Nov 18, 2024 Board Meeting

[00:00:05]

MAY I PLEASE HAVE EVERYONE'S ATTENTION BEFORE THE MEETING BEGINS? WE ASK THAT. EVERYONE, PLEASE SILENCE YOUR CELL PHONES. THE FORT BEND ISD BOARD OF TRUSTEE MEETING IS AN OPEN MEETING FOR THE PUBLIC TO OBSERVE THE BOARD CONDUCTING DISTRICT BUSINESS. THEREFORE, PATRONS MAY ONLY ADDRESS THE BOARD DURING THE DESIGNATED AUDIENCE ITEM SECTION ON THE AGENDA. IF YOU HAVE PRINTED MATERIALS YOU WANT TO GIVE TO BOARD MEMBERS, YOU MUST PROVIDE THEM TO ME OR ANY OFFICER PRESENT. AND WE WILL. WE WILL PROVIDE THEM TO THE BOARD. WE ALSO ASK MEMBERS OF THE AUDIENCE BE RESPECTFUL OF OTHERS BY REMAINING QUIET SO THAT EVERYONE IS ABLE TO HEAR THE PROCEEDINGS. THANK YOU. THANK YOU SERGEANT. THE TIME IS 6 P.M. AND THIS

[1. Call to order]

PLEASE REMAIN STANDING FOR A MOMENT OF SILENCE. YOU MAY BE SEATED. IF THE BOARD

[4. Recognitions]

AND. GOOD EVENING. TONIGHT'S NATIONAL ANTHEM PERFORMANCE WAS CONDUCTED BY AUSTIN HIGH SCHOOL UNDER THE DIRECTION OF MR. MATTHEW MADONIA. THE ORCHESTRA ENSEMBLE CONSISTS OF VICTOR BAO, LUCIA CHANG, AND SAI COCA, AND MR. JAYDEN HUE.

HERE WE GO. RIGHT HERE. ONE. TWO. THREE. ONE MORE. ONE. TWO. THREE. THANK YOU.

FOR TONIGHT'S RECOGNITION. WE HAVE FORT SETTLEMENT MIDDLE SCHOOL, CHAMBER ORCHESTRA, AND THE CLEMENTS HIGH SCHOOL. CHAMBER STRINGS WERE SELECTED TO PERFORM AT THE NATIONAL 2024

[00:05:06]

HERE WE GO. ONE, TWO. THREE. ONE MORE. ONE. TWO. THREE. THANK YO. THIS CONCLUDES THIS EVENING'S BOARD RECOGNITIONS.

[5. Superintendent Update]

MADAM PRESIDENT. THIS EVENING I HAVE THE FOLLOWING ITEMS THAT I WOULD LIKE TO REPORT UNDER THE SUPERINTENDENT'S UPDATE. THE FIRST ITEM WILL BE THE STATE OF THE SCHOOL. SO LAST WEEK, WE HAD THE AWESOME OPPORTUNITY TO PRESENT AT A CHAMBER EVENT. IT WAS VERY WELL ATTENDED. I WANT TO THANK OUR BOARD MEMBERS WHO WERE ABLE TO ATTEND. WE HAD MORE BOARD MEMBERS THAN THE OTHER TWO DISTRICTS THAT WERE THERE. SO I KNOW YOU ALL HAVE SO SUCH BUSY SCHEDULES, BUT YOU ALWAYS FIND TIME TO SHOW UP AND SUPPORT THE WORK OF THE DISTRICT. AND SO I WANT TO ACKNOWLEDGE AND APPRECIATE THAT. I KNOW TRUSTEE HANNAN WAS ABLE TO MAKE IT. TRUSTEE HAMILTON WAS ABLE TO MAKE IT. DOCTOR SHIRLEY ROSE GILLIAM WAS ABLE TO MAKE IT. THANK YOU. AND TRUSTEE JONES WAS ABLE TO MAKE IT. AND I KNOW THERE WERE Y'ALL WERE OUT OF TOWN AND HAD OTHER DISTRICT COMMITMENTS, BUT IT'S JUST A SIGN OF THE COMMITMENT OF OUR BOARD. AND I JUST AM SO VERY APPRECIATIVE OF THAT. I HAD AN OPPORTUNITY TO REALLY SPEAK ABOUT THE DISTRICT. FIRST WAS SO SUCH AN HONOR TO HIGHLIGHT THREE OF OUR STUDENTS WHO ARE MEMBERS OF THE STUDENT VOICES SUPERINTENDENT ADVISORY GROUP. AWESOME YOUNG LADIES, TWO STUDENTS FROM MARSHALL HIGH SCHOOL, ONE FROM AUSTIN HIGH SCHOOL. AND IT WAS GREAT FOR THEM TO HAVE AN OPPORTUNITY TO BE IN THE AUDIENCE. THE EXPOSURE THAT THAT IT PROVIDED THEM, THE LEADERSHIP, THE ADVOCACY WORK AND JUST STAKEHOLDER ENGAGEMENT, THOSE ARE THE THREE THINGS THAT WE REALLY FOCUS ON AND THEY WERE ABLE TO MEET ALL OF THOSE ITEMS AND EXPERIENCE ALL OF THAT, ALL IN THE STATE OF THE SCHOOL. SO IT WAS JUST GREAT OPPORTUNITY FOR THEM AND FOR ME TO BE ABLE TO SPOTLIGHT THEM. WE ALSO TALKED ABOUT PREPARING STUDENTS FOR THE WORKFORCE AND THE THINGS THAT WE'RE DOING HERE IN OUR DISTRICT. AND THEN WE TALKED ABOUT THE CHALLENGES OF GROWTH IN OUR DISTRICT, DEALING WITH SOME OF THE POCKETS OF OUR DISTRICT THAT ARE BUSTING AT THE SEAMS, BUT THEN ALSO DEALING WITH POCKETS OF OUR DISTRICT WHERE WE'VE GOT CAMPUSES THAT ARE NOT AT QUITE CAPACITY. AND THE IMPACT THAT THAT HAS ON SOME OF THE DIFFICULT DECISIONS THAT WE HAD TO MAKE. AND SO I MUST SAY, I THINK WE HAD THE BEST VIDEO THERE. I KNOW THIS MAY BE A BIT BIASED, BUT WE DID HAVE A GREAT VIDEO JUST HIGHLIGHTING THE DISTRICT, AND IT'S JUST A GREAT OPPORTUNITY TO SHOWCASE ALL THE GREAT WORK IN PUBLIC SCHOOLS AND IN FORT BEND COUNTY. SO THAT WAS AWESOME EVENT. THE NEXT ITEM IS A REALLY OUTSTANDING ITEM. I WAS TALKING TO MISTER DREW THERE A LITTLE BIT AGO. I WANT TO THANK HIM FOR HIS LEADERSHIP AND HIS TEAM, BUT WE HAD TWO BANDS, TWO OF OUR HIGH SCHOOL MARCHING BANDS RECENTLY MAKE HISTORY. KEMPNER HIGH SCHOOL AND AUSTIN HIGH SCHOOL. KEMPNER AND AUSTIN. THEY BOTH COMPETED IN THE UIL STATE CHAMPIONSHIP. THAT WAS THE FIRST TIME EVER THAT TWO OF OUR PROGRAMS FROM DIFFERENT DIVISIONS QUALIFIED TO COMPETE AT THE STATE COMPETITION. KEMPNER AND FIVE AUSTIN AND SIX A ALSO. THIS WAS KEMPNER'S VERY

[00:10:05]

ABOUT 200 GIRLS WERE ENGAGED IN GREAT HANDS ON LEARNING. THEY HAD AN OPPORTUNITY TO EXPERIENCE A LOT OF THE WORK THAT ENGINEERS ARE ENGAGED IN, AND THERE WAS A FLIGHT DIRECTOR FROM NASA THAT WAS THERE, AND ALL THROUGHOUT THE DIFFERENT CLASSROOMS WERE DIFFERENT PROJECTS THAT WERE GOING ON. AND IT WAS AMAZING TO SEE THE EXCITEMENT OF OUR STUDENTS, THE WORK THAT THEY WERE INVOLVED IN, THEY WERE CREATING ADAMS MADE FROM VARIOUS MATERIALS. THEY WERE CREATING ROBOTS, AND THE ROBOTS ACTUALLY WORKED, AND THEY HAD TO CREATE THE REMOTE CONTROL. AND SO I WAS SITTING THERE THINKING, JUST, YOU KNOW, HOW AWESOME OF AN EXPERIENCE IT WAS FOR OUR STUDENTS. AND THAT EVENT COULD BE THE SPARK THAT GETS OUR YOUNG LADIES EXCITED ABOUT A FIELD AND AN INDUSTRY WHERE WE KNOW WE NEED, YOU KNOW, MORE YOUNG LADIES AND MORE WOMEN. SO IT WAS A GREAT OPPORTUNITY. THE GROUP THAT WAS THERE. CAN SOMEONE REMIND ME WHAT'S THE NAME OF THAT GROUP? THE GROUP. SAY IT AGAIN. YES, YES. STANDARD LEARNING. I DIDN'T WANT TO FORGET THEM. I WANT TO RECOGNIZE THEM. THE EXTENDED LEARNING GROUP. THE LEADERS DID AN AWESOME JOB. THIS IS THE FOURTH YEAR OF THE EVENT, AND THEY WERE SO EXCITED ABOUT THE PROGRAM AND WHAT IT MEANS FOR THE YOUNG LADIES AND SO I WANTED TO MAKE SURE THAT I GAVE THEM THEIR KUDOS TOO. SO AGAIN, JUST VERY PROUD AND HONORED TO BE A PART OF THE EVENT AND JUST KNOWING THE GOOD WORK THAT'S GOING ON AND WHAT IT'S GOING TO MEAN FOR OUR YOUNG LADIES. SO THANK YOU, MADAM PRESIDENT. THAT CONCLUDES SUPERINTENDENT'S REPORT. THANK YOU, DOCTOR SMITH, AND THANK YOU FOR REPRESENTING FORT BEND ISD. WELL, AT THE STATE OF THE SCHOOLS. AND CONGRATULATIONS TO

[6. Board Activity Report]

[00:15:05]

MISSION BEND ELEMENTARY SCHOOL NAMING COMMITTEE MEETING AUSTIN HIGH SCHOOL'S ANNUAL INTERNATIONAL FESTIVAL. FORT BEND ISD, SMALL BUSINESS ENTERPRISE WORK PROGRAM WORKSHO.

FORT BEND CHAMBERS 17TH ANNUAL STATE OF THE SCHOOLS TASB LEADERSHIP CLASS SESSION TWO BOARD LEADERSHIP ACADEMY OPENING RETREAT. SECOND GENERAL MEETING OF GULF COAST AREA ASSOCIATION OF SCHOOL BOARDS. SECOND GENERAL MEETING OF GULF COAST AREA ASSOCIATION OF SCHOOL BOARDS, NORTH ZONE MEN'S FESTIVAL. WEST ZONE MEN'S FESTIVAL, VETERANS DAY PROGRAM AT NEAL ELEMENTARY SCHOOL, AND LAST BUT NOT LEAST, 2024 INTERNATIONAL FESTIVAL AT AUSTIN HIGH SCHOOL. THANK YOU, MR. HAMILTON. THAT'S A LOT OF EVENTS. WE'VE BEEN VERY BUSY. NEXT UP IS PUBLIC COMMENT. WE

[7. Public Comment]

BOARD MEMBERS. MY NAME IS AUGUSTINE VILLARREAL. I WILL BE SPEAKING ABOUT AWARENESS FOR PEOPLE, FOR POST-SECONDARY OPPORTUNITIES, FOR PEOPLE WITH SPECIAL NEEDS. I'M A PROUD GRADUATE FROM KEMPNER HIGH SCHOOL, A CLASS OF 22. I WAS BLESSED TO HAVE THE EXPERIENCE OF ATTENDING A SPECIAL PROGRAM NAMED E FOR TEXAS AT THE UNIVERSITY OF TEXAS IN AUSTIN. I FOR STANDS FOR EDUCATE, EMPOWER, EMPLOY, AND EXCEL. I LIVED ON CAMPUS AT DOBIE TOWERS WITH THREE OTHER NEUROTYPICAL, DIVERGENT PEERS. I WAS FORTUNATE TO HAVE AMAZING CARE MANAGER FROM TEXAS WORKFORCE SOLUTIONS, MR. DAVID HAMLETT. MR. DAVID MCCANN. THE PROGRAM WAS FULLY FUNDED AND SPONSORED BY TEXAS WORKFORCE SOLUTIONS. THEY PAID FOR MY ROOM AND BOARD AND TUITION. E FOR EDUCATE ME TO BE MY OWN ADVOCATE AND LEARN ABOUT LAWS REGARDING DISABILITY RIGHTS. ONE OF MY INTERN INTERNSHIP JOBS WAS TO SURVEY PARKS AND TO CHECK TO SEE IF THEY WERE HANDICAPPED ACCESSIBLE. I VISITED THE CAPITOL AND SPOKE TO SENATORS AND TO HELP SPONSOR BILLS THAT LET ME SPEAK TO CATER TO PEOPLE WITH DISABILITIES. THIS PROGRAM EMPOWERED ME TO BECOME WHO I TRULY AM, AND I FOUND MY VOICE. BY TAKING THIS PROGRAM. I FOUND MY PASSION ADVOCATING. THIS PROGRAM HELPED ME GAIN INDEPENDENCE, A SENSE OF SELF-WORTH, CONFIDENCE, AND KNOWLEDGE. IT HELPED ME TO LEARN SIMPLE LIFE AND NECESSARIES LIKE HOW TO USE PUBLIC TRANSPORTATION AND BUDGETING. THIS PROGRAM HELPED ME GAIN NOT ONE JOB, BUT TWO ON MY OWN. I'M VERY PROUD TO SAY I HAVE WORKED FOR THE SUGAR LAND SPACE COWBOYS AND THE HOUSTON TEXANS. I EARNED CERTIFICATIONS FOR CPR, EPIPEN, PARAFACIAL, AND CATERING. I HAVE EXCELLED BY COMING BACK HOME AND APPLYING ALL THESE SKILLS. I AM CURRENTLY WORKING WITH SENATOR MENDEZ AND HOST AND HOUSE MEMBER MARY GONZALEZ TO HELP SPONSOR HOUSE BILL 5148 AND HOUSE BILL 5146 TO HELP FUND PUBLIC SCHOOLS WITH MORE TRAINING FOR GENERAL EDUCATION TEACHERS ON HOW TO HELP SPECIAL ED STUDENTS AND MORE FUNDING FOR THESE POST-SECONDARY PROGRAMS FOR PEOPLE WITH DISABILITIES. THERE IS A LACK OF AWARENESS ABOUT THESE POST-SECONDARY PROGRAMS. SCHOOL BOARD. THIS IS WHERE WE NEED YOUR HELP. FORTUNATELY, I HAVE A PARENT WHO DID HER

[00:20:04]

OKAY. GOOD EVENING, DOCTOR SMITH. MEMBERS OF THE BOARD, FORT BEND ISD TRUSTEES AND MEMBERS OF THE COMMUNITY. MY NAME IS AL BACON. I SERVE AS THE DIRECTOR OF EDUCATION OUTREACH SERVICES. I'M HERE REPRESENTING THE PARIS FOUNDATION AS WE ENTER THIS SEASON OF THANKSGIVING. THE FOUNDATION WANTS TO TAKE THIS OPPORTUNITY TO EXPRESS THE GRATITUDE FOR OUR PARTNERSHIP WITH FORT BEND ISD. FOR OVER TEN YEARS, THE PARIS FOUNDATION HAS PROUDLY WORKED ALONGSIDE FORT BEND ISD AND PARTNER COMMUNITY AGENCIES IN THE FORT BEND COMMUNITY. IN THESE EFFORTS, WE'VE BEEN BLESSED WITH THE OPPORTUNITY TO SUPPORT AND EMPOWER STUDENTS FROM DULLES, HIGHTOWER, MARSHALL, AND WILLOWRIDGE HIGH SCHOOLS. THROUGH THESE PARTNERSHIPS, WE'VE HAD THE PRIVILEGE OF PROVIDING RESOURCES, MENTORSHIP AND PROGRAMING THAT ENRICH THE EDUCATIONAL EXPERIENCES OF THESE STUDENTS, HELPING THEM TO REACH NEW HEIGHTS IN BOTH THEIR ACADEMIC AND PERSONAL JOURNEYS. THIS INCLUDES SUPPORTING THEM IN APPLYING AND ATTENDING COLLEGE AND ENROLLING IN CAREER AND TECHNICAL OPPORTUNITIES. WE ARE DEEPLY THANKFUL FOR THE TRUST AND SUPPORT OF FORT BEND ISD HAS EXTENDED TO US OVER THE YEARS. YOUR COMMITMENT TO COLLABORATION HAS ALLOWED US TO MAKE A POSITIVE, LASTING IMPACT ON COUNTLESS STUDENT LIVES. WE ARE NAMED AFTER MY STEPSON WHO IS A VICTIM OF GUN VIOLENCE. HE DID NOT GET THE OPPORTUNITY TO FINISH HIGH SCHOOL, NOR COLLEGE. IT'S TRULY BEEN AN HONOR TO STEWARD HIS LEGACY AND CONTRIBUTE TO THIS COMMUNITY. WE LOOK FORWARD TO OUR CONTINUING THE SERVICE WITH THE SAME DEDICATION AND PASSION IN THE YEARS TO COME. AS WE LOOK TO THE FUTURE, WE ARE EAGER TO EXPAND OUR SUPPORT AND TO EXPLORE NEW WAYS TO PARTNER WITH FORT BEND ISD AND UPLIFTING OUR YOUNG PEOPLE. TOGETHER, WE CAN BUILD EVEN STRONGER FOUNDATIONS FOR THEIR SUCCESS AND WELL-BEING.

THANK YOU ONCE AGAIN, DOCTOR SMITH. MEMBERS OF THE BOARD FOR YOUR ONGOING SUPPORT FOR ALLOWING THE PARIS FOUNDATION TO BE A PART OF THIS INCREDIBLE JOURNEY. WE LOOK FORWARD TO MANY YEARS OF WORKING TOGETHER TO BENEFIT THE BRIGHT YOUNG MINDS OF OUR COMMUNITY. THANK YOU FOR YOUR TIME. THANK YOU, MR. BACON. NEXT UP IS ELIZA RUKAVINA. YOU CAN PULL IT DOWN. OKAY. GOOD EVENING. MY NAME IS ALYSSA RUKAVINA, AND I'M HERE THIS EVENING TO SPEAK ON THE LONG RANGE BOUNDARY PLANNING SERVICES CONTRACT THAT THE THAT THE DISTRICT WILL BE ENTERING. EVEN THOUGH I'M NEW TO BOARD MEETINGS AND SIMPLY HAVE A KINDERGARTNER, PRIOR TO MY SON BEING BORN, I WAS ACTIVE IN VOICING MY CONCERNS OVER SHORT TERM SOLUTIONS THAT GRAVELY IMPACTED COMMUNITIES AND THE LONG TERM PLANNING FOR THE DISTRICT. FIVE YEARS AGO, MY NEIGHBORHOOD, THE

[00:25:04]

PLEASE THINK THROUGH THE RAMIFICATIONS OF RETENTION FOR THESE FAMILIES. IF A STUDENT IS ALREADY INCREASING THEIR 30S DRASTICALLY AND LEAVING THE NEIGHBORHOOD OF AN OVERCROWDED SCHOOL TO SIMPLY ATTEND ANOTHER OVERCROWDED SCHOOL THAT DOESN'T OFFER THE SAME ENVIRONMENT AS THE CAMPUS, THEY PURCHASED THEIR HOME FOR, WHY WOULDN'T THAT FAMILY CONSIDER OTHER OPPORTUNITIES OF EDUCATION WITHIN THE SURROUNDING AREA? OUTSIDE OF THE PUBLIC SCHOOL SYSTEM, WITHIN THE BUILT WITH WITH THE BUILDING OF NEW CHARTERS, PRIVATE AND HOME SCHOOLS INCREASING? PLEASE WORK TO RETAIN STUDENTS BY KEEPING THEM CONVENIENTLY LOCATED TO THE NEWER FACILITIES TO WHICH THEY PURCHASED THEIR HOMES TO WALK TO WITH CAP AND OVERFLOW. AS A FIRST STEP APPROACH, THE DISTRICTS CAN COMBINE. THANK YO. NEXT UP IS MANDY BOWIE.

IF I WAIT, IF IT MATTERS. IF EVERYBODY GETS A COPY BEFORE I SPEAK. OKAY. DO I WAIT? OKAY. I DID PRINT MY SPEECH BECAUSE I KNOW I'M GOING TO TALK FAST AND MISS SOME KEY POINTS. AND I'M GOING TO ECHO A LOT OF WHAT ALYSSA JUST SPOKE ON. AND I AM GOING TO GO OFF SCRIPT AND REMIND EVERYBODY AND MYSELF THAT I'M NOT JUST HERE ADVOCATING FOR MY PERSONAL COMMUNITY, BUT AS I BECOME MORE AWARE OF DISTRICT MATTERS, THIS IS OBVIOUS THAT THE ENTIRE DISTRICT NEEDS HELP WITH WHEN IT COMES TO THIS LONG RANGE BOUNDARY PLANNING. SO AGAIN, AS ALYSSA SAID, I DO ASK YOU TO CAREFULLY CONSIDER SOME POINTS WHEN YOU GUYS ARE SOLICITING VENDORS. WE NEED TO ASSURE THAT THIS VENDOR WILL UPHOLD THE STANDARDS THAT WE AS A DISTRICT SHOULD EXPECT. AND AGAIN, I'LL SPEAK QUICKLY. SO YOU GUYS HAVE MY SCRIPT, BUT I BELIEVE DISTRICT DECISIONS SHOULD BALANCE DATA WITH MEANINGFUL COMMUNITY INPUT. THE ELIMINATION OF ES 55 APPEARS TO HAVE BEEN DRIVEN PRIMARILY BY BUDGET CONCERNS. DESPITE CALLS FROM THE BOND OVERSIGHT COMMITTEE MEMBERS FOR BROADER COMMUNITY FEEDBACK AND REQUESTS FROM THE COMMUNITY TO DELAY THE VOTE FOR FURTHER DATA EVALUATION, THE DATA RELIED UPON IN THIS DECISION FAILED TO FULLY ACCOUNT FOR ONGOING GROWTH IN AREAS LIKE HARVEST GREEN, ALIANA, AND THE SURROUNDING NEIGHBORHOODS, WHERE SIGNIFICANT RESIDENTIAL DEVELOPMENT CONTINUES. THESE AREAS WERE KEY TO THE ORIGINAL JUSTIFICATION FOR ES 55, AND THEIR GROWTH POTENTIAL REMAINS SUBSTANTIAL.

WHILE PAZ'S DATA PROVIDES VALUABLE INSIGHTS, ITS REZONING PROPOSALS, AS OTHERS HAVE NOTED, OVERLOOKED CRITICAL FC LOCAL CODES MEANT TO ENSURE BALANCED GROWTH. SUCH OVERSIGHTS CAN LEAD TO INCREASED OPERATIONAL COSTS FOR SAFETY AND TRANSPORTATION MEASURES THAT COULD BE MITIGATED

[00:30:02]

ADDING MORE PORTABLES TO AN ALREADY OVERCROWDED PLAYGROUND MAY INCREASE CAPACITY, BUT WOULD CLEARLY REFLECT A LACK OF HOLISTIC PLANNING AND DISREGARD FOR THE WELL-BEING AND SAFETY OF OUR STAFF AND STUDENTS. I'D ALSO LIKE TO POINT OUT THE ONGOING CONSTRUCTION OF MISSION. BEN GLEN CONTRADICTS THE EXACT LOGIC USED TO ELIMINATE ES 55. I DON'T DOUBT THAT THIS REBUILD WAS NECESSARY, BUT IF UNDERUTILIZATION WAS THE ISSUE FOR ES 55, HOW CAN YOU JUSTIFY BUILDING MBG WITH AN EVEN LOWER UTILIZATION? PROJECTED ENROLLMENT IS AT MBG IN 2033. 34 IS JUST 244 STUDENTS. THAT'S 24% CAPACITY. ES 55 WAS PROJECTED TO BE AT 78% CAPACITY, WHICH IS UNDERUTILIZED AT 788 STUDENTS. IT'S NOTED THAT DURING THE AUGUST 29TH BOND OVERSIGHT COMMITTEE MEETING, THE BOND 23 BUDGET WAS OVER. IN PART BECAUSE THESE ELEMENTARY REBUILDS WERE UPSIZED TO 125,000FT■!S VERSUS E ORIGINAL 100,000FT■!S BIDS, THE DISTRICT'S ANSWER TO THIS WAS THAT THEY DICTATED THEIR THEIR INCREASE BY TO STANDARDS. BUT T DOES NOT MANDATE SUCH LARGE FACILITIES. SO MY QUESTION IS WHAT EDUCATIONAL SPECIFICATIONS ARE BEING USED AND WHAT ARE SCHOOLS LIKE MBG, FERNDALE AND BLUE RIDGE BRIARGATE BEING BUILT WITH SUCH LARGE CAPACITIES THAT DRIVE UP THE BOND OVER BUDGET AND POTENTIALLY BEING UNDERUTILIZED? I DO URGE THE BOARD TO RECONSIDER THE ELIMINATION OF ES 55, WHETHER IT BE REINSTATED AS PART OF THE 2023 BOND OR PURSUING FUNDING SUGGESTIONS MADE BY TRUSTEE JONES AND THE INTENT TO REIMBURSE SOLUTION OFFERED BY MR. GLEN AND MISS TYSON MOVING FORWARD, I DO HOPE THE DISTRICT STRENGTHENS COMMUNICATION BY PROVIDING PROACTIVE, ACCESSIBLE INFORMATION TO THE COMMUNITY SO WE CAN VOICE OUR CONCERNS BEFORE DECISIONS ARE MADE. THANK YOU SO MUCH FOR YOUR TIME. THANK YOU.

[8.A. Intruder Detection Report]

YES, MA'AM. THANK YOU, MADAM PRESIDENT. CHIEF RIDER WILL BE PRESENTING THE INTRUDER DETECTION REPORT. GOOD EVENING. THANK YOU, MADAM PRESIDENT, BOARD AND DOCTOR SMITH THIS EVENING I'M GOING TO REPORT TO YOU ON OUR INTRUDER DETECTION FOR THE LAST MONTH, SINCE THE OCTOBER 21ST, 2024, REGULAR BOARD MEETING, OUR DISTRICT HAS RECEIVED ANOTHER 16 INTRUDER DETECTION AUDITS, 13 OF THOSE CAME BACK WITH NO FINDINGS. THREE OF THOSE DID HAVE FINDINGS. AND WE ARE WORKING TO CORRECT THOSE AND REPORT THOSE BACK TO THE STATE AS WE SPEAK.

THAT'S THE END OF MY REPORT. THANK YOU. CHIEF RIDER, DO WE HAVE QUESTIONS FROM THE TRUSTEE? OKAY. WE HAVE NONE. THANK YOU. NEXT IS OUR STUDENT ACHIEVEMENT 20 2425 BEGINNING OF YEAR DATA

[8.B. Student Achievement: 2024-25 BoY Data]

WE'VE PREPARED A NOTES GUIDE. IF YOU LOOK AT THE FIRST PAGE OF YOUR NOTES GUIDE, FOR EVERY TIME WE REFERENCE SOMETHING ON THE SLIDE, THERE WILL BE A SLIDE NUMBER THERE. SO FOR EXAMPLE, THERE'S KEY THREE AREAS OF REVIEW. IT SAYS SLIDE FOUR JUST SO THAT YOU CAN TRACK AS WE PRESENT, I THINK ALL THREE OF US WILL GET SUPER EXCITED ABOUT THE STUDENT ACHIEVEMENT UPDATE TONIGHT. WE DON'T WANT TO LOSE YOU IN THE PROCESS. SO AS WE PREPARE FOR OUR UPDATE THIS EVENING, I FIRST AND FOREMOST WANT TO SHARE WITH YOU. I WISH THAT I HAD ALL THE TIME IN THE WORLD TO PROVIDE YOU AN UPDATE ON ALL THINGS STUDENT ACHIEVEMENT FROM BEGINNING TO END. OUR GOAL TONIGHT IS TO PROVIDE YOU AN UPDATE OF WHERE WE ARE, WHERE WE WERE WHEN WE ENDED THE SCHOOL YEAR, AND WHERE WE ARE HEADED SO THAT WE CAN ALL HAVE A SHARED UNDERSTANDING OF IMPACT AND EXPECTED OUTCOMES FOR STUDENT ACHIEVEMENT. AS WE CONCLUDE, THE 2425 SCHOOL YEAR.

SO BEFORE WE SHARE WITH YOU WHERE WE ARE NOW, WE WANT TO TAKE YOU BACK JUST A LITTLE BIT AND BEGIN WITH OUR PAST. AND SO WHEN WE THINK ABOUT OUR PAST, WHEN I STARTED IN FORT BEND, BACK IN MAY, IT WAS VERY IMPORTANT FOR ME TO REVIEW THREE AREAS OUR STAR DATA,

[00:35:03]

MAYBE IN THE DEPARTMENT OF SCHOOL LEADERSHIP, THEY HAVE A FOCUS. AND THEN IN THE DEPARTMENT OF ACADEMIC AFFAIRS, THEY HAVE A SEPARATE FOCUS. AND THERE'S ONE PRINCIPAL WORKING ON MULTIPLE FOCI. WE ALSO NOTICED LEADERSHIP CAPACITY DEPENDING ON WHEN A LEADER STARTED IN OUR DISTRICT, MAY DEPEND ON WHEN THEY RECEIVE PROFESSIONAL LEARNING ON A SPECIFIC TOPIC, OR IF THEY RECEIVED PROFESSIONAL LEARNING ON A SPECIFIC TOPIC. SO MAYBE WE PROVIDED PROFESSIONAL LEARNING IN 2022, AND THAT LEADER STARTED IN 2023, SO THEY MISSED THE BIG INITIATIVE AND ROLLOUT. ANOTHER AREA OF FOCUS WAS ACTIVITY FOCUS VERSUS PRODUCTIVITY. SO WE NOTICED VERY QUICKLY THAT WE HAVE EVERYONE'S DOING THE WORK. THAT'S NEVER A QUESTION, BUT ARE WE WORKING ON THE RIGHT WORK OR ARE WE MEETING FOR THE SAKE OF MEETING? AND THEN LAST, ANOTHER CHALLENGE THAT WE NOTICED IS SILOED OWNERSHIP AND EXECUTION. AND SO WE HAD A TEACHING AND LEARNING TEAM, AND WE HAD A DEPARTMENT OF SCHOOL LEADERSHIP TEAM. AND DEPENDING ON WHAT THE ISSUE MAY OR MAY NOT HAVE BEEN, IT MIGHT HAVE BEEN THAT ONE OWNED IT AND ONE WENT OUT TO EXECUTE. AND IT COULD HAVE BEEN TWO DIFFERENT DEPARTMENTS EXECUTING AND OWNIN. AND SO I WANT TO SHARE WITH YOU, LIKE I SKIPPED YOUR STAR DATA. SO I WANT TO SHARE WITH YOU SOME STAR DATA. AS WE TALK ABOUT THOSE CHALLENGES, YOU SHOULD HAVE THE STAR DATA IN YOUR HANDOUT. ON PAGE TWO. THERE'S THREE SETS OF DATA IN FRONT OF YOU. THE FIRST SET OF DATA THAT YOU HAVE IS OUR UNOFFICIAL OVERALL DATA. AS YOU KNOW, WE ARE STILL WAITING FOR OFFICIAL DATA TO BE RELEASED AS IT RELATES TO ACCOUNTABILITY A THROUGH F DUE TO THE LAWSUIT. BUT I WANTED TO PROVIDE YOU SOME INFORMATION. AND SO THE TABLE ON THE LEFT IS OUR READING LANGUAGE ARTS GRADES THREE THROUGH EIGHT, ENGLISH ONE AND TWO. IT SHOWS HOW WE COMPARE TO THE STATE AND TO REGION FOUR. AND THEN IF YOU LOOK AT THE TABLE ON THE RIGHT, IT'S OUR MATH GRADES THREE THROUGH EIGHT. AND ALGEBRA ONE WITH A COMPARISON STATE, REGION FOUR, AND THEN FORT BEND ISD. THE TABLE IN THE MIDDLE IS OUR A THROUGH F PROJECTED RATING. SO WE'VE NOT RECEIVED A PROJECTED RATING DUE TO THE PENDING LAWSUIT. BUT AGAIN, WE HAVE A PHENOMENAL ASSESSMENT TEAM. AND SO THEY'VE BEEN CALCULATING AND TRYING TO SYNTHESIZE AND COLLECT ALL OF THE DATA. SO YOU CAN SEE OUR PROJECTED RATING FOR 2024 AND OUR PROJECTED RATING FOR 2023, AGAIN, DUE TO THE PENDING LAWSUIT. I HAVE THE DATA IN FRONT OF YOU, BUT THEY ARE JUST THAT PROJECTIONS BECAUSE WE MAY HAVE OFFICIAL DATA RELEASED AND THERE MAY BE A DOMAIN CALCULATION THAT CHANGES. SO TO MAKE SURE THAT WE ARE PUTTING OUT THE MOST ACCURATE DATA YOU HAVE, IT IN FRONT OF YOU. BUT WE'RE NOT RELEASING IT AT THIS TIME. AND THE LAST TABLE, IF YOU WILL, LOOK, IT HAS 2024 VERSUS 2023 DOMAIN ONE. THAT'S OUR STUDENT ACHIEVEMENT DATA COMPARISON. SO AGAIN ON THE LEFT YOU WILL SEE OUR READING LANGUAGE ARTS. AND THEN ON THE RIGHT YOU WILL SEE OUR MATH. SO I WANT TO GO BACK TO THESE

[00:40:02]

AND IT'S CHALLENGES THAT WE'VE FACED OVER TIME. AND SO ONE OF THE THINGS THAT I WANT TO SHARE WITH YOU, ALTHOUGH WE HAVE CHALLENGES, WE ARE WORKING TO OVERCOME THOSE CHALLENGES, BUT WE ALSO HAVE CELEBRATIONS. AND SO WE HAVE OUR FEDERAL IDENTIFICATION, WHICH IS OUR SCHOOL IMPROVEMENT CAMPUSES. SOME PEOPLE WILL THINK OUR STATE RATING IS HOW WE ARE IDENTIFIED FOR SCHOOL IMPROVEMENT. OUR A THROUGH F OR OUR STATE STAR SCORES DO NOT DETERMINE SCHOOL IMPROVEMENT. IT'S ACTUAL OUR FEDERAL RATING AND IT'S BASED ON OUR CAMPUSES WHO ARE TITLE ONE WHO SCORE IN THE LOWER 5% OF THEIR GROUP. I AM HAPPY TO SHARE WITH YOU TONIGHT THAT WILLOW RIDGE HIGH SCHOOL IS NO LONGER A SCHOOL IMPROVEMENT CAMPUS. SO YOU WILL SEE ON THAT HANDOUT, PAGE THREE THAT THERE'S A LIST OF THE SCHOOL IMPROVEMENT CAMPUSES THAT WE WILL CONTINUE TO WORK WITH. BUT WHAT'S IMPORTANT HERE IS FOR US TO THINK ABOUT THE PROCESS AND REALIZE THAT LATER, ANDREA AND ADAM WILL SHARE WITH YOU REALLY THE WORK THAT WE ARE DOING. AND IF WE HAD A MAGIC WAND AND WE COULD WAVE IT TODAY, ALL OF THESE CAMPUSES WOULD COME OUT OF SCHOOL IMPROVEMENT AT THE END OF THIS SCHOOL YEAR. BUT SUSTAINABILITY AND GOOD PRACTICES TAKE TIME. AND SO WE ARE COMMITTED TO BEING IN THE WORK. WE ARE COMMITTED TO HOLDING EVERYONE ACCOUNTABLE, AND WE'RE COMMITTED TO ROLLING UP OUR SLEEVES AND LEARNING AS WE BUILD A SUSTAINABLE PLAN. AND SO AS I THINK ABOUT THESE CHALLENGES AND ROLLING INTO THIS FIRST SEMESTER, I REALLY WANTED TO FOCUS IN ON WHAT CAN WE DO IMMEDIATELY TO SEE THE IMPACT OF THE SYSTEMS AND PROCESSES THAT WE'RE PUTTING IN PLACE. SO OUR GOAL AS A TEAM IS TO CREATE AN ALIGNMENT OF OUR STRENGTHS. SO STRONG THAT WE WILL NOT NOTICE OUR WEAKNESSES. OUR WEAKNESSES WILL BE THERE, BUT WE ARE FOCUSED ON ALIGNMENT AND MAKING SURE THAT WE COME TOGETHER IN ALL THINGS. AND SO WHAT YOU WILL SEE FROM THE SCHOOL LEADERSHIP AND ACADEMIC AFFAIRS TEAM IS AN ALIGNED VISION AND MISSION. ONE VOICE. YOU WILL SEE AN ALIGNED STRATEGY, ONE PLAN, HIGH QUALITY TIER ONE INSTRUCTION, AND YOU WILL SEE ALIGNED EXECUTION. ALL HANDS ON DECK, SEE A NEED FILL A NEED TO ENSURE THAT WE HAVE INCREASED STUDENT OUTCOMES FOR THE 2425 SCHOOL YEAR AND BEYOND.

AND SO YOU MAY NOTICE THAT NOT ONLY THE INDIVIDUALS STANDING AT THE PODIUM TO PRESENT TONIGHT, BUT ALL OF THE TEAM MEMBERS IN ACADEMIC AFFAIRS AND THE DEPARTMENT OF SCHOOL LEADERSHIP ARE PARTICIPATING. AND WHAT I LIKE TO CALL A LEARNING, DOING AND REVIEWING CYCLE. WE ARE FOCUSED ON ALIGNED EXPECTATIONS, A FOCUS ON LEARNING THAT'S NON-NEGOTIABLE FOR US. WE ARE REMOVING BARRIERS. WE ARE SUPPORTING WHERE WE ARE. SO ALL OF OUR CAMPUSES HAVE INDIVIDUAL NEEDS. ALL OF OUR CAMPUSES HAVE INDIVIDUAL STRENGTHS AND OUR JOB IS TO BUILD OUR CAMPUSES UP WHERE THEY ARE. AND THEN YOU WILL SEE THAT WE ARE FOCUSED ON ORGANIZATIONAL SYSTEMS AND PROCESSES. OUR SECOND FOCUS IS TO PRIORITIZE OUR CAMPUS SERVICE AND SUPPORT. SO WE'RE NOT DOING A ONE STOP SHOP ANY LONGER. WE ARE DEVELOPING SUPPORT BASED ON THE INDIVIDUAL NEEDS OF THE LEADERS, THE INDIVIDUAL NEEDS OF THE STUDENTS, AND THE INDIVIDUAL NEEDS OF THE CAMPUS. NOW, I WANT TO BE VERY CLEAR. IF WE COULD DO THAT FOR ALL 84 CAMPUSES THIS YEAR, WE WOULD. WE'VE IDENTIFIED 21 CAMPUSES AND DOCTOR SHAW WILL TALK TO YOU ABOUT THIS. OUR COMMITMENT IS TO ENSURE THAT ALL CAMPUSES WHO ARE PROJECTED TO HAVE A C, D OR F ARE ON OUR FOCUS LIST AND WE WILL SEE THEM GROW AT THE END OF THIS YEAR. SO THAT'S HOW WE DETERMINE THE 21 CAMPUSES. AND LAST, WE ARE BUILDING CAPACITY, NOT ONLY THE CAPACITY OF THE LEADERS AND TEACHERS AT THE CAMPUS, BUT WE'RE BUILDING OUR CAPACITY AS A TEAM THROUGH JOB EMBEDDED PD, THROUGH GOAL SETTING AND THROUGH OBSERVATION AND FEEDBACK. SO I'VE TAKEN THIS BACK SO THAT WE CAN GO FORWARD. IN JUST A MOMENT. YOU WILL HEAR FROM DOCTOR STEVENS AND DOCTOR SHAW REALLY TALKING ABOUT WHAT'S THE DATA THAT WE WILL USE SO THAT WE'RE ALL ALIGNED. AND THEN DOCTOR SHAW CLOSES OUT WITH WHAT IS THE ACTUAL ACTION ITEMS THAT YOU WILL SEE HAPPENING, AND HOW WILL WE MEASURE THE IMPACT? SO GOOD EVENING. SO AS DOCTOR JORDAN SAID, I'M GOING TO KIND OF WALK US THROUGH THE DIFFERENT, DIFFERENT PIECES OF INFORMATION THAT WE HAVE AT OUR HANDS. YOU KNOW, THERE'S AN OLD SAYING THAT YOU CAN BE DATA RICH BUT INFORMATION POOR. AND SO WE'VE REALLY SPENT THE LAST FEW

[00:45:01]

WE'RE GOING TO HAVE THE END OF THE YEAR ASSESSMENT AGAIN. STARS ONE AND DONE HIGH STAKES. YOU EITHER PASS YOUR EOC TEST AND YOU GET TO GRADUATE OR YOU DON'T. DOESN'T TELL US IF THE STUDENT KNOWS THE CONTENT. IT DOESN'T TELL US WHAT THEY CAN D. IT'S JUST GIVEN ONCE AND WE KEEP IT MOVING. THE BASICS. THIS IS WHERE WE REALLY START TO DIFFERENTIATE. MAP MEASURES.

INDIVIDUAL STUDENT GROWTH AND IT COMPARES IT TO NATIONAL NORMS. SO IT'S NOT MEASURING THE STUDENT'S PROGRESS ON THE CHEEKS. IT'S NOT MEASURING COMMON CORE PROFICIENCY. IT'S FOCUSED SOLELY ON INDIVIDUAL STUDENTS AND WHAT THEY'RE DOING BASED ON INDIVIDUAL LEARNING STANDARDS. STAAR RESULTS ARE USED PRIMARILY FOR INSTRUCTIONAL PURPOSES FROM A FOURTH GRADE STUDENT. IT'S ONLY ASSESSING ME ON THOSE FOURTH GRADE TESTS. I GIVE THEIR ASSESSMENT IN LATE APRIL, AND MAYBE I'LL GET THE RESULTS BACK IN EARLY JUNE. SO THAT'S WHERE THEY REALLY DIFFERENTIATE. SO STAR GROWTH IS REALLY SIMPLE. IF I'M A FOURTH GRADE STUDENT AND I GET 20 QUESTIONS RIGHT, IF I GET TO FIFTH GRADE AND I GET 22 QUESTIONS CORRECTLY IN THE STATE OF TEXAS EYES, I HAVE DEMONSTRATED GROWTH IN THE STAR EXAM. YOU GET TWO TWO MORE QUESTIONS, RIGHT? THAT DOESN'T TELL US IF YOU WENT FROM FAILING TO PASSING. IT DOESN'T TELL US WHAT HAPPENED IN THE CONTENT AREA. IT JUST SAYS IN THE STATE OF TEXAS'S EYES, YOU'VE GROWN WHERE MAP WHERE IT'S A LITTLE DIFFERENT. SO MAP GROWTH IS AN INDIVIDUAL PROJECTION. SO WHAT HAPPENS IS STUDENTS TAKE THE INITIAL TEST. THEY ARE ASSIGNED A RISK SCORE. RIGHT. THAT RISK SCORE IS GOING TO TELL US THAT STUDENT SCORED A 170. AT THE END OF THE YEAR. THEY'RE GOING TO LOOK AT ALL THE STUDENTS THAT SCORED A 170. AND THEY'RE GOING TO ASSIGN THAT STUDENT A GROWTH NUMBER. IT COULD BE SEVEN POINTS. IT COULD BE EIGHT POINTS. BUT IN ORDER FOR A STUDENT TO SHOW ONE YEAR'S WORTH OF GROWTH, THEY NEED TO HIT THAT GROWTH NUMBER. SO WHAT THAT LOOKS LIKE IS THIS. SO THE BEGINNING OF THE YEAR ASSESSMENT, WE THINK THIS IS A PRETTY FUN GRAPH RIGHT. SO AT THE BEGINNING OF THE YEAR ASSESSMENT EVERY STUDENT IS GOING TO BE ASSIGNED A RISK SCORE RIGHT. SO IF I'M LOOKING AT IT THROUGH THE LENS OF STUDENTS RIDING BIKES, I MAY HAVE A STUDENT ON A FISHER PRICE. I HAVE A STUDENT THAT HAS TRAINING WHEELS. AT THE END OF THE YEAR, WE WANT ALL THOSE STUDENTS TO GROW, RIGHT? SO IF YOU'RE ON THE TRAINING WHEELS, WE WANT YOU TO HAVE NO TRAINING WHEELS. IF YOU'RE ON NO TRAINING WHEELS, WE WANT YOU TO BE ABLE TO STAND ON THE SEAT AND DO A FLIP, RIGHT. BUT AT THE END OF THE YEAR, WHAT WE WANT IS WE WANT INDIVIDUAL GROWTH FOR ALL OF THOSE STUDENTS. AND SO STUDENTS TAKE THE MAP ASSESSMENT AND THEY ARE SCORED INTO A RANGE BAND. AND THAT RANGE BAND ALLOWS US TO SEE BY THE END OF THE YEAR IN ORDER FOR THAT STUDENT TO PROGRESS, THEY NEED TO DEMONSTRATE A CERTAIN PERCENTAGE POINTS OF GROWTH. AND SO THIS IS AN EXAMPLE OF WHAT IT LOOKS LIK.

RIGHT? SO BASED ON THESE STUDENTS, RIT SCORES, THEIR GROWTH SCALE WOULD BE EIGHT POINTS. SO IF A STUDENT WAS TO SCORE A YEAR'S WORTH OF GROWTH, TAKE STUDENT A THEIR BEGINNING OF THE YEAR RIT SCORE WAS A 212. THEY ENDED THE YEAR AT 220. THAT STUDENT SHOWED A YEAR'S WORTH OF GROWTH. REMEMBER, THEY START WITH A 212 COMPUTER, LOOKS AT IT AND SAYS IN ORDER TO SHOW A YEAR'S GROWTH OVER TIME, EVERY STUDENT THAT SCORED A 212 WOULD SCORE. HERE WE'RE JUST USING EIGHT BECAUSE IT'S EASY. STUDENT B THEY STARTED THE YEAR WITH A 200. THEY ENDED THE YEAR WITH A 212. THAT'S A 12 POINT GROWTH. SO THAT'S A YEAR AND A HALF WORTH OF GROWTH FOR THAT STUDENT STUDENT C STARTED THE YEAR AT A 179. ONLY MADE IT TO 183. WE WANT TO CELEBRATE THE FACT THAT THEY MADE SOME GROWTH, BUT UNFORTUNATELY THEY DID NOT MAKE A YEAR'S WORTH OF GROWTH. AND SO THIS IS THE KIND OF INDIVIDUAL DATA THAT WE GET FROM THE MAP ASSESSMENT. IT'LL TELL US WHAT STUDENTS WERE SUCCESSFUL MAKING A YEAR'S GROWTH, WHAT STUDENTS WERE SUCCESSFUL MAKING TWO YEAR'S GROWTH, AND MAYBE WHAT STUDENTS WEREN'T AS SUCCESSFUL AS THEIR PEERS. BUT IT'S REALLY DIFFERENT FROM THE STAR EXAM WHERE WE JUST SEE ADAM HAD 20 QUESTIONS RIGHT LAST YEAR. ADAM HAS 21 QUESTIONS RIGHT THIS YEAR. AND NEXT YEAR ADAM COULD HAVE 22 QUESTIONS RIGHT. DOESN'T TELL US IF ADAM'S LEARN MORE. IF ADAM'S PROGRESSED, IT JUST GIVES US A YES OR NO. AND SO WHEN WE LOOK AT OUR MAP DATA ABOUT THE BEGINNING OF THE YEAR, THIS IS WHAT WE GOT. SO THE COLUMN ON THE LEFT IS IT'S PUT INTO THE QUADRANTS. SO THOSE ARE STUDENTS IN THE 0 TO 20 RANGE. THE COLUMN

[00:50:04]

AND SO WHAT WILL HAPPEN IS WHEN WE COME BACK FROM THE CHRISTMAS BREAK, WE'LL GIVE OUR BEGINNING OUR MIDDLE OF THE YEAR ASSESSMENT, AND THEN WE'LL GET ANOTHER REPORT. ARE OUR STUDENTS STILL ARE THEY 60? ARE THEY 61? ARE THEY 71. AND SO WE'LL GET THAT ASSESSMENT. AND THEN YOU SEE ON THE LEFT WE START WITH OUR GEOMETRY. SO OUR TYPICAL 10TH GRADERS THERE ARE ALGEBRA ONE. YOU BEGIN TO KIND OF SEE A BREAKDOWN OF HOW OUR INDIVIDUAL GRADE LEVEL STUDENTS ARE SCORING ON THE MATH ASSESSMENT. SO WE SEE OUR KINDERGARTEN STUDENTS ARE IN THE SEVENTH 70TH PERCENTILE. OUR FOURTH GRADE STUDENTS ARE IN THE 65TH PERCENTILE, AND OUR EIGHTH GRADE KIND OF JUMPS OUT BECAUSE WE'RE ONLY AT THE 40TH PERCENTILE. BUT ONE OF THE THINGS THAT WE HAVE TO RECOGNIZE IS EIGHTH GRADE DOESN'T HAVE THE SAME SAMPLE SIZE AS EVERYONE ELSE BECAUSE WE HAVE SO MANY STUDENTS IN EIGHTH GRADE TAKING ALGEBRA ONE. SO THOSE EIGHTH GRADE STUDENTS THAT ARE TRADITIONALLY IN AN EIGHTH GRADE CLASSROOM ARE ALSO REFLECTING OUR ALGEBRA ONE SCORES. SO THAT'S WHY THERE'S A LITTLE BIT OF DISCONNECT. AND THAT EIGHTH GRADE SCORE LOOKS A LITTLE BIT LOWER THAN THE REST OF THE MAP SCORES. WE SEE SAME THING WITH READING THE FORT BEND ISD STUDENTS. WE ARE IN THE 64TH PERCENTILE AGAIN. SO IF YOU PUT 100 STUDENTS IN A CLASSROOM, WE'D BE THE 64TH STUDENTS. AND WE LOOK AT MATH AND HOW THE MAP NWA DEFINES AVERAGE 50TH IS AVERAGE. SO WE ARE ABOVE AVERAGE FOR THE BEGINNING OF THE YEAR. MAP ASSESSMENT. AGAIN, WE WANT TO CELEBRATE THAT, YOU KNOW, SECOND GRADE, FOURTH GRADE, ALL 67TH PERCENTILE. AND REALLY ALL OF OUR STUDENTS ARE SCORING AT ABOVE AVERAGE. AND SO WE ARE REALLY, REALLY EXCITED ABOUT WHAT THE READING DATA LOOKS LIKE. IT'S A TESTAMENT TO THE WORK THAT NOT ONLY OUR LEADERS ARE DOING, OUR TEACHERS ARE DOING. OUR CURRICULUM DEPARTMENT IS DOING YEAR TWO OF OUR PHONICS PROGRAM. WE REALLY FEEL LIKE AS THE YEARS GO ON, WE'RE GOING TO BEGIN TO SEE THE FRUIT OF THAT WORK AND THAT SHIFT FROM THE WAY THAT WE USED TO TEACH READING TO THE WAY THAT WE NOW TEACH READING. SO WE REALLY FEEL LIKE IT'S BEARING FRUIT FOR US. AND SO ONE OF THE QUESTIONS THAT ALWAYS COMES BACK IS, HOW WELL DO WE KNOW WHAT OUR STUDENTS ARE DOING. SO WE HAVE THE MAP ASSESSMENT AGAIN WE'RE GOING TO GIVE THAT THREE TIMES THIS YEAR. WE HAVE STAR DATA FROM LAST YEAR THAT WE CAN KIND OF LOOK AT AND SAY, WELL, HEY, FOR THE LAST COUPLE OF YEARS WE SEE THAT, YOU KNOW, THIS CAMPUS REALLY EXCELLED IN TEACHING MATH. THAT IS ALSO THE SAME IN THEIR MAP DATA. SO THEY'RE DOING PRETTY WELL. WE HAVE MAP FLUENCY DATA, WHICH IS GIVEN TO SOME OF OUR STUDENTS AT OUR TITLE CAMPUSES SEVERAL TIMES A YEAR, HELPS US UNDERSTAND OUR LANGUAGE INSTRUCTION. WE ALSO HAVE OUR CIRCLE DATA. SO WE'RE REQUIRED BY THE STATE OF TEXAS TO ASSESS OUR PRE-K STUDENTS THREE TIMES A YEAR. SO WE GIVE CIRCLE DATA. AND SO THAT COVERS A MULTITUDE OF AREAS. LET'S US UNDERSTAND HOW OUR EARLIEST STUDENTS ARE DOING. WE ALSO HAVE DISTRICT LEVEL ASSESSMENTS. SO THESE ARE GIVEN SEVERAL TIMES A YEAR. THESE ARE CREATED BY THE CURRICULUM DEPARTMENT WITH FEEDBACK FROM TEACHERS. LET'S US UNDERSTAND HOW WELL OUR TEACHERS ARE DOING. TEACHING OUR CONTENT LETS US UNDERSTAND WHERE WE NEED TO MAKE OUR CONTENT STRONGER AS A DISTRICT. AND THEN WE HAVE INDIVIDUAL CAMPUS LEVEL ASSESSMENTS. SO THESE ARE ASSESSMENTS THAT ARE CREATED BY CAMPUS TEACHERS, CAMPUS LEADERS, EITHER AT THE END OF A UNIT IN THE MIDDLE OF A UNIT EVERY SIX WEEKS, EVERY NINE WEEKS, JUST SO THEY CAN GET A TEMPERATURE CHECK ON HOW WELL THEIR INDIVIDUAL SCHOOLS ARE DOING. AND SO WE'RE USING ALL THESE TOOLS TO TRIANGULATE OUR SUPPORT. RIGHT. SO WE NEED TO KNOW ARE THERE GAPS IN PATTERNS. SO AS WE GOT THE MAP DATA BACK, WE SAT DOWN WITH THE CURRICULUM TEAM AND SAID, HEY, IS THERE A SPECIFIC AREA OF FOCUS THAT IT TELLS US THAT OUR STUDENTS DIDN'T DO AS WELL ON? OR IS THERE AN AREA OF FOCUS THAT WHEN WE LOOKED AT OUR CURRICULUM, IF ALL OF OUR STUDENTS IN FOURTH GRADE SCORED REALLY WELL ON PHONICS AND WE'VE ALREADY BUDGETED FOUR WEEKS ON PHONICS, MAYBE WE NEED TO TAKE A WEEK OUT FOR PHONICS AND ADD A WEEK IN FOR FRACTIONS AND SO WE ALSO USE OUR MAP DATA AND OUR OTHER DATA TO GROUP INDIVIDUAL STUDENTS FOR INTERVENTION. ONE OF THE THINGS THAT IF WE JUST LOOKED AT STAAR DATA, RIGHT, MAYBE I'M ADAM, I DIDN'T PASS THE STAR TEST. I DIDN'T GET TO APPROACHES. WELL, I RUN INTO THE DANGER OF I'M JUST PUT INTO THAT GROUP AND I'M IN THAT GROUP ALL YEAR. BUT WHAT WE KNOW ABOUT INTERVENTIONS IS THAT THEY'RE SUPPOSED TO BE DYNAMIC. AND SO STUDENTS SHOULD COME INTO THOSE AND OUT OF THOSE BECAUSE JUST BECAUSE I DIDN'T SCORE WELL ON ONE AREA DOESN'T MEAN I SHOULD BE IN THAT GROUP ALL YEAR. SO WE USE ALL THE DIFFERENT DATA POINTS WE HAVE TO ENSURE THAT OUR INTERVENTION GROUPS ARE REALLY, REALLY DYNAMIC. STUDENTS ARE GETTING SKILLS BASED INTERVENTION AND THAT THEY'RE NOT JUST LABELED AS AS LOW OR THEY'RE ONE OF THOSE KIDS, BUT BASED ON THEIR DEMONSTRATED NEED, THEY GET THOSE. AND WE

[00:55:01]

[01:00:07]

BUT I THINK IT'S WORTH POINTING OUT THAT THAT IS A RATHER LOW BAR. AND SO BUT THE PART I WANT TO, I WANT TO COMMEND IS THAT THERE WAS JUST A, THERE WAS A DIFFERENT MAYBE I'M THE ONLY ONE WHO FEELS THIS WAY, BUT I FEEL LIKE THERE WAS THERE WAS A DIFFERENT TONE TO THAT PRESENTATION. WHEREAS PREVIOUSLY I FEEL LIKE A PRESENTATION LIKE THAT WOULD HAVE KIND OF JUST LEFT IT THERE AS, HEY, LOOK AT US, WE'RE WE'RE DOING BETTER THAN REGION FOUR, BETTER THAN THE STATE AVERAGE. AND SO THE PART I WANT, I WANT TO COMMEND IS THAT, THAT THERE'S A CLEAR FOCUS AND A CLEAR COMMITMENT TO RAISING AND RAISING EVERY CAMPUS, EVERY STUDENT, TO THE STANDARD, RATHER THAN LOWER THE STANDARD TO THE STUDENTS. AND SO THANK YOU FOR THAT. I CAN SEE THAT COMMITMENT. I CAN FEEL THAT COMMITMENT. AND THEN BUT I BUT I DO WANT TO CHALLENGE US. SO I THINK IN TERMS OF LITERACY. SO THROUGHOUT TEXAS, THROUGHOUT THE UNITED STATES, OUR LITERACY RATES IN PUBLIC EDUCATION ARE VERY POOR. AND SO IT'S MY PERSONAL OPINION. I MAY BE THE ONLY ONE. AGAIN, I THINK AT LEAST SOMEWHERE IN THE BALLPARK OF 90% OF KIDS HAVE THE ABILITY TO READ, IF NOT HIGHER. AND SO THAT'S THAT'S WHERE THAT'S WHERE I WANT TO SEE US GO. AND SO I THINK THAT THE SHIFT FROM WHAT WE WERE DOING BEFORE TO A SCIENCE OF READING BASED APPROACH IS THE RIGHT PATH. AND I THINK WE HAVE THE RIGHT TEAM IN PLACE TO MOVE IN THAT DIRECTION. AND SO, SO WHEN, WHEN WE WHEN WE SAY WE'RE AT, WE'RE AT THE 64% MARK. I KNOW AND I THINK WE KNOW. SO I'M PREACHING TO THE CHOIR A LITTLE BIT HERE. BUT EVEN THE CHOIR NEEDS PREACHING. RIGHT. SO WE KNOW THAT THAT'S NOT NOT EVEN ACROSS THE DISTRICT. WE HAVE HIGH PERFORMING SCHOOLS, LOW PERFORMING SCHOOLS. AND SO IN, IN THE SPIRIT OF, OF LIFTING EVERY CAMPUS, LIFTING EVERY STUDENT, AND WE HAVE TO AIM HIGH AND THEN PUT THE THINGS IN PLACE TO, TO REACH THOSE HIGH STANDARDS. SO THANK YOU AGAIN. THANK YOU, MR. HAMILTON. MISS JONES. I WANT TO THANK THE TEAM FOR I KNOW WE HAVE THESE IN OUR STUDENT ACHIEVEMENT MEETINGS. WE HAVE THESE VERY DIRECT CONVERSATIONS ABOUT WHAT THE EXPECTATIONS ARE AND BASICALLY THERE IS THERE ARE NO SHORTCUTS. AND I KNOW DOCTOR SMITH AND I WHEN WE HAD OUR ONE ON ONE, I

[01:05:07]

AND I'M THRILLED TO BE WORKING WITH EACH OF YOU. MY ONLY QUESTION, BECAUSE I, I DIDN'T ASK THE OTHER DAY, WAS THIS STUDENT TRACKING DATA. SO AS WE COME INTO THAT MOY, HOW STUDENTS ARE GOING TO SEE THEIR GROWTH, HOW ARE YOU TRACKING THAT? SO THEY CAN RECOGNIZE WHERE THEY'RE AT AND WHAT THE EXPECTATION IS BASED ON THE NEXT MOY? ALL RIGHT. THANK YOU. OH THERE'S A COUPLE OF PIECES. ONE WE ARE WORKING ON JUST IN EVERY CLASSROOM WITH EVERY WHETHER IT'S THE CFA, WHETHER IT'S THE DISTRICT LEVEL ASSESSMENT FOR STUDENTS TO START TRACKING THEIR DATA AND FOR TEACHERS TO MAKE THAT A PART OF THEIR CLASSROOM CULTURE. SO THAT'S A HUGE PIECE.

AND WE KNOW THAT WE GOT TO CONTINUE TO EXPAND ON IT. IT HASN'T BEEN A CONSISTENT PRACTICE ACROSS THE DISTRICT. IN ADDITION TO THAT PIECE OF IT, EVEN WITH OUR OUR SPECIAL POPULATIONS, LIKE WITH TELL PASS LOOKING AT WAYS, HOW DO WE EVEN HAVE THOSE STUDENTS AND WHAT TOOLS ARE WE GIVING WHERE THEY CAN EVEN TRACK THEIR PROGRESS AS FAR AS ON LISTENING, SPEAKING, WRITING AND READING? AND THEN I KNOW THAT WITH OUR MAP DATA, STUDENTS GET THEIR INDIVIDUAL REPORTS AND SO, SO DO PARENTS. AND SO WHEN WE GIVE THAT NEW THE MIDDLE OF THE YEAR THAT WILL BE COMING UP IN JANUARY, THEN THEY'LL BE ABLE TO SEE THAT PIECE AND THEN THOSE CONVERSATIONS, WE'RE CONTINUING TO DO PROFESSIONAL DEVELOPMENT AROUND THAT PIECE SO THAT TEACHERS KNOW HOW TO HAVE THOSE CONVERSATIONS WITH STUDENTS AND WITH PARENTS. OKAY, I HAVE ANOTHER QUESTION. AND THIS IS JUST FOR THE PUBLIC VERSUS THIS YEAR VERSUS LAST YEAR. WHAT'S THE DIFFERENCE DO YOU SEE IN PLCS? BECAUSE PLCS, YOU KNOW, WE UNDERSTAND THAT IN A PLC AS A TEACHER, YOU'RE EITHER LEARNING OR YOU'RE ANALYZING DATA. SO WHAT'S DIFFERENT THIS YEAR THAN LAST YEAR THAT YOU'RE SEEING IN THE PLCS? SO I WASN'T HERE LAST YEAR, BUT I DO KNOW FROM THE BEGINNING WE STARTED WALKING ON CAMPUSES. THERE WERE CONVERSATIONS AROUND IT AND THE PRINCIPALS ACROSS ALL THE CAMPUSES REALLY WANTED TO HAVE PROTOCOLS FOR THEIR PLCS. AND THEY SAID, THESE ARE THE THINGS THAT WE'RE TRYING. THESE ARE THE THINGS THAT WE'RE DOING. SO WE STARTED PROVIDING THAT INFORMATION IN THOSE CONVERSATIONS. AND I IT FELT LIKE THAT WAS DIFFERENT BECAUSE THAT WAS SOMETHING THAT THEY WERE ASKING FOR AROUND. AGAIN, BUILDING THAT CONSISTENCY ACROSS EVERY CAMPUS TO ENSURE. AND SO THAT THERE WERE TWO DIFFERENT YOU'RE TALKING ABOUT AS FAR AS LESSON PLANNING, AS A PLC, THAT'S DIFFERENT FROM A DATA PLC. SO REALLY MAKING SURE THAT WE HAVE PIECES AROUND THAT COMPONENT. AND THEN ALSO SEVERAL THE PRINCIPALS, WHICH I WANTED TO BE ABLE TO SHARE WITH YOU ALL ARE LINKING THEIR PLCS INTO THEIR TRACKER. SO THEIR COMMITMENT TO SUCCESS, THEY'RE STARTING TO ADD LIVE LINKS SO THAT WE CAN SEE THE DATA AFTER OUR COMMON FORM FORMATIVE ASSESSMENT, AND WHERE THEY'RE LOOKING AT WHICH WEEK, WHICH WEEKS WERE THE WEAKEST, WHICH STUDENT GROUPS ARE STILL STRUGGLING. SO I FOR ME THAT FEELS LIKE IT'S DIFFERENT FOR THEM BECAUSE THOSE ARE THINGS THAT THEY'RE ASKING FOR SUPPORT AROUND. OKAY. AND WE ALSO TALKED ABOUT THOSE CAMPUS SUCCESS PLANS FOR EACH CAMPUS. WHAT ARE THE EXPECTATIONS? WHAT DO YOU EXPECT TO SEE FROM EACH CAMPUS IN THE DISTRICT AS FAR AS THE DIRECTION THEY'RE GOING WHEN IT COMES TO STUDENT ACADEMIC ACHIEVEMENT? SO ONE, IT'S A MONTHLY CHECK IN THAT OUR EDS AND SCHOOL LEADERSHIP IS DOING. AND ACTUALLY THIS WEEK I'M DOING MY ONE ON ONES WITH EACH OF MY SCHOOL LEADERSHIP TEAM. SO THAT THEY'RE SHARING WITH ME WHAT THOSE CONVERSATIONS WERE WITH THEM, WITH THEIR PRINCIPALS. SO A BIG PIECE IS REALLY UNDERSTANDING TO HOW WHEN WE STARTED CALIBRATING FOR T TESTS ABOUT QUALITY INSTRUCTION AND WHAT THAT LOOKS LIKE. AND IT'S THE SAME FOR TPS. AS FAR AS OUR PRINCIPALS, THEY ROLLED THIS BACK OUT WITH THEIR APPS TO SAY, WHAT ARE WE IF WE ARE SAYING THAT AS PROFICIENT INSTRUCTIONAL LEADERS UNDER TPS THAT WE ACTUALLY ARE HAVING DATA CONVERSATION, MULTIPLE SOURCES OF DATA THAT IT'S DRIVING INSTRUCTION, WE'RE LOOKING AT OUR LESSON OBJECTIVES ALIGNED TO WHAT WE'RE DELIVERING, AND ARE THE OUTCOMES BEING PRODUCED THAT THAT ALL OF THOSE CONVERSATIONS ARE HAPPENING NOW. SO IT'S ACTUALLY BEING MONITORED ON A MONTHLY BASIS. THEY DO IT ON THEIR CAMPUSES WITH THEIR ADMINISTRATIVE TEAM, THEIR INSTRUCTIONAL LEADERSHIP TEAMS. AND THEN WE'RE COMING IN AND HAVING THOSE CONVERSATIONS. BUT WE'RE ALSO WALKING IN. WE'RE BEING A PART OF THE PLCS, AND WE'RE ALSO BEING A PART OF THE CLASSROOM WALKS. OKAY. THANK YOU. I WANT TO PIGGYBACK OFF OF TRUSTEE HAMILTON REGARDING

[01:10:04]

DOCTOR SHER, LIKE YOU'VE BEEN LIKE WHEN WE ARE HERE AND WE'RE HERE TILL MIDNIGHT, AND I HAVE WORRIED ABOUT YOU BECAUSE YOU JUST LOOK LIKE PLUMB TIRED. I UNDERSTAND NOW 74 IS 74, 79 SCHOOLS. I'M SORRY, 84. OKAY, WELL, I DIDN'T WRITE THAT ONE DOWN. I'M SORRY. OH, OKAY. NOW I'M CLAIM 84. THAT'S WHAT YOU DID. OKAY. GET IT DONE NEXT WEE. THE WORK IS EVIDENT FROM THE CONVERSATION THAT I'M HEARING. IT IS EVIDENT. OKAY, SO THANK YOU. THANK YOU, THANK YOU FOR BRINGING ALL OF THIS TO US. LET ME SEE. FIRST HAVE TO FIGURE OUT. AND HERE'S THE OTHER THING.

YOU HAVE TO FIRST FIGURE OUT WHAT YOU HAVE TO DO. AND THIS ONE SEMESTER, DIDN'T Y'ALL GET HERE LIKE THIS ONE SEMESTER? YOU IMAGINE THIS ONE SEMESTER. OKAY, SO AGAIN, I'M IMPRESSED. YOU HAVE A SYSTEM, AND THAT SYSTEM IS WORKING IS WHAT I HEAR. AND IT TAKES WORK AND WHAT I HEARD.

AND I'M GOING TO STOP THERE IS THE EXPECTATION IS VERY CLEAR. BUT IT WAS WHAT I HEARD WAS CONFIDENCE AND UNDERSTANDING. AND WE'RE GOING TO GET THIS DONE. SO I'M GOING TO STOP NOW.

THANK YOU. AND CONTINUE OKAY. SO NOW YOU KNOW YOU JUST HAVE TO GET REALLY, REALLY, REALLY UP THERE OKAY. THANKS. THANK YOU, DOCTOR GILLIAM MR. GARCIA. THANK YOU, MADAM PRESIDENT. SO FIRST OFF, CONGRATULATIONS TO WILLOWRIDGE HIGH SCHOOL. I WANT TO COMMEND ALL THE STAFF AT

[01:15:03]

THANK YOU ALL FOR THE PRESENTATION. I APPRECIATE IT AND THE WORK THAT THAT WENT IN TO PROCESS HOW TO GIVE US SO MUCH INFORMATION. SO I JUST HAVE SOME POINTS FOR CLARITY AND YOU DON'T HAVE TO ANSWER IT TONIGHT. BUT FOR INSTANCE, THE I LIKE HEARING THE IDEA BEHIND CAMPUS SUCCESS PLANS AND THAT THERE ARE 21 CAMPUSES WHO HAVE BEEN IDENTIFIED WITH A, C, D OR F, I WOULD ACTUALLY LIKE MAYBE IN A BOARD UPDATE IF WE COULD SEE THAT INFORMATION, THAT DATA. SO THEN WE COULD COMPARE IT TO WHAT WE HAVE, BECAUSE WE KNOW THAT WHEN WE LOOK AT THE DISTRICT AS A WHOLE, WE KIND OF GET A LITTLE BIT OF AN INFLATED PICTURE BECAUSE OF OUR HIGH ACHIEVING CAMPUSES. SO THAT IS ONE REQUEST, ONE OTHER REQUEST IS NOT HERE, BUT MAYBE IN A MEMO.

SO, WELL, LET ME ASK THIS OTHER QUESTION FIRST, BECAUSE I WAS THINKING AS I WAS LISTENING AND I'M A PARENT AND I'M NEW, I'VE BEEN USED TO SEEING THE 360 DATA THAT GETS PUSHED OUT ON, YOU KNOW, SKYWARD. AND THEN I'M WONDERING, WHAT DOES THAT LOOK LIKE? IS THAT A LEARNING CURVE? IS IT PRETTY SIMPLE? DO THEY ACTUALLY SEE GROWTH MEASURE AND ACHIEVEMENT MEASURE. THEY THEY DO OR THEY DON'T. SO THEY WILL SEE GROWTH AND ACHIEVEMENT. AFTER THE MOY MIDDLE OF THE YEAR THERE IS NO YES MA'AM. WELL BUT SO LET ME. WELL COULD WE SEE A JUST A COPY LIKE WITH. NO YOU KNOW OBVIOUSLY NO STUDENT'S NAME BECAUSE WHAT I SO IN THE BOY DOES THE MAP GIVE AN ACHIEVEMENT LEVEL. BECAUSE IT SHOULD GIVE AN ACHIEVEMENT LEVEL SO THAT A TEACHER, A TEACHER KNOWS IF THEY'RE THREE YEARS BEHIND OR ONE YEAR BEHIND. YES. SO YOUR RIT SCORE, EVERY GRADE LEVEL HAS A BAND OF RED. RED IS LIKE A UNIT. IT'S LIKE A UNIT. SO EVERY GRADE LEVEL HAS A BAND AND SO EVERY STUDENT'S BAND WILL TELL THEM WHERE THEY ARE IN THAT RIGOR AND ACHIEVEMENT LEVEL. SO

[01:20:02]

SO I DO APPRECIATE THAT THAT YOU'RE GOING TO PROVIDE THAT TO US. AND THEN I, YOU KNOW, I JUST I WANT BECAUSE I LIKE THE IDEA OF YOU GUYS, YOU'RE GOING TO INCREASE OR YOU'RE GOING TO SUSTAIN. BUT I ALSO WHEN I THINK OF SUSTAINABILITY AND I THINK OF OUR VERY HIGH ACHIEVING CAMPUSES, I DON'T WANT THEM TO I MEAN, I GET, YOU KNOW, I GET SUSTAINING, ESPECIALLY WITH STAR. RIGHT? BECAUSE WE CAN'T ESCAPE IT. AND I'M NOT SUPER ANTI BECAUSE IT'S SOMETHING WE HAVE TO DO AT THE STATE REQUIRE. IT'S ALSO IN THE NEWS. RIGHT. THEY'RE NOT GOING TO REPORT OUR MAP SCORES. THEY'RE GOING TO REPORT OUR STAR SCORES. AND THAT IS THAT IS PUBLIC RELATIONS ISSUES FOR US. SO I JUST I WANT TO MAKE SURE THAT THOSE CAMPUSES THAT ARE MAYBE SITTING AT THE TOP, THAT WE'RE ALSO MEASURING MOVEMENT FORWARD FOR THEM, NOT JUST SUSTAINING, BECAUSE THAT TO ME MIGHT IMPLY STAGNATION. SO I MISS DID YOU SAY ALL THE 21 CAMPUSES ARE BELOW THE 50TH PERCENTILE? NO. WHY WERE THEY IDENTIFIED? THEY WERE IDENTIFIED AS CAMPUSES WHO POTENTIALLY HAVE A C, D OR F PROJECTED. OKAY. AND OR THEIR DATA IS TRENDING THAT IF WE DON'T HAVE AN IMMEDIATE INTERVENTION, THEY COULD POTENTIALLY BE IN THAT AREA. I'M I'M GLAD I'M GLAD YOU HAVE THAT.

AND THEN AS FAR AS DOCTOR STEPHENS GOES AND I, I, I'M GLAD YOU THEN CALLED YOURSELF ADAM BECAUSE I WONDERED IF THE AUDIENCE WAS THINKING YOU WERE USING HIM AS THE EXAMPLE. SO I LIKE THE IDEA OF THAT. WE'RE USING THIS AS A PRE-ASSESSMENT TOOL, AND THIS IS NOTHING NEW.

AND THAT YOU'RE TALKING ABOUT ONCE WE LOOK AT THEIR DATA, DO WE GO, DO WE NEED TO GO FASTER? DO WE NEED TO HOLD OFF? DO WE? I THINK THAT'S REALLY, REALLY IMPORTANT. AND THAT IS ONE OF THE PIECES IN FORT BEND THAT WE HAVEN'T ALWAYS BEEN THE STRONGEST AT. YOU KNOW, EVERYBODY'S KIND OF IN THE SAME PLACE IN THE CURRICULUM. AND SOME PEOPLE ARE HAVE ALREADY MASTERED IT AND SOME PEOPLE NEED THE PREREQUISITES TO BE SUCCESSFUL. THERE. SO I APPRECIATED THAT. AND I REALLY, REALLY, REALLY LIKE I WANT TO STAND UP AND DANCE, BUT I WILL NOT. BUT TO HEAR TALKING ABOUT THE USING THE TAIL PASS, TALKING ABOUT THAT OUT LOUD BECAUSE WE HAVE SO MANY LANGUAGE LEARNERS AND IT'S SUCH A FANTASTIC TOOL WHERE YOU CAN REALLY LOOK AT WHERE THEY ARE. AND THEN WHEN WE'RE GOING INTO WALKS, WE'RE LOOKING AT WHO'S IN THE ROOM, ARE THEY BILINGUAL? ARE THEY SPED? ARE THEY GT BECAUSE IF YOU'RE JUST GOING IN THERE WITHOUT ANY KNOWLEDGE OF WHO'S SITTING IN THAT CLASSROOM, IT'S, YOU KNOW, THE, THE USING DATA ISN'T VERY ISN'T VERY HELPFUL. SO ANYWAY, I HEARD A LOT OF GREAT THINGS. I LIKE THAT WE'RE LOOKING AT THINGS JUST A LITTLE BIT DIFFERENTLY UNDER MORE OF A MICROSCOPE. I WOULD SAY. AND I REALLY DO THINK YOU MEASURE WHAT MATTERS AND YOU PAY ATTENTION TO THE DATA BECAUSE IT'S TELLING AND IT WILL HELP. SO THANK YOU AGAIN AND THANK YOU, DOCTOR SMITH, FOR CLARIFYING THE INFORMATION ABOUT THE STAR AND THE LAWSUIT. APPRECIATE IT. THANK YOU VERY MUCH. THANK YOU, MISS HANNAN. MISS JONES, I WANTED TO CLARIFY SOMETHING BECAUSE I THINK THE THREE OF US CAN TALK MAP DATA BECAUSE I'VE BEEN TRAINED IN MAP DATA. SO AND I WOULD ONE SUGGEST MAYBE A MINI LESSON, MAYBE A TRAINING FOR THEM TO UNDERSTAND THOSE SCORES. DOCTOR STEPHENS, YOU DID A GREAT JOB WITH THAT BECAUSE I WAS LIKE, I UNDERSTAND THAT, BUT THIS IS THE FIRST TIME THEY'VE EVER SEEN IT. AND I SAW THIS OVER A SCHOOL YEAR OF HOW SO THAT MAY BE A SUGGESTION

[01:25:06]

IS THIS WHAT THEY'RE LOOKING AT ON B O Y M O Y? PRETTY MUCH MAP PROJECTS HOW THEY'RE GOING TO DO ON STAR. SO BY THE TIME WE GET TO THAT MO Y PER SE, WE'LL HAVE AN IDEA OF WHERE OUR KIDS WILL BE BY THE TIME THEY TAKE STAR. AND WHAT DO WE NEED TO DO BY THE TIME THEY GET TO THE ACTUAL START TESTING? SO THIS TIME, INSTEAD OF US HAVING, OH WELL, THE STAR RESULTS AND WE DON'T KNOW WHAT WE'RE DOING OR NOT, WHAT WE'RE DOING, BUT WHERE WE ARE. BUT BY THAT MO Y MAYBE IN BETWEEN THE MO Y AND THE END OF THE YEAR, WE'LL HAVE AN IDEA OF THIS IS HOW OUR BABIES ARE GOING TO DO. OKAY, SO IT WON'T BE A BIG SURPRISE AND WE CAN PREPARE TO CELEBRATE OUR SUCCESS, OUR STUDENT SUCCESS AS WELL, RATHER THAN JUST WAITING AND SEE WHAT HAPPENS. SO I JUST ALSO WANTED TO SAY, FOR THE PARENTS OF FORT BEND ISD THAT THIS IS ONLY THE BEGINNING OF SOMETHING WONDERFUL AND JUST KEEP TAKE, JUST PAY ATTENTION TO THOSE MAP TESTING SCORES BECAUSE WE ARE PUSHING FORWARD. WE ARE MOVING FORWARD. AND I ALSO WANT TO THANK THE TEAM ONCE AGAIN. AND THANK YOU ALL FOR THE OATMEAL CREAM PIES AS WELL. I APPRECIATE THEM. THANKS. THANK YOU, MISS JONES, DID YOU HAVE SOMETHING I WAS JUST GOING TO SAY? TRUSTEE JONES IS SPOT ON. SO EVERY YEAR DISTRICTS THAT GIVE THE MAP ASSESSMENT HAVE THE OPPORTUNITY TO PARTICIPATE IN WHAT THEY CALL THE LINKING STUDY, WHICH IS BASICALLY YOU SIGN A DATA SHARING AGREEMENT. AND WE WOULD GIVE NWA OUR STUDENTS STAR SCORES, AND THEN THEY WOULD TAKE THEIR STAR SCORES WITH THEIR MAP SCORES AND COMBINE THEM AND SAY, WELL, A STUDENT THAT GOT X SCORE ON THE BOWIE ASSESSMENT HAD SOME PRETTY AVERAGE INSTRUCTION, ENDED UP HERE. BUT AGAIN, WE'RE WE'RE ABOVE AVERAGE AND WE'RE BETTER THAN THAT. AND SO WE ALWAYS LOOK AT THOSE STAR PROJECTIONS AS A WORST CASE SCENARIO. AND SO YES WHEN OUR STUDENTS DID TAKE THE BOWIE ASSESSMENT WE GOT A SENSE RIGHT AWAY OF LIKE, OH, WHERE WE ARE. BUT THEN AS WE GO THROUGH THE YEAR, WE'RE GOING TO GET AN ADDITIONAL SENSE, AN ADDITIONAL SENSE, AND SO WE ARE PRETTY OPTIMISTIC THAT OUR STUDENTS ARE GOING TO HAVE A REALLY SUCCESSFUL YEAR. THANK YOU. MR. SHOAF. I'D WANT TO COMMEND THE THREE OF Y'ALL. I'M SO HAPPY TO SEE YOU GUYS WORKING TOGETHER. THE THREE OF YOU AND WHAT YOU'VE DONE. THIS IS A STEP TO MAKE FORT BEND ISD NOT JUST THE BEST LARGE SIZE SCHOOL DISTRICT IN THE STATE OF TEXAS, BUT UNITED STATES. WE'RE WE'RE MOVING THE NUMBERS THAT YOU GUYS HAVE CREATED OR SHOWN US IN THE LAST TWO MEETINGS. JUST HAVE ME SO EXCITED AS A PARENT IN THIS DISTRICT, TRUSTEE AND A TAXPAYER. BUT THE BIG THING IS, IS THIS IS A NIGHT OF CELEBRATION FOR US. AND WHAT HAS HAPPENED AT WILLOW RIDGE FOR THE STUDENTS OF WHAT THEY'VE ACCOMPLISHED AT WILLOW RIDGE AND THE PARENTS, THE PARENTS HAVE PUT IN THEIR THEIR WORK, TOO, BECAUSE AS AS WE KNOW IN EDUCATION, PARENTAL INVOLVEMENT IS A THERE'S A DIRECT REFLECTION ON THE GRADE. SO THE PARENTS OF WILLOW RIDGE, I REALLY WANT TO THANK YOU FOR HELPING US MAKE THAT STEP TO MAKE THIS SCHOOL DISTRICT ONE OF THE BEST SCHOOL DISTRICTS IN THE UNITED STATES.

AND I AM JUST SO EXCITED WITH WHAT YOU GUYS ARE DOING. THANK YOU. THANK YOU, MR. SHOAF. SO MOST OF THE TRUSTEES HAVE SAID A LOT OF WHAT I WROTE DOWN, BUT I DON'T WANT IT. I FEEL LIKE I NEED TO SPEAK AND ECHO SOME OF THE COMMENTS THAT WERE MADE UP HERE. THANK YOU FOR RAISING THE BAR. AND THAT'S TO THE ENTIRE TEAM. THANK YOU FOR THE FOCUS LIST. AND I WOULD I AGREE THAT I'D LIKE TO SEE I'D LIKE TO SEE THAT IN A BOARD UPDATE. BUT THANK YOU FOR EXPANDING WHAT WE'RE LOOKING AT AND NOT JUST FOCUSING ON OUR OUR NEEDS IMPROVEMENT CAMPUSES, BUT ON, ON THOSE CAMPUSES THAT THAT MAY BE STRUGGLING A LITTLE LESS THAN OTHERS AND THAT YOU GUYS HAVE PRIORITIZED THOSE AS WELL. AND THANK YOU FOR THE FOCUS ON GROWTH, BECAUSE I ALSO WROTE DOWN WE HAVE THE TOP RANKED ELEMENTARY SCHOOL IN TEXAS, BUT WE DON'T WANT TO WE WANT TO RAISE THE BAR FOR ALL KIDS. SO WE NEED TO MAKE SURE THAT WE'RE NOT SUSTAINING, BUT THAT WE'RE CONTINUING TO, YOU KNOW, THAT GROWTH AND CONTINUING TO SEE I LIKE THE EXAMPLE OF THE, YOU KNOW, THE ONE YEAR GROWTH, ONE AND A HALF YEAR GROWTH, THE TWO YEAR GROWTH, BECAUSE IT DOESN'T MATTER WHERE THEY START. WHAT WE WANT TO SEE IS THAT CONTINUED GROWTH OF MINIMUM OF A YEAR. AND I HEARD DOCTOR SMITH SAY OPENLY THAT WE WANT TO SEE YEAR AND A HALF GROWTH. WE WANT TO SEE TWO

[01:30:04]

AND SO THANK YOU FOR THAT. AND I WHOLEHEARTEDLY SUPPORT YOU AS YOU CONTINUE THAT. I ALSO WANT TO GIVE KUDOS TO WILLOWRIDGE HIGH SCHOOL. JJ ROBERTS AND HER ENTIRE TEAM. I KNOW HOW GOOD JJ IS BECAUSE SHE WAS PRINCIPAL WHEN MY GIRLS WERE AT BAINES MIDDLE SCHOOL, AND SO SHE IS A ROCK STAR. BUT I WANT TO EXTEND THAT OUT TO HER ENTIRE TEAM AT WILLOWRIDGE. AND OF COURSE, ALL OF YOU, SOME OF WHOM ARE SITTING IN THIS ROOM AND SOME WHO ARE NOT. IT REALLY DOES TAKE AS AS DOCTOR GILLIAM SAID, IT TAKES A BIG, HEAVY LIFT TO SEE THAT TYPE OF IMPROVEMENT. AND SO THANK YOU ALL AND CONGRATULATIONS ON THAT. ONE OF THE THINGS, YOU KNOW, WE CAN ONLY FOCUS OR WE NEED TO FOCUS ON WHAT WE CAN CONTROL. SO WE CAN'T CONTROL THE STATE ASSESSMENT, BUT WE CAN CONTROL WHAT OUR STUDENTS ARE LEARNING AND WHETHER OR NOT THEY'RE GROWING AND ACHIEVING AS WE THINK THEY SHOULD BE. SO I AGREE, I THINK IT MIGHT HAVE BEEN MR. HAMILTON OR MISS JONES WHO SAID, YOU KNOW, THE TONE AND TENOR OF THE PRESENTATION IS WE'RE NOT GOING TO REST ON OUR LAURELS. WE'RE GOING TO KEEP PUSHING OUR, YOU KNOW, RAISING THE BAR HIGHER AND HIGHER. AND I THINK THAT THAT'S WHAT THE TRUSTEES SITTING UP HERE EXPECT. BUT WE HEAR THAT YOU GUYS EXPECT IT. AND SO KUDOS FOR THAT. I HAVE AN ASK WHEN IT COMES TO SPECIAL EDUCATION IN PARTICULAR AS WE'RE AS WE ARE RAISING THE BAR AND GIVING OUR TEACHERS AND OUR STUDENTS THE TOOLS THAT THEY NEED FOR IMPROVEMENT, I'D LIKE YOU GUYS TO TAKE A LOOK AT HOW OUR NEW SOFTWARE SYSTEM IS SUPPORTING OUR TEACHERS AND OUR CO-TEACHERS, AND OUR PARAPROFESSIONALS IN THE CLASSROOMS WHERE OUR OUR KIDS IN SPECIAL EDUCATION ARE. I HAD GOTTEN SOME FEEDBACK THAT TEACHERS ARE NOT ABLE TO ACCESS THE IEPS AND THE ACCOMMODATIONS AND MODIFICATIONS AS THEY HAVE BEEN IN THE PAST. SO AND YOU KNOW, WHERE IT'S GOING TO SUCCESS IS GOING TO STAGNATE IF WE IF THEY DON'T HAVE ACCESS TO ALL OF THOSE TOOLS AS THEY HAVE IN THE PAST. SO IF YOU GUYS WILL JUST LOOK INTO THAT FOR US AND LET'S MAKE SURE THAT THAT THEY HAVE EVERYTHING THEY NEED IN THAT AREA. TWO OTHER THINGS I WANT TO SAY BEFORE WE MOVE ON. FIRST OF ALL, I WANT TO THANK MISS JONES FOR TAKING THE LEADERSHIP ON STUDENT ACHIEVEMENT AND FOR HELPING US GET TO THE POINT WHERE WE ARE AS A AS A BOARD THAT WE HAVE. WE'RE TAKING AN ACTIVE LEADERSHIP ROLE IN THIS, AND WE'RE NOT JUST BYSTANDERS AND SITTING AND GETTING I THINK THAT'S WHERE THIS BOARD WAS DRIVING IN THE PAST. AND I FEEL LIKE WE ARE WE ARE THEY'RE GETTING AND CONTINUING TO IMPROVE AND GETTING THERE. SO I WANTED TO SAY THAT I ALSO FEEL LIKE WE HAVE A ROCK STAR TEAM. AND SO I JUST REALLY HAVE TO SAY THAT EVERY TIME YOU GUYS, YOU KNOW, I LOVE MY NOTE SHEETS. I ALWAYS SAY THAT. SO I REALLY APPRECIATE THAT BECAUSE IT HELPS ME FOCUS ON WHAT I NEED TO FOCUS ON AS YOU GUYS ARE SPEAKING. BUT, YOU KNOW, AND THIS IS TO THE EXTENDED TEAM AS WELL. AND CURRICULUM INSTRUCTION, TEACHING AND LEARNING, WHATEVER WE'RE CALLING IT THESE DAYS. AND ALL THE DEPARTMENTS, IT'S CLEAR THAT WE ARE FOCUSING ON THE RIGHT THINGS AND THAT WE'RE TAKING A NEW APPROACH. AND SO I JUST WANT TO SAY OUT LOUD THAT I FEEL LIKE WE HAVE A ROCK STAR TEAM, AND I JUST WANT TO COMMEND ALL OF YOU FOR THE WORK. SO I DIDN'T REALLY HAVE ANY QUESTIONS. I JUST FELT LIKE I WANTED TO SAY ALL OF THAT TO SUPPORT YOUR WORK AND TO JUST ECHO WHAT THE TRUSTEES HAVE SAID UP HERE. SO THANK YOU FOR YOUR EFFORTS. AND DOCTOR SMITH, YOU AS WELL FOR, FOR BRINGING US THE ROCK STAR TEAM. SO THANK YOU. THANK YOU GUYS. NEXT UP ARE OUR

[9.A. Naming of Consolidated Campuses: Consideration and approval of school naming for the consolidated campuses of Blue Ridge/Briargate and Mission Bend/Mission Glen Elementary Schools and the conversion of Ferndell Henry Center from Learning to Ferndell Henry Elementary School.]

[01:35:07]

I JUST WANT TO TAKE A MOMENT. I'M VERY HAPPY THAT THAT THE COMMITTEE CAME UP WITH WITH ALAN ALDRIDGE JUNIOR AS THE NAME FOR THE NEW ELEMENTARY SCHOOL ON THE EAST SIDE OF THE DISTRICT.

COACH. COACH ALDRIDGE WAS A VERY PROUD FORT BEND ISD ALUM, REPRESENTED THE DISTRICT WELL AT UNIVERSITY OF HOUSTON AND IN THE NFL, AND THEN THERE NOT VERY MANY EX NFL THE ROUTE OF COACHING HIGH SCHOOL. SOME DO. AND IT'S USUALLY A GREAT OUTCOME. AND IT CERTAINLY WAS WITH WITH COACH ALDRIDGE. TRUSTEE GARCIA AND I WENT AND SPOKE TO HIS TEAM. I THINK IT WAS IT WAS ABOUT A YEAR AND A HALF AGO. I THINK, AND I KNOW WE WERE ALL SHOCKED BY HIS SUDDEN PASSING, BUT HE HE DEFINITELY LEFT A LEGACY IN FORT BEND ISD AS A STUDENT, AS AN ATHLETE, AS A COACH, AS A MENTOR, AS A FATHER. AND SO THIS THIS IS THIS IS A GREAT CHOICE FOR, FOR THE FOR NAMING THAT SCHOOL BEFORE HE PASSED AWAY, I WAS A LITTLE I WAS A LITTLE LEANING PRETTY STRONGLY TOWARDS HOPING IT WOULD BE THURMAN THOMAS ELEMENTARY SCHOOL, BUT HOPEFULLY WE CAN FIND ANOTHER OPPORTUNITY TO NAME A SCHOOL AFTER THURMAN THOMAS, BUT I THINK HE'LL BE OKAY WITH THIS. AND THEN AND THEN ALSO, THE OTHER TWO NAMES DON'T HAVE QUITE THE SENTIMENTAL, SENTIMENTAL VALUE, BUT BUT I LIKE THAT WE'RE KEEPING THE MISSION BEEN AND MISSION GLEN LEGACY WITH WITH MISSION ELEMENTARY SCHOOL AND THEN AND THEN KEEPING FERNDALE HENRY'S NAME IN PLACE EVEN AS WE SWITCH IT TO FERNDALE HENRY ELEMENTARY SCHOOL. SO THANK YOU.

THANK YOU, MR. HAMILTON. MR. GARCIA, THANK YOU. SO I SERVED ON THE COMMITTEE, THE NAMING COMMITTEE FOR BOTH OF THESE SCHOOLS. AND THIS IS MY THIRD OPPORTUNITY TO DO SO. THE FIRST NAMING COMMITTEE I SERVED ON WAS YEARS AGO WHEN WE I HELPED NAME NEIL ELEMENTARY. AND SO THE PROCESS, I REALLY APPRECIATED HOW STAFF DID THE PROCESS. IT WAS VERY COMMUNITY DRIVEN PROCESS. WE WENT THROUGH THREE ROUNDS, COACH ALDRIDGE GOT LOTS OF NOMINATIONS FROM BOTH SCHOOLS. AS YOU CAN IMAGINE. SO IT WAS A VERY DIFFICULT DECISION. HE HE SPENT A LOT OF HIS TIME IN HIS EARLY YEARS AT WILLOW RIDGE STATE. CHAMP WOOLDRIDGE COACHED AND THEN ENDED UP ON THE OTHER SIDE OF THE DISTRICT, CLOSER IN THE MISSION GLEN MISSION BEND FEEDER PATTERN AT BUSH. AND SO I HAD VERY STRONG TIES TO BOTH BOTH SCHOOLS. SO I REALLY APPRECIATE ALL THE COMMUNITY MEMBERS. WE HAD STUDENTS INVOLVED IN BOTH OF THOSE PROCESSES. THEY TOOK IT VERY SERIOUSLY AND IT WAS VERY IT WAS VERY NICE TO SEE THAT. LOTS OF REALLY GOOD SUGGESTIONS, A LOT OF GOOD NOMINATIONS. AND ULTIMATELY ON THE ON THE MISSION SIDE, THERE WAS TIES TO BOTH THE NAME MISSION. AND SO THEY THEY REALLY FELT STRONGLY ABOUT KIND OF KEEPING THAT IN THERE. AND SO WE, YOU KNOW, WE DIDN'T WE DON'T WANT TO ARGUE WITH IT. AND THEY DID A REALLY GOOD JOB GOING THROUGH THOSE THREE DIFFERENT ROUNDS. SO I JUST WANTED TO KIND OF BRING UP A LITTLE BIT ABOUT THAT PROCESS. SO THANK YOU. THANK YOU, MR. GARCIA. DOCTOR GILLIAM, I HAVE SO MANY THINGS TO SAY, BUT I'M JUST GOING TO SAY THAT I'M I, I AM SO PROUD OF MY STUDENT. AND HE WAS A STUDENT AND OF COURSE, I'M TALKING ABOUT ALLEN ALDRIDGE JUNIOR AND I HAD THE OPPORTUNITY TO TEACH HIM AND THEN I HAD THE OPPORTUNITY TO HIRE HIM. AND I HAD THE OPPORTUNITY THAT WE WORKED SIDE BY SIDE AT BUSH HIGH SCHOOL, AND HE BECAME THE HEAD FOOTBALL COACH. I HAD THE HONOR TO GET TO KNOW HIS FAMILY. I KNEW MISS CLEOTHA ALDRIDGE WAY BACK WHEN. IT'S WAY BACK, RIGHT WHEN SHE TAUGHT MY DAUGHTER CHELSEA. AND SO BUT WITH THAT AND I, I, I SIT HERE AS THAT TEACHER THAT IS JUST SO PROUD OF HER STUDENT AND WHERE HE, WHERE HE, WHERE HE STARTED AND WHAT HE DID FOR THIS COMMUNITY CONSISTENTLY OFFERING HIS TIME, HIS FINANCES, WHATEVER IT MAY BE. AND I THANK THOSE THAT ARE ON THE, THE, THE BOARD FOR THE NAMING OF ALL, ALL THE SCHOOLS. THAT WAS A LOT. AND

[01:40:04]

BUT I WANT TO ESPECIALLY THANK YOU KNOW, A LOT OF PEOPLE TOOK A LOT OF TIME TO MAKE NOMINATIONS.

AND SO, YOU KNOW, PEOPLE DIDN'T JUST GET ON AND PUT A NAME DOWN. PEOPLE GOT ON AND SPENT CONSIDERABLE TIME WRITING WHAT THEY WANTED FORT BEND ISD TO KNOW WHY THEY WERE NOMINATING THIS. SO FOR ALL OF THE PEOPLE WHO PROBABLY AREN'T LISTENING TO THIS, PLEASE KNOW THERE WERE A WHOLE LOT OF PEOPLE WHO PUT SOME REAL THOUGHT INTO TO NOMINATIONS AND SO I WANT TO THANK THOSE FOLKS, BUT I ALSO WANT TO THANK THE FOLKS THAT WERE ON THE NOMINATION COMMITTEE FOR BOTH SCHOOLS, BOTH BOTH SIDES OF THE SCHOOL. BECAUSE I WILL TELL YOU, IT WAS NOT EASY BECAUSE THERE WERE A LOT OF NAMES REPRESENTED, OF PEOPLE WHO HAVE MADE A LOT OF IMPACT IN OUR COUNTRY, YOU KNOW, IN OUR STATE AND AT THE LOCAL LEVEL. AND, YOU KNOW, IT WAS PRETTY FASCINATING. IT'S PRETTY FASCINATING. BUT THEY WERE ALSO NOMINATED PLACES OF HISTORICAL VALUE. AND I JUST I REALLY WANT TO SAY, YOU KNOW. SOMETIMES A PLACE IS SUPER MEANINGFUL TO PEOPLE AS WELL. SO I WANT TO SAY WHERE THE COMMITTEE LANDED ON MISSION ELEMENTARY, YOU KNOW, THAT'S A RICH COMMUNITY THAT'S BEEN THERE A LONG TIME, SURROUNDED, YOU KNOW, AND PEOPLE INVEST THEIR THEIR LIVELIHOOD INTO THEIR HOMES, RIGHT? AND THEY ASSOCIATE THEIR HOME WITH WITH THE NAME OF MISSION AND SO THAT THAT COMMUNITY THAT THAT WORKED ON THAT COMMITTEE, THEY, THEY, THEY WERE AS THOUGHTFUL AS, AS THE HARD WORK. THE OTHER SIDE OF THE COMMITTEE OR THE, THE, THE COMMITTEE DID ON THE OTHER SIDE BY SELECTING COACH ALDRIDGE. AND SO I JUST WANT TO SAY I'M REALLY PROUD. AND AS A FORMER EMPLOYEE OF BLUE RIDGE, THAT'S THAT'S NOW MERGING INTO BLUE RIDGE. BRIARGATE I'M REALLY PROUD OF I'M REALLY PROUD OF THAT AS WELL. AND SO ANYWAY, I YOU KNOW, I'M NOT GOING TO SAY WHO I SEE IN THE AUDIENCE, BUT I WAS PROUD TO BE ON ON THE COMMITTEE WITH MR. GARCIA AND ANYWAY, JUST, JUST THANK YOU VERY MUCH, VERY GRATEFUL. THANK YOU. MISS HANNAN. I WANT TO ECHO THANKS TO THE COMMUNITY MEMBERS WHO PARTICIPATED ON THE COMMITTEE, ALL THE COMMUNITY MEMBERS WHO SUBMITTED NAMES AND WHO PARTICIPATED IN ANY WAY. IT REALLY IS A LOT OF WORK. AND THANKS TO THE TRUSTEES WHO PARTICIPATED AS WELL. IT'S AN HONOR FOR ME ALWAYS TO BE ABLE TO VOTE, TO NAME SCHOOLS AND PARTICULARLY IN HONOR TONIGHT, TO VOTE, TO NAME THE SCHOOLS, PARTICULARLY AS THEY ARE PRESENTED. SO WITH THAT BEING SAID, I'M GOING TO ASK THE TRUSTEES TO PLEASE VOTE. HOW DO YOU DO THAT? YES. MOTION PASSES UNANIMOUSLY. DOCTOR SMITH, LET'S TAKE A MOMENT TO RECOGNIZE WHO WE HAVE IN OUR AUDIENCE. THIS EVENING. THANK YOU. THANK YOU SO MUCH, MADAM PRESIDENT. FIRST, I WANT TO ASK IF MISS MISS POWELL, CAN YOU COME UP TO THE PODIUM, PLEASE? I WANT TO EVERYONE TO JUST KNOW SHE DID AN AWESOME JOB. THANK YOU FOR YOUR LEADERSHIP. THIS MISS POWELL PANDA TALATI. THANK YOU SO MUCH FOR YOUR LEADERSHIP. AND THEN MISS CHASTITY, YOU'RE GOING TO RECOGNIZE THE FAMILY MEMBERS THAT ARE HERE THIS EVENING.

DOCTOR SMITH AND TRUSTEES, WE ARE SO EXCITED TONIGHT ABOUT THE VOTE THAT JUST OCCURRED. IT WOULD BE REMISS IF WE DID NOT RECOGNIZE SOME OF THE LOVELY INDIVIDUALS WHO ARE HERE WITH US. THIS AFTERNOON. FIRST, I IN NO PARTICULAR ORDER, WE WOULD LOVE TO HONOR MISTER FERNDALE, HENRY, AND ASK THAT HIS FAMILY REPRESENTATIVES, MR. BRIAN HENRY AND MISS BRYNN HENRY, STAND AND BE RECOGNIZED. NEXT, I'LL ASK THAT THE ALDRIDGE FAMILY, INCLUDING HIS MOTHER, MISS

[01:45:13]

THANK YOU SO MUCH. AND THANK YOU TO ALL THE FAMILY MEMBERS WHO CAME OUT THIS EVENING. AND THANK YOU TO THE NEW LEADERS OF THOSE SCHOOLS. AND WE CAN'T SAY ENOUGH ABOUT HOW HONORED WE ARE TO BE ABLE TO DO THIS THIS EVENING. THANK YOU. OUR NEXT ACTION ITEM IS NINE B, THE 2023 BOND

[9.B. 2023 Bond Natatorium Recommendation: Consideration and approval to move forward with planning to build a second aquatic practice facility with 2023 Bond proceeds.]

SO LET'S START LOOKING AT WHAT'S COMING TO THE BOARD'S DIRECTION FOR APPROVAL. THAT NEEDS TO BE PAID OUT OF CONTINGENCY TO MAKE SURE THAT WE ARE BUDGETING APPROPRIATELY. AND THEN ON MY OTHER ASK IS MAYBE FROM POLICY COMMITTEE JUST MOVING FORWARD, THAT WE SET BUDGETS ON BOND CONTINGENCY, MAYBE A CERTAIN AMOUNT SPENT 30 DAYS, 60 DAYS, 90 DAYS THAT WE KIND OF PUT A

[01:50:03]

SO MISS HANNON DO YOU HAVE ANYTHING. WELL I JUST WANT CLARITY BECAUSE I HEARD A LOT OF

[01:55:01]

USE OF CONTINGENCY FROM 14 AND 18 BOND. WE ANTICIPATE THAT NUMBER TO BE AROUND SIX POINT.

WE'LL JUST SAY 7 MILLION FOR THE SAKE OF ROUNDING, BUT ROUGHLY 7 MILLION WOULD BE USED FOR 14 AND 18 CONTINGENCY. AND THEN IF YOU WANT TO SHUT THIS QUESTION DOWN AND IT NOT BE ANSWERED, BUT THIS IS IMPORTANT TO THE TABLING, TO ME, TO THE TABLING PIECE. SO MOVING FORWARD, I KNOW THIS DOESN'T INCLUDE CONTRACT AND MAYBE THIS IS THE NEXT CONVERSATION, BUT WHAT'S IMPORTANT TO ME AND I HEARD MISS TARZAN MAKE SOME RECOMMENDATIONS ABOUT CHANGES IN LIKE AN EXTENDED POOL DECK AND A MORE APPROPRIATE PLACE WHERE PEOPLE CAN WATCH, WHERE WE HAVE SPECTATOR SPACE. AND SO I KNOW WE'RE GOING BACK TO THE ORIGINAL. IT'S STILL A PRACTICE FACILITY. BUT ARE THE I'M JUST I'M JUST SAYING IS IT CAN I'M GOING TO ASK YOU TO BEING GROUNDED. IS IT GOING TO MEET THE NEEDS OF THE COMMUNITY. SO I'M GOING TO ASK THAT WE WAIT TO HAVE THAT CONVERSATION AFTER WE DETERMINE WHETHER OR NOT TO TABLE THIS. YEAH, THIS MOTION, THIS PARTICULAR. THAT'S FINE. OKAY. MR. HAMILTON. YES. THANK YOU, MADAM PRESIDENT. SO FIRST, THE QUESTION. SO WE HAVE SEVERAL PIECES OF PROPERTY THAT ARE NOT IN THE PLANS TO BE UTILIZED IN THE DISTRICT. WELL, I MEAN, I GUESS HOLD ON. THAT'S PROBABLY NOT GERMANE. YEAH. SORRY TO THE MOTION. SO I WANTED TO ASK THAT QUESTION, BUT IT'S SORT OF GERMANE. IT'S SORT OF NOT. SO LET ME JUST ASK IT. SO WHAT WOULD THE I BELIEVE THAT ALL OF THAT PROPERTY COULD BE USED IF, IF WE SOLD IT, THEN THE PROCEEDS COULD BE USED FOR ANY BOND PROPOSITION, INCLUDING PROPOSITION C, CORRECT. THE SALE OF PROPERTY. SO, FOR EXAMPLE, IN BACK INTO THE BOND CONTINGENCY FOR THE YEAR IT WAS ISSUED. THIS IS KIND OF HARD TO SAY OUT LOUD. I'M THINKING ON THE FLY HERE. SO WHEN WE ISSUED THE DEBT FOR THAT PARTICULAR PROJECT, IT WOULD GO BACK INTO THAT BOND CONTINGENCY.

NONE OF THE LAND THAT WE YOU'RE REFERENCING WAS PURCHASED WITH 23 BOND FUNDS. AND SO IT WOULD HAVE THE I DON'T WANT TO SAY UNRESTRICTED, BUT THE BOARDS WOULD HAVE MORE FLEXIBILITY TO USE THOSE FUNDS IN THE FUTURE. SO, YEAH. SO AS MY UNDERSTANDING IS THAT IF IT, IF THE LAND OR PROPERTY HAD BEEN PURCHASED WITH BOND FUNDS, THEN THERE ARE SOME RESTRICTIONS THAT WOULD THAT WOULD PREVENT US FROM USING IT FOR OPERATIONAL REASONS. BUT I THINK EVEN OUTSIDE OF BOND FUNDS, IF WE DIDN'T HAVE THE RESTRICTION, WE COULD USE IT FOR BOND FUNDS, I BELIEVE. RIGHT.

COULD WE PUT THAT INTO ONE OF THE PROJECTS? THAT IS CORRECT. YOU COULD USE THE PROCEEDS FROM THAT SALE ON A BOARD DESIGNATED PROJECT, AS LONG AS IT MEETS THE PARAMETERS OF WHAT THE VOTER SAID. I WOULD GO BACK TO BONDS PRIOR TO 2023, WERE WRITTEN IN A BROAD WAY, SO THAT THE BOARD DOES HAVE DISCRETION TO MAKE ADJUSTMENTS AS NEEDED. RIGHT. THANK YOU. SO WITH THAT BEING SAID, SO MY OPINION WITH ALL OF THE FACTORS WEIGHED TOGETHER, I AM AGAINST TABLING, OKAY, BECAUSE I, IN MY OPINION IT DOES MEET MOST OF THE NEEDS, NOT ALL OF THE NEEDS, BUT MOST OF THE MOST OF THE NEEDS, WHICH IS PRIMARILY THE DAY TO DAY PRACTICES FOR THE AQUATICS FACILITY. AND THEN WE STILL HAVE DON COOK NOT THAT FAR AWAY FOR ANY ANYTHING THAT GO BEYOND THE CAPABILITIES OF THE OF THE PRACTICE FACILITY. AND THEN WE DO HAVE THE ADVANTAGE OVER THE OTHER THE EXISTING PRACTICE FACILITY, THAT THIS WILL BE A GROUND POOL AND ALSO IF WE TRIED

[02:00:06]

EXACTLY. SO OKAY I AGREE WITH TRUSTEE HAMILTON. I THINK YOU KNOW, TABLING THE MOTION, I THINK WE'VE HAD THE DISCUSSION SEVERAL TIMES, AND I KNOW THAT WE WERE KIND OF GOING BACK AND FORTH WITH GOING FORWARD WITH THE NATATORIUM VERSUS THE PRACTICE FACILITY. IT SOUNDED LIKE EVERYBODY WANTED THE PRACTICE FACILITY. SO WE PUT IT BACK ON THE ON THE AGENDA. I THINK IF WE DELAY IT FURTHER, WE MAY END UP IN A SITUATION WHERE YOU DON'T KNOW, COSTS COULD GO UP. HOPEFULLY THINGS ARE STARTING TO STABILIZE AND THEY'LL START GOING DOWN. SO I THINK THE SOONER WE CAN GET THE LEASE, THE PLANNING PROCESS AND AT LEAST START TAKING A LOOK AT WHAT THE FIRM NUMBERS ARE GOING TO BE, THE BETTER OFF I BELIEVE IT WILL BE. SO THANK YOU. THANK YOU, MR. GARCIA. GO AHEAD. MADAM PRESIDENT. I DO WANT TO AGAIN EMPHASIZE WHAT DOCTOR VELCH JUST SAID AND FOR MRS. JONES, THIS WILL NOT ALLOCATE CONTINGENCY THIS EVENING. OKAY? THIS IS JUST SAYING THAT WE WOULD LOOK TO CONTINGENCY TO FILL THAT VOID. BUT AS MR. GARCIA AND DOCTOR VELCH JUST SAID, WE WILL BE BRINGING BACK THE CONTRACT AND THE USE OF CONTINGENCY FOR BOARD CONSIDERATION. AND SO THERE'S STILL TIME IN THAT PROCESS. THANK YOU, MISS JONES. OKAY.

THANK YOU, TRUSTEE TYSON. SO TO CLARIFY, TRUSTEE HANNON, MY NUMBERS CAME FROM 14, 18 AND 23.

AND I KNOW I SPECIFICALLY SAID THAT. THANK YOU, BRIAN, FOR CLARIFYING THAT THEY WOULD BE COMING OUT OF 14 AND 18 AS WELL. THANK YOU FOR CLARIFYING EVERYTHING. AND THANK YOU FOR DOCTOR FOR CLARIFYING EVERYTHING. SO I'M GOING TO REMOVE MY MOTION TO TABLE AND WE'LL JUST RESEND MY SECOND. OKAY. SO THE MOTION'S BEEN WITHDRAWN. THE SECOND HAS BEEN WITHDRAWN. SO WE'RE BACK TO THE ORIGINAL MOTION. DO WE HAVE ANY OTHER DISCUSSION ON THE ORIGINAL MOTION? I DO OKAY, MISS JONES. SO TO CLARIFY, BECAUSE WE HAD THIS CONVERSATION IN THE AGENDA REVIEW MEETING, IT'S GOING TO BE AN AQUATICS FACILITY BASICALLY. AND I THINK IT WAS CATHERINE BROWN AT THE LAST MEETING, BASICALLY SAID NOTHING ELSE CAN FIT ON THAT PIECE OF LAND EXCEPT FOR AN AQUATICS FACILITY. OTHER THAN A NATATORIUM. AND LET'S BE CLEAR, WE CANNOT BUILD ANYTHING ELSE ON THERE EXCEPT THE AQUATICS FACILITY. IF YOU PUT THE NATATORIUM, IT'S JUST NOT

[02:05:02]

AND WHEN YOU LOOK ACROSS THE STATE, THAT'S BEEN A CHALLENGE FOR SEVERAL YEARS FOR LOTS OF DISTRICTS. AND SO I'M YOU KNOW, I'M REALLY, REALLY PROUD THAT THAT THIS DISTRICT EMBRACED ALL THREE A, B AND C WHEN WE PASSED THAT. AND I YOU KNOW, I DO WISH THAT WE COULD PROVIDE WHAT A GREAT DEAL OF VOTERS, INCLUDING MYSELF THOUGHT WE WERE GETTING. BUT I WILL SUPPORT A PRACTICE FACILITY BECAUSE I THINK THAT GETS US AT LEAST A LITTLE FURTHER DOWN THE ROAD THAN NOT.

NOT AT ALL. SO THANK YOU, MISS JOHNSON. THANK YOU, MISS HANNON. SO I JUST WANT TO REITERATE, I'VE HAD A LOT OF FEEDBACK AS WELL. THE FEEDBACK HAS BEEN CENTERED AROUND SOME OF THE DISCUSSION WE HAD ABOUT EXTENDING THE POOL DECK AND SOME OF THE OTHER THINGS WE TALKED ABOUT AT THE LAST MEETING. SO I WOULD LIKE TO ASK YOU GUYS THAT WHEN YOU DO GO OUT FOR BIDS, THAT YOU TAKE THESE THINGS INTO CONSIDERATION, THE OTHER FEEDBACK HAS BEEN THAT THEY NEED SOMETHING SOONER RATHER THAN LATER. AND NOT ONLY WILL WE HAVE CHALLENGES IN I, YOU KNOW, AGREE AND PASSING A SUPPLEMENTAL BOND, BUT I ALSO DON'T WANT TO DELAY ANY LONGER GETTING THESE STUDENTS AND THEIR COACHES EVERYTHING THAT THEY NEED ON THE EAST SIDE OF THE DISTRICT. I THINK THAT THAT IS A PRIORITY. SO I WILL BE SUPPORTING THIS AS WELL. SO WITH THAT BEING SAID, I'M GOING TO ASK THE TRUSTEES TO PLEASE VOTE. WE'RE VOTING ON THE ORIGINAL MOTION TO APPROVE THE ADMINISTRATION'S RECOMMENDATION AS PRESENTED IN THE AGENDA. NINE BE.

[10. Consent Agenda]

[10.H.8. Long Range Planning Services: Consideration and approval of Long-Range Boundary Planning Services from Zonda Education under a cooperative contract with the Interlocal Purchasing System (TIPS) for an amount not-to-exceed $350,000 and authorization for the Superintendent to negotiate and execute the agreement through November 2029.]

[02:10:02]

WE HAVE A MOTION BY MR. GARCIA AND A SECOND BY MISS JONES. DO WE HAVE DISCUSSION, MR. HAMILTON? YES. THANK YOU, MADAM PRESIDENT. MR. GWYNNE, I THINK THIS MAY INVOLVE YOU. YOU CAN.

I'M FINE WITH YOU STAYING THERE IF YOU WANT TO STAY THERE, OR YOU CAN MOVE TO THE PODIUM. SO.

ALL RIGHT, ALL RIGHT. HE'S GONNA WORK HIS WAY THERE. SORRY. I GOT MYSELF OFF MY TRAIN OF THOUGHT.

YES. THANK YOU. OH, SO FIRST QUESTION. SO I'M PRETTY CONFIDENT THIS IS ACCURATE, BUT JUST FOR EVERYBODY'S SAKE. SO THIS VENDOR WILL WORK IN CONJUNCTION WITH PASSA PASSA PASSA, RIGHT? THAT IS CORRECT. WE, THE BOARD PREVIOUSLY APPROVED A CONTRACT WITH PASSA.

THEY WILL REMAIN OUR DEMOGRAPHER. THIS WILL BE A LONG RANGE BOUNDARY PLANNER THAT WILL WORK IN CONJUNCTION WITH THEM ON BOUNDARY PLANNING. FOR BOUNDARY PLANNING PURPOSES. OKAY. AND THEN NEXT QUESTION. SO WORKING WITH THIS VENDOR, ASSUMING THIS PASSES, IF WE GET DOWN THE ROAD AND THERE MAY BE PROJECTS THAT ARE DEEMED UNNECESSARY AND OR WE HAVE OTHER WAYS THAT ADD CONTINGENCY AND IF WE HYPOTHETICALLY SELL SOME PROPERTY. SO THE THREE PROJECTS THAT WE REMOVED FROM THE BOND, I BELIEVE THAT THERE'S A MECHANISM FOR US TO ADD THOSE BACK WITHOUT HAVING TO GO TO A BOND BECAUSE THEY WERE IN THE BOND PROJECT INITIALLY. IS THAT ACCURATE OR WOULD IS THERE A MECHANISM FOR ADDING ANY OF THOSE PROJECTS BACK IF THE OPPORTUNITY ARISES? YES. THERE IS. WHAT I WOULD SAY IS IF IT'S WITHIN THE AVAILABLE FUNDING, THE BOARD COULD GO BACK AND SAY THAT THEY WANTED TO APPROPRIATE THE AVAILABLE CONTINGENCY TOWARDS THOSE PROJECTS. RIGHT. THAT'S ONE OPTION. THE OTHER OPTION THAT WAS DISCUSSED IS IF THERE IS A NEED IDENTIFIED FOR A SCHOOL AND THERE ARE NOT BOND FUNDS AVAILABLE, THE BOARD CAN USE AN INTENT TO REIMBURSE WHICH IS BASICALLY FUNDING THE SCHOOL FROM GENERAL FUND CASH AVAILABLE, AND THE GENERAL FUND WOULD BE REIMBURSED ONCE A FUTURE BOND IS PASSED. SO THERE'S TWO OPTIONS THERE THAT WOULD BE AVAILABLE IF YOU WERE TO ASK ME TODAY, WHICH OF THOSE IS THE MORE LIKELY OF THE TWO? IT WOULD BE IF WE NEEDED TO MOVE FORWARD, WE WOULD LIKELY NEED TO USE THE INTENT TO REIMBURSE. OKAY. THANK YOU. THANK YOU, MR. HAMILTON. MR. GARCIA. THANK YOU, MADAM PRESIDENT. SO I HAD SOME DISCUSSIONS WITH THE COMMUNITY AND ACTUALLY, A COMMUNITY MEMBER BROUGHT THIS UP TO ME ABOUT THE LONG RANGE PLANNING SERVICES. AND WHEN YOU GO TO THE WEBSITE, YOU CAN LOOK TO SEE WHAT PASSA AND ZONDA. THEY DO SIMILAR THINGS. NOT JUST LONG RANGE PLANNING, BUT ALSO DEMOGRAPHER. AND SO I KNOW THERE'S QUESTIONS THAT WHY ARE WE HIRING FIRM TO DO THE SAME THING? WHEN THE ANSWER TO THAT QUESTION IS AND TO TRUSTEE HAMILTON'S POINT IS WE'RE WE'RE NOT ONE IS THE DEMOGRAPHER AND ONE IS THE ACTUAL LONG RANGE PLANNING. SO THE LONG RANGE PLANNER WORKS IN CONJUNCTION WITH THE DEMOGRAPHER TO MAKE SURE THAT THEY'RE PLANNING ACCORDINGLY, BASED ON THE DATA AND BASED ON BOARD POLICY. AND SO TO ME, I THINK IT'S IT SERVES AS A, AS A MEANS OF CHECKS AND BALANCES, BECAUSE ONE PERSON IS OR ONE COMPANY IS NOT DOING BOTH. YOU HAVE ONE COMPANY DOING IT, AND THEN THAT OTHER COMPANY, ZONDA, THAT ALSO HAS EXPERIENCE DOING WORKING AS A DEMOGRAPHER CAN ALSO POTENTIALLY VALIDATE SOME OF THE DATA THAT THEY SEE. SO THAT SERVES AS AN ADDITIONAL MEANS TO CHECK AND BALANCE EVERYTHING.

AND I SUPPORT THIS ITEM. AND I ALSO AGREE THAT IF THERE IS POTENTIAL AND WE DO SEE A NEED, AND I AND I KNOW THAT THE VOTE TO ELIMINATE ELEMENTARY SCHOOL 55 OUT OF 2023 BOND WAS VERY DIFFICULT. THAT DOES NOT MEAN THAT WE WON'T EVENTUALLY MAY HAVE A NEED TO PUT A SCHOOL THERE. AND SO THAT'S WHY IT'S VERY IMPORTANT THAT WE THAT THE LONG RANGE PLANNING IS DONE SO THAT WE CAN REALLY DETERMINE, YOU KNOW, WHAT, WHERE WE'RE AT AND SO I KNOW THAT REZONING IS ALWAYS DIFFICULT, BUT ALSO PUTTING IN SCHOOLS AND THEN WITH, WITH THE VOUCHER DISCUSSION COMING UP. AND I JUST GOT BACK FROM EL PASO AND THEY JUST HAD TO CLOSE TEN ELEMENTARY SCHOOLS. SO I THINK RIGHT NOW ONE OF THE THINGS WE DEFINITELY NEED TO LOOK AT, WE NEED TO MAKE SURE THAT WE GET IT CORRECT, GET IT RIGHT AND SO THAT WE DON'T HAVE THE NEED TO OPEN SCHOOLS

[02:15:02]

OKAY. THANK YOU. AND THANK YOU TO THE TEAM AND DOCTOR SMITH FOR GETTING THIS, TAKING THE LEAD AND GETTING THIS UNDERWAY. THANK YOU, MISS JONES. MISS HANNON. THANK YOU, MR. GAY. SO I WANT TO SAY OOPS I, I SUPPORT THIS ITEM. BUT AS WE'VE GONE THROUGH SOME CONVERSATIONS WITH CONSTITUENTS IN THE NEAL AREA, I'M, I'M NOT SURE HOW TO ADDRESS THIS, BUT ONE OF THE ITEMS ON HERE THAT IN THE OVERVIEW IT SAYS THE FIRM WOULD ALSO BE ABLE TO PROVIDE STRATEGIC GUIDANCE TO THE DISTRICT IN ITS LONG RANGE BOUNDARY PLANNING ENDEAVORS, WITH A PRIMARY FOCUS ON EFFECTIVELY ADDRESSING THE CURRENT AND FUTURE GROWTH REQUIREMENTS OF FORT BEND ISD.

SO ONE OF THE ISSUES THAT I LEARNED ABOUT IN IN A PREVIOUS BOUNDARY CHANGE SITUATION WHERE THE PLANNING UNITS AND I DON'T KNOW IF THIS IS ADDRESSED IN IN POLICY OR WHERE WE YOU KNOW, I DON'T KNOW IF THIS IS AN FC LOCAL, BUT I THINK ONE OF THE THINGS AND MAYBE THIS ISN'T PART OF THIS CONVERSATION, BUT I THINK IT IS, IS THAT WE HAVE SOME BEST PRACTICES ON HOW WE LOOK AT LONG RANGE PLANNING AND SCHOOL BOUNDARIES. AND, AND I THINK THAT IN SOME WAYS IT'S MISLEADING. COMMUNITY MEMBERS OR AND OR MAYBE NOT MISLEADING THEM, BUT CONFUSING THEM WHERE WE TALK ABOUT WHEN, WHEN POSSIBLE, WE WILL USE NATURAL BARRIERS AND BOUNDARIES LIKE ROADS AND LEVEES AND, AND THOSE KINDS OF THINGS. AND SO WHEN I THINK ABOUT IS IT ZONDA? AND PASA? YOU KNOW, I DO REFLECT ON THE COMMUNITY AND I'M, I'M JUST GOING BACK TO SIENA FOR INSTANCE. IS THAT THAT THIS IS IMPORTANT AND THE ITEM THAT I'M VOTING ON TONIGHT IS ABOUT STRATEGIC PLANNING AND WORKING WITH THIS COMPANY AND WORKING WITH THE DISTRICT TO MAKE THE BEST DECISIONS. SO I JUST, YOU KNOW, I JUST AM SAYING THIS SO THAT WE DON'T WE MUST RELY ON THEM BECAUSE THAT'S THEIR EXPERTISE. BUT WE ALSO HAVE TO RELY A LITTLE BIT ON. I'M TRYING TO CHOOSE A BETTER WORD THAN COMMON SENSE, BECAUSE THAT GETS YOU INTO TROUBLE. WE JUST HAVE TO RELY MORE ON, YOU KNOW, COMMON SENSE MIGHT TELL YOU THE WORLD IS FLAT, BUT ANYWAY, SO WE JUST NEED TO THINK ABOUT THE PLANNING UNITS. AND I DON'T KNOW IF THAT'S LOOKING AT FC LOCAL AGAIN, BUT SO THAT WE'RE REALLY. NOT JUST TAKING THEIR THEIR RECOMMENDATIONS AT FACE VALUE LIKE WE REALLY HAVE TO. AND I HEARD TONIGHT WE HAVE TO ACTUALLY GO AND DOES IT WORK.

DOES THIS REALLY WORK. DOES THIS IT LOOKS GREAT WHEN WE LOOK AT IT ON PAPER. BUT DOES IT REALLY WORK? AND IF WE NEED TO CROSS A MAJOR STREET BECAUSE IT WORKS BETTER, THEN, THEN THAT'S JUST SOMETHING THAT WE NEED TO CLARIFY. THESE ARE NOT HARD AND FAST RULES. THESE ARE

[02:20:02]

THE MOTION PASSES UNANIMOUSLY. THANK YOU, MR. GAY. WE WILL NOW CONVENE IN CLOSED SESSION UNDER

[11. Convene in closed session under Texas Open Meetings Act, Texas Government Code, Chapter 551 under the following sections: 551.071 - For the purpose of a private consultation with the Board's attorney on any or all subjects or matters authorized by law; Section 551.072 - Consider purchase, exchange, lease, or value of real property, Section 551.074 - Personnel matters, Section 551.076 - Security matters, Section 551.082 - Student discipline matter or complaint, or Section 551.0821 - Personally identifiable information about public school student]

[12. Reconvene in Open Session]