Feb 10, 2025 Called Meeting & Agenda Review

[1. Call to order]

[00:00:08]

MAY A 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 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 6:01 P.M. AND THIS MEETING IS HEREBY CALLED TO ORDER. WE HAVE THE PRESENCE OF THE QUORUM ATTENDING IN PERSON, AND NOTICE OF THE MEETING HAS BEEN POSTED ONLINE AND AT THE FORT BEND ISD ADMINISTRATION BUILDING FOR AT LEAST 72 HOURS. IF YOU WILL ALL STAND FOR THE PLEDGE OF ALLEGIANCE, THAT WILL BE DONE BY OUR BOARD VICE PRESIDENT, MR. RICK GARCIA, AND REMAIN STANDING FOR A MOMENT OF SILENCE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. HONOR THE TEXAS FLAG. PLEDGE ALLEGIANCE TO THE TEXAS ONE STATE UNDER GOD, ONE AND INDIVISIBLE. PLEASE REMAIN STANDING FOR A MOMENT OF SILENCE. YOU MAY BE SEATED. FIRST UP THIS

[3. Information]

THIS EVENING IT'S OUR PLEASURE TO BRING TO YOU A BOARD BOND UPDATE. THIS EVENING, YOU'LL HEAR INFORMATION ON OUR CONSTRUCTION AND MEP PACKAGES. AND THEN THAT WILL BE FOLLOWED WITH A FINANCIAL UPDATE. YOU'LL HEAR FIRST FROM MR. DAN BANKHEAD. THAT'LL BE FOLLOWED BY OUR CFO, MR. BRIAN GWYNN. SO NOW, MR. BANKHEAD. GOOD EVENING, PRESIDENT HASSAN.

BOARD MEMBERS AND MISS HERNANDEZ. GOOD MEAT. MARTINEZ FOR TODAY'S BOARD CONSTRUCTION UPDATE. I'LL BRIEFLY DISCUSS THE STATUS OF THE 2018 BOND, AND THEN PROVIDE THE UPDATE ON SEVERAL OF OUR MAJOR 2023 BOND PROJECTS, AS WELL AS A FEW OF OUR RENOVATION PROJECTS. THE 2018 BOND PROGRAM IS WINDING DOWN, AND WE ARE CONTINUING TO CLOSE OUT PROJECTS. CURRENTLY, THERE ARE SEVEN ACTIVE PROJECTS IN THE DESIGN, PROCUREMENT AND CONSTRUCTION PHASE. A DECREASE FROM NINE LAST QUARTER. NINE PROJECTS WE'VE COMPLETED WORK ON 30 PROJECTS THAT ARE NOW IN THE PROCESS OF ADMINISTRATIVE AND FINANCIAL CLOSEOUT, AND ALSO 26 PROJECTS HAVE BEEN FINALIZED AND FULLY CLOSED OUT, INCLUDING FOUR ADDED IN JUST THIS LAST QUARTER. OH, LET ME SEE. GO BACK. EXCUSE ME. NOW, I'D LIKE TO HIGHLIGHT A FEW OF OUR ACTIVE 2018 BOND PROJECTS THAT ARE WRAPPING UP CONSTRUCTION. LET'S START WITH A PROJECT THAT MIGHT JUST MAKE YOU SMILE A LITTLE BIT. BUCKEYE ELEMENTARY SCHOOL OPENED IN AUGUST OF 2023 AS ONE OF THE FINAL STAGES OF THIS PROJECT.

EIGHT GRAPHIC PANELS LIKE THE TWO YOU SEE ON THE LEFT, ARE BEING INSTALLED THROUGHOUT THE INTERIOR OF THE SCHOOL. I WANTED TO CALL ATTENTION TO THE CUTE LITTLE TIGERS AND THEY ARE ALL THROUGHOUT THE CAMPUS. ADDITIONALLY, WE'RE ADDING SIX SCHOOL ZONE SIGNS AT THOMAS FERRY ROAD TO HELP THE TRAFFIC WITH TRAFFIC AND SAFETY. AND WE'RE MAKING A COUPLE OF INTERIOR SAFETY UPGRADES IN THE LOBBY AND RECEPTION AREA. ANOTHER ONE OF OUR PROJECTS IS OF 2018 THAT'S FINISHING UP IS THE PACKAGE 2021, WHICH IS THE TURF AND ATHLETICS PROJECT. IT

[00:05:08]

AT THE BOARD MEETING IN AUGUST, WE REVIEWED THE DESIGN OF THE CLEMENS HIGH SCHOOL REBUILD PROJECT AND THE START OF THE FIRST PHASE OF WORK. SINCE THEN, THE CONTRACTOR HAS FINISHED THE SITE DEMOLITION. THEY'VE STARTED CONSTRUCTION PHASES OF THE WORK, INSTALLED UNDERGROUND UTILITIES, AND HAVE ALMOST COMPLETED THE WORK. WORK IN PREPARATION FOR THE BUILDING PAD. ALSO, SEVERAL TEST PIERS HAVE BEEN DRILLED AROUND THE SITE. IN THE LOWER RIGHT IMAGE, YOU'LL NOTICE THE WORKERS ARE PREPARING STEEL CAGES FOR REINFORCING THE CONCRETE PIERS THAT WILL BE FOR THE FOUNDATION. YOU MAY HAVE NOTICED ALSO THAT THOSE STEEL RODS ARE QUITE LONG. THAT'S BECAUSE THE PIERS AND THEIR REINFORCING CAGES WILL EXTEND AN AVERAGE OF 30FT BELOW THE SURFACE. THAT'S THE EQUIVALENT OF A TWO STORY BUILDING GOING UNDERGROUND. THE CONTRACTOR WILL BE INSTALLING MORE THAN 2000 OF THESE FOUNDATION PIERS ACROSS THE SITE TO SUPPORT THE NEW HIGH SCHOOL. TWO OF OUR 2023 BOND PROJECTS ARE BOTH IN THE PROCESS OF ERECTING STEEL FOR THEIR STRUCTURAL FRAMES. IN THE IMAGE AT THE BOTTOM LEFT, THE CONTRACTOR FOR THE FERNDALE HENRY ELEMENTARY SCHOOL HAS NEARLY COMPLETED THE INSTALLATION OF THE STEEL STRUCTURE FOR THE KINDERGARTEN EXTENDED DAY EDITION, WHILE THE STEEL ERECTION FOR THE LIBRARY AND CAFETERIA ADDITION IS FOLLOWED CLOSELY BEHIND. AS SHOWN IN THE LOWER MIDDLE IMAGE, MIDDLE SCHOOL 16 IS ALSO IN THAT PROCESS. THE NOTICE TO PROCEED FOR THIS PROJECT WAS ISSUED IN AUGUST OF 2024, AND THE PROJECT HAS ALREADY REACHED APPROXIMATELY 25% COMPLETION.

THE FIRST FLOOR CONCRETE SLAB FOR THE CENTRAL ADMINISTRATION AREA AND TWO OF THE CLASSROOM WINGS HAVE ALREADY BEEN POURED, AND THE STRUCTURAL STEEL FOR THE FIRST AND SECOND FLOOR OF ONE OF THOSE CLASSROOM WINGS HAS BEEN ERECTED. IN FACT, LAST WEEK THEY BEGUN INSTALLING THE STEEL IN THE CENTRAL ADMINISTRATION AREA AS WELL. THIS CAMPUS IS SCHEDULED TO OPEN FOR STUDENTS IN AUGUST OF 2026. IN OUR LAST UPDATE FOR THE NEXT TWO PROJECTS, WE WERE HIGHLIGHTING THE TOPPING OUT OF THE STEEL STRUCTURE. THE. BOTH PROJECTS HAVE PROGRESSED CONSIDERABLY AND SIGNIFICANTLY SINCE THEN. ALDRIDGE ELEMENTARY SCHOOL IS ALMOST COMPLETELY CLOSED IN, WITH THE INITIAL LAYERS OF THE EXTERIOR WALL IN PLACE COATED TO SEAL OUT WEATHER, AND MOST OF THE WINDOWS HAVE BEEN INSTALLED. INSTALLATION OF THE BRICK EXTERIOR. THE EXTERIOR BRICK IS UNDERWAY. IN FACT, BRICK WORK ON THE IN COURTYARD. AS YOU LOOK AT THE UPPER LEFT PICTURE BRICK WORK AND MOST OF THAT COURTYARD IS ALMOST COMPLETE, AND A LOT OF THE MAINSTREAM ALONG THE BLUE

[00:10:03]

EVEN IN SEVERAL AREAS OF THE BUILDING INTERIOR HAS STARTED ALSO. FINALLY, I WANTED TO TALK ABOUT. WE HAVE A COUPLE OF RENOVATION PROJECTS. WE HAVE 15 THAT ARE CURRENTLY IN CONSTRUCTION, SO I WANT TO CONCLUDE MY UPDATE WITH TALK TOUCHING ON A FEW OF THOSE. THE UPPER LEFT IS OUR PLAYGROUND, A PICTURE OF OUR PLAYGROUND UPDATES PROJECT, WHAT WE CALL OUR BID PACKAGE 19. THE PROJECT ENCOMPASSED THE INSTALLATION OF 11 NEW SHADE STRUCTURES, FIVE COMPLETELY NEW PLAYGROUNDS, FOUR CONCRETE HARD TOP PLAY COURTS, AND FOUR WALKING PATHS AT ROUGHLY 13 CAMPUSES. THE PROJECT IS NOW 95% COMPLETE. WE USED A JOB ORDER CONTRACTOR FOR THE EXECUTION OF THIS PROJECT. BOTH PROJECTS ON THE LEFT ARE FROM ARMSTRONG ELEMENTARY. THE MULTI CAMPUS RENOVATION, OUR BID PACK NUMBER 21. AND THAT'S THE IMAGE YOU SEE IN THE MIDDLE UPPER MIDDLE APPROVED BY THE BOARD IN OCTOBER. THIS PROJECT INCLUDES IMPROVEMENTS AT 13 CAMPUSES. THE CONTRACTOR AND OUR TEAM HAVE ALREADY PERFORMED A PRE-CONSTRUCTION SITE WALK OF THE KICK START AREA AT QUAIL VALLEY MIDDLE SCHOOL, WHICH IS WHAT YOU SEE IN THE IMAGE THERE.

THIS PROJECT, THIS RENOVATION WILL INCLUDE NEW ACOUSTICAL CEILING TILE, RESILIENT VINYL TILE FLOORING, CUBBIES, NEW CUBBIES AND WALL MOUNTED MIRRORS, AND THEN ANOTHER KEY PROJECT. ONE OF OUR RENOVATION PROJECT IS THE RESTROOM RENOVATIONS. THAT PROJECT IS APPROXIMATELY 10% COMPLETE. CONSTRUCTION STARTED ON THIS PROJECT IN OCTOBER AS WELL FOR SEVEN OF OUR CAMPUSES. WE ARE PHASING THAT WORK BECAUSE OF HOW EXTENSIVE IT IS. THE BID PACKAGE INVOLVES A RENOVATION UPGRADE OF 246 STUDENT AND STAFF RESTROOMS ACROSS 16 CAMPUSES IN TOTAL. WE ARE PHASING THE CONSTRUCTION ACTIVITIES AT EACH CAMPUS, AND OUR TEAM IS WORKING VERY CLOSELY WITH SCHOOL ADMINISTRATORS TO ENSURE STUDENTS AND TEACHERS ALWAYS HAVE ACCESS TO RESTROOMS. SUBSTANTIAL COMPLETION OF THIS PROJECT IS SCHEDULED FOR JANUARY OF 2026. THE LAST RENOVATION PROJECT I WANT TO HIGHLIGHT IS THE ROOFING PACKAGE BID PACKAGE 34. THIS PROJECT INVOLVES ROOF REPLACEMENT AND REPAIRS, PLUS IMPROVEMENTS TO THE BUILDING ENVELOPE. AND AS THE IMAGE YOU SEE AT THE BOTTOM MIDDLE AT 12 CAMPUSES, THE CONTRACTOR IS USING WHAT WE CALL A COLD APPLIED ROOFING MATERIALS AND ROOFING METHOD TO MINIMIZE THE ODORS AND DISRUPTIVE SOUNDS DURING THE INSTALLATION. ROOF REPLACEMENTS HAVE STARTED AT TWO OF THE CAMPUSES ALREADY, AND THOSE ARE SUGARLAND MIDDLE SCHOOL AND AUSTIN HIGH SCHOOL. JUST BY THE WAY, THE BOARD APPROVED THIS PROJECT IN JUNE OF 2024. JUST FOR REFERENCE, RIGHT. WELL, THIS CONCLUDES MY UPDATE FOR THE BOND PROGRAM CONSTRUCTION, AND I'D LIKE TO NOW TURN IT OVER TO MR. GWYNNE TO TALK TO YOU ABOUT THE FINANCIALS. GOOD EVENING. MEMBERS OF THE BOARD. MADAM VICE PRESIDENT AND BOARD MEMBERS. I'LL WALK YOU NOW THROUGH THE FINANCIAL COMPONENT OF THE BOND PRESENTATION. I'LL START OUT WITH OUR APPROVED BUDGET IS 100 AND OR $1.26 BILLION. THIS IS BASED ON THE AMOUNT THAT HAS BEEN AUTHORIZED BY VOTERS. TO DATE, WE HAVE $491.8 MILLION

[00:15:02]

LASTLY, AS DAN TOUCHED ON EARLIER, WE HAVE ABOUT 16% OF OUR PROJECTS IN THE 23 BOND THAT DO NOT HAVE CURRENT COST ESTIMATES OR UP TO DATE INFORMATION. SEVEN OF THOSE HAVE BEEN RECEIVED SINCE JANUARY OF 2025. AND SO PROGRESS HAS BEEN MADE ON THOSE. AND I BELIEVE WE ANTICIPATE HAVING FULL COST ESTIMATES ON THOSE BY THE END OF MARCH. AND THAT CONCLUDES OUR PRESENTATION, AND WE'LL BE HAPPY TO ANSWER ANY QUESTIONS THAT THE BOARD MAY HAVE. THANK YOU, MR. GWEN AND MR. BANKHEAD. MR. GARCIA, THANK YOU. SO ON THE REMAINING 16% OF CONTRACTS THAT ARE WE SEEING COSTS COMING IN? WITHIN BUDGET, ARE WE SEEING COSTS COMING IN? BECAUSE I KNOW THAT WAS A IT WAS A CHALLENGE. AND THEN OBVIOUSLY WITH FERNDALE, HENRY, WE SAW SOME COSTS COMING IN OVER WITH THE FFA. ARE WE STARTING TO SEE THAT STABILIZE. ARE WE SEEING COSTS COMING IN WITHIN BUDGET. ARE THEY STILL KIND OF MIXED TRUSTEE. WE ARE REALLY SEEING A TRUE MIX OF RESULTS. WE ARE GETTING MORE BIDDING AND MORE COMPETITION IN OUR BIDDING. AND SO THAT'S RESULTED IN SOME PROJECTS COMING UNDER BUDGET. A LOT OF OUR PROJECTS THAT INVOLVE MECHANICAL WORK AND HVAC WORK STILL IS COMING IN HIGH, BECAUSE THAT MARKET AND THE EQUIPMENT IS STILL SUFFERING. SOME OF THE HIGH COSTS THAT EVERYTHING ELSE IS. AND FOR BOND 2018, THE PROPOSED ADDITIONS TO CONTINGENCY IS THAT THE 19,000. IS THAT THE WITH THE BOND BY THE NUMBERS THE ONE OF THE FIRST SLIDES THE SEVEN ACTIVE PROJECTS AND THEN THE ONES THAT ARE IN CLOSE OUT, IS THAT ASSUMING ONCE THESE PROJECTS ARE DONE, THIS IS APPROXIMATELY HOW MUCH CONTINGENCY WE'LL HAVE LEFT. IS THAT WHAT THAT'S FROM, THE 19,000? DOES THAT MAKE SENSE THAT I BELIEVE I UNDERSTAND THE QUESTION. YES, SIR. AND SO THIS WOULD BE FROM PROJECT CLOSEOUTS RELEASING THE BUDGET FOR THOSE AND PLACING IT WITHIN CONTINGENCY. SO THAT NUMBER WILL FLUCTUATE BASED ON THE REMAINING SEVEN ACTIVE PROJECTS. RIGHT. THIS IS SHOWING THE ADDITIONS TO. AND SO NEXT MONTH, THAT MONTH THAT I'M GOING TO GO BACK ONE SLIDE NEXT MONTH THAT WOULD AMOUNT WOULD BE REFLECTED IN THE CONTINGENCY AMOUNT. AND THE REVISED AMOUNT FOR WHATEVER PROJECTS ARE CLOSED OUT OR INTEREST EARNINGS HAVE BEEN ADDED TO THAT WOULD BE PLACED IN THAT COLUMN INSTEAD. THANK YOU. AND REGARDING CLEMENTS, IS EVERYTHING MOVING ALONG THERE? I'VE HEARD THAT WE'RE WAITING ON PERMITS. AND, YOU KNOW, OBVIOUSLY PEOPLE DRIVE BY AND THEY DON'T SEE NO PROGRESS. SO I WAS LIKE, WELL, THEY'RE PROBABLY DIGGING DOWN AND NOT THEY'RE GOING DOWN AND NOT UP. SO THAT'S WHAT IT SOUNDS LIKE. BASICALLY YOU'RE DIGGING THAT'S BASICALLY SOUNDS ON YOUR ON YOUR PRESENTATION. SO BUT EVERYTHING IS MOVING ALONG WITH WITH CLEMENTS. WE'RE STILL ON TRACK FOR OPENING THAT SCHOOL. WAS IT 27. YES IT IS 27. AND WE DID RECEIVE ALL OUR PERMITS THAT WE NEEDED TO DO OUR EXCAVATION FOR THE PIER DRILL. OKAY. THANK YOU.

AND ONE MORE QUESTION. I DON'T THINK THAT YOU PROBABLY HAVE THE ANSWER NOW, BUT I WOULD LIKE TO GET AN UPDATE ON OUR CURRENT STAFFING PLAN. I KNOW THAT WE'VE SPOKEN PREVIOUSLY ABOUT HIRING MORE IN-HOUSE, LIKE OUR ESTIMATORS AND PROJECT MANAGERS. AND SO I KNOW THAT THERE'S A HYBRID MODEL THAT WE'RE EMPLOYING WITH WITH OUTSIDE CONTRACTORS, WITH JACOBS AND THEN IN-HOUSE. AND SO I WOULD LIKE TO GET A KIND OF AN UPDATE ON WHERE WE ARE, I THINK. I CAN'T REMEMBER WHEN IT WAS SOMETIME EARLIER IN THE YEAR, MAYBE LAST YEAR, I THINK THERE

[00:20:02]

WE WEREN'T QUITE SURE AT THE TIME WHAT THE DEPTH AND BREADTH OF OUR REQUIREMENTS WOULD BE.

AND SO THERE WERE THERE WAS FUNDING SET ASIDE WITHIN THE BOND TO ADDRESS THOSE POTENTIAL ITEMS. BUT OTHER THAN PROGRAM CONTINGENCY AND THAT I DON'T BELIEVE WE HAVE ANY OTHER SPECIFICALLY CALLED OUT. BUT OF COURSE WE'LL GO BACK IN. OKAY. IF THERE IF THERE ARE, I JUST HAD TO STOP BECAUSE I WAS LIKE, YOU KNOW, THEN, OKAY, SO THIS IS A DIFFERENT QUESTION. AND MAYBE THIS IS FOR MISS MARTINEZ OR MISS BROWN. SO PROBABLY A YEAR AND A HALF AGO, I JUST ASKED IF WE COULD CONSIDER TAKING DOWN THE. BECAUSE CLEMENS HAS A TON OF BOND SIGNS. IT'S PRETTY CLEAR WHAT'S HAPPENING AT CLEMENS. BUT THERE IS ONE THAT BLOCKS THE MARQUEE LIKE IT BLOCKS THE MARQUEE. YOU CANNOT SEE THE MARQUEE, AND I DO THINK PEOPLE ACTUALLY USE THAT TO SEE WHAT'S GOING ON. I MEAN, IF THE MARQUEE IS STILL WORKING, I DON'T KNOW BECAUSE I CAN'T SEE IT. WHEN YOU DRIVE UP TO THAT STOP SIGN. SO JUST, YOU KNOW, FOR YOUR CONSIDERATION, BECAUSE THERE IS THERE THERE ARE THERE'S A SIGN IN THE FRONT, THERE'S A SIGN ON THE SIDE, AND THEN THERE'S A SIGN THAT'S BEEN BLOCKING THE MARQUEE SINCE SINCE THE BOND PASSED. WELL, WE CAN DEFINITELY LOOK AT RELOCATING THAT SIGN. OKAY. THAT WOULD TAKE A LOOK AT THAT RIGHT AWAY. THANK YOU.

THANK YOU, MISS HANNAN. MISS JONES. THANK YOU MR. AGAIN GWEN. THANK YOU, MR. BANKHEAD. I ONLY HAVE ONE QUESTION ABOUT THE PLAYGROUNDS. HOW MANY OF THOSE PLAYGROUNDS ARE CONSIDERED SPARK PARKS? ARE ANY OF THEM SPARK PARKS? NO, WE DON'T BELIEVE THERE ARE ANY THAT ARE CONSIDERED SPARK PARKS THAT WERE PART OF THIS WORK THAT WE DID. OKAY, THE REASON WHY I'M ASKING IS BECAUSE I'M SURPRISED HOW I KNOW SOME AREAS OF OUR DISTRICT HAVE SPARK PARKS, AND OTHERS DO NOT. AND I'M LIKE, I AGREE WITH UPGRADING THE PLAYGROUNDS, BUT I THINK THAT IT WOULD BE GOOD IF WE ALSO INTEGRATED SPARK INTO OUR PLAYGROUNDS AS WELL. SO THAT'S MY ONLY QUESTION. YES, MA'AM. JUST TO BE CLEAR, WE DO HAVE SEVERAL. EXCUSE ME, WE DO HAVE SEVERAL SPARK PARKS, BUT NONE OF OUR BOND FUNDS WERE USED TO UPGRADE OR RENOVATE SPARK PARKS. ALL THE BOND FUNDS WERE

[00:25:06]

[00:30:04]

SINCE I'VE BEEN TALKING FOR A LONG TIME. SO THERE ARE MAINTENANCE PROJECTS THAT CAN BE FUNDED BY EITHER THE BUDGET OR BY BOND FUNDS. CORRECT? THE ANSWER IS YES, BUT THERE IS A BIG ASTERISK ON THAT. YES THAT I CAN GO INTO AFTER YOU FINISH. OKAY. DO YOU WANT TO GO AHEAD.

AND YES. SO TYPICALLY THE MAJOR MAINTENANCE TYPE ITEMS THAT WOULD BE FUNDED OUT OF O&M OR O&M WOULD BE MINOR TYPE MAINTENANCE. AND SO THIS WOULD BE REPLACING THE AIR FILTERS, PERHAPS THE AIR VENTS, BUT NOT THE MAJOR MECHANICAL SYSTEMS. THE MAJOR MECHANICAL SYSTEMS CAN BE CAPITALIZED. AND TYPICALLY ANY ITEM THAT YOU CAPITALIZE, YOU WANT TO FUND WITH YOUR INS, BECAUSE IT HAS A LIFESPAN OF GREATER THAN TEN YEARS. AND SO WHILE YOU CAN FUND ITEMS OUT OF O&M LIKE THAT, THE BEST PRACTICE IS TO NOT DO THAT. SO YOU RESERVE YOUR O&M FUNDING FOR YOUR EVERYDAY OPERATIONS, PAYING TEACHERS, CLASSROOM MATERIALS AND THINGS LIKE THAT. SO IT'S A COMPLICATED ANSWER TO SAYING, YES, YOU CAN DO IT. IT IS NOT RECOMMENDED, HOWEVER. OKAY. SO AT JUST THE POINT I'M GETTING AT IS AS WE LOOK TO HOPEFULLY BRING AT LEAST ONE OR MORE OF THESE PROJECTS THAT WE'VE ELIMINATED BACK INTO PLAY, I THINK WE HAVE A LOT OF OPTIONS AS FAR AS TRYING TO FUND THOSE PROJECTS. AND SO ONE OF THOSE OPTIONS, I THINK SO JUST IF WE DID, IF WE DID IDENTIFY THAT THE PROJECTED REVENUE SAY FOR NEXT SCHOOL YEAR, WHICH WE'RE IN, I'M SURE YOU'RE IN THE PROCESS ALREADY OF LOOKING AT THAT BUDGET FOR NEXT YEAR. I THINK. SO I THIS ISN'T NECESSARILY MEANT TO DISPARAGE ANYBODY. SO. ADMINISTRATORS AND BOARD MEMBERS, WE ALL HAVE A LOT OF PRIORITIES. WE HAVE WE HAVE A LOT OF PREFERENCES. WE ALL HAVE THINGS THAT WE WANT TO SPEND MONEY ON AS A SCHOOL DISTRICT. AND SO I THINK THE GENERAL PRACTICE GOING BACK OVER THOSE TEN YEARS, LOOKING AT OVER THE PAST DECADE, THE PROPERTY THAT WAS PRIMARILY THE, THE, THE NEW DEVELOPMENT AS WELL AS THE PROPERTY VALUE GROWTH THAT THAT THOSE TWO THINGS IN COMBINATION DROVE THE INCREASED REVENUE WITHIN THE DISTRICT FOR THE MOST PART. AND SO AS REVENUE GROWTH CAME IN HIGHER THAN PROJECTED OR JUST OR WE OR ACCURATE TO PROJECTED, WE HAVE TENDED TO INCREASE SPENDING TO MATCH REVENUE INCREASES. AND SO I THINK BEING IN THE SITUATION THAT WE'RE IN WHERE A YEAR AGO THIS MONTH, WE WERE NOTIFIED FOR THE FIRST TIME THAT THE PROJECTION WAS TO BE 160, $62 MILLION ABOVE BUDGET ON THE 2023 BOND, LESS THAN A YEAR AFTER IT PASSED. AND SO WE'VE WE'VE OBVIOUSLY LOOKED FOR WAYS TO TIGHTEN THE BELT, SO TO SPEAK, WITHIN THE BOND BUDGET. AND SO I JUST THINK IT'S WE'RE IN A SITUATION WHERE THE FUNDING IS SIGNIFICANTLY HIGHER ON A, ON A, ON AN INFLATION AND ENROLLMENT ADJUSTED BASIS VERSUS 11 YEARS AGO. AND SO I THINK THERE IS AN OPPORTUNITY FOR US TO LOOK FOR COST SAVINGS AND THEN SHIFT SOME OF THAT FUNDING TO AT LEAST COVER SOME MAINTENANCE PROJECTS THAT WOULD OTHERWISE POSSIBLY BE COMING OUT OF THE BOND. DOES THAT MAKE SENSE? YES. SO A COUPLE OF THINGS. SO WHAT I

[00:35:03]

[00:40:05]

[00:45:04]

THEY WENT TO THE DIFFERENTIATED STEP AS WELL AS THE RAISES FOR ALL STAFF, AS WELL AS THE $2.5 MILLION THAT ALLOWED US TO ADD THE ARMED SECURITY AT ALL ELEMENTARY CAMPUSES. AND SO ALTHOUGH, YES, WE DID RECEIVE THOSE FUNDS AND WE CONTINUE TO RECEIVE THEM, IT'S NOT THERE ARE NO SAVINGS FROM THAT BECAUSE OF THE ONGOING NATURE OF THOSE COSTS. THE OTHER POINT THAT I WILL MAKE IS THE ONE THAT YOU JUST TOUCHED ON ALSO, AND THAT IS WE DO HAVE THE COST SAVINGS AUDIT THAT IS ONGOING, AND WE DON'T KNOW WHAT POTENTIAL WILL COME OUT OF THAT RELATED TO SOME OF THE ITEMS THAT MR. HAMILTON WAS REFERENCING, WHERE WE MAY HAVE SAVINGS THAT WE CAN REDIRECT BACK INTO RAISES CLASSROOMS. ET CETERA. AND SO THE OUTCOME OF THAT, I THINK, IS EXPECTED PROBABLY IN THE APRIL TO JUNE TIME FRAME, BASED ON THE CONVERSATIONS WE'RE HAVING WITH GIBSON. SO THAT'S ALSO TO BE DETERMINED AND WOULD FEED INTO THIS CONVERSATION. THE LAST THING I WILL ADD IS THAT WE ARE CURRENTLY LOOKING AT THOSE NUMBERS AND PUTTING TOGETHER INFORMATION THAT WOULD WALK THROUGH EXACTLY SOME OF THE THINGS THAT HIGHLIGHT WHAT MR. HAMILTON SAID. BECAUSE LIKE I SAID, AS HE WAS SPEAKING THERE, THERE ARE ACCURACIES IN THOSE NUMBERS, BUT THERE'S ALSO, AS YOU MENTIONED, A BIG PICTURE TO THAT. AND SO AS JUST AS YOU MENTIONED, WE ADDED ADDITIONAL CAMPUSES IN THERE, WHICH WOULD ADD THAT LAYER OF PRINCIPALS, COUNSELORS, ASSISTANT PRINCIPALS, NURSES THAT ARE PART OF EVERY SCHOOL GETS ADDED ON.

AND THAT'S GOING TO ADD TO THE SCHOOL ADMIN TO THE PROFESSIONAL SUPPORT STAFF AT EACH EACH OF THOSE CAMPUSES WOULD BRING ALONG. THAT WOULD INCREASE OUR NUMBER, BUT NOT NECESSARILY HIT ON THE TEACHER SIDE BECAUSE THE TEACHERS ARE ARE THERE WITH THE KIDS. AND SO THE SHORT ANSWER IS WE'RE LOOKING AT THAT. WE'LL HAVE SOME INFORMATION TO SHARE WITH THE BOARD IN THE NEAR FUTURE THAT WILL GIVE SOME ADDITIONAL CONTEXT TO THOSE NUMBERS THAT WERE SHARED. THANK YOU, MISS HAMMOND. MISS JONES. I'M STILL STUCK ON THE PARK. IT'S THE PLAYGROUNDS, SO I JUST KIND OF HIT ME AS TRUSTEE. HAMILTON WAS TALKING, AND I'M THINKING ABOUT ALDRIDGE MISSION ELEMENTARY AND FERNDALE ARE THOSE ARE GOING TO BE SLATED FOR SPARK PARKS. IS THERE A PUSH FOR THAT? BECAUSE THEY WOULD BE PRETTY MUCH A TARGETED COMMUNITY FOR HAVING SPARK TO COME IN FOR THEIR PLAYGROUNDS. YEAH. SO AS A AS A REMINDER ON THE SPARK PARKS, TYPICALLY THAT IS AN APPLICATION PROCESS THAT THE DISTRICT HAS TO GO THROUGH. I CAN'T SPEAK SPECIFICALLY TO THE WHAT THEIR PROCESS IS, BUT TYPICALLY THOSE HAVE BEEN EXISTING CAMPUSES. THE PRINCIPAL IS THE ONE WHO INITIATES THOSE APPLICATIONS. AND SINCE IN THIS CASE, ALTHOUGH IT'S A SLIGHTLY UNUSUAL BECAUSE BOTH MISSION AND ALDRIDGE ARE RE SITES OF EXISTING SCHOOLS, WE HAVE NOT GONE THROUGH THAT PROCESS. THAT'S CERTAINLY SOMETHING WE CAN LOOK INTO. YES. CAN YOU LOOK INTO THAT AS WELL? BECAUSE I THINK IT WOULD BE WONDERFUL IF SPARK ALSO CONTRIBUTED TO THE CONSTRUCTION OF OUR PLAYGROUNDS, RATHER THAN JUST US FUNDING IT. OKAY. AND FERNDALE AS WELL.

OKAY. SO IN RESPONSE TO TRUSTEE HAMILTON AND TRUSTEE HANNON, YOU KNOW, I'M ALWAYS ROOTING FOR THE UNDERDOG. AND SO I UNDERSTAND WHAT HE'S SAYING ABOUT THE ISSUE OF TEACHER PAY. AND IT'S I AM JUST GOING TO SAY IN COMPARISON TO NEIGHBORING SCHOOL DISTRICTS, WE DON'T REALLY MEET THE INDUSTRY STANDARD OR THE MARKET STANDARD, AND WE NEED TO DO A BETTER JOB AT PAYING OUR TEACHERS AND OUR FACULTY AND OUR PEERS. AND THAT'S JUST BOTTOM LINE, BECAUSE IF NOT, THE NATURE OF THE BEAST IS FOR THEM TO GO TO ANOTHER SCHOOL DISTRICT. AND HERE WE ARE FACED WITH A DEFICIT IN TEACHER VACANCIES, WITH TEACHER VACANCIES. SO AND I'M JUST GOING TO SAY IT LIKE THIS.

IT'S CONVENIENT FOR SOME TO ARGUE ABOUT NUMBERS WHEN THEY'RE MAKING SIX FIGURE SALARIES, BUT THOSE NUMBERS DO NOT DIRECTLY IMPACT OUR TEACHERS AND PARENTS WHO ARE TRYING TO EARN A LIVING WAGE TO CARE FOR THEIR FAMILIES. NOW WE SIT HERE AND WE TALK ABOUT SCHOOL FUNDING VATRA, BUT LET'S TALK ABOUT THESE TEACHERS TAKE HOME PAY. HOW DID WHAT DID THEY TAKE HOME? AND IT WAS NOT

[00:50:07]

DOCTOR GILLIAM, JUST VERY QUICK. MR. GWYNN, WHEN YOU SAID SEVERAL TIMES THAT YOU DON'T ADVISE, AS MR. HAMILTON WAS TALKING ABOUT THE NUMBERS AND YOU WOULD SAY YES, BUT I DON'T ADVISE, COULD YOU KIND OF EXPLAIN THAT A LITTLE BIT? SO IT GOES BACK TO THE BOARD ULTIMATELY HAS DISCRETION HOW THE FUNDS ARE SET AND STAFF WILL BRING FORWARD RECOMMENDATIONS BASED ON WHAT WE FEEL THE BEST PRACTICE SHOULD BE. AND SO GOING BACK TO THAT. SO AGAIN, WE'LL JUST USE THE EXAMPLE OF HVAC MAJOR, A CHILLER REPLACEMENT AT A CAMPUS OR AT A BUILDING. THAT IS A COST THAT CAN BE CAPITALIZED. AND IN A NORMAL BOND CYCLE YOU WOULD BE REPLACING CHILLERS AT CAMPUSES.

BUT WHEN THEY GO OUT ON AN EMERGENCY BASIS, THERE'S AN IMMEDIATE NEED TO MAKE THE REPLACEMENT. AND SO WE WOULD BE RECOMMENDING BOND CONTINGENCY TO MAKE THAT ADJUSTMENT, BECAUSE IT IS A CAPITALIZED ITEM THAT WOULD NORMALLY BE FUNDED DUE TO LIFE CYCLE DEFICIENCIES. AND SO AGAIN, THE BOARD HAS THE ULTIMATE AUTHORITY TO DETERMINE HOW THE MONEY IS SPENT. WE WOULD ADVISE YOU, THOUGH, IN A BEST CASE SCENARIO. AND, YOU KNOW, SITUATIONS EVOLVE AND CHANGE.

AND IN SOME CASES IT MAY MAKE SENSE TO DO IT FROM THE GENERAL FUND. BUT AS I STAND HERE TODAY, FROM THE OVERALL PERSPECTIVE, IT'S BEST TO FUND YOUR MAJOR MAINTENANCE TYPE ITEMS OUT OF YOUR INS TAX RATE, WHICH WOULD BE OUT OF BONDS. THANK YOU, DOCTOR GILLIAM. OKAY, I'M GOING TO I'M GOING TO TRY TO BE QUICK. YOU HAVE SOMETHING. GO AHEAD. TRUSTEE JONES I WANTED TO JUST TO ADDRESS THE BOARD AND LET YOU ALL KNOW I APPRECIATE THOSE COMMENTS. AND THAT IS DEFINITELY WHAT WE ARE LOOKING INTO WITH THE COMPENSATION STUDY THAT YOU'VE ALL APPROVED FOR US TO TAKE PART IN. SO THAT'S UNDERWAY. AND SO IT WILL BE LOOKING AT OUR TEACHER PAY, PARAPROFESSIONAL PAY, ALL PAY GRADES, INCLUDING EQUITY AND ADJUSTMENTS THAT MAY NEED TO BE MADE. WE ARE AWARE THAT AFTER THAT STUDY, IT WILL TAKE TIME FOR US TO GET THERE. WE WON'T BE ABLE TO GET THERE OVERNIGHT, BUT WE ARE COMMITTED TO DOING THE WORK TO GET TO WHERE WE NEED TO BE. SO THANK YOU. THANK YOU, MISS BROWN. SO I'M GOING TO I GAVE A LOT OF LATITUDE TO TALK ABOUT THINGS THAT ARE NOT BOND UPDATE. SO I JUST WANT TO GO ON RECORD SAYING THAT OKAY. SO GOOD JOB, MADAM BOARD PRESIDENT. RIGHT OKAY. SO I'M GOING TO START BY SAYING WHAT WE'RE SUPPOSED TO BE TALKING ABOUT, WHICH IS THAT WE HAD THAT. I HAVE ASKED THE ADMINISTRATION, WHICH I'VE SAID IN OPEN MEETINGS BEFORE, TO WORK ON A SOLUTION AND A SCENARIO FOR POTENTIALLY MOVING FORWARD WITH ELEMENTARY SCHOOL 55. WE HAVE STARTED WITH THE PSA DATA AND THE BOUNDARY PLANNING AND LOOKING AT SCHOOLS AND OLDER SCHOOLS AND MAYBE PROPERTY THAT WE HAVE THAT CAN GO UP FOR SALE AND THINGS LIKE THAT. SO THEY ARE DOING A COMPREHENSIVE ANALYSIS, AND I KNOW THAT'S ONGOING AND THEY'RE GOING TO BRING SOMETHING TO US. SO I JUST WANT TO SAY THAT AT THE OUTSET. SO AS WE'RE TALKING ABOUT THESE THINGS, WE KIND OF I'M GOING TO REMIND THE TRUSTEES THAT WE HAVE TO LET THE ADMINISTRATION DO THE WORK. SO WE CAN'T KEEP SAYING IT AND SAYING IT AND SAYING IT LIKE THEY'RE NOT WORKING BECAUSE THEY ARE WORKING. AND WE'VE ASKED THEM TO WORK AND THEY'RE WORKING. SO I JUST WANT TO REMIND US OF THAT. AGAIN, WE DO HAVE THE COST SAVINGS AUDIT THAT IS ONGOING. WE HAVE AN HR AUDIT THAT'S COMING UP. SO WE'VE GOT SOME THE AUDIT COMMITTEE HAS SOME AUDITS OUT THERE TO LOOK AT OUR EFFICIENCIES AND OUR

[00:55:03]

EVERYBODY KNOWS THAT'S YOU KNOW, THAT'S AN AREA THAT THAT I'M PARTICULAR THAT'S PARTICULARLY CLOSE TO ME, NOT JUST MY HEART, BUT, YOU KNOW, I, I UNDERSTAND HOW IT'S NOT FUNDED AND I UNDERSTAND THE DIRECT IMPACT THAT THAT HAS ON KIDS. AND SO MAKING UP A $30 MILLION DEFICIT IN SPED FUNDING IS WHERE A LOT OF THAT COMES FROM. AND WHEN I WAS ON THE BOARD PREVIOUSLY, WE IMPLEMENTED CO-TEACH. AND THAT WAS THE GOLD STAR STANDARD. AND I BELIEVE IT STILL IS. AND A LOT OF THOSE THAT TYPE OF THING HAS TO GET CUT WHEN WE CAN'T FUND IT. AND SO AND SO I JUST, YOU KNOW, WE NEED TO KEEP THOSE THINGS IN MIND. AND THEN OUR IT'S GROWN. YOU KNOW WE CONTINUE TO HAVE THOSE PERCENTAGES GROWING OF KIDS GETTING IDENTIFIED IN SPECIAL ED. AND YOU CAN'T I MEAN IT'S A STRUGGLE. AND YOU CAN'T JUST NOT EDUCATE THOSE KIDS AND GIVE THEM WHAT THEY NEED. AND YOU GUYS HAVE DONE A PHENOMENAL JOB IN GETTING US BACK COMPLIANT WITH

[01:00:03]

SO WITH THAT, I'LL TURN IT OVER TO DOCTOR SCHER. OH, THERE WE GO. GOOD EVENING TRUSTEES, THANK YOU FOR YOUR TIME. THIS EVENING. I WILL BE PRESENTING TO YOU OUR TARGETED IMPROVEMENT PLANS. BUT I ALSO WANT TO GET JUST KIND OF GIVE YOU ALL SOME REVISIT PROBABLY SOME INFORMATION THAT YOU'VE ALREADY SEEN BEFORE IN PREVIOUS YEARS AND KIND OF GO OVER SOME HISTORICS TALK THROUGH SOME OF THE DIAGNOSTIC PIECES OF OUR FINDINGS AS WELL AS OUR NEXT STEPS. SO FIRST AND FOREMOST, OUR THREE TARGETED IMPROVEMENT ARE COMPREHENSIVE SCHOOLS THAT ARE WE HAVE MARSHALL MCAULIFFE AND BLUE RIDGE BRIARGATE IN ORDER TO BECOME A COMPREHENSIVE SCHOOL IMPROVEMENT CAMPUS, IT MEANS THAT YOU HAVEN'T MET A FEDERAL REQUIREMENT. YOU'VE BEEN IN THE BOTTOM 5% FOR THREE CONSECUTIVE YEARS. WE DO HAVE WILLOW RIDGE THAT IS OUT OF FEDERAL REQUIREMENT. THEY WILL BE TARGETED IMPROVEMENT FOR MONITORING FOR THE NEXT TWO YEARS, AND WE WILL COME BACK AND REVISIT THAT FOR A TARGETED PLAN JUST UNDER THE EFFECTIVE SCHOOL FRAMEWORK GRANT. JUST TO REMIND YOU TO THAT, WE DID WHEN THE CAMPUSES DID COME BACK AS FAR AS NEEDING COMPREHENSIVE SUPPORT, THERE IS AN EFFECTIVE SCHOOL FRAMEWORK DIAGNOSTIC THAT TAKES PLACE. THIS IS A COLLABORATIVE EFFORT BETWEEN THE CAMPUS DISTRICT LEADERSHIP LOCALLY TO IMPROVE THOSE STUDENT OUTCOMES FOR THOSE DESIGNATED AREAS. THE RESULT OF THE DIAGNOSTIC PROVIDES A DETAILED FINAL REPORT. IT IS QUITE LENGTHY, BUT WE DO HAVE THE REPORTS FOR EACH OF THE CAMPUS, AND IT CLEARLY OUTLINES EVIDENCE COLLECTED FROM ARTIFACTS, OBSERVATIONS, FOCUS GROUPS WITH TEACHERS ALIGNED SPECIFICALLY TO THE EFFECTIVE SCHOOL FRAMEWORK. AND IN THOSE FINDINGS, ALL THREE CAMPUSES HAD A DEFICIT FOR LEVEL FOUR AND LEVEL FIVE. AND THAT IS OUR HIGH QUALITY INSTRUCTIONAL ASSESSMENT AND MATERIALS AND EFFECTIVE INSTRUCTION. THE FINDINGS FOR THOSE PIECES IS THAT ESSENTIALLY THAT OUR CAMPUSES WEREN'T IMPLEMENTING CONSISTENTLY OUR CURRICULUM DOCUMENTS, UTILIZING

[01:05:05]

BUT IT WILL BE OUR PLANNING YEAR FOR THAT PIECE, AS YOU KNOW THAT AS WITH WILLOW RIDGE, THEY ARE STILL WORKING WITH OUR EFFECTIVE SCHOOL FRAMEWORK GRANT. THEY'RE STILL WORKING WITH OUR REGION FOUR, AND THAT'S THE TEXAS INSTRUCTIONAL LEADERSHIP. SO THEY HAVE PROFESSIONAL DEVELOPMENT THAT THAT WORKS WITH THAT CAMPUS. WE DID START THAT WORK EVEN THOUGH IT'S DELAYED FROM THE STATE AND ACCOUNTABILITY. WE'VE ALREADY STARTED THAT WORK AS ADAM AND I, DOCTOR STEVENS AND I AND DOCTOR JORDAN AND I CAME ON THIS YEAR, WE ALREADY HIT THE GROUND RUNNING WITH DOING CALIBRATED WALKS, LOOKING AT DIFFERENT OUR MAP GROWTH THIS YEAR AS FAR AS IMPLEMENTING THE MAP ASSESSMENTS, WE DIDN'T WANT TO WAIT FOR THE TARGET PLAN. SO THE TARGET IMPROVEMENT PLAN FOR THE COMPREHENSIVE CAMPUSES IS ESSENTIALLY FOR NEXT YEAR FOR THAT PLANNING AND IMPLEMENTATION, BUT WE'VE ALREADY STARTED THE WORK IN ADDITION TO JUST THAT SINGLE FOCUS ON THE LITERACY FRAMEWORK. SO WE'RE LOOKING AT HOW ARE WE MAKING SURE THAT CAMPUSES ARE DELIVERING INSTRUCTION WITH BEST PRACTICES, THAT THEY'RE UTILIZING OUR CURRICULUM RESOURCES? WE KNOW THAT OUR CURRICULUM AUDIT IS GOING TO BE VERY BENEFICIAL TO GIVE US ADDITIONAL INSIGHT. AND FROM THAT PIECE, WE'LL ALSO BE CREATING COMMON FORMATIVE ASSESSMENTS SO WE CAN HAVE MORE PULSE CHECKS ON OUR CAMPUSES AND HOW THEY PROGRESS THROUGH THAT PIECE. AND THEN LOOKING AT AS FAR AS THE ALLOCATIONS AND PROGRESS, WHY SHOULD WE NOT GET THE LASSO GRANT? WE'RE STILL DOING THE WORK. WE HAVE OUR SCHOOL LEADERSHIP TEAM, WE HAVE OUR SCHOOL IMPROVEMENT TEAM, WE HAVE OUR ACCOUNTABILITY, ACADEMIC AFFAIRS, CAMPUS LEADERS, AND OF COURSE OUR EXISTING CURRICULUM THAT, AS I MENTIONED BEFORE, WILL BE GOING THROUGH THE AUDIT. SOME OF THOSE BARRIERS THAT WE'VE SEEN, AS I'VE SHARED ALREADY, IS THE INCONSISTENCY. BUT DOING THE CALIBRATED WALKS, OUR COACHES SPENDING TIME COACHING AND BEING ACADEMIC AFFAIRS, BEING A PART OF THE PLCS, OUR SCHOOL IMPROVEMENT TEAMS, BEING A PART WITH THE EXECUTIVE, THE SCHOOL LEADERSHIP TEAM DOING BIWEEKLY WALKS, I MYSELF GOING IN AND DOING THOSE WALKS ALONG WITH THE REGION FOUR PARTNERSHIP THAT THAT WORK HAS ALREADY STARTED THIS WEEK. I MEAN, THIS SCHOOL YEAR, WE HAVE OUR LEARNING DISTRICT ASSESSMENTS THAT TOOK PLACE THIS YEAR. AGAIN, WE HAVE OUR MAP GROWTH THAT'S BEEN INCORPORATED, AND THEN WE WILL BE BUILDING OUT OUR COMMON FORMATIVE ASSESSMENTS FOR THIS NEXT YEAR. AND THEN THE LAST PIECE AND COMPONENT IS THAT WITH ANY TARGETED IMPROVEMENT PLAN, YOU DO HAVE TO SOLICIT PUBLIC FEEDBACK. THAT HAS BEGAN. THEY STARTED IN THE FALL WITH THEIR TITLE ONE NIGHTS. THEY ALREADY HAVE THEIR EXISTING CAMPUS PLANNING ADVISORY COUNCIL. THAT CAN INCLUDES TEACHERS, PARENTS, ADMINISTRATORS BOTH AT THE DISTRICT AND CAMPUS LEVEL. ONCE Y'ALL APPROVE IT, WE'LL DO ANOTHER PIECE IN THE SPRING TO SHARE OUT WITH THEM. AS FAR AS THE CURRENT TARGET IMPROVEMENT PLAN SCHEDULE FOR THIS NEXT YEAR. SO WITH THAT, I'M OPEN TO QUESTIONS. THANK YOU, DOCTOR SHAW, MISS JONES. THANK YOU, DOCTOR SHAW. YES, MA'AM. I WAS AS I WAS WRITING THE QUESTIONS YOU WERE ANSWERING THE QUESTIONS. SO TO BE CLEAR IN THIS PRESENTATION, SO WHAT YOU FOUND WAS THERE WAS NOT CONSISTENT IMPROVEMENT, IMPLEMENTATION OF CURRICULUM. YES, MA'AM. AND THERE WAS NOT CONSISTENT IMPLEMENTATION OF

[01:10:05]

THANK YOU. I HAVE COME ON BOARD. WE HIT THE GROUND RUNNING IN SEPTEMBER OF REALLY HAVING THOSE COACHING CONVERSATIONS, WALKING CLASSROOMS AND ALSO DOING SOME ALIGNMENT WHEN WE'RE GIVING FEEDBACK TO TEACHERS SAYING THAT IT'S PROFICIENT IN THE CLASSROOM AND THEN REALLY SAYING, HOW DO YOU ASSESS THAT IT'S PROFICIENT IF WE HAVE NO EVIDENCE OF MASTERY OF THAT LEARNING BECAUSE TWO KIDS ARE ANSWERING, AND HOW DO YOU REALLY KNOW THAT PIECE? ALSO, WHEN THEY COME TOGETHER NOW IN PLCS, PRIOR ADMINISTRATORS WEREN'T A PART OF THE PLCS. SO NOT BEING A PART OF THAT PLANNING AND THAT LEARNING AND ASKING THOSE QUESTIONS TO DIG DEEPER INTO WHAT THAT'S GOING TO LOOK LIKE IN THE CLASSROOM BEFORE I ACTUALLY GO IN AND SEE IT. THAT'S THAT HAS MADE A HUGE SHIFT IN DIFFERENCE. THE OTHER PIECE IS INCREASING THE NUMBER OF WALKS WE ALREADY HAD, A DISTRICT STRUCTURE WHERE ADMINISTRATORS WOULD GO AND DO CALIBRATION WALKS WITH DISTRICT STAFF MEMBERS BOTH ON THEIR OWN CAMPUS AND AT OTHER CAMPUSES AS WELL, TO SEE BEST PRACTICES. BUT WE'VE INCREASED THOSE WITH BIWEEKLY WITH THE SCHOOL IMPROVEMENT TEAM, AS WELL AS WITH THE SCHOOL LEADERSHIP TEAM. OKAY. AND YOU JUST STRUCK ME THERE WHEN YOU SAID INSTRUCTIONAL LEADERS NOT PARTICIPATING IN. PLCS, AND THAT'S I'M USED TO SEEING INSTRUCTIONAL LEADERS AND PLCS BECAUSE THEY'RE THE ONES WHO'S FACILITATING IT. THERE WAS A RESET OF AN EXPECTATION. SO AS WE'RE GROWING AS AN ENTIRE DISTRICT PROFESSIONAL LEARNING COMMUNITY OF WHO WE ARE, EVEN WITH OUR PRINCIPAL MEETINGS AND LOOKING AT THAT COMPONENT, THE WAY OUR CYCLE OF PROFESSIONAL DEVELOPMENT HAS EVEN BEEN WITH OUR PRINCIPALS HAS BEEN AROUND WHAT IS THE INSTRUCTION SHOULD BE HAPPENING. SO WHEN WE TALK ABOUT THE MATH FRAMEWORK, JUST THIS LAST PRINCIPAL MEETING WHEN THEY WERE DOING THE CONCRETE ABSTRACT CRA, IT'S THE MATH REPRESENTATION. I WAS LIKE, SEE, I'M MISSING MY R REPRESENTATION PIECE ALONG WITH OUR READING LANGUAGE ARTS. THE PRINCIPALS ACTUALLY SEEING THAT FRAMEWORK IN WORK. RIGHT. SO WHERE THEY'RE ACTUALLY GOING THROUGH AND SEEING THOSE MODELS AND EXPECTATIONS. SO NOW THEY'RE KIND OF GET THE PREVIEW OF THAT WORK. AND THEN IT'S FOLLOWED UP WITH THOSE WALKTHROUGHS, BOTH WITH INSTRUCTIONAL COACHES FROM ACADEMIC AFFAIRS ORGANIZATIONAL DEVELOPMENT AND SCHOOL LEADERSHIP. OKAY. AND WHEN WE'RE TALKING ABOUT I'M THINKING ABOUT IN YEAR END OF YEAR TEACHER EVALUATIONS OF LEADERSHIP, HOW ARE YOU ASSESSING THAT EVALUATING THAT AND ITS EFFECTIVENESS. SO ONE OF OUR BIG FOCUS AREAS IS TRYING TO NARROW THE FOCUS. SO ADMINISTRATORS ARE EVALUATED FROM TPS RIGHT. SIMILAR TO A T TEST OR WHAT HAVE YOU. SO AS WE FOCUS WITH ADMINISTRATORS ON GOING 2.3 IS AROUND COACHING AND FEEDBACK. AND SO THAT'S BEEN A NARROW FOCUS THAT WE'RE GOING TO CONTINUE TO BUILD ON. AND WE'RE ACTUALLY BUILDING THAT OUT. AND WHAT THAT'S GOING TO LOOK LIKE TO WITH ORGANIZATIONAL DEVELOPMENT, ACADEMIC AFFAIRS AND SCHOOL LEADERSHIP. BUT THAT'S BEEN A FOCUS THROUGHOUT THIS YEAR OF HOW DO WE GIVE COACHING SPECIFIC FEEDBACK AROUND WHAT THEY'RE SEEING IN THE CLASSROOM. AND WHEN WE SEE THAT THERE'S A MISALIGNMENT AROUND, IF I'M WALKING IN WITH YOU AND YOU'RE SAYING IT'S A PROFICIENT, LIKE THE EXAMPLE THAT I SHARED BEFORE, WHAT IS YOUR COACHING AND FEEDBACK FOR THAT TEACHER? IF YOU DON'T HAVE THE EVIDENCE OF MASTERY FOR STUDENT LEARNING, AND ALSO LOOKING AT IF THIS ISN'T SOMETHING ALIGNED WITH OUR SCOPE AND SEQUENCE, WHAT GRADE LEVEL IS THAT PIECE ON? SO WHAT IS THAT? WHAT IS THAT FEEDBACK SOUND LIKE FROM AN ADMINISTRATOR TO A TEACHER? AND ARE WE BEING ARE WE APPLYING THE T TEST RUBRIC. WE WERE UTILIZING DIFFERENT SOME ADMINISTRATORS HAD DIFFERENT WALKTHROUGHS AND FORMS LIKE THAT. BUT WE'RE TRYING TO STREAMLINE THAT SO THAT IT'S IN ALIGNMENT WITH T TEST AND TEST OKAY OKAY. AND SO I WANTED TO SAY LAST WEEK I PAID A VISIT TO WILLOWRIDGE HIGH SCHOOL. ONE OF THEIR CLASSROOMS, SOCIAL STUDY PRESENTATIONS, AND I HAD A MARVELOUS TIME. AND WE HAD GREAT CONVERSATIONS. AND THEN THE BELL RANG AND I WANTED THEM TO STAY. SO BUT I THINK ABOUT WILLOWRIDGE HIGH SCHOOL AND I THINK ABOUT OUR BABIES THERE. AND YES, WE'RE OUT OF TARGETED IMPROVEMENT. BUT MY

[01:15:05]

BUT WE WILL STILL HAVE A TARGET IMPROVEMENT PLAN FOR THEM. SO THEY'RE STILL WORKING WITH THE EFFECTIVE SCHOOL FRAMEWORK UNDER THAT GRANT. THAT WILL CONTINUE. AND SO I'LL BE BRINGING FORTH I DON'T WANT TO BRING IT AT THE SAME TIME THIS NEXT MONTH FOR WILLOW RIDGE. AND WHAT THAT PLAN BECAUSE I'M THINKING ABOUT KEY AREAS. AS I WAS WATCHING THE STUDENTS PRESENT, AND I'M SAYING TO MYSELF, THERE'S SOME WORK HERE. AND THAT'S JUST LOOKING AT FROM AS A, FROM A TEACHING PERSPECTIVE. SO THAT'S WHY I'M ASKING, WELL, WHAT'S WHAT ARE THE KEY AREAS. BUT I'LL WAIT TILL NEXT MONTH. AND I JUST WANTED TO SAY DOCTOR JORDAN, DOCTOR STEVENS AND DOCTOR SHAW, YOU'RE AN AMAZING TEAM. YOU ARE A MAN'S DREAM TEAM FOR TEACHING AND LEARNING AND JUST KEEP UP THE GREAT WORK. THANK YOU. THANK YOU, MISS JONES. MR. HAMILTON. YES. THANK YOU. SO I THERE ARE TWO POINTS THAT WE HAVE TO HIT HERE. OBVIOUSLY I THINK MISS JONES JUST HIT ON HIT BOTH OF THEM. BUT IT'S WORTH REITERATING. SO WE WANT TO CELEBRATE WILLOW RIDGE MOVING OUT OF TARGETED IMPROVEMENT AND NOT BEING IN THE BOTTOM 5% DOES NOT MEAN THAT THEY'RE WHERE WE WANT THEM TO BE. AND SO WE WANT TO. I KNOW WE'RE ALL ON THE SAME PAGE THERE, SO WE WANT TO CONTINUE THAT IMPROVEMENT. AND THEN TO MISS JONES POINT ABOUT ABOUT JUST TAKING THAT NEXT STEP AND KEEPING THAT FOCUS. SO THERE THERE'S A LOT OF FOCUS HERE ON WHAT WE CAN DO AS A DISTRICT TO SUPPORT WHAT'S HAPPENING AT THESE CAMPUSES. BUT IN MY OPINION, ONE OF THE KEY FACTORS THAT WE NEED TO ADDRESS. AND SO THERE'S A COMMUNITY MEMBER HERE WHO I HAD A CONVERSATION WITH WHEN I WAS CAMPAIGNING TO BE ON THE SCHOOL BOARD, AND I BROUGHT UP PARENT INVOLVEMENT AT OUR LOW PERFORMING SCHOOLS. AND SHE SHE ALMOST BROKE HER NECK, SHAKING HER HEAD NO, AT ME. AND I DIDN'T REALLY UNDERSTAND WHY UNTIL SINCE BEING A TRUSTEE. I MET SOME PARENTS IN SOME OF OUR LOWER PERFORMING FEEDER PATTERNS, SOME SOME MARSHALL HIGH SCHOOL PARENTS, TO BE SPECIFIC, AND WE HAVE SOME OF THE ABSOLUTE BEST PARENTS IN THOSE LOW PERFORMANCE, LOW PERFORMING CAMPUSES. AND SO THEY'RE THEY'RE MAKING SURE THEIR KIDS ARE DOING WHAT THEY NEED TO BE DOING ACADEMICALLY. THEY'RE EXCELLING AT ATHLETICALLY OR IN OTHER FINE ARTS. AND, AND SOME, SOME OF THEM IN THESE LOW PERFORMING CAMPUSES ARE GOING ON AND THRIVING AFTER HIGH SCHOOL. AND SO I THINK THE ISSUE IS NOT THAT WE DON'T HAVE ANY HIGHLY ENGAGED PARENTS WHO ARE DOING WHAT THEY NEED TO BE DOING AT THOSE CAMPUSES. IT'S JUST COMPARED TO OTHER CAMPUSES. WE DON'T HAVE AS MANY OF THEM. AND SO IN MY OPINION, THAT'S THE THAT'S THE NUMBER ONE WAY THAT WE'RE GOING TO MOVE THE NEEDLE THE MOST IS BY FOCUSING ON GETTING PARENTS MORE INVOLVED, MORE ENGAGED. AND NOT THAT WE DON'T DO THE BEST WE CAN ONCE THEY'RE IN HIGH SCHOOL, BUT BUT I THINK AS EARLY AS POSSIBLE, IF WE CAN GET ELEMENTARY PARENTS INVOLVED AND ENGAGED EARLY ON, THEN THEY'RE THEY'RE MUCH MORE LIKELY TO STAY INVOLVED ALL THE WAY THROUGH FROM K THROUGH 12. AND SO ONE THING THAT DOESN'T ALWAYS I BROUGHT THIS UP SEVERAL TIMES AS WE, AS MARSHALL HAS BEEN IN, YOU KNOW, WE'VE HAD THESE I MEAN, SORRY, WILLOW RIDGE, AS WE'VE HAD THESE CONVERSATIONS ABOUT WILLOW RIDGE BEING IN TARGETED IMPROVEMENT. WILLOW RIDGE, BECAUSE THEY'RE THE FOCUS OF THESE CONVERSATIONS. ONE THING THAT THAT ISN'T AS OBVIOUS IS THAT IN MANY WAYS, THEY ARE GETTING BLAME AND OR NEGATIVE ATTENTION BASED ON WHERE THE KIDS ARE ON DAY ONE WHEN THEY ENTER HIGH SCHOOL. AND SO WITH WITH OUR LOWER PERFORMING HIGH SCHOOLS, WE HAVE A VERY HIGH PERCENTAGE OF STUDENTS WHO ARE FAR BEHIND AS THEY ENTER NINTH GRADE. AND IT TAKES A TREMENDOUS EFFORT JUST TO GET THEM CAUGHT UP TO WHERE THEY SHOULD BE IN MANY CASES. AND SO WITH THAT IN MIND, WE AS AS FAR AS WE GO FROM OR AS WE THINK ABOUT GOING FROM WHERE WE ARE NOW, CELEBRATING THAT WE'RE MOVING IN THE RIGHT DIRECTION AND CONTINUING TO STRIVE FOR WHERE WE WANT TO BE, WE NEED TO ADDRESS WHAT'S HAPPENING IN THE ELEMENTARY SCHOOLS AND THE AND THE MIDDLE SCHOOLS IN AN ONGOING BASIS. AND AGAIN, THE, THE KEY THING THAT WE MOVE THE NEEDLE, IN MY OPINION, AGAIN, IS THE PARENTS. SO THIS IS MOSTLY FOCUSED ON WHAT WE CAN DO AS FAR AS, YOU KNOW, US FOCUS. BUT WHAT ARE WE DOING TO INCREASE PARENT INVOLVEMENT IN THESE FEEDER PATTERNS. SO ONE THAT'S A GREAT POINT. I'M GLAD YOU BROUGHT THAT UP BECAUSE AS YOU KNOW, AND I'M SUPER EXCITED WITH OUR WILLOW RIDGE SUPER NEIGHBORHOOD 41. AND

[01:20:01]

AND NO MATTER WHAT INFORMATION WE GIVE THEM, THEY'RE NOT GOING TO CHANGE THEIR BEHAVIOR. AND SO I THINK IN SOME WAYS, BECAUSE OF THAT TYPE OF PARENT, WE KIND OF STOP TRYING TO OFFER INFORMATION AND SUPPORT TO ALL PARENTS. AND WE I THINK WE HAVE TO REALIZE THAT THERE ARE A LOT OF PARENTS WHO ARE HUNGRY FOR INFORMATION AND SUPPORT AND SO BEING IN SALES MYSELF, I IF I GO TRY TO SELL SOMETHING TO SOMEBODY, MY PRODUCT TO SOMEBODY, AND THE GUY'S HAVING A BAD DAY OR WHATEVER, AND IT'S JUST A TERRIBLE RESPONSE. I STILL HAVE TO GO TO THE NEXT PHONE CALL, OR GO TO THE NEXT MEETING, OR WAKE UP THE NEXT DAY AND GO BE WILLING TO POSSIBLY FIGURATIVEL, GET MY TEETH KICKED IN THE NEXT CALL OR MEETING OR DAY. AND SO I THINK WE HAVE TO HAVE THAT MINDSET WITH PARENTS THAT THAT JUST BECAUSE PARENTS, YOU KNOW, THERE ARE PARENTS WHO ARE NOT GOING TO RESPOND THE RIGHT WAY. BUT I THINK THE BENEFIT FROM THIS IS WORTH US HAVING A COMMITMENT TO OFFERING INFORMATION AND SUPPORT TO ALL PARENTS, BECAUSE WE'RE GOING TO FIND SOME PARENTS WHO WHO DO CHANGE BASED ON THAT INFORMATION AND SUPPORT. AND A LOT OF WHAT WE DO IS A SITUATION WHERE ONE ADULT IS SPLIT AMONG A LOT OF CHILDREN, AND OUR BEST EMPLOYEES ARE NEVER GOING TO LOVE OR CARE ABOUT THE STUDENTS AS MUCH AS THEIR OWN PARENTS DO. AND SO WE THERE'S A I FORGET WHICH ONE OF OUR DOCUMENTS. I READ THIS WHEN I WAS CAMPAIGNING. ONE OF OUR DOCUMENTS SAID THAT SAYS, I HOPE WE STILL HAVE THIS IN THERE, BUT SOMETHING TO THE EFFECT OF PARENTS ARE ESSENTIAL PARTNERS IN THE IN ACADEMICS AND EDUCATION. AND SO I THINK JUST ENCOURAGING US TO HAVE THAT MINDSET IN ALL OF OUR FEEDER PATTERNS, BUT ESPECIALLY IN THE LOWER PERFORMING ONES, I THINK WILL MAKE A YEAH, YEAH, I THINK WE HAVE THE STRUCTURES FOR THAT.

THE SYSTEM IS AS FAR AS OUR PARENT EDUCATORS THAT ARE HOUSED THERE ON EACH OF OUR TITLE ONE CAMPUSES. AND SO I AND THEN WE HAVE POSITIONS THAT HELP OVERSEE THAT. I THINK WE JUST NEED TO REVAMP LIKE HOW THAT COMMUNICATION, HOW THAT SUPPORT TO BUILD THEIR POINTS OF PRIDE, RIGHT, FOR THEIR PARENTS THAT THAT COME TO, TO MEET THEM WHERE THEY'RE AT. AND SO I DEFINITELY THINK THAT'S A PIECE THAT WE HAVE SOME STRUCTURES AND SUPPORT TO START LEVERAGING THOSE. THANK YOU, MR. HAMILTON. MISS HANNAN. THANK YOU DOCTOR. SURE. SO YOU MADE A COMMENT ABOUT THE SUBMISSION THAT WE ARE GOING TO BE REQUIRED TO SUBMIT FOR THESE THREE CAMPUSES ISN'T AS ROBUST

[01:25:01]

RIGHT. AND SO I DIDN'T, YOU KNOW, I, I DIDN'T REALIZE THAT I KNOW THIS PLAN IS WRITTEN DIFFERENTLY THAN THE WILLOW RIDGE PLAN. IT WAS THERE WAS THERE WAS MORE TO IT. AND SO I, I JUST I HAVE SOME QUESTIONS BECAUSE WHILE NEXT BOARD MEETING, WE'RE GOING TO BE APPROVING THE DISTRICT STRATEGIC PLAN. RIGHT. AND SO THIS IS WHAT WE WILL BE EVALUATING OUR SUPERINTENDENT ON HIS SUCCESS. AND SO EVERYTHING ELSE FALLS ON, ON, ON YOU GUYS WITH YOUR HARD WORK, I RECALL I THOUGHT WILLOW RIDGE HAD A REQUIREMENT THAT WASN'T MET. AND I MAY PLEASE BECAUSE I DON'T WANT TO MISSPEAK. AND IT WAS ABOUT THE PARENT INVOLVEMENT DURING THAT TIME. AND I KNOW YOU. I'M NOT AWARE THERE'S DIFFERENT PEOPLE IN THE ROOM. AND SO THEY WORKED REALLY HARD, YOU KNOW, WITH HOT DOGS AND EVERYTHING. WHEN THE WHEN IT WAS FIRST ANNOUNCED. AND SO WHEN I LOOK IN HERE, BECAUSE THIS IS ONE OF THE QUESTIONS THAT I DID SUBMIT, AND I CAN SEE THAT THERE'S TITLE ONE NIGHT CAMP, CPAC, WHICH THERE ALWAYS IS, AND SPRING OPEN HOUSE. SO SOLICITING THAT PUBLIC FEEDBACK. IS THERE A IS THERE A THRESHOLD, IS THERE A MINIMUM REQUIREMENT OF FEEDBACK. IT'S JUST IT'S JUST A BOX TO CHECK OFF. WELL, YOU DO HAVE TO SAY HOW YOU'RE HAVING THAT THOSE MEETINGS AND GETTING THAT FEEDBACK. OUR TITLE CAMPUSES DO HAVE COMPACTS WHERE THEY HAVE THE PARENT COMPACT OR TITLE OFF. AND THAT'S ALL SIGNED OFF AS FAR AS THE ANNUAL PIECE OF IT. OUR. THAT'S THE ONE. AND THEN IT'S REALLY AROUND THE ADVISORY COMMITTEE. THAT'S THE A REQUIREMENT AROUND THAT. AND WHEN YOU PROGRESS MONITOR THE SYSTEM THAT YOU SET UP AND YOU PUT IN, I AM WE'RE STATING IN THERE HOW WE'RE GOING TO PROGRESS MONITOR THAT PIECE.

IT'S BUT IT DOESN'T HAVE THE SAME LIKE PLAN FOR LEARNING. WHEN WE HAD THE PIECES BEFORE THERE WERE SET DATES LIKE IN OCTOBER, A DECEMBER, A JANUARY, THERE WAS A PROGRESS MONITORING PIECE AROUND THAT. WE ARE LOOKING AT OUR MAP DATA, OUR DISTRICT LEVEL ASSESSMENTS, AND THEN WE'RE GOING TO INCORPORATE COMMON FORMATIVE ASSESSMENTS. OKAY. SO AND I UNDERSTAND THAT AND I REALLY DO WANT YOU TO KNOW I APPRECIATE YOU. BUT I, I EVEN THOUGH THEY'RE CALLED SOMETHING DIFFERENT, THEY'RE THEY'RE THEY'RE A CBLT IS THE CAMPUS BASED LEADERSHIP TEAM BY ANOTHER NAME. AND I KNOW HOW THOSE OPERATED. RIGHT. AND YOU DON'T HAVE VERY MANY PARENTS ON THERE.

AND IF THE PARENTS AREN'T THERE, THEN AND THERE ARE THERE MORE THAN TWO NOW, HOW MANY PARENTS ARE ON A CPAC? TWO. JUST THE TWO. SO IF TWO DON'T SHOW UP AND YOUR COMMUNITY MEMBER, HOW MANY COMMUNITY MEMBERS ARE THERE? I'LL HAVE TO GET THAT BACK TO YOU. OKAY. WELL, THERE AREN'T VERY, I'M GUESSING PROBABLY 1 OR 2. SO TO ME, THAT'S NOT A HIGH LEVEL OF ENGAGEMENT WITH THE COMMUNITY AND WITH THE PARENTS. AND SO, YOU KNOW, WE ALWAYS HAVE, I MEAN, OR FOR A VERY LONG TIME, EVERY TITLE CAMPUS HAS A COMPACT. RIGHT. AND SO I GUESS I'M JUST TRYING TO THROW OUT, YOU KNOW, BY DOING THE SAME THING OVER AND OVER AGAIN. I'M NOT I'M, I'M JUST CURIOUS HOW WE COME UP WITH A DIFFERENT OUTCOME, LIKE THE CALIBRATED WALKS. I'M NOT IN MANAGEMENT.

THIS ISN'T MY, MY THING. BUT I AGAIN, I'M GOING TO BE EVALUATING ON THIS INSTRUMENT FOR THE SUPERINTENDENT. AND I'M JUST, YOU KNOW, IF WE HAVE BEEN USING CALIBRATED WALKS, I KNOW SINCE BEFORE I WAS ON THE BOARD AND. YOUR QUOTE OF THE BIGGEST PART IS INCONSISTENCY. AND I EVEN HEARD MISS JONES QUOTE YOU ON THAT. HOW WERE THOSE CALIBRATED WALKS? HOW ARE THEY GOING TO BE MORE SOPHISTICATED AND EFFECTIVE? NOW? I'M JUST USING THAT AS AS ONE, I THIS ISN'T REALLY A QUESTION. I'M JUST SAYING WE HAVE CHRONIC UNDERACHIEVEMENT AT THESE SCHOOLS AND OUR KIDS DESERVE BETTER AND THE PARENTS DESERVE BETTER. AND SO I, I'M JUST I'M JUST I'M HERE TO BE YOUR CHEERLEADER. I'M HERE TO BE THEIR CHEERLEADER. BUT IT IS. IT DOES GIVE ME PAUSE WHEN I LOOK AT THIS. AND I'M NOT HEARING A LOT OF THINGS THAT WE'RE GOING TO BE DOING DIFFERENTLY, ESPECIALLY IN TERMS OF GETTING PARENTS. I KNOW YOU'RE GOING TO SEND ME SOMETHING IN THE WE'RE YOU'RE GOING TO SEND IT TO ALL OF US IN THE FRIDAY UPDATE. BUT I'M REALLY CONCERNED OF REALLY WHAT IS GOING TO HAPPEN. THAT'S DIFFERENT BECAUSE SINCE 2019, I BELIEVE WE HAD SEVEN CAMPUSES. THEY WERE DS, BUT ALL SEVEN, AND I BELIEVE SOME OF THESE ARE

[01:30:04]

I REALLY AM TRYING TO UNDERSTAND WHAT YOU'RE REALLY DOING, BECAUSE THIS DOESN'T REALLY TELL ME WHAT YOU'RE REALLY DOING FOR THE KIDS. AND I WANT TO MAKE SURE WE'RE WE'RE DOING RIGHT BY THEM. AND I'M GOING TO JUST BORROW BECAUSE HER THING ISN'T UP. SO I'M GONNA SAY IT. I'M GOING TO JUST SAY HER FAVORITE WORD. I JUST IT HAS TO BE REALLY INTENTIONAL, BECAUSE WHEN I HEAR CALIBRATED WALKS, I'M KIND OF LIKE, WE'VE BEEN DOING IT FOR A LONG TIME. WHERE'S THE MONEY? OKAY, SO IT'S DIFFERENT. SO THAT'S HELPFUL TO UNDERSTAND. ANYWAY. DOCTOR JORDAN YES I WANT TO ADDRESS TWO THINGS. ONE, YOUR QUESTION, MISS HANNAN, WAS HOW ARE WE GETTING PEOPLE INVOLVED OTHER THAN MAYBE THE TWO PARENTS OR THE ONE COMMUNITY MEMBER THAT SHOWS UP OR DO NOT SHOW UP. A PART OF THE EFFECTIVE SCHOOLS FRAMEWORK PROCESS IS THAT WE HAVE QUARTERLY CHECKS WITH OUR CAMPUSES, AND THAT INCLUDES FOCUS GROUPS. THAT INCLUDES INTERVIEWS. DOCTOR SHAW TALKED ABOUT THAT A LITTLE BIT. SO THERE'S A LOT OF GATHERING OF INFORMATION WHERE WE ARE ACTIVELY SEEKING FEEDBACK. NOW, I CAN'T TELL YOU THAT 50 PARENTS WILL SHOW UP FOR THAT. BUT WE DO OFFER THOSE SESSIONS. AND IT'S NOT JUST FORT BEND CONDUCTING THE QUARTERLY REVIEWS. OUR SERVICE CENTER PARTICIPATES IN THAT. A PART OF OUR EFFECTIVE SCHOOLS FRAMEWORK GRANT IS THAT WE PARTNER WITH A THIRD PARTY. SO I'M GOING TO ATTACH IT TO THE SECOND THING. WE WON'T TELL YOU ANYTHING THAT YOU PROBABLY HAVEN'T HEARD. WHETHER IT'S PROFESSIONAL LEARNING COMMUNITIES, CALIBRATIONS, HIGH QUALITY INSTRUCTIONAL MATERIALS, THAT'S ALL RESEARCH BASED BEST PRACTICES. BUT WHAT I CAN TELL YOU IS IT STARTS WITH THE TOP. AND IF WE ARE NOT ALIGNED AND CALIBRATED, THEN WE ARE HARMING OUR CAMPUSES. AND SO YES, WE'VE DONE CALIBRATION WALKS BEFORE, BUT WE ARE REALLY TRYING TO MAKE SURE WHETHER IT'S ORGANIZATIONAL DEVELOPMENT, TEACHING AND LEARNING, SCHOOL LEADERSHIP, THAT WE HAVE A GOOD UNDERSTANDING OF HIGH QUALITY TIER ONE INSTRUCTION AND FEEDBACK BEFORE WE GO ON CAMPUS, AND THAT WE ARE ON CAMPUS MONITORING SO THAT OUR STUDENTS DON'T HAVE POOR QUALITY INSTRUCTION, INTERVENTION OR ENRICHMENTS FOR AN EXTENDED AMOUNT OF TIME. AND WE CANNOT ADDRESS IT. SO YOU MAY NOT SEE IT HAPPENING SUPER FAST AT THE CAMPUS LEVEL. I WANT TO BE VERY TRANSPARENT BECAUSE IT'S HAPPENING REALLY FAST AT THE CENTRAL OFFICE LEVEL. IT IS EASY FOR US TO PUT SYSTEM AND PROCESSES TOGETHER FROM THIS SEAT. IT IS BETTER FOR KIDS AND LEADERS IF WHEN WE DESIGN THE SYSTEM AND PROCESSES, WE ARE LEARNING TOGETHER AND GROWING TOGETHER, SO THAT WHEN WE GET TO OUR BUILDING PRINCIPALS AND TEACHERS, WE ARE ONE BAND, ONE SOUND. AND SO WHAT'S HAPPENING RIGHT NOW IS DOCTOR STEVENS, STEPHANIE WILLIAMS, MELISSA, ANDREA, ALL DSL TEAM. AND WE'RE LEARNING TOGETHER, TRYING TO MAKE SURE COMMON FORMATIVE ASSESSMENT IS REALLY THE SAME ACROSS THE BOARD, TRYING TO MAKE SURE HIGH QUALITY FEEDBACK IS THE SAME, WHETHER OD IS IN A CAMPUS OR TEACHING AND LEARNING IS AT A CAMPUS. SO THAT'S A LONG WAY AROUND TO REASSURE YOU, WE

[01:35:02]

OKAY, ABOUT WHAT'S GOING ON IN THE SCHOOL AND IF THE PARENTS ARE WORKING, THOSE THAT ARE NOT

[01:40:03]

BASICALLY, THESE ARE THE SEATS. THIS IS WHERE YOUR BABY IS SUPPOSED TO BE. I DON'T KNOW IF IT COULD BE A WHOLE GROUP OR SMALL GROUP IN CLASSROOMS, BUT JUST TO GIVE PARENTS AN IDEA OF WHAT TO EXPECT FROM OUR TEACHERS AND WHAT TO EXPECT, THEIR CHILD SHOULD KNOW WHEN THEY COME HOME.

AND THEN THE OTHER PIECE, SINCE WE'VE IMPLEMENTED MAP TESTING, THEY NEED TO KNOW WHEN THE BABY BRINGS HOME THEIR SCORES. HOW DO I READ THIS? WHAT DOES THIS MEAN ON GRADE LEVEL? WHERE? WHERE? WHAT ARE THE AREAS OR WHAT ARE THE TWEAKS THAT MY CHILD NEEDS TO BE IMPROVED? AND I SAW A LOT OF THIS WHEN I WORKED IN CHARTER SCHOOLS, AND THAT'S WHY THEY'RE KNOCKING IT OUT OF THE PARK, BECAUSE THERE'S A LOT OF ACCOUNTABILITY FOR PARENTS AND THERE'S A LOT OF ENGAGEMENT.

IT'S LIKE A PUSH OR A MUST. YOU HAVE TO ENGAGE IN ORDER FOR YOUR CHILD TO STAY HERE. BUT THAT'S A DIFFERENT ANIMAL OF ITSELF. AND GOING BACK TO THE PARENTS, YOU DON'T HAVE TO HAVE EVERY PARENT INVOLVED, BUT THE FEW THAT YOU DO HAVE. AND WHAT I'VE FOUND IN BEING IN A TITLE ONE SCHOOL AND JUST BEING WITH GREAT LEADERS OF SAYING THAT YOU HAVE TO LEVERAGE THAT ONE LITTLE SMALL GROUP TO PASS IT ON AND TO IMPACT THE REST OF THE SCHOOL COMMUNITY AND THE REST OF THE PARENTS, BECAUSE THEY'RE GOING TO COME, THEY'RE GOING TO HEAR ABOUT IT SOMEWHERE DOWN THE LINE, ESPECIALLY WHEN YOU HAVE PEOPLE IN SUPER NEIGHBORHOOD 41 I'M SURE THEY'RE TALKING ABOUT WHAT'S GOING ON DOWN AT THAT SCHOOL, AND SO WE CAN'T GET EVERY PARENT. WE JUST CAN'T. BUT THE ONES WE DO HAVE, THEY ARE MORE IMPACTFUL. ON STUDENT LEARNING AND STUDENT ACHIEVEMENT AS AS WELL. SO THE GOAL HERE IS NOT TO DO THE SAME OLD, SAME OLD THAT GOT US HERE IN THE FIRST PLACE. THE GOAL IS TO EXCEED THE STANDARD BEFORE WAS NOT WORKING, SO WE HAVE TO DO SOMETHING ELSE. AND UNFORTUNATELY, WELL, FORTUNATELY WE ARE DOING SOMETHING ELSE AND WE'RE SEEING THE DIRECT BENEFITS AND THE RESULTS OF THAT. SO THANK YOU. THANK YOU, MISS JONES. SO MY ONLY COMMENTS ARE THAT AND ALL OF THESE QUESTIONS DON'T HAVE TO BE ANSWERED HERE TONIGHT. BUT I WHEN I LOOK I TRY TO LOOK AT THESE THINGS NOW THROUGH THE LENS OF HOW CAN WE PREVENT THIS FROM HAPPENING IN THE FUTURE? WHEN I GOT ELECTED IN 2014, WE WERE HERE. IT'S 2025. SO AT THAT TIME WE WERE WORKING TO PUT SYSTEMS IN PLACE TO SO THAT WE WOULDN'T BE HERE TEN, 11 YEARS LATER. BUT WE ARE.

SO WHAT I WANT TO MAKE SURE, YOU KNOW, AS I SIT ON THE BOARD NOW, I WANT TO MAKE SURE THAT WE ARE NOT JUST PUTTING SYSTEMS IN PLACE. SO THIS DOESN'T HAPPEN AGAIN OR DOESN'T CONTINUE. BUT I WANT YOU GUYS TO THINK YOURSELVES AS AN ADMINISTRATION, BECAUSE THESE TRUSTEES ARE NOT GOING TO BE HERE FOREVER. YOU GUYS ARE NOT GOING TO BE HERE FOREVER. AND WE DON'T WANT TO REINVENT THE WHEEL. WE CAN TRY NEW THINGS IF THINGS AREN'T WORKING. BUT WHAT I WANT TO MAKE SURE OF IS THAT WHATEVER IT IS WE SAY TODAY, THIS IS WHAT WE'RE DOING. THIS WORKS. THIS DOESN'T.

SO WE'RE GOING TO CHANGE THAT. WHATEVER WE'RE DOING THAT'S WORKING, HOW DO WE MAKE SURE THAT WE CONTINUE DOING THAT SO THAT IT DOESN'T GET THROWN OUT, OR THAT WE PUT SYSTEMS IN PLACE SUCH THAT WE'RE DOING THINGS TO CONTINUE THE IMPROVEMENT OR TO SUSTAIN THE IMPROVEMENT. BECAUSE WHEN I HEAR INCONSISTENCY AND I'M SURE YOU GUYS FEEL THE SAME WAY, BUT THAT REALLY FRUSTRATES ME BECAUSE IT DOES COME BACK TO THE ADULTS, NOT EVEN UTILIZING THE RESOURCES THAT WE'RE PROVIDING THEM. SO THAT IS REALLY FRUSTRATING FOR ME TO HEAR, AND I KNOW IT IS FOR YOU

[01:45:04]

THAT'S ANOTHER THING THAT REALLY FRUSTRATES ME BECAUSE SO IT IS AN EXPECTATION. AND WHY IN THE WORLD ARE WE HAVING TO RESET THAT? WHY DON'T THEY KNOW THAT THAT IS THE EXPECTATION. THAT'S WHAT WE EXPECT. WHY DID THEY BECOME. I MEAN, WHY DID IT BECOME? I DON'T REALLY HAVE TO DO THAT. I THINK ONE, IF I MAY JUST SAY, I DO THINK THERE HAS BEEN A CULTURAL SHIFT WITH THE PACK, WITH THE BIG A RIGHT AROUND ACCOUNTABILITY AND BRINGING IN EVEN WITH MAP TESTING, SO THAT TEACHERS CAN SEE WHERE KIDS ARE AND SEE THAT THEY'RE NOT ALL CREATED EQUAL, RIGHT? THAT THEY ALL COME. WHICH ONES COME IN WITH GAPS? WHICH ONES ARE HIGHER PERFORMING? WHAT WERE THEY REALLY CAN START TO ASSESS THEIR INSTRUCTIONAL VALUE THAT'S HAPPENING IN THE CLASSROOM. THAT PAIRED WITH ALSO COACHING WITH OUR ADMINISTRATORS OF THE FEEDBACK THAT IS ALIGNED, NOT JUST IF I GO INTO A CLASSROOM AND EVERYBODY'S SITTING AND DOING AND BEING COMPLIANT, THAT SEEMS IT LOOKS LIKE PROFICIENT, BUT TRULY ASSESS WHAT LEVEL OF INSTRUCTION ARE THEY PROFICIENT AT? IF THEY'RE SEVENTH GRADERS AND THEY'RE MAKING POWERPOINTS OR WHATEVER, AND IT'S AT A FIFTH GRADE LEVEL, OR THE LEVEL OF QUESTIONS THAT YOU'RE ASKING AT WHAT LEVEL. SO REALLY GETTING THEM IN TUNED WITH WHAT THAT OBSERVATION AND FEEDBACK LOOKS LIKE, AND THEN HOW THOSE WHEN THEY'RE PUTTING THAT LIKE WHAT YOU SAID AS FAR AS WITH THE OBSERVATIONS GOING INTO PERFORM US ALSO IN SCHOOL LEADERSHIP HOLD THEM ACCOUNTABLE ABOUT HAVE TEACHERS SIGNED IT TO SEE IT. RIGHT. AND IF IT'S A CONCERN, ARE YOU HAVING A CONVERSATION TO SAY LET'S COME BACK. HERE'S SOME THINGS. BECAUSE A TEACHER IS GOING TO DO WHAT THEY KNOW TO DO. UNTIL THERE'S THE QUESTION. ONE IF WE HAVE SOME ACCOUNTABILITY, SOME DATA THAT SHOWS ME DIFFERENT, RIGHT. AND THEN THE OTHER PIECE THAT I HAVE SOMEBODY IN THERE THAT CAN BE A COACHING PARTNER TO SAY, YEAH, I ONLY ASSESS REALLY TWO KIDS AROUND THAT ANSWER THAT QUESTION, WHAT WERE THE OTHER 20 OR THE OTHER 18 DOING? WHAT WAS THEIR LEVEL OF KNOWLEDGE? DID I GIVE THEM AN OPPORTUNITY TO EXPRESS THEIR THEIR LEVEL OF KNOWLEDGE? AND SO THOSE QUESTIONS, AND THE SAME THING WITH OUR CYCLICAL PATTERN OF HOW WE'RE DOING PROFESSIONAL DEVELOPMENT WITH PRINCIPALS AND SCHOOL LEADERSHIP, AND THEN THE WALKING SIDE BY SIDE WITH THEM, I DO THINK LOOKS DIFFERENT IN THE SENSE OF IT'S AROUND STUDENT LEARNING, BECAUSE NOW WE HAVE SOME ASSESSMENT AND ACCOUNTABILITY, AND THIS IS THE FIRST YEAR FOR THAT PIECE OF IT.

BUT I SAT IN PLCS, EVEN WITH SOCIAL STUDIES, THAT WAS LOOKING AT THE ENGLISH MAP DATA AND WAS GOING, OH MY GOSH, LOOK AT ALL THESE SKILLS. SO NOW LET'S LOOK AT THE GRIT IN YOUR STUDENTS.

LOOK AT YOUR YOUR KIDS THAT HAVE GAPS THAT ARE SHOWING SOME GROWTH, BUT YOUR KIDS THAT ARE HIGH ACHIEVERS, THAT AREN'T SHOWING GROWTH, LIKE WHAT ARE THE DIFFERENT? HOW ARE YOU ASKING RIGOROUS QUESTIONS? HOW ARE YOU INCORPORATING WRITING? AND THEN PAIRED WITH THAT WE'RE

[01:50:04]

OKAY. ONE MORE QUICK QUICK. SO I IT JUST DAWNED ON ME THAT I ACTUALLY WORKED AT A FAMILY FRIENDLY SCHOOL. AND IT WAS SLATED BY THE GREATER HOUSTON PARTNERSHIP. AND I THINK THE DISTRICT BASICALLY DEVELOPED A PROGRAM IN ASSESSING HOW FAMILY FRIENDLY THEIR SCHOOLS ARE AND HOW MUCH FAMILY FRIENDLY FRIENDLY, BASICALLY MEANING WORKING WITH FAMILIES, HAVING A

[01:55:02]

[4. Public Comment]

ARE YOU. ARE YOU. IS YOUR MIC ON? OH, GREAT. THANK YOU. OKAY, SO I'M HERE AGAIN. SAME ISSUE AS LAST TIME I LISTENED TO YOU GUYS FOR TEN YEARS. TALK ABOUT THE SAME THINGS OVER AND OVER AGAIN.

THEN I HEAR TONIGHT TRUSTEES TALKING ABOUT PARENTAL INVOLVEMENT, BEING FAMILY FRIENDLY, ALL THE THINGS THAT I'VE COMPLAINED ABOUT FOR TEN YEARS. I LISTENED TO THE TIP PRESENTATION ABOUT, WE NEED TO HAVE CONSISTENCY IN RESOURCES AND. YOU KNOW, CONSISTENCY IN THE CURRICULUM. AND WE DON'T EVEN HAVE THE BASICS. I'M ASKING AGAIN, WHY ARE THE FORT BEND ISD 20, 25 AND 26 HIGH SCHOOL AND MIDDLE SCHOOL COURSE SELECTION GUIDES NOT AVAILABLE FOR DOWNLOAD AT THE DISTRICT'S WEBSITE. THEY'VE BEEN THERE ALL THE YEARS PAST AT TEACHING AND LEARNING WEBSITE. WHY IS IT NOT THERE? I KNOW YOU'RE DOING SCHOOL LINKS AND I KNOW YOU HAVE A SCHOOL LINKS CATALOG INFORMATION. IT'S JUST NOT SUFFICIENT. WHY DON'T YOU WANT US TO HAVE THE FULL DOCUMENT? I SUSPECT THAT EVERY MEETING YOU GUYS AS TRUSTEES GET A BOARD BOOK DELIVERY, PROBABLY TO YOUR FRONT DOOR. MAY I ASK YOU TO SPEAK IN THE MIC, PLEASE? THANK YOU. PROBABLY TO YOUR FRONT DOOR. YOU GET A BOARD BOOK DELIVERY FOR ONE MEETING EVERY TIME. A BUNCH OF DOCUMENTS THAT YOU CAN REFER BACK TO, YOU CAN LOOK AT SOMETHING, COMPREHENSIVELY FIGURE IT ALL OUT, LOOK AT IT AS A UNIT. YOU CAN'T DO THAT ON THE SCHOOLING THING WHERE YOU LOOK AT ONE THING AT ONE TIME. WHY IS THE DOCUMENT NOT AVAILABLE? SO THAT PARENTS WHO WANT TO HELP THEIR KIDS MAKE THE BEST CHOICES FOR CLASSES, PARENTS WHO WANT TO GET AHEAD OF WHAT IS GOING TO HAPPEN AT THE SCHOOL, WHERE THE SYSTEM IS NOT GOING TO WORK FOR THEIR KID BECAUSE IT JUST DOESN'T. IT ALWAYS ACCIDENTALLY, MISTAKENLY DOESN'T WORK FOR MY KID. MY KID CAN'T REGISTER IN SCHOOL LINKS. THAT'S JUST A FACT. SHE CAN'T REGISTER FOR SCHOOL LINKS BECAUSE YOU GOT HER BLOCKED IN WHERE HER COURSES AREN'T THAT SHE NEEDS AREN'T AVAILABLE TO HER. SHE THINKS SHE'S FIGURED OUT A WORKAROUND. I HATE TO EVEN TELL YOU WHAT THE WORKAROUND IS, BECAUSE THEN THAT PROBABLY WILL DISAPPEAR FOR HER, BUT SHE THINKS SHE HAS FIGURED OUT A WORKAROUND. HOW TO GET SOME CLASSES REGISTERED FOR YOU. CAN'T TELL MY KID TO REGISTER IN

[02:00:04]

AND THIS WAS PUT ON NOT BY A PARENT GROUP PTO. THIS WAS PUT ON BY KIRKSEY ARCHITECTURE ARCHITECTURAL DESIGN FIRM. SO I JUST WANT A LITTLE TRANSPARENCY. DID SOME OF THE FUNDING COME OUT OF 2018 BOND. AND IF IT DID, WE NEED TO KNOW ABOUT IT BECAUSE IT SAYS 2023 ON EVERYTHING THAT THE DOCUMENTS THAT YOU HAVE PRESENTED TO US REGARDING THE NEW BUILD. ALSO, I WOULD LIKE TO HIT ON THE $2 MILLION THAT WAS TAKEN OUT OF THE BUDGET FOR MARSHALL HIGH SCHOOL AND PLACED IN THE CONTINGENCY FUND. I WOULD LIKE TO KNOW WHAT PROJECTS DID NOT GET COMPLETED, OR YOU FELT LIKE YOU DIDN'T NEED THOSE FUNDS AND IF YOU DIDN'T NEED THEM. I FEEL LIKE THOSE FUNDS SHOULD HAVE REMAINED IN THE MARSHALL FEEDER PATTERN. WHY? BECAUSE I KNOW FOR A FACT THAT PRINCIPALS WERE NOT INCLUDED IN THE CHOOSING OF SOME OF THE THINGS THAT YOU GUYS DECIDED ARE NOT DID NOT DECIDE TO DO FOR THAT FEEDER PATTERN. SO I WOULD LIKE TO GET FEEDBACK ON THAT. I WOULD LIKE TO ALSO BRING TO YOUR ATTENTION THE CONTINGENCY FUNDING THAT YOU HAVE FOR 2014 AND OUR BOND MEETING. IT WAS STATED THAT THAT CONTINGENCY FUND WAS EARMARKED FOR THE RE CENTER AND NOW IT'S MADE AVAILABLE. SO I WOULD LIKE A LITTLE CLARITY ON THAT. FOR ME, THAT WAS SOMETHING THAT WE COULD NOT TOUCH BECAUSE FIRST OF ALL, IT WASN'T STATED AT FIRST THAT IT WAS THERE. AND THEN WHEN IT WAS, IT WAS STATED, WELL, THIS IS ALREADY EARMARKED. YOU GUYS CAN'T HAVE ANY OF THAT. SO NOW IT'S AVAILABLE LOTS OF FUNDS. AND I JUST WANT TO TALK ABOUT WHAT YOU GUYS WERE SAYING REGARDING THE EDUCATIONAL PIECE AND MARSHALL WOOLRIDGE AND EVERYTHING. ME BEING HERE, AS LONG AS I'VE BEEN HERE, I KNOW THAT THERE HAS BEEN FORT BEND ISD, MARSHALL, AND THEN WILLOW RIDGE. IT HAS BEEN SEPARATED. AND NOW I'M REALLY HAPPY TO SEE THAT THE DISTRICT AND THE ADMINISTRATION IS INCLUDING THOSE TWO FEEDER PATTERNS AND ACTING LIKE IT'S PART OF THE FAMILY. AND I'LL TELL YOU WHY IT'S BEHIND US, BECAUSE WHEN WE DO GET A GREAT IDEAS, LIKE WE DIDN'T JUST START. SO THE PARTNERSHIP WITH MARSHALL BEGAN IN 2018, IT CEASED WHEN WE GOT THE NEW ADMINISTRATION WITH DOCTOR WHITBECK AND THEN WE GOT IGNORED. I'M GLAD THAT WE'RE GETTING READY TO START BACK UP, BUT WE WERE GETTING THANK YOU, MISS BROWN LITERACY, WHICH IS WHERE IT ALL STARTS. Y'ALL. THIS IS WHERE YOU START. WE HEAR YOU.

IT WAS DELETED FROM OUR PROGRAM OR TRIED TO BE DELETED FROM OUR MISS BROWN. AND NOW IT'S OKAY.

IT'S IN THE DEFICIENCY AS MISS BROWN TIME. OKAY. IT'S OKAY. BUT Y'ALL STOP BLAMING IT ON PARENTS. IT WAS THE DISTRICT THAT MADE US BE IN THE SITUATION THAT WE'RE IN. MISS BROWN, I CAN'T LET YOU GO BEYOND THE TIME, BECAUSE EVERYBODY ELSE CAN'T GO BEYOND THE TIME. THANK YOU. NEXT UP IS MR. RAINWATER. CAN YOU HEAR? YEAH, THERE IT IS. I MEAN, WE PRETTY MUCH. OKAY.

HEY. GOOD EVENING. YEAH, YOU CA, IF YOU NEED TO FINISH, YOU CAN. OH. WOULD YOU? SHE CAN HAVE MY TIME. YES, SIR. OKAY. WELL, LOOK. OKAY. WELL GOOD EVENING. AND I'D JUST LIKE TO SAY A COUPLE OF THINGS. AND RESPOND TO MR. BROWN THERE IS THAT, YOU KNOW, IF YOU TOOK $2 MILLION

[02:05:08]

WHAT IS THAT? BECAUSE YOU SHOULDN'T BE TAKING MONEY AWAY FROM A CAMPUS. YOU SHOULD LEAVE IT IN THE FEEDER PATTERN. AS A MATTER OF FACT, THAT'S WHAT I CAME HERE TONIGHT TO TALK ABOUT A LITTLE BIT, IS THAT I KNOW THAT YOU GUYS HAVE SAID THAT Y'ALL ARE GOING TO CLOSE BLUE RIDGE AFTER YOU GET THROUGH WITH THE COMPLETION OF THE ALDRIDGE, YOU'RE GOING TO CLOSE BLUE RIDGE AND YOU'RE GOING TO MERGE THOSE SCHOOLS. WELL, I WANT TO REITERATE THE FACT THAT I TALKED TO YOU BEFORE ABOUT KEEPING THAT FUNDING IN THAT FEEDER PATTERNS. THE SAME THING WITH THE OTHER SCHOOL THAT YOU BUILT OVER HERE IN THE MEADOWS. WHEN YOU CLOSE THAT OTHER SCHOOL, THAT FUNDING SHOULD STAY WITH THOSE KIDS, BECAUSE I UNDERSTAND THAT EVERYBODY WANTS TO MOVE THE MONEY AROUND AND THINGS LIKE THAT. BUT THOSE CAMPUSES WITH THOSE CHILDREN, THEY NEED THOSE FUNDS. AND IF YOU MOVE THE FUNDS INTO THE GENERAL FUND, THEN YOU'RE HURTING THOSE CAMPUSES.

AND, YOU KNOW, THOSE CAMPUSES NEED HELP. ALSO, AS MISS BROWN STATED, I MEAN, HOW IS FORT BEND ISD LOOKING AT ITSELF, SAYING, HEY, WE ARE FOR EVERYBODY IN OUR DISTRICT WHEN YOU CLEARLY WASN'T THAT WAY UNDER THE PREVIOUS ADMINISTRATOR, BECAUSE YOU LEFT MARSHALL AND WOOLRIDGE OUT OF THE REBALANCING OF THE DISTRICT. NEXT, YOU HAVE A SITUATION WHERE YOU SAY, WE'RE LOOKING FOR MONEY FOR MIDDLE SCHOOL, FOR THE MIDDLE SCHOOL THAT YOU WANT TO BUILD, OKAY. BUT YOU KNOW THAT YOU HAVE AND I DON'T KNOW THE NUMBER RIGHT OFFHAND, BUT YOU HAVE A NUMBER OF SCHOOLS THAT ARE UNDERUTILIZED. SO IF I'M RUNNING A BUSINESS AND I HAVE A NUMBER OF THINGS UNDERUTILIZED, I WOULD THINK THAT WHAT I WOULD FIRST START TO DO IS I WOULD MAXIMIZE THE UTILIZATION OF THE THINGS I ALREADY HAVE, BECAUSE THAT'S GOING TO SAVE ME MONEY. AND THEN ONLY THEN I WOULD BUILD ANYTHING. BUT YOU WANT TO COME AND YOU WANT TO TELL THE NEW SUPERINTENDENT, DOCTOR SMITH.

WELL, WE NEED TO COME UP WITH THIS MONEY AND ALL OF THIS AND THAT. BUT THE THING IS, DO YOU WANT TO RAISE YOUR TAXES? NO. DO YOU WANT TO COME UP WITH ANY OTHER MONIES OUTSIDE? DO YOU WANT ANOTHER BOND? NO. SO WHAT WE NEED TO DO IS BE REALISTIC AND WE HAVEN'T BEEN REALISTIC 30S SO FAR. BECAUSE IF YOU ARE REALISTIC, THEN YOU UTILIZE THOSE UNDERUTILIZED CAMPUSES.

AND LET ME SAY THIS, IT IS FAR CHEAPER TO EDUCATE A CHILD THAN TO PAY FOR THAT SAME CHILD'S INCARCERATION. SO WHEN YOU SIT HERE AND SAY TO ME, WELL, YOU KNOW, LOOK AT THE MONEY, BUT LOOK AT THE MONEY YOU SPEND ON THE PRISON SYSTEMS EVERY DAY. SO WHEN 112 YEAR OLD COMMITS, LET'S SAY, A HOMICIDE, AND HE'S GOT TO STAY IN PRISON THE REST OF HIS LIFE, WHAT HAPPENS? LOOK AT THAT MONEY TIME. THANK YOU, MR. RAINWATER. WE WILL NOW CONVENE IN CLOSED SESSION UNDER THE

[5. 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]

[6. Reconvene in Open Session]

[8.A. Fort Bend ISD Board of Trustees Meeting Minutes]

[8.B. District Improvement Plan Performance Objectives 2024-25: Consideration and approval of the District Performance Objectives included in the District Improvement Plan (DIP) for the 2024-25 year.]

[02:10:05]

AND SO FOR THE BOARD MEMBERS WHO MAYBE DIDN'T GET A CHANCE TO SEE IT, I JUST I ASKED ABOUT. THE 2.7, 2.8 AND 2.9 AND I, I ASK BECAUSE I WOULD LIKE 2.7. I APPRECIATED THAT CHART. IT HELPED ME UNDERSTAND. SO ANY INCREASING BY 15%, I MEAN, I GUESS YOU JUST. I DON'T KNOW, I ALMOST WANT TO SAY SEE CHART OR SOMETHING. RIGHT. BECAUSE THE 15%, WHEN WE EVALUATE THE SUPERINTENDENT THIS, THIS, THIS ISN'T AS FRESH IN MY MIND. RIGHT? I WILL NOT REMEMBER THE, THE ANSWER YOU GAVE ME TODAY. AND THEN AS FAR AS THE 2.8 AND 2.9, IN LIGHT OF THE CONVERSATION WE HAD TONIGHT ABOUT THE TIP CAMPUSES AND ABOUT SOME OF OUR OTHER CAMPUSES THAT WE'RE WATCHING, I JUST I LOOKED AT THE INSTRUMENT VERY QUICKLY BEFORE THE MEETING WHEN I WAS STILL AT HOME. BUT I WANTED TO CLARIFY IS THE TIERED FIDELITY INVENTORY? IS IT IS IT A SELF-ASSESSMENT WHERE THE CAMPUS IS ASSESSING THEMSELVES? OKAY. AND SO THE CAMPUSES AND THIS THIS SOUNDS LIKE AN UNPOPULAR THING THAT'S GOING TO COME OUT OF MY MOUTH. AND SO OUR TIP CAMPUSES ARE ALSO GOING TO BE ASSESSING THEMSELVES. OR MIGHT THEY HAVE. SO IT'S A GREAT QUESTION. SO BACKUP I DON'T KNOW HOW TO SAY THAT GINGERLY OR GENTLY. SO I'M JUST GOING TO SAY PERFECT QUESTION. SO WHAT HAPPENS IN THE SUMMER IS EACH CAMPUS SELECTS THE CBC WHICH IS A CAMPUS BEHAVIOR COORDINATOR. AND SO THEY'RE THE LEAD IN THIS PROCESS. AND THEN THROUGHOUT THE YEAR THERE'S A BEGINNING, MIDDLE AND THE END OF THE YEAR TIFF SELF-ASSESSMENT. BUT WHAT HAPPENS IS OUR TEAM FROM THE SELL SIDE OF THE HOUSE IS ALSO WALKING THE CAMPUS WITH THE DISTRICT BEHAVIOR SPECIALIST. AND SO WE'RE TRIANGULATING THE DATA, RIGHT. SO WE HAVE A TEMPLATE THAT WE LOOK AT AND SAYS, SO THE CAMPUS IS SELF-REPORTING 100%. BUT WE'RE WALKING THROUGH WE'RE ACTUALLY INTERVIEWING STUDENTS. WE'RE ASKING STUDENTS, HAVE YOU BEEN TAUGHT EXPECTATIONS FOR HOW TO WALK IN THE HALLWAY? DO YOU SEE THE SIGNS? DO YOU KNOW WHAT HAPPENS? AND DO YOU KNOW THOSE THINGS? AND SO IF OUR DATA DOESN'T MATCH THE CAMPUS DATA, THEN WE CAN INTERVENE AND HAVE THOSE REAL TIME CONVERSATIONS WITH THE CAMPUS TO ENSURE THAT THEY ARE MEETING STUDENTS NEEDS. OKAY, WAS THAT PART OF THE EXPLANATION AND THE INVENTORY? AND I JUST MISSED THAT. NO, MA'AM. OKAY. SO AND SO I'M GOING BACK TO MISS TOWSON'S NOTION OF MEMORIALIZING THINGS. AND I AM A BIG FAN OF POLICY AND PROCEDURES AND THINGS THAT ARE WRITTEN DOWN, BECAUSE THAT'S THE BLUEPRINT FOR WHEN THE NEW STAFF COMES. AND SO THAT'S A THAT'S A GIANT PIECE FOR ME THAT THAT YOU ARE CALIBRATING IT WITH SOMEBODY ELSE GOING OUT. AND SO BECAUSE WHEN WE LOOK AT THINGS LIKE RIGOR THAT FOR OVER A DECADE, YOU KNOW, WE GOT DINGED ON THAT IN THE LAST CURRICULUM AUDIT. AND THEN I STILL SEE THAT AS A CHALLENGE. AND SO OBVIOUSLY OUR CAMPUS I KNOW THIS IS DIFFERENT. RIGHT. BUT THEY'RE SELF-ASSESSING THEMSELVES ON HOW WELL THEY'RE DOING IT. BUT THAT IS BUT THAT ASSESSMENT ISN'T. EFFECTIVE. I'M JUST GOING TO I

[02:15:07]

SO THANK YOU THANK YOU, THANK YOU, MR. HAMILTON. MISS JONES. THANK YOU, MISS WILLIAMS. AND THANK YOU FOR THAT INFO. SO I JUST HAVE A BURNING QUESTION HERE ABOUT THIS DIP. AND WE KEEP TALKING ABOUT EVALUATING THE SUPERINTENDENT USING IT, WHICH IS FINE. SO MICHAEL AND HIS ADMINISTRATION WHICH IS FINE. SO MY QUESTION TO YOU IS OR THE CHARGE IS WHAT'S DIFFERENT HERE THAN IN THE PREVIOUS TWO YEARS. WHAT'S DIFFERENT THAN BEFORE? I MEAN, TO MAKE SURE WE'RE NOT DOING THE SAME OLD, SAME OLD I SEE THAT WE'RE RAISING THE STANDARD. BUT MY NEXT QUESTION, MY REAL QUESTION IS WHAT WAS IT LACKING IN PREVIOUS YEARS THAT IS NOW HERE. SO I CAN SPEAK A LITTLE BIT. AND THEN THE OTHER TEAM MEMBERS CAN ADD ON RELATED TO PRIORITY ONE. ONE OF THE THINGS THAT'S DIFFERENT IS WE'VE INCLUDED FORMATIVE DATA AS A PERFORMANCE OBJECTIVE, WHERE IN THE PAST IT WAS SOMETHING THAT WE ONLY REPORTED ON. AND THAT EXAMPLE IS POE 1.1. OKAY.

ANOTHER EXAMPLE IS THAT THE CMR DATA IS BEING TRACKED INTERNALLY TOWARDS THAT GOAL, NOT JUST AS A SUMMATIVE GOAL. GOOD GOOD GOOD. AND THEN IN PRIORITY TWO, THIS IS A COMPLETELY DIFFERENT APPROACH FOCUSED ON THE CLIMATE AND CULTURE WITH THE PACK. AND WHAT YOU SEE HERE IS SOME OF THE PREVIOUS PERFORMANCE OBJECTIVES AND THEN SOME NEW ONES CENTERED AROUND OUR CLIMATE AND CULTURE SURVEY AND STUDENT ENGAGEMENT. OKAY. AND THEN I'M SORRY, THE LAST ONE IS TIED TO A REPEATED REQUEST FROM THE BOARD TO ALIGN BUDGETING WITH OUR STRATEGIC PLAN AND ALSO TO MANAGE RESOURCE ALLOCATION THROUGH EVALUATING WHAT'S WORKING AND NOT. OKAY. VERY GOOD, VERY, VERY GOOD. AND I GUESS MY ASK OF THE ADMINISTRATION IS, ARE YOU VERY CONFIDENT THAT YOU CAN DO THIS? BECAUSE I'M FEELING VERY CONFIDENT THAT YOU CAN DO THIS. ARE YOU GUYS ARE ON BOARD WITH THIS AS WELL? YEAH, YEAH. OKAY. WE'LL BLOW IT OUT THE PARK. THANK YOU. ALL RIGHT. THANK YOU,

[8.C. Targeted Improvement Plan for Blue Ridge-Briargate Elementary School: Consideration and approval of the Targeted Improvement Plan (TIP) required by Texas Education Agency for Blue Ridge-Briargate Elementary.]

[02:20:06]

YES I DO. OUR TOTAL TEACHER VACANCIES AS OF TODAY IS 88. WE HAVE 37 AT THE ELEMENTARY LEVEL, 25 AT THE HIGH. LET ME GO BACK WAS MIDDLE SCHOOL 26. AND AT THE HIGH SCHOOL 25. CAN YOU REPEAT THAT? SURE. 88. TOTAL ELEMENTARY 37. MIDDLE 26 AND HIGH SCHOOL 25. SO I DON'T KNOW THE BEST WAY TO DO THIS. IF YOU WANT TO JUST RATTLE IT OFF FOR THE TARGET IMPROVEMENT. YES. SO FOR CAMPUSES, CHRISTA MCAULIFFE ONE LAKE OLYMPIA TWO. MARSHALL FOUR. FARGATE. SORRY, I WAS FLIPPING.

CAN YOU SAY THOSE AGAIN? ZERO FOR BRIARGATE RIDGE. ALL RIGHT. AND IT WAS FOUR AT MCAULIFFE. IS THAT RIGHT? YES. OKAY. 111 FOR MCAULIFFE. THANK YOU. I'M SORRY. ONE MCAULIFFE, LAKE OLYMPIA.

TWO. MARSHALL FOUR. OKAY. THANK YOU, THANK YOU, THANK YOU, MR. HAMILTON. SO, MISS JONES, TO PIGGYBACK OFF OUR TRUSTEE HAMILTON'S QUESTION, WHAT CONTENT AREAS ARE NEEDED, SPECIFICALLY WHERE WE HAVE VACANCIES, OUR CURRENT HARD TO FILL VACANCIES ARE BILINGUAL.

FIVE CTE HAS TWO SEVEN MATH AND SEVEN SCIENCE, AS WELL AS SPED AT 34, WHICH IS OUR HIGHEST? OKAY, OKAY. ARE WE OFFERING TEACHER STIPENDS FOR BILINGUAL? YES, WE ARE OFFERING FOR OUR HARD TO FILL AREAS, NOT CTE. AND WE'RE LOOKING FOR NEXT YEAR AS WE GO THROUGH OUR BUDGET PROCESS IN TERMS OF WHAT OTHER INITIATIVES WE MAY BE ABLE TO OFFER. OKAY. WELL THANK YOU, THANK YOU. ONE MORE QUICK QUESTION. SO YES, GO AHEAD. THANK YOU. SO JUST KIND OF BALLPARK, WOULD YOU SAY IT'S MORE OF A PROBLEM THAT WE ARE HAVING A HARD TIME HIRING IN THE FIRST PLACE, OR ARE WE HIRING AND LOSING? OR I ASSUME TO SOME EXTENT IT'S BOTH. BUT IS IT? IT'S A COMBINATION. BUT I WOULD SAY IF WE HAD TO LOOK AT IT WITH A TEACHER NATIONAL TEACHER SHORTAGE, THAT'S OUR BIGGEST ONE. BUT WE'RE CURRENTLY WORKING ON RETENTION AND WHAT THAT WILL LOOK LIKE AND HOW WE CAN FOSTER THAT CULTURE. YEAH. OKAY. SO IT'S BEEN OVER OVER 80 VACANCIES PRETTY PERSISTENTLY. SO IT SEEMS LIKE WE'RE HAVING A HARD TIME GETTING BELOW 80 AVERAGE. WE PROBABLY THIS SCHOOL YEAR I'LL GIVE YOU TWO. BUT OFF THE TOP IT'S PROBABLY BETWEEN 60 AND 75 OKAY. WE STARTED OFF REALLY GOOD. AND OF COURSE WITH VARIOUS VARIABLES FOR THIS YEAR WE'VE INCREASED BUT CURRENTLY STILL WORKING ON IT. OKAY, I MAY BE OFF, BUT I THINK WE WERE AROUND 85 THIS TIME LAST YEAR, SO I DON'T HAVE THAT, BUT I CAN DEFINITELY GET IT FOR YOU. THANK YOU, THANK YOU. ALL RIGHT. THANK YOU. LAST QUESTION. OH OKAY. QUICK. YOU'RE NOT ALLOWED TO TALK ANYMORE. NO. SO WHAT ARE SOME OF THE INITIATIVES THAT ARE TO FILL THE VACANCIES. WHAT ARE WE DOING. WE AS YOU'RE AWARE WE HAVE OUR INSTRUCTIONAL APPRENTICE. SO WE'RE CURRENTLY STILL WORKING ON OUR INSTRUCTIONAL INSTRUCTIONAL APPRENTICE PROJECT. WE ALSO WITH OUR RECRUITMENT, RETENTION AND RECOVERY PROJECT, WE ARE REACHING OUT OR HAVE REACHED OUT AND SENT OUT POSTCARDS. WE'LL HAVE MORE DETAILS WITH THAT NEXT MONTH TO OUR FORMER EMPLOYEES THAT WERE DISTINGUISHED EMPLOYEES. SO WE'RE WORKING WITH THAT. AND OF COURSE, SPRINGTIME IS OUR BIGGEST TIME FOR OUR JOB FAIRS. SO WE ARE ATTENDING ALL OF THE LOCAL AND SOME OUT OF STATE JOB FAIRS TO INCREASE OUR MARKETING IN THAT AREA AS WELL. OKAY. AND SO ARE YOU TRACKING THOSE POSTCARDS AND WHICH TEACHERS ARE COMING BACK BASED ON THOSE POSTCARDS TO MEASURE ITS EFFECTIVENESS? YES WE ARE. AND ON NEXT, I'M GETTING MY DATES CONFUSED. THE 24TH. THANK

[02:25:01]

SO IF WE CAN GET HALF OR ANYONE BACK FROM THAT, WE'LL BE EXCITED ABOUT THAT. BUT WE ARE CONTINUING THAT RECOVERY AND EXTENDING IT. WE'RE HAVING A FALL AND FALL BACK IN LOVE WITH FALL. FALL BACK IN LOVE WITH FORT BEND ISD. OKAY, OKAY, WELL THANK YOU. THANK YOU FOR THAT.

AND THANK YOU FOR YOUR EFFORTS. THANK YOU. WE'LL HAVE MORE INFORMATION NEXT MONTH WITH OUR RETENTION RECOVERY, RETENTION, RECOVERY. NEXT MONTH. WE'LL HAVE AN UPDATE FOR THAT. THANK YOU.

THANK YOU, MISS JONES. MR. GARCIA, JUST A QUICK QUESTION. DON'T GO ANYWHERE. SO THE I KNOW THAT WAS RECENTLY SIGNED INTO LAW. THE THAT WHOLE GOVERNMENT PENSION OFFSET WHERE THAT MONEY GETS PUT BACK INTO SOCIAL SECURITY, SOCIAL SECURITY. AND I'VE HEARD A NUMBER OF RETIRED TEACHERS THAT SORT OF PIQUED THEIR INTEREST TO REENTER. I MEAN, I THINK IT'S TWOFOLD. I THINK A LOT OF TEACHERS MAY USE THIS AS AN OPPORTUNITY TO RETIRE EARLY. AND THEN THERE'S A LOT OF TEACHERS THAT I'VE HEARD THAT ARE IN RETIREMENT, THAT ARE CONSIDERING COMING BACK AND HAVE ALREADY REACHED OUT TO SOME OF THE TEACHERS. I JUST WAS CURIOUS IF Y'ALL HAVE HEARD IN THAT ONE WAY OR THE OTHER, IF IT'S GOING TO AFFECT US ADVERSELY, OR IF IT'S KIND OF TWOFOLD. WHAT I WAS JUST EXPLAINING ALSO IS THAT USING THAT AS A, AS A RETENTION RECRUITMENT PERK, I GUESS SOMETHING TO THROW OUT THERE BECAUSE IT'S JUST I JUST RECENTLY STARTED HEARING ABOUT THAT. SO YES, WE ARE AWARE OF IT AND WE ARE LOOKING AT OPPORTUNITIES TO SEE HOW IT CAN ASSIST US WITH RETURNING INDIVIDUALS AS WELL AS RETAINING. SO WE'LL HAVE MORE UPDATES ON THAT AS THE FEW MONTHS TO COME. THANK YOU, THANK YOU. NO MORE QUESTIONS. THANK YOU MISS. NO NO NO NO NO. SO I'M GOING TO GO TO D. AND THEN IF YOU HAVE SOMETHING SPECIFIC TO MCCALL OKAY THEN WE'LL DO THAT OKAY OKAY A D. ALL RIGHT MISS HANNON. NO, NEVER MIND.

MCAULIFFE OKAY. NO, NOT SPECIFICALLY. OKAY. OKAY. WHAT ABOUT E WITH TARGETED

[8.E. Targeted Improvement Plan for Marshall High School: Consideration and approval of the Targeted Improvement Plan (TIP) required by Texas Education Agency for Marshall High School.]

[02:30:02]

[8.F. International Student Travel: Consideration and approval of international travel by the Stephen F. Austin High School Senior NJROTC cadets to travel to Cozumel, Mexico.]

MISS HANNAN OKAY. SO I ASKED THIS EVERY TIME WE HAVE TO APPROVE ONE OF THESE FIRST ALL OF THESE EXPENSES ARE INCURRED BY THE STUDENT OR THE PARENT THAT ARE ATTENDING. CORRECT. ARE ARE ARE WE PAYING FOR THE PROFESSIONALS OR THEY'RE ALSO PAYING FOR THEIRS? I WILL CIRCLE BACK TO MAKE SURE THERE'S NOT. BUT IT WAS THERE WAS SOME FUNDRAISING AROUND IT, BUT IT IS NOT COVERED BY THE CAMPUS WHATSOEVER. OKAY. SO I CAN ASSURE YOU OF THAT PIECE OF IT.

OKAY. THANK YOU DOCTOR. SURE. THE OTHER ONE IS I'M VERY EXCITED. I THINK I WANT TO GO, BUT I'M JUST I'M SAYING I ARE ALL 30 SENIORS. THEY'VE MET THEIR GRADUATION REQUIREMENTS, AND NOBODY'S GOT CHRONIC ABSENTEEISM BECAUSE THEY'RE GOING TO MISS PART OF A DAY.

AND. AND THEN THE THIRD ONE IS WE HAVE NO LIABILITY, SO TO SPEAK, IN THIS TRIP. CORRECT.

AND WE DID CIRCLE BACK TO MAKE SURE THAT WE HAD LEGAL FROM LEGAL VET THROUGH TO HAVE THAT SIGNED OFF BY EVERY PARENT AND EVERY CADET THAT'S GOING A PARENT IS GOING WITH THEM. OKAY.

AND I THINK TRAVEL IS A WONDERFUL THING. I'M I LOVE WHEN KIDS GET TO PARTICIPATE IN THAT.

BUT JUST AS A BOARD MEMBER, I JUST FEEL LIKE THOSE ARE SOME QUESTIONS I NEED TO ASK. THANK YOU MA'AM. THANK YOU, MISS HANNON. MR. HAMILTON. SO JUST REAL QUICK, I JUST WANT TO SAY THANK YOU TO THE EMPLOYEES AND THE PARENTS AND THE DONORS WHO MAKE TRIPS LIKE THESE POSSIBLE.

I THINK PART OF WHAT TRUSTEE HAND'S GETTING AT IS THAT WE'D LOVE TO SEE THESE TYPES OF OPPORTUNITIES IN, IN MORE OF OUR CAMPUSES. AND SO I JUST WANT TO SAY THANK YOU TO THE TO THE ONES WHO DO MAKE IT POSSIBLE AT THE CAMPUSES WHERE WE DO HAVE TRIPS LIKE THESE. THANK YOU, MR. HAMILTON. NEXT UP IS EIGHT G, WHICH IS THE PROCLAMATION PROCLAMATION FOR PROFESSIONAL BUYERS DAY. H IS THE ANNUAL FINANCIAL AUDIT ENGAGEMENT LETTER. ANY QUESTIONS OR

[8.I. 2nd Quarter 2024-25 Financials: Consideration and approval of the second quarter 2024-25 Financial Report.]

[8.J. Review of proposed expenses that exceed $50,000]

[02:35:06]

AND E-RATE GOES YEAR BY YEAR. SO WE'RE GOING TO IF THERE ARE AN EXPANSION NEEDED, WE CAN APPLY THE NEXT YEAR, THE FOLLOWING YEAR ON THE RATES. SO THAT WAY WE CAN EXPAND IT IF WE E-RATE WILL CONTINUE. YES, MA'AM. WE'LL SEE HOW THAT GOES. SO I'M SORRY, HOW MANY DID YOU SAY? 100.

APPROXIMATELY SO. 100. AND IS THAT NUMBER BECAUSE THERE WERE ONLY 100 THAT UTILIZED THIS BACK IN THE. NO. FOR 2022 20 TO 2024, WE ESTIMATED THAT THAT'S ABOUT AMOUNT OF HOTSPOT THAT WE MAY NEED. WE REALLY DO NOT KNOW. YEAH OKAY. BECAUSE IT SAYS EACH CAMPUS, FEWER THAN 100 STUDENTS AT EACH CAMPUS PARTICIPATED. OH AT EACH CAMPUS. WELL, BOTH CAMPUSES TOGETHER WE ONLY GOT ABOUT 100 OF EACH CAMPUS OR STUDENT PARTICIPATING IN EACH CAMPUS. AND THOSE TWO CAMPUSES WERE 1 TO 1. OKAY. AND SO ANYBODY THAT NEEDS A HOTSPOT RIGHT NOW, DO THEY HAVE ONE RIGHT NOW? NO, MA'AM, BECAUSE WE DO NOT HAVE ANY IN STOCK OR AVAILABLE. THE REASON WHY IS THAT WE DECIDED THAT THAT WAS SOMETHING THAT WASN'T SOMETHING THAT WE COULD AFFORD IN TERMS OF WHEN WE DID THE BUDGET CUT BACK, WE DID NOT HAVE THE FUNDING TO SUPPORT $30, $39 A MONTH. SO THAT'S SOMETHING THAT, OKAY, SINCE THE VERIZON WASN'T REALLY A REQUIRED PURCHASE IN TERMS OF THE AMOUNT OF KIDS NEEDED. SO WE DECIDED TO STOP THE PROGRAM AFTER VERIZON. HOWEVER, THIS YEAR, E-RATE ALLOWS US TO REIMBURSE. I SAW THAT LIKE 60 TO 80%, 60%, 60%. RIGHT NOW WE'RE WE QUALIFY FOR 60% REIMBURSEMENT RATE. OKAY, SO MY QUESTION, I DON'T KNOW, MAYBE TO MISS JORDAN. I'M NOT OR DOCTOR JORDAN OR MISS BROWN. BUT SO YOU KNOW, THAT CONCERNS ME BECAUSE EVERYBODY HAS A SECONDARY HAS A 1 TO 1 LAPTOP. RIGHT. BUT WHEN THEY TAKE THAT LAPTOP HOME, IF THEY CAN'T USE THAT THEY CAN'T GET INTO SCHOOLOGY, THEY CAN'T GET INTO THEY CAN'T EVEN GET IN TO DO THEIR COURSE SELECTION AND MANEUVER THROUGH THE COURSE SELECTION GUIDE TO GET INTO SCHOOL LINKS. WELL, THAT'S THAT'S REALLY A STRUGGLE. SO I MEAN, I MEAN, SO I GUESS WHEN THIS IS APPROVED, YOU KNOW, WOULD KIDS EVEN BE ABLE TO GET TO THEM THIS YEAR AT LEAST BY THIS THE LAST SIX WEEKS OR, OR IT'S FOR NEXT YEAR? NO, MA'AM. THIS IS TIED TO THE E-RATE FUNDING CYCLE. SO THIS WILL BE FOR FUND YEAR FUNDING YEAR 2025. OKAY. BUT THE BUT THE DATA FROM DURING COVID, WHICH WAS OUR HIGHEST UTILIZATION ONLINE LEARNING AND WE HAD HOTSPOTS FOR ANY STUDENT WHO SAID I NEED A HOTSPOT. AND WE HANDED OUT ABOUT 4000 HOTSPOTS, THE VAST MAJORITY OF THOSE HOTSPOTS HAD LITTLE TO NO DATA UTILIZATION. THE OUR DATA DOES INDICATE THAT THE MAJORITY OF OUR STUDENTS DO HAVE INTERNET ACCESS OF SOME TYPE AT HOME. WHAT WE'RE TRYING TO TARGET WITH THIS PROGRAM, WE DON'T HAVE A SYSTEMIC ISSUE OF STUDENTS BROADLY NOT HAVING ACCESS TO INTERNET, BUT FOR THE FEW STUDENTS WHO DON'T, THIS IS A MAJOR ISSUE FOR THEM. AND SO BY DEPLOYING A SMALL NUMBER OF HOTSPOTS, WE CAN TARGET STUDENTS FOR WHOM THIS IS A CRITICAL NEED. AND THEN BASED ON THAT DATA, THIS PROGRAM COULD GROW THE AGENDA ITEM THAT WE BROUGHT FORWARD TO YOU GUYS INCLUDES FUNDING TO GROW UP TO 250. BUT THE E-RATE CYCLE IS PER YEAR. SO WE'RE GOING TO APPLY FOR 100 IN THE FIRST YEAR. THIS PROGRAM REQUIRES THAT THE HOTSPOTS BE USED EVERY SINGLE MONTH. SO IF WE APPLY FOR MORE HOTSPOTS THAN WE NEED, WE HAVE TO TURN THOSE HOTSPOTS OFF AND WE CAN'T RECLAIM THEM. SO IT'S ESSENTIAL FOR THE GROWTH OF THE PROGRAM THAT WE GROW IT AS NEED EXISTS AND NOT APPLY FOR MORE THAN WE NEED, AND END UP HAVING TO TERMINATE THOSE BECAUSE WE'RE APPROVING NOT TO EXCEED 200,000. BUT YOU'RE NOT GOING TO SPEND THAT IN YEAR ONE. IT'S GOING TO BECAUSE YOU'RE OKAY. YEAH. OKAY. THANK YOU. I'M SORRY, I JUST WASN'T MY HEAD WASN'T WRAPPING AROUND IT. I DO THINK IT'S SO IMPORTANT EVERYBODY IS ABLE TO ACCESS. YEAH. YEAR ONE EXPENSES FOR THE DISTRICT WITH 100 WILL BE ABOUT $11,000. OKAY. IN OUR YEAR ONE COST. OKAY. VERY GOOD. THE FEDERAL GOVERNMENT WILL COVER ABOUT 16. OKAY. AND FORGIVE ME, WHAT'S YOUR NAME? CHRIS NIELSEN. SORRY. OH, THANK YOU, MR. NIELSEN. APPRECIATE IT.

THANK YOU. CHRIS IS THE NEW JOJO JACOBSEN OKAY. WHAT DID I SAY? NIELSEN. NIELSEN. NIELSEN. I ANSWERED IT, BUT IT'S ALL GOOD. ALL RIGHT. THANK YOU, MISS HANNON. NEXT IS J2, THE FINE

[02:40:06]

SO STARTING WITH MARCHING BAND, THE FOLKS THAT WRITE THE MARCHING BAND DRILL, IN OTHER WORDS, THAT CHART OUT WHERE KIDS GO AND HOW MANY COUNTS IT TAKES TO GET THERE. THE MUSIC, ARRANGING. A LOT OF OUR MARCHING BANDS NOW USE SOUND ENHANCEMENT, AND SO THERE'S SOMEBODY THAT THAT PROGRAMS THE SOUND FOR THEIR MARCHING BANDS, FOR CHOIR. IT'S ACCOMPANISTS FOR ALL MUSIC AS WELL AS THEATER AND DANCE. WE HAVE CONSULTANTS THAT COME IN AND WORK WITH THE KIDS IN A MASTER CLASS KIND OF SITUATION. FOR DANCE AND THEATER. IT COULD BE CHOREOGRAPHY FOR A PLAY OR MUSICAL PRODUCTION, OR DANCE CHOREOGRAPHY FOR DANCE TEAM OR OR DANCE COMPETITIONS. WE SPEND A LOT OF MONEY ON INSTRUCTIONAL COACHES BECAUSE, I MEAN, THERE'S ONE OF ME AND WE HAVE 109 BAND AND ORCHESTRA DIRECTORS, SO WE HIRE INSTRUCTIONAL COACHES TO GO OUT AND DO CLINICS WITH STUDENT GROUPS AND THINGS LIKE THAT. EXCELLENT. THANK YOU. THANK YOU, MR. HAMILTON. THANK YOU, MR. DREW. NEXT UP IS J3, THE OEM KITCHEN EQUIPMENT, PARTS PREVENTION, PREVENTATIVE MAINTENANCE, REPAIRS AND RELATED ITEMS. QUESTIONS OR COMMENTS ON THIS ITEM. J4 IS MAINTENANCE, REPAIR AND OPERATIONS, SUPPLIES AND RELATED SERVICES FOR MULTIPLE COOPERATIVE CONTRACTS.

SO ANY QUESTIONS ON THIS ITEM? NEXT IS FIVE. THE JANITORIAL, CHEMICAL SUPPLIES, EQUIPMENT REPAIR, AND RELATED ITEMS. QUESTIONS OR COMMENTS ON THIS. NEXT IS SIX MISCELLANEOUS RENOVATIONS BID PACKAGE 26 QUESTIONS OR COMMENTS SEVEN HAS BEEN PULLED. AS I STATED EARLIER, ITEM EIGHT IS UNDER UNINTERRUPTIBLE POWER SUPPLIES. QUESTIONS OR COMMENTS ON THIS ITEM. AND NINE ARE THE TRIPLEX RENOVATIONS BID PACKAGE 17. ALL RIGHT, MAY I HAVE A MOTION TO

* This transcript was compiled from uncorrected Closed Captioning.