHIP WITH HILL COUNTRY FOR SOME TIME NOW.

YOU MENTIONED TOM GREEN.

YOU WERE VERY MUCH A PART OF THE TOM GREEN TRAGEDY AND HAVE BEEN SINCE THEN, AND SO WE KNOW OUR PARTNERSHIP IS A GREAT PARTNERSHIP WITH HILL COUNTRY.

A COUPLE OF QUESTIONS THAT I HAVE IS YOU MENTIONED THE SALARY AND I THINK I HEARD IT.

[02:35:05]

>> THE ACTUAL FUNDING IS FOR 144,000.

THE SALARY FOR THE CLINICIAN IS 82,000, AND THEN THERE ARE 34.5% FRINGE ON TOP OF THAT.

THE OTHER COSTS ARE FOR EQUIPMENT, SUPPLIES, MILEAGE REIMBURSEMENT TO USE THEIR VEHICLE TO GO FROM CAMPUS TO CAMPUS, AND THEN ANY OTHER MINOR SUPPLIES THEY MAY NEED.

>> PERFECT. DR. WATSON, MAYBE THIS IS A QUESTION FOR YOU.

HAVE WE HAD A CONVERSATION WITH THE CITY OF UTAH AND SAID, HEY, THIS IS WHERE THE CITY OF KYLE IS GOING.

THESE ARE WHERE THE CONVERSATIONS HAVE BEEN, AND WE'D REALLY LIKE YOU TO BE A PART OF THIS CONVERSATION, TOO.

I SAY THAT BECAUSE I HEAR THAT WE'RE NOT GOING TO TURN KIDS AWAY, EVEN IN UTAH.

BUT I'VE ALSO LISTENED TO THE CITY OF KYLE COUNCIL MEETINGS, AND I HAVE HEARD THAT THERE ARE COUNCIL MEMBERS THAT DO HAVE STRONG OPINIONS ABOUT STUDENTS THAT ARE NOT KYLE STUDENTS RECEIVING THESE SERVICES.

I WANT TO HEAR HOW THAT CONVERSATION IS GOING AND HOW WE'RE REALLY GOING TO ENSURE THAT WE ARE NOT TURNING AWAY ANY KIDS IN HAYS CISD, ESPECIALLY IF THEY ARE IN A DIRE NEED OF HELP.

AGAIN, IF YOU'LL JUST TOUCH ON THAT BECAUSE, AGAIN, I'VE BEEN LISTENING TO THE MEETINGS AND THERE ARE SOME CONCERNS FROM THEM.

>> NO, AND WE NEED TO VALUE THE CITY OF KYLE AS THEY'RE THE ONES PAYING THE BILL.

WHAT LISA'S REFERRING TO, WE'RE GOING TO SCREEN ALL THE STUDENTS JUST AS WE WOULD.

THE ACTUAL TREATMENT MAY BE REFERRED BACK OUT OR THROUGH HILL COUNTRY ANOTHER WAY.

THERE ARE GOING TO BE SOME LOGISTICAL THINGS TO WORK THROUGH, AND CONVERSATIONS WITH THE CITY OF UTAH.

I HAVE NOT BEEN IN ANY DIRECT CONVERSATIONS AT THIS POINT.

I DO KNOW THAT THE CITY OF KYLE WAS IN SOME CONVERSATIONS, AND WE'RE JUST NOT THERE YET, AND WE'VE BEEN FOCUSING ON GETTING THIS PORTION DONE FIRST, AND THEN WE WERE PLANNING ON REACHING BACK OUT.

WE WANTED TO GET THIS ROLLING A LITTLE BIT.

WE KNOW THAT THERE WERE SOME OTHER OPTIONS FOR FUNDING THAT LISA WAS REACHING OUT FOR, AS SHE MENTIONED EARLIER, WE'RE CLOSE.

WE HAVE A HALF A SALARY LEFT TO BE ABLE TO MAKE THAT WORK.

THAT'S GOING TO MAKE THAT CONVERSATION A LITTLE BIT MORE PLAUSIBLE.

BUT AT THIS POINT, MOST OF OUR EFFORTS HAVE BEEN WITH THE CITY OF KYLE SINCE THEY REACHED OUT TO US AND TO START THIS.

>> IT TAKES A VILLAGE, AND IT'S GOING TO TAKE ALL OF US.

IT CAN'T JUST BE THE CITY OF KYLE.

IT'S GOING TO HAVE TO BE THE CITY OF UTAH.

IT'S GOING TO HAVE TO BE HAYS COUNTY.

IT'S GOING TO HAVE TO BE EVERYBODY THAT HOUSES HAYS.

>> THAT'S WHAT I WAS GOING TO SAY AS WELL.

HAYS COUNTY IS ALSO A PART OF THIS, AND THAT THEY ARE PROVIDING.

>> THEY'RE PROVIDING PREVENTION.

THEY'RE ALSO PROVIDING OUTREACH AND DEFINITELY REFERRALS AS WELL FROM THE COUNTY AREA.

THEY JUST DO NOT HAVE BUDGETARY MONEY AT THE MOMENT, BUT NOT TO SAY THEY MAY NOT IN THE FUTURE.

I MEAN, THEY'RE INVOLVED AT THE SAME LEVEL.

>> AND THEN, LET'S SEE.

YOU MENTIONED WHERE THEY WERE GOING TO BE HOUSED.

CAN WE BE PROVIDED A COPY OF THAT MOU TO SEE? WE HAVE NOT, I HAVEN'T SEEN IT.

IS THAT OKAY? PERFECT. THEN YOU MENTIONED.

>> I WAS JUST SAYING, WE'LL GIVE YOU A COPY OF IT BECAUSE THERE'S NO EXPENSE FROM THE DISTRICT.

IT'S ONE THAT DOESN'T COME TO THE BOARD, BUT WE'LL CERTAINLY GIVE YOU A COPY.

>> ABSOLUTELY. SINCE THIS IS NEW AND NEW TO THE DISTRICT, I'M JUST CURIOUS WHAT THAT RELATIONSHIP LOOKS LIKE AND WHAT THAT MOU LOOKS LIKE.

SINCE WE'RE GOING TO POTENTIALLY HOPEFULLY DO THIS WITH OTHER ENTITIES, CITY OF UTAH.

LISTEN. AND SO YOU ALSO MENTIONED THE HIRING OF THE CLINICIAN.

WHO'S ALL SITTING AT THAT TABLE? WHAT DOES THAT TABLE LOOK LIKE?

>> THAT TABLE IS, I'M ON THE TABLE AS THE DIRECTOR OF CLINICAL SERVICES.

WE ALSO HAVE DR. WATSON AND MARITA.

ONE OF THEM OR BOTH, BUT THEY'RE ALL GETTING THE APPLICATIONS.

WE HAVE CITY OF KYLE HAS JULIE AND ROSIE BETWEEN THOSE TWO.

SOMEONE WILL SERVE ON THAT, AND THEN OUR DIRECTOR OF BEHAVIORAL HEALTH ASHLEY HAS OPTION.

SHE'LL BE INVITED TO ALL OF THOSE AS WELL.

BUT IT WILL BE A TEAM OF US LOOKING AT THOSE APPLICATIONS AND INTERVIEWING.

[02:40:04]

>> WITH THE CITY COUNCIL MEMBER?

>> NO.

>> NO. I DON'T BELIEVE IT'S GOING TO BE A CITY COUNCIL MEMBER.

I BELIEVE THAT IT'S GOING TO BE EMPLOYEE OF THE CITY.

>> PEOPLE THAT ARE DIRECTLY CONNECTED AND UNDERSTAND THIS CONCEPT. PERFECT.

>> OBVIOUSLY, THE CITY OF KYLE PAID FOR THE POSITION.

IN ALL OF OUR WORK, WE'VE BEEN WORKING WITH EMPLOYEES OF THE CITY TO BRING THIS FORTH, AND THEY BROUGHT THAT FORTH TO THE CITY OF KYLE LIKE WE BROUGHT THIS FORTH TO YOU.

>> WONDERFUL. YOU SAID IT EARLIER.

WE CAN ALWAYS DO MORE, AND WE KNOW THAT WE NEED TO, AND WE KNOW THAT IT TAKES A COLLECTIVE EFFORT.

MENTAL HEALTH IS, WE JUST DON'T DO ENOUGH.

THE STATE OF TEXAS IS TERRIBLE WHEN IT COMES TO PREACH.

AS MRS. OROSCO WOULD SAY, 1,000%, AND I APPLAUD YOU, AND I THANK YOU FOR MAKING THIS AN INITIATIVE.

THANK YOU FOR BEING A PARTNER TO HAYS CISD.

>> WELCOME.

>> WE CAN'T EDUCATE KIDS IF THEY'RE NOT OKAY.

>> NO, AND I SHARE OFTEN.

I'VE HAD FOUR KIDS GRADUATE FROM THE HAYS CISD SCHOOL DISTRICT DATING BACK TO, I DON'T KNOW THE 1990S.

I'VE HAD FAMILY IN THE SCHOOL DISTRICT SINCE KYLE ELEMENTARY WAS A HIGH SCHOOL.

AT LEAST I'VE BEEN AROUND SINCE 1984 LIVING HERE IN CITY OF KYLE HAYS SCHOOL DISTRICT.

I'M LONG TIME OVERDUE.

KIDDO WHO HAD SUBSTANCE USE, DIFFICULTIES AND MENTAL HEALTH ISSUES.

IT WAS QUITE A ROCKY ROAD, AND SO TO HAVE THIS AND SEE THIS COME TO FULL FRUITION FOR ME IS JUST SO REWARDING TO THINK, OH MY GOSH, WE'RE FINALLY DOING SOMETHING IN OUR SCHOOL DISTRICT IN THE CITY OF KYLE.

>> AMEN. WELL, THANK YOU VERY MUCH FOR YOUR WORK AND THANK YOU DR.

WATSON AND THE ENTIRE TEAM THAT TOOK PART IN THIS.

I LOOK FORWARD TO HEARING MORE INFORMATION, AND I REALLY LOOK FORWARD TO HEARING HOW THE CITY OF UTAH IS GOING TO STEP UP AND HELP US OUT HERE. THANKS.

>> DEFINITELY. THAT'S THE BEST WAY YOU CAN SUPPORT IT.

>> AWESOME. THANK YOU SO MUCH TO THE CITY OF KYLE FOR PAVING THE WAY FOR THIS.

I DIDN'T REALIZE IT WAS SOMETHING OTHER PLACES HADN'T DONE BEFORE.

I WILL SAY I MADE THE MISTAKE OF LISTENING TO THE CITY COUNCIL MEETINGS AS WELL, AND IT DIDN'T SOUND LIKE THEY WERE AS EXCITED AS WE ARE ABOUT THIS, BUT I WASN'T EVEN SURE WE WERE GOING TO GET TO THIS POINT.

THEY'VE EXECUTED THE MOU, THE POSITION IS POSTED, SO THEY GOT THROUGH.

>> THE COUNCIL MEMBER WHO HAD A PROBLEM WITH IT ACTUALLY THANKED US AND RECOGNIZED HOW IMPORTANT IT WAS.

>> PERFECT. WELL, THAT'S GOOD TO KNOW.

WE ARE DOING SOME OTHER THINGS.

I KNOW THE KEYSTONE PROGRAM, I THINK STILL HAVE DR. WRIGHT.

IT'S A LITTLE BIT DIFFERENT, BUT WE HAVE SOME THINGS IN PLACE.

KEYSTONE IS A LITTLE BIT DIFFERENT IN THAT THEY COME TO THE SCHOOL AND THEY CHARGE THE INSURANCE, BUT THEY MAKE IT VERY SEAMLESS AND EASY.

LIKE WHAT YOU WERE SAYING BEFORE, THE BARRIERS OF JUST HAVING TO LEAVE CAMPUS AND MISSING CHEMISTRY EVERY OTHER WEEK OR WHATEVER THAT IS.

THAT'S A BIG THING, TOO, AS YOU PROBABLY KNOW.

I HOPE IT SOUNDS LIKE WE'RE COLLABORATING WITH COMMUNITIES AND SCHOOLS OR REFERRALS, BUT KEYSTONE MAY BE ANOTHER ONE THAT YOU NEED TO TALK TO AND THINK ABOUT.

THERE'S A GIANT BUG ON MY PAPER.

SORRY, AND NOW FLYING AROUND ME.

THE OTHER THING I WAS GOING TO SAY IS ON THE MARKETING SIDE.

WE ARE PRETTY GOOD HERE AT HCISD, AND BY WE, I MEAN, TIM SAVOY WITH MARKETING CAMPAIGNS AND MESSAGING.

I WOULD ASK NICELY IF MAYBE YOU WILL COLLABORATE WITH OUR COMMUNICATIONS DEPARTMENT ON ANY MARKETING MATERIALS THAT GO OUT TOWARDS STUDENTS.

>> THEY'RE ON THE LIST OF WHO'S GOING TO BE HELPING WITH THAT.

>> PERFECT.

>> I'VE SET THE COMMUNICATION.

>> I LOVE THAT YOU HAVE A MARKETING TEAM BECAUSE TIM HAS PLENTY TO DO ALREADY.

BUT CERTAINLY HAVING HIS APPROVAL WOULD PROBABLY MAKE THIS TEAM FEEL GOOD.

>> CERTAINLY.

>> THAT WAS IT. THANK YOU SO MUCH.

>> YOU'RE WELCOME. THANK YOU.

>> EXTRAORDINARILY PLEASED THAT WE'RE GOING TO DO THIS.

I THINK THIS NUMBER WAS ON THERE, BUT IS THE GOAL TO HAVE 100 STUDENTS BE SEEN?

>> FIRST YEAR, 100.

>> FANTASTIC. THANK YOU.

>> MS. OROSCO.

>> YOU SAID YOU HAD 100 UNDUPLICATED STUDENTS THAT YOU WANT TO SEE IN THE FIRST YEAR?

>> YES. THAT MEANS BETWEEN AS SOON AS WE HIRE SOMEONE AND THROUGHOUT EVEN THE SUMMER.

WE'RE GOING TO NOT TURN THEM AWAY DURING THE SUMMER IF WE'RE ALREADY SEEING THEM.

SERVICES WILL CONTINUE THROUGHOUT THE SUMMER.

BUT, YES, THAT'S OUR GOAL.

>> IS THAT CALENDAR YEAR OR ACADEMIC YEAR.

[02:45:03]

>> ACADEMIC YEAR.

>> THEN YOU TALKED ABOUT THOSE 100 SLOTS.

BUT I'M WONDERING HOW MANY OF THOSE SLOTS WILL BE DEDICATED JUST TO HAYS CISD SINCE YOU ARE SERVING A CHARTER SCHOOL?

>> WE HAVE NOT HAD A COMMITMENT FROM THE CHARTER SCHOOL.

WE'VE REACHED OUT TO THEM, AND WE'RE STILL TRYING TO COMMUNICATE WITH THEM ABOUT HOW TO BEST WORK WITH THEM, AND WE WILL CONTINUE TO DO SO.

BUT AS OF RIGHT NOW, THAT THEY HAVE NOT RESPONDED TO OUR COMMUNICATION OUTREACH ATTEMPTS TO THEM, SO WE'LL CONTINUE.

BUT ALL 100 OF THOSE SLOTS, HONESTLY, I THINK WE'LL PROBABLY SEE MORE THAN 100.

I DON'T WANT TO SAY WE'RE LIMITED TO 100.

OUR GOAL IS 100.

WE WANT TO SEE AS MANY STUDENTS AS WE CAN.

>> BECAUSE I'M NOT ABOUT THE CHARTER SCHOOL LIFE.

I WANT TO MAKE SURE WE TAKE CARE OF THE STUDENTS IN HAYS CISD.

WE HAVE OVER 24,000 STUDENTS HERE, AND THERE'S A LOT OF NEED, AND WHEN IT COMES TO MARKETING, I DON'T EVEN KNOW IF WE NEED MARKETING REALLY BECAUSE THERE IS A WAIT LIST OF STUDENTS TO BE SEEN, THAT'S GREAT THAT YOU'RE DOING MARKETING, BUT I THINK THAT WILL FILL VERY QUICKLY.

ALSO, GO AHEAD, DR. WATSON.

YOU'RE DYING TO SAY SOMETHING.

>> NO, I JUST WANT TO REITERATE. IT'S NOT SLOTS.

THAT WAS THE GOAL THAT WAS SET FORTH THAT THEY FELT THE PROGRAM WOULD BE SUCCESSFUL IF WE SAW 100.

AND WORKING WITH ANTHONY WHO ALSO WORKS FOR HILL COUNTRY MHDD.

THEY SET UP A PROGRAM.

IT WASN'T FUNDED QUITE THE SAME, BUT IN ANOTHER COUNTY SOUTH OF HERE, AND THEY WERE EXPECTING ABOUT 100, AND THEY HAD 435 THEIR FIRST YEAR, AND THAT WAS SET UP IN A CHURCH.

>> THAT'S WHAT I'M THINKING, THAT THE NUMBERS ARE GOING TO BE A LOT GREATER.

I JUST DON'T WANT OUR STUDENTS TO BE TURNED AWAY, SO I WANT TO MAKE SURE THAT'S TAKING CARE OF.

NOW, WHAT IS THE FREQUENCY? I KNOW IT DOES VARY DEPENDING ON THE TREATMENT PLAN, BUT WHAT FREQUENCY ARE WE LOOKING AT? IS IT 100 STUDENTS IS THE GOAL ONE TIME TO SEE THEM, OR WHAT DOES THAT LOOK LIKE? TALK TO ME A LITTLE BIT ABOUT THAT.

>> THE WAY THAT WE ENVISION IT WORKING IS THE WAY WE'RE ALREADY PROVIDING SERVICES OUT OF OUR CLINIC AND THAT ASSESSMENT SCREENING WILL BE DONE, WHAT IS THE STUDENT NEED, WHAT ARE THEIR FAMILY NEEDS, AND THEN TRYING TO INITIATE HOW MUCH WE CAN GET DONE IN THE LESS AMOUNT OF TIME.

PROBABLY A WEEKLY INDIVIDUAL.

WE'RE HOPING THAT WE CAN GET SOME OF THEM IN GROUPS SO THEY CAN REALLY WORK TOGETHER.

BUT THAT'S GOING TO DEPEND ON WHERE THE PATTERNS OF THOSE REFERRALS ARE COMING FROM.

WE CAN'T MIX HIGH SCHOOL AND MIDDLE SCHOOL STUDENTS, AND SO KEEPING THOSE NUMBERS OF WHERE THE PATTERNS ARE SO THAT WE CAN DO SOME GROUP ACTIVITIES AS WELL.

IT'S PROBABLY MOST OF OUR RESULTS FROM KIDDOS IN 6-8 SESSIONS, WHETHER THAT'S WEEKLY OR EVERY OTHER WEEK.

IN THE BEGINNING, WHEN THERE'S NOT A LOT, WE CAN REALLY ROLL OUT THOSE WEEKLY, MAYBE TWO TIMES A WEEK IF THEY NEED THAT MORE INTENSE, SO THAT BY THE TIME THOSE OTHER REFERRALS START TO COME IN, THEY'RE STARTING TO TAPER DOWN A LITTLE BIT, AND SO HOPEFULLY THEY WON'T ALL COME AT ONE TIME.

WE'LL GO TO PLAN B. I MAY BE OVER THERE TRYING TO HELP OUT, BUT WE'LL GO TO PLAN B JUST TO GET THEM SEEN.

IT'S REALLY GOING TO DEPEND ON WHERE THEY ARE AND WHAT COMMITMENT THEY HAVE.

ARM REDUCTION IS PRIORITY.

ABSTINENCE IS SECONDARY TO, IF THEY'RE GOING TO USE, THEY DO IT SAFELY.

THAT EDUCATION PIECE REALLY THERE.

>> THANK YOU. THEN, DR. WATSON, IF YOU CAN PROVIDE US MAYBE QUARTERLY INFORMATION ON WHAT THOSE NUMBERS LOOK LIKE, HOW MANY OF OUR STUDENTS ARE BEING SEEN.

I THINK THAT WOULD BE GOOD INFORMATION TO HAVE.

THANK YOU SO MUCH.

>> YOU'RE WELCOME. IN TEXAS STATE, WE'RE ALSO TALKING WITH TEXAS STATE ABOUT DOING THAT EVALUATION PIECE THAT THEY'RE DOING WITH WIMBERLY AND DRIPPING SPRINGS TO ROLL THAT INTO HAYS DATA, AND SO WE'RE TALKING ABOUT HOW THAT MIGHT LOOK FOR HAYS AS WELL.

>> MS. ENOS, THANK YOU FOR BEING HERE.

THANK YOU FOR THIS INFORMATION.

DR. WATSON, YES, THANK YOU FOR HELPING TO MAKE SURE WE HAVE A SEAT AT THE TABLE.

CITY OF KYLE, THANK YOU FOR BEING INNOVATIVE AND WANTING TO REACH STUDENTS.

I WAS GOING TO ASK THE SAME QUESTION MS. OROSCO ASKED ABOUT JUST MAKING SURE THAT THE NUMBER OF STUDENTS SEEN FOR HAYS CISD IS WE'RE NOT GOING TO CAP THE NUMBER OF STUDENTS.

THE MONEY IS NOT SPENT OR THE SALARY IS NOT SPENT BASED ON A NUMBER OF STUDENTS.

IT IS JUST YOUR AVAILABILITY.

>> THAT'S OUR MINIMUM ACTUALLY.

>> CORRECT. THANK YOU FOR CLARIFYING THAT. I DO.

YES, I WOULD JUST SEE SOME USAGE METRICS WITHOUT VIOLATING ANY IPA OR ANYTHING OF THAT SORT.

TEAM, AGAIN, THANK YOU.

[02:50:03]

>> THANK YOU.

>> WE'RE GOING TO GO BACK TO OUR ACTION ITEMS.

[N.3. Consideration and possible approval of Class Size Waiver(s) for K-4 Capacity Incentive]

>> THE CONSIDERATION AND POSSIBLE APPROVAL OF THE CLASS SIZE WAIVERS FOR K4 CAPACITY INCENTIVE.

THAT'S OKAY MS. CORSON, AND I WAS ALSO GETTING THE SUBJECT.

>> MY APOLOGIES. I WAS DEEP IN THOUGHT.

MR. PRESIDENT, MEMBERS OF THE BOARD, AND SUPERINTENDENT, DR. WRIGHT, I COME BEFORE YOU BECAUSE OF THE NEED OF GETTING THE REQUEST FOR A CLASS SIZE EXCEPTION FOR CLASSROOMS IN PRE K THROUGH FOUR EXCEEDING 22 STUDENTS.

NOW, WE DO HAVE A 12-WEEK PERIOD IN WHICH ALL SCHOOL DISTRICTS ARE PROVIDED SOME FLEXIBILITY BECAUSE OF THE USUAL MOBILITY OF STUDENTS DURING THAT TIME.

BUT AS WE ARE MOVING OUT OF THE 12-WEEK PERIOD, IT IS NOW NECESSARY FOR US TO GO AHEAD AND SUBMIT THAT REQUEST FOR A CLASS SIZE EXCEPTION.

AND WE ARE BRINGING THIS BEFORE YOU FOR FOUR CLASSES AT ELM GROVE ELEMENTARY SCHOOL, SECOND GRADE, KATHLEEN MADDEN, WHO IS NOW AT 23-1 ELK GROVE ELEMENTARY SCHOOL, GRADE 2, SARAH MARSHALL, ALSO AT 23-1, CAMINA RIAL ELEMENTARY SCHOOL, GRADE 1, NANCY LUPACA, 23-1 IN CAMINA RIAL ELEMENTARY SCHOOL, GRADE 1 DIANA RENDON, 24-1.

IN THESE CASES, THESE ARE FOLKS WHO APPLIED FOR AND WERE ELIGIBLE FOR THE K4 CAPACITY, WHICH THE BOARD APPROVED LAST YEAR, AND IT HAS BEEN A GREAT TOOL FOR US.

IT REMAINS COMPLETELY VOLUNTARY, TEACHERS WHO ARE NOT COMFORTABLE WITH TAKING ON EXTRA STUDENTS FOR THE YEAR, IN LIEU OF HIRING A TEACHER ARE NOT FORCED TO DO SO DURING THE YEAR.

THESE CLASSES, THESE TEACHERS, THE STUDENTS WERE REVIEWED BY THE PRINCIPAL, AS WELL AS THE DAO, AS WELL AS THE CHIEF ACADEMIC OFFICER TO ENSURE THAT THOSE CLASSROOMS WERE INSTRUCTIONALLY SOUND.

AND I APPROVED THOSE FOR K4 CAPACITY SUPPLEMENTAL PAY AND NOW BRING THIS BEFORE YOU FOR CONSIDERATION AT THE NEXT MEETING FOR APPROVAL ON WAIVERS.

THE DUE DATE TO SUBMIT THOSE REQUESTS TO TEA IS NOVEMBER 1ST.

>> THANK YOU, MS. CORSON. I'M LOOKING LEFT, MS. ROSCO.

>> THANK YOU, MS. CORSON. CAN YOU PROVIDE A LIST OF EVERYBODY WHO RECEIVED SUPPLEMENTAL PAY FOR THE FIRST NINE WEEKS?

>> THE SUPPLEMENTAL PAY FOR?

>> IF THEY WERE OVER THE AMOUNT.

>> THESE ARE THE INDIVIDUALS WHO WERE APPROVED FOR THE K4 CAPACITY AND ARE THEREFORE RECEIVING THE SUPPLEMENTAL PAY IN LIEU OF HIRING A FULL TIME TEACHER.

>> SO I KNOW THAT THERE WAS OTHER TEACHERS THAT DID HAVE OVER CAPACITY FOR THE FIRST NINE WEEKS THAT DID NOT SIGN SAYING THEY WANTED STUDENTS IN THEIR CLASS.

BUT WE WERE IN THE HIRING PROCESS.

SO I JUST WANT TO MAKE SURE THAT ANYONE WHO HAD OVER THE AMOUNT FOR THE FIRST NINE WEEKS DID RECEIVE THE SUPPLEMENTAL PAY.

I DON'T WANT TO BE VERY MACHIAVELLISH OF BECAUSE THEY DIDN'T SIGN OFF.

BECAUSE I KNOW I FORWARDED SOME INFORMATION TO YOU, DR. WRIGHT? SO THAT HAS BEEN HANDLED. SO THESE ARE THE ONLY ONES WHO ARE RECEIVING SUPPLEMENTAL PAY?

>> NO, SAYING WE ARE BEING VERY MACHIAVELLISH, BECAUSE THAT'S THE WHOLE REASON WE WENT INTO THIS IS SO THAT IF WE POSTED A POSITION, WE DON'T PAY BECAUSE ANYONE HAS THE OPPORTUNITY TO SIGN UP FOR THIS, IF THEY CHOOSE NOT TO, THEN I MEAN, THEY'RE JUST TAKING ON THE EXTRA PERSON UNTIL SUCH TIME AS WE HIRE, AND THEN WE SPREAD THAT OUT BECAUSE THAT DEFEATS THE PURPOSE OF HAVING THIS IF WE'RE NOT GOING TO HAVE PEOPLE TO SIGN UP AND UTILIZE A SERVICE.

>> I DON'T THINK THAT WAS EVER THE INTENT THAT WE HAVE 28 KIDS IN A CLASS, AND WE DON'T PAY A TEACHER FOR KEEPING THOSE 28 KIDS IN A CLASS BECAUSE THEY DIDN'T SIGN THE PAPERWORK BECAUSE THEY DID NOT AGREE TO HAVE THOSE STUDENTS.

SO I THINK IN THE SPIRIT OF WHAT WE WERE DOING AND WHY WE WERE DOING IT,

[02:55:06]

SO I'LL LET YOU ALL LOOK AT THAT AND TAKE CARE OF THAT, BUT I WANT A LIST OF EVERYBODY WHO IS OVER.

IF THEY WERE OVER FOR THE FIRST NINE WEEKS, EVERYBODY WHO IS RECEIVING SUPPLEMENTAL PAY.

AND HOPEFULLY, THAT IS ALIGNED. THANK YOU.

>> ANY OTHER QUESTIONS ON THE LEFT? COMING OVER TO THE RIGHT. MS. PETRIE.

>> I MEAN, I WOULD THINK, MS. ROSCO, IF THEY WERE OVER NOW, THEY WOULD HAVE TO BE ON THIS LIST.

SO THE FIRST NINE WEEKS. GOT YOU.

I'M IN SUPPORT OF THIS.

MY ONLY CONCERN IS SO ELK GROVE HAD A LOT OF MOVEMENT AND LOST SOME TEACHERS OVER THE SUMMER, AND IT FEELS KIND OF EARLY TO HAVE ALREADY BE HERE WHEN I KNOW THAT THEY WERE FORCED TO LOSE SOME TEACHERS.

LIKE YOU SAID, THESE ARE VETERAN TEACHERS.

THEY KNOW WHAT THEY'RE DOING, AND THEY'RE DOING GREAT, AND I KNOW WE'RE TRYING TO SAVE MONEY.

BUT I MAY JUST ASK A QUESTION ABOUT HOW MANY STAFF WE LOST AT ELMGROVE, PRIOR TO THIS HAPPENING BECAUSE I'M ALMOST POSITIVE.

I THOUGHT SECOND GRADE WAS ONE OF THE ONES THAT LOST, BUT MAYBE I'M WRONG ABOUT THAT. MAYBE THEY JUST MOVED AROUND.

>> SURE. I'LL FOLLOW UP WITH YOU.

>> ANY OTHER QUESTIONS TO THE RIGHT? OKAY. ALL RIGHT.

TEAM. MS. CORSON, THANK YOU SO MUCH.

THAT TAKES US DOWN TO ITEM N4,

[N.4. Consideration and possible approval of the District Improvement Plan for the 2024-2025 School Year]

PRESS THE MICROPHONE, THE LITTLE PERSON, THERE YOU GO. YEAH. YOU'RE CLEAR.

>> HERE WE GO. PRESIDENT VELA, DR. WRIGHT, MEMBERS OF THE BOARD, THANK YOU FOR THE OPPORTUNITY TO BRING TO YOU THE 24/25 DISTRICT IMPROVEMENT PLAN.

I DID NOT PREPARE A PRESENTATION.

I DON'T USUALLY.

JUST TO WALK THROUGH HOW DID WE GET HERE? SO EACH SPRING, WE START THE NEEDS ASSESSMENT PROCESS WITH OUR DISTRICT LEADERSHIP TEAM THAT'S MADE UP OF STAFF, COMMUNITY MEMBERS, PARENTS.

WE ALSO GATHER INPUT FROM THE CNI TEAM.

AND THEN AS WE GET TO THE END OF THE YEAR, WE ACTUALLY DO A FINAL SUMMIT OF ASSESSMENT ON OUR DISTRICT IMPROVEMENT PLAN FROM THAT YEAR.

THAT ALSO GOES INTO THE NEEDS ASSESSMENT THAT TELLS US, HOW DID WE DO? WHAT DO WE NEED TO DO DIFFERENTLY? OVER THE SUMMER THEN, THE CNI TEAM, ALSO, OUR CHIEF COMMUNICATION OFFICER, CHIEF SAFETY 0FFICER, CHIEF HUMAN RESOURCE OFFICER, THEY ALSO EVERYBODY BEGINS LOOKING AT THEIR STRATEGIES FROM THE PRIOR YEAR, AND THEN WE MAKE UPDATES.

WE TAKE THIS BACK TO THE DISTRICT LEADERSHIP TEAM.

THEY HAVE THE OPPORTUNITY THEN TO REVIEW AND GIVE INPUT.

AND NOW THIS IS YOU FOR YOUR REVIEW AND YOUR INPUT. YOU HAVE QUESTIONS.

>> THANK YOU, MA'AM. I WILL LOOK TO MY LEFT, ALL RIGHT, MR. SIEBEL.

>> THANK YOU, MS. TORRES FOR PRESENTING.

I KNOW THERE'S A LOT OF WORK THAT GOES INTO THESE.

I KNOW HOW MUCH TIME AND EFFORT IT TAKES TO PUT TOGETHER THIS DOCUMENT AND THINKING STRATEGICALLY ABOUT EVERY SINGLE GOAL AND INITIATIVE THAT WE'RE GOING TO FOCUS ON FOR THE SCHOOL YEAR.

SO I THANK YOU AND YOUR TEAM FOR PUTTING IT TOGETHER.

I MEAN, THIS TO ME, IS THE HOLY GRAIL FOR THE YEAR FOR US AS A DISTRICT, IS WHAT WE WANT TO DO AND HOW WE'RE GOING TO MOVE STUDENTS BECAUSE THE PRIMARY FOCUS IS, ACADEMICS.

THERE'S A LOT MORE THAN JUST THE ACADEMICS IN YEAR.

BUT HOW DO WE GET THERE WHERE WE WANT TO NEED OUR KIDS TO BE? AND SO I MEAN, START WITH MATH, TO ME, THERE'S SOME THINGS.

ACTUALLY, I'LL START WITH THIS QUESTION.

SO WHEN WE LOOK AT MAP DATA ON MATH AND WE LOOK AT THE PERCENTAGES THAT ARE IN THERE.

CAN YOU JUST EXPLAIN THE MAP DATA AND WHAT THOSE PERCENTAGES MEAN?

[03:00:02]

>> YES, I'M GOING TO LOOK TO DERREK MCDANIEL.

>> THANK YOU FOR THAT QUESTION. SO THE NUMBER THAT YOU SEE IS THE PERCENTAGE OF STUDENTS AT THE MEDIAN OR THAT TEST.

IT'S A NORM REFERENCE TEST, WHICH IS DIFFERENT THAN A CRITERION REFERENCE.

SO WE'RE COMPARING OUR STUDENTS TO EVERYONE ACROSS THE NATION.

THE NUMBER IS THE MEDIAN FIFTH PERCENTILE.

>> YEAH, I JUST WASN'T SURE IF IT WAS STATE NATIONALLY.

>> IT'S NATIONAL. THAT'S ALL THE DATA THAT MAP HAS IS GOING TO BE AT THE NATIONAL LEVEL.

>> AND I KNOW SOME PLCS ARE JUST EMBEDDED INTO THE CULTURE OF OUR DISTRICT NOW. IT'S A NEWER THING.

NOW IT'S EVERYBODY OLD NEWS NOW.

ATTENDANCE GOALS, POST COVID WORLD, OBVIOUSLY, IT'S A MAIN FOCUS FOR US BECAUSE I MEAN, OBVIOUSLY THE FINANCIAL SET OF.

BUT TO ME, NOW, POST COVID, I THINK I DON'T KNOW, MY FAMILY, I CAN JUST SPEAK FOR MY OWN PRIORITY SHIFTED AND HOW WE VIEW THE IMPORTANCE OF BEING IN SCHOOL, AND FOR US, WE PLACE A HIGH VALUE ON HOW WE CONTINUE TO PLACE THAT VALUE IN MAKING SURE THAT WE REITERATE THAT TO OUR FAMILIES.

IT'S GETTING LATE. AND MAKING SURE THAT WE SHARE WITH THEM THAT BEING IN SCHOOL IS THE BEST WAY FOR THE STUDENTS TO LEARN, AND THEY CAN'T JUST PICK THIS UP BECAUSE WE HAVE SO MANY ONLINE PROGRAMS NOW.

I THINK WE HAVE THIS FALSE SENSE OF SECURITY THAT OH, WELL, I CAN JUST PICK THAT UP BY LOOKING AT THIS ONLINE THING IN TUTORIAL, AND I THINK IT DEVALUES THE WORK THAT OUR EDUCATORS DO IN THE CLASSROOM, AND SO TRYING TO HIT THAT MESSAGE HOME AND ATTENDANCE, ALL THAT.

SO ARE THERE ANY FORMATIVE ASSESSMENTS AS WE GO THROUGH THE AFFIRMATIVE UPDATES THROUGHOUT THE YEAR? IS IT JUST ASSERTIVE AT THE END?

>> THERE ARE FORMATIVE ASSESSMENTS OR FORMATIVE UPDATES.

SO AT THE END OF EACH NINE WEEKS, WE DO A FORMATIVE UPDATE.

HOW ARE WE PROGRESSING ON WHAT WE SAID WE WOULD DO?

>> GREAT. I DON'T REALLY HAVE ANYTHING ELSE.

I JUST KNOW THAT THIS IS A TON OF WORK, AND THERE'S A LOT OF REALLY GREAT GOALS, AND THIS IS OBVIOUSLY POSTED ON A DISTRICT WEBSITE, IS THAT CORRECT?

>> IT WILL BE.

>> IT WILL BE RIGHT ONCE WE APPROVE IT OBVIOUSLY.

SO I MEAN, I JUST ENCOURAGE ANYBODY THAT REALLY WANTS TO KNOW WHAT ARE WE ACTUALLY FOCUSING ON THIS YEAR? THIS IS IT HERE. SO THANK YOU.

>> MS. ROSCO.

>> YES, THANK YOU. I'M REALLY EXCITED FOR STRATEGY 13.

I KNOW I BRING UP GIFTED AND TALENTED EVERY YEAR.

SO I'M GLAD THAT IT IS CORRECT ON HERE WITH STUDENTS RECEIVING SERVICES THE SAME YEAR THAT THEY ARE IDENTIFIED INSTEAD OF WAITING A WHOLE OTHER YEAR TO GET SERVICES.

SO YEAH, OUR BOARD DID A GREAT JOB OF MAKING SURE THAT THAT HAPPENED.

I HAD A QUESTION ABOUT STRATEGY 15, WHICH IS SPECIAL EDUCATION.

I WOULD THINK MAYBE WE NEED TO INCORPORATE SOME MORE INTO THAT STRATEGY IN REGARDS TO WHERE WE'RE AT AND THE QUESTIONS AND COMMENTS AND CONCERNS THAT HAVE COME UP.

I THINK SOMETHING SHOULD BE INCORPORATED IN THERE TO ADDRESS SOME OF THAT.

SO THAT IS MY SUGGESTION FOR STRATEGY 15.

AND THEN THE OTHER QUESTION THAT I HAD, AND I'M SORRY, THERE'S DIFFERENT STRATEGY 15 UNDER WHERE IT'S AT?

>> YES. THERE'S ONLY ONE 15.

>> OKAY.

>> GOODNESS.

>> PERFECT. OKAY. AND THEN THE OTHER ONE IS STRATEGY 4, WHICH IS ON PAGE 46 OF OUR UNDER GOAL 2.

THAT IS A REALLY LOFTY GOAL, SAYING THAT YOU WANT THE DISTRICT TO IMPROVE FROM 93.92 BEGINNING OF THE YEAR ATTENDANCE TO A RATE OF 96% ATTENDANCE.

I'M ALL ABOUT LOFTY GOALS, BUT I THINK THAT'S UNREALISTIC AND UNREASONABLE TO WANT TO GO FROM 93.92-96% ATTENDANCE BY MAY 2025.

THAT IS, I DON'T KNOW WHO CAME UP WITH THAT NUMBER, BUT DR. WRIGHT, I KNOW WE CANNOT SUPPORT THAT NUMBER.

I MEAN, REALISTICALLY, THERE'S NO WAY WE CAN GET TO 96%.

AS MUCH AS WE WANT TO TRY SO MAYBE SOMETHING MORE AROUND 94.5 OR 95.

I'LL LET YOU ALL DECIDE THAT, BASED ON DATA.

[03:05:02]

WE WOULD LOVE 96% BECAUSE LIKE MR. VELA HAD ASKED ABOUT HOW MUCH THE FUNDING WOULD BE.

WHAT IS IT, DR. WRIGHT? 1.5 FOR EACH PERCENTAGE POINT, WE WOULD LOVE 96%, IT'S A LITTLE BIT TOO LOFTY.

SO IF YOU ALL CAN REVISIT THAT, I THINK THAT WOULD BE MORE APPROPRIATE.

THAT'S ALL I HAVE. THANK YOU.

>> ANY OTHER QUESTIONS ON MY LEFT? RIGHT, MR. FLORES.

>> AS I LOOK AT THIS DOCUMENT, THERE'S SO MUCH.

ONE THING I DO LOVE ABOUT THIS DISTRICT IS THAT WHEN WE SEE AN ISSUE OR A PROBLEM OR A GAP, WE ATTACK IT.

THE LANGUAGE AROUND MATH, REALLY JUST CREATING A CLEAR AND MEASURABLE GOAL, AND MEASURABLE VISION IS FANTASTIC.

I LOVE HOW THE WORD COHESION IS USED A LOT OR COHESIVE AND JUST CREATING A UNIFORM APPROACH ON WHAT WE'RE GOING TO DO TO CLOSE THAT GAP IN MATH.

THAT'S A BIG GAP THAT EXISTS OBVIOUSLY IN DISTRICTS ACROSS THE STATE, BUT I LOVE THAT.

ONE QUESTION I DO HAVE, IN ADDITION TO AND I COULD ASK OTHER QUESTIONS ON BOARD BLOG IF I HAVE THEM, BUT IN REGARDS TO SPECIAL EDUCATION, THE MOVEMENT OF DYSLEXIA SERVICES TO SPECIAL EDUCATION THIS SCHOOL YEAR, CAN YOU REMIND ME OF WHO WAS HANDLING THOSE SERVICES BEFORE AND THE REASON FOR THE SWITCH TO SPECIAL EDUCATION.

>> DEBBIE BROWN IS OUR DIRECTOR OF ACADEMIC SERVICES WHO HOUSES DYSLEXIA.

THAT IS TRANSITIONING OVER TO SPECIAL ED FOR DYSLEXIA, WHICH WILL BE MELISSA, CORONA AND MICHELLE VELASQUEZ.

I'M NOT SURE WHICH ONE WILL DIRECTLY BE OVERSEEING IT, BUT THEY'LL BOTH BE.

BUT THAT'S AT THE STATE LEVEL OF THAT TRANSITION.

WE'RE RIGHT IN THE MIDDLE AND DEBBIE AND WE'RE TRANSITIONING OVER THEY'VE BEEN TAGGING THIS YEAR.

>> AGAIN, THAT'S ALL I HAVE RIGHT NOW, EVERYTHING ELSE I COULD SUBMIT ON BOARD BLOG.

BUT AGAIN, WHEN IT COMES TO MATH, THAT'S A BIG ONE AND READING THESE, AND I'M WITH [INAUDIBLE] THE GOALS SHOULD DEFINITELY BE BASED ON DATA.

I LOVE LOFTY GOALS AS WELL, BUT I LOVE WHAT YOU ALL DID HERE, AND I'M LOOKING FORWARD TO ACHIEVING ALL THIS.

>> THANK YOU.

>> THANK YOU.

>> ANY OF THE QUESTIONS IS THAT RIGHT? THANK YOU FOR THE PRESENTATION, YOU ALL.

>> THANK YOU.

>> TEAM, WE ARE ON ITEM N5 CONSIDERATION AND POSSIBLE GRANT OF

[N.5. Consideration and possible Grant of a Non-exclusive Permanent Utility Easement and Temporary Access and Workplace Easement for County Line Special Utility District at the Marigold Subdivision near Uhland Elementary School]

TEAM, I'M LOOKING LEFT, DO WE HAVE ANY ADDITIONAL QUESTIONS FOR THIS ITEM? LOOKING RIGHT. MR. CLEAVER, WE'RE GOING TO MOVE ON.

[N.6. Consideration and possible approval of Schematic Designs for 2023 Bond Bid Package 12 Projects and Middle School Renovations and Additions]

AGAIN, I KNOW WE'VE HAD A LOT OF UPDATES, LOTS OF COMMUNICATION, LOTS OF MOVING PIECES, SO I'M GOING TO LOOK TO MY RIGHT TO SEE WHAT QUESTIONS WE MAY HAVE.

LOOKING LEFT. MR. [INAUDIBLE].

>> IT'S BEEN I WAS LIKE A LOT OF LONG PROCESS TO GET TO WHERE WE ARE, FROM WHERE WE STARTED.

I THINK OVERALL, I ADDED ALL UP.

IT LOOKED LIKE WE WERE ABOUT 170 MILLION IN PROJECTS THAT'S ON THIS LIST HERE THAT WE'RE LOOKING AT ORIGINALLY.

NOW AFTER FINALIZING WHAT THE PLANS WERE GOING TO BE, I THINK WE WERE LIKE 208.

>> CAN YOU TELL ME WHICH LIST? BECAUSE THE CURRENT BOND PLAN FOR THE 2025 BOND WAS MORE LIKE A 1.2 BILLION?

>> NO. JUST ON THIS LIST OF THE APPROXIMATELY SO NOT FOR THE HIGH SCHOOLS.

IT WOULD HAVE JUST BEEN THE ELEMENTARY SCHOOLS AND THE SIX MIDDLE SCHOOL CAMPUSES, I BELIEVE.

>> RIGHT NOW, WE HAD A ZOOM MEETING WITH THE COMMITTEE, AND WE'VE IDENTIFIED SOME THINGS THAT WE THINK ARE YESES.

I DIDN'T ADD THOSE ALL UP.

I HAVE THE DOCUMENT HERE.

I CAN ADD THOSE UP FOR YOU WHERE WE THINK ARE SOME EARLY YESES.

>> IT DOESN'T MATTER. THE POINT OF THE QUESTION, THAT DIFFERENCE, BASICALLY, WHERE WE STARTED WITH BACK IN MAY TO WHERE WE ARE NOW IS BASICALLY JUST DUE TO FINALIZING DESIGN FEES.

>> YES, SIR. WE'RE AT A GOOD SPOT ON SCHEMATIC.

WE ACTUALLY HAVE SCHEMATIC WITH CONTRACTOR INPUT.

AT THIS POINT, THERE WHAT I CONSIDER REAL SD NUMBERS.

IT'S NOT JUST ESTIMATES BASED ON SQUARE FOOTAGE OR SOME UNIT COSTS.

IT'S ACTUALLY WITH CONTRACTOR INPUT.

>> GREAT. THEN LAST QUESTION, I KNOW WE'RE LOOKING AT A LOT OF EXPANSIONS, A LOT OF THE SCHOOLS AND PARKING IS ALWAYS THE BIGGEST CONCERN.

[03:10:01]

I JUST WANT TO MAKE SURE THAT WE'RE THOUGHTFUL ABOUT THE NUMBER OF PARKING SPACES AVAILABLE NOW AND THEN WITH THE ADDITION OF MORE CLASSROOMS THAT THE INPUT OF THAT BECAUSE I KNOW SOME OF OUR ELEMENTARY CAMPUSES ARE PRETTY TIGHT ON PARKING TODAY.

THEN, MAKE SURE THAT WE HAVE ENOUGH FOR THEM AFTER THIS PROCESS.

>> ABSOLUTELY. I KNOW JASON AND DOUG ARE PROBABLY BOTH LOOKING AT YOU NODDING THEIR HEAD GOING, WE GOT YOU.

>> THEY ARE. I GOT A STRAIGHT LINE SHOT HERE OF ALL OF YESES. GREAT.

>> YES, SIR.

WE WILL ABSOLUTELY MAKE SURE WE LOOK AT THAT.

>> THANK YOU.

>> MR. SEVERANCE.

>> THANK YOU, MAX. QUESTION, WITH THIS AGENDA ITEM, WE ARE APPROVING THE DESIGN OR THE COST OF THE PROJECT?

>> YOU ALL HAVE HISTORICALLY, ANYTIME WE ASK FOR YOU ALL TO APPROVE THE DESIGN, WE PROVIDE A PRICE, SO WE'RE NOT JUST SAYING, HEY, APPROVE THIS, AND WE HAVE NO IDEA WHAT IT COSTS.

WE'RE ACTUALLY ASKING YOU TO APPROVE THE DESIGN AND THAT ASSOCIATED COST ESTIMATE, AND WE WANT TO USE THOSE COST ESTIMATES TO INFORM THIS NEXT BOND.

IN OTHER WORDS, WE'RE GOING TO USE THOSE REAL NUMBERS TO MAKE THIS NEXT BOND PLAN AND HOPEFULLY DELIVER YOU ALL A PLAN BY NEXT MONTH SO THAT ALL CAN HAVE MORE TIME TO DELIBERATE.

>> YOU'RE ASKING US IF WE FEEL COMFORTABLE WITH THESE NUMBERS, THESE CONSTRUCTION MANAGER ESTIMATE NUMBERS IN OCTOBER VERSUS WHAT WAS DONE IN MAY, I GUESS.

GOING FORWARD, THAT IF THESE MAKE THE BOND, THEN THESE ARE THE NUMBERS THAT YOU'RE GOING TO THE BOND WITH.

>> THESE WOULD BE THE NUMBERS THAT WE GO WITH MAKE THE BOND PLAN WITH, AND THEN WE WOULD CONTINUE TO DESIGN AND THEN WE WOULD BRING ALL WHATEVER MADE THE BOND PLAN, WE WOULD BRING ALL DESIGN DEVELOPMENT WITH ASSOCIATED COSTS OR DESIGN TO DATE, WHEREVER IT MIGHT BE AT THAT TIME.

A DESIGN DEVELOPMENT NUMBER, AND THEN A CD NUMBER.

>> IT DOESN'T MEAN THAT THESE MIGHT NOT MAKE THE BOND?

>> ABSOLUTELY.

>> THIS IS NOT NECESSARILY SAYING THAT THIS IS JUST TELLING US WE'RE JUST SAYING THAT YES, WE AGREE WITH THESE PROJECTS.

>> WE AGREE WITH THE DESIGNS [OVERLAPPING].

>> DOWN THE ROAD, WHATEVER THEY FALL, WHATEVER BOND THEY MIGHT FALL IN.

>> THAT WOULD BE MY GOAL. THAT'S EXACTLY RIGHT.

IN OTHER WORDS, WE BELIEVE THAT WHENEVER THESE OCCUR, THESE ARE THE WHAT.

WE JUST DON'T KNOW WHEN.

WHEN WE CAN AFFORD IT, BUT WE BELIEVE WE VETTED THESE ENOUGH THAT THIS IS A SOLID LONG RANGE PLAN SO THAT EVERY TIME WE START THIS PROCESS AGAIN IN A NEW BOND, WE'RE NOT STARTING FLAT FOOTED.

WE ALL KNOW WHICH PROJECTS WE'RE TALKING ABOUT AND WHERE WE'RE PICKING UP FROM WHERE WE LEFT OFF.

>> YES, THANK YOU. THEN GOING THROUGH, I HAVE ONE QUESTION ON MCCORMICK MIDDLE SCHOOL.

THE MAY MASTER PLAN WAS, 4.4 MILLION AND THE OCTOBER 1 CAME IN AT 10 MILLION.

WHAT CHANGED IN THIS? THERE HAD BEEN A SCOPE CHANGE POSSIBLY THERE, WHY THAT DIFFERENCE IS SO DIFFERENT.

THAT'S THE BIGGEST GLARING DIFFERENCE IN ALL THESE PLANS.

>> THERE WAS A LARGE ITEM ADDED.

I CAN'T REMEMBER WAS IT IN THE [INAUDIBLE]

>> GOOD EVENING, EVERYBODY.

>> WELCOME, DOUG.

>> THANK YOU. THERE WAS A SCOPE ITEM THAT IN THE MASTER PLAN WAS ON A LOWER PRIORITY, AND THEN THROUGH AFTER THE MAY 13, MASTER PLAN CAME OUT, THE GROUP AFTER, GOT TOGETHER, AND DECIDED TO ADD IT BACK INTO THE PRIORS THE PERFORMING IN FINE ARTS PIECE.

IT ABOUT DOUBLED THE SCALE OF THAT PROPOSED WORK INTO PRIORITY 1.

IT WAS ALWAYS IN THE MASTER PLAN, IT JUST SHIFTED IT AROUND IN THE PRIORITIES.

THOSE TWO PRIORITIES ARE WEIGHT ROOM AND A PERFORMING IN FINE ART SPACE.

>> FROM A PLANNING PERSPECTIVE, HAVE YOU CLOSED THE PROCESS FOR OUR CNI TEAM, TRANSPORT, WHOEVER'S INVOLVED IN THOSE? WHATEVER PART ELEMENTS OF THESE CAMPUSES, HAVE YOU CLOSED THAT PROCESS, SO WE'RE NOT GOING TO APPROVE THIS, AND THEN EIGHT MONTHS, WE'RE GOING TO, HEY, WE NEED TO CHANGE THE SCOPE.

HAVE YOU GIVEN THEM THE TIMELINE, LIKE, LOOK, THIS IS WHAT WE'RE DOING.

>> IS THAT A DERIVATIVE OF THE QUESTION? ARE WE ALLOWED TO MAKE CHANGES IN THE FUTURE?

>> THE ANSWER IS YES, BUT IT'LL COST TIME AND MONEY.

>> BECAUSE I ALWAYS FEEL LIKE YOU DO A REALLY GOOD JOB WITH THESE PLANNING, BUT THEN ALL OF A SUDDEN THERE'S A CURVE BALL, LIKE, AFTER THE FACT THAT CAUSES A CHANGE IN THIS PLAN AND IT CAUSES THINGS TO ESCALATE IN PRICE.

I'M JUST HERE SAYING IT OUT LOUD.

I WOULD LOVE IT IF WE WOULD BE ABLE TO SAY THIS IS SPEAK NOW,

[03:15:01]

>> I WOULD BE ABLE TO SAY THAT, BUT I DON'T KNOW THAT WE EVER SAY NO.

YOU CAN'T EVER JUST SAY NO.

THE ANSWER IS, THESE ARE THE BEST INFORMATION WE HAVE AT THIS TIME, AND I THINK WE HAVE VETTED AND HAD THE RIGHT PEOPLE AT THE TABLE.

>> ALSO, KNOWING THAT THERE MIGHT BE ELEMENTS OF THESE THAT MIGHT NOT MAKE A BOND THAT WE MIGHT HAVE TO COME.

>> OR IF A RULE CHANGES OR A REQUIREMENT CHANGES, THEN OBVIOUSLY, WE'D HAVE TO ADJUST.

>> THAT'S ALL I HAVE. THANK YOU.

>> MISS ROSCO.

>> MAX, IT IS OKAY TO SAY NO.

WE CANNOT SAY YES TO EVERYTHING AND GO UP TO THE WIRE TO CHANGE ALL THINGS.

WE NEED TO STAND FIRM, HAVE A DEADLINE, AND SAY NO BEYOND THAT [OVERLAPPING] BECAUSE IT IS TAXPAYER MONEY THAT WE'RE LOOKING AT, AND WE CANNOT KEEP ROLLING IT FORWARD AND SAYING, OH, WE CAN DO THIS.

SURE. WE'LL ADD THAT. WE DON'T WANT THAT.

>> YES, MA'AM.

>> LOOK AT THINGS THAT COME IN LAST MINUTE THAT REALLY RAISE THAT COST.

WE JUST HAVE TO BE REALLY INTENTIONAL AND STRATEGIC ABOUT THIS PROCESS AND NOT BE AFRAID TO SAY NO, HAVE FIRM DEADLINES, AND BEYOND THAT, SORRY, GOT TO WAIT.

>> I CAN DO THAT.

>> THANK YOU.

>> I CAN DO THAT.

>> MISS [INAUDIBLE].

>> YES. THANK YOU. THAT WAS GOING TO BE MY QUESTION IS, CAN WE CHANGE IT? I KNEW WHAT THE ANSWER WAS GOING TO BE, BUT I JUST WANTED TO MAKE SURE I HEARD YOU SAY IT.

WHEN IS YOUR NEXT APOC MEETING?

>> THIS WEDNESDAY NIGHT AT SIX O'CLOCK.

>> PERFECT. HAS THE AGENDA BEEN POSTED FOR APOC?

>> IT HASN'T, BUT I CAN GIVE YOU A BRIEF SYNOPSIS.

>> PERFECT.

>> FIGURE THIS OUT, GO OVER THIS AND FIGURE OUT WHAT THE 2025 BOND PLAN IS.

[OVERLAPPING] FACETIOUS, IT'S JUST WE SIT IN A ROOM AND STARE AT EACH OTHER AND TALK.

>> HAVE THEY SEEN THE DESIGNS OF THESE PLANS?

>> OUR COMMITTEE? YES, MA'AM.

>> WILL THEY BE VOTING ON ANYTHING ON WEDNESDAY NIGHT?

>> WE HOPE TO.

OTHERWISE, WE'RE GOING TO HAVE TO AND HAVE ANOTHER MEETING OR HOWEVER LONG IT TAKES, IS HOW LONG IT TAKES, BUT I THINK WE HAVE A DECENT START.

>> ANY VOTES THAT ARE TAKEN ON WEDNESDAY NIGHT AS IT RELATES TO THIS AGENDA ITEM, WILL YOU JUST SHARE THAT FEEDBACK WITH US FROM FBOC?

>> AS FAR AS HOW PEOPLE VOTE? SURE. ABSOLUTELY. I'LL GET WITH JESSICA AND SEE HOW SHE WANTS TO TRACK THAT.

>> WITH THE ATTENDANCE AS WELL.

IF I CAN JUST ASK IF WE CAN GET THE ATTENDANCE AFTER EACH MEETING.

THAT HELPS US AS BOARD MEMBERS TO ENSURE THAT OUR COMMITTEE MEMBERS ARE ATTENDING MEETINGS, AND IF WE NEED TO MAKE CHANGES, WE CERTAINLY CAN.

>> WE CAN DO THAT.

>> I WANT TO ECHO WHAT THEY SAID ABOUT SAYING NO.

WE HAVE AN FBOC THAT LIKE YOU LIKE TO SAY, MAKES THE SAUSAGE.

THEY HAVE A PLAN A TENURE. DID I SAY THAT RIGHT? WHY ARE YOU OVER THERE LAUGHING, MISS [INAUDIBLE]? SO DOES MR. CLEAVER.

WELL, I JUST WANT TO MAKE SURE THAT IT'S STATED THAT WE HAVE A PLAN. THEY HAVE A PLAN.

WE KNOW ALL OF THE STAKEHOLDERS OR EVERYONE IN THIS DISTRICT SHOULD HAVE ALREADY MADE THE COMMENTS OF WHAT IS NEEDED AND THAT PUT ON THAT PLAN, WHETHER IT'S IN A YEAR OR 10 YEARS FROM NOW, THAT SHOULD BE ON THE PLAN.

NOTHING SHOULD BE ADDED.

WE DON'T LIKE SURPRISES.

WE'VE SEEN WHERE SURPRISES HAVE COME IN AT THE LAST MINUTE ON A BOND.

IT DOESN'T GO OVER WELL.

LET'S ENSURE THAT THAT DOESN'T HAPPEN.

FBOC HAS ALL OF THE TIME THAT THEY NEED TO PROPERLY VET ALL OF THESE ITEMS, AND I DON'T WANT TO SEE THINGS THROWN AT US.

I'LL JUST SAY THAT. THERE'S BEEN LOTS OF QUESTIONS AS IT RELATES TO THESE PLANS.

I DON'T HAVE ANY AS IT RELATES TODAY.

I'M JUST GOING TO LEAVE ON THIS, MCCORMICK MIDDLE SCHOOL.

JUST LIKE SIMON IS INCREDIBLY, THE NUMBERS ARE HIGH.

AS WE CONTINUE TO TALK ABOUT WHAT WE ADD TO MCCORMICK OR WHAT WE ADD TO THE CAMPUS LIKE SIMON, WE NEED TO KEEP AT THE MIND FRAME THAT WHEN WE HAVE CAMPUSES THAT ARE OVERCROWDED, THAT'S NOT GOOD FOR KIDS.

WE HAVE TO MAKE SURE THAT WE ARE PROVIDING RESOURCES, THAT WE HAVE THE FACILITIES THAT IS EQUITABLE FOR THOSE STUDENTS AT THOSE SCHOOLS AS IT IS ANY OTHER SCHOOL.

I JUST WANT TO MAKE SURE THAT I JUST SAY THAT.

I KNOW THAT SOMETHING GOT ADDED ON MCCORMICK.

I HAVE BEEN PREACHING ABOUT THE FINE ARTS AND THE GYM AT MCCORMICK FOR QUITE SOME TIME.

[03:20:05]

I JUST WANTED TO SAY THAT, THANK YOU FOR THE WORK.

THANK YOU GUYS FOR BEING HERE TONIGHT.

I KNOW IT'S BEEN A LATE NIGHT.

BUT THERE'S BEEN A LOT OF CONVERSATIONS THAT HAVE TAKEN PLACE.

I WILL JUST LEAVE ON THIS.

PLEASE SHARE WITH US WHAT FBOC COMES UP WITH ON WEDNESDAY.

THAT WOULD BE GREAT. THANK YOU.

>> MISS PETRIE.

>> I WAS JUST LOOKING AT THE MCCORMICK NUMBERS, THEY'RE AT EXACTLY 1,200, AND THEY ARE BUILT FOR 1,200.

THAT'S AMAZING.

THEY'RE RIGHT THERE.

WE DO HAVE TO GET USED TO THINKING ABOUT MIDDLE SCHOOLS BEING AT 1,200, WHICH IS BANANAS.

WAIT, WHERE ARE MY NOTES. I HAVE SOME NOTES.

HEY, MR. CLEAVER, I JUST WANT TO SAY, AND SOME OF US THAT HAVE BEEN AROUND A LITTLE WHILE, THIS PLANNING AHEAD BUSINESS FOR US IS NEW AND DIFFERENT, AND I LOVE IT.

THIS IS A LOT OF WORK TO PUT INTO SOMETHING THAT MAY OR MAY NOT, GET ON THE BOND OR GET PAST IN A BOND.

MANY OTHER DISTRICTS DON'T DO IT THIS WAY.

THEY THROW SPAGHETTI AT THE WALL, MAYBE MAKE SOME GUESSTIMATES AS TO HOW MUCH A MIDDLE SCHOOL IS GOING TO COST.

I JUST APPRECIATE ALL THE WORK THAT'S GONE INTO THIS.

I DO WANT TO MAKE SURE TO WHAT WE'RE SAYING ABOUT NOT GOING BACK AND, FOR EXAMPLE, WHEN WE DID THE THEATERS, IT WAS LIKE, OH, WHAT ABOUT THE ACTUAL STAGE? WE GOT TO REDO THAT. WE DID SOME GYMS AT DOSTROM, AND WE DIDN'T TOUCH THEIR SPEAKER SYSTEMS, AND IT'S A PROBLEM.

WHATEVER WE'RE DOING AT MIDDLE SCHOOLS, NOT JUST TO THE WALLS IN THE CLASSROOMS, WE GOT TO MAKE SURE THAT THE THEATER DON'T NEED NEW LIGHTS, AND THE GYMS DON'T NEED NEW SPEAKERS, BECAUSE I PROMISE YOU THEY PROBABLY DO.

EVEN SOME OF OUR NEWER SCHOOLS THEY NEED TO BE LOOKED AT.

AS LONG AS WE ARE CARING ABOUT THE TECHNOLOGY INFRASTRUCTURE, WHILE WE'RE DOING THESE OTHER THINGS, I WILL FEEL GOOD ABOUT THIS.

THOSE AREN'T THINGS THAT WE SEE IN THE SCHEMATICS.

MR. CLEAVER. IT ISN'T TIL THE THINGS ARE BUILT THAT WE GO, OH, DANG IT.

WE SHOULD HAVE HAD FILM ON THIS GLASS OR WHATEVER.

THAT'S ALL I'M GOING TO SAY ABOUT THAT, BUT I DO WANT TO THANK YOU AGAIN FOR BEING SO FAR AHEAD OF WHERE WE COULD BE, BECAUSE WE'VE GOT ARCHITECTS DESIGNING THINGS THAT WE HAVEN'T EVEN [OVERLAPPING].

>> PUTTING THINGS ON A BOND THAT HAVE SUBCONTRACTOR OR CONTRACTOR INPUT IS THE RIGHT WAY TO DO IT, BECAUSE OTHERWISE IT IS, LIKE YOU SAID, IT'S UNIT PRICING, SPAGHETTI AT A WALL.

>> YES.

>> THEN IF YOU'RE SHORT, YOU EITHER BUILD LESS OR YOU DON'T BUILD IT.

>> WELL, THAT'S WHAT OTHER DISTRICTS HAVE TO DO BECAUSE I'VE HEARD FROM THEM.

IF THEY SIT ON IT, IF WE TURN DIRT SO FAST AROUND HERE, THANKS TO YOU AND YOUR TEAM, BUT OTHER DISTRICTS, THEY SIT ON THEIR BONDS, AND THEN THREE YEARS LATER, THEY CAN'T AFFORD A THIRD OF WHAT THEY WERE BUILT.

>> THAT'S RIGHT.

>> WE'RE DOING IT RIGHT AROUND HERE.

I KNOW SOMETIMES IT CAN BE MESSY, AND WE USE A COMMITTEE, WHICH I LOVE, BUT I KNOW THAT THAT MAKES IT STICKIER, SOMETIMES.

OH, I THINK WE'RE DOING IT RIGHT.

>> THAT'S OUR PROCESS.

>> THANK YOU.

>> SEEMS TO WORK. YOU'RE WELCOME.

>> YES.

>> MR. FLOYDS?

>> THANK YOU, MAX. I DO HAVE A QUESTION ABOUT HIGH SCHOOL NUMBER 4.

I NOTICED THAT THERE'S SIGNIFICANT SCOPE MODIFICATIONS ON PAGE 4 IN THE VERY BACK, THAT THE CITY OF AUSTIN IS REQUIRING ENVIRONMENTAL DESIGN ELEMENTS NOT ORIGINALLY ANTICIPATED.

GO A LITTLE BIT DEEPER ON WHAT THE CITY OF AUSTIN IS REQUIRING.

>> I WOULD LOVE TO HEAR JASON REGURGITATE WHAT WE HEARD IN THE MEETING TODAY WITH THE CITY OF AUSTIN ENVIRONMENTAL SECTION.

>> GOOD EVENING. YES. WE JUST HAD A MEETING ABOUT THAT TODAY.

I THINK THIS IS OUR THIRD MEETING THAT WE'VE HAD WITH THEM.

>> AT LEAST THE THIRD ONE. YES, SIR.

>> ALL OF THIS IS REALLY COMING AROUND TO WE HAVE TO GET SOME PERMITTING THROUGH THE CITY OF AUSTIN, BUT THE SITE THAT WE ARE WORKING WITH HAS A LOT OF TOPOGRAPHY TO IT.

WE HAVE TO REMOVE SOME DIRT AND ADD SOME DIRT IN ORDER TO MAKE IT LEVEL FOR A BUILDING. IT'S CALLED CUT FILL.

THEY HAVE LIMITATIONS ON HOW MUCH YOU CAN CUT AND HOW MUCH YOU CAN FILL, AND IT'S EIGHT FEET, WHICH FOR A 600,000 SQUARE-FOOT BUILDING THAT HAS A SITE WITH A LOT OF TOPOGRAPHY, THAT'S VERY DIFFICULT TO DO.

WHAT WE'VE ASKED THEM IS WE'RE ASKING FOR A VARIANCE THAT HAS 15 FEET OF CUT FILL ALLOWABLE FOR US TO BUILD THE BUILDING THAT YOU GUYS WANT.

THE LIMITATIONS COME FROM THEIR ENVIRONMENTAL GROUP, AND THEIR ENVIRONMENTAL GROUP IS ASKING US TO DO THINGS IN THE DESIGN THAT ARE AN OFFSET.

THEY CONSIDER THE EXCESS CUT FILL AN ENVIRONMENTAL CHALLENGE OR AN ENVIRONMENTAL ISSUE.

[03:25:03]

THEY'RE ASKING FOR US TO DO SOME ENVIRONMENTAL IMPROVEMENTS TO THE PROJECT IN ORDER TO MAKE THEM FEEL MORE COMFORTABLE WITH GIVING US THE VARIANCE.

>> DO WE KNOW THE ADDITIONAL COSTS RELATED TO THAT?

>> THERE WILL BE SOME. THERE'S A LOT OF THINGS THAT WE'RE DOING ALREADY IN THE DESIGN THAT'S JUST NORMALLY WHAT WE DO WITH SCHOOLS, THINGS THAT SAVE WATER AND NATIVE PLANTS AND THINGS LIKE THAT THAT THEY REALLY LIKE.

A COUPLE OF ITEMS THAT THEY'RE REALLY EXCITED ABOUT.

ONE THAT I DON'T THINK IS ACTUALLY GOING TO END UP BEING A COST ISSUE IS THEY WANT EDUCATIONAL SIGNAGE ON THE SITE.

WE'VE ACTUALLY TALKED ABOUT THAT BEING A POTENTIAL STUDENT PROJECT.

THE CONSTRUCTION FOLKS COULD ACTUALLY BUILD THE SIGNS, AND THEN THE MEDIA AND GRAPHICS GROUP COULD ACTUALLY DESIGN THE INFORMATION THAT GOES ON THERE.

THEY ASKED FOR FIVE SIGNS TODAY. THAT REALLY WASN'T.

I WAS PRETTY SURPRISED BY THE NUMBER OF SIGNS THEY WANTED.

THEY LOVE THE IDEA ABOUT IT BEING TIED INTO YOUR CURRICULUM, MAKING IT SOMETHING THAT'S EDUCATIONAL.

A COUPLE OF THINGS THAT MIGHT HAVE A LITTLE COST WITH THEM.

ONE IS WHAT WE'RE CALLING POCKET PRAIRIES.

THERE ARE PORTIONS OF THE SITE THAT DON'T HAVE FUNCTIONAL USE.

THEY WANT IT VEGETATED WITH NATIVE PLANTS, AND THEN THEY HAVE A REGIONAL TRAIL SYSTEM THAT THEY WANT TO TIE INTO.

NOW, WE'RE TALKING ABOUT NOT LIKE EXPENSIVE PLANTS.

WE'RE TALKING ABOUT SEEDS, FOR NATIVE GRASSES AND FLOWERS AND THAT KIND OF STUFF.

THIS IS SOMETHING THAT WOULD HAVE SOME COSTS BUT IT WON'T BE EXCESSIVE.

THEN THERE MIGHT BE SOME SIGNAGE ASSOCIATED WITH THAT AS WELL THAT WOULD DESCRIBE THE NATIVE GRASSES AND PLANTS THAT ARE INDIGENOUS TO THIS AREA.

THE ONE THAT MIGHT HAVE THE MOST COST IMPACT IS THEY WANT BIRD-FRIENDLY DESIGN.

THE ONE THING THEY WANT US TO DO IS TO PUT BIRD-FRIENDLY GLASS ON THE BUILDING.

IT'S A GLASS THAT HAS A PATTERN ON THE BACK OF IT THAT MAKES IT LESS DIRECTLY REFLECTIVE OF THE ENVIRONMENT.

THE BIRDS ACTUALLY SEE A VERTICAL STRIPE OR A DOT PATTERN IN THE GLASS RATHER THAN JUST SEEING WHAT LOOKS LIKE A GUY IN A BUILDING.

>> THEY DON'T FLY INTO THE BUILDING.

>> THEY DON'T FLY INTO THE BUILDING.

WE'RE TRYING TO GET PRICING ON THAT.

I WILL SAY THAT THAT'S A NEW ONE FOR ME.

I'VE NEVER DONE BIRD-FRIENDLY GLASS ON A SCHOOL BEFORE.

WE'RE TRYING TO SEE WHAT THE COST OF THAT'S GOING TO BE.

WE TALKED ABOUT CONDENSATE COLLECTION OFF THE HVAC SYSTEM FOR USE FOR LANDSCAPING AND IRRIGATION.

I THINK ACTUALLY DISTRICT IS PRETTY INTERESTED IN THAT WITHOUT REALLY THE CITY OF AUSTIN IMPOSING IT.

WE TALKED ABOUT RAINWATER COLLECTION OFF THE ROOFS AND THINGS LIKE THAT.

>> WELL, THANK YOU. THAT SEEMS PERFECTLY REASONABLE AS OPPOSED TO WAS IT BIRD-FRIENDLY GLASS, IS THAT WHAT YOU SAY?

>> YES, SIR.

>> BECAUSE I, OBVIOUSLY, THIS SCHOOL IS $376 MILLION AS IT STANDS RIGHT NOW.

I WOULD LIKE TO KNOW WHAT SPECIFIC ENERGY CONSERVATION MEASURES ARE INCLUDED IN THE SCHEMATIC DESIGNS JUST SO WE COULD SAVE AND WE TALKED ABOUT CONDENSATION AND RAINWATER.

AGAIN, HOW DO THESE MEASURES THAT YOU'RE GOING TO LIST EVENTUALLY CONTRIBUTE TO THE IMMEDIATE SAVINGS AND LONG-TERM SUSTAINABILITY OF THE SCHOOL SO WE CAN SAVE SOME MONEY IN THE LONG RUN? IT WOULD BE GREAT TO KNOW.

YOU DON'T HAVE TO ANSWER RIGHT NOW.

>> WELL, IT WAS ACTUALLY INTERESTING TO ME TODAY BECAUSE WE HAD A LIST OF PROBABLY 30-35 ITEMS THAT WE PROPOSED TO THEM.

A LOT OF THEM WERE THINGS THAT WE WERE ALREADY DOING.

WE WERE TRYING TO MAKE A NICE, LONG LIST WITHOUT HAVING TO ADD A LOT OF COST TO THE PROJECT.

THEY DIDN'T SEEM QUITE AS INTERESTED IN THE BUILDING-RELATED STUFF, EXCEPT FOR THE BIRD-FRIENDLY GLASS.

WE TALKED ABOUT ENERGY-EFFICIENT HVAC SYSTEM.

WE TALKED ABOUT STAR-RATED APPLIANCES.

WE TALKED ABOUT DARK SKIES-COMPLIANT LIGHTING.

THEY REALLY WEREN'T AS EXCITED ABOUT THOSE THINGS AS THEY WERE ABOUT BIRD-FRIENDLY GLASS AND POCKET PRAIRIES.

>> WELL, THANK YOU AGAIN, I KNOW WHAT I'M GOING TO GOOGLE WHEN I GET HOME BECAUSE I GOT TO SEE WHAT THIS LOOKS LIKE BECAUSE I'M PICTURING BIRDS FLYING INTO A GLASS.

BUT AGAIN, THANK YOU FOR THESE QUESTIONS AND I LOOK FORWARD TO GETTING THOSE ANSWERS.

>> WE'RE HAPPY TO PROVIDE A LIST OF ALL THE THINGS THAT ARE ALREADY GOING TO BE IN YOUR PROJECT THAT ARE ENERGY-SAVING AND SUSTAINABLE.

>> YES, SIR. THANK YOU. MS. RUCKLE.

>> DO WE HAVE ANY OTHER LAND IN TRAVIS COUNTY BESIDES THIS ONE? REMIND ME AGAIN WHERE EXACTLY IT IS.

>> WE'D HAVE ONE OTHER SITE TURNER'S CROSSING ELEMENTARY SITE.

>> IT'S THE ELEMENTARY SITE AND THE HIGH SCHOOL.

DOES THE BIRD GLASS COST MORE THAN THE REGULAR GLASS WE'RE PAYING FOR?

>> IT WILL COST MORE.

THE FINISH STRETCH WILL BE MORE FOR GLASS. ABSOLUTELY.

>> LESS GLASS.

>> FOR SURE.

>> TO MR. FLORIDA'S POINT, IF WE CAN GET A COST OF WHAT ALL OF THEIR ENVIRONMENTAL INITIATIVES IS GOING TO COST US SO THAT WE HAVE AN IDEA WHAT THAT LOOKS LIKE ALSO FOR THE NEXT CAMPUS IN TRAVIS COUNTY.

I'M JUST SO GLAD TO HEAR THAT THEY'RE SO CONCERNED WITH THE ENVIRONMENT,

[03:30:04]

>> AS YOU ALL KNOW, WE ARE ENERGY-STAR CERTIFIED, SO WE TAKE SERIOUSLY THE ENERGY CONSUMPTION.

THAT'S THE NUMBER 1 THING WHEN YOU GO FOR LEAD DESIGN.

THAT'S THAT LEADERSHIP IN ENERGY AND EFFICIENT DESIGN, AND WE'RE NOT GETTING ANY CREDIT FOR THAT.

THAT WAS JUST A WEIRD DEAL, BUT THAT'S THE WAY IT WORKS.

>> PERFECT. IF WE CAN JUST GET THAT COST AND WHAT THEY'RE GOING TO COST US AND BEING ENVIRONMENTALLY FRIENDLY TO THEIR DEGREE.

>> ABSOLUTELY.

>> THANK YOU.

>> THANK YOU, GUYS.

APPRECIATE THE INFO.

TEAM, WE HAVE TWO MORE ACTION ITEMS FOR NEXT WEEK, AND WE DO NEED TO GET TO ITEM 01 FOR NEXT WEEK'S PUBLIC FORUM.

WHAT I'M SAYING IS THAT WE NEED TO BE MINDFUL THAT WE ARE GOING TO BE PUSHING PAST 10:30 JUST LOOK IN FOR ANY HEAD NODS THAT WE'RE OKAY TO DO THAT.

AGAIN, SO TWO MORE ACTION ITEMS AND THEN ITEM 01.

[N.7. Consideration and possible approval of the Standard Maintenance Cycle Repair of the Athletic Track at Hays High School and Johnson High School]

TEAM, I'M LOOKING LEFT. DO WE HAVE QUESTIONS? MR. SEVERANCE. WHO'S COMING UP, MR. CLEAVER, COACH MOFFITT?

>> THANKS, MAX. WILL YOU REMIND ME WHEN WE WANT TO USE BOND INTEREST EARNINGS WE HAVE TO VERIFY THAT THE PROJECTS THAT WE'RE GOING TO USE THEM ON JOHNSON TRACT THAT CAME OUT OF THE 2017 BOND.

>> YES.

>> DOES RANDY'S GROUP HAVE TO APPROVE THAT EXPENDITURE COMING OUT OF THE BOND, TYING IT BACK TO WHATEVER ITEM THAT WAS ORIGINALLY?

>> WE RUN THOSE THROUGH JERRY KYLE BOND COUNCIL.

CONCEPTUALLY, THERE HAS TO HAVE BEEN SOMETHING IN 2017 BOND TO TIE THAT TO.

NOW I'M JUST GOING TO USE AN EXAMPLE THAT WOULD BE IT'S A RIDICULOUS EXAMPLE, AND YOU WOULD NEVER DO IT.

THERE WAS NO COVERED PARKING IN THE 2017 BONDS.

IF I SAID, HEY, I WANT TO DO SOME COVERED PARKING, THAT WOULD NOT BE ALLOWABLE BECAUSE THAT WASN'T SOMETHING THAT WAS CONSIDERED OR THOUGHT ABOUT, BUT IF YOU NEEDED TO DO REPAIR A TRACK OR BUILD ADDITIONAL CLASSROOMS OR BUY A STUDENT DESK, THAT WAS ALL CONTEMPLATED IN THE 2017 BOND.

WE COULD ASK JERRY THAT QUESTION AND GET A REASONABLE ANSWER BACK, BUT IT HAS TO TIE TO SOMETHING.

>> SURE. THEN AS ANOTHER LAYER OF TRANSPARENCY, JUST REMIND ME ON THE PROCESS, IF WE WANT TO DO THAT, THEN ARE WE ASKING THE FBOC TO SAY YES OR NO? IS THAT THE FIRST LEVEL OF THEY APPROVE IT OR DON'T APPROVE IT, SO TO SPEAK, BEFORE IT COMES? IS THIS SOMETHING THEY'RE VOTING ON WEDNESDAY, OR THEY ALREADY SAID YES TO THIS?

>> THEY SAW THIS ON THE ZOOM MEETING ON FRIDAY.

>> THIS HAS ALREADY BEEN PRESENTED.

>> THEY SAW IT IN THE AUGUST OC MEETING. SORRY.

>> THEY VOTED THEY VOTED.

>> THEY DIDN'T VOTE.

THEY JUST SAW IT BECAUSE WE HAD TO MEET WITH THE RANDY'S GROUP AND DR. WRIGHT AND THE CABINET TO GET IT APPROVED MR. COLE.

>> DO WE NEED TO HAVE THE FBOC VOTE ON THAT? I CAN'T REMEMBER WHAT WE SET UP BUT I DON'T KNOW IF WE NEED TO, BUT I KNOW AS LONG AS WE'RE GOING TO BE ABLE TO HAVE SOME ROBUST DISCUSSION ON IT, AND I THINK YOU WOULD BE UP TO BE ABLE TO TAKE THE TEMPERATURE OF THAT GROUP IF THEY DIDN'T FEEL COMFORTABLE MOVING FORWARD WITH IT.

>> WE REACH CONSENSUS. THEY DO VOTE.

IT'S THAT WE REACH CONSENSUS.

>> THAT'S ALL I HAD. THANK YOU.

>> ANY OTHER QUESTIONS TO MY LEFT? MS. RUCKLE?

>> YES. I'M LOOKING AT THE 2017 BOND PAMPHLET.

CAN YOU POINT TO ME WHERE YOU WERE TYING THIS TO THE 2017 BOND ITEM?

>> YES, MA'AM. THE TRACK AT JOHNSON HIGH SCHOOL WAS BUILT WITH 2017 FUNDS. IS THAT THE ONE YOU'RE TALKING ABOUT?

>> BUT YOU HAVE OTHER TRACKS LISTED.

IF YOU WANT TO GET BACK TO ME ON THAT, THAT'S FINE.

>> THESE ARE BOTH TRACKS.

WE CAN GO BACK THROUGH THE EMAILS WITH JERRY AND GIVE YOU WHAT HIS FINAL ANSWER WAS.

WE WOULDN'T HAVE BROUGHT IT FORWARD WITHOUT HIS BLESSINGS.

[OVERLAPPING]

>> I KEEP THESE AND I ALWAYS LOOK AT THEM, ESPECIALLY AS WE TALK ABOUT BOND INTEREST.

I'M JUST CURIOUS WHICH CAMPUS YOU'RE TYING THESE ITEMS TO.

>> WE HAD THAT BASE BASEBALL CELL PHONE.

WE CAN GET THAT INFORMATION TO YOU.

IT'S IN THE EMAILS.

>> THEN ALSO, AS FAR AS DO WE NEED FBOC TO LOOK AT THIS?

[03:35:03]

>> NO. THEY'RE NOT.

>> HAVE THEY NEVER HAVE BEEN DISCUSSED? [OVERLAPPING]

>> THE FBOC PLAN. THEY'RE NOT CAUGHT UP WITH THEIR PLAN.

THAT'S THE REASON WE'RE ASKING FOR THIS. [OVERLAPPING]

>> WELL, THEN THAT IS SOMETHING THAT THEY ARE A PART OF.

I WOULD WANT TO KNOW HOW THEY VOTE ON THAT SINCE THAT IS IN THEIR WHEEL HOUSE, AND THAT IS ON THEIR PLANS OF LOOKING AHEAD OR EVEN IN HERE IN THE NEAR FUTURE.

YOU SAID THIS IS BEING PRESENTED ON WEDNESDAY TOO?

>> NO, MA'AM. THIS HAS ALREADY GONE TO THEM.

WE GOT CONSENSUS ON USING 2017.

WE SAID, CAN WE USE INTEREST EARNINGS AND THE CONSENSUS WAS YES.

IF WE CAN TIE IT BACK TO SOMETHING, LET'S USE INTEREST EARNINGS.

>> CAN YOU GIVE ME WHAT THAT CONSENSUS WAS AMONGST THE FBOC MEMBERS, PLEASE?

>> SURE.

>> AWESOME. THAT'S ALL I HAVE. THANK YOU.

>> MS. PETRIE.

>> AS PART OF THE TRACK, I KEEP HEARING THAT AT THE TRACK AND FIELD COMPETITIONS THAT SHELTON IS SET UP ALL JACKED UP, THAT THEY CAN'T DO MULTIPLE EVENTS BECAUSE OF THE WAY I'M NOT GOING TO USE THESE WORDS RIGHT, THE THING THAT YOU JUMP INTO THE SANDY TRAP THING AND HIGH JUMP THING JUMP.

[OVERLAPPING] DO YOU KNOW WHAT I'M TALKING ABOUT? HAVE YOU BEEN IN ONE OF THESE OF THESE THINGS? THERE'S SOMETHING THE WAY IT'S ALL SET UP.

ARE WE ADDRESSING ANY OF THAT? ARE WE JUST DOING THE TRACK TRACK?

>> THIS IS NORMAL MAINTENANCE.

THIS IS THE RE-RESURFACING OF THE TRACK.

WE'RE ABOUT FIVE YEARS BEHIND AT SHELTON.

THIS IS NORMAL JOHNSON.

IF YOU'VE BEEN ON JOHNSON'S STRACK, YOU CAN START TO SEE THE BLACK.

THAT'S THE MATT PORTION OF THE TRACK.

THAT'S BECAUSE OF ALL THE KIDS THAT ARE ON THAT TRACK EVERY DAY.

EVERY FIVE YEARS, YOU SHOULD RESURFACE THE TRACK.

THAT'S WHAT THIS IS. AT SHELTON, THAT'S WHAT THIS IS ALSO.

IN THE 2027 BOND STADIUM RENOVATIONS, WHICH IS IN THE 10-YEAR PLAN, WE HOPE TO REDO THE TRACK AT SHELTON COMPLETELY.

MAKE IT AN EIGHT-LANE TRACK, LOWER IT, SO ITS ELEVATION EQUAL TO THE TURF, AND THEN REDO. [OVERLAPPING]

>> DO YOU KNOW WHAT I'M TALKING ABOUT WITH ALL THE FIELD EVENTS?

>> YES MA'AM.

>> THANK YOU.

>> THAT'S ALL PART OF THE 27 STADIUM RENOVATION PIECE.

THIS IS STRICTLY MAINTENANCE.

THIS IS A MAINTENANCE CYCLE THAT WE'RE ABOUT 3-5 YEARS BEHIND ON.

>> REAL QUICK QUESTION, ABOUT EVERY 3-5 YEARS IS THE MAINTENANCE CYCLE, REMIND ME BECAUSE I KNOW WE'RE DOING TWO OF OUR THREE COMPREHENSIVE HIGH SCHOOLS, WHEN WAS LAYMEN OR WHAT WAS IT?

>> IT WAS 2022 IN THE SUMMER.

IT WAS PART OF THAT. PART OF THIS IS THE WHOLE BUDGET SCENARIO THAT WE'RE IN.

WE WOULD NORMALLY HAVE BUDGETED FOR THIS IN OUR NORMAL BUDGET MAINTENANCE AND REPAIRS FOR THE ATHLETIC FACILITIES.

THOSE WERE BOTH CUT THE LAST TWO YEARS AND SO WE WEREN'T ABLE TO DO IT.

WE WOULD HAVE PLANNED IT IN.

LAYMAN HAD ALREADY PLANNED IT.

THAT WAS MAY OF '22.

WHEN I GOT HERE, THEY DID IT THAT SUMMER.

THEN WE DID SOME PATCHWORK AT SHELTON THAT SUMMER BECAUSE WE FOUND SOME MONEY TO DO IT WITH.

THIS IS A TWO-YEAR FIX THAT WE NEEDED TO DO PROBABLY TWO YEARS AGO.

>> ONE OF THE THINGS I HAD ASKED AND I DON'T KNOW IF I HAD MADE IT TO YOU, COACH MOFFITT, BUT JUST THE CHART SHOWING WHEN PROJECTED SCHOOLS ARE GOING TO GET THEIR TRACKS DONE, BECAUSE THE OTHER THING THAT WE'VE NOTICED IS IT'S NOT JUST THE HIGH SCHOOLS THAT NEED THE TRACK.

>> THE MIDDLE SCHOOL TRACKS ARE IN THERE AS WELL.

IT'S ALSO PART OF THE 2025 BOND PROPOSAL IS TURF AT ALL THE MIDDLE SCHOOLS AND THAT INCLUDES TRACK RENOVATION.

THE THREE TRACKS ON THE WEST SIDE ARE OLDER THAN 25 YEARS OLD, WHICH IS ABOUT THE CYCLE LENGTH OF THE ASPHALT THAT GOES AROUND THE TRACK, AND THEN THE OTHER ONES ARE NEW ENOUGH TO JUST RESURFACE.

>> PERFECT. THANK YOU. I MEANT THAT THAT WAS OUR DIAS FOLDER.

THANK YOU, DR. WRIGHT, FOR POINTING THAT OUT.

THAT'S ALL THE QUESTIONS. WE ARE MOVING ON TO ITEM N8.

[N.8. Consideration and possible adoption of the instrument to be used to evaluate the Superintendent]

>> CONSIDERATION AND POSSIBLE ADOPTION OF THE INSTRUMENT TO BE USED TO EVALUATE THE SUPERINTENDENT, TO EVEN THOUGH WE'VE HAD LOTS OF DISCUSSION, LOTS OF QUESTIONS, SOME BACK AND FORTH.

I AM GOING TO LOOK RIGHT TO SEE WHAT QUESTIONS WE HAVE. ALL RIGHT, MISS PETREA.

>> OKAY, MY QUESTIONS ARE ON GOAL NUMBER 2 ON THE COMMUNITY ENGAGEMENT GOAL.

I DON'T KNOW HOW YOU WANT TO DO THIS IF PEOPLE ARE OKAY SKIPPING AROUND.

WE TALKED ON THAT GOAL ABOUT CUSTOMER SERVICE, AND I WANT TO THINK ABOUT DOCTOR WRIGHT SOME WAY TO PUT IN EVIDENCE OF ATTAINMENT FOR THAT PIECE, AND I DON'T THINK THAT THAT PIECE BELONGS TO TIM SAVOY'S DEPARTMENT.

I KNOW HE HAS A LOT OF THE OTHER AREAS ON THERE.

THINGS LIKE, THE PARENT ENGAGEMENT SURVEY METRICS, WHICH WE ALREADY HAVE, WHICH ARE PRETTY GOOD.

BUT ALSO, I DON'T KNOW HOW OUR EMPLOYEES THAT

[03:40:01]

I DON'T KNOW WHAT THAT LOOKS LIKE.

I'M JUST THROWING OUT IDEAS.

BECAUSE I DO THINK IF WE'RE GOING TO SAY CUSTOMER SERVICE AND OUR GOAL, WE SHOULD HAVE SOME METRIC OR EVIDENCE OF ATTAINMENT.

LIKE I SAID, IT'S NOT OUR JOB TO COME UP WITH WHAT THAT LOOKS LIKE.

I'M JUST SPIT BALLING IDEAS.

I KNOW WE DO A CUSTOMER SERVICE TRAINING, WHICH IS AWESOME.

MAYBE THAT COULD BE IN THERE.

BUT I'M ACTUALLY REALLY INTERESTED MORE IN DOWN IN THE WEEDS A LITTLE BIT MORE, BUT I DON'T KNOW HOW TO MEASURE THAT.

>> WE DISCUSSED THIS AND WE DECIDED, YEAH, WE AGREED TIM SAVOY JUST HAS A CUSTOMER SERVICE TRAINING THAT'S GLOBAL.

IT'S LIKE WHEN YOU ALL GO TO TASBY AND YOU ARE GETTING BEST PRACTICES.

THE WAY YOU HANDLE INDIVIDUAL CUSTOMER SERVICE ISSUES IS BY THEIR SUPERVISOR.

BUT WHAT WE THOUGHT OF, AND WE THOUGHT IT WOULD BE EXCLUSIVE OF THE SUPERINTENDENT EVALUATION INSTRUMENT IS THAT WE WANT TO CREATE A ONE PAGER THAT TELLS OUR FRONT LINE PEOPLE WHAT YOU DO WHEN SOMEONE ENTERS THE OFFICE.

HOW YOU ANSWER THE PHONE, WHAT YOU SAY, AND THEN GIVE THAT TRAINING TO ALL OF OUR FRONT END PEOPLE, AND THEN HAVE THE SUPERVISORS ALSO SIGN OFF ON IT AND HELP US BUILD IT, AND THEN HOLD PEOPLE ACCOUNTABLE FOR THAT BECAUSE IT'S LIKE YOU UTILIZE CLINICAL SUPERVISION WITH TEACHERS.

YOU HAVE GLOBAL TRAINING, BUT THEN YOU'RE STILL GOING TO HAVE SOME PEOPLE THAT EITHER ARE SLOW TO THE PARTY OR THEY DON'T UNDERSTAND, OR THEY JUST DON'T DO IT, AND SO THEN YOU HAVE TO HAVE CLINICAL SUPERVISION.

THE WAY WE TALKED ABOUT IT IS IT REALLY DOESN'T BELONG WITH TIM.

IT PROBABLY BELONGS MORE WITH THE PRINCIPALS THAT ARE SUPERVISING, AND THEN HR, WHO CAN HELP US CREATE THIS ONE PAGER.

THAT'S WHAT WE WERE JUST SPIT BALLING AROUND, AND THAT'S WHY IT DIDN'T MAKE THIS INSTRUMENT BECAUSE WE FELT LIKE WE NEEDED SOMETHING THAT WAS ACTIONABLE THAT ACTUALLY WOULD HAVE TEETH IN IT.

I HADN'T GOTTEN ON MY CHAT GPT YET, BUT I THINK IF I JUST FEED IT IN THERE AND ASK, YOU KNOW, GIVE ME THE BASIC BEST PRACTICES OF HOW YOU ANSWER THE PHONE FOR GOOD CUSTOMER SERVICE.

WHAT YOU DO WHEN YOU'RE ON THE PHONE AND SOMEBODY ENTERS THE ROOM, HOW ARE YOU SUPPOSED TO RESPOND? THOSE KIND OF THINGS, AND THEN WE TRAIN OUR PRINCIPALS AND ASSISTANT PRINCIPALS HOW TO SUPERVISE, THEN I THINK THAT'S GOING TO GET US MORE BANG FOR OUR BUCK THAN IF WE JUST HAVE SOMETHING THAT'S JUST GLOBAL BECAUSE I DON'T THINK IT'S GOING TO BE AS MEANINGFUL.

>> WELL, THAT SOUNDS ALL GREAT.

SETTING EXPECTATIONS, COMMUNICATING EXPECTATIONS.

OKAY. I MEAN, MAYBE JUST CREATING THE BEST PRACTICES DOCUMENT CAN BE PART OF THE EVIDENCE OF ATTAINMENT, RIGHT? SOMETHING. OKAY. THANK YOU. THAT SOUNDS AWESOME.

>> MR. PRESIDENT, IF I COULD ADD IN THERE, THE CUSTOMER SERVICE SUMMIT, TOO, IS REALLY ACTUALLY TWO FOLD.

ONLY HALF OF IT IS A GLOBAL TRAINING, AND THAT DEVELOPED OVER THE YEARS.

WE ORIGINALLY STARTED IT BECAUSE A LOT OF OUR FRONT END STAFF FELT LEFT OUT WHEN IT CAME TO OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT AND BEING INCLUDED IN THAT, THEY SAW EVERY DAY, TEACHERS HAD TO GO OFF TO CONFERENCES AND PD AND ALL THE DIFFERENT GROUPS OF FOLKS, BUT THEY NEVER GOT ANY.

WE CREATED THE SUMMIT TO PROVIDE A PD OPPORTUNITY, BUT ALSO MOSTLY TO HEAR FROM THEM AND THAT'S STILL THE OTHER HALF OF IT.

IT'S LIKE THEY BRING TO OUR ATTENTION THINGS THAT THEY'RE SEEING COLLECTIVELY, WE THROW THAT UP THERE.

THROUGH THE YEARS, WE'VE SEEN THERE WAS ONE YEAR THAT ALL THE RAPTOR EQUIPMENT WAS FALLING APART, SO WE KNEW, OH, WE'VE GOT TO PRIORITIZE THAT AND REPLACE IT.

YEARS AGO, THEY SAID, WE DON'T HAVE ANY RECEPTIONISTS AT MIDDLE SCHOOLS, AND WE REALLY NEED THEM BECAUSE THE SECRETARY OR THE TEAMS CLERK, WERE ALL TIED UP QUITE A BIT.

THERE HAVE BEEN THINGS THAT WE'VE SOLVED THROUGH THE YEARS.

IT'S TAPPING INTO THEM AS A GROUP FOR THEIR EYES AND EARS.

IT'S THERE, BUT IT'S VERY GLOBAL, VERY HIGH LEVEL.

LIKE DR. WRIGHT WAS SAYING, I PERSONALLY THINK WE SHOULD AWARD THE CUSTOMER CUP EVERY YEAR, AND THAT THE DAO SHOULD GET TOGETHER AND VOTE AND TO SEE WHO WINS THAT AND WE COULD HAVE A BIG CHALICE.

THEN THEY'D GET A FREE BARBECUE LUNCH FROM HSUS.

>> FROM HSUS [LAUGHTER]

[03:45:01]

>> THANK YOU FOR THAT INPUT, MR. SAVOY. ALL RIGHT.

ANY OTHER QUESTIONS TO MY RIGHT? QUESTIONS TO MY LEFT? ALL RIGHT.

THAT TAKES ALL OF OUR ACTION ITEMS FOR NEXT WEEK, OUR INFORMATION ITEM O1.

[O.1. Presentation of Initial Draft Attendance Zone Maps and Data for the Fall 2025 Opening of Ramage Elementary School]

SORRY YOU CHANGE THE SCREEN ON ME RIGHT THERE BEFORE I FINISH READING.

>> MR. PRESIDENT, IF IT'S OKAY WITH YOU, I WOULD LIKE TO DRIVE.

>> YES. PRESENTATION AND INITIAL DRAFT OF ATTENDANCE ZONE MAPS AND DATE FOR FALL 2025 OPENING OF RAMAGE ELEMENTARY SCHOOL. THANK YOU.

>> MR. PRESIDENT, DISTINGUISHED, RIGHT, HONORABLE MEMBERS OF THE BOARD.

DOCTOR WRIGHT. IF IT'S ALL RIGHT WITH YOU, MR. PRESIDENT, I'D LIKE TO SIT HERE SO I COULD DRIVE THE COMPUTER.

>> PERMISSION GRANTED, SIR.

>> THANK YOU. THIS IS OUR WEBSITE.

IT'S LINKED OFF A BIG GIANT GRAPHIC ON THE HOME PAGE.

THIS IS WHERE EVERYONE WHO'S FOLLOWING ALONG WITH THE ZONING PROCESS CAN GO, YOU CAN CLICK THE ZONE TALK AND SUBMIT COMMENTS.

PUBLIC FORUM NUMBER 1, ITS NEXT MONDAY, AND SO THAT'S WHY IT'S IMPERATIVE THAT WE PRESENT TO YOU, AND I'M GOING TO PULL UP THE FULL SCHEDULE HERE THE RECOMMENDATION THAT YOU SHOULD HAVE PRINTED.

THAT IS ALSO ONLINE FOR PEOPLE WHO WANT TO LOOK AT THAT.

LET ME SEE IF I CAN GET THIS SIZE IN CORRECTLY.

WE ARE HERE MONDAY, OCTOBER 21, SO REMEMBER WE DID AWAY WITH SORT OF THE CITIZENS COMMITTEE.

SO THIS IS THE FIRST TIME WE'RE DOING THE NEW POLICY WHERE THE BOARD IS GOING TO SERVE AS THE COMMITTEE, IF YOU WILL.

MONITORING AND ADJUSTING RECOMMENDATIONS COMING FROM THE ADMINISTRATION, AND SO WE WANT TO GET THROUGH THIS IS A PRELIMINARY RECOMMENDATION.

YOU CAN MAKE CHANGES, SUGGESTIONS, EDITS, OR NOT, IF YOU'RE FINE WITH IT.

BUT WHATEVER WE COME AWAY WITH TONIGHT IS WHAT WILL BE OFFICIALLY THE PLACE WE'RE AT, THE RECOMMENDATION THAT THEN WOULD BE PRESENTED AT THE PUBLIC FORUM NEXT MONDAY.

WE HAD A COUPLE OF OPTIONS THAT WE LOOKED AT.

LET ME GET BACK TO THE MAIN THE MAIN PAGE HERE.

I'LL GO THROUGH. MAP 1 IS THE SAME AS MAP 2, EXCEPT WE ADJUSTED AN AREA SO THAT THE MIDDLE SCHOOL ALIGNED, I THINK, BECAUSE MAP 1 LEFT A SMALL LITTLE GROUP OF KIDS GOING TO MIDDLE SCHOOL BY THEMSELVES.

WE LOOPED IN, I THINK THE SIMON, ONE OF THE MIDDLE SCHOOLS IN THERE SO THAT IT BALANCED.

MAP 2 IS EFFECTIVELY THAT OPTION.

MAP 3 IS MAP 2.

PLUS WE LOOKED AT, IF YOU'LL REMEMBER, WHEN I PRESENTED LAST MONTH, WE WERE GOING TO REACH OUT TO OUR TURNER'S CROSSING FOLKS JUST TO SEE, "HEY, WHAT DO YOU ALL THINK ABOUT MAYBE GOING TO BUILD UP?" THAT WASN'T AN EFFORT TO ALLEVIATE SOME OF THE GROWTH AT SUNFIELD.

WE'VE HAD SOME FEEDBACK ON THAT, AND THAT'S INCORPORATED IN THE RECOMMENDATION.

MAP 4 WAS AN OPTION THAT TRANSPORTATION WAS LOOKING AT, AND IT WAS A GOOD EFFORT ON THERE.

BUT WHEN YOU GET INTO THE NITTY GRITTY ON IT, IT ACTUALLY BUMPS LAND WAY UP, LIKE IT GOES FROM 900 TO A THOUSAND STARTING NEXT YEAR AND THEN GROW FROM THERE.

THAT WASN'T PARTICULARLY VIABLE.

OUR RECOMMENDATION AT THIS POINT, WOULD BE TO GO TO MAP 2, AND WE'LL GET IT PULLED UP HERE ON THE SCREEN.

BASICALLY, WHAT MAP 2 ACHIEVES IS IT ACHIEVES THE BASIC GOAL OF WHAT WE'RE TRYING TO DO HERE.

WE ARE TRYING TO CREATE A ZONE FOR A SCHOOL THAT WILL BE COMING ONLINE.

THAT'S UHLAND ELEMENTARY RIGHT HERE.

EXCUSE ME, ELEMENTARY 17.

I'M STILL HAVING FLASHBACKS BECAUSE OF THE LATE HOUR OF THE COOL THING WE DID WITH THE KANGAROO AT UHLAND.

RAMAGE ELEMENTARY 17 IS THE ZONE, AND WE'RE NOT ACTUALLY REALLY PULLING IT FROM UHLAND.

IT'S ACTUALLY GOING TO BE COMING FROM PREDOMINANTLY HEMPHILL, AND JUST A PORTION OF FINTA HERE BECAUSE THE NEW SCHOOL IS ACTUALLY BEING BUILT IN WHAT IS CURRENTLY THE FINTA ZONE, AND OBVIOUSLY, THE NEW SCHOOL HAS TO BE IN ITS OWN ZONE.

THAT'S OUR RECOMMENDATION.

IT ACHIEVES THE BASIC WHAT WE HAVE TO HAVE NEXT YEAR, AND THAT'S A ZONE FOR THE NEW ELEMENTARY SCHOOL.

IT ALSO ACHIEVES THE GOAL OF KEEPING THINGS STABLE.

WE GOT A LITTLE BIT OF FEEDBACK FROM THE TURNERS CROSSING FOLKS, AND MOST OF THEM SAID, "LOOK, WE DON'T WANT TO GO.

OUR KIDS ARE ESTABLISHED HERE AT SUNFIELD".

WE GOT SOME FEEDBACK FROM PEOPLE AT SUNFIELD, WHO LIVE IN SUNFIELD, NOT TURNER'S CROSSING,

[03:50:01]

WE RECOGNIZED THAT, AND THAT'S ALSO GOING TO BE THE CASE IN QUITE A FEW OF OUR SCHOOLS.

WE HAVE SOME RECOMMENDATIONS ON HOW TO DEAL WITH THAT IN THE SHORT TERM, MEANING THE NEXT COUPLE OF YEARS WITHOUT MAJOR ADJUSTMENTS TO THE MAP, ALL AT ONCE.

THE OTHER AREA OF COMMENT THAT WE GOT, BELIEVE IT OR NOT, WAS ABOUT MCCORMICK.

YOU ALL SAW THE COMMENTS ON THOSE.

WE SHARED THOSE WITH YOU.

THERE'S A TON OF COMMENTS ON MCCORMICK.

WE HAVE AN IDEA THAT WE'LL ADJUST THAT TOO, BECAUSE THIS PROCESS, YOU REMEMBER REALLY WASN'T ABOUT OPENING UP THE MIDDLE SCHOOL MAP FOR ADJUSTMENT AT THIS TIME.

I THINK THAT WHEN WE ARE LOOKING AT THE BOND, OBVIOUSLY HIGH SCHOOL FOR WOULD BE THE OPPORTUNITY WHERE THERE MIGHT BE A MUCH LARGER PROCESS TO TRY TO READJUST AND REALIGN ALL OF OUR ATTENDANCE ZONES BY DRAWING THE MAPS.

I JUST KNOW THAT IN MY 25 YEARS OF DOING THIS WITH SCHOOL DISTRICTS, BY FAR, THE HARDEST, MOST CONTENTIOUS THING YOU'RE GOING TO EVER RUN INTO IS CHANGING INTENON ZONE MAPS.

THE QUESTION BEFORE YOU RIGHT NOW IS, DO YOU WANT TO GO WITH SOMETHING THAT'S GOING TO GET US WHAT WE NEED AND CAUSE THE LEAST DISRUPTION? OR IS THIS THE TIME THAT ALL FEEL LIKE YOU SAY, LET'S JUST CRACK IT ALL THE WAY PEN AND GO FOR GOLD ON IT.

I THINK WE ARE OKAY. WE CAN WAIT.

I THINK WE'RE IN A SPOT RIGHT NOW WITH OUR DISTRICT.

IF ANYONE'S LOOKING AT THIS MAP, AND YOU SEE 2028 AND 2033, EVERYTHING'S BASICALLY GOING TO BE BLOWN OUT OF THE WATER PRETTY MUCH IN THE OUT YEARS JUST BECAUSE WE'RE GROWING SO FAST.

BUT THE YEAH, I WAS GOING TO SAY WHAT ISN'T REFLECTED ON THIS MAP IS HOPEFULLY THERE'LL BE SOME NEW SCHOOLS THAT VOTERS WILL APPROVE, KNOWING OBVIOUSLY THE NEED, AND WE'RE ABLE TO PROVIDE INFORMATION ABOUT THE NEEDS.

THOSE ARE GOING TO BE SOME THINGS.

LET ME START WITH THE ELEMENTARY.

IF YOU DO THIS, IT GETS YOU THE MAP YOU NEED FOR ELEMENTARY.

SOME OF THE OTHER THINGS THAT WE CAN DO, AND I'M GOING TO KIND OF SKIP DOWN TO THE BOTTOM OF THE RECOMMENDATION.

TO ALLEVIATE OVERCROWDING AT OTHER ELEMENTARY SCHOOLS OUTSIDE OF DRAWING A ZONE OUTSIDE OF THIS PROCESS.

WE TALKED IN CABINET.

CNI IS GOING TO LOOK AT THE POSSIBILITY OF MOVING CERTAIN DISTRICT WIDE SPECIAL PROGRAMS THAT ARE CURRENTLY HOUSED AT ELEMENTARY SCHOOLS THAT MAY NOT HAVE THE ROOM FOR THEM TO ELEMENTARY SCHOOLS THAT DO HAVE THE ROOM.

THEN WE CAN GO BACK SEPARATE FROM THIS PROCESS.

I THINK IT'S CLEAN. WE CAN PRE ZONE.

THOSE WOULD BE AREAS THAT WE KNOW SUBDIVISIONS ARE COMING IN THAT ARE FEEDING INTO THESE OUT YEAR NUMBERS.

BUT NO ONE LIVES THERE YET.

WE CAN GO BACK AND SCRUB THAT OUT AT A LATER TIME.

WE'RE NOT TRYING TO COMBINE IT WITH CREATING A ZONE FOR RAMAGE ELEMENTARY, AND SO THAT SHOULD HELP ALLEVIATE SOME OF THAT TOO, BECAUSE THOSE ARE AREAS WE KNOW THAT THREE YEARS FROM NOW, THEY'LL BE RESIDENTS, BUT NO ONE LIVES THERE RIGHT NOW.

WE'LL JUST PRE ZONE IT BEFORE THEY EVEN PUT THE HOUSES AND THEN WHEN PEOPLE GO TO BUY THE HOUSES, THEY'LL KNOW, OH, THIS IS IN SUCH AND SUCH ZONE.

THAT'S ONE THING WE CAN DO.

YOU CAN USE PORTABLE CLASSROOMS. THAT'S A LAST RESORT.

BUT PROBABLY THE ONLY THING THAT REALLY GETS US ON A LONG TERM SCALE OUT OF THIS IS BUILDING MORE SCHOOLS AND SO THAT'S WHERE YOU HAVE THE COMPANION FBOC PROCESS, BOND ELECTION IN MAY, THAT'S GOING TO INCLUDE SCHOOLS.

THERE'S URGENCY AT MCCORMICK, THOUGH, AND THERE'S ABOUT TO BE REAL SIMILAR URGENCY PROBABLY AT SIMON WITH SOME OF THE GROWTH.

WE THOUGHT ABOUT A COOL IDEA THAT WOULD BE OUTSIDE OF THE ZONING RECOMMENDATION.

IT STARTS WITH NOT OUR IDEA.

OTHER SCHOOL DISTRICTS DO WHAT'S CALLED A CAP, AN OVERFLOW WHERE WHEN THE SCHOOL FILLS UP, AND I THINK THAT SECRETARY PETREA NOTED THAT MCCORMICK HAS BUILT FOR 1,200, AND I THINK THEY'RE AT LIKE 1206, SO WHEN A SCHOOL FILLS UP IN CAP AND OVERFLOW THAT A LOT OF DISTRICTS DO, YOU SAY, OKAY, ALL THE NEW FOLKS COMING IN, THIS SCHOOLS CLOSED, AND YOU GO TO THE NEXT ASSIGNED MIDDLE SCHOOL.

WE THOUGHT, WHY WOULDN'T WE JUST GIVE FOLKS CHOICE BECAUSE WE LIKE TO HAVE OPTIONS? THIS WOULD FALL PREDOMINANTLY UNDER THE SCHOOL TRANSFER OFFICE, BECAUSE WE'RE BASICALLY GOING TO HAVE TO EVEN IF WE DREW A LINE ON A MAP, WE'RE GOING TO HAVE TO BUS KIDS TO ANOTHER MIDDLE SCHOOL.

WE THOUGHT, LET'S GAUGE INTEREST AND SAY, "ARE YOU INTERESTED IN GOING TO DAHLSTROM?" WE WOULD DO A PROGRAM THAT WOULD BE SET UP TO GO AND I DON'T HAVE ALL LOGISTICS BECAUSE IT'S JUST A CONCEPT AND AN IDEA THAT WOULD BE FLESHED OUT WITH DETAIL FROM THE FOLKS THAT'LL BE MANAGING IT LIKE THROUGH THE STUDENT TRANSFER OFFICE,

[03:55:06]

IF WE ASK FOR, WHO WANTS TO GO FROM MCCORMICK TO DAHLSTROM, THAT KEEPS THEM IN THE SAME HIGH SCHOOL FEEDER PATTERN.

DO WE GET 150? DO WE GET 200 PEOPLE? MAYBE. I DON'T KNOW. THE OTHER THING, AND I DON'T HAVE THE MIDDLE SCHOOL LINES.

HOLD ON. I MIGHT BE ABLE TO PULL THOSE UP.

THE PROBLEM WHEN YOU'RE LOOKING AT TRYING TO REDRAW MIDDLE SCHOOL JUST BY ITSELF IN HERE, IS YOU HAVE THIS IS OUR INTERACTIVE ZONE MAP.

I'M GOING TO PUT THE MIDDLE SCHOOL ZONES ON THE AND I'M GOING TO TAKE AWAY THE ELEMENTARY SCHOOL ZONES.

MCCORMICK WOULD FEED OVER OBVIOUSLY TO DAHLSTROM.

THE PROBLEM IS THE CLOSEST AREAS TO DAHLSTROM, YOU ALMOST HAVE TO CUT INTO SUNFIELD.

I THINK. LET'S SEE.

>> SOME OF THOSE ARE ANYWAY.

AND SO YOU WOULD BE SPLITING NEIGHBORHOODS AND ALL THAT.

WE THOUGHT THIS SCHOOL CHOICE OPTION WHERE YOU GET TO SEE, IS THERE ENOUGH INTEREST TO SAY, HEY, WE'RE GOING TO RUN BUSES FOR YOU, WOULD YOU LIKE TO GO? WE WOULD DO THE SAME THING FROM SIMON TO CHAPA, BECAUSE IT WOULD BE THE HIGHER END SCHOOL OVER TO THE OTHER.

THAT WOULD BE SOMETHING THAT WE COULD DO IN LIEU OF FURTHER EXPANDING THE ZONING PROCESS TO INCLUDE MIDDLE SCHOOLS.

BECAUSE ONCE YOU START CHANGING MIDDLE SCHOOL LINES, THEN IT'S AN EASY.

LET'S START LOOKING AT THE HIGH SCHOOL LINES AND THEN YOU'RE BACK, VERY QUICKLY INTO EVERYTHING'S UP FOR GRABS.

IT'S PROBABLY SOMETHING WE'RE GOING TO HAVE TO DO IN THE FUTURE, BUT IT'S PROBABLY BETTER TIME WHEN YOU'RE GOING TO HAVE TO DO A HIGH SCHOOL MAP ZONE CHANGE ANYWAY WITH A FOURTH HIGH SCHOOL COMING IN THAT WE'RE EVENTUALLY GOING TO HAVE PROVIDED VOTERS APPROVE IT.

AT THAT POINT, YOU THEN START SAYING, WHERE ARE WE OUT WITH OUR MIDDLE SCHOOLS AND THEN WHAT ARE THE ELEMENTARIES? YOU TRY TO CREATE A CLEAN FEEDER PATTERN, BUT THAT'S PROBABLY A YEAR LONG PROCESS WITH A LOT OF FOLKS AT THE TABLE.

OUR RECOMMENDATION RIGHT NOW IS TO GET A ZONE FOR RAMAGE ELEMENTARY AND TO TRY SOME OF THESE OTHER OPTIONS TO HELP THAT ARE LISTED IN THERE TO HELP WITH THE OVERCROWDING.

ULTIMATELY, YOU COULD GO TO CAP AND OVERFLOW AND JUST SAY, LOOK, THIS SCHOOL'S FULL, AND I'M TALKING ABOUT MCCORMICK, BUT I THINK THERE MIGHT BE INTEREST, I DON'T KNOW.

MAYBE THERE'S NOT. MAYBE THERE IS IF YOU CAN GET EVEN ONE BUS FULL OF KIDS THAT WANT TO GO OVER TO DAHLSTROM FOR WHATEVER REASON, MAYBE THEIR GRANDPARENTS LIVE OVER THERE OR SOMETHING, OR IT'S CLOSER, THEN THAT HELPS PULL SOME OF THAT PRESSURE OFF.

I'M READY FOR ANY QUESTIONS, IDEAS, SUGGESTIONS, OR TWEAKS THAT YOU WANT TO DO BEFORE WE MOVE FORWARD WITH A RECOMMENDATION THAT WILL BE WHAT FOLKS WILL BE COMMENTING ON AT THE PUBLIC FORUM.

>> MR. SEV, THANK YOU. I'M GOING TO LOOK TO MY LEFT. MR. SEIB.

>> THANK YOU. EARLIER WE HEARD OF THAT TURNERS CROSSING HAS AN ELEMENTARY SITE THERE?

>> IT DOES.

>> THAT'S GOT TO BE?

>> MULTIPLE BONDS AWAY.

I DON'T THINK IT'S ON THE NEXT BONDER, IS IT? IT'S NOT ON THE NEXT YEAR BONDS.

>> I THINK THE CONTRACT JUST FROM MEMORY GIVES US ABOUT 15 YEARS TO BUILD THE SCHOOL.

BEFORE A RECLAIM CLAUSE WOULD BE ACTED.

>> THERE'S ALSO A SECOND SCHOOL IN SUNFIELD, A SECOND ELEMENTARY SITE FOR SUNFIELD.

BUT THERE ARE NEW PHASES OF SUNFIELD THAT NO ONE LIVES IN, IF I'M CORRECT, THAT COULD BE PRE ZONED SOMEWHERE.

>> OBVIOUSLY, THE POINT AT ISSUE.

I MEAN, I'M NOT FOR MOVING KIDS JUST TO MOVE THEM AGAIN, WHEN THEY'RE GOING TO GET THEIR OWN SCHOOL, SO WHY MOVE THEM TO BUTTE AND THEN JUST TURN AROUND AND MOVE THEM TO TURNER'S CROSSING OR SUNFIELD NUMBER TWO.

SUNFIELD OBVIOUSLY IS GROWING EXPONENTIALLY AT THIS POINT.

THERE HAVE AN IMMEDIATE NEED TO DO SOMETHING.

TO YOUR POINT. IF YOU LOOK ON THE MAP, SCHOOLS LIKE ELM GROVE THAT USED TO HAVE A LARGER POPULATION, BECAUSE WE WOULD SHRINK AND SHRINK RIGHT THE ZONE, AND IT GOT TO BE JUST A TINY LITTLE ZONE, BUT IT FILLED UP THE SCHOOL.

SO THOSE KIDS ARE AGING OUT.

NOW THE POPULATION FOR ELM GROVE, FOR EXAMPLE, AND CARPENTER HILL SHRINK IS SMALLER.

BUT WHEN PERCION COMES ONLINE, IT'S EITHER GOING TO GO THERE OR BUTTE OR IT'S GOING TO GO UP SOMEWHERE, SO IT'S GOING TO FILL BACK UP THOSE AREAS.

I THINK, AND I DON'T KNOW WHAT KIND OF IMPACT IT'LL HAVE, BUT,

[04:00:05]

THAT MIGHT BE THE WAY TO GET US THROUGH THE NEXT COUPLE OF YEARS.

LET'S MOVE A PROGRAM THAT'S DISTRICT WIDE THAT'S TAKING UP SPACE HERE AND PUT IT AT AN AREA WHERE WE HAVE SPACE AND WHEN IT BALANCES OUT.

I KNOW. I WILL TELL YOU RIGHT NOW, THERE'S NEVER GOING TO BE LIKE, HERE'S THE MAP THAT IS GOOD FOR TEN YEARS, NOT IN A FAST GROWTH DISTRICT.

IT JUST ISN'T GOING TO HAPPEN.

WE'RE GOING TO BE LUCKY AND FORTUNATE TO BE ABLE TO JUST, HAVE SPACE ADDED TO KEEP UP WITH THE GROWTH BECAUSE WE ARE ABOUT TO GROW AT LEAST 1,000 KIDS A YEAR FOR THE NEXT DECADE, IF NOT MORE.

SOME OF THE PROJECTIONS ACCELERATE THAT TO 15, 1600 A YEAR.

THAT'S MORE THAN AN ELEMENTARY SCHOOL AND ALMOST A NEW SIZED MIDDLE SCHOOL EVERY YEAR.

>> THE OTHER COMMENTS I SAW ON THERE, THERE WAS ONE MAYBE TWO COMMENTS ABOUT WHITE OAK PRESERVE GOING TO ELM GROVE INSTEAD OF BUTTE ELEMENTARY, BECAUSE NOW THAT OYSTER CREEK CONNECTS ALL THE WAY THROUGH.

THAT NEIGHBORHOOD NOW, IT'S BASICALLY YOU NEVER LEAVE THE NEIGHBORHOOD TO ACTUALLY GET TO ELM GROVE NOW.

>> I KNOW AT THE TIME ELM GROVE WAS FULL, REMEMBER AND [OVERLAPPING] MY ONLY CONCERN WITH THAT, AND I APPRECIATE THE COMMENTS THAT CAME IN, BUT THAT WAS REALLY NOT AS PART OF THE TARGET, IF YOU WILL OF THIS PROCESS.

IT'S NOT FULL AT BUTTE ANYWAY.

TO MOVE THEM FROM A NOT FULL SCHOOL TO A NOT FULL SCHOOL DOESN'T REALLY BENEFIT THE POPULATION NOW.

I WOULD WORRY THAT WITHOUT ASKING THAT NEIGHBORHOOD, HEY, WHAT DO YOU WANT TO DO AND REALLY GOING THROUGH THE IN DEPTH PROCESS? THE TWO COMMENTS THAT WE GOT MAY NOT BE REPRESENTATIVE BECAUSE FOR EVERY ONE PERSON THAT SAYS, HEY [OVERLAPPING].

>> EXCUSE ME, GENTLEMEN. I'M SORRY.

I'M JUST GOING TO MAKE SURE THAT WE'RE GOING TO REDIRECT BACK TO.

WE'RE TALKING ABOUT RAMAGE.

RIGHT. I KNOW THAT WE'RE LOOKING AT LINES, BUT WE'RE TALKING ABOUT HOW WE'RE GOING TO DEFINE THE ATTENDANCE ZONE FOR RAMAGE, CORRECT?

>> NOW THIS IS ABOUT THE ZONING PROCESS, AND THOSE WERE COMMENTS THAT CAME IN, BUT YES, THAT'S THE RIGHT.

I WAS EXPLAINING WHY ON THIS ONE.

>> YOU'RE MAKING A DECISION ABOUT TURNER'S CROSSING GOING IF WE'RE GOING TO THEM TO BUTTE.

>> JUST CLARIFYING. THANK YOU.

>> WE'RE NOT LIMITED IN TERMS OF THE DISCUSSION ITEM TO ONLY RAMAGE.

THIS IS THE WHOLE ZONING PROCESS.

OUR GOAL WOULD BE AT THE END.

THE ONE THING WE MUST HAVE AT THE END OF THIS IS A ZONE FOR RAMAGE, BUT IT DOESN'T PREVENT OTHER THINGS [OVERLAPPING].

>> UNDERSTOOD. THANK YOU.

>> BECAUSE AND THOSE WERE COMMENTS.

I WAS SAYING THAT AGAIN, YOU CAN KIND OF GO AND THERE WERE SOME OTHER ELEMENTARIES AND SOME OTHER AREAS THAT LIKE WITH COLIN AND SOME DIFFERENT NEIGHBORHOODS.

I THINK IT'S BETTER TO FOCUS ON FIRST RAMAGE.

SECOND, IF WE NEEDED TO MAYBE THE AREA THAT WOULD HELP WITH SUNFIELD AT TURNER'S CROSSING, ALTHOUGH THE ACTUAL RECOMMENDATION IS TO GO AHEAD AND NOT TOUCH THAT RIGHT NOW.

>> THAT'S ALL. MS. [INAUDIBLE]?

>> YES, OUR AGENDA ITEM IS ON RAMAGE, AND WHILE WE WOULD LOVE TO TALK ABOUT THE WHOLE ZONING PROCESS, I THINK THAT'S DEFINITELY AN AGENDA ITEM WE CAN HAVE SEPARATELY TO TALK ABOUT THE PROCESS AND OUR PHILOSOPHY.

BECAUSE ON THE ACTUAL AGENDA ITEM, IT SAYS FOR ELEMENTARY.

SO JUST FOR THE SAKE OF TIME AND SUCH, BECAUSE I KNOW I'M LOOKING AT THESE LINES AND I HAVE TONS OF QUESTIONS ABOUT IT OR SUGGESTIONS OR WHATEVER.

>> THERE'S FOR SEPARATE RAMAGE PROCESS.

>> I KNOW THAT.

>> IT'S NOT A SEPARATE RAMAGE PROCESS.

I'M JUST SAYING WE'RE TALKING ABOUT THE RAMAGE ATTENDANCE ZONE.

>> I'M TALKING ABOUT THE WHOLE ELEMENTARY ZONE THAT WOULD INCLUDE ONE FOR RAMAGE. YEAH, I GUESS.

>> YES. WELL, I'M JUST SAYING FOR THE SAKE OF TIME, MAYBE WE CAN SUBMIT THOSE QUESTIONS BECAUSE I KNOW I HAVE A LOT OF QUESTIONS ABOUT THE LINES.

>> WELL, THE PROBLEM IS THAT THE PUBLIC FORUM THAT'S ADVERTISED TOMORROW WILL BE COMMENTS ON WHATEVER ON THE RECOMMENDATION FOR THE WHOLE ATTENDANCE ZONE PACKAGE, CAUSE IT'S A PROCESS, IT'S NOT JUST RAMAGE.

>> WELL, THE WAY IT IS TALKING ABOUT IT HERE, IT TALKS ABOUT THE OPENING OF RAMAGE ELEMENTARY SCHOOL.

SO THAT IS WHAT I AM REFERRING TO.

BUT IN THE MEANTIME, WE CAN SUBMIT QUESTIONS ON ANYTHING ELSE REGARDING THE ZONING.

[04:05:05]

>>WHAT I DO WHAT I'M TRYING TO GET TO IS IF WE'RE GOING TO KEEP THE PUBLIC FORUM NEXT WEEK, THEN I WOULD LIKE TO HAVE LADIES AND GENTLEMEN, WHEN YOU COME TO SPEAK, THIS IS WHAT YOU'RE SPEAKING TO.

I DON'T WANT TO PRESENT SOMETHING TONIGHT THAT CHANGES MID WEEK.

>> SURE. I'M TALKING ABOUT MIDDLE SCHOOL LINES AND HIGH SCHOOL LINES AND SO ON.

THOSE ARE SOME OF THE QUESTIONS THAT I HAVE THAT I WOULD LIKE TO DISCUSS.

I JUST DON'T THINK THAT THIS IS A TIME TO DISCUSS THAT.

>> WELL, IT ALL GOES HAND IN HAND.

IF YOU LOOK AT THE TITLE OF THE ACT OF THE TRANSMITTAL.

>> WHAT I'M LOOKING AT THE AGENDA ITEM ITSELF.

>> YEAH. ON THE ACTUAL SHEET THAT'S ON THE TRANSMITTAL DOES SAY PRESENTATION OF INITIAL DRAFT ATTENDANCE ZONE MAPS, BUT WE HAVEN'T ACTUALLY LISTED ON THE TABLE OF CONTENTS AS RAMAGE.

SO THAT'S WHERE WE HAVE A DISCONNECT DISCREPANCY [OVERLAPPING].

>> I DID THAT. THEN I GUESS WE'RE GOING TO PRESENT THIS AS OUR CURRENT RECOMMENDATION.

IT IS MORE THAN RAMAGE BECAUSE WE ARE BEING RESPONSIVE TO OUR PUBLIC COMMENT AND CONCERNS ABOUT OTHER AREAS.

BUT OUR RECOMMENDATION, I GUESS, FOR THE PUBLIC FORUM PURPOSES, WE'LL HAVE A SECOND PUBLIC FORUM.

BUT AT SOME POINT, THIS IS A PROCESS THAT I GUESS I HAD IN MY HEAD THAT THE BOARD WOULD BE COLLABORATIVE, OR WE COULD JUST PRESENT EITHER WAY.

>> I'M JUST SAYING THAT WE CAN SUBMIT QUESTIONS TO YOU TOMORROW AS WELL ABOUT THIS.

>> RATHER THAN QUESTIONS, REALLY IDEAS.

WE'RE GOING TO HAVE TO BE ABLE TO DISCUSS ENGAGE CONSENSUS TO DEVELOP A MAP.

IN OTHER WORDS, IT'S GOING TO HAVE TO BE TOGETHER.

IT CAN'T BE A SET OF INDIVIDUAL QUESTIONS THAT MAY BE [OVERLAPPING]

>> IF YOU WANT TO DISCUSS IT RIGHT NOW AND TONIGHT, I'M HAPPY TO.

I DO HAVE SOME MORE THINGS THAT I WOULD LIKE TO ADD.

I'M GOING TO CONTINUE AND ASK MY QUESTION.

>> WE NEED TO GET BACK ON TRACK. WE'RE DISCUSSING WE KNOW THAT THE ATTENDANCE ZONE MAPS, IT IS GOING TO SPILL OVER INTO OTHER BOUNDARIES, WE'RE AWARE OF THAT.

SO WHAT QUESTIONS DO WE HAVE REGARDING RAMAGE ELEMENTARY?

>> I HAVE QUESTIONS. I MEAN, UP TO THE WHOLE ZONING THING AND THE WHOLE PROCESS. IS THAT WHAT WE'RE DOING?

>> YES. YOU'RE SERVING IN THE ROLE AS WE'RE PRESENTING RECOMMENDED MAPS TO THE BOARD AND THE BOARD IS CREATING THE MAPS THROUGH GROUP PROCESS, AND THAT WE'RE MOVING IT ALONG WITH WAY POINTS AND CHECKPOINTS TO GET PUBLIC FEEDBACK ON THE LATEST RENDITION LEADING UP TO A POINT WHERE THERE'S A FINAL RECOMMENDATION FROM ADMINISTRATION THAT HAS BEEN GREATLY SHAPED BY BOARD AND PUBLIC INPUT SO THAT WHEN YOU VOTE ON IT, WHICH WE COULD EITHER BE NOVEMBER OR DECEMBER ACCORDING TO THE MAP, THAT IT WILL HAVE BEEN A COLLABORATIVE DEVELOPMENT PROCESS.

I'M HAPPY TO ANSWER QUESTIONS.

I JUST IT'S NOT GOING TO I DON'T WANT TO CHANGE BECAUSE I'M GETTING INDIVIDUAL QUESTIONS FROM SEVEN INDIVIDUAL BOARD MEMBERS THAT MAY OR MAY NOT BE THE SAME.

>> I DO HAVE SOME QUESTIONS ABOUT HOW SCIENCE HALL AND [INAUDIBLE] ARE LAID OUT IN REGARDS TO THEIR ATTENDANCE ZONE.

I MEAN, YOU SEE THAT [INAUDIBLE] IS BURSTING AT THE SEAMS, YET SCIENCE HALL THAT IS ADJACENT TO IT IS STAY IN THE 500.

WHAT CAN WE DO TO ALLEVIATE SOME OF THAT HUGE GROWTH IN [INAUDIBLE], ESPECIALLY KNOWING THAT IT IS ONE OF OUR LOWEST SOCIOECONOMIC SCHOOLS THAT NEEDS EXTRA SUPPORT.

WHAT CAN WE DO TO ALLEVIATE ALL THAT POPULATION FROM [INAUDIBLE]? IS THERE ANYTHING THAT DEMOGRAPHER SAID OR THAT THEY WOULD SUGGEST TO FIX THOSE LINES UP? BECAUSE IT HAS SCIENCE HALL AT 525.

>> SCIENCE HALL IS A SMALLER SCHOOL.

>> SCIENCE HALL AT 5:25.

I KNOW I TAUGHT THERE.

>> THE ONLY THING THEY HAD MENTIONED THERE WAS THEY WERE LOOKING AT MOVING, IS THAT MADOWWOODS BACK THERE, I THINK, POSSIBLY INTO IT IN YEARS AHEAD IF THE EXPANSION FOR SCIENCE HALL MAKES IT ON A BOND AND GETS PASSED.

>> WHAT IS THE CAPACITY AT SCIENCE HALL? [INAUDIBLE] CLEAVER.

>> I BELIEVE IT'S 720.

>> THERE'S STILL ROOM FOR KIDS THERE, SO THAT'S WHY I'M WONDERING IF WE CANNOT FIX THOSE LINES TO ALLEVIATE [INAUDIBLE] SOMEWHAT.

>> HERE'S WHAT THE WAY IT WORKS.

SEE, ALL THESE NUMBERS HERE ARE WHAT'S CALLED A PLANNING UNIT, AND THEN I CAN CROSS REFERENCE, AND WE CAN LOOK AT AREAS.

LET'S SEE. THIS IS OUR CURRENT MAP.

>> THAT IS REALLY COOL.

>> LET ME JUST GET MY BEARINGS HERE.

[04:10:04]

THIS IS [INAUDIBLE] RIGHT HERE, 98.

SO SCIENCE HALL SHOULD BE 97, 91, 93, 94, THAT COLOR.

IF WE WERE GOING TO MOVE 98 OR 89, WHICH WOULD BE ADJACENT RIGHT.

THESE TWO, WE HAVE TO GO OVER TO THE DAKOTA RING.

WHAT DID I SAY? WE'RE LOOKING AT 98 AND 89? 98 HAS 300 STUDENTS PROJECTED TO STAY UP TO ABOUT 350.

IF YOU MOVE THAT PLANNING UNIT.

>> HOW ABOUT THAT 89 WOULD JUST 100?

>> THAT'S ABOUT 100.

>> YEAH, THAT LOOKS LIKE A GOOD ONE.

>> YOU COULD MOVE 89.

>> LET'S MOVE IT.

>> TRANSPORTATION. IS SANDRA HERE?

>> WE DON'T NEED TO DO PUBLIC MATH ON WHETHER OR NOT A PLANNING UNIT WILL WORK FOR TRANSPORTATION.

WE'RE NOT ASKING HER TO SAY YES.

>> I JUST DIDN'T WANT TO GO DOWN.

I MEAN, I'M GOING TO TURN THAT OVER TO THE DEMOGRAPHERS.

BUT WE DO NEED TO DO A LITTLE PUBLIC MAP, TO MAKE A MAP.

>> WELL, THANK YOU. THAT WAS MY QUESTION.

>> I WILL ADD THAT IF NO ONE'S OBJECTING TO LOOK AT 89.

MOVE FROM [INAUDIBLE] TO SCIENCE HALL.

>>THANK YOU.

>> YEAH. THANK YOU.

>> ANY OTHER QUESTIONS TO THE LEFT? MR. FLORES.

>> JUST A QUICK COMMENT, SPECIFICALLY TO RAMAGE THE NEIGHBORHOOD RIGHT ON BUNTON LANE.

YOU SEE THE HIGH NUMBER OF RESIDENTIAL HOUSES, WHICH IS ACTUALLY MY NEIGHBORHOOD, BUNTON CREEK VILLAGE, BUNTON CREEK RESERVE.

WE SPOKE ABOUT HOW I'M GETTING QUESTIONS FROM PEOPLE JUST MENTIONING THAT, WELL, I CAN SEE THE SCHOOL.

IT'S ABOUT TWO MILES AWAY, BUT FUENTES IS A LITTLE OVER THREE MILES AWAY.

WHY ARE WE NOT ZONED TO THAT? I UNDERSTAND THE REASONS WHY.

I JUST THINK IT'D BE GOOD TO COMMUNICATE WITH FAMILIES LIKE THERE'S REASONS OBVIOUSLY WITH FUTURE UNITS THAT ARE GOING TO BE BUILT AROUND THAT AREA.

I THINK JUST SOME COMMUNICATION WOULD BE GREAT.

WE'VE SPOKEN ABOUT THAT A LITTLE BIT.

>> YES. IN FACT, THAT'S ONE OF THE POINTS I WAS GOING TO MAKE TONIGHT.

THANKS FOR REMINDING ME ON THAT THAT IS PLANNING IN 87 HERE.

THE SCHOOL GOES HERE.

THE PROBLEM IS IF YOU MOVE 87, 87 HAS GOT A LOT OF KIDS.

IT'S A 270, SO IT'S A PRETTY BIG GROUP.

IF YOU MOVE 87 INTO RAMAGE ELEMENTARY, THEN YOU'RE LOOKING AT 270 MORE KIDS ON TOP OF 600.

I AM NOW DOING PUBLIC MATH. WHAT IS THAT 870? THEN IT PUTS IT OVER 1,000 IN THE PRETTY SHORT YEAR.

WHAT IT DOES TO FUENTES IS IT KNOCKS IT DOWN UNDER 500 OR PRETTY CLOSE TO IT.

SO 830-270 GET YOU WHAT? 540 OR SOMETHING LIKE THAT.

FOR ANYONE FOLLOWING ALONG AT HOME WITH A CALCULATOR, YOU CAN TEXT ME 560.

>> NO, THAT'S GREAT. I GET IT.

>> THE GOALS, I MIGHT NEED TO TAKE.

>> AGAIN, I THINK THESE ARE JUST QUESTIONS.

>> THE OTHER THING IS, WELL, WHAT CAN YOU BACK FILL IT? THE PROBLEM IS IF YOU TRY TO BACK FILL IT, YOU WOULD WELL NUMBER ONE, IF YOU PUT IT RIGHT THERE, IT IMMEDIATELY PUTS RAMAGE OVER.

RAMAGE IS GOING TO BE PICKING UP A TON OF KIDS OUT PAST 21 IN THE ELEM AREA.

IF YOU WERE TO TAKE THAT MANY FROM FUENTES AND PUT THEM THERE, THEN WHERE WOULD YOU PULL THE OTHERS FROM? AND THEY'RE ALSO KIND OF, LIKE, AREAS THAT AREN'T CROWDED?

>> NOW KEEP IT SHORT. AGAIN, I THINK WE'RE IN A POSITION WHERE WE'RE GOING TO HAVE TO GET CREATIVE.

>> AND I DON'T THINK THE NEIGHBORHOODS, MAX, DO YOU KNOW, ARE THEY GOING TO CONNECT RIGHT AWAY?

>> GRIS MAIL IS UNDER CONSTRUCTION NOW.

>> OH, IT IS. OKAY.

>> THAT'S ALL I HAVE FOR NOW. THANK YOU SO MUCH.

>> MS. RUNKEL?

>> YES, I JUST WANTED TO SAY I'M NOT IN FAVOR OF MOVING TURNER'S CROSSING TO BUTA ELEMENTARY FOR THE SAME REASONS, MR. SIEBEL STATED.

IT DOESN'T MAKE A WHOLE LOT OF SENSE TO ME TO MOVE THOSE KIDS A COUPLE OF TIMES,

[04:15:03]

I UNDERSTAND THAT SUNFIELD IS, YOU KNOW, FEELING THE PEOPLE.

BUT AT THE SAME TIME, IT'S NOT FAIR TO TURNER'S CROSSING TO DO THAT.

SO I'M NOT IN FAVOR OF THAT.

I DO WANT TO ASK, THOUGH, AS WE'RE TALKING ABOUT REZONING, THERE HAVE BEEN LOTS OF COMMENTS ABOUT JUST REZONING AND RIPPING THE BAND AID OFF AND JUST DOING IT.

SO, I UNDERSTAND THAT THAT'S NOT THE RECOMMENDATION OF MR. SAVOY, BUT I WOULD LIKE TO HEAR FROM OTHER TRUSTEES AND MAYBE IT'S NOT TONIGHT BECAUSE IT'S 11:00.

BUT I WOULD LIKE TO KNOW WHAT YOUR THOUGHTS ARE ABOUT REZONING.

AND MY QUESTION TO MR. CLEAVER IS THERE'S BEEN A LOT OF CONVERSATION FROM FBOC MEMBERS AS WE AS WE BUILD FACILITIES AND REZONING.

SO HAS REZONING BEEN A TOPIC OF CONVERSATION WITH FBOC? I THINK IT HAS BECAUSE I'VE HEARD FROM SOME OF THEM.

AND I'D LIKE TO KNOW WHAT THEIR THOUGHTS ARE ON REZONING.

BECAUSE I'VE HEARD THAT THEY'VE GOT A LOT OF THOUGHTS ABOUT IT.

SO I WOULD LIKE TO SEE WHAT THE CENSUS IS FROM OUR FBOC ON REZONING.

SO I DON'T KNOW IF THAT'S PART OF THE AGENDA ON WEDNESDAY OR NOT, BUT I'D BE CURIOUS TO KNOW THEIR THOUGHTS ON THAT AS WE GO IN TO NEXT WEEK.

>> I'VE ACTUALLY TALKED WITH JESSICA ON REZONING THROUGH THE SUMMER.

THEY'RE DOING IT FROM THE OUTSET TO SAY, THEY'RE LOOKING AT POTENTIAL POSSIBLE ZONES, 10 YEARS FROM NOW.

TO SEE WHERE WE MIGHT NEED FACILITIES BASED ON THE LONG RANGE DEMOGRAPHICS, WHAT WE'RE DOING HERE IS THE OTHER END OF THE SPECTRUM, WHICH IS WHAT DO WE NEED NEXT YEAR TO OPEN A SCHOOL? SO THERE'S THE SHORT TERM FORECAST, AND THERE'S A LONG TERM FORECAST.

IT'S KIND OF LIKE THE WEATHER, TO THE EXTENT THAT YOU CAN PREDICT WHAT NEXT YEAR'S POPULATION IS GOING TO BE, BUT THE FARTHER YOU GET AWAY FROM NEXT YEAR, LIKE IF THEY CAN TELL US WHAT THE WEATHER ON TUESDAY, PROBABLY WITH SOME PRETTY GOOD ACCURACY, BUT IF THEY TRY TO TELL YOU WHAT THE WEATHER NEXT SUNDAY OR THREE MONTHS FROM NOW IS GOING TO BE, PROBABLY THE ODDS OF IT ACTUALLY COMING TOGETHER.

SAME WITH THE 10 YEAR PROJECTIONS, CAUSE SO MANY VARIABLES CAN COME IN THERE.

SO YES, THEY LOOK AT REZONING FROM WHAT KIND OF FACILITIES ARE WE GOING TO NEED, IN GENERAL, AND ROUGHLY WHAT WOULD MAPS LOOK LIKE? SO WHERE WOULD WE KIND OF PLACE THEM AND WHERE WOULD WE NEED TO BUY LAND? BUT THEY DON'T LOOK AT IT FROM THE STANDPOINT OF OPENING A SCHOOL I MEAN, DOING THE ACTUAL ZONE LIKE, HERE'S THE ZONE WHERE.

>> UNDERSTOOD.

>> THAT WAS THE REZONING COMMITTEE, IF YOU WILL, WHICH WE TOOK THOSE POOR SOULS OUT OF THE FIRING LINE AND BROUGHT IT IN HOUSE.

SO PEOPLE CAN STILL OBVIOUSLY WEIGH IN ON IT.

YOU CAN RIP THE BAND AID OFF NOW.

I THINK YOU'RE GOING TO DOUBLE RIP IT BECAUSE THE MINUTE A HIGH SCHOOL COMES ONLINE, IF IT PASSES, THREE YEARS FROM NOW, YOU'RE GOING TO BE CHANGING IT AGAIN.

SO THAT'S THE NUMBER 1 REASON THAT WE'RE NOT RECOMMENDING DOING IT RIGHT NOW.

IT'S AN EXTENSIVE PROCESS TO DO JUST HIGH SCHOOLS.

>> YEAH.

>> BUT TO THEN ALIGN MIDDLE AND ALL THAT, YOU'RE GOING TO HAVE TO HAVE A LOT OF STAKEHOLDERS INVOLVED, AND IT'S GOING IT'S GOING TO ALMOST HAVE TO BE A PLANNED OUT YEAR LONG PROCESS.

AND YOU'RE GOING TO HAVE TO BE PREPARED.

WE'LL PROBABLY HAVE TO HAVE SOME OF THOSE BOARD MEETINGS AT THE PACK IN ORDER TO HANDLE THE FOLKS THAT WILL BE LINED UP TO SPEAK.

>> WELL, I'M CERTAINLY NOT RUNNING TO DO THIS.

IT MAKES ME ACTUALLY WANT TO VOMIT WHEN I THINK ABOUT HAVING TO REZONE.

BUT I ALSO WANT TO, YOU KNOW, YOU HEAR FROM COMMENTS AND YOU HEAR FROM COMMITTEE MEMBERS AND ALSO YOUR CONSTITUENTS ABOUT REZONING AND JUST RIPPING THE BAND AID OFF.

SO THANK YOU FOR BRINGING UP THE FACT THAT WE DO NEED TO WAIT UNTIL THE HIGH SCHOOL FOUR IS BUILT OR WE'RE GOING TO BE DOING IT AGAIN.

AND MAYBE THAT'S THE CONVERSATION THAT FBOC JUST DOESN'T QUITE GRASP EITHER, AND I DON'T KNOW THAT I DO EITHER.

SO THAT'S WHY I'M ASKING THE QUESTION.

>> THE OTHER THING TOO IS, IF YOU LOOK AROUND THE TIME, YOU'RE GOING TO HAVE SCHOOLS THAT ARE FILLED UP EVEN MORE.

IF WE GROW 1,000 KIDS A YEAR, WE'LL HAVE 3,000 MORE KIDS.

SO TRYING TO REZONE.

AGAIN IN A PERFECT WORLD, YOU COULD DRAW A MAP, AND IT WOULD LAST 10 YEARS,

[04:20:01]

THAT IS JUST ONE OF THE GROWING PAINS OF LIVING IN A FAST GROWTH DISTRICT.

NOW, I ALWAYS TELL THE NEWS THAT THAT'S A GOOD PROBLEM TO HAVE, BECAUSE I HAVE COLLEAGUES THAT ARE IN DISTRICTS THAT ARE SHRINKING IN POPULATION, AND THEY'RE HAVING THE EQUALLY TOUGH DECISIONS OF WHICH SCHOOL DO WE CLOSE? DO WE CLOSE YOUR SCHOOL, OR DO WE CLOSE THE NEXT ONE? SO SO IT'S TOUGH, AND IT'S NOT EASY.

AND I KNOW IT'S VERY HARD BECAUSE WE ASK OUR PARENTS TO GET CONNECTED TO THE SCHOOL TO BECOME INVOLVED IN THE SCHOOL, AND THEY DO, AND THEY ENDEAR THEMSELVES TO THE TEACHERS, AND THE TEACHERS, THEY BUILD A TEAM.

AND THEN WHEN YOU'VE GOT TO COME IN AND SPLIT ALL THAT UP WITH A FAST GROWTH.

SO IT IS A GROWING PAIN.

THE REASON I SAY IT'S A GOOD PROBLEM TO HAVE THOUGH IS BECAUSE THE OPPOSITE IS JUST AS PAINFUL, BUT AT LEAST IN OUR POSITION, AS WE GROW, WE HAVE THE ECONOMIES OF SCALE.

AS A LARGER DISTRICT, WE'RE ABLE TO OFFER OUR KIDS SO MANY MORE THINGS THAN WE COULD IF WE WERE IN A SHRINKING DISTRICT.

BUT EITHER WAY, YOU WIND UP WITH MAKING TOUGH ZONING DECISIONS.

AND IT'S JUST KIND OF HOW IT IS.

>> OKAY. THANK YOU, MR. SAVOY.

THAT'S ALL I HAVE FOR NOW. I'LL BE SUBMITTING SOME ADDITIONAL QUESTIONS.

>> MR. SIEBEL.

>> JUST BASICALLY, I THINK THIS IS THE PROCESS FOR THIS YEAR BECAUSE THROUGH IT.

AFTER MAY BOND, WE'LL HAVE A LITTLE BIT CLEARER PICTURE AS TO WHAT WE'RE REALLY GOING TO DO BECAUSE I THINK LIKE YOU SAID, IT'S GOING TO BE A MONSTER YEAR LONG.

AND TO ME, I FEEL RUSHED RIGHT NOW THINKING ABOUT ANYTHING ELSE OTHER THAN RAMAGE AND GETTING IT DONE.

AND NOW TRYING TO THINK ABOUT ALL THESE OTHER DOMINOES, I THINK.

>> IT'LL [INAUDIBLE] QUICKLY.

>> ALL RIGHT. THANK YOU, MR. SIEBEL. MR. SAVOY, JUST REAL QUICK REFERENCING THAT NEIGHBORHOOD THAT YOU SAID THAT HAD 270 STUDENTS, AND IT LOOKED LIKE IT'S 270 FOR THE NEXT 10 YEARS.

I DON'T CARE WHAT NEIGHBORHOOD OR PLANNING UNIT IS WHAT I'M GETTING AT IS, AT WHAT POINT DOES THE NEIGHBORHOOD AGE OUT OF HAVING STUDENTS? I MEAN, IS THE DEMOGRAPHER ON TOP OF THAT?

>> IT'S FACTORED IN THERE.

SO IF THEY'RE SAYING 10 YEARS ABOUT THE SAME, THEN THEY'RE LOOKING AT A CHANGEOVER.

LIKE, THESE ARE I'M NOT A DEMOGRAPHER, SO I'M MAYBE STEPPING OFF.

LIKE ARE THESE ARE THEY GOING TO ADD MORE? I DON'T KNOW. THEY FACTOR ALL OF THAT IN.

THEY LOOK AT ALL KIND OF, LIKE, ARE PEOPLE GOING TO MOVE WHEN THEIR KIDS GET OLDER FOR A BIGGER HOUSE? AND THEN I DON'T KNOW.

>> YEAH, JUST MAKING SURE THAT I MEAN THAT WE ARE ASKING THOSE QUESTIONS.

>> THE NEIGHBORHOODS GO IN CYCLES, TOO, THOUGH BECAUSE WHEN THEY AGE OUT AND THEY SHRINK, THEN THERE'S A PERIOD WHERE THEY'RE SHRUNK, AND THEN THEY BECOME KIND OF COOL AND REMODEL AND GENTRIFY.

>> UNDERSTOOD.

>> PLANNING UNIT NUMBERS THAT HE SHOWED, THOSE ARE ACTUALLY FORECASTS FOR 10 YEARS.

>> THOSE ARE FORECAST. OKAY.

>> MAKE AN ATTEMPT TO DO THOSE PLANNING UNIT FORECASTS.

>> EASY ENOUGH.

>> I'M SAYING THEIR PLANNING UNIT FORECASTS FOR NEXT YEAR IS PROBABLY I'M NOT SAYING THEY'RE NOT ACCURATE.

I'M JUST SAYING I WOULD BANK ON THAT MORE THAN I WOULD SAY.

THEY'RE GOING TO BE 100% CORRECT, 10 YEARS.

>> SURE.

>> BECAUSE YOU COULD HAVE A RECESSION, YOU COULD HAVE WHO KNOWS? JUST SO Y'ALL KNOW I GUESS THE INTENT OF THERE'LL BE IN DEPTH DISCUSSIONS AS WE DO THIS.

AND THIS IS PROBABLY GOOD PRACTICE, ESPECIALLY IF YOU DO FOR THE TIME AT WHICH IT'S A MUCH BIGGER PROCESS.

BUT LIKE I SAID, SEND ME ALL YOUR QUESTIONS.

I JUST WON'T BE ABLE TO CONSENSUSLY MAKE A CHANGE.

I'M GOING TO WALK FROM HERE, WHAT I'M HEARING, AND IF I'M INCORRECT ON THAT, I'M GOING TO MOVE MAPS 1, 3, AND 4 TO THE NO LONGER BEING CONSIDERED CATEGORY ON OUR WEB.

DOESN'T MEAN YOU CAN'T PULL THEM BACK LATER IF SOMEONE AT THE END SAYS, HEY, I REALLY KIND OF LIKE THAT AT THE END OF THE DAY.

I'M GOING TO LEAVE MAP 2.

I'M GOING TO MOVE THAT DOWN TO.

WE'RE GOING TO CREATE MAP 5 NOW, WHICH IS GOING TO BE MAP 2 PLUS MOVING PLANNING UNIT 89 FROM ELLEN TO SCIENCE HALL.

THAT'LL BE THE MAP, THE RECOMMENDATION THAT WE BRING AT THIS POINT FOR THE PUBLIC FORUM COMMENT.

THEN AFTER THAT, WE'LL HAVE, I THINK ANOTHER MEETING BEFORE THE NEXT PUBLIC FORUM WHERE WE'LL NEED TO SIT DOWN AND YOU'LL NEED TO WEIGH OUT WHAT STOOD OUT TO YOU AT THE PUBLIC FORUM, AND THEN ARE WE GOING TO MAKE MORE CHANGES.

AND EVENTUALLY, WE'LL GET TO A POINT WHERE ALL WILL SAY, I THINK WE'RE GOOD.

AND THEN YOU CAN BASICALLY WE'LL PUT IT ON THE AGENDA FOR A VOTE.

>> MR. SAVOY, JUST KIND OF PUT MY FINGER IN THE AIR.

I DIDN'T SEE ANYBODY NODDING.

NO, SO I THINK OKAY.

SOUNDS LIKE A GOOD SUMMATION OF WHAT TRANSPIRE.

>> NOW LOOK Y'ALL MADE YOUR FIRST MAP.

>> ALL RIGHT. WE WENT FROM 4-5.

GOOD DEAL. ALL RIGHT.

THANK YOU, MR. SAVOY AND EVERYBODY ELSE FOR YOUR INPUT.

TEAM, I AM LOOKING FOR CONSENSUS ONE MORE TIME.

WE DO HAVE A FIRST READING OF A POLICY CHANGE.

[04:25:02]

WE WILL NOT BE READING THAT FIRST READING TONIGHT.

WE'LL BE DOING THE FIRST READING NEXT WEEK.

TEAM, WE ARE GOING TO MOVE.

DO WE HAVE ANY REQUEST FOR INFORMATION? DO WE HAVE ANY DR. WRIGHT?

>> SO I THOUGHT FIRST READING WAS GOING TO BE IN THE INFO TONIGHT, AND THEN WE WERE GOING TO HAVE APPROVAL FOR SECOND READING NEXT MONDAY. DID WE CHANGE?

>> NO, SIR, YOU AND I HAD TALKED ABOUT THE IMPORTANCE OF MAKING SURE THAT OUR TEACHER OR GREPS HAD A CHANCE TO REVIEW IT BEFORE WE BROUGHT IT IN FOR FIRST READING, AND THEN WE WERE GOING TO BRING IT FOR ACTION FOR A SECOND READING IN NOVEMBER.

>> WE JUST USUALLY ALWAYS CATCH THEM IN BETWEEN THE TWO MEETINGS, AND AFTER FIRST READING, WE GET THEIR INPUT TO SAY THAT AND GIVE YOU THE BOARD COMMENTS SO.

BUT EITHER WAY, IT'S FINE WITH ME.

I JUST I MEAN, YOU'RE IN NO RUSH.

>> SO NEXT WEEK, IT IS.

THANK YOU ALL FOR THE CLARIFICATION.

TEAM, WE ARE AT THE REQUEST FOR INFORMATION.

[P. REQUESTS FOR INFORMATION FROM THE BOARD OF TRUSTEES]

>> YES, I WOULD LIKE TO KNOW IF AND WHEN THE SIGNS ARE UP AT EACH OF THE CONSTRUCTION PROJECTS GOING AROUND THE DISTRICT OF WHAT TO EXPECT.

>> THANK YOU. I KNOW MS. PETRI CAPTURED THAT REQUEST.

I BELIEVE THAT TAKES ALL OF THE REQUESTS FOR INFORMATION.

TEAM, I KNOW THAT AGAIN, BOARD SECRETARY VANESSA PETRI HAS DONE A GREAT JOB OF CAPTURING ALL OF OUR QUESTIONS TONIGHT.

TEAM, I DO WANT TO DO ONE QUICK THANK YOU.

WELL, FIRST OF ALL, YOU NOTICED THAT WE WERE ALL WEARING OUR PINK SHIRTS, SO IN HONOR OF BREAST CANCER AWARENESS.

THANK YOU, MS. OTOSCO FOR ORGANIZING THOSE SHIRTS FOR US.

SO GREAT JOB.

OUR NEXT REGULAR SCHEDULED MEETING IS MONDAY,

[R. UPCOMING BOARD MEETINGS]

UNLESS THERE IS DISSENT, WE ARE ADJOURNED AT 11:14 PM.

* This transcript was compiled from uncorrected Closed Captioning.