Mar 24, 2025 Board Meeting

THANK YOU. THANK YOU SERGEANT. THE TIME IS 6:01 P.M.

[1. Call to order]

[00:00:04]

AND NOTICE OF THE MEETING HAS BEEN POSTED ONLINE AND AT THE FORT BEND ISD ADMINISTRATION BUILDING FOR AT LEAST 72 HOURS.

IF EVERYONE WILL PLEASE RISE FOR THE PLAYING OF THE NATIONAL ANTHEM BY TRAVIS HIGH SCHOOL AND REMAIN STANDING FOR A MOMENT OF SILENCE.

PLEASE REMAIN STANDING FOR A MOMENT OF SILENCE.

YOU MAY BE SEATED. WELL, I'D LIKE TO ASK THE TRUSTEES TO PLEASE JOIN ME IN FRONT OF THE DAIS FOR RECOGNITIONS.

[4. Recognitions]

THIS EVENING, TO OUR NATIONAL ANTHEM, PERFORMERS FROM TRAVIS HIGH SCHOOL, THE TROMBONE ENSEMBLE DIRECTED BY KYLE BARAJAS.

THAT WAS A WONDERFUL PERFORMANCE.

I'M LOOKING HERE. ONE. TWO. THREE. ONE MORE. ONE.

TWO. THREE. THANK YOU.

EACH YEAR, THE UNITED STATES NAVY FUNDS SCHOLARSHIPS WORTH $26,000 FOR A SELECTED TEN STUDENTS TO ATTEND ITS FLIGHT ACADEMY.

AUSTIN HIGH SCHOOL LEADS THE NATION IN THE NUMBER OF STUDENTS ELECTED FOR THIS ACADEMY.

[00:05:04]

CADET HALEY HSU WAS SELECTED AS AN ALTERNATE.

TOGETHER, THESE TWO WERE CHOSEN OUT OF OVER 500 STUDENTS FROM ACROSS THE NATION.

ALSO FROM AUSTIN HIGH SCHOOL, WE WOULD LIKE TO RECOGNIZE CADET MOLLY OYESIKU FOR COMPLETING THE 2024 2025 COMMANDER OF NAVAL AIR FORCES FLIGHT ACADEMY AND BECOMING A FEDERAL AVIATION ADMINISTRATION CERTIFIED PILOT CADET YESTERDAY.

THERE'S MORE. YESTERDAY, I RECEIVED NOTICE THAT HE RECEIVED A FULL ROTC SCHOLARSHIP TO TUSKEGEE UNIVERSITY. WE WOULD ALSO LIKE TO RECOGNIZE FROM AUSTIN HIGH SCHOOL CADET ANDY CHANG.

I'M GOING TO ASK YOU TO HOLD YOUR APPLAUSE UNTIL I READ ALL OF THIS.

OKAY. ANDY CHANG. FOR COMPLETING THE 2024 2025 COMMANDER OF NAVAL AIR FORCES FLIGHT ACADEMY AND BECOMING A FEDERAL AVIATION ADMINISTRATION CERTIFIED PILOT CADET.

I WOULD ALSO LIKE TO MAKE A SPECIAL NOTE THAT AT AROUND 5:00 PM, ANDY RECEIVED WORD FROM CONGRESSWOMAN LIZZIE FLETCHER THAT HE HAS BEEN ACCEPTED INTO THE US AIR FORCE ACADEMY.

WE WOULD LIKE TO SEND A VERY SPECIAL THANK YOU TO SENIOR CHIEF AARON JOHNSON FOR HIS LEADERSHIP AND GUIDANCE OVER THESE STUDENTS.

CADETS, IF YOU WOULD COME AND STAND FOR YOUR PHOTOGRAPH.

PRINCIPAL CORTEZ, YOU WANT TO JOIN. OKAY.

OKAY. EVERYONE LOOKING HERE, PLEASE. ONE. TWO.

THREE. ONE MORE. ONE. TWO. THREE. THANK YOU.

THANK YOU. NEXT UP. HI. TOWER HIGH SCHOOL GIRLS VARSITY BASKETBALL TEAM.

THEY ARE BEING RECOGNIZED TONIGHT FOR FINISHING THEIR SEASON AS STATE RUNNER UP IN THE U.I.L.

SIX A STATE CHAMPIONSHIP. THE TEAM HAD AN OVERALL SEASON RECORD OF 34 SIX AND AN OVERALL DISTRICT RECORD OF 14 ZERO.

FIRST UP. KYLIE BOWDEN, WHO ALSO RECEIVED THE TEXAS HIGH SCHOOL COACHES ASSOCIATION ACADEMIC ALL STATE HONORS AWARD. CHANDLER PRESTON, CAVER WHO ALSO RECEIVED A U.I.L.

ALL STATE HONOR AWARD. KIMORA DINKINS. SIDNEY.

THOMAS. SOPHIA. LACY. BRIANNA. SHELBY. GENORA.

JOHNSON. MADISON. DAVIS. KAYLA. SIMON. OGECHI.

OKEKE. WHO ALSO RECEIVED A ALL STATE HONOR. ONYEKA.

OZUMBA. AND COACHES JASMINE BREWER AND RAYVEN TUCKER.

THANK YOU. ALL RIGHT, HIGHTOWER, LET'S GO AHEAD AND

[00:10:03]

GREAT JOB. THANK YOU. CAN I GET RIGHT BEHIND YOU? THANK YOU. THANK YOU. I WANT KAYLEE OVER HERE.

KYLIE. LET'S GO. THERE WE GO. ALL RIGHT. BIG SMILES, BIG SMILES.

JUST A LITTLE BIT. ALL RIGHT. ALL RIGHT, EVERYONE, LOOK IN HERE, PLEASE.

ONE, TWO. THREE. ONE MORE. ONE. TWO. THREE. THANK YOU.

AWESOME. THANK YOU SO.

MUCH. NEXT UP, MARSHALL HIGH SCHOOL BOYS VARSITY BASKETBALL TEAM.

THEY ARE BEING RECOGNIZED TONIGHT FOR FINISHING THEIR SEASON AS STATE RUNNER UP IN THE UIL FIVE A STATE CHAMPIONSHIP.

THE TEAM HAD AN OVERALL SEASON RECORD OF 37 THREE AND AN OVERALL DISTRICT RECORD OF 14 AND ZERO.

PRESENT WITH US TONIGHT IS KEVIN SERGEANT IAN LOWE, WHO RECEIVED A U.I.L.

ALL STATE FINALIST AWARD. ARMANI DIAZ, JADEN JONES, CHACE CRAWFORD, JONATHAN WALKER, BRADEN COOPER, RYAN JOHNSON, HARVEY BAKER, JUNIOR MICHAEL MARSHALL COACHES RONNIE COURTNEY AND HARVEY BAKER, SENIOR.

MY APOLOGIES. CLEVELAND SLAUGHTER. WHERE'S CLEVELAND? OKAY.

YEAH.

MARIA? YEAH. RIGHT HERE. FRONT AND CENTER. YEAH.

NO. HE WAS. HE WAS. YEAH. IT'S KIND OF OFF BALANCE.

THERE WE GO. THERE WE GO. HERE WE GO. EVERYONE LOOKING HERE, PLEASE.

ONE. TWO. THREE. ONE MORE. ONE. TWO. THREE. THANK YOU.

ALL RIGHTY. LAST BUT DEFINITELY NOT LEAST. THE FORT BEND ISD COMMUNICATIONS DEPARTMENT IS BEING RECOGNIZED FOR EARNING 35 AWARDS AT THE TEXAS SCHOOL PUBLIC RELATIONS ASSOCIATION ANNUAL STAR AWARDS.

THE AWARDS INCLUDED TWO BRONZE AWARDS, 11 SILVER, 20 GOLD, AND TWO BEST OF THE STATE CATEGORIES FOR OUR DIGITAL MAGAZINE. SEVERAL OF THESE AWARDS FALL INTO OTHER CATEGORIES SUCH AS PRINT WRITING, PUBLISHED NEWS RELEASES, GRAPHICS, VIDEO, COMPUTERIZED ELECTRONIC COMMUNICATIONS, PRINT MAGAZINES, WEBSITE, AND SPECIAL EVENTS FOR PROJECTS COMPLETED IN THE 2324 SCHOOL YEAR.

TONIGHT AWARD RECIPIENTS INCLUDE FROM THE COMMUNICATIONS TEAM SHERRI WILLIAMS. MARIA DE PENA. DEANNA ALVARADO. DIANA TORRES.

MICHAEL LAMB. JENNIFER WILLIS. NATALIE RIVERA.

TONYA. THOMAS. DANIELLA JOHNSON AND GABBY MENA.

[00:15:06]

CAN YOU SQUEEZE IN SOME MORE? THERES A GAP RIGHT THERE.

CLOSE IT UP. ALL RIGHT, HERE WE GO. ONE. TWO.

THREE. ONE MORE. ONE. TWO. THREE. ALL RIGHT. GOT IT.

GO BACK TO WORK. AND THIS CONCLUDES THIS EVENING'S RECOGNITIONS.

CONGRATULATIONS TO EVERYBODY WHO WAS RECOGNIZED THIS EVENING.

VERY, VERY AMAZING GROUP OF YOUNG PEOPLE AND OUR COMMUNICATIONS DEPARTMENT.

THANK YOU GUYS SO MUCH FOR ALL YOU DO. NEXT UP ON OUR AGENDA IS THE SUPERINTENDENT'S UPDATE,

[5. Superintendent Update]

AND THE SUPERINTENDENT'S UPDATE. THE FIRST ITEM IS TO SHARE AN UPDATE ON OUR REALTORS WORKSHOP.

WE HAD ANOTHER OUTREACH EVENT. THIS HAS BECOME A REALLY GREAT EVENT ANNUALLY WHERE WE'RE ABLE TO BRING REALTORS FROM ACROSS THE AREA, AND WE PROVIDE A DISTRICT UPDATE TO OUR REALTORS.

AS YOU ALL KNOW, THIS GROUP IS A VERY CRITICAL GROUP IN TERMS OF JUST THE ROLE THAT THEY PLAY IN GETTING FACTUAL INFORMATION OUT TO OUR COMMUNITY AND JUST BUILDING A SOLID PARTNERSHIP SO THAT THEY CAN ALSO PARTNER WITH US IN SPREADING THE GOOD NEWS ABOUT FORT BEND ISD.

AND SO WE LOOK FORWARD TO THIS EVENT EACH AND EVERY YEAR, WHERE IT GIVES US AN OPPORTUNITY TO PROVIDE THEM WITH A LOT OF INFORMATION ON THE DISTRICT. SO WE APPRECIATE THE ROLE THAT THEY PLAY AS AMBASSADORS FOR OUR DISTRICT, AND WE LOOK FORWARD TO OUR NEXT WORKSHOP.

THIS WAS VERY WELL ATTENDED, AND I THINK IT REALLY WAS A GOOD START FOR US IN TERMS OF BEING ABLE TO PROFILE OUR SCHOOL DISTRICT.

THE NEXT ITEM CONTINUING WITH SCHOOL ACHIEVEMENT AWARDS.

WE HAVE GREAT SCHOOLS AND GREAT PRINCIPALS. WAS ABLE TO SHARE THAT AT OUR MEETING LAST WEEK, BUT I WANT TO CONGRATULATE THE 12 SCHOOLS THAT YOU SEE ON THE SCREEN.

THEY HAVE ALL BEEN NAMED HONOR ROLL SCHOOLS BY THE EDUCATIONAL RESULTS PARTNERSHIP.

THESE CAMPUSES WERE SELECTED BASED ON THE WORK THAT THEY'VE DONE TO CLOSE THE ACHIEVEMENT GAPS AND TO ALLEVIATE ACHIEVEMENT LEVELS OVERALL AT THE CAMPUS. THIS IS THE 10TH YEAR THAT THIS EDUCATIONAL ORGANIZATION HAS HONORED TEXAS SCHOOLS, AND FORT BEND ISD IS CONTINUOUSLY ON THIS LIST.

AND IT'S JUST A CREDIT AND A DEDICATION TO THE QUALITY OF EDUCATORS THAT WE HAVE, AS WELL AS OUR PARENTS, WHO, OF COURSE, PLAY A VITAL ROLE IN OUR STUDENTS BEING ABLE TO ACHIEVE AT SUCH HIGH LEVELS.

THE NEXT ITEM I HAVE IS THE EDUCATION FOUNDATION GALA RESULTS.

ONCE AGAIN, I WANT TO THANK OUR EDUCATION FOUNDATION FOR A WONDERFUL GALA.

I WAS NOT ABLE TO ATTEND THE GALA THAT SAME NIGHT.

WE WERE AT THE STATE CHAMPIONSHIP WITH WAS AT THE GIRLS OR THE BOYS? IT WAS THE GIRLS. SO IT WAS THE GIRLS. STATE CHAMPIONSHIP.

BUT I WAS TEXTING, AND I HEARD THAT SEVERAL OF OUR BOARD MEMBERS DID A GOOD JOB ON THE DANCE FLOOR, BUT YOU HAD A GOOD TIME. BUT ONCE AGAIN, THIS YEAR, OUR EDUCATION FOUNDATION HAD A WONDERFUL GALA.

IT TOOK PLACE EARLIER THIS MONTH AS WE RAISED LOTS OF MONEY FOR OUR STUDENTS, TEACHERS AND STAFF.

THIS IS ALWAYS THE BIGGEST FUNDRAISER OF THE YEAR FOR THE FOUNDATION.

AND SO, THANKS TO THE COMMUNITY'S GENEROSITY THAT NIGHT BROUGHT $498,000.

THAT IS A HUGE AMOUNT FOR ONE EVENT. SO CONGRATULATIONS TO BRENNA.

WE APPRECIATE HER LEADERSHIP. AND THOUGH SHE'S RETIRING, BUT WE CERTAINLY APPRECIATE HER HER LONG SERVICE TO FORT BEND ISD AND HER LEADERSHIP WITH

[00:20:07]

AND SO WE APPRECIATE EVERYTHING THAT YOU DO TO CONTINUE TO SUPPORT OUR SCHOOL DISTRICT AND OUR TEACHERS. THE NEXT ITEM THAT I HAVE IS STUDENT ACHIEVEMENTS FOR THE MONTH. OUR STUDENTS ARE CONTINUING TO ACHIEVE AMAZING THINGS.

IF YOU, AS YOU'VE HEARD, BOTH IN ATHLETICS AS WELL AS IN ACADEMICS.

I JUST WANT TO HIGHLIGHT TWO EXAMPLES OF THAT.

THE ANNUAL GOLD KEY SCHOLASTIC WRITING COMPETITION.

IT RECOGNIZES THE BEST TEEN WRITERS IN THE NATION, AND OUR DISTRICT HAS A YOUNG LADY AT KEMPNER HIGH SCHOOL WHO IS ONE OF ONLY FIVE STUDENTS IN THE REGION TO BE SELECTED FOR THE NATIONAL COMPETITION.

SO IT'S NOT UNCOMMON FOR YOUNG PEOPLE TO WIN THIS AWARD TO GO ON TO BECOME INTERNATIONALLY FAMOUS AUTHORS LATER ON IN THEIR CAREER.

SO THIS MIGHT JUST BE THE BEGINNING OF BIG DREAMS COMING TO HER.

ALSO ON THE ATHLETIC SIDE, WE HAVE NEWS THAT OUR STUDENT FROM KEMPNER HIGH SCHOOL HAS BEEN RECOGNIZED AS A SWIMMER WHO RECENTLY BROKE THREE U.I.L. STATE RECORDS IN DIFFERENT EVENTS. AND SO WE'RE TOLD THAT THAT HAS NEVER BEEN DONE BEFORE.

SO THAT'S A CREDIT TO HIS HIS TALENT BUT ALSO HIS WORK ETHIC.

AND SO WE WANT TO JUST SAY CONGRATULATIONS TO THESE TWO STUDENTS.

WE ENCOURAGE THEM TO CONTINUE TO KEEP UP THE GREAT WORK AND BEING SHINING EXAMPLES OF WHAT IT MEANS TO BE DEDICATED, FOCUSED AS A YOUNG PERSON. AND THEY SERVE AS GREAT REPRESENTATIVES OF STUDENT SUCCESS IN FORT BEND ISD.

MADAM PRESIDENT, THAT CONCLUDES SUPERINTENDENT'S REPORT THIS EVENING. THANK YOU, DOCTOR SMITH.

[6. Board Activity Report]

THANK YOU, MADAM PRESIDENT. THIS IS YOUR FORT BEND ISD SCHOOL BOARD AT WORK.

THE BOARD MEMBERS DISTRICT ACTIVITIES REPORT.

SINCE OUR LAST MEETING, WE HAD TRUSTEES ATTEND THE MARSHALL HIGH SCHOOL BOYS BASKETBALL TEAM IN THE STATE CHAMPIONSHIP GAME, WHERE THE WILLOWRIDGE HIGH SCHOOL BASKETBALL TEAM WAS ALSO RECOGNIZED FOR THE 25TH ANNIVERSARY OF THEIR STATE CHAMPIONSHIP IN 2000.

WE HAD THE FILM FEST AWARDS NIGHT RETIREMENT CELEBRATION FOR RON BLAST CAMP, FORT BEND EDUCATION FOUNDATION 2025.

GALA 2025. STATE OF THE CITY. SUGARLAND POLICY COMMITTEE MEETING.

ANNUAL REVIEW OF STUDENT CODE OF CONDUCT. STUDENT LEADERSHIP 101.

ENCOURAGE THE HEART. REAL ESTATE PROFESSIONALS.

BREAKFAST GUEST READER AT COLONY MEADOWS ELEMENTARY GOVERNANCE CAMP, GALVESTON, TEXAS.

QUAIL VALLEY ELEMENTARY 50TH ANNIVERSARY CELEBRATION.

SUGARLAND MIDDLE SCHOOL 50TH ANNIVERSARY CELEBRATION, AND BOARD LEADERSHIP ACADEMY FOR CURRICULUM, INSTRUCTION AND TECHNOLOGY. THANK YOU, MR. HAMILTON.

[7.A. President's Update]

WE'RE GOING TO BE RESCHEDULING THAT. IT WAS SUPPOSED TO BE A BOUNDARY PLANNING WORKSHOP, AND WE WILL DO THAT LATER.

IN THE IN THE YEAR, PROBABLY CLOSER TO SUMMERTIME.

ALSO, I WANT TO REMIND EVERYONE THAT WE HAVE A LISTENING TOUR COMING UP NEXT MONTH.

ON APRIL 7TH, IT WILL BE AT STEPHEN F AUSTIN HIGH SCHOOL.

IT WILL START AT 5 P.M., WHICH IS RIGHT BEFORE OUR BOARD AGENDA REVIEW MEETING, WHICH STARTS AT 6 P.M..

ALSO, JUST TO LET EVERYONE KNOW WE'RE GOING TO RUN.

WE'LL HAVE THINGS A LITTLE BIT DIFFERENTLY FOR THIS LISTENING TOUR.

THERE WILL BE PARTICULAR TABLES THAT WILL BE LABELED BY TOPIC.

COMMUNITY MEMBERS WILL BE INVITED TO COME IN AND AND ATTEND SORT OF A QUESTION AND ANSWER SESSION AT WHICHEVER TABLE THEY WOULD LIKE TO. THOSE TOPICS WILL BE BOUNDARY PLANNING BOND UPDATES AND FACILITIES FINANCIAL OUTLOOK, WHICH INCLUDES BUDGET SALARIES AND BENEFITS AND THEN SPECIAL PROGRAMS AND STUDENT SERVICES, WHICH IS SPECIAL EDUCATION, ESL AND ACADEMIES. THESE WILL BE ASKING FOR EACH OF THE TRUSTEES TO SIGN UP TO SIT AT A TABLE WITH THE ADMINISTRATORS, AND WE OBVIOUSLY WOULD LIKE TO SEE AS MANY OF OUR COMMUNITY MEMBERS AS WE CAN COME OUT AND SPEND SOME TIME TALKING TO US, GETTING SOME INFORMATION. IF YOU DON'T GET A CHANCE TO SPEAK TO ONE OF US IF THE TABLE IS TOO CROWDED OR IT'S TOO BUSY, WE WILL HAVE CARDS FOR YOU TO WRITE DOWN YOUR QUESTION.

THESE WILL BE COLLECTED BY ADMINISTRATORS, AND WE WILL.

SOMEONE WILL GET BACK TO YOU. SO DON'T WORRY IF THERE'S NOT ENOUGH TIME TO GET ALL OF YOUR QUESTIONS ANSWERED AT THAT TIME.

[7.B. Literacy Update]

YES. THANK YOU, MADAM PRESIDENT. THE DISTRICT CURRICULUM DEPARTMENT HAS TRANSITIONED FROM GROUP TO GUIDED READING PRACTICES TO THE SCIENCE OF

[00:25:04]

DID SUMMER TRAINING WITH ELEMENTARY TEACHERS AND SENT OUT SOME GUIDANCE TO PRINCIPALS IN SEPTEMBER.

THEY ALSO BEGAN WORKING ON CURRICULUM DOCUMENTS.

HOWEVER, THOSE EFFORTS WILL NOT BE COMPLETED UNTIL AFTER THE CURRICULUM AUDIT IN MARCH.

MRS. HUBBARD IS HERE TO ANSWER ANY QUESTIONS AND PROVIDE MORE INFORMATION ON THE TRANSITION TO THE SCIENCE OF READING PHILOSOPHY.

MRS. HUBBARD, COME AND TAKE THE WHEEL.

SO, AS DOCTOR GILLIAM HAD MENTIONED WE'RE IN YEAR TWO OF OUR SCRIPTED DAILY PHONICS CURRICULUM IMPLEMENTATION.

WITH THE PURCHASE AND USE OF DECODABLE READERS FOR ALL OF OUR CAMPUSES.

WE'VE ALSO BEEN DOING SOME STRATEGIC WORK ON SHIFTING OUR SMALL GROUP INSTRUCTIONAL PRACTICES, WHERE WE'RE NOW FOCUSING REALLY MAINLY ON USING DATA FROM OUR ASSESSMENTS AND CLASSROOM OBSERVATION TO FOCUS IN ON FOUNDATIONAL SKILLS, FLUENCY AND THEN READING COMPREHENSION, WHICH IS A SHIFT FROM SOME OF THE GUIDED READING PRACTICES.

SO WE'VE BEEN DOING TRAINING WITH OUR PRINCIPALS THIS YEAR AND WITH OUR TEACHERS.

WE'RE HAVING A REALLY GOOD TURNOUT WITH OUR AFTER SCHOOL PROFESSIONAL LEARNING WITH OUR TEACHER GROUPS, AND GETTING GOOD FEEDBACK FROM THEM. AND THEN AS MENTIONED, WE HAVE TRANSITIONED NOW TO OUR MAP ASSESSMENT THREE TIMES A YEAR, WE ARE GIVING THE MAP READING GROWTH ASSESSMENT TO ALL STUDENTS K THROUGH ENGLISH TWO.

AND THEN WE ARE GIVING OUR MAP READING FLUENCY ASSESSMENT, WHICH IS GIVING US VERY GRANULAR DATA AROUND OUR PHONICS FOUNDATIONAL SKILLS.

IN GRADES K THROUGH TWO FOR ALL CAMPUSES. AND THEN AT IDENTIFIED CAMPUSES.

WE'RE ALSO TESTING IN OUR READING FLUENCY GRADES K THROUGH FIVE.

AND WE ADMINISTER THAT TEST FIVE TIMES A YEAR.

SO WE'RE DOING IT BEGINNING, MIDDLE AND END OF YEAR.

AND THEN WE'RE DOING TWO MID-SEMESTER CHECKS, ONE IN THE FALL AND THEN ANOTHER IN THE SPRING IN BETWEEN MOWAI AND B.O.Y.

I MEAN, I'M SORRY, MOWAI AND EOI. SO THOSE ARE JUST SOME QUICK UPDATES ON HOW WE'RE TRYING TO KIND OF SHIFT SOME OF OUR PRACTICES AND PROVIDE SUPPORTS TO TEACHERS AND ADMINISTRATORS. THANK YOU, MISS HUBBARD, AND THANK YOU, DOCTOR GILLIAM.

[8. Public Comment]

THE BOARD OBVIOUSLY WELCOMES PUBLIC COMMENT. WE ARE GOING TO LIMIT YOUR TIME TO THREE MINUTES, AS USUAL. MR. HAMILTON WILL KEEP TIME, AND WE'LL LET YOU KNOW WHEN YOU HAVE 30S REMAINING.

PLEASE REFRAIN FROM MENTIONING MENTIONING INDIVIDUALS NAMES.

AS USUAL FROM THE PODIUM, I'M GOING TO READ THE NAME OF THE SPEAKER AND THEN YOUR TIME WILL START ONCE YOU GET TO THE PODIUM.

FIRST UP IS SAHIL KANCHERLA.

GOOD EVENING EVERYONE. THANK YOU FOR GIVING ME THE CHANCE TO SPEAK TODAY.

MY NAME IS SAWHILL. I GO TO ELKINS HIGH SCHOOL, AND I'M HERE TO TALK ABOUT SOMETHING THAT AFFECTS ME IN SO MANY OTHER STUDENTS EVERY DAY.

OUR EARLY SCHOOL START TIMES. WAKING UP FOR SCHOOL JUST FEELS IMPOSSIBLE.

NO MATTER HOW MUCH I TRY TO GET TO BED EARLY, IT NEVER WORKS OUT BECAUSE I'M SWAMPED WITH HOMEWORK, EXTRACURRICULARS, AND EVERYTHING ELSE I NEED TO DO.

MOST NIGHTS I BARELY GET SEVEN HOURS OF SLEEP, AND BY THE TIME MY ALARM GOES OFF, IT FEELS LIKE I JUST CLOSED MY EYES.

THEN I DRAG MYSELF THROUGH THE DAY EXHAUSTED, TRYING TO STAY AWAKE IN CLASS, TRYING TO FOCUS.

BUT IT'S HARD TO DO WHEN ALL I CAN THINK ABOUT IS HOW TIRED I AM.

THIS ISN'T JUST A MINOR INCONVENIENCE, IT'S AFFECTING MY GRADES AND MY ABILITY TO CONCENTRATE.

I KNOW I'M NOT ALONE IN THIS. I SEE MY CLASSMATES STRUGGLING TO HEADS DOWN ON THEIR DESKS, ZONING OUT DURING THE MIDDLE OF LESSONS, AND EVERYONE HAVING TO DRINK COFFEE JUST TO GET THROUGH THE DAY.

AND THE WORST PART? IT'S NOT THAT WE'RE IRRESPONSIBLE OR BAD AT TIME MANAGEMENT, IT'S JUST THAT THERE SIMPLY AREN'T ENOUGH HOURS IN THE DAY TO GET EVERYTHING DONE AND STILL GET ENOUGH SLEEP. BALANCING EXTRACURRICULARS, SCHOOLWORK, AND A SOCIAL LIFE FEELS IMPOSSIBLE WHEN WE'RE EXPECTED TO WAKE UP BEFORE THE SUN RISES. BY THE TIME I GET HOME FROM PRACTICE OR CLUB MEETINGS, I STILL HAVE HOURS OF HOMEWORK AHEAD OF ME.

I KNOW SLEEP IS IMPORTANT, BUT WHAT CHOICE DO I HAVE? I CAN EITHER GET GOOD GRADES OR GET ENOUGH SLEEP.

IT'S TOO HARD TO HAVE BOTH. THAT'S WHY I'M ASKING FOR THE BOARD TO CONSIDER PUSHING BACK SCHOOL START TIMES BECAUSE OF THE REAL IMPACT THIS HAS HAD ON STUDENTS.

[00:30:02]

I KNOW SHIFTING TIMES ISN'T EASY, BUT I ALSO KNOW THAT THE CURRENT START TIME IS NOT REASONABLE.

PLEASE CONSIDER WHAT THE SCHEDULE IS DOING TO STUDENTS EVERY SINGLE DAY.

WE'RE NOT ASKING FOR LESS SCHOOL. WE'RE ASKING FOR THE CHANCE TO GET A LITTLE MORE SLEEP.

THANK YOU FOR YOUR TIME. THANK YOU. NEXT UP IS MARGIE TRIPP.

HI, DOCTOR. MARGIE TRIPP. I'M A CLINICAL PSYCHOLOGIST IN THE AREA.

YEAH. LET'S MAKE SURE THE MIC IS ON. I WAS STANDING IN THE WRONG SPOT.

DOCTOR. MARGIE TRIPP, I'M A CLINICAL PSYCHOLOGIST.

I'VE HAD A PRACTICE IN THE SUGAR LAND AREA SEEING ADOLESCENTS FOR THE LAST 20 YEARS.

AND I'M GOING TO CONTINUE THE SAME THEME THAT YOU JUST HEARD ABOUT. OUR KIDS HAVE IT ROUGH.

THEY'RE FULL OF APATHY, DEPRESSION, DISILLUSIONMENT, AND CONSTANT ANXIETY.

WHAT'S KEY HERE IS THAT I TREAT MIDDLE SCHOOLERS AND HIGH SCHOOLERS, AND THE TREND I SEE TIME AND AGAIN IS THE INTENSITY OF THESE SYMPTOMS TENDS TO AMPLIFY BY HIGH SCHOOL. WHILE THERE ARE SEVERAL REASONS FOR THIS, ONE KEY COMPONENT IS SLEEP.

SLEEP IS CRITICAL. ALL THE FACULTIES THAT TEENS NEED ARE THE VERY PIECES DEPLETED BY LACK OF SLEEP, DIFFICULTY CONCENTRATING, POTENTIALLY IMPAIRED MEMORY, POTENTIALLY IMPAIRED DECISION MAKING, DIFFICULTY LEARNING, MOOD CHANGES, EXAGGERATED SHIFTS IN EMOTION, SLOWED REACTION TIME, REDUCED COORDINATION, INCREASED ERRORS, AND ACCIDENTS. THE CLINCHER FOR THIS CRITICAL LINEUP OF EFFECTS IS THAT THIS IS MAGNIFIED FOR ADOLESCENTS.

THIS IS DUE TO THE SHIFT IN THE BIOLOGY AT THIS AGE.

THERE'S A NATURAL SHIFT TOWARDS LATER ALERTNESS AND THEREFORE A LATER WAKE UP TIME.

SO THIS PUBERTY PROCESS CAUSES A DIRECT DELAY IN THE SLEEP WAKE CYCLE, A SLEEP PHASE DELAY OF UP TO TWO HOURS COMPARED TO YOUNGER KIDS.

THIS MEANS THAT THAT 730 START TIME IS LIKELY EXPERIENCED AS A 5:30 A.M.

START TIME FOR THESE KIDS, A START TO THE PRODUCTIVITY IN THEIR DAY.

WHILE THERE'S A FEW FOLKS THAT FUNCTION REALLY GOOD AT 530 FOR THE GENERAL POPULATION, THAT'S NOT THE IDEAL TIME TO LEARN TO DRIVE AND TO MAKE ACCURATE DECISIONS.

WHILE MANY OF US AS ADULTS HAVE SCHEDULES OR COMMITMENTS THAT RESULT IN OR EVEN REQUIRE THAT WE GO WITHOUT SLEEP AT TIMES, THIS FOUR YEAR SCHEDULE OF CHRONIC SLEEP DEPRIVATION REQUIRED BY OUR DEVELOPING TEENS AT THIS CRUCIAL STAGE IN PHYSICAL, HORMONAL, AND EMOTIONAL DEVELOPMENT IS BOTH POTENTIALLY ALTERING PHYSICALLY AND MENTALLY.

BY PRIORITIZING A HIGH SCHOOL START TIME THAT BETTER SUITS THIS AGE RANGE.

WE CAN INCREASE THEIR HEALTH, STABILITY AND THEIR ACHIEVEMENT, WHICH BENEFITS OUR TEENS AND OUR DISTRICT OVERALL.

THANK YOU. THANK YOU. NEXT UP IS AUDREY ELLIS.

THANK YOU FOR ALLOWING ME TO SPEAK HERE. I'M GOING TO HIGH SCHOOL PRETTY SOON.

AND I BELIEVE AND I BELIEVE I SPEAK FOR EVERY SINGLE HIGH SCHOOL STUDENT WHEN I SAY YOU ARE ONE OF THE MANY THINGS STANDING IN THE WAY OF OUR SLEEP.

AS YOUNG ADULTS, WE NEED TO GET ABOUT 9 TO 10 HOURS OF SLEEP A DAY.

AND FOR THOSE WHO ARE FORCED TO STAY UP LATE WITH SCHOOLWORK AND JOBS AND CLUBS AND SPORTS MUST WAKE UP AT 6 A.M.

TO GET READY, SHOWER, BRUSH TEETH AND MORE. THOSE RIDE THE BUS MUST WAKE UP EVEN EARLIER TO CATCH IT AND YOU STILL GET READY.

THEY ONLY GET ABOUT 7 TO 5 HOURS OF SLEEP. WE ALL KNOW THAT THE POWER TO CHANGE THIS IS IN YOUR GRASP, SO WHY NOT TAKE IT? YOU ARE NOT TANTALUS. YOU ARE NOT BEING HELD BACK FROM GRABBING WHAT YOU DESIRE.

AND WHAT YOU SHOULD BE DESIRING IS A HEALTHY SLEEP HYGIENE SCHEDULE FOR YOUR CHILDREN AND ALL THE STUDENTS IN FORT BEND.

REMEMBER, THIS IS COMING FROM ME, A STUDENT HERSELF.

EVEN WORSE, AND THIS IS FROM EXPERIENCE. TEENAGERS ALREADY HAVE THEIR MELATONIN RELEASING FAR LATER INTO THE NIGHT AND ALREADY HAVE A HARD TIME FALLING ASLEEP.

ONE OF THE BEST WAYS TO FALL ASLEEP FASTER IS NO SCREENS FOR AROUND AN HOUR BEFORE BED.

BUT WHEN STUDENTS ARE WORRIED ABOUT THEIR WORK, THEY HURRY TO OPEN UP THEIR LAPTOPS AND WORK UNTIL THE MORNING. THIS FORCES THEIR BRAIN TO RETHINK ITS CIRCADIAN RHYTHM THAT HAS ALREADY BEEN DISTURBED. SO GIVE YOUR STUDENTS AN EASIER TIME. ALLOW THEM TO WAKE UP IN THE MORNING AND FEEL READY TO GO TO SCHOOL.

BECAUSE HONESTLY, MOST PEOPLE HATE SCHOOL BECAUSE OF WAKING UP, SO LET THEM SLEEP.

GIVE YOUR STUDENTS THE CHANCE TO ENJOY SCHOOL AND FEEL GOOD WHEN THEY WAKE.

WE ALL WANT TO SLEEP IN, BUT SCHOOL IS IMPORTANT AND I AM NOT SAYING START SCHOOL AT 12 OR SOMETHING UNREASONABLE AND UNREALISTIC.

ALL I'M ASKING FOR IS YOUR HELP IN PUSHING IT A LITTLE FARTHER ON BEHALF OF OTHER STUDENTS.

INSTEAD OF 7 A.M., START HIGH SCHOOL AT 830. GIVING STUDENTS A CHANCE FOR AN EXTRA HOUR OR EVEN START AT NINE, GIVING THEM A CHANCE TO RE-ENERGIZE AND REEMERGE FROM SLEEP AS AN ENERGIZED STUDENT, ONE WHO IS READY FOR THE DAY AND ONE WHO DOESN'T FEAR THE END.

[00:35:06]

THANK YOU VERY MUCH AND I TRULY HOPE YOU WILL THINK ABOUT WHAT I'VE SAID. THANK YOU.

NEXT UP, MADELINE WALSH.

HELLO, AND THANK YOU FOR ALLOWING ME TO SPEAK TODAY.

I AM MADELINE WALSH AND I AM A JUNIOR AT RIDGE POINT HIGH SCHOOL.

I KEPT COME TODAY SIMILAR TO MANY TO TALK ABOUT THE START TIME OF SCHOOL.

MY MEDICINE TAKES AROUND 30 MINUTES TO 2 HOURS TO KICK IN.

AND THAT IS THE SAME FOR MOST PEOPLE WHO SUFFER WITH ADHD.

MOST USERS MEDS THEY KICK IN AROUND AN HOUR AFTER TAKING IT.

MANY HIGH SCHOOLERS HAVE AFTER SCHOOL ACTIVITIES, TO WHICH MANY DON'T GET HOME UNTIL 7 TO 8 P.M., GIVING THE STUDENT AROUND 2 TO 3 HOURS OF HOMEWORK SINCE THEY GET A FULL EIGHT.

OH, SORRY. MY APOLOGIES. MANY HIGH SCHOOLERS HAVE AFTER SCHOOL ACTIVITIES TO WHICH MANY DON'T GET HOME UNTIL 7 TO 8 P.M., GIVING THE STUDENT AROUND 2 TO 3 HOURS TO DO HOMEWORK AND TO GET A FULL EIGHT HOURS OF SLEEP.

STUDENTS WOULD NEED TO GO TO BED AT 10 P.M. OR EVEN EARLIER IF THEY TAKE THE BUS OR WALK TO SCHOOL ON A HEAVY LOAD.

NIGHT HOMEWORK CAN TAKE AROUND 3 TO 5 HOURS, MEANING THERE IS NO LOGICAL WAY FOR A STUDENT IN EXTRACURRICULAR HAVE THE TIME TO COMPLETE THEIR HOMEWORK. BOTH CALIFORNIA AND FLORIDA HAVE TAKEN THE STUDENTS HEALTHY HEALTH AND PROSPERITY INTO ACCOUNT BY MANDATING LATER START TIMES.

HOWEVER, STUDENTS STILL SUFFER WITH NOT ONLY AN UNIMAGINABLE WORKLOAD THAT MANY ADULTS CAN'T EVEN HANDLE, BUT NOW ALSO A DECLINE IN THEIR PHYSICAL HEALTH DUE TO LACK OF SLEEP.

IT'S NOT JUST STUDENTS WHO SUFFER, BUT TEACHERS TOO.

I HAVE WITNESSED MY AP US HISTORY TEACHER TAKE A NAP IN CLASS BECAUSE HE HAS SO MUCH GOING ON THAT HE CAN'T EVEN KEEP HIS EYES OPEN LONG ENOUGH TO TEACH US.

IT DOESN'T MAKE ME ANGRY THAT I'M NOT GETTING AN EDUCATION.

IT MAKES ME ANGRY THAT BOTH TEACHERS AND STUDENTS AREN'T GETTING THOUGHT OF AS HUMAN BEINGS, BUT AS GIANT ROBOT COMPUTERS WHO DON'T REQUIRE SLEEP SEVEN HOURS A DAY AND FIVE DAYS A WEEK, WITH 3 TO 5 HOURS OF HOMEWORK, DEPENDING ON THE CLASS AND WORKLOAD, IS A FULL TIME JOB.

STUDENTS AND TEACHERS SIT THROUGH 1231 HOURS OF INSTRUCTION ANNUALLY.

STUDENTS TAKE AROUND 720 HOURS A YEAR TO DO HOMEWORK.

THAT'S OVER 100 OR NOT 1950 HOURS A YEAR THROUGH ALL FOUR YEARS OF HIGH SCHOOL.

THAT'S 7804 HOURS, EQUIVALENT TO 325 DAYS. TEENAGERS HAVE AT SCHOOL AND DOING HOMEWORK.

WE ARE KIDS, NOT MACHINES. WE ARE HUMANS, SO TREAT US LIKE THEM.

30S IN A PLACE WHERE THE RIGHTS OF MINORS ARE SO OFTEN GONE, UNRECOGNIZED AND UNFOLLOWED, THE LEAST YOU CAN DO IS AT LEAST GIVE US AN EXTRA 30 MINUTES TO AN HOUR OF SLEEP IN THE MORNINGS.

THANK YOU. THANK YOU. NEXT. DOCTOR JESSICA MYERS.

HI, MY NAME IS DOCTOR JESSICA MYERS. I AM A CLINICAL PSYCHOLOGIST, BOARD CERTIFIED IN BEHAVIORAL SLEEP MEDICINE.

SO WHAT THIS MEANS IS THAT MY CAREER FOCUSES ON THE TREATMENT AND PREVENTION OF SLEEP DISORDERS IN ADULTS AND CHILDREN.

SO I WANT TO TALK A LITTLE BIT ABOUT THE SCIENTIFIC EVIDENCE ABOUT WHY A DELAYED SCHOOL START TIME IS IMPORTANT.

SO A COUPLE OF OTHER SPEAKERS HAVE MENTIONED THIS DELAYED CIRCADIAN PHASE.

SO THIS MEANS THAT ADOLESCENTS NATURALLY AFTER THEY HIT PUBERTY WILL HAVE INCREASED ALERTNESS THROUGHOUT THE DAY.

THEY ALSO CANNOT FALL ASLEEP UNTIL TYPICALLY WELL AFTER 11 P.M..

SO THE PROBLEM WITH EARLY SCHOOL START TIMES IS THAT THEY'RE NOT ABLE TO OBTAIN THAT 8 TO 10 HOURS OF SLEEP THAT THEY SO DESPERATELY NEED.

SO EARLY SCHOOL START TIMES MEAN THAT THEY ARE GETTING UP AND WELL WITHIN THEIR BIOLOGICAL NIGHT.

THIS MEANS THAT IT'S LIKE YOU GETTING UP 3 OR 4 A.M.

AND GETTING ON THE ROAD AND DRIVING, AND THEN HAVING TO ATTEND WORK.

THIS IS A RISK, BOTH SAFETY WISE AND HEALTH WISE, FOR OUR KIDS.

INADEQUATE SLEEP ALSO LEADS TO A LOT OF THE MENTAL DISORDERS THAT WE ARE STRUGGLING WITH IN THIS DAY AND AGE, SO THEY ARE MORE LIKELY TO HAVE ANXIETY AND DEPRESSION AND A LOT MORE RISK OF HEALTH PROBLEMS. IT IS ALSO FOUND THAT MANY KIDS STRUGGLE WITH POOR ACADEMIC PERFORMANCE, AS THESE STUDENTS HAVE SO ELOQUENTLY DESCRIBED, BECAUSE THEY ARE TOO EXHAUSTED TO WORK. WE DO HAVE SOME REALLY SOLID SCIENTIFIC EVIDENCE THAT LATER SCHOOL START TIMES HAVE REALLY GOOD

[00:40:06]

THIS IS GOOD FOR THE SCHOOL DISTRICT AS WELL, BECAUSE BETTER RESTED KIDS PERFORM BETTER ON STANDARDIZED TESTS AND CLASSROOM ASSESSMENTS.

THEY HAVE BETTER ACADEMIC OUTCOMES THAT BOOST THE DISTRICT'S REPUTATION AND CAN POSITIVELY IMPACT FUNDING.

REDUCED ABSENTEEISM AND TARDINESS CAN SAVE MONEY ON ADMINISTRATIVE COSTS, AND FEWER ACCIDENTS AND HEALTH ISSUES MEAN LOWER HEALTH CARE EXPENSES AND LIABILITY.

SO IN IN SUM, WE WANT TO ENCOURAGE HAPPIER AND HEALTHIER STUDENTS, WHICH MEANS A HAPPIER AND HEALTHIER SCHOOL DISTRICT.

THANK YOU. THANK YOU. NEXT UP IS DEREK DAWSON.

GREETINGS. THE LAST TIME THAT I ADDRESSED YOU ALL, IT WAS OUT OF A GRAVE CONCERN FOR SAFETY AND SUPPORT FOR TEACHERS.

MY OFFICE IS CONSISTENTLY INUNDATED WITH CALLS FROM PROFESSIONALS AND PARAPROFESSIONALS ACROSS OUR DISTRICT WHO ARE ASKING FOR THE IMPLEMENTATION OF SYSTEMS, PROCESSES, PROTOCOLS AND PROCEDURES BY WAY OF PROPER TRAINING, PARTICULARLY WHEN IT COMES OR WHEN IT INVOLVES SPECIAL EDUCATION STUDENTS.

SADLY, THERE HAS BEEN MANY TEACHERS WHO ARE AT THE END OF THEIR ROPE BECAUSE THEY ARE AT A CROSSROADS ABOUT HOW AND WHAT TO DO IN CERTAIN SITUATIONS WHEN IN CASES WHERE PRINCIPALS HAVE BEEN ASKED TO PROVIDE PROPER PROCEDURES, THEY LACK SUFFICIENT KNOWLEDGE OR UNDERSTANDING. TEACHERS ARE BEING BOTH VERBALLY AND PHYSICALLY ABUSED.

SOME TO THE POINT OF HAVING TO SEEK MEDICAL ATTENTION.

MAKE NO MISTAKE ABOUT IT, WE UNDERSTAND THAT THERE ARE STUDENTS WHO HAVE SPECIAL NEEDS AND SOMETIMES SITUATIONS CAN GET A BIT UNEASY.

HOWEVER, TEACHERS WHO ARE RESPONSIBLE FOR CARING FOR THESE STUDENTS AND ENSURING THEIR SAFETY SHOULD ALSO FEEL SAFE AND SUPPORTED TO DO THEIR JOBS FREELY BECAUSE THEY HAVE BEEN PROPERLY TRAINED THE CORRECT WAY.

WHAT HAS BEEN HAPPENING IS THAT TEACHERS FEEL UNCOMFORTABLE TO DO WHAT THEY HAVE BEEN TAUGHT TO DO, BECAUSE WHAT THEY HAVE BEEN TAUGHT TO DO IS NO LONGER PROCESS AND OR PROTOCOL.

SADLY, SADLY, TEACHERS HAVE RECEIVED MEMOS IN THEIR FILES, AND SOME HAVE EVEN BEEN TERMINATED FOR ADHERING TO PROCEDURES THAT THEY HAVE BEEN TAUGHT AND THAT THEY ARE NOT AWARE OF AS IT RELATES TO BEING NEW PROCESSES.

THIS IS UNFAIR AND UNCONSCIONABLE. I AM ASKING THAT THE BOARD TAKES AN INTENTIONAL LOOK INTO THESE CONCERNS, AS IT CREATES A LESS THAN COLLABORATIVE CAMPUS CLIMATE AND CULTURE.

IT PUTS A STRAIN ON THE RELATIONSHIPS THAT ARE BUILT BETWEEN TEACHERS AND STUDENTS, AND IT PLACES UNNECESSARY STRESS ON THE TEACHER, WHICH PROHIBITS HIM OR HER FROM GIVING THEIR VERY BEST TO THEIR STUDENTS.

LASTLY, NOTHING BEATS A GROUP OF INDIVIDUALS WHO COME TOGETHER FOR THE INTENT DESIGNED TO IMPROVE THE WELL-BEING OF OTHERS.

OUR FEDERATION AND MY TEAM STAND AT THE READY TO ENGAGE THE TOUGH CONVERSATIONS AND TO ADDRESS THE REAL CONCERNS THAT OUR TEACHERS FACE EVERY DAY.

THANK YOU FOR YOUR TIME. THANK YOU. NEXT UP, NABILA KHAN.

GOOD EVENING. THIS IS REGARDING THE BLUEBONNET CURRICULUM.

I WANTED TO ASK HOW MUCH IT WILL COST TO ORDER THE PILOT SET.

AND I'M REALLY HOPING THE ADMINISTRATION WILL INSTEAD CONSIDER OTHER PRODUCTS ON THE SBA LIST.

AND THOSE WILL ALSO GIVE US THE $40 PER STUDENT.

CHOOSING BLUEBONNET GIVES US ONLY $20 MORE PER STUDENT.

THE PUBLISHER STATES THAT THE BLUEBONNET MATERIALS ARE DESIGNED TO BE PRINTED.

PRINTED TEACHER GUIDES. PRINTED STUDENT ACTIVITY BOOKS. PRINTED STUDENT READERS.

NOT ONLY WILL THESE RESOURCES BE BLACK AND WHITE, BUT WE WILL NEED THOSE TWO BINDERS YOU SAW LAST WEEK FOR 17 WEEKS, FOR EACH TEACHER, FOR EACH GRADE LEVEL, FOR EACH SCHOOL.

ARE WE SERIOUSLY NOT GOING TO CONSIDER THE ENVIRONMENTAL IMPACT OF THIS PRACTICE? ALSO, STATE DEVELOPED OER CAN BE MODIFIED OVER TIME.

CAN THAT POSSIBLY MEAN MODIFIED TO INCLUDE MORE FAITH BASED BIAS? WILL WE THEN BE REPRINTING NEW SETS? WILL THAT COST BE COVERED? HOW DOES SCALING BACK OF TECHNOLOGY IN THIS MANNER AND LOOKING AT BLACK AND WHITE PAGES, PREPARE OUR STUDENTS FOR THE FUTURE?

[00:45:03]

WOULD THAT NOT MEAN THAT WE CAN ORDER THE PARTIAL SUBJECT TIER ONE MATERIALS INSTEAD OF THE FULL SUBJECT TIER ONE LR CURRICULUM? SO, IS IT POSSIBLE TO VOTE ON THE ENGLISH PHONICS CURRICULUM FOR K TO THREE AND STILL RECEIVE THE ADDITIONAL FUNDS OF $20 FOR STUDENTS, AS THEY HAVE THEIR OWN ISBNS? YOU KNOW, JUST IN CASE.

THIS IS ABOUT THE MONEY. ALTHOUGH I HOPE THAT THE TRUSTEES WILL OPPOSE A REQUEST TO ORDER A SET OF BLUEBONNET CURRICULUM TO REVIEW.

I'D LIKE TO USE THE OPPORTUNITY TO TALK ABOUT THE SUITABILITY RUBRICS IN CASE THE BOARD DOES VOTE YES.

CURRICULUM PRODUCTS ARE RATED ON THE IMARA RUBRICS, AND THEY'RE ALSO RATED ON THE SUITABILITY RUBRICS.

I HAVE LOOKED AT THE SUITABILITY RUBRICS FROM KINDER THROUGH FIFTH GRADE, AND I URGE THE DISTRICT TO ALSO DO THE SAME.

EACH GRADE LEVEL HAS A DOCUMENT OF ABOUT 100 PAGES LONG WITH COMPLIANCE FLAGS, COMMENTS AND REVISIONS.

I WILL FOCUS ON FIFTH GRADE ON PAGE 58. THE TEACHER IS INSTRUCTED TO HELP THE STUDENTS MAKE CONNECTIONS BETWEEN PROPHECIES IN THE BOOK OF NARNIA AND NARNIA, AND PROPHECIES WRITTEN ABOUT PEOPLE IN THE BIBLE.

ALSO EXPLAIN THE OLD TESTAMENT OF THE BIBLE HAD MANY PROPHECIES ABOUT A FUTURE SAVIOR THAT ARE WRITTEN AND FULFILLED IN THE NEW TESTAMENT BY JESUS.

PAGE 156. STUDENTS WILL COMPARE AND CONTRAST THE LETTER FROM BIRMINGHAM JAIL WITH THE BOOK OF DANIEL IN THE BIBLE, IN THE LESSON, THE LAST SUPPER. THERE IS AN ACTUAL SNIPPET FROM THE SCRIPTURE MATTHEW 2620 TO 25.

LET'S READ THE STORY IN THE BOOK OF MATTHEW TO SEE FOR OURSELVES WHAT UNFOLDED DURING THE SUPPER.

WHEN EVENING CAME, JESUS WAS RECLINING AT THE TABLE WITH THE 12.

AND WHILE THEY WERE EATING, HE SAID, TRULY I TELL YOU, ONE OF YOU WILL BETRAY ME.

THEY WERE VERY SAD, AND BEGAN TO SAY TO HIM, ONE AFTER THE OTHER, SURELY YOU DON'T MEAN ME, LORD. THEN JUDAS, THE ONE WHO WOULD BETRAY HIM, SAID, SURELY YOU DON'T MEAN ME, RABBI.

JESUS ANSWERED, YOU HAVE SAID SO. HOW DO TEACHERS BUILD THE BACKGROUND KNOWLEDGE REQUIRED TO DO THIS WORK? HOW WILL THEY TEACH IF THEY DON'T THEMSELVES HAVE THE BACKGROUND KNOWLEDGE THEMSELVES? THANK YOU. THANK YOU. NEXT. FARRAH AHMED.

GOOD EVENING. I REALLY, TRULY APPRECIATE THE TIME AND EFFORT THE BOARD IS TAKING TO REVIEW THE BLUEBONNET CURRICULUM.

I HAVE LIVED IN FORT BEND ISD FOR OVER 30 YEARS.

I HAD TWO KIDS THAT HAVE GRADUATED FROM FORT BEND ISD WHO WENT FROM KINDERGARTEN ALL THE WAY TO 12TH GRADE.

I'M ALSO VERY HAPPY TO BE PART OF THE FORT BEND ISD FAITH INITIATIVE THAT DOCTOR SMITH HAS REALLY CHAMPIONED, AND IT'S REALLY BEEN A SUCCESS. THE IRONIC PART IS, EACH AND EVERY ONE OF YOU COME FROM A BACKGROUND OF CHRISTIAN HERITAGE, AND YET YOU ARE ASKED TO STAND IN THE SHOES OF NON-CHRISTIAN PARENTS AND NON-CHRISTIAN CHILDREN TO ASSESS THE FAIRNESS AND THE BALANCE OF TEACHING BIBLICAL SCRIPTURES IN A LANGUAGE ARTS BOOK FOR VERY YOUNG AND IMPRESSIONABLE CHILDREN FROM THE AGES OF 5 TO 10. HOW DO WE GET HERE? IT'S INTERESTING THAT THE DEA ACTUALLY APPOINTED AN ADVISORY COUNCIL FOR THE BLUEBIRD FOR THE BLUEBONNET CURRICULUM. AND ON THE ADVISORY COUNCIL, INTERESTINGLY, IS DOCTOR BEN CARSON.

I THOUGHT THAT WAS INTERESTING BECAUSE HE DOES HAVE A HISTORY OF, ON THE RECORD SAYING COMPLETELY INAPPROPRIATE THINGS ABOUT RELIGIOUS COMMUNITIES.

THE SBOE ALSO HAD A VOTE. IT WAS 8 TO 7. ALMOST HALF THE PEOPLE HAD VERY DEEP CONCERNS ABOUT THE CURRICULUM. THIS WAS NOT A MANDATE FROM THEM.

THERE'S SO MANY RED FLAGS OF ERRORS. THERE ARE ERRORS ABOUT BLACK HISTORY, NATIVE AMERICAN HISTORY.

THEY CAN'T EVEN SEEM TO EDIT THE LETTER OF DOCTOR MARTIN LUTHER KING IN A WAY THAT RESPECTS HIS TRUE INTENT OF HIS OWN WORDS. I WILL SAY THAT PLEASE, PLEASE, LET'S NOT WASTE A SINGLE TAXPAYER DOLLAR.

NOT A SINGLE PRECIOUS HOUR FOR STAFF TO PURCHASE AND EVALUATE THE SAMPLE BLUE BLUEBONNET CURRICULUM.

THANK YOU SO MUCH. THANK YOU. NEXT UP, STEPHANIE BROWN.

HI. AND I'M STEPHANIE BROWN. I'M JUST HERE TO SAY THANK YOU FOR WHAT YOU HAVE BEEN DOING REGARDING

[00:50:10]

BEFORE I GO INTO WHAT I'M HERE TO TALK ABOUT, I JUST WANTED TO SAY THAT BECAUSE I'VE BEEN HEARING THE GREAT PROGRESS AND THE PLANS THAT HAVE BEEN MADE BY THE A TEAM. AND I JUST WANT TO COMMEND YOU FOR MAKING THAT A PRIORITY FOR OUR STUDENTS.

I'M JUST HERE TO KIND OF EDUCATE OUR PARENTS TODAY REGARDING VOUCHERS, BECAUSE I DID TAKE A TRIP TO AUSTIN TO EDUCATE MYSELF A LITTLE BIT WITH A GROUP OF 400 PLUS EDUCATORS REGARDING THE VOUCHER SITUATION.

AND I JUST WANT TO LET THE PARENTS KNOW THAT IT SEEMS LIKE IT'S A GREAT IDEA BECAUSE YOU THINK THAT YOU'RE GETTING MONIES TO PUT YOUR CHILDREN IN PRIVATE SCHOOLS. AND I ALWAYS LIKE TO SAY THAT IF WE ARE HAVING THE BEST EDUCATION WE CAN IN OUR DISTRICT, WE WOULDN'T HAVE TO WORRY ABOUT LOSING OUR STUDENTS TO PRIVATE SCHOOLS, TO CHARTER SCHOOLS OR ANY OTHER KIND OF SCHOOL.

SO I'M PLEADING WITH THE BOARD BECAUSE WE'VE GOT PLANS IN PLACE NOW THAT CAN MAKE A DIFFERENCE.

IF YOU'RE TALKING ABOUT KIDS WITH SPECIAL ED, THEY'RE NOT GOING TO GET THE SAME OPPORTUNITIES.

AND, AND THE DISABILITIES THAT KIDS MAY HAVE.

THEY WON'T HAVE THAT SAME EVALUATION THAT THEY GET IN THE PUBLIC SCHOOLS.

AND IF YOU TRY TO LOOK AT WHO WILL QUALIFY FOR THAT, THIS WILL BE PEOPLE THAT ARE ALREADY MILLIONAIRES, OKAY. THEY ARE AVERAGING $160,000 FOR, FOR FOR PEOPLE IN THEIR FAMILIES.

AND THE AVERAGE PERSON DOES NOT QUALIFY FOR THAT.

YOU GUYS. SO WHEN WE START TALKING ABOUT IS A GOOD IDEA, IT'S ONLY GOING TO BE FOR CERTAIN PEOPLE AND THEY ARE ALREADY PROBABLY HAVING THEIR KIDS IN PRIVATE SCHOOLS ANYWAY. WHAT'S GOING TO HAPPEN? WE'RE GOING TO START CHOPPING DOWN OUR SCHOOLS AND OUR COMMUNITIES, CLOSING THEM DOWN BECAUSE WE'RE NOT GOING TO HAVE THE PUPILS THAT WE NEED IN OUR SCHOOLS.

SO I'M JUST TRYING TO PUT IT OUT THERE. I'M ON RECORD, I'M ON RECORDING, TELLING THESE PARENTS THAT DON'T HAVE ANY IDEA OF WHAT THIS IS REALLY ABOUT. LET'S FIGHT TO KEEP VOUCHERS OUT OF OUR DISTRICT.

MAKE OUR SCHOOLS BETTER. MAKE EVERY SCHOOL EXCELLENT SO THAT ALL OF OUR STUDENTS HAVE A QUALITY EDUCATION.

AND WHEN THESE THINGS ROLL AROUND, WE DON'T HAVE TO WORRY ABOUT IT.

YOU GUYS KNOW YOU HAVE SOME WORK TO DO. WE'RE STARTING IT WITH THIS NEW A-TEAM.

AND I JUST HOPE THAT WHEN AND IF THIS COMES AROUND AND WE'RE GOING TO KEEP FIGHTING IT, THAT WE HAVE A GREAT FBISD WHERE NOBODY WANTS TO LEAVE. THANK YOU. THANK YOU. NEXT UP, ANNA MOLINA.

HELLO. THANK YOU FOR HAVING US. I AM HERE TO VOICE MY SUPPORT FOR STARTING HIGH SCHOOL AT A HEALTHY TIME AT AGE 30 OR LATER.

AS A PARENT OF THREE TEENS IN THE DISTRICT AND A GROWN UP AND ADULT YOUNG WOMAN, I AM NOT A FAN OF CHANGE AND I LIKE MY COMFORT ZONE. BUT I BELIEVE IN SCIENCE. I THINK THERE'S BEEN A LOT OF SIGNS THAT HAS BROUGHT TO YOU.

AND IF SCIENCE TELLS US THAT A LATER TIME IS BETTER FOR OUR TEENS, WE SHOULD SERIOUSLY CONSIDER IT.

I AM IN FAVOR OF HAVING HEALTHIER TEENS, HEALTHIER FAMILIES, HEALTHIER COMMUNITIES.

SO PLEASE, LET'S START MOVING TOWARDS BETTER STUDENT PERFORMANCE AND HEALTHIER SOCIETY.

THANK YOU. THANK YOU. NEXT UP, MIKE WATSON.

GOOD EVENING. GOOD EVENING. GOOD EVENING. I'M MIKE WATSON FROM MISSOURI CITY.

I'M HERE TONIGHT TO REPRESENT THE FORT BEND NAACP.

WE STAND IN STRONG OPPOSITION TO THE BLUEBONNET CURRICULUM.

ON SEVERAL GROUNDS. THE FIRST, THE PRIMARY. LET'S START WITH THE FIRST AMENDMENT.

AND I CAN TALK A LITTLE BIT ABOUT IT, BECAUSE I GRADUATED FROM A LAW SCHOOL THAT'S BEEN IN THE NEWS LATELY.

[00:55:04]

IT'S BASICALLY WE'RE ALL FREE TO PRACTICE WHATEVER RELIGION WE DESIRE OR NOT TO PRACTICE A RELIGION.

SECOND, AS SOMEONE MENTIONED EARLIER ABOUT DOCTOR KING AND DOCTOR KING'S LETTER FROM THE BIRMINGHAM JAIL.

AS AN ALABAMIAN, I WAS REALLY OFFENDED BY THAT.

JUST REMEMBER, FORT BEND IS PERHAPS THE MOST DIVERSE COUNTY IN THE UNITED STATES OF AMERICA.

IT'S CERTAINLY THE MOST DIVERSE IN TEXAS, AND IT'S ALWAYS BUMPING UP AGAINST QUEENS AS BEING THE MOST DIVERSE IN AMERICA.

SO DIVERSITY IS OUR STRENGTH. PLEASE REMEMBER THAT DIVERSITY IS OUR STRENGTH.

AND WE LIVE IN A BEAUTIFUL MOSAIC HERE. JUST LOOK AT THE CROWD.

LOOK AT EVERYBODY HERE. A BEAUTIFUL MOSAIC. AND JUST BECAUSE SOMEONE IS BLACK LIKE ME DOESN'T MEAN THAT I'M FROM THE UNITED STATES. I COULD BE FROM AFRICA.

I COULD BE FROM THE CARIBBEAN. I COULD BE FROM LATIN AMERICA, MANY PLACES.

SO WE HAVE TO THINK ABOUT THESE THINGS WHEN WE'RE TALKING ABOUT CURRICULUM AND RELIGION, BECAUSE THERE ARE MANY AFRICAN AMERICANS WHO ARE MUSLIMS. I PARTICIPATED IN AN IFTAR DINNER ON FRIDAY NIGHT WITH A GIANT GROUP OF FORT BEND MUSLIM PEOPLE FROM ALL COLORS OF THE RAINBOW. SO JUST PLEASE REMEMBER THAT.

THIRDLY, FINALLY, EDUCATORS SHOULD BE PART OF THE CURRICULUM.

AND I CAN SAY THIS BECAUSE I LEARNED IT AS A LAWYER TEACHING LEGAL SEMINARS BOTH IN THE UNITED STATES AND IN FOREIGN COUNTRIES.

I THANK GOD, HAD ACCESS TO 30S COLLEGE OF COLUMBIA UNIVERSITY, WHERE I COULD GO AND PULL SOME OF THEIR RESOURCES TO TEACH ME HOW TO TEACH. SO THAT'S WHY I REALLY THINK OUR TEACHERS HAVE TO BE INVOLVED.

SO THANK YOU. YOU HAVE A LOT TO THINK ABOUT, AND I'M HERE TO IF YOU WANT TO REACH OUT AND TALK TO ME DAY OR NIGHT 24/7, BECAUSE OUR KIDS ARE THE MOST IMPORTANT THING WE GOT. ALL RIGHT.

GOD BLESS FORT BEND. THANK YOU. NEXT UP, PAULINA VALERO.

GOOD EVENING. MY NAME IS PAULINA VALERO, AND I AM HERE TODAY TO STRONGLY OPPOSE NOT ONLY THE ADOPTION, BUT EVEN THE CONSIDERATION OF THE BLUEBONNET CURRICULUM, ANY INCLUSION OF OR PROMOTION OF RELIGION.

ANY RELIGION WITHIN A PUBLIC SCHOOL CURRICULUM IS A DIRECT VIOLATION OF THE CONSTITUTIONAL PRINCIPLE OF SEPARATION OF CHURCH AND STATE.

TO MOVE FORWARD WITH THIS CURRICULUM WOULD BE A DELIBERATE DISREGARD FOR THAT FACT.

BEYOND ITS CONSTITUTIONAL ISSUES, THIS CURRICULUM IS NEITHER ENGAGING NOR MODERN.

IT FAILS TO MEET THE NEEDS OF TODAY'S STUDENTS AND TEACHERS, OFFERING AN OUTDATED APPROACH TO EDUCATION THAT IS NEITHER STIMULATED TO LEARN NOR EFFECTIVE TO TEACH. YET WE ARE DISCUSSING IT AS THOUGH NO BETTER ALTERNATIVES EXIST, WHEN IN REALITY THERE ARE FAR SUPERIOR OPTIONS TO PROVIDE RIGOROUS, WELL-ROUNDED, AND TRULY INCLUSIVE INSTRUCTION.

THIS CURRICULUM MAY ALIGN WITH THE PERSONAL BELIEFS OF SOME INDIVIDUALS IN POSITIONS OF POWER OR INFLUENCE, BUT IT DOES NOT SERVE THE DIVERSE STUDENT BODY THAT THIS BOARD IS RESPONSIBLE FOR EDUCATING.

YOUR DUTY IS NOT TO PROMOTE PERSONAL IDEOLOGIES, BUT TO ENSURE THAT EVERY STUDENT RECEIVES HIGH QUALITY, SECULAR AND OBJECTIVE EDUCATION, ONE THAT PREPARES THEM FOR THE REAL WORLD, NOT JUST IN OUR VERSION OF IT.

REQUESTING A SAMPLE OF THESE MATERIALS IS A WASTE OF TIME, ENERGY, AND COMMUNITY RESOURCES.

THIS CURRICULUM SHOULD NOT SHOULD ONLY NOT JUST BE REJECTED.

IT SHOULD NEVER HAVE BEEN CONSIDERED IN THE FIRST PLACE. I URGE THIS BOARD TO FULFILL ITS RESPONSIBILITY TO ALL STUDENTS BY PURSUING AN EDUCATIONAL FRAMEWORK THAT IS FAIR, FACT BASED, AND FREE FROM RELIGIOUS INFLUENCE.

THANK YOU. THANK YOU. FINALLY. STEPHANIE ELLIS.

HI. AGAIN, FOR ANYBODY WHO DOESN'T KNOW, I'M DOCTOR STEPHANIE ELLIS.

I'M A PSYCHOLOGIST AND FORT BEND ISD PARENT. I'M HERE, AS ALWAYS, TO CONTINUE SUPPORTING THE MOVE TO HEALTHY HIGH SCHOOL START TIMES.

I DIDN'T EVER HEAR FROM ANYBODY. IF YOU LIKE, LOVE HAVING A GROUP.

[01:00:01]

AND THANKS FOR HAVING THEM. AND YOU GUYS WERE AWESOME. AND I TRIED TO GO FIRST AND TECHNOLOGY ISSUES.

LISTEN, I WAS SO THANKFUL TO TALK TO THE SHACK LAST MONTH AND FOR THE ARRANGEMENT OF THE MEETING WITH UNNAMED INTERESTED ADMINISTRATORS.

I JUST WANT TO SAY THANK YOU FOR TAKING THIS SERIOUSLY.

I'M SO GLAD THAT WE SEEM POISED TO START MOVING FORWARD WITH PLANNING ABOUT THIS KIND OF THING.

ONE OF THEM WAS MY KID. I DID NOT WRITE HER SPEECH.

OKAY. IN PRAGMATICS, I KNOW YOU GUYS LIKE PRAGMATICS.

SO WHEN I MET WITH INTERESTED ADMINISTRATORS, THEY SEEMED NOT TO KNOW THAT LAMAR CONSOLIDATED ISD HAD MADE THE CHANGE TO HEALTHY HIGH SCHOOL START TIMES IN 2023. MAYBE Y'ALL DON'T EITHER.

SO I GOT IN TOUCH WITH SOME PEOPLE OVER THERE.

THE ATHLETIC DIRECTOR AND SOME OF THEIR AFTER SCHOOL PEOPLE. JUST I WANT TO GET SOME DATA FOR YOU ABOUT THE COMMON CONCERNS.

THEY SEEM TO HAVE HANDLED THE BIG THREE TRANSPORTATION, AFTER SCHOOL CARE FOR YOUNGSTERS, AND ATHLETIC SCHEDULES WITHOUT DIFFICULTY. I THOUGHT I'D JUST TELL YOU A TINY BIT ABOUT THAT.

FIRST, THEY MADE AN INTERESTING BUS SCHEDULE CHANGE.

THEY CREATED TWO ELEMENTARY SCHOOL START TIMES, WHICH I DON'T KNOW IF WE CONSIDERED WHEN WE LOOKED AT THIS IN 2018, BUT MIGHT BE A POSSIBILITY THAT COULD WORK WELL AND MAYBE DO SOMETHING ABOUT THE DRIVER SHORTAGE.

LCISD WAS FACING REALLY HUGE, REALLY FAST GROWTH.

AND SO I KNOW THAT WAS A PROBLEM FOR THEM. AND I KNOW DRIVER SHORTAGE IS A PROBLEM FOR US.

THEY ALSO CONTRACT IN TERMS OF AFTER SCHOOL CARE WITH LICENSED DAYCARES WHO COME TO THE SCHOOL.

THIS IS THEY CONSIDER TO BE A SORT OF WIN WIN.

THEY GET TO INCREASE THEIR ENROLLMENT WITHOUT INCREASING THEIR CAPACITY, BUT THE SCHOOLS RENT THEIR FACILITIES TO THEM.

SO EVERYBODY'S SORT OF HAPPY THERE. I DON'T KNOW IF WE WOULD HAVE AN ISSUE WITH EXTENDING OUR OWN EXTENDED LEARNING PROGRAM, BUT I DO KNOW THAT LCISD HAS A SIMILAR PERCENTAGE OF FREE AND REDUCED LUNCH STUDENTS AS FORT BEND ISD DOES.

AND SO IF THAT WORKS FOR THEM AND IT'S COMPARABLE, THEN MAYBE SOMETHING TO LOOK INTO.

AND THEN FINALLY, THEIR HIGH SCHOOL ATHLETES DON'T HAVE DIFFICULTY GETTING TO THEIR EVENTS WITH ONE.

ONE CHANGE WAS IMPORTANT FOR THEM, WHICH WAS MAKE SURE THEIR FRESHMEN HAVE THEIR ATHLETICS PERIOD LAST.

IT'S THE FRESHMEN THAT DIFFICULTY GETTING TO THEIR EARLIER MEETS.

OKAY. I JUST WANT YOU TO KNOW THAT I AM OUT THERE.

I'M TRYING TO BRING YOU GOOD IDEAS AND GOOD DATA FOR US TO MOVE FORWARD WITH.

I WANT TO EXTEND MY OFFER TO GET ANY OTHER DATA THAT YOU GUYS WANT.

YOU ALL PROBABLY HAVE TO GO THROUGH COMMITTEES, BUT I JUST CALL PEOPLE AND SOMETIMES THEY TALK TO ME. IT'S GREAT.

SO THERE YOU GO. KEEP IT UP. LET ME KNOW WHAT I CAN DO TO HELP.

THANK YOU SO MUCH. THANK YOU. NEXT UP ON OUR AGENDA IS OUR INFORMATION

[9.A. Long-Range Boundary Planning and Enrollment Management]

DOCTOR. SMITH. YES, MA'AM. THANK YOU, MADAM PRESIDENT. JUST AS A REMINDER, BOARD, I WANT TO THANK YOU AGAIN FOR ALLOWING ME THE OPPORTUNITY.

TO GRANT ME A LITTLE MORE TIME. YOU MAY RECALL I REACHED OUT TO EACH OF YOU SEVERAL WEEKS AGO AS WE WERE PROCESSING.

SOLIDIFYING THE ENROLLMENT FOR FERNDALE, HENRY.

AND BUILDING THE LONG RANGE PLAN. AND SO I JUST AGAIN, WANT TO THANK YOU ALL FOR BEING RESPONSIVE AND UNDERSTANDING.

AND I HOPE THAT YOU SEE THE EXTRA TIME AS BENEFICIAL AS WE HAVE, REALLY PUT A GOOD COMPREHENSIVE PLAN TOGETHER, CHARGE THE STAFF, MISS MARTINEZ, AS WELL AS POWELL PANDIT AND HER TEAM, TO REALLY WORK ON THE INFORMATION THAT YOU'LL BE PRESENTED ON TONIGHT.

AND SO MISS MARTINEZ WILL GET US STARTED ON WHAT WE ARE LOOKING FORWARD TO AS OUR THREE YEAR LONG RANGE BOUNDARY PLAN.

THANK YOU, DOCTOR SMITH. GOOD EVENING TRUSTEES.

THIS EVENING I WILL BE SHARING THE LONG RANGE BOUNDARY PLANNING INFORMATION FOR THE NEXT THREE YEARS, AS WELL AS INFORMATION ABOUT ENROLLMENT MANAGEMENT AT NEIL ELEMENTARY FOR THE 2526 SCHOOL YEAR.

AS PROMISED LAST MONDAY, THIS EVENING, I'LL PROVIDE INFORMATION ABOUT 2526 ENROLLMENT MANAGEMENT AT NEIL.

I'LL ALSO SHARE BACKGROUND AND RATIONALE, ALONG WITH PLANNING STRATEGY AND AN OVERVIEW OF THE THREE YEAR PLANNING OUTLOOK RELATED TO LONG TERM LONG RANGE DISTRICT ATTENDANCE, BOUNDARY PLANNING, AND THAT ENTIRE PROCESS.

FIRST, AS A REMINDER, AS OF MARCH THE 17TH, WHICH WAS LAST MONDAY AND EFFECTIVE THROUGH THE LAST DAY OF INSTRUCTION THIS YEAR, WHICH IS MAY THE 29TH, ALL NEWLY ENROLLING FAMILIES OR STUDENTS IN THE NEIL ATTENDANCE BOUNDARY ARE BEING OVERFLOWED TO PECAN GROVE ELEMENTARY.

THE ENROLLMENT PROCESS FOR THE NEW STUDENTS FOR THE 2526 SCHOOL YEAR IS CURRENTLY OPEN.

PARENTS CAN ACCESS THAT ONLINE AND BEGIN THE ENROLLMENT PROCESS, AND ANY STUDENTS THAT ARE MOVING INTO THE NEW ATTENDANCE BOUNDARY WILL EXPERIENCE CAP AND

[01:05:05]

YOU CAN SEE HERE ON THE SCREEN WE'RE DOING THAT IN A FISCALLY RESPONSIBLE WAY AND IN A WAY THAT HELPS MEETS PARENTS NEEDS FOR PROXIMITY TO CAMPUSES IN THE SURROUNDING AREA.

FOR THE 26 SCHOOL YEAR, 2526 SCHOOL YEAR. SO TO DO THAT ALL FIRST THROUGH FIFTH GRADE STUDENTS LIVING NORTH OF 99.

AND WE HAVE A MAP ON THE NEXT SLIDE. JUST SO YOU KNOW, LIVING NORTH OF 99 WILL OVERFLOW TO OAKLAND ELEMENTARY ALL FIRST THROUGH FIFTH GRADE.

STUDENTS LIVING EAST OF HARLEM ROAD WILL OVERFLOW TO PECAN GROVE ELEMENTARY AND ALL OF THE STUDENTS IN KINDERGARTEN THROUGH FIFTH GRADE WHO ARE RESIDING IN THE NEAL NEIL WALK ZONE, WHICH IS THE AREA LOCATED SOUTH OF 99 AND WEST OF HARLEM ROAD, WILL ATTEND NEIL. ADDITIONALLY, ALL INCOMING KINDERGARTEN STUDENTS IN 2520 6TH MAY ENROLL AT NEIL AND FOLLOWING THIS MEETING, WE'RE POSTING INFORMATION WHICH WILL INCLUDE A LIST OF FREQUENTLY ASKED QUESTIONS TO THE DISTRICT'S WEBSITE.

WE'RE ALSO PROVIDING A PLATFORM AS WE MOVE CLOSER TO NEXT YEAR, WHERE PARENTS AND STAFF MEMBERS CAN ENTER ADDRESSES AND SEE WHERE WHERE THAT HOUSE IS GOING TO BE KEPT AND OVERFLOWED FOR THE 2526 SCHOOL YEAR.

THE WALK ZONE IS STAYING AT NEIL ELEMENTARY, AND SO YOU MAY WONDER, BECAUSE ALL OF THE STUDENTS WHO'VE MOVED IN SINCE MARCH THE 17TH THROUGH THE END OF THIS SCHOOL YEAR ARE BEING CAPPED AND OVERFLOWED TO PECAN GROVE ELEMENTARY.

AND SO WITH THAT ALLOWANCE OF THE WALK ZONE, TO BE ABLE TO COME BACK TO NEIL, ELEMENTARY FAMILIES WOULD BE GIVEN THAT OPPORTUNITY TO TO GO TO NEIL ELEMENTARY AFTER THE START OF THE SCHOOL YEAR.

AND THIS IS POSSIBLE WHEN WE THINK ABOUT THE SIZE OF THE FIFTH GRADE CLASS LEAVING NEIL IS LEAVING CAPACITY IN THAT IN THAT CAMPUS TO ALLOW FOR THAT TO OCCUR.

LAST WEEK THERE WERE SOME QUESTIONS ABOUT SPECIAL PROGRAMS AT NEIL.

AND AS WE EXPLAINED, THE PRE-K PROGRAM IS LOCATED AT PECAN GROVE ELEMENTARY.

THERE ARE STUDENTS IN SPECIAL PROGRAMS OR SPECIAL EDUCATION PROGRAMS AT NEIL ELEMENTARY, AND THOSE PROGRAMS WILL REMAIN ON CAMPUS.

THERE IS THE CAPACITY TO CONTINUE TO OFFER THE PROGRAMING THAT'S THERE FOR THE STUDENTS, AND MOST ARE ZONED TO ATTEND NEIL ELEMENTARY, SO IT WILL REMAIN THERE. ALL OF THE STUDENTS THAT WILL BE ATTENDING NEIL IN 2526, WHO DO NOT LIVE IN THE WALK ZONE, WILL CONTINUE TO RECEIVE TRANSPORTATION, AS WELL AS THE STUDENTS WHO ARE IN CAP AND OVERFLOW AT PECAN GROVE OR AT OAKLAND ELEMENTARY.

THAT WILL BE PROVIDED BY THE DISTRICT. WE WE DID NOT NEED TO SPLIT ANY OF THE PLANNING PLANNING UNITS BECAUSE OF THE PROXIMITY TO TO CAMPUSES AND THE ENROLLMENT PROJECTIONS IN THOSE AREAS. AS LONG ALONG WITH EXCUSE ME, ALONG WITH THE TRANSPORTATION ROUTES AND PROVIDING A WAY THAT IS MOST COST EFFECTIVE FOR TRANSPORTATION TO COME IN AND OUT OF THOSE AREAS TO TRANSPORT STUDENTS TO OAKLAND AND TO PECAN GROVE.

WE'VE SPOKEN BEFORE ABOUT OUR ENROLLMENT PROJECTIONS BEING AN ART AND A SCIENCE, AND BECAUSE OF THAT, WE'RE RELYING ON THE SCIENCE AND WE'RE MONITORING THE ART.

AND SO STAFF WILL BE MONITORING ENROLLMENT AT NEAL, AT PECAN GROVE, AND AT OAKLAND EVERY SINGLE DAY UNTIL THE END OF THIS SCHOOL YEAR, AND MONITORING THAT ENROLLMENT OVER THE SUMMER AND EVERY DAY DURING NEXT SCHOOL YEAR.

AND WE'LL BRING YOU ANY UPDATES THAT MAY IMPACT THIS CAP AND OVERFLOW PLAN.

THIS IS THE MAP THAT SHOWS ON THE LEFT YOU SEE IN PINK.

THAT'S THE CURRENT NEAL ELEMENTARY ATTENDANCE COMMUNITY BOUNDARY OR THE FULL BOUNDARY.

AND THEN YOU SEE ON THE MAP HERE, WHERE SHOULD I POINT? THERE ARE A COUPLE OF MAPS OVER HERE. I HERE. I DON'T THINK THAT'S GOOD FOR BOARD MEMBERS, BUT FOR THE PUBLIC, I'LL SHOW YOU THIS RIGHT HERE IS 99 AND THIS IS HARLEM ROAD. SO THIS WOULD BE THE PORTION NORTH OF 99 WHICH WOULD BE CAPTAIN OVERFLOW TO OAKLAND.

THEN THIS WOULD BE EAST OF HARLEM ROAD, AND THEY WOULD BE GOING TO PECAN GROVE.

AND THEN THE LEFT OVER PINK. THERE IS THAT WALK ZONE THAT WOULD STAY AT NEIL ELEMENTARY.

SO THAT SUMMARIZES THE CAP AND OVERFLOW OUR ENROLLMENT MANAGEMENT FOR NEXT YEAR.

FOR NEIL. NOW TO THE LONG RANGE BOUNDARY PLANNING.

OUR NEXT THREE YEARS OF FOCUS. WE ARE AT AN INFLECTION POINT.

THE TIME IS NOW TO ADDRESS OUR DISTRICT WIDE BOUNDARIES.

WE'RE AT A CRITICAL JUNCTURE WITH THE STABILIZATION EXPECTED WITHIN OUR SCHOOL DISTRICT IN THE ENROLLMENT PERIOD OVER THE NEXT TEN YEARS, AND THE GROWTH THAT IS STILL OCCURRING IN THE NORTHWEST AND THE SOUTHEAST PORTIONS OF THE DISTRICT FOR A SHORT WHILE, ALONG WITH THE OVERUTILIZATION AND THE UNDERUTILIZATION.

WE CANNOT WAIT ANY LONGER. WHILE WE HAVE IN THE PAST CONDUCTED LONG RANGE BOUNDARY PLANNING IN THE MOST RECENT PAST WE HAVE NOT.

WE HAVE FOCUSED ON GROWTH IN A FEW AREAS, AND WE HAVE NOT TAKEN A DISTRICT WIDE APPROACH AND WE HAVE NOT TAKEN A LONG RANGE APPROACH,

[01:10:06]

WE CAN'T KICK THE CAN DOWN THE ROAD ANY FURTHER.

WE HAVE TO LOOK AT OUR UTILIZATION ACROSS THIS DISTRICT AND THAT'S OVER UTILIZATION AND UNDER UTILIZATION.

WE'VE GOT TO RELIEVE THOSE HIGHLY UTILIZED CAMPUSES, AND WE NEED TO BALANCE ENROLLMENT ACROSS THOSE UNDERUTILIZED CAMPUSES THROUGHOUT THE DISTRICT. AND SO THIS IS GOING TO BE A COMPREHENSIVE PROCESS.

AND IT WILL DEFINITELY TAKE ALL THREE FULL YEARS TO DO.

WE DO HAVE INFLUENCING FACTORS, WHICH I'LL SHARE SHORTLY THAT WE NEED TO MITIGATE AND TAKE INTO CONSIDERATION, BUT WE CANNOT LET THEM HOLD US UP OR HOLD US BACK.

THE TIME IS NOW AND WE HAVE TO MOVE FORWARD. WE NEED TO BALANCE OUR ENROLLMENT SO THAT WE CAN OFFER THE HIGHEST QUALITY OF EDUCATIONAL PROGRAMS, FOCUSES, FOCUS OUR RESOURCES TO IMPACT ALL OF OUR STUDENTS, AND PROVIDE HIGH QUALITY PROGRAMING ACROSS THIS DISTRICT.

SO I TALKED ABOUT INFLUENCING VARIABLES. THESE INFLUENCING VARIABLES WHILE THEY PLAY A VITAL ROLE IN THE LONG RANGE ENROLLMENT BOUNDARY PLANNING PROCESS.

AND EACH OF THESE VARIABLES COULD IMPACT THE PLANNING TIMELINE AND PERHAPS PRIORITIES MOVING FORWARD.

WE'RE GOING TO BE STEADFAST IN MOVING FORWARD WITH A SENSE OF URGENCY OVER THESE NEXT THREE YEARS, AND KEEP THESE IN MIND AND MITIGATE TO WORK THROUGH THESE INFLUENCING FACTORS.

WE ALL KNOW THOSE DEMOGRAPHIC CHANGES ARE AN ART AND A SCIENCE.

AS I SAID, WE CANNOT PREDICT, BUT WE CAN PROJECT.

AND SO WE WILL BE REVIEWING THEM CONSTANTLY. AND WHEN WE RECEIVE NEW ONES, WE'LL BE BRINGING THAT INFORMATION FORWARD TO YOU.

WE HAVE INFLUENCES IN OUR CHARTER SCHOOLS AND PRIVATE SCHOOLS AND THE POSSIBLE VOUCHERS, POSSIBLE LEGISLATION THAT WILL BE COMING TOWARDS COMING FORWARD TO US. THESE THINGS ARE OUT OF OUR CONTROL, BUT WE CANNOT LET THEM STOP US.

WE HAVE BUDGET IMPACTS AND OUR FACILITY CONDITIONS ARE AN IMPACT TO US AS WELL.

AND EVEN AS WE FACE THESE FACTORS, WE CANNOT IGNORE THAT BOUNDARIES NEED TO BE ADDRESSED AND WE HAVE TO PLAN FORWARD IN A VERY STRATEGIC WAY.

SO I WANT TO TALK THROUGH HOW WE'RE GOING TO DO THAT.

SO THIS IS OUR PLANNING BLUEPRINT. OVER THE NEXT THREE YEARS, WE'RE GOING TO FOCUS ON ALL 12 OF OUR HIGH SCHOOL FEEDER PATTERNS.

AND WHAT THAT MEANS IS THAT EVERY HIGH SCHOOL FEEDER PATTERN WILL BE REVIEWED FOR OPTIMAL EFFICIENCY.

AND ANY CAMPUS IN EVERY SINGLE FEEDER PATTERN COULD BE IMPACTED BY A BOUNDARY CHANGE OR HAVE A FEEDER PATTERN ADJUSTMENT.

SO WHAT DOES THAT MEAN? THAT MEANS A CAMPUS AT THE ELEMENTARY LEVEL OR AT THE MIDDLE SCHOOL LEVEL MIGHT NOT GO TO THE HIGH SCHOOL THAT IT IS CURRENTLY ZONED TO.

THAT WOULD BE A FEEDER PATTERN ADJUSTMENT. AS WE WORK WITH OUR BOUNDARY PLANNER, WITH OUR DEMOGRAPHER, OUR STAFF, OUR SCHOOL BOUNDARY ADVISORY COMMITTEE, YOU AS TRUSTEES AND THE COMMUNITY, WE MAY NEED TO SPLIT PLANNING UNITS, AND WE'LL DO THAT IF WE NEED TO ENSURE EFFICIENCY IN CAMPUS UTILIZATION AS WE MOVE FORWARD IN THE PLANNING PROCESS.

OUR STAKEHOLDER ENGAGEMENT IS VITAL TO OUR PROCESS.

FROM RECEIVING OUR ENROLLMENT PROJECTIONS TO WORKING ON THE WORK INTERNALLY WITH STAFF, TO DEVELOPING PROPOSED BOUNDARY SCENARIOS, WORKING WITH OUR SBAC, US TRUSTEES AND OUR COMMUNITY TO RECEIVE FEEDBACK AND ULTIMATELY MAKE RECOMMENDATIONS FOR BOARD CONSIDERATION THAT ALIGN WITH THE DECISION, PRINCIPLES AND POLICY TO THE GREATEST EXTENT POSSIBLE AND FEASIBLE.

THIS IS A CRITICAL PROCESS, AND WHAT I WANT TO MAKE SURE EVERYONE REALIZES IS THAT THIS WILL BE A COMPREHENSIVE PROCESS IN EVERY SINGLE CAMPUS, WILL BE REVIEWED WITHIN THE LONG RANGE PLANNING PROCESS.

SO WITH THAT IN MIND, WE'LL REVIEW THE CURRENT FEEDER PATTERN STRUCTURE SO THAT YOU CAN HAVE A LIST IN FRONT OF YOU OF WHAT THAT MEANS FOR ALL OF THE SCHOOLS IN THIS DISTRICT.

SO BOARD MEMBERS AT YOUR SEAT, YOU HAVE ONE THAT'S A LITTLE BIGGER, A LITTLE EASIER TO READ WITHOUT A MAGNIFYING GLASS.

YOU MAY HAVE SEEN THIS BEFORE. I KNOW THAT OUR TRUSTEES HAVE, BUT I WANT TO TALK YOU THROUGH THIS.

COMMUNITY MEMBERS ESPECIALLY, SO THAT YOU CAN UNDERSTAND WHAT THIS FEEDER PATTERN MAP SHOWS.

THIS IS A STRUCTURE OF HIGH SCHOOL FEEDER PATTERNS, WHERE YOU SEE AT THE TOP IN THE RED EACH OF OUR HIGH SCHOOLS LISTED AND UNDER EACH HIGH SCHOOL, YOU SEE THE MIDDLE SCHOOLS AND THE ELEMENTARY SCHOOLS THAT CURRENTLY FEED INTO THE HIGH SCHOOL AT THE TOP.

YOU'LL ALSO NOTICE, I'M SORRY FOR THE AUDIENCE.

THIS IS VERY SMALL, BUT YOU'LL NOTICE SOME PERCENTAGES IN THIS FEEDER PATTERN STRUCTURE.

AND THESE PERCENTAGES ARE BASED ON ENROLLMENT AS OF THE TEAM'S SNAPSHOT DATE.

SO I'LL JUST WALK YOU THROUGH WHAT THAT MEANS. LET'S LOOK AT THE BUSH FEEDER PATTERN FOR THE AUDIENCE AS THE FEEDER PATTERN ON THE TOP LEFT, YOU CAN SEE THAT CROCKETT MIDDLE SCHOOL AND HODGES BEND MIDDLE SCHOOL FEED BUSH HIGH SCHOOL.

87% OF CROCKETT STUDENTS ATTEND BUSH BECAUSE CROCKETT SPLITS.

AND IF YOU LOOK OVER AT THE TRAVIS FEEDER PATTERN, YOU'LL SEE THAT OVER 13% OF THE CROCKETT STUDENTS CURRENTLY FEED INTO TRAVIS HIGH SCHOOL.

[01:15:03]

SO LET'S GO BACK OVER TO THE BUSH FEEDER PATTERN, JUST TO FINISH LOOKING AT HOW THIS MAP WORKS.

YOU SEE THAT PATTERSON, MISSION, WEST SEGUIN AND JORDAN ELEMENTARIES FEED INTO BUSH THROUGH CROCKETT MIDDLE SCHOOL AND HOLLY ELEMENTARY, MISSION AND MISSION WEST FEED TO BUSH THROUGH HODGES BEND.

MISSION WEST, FOR EXAMPLE, HAS 95% OF THE STUDENTS ATTENDING CROCKETT AND 5% OF THE STUDENTS ATTENDING HODGES BEND.

BOTH FEED UP TO BUSH FROM THERE. SO AGAIN, THIS SLIDE IS MORE OF A REFERENCE, SO YOU DON'T LOSE TRACK OF ALL OF THE CAMPUSES WITHIN OUR SCHOOL DISTRICT.

BUT I WANTED TO MAKE SURE TO EXPLAIN WHAT THOSE PERCENTAGES MEAN TO AVOID ANY CONFUSION MOVING FORWARD.

THIS MAP SHOWS OUR ELEMENTARY PROJECTED ENROLLMENT OR EXCUSE ME, PROJECTED UTILIZATION, WHICH IS THE RESIDENTIAL STUDENTS VERSUS OUR CURRENT CAMPUS CAPACITIES. AND THIS SHOWS THE ELEMENTARY LEVEL.

THIS WAS BASED ON HIS LATEST WORK IN THEIR 2025 PROJECTIONS.

AND IT DOES NOT INCLUDE ANY NEW OR FUTURE BOUNDARIES.

SO THIS IS IN OUR AS IS STATE RIGHT NOW. THIS IS WITHOUT THE FERNDALE HENRY BOUNDARY BEING CONSIDERED BY THE BOARD.

AND AS JUST A REMINDER, THE BOARD WILL BE CONSIDERING THAT BOUNDARY AT THE APRIL 7TH BOARD WORKSHOP AND LISTENING TOUR.

SO WE LOOK FORWARD FOR THAT. SO THIS SHOWS OUR PROJECTED UTILIZATION, AND I REALLY WANT YOU TO FOCUS NOT SO MUCH ON THE INDIVIDUAL CAMPUSES, BUT AS YOU LOOK AT THIS MAP, LOOK AT THE NORTH WEST SECTION OF THE DISTRICT IN THE RED COLORS.

THOSE ARE OUR OVER UTILIZED CAMPUSES AND IN THE SOUTH AND SOUTHEASTERN PORTION OF THE DISTRICT, AGAIN, THE SAME THING. SO WITH NO CHANGES IN THE DISTRICT, WE'RE GOING TO CONTINUE TO BE HIGHLY UTILIZED IN THOSE AREAS.

THE GRAY AREA IN THE CENTER PART OF THAT MAP IS THE IMPORTANT PART TO FOCUS ON, BECAUSE ALL OF THOSE CAMPUSES ARE AT UNDER 80% UTILIZATION.

AND SO THIS SPEAKS TO HOW WE HAVE CAPACITY WITHIN THIS DISTRICT AT THE ELEMENTARY LEVEL TO BALANCE ENROLLMENT.

AND I'M JUST GOING TO QUICKLY TAKE YOU THROUGH THE MIDDLE SCHOOL MAP.

YOU NOTICE THE SAME PATTERN WITH THE SAME AREAS OF THE DISTRICT BEING THE HIGHER UTILIZATION IN THE NORTHWEST PORTION AND IN THE SOUTHEAST PORTION, AND THAT. AND THEN OUR HIGH SCHOOLS FOLLOW THAT SAME MODEL WITH HIGH UTILIZATION.

PROVIDED THAT WE DON'T MAKE ANY CHANGES AND WE DON'T DO THE WORK IN BALANCING ENROLLMENT.

AND SO I GO BACK TO WE CANNOT WAIT ANY LONGER.

WE MUST MOVE FORWARD WITH THIS PROCESS. SO THIS NEXT SLIDE IS THE 30,000 FOOT VIEW OF OUR STRATEGY.

THIS GIVES YOU JUST A REALLY HIGH LEVEL LOOK HERE.

AND SO YOU CAN TELL IN THE SPRING. THAT'S RIGHT.

NOW WE'RE GOING TO BEGIN LAUNCHING OUR COMMUNICATION PLAN TO EXPLAIN WHAT WE'RE SHARING THIS EVENING.

AND THE SBAC IS ALSO GOING TO ENGAGE IN THE YEAR ONE SCOPE OF WORK.

AND I'LL GO DEEPER IN THE NEXT FEW SLIDES. I JUST WANT TO GIVE YOU THIS HIGH LEVEL OVERVIEW.

IN YEAR ONE, WHICH IS OUR 2526 SCHOOL YEAR, WE'RE GOING TO BE FOCUSED ON AND PRIORITIZING THE WORK AROUND OUR HIGHLY UTILIZED CAMPUSES.

WE'LL PLAN FOR THE OPENING OF MIDDLE SCHOOL 16 IN THE SOUTHEAST PORTION OF THE DISTRICT, AND WE KNOW IN THE NORTHWEST PORTION OF THE DISTRICT WERE OVER UTILIZED AT NEIL.

IT'S THE CAP AND OVERFLOW AND ALSO AT TRAVIS HIGH SCHOOL.

SO WE'LL BE LOOKING AT ALL OF THE SCHOOLS WITHIN THAT AREA.

WE'LL ALSO BE PLANNING FOR ELEMENTARY SCHOOL CLOSURES, FOCUSING ON THAT UNDERUTILIZED THE UNDERUTILIZED FACILITIES WITHIN THE DISTRICT FOR YEAR TWO, WHICH IS OUR 2627 SCHOOL YEAR. WE'RE GOING TO CONTINUE ADDRESSING CAMPUS UTILIZATION.

AND YOU'LL NOTICE THERE IT SAYS UTILIZATION. THAT'S BECAUSE WE'LL BE FOCUSED ON HIGH AND LOW UTILIZATION AT OUR SCHOOLS.

WE'LL CONTINUE PLANNING FOR ELEMENTARY AND POSSIBLE SECONDARY SCHOOL CLOSURES AS WE LOOK AT THE UTILIZATION ACROSS THE DISTRICT.

AND THEN YEAR THREE, TAKING US INTO OUR 2728 SCHOOL YEAR, CONTINUE TO ADDRESS CAMPUS UTILIZATION AND PLAN FOR ANY ADDITIONAL GROWTH AREAS.

WE KNOW WE STILL HAVE A LITTLE BIT OF GROWTH IN THE SOUTHEASTERN PORTION OF THE DISTRICT BEFORE WE'RE COMPLETELY BUILT OUT. THIS TAKES US A LITTLE BIT DEEPER.

WHAT DOES THAT MEAN? WHAT ARE WE GOING TO BE LOOKING AT EXACTLY WHEN WE FOCUS ON THOSE HIGHLY UTILIZED CAMPUSES AND THE UNDERUTILIZED CAMPUSES, AS WELL AS THE AREAS FOR CLOSURE. IN YEAR ONE, THE 2526 SCHOOL YEAR.

WE'RE GOING TO REVIEW THE AUSTIN BUSH, KEMPNER, AND TRAVIS FEEDER PATTERNS ALTOGETHER.

WHEN YOU THINK ABOUT THIS AREA, AS I SAID, WE NEED TO FOCUS ON THE UTILIZATION AT BOTH NEAL AND TRAVIS SPECIFICALLY, BUT WE WILL HAVE IMPACTS ACROSS THOSE FEEDER PATTERNS AS WE AS WE LOOK AT CASCADING AND MAKING CHANGES SO THAT WE CAN BALANCE AND BETTER UTILIZE THOSE CAMPUSES.

WE WILL REVIEW THE CAMPUSES, AS I SAID, IN EACH FEEDER PATTERN, AND PRIORITIZE THE HIGHLY UTILIZED CAMPUSES TO BALANCE THAT ENROLLMENT IN YEAR ONE.

WE'LL ALSO BE FOCUSED ON CRAWFORD, ELKINS, HIGHTOWER, AND RIDGE POINT FEEDER PATTERNS AS WE PLAN FOR THE OPENING OF MIDDLE SCHOOL 16,

[01:20:07]

YEAR ONE IS ALSO GOING TO INCLUDE PLANNING FOR ELEMENTARY SCHOOL CLOSURES AND BRINGING FORWARD INFORMATION TO THE BOARD AND THE COMMUNITY AS WE WORK THROUGH THIS PROCESS.

AS PART OF OUR YEAR ONE SCOPE OF WORK, WE SEEK TO ENGAGE WITH AN OUTSIDE VENDOR TO PERFORM A FACILITY CONDITION ASSESSMENT.

THIS WILL PROVIDE US WITH THE MOST CURRENT FCI OR FACILITY CONDITION INDEX, WHICH IS A SCORE THAT WE USE WHEN WE LOOK AT OUR FACILITIES, AND WE WOULD BE WORKING WITH THE CAC AND STAFF TO ANALYZE THE AGE OF OUR CAMPUSES.

THE FCI FOR EACH OF OUR CAMPUSES ARE PROJECTED AND THE ACTUAL UTILIZATION AT EACH CAMPUS, AS WELL AS PROXIMITY TO OTHER FACILITIES IN THE DECISION MAKING PROCESS. RELATED TO RECOMMENDATIONS FOR OUR ELEMENTARY SCHOOL CLOSURES DISTRICT WIDE OVER THE THREE YEAR PLANNING HORIZON.

IN YEAR TWO, WE'LL FOCUS ON BUSH FEEDER PATTERN AGAIN OR, MORE DEEPLY, THE CLEMENTS FEEDER MARSHALL AND THE WILLOWRIDGE HIGH SCHOOL FEEDERS.

ALSO IN YEAR TWO, WE'LL CONTINUE TO ADDRESS CAMPUS UTILIZATION, BOTH HIGH AND LOW, AND CONTINUE THE PLANNING FOR ELEMENTARY AND POSSIBLE SECONDARY SCHOOL CLOSURES DISTRICT WIDE OVER THE THREE YEAR PLANNING HORIZON.

IN YEAR THREE, WE'LL FOCUS ON CRAWFORD, DULLES, ELKINS, HIGHTOWER AND RIDGE POINT FEEDERS AS WE CONTINUE TO ADDRESS UTILIZATION AND PLAN FOR SOME GROWTH IN THE PORTIONS OF THE SOUTH, SOUTHERN AND SOUTHEASTERN PORTIONS OF OUR DISTRICT.

I DO WANT YOU TO KEEP IN MIND THE INFLUENCING VARIABLES THAT WE DISCUSSED EARLIER, BECAUSE EACH ONE OR MORE OF THESE VARIABLES COULD IMPACT THIS PLANNING TIMELINE, IT COULD IMPACT THE ORDER OR THE PRIORITIZATION, BUT IT WILL NOT STOP OUR PLANNING.

IN A BIT, WE'LL DISCUSS WHAT YEAR ONE WORK WILL LOOK LIKE, SO THAT YOU CAN SEE THE CYCLICAL NATURE OF THIS WORK OVER THESE THREE YEARS.

I'LL TAKE YOU BACK TO THE FEEDER PATTERN MAP JUST TO EMPHASIZE AT THE TOP, YOU SEE HERE WE'VE ADDED WHAT YEAR WE'RE ADDRESSING EACH, WHAT WE PLAN TO ADDRESS EACH ONE OF THE FEEDER PATTERNS.

AND IN SOME INSTANCES WE TOUCH A FEEDER PATTERN TWICE, AND THAT'S DUE TO THE SCOPE OF WORK.

THE PRIORITIZATION WITHIN THOSE FEEDER PATTERNS AND THE CASCADING IMPACT THAT HAPPENS, ESPECIALLY IN INSTANCES WHERE YOU MAY HAVE FEEDER PATTERN SPLITS BETWEEN DIFFERENT FEEDER PATTERNS. IT'S MORE OF A DETAILED LOOK AT THE CAMPUSES THAT WILL BE REVIEWING EACH YEAR.

AND THIS SHOWS HOW WE'LL FOCUS ON THOSE SCHOOLS WITHIN EACH FEEDER PATTERN TO ENSURE THAT WE HAVE A COMPREHENSIVE APPROACH OVER THE THREE YEARS.

SO WHAT DOES THIS MEAN? HOW WILL YOU KNOW AND HOW WILL WE BE ENGAGING WITH EVERYONE AS WE MOVE FORWARD, PARTICULARLY AROUND ANY CHANGES OR ADJUSTMENTS TO THIS PLANNING PROCESS? THIS SWIMLANE FLOW CHART SHOWS WHAT A YEAR OF WORK WILL LOOK LIKE FOR US, AND MORE SPECIFICALLY, WE WANT THE COMMUNITY TO KNOW WHEN WILL I KNOW MORE? YOU'VE GIVEN ME A HIGH LEVEL OVERVIEW, SO WHEN WILL I KNOW IF MY SCHOOL OR MY COMMUNITY MIGHT BE IMPACTED? SO JUST KIND OF WALK THROUGH THIS WITH ME. THE SWIMLANE AT THE TOP, THE GREEN ONE IS THE ADMINISTRATION.

TURQUOISE REPRESENTS. TURQUOISE IS OUR BOARD.

AND THAT'S WHEN WE WILL HAVE TOUCH POINTS. AND THE BLUE AREA OR THE BLUE SWIM LANE IS THE SBAC WORK AND THE PURPLE BEING THE COMMUNITY.

SO LET'S TAKE A LOOK AT APRIL THROUGH JULY 1ST.

IN APRIL, THE BOUNDARY PLANNER WILL BE PREPARING INFORMATION AND WORK ON POSSIBLE BOUNDARY RECOMMENDATIONS WITHIN OUR ADMINISTRATIVE TEAM.

IN APRIL, THE COMMUNITY WILL RECEIVE INFORMATION MORE DEEPLY ABOUT THE LONG RANGE BOUNDARY PLANNING PROCESS THROUGH OUR DEDICATED WEBSITE AND THROUGH INTERACTION WITH OUR FREQUENTLY ASKED QUESTIONS. BEGINNING IN MAY, THE DISTRICT WILL CONDUCT THE FACILITY ASSESSMENT OR THE FACILITY CONDITION ASSESSMENT I MENTIONED.

AND THEN IN MAY, THE SBAC WILL BEGIN ENGAGING IN YEAR ONE SCOPE OF WORK THAT WILL BE DIRECTLY AFTER THE FERNDALE HENRY BOUNDARY IS FINALIZED.

DURING JUNE AND JULY, WE PLAN TO PRESENT AN ANNUAL ENROLLMENT REVIEW TO THE BOARD.

AND THAT'S TO EXPLAIN. WHAT DID WE PLAN FOR THE PRIOR YEAR? WHAT DID WE ACCOMPLISH AND WHAT DO WE KNOW WE NEED TO DO FOR THE COMING YEAR IN MORE DETAIL, IN CASE THERE ARE ANY CHANGES? THAT'S THE OPPORTUNITY FOR BEING ABLE FOR BEING ABLE TO DISCUSS ANY OF THOSE INFLUENCING FACTORS THAT MAY IMPACT ANY TIMELINES WE'VE PREVIOUSLY SHARED. AND THEN AS YOU LOOK FORWARD TO THE WORK OF THE FIRST SEMESTER, YOU'LL NOTICE IN AUGUST THE EXECUTIVE TEAM WILL REVIEW THE INTERNAL WORK AS THE SBAC BEGINS THE WORK WITH A FOCUS ON THE AREAS OF THE DISTRICT, WHICH INCLUDES FIELD TRIPS TO EACH AREA, AND THAT CARRIES YOU THROUGH AUGUST THROUGH OCTOBER AND THEN IN OCTOBER.

DISTRICT WIDE COMMUNICATION WILL INCLUDE INFORMATION ABOUT OUR PUBLIC MEETINGS THAT WILL BE UPCOMING FOR INPUT, AND ADDITIONAL DETAILS ABOUT THE PLANNING PROCESS IN NOVEMBER, YOU ALL, AS TRUSTEES, CAN EXPECT A SPECIAL CALLED WORKSHOP ABOUT THE RECOMMENDATIONS IN

[01:25:04]

THE FINAL ONES TO THE BOARD BY FEBRUARY OF EACH YEAR FOR BOARD CONSIDERATION AND POSSIBLE ACTION.

AND THEN IN APRIL OR MAY OF EACH YEAR, WE'LL ASK PASA TO PRESENT THE NEW PROJECTIONS.

AND THEN AGAIN WE WILL PRESENT THE ANNUAL ENROLLMENT REVIEW SUMMARIZING WHAT WE'VE ACCOMPLISHED, WHAT WE HAD PLANNED AND WHAT WE ACCOMPLISHED, AND THEN WHAT THE DETAILS OF THE FOLLOWING YEAR WILL BE.

AND THAT'S KIND OF A KICKOFF, IF YOU WILL, TO THE SCOPE OF WORK FOR THE FOR THE COMING YEAR.

SO AS I SHARED, THE TIME TO START IS NOW OUR STAFF AND OUR SBAC IS READY.

WE'RE READY TO ENGAGE IN THIS VERY IMPORTANT WORK OVER THE NEXT THREE YEARS.

AND WE THANK YOU AND ENTERTAIN ANY QUESTIONS YOU MAY HAVE.

THANK YOU, MISS MARTINEZ. WE WILL NOW TAKE QUESTIONS FROM THE TRUSTEES, MR. HAMILTON. YES. THANK YOU, MRS. MARTINEZ. SO I JUST WANT TO SAY REALLY QUICKLY, THANK YOU AND GREAT JOB TO THE LEADERSHIP TEAM IN THE PAST.

WE HAVE HAD A LOT OF CRITICISM FOR NOT INCORPORATING PARENT AND TEACHER FEEDBACK AND EMPLOYEE FEEDBACK FROM OUR CAMPUSES.

AND SO THIS PRESENTATION TONIGHT DEMONSTRATES THAT THAT HAS CHANGED.

AND SO THERE'S DEFINITELY VERY CLEAR EVIDENCE THAT WE TOOK THAT FEEDBACK FROM BOTH THE PARENTS AND FROM FROM NEIL ELEMENTARY IN PARTICULAR INTO THIS PROCESS. AND SO SO WE WE OBVIOUSLY INCORPORATED SOME NEIL CAMPUS FEEDBACK ON RELIEVING THE OVERCROWDING.

AND THEN I KNOW THAT THE, THE CAP AND OVERFLOW MAP WAS HEAVILY INFLUENCED BY SOME PARENT FEEDBACK.

SO I JUST WANT TO SAY THANK YOU FOR, FOR MAKING PROGRESS AND FOR LISTENING AND ENGAGING THE COMMUNITY AND THE CAMPUS.

AND SO I'M EXCITED. SO WE'RE IN A SITUATION WHERE DUE TO THE OVERCROWDING AND DUE TO THE BOND BUDGET CRISIS THERE'S NO WAY FOR US TO MAKE EVERYBODY HAPPY AT THIS POINT. AND SO NOT NOT EVERYBODY'S GOING TO LOVE THIS RECOMMENDATION. HOWEVER, I THINK ONE OF OUR CHALLENGES FROM THE ADMINISTRATION LEVEL AND FROM THE BOARD LEVEL IS THAT IT'S REALLY HARD FOR US TO PUT OURSELVES, OURSELVES IN THE SHOES OF PEOPLE AT THE CAMPUS OR IN THE NEIGHBORHOOD WHEN WE MAKE DECISIONS. AND SO THE FEEDBACK FROM THAT CAMPUS AND FROM THAT COMMUNITY IS THE BEST WAY FOR US TO TO DO THAT.

WE CAN LISTEN TO THEM AND THEN RESPOND ACCORDINGLY.

AND SO WE DID THAT. AND I JUST WANT TO SAY THANK YOU.

THANK YOU. THANK YOU, MR. HAMILTON. MR. GARCIA.

THANK YOU. SO A COUPLE OF QUESTIONS ON SLIDE 16.

NEO ENROLLMENT MANAGEMENT. FOR OVERFLOW TO OAKLAND NORTH OF 99.

IT SAYS FIRST THROUGH FIFTH. I THINK I HEARD YOU SAY K THROUGH FIVE, BUT THE SLIDE SAYS FIRST THROUGH FIFTH.

ARE WE JUST TALKING ABOUT BASICALLY REFERENCING THE LAST LINE THAT SAYS ALL INCOMING KINDERGARTEN STUDENTS MAY ENROLL AND THAT INCLUDING THE STUDENTS THAT ATTEND WATER VIEW AND THE APARTMENTS THAT'S NORTH OF 99, OR WERE THOSE KIDS AUTOMATICALLY GO TO OAKLAND? SO THANK YOU FOR THAT QUESTION. SO THE CAP AND OVERFLOW WILL BE PERTINENT TO STUDENTS IN FIRST ENTERING FIRST THROUGH FIFTH GRADE.

IN THOSE AREAS THAT WE DISCUSSED ALL KINDERGARTEN STUDENTS, THERE'S THE CAPACITY FOR THEM TO ENROLL AT NEIL SO THAT WE DO HAVE A FULL KINDERGARTEN CLASS. OKAY. AND THEN WILL THEY BE NEEDING TO ADD ANY PORTABLE BUILDINGS TO OAKLAND? IS THERE ANY PLANS FOR THAT? DO YOU KNOW? OR THEY WILL CONTINUE AT OAKLAND AS IS WITHOUT THE NEED FOR ANY ADDITIONS? I DO NOT BELIEVE THERE WILL BE ANY ADDITIONS ADDED TO NEIL ELEMENTARY.

NO, SIR. OKAY. I'M SORRY. THERE WILL NOT BE A NEED AT OAKLAND EITHER.

OKAY. AND THEN FOR. BECAUSE I KNOW WE'VE DONE A FACILITIES CONDITION INDEX IN THE PAST.

AND SO THAT WILL PLAY A PART IN IF WE HAVE TO DO SCHOOL CLOSURES FOR ELEMENTARY SCHOOLS, WHICH WILL OF THE OF THE SCHOOLS THAT ARE PROBABLY THE WORST FCI WHICH SCHOOLS WOULD GET CLOSED OVER ANOTHER.

THAT'S THAT'S WHAT I'M ASSUMING THE REASON FOR THE THE FACILITIES CONDITION INDEX, OTHER THAN THE FACT WE HAVE TO DO IT EVERY HOW OFTEN DO HOW OFTEN DO WE DO FCI? IS IT EVERY FIVE OR IS IT EVERY FOUR YEARS? IT'S TYPICALLY LEADING INTO A BOND PLANNING PROCESS.

I'LL LET DOCTOR BILL DO YOU HAVE ANYTHING TO ADD TO THAT.

AND WHILE HE'S COMING UP, I WILL SAY THAT THAT WOULD BE ONE OF THE THINGS ONE OF THE COMPONENTS THAT WE WOULD REVIEW FOR THE CAMPUSES WOULD BE WHAT IS THE FACILITY CONDITION INDEX? BUT THEN ALSO WHAT IS THE CURRENT UTILIZATION? WHAT'S THE PROJECTED UTILIZATION. WHAT IS THE AGE OF THE CAMPUS AND WHAT IS THE PROXIMITY TO OTHER CAMPUSES AS WE THINK ABOUT POSSIBLE CLOSURES?

[01:30:07]

THANK YOU. THANK YOU, MR. GARCIA.

MISS HANNON. THANK YOU. THANK YOU, MRS. MARTINEZ.

SO I WANT TO ACTUALLY FOLLOW UP WITH MR. GARCIA.

QUESTION ABOUT THE KINDERGARTNERS. SO IF WE HAVE A KINDERGARTNER IN ONE OF THOSE OVERFLOW AREAS, CAN THEY REGISTER TO GO WITH THEIR OLDER SIBLINGS WHO ARE GOING TO BE OVERFLOWED TO ANOTHER CAMPUS? THEY COULD. SO THEY COULD DO THAT. SO PARENTS WON'T HAVE TO HAVE STUDENTS AT TWO DIFFERENT PLACES.

THE OTHER, THE OTHER I WANTED TO MAKE SURE I UNDERSTOOD.

SO KIDS THAT ARE BEING OVERFLOWED THIS SPRING, BUT THEY ARE IN THE WALKER ZONE.

THEY MAY RETURN TO KNEEL NEXT YEAR. I HEARD THAT IS CORRECT, AND WE WILL HAVE A PROCESS IN PLACE SO THAT WE CAN DETERMINE THAT AND HAVE THE RIGHT COMMUNICATION WITH PARENTS AND THE RIGHT COMMUNICATION FROM PARENTS, SO THAT WE KNOW STAFFING WISE AND THAT SORT OF THING, WHAT THEIR DECISIONS ARE. OKAY. AND THEN TO KIND OF FOLLOW UP, I THINK THIS IS WHAT MR. HAMILTON WAS GETTING AT. I AM WHEN I, I MEAN, THE WORD IS NOT GLAD BECAUSE IT IT'S A LITTLE BIT DISRUPTIVE TO THE COMMUNITY.

BUT FROM SOME PREVIOUS INFORMATION WE GOT ABOUT POTENTIAL MOVING.

I'M GLAD THAT THAT MAP SEEMS TO MAKE MORE SENSE THAN SOME OF THE THINGS THAT I SAW EARLIER THAT THAT EVEN THOUGH IT LOOKS REALLY CLOSE TO OLD DIXIE AT THE BACK OF HARVEST GREEN, IT'S REALLY NOT BECAUSE THERE'S NO ROAD.

SO I WAS GLAD TO SEE THAT THAT CHANGE. AND THEN THE NORTH, THE NORTH PART OF 99 THAT'S GOING TO BE FEEDING INTO OAKLAND.

DID THAT NEIGHBORHOOD USED TO BE ZONED TO OAKLAND? YES. YES. OKAY. SO THAT IS A YOU KNOW, IT'S A REASONABLE MOVE.

RIGHT. I MEAN, AND WE'RE PROVIDING TRANSPORTATION THERE.

AND THEN THE LAST THING THAT I WANTED TO MAKE SURE THAT I UNDERSTAND AND THAT THE COMMUNITY UNDERSTANDS, IS THOSE SLIDES 11 AND 12 WITH THE PROJECTED UTILIZATION FOR ELEMENTARY AND MIDDLE.

SO THOSE NUMBERS REFLECT ZONE STUDENTS. DO THEY ALSO REFLECT ANY SPECIAL PROGRAMS LIKE SPECIAL ED OR ACADEMIES, OR DO THESE PROJECTIONS ONLY INCLUDE ZONED STUDENTS? WHICH SLIDE ARE YOU REFERENCING THE 22? WELL, LET'S SEE, IT'S 11 AND 12 ELEMENTARY.

IT'S PROJECTED FOR INTO 34, 35 THE GRAY, THE GRAY AND BURGUNDY.

SO THESE NO. OVER THE TEN YEAR PLANNING HORIZON, IT DOES NOT TAKE INTO CONSIDERATION THE TRANSFERS OR ANY POSSIBLE TRANSFERS OR ANY SPECIAL PROGRAMING. THIS REFERS TO LIVE IN STUDENT ENROLLMENT STUDENTS THAT ARE ZONED INTO THOSE NEIGHBORHOODS.

OKAY. THANK YOU. THANK YOU VERY MUCH, MISS MARTINEZ.

THANK YOU, MISS DAWSON. THANK YOU, MISS HAYNES.

SO THE REASON I HESITATED BEFORE, BEFORE GOING TO MISS HANNON IS BECAUSE DOCTOR BILTZ WALKED UP, AND I DIDN'T KNOW IF YOU IF HE HAD SOMETHING TO ADD.

DID YOU WANT TO ADD SOMETHING? YOU DON'T HAVE TO.

I'M NOT MAKING YOU. OKAY, OKAY, OKAY. I JUST WANTED TO MAKE SURE YOU DIDN'T HAVE SOMETHING.

ALL RIGHT. NEXT. MISS JONES. THANK YOU, PRESIDENT TYSON, I JUST WANT TO COMMEND THIS ADMINISTRATION AND THE SUPERINTENDENT FOR TAKING THE LEAD IN ASSESSING AND TAKING A REALLY HARD LOOK AT OUR LONG RANGE BOUNDARY PLANNING.

I KNOW SINCE I BEGAN ON THE BOARD, THAT WAS THE NUMBER ONE THING IS TO START LOOKING AT SCHOOLS.

YOU KNOW, WHERE ARE OUR KIDS, WHERE THEY'RE GOING? HOW MANY KIDS ARE IN OUR SCHOOLS? AND I AM MOST APPRECIATIVE TO SEE THAT WORK COME TO FRUITION.

AND WE HAVE A PLAN AND IT'S MOVING FORWARD. AND I'M EXCEPTIONALLY EXCITED ABOUT THE POSSIBILITIES OF WHAT PASSA AND ZONDA EDUCATION WILL BRING BACK TO US.

SO THANK YOU. THANK YOU. THANK YOU, MISS JONES.

MR. HAMILTON. I JUST WANT TO ASK A QUESTION, SO I THINK I MISHEARD YOU.

SO I WANT TO ASK A CLARIFYING QUESTION HERE. SO.

SO THE SLIDE SAYS THAT ALL 20, 25, 26 INCOMING KINDERGARTEN STUDENTS MAY ENROLL AT NEIL ELEMENTARY SCHOOL.

SO THAT MEANS EVERY INCOMING KINDERGARTNER WHO LIVES IN THE ENTIRE NEIL FEEDER PATTERN AND WE'LL BE AT NEAL.

CORRECT? THAT'S CORRECT. OKAY. AND THEN SO THE CAP AND OVERFLOW APPLIES. APPLIES TO FIRST THROUGH FIFTH GRADE. YES, SIR. THAT'S CORRECT. THANK YOU. ALL RIGHT.

THANK YOU, MR. HAMILTON. I HAVE NOTHING. EVERYTHING WAS ASKED AND ANSWERED.

[01:35:04]

[9.B. Bond 2023 Information]

ALL RIGHT. MR. GWIN AND MEMBERS OF THE HUCKABY ARCHITECT TEAM WILL BE PRESENTING THIS EVENING. A COUPLE OF THINGS THAT I WANTED TO SHARE WITH THE BOARD AS WE ENGAGE IN THIS DISCUSSION IS ONE WILL BE PROVIDING INFORMATION ON THE MADDEN ELEMENTARY SCHOOL AND SOME OF THE CHALLENGES THAT WE'RE HAVING THERE.

ONE OF THE THINGS I WANT TO EMPHASIZE IS THAT WHILE WE ARE HAVING CHALLENGES FROM A COSMETIC NATURE, YOU'LL HEAR THAT DEFINED HERE IN A LITTLE BIT.

THE SCHOOL IS SAFE FOR STAFF AND FOR STUDENTS.

HOWEVER, WE ARE AT A CRITICAL STAGE WHERE WE NEED TO MAKE SOME DECISIONS, AND TONIGHT WE WANT TO BE ABLE TO SHARE THAT INFORMATION WITH THE BOARD.

THE NEXT THING THAT WE WANT TO ACCOMPLISH THIS EVENING, THE BOARD HAS BEEN ASKING FOR QUITE SOME TIME ABOUT THE AVAILABILITY OF CONTINGENCY FUNDS AND HOW THOSE CAN BE APPLIED TO VARIOUS PROJECTS THAT REMAIN AND PROJECTS THAT POTENTIALLY COULD BE FUNDED.

AND WE'RE PREPARED TO ANSWER THOSE QUESTIONS TONIGHT, PROVIDE THAT INFORMATION WITH YOU AS WELL AS ANSWER THOSE QUESTIONS.

TONIGHT WE'RE GOING WITH THE HUCKABEE TEAM. THEY'RE GOING TO BE PROVIDING INSIGHT ON MADDEN.

AND THEN WE'LL BE FOLLOWING THAT UP WITH MR. GWINN, OUR CFO.

AND IF NECESSARY, WE'LL BE BRINGING UP DOCTOR BILLS TO BE ABLE TO PROVIDE SOME SUBJECT MATTER EXPERT INFORMATION ON THE VARIOUS PROJECTS.

AND SO WE'LL KICK IT OFF AND GET IT STARTED. AND BEFORE WE GET STARTED, I JUST WANT TO LET THE TRUSTEES KNOW THAT I HAVE ASKED LEGAL TO ADDRESS ANY OF YOUR QUESTIONS IN CLOSED SESSION AS WELL. GOOD EVENING, MADAM PRESIDENT.

MEMBERS OF THE BOARD AND DOCTOR SMITH, AS PART OF OUR COMMITMENT TO EXECUTING WITH EXCELLENCE AND ENSURING THAT WE'RE BEING PROFESSIONAL, ACCOUNTABLE AND COMMUNICATING, WE'RE SHARING NEW INFORMATION WITH YOU ABOUT THE REPAIRS NEEDED AT MADDEN ELEMENTARY SCHOOL.

IN JUNE, THE BOARD APPROVED A LIST OF ARCHITECTS FOR JUNE OF 23.

THE BOARD APPROVED A LIST OF ARCHITECTS THAT STAFFS CAN USE FOR CONSTRUCTION RELATED SERVICES.

ONE OF THE VENDORS ON THAT LIST, WHO IS QUALIFIED AND HAS EXPERTISE IN ADDRESSING THE ISSUES THAT WE'RE SEEING AT MADDEN IS HUCKABY.

AND THIS EVENING, SUSAN. SUSAN, WHO IS A PRINCIPAL WITH HUCKABEE, WILL GIVE AN OVERVIEW OF THE FINDINGS AND POSSIBLE RECOMMENDATIONS TO ADDRESS THE ISSUES THAT HAVE BEEN DISCOVERED AT MADDEN. AND SO I'LL TURN IT OVER TO SUSAN FOR ADDITIONAL INFORMATION FOR YOU ALL.

GOOD EVENING, TRUSTEES. MADAM PRESIDENT AND DOCTOR SMITH.

WE WANTED TO BRING THIS TO YOUR ATTENTION. WE WANT TO MAKE SURE THAT AS WE'RE WORKING ON OUR PROJECTS, WE ARE ALIGNING THE SCOPE OF OUR PROJECTS WITH THE BUDGET AND MAKING SURE THAT EVERYTHING THAT HAS BEEN PROMISED TO THE TO THE PUBLIC AND TO THE COMMUNITY HAS BEEN FULFILLED. WITH ME TODAY, I HAVE MR. FRED DALLY WITH DALLY STRUCTURE AT DALLY ASSOCIATES, AND HE'S GOING TO BE ASSISTING WITH THE PRESENTATION AS WELL.

MADDEN ELEMENTARY ELEMENTARY SCHOOL 46 WAS WAS BASED ON A BOND THAT WAS THE 22,007 BOND PROJECT. THE PROJECT WAS AWARDED TO THE ARCHITECT OR TO THE DESIGN TEAM IN JUNE OF 2014 AND THE CONSTRUCTION SORRY TO THE GENERAL CONTRACTOR.

AND THEN CONSTRUCTION STARTED RIGHT IN 2014. SCHOOL STARTED AND SCHOOL FIRST DAY WAS AUGUST OF 2015.

RIGHT AFTER THAT, FROM THE PROLIFERATION OF INFORMATION THAT WE'VE GATHERED, IS THAT JANUARY OF 2016 ISSUE STARTED TO APPEAR.

I WANTED TO BRING TO YOUR ATTENTION SO YOU CAN HAVE AN OVERVIEW OF THE BUILDING ITSELF.

BUILDING IS TWO STORIES, BUT THEY'RE NOT TWO EQUAL STORIES.

SO THE FIRST STORY, THE FIRST FLOOR, IS ABOUT 71,000FT².

THE SECOND FLOOR IS 28,000FT². SO KEEP IN MIND THAT THIS THE SECOND FLOOR IS A SMALLER PERCENTAGE OF THE FIRST FLOOR AND ALL. WHAT WE'RE TALKING ABOUT TODAY IS THE EFFECTS THAT ARE HAPPENING ON THE FIRST FLOOR, ON THE GROUND FLOOR.

WE'RE BRINGING TO YOU A SNIPPET OF THE ORIGINAL GEOTECHNICAL REPORT FOR THE SOILS REPORT THAT HAPPENED AT THE BEGINNING OF THE PROJECT.

THAT HAPPENED IN ORDER TO DESIGN IT. HIGHLIGHTED HERE IN THIS DASHED RED LINE, IS THE RECOMMENDATION

[01:40:08]

AND OVER HERE I KNOW THIS SCHEDULE IS PROBABLY NOT VERY VISIBLE, BUT IN ORDER TO ACHIEVE A ONE INCH PVR, IT'S A TECHNICAL TERM. PVR STANDS FOR POTENTIAL VERTICAL MOVEMENT, WHICH MEANS THAT THE SOIL CAN POTENTIALLY MOVE UP OR DOWN ONE INCH.

AND THAT'S ACCEPTABLE. SO IN ORDER TO ACHIEVE THAT, THE SOILS REPORT TELLS US THAT WE NEED TO OVER EXCAVATE AND REPLACE WITH SELECT FILL ANOTHER TYPE OF SOIL THAT IS ACCEPTABLE TO ACHIEVE THAT ONE INCH MOVEMENT IN THE SOIL.

FROM WHAT WE'RE SEEING THAT THIS IS NOT HOW THE BUILDING IS CURRENTLY PERFORMING.

WE'VE PLACED SOME SNIPPETS. I'M SURE YOU HAVE WALKED THIS CAMPUS, AND WE HAVE HERE A FEW PICTURES THAT SHOW THE CRACKING IN THE FLOORING TILE.

THE IMPROPER DOOR MOVEMENT ARE BASED ON MOVEMENT OR PUSH UP IN THIS LAB, CLOSER TO A DOOR HINGE THAT REALLY MAKES THE WHOLE DOOR SWING ON ON FUNCTIONAL.

ALSO, IF YOU LOOK AT A VERY LONG HALLWAY SIMILAR TO THE ONE LABELED NUMBER THREE HERE, YOU CAN VISIBLY SEE HOW UNEVEN WALKING SURFACE IS EVIDENT. THE STAFF AND THE TEACHERS HAVE TO DEAL WITH CRACKS CONSTANTLY, AND THEIR CABINETS AND CASEWORK SEPARATING FROM THE WALLS AND MAINTENANCE HAVE TO CONSISTENTLY DO JOB ORDERS TO GO AND FIX THOSE CRACKS AND AND SEPARATION SIMILAR TO WHAT'S IN NUMBER FOUR HERE.

NUMBER FIVE AND SIX SHOW CRACKING IN SHEETROCK AND FRAMING SEPARATION BETWEEN THE CEILING TILE AND THE WALLS AS THEY BOTH MOVE INDEPENDENTLY AND DIFFERENTLY. SO BASED ON THIS, I WOULD LEAVE IT TO FRED TO COME AND AND EXPLAIN ANY TECHNICAL TERMS THAT YOU MAY HAVE ABOUT DIFFERENT REPORTS THAT HAVE HAPPENED AND FORENSIC INVESTIGATION THAT THE DISTRICT HAVE ALREADY HAVE.

THANK YOU. GOOD EVENING, FRED DALLY WITH DAILY ASSOCIATES WITH A CIVIL AND STRUCTURAL ENGINEERING FIRM HERE IN HOUSTON.

DALLY ASSOCIATES WERE HIRED BY FORT BEND ISD TO DO FURTHER INVESTIGATION TO UNDERSTAND WHAT'S HAPPENING IN THE BUILDING AS FAR AS SLAB MOVEMENT AND COME OUT WITH SOLUTIONS. SO THE DISTRICT HIRED A COMPANY BACK IN 2017, 2018, AND THEY DID SOME SLAB BORING AND LOOKED AT THE MOVEMENT OF THE SLAB.

THEY ALSO HAVE TAKEN SLAB MEASUREMENTS TO UNDERSTAND THE SLAB ELEVATION.

IS IT THIS ONE? YEAH. AND THEN WE WERE HIRED IN 2022.

SO THE FIRST THING WE DID, WE WENT AND HIRED THE SAME GEOTECHNICAL ENGINEER THAT DID THIS STUDY BACK WHEN WHEN THE BUILDING WAS UNDER DESIGN.

SO WE TOOK SOIL BORING INSIDE THE BUILDING AND AROUND THE BUILDING TO UNDERSTAND WHAT TYPE OF DIRT DO WE HAVE? AND AFTER WE WENT THROUGH THIS STUDY, WE DID FIND OUT THAT THE EXISTING DIRT DOESN'T LOOK AS VERY UNIFORM AND IT LOOKS LIKE THE PI VALUE.

AND AGAIN, THE PI VALUE, IT'S A MEASURE THAT WE DO OR WE TAKE TO UNDERSTAND THE TYPE OF DIRT.

THE LOWER THE PI VALUE, THE MORE THE DIRT IS CALLED SELECT FILL AND THE LESS MOVEMENT YOU GET.

SO WHEN WE STUDY, WHEN WE TESTED THE SOIL, THE PI VALUE CAME BETWEEN 24 AND 40.

LOOKS LIKE A LITTLE BIT HIGH. USUALLY YOU WANT TO KEEP IT BELOW 20.

AND THEN WE DID THE TESTING OF THE PVR, THE POTENTIAL VERTICAL RISE.

IT CAME ANYWHERE BETWEEN HALF AN INCH TO INCH AND A HALF.

AND AGAIN, JUST IT'S IMPORTANT TO UNDERSTAND THAT PVR, IT COULD BE A HEAVING AND IT COULD BE A SETTLEMENT.

SO WHEN WE SAY INCH AND A HALF, IT COULD HEAVE INCH AND A HALF, IT COULD SETTLE AN INCH AND A HALF.

SO YOU MIGHT GET A TOTAL OF THREE INCHES. SO WHEN WE LOOKED AT THIS, WE KIND OF, YOU KNOW, IT MATCHED WHAT WE WERE LOOKING AT.

THE SLAB IS MOVING. THERE'S CRACKS IN THE SHEETROCK.

[01:45:02]

A LOT OF PEOPLE, THEY MIX THEM UP. SO IF YOU WALK INTO THIS BUILDING AND YOU LOOK AT THE OUTSIDE OF THE BUILDING, IT LOOKS LIKE IT'S PERFECT. THERE'S NOTHING WRONG WITH THE BUILDING. YOU DON'T SEE CRACKS THROUGH THROUGH THE BRICK.

YOU DON'T SEE CRACKS THROUGH THE SIDEWALK. ONCE YOU WALK INTO THE BUILDING, YOU GO TO THE SECOND FLOOR, THE SAME THING. YOU DON'T SEE CRACKS. WHAT I WOULD SAY YOU DON'T SEE EXCESSIVE CRACKS.

IT'S NORMAL TO ANY SCHOOL. YOU GO UP TO THE ROOF, YOU DON'T SEE MOVEMENT, WHICH BASICALLY TELLING US THAT THE FOUNDATION OF THE BUILDING, THEY'RE OKAY BECAUSE PEOPLE MIX UP THE FOUNDATION AND SLAP.

THOSE ARE COMPLETELY TWO DIFFERENT THINGS. SO THE FOUNDATION ARE THE SUPPORT THAT SUPPORT THE COLUMNS AND THE BUILDING ITSELF.

AND THAT'S WHY WE'RE SAYING THE STRUCTURE OF THE BUILDING IS SAFE.

THE BUILDING IS NOT GOING TO COLLAPSE. THE BUILDING IS NOT NOTHING IS GOING TO HAPPEN TO THE BUILDING. WHAT'S HAPPENING HERE IS THE SLAB ON GRADE.

THE SLAB ON THE FIRST FLOOR. IT'S MOVING EXCESSIVELY BECAUSE THE DIRT UNDER THE SLAB IS MOVING UP.

SO WE START LOOKING AT THIS AND WE COME UP WITH FEW.

SOLUTION NUMBER ONE A WE CALL OPTION A IS BASICALLY REMOVING THE EXISTING SLAB, EXCAVATING THE DIRT.

COME BACK WITH SELECT FILL, DO THE COMPACTION AND PUT THE SLAB BACK IN THERE.

TO DO THIS, YOU HAVE TO REMOVE ALL THE SHEETROCK, ALL THE CEILING, SO YOU CAN REPLACE THE SLAB.

OPTION TWO IS BASICALLY TO COME UP WITH A SLAB THAT IS ISOLATED FROM THE DIRT.

IT'S MORE EXPENSIVE. WE CALL IT STRUCTURAL SLAB BUT IT WILL PERFORM MUCH BETTER ON THE LONG RUN.

SO SUSIE, YOU'RE GOING TO GO THROUGH MULTIPLE OF THOSE OPTIONS THAT WE CAME UP WITH.

AND WE'RE GOING TO TALK A LITTLE BIT ABOUT THE COST OF EACH ONE OF THOSE. YOU WANT ME TO GO THERE.

ALL RIGHT. SO OPTION ONE WE TALKED ABOUT REPLACING THE FIVE INCH SLAB, TAKING THE SLAB OUT, REMOVING ALL THE DIRT, COMING BACK WITH SELECT FILL, DO THE COMPACTION.

AND BY THE WAY, WE DID FIND OUT ALSO THAT THERE'S SOME PLUMBING LEAK IN THE BUILDING.

AND IT COULD BE BECAUSE THE SLAB IS MOVING AND THE PLUMBING LINES START MOVING.

SO WHEN WE DO OPTION ONE, WE REMOVE THE SLAB, WE EXCAVATE THE DIRT, WE FIX ALL THE PLUMBING LEAK, COME BACK, PUT THE RIGHT DIRT IN PLACE AND REPLACE THE SLAB.

AND WE GOT. WE HAVE A PRICE TAG ABOUT 19.3 MILLION FOR THIS ONE.

IT WILL WORK FINE. A LOT OF SCHOOLS THAT WE DO THIS, HOW WE DESIGN THEM WORKS JUST FINE.

OPTION TWO IS THE STRUCTURAL SLAB. IT'S MORE EXPENSIVE.

THIS IS THE ONE THAT WE CALL STRUCTURAL SLAB.

YOU BUILD A CONCRETE SLAB THAT IS ISOLATED FROM THE DIRT.

SO WHATEVER HAPPENED TO THE DIRT? THE SLAB IS NOT GOING TO GET AFFECTED. THIS IS MORE, MORE, MORE EXPENSIVE, BUT OBVIOUSLY IT WILL WORK MUCH BETTER.

THAT'S ABOUT 23.3 MIL. ONE OF THE OPTIONS. SO BASICALLY THE DIFFERENCE BETWEEN THOSE TWO ARE IS ACTUALLY ONE WITH SELECT FILL FIVE SIX FEET OF SELECT FILL.

AND THE OTHER ONE IS JUST A STRUCTURAL SLAB. THE STRUCTURAL SLAB IS AT HIGHER COST, BUT WE INCLUDE IT HERE.

THE PROS AND CONS OF ALMOST EVERY. EVERYTHING THAT WE THAT WE THINK IS RELEVANT TO THE CHOICE OF ONE OVER THE OTHER.

IN OPTION A, OF COURSE, YOU WILL RETURN THE BUILDING TO ITS ORIGINAL CONDITION OR TO HOW IT WAS SUPPOSED TO FUNCTION IN THE FIRST PLACE.

YOU REGAIN THE LIFE CYCLE OF THE BUILDING, OF HOW IT SHOULD HAVE HAPPENED IN WHEN IT OPENED IN 2015.

IT WILL REQUIRE THAT ALL THE STUDENTS ON THE FIRST FLOOR TO BE REMOVED FROM THE BUILDING AT ONCE, AND THAT THAT WILL DICTATE STUDENT RELOCATION.

AND FOR ALL THOSE STUDENTS TO FIND A NEW HOME FOR AT LEAST A SCHOOL YEAR OR OR A LITTLE LESS.

OPTION B IS ALSO DICTATING THE SAME THING IN ORDER TO ACHIEVE THAT STRUCTURAL SLAB, BUT WITH A HIGHER COST.

THE GOOD THING ABOUT OPTION B IS THAT THERE IS VERY MINIMAL FUTURE EXPECTED MOVEMENT.

IF WE GO WITH OPTION B WITH ANOTHER THING CALLED PRECAST PLANK, THOSE PORTIONS OF THE OF THE SLAB CAN COME PRE-MADE.

AND THAT ALLOWS US TO HAVE A FASTER CONSTRUCTION SCHEDULE INSTEAD OF POURING SLAB WAITING FOR TO CURE.

THAT ALL CAN HAPPEN OFFSITE. AND THEN IT ALL SHIPPED READY PLUGGED IN PLACE AND WE'RE READY TO GO.

SO THOSE ARE THE TWO OPTIONS THAT THE STRUCTURAL ENGINEER HAVE PROVIDED IN ORDER TO FOR LOGICALLY TO TO ATTACK THAT PROBLEM.

WE'VE THOUGHT THROUGH SO MANY OTHER OPTIONS. WHOEVER WAS COMING UP WITH AN IDEA, WE WERE EXPLORING IT.

THERE ARE TWO OPTIONS THAT THAT ARE THERE FOR YOU TO KIND OF KNOW THAT WE THOUGHT THROUGH THINGS,

[01:50:08]

THE FIRST THING IS TO TO TAKE THE BUDGET THAT WE CURRENTLY HAVE OF 7.1 MILLION AND WORK ON WHATEVER IS VISIBLE TO US, SINCE THERE IS NO SAFETY CONCERNS, STRUCTURAL SAFETY CONCERNS, THEN WE WORK AT THAT.

THERE ARE SO MANY OTHER CONS FOR THIS. THE FIRST THING IS THAT THE MOVEMENT STILL CONTINUES TO HAPPEN, AND YOU'RE THROWING MONEY AT SOMETHING THAT'S STILL GOING TO CONTINUE TO.

IT'S BASICALLY THROWING AWAY MONEY THAT POTENTIALLY YOU WILL NOT SEE THE RETURN FOR IT.

OPTION D IS IS DOING OPTION ONE IN PHASES INSTEAD OF DOING OPTION ONE ALL AT ONCE AND RELOCATING ALL THE STUDENTS ON THE FIRST FLOOR. THEN YOU'LL BE ABLE TO REDUCE CAPACITY OR RELOCATE IN PORTABLES ON SITE, HALF OF THE BUILDING AT A TIME. THIS OF COURSE, IT JUST DOUBLES THE CONSTRUCTION TIME.

IT'S GOING TO BE AN ONGOING CONSTRUCTION SITE IN A SCHOOL FACILITY.

THAT IS THAT THAT THAT'S SUPPOSED TO BE AN EDUCATIONAL ENVIRONMENT.

AND IT IS THE HIGHEST COST AND IT DOESN'T PREDICT THE FUTURE IMPLICATIONS OF THE INFLATION THAT'S GOING TO HAPPEN ONCE WE ARE PHASING THOSE PROJECT. SO THOSE ARE THE FOUR OPTIONS THAT WE CURRENTLY HAVE AND THEREFORE YOUR CONSIDERATION.

BUT WE WANTED TO MAKE SURE THAT TO PUT ALL THE OPTIONS IN FRONT OF YOU.

AND WITH THAT I'LL LEAVE IT BACK TO BRIAN. YES.

JUST SOMETHING FOR THE BOARD TO CONSIDER. I KNOW A LOT OF INFORMATION THAT WE'RE PROCESSING FOR US AS AN ADMINISTRATION.

WE'RE NOT PREPARED TO MAKE A RECOMMENDATION TONIGHT.

WE WANT YOU TO HEAR. RECEIVE, OF COURSE, PROVIDE FEEDBACK.

THERE'S STILL A LOT OF VETTING THAT WE NEED TO DO.

YOU'RE GOING TO HEAR SOME INFORMATION HERE SHORTLY ON WHAT FUNDING IS AVAILABLE.

I THINK IT'S LIKE $9 MILLION. BUT BRIAN, YOU'LL GO THROUGH THAT SO THE BOARD CAN HAVE A REAL CLEAR IDEA OF WHAT IS AVAILABLE TO ADDRESS THIS.

BUT AGAIN, JUST WANTING TO PRESENT THE INFORMATION AND THEN GET YOUR FEEDBACK, AND THEN WE'LL DO OUR HOMEWORK AND FIGURE THE BEST PATHWAY FORWARD.

SO, BRIAN.

GOOD EVENING AGAIN. SO THERE ARE TWO PRIMARY PARTS TO THE REMAINDER OF THE PRESENTATION THIS EVENING.

WE'LL HAVE OUR FINANCIAL REVIEW WHERE WE RECAP THE BUDGET COMPARED TO EXPENDITURES AND THEN ALSO PROVIDE YOU WITH OUR AVAILABLE CONTINGENCY.

AND THEN I'LL SHARE WITH YOU THE WORK THAT THE DESIGN AND CONSTRUCTION TEAM HAS COMPLETED ON HOW CONTINGENCY WILL NEED TO BE UTILIZED TO COMPLETE THE REMAINING PROJECTS IN THE 23 BOND. TO START WITH, THE BUDGET FOR THE 23 BOND IS $1.256 BILLION, AND THROUGH THE END OF FEBRUARY, WE'VE HAD $506.6 MILLION IN CONTRACTS THAT HAVE BEEN APPROVED BY THE BOARD, BUT FOR WHICH THE PAYMENTS HAVE NOT BEEN MADE.

AND SO THE CONTRACT IS APPROVED, BUT THE WORK IS EITHER NOT COMPLETED OR IN PROGRESS.

THE DISTRICT HAS PAID $184.6 MILLION ON CONTRACTS THAT THE BOARD HAS APPROVED, AND SO THESE ARE CHECKS THAT HAVE ACTUALLY GONE OUT THE DOOR.

SO IN TOTAL, THERE'S $568 MILLION OR $568 MILLION REMAINING ON THE 23 BOND THAT IS CURRENTLY IN THE BUDGET.

AT THE LAST BOND UPDATE, WE SHARED WITH YOU THAT WE HAVE $68.6 MILLION AVAILABLE IN CONTINGENCY.

SINCE THEN, $2.7 MILLION HAS BEEN ADDED TO CONTINGENCY 718.

406,000 OF THAT IS FOR INTEREST ON BOND EARNINGS, BOND PROCEEDS, AND $2 MILLION IS FROM PROJECT SAVINGS ON BID PACKAGE 26, WHICH IS MISCELLANEOUS RENOVATIONS, AND BID PACKAGE 17, WHICH IS A TRIPLEX RENOVATION.

THIS EVENING THERE IS AN ITEM ON THE AGENDA FOR CONSIDERATION THAT RECOMMENDS THE USE OF $2 MILLION IN CONTINGENCY, AND IF APPROVED, THOSE FUNDS WOULD BE ALLOCATED TO BID PACKAGE 46 FOR THE HVAC AND MECHANICAL ENGINEERING AND PLUMBING PACKAGE AND ON THE WEST END OF THE DISTRICT.

AND THIS IS PART OF OUR LIFE CYCLE DEFICIENCY FOR ADDRESSING REPAIRS AT DISTRICT FACILITIES.

AFTER THE RECOMMENDED USE OF THAT CONTINGENCY, THERE WOULD BE $69.3 MILLION REMAINING IN CONTINGENCY.

THIS IS A NEW SLIDE THAT'S INCLUDED IN THE PRESENTATION.

I DON'T BELIEVE IT'S IN YOUR PRINTED MATERIALS, BUT WE FELT IT WAS IMPORTANT TO RECAP INFORMATION THAT WE'VE SHARED PREVIOUSLY WITH THE BOARD THAT GOES BACK TO SEPTEMBER OF 24, AND THAT THAT WAS WHEN WE HAD OUR FIRST BOND WORKSHOP PRESENTATION TO ADDRESS THE DEFICIT THAT WE WERE EXPECTING AS PART OF

[01:55:01]

AND SO ANY SAVINGS THAT WE HAVE IN ONE FUNDING AREA CAN'T BE SHIFTED TO A SEPARATE PROPOSITION TO FUND ANY SHORTFALLS THAT WE MAY HAVE THERE.

AND WE ALSO SHARED THAT THE OR I'M SORRY THE BOARD TOOK ACTION AT THAT TIME IS THAT WE HAD $92.3 MILLION IN PROJECT CANCELLATIONS, AS WELL AS SAVINGS AND INTEREST EARNINGS THAT WERE A RESULT OF ACTIONS THAT THE BOARD TOOK.

SO I WANT TO JUMP BACK JUST A SECOND AND REMIND YOU THAT WHEN WE SHARED THIS INITIAL INFORMATION WITH YOU ALL, WE WERE EXPECTING AN $80 MILLION SHORTFALL. AND SO THOSE ACTIONS THAT THE BOARD TOOK IN SEPTEMBER TIME FRAME ALLOWED US TO HAVE FUNDING CAPACITY AVAILABLE TO ADDRESS THOSE ANTICIPATED SHORTFALLS. SO AS IT STANDS TODAY, WE HAVE $69.3 MILLION IN CONTINGENCY AVAILABLE, AND THAT IS AVAILABLE AFTER COVERING FUNDING SHORTFALLS THAT THE BOARD HAS APPROVED FOR MISSION ALDRIDGE MIDDLE SCHOOL, 16 CLEMENTS AND FERNDALE HENRY, AS WELL AS SEVERAL OF THE OTHER LIFE CYCLE LIFE CYCLE DEFICIENCY PROJECTS THAT WE'VE HAD AND BROUGHT TO THE BOARD FOR CONSIDERATION. AND SO ONE OF THE THINGS THAT I WANT TO REMIND YOU ABOUT, THE LIFE CYCLE DEFICIENCIES, AS THOSE PROJECTS ADDRESS CRITICAL AND LIFE CYCLE ITEMS WITHIN THE CAMPUSES, INCLUDING HVAC SYSTEMS, ROOFING, FIRE ALARM SYSTEMS, AND OTHER ITEMS THAT ENSURE THAT THE FACILITIES ARE IN GOOD WORKING CONDITIONS FOR STUDENT AND STAFF.

AND SO AS I MOVE THROUGH THE NEXT COMPONENT OF THE PRESENTATION, THEY ARE SPECIFICALLY CENTERED ON THOSE LIFE CYCLE DEFICIENCIES.

AND SO IN JANUARY, WE SHARED THE REQUEST OR WE REQUESTED ADDITIONAL FUNDING FOR FERNDALE HENRY, AND AT THAT TIME THE BOARD ASKED US FOR A COMPLETE LIST OF WHAT OTHER COST ESTIMATE INCREASES WE EXPECTED FOR THE BOND.

AND SO OUR DESIGN AND CONSTRUCTION TEAM WENT BACK AND REVIEWED THE PROJECTS THAT ARE REMAINING.

AND SO YOU MAY RECALL, WE HAD ABOUT 17 OF PROJECTS THAT WE DIDN'T HAVE FINAL COST ESTIMATES ON.

THIS REPRESENTS OUR BEST ESTIMATES OF THE REMAINING COST INCREASES THAT WE COULD SEE AS PART OF THE 23 BOND.

AND AGAIN, THESE ARE FOCUSED ON THOSE LIFE CYCLE DEFICIENCIES THAT ARE GOING TO BE FOR THE CRITICAL INFRASTRUCTURE COMPONENTS OF THE BUILDING.

I'M NOT GOING TO GO THROUGH EACH ONE OF THOSE PROJECTS INDIVIDUALLY.

SO IF YOU WERE HOPING FOR THAT, I'M SORRY TO DISAPPOINT YOU, BUT IT WILL EXPEDITE OUR MEETING SOMEWHAT.

BUT I DO WANT TO ORIENT YOU ON THE INFORMATION THAT YOU'RE SEEING.

THE FIRST TWO COLUMNS ARE GOING TO BE THE BID PACKAGE AND A DESCRIPTION OF WHAT THE PROJECT IS.

AND THEN THE NEXT TWO COLUMNS WILL BE THE APPROVED BUDGET THAT WAS APPROVED BY THE BOARD AT THE TIME THE THE BOND WAS APPROVED BY VOTERS.

THE NEXT COLUMN IS GOING TO SHOW YOU WHAT THE CURRENT PROJECT ESTIMATE IS, AND THEN THAT FINAL COLUMN OR THE NEXT COLUMN WITH NUMBERS IN IT IS GOING TO BE WHAT WE ANTICIPATE THE PROJECT NEEDS WILL BE. THE LAST COLUMN THAT'S INCLUDED ON THERE IS WHEN WE WOULD ANTICIPATE BRINGING THIS TO THE BOARD FOR CONSIDERATION.

SO I WANT TO PAUSE FOR JUST A MOMENT AND REMIND YOU THAT ANY USE OF CONTINGENCY REQUIRES BOARD APPROVAL, AND NONE OF THE PACKAGES THAT YOU SEE IN FRONT OF YOU TONIGHT HAVE BEEN BROUGHT FORWARD WITH A CONTRACT FOR BOARD CONSIDERATION.

AND SO JUST KEEP THAT IN MIND AS WE REVIEW THIS WITH YOU.

IS THAT TO THIS POINT, THESE ITEMS HAVE NOT COME FORWARD FOR BOARD CONSIDERATION NOR HAVE THE CONTINGENCY REQUESTS BEEN MADE.

AND SO IN TOTAL, BETWEEN ALL OF THE PROJECTS THAT WE HAVE REMAINING, THERE'S $25.5 MILLION IN EXPECTED NEEDS THAT WOULD NEED TO COME FROM CONTINGENCY TO FUND THESE LIFE CYCLE DEFICIENCIES. THERE ARE 19 BID PACKAGES, AND ONE OF THOSE ITEMS IS ON THE AGENDA FOR CONSIDERATION THIS EVENING.

THAT'S BID PACKAGE 46 THAT I MENTIONED JUST A MOMENT AGO FOR $2 MILLION.

SO THOSE REMAINING PACKAGES WOULD COME FORWARD TO YOU ALL OVER THE NEXT YEAR.

AND WE EXPECT TO HAVE CONTRACTS FOR BOARD APPROVALS AND THE CORRESPONDING REQUEST FOR CONTINGENCY AT EIGHT BOARD MEETINGS OVER THE UPCOMING YEAR.

AND SO THIS REPRESENTS THE CALENDARING OUT OF THOSE EXPECTED SHORTFALLS RELATED TO THE AGAIN, THOSE LIFE CYCLE DEFICIENCIES THAT ARE INCLUDED IN PROPOSITION EIGHT.

I ALSO WANT TO REMIND YOU THAT WE HAVE THE AQUATICS PRACTICE FACILITY AND PROPOSITION C.

THE UPDATED NUMBER WE HAVE FOR THAT IS ABOUT A $6.2 MILLION SHORTFALL.

THE ULTIMATE PROJECT WOULD BE EXPECTED TO COST AROUND $29.1 MILLION.

WE'LL HAVE TO USE CONTINGENCY FROM EITHER THE 2014 OR 2018 BOND CONTINGENCY TO ADDRESS THAT, AS THERE ARE NO FUNDS DESIGNATED IN PROPOSITION C FOR CONTINGENCY, AND SO THAT WOULD HAVE TO BE THE SOURCE OF FUNDING FOR THE SHORTFALL ON PROPOSITION C.

[02:00:05]

THAT WOULD LEAVE $37.6 MILLION IN AVAILABLE CONTINGENCY.

AND SO, AFTER ADDRESSING THOSE LIFE CYCLE DEFICIENCIES THAT WE JUST REVIEWED, AS WELL AS PROPOSITION C, WE WOULD STILL HAVE CLOSE TO $40 MILLION IN CONTINGENCY AVAILABLE.

AND SO THAT WOULD BREAK DOWN AS FOLLOWS. THERE WOULD BE $4.4 MILLION IN 2014 BOND CONTINGENCY.

THAT ASSUMES THAT WE WOULD TAKE THE $6.2 MILLION FROM THERE, ALTHOUGH WE HAVE DISCRETION TO USE EITHER OF THOSE SPOTS.

WHY WAS THIS ONE SELECTED? THAT'S FROM THE EARLIEST BOND.

SO WE WOULD BE SPENDING DOWN THE EARLY AUTHORIZATION SOONER. BUT THERE IS NO RIGHT OR WRONG ANSWER AS TO WHETHER WE USE 14 OR 18.

THE SECOND WOULD BE WE WOULD HAVE $8.5 MILLION IN THE 2018 BOND.

AND AS A REMINDER, THE 17 AND 18 BOND CONTINGENCY IS THE ONE WHERE THE BOARD HAS THE MOST FLEXIBILITY TO DETERMINE HOW THOSE FUNDS ARE USED.

AND THEN WE WOULD HAVE $24.1 MILLION AVAILABLE IN PROPOSITION A AND $588,000 IN PROPOSITION B.

AND SO AS WE'VE WALKED THROUGH THIS LIST, WE DO KNOW THAT THERE ARE SOME OTHER IDENTIFIED PROJECTS THAT COULD USE AVAILABLE CONTINGENCY.

AND PART OF THE ACTION THE BOARD TOOK IN OCTOBER WAS TO ALIGN SOME PROJECTS TO THE APPROVED BUDGET.

AND SO THERE WERE CAMPUSES THAT WERE SCHEDULED TO HAVE FIELD HOUSE AND ATHLETIC RENOVATIONS, AS WELL AS TURF REPLACEMENT, AND THOSE WERE ALIGNED TO THE AVAILABLE BUDGET.

AND SO WE'VE CAPTURED THOSE ON THIS LIST. WE ALSO KNOW THAT ELEMENTARY SCHOOL 55 WAS CANCELED.

AND THERE'S BEEN BOTH COMMUNITY AND BOARD FEEDBACK TO DETERMINE IF IT'S FEASIBLE TO CONTINUE THAT PROJECT FORWARD.

WE HAVE THE FINE ARTS ADDITIONS THAT'S SIMILAR TO THE ATHLETICS PROJECTS OR ATHLETIC ADJUSTMENTS, AND WHERE WE ALIGN THE PROJECT WITH THE AVAILABLE BUDGET.

AND THEN FINALLY, AS YOU JUST HEARD THIS EVENING, THERE'S THE MADDEN FOUNDATION REPAIRS.

AND SO WE'VE INCLUDED THAT NUMBER HERE BASED ON ONE OF THOSE RECOMMENDED RECOMMENDATIONS.

AND SO OUTSIDE OF PROPOSITION A, THERE ARE ALSO SOME IDENTIFIED NEEDS THAT HAVE BEEN BROUGHT UP.

AS YOU HEARD MRS. MARTINEZ MENTIONED THIS EVENING.

THERE'S A NEED TO DO A FACILITY CONDITION ASSESSMENT THAT HAS TYPICALLY BEEN PAID FOR OUT OF BOND CONTINGENCY AND PREPARATION FOR A FUTURE BOND, AND SO WE'VE ESTIMATED THAT COST AT $400,000.

ADDITIONALLY, YOU ALL MAY RECALL THAT BACK IN SEPTEMBER WHEN WE APPROVED THE BUDGET AND FISCAL STRATEGY.

ONE OF THE THINGS THAT WE DID WAS TO CHANGE THE ORDER OF HOW WE FUND CERTAIN TYPES OF MAJOR MAINTENANCE THAT OCCURS IN THE DISTRICT.

AND SO THESE ARE ITEMS THAT FAIL WITHIN THE NORMAL COURSE OF THE YEAR THAT WOULD NORMALLY BE BOND ELIGIBLE.

SO THEY WERE LIKELY A PRIORITY ITEM THAT DIDN'T GET FUNDED.

AND SO SOME OF THE MAJOR MAINTENANCE ITEMS THAT WE'VE HAD THAT HAVE OCCURRED IS THAT ARE AROUND CHILLERS AND BOILERS.

BUT ALSO, YOU MAY RECALL THAT JUST PRIOR TO THE START OF SCHOOL, THERE WAS A MAJOR FLOODING EVENT AT GOODMAN ELEMENTARY.

AND SO THESE COSTS ARE REPRESENTED HERE. WE WOULD BRING FORWARD TO THE THE BOARD FOR CONSIDERATION IN THE FUTURE A RECOMMENDATION, PARTICULARLY GIVEN THE, THE THE HEADWINDS THAT WE'RE FACING IN THE GENERAL FUND TO CATEGORIZE THOSE OUT OF BOND CONTINGENCY.

AND SO WE WANT YOU TO BE AWARE THAT THOSE ARE OUT THERE.

AND THAT WOULD BE STAFF'S RECOMMENDATION. AND THEN THE FINAL ITEM THAT WE HAVE ON HERE IS THE SPED TRANSPORTATION CENTER FOR EXCELLENCE.

YOU MAY RECALL BACK IN OCTOBER THAT WE DISCUSSED BECAUSE WE WERE CANCELING THE TRANSPORTATION FACILITY.

ONE POTENTIAL OPTION FOR MOVING FORWARD WOULD BE TO CREATE A SPECIAL EDUCATION TRANSPORTATION HUB AT THE TRI PLEX THAT WOULD BETTER SERVE THOSE STUDENTS AND ALLOW FOR A MORE EFFICIENT ROUTING OF THOSE BUSSES. AND SO, IN SHORT, THIS IS A COMPLETE LIST OF ITEMS THAT WE BELIEVE COULD STILL BE OUTSTANDING.

AND THAT TOTALS $125 MILLION. SOME OF THE POTENTIAL FUNDING SOURCES THAT WE HAVE.

IF THE BOARD WERE TO APPROVE THE UTILIZATION OF CONTINGENCY FOR THOSE LIFE CYCLE DEFICIENCIES THAT WE MENTIONED EARLIER, THAT'S THE $25 MILLION THAT WOULD LEAVE US WITH $37.6 MILLION.

AND JUST SO YOU DON'T HAVE TO FLIP BACK, FLIP BACK IN YOUR BOOK.

THIS IS WHAT WHERE THAT CONTINGENCY WOULD BE LOCATED.

WE'VE ALSO HAD THE DISCUSSION OF USING LAND SALES TO HELP POTENTIALLY FUND SOME OF THESE ITEMS. BUT KEEP IN MIND THE BOARD HAS TO APPROVE THE SALE OF THE LAND, AND THAT WILL LIKELY TAKE SOME TIME FOR THOSE LAND SALES TO OCCUR.

AND SO, ALTHOUGH WE HAVE AN ESTIMATED VALUE OF THOSE PROPERTIES, THE MARKET WILL ULTIMATELY DETERMINE WHAT TYPE OF REVENUE COMES IN ON THAT.

[02:05:05]

THERE'S ALSO THE POTENTIAL TO USE THE INTENT TO REIMBURSE THAT.

WE'VE DISCUSSED THE CAUTIONARY OUTLOOK I WOULD SHARE ON THAT AS AGAIN, AS YOU ALL HAVE HEARD, WE ARE FACING HEADWINDS IN THE GENERAL FUND BECAUSE OF WHERE WE ARE.

AND SO WHAT WE WOULD WANT TO MAKE SURE THAT WE DO IS TO MAINTAIN THAT 90 DAY FUND BALANCE, AS REQUIRED, IS TO SEE WHAT THE OUTCOME OF THE LEGISLATIVE SESSION IS.

AND SO WE'LL BE MONITORING THAT CLOSELY. AND SO ESSENTIALLY WE WANT TO AGAIN, AT THE END OF THE DAY, TO THE EXTENT POSSIBLE PRESERVE THAT 90 DAY OPERATING RESERVE.

AND SO THESE ARE THREE POTENTIAL FUNDING OPTIONS THAT WE WOULD HAVE FOR THAT LIST OF PROJECTS.

AND SO IF YOU DO THE MATH ON THAT, IT WOULD SHOW THAT WE WOULD HAVE A NEGATIVE AMOUNT OF CONTINGENCY.

BUT I WANT TO MAKE A VERY, VERY IMPORTANT POINT HERE.

THIS IS NOT REPRESENTATIVE OF A DEFICIT BECAUSE THE BOARD HAS ALREADY TAKEN ACTION THAT ALLOWED US TO COVER THOSE COSTS THAT WE HAD SPECIFICALLY CALLED OUT.

AND SO THE REASON I STRESS THAT IS THESE ARE PROJECTS THAT HAVE BEEN IDENTIFIED AS NEEDS.

AND SO WE HAVE THE OPTION TO COVER THAT THROUGH CONTINGENCY, THROUGH LAND SALES, THROUGH AN INTENT TO REIMBURSE.

AND WHEN I SAY THAT AN INTENT TO REIMBURSE IS REALLY A SIGNAL TO THE COMMUNITY THAT WE WILL HOLD AN UPCOMING BOND ELECTION.

AND SO THAT WOULD BE A POTENTIAL FUNDING SOURCE FOR THESE PROJECTS THAT HAVE BEEN IDENTIFIED.

BUT WHAT WE WANTED TO DO IS TO SHOW YOU THAT THERE THERE ARE OPTIONS OUT THERE, BUT WE WILL NOT BE ABLE TO FUND EVERYTHING THAT IS ON THAT LIST.

IT WILL HAVE TO BE PRIORITIZED AND BROUGHT FORWARD FOR BOARD CONSIDERATION WITH THOUGHTFUL RECOMMENDATIONS MADE BY THE ADMINISTRATION.

AND SO, AGAIN, WHAT I WOULD LEAVE YOU WITH IS THAT WE DO HAVE A LIST OF PROJECTS THAT HAVE WE'VE IDENTIFIED THAT WE KNOW THAT HAVE HAD COMMUNITY INPUT AS WELL AS FEEDBACK FROM THE BOARD. WE DIDN'T WANT ANY OF THOSE DROPPED OFF, BUT THE BOARD HAS TAKEN ACTION THAT ADDRESSED THOSE IMMEDIATE SHORTFALLS THAT WE HAD SPECIFICALLY RELATED AROUND NEW CONSTRUCTION.

SO CLEMENTS HIGH SCHOOL, MISSION, ALDRIDGE ELEMENTARY SCHOOL, I'M SORRY, FERNDALE HENRY AS WELL AS MIDDLE SCHOOL 16.

AND SO THIS CONCLUDES OUR PRESENTATION, AND WE'LL BE HAPPY TO ANSWER ANY QUESTIONS THAT THE BOARD MAY HAVE.

THANK YOU, MR. GWEN. ALSO, MISS WEEZER AND MR. DALY, WE APPRECIATE THE PRESENTATION. WE WILL NOW TAKE QUESTIONS FROM THE TRUSTEES.

MR. HAMILTON, IS IT MISS SOUSA? IS THAT THE PROPER.

YEAH. THANK YOU, MISS USA, MR. DALY. THANK YOU, MR. GWEN.

SO, FIRST, A FEW QUICK QUESTIONS ON THE MADDEN PART OF THE EQUATION.

SO WE DIDN'T HAVE THIS ON THE AGENDA REVIEW. SO WAS THERE SOMETHING THAT CHANGED IN THE PAST WEEK ON THIS, OR WAS THIS JUST PART OF THE THE BOND UPDATE THAT JUST PART OF THE BOND UPDATE AND TIMING TO BRING AWARENESS TO THE BOARD FOR KEY DECISION MAKING.

OKAY. THANK YOU. AND THEN SO AS WAS MENTIONED EARLIER, I THINK MISS LISA SAID THIS SO THIS WAS SO THERE WAS $9.5 MILLION BUDGETED FOR ALL OF THE MADDEN PROJECTS IN THE 2023 BOND WITH, I THINK YOU SAID 7.1 MILLION FOR THE FOUNDATION.

CORRECT. BUT THAT'S THE DIFFERENCE BETWEEN CONSTRUCTION COSTS AND THE TOTAL PROJECT COST. SO WHEN WE DESIGN, WE LOOK AT THE CONSTRUCTION COST ONLY. OKAY. SO MOST I THINK MOST OF THAT 9.5, IF NOT ALL OF THE 9.5 WAS FOR THE FOUNDATION.

IS THAT RIGHT? YEAH. OKAY. AND JUST TO CONFIRM THAT, YES, FOR MY STAFF SIDE, YOU ARE CORRECT.

THE $9 MILLION IS WHAT WAS ALLOCATED IN THE BOND.

THERE'S ABOUT 7 MILLION FOR CONSTRUCTION OBVIOUSLY, BASED ON THE WORK WE'RE SEEING NOW, THAT'S NOT SUFFICIENT TO ADDRESS IT.

YEAH. SO CAN YOU I KNOW THIS MAY NOT BE A THERE MIGHT NOT, MAY NOT BE A PRECISE ANSWER TO THIS, BUT HOW MUCH OF THE INCREASE FROM 9.5 MILLION TO EITHER 19.3 OR 23.3 ISH? HOW MUCH OF THAT IS DUE TO THE INFLATION AND THE CONSTRUCTION COST ESCALATION THAT WERE NOT BAKED INTO THE BOND COST PROJECTIONS AND, AND OR HOW MUCH OF THIS THE COST INCREASES DUE TO MAYBE DUE TO WAITING AS LONG AS WE HAVE FROM THE 2022.

OR JUST, I GUESS, CAN YOU ANSWER WHAT'S DRIVING THE, THE THE COST DIFFERENCE? AND I'M GOING TO SOMEWHAT DEFER TO DOCTOR BILTZ ON THIS.

SO I THINK THE PRIMARY COMPONENT I'M GOING TO ALSO LEAN ON THIS TEAM AS WELL, IS THAT IT IS THE NATURE OF THE ISSUE THAT IS DRIVING THE COST, NOT SO MUCH THE THE COST ESTIMATE WAS OFF OR INFLATION IMPACTED.

THIS THIS IS AS THEY HAVE REVIEWED THE INFORMATION AVAILABLE TO US BASED ON THE SEVERAL REPORTS YOU SAW THIS EVENING.

THAT'S WHAT'S CAUSING THIS ISSUE. AND THE COST TO FIX THAT IS WHAT'S RESULTED IN THAT HIGHER COST.

THE INITIAL ESTIMATE WAS OBVIOUSLY NOT SUFFICIENT TO DO THAT, AND I'LL DEFER TO THEM IF THEY HAVE OTHER INFORMATION TO ADD.

YEAH. AGAIN, WE'RE NOT SURE THE SEVEN MIL IF IT WAS BASED ON OPTION ONE OR OPTION TWO.

THERE'S AN OPTION WHERE WE CAN JUST FIX THE SLAB.

SO THIS COULD BE THE SEVEN MIL COULD BE THAT OPTION.

[02:10:02]

BRIAN SUMMARIZED IT APPROPRIATELY. THE THE THE THE DIFFERENCE.

THE DELTA IS NOT WE DON'T ATTRIBUTE IT TO BAD NUMBERS OR INFLATION.

IT'S PRIMARILY DUE TO THE SCOPE OF WORK. OKAY.

THAT'S A IT'S A BIG COST DIFFERENCE TO GO FROM 9.5 TO TO AT LEAST 19 MILLION.

SO NOT NOT THAT THAT'S A AN EARTH SHATTERING STATEMENT FOR ME TO MAKE.

IT'S OBVIOUS IT'S MORE THAN DOUBLING. SO I KNOW WE'RE IN A SITUATION WHERE WE'RE HOPEFUL THAT WE CAN BRING SOME OF THE OTHER PROJECTS BACK INTO PLAY.

AND SO I KNOW THERE'S A LOT OF FRUSTRATION ON THE BOARD AND THE IN THE ADMINISTRATION AND IN THE COMMUNITY THAT ANYTIME A PROJECT COSTS MORE THAN EXPECTED.

SO THEN LAST QUESTION. THERE'S A THERE'S A PHRASE ABOUT STUDENT RELOCATION.

I THINK MISS LISA MADE A COMMENT THAT ONE OF THE OPTIONS MAY ONLY REQUIRE PUTTING STUDENTS IN PORTABLES TEMPORARILY, OR WHAT LOGISTICS ARE STILL NOT IRONED IN EXCEPT WHEN WE GO TO AN OPTION.

THE IDEA THAT WE MIGHT END UP KEEPING THE FACILITY FUNCTIONAL WHILE CONSTRUCTION IS ONGOING FOR MAYBE HALF OF THE FIRST FLOOR. THAT IS AN OPTION. WITH THAT OPTION, THERE IS THE POTENTIAL OF THE OTHER HALF OF THE BUILDING TO KEEP SHIFTING, AND THAT STILL POSES SOME RISK WITH LITTLE THINGS FALLING THAT ARE NOT NONSTRUCTURAL.

AND IT ALSO RAISES A BIG QUESTION ABOUT THE COMMONS.

HOW DOES HOW DOES THE LIBRARY WORK? HOW DOES THE CAFETERIA WORK? P THE GYMNASIUMS AND ALL THOSE ARE REALLY DIFFICULT WHEN IT COMES TO SPLITTING THE FLOOR PLAN AND SAYING, OH, WE'RE GOING TO DO HALF RIGHT NOW AND WE CAN ALLOCATE PORTABLES.

SO IT IS A POSSIBILITY, BUT IT'S NOT VERY FEASIBLE.

YEAH. SEEMS IDEAL THAT WITH SOMETHING OF THIS MAGNITUDE YOU WOULD JUST CLOSE CLOSE THE CAMPUS AND TAKE OVER AND GET IT DONE.

YEAH. OKAY. THANK YOU. SO THEN. SO THOSE ARE MY MADDEN QUESTIONS.

SO SHOULD I JUMP ON TO MY OTHER ONES NOW? SO THERE'S ALSO A MAJOR COST DIFFERENCE ON THE ELEMENTARY SCHOOL.

55 CONSTRUCTION FOR THE THE NEW ELEMENTARY SCHOOL THAT WAS PROMISED TO HARVEST GREEN.

SO IT WAS INITIALLY $46 MILLION AS PROPOSED IN THE BOND, AND NOW WE'RE LOOKING AT $62 MILLION.

SO CAN YOU EXPLAIN WHY THAT COST IS UP BY $16 MILLION AND DOCTOR BILLS IS HERE AS WELL.

BUT I BELIEVE THAT THE SHORT EXPLANATION FOR THAT IS THIS IS ASSUMING IT IS BEING PROJECTED INTO A FUTURE YEAR, BUILDING IT OUT AT THE ACTUAL COST. AND SO IF YOU RECALL, AS WE HAD WITH MISSION AND ALDRIDGE, FERNDALE, HENRY MIDDLE SCHOOL, 16 AND CLEMENTS, ALL OF THOSE COST ESTIMATES WERE LOWER THAN WHAT THE ACTUAL COST THAT CAME THROUGH THE BID PROCESS WAS. AND SO THIS IS RIGHTSIZING THAT PROJECT TO WHAT THOSE COSTS WERE.

AND THEN ACCOUNTING FOR THE CONSTRUCTION INFLATION THAT WOULD BE ASSOCIATED WITH BUILDING THAT CAMPUS.

AND SO THAT'S WHY YOU'RE SEEING THAT DELTA THERE. AND I'LL MAKE SURE WITH DOCTOR BILLS THAT I HIT THAT CORRECTLY.

OKAY. DO YOU KNOW SO DID THE, THE THE CAPACITY FOR THE COMMON SPACES AND OR THE, THE TOTAL CLASSROOM CAPACITY.

DID EITHER OF THOSE NUMBERS CHANGE FROM. OKAY, LET THE RECORD SHOW THAT DOCTOR BILLS, VISITS.

DOCTOR VISITS. IT'S FUN TO SAY DOCTOR VISITS.

SHOOK HIS HEAD. NO. THERE. THANK YOU. THANK YOU, MR. HAMILTON. MR. GARCIA. THANK YOU SIR. PIGGYBACKING OFF OF TRUSTEE HAMILTON'S QUESTION ABOUT THE $20 MILLION FOR THE FOUNDATION.

SO THERE'S ORIGINALLY $9 MILLION ALLOCATED FOR MADDEN.

SO DOES THAT MEAN BECAUSE ON THE LAST SLIDE, IT SAYS PROJECTED NEED 19.

SO IF WE ALREADY HAVE 9 MILLION ALLOCATED DOES THAT SHOULD THAT BE 10 MILLION OR IS THIS IS THAT TOTAL THE NINE THE 9 MILLION.

AND THEN IT'S NOW PROJECTED AT 20 MILLION ROUGHLY TO FIX THE FOUNDATION.

DOES THAT INCLUDE THE ORIGINAL NINE? I DON'T KNOW IF I UNDERSTOOD THAT THIS IS THE ENGINEER'S COST TO REBUILD IT.

SO THEY'RE NOT LOOKING AT IT FROM WHAT WE'VE BUDGETED.

AND SO THIS IS THE TRUE COST. WE HAVE $9 MILLION AVAILABLE THAT COULD BE USED TOWARDS THAT.

IT WOULD BE SO THAT NUMBER 19 SHOULD TECHNICALLY BE 10 MILLION, I GUESS.

NOW WE'RE LOOKING AT IT. WELL, THE TRUE COST WILL BE THE 19 MILLION.

IT WOULD JUST BE. THERE IS $9 MILLION AVAILABLE IN THE 23 BOND.

THAT COULD HELP OFFSET A PORTION OF THAT. OKAY I UNDERSTAND.

AND I KNOW WE'VE TALKED ABOUT THIS WHEN WE WENT THROUGH THE EXERCISE OF PEELING BACK THE LAYERS OF THE BOND SHORTFALL.

WE'VE GOT SEVERAL BID PACKAGES THAT HAVE FUNDS THAT WERE ALLOCATED TO SCHOOLS THAT WE WERE CONSOLIDATING.

[02:15:05]

WE HAVE MONEY THAT'S GOING TO I THINK LET ME SEE.

BLUE RIDGE WAS ONE OF THEM. AND WE HAVE MONEY THAT WAS GOING TO MISSION GLEN.

DID WE PULL THAT THOSE FUNDS BACK? CORRECT. BECAUSE I THINK THE DASHBOARD STILL REFLECTS IT.

I'M NOT NOT SURE. I JUST WANT TO MAKE SURE THAT THAT'S NOT THAT THAT'S ACCURATE.

SO WE DID PEEL THAT MONEY BACK. CORRECT IT. YES, SIR.

IT WILL BE PEELED BACK. WHAT I WOULD SAY IS BECAUSE THERE ARE STILL STUDENTS IN THERE, AND THERE MAY BE CERTAIN ITEMS THAT ARE NEEDED TO BE DONE TO ENSURE THAT THOSE BUILDINGS MAINTAIN THEIR OPTIMAL OPERATION. SOME ADJUSTMENTS MAY BE MADE, BUT YES, ONCE THE STUDENTS ARE OUT OF THOSE SCHOOLS, THOSE PROJECTS WILL BE CLOSED OUT AND THOSE FUNDS RELEASED TO CONTINGENCY.

OKAY. AND THEN REGARDING RELOCATION OF STUDENTS TO MAN, DO WE HAVE ANY IDEA WHERE THEY WOULD WHERE THEY WOULD GO? I GUESS THAT'S JUST TOO EARLY TO ASK AT THIS POINT.

NO. AGAIN, WE HAVE THE OPTIONS. WE WANT THE BOARD TO PROVIDE FEEDBACK ON THAT, AND WE'LL BE BRINGING FORWARD A RECOMMENDATION. BUT NO, NO DETERMINATION HAS BEEN MADE ON THAT. OKAY.

AND THEN ALSO THANK YOU, MR. DALEY AND DALIAN ASSOCIATES FOR COMING.

I KNOW YOU ALL DID SOME WORK WITH THE THE CHALLENGES WE HAVE WITH CLEMENS.

SO THANK YOU SO MUCH FOR THE PRESENTATION. I REALLY APPRECIATE Y'ALL. THANK YOU. THANK YOU, MR. GARCIA. MR. SHOAFF. I'M QUICK AS NORMAL. AND THIS IS ALL ON THE SLAB STUFF.

AM I ABLE TO GET A FULL COPY OF THAT GEOLOGICAL REPORT? YES, THIS IS AVAILABLE, AND THE ADMINISTRATION HAS ACCESS TO ALL DOCUMENTATION.

OKAY, PERFECT. WHO IN THE ADMINISTRATION IS FACILITATING THAT? IS THAT YOU, DOCTOR? I CAN MAKE SURE THAT IS IN AN UPCOMING BOARD UPDATE.

OKAY. PERFECT. OKAY. THE OTHER THING. AM I ABLE TO GET AN ITEMIZED COST ESTIMATION FOR CONSTRUCTION COSTS, MATERIAL COSTS, LABOR RATES, AND MISCELLANEOUS THINGS SUCH AS EQUIPMENT RENTAL? AND I MEAN, YOU NAME IT, EVERYTHING THAT EVERYTHING THAT BREAKS DOWN HOW YOU GOT TO THE NUMBERS THAT YOU PRESENTED TODAY.

OUR COST ESTIMATE IS PRETTY DETAILED. IT DOESN'T GO INTO THAT MUCH OF WE PUT A LOT OF PERCENTAGE ON JUST GENERAL CONDITIONS ABOUT WE PUT ABOUT 17% IN GENERAL CONDITIONS, AND THEN WE ITEMIZE THE LABOR.

NOT THE LABOR AND MATERIAL, BUT PER ITEM IN OUR CSI SECTIONS.

SO BASED ON THE BASED ON THE COMPONENTS OF THE PROJECT ITSELF, WE ARE PRICING FOR VIA SES MEANS.

OKAY. YEAH, I WOULD VERY MUCH LIKE TO, TO SEE THAT.

I'VE BEEN ASKING FOR THOSE TYPES OF THINGS FOR THE WHOLE TIME I'VE BEEN SEATED ON THIS BOARD, AND IT'S YET TO BE DELIVERED, BUT HOPEFULLY IT'S DIFFERENT THIS TIME.

AND THEN THE LAST, THE LAST THREE SLAB PROJECTS THAT YOU'VE DONE LIKE THIS, WHERE WERE THEY? WE HAVE DONE MULTIPLE, MULTIPLE PROJECTS. NOTHING REALLY THAT OF THAT MIXED FEELING.

IT'S EITHER THE BUILDING WAS SHOWING SIGNIFICANT, SIGNIFICANT ISSUES WITH THE STRUCTURE OR NONE.

BUT THERE'S PLENTY IN THE MONTGOMERY AREA. THERE'S PLENTY IN THE TOMBALL AREA NORTH OF 290.

OKAY, OKAY. LIKE MORE THAN THREE IN THE HOUSTON REGION.

LIKE OUR COMPANY EXPERIENCE? YES. DEFINITELY MORE.

BUT I WOULD LEAVE THAT TO DALLAS SINCE THEY ARE THE STRUCTURAL ENGINEER TO TALK TO THAT. YEAH, I CAN ADD TO THIS.

SO WE'VE DONE SOME OF THOSE PROJECTS. NOW THEY'RE GOING TO BE CHALLENGED TO WORK INSIDE AN EXISTING BUILDING OBVIOUSLY.

ESPECIALLY IF YOU WANT TO DO THE STRUCTURAL SLAB BRINGING EQUIPMENT IN AND OUT.

SO BUT IT'S BEEN DONE. WE DO A LOT OF COMMERCIAL WORK WHERE WE BUILD THE BUILDING WITHOUT HAVING THE SLAB IN.

WE'LL WAIT FOR THE TENANT TO COME IN. SO IT'S BEEN DONE.

BUT OBVIOUSLY YOU HAVE TO HIRE THE CONTRACTOR THAT HAS THE EXPERIENCE WITH IT.

BUT IT'S BEEN DONE. WE'VE DONE MANY OF THOSE PROJECTS.

OKAY. WE'RE EXACT SAME SCENARIO AS OURS. GREAT.

YEAH. OKAY. WE HAVEN'T DONE THE PRECAST. THAT'S GOING TO BE MORE CHALLENGE BECAUSE YOU HAVE TO BRING THE PIECES IN.

BUT SLAB ON GRADE WE'VE DONE A LOT OF THOSE. OKAY.

AND YOU SAID JUST MONTGOMERY I KNOW NOW WE'VE DONE IT.

COMMERCIAL WORK. WE'VE DONE IT K-12. IT'S BEEN DONE MANY, MANY TIMES.

OKAY. AND IN OUR SIDE OF HOUSTON, KIND OF MORE SWAMPY SIDE.

I CAN RECALL THE AREAS, BUT WE'VE WE'VE. YEAH.

SO YEAH. SO THE CLAY YOU'RE GOING TO HIT CLAY IN MOST AREAS HERE IN HOUSTON.

BUT IT'S A SLAB ON GRADE. IT'S EASY I WOULD SAY EASIER.

IT CAN BE DONE. THE STRUCTURAL SLAB COULD BE A CHALLENGE OKAY.

ALL RIGHT. THANK YOU. YOU'RE WELCOME. YES, MA'AM.

MADAM PRESIDENT, JUST A POINT OF CLARIFICATION.

SO I DO REALIZE THAT THE BOARD GETS SO MUCH INFORMATION, AND IT IS EASY SOMETIMES TO JUST MISS SOME OF THE INFORMATION WE SUBMIT TO

[02:20:03]

I'M NOT SURE. HAVE YOU FOUND THE EXACT DATE THAT I SUBMITTED THAT TO THE BOARD? I BELIEVE IT'S THE FEBRUARY 28TH BOARD UPDATE.

OKAY. SO JUST WANT TO CLARIFY. I KNOW YOU GET A LOT OF INFORMATION.

IT JUST MAY HAVE BEEN AN OVERSIGHT, BUT I DID WANT TO SHARE THAT WE DID PROVIDE THE INFORMATION AND AN OPPORTUNITY TO COME AND MEET WITH STAFF TO GO OVER DETAIL ITEMIZED LIST. THANK YOU, DOCTOR SMITH. MISS HANNON, THANK YOU FOR THE INFORMATION.

I APPRECIATE THAT. AND SO I WANT TO SAY I'M I THINK IT'S INTERESTING TO TO LOOK AT THE INFORMATION YOU'VE BROUGHT ABOUT MADDEN AND I JUST I ACTUALLY WANT TO ASK DOCTOR SMITH IF THERE ARE ANY BOARD MEMBERS WHO HAVEN'T BEEN TO MADDEN.

I HAVEN'T BEEN IN THE PROBABLY THE LAST EIGHT MONTHS OR SO, BUT JUST LIKE WE TOOK THE COMMUNITY, I'M NOT SAYING TAKE THE COMMUNITY, BUT FOR BOARD MEMBERS TO ACTUALLY GO SEE MADDEN, BECAUSE IT WAS VERY INTERESTING TO SEE CLEMENTS AND SOME OF THE PROBLEMS THAT CAUSED US TO ACTUALLY NOW REBUILD AN ENTIRE SCHOOL. YOU KNOW, JUST TO A LAYMAN'S EYE, THERE ARE THINGS WHEN I AND, YOU KNOW, AND I JUST I ACTUALLY ASK ABOUT THEM BECAUSE I ASK ABOUT THE FLOOR.

I WAS LIKE, WHAT'S UP WITH THE FLOOR? AND AND WHAT'S UP WITH THIS? AND YOU SHOULD ACTUALLY GO THERE AND YOU SHOULD SEE IT BECAUSE THERE'S, THERE'S MORE THAN WHAT YOU JUST SAW HERE.

AND SO I WOULD ASK MISTER GWEN, CAN YOU PUT IT ON SLIDE 19 FOR ME? I JUST, I WANT TO MAKE SURE I UNDERSTOOD SOMETHING.

AT THE BOTTOM FOR THE I. OH, IT'S NOT 19. IT IS ITS OTHER IDENTIFIED PROJECTS.

IT'S THE TURQUOISE. OH, YEAH. YOURS IS JUST A DIFFERENT COLOR.

I'M SORRY. THE THE ONES THAT ARE NOT APPLICABLE.

OKAY, SO THESE ARE, THESE ARE, THESE ARE WISH LISTS, RIGHT.

THAT WEREN'T ON THE THE BOND THE 23 BOND. CORRECT.

SO TO CLARIFY THE PROPOSITION EIGHT ITEMS WERE THOSE THAT WERE EITHER RIGHT SIZED TO THE AVAILABLE BUDGET OR CANCELED BY THE BOARD.

AND THOSE THAT HAVE NOT APPLICABLE WERE THOSE THAT HAVE BEEN DISCUSSED OR WOULD BE POTENTIAL ITEMS THAT WE WOULD RECOMMEND FOR BOND CONTINGENCY.

AND SO THEY WERE NOT PART OF THE BOND, BUT COULD USE CONTINGENCY BASED ON OH FOR CONTINGENCY.

CORRECT. OKAY. AND SO FOR FOR MADDEN REPAIRS.

CORRECT. PART OF THAT 19,000 WAS IN THE BOND.

YES. AND SO THAT TO YES. AND I BELIEVE THAT IT WOULD PROBABLY BE, AS MR. GARCIA WAS SAYING EARLIER HERE, IT WOULD PROBABLY BE MORE ACCURATE TO REFLECT BACK OUT THE COMPONENT OF THE BOND THAT IS ALREADY THERE THAT WASN'T DONE HERE.

THAT WOULD BRING THAT NUMBER DOWN SLIGHTLY. OKAY.

OKAY. YES. AND I'M SORRY MR. GARCIA DID ASK THAT, BUT I IT'S HARD FOR ME SOMETIMES.

I DON'T THINK HE PUT IT IN THAT CONTEXT, BUT NOW I'M CONNECTING THOSE TWO TOGETHER. OKAY.

OKAY. SO THE OTHER, THE ONE THAT I WANTED TO ASK ABOUT BECAUSE, YOU KNOW, I MEAN, WE FORESEE THAT BRAZOS BEND CHILLER NEEDS TO BE REPLACED AND ALL OF THESE OTHER ITEMS. BUT AS FAR AS THE GOODMAN REPAIRS, I WANTED TO UNDERSTAND THE MILLION DOLLARS BECAUSE YOU TALKED ABOUT THE MAJOR FLOODING INCIDENT WE HAVE. ARE THESE IN ADDITION TO OR I'M ASSUMING THAT WAS DEALT WITH THROUGH INSURANCE OR WHAT IS THE WHAT IS THIS ADDITIONAL PIECE FOR GOODMAN? SO LET ME LET ME TOUCH ON I'LL GET TO THAT QUESTION, BUT I DO YOU ASK A VERY GOOD QUESTION THAT THAT WILL HELP CLARIFY THIS.

SO MAJOR MAINTENANCE ITEMS ARE EXPENDITURES THAT WE HAVE ALREADY MADE THIS FISCAL YEAR ON THESE ITEMS. AND SO THEY'VE BEEN PAID FOR OUT OF THE GENERAL FUND.

AND SO THE MAJOR MAINTENANCE THAT GOODMAN COMING BACK TO THAT ONE.

SO I'M SORRY. LET ME JUST SO WE HAVE REPLACED A CHILLER AT BRAZOS BEND BECAUSE IT FAILED.

AND IT IS OF AN ORDER OF MAGNITUDE THAT IT WOULD BE ELIGIBLE FOR CAPITALIZATION, I.E.

BOND CONTINGENCY. AND SAME THING WITH EACH OF THOSE OTHER ONES.

THE GOODMAN EXAMPLE WOULD BE THIS IS THE EXPENDITURES THAT THE DISTRICT HAS HAD TO PAY OUT OF POCKET, BECAUSE WE'VE EITHER IN EXCESS OF THE DEDUCTIBLE OR IT DIDN'T NECESSARILY QUALIFY BECAUSE OF THE THE OVERALL COST OR BECAUSE OF FROM AN INSURANCE PERSPECTIVE, THIS WOULD BE THE COST THAT WE ARE HAVING TO PAY FOR OUT OF POCKET. THAT'S WHAT I'M TRYING TO GET TO WITH THAT. AND SO THESE ARE ALL COSTS THAT WE

[02:25:05]

OKAY. SO THE BOTTOM OF THAT HALF AND YOU KNOW, YOU KNOW, I'M NOT THE FINANCE PERSON.

SO THE BOTTOM HALF OF THAT ARE THINGS IDENTIFIED AS POTENTIALLY REIMBURSABLE WITH BOND CONTINGENCY FUNDS.

THAT WOULD BE WHAT WE WOULD RECOMMEND. SO RECALL IN OUR FISCAL AND BUDGETARY STRATEGY, WE FLIPPED THE ORDER IN WHICH WE FUND THOSE IN THE PAST.

IT WOULD BE ANY TYPE OF MAJOR MAINTENANCE THAT OCCURS THROUGHOUT THE YEAR.

WE WOULD BRING FORWARD FOR BOND CONTINGENCY. THIS YEAR, WE SAID WE WOULD USE GENERAL FUND MAJOR MAINTENANCE FOR THAT, BUT WOULD ALSO REMIND THE BOARD THAT WE HAVE THESE EXPENDITURES THAT ARE PART WOULD NORMALLY BE PART OF BOND CONTINGENCY THAT WE'RE PAYING FOR OUT OF THE GENERAL FUND AND GIVE YOU THE OPTION TO CHOOSE WHETHER YOU WANTED TO USE BOND CONTINGENCY OR GENERAL FUND MAJOR MAINTENANCE.

AGAIN, OUR RECOMMENDATION WOULD BE TO USE GENERAL, I'M SORRY TO USE BOND CONTINGENCY TO RELIEVE PRESSURE ON THE GENERAL FUND.

BUT HAVING SAID THAT, WE'RE ALSO IN A VERY UNIQUE SITUATION WITH A BOND SHORTFALL THAT IS UNPRECEDENTED IN OUR HISTORY.

AND SO WE DON'T WANT TO JUST OUTRIGHT MAKE AN ASSUMPTION THAT THAT'S WHAT THE BOARD WOULD WANT TO DO. RIGHT. AND I'M GLAD YOU POINTED THAT OUT. BUT I ALSO JUST FOR MY COLLEAGUES UP HERE YOU KNOW, I WANT TO MAKE SURE SOME BOND PROJECTS THAT WE SOLD TO THE COMMUNITY ARE ADDRESSED FIRST. I MEAN, AND THAT'S TOUGH BECAUSE I UNDERSTAND THE TIGHT ISSUE WITH THE GENERAL FUND.

ANYWAY, THANK YOU FOR EXPLAINING THAT. THAT PARTICULAR CHART.

I WASN'T QUITE SURE WHAT I WAS LOOKING AT. THANK YOU, MISS HAMMOND.

MR. HAMILTON. YEAH, I JUST HAD ONE MORE QUESTION.

SO I ASKED SOME QUESTIONS ABOUT ONE OF OUR HIGH SCHOOLS IN AN EMAIL, AND GOT ANSWERS THERE.

BUT I JUST WANTED TO ASK FOR THE SAKE OF THE BOARD AND THE COMMUNITY.

SO THE ONLY PROJECTS THAT HAVE BEEN ELIMINATED AT THIS POINT ARE THE ONES WE VOTED TO ELIMINATE IN THE FALL.

CORRECT. WE DON'T HAVE ANY OTHER BOND PROJECTS THAT HAVE BEEN ELIMINATED AT THIS POINT.

THAT IS CORRECT. OKAY. JUST WANT TO MAKE SURE THAT. THANK YOU. THANK YOU, MR. HAMILTON. JUST SO IT COMES IN FOR YOU, MR. HAMILTON.

YES, SIR. YOU ARE RIGHT. YES. BRIAN. REALLY? HE ASKED FOR IT EARLIER, SO I THOUGHT I'M GOING TO.

I'M GOING TO JUST IGNORE THAT. AND. AND I'M GOING TO PIGGYBACK A LITTLE BIT OFF OF MISS HANNON'S COMMENTS.

SO AND I WANT TO REMIND THE BOARD, AND YOU WERE DISCUSSING THIS, THAT THE FISCAL STRATEGY THAT WE VOTED ON AND WAS AND WAS BROUGHT FORTH.

DID FLIP THE NORMAL STRATEGY OF USING CONTINGENCY FUNDS FIRST FOR THESE MAJOR MAINTENANCE AND NOT DIPPING INTO THE GENERAL FUND, BUT JUST FOR THIS ONE YEAR, WE FLIPPED IT SO THAT WE SO THAT THE BOARD COULD KIND OF GET A HANDLE ON CONTINGENCY BECAUSE WE'RE HAVING ALL OF THESE ISSUES WITH OUR OUR BOND SHORTFALL.

YES, MA'AM. THAT IS CORRECT. YES. SO I JUST WANTED TO REMIND US ALL OF THAT, AND I'M GOING TO GO ON RECORD AS SAYING THAT I GENERALLY, GENERALLY DO NOT SUPPORT USING OUR GENERAL FUND TO PAY FOR THESE MAJOR MAINTENANCE ITEMS BECAUSE THAT DIPS INTO THINGS LIKE TEACHER TEACHER SALARIES AND PROGRAMING AND OTHER THINGS THAT WE HAVE THAT ARE ONGOING THAT WE TALK A LOT ABOUT WANTING TO FUND.

AND SO HISTORICALLY, AND I RECALL YOU SAYING THIS TO US AT THAT BOARD MEETING, YOU KNOW, THIS IS WHAT WE USE CONTINGENCY FOR.

IT'S TO MAINTAIN OUR BUILDINGS. AND IF WE DON'T MAINTAIN OUR BUILDINGS, THEN WE HAVE WE'RE GOING TO HAVE, YOU KNOW, WE'RE GOING TO NEED MORE BOND FUNDS BECAUSE WE'RE GOING TO NEED MORE BUILDINGS, AND WE'RE GOING TO HAVE TO DO EXACTLY WHAT MISS HANNAN SAID. AND WE'RE GOING TO HAVE TO LEVEL A SCHOOL LIKE CLEMENTS AND REBUILD IT. SO, YOU KNOW, I'LL JUST SAY THAT THAT I THINK THAT WE HAVE TO BE FISCALLY RESPONSIBLE AND RESPONSIBLE FOR THE EXISTING FACILITIES THAT WE HAVE AND MAKING SURE THAT WE MAINTAIN THEM APPROPRIATELY.

I APPRECIATE YOU BRINGING FORTH THE MADDEN INFORMATION.

YOU KNOW, LIKE MR. HAMILTON SAID, THIS IS THE POINT IS, IS THIS IS NOT AN AGENDA ITEM YET, BUT THIS IS IN PREPARATION FOR THE BOARD. YOU KNOW, KIND OF SOME BACKGROUND IN, IN PREPARATION FOR THE BOARD TO CONSIDER THIS IN THE FUTURE WHEN THE ADMINISTRATION MAKES A RECOMMENDATION.

SO I APPRECIATE GETTING THIS INFORMATION NOW.

SO THAT WE CAN CONSIDER IT AND HAVE A CONVERSATION ABOUT IT.

AND I LOOK FORWARD TO GETTING THAT RECOMMENDATION.

OBVIOUSLY, THE THE BUILDING'S GOT TO BE FIXED.

SO I APPRECIATE MISS USA AND MR. DALLY COMING TODAY AND GIVING US ALL THE BACKGROUND AND THE INFORMATION THAT WE NEED TO CONSIDER AS WE

[02:30:07]

AND THAT'S REALLY ALL I HAD. SO I HAVE NO QUESTIONS FOR YOU WHATSOEVER.

SO ALL RIGHT, THANK YOU FOR THE PRESENTATION, EVERYONE.

NEXT UP ON INFORMATION IS OUR TEACHER INCENTIVE ALLOTMENT DOCTOR SMITH.

[9.C. Teacher Incentive Allotment]

GOOD EVENING, PRESIDENT AND MEMBERS OF THE SCHOOL BOARD. DOCTOR SMITH, THANK YOU FOR THE OPPORTUNITY TO PRESENT TONIGHT AND THE FIRST IN A SERIES OF UPDATES ON THE TEACHER INCENTIVE ALLOTMENT. SO I WANT TO START WITH WHAT IS THE TEACHER INCENTIVE ALLOTMENT? SO AS YOU MAY KNOW, THE TEACHER INCENTIVE ALLOTMENT WAS CREATED BY HOUSE BILL 3 IN 2019 AS A PATHWAY FOR HIGHLY EFFECTIVE TEACHERS TO EARN A HIGHER INCOME WHILE REMAINING IN THE CLASSROOM. THEY OFFER THIS OPPORTUNITY THROUGH TWO DISTINCT PATHWAYS TO ENTER INTO TEACHER INCENTIVE ALLOTMENT.

TEACHERS CAN GAIN THEIR NATIONAL BOARD TEACHER CERTIFICATION.

AND, YOU KNOW, WE HAD SOME TEACHERS RECOGNIZED FOR GAINING THAT CERTIFICATION A COUPLE OF MONTHS AGO.

AND THEN OR WE CAN GO THROUGH A DISTRICT LOCAL DESIGNATION SYSTEM.

SO FORT BEND ISD IS CURRENTLY IN THEIR THIRD, THIRD COHORT OF NATIONAL BOARD CERTIFIED TEACHERS.

AND WE HAVE A COLLECTIVE 15 THAT ARE NATIONALLY BOARD CERTIFIED.

AND WE'VE LAUNCHED PROGRESS TOWARDS THE DEVELOPMENT AND APPLICATION FOR OUR LOCAL DESIGNATION SYSTEM.

SO TEACHERS WHO ENTER THROUGH THESE PATHWAYS ARE FUNDED ACROSS THREE LEVELS, AND THEY GENERATE AN ALLOTMENT AT THE LEVEL OF RECOGNIZED EXEMPLARY OR MASTER.

AND THOSE ALLOTMENTS ARE CONTINGENT UPON THE SCHOOL IN WHICH TEACHERS SERVE AT THE TIME OF THE DATA SUBMISSION.

IT IS ALSO IMPORTANT TO NOTE THAT NATIONAL BOARD CERTIFIED TEACHERS ARE AUTOMATICALLY DEEMED DESIGNATED RECOGNIZED IN THE TEACHER INCENTIVE ALLOTMENT.

SO WE DO HAVE TEACHERS WHO ARE ALREADY RECEIVING FUNDING IN FORT BEND ISD.

SO THIS SLIDE IS WHERE I WANT TO SPEND QUITE A BIT OF TIME AROUND THE TIMELINE FOR THE DESIGN OF A LOCAL DESIGNATION SYSTEM.

SO WE ACTUALLY LAUNCHED THIS WORK BY DEVELOPING A DESIGN TEAM THAT WAS MADE UP OF CROSS-FUNCTIONAL DEPARTMENTS FROM ACADEMIC AFFAIRS, THE DEPARTMENT OF SCHOOL LEADERSHIP, HUMAN RESOURCES, INFORMATION TECHNOLOGY, SYSTEMS, BUSINESS AND FINANCE CAMPUS LEADERS, AND THEY PARTNERED WITH THE TEACHER FORUM FOR ONGOING FEEDBACK CYCLES RELATED TO THE SYSTEM.

AT THIS TIME, I'D LIKE FOR THE MEMBERS OF THE DESIGN TEAM WHO ARE STILL WITH US TO STAND AND BE RECOGNIZED FOR YOUR WORK.

THIS. THIS REPRESENTS ABOUT A FOURTH OF THE MEMBERS ON THE DESIGN TEAM, JUST TO GIVE YOU A VISUAL.

SO THANK YOU ALL. THEY STARTED THIS WORK IN 2000 2324.

AND THE THE TIA SYSTEM ACTUALLY OFFERS A RUBRIC FOR DISTRICTS TO ANALYZE SYSTEM READINESS FOR ENTERING INTO THE LOCAL DESIGNATION SYSTEM.

SO WE TOOK QUITE A BIT OF TIME GOING THROUGH THAT RUBRIC TO ANALYZE.

FORT BEND ISD SYSTEM READINESS. AND WE LEARNED TWO KEY THINGS.

NUMBER ONE, NOT ALL TEACHERS COULD BE SUBMITTED IN COHORT ONE.

THAT'S A REALLY IMPORTANT FACTOR. WE WERE NOT PREPARED TO SUBMIT ALL TEACHERS IN COHORT ONE.

AND THEN NUMBER TWO, WE HAD SOME WORK TO DO AROUND OUR DATA SYSTEMS AND REPORTING.

SO IT'S TRUE THAT WE'RE TRACKING ALL OF THE DATA THAT'S REQUIRED FOR THE SYSTEM.

BUT WE HAD NEVER TRIANGULATED THAT DATA INTO ONE LOCATION SO THAT IT WAS EASILY, EASILY SUBMITTED TO TEXAS TECH AND TI FOR REVIEW.

SO WE MOVED FROM IDENTIFYING SYSTEM READINESS TO FOCUS IN 2425 ON DESIGNING THE SYSTEM FOR COHORT ONE OF TEACHERS.

AND REALLY THE KEY TO COHORT ONE IS THAT THEY HAVE A VALID AND RELIABLE ASSESSMENT THAT IS ALREADY IN USE IN FORT BEND ISD.

AND THAT'S THE RECOMMENDATION OF T AS WE DEVELOP THE SYSTEM.

PARALLEL TO THAT WORK OF DESIGNING COHORT ONE, WE BEGAN TO EXPLORE FEASIBILITY FOR OTHER COHORTS OF TEACHERS TO ENTER INTO THE LOCAL

[02:35:01]

IN APRIL, WE WILL BE READY TO SUBMIT OUR LOCAL DESIGNATION SYSTEM APPLICATION, AND I'LL BE SHARING WITH YOU THE COMPONENTS OF THAT APPLICATION A LITTLE BIT LATER TONIGHT, ALONG WITH THE BOARD'S ROLE IN THAT.

SO I WANT YOU TO VISUALIZE THAT THIS YEAR, WE'RE PLANNING A SYSTEM IN 2425.

AND DURING THE 2526 SCHOOL YEAR, WE'RE GATHERING DATA ON TEACHERS WHO WOULD BE EVALUATED THROUGH THAT LOCAL DESIGNATION SYSTEM.

THAT DATA WOULD BE SUBMITTED IN THE YELLOW. IN OCTOBER OF 2026, WE TAKE A YEAR TO GATHER THE DATA, AND WE HAVE UNTIL OCTOBER TO VALIDATE THAT DATA AND SUBMIT IT FOR EVALUATION IN APRIL OF 27.

THAT'S WHEN WE WOULD RECEIVE NOTIFICATION OF FULL SYSTEM APPROVAL.

SO THEY'VE LOOKED AT OUR DATA. THEY'VE DETERMINED THAT IT'S VALID AND RELIABLE.

AND THEN BY AUGUST OF 2027, THAT FIRST COHORT OF TEACHERS WOULD RECEIVE WOULD GENERATE THE ALLOTMENT AND RECEIVE THEIR COMPENSATION.

SO IT IS A LONG TERM PLAN THAT YOU'RE PUTTING IN PLACE TO ENTER INTO TIA.

SO THIS SLIDE SHOWS THE FOUR COMPONENTS OF A LOCAL DESIGNATION SYSTEM.

AND THE REMAINDER OF THE PRESENTATION WILL FOCUS ON FORT BEND'S PROGRESS TOWARDS THE DEVELOPMENT OF THE LOCAL DESIGNATION SYSTEM.

CRITICAL TO THE LOCAL DESIGNATION SYSTEM IS THE COMPONENT OF TEACHER OBSERVATION DATA.

AND AS YOU KNOW, OUR TEACHER OBSERVATION PERFORMANCE SYSTEM IS T TEST.

AND THAT'S ADOPTED. AND THEN THE OTHER PIECE IS A STUDENT GROWTH MEASURE.

AND WHAT THE STATE TELLS US IS THAT WE'RE REALLY LOOKING AT THE PERCENT OF STUDENTS THAT MEET OR EXCEED THE DESIGNATED GROWTH TARGET.

AND WHAT THAT AND WHAT THEY ASK US TO DO OR TO LOOK AT IN YEAR ONE IS WHERE ARE WE ALREADY ADMINISTERING A VALID AND RELIABLE ASSESSMENT? AND THEY EVEN NAME SOME OF THEIR ALREADY DEFINED TARGETS THAT WE'RE MEASURING AGAINST.

AND SO THAT IS HOW WE DEEM WHO'S ELIGIBLE IN COHORT ONE OR ANY COHORT THAT WE CAN DESIGNATE DATA FOR T TEST AND A STUDENT GROWTH MEASURE.

THE SYSTEM ALSO ALLOWS THE DISTRICT TO IDENTIFY OPTIONAL COMPONENTS AND THINGS THAT WE WOULD ALSO LIKE TO PUT INTO THE SYSTEM FOR TEACHERS TO BE MEASURED AGAINST.

AND THEN FINALLY, THE COMPONENT IS A SPENDING PLAN WHICH REQUIRES BOARD APPROVAL.

AND I'M GOING TO START BY TALKING A LITTLE BIT MORE ABOUT THE SPENDING PLAN.

SO ON THIS SLIDE YOU SEE THAT THE SPENDING PLAN REQUIRES BOARD APPROVAL.

AND THAT'S KIND OF YOUR ROLE IS THE TEACHERS WILL GENERATE AN ALLOTMENT OF MONEY.

AND I SHOWED YOU RECOGNIZED EXEMPLARY OR MASTERS.

AND I THINK IT'S BETWEEN 3000 AND $32,000 THAT A TEACHER COULD GENERATE IN THIS SYSTEM.

WHAT THE BOARD HAS TO APPROVE IS HOW WILL WE EXPEND THAT MONEY? AND THE TEXAS EDUCATION CODE PROVIDES GUIDANCE ON THEIR EXPECTATION AROUND THE EXPENDITURE.

AND THEY SAY THAT IT MUST GO TO TEACHER PAY ON THE CAMPUS WHERE THE DESIGNATED TEACHER WORKS.

SO IF THIS WERE MY CAMPUS AND GLENDA JOHNSON WAS A DESIGNATED TEACHER, WE COULD SAY THAT 90% OF THAT MONEY WOULD GO ON THIS CAMPUS.

THAT'S THE REQUIREMENT OF THE CODE. THEY ALSO ALLOW 10% OF THAT MONEY TO BE USED AT THE DISTRICT LEVEL FOR IMPLEMENTATION OF THE SYSTEM.

SO AFTER RESEARCHING MANY OTHER DISTRICTS, THE RECOMMENDATION THAT YOU WILL BE RECEIVING IN WRITING IN APRIL WITH ALL OF THE DETAILS, AND THEN AGAIN, WE'LL COME BACK TO YOU IN MAY FOR APPROVAL ON THAT SPENDING PLAN, IS THAT 90% WOULD GO DIRECTLY TO GLENDA JOHNSON, WHO EARNED THAT DESIGNATION, AND THE OTHER 10% WOULD BE RETAINED AT THE DISTRICT LEVEL.

NOW, THERE ARE DISTRICTS IN VERY SMALL, SMALL TOWNS WHERE THAT 90% IS DIVIDED AMONG DIFFERENT TEACHERS.

WHEN WE LOOKED AT OUR NEIGHBORING DISTRICTS AND THEIR APPLICATION, THEY ARE GOING WITH 90% DIRECTLY TO THE DESIGNATED TEACHER AND 10% AT THE DISTRICT LEVEL.

SO OUR RECOMMENDATION THAT'S COMING TO YOU WILL BE CONSISTENT WITH OUR NEIGHBORING DISTRICTS AND MOST DISTRICTS ACROSS THE STATE.

ALSO, IN THAT RECOMMENDATION THAT YOU WILL READ IN APRIL, WE WILL DISCUSS WHAT HAPPENS IF A TEACHER CHANGES CAMPUSES AND THERE ARE SOME DETAILS IN THERE AND A PROCESS THAT'S WORKED OUT WHENEVER A TEACHER MAKES A MOVE.

SO LET'S GET A LITTLE BIT MORE INFORMATION ON THE SYSTEM COMPONENT DATA SOURCES.

SO I TOLD YOU THAT WE'RE REQUIRED TO HAVE THE T TEST TEACHER OBSERVATION SYSTEM AND THE LOCAL DESIGNATION SYSTEM.

T REQUIRES T TEST DOMAINS TWO AND THREE. IF YOU'RE FAMILIAR WITH THE TEACHER OBSERVATION SYSTEM.

DOMAINS TWO AND THREE ARE THE OBSERVATION OF INSTRUCTION.

WHAT'S GOING ON IN THE CLASSROOM WITH STUDENTS.

SO THAT'S A REQUIRED COMPONENT. AND THE OTHER COMPONENT THAT IS REQUIRED FOR A TEACHER TO BE ELIGIBLE IS THAT WE HAVE A DESIGNATED STUDENT GROWTH MEASURE.

REMEMBER IT'S AN ASSESSMENT THAT WE ALREADY HAVE VALIDITY ON HOW WE ADMINISTER IT AND THAT WE HAVE TARGETS THAT WE'RE SHOOTING FOR.

AND SO IN FORT BEND ISD, NWA MAP WAS THE SELECTED ASSESSMENT FOR YEAR ONE COHORT TEACHERS.

AND IN THE NEXT SLIDE I'LL BE SHOWING YOU THOSE TEACHERS.

AND THAT'S KIND OF THE WHY WHY THESE TEACHERS.

BECAUSE THEY HAVE T TEST DOMAINS TWO AND THREE AND THEIR STUDENTS TAKE NWA MAPS.

SO THAT'S OUR STARTING POINT. AND IT ALIGNS TO THE BEST PRACTICE IN THE TIA BOOKLET.

[02:40:04]

THAT'S VITAL TO THE SUCCESS OF OUR STUDENTS. SO WE INCLUDED THAT.

AND THEN DOMAIN FOUR IN T TEST IS AROUND PROFESSIONAL RESPONSIBILITIES.

AND WE KNOW THAT OUR TEACHERS, YOU KNOW, COME SHOWING UP PROFESSIONALLY AND CARRYING OUT THEIR RESPONSIBILITIES AROUND TRAINING IS ALSO VERY IMPORTANT.

SO WE WANTED TO CREDIT OUR TEACHERS FOR THE WORK THAT THEY'RE DOING ACROSS THAT T TEST SYSTEM.

AND THEN THE LAST COMPONENT IS STAR SCHOOL WIDE GROWTH.

SO IF YOU LOOK ON THE LEFT WE'VE GOT SOME OF OUR PROGRESS MEASURES.

AND THEN STAR IS OUR SUMMATIVE MEASURE. SO WE'RE INCLUDING THAT AS A COMPONENT WITHIN THE SYSTEM.

NOW I MENTIONED THAT COHORT ONE TEACHERS ARE THOSE WHO HAVE A GRADE LEVEL OR CONTENT AREA WHERE N W E MAP IS A IS THE ASSESSMENT FOR THEIR STUDENTS.

I ALSO TOLD YOU THAT WE'RE LOOKING AT EXPANSION AND HOW THAT WOULD LOOK LIKE.

SO LET ME GIVE YOU ONE EXAMPLE OF THE WORK THAT'S BEEN DOING BEEN DONE THIS YEAR TOWARDS EXPANSION.

MR.. JIM DREW HAS LED THE K12 FINE ARTS TEAM TO PILOT THE IMPLEMENTATION OF PRE AND POST ASSESSMENTS, WHICH IS ANOTHER TYPE OF ASSESSMENT THAT CAN BE USED AS A STUDENT GROWTH MEASURE.

BUT REMEMBER, THOSE ASSESSMENTS HAVE TO BE VALID AND RELIABLE.

SO THAT MEANS WE HAVE TO HAVE SOME DATA THAT SAYS IF YOU GIVE THAT ASSESSMENT IN ONE BAND CLASSROOM, YOU COULD GET THE SAME GROWTH OUT OF A STUDENT, IN ANOTHER, YOU WOULD BE ABLE TO MEASURE GROWTH ACROSS THE STUDENTS IN THERE.

SO HE'S BEEN PILOTING THAT. I THINK THEY JUST GOT THEIR DATA BACK.

AND I BELIEVE THAT THE TEAM HAS BEEN WORKING WITH ALDINE, FRISCO, SPRING AND LUBBOCK, WHO ARE ALREADY USING PRE AND POST ASSESSMENTS TO MONITOR FINE ARTS. SO THAT'S JUST ONE EXAMPLE OF ANOTHER GROUP OF TEACHERS THAT'S BEING EXPLORED.

AND BASICALLY BY CONTENT AREA AND GRADE LEVEL, WE NEED A DESIGNATED ASSESSMENT THAT WE WOULD USE THAT WE CAN VALIDATE AND CALL RELIABLE.

SO THIS IS THE LOCAL DESIGNATION SYSTEM. ELIGIBLE TEACHERS FOR COHORT ONE.

AND AGAIN THEY'RE ON THIS LIST BECAUSE THEY HAVE T TEST OBSERVATIONAL DATA.

AND BECAUSE THE STUDENT GROWTH MEASURE FOR THEM IS NWA MAP.

WE DID RECEIVE A QUESTION AROUND WHY THIS GROUP OF SPED TEACHERS AND NOT ALL SPECIAL EDUCATION TEACHERS.

AND SO WE DO HAVE A RESOURCE AND ASSESS TEACHERS WHOSE STUDENTS TAKE NWA MAP, WHICH WOULD ALLOW US TO BE INCLUSIVE OF THOSE SPECIAL EDUCATION TEACHERS IN YEAR ONE, WHILE STILL EXPLORING THE ASSESSMENT FOR PROGRAMMATIC SPECIAL EDUCATION CLASSES LIKE SALES FOR THE FUTURE.

AND WE DID DO SOME MATH ON THIS, JUST TO GIVE YOU A PERSPECTIVE.

THIS INITIAL APPLICATION FOR COHORT ONE REPRESENTS AN OPPORTUNITY FOR ABOUT 52% OF OUR CURRENT TEACHERS.

AND THEN I KNOW YOU'RE PROBABLY GOING TO GET QUESTIONS AFTER THIS PRESENTATION.

SO I PUT SOME TALKING POINTS ON THE SCREEN FOR YOU ALL.

REMINDING EVERYONE THAT THE PURPOSE OF TIA IS TO RECOGNIZE, REWARD AND RETAIN OUR MOST EFFECTIVE TEACHERS.

AND FORT BEND ISD IS LOOKING AT A COHORT MODEL.

WE HAVE TO HAVE TESTS AND A STUDENT GROWTH MEASURE.

THERE ARE TWO PATHWAYS, AND WE ARE CURRENTLY AS OF APRIL, WILL BE ENGAGING IN BOTH PATHWAYS NATIONAL BOARD CERTIFICATION AND THE LOCAL DESIGNATION SYSTEM WITH COHORT ONE. TEACHERS CAN GENERATE AN ALLOTMENT AT THREE LEVELS RECOGNIZED, EXEMPLARY OR MASTER.

AND THAT FUNDING 90% OF ALL THOSE FUNDS GO DIRECTLY TO THE DESIGNATED TEACHERS PAY IF YOU APPROVE THAT STEM SPEND PLAN.

AND THE GOOD NEWS IS THAT THIS THIS COMPENSATION OCCURS ACROSS FIVE YEARS AND IT DOES COUNT TOWARDS TEACHER RETIREMENT SYSTEM.

SO ONCE I QUALIFY I'M RECEIVING THAT FUNDING FOR FIVE YEARS.

AND THAT CONCLUDES MY PRESENTATION. IF YOU HAVE ANY QUESTIONS I CAN TAKE THOSE.

NOW, IF I MAY ADD ONE MORE POINT TO WHAT STEPHANIE JUST SAID ON, THE GOOD NEWS IS THIS IS 100% FUNDED BY THE STATE, AND SO THERE ARE NO LOCAL FUNDS THAT WOULD HAVE TO BE SPENT ON THIS PROGRAM.

WE BENEFIT FROM THAT AND DON'T HAVE TO HAVE AN OUTLAY LOCALLY.

GOOD. THANK YOU, MR. GWEN. AND THANK YOU, MISS WILLIAMS. WE WILL NOW TAKE QUESTIONS FROM THE TRUSTEES, MR. HAMILTON.

SO THERE'S THERE'S A LOT OF DISAGREEMENT OVER THIS PROGRAM, OBVIOUSLY THROUGHOUT THE STATE.

SO FOR ME, RATHER THAN KIND OF GO BACK AND FORTH ON SOME OF THAT, I THINK THE TO ME, THE BEST ARGUMENT IN FAVOR OF IT IS WHAT HAS HAPPENED IN THE DALLAS AREA. AND SO I BELIEVE THAT THE WAY IT'S PLAYED OUT THERE IS THAT DALLAS ISD ADOPTED A PROGRAM FAIRLY SIMILAR TO THIS.

AND THEN THE DOMINOES FELL IN SUCH A WAY THAT THE OTHER DALLAS AREA DISTRICTS BASICALLY HAD TO DO THAT IN ORDER TO COMPETE FOR TEACHERS WITH DALLAS.

AND SO, SO. QUESTION. SO YOU MENTIONED A COUPLE OF OUR PEER DISTRICTS.

ARE ANY OF THEM ALREADY AHEAD OF US IN MOVING TOWARDS ADOPTING THIS? YES, SIR. ALL OF OUR PEER DISTRICTS ARE AHEAD OF US IN ADOPTING THIS, EXCEPT FOR LIKELY LAMAR.

[02:45:04]

OKAY. DO YOU WANT TO RATTLE OFF WHICH ONES HERE OR JUST GIVE US THAT INFORMATION LATER? MAYBE I CAN SEND YOU A COMPREHENSIVE REPORT, BUT.

KATY. ALDINE. ALIEF. ALREADY APPROVED. OKAY. YEAH.

SO THAT'S A POINT THAT I WAS TRYING TO MAKE IN THE PAST WAS THAT I THINK IT WOULD BE REALLY BENEFICIAL FOR US TO JUMP OUT IN FRONT OF OUR PEER DISTRICTS AND BE THE FIRST TO ADOPT THIS. AND SO I THINK THAT WAS PROBABLY A MISSED OPPORTUNITY.

I KNOW FORMER TRUSTEES HAVE TOLD ME THAT THIS IS SOMETHING THEY WERE LOOKING AT IN THE PAST.

SO SO BETTER LATE THAN NEVER. SO I LOVE THAT WE'RE GIVING OUR BEST TEACHERS THE OPPORTUNITY TO POTENTIALLY MAKE A SIX FIGURE SALARY BY STAYING IN THE CLASSROOM. WE OFTEN HAVE AMAZING TEACHERS WHO LOOK AT HOW MUCH THEY CAN MAKE IF THEY GO THE ADMINISTRATIVE ROUTE AND WE, QUOTE UNQUOTE, LOSE THEM FROM THE CLASSROOM PERSPECTIVE, EVEN THOUGH MANY OF THEM BECOME INCREDIBLE ADMINISTRATORS.

I LOVE THAT WE'RE AT LEAST GIVING THEM THE OPTION TO TO EARN A HIGHER SALARY WITHOUT HAVING TO LEAVE THE CLASSROOM.

AND THEN I ALSO THINK THIS WILL GIVE US A LEG UP IN RECRUITING INCREDIBLE TEACHERS FROM OTHER DISTRICTS.

SO THANK YOU FOR THIS UPDATE. THANK YOU, MR. HAMILTON.

MR. GARCIA. THANK YOU. I'M OF THE SAME OPINION AS TRUSTEE HAMILTON.

THE FIRST THING I THINK OF, THOUGH, WHEN WE'RE LOOKING AT THIS AND HOW MUCH I MEAN, THERE'S OBVIOUSLY WE'RE NOT GOING TO PAY TEACHERS ALL THIS ADDITIONAL MONEY FOR NOT HAVING TO PUT IN THAT EXTRA, EXTRA TIME AND WORK. AND SO I'VE HAD A DISCUSSION WITH NUMEROUS TEACHERS.

A LOT OF THEM THAT I'VE SPOKEN TO AREN'T AS INTERESTED BECAUSE OF A LOT OF THE ADDITIONAL, I WOULD SAY, HOOPS OR THE EXTRA THINGS THAT THEY HAVE TO GO THROUGH.

I KNOW OF ONE MASTER TRUSTEE THAT JUST RECENTLY GOT THEIR DESIGNATION WAS ACTUALLY RETIRING.

AND SO THAT IS DISAPPOINTING AND SAD THAT WE'RE TRYING TO GET THEM TO A PLACE, BUT THEN THERE'S, THERE'S JUST, YOU KNOW, THERE'S VARIOUS DIFFERENT ROADBLOCKS OR FOR WHATEVER REASON, YOU KNOW, THINGS AREN'T AREN'T WORKING OUT FOR THEM. BUT I THINK WHEN I LOOK AT WHAT OTHER DISTRICTS ARE DOING, I'M GLAD THAT WE HAVE TO DEFINITELY STAY COMPETITIVE. I ALSO KNOW THAT OUR TURNOVER RATES ARE STILL PRETTY LOW COMPARED TO US.

HOW MANY TEACHERS ARE CURRENTLY ENROLLED IN THIS RIGHT NOW? RIGHT NOW, THE STATE IS FUNDING 6.5% OF TEACHERS.

OKAY. THAT'S GOOD. AND SO DO DO YOU KNOW THAT'S FOR FORT BEND ISD? CORRECT. DO WE HAVE THAT MUCH? OH, NO, 6.5% ACROSS THE ENTIRE STATE.

RIGHT NOW WE HAVE APPROXIMATELY 20 TEACHERS IN FORT BEND ISD.

OKAY. AND IS THAT 6.5%? ARE THEY PLANNING ON INCREASING THAT OR DO WE JUST WE HAVE TO APPLY.

AND THEN HOW DOES THAT. OKAY. SO THERE'S AN THEY SAY AN UNLIMITED NUMBER OF TEACHERS WHO CAN RECEIVE A DESIGNATION.

WHETHER OR NOT YOU RECEIVE A DESIGNATION COMES DOWN TO THE SCORE THAT YOU GET WITHIN OUR LOCAL DESIGNATION SYSTEM.

SO IT'S NOT THE STATE DECIDING WHO GETS IN OR WHO DOESN'T.

IT IS THE TEST DATA AND THE MAP DATA ON THE PERCENTAGE OF STUDENTS WHO SHOW GROWTH.

THOSE COMBINED TOGETHER GIVES THEM A SCORE, AND IF THEY HIT THAT SCORE, THEN THEY'RE IN OKAY.

AND IF THEY'RE IN, THEN THEY RECEIVE THE ADDITIONAL MONEY FOR.

OR THEY JUST RECEIVE THE ADDITIONAL MONEY FOR.

IS THERE A POSSIBILITY THAT THEY GO THROUGH ALL THIS AND THEN THEIR SCORE DOESN'T COME IN WHERE IT NEEDS TO BE.

AND THEN THEY'RE JUST THEY'RE JUST OUT. CORRECT.

SO, MR. GARCIA, I WANT TO BE CLEAR ABOUT WHAT GOING THROUGH ALL OF THIS MEANS, BECAUSE YOU REFERENCED A COUPLE OF TIMES THAT THE TEACHERS ARE DOING EXTRA WORK.

OUR TEACHERS ARE ALREADY EVALUATED ON THE TEST SYSTEM.

NOW, IT WOULD REQUIRE A PAUSE ON WAIVERS WHILE WE DO THAT DATA COLLECTION.

BUT THEY'RE ALREADY ENGAGED IN OBSERVATION AND FEEDBACK THROUGH T TEST, AND THEY'RE ALREADY ADMINISTERING THE MAP TO THEIR THEIR STUDENTS.

THE ADDITIONAL WORK IS THE DATA SUBMISSION AT THE DISTRICT LEVEL FOR THE TEACHER.

OKAY. THAT'S WHAT I WANTED TO GET CLEAR ON OKAY.

AND THAT'S IT. AND BRIAN IS SAYING, MR. GARCIA, THAT YOU MIGHT BE REFERENCING THE NATIONAL BOARD TEACHER CERTIFICATION, AND THAT IS A SIGNIFICANT WORKLOAD ACROSS TWO YEARS.

WHAT I'M THINKING. YES, SIR. ALL RIGHT. THANK YOU. THANK YOU SO MUCH, I APPRECIATE IT. THANK YOU, MR. GARCIA. MISS HANNON. THANK YOU, MISS WILLIAMS, FOR THIS INFORMATION, AND I, I KNOW THAT THERE ARE SOME DIFFERING VIEWS ON ON THIS, BUT I DID ASK ABOUT IT SHORTLY AFTER I CAME ON THE BOARD.

BECAUSE, LIKE MR. HAMILTON SAID, IF OTHER DISTRICTS ARE DOING IT, IT GIVES AN OPPORTUNITY FOR TEACHERS TO LEAVE AND WE WANT TEACHERS TO STAY HERE.

SO AS FAR AS THE RANGE, BECAUSE WE, YOU KNOW, WE WANT OUR TEACHERS TO NOT HAVE TO WORK TWO JOBS TO MAKE ENDS MEET.

[02:50:04]

SO CURRENTLY THE LEGISLATION STATES THAT A NATIONAL BOARD CERTIFIED TEACHER IS DESIGNATED AS RECOGNIZED, AND THEN THEY WOULD EARN BETWEEN 3 AND 9000 BASED UPON THEIR CAMPUS, AND THAT TAKES IN THE SOCIOECONOMIC STATUS OF THE STUDENTS AT THEIR CAMPUS.

CURRENTLY, THERE IS LEGISLATION THAT COULD CHANGE WHERE A NATIONAL BOARD DESIGNATE, LIKE THEIR HOUSE BILLS AROUND WHERE THEY MIGHT BE DESIGNATED.

BUT WE'RE JUST TRACKING THAT LEGISLATION. THAT'S DEFINITELY DIFFERENT.

SO THEY'RE SORT OF LOCKED IN AS LONG AS THEY I MEAN, AND IT IS THE NATIONAL BOARD CERTIFICATION.

DO YOU HAVE TO RENEW IT EVERY TEN YEARS OR A CERTIFICATION? IT'S YOU'RE JUSTIFYING MAINTAINING THAT CERTIFICATION EVERY FIVE YEARS.

AND THIS IS A FIVE YEAR DESIGNATION. SO IT'S ALIGNED.

OKAY. SO THAT'S THAT'S VERY GOOD TO UNDERSTAND.

THANK YOU. SO THE OTHER QUESTION I HAD AND THIS MIGHT BE FOR MR. GWEN, BUT THIS DOES THIS FOLLOW THEM IN THEIR TEACHERS RETIREMENT SYSTEM LIKE IT.

IT GOES INTO THE MAGIC FORMULA OF YES, IT'S PART OF THE CALCULATION FOR YEARS.

AND SO THAT'S A GAME CHANGER. AND SO THAT MIGHT ALSO INSPIRE FOLKS TO RETIRE EARLY BECAUSE THEY GET THEY GET THAT NUMBER UP.

AND YOU KNOW I GUESS THAT'S THAT'S GREAT THAT IT HELPS THEM WITH RETIREMENT.

SO I KNOW THAT SOMEONE SUBMITTED A QUESTION, BUT I WANT IT JUST ANSWERED FOR FOR ALL THE TEACHERS OUT THERE THAT ARE LISTENING.

AND IT WAS JUST ABOUT THE FIRST COHORT, RIGHT.

WE'VE DESIGNATED FOLKS BECAUSE WE ALREADY HAVE THE RELIABLE AND VALID MEASURE.

BUT DO WE HAVE DID I MISS IT? DO WE HAVE A PLAN BEYOND YEAR ONE? I KNOW YOU TALKED ABOUT JIM DREW, HE'S GOT SOME THINGS GOING WITH FINE ARTS.

SO WHEN WHEN MIGHT WE SEE OTHER FOLKS? BECAUSE, YOU KNOW, I THINK ABOUT, LIKE, OUR PRECALC TEACHERS AND OUR CALCULUS AS TEACHERS, ARE THEY GOING TO BE SAYING, HEY, I WANT TO BE IN ALGEBRA ONE AND ALGEBRA TWO TEACHER.

AND THEN YOU DON'T, YOU KNOW, AND THEN YOU LOSE YOUR FOLKS THAT IT'S REALLY HARD TO FIND, YOU KNOW, TEACHERS TO TEACH THOSE UPPER LEVEL MATHS. SO WE HAVE DRAFT A TEACHER RECOMMENDATIONS FOR COHORT TWO, WHERE THE THE CURRICULUM TEAM IS LOOKING AT WHAT THE ASSESSMENT MIGHT BE.

SOME EXAMPLES OF THAT ARE HEALTH, PE, PRE-K, FINE ARTS, WORLD LANGUAGES AND OUR SPECIAL EDUCATION SPECIALIZED PROGRAMING.

AT THIS POINT FOR IN THE AREA OF MATHEMATICS, WE WE HAVE NOT ADDED ADDITIONAL LEVELS THERE BECAUSE SOME OF THOSE PRECALC TEACHERS ALSO TEACH ALGEBRA ONE, GEOMETRY OR ALGEBRA TWO. AND SO THAT COULD BE AN ENTRY INTO THE PATHWAY.

BUT SOME OF THEM DON'T. AND SO I JUST, I JUST I KIND OF CHARGE DOCTOR SMITH TO, TO LOOK AT THOSE OTHER AREAS BECAUSE, YOU KNOW, THOSE ARE REALLY HARD TO FILL POSITIONS, AND WE HAVE A LOT OF OUR KIDS WHO GO BEYOND THE, THE, THE, YOU KNOW, REQUIRED MATH THAT THEY NEED UP INTO EVEN BEYOND CALCULUS.

LET ME SPEAK A LITTLE BIT MORE TO THAT. SO WHEN THE TEAM WAS ANALYZING LIKE A COHORT ONE, COHORT TWO, COHORT THREE MODEL, JUST AS I TOLD YOU, WE'RE LOOKING AT 52% OF TEACHERS.

WE'RE LOOKING AT WHAT'S THE NEXT LARGEST AMOUNT OF TEACHERS.

SO IT DOESN'T MEAN NEVER. IT JUST MIGHT NOT MEAN IN COHORT TWO.

OKAY. OKAY. I THINK THAT WOULD BE PROBABLY VERY INTERESTING FOR TEACHERS TO SEE, JUST TO SEE A MAP OF OUR PLAN.

BUT I'M GOING TO SAY I'M SO GLAD THAT THAT WE ARE FINALLY HERE SOMETIMES, YOU KNOW, IT TAKES US A WHILE TO GET THERE, BUT WE'RE HERE NOW, AND I REALLY APPRECIATE THE INFORMATION.

THANK YOU, MISS WILLIAMS. THANK YOU, MISS DAWSON. THANK YOU, MISS HANNON.

SO YOU GUYS ANSWERED A LOT OF MY QUESTIONS. AND AND I APPRECIATE THAT, BUT I'M GOING TO TAKE THE OPPORTUNITY TO SORT OF DO THE SAME THING THAT MISS HANNON DID AND ADVOCATE FOR OUR TEACHERS WHO MIGHT NOT BE IN COHORT ONE.

AND I'D LOVE TO SEE WHEN THE RECOMMENDATION COMES TO US.

MAYBE A PLAN FOR, YOU KNOW, COHORT TWO OR COHORT THREE AND WHAT IS THAT GOING TO LOOK LIKE, AND HOW IS THAT GOING TO GET US THERE? BECAUSE MY QUESTIONS WERE AROUND FINE ARTS OBVIOUSLY.

AND SOCIAL STUDIES, OUR SOCIAL STUDIES TEACHERS IN THE MIDDLE AND, AND HIGH SCHOOL LEVELS, ESPECIALLY AND OUR, AND SIMILARLY, OUR PRECALC CALC TEACHERS AND OUR OTHER HIGHER MATH TEACHERS. AND SO I APPRECIATE THE RESPONSES.

AND IN ADDITION TO THAT, OUR SPECIAL ED TEACHERS WHO DON'T HAVE STUDENTS ROSTERED TO THEM,

[02:55:07]

THEY HAVE SPECIAL ED TEACHERS WHO COME IN AS SUPPORT, BUT THOSE STUDENTS ARE NOT NECESSARILY ROSTERED TO THEM.

AND MANY TIMES OUR STUDENTS WITH INTELLECTUAL DISABILITIES ARE ARTED OUT OF MAP AND STAR AND ALL OF THESE TYPES OF THINGS. SO I'M THINKING ABOUT THOSE TEACHERS WHO EITHER DON'T HAVE THOSE STUDENTS ROSTERED TO THEM OR WHO MIGHT NOT HAVE A PATHWAY WITH THE LOCAL SYSTEM TO GET THERE BECAUSE WE DON'T HAVE A VALID TOOL TO MEASURE THEM.

SO I CHALLENGE US TO THINK ABOUT THAT AND HOW WE WE MIGHT BE ABLE TO DO THAT FOR THOSE TEACHERS.

I APPRECIATE THAT. WE'RE THAT WE ARE PILOTING THE PRE AND POST ASSESSMENT WITH THE FINE ARTS DEPARTMENT.

MY MY ONE QUESTION AND I'M NOT SURE HOW THIS IS BEING IMPLEMENTED, BUT I DO WANT TO MAKE SURE THAT WE'RE NOT DISCOURAGING STUDENTS FROM BEING IN THE FINE ARTS PROGRAMS BECAUSE WE'RE ASSESSING.

SO WHAT DOES THAT LOOK LIKE EXACTLY? I'D HAVE TO ASK MR. JIM DREW TO COME UP AND GIVE YOU SOME EXAMPLES OF THAT.

I KNOW, SORRY, MR. DREW. HE'S VERY EXCITED FOR THE OPPORTUNITY TO TALK ABOUT THAT.

ALL RIGHT. GOOD. GOOD EVENING. SO THE THE MODEL THAT FINE ARTS HAS DECIDED TO FOLLOW IS THE PRETEST.

POST-TEST, WHICH IS EXACTLY WHAT MAP IS. IT'S A PRETEST POST-TEST MODEL.

WE HIRED TEACHERS TO WRITE ASSESSMENTS BACK IN THE SUMMER.

AND THEN WE HIRED ANOTHER GROUP OF TEACHERS TO PEER REVIEW THOSE ASSESSMENTS.

AND THEN THE FINE ARTS TEAM DID ANOTHER THOROUGH REVIEW AND WE LAUNCHED THOSE AS A PILOT.

WE DID A BEGINNING OF YEAR ASSESSMENT, LOOKED AT THE DATA, REVISED IT, AND THEN DID ANOTHER MIDDLE OF THE YEAR ASSESSMENT.

WE WOULDN'T DO A MIDDLE OF THE YEAR ASSESSMENT FOR TIA, BUT WE DID THAT JUST SO WE WOULD HAVE ANOTHER DATA POINT ABLE TO LOOK AT THE ASSESSMENTS.

AND ACTUALLY WE REVIEWED THE ASSESSMENTS TODAY AND THEY LOOK REALLY GOOD.

I'M REALLY PROUD OF OUR WORK. SO WE'LL PILOT PILOT THAT AGAIN NEXT YEAR.

SO WE'LL HAVE TWO YEARS UNDER OUR BELT BEFORE IT'S TIME.

IF WE ARE IN COHORT TWO BEFORE WE HAVE TO FILL OUT THAT APPLICATION.

OKAY. THAT'S THAT'S EXCELLENT. HAVE WE HAD ANY FEEDBACK FROM STUDENTS OR PARENTS ABOUT ASSESSMENTS? I'M JUST TRYING TO THINK THROUGH WHAT DOES THAT LOOK LIKE? AND FROM A FINE ARTS PERSPECTIVE, BECAUSE I CAN IMAGINE THAT WE MAY HAVE STUDENTS WHO DON'T LIKE THAT THEY'RE BEING ASSESSED IN THE FINE ARTS DEPARTMENT. SO WHAT, HAVE YOU GUYS HAD ANY FEEDBACK ON THAT? SO OUR ASSESSMENTS ARE GIVEN IN EUPHORIA. OKAY.

SO THEY'RE THEY'RE COMPUTER ASSESSMENTS. THEY TAKE ONE CLASS PERIOD.

WE GAVE THEM MIDDLE OF THE YEAR ASSESSMENT DURING FINAL EXAMS, WHICH IS TYPICALLY A PRETTY SLOW WEEK FOR FINE ARTS STUDENTS.

WE'VE GOTTEN NO NEGATIVE FEEDBACK. THE TEACHERS WERE A LITTLE CONCERNED AT FIRST BECAUSE THIS IS ALL NEW FOR THEM.

BUT YOU KNOW, THEY'VE ADJUSTED FINE AND AND YEAH.

AND SO WE'RE MOVING FORWARD. OKAY OKAY. THAT'S GOOD.

THANK YOU. THANK YOU FOR GIVING US THAT INFORMATION.

I WOULD ADVOCATE FOR FINE ARTS TO BE IN COHORT TWO.

AND I'D ALSO ADVOCATE FOR US TO, TO FIND A WAY TO INCLUDE OUR SOCIAL STUDIES TEACHERS, ESPECIALLY.

AND THEN I WOULD LIKE TO KNOW IF THERE ARE OTHER DISTRICTS WHO ARE, HAVE SOME CREATIVE WAYS TO INCLUDE THEIR SPECIAL EDUCATION TEACHERS WHO MIGHT HAVE STUDENTS THAT DON'T TAKE MATH OR CAN'T TAKE MATH, THAT TYPE OF THING.

I WANT TO JUST ADD ONE THING, MISS TOWSON. SOCIAL STUDIES IS PART OF OUR PROJECTED COHORT TWO.

I APOLOGIZE THAT I LEFT THEM OFF, BUT MY TEAM REMINDED ME WHEN MR. DREW CAME UP, SO I DON'T WANT TO MAKE THAT MISTAKE. LEAVING OUT ALL THE SOCIAL STUDIES.

APOLOGIZE FOR THAT. WE WEREN'T LEAVING THEM OUT. WE WERE EXPLORING THE APPROPRIATE ASSESSMENT. I UNDERSTAND, I UNDERSTAND.

OKAY. I THINK THAT'S ALL I HAVE. AND THANK YOU VERY MUCH FOR THIS.

I AM VERY MUCH IN FAVOR OF IT. I WAS THE FORMER TRUSTEE WHO WE HAD A LOT OF CONVERSATION ABOUT THIS, I'M SURE YOU RECALL. AND SO I'M REALLY GLAD THAT WE'RE HERE.

ALL RIGHT. THANK YOU. THANK YOU. ALL RIGHT, NEXT UP IS OUR

[9.D. Intruder Detection Report]

YES, MA'AM. MR. DENNIS WILL BE PROVIDING THAT REPORT FOR US THIS EVENING.

[03:00:14]

OKAY. THANK YOU. YEAH. ALRIGHTY. IT SHOULD SAY PUSH START AGAIN.

GOOD EVENING, DOCTOR SMITH. MEMBERS OF THE BOARD.

SINCE OUR LAST REPORT WOULD HAVE BEEN FEBRUARY 24TH, 2025, WE'VE HAD SIX CAMPUS AUDITS OUT OF THE SIX, FIVE PRODUCE NEGATIVE RESULTS. ONE DID PRODUCE A FINDING AND PENDING.

ANY QUESTIONS? THAT CONCLUDES THE REPORT. THANK YOU, MISTER DENNIS.

AND WELCOME TO THE BOARDROOM. DO WE HAVE QUESTIONS BY THE TRUSTEES? ALL RIGHT. SEEING NONE. THANK YOU. NEXT UP IS OUR CONSENT AGENDA.

DO WE HAVE ANYTHING THAT TRUSTEES WANT REMOVED FROM THE AGENDA?

[10. Consent Agenda]

JUST SPEAK UP. YEAH. YES. THANK YOU. OOPS. COULD YOU REMOVE ITEM TEN C AND TEN I. ANY OTHERS? ALL RIGHT. MAY I HAVE A MOTION? MADAM PRESIDENT, I MOVE THE BOARD OF TRUSTEES, APPROVE CONSENT AGENDA EXCLUDING ITEMS TEN C AND TEN I AS PRESENTED.

SECOND. WE HAVE A MOTION BY MR. GARCIA AND A SECOND BY MISS JONES.

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. MAY I HAVE A MOTION FOR ITEM TEN C?

[10.C. Deletion, Adoption and Revision of Policies BDF (Local), CQC(Local), DC (Local), and FEA(Local): Consideration and approval of proposed deletion, adoption, and revision of local policies: BDF(Local), CQC(Local), DC (Local), and FEA(Local). ]

SECOND. WE HAVE A MOTION BY MR. GARCIA AND A SECOND BY MISS HANNON.

DO WE HAVE DISCUSSION? YES. THANK YOU. IS THERE ANY WAY STAFF MIGHT OR.

DOCTOR SMITH, JUST FOR THE SAKE OF OUR BOND OVERSIGHT COMMITTEE MEMBERS, COULD YOU JUST EXPLAIN THE DIFFERENCE ON BDF LOCAL HOW THAT SHIFTS TO ALL OF THEM BEING ADVISORY VERSUS AN OVERSIGHT? YES. GO AHEAD. WE'RE PREPARED. YES. THANK YOU.

YES. IT INITIAL. THIS BRINGS IT TO A FOCUS ON THE ADVISORY COMMITTEES FOR BOARD APPOINTED COMMITTEES AND COMMITTEES APPROVED BY THE BOARD. SO SIMILAR TO THE SCHOOL BOUNDARY ADVISORY COMMITTEE.

WE WOULD BE LOOKING AT ANY OF OUR OVERSIGHT COMMITTEES CURRENTLY TO DRAFT CHARTERS AND MAKE SURE THAT WE HAVE ALL THE SPECIFICS IN PLACE.

AS STATED, WE SHOULD HAVE IN PROCEDURES HERE FOR OUR OVERSIGHT COMMITTEES TO TRANSITION TO ADVISORY COMMITTEES.

AND THEN JUST A FOLLOW UP TO THAT QUESTION. SO LIKE FC LOCAL GUIDES, THE SCHOOL BOUNDARY ADVISORY COMMITTEE DO WE HAVE A SIMILAR POLICY FOR OUR BOND OVERSIGHT COMMITTEE THAT THE POLICY COMMITTEE WILL NEED TO ADDRESS? WE'LL BRING THAT FORWARD TO THE POLICY COMMITTEE. I'LL RESEARCH THAT. I DON'T KNOW IF THAT OFF THE TOP OF MY HEAD. I'M THINKING THAT THE PROCEDURES IN THIS POLICY COULD GUIDE ALL ADVISORY COMMITTEES WHILE OUR OUR PROCEDURES AND POLICY AND FC ARE VERY SPECIFIC TO THE COMPONENTS OF THE SCHOOL BOUNDARY ADVISORY COMMITTEE.

I WAS THINKING OF THAT. IF THERE WAS A SPECIFIC POLICY THAT GUIDES THAT, THAT'S.

YEAH. SO THAT IS MY ONLY QUESTION. YEAH. SO WE WE HAD DISCUSSED PULLING UP THE OTHER POLICIES THAT WE CONSIDERED AND HAD CONVERSATION OVER IN OUR IN OUR BOARD WORKSHOP. THAT WAS IN NOVEMBER, I THINK IT WAS BACK IN NOVEMBER.

SO THOSE OTHER POLICIES WILL BE COMING TO THE POLICY COMMITTEE, AND THERE WILL BE RECOMMENDATIONS FROM THE ADMINISTRATION AND FROM LEGAL.

AND MY HOPE, BASED ON OUR CONVERSATION AT THE THAT LAST BOARD WORKSHOP, IS THAT THE POLICY COMMITTEE WILL BRING FORTH SOME RECOMMENDATIONS AROUND CHARTERS AND AROUND WHAT FUTURE ADVISORY COMMITTEES WILL LOOK LIKE.

AND THAT CAN BE APPLIED ACROSS THE BOARD. AND THEN THE ADMINISTRATION CAN DRAFT THOSE PROCEDURES AROUND THAT.

THAT WAS MY THOUGHT PROCESS THROUGH THAT. OKAY. SO THERE ARE OTHER POLICIES THAT WILL BE COMING TO YOU THAT WILL ADDRESS THAT. OKAY. AND THEN THIS DOESN'T NECESSARILY PARALLEL

[03:05:10]

SO THANK YOU. I DO WANT TO ADD AND THANK YOU, MISS TYSON, FOR THE RECOLLECTION AND REMINDER POLICY.

A LOCAL IS THE LOCAL REVENUE SOURCES BOND ISSUES AND IT SPEAKS TO THE BOND.

THE BOARD SHALL APPOINT A STANDING BOND OVERSIGHT COMMITTEE.

SO WE'LL BRING THAT FORWARD TO THE COMMITTEE ALONG WITH OTHERS.

YES. THANK YOU, MISS MARTINEZ. OKAY. WITH NO OTHER COMMENTS, I'M GOING TO ASK THE BOARD TO PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. MAY I HAVE A MOTION FOR ITEM TEN? I. I MOVE THE BOARD. APPROVE CONSENT AGENDA TEN I AS PRESENTED.

[10.I. Review of Texas Bluebonnet K-5 Sample Materials: Consideration and approval for the Teaching and Learning Department to order a complete set of Bluebonnet Learning K-5 Reading sample materials to review in its entirety.]

DO WE HAVE DISCUSSION? MADAM PRESIDENT, I MOVE THAT WE LIMIT OUR DISCUSSION TO TWO MINUTES PER TRUSTEE AND TO NOT YIELD ANY OF OUR TIME TO ANOTHER TRUSTEE. OKAY. DO WE HAVE A SECOND? I'LL SECOND. WE HAVE A MOTION TO LIMIT TIME BY MISS JONES AND A SECOND BY MR. GARCIA. DO WE HAVE DISCUSSION ON THAT MOTION? MISS SHANNON? OH. OKAY. SO, HEARING NO DISCUSSION ON THAT, PLEASE VOTE.

WE'RE VOTING ON THE MOTION TO LIMIT TIME.

MOTION PASSES FIVE, SEVEN. WE GO BACK TO THE ORIGINAL MOTION, WHICH IS ON FOR THE APPROVAL OF ITEM TEN I DO WE HAVE DISCUSSION ON THAT MOTION, MISS HANNON? YES. SO I ANTICIPATED THE TWO MINUTE THING.

SO HERE I GO. ANYBODY THAT WANTS TO KNOW MY OPINION CAN WATCH LAST WEEK'S.

BUT I, I SPENT MANY HOURS LOOKING THROUGH THIS AND THE ABSURDITY THICKENED.

AND SO I APPRECIATE THE STAFF. AND I HEARD THE STAFF LAST WEEK AND IT SEEMED LIKE WHILE THEY WEREN'T MAKING A RECOMMENDATION, I COULD GET THE IMPLIED SENSE THAT UTILIZING WORKSHEETS WERE NOT HANDY, DANDY AND FABULOUS TO THEM. SO I CONTINUE TO SAY THIS IS A, A VERY UNBALANCED AND BIASED MATERIALS, THE BLUEBONNET IT DOES NOT ALIGN WITH E OR EFA AND THAT SO MANY THINGS ARE AGE INAPPROPRIATE. IF YOU LOOK AT THE, THE, THE BOOK THAT IS THE THE STUDENT.

I DON'T EVEN KNOW WHAT TO CALL IT OTHER THAN THE CONSUMABLE BASAL READER.

YOU KNOW, WE'RE MOVING BACK. THE BASAL READER I HAD IN THIRD GRADE WAS MORE INTERESTING THAN THIS ONE.

YOU KNOW, IN FIRST GRADE, IT SAYS IT ASKS THE STUDENTS WHAT THE WORD PRODIGAL MEANS.

AND I WAS A FIRST GRADE TEACHER, AND THAT IS NOT AN APPROPRIATE VOCABULARY WORD TO BE TEACHING STUDENTS.

IT REFERS TO SECOND GRADERS. DO YOU REMEMBER WHEN WE LEARNED ABOUT SOLOMON? IT IT JUMPS BACK AND FORTH TRYING TO GET PEOPLE, CHILDREN TO RETRIEVE FROM THEIR MEMORY WHAT THEY DID A YEAR OR TWO AGO IN REFERENCE TO RELIGIOUS MATERIALS. IT DOES NOT ALIGN WITH THE PROFILE OF A GRADUATE, ESPECIALLY COMPASSIONATE CITIZEN.

WE ARE WORKING TO GET OUR HIGH SCHOOL KIDS TO BE CULTURALLY AWARE AND EMBRACE DIFFERENCES.

THIS DOES NOT DO THAT. OUR SECONDARY TEACHERS WHO TEACH ENHANCED ENRICHMENT CURRICULUM ON RELIGION HAVE TO TAKE DEEP, DEEP TRAINING. AND I, I WOULD NOT LIKE TO EVEN SPEND $9,000 ON HAVING ANYONE HAVE TO REVIEW THESE MATERIALS. THANK YOU, MISS HANNON.

[03:10:02]

SO I WASN'T GOING TO SAY ANYTHING, BUT THIS TWO MINUTE THING MEANS WE'RE GOING TO MOVE ALONG QUICKLY. SO I JUST WANT TO SAY SO I'M NOT ACCUSING ANYBODY OF BEING A COMMUNIST.

I'M JUST TAKING US DOWN. A REAL QUICK HISTORY LESSON.

SO DURING THE COLD WAR ERA IN THE 1960S, THERE WERE MANY SOVIET SPIES, INCLUDING SOME HIGH LEVEL SOVIET SPIES WHO DEFECTED TO THE UNITED STATES.

AND THEN THEY TOLD PEOPLE IN OUR GOVERNMENT WHAT THEY WERE TRYING TO DO ON BEHALF OF RUSSIA AND THE UNITED STATES.

AND SO THERE IS A LIST OF 45 GOALS FROM THE 1960S THAT COMMUNISTS WERE TRYING TO DO IN THE UNITED STATES OF AMERICA.

THREE OF THOSE GOALS HAVE TO DO WITH EDUCATION. NUMBER 17 ON THE LIST SAYS GET CONTROL OF THE SCHOOLS.

USE THEM AS TRANSMISSION BELTS FOR SOCIALISM AND CURRENT COMMUNIST PROPAGANDA.

SOFTEN THE CURRICULUM. GET CONTROL OF TEACHERS ASSOCIATIONS.

PUT THE PARTY LINE IN TEXTBOOKS. NEXT GOAL NUMBER 28 SAYS ELIMINATE PRAYER OR ANY PHASE OF RELIGIOUS EXPRESSION IN THE SCHOOLS ON THE GROUNDS THAT IT VIOLATES THE PRINCIPLE OF SEPARATION OF CHURCH AND STATE.

AND THEN, NUMBER 32 SAYS, SUPPORT ANY SOCIALIST MOVEMENT TO GIVE CENTRALIZED CONTROL OVER ANY PART OF THE CULTURE, EDUCATION, SOCIAL, SOCIAL AGENCIES, WELFARE PROGRAMS, MENTAL HEALTH CLINICS, ETC.

I DIDN'T KNOW THEY WERE TALKING ABOUT MENTAL HEALTH CLINICS BACK IN THE 1960S, BUT JUST A FUN, FUN FACT OF THE DAY. A LITTLE HISTORY LESSON FOR US. THANK YOU. THANK YOU, MR. HAMILTON. MISS JONES. START MY TIMER. OKAY, SO WHEN LOOKING AT THIS CURRICULUM AND THE REQUIREMENT FOR THE SCHOOL DISTRICTS TO ADOPT.

WELL, I WOULDN'T SAY ADOPT, BUT TO HAVE AN OER TRANSITION.

OKAY. AND WHAT DOES THAT ALL MEAN? SO I JUST TOOK THE LIBERTY OF JUST PULLING THE HOUSE BILL AND SEEING EXACTLY WHAT IT SAYS.

GO STRAIGHT TO THE SOURCE OF WHAT THE REQUIREMENTS IS NOW DUE TO TIME CONSTRAINTS.

I'M JUST GOING TO POINT OUT JUST ONE ISSUE FOR PEOPLE TO UNDERSTAND PEOPLE ON THIS BOARD TO UNDERSTAND THAT.

OH SECTION 31 0.73 SELECTION BY SCHOOL DISTRICT.

EXCEPT AS OTHERWISE PROVIDED BY THIS CODE, THE COMMISSIONER MAY NOT REQUIRE A SCHOOL DISTRICT OR OPEN ENROLLMENT CHARTER SCHOOL TO ADOPT OR USED AN OPEN EDUCATION RESOURCE. INSTRUCTIONAL MATERIAL.

PERIOD. POINT BLANK. OKAY. IT'S THERE. THIS IS THE ACT.

THIS IS WHAT'S IN THE BILL. OKAY. IT'S NOT SUMMARIZED.

IT PULLED RIGHT OFF THE TEXAS LEGISLATURE OF WHAT THE ACTUAL ACT SAYS.

SO BEFORE PEOPLE GET OUT HERE, STARTING TO MISINFORMING, SAYING THAT WE HAVE TO ADOPT BLUEBONNET.

THE REALITY IS, LANGUAGE MATTERS. 30S IN THIS SENSE THAT WE'RE NOT ADOPTING BLUEBONNET. WE'RE JUST REVIEWING. HOPEFULLY WITH THE RECOMMENDATION FROM THE ADMINISTRATION THAT WE MAY USE IT.

WE MAY NOT USE IT, BUT THEY MAY LOOK AT IT AND SAY, YOU KNOW WHAT? THIS IS CRAP. THROW IT OUT. WE'RE NOT GOING TO EVEN BRING IT BEFORE THE BOARD.

SO LET'S BE REAL CLEAR ON THE MATTER BEFORE PEOPLE GET OUT HERE SAYING WE'RE ADOPTING SOMETHING THAT WE'RE NOT.

THANK YOU. THANK YOU, MISS JONES. MR. GARCIA.

THANK YOU. AND THANK YOU, TRUSTEE JONES, FOR POINTING THAT OUT.

AND I'M GLAD WE'RE NOT ADOPTING BLUEBONNET TODAY, BECAUSE I KNOW THAT, FOR ONE, IT'S VERY, VERY CONTROVERSIAL. AND I KNOW THAT THERE'S BEEN A LOT OF QUESTIONS, A LOT OF CONCERN.

AND I SHARE THE CONCERN. WE'RE VERY DIVERSE COMMUNITY, VERY DIVERSE DISTRICT.

AND SO, YOU KNOW, THE LAST THING WE NEED IS SOMETHING THAT'S GOING TO DIVIDE THE COMMUNITY.

I SAID LAST WEEK THAT THAT I WOULD HONOR THE ADMINISTRATION'S RECOMMENDATION TO AT LEAST LET REVIEW IT.

I KNOW THAT THERE'S SOME CHALLENGES. I JUST WITHOUT THE CONTENT ASIDE, I'VE LOOKED AT SOME OF IT AND I SHARE SOME SIMILAR CONCERNS WITH TRUSTEE HANNON THAT THAT IT JUST IT TO ME AND I HAVEN'T BEEN A TEACHER IN A LONG TIME, BUT JUST KIND OF LOOKING AT IT, LOOKING AT IT WITH A FEW OTHER TEACHERS, WE ALL HAVE SOME SIMILAR, NOT EVEN THE CONTENT ASIDE, BUT JUST THE OVERALL SUBSTANCE AND THE MAKEUP.

AND THERE ARE SOME, SOME, SOME CHALLENGES. BUT ANYTIME WE ADOPT ANYTHING NEW AND IT'S NOT CURRICULUM, IT'S INSTRUCTIONAL RESOURCES. BUT ANYTIME WE ADOPT SOMETHING BRAND NEW, I THINK IT POSES A LOT OF RISK.

AND WE DON'T. I DON'T LIKE TO PUT OUR KIDS IN A SITUATION WHERE THEY'RE THE GUINEA PIGS, SO THAT CONCERNS ME AS WELL.

BUT I WOULD BE INTERESTED TO SEE WHAT OTHER SCHOOL DISTRICTS ARE ADOPTING IT, HOW IT WORKS FOR THEM, AND THEN WHAT CHALLENGES THEY MAY BE FACING, POSSIBLY FROM A LEGAL STANDPOINT, BECAUSE EVERYBODY KEEPS SAYING THAT THERE'S THERE'S THE

[03:15:07]

AND SO VERY, VERY RISKY, VERY CHALLENGING FOR ME.

I'M GLAD WE'RE NOT ADOPTING IT TODAY. AND LIKE BUT LIKE I SAID, I WOULD LIKE FOR US TO DO OUR DUE DILIGENCE. I'M GLAD THAT 60 IS DOING MORE AND MORE OF THEIR DUE DILIGENCE TO MAKE SURE THAT WE DO THINGS RIGHT, THAT WE DO THINGS IN A MANNER THAT WE'RE BEING RESPECTFUL OF EACH OTHER, EACH OTHER'S OPINIONS, THAT WE'RE ALSO BEING MINDFUL OF WHAT THE COMMUNITY WANTS, WHAT THE COMMUNITY NEEDS. BECAUSE AT THE END OF THE DAY, IT IS A VERY I WOULD SAY IT'S A BIG DECISION.

ANY DECISION WE MAKE FOR THE INTERESTS OF OUR STUDENTS IS BIG, WHETHER IT'S SAFETY, SECURITY, IF IT'S TEXTBOOKS, ANYTHING. SO I DO APPRECIATE THE DUE DILIGENCE THAT WE'RE DOING.

THANK YOU. THANK YOU, MR. GARCIA. MR. SHOAF, I WAS LOOKING ONLINE EARLIER TODAY, AND THERE ARE PEOPLE WHO THINK THAT WE ARE VOTING TONIGHT TO ADOPT OR NOT ADOPT THE BLUEBONNET INSTRUCTIONAL MATERIALS, AND THAT IS NOT WHAT'S HAPPENING.

REITERATING THAT AS THAT, IT CANNOT BE REITERATED ENOUGH.

THIS IS US BEING CURIOUS. I'M CURIOUS ABOUT IT.

AND ALL OF IT'S NOT AVAILABLE ONLINE. AND I FOUND A LOT OF MISINFORMATION ON IT ALL THE WAY AROUND THE CIRCLE AND EVERY WAY, SHAPE OR FORM YOU CAN PUT IT. BUT I THINK IT'S WORTH A LOOK.

AND THAT'S WHAT WE'RE VOTING ON TONIGHT. I'D LIKE TO SEE ALL OF THE INFORMATION AS A WHOLE BEFORE MAKING A DECISION ON IT. SO THAT IS ALL. THANK YOU, MR. CHIEF. YOU CAN START TIMING ME NOW, IF YOU'D LIKE.

SO IT IS THE SEVEN TRUSTEES THAT SIT UP HERE.

IT'S OUR JOB TO GOVERN. IT IS NOT OUR JOB TO MANAGE.

IT IS HIS JOB TO MANAGE. AND IT IS THEIR JOB TO MANAGE.

AND THEY ARE ASKING TO REVIEW THIS, THIS, THESE INSTRUCTIONAL MATERIALS FOR CONSIDERATION, AND THEN TO MAKE A RECOMMENDATION AND TO DO IT IN LIGHT OF A CURRICULUM AUDIT THAT IS ONGOING.

THEY ARE NOT MAKING A RECOMMENDATION FOR US TO ADOPT BLUEBONNET.

AND WE ARE NOT VOTING ON THAT TONIGHT. I REALLY DON'T UNDERSTAND WHY IT'S CONTROVERSIAL HERSCHEL TO ALLOW THE ADMINISTRATION TO REVIEW SOMETHING THAT IS NEW, BECAUSE IF WE DIDN'T DO THAT, THEN WE CAN'T SAY THAT THEY LOOKED AT EVERYTHING AND THAT THEY'RE MAKING AN INFORMED DECISION. SO IN ANY OTHER PROFESSION, THAT'S WHAT PEOPLE DO.

AND SO I THINK THAT THAT'S WHAT THEY SHOULD DO.

IT IS NOT MY JOB TO REVIEW INSTRUCTIONAL MATERIALS UNTIL THERE IS A RECOMMENDATION MADE.

AND THEN I'M GOING TO LOOK AT IT. UNTIL THEN, I THINK WE SHOULD LET THE ADMINISTRATION DO THEIR JOB.

AND I APPRECIATE THAT THEY'RE DOING THEIR JOB BECAUSE WE DON'T YOU KNOW, THIS IS NOT WE'RE GOING TO READ IT AFTER WE PASS IT.

WE'RE GOING TO READ IT BEFORE WE MAKE A RECOMMENDATION.

AND THEN YOU GUYS CAN TELL US WHAT YOU THINK.

I THINK THAT THAT IS A REASONABLE REQUEST. AND I THINK THAT IT IS THE PURPOSE OF THE GOVERNING BODY TO ALLOW THE ADMINISTRATION TO DO THEIR JOBS. PLEASE VOTE.

POINT OF INFORMATION. WHAT'S THAT? SORRY. SO I BELIEVE SOMEONE FROM TI REACHED OUT TO THE ADMINISTRATION SINCE OUR MEETING LAST WEEK WITH SOME SOME CORRECTIONS ON SOME STATEMENTS THAT WERE MADE.

CAN THE ADMINISTRATION SUMMARIZE THOSE THINGS REAL QUICK BEFORE WE VOTE ON THIS? YES, I'D BE HAPPY TO. SO WE INITIALLY RECEIVED A REQUEST FROM THE TRUSTEES ON FRIDAY MORNING WHERE SORRY, WHERE WE WERE ASKED IF WE HAD ANYONE ON FORT BEND ISD STAFF THAT HAD PARTICIPATED IN THE REVIEW PROCESS OF BLUEBONNET.

AT THE TIME, WITH THE INFORMATION WE HAD AVAILABLE, WE SURVEYED THE CURRICULUM AND INSTRUCTION STAFF.

WE SURVEYED OUR SENIOR LEADERSHIP, AND TO OUR KNOWLEDGE, NO ONE HAD PARTICIPATED IN THAT.

WE LATER RECEIVED WORD THAT WE PERHAPS HAD ONE, POSSIBLY TWO.

FORT BEND ISD TEACHERS THAT DID PARTICIPATE IN THAT PROCESS.

UNFORTUNATELY, WHEN WE REACHED OUT FOR TI FOR CONFIRMATION.

THEY TOLD US THAT ALL THAT INFORMATION WAS ONLY AVAILABLE THROUGH A FREEDOM OF INFORMATION ACT REQUEST.

AND THEN THAT WAS ALL THEY TOLD US. AND SO I CANNOT CONFIRM OR DENY AT THIS POINT THAT WE HAD TEACHERS PARTICIPATE, BUT I WANTED TO BE AS TRANSPARENT AS POSSIBLE.

SORRY. SORRY. I MEANT A DIFFERENT ITEM, SO I THINK.

DID YOU HAVE A PHONE CALL WITH MR. JONES? WITH T? WAS THAT YOU OR SOMEBODY ELSE? NO. I THOUGHT HE SAID HE HAD A CONVERSATION WITH YOU.

MAYBE HE SAID HE WAS GOING TO. HE WAS GOING TO TRY TO HAVE A CONVERSATION WITH YOU. OKAY.

SO SO THE ONE ONE COMMENT IN PARTICULAR, I THINK THERE WAS A STATEMENT LAST WEEK THAT THE PRINTED MATERIALS WOULD BE BLACK AND WHITE.

YOU'RE EXCEEDING YOUR TIME. I KNOW. YEAH. SO WE CAN'T WE CAN'T WE CAN'T ENTERTAIN THAT BECAUSE THE BECAUSE THE BOARD VOTED ON IT.

[03:20:06]

OH, ARE YOU ASKING FOR IT? THERE YOU GO. THERE YOU GO.

OKAY, SO WHAT'S YOUR POINT OF INFORMATION? MY POINT OF INFORMATION, IT'S PROBABLY FOR THE INTERN ATTORNEY IS TO PROVIDE CLARIFICATION TO THE BOARD AS TO WHY WE ARE VOTING FOR A FOR SAMPLES. THAT'S THE. THAT'S THE POINT OF CLARIFICATION, BECAUSE THE ATTORNEY PROVIDED US SOMETHING LATE IN THE DAY, BUT I WOULD JUST LIKE TO HEAR IT FROM THEM.

SO THE LAW ON THAT IS NOT PARTICULARLY CLEAR.

HOWEVER, THE EDUCATION CODE DOES REQUIRE THE BOARD TO APPROVE ANY INSTRUCTIONAL MATERIALS THAT THE DISTRICT IS USING, WHETHER IT'S BLUEBONNET OR SOME OTHER CURRICULUM.

AS PART OF THAT. YOU ALSO, THE BOARD ALSO HAS TO ADOPT THE TRANSITION PLAN, BUT T HAS A REQUIREMENT THAT THE BOARD MUST COMPLETE THE CERTIFICATION OF PROVISION OF INSTRUCTIONAL MATERIALS, WHICH IS THE CERTIFICATION PRIOR TO PROCURING MATERIALS THROUGH THE SYSTEM, WHICH IS THE ONLINE ORDERING SYSTEM. SO THE WAY WE READ THAT IS THAT THE BOARD HAS TO ESSENTIALLY VOTE AS PART OF THE CERTIFICATION PROCESS TO AUTHORIZE THE ADMINISTRATION TO PURCHASE THESE MATERIALS. AND IS THIS PART OF THIS? IS THIS PART OF THE CERTIFICATION PROCESS? THAT'S THAT'S NOT 100% CLEAR.

I MEAN, THE CERTIFICATION PROCESS IS BASICALLY CERTIFYING THE MATERIALS THAT THE DISTRICT IS GOING TO USE.

SO THIS IS A LITTLE BIT OF A CIRCULAR WAY OF DOING THAT, BUT IT DOES REQUIRE YOU TO MAKE THAT CERTIFICATION VOTE BEFORE THEY CAN ACCESS THE MATERIALS THROUGH THE EMAIL SYSTEM.

SO I DON'T KNOW THAT THERE'S ANY OTHER WAY TO DO THAT OTHER THAN BY BOARD VOTE.

AND THAT'S ONLY ON THE OPEN. SO I'M GOING TO I'M GOING TO I'M GOING TO PUT A STOP TO IT AND CALL FOR THE QUESTION.

SO I THINK THAT HE'S HE'S IT'S BEEN ASKED AND ANSWERED AND WE'RE NOW EXCEEDING TIME.

SO I'M GOING TO CALL FOR THE QUESTION. PLEASE VOTE.

MOTION PASSES FIVE TWO. WE WILL NOW CONVENE IN CLOSED SESSION UNDER THE TEXAS OPEN MEETINGS ACT GOVERNMENT CODE,

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

ALL RIGHT, THE TIME IS 9:55 P.M. AND WE ARE RECONVENED IN OPEN SESSION.

[12. Reconvene in Open Session]

[13. Consider Action on Closed Session Item]

I SECOND. WE HAVE A MOTION BY MR. GARCIA AND A SECOND BY MR. SHOAF. DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES SIX AND ONE ABSTENTION. NEXT ARE OUR ACTION ITEMS. MAY I HAVE A MOTION FOR ITEM 14 A? MADAM PRESIDENT, I MOVE THE BOARD OF TRUSTEES, APPROVE ACTION ITEM 14,

[14.A. Budget Amendment Regarding of 2023 Bond Program Contingency Funds: Consideration and approval for the use of 2023 Bond Program Contingency as proposed by Administration.]

WE HAVE A MOTION BY MR. GARCIA AND A SECOND BY MISS JONES.

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. MAY I HAVE AN. MAY I HAVE A MOTION FOR?

[14.B. Construction Services Agreement for HVAC-MEP West Zone 1 Renovations and Upgrades at Multiple Campuses (BP046): Consideration and approval of a Construction Services Agreement with M Scott Construction, Inc. for HVAC-MEP West Zone 1 Renovations and Upgrades at Multiple Campuses (BP046), for a not-to-exceed amount of $4,765,100 and authorization for the Superintendent to negotiate and execute or terminate the agreements.]

APPROVE. ACTION ITEM 14 B CONSTRUCTION SERVICES AGREEMENT FOR HVAC, MEP, WEST ZONE ONE.

RENOVATIONS AND UPGRADES AT MULTIPLE CAMPUSES FOR BID PACKAGE 46 AS PRESENTED.

SECOND. WE HAVE A MOTION BY MR. GARCIA AND A SECOND BY MISS JONES.

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

[03:25:06]

[14.C. School Boundary Advisory Committee Membership: Consideration and approval of members for the School Boundary Advisory Committee (SBAC).]

SECOND. WE HAVE A MOTION BY MR. GARCIA AND A SECOND BY MISS HANNAN.

DO WE HAVE DISCUSSION? YES, WE HAVE DISCUSSION.

I WOULD LIKE I MOVE TO WITHDRAW THIS PARTICULAR ITEM FROM THIS PART OF THE AGENDA. YOU'RE MOVING TO TABLE IT? I'M MOVING TO TABLE IT. OKAY. DO WE HAVE A SECOND? MY QUESTION IS, WHERE ARE WE GOING WITH THE ORIGINAL COMMITTEE, OR ARE WE MAKING ANY CHANGES ON THIS? SO MR. GARCIA MOVED TO APPROVE IT AS PRESENTED.

AND AS PRESENTED IS WITH ALL OF THE COMMITTEE MEMBERS, THE ORIGINAL ONES WE APPROVED LAST TIME AND THE NEW ONES THAT ARE ON HERE.

OKAY, SO ALL THE MEMBERS THAT WERE THERE LAST TIME.

NO CHANGES. CORRECT. OKAY. I WITHDRAW MY MOTION.

OKAY. THANK YOU. MISS JONES, DO WE HAVE ANY DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES. SIX FOR ONE AGAINST. NEXT UP IS ITEM 15.

FUTURE MEETING DISCUSSION. DOCTOR SMITH. I

[15. Future Meeting Discussion]

NO, NO. THANK YOU, MADAM PRESIDENT. SO FOR FUTURE ITEMS THAT WE HAVE COMING UP, OF COURSE WE HAVE BOND UPDATES.

WE'RE GOING TO CONTINUE TO PROVIDE UPDATES ON THE BUDGET.

AS WE GET MORE INFORMATION ON THE LEGISLATIVE OUTCOMES, WE ALSO HAVE INFORMATION WE'RE GOING TO BE SHARING ON OUR BENEFITS AND SOME OF THE CHALLENGES ASSOCIATED WITH THAT. ACADEMIES AND CHOICE PROGRAMS. UPDATES. ONE OF THE ITEMS THAT BOARD PRESIDENT WANTED US TO INVESTIGATE AND RESEARCH.

AND SO WE'RE GOING TO BE PREPARED TO BRING SOME INFORMATION TO THE BOARD AND THE COMMUNITY ON THAT SPECIAL EDUCATION UPDATE, AS WELL AS AN INTRUDER DETECTION REPORT. THOSE ARE SOME OF THE KEY INFORMATION ITEMS THAT WE'RE LOOKING AT FOR APRIL.

AND THEN CONSIDERATION AND POSSIBLE ACTION. WE HAVE THE FINAL ATTENDANCE BOUNDARY ON FERNDALE HENRY ELEMENTARY.

WE HAVE A NUMBER OF CONTINGENCY ITEMS THAT WE'LL BE BRINGING BACK.

AND AND HAZARDOUS ROUTES WILL ALSO BE LOOKING AT.

SO THOSE ARE THE BIG ITEMS THAT WE'RE LOOKING AT FOR APRIL.

AS WE MOVE FORWARD AND THEN IN MAY AGAIN. MADAM PRESIDENT, YOU WANTED US TO IDENTIFY A DATE FOR A BUDGET WORKSHOP. AND SO WE ARE PREPARING FOR BUDGET WORKSHOP AND PREPARING TO PROVIDE AND GUIDE INFORMATION IN THAT AREA AS WELL.

AND SO THAT CONCLUDES KIND OF LIKE OUR FOUR LOOK FORWARD.

THANK YOU, DOCTOR SMITH. I ALSO WANT TO POINT OUT TO THE TRUSTEES THAT THE FINAL ATTENDANCE BOUNDARY WILL BE VOTED ON AT THE AGENDA REVIEW MEETING, NOT AT THE REGULAR BOARD MEETING. SO HE'LL BE GETTING US INFORMATION PRIOR TO THAT.

BUT I WANTED TO GIVE YOU A HEADS UP SO THAT YOU WOULD BE PREPARED.

AND ALSO WE DO HAVE THE BUDGET WORKSHOP SCHEDULED FOR JUNE 16TH.

SO THAT'S MONDAY, JUNE 16TH IS WHAT I HAVE ON MY CALENDAR.

SO THAT JUST TO MAKE YOU GUYS AWARE. ALL RIGHT.

MAY I HAVE A MOTION TO ADJOURN? I MOVE TO ADJOURN.

WE ARE ADJOURNED. 1001.

* This transcript was compiled from uncorrected Closed Captioning.