Dec 02, 2024 Called Meeting & Agenda Review

[00:00:01]

THANK YOU. THANK YOU SERGEANT. WE HAVE THE PRESENCE OF A QUORUM ATTENDING IN PERSON. SO THIS

[1. Call to order]

[3. Board Member Report]

SO I WOULD SAY BASED ON THE FEEDBACK THAT WE GOT FROM CAMPUSES, WE HAVE QUITE A FEW. I THINK MOST, IF NOT PRETTY CLOSE TO ALL OF OUR SECONDARY CAMPUSES HAVE GONE TO A MORE RESTRICTIVE APPROACH TO CELL PHONES AND PERSONAL DEVICES. AND THE FEEDBACK WE GOT FROM CAMPUSES IS THAT IT'S PRETTY CLOSE TO THERE'S VERY STRONG SUPPORT FOR PROHIBITING THE USE OF PERSONAL DEVICES DURING INSTRUCTIONAL TIME. AND SO IT SEEMS LIKE THERE'S CONSENSUS IN MOVING THAT DIRECTION. AND SO THAT'S THAT'S ONE OF THE BIG CHANGES. BUT BUT BUT WE WANTED TO THE POLICY COMMITTEE WANTED TO ENCOURAGE ALL TRUSTEES TO KEEP AN EYE ON THE BOARD BOOK AND MAKE SURE YOU READ THE READ THE POLICY, THE PROPOSED CHANGES. SO THAT WE CAN HAVE A FRUITFUL DISCUSSION DURING THE REGULAR BUSINESS MEETING. WE HAD A VERY PRODUCTIVE MEETING AND GOT A LOT OF POLICIES. MOVED FORWARD AT THE AT THE LAST POLICY COMMITTEE MEETING. AND SO WE'LL WE'LL HAVE SOME SOME OTHER POLICIES COMING FOR THE BOARD TO VOTE ON. BUT THAT WAS THE BIG UPDATE I WANTED TO GIVE FOR THE BOARD TONIGHT. IS THAT THE CELL PHONE CELL PHONE POLICY IS COMING. THANK YOU, MR. HAMILTON. WE'LL LOOK FORWARD TO THAT IN THE AT THE NEXT MEETING AND IN OUR NEXT

[4. Information]

[00:05:04]

80% OF OUR DEBT IS CALLABLE, MEANING WE HAVE THE ABILITY TO DO REFUNDINGS TO TAKE TAKE ADVANTAGE OF LOWER INTEREST RATES ONCE THE CALL DATE IS REACHED AND THEN OUR TAX RATE THAT SUPPORTS OUR DEBT IS AT $0.27 PER $100 VALUATION. WE'RE A+ RATED BY BOTH FITCH AND S&P, AND THAT'S THE FICO EQUIVALENT OF BEING A WELL QUALIFIED BUYER. SO WHEN YOU HEAR THAT LITTLE ADAGE AT THE END OF ALL THOSE CAR ADVERTISEMENTS, THAT A+ RATING IS OUR HIGH FICO SCORE.

AND THEN FINALLY, WE HAVE $1.15 BILLION IN DEBT. THAT IS STILL TO BE ISSUED, WITH 1.08 BILLION OF THAT BEING FOR THE 23 BOND. I MENTIONED THE SAVINGS THAT WE'VE HAD FOR TAXPAYERS THIS IS DIFFERENT THAN THE SAVINGS YOU'LL GET TODAY WITH CYBER MONDAY, BUT THE SAVINGS THAT WE HAVE FOR OUR TAXPAYERS, AND THAT'S THROUGH OUR COMMERCIAL PAPER PROGRAM AND SO WHAT THAT DOES IS IT IS A CASH FLOW PROCESS THAT WE USE TO ISSUE SHORT TERM DEBT UNTIL WE COME TO THE POINT OF ISSUING THE LARGER DEBT THROUGH OUR NORMAL BOND PROCESS. AND THIS ALLOWS US TO AVOID BOTH ISSUANCE COSTS AND INTEREST COSTS. THE PROGRAM WAS ESTABLISHED EIGHT YEARS AGO AND WAS MOST RECENTLY RENEWED BY THE BOARD IN JULY OF 23, AND THAT WAS FOR THE 23 BOND PROGRAM. AND WE CAN HAVE UP TO $150 MILLION IN OUTSTANDING COMMERCIAL PAPER, AND THAT LIMIT OF $150 MILLION WAS APPROVED BY THE BOARD OF TRUSTEES. AND SO, IN TOTAL, OUR COMMERCIAL PAPER PROGRAM SINCE ITS INCEPTION HAS ALLOWED US TO AVOID ALMOST OR OVER $27 MILLION IN OR RIGHT AT $27 MILLION IN INTEREST COSTS. AND AGAIN, THIS IS A DIRECT SAVINGS TO OUR TAXPAYERS THROUGH THE IMPLEMENTATION OF THIS PROGRAM. TWO KEY DEBT RATIOS THAT OUR RATING AGENCIES USE WHEN THEY EVALUATE US FOR OUR DEBT RATING AGENCY, OUR PRINCIPAL OUTSTANDING PER PUPIL AND OUTSTANDING PRINCIPAL VERSUS PROPERTY VALUATION. AND SO THE GRAPH ON THE LEFT SHOWS THAT PRINCIPAL OUTSTANDING PER STUDENT. AND YOU CAN SEE THAT WE ARE AMONG THE LOWEST IN THE PEER GROUP WITH ONLY A LEAF BEING LOWER. AND THEN IT'S A SIMILAR SITUATION WHERE THE PRINCIPAL OUTSTANDING VERSUS PROPERTY VALUATION, AGAIN, ONLY A LEAF IS LOWER. THIS USED TO BE INCLUDED AS PART OF THE ANNUAL COMPREHENSIVE FINANCIAL REPORT PRESENTATION THAT WAS DONE BY OUR OUTSIDE AUDITOR. AND HE USED TO JOKE THAT HE PUT A LEAF IN THERE TO KEEP US HUMBLE AND SO

[00:10:02]

AND THIS SHOWS THAT AS WE LOOK AT OUR PEERS, MOST OF THEM ARE NOT A+ RATED. AND PART OF THAT IS THE WAY THAT WE MANAGE OUR DEBT. AGAIN, WITH AN ACTIVE POINT OF VIEW, THERE ARE FOUR ITEMS THAT ARE PART OF OUR BOND PARAMETER ORDER FOR BOARD CONSIDERATION. THE FIRST, WE HAVE A FIXED RATE BOND ORDER THAT WILL ALLOW US TO REFINANCE UP TO $150 MILLION IN COMMERCIAL PAPER. AND SO THAT'S THAT LIMIT THAT'S BEEN ESTABLISHED BY THE BOARD WILL ALSO ALLOW US TO ISSUE UP TO $150 MILLION IN NEW MONEY FOR THE BOND PROJECTS IN OUR 23, 2014 AND 2018 BONDS. IT ALSO INCLUDES REFUNDING UP TO $22.2 MILLION IN FIXED RATE BONDS. AND SO AGAIN, IF WE FIND THAT THE PREVAILING INTEREST RATE ACHIEVES THE APPROPRIATE LEVEL OF NET PRESENT VALUE SAVINGS THAT'S OUTLINED IN THE FISCAL AND BUDGETARY STRATEGY ESTABLISHED BY THE BOARD, WE COULD REFUND THAT AT A LOWER FIXED RATE AND SAVE TAXPAYERS MONEY. AND THEN WE ALSO HAVE A VARIABLE RATE DEBT THAT COMES DUE IN JULY OF NEXT YEAR OF $74 MILLION. THAT WOULD BE SUBJECT TO POTENTIALLY FIXING OUT. SECOND, THERE IS A VARIABLE RATE BOND ORDER, AND THIS IS VERY SIMILAR TO THE FIXED RATE ORDER. IT ALLOWS US TO REFINANCE UP TO $150 MILLION IN COMMERCIAL PAPER AND ISSUE $150 MILLION IN NEW MONEY, AND REFUND UP TO $74 MILLION IN VARIABLE RATE DEBT.

ONE THING THAT I DO WANT TO POINT OUT WITH BOTH OF THESE IS THAT THE BOARD IS ONLY AUTHORIZING THE REFINANCING OF $150 MILLION IN COMMERCIAL PAPER AND $150 MILLION IN NEW MONEY.

WE MAY USE A COMBINATION OF FIXED RATE AND VARIABLE RATE, BUT WE CANNOT EXCEED THE $150 MILLION IN EITHER OF THOSE ISSUANCES. AND SO IT'S NOT A COMBINATION. IT IS A SINGLE $150 MILLION FOR THE VARIABLE RATE AND THE FIXED RATE. AND THEN WHAT I WOULD SAY IS THAT WE WILL WORK WITH OUR FINANCIAL ADVISOR TO CHOOSE THE BEST OPTION AT THE TIME THAT WE GO TO MARKET TO DO THE ISSUANCE, TO DETERMINE WHICH WILL BE THE MOST BENEFICIAL TO OUR TAXPAYERS. AND AGAIN, AS I MENTIONED, WE MAY DO A VARIABLE RATE AND A FIXED RATE OR ONE OR THE OTHER, DEPENDING ON MARKET CONDITIONS AT THE TIME. THE FINAL TWO ITEMS THAT WE HAVE IS A DEBT CONVERSION. YOU SAW THAT BOTH THE FIXED AND THE VARIABLE RATE ITEM. THERE'S $74 MILLION THAT EXPIRES IN JULY OF 25. THAT ITEM. THIS ITEM AUTHORIZES STAFF TO EITHER ENTER A NEW RATE PERIOD FOR THAT ITEM AT A VARIABLE RATE, OR TO DO A FIXED RATE FOR THAT DEBT. AND AGAIN, WE'LL WORK WITH THE FINANCIAL ADVISOR AT THE TIME TO DETERMINE WHICH OF THOSE OPTIONS WOULD BE BEST FOR THE DISTRICT AND SAVE THE TAXPAYERS THE MOST MONEY. AS WE MOVE FORWARD WITH THAT TRANSACTION. AND THEN FINALLY, WE HAVE A REIMBURSEMENT RESOLUTION THAT ALLOWS THE USE OF GENERAL FUNDS FOR THE SHORT TERM CASH FLOW OF BOND PROJECTS. THIS WOULD BE PRIOR TO ISSUING COMMERCIAL PAPER. WE USE FUND BALANCE PRIOR TO ISSUING THE COMMERCIAL PAPER. AND THEN ONCE WE ISSUE COMMERCIAL PAPER, WE REFUND THE GENERAL FUND. AND JUST WE DID HAVE A QUESTION THAT CAME THROUGH IS HOW OFTEN DO WE USE THIS FOR THE 24 CALENDAR YEAR THE MOST THE GENERAL FUND HAD CASH FLOW FOR THOSE PROJECTS WAS $8.6 MILLION, AND THAT WAS OUTSTANDING FOR ONE DAY. AND SO WE ALMOST IMMEDIATELY ISSUED THE COMMERCIAL PAPER. BUT THAT ALLOWED US TO AVOID ONE DAY OF INTEREST ON COMMERCIAL PAPER.

AND THEN ON AVERAGE, WE CASH FLOW ABOUT $1.1 MILLION FROM THE GENERAL FUND, AND IT'S TYPICALLY REPAID WITHIN TEN DAYS OF THAT WITH COMMERCIAL PAPER. AND SO AGAIN, THIS IS ANOTHER STRATEGY THAT WE'RE ABLE TO UTILIZE TO HELP KEEP OUR INTEREST COSTS LOW RELATIVE TO ISSUING THE DEBT RIGHT OF WAY. SO A KEY TAKEAWAY ON THE REIMBURSEMENT RESOLUTION IS THAT IT IS NOT AN AUTHORIZED AUTHORIZATION TO SPEND ADDITIONAL MONEY. THIS IS COUPLED WITH THE $150 MILLION THAT WE HAVE IN COMMERCIAL PAPER. AND SO WE WOULD NEVER EXCEED THAT AMOUNT. IT JUST ALLOWS AN ADDITIONAL ABILITY FOR US TO KEEP INTEREST COSTS LOW FOR OUR TAXPAYERS. AND THEN THE FINAL THING THAT I'LL LEAVE YOU WITH ON THIS IS THIS IS AN ANNUAL APPROVAL. AND SO YOU ARE APPROVING THIS FOR CALENDAR YEAR 2025. WE WILL COME BACK TO THE BOARD AT THE END OF 2025 FOR 2026 APPROVAL. SO THIS ISN'T SOMETHING THAT CONTINUES ONWARD. IT IS SOMETHING THAT THE BOARD APPROVES ON AN ANNUAL BASIS. AND SO WE WILL BE BACK FOR THE UPCOMING YEARS FOR THAT. AND THIS CONCLUDES OUR PRESENTATION. AGAIN, WE DO HAVE OUR BOND COUNSEL AND FINANCIAL ADVISOR HERE TO ANSWER ANY QUESTIONS THAT THE BOARD MAY HAVE ON THESE PARTICULAR ITEMS. THANK YOU, MR. GWEN. WE WILL WORK HARD TO GET US OUT OF HERE. SO EVERYONE STILL HAS TIME TO DO THEIR CYBER MONDAY SHOPPING BEFORE MIDNIGHT HITS. DO WE HAVE QUESTIONS FROM THE TRUSTEES? MISS JONES? WELL, I WAS WAITING FOR MY QUESTIONS FOR THE AGENDA ITEM, BUT NOW THAT WE'RE DISCUSSING, I APPRECIATE THE CONSIDERATION FOR REFINANCING AND REFUNDING. I'M BEYOND OVERJOYED ABOUT IT. AND AS I WAS READING THE BOARD BOOK LAST NIGHT, I HAD A COUPLE OF QUESTIONS ABOUT IS THERE A PLAN

[00:15:08]

YES, BECAUSE I KNOW LIKE ON OUR EXISTING TEAM, YOU HAVE TO HAVE A BOND COUNSEL FINANCIAL ADVISOR FOR WHICH WE HAVE. DO WE HAVE A MUNICIPAL ADVISOR AS WELL ON THIS TEAM? WELL, OUR FINANCIAL ADVISOR WOULD BE WITHIN THAT REALM. WHAT I WOULD SAY IS THAT WE DO HAVE THAT, AND I'M NOT SURE IT WAS NECESSARILY HIGHLIGHTED ON THERE, BUT WE ALSO HAVE THE BOND UNDERWRITERS WHO ACTUALLY ARE THE ONES WHO TAKE THE DEBT TO MARKET. AND SO THEY JUST LIKE IN YOUR PERSONAL LIFE, OUR FINANCIAL ADVISOR IS DIRECTLY RESPONSIVE TO US. AND ENSURING THAT WE GET THE BEST FINANCIAL DEAL POSSIBLE. RIGHT, RIGHT. AND SO THE BOND UNDERWRITERS ALSO HAVE STRATEGIES, ALTHOUGH THEY ARE LOOKING TO MAXIMIZE THEIR PROFIT AS WELL. BUT OUR FINANCIAL ADVISOR WILL WORK WITH THEM TO COME UP WITH THE BEST STRATEGY AND OUTLINE OUR FRAMEWORK FOR ISSUING DEBT WHEN WE GO OUT TO MARKET, WHEN WE DO AN UNDERWRITING TEAM, WE TYPICALLY CHOOSE THREE DIFFERENT UNDERWRITERS. THERE WILL BE A SENIOR UNDERWRITER AND TWO CO UNDERWRITERS, AND SO THEY WORK TOGETHER WITH OUR FINANCIAL ADVISOR TO PUT TOGETHER THE OFFERING. AND SO THAT BECOMES PART OF THAT PACKAGE. SO I THINK THE ANSWER IS WE MAY BE DOING WHAT YOU'RE ASKING. THEY ARE NOT NECESSARILY PART OF THE TEAM. YOU SEE HERE. BECAUSE AGAIN, THESE ARE THE ONES THAT OUR FINANCIAL ADVISOR AND BOND COUNSEL, THE BOARD HAS AUTHORIZED US TO WORK DIRECTLY WITH THEM. OKAY. THE BOARD APPROVES THE LIST OF UNDERWRITERS THAT WE CAN USE, BUT THEY WE CYCLE THROUGH THEM ON AN ONGOING BASIS TO ENSURE THAT WE KEEP THE IDEAS FRESH. OKAY. AND NOT TO GET TOO FAR DEEP INTO THE WEEDS. BUT I GUESS WHAT WOULD BE THE STRATEGY FOR BRINGING IT TO MARKET? ARE YOU JUST GOING TO OFFER IT AND RESELL, OR ARE YOU GOING TO BROKER IT BONDS? HOW ARE YOU GOING TO WHAT'S THE STRATEGY AND WE HAVE MICHELLE ARAGON HERE. SHE MAY BE ABLE TO SPEAK BRIEFLY TO THAT, BUT TYPICALLY WHEN WE PUT TOGETHER THE SYNDICATE, WE THEY WILL THEY BEGIN THE BACKGROUND WORK. WHEN WE PUT TOGETHER THE FINAL BOND ORDER AND THEY START WORKING BEHIND THE SCENES WITH SPECIFIC GROUPS THAT PURCHASE THE FUNDS. SO THIS WOULD BE MUTUAL FUND OWNERS, INSURANCE COMPANIES, ET CETERA.

THAT THEY KNOW HAVE A INTEREST IN HIGH GRADE HIGH QUALITY INVESTMENTS. AND SO THEY START WORKING WITH THOSE GROUPS PROBABLY. WHAT IS IT ABOUT A WEEK BEFORE MICHELLE? A LITTLE BIT LONGER. YEAH. SO THERE'S A THERE'S A LEAD TIME WHERE THEY START WORKING DIRECTLY WITH THOSE INDIVIDUAL CLIENTS THAT THEY HAVE SO THAT THERE'S INTEREST IN THOSE BOND OFFERINGS. EVEN BEFORE WE GET TO MARKET. EXCELLENT. THANK YOU. THANK YOU. LAST QUESTION. AND I THINK IT WAS IN THE BOARD RESPONSE MEMO. AND I HAVEN'T HAD TIME TO READ. BUT SO I'M JUST GOING TO ASK THE QUESTION I'M SORRY IF I'M ASKING IT AGAIN. SO WHAT ARE THE EXPECTED COST SAVINGS FROM THIS REFINANCE AND REFUND. WELL, AT THIS POINT WE WON'T ACTUALLY KNOW THAT BECAUSE WE HAVEN'T ACTUALLY GONE OUT TO MARKET YET. OKAY. THE REASON THAT WE ASKED THE BOARD TO APPROVE THE PERIMETER ORDERS IN THE WAY THAT WE DO IS THAT ALLOWS US TO RESPOND TO THE MARKET AT THE TIME WE GO OUT. AND SO IF WE GO OUT AND THE PREVAILING INTEREST RATES ARE LOW, THEN TYPICALLY WHAT WE WILL DO IS USE A FIXED COST BOND ORDER TO DO THAT. HOWEVER, IF WE'RE IN A HIGH INTEREST RATE TIME PERIOD OR THERE'S MARKET VOLATILITY, WE ARE YOU ALL ARE PROVIDING US WITH A TOOL TO USE A VARIABLE RATE INSTRUMENT, WHICH ALTHOUGH ISN'T IN THIS LONG TERM, THAT ALLOWS US TO GO BACK IN A YEAR OR TWO TO REISSUE THAT AT A FIXED COST. OKAY.

THANK YOU. THANK YOU, MISS JONE. MR. GARCIA. THANK YOU. AND THANK YOU, TRUSTEE JONES, FOR THAT LAST QUESTION, BECAUSE THAT WAS KIND OF WHERE I WAS I WAS GOING ON IN REGARDS TO THE SAVINGS. SO THAT'S THAT'S GOOD TO KNOW. AND WHEN WE GET WE REFINANCE THE DEBT AND WE DO SEE THE SAVINGS.

WHAT TYPICALLY HAPPENS WITH THAT MONEY IS PUT BACK INTO CONTINGENCY. HOW DOES THAT WORK.

AND THAT IS SO THE SHORT ANSWER IS THOSE FUNDS BECAUSE THIS IS WE'RE DEALING WITH THE INTEREST AND SINKING COMPONENT OF THE TAX RATE. ALL OF THAT WOULD STAY WITHIN THE DEBT SERVICE FUND.

AND SO THERE ARE A COUPLE OF OPTIONS THAT WE HAVE WITH THAT, WE CAN USE IT TO DEFEASE DEBT OR PAY IT DOWN EARLY IN SOME CASES, ALTHOUGH IT'S NOT NECESSARILY ADVISABLE. BUT GIVEN THE LENGTH OF TIME WE'RE GOING TO BE ISSUING DEBT, WE COULD USE IT TO BUY DOWN FUTURE TAX RATE INCREASES. AND SO IT'S EITHER PAYING DOWN DEBT EARLY OR POTENTIALLY OFFSETTING THE NEED FOR FUTURE TAX RATE INCREASES. PERFECT. THANK YOU. AND I WAS LOOKING AT THE CHART AND ONE OF

[00:20:03]

THANK YOU. THANK YOU, MR. GARCIA. ALL RIGHT. THANK YOU, MR. GWEN. THANK YOU. APPRECIATE IT. NEXT UP IS OUR CULTURE AND CLIMATE SURVEY RESULTS. ARE WE DOING THESE TWO TOGETHER OR ONE AT A TIME? WE'RE DOING BOTH TOGETHER. BOTH TOGETHER. AND THEN STUDENT ENGAGEMENT SURVEY RESULTS. SO WE'LL TURN IT OVER TO THE TEAM. YEP. SO BETH MARTINEZ AND STEPHANIE WILLIAMS WILL BE SUPPORTING. THANK YOU DOCTOR SMITH. GOOD EVENING TRUSTEES I'M JUST GOING TO BRIEFLY INTRODUCE STEPHANIE WILLIAMS, OUR EXECUTIVE DIRECTOR OF ORGANIZATIONAL DEVELOPMENT.

AND SHE'S GOING TO SHARE WITH YOU TONIGHT THE RESULTS OF OUR CULTURE AND CLIMATE SURVEY, AS WELL AS THE RESULTS OF OUR ELEMENTARY AND SECONDARY STUDENT ENGAGEMENT RESULTS. TRUSTEES, YOU'VE RECEIVED THESE REPORTS EARLIER. AND THEN AGAIN, IN THIS WEEK'S BOARD BOOK FOR YOUR REVIEW, YOU'RE GOING TO HEAR A LOT OF DATA. WHAT I WANT YOU TO KNOW, GOING INTO THIS FIRST PRESENTATION THAT WILL LEAD INTO THE STUDENT ENGAGEMENT PRESENTATION, IS THAT WE HAVE SEEN INCREASES ACROSS THE BOARD IN OUR ENGAGEMENT METRICS, AND WE ALSO CONTINUE TO FOCUS ON THOSE AREAS WHERE WE SEE WE NEED TO IMPROVE OR SEEKING OPPORTUNITIES FOR GROWTH. AND SO STEPHANIE WILL BE SHARING A LOT OF THAT DATA WITH YOU. THERE'S A LOT MORE TO THE STORY, AND WE DO REMAIN FOCUSED ON WHAT ARE THE AREAS IN WHICH WE NEED TO FOCUS OUR EFFORTS FOR MAKING IMPROVEMENTS, AND ALSO KNOW THAT WE CELEBRATE THE INCREASES THAT WE'RE SEEING. SO I'LL TURN IT OVER TO STEPHANIE. THANK YOU. GOOD EVENING, DOCTOR SMITH, PRESIDENT AND MEMBERS OF THE BOARD. THANK YOU FOR THE OPPORTUNITY TO PRESENT THE DATA ON FIRST, THE CULTURE AND CLIMATE SURVEY AND THEN MOVING INTO STUDENT ENGAGEMENT. SO THE CULTURE AND CLIMATE SURVEY IS GIVEN ANNUALLY IN MARCH AND APRIL. SO RIGHT AFTER SPRING BREAK TO ABOUT MID APRIL, IT INVOLVES THIS YEAR. IT INVOLVED ONLY CAMPUS STAFF AND PARENTS. WE DID NOT SURVEY DISTRICT STAFF DUE TO THE TRANSITION IN LEADERSHIP THAT WAS OCCURRING. YOU SEE THAT WE HAD ABOUT 2700 CAMPUS STAFF RESPOND AND THAT'S ABOUT 350 LESS THAN THE PREVIOUS YEAR. AND RELATED TO PARENTS AND GUARDIANS, WE HAD ABOUT 5300, AND THAT'S ABOUT 2300 LESS THAN THE PREVIOUS YEAR. THE CULTURE AND CLIMATE SURVEY PROVIDES INFORMATION ON PERSPECTIVES IN SIX DIMENSIONS, STARTING WITH OVERALL ENGAGEMENT, PERCEPTION OF QUALITIES OF OUR SCHOOLS, PERCEPTIONS ON ACADEMIC SUPPORTS RELATED TO TEACHING AND LEARNING. STUDENT SUPPORTS ACCESS TO RESOURCES, THE BEHAVIORS OF SCHOOL LEADERSHIP, FAMILY INVOLVEMENT RELATED TO INPUT, AND THE AWARENESS OF SAFETY PROCEDURES AND PERCEPTIONS AROUND HOW BEHAVIOR IS HANDLED. STARTING FIRST WITH THE DIMENSION ON ENGAGEMENT AS A REMINDER, THAT'S AROUND PERCEPTIONS OF QUALITY OF THE SCHOOL. WHAT THIS SLIDE SHOWS YOU IS THE FOUR COMPONENTS OR METRICS THAT WE LOOK AT, THAT ANALYZE THE QUALITY OF OUR SCHOOLS AS THEY ARE PERCEIVED BY OUR CAMPUS STAFF AND OUR PARENTS AND GUARDIANS. AND THIS SLIDE KIND OF SHOWS VERY CLEARLY THAT WE EITHER MAINTAINED OR WENT UP IN EVERY SINGLE METRIC. I THINK THAT ONE OF THE METRICS THAT NEEDS A LITTLE BIT OF EXPLANATION IS THIS. NET PROMOTER SCORE. SO WE ASK BOTH CAMPUS STAFF AND PARENTS AND GUARDIANS HOW THEY WOULD THEY RECOMMEND OUR SCHOOLS AND YOU THIS DATA IS PROCESSED THROUGH

[00:25:04]

46% OF PARENTS ARE ACTIVELY PROMOTING. AND THEN OUR EMPLOYEE ENGAGEMENT WENT UP BY 4%. AND THE OVERALL INCREASE OF ENGAGEMENT DOES TIE OR IS A FACTOR IN EMPLOYEE RETENTION.

AND WE KNOW THAT WE MAY BE ABLE TO CORRELATE THIS TO OUR IMPROVED RETENTION RATE FOR THE 2324 SCHOOL YEAR. GOING OVER THE OTHER DIMENSIONS, YOU NOTICE THAT WE EITHER MAINTAINED OR INCREASED THROUGH THE PERCEPTIONS OF CAMPUS STAFF AND PARENTS AND GUARDIANS. IN THE OTHER FIVE DIMENSIONS, I WANT TO HIGHLIGHT THAT WE HAD A 4 TO 8 OR 4 TO 7% INCREASE FOR OUR CAMPUS STAFF, WITH PERCEPTIONS AROUND SCHOOL LEADERSHIP BEHAVIORS HAVING THE LARGEST INCREASE OF 7% FOR OUR CAMPUS STAFF AND PARENTS AND GUARDIANS, INCREASING THEIR PERCEPTIONS AROUND THE AWARENESS OF SAFETY PROCEDURES AND PERCEPTIONS WITH BEHAVIOR BY 4% THIS YEAR. SO, AS BETH SAID, IT'S AN INCREASE IN EVERY METRIC. AND NOW I'M GOING TO SHOW YOU SOME SLIDES THAT GO THROUGH EACH OF THE FIVE DIMENSIONS. AND I WILL BE REFERENCING A NATIONAL AVERAGE.

AND I WANT TO BE CLEAR THAT THAT IS WITHIN THE VENDOR K-12, THAT WE USE THE OTHER SCHOOLS THAT THEY'VE SURVEYED. SO THAT'S HOW THEY'RE DEFINING NATIONAL IN THEIR REPORT. SO WITH ACADEMIC SUPPORT AND FAMILY INVOLVEMENT, YOU CAN SEE EACH ONE OF THESE WILL HAVE A CHART. SO RELATED TO ACADEMIC SUPPORT, THE PERCENTAGE OF PARENTS GUARDIANS AND CAMPUS STAFF THAT AGREE OR STRONGLY AGREE IS BEYOND THE OTHER DISTRICTS SURVEYED AROUND THE COUNTRY FOR ACADEMIC SUPPORTS.

LIKEWISE, THEY HAVE THE HIGHEST TWO INDICATORS AS STUDENT FAMILIES BEING INFORMED ABOUT GRADES AND THEIR CHILD'S ACADEMIC PROGRESS AND THE MEANINGFULNESS OF SCHOOLWORK FOR ACADEMIC SUPPORT. THE LOWEST INDICATOR IN THIS AREA WAS THE ABILITY OR THE CONNECTION OF LEARNING TO REAL LIFE. AND, YOU KNOW, CAMPUS STAFF STILL RATED THAT AT 84%, BUT PARENTS CAME IN AT 62%. SO THAT'S THE LOWEST INDICATOR TIED TO ACADEMIC SUPPORT. WHEN WE LOOK AT FAMILY INVOLVEMENT, OUR CAMPUS STAFF RATE BEYOND THE OTHER SCHOOLS. WHILE PARENTS AND GUARDIANS ARE JUST BELOW, THEY DO SAY THAT PARENTS AND GUARDIANS ARE INFORMED OF DISTRICT INITIATIVES. THEY ARE ENCOURAGED TO VOLUNTEER AND PARTICIPATE IN OUR SCHOOLS, BUT THEIR PERCEPTION RELATED TO HOW WE USE INPUT TO IMPROVE IS THE LOWEST INDICATOR. SO THAT INDICATES AN AREA OF IMPROVEMENT IS THAT OUR CAMPUS STAFF AND FAMILIES UNDERSTAND HOW WE'RE USING THEIR INPUT TO IMPROVE IN THE AREAS OF ACADEMIC SUPPORT AND FAMILY INVOLVEMENT. THE NEXT DIMENSION IS SCHOOL LEADERSHIP. AND AGAIN, THIS IS AROUND THE BEHAVIORS OF SCHOOL LEADERS. AND JUST TO HELP YOU WITH THE COLORS, THE GREEN ARE THE RESPONSES OF OUR PARENTS AND THE BLUE IS THE RESPONSES OF OUR CAMPUS STAFF. SO WHEN WE LOOK AT OUR HIGHEST TWO INDICATORS, THEY SAY THAT SCHOOL LEADERS ARE COURTEOUS WHEN THERE'S A CONCERN AND THERE'S CLEAR COMMUNICATION AROUND THE MISSION, VISION AND GOALS. NOW IT IS IMPORTANT TO NOTICE THE DIFFERENTIAL IN PERCENTAGES OF AGREE AND STRONGLY AGREE. WHILE THESE WERE THE HIGHEST TWO INDICATORS, THERE IS A DEFINITE DIFFERENCE BETWEEN THE PERCEPTION OF CAMPUS STAFF IN THESE TWO AND THE PERCEPTION OF OUR PARENTS GUARDIANS FAMILIES. THE LOWEST INDICATOR FOR BOTH GROUPS WAS THE RESPONSIVENESS.

WHEN THERE IS A REPORTED CONCERN, ONLY CAMPUS STAFF WERE SURVEYED AROUND DISTRICT LEADERSHIP, AND YOU WILL NOTE THAT THE HIGHEST INDICATOR FOR DISTRICT LEADERSHIP IS 59%.

DISTRICT LEADERS PROMOTING A POSITIVE WORK CULTURE THAT DID GO UP A PERCENT FROM THE YEAR BEFORE. AND THEN 40 DISTRICT LEADERS WERE RATED AT 46% FOR UNDERSTANDING THE PROFESSIONAL NEEDS OF CAMPUS STAFF AND BEING ABLE TO CLEARLY EXPLAIN THE REASONS BEHIND THE DECISIONS ON KEY ISSUES. WHEN WE LOOK AT STUDENT SUPPORT, WE SEE THIS IS THE ONE AREA THAT WE DID NOT HAVE EITHER GROUP BEYOND THE NATIONAL AVERAGE. SO BOTH PARENTS AND CAMPUS STAFF WERE BELOW THE NATIONAL AVERAGE AROUND STUDENT SUPPORTS. THE HIGHEST INDICATOR WAS THAT THERE IS A TEACHER OR OTHER STAFF MEMBER OR COUNSELOR THAT IS AVAILABLE TO SUPPORT A STUDENT WHEN THEY HAVE A SCHOOL PROBLEM, AND THAT WAS RATED 82 AND 97% BY PARENTS AND STAFF. THE LOWEST INDICATORS, OR THOSE THAT HAVE THE MOST VARIANCE IN ANSWERS BETWEEN PARENTS AND STAFF, DEAL WITH THE ENGAGEMENT IN SCHOOL, WHETHER THEY'RE EXCITED OR INFORMED ABOUT THE OPPORTUNITIES THOSE CAME IN IN THE 70S AND THEN THE INDIVIDUAL SUPPORT THAT STUDENTS RECEIVE TO ADDRESS

[00:30:07]

WHAT ARE WE DEFINING AS SAFE? SO IS IT ALL LIKE CAMPUS, LIKE INTRUDERS, OR IS IT MORE INTERNAL LIKE WITH WITH? IS IT A COMBINATION? SO WHEN THEY'RE ASKING BEING ASKED THESE QUESTIONS, THE OVERALL ENVIRONMENT, WHAT WHAT IS THE SORT OF THE I GUESS THE RUBRIC FOR, FOR DEFINING WHAT A SAFE CAMPUS IS. AND ACCORDING TO THE SURVEY, SO THAT IS WHEN YOU DO A SURVEY OF STAKEHOLDER PERCEPTIONS, YOU'RE RELYING ON THE STAKEHOLDER TO DEFINE THAT ENVIRONMENT. SO WE SAY HOW STRONGLY DO WE AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS.

AND I'LL READ SOME OF THOSE TO YOU. I AM AWARE OF THE SAFETY AND SECURITY PROCEDURES AT MY SCHOOL. ALL SCHOOL STAFF MEMBERS ARE AWARE OF SAFETY AND SECURITY PROCEDURES. ALL STUDENTS ARE AWARE OF PROCEDURES. THE SCHOOL IS SAFE. DISCIPLINE IS ENFORCED CONSISTENTLY. SO THERE'S A SET OF INDICATORS THAT THEY RESPOND TO THAT GETS YOU TO THAT NUMBER. OKAY. THANK YOU. THAT'S ALL I WAS I WAS CURIOUS ABOUT THAT. THANK YOU. NO FURTHER QUESTIONS. THANK YOU. MR. GARCIA. I DIDN'T SEE WHO PUT UP FIRST. SO I'M GOING TO START WITH MR. SHOAF AND JUST WORK MY WAY DOWN. THANK

[00:35:03]

THE CULTURE AND CLIMATE SURVEY IS ADMINISTERED THE SAME AS THE CALENDAR SURVEY. OKAY. VIA A DIRECT LINK THROUGH BLACKBOARD TO THE PARENTS. THANK YOU, MISS HANNON. OKAY. AND ARE ARE THE QUESTIONS FILL IN OR CHECK THE BOX THERE. AGREE. STRONGLY AGREE DISAGREE STRONGLY DISAGREE ONE THROUGH FIVE. AND. DO YOU HAVE A DO YOU HAVE A WAY TO PRODUCE THE ANSWERS OF THAT WITH PERCENTAGES ON HOW MANY OF THE EMPLOYEES CHECKED EACH CATEGORY? YES, SIR. OKAY. CAN YOU ARE YOU ABLE TO SEND THAT TO ME? I BELIEVE IT WAS SENT IN THE IN THE PRE BOARD WORK. IT HAD GRAPHS. I DIDN'T GET ANY GRAPHS. THE BOARD BOOK YOUR YOUR BOARD YOUR FRIDAY THIS THIS IS THE ONLY ONE I GOT YOUR FRIDAY BOARD UPDATE. LIKE I'LL HAVE TO LOOK I DIDN'T SEE THAT. OKAY. SO WE CAN RESEND IT. I CAN GET YOU THE DATE OF THE BOARD UPDATE THAT WE SENT IT. PERFECT. OKAY. ALL RIGHT. AND THAT'S IT.

I, I APPRECIATE IT. THANK YOU, MR. SHOAF. MISS HANNON. THANK YOU VERY MUCH FOR THE INFORMATION. AND I'M REALLY GLAD THAT OUR SCHOOL DISTRICT CONTINUES TO DO THIS FOR OUR PARENTS. ONE OF THE QUESTIONS I KIND OF WANT TO FOLLOW UP ON TRUSTEE GARCIA'S QUESTIONS ABOUT LOOKING AT INDIVIDUAL CAMPUSES. AND I KNOW THAT EVERY YEAR, WITH THE EXCEPTION OF THIS YEAR, WE'VE APPROVED THE CAMPUS IMPROVEMENT PLANS. THEY'VE COME TO US AND WE APPROVE THAT. I KNOW WE'RE IN A DIFFERENT PLACE WITH THE DISTRICT STRATEGIC PLANNING PROCESS, BUT IS THAT SOMETHING THAT I'M TRYING TO REMEMBER POLICY THAT WE'RE REQUIRED BY POLICY TO DO? BECAUSE YOU'RE MENTIONING THAT THAT THESE ACCORDING TO WHAT THE INFORMATION LOOKED LIKE, THESE SHOULD BE IN THE CAMPUS IMPROVEMENT PLANS. YES, MA'AM. I BELIEVE THOSE ARE SLATED FOR AN UPCOMING BOARD AGENDA FOR APPROVAL. OKAY. VERY GOOD. OKAY. YEAH. SO I LOOK FORWARD I LOOK FORWARD TO SEEING THAT. AND THEN THAT LEADS ME TO THE OTHER QUESTION, BECAUSE I DO THINK IT'S IMPORTANT TO LOOK AT THESE AND CAN YOU JUST TELL LIKE HOW ARE THE PARENTS WHO ARE ISSUED THE SURVEY CHOSEN? IS IT I MEAN, I'M GOING TO JUST PULL ONE OUT. FOR INSTANCE, 61% OF ARMSTRONG ELEMENTARY RECEIVED THE SURVEY. THEY SO ONLY 61 RECEIVED THE SURVEY. AND THEN IT SHOWS IN HERE. AND I'M NOT MEANING TO PUT YOU ON THE SPOT, BUT I'M I'M I'M TRYING TO DETERMINE BECAUSE LOOKING AT LOOKING AT THE RESPONSE RATE WE HAVE ONE ELEMENTARY CAMPUS THAT HAD A 71% RESPONSE RATE AND THEN ALL THE WAY DOWN TO LIKE A 13% RATE. SO I'M JUST WONDERING IF THERE'S ANY. YOU KNOW, I GUESS MY QUESTION IS, DO WE KNOW THAT WE'RE CAPTURING. PARENTS WHO REPRESENT THE ENTIRE COMMUNITY, WHETHER THAT'S ETHNICITY, YOU KNOW, WHETHER THE ETHNIC BACKGROUND OR THE SOCIOECONOMIC BACKGROUND DOES THAT APPEAR IN ANY WAY? I MEAN, THEY'RE ANONYMOUS, THOUGH, AREN'T THEY? THERE? YES. LET ME LET ME ADDRESS ONE QUESTION AT A TIME.

SO THE FIRST ONE, NO, THAT'S OKAY. THE FIRST QUESTION, HOW DO THE PARENTS RECEIVE THE SURVEY? HOW DO WE KNOW THE RIGHT PARENTS? SO ANY PARENT THAT IS IN SKYWARD WITH AN EMAIL ADDRESS RECEIVES THE SURVEY. I BELIEVE ON HERE IT SAYS TOTAL PARTICIPANTS WHO RECEIVED THAT MEANS THEY THEY OPENED THE SURVEY. OH OKAY. OKAY. THAT'S THANK YOU. BECAUSE TO ME RECEIVING IT MEANS IT WAS EMAILED. SO OPEN. THE SURVEY IS A DIFFERENT THAT OKAY OKAY. SO THEY CLICKED ON IT. AND WHETHER THEY ANSWERED ANYTHING OR NOT THEY OPENED IT. THAT'S WHAT

[00:40:03]

AND SO I'M I'M HOPING THAT MAYBE NEXT YEAR WE CAN FIGURE OUT HOW TO INCREASE SOME OF THE RESPONSE RATES FOR PARENTS, BECAUSE IF WE WENT DOWN BY 2000, THAT'S, THAT'S A, THAT'S A PRETTY BIG DIP. SO YOU KNOW, I JUST WONDER IF INCREASED ENGAGEMENT WOULD CHANGE THE NUMBERS A LITTLE BIT.

BUT ANYWAY, I REALLY APPRECIATE THIS DATA. AND I KNOW YOU'RE LOOKING AT IT AND I KNOW OUR CAMPUSES ARE LOOKING AT IT. AND I LOOK FORWARD TO SEEING THE CIPS. THANK YOU VERY MUCH. THANK YOU, MISS HANNON. AND JUST IN FURTHER RESPONSE TO YOUR QUESTION, WE'RE GOING TO GET THE CAMPUS IMPROVEMENT PLANS AND THE DISTRICT IMPROVEMENT PLAN. THE PLAN IS FOR THAT TO COME IN FEBRUARY AFTER THE BOARD ADOPTS THE GOALS AND PRIORITIES THAT WE'RE WORKING ON AT OUR TEAM BUILDINGS, AND THAT'S GOING TO COME IN JANUARY. SO JUST TO KIND OF GIVE YOU A TIMELINE, DOCTOR GILLIAM. YES, THANK YOU. I'M GOING TO KIND OF PIGGYBACK ON MISS HANNON. I'M LOOKING AT THE CULTURE AND CLIMATE SURVEY. SO THERE'S 2743 CAMPUS STAFF MEMBERS THAT PARTICIPATED. SO HOW MANY DID NOT JUST A BALLPAR. IF I INCLUDE NON-INSTRUCTIONAL 5000, AN ESTIMATE. AND THEN FOR THE PARENTS AND GUARDIANS, HOW MANY DID NOT? I KNOW THAT WE'RE 2300 LESS, BUT HOW MANY FROM I'D HAVE TO LOOK AT HOW MANY WERE SENT IN. JUST A BALLPARK. I CAN'T BALLPARK. THE PARENT GUARDIAN PIECE BECAUSE SOME HAVE THREE MEMBERS IN THERE WITH AN EMAIL. OKAY, SO AS I'M LOOKING AT THIS, WHAT I THINK ABOUT IS HOW CAN WE OF COURSE, HAVE MORE OF OUR PARENTS TO COME TOGETHER AND TO ACTUALLY DO THE SURVEYS BECAUSE. I'M TRYING TO BE NICE, BUT I DON'T THINK THERE'S A WAY TO BE THERE. I MEAN, WE JUST DON'T HEAR. WE'RE GOING TO PUT EVERYTHING AND WE'RE GOING TO LOOK AT THIS AND THEN IT'S REALLY NOT. IT'S A VERY LOW PERCENTAGE OF INFORMATION THAT WE RECEIVED. AND IT'S NOT ANYONE'S FAULT. OTHER THAN WHAT CAN WE DO DIFFERENT. SO HOW DO WE INCREASE THE RESPONSES FROM OUR PARENTS? HAVE WE EVER LOOKED AT THAT? BECAUSE EVERY YEAR WE COME TOGETHER, I CAN REMEMBER I MEAN, YOU KNOW, WE LOOK OKAY. WE SEND IT OUT THERE, YOU KNOW, AND THE ONE THING THAT NOW WITH SOCIAL MEDIA AND ALL THESE DIFFERENT THINGS, I THERE ARE

[00:45:01]

THANK YOU, THANK YOU, THANK YOU DOCTOR GILLIAM. MISS JONES, THANK YOU, PRESIDENT HASSAN. SO I HAVE A NUMBER OF QUESTIONS HERE. FIRST, I WANT TO SAY IN RESPONSE TO I KNOW THAT EVEN WITH STUDENT ACHIEVEMENT, I'VE BEEN TALKING ABOUT CULTURE WALKS. ACTUALLY, ADMINISTRATORS COME AND JUST GOING ON THE CAMPUS AND WATCHING WHAT'S GOING ON. WHAT ARE THEIR SYSTEMS, WHAT ARE THEIR PROCESSES? WHAT IS THE FEELING? ARE THE KIDS HAPPY? IS THE STAFF HAPPY? WHAT IS WHAT'S GOING ON HERE ON EACH CAMPUS? BECAUSE IF THERE'S A BREAKDOWN IN CAMPUS CULTURE, THEN THERE'S A BREAKDOWN IN STUDENT LEARNING AS WELL, BECAUSE THERE'S A CORRELATION. AND SO NOW I'M LOOKING AT THIS. OH, TRUSTEE HANNON AND TRUSTEE GILLIAM IS SPOT ON. BUT THERE'S A CORRELATION HERE. BASICALLY I SEE A CHART GOING IN MY HEAD. THERE'S A CORRELATION HERE THAT THE LACK OF PARTICIPATION IN THIS SURVEY IS VERY INDICATIVE OF THE CAMPUS CULTURE. THAT MEANS THE PARENTS ARE FEELING A CERTAIN WAY OR APATHETIC ABOUT ANSWERING THE SURVEY. AND SO THAT'S NUMBER ONE. IT'S LIKE, OKAY, SHE'S SAYING, OKAY, WELL WHY AREN'T THEY DOING IT? WELL, WHY AREN'T THEY PROMOTING IT ON THE CAMPUS? NUMBER ONE, ALL RIGHT. HOW IS. AND THAT GOES TO ONE OF MY QUESTIONS. HOW ARE PARENTS NOTIFIED ABOUT THE SURVEY. HOW ARE CAMPUSES GIVING NOTICE TO PARENTS THAT THIS IS VERY IMPORTANT TO ANSWER. HOW ARE THEY NOTIFIED? THE PARENTS ARE NOTIFIED DIRECTLY OF THE SURVEY AND THEN PRINCIPALS ARE GIVEN RESOURCES TO PROMOTE THE SURVEY THROUGH IF THEY'RE AT OPEN HOUSE OR THOSE THINGS OKAY, OKAY. BECAUSE THIS IS THIS IS REALLY, REALLY BIG. AND I'M TALKING ABOUT JUST THOSE CULTURE WALKS, NOT LOOKING AT TEACHING AND LEARNING, JUST WHAT'S GOING ON HERE. TO PIGGYBACK OFF OF TRUSTEES SHOWS QUESTIONS. ARE WE ABLE TO VIEW THE QUESTIONS FROM THE SURVEY GIVEN TO THE CAMPUS STAFF AS WELL AS THE PARENTS? YES, MA'AM. I BELIEVE YOU RECEIVED THE FULL REPORT IN THE BOARD BOOK. OKAY. ALL RIGHT, ALL RIGHT, ALL RIGHT. SO LET'S GO TO THE ACTUAL DATA. AND SO 59% DISTRICT LEADERS PROMOTE A POSITIVE WORK CULTURE, THE LOWEST TO INDICATORS 46 BELIEVE THAT UNDERSTAND THAT DISTRICT LEADERS DO NOT UNDERSTAND THEIR PROFESSIONAL LEADS AND THAT DISTRICT LEADERS DO NOT EXPLAIN THE REASONS BEHIND THE BEHIND DECISIONS ON KEY ISSUES. AND WHEN THIS TYPE OF INFORMATION THAT COMES TO YOU, WHAT IS THE PLAN TO ADDRESS THIS? BECAUSE NOT ONLY WE'RE TALKING ABOUT, WE'RE TALKING ABOUT CAMPUS CULTURE, AND WE'RE ALSO TALKING ABOUT DISTRICT CULTURE AS WELL.

AND SO IT'S TRICKLING DOWN TO THE CAMPUS LEVEL. SO MY QUESTION IS WHAT IS THE PLAN TO ADDRESS

[00:50:04]

[00:55:05]

CAMPUS MAY DISCIPLINE ANOTHER WAY. AND AGAIN, THERE'S THAT DISCONNECT. THERE'S NOTHING CALIBRATED THERE. SO CAN SOMEONE ADDRESS THAT ISSUE? I WOULD LIKE TO MAYBE OFFER AN AREA OF OPPORTUNITY AND A DIFFERENT PERSPECTIVE. SOMETIMES WE SEE FAIR AND EQUAL. AND SO WHETHER IT'S A TEACHER OR A PARENT, IF IT'S ANOTHER STUDENT, WE CAN'T NECESSARILY DISCLOSE WHAT'S HAPPENING TO THE OTHER STUDENT. EXACTLY. AND SO THE PARENT AND OR STUDENT OR TEACHER MAY SAY NOTHING HAPPENED. AND SO I'D LIKE FOR US TO DIG DEEPER TO SEE SPECIFICALLY WAS IT ADDRESSED.

AND MAYBE IT WASN'T TO YOUR LEVEL OF WHAT YOU WANT TO HAPPEN. SO I WOULDN'T SAY THAT WE'RE NOT CALIBRATED. I DO THINK OUR STUDENT CODE OF CONDUCT AND THE LEVELS HAVE BROUGHT US

[01:00:03]

EXCELLENT. EXCELLENT. BECAUSE THAT'S AND THAT'S AN AREA OF CONCERN AS WELL. SO THOSE ARE ALL MY QUESTIONS AND I'LL WAIT FOR THE REST. THANK YOU MISS JONES. MR. HAMILTON, DID YOU HAVE SOMETHING? YES. SORRY. CAN YOU HEAR ME? YEAH. GO AHEAD. SORRY. I HAD MY MICROPHONE ON MUTE AND I HAD TO FIGURE OUT HOW TO UNMUTE IT. SO JUST WANTED TO START WITH THE QUESTION. SO, MISS WILLIAMS, YOU MENTIONED THAT THE STAFF MEMBERS. MADAM PRESIDENT, IF MR. HAMILTON COULD BE VISIBLE WHEN HE'S SPEAKING ON THE SCREEN, PLEASE. THANK YOU. CAN YOU SEE ME NOW? YES. THANK YOU. VERIZON'S UP THERE. SO MISS WILLIAMS, YOU MENTIONED THAT THE STAFF MEMBERS RESPONSES ARE CODED BY CAMPUS OR ARE THE PARENT RESPONSES ALSO, I GUESS SORTABLE BY THE ADMINISTRATION, BY CAMPUS, YOU SEE. YES, SIR. THE REPORT THAT YOU RECEIVED IS SIMILAR TO THE REPORT THAT EACH CAMPUS RECEIVES FOR THEIR DATA. OKAY. SO THANK YOU FOR THAT PRESENTATION. SO AS YOU RIGHTLY POINTED OUT, THE SURVEY RESULTS WERE VERY EARLY IN DOCTOR SMITH'S TENURE. AND SO I THINK WE SHOULD YOU VIEW THESE THESE SURVEY RESULTS AS THE SITUATION THAT HE INHERITED. AND SO IT'S GOOD TO IT'S GOOD TO HAVE A BAROMETER OF THE STARTING POINT. I THINK I WANT TO SAY THANK YOU TO DOCTOR GILLIAM AND TRUSTEE HANNON FOR ASKING ABOUT THE PARTICIPATION RATES. SO MY EXPERIENCE HAS BEEN THIS A LOT OF MOST, MOST, IF NOT ALL. AGAIN, OF THIS IS PRE DOCTOR SMITH TAKING OVER. BUT MY EXPERIENCE HAS BEEN THAT WE HAVE A LOT OF TEACHERS WHO BELIEVE THAT SAYING ANYTHING NEGATIVE OR CRITICAL, EVEN IF THEY'RE DOING THAT FROM THE MINDSET OF MAKING PROGRESS OR ASKING FOR HELP, THEY BELIEVE THAT THAT WILL BE USED AGAINST THEM IN FORT BEND ISD. AND IT'S MY EXPERIENCE THAT MANY PARENTS FEEL LIKE PARTICIPATING IN THESE IN THESE SURVEYS IS A WASTE OF TIME, BECAUSE THE ADMINISTRATION HAS NOT HISTORICALLY VALUED THIS KIND OF FEEDBACK OR INCORPORATED IT INTO THE DECISION MAKING PROCESSES. AND SO I THINK AS WE WITH WITH THE NEW LEADERSHIP TEAM IN PLACE, AS WE DEMONSTRATE THAT WE VALUE FEEDBACK AND THAT WE INCORPORATE PARENT AND EMPLOYEE FEEDBACK INTO OUR DECISION MAKING PROCESSES WHILE WE WHILE WE KIND OF TACKLE THAT PART OF THE EQUATION AND THEN ALSO, I KNOW WHEN WE LOOKED BACK LAST YEAR, THEY SHOWED THE PARTICIPATION RATES OVER THE PREVIOUS COUPLE OF YEARS. AND I BELIEVE THAT IN 21 AND 2021 OR 2022, IT SEEMED LIKE THE ADMINISTRATION REALLY MADE AN EFFORT TO TRY TO INCREASE PARTICIPATION RATES, TO TRY TO MAXIMIZE THE RESPONSE RATES. AND IT SEEMED LIKE THAT THAT, THAT THAT DID MOVE THE NEEDLE AS FAR AS GETTING A HIGHER RESPONSE RATE ON THE ON THE SURVEYS. SO I THINK IF WE IF WE CAN TRY TO DO THOSE TYPES OF THINGS, THEN WE SHOULD GET SOME HIGHER RESPONSE RATES. BUT THEN LOOKING AT THE SPECIFIC DATA POINTS. SO A COUPLE OF THINGS I WANTED TO HIGHLIGHT. SO WE HAVE MORE THAN MORE MORE THAN A QUARTER OF OUR ELEMENTARY I THINK THIS IS GETTING INTO THE NEXT THE NEXT PRESENTATION A LITTLE BIT. BUT MORE MORE THAN A QUARTER OF OUR ELEMENTARY AND SECONDARY STUDENTS REPORTED THAT THEY CONSIDERED TRANSFERRING TO ANOTHER SCHOOL EITHER SOMETIMES OR OFTEN, AND THEN TRUSTEE JONES JUST POINTED THIS OUT. BUT ONLY 50% OF 57% OF PARENTS BELIEVE THAT STAFF MEMBERS ARE RESPONSIVE. WHEN STUDENTS REPORT REPORT BULLYING AND THEN THERE IS SOME PROGRESS ON THESE TWO NUMBERS FROM LAST YEAR. BUT WE STILL HAVE LESS THAN 70% OF BOTH PARENTS AND STAFF WHO BELIEVE THAT DISCIPLINE IS ENFORCED FAIRLY. AND SO A LOT OF THIS, IN MY OPINION, GOES BACK TO THE WAY WE'VE BEEN HANDLING DISCIPLINE IN FORT BEND ISD DATING BACK TO THE DEPARTMENT OF JUSTICE INVESTIGATION AND THE ACLU LAWSUIT. I MEAN, I'M SORRY, THE DEPARTMENT OF EDUCATION

[01:05:02]

WITH THE PAC WITH DOCTOR SMITH AND DOCTOR JORDAN AND THE INFORMATION THAT WAS WAS SHARED WITH ALL PRINCIPALS. AND WHEN IT ALL STARTED AND I WAS THERE AND AFTER I LEFT THERE, AND I'M ONLY SAYING WHAT I SAW, I WAS ABLE TO VISIT SCHOOLS TO SEE WHAT WAS HAPPENING AND WHAT WAS GOING ON.

AND EVERYONE HAD EVERYONE, THE I VISITED LET ME PUT IT IN PERSPECTIVE. ABOUT TEN CAMPUSES AND EVERY SINGLE CAMPUS THAT I WENT TO, THEY WERE ON IT. THEY WERE DOING IT, WENT BACK LATER.

AND I THINK THAT WE HAVE TO REALLY UNDERSTAND THAT THERE ARE THINGS THAT COME TO US AND LET'S PUT IT IN YOU KNOW, DID TEN PEOPLE TELL YOU THAT OR WAS IT TWO PEOPLE? WAS IT 20 CAMPUSES THAT SHARED THIS OR WAS IT 80? AND SOMETIMES WE GET THAT INFORMATION AND WE THINK THAT AND THIS THIS IS JUST SHIRLEY. OKAY. BECAUSE I LIKE TO PUT EVERYTHING IN PERSPECTIVE. OKAY.

SO EVEN IF I HAVE SOMEONE WHO IS SHARING SOMETHING WITH ME THAT I NEED TO SEE ABOUT, OF COURSE I GO DIRECTLY TO DOCTOR SMITH. OKAY, HERE'S THIS. YOU KNOW, HAVE YOU HEARD OF SOMETHING THAT WAS GOING ON AT THIS PARTICULAR CAMPUS OR WHAT HAVE YOU? AND I THINK THAT SOMETIMES WE RECEIVE THAT INFORMATION, AND MANY TIMES WHEN I RECEIVE THE INFORMATION, THERE IS SOME THINGS THAT AREN'T JUST EXACTLY RIGHT. THAT'S NOT EXACTLY WHAT HAPPENED THEN. AT TIMES, THERE ARE OTHER THINGS THAT, WELL, THAT REALLY DID HAPPEN. AND I FIND THE THINGS THAT REALLY DID HAPPEN, THEY'RE COMING TO US FROM ADMINISTRATION, AND I JUST WANT US TO AS AS WE SIT AND WE WE'RE SHARING ALL OF THIS BECAUSE I'VE HEARD THIS INFORMATION OVER AND OVER AND OVER AGAIN, AND I HAVE I'VE BEEN IN HERE IN FORT BEND, AND I HAVE FRIENDSHIPS AND I'M LIKE, HOW'S IT GOING? AND THE FRIENDSHIPS DON'T JUST OKAY, WELL, OH, YOU KNOW, EVERYTHING'S GREAT BECAUSE YOU KNOW, IT'S A MATTER OF THIS MAY BE HAPPENING AND THIS IS GOING ON. BUT YOU KNOW, WE SEE IMPROVEMENT. SO I JUST WANTED TO SAY THAT BECAUSE I DO GET THOSE I GET THE STUFF THAT, OH, OKAY. THIS HAPPENED THAT HAPPENED. BUT WHAT I UNDERSTAND WITH THE STUFF ALSO IT'S IT IS ACTUALLY FOLKS ARE WORKING WITH PEOPLE, WORKING WITH OUR COMMUNITY, WORKING WITH OUR PARENTS, WORKING WITH OUR PRINCIPALS. SO AND I'M GOING TO STOP THERE. I JUST THINK THAT SOMETIMES WE GET THIS MUCH OF THE STORY AND THEN WE, WE KIND OF RIDE ON THAT. SO I WANT US TO REALLY PUT THINGS IN PERSPECTIVE. AND I THINK THAT WOULD HELP. AND I'M NOT SAYING THAT THINGS ARE NOT HAPPENING BECAUSE WE KNOW VERY WELL THINGS ARE HAPPENING, BUT I JUST DON'T THINK AT 80 CAMPUSES, ALL OF THIS IS HAPPENING. THANK YOU. THANK YOU, DOCTOR GILLIAM. MISS HANNON, DID YOU HAVE SOMETHING I DO? I JUST WANT TO FOLLOW UP BECAUSE I WAS GUILTY WHEN I SHARED FOR THE SAKE OF TIME, I

[01:10:03]

FOLKS THAT ARE OUT THERE, 95% OF OUR STAFF THAT THEY SAID THEY WERE ENGAGED IN THEIR WORK, 92 MY WORK, 92%. MY WORK IS INTERESTING. 82% I AM MOTIVATED TO CONTRIBUTE MORE THAN IS EXPECTED OF ME. SO I JUST WANTED TO SAY THAT BECAUSE WE FOR THIS, YOU KNOW, SOMETIMES FOR THE SAKE OF TIME, WE ALL TOUCH ON THE PIECE THAT WE'RE MOST CONCERNED ABOUT AND WE DON'T. WE FORGET TO CELEBRATE BECAUSE I, YOU KNOW, AND I SAY THIS A LOT OF TIMES, YOU KNOW, I, I LOVE FORT BEND ISD, WARTS AND ALL. AND SOMETIMES WE COME IN AND WE FOCUS ON THE WARTS. RIGHT. BUT THERE'S A LOT OF THERE'S A LOT OF GOOD THINGS HAPPENING. SO I JUST WANTED TO SAY THAT I DO WANT TO ACTUALLY ADD SOMETHING THAT MR. HAMILTON SAID. I DO BELIEVE THERE IS A REAL CONCERN BY MANY PARENTS ABOUT THE THEY DO NOT THINK IT'S ANONYMOUS AND THEY FEAR RETRIBUTION. IF I SAY IF I SAY SOMETHING, IT MAY COME BACK ON MY OWN CHILD OR MY NEXT CHILD THAT FOLLOWS THIS CHILD AND SO THAT'S A PART OF THAT'S A PART OF CULTURAL CHANGE THAT WE NEED TO WORK ON. BUT I JUST WANTED TO ADD SOME OF THE POSITIVITY THAT'S REALLY IN HERE BECAUSE LIKE MISS WILLIAMS SAID, THEY ONLY PICK THE TWO HIGH AND THE TWO LOW. SO WE DIDN'T GET TO SEE THEM. SO FOR THOSE THAT HAVEN'T HAD THE OPPORTUNITY TO GO THROUGH THE WHOLE SURVEY TO SEE EVERY QUESTION WITH EVERY RESULT, IT'S VERY IT'S VERY ENLIGHTENING. THANK YOU. MISS TYSON. THANK YOU, MISS HANNAH.

MISS JONES OKAY. SO QUICKLY, THE ONE THING THAT I DON'T WANT US TO DO AS LEADERS IN THIS ROOM IS TO MINIMIZE THE DATA THAT IS OBJECTIVE. OKAY? THE NUMBERS ARE THE NUMBERS. PERIOD, POINT BLANK. OKAY. AND WE HAVE TO HAVE THEM. I MEAN, WE CAN'T MEASURE OUR PROGRESS SUBJECTIVELY WITH SUBJECTIVENESS BECAUSE, YEAH, WE CAN GO OUT ON OUR SCHOOL ON SCHOOL CAMPUSES. BUT NOW THIS PROVIDES A GUIDE OF WHAT WE SHOULD BE LOOKING FOR BECAUSE THE DATA HAS SAID, LOOK AT THIS AREA. THERE ARE SOME DIFFICULTIES THERE OR SOME CHALLENGES THERE OR AREAS FOR IMPROVEMENT. AND SO BEFORE WE SAY, WELL, IT'S ALL GOOD, WE HAVE TO ACCEPT, WE HAVE TO TAKE THE GOOD WITH THE BAD. YOU KNOW, AND THAT'S HOW WE GROW AS A DISTRICT AND THAT'S HOW WE GROW AS LEADERS TO REALLY UNDERSTAND THE NEEDS OF OUR CAMPUS STAFF AND OUR PARENTS. AND SO WE JUST CAN'T SAY, WELL, IT WAS GOOD OVER HERE, BUT THEY'RE SAYING, NO, IT'S NOT GOOD HERE. AND WE DON'T RESPOND TO THAT. IT PRETTY MUCH CONFIRMS WHAT THEY JUST SAID. WE'RE NOT RESPONSIVE, SO LET'S NOT MINIMIZE BY USING OTHER DATA TO OVERSHADOW WHAT'S REAL HERE. AND SO THAT'S WHY I SAY THIS IS SOME REALLY GOOD DATA. EXTREMELY GOOD DATA, BECAUSE IT TELLS US IT PROVIDES US A BASELINE FOR MEASUREMENT. AND IT ALSO GIVES US AN INDICATOR OF WHETHER OR NOT WE'VE PROGRESSED OR WE HAVE REGRESSED. AND SO I REALLY, REALLY APPRECIATE THIS. THIS IS SOME REALLY GOOD STUFF. THANK YOU. THANK YOU, MISS JONES. OKAY, LET'S GO ON WITH THE STUDENT ENGAGEMENT DATA. ALL RIGHT. TRANSITIONING TO THE STUDENT ENGAGEMENT SURVEY. SO THIS DATA SHOWS THE PERCENTAGE OF STUDENTS WHO WERE ELIGIBLE THAT PARTICIPATED IN THE STUDENT ENGAGEMENT SURVEY. SO I WANT TO TAKE A MINUTE TO EXPLAIN THAT ANNUALLY, AS PART OF THE ENROLLMENT PROCESS, OUR PARENTS ARE ASKED IF THEY WOULD ALLOW THEIR STUDENTS TO PARTICIPATE IN SURVEYS. SO OUT OF THE NUMBER OF STUDENTS WHO WERE ALLOWED TO PARTICIPATE IN SURVEYS, 91% OF ELEMENTARY STUDENTS IN GRADES THREE THROUGH FIVE RESPONDED. THAT REPRESENTS ABOUT 66% OF ALL ELEMENTARY STUDENTS THAT. BUT THAT INCLUDES YOUR ALL OF YOUR STUDENTS, RIGHT. SO THAT'S

[01:15:01]

SO THAT KIND OF GIVES YOU A PICTURE OF WHO RESPONDED. WHEN WE COMPARE THAT TO YEARS PAST, JUST BY NUMBERS OF STUDENTS, WE ACTUALLY INCREASED OUR ELEMENTARY STUDENT PARTICIPATION FROM 23 TO 24, AND WE DECREASED AT THE SECONDARY LEVEL BY ABOUT 2000 STUDENTS. THE SURVEY MEASURES STUDENT ENGAGEMENT THROUGH THREE DIMENSIONS BEHAVIORAL, EMOTIONAL, AND COGNITIVE BEHAVIORAL ENGAGEMENT IS HOW STUDENTS ENGAGE OR PARTICIPATE IN SCHOOL ACTIVITIES. EMOTIONAL ENGAGEMENT IS TIED TO THE INTERACTIONS AND THE EXPERIENCE OF STUDENTS WITH THEIR PEERS AND OTHER ADULTS IN THE SCHOOL. COGNITIVE ENGAGEMENT IS THE WAY THAT STUDENTS INVEST IN THEIR OWN LEARNING, SO HOW THEY ARE MENTALLY ENGAGED IN THE LEARNING AT THE SCHOOL. STUDENT RESPONSES VARY FROM DISAGREE, STRONGLY DISAGREE TO STRONGLY AGREE, AND THAT RESPONSE IS ASSIGNED A SCORE OF 1 TO 4. THOSE SCORES ARE AVERAGED IN ORDER TO GET A MEAN A MEAN FOR THAT SCORE. AND THEN YOU SEE RANGES HERE ON THE SCORE RANGE FROM VERY LOW, LOW, MODERATE OR HIGH ENGAGEMENT. AND SO WHAT I WANT YOU TO UNDERSTAND OVERALL IS THAT WHEN YOU TAKE ALL OF OUR SECONDARY STUDENTS, THEY ARE COMING IN AT THE MODERATE ENGAGEMENT LEVEL. AND THAT'S CONSISTENT WITH THE YEARS THAT WE'VE BEEN PROVIDING THIS SURVEY. WE HAVE INCREASED SOME, BUT WE STILL STAY WITHIN THAT MODERATE RANGE. AND AT THE ELEMENTARY LEVEL, OUR STUDENT RESPONSES ARE COMING IN AT THE LEVEL OF HIGH ENGAGEMENT ACROSS THE DIMENSIONS. SO THIS GIVES YOU A DIFFERENT VIEW OF THE DIMENSIONS SHOWING YOU THE INCREASES. AND NOW THESE PERCENTAGES. REMEMBER THE TOP SCORE IS FOR OKAY. SO YOU'RE LOOKING AT YOUR PERCENTAGE THERE. OUR SECONDARY STUDENTS THEIR HIGHEST DEGREE OF INCREASE WAS IN COGNITIVE ENGAGEMENT.

THEIR INVESTMENT IN THEIR OWN LEARNING. AND OUR ELEMENTARY STUDENTS WAS AROUND THEIR PARTICIPATION IN SCHOOL ACTIVITIES AT 5.4%. SO AS BETH SAID, WE WENT UP IN ALL AREAS OF STUDENT ENGAGEMENT, AND NOW WE'RE GOING TO DO KIND OF THE SAME THING THAT WE DID FOR THE LAST SURVEY. WE'RE GOING TO LOOK AT EACH DIMENSION STARTING WITH BEHAVIORAL ENGAGEMENT. AND I'M GOING TO POINT OUT SOME OF THE KEY DATA POINTS FOR STUDENTS IN ELEMENTARY AND STUDENTS IN SECONDARY. AND THE RED IS NOT ALWAYS INTENDED TO BE A BAD DATA POINT. IT WAS JUST A WAY TO DIVIDE UP YOUR LINE OF SIGHT. SO I DO WANT TO POINT THAT OUT. WHEN WE LOOK AT OUR ELEMENTARY STUDENTS, 82, UP TO 82% OF THEM ARE PREPARED FOR LEARNING, AND THEY'RE INVESTING ABOUT 1 TO 3 HOURS OUTSIDE OF SCHOOL OR FOR SCHOOLWORK OR ACTIVITIES. WHEN WE THINK ABOUT OUR SECONDARY STUDENTS, PARENTS AND FRIENDS ARE THE LARGEST ATTENDANCE MOTIVATORS, MOTIVATORS. SO I KNOW BRIAN IS THINKING ABOUT THE BUDGET, SO IT'S PARENTS AND FRIENDS FOR SECONDARY STUDENTS THAT ARE GETTING THEM TO SCHOOL. TEACHERS HAVE INCREASED AS MOTIVATION FOR STUDENTS ATTENDING HIGH SCHOOL BY 5%. THAT'S A SIGNIFICANT FACTOR THAT OCCURRED ALL AREAS OF DEVELOPING SKILLS FOR COLLABORATION WITH OTHERS INCREASED 4%, WITH THE LOWEST INDICATOR THERE BEING LEARNING WHAT LIFE IS LIKE FOR PEOPLE IN YOUR COMMUNITY AND THEN THIS IS A DECREASE FOR US.

MORE STUDENTS REPORT SPENDING LESS TIME ON ACTIVITIES AND SCHOOLWORK. OKAY, SO I WANT TO SAY THAT AGAIN, MORE STUDENTS THAN LAST YEAR REPORT SPENDING LESS TIME IN SCHOOLWORK. IT'S ABOUT, I THINK, A 3% DROP, 34 TO 42% ARE SPENDING 1 TO 3 HOURS IN SCHOOLWORK. SO THERE'S JUST A LITTLE BIT LESS TIME THERE. MOVING ON TO EMOTIONAL ENGAGEMENT, REMEMBER, THIS IS THE INTERACTION STUDENT PERCEPTIONS OF THEIR INTERACTIONS WITH THEIR PEERS AND OTHER ADULTS. SO OUR ELEMENTARY STUDENTS REPORT HIGH LEVELS OF SUPPORT FROM FAMILY, TEACHERS AND PEERS. SO ALL OF THOSE INPUTS INTO THEIR EDUCATION, THEY BELIEVE THAT AT 83% RATE, THAT STUDENTS, ADULTS AT THE SCHOOL LISTEN TO THEM AND ARE FAIR TOWARDS THE STUDENTS.

85% REPORTED FEELING SAFE AT SCHOOL, WHILE ONLY 78% FEEL THE RULES ARE FAIR. IN SECONDARY, 89% ARE MOTIVATED FOR LEARNING OR THE DESIRE FOR SUCCESS OUTSIDE OF SCHOOL. AND THAT WENT UP ALMOST 3%. SOME CONTRIBUTING FACTORS TO THAT INCREASE ARE THAT THEY ARE MORE MOTIVATED BY THEIR TEACHERS TO LEARN IN THE HIGH SCHOOL LEVEL, AND WE WENT UP 4% IN THEM BEING EXCITED ABOUT THEIR CLASSES. THERE IS AN INCREASE IN THE PERCEPTIONS OF AVAILABLE SUPPORT FROM STAFF BY OUR STUDENTS. BETWEEN ALMOST TWO AND 4%, 75% OF OUR STUDENTS REPORT FEELING SAFE AT SCHOOL, AND THAT'S UP 6% FROM LAST YEAR. AND WE HAD A 6% DECREASE IN STUDENTS THAT REPORTED BEING BULLIED OR PICKED ON. THAT WENT DOWN TO 39%. AND I WANT TO USE THE WORD EVER HAVING BEEN

[01:20:01]

AT THE ELEMENTARY LEVEL AND CONTINUE TO SUPPORT POSITIVE INTERACTIONS WITH THEIR PEERS.

SECONDARY. WE'RE AT A MODERATE ENGAGEMENT FOR OUR SECONDARY STUDENTS, PROMOTING INVOLVEMENT IN THE SCHOOL VIA CLUBS, EXTRA CURRICULAR AND CO-CURRICULAR. WE KNOW WHAT THE RESEARCH SAYS ABOUT THAT. FOR OUR SECONDARY STUDENTS, CREATING RELEVANT LEARNING EXPERIENCES THAT PROMOTE CRITICAL THINKING, ENGAGING STUDENTS AND WE SAY ALL STUDENTS IN COLLEGE AND CAREER PLANNING AS A PROCESS SO THAT HAPPENS REALLY HEAVY TOWARDS THE END OF HIGH SCHOOL. BUT THIS SURVEY IS GIVEN TO STUDENTS IN GRADES SIX THROUGH 12. AND SO THAT COULD BE REPRESENTATIVE OF THAT DATA. AND THEN INCREASING UNDERSTANDING AND ACCESS TO STUDENT SUPPORT. SO THERE'S A CONNECTION TO THE CLIMATE AND CULTURE SURVEY THAT YOU SEE AMONG OUR STUDENTS. AND THAT CONCLUDES THE PRESENTATION ON STUDENT ENGAGEMENT. THANK YOU, MISS WILLIAMS. DO WE HAVE QUESTIONS FROM THE TRUSTEES? MR. SHOAF? YES. YEAH. THE 33 TO 42% REPORTED BY STUDENTS WERE INDICATED THEY SPENT LESS THAN ONE HOUR A WEEK ON ACTIVITIES SLASH SCHOOLWORK. WHAT IS DEFINED AS ACTIVITIES IN THIS? AND IS THE SCHOOLWORK JUST HOMEWORK? LET ME GET TO THAT PAGE REAL QUICK.

SO ON PAGE 11 OF THE REPORT YOU RECEIVED, IT TALKS ABOUT ENGAGEMENT OF IN ACTIVITIES. AND THAT IS A SCHOOL ACTIVITY OUTSIDE OF SCHOOL HOURS. SO SOMETHING WITH THE SCHOOL, IT COULD BE AN EXTRA CO-CURRICULAR OR A CLUB. AND YOU'LL SEE THAT I'M REPORTING THE DEGREE LIKE THE NUMBER OF STUDENTS MOVING DOWN INTO THE ONE, THE LESS THAN ONE HOUR. BUT YOU CAN SEE THAT SOME OF OUR STUDENTS, FOR EXAMPLE, 18% SPEND 4 TO 7 HOURS A WEEK. OKAY. WELL, SO THAT 34 TO 42% NOW THE SCHOOLWORK, IS THAT JUST SCHOOLWORK OUTSIDE OF SCHOOL HOURS LIKE THE ACTIVITIES OR THE SCHOOLWORK IS I ACTIVITIES SUCH AS HOMEWORK OR STUDYING FOR TEST. OKAY. OKAY.

AND ACTUALLY. RIGHT ON THE NEXT PAGE FOR THE 85 REPORTING. FEELING SAFE AT SCHOOL. YOU GOT 78% FEEL THE RULES ARE FAIR AT SCHOOL. I'M CURIOUS, THE 22% THAT FEEL THE RULES ARE UNFAIR AT SCHOOL. WHAT WAS THE MOST COMMONLY CITED? WHAT WAS MOST COMMONLY CITED IN THE SURVEY BY THAT 22%? THERE'S NO WRITE IN ON THIS. IT'S A STRONGLY AGREE TO STRONGLY DISAGREE OKAY OKAY. SO NO ROOM FOR SIDING OKAY. ALL RIGHT. THANK YOU. THANK YOU MR. SHOAF. MISS JONES. TO PIGGYBACK

[01:25:06]

I THINK WE WOULD NEED TO BREAK THIS DOWN AS IT IS, GRADES SIX THROUGH 12. AND I THINK STEPHANIE SAID THIS EARLIER. SO IF WE'RE LOOKING AT SIXTH AND SEVENTH GRADE STUDENTS, THEN THEY MAY NOT KNOW THAT WE'RE TALKING ABOUT CAREER PLANNING. IT MIGHT BE CAREER EXPLORATION.

AND SO THEY'RE STILL THINKING THAT THEY'RE EXPLORING A LOT OF DIFFERENT CAREERS. BUT IF WE COULD LOOK AT THIS DATA STARTING EIGHTH GRADE YEAR UP TO SEE IF THE PERCENTAGES MIRROR. BUT I DO THINK THAT WE HAVE ROOM FOR IMPROVEMENT WITH OUR STUDENTS. SO I'M NOT SAYING THAT WE'RE PERFECT IN THIS AREA. I DO THINK IT'S JUST CHUNKING IT. APART FROM MIDDLE SCHOOL TO HIGH SCHOOL, JUST TO SEE WHERE THE PERCENTAGES FALL. BUT COUNSELORS DO MEET WITH OUR STUDENTS. WE ARE CHANGING THOSE EXPECTATIONS TO MAKE SURE THAT WE HAVE A VERY SPECIFIC OUTLINE PROCESS THAT EVERY STUDENT HAS FACE TO FACE TIME WITH THEIR COUNSELORS GOING INTO THEIR HIGH SCHOOL, FOUR YEAR CAREER. BUT I WOULD LIKE TO SEPARATE THIS OUT JUST TO SEE MIDDLE VERSUS HIGH. YEAH, BECAUSE I'M THINKING ABOUT MIDDLE SCHOOL AND JUST HAVING TAUGHT MIDDLE SCHOOL FOR MIDDLE SCHOOLERS, THAT'S A WHOLE DIFFERENT BEAST IN ITSELF. BUT I'M ALSO THINKING ABOUT SOME OF THE ELECTIVES THAT MIDDLE SCHOOLERS TAKE THAT MAYBE WE NEED TO START HITTING THIS AREA AROUND THAT TIME, BUT THEN ALSO, I THINK WHAT DURING HOMEROOM TIME, MAYBE HAVING SOME TYPE OF CURRICULUM THAT STARTS TO EXPLORE AROUND SEVENTH GRADE ABOUT CAREERS. IF IT'S ONLY A 30 MINUTE OR A TEN MINUTE OR 15 PRESENTATION FOR STUDENTS TO AT LEAST START EXPOSING THEM, I THINK YOU MIGHT BE READING OUR MIND. DOCTOR STEVENS WILL BE SHARING A CTE CAREER UPDATE AT OUR NEXT MEETING WITH YOU ALL REALLY TALKING ABOUT SOME OF THE CHANGES THAT WE'RE LOOKING AT AND HOW TO PUSH THAT DOWN TO LOWER AGES. OKAY. COMING SOON. SO THANK YOU. WE'RE AS ALWAYS, WE'RE ALWAYS VIBING. SO THANK YOU. ON PAGE 40, I DO WANT TO INTERJECT BECAUSE YOU ASKED THAT QUESTION ON PAGE 40. YOU ARE ABLE TO SEE THIS QUESTION FOR JUST HIGH SCHOOL. AND 82% OF HIGH SCHOOL STUDENTS REPORT SPEAKING TO AN ADULT ABOUT COLLEGE CAREER GOALS. YEAH. SO IT'S PROBABLY THAT 6 TO 8. THAT'S. YEAH. BUT I THINK WE NEED TO START START EARLY EVEN IF IT'S IN HOMEROOM OR ADVISORY OR WHAT HAVE YOU, TO START EXPOSING THEM ON THAT LEVEL.

THANK YOU. THANK YOU, MISS JONES. MISS HANNON, THANK YOU. I'M SORRY. I WAS TRYING TO GET TO PAGE 42. OKAY. SO THANK YOU FOR THE CLARIFICATION ON THE SAMPLE SIZE. MY BRAIN DIDN'T

[01:30:03]

YES, MA'AM. OKAY, SO HOPEFULLY WE WOULD SEE SOME SOME GOALS AND SOME SIPS AROUND THIS. SO THAT'S THAT. THE OTHER THING I WOULD LIKE TO ASK IS THAT SINCE WE HAVE CALLED A CURRICULUM AUDIT, THAT TACIT IS GOING TO DO I KNOW THAT 2013 CURRICULUM AUDIT RIGOR WAS NOT NOT A STRONG POINT. THAT WAS THAT I MEAN, I KNOW IT WAS A DEFICIT MODEL, BUT RIGOR DID NOT GET ANY SUNSHINE THROWN AT IT.

AND SO I WOULD REALLY HOPE THAT TOSA COULD REALLY LOOK AT THAT AGAIN TO SEE IF WE'VE MADE ANY IMPROVEMENT AT ALL, BECAUSE I DO THINK THAT'S I DO I'M GOING TO EXPRESS THIS. AND AGAIN, I'M GOING BACK ON MY WORD TO NOT JUST TALK ABOUT THE WARTS, BUT WE DO HAVE A PROBLEM. AND I THINK THAT IS I THINK THAT RIGOR QUESTION IS A REASON THAT WE DO HAVE PEOPLE THAT THAT PARENTS THAT TAKE THEIR CHILDREN AND THEY GO SOMEWHERE ELSE BECAUSE THEY'RE LOOKING FOR THAT LEVEL OF CHALLENGE. THEY'RE LOOKING FOR HIGHER ORDER THINKING. THEY'RE LOOKING FOR SOMETHING BEYOND MY TWO CHOICES. I CAN BE IN A REGULAR ED CLASS, OR I CAN BE IN AN AP CLASS AND AN AP CLASS. WHILE THERE IS MORE RIGOR, I WOULDN'T NECESSARILY SAY THAT IT'S FULL OF CRITICAL THINKING AND HIGHER ORDER THINKING, RIGHT? IT'S BUILT AROUND THE AP CURRICULUM, AND THOSE TEACHERS ARE CRANKING THROUGH THERE TO GET THEM TO BE SUCCESSFUL ON THE TEST. SO THAT THAT'S, YOU KNOW, THAT'S THAT I KNOW THAT THERE'S ROOM FOR IMPROVEMENT. AND WE'RE WORKING ON THAT. I'M REALLY, REALLY GRATEFUL THAT WE DO THIS SURVEY NOW AND THAT WE CAN CONTINUE TO DO THAT. AND I'M GOING TO JUST ASK I'M GOING TO ASK ONE MORE BECAUSE THIS IS LONG. LIKE THIS IS A LONG SURVEY. AND I RECOGNIZE THAT. BUT I'M WONDERING IF THERE IS ANY WAY, ESPECIALLY AT SECONDARY, THAT WE CAN INFUSE A QUESTION ABOUT ACADEMIC INTEGRITY BECAUSE I DON'T REALLY KNOW THAT ANY OF OUR QUESTIONS ASK THAT, LIKE PERCEPTIONS ABOUT IS THERE A PROBLEM? DO YOU FEEL THERE'S A PROBLEM ON YOUR CAMPUS WITH ACADEMIC INTEGRITY? AND I JUST FROM MY PERSPECTIVE, I KNOW THAT THERE HAVE BEEN AND IF I COUNTED THEM, IT WOULD BE I DON'T HAVE ENOUGH HANDS AND TOES TO COUNT HOW MANY STUDENTS HAVE ACTUALLY SAID TO MY FACE THAT THAT IS A PROBLEM. AND SO I JUST THINK IT WOULD BE AN INTERESTING CONSIDERATION, YOU KNOW, IF DOCTOR SMITH AND HIS STAFF THINK THAT'S SOMETHING THAT WE COULD PUT IN OUR SECONDARY, I WOULD APPRECIATE THAT. ANYWAY, THANKS AGAIN, MISS WILLIAMS. AND APPRECIATE APPRECIATE THE DATA ON STUDENT ENGAGEMENT. THANKS. MISS HANNAN. MR. HAMILTON, DID YOU HAVE SOMETHING? YES. CAN YOU HEAR ME? OKAY. YES. JUST MAKING SURE. THANK YOU. SO, MISS WILLIAMS REITERATED MY COMMENT ABOUT THE PERCENTAGE OF ELEMENTARY AND SECONDARY STUDENTS WHO HAVE CONSIDERED TRANSFERRING TO ANOTHER CAMPUS. SO I THINK IT'S ALSO THERE'S ANOTHER DATA POINT THAT GOES ALONG WITH THAT, THAT I THINK WE NEED TO CONSIDER WHEN IT COMES TO BOTH STUDENTS AND TEACHERS.

AND THAT'S THE ONES WHO HAVE ALREADY LEFT THE DISTRICT. AND SO IT'S MY UNDERSTANDING THAT WE

[01:35:04]

AND I APPRECIATE THAT. I THINK SOME OF OUR ISSUES IN THIS REGARD WILL BE SOLVED BY THE PUSH BY DOCTOR JORDAN AND THE TEAM. AS FAR AS DELIVERING HIGH QUALITY TEACHING AND LEARNING FOR ALL STUDENTS. AND I THINK THIS IS THIS IS GOING TO SOLVE OUR PROBLEM. AND THAT PUSH FOR

[01:40:01]

SO I'M NOT SURE WHICH IS THE DRIVER OF THOSE. I DO THINK THE GPA PROBLEM, BECAUSE OF RANKING, IT'S NOT YOU KNOW, IT'S MAYBE NOT ABOUT THAT. THEY CAN'T DO THE WORK. IT'S JUST IT'S THE IT'S A NUMBER OF STRESSORS I DON'T KNOW. SO I'M GOING TO I'M GOING TO PUNT IT TO LET'S LET STAFF. SO I THINK THE CONCERN HAS BEEN EXPRESSED BY BOTH OF Y'ALL. AND WE'LL LET THE ADMINISTRATION JUMP INTO THAT BECAUSE A LOT OF WHAT WE DISCUSS HERE IS ANECDOTAL. I MEAN, I MY SO MY DAUGHTER FILLED THIS OUT AND I FILLED THIS OUT SO I COULD TELL YOU WHY I PUT THE THINGS I PUT. BUT A LOT OF IT'S ANECDOTAL, BUT I LIKE THE IDEA OF SURVEYING LIKE, LET'S GRAB SOME OF THE PARENTS OR STUDENTS AND SAY, DIG INTO, YOU KNOW, WHY WOULD YOU SAY THIS? OR WHAT? WHY DID YOU NOT ANSWER? AND THEN WHY DID YOU, YOU KNOW, GIVE THESE ANSWERS AND DIG IN, YOU KNOW, PEEL BACK THE LAYERS OF THAT ONION A LITTLE BIT AND LET'S SEE, LET'S GET TO THE WHY? BECAUSE, YOU KNOW, I THINK WE COULD CERTAINLY HAVE RIGOR PROBLEMS. I KNOW MY DAUGHTER DIDN'T HAVE A RIGOR PROBLEM. SO, YOU KNOW, SHE FELT IT WAS RIGOROUS. BUT BUT THERE WAS A LOT OF CHEATING GOING ON, YOU KNOW, WITH WITHIN HER YOU KNOW, SO I SO I THINK IT PROBABLY DEPENDS ON THE STUDENT EXPERIENCE. IT PROBABLY DEPENDS ON THE CAMPUS. SO WHEN YOU'RE DIGGING INTO THOSE CAMPUS NUMBERS. BUT THIS THE ONLY THING I WANTED TO SAY BECAUSE I THINK IT'S A GOOD CONVERSATION. AND THERE'S YOU KNOW, THERE'S A LOT MORE MAYBE I COULD ADD, BUT I WON'T. I JUST WANT TO SAY, FOR THE BENEFIT OF THE TRUSTEES AND REALLY THE PUBLIC AND THEN THE EXTENDED THE TEAM OF EIGHT AND THE EXTENDED TEAM WHEN WE GET TOGETHER NEXT MONDAY AND WE CARRY FORWARD OUR BOARD GOALS AND PRIORITY WORK, THIS IS SOME OF THE DATA WE'RE GOING TO BE ABLE TO TAKE IN TO THAT WORK IS THESE ARE THESE ARE SOME OF THE ANSWERS TO QUESTIONS THAT AS WE'RE FINALIZING THE BOARD GOALS AND PRIORITIES, THIS IS YOU KNOW, WE NEED TO GO IN WITH THIS MINDSET. YOU KNOW, HOW OUR STUDENTS ANSWERING HOW OUR PARENTS ANSWERING, HOW IS OUR STAFF ANSWERING SO THAT WHEN WE KIND OF GET THOSE FINAL BOARD GOALS AND PRIORITIES SET IN PLACE, IT'LL BE WITH THE LENS OF THIS DATA. AND THEN WHEN WE GET THE NEXT SET, WHICH WILL BE AFTER DOCTOR SMITH'S ONE YEAR BEING HERE, AND A LOT OF, YOU KNOW, NEW THINGS BEING PUT IN PLACE, THEN IT'LL BE REALLY INTERESTING TO SEE IF THERE'S BEEN ANY MOVEMENT OF THE NEEDLE THERE. SO I'M REALLY INTERESTED TO SEE THAT. SO THANK YOU, MISS WILLIAMS, AND THANK YOU TO THE TEAM FOR BRINGING US THIS DATA. AND I'M SURE WE'LL BE DISCUSSING IT AGAIN NEXT MONDAY NIGHT. SO OKAY I'LL NEXT UP IS OUR ATTENDANCE BOUNDARY CHANGE PROCESS. DOCTOR SMITH. ALL RIGHT. THANK YOU MISS POWELL IS HERE. SHE'S OUR EXECUTIVE DIRECTOR OF COLLABORATIVE COMMUNITIES. AND SHE'S GOING TO WALK US THROUGH OUR PRESENTATIO. WELL GOOD EVENING, DOCTOR SMITH.

MADAM PRESIDENT AND BOARD OF TRUSTEES, MY GOAL TONIGHT IS TO WALK YOU THROUGH THE ELEMENTS OF THE ATTENDANCE BOUNDARIES PROCESS. TALK ABOUT THE BACKGROUND AND WHERE WHAT LANDED US HERE TODAY, AS WELL AS OUR NEXT STEPS. SO LET'S START WITH A LITTLE BIT OF BACKGROUND. ONCE WE DID THE BOUNDARIES IN THE 2223 SCHOOL YEAR, DIRECTLY AFTER THAT, WE LOOKED AT OUR LESSONS

[01:45:03]

IT WAS PREVIOUSLY 44 TO 24, ALSO ALLOWING FOR AN ALTERNATE MEMBER. AND SO, FOR EXAMPLE, IF WE WERE GOING TO DO BOUNDARIES IN THE NORTHWEST PART OF THE DISTRICT AND FOCUS ON THAT AREA, WE WOULD INCLUDE THE ALTERNATE MEMBER. SO THAT WOULD NOW INCREASE THE ROSTER TO 25. ALSO, BOUNDARY CHANGE RECOMMENDATION WOULD BE GIVEN TO THE BOARD AND THE SBAC AT THE SAME TIME. SO THAT WAS ONE ELEMENT THAT WAS ALSO CHANGED WITHIN THAT POLICY. AND ELECTING A CHAIRPERSON TO COME AND SPEAK TO THE BOARD REGARDING THE SBAC PROCESS, THEIR LEVEL OF INVOLVEMENT AND INPUT FOR THE COMMITTEE AND INTO THE BOUNDARY RECOMMENDATION. THE SBAC, THEIR SCOPE OF WORK IS TO STUDY THE INFORMATION THAT'S PROVIDED BY THE BOUNDARY PLANNER AND THEN REVIEW FOR ALIGNMENT WITHIN THE DECISION PRINCIPLES THAT ARE OUTLINED IN THAT POLICY. ALSO, TO ASK CLARIFYING QUESTIONS, BECAUSE AGAIN, THIS IS AN ADVISORY COMMITTEE. WE WOULD LIKE FOR THEIR INPUT TO ADDRESS ANYTHING THAT GOES INTO THE BOUNDARY PROCESS. SO THE NEXT FEW SLIDES I'LL TALK ABOUT PROCESS PRIORITIES TIMELINES AND NEXT STEPS. SO WE LOOK AT BOUNDARIES AS AN ART AND A SCIENCE. THE ART BEING THAT WE WORK VERY CLOSELY WITH OUR CAMPUSES, CAMPUS PRINCIPLE BEING VERY CRITICAL AS BOOTS ON THE GROUND TO SHARE WHAT CAMPUS NEEDS MIGHT BE THERE AND NOT NECESSARILY REFLECTED IN THE NUMBERS. DISTRICT DEPARTMENTS ARE ALSO VERY VITAL TO THIS TRANSPORTATION. OUR DEPARTMENT OF SCHOOL LEADERSHIP, BUSINESS AND FINANCE, COLLABORATIVE COMMUNITIES. IT IS A COLLECTIVE APPROACH INTO THE BOUNDARY PROCESS. THE SCIENCE PIECE OF THAT IS LOOKING AT OUR DEMOGRAPHIC REPORT, OUR ENROLLMENT NUMBERS, AND CURRENT, CURRENT AND PROJECTED ENROLLMENT, AS WELL AS THE POLICIES THAT I WAS SPEAKING TO.

POLICY CFC LOCAL REALLY DRIVES THAT THE ATTENDANCE BOUNDARY PROCESS. SO THIS PROCESS IS NOT AN EASY ONE. IT'S A VERY COMPREHENSIVE PROCESS THAT DOES TAKE TIME AND MULTIPLE STAKEHOLDERS AT THE TABLE. FIRST, BEGINNING WITH OUR BOARD OF TRUSTEES, WHO GOVERN THE PROCESS AS WELL AS THE ADMINISTRATION TEAM, WHICH I WAS REFLECTING, MULTIPLE DEPARTMENTS ARE WORKING TOGETHER TO INFORM WHAT THOSE RECOMMENDATIONS LOOK LIKE. THE BOUNDARY PLANNER, WHICH WAS JUST APPROVED NOVEMBER 18TH OF THIS YEAR, UTILIZES DATA FROM PORSA AND TO DEVELOP THE RECOMMENDATIONS AS WELL AS THE SCHOOL BOUNDARY ADVISORY COMMITTEE, WHICH I WHICH I JUST SPOKE TO AND COMMUNITY AND SO I WANT TO HIGHLIGHT SOME IMPORTANT ELEMENTS THAT YOU MAY NOT NECESSARILY SEE ON THIS SLIDE AND THAT IS THAT THE ORIGINAL RECOMMENDATIONS, YOU KNOW, AMENDED RECOMMENDATIONS, FINAL RECOMMENDATIONS ARE NOT DONE IN SILOS. AND THIS TEAM, AS WELL AS THIS ADMINISTRATION TAKES THIS INFORMATION PRETTY SERIOUSLY IN IN THE SENSE OF ASKING QUESTIONS. WE DON'T NECESSARILY TAKE THE BOUNDARY RECOMMENDATION FROM OUR BOUNDARY PLANNER AT FACE VALUE, JUST LIKE WE DID IN OUR OUR LAST PROCESS IN 22, 23. WE'RE DRIVING, WE'RE LOOKING AT THOROUGHFARES. WE'RE PARKING IN FRONT OF HOUSES TO SEE WHAT DOES IT FEEL LIKE IF A BOUNDARY LINE WERE TO BE DRAWN HERE? WE RECOGNIZE THAT, YOU KNOW, BOUNDARIES ARE NOT NECESSARILY AN EASY THING FOR OUR FAMILIES. AND SO PUTTING ON THAT HAT AND BEING IN THE TRENCHES TO UNDERSTAND WHAT YOU KNOW, IS THIS A GOOD DECISION? AGAIN, WHAT QUESTIONS MIGHT BE AT PLAY.

AND REALLY ALSO GETTING THAT COMMUNITY INPUT AND SO THE OTHER PIECE OF THIS IS THE COMMUNITY.

THERE ARE OPPORTUNITIES TO PROVIDE FEEDBACK THROUGH BOTH VIRTUAL AND PUBLIC HEARINGS. AND SO AGAIN, JUST TO EMPHASIZE THAT THESE MULTIPLE STAKEHOLDERS PLAY INTO THAT RECOMMENDATIONS, THAT THAT IS BROUGHT FORWARD TO THE BOARD OF TRUSTEES, WITH STUDENTS BEING OUR CORE FOCUS, IT'S TRULY ABOUT OUR STUDENTS. AND USING THAT STUDENT CENTERED APPROACH. SO AS WE LOOK AT OUR PRIORITIES FOR THE 2425, LIKE AS WE SPEAK, RIGHT NOW, WE KNOW THAT WE HAVE TO ESTABLISH AN ATTENDANCE COMMUNITY OR NEW ATTENDANCE BOUNDARY FOR THE OPENING OF FERNDALE. HENRY, THIS CAMPUS IS OPENING IN AUGUST OF 25 AND SO THAT IS A CORE AREA OF FOCUS AS WE BEGIN HAVING DISCUSSIONS WITH THE BOUNDARY PLANNER, SECONDARY, BUT ALSO EQUALLY IMPORTANT IS LOOKING AT OUR CURRENT LANDSCAP.

[01:50:02]

HENRY. SO THAT TIMELINE WE RECOGNIZE IS TIGHT AND IT'S NOT NECESSARILY AN IDEAL ONE. BUT GIVEN THAT WE'VE JUST HAD THIS BOUNDARY PLAN APPROVED, WE KNOW WE HAVE A LOT OF WORK AHEAD OF US. AND, YOU KNOW, WE ARE AT AN INFLECTION POINT. IT'S THE MISSING PUZZLE PIECE WHERE WE ARE WAITING ON OUR, YOU KNOW, DEMOGRAPHIC PROJECTIONS THAT WILL BE COMING AT THE SAME TIME AS NOW, BEING ABLE TO ENGAGE WITH OUR OUR BOUNDARY PLANNER. AND SO THIS IS AN EXCITING TIME, HONESTLY. SO THAT WE CAN REALLY LOOK AT WHAT IS THE LONG RANGE PLANNING THAT WE NEED TO LOOK AT AHEAD INTO THE FUTURE YEARS. AS WELL. AND SO AS I MENTIONED, JUST IT ENGAGING WITH THAT BOUNDARY PLANNER, WE'RE WE'RE READY FOR THAT. ONCE THAT CONTRACT IS FINALIZED, SBAC ENGAGEMENT THROUGHOUT THE MONTHS BEGINNING IN DECEMBER THROUGH MARCH, WHERE WE PROVIDE THAT FINAL RECOMMENDATION AND THEN WE WILL WE PLAN TO LOOK AT, YOU KNOW, WE'VE HEARD CONVERSATIONS.

WE UNDERSTAND THAT THERE IS A DESIRE TO LOOK AT THE DISTRICT AND UNDERSTANDING WHAT DO BOUNDARIES LOOK LIKE FOR OUR FUTURE? WHAT DO THOSE CAMPUSES, FROM A HIGH UTILIZATION STANDPOINT LOOK LIKE? WHAT ARE THOSE IMPACTS? AND SO, YOU KNOW, AS I MENTIONED, WE LOOK AT THIS ON A WEEKLY BASIS. WE ARE ENGAGING IN DIALOG WITH OUR INTERNAL TEAMS AS WELL, PLANNING TO GO OUT TO OUR CAMPUSES AND UNDERSTAND WHAT DOES IT FEEL LIKE AS A PARENT WHEN WE'RE DROPPING OUR KIDS OFF AT SCHOOL? WHAT DOES IT FEEL LIKE AS A STUDENT WHEN WE'RE IN, YOU KNOW, THE PERIOD OF TRANSITION BETWEEN CLASS PERIODS? WE RECOGNIZE THAT OUR CAMPUSES HAVE BEEN PATIENT.

AND SO AS I MENTIONED, WE'RE WE'RE VERY EXCITED THAT WE HAVE A BOUNDARY PLANNER SO THAT WE CAN LOOK AT THIS FUTURE DIALOG AND NEXT STEPS. AND SO I'M I KNOW THAT WAS QUITE A BIT, BUT I'M HAPPY TO TAKE ANY QUESTIONS OR CLARIFY THE PROCESS FOR YOU ALL. THANK YOU, MISS PANDIT. MR. GARCIA, THANK YOU SO WHEN WE'RE LOOKING AT ATTENDANCE BOUNDARY CHANGES, I KNOW THAT WE'VE GOT THE NEW ELEMENTARY SCHOOLS COMING UP WITH MISSION AND ALLEN ALDRIDGE AND OBVIOUSLY THOSE BOUNDARIES ARE GOING TO STAY THE SAME BECAUSE THOSE SCHOOLS RESIDE IN THE SAME ZONE. BUT WHEN WE'RE LOOKING AT WHAT YOU WERE MENTIONING, WHAT IS THE FUTURE LOOK LIKE? AND I KNOW RIGHT NOW THE NEXT PRIORITY IS FERNDALE HENRY, BECAUSE IT'S A TECHNICALLY A BRAND NEW ELEMENTARY SCHOOL. SO WE'VE GOT TO FIGURE OUT WHERE THE KIDS ARE GOING TO COME FROM. WHERE ARE WE GOING TO PUT INTO FERNDALE? HENRY, WHEN WE'RE TYPICALLY IN THE PAST, THE SCHOOL BOUNDARY OVERSIGHT COMMITTEE NOW, ADVISORY COMMITTEE, HAS WORKED ON A PER SCHOOL BASIS. WHEN A NEW SCHOOL COMES UP, THE COMMITTEE GETS INVOLVED. HOW DOES HOW DOES IT LOOK LIKE THE COMMITTEES OVERALL ENGAGEMENT? WHEN WE'RE STARTING TO LOOK AT IT AT A MUCH DEEPER AND HIGHER LEVEL, WHEN WE'RE TALKING ABOUT REZONING OF A COMPLETE SHIFT IN, WE'LL TAKE, YOU KNOW, NEAL ELEMENTARY FOR EXAMPLE, IN OAKLAND AND PECAN GROVE, OR THEN WHEN WE GET INTO MISSION AND MISSION, GLENN, WE'RE GOING TO WE'RE GOING TO TRY TO FILL UP MISSION ELEMENTARY SCHOOL. HOW DOES HOW DOES THAT PROCESS OR WHERE DOES THAT LEVEL OF ENGAGEMENT COME IN? IS THE COMMITTEE GOING TO BE ACTIVELY INVOLVED IN THAT AS WELL, OR IS IT SOMETHING THAT WE'RE GOING TO COME IN WITH THE LONG RANGE PLAN AND THEN GO BACK TO THE COMMITTEE? IS THERE GOING TO BE THE SAME? THEY'RE GOING TO BE PART OF THE SAME OVERALL PROCESS. SO THAT'S A REALLY

[01:55:02]

NEXT STEPS IS WORKING CLOSELY WITH OUR COMMUNICATION TEAM TO INFORM THE COMMUNITY THAT THIS IS A PRIORITIZATION FOR THE ATTENDANCE BOUNDARY CHANGE PROCESS FOR THIS SCHOOL YEAR, AND THEN THE PUBLIC HEARINGS THAT THAT WILL BE AN OPPORTUNITY FOR THE COMMUNITY TO PROVIDE FEEDBACK IS FACE TO FACE PUBLIC HEARINGS AS WELL AS VIRTUAL FEEDBACK, SO THAT WE COULD TAKE THAT INTO CONSIDERATION BEFORE THESE RECOMMENDATIONS ARE BROUGHT FORWARD. BECAUSE I'M THINKING ABOUT SO WE'RE FERNDALE IS A TRAFFIC NIGHTMARE. IT'S A HUGE TRAFFIC TRAFFIC NIGHTMARE.

EVEN WITH THE TRAFFIC FOR HERITAGE ROADS. ON 521. THERE ARE THERE ARE A LOT OF PROBLEMS AND I CAN ONLY IMAGINE STUDENTS BEING DROPPED OFF DIRECTLY OFF OF 521 FOR SCHOOL. AND SO I KNOW THAT YOU'RE GOING TO GENERATE A LOT OF THAT. AND I'M ASKING FOR SOME COMMUNITY LEADERS AS WELL AS FROM THE COUNTY TO ADDRESS THAT WITH FORT BEND ISD, BECAUSE THAT IS ABOUT TO BECOME A NIGHTMARE IN THAT REGARD. SO I WOULD LIKE TO BE A PART OF THOSE AND GIVE NOTICE TO THOSE NEIGHBORING COMMUNITIES IN REGARDS TO GENERATING A LOT OF THAT FEEDBACK AS WELL. I THINK THE OTHER THING IS THEY'RE GOING TO ASK ABOUT TRANSPORTATION AS WELL. WILL THE KIDS HAVE TRANSPORTATION? AND SO BE PREPARED FOR THAT. THOSE CONVERSATIONS AS WELL APPRECIATE THAT. AND OUR TRANSPORTATION TEAM IS QUITE INVOLVED WITH THIS PROCESS FROM THE INTERNAL SIDE AS WELL. AND SO WE'LL CERTAINLY INCLUDE THAT INTO THE PROCESS OKAY. THANK YOU. THANK YOU. AND YOU GUYS ARE AGAIN Y'ALL ARE DOING A REALLY GOOD JOB ON FERNDALE. SO THANK YOU. THANK

[02:00:01]

MISS HANNAN, SO I JUST WANTED TO REMIND THE BOARD AS, AS WE GO INTO THIS PROCESS, BECAUSE THE POLICY COMMITTEE DID DO A LOT OF VERY THOUGHTFUL WORK, HOW TO BALANCE THE COMMUNITY INPUT WITH THE WORK THAT THE ADMINISTRATION DOES. BUT JUST IN LIGHT OF SOME CONVERSATIONS THAT WE HAD SURROUNDING THE ELIMINATION OF 55 WITH THE BOND ISSUE, I JUST WANT TO MAKE SURE THAT ALL OF OUR BOUNDARY COMMITTEE, THEY REALLY UNDERSTAND THE NOTION THAT WE HAVE PUT IN THERE AROUND COMMUNITY INTEGRITY, BECAUSE WE HAVE THE WORDS ABOUT CERTAIN BOUNDARIES SHALL BUT WITHIN THE LANGUAGE WE ALSO USE THE WORD WHERE FEASIBLE AND PRACTICAL. AND SO A LOT OF OUR OWN, YOU KNOW, THESE ARE THE THESE ARE THE BEST GUIDELINES WE WOULD LIKE TO SEE OPTIMALLY. BUT WE KNOW THAT THEY CAN'T ALWAYS WORK. AND SO I THINK THAT'S REALLY IMPORTANT. AND THE OTHER LINE THAT I WANT TO CALL OUT THAT I THINK IS REALLY IMPORTANT THAT WE ADDED THE LANGUAGE UNDER THAT INTEGRITY, COMMUNITY INTEGRITY PORTION. IT SAYS NOTE MASTER PLAN COMMUNITIES ARE NOT CONSIDERED NEIGHBORHOODS. AND SO I THINK THAT SOMETIMES OUR COMMUNITY DOESN'T REALIZE THAT THESE ENORMOUS MASTER PLAN COMMUNITIES HAVE INDIVIDUAL NEIGHBORHOODS WITHIN THEM. AND SO AND I THINK AND A LOT OF TIMES, OUR, OUR COMMUNITY MEMBERS REALLY WANT TO STAY WITHIN THEIR MASTER PLANNED COMMUNITY SCHOOL. AND THAT'S THAT'S JUST AN IDEA. MAYBE THAT THEY'RE NOT PROCESSING. SO I WOULD JUST LIKE THAT TO BE KIND OF A EDUCATIONAL POINT THAT MAYBE YOU SPEND SOME EXTRA TIME ON THESE COMMUNITY INTEGRITY PIECES ARE, ARE, ARE THE BEST GUIDELINES THAT THE BOARD WOULD LIKE US TO FOLLOW. BUT WE UNDERSTAND THAT THEY'RE NOT ALWAYS FEASIBLE NOR PRACTICAL. SO THANK YOU VERY MUCH. THANK YOU. THANK YOU MISS HANNAN. SO I JUST HAVE TWO COMMENTS TO PIGGYBACK OFF OF MISS JONES. AND MAYBE MR. GARCIA AND MR. HAMILTON. SO FIRST OF ALL, YEAH I MEAN IT CANNOT BE OVERSTRESSED. THE NIGHTMARE THAT TRAFFIC IS ON. 521. AND SO THE LAST FEW YEARS I HAVE SPOKEN TO OUR COUNTY COMMISSIONERS ABOUT THE EXPANSION OF 521. AND IT'S REALLY A DEPARTMENT OF TRANSPORTATION ISSUE, AS MY UNDERSTANDING, THE COUNTY MONEY IS THERE. THEY'RE WAITING ON THE DOT TO COME OUT, AND IT'S MY UNDERSTANDING THAT IT'S NOT GOING TO BE BEFORE 2026. SO I'M GOING TO PIGGYBACK OFF OF MISS JONES'S REQUEST THAT WE NEED TO CONTACT THE STATE DEPARTMENT AND TO THE EXTENT THE COUNTY CAN

[02:05:01]

IF WE CAN'T SEE THE BIGGER PICTURE AND SO, YOU KNOW, THAT'S GOING TO INCLUDE, YOU KNOW, NOT JUST ELEMENTARY BUT ELEMENTARY AND SECONDARY AND HOW THOSE DOMINOES ARE GOING TO FALL. AND IT'S NOT ONLY GOING TO HELP US DO OUR JOB BETTER, BUT IT'S GOING TO HELP US COMMUNICATE WITH THE COMMUNITY AND THE PARENTS AND THE STUDENTS. SO THAT THEY KNOW WHAT TO EXPECT AND WHAT'S COMING, YOU KNOW, AND I UNDERSTAND THAT YOU KNOW, WE CAN HAVE, YOU KNOW, FEWER STUDENTS MOVE IN AND LESS ENROLLMENT. I KNOW THESE THINGS IMPACT, BUT PRETTY MUCH WE CAN, YOU KNOW, WE CAN PROJECT OUT A FEW YEARS. AND AT THE VERY LEAST, I THINK THAT THAT'S EXACTLY WHAT THE COMMUNITY HAS BEEN ASKING FOR. AND I KNOW EVEN WHEN I SERVED ON THE BOARD PREVIOUSLY, WE ASKED FOR THAT. AND SO I REALLY THINK IT'S GOING TO BE CRITICALLY IMPORTANT THAT WE GET THAT IN ORDER TO DO OUR WORK WITH FIDELITY AROUND, AROUND THESE ISSUES. SO THAT'S GOING TO THAT'S MY ASK. AND WITH THAT, THANK YOU VERY MUCH FOR THE PRESENTATION. AND WE'LL MOVE ON TO THE NEXT INFORMATION ITEM WHICH IS REPORT OF PURCHASING COOPERATIVE MEMBERSHIPS, ANNUAL MANAGEMENT FEES. DOCTOR SMITH, WE'RE BACK TO MR. MISTER GWEN. GOOD EVENING AGAIN EVERYONE.

THIS ITEM IS A STATUTORILY REQUIRED ITEM TO PROVIDE THE BOARD INFORMATION ON HOW MUCH THE DISTRICT SPENDS TO BE MEMBERS OF PURCHASING COOPERATIVES. AND AS A REMINDER, THE COOPERATIVES PROVIDE A CONVENIENT AND COST EFFECTIVE MEANS FOR THE DISTRICT TO ACQUIRE GOODS AND SERVICES. AND IT DOES MEET THE STATE'S REQUIREMENT FOR THE REQUIRED SOLICITATION THAT NEEDS TO BE DONE IN ORDER FOR US TO MAKE THOSE PURCHASES. THE DISTRICT IS A MEMBER OF 22 COOPERATIVES. TWO OF THOSE COOPERATIVES CHARGE AN ANNUAL MEMBERSHIP, AND THE TOTAL THAT THE DISTRICT PAYS TO BE A MEMBERSHIP, BE MEMBERS OF THOSE COOPERATIVES IS $250. AND THAT CONCLUDES THIS REPORT. I WILL BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE. AND JUST AS A REMINDER, IT IS STILL CYBER MONDAY. THANK YOU. THANK YOU, MR. GWEN. YOU'RE GOING TO ASK A QUESTION, MR. GARCIA, ARE YOU GOING TO MAKE A SMART COMMENT? WELL, LET ME THINK ABOUT THAT FIRST. SO THESE COOPERATIVES, IT DOESN'T COST US ANYTHING. LIKE, FOR INSTANCE, WE DON'T PAY ANY MEMBERSHIP DUES TO HOUSTON-GALVESTON AREA COUNCIL. I KNOW THAT THE DIR IS BECAUSE WE'RE A STATE ENTITY. MY BOARD IS BECAUSE WE DON'T PURCHASE ANYTHING ELSE FROM THEM AND WE GET ACCESS TO THE COOPERATIVE, ANYTHING LIKE THAT. IT'S JUST THESE TWO THAT WE PAY THE ANNUAL

[02:10:04]

[6. 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]

THE TIME IS 811 AND WE ARE NOW CONVENE OKAY, THE TIME IS 8:33 P.M. AND

[7. Reconvene in Open Session]

[8. Consider Action on Closed Session Items]

[9.A. International Student Travel]

WHEN IT WHEN IT GOES OUT OF COUNTRY OR EVEN IS IT STATE HERE TO I NEED TO LOOK UP Y'ALL'S POLICY. AND I APOLOGIZE FOR NOT ALREADY KNOWING THAT BUT AND MAYBE IT DID AND I JUST DON'T REMEMBER. BUT I JUST DON'T RECALL THAT OKAY. THAT'S THOSE WERE MY QUESTIONS. THANK YOU VERY MUCH. TRUSTEE HANNAN I DO REMEMBER THIS DISCUSSION LAST YEAR. AND THE POLICY IS IF THEY HAVE TRAVELING INTERNATIONALLY, THAT THEY HAVE TO HAVE BOARD APPROVAL. THAT WAS ONE OF THE THINGS THAT I REMEMBER DISTINCTLY BECAUSE WE WERE TALKING ABOUT, I THINK CLEMENS AND TRAVIS BOTH GOING TO JAPAN OR SOMEWHERE IN CHINA. SO, OKAY, THAT WAS THEN. PERHAPS IT DID COME AND I JUST DON'T AND I JUST DON'T RECALL. SO THANK YOU. THANK YOU, MR. GARCIA. THANK

[9.B. Board of Trustees Meeting Minutes]

[9.C. Deletion, Adoption, and Revision of Policies: FFA (Local), GRA (Local), and BQAA (Local). ]

[02:15:03]

THERE. AND SO CAN SOMEONE CLARIFY THAT BECAUSE THEY CAN GO ANY IN ANY DIRECTION WITH THAT STATEMENT. MISS HANNAN DID YOU WANT TO RESPOND TO THAT? I DID, AND MR. HAMILTON MAY WANT TO JOIN IN ON THIS AND I, I CAN'T REMEMBER. MR. SHOAFF, IF YOU WERE THERE, BUT THE, THE, THE ACTUAL WORDING THAT CAME TO THE POLICY COMMITTEE ON THIS BULLET WAS A LITTLE BIT DIFFERENT. AND I WANT TO SAY THAT I BROUGHT UP THE SAME CONCERN BECAUSE THIS DID COME FROM THE SHACK, AND MY CONCERN WAS THE WAY IT WAS WORDED BEFORE WAS WHO IS THIS PART OF THEIR EVALUATION AND WHO IS WHO IS GOING TO MONITOR, MONITOR THIS. AND SO I THINK WE LANDED IN IF SOMEBODY CAN HELP ME, WE LANDED SHALL VERSUS. YEAH, IT WAS IT WAS A VERY IT WAS VERY YOU WILL DO THIS. AND SO WE LANDED ON LANGUAGE THAT THAT JUST YOU KNOW AND ENCOURAGE I'M SO I'M, I'M, I'M, I'M, I UNDERSTAND WHY YOU BROUGHT IT UP. SO IT'S JUST AN ENCOURAGEMENT AND YOU KNOW, YOU KNOW MAYBE IT'S THAT I DON'T KNOW SOME BEHAVIORS OF OUR LOVELY PTOS AND TAS MIGHT CHANGE WHERE, YOU KNOW, WE LOVE ALL THE CUPCAKES AND THE DONUTS AND THE COOKIES, BUT MAYBE THROUGHOUT THIS PROCESS, THERE MIGHT BE SOME ENCOURAGEMENT TO HAVE YOU KNOW, FIESTA SALAD DAY INSTEAD OF SPRINKLED DONUT, YOU KNOW, FESTIVAL. SO I UNDERSTAND YOUR QUESTION. IT'S A YES, SHIRLEY SAYS BUMMER ABOUT THAT TEACHER ANYWAY. BECAUSE YEAH, BECAUSE I WAS A TEACHER WHO ATE HOT CHEETOS WITH MY STUDENTS, SO. AND THEY KNEW THE THEY BROUGHT ME HOT CHEETOS, SO THEY KNEW THAT THAT WAS OUR THING. SO AND I'M LOOKING AT LIKE, WELL, THAT WOULDN'T APPLY TO ME, BUT BECAUSE WE WOULD ENCOURAGE YOU TO HAVE LENTIL CHIPS WITH THEM. NO NO NO NO NO, I'M BUT I AM SATISFIED WITH HOW IT LANDED IN HERE BECAUSE IT, YOU KNOW, THE, THE, THE BEHAVIORS WE MODEL ARE IMPORTANT, BUT WE'RE NOT GOING TO MONITOR IT OR. WELL, LET'S TAKE US TAKE IT A STEP FURTHER.

AND THE REASON WHY I SAY THAT IS BECAUSE I KNOW WHEN I WAS IN THE DISTRICT THAT TO PROMOTE THIS, WHICH USED THIS STATEMENT, THEY PROMOTE IT, THEY INCENTIVIZED EMPLOYEES FOR PARTICIPATING IN HEALTH AND WELLNESS PROGRAMS. AND PART OF THAT WAS MONEY. YOU KNOW, AND THEY. YEAH. SO FOR I GUESS LOSING WEIGHT OR TRACKING THEIR EATING OR WHAT HAVE YOU. AND I'M JUST LOOKING AT CAN WE

[02:20:08]

OKAY. MR. SHOAF, I MEAN, I'M QUICK. HOW IS THIS POLICY ENFORCEABLE? DOES ANYBODY CAN ANYBODY TELL ME HOW THIS POLICY IS ENFORCEABLE? LIKE LITERALLY. WELL, THE WORD ENCOURAGES IS HOW. BECAUSE THERE'S REALLY NO ENFORCEABILITY TO THAT. WE JUST ENCOURAGE YOU TO. IT'S NOT A SHALL IT'S NOT EVEN A MAY. I MEAN, AND I'M REMINDING YOU THAT IT WAS A RECOMMENDATION COMING FROM THE SHACK AND FOR THE PERSON THAT GETS TO SEE EVERY MONTH WHAT THE SHACK DOES, WHO THEY BRING IN TO SPEAK, SPEAKERS THAT COME IN TO SPEAK TO THE STUDENTS IN THE STUDENT WELLNESS COALITION, THEY ARE WORKING REALLY HARD AT PROMOTING, YOU KNOW, GOOD EMOTIONAL HEALTH, GOOD PHYSICAL HEALTH. THEY'RE DOING SOME REALLY GOOD THINGS. AND SO, YOU KNOW, WE CHANGE THE SHALL TO ENCOURAGED. BUT I STILL I STILL RESPECT WHAT THEIR MESSAGE IS TRYING TO DO HERE.

AND SO THAT'S WHY I'M SUPPORTING IT BECAUSE THEY, THEY, THEY ARE DOING GOOD WORK. AND THREE YEARS AGO THEY DID GREAT WORK ON THIS POLICY. THEY DID A LOT MORE WORK THREE YEARS AGO. SO THAT'S WHY YOU DON'T SEE MUCH WORK HERE. SO MY ONLY COMMENT WOULD BE BECAUSE MY LEGAL BRAIN STARTS WORKING AND I AGREE WITH ENCOURAGES. I DON'T HAVE ANY ISSUE WITH THAT, BUT I THINK IT'S WHEN WE GET INTO THE DEFINITION OF HEALTHY. SO BECAUSE MANY OF US HAVE DIFFERENT DEFINITIONS, WHETHER IT'S WHAT WE'RE EATING, WHAT WE'RE DOING, WHAT ACTIVITIES ARE HEALTHY, WHAT FOOD IS HEALTHY, SOME OF THAT'S KIND OF A JUDGMENT CALL. SO THAT'S THAT WAS MY ONLY CONCERN WHEN I SAW IT. I DON'T I THINK ENCOURAGES IS A FINE WORD TO USE BECAUSE WE CANNOT FORCE, YOU KNOW, WITH THE SHALL WE CAN'T FORCE EMPLOYEES TO DO THINGS LIKE THAT. BUT I, I HAVE SOME CONCERNS ABOUT YOU KNOW, WHAT DO YOU CONSIDER HEALTHY AND WHAT DO I CONSIDER HEALTHY. AND SO AND I WOULD SAY IF THERE ARE CONCERNS THAT WE JUST STRIKE THAT IF THAT'S THE ONLY CONCERN THAT WE JUST REMOVE THAT. AND THEN AT THE NEXT BOARD MEETING, IT WOULD, IT WOULD BECAUSE I DON'T WANT IT TO NOT GO FORWARD BECAUSE OF THIS. YEAH, I WOULD AGREE. IF I MEAN, IF WE HAVE CONSENSUS AROUND THA, THAT MIGHT WOULD BE MY RECOMMENDATION. JUST I MEAN, I UNDERSTAND WHAT THEY'RE GETTING AT AND IT'S NOT THAT I DON'T SUPPORT IT. I JUST THINK WE MIGHT GET INTO SOME TRICKY.

YEAH. YOU KNOW, IT JUST GETS TRICKY. DOES THAT SOUND OKAY? SO LET'S YEAH, LET'S JUST MOVE THAT OUT. OKAY. MR. HAMILTON, DID YOU HAVE ANYTHING OR WAS WAS EVERYTHING EVERYTHING SOUND OKAY TO YOU? YEAH, SOUNDS OKAY TO ME. SO I, I THINK WE DEFINITELY NEEDED TO CHANGE IT FROM A THOU SHALL TO, TO RECOMMENDING. AND I THINK THAT'S GOOD ENOUGH BECAUSE I DO THINK IT'S GOOD FOR US TO RECOMMEND HEALTHIER CHOICES. AND I THINK WE NEED TO MAINTAIN THE LEEWAY FOR PTO AND OTHERS TO DO THINGS THAT ARE A LOT MORE EFFECTIVE WHEN IT COMES TO FUNDRAISING AND THAT KIND OF STUFF. SO YEAH. OKAY. CARNIVAL BROCCOLI, THANK YOU. FRIED BROCCOLI. DEEP FRIED BROCCOLI

[9.D. Fixed Rate Bond Order for New Money and Refunding Bonds & Commercial Paper]

PRESIDENT DID I HAVE SOME FOLLOW UP QUESTIONS FOR YOU? ARE A LOCAL. OH, YEAH. SORRY. GO AHEAD, MISS JONES. OKAY. I HAD TO READ THIS A THOUSAND TIMES BECAUSE I HAD A THOUSAND QUESTIONS, BUT I NARROWED DOWN TO THREE, SO WE'RE TALKING ABOUT THIS WAY ABOUT INTERVIEWING STUDENTS BY LAW ENFORCEMENT. IS THERE A WAY WHERE A PARENT CAN SIGN A WAIVER THAT GIVES THE DISTRICT THE AUTHORITY FOR THEIR CHILD TO BE QUESTIONED BY LAW ENFORCEMENT? IS THERE A WAIVER?

[02:25:22]

THANKS FOR THE QUESTION. I DON'T KNOW THAT THERE'S A WAIVER SPECIFICALLY. WHAT WE TRY TO DO IS CONTACT THE PARENTS AHEAD OF TIME. OKAY. WHEN WE NEED TO SPEAK TO SPEAK TO A STUDENT FROM A LAW ENFORCEMENT PERSPECTIVE, MAYBE TAKING A STATEMENT FROM THEM. AND QUITE OFTEN THE PARENTS WILL SAY, NO, DON'T SPEAK TO MY CHILD. AND THEN WE DON'T DO IT, OKAY? BECAUSE AS I WAS READING THE POLICY AND I WAS DISSECTING IT, I HAD A QUESTION ABOUT WHAT IS CONSIDERED A REASONABLE EFFORT TO CONTACT A PARENT. IS IT ONE PHONE CALL? IS IT TWO PHONE CALLS? IS IT AN EMAIL? IS IT A TEXT? WHAT WHAT WHAT IS CONSIDERED REASONABLE? YEAH, I THINK THAT ALSO DEPENDS ON THE SITUATION. YOU KNOW, IF WE'RE LOOKING FOR SOMEBODY WHO'S REPORTED TO HAVE HAD A WEAPON ON CAMPUS, I THINK THE CRITERIA FOR REASONABLE IS A LOT SHORTER THAN IF WE'RE LOOKING FOR SOMEBODY THAT MAY HAVE LEFT SCHOOL TO GO EAT LUNCH OFF CAMPUS OR FOR WHATEVER. WE'RE WE'RE NOT GOING TO WE'RE NOT GOING TO INVESTIGATE THAT, BUT SOMETHING THAT'S FAR, FAR LOWER, LESS CRIME. IF YOU WILL. WE PROBABLY WOULD NOT JUST ATTEMPT TO MAKE ONE PHONE CALL AND THEN SAY, WELL, WE COULDN'T GET AHOLD OF THE PARENT. SO, OKAY. BUT WE BUT WE WORK WITH THE ADMINISTRATION TO DO THAT AS WELL. OKAY. AND SO MY NEXT QUESTION IS CAN THE DISTRICT ALLOW THE PRINCIPAL OR DESIGNEE TO RECORD THE INTERVIEW IF THAT CHILD IS BEING QUESTIONED BY LAW ENFORCEMENT? I DON'T I DON'T SEE WHY THEY WHY THE DISTRICT WOULD NOT BE ABLE TO RECORD IT. OKAY. I'M JUST ASKING, CAN WE RECORD IT IF WE DON'T HAVE THE PARENT THERE? I KNOW THAT WHEN THE POLICE OFFICERS TAKE A STATEMENT, WE RECORD IT, OKAY? WE HAVE BODY CAMS, OKAY? AND WE REQUIRE THAT THEY RECORD THAT ON A BODY CAM. OKAY. AND THAT GOES INTO EVIDENCE. BUT THAT THAT THEN BECOMES A POLICE RECORD. SO YOU'RE ASKING SPECIFICALLY CAN THE PRINCIPAL RECORD IT. AND THEN THAT WOULD BECOME STUDENT RECORD OKAY. SO WHAT WOULD BE CONSIDERED I'M JUST LOOKING AT THIS POLICY. WHAT WOULD BE CONSIDERED A VALID OBJECTION TO THE PRINCIPAL'S PRESENCE DURING THE INTERVIEW? BECAUSE I'M THINKING ABOUT WE GOT A MINOR AND WE HAVE AN ADULT ALONE AND THERE'S NOT A THIRD PARTY. AND SO THIS POLICY IS BASICALLY SAYING THAT LAW ENFORCEMENT CAN OBJECT TO THE PRINCIPAL'S PRESENCE. WE COULD IT'S VERY RARE. I'M NOT AWARE OF A TIME WHERE THAT'S HAPPENED. BUT I WOULD SUPPOSE, LET'S SAY THAT WE ARE INTERVIEWING A STUDENT ABOUT A POTENTIAL ASSAULT BY A STAFF MEMBER OR SOMETHING, OR BY THE PRINCIPAL THEMSELVES. RIGHT. AND SO THAT MAY BE A TIME WHERE WE SAY, WE NEED YOU TO STEP OUT. IF THERE IS A REPORT OF A SEXUAL ASSAULT, WE LIMIT THE NUMBER OF PEOPLE THAT LISTEN TO THOSE STATEMENTS BECAUSE THEY THEY THEN BECOME WITNESSES. OKAY. AND SO THERE THERE MIGHT BE A TIME WHERE WE DO THAT, BUT I CAN'T THINK OF ONE RIGHT OFF HAND WHERE WE'VE DONE THAT IN, IN ANY RECENT PAST. OKAY. LAST QUESTIO.

SO AND I GUESS THIS WOULD BE FOR THE POLICY COMMITTEE BECAUSE I WASN'T THERE. SO I GOT TO ASK THIS QUESTION, HOW DOES THIS POLICY ALIGN WITH THE JUVENILE POLICE PROCEDURES AT THE LOCAL, STATE AND FEDERAL LEVEL? I'M SORRY. CAN YOU REPEAT THAT? HOW DOES THIS POLICY ALIGN WITH JUVENILE POLICE PROCEDURES AT THE LOCAL, STATE AND FEDERAL LEVEL? YES. SO THE POLICY IS GOING TO IT WOULD HAVE TO ALIGN WITH THE WAY THE JUVENILE LAW IS WORKING. OF COURSE, JUVENILE LAW IS MUCH DIFFERENT THAN ADULT LAW IN IN THE WAYS THAT WE ARE ABLE TO INTERVIEW. MOST OF THE INTERVIEWS THAT WE DO ARE NONCUSTODIAL, WHICH MEANS THEY'RE NOT UNDER ARREST, AND THEY ARE FREE TO LEAVE AT ANY TIME. IF WE ARE DOING A CUSTODIAL INTERVIEW, IT IS GOING TO BE THEY'RE GOING TO BE MAGISTRATES, WHICH MEANS A JUDGE IS GOING TO READ THEM THEIR RIGHTS. AND WE'RE NOT EVEN IN THE ROOM FOR THAT. THE JUVENILE HAS TO INITIAL AND SIGN THAT

[02:30:05]

WE'RE IN LOCO PARENTAL. OKAY. BUT THAT'S JUST MORE ON THE RECOMMENDATION SIDE, NOT THE.

AND SO HOW DOES THIS APPLY TO AN OUTSIDE AGENCY WHO NEEDS TO INTERVIEW A STUDENT OR IN THIS CASE AN ADULT STUDENT? YES. SO AN OUTSIDE AGENCY WOULD CONTACT OUR DEPARTMENT AND REQUEST TO INTERVIEW THE STUDENT. WE TYPICALLY DON'T ALLOW THAT TO HAPPEN UNLESS IT'S EXIGENT CIRCUMSTANCES, PRIMARILY BECAUSE IT TAKES A STUDENT OUT OF CLASS, TAKES THEM AWAY FROM INSTRUCTIONAL TIME. WE WOULD IF IT WAS NECESSARY TO DO THAT AGAIN, WE'RE GOING TO CONTACT THE PARENT, EVEN THOUGH IT'S NOT US DOING THE INTERVIEW, WE'RE GOING TO CONTACT THE PARENT AND LET THEM KNOW THAT THERE'S ANOTHER AGENCY THAT'S HERE TO THAT'S ASKING TO INTERVIEW THEIR STUDENTS. OKAY. ALL RIGHT. WELL THANK YOU, CHIEF. MISS JONES, YOU HAD ANOTHER QUESTION. YES.

I'M SORRY I MISSED MY QUESTION. SO. SO AS FAR AS ADMINISTRATORS, WHAT TYPE OF TRAINING IS PLANNED ON THIS POLICY UPDATE? I MEAN, HOW ARE ADMINISTRATORS BEING TRAINED AND HOW DO YOU PLAN ON MONITORING THE COMPLIANCE WITH THIS POLICY? SO PART OF MAKING SURE THAT WE ARE COMPLIANT IS PARTNERING WITH CHIEF AND HIS STAFF TO MAKE SURE THAT ADMINISTRATORS HAVE AN UNDERSTANDING OF ONE. WHEN CAN WE RELEASE STUDENTS TO LAW ENFORCEMENT TO INTERVIEW? WHEN SHOULD WE NOTIFY CENTRAL OFFICE? AND SO PART OF NOT JUST OUR ANNUAL TRAINING, BUT PART OF OUR PROFESSIONAL LEARNING FOR PRINCIPALS IS UPDATING THEM ON POLICY CHANGES AND SO IF AND WHEN THIS POLICY IS UPDATED AND UPCOMING FOCUS ON LEARNING MEETING, WE WILL TALK TO THEM ABOUT THIS. AND THEN THE DEPARTMENT OF STUDENT AFFAIRS HAS A CHECKLIST THAT PRINCIPALS FOLLOW ANYTIME WE HAVE LAW ENFORCEMENT. SO WE WILL UPDATE THAT CHECKLIST AS WELL OKAY. SO YOU'RE GOING TO ALSO ADDRESS IT ON A PROCEDURAL LEVEL. YES MA'AM OKAY. THANK YOU. THANK YOU MISS JONES. MISS HANNAN. YES. SO I JUST WANT TO POINT OUT TO TRUSTEES THAT THE LEGAL POLICY, EVEN THOUGH WE DON'T HAVE IT HERE BEFORE WE VOTE ON IT. SO MAYBE THAT'S SOMETHING THAT YOU GUYS COULD MAKE SURE TO PROVIDE BECAUSE IT DOES REFER QUITE A BIT TO THE FAMILY CODE. AND THAT'S CHAPTERS 261 AND 262. AND SO THAT WAS RECENTLY UPDATED IN JUNE OF 2023. AND SO THAT'S PROBABLY WHAT INSPIRED THESE VERY MINIMAL UPDATES, CHANGING, YOU KNOW, REQUESTS TO DESIRES AND PARENT, YOU KNOW, MAKING IT SINGULAR TO PLURAL AND THEN ADDING ANOTHER REFERENCE TO FOA, WHICH, WHICH REFERS BACK TO THE EDUCATION CODE. BECAUSE THIS POLICY HAS GONE PRETTY MUCH I MEAN, IT'S GONE UNCHANGED. IT WAS UPDATED IN 2009 AND THEN AGAIN IN 2015, AND THEN

[02:35:04]

AND TRUSTEE HAMILTON, YOU CAN CORRECT ME IF I'M WRONG HERE. IT WASN'T REALLY ANYTHING THE POLICY COMMITTEE CHANGED. THEY WERE JUST SOME SOME CHANGES THAT LEGAL BROUGHT TO US. AND AGAIN, I'M GUESSING THAT ALIGNS TO THE CHANGE THAT CAME OUT IN THE LEGAL PORTION OF THE POLICY.

AGAIN, WHICH EXPLAINS ACTUALLY SOME OF THE QUESTIONS THAT THAT CHIEF ANSWERED. BUT THEY'RE THERE IN WRITING FOR ANYBODY THAT WANTS TO READ THAT. THANK YOU. THANK YOU, MR. HANNAN. YEP.

OKAY. DOES ANYONE HAVE ANY QUESTIONS ON THE Q A? THANK YOU CHIEF. APPRECIATE IT. ALL RIGHT.

NEXT UP JUST I JUST WANT TO POINT OUT THAT IF YOU'RE FOLLOWING ALONG WITH THE AGENDA THAT'S PLACED AT YOUR SEAT, THAT AGENDA IS INCORRECT. SO THE AGENDA THAT WAS POSTED AND IS CORRECT IS THE ONE THAT'S IN YOUR BOARD BOOK. YEAH. OKAY. SO NEXT IS NINE D WHICH IS FIXED RATE BOND ORDER FOR NEW MONEY AND REFUNDING BONDS AND COMMERCIAL PAPER. ARE THERE ANY QUESTIONS ON THIS MISS HANNAH DID YOU HAVE OKAY, OKAY OKAY. NEXT UP IS NINE E VARIABLE RATE

[9.E. Variable Rate Bond Order for New Money and Refunding Bonds and Commercial Paper]

[9.F. Conversion Order for Series 2020B Bonds]

[9.G. Bond Reimbursement Resolution]

DOES ANYONE HAVE QUESTIONS ON THIS ITEM? NINE H IS INVESTMENT POOL RESOLUTIONS. DO WE HAVE

[9.H. Investment Pool Resolutions]

[9.I. First Quarter Financials]

[9.J. 2025-26 Staffing]

SO I'M SORRY ABOUT THAT. THAT DIDN'T GET IN HERE. AND SO THE IT'S ABOUT THE COST ASSOCIATED WITH HURRICANE BERYL AND IT I KNOW YOU'RE WORKING WITH THE INSURER. ARE YOU SAYING THAT THE 6.5 MILLION WOULD BE BEFORE REIMBURSEMENT FROM INSURANCE OR THAT'S WHAT WE'RE GOING TO INCUR LIKE WITH DEDUCTIBLES AND WHATEVER WE'RE SUPPOSED TO THESE ARE THE CURRENT COSTS THAT WE EXPECT TO PAY OUT OF WHICH SOME COULD POTENTIALLY BE REIMBURSED THROUGH PROPERTY INSURANCE OR FEMA. BUT WE DON'T WE DON'T KNOW AT THIS POINT. WE HAVE RECEIVED THE INITIAL ESTIMATE FROM THE INSURANCE COMPANY. BUT THE SHORT ANSWER IS WE DON'T HAVE A FULL COME ALL OUT OF OUR POCKET. OR IT COULD THAT COULD BE REDUCED. I WOULD SAY WE KNOW THAT ALL OF IT WILL NOT COME OUT OF OUR POCKET, BUT WE DON'T KNOW AT THIS POINT FULLY WHICH PORTION WILL NOT. OKAY. THANK YOU. THANK YOU, MISS HANNON. SO WE WERE ON NINE J THE 2526 STAFFING MISS JONES. OKAY. SO I WAS LOOKING AT ALL THE POSITION TYPES AND I HAVE NO QUESTION NO ISSUES WITH THIS. I WANTED TO KNOW IS THERE A ROOM? IS THERE A ROOM FOR WRAPAROUND. SO THIS POSITION BECAUSE OF THAT AREA, IS THERE A ROOM FOR ONE FOR THAT POSITION? LET ME START WITH THE POSITIONS THAT WE ARE REQUESTING NOW ARE THOSE THAT ARE NEEDED IMMEDIATELY FOR THE PREPARATION OF OPENING THAT SCHOOL. OKAY.

WITH THE POSITION THAT YOU JUST MENTIONED, WOULD BE ONE THAT WOULD BE HANDLED MORE THROUGH STAFFING GUIDELINES OR THROUGH THE CAMPUS ALLOCATION. AND SO I WOULD SAY THAT IS THERE TIME TO STILL CONSIDER THAT? YES, THERE IS, BUT THIS IS MAKING SURE THAT THE PRINCIPAL, THE ATTENDANCE

[02:40:04]

PLEASE DON'T LEAVE THAT OUT BECAUSE IT'S GOING TO BE GREATLY NEEDED AS WELL. THANK YOU, MISS

[9.K. Bond 2023 Program Contingency]

[9.L. Review of proposed expenses that exceed $50,000: Specifically for:]

BUT MY QUESTION THAT I INTENDED TO ASK WAS BECAUSE IF MY MEMORY IS CORRECT, IT WAS TWO PER HIGH SCHOOL, ONE PER MIDDLE SCHOOL, AND JUST HOW WILL THAT BE DEPLOYED? DO YOU KNOW, DO WE HAVE THE STAFF TO MAN THAT? IS THAT AN EVERYDAY THING? WHAT IS WHAT IS THAT GOING TO LOOK LIKE.

YEAH. GOOD QUESTIONS. SO AT THIS POINT WE HAVEN'T FINALIZED EVERY DETAIL OF THAT. WE ARE WORKING WITH THE WITH THE TEAM, WITH DSL, WITH COMMUNICATIONS TO DEVELOP ALL ALL THE, THE, THE FINE POINTS OF THAT, THE INTENT AT THIS POINT, WITH TWO AT EVERY HIGH SCHOOL AND ONE AT EVERY MIDDLE SCHOOL, IS TO GIVE THEM A TOOL TO HELP DETER AND DETECT WEAPONS ON THE CAMPUS. IT'S NOT INTENDED TO BE USED EVERY DAY AT EVERY ENTRANCE. THERE'S NO WAY WE CAN DO THAT. WHAT WE WANT IS THE ABILITY AT THOSE CAMPUSES WHEN WE HAVE A SERIES OF THREATS OR JUST ON A RANDOM BASIS, IS TO USE THOSE TO LET PEOPLE KNOW THAT WE'RE LOOKING FOR THEM. RIGHT, TO LET THE STUDENTS KNOW THAT WE'RE LOOKING FOR WEAPONS AND IF WE HAVE SPECIFIC THREATS, THEN WE HAVE THOSE TOOLS ON HAND RIGHT NOW. I'M SORRY, I'M JUST BEEN HOARSE FROM THIS LAST WEEKEND. THE AND NOT HAPPY ABOUT IT. BUT THIS YOU KNOW, WE EXPERIENCED A SERIES OF THREATS RECENTLY AND WE HAD TO MOVE DETECTORS FROM THE ATHLETIC FACILITIES TO A CAMPUS TO BE ABLE TO RUN SOME. AND SO AT $17,000 A SET, WE ARE VERY CAUTIOUS ABOUT MOVING AS, AS LITTLE AS POSSIBLE. AND SO WE JUST WANTED TO GIVE THE CAMPUSES THE TOOLS, ANOTHER TOOL IN THEIR TOOLBOX TO HELP DETER AND DETEC.

AND AGAIN, I'M SORRY, WHEN WE LOOK AT UTILIZING THESE, IT COULD BE A ONCE A WEEK. IT COULD

[02:45:06]

OKAY. THANK YOU CHIEF. AND THEN MAYBE IF I COULD ASK DOCTOR SMITH ONCE THERE, YOU KNOW, ONCE A PLAN IS FLESHED OUT, MAYBE THAT CHIEF COULD GIVE US A CLOSED SESSION UPDATE ON THAT.

THANKS AGAIN. ABSOLUTELY. THANK YOU, MISS HANNAH. MR. CHIEF. CHIEF, IS THIS IS THIS A SMART, LIKE, AI BASED WEAPON DETECTION OR JUST KIND OF LIKE A MORE ADVANCED METAL DETECTOR? YEAH, IT'S NOT AI NECESSARILY. IT'S. IT'S WHAT WE CALL A PASS THROUGH METAL DETECTOR. IF YOU'VE BEEN TO A VARSITY FOOTBALL GAME OR VOLLEYBALL OR BASKETBALL, YOU'VE SEEN THEM. WE'VE BEEN USING THEM SINCE 2022 HERE IN THE DISTRICT. THESE WERE DESIGNED TO BE A SCALABLE SYSTEM. WE WANTED TO BUY A FEW OF THEM AND TRY THEM. AND LIKE I SAID, WE ORDERED THE FIRST ONES. THE BOARD APPROVED IT, I BELIEVE, IN JULY OF 2022, AND WE BOUGHT THEM SHORTLY AFTER THAT. AND STARTED USING THOSE AT ATHLETIC EVENTS. ARE THESE THE OPEN GATE? THEY'RE THE OPEN GATE. OKAY, OKAY. YES. I FIGURED NOW HAVE HAVE YOU LOOKED INTO. SOMETHING A LITTLE SMARTER LIKE, YOU KNOW, THE THERMAL SCREENING OR ANYTHING OF THAT NATURE. A LOT OF CASES, THOSE MIGHT TIE INTO OUR CURRENT SECURITY CAMERA SYSTEMS ALSO. YEAH, ABSOLUTELY. WE HAVE LOOKED INTO THOSE THE PROBLEM AND KIND OF PIGGYBACKING OFF OF WHAT MISS HANNAN SAID, THE, THE THEY'RE NOT THEY'RE NOT AS PORTABLE AS THE OF THE OPEN GATES WHERE WE CAN JUST PICK THEM UP AND MOVE THEM TO WHERE WE NEED TO AROUND THE SCHOOL.

AND IF WE'RE ONLY ORDERING TWO PER HIGH SCHOOL AND ONE PER MIDDLE SCHOOL, THEY'RE GOING TO BE A LITTLE BIT MORE PERMANENT. THE ONES THAT ARE AI AND HAVE THE LAPTOPS THAT ARE KIND OF CONNECTED TO THEM AND THEY TAKE PICTURES AND VIDEO AND THINGS LIKE THAT AND SEND MESSAGES.

THOSE ARE KIND OF EVEN THOUGH THEY'RE CONSIDERED PORTABLE, THEY'RE REALLY KIND OF ONCE YOU ONCE YOU PUT THEM UP, YOU DON'T WANT THEM, YOU DON'T WANT TO MOVE THEM A WHOLE LOT. AND SO WE FIGURED FOR WHAT WE'RE USING THESE FOR, THESE WOULD BE A BETTER OPTION FOR A SHORT TERM MOBILE PLATFORM. AND MY LAST QUESTION, HOW MUCH HAVE YOU GUYS FOUND UTILIZE AN OPEN GATE. YES.

SO IT'S REALLY WE HAVEN'T NECESSARILY FOUND A TON OF WEAPONS BECAUSE I THINK THE DETERRENCE FACTOR IS THERE. WHAT WE HAVE FOUND AND WHAT I'VE PERSONALLY SEEN IS AT A FOOTBALL GAME, LET'S SAY, ESPECIALLY WHEN WE STARTED USING THEM BEFORE WORD WAS OUT THAT WE HAD THEM, PEOPLE WOULD WALK UP TO THE GATE AND THEY WOULD SEE THEM, AND THEY WOULD TURN AROUND AND WALK BACK OUT TO THEIR CAR. AND SO YOU CAN KIND OF INFER WHAT THEY'RE WHAT THEY'RE DOING. BUT WE WE'VE USED THEM AT, AT GRADUATIONS. THIS LAST YEAR WE HAD 12 OPERATING AT GRADUATIONS, AND WE RAN 58,000 PEOPLE THROUGH IN 11 HIGH SCHOOL GRADUATIONS. AND OUR AVERAGE WAIT TIME IN LINE WAS THREE MINUTES AFTER THE DOORS OPEN. SO WE WE'VE WE'VE TRIED THESE, WE'VE TESTED THEM AGAIN. WE'VE HAD THEM SINCE 2022. THEY'VE THEY'VE WORKED REALLY WELL FOR US. THEY DO HAVE A FEATURE ON THEM WHERE WE CAN CAPTURE THE PASS THROUGH. AND THAT'S HOW WE KNOW HOW MANY PEOPLE HAVE COME THROUGH. WE CAN CONNECT THESE TO OUR PHONES AND WE CAN SEE HOW MANY PEOPLE ARE COMING THROUGH THE DETECTORS. AND SO THAT'S BEEN THAT THAT IS SOMETHING THAT'S BEEN VALUABLE

[02:50:03]