Jun 23, 2025 Board Meeting

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EVERYONE IS ABLE TO HEAR THE PROCEEDINGS. THANK YOU. THANK YOU SERGEANT. THE TIME IS 6:01 P.M. AND THIS MEETING IS HEREBY CALLED TO ORDER. WE HAVE THE PRESENCE OF A QUORUM ATTENDING IN PERSON. AND NOTICE OF THIS MEETING HAS BEEN POSTED ONLINE AND AT THE FORT BEND ISD ADMINISTRATION BUILDING FOR AT LEAST 72 HOURS. IF EVERYONE WILL PLEASE STAND FOR THE SINGING OF THE NATIONAL ANTHEM AND REMAIN STANDING FOR A MOMENT OF SILENCE.

OH, SAY, CAN YOU SEE BY THE DAWN'S EARLY. LIGHT. WHAT SO PROUDLY WE HAILED? AT THE TWILIGHT'S LAST GLEAMING? WHOSE BROAD STRIPES AND BRIGHT STARS. THROUGH THE PERILOUS FIGHT. O'ER THE RIGHT WE ARE. WERE SO GALLANTLY STREAMING. ON THE RIGHT. RED GLARE, THE BOMBS BURSTING IN AIR. GAVE PROOF THROUGH THE NIGHT. THAT OUR FLAG WAS STILL THERE. OH, SAY, DOES THAT STAR SPANGLED BANNER. YET WHEN. O'ER THE LIFE OF THE FREE. AND THE HOME OF THE BRAVE.

PLEASE REMAIN STANDING FOR A MOMENT OF SILENCE. YOU MAY BE SEATED. I'LL ASK THE

[4. Recognitions]

GOOD EVENING, MADAM PRESIDENT. TRUSTEES AND DOCTOR SMITH. FIRST, I'D LIKE TO START WITH RECOGNIZING OUR LOVELY NATIONAL ANTHEM PERFORMANCE PERFORMED BY MUSIC TEACHER KYLE NANTON FROM BARBARA JORDAN ELEMENTARY SCHOOL.

ON TWO, ONE, TWO. TO BEGIN TONIGHT'S RECOGNITIONS, WE HAVE SEVERAL STUDENTS AND STAFF MEMBERS THAT EXEMPLIFY ACADEMIC EXCELLENCE AND A COMMITMENT TO PERFORMING AT THE HIGHEST LEVEL.

FIRST UP AT THE TEXAS FORENSICS ASSOCIATION, DOMESTIC EXTEMPORANEOUS SPEAKING STATE COMPETITION STUDENTS PARTICIPATED IN DELIVERING SPEECHES ON CURRENT EVENT TOPICS RELATED TO DOMESTIC ISSUES IN THE UNITED STATES, SUCH AS POLITICS, EDUCATION, THE ECONOMY, SOCIAL ISSUES, OR LAWS. WINNING FIRST PLACE IN THIS COMPETITION IS ROBERT ZANG FROM ELKINS HIGH SCHOOL, AND A SPECIAL THANKS TO SPONSORS BONNIE BARNETT AND ANDREW BURGOS.

AND TO. AT THIS YEAR'S TEXAS HISTORY DAY COMPETITION, WINNING FIRST PLACE FOR SENIOR

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RESPONSIBILITIES NEGLECTED IS FELICIA RAVAL FROM DULLES HIGH SCHOOL AND A SPECIAL THANK YOU TO SPONSOR CASEY JOHNSTON. FOR A GREAT. AT THE TEXAS SCIENCE AND ENGINEERING FAIR, FIRST PLACE IN ENVIRONMENTAL ENGINEERING CATEGORY IS TVISHI SENA FROM DULLES HIGH SCHOOL, AND A SPECIAL THANK YOU TO HER COACH, KRISTEN MATTHEW. AND SECOND PLACE IN THE ROBOTICS AND INTELLIGENT MACHINES CATEGORY FROM TRAVIS HIGH SCHOOL. STUDENT SIGHS RUTHIE AND GIA JOSHI AND THEIR COACH, MATTHEW HINDMARCH. UNFORTUNATELY, THEY AREN'T ABLE TO ATTEND TONIGHT, BUT WE STILL RECOGNIZE THEM NONETHELESS. AT THE 2025 UIL STATE THEATRICAL DESIGN CONTEST, WINNING SECOND PLACE IN THE SIX, A MARKETING DESIGN COMPETITION FOR THE SCRIPT. AXILLARIS, THE MUSICAL BY SEAN MENDELSON IS SOPHIE WANG FROM CLEMENTS HIGH SCHOOL, AND A SPECIAL THANK YOU TO TEACHER GAVIN MUNDAY. IF WE CAN HAVE ALL OF OUR ACADEMIC AND PERFORMANCE RECOGNITIONS.

GO. AND I DON'T THINK YOU. GOT THIS ONE, SIR. ARE YOU SURE? OKAY.

JUST LEAVE IT. THERE THEY ARE. I GET A BIG SMILE. ONE. TWO. THREE. ONE. ONE. ONE. TWO.

THREE. THANK YOU.

THIS YEAR AT THE UIL ACADEMIC STATE TOURNAMENT, STUDENTS PARTICIPATED TO BUILD UPON ACADEMIC SKILLS DEVELOPED IN THE CLASSROOM, AND THEY WERE OFFERED AN OPPORTUNITY TO STRETCH THEIR TALENTS. STUDENTS FROM THREE OF OUR SCHOOLS, CLEMENTS HIGH SCHOOL, DULLES HIGH SCHOOL, AND ELKINS HIGH SCHOOL RECEIVED FIRST OR SECOND PLACE IN VARIOUS CATEGORIES. A SPECIAL THANKS ALSO TO THE COACHES FOR THEIR WORK THAT THEY DID TO PREPARE OUR STUDENTS. THEY'RE GOING TO COME RIGHT BACK. OKAY. IF I CAN HAVE OUR OUR STUDENTS STEP BACK IN FOR PHOTO, PLEASE.

YOU'RE GOING TO STAND BEHIND. ME. YEAH. YEAH. ONE. TWO. THREE FOUR. ONE. ONE TWO. THREE.

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ALSO WINNING AT THE STATE LEVEL IS TEAM SMART SHARKS FROM DULLES HIGH SCHOOL AND CLEMENTS HIGH SCHOOL. THEY WERE AWARDED SECOND PLACE IN SENIOR LEVEL SCIENTIFIC CHALLENGES.

WE'RE GOING TO HAVE ALL OF OUR DESTINATION IMAGINATION STATE WINNERS STEP IN FOR A PHOTOGRAPH. THAT'S PRETTY. LADONNA. EVERYONE HERE 1234123.

THANK YOU. WE HAD TWO TEAMS TO PLACE AT THE GLOBAL FINALS. HUGE ACCOMPLISHMENT FOR TEAM INCREDIBLE ROCK STARS FROM CORNERSTONE ELEMENTARY. THEY WERE AWARDED FIRST PLACE IN ELEMENTARY SERVICE LEARNING CHALLENGE.

WE ALSO HAVE TEAM MECHANICAL CHEETAHS FROM QUAIL VALLEY MIDDLE SCHOOL. THEY WERE AWARDED SECOND PLACE IN MIDDLE LEVEL ENGINEERING.

AS BEST AS YOU CAN. WE ALSO NEED TO GIVE A HUGE ROUND OF APPLAUSE FOR THEIR THEIR MANAGERS, WHO

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AND EVERYBODY HERE. 12311123. THANK YOU. THIS CONCLUDES THIS EVENING'S RECOGNITIONS. THANK YOU.

TO THE. ALL RIGHT. NEXT UP IS OUR SUPERINTENDENTS UPDATE, DOCTOR SMITH. YES, MA'AM. THANK

[5. Superintendent Update]

THAT'S EXCELLENT. GREAT WORK FOR OUR STUDENTS. ABSOLUTELY. WE ALSO HAD AN ESTIMATED 55,000 GUESTS ATTEND, AND WE WERE STREAMED WITH OVER 53,000 VIDEOS ON YOUTUBE AND OVER 32,000 PEOPLE VISITED THE FORT BEND ISD FLICKR PHOTO ALBUM. AND THIS WAS JUST AN EXAMPLE OF SOME OF THE AMAZING ENGAGEMENT THAT TOOK PLACE. THAT'S A LOT OF VIEWS, A LOT OF PEOPLE ATTENDING. AND SO WE'RE REALLY PROUD OF EVERYONE WHO PARTICIPATED IN OUR GRADUATION CEREMONY. SO WE SAY THANK YOU TO OUR BOARD, TO OUR TEAM MEMBERS FOR MAKING THIS CEREMONY VERY, VERY SPECIAL.

ALSO, A HUGE THANK YOU TO THE STAFF WHO WORKED TIRELESSLY BEHIND THE SCENES TO KEEP EVERYTHING RUNNING SMOOTHLY. WE COULD NOT HAVE HAD A GRADUATION WITH A STELLAR PERFORMANCE THAT WE DID WITHOUT THE WORK OF EVERYONE WORKING BEHIND THE SCENES. SO WE ARE VERY APPRECIATIVE OF OUR OPERATIONS TEAM AND SEVERAL OTHER MEMBERS OF OUR STAFF. WE'RE PROUD OF THE CLASS OF 2025. WE'RE EXCITED TO SEE HOW WELL THEY'RE GOING TO EXECUTE WITH EXCELLENCE IN THE YEARS AHEAD. THE NEXT ITEM IS TO REPORT ON THE OPERATIONS SUCCESS WITH OUR ENERGY AND SAVINGS AND OUR CDL GRADUATES. SO FORT BEND ISD EARNED NEARLY $500,000 IN ENERGY SAVINGS AND REBATES THIS YEAR, THANKS TO OUR ENERGY MANAGEMENT PROGRAMS AND PARTNERSHIP WITH CENTERPOINT ENERGY. THE DISTRICT RECENTLY GRADUATED 36 NEW BUS DRIVERS THROUGH OUR PAID COMMERCIAL DRIVER'S LICENSE PROGRAM, HELPING THIS HELPING OUR DRIVERS ADDRESS THE DRIVER SHORTAGE. AND SO KUDOS TO THE FORT BEND ISD ENERGY MANAGEMENT TEAM AND THE TRANSPORTATION TEAM FOR PROVIDING ALL THE GREAT WORK AND OVERCOMING A LOT THAT THEY HAD TO OVERCOME WITH EFFORT AND DETERMINATION. SO WE'RE VERY APPRECIATIVE OF ALL THE WORK THAT THEY'VE DONE. THE NEXT ITEM IS HONORING HISTORY WITH OUR SUGAR LAND 95. AND SO LAST WEEK THERE WAS A VERY SPECIAL CEREMONY HELD FOR THE SUGAR LAND. 95 THE TEXAS HISTORICAL COMMISSION AWARDED AN OFFICIAL TEXAS HISTORICAL MARKER TO THE SUGAR LAND. 95 STATE CONVICT LEASE, LABOR CAMP, CEMETERY. AND THIS IS RECOGNIZING IN THE SIGNIFICANCE OF TEXAS AND THE TEXAS HISTORY. THIS EFFORT WILL CREATE A PERMANENT MEMORIAL AND HELP EDUCATE STUDENTS AND FAMILIES ABOUT THIS IMPORTANT CHAPTER IN OUR SHARED HISTORY. AND SO WE'RE REALLY PROUD OF THAT WORK AS WELL. THE NEXT ITEM IS THE NATIONAL AWARDS FOR COMMUNICATIONS. I'M EXCITED TO SHARE THAT OUR SUPERINTENDENT INTENTIONAL PODCAST HAS RECEIVED A PRESTIGIOUS NATIONAL MERIT AWARD FROM THE NATIONAL SCHOOL

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[6. Board Activity Report]

[7. Public Comment]

PRINCIPAL RESEARCH GROUP REPORTED THE IDENTIFICATION OF BURIAL NUMBER 29 AS JOHN CHAMBERS. HE IS NO LONGER A NUMBER. HE HAS A NAME AND THAT WAS REALLY PROFOUND. THE DISTRICT WAS. THE DAY WAS THE KICKOFF OF THE FUNDRAISING CAMPAIGN FOR THE SUGAR LAND 95 MEMORIAL PROJECT. THERE WAS A STANDING ROOM ONLY CROWD WHO ATTENDED THE DAY'S EVENTS. THIS WAS A PERFECT EXAMPLE OF VARIOUS ENTITIES IN THE COMMUNITY COMING TOGETHER, INCLUDING DISTRICT

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GOOD EVENING, MISTER PRESIDENT OF THE FORT BEND AMERICAN FEDERATION OF TEACHERS. I'M ENCOURAGED BY THE ONGOING CONVERSATIONS AROUND IMPROVING TEACHER COMPENSATION. OUR EDUCATORS WORK TIRELESSLY TO ENSURE THAT OUR FUTURE LEADERS ARE PREPARED TO EXCEL. IT'S IMPORTANT TO REMEMBER, HOWEVER, THAT EVEN OUR MOST EFFECTIVE TEACHERS SUCCEED WITH THE SUPPORT OF A COLLABORATIVE TEAM. AND THE KEY PART OF THAT TEAM IS OUR INSTRUCTIONAL COACHES.

INSTRUCTIONAL COACHES ARE CERTIFIED TEACHERS WHO SPEND APPROXIMATELY 60% OF THEIR TIME DIRECTLY IN CLASSROOMS, CO-TEACHING, MODELING BEST PRACTICES, LEADING SMALL GROUP INSTRUCTION, AND SUPPORTING DIFFERENTIATED COLLABORATIVE LEARNING STRATEGIES. THEIR WORK DIRECTLY ENHANCES INSTRUCTIONAL QUALITY AND STUDENT OUTCOMES. DESPITE THE CRITICAL ROLE, INSTRUCTIONAL COACHES ARE ON THE SAME PAY SCALE AND STEP AS CLASSROOM TEACHERS, YET THEY WORK DAYS OR WHETHER WORK MORE DAYS 210 COMPARED TO 187. THEY ARE CLASSIFIED AS TEACHERS IN ABSENCE REPORTING SYSTEMS, SHARED PROFESSIONAL DEVELOPMENT EXPECTATIONS AND HISTORICALLY HAVE RECEIVED THE SAME RAISES AS TEACHERS. ACCORDING TO THE CODE, 5.001, A CLASSROOM TEACHER IS DEFINED AS SOMEONE WHO TEACHES AT LEAST FOUR HOURS PER DAY IN AN INSTRUCTIONAL SETTING, GIVING THAT COACHES MEET THIS DEFINITION THROUGH DIRECT CLASSROOM ENGAGEMENT. THE DISPARITY IN COMPENSATION RAISES MORE IMPORTANT QUESTIONS. I WOULD LIKE TO RESPECTFULLY POSE THE FOLLOWING. NUMBER ONE, IF INSTRUCTIONAL COACH RAISES ARE NOT ALIGNED WITH THOSE OF TEACHERS, WILL THE DISTRICT ESTABLISH A DISTINCT AND EQUITABLE PAY SCALE FOR THEM? NUMBER TWO, IF STATE POLICY LIMITS SUCH ADJUSTMENTS, WHAT INCENTIVES IS THE DISTRICT CONSIDERING FOR THESE EXPERIENCED HIGH PERFORMING PROFESSIONALS WHO DEMONSTRATE LOYALTY AND IMPACT? MIND YOU THAT THESE QUESTIONS ARE NOT RELATIVE, JUST WITH OUR INSTRUCTIONAL COACHES, BUT EVEN OUR COUNSELORS ALIKE, AND DIVIDE THE WIDE SCOPE OF OUR DISTRICT.

WE HOPE THAT FORT BEND ISD WILL CONTINUE TO DEMONSTRATE ITS COMMITMENT TO EQUITY, FAIRNESS, AND THE PROFESSIONAL VALUE OF ALL INSTRUCTIONAL STAFF AND COUNSELORS. THANK YOU. THANK YOU, MR. DAWSON. NEXT UP IS KIM MCMORRIS. I HOPE. CAN Y'ALL HEAR ME? OKAY.

GOOD EVENING. MY NAME IS KIM MCMORRIS. AND THANK YOU, AS ALWAYS FOR THE OPPORTUNITY TO COME AND TALK WITH YOU THIS EVENING. IT BREAKS MY HEART TO LISTEN TO WHAT THE GENTLEMAN RIGHT BEFORE ME JUST SAID, BECAUSE I'M ACTUALLY WANTING TO BEG YOU NOT TO PASS THIS BUDGET THAT'S BEING PRESENTED TO YOU THIS EVENING. I HAVE HUGE CONCERNS THAT IT'S GOING TO LAST FOR A YEAR. AND THEN WHAT? AND WE HAVE A $26 MILLION DEFICIT, I BELIEVE, NEXT YEAR THAT WE'RE LOOKING AT, I FEEL LIKE WE PASSED A JUST WHAT, A COUPLE OF YEARS AGO. AND NOW WE'RE TRYING TO DIG INTO SEVEN DISASTER PENNIES. WE DON'T KNOW WHERE THE NEXT DOLLAR IS COMING FROM. AND I'M CONCERNED ABOUT DECISIONS THAT ARE BEING MADE, SUCH AS CONSTRUCTION OF A FINE ARTS WING THAT WE JUST STARTED FOR AN UNDERUTILIZED SCHOOL, BUT NOT BUILDING AN ELEMENTARY SCHOOL IN AN AREA OF HARVEST GREEN THAT'S BURSTING AT THE SEAMS. SO I JUST I QUESTION SOME OF THESE DECISIONS THAT WE'RE MAKING WITH OUR WITH OUR MONEY. YOU DON'T HAVE TO PASS THIS TONIGHT. YOU CAN REWORK THIS AND CALL A SPECIAL MEETING. TONIGHT IS NOT A DEADLINE TO THE BEST OF MY KNOWLEDGE. AND I THINK YOU ALL KNOW THAT AS WELL. SO I HOPE YOU'LL TAKE THAT INTO CONSIDERATION. I ALSO WANTED TO ADDRESS THE DISCREPANCY IN THE UTILIZATION NUMBERS. I SEE THAT

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YOU'RE DOCTOR SMITH, RESPECTED TRUSTEES. WE'RE BLESSED TO HAVE A DISTRICT FILLED WITH WILLING AND DEDICATED COMMUNITY MEMBERS WHO WANT TO MAKE THINGS BETTER. BUT INCREASINGLY, THE COMMUNITY AT LARGE FEELS UNHEARD BY THE DISTRICT AND THE TRUST CONTINUES TO ERODE. SO TONIGHT, I WANT TO MAKE A SINCERE REQUEST OF YOU ALL TONIGHT, ON BEHALF OF MANY FELLOW PARENTS AND TAXPAYERS, I HAVE FOUR SINCERE ASKS OF YOU ALL TO HELP RESTORE TRUST BETWEEN THE COMMUNITY AND THE DISTRICT. I ACTUALLY HAVE WAY MORE THAN FOUR, BUT FOUR IS ALL. HAVE TIME FOR TONIGHT. MY FIRST ASK IS INVOLVE THE COMMUNITY IN MAJOR DECISIONS. THAT INCLUDES TONIGHT THE DECISION TO INCREASE OUR TAX RATE BY $0.07 IS LEFT TO A SHORTHANDED BOARD OF TRUSTEES. NOW, I RESPECT THE TOUGH DECISION THAT YOU ALL HAVE TO MAKE. YET I DO FEAR THAT THE COMMUNITY MAY NOT STAND FOR A VOTE TO MAKE THIS INCREASE PERMANENT. SO SOME DECISIONS, EVEN SOME SEEMINGLY GOOD DECISIONS, CAN HAVE UNINTENDED CONSEQUENCES. THE SECOND ASK IS PLEASE FIX OUR PARENT LED COMMITTEES. PLEASE RESPECT THE TIME, THE ENERGY, THE INPUT THAT THESE VOLUNTEERS WHO SPEND HOURS AWAY FROM THEIR FAMILIES TO HELP IMPROVE THE DISTRICT. THE LAST BOND OVERSIGHT COMMITTEE, THE LAST BOUNDARY OVERSIGHT COMMITTEE. PEOPLE ON THOSE COMMITTEES WILL TELL YOU THAT THEY SPENT MONTHS PRESENTING RECOMMENDATIONS THAT WERE DISMISSED ENTIRELY. AND SADLY, THE FEEDBACK HAS ONLY GOTTEN WORSE UNTIL 2025. SO PLEASE GIVE OUR COMMITTEES GREATER AUTONOMY AND PLEASE TRULY LISTEN TO THEIR FEEDBACK. MY THIRD ASK IS PLEASE HELP US IN THE COMMUNITY AND THESE ENDLESS NEIGHBORHOOD WARS, HAPHAZARD BOUNDARY PLANNING AND PUTTING THE NEEDS AND WANTS OF CERTAIN COMMUNITIES OVER OTHERS HAS LED TO SOME GLARING ISSUES. AND AMONG THESE, ONE THAT WE DON'T ALWAYS TALK ABOUT IS THE ANXIETY AND ANIMOSITY THAT INCREASES BETWEEN NEIGHBORHOODS.

AND ONE OF THE RESULTS OF THIS IS THIS UNCERTAINTY CAN CAN AFFECT ENROLLMENT. AND YOU KNOW WHAT? THIS PAST YEAR, ENROLLMENT ACTUALLY DROPPED WHEN IT WAS PROJECTED TO INCREASE BY A LITTLE BIT. IN MY FOURTH ASK IS, OF COURSE, PLEASE COMMUNICATE, COMMUNICATE, COMMUNICATE INCREASINGLY WITH OUR COMMUNITY. I SINCERELY REQUEST THIS ADMINISTRATION. PLEASE DON'T PUT OFF MEETING WITH ENTIRE GROUPS OF PARENTS WHO HAVE GREAT CONCERNS. IN 18 YEARS IN THIS DISTRICT, I HAVE SEEN THE GAP AND MISTRUST BETWEEN CENTRAL ADMIN AND THE COMMUNITY GROW GREATER. BREAKING BREAD WITH COMMUNITY MEMBERS. LENDING AN EMPATHETIC EAR CAN GO A LONG WAY TO WINNING THE TRUST AND GOODWILL OF THE COMMUNITY. I CAN PROMISE YOU ALL THAT THERE IS A SMALL ARMY OF WILLING COMMUNITY MEMBERS READY TO HELP YOU. ALL RIGHT, THIS SHIP. BUT YOU ALL JUST HAVE TO ALLOW US TO TAKE PART. SO THANK YOU. THANK YOU. NEXT UP, OUR INFORMATION ITEMS.

[8.A. Annual Enrollment Review and Long-Range Boundary Planning Update]

THANK YOU, MADAM PRESIDENT. MISS BETH MARTINEZ WILL BE LEADING THE PRESENTATION FOR OUR ANNUAL REVIEW OF OUR LONG RANGE, LONG RANGE BOUNDARY PLANNING. GOOD EVENING. SORRY, I HAD TO GET IT UP ON THE SCREEN FOR US. GOOD EVENING, PRESIDENT THOMSON. TRUSTEES. DOCTOR SMITH, THIS EVENING I'M HERE TO PRESENT THE ANNUAL ENROLLMENT REVIEW. TRUSTEES, YOU RECEIVED A COPY OF

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WE ALSO REVIEW THE DESIGN CAPACITY OF EACH SCHOOL, WORKING CLOSELY WITH OUR DESIGN AND CONSTRUCTION DEPARTMENT. THIS REVIEW INCLUDES AN ASSESSMENT AS TO WHETHER OR NOT, BASED ON ALL OF THAT DATA, EACH SCHOOL IS ABLE TO MAINTAIN KIND OF STATUS QUO IN TERMS OF ENROLLMENT FOR THE UPCOMING SCHOOL YEAR, OR IF WE NEED TO TAKE ALTERNATIVE ENROLLMENT MEASURES, SUCH AS OUR SHORT TERM ENROLLMENT STRATEGIES THAT WE HAVE EMPLOYED IN THE PAST, WHICH INCLUDE THE USE OF PORTABLE BUILDINGS. YOU ALL MADE DECISIONS ON THAT AND APPROVED PORTABLE BUILDING USAGE AND MOVEMENT THROUGHOUT THE DISTRICT LAST MONTH. IMPLEMENTING CAP AND OVERFLOW. VERY FAMILIAR TO US IN THE AREA IN THE NORTHWEST PORTION OF OUR DISTRICT THAT WAS IMPLEMENTED FOR THIS SCHOOL YEAR. AND THAT'S AN EXAMPLE OF OUR SHORT TERM ENROLLMENT STRATEGY. MOVING INTO THE LONGER TERM PLANNING, AS WE LOOK TO DRAW BOUNDARIES IN THAT AREA, THAT WILL BETTER UTILIZE EVERY CAMPUS WITHIN THAT AREA. ANOTHER COMPONENT OR STRATEGY IS MANAGING STUDENT TRANSFERS, CLOSING THE TRANSFER PROCESS, FOR EXAMPLE, TO CAMPUSES THAT ARE OVER 90% UTILIZED SO THAT AS THEY APPROACH THAT 100% UTILIZATION, THE A WAY TO MANAGE THAT ENROLLMENT IS BY RESTRICTING CAMPUS TRANSFERS, VOLUNTARY TRANSFERS, AND SPECIAL CIRCUMSTANCES TRANSFERS, AND ALSO RELOCATING PROGRAMS. THAT'S AN OPPORTUNITY THAT WE HAVE IF A SPACE IS NEEDED. AND I'LL TAKE YOU BACK A COUPLE OF YEARS WHERE THAT WAS IMPLEMENTED AT TRAVIS HIGH SCHOOL TO HELP RELIEVE TRAVIS HIGH SCHOOL BY MOVING TO ACADEMY PROGRAMS, TO KEMPNER HIGH SCHOOL. THAT WAS RELIEF FOR TRAVIS AND AN OPPORTUNITY TO BETTER UTILIZE KEMPNER HIGH SCHOOL. AT THAT TIME. OUR LONG TERM STRATEGIES MOVE US MORE TOWARD OUR LONG RANGE BOUNDARY PLANNING PROCESS OVER THE NEXT THREE YEARS. THIS IS AN ATTEMPT TO BALANCE ENROLLMENT AND BALANCE OUR UTILIZATION ACROSS THE DISTRICT, ESPECIALLY AS WE HAVE AREAS THAT ARE LOWER UTILIZED ACROSS THE DISTRICT AND AREAS THAT ARE MOVING MORE INTO STABILIZATION WHILE ALSO MANAGING AREAS OF THE DISTRICT.

AS YOU ALL ARE VERY WELL ACQUAINTED, IN THE NORTHWEST PORTION AND THE SOUTHEAST PORTION OF THE DISTRICT,RE WE CONTINUE TO SEE GROWTH. SO AS WE IMPLEMENT BOUNDARY CHANGES ASSOCIATED WITH OUR YEAR ONE LONG RANGE BOUNDARY PLAN, THIS WILL INCLUDE THE OPENING OF MIDDLE SCHOOL 16, WHICH WILL IS PLANNED TO RELIEVE THORNTON MIDDLE SCHOOL AND BETTER BALANCE ENROLLMENT IN THE SOUTHEAST PORTION. AT THE MIDDLE SCHOOL LEVEL, WE'LL BE LOOKING AT RELIEVING OVERUTILIZATION AT NEAL AND TRAVIS AND BALANCING ENROLLMENT ACROSS THE NORTHWEST PORTION OF THE DISTRICT. WE'RE UTILIZING DATA NOT ONLY FROM PASA AND WORK THROUGH OUR EXTERNAL BOUNDARY PLANNER, BUT ALSO THE RECENT GIBSON AUDIT AND THE INFORMATION THERE AROUND OUR STUDENT ENROLLMENT PROJECTIONS. AS WE LOOK AT THE LOW UTILIZATION ACROSS THE DISTRICT, WHICH COULD RESULT IN POSSIBLE RECOMMENDATIONS FOR SCHOOL CLOSURES AND CONSOLIDATIONS. AND WE'RE LOOKING AT LOCATING PROGRAMS. OUR ACADEMIC AFFAIRS DEPARTMENT HAS SPOKEN WITH YOU ABOUT THEIR PREMIER PROGRAM OPPORTUNITIES, AND HOW THAT WILL INCREASE OVER THE NEXT THREE YEARS WITHIN THE DISTRICT. SO AS WE PIECE THIS ALL TOGETHER OVER THE COURSE OF THE LAST FEW MONTHS, YOU'VE ENGAGED AND HAD OPPORTUNITY TO HEAR FROM STAFF IN MULTIPLE DEPARTMENTS ON ITEMS THAT HAVE INCLUDED PROGRAM EXPANSION THROUGH THE PREMIER PROGRAMS, CAP AND OVERFLOW AT NEAL. THAT WAS DETERMINED IN MARCH. LONG RANGE BOUNDARY PLANNING, THE THREE YEAR PLAN THAT I BROUGHT FORWARD TO YOU IN MARCH. RELOCATION OF OUR TEMPORARY BUILDINGS, AS I STATED, THAT WAS IN MAY. AND THEN OUR MOST RECENT COST AUDIT THAT I REFERENCED, THAT BEING

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SO HOW DO ALL OF THESE KIND OF TIE TOGETHER? THEY'RE IMPORTANT ELEMENTS THAT MAKE UP OUR SHORT TERM ENROLLMENT MANAGEMENT STRATEGIES. THEY HELP US TO DETERMINE WHAT WE NEED TO DO, WHAT WE NEED TO PUT IN PLACE. AS WE REVIEW THIS ON AN ANNUAL BASIS. IT'S KIND OF AN ART AND SCIENCE, AND I KNOW I'VE SAID THAT BEFORE, BUT IT IS. THE ART IS LOOKING AT THOSE CAMPUSES THAT MAY HAVE HIGH NUMBERS, HIGH UTILIZED. THEY'RE HIGHLY UTILIZED, OR MAYBE THEY'RE LOW UTILIZED. BUT WHAT DOES THAT REALLY FEEL LIKE AND LOOK LIKE ON A CAMPUS? AND THAT'S THE ART PIECE. THAT'S WHERE WE ENGAGE VERY CLOSELY WITH THE DEPARTMENT OF SCHOOL LEADERSHIP AND PRINCIPALS. AS THEY'RE WALKING THOSE BUILDINGS. WHAT DOES IT REALLY FEEL LIKE WHEN WE'RE LOOKING AT NUMBERS THAT ARE MORE THE SCIENCE TO SAY, IT LOOKS LIKE WE MIGHT NEED AN ENROLLMENT MANAGEMENT STRATEGY IN THIS COMING YEAR, PRINCIPALS AND DEPARTMENT OF SCHOOL LEADERSHIP, AS WELL AS OUR DESIGN AND CONSTRUCTION TEAM, AS THEY LOOK AT THE DESIGN AND THE CAPACITY OF THAT BUILDING, MAY SAY THE NUMBERS ARE TELLING HALF THE STORY. AND NO, WE DON'T NEED OR YES, WE DO NEED. SO I WANT YOU TO KNOW THAT IT'S A IT'S A COLLABORATIVE GROUP EFFORT TO MAKE THE DECISIONS THAT THAT WE HAVE MADE IN TERMS OF THAT CAP AND OVERFLOW AND THE UTILIZATION OF PORTABLE BUILDINGS THAT WE ARE IMPLEMENTING THIS SCHOOL YEAR. SO PART OF THE DATA THAT WE LOOK AT, AS I MENTIONED, IS OUR ENROLLMENT PROJECTION DATA FROM PASA. AND I THINK IT'S IMPORTANT AS WE RELY ON THAT DATA THAT, YOU KNOW, THAT'S NOT THE ONLY PIECE OF INFORMATION WE USE. AS I SAID, WE LOOK AT OUR OWN ENROLLMENT TRENDS ACROSS THE DISTRICT. WE LOOK AT OUR CURRENT ENROLLMENT, WE LOOK AT OUR CURRENT UTILIZATION, AND WE LOOK AT THAT YEARLY UPDATE FROM PASA ON OUR ENROLLMENT PROJECTIONS. WE'VE BEEN WORKING WITH PASA OVER THE LAST TEN YEARS, AS YOU KNOW, OR MAYBE A REMINDER OR NEW INFORMATION FOR OTHERS. PASA WORKS ON PROJECTING ENROLLMENT FROM TEAM SNAPSHOT DAY TO TEAM SNAPSHOT DAY. SO IF YOU FREQUENT THE WEB PAGE AND YOU LOOK AT THAT WEEKLY ENROLLMENT ACROSS THE DISTRICT, THAT WILL LOOK DIFFERENT FROM OUR ENROLLMENT PROJECTIONS, RIGHT? BECAUSE THAT'S THE DAY TO DAY. WHAT THEY'RE LOOKING AT IS PROJECTING ENROLLMENT FOR US FROM THAT SNAPSHOT TO PAEM SNAPSHOT. AND THAT'S THE LAST FRIDAY ON OCTOBER. SO THAT'S GOING TO LOOK DIFFERENT THAN OUR EVERYDAY ATTENDANCE ACROSS THE DISTRICT THROUGH THE LAST TEN YEARS, AS WE HAVE ENGAGED WITH PASA, THEY'VE HAD ABOUT THEY'VE BEEN ABOUT 1% OFF WITH THEIR PROJECTIONS, WITH THE BIGGEST VARIANCE BEING DURING THE 20 2021 SCHOOL YEAR AND THE 2122 SCHOOL YEAR. AND THOSE WERE OUR COVID YEARS. EVEN WITH THOSE ABERRATIONS, THEY HAVE HAD AN OVERALL ACCURACY FOR US OF 99.5, AND THAT'S AT THE AGGREGATE. SO SOME SCHOOLS, AS YOU LOOK AT IT, MAY HAVE GREATER VARIANCE, BUT AT THE AGGREGATE IT'S BEEN A 99.5 ACCURACY RATE. AS I MENTIONED WE'RE GUIDED BY POLICY FC LOCAL. BUT THAT'S NOT THE ONLY POLICY THAT GUIDES THIS PROCESS. ALSO POLICY CT LOCAL, WHICH IS OUR FACILITIES AND PLANNING POLICY. SO REALLY IN SUMMARY, WHEN YOU WHEN YOU THINK ABOUT ALL THAT WE PUT INTO REVIEWING, WHERE ARE WE AND CAN WE CONTINUE FOR OUR ENROLLED STUDENTS TO ATTEND THE SCHOOLS TO WHICH THEY ARE ZONED FOR THE CURRENT YEAR, WITHOUT ANY ENROLLMENT MANAGEMENT STRATEGIES? THE HEART OF THAT IS BOTH THAT ART AND SCIENCE. IT'S WHAT DOES IT LOOK LIKE, FEEL LIKE, AND WHAT IS IT LIKE ON A CAMPUS, AND WHAT ARE OUR NUMBERS TELLING US TO MAKE THOSE DECISIONS? I MENTIONED THAT THIS IS A COLLABORATIVE PROCESS WITH MULTIPLE DEPARTMENTS. TRULY, IT BEGINS WITH OUR COLLABORATIVE COMMUNITIES DEPARTMENT AND OUR EXECUTIVE DIRECTOR, AS SHE TAKES IN THOSE ENROLLMENT PROJECTIONS, BALANCED WITH THE ACTUAL ENROLLMENT WITHIN THE DISTRICT, AND THEN BEGINS WORKING WITH THE DEPARTMENT OF SCHOOL LEADERSHIP, ACADEMIC AFFAIRS, DESIGN AND CONSTRUCTION. OUR TRANSPORTATION DEPARTMENT IS INTEGRAL INTO DECISIONS BECAUSE THEY THEY CAN LOOK AT THE STUDENT DATA ON THEIR END, AND THEY CAN ALSO HELP TO DRIVE, DRIVE, DRIVE DECISIONS THAT LEAD TO MAXIMIZING ROUTES OR BRING UP CONCERNS ABOUT ROUTES THAT ALSO IMPACT US IN A FISCAL WAY WITHIN THE DISTRICT. AS WE MAKE DECISIONS, I WANT TO WALK US THROUGH THIS VERY CROWDED SLIDE OF INFORMATION. THERE ARE THREE PIECES OF DATA ON THIS SLIDE THAT ARE IMPORTANT FOR YOU TO REALIZE BECAUSE, AS MISS MCMORRIS MENTIONED, THIS IS NOT ONLY THE PROJECTED INFORMATION WITH OUR CURRENT LIVE IN ATTENDANCE, THERE'S ALSO DATA ON THIS SLIDE THAT REPRESENTS THE STUDENTS WHO ARE, WE CALL THEM TRANSFERS IN AND OUTS. AND SO IT MAY BE A SPECIAL CIRCUMSTANCE CIRCUMSTANCE TRANSFER OR IT MAY BE A TRANSFER TO ATTEND A PROGRAM. SO I'M GOING TO WALK YOU AROUND THIS SLIDE BECAUSE YOU'RE GOING TO SEE IT TWO MORE TIMES. THIS IS THE ELEMENTARY SLIDE. YOU'LL SEE IT REPEATED IN THIS FORMAT FOR MIDDLE SCHOOL AND HIGH SCHOOL. SO I'M GOING TO START ON THE LEFT WITH THE MAP. THE MAP IS SOMETHING YOU'VE SEEN BEFORE AT LEAST WITH THE COLORS RIGHT. GRAY REPRESENTS OUR UNDERUTILIZED CAMPUSES OR THOSE CAMPUSES THAT ARE UNDER 80% UTILIZED. POLICY FC LOCAL DEFINES UTILIZATION THAT IS LOW

[00:45:03]

MOVING TO THE RIGHT OF THE SLIDE, YOU SEE THE TABLES THAT REPRESENT THE UTILIZATION AT THE ELEMENTARY LEVEL. THERE WE SEE SOME PORTABLES. THIS DATA FOR HIGH AND LOW CAMPUS UTILIZATION ARE OUR LIVE IN ONLY STUDENTS. OKAY. SO AS I LOOK AT BURTON ELEMENTARY, BURTON IS PROJECTED TO BE AT 98% WITHOUT PORTABLES. WE ADDED TWO PORTABLES TO HELP MANAGE THIS YEAR. THAT MAKES A TOTAL OF FOUR. SO THE ENROLLMENT IS THE UTILIZATION, PARDON ME, IS PROJECTED TO BE AT 79.9% FOR THE COMING SCHOOL YEAR. IF YOU MOVE OVER TO THE MAP, YOU CAN SEE BURTON IS AT 92.4%. THAT'S A VARIATION FROM THE 98%, BECAUSE IT TAKES INTO ACCOUNT THOSE STUDENTS WHO MAY HAVE OPTED TO TRANSFER TO ANOTHER CAMPUS. SO THAT'S THE DIFFERENCE THAT YOU'RE SEEING THERE. YOU'VE GOT YOUR LIVE IN AND ENROLLED IN A PROGRAM IN THE MAP, AND YOU'VE GOT ONLY THE LIVE IN REPRESENTED AT THE IN THE TABLE WITH THE HIGHER TABLE OR THE UPPER TABLE BEING THAT THAT'S HIGHLY UTILIZED, AND THE BOTTOM TABLE SHOWING OUR LOW UTILIZATION. SO WE HAVE BURTON GOODMAN, LIONETTI, MALALA NEAL, OAKLAND, PALMER, SEGUIN AND SIENNA CROSSING THAT ARE HIGHLY UTILIZED. YOU SEE HOW WE'VE IMPLEMENTED PORTABLES OR CONTINUED TO USE PORTABLES ON CERTAIN CAMPUSES. AND WHILE THAT TAKES US DOWN TO UNDER 100% AT ALL, BUT NEAL, WE STILL PAY ATTENTION TO THE CORE OF THE BUILDING AND THE NUMBER OF STUDENTS THAT THE CORE OF THE BUILDING CAN SUPPORT. SO ALTHOUGH YOU SEE 91% AT GOODMAN, THE NUMBER OF STUDENTS THAT ARE THERE FOR THE CORE OF THAT BUILDING ARE AT 107, WHICH IS HIGHLY UTILIZED. OUR LOW UTILIZED CAMPUSES ARE LISTED BELOW, AND YOU SEE THEM ALSO, AS I SAID, REFLECTED IN THE GRAY AREA THERE. ONE MORE, ONE MORE PIECE OF INFORMATION. AT THE BOTTOM LEFT OF THIS SLIDE IS OUR TOTAL DISTRICT CAPACITY. SO IT SHOWS YOU THAT OUR TOTAL DISTRICT CAPACITY ELEMENTARY, MIDDLE AND HIGH SCHOOL IS 99,766 STUDENTS. THIS IS REFLECTIVE OF OUR LAST MONDAY OF INSTRUCTION.

AND THAT WAS MAY THE 26TH. OUR ELEMENTARY SCHOOL CAPACITY IS 44,035. WE ENDED THE 20 2425 SCHOOL YEAR WITH 34,869 ELEMENTARY STUDENTS. SO AT THE END OF LAST SCHOOL YEAR WITH THE SCHOOLS WE HAD IN PLACE. SO THIS IS NOT COUNTING MISSION ELEMENTARY OR ALDRIDGE ELEMENTARY. WE HAD 9166 SEATS AVAILABLE. SO THAT'S JUST TO SHOW YOU ACROSS THE DISTRICT, AT THE ELEMENTARY LEVEL, OUR CAPACITY AND HOW MUCH ROOM WE DO HAVE AT THE ELEMENTARY LEVEL. I WON'T BE AS LONG WINDED ON THIS MIDDLE SCHOOL ONE BECAUSE YOU GET THE FLOW, RIGHT. ALL RIGHT.

YOU CAN SEE FOLLOWING THE SAME PATTERN HERE WITH OUR UNDERUTILIZED CAMPUSES WITHIN THE DISTRICT. AND THAT MAP THERE SHOWING YOU THE PERCENTAGE OF THE STUDENTS WHO ARE ENROLLED IN ATTEND. AND YOU CAN SEE THE GROWTH IN MIDDLE SCHOOL IS DEFINITELY IN THE SOUTHEAST PORTION OF THE DISTRICT AT THORNTON. AND THAT'S PART OF OUR LONG RANGE PLANNING IS SETTING THAT BOUNDARY FOR MIDDLE SCHOOL 16 FOR YOU ALL TO REVIEW, AND THAT WILL HELP TO BALANCE ENROLLMENT THERE AT THORNTON. WE ALSO KNOW THAT AS YOU THINK ABOUT THOSE ELEMENTARY CAMPUSES, THERE IS THERE IS CAPACITY IN CERTAIN SCHOOLS IN THE SOUTHEAST PORTION OF THE DISTRICT, AND THERE'S SOME OVERUTILIZED CAMPUSES. WE SAW THE NUMBERS FOR SIENNA CROSSING. SO YOU CAN IMAGINE THE CASCADING EFFECT THAT WE'LL BE BRINGING FORWARD TO YOU ALL AS A RECOMMENDATION.

ONCE THE SBAC IS ABLE TO PROVIDE SOME INPUT, AND WE HAVE ENGAGEMENT FROM THE COMMUNITY AS TO THE SPACE THAT'S AVAILABLE AND HOW WE CAN BETTER BALANCE THAT ENROLLMENT. SO ACROSS THE DISTRICT, AT THE MIDDLE SCHOOL LEVEL, WE HAVE BOWIE ELEMENTARY, GARCIA AND THORNTON. YOU CAN SEE THAT WE HAVE USED PORTABLES TO MANAGE THAT ENROLLMENT, BRINGING THEM ALL UNDER 100% WITH THE USE OF PORTABLES, THERE IS LOW CAMPUS UTILIZATION. AND I DO WANT TO POINT OUT, BECAUSE IT

[00:50:04]

23,825. AND AS WE ENDED THE SCHOOL YEAR, WE ENDED WITH 18,347 MIDDLE SCHOOL STUDENTS LEAVING US AT THAT TIME WITH A CAPACITY OF 5478 MIDDLE SCHOOL SEATS. AND TO PUT INTO PERSPECTIVE THAT 99,766 DISTRICTWIDE, WE ARE NOT PROJECTED TO BE ABOVE 80,246 STUDENTS OVER THE TEN YEAR PLANNING HORIZON DISTRICT WIDE. AND HERE WE ARE AT HIGH SCHOOL.

THE MAP SHOWS YOU THAT GROWTH WE HAVE IN THE NORTHWEST PORTION OF THE DISTRICT, THAT TRICKLES THROUGH ALL THE WAY DOWN TO RIDGE POINT. IF YOU LOOK AT THE KIND OF THE SOUTHERN PORTION OF THAT MAP, AND YOU ALSO SEE THAT AT THE HIGH SCHOOL LEVEL, WE HAVE UNDERUTILIZED CAMPUSES WITH CAPACITY THERE. OUR OVERUTILIZED HIGH SCHOOLS ARE AUSTIN, CLEMENTS, ELKINS, RIDGE POINT AND TRAVIS. ALL OF THOSE CAMPUSES HAVE PORTABLE BUILDINGS TO ACCOMMODATE THE STUDENTS.

OVER THE NEXT YEAR, PART OF OUR BOUNDARY PLANNING IN THE NORTHWEST PORTION, IF YOU'LL REMEMBER, IS TO ALSO RELIEVE TRAVIS HIGH SCHOOL. AND THEN AS WE SEE OUR LOW CAMPUS UTILIZATION, CRAWFORD, DULLES, KEMPNER, MARSHALL, AND WILLOW RIDGE, ALL OF THOSE SCHOOLS EXCEPT CRAWFORD HAVE A PROGRAM THERE. AND AGAIN, THE NUMBERS IN THIS TABLE DO NOT REFLECT THE PROGRAM ATTENDANCE PROJECTIONS. YOU WOULD NEED TO LOOK AT THE MAP TO SEE WHAT THAT IS. OUR HIGH SCHOOL CAPACITY IS 31,906 SEATS, AND WE HAVE AVAILABLE 5458 SEATS. AS WE ENDED THE SCHOOL YEAR WITH 26,448 HIGH SCHOOL STUDENTS. AND JUST A REMINDER THAT CRAWFORD WILL BE FULL NEXT YEAR WITH FOUR GRADE LEVELS. SO WE'VE TAKEN A FEW YEARS TO GET THAT CAMPUS OPENED AND TO GET IT FULLY FUNCTIONING AS A FOUR GRADE HIGH SCHOOL. AND NEXT YEAR WE HAVE OUR VERY FIRST GRADUATING CLASS. SO 12 GRADUATIONS NEXT YEAR. SO TO SUMMARIZE THIS PORTION OF THE PRESENTATION, WHICH IS THE REPORT OF OUR ANNUAL ENROLLMENT REVIEW, IT'S CROSS-DEPARTMENTAL.

MULTIPLE POINTS OF DATA ARE USED TO HELP DETERMINE HOW WE WILL MANAGE ENROLLMENT FOR THIS FIRST YEAR, THE CURRENT SCHOOL YEAR THAT WE'RE IN, OF COURSE, IT FEEDS INTO OUR LONGER RANGE BOUNDARY PLANNING PROCESS. SO I DON'T WANT TO WALK AWAY WITHOUT GIVING YOU AN UPDATE ON THAT. AS WE KNOW WE ARE ALREADY WORKING ON IT AND YOU ALL ARE READY TO HEAR MORE INFORMATION ABOUT IT, AS I AM SURE. SO YOU'VE SEEN THIS SLIDE BEFORE. IT'S A REPEAT, BUT IT'S IMPORTANT. THIS SPEAKS TO THE VARIOUS STAKEHOLDERS. YOU SAW THIS IN MARCH KIND OF SEEMS LIKE YESTERDAY, BUT ALSO TWO YEARS AT THE SAME TIME. WE ARE MOVING METHODICALLY THROUGH THE LONG RANGE BOUNDARY PLANNING PROCESS, AND THAT IS SOME INTERNAL WORK THAT HAS TO HAPPEN BEFORE WE BEGIN FULL ENGAGEMENT WITH THE SBC. WE DID ORIENT THE MEMBERS OF THE SBC, AND I WILL TELL YOU THAT ALL OF THEM ARE EXCITED TO GET GOING, CHOMPING AT THE BIT, I THINK, AS MY GRANDMOTHER USED TO SAY, IF YOU KNOW WHAT THAT MEANS, READY TO GO. AND ALSO VERY CLEAR ABOUT THE MULTIPLE STEPS THAT IT TAKES TO GET THERE AND HOW WE HAVE TO BE INTENTIONAL WITH OUR INTERNAL PLANNING AS WE PREPARE TO PROVIDE INFORMATION TO THE SBC FOR FEEDBACK AND WORK, WHICH WILL ULTIMATELY COME TO YOU ALL, AND THEN ALSO TO THE PUBLIC FOR INPUT. AS I STATED BEFORE. AND I'D LIKE TO STATE AGAIN, FOR THE PUBLIC THAT'S LISTENING, THIS IS A COMPREHENSIVE, LONG RANGE, DISTRICT WIDE PROCESS. WE ARE REVIEWING EVERY SINGLE FEEDER PATTERN, EVERY SINGLE SCHOOL, WITHIN EVERY SINGLE FEEDER PATTERN, AND EVERY SINGLE CAMPUS HAS THE POTENTIAL OF HAVING A CHANGE. WE'RE USING DATA, AS I'VE ALREADY SPOKEN TO, AND WE'RE ALSO USING MULTIPLE POINTS OF DATA, ONE OF WHICH WE'RE GOING TO BE ASKING FOR YOU TO APPROVE THIS EVENING AS AN ACTION ITEM SO THAT WE CAN RECEIVE AN UPDATED FACILITY CONDITION INDEX. THAT'S GOING TO HELP US, BECAUSE THAT TELLS US THE STATE OF THE BUILDING. THE LAST ONE WAS DONE SEVERAL YEARS AGO IN PREPARATION FOR THE 2023 BOND. AND WE NEED UPDATED NUMBERS. WE'LL BE REVIEWING THE

[00:55:05]

THIS SHOULDN'T BE A STRANGER TO YOU EITHER. THIS SLIDE, THIS LINES OUT THE PLANS FOR YEAR ONE, TWO, AND THREE OF OUR AREAS OF FOCUS IN TERMS OF FEEDER PATTERNS, KNOWING THAT THIS WILL BE UPDATED AND COULD CHANGE BASED ON EXTENUATING CIRCUMSTANCES OR VARIABLES THAT ARE OUTSIDE OF OUR CONTROL, WE'RE GOING TO KEEP BRINGING THIS FORWARD TO YOU SO THAT WE CAN SPEAK ABOUT ADJUSTMENTS IF OR AS WE NEED TO MAKE ADJUSTMENTS. IN YEAR ONE, WE'RE REVIEWING THE AUSTIN BUSH, KEMPNER AND TRAVIS FEEDER PATTERNS, FOCUSING ON OVERUTILIZATION AT NEAL AND TRAVIS, AND REVIEWING ALL THE CAMPUSES WITHIN EACH FEEDER PATTERN. AGAIN, OUR OUR PRIORITY FOR YEAR ONE IS REALLY THE HIGHLY UTILIZED CAMPUSES AND PROVIDING RELIEF TO THEM, BUT ALSO BRINGING FORWARD THAT COMPREHENSIVE PICTURE TO YOU ALL ABOUT HOW WE'RE GOING TO BALANCE ENROLLMENT ACROSS THAT AREA AND OTHERS IN THE DISTRICT. WE'RE ALSO GOING TO BE FOCUSING ON CRAWFORD AND ELKINS, HIGHTOWER AND RIDGE POINT AS WE PLAN FOR THE OPENING OF MIDDLE SCHOOL 16 AND BALANCE ENROLLMENT OF OUR HIGHLY UTILIZED CAMPUSES AT ALL LEVELS THROUGH THAT PROCESS. ALSO SHOWS YOU YOUR TWO AND THREE. AND AGAIN, IF THERE ARE ANY CHANGES MOVING FORWARD, WE'LL BE CERTAIN TO COMMUNICATE THAT NOT ONLY TO THE BOARD BUT ALSO TO THE PUBLIC. SO AS I MENTIONED, WORK IS ALREADY UNDERWAY. AND OVER THE NEXT SEVERAL MONTHS WE HAVE MUCH MORE WORK TO DO. THIS WILL TAKE PLACE THROUGH A VARIETY OF KEY STAKEHOLDERS AND INCLUDES ULTIMATELY BRINGING FORWARD RECOMMENDATIONS TO YOU ALL TRUSTEES FOR CONSIDERATION BY AREA. AND THIS WORK IS REFLECTED THROUGH THE END OF THE FALL SEMESTER. ON THIS SLIDE, WE'LL UPDATE IT EACH TIME WE COME FORWARD TO MEET WITH YOU. WE HAVE INTERNAL WORK AND PLANNING WITH OUR BOUNDARY PLANNER, AS I MENTIONED, AND THIS INVOLVES A CROSS-FUNCTIONAL CORE TEAM. WE HAVE MULTIPLE MEETINGS SCHEDULED WITH OUR SCHOOL BOUNDARY ADVISORY COMMITTEE. WE'RE GOING TO BE PROCESSING THROUGH VARIOUS SCENARIOS WITH THEM, TAKING THEM ON FIELD TRIPS TO POTENTIALLY IMPACTED AREAS AND DISCUSSING THEIR QUESTIONS AND THEIR FEEDBACK. WE'VE ALREADY HAD AN ORIENTATION. AS I MENTIONED, WE HAVE A FEW MAKEUP SESSIONS TO CONDUCT, AND WE MAY BE COMING BACK TO YOU ALL IN JULY IF WE NEED TO HAVE NEW MEMBERS APPROVED. SO WE'RE WORKING THROUGH THAT RIGHT NOW. ALL OF THE MEMBERS KNOW THAT THIS IS A COMPLEX PROCESS AND REQUIRES MUCH TIME AND MUCH EFFORT. SO I APPLAUD THOSE WHO HAVE VOLUNTEERED AND REMAINED COMMITTED TO THEIR VOLUNTEERING ON THIS COMMITTEE. IT'S A HUGE PIECE OF VERY IMPORTANT WORK. WE'RE GOING TO BE ENGAGING THE BOARD THROUGH MULTIPLE TOUCH POINTS THAT YOU SEE ON THE SCREEN THERE, SO THAT WE CAN SHARE WHERE WE ARE IN THE PROCESS FOR OUR LONG RANGE BOUNDARY AND FOR THE SCOPE OF YEAR ONE, AS WELL AS SHARING VARIOUS BOUNDARY SCENARIOS WITH YOU AND ULTIMATELY RECOMMENDATIONS. WE DO HAVE PUBLIC ENGAGEMENT, AND THIS IS AN OPPORTUNITY FOR US TO ENGAGE WITH THE PUBLIC FOR FEEDBACK, BUT MORE IMPORTANTLY, REALLY TO HELP EDUCATE AND EXPLAIN ABOUT THE PROCESS AND THE NEEDS OF THE DISTRICT AND OUR PLANS MOVING FORWARD TO HELP PREPARE THE COMMUNITY FOR CHANGE AND TO OBTAIN THEIR THOUGHTS ABOUT THE CHANGE PROCESS AND THE IMPLEMENTATION PROCESS, AS WELL AS ANY CHANGES. YOU'LL NOTICE FROM THIS SLIDE I MENTIONED. HERE WE ARE JUNE, JULY, POSSIBLE ADDITIONAL MEMBERSHIP. AND THEN IN AUGUST WE'LL PROVIDE A BOARD UPDATE CONTINUE TO OR LAUNCH THAT ENGAGEMENT WITH THE SBAC. IN THE FORMAL WORK, SEPTEMBER WILL BE BRINGING FORWARD A PRESENTATION ON THE BOUNDARY SCENARIOS FOR THE NORTHWEST AS WE PREPARE FOR MORE SBAC ENGAGEMENT AND THE PUBLIC FEEDBACK OPPORTUNITY ON THE BOUNDARY SCENARIOS FOR THE NORTHWEST. OCTOBER CONTINUED SBAC ENGAGEMENT. FINAL RECOMMENDATIONS FOR THE NORTHWEST AREA. THEN IN NOVEMBER, A PRESENTATION ON THE SOUTHEAST AREA BOUNDARIES CONTINUED. SBAC FEEDBACK, AND THEN AN OPPORTUNITY FOR PUBLIC FEEDBACK AROUND THE SOUTHEAST PORTION OF THE DISTRICT. WE'LL CONTINUE THAT SBAC ENGAGEMENT IN THE DECEMBER TIMEFRAME, AND THE FINAL RECOMMENDATIONS ARE PLANNED TO BE BROUGHT FORWARD TO THE BOARD IN DECEMBER FOR THE SOUTHEAST PORTION OF THE DISTRICT. SO, AS YOU CAN SEE, THERE'S A LOT TO DO. AND WE ARE WE'RE READY TO DO IT. WE'RE UP FOR IT. WE'VE BUILT IN THE OPPORTUNITIES TO KEEP YOU INFORMED, NOT ONLY THROUGH PUBLIC PRESENTATIONS, BUT ALSO IN WRITTEN UPDATES TO THE BOARD.

[01:00:04]

IT WAS VERY HELPFUL. AND SO I JUST I WANT TO I WANT TO BE AWARE BECAUSE AS WE SHIFT NOMENCLATURE AS WE DO IN EDUCATION, I WANT EVERYONE TO THAT'S ALONG FOR THE RIDE TO UNDERSTAND, BECAUSE FOR THE FIRST TIME, I'VE HEARD SORT OF THE TERM YOU USED LIVED IN. ARE THOSE THE ZONED KIDS? SO ARE WE EXCLUDING ANY SPECIAL PROGRAM LIKE SALES OR ANY SPECIAL ED PROGRAM ON? SO, FOR INSTANCE, IF I'M LOOKING AT LET'S LET'S LOOK AT MIDDLE SCHOOL ON SLIDE SIX.

OH NO I'M SORRY. SLIDE FIVE IS MIDDLE SCHOOL. SO THE MAP AND LET'S USE QUAIL VALLEY IS SHOWING A PROJECTED ENROLLMENT OF 62 POINT. I HAVE GLASSES ON BUT I STILL CAN'T 62.8%. AND SO DOES THAT INCLUDE ACADEMY AND ANY SPECIAL PROGRAMS THAT MIGHT BE AT THAT CAMPUS? YES, MA'AM.

THAT THAT INCLUDES YOUR YOUR RESIDENT STUDENTS WHO LIVE IN THAT ATTENDANCE ZONE. AND THEN ANY STUDENT WHO TRANSFERS IN OR OUT ON A SPECIAL CIRCUMSTANCES TRANSFER ON A I'M GOING TO THE ACADEMY OR A PLACEMENT IN A PROGRAM. OKAY. AND SO ARE WE SHIFTING AWAY FROM USING THE WORD ZONED? NO, NO. OKAY. I JUST I WANT TO MAKE SURE THAT I, I WANT TO MAKE SURE I'M USING THE RIGHT LINGO TO NOT CONFUSE TO NOT CONFUSE THE COMMUNITY WHEN I TALK ABOUT IT. OKAY. AND SO OVER HERE, QUAIL VALLEY AT 34% ONLY REFERS TO WHAT YOU'RE SAYING AS THE LIVE IN THE RESIDENT, THE ZONED CORRECT KID, ALL MEANING THE SAME THING. CORRECT. SO THAT BUILDING IS ONLY UTILIZED AT 34% CAPACITY. IF WE DIDN'T HAVE THE PROGRAM, IF NO SPECIAL PROGRAM OR ACADEMY PROGRAM WAS THERE.

OKAY. SO THANK YOU FOR THAT CLARIFICATION BECAUSE I WASN'T WRAPPING MY BRAIN AROUND THAT WHEN I WAS LOOKING AT IT ON MY OWN. SO AGAIN, THE LOOKING AT CRAWFORD, THE UTILIZATION, IF EVERYTHING IS STATUS QUO, EVEN WITH ALL FOUR FRESHMEN THROUGH SENIOR IS SITTING AT 48% FOR NEXT SCHOOL YEAR. FOR NEXT SCHOOL YEAR. YES. WELL, AND SO THAT'S WHERE THEY'LL BE BECAUSE WE'RE NOT MAKING ANY CHANGES. SO THERE WILL BE AT LESS THAN FEWER THAN 50% OF THE STUDENTS. OKAY.

IT LOOKS LIKE WE HAVE SOME. SERIOUS WORK TO DO WITH BOUNDARY PLANNING. AND AGAIN I APPRECIATE EVERYBODY THAT'S ON THAT BOUNDARY ADVISORY COMMITTEE BECAUSE WE HAVE A LOT TO DO.

THANK YOU. THANK YOU, MISS HANNON MISS TORONTO. I DO HAVE A QUESTION. THAT'S A FOLLOW UP TO WHAT TRUSTEE HANNON JUST ASKED. SO WHEN YOU LOOK AT THE HIGH SCHOOL. IT'S ON. CAN YOU HEAR ME? OKAY. SO JUST A FOLLOW UP TO TRUSTEE HANNON'S QUESTION. WHEN I LOOK AT THE HIGH SCHOOL PLANNING, IF YOU WANT TO GO TO THAT SLIDE, I SEE WHAT ELKINS IN THE MAP SAYS 113%. YES, YES, THAT'S CORRECT, 113.9 AND THEN BUT ON THE ON THE TABLE IT ALSO SAYS 113. SO WE'RE SAYING THE ZONED FOLKS ARE 113%. BUT THOSE WHO ATTEND INCLUDING THE ACADEMY THERE IS ALSO THE SAME NUMBER.

WE HAVE A LARGE NUMBER. MR. DOCTOR STEVENS CAN EXPLAIN. THAT IS ONE OF OUR UNIQUE ACADEMIES, WHERE THE MAJORITY OF THE STUDENTS ARE ZONED STUDENTS TO ELKINS THAT ATTEND THAT ACADEMY.

OKAY. HE CAN TELL YOU SPECIFICALLY, WE HAVE A LIST THAT WE CAN PROVIDE AS A FOLLOW UP OF WHERE THE STUDENTS RESIDE AND WHERE THEY ATTEND. OKAY. YEAH. I JUST WANT TO MAKE SURE THAT THAT WAS ACCURATE. AND I WAS READING IT CORRECT BASED IN LIGHT OF THE EXPLANATION YOU GAVE EARLIER. THANK YOU. AND LET ME POINT OUT TOO, I MEAN, THERE'S NO EASY ABOUT ANY OF THIS. LET ME BE CLEAR, BECAUSE THE 113 ARE ALSO THESE ARE OUR RESIDENT STUDENTS ONLY. OKAY.

[01:05:09]

THANK YOU. APPRECIATE IT. THANK YOU. MR. SO WE'RE WE'RE GOING TO HAVE A LOT OF HARD DECISIONS TO MAKE, AND WE'VE TALKED ABOUT THAT QUITE A BIT OVER THE LAST YEAR. SO ONE OF THE THINGS I WANT TO ASK FOR AND I KNOW THAT WE'VE DISCUSSED THIS IS TO MAKE SURE THAT WE HAVE FREQUENT TOUCH POINTS WITH THE BOARD AND NOT JUST IN THE PUBLIC MEETINGS, WHICH ARE IMPORTANT. BUT IN PREVIOUS YEARS WHEN I PARTICIPATED, AS YOU PROBABLY REMEMBER, MISS MARTINEZ, IN REZONING, WE WOULD HAVE TIMES WHERE TRUSTEES COULD COME IN BY TWOS OR THREES AND SIT DOWN AND HEAR AN UPDATE, OR LOOK AT MAPS OR UNDERSTAND WHAT WHAT'S BEING DISCUSSED BY THE SBAC JUST SO THAT WE ARE NOT SO THAT WE'RE TRACKING AND YOU GUYS ARE GETTING BOARD FEEDBACK AS WELL.

SO I JUST WANT TO MAKE SURE THAT WE'RE THAT WE CONTINUE TO DO THAT SO THAT THE TRUSTEES CAN WEIGH IN, BECAUSE ULTIMATELY WE HAVE TO PRESS THE BUTTON AND SAY, YOU KNOW, YES OR NO. AND I THINK IT WOULD ALSO BE IMPORTANT TO HAVE HOLISTIC UPDATES. SO I KNOW WE'RE HAVING TO DO CERTAIN ZONES THIS YEAR AND CERTAIN ZONES NEXT YEAR. AND, AND THEN WE HAVE MIDDLE SCHOOL 16 THAT'S OPENING. AND SO OBVIOUSLY, YOU KNOW WE HAVE TO IT'S A DOMINO EFFECT. AND WE'VE TALKED A LOT ABOUT THIS BEING A HOLISTIC APPROACH. SO I JUST WANT TO MAKE SURE THAT WE'RE VIEWING EVERYTHING THROUGH THAT LENS. SO IF WE'RE GOING TO BE VOTING, IF YOU GO BACK TO YOUR SLIDE THAT SAYS WHEN WE'RE GOING TO GET FINAL RECOMMENDATIONS, I THINK SEPTEMBER AND DECEMBER. SO ONE OF MY QUESTIONS, OR ONE OF THE WAYS I'M GOING TO BE LOOKING AT IT, IS, OKAY, IF THIS, THEN WHAT'S NEXT? SO WHAT ARE WE LOOKING AT? HOW IS THIS GOING TO IMPACT THE NEIGHBORING ZONES.

AND HOW IS THIS, YOU KNOW, PARTICULARLY WHEN WE'RE LOOKING AT THINGS LIKE CONSOLIDATIONS AND THINGS LIKE THAT? I JUST WANT TO MAKE SURE THAT WE'RE NOT LOSING THE FOREST FOR THE TREES.

YES, MA'AM. MISS HANNON, DID YOU HAVE SOMETHING ELSE? YES. I'M SORRY, I FORGOT. THANK YOU, MRS. TOWSON. I FORGOT TO ASK THIS BECAUSE WHEN I LOOK AT THE NUMBERS AND IT'S SOMETHING THAT I HOPE THAT YOU CAN HELP THE CAC WITH AND THE BOARD, BECAUSE. AND YOU DON'T HAVE TO CLARIFY NOW, BUT I'VE HEARD OVER THE YEARS THAT LIKE, 100% UTILIZATION ISN'T REALLY THE SWEET SPOT.

IT'S SOMEWHERE BELOW THAT. AND SO I JUST WANT SOME CLARIFICATION. LIKE WHEN WE LOOK AT NEW CAMPUSES LIKE CRAWFORD. RIGHT. AND THEY HAVE ALL OF THIS MAGNIFICENT FLEX SPACE TO DO SOME THINGS. THEY'VE THEY'VE ADDED SOME SPACES SPECIFICALLY FOR SOME DIFFERENT KIND OF INSTRUCTIONAL SETTINGS WHERE OUR OLDER CAMPUSES DON'T HAVE FLEX SPACE. RIGHT. AND I DON'T CONSIDER A CLOSET FLEX SPACE, RIGHT. I'VE BEEN THERE. I'VE TAUGHT IN ONE. IT'S NOT FLEX SPACE. SO I THINK THAT THAT IS SOMETHING THAT'S IMPORTANT FOR ME TO UNDERSTAND. AND THE SBAC.

SO WHEN WE LOOK AT ALL OF THOSE SEATS THAT WE SAY ARE AVAILABLE IN THE IN, IN THE REAL WORLD AND IN A OPTIMALLY FUNCTIONING SCHOOL, ARE THOSE REALLY THE NUMBERS? RIGHT? DO OUR INTERVENTIONISTS HAVE PLACES TO GO, DO OUR DO OUR TEAMS OF TEACHERS AT THIRD GRADE HAVE PLACES TO GO WHEN THEY WANT TO DO SOMETHING UNIQUE? AND THE CAFETERIA IS USED AND THE GYMNASIUM IS BEING USED. SO I REALLY WANT I WANT THE PEOPLE MAKING THE DECISIONS. AND US TO TRULY UNDERSTAND IS 100% TRULY THE OPTIMAL UTILIZATION. AND I KNOW THAT'S PART OF THE ART AND SCIENCE, BUT I WOULD APPRECIATE THAT. THANK YOU AGAIN, MISS MARTINEZ. YES, MA'AM. THANK YOU,

[8.B. Special Populations Update]

[01:10:01]

SO THIS WILL GIVE YOU SOME THINGS TO REFERENCE. I SEE YOU SMILING. IT'S BEEN SAID WHO HAS TIME TO LOOK AT THIS. SO WE'RE TRYING TO GET BETTER. BUT OUR TOPICS TONIGHT ARE REALLY NUANCED. AND SO WE WANTED TO JUST GIVE YOU AN OPPORTUNITY TO DO SOME LEARNINGS. AND SO WE'RE GOING TO COVER KIND OF FOUR KEY AREAS. THE FIRST OF WHICH IS WE'RE BACK WITH OUR BI MONTHLY SPECIAL EDUCATION UPDATE. THEN WE'RE GOING TO TALK ABOUT OUR EBR PROGRAMS, OUR GT PROGRAMS, AND KIND OF CLOSE IT OUT ON THE THINGS WE DID WITH OUR MAP ASSESSMENT THIS YEAR. SO I'M EXCITED TO STAND IN FRONT OF YOU. I STOOD IN FRONT OF YOU IN IN THE FALL, AND WE TALKED ABOUT SOME OPPORTUNITIES THAT WE HAD TO DO, OPPORTUNITIES IN FRONT OF US TO ENSURE THAT WE WERE PROVIDING OUR SPECIAL EDUCATION STUDENTS AND THEIR FAMILIES WITH AN APPROPRIATE EDUCATION. I AM PLEASED WE STOOD IN FRONT OF YOU AND SAID WE WOULD HAVE ALL OF OUR EVALUATIONS CAUGHT UP AND DONE BY THE END OF THE SCHOOL YEAR. AND SO, AS A TESTAMENT TO THE WORK OF THE CAMPUS LEADERSHIP TEAMS AND THE SPECIAL EDUCATION DEPARTMENT, WE ARE DONE. WE HAVE COMPLETED EVERY SINGLE REFERRAL, EVERY SINGLE INITIAL ASSESSMENT FROM NOT ONLY LAST SCHOOL YEAR, BUT ALSO THIS SCHOOL YEAR. AND SO, AGAIN, I JUST WANT TO HIGHLIGHT THAT THE TEAM REALLY DID TWO YEARS OF WORK IN ONE SCHOOL YEAR. AND SO WHAT THAT MEANS FOR US IS NOW WE'RE NOT STARTING THE NEXT SCHOOL YEAR PLAYING CATCH UP AND JUST IN THIS NEVER ENDING HAMSTER WHEEL. SO NOW WE CAN REALLY FOCUS ON ENSURING THAT ALL OF OUR STUDENTS HAVE A REALLY RIGOROUS, HIGH QUALITY EDUCATION. SO WE'RE REALLY EXCITED ABOUT THAT. SO WE GOT LAST YEAR'S DONE, WE GOT THIS YEAR'S DONE. WE'RE NOT RESTING ON OUR LAURELS. WE DO HAVE SOME STUDENTS WHO WE'LL ALWAYS GET REFERRALS THAT COME IN OVER THE SUMMER. WE'LL HAVE STUDENTS THAT MOVE IN, WE'LL HAVE STUDENTS THAT GO OUT SO THE WORK DOESN'T STOP. AND SO THE TEAM STILL HAS SOME MORE TO DO. SO YOU SEE, WE ALREADY HAVE 227 THAT WE KNOW THAT ARE DUE IN THE FALL. WE HAVE A PLAN TO CAPTURE ALL THOSE AND GET THOSE DONE ON TIME FOR YOU AND FOR OUR FAMILIES. AND SO WE ARE REALLY EXCITED ABOUT THAT. SOME OF THE OTHER STUFF THAT WE'RE EXCITED ABOUT IS WE'RE REALLY WE WERE CHALLENGED THIS SCHOOL YEAR TO REALLY THINK DIFFERENTLY ABOUT SPECIAL EDUCATION AND WHAT IT MEANS TO HAVE A SPECIAL EDUCATION STUDENT IN FORT BEND. SO WE STARTED TO LOOK AROUND. WE WERE REALLY CHALLENGED WHEN WE HEARD SOME OF THE STUDENT LEADERSHIP SUMMIT AND HEARD SOME OF THEIR THOUGHTS AND OPINIONS ON INCLUSION OR THE LACK OF INCLUSION FOR OUR STUDENTS. AND SO, ONE OF THE THINGS THAT WE'RE EXCITED TO ANNOUNCE IS THAT WE'RE GOING TO BE PILOTING A PROGRAM CALLED PARTNER PE THIS FALL. SO WHAT PARTNER PE DOES IS IT KIND OF HELPS REMOVE THE STIGMA AROUND SPECIAL EDUCATION, SPECIFICALLY AT SOME OF OUR SECONDARY CAMPUSES. SO GENERALLY WHAT YOU HAVE IS, YOU KNOW, OUR SPECIAL NEEDS STUDENTS DO NEED TO TAKE PE, THEY DO NEED TO TAKE THESE COURSES, BUT LOTS OF TIMES THEY GET SIT DOWN TO THE TO THE PE ROOM WITH, YOU KNOW, AN AIDE.

IT'S A TEACHERS CONFERENCE PERIOD. THEY'RE NOT FULLY IMMERSED. AND SO PARTNER PE KIND OF FLIPS THAT ON ITS HEAD WHERE YOU HAVE THE SAME NUMBER OF LIFE SKILLS OR SPECIAL NEEDS STUDENTS AND THE SAME NUMBER OF GENERAL EDUCATION STUDENTS, AND THEY GET PARTNERED UP. SO IT'S AN AUTHENTIC LEARNING EXPERIENCE. AND WE ARE GOING TO BE PUTTING THIS AT SARTARTIA MIDDLE SCHOOL.

AND WHEN THE ADMINISTRATION STARTED TO TALK TO THE STUDENTS AND ASKED THEM IF THEY WERE INTERESTED, THEY HAD OVER 80 GENERAL EDUCATION STUDENTS APPLY TO BE PARTNERS IN OUR PARTNER PE PROGRAM. AND SO THIS IS SOMETHING THAT WE'RE REALLY EXCITED ABOUT. PARTNER PE HAS BEEN AROUND FOR A WHILE. IT'S PRETTY BIG IN THE DALLAS FORT WORTH METROPLEX. SO WE'VE BEEN PARTNERED WITH REGION TEN. THEY'RE GOING TO DO SOME TRAINING FOR US. WE ALSO KNOW THAT OVER IN ALVIN ISD, NOT ONLY DO THEY HAVE PARTNER PE, THEY HAVE PARTNER DANCE AND PARTNER THEATER. SO WE ARE REALLY EXCITED TO SPEND THE NEXT YEAR GETTING THIS RIGHT AND THEN BEING ABLE TO SCALE THIS PROGRAM UP ACROSS ALL OF OUR JUNIOR HIGH AND HIGH SCHOOLS, HOPEFULLY IN THE 26, 27 SCHOOL YEAR. AND THEN WE CONTINUE TO MAKE SURE THAT WE'VE GOT THE SYSTEMS AND SUPPORTS IN PLACE FOR OUR EVALUATION SYSTEMS. WE KNOW THAT WE HEARD FROM MANY OF OUR STAKEHOLDERS THAT THEY WERE NOT THRILLED WITH THE EMPOWER SOFTWARE. SO WE CONTINUE TO WORK WITH EMPOWER AND CONTINUE TO WORK WITH OUR IT TEAMS HERE TO ENSURE THAT OUR OUR FOLKS HAVE WHAT THEY NEED TO ENSURE THAT THEY'RE ABLE TO GET OUR ASSESSMENTS DONE ON TIME. AND THOSE CONVERSATIONS WILL CONTINUE THROUGH THE FALL. WE'VE HAD FOCUS GROUPS WITH TEACHERS AND LEADERSHIPS, AND WE JUST CONTINUE TO TAKE THAT FEEDBACK BACK TO OUR OUR EXTERNAL PARTNER, AND WE ARE WORKING TOWARD A SOLUTION. SO WE ARE WE ARE EXCITED AND WE JUST WANT TO AGAIN HIGHLIGHT THE HARD WORK OF THE TEAM. IT IS A IT IS IT WAS A TEAM EFFORT AND THEY DID A JUST A TREMENDOUS JOB. SO WE'RE SO PROUD OF THEM. AND SO WE'RE GOING TO TURN THE PAGE NOW WE'RE GOING TO TALK ABOUT OUR EMERGENT BILINGUAL STUDENTS. AND SO I WANT TO DRAW YOUR ATTENTION TO THE SECOND PAGE OF YOUR NOTES GUIDE, BECAUSE IT KIND OF TALKS YOU THROUGH SOME OF THE DIFFERENT TERMINOLOGIES. SO YOU HAVE EMERGENT BILINGUAL. YOU HAVE ELL, MAYBE YOU'VE HEARD THE TERM LEP AND EB. AND SO THOSE THOSE ARE ALL KIND OF TERMINOLOGIES THAT DEFINE STUDENTS WHOSE FIRST LANGUAGE IS NOT ENGLISH. AND SO WHEN YOU ROLL IN ANY DISTRICT IN THE

[01:15:05]

WE TRIED TO GET THEM AS MUCH ENGLISH SKILLS AS POSSIBLE SO THAT WE COULD KIND OF EXIT THEM OUT. WE'VE GONE TO A DIFFERENT MODEL NOW, AND SO WE ARE IN THE LAST YEAR OF THE EARLY EXIT MODEL. AND SO NOW WE'RE REALLY GOING TO BE IN THIS MODEL WHERE IT'S ONE WAY DUAL LANGUAGE KINDERGARTEN ALL THE WAY THROUGH FIFTH. AND THEN WE'RE BUILDING CAPACITY IN OUR SECONDARY TEACHERS AS WELL TO CONTINUE TO MAKE SURE THOSE STUDENTS HAVE SUPPORT. SO THAT'S ONE OF THOSE CHALLENGES THAT STUDENTS ALWAYS FACE IS, YOU KNOW, YOU GOT THEM THE ENGLISH SKILLS THAT YOU THOUGHT THEY NEEDED TO BE SUCCESSFUL. AND THEN IT WAS, YOU KNOW, YOU'RE GOING TO BE MONITORED, BUT BEST OF LUCK IN YOUR ENGLISH CLASSES. AND SO WE CONTINUE TO BUILD SUPPORTS FOR THOSE STUDENTS. AND WE ARE EXCITED. ONE OF THE REASONS THAT WE'RE EXCITED IS BECAUSE OUR DATA IS TELLING US THAT OUR STUDENTS ARE HAVING SUCCESS. SO THIS YEAR ALONE, AND THIS IS FROM OUR END OF THE YEAR MAP DATA, AND I DID WANT TO DRAW YOUR ATTENTION TO I DIDN'T PUT PAGE NUMBERS ON HERE, BUT THERE'S A CHART IN HERE THAT HAS DISAGGREGATED MAP DATA FOR OUR SPECIAL ED STUDENTS, OUR STUDENTS AND OUR GT STUDENTS. SO IT DOES WE DO REFERENCE THAT.

BUT WHAT WE DO KNOW IS THAT OUR ELEMENTARY, EMERGENT BILINGUAL STUDENTS IN GRADES ONE, THREE AND FOUR DEMONSTRATED ABOVE AVERAGE GROWTH WHEN COMPARED TO ALL THE ELEMENTARY SCHOOL STUDENTS AND OUR ELEMENTARY ESL STUDENTS IN GRADES K, ONE, TWO, THREE, AND FIVE DEMONSTRATED ABOVE AVERAGE GROWTH WHEN COMPARED TO ALL ELEMENTARY SCHOOL STUDENTS. OUR SECONDARY ESL PROGRAM STUDENTS IN GRADES SIX, NINE, AND TEN DEMONSTRATED ABOVE AVERAGE GROWTH WHEN COMPARED TO ALL SECONDARY STUDENTS AND OUR ELEMENTARY BILINGUAL PROGRAM STUDENTS IN GRADES ONE, THREE, AND FOUR DEMONSTRATED ABOVE AVERAGE GROWTH WHEN COMPARED TO ALL ELEMENTS. ALL OTHER ELEMENTARY STUDENTS AND OUR BILINGUAL PROGRAM STUDENTS IN GRADE THREE HAD HIGHER ACHIEVEMENT PERCENTILE WHEN COMPARED TO ALL STUDENTS. AND SO ONE OF THE THINGS I WANTED TO POINT OUT HERE IS, YOU KNOW, WHEN WE TALK ABOUT GROWTH IN TERMS OF MATH, OUR BILINGUAL STUDENTS TAKE BOTH THE ENGLISH ASSESSMENT AND THE SPANISH ASSESSMENT. RIGHT? SO WHEN WE TALK ABOUT GROWTH, IT'S THE ENGLISH ASSESSMENT TO THE ENGLISH ASSESSMENT. THE ONE THAT WE REALLY LIKE TO POINT OUT IS OUR BILINGUAL PROGRAM, STUDENTS IN GRADE THREE. THAT'S COMPARING OUR STUDENTS THAT TOOK THE TEST IN SPANISH TO THEIR PEERS THAT TOOK THE TEST IN ENGLISH. SO THEY'RE OUTPERFORMING THEIR STUDENTS IN THIRD GRADE WHEN THEY TEST IN THEIR NATIVE LANGUAGE. SO THAT'S JUST A TESTAMENT THAT SHOWS US THAT OUR PROGRAM IS WORKING AND OUR STUDENTS ARE HAVING SUCCESS. SO WE ARE REALLY EXCITED. AND ONE OF THE OTHER THINGS THAT WE KNOW IS THAT OUR PROGRAM DOES WORK, BUT IT TAKES A PARTNERSHIP. SO IT'S NOT JUST OUR CAMPUSES, IT'S NOT JUST OUR IB DEPARTMENT, IT'S ALSO OUR DEPARTMENT OF SCHOOL LEADERSHIP. SO ONE OF THE THINGS THAT WE REALLY TRIED TO DO LAST YEAR WAS REALLY DIG INTO THE DATA AND SEE WHAT OUR DATA TELLS US. AND SO WHEN WE LOOK AT OUR STUDENT ACHIEVEMENT, STUDENT ACHIEVEMENT DATA SPECIFICALLY FOR OUR STATE ACCOUNTABILITY SYSTEM, WE HAD EIGHT CAMPUSES THAT RECEIVED ZERO POINTS ON DOMAIN THREE STUDENT ACHIEVEMENT FOR SECOND LANGUAGE. SO THOSE CAMPUSES, THOSE STUDENTS WEREN'T MAKING PROGRESS. SO WE HAD PARTNERSHIPS BETWEEN DSL AND OUR IB AND OUR IB DEPARTMENT, AND WE WERE ABLE TO SIT DOWN AND TAKE THOSE CAMPUSES. AND THIS YEAR, I'M PLEASED TO REPORT THAT WE HAD EIGHT CAMPUSES THAT RECEIVED ZERO POINTS. AND NOW THOSE CAMPUSES, SEVEN OF THEM RECEIVED FOUR POINTS AND ONE OF THEM RECEIVED THREE POINTS. AND SO THAT'S A REALLY BIG INDICATOR BECAUSE THAT'S SUCH A SMALL POINT. BUT IT MAKES A BIG DIFFERENCE WHEN WE GET TO WE'RE GOING TO COME BACK TO YOU IN AUGUST AND WALK YOU THROUGH THE STUDENT ACCOUNTABILITY SYSTEM.

SO THAT'S JUST A TESTAMENT TO THE PARTNERSHIP AND THAT WORK THAT TOOK PLACE. WHAT WE ALSO KNOW IS THAT WE'VE GOT A LOT OF REALLY INTERESTING AND EXCITING THINGS HAPPENING. ONE OF THE ONES THAT I WANT TO DRAW YOUR ATTENTION TO IS THIS YEAR LONG SHELTERED INSTRUCTION CADRE. SO THIS IS A TEAM OF 40 TO 50 FORT BEND ISD TEACHERS WHO HAVE VOLUNTEERED WITHOUT PAY, WITHOUT STIPEND, TO GO THROUGH A YEAR LONG PROFESSIONAL LEARNING ON THEIR OWN AFTER SCHOOL TO BECOME BETTER INSTRUCTORS. AND SO IT IS A TESTAMENT TO THE WORK OF NOT ONLY THE TEAM TO RECRUIT THESE TEACHERS, BUT JUST THE JUST THE PROFESSIONALISM THAT EXISTS IN THE DISTRICTS THAT THESE TEACHERS WOULD TAKE THIS ON UNDER THEIR OWN ACCORD. WE HAVE IT WAS AN APPLICATION BASED PROCESS. PEOPLE ARE INTERESTED AND THEY WANT THEIR STUDENTS TO BE SUCCESSFUL. SO I JUST, YOU KNOW, THAT REALLY STUCK OUT TO ME WHEN I GOT HERE. I HADN'T HEARD ANYTHING LIKE THAT. AND SO IT WAS EXCITING THIS YEAR TO KIND OF SEE THAT. YOU ALSO SEE WE HAVE THE EQUITY AND ACCESS AWARD. THIS IS AN AWARD THAT WE DEVELOPED INTERNALLY TO HIGHLIGHT THE WORK OF OUR TEACHERS. AND SO THIS ISN'T JUST OUR ESL TEACHERS AND OUR BILINGUAL TEACHERS THAT ARE IN OUR PROGRAMS, BUT THIS COULD BE A MATH TEACHER WHO DOES A GREAT JOB IN SUPPORTING THEIR ESL STUDENTS IN THEIR MATH CLASS. AND SO THESE FOLKS ARE NOMINATED BY THEIR INDIVIDUAL CAMPUS LEADERSHIP TEAMS. AND SO IT'S JUST A TESTAMENT TO SOME OF THE WORK THAT'S BEEN DONE. ONE OF THE CHALLENGES THAT WE FACED IN THE PAST IS STUDENTS WOULD COME TO US FROM OTHER SCHOOL SYSTEMS OR OTHER COUNTRIES, AND WE WOULD REALLY STRUGGLE TO EVALUATE THOSE TRANSCRIPTS AND SAY, WE FEEL LIKE THIS STUDENT SHOULD BE IN THIS COURSE, OR SHE SHOULD BE IN THAT COURSE. AND SO WE WERE

[01:20:03]

IT'S A TESTAMENT TO THE WORK THAT THEY DO. AGAIN, WE HAVE THREE BILINGUAL SUMMER PROGRAM SITES, AND IT'S JUST REALLY, REALLY EXCITING. AND THIS IS PROBABLY ONE OF THE CROWN JEWELS OF THE DISTRICT, IS THE WORK THAT WE GET TO DO HERE. AND SO, YOU KNOW, WORKING AHEAD, ONE OF THE THINGS THAT WE DO KNOW IS THAT WE'VE GOT SOME AREAS OF OPPORTUNITY. SO, YOU KNOW, WE DO NOT CURRENTLY HAVE AN EB PACK. THAT'S SOMETHING THAT WE'VE HAD IN THE PAST, BUT THAT'S A PARENT ADVISORY COMMITTEE. WE KNOW THAT AS WE ARE CHALLENGED TO EXPAND OUR PROGRAMMATIC OFFERINGS, BE IT A TWO WAY DUAL LANGUAGE PROGRAM OR AN IMMERSION PROGRAM, THAT'S NOT SOMETHING THAT WE CAN DO BY OURSELVES. WE NEED TO LEAN ON OUR PARENTS AS PARTNERS, SO WE'LL BE BRINGING OUR OUR EB PACK BACK. WE'VE ALSO REALLY LEANED IN ON OUR PARENTS THIS YEAR. OUR PARENTS CAN TELL US THINGS THAT ARE HAPPENING, THINGS THAT ARE NOT HAPPENING. ONE OF THE THINGS THAT WE KNEW IS THAT WE NEEDED TO PROVIDE MORE SUPPORTS FOR OUR STUDENTS THIS SUMMER, AND SO WE'RE ABLE TO SAY THAT WE HAVE 700 STUDENTS ENROLLED IN OUR SUMMER PROGRAMING. AND THE GREAT THING IS, IS WHILE WE HAVE THOSE 700 STUDENTS, WE ALSO HAVE THREE PARENT SESSIONS THAT TAKE PLACE DURING THOSE SUMMER SCHOOL SITES. AND THAT'S AN OPPORTUNITY WHERE PARENTS TELL US, HEY, I REALLY STRUGGLE WITH HELPING HELPING MY SON OR DAUGHTER WITH THEIR HOMEWORK DURING THE SCHOOL YEAR. OR, HEY, I HAVE QUESTIONS FOR THE TEACHER, LIKE, HOW DO I GO AND HOW DO I INTERACT WITH THOSE THINGS? SO DURING THE COURSE OF THIS SUMMER PROGRAM, WE HAVE THOSE OPPORTUNITIES BUILT IN FOR PARENTS. AND SO WE'VE REALLY FOCUSED IN ON PULLING FAMILIES INTO THE SYSTEM AND ENSURING THAT THEY FEEL SUPPORTED AND THEY FEEL COMFORTABLE IN ASKING QUESTIONS.

AND SO WE'RE REALLY EXCITED TO CONTINUE THIS WORK GOING FORWARD. SO THAT LEADS US INTO TO GIFTED AND TALENTED. SO UNLIKE THE TWO PREVIOUS PROGRAMS, GIFTED AND TALENTED, ESPECIALLY IN AMERICA, IS KIND OF THE WILD WEST. SO THERE ARE ONLY 37 STATES THAT HAVE ANY KIND OF LAWS GOVERNING GIFTED AND TALENTED, AND THERE'S ONLY 30 OF THEM THAT ACTUALLY MAKE YOU APPLY STANDARDS AS YOU'RE TEACHING KIDS. SO YOU COULD THEORETICALLY HAVE A STUDENT THAT'S GIFTED IN TEXAS AND THEY MOVE TO ANOTHER STATE AND THEY'RE NOW NO LONGER GIFTED. I WON'T NAME ANY OF THOSE STATES. BUT, YOU KNOW, I JUST WANTED TO HIGHLIGHT THAT IT IS A CHALLENGE FOR US. AND SO ONE OF THE THINGS THAT WE ARE REQUIRED TO DO IS WE ARE REQUIRED TO KIND OF GOVERN OURSELVES AND REVIEW OUR PROGRAM EACH YEAR. THE BIBLE IN TEXAS WHEN IT COMES TO GIFTED STUDENTS, IS THE TEXAS STATE PLAN FOR THE EDUCATION OF GIFTED STUDENTS. SO IT WAS UPDATED IN 2024. PRIOR TO THAT, HADN'T BEEN UPDATED SINCE 2019. IT HAS JUST KIND OF PROGRAMS LIKE THIS IS A REALLY GOOD PROGRAM, AND THIS IS THE BEST PROGRAM THAT YOU CAN DO. AND THERE'S A SELF-ASSESSMENT THAT WE WALK THROUGH OUR TEAM EVERY YEAR KIND OF GOES THROUGH ONE OF THE THINGS THAT WE'LL BE COMING TO YOU FOR, BOTH OUR BILINGUAL AND OUR GT IS WE HAVE PROGRAM EVALUATIONS. THESE ARE IN THE PROCESS OF GETTING COMPLETED. SEE YOU LICKING YOUR CHOPS. I CAN TELL YOU'RE EXCITED. SO THESE WILL BE COMING TO YOU, I BELIEVE AUGUST SEPTEMBER IS THE DEADLINE. THOSE WILL BE COMING. AND THOSE HAVE PARENT SURVEYS IN THEM. THAT GIVES US AN OPPORTUNITY TO SAY THESE ARE THE THINGS THAT ARE WORKING WELL. THESE ARE THINGS THAT WE WANT TO CONTINUE TO IMPROVE ON. AND SO IN TERMS OF GT, WE EVALUATE OURSELVES EVERY YEAR. AND WHAT WE KNOW IS THAT OUR GT PROGRAM CONTINUES TO HAVE PRETTY STABLE REPRESENTATION, EVEN AS OUR POPULATION KIND OF SHIFTS AND MOVES THROUGH THE DISTRICT, OUR ENROLLMENT STAYS, STAYS PRETTY STABLE. WE SEE THAT, YOU KNOW, MAJORITY OF OUR STUDENTS IN OUR PROGRAM ARE GIFTED STUDENTS. OUR AFRICAN AMERICAN AND HISPANIC STUDENTS CONTINUE TO STAY THE SAME, AND OUR WHITE ENROLLMENT CONTINUES TO KIND OF REMAIN ONE OF THE THINGS THAT WE KNOW THAT ANYTIME YOU HAVE A PROGRAM LIKE GT, THERE CONTINUES TO BE A CHALLENGE WITH OVERREPRESENTATION OF STUDENT GROUPS AND UNDERREPRESENTATION OF STUDENT GROUPS. THIS IS NOT A CHALLENGE THAT IS SPECIFIC TO FORT BEND ISD. THIS IS A CHALLENGE WHEN I WORKED IN A PREVIOUS DISTRICT IN TEXAS, BUT THIS IS ONE OF THOSE CHALLENGES THAT THEY FACE. SO TO HELP KIND OF COMBAT THAT CHALLENGE, ONE OF THE THINGS THAT WE DO HAVE IN FORT BEND, AND I WANT TO DRAW YOUR ATTENTION TO THE NOTES PAGES. WE DO HAVE THE VISTAS PROGRAM. SO THIS IS A PROGRAM THAT OUR TRADITIONALLY UNDERSERVED SCHOOLS AND OUR TITLE ONE SCHOOLS THAT SEEKS TO PROVIDE STUDENTS MORE EXPERIENTIAL LEARNING OPPORTUNITIES, MORE ENRICHMENT PROGRAMS, TO GIVE THEM MORE EXPERIENCES TO HELP THEM DEVELOP THEIR TALENTS. SO THEY DO HAVE AN OPPORTUNITY TO TEST INTO THE PROGRAM LATER IN LIFE. SO THAT IS ONE WAY THAT WE'VE REALLY WORKED ON TRYING TO SOLVE THE CHALLENGE OF OVER AND UNDERREPRESENTATION OF OUR STUDENTS. WE ALSO KNOW, SIMILAR TO OUR OUR IB STUDENTS, THAT OUR DATA TELLS US THAT OUR STUDENTS ARE LEARNING WHAT WE KNOW BASED ON THE END OF THE YEAR MAP DATA IS THAT 98% OF OUR STUDENTS, FOR BOTH THE READING AND THE MATH ASSESSMENT, SCORED IN THE TOP TWO QUINTILES. SO OUR GT STUDENTS CONTINUE TO PERFORM.

WHERE WE HAVE A CHALLENGE IS THAT IF YOU LOOK AT THE BOTTOM PART OF THE SLIDE IS THAT WE HAD 44% OF OUR STUDENTS THAT WERE IN THE TOP QUINTILE FOR GROWTH IN MATH, BUT WE HAD 22% FOR MATH AND 23% FOR READING, WHICH MEANS THEY DIDN'T HAVE ANY GROWTH. SO THAT TELLS US THAT THESE

[01:25:01]

THOSE ARE ALL EXPERIENCE BASED. I THINK ONE OF THE THINGS THAT REALLY SPEAKS TO US AND, YOU KNOW, BETH, BETH TOUCHED ON THIS SEVERAL TIMES IS JUST THE NEED TO PROVIDE OUR PARENTS WITH MORE OPPORTUNITIES. WE HAVE 200 STUDENTS THAT ARE THAT ARE ACCEPTED FOR OUR GT ACADEMY TO QUAIL VALLEY, AND AS OF LAST WEEK, WE ACTUALLY STILL HAVE A WAITING LIST. SO THERE ARE PARENTS THAT THAT WANT DIFFERENTIATED OPPORTUNITIES FOR THEIR STUDENTS. AND SO WE'RE EXCITED ABOUT THAT. AND THEN AS WE LOOK AHEAD, YOU KNOW, ONE OF THE THINGS THAT WE CONTINUE TO CHALLENGE WITH, AND I TOUCHED ON THIS EARLIER, IS JUST ENSURING THAT OUR GT NUMBERS ARE MORE REPRESENTATIVE OF THE POPULATION THAT WE SERVE. AND SO WE'VE HIGHLIGHTED SOME SOME DIFFERENT TASKS THAT WE CAN ADD TO OUR GT PROGRAM EVALUATION OVER THE NEXT COUPLE OF YEARS TO REALLY WORK ON GETTING MORE STUDENTS INTO THE PIPELINE AND ENSURING THAT OUR PROGRAM IS MORE REPRESENTATIVE OF THE STUDENTS THAT WE SERVE. SO WE'RE EXCITED ABOUT THAT. JUST CONTINUING TO COMMUNICATE AND OVERCOMMUNICATE WITH FAMILIES. LAST SCHOOL YEAR, WE STARTED SENDING A GT PARENT GT TEACHER NEWSLETTER ON THE 15TH OF EVERY MONTH, AND THAT WAS REALLY, REALLY WELL RECEIVED. AND THAT JUST GIVES TEACHERS JUST, YOU KNOW, OPPORTUNITIES TO LEARN MORE TIPS AND TRICKS AND THINGS TO CONSIDER AND STRATEGIES TO DO. SO WE'RE GOING TO CONTINUE THAT.

WE'RE ALSO WORKING ON JUST BUILDING OUT OUR OFFERINGS FOR STUDENTS. YOU KNOW, IT'S DIFFICULT TO PROVIDE SUPPORT TO SUCH A DIFFERENTIATED POPULATION OF STUDENTS. BUT OVER THE PAST COUPLE YEARS, WE'VE HAD SEVERAL CAMPUSES THAT HAVE PILOTED INDEPENDENT STUDY COURSES FOR OUR STUDENTS. THOSE HAVE WORKED REALLY, REALLY, REALLY, REALLY WELL. OUR KIDS HAVE REALLY GRAVITATED TO THAT. WE SEE OUR ESP COMPLETION RATES CONTINUE TO RISE. SO THAT'S THE TEXAS STATE PERFORMANCE STANDARDS PROJECT. SO THAT'S THE PROJECT THAT EACH OF OUR GIFTED KIDS COMPLETE THROUGHOUT THE END OF THE YEAR, WE HAD OVER 93% OF OUR STUDENTS COMPLETE THEIR PROJECTS THIS YEAR. AND SO THEY JUST CONTINUE TO HAVE SUCCESS ON THAT. AND SO AGAIN, WE'VE GOT OUR GREAT SUMMER PROGRAMS THAT ARE GOING ON. SO WE ARE JUST EXCITED TO CONTINUE TO OFFER OPPORTUNITIES FOR OUR STUDENTS. AND SO, YOU KNOW, WE REALLY STARTED OUR SUMMER WORK IN THE IN THE FALL.

IN THE SUMMER OF 23, WE WORKED WITH OUR GT PACK TO IDENTIFY OPPORTUNITIES. THIS YEAR WE HAVE SPACE CAMP, WE HAVE A LIVING THINGS CAMP, AND WE HAVE AN AQUATICS CAMP. AND SO WE'LL CONTINUE TO BE PILOTING THOSE AND BRINGING THOSE BACK. AND THEN AS WE HAVE OUR PREMIER PROGRAMS, WE'RE EXCITED TO SEE THE DIFFERENT OPPORTUNITIES THAT WE CAN HAVE FOR OUR STUDENTS. SO NOW I'M GOING TO TURN THE PAGE AND WE'RE GOING TO GET IT TO OUR MAP ASSESSMENT. SO BEFORE WE GET INTO MAP, WE ARE REQUIRED EVERY YEAR THREE TIMES A YEAR TO ASSESS OUR PRE-KINDERGARTEN STUDENTS. AND SO THE ASSESSMENT THAT WE HAVE CHOSEN CHOSEN PARDON ME IS OUR ASSESSMENT. AND SO WE REALLY FOCUS ON TWO AREAS THAT WE HAVE TO REPORT BACK TO THE STATE. THAT IS OUR EARLY LITERACY AND OUR MAP DATA. ONE OF THE THINGS THAT I WANT TO DRAW YOUR ATTENTION TO IS THAT SO WE SET A GOAL THIS YEAR. AN INTERNAL GOAL IS THAT WE WANTED TO HAVE 85% OF OUR STUDENTS REACH THE ON TRACK LEVEL. NOW, THE CHALLENGE FOR US IS WE FELL ONE PERCENTAGE POINT SHORT OF THAT. BUT ONE OF THE THINGS I WANT TO DRAW YOUR ATTENTION TO IS SO LAST YEAR, WHEN WE WERE AT THE 2023 BEGINNING OF THE SCHOOL YEAR, WE HAD 64% OF OUR STUDENTS THAT WALKED IN PRE-K DAY ONE AND THEY WERE ON TRACK, AND WE FINISHED THE YEAR AT 85%. THIS YEAR, WE HAD 58% OF OUR STUDENTS ON DAY ONE, SO WE HAD FEWER STUDENTS THAT SHOWED UP DAY ONE READY FOR PRE-K WHEN WE GOT TO 84%. SO WHILE WE DIDN'T HIT OUR GROWTH NUMBER, WE ACTUALLY MADE MORE GROWTH COMPARED TO LAST YEAR. SO THAT'S SOMETHING THAT WE WANT TO JUST CELEBRATE. IT'S A TESTAMENT TO THE WORK OF THE PRE-K TEAM, BUT ALSO THE PRE-K TEACHERS TEAMS. AND ONE OF THE THINGS THAT'S EXCITING AS WELL IS THAT WE ACTUALLY HAD MORE STUDENTS IN PRE-K THIS YEAR THAN WE DID LAST YEAR. AND SO WE KNOW NOW NEXT YEAR WITH PRE-K THREE, AS OUR PRE-K NUMBERS GROW, IT'S GOING TO BE MORE EXCITING BECAUSE WHY THIS LOOKS LIKE, OH, IT'S JUST, YOU KNOW, IT'S A PRE-K ASSESSMENT. THIS MEANS THAT OUR STUDENTS ARE LEAVING US PREPARED FOR KINDERGARTEN. AND THE MORE PREPARED THEY COME FOR KINDERGARTEN, THE MORE PREPARED THEY ARE FOR FIRST GRADE. AND SO WE'RE EXCITED TO BE KIND OF LAYING THE FOUNDATION FOR OUR STUDENTS TO HAVE SUCCESS EARLY. SO WHEN THEY GET TO US, WE CAN REALLY SEE WHAT THAT LOOKS LIKE. SO WE DIDN'T MEET OUR NUMBER FOR LITERACY, BUT I'M EXCITED TO

[01:30:01]

SO WE ARE EXCITED ABOUT THAT. SO NOW WE'RE GOING TO GET TO MAP. AND SO AGAIN MAP MAP IS INTERESTING. SO MAP IS NOT A NORM REFERENCE TEST. SORRY. MAP IS A FORMATIVE ASSESSMENT AND IT'S A NORM REFERENCE TEST. AND THAT OUR KIDS THAT TAKE THE TEST ARE COMPARED TO KIDS ALL ACROSS THE NATION THAT TAKE THIS TEST. SO IT'S NOT TEXAS SPECIFIC. IT HAS NOTHING TO DO WITH TEXAS STATE STANDARDS. THERE'S NO TEAKS INVOLVED. SO IT'S REALLY AN ASSESSMENT DESIGNED TO MEASURE STUDENT GROWTH. AND WHAT WE LOOK AT IS THAT IF WE PUSH THE RIGOR IN OUR CLASSROOMS, MAP TELLS US WHAT OUR KIDS ARE CAPABLE OF. WE DID HAVE A QUESTION THAT CAME IN. AND SO HOW ALIGNED IS MAP TO STAR? AND SO WHAT WE FOUND THIS YEAR IS WE JUST DID REALLY QUICK BACK OF THE NAPKIN CALCULATIONS. AND WE FOUND AND WE'LL SEND THIS TO YOU IN A BOARD UPDATE THIS WEEK THAT ABOUT WITH 60% ACCURACY THAT IF A STUDENT IF A MAP SAYS THIS STUDENT IS GOING TO PROJECT TO THIS, HE OR SHE IS GOING TO PROJECT TO THAT. SO SOME SOME SUBJECTS HAVE A LITTLE BIT HIGHER, SOME ARE A LITTLE BIT LOWER. BUT OVERALL WE FEEL PRETTY CONFIDENT THAT WHEN WE GET OUR PROJECTED PROFICIENCY SUMMARY FROM THE MAP ASSESSMENT AND IT SAYS THAT A STUDENT'S GOING TO HAVE SUCCESS, HE OR SHE IS MORE THAN LIKELY GOING TO HAVE SUCCESS, BUT WE'LL SEND THAT BREAKDOWN TO YOU BY THE BY THE END OF THE WEEK. AND SO MAP REALLY FOCUSES ON TWO AREAS. SO THE ONE THAT WE'RE GOING TO WALK YOU THROUGH FIRST IS MAP ACHIEVEMENT. RIGHT. SO MAP ACHIEVEMENT IS JUST HOW WELL THE STUDENTS ARE DOING LEARNING GRADE LEVEL SPECIFIC STANDARDS.

AND SO THE FORMATTING WAS A LITTLE OFF. BUT ON THE LEFT SIDE YOU SEE GRADE FIVE BOY ALL THE WAY DOWN TO KINDER ELI. SO ELI IS OF COURSE INTO THE YEAR. BOY IS BEGINNING OF THE YEAR. MOY IS MIDDLE OF THE YEAR. YOU KNOW WE LOVE OUR ACRONYMS. AND SO REMEMBER WHEN WE TALK ABOUT MAP 50% IS AVERAGE. SO THAT'S WHERE YOU WANT TO BE AT LEAST IN THE 50 PERCENTILE. SO ANYTHING ABOVE THE 50TH PERCENTILE IS CONSIDERED AVERAGE OR ABOVE. SO WHAT YOU SEE IN TERMS OF OUR STUDENTS ACHIEVEMENTS, WHAT WE KNOW IS THAT OUR STUDENTS IN TERMS OF ELEMENTARY READING IN FORT BEND, OUR STUDENTS WERE ACHIEVING. THEY WERE DOING WELL. WE HAD SOME GREAT HIGHLIGHTS. I THINK IF YOU LOOK AT, YOU KNOW, OVERALL ACHIEVEMENT IS HIGH. AND IN MAJORITY OF OUR STUDENTS FELL INTO THE BLUE AND GREEN RANGES. AND SO THAT IS HIGH TO ABOVE HIGH AVERAGE FOUNDATIONAL SKILLS FOR FIRST GRADE IS SHOWING GROWTH AND THIRD TO FIVE HAVE THE HIGHEST GROWTH PERCENTILE, HIGHEST GROWTH PERCENTILE IN THE DISTRICT. WHEN WE LOOK AT BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR, I THINK WE DEFINITELY HAVE AN AREA OF OPPORTUNITY. WE HAVE SOME.

SORRY. WE DEFINITELY HAVE AN AREA OF OPPORTUNITY WHEN WE LOOK AT SOME OF OUR STUDENT GROUPS.

SO WHEN WE LOOK AT KINDERGARTEN, WE HAD ACTUALLY A DECREASE FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR. SO WE'VE GOT AN OPPORTUNITY THERE TO REALLY LEAN IN AND FOCUS ON HOW WE'RE USING.

OUR TEACHER LED SMALL GROUPS TO MAKE SURE THAT OUR STUDENTS ARE GETTING THE SUPPORT THAT THEY NEED, AND MAKE SURE THAT WE'RE ALIGNING OUR OUR INSTRUCTION WITH THE CLASSROOM RIGOR. WE REALLY WANT TO HIGHLIGHT, THOUGH, THAT FIFTH GRADE GROUP, BECAUSE NOT ONLY DID THEY HAVE 15% OF THEIR STUDENTS IN THE LOWEST PERCENTILE AT THE START OF THE YEAR, THEY ENDED THE YEAR WITH 13. SO THAT MEANS MORE STUDENTS ARE ACTUALLY LEAVING US PREPARED FOR SIXTH GRADE. AND WE KNOW THAT SIXTH GRADE IS A CHALLENGE BECAUSE YOU GO FROM HAVING THAT, YOU KNOW, ALMOST TWO OUR LITERACY BLOCK TO THAT 45 MINUTE LITERACY BLOCK. SO THE MORE PREPARED WE CAN HAVE OUR STUDENTS BE FOR MIDDLE SCHOOL, THE BETTER. SO THIS IS THE READING ACHIEVEMENT WE'RE GOING TO COVER ABOUT COVER THE GROWTH A LITTLE BIT LATER. NOW I WANT TO DRAW YOUR ATTENTION TO MAP AGAIN. REMEMBER EVERYTHING ON THE LEFT. ANYTHING ABOVE THE 50TH PERCENTILE IS GOOD. SO WE SEE THAT FOR NOT ONLY READING BUT ALSO MATH, ALL OF OUR STUDENTS WERE AT OR ABOVE THE 50TH PERCENTILE. WE REALLY WANT TO POINT OUT THAT WE SAW AN INCREASE IN ACHIEVEMENT IN THIRD GRADE, BUT WE ALSO WANT TO POINT OUT OUR FIFTH GRADE NOT ONLY CAME IN AT THE 50TH PERCENTILE, BUT THEY LEFT US AT THE 50TH PERCENTILE. SO THEY MAINTAIN THAT THEIR STUDENTS CONTINUE TO JUST HAVE SUCCESS. AND WE KNOW THAT, YOU KNOW, OUR SECOND AND FOURTH GRADE STUDENTS, THEY HAD LESS GROWTH BETWEEN THE MIDDLE OF THE YEAR AND THE END OF THE YEAR. SO THOSE ARE JUST AREAS OF OPPORTUNITIES FOR US. AND SO WHAT WE DO ANYTIME THAT WE HAVE, YOU KNOW, EXCESS GROWTH OR NOT ENOUGH GROWTH OR MORE GROWTH THAN WE NEED IS WE REALLY SIT DOWN AS A CURRICULUM TEAM AND LOOK AT, HEY, WHAT DID WE SPEND TOO MUCH TIME ON? WHAT DID WE NOT SPEND ENOUGH TIME ON. SO, YOU KNOW, WE'LL GO THROUGH. AND IF MAP SAYS OUR KIDS REALLY CRUSHED IT ON FRACTIONS, EVEN ON THE STAR ASSESSMENT, WE'LL SAY, WELL, DID WE SPEND TOO MUCH TIME ON ON FRACTIONS AND NOT ENOUGH TIME ON MULTIPLICATIONS? OR DO WE NEED TO SPEND MORE TIME ON DECIMALS? AND SO THAT'S THE WORK THAT THAT THE TEAM IS ALREADY DOING THIS SUMMER IS REALLY ENSURING THAT WE MAXIMIZE EVERY SINGLE DAY THAT OUR TEACHERS ARE IN FRONT OF OUR STUDENTS. AND SO I GOT A QUESTION, I BELIEVE LAST TIME I SPOKE TO YOU ALL ABOUT SCIENCE. SCIENCE CHALLENGES. IS OUR SCIENCE CURRICULUM WORKING? WHAT YOU SEE HERE IS THAT EVERY SINGLE ONE OF OUR GRADE LEVELS THIRD, FOURTH AND FIFTH, THERE IS NO SCIENCE FOR OUR YOUNGER STUDENTS ENDED IN THE 69TH OR ABOVE PERCENTILE, SORRY, 68TH PERCENTILE OR ABOVE FOR ELEMENTARY. SO THAT'S A TESTAMENT TO US. AND THAT TELLS

[01:35:01]

SO AGAIN, WE WANT TO GO TO SECONDARY MATH, THE SECONDARY MATH. THERE'S ONE THING THAT LOOKS A LITTLE DIFFERENT HERE AND THAT IS OUR ACHIEVEMENT DATA. AND SO IT JUMPED OUT TO US AT THE BEGINNING OF THE YEAR. IT JUMPED OUT TO US AT THE MIDDLE OF THE YEAR. WE SEE THAT EIGHTH GRADE, WE HAD ONLY 38% OF OUR KIDS. WE OUR KIDS WERE IN THE 38TH PERCENTILE. BUT THAT'S A TRICK, RIGHT? BECAUSE WE KNOW THAT WE HAVE A LARGE NUMBER OF OUR EIGHTH GRADE STUDENTS THAT ARE IN OUR ALGEBRA ONE. SO IF WE ACTUALLY HAD A FULL, ACCURATE EIGHTH GRADE, IT WOULD STILL BE ABOVE THE 50TH PERCENTILE. AND SO BUT THAT IS SOMETHING. WHEN I FIRST SAW IT, I WAS A LITTLE CONCERNED. AND THEN I REMEMBERED, OH, WE HAVE SOME STUDENTS IN ALGEBRA ONE AND EVEN GEOMETRY IN EIGHTH GRADE. SO STUDENTS CONTINUE TO JUST OUTPERFORM. LOOKING AT OUR SCIENCE AGAIN, OUR NEW SCIENCE CURRICULUM IS WORKING IN OUR BIOLOGY INDICATES THAT OUR STUDENTS HAD ALMOST A YEAR AND A HALF WORTH OF GROWTH. AND SO OVERALL, OUR TEACHERS ARE LOVING THE NEW CURRICULUM. THEY'RE TEACHING THE NEW CURRICULUM. THE CURRICULUM IS EFFECTIVE, THE CURRICULUM IS WORKING. SO AND THEN THAT GETS US TO GROWTH. SO OVERALL ACHIEVEMENT TELLS US HOW WELL THE STUDENTS ARE DOING WITH, YOU KNOW, GRADE LEVEL SPECIFIC CONTENT. AND WHAT WE GET IS GROWTH. WHEN THEY TAKE THE BEGINNING OF THE YEAR MAP ASSESSMENT, THEY'RE GIVEN A SCORE AND IT SAYS WITH SOME SPECIFIC INSTRUCTION, THE STUDENT BY THE END OF THE YEAR SHOULD BE AT THIS SCORE. SO WHAT THAT TELLS US IS WE'RE IN THE 46TH PERCENTILE FOR GROWTH AS A DISTRICT. SO ABOUT 46% OF OUR STUDENTS MET THEIR END OF THE YEAR MAP GROWTH TARGET. REMEMBER 50 IS AVERAGE. SO WE'RE JUST A LITTLE BIT BELOW AVERAGE. WE DID HAVE SOME GRADE LEVELS FOR MATH THAT WERE ABOVE AVERAGE, SUCH AS THIRD GRADE AND FIFTH GRADE. AND SO THIRD GRADE PARDON ME IN SEVENTH GRADE. SO WE'RE EXCITED ABOUT THAT K-8 READING GROWTH OVERALL IN THE DISTRICT. WE'RE AT THE 45TH PERCENTILE. WE HAD 24% OF OUR FOURTH GRADERS, AND 23% OF OUR FIFTH GRADERS ACTUALLY SCORED IN THE TOP QUINTILE FOR GROWTH. AND SO WE KNOW THAT WE DEFINITELY HAVE SOME AREAS OF OPPORTUNITIES. AND SO AF LOOK IN AND DISAGGREGATE THAT DATA. AND WHAT WE KNOW IS THAT IN TERMS OF OUR SCIENCE WORK IS THAT WE'VE GOT AN OPPORTUNITY TO REALLY ENSURE THAT OUR K ONE AND TWO TEACHERS ARE LAYING THOSE STRONG SCIENTIFIC FOUNDATIONS. SO WHEN THE STUDENTS DO GET TO US IN THIRD GRADE, WE CAN CONTINUE TO SEE THAT SAME GROWTH. SO I'M GOING TO TURN IT OVER TO MISS HUBBARD, AND SHE'S GOING TO TALK TO YOU A LITTLE BIT ABOUT OUR READING FLUENCY DATA. SO OUR READING FLUENCY DATA THIS IS A MAP ASSESSMENT. BUT IT IS GIVEN TO MEASURE FOUNDATIONAL SKILLS IN READING TO KINDER FIRST SECOND GRADE STUDENTS. AND SO WE ARE LOOKING AT THEIR DEVELOPMENT IN TERMS OF PHONOLOGICAL AWARENESS AND WORD RECOGNITION.

RIGHT. DO THEY KNOW THE SOUNDS THAT LETTERS MAKE? CAN THEY RECOGNIZE LETTERS, THINGS OF THAT NATURE? AND THEN CAN THEY MOVE INTO BLENDING AND THE SKILLS THAT PREPARE THEM FOR READING? OKAY, WITH THIS ASSESSMENT, IT IS ADAPTIVE IN THAT IT GIVES AN INITIAL ASSESSMENT OF THE STUDENT'S ABILITY TO READ SENTENCES. AND THEN IF THE STUDENTS GET A CERTAIN AMOUNT CORRECT, IT ROUTES THEM UP TO WHERE THEY ARE ACTUALLY READING TEXT. OKAY. IF THEY DO NOT ROUTE UP, THEN THEY TAKE THE FOUNDATIONAL SKILLS AND WE GET TO GATHER DATA ON THEIR

[01:40:05]

OKAY, AT MOST WHEN WE REPORTED THIS, THAT THEY WERE AT 7%. SO WE SAW AN INCREASE OF 5% IN THE IN THE KINDERGARTEN KIDDOS THAT ROOTED UP TO READING TEXTS AT THE END OF THE YEAR. AND THEN WHAT YOU NOTICE IS THE KIDS THAT TOOK THE FOUNDATIONAL SKILLS ARE THEN RATED ON A PROGRESSION, WHICH TELLS US THEIR READINESS FOR READING. AND SO THAT'S THE DATA THAT YOU'RE SEEING HERE. SO IF THEY'RE AT LEVELS THREE, FOUR AND FIVE ON THAT PROGRESSION, THEY'RE CLOSER TO GETTING THOSE READING SKILLS TO BE ABLE TO LEVEL UP TO THE ORAL READING. AND SO YOU'LL NOTICE HERE IN OUR KINDERGARTEN THAT EVEN THOUGH WE STILL HAVE 88% OF OUR KINDERGARTNERS TAKING THE FOUNDATIONAL SKILLS PORTION, 80% OF THOSE KIDS ARE IN THE UPPER LEVEL OF THE PROGRESSION. SO THEY'RE GETTING CLOSE TO ROUTING UP TO THE ORAL READING IN FIRST GRADE. SAME ASSESSMENT. BUT THE BENCHMARK IS HIGHER BECAUSE IT'S A FIRST GRADER, NOT A KINDERGARTNER. AND SO WHAT YOU'LL NOTICE HERE IS THAT AT THE END OF THE YEAR FOR FIRST GRADE, 47% OF OUR FIRST GRADERS ROOTED UP TO THE ORAL READING. SO THEY WERE READING ON GRADE LEVEL TEXT. AND THAT'S AN INCREASE FROM 28% AT MOST FOR FIRST GRADE. AND THEN WHAT YOU'LL NOTICE IS OUR FIRST GRADERS THAT WEREN'T ABLE TO ROUTE UP. SO THEY STAYED IN THAT FOUNDATIONAL SKILLS PORTION OF THE TEST 88. AT LEAST 88% OF THEM ARE IN THE UPPER RANGES OF THAT PROGRESSION, WHICH MEANS THEY'RE REALLY CLOSE TO MAKING THAT JUMP TO ORAL READING. AND SO THAT IS SOME OF OUR FLUENCY DATA FROM THE END OF END OF YEAR ASSESSMENT FOR OUR KINDER AND FIRST GRADE STUDENTS. THANK YOU.

WELL, THANK YOU, DOCTOR STEVENS AND MISS HUBBARD. SO I'LL OPEN IT UP FOR QUESTIONS FROM THE TRUSTEES. NONE, MR. RONNIE. HI. THIS IS FOR DOCTOR STEVENS. JUST GOING BACK TO PAGE 22 OF THE PRESENTATION. THE FIRST ONE, THE ELEMENTARY READING ACHIEVEMENT. JUST SO I WANT TO MAKE SURE I UNDERSTAND THIS CORRECTLY. SO IF YOU'RE LOOKING AT THE KINDER BEGINNING OF YEAR, WE STARTED AT 66TH PERCENTILE. YES, MA'AM. BUT WE ENDED UP BEING IN THE 59TH PERCENTILE. YES, MA'AM. YES. AND SO FOR EACH ONE OF THESE, GRADE FIVE FOR WE'VE DROPPED IN THE PERCENTILE OVERALL. YES, MA'AM.

WE DID NOT MAINTAIN THE ACHIEVEMENT WITH CONSISTENT WITH WHAT WE BEGAN THE YEAR AT. OKAY.

OKAY. I JUST WANT TO MAKE SURE I WAS READING THAT CORRECTLY. THANK YOU. YES, MA'AM. THANK YOU, MISS HANNON. YES. SO THANK YOU, MISS HUBBARD AND DOCTOR STEVENS. SO MY FIRST QUESTION IS GOING TO BE TO MISS HUBBARD. I JUST WANT TO MAKE SURE. SO THE LAST TWO SLIDES THAT YOU SHOWED US, THAT IS PART OF THE MAP DATA FOR THOSE SKILLS. SO THE DATA THAT YOU SEE HERE ON THE SCREEN IS THE IS THE PIE CHARTS. YES, MA'AM. OKAY. THIS ONE IS THE GROWTH MAP GROWTH ASSESSMENT OKAY. THE PIE CHARTS IS THE MAP READING FLUENCY ASSESSMENT. SO IT IS TWO DIFFERENT ASSESSMENTS BECAUSE THIS ONE IS CATERED TO THOSE FOUNDATIONAL SKILLS OKAY. AND IT HAS A DIFFERENT ADAPTIVE PORTION WHICH COULD IT LIKE LISTEN THE KIDS READ RIGHT INTO THE MICROPHONE. AND IT'S MEASURING DIFFERENT THINGS THAN THE GROWTH ASSESSMENT OKAY. SO THE STUDENTS ARE ACTUALLY READING FOR THE K AND ONE. AND THERE'S A I THERE THERE IS A FACTOR THAT LISTENS TO THE ACCURACY AND THE FLUENCY RATE AND THE WORDS PER MINUTE, OKAY. WHEN THE KIDS GET ROUNDED UP, THAT'S WHAT I WANTED TO MAKE SURE EVERYBODY UNDERSTOOD THAT THIS WAS A FLUENCY, THAT BECAUSE THAT'S WHAT I THOUGHT WE WERE TALKING ABOUT, THAT IT WAS LIKE WORDS PER MINUTE. AND I DON'T KNOW, PROSODY. I DON'T KNOW WHAT IT'S LOOKING AT. BUT OKAY, SO BUT IT BUT WHEN YOU SAY ROOTED I WANTED TO MAKE SURE I UNDERSTOOD. IT'S NOT LIKE THAT. IF THEY DON'T GET TO A CERTAIN LEVEL, THEY DON'T GET TO ACTUALLY LIKE DO A COMPREHENSION PORTION OR SOMETHING. YEAH. SO MOST OF THE COMPREHENSION PIECES ARE GOING TO COME WHEN YOU GET TO THE GROWTH ASSESSMENTS. IT'S

[01:45:01]

[01:50:05]

AND, YOU KNOW, I ALWAYS WONDER TOO, IF OUR INTERVENTIONISTS ARE THE KIDS, THE TEACHERS THAT ARE PROVIDING INTERVENTION TO KIDS ARE ACTUALLY TRAINED IN HOW TO SUPPORT OUR EMERGENT BILINGUALS.

SO THERE WAS A LOT OF STUFF PACKED IN HERE. AND I KNOW I ASKED MORE QUESTIONS BECAUSE I'M REALLY INTERESTED IN IN ACTUALLY REALLY SEEING SOME MORE OF THE DATA, ESPECIALLY WHERE LIKE, I DON'T KNOW IF YOU COULD DO THAT IN, IN, IN THE CHART, SEEING WHERE CAMPUSES FALL ABOVE AND BELOW, YOU KNOW, WHERE DID THEIR, WHERE ARE THEIR EBBS AND THEIR, THEIR GT KIDS AND THEIR SPED KIDS BECAUSE WE DIDN'T SEE ANY SPED OUTCOMES HERE IN THIS BED UPDATE, I KNOW YOU'RE FOCUSING ON SOMETHING DIFFERENT. SO ANYWAY, LOTS OF GOOD INFORMATION THAT YOU PROVIDED US. I REALLY APPRECIATE THAT. I THINK THAT WAS LET ME JUST DOUBLE CHECK. I DON'T HAVE TO COME BACK. I'M GLAD TO HEAR YOU'RE BRINGING THE EBB, EBB PACK BACK. THAT'S GREAT. GLAD TO HEAR GT PACK IS COMING BACK FACE TO FACE. BECAUSE THERE'S NOTHING LIKE TALKING TO SOMEBODY, YOU KNOW, LOOKING THEM IN THE EYE. AND THANK YOU FOR SHARING THAT, THAT CORRELATION BETWEEN WHAT YOU SAW ON SUCCESS. IT'S ABOUT A 60% PREDICTOR WHICH ANYWAY THAT'S HELPFUL TO UNDERSTAND.

THANK YOU AGAIN. THANKS MISS TOWSON. THANK YOU, MISS HANNON. DOCTOR GILLIAM. THANK YOU FOR THE PRESENTATION. THANK YOU. AND IT IS CLEAR TO ME THAT YOU ALL OWN THIS WORK. THAT'S WHAT ALL THE WAY FROM THE VERY BEGINNING, ALL THE WAY TO THE END. THIS IS HOW THIS IS MY FEELING ON IT.

AND IT'S OBVIOUS. THE STAFF, TEACHERS, PRINCIPALS, YOU CAN I KNOW THEY OWN IT BECAUSE OF WHAT HAPPENED. AND WE HAVE POSITIVITY. WE HAVE THINGS THAT THAT THEY MADE IT HAPPEN. I'M LOOKING FORWARD TO SEE THE NEXT UPDATE. I TRULY AM. SO I, I HEAR AND I SEE THAT THEY HAVE INTERACTED, MEANING OUR PRINCIPALS, OUR TEACHERS HAVE INTERACTED WITH THE DATA AND THEY KNOW IT. I FEEL IT'S LIKE, Y'ALL KNOW THIS. I LOOK FORWARD TO IT AND THE ACCOUNTABILITY IS EVIDENT. THANK YOU VERY MUCH. GOOD JOB. THANK YOU. THANK YOU, DOCTOR GILLIAM. MISS TANIA, DID YOU HAVE SOMETHING ELSE? YES, I DID, SO I'LL SAY KUDOS ON THE ON THE K TO EIGHT READING GROWTH AND THE FIRST GRADE READING FLUENCY. I THINK THAT'S GREAT. I WAS JUST DOING QUICK MATH AFTER YOU. YOU KNOW I UNDERSTOOD THE EXPLANATION. SO OUT OF THE 28 CATEGORIES THAT WE HAVE BETWEEN READING, MATH, SCIENCE OR THE VARIOUS DIFFERENT GRADE LEVELS, SORRY, I SEE THAT WE HAVE A DROP IN 24 WHERE WE'VE DROPPED FROM BEGINNING OF THE YEAR TO END OF THE YEAR, A66 INCREASES IN SIX CATEGORIES. AND NOW THE 24 CATEGORIES THAT WE HAVE DROP IN NINE HAVE ACTUALLY FALLEN FROM LIKE THE GREEN TO THE NEXT LEVEL. BELOW IS LIKE, WHAT IS THE PLAN THAT WE'RE GOING TO DO FOR GOING FORWARD? I KNOW IT IS GOING TO TAKE A LOT OF INTERACTING FOR THE TEACHERS AND THE CAMPUS LEVEL PROFESSIONALS THERE TO, LIKE, READ THROUGH THIS DATA AND SEE HOW ARE WE GOING TO MAKE SURE THAT THE BEGINNING OF THE YEAR, YOU KNOW, WE SEE A GROWTH IN THAT AT THE END OF THE NEXT YEAR? IT'S A GREAT QUESTION. SO SOME OF THE WORK THAT IS TAKING PLACE THIS SUMMER FOR OUR CAMPUS TEACHERS IS ABOUT INTERACTING WITH DATA. AS I ALLUDED TO, SOME OF THE WORK THAT'S TAKING PLACE FOR OUR CAMPUS LEADERS IS ON, YOU KNOW, BECOMING A PLC. AND SO AS YOU LIVE THROUGH A PLC, THERE'S FOUR KEY QUESTIONS IS THE FIRST IS WHAT DO YOU WANT YOUR KIDS TO KNOW? THE SECOND IS HOW ARE YOU GOING TO KNOW YOUR STUDENTS LEARNED IT. SO AS YOU GIVE THAT ASSESSMENT EACH WEEK, HOW DO YOU KNOW YOUR STUDENTS ARE SUCCESSFUL? WHAT DO YOU DO WHEN YOUR STUDENTS ARE NOT SUCCESSFUL? BUT THEN ALSO THEN WHAT DO YOU DO WHEN THEY ARE SUCCESSFUL? SO HOW DO YOU CONTINUE TO ACCELERATE THOSE STUDENTS? AND SO FOR US, IT'S REALLY ABOUT HAVING TEACHERS SUPPORTING TEACHERS AND CAMPUSES TO HAVE THEM INTERACT WITH THAT DATA SO THEY CAN REALLY DRILL DOWN TO THOSE STRUGGLE POINTS. BUT AT THE SAME TIME, LOOKING AT OUR CURRICULUM AND MAKING SURE THAT IT'S A GUARANTEED AND VIABLE CURRICULUM THAT MEETS ALL OF OUR STUDENT'S NEEDS AND THAT OUR TEACHERS FEEL COMFORTABLE INTERACTING WITH IT. OKAY, ARE ARE WE GOING TO LIKE WHEN THE NEW YEAR STARTS? OBVIOUSLY WE'RE GOING TO DO A BEGINNING OF THE YEAR ASSESSMENT. YES, MA'AM. WHEN'S THE NEXT ASSESSMENT THAT WE'LL SEE THAT, HEY, THAT BEGINNING OF YEAR WAS THIS. BUT NOW MID-YEAR IT'S THIS LIKE WHEN LIKE WHEN WOULD THAT ASSESSMENT COME OUT. GREAT QUESTION. SO WE GIVE THE MAP THREE TIMES A YEAR. SO GENERALLY SEPTEMBER I'LL COME BACK TO YOU WITH THE BOE UPDATE. THEN I COME BACK IN JANUARY FOR A MIDDLE OF THE YEAR AND AN END OF THE YEAR. I'LL BE BACK IN JULY WITH THE STUDENT ACHIEVEMENT. THAT'S THE STAR UPDATE. SO SEPTEMBER WILL GIVE THE NEXT MAP ASSESSMENT, SO WE'LL KNOW IN JANUARY IF THERE'S

[01:55:03]

I DUG THROUGH IT ALL. AND YOU KNOW, I KNOW YOU GUYS ARE GOING TO ARE GOING TO KEEP PUSHING.

AND I'LL LOOK FORWARD TO READING THE UPDATES. MY ONLY ASK, MISS HANNON, ASKED ABOUT THE CAMPUS LEVEL INFORMATION, SO THAT WAS ALL I HAD. MA'AM. THANK YOU. THANK YOU GUYS. ALL RIGHT, NEXT

[8.C. Intruder Detection Report]

GOOD EVENING, MADAM PRESIDENT. DOCTOR SMITH, THE BOARD OF TRUSTEES. SINCE OUR LAST REGULAR BOARD MEETING, WE'VE HAD 11 INTRUDER AUDIT. OR INTRUDER AUDIT DETECTION REPORTS. NINE OF THEM CAME BACK SHOWING NO, NO CORRECTIVE MEASURES. AND TWO OF THEM CAME BACK FINALLY SHOWING FINDINGS. THANK YOU. WE APPRECIATE THE UPDATE. ALL RIGHT. NEXT IS OUR CONSENT

[9. Consent Agenda]

[02:00:01]

SECOND, WE HAVE A MOTION BY MISS HANNAN AND A SECOND BY DOCTOR GILLIAM. DO WE HAVE DISCUSSION, MISS WORSWICK? THANK YOU, I APOLOGIZE, I THINK I DIDN'T CATCH SOMETHING IN I SEVEN. IT'S THE LIBRARY. IT'S 2503 SEVEN LIBRARY BOOKS, E BOOKS, AUDIO VISUAL MEDIA AND RELATED ITEMS. SO I JUST WANTED TO ASK A QUESTION ABOUT THAT. GO AHEAD. OKAY. I, I SENT IT IN REALLY LATE THAT THE QUESTION. SO I'M NOT SURE IF MAYBE IT'S DOCTOR STEVENS THAT WOULD ANSWER IT.

I'M NOT SURE WHO WOULD. BUT THERE'S A VENDOR THAT'S NOT ON HERE THAT WE USED TO USE.

FOLLETT AND I WANTED TO JUST ASK WHY WERE THERE NOT INCLUDED ON IT ANYMORE. SO. OR IT'S OKAY. SO WITH THIS PARTICULAR AGENDA ITEM, WE DO HAVE THE ABILITY OR WE DO HAVE A CONTRACT WITH THEM THROUGH MIDDLE OF SEPTEMBER. AND SO WE HAVE THE ABILITY TO CONTINUE ORDERING THROUGH THEM.

AND THEN WE ALSO HAVE FOLLETT AS AN APPROVED VENDOR ON AN INSTRUCTIONAL RESOURCES RFP. SO TO THE QUESTION REGARDING MAKERSPACE MATERIALS AND THINGS OF THAT NATURE, WE STILL HAVE THE ABILITY TO PURCHASE MAKERSPACE MATERIALS AND THINGS THAT MIGHT NOT BE AVAILABLE WITH OTHER VENDORS USING THE INSTRUCTIONAL RESOURCES RFP IN WHICH THEY ARE APPROVED. RIGHT.

SO THEN AFTER SEPTEMBER, FOLLETT WILL NOT BE ON THERE FOR THE OTHER ITEM FOR THE BOOKS WILL BE ABLE TO ORDER FROM FOLLETT FOR THOSE MAKERSPACE AND INSTRUCTIONAL MATERIALS UNDER THE INSTRUCTIONAL RESOURCES RFP. THEY WILL BE APPROVED ON THAT. THANK YOU, MISS VICKI. ALL RIGHT. PLEASE VOTE.

YEAH, IT'S YOUR BOX. ARE Y'ALL FINDING IT? YES OKAY. NO NOT IT'S THE IT'S THE BOX. MOTION

[10. 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]

[11. Reconvene in Open Session]

[12. Consider Action on Closed Session Items]

[02:05:01]

[13.A. 2025-26 Budget Adoption: Consideration and approval of the 2025-26 General Fund (199), National School Breakfast and Lunch Fund (240), and the Debt Service Fund (599) budgets as presented in the Fiscal Year 2025-26 budget document.]

YOU WANT ME TO READ IT AS THIS ONE. YES. OR JUST AS A OKAY. IT DOESN'T MATTER EITHER HOWEVER OKAY I MOVE TO APPROVE ACTION ITEM A, THE 20 2526 BUDGET ADOPTION ITEM AS PRESENTED I.

SECOND, WE HAVE A MOTION BY MISS HANNAN AND A SECOND BY DOCTOR GILLIAM. DOCTOR SMITH I'LL TURN IT OVER TO YOU FOR PRESENTATION. YES, MA'AM. THANK YOU, MADAM PRESIDENT. SO. THE BUDGET PROCESS HAS BEEN QUITE A JOURNEY SINCE JANUARY. AND, YOU KNOW, THE ADMINISTRATION AND I, WE FULLY UNDERSTAND THE HEAVY DECISION THAT THE BOARD HAS TO MAKE. AND SO I WANT YOU ALL TO KNOW THAT WE'VE TAKEN THE FEEDBACK FROM THE BOARD. WE HAVE CONSIDERED A LOT OF DIFFERENT FACTORS THAT WE'RE GOING TO BE SHARING WITH YOU AS WE MAKE OUR RECOMMENDATION. AND, YOU KNOW, WE FULLY UNDERSTAND THAT WE'RE NOT IN AN IDEAL SITUATION. AND IDEALLY, WE'D BE ABLE TO COME TO YOU WITH A PRETTY EASY DECISION AND ACCOMMODATING OUR STAFF IN THE WAY THAT, YOU KNOW, WE KNOW THEY DESERVE. BUT OUR FUNDING SITUATION IS JUST MUCH MORE COMPLEX THAN THAT. SO WHEN YOU THINK ABOUT SOME OF THE CHALLENGES THAT WE ARE HAVING AS IT RELATES TO OUR TEACHER WORKFORCE AND KEEPING TEACHERS AND STAYING COMPETITIVE WITH OUR PEERS IN THE AREA, WE UNDERSTAND THAT WE WANT TO REWARD OUR TEACHERS AND WE WANT TO REMAIN COMPETITIVE. AND WHAT WE'RE GOING TO BE PRESENTING TO YOU TONIGHT IS THE BEST POSSIBLE WAY FOR US THAT WE HAVE RESEARCHED.

WE HAVE SEEN, EVEN AS LATE AS TODAY, HAVING A WEBINAR WITH TASBY JUST SO THAT WE COULD MAKE SURE WE'RE INTERPRETING ALL THE INFORMATION ASSOCIATED WITH H.B. TWO APPROPRIATELY AND APPLYING IT APPROPRIATELY TO THE DECISIONS THAT WE'RE GOING TO BE PRESENTING TO YOU HERE IN JUST A MOMENT. BUT WE FEEL CONFIDENT IN LOOKING AT ALL THE DATA AND ALL THE INFORMATION THAT THIS IS THE BEST ROUTE FORWARD FOR US. AND YOU'RE GOING TO YOU'RE GOING TO HEAR THE DETAILS ASSOCIATED WITH THAT. YOU'RE GOING TO HEAR OUR PLAN FOR 2627. AND OF COURSE, WE'RE PREPARED TO ANSWER ANY QUESTIONS THAT THE BOARD MAY HAVE. THE LEAD PRESENTERS ARE GOING TO BE MR. GWYNNE AND ALSO KATHLEEN BROWN. THEY'RE GOING TO KIND OF TAG TEAM AND ADDRESS DIFFERENT PARTS OF THE PRESENTATION. WE'RE GOING TO BEGIN WITH. MR. MR. GWYNNE, THANK YOU, DOCTOR SMITH, AND GOOD EVENING, BOARD MEMBERS. THE DISTRICT, AS I MENTIONED EARLIER, HAS MET ALL OF THE LEGAL REQUIREMENTS FOR THE BOARD TO CONSIDER THE PROPOSED BUDGET THIS EVENING. THE BUDGET THAT WE ARE PRESENTING, AS DOCTOR SMITH MENTIONED, REPRESENTS MONTHS OF WORK IN COLLABORATION WITH THE BOARD, BETWEEN STAFF AND THE BOARD. AND PRIOR TO YOUR CONSIDERATION, WE DO WANT TO REVIEW SOME OF THE KEY COMPONENTS INCLUDED IN THE BUDGET. AND SO I'LL START WITH THE LEGISLATIVE UPDATE. AND I WON'T WALK THROUGH EACH ONE OF THESE. BUT AS YOU ALL ARE AWARE, HOUSE BILL TWO WAS SIGNED BY THE GOVERNOR AND IS NOW IN EFFECT. AND HOUSE BILL TWO, ONE OF THE KEY COMPONENTS OF THAT WAS THE INCLUSION OF $21.5 MILLION IN NEW FUNDING FROM FOR RAISES. AND SO FORT BEND ISD WILL RECEIVE ABOUT $40 MILLION IN NEW FUNDING, 21.5 MILLION OF THAT WILL HAVE TO BE SPENT ON MANDATED RAISES. THE RETENTION ALLOTMENTS THAT ARE INCLUDED AS PART OF HOUSE BILL TWO. THAT'S HOW THE TERMINOLOGY THE STATE IS USING FOR RAISES IS RETENTION

[02:10:04]

[02:15:01]

WE TOOK A STEP BACK AND TOOK A DEEPER LOOK AT OUR ORIGINAL PROPOSAL. AND SO FROM THAT, LIKE I SAID, OPTION TWO WAS DEVELOPED. AND IN THIS REVISED VERSION, WE HAD TO WE MADE THE DECISION TO REMOVE AND YOU'LL SEE THEY'RE GRAYED OUT. A COUPLE OF THE OPTIONS THAT WE'VE PREVIOUSLY BROUGHT TO YOU. AND IT'S A WIN TO BE A PART OF FORT BEND ISD. AND THAT WAS A BRING TO THE A FRIEND TO FORT BEND REFERRAL PROGRAM. AND THE INCREASE IN OUR SIGNING BONUSES.

WE ALREADY HAVE SIGNING BONUSES IN THE DISTRICT. WE WERE AT THAT TIME LOOKING AT SOME ADDITIONAL SIGNING BONUSES. AND SO WE LOOKED AT REDUCING THAT AND ALSO LOOKED AT REDUCING THE WELLNESS DAYS THAT WE PREVIOUSLY PRESENTED TO YOU FROM TO YOU FROM ONE, FROM TWO DAYS TO ONE DAY. WHAT THOSE CHANGES OR OMISSIONS WOULD ALLOW US TO DO IS TO INCREASE THE ONE TIME DISTRICT SUPPLEMENT FOR THOSE NON-CLASSROOM TEACHERS, OUR TEACHERS, OUR NON CLASSROOM TEACHERS, OUR LIBRARIANS, OUR COUNSELORS, OUR NURSES. AND SO SINCE THAT TIME, WE HAVE RECEIVED ADDITIONAL INFORMATION EVEN AS AS UP TO TODAY, WE PARTICIPATED IN A WEBINAR WITH TASB HR SERVICES AND HAVE COME UP WITH OPTION THREE. AND SO I'LL SPEND THE MAJORITY OF MY TIME SPEAKING TO YOU ABOUT OPTION THREE THIS EVENING, BECAUSE THIS IS THE OPTION THAT WE WOULD LIKE TO RECOMMEND TO YOU TONIGHT. SO IN OPTION THREE YOU'LL SEE THAT IT'S CALLED A TWO YEAR SUPPLEMENT PAYOUT PLAN. WE HEARD YOU LOUD AND CLEAR WHEN WE WERE FINALIZING THE COMMUNICATION. THAT ABOUT THE WHEN TO WORK IN FORT BEND. ONE OF THE QUESTIONS THAT WE TOOK BACK WITH US WAS, OKAY, WHAT ABOUT 2627? YOU ALL ARE GIVING US INFORMATION ABOUT HOW STAFF MEMBERS CAN WIN IN FORT BEND ISD FOR THE UPCOMING SCHOOL YEAR, BUT WE WON'T HAVE ANOTHER LEGISLATIVE SESSION UNTIL TWO YEARS FROM NOW. AND SO AGAIN, WE WENT BACK TO THE DRAWING BOARD AND AS A TEAM PUT OUR HEADS TOGETHER. DOCTOR SMITH GAVE US THE MARCHING ORDERS ON WHAT WE NEEDED TO CONSIDER AND LOOK AT. AND SO THAT'S WHAT I'LL BE PRESENTING TO YOU THIS THIS AFTERNOON. THIS EVENING IN YOUR FOLDER, I WILL DRAW YOUR ATTENTION TO A COUPLE OF ITEMS THAT YOU HAVE THAT I WILL REFERENCE FOR YOU, ONE ON ONE SIDE OF YOUR FOLDER. YOU HAVE THE PROPOSED TEACHER SALARY SCHEDULES AS WELL AS THE STIPENDS AND SIGN ON BONUSES.

THOSE WILL BE MORE OF A PART OF THE NEXT ITEM, THE COMPENSATION PLAN. AND THEN ON THE OTHER SIDE OF YOUR FOLDER, YOU HAVE A REVISED OPTION THREE OF. IT'S A WIN TO WORK IN FORT BEND. IT'S

[02:20:05]

IT'S A WIN TO WORK IN FORT BEND. SO IN ORDER FOR US TO HAVE THIS THIS OPPORTUNITY OVER A TWO YEAR PERIOD, WE HAD TO LOOK AT, OKAY, WHAT CHANGES DO WE NEED TO MAKE IN ORDER TO BE ABLE TO COMPENSATE OUR TEACHERS AND OTHER STAFF MEMBERS OVER TWO YEARS? AND SO WE WOULD BE REMOVING THE IT'S A BRING A FRIEND TO FORT BEND. AND THE OTHER BIG PIECE OF THIS IS INDIVIDUALS WHO ARE ELIGIBLE FOR THE TEACHER RETENTION ALLOTMENT WOULD NOT BE ELIGIBLE FOR THAT SUPPLEMENT OVER THE TWO YEARS. OKAY. ALL RIGHT. AND SO WHAT WE KNOW, BASED ON THE STATE'S RETENTION FUNDS IS THAT OUR TEACHERS, WHO HAVE 3 TO 4 YEARS OF EXPERIENCE, THEY'RE GOING TO SEE $2,500, AND THAT'S GOING TO BE ADDED TO THEIR BASE SALARY GOING FORWARD. AND SO THAT'S INFORMATION THAT HAS COME SINCE THE LAST TIME THAT WE MET WITH YOU. WE KNEW WHAT THE AMOUNT WAS, BUT NOW THE REQUIREMENT IS THAT IT IS ADDED TO THEIR BASE SALARY. AND SO YOU'LL NOTICE ON THE RIGHT HAND SIDE OF YOUR FOLDER WHERE YOU HAVE THE COMPENSATION SCHEDULE ON LAST, WHEN WE LAST MET WITH YOU, WE HAD ONE DOCUMENT AND IT HAD THE $2,500 OR THE $5,000 LISTED OUT IN THE FAR RIGHT COLUMN TONIGHT, YOU'LL NOTICE THAT YOU HAVE A DOCUMENT THAT HAS TWO SCHEDULES FOR TEACHERS. ONE ON THE FRONT SIDE, ONE ON THE BACK SIDE. THE FIRST ONE IS FOR OUR TEACHERS WHO WOULD BE ELIGIBLE FOR THE TEACHER RETENTION ALLOTMENT. AND ON THE OPPOSITE SIDE WOULD BE FOR THOSE WHO ARE NOT ELIGIBLE FOR THE TEACHER RETENTION ALLOTMENT. AND SO YOU'LL NOTICE THAT THAT $2500 OR $5000, STARTING WITH YEAR THREE AND ON, IT IS NOW A PART OF THE BASE SALARY. WE HAVE ADDED THAT IN AS REQUIRED BY BY THE STATE. WE ALSO KNOW THAT THE TEACHERS WITH FIVE OR MORE YEARS OF EXPERIENCE WOULD BE RECEIVING THAT $5,000, AND THAT WOULD BE A PERMANENT SALARY INCREASE AGAIN, FOR STAFF MEMBERS IN FORT BEND ISD, TEACHERS WHO ARE ELIGIBLE, THAT IS ON TOP OF THEIR STEP. SO IN ADDITION TO THE $2,500 THEY'RE ELIGIBLE FOR ARE THE $5,000 EACH YEAR, THOSE TEACHERS WOULD ALSO RECEIVE THEIR STEP. AND SO WE KNOW THAT THAT'S A TREMENDOUS VICTORY FOR OUR TEACHERS WHO ARE ELIGIBLE. IT PROVIDES STABILITY, PREDICTABILITY IN THE WELDERS DESERVE RECOGNITION FOR THEIR YEARS OF SERVICE. BUT WE DEFINITELY DON'T WANT TO LOSE SIGHT OF THE FACT THAT MANY OF OUR DEDICATED AND IMPACTFUL STAFF MEMBERS ARE NOT INCLUDED IN THAT STATE FUNDING. AND SO THAT IS ANOTHER REASON THAT WE CAME TO OPTION THREE. AND SO WHEN WE TAKE A LOOK AT THE TWO PAGE, OR I'M GOING TO CALL IT A TWO PAGER TONIGHT ON IT'S A WIN TO WORK IN FORT BEND ISD, I WANT TO DRAW YOUR ATTENTION TO A COUPLE OF THINGS. THE FRONT SIDE OF THAT, THE STARTING TEACHER SALARY WILL REMAIN AT THE 63,000 EMPLOYEES WOULD STILL RECEIVE THOSE TWO WELLNESS DAYS. WE WOULD STILL KEEP THE PERFECT ATTENDANCE FOR OUR BUS DRIVERS PER SEMESTER. SO IF THEY HAVE PERFECT ATTENDANCE THE FIRST SEMESTER, THEY'D RECEIVE THE $250. IF THEY HAVE PERFECT ATTENDANCE, THE SECOND SEMESTER THEY WILL RECEIVE $250, AND THEY WOULD ALSO BE INCLUDED IN THAT DRAWN AT THE END OF THE YEAR FOR $1,000. YOU'LL NOTE THAT OUR HEALTH INSURANCE, AS IT RELATES TO OUR PREMIUMS FOR OUR STAFF MEMBERS, WOULD NOT CHANGE. AND WE WOULD ALSO CONTINUE TO CONTRIBUTE THAT $570 A MONTH FOR OUR EMPLOYEES WHO TAKE OUR

[02:25:03]

THAT'S AN AREA WHERE WE HAVE THE MAJORITY OF OUR VACANCIES, AND THEN ALSO FOR SPECIAL EDUCATION TEACHERS. AND SO WE'VE TURNED THAT SECTION BLUE JUST TO HIGHLIGHT FOR YOU THE AREAS IN WHICH YOU WOULD NOTE CHANGES FOR SIGN ON BONUSES. SO I NOW WOULD LIKE TO ON LAST TIME WE WALKED YOU THROUGH SOME EXAMPLES OF WHAT THE FIRST OPTION WOULD LOOK LIKE FOR OUR STAFF MEMBERS. AND SO I WANT TO ALSO WALK YOU THROUGH WHAT THE OPTION THREE WOULD LOOK LIKE FOR STAFF MEMBERS. AND SO WHAT WOULD BE THE SALARY IMPACT FOR A TEACHER WHO IS NOT ELIGIBLE FOR THE STATE TEACHER RETENTION ALLOTMENT? AND SO THOSE ARE OUR TEACHERS WITH 0 TO 2 YEARS OF EXPERIENCE. THEY ARE ELIGIBLE FOR THE STAFF RETENTION ALLOTMENT OF THAT $515. AND YOU'LL SEE THAT NOTED HERE. SO IF I'M A TEACHER IN FORT BEND ISD FOR THIS SCHOOL YEAR AND I FOR NEXT SCHOOL YEAR, EXCUSE ME. AND I HAVE ONE YEAR OF EXPERIENCE IN ALIGNMENT WITH THE TEACHER SALARY SCHEDULE THAT WE'VE PROVIDED TO YOU. I WOULD START AT $63,250. NEXT YEAR, I WOULD BE ELIGIBLE FOR THE DISTRICT SUPPLEMENT. RIGHT. AND SO TEACHERS WITH 0 TO 2 YEARS, ALTHOUGH THEY'RE NOT ELIGIBLE AT THE STATE LEVEL, THEY WOULD RECEIVE ADDITIONAL $500 IN THE UPCOMING SCHOOL YEAR, 2526. AND THEY'D ALSO RECEIVE THAT SAME $500 IN 2627. THEY WOULD RECEIVE THE 515 RETENTION ALLOTMENT, AND SO THAT WOULD MAKE THEIR FIRST YEAR SALARY BE $64,265. THE REASON WHY IT WAS IMPORTANT FOR US TO LOOK AT TWO YEARS BASED ON YOUR FEEDBACK, IS THAT WE DIDN'T HAVE A PLAN AT THAT TIME, EXACTLY WHAT WAS GOING TO HAPPEN. THIS GIVES US AN OPPORTUNITY TO PLAN FORWARD AND FOR STAFF MEMBERS TO KNOW, OKAY, I KNOW WHAT TO EXPECT IN THE 26, 27 YEAR. SO IF YOU LOOK AT THE SAME TEACHER, HE WOULD HAVE TWO YEARS OF EXPERIENCE AT THE END OF THE UPCOMING SCHOOL YEAR. HIS STARTING SALARY WITH HIS STEP WOULD BE 63,500. HE AGAIN WOULD RECEIVE THE DISTRICT'S SUPPLEMENT OF $500 AND HIS RETENTION ALLOTMENT OF $515, MAKING HIS SALARY $64,515. SO IF WE TAKE A LOOK AT A TEACHER WHO IS ELIGIBLE, WHAT WOULD IT LOOK LIKE FOR THAT TEACHER? A TEACHER WITH FOUR YEARS OF EXPERIENCE CURRENTLY QUALIFIES FOR $2,500, AND REMEMBER, THAT'S A PART OF THEIR BASE PAY, AND THEY WOULD SEE THAT $2,500 MOVING FORWARD EACH YEAR. SO THE TEACHER WOULD MAKE 66,500. AND THAT TOO IS INDICATED ON YOUR TEACHER SALARY SCHEDULE THAT YOU HAVE. AND AFTER YEAR FOUR, RECALL THAT TEACHERS DO MAKE A JUMP. SO AFTER I HAVE FIVE YEARS OF EXPERIENCE BASED ON THE TEACHER RETENTION ALLOTMENT FUNDING, I MOVE FROM RECEIVING $2,500 ANNUALLY AS A PART OF MY BASE SALARY TO RECEIVING $5,000 ANNUALLY AS A PART OF MY BASE SALARY. AND SO IN THE VERY NEXT YEAR THAT TEACHERS PAY WOULD MOVE TO $70,000. THAT IS INCLUSIVE OF THAT $5,000 TRA AND THE $1,000 THAT IS A PART OF THEIR TEACHER STEP. AND SO IF WE LOOK AT A LIBRARIAN, OUR LIBRARIANS HAVE PROVIDED THE MOST FEEDBACK TO US. AND THAT HAS BEEN VERY, VERY HELPFUL TO US. IF YOU THINK ABOUT OUR ELEMENTARY LIBRARIANS, MANY OF THEM ARE IN THE ROTATION. AND SO THEY SEE STUDENTS ON A REGULAR BASIS. AND SO WE DEFINITELY WANTED TO USE AN EXAMPLE OF A LIBRARIAN BECAUSE THEY ARE NOT

[02:30:02]

IN THAT VERY NEXT YEAR, THAT LIBRARIAN WOULD HAVE 12 YEARS OF EXPERIENCE BASED ON RECEIVING THEIR STEP. THEIR SALARY WOULD BE $69,250. THIS IS THE TWO YEAR RIGHT. YOU RECEIVE $2,000 IN 2526. THEY WOULD RECEIVE THAT $22,000 AGAIN IN 2627, AS WELL AS THEIR 515 STAFF RETENTION ALLOTMENT, BRINGING THEIR SALARY TO $71,765. SO IT WAS VERY IMPORTANT TO THE TEAM THAT NONE OF OUR STAFF MEMBERS SAW A DECREASE IN WHAT THEY RECEIVING IN 2627. OKAY. ALL RIGHT. AND SO I'LL TURN IT BACK OVER BEFORE WE GO TO COMPENSATION TO MR. GWIN. OKAY. GREAT. THANK YOU KATHLEEN.

AND SO AS I SHOWED YOU EARLIER, THE STATE RETENTION ALLOTMENT IS EXPECTED TO GENERATE $21.5 MILLION. AND SO THIS REPRESENTS WHAT THE STATE IS SPENDING ON COMPENSATION FOR THIS DISTRICT.

BUT AS A REMINDER, THE MAJORITY OF THAT RACE IS GOING TO CLASSROOM TEACHERS, NOT ALL OTHER STAFF. AND SO NOT ALL EMPLOYEES ARE INCLUDED. AND AGAIN, WHO IS ELIGIBLE IS STATUTORILY DEFINED. AND SO THE IT'S A WIN TO WORK IN FORT BEND EXPENDS $30.7 MILLION AND ENSURES THAT ALL EMPLOYEES RECEIVE A WIN AS PART OF THE COMPENSATION ADJUSTMENTS THAT WE'RE PROPOSING. AS WE LOOK AT THE 2526 BUDGET, THIS IS TO RECAP BRIEFLY WHAT WE HAVE SHARED WITH YOU PREVIOUSLY. THE BUDGET INCLUDES NO CHANGES TO STUDENT TEACHER RATIOS. IT INCLUDES $8.9 MILLION IN STRATEGIC REDUCTIONS, AND THAT'S 22 VACANT CENTRAL ADMINISTRATION POSITIONS THAT ARE INCLUDED IN THAT. WE'VE MAINTAINED THE DIFFERENTIATED TEACHER STEP AND ACCOUNTED FOR THE RETENTION ALLOTMENTS THAT ARE INCLUDED IN HOUSE BILL TWO, AND THOSE COMPENSATION INCREASES THAT KATHLEEN JUST WALKED THROUGH WITH YOU. THE WIN TO WORK IN FORT BEND ARE INCORPORATED INTO THESE NUMBERS. THE WIN TO WORK IN FORT BEND COMPENSATION AND BENEFITS PROPOSAL THAT WE'VE SHARED IS FUNDED THROUGH SEVEN DISASTER PENNIES THAT GENERATE $35.7 MILLION IN FUNDING AFTER ACCOUNTING FOR RECAPTURE PAYMENTS. ALL SEVEN DISASTER PENNIES ARE REQUIRED TO FUND THE WIN IN FORT BEND. COMPENSATION AND BENEFITS PROPOSALS THAT WE'VE OUTLINED THIS EVENING. THE PROPOSED BUDGET INCLUDES REVENUES, AS WE SHARED, OF $906.6 MILLION BASED ON OUR EXPECTED ENROLLMENT. OUR EXPENDITURES ARE PROPOSED AT 901.6 MILLION. AND AGAIN, THAT DOES ACCOUNT FOR THE COMPENSATION ADJUSTMENTS WE JUST DISCUSSED. AFTER FACTORING IN A CONTRIBUTION OF 2.5 MILLION FROM OUR EXTENDED LEARNING AND ENTERPRISE FUNDS, WE WOULD END 26 OR 24, 25, 26 WITH AN EXPECTED FUND BALANCE SURPLUS OF $7.5 MILLION, AND OUR FUND BALANCE WOULD MEET OUR 90 DAY OPERATING RESERVE REQUIREMENT.

AND THEN, AS WE SHARED THE ONE TIME TAX BILL IMPACT OF THIS, THIS THE ADJUSTMENT TO THE TAX RATE WOULD BE FOR ONE TAX YEAR ONLY AND WOULD REVERT BACK TO THE PRIOR TAX RATE. AT THE END OF THAT, WE DID RECEIVE A QUESTION ABOUT OUR OVERALL HISTORIC TAX RATE, AND AT $1.05, THIS STILL REPRESENTS ONE OF THE LOWEST TAX RATE HISTORICALLY THAT THE DISTRICT HAS. AND SO AT $1.05, IT IS $0.07 HIGHER THAN WHAT IT CURRENTLY IS. BUT AGAIN, WHAT WE WOULD SEE IS THAT TAX RATE GOING BACK DOWN TO THE 99 CENT RANGE THE FOLLOWING YEAR. WE'VE ALSO SHARED WITH YOU HOW OUR TAX RATE AT $0.99 COMPARES TO OUR NEIGHBORING DISTRICTS, WHERE $0.10 LOWER THAN CY-FAIR, $0.13 LOWER THAN KATY AND $0.16 LOWER THAN LAMAR. AND WITH THE DISASTER PENNIES, WE GO UP TO $1.05, BUT STILL REMAIN BELOW THAT PEER AVERAGE. AND THEN AGAIN THE FOLLOWING YEAR, WE WOULD REVERT BACK TO THE PRIOR TAX RATE OF $0.99 AND BE IN THAT SAME RANGE WE WERE PREVIOUSLY.

THE FINAL THING THAT WE'LL END WITH IS THE TAX RATE. WE SHARED THIS WITH YOU ALL DURING THE PUBLIC HEARING. AND SO WE'RE EXPECTING A TOTAL TAX RATE BASED ON THE SEVEN DISASTER PAINTINGS AT $3,000. THAT WORKS OUT TO $250 A MONTH. AND THAT IS $207 LESS THAN THE CURRENT TAX BILL.

BECAUSE OF THE INCREASE IN THE HOMESTEAD EXEMPTION. AND SO, AGAIN, ALL SEVEN DISASTER

[02:35:03]

AND SO THIS IS SHOWING THAT THE EFFECT OF THAT REVENUE NOT BEING CONTINUED INTO OR ASSUMED TO CONTINUE INTO 2627. ON THE EXPENDITURE SIDE, YOU'LL NOTICE THAT OUR THE TWO YEAR SUPPLEMENT WOULD END IN THAT YEAR. AND SO THOSE EXPENDITURES WOULD ALSO GO AWAY. AND SO WHAT WE ANTICIPATE ENDING WITH IS WE WOULD START WITH THAT $7.5 MILLION SURPLUS IN 2627. HOWEVER, AFTER ACCOUNTING FOR THE REVENUE ADJUSTMENTS AND EXPENDITURE ADJUSTMENTS, OUR DEFICIT IN 2627 IS EXPECTED TO BE AT $26.2 MILLION. AND SO WHAT I WOULD END WITH HERE IS THAT WE WOULD BE BELOW 90 DAYS IF EXPENDITURES CONTINUE WITH NO CHANGES. HOWEVER, WHAT I WAS BEFORE I SWITCH INTO THE NEXT YEAR, BUT JUST TO WALK YOU THROUGH. SO THE ACTION YOU'RE BEING ASKED TO TAKE TONIGHT IS ON THE 2526 BUDGET. AND SO WE'VE MET THE REQUIREMENTS FOR THE PUBLIC TAX RATE AND THE PUBLIC HEARING. AND SO YOU ARE ALLOWED TO CONSIDER THE PROPOSED BUDGET THIS EVENING. THE NEXT STEPS AFTER THE BUDGET IS ADOPTED WOULD BE THE CERTIFIED TAX ROLL BEING RECEIVED FROM THE CENTRAL APPRAISAL DISTRICT, AS WELL AS THE MAXIMUM TAX RATE THAT WILL ALL OCCUR TOWARDS THE END OF JULY AND BEGINNING OF AUGUST. ONCE THOSE TWO PIECES OF INFORMATION ARE RECEIVED, THE BOARD WOULD ACT ON THE TAX RATE. HOWEVER, AS A REMINDER, IF THE BUDGET IS ADOPTED AS PRESENTED TONIGHT, IT WOULD ASSUME THE ADOPTION OF THE SEVEN DISASTER PENNIES. AND SO IF WE WERE TO GET TO THAT POINT AND NOT ADOPT THE DISASTER PENNIES, WE WOULD HAVE TO MAKE SIGNIFICANT ADJUSTMENTS TO THE BUDGET IN ORDER TO MAKE IT WORK. AT THE MEETING ON JUNE 9TH, THE BOARD REQUESTED A PLAN TO ADDRESS THE ANTICIPATED BUDGET DEFICIT IN 2627. AND SO WE HAVE BEGUN TO WORK ON THAT. AND SO WHAT I WOULD POINT OUT IS THAT AS WE GO FORWARD, OUR FOCUS IS GOING TO ENSURE THAT WE FULFILL THE DISTRICT PRIORITIES AND GOALS, ELIMINATE THE PROJECTED $26.2 MILLION DEFICIT, AND MAINTAIN OUR 90 DAY OPERATING RESERVE.

THOSE ARE THE THREE GUIDING THE FOCUS THAT WE HAVE. WE WORK THROUGH. WHAT WOULD OUR GUIDING PRINCIPLES BE TO PUT TOGETHER THE BUDGET FOR THE UPCOMING YEAR? AND SO WE'LL DO THAT BY PRIORITIZING HIGH QUALITY INSTRUCTION AND EQUITABLE ACCESS TO PROGRAMS THAT SUPPORT STUDENT SUCCESS, WILL MAINTAIN ESSENTIAL SERVICES THAT SUPPORT DISTRICT OPERATIONS. AND OUR MISSION WILL ALSO PROMOTE TRANSPARENCY AND TRUST THROUGH STAKEHOLDER ENGAGEMENT IN THE BUDGET PROCESS. AND WE'LL USE DATA TO DRIVE OBJECTIVE AND EVIDENCE BASED DECISIONS. AND SO WE'LL BE WORKING AT THE SAME TIME TO INVEST IN PREMIER ACADEMIC PROGRAMS AND COMPETITIVE COMPENSATION TO ATTRACT AND RETAIN BOTH STUDENTS AND STAFF. AND SO OUR WORK ON THE BUDGET PROCESS WILL BE MAKING SURE THAT WE ALIGN FOUR P'S PEOPLE, PROCESSES, PROGRAMS AND PLACES TO SUPPORT THE DISTRICT'S PRIORITIES AND STRATEGIC INITIATIVES. AND SO WE KNOW WHAT OUR TASK IS. WE NEED TO REDUCE THE DEFICIT FROM $26.2 MILLION DOWN TO ZERO, BUT AT THE SAME TIME, INVEST IN ACADEMIC PROGRAMS AND COMPETITIVE COMPENSATION. AND SO AS WE LOOK ACROSS THOSE FOUR P'S PEOPLE, WE KNOW THAT WE, AS DOCTOR SMITH COMMUNICATED LAST TIME THAT WE WOULD BEGIN LOOKING AT MAKING REDUCTIONS TO CENTRAL ADMINISTRATION. STAFFING WOULD ALSO WILL ALSO ANALYZE OUR ORGANIZATIONAL STRUCTURE AND LOOK AT POTENTIALLY ADJUSTING WORK CALENDARS AS WELL. AND WE ESTIMATE THAT THERE'S PROBABLY 2.3 TO $4 MILLION IN SAVINGS THAT COULD BE REALIZED THROUGH THAT PROCESS. WE'LL ALSO LOOK AT ON PROCESSES, OPTIMIZING THE MASTER SCHEDULES. THIS IS SOMETHING THAT CAME OUT OF THE GIBSON AUDIT, REVIEWING OVERTIME UTILIZATION AND EXPLORING OUTSOURCING OPPORTUNITIES. AND WE ESTIMATE THAT THERE COULD BE ANYWHERE FROM HALF A MILLION UP TO $2.3 MILLION IN SAVINGS IN THIS THIS REALM. ON PROGRAMS, WE WILL LOOK AT SOFTWARE EFFICIENCY, OUR OVERALL HEALTH BENEFITS PLAN, AND EXPLORE OUTSOURCING OPPORTUNITIES HERE AS WELL. THIS IS ONE WHERE I WOULD SAY IT'S A SOFTER TARGET.

AT THIS POINT. WE DON'T HAVE HARD NUMBERS WE CAN ASCRIBE TO THIS, BUT WE KNOW THAT THAT'S AN AREA WHERE WE'LL BE FOCUSING AND WE'LL BE ABLE TO PROVIDE UPDATES ON THAT AS WE GO THROUGH THAT PROCESS. AND THEN LASTLY, AS YOU HEARD THIS EVENING FROM MISS MARTINEZ, WE ARE LOOKING AT OUR LONG RANGE PLANNING PROCESS. AND WE KNOW THAT FROM THE GIBSON STUDY, OUR COST SAVINGS STUDY THAT THEY ESTIMATED, WE COULD SEE UP TO $12.6 MILLION IN POTENTIAL SAVINGS THERE.

HOWEVER, WE'RE NOT MAKING THAT ASSUMPTION HERE. WE'RE JUST SHOWING THE RANGE OF WHAT THAT

[02:40:04]

AND SO IF YOU ADD UP EACH ONE OF THESE, THEY WILL NOT TOTAL $26.2 MILLION. BUT AS DOCTOR SMITH MENTIONED LAST TIME, THE WORK THAT WE DO BEGINNING, STARTING NOW THROUGH THE FISCAL YEAR, WHEN WE COME TO YOU AT THIS TIME IN JUNE OF NEXT YEAR, YOU WILL BE LOOKING AT A BALANCED BUDGET BASED ON ADJUSTMENTS THAT WE'VE MADE AND BROUGHT TO YOU DURING THAT THE COURSE OF THE YEAR. SO SOME OF THE THINGS THAT WE WANT TO POINT OUT THAT ARE AHEAD, THAT WILL HELP GUIDE THIS PROCESS IS ONE WILL BE REVIEWING THE DISTRICT AUDITS AND STUDIES THAT HAVE OCCURRED, TWO OF THE BIG ONES THAT WILL BE COMING FORWARD FOR FUTURE BOARD REVIEW WILL BE THE CURRICULUM AUDIT AS WELL AS THE TASB COMPENSATION STUDY. AND SO THOSE WILL BE A KEYSTONE FEATURES AS AS WE MOVE FORWARD FOR THE THROUGH THE BUDGET PROCESS. AS I MENTIONED, THE BUDGET PROCESS IS INITIATING ESSENTIALLY NOW, ALTHOUGH WE'RE JUST NOW BEGINNING 2526 TO ENSURE THAT WE HAVE PLENTY OF TIME TO EVALUATE ALL OPTIONS. AND WE'LL THROUGHOUT THIS PROCESS, WE'LL PROVIDE YOU ALL WITH MONTHLY UPDATES, EITHER WRITTEN OR FORMAL PRESENTATIONS TO GO THROUGH THAT. AND THEN WE'LL ALSO LAUNCH STAKEHOLDER ENGAGEMENT DURING THIS PROCESS TO ENSURE THAT WE CAPTURE THE APPROPRIATE FEEDBACK THAT WE NEED. AND AT THIS POINT, I'M GOING TO TURN IT OVER TO DOCTOR STEPHENS TO WALK US THROUGH A FEW ITEMS. THANK YOU BRIAN. SO YOU KNOW, WE TALK ABOUT IT'S WHEN TO WORK IN FORT BEND. BUT ONE OF THE THINGS AS WE STARTED TO KIND OF REFLECT ON THE SCHOOL YEAR, WE REALIZED THAT, YOU KNOW, IT'S NOT ONLY A WIN TO WORK IN FORT BEND. IT'S A WIN AND IT'S A PRIVILEGE TO WORK HERE. IT'S A WIN AND A PRIVILEGE TO SEND OUR STUDENTS TO SCHOOL HERE, BECAUSE WE HAD A LOT OF EXCITING THINGS HAPPEN. THE FIRST THING THAT WE WANT TO POINT OUT IS LAST YEAR, WE HAD 22,000 ENROLLMENTS IN ADVANCED PLACEMENT COURSES. NOT ONLY IS THAT AN INCREASE OF 20 OVER LAST YEAR, WE HAD 21,000. THOSE ARE COLLEGE CREDITS THAT OUR STUDENTS ARE EARNING. SO THAT'S MONEY THAT OUR FAMILIES ARE SAVING. ANOTHER WIN THAT WE HAD WAS WE SERVED OVER 9 MILLION BREAKFAST LUNCHES AND DINNERS TO OUR FORT BEND ISD STUDENTS DURING THE 20 2425 SCHOOL YEAR. THE NEXT ONE WE HAD IS WE HAD 7289 STUDENTS ENROLL IN DUAL CREDIT. WHAT IF I TOLD YOU THAT LAST YEAR WE HAD BARELY 1600 STUDENTS ENROLL IN DUAL CREDIT? THE GREAT THING ABOUT THIS IS, IS THAT WE HAD A 96% DUAL CREDIT PASSING RATE, WHICH MEANS THAT THAT'S ABOUT 7000 COLLEGE CREDIT HOURS. AND IF WE TAKE THAT TO HCC, OUR FAMILIES SAVED OVER $800,000 ON COLLEGE JUST IN THAT HCC ENROLLMENT. WE KNOW THAT THE HR TEAM ONBOARDED ALMOST 2700 NEW EMPLOYEES DURING THE LAST SCHOOL YEAR. OUR STUDENTS WERE AWARDED $218 MILLION IN SCHOLARSHIPS, AND IN THE 2324 SCHOOL YEAR, WE WERE ONLY AWARDED 185 MILLION. SO THAT IS A DYNAMIC INCREASE IN THE AMOUNT OF SCHOLARSHIPS OUR STUDENTS WERE AWARDED. WE HAD 4291 STUDENTS ENROLL IN AN ON RAMPS COURSE. AND IF YOU'RE NOT FAMILIAR, SO ON RAMPS IS THE STUDENTS TAKE A FORT BEND ISD COURSE. THEY ALSO TAKE A THEY ALSO TAKE A UNIVERSITY OF TEXAS COURSE. DURING THE 2324 SCHOOL YEAR, WE HAD 1100 1100 ON RAMPS ENROLLMENTS. LAST YEAR WE HAD THIS YEAR WE HAD 4291. SO IF WE LOOK AT OUR DUAL CREDIT ENROLLMENT, OUR AP ENROLLMENT AND OUR ON RAMPS ENROLLMENT, OUR STUDENTS ARE TAKING ON THE CHALLENGE OF HIGHER LEVEL COURSES. WE ALSO GAVE 4789 MAP ASSESSMENTS THIS YEAR. SO WE TESTED A LOT. OUR KIDS TOOK A LOT OF TESTS. OUR TEACHERS GAVE A LOT OF TESTS, WE GOT ACCESS TO A LOT OF DATA. AND THEN FINALLY WE GAVE WE HAVE COMPLETED FOUR 6482 SPED EVALUATIONS, RIGHT? SO OUR TEAM WAS WINNING, OUR STUDENTS WERE WORKING. AND SO WE JUST REALLY FELT LIKE IT WAS IMPORTANT FOR US TO HIGHLIGHT SOME OF THE WINS THAT WE CAPTURED THIS YEAR THROUGH OUR WORK. SO I'M GOING TO TURN IT OVER TO MISS BROWN. I'M SORRY. EXCUSE ME. NO. YOU'RE GOOD. SO BEFORE WE OPEN IT UP FOR QUESTIONS, ANOTHER PIECE THAT CAME UP TONIGHT WAS ABOUT THE URGENCY. AND SO WE WANT TO MAKE SURE THAT WE SHARE WHAT THE URGENCY IS FOR US AS IT RELATES TO BUDGET ADOPTION AS WELL AS COMPENSATION. WE'VE SEEN SOME OF OUR NEIGHBORS HAVE ALREADY PUT OUT WHAT THEY PLAN TO DO FOR STAFF. AND SO WE'VE BEEN WORKING DAY AND NIGHT TO MAKE SURE THAT WE'RE ABLE TO BRING AN OPTION TO YOU THAT CAN MEET THE NEEDS OF OUR STAFF MEMBERS HERE AS WELL. ANOTHER IMPORTANT FACTOR IS THE RESIGNATION PENALTY. RESIGNATION PENALTY FREE PERIOD FOR STAFF MEMBERS, THAT IS, FOR EVERY DISTRICT IN TEXAS. FOR US, THAT DATE IS JUNE 30TH. AND SO WE WANTED TO BE VERY TRANSPARENT IN

[02:45:02]

I HAVEN'T HAD TIME TO DIGEST THIS, BUT I MEAN, I THINK HAVING A COMPENSATION STUDY WOULD HAVE BEEN SUPER HELPFUL TO BE ABLE TO SORT OF SEE WHERE WE AT AT MARKET. YEAH. WHICH WHICH I

[02:50:02]

THE LAND SALES, WHEN THAT REVENUE COMES IN, THE BOARD WILL HAVE THE DISCRETION IN TERMS OF HOW THAT IS USED. AND SO ONE OF THE OPTIONS THAT COULD BE USED WOULD BE TO HELP WITH THE GENERAL FUND DEFICIT. AND SO AT THIS POINT, THE 12.6 MILLION IS NOT MAKING ANY ASSUMPTION ABOUT THE ACTUAL REVENUE RECEIVED FROM LAND SALES. IT'S JUST SAYING IT IS A POTENTIAL TO HELP WITH THAT. BUT WE WON'T KNOW UNTIL WE HAVE THE ACTUAL EXECUTION OF THE SALE. THANK YOU. THANK YOU, MISS VICKI, MISS HANNON. I THINK I MAY BE UNPOPULAR HERE IN JUST A MINUTE. SO. BECAUSE I JUST MADE THE MOTION TO VOTE ON THIS, DOES THIS MUST THIS BE VOTED ON TONIGHT? CAN THIS BE TABLED? IS WHAT IS THERE AN URGENCY THAT THIS MUST BE DONE TONIGHT? BECAUSE I'M GOING TO SAY, FRANKLY, I FEEL QUITE GOBSMACKED BECAUSE WHEN I GET A PACKET AND I TRY TO PREPARE LIKE LIKE I WISH THIS HAD BEEN. AND SO I'M ACTUALLY SPEAKING TO DOCTOR SMITH. I'M NOT SPEAKING TO YOU, BRIAN. LIKE, I WISH THIS COULD HAVE BEEN FRONT LOADED IN LIKE MAY TO GIVE ME THE THREE CHOICES BECAUSE I CAME IN HERE PREPARED EVEN THOUGH I DIDN'T LIKE IT, BECAUSE IT WASN'T ADDRESSING A WHOLE LOT OF FOLKS. FOR ME TO PROCESS THIS. I KNOW THE NUMBERS HAVEN'T CHANGED SUBSTANTIALLY, BUT I'M SITTING HERE FRANTICALLY TRYING TO LISTEN, BUT TRYING TO SORT IT OUT BECAUSE I TRULY DON'T READ AND PROCESS INFORMATION MAYBE AS QUICKLY AS OTHER PEOPLE. AND SO. DO WE HAVE A SIMPLE CHART THAT SHOWS THE DIFFERENTIATED TWO YEAR SUPPLEMENT PLAN. SO I CAN SEE WHO, BY JOB DESCRIPTION OR PAY GRADE IS GETTING WHAT. SO THE YES, WE DO HAVE A TABLE THAT DOES THAT. I DON'T KNOW THAT I WOULD BE ABLE TO PULL IT UP AS QUICKLY. DO I HAVE IT IN THIS BLACK FOLDER? NOT IN THE FOLDER. NO, MA'AM. OKAY. SO I CAN, YOU KNOW, LIKE I CAN SEE BUS DRIVERS GET A STIPEND, BUT I DON'T KNOW, BECAUSE WE SHIFTED FROM EVERYBODY GETS A $1,200. THANK YOU. SUPPLEMENT. NOT EVERYBODY. WELL, NO. EVERYBODY. RIGHT. TO A DIFFERENTIATED CELL. WE'RE KEEPING THE TWO WELLNESS DAYS, RIGHT. THAT'S THE SAME. SO I'M GOING TO LET DOCTOR SMITH RESPOND OKAY. WE'RE GOING TO LET DOCTOR SMITH RESPOND. OKAY. SO. I AM STRUGGLING WITH THE FACT THAT WE HAVE JUST POPPED THIS ON THE BOARD. WE HAVE DONE A LOT OF WORK OVER SEVERAL MONTHS, AND WE DID NOT KNOW THE FINAL FROM THE STATE IN MAY, SO WE COULD NOT BRING ANYTHING FINAL TO THE BOARD IN MAY. WE WERE BRINGING ALL THE LATEST INFORMATION THAT WE HAD AT THAT MOMENT, AND AT THAT TIME WE PRESENTED AT THE REVIEW AGENDA WHAT WE KNEW AT THAT TIME, AND IT INCLUDED ALL

[02:55:10]

YOU SAID NON-INSTRUCTIONAL BASED ON THE SLIDE. OPTION THREE SALARY IMPACT FOR TEACHER NON ELIGIBLE STATE TRA. THESE ARE THE PEOPLE WHO ONLY GET THEY DON'T REACH THAT FOUR HOUR THRESHOLD. YES. THEY DON'T REACH THAT THRESHOLD. IS THAT A NURSE A NURSE OKAY. SO IT'S WELL NURSES ARE NOT ON THE TEACHER PAY SCALE OKAY. COUNSELORS ARE NOT ON THE TEACHER PAY SCALE. SO HOWEVER, WE DO HAVE INDIVIDUALS LIKE OUR LIBRARIANS WHO ARE ON THE TEACHER PAY SCALE. AND SO AND BEFORE THEY WERE NOT GETTING THE 12 LIKE A NURSE, THEY WERE NOT GETTING THE $1,200 THEY WERE IN OPTION ONE. OKAY. SO THAT'S WHERE I'M GETTING. SO LET ME SEE IF I CAN HELP IN OPTION ONE, THE OPTION THAT WE BROUGHT TO YOU ALL ON JUNE 9TH, AND THAT OPTION WITH THE INFORMATION WE HAD AT THAT TIME, OUR RECOMMENDATION WAS TO GIVE EVERYONE IN THE DISTRICT THE SAME FULL TIME STAFF. TIME STAFF, $1,200, PART TIME STAFF $600. AND SO NOW THAT DIFFERENTIATION, SOME HAVE GONE DOWN TO 500 AND SOME HAVE GONE UP TO 2000. IS THAT THE MINIMUM AND THE MAXIMUM? THE MINIMUM AND THE MAXIMUM IS 502,000. THAT IS ACCURATE. EVERYBODY IS SOMEWHERE IN BETWEEN THAT. YES. AND THAT IS BASED ON THE WHAT WE BASE THAT ON IS CATEGORIES OF EMPLOYEES IN OUR DISTRICT WHO

[03:00:05]

COMING IN. AND HE USES THE EXAMPLE OF THE INSTRUCTIONAL COACHES BECAUSE I BROUGHT THAT UP LAST WEEK. YES, MA'AM. DOCTOR SMITH PLEASE PARDON MY FRUSTRATION BUT IT IS. THIS IS A LOT TO. SO I WANT TO MAKE SURE AND THEN I'M SORRY I'M TAKING SO LONG. I WANT TO WALK THROUGH THIS AND MAKE SURE I UNDERSTAND. SO OPTION THREE THAT'S COMING TO US TONIGHT. IT WAS A THANK YOU SUPPLEMENT BEFORE AT A BLANKET $1,200. IT WAS GOING TO COST 13 MILLION. NOW IT'S GOING TO BE A TWO YEAR, TWO YEAR SUPPLEMENT ON A DIFFERENTIATED PAY SCALE THAT YOU'RE GOING TO GET US A CHART SO WE CAN SEE THAT. AND IT'S ONLY IT'S ADDING 100,000 BECAUSE NOW WE'RE AT ONE WE'RE AT 13.1.

YES. SO THE BIG DIFFERENCE THE BIG DIFFERENCE IN THAT IS THAT WE HAVE TAKEN AWAY. WE'VE WITH THE WELLNESS DAY STAYS IN. SO EVERYTHING IS STAYING IN WITH THE EXCEPTION OF THE BRING A FRIEND TO FORT BEND. WE REMOVE THAT. AND WHO IS ELIGIBLE FOR THE DISTRICT SUPPLEMENT RIGHT.

THE DISTRICT SUPPLEMENT WAS EVERYONE. HOWEVER, THOSE WHO ARE ELIGIBLE, THAT'S WHO. WHO? THAT'S THE GROUP THAT'S REMOVED FROM OPTION THREE. RIGHT. SO IF YOU'RE A TEACHER AND UNDER THE DEFINITION OF CLASSROOM TEACHER AS IT RELATES TO THE TEACHER, YOU WOULD IN OPTION ONE BE ELIGIBLE FOR THE $1,200 IN OPTION THREE, THE WAY WE'VE COME UP WITH FUNDING IN ORDER TO DO THIS OVER TWO YEARS, FOR THOSE WHO ARE NOT ELIGIBLE, IS TO REMOVE THAT GROUP WHO ARE ELIGIBLE FROM THE SUPPLEMENT. AND SO THAT'S WHERE THOSE FUNDS ARE MOVING THEM FROM THE WELLNESS DAYS. NO, MA'AM. THEY WOULD NOT LOSE ANY OF THE OTHER WINDS ONLY BEING REMOVED FROM THE SUPPLEMENT FROM THE SUPPLEMENT. SO ANYBODY GETTING THE 5000 OR THE 2500 AT YEARS THREE AND FOUR WOULD NOT RECEIVE THE SUPPLEMENT. IF THEY'RE GETTING THE 515 THEY'RE IN. YES.

IF THEY'RE GETTING THE 515, THEY WOULD BE IN AND THEY WOULD BE RECEIVING A DISTRICT SUPPLEMENT IN ADDITION TO THAT. OKAY. SO WELLNESS DAYS ARE THE SAME BUS DRIVER PERFECT ATTENDANCE IS THE SAME. THE STARTING TEACHER PAY WOULD STILL BE AT 63,000. ARE THE SAME. CORRECT. SIGNING BONUSES ARE THE SAME EIGHT 8 MILLION. THAT'S 800,000. HEALTH. THE HEALTH AND SUPPLEMENTAL INSURANCE IS STILL 15 MILLION. AND THE STARTING TEACHER SALARY IS GOING TO COST. OKAY. POINT 56 MILLION OKAY. RIGHT. AND TRUSTEE HANNON, THE REASON FOR THE DIFFERENTIATED SCALE AS IT RELATES TO THE TEACHERS WHO ARE NOT TRA ELIGIBLE IS THAT WE LEFT IN THE STARTING TEACHER PAY STAYING MOVING TO 63,000. SO THAT'S THE INCREASE FOR INDIVIDUALS WHO ARE IN ZERO ONE AND TWO. IF APPROVED, THEY WOULD RECEIVE AN INCREASE FROM WHERE WE CURRENTLY ARE AT THE 62,000.

THEY WOULD RECEIVE AN INCREASE BASED ON A BUMP, BUT WOULD BE A BUMP, NOT A THAT'S A PART OF THEIR SALARY SUPPLEMENT. THEY WOULD THEY THEY WOULD GET A $500 SUPPLEMENT IN YEAR ONE AND A $500 YEAR SUPPLEMENT, $500 SUPPLEMENT IN YEAR TWO. THEY WOULD ALSO GET THE 515 THAT THE STATE GIVES TO THOSE WHO AREN'T ELIGIBLE. BELOW YEAR THREE, BELOW YEAR THREE, AND SO THEY WOULD RECEIVE SOMETHING, AND THEY ALSO WOULD BENEFIT FROM THE INCREASE IN OUR STARTING TEACHER SALARY. AND SO EVERY STAFF MEMBER, EVERY EVERY STAFF MEMBER IS GOING TO GET AT LEAST A MINIMUM OF 500, WITH THE EXCEPTION OF THE TEACHERS THAT ARE TRA ELIGIBLE. YES, MA'AM.

CORRECT. YES, MA'AM. AND THEN ONE AND TWO YEARS, ONE AND TWO ARE ALSO GOING TO GET THE TWO YEAR SUPPLEMENT. HERE'S ONE. THEY'RE GOING TO GET A10 0 TO 2 YEARS AND TWO. YES MA'AM OKAY

[03:05:09]

AND SO IT IS NOT CERTAINLY OUR INTENT TO DO THIS. BUT ALSO WHAT I WOULD SAY IS THAT AT THE END OF THE DAY, WE WANT TO PRESENT WHAT WE FEEL WILL BEST SERVE OUR EMPLOYEES AND THE DISTRICT, AND THAT'S WHAT WE BELIEVE WE HAVE HERE. AND UNFORTUNATELY, WE JUST WEREN'T ABLE TO DELIVER IT IN THE TIMELY WAY WE WOULD LIKE TO BECAUSE OF THE WAY THAT THE LEGISLATIVE SESSION PANNED OUT.

OKAY. REAL JUST REAL QUICK IF WE CAN. OKAY. AND SO THE DOCUMENT THAT WE'VE PROVIDED TO YOU HAS THE GROUPINGS OF, OF TEACHERS OR STAFF MEMBERS. AND SO IT WOULD SHOW ANY INCREASE THAT THEY WOULD BE GETTING FROM THE PAY SCALE IN THE FIRST COLUMN, ANY INCREASE THAT THEY WOULD RECEIVE IF THEY ARE TRA OR SRE ELIGIBLE. AND THEN IN THE COLORED COLUMN, IT'S THE AMOUNT THAT THEY RECEIVE AS RELATED TO THEIR TWO YEAR. IT'S THE TOTAL FOR THEIR TWO YEAR DISTRICT SUPPLEMENT. SO IF YOU'RE A TEACHER, FOR EXAMPLE, WITH ZERO YEARS OF EXPERIENCE, YOUR BEGINNING TEACHER PAY IS GOING UP BY $1,000. YOU WOULD RECEIVE $515 FOR THE STAFF RETENTION ALLOTMENT FROM STATE FUNDING, AND YOU'D ALSO RECEIVE AN ADDITIONAL $1,000 OVER TWO YEARS FOR THE DISTRICT SUPPLEMENT, AND THEY WOULD BE ABLE TO RECEIVE THAT FOR TWO CONSECUTIVE YEARS.

THAT SAME TEACHER NEXT YEAR, THE 2627 YEAR, WOULD RECEIVE THEIR STEP. IN ADDITION TO WHAT IS LISTED HERE. SO YOU SEE IN THE ORANGE SECTION WHERE IT'S COMPLETELY BLANK IN THE COLUMN TO THE FAR RIGHT, THOSE ARE TEACHERS THAT ARE TRA ELIGIBLE. AND SO YOU'LL NOTE IN THAT LAST COLUMN FOR THEM, THERE'S NOTHING THERE. BECAUSE NOW THAT $2,500 OR THAT $5,000 THAT'S LISTED IN THE MIDDLE COLUMN AS A PART OF THEIR BASE SALARY. THANK YOU, MISS BROWN. YES. NO, IT'S THE TOTAL TOTAL FOR THE TWO YEARS. IN THE LAST COLUMN, WE HAVE THE TOTAL OVER TWO YEARS. SO IT WOULD BE HALF OF THAT IN YEAR ONE AND THE OTHER HALF IN YEAR TWO. THANK YOU ALL FOR GETTING

[03:10:01]

BUT AT THIS POINT, WE KNOW THAT WE CAN MAKE IT THROUGH TWO YEARS WITH THE SUPPLEMENT THAT WE HAVE. AND THEN ONCE WE GET TO THAT END AND WE'VE MADE THOSE ADJUSTMENTS, THAT WOULD BE WHEN A DETERMINING FACTOR MAY NEED TO BE MADE ABOUT A VAT. BUT I WOULD SAY THAT AS WE GO INTO THE 25, 26 SCHOOL YEAR, WE'RE NOT LOOKING AT LEAST INTERNALLY AT THIS POINT AT A VAT. DOCTOR SMITH. NO PLANS TO DO VAT. I'VE NOT MENTIONED THAT AT ALL TO THE BOARD. NOT DONE ANY RESEARCH AND ANALYSIS ON THAT AT ALL. OUR FOCUS HAS BEEN PRIMARILY ON GETTING THROUGH THIS BUDGET YEAR. AND SO I KNOW THAT CAME OUT IN A RECENT BOARD MEETING, BUT OKAY, I DIDN'T KNOW MYSELF NOR THE ADMINISTRATION. WE HAVE NOT DISCUSSED A VADER AT ALL. ALL RIGHT. WORKS FOR ME. THANK YOU. THANK YOU, MR. SHOAFF. DOCTOR GILLIAM. THANK YOU FOR THE PRESENTATION. AND I'M I'M GOING TO GO IN LAYMAN'S TERMS. GIVE ME THE CLIFF NOTES. I THINK WHERE WE ARE. CAN YOU JUST SHARE, LIKE, WHAT'S DIFFERENT? AND YOU ALREADY DID THAT. BUT FOR THOSE THAT WERE NOT, BECAUSE I HEARD SOMETHING DIFFERENT THAN WHAT OTHER PEOPLE HEARD, I HEARD THAT, WOW, LET'S GET THIS DONE TODAY. OKAY, SO WITH THAT, MY QUESTION IS, IS THERE A QUICK AND I SHOULDN'T SAY QUICK? THIS IS JUST FOR ME BECAUSE I'M, I'M, I DON'T I DON'T NEED TO KNOW ALL OF THAT. I DON'T WANT TO GET IN THE WEEDS AND WHO'S GETTING WHATEVER. BUT WHAT HAS BEEN WHAT WHAT WOULD BE THE MAJOR CHANGE? BECAUSE THERE ARE A LOT OF CHANGES. AND I APPRECIATE YOU ALL GOING AND GETTING AND TRYING TO MAKE THIS HAPPEN. AND SO AND HOPEFULLY WE CAN MAKE IT HAPPEN. BUT I'LL STOP TALKING NOW. AND WHAT ARE THE MAJOR DIFFERENCES? AND I DON'T WANT YOU TO HAVE TO GO THROUGH LIKE ALL OF THAT. I GOT ALL OF THAT. BUT MAYBE THAT WILL HELP WITH UNDERSTANDING. YES, MA'AM. THAT WOULD BE THE SLIDE THAT'S HERE BEFORE US. IT HAS ALL OF THE MAJOR COMPONENTS THAT ARE THE CHANGES RELATED TO OPTION THREE. AND SO AT THE BOTTOM I'LL START THERE. ALL OF THE WINS THAT I'M SORRY I'M, I'M TALKING JUST WHEN WE'RE TALKING ABOUT OUR, OUR OUR FOLKS THAT ARE, OUR TEACHERS ARE. TELL ME

[03:15:02]

MISS TEHRANI, DID YOU HAVE ANOTHER QUESTION? YES. SO FIRST OF ALL, THANK YOU, DOCTOR SMITH.

I MEAN, REALLY APPRECIATE YOU LISTENING ABOUT THE 1200, WHICH IS BLANKET AND KIND OF TAKING THAT AND REALLY LOOKING AT DOING THIS OVER TWO YEARS BECAUSE I THINK MY BIGGEST CONCERN WAS WE DON'T HAVE THIS 13 MILLION TODAY, BUT WE'RE GOING TO BE LOOKING AT USING THESE DISASTER PENNIES, WHICH I'M NOT OPPOSED TO USING IT. I JUST HAD A HUGE CONCERN OVER THE FACT THAT IT WAS FOR ONE YEAR, AND THEN WHAT ARE WE GOING TO DO THE NEXT YEAR? AND THEN THE SECOND PIECE WAS ALSO THAT, YOU KNOW, IF WE WERE GOING TO DO A VA, IF WE'RE REALLY CONFIDENT WE'RE NOT DOING ANOTHER ONE OVER THE NEXT TWO YEARS BEFORE THE NEXT SESSION, THEN, I MEAN, LIKE I DO WORRY BECAUSE I FEEL LIKE. FOLKS ARE GOING TO FEEL LIKE THIS WAS SORT OF PUSHED DOWN AND WE HAD THE PENNY. SO WE'VE USED THIS, WHICH IF IT'S NEEDED, WE'RE GOING TO USE IT, BUT IT I HOPE IT DOESN'T COME DOWN TO IT'S A SHORT ONE TIME PAYOUT. AND THE NEXT TIME ANOTHER DISTRICT IS HAS SOME SAVINGS IN THE NEXT BUDGET CYCLE AND THEY GO UP AND WE'RE AGAIN STRUGGLING BECAUSE AGAIN, WE'RE UNDER MARKET. FOR ME, I'M NOT AS QUICK AS TRUSTEE HANNON ON ON REALLY DOING THIS AND ON THE FLY. SO IT I'M A LITTLE UNCOMFORTABLE WITH WITH NOT BEING ABLE TO ANALYZE THIS FULLY. BUT HAVING SAID THAT, GOING TO. YOUR COMMENT, MISS KRISTEN WAS THAT YES, THIS IS DIVIDED RIGHT NOW IN TWO VOTES. ONE IS THE VOTE FOR THE BUDGET, WHICH WE KNOW WE ABSOLUTELY DO NEED TO VOTE ON. AND THE SECOND VOTE IS ON THE COMPENSATION PLAN. I MEAN, I DON'T KNOW IF IT'S POSSIBLE TO TABLE THE COMPENSATION PLAN AND COME BACK TO IT. WELL, THERE'S TWO VOTES.

IT'S TWO SEPARATE VOTES. RIGHT. BUT AND WE COULD AMENDMENT LATER ON IT IF WE DECIDE. BECAUSE WE COULD DO A BUDGET AMENDMENT ON IT. LIKE WE COULD PASS IT AS IS AS IT'S PRESENTED AND THEN COME BACK ON THE COMPENSATION PLAN AND AMEND THE BUDGET IF AND WHEN NEEDED. IF THERE IS A DIFFERENCE IN THE COMPENSATION PLAN. WELL, ONE THING I WOULD HIGHLIGHT ON THAT. SO I'LL ALWAYS SAY THAT AND YOU ALL PROBABLY HATE ME WHEN I SAY THIS. CAN YOU DO THAT? YES YOU CAN. THE ISSUE THAT WE WOULD RUN INTO IS THE ONE THAT THAT MRS. BROWN TOUCHED ON EARLIER, AND THAT IS THE PENALTY FREE RESIGNATION DATE. AND SO JUNE 30TH IS THE LAST DATE THAT TEACHERS HAVE TO RESIGN PENALTY FREE. AND ONE OF THE GUIDING THINGS THAT THEY LOOK AT AS THEY MAKE THAT DETERMINATION IS WHAT HAVE OTHER DISTRICTS DONE IN COMPARISON TO FORT BEND? AND SO IF WE DON'T ACT ON IT TONIGHT, AND AGAIN, I HATE SAYING THIS BECAUSE I FEEL LIKE I'M PAINTING YOU INTO A CORNER, THEN WE WOULDN'T BE ABLE TO COMMUNICATE TO OUR EMPLOYEES WHAT WE ARE PLANNING TO DO, AND THEREFORE THEIR RESOLVE TO STAY WITH US MAY NOT BE AS HIGH. AND SO AS WE'VE PUT THIS TOGETHER, WE HAVE TRIED TO STRUCTURE IT IN A WAY, LOOKING AT SOME OF OUR NEIGHBORING DISTRICTS AND WHAT WE KNOW THAT THEY ARE DOING, WHAT THEY HAVE ANNOUNCED, AND THEY ARE VOCALLY SAYING, ONE OF WHICH PASSED A VA TO TRY TO DO STAFF RAISES IS HOW CAN WE BE AS COMPETITIVE AS POSSIBLE WITH THE

[03:20:02]

I WOULD NOT RECOMMEND IT JUST ON THE BASIS THAT IT WILL PUT US BEHIND. AND WE'RE RUNNING AGAINST THAT 30 DAY OR JUNE 30TH DEADLINE. SO I DO FEEL LIKE I'M PINNED IN A CORNER. I DO, AND I JUST FEEL LIKE IT'S ALMOST LIKE A GUN TO YOUR HEAD TO SAY, I MEAN, ARE WE SO ARE WE CONFIDENT THAT WE'RE NOT GOING TO BE DOING A VAT IN THE NEXT TWO YEARS? IS THAT WHAT WE'RE SAYING? BECAUSE IF WE ARE, I MEAN, I JUST FEEL LIKE THERE ARE NO GUARANTEES TO ANYTHING BUT BUT THE BUT THIS IS THE WAY YOU'RE GOING TO FEEL EVERY TWO YEARS. THIS IS HOW YOU'RE GOING TO FEEL EVERY TWO YEARS. THIS IS WHAT WE DEAL WITH EVERY TWO YEARS FOR LEGISLATIVE SESSION. AND UNFORTUNATELY, THAT'S THAT'S THE WAY THAT'S THE WAY THE CYCLE WORKS. AND SO WE'RE TRYING TO GET WE'RE TRYING TO RECRUIT, WE'RE TRYING TO RETAIN, WE'RE TRYING TO BE COMPETITIVE AND WE'RE DOING IT, YOU KNOW, BASED ON THE WAITING ON THE LEGISLATURE TO SEE WHAT THEY'RE GOING TO DO OR WHAT THEY AREN'T GOING TO DO. I WOULD ADD THIS AT THE END, ONE OF THE THINGS THAT I LED WITH IS WHAT'S DIFFERENT FOR US IS, OF COURSE, SOME OF OUR NEIGHBORS HAVE SAID WHAT THEY ARE GOING TO DO. I LED WITH SAYING THAT, BUT ALSO OUR NEIGHBORS ARE IN A DIFFERENT SITUATION. SO ALTHOUGH THEY MAY HAVE THE SAME SITUATION AS IT RELATES TO WHEN THEY'VE RECEIVED INFORMATION OR WHAT THE STATE HAS DECIDED TO DO, IN LOTS OF CASES WE'RE COMPARING APPLES AND ORANGES BECAUSE THEIR FINANCIAL SITUATION IS NOT WHAT OURS IS. AND SO EVERY DISTRICT, I WOULD SAY ACROSS THE STATE IS HAVING TO USE THE INFORMATION THEY HAVE AND THE RESOURCES AVAILABLE TO THEM TO MAKE THE BEST DECISIONS THAT THEY CAN FOR THEIR STAFF AND FOR THEIR STUDENTS. AND SO FOR US, THAT'S THE SEVEN PENNIES AND THE OPTION THAT WE FEEL THAT WE ARE RECOMMENDING TONIGHT FOR SOME OTHER DISTRICT. IT COULD IT IS A VAT BECAUSE WE KNOW DISTRICTS HAVE PASSED THAT IN OTHER SITUATIONS, IT'S DISTRICTS WHO HAVE FAST GROWTH, WHICH WE KNOW WE DON'T HAVE THAT EITHER. AND SO I WOULD JUST, YOU KNOW, END WITH THAT PIECE TO SAY THAT THAT'S THE SITUATION THAT WE'RE IN BASED ON OUR FINANCIAL LANDSCAPE. COULD ANYTHING ELSE. SORRY, I, I'M STRUGGLING WITH THE COMPETITION ONLY BECAUSE I HAVEN'T HAD TIME TO REVIEW THIS. AND IT'S JUST HAVING A TIME. AND I DON'T KNOW IF THERE'S A WAY TO. DO SOMETHING THAT'S A SPECIAL MEETING OR SOMETHING SPECIFIC TO THIS, BUT I I'M

[13.B. Compensation Plan: Consideration and approval of the 2025-26 Teacher Pay scale, one-time Thank-You supplement for eligible staff members, Teacher Sign-on bonus, Bring a Friend to the Bend referral incentive, an attendance award for bus drivers, two staff wellness days, classroom teacher retention allotment, and support staff retention allotment.]

AND SO TO ME, WHAT TO ME NOW WHAT FORT BEND IS DOING IS SAYING IS WHAT THE LEGISLATURE SHOULD HAVE DONE IS TO RESPECT EVERYONE OF OUR FOLKS THAT ARE SUPPORTING OUR STUDENTS, NOT JUST OUR TEACHERS, BECAUSE OUR TEACHERS, AS WONDERFUL AND IMPORTANT AS THEY ARE, THEY

[03:25:02]

AND SO THE $5,000 THE FOLKS GETTING $2,500, THEY ARE GOING TO GET NO BONUS. THEIR BONUS IS COMING FROM THE STATE ONLY. RIGHT. AND SO I SEE I SEE IT NOW. IT WAS JUST HARD TO THIS IS WHAT I NEEDED RIGHT. THIS IS WHAT BECAUSE THIS IS THE CHANGE RIGHT. AND WE APOLOGIZE FOR THAT. WE TALKED ABOUT GIVING IT IN THIS FORMAT AND SO WE APOLOGIZE FOR THAT. IT WOULD HAVE BEEN GREAT RATHER THAN NOW. AND SO BECAUSE BECAUSE WELL I'M GOING TO KEEP YOU KNOW, DON'T TEST KIDS OVER MATERIAL YOU GAVE THEM JUST NOW. SO BUT I AM GOING TO SAY I'M GOING TO BE I'M GOING TO BE HOLDING DOCTOR SMITH, I'M GOING TO HOLD YOUR FEET TO THE FIRE, BECAUSE WHEN YOU COME BACK IN APRIL AND MAY AND THEN JUNE, FOR ME TO VOTE NEXT YEAR. I DON'T WANT TO SEE THIS $26 MILLION DEFICIT BECAUSE SOME BECAUSE WE'RE, YOU KNOW, WE'RE DOING THAT YEAR AFTER, YOU KNOW, IT FEELS LIKE GROUNDHOG DAY. I DON'T WANT IT TO BE THERE. SO THANK YOU. THANK YOU FOR THE CHART. THANK YOU FOR YOUR PATIENCE. I APPRECIATE YOU ALL. FORGIVE MY FRUSTRATION, BUT I APPRECIATE IT. I THINK WE GOT THERE. THANK YOU, MISS HANNON. SO MY FRUSTRATION IS MOSTLY WITH THE LEGISLATURE. THAT'S WHERE MY FRUSTRATION IS BECAUSE ESPECIALLY FOR YOU GUYS WHO ARE IT'S YOUR FIRST LESS THAN A MONTH ON THE BOARD. I COMPLETELY UNDERSTAND HOW YOU FEEL. I COMPLETELY UNDERSTAND WHERE YOU ARE. IT'S LIKE A WATER HOSE, YOU KNOW, TURNED ON FULL BLAST OF INFORMATION AND SCHOOL FINANCE IS UNDERSTOOD BY PROBABLY A HANDFUL OF PEOPLE IN THE STATE.

I MEAN, REALLY, AND WE HAVE ONE OF THEM RIGHT THERE. SO IT'S VERY CHALLENGING. AND NO MATTER HOW LONG YOU'RE ON THE BOARD, YOU'RE GOING TO BE HERE EVERY YEAR, EVERY TWO YEARS TRYING TO SORT THROUGH IT AND TRYING TO FIGURE IT OUT. AND YOU'RE GOING TO FEEL EQUALLY AS FRUSTRATED BECAUSE, YOU KNOW, THIS IS KIND OF WHERE WE END UP EVERY COUPLE OF YEARS WITH THE LEGISLATURE.

SO I WANT TO SAY THAT AT THE OUTSET, I FEEL YOUR PAIN. THIS THIS JOURNEY. WE'VE BEEN ON THIS JOURNEY NOW FOR ABOUT EIGHT MONTHS, HONESTLY, AS A, YOU KNOW, FOR THE BOARD MEMBERS WHO HAVE BEEN HERE, IT'S BEEN PRESENTED TO US. WE HAVE TALKED ABOUT IT, WE'VE TALKED ABOUT WHERE WE WERE GOING TO BE. AND I THINK I RECALL ASKING BRIAN SPECIFICALLY WHY WE COULDN'T MAKE THE CUTS THIS YEAR. AND YOU GUYS, YOUR TEAM ASKED US FOR THE YEAR. THAT'S WHAT YOU ASKED US FOR. YOU SAID WE ARE GOING TO DO THE WORK. WE'RE GOING TO WORK ON THE $26 MILLION CUTS. BUT WE NEED THE YEAR, PLEASE, TO DO THAT SO THAT WE DON'T HAVE TO RIP THE BAND AID OFF RIGHT NOW.

AND LET'S UNDERSTAND THAT THE BAND AID IS PEOPLE. IT'S PEOPLE. SO I DON'T LIKE TO RAISE TAXES.

RIGHT? I DON'T YOU KNOW, I LIKE LOW TAXES, EVEN IF IT'S FOR A YEAR. I DON'T WANT TO DO IT, BUT I WANT MY KIDS TO HAVE THE BEST TEACHER, AND I DON'T WANT THE BEST TEACHERS WALKING OUT THE

[03:30:01]

SO WE NEED THE BEST IN THE CLASSROOM. WE'RE TRYING TO BUILD THE BEST CULTURE. WE'RE TRYING TO DO IT THE RIGHT WAY. I THINK, DOCTOR SMITH, YOU HAVE BEEN TRANSPARENT. WE'VE ASKED YOU HARD QUESTIONS, NOT QUESTIONS THAT NOT EVERYBODY HEARS OUT IN THE OPEN. THE EMAILS THAT YOU PROCESS. AND YOU AND I HAVE HAD SOME REALLY LONG, HARD CONVERSATIONS. AND I THINK YOU GUYS HAVE WORKED REALLY HARD TO BE TRANSPARENT. AND YOU'RE DOING IT ON THE FLY AND YOU'RE TRYING TO DO THE BEST YOU CAN DO FOR THE PEOPLE IN THIS DISTRICT WHO RELY ON US FOR THEIR LIVELIHOODS AND WHOSE KIDS RELY ON THEM. SO THAT'S MY VIEW OF IT. IT'S KIND OF SIMPLE, RIGHT? I MEAN, WE'RE ABOUT TO COMPETE WITH VOUCHERS. WE COMPETE WITH PRIVATE SCHOOL. WE COMPETE WITH. CHARTER SCHOOLS, AND WE HAVE GOT TO MAKE SURE THAT WE ARE ATTRACTING, THAT WE ARE RECRUITING AND RETAINING AND ATTRACTING THE TOP TALENT. AND I THINK THAT'S OUR JOB. I MEAN, THAT'S OUR JOB.

WHEN WE SIT ON THIS DAIS, THAT'S WHAT WE'RE SUPPOSED TO DO. SO I TOO WOULD LIKE TO SEE THE DEFICIT CUT OR. YEAH, CUT. YEAH, I KNOW YOU DO. I KNOW YOU WANT TO, AND I KNOW YOU WANT TO. AND I KNOW THAT'S THE PLAN AND THAT'S WHAT WE'RE DRIVING TOWARDS. SO I WE'RE GOING TO HOLD YOU GUYS ACCOUNTABLE FOR THAT. AND I KNOW YOU'RE GOING TO HOLD OURSELVES ACCOUNTABLE FOR THAT. AND IF YOU WANT TO BRING US SOME SCENARIOS THAT ARE THAT ARE OUTSIDE THE BOX, I THINK THIS BOARD IS OPEN TO THAT AND WOULD LIKE TO SEE IT. BUT IN THE MEANTIME, WE HIRED THIS MAN IN THIS SEAT TO DO A JOB. AND I FEEL LIKE WE HAVE TO SUPPORT HIM IN DOING THAT JOB. WE HAVE GOT TO GIVE HIM AN OPPORTUNITY TO DO IT. AND SO THAT'S MY VIEW ON IT. SO I'M GOING TO ASK THE BOARD TO VOTE. MOTION PASSES UNANIMOUSLY. ALL RIGHT. ITEM 13 B IS THE COMPENSATION PLAN. MAY I HAVE A MOTION. SO, MISS TORSEN, BEFORE I MAKE THE MOTION I WANT TO I WANT EVERYONE TO NOTE THAT THE LANGUAGE ON OUR AGENDA IS NOT IS NO LONGER GOING TO BE ACCURATE.

AND SO I AM GOING TO ASK JONATHAN, MR. BARASH, IF I CAN READ PER ITEM, OR COULD I JUST SAY. DOES DOES OPTION THREE DOES THIS PAGE INCLUDE EVERYTHING ABOUT THE COMPENSATION PLAN? IT IT DOES. YES MA'AM. IT DOES. SO I'M GOING TO READ I THINK AND I THINK YOU CAN SAY AS PRESENTED THIS EVENING NOT ON THE AGENDA AS PRESENTED OKAY BY THE ADMINISTRATION THIS EVENING OKAY. THANK YOU. YES, THAT IS CORRECT. OKAY. I'M MOVE THAT THE BOARD ACCEPT OPTION THREE AS PRESENTED THIS EVENING BY MR. GWIN AND MISS BROWN. I SECOND. OH AS A COMPENSATION PLAN I SECOND WE HAVE A MOTION BY MISS HANNAN AND A SECOND BY DOCTOR GILLIAM. DO WE HAVE DISCUSSION?

[03:35:07]

[13.C. Facility Condition Index Audit: Consideration and approval of a professional services agreement with PBK Architects for a not-to-exceed amount of $400,000, to update the 2022 Facility Condition Index for Long Range Boundary Planning, and authorization for the Superintendent to negotiate and execute the contract.]

[14. Future Meeting Discussions]