Jan 29, 2026 Board Meeting

[00:00:02]

INQUIRE SO THAT EVERYONE IS ABLE TO HEAR THE PROCEEDINGS. THANK YOU. THANK YOU SERGEANT.

[1. Call to order]

WHOSE BROAD STRIPES AND BRIGHT STARS. THROUGH THE PERILOUS FIGHT O'ER THE RUN WE ONE WERE SO GALLANTLY STREAMING. AND THE ROCKETS RED GLARE, THE BOMBS BURSTING IN AIR. GAVE PROOF THROUGH THE NIGHT. THAT OUR FLAG WAS STILL THERE. O SAY, DOES THAT STAR SPANGLED BANNER YET WAVE? O'ER THE LAND OF THE FREE. AND THE HOME OF THE BRAVE. PLEASE REMAIN STANDING FOR A MOMENT OF SILENCE. YOU MAY BE SEATED. AT THIS TIME I'M GOING TO ASK THE TRUSTEES AND DOCTOR

[4. Recognitions]

GOOD EVENING, TRUSTEES AND DOCTOR SMITH. TONIGHT WE BEGIN OUR RECOGNITIONS BY THANKING THIS EVENING'S NATIONAL ANTHEM. PERFORMERS FROM AUSTIN HIGH SCHOOL, THEIR CHOIR ENSEMBLE LED BY CHOIR DIRECTOR LINDA HOLCOMBE. EVERYBODY CAN GIVE THEM A ROUND OF APPLAUSE, PLEASE.

AND I CAN HAVE YOU STAND. BIG SMILES. ONE, TWO THREE, ONE MORE. ONE. TWO THREE.

THANK YOU. WE START OUR RECOGNITIONS THIS EVENING WITH AN ACKNOWLEDGMENT OF ELKINS HIGH SCHOOL PERCUSSION ENSEMBLE. THEY WERE SELECTED TO PERFORM AT THE MIDWEST CLINIC INTERNATIONAL BAND AND ORCHESTRA CONFERENCE. THIS IS THE WORLD'S LARGEST ANNUAL INSTRUMENTAL MUSIC EDUCATION CONFERENCE. THE ENSEMBLE PERFORMED IN A STANDING ROOM

[00:05:03]

ONE, TWO, THREE. 123. THANK YOU. OUR NEXT RECOGNITION GOES TO SHIRLEY SUN, A STUDENT AT CLEMENTS HIGH SCHOOL WHO WON THE TEXAS ART EDUCATION ASSOCIATION'S ANNUAL YOUTH ART MONTH FLAG CONTEST. HER DESIGN FOR THE 2026 STATEWIDE CONTEST WAS SELECTED AS THE HIGH SCHOOL FLAG CHOICE IN THE OVERALL WINNER OF THE COMPETITION, A THANK YOU TO HER ART TEACHER, MISS OLIVIA HOOPER. CAN YOU PLEASE. 1231112. AND THANK YOU. AND TONIGHT, DRESSED FOR THE OCCASION ARE 12 FORT BEND ISD HIGH SCHOOL DANCE STUDENTS WHO WERE CHOSEN TO REPRESENT THEIR CAMPUS AND FORT BEND ISD AT THE 2026 TEXAS DANCE EDUCATORS ASSOCIATION AS THE 2026 TEXAS ALL-STATE DANCERS. BEFORE I BEGIN CALLING THEIR NAMES, WE WILL TAKE THIS PHOTO IN TWO GROUPS BECAUSE OF THE NUMBER OF STUDENTS. OKAY, FIRST UP, AUSTIN HIGH SCHOOL ANGELS DANCE TEAM, REPRESENTED BY ADDISON RAWBONE AND DIRECTOR MISHA BALDWIN. BUSH HIGH SCHOOL'S ILLUSION DANCE TEAM WITH MORGAN MOORE AND DIRECTOR JOSE BONILLA. CLEMENS. HIGH SCHOOL DANCE TEAM, INARA GOLDSMITH AND DIRECTOR MICHELLE BARTH. CRAWFORD HIGH SCHOOL DANCE TEAM. MISS ZARIA GREEN AND DIRECTOR BAILEY SHARITS. DULLES HIGH SCHOOL DOLLS DANCE TEAM. VALERIA MONTIEL AND DIRECTOR KAYLA SOKOLOFF. AND ELKINS HIGH SCHOOL ELITE DANCE TEAM. MISS KAYDEN BUMGARNER AND DIRECTOR SUSAN PRICE. IF WE CAN HAVE OUR WONDERFUL DANCE SQUAD FILL IN FOR A PHOTO, PLEASE.

SPREAD OUT A LITTLE BIT MORE. IF YOU COULD SLIDE OVER TO YOUR LEFT A LITTLE BIT. RIGHT THERE, RIGHT THERE. THAT'S PERFECT. THAT'S GOOD. ALL RIGHT, EVERYONE LOOKING HERE, PLEASE.

BIG SMILES. ONE, TWO AND THREE. ONE MORE. ONE, TWO AND THREE. THANK YOU. CONGRATULATIONS AGAIN. AND TO COMPLETE THIS RECOGNITION WE HAVE HIGH SCHOOL, HIGH SCHOOL, HIGHTOWER HIGH SCHOOL, HIGH LIGHTS DANCE TEAM WITH MISS GISELLE CORNEJO AND DIRECTOR ANDREA SINGLETON.

MARSHALL HIGH SCHOOL DANCE TEAM WITH TRINITY RIGMAIDEN AND DIRECTOR KAITLYN MAYES NICKERSON. RIDGE POINT HIGH SCHOOL ROYALS DANCE TEAM WITH REESE, CATHERINE AYCOCK AND DIRECTOR MIRANDA RICHTER. TRAVIS HIGH SCHOOL, BELL'S DANCE TEAM WITH MICHELLE JACOBS

[00:10:02]

YEAH.

SCOOCH IN A LITTLE BIT. THERE WE GO. PLEASE. ALL RIGHT. RIGHT HERE. ONE, TWO AND THREE. ONE MORE. ONE, TWO AND THREE. THANK YOU. THANK YOU. EACH JANUARY, FORT BEND ISD JOINS THE STATE AND CELEBRATING SCHOOL BOARD APPRECIATION MONTH, A TIME TO RECOGNIZE THE CRITICAL ROLE ELECTED BOARDS OF EDUCATION PLAY IN IMPACTING OUR COMMUNITIES AND ENSURING THE SUCCESS OF OUR STUDENTS. THIS EVENING, WE WANT TO EXPRESS SINCERE APPRECIATION TO THE FORT BEND ISD BOARD OF TRUSTEES FOR THEIR EXCEPTIONAL DEDICATION. THESE INDIVIDUALS GENEROUSLY DONATE THEIR TIME TO GOVERN OUR DISTRICT AND KEEP OUR CHILDREN'S WELL-BEING AT THE FOREFRONT OF THEIR EFFORTS AND THEIR DECISIONS. ALTHOUGH JANUARY IS A SPECIAL TIME, WE CELEBRATE YOU EVERY DAY FOR YOUR UNWAVERING COMMITMENT AND SERVICE TO OUR DISTRICT. PLEASE, IF EVERYONE CAN STAND AND HONOR OUR FORT BEND ISD TRUSTEES PRESIDENT KRISTEN THOMSON, VICE PRESIDENT ANGIE HANNON, SECRETARY DOCTOR SHIRLEY ROSE GILLIAM, AND TRUSTEES ADAM SCHOOF OF SHE CHARANIA, ADDIE HEYLIGER AND MISS ANGIE REBECCHI. THANK YOU. YOU MAY ALL BE SEATED. TONIGHT. WE HAVE A HOST OF VERY SPECIAL RECOGNITION, SO WE'RE GOING TO ASK THAT OUR TRUSTEES STAY IN PLACE FOR JUST A SECOND. FIRST, I WOULD LIKE TO BEGIN BY ASKING MISS GRACE KUPPERMAN FROM CONGRESSWOMAN LIZZIE FLETCHER'S OFFICE TO COME TO THE PODIUM.

GRACE WILL BE PRESENTING THE BOARD OF TRUSTEES WITH A CERTIFICATE OF RECOGNITION FROM THE CONGRESSWOMAN'S OFFICE. GOOD EVENING, SUPERINTENDENT SMITH. FORT BEND ISD BOARD, DISTRICT STAFF, PARENTS, STUDENTS AND ATTENDEES. MY NAME IS GRACE, AND IT IS MY PLEASURE TO BE HERE ON BEHALF OF CONGRESSWOMAN LIZZIE FLETCHER TO CELEBRATE SCHOOL BOARD APPRECIATION MONTH. AS A FORT BEND ALUM MYSELF, I KNOW JUST HOW PROUD AND HOW SPECIAL IT IS THAT FORT BEND ISD SERVES STUDENTS FROM DIVERSE AND DYNAMIC BACKGROUNDS. YOUR THOUGHTFUL SERVICE HELPS ENSURE THAT EVERY STUDENT HAS THE OPPORTUNITY TO LEARN, GROW, AND BECOME THE NEXT GENERATION OF FORT BEND LEADERS. THROUGH THESE CERTIFICATES OF CONGRESSIONAL RECOGNITION, CONGRESSWOMAN FLETCHER THANKS YOU FOR YOUR DEDICATED SERVICE AND FOR YOUR CONTINUED COMMITMENT TO THE EDUCATION AND WELL-BEING OF OUR DISTRICT STUDENTS. CONGRESSWOMAN FLETCHER WOULD LIKE TO THANK BOARD PRESIDENT KRISTEN TASSAN, BOARD VICE PRESIDENT ANGIE HANNON, BOARD SECRETARY DOCTOR SHIRLEY ROSE GILLIAM, TRUSTEE ADAM SCHOOF, TRUSTEE ASHY TANIA TANIA, TRUSTEE ADDIE HEYLIGER, AND TRUSTEE ANGIE REBECCHI.

CONGRESSWOMAN FLETCHER THANKS YOU ALL FOR ALL THAT YOU DO FOR OUR SHARED COMMUNITY. AND WITH THAT.

[00:15:14]

BUT AS A FORMER STUDENT HERE IN FORT BEND ISD, AS A FORMER STAFFER HERE, I KNOW THE IMPORTANCE OF THE WORK THAT YOU DO IN THIS ROOM. IT'S IN A ROOM LIKE THIS. AND FOLKS LIKE YOU WHO CREATED A LEADERSHIP PROGRAM THAT, FOR A KID LIKE ME, TO BE ABLE TO DEVELOP MY LEADERSHIP STRENGTHS. AND SO I THANK YOU FOR THE OPPORTUNITIES YOU'RE OPENING UP FOR OUR STUDENTS EVERY DAY. I WILL JUST READ THIS PROCLAMATION. I THINK IT SAYS IT ALL. WHEREAS PUBLIC EDUCATION IS THE BEDROCK OF A THRIVING COMMUNITY. AND THE STATE OF TEXAS HAS DESIGNATED JANUARY 2026 AS SCHOOL BOARD RECOGNITION MONTH TO HONOR THE VITAL CONTRIBUTIONS OF LOCAL EDUCATIONAL LEADERS. AND WHEREAS, THE FORT BEND INDEPENDENT SCHOOL DISTRICT CONTINUES TO SET THE STANDARD FOR EXCELLENCE, DRIVEN BY A BOARD OF TRUSTEES THAT VIEWS EVERY STUDENT'S POTENTIAL AS A PRIORITY IN EVERY CLASSROOM AS A GATEWAY TO THE FUTURE. AND WHEREAS THE TRUSTEES TRUSTEES SERVE AS THE ULTIMATE BRIDGE BETWEEN THE PUBLIC AND THE SCHOOL SYSTEM, TRANSLATING THE COMMUNITY'S UNIQUE VALUES AND HIGH EXPECTATIONS INTO ACTIONABLE POLICY AND CLEAR DIRECTION FOR THE DISTRICT'S SUCCESS. AND WHEREAS AS NON-SALARIED PUBLIC SERVANTS, THE MEMBERS OF THE FORT BEND ISD BOARD OF TRUSTEES CONTRIBUTE AN EXTRAORDINARY AMOUNT OF PERSONAL TIME TO NAVIGATE COMPLEX CHALLENGES, ENSURING THAT RESOURCES ARE MANAGED WITH INTEGRITY AND THAT EQUITY REMAINS A CORNERSTONE OF THE STUDENT EXPERIENCE. AND WHEREAS, THROUGH THEIR PERSISTENT ADVOCACY FOR INNOVATION AND STUDENT WELL-BEING, THE BOARD OF TRUSTEES EMPOWERS OUR TEACHERS TO INSPIRE AND OUR STUDENTS TO LEAD, CREATING A LASTING IMPACT THAT EXTENDS FAR BEYOND THE GRADUATION STAGE. NOW, THEREFORE, I DEXTER L, MCCOY, COUNTY COMMISSIONER, FORT BEND COUNTY PRECINCT FOUR, DO HEREBY RECOGNIZE THE MONTH OF JANUARY 2026 AS SCHOOL BOARD APPRECIATION MONTH. THANK YOU FOR YOUR SERVICE.

AND. DO WE HAPPEN TO HAVE ANY OTHER ELECTED OFFICIALS HERE THAT WE MAY HAVE MISSED PRESENTING A PROCLAMATION? ALL RIGHT. WITH THAT, ON BEHALF OF THE STUDENTS OF FORT BEND ISD, WE HAVE STUDENTS FROM CORNERSTONE ELEMENTARY HERE TONIGHT TO PRESENT OUR BOARD WITH A VERY SPECIAL GIFT. THESE STUDENTS HAVE CREATED UNIQUE ARTWORK THAT HAS BEEN TURNED INTO A DECK OF PERSONALIZED NOTE CARDS FOR OUR TRUSTEES. HERE TO PRESENT THIS GIFT ARE STUDENT ARTIST LUCIA LIU IN KINDERGARTEN, ELSA SHU IN KINDERGARTEN, SAVANNAH CHEN, A SECOND GRADER, MADELINE MADDIE ZHANG IN SECOND GRADE, FELIX LI IN FIRST GRADE, BENDYSHE ADUBA, A FOURTH GRADE AND LEADING THE PACK AS A FIFTH GRADER. LIAM CHUNG, ALONG WITH THEIR ART TEACHER JENNIFER ANDERSON. IN A PHOTO. HOLD UP YOUR CARDS, PLEASE. EVERYBODY GIVE ME A BIG CHEESE. OKAY. ONE. TWO. THREE. CHEESE. PAUSE. ONE SECOND. IF YOU WANT TO MISS HER. HER CARDS. OH, THERE WE GO. 123. FOUR. FIVE. SIX. ALL RIGHT, ONE MORE TIME. ALL RIGHT, ONE MORE TIME. HE'S ON THREE. ONE. TWO. THREE. CHEESE. THANK YOU. IN THE

[00:20:02]

THREE. ONE MORE. THANK YOU. CONGRATULATIONS, MISS KHAN. AND THANK YOU.

THANK YOU VERY MUCH. OKAY. Y'ALL DID A GREAT JOB. YOU GUYS. THANK YOU SO MUCH.

THANK YOU. AND FOLLOWING A TRADITION ALSO HERE THIS EVENING WE HAVE A REPRESENTATIVE FROM THE GIRL SCOUT TROOP 152175 WHO JOINS US TONIGHT WITH A SPECIAL GIFT OF EVERYONE'S FAVORITE GIRL SCOUT COOKIES. HERE TONIGHT WE HAVE GIRL SCOUT NORA MUHAMMAD, ALONG WITH TROOP LEADER AMINA E ISSAC. THANK YOU. THANK YOU.

I DON'T KNOW. YOU. ALRIGHTY. OKAY. THAT'S GOOD. ALL RIGHT. BIG SMILES PLEASE. OKAY. ONE, TWO. THREE. CHEESE, CHEESE. AWESOME. THANK YOU. ALL RIGHT. GIRLS, WE ARE FROM DIFFERENT TROOP, BUT THE GIRLS PLEASE THANK THE GIRL SCOUT PROMISE. AND IF THERE'S ANY GIRL SCOUTS IN HERE, DO YOU REMEMBER THAT PROMISE? PLEASE STAND AND TAKE YOUR POSITION OR YOUR YOUR FINGERS. Y'ALL READY? READY. THE GIRL SCOUT? PROMISE. Y'ALL GO AHEAD. AND SEE THE PEOPLE. GIRL SCOUTS. ALRIGHT. THANK YOU TO OUR GIRL SCOUTS TONIGHT. STEP THIS WAY. THANK YOU. SO WONDERFUL. THANK YOU, THANK YOU. OKAY. IN ADDITION TO THANKING OUR TRUSTEES, WE ALSO WOULD LIKE TO EXTEND A HEARTFELT GRATITUDE TO THEIR FAMILY MEMBERS AND FRIENDS AS YOU ALL SACRIFICE VALUABLE TIME TOGETHER WITH YOUR LOVED ONES WHO SERVE US IN FORT BEND ISD.

AND FOR THAT, WE THANK YOU HERE WITH US HERE TONIGHT ON BEHALF OF OUR TRUSTEES, CAN WE GIVE THEM A ROUND OF APPLAUSE? WE WOULD LIKE TO OPEN THE FLOOR. IF THERE ARE ANY FAMILY MEMBERS HERE FOR OUR TRUSTEES WHO WOULD LIKE TO GRAB A QUICK PHOTO AS WE TRANSITION. RIGHT. THIS WOULD BE WHOLE GROUP PHOTOS AND WE'LL JUST HAVE FAMILY MEMBERS STEP IN FIRST FOR ONE GROUP AT A TIME. ALL RIGHT. FIRST UP. YEP, THEY WANT TO JUMP IN.

[00:25:16]

ALRIGHT, EVERYONE LOOKING RIGHT HERE PLEASE. ONE. ONE MORE. ONE TWO. ANDREW.

THANK YOU, THANK YOU, THANK YOU AGAIN. YEAH. YOU'RE GOOD TO GO. IN CLOSING, WE WOULD LIKE TO TAKE THE TIME TO SHOW A SPECIAL VIDEO THAT WAS ACTUALLY CO-PRODUCED BY OUR TRUSTEES.

THEY TOOK THE TIME TO PROVIDE US WITH SOME SPECIAL QUOTES AND SENTIMENTS THAT REPRESENT WHY THEY ARE PROUD TO SERVE OUR COMMUNITY. AND SO WE'LL GO AHEAD AND CUE THAT VIDEO AS WE TRANSITION INTO THE REGULAR BOARD MEETING.

ON BEHALF OF THE FORT BEND ISD FAMILY, I WANT TO THANK THE BOARD OF TRUSTEES FOR ALL THAT YOU DO. EACH OF YOU HAS CHOSEN TO SERVE IN A VOLUNTARY ROLE THAT REQUIRES COUNTLESS HOURS, THOUGHTFUL PREPARATION, AND MAKING VERY DIFFICULT DECISIONS, ALL DRIVEN BY ONE SHARED COMMITMENT. DOING WHAT'S BEST FOR KIDS. I SEE THE CARE THAT YOU BRING TO THIS WORK EACH AND EVERY DAY. YOU LISTEN WITH INTENTION, YOU ASK HARD QUESTIONS AND YOU LEAD WITH INTEGRITY AND COMPASSION. ALWAYS KEEPING STUDENTS, FAMILY AND STAFF AT THE CENTER OF EVERY DECISION. BECAUSE OF YOUR LEADERSHIP. FORT BEND ISD CONTINUES TO MOVE FORWARD WITH PURPOSE AND STABILITY, CREATING OPPORTUNITIES FOR STUDENTS TO LEARN, TO GROW AND THRIVE. TO OUR BOARD OF TRUSTEES, THANK YOU FOR YOUR SERVICE, YOUR SACRIFICE, AND YOUR UNWAVERING BELIEF IN PUBLIC EDUCATION. WE ARE DEEPLY GRATEFUL FOR YOU AT OUR DISTRICT IS STRONGER BECAUSE OF YOU. THIS CONCLUDES THIS EVENING'S RECOGNITIONS. THANK YOU CHASITY, AND THANK YOU, DOCTOR SMITH, AND TO THE ENTIRE TEAM AND ALL THE STUDENTS AND TEACHERS THAT PUT IN SO MUCH TIME AND EFFORT TO THESE REALLY SWEET RECOGNITIONS AND THE GIFTS ON BEHALF OF THE BOARD OF TRUSTEES. AND FROM THE BOTTOM OF OUR HEARTS, WE WE REALLY APPRECIATE ALL THE KIND

[5. Public Comment]

[00:30:02]

WHENEVER YOU'RE READY. GOOD EVENING. MY NAME IS ERICA, AND I'M A PARENT WITH TWO KIDS AT SUGAR MILL ELEMENTARY. YOU'LL HEAR OTHER PARENTS SPEAK TO OTHER FACETS OF THE PROPOSED SCHOOL CLOSURES. AND I ENCOURAGE YOU TO REFER TO THE HANDOUTS THAT THE SUGAR MILL PARENTS HAVE PROVIDED. I'M HERE TO FOCUS ON THE COST BEING SHIFTED TO FAMILIES, BECAUSE THOSE COSTS DIRECTLY IMPACT STUDENTS. SUGAR MILL IS A WALKABLE SCHOOL IN A BLUE COLLAR COMMUNITY, AND TODAY I SHARE DROP OFF AND PICKUP RESPONSIBILITIES WITH THE CLOSE FRIEND WHO, DESPITE LIVING ONE STREET AWAY, WE WOULD BE ZONED TO SEPARATE SCHOOLS. IF SUGAR MILL CLOSES, THAT SUPPORT DISAPPEARS. IF STUDENTS ARE RELOCATED FURTHER AWAY, BUSSING AND EXTENDED DAY BECOMES A NECESSITY. EARLIER PICKUPS AND LATER EARLIER PICKUPS MEANS LESS SLEEP FOR YOUNG CHILDREN, WHICH AFFECTS THEIR LEARNING AND BEHAVIOR. THIS IS NOT A COST SAVINGS, IT'S A COST SHIFT FROM THE DISTRICT TO THE PARENTS. IT CAN FEEL AS THOUGH DECISIONS HAVE ALREADY BEEN MADE, AND I'M ASKING THE BOARD TO PAUSE AND TAKE A COMPREHENSIVE, DISTRICT WIDE LOOK. THANK YOU. VICKI HAISLIP. HI, MY NAME IS VICKI HAISLIP.

MY HUSBAND AND I HAVE BEEN PROUD MEMBERS OF THE RESIDENTS OF THE SUGAR MILL COMMUNITY FOR MORE THAN 20 YEARS. I'M ALSO A REAL ESTATE PROFESSIONAL WITH 20 YEARS, 30 YEARS OF EXPERIENCE LISTING AND SELLING HOMES IN THE AREA. NEIGHBORHOOD SCHOOLS ARE MORE THAN JUST BUILDINGS. THEY ARE CORNERSTONE OF STRONG, STABLE COMMUNITIES. FAMILIES CHOOSE SUGAR MILL BECAUSE IT REFLECTS EVERYTHING. FORT BEND ISD STANDS FOR. FROM A REAL ESTATE PERSPECTIVE, A NEARBY ELEMENTARY SCHOOL IS ONE OF THE MOST IMPORTANT FACTORS FAMILIES CONSIDER WHEN DECIDING WHERE TO LIVE. WHEN BUYERS ASK ME ABOUT SUGAR MILL, THE NEIGHBORHOOD SCHOOL IS ALWAYS A KEY PART OF THE CONVERSATION. IF THE SCHOOL WERE TO CLOSE, THE COMMUNITY WOULD IMMEDIATELY BECOME LESS APPEALING TO YOUNG FAMILIES. THIS WOULD NEGATIVELY AFFECT SLOW SALES. CHILDREN AND

[00:35:02]

ALSO, THEIR SERVICES WERE DESIGNED AROUND GROWTH PLANNING, NOT CONTRACTION. CLOSURES ARE FUNDAMENTALLY DIFFERENT, WITH DIFFERENT DECISIONS AND RISK FACTORS. EVEN ZONDAS OWN LEADERSHIP HAS ACKNOWLEDGED THEIR FORECASTING IS LESS THAN RELIABLE. IT'S GONE FROM 1% FORECAST ERROR TO 2 TO 3%, AND YOU'LL SEE A QR CODE IN YOUR HANDOUT WHERE YOU CAN FIND THE VP OF DATA ANALYTICS, CONFIRMING THAT TEXAS FAMILIES NOW HAVE MORE SCHOOL OPTIONS AND REACT QUICKER TO THE LOSS OF FAITH IN THE SCHOOL DISTRICT. I MUST ASK WHETHER DATA WITH A SHORT TRACK RECORD AND UNCERTAINTY SHOULD BE THE BASIS FOR CLOSING AN A-RATED SCHOOL.

THAT'S THE HEART OF THEIR COMMUNITY. THANK YOU FOR VOLUNTEERING TO MAKE THESE HARD DECISIONS. THANK YOU. THE NEXT THREE SPEAKERS WILL BE MICHELLE CURNUTT, MOLLY BAKER, AND JUSTIN COOLIDGE. IF YOU COULD MAKE YOUR WAY UP. AND NEXT UP IS HANNAH CURNUTT. HELLO, I'M HANNAH AND I'M A FORMER STUDENT OF SUGAR MILL AND A CURRENT STUDENT OF SUGAR LAND MIDDLE.

THIS IS A POEM I WROTE ABOUT SUGAR MILL, THINGS I LEARNED AT SM, ABC. DEAR ME, KINDNESS COUNTS LIKE ONE, TWO, THREE BOOKS ARE MAGICAL. ART IS COOL. MY AMAZING TEACHERS MAKE ME WANT TO COME TO SCHOOL. PLAYGROUNDS FILLED WITH LAUGHING KIDS, TENDER NURSES HELP THE SICK. YOU WALK IN AND FIVE PEOPLE CALL YOUR NAME. NO OTHER SCHOOL WILL EVER BE THE SAME. YET A SHADOW FALLS ON THIS HAPPY PLACE. SMILES FADE AS FRIENDS ARE RIPPED AWAY.

KNOWING IN THEIR HEARTS THEY AREN'T WHERE THEY'RE MEANT TO BE. THEY LONG FOR A HOME THEY WILL NEVER AGAIN SEE. BACKS BURDENED. THEY TRUDGE THROUGH HALLS NOT QUITE THE SAME PLACES WHERE THEY DON'T KNOW THEM BY NAME. THANK YOU, THANK YOU. NEXT IS MICHELLE CURNUTT. GOOD EVENING. I'M A MOTHER OF TWO DAUGHTERS, BOTH IN THE GIFTED AND TALENTED PROGRAM IN SUGAR MILL. HAS BEEN OUR SCHOOL COMMUNITY FOR EIGHT YEARS. I'M ALSO A PRIVATE SCHOOL TEACHER, YET MY HUSBAND AND I CHOSE SUGAR MILL BECAUSE IT'S SPECIAL. THEY'VE LOVED OUR ENTIRE FAMILY, TAUGHT OUR DAUGHTERS TO READ AND THINK AND CREATE, BUT ALSO TO BE BRAVE, KIND AND RESILIENT.

THEY'VE GIVEN US GIRLS STABILITY THROUGH COVID, THROUGH LOSS, AND THROUGH MY HUSBAND'S CANCER DIAGNOSIS. THAT'S WHY FAMILIES ARE STRUGGLING WITH THE IDEA OF OUR CHILDREN BEING UPROOTED FROM AN A RATED SCHOOL WHERE THEY'RE THRIVING, ESPECIALLY WITHOUT FEELING MEANINGFULLY INCLUDED IN THE PROCESS. WE WANT TO TRUST THE DISTRICT AND WE WANT TO PARTNER. BUT THIS PROPOSAL HAS SHAKEN OUR CONFIDENCE. WE'VE ALREADY APPLIED TO A PRIVATE SCHOOL FOR OUR FOURTH GRADER, AND WE KNOW WE'RE NOT ALONE. THE DISTRICT HAS PROMISED TO INSPIRE AND EQUIP OUR STUDENTS FOR FUTURES BEYOND IMAGINATION. BUT THIS ISN'T WHAT WAS PROMISED. SUGAR MILL IS A RARE GEM. WE RESPECTFULLY ASK YOU TO RECONSIDER THIS PLAN.

VOTE ON INDIVIDUAL SCHOOLS, AND WORK WITH FAMILIES TO ENSURE STUDENTS REMAIN AT THE CENTER OF EVERY DECISION. THANK YOU. NEXT UP, MOLLY BAKER. GOOD EVENING. I WANT TO THANK ALL OF YOU FOR YOUR KIND RESPONSES TO THE EMAILS THAT WE'VE SENT IN. I JUST WANT TO LET YOU KNOW THAT SHOWS YOU HOW MUCH FAMILIES CARE ABOUT THESE DECISIONS. I WANTED TO START BY SAYING THAT PARENTS UNDERSTAND THAT YOU ALL HAVE A VERY DIFFICULT DECISION TO MAKE, AND WE SUPPORT THOUGHTFUL CONSOLIDATION. IT'S A REALITY. BUT SUGAR MILL IS A SCHOOL THAT WENT FROM A C TO AN A, SO THAT'S KIND OF HARD TO STOMACH. IT SERVES A DIVERSE COMMUNITY.

IT MEETS DISTRICT GOALS. IT'S ATTRACTING FAMILIES BACK TO PUBLIC EDUCATION. SO WHAT'S HAPPENING THERE IS WORKING. WE WOULD LIKE TO SUPPORT YOUR DIFFICULT DECISIONS, BUT WE WANT TO KNOW THE WHY BEHIND THE CHANGES. IS IT FUNCTIONAL CAPACITY OR IS IT DESIGN CAPACITY? WHICH ONE WORKS? I ASK YOU AGAIN TO COME WALK THE HALLS OF SUGAR MILL. TALK TO THE FAMILIES AND PLEASE DON'T CLOSE THE SCHOOL WHERE THE DISTRICT'S VISION IS ALREADY BECOMING A REALITY. THANK YOU, THANK YOU. OUR NEXT THREE SPEAKERS WILL BE IVY WINN,

[00:40:02]

THAT'S OUR CLOSE ENOUGH. THANK YOU. THANK YOU FOR THE TIME. GOOD. GOING OFF THE FUNCTIONAL CAPACITY VERSUS DESIGN CAPACITY. IF YOU ARGUE THAT THE T REQUIRES DESIGN CAPACITY ONLY, IT'S A FACILITY CONSTRUCTION STANDARD ON HOW BUILDINGS ARE DESIGNED, NOT HOW THE BOARD SHOULD USE THAT INFORMATION. IF THERE'S A T RULE THAT MANDATES DESIGN CAPACITY ONLY FOR CLOSURE DECISIONS, PLEASE CITE THAT EXACT SECTION. IF YOU ARGUE THAT FCI USES DESIGN CAPACITY BECAUSE OF T, FCI IS A BUILDING CONDITION RATIO. IF THE DISTRICT IS COMBINING CAPACITY WITH FACILITY REPORTING, THAT'S A SEPARATE MODEL, AND THE TO KNOW THE EXACT FORMULA OF HOW THAT COMES ABOUT. IF YOU ARGUE THAT FUNCTIONAL CAPACITY CAN'T BE USED BECAUSE IT CHANGES EVERY YEAR AND IT SHOULD CHANGE EVERY YEAR, SO FUNCTIONAL CAPACITY SHOULD CHANGE 15 TIMES CHANGE OUR PRINCIPALS REPORT THAT. AND THAT'S AN OPERATIONAL REALITY. AND DESIGN CAPACITY IS THE ONLY CONSISTENT NUMBER. BUT THE BOARD SHOULD BE ABLE TO SHOW A SIDE BY SIDE DESIGN CAPACITY VERSUS FUNCTIONAL CAPACITY BEFORE ANY DECISIONS ARE MADE BECAUSE THIS NEEDS TO BE ACCURATE. THANK YOU. NEXT IS IVY NGUYEN. GOOD EVENING AND THANK YOU FOR LETTING ME SPEAK. I'M GOING TO DETER MY SPEECH FROM THE HANDOUT THAT YOU GUYS HAVE. I'M SUPPOSED TO SPEAK ABOUT THE COMMITMENT THAT THE PTA AND ALL THE COMMUNITY SERVICE HOURS THAT WE PUT IN. BUT I'M SITTING HERE AND LOOKED AT THOSE THREE WORDS ABOVE. YOU INSPIRE, EQUIP AND IMAGINE. AND I THINK THOSE ARE NOT JUST WORDS. THOSE ARE PROMISES THAT TO THE FORT BEND ISD FAMILY AND EVERY STUDENT, TEACHER, PARENTS LIVE THAT VALUE EVERY DAY IN OUR COMMUNITY. WHEN WE HEARD OUR SCHOOL CLOSED RIGHT BEFORE THE HOLIDAY, THE PTA PRESIDENT RALLY LIKE 200 PARENTS, 15 SECONDS. YES. AND SO WE I'M JUST SAYING THAT WE'RE HERE TO NOT TO ELIMINATE, BUT REINVENT. SO PLEASE HONOR THOSE WORDS TO US AND AND GIVE US AN ALTERNATIVE. THANK YOU. THANK YOU. NEXT IS KAREN GUARDADO.

OKAY. HELLO. I'M A PARENT OF A KINDERGARTEN STUDENT IN THE SPECIAL EDUCATION PROGRAM AT SUGAR MILL ELEMENTARY. WE CHOSE THIS, A RATED SCHOOL AND EVEN BOUGHT OUR HOME HERE BECAUSE OF THE CARE, STABILITY AND SUPPORT SUGAR MILL PROVIDES. THANKS TO SUGAR MILL, I FEEL CONFIDENT THAT MY CHILD IS SAFE AND GENUINELY CARED FOR. THEY HAVE A TEAM THAT IS COHESIVE, CONSISTENT AND DEPENDABLE. THAT LEVEL OF COLLABORATION AND TRUST DOESN'T HAPPEN OVERNIGHT.

THE THOUGHT OF DISMANTLING A TEAM THAT WORKED SO WELL, AND PLACING STUDENTS IN AN UNKNOWN SETTING WITH NO GUARANTEE OF WHETHER THE SAME LEVEL OF SUPPORT WILL EXIST, IS REALLY SCARY TO FAMILIES LIKE MINE. IT FEELS UNFAIR THAT THIS COMMUNITY DOESN'T SEEM TO BE FULLY CONSIDERED IN THIS DECISION. CLOSING A SCHOOL THAT IS SUCCESSFUL AND DEEPLY CONNECTED TO ITS COMMUNITY ERODES TRUST, AND THE DISTRICT'S LEADERSHIP WILL ALL SPEND. FAMILIES BE OFFERED AN IEP MEETING BEFORE THE END OF THE SCHOOL YEAR? WHAT SAFEGUARDS WILL BE IN PLACE TO PREVENT REGRESSION FOR STUDENTS WHO RELY ON ROUTINE, FAMILIAR STAFF? THE SPECIAL EDUCATION COMMUNITY CANNOT BE AN AFTERTHOUGHT IN THIS DECISION.

STABILITY IS ESSENTIAL FOR OUR CHILDREN'S SUCCESS AND IS YOUR RESPONSIBILITY TO PROTECT IT.

THANK YOU, THANK YOU. OUR NEXT THREE SPEAKERS WILL BE BEN PAGE, BILLY PAGE, AND STEPHANIE DAVIDSON. IF YOU COULD MAKE YOUR WAY UP. NEXT UP IS REBECCA PAGE. OH. ALL RIGHT, Y'ALL, LET'S DISCUSS PROVEN FAILURE AND PROPOSED HARM. IN AUGUST OF 23, T NOTIFIED FORT BEND ISD THAT IT WAS OUT OF COMPLIANCE FOR SPECIAL EDUCATION EVALUATIONS AS OF THIS YEAR.

2099 OVERDUE REEVALUATIONS ARE SITTING IN FORT BEND ISD DUE TO INCONSISTENT CASE MANAGEMENT.

THIS IS THE DISTRICT NOW PROPOSING TO SCATTER 124 IEP STUDENTS, TWO OF WHICH ARE MY OWN, ACROSS THREE SCHOOLS WITH NO TRANSITION PLAN, THREE LOWER PERFORMING SCHOOLS DESPITE HAVING A LOWER SPED POPULATION, STUDENTS WITH DISTRICT CASE MANAGERS WERE NOT FAILED ONCE.

THEY WERE FAILED REPEATEDLY AT MULTIPLE CAMPUSES UNTIL THIS DISTRICT RELOCATED THEM TO SUGAR MILL AS LAST RESORT, COMPLETELY ATTRIBUTED TO OUR INCREDIBLE SPED TEAM THAT CANNOT BE REBUILT. IF YOU SPREAD US ACROSS THREE OTHER SCHOOLS, YOU CAN'T COMPLETE THE LEGALLY REQUIRED PAPERWORK. AS WE'VE HEARD THAT YOU HAVE NOT YET MODELED ALTERNATIVE CLOSURES OR NON CLOSURES FOR OUR SCHOOL AND OUR DISPROPORTIONATE SPED POPULATION. I'M ASKING THAT YOU STOP REMOVE SUGAR MILL FROM THE PROPOSED CLOSURE LIST AND CONSIDER OTHER OPTIONS BEFORE YOU MOVE FORWARD. THANK YOU. NEXT IS BEN PAGE. OKAY. NEXT IS

[00:45:07]

IT IS BUILT ON EXPERIENCED TEACHERS WHO HAVE DEVELOPED A POWERFUL SYNERGY WITHIN THEIR INSTRUCTIONAL TEAMS. THIS SYNERGY ALLOWS THEM TO RECOGNIZE INDIVIDUAL STUDENT NEEDS AND HELP EVERY CHILD REACH THEIR FULL POTENTIAL. WHEN YOU BREAK UP THOSE TEAMS, YOU DON'T JUST MOVE STAFF, YOU LOSE COLLABORATION AND INSTITUTIONAL KNOWLEDGE AND THE CULTURE THAT DRIVES STUDENT ACHIEVEMENT. SOME TEACHERS MAY NOT TRANSFER AT ALL. THEY MAY LEAVE THE DISTRICT AT A TIME WHEN RETAINING STRONG TEACHERS IS ALREADY DIFFICULT. CLOSING A HIGH PERFORMING CAMPUS RISKS LONG TERM HARM. PLEASE CONSIDER THE INSTRUCTIONAL COST OF THIS DECISION, NOT JUST THE LOGISTICAL ONE. THANK YOU, THANK YOU. NEXT IS SARAH CASEY.

GOOD EVENING. I'M ASKING YOU TO PAUSE ALL SCHOOL CLOSURES UNTIL FORT BEND ISD PROVIDES CONSISTENT METRICS, TRANSPARENT FINANCIALS, AND CLEAR ACCOUNTABILITY. THE METRICS SHARED WITH THE COMMUNITY KEEPS CHANGING CAPACITY. NUMBERS JUSTIFY NEW SCHOOLS IN 2018.

DIFFERENT NUMBERS JUSTIFY BOND REPAIRS IN 2023. NOW CAPACITY AND UTILIZATION BEGIN BEING ARE BEING DEFINED DIFFERENTLY. AGAIN, TO SUPPORT CLOSURES. WE'VE HEARD T STANDARDS REFERENCED TO JUSTIFY THESE CHANGES. BUT THESE POLICIES GOVERN NEW SCHOOLS BEING BUILT, NOT HOW TO CALCULATE UTILIZATION. THIS MATTERS BECAUSE THESE SCHOOLS ARE THE SAME ONES USED TO PASS THE 2023 BOND REPAIRS. FAMILIES WERE BEING WERE TOLD THEY NEEDED REPAIRS AND NOW THEY THE WORK IS DELIVERED. THEY ARE BEING FLAGGED FOR CLOSURE BASED ON FCI. THIS DECISION IS MOVING QUICKLY WITHOUT A CLEAR FINANCIAL PICTURE. THE COMMUNITY DESERVES TO KNOW HOW THIS IMPROVES LONG TERM PLANNING AND WHETHER THESE.

THANK YOU. NEXT UP IS EMILY CASEY. HELLO, MY NAME IS EMILY AND I AM A SEVENTH GRADE STUDENT AT SUGAR LAND MIDDLE SCHOOL. I HAVE A SISTER IN FIRST GRADE AT SUGAR MILL ELEMENTARY, THE SCHOOL I GREW UP IN AND AROUND. I AM HERE TODAY AS AN ADVOCATE FOR SM. I UNDERSTAND THAT MANY COMPELLING ARGUMENTS HAVE ALREADY BEEN MADE, BUT I HOPE YOU'LL REMIND AS A STUDENT WHO HAS PERSONALLY LIVED THIS EXPERIENCE, PLEASE DON'T LOOK AT SM AS DATA OR NUMBERS. INSTEAD, SEE US AS A COMMUNITY OF DEVELOPING FLOURISHING INDIVIDUALS WHO HAVE BUILT FRIENDSHIPS, LIFELONG SKILLS, AND A TRUE HOME BEHIND ITS WALLS. WE ARE IN AN A RATED SCHOOL BECAUSE THE STUDENTS FEEL SAFE AND LOVED HERE. OUR PTA IS EXTREMELY INVOLVED AND THE STUDENTS AND STAFF KNOW AND LOVE EACH OTHER. I TRULY BELIEVE THAT THIS SCHOOL HAS SHAPED ME BOTH ACADEMICALLY AND PERSONALLY, AND I WOULD NOT BE BRAVE ENOUGH TO COME UP HERE AND SPEAK TO YOU WITHOUT THIS SCHOOL. AS A SISTER, A STUDENT, AND A LIFELONG LEARNER, I ASK YOU TO VOTE AGAINST THE CLOSURE OF SM SAVE OUR SPARK. THANK YOU.

OUR NEXT THREE SPEAKERS WILL BE MADISON, ADEEL AKHTAR, AND KRISTEN SCHULZ. NEXT UP IS MICHAEL TRUONG. GO AHEAD. GO AHEAD. DEAR, DEAR BOARD PRESIDENT TYSON. MEMBERS OF THE BOARD AND SUPERINTENDENT DOCTOR SMITH, THANK YOU FOR THE OPPORTUNITY TO SPEAK TO YOU

[00:50:04]

THIS PLAN DOESN'T SOLVE OVERCROWDING. IT SHIFTS IT FROM ONE SCHOOL TO THE NEXT, FROM NEO TO MALALA, FROM FROM MALALA TO MADDEN, AND FROM MADDEN TO HOLLY, CREATING A DOMINO EFFECT THAT ULTIMATELY ASKS OUR YOUNGEST CHILDREN TO ABSORB THE DISRUPTION. MY CHILDREN ARE FINALLY COMFORTABLE, CONNECTED TO THEIR TEACHERS AND SETTLED INTO THEIR SCHOOL COMMUNITY.

THAT STABILITY IS NOT SMALL. IT'S FOUNDATIONAL TO HOW THEY LEARN AND FEEL SAFE EACH DAY.

WE CHOSE OUR HOME BASED ON SCHOOL ZONING AND TRUSTED THE DISTRICT'S LONG TERM PLANNING.

MANY FAMILIES DID THE SAME. PLEASE KEEP ILLIANA KIDS IN ALYANA. THANK YOU VERY MUCH.

THANK YOU. NEXT IS MADISON VEAZEY. THIS PROPOSAL IS UNSAFE, UNFAIR AND COMPLETELY DISRUPTIVE TO OUR CHILDREN'S LIVES. MANY STUDENTS, INCLUDING MY DAUGHTER, WALK HOME EVERY DAY IN THIS REZONING WOULD PUT THEM OUT OF WALKING DISTANCE, YET STILL TOO CLOSE FOR BUS SERVICES, LEAVING FAMILIES WITH NO SAFE WAY TO GET THEIR CHILDREN TO SCHOOL. THIS IS NOT A MINOR INCONVENIENCE. IT'S A SERIOUS RISK AND A HARDSHIP ON FAMILIES. WE RELY ON A CLOSE KNIT SYSTEM FOR SAFE SCHOOL DROP OFFS. I SHARE MORNINGS WITH A CLOSE FRIEND WHO LIVES ONLY 200FT AWAY FROM ME. YET THIS PLAN WOULD SEND OUR CHILDREN TO TWO DIFFERENT SCHOOLS, BREAKING ESTABLISHED FRIENDSHIPS AND CONNECTIONS. YOUR PROPOSAL IGNORES CHILDREN'S NEEDS AND BREAKS THE TRUST THAT FAMILIES HAVE IN THE SCHOOL DISTRICT TO PUT STUDENTS FIRST. THESE DECISIONS AFFECT REAL CHILDREN, REAL ROUTINES, AND REAL SAFETY, NOT JUST LINES ON A MAP. I URGE YOU TO RECONSIDER THIS PROPOSAL. PUT STUDENTS FIRST AND MAKE DECISIONS THAT TRULY SERVE THE CHILDREN AND FAMILIES OF THIS DISTRICT. THANK YOU, THANK YOU.

NEXT IS ADEEL AKHTAR. YES, PLEASE. I WANT TO BEGIN BY SAYING I'M SPEAKING IN MY INDIVIDUAL CAPACITY. THESE OPINIONS ARE MY OWN AND DO NOT REPRESENT THE DISTRICT OR THE SBC. MY CONCERN TONIGHT IS THAT WE MAY BE INADVERTENTLY REPEATING SOME OF THE MISTAKES OF THE PAST. IN MY OPINION, THIS BOUNDARY PLANNING PROCESS HAS BEEN HONEST AND GROUNDED IN FAIRNESS UP TO THIS POINT. AS COACH DEMECO RYANS LIKES TO SAY, WE'VE KEPT THE MAIN THING, THE MAIN THING, AND THAT MAIN THING IS THAT FACED WITH THE $25 MILLION DEFICIT, EVERY COMMUNITY AROUND THE DISTRICT HAS BEEN ASKED TO SHARE IN THE SACRIFICE, INCLUDING CURBING NON-CRITICAL SPENDING. UNTIL WE GET OUR CAMPUS UTILIZATION CORRECTED. THAT MAKES TONIGHT'S VOTE TO APPROVE A $15.4 MILLION ADDITION AND RENOVATION INTO A FINE ARTS BUILDING. A BIT OF A WATERSHED MOMENT 15 CHOOSE TO NOT TEMPORARILY PAUSE THIS PROJECT. I BELIEVE THAT SENDS THE WRONG MESSAGE, AND IT UNDERMINES THE SPIRIT OF THIS PROCESS. I BELIEVE WE GOT INTO THIS FINANCIAL CRISIS PARTIALLY BECAUSE YOUR PREDECESSORS IRRESPONSIBLY SPENT ON BUILDINGS. INSTEAD OF BALANCING ENROLLMENT, INVESTING IN PEOPLE. THANK YOU, THANK YOU. OUR NEXT THREE SPEAKERS WILL BE STACY GARCIA, TANISHA BRADFORD, AND KRISTEN JOHNSON. IF YOU'LL MAKE YOUR WAY UP. NEXT UP, KRISTEN SCHULTZ. GO AHEAD. THANK YOU. I'M KRISTEN SCHULTZ, I'M A REAL ESTATE ATTORNEY. AND I RAISE A FIDUCIARY CONCERN. TONIGHT. IN 2023, VOTERS APPROVED A $6.5 MILLION BOND IN SUGAR MILL ELEMENTARY. ONE THIRD HAS ALREADY BEEN SPENT AND CANNOT BE RECOVERED THROUGH CLOSURE. IN NOVEMBER 2025, THE DISTRICT HAD HALTED THE THE VOTER APPROVED KITCHEN RENOVATIONS WITHOUT EXPLANATION AND SOON AFTER PROPOSED CLOSING THE SCHOOL. TEXAS AG OPINION 72 SEVEN PROHIBITS DIVERTING BOND PROCEEDS WITHOUT VOTER AUTHORIZATION, WITH NO DISCLOSED REALLOCATION PLAN. PROCEEDING NOW RISKS ARBITRARY AND CAPRICIOUS DECISION AND CAUSES IMMINENT HARM TO BOND INTEGRITY AND PUBLIC TRUST.

PAGE NINE OF YOUR HANDOUT FROM SUGAR MILL SAYS THAT THE RESALE VALUE IS APPROXIMATELY 4 MILLION. THIS IS A FOURTH OF THE VALUE OF THE OTHER PROPOSED CLOSURES, EVEN AS THE DISTRICT'S COUNSEL TOLD THE AG, THE FACILITY'S DATA WAS NEEDED TO TO BE WITHHELD TO PROTECT THE RESALE NEGOTIATIONS. I RESPECTFULLY ASK THE BOARD TO RECONSIDER CLOSING. THANK YOU, THANK YOU. NEXT IS STACY GARCIA. OKAY. NEXT UP IS TANISHA BRADFORD. GOOD EVENING. I'M NOT GOING TO START OFF BY EXPRESSING TO SHOUT NOR UPROAR, BUT FOR MOST, I'M HERE REPRESENTING DULLES ELEMENTARY. I'M SPEAKING BECAUSE WE'RE DEEPLY SADDENED ABOUT THE CLOSURES. THIS HAS TAKEN A DRAMATIC EFFECT ON FORT BEND ISD STAFF MEMBERS AND THE STUDENTS. DULLES HAVE JUST CELEBRATED THEIR 50TH ANNIVERSARY. I'M NOT CERTAIN IF DULLES IS AWARE OF THAT. DULLES HAVE A STUDENT THAT HAS COMPLETED THE ENTIRE TRIO. HE'S

[00:55:04]

HELLO. AND HOW ARE YOU DOING? DULLES IS NOT ONLY THE SCHOOL THAT HAS THE TRIO, BUT I TOOK MY KIDS OUT OF A CHARTER SCHOOL JUST BECAUSE OF THE TRIO EFFECT. IF YOU TAKE DULLES AWAY, YOU'RE ALSO GOING TO TAKE FROM THE MIDDLE AND ELEMENTARY AND HIGH, BECAUSE MOST STAFF MEMBERS, INCLUDING MYSELF, HAS KIDS AT SCHOOL. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE ERIC JOHNSON, AMANDA BROCK, AND RICARDO REBELO. IF YOU'LL MAKE YOUR WAY UP, NEXT IS KRISTEN JOHNSON. GO AHEAD. HELLO EVERYONE! I'M AN ONCOLOGY NURSE. NURSING IS RANKED AS THE MOST TRUSTED PROFESSION NOW FOR THE 24TH YEAR IN A ROW. WE PROVIDE HOPE. WE LISTEN. WE ADVOCATE FOR THOSE WHO CAN'T ADVOCATE FOR THEMSELVES, AND ADVOCATE IS DEFINED AS ONE WHO DEFENDS OR MAINTAINS A CAUSE OR PROPOSAL. A LIFE LESSON I'D LIKE TO TEACH MY DAUGHTER, IS HOW TO STAND UP FOR A CAUSE THAT YOU BELIEVE IN. BE AN ADVOCATE EVEN WHEN IT MAY NOT BE THE EASY OR THE POPULAR DECISION. I'VE REPRESENTED THE ONCOLOGY NURSING SOCIETY AT CAPITOL HILL DAYS IN WASHINGTON, DC. WE ASKED REPRESENTATIVES TO SUPPORT BILLS IMPACTING ONCOLOGY PATIENTS OR NURSES.

INTERESTING TAKEAWAY FROM THAT WAS THAT SOMETIMES IT'S NOT ABOUT THE BILLS CONTENTS AT ALL, BUT ABOUT POLITICAL OR FUNDING FACTORS. AS FAR AS WHO SUPPORTS IT, THIS WAS HARD FOR ME TO UNDERSTAND. IF IT'S THE RIGHT THING TO DO, EVERYONE SHOULD SUPPORT IT. I AM AWARE THAT MANY FACTORS AFFECT THESE HARD DECISIONS. PLEASE CONSIDER ALL THE DATA, SUGGESTIONS AND INFORMATION PRESENT AND DO THE RIGHT THING FOR OUR COMMUNITY, OUR TEACHERS AND OUR CHILDREN.

SAVE OUR SPARK. THANK YOU. NEXT IS ERIC JOHNSON. GO AHEAD. SEVERAL OF YOU ALL CAMPAIGNED ON THE POINT OF TRANSPARENCY. I FEEL THAT YOU ARE FAILING ON THIS POINT. YOU'RE CONTENT.

YOUR ADMINISTRATION CONTINUES. AT EVERY INFORMATION REQUEST, REFER TO THE DISTRICT ATTORNEY DELAYING ANY INFORMATION FLOWING TO YOUR CONSTITUENTS SO WE CAN UNDERSTAND HOW YOU CAME TO THIS DECISION. SOME OF YOU HAVE BIGGER ASPIRATIONS TO MOVE ON TO OTHER, BIGGER POLITICAL POSITIONS BEYOND WHERE YOU SIT TODAY. BELIEVE ME, WE'VE SIGNED 3000 PEOPLE ON OUR PETITION TO SAVE SUGAR MILL, OUR A-RATED SCHOOL. AND COME VOTER DAY, THOSE 3000 PEOPLE ARE 3000 HOMES IN OUR SUBDIVISIONS. WILL REMEMBER IF YOU DO CLOSE OUR A-RATED SCHOOL SUGAR MILL. SO BE MINDFUL OF YOUR DECISIONS. WE ARE WATCHING. NEXT UP IS AMANDA BROCK. HAS THE BOARD AND THE SBAC COMMITTEE HAD THE TIME TO LOOK AT ALL THE FACTS AND VERIFY THE INFORMATION THAT HAS BEEN PROVIDED IS COMPLETE AND ACCURATE. HAVE ALL OPTIONS TRULY BEEN CONSIDERED? ARE THERE OTHER SCHOOLS THAT COULD BE ON THE CLOSURE LIST? THERE ARE SCHOOLS THAT HAVE PUT IN THEIR CAMPUS IMPROVEMENT PLAN FOR THIS YEAR, THAT THEY HAVE LOW ENROLLMENT, AND THE NEIGHBORHOOD PERCEPTION OF THEIR SCHOOL HAS BEEN NEGATIVELY IMPACTED. I'M LOOKING FOR TRANSPARENCY ON THE FCI SCORE, AND WHAT SPECIFICALLY IS MAKING THE FCI SCORE POOR FOR AIP? I'VE SPOKEN TO FBISD FACILITY EMPLOYEES THAT I KNOW, AND THEY'RE ALSO SHOCKED ABOUT THE SCORE THE APP HAS RECEIVED. THESE ARE YOUR EMPLOYEES THAT YOU PAY TO BE IN THESE FACILITIES REGULARLY. SETTLERS WAY IS SHOWN AS UNDERUTILIZED. REZONING WILL INCREASE THEIR UTILIZATION BY 6%. HOW WILL SETTLERS WAY UNDERUTILIZED WHEN THEY HAVE STUDENTS IN MOBILE CLASSROOMS? THE SBAC COMMITTEE SAID THEY WERE TOLD THE MOBILE BUILDINGS WERE NOT IN USE. THAT'S FALSE, AND DATA AVAILABLE ON THE WEEKLY STUDENT ENROLLMENT REPORT THIS WEEK, SETTLERS WAY HAD 176 STUDENTS IN PORTABLE BUILDINGS. THIS IS NOT UNDERUTILIZATION. THE FACTS ARE BEING USED TO MAKE THESE DECISIONS ARE NOT ACCURATE. HOW CAN WE TRUST THAT THE BEST DECISIONS ARE BEING MADE? THIS IS NOT TRANSPARENCY. THIS.

THANK YOU. OUR NEXT THREE SPEAKERS WILL BE STACY KIERNAN, ADELINE KIERNAN AND ANDREA GORTMAKER. NEXT UP IS RICARDO REBELLO. GOOD EVENING. I'M SPEAKING TO YOU AS A FORMER STUDENT OF SUGAR MILL, A PARENT OF A CURRENT SUGAR MILL STUDENT AND A FORMER FBI ISD TEACHER.

LIKE MANY PARENTS AND COMMUNITY MEMBERS OF SUGAR MILL, I'VE LOOKED AT THE VAST DATA REGARDING OUR SCHOOL, AND I FAILED TO FIND ANY LOGICAL REASON BEHIND CLOSING IT. IT SIMPLY DOESN'T MAKE SENSE. YOU'RE CONSIDERING SHUTTING DOWN AN A-RATED SCHOOL THAT'S COMPLETELY SURROUNDED BY RESIDENTIAL HOMES, NEGATIVELY IMPACTING THE PROPERTY VALUES OF THOSE HOMES, ALL WHILE PLANNING TO RELOCATE SOME OF OUR STUDENTS TO BARRINGTON PLACE, A B RATED SCHOOL WHERE OVER 50% OF ITS ZONED AREA IS COMMERCIAL. NOT ONLY SUGAR MILL, THE ONLY A-RATED SCHOOL IN OUR AREA, BUT OF ALL THE SCHOOLS BEING PROPOSED FOR CLOSURE,

[01:00:04]

SECOND, I HAVE DYSLEXIA AND LOVE MY SPECIAL EDUCATION TEACHER, MISS HUTCHINSON. I NEED HER TO HELP ME WHEN READING AND SPELLING ARE REALLY HARD. OTHER KIDS EVEN COME TO MY SCHOOL BECAUSE OF HOW AMAZING SHE IS. IT'S IMPORTANT FOR ME TO KEEP WORKING WITH THE SAME TEACHER SO I DON'T FALL BEHIND OR HAVE TO START OVER SOMEWHERE NEW. FINALLY, MY FAMILY IS A MILITARY FAMILY AND WE'VE HAD TO MOVE EIGHT TIMES. I SHOULD BE THE FIRST PERSON IN MY FAMILY WHO IS GETS TO STAY ONE SCHOOL WITHOUT HAVING TO MOVE. MY SCHOOL IS MY SAFE PLACE AND IT MEANS EVERYTHING TO ME. PLEASE DO NOT CLOSE AUSTIN PARKWAY THIS SCHOOL KEEP STUDENTS SAFE, SUPPORTS KIDS LIKE ME WHO LEARN DIFFERENTLY AND GIVES FAMILY STABILITY.

THANK YOU. OUR NEXT THREE SPEAKERS WILL BE HUGH RAO, GARY HAHN, AND ALLISON MCKEON. IF YOU'LL MAKE YOUR WAY UP, NEXT IS ANDREA GORTMAKER. GOOD EVENING. MY NAME IS ANDREA GORTMAKER AND I'M HERE TO DISCUSS MY STRONG OPPOSITION TO THE CLOSURE OF SUGAR MILL ELEMENTARY. WHILE I UNDERSTAND THAT SCENARIOS FOR UNDER AND OVER UTILIZATION ARE STILL IN DRAFT FORM, CLOSING IN A WALKABLE NEIGHBORHOOD SCHOOL REQUIRES A CLEAR CAMPUS BY CAMPUS FINANCIAL JUSTIFICATION. SPECIFICALLY, I AM ASKING FOR THE MATH. I WOULD LIKE TO SEE THE PROJECTED NET SAVINGS, STAFFING, UTILITIES, AND DEFERRED MAINTENANCE MINUS THE ONE TIME TRANSITION COSTS LIKE RELOCATIONS, TRANSPORTATION CHANGES, SECURITY AND TRAFFIC UPGRADES, AND STUDENT SUPPORTS. RIGHT NOW, THE PUBLIC MATERIALS FOCUS ON MAPS AND ENROLLMENT.

THE NUMBERS ARE MISSING. I WOULD ALSO LIKE YOU TO CONSIDER INDEPENDENT VALIDATION. JUST LAST YEAR, THE DISTRICT BROUGHT IN OUTSIDE AUDITORS AFTER A MAJOR BOND SHORTFALL WAS DISCOVERED. THAT SAME LEVEL OF THIRD PARTY REVIEW SHOULD APPLY HERE BEFORE ANY VOTE, SO THE COMMUNITY CAN TRUST THE ASSUMPTIONS BEHIND THESE DECISIONS. IF PROPERTY SALES OR REPURPOSING ARE PART OF THE PLAN, WE ALSO NEED PROOF OF MARKETABILITY, LOCAL ZONING POLICIES AND CURRENT VACANCY RATES MEAN REUSE IS NOT GUARANTEED OR QUICK. FINALLY, PLEASE CONSIDER ALTERNATIVES THAT KEEP SUGAR MILL OPEN. TARGETED BOUNDARY ADJUSTMENTS.

THOUGHTFUL. THANK YOU. NEXT IS SHU RAO. HELLO, BOARD MEMBERS, I'D LIKE TO PROPOSE AN ALTERNATIVE TO THE CURRENT PLAN TO CLOSE SEVERAL ELEMENTARIES TO CUT COSTS. LET'S IMPLEMENT OPEN TRANSFERS TO SCHOOLS. AVAILABLE CAPACITY. IT'S MUCH SIMPLER AND MUCH MORE POSITIVE THAN CLOSING OUR SCHOOLS. SO WE ACTUALLY HAD THIS PROGRAM BACK IN 2012 WHEN MY KIDS WERE IN ELEMENTARY. THE DISTRICT HAD A SIMILAR DECISION TO MAKE, AND THEY DECIDED THAT TO IMPLEMENT OPEN TRANSFERS, LIMITED QUANTITIES TO THESE SCHOOLS THAT HAD OPEN CAPACITY AVAILABLE TO ANYBODY IN THE DISTRICT, THAT GIVES THE PARENTS THE ABILITY TO HELP REBALANCE ENROLLMENTS ACROSS THE SCHOOLS, INSTEAD OF THE DISTRICT HAVING TO CHOOSE WHICH SCHOOLS TO CLOSE AND CONSOLIDATE. THAT PROGRAM WAS ACTUALLY VERY SUCCESSFUL IN KEEPING THOSE SCHOOLS OPEN. THERE'S STILL OPEN NOW, AND WE ACTUALLY NEEDED THOSE SCHOOLS SHORTLY THEREAFTER TO DEAL WITH SOME UNFORESEEN CAPACITY NEEDS 15 SECONDS. THE PROGRAM ALSO

[01:05:01]

SUGAR MILL HAS A SMALL TOWN FEEL WHERE OUR SON COULD WALK OR RIDE HIS BIKE TO SCHOOL WITHOUT HAVING TO CROSS ANY MAJOR STREETS. OUR NEIGHBORHOOD HAS BEEN AGING IN THE PAST, BUT THIS HAS SLOWLY BEEN CHANGING AS OLDER PEOPLE MOVE OUT, MORE YOUNGER FAMILIES ARE MOVING IN.

IT IS IMPORTANT THAT THESE CHILDREN WILL HAVE A GREAT SCHOOL TO START THEIR EDUCATION AND NEIGHBORHOOD SCHOOL. IF YOU CHOOSE TO CLOSE THIS SCHOOL AND DISPERSE THESE CHILDREN TO MULTIPLE SCHOOLS, YOU ARE WEAKENING OUR COMMUNITY. ARE THESE CHILDREN GOING TO BE IN OVERCROWDED CLASSROOMS OR INSTEAD OF CLASSROOMS WITH TEACHABLE NUMBERS OF CHILDREN, WILL THEY RECEIVE THE HELP AND GUIDANCE THEY NEED FOR A GOOD FUTURE? BE PUT IN AN OVERCROWDED SCHOOL? PLEASE DON'T CLOSE THIS SCHOOL. IT IS VERY IMPORTANT TO OUR COMMUNITY.

THANK YOU FOR YOUR TIME. SHE ALSO HAS SOME. THANK YOU. I GAVE MY SPEECH SO THANK YOU.

OUR NEXT THREE SPEAKERS WILL BE CRYSTAL MCKEON, RICHARD SHAMBLIN, AND ZELMA SINGLETON.

IF YOU'LL MAKE YOUR WAY UP. NEXT UP IS ALLISON MCKEON. THANK YOU. I AM ALLISON MCKEON.

I AM IN SEVENTH GRADE AT SUGAR LAND MIDDLE, BUT I STILL VALUE SUGAR MILL. SUGAR MILL HAS BEEN A PART OF MY LIFE SINCE I STARTED THERE IN KINDERGARTEN. MY LIFE SINCE I STARTED. SORRY.

I HAVE MET MANY FRIENDS, MANY THAT I WOULD LIKE TO KEEP FOR THE REST OF MY LIFE. SUGAR LAND SUGAR MILL HAS BEEN A WONDERFUL PLACE FOR FROM LIKE THE EVENTS THEY HOLD FOR THE STUDENTS. MY SISTER IS STILL THERE LEARNING FROM THE WONDERFUL TEACHERS AND FACULTY WORKING THERE. I HAVE LEARNED TO BE A BETTER ARTIST, GROW MY LOVE OF BOOKS AND SCIENCE THROUGH SUGAR MILL. NOT ONLY IS SHUTTING DOWN SUGAR MILL BAD FOR LOGICAL REASONS, BUT IT WILL DEMOLISH COMMUNITIES WE BUILT THERE. PLEASE SAVE OUR SPARK. THANK YOU FOR YOUR TIME. THANK YOU.

NEXT IS CRYSTAL MCKEON. OKAY. THANK YOU. I'D LIKE YOU TO DRAW YOUR ATTENTION TO PAGE SIX OF THE SUGAR MILL HANDOUT CONCERNING THE 15 YEAR ENROLLMENT TRENDS. SUGAR MILLS A RATING REFLECTS A TRUST THAT THE COMMUNITY PLACED IN SUGAR MILL LONG BEFORE THAT OFFICIAL DESIGNATION. THE BLUE LINE REPRESENTING SUGAR MILLS. ENROLLMENT HAS GONE FROM THE SECOND LOWEST WITHIN OUR FEEDER PATTERN TO THE HIGHEST. OUR ENROLLMENT HAD THE LOWEST DROP BY OVER A TEN DIGIT MARGIN. LONG TERM STABILITY COMES FROM PROTECTING WHAT IS ALREADY STABLE, NOT CLOSING IT TO ADDRESS DECLINE ELSEWHERE. STABILITY MEANS PREDICTING PREDICTABLE STAFFING, EFFICIENT USE OF RESOURCES, AND FAMILIES WHO CONTINUE TO CHOOSE PUBLIC EDUCATION. OUR COMMUNITY INCLUDES MANY FAMILIES WHOSE PARENTS ONCE ATTENDED SUGAR MILL AND HAVE NOW ENROLLED THEIR CHILDREN, AS WELL AS FAMILIES ZONED TO NEARBY SCHOOLS WHO MOVED TO SUGAR MILL. BECAUSE OF ITS LOCATION AND ITS TEACHERS, ADMINISTRATORS, FAMILIES AND OVERALL SCHOOL COMMUNITY. IT'S ODD WE'RE CONSIDERING CLOSING THE SCHOOL THAT'S DOING THE BEST JOB OF KEEPING FAMILIES ENROLLED. I ENCOURAGE THE BOARD TO SLOW DOWN THIS PROCESS AND LOOK AT THE PROPOSAL FOR THE LONG TERM. THANK YOU. THANK YOU. NEXT IS RICHARD SHAMBLIN. GOOD EVENING. THANK YOU. DULLES ELEMENTARY OPERATES AT 77% CAPACITY, CLOSING A SCHOOL AT THIS UTILIZATION LEVEL WHILE MOVING STUDENTS TO CAMPUSES PROJECTED TO BE 98% CAPACITY. CREATES OVERCROWDING, SETS THE DISTRICT UP FOR FUTURE REZONING, AND UNDERMINES LONG TERM PLANNING AND STABILITY. FINANCIALLY, THIS CLOSURE DOES NOT PRODUCE SAVINGS. IT SHIFTS COSTS. HIGHLANDS ELEMENTARY ALONE WOULD REQUIRE APPROXIMATELY SEVEN PORTABLE CLASSROOMS AT A COST OF ABOUT $2.5 MILLION AND DISTRICT WIDE. THAT WOULD PUT A COST OF ABOUT 15 TO $20 MILLION ONCE INSTALLATION, UTILITIES AND INFRASTRUCTURE IS CONSIDERED. THE USE OF PORTABLE CLASSROOMS ALSO INTRODUCES AVOIDABLE SAFETY RISKS THROUGH INCREASED ACCESS POINTS AND REDUCED SUPERVISION. DULLES IS ALSO A C P CAMPUS, PROVIDING FREE MEALS TO ALL STUDENTS TO RECEIVING SCHOOLS THAT ARE NOT CLOSING. DULLES REDUCES ACCESS TO ESSENTIAL SERVICES FOR FAMILIES WHO RELY ON THEM AND INCREASES INEQUITIES RATHER THAN ALLEVIATING THEM FOR ACADEMIC OUTCOMES, FISCAL RESPONSIBILITY, EQUITY, SAFETY AND LONG TERM PLANNING. I RESPECTFULLY URGE THE BOARD TO KEEP DULLES OPEN. THANK YOU.

THANK YOU. OUR NEXT THREE SPEAKERS WILL BE TREY GORE, RUTH GORE, AND CHRISTINE WANG.

IF YOU'LL MAKE YOUR WAY UP, NEXT IS ZELMA SINGLETON. GO AHEAD. GOOD EVENING, BOARD MEMBERS. MY NAME IS ZELMA SINGLETON. I'M A PARENT AT DULLES ELEMENTARY AND A

[01:10:02]

NEXT IS TREY GORE. THANK YOU, SUPERINTENDENT AND BOARD PRESIDENT, FOR FINALLY GIVING THE COMMUNITY YOUR EAR. MY SIBLINGS AND I HAVE OVER 50 YEARS, 50 STUDENT YEARS IN FORT BEND ISD. MY WIFE HAS TAUGHT AT HALF A DOZEN ELEMENTARY SCHOOLS IN THE STATE OF TEXAS. I'VE BEEN A HOMEOWNER ZONED TO AUSTIN PARKWAY FOR 20 YEARS NOW, AND MY FOUR DAUGHTERS HAVE OVER 20 STUDENT YEARS AT APP. ALL THAT TO SAY, I'VE NEVER SEEN A SCHOOL PULL A COMMUNITY TOGETHER AND ENGAGE WITH THE COMMUNITY AS WELL. AND AS STRONGLY AS APP DOES. YOU'LL BE HEARING FROM MORE OF US TONIGHT, I SAY FINALLY, GIVE US YOUR EAR BECAUSE UP UNTIL NOW, THE PATH THAT HAS BROUGHT US HERE HAS BEEN STEERED AND HAS BEEN STEERED BY AN ANONYMOUS THIRD ANONYMOUS BOARD AND A DISINTERESTED THIRD PARTY. FOR THE FIRST TIME SINCE THIS DISCUSSION HAVE STARTED. THANK YOU, SUPERINTENDENT SMITH. WE'VE HAD ONE OF YOU, AUSTIN PARKWAY. THANK YOU. NEXT IS RUTH GORE. HI. MY NAME IS RUTH GORE AND I'M A FOURTH GRADER, AUSTIN PARKWAY ELEMENTARY. AND I'VE BEEN HERE SINCE KINDERGARTEN. EVER SINCE I FIRST WALKED THROUGH THE DOORS, I FELT WELCOME AND LOVED IN THIS WIDE, BEAUTIFUL SCHOOL COMMUNITY. AUSTIN PARKWAY OFFERS SO MANY ACTIVITIES AND OPPORTUNITIES IN SUCH A WIDE VARIETY OF SUBJECTS AND WAYS OF FUN. I'VE BEEN A PART OF SO MANY CLUBS AND ORGANIZATIONS THAT HELP OUR COMMUNITY, AND THAT HELP THE KIDS LEARN AND GROW. I'VE BEEN IN STUDENT COUNCIL FOR TWO YEARS, CHOIR, FITNESS CLUB, AND I PLAN TO EARN AND BE ACCEPTED INTO THE NATIONAL ELEMENTARY HONOR SOCIETY IN FIFTH GRADE. I'VE HELPED IN FOOD, CLOTHES, PET FOOD, PET FOOD, AND SCHOOL SUPPLY DRIVES. OUR SCHOOL IS SO BEAUTIFUL AND KIDS ARE ALWAYS SO HAPPY TO COME IN EACH AND EVERY DAY. THE TEACHERS ARE SO NICE AND UNDERSTANDING TO THE STUDENTS, AND THEY ARE ALWAYS WILLING TO HELP IN ANY WAY THEY CAN, AND THEY ALWAYS EXPLORE ANY DIFFERENT AND FUN STRATEGIES. SO I WILL BE THRILLED IF THE SCHOOL BOARD WOULD CONSIDER LEAVING AUSTIN PARKWAY OPEN AND RUNNING. THANK YOU FOR LETTING MY VOICE BE HEARD. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE NICOLE EUGENE BOSWELL AND JESSIE LOFTON. IF YOU'LL MAKE YOUR WAY UP NEXT IS CHRISTINE WANG. AUSTIN PARKWAY IS MUCH MORE THAN THE NUMBERS ON A SPREADSHEET, BUT IF YOU WANT TO TALK NUMBERS, THE CURRENT UTILIZATION PROJECTION FOR AUSTIN PARKWAY IS STABLE IN COMPARISON TO DECLINING FOR THE SURROUNDING SCHOOLS. THIS IS A THRIVING SCHOOL IN A THRIVING AREA. MANY YOUNG FAMILIES ARE MOVING INTO THE AREA, AND SOME FAMILIES PURPOSELY CHOOSE A SMALLER SCHOOL WHERE THEIR KID ATTENDS SO THAT EVERYBODY KNOWS THEIR NAME AND THAT SIBLINGS CAN HAVE THE SAME TEACHERS YEAR AFTER YEAR. AS PART OF THE AUSTIN PARKWAY CLOSURE, TWO THIRDS OF THE KIDS WOULD BE REZONED TO SETTLERS WAY. SETTLERS WAY, DESPITE HAVING 79% UTILIZATION. YOU ALREADY USES PORTABLE BUILDINGS FOR FIFTH GRADE, A NEW SETTLERS WAY, OR I LIKE TO CALL IT SETTLERS PARKWAY, BECAUSE AUSTIN PARKWAY WOULD BE 40% OF THE NEW SCHOOL WOULD BE EXPECTED TO HAVE AN 85%. HOW WILL THE SCHOOL HANDLE THAT INCREASE? REDRAWING ELEMENTARY SCHOOL BOUNDARIES SHOULD BE AN OPPORTUNITY TO SUPPORT THE DECISION PRINCIPALS TO REDUCE PORTABLE BUILDING USAGE, NOT SUSTAIN THEM. PLEASE KEEP AUSTIN PARKWAY OPEN. THANK YOU. NEXT IS NICOLE. I'M A MOTHER OF A CHILD WITH AUTISM. AUSTIN PARKWAY SPECIAL EDUCATION PROGRAM IS YOUR PREMIER SPED PROGRAM WHERE SALES, ABC, AND CLASS WORK TOGETHER AS ONE TEAM. IT IS

[01:15:03]

PROGRAMS ARE NOT BOXES OR BINDERS. THEY ARE PEOPLES. THEIR RELATIONSHIP, THEIR TRUST, AND THEIR CAREFULLY BUILT, OVER TIME KEEP AUSTIN PARKWAY OPEN FOR EVERY CHILD WHO DESERVES TO BE SEEN, SUPPORTED AND CELEBRATED. THANK YOU. NEXT IS EUGENE BOSWELL. I WOULD LIKE TO START WITH A QUOTE FROM BLUE. LADIES AND GENTLEMEN, I AM DOING THIS FOR MY KIDS. I AM THE FATHER OF THREE MEN, HUSKIES, PTO CO-CHAIR AND CATERPILLAR SHEPHERD TO THE MOUNTAIN LEARNING GARDEN. I DON'T KNOW WHY I'M CRYING. OUR GARDEN TEACHES STUDENTS ABOUT RESPONSIBILITY AND TIMING. A SIMPLE LESSON WHEN YOU TRANSPLANT AT THE WRONG TIME, YOU DAMAGE WHAT YOU'RE TRYING TO GROW. IT'S THE WRONG TIME TO REZONE 246 MADDEN STUDENTS. OUR SCHOOL IS ALREADY FACING A FULL TEMPORARY RELOCATION TO MISSION GLEN. ADDING REZONING ON TOP OF THAT UPROOTS OUR KIDS TWICE SOCIALLY, EMOTIONALLY, AND ACADEMICALLY. OUR CHILDREN DON'T LOSE THEIR FOUNDATIONAL ROOTS. THEY LOSE ROUTINE PEERS, SUPPORT SYSTEMS. REPEATED DISRUPTION HURTS LEARNING, ESPECIALLY FOR ELEMENTARY SCHOOL STUDENTS. WE'RE ASKING YOU TO WAIT UNTIL CONSTRUCTION IS COMPLETE AND OUR COMMUNITY HAS STABILIZED. BEFORE YOU CONSIDER REZONING, KEEP OLEANA IN OLEANA. THANK YOU, THANK YOU. OUR NEXT THREE SPEAKERS WILL BE THEA LOFTON, BRIANNA LOFTON, AND HANNAH BUTLER. NEXT IS JESSIE LOFTON. GO AHEAD. MANY PEOPLE TODAY WILL TALK ABOUT HOW THIS DECISION AFFECTS OUR COMMUNITY RIGHT NOW. BY LOOKING AT THE PAST, I WANT TO FOCUS ON WHAT IT MEANS FOR OUR FUTURE. THE MAIN REASON GIVEN FOR CLOSING THESE SCHOOLS IS DECLINING ENROLLMENT AND THE BELIEF THAT THAT TREND WILL CONTINUE. I HAVE NOT SEEN CLEAR EVIDENCE THAT THAT DECLINE IS INEVITABLE, THE FUTURE IS UNCERTAIN, AND PROJECTIONS DEPEND HEAVILY ON THE ASSUMPTIONS WE CHOOSE TO MAKE.

WE MUST ALSO CONSIDER THE THE MESSAGE SCHOOL CLOSURES SENT TO FAMILIES AND BUSINESSES LOOKING AT SUGAR LAND CLOSING SCHOOLS SIGNALS DISINVESTMENT IN OUR COMMUNITY. IT CAUSES POTENTIAL HOME BUYERS TO THINK TWICE AND MAKE BUSINESSES LESS LIKELY TO RELOCATE HERE, WHICH ULTIMATELY HURTS OUR LOCAL ECONOMY. THIS CREATES A SELF-FULFILLING PROPHECY IF WE ASSUME ENROLLMENT WILL FALL AND CLOSE SCHOOLS NOW, FAMILIES LOSE CONFIDENCE IN SUGAR LAND AS A PLACE TO RAISE A FAMILY. THAT LOSS OF CONFIDENCE LEADS TO FAMILIES LEAVING OR CHOOSING NOT TO MOVE HERE, DRIVING ENROLLMENT DOWN, IMPROVING THE ORIGINAL ASSUMPTION. INSTEAD, INVESTING IN OUR SCHOOLS SHOWS BELIEF IN OUR COMMUNITY THAT BELIEF. THANK YOU. NEXT IS THEA LOFTON. HI. I'M HERE TO TALK FROM THE HEART, NOT THE MIND. I WANT TO SAY I GO TO A SUGAR MILL, AND IT'S BEEN A REALLY, REALLY TOUGH YEAR BECAUSE I JUST LIKE SEEING TEACHER WAS OUT FOR A LONG TIME AND THEN SHE HAD TO MOVE. AFTER A COUPLE WEEKS, SHE CAME BACK. AND IT'S JUST BEEN REALLY, REALLY, REALLY HARD FOR ME. AND I JUST DON'T WANT SUGAR CLOSE. IF I DO, I'M GONNA HAVE A WHOLE MELTDOWN AND I'M JUST NOT GOING TO BE HAPPY. THANK YOU. THANK YOU.

NEXT IS BREANNA LOFTON. THANK YOU. I'M HERE TO OPPOSE TO OPPOSE THE PROPOSED BOUNDARY CHANGES THAT THREATEN TO CLOSE SUGAR MILL ELEMENTARY. SM IS AN A-RATED NEIGHBORHOOD SCHOOL WITH STRONG ACADEMICS AND DEEP COMMUNITY ROOTS CLOSING. IT WOULD DISRUPT CHILDREN'S LIVES, BREAK APART ESTABLISHED COMMUNITIES AT A TIME WHEN CHILDREN NEED STABILITY, CONNECTION AND CONSISTENCY. WE MOVED TO HERE TEN YEARS AGO BECAUSE WE WANTED OUR CHILDREN IN A TOP RATED PUBLIC SCHOOL, BUT WE FOUND WAS MORE THAN ACADEMICS. WE FOUND COMMUNITY FROM A SPARKLER FAIR TO THE WAY THE STUDENTS ARE WELCOMED EVERY MORNING. SUGAR MILL IS A PLACE WHERE CHILDREN FEEL KNOWN AND SUPPORTED. ENROLLMENT IS DECLINING, MAYBE, BUT IT DOESN'T HAVE TO BE. WHEN NEIGHBORHOOD SCHOOLS CLOSE, FAMILIES DON'T DISAPPEAR. THEY LEAVE FOR CHARTER SCHOOLS, PRIVATE SCHOOLS OR HOME SCHOOLING. CHARTER SCHOOLS PROMISE CHOICE, BUT OFTEN LACK STABILITY AND COMMUNITY. FORT BEND ISD STRENGTH IS THAT IT OFFERS BOTH QUALITY EDUCATION AND CONNECTION. THE WAY TO KEEP STUDENTS IS NOT THROUGH CLOSURES, IT'S THROUGH DIFFERENTIATION. PROTECT WHAT'S WORKING. INVEST IN STRONG STEAM

[01:20:05]

FBISD HAS DONE THIS RIGHT BEFORE. PLEASE RESTORE THAT STANDARD. THANK YOU. NEXT IS MONIQUE CLARK. SUGAR MILL IS THE ONLY ELEMENTARY IN THE KEMPNER FEEDER PATTERN THAT IS A RATED MOST CONSISTENT ENROLLMENT FOR THE PAST SIX YEARS AND FOR THE NEXT TEN YEARS, ACCORDING TO PASS A LOWER EXPENDITURE PER STUDENT PER YEAR. SUGAR MILL TO LAKEVIEW IS 1.5 MILES APART. LAKEVIEW WAS ALWAYS MEANT TO SERVE THE TRIANGLE OF HIGHWAY SIX, HIGHWAY 59, HIGHWAY 90 STUDENTS. LAKEVIEW IS CLOSER TO THE TRIANGLE AS IT IS 1.5 MILES, WHILE HIGHLANDS IS OVER THREE MILES. BARRINGTON PLACE AND MEADOWS ARE 1.2 MILES APART. DO NOT PENALIZE SUGAR MILL FOR CONSISTENCY IN ENROLLMENT. WHEN BARRINGTON PLACE RENOVATION WAS DONE AT A SCHOOL WITH LESS THAN 50% CAPACITY AND HAD ALREADY DECLINING ENROLLMENT, PLEASE BE TRANSPARENT AS TO HOW THE DECISION WAS MADE. THE REASONS GIVEN BY SBAC FOR SUGAR MILL TO CLOSE IS RELATIVE TO OTHER LOCATIONS IN GEOGRAPHICALLY CENTRAL TO OTHER UNDERUTILIZED SCHOOLS, AND UNDERUTILIZED ITSELF. HOW CAN WE BE UNDERUTILIZED WHENEVER SUGAR MILL IS BEING USED? WHERE IS THE FFC LOCAL POLICY, WHICH IS MOST IMPORTANT TO FORT BEND ISD AND PUTS STUDENTS FIRST USED IN THIS DECISION? I AM ASKING FOR A PAUSE IN THIS PLANNING AND TO RELOOK AT ALL THE SCHOOLS. THANK YOU, THANK YOU. NEXT IS GARRETT. FALSE. FALSE. FALSE FALSE. THANKS TO PREVIOUS DECISIONS BY PREVIOUS BOARDS, YOU ARE IN A POSITION NOW WHERE WE HAVE TO MAKE UP A BUDGET SHORTFALL IN ORDER TO KEEP OPEN THE SCHOOLS. IT SEEMS AS IF THERE ARE SCHOOLS THAT ARE CLOSING, NOT BECAUSE OF THEIR TEST SCORES, THEIR ACCOUNTABILITY, BUT BECAUSE OF THEIR GEOGRAPHY AND WHERE THEY CURRENTLY SIT COMPARED TO OTHER UNDERUTILIZED SCHOOLS, AND THAT THEY'RE BEING PULLED APART FOR SCRAP, BUT BEING SOLD AS IF IT'S SOME SORT OF ORGAN TRANSPLANT. BUT YOU CAN'T TAKE OUR HEART. YOU CAN'T TRANSFER A HEART IN THIS SITUATION. YOU'RE JUST TAKING THE METAL AND YOU'RE MOVING THESE KIDS AROUND.

THERE ARE ANY NUMBER OF SOLUTIONS THAT DON'T REQUIRE CLOSURE, AND ESPECIALLY IN THIS ERA OF SCHOOL CHOICE, THAT THANKS TO THE TEXAS LEGISLATURE THAT WE ARE IN NOW, THERE ARE STILL OPPORTUNITIES AVAILABLE TO SCHOOL DISTRICTS LIKE SUBCHAPTER C, CHARTER SCHOOL 15 SECONDS 1882 PARTNERSHIPS THAT YOU CAN ATTRACT STUDENTS FROM OUTSIDE OF YOUR DISTRICT LINES IN A OPEN CHART, IN AN OPEN CAPACITY WAY, WITHOUT DISPLACING CURRENTLY ENROLLED STUDENTS THAT ALLOW YOU TO TIME MONEY. AND. THANK YOU. NEXT IS VICTORIA WALKER WALTER. AND THE NEXT THE NEXT THREE. YEAH, THE NEXT THREE WILL BE DADA SHIRODKAR, GRETCHEN CASPER HOFFMAN, AND ELIZABETH KURDZIEL. YOU'LL MAKE YOUR WAY UP. VICTORIA WALTHER. YES, I'M VICTORIA WALTHER. I AM A PARENT AT DULLES AND A MEMBER OF THE PTO. I'M SPEAKING FOR OUR VP, STACY GARCIA. DULLES IS A COMMUNITY ELIGIBILITY PROVISION. CAMPUS, A DESIGNATION GIVEN ONLY WHEN A SCHOOL STUDENT POPULATION INCLUDES A HIGH PERCENTAGE OF CHILDREN WHO QUALIFY FOR DIRECT CERTIFICATION BASED ON DEMONSTRATED ECONOMIC NEED. CEP STATUS IS NOT SYMBOLIC. IT PROVIDES CRITICAL RESOURCES, GUARANTEED MEALS AT NO COST, STABILITY FOR FAMILIES FACING HARDSHIP, AND SUPPORT THAT REMOVES BARRIERS TO LEARNING.

THESE RESOURCES EXIST BECAUSE THE NEED EXISTS. IF DULLES IS CLOSED, OUR CPA STUDENTS WILL BE SENT TO SCHOOLS THAT DO NOT HAVE THAT STATUS. THAT MEANS THE VERY STUDENTS WHO RELY ON THESE SUPPORTS EVERY DAY WILL LOSE ACCESS TO THEM. THIS ISN'T SIMPLY A CHANGE IN BUILDINGS, IT IS A LOSS OF ESSENTIAL SERVICES FOR CHILDREN WHO ALREADY FACE THE GREATEST CHALLENGES. WE IMPLORE THE BOARD TO PROTECT THE COMMUNITY, ESPECIALLY AT A TIME WHEN THE DEPARTMENT OF EDUCATION IS INCREASINGLY OVERLOOKING VULNERABLE POPULATIONS. OUR

[01:25:01]

THANK YOU. NEXT IS DADA SHIRODKAR. RESPECTED BOARD OF TRUSTEES. MY NAME IS DATTA SHIRODKAR AND I'M A PROUD PARENT OF TWO HUSKIES. WE MOVED TO ALIANA FROM CYPRUS IN 2023, PRIMARILY BECAUSE OF MADDEN ELEMENTARY. I BELIEVE IT'S MORALLY AND ETHICALLY WRONG TO DISPLACE 246 KIDS FROM MADDEN AND ASK THE MADDEN FAMILIES TO MAKE A SACRIFICE BECAUSE OF A NEW COMMUNITY THAT HAS BEEN CONSTRUCTED THAT HAS NO CONNECTION WITH MADDEN ELEMENTARY. WHY SHOULD THE CHILDREN MOVE FROM A A-RATED SCHOOL LOCATED IN THE HEART OF ALIANA TO A SCHOOL OUTSIDE ALIANA, RESULTING IN AN ACADEMIC DOWNGRADE? IT IS THE OVERWHELMING OPINION IN THE ALIANA COMMUNITY THAT IF THIS BOUNDARY PLANNING CHANGE IS ENFORCED, THEN THE PARENTS WILL EITHER SEND THEIR KIDS TO A PRIVATE SCHOOL, A CHARTER SCHOOL, OR MOVE ENTIRELY TO A DIFFERENT COMMUNITY ON BEHALF OF THE ENTIRE COMMUNITY, I'M IMPLORING YOU NOT TO PROCEED WITH THE BOUNDARY PLANNING CHANGE AND VOTE AGAINST IT, BECAUSE THIS CHANGE WILL HAVE AN ADVERSE IMPACT ON THE HEALTH AND WELL-BEING OF THE 246 KIDS, ULTIMATELY RESULTING IN ACADEMIC GROUND GRADE. PLEASE KEEP THE KIDS IN ALIANA. THANK YOU VERY MUCH. THANK YOU. NEXT IS GRETCHEN CASPER HOFFMAN. I'M THE MOTHER OF TWO BOYS WHO ATTENDED SUGAR MILL ELEMENTARY, SUGAR LAND MIDDLE SCHOOL, AND NOW ATTEND KEMPNER. I SPENT 30 YEARS IN EDUCATION WITH THE LAST 18 YEARS AS A PRINCIPAL. I AM CURRENTLY THE PTO VICE PRESIDENT AT KEMPNER AND SERVE ON THE DISTRICT CPA COMMITTEE. I AM CONCERNED FOR THE CLOSURE OF SUGAR MILL ELEMENTARY AS WELL AS THE FUTURE OF OUR DISTRICT. I WOULD LIKE TO REQUEST A PAUSE OF THE CURRENT RECOMMENDATION OF CLOSURES AND REZONING UNTIL THE BOARD CAN COMMISSION A CAPACITY AUDIT FOR ALL SCHOOLS IN THE DISTRICT. I UNDERSTAND THE NEED TO BE FISCALLY RESPONSIBLE WITH THE LACK OF STATE FUNDING, BUT I ALSO UNDERSTAND SCHOOL BUILDINGS ARE MORE THAN SQUARE FOOTAGE ATTACHED TO UNITS. WE NEED TO KEEP OUR NEIGHBORHOOD COMMUNITY SCHOOL AND NOT PUSH PARENTS TO CHARTER OR PRIVATE SCHOOLS THAT ARE READILY AVAILABLE IN OUR ZONE. I SEE HOW OUR NEIGHBOR DISTRICT IN HOUSTON IS LOSING STUDENTS BECAUSE THEY IGNORE THEIR COMMUNITIES AND PARENTS. I IMPLORE YOU TO TAKE A PAUSE, LISTEN, AND MAKE THE BEST DECISION FOR OUR KIDS AND OUR COMMUNITIES. THANK YOU, THANK YOU. OUR NEXT THREE SPEAKERS WILL BE DHRUVA AMBADI, IRMA SANCHEZ, AND JOHN STRADER. IF YOU WILL MAKE YOUR WAY UP, NEXT IS ELIZABETH KURDZIEL. GOOD EVENING, MEMBERS OF THE BOARD.

MY NAME IS ELIZABETH KURDZIEL. I'M HERE AS A PARENT AND PTO MEMBER ASKING YOU NOT TO CLOSE DULLES ELEMENTARY SCHOOL. MY CHILDREN HAVE ATTENDED DULLES ELEMENTARY SCHOOL FOR THE PAST FIVE YEARS, AND MY KIDS ARE CURRENTLY IN FOURTH GRADE IN KINDERGARTEN, INCLUDING MY DAUGHTER. THIS YEAR, DULLES ELEMENTARY CELEBRATES ITS 50TH ANNIVERSARY. THAT'S 50 YEARS OF SERVING FAMILIES, BUILDING COMMUNITY, AND HELPING CHILDREN GROW. THAT LEGACY IS IMPORTANT, BUT WHAT MATTERS MOST IS WHAT OUR STUDENTS EXPERIENCE EVERY DAY. RIGHT NOW, DULLES ELEMENTARY TEACHERS ARE CARING, SKILLED, AND DEEPLY COMMITTED. I SEE THAT IN HOW MUCH MY CHILDREN ARE LEARNING ACADEMICALLY, SOCIALLY AND EMOTIONALLY. THEY FEEL SUPPORTED, CARED FOR, AND EXCITED TO COME TO SCHOOL. THIS ALLOWS MY CHILDREN TO GROW ACADEMICALLY BY LEAPS AND BOUNDS. 15 SECONDS PARENT HOPE FOR IN A CHILD'S SCHOOL. THERE ARE LOTS OF PROGRAMS AT DULLES ELEMENTARY THAT ARE SUPPORTED BY OUR NEIGHBORING DULLES HIGH SCHOOL. THESE PROGRAMS SPARK CREATIVITY, MENTORSHIP, AND TRUE LOVE OF LEARNING. CLOSING DULLES ELEMENTARY WOULD MEAN FAR MORE THAN CLOSING A BUILDING. THANK YOU. NEXT IS DHRUVA AMBADI. GOOD EVENING, BOARD OF TRUSTEES. MY NAME IS DHRUVA AMBATI AND I'M A SOPHOMORE AT KEMPNER HIGH SCHOOL. WHAT I WANT TO HIGHLIGHT TODAY ON BEHALF OF BOTH HECTOR FAM AND I, IS FOR THE THIRD TIME. THE PROBLEM CAUSED BY GOGUARDIAN ISN'T JUST HOW INVASIVE IT IS, BUT HOW INCONSISTENT AND ACTIVELY INTERFERING WITH REAL LEARNING IT IS. STUDENTS RELY ON DIGITAL TOOLS EVERY SINGLE DAY. FOR EXAMPLE, CANVA IS REQUIRED FOR SEVERAL ASSIGNMENTS IN MULTIPLE CLASSES, YET IT GETS BLOCKED SO OFTEN THAT STUDENTS END UP REFRESHING THE PAGE MORE THAN THEY ACTUALLY DO THE WORK. THAT'S NOT FOR SAFETY, THAT'S JUST LOST INSTRUCTION TIME. STUDENTS ARE ALSO DEALING WITH CONSTANT RE-AUTHENTICATION ISSUES. EVERY TIME WE SWITCH NETWORKS FROM SCHOOL TO HOME, FROM HOME TO A HOTSPOT, GOGUARDIAN FORCES US THROUGH A LONG 15 SECONDS RELOCATION AND RECONNECTION PROCESS. A TOOL THAT AFFECTS SO MANY PEOPLE SHOULD NOT BE ROLLED OUT AND EXPLAINED LATER. BECAUSE LET'S BE HONEST, NONE OF THIS WAS COMMUNICATED CLEARLY BEFORE IMPLEMENTATION. WE DESERVE A SYSTEM THAT PROTECTS US WITHOUT DISRESPECTING LEARNING. THANK YOU. NEXT IS IRMA SANCHEZ. GOOD EVENING. MY NAME IS SANCHEZ. I'M A PARENT OF A SPECIAL EDUCATION STUDENT AT AUSTIN PARKWAY. I'M. AND I'M HERE TO OPPOSE AUSTIN PARKWAY CLOSURE FOR SPECIAL EDUCATION STUDENTS.

[01:30:01]

WHEN THE DATA IS COMPLEX AND HIGH STAKES, THE COMMUNITY DESERVES A VERIFICATION, NOT ASSURANCES. I'M ASKING FOR A REPRODUCIBILITY REVIEW THAT CAN RECREATE THE SCORES FROM THE UNDERLYING LINE ITEM DATA. A TARGETED FIELD REVERIFICATION FOR IMPACTED CAMPUSES, A VARIANCE REPORT, AND CONFLICT DISCLOSURES WITH FINDINGS RELEASED PUBLICLY BEFORE THE VOTE. IF THE DATA IS RIGHT, THIS STRENGTHENS TRUST. IF THE DATA IS WRONG, WE PREVENT HARM.

THANK YOU. THANK YOU. NEXT IS MEREDITH GONZALEZ, A FORMER COMMONWEALTH GRAD, FORMER AUSTIN PARKWAY TEACHER, AND CURRENT AUSTIN PARKWAY PARENT. I WANT TO DRAW THE BOARD'S ATTENTION TO SEVERAL PORTIONS OF PROP B FROM THE 2024 APPROVED BOND, SPECIFICALLY, THE PROJECTS THAT CITE SAFETY AND WALKABILITY CONCERNS ALONG AUSTIN PARKWAY, A MAJOR THOROUGHFARE ALONG THE AREA AND THE ONLY VIABLE WALKING PATH FROM AUSTIN PARKWAY TO SETTLERS WAY. ONE IS THE AFOREMENTIONED SITE WHERE THE STUDENT WAS HIT, SO I WON'T TOUCH ON THAT ONE ANY FURTHER. THE OTHERS AT AUSTIN PARKWAY PHASE TWO FROM COMMONWEALTH TO WILLIAMS TRACE AND SETTLERS WAY BOULEVARD AT COMMONWEALTH TO HIGHWAY SIX, BOTH TIED TO CONCERNS WITH INFRASTRUCTURE RELIABILITY AND LOW PCI SCORES NEEDING QUICK ACTION, THIS ROUTE ALREADY HAS A HIGH CONCENTRATION OF ACCIDENTS TEN IN THE LAST YEAR AND A ONE AND A HALF MILE STRETCH ADD HEAVY TRAFFIC, BUSY INTERSECTIONS, POOR SIDEWALK CONDITIONS. NOW CONSTRUCTION EXPECTED THROUGH AT LEAST 2030. THIS IS CLEARLY NOT A SAFE, WALKABLE ROUTE FOR STUDENTS BELOW SIXTH GRADE. I CAN GUARANTEE WE WILL PURSUE HAZARDOUS TRAFFIC CONDITION DETERMINATION IF THIS COMES TO FRUITION. THE THREE POPULATIONS THIS AFFECTS ARE DISABLED STUDENTS. STUDENTS WITH DISABLED PARENTS. THANK YOU. NEXT IS DEREK DAWSON.

ORGANIZATIONAL SUCCESS DEPENDS ON INTENTIONAL COLLABORATION AND SHARED RESPONSIBILITY AMONG ALL STAKEHOLDERS. PURPOSEFUL DIALOG IS THEREFORE NOT OPTIONAL. IT IS CRITICAL WHEN COMMUNICATION BREAKS DOWN AND EMPATHY IS ABSENT. MEMBERS OF THE ORGANIZATION EXPERIENCE ISOLATION AND DISENGAGEMENT. THIS HAS BECOME THE LIVED EXPERIENCE OF MANY TEACHERS, PARTICULARLY PARAPROFESSIONALS, WHO OFTEN FEEL OVERLOOKED. DESPITE CARRYING SIGNIFICANT RESPONSIBILITY FOR STUDENTS CARE AND INSTRUCTION. A LACK OF RESPECT AND COMMON DECENCY DOES NOT MERELY AFFECT INDIVIDUALS. IT ERODES TRUST, WEAKENS CULTURE, AND ULTIMATELY UNDERMINES THE MISSION OF THE ORGANIZATION. I LOOK FORWARD TO DISCUSSING THESE MATTERS WITH YOU IN GREATER DETAIL IN THE NEAR FUTURE. THANK YOU FOR YOUR TIME. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE NISHA SKARIA, AMELIA MUTHYALA AND LATIFA. HODA. CAROLINE, PAUL. GO AHEAD, I'M CAROLINE, FOUR, AND I'M ASKING THE BOARD TO COMMISSION A DISTRICT WIDE CAPACITY AUDIT BEFORE MAKING ANY DECISIONS ON CLOSURES OR BOUNDARY CHANGES. A CAPACITY AUDIT PROTECTS TAXPAYERS FROM MULTI-MILLION DOLLAR DECISIONS BEING MADE ON INCONSISTENT OR UNVERIFIED CAPACITY ASSUMPTIONS. IN 2018, THE DISTRICT COMMISSIONED A THIRD PARTY AUDIT AFTER OUTDATED CAPACITY INFORMATION CAME TO LIGHT. THOSE AUDITED FUNCTIONAL CAPACITY NUMBERS HELPED THE DISTRICT AVOID COSTLY MISTAKES, SAVING MILLIONS OF DOLLARS. SINCE AUGUST 2021, THE DISTRICT'S CAPACITY REPORTING HAS SHIFTED AND BECOMES YOU. BECAUSE UTILIZATION IS BEING USED TO JUSTIFY MAJOR DECISIONS, THE CAPACITY BEHIND THOSE

[01:35:01]

IT LOOKS LIKE YOU'RE HIDING SOMETHING. WE DEMAND FULL TRANSPARENCY. RELEASE THE FILES.

THANK YOU. NEXT IS AMELIA MUTYALA. AMELIA. HI, MY NAME IS AMELIA MUTYALA AND I AM A FOURTH GRADER AT AUSTIN PARKWAY ELEMENTARY. AND I KNOW OUR SCHOOL CLOSES. WE WILL MOVE AND WE WILL MEET NEW TEACHERS AND NEW FRIENDS. AND WE WILL ADJUST BECAUSE KIDS ALWAYS DO, EVEN WHEN IT'S HARD. BUT THAT DOESN'T MAKE IT RIGHT. WE WOULD BE SENT TO AN ALREADY CROWDED SCHOOL WITH PORTABLE CLASSROOMS, AND ME AND MY CLASSMATES WOULD LOSE THE PLACE WHERE WE FEEL SAFE, KNOWN, AND CARED ABOUT. I'VE MADE SOME OF MY BEST FRIENDS HERE. THIS IS WHERE WE LEARNED TOGETHER, GREW TOGETHER, AND FELT LIKE WE BELONGED. THINKING ABOUT OUR SCHOOL CLOSING MAKES ME FEEL REALLY SAD, CONFUSED, AND ANGRY BECAUSE IT FEELS LIKE KIDS LIKE ME ARE NOT BEING LISTENED TO. WE ARE NOT JUST NUMBERS ON A PAPER. WE ARE REAL KIDS WITH REAL CLASSROOMS, REAL TEACHERS, AND REAL FUTURE. SO PLEASE DON'T CLOSE OUR SCHOOL. THANK YOU. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE MARY ROBERTS, CARMEL KAISER AND PRIYA THAKUR.

YOU'LL MAKE YOUR WAY UP. NEXT IS LATIFA. HODA. GO AHEAD. GOOD EVENING, SUPERINTENDENT DOCTOR SMITH AND BOARD OF TRUSTEES. MY NAME IS LATIFA HATTA AND I'M A MOTHER OF FOUR CHILDREN. ONE CURRENTLY IN THIRD GRADE, ONE IN SECOND, ONE IN FIRST, AND MY YOUNGEST WILL BE ENTERING KINDERGARTEN THIS UPCOMING SCHOOL YEAR. I'M HERE AGAIN TODAY BECAUSE THIS ISSUE CONTINUES TO DEEPLY IMPACT MY FAMILY AND OUR COMMUNITY. ALYANA IS MADE UP OF 13 DIFFERENT SECTIONS, YET THIS PLAN ONLY SINGLES OUT TWO WINDSOR AND BRENTWOOD FOR REZONING THAT FEELS UNFAIR AND ISOLATED. IF REZONING IS TRULY NECESSARY, IT SHOULD BE DONE IN A WAY THAT DOES NOT TEAR A COMMUNITY APART. THERE ARE BETTER ALTERNATIVES IN WHICH MY TEAM AND I HAVE FOUND AND SHARED WITH YOU PRIOR TO TONIGHT'S MEETING, THAT WOULD KEEP COMMUNITIES TOGETHER AS A WHOLE, RATHER THAN SPLITTING UP A SMALL SECTION OF A NEIGHBORHOOD. I UNDERSTAND THAT REZONING DECISIONS ARE COMPLEX AND I RESPECT THE RESPONSIBILITY YOU CARRY, BUT I ASK THAT YOU ALSO CONSIDER THE HUMAN IMPACT BEHIND THE NUMBERS.

AND WHEN YOU REZONE MADDEN, YOU'RE NOT JUST SIMPLY ADJUSTING BOUNDARY LINES. YOU ARE PUSHING FAMILIES AWAY FROM THE VERY COMMUNITY THEY ARE INVESTED IN. PLEASE KEEP KIDS WITH THEIR COMMUNITY. THANK YOU FOR YOUR TIME AND CONSIDERATION. THANK YOU. NEXT IS MARY ROBERTS.

I'M A MOTHER OF A THIRD GRADER AT MADDEN ELEMENTARY. MY SON HAS BEEN DIAGNOSED WITH ADHD AND AUTISM. WHEN HE'S GETTING READY TO START THE FIRST GRADE, HE WAS BECOMING ANXIOUS AND FEARFUL ABOUT LEAVING HIS MONTESSORI SCHOOL AND THE COMMUNITY HE MADE THERE. SINCE WE HAD HEARD SO MUCH ABOUT THE AMAZING SPECIAL EDUCATION PROGRAM AT MADDEN ELEMENTARY, AND THIS IS WHERE THE MAJORITY OF HIS COMMUNITY WOULD BE ATTENDING, WE DECIDED WE WOULD MOVE TO ALIANA FOR MY SON TO RECEIVE THESE EXCELLENT SERVICES. HE HAS BEEN EXCELLING ACADEMICALLY SINCE STARTING THERE AND HIS BEHAVIOR HAS IMPROVED TREMENDOUSLY.

UNFORTUNATELY, WE'RE NOW AT A POINT AGAIN WHERE HE IS EXPERIENCING FEAR AND ANXIETY WITH THE PROSPECT OF HAVING TO MOVE AWAY FROM MADDEN FOR ELEMENTARY AGE CHILDREN, STABILITY, ROUTINE AND CONSISTENT FRIENDSHIPS ARE ESSENTIAL TO EMOTIONAL DEVELOPMENT. I AM DISHEARTENED THAT MY CHILD IS JUST ONE OF THE 246 CHILDREN THAT WILL BE SEPARATED FROM THE REST OF THEIR COMMUNITY 15 SECONDS I RESPECTFULLY ASK THE DISTRICT TO KEEP ALIANA KIDS AT ALIANA SCHOOLS AND NOT ISOLATE THEM FROM THE COMMUNITY WHERE VIABLE ALTERNATIVES EXIST. THANK YOU. THANK YOU. NEXT IS KAMAL KAISER. GO AHEAD. I'M HERE TO EXPRESS

[01:40:11]

THE REZONING ADVERSELY IMPACTS US AND WE DON'T SEE ANY ADVANTAGES FROM IT. ADVERSE IMPACT IS AN IMPORTANT PUBLIC POLICY CONCEPT. FOR EXAMPLE, IF TEXDOT IS WIDENING A HIGHWAY AND DOESN'T DESIGN PROPER DRAINAGE RESULTS IN THE FLOODING OF AN ADJACENT PROPERTY OWNER NEXT DOOR WOULD BE HELD RESPONSIBLE FOR CAUSING AN ADVERSE IMPACT. TYPICALLY, A PUBLIC AGENCY TRIES TO ACHIEVE OUTCOMES THAT ARE EQUAL OR BETTER THAN EXISTING CONDITIONS AND NOT CAUSE AN ADVERSE IMPACT. I'M SURPRISED THAT THE FBISD REZONING POLICY IS NOT EVALUATING ADVERSE IMPACTS FOR ALL STAKEHOLDERS. INSTEAD, IT BENEFITS CERTAIN NEIGHBORHOODS AT THE OTHERS. CHANGING MY KIDS SCHOOL FROM MADDEN HAS ADVERSE IMPACTS FOR US, INCLUDING DECREASING 15 SECONDS. MADDEN HIGH SCHOOL THEN SENDING MY KIDS THERE WILL CAUSE THEM TO EXPERIENCE LOWER EDUCATIONAL QUALITY, LONGER COMMUTE TO SCHOOL. WE LEFT POINT EIGHT MILES FROM MADDEN. THIS THREE TIMES INCREASE TO A HALF MILE AWAY, WHICH WILL INCREASE TRAFFIC. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE AISHA SIDDIQUI, CRYSTAL GAYLE SANTOS AND SALIMA ALI. NEXT IS PRIYA THACKER. GO AHEAD. THANK YOU. GOOD EVENING. I'M HERE AGAIN TONIGHT, SPEAKING ON BEHALF OF THE ALIANA COMMUNITY ABOUT THE PROPOSED REZONING.

THIS PROPOSAL WOULD PERMANENTLY MOVE 246 CHILDREN OUT OF THEIR NEIGHBORHOOD SCHOOL TO ADDRESS A TEMPORARY CONSTRUCTION ISSUE AT MADDEN, AND OVERCAPACITY ISSUES FROM FUTURE PROJECTED GROWTH OF COMMUNITIES FURTHER AWAY. THAT'S A BIG LONG TERM CHANGE FOR OUR FAMILIES STARTING AS EARLY AS THIS AUGUST, AND IT DESERVES CAREFUL THOUGHT. SO OUR COMMUNITY STEPPED UP, PARENTS FROM ALL SECTIONS OF ALIANA CAME TOGETHER, AND WE SPENT COUNTLESS HOURS REVIEWING ENROLLMENT NUMBERS, CAPACITY DATA, SAFETY CONCERNS, FEEDER PATTERNS, AND DISTRICT PLANS, ALL TO FIND BETTER OPTIONS. WE HAVE EMAILED YOU MULTIPLE DATA BACKED ALTERNATIVES ON JANUARY 12TH AND AN ADDITIONAL SET OF ALTERNATIVES ON JANUARY 27TH, AND WE'VE SHARED THEM AGAIN WITH YOU TONIGHT IN PRINT. IF MOVES ARE WHAT WE'RE ASKING FOR TONIGHT IS CLARITY AND DIRECTION. WE'RE HERE, ENGAGED AND WILLING TO KEEP WORKING.

PLEASE KEEP ALIANA KIDS IN ALIANA. THANK YOU, THANK YOU. NEXT IS AISHA SIDDIQUI. HI, MY NAME IS AISHA SIDDIQUI AND I'M A SENIOR AT TRAVIS HIGH SCHOOL. I WENT TO MADDEN WHEN IT FIRST OPENED. WHEN I WAS IN SECOND GRADE. MADDEN IS A PLACE WHERE YOU CAN BUILD CONNECTIONS WITH THE PEOPLE CLOSEST TO YOU, IN PROXIMITY, IN COMMUNITY. MY CLOSEST FRIENDS ARE THE PEOPLE THAT I HAVE KNOWN SINCE SECOND GRADE. MY BROTHER, WHO IS ALSO IN HIGH SCHOOL, STILL GOES TO MADDEN AND PLAYS WITH HIS OLD FRIENDS AT MADDEN AT THE BASKETBALL COURT. I'M SCARED FOR MY YOUNGER TWO BROTHERS WHO ARE ATTENDING MADDEN RIGHT NOW, WHO WON'T GET TO EXPERIENCE THE SAME THING THAT I HAVE THESE LONG TERM RELATIONSHIPS WITH ALL THE PEOPLE AROUND THE COMMUNITY. THIS YOU GUYS ARE PUSHING US OUT OF OUR OWN COMMUNITY AND MAKING US FEEL LIKE WE DON'T HAVE A SENSE OF BELONGING. THIS WILL AFFECT CONFIDENCE AND IT'LL AFFECT SENSE OF IDENTITY. WHY IS OUR SUBSECTION ALWAYS WORRYING ABOUT REZONING? WE DON'T HAVE TO BE SACRIFICED FOR OTHERS. KEEP OUR KIDS IN ALIANA. THANK YOU. NEXT IS CRYSTAL GAYLE SANTOS. HELLO, I'M CRYSTAL, I'M A MOM OF A KINDERGARTNER AT MADDEN, AND I'M HERE AGAIN.

EVEN THOUGH PUBLIC SPEAKING IS NOT EASY FOR ME, I'M SPEAKING ON BEHALF OF ALL ALIANA STUDENTS WHO DON'T HAVE A VOICE ON THIS DECISION. LAST YEAR, AFTER MY SON FINISHED PRE-K AT MADDEN, I DEBATED WHETHER TO HOMESCHOOL OR KEEP HIM THERE FOR KINDERGARTEN BECAUSE OF HIS HEALTH ISSUE AND ALSO UNIQUE ABILITIES. I ASKED HIM WHAT HE WANTED AND HE SAID FLATLY TO ME, NO, MOMMY, MADDEN IS MY SCHOOL. I WANT TO BE WITH MY FRIENDS. THAT MOMENT STAYED WITH ME MORE THAN ACADEMICS. MY GOAL IS FOR MY CHILD TO HAVE A HAPPY AND STABLE CHILDHOOD. MADDEN IS HIS HOME. THAT'S WHY THIS REZONING IS SO HARD TO UNDERSTAND. DEVELOPING COMMUNITIES THAT ARE NOT YET FULLY BUILT NORTH OF US AND WEST OF US ARE BEING KEPT INTACT, WHILE ESTABLISHED COMMUNITIES LIKE ALIANA, WHO HAVE LIVED HERE FOR YEARS ARE BEING FRAGMENTED. IN THIS PLACE, WE ARE ASKING FOR TRANSPARENCY AND FAIRNESS AND VISIBLE PROOF THAT STUDENTS COME FIRST TIME.

PLEASE ALLOW US. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE RAHUL DING, JEANNIE HAND, AND JIMMY LINDEMANN. NEXT IS SALIM ALI. GOOD EVENING. WHILE THIS REZONE DOES NOT AFFECT ME DIRECTLY, IT DEEPLY AFFECTS MY FAMILY AND THE COMMUNITY. I HAVE THREE CHILDREN WHO HAVE

[01:45:05]

246 OF OUR CHILDREN ARE BEING DISPLACED TO FIX OVERCROWDING ELSEWHERE. PLEASE LOOK AT THE HANDOUTS WE HAVE PROVIDED. WE'VE OUTLINED FOUR PROPOSALS THAT REDUCE STUDENT DISPLACEMENT AND OFFER FISCAL EFFICIENCY, WHILE ADDRESSING THE ROOT CAUSE OF, OR UTILIZATION VIA LOAD BALANCING. IF NEIGHBORS LIKE KATY ISD CAN MAINTAIN TOP RATINGS AT 120% CAPACITY BY UTILIZING PORTABLES, WHY CAN'T WE DO THAT? WHY DO WE NEED TO ISOLATE CERTAIN COMMUNITIES AND DISPLACE CERTAIN COMMUNITIES? SO OUR ASK IS SIMPLE WHY THE MATTER IN 246? IS THIS SIMPLY GEOGRAPHY? IS IT SIMPLY OUR BAD LUCK ON WHERE WE'RE LOCATING BETWEEN GROWING COMMUNITIES, OR IS THIS A RESULT OF FAILED PLANNING? DON'T DIVIDE US TO FIX A SPREADSHEET. MAKE THE RIGHT CALL. KEEP ALIANA KIDS IN ALIANA. THANK YOU. NEXT IS JEANNIE HAND. IN 2023, VOTERS APPROVED A $1.26 BILLION BOND BASED ON THE PROMISE THAT THESE FUNDS WOULD BE, AND I QUOTE, ENHANCE EVERY CAMPUS IN THE DISTRICT AUSTIN PARKWAY, SUGAR MILL AND MISSION WEST. NOW ON YOUR CLOSURE LIST HAD SPECIFIC DOLLAR AMOUNTS ALLOCATED FOR LIFE CYCLE REPAIRS, SAFETY UPGRADES AND EFFICIENCY IMPROVEMENTS. WHERE IS THAT MONEY NOW? IF THESE CAMPUSES WERE IN SUCH CRITICAL CONDITION OR SO UNDERUTILIZED, THAT CLOSURE WAS THE ONLY OPTION, WHY WAS THAT NOT COMMUNICATED TO THE VOTERS? WHEN YOU ASKED US TO VOTE FOR OVER, WHEN YOU ASKED US FOR OVER $1 BILLION TO ASK FOR BOND MONEY TO FIX THE SCHOOL, AND THEN TWO YEARS LATER, USE FACILITY CONDITION AS A REASON TO CLOSE THAT SAME SCHOOL IS A BREACH OF PUBLIC TRUST. ARE THESE BOND FUNDS BEING DIVERTED TO THE $133 MILLION BUDGET OVERRUN REPORTED LAST YEAR? WE WERE TOLD THAT THIS BOND WOULD PROTECT THE LONGEVITY OF OUR NEIGHBORHOOD SCHOOLS. INSTEAD, IT FEELS LIKE A BAIT AND SWITCH. THE BOARD MUST PROVIDE A FULL PUBLIC ACCOUNTING OF EVERY BOND DOLLAR ALLOCATED TO THESE SEVEN SCHOOLS BEFORE ANY VOTE ON CLOSURE IS TAKEN. PLEASE DON'T ASK YOUR CONSTITUENTS TO TRUST THE PROCESS WHEN THE PROMISE IS MADE IN 2023, ARE BEING ABANDONED IN 2026. THANK YOU.

OUR NEXT THREE SPEAKERS WILL BE MALLORY MCNAMARA, JAMIE FLORES AND DEMONTRE PETERS. NEXT IS JIMMY LINDAMAN. GO AHEAD. GOOD EVENING, BOARD OF TRUSTEES. MADAM PRESIDENT, DOCTOR SMITH, DOCTOR SMITH, THANK YOU FOR YOUR DECISION LAST NIGHT TO DECLINE A SALARY INCREASE.

HOPEFULLY THAT IS THE FIRST STEP TOWARDS RIGHTING FISCAL ACCOUNTABILITY HERE AT FORT BEND ISD, TOO. WE'VE HEARD ABOUT STUDENTS BEING HIT IN CROSSWALKS. THE NUMBER OF LAW ENFORCEMENT HERE TONIGHT SHOWS THAT WE HAVE THE ABILITY TO PROTECT OUR STUDENTS GOING TO AND LEAVING THE SCHOOLS EVERY DAY. THREE TO MY FELLOW TAXPAYERS THAT ARE WATCHING THIS, IF YOU WERE NOT HERE AT THIS MEETING, IF YOU'RE NOT AT THE SPECIAL AGENDA WORKSHOPS, IF YOU'RE NOT AT THE SPECIAL CALLED MEETINGS, YOUR VOICE IS NOT BEING HEARD. YOU NEED TO BE HERE. IT'S NOT JUST TELLING YOUR NEIGHBORS AND FRIENDS, THANK YOU FOR WHAT YOU SAID AT THE BOARD MEETING. YOU HAVE TO BE HERE. IT IS ON US TO COME HERE AND TO SPEAK WHAT NEEDS TO BE SAID TO THE BOARD, SO THAT THEY HAVE A FULL UNDERSTANDING OF WHAT WE'RE ASKING FROM THE COMMUNITY. WE NEED YOU TO BE HERE. EVERY ONE OF YOU. THANK YOU. THANK YOU. NEXT IS MALLORY MCNAMARA. MY NAME IS MALLORY MCNAMARA, AND I'M THE PARENT OF A FOURTH GRADER AT AUSTIN PARKWAY ELEMENTARY. I'VE HAD AT LEAST ONE CHILD AT AP CONTINUOUSLY FOR THE LAST TEN YEARS, AND I'VE BEEN ON THE PTA BOARD FOR THE LAST NINE. I'M TRULY INVESTED IN AND LOVE THIS SCHOOL, BUT THAT'S NOT THE ONLY REASON THAT I THINK CLOSING AP IS A BAD IDEA. CLOSING AP IS A BAD IDEA BECAUSE THE NUMBERS JUST SIMPLY DO NOT SUPPORT THIS DECISION. NASA'S CURRENT PROJECTIONS SHOW THAT IN FIVE YEARS, AUSTIN PARKWAY WILL HAVE ONE OF THE HIGHER UTILIZATION RATES IN THE AREA, AND IN TEN YEARS, AP WILL HAVE THE HIGHEST UTILIZATION OF ANY OF THE ELEMENTARY CAMPUSES IN FIRST COLONY. DESPITE THIS PROJECTION, YOUR CURRENT PROPOSAL IS TO

[01:50:02]

AND I'M HERE TO STAUNCHLY OPPOSE THE CLOSURE OF DULLES ELEMENTARY. FOR OVER 50 YEARS, RIGHT. AT 50 YEARS, THE CAMPUS HAS BEEN A VITAL CORNERSTONE OF THE COMMUNITY, ITS CONSISTENT UTILIZATION AFTER MULTIPLE GENERATIONS PROVES THAT IT'S REACHING ITS, YOU KNOW, ORIGINAL GOAL IN SERVING THE STUDENTS. IT'S PROJECTED TO REACH 84.6% NEXT YEAR. IT'S DOING ITS ORIGINAL MISSION. DULLES SERVES A DIVERSE AND TRANSIENT POPULATION THAT'S ESPECIALLY VULNERABLE TO THE DELETERIOUS EFFECTS OF LOSING A SAFE HAVEN SCHOOL. LOCAL RESEARCH BOB MISS JAY KIM AT THE UNIVERSITY OF HOUSTON SHOWS THAT DISPLACING SUCH STUDENTS TRIGGERS INCREASED ANXIETY AND BEHAVIORAL DISRUPTIONS BY TARGETING A CAMPUS THAT IS BOTH MEETING ENROLLMENT TARGETS AND SHOWING CONSISTENT ACADEMIC GROWTH, THE DISTRICT IS SENDING A CHILLING MESSAGE. EXCELLENCE AND HIGH UTILIZATION NO LONGER GUARANTEES THE SCHOOL SURVIVAL.

PLEASE RECONSIDER. THANK YOU. NEXT IS ANNA GALEN. GOOD EVENING, DOCTOR SMITH AND BOARD OF TRUSTEES. MY NAME IS ANNA GALEN, AND I'M A PARENT AT AUSTIN PARKWAY. TONIGHT, I'M ASKING FOR SOMETHING ESSENTIAL TRANSPARENCY, ACCOUNTABILITY, AND AN HONEST EVALUATION OF LONG TERM CONSEQUENCES OF THESE PROPOSED SCHOOL CLOSURES. WE HAVE NOT SEEN CLEAR DATA SHOWING THAT THIS IS TRULY THE LAST RESORT, OR THAT ALL ALTERNATIVES WERE FULLY EXPLORED AND PUBLICLY SHARED. WE ALSO HAVE HAVEN'T SEEN EVIDENCE THAT CLOSING AUSTIN PARKWAY WILL ACTUALLY SAVE MONEY. ONCE YOU ACCOUNT FOR TRANSITION COSTS, INCREASED TRANSPORTATION NEEDS, AND OTHER IMPLEMENTATION EXPENSES. AND THE DISTRICT MUST BE CLEAR THAT FUNDS FROM SELLING LANDLORD PROPERTY CANNOT BE USED FOR GENERAL FUND OPERATING COSTS.

THESE CLOSURES CARRY REAL COMMUNITY COSTS. LOSS OF TRUST, LOSS OF TRUST, DECLINING HOME VALUES, SAFETY CONCERNS, AND FURTHER EROSION OF ENROLLMENT AND REVENUE THE OPPOSITE OF WHAT THE DISTRICT SAYS IT WANTS TO FIX. THIS IS NOT A STRATEGIC, IT IS SELF-INFLICTED DAMAGE. I URGE YOU TO STEP BACK AND REJECT A PLAN THAT WILL DESTABILIZE THE DISTRICT MORE THAN IT WILL HELP. THANK YOU, THANK YOU. NEXT IS BRETT BELFER. GOOD EVENING. I'M A DAD OF THREE CHILDREN WHO ATTEND MADDEN ELEMENTARY, AND I'VE BEEN DEEPLY INVOLVED WITH MADDEN PTO FOR YEARS. LIKE MANY MEMBERS OF THE PTO HERE TONIGHT, I'M SOMEONE WHO HAS CONSISTENTLY INVESTED TIME, ENERGY, AND RESOURCES INTO HELPING MAKE OUR SCHOOL BETTER FOR ALL KIDS. OVER JUST THE PAST FEW YEARS, OUR PTO AND FAMILIES HAVE RAISED TENS OF THOUSANDS OF DOLLARS TO IMPROVE OUR SCHOOL. FOR EXAMPLE, DURING JUST THE 2223 SCHOOL YEAR, WE RAISED OVER AROUND $32,000 TO FUND A MUCH NEEDED ENHANCEMENT. OUR PROJECT SUBMISSION TOOK 18 MONTHS FOR APPROVAL, WHICH OCCURRED JUST THIS PAST OCTOBER. A WEEK LATER, WE WERE TOLD THE PROJECT WAS PAUSED DUE TO OTHER NECESSARY SCHOOL CONSTRUCTION CONSTRUCTION. WHAT'S HARDER THAN WAITING FOR THIS PROJECT, HOWEVER, AND COUNTLESS OTHERS TO COMMENCE, IS KNOWING THAT IF THIS REZONE GOES THROUGH OUR ALIANA 246, INCLUDING MY THREE WILL NEVER BENEFIT FROM SOMETHING THEIR FAMILIES HAVE WORKED SO HARD TO PROVIDE. IT'S NOT SIMPLY A MATTER OF BEING UNFAIR. IT'S NOT RIGHT. AND IT CERTAINLY DOESN'T HONOR OUR PARTNERSHIP WITH OUR SCHOOL PARENTS. WE'RE ASKING YOU TO RECONSIDER THIS PROPOSAL WITH OUR FAMILIES AND OUR LONG TERM STANDING COMMITMENT TO OUR SCHOOL. MADDEN ELEMENTARY, IN MIND TO KEEP ALIANA KIDS AND ALIANA. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE ALEXA PORTALES, JAKAYLA HOPKINS, AND SCOTT HILL. NEXT IS MARIA TREVINO. GOOD EVENING BOARD. MY NAME IS MARIA TREVINO, MOM TO ALEXA, GIRL SCOUT TROOP LEADER AT MISSION WEST ELEMENTARY AND A VERY HEAVILY INVOLVED PARENT

[01:55:03]

BOTH WERE PREVIOUSLY RATED SCHOOLS. WHY WOULD YOU WANT OUR KIDS, WHOSE TEACHERS AND STAFF HAVE WORKED SO HARD TO EARN A TITLE, A RATING? THEIR THE JUSTIFICATION IS THE SCHOOL UTILIZATION 15 SECONDS. WE SAW THE REPORT CARD TODAY. THE AVERAGE STUDENT SIZE IS 18 OUT OF A 22 MAX. WHERE WE KNOW THAT SOME OF THE CLASSROOMS HAVE ALSO BEEN OVER 24%. OUR SCHOOL OFFERS THE MOST SPECIAL EDUCATION PRODUCTS. BY THE WAY, OUR PARENT CENTER HAS GRADUATED OVER MORE THAN 50. THANK YOU. NEXT IS ALEXA BARTELS. STEAM BOARD. MY NAME IS ALEX AND I'M A FIFTH GRADER AT MISSION WEST ELEMENTARY WHO IS ALSO INVOLVED IN CHAMPIONS AND GIRL SCOUTS AT OUR SCHOOL. I CAME FROM A PRIVATE SCHOOL EDUCATION TO MISSION WEST. AND CAN I SAY THAT THE EDUCATION I RECEIVED AT MWD IS BY FAR AMAZING? MISSION WEST IS THE ONLY A RATED TITLE ONE SCHOOL IN THE DISTRICT. WHY WOULD YOU TAKE THAT AWAY FROM MY FRIENDS AND THEIR FAMILY BY CLOSING IT DOWN? I ASK THAT YOU PLEASE KEEP MISSION WEST OPEN AND GIVE THE GENERATIONS TO COME A CHANCE AT OBTAINING THE HIGH QUALITY PRIMARY EDUCATION THEY DESERVE.

OUR TEACHERS AND US AS STUDENTS HAVE WORKED SO HARD FOR THESE DISTINCTIONS. MISSION WEST HAS PREPARED ME AND MADE ME SO CONFIDENT THAT I WILL EXCEL IN MIDDLE SCHOOL. I BELIEVE THIS WITH ALL MY HEART. WE LIVE. WE LOVE OUR SCHOOL. IT'S NOT JUST A BUILDING, IT'S WHERE WE HAVE GROWN AND DEVELOPED AND IT SHOULD BE GIVEN THE CHANCE TO STAY OPEN 15 SECONDS. I BELIEVE THERE'S SO MUCH THAT THIS PAST SATURDAY, MY GIRL SCOUT TROOP AND I HELD A PROTEST TO BEGIN AWARENESS TO THE COMMUNITY TO KEEP OUR SCHOOL OPEN. RAIN SHINE COLD. WE WERE OUT THERE.

IF A TROOP OF 5 TO 13 YEAR OLDS BELIEVE SO HARD IN THE IMPORTANCE OF MAINTAINING MISSION WEST OPEN, WHY CAN'T YOU? THANK YOU. NEXT IS JAKAYLA HOPKINS. MY NAME IS JAKAYLA HOPKINS. A FIFTH GRADE AT MISSION WAS ELEMENTARY. I'M A STUDENT, A PART OF THE LEADERSHIP FOR EMPOWERMENT IN THE DISTRICT. I'M IN CHOIR BROADCASTING, NATIONAL ELEMENTARY HONOR SOCIETY, AND ALSO GIRL SCOUT, WHICH IS HELD AND LED THROUGH MISSION WEST.

THE DISTRICT HAS A TOTAL OF 25 TITLE ONE SCHOOLS. MW IS THE ONLY ONE OF THOSE THAT'S GRADED WITH THE A RATED IN THE DISTRICT. THIS MEANS WE ARE THE ONLY ECONOMICALLY DISADVANTAGED OR LOW INCOME SCHOOL THAT HAS A RATED GRADE IN THE DISTRICT. THE MERGING WILL PLACE MW STUDENTS WITH TITLE ONE, C AND D RATED SCHOOLS. THIS IS NOT FAIR TO THE STUDENTS WHO HAVE WORKED SO HARD TO MAINTAIN THIS A DO WHAT'S RIGHT AND DON'T MAKE US FEEL LIKE OUR HARD WORK WAS DONE IN VAIN. KEEP MISSION WEST OPEN MW VISION IS TO CULTIVATE STUDENTS THAT HAVE AN EAGERNESS TO LEARN AND A POSITIVE EFFECT ON SOCIETY, WHICH IS WHAT'S DONE YEAR AFTER YEAR. MISSION WEST HAS A VARIETY OF DIFFERENT LEARNING TACTICS, CLUBS, A BILINGUAL PROGRAM, AND EVEN A STUDENT BUILT COMMUNITY LITTLE LIBRARY THAT'S BASED RIGHT OUTSIDE THE SCHOOL DOORS. THANK YOU. AND LAST BUT NOT LEAST, SCOTT HILL. I'VE LIVED IN SUGAR MILL ALMOST MY ENTIRE LIFE. I WENT TO SUGAR MILL, SUGAR LAND, AND KEMPNER. MY CHILDREN CURRENTLY ATTEND SUGAR MILL AND SUGAR LAND. MY OLDEST CHILD ORIGINALLY ATTENDED OYSTER CREEK, AND WE FOUND THAT IT WAS TOO CROWDED AT THAT TIME AND RELOCATED TO SUGAR MILL. THIS SCHOOL IS UNIQUE TO SUGAR LAND. LIVING IN THIS AREA ALLOWS FAMILIES WITH CHILDREN TO HAVE THEM WALK SAFELY TO AND FROM BOTH ELEMENTARY AND JUNIOR HIGH. OUR NEIGHBORHOOD HOME VALUES HAVE STAYED STRONGER THAN NEIGHBORING COMMUNITIES AND CONTINUE TO RISE YEAR AFTER YEAR BECAUSE PEOPLE WITH FAMILIES WANT TO LIVE IN OUR AREA. SUGAR MILL IS AN A-RATED SCHOOL AND THE SCHOOL BOARD, IF THE SCHOOL BOARD VOTES TO CLOSURE, WILL BE DESTROYING A UNIQUE AND FANTASTIC AREA OF SUGAR LAND, OUR HOME PRICES WILL FALL. THE NEIGHBORHOOD IN GENERAL WILL DECLINE. FAMILIES WILL NO LONGER WANT TO MOVE THERE BECAUSE THE SCHOOL IS GONE, CLOSING SUGAR MILL AND SENDING KIDS TO OTHER SCHOOLS THAT WILL THEN BE AT OVER OR NEAR CAPACITY IS NOT AND SHOULD NOT BE CONSIDERED A VIABLE OPTION. THIS SITUATION DOES NOT BENEFIT THE EDUCATION OF OUR CHILDREN. WE HAD A SIMILAR SITUATION IN THE PAST. THE RESIDENTS OF FORT BEND VOTED TO KEEP SCHOOLS OPEN. SUGAR MILL IS A FANTASTIC SCHOOL AND NOTHING HAS BEEN PRESENTED THAT ENDORSES THE CLOSURE OF IT. THANK YOU. THANK YOU. ALL RIGHT.

[02:00:02]

OKAY. NEXT UP ON OUR AGENDA, IF I COULD HAVE ORDER, PLEASE, IF I COULD HAVE, IF I COULD HAVE.

[6. Superintendent Update]

AND SO WE'RE REALLY PROUD OF OUR LEADERS, OUR TEACHERS, OUR STUDENTS, AND EVERYONE WHO CONTINUE TO EXCEL IN THEIR AP CLASSES. AND WE LOOK FORWARD TO THEIR CONTINUED SUCCESS. THE NEXT ITEM THAT I HAVE FOR THIS EVENING IS TO HIGHLIGHT ONE OF OUR OUTSTANDING TEACHERS. SHE IS RECEIVING THE RED APPLE AWARD THIS MONTH. WE'RE PROUD TO CELEBRATE HER. SO CONGRATULATIONS TO THE RIDGE POINT HIGH SCHOOL AVID TEACHER. HER NAME IS MRS. MELISSA WOMACK AND SHE IS BEING AWARDED BY KHOU CHANNEL 11 NEWS. AND THEY ARE THEY ARE RECOGNIZING HER AND GIVING HER THE RED APPLE AWARD. THIS RECOGNITION HONORS EDUCATORS WHO GO ABOVE AND BEYOND FOR THEIR STUDENTS AND FOR THEIR COMMUNITY. AND SO WE'RE ALWAYS PROUD TO SEE OUR FORT BEND ISD STAFF RECOGNIZED FOR THE INCREDIBLE WORK THAT THEY DO EACH AND EVERY DAY.

THANK YOU, MISS WOMACK, FOR ALL THAT YOU DO TO SUPPORT OUR STUDENTS. THE NEXT ITEM IS TO HIGHLIGHT THE NATIONAL MENTORING MONTH OF JANUARY. WE'RE VERY PROUD OF THE STRONG MENTORING CULTURE THAT WE'VE ESTABLISHED ACROSS FORT BEND ISD, THROUGH THE COLLABORATIVE COMMUNITIES UPLIFT MENTOR PROGRAM. OUR STAFF AND OUR COMMUNITY PARTNERS ARE HELPING OUR STUDENTS TO BUILD CONFIDENCE, TO SET GOALS, AND TO SEE NEW POSSIBILITIES FOR THEIR FUTURE. THIS SCHOOL YEAR, THE UPLIFT HAS SUPPORTED 40 SCHOOLS WITH 226 MENTORS, INCLUDING FORT BEND ISD STAFF. WE ALSO HAVE STUDENT MENTORS AND OF COURSE, MENTORS FROM OUR COMMUNITY, AND THEY ARE SERVING 727 STUDENTS ACROSS THE DISTRICT. SO THESE ARE POWERFUL RELATIONSHIPS THAT HELP CHANGE STUDENTS LIVES. WE'RE GRATEFUL TO EVERY MENTOR WHO TAKES THEIR PERSONAL TIME, INVEST THEIR TIME, THEIR HEART IN OUR STUDENTS. AND SO WE ALSO WANT TO RECOGNIZE OUR LEADERS WHO ARE SUPPORTING THE NATIONAL MENTORING PROGRAM AND AGAIN, WANT TO SEE CONTINUED SUCCESS IN ALL THAT THEY ARE DOING. NEXT, WE HAVE AMY COLEMAN MIDDLE SCHOOL. THIS MONTH WE REACHED ANOTHER IMPORTANT MILESTONE FOR AMY COLEMAN MIDDLE SCHOOL. FIRST, I DON'T SEE MISS GRIFFIN HERE THIS EVENING, BUT I WANT TO RECOGNIZE HER AS OUR NEW PRINCIPAL. SHE'S BEEN IN THE DISTRICT 27 YEARS. SHE'S BEEN PRINCIPAL AT CROCKETT FOR THE LAST SEVERAL AND JUST REALLY EXCITED FOR HER BEING ABLE TO KICK OFF. GREAT AMY COLEMAN MIDDLE SCHOOL. WE WANT TO REVEAL THE OFFICIAL LOGO AND BRANDING AND SO WE CAN GO AHEAD AND PLAY THE VIDEO THERE. SO THE COWBOYS. SO AS WE PREPARE FOR THE FUTURE OF THIS BEAUTIFUL NEW CAMPUS, THE LOGO REPRESENTS A FRESH CHAPTER AND THE STRONG CULTURE WE ARE BUILDING FOR STUDENTS AND STAFF. AND SO WE'RE REALLY EXCITED FOR THE OPENING OF AMY COLEMAN. WE'RE EXCITED FOR THIS NEXT STEP IN THE PROCESS. AND THE COWBOYS AND COWGIRLS ARE GOING TO BE SO EXCITED TO ENTER INTO THEIR NEW SCHOOL. AND SO WE'RE

[02:05:01]

[7. Board Activity Report]

[8.A. Intruder Detection Report]

[8.B. PSAT DATA]

WE'RE ALSO ABLE TO LOOK AT SOME STUDENT GROWTH DATA OVER TIME. THE PSAT DATA GIVES US SOME BENCHMARK COMPARISONS FOR OUR SCHOOL DISTRICT DATA COMPARED TO STATE, NATIONAL AND GLOBAL TESTERS AS WELL. SO WE CAN LOOK AT WHERE WE KIND OF RANK IN COMPARISON TO THOSE VARIOUS GROUPS. THERE'S AN ACADEMIC PLANNING COMPONENT TO THIS THAT BREAKS DOWN VARIOUS SKILLS RELATED TO READING, WRITING AND MATHEMATICS. EXCUSE ME. AND IT IS AN OPPORTUNITY TO QUALIFY OUR STUDENTS, OUR JUNIORS FOR NATIONAL MERIT SCHOLARSHIP. SO IT'S A GREAT OPPORTUNITY FOR OUR KIDDOS TO EARN SOME SCHOLARSHIP FUNDS. SO I WANT TO TAKE JUST A LOOK AT OUR DATA BY COHORT. WHAT YOU'RE NOTICING HERE IS THE EIGHTH GRADE COHORT, THE 10TH GRADE COHORT AND THE 11TH GRADE COHORT. ON THE LEFT HAND SIDE, YOU'RE SEEING THE ELA DATA FOR READING AND WRITING. AND THEN THE MATH DATA ON THE OTHER SIDE. THE MAROON BAR DOES REPRESENT OUR DISTRICT PERCENTAGES THAT MET THE BENCHMARK IN EACH OF THOSE CONTENT AREAS. AND THEN THAT IS COMPARING US TO THE STATE, ALL SCHOOLS IN THE STATE. SO THAT WOULD BE CHARTER SCHOOLS, PRIVATE SCHOOLS THAT ADMINISTER THE ASSESSMENT, AND PUBLIC SCHOOLS, AS WELL AS THE GREEN

[02:10:02]

I'M GOING TO TAKE A LITTLE BIT OF TIME TO GET INTO SOME OF THE HIGHLIGHTS FOR EACH OF THESE COHORTS AND THE DATA SET AS WELL, BUT WHAT YOU WILL NOTICE ON THIS SCREEN AND THE OVERALL DATA TRENDS IS THAT FORT BEND ISD IS ABOVE THE STATE IN ALL AREAS, AND IN SOME AREAS ALSO WELL ABOVE THE NATION AND OUR GLOBAL TESTERS. SO LET'S LOOK AT SOME HIGHLIGHTS BY BY COHORT.

SO FOR OUR EIGHTH GRADE STUDENTS, ONE OF THE THINGS THAT WE NOTICED IS THAT OUR STUDENTS ARE ABOUT 8 TO 10 PERCENTAGES HIGHER THAN THE STATE AND THE NATION, AND GLOBAL BENCHMARKS IN BOTH AREAS FOR READING AND FOR MATH. WE PERFORMED ABOUT NINE PERCENTAGE POINTS BETTER IN OUR READING AND WRITING. WHEN WE COMPARE THAT TO THE GLOBAL BENCHMARKS.

BUT WE ALSO NOTICED IN THE EIGHTH GRADE THAT OUR MATH PERFORMANCE IS LAGGING BEHIND OUR READING AND WRITING PERFORMANCE, AND THAT IS ALSO CONSISTENT WITH OUR LOCAL DATA AND OUR STATE DATA. WE ARE STILL SEEING SOME DISCREPANCY BETWEEN OUR READING AND WRITING DATA AND OUR MATH DATA. FOR 10TH GRADE. WHAT WE DID NOTICE WITH THAT COHORT OF STUDENTS IS THAT WE EXCEEDED THE STATE, THE NATION, AND THE GLOBAL BENCHMARKS FOR FOR MATH FOR OUR CURRENT 10TH GRADERS IN THAT MATH AREA. BECAUSE THE STUDENTS TAKE THIS TEST MULTIPLE TIMES EIGHTH GRADE, 10TH GRADE AND 11TH GRADE, WE WERE ALSO ABLE TO DO SOME COMPARISON WITH THIS COHORT OF STUDENTS FROM WHEN THEY TOOK THIS TEST IN EIGHTH GRADE, COMPARED TO NOW TAKING IT AS A 10TH GRADER. AND WE DID SEE AN INCREASE IN ALL AREAS MATH AND READING. WHEN WE COMPARE THIS DATA FOR THE SAME COHORT OF STUDENTS, WHEN THEY TOOK IT AS AN EIGHTH GRADE AND THEN IN 11TH GRADE, WE'RE SEEING CONSISTENT DATA FROM WHAT WE SAW IN THE FALL OF 2024.

AND THEN WHEN WE LOOK AT CAMPUS SPECIFIC BREAKDOWNS, WE DID NOTICE THAT IN MATH, THE MEETS OR EXCEEDS BENCHMARK, WE DID SEE AN INCREASE AT NINE OF OUR CAMPUSES WHEN COMPARED TO THIS SAME COHORT OF STUDENTS WHEN THEY TOOK THIS TEST AS AN 11TH GRADER. SO WE WERE SEEING SOME PROGRESS WITH THIS COHORT OF STUDENTS. EXCUSE ME, IN MATH WHEN THEY TOOK IT AS 11TH GRADE.

SO SOME PROGRESS THERE. SO NOW LET'S LOOK AT COHORT SPECIFIC DATA. SO THIS IS OUR COHORT OF 2027. THESE ARE OUR CURRENT JUNIORS. WHAT YOU'RE NOTICING HERE IS THREE THREE YEARS WORTH OF DATA. WHAT WAS THEIR DATA WHEN THEY TOOK THE TEST AS EIGHTH GRADERS. THEN THEIR DATA AS 10TH GRADERS AND THEN 11TH GRADERS. WHAT WE NOTICED IN THIS PARTICULAR DATA SET IS THAT THE THE MEETING, BOTH BENCHMARKS, MATH AND READING, STAYED PRETTY CONSISTENT OVER THE THREE YEARS. WE SAW A LITTLE BIT OF AN INCREASE IN THAT READING SCORE. IT CAME DOWN JUST A HAIR AS THEY TOOK IT IN 11TH GRADE AND THEN IN MATH HAD KIND OF A LITTLE BIT OF A INVERSE EFFECT. THEY WERE UP, CAME DOWN AND THEN CAME BACK UP A LITTLE BIT. WE DID SEE ONE CAMPUS THAT GREW IN ALL OF THE BENCHMARKS. AND THEN WE HAD FIVE OF OUR HIGH SCHOOL CAMPUSES THAT IMPROVED IN AT LEAST TWO OF THOSE BENCHMARK AREAS. SO FOR THE 2028 COHORT, THIS IS OUR CURRENT 10TH GRADE STUDENTS. WHAT YOU'RE SEEING HERE IS ACTUALLY SOME IMPROVEMENT BETWEEN WHEN THEY TOOK THE TEST IN EIGHTH GRADE. SO WE'RE SEEING AN INCREASE IN MEET STUDENTS WHO MET BOTH BENCHMARKS, BUT ALSO AN INCREASE IN THE THE READING AND THE MATH SCORES. WE DID OUTPERFORM THE STATE, THE NATION AND THE REGION IN THE WITH THIS PARTICULAR COHORT OF KIDDOS. ONE OF THE THINGS I WANT TO POINT OUT HERE, WE HAVE HAD AN EMPHASIS IN WRITING FOCUS IN WRITING INSTRUCTION THIS YEAR, AND SO WE'RE STARTING TO SEE THOSE INCREASES IN THAT READING DATA. AND OUR LAST COHORT OF STUDENTS, THESE ARE OUR CURRENT EIGHTH GRADERS. WHEN WE LOOK AT THIS DATA FOR EIGHTH GRADE, OVER TIME WE ARE SEEING INCREASES OVER TIME. DIFFERENT COHORTS OF KIDS. BUT WE'RE SEEING IMPROVEMENT.

[02:15:05]

THAT'S ALSO BEEN CONSISTENT IN OUR LOCAL AND STATE DATA. SO WHAT DO WE DO WITH THE DATA? HOW DOES THIS HELP US? SO ONE OF THE THINGS THAT IS IMPORTANT TO NOTE IS THAT THE DATA COMES BACK TO US WITH IDENTIFIED SKILLS FOR READING, WRITING AND FOR MATH. AND SO WE'RE ABLE TO LOOK AT THOSE STRANDS, THOSE SKILLS, AND LOOK AT IT FROM AN INSTRUCTIONAL LENS TO SUPPORT US DURING PLANNING, STUDENT SUPPORTS, AND EVEN CAMPUS BASED SUPPORTS THAT WE MIGHT PROVIDE TO CAMPUSES. IF WE'RE SEEING DIPS IN THE MATH DATA, DIPS IN THE READING DATA, WE CAN ADJUST OUR CAMPUS SUPPORT AND TEACHERS CAN USE IT FOR PLANNING. THE OTHER CRITICAL COMPONENT OF THIS DATA IS THE AP POTENTIAL MARKER. AND THAT DATA THAT WE RECEIVE FROM THIS TEST RIGHT NOW, AS YOU'RE AWARE, SPRING LAUNCHES THAT COURSE SELECTION WHERE KIDS ARE PICKING THE CLASSES THAT THEY'RE GOING TO BE TAKING IN THE LONG TERM. AND OUR EIGHTH GRADERS ARE TRYING TO DECIDE THAT FOUR YEAR PLAN THAT THEY'RE GOING TO BE GOING THROUGH IN HIGH SCHOOL. AND SO THIS DATA IS USED IN THOSE STUDENT CONFERENCES BETWEEN A COUNSELOR AND STUDENTS, IF THEY ARE IDENTIFIED AS HAVING AP POTENTIAL. AND THEN THAT HELPS US TO HELP DESIGN THOSE COURSE SELECTION SO THAT THE STUDENTS ARE ENROLLED AND HAVE THE CONFIDENCE TO TAKE SOME OF THOSE UPPER LEVEL COURSEWORK. AND SO THOSE ARE SOME OF THE THINGS THAT WE UTILIZE THIS DATA FOR. AND IT GIVES US THE ABILITY TO REALLY ENCOURAGE AND PLACE STUDENTS INTO INTO UPPER LEVEL COURSEWORK ACCORDING TO THEIR ABILITIES. AND SO THAT IS OUR DATA FROM OUR PSAT FROM THIS FALL. IF YOU HAVE ANY QUESTIONS. THANK YOU, MISS HUBBARD. DO WE HAVE QUESTIONS FROM THE TRUSTEES? MISS HANNAN? THANK YOU VERY MUCH FOR THE PRESENTATION. AND THANK YOU TO THE SUPERINTENDENT AND THE BOARD PRESIDENT FOR PUTTING THIS INFORMATION ITEM ON THE AGENDA. I'M THE PERSON THAT ASKED FOR THIS INFORMATION, AND I WOULD LOVE FOR THIS TO BE ANNUAL INFORMATION. SO COULD IS THERE ANY WAY YOU COULD GO BACK TO THE FIRST BAR GRAPH? BECAUSE I JUST WANT TO MAKE SURE I ASK A QUESTION. AND I THINK I WANT TO ASK THE QUESTION BECAUSE I WANT TO BRAG ON THE DISTRICT A LITTLE BIT. SO IN COHORT 2030 FOR EIGHTH GRADE, I'M GOING TO ASK THIS QUESTION. IS THIS TEST UNIVERSALLY GIVEN KIND OF ACROSS THE STATE AND ACROSS THE NATION IN EIGHTH GRADE? IS THAT IS THAT TYPICAL? DO YOU KNOW, I WOULD HAVE TO GET DATA ON THE PERCENTAGE OF DISTRICTS THAT PROVIDE THE ASSESSMENT? WE DO HAVE THE TOTAL NUMBER OF STUDENTS ACROSS THE STATE THAT TAKE IT. OKAY, OKAY. I, I, I DON'T THINK IT IS. I DON'T THINK IT'S A UNIVERSAL LIKE, LIKE THE, THE, THE 10TH AND 11TH GRADE. THAT IS A MORE COMMON SITUATION. SO I, I DO THINK THAT THAT'S THE CASE. AND I REALLY WANT TO BRAG ON FORT BEND ISD FOR KEEPING THIS, THIS TEST AT EIGHTH GRADE, BECAUSE I THINK IT GIVES REALLY VALUABLE INFORMATION. AND. I JUST I KIND OF WANTED TO POINT THAT OUT BECAUSE I DON'T KNOW THAT ALL PARENTS KNOW THAT. AND WITH THAT, I WANT TO MAKE SURE THAT WE'RE REALLY NOTIFYING PARENTS SO THAT THEY REALLY UNDERSTAND. I KNOW THEY GET THE NOTIFICATION, BUT DO THEY REALLY UNDERSTAND THE REPORT AND WHAT THAT MEANS AND SORT OF WHERE THEY ARE, YOU KNOW, IF THEY'RE IF THEY'RE LOOKING LIKE THEY'RE ON THE RIGHT TRAJECTORY OR NOT? I THINK THAT'S REALLY, REALLY IMPORTANT FOR US. AND SO THE THE REASON I BROUGHT THIS IS BECAUSE I AM NOT AN ANTI-TESTING PERSON, BECAUSE I THINK THAT'S HOW WE I THINK THAT'S HOW WE KNOW THAT WE'RE DOING THE JOB. LIKE, WE, WE, WE KNOW DAY TO DAY. BUT THIS CONFIRMS THAT WE'RE, THAT WE'RE DOING A GOOD JOB OR WHERE WE SEE GAPS. AND IT'S NOT JUST LOOKING AT A TEXAS LIKE THE STAR TEST. WE'RE NOT JUST LOOKING INTERNALLY IN WITHIN OUR STATE. WE'RE LOOKING AT NATIONAL AND ACTUALLY EVEN BEYOND WITH SOME GLOBAL TESTERS. AND SO I THINK IT'S REALLY IMPORTANT THAT WE LOOK AND WE SHARE WITH OUR COMMUNITY THAT THAT WE ARE USING MULTIPLE AND VERY POINTS OF DATA, LOOKING AT OUR KIDS, I THINK IT'S ALSO IMPORTANT TO MAKE SURE THAT

[02:20:08]

WELL WHAT I WOULD SAY IS THE TEST PROGRESSION RATE IS THE IS THEY TAKE THE TEST. MORE DIFFICULTY SO TO SPEAK. AND THEN I WOULD ALSO SAY THAT. JUST THE SUPPORT CHANGES. RIGHT.

AS THE AS THE KIDS GET OLDER, SOMETIMES IN THAT MIDDLE SCHOOL LEVEL, THEY HAVE A LITTLE BIT MORE SUPPORT THAN THEY MIGHT HAVE AT THE HIGH SCHOOL LEVEL IN SOME OF THOSE CORE CORE AREAS. THOSE ARE JUST A COUPLE OF OF THINGS THAT I WOULD MENTION. OKAY. SO SO YOU'RE SAYING THAT IN THE MIDDLE SCHOOL AREA THEY HAVE MORE SUPPORT IS WHAT YOU'RE SAYING.

OKAY. AND SO THE KIDS IN 10TH AND 11TH GRADE WHO ARE NOW TAKING THE PSAT TEST. THEY DON'T BECAUSE WHAT THEY'RE EXPECTED TO HAVE ALREADY UNDERSTOOD THE DATA. CAN YOU JUST TELL ME A LITTLE BIT MORE BECAUSE THEY'RE TAKING IT LATER ON? I WOULD THINK THAT OKAY, I'VE LEARNED A LITTLE BIT MORE. SO NOW I WOULD I WOULD BE PERFORMING A LITTLE BIT BETTER VERSUS THE EIGHTH GRADER VERSUS A 11TH GRADER. JUST AND YEAH, THAT'S MY QUESTION. THANK YOU.

SURE. I'M GOING TO CAN I GET AN ANSWER? OH I'M SORRY. WELL THEY ARE THEY'RE DIFFERENT ASSESSMENTS RIGHT. YOU HAVE THE PSAT EIGHT NINE AND THEN YOU'VE GOT THE THE TEN THE 1011 ASSESSMENT. SO THE THE TEST IS A LITTLE BIT DIFFERENT RIGHT. FOR THOSE TWO SETS OF STUDENTS.

THE KIDDOS WHO TAKE THE 10TH AND 11TH GRADE ASSESSMENT, THAT'S THAT COULD BE ONE REASON WHY THAT DATA HAS A VARIANCE BETWEEN THE EIGHTH GRADE COHORT OF STUDENTS AND THEN THE 10TH AND 11TH GRADE STUDENTS. OKAY. SO THEN I WOULD THINK THERE'S SOME PROGRESSION. COULD SOMEONE ADDRESS THAT THEN? I WOULD ALSO SAY, WHEN YOU'RE THINKING ABOUT OUR EIGHTH GRADE STUDENTS, THERE'S A COUPLE OF DIFFERENT COURSE OFFERINGS THAT WE HAVE THAT ARE ARE ADVANCED CLASSES IN EIGHTH GRADE. SO NOT ONLY ARE THERE TWO DIFFERENT OR MULTIPLE SETS OF TESTS, WHEN YOU ARE A 10TH GRADER, YOU MAY HAVE TAKEN ALGEBRA ONE TWO YEARS PRIOR, RIGHT? SO THIS IS SIMILAR TO OUR T TSI FOR STUDENTS. SO IT REALLY JUST DEPENDS ON YOUR COURSE SEQUENCE.

AND YOU ARE RIGHT. WHEN WE START WITH STUDENTS IN EIGHTH GRADE, THIS IS AN AREA THAT WE NEED TO ADDRESS. WE SEE IT IN OUR DATA ACROSS THE BOARD. WITH OUR EIGHTH GRADE STUDENTS WE REALLY FOCUS IN. THEY HAVE A LITTLE BIT LONGER CLASSES, OR THEY HAVE AN INTERVENTION CLASS TO SUPPORT THEM. AND THEN ONCE THEY MOVE UP TO HIGH SCHOOL, THEY START THIS GRADUATION PLAN.

AND SO THEY'RE NOT NECESSARILY GETTING THAT INTERVENTION SUPPORT ON TOP OF I MAY HAVE

[02:25:04]

[8.C. Literacy & Curriculum Audit Update]

THEY MET WITH ADMINISTRATION. THEY MET WITH PARENTS. THEY MET WITH STUDENTS. THEY ALSO COLLECTED OVER 1000 DOCUMENTS. AND THOSE DOCUMENTS NOT ONLY CONSISTED OF TEACHING AND LEARNING DOCUMENTS, IT WAS ALSO LOOKING AT OUR STAFFING. IT WAS LOOKING AT OUR JOB DESCRIPTIONS, OUR ORGANIZATIONAL CHARTS. ANY DEPARTMENT THAT'S REPRESENTED IN FORT BEND ISD HAD TO SUBMIT A WEALTH OF DOCUMENTS TO ENSURE THAT THE INFORMATION THAT WE WERE SAYING IN OUR INTERVIEWS WAS ALIGNED TO OUR SPENDING, ALIGNING TO OUR PRACTICES. THE TEAM OBSERVED 1522 CLASSROOMS, AND I REALLY WANT TO GIVE A HUGE SHOUT OUT TO OUR CAMPUS LEADERS BECAUSE THEY NAVIGATED THAT PROCESS SO WELL. IT WAS A LITTLE BIT OF A SCHEDULING GAME, TRYING TO MAKE SURE THAT WE GOT EVERYONE TO THE RIGHT CAMPUS AT THE RIGHT TIME, BUT THEY WERE ABLE TO LOOK AT EACH AND EVERY ONE OF OUR CAMPUSES, OBSERVE INSTRUCTION IN BOTH READING AND IN MATH, SCIENCE AND SOCIAL STUDIES. WE HAD OVER 6000 SURVEY RESPONSES FROM PARENTS AND EMPLOYEES, AND THAT WAS SENT DIRECTLY FROM THE COMPANY. THEY DID ASK US FOR FEEDBACK ON THE QUESTIONS, BUT THEY SENT IT OUT AND WE HAD OVER 6000 PARENTS RESPOND. AND THEN THEY REVIEWED ALMOST 1000 STUDENT WORK ARTIFACTS. AND THAT LOOKS LIKE THEY GAVE US JUST A SAMPLE OF GRADE LEVELS THAT THEY

[02:30:01]

SO WE PICKED OUR BEST. WE LOOKED AT OUR STANDARD AND WE SAID YES THIS IS ALIGNED. THE NEXT THING THAT THE AUDIT COMMITTEE DID WAS THEY TOOK OUR ASSESSMENT THAT ALIGNED TO THAT STANDARD AND THEY TRIANGULATE IT. SO IF YOU ARE WORKING ON THIS IN CLASS AND YOU ARE GOING TO BE ASSESSED ON THIS, ARE WE SETTING STUDENTS UP FOR SUCCESS TO MASTER THE ASSESSMENT? AND WE HAD SOMES AREA, RIGHT. MORE TIMES THAN NOT, OUR INSTRUCTION WAS BELOW THE RIGOR AND OUR ASSESSMENTS WERE BELOW THE RIGOR. SO THEIR RECOMMENDATION IS THAT WE HAVE MORE ALIGNED, TIGHTLY HELD ASSESSMENTS AND THAT WE MAKE SURE THAT WE SUPPORT THROUGH PROFESSIONAL DEVELOPMENT AND INSTRUCTIONAL MONITORING. SO WE HAVE ASSESSMENTS ALL OVER THE DISTRICT. WE ARE ASSESSMENT RICH. DO OUR STAFF KNOW THE PURPOSE OF THE ASSESSMENT? DO THEY UNDERSTAND WHAT WE SHOULD DO WITH THE DATA AND ARE THE ASSESSMENTS VALID AND RELIABLE.

SO ONCE WE GIVE IT, DO WE REALLY KNOW WHERE OUR STUDENTS ARE GOING? SO WHAT. SO WE GOT THESE BIG MEATY RECOMMENDATIONS. NOW WHAT ARE WE DOING. THAT'S THE MOST IMPORTANT PART. I WILL HAVE TO BE HONEST. WE EAT ELEPHANT ONE BITE AT A TIME. MY HEART, MY HEAD WANTS TO RUN AND GET THIS DONE TOMORROW, BUT IN REALITY IT IS GOING TO TAKE US MULTIPLE YEARS BECAUSE WE'RE

[02:35:01]

WE MIGHT BE A DAY OFF, BUT WE'RE ALL USING A MODEL TO TEACH, AND IT'S THE SAME MODEL.

SO WE HAVE STUDENTS WHO MOVE. WE HAVE TEACHERS WHO MOVE, RIGHT. WE WANT TO MAKE SURE THAT IF IT'S GOOD AT ONE CAMPUS, IT'S GREAT AT ANOTHER CAMPUS. AND SO WE WILL HAVE ONE MODEL AND WE'RE WORKING TO DESIGN THAT. WE ALSO WILL BE LOOKING AT OUR CURRICULUM. WE HAVE TO STREAMLINE OUR ONLINE SPACE FOR WHERE WE HOUSE CURRICULUM. SCHOOLOGY IS OUR PLATFORM THAT WE USE RIGHT NOW AND FOR MANY OF OUR TEACHERS, FOR MANY OF OUR STAFF MEMBERS, IT'S NOT THE MOST USER FRIENDLY TEACHERS WILL TELL YOU. AND IT CAME UP IN OUR INTERVIEW THAT THEY REALLY CHOOSE NOT TO USE IT BECAUSE IT'S CUMBERSOME. THERE ARE SO MANY CLICKS TO GET TO WHAT THEY NEED THAT BY THE TIME THEY GET TO IT, THEIR PLANNING PERIOD IS OVER. SO ONE OF OUR CHARGES IS TO STREAMLINE THAT PROCESS. SO WE HAVE SOMETHING THAT I WOULD LIKE TO SAY IS PLUG AND PLAY. TEACHERS CAN GET IN. WE DON'T WANT THEM TO SPEND THEIR ENERGY AND EFFORT TRYING TO GET INTO OUR SYSTEM. WE WANT THEM TO SPEND THEIR ENERGY AND EFFORT INTERNALIZING THEIR LESSON. AND THEN WHEN WE GET TO RECOMMENDATION NUMBER THREE, IMPROVE INSTRUCTION, ASSESSMENT AND PROFESSIONAL LEARNING. FOR ME, THIS IS REALLY THE FOUNDATION. IF WE CAN BUILD HIGH QUALITY ASSESSMENTS, WE KNOW WHERE OUR STUDENTS NEED TO GO BEFORE WE START WRITING CURRICULUM. BEFORE WE START PLANNING, THE SKY'S THE LIMIT BECAUSE NOW WE CAN BUILD CURRICULUM TO GET THEM THERE. AND SO WE REALLY HAVE TO WORK ON A MULTI-TIERED PROFESSIONAL DEVELOPMENT FRAMEWORK THAT SUPPORTS OUR TEACHERS FOR MULTIPLE YEARS. SO YOU MAY BE IN STRAND ONE YEAR ONE, AND YOUR PD IS GROWING AS YOU GROW IN THE DISTRICT. WE ALSO HAVE TO LOOK AT OBSERVATION TOOL WHEN WE GO IN CLASSROOMS. RIGHT NOW, DEPENDING ON THE DEPARTMENT WE ARE LOOKING FOR DIFFERENT THINGS. SO A RECOMMENDATION IS THAT WE HAVE ONE OBSERVATION TOOL SO THAT WE CAN MAKE SURE THAT WE'RE ALIGNING OUR FEEDBACK. AND LAST BUT NOT LEAST, WE HAVE TO ESTABLISH DATA PROTOCOLS AND REPORTING CYCLES. I KNOW BOARD MEMBERS YOU'VE TALKED ABOUT THAT AS WELL. AND THAT'S A PRIORITY FOR US TO MAKE SURE THAT WE ARE NOT ONLY PULLING THE RIGHT DATA AT THE RIGHT TIME, THAT WE HAVE A PROCESS TO MONITOR, FOLLOW UP AND MAKE SURE THAT IT'S DRIVING THE INSTRUCTION. SO FOR OUR LITERACY AUDIT, AGAIN, THREE RECOMMENDATIONS. BUT WHEN YOU UNPACK THOSE RECOMMENDATIONS, WE HAVE A LOT OF WORK TO DO. AND SO BOARD YOU RECEIVED IN YOUR BOARD INFORMATION NOT ONLY JUST THE LIST OF ACTION STEPS, BUT YOU RECEIVED. IT WAS A PAGE THAT HAD YOUR KPIS. IT HAD A TIMELINE FOR EACH ONE OF THE ACTION STEPS, WHO'S RESPONSIBLE, AND THEN A WAY THAT WE WILL PROGRESS MONITOR AS WE IMPLEMENT THESE THINGS. OUR CURRICULUM AUDIT HAD FIVE

[02:40:03]

AGAIN, THAT'S GOVERNANCE AND ACCOUNTABILITY. RECOMMENDATION TWO IS A CURRICULUM MANAGEMENT SYSTEM. AND SO AS WE ADOPT CURRICULUM AND AS CURRICULUM RESOURCES, AND AS WE ARE REALLY DEVELOPING A PLAN, THERE'S USUALLY A GUIDE THAT GUIDES US. IT'S NOT ONLY WHAT DO WE BELIEVE ABOUT CURRICULUM AND TEACHING AND LEARNING IN FORT BEND, WHAT DO WE BELIEVE ABOUT THE DESIGN? WHAT DO WE BELIEVE ABOUT THE USE? WHAT DO WE BELIEVE? HOW DO WE MONITOR? HOW DO WE MODIFY? AND SO WE ARE WORKING THROUGH DEVELOPING A CURRICULUM MANAGEMENT PLAN THAT ADDRESSES ALL OF THESE ISSUES. SO AGAIN, NO MATTER WHO YOU ARE, NO MATTER WHAT ROLE YOU SERVE IN, THERE'S A FRAMEWORK, YOU CAN PICK IT UP AND YOU CAN HAVE SOME GUIDANCE. RECOMMENDATION THREE IS FOCUSED ON INSTRUCTIONAL DELIVERY. IT'S GOING BACK TO THE SAME THING WITH LITERACY REALLY MAKING SURE THAT OUR STUDENTS HAVE HIGH QUALITY CURRICULUM AND TEACHING AND LEARNING SO THAT THEY ARE ENGAGED IN INSTRUCTION, WHETHER THEY NEED INTERVENTION OR ENRICHMENT. WE HAVE TO START WITH A PLAN TO MAKE SURE THAT OUR TEACHERS NOT ONLY KNOW HOW TO TEACH, TO TEACH, THEY ALSO KNOW HOW TO ADJUST. RECOMMENDATION NUMBER FOUR IS ALL ABOUT ASSESSMENTS, WHICH WAS THE SAME AS THE LITERACY, MAKING SURE THAT NOT ONLY DO WE HAVE ALIGNED ASSESSMENTS. IF I AM TEACHING YOU HOW TO MAKE A PEANUT BUTTER AND JELLY SANDWICH, YOUR ASSESSMENT SHOULD BE TO MAKE THE PEANUT BUTTER AND JELLY SANDWICH.

RIGHT? SO WE HAVE TO MAKE SURE THAT WHETHER WE ARE GIVING YOU ASSESSMENTS EACH DAY THROUGHOUT THE INSTRUCTION, THAT'S CALLED A FORMATIVE ASSESSMENT AND INFORMS US OF HOW YOU'RE PROGRESSING WITH GETTING YOUR BREAD AND THEN PUTTING ON YOUR PEANUT BUTTER OR A SUMMATIVE.

WE JUDGE YOUR PEANUT BUTTER AND JELLY SANDWICH AT THE END. RIGHT NOW WE HAVE GAPS. NUMBER ONE, WE DON'T NECESSARILY KNOW THE PURPOSE OF THOSE ASSESSMENTS. NUMBER TWO, WE'RE NOT NECESSARILY UTILIZING THE DATA. SO STUDENTS TAKE A TEST AND THEN WE MOVE ON. AND THEN NUMBER THREE WE'RE NOT NECESSARILY USING IT TO IMPROVE OUR CURRICULUM. AND SO WE HAVE SOME ACTION STEPS TO GO WITH THAT. AND THE LAST IS PROGRAM EVALUATIONS. THIS RECOMMENDATION IS FOCUSED ON MAKING SURE THAT WE HAVE A PROGRAM EVALUATION SYSTEM THAT REALLY DETERMINES THE EFFECTIVENESS OF ALL THINGS. WHAT IS THE COST BENEFIT? WHAT ARE THE PRACTICES, WHAT ARE THE PROGRAMS. AND SO THE RECOMMENDATION IS THAT WE REVISE OUR CURRENT MODEL TO MAKE SURE THAT THERE'S A CYCLE, MAKING SURE THAT FEEDBACK OCCURS AND MAKING SURE THAT WE CHANGE. SO THIS ONE'S A MEATY GROUP. SO OF THE FIVE RECOMMENDATIONS YOU CAN SEE THAT WE HAVE RECOMMENDATION ONE HAS SIX ACTION STEPS.

RECOMMENDATION TWO IS TO FOCUS ON OUR CURRICULUM MANAGEMENT SYSTEM. THAT'S OUR BREAD AND BUTTER. THAT'S YOUR BREAD. THAT'S YOUR PEANUT BUTTER. THAT'S YOUR JELLY RIGHT. AND SO THAT WILL TAKE US A LITTLE BIT OF WORK BECAUSE NOT ONLY DO WE HAVE TO BUILD A CURRICULUM MANAGEMENT PLAN BOARD, YOU WILL NEED TO ADOPT IT. WE HAVE TO ALIGN OUR BUDGET TO IT PROFESSIONAL DEVELOPMENT. AND WE HAVE TO REWRITE ALL OF OUR CURRICULUM. AND WE'RE EXCITED ABOUT THAT. AND SO WE'RE READY TO GET TO WORK WITH IT. THEN RECOMMENDATION THREE IS MAKING SURE THAT ONCE WE HAVE THE CURRICULUM AND WE HAVE NEW DOCUMENTS, OUR STAFF KNOWS HOW TO DELIVER IT. NO MATTER WHAT CONTENT YOU TEACH. AP ON LEVEL, SPECIAL ED, BILINGUAL, EVERYONE FEELS EQUIPPED TO TEACH IT. SO THERE ARE TEN ACTION STEPS THERE. THEN, ONCE YOU'RE TEACHING HOW TO MAKE THAT PEANUT BUTTER AND JELLY SANDWICH, WE NEED A PLAN TO ASSESS YOU. THAT IS RECOMMENDATION NUMBER FOUR. AND WE HAVE A SOLID PLAN. SO NO MATTER WHERE YOU ARE, YOU KNOW IN ADVANCE THAT AT THE END OF THE PEANUT BUTTER AND JELLY

[02:45:02]

YOU'RE WELCOME. THANK YOU MISS MISS HANNAN. SO I ACTUALLY REALLY APPRECIATE YOU ASKING THAT QUESTION BECAUSE IT'S REALLY IMPORTANT BECAUSE I DON'T YOU KNOW WHAT YOU SAID I DON'T WANT ANY PARENT TO TO THINK THAT THAT WE THAT THAT SOMEHOW DIFFERENTIATION IS GOING TO BE REMOVED. RIGHT. AND AND GOING ALONG WITH THE PEANUT BUTTER, YOU KNOW, SCENARIO. YOU KNOW, MY KID CAN'T EAT PEANUT BUTTER. SO YOU GOT TO GIVE HER SOMETHING ELSE. RIGHT. AND SO IN THE CURRICULUM THAT'S WITH MANY OF OUR KIDS. RIGHT. SO BUT WHAT I DO I'M, I'M GOING TO TAKE A MOMENT TO ACTUALLY THANK DOCTOR SMITH BECAUSE I KNOW THAT MISS HELLINGER, TRUSTEE HELLINGER AND TRUSTEE TARZAN WERE ON THE BOARD DURING THE LAST VERY COMPREHENSIVE DEFICIT AUDIT. AND IT'S A BIG IT'S A BIG THING. AND IT TOOK A LONG TIME TO WORK THROUGH THAT.

RIGHT. AND BUT OUR BOARD POLICY SAYS EVERY SEVEN YEARS WE COME BACK TO IT. AND IT'S BEEN, YOU KNOW, WE HAD SOME KIND OF INTERNAL THING, BUT WE HAVEN'T HAD THIS. SO I SAY KUDOS TO DOCTOR SMITH FOR WANTING TO TO REALLY THINK ABOUT THE CONTINUOUS IMPROVEMENT, EVEN WHEN IT'S IN A HARD WAY, BECAUSE THIS IS NOT AN EASY AUDIT. AND AND I DO HOPE THAT THE REST OF THE BOARD MIGHT BE ABLE TO SEE WHAT THE ENTIRE AUDITS LOOK LIKE, BECAUSE THEY MIGHT BE REALLY SURPRISED. I'M SURE THEY WILL NOT WANT TO READ THE WHOLE THING, OR THEY'LL HAVE TO TAKE A COUPLE OF WEEKS OFF OF WORK, PROBABLY TO DO THAT. BUT SO FIRST, I WANT TO

[02:50:03]

THANK YOU MISS HANNAN. SO I ALSO WANTED TO APPLAUD DOCTOR SMITH AND THE ENTIRE TEAM FOR THE DEFICIT AUDIT, BECAUSE IT'S PRETTY COURAGEOUS TO DO THAT. IT'S NOT SOMETHING THAT ALL SCHOOL DISTRICTS DO. IN FACT MANY DON'T BECAUSE IT DOES SHINE A LIGHT ON THE DEFICITS AND THE GAPS. AND SO THANK YOU FOR TAKING IT ON AND THEN BEING SO THOUGHTFUL IN YOUR RECOMMENDATIONS, AND THEN THE ACTION STEPS AND GIVING US ALL THE KPIS AND THINGS LIKE THAT.

BECAUSE THOSE OF US THAT WANT TO DIVE INTO THE DATA A LITTLE BIT MORE, IT ALLOWS US TO DO THAT. SO I WANT TO SAY THAT AS WELL. I'M ALSO GOING TO PIGGYBACK ON THE DIFFERENTIATION, BUT REALLY ON SPECIFICALLY ON MODIFICATIONS. SO WHEN WE DID WHEN WE DID CURRICULUM, MISS HUBBARD WAS HERE AND REMEMBERS WHEN WE WERE REWRITING OUR CURRICULUM SEVERAL YEARS AGO. ONE OF THE THINGS THAT I SPECIFICALLY ASKED FOR WAS THAT MODIFICATIONS WOULD BE INCLUDED, OR SUGGESTED MODIFICATIONS WOULD BE INCLUDED IN THE CURRICULUM IN ORDER TO SUPPORT NOT JUST OUR SPECIAL EDUCATION TEACHERS, BUT OUR GENERAL EDUCATION TEACHERS AS THEY BUILD OUT LESSON PLANS. AND IT HELPS STREAMLINE FOR THEM IF THEY DON'T HAVE IF THEY CAN SEE IT RIGHT IN FRONT OF THEM, OR AT LEAST SEE THE SUGGESTIONS RIGHT IN FRONT OF THEM. SO I JUST WANT TO MAKE SURE THAT THOSE ARE GOING TO CONTINUE TO BE INCLUDED. AS YOU GUYS WRITE THE NEW CURRICULUM. AND JUST TO MAKE SURE THAT WE'RE SUPPORTING OUR SPECIAL EDUCATION POPULATION. YES, MA'AM. THAT IS A PART OF THE RECOMMENDATION.

THEY ACTUALLY GAVE US A FRAMEWORK THAT THEY RECOMMEND THAT WE FOLLOW. AND IT DOES INCLUDE SUPPORTS FOR ANY LEVEL LEARNER OKAY. SO THAT'S GOOD TO HEAR. AND THEN THE OTHER THING I WOULD ASK IS THAT WE ENSURE THAT ALL OF OUR TEACHERS HAVE TRAINING. AND BECAUSE YOU YOU MENTIONED SCHOOLOGY. AND SO I WAS HERE WHEN SCHOOLOGY WAS FIRST IMPLEMENTED. AND WE WERE TOLD ALL THESE GREAT THINGS ABOUT SCHOOLOGY. AND I LIVED THROUGH SCHOOLOGY WITH MY KIDS.

AND IT'S NOT NOT ALL IT WAS, YOU KNOW, SAID IT WAS GOING TO BE. SO I WANT TO MAKE SURE THAT WHATEVER WE ARE USING, THAT WE ENSURE THAT OUR TEACHERS HAVE TRAINING AND PARTICULARLY ON

[02:55:05]

[8.D. Long Range Boundary Planning Update]

NEXT UP IS OUR LONG RANGE BOUNDARY PLANNING UPDATE, DOCTOR SMITH. YES, MA'AM. SO I'LL HAVE A COUPLE OF TEAM MEMBERS THAT WILL BE PRESENTING. I'LL HAVE STEPHANIE WILLIAMS, AND I'LL HAVE KATHLEEN BROWN. I WANT TO SAY, AS THEY COME UP AND AND GET PREPARED TO LAUNCH THEIR SURVEY JUST TO OUR COMMUNITY, THAT WE APPRECIATE THE FEEDBACK. THE FEEDBACK IS IMPORTANT TO US. WE ARE LISTENING. WE ARE READING THE EMAILS. YOU'LL HEAR A LITTLE BIT ABOUT SOME OF THE SURVEY RESPONSES THAT WE ARE GETTING. AND SO YOU ARE DEFINITELY SENDING IN THE RESPONSES. AND THAT IS A GOOD THING. WE WANT TO HEAR FROM YOU. AND WE'RE LOOKING FORWARD TO FEBRUARY 9TH, WHEN WE CAN REALLY DIG IN DEEP WITH THE COMMUNITY. MISS STEPHANIE WILLIAMS WILL BE LEADING THAT PRESENTATION AND THEN FOLLOWED BY KATHLEEN BROWN.

GOOD EVENING, DOCTOR SMITH, PRESIDENT AND MEMBERS OF THE BOARD. TONIGHT WE'RE GOING TO SHARE AN UPDATE ON THE LONG RANGE BOUNDARY PLANNING PROCESS. AND WE WILL ADDRESS THREE AREAS WHERE STAKEHOLDERS HAVE ASKED FOR FEEDBACK. OBVIOUSLY, THE FIRST ONE IS TO PROVIDE FREQUENT UPDATES AND COMMUNICATION ON WHERE WE ARE IN THE PROCESS. NEXT, WE'LL BE ADDRESSING THE DATA THAT'S USED FOR THE DECISIONS SPECIFICALLY AROUND SCHOOL CLOSURES, AND WE'LL PROVIDE SOME INFORMATION ON HOW WE WILL MAKE STUDENT PROGRAMING DECISIONS. THE PRESENTATION WILL START WITH MISS BROWN CLARIFYING SOME OPERATIONAL MISCONCEPTIONS, AND THEN I'LL COME IN AND USE THOSE. MISS, USE WHAT MISS BROWN HAS SAID TO CONNECT TO THE CONSIDERATIONS AND HOW THE DATA WAS USED TO MAKE DECISIONS. I'LL REVIEW THE CURRENT SCOPE OF WORK ACROSS THE LAST YEAR. I'LL GIVE YOU SOME INSIGHT INTO HOW WE'VE CONNECTED WITH OUR STAKEHOLDERS, AND WHEN YOU CAN EXPECT TO SEE THE RESULTS OF THE SURVEY. AND THEN WE WILL PREVIEW THE SECONDARY BOUNDARY PLANNING TIMELINE, AND WE'LL CLOSE WITH DOCTOR JORDAN SHARING THE PROGRAMING DECISIONS. SO I'LL TURN IT OVER NOW TO MISS BROWN TO TALK ABOUT CLARIFYING OPERATIONAL MISCONCEPTIONS. STEPHANIE. YES. GOOD EVENING, MADAM PRESIDENT.

DOCTOR SMITH, BOARD OF TRUSTEES, WE APPRECIATE THIS OPPORTUNITY TO CLARIFY SOME OF THE OPERATIONAL MISCONCEPTIONS THAT HAVE COME ABOUT AS A PART OF THE LONG RANGE BOUNDARY PLANNING PROCESS. AND SO I'LL ECHO DOCTOR SMITH'S SENTIMENTS FIRST AND THANK OUR STAKEHOLDERS AND OUR BOARD OF TRUSTEES. I KNOW MANY OF OUR STAKEHOLDERS HAVE MENTIONED THAT OUR BOARD NEEDS TO ASK THE HARD QUESTIONS, AND I CAN GUARANTEE YOU ALL I WOULD I WOULD WANT TO SAY THAT THEY HAVE BEEN ASKING LOTS OF QUESTIONS, AND WE'VE BEEN DOING OUR DUE DILIGENCE TO BE RESPONSIVE TO THOSE QUESTIONS. SO THANK YOU FOR THAT. THERE ARE THREE AREAS TONIGHT. THAT AND MY GOAL IS TO PROVIDE CLARITY ON. I WILL START BY SAYING ALL OF THESE AREAS DO NOT HAVE A DIRECT CORRELATION WITH THE LONG RANGE BOUNDARY PLANNING PROCESS. HOWEVER, WITH THE QUESTIONS THAT WE HAVE BEEN RECEIVING FROM OUR STAKEHOLDERS, THESE ARE THE SOME HOT TOPICS OR THINGS THAT HAVE COME UP AS IT RELATES TO THE PROCESS. SO MYSELF AND ONE OF MY COLLEAGUES WAS WAS TALKING RECENTLY ABOUT HOW IMPORTANT COMMON LANGUAGE IS. AND SO WHEN WE'RE AT WORK AND WE'RE TALKING ABOUT EVEN WHAT WE WANT TO DRINK WITH, WITH, AT WORK AND WHAT WE WANT TO DRINK AS IT RELATES TO COKE, IF I SAY I WANT A COKE, THAT MEANS SOMETHING COMPLETELY DIFFERENT TO SOME OF MY PEERS, AS IF I SAY I WANT A POP, OR IF SOMEONE SAYS I WANT A SODA, RIGHT? AND SO WE WE WERE HAVING THAT CONVERSATION ABOUT HOW WE ALL CALL THE SAME THING, THAT WE WANT DIFFERENT THINGS. AND THAT IS VERY TRUE AS IT RELATES TO THIS LONG RANGE BOUNDARY PROCESS. A LOT OF THE QUESTIONS THAT WE HAVE BEEN RECEIVING, OUR STAKEHOLDERS ARE SAYING THE SAME THING, BUT THEY ARE USING DIFFERENT TERMS. BUT IT IS UP TO US TO PROVIDE THAT CLARITY AND TO MAKE SURE THAT WE ARE BEING CONSISTENT IN THE TERMS THAT WE ARE USING WHEN WE'RE COMMUNICATING IN ANY IN ANY WAY, BE IT WHAT WE HAVE POSTED ON OUR WEBSITE, WHAT WE ARE SAYING OUT LOUD IN A BOARD PRESENTATION, WE WANT TO MAKE SURE THAT THOSE THINGS ARE CLEAR. SO THE THREE AREAS THAT I WILL BE SPEAKING TO TONIGHT, ONE IS THE SCHOOL FACILITIES STANDARDS FOR CONSTRUCTION. THAT IN AND OF ITSELF DOES NOT HAVE ANYTHING I KNOW TO DO WITH THE LONG RANGE BOUNDARY PLANNING PROCESS, BUT IT IS SOMETHING THAT HAS COME UP QUITE A FEW TIMES AND QUESTIONS. SO I'LL BE SHEDDING SOME LIGHT

[03:00:03]

[03:05:04]

RIGHT. AND SO WHEN WE TALK ABOUT MAXIMUM INSTRUCTIONAL CAPACITY, IT'S THE SAME THING.

HOW MANY STUDENTS ARE WE ABLE TO SERVE IN AT ANY POINT IN TIME IN A IN A FACILITY RIGHT.

THE MAX. AND IN OUR SCHOOL DISTRICT BACK IN 2021, ACTUALLY, THERE WAS A PBK WAS ASKED TO COME IN. AND WE EVEN BEFORE THE 2022 CHANGES AND THEY LOOKED AT MAXIMUM INSTRUCTIONAL CAPACITY OR WHAT WE WERE CALLING DESIGN CAPACITY BACK THEN. AND IT WAS DETERMINED THAT BASED ON THE NEEDS OF CAMPUSES AND PROGRAMS AT A CAMPUS, THAT BEST PRACTICE WAS TO APPLY A SCHEDULING FACTOR, RIGHT? SO THAT SCHEDULING FACTOR THAT IS APPLIED TO THE DESIGN CAPACITY OR MAXIMUM INSTRUCTIONAL CAPACITY HERE IN FORT BEND ISD IS 95%. FOR ELEMENTARY CAMPUSES, IT'S 85% FOR SECONDARY CAMPUSES. AND WE'LL TALK A LITTLE BIT MORE SPECIFICALLY ABOUT WHAT THAT MEANS. SO T REFERS TO THOSE THOSE TWO NUMBERS THAT YOU SEE IN THOSE BOXES, BOXES AS MAXIMUM STUDENT ENROLLMENT. RIGHT? A LOT OF TIMES THE QUESTIONS THAT WE'RE RECEIVING FROM OUR FROM OUR STAKEHOLDERS, THEY TALK ABOUT, WELL, WHAT'S THE FUNCTIONAL CAPACITY. WHAT IS THE INSTRUCTIONAL CAPACITY. RIGHT. AND SO ONE OF THE THINGS THAT WE'VE LEARNED THROUGH THIS PROCESS IS HOW IMPORTANT IT IS THAT WE ARE ALL SAYING THE SAME THING. SO WHAT WE ARE COMMITTED TO DO AS A TEAM, WE WILL BE CHANGING LOTS OF THINGS AS IT RELATES TO OUR WEBSITE DOCUMENTS USE WHEN WE'RE SPEAKING TO TO OUR STAKEHOLDERS OR INTERNALLY ABOUT THINGS WE ARE GOING TO BE MOVING TOWARDS USING THE T TERMINOLOGY SO THAT IF ANYONE WERE TO GO AND LOOK UP TO, THEY KNOW EXACTLY WHAT WE'RE TALKING ABOUT AND WE ARE ALIGNED WITH THAT LANGUAGE. SO TO GIVE YOU AN EXAMPLE OF THAT, IF WE JUST THINK ABOUT A RESTAURANT, RIGHT, WE, WE, WE GO INTO A RESTAURANT AND TYPICALLY AND YOU GO INTO A PUBLIC SPACE, THERE IS SOMETHING POSTED ON THE WALL THAT TELLS YOU WHAT THE CAPACITY OF THAT OF THAT VENUE IS. AND SO A RESTAURANT, FOR EXAMPLE, HAS MAYBE HAVE 120 SEATS IN THERE, RIGHT? THE DESIGN CAPACITY. HOWEVER, I'M THE OWNER OF THAT RESTAURANT AND I'VE SAID, YOU KNOW, FOR THE COMFORT OF MY, OF MY, MY PATRONS FOR OPTIMAL SERVICE. I DON'T I DON'T WANT MORE THAN 100 GUESTS IN HERE AT A TIME. RIGHT? AS THE OWNER, I'M ABLE TO MAKE THAT DECISION. THAT IS HOW I WOULD LIKE TO FUNCTION. I WOULD LIKE TO FUNCTION WITH NO MORE THAN 100 GUESTS IN THE RESTAURANT. IF WE TURN THAT RIGHT OVER TO AN ELEMENTARY SCHOOL, THIS IS THE THIS IS THIS IS WHAT WE DO AS IT RELATES TO OUR MAXIMUM INSTRUCTIONAL CAPACITY IN OUR DISTRICT. IF WE HAVE A SCHOOL THAT HAS A MAXIMUM INSTRUCTIONAL CAPACITY OF 800 STUDENTS, THAT'S WHEN WE APPLY THAT SCHEDULING FACTOR. AND THAT IS DONE ACROSS THE BOARD AT EVERY ONE OF OUR SCHOOLS. SO IF THIS IS AN ELEMENTARY SCHOOL, THAT 95% SCHEDULING FACTOR IS THERE FOR PROGRAMING AND ALL THE THINGS THAT WE KNOW WILL OCCUR AT A SCHOOL. AND SO WE WOULD SAY THAT OUR MAXIMUM ENROLLMENT FOR STUDENTS WOULD BE 760. SO WHEN YOU ARE LOOKING

[03:10:05]

THE OTHER THING THAT'S IMPORTANT FOR US TO KNOW IS ONE OF THE THINGS THAT I THINK WE COULD HAVE DONE A BETTER JOB OF IS WHEN WE SHARED THE FCI INFORMATION WITH THE BOARD AND WITH OUR STAKEHOLDERS, WE SHOWED YOU TWO DIFFERENT THINGS, RIGHT? WE SHOWED YOU WHAT 2021 LOOKS LIKE, WHAT THOSE SCORES WERE. WE ALSO SHOWED YOU WHAT 2025 LOOKED LIKE. AND SO IF YOU SEE TWO COLUMNS OF INFORMATION, WHAT IS EVERYONE GOING TO DO. WE'RE COMPARING RIGHT. DID IT GET BETTER. DID IT GET WORSE. RIGHT. SO IN OUR EFFORT TO SAY LET'S BE TRANSPARENT AND PUT BOTH OF THOSE THOSE PERCENTAGES OUT THERE, WHAT WE DID NOT DO IS EXPLAIN ANY DIFFERENCES BETWEEN THOSE TWO COLUMNS OF OF INFORMATION. AND SO I WANT TO TALK ABOUT THAT BECAUSE ANOTHER THING THAT IS NOT ONE OF THE TERMS WE'RE TALKING ABOUT TONIGHT THAT IS IMPORTANT TO THAT IS EDUCATIONAL ADEQUACY. AND SO WE'LL TALK ABOUT THAT HERE BRIEFLY. SO BEFORE WE GO INTO SPEAKING ABOUT THAT I WANT TO TALK ABOUT THE FACT THAT IN THE 2025 UPDATE, IT WAS FOR A VERY SPECIFIC PURPOSE. WE WERE ASKED TO HAVE AN UPDATE TO OUR FACILITY CONDITION INDEX FOR THE PROCESS FOR LONG RANGE BOUNDARY PLANNING AS A FACTOR ONE ONE SINGLE FACTOR TO BE CONSIDERED DURING THAT PROCESS. AND SO THAT UPDATE WAS DONE AND THAT ONLY LOOKED AT CERTAIN THINGS. RIGHT. AND SO IT LOOKED AT THOSE MAJOR BUILDING SYSTEMS. AND SO THOSE MAJOR BUILDING SYSTEMS THAT WERE LOOKED AT WERE ROOFING AND THE BUILDING ENVELOPE. RIGHT. SO THE SLAB, ALL OF THOSE THINGS, THE HEATING AND COOLING HVAC, WE TALKED TO YOU ALL ABOUT THAT A LOT. OUR ELECTRICAL AND PLUMBING, OUR SITE PAVING AND DRAINAGE, AND THEN THE INTERIOR, SOME OF THE INTERIOR THINGS LIKE THE WALLS, THE CEILING, THE FLOORING, THOSE WERE THE THINGS THAT WERE CONSISTENTLY LOOKED AT ACROSS ALL OF OUR CAMPUSES IN THIS UPDATE. AND SO ONE OF THE QUESTIONS THAT WE HAVE RECEIVED HAS BEEN ABOUT THINGS THAT HAVE HAPPENED THROUGH THE BOND, AND WE KNOW THAT THERE ARE PROJECTS THAT ARE PLANNED THROUGH THE BOND.

THERE ARE PROJECTS THAT HAVE ALREADY HAPPENED IN THE BOND AND NOT JUST THIS BOND.

PREVIOUS BOND FUNDS AS WELL. AND SO I WANT YOU TO KNOW THAT THE 2025 FCI SCORE IS BASED ON THAT MOMENT IN TIME. IT IS IT IS BASED STRICTLY ON THAT MOMENT IN TIME WHEN THAT FCI SCORE WAS CALCULATED. SO WHAT WAS HAPPENING AT THAT CAMPUS? WHAT WAS THE AGE OF THAT CAMPUS? WHAT WAS THE AGE OF THESE MAJOR BUILDING SYSTEMS AT THAT PARTICULAR CAMPUS? HOWEVER, IN 2021, BECAUSE IT WAS FOR A COMPLETELY DIFFERENT PURPOSE, RIGHT? IT THAT THE PURPOSE OF THAT FACILITY CONDITION INDEX WAS A LOT OF THE FORWARD PLANNING THAT THE DISTRICT WAS DOING AT THAT TIME. AND SO IT LOOKED AT OTHER THINGS LIKE EDUCATIONAL ADEQUACY AND THOSE FACTORS AND THOSE THINGS FACTORED INTO THAT SCORE. SO WHEN YOU LOOK AT THOSE TWO SCORES, I DON'T WANT YOU TO LOOK AT THEM AS DID IT GET BETTER OR GET WORSE? WE WANT TO

[03:15:01]

WE HAVE FANTASTIC TEACHERS. WE HAVE A FANTASTIC ADMINISTRATORS. WE HAVE FANTASTIC PARENTS AND STUDENTS. AND THE THE PASSION AND THE INVOLVEMENT THAT OUR STAKEHOLDERS HAVE IS WHAT ANY SCHOOL SYSTEM WOULD WANT. WE KNOW THAT. AND SO AS I WALK INTO SCHOOLS ACROSS FORT BEND ISD, ONE OF THE THINGS WHEN I WAS A PRINCIPAL, I'D SAY, I WANT I TELL MY PARENTS, I WANT YOU TO TELL ME YOU'RE GOING TO KNOW YOUR STUDENT IS IN A GREAT PLACE BECAUSE WHEN YOU WALK IN THIS BUILDING, I WANT YOU TO TELL ME HOW YOU FEEL, HOW DO YOU FEEL? AND WE SAY THAT A LOT IN EDUCATION. WHEN YOU WALK IN A PLACE, YOU CAN TELL IT'S A GREAT PLACE BECAUSE OF HOW IT'S FEELING, HOW PEOPLE GREET YOU, ALL OF THE THINGS. AND SO THAT'S WHAT I HEAR FROM OUR STAKEHOLDERS. FCI WHAT WE DID HERE. THAT IS NOT WHAT IT IS CONSIDERING. RIGHT. AND SO YOU SEE ON THE ON THE LEFT SIDE OF THE SCREEN, THIS PERSON JUST JUMPING FOR JOY AND THEY'RE HAPPY RIGHT. AND THEY, THEY SEEM LIKE THEY'RE GOOD AND THEY'RE WELL. BUT THAT PERSON ON THE RIGHT, WHAT'S HAPPENING ON THE INSIDE. THE MAJOR BUILDING SYSTEMS. RIGHT. SO I MAY LOOK LIKE EVERYTHING IS OKAY. I WALK INTO THAT SCHOOL, THE THINGS I SEE, THE SCHOOL, IT'S BEAUTIFUL THAT WE'VE PTO HAS INVESTED IN, ALL OF THESE THINGS HAVE HAPPENED. AND IT'S WHAT WE SEE ON THE WITH OUR WITH OUR EYES, THE MAJOR BUILDING SYSTEMS, A LOT OF THOSE THINGS ARE BEYOND THE WALL, BEYOND THE FLOOR, THE THINGS THAT WE CAN'T SEE. AND SO WHEN WE ARE THINKING ABOUT THE FCI SCORE, IT'S IMPORTANT THAT WE THINK OF IT IN THAT WAY.

AND TO KNOW THAT THAT DOES NOT MEAN THAT THE SCHOOL IS NOT A GREAT PLACE, BECAUSE WE EARLIER I TALKED TO YOU ABOUT HOW LEARNING CAN HAPPEN ANYWHERE, ANYWHERE. RIGHT. AND WHEN WE TAKE ADVANTAGE OF THAT AS A DISTRICT. AND SO THOSE ARE THREE THINGS OR THREE THINGS THAT WE ARE COMMITTED TO MAKING SURE THAT WE EXPLAIN, NOT JUST TONIGHT ON WHAT DOES THE THE NEXT STEPS LOOK LIKE FOR US? IT LOOKS LIKE US BEING VERY CLEAR IN MULTIPLE WAYS WITH OUR BOARD AND WITH OUR STAKEHOLDERS ON WHAT THESE THINGS MEAN, HOW WE ARE USING THEM IN THE DISTRICT, NOT JUST WITH LONG RANGE BOUNDARY PLANNING, BUT MOVING, MOVING FORWARD AND MAKING SURE THAT WE'RE EXPLAINING IT IN A WAY THAT OUR STAKEHOLDERS, OUR BOARD, ARE ABLE TO TO UNDERSTAND WHAT THESE THINGS LOOK LIKE. THE FINAL PIECE THAT I WILL THAT'S NOT A PART OF THE PRESENTATION THAT WE HAVE HEARD MULTIPLE TIMES. AND SO WE'D BE REMISS IF WE DID NOT ADDRESS IT, IS THE FACT ABOUT TRANSPARENCY. OUR STAKEHOLDERS HAVE SAID, GIVE US THE WE WANT TO SEE THE FCI INFORMATION. OUR BOARD HAS ASKED US WHEN IS THAT FCI INFORMATION GOING IS GOING OUT.

AND I WANT TO WANT TO BE CLEAR THAT IT IS RIGHT THAT IT IS GOING OUT, BECAUSE WE WANT TO BE TRANSPARENT, WE WANT TO BE RESPONSIVE TO OUR COMMUNITY, BUT WE ALSO WANT TO MAKE SURE THAT WE'RE PROVIDING INFORMATION OUT THERE THAT WE THAT WE SHOULD. RIGHT. YOU HEARD OUR PARENTS ALSO TALK ABOUT SAFETY AND OTHER THINGS, RIGHT? SO IF YOU EQUATE THAT TO WHAT MR. RIVAS TALKED TO YOU ABOUT THIS EVENING, HE SAID, WELL, SOME OF THOSE PIECES I'D HAVE TO TALK TO YOU ABOUT IN CLOSED SESSION. SO WHEN WE RECEIVE OUR FCI UPDATE, IT HAS SOME PIECES IN THERE. BUT WE WANT OUR COMMUNITY TO KNOW THAT WE HAVE WORKED DILIGENTLY TO GET YOU WHAT YOU ASKED FOR. AND IN THE NEXT DAY OR SO, YOU WILL RECEIVE AND HAVE ACCESS TO THAT.

AND WE WANT TO KNOW WHAT YOUR QUESTIONS ARE ABOUT THAT, BECAUSE WE WANT YOU TO EACH PERSON TO KNOW BY SCHOOL WHAT WAS LOOKED AT AND WHAT WAS CONSIDERED TO COME UP WITH THAT FCI SCORE. AND SO WITH THAT, I WILL TURN IT OVER TO MISS WILLIAMS. AND THEN AT THE END, WE'D BE HAPPY TO ANSWER QUESTIONS RELATED TO THESE ITEMS. THANK YOU. THANK YOU.

ALL RIGHT. THANK YOU, MISS BROWN, FOR THAT EXPLANATION. I'LL MOVE US FORWARD. AND WHAT I'M GOING TO DO NEXT IS I'M GOING TO TRY TO GO THROUGH THE DATA THAT WAS USED FOR MAKING DECISIONS IN THIS PROCESS. SO I WANT TO START BY SAYING THERE IS NO SINGLE POINT OF DATA THAT WAS USED IN THIS PROCESS. SO WE DIDN'T LOOK AT ONE SINGLE THING TO IDENTIFY A SCHOOL FOR CLOSURE. WE LOOKED AT MULTIPLE COMPONENTS AND THEY'RE ALL ON THIS SCREEN AND I'M GOING TO TALK THROUGH EACH ONE. SO FIRST OF ALL THIS PROCESS IS GOVERNED BY POLICY FC. LOCAL POLICY FC LOCAL OUTLINES THE USE OF A SCHOOL BOUNDARY ADVISORY COMMITTEE, WHICH WAS IN PLACE FROM THE START. AND IT INCLUDES DECISION PRINCIPLES SO THAT WE CAN MEASURE THE PROPOSALS THROUGH TO SEE HOW WELL THEY ALIGN TO THE POLICY. THE FIRST PLACE THAT WE START IN LOOKING

[03:20:05]

SO SOMETHING THAT'S DIFFERENT ABOUT THE LONG RANGE BOUNDARY PLANNING PROCESS IS WE'RE NOT OPENING ONE SCHOOL. WE'RE SEEKING TO BALANCE ENROLLMENT ACROSS ALL ELEMENTARY SCHOOLS.

AND THAT'S WHY WHEN OUR STAKEHOLDERS TOOK THE SURVEY, THEY LOOKED AT IT AT THE NORTHWEST CENTRAL AREA OR THE SOUTHEAST CENTRAL AREA, BECAUSE WE KNEW THERE WAS GOING TO BE CASCADING IMPACTS. SO WHEN YOU LOOK AT SCHOOL LOCATION, YOU'RE LOOKING AT GEOGRAPHY AND THE PROXIMITY. AND WHERE WE LOOK AT PROXIMITY IS IS THIS SCHOOL NEARBY, OTHER SCHOOLS THAT ARE OVER UTILIZED. SO WE NEED TO PROVIDE RELIEF OR IS IT NEARBY OTHER UNDERUTILIZED SCHOOLS. SO WE KNOW WE DON'T NEED THAT NUMBER OF SEATS IN THAT AREA. THAT'S HOW GEOGRAPHY KIND OF PLAYED INTO THIS. AND THEN THE LAST THING THAT WE LOOK AT IS THE IMPACT ON TRANSPORTATION.

SO, YOU KNOW, I'VE READ A LOT OF COMMENTS AND I'LL BE TALKING ABOUT THE NUMBERS A LITTLE BIT LATER. AND A LOT OF PEOPLE ARE TALKING ABOUT WALKABILITY. SO ONE COMPONENT OF THE PROCESS IS LOOKING AT EACH SCHOOL, LOOKING AT THE NUMBER OF BUS ROUTES, THE COST, THE NUMBER OF WALKERS, AND WHAT A CHANGE MIGHT DO TO THE ACCESSIBILITY AND WALKABILITY OF OUR SCHOOLS. AND SO I'VE KIND OF GIVEN YOU AN OVERVIEW OF EACH OF THESE COMPONENTS. AND NOW I WANT TO TAKE THAT TO THE PROPOSED CLOSURE SCHOOLS. AND I WANT YOU TO THINK ABOUT THAT NOT AS A SINGLE DATA POINT BUT AS A MATRIX. SO YOU'RE LOOKING AT A SCHOOL AND YOU'RE SAYING FIRST, DOES THAT SCHOOL HAVE STABLE OR DECLINING ENROLLMENT TRENDS? THAT'S AN INDICATOR THAT WE NEED TO LOOK AT THAT SCHOOL. WE'RE LOOKING AT CAMPUS UTILIZATION. IS IT UNDERUTILIZED AND IS IT SURROUNDED BY OTHER SCHOOLS THAT ARE UNDERUTILIZED OR OVER UTILIZED. THEN WE'RE LOOKING AT THE FACILITY CONDITION INDEX. IS IT POOR OR FAIR? IS THERE A LOT OF WORK THAT THAT CAMPUS WOULD BE NEEDING IN THE FUTURE? THEN FINALLY WE GO TO THE SCHOOL LOCATION AND AFTER WE HAVE THOSE TOGETHER, WE BEGIN TO LOOK AT THE NUMBER OF WALKERS AND WE'RE LOOKING AT ANY CHANGE. WHAT WOULD THE IMPACT BE ON WALKERS AND OR TRANSPORTATION COSTS? AND I CAN'T SAY ENOUGH. THIS IS NOT A SIMPLE PROCESS AND YOU CAN SEE IT THERE ON THE SCREEN. THERE'S MULTIPLE ROUNDS OF ANALYSIS AND DISCUSSION THAT WE GO THROUGH.

AND AS WE DO THAT, IT'S REALLY ITERATIVE, ITERATIVE, AND IT'S A HOLISTIC PROCESS BECAUSE IT ALSO TAKES INTO CONSIDERATION UNIQUE CAMPUS CIRCUMSTANCES. IT IS NOT A MATH FORMULA. I'M A FORMER MATH TEACHER, AND A MATH FORMULA WOULD MAKE THIS EASY BECAUSE WE COULD PUT IT IN A SPREADSHEET AND I SEE SOME OF OUR SBAC MEMBERS NODDING. THIS WAS NOT EASY BECAUSE WE WENT THROUGH THE MATRIX, LOOKED AT SCHOOLS, AND THEN PUSHED THEM BACK THROUGH THOSE DECISION PRINCIPLES. AND SO THAT IS AN OVERVIEW OF HOW THE DATA WAS USED TO INFORM DECISIONS. AND IF YOU'VE HEARD ANYTHING THAT I SAID, I WANT YOU TO HEAR THAT THERE'S NOT ONE DATA POINT ON THIS SCREEN THAT IDENTIFIED A SINGLE SCHOOL FOR CLOSURE. IT WAS ALL COLLECTIVE. LOOKING AT THE NORTHWEST CENTRAL AREA AND THE SOUTHEAST CENTRAL AREA. SO I WANT TO MOVE INTO DEFINING THE SCOPE OF WORK AND JUST KIND OF GIVING AN UPDATE, BECAUSE WE ARE ALMOST AT A YEAR. THIS HAS BEEN A YEAR LONG PROCESS. BY THE TIME A FINAL RECOMMENDATION IS MADE TO THE BOARD, AND WE STARTED DIFFERENTLY THAN WE'RE FINISHING. AND THAT'S WHAT IS A TRIBUTE TO THE STAFF AND THE COMMUNITY AND OUR BOARD AS WE'VE BEEN DOING THIS WORK, BECAUSE WE STARTED BY SAYING LAST MARCH, WE'RE GOING TO DO THREE YEARS AND WE'RE GOING TO GO WITH A SET OF FEEDER PATTERNS ACROSS THREE YEARS. AND WE STARTED TO EVEN DESIGN SOME OPTIONS IN THAT. AND WHEN STAFF LOOKED AT THAT, OUR BOUNDARY PLANNERS ON TO LOOK AT OUR SBAC AND OUR BOARD, WE SAID, WAIT A MINUTE, WE REALLY NEED TO STEP BACK AND WE NEED TO CONCENTRATE ON OUR ELEMENTARY BALANCING OUR ELEMENTARY SCHOOL ENROLLMENT. AND SO AND ALSO OPENING AMY COLEMAN MIDDLE SCHOOL. AND SO WHAT WE DID IS WE INTENTIONALLY NARROWED THE SCOPE OF THIS PROCESS TO FOCUS ON ELEMENTARIES. AND WE DID THAT BECAUSE OF THE TIME THAT IT WAS GOING TO TAKE, AND ALSO

[03:25:03]

WE'RE LOOKING AT THAT FEEDBACK FOR. IS THERE ANY POSSIBLE ADJUSTMENT THAT NEEDS TO BE MADE TO THE PLAN? HOW CAN THIS FEEDBACK INFORM, FIRST OF ALL, THE FINAL RECOMMENDATION AND THEN SECOND, THAT CHANGE MANAGEMENT AND IMPLEMENTATION PLAN FOR OUR COMMUNITY ON WHAT THAT FINAL RECOMMENDATION LOOKS LIKE MOVING INTO FEBRUARY AND MARCH, WE'RE GOING TO BE CONTINUING TO REVIEW THAT FEEDBACK. DOCTOR SMITH MENTIONED THAT ON FEBRUARY 9TH, WE WILL PROVIDE AN OVERVIEW OF THE COMMUNITY SURVEY DATA. AND JUST AS WE DID WITH OUR READINESS SURVEY ON FEBRUARY 10TH, WE'LL BE POSTING A PUBLIC DASHBOARD SO THAT YOU CAN PERUSE THAT DATA AND LOOK AT WHAT, YOU KNOW, PEOPLE WITHIN YOUR SCHOOL SAID. AND THEN PEOPLE ACROSS THE FORT BEND ISD COMMUNITY WITHIN THAT, THE SBAC WILL CONTINUE TO DO THEIR WORK.

AND THEN IN MARCH, WE WOULD HAVE FINAL RECOMMENDATIONS PROPOSED. OUR GOAL IS TO PROPOSE THOSE TO THE BOARD. AND I CAN'T LEAVE THIS SLIDE WITHOUT TAKING A MINUTE. WHILE I HAVEN'T WORKED DIRECTLY WITH THE SBAC, I HAVE DONE A LOT TO SUPPORT THAT TEAM. I WANT TO RECOGNIZE THE WORK OF THE SCHOOL BOUNDARY ADVISORY COMMITTEE. YOU KNOW, THAT WAS THE VISION OF THE BOARD IN POLICY. THAT GROUP, BY THE TIME WE GET TO RECOMMENDATION, WILL HAVE HAD OVER TEN FACE TO FACE MEETINGS, VERY LONG MEETINGS, LOOKING AT THIS DATA, VALIDATING, HELPING TO MAKE AN ADVISEMENT. THEY'VE DONE FIVE VIRTUAL LUNCHEON LEARNS, THEY'VE HAD SIX MAKEUP SESSIONS. AND MOST OF ALL, THEY'VE INVESTED WITH A DISTRICT WIDE MINDSET. THEY HAVEN'T JUST THOUGHT ABOUT THEM, THEIR STUDENTS OR THEIR SCHOOL.

THEY'VE THOUGHT ACROSS THE DISTRICT IN ADVISING, ASKING QUESTIONS. AND JUST LIKE KATHLEEN SAID, OUR BOARD ASK HARD QUESTIONS. THE SBAC ALSO ASK HARD QUESTIONS, AND WE'LL

[03:30:04]

IT'S OBVIOUS THAT OUR COMMUNITY IS INVESTED IN THIS PROCESS, AND I'M PROUD TO BE PART OF FORT BEND, WHERE OUR COMMUNITY LOVES OUR SCHOOLS. THAT'S A VERY IMPORTANT FACTOR. YOUR VOICE, I WANT YOU TO KNOW, IS AT THE FOREFRONT OF EVERY DECISION OF EVERY GROUP THAT LOOKS AT THIS WORK. AND I JUST WANT TO TALK ABOUT A COUPLE OF THE WAYS THAT WE'VE BEEN WORKING AND INTERACTING WITH OUR STAKEHOLDERS. SO OUTSIDE OF THAT, THOSE INITIAL GROUP OF READINESS MEETINGS, WE HAVE OUR LET'S CONNECT WHERE YOU CAN SUBMIT AN INQUIRY. AND SINCE DECEMBER 15TH WE'VE RECEIVED 366 INQUIRIES. AND THE TEAM HAS WORKED TO CLOSE 362 OF THOSE TO DATE. ALSO, THERE'S A DIRECT EMAIL TO THE BOUNDARY PLANNERS IN THAT INBOX. THEY'VE RECEIVED 105 EMAILS WITH 99 RESPONSES SENT TO DATE. MOST RECENTLY, THE COMMUNITY FEEDBACK SURVEY WAS POSTED AND WE HAD 1000 OR 13,207 WHO RESPONDED TO AT LEAST ONE QUESTION. THAT MEANS THEY PARTIALLY COMPLETED THE SURVEY. WE HAD 7275 PEOPLE WHO COMPLETED ALL QUESTIONS IN THE SURVEY. AND I REALLY WANT YOU TO HEAR THIS FROM OVER 5000 STAKEHOLDERS. OUR TEAM IS CURRENTLY READING THROUGH 12,300 COMMENTS, 12,300 INDIVIDUAL COMMENTS WITH FEEDBACK ON THE PROCESS, THE SUPPORTS YOU NEED, POSSIBLE ALTERNATE CONSIDERATIONS. HAVE YOU THOUGHT OF THIS? WOULD YOU CONSIDER THIS READING THROUGH ALL OF THOSE SO THAT THE PROCESS CAN BE INFORMED, AND SO THAT THE TEAM CAN CONTINUE TO LOOK AT THAT? AS I SAID, ON FEBRUARY 9TH, THERE'LL BE A SURVEY PRESENTATION WHERE YOU'LL BE ABLE TO HEAR THE DATA IN A BOARD ROOM. AND THEN ON FEBRUARY 10TH, WE WILL POST THE PUBLIC DASHBOARD. AT THIS TIME, I'M GOING TO TURN IT OVER TO DOCTOR JORDAN, WHO WILL SPEAK ABOUT PROGRAMING DECISIONS. SO AS I SHARE AND PROVIDE AN UPDATE ON PROGRAMING DECISIONS, I BELIEVE TWO THINGS TO BE TRUE ONE. PARENTS SEND THEIR BEST TO US EVERY SINGLE DAY, AND THEY ENTRUST US TO TAKE CARE OF THEIR KIDDOS. WE DON'T ALWAYS GET IT RIGHT, BUT WE TRY REALLY HARD TO DO RIGHT. AND SECOND, AS A PARENT OF A TWICE EXCEPTIONAL CHILD, IT IS VERY IMPORTANT FOR KIDDOS TO HAVE CONSISTENCY, TO HAVE A ROUTINE, AND REALLY FOR PARENTS TO PREPARE CHILDREN. SO I SAY ALL THAT TO SAY AS WE THINK ABOUT OUR PROGRAMING, OUR TOP PRIORITY IS TO MINIMIZE DISRUPTION AS MUCH AS POSSIBLE FOR BOTH OUR STUDENTS AND OUR STAFF, WHILE MAKING SURE ALL OF THE SERVICES THEY RECEIVE, WHETHER THAT'S THROUGH BILINGUAL, WHETHER THAT'S THROUGH SPECIAL EDUCATION, WHETHER THAT'S THROUGH LPAC COMMITTEE, WE WANT TO MAKE SURE THAT WE HAVE A CONTINUITY OF SERVICES. SAYING THAT MEANS THAT SOMETIMES WE HAVE TO GO SLOW, TO GO FAST. WE HAVE STARTED WITH THE DECEMBER 15TH BOARD MEETING PLANNED FOR EITHER CONSOLIDATIONS OR REMAINING THE SAME. RIGHT. WE HAVE TO THINK ABOUT ALL THINGS.

SO WE STARTED BACK NOVEMBER, DECEMBER LOOKING AT THE STATE OF OUR PROGRAMS. WHERE DO WE HAVE PROGRAMS? WHERE CAN WE SHIFT PROGRAMS TO LOOKING AT BUILDING CAPACITY IN DECEMBER THROUGH JANUARY, AS BOUNDARY WERE BEING ADJUSTED, BOUNDARIES WERE BEING ADJUSTED. WE HAD TO SHIFT AND PIVOT. SO IF WE'RE THINKING ABOUT MISSION WEST CONSOLIDATING WITH MISSION, WE HAVE TO THINK ABOUT ALL THE PROGRAMS THERE. WELL, IT'S NOT JUST TAKING ONE AND DROPPING THEM INTO ANOTHER. THAT WOULD BE REALLY, REALLY EASY. BUT WE HAVE STUDENTS WHO ARE AT ANY OF THE CAMPUSES WHO TRANSFER IN FOR SPECIALIZED PROGRAMING. AND SO JUST TO SAY IN FRONT OF EVERYONE, WE CAN PICK THEM UP AND PUT THEM IN THEIR NEW PLACE MAY HARM A FAMILY, MEANING THEY MAY HAVE TO OR CHILD THEY MAY HAVE TO BE ON THE BUS LONGER. SO BEGINNING IN DECEMBER, WE

[03:35:02]

THAT SOUNDS GREAT, BUT WE WANT TO MAKE SURE PARENTS KNOW WHERE THEIR CHILDREN MAY GO. SO THAT WILL HAPPEN JANUARY THROUGH FEBRUARY. AND THEN WE HAVE TO VERIFY AGAIN, THAT SOUNDS GOOD.

BUT WE WANT TO MAKE SURE THAT WE REVIEW THE PLACEMENTS THAT WE VERIFY BUILDING CAPACITY.

AND WHEN I SAY BUILDING CAPACITY WE'RE TALKING ABOUT SPECIALIZED PROGRAMING. SO IT'S NOT THAT THERE ARE WE ARE AT 80% CAPACITY. WE'RE SAYING ARE THERE ROOMS AVAILABLE FOR PRE-K? ARE THERE ROOMS AVAILABLE FOR SPECIALIZED PROGRAM? IF NOT, WHAT DO WE NEED TO DO TO GET THE SPACE AVAILABLE? SO AGAIN, NOT GENERALIZING, BUT IF WE'RE SENDING A GROUP OF STUDENTS TO A CAMPUS, WE HAVE TO MAKE SURE THAT THAT CAMPUS IS DESIGNED TO MEET THE NEEDS OF THE STUDENTS.

AND SO WE WILL VERIFY THAT AGAIN, VERIFY THE PROGRAM ACCESSIBILITY. SO FOR PUTTING AN ABC CLASS AT A DIFFERENT CAMPUS THAN WE NEED TO MAKE SURE THAT THAT CAMPUS CAN RECEIVE THE ABC PROGRAM. OR WE ARE PREPARING THE CAMPUS TO RECEIVE THE ABC PROGRAM. THAT'S RESOURCES, THAT'S FURNITURE, THAT'S ALL OF THE THINGS. AND SO WE WILL BE LOOKING AT THAT FEBRUARY THROUGH MARCH. AND I HAVE TO BE HONEST HERE AND TRANSPARENT AND PROBABLY VULNERABLE. THIS IS HARD. ONE DECISION THAT I MAKE WILL MAKE ONE SET OF PARENTS REALLY, REALLY HAPPY. AND ANOTHER DECISION THAT WE MAKE WILL MAKE ANOTHER SET OF PARENTS NOT SO HAPPY. AND SO AS A TEAM, WE HAVE TO LEVEL OUT AND DO WHAT'S IN THE BEST INTEREST OF ALL KIDS. AND THAT MAY NOT MAKE EVERYONE HAPPY, BUT WE ARE MAKING SURE THAT WE LOOK AT INDIVIDUAL STUDENTS IN OUR PROGRAMS PRE-K, BILINGUAL, SPECIAL EDUCATION. WE ARE MAKING SURE THAT WE UNDERSTAND THEIR NEEDS. WE ARE MAKING SURE WE KNOW HOME CAMPUSES. WE ARE MAKING SURE WE KNOW WHERE THEY'RE BEING REROUTED TO BEFORE WE MAKE ANY DECISIONS.

WOULD WE LIKE TO HAVE DECISIONS READY TODAY? YES, BUT OUR PLANS MAY CHANGE BEFORE WE HAVE BOARD APPROVAL IN MARCH. SO I DON'T WANT PARENTS TO BE ANXIOUS. I DON'T WANT TO GIVE A FALSE SENSE OF URGENCY. AND WE LAUNCH A PROGRAM OR A PLACEMENT AND THEN WE MAKE A CHANGE. AND SO AS WE'RE TALKING ABOUT THOSE SPECIALIZED PROGRAMS, WE ARE GOING TO GO SLOW TO GO FAST.

BUT WE DO HAVE A DATE. DON'T DON'T PLEASE DON'T INTERRUPT THE PRESENTATION. DON'T DO THAT.

WE DO HAVE A DATE OF WHEN PARENTS WILL BE MADE AWARE OF WHERE PROGRAMS, NOT JUST PROGRAMS, THEY'RE INDIVIDUAL CHILD OR CHILDREN'S PLACEMENTS WILL BE. AND THAT'S THE FIRST WEEK IN APRIL. AGAIN, BOARD IS NOT APPROVING OR SCHEDULED TO APPROVE UNTIL MARCH. AND SO THAT GIVES US A LITTLE LESS THAN A MONTH TO TURN THAT AROUND, WHICH IS TRANSPORTATION, BUILDING, MAKING SURE WE HAVE ROUTES AVAILABLE, MAKING SURE STAFFING IS DONE. SO WHEN YOU THINK ABOUT THE PLANNING PROCESS LESS THAN A MONTH TO TURN THAT AROUND TO PARENTS, I THINK IT'S PRETTY, PRETTY QUICK. WE'RE READY TO DO IT. AT THIS TIME. I'M GOING TO TURN IT BACK OVER TO MISS WILLIAMS. THANK YOU, DOCTOR JORDAN. I'LL CLOSE BY TALKING ABOUT THE NEXT STEPS WITH ELEMENTARY BOUNDARIES AND THEN GIVING YOU A PREVIEW ON OUR SECONDARY BOUNDARY WORK. SO AS YOU KNOW, RIGHT NOW WE'RE MOVING INTO FEBRUARY. AND SO WE'RE WORKING THROUGH THAT DATA, LOOKING AT THE FEEDBACK FROM THE COMMUNITY, LOOKING AT THE PROPOSED RECOMMENDATIONS TO DETERMINE IF THERE NEED TO BE ANY ADJUSTMENTS. AND THEN IN MARCH, THERE WILL BE A FINAL RECOMMENDATION FOR ELEMENTARY BOUNDARIES THAT COMES BEFORE THE BOARD FOR CONSIDERATION.

[03:40:03]

THOSE WERE THE KIND OF ITEMS THAT WERE ADDED AND CONSIDERED AS A PART OF THE FCI INTO, IN ORDER TO BRING THAT PARITY ACROSS ALL OF THOSE CAMPUSES. THIS ITERATION, AS WE MENTIONED, WAS ONLY LOOKING AT THE FACILITIES IN THE SYSTEMS, NOT LOOKING AT THE BALANCING OF ANY SORT OF EDUCATIONAL ADEQUACY, BECAUSE A LOT OF THAT HAD BEEN ALREADY COVERED IN 2021 ASSESSMENT. AND SO THIS WAS STRICTLY JUST LOOKING AT THE BUILDING SYSTEMS AND KIND OF INFRASTRUCTURE. DID THAT ANSWER YOUR QUESTION? YEAH, IT DID. AND JUST TO CLARIFY, SO IF ONE SCHOOL IN 2021 HAD AN X FCI SCORE AND NINE 2025, THE FCI SCORE LOOKS A LITTLE BIT WORSE.

IT'S BECAUSE IT MAY HAVE HAD A PROGRAM THAT WAS CONSIDERED IN THAT FCI SCORE IN 2021. YES.

AND POTENTIALLY AGAIN IN 2025, WE DIDN'T CONSIDER ANY PROGRAMING. THAT'S CORRECT.

OKAY. YEAH. THE LENS THAT WE WERE ASKED TO LOOK AT WAS STRICTLY JUST THE INFRASTRUCTURE. OKAY. THE CONDITIONS THAT ANSWERS MY QUESTION. THANK YOU. YOU'RE WELCOME. I HAD ANOTHER QUESTION. LET IT GO. AND JUST TO RECONFIRM, AND I THINK I DID HEAR YOU SAY THAT, MISS BROWN. SO THE NUMBER THAT WE'VE LISTED OR WE'VE PROVIDED TO THE COMMUNITY SAYING THIS IS EACH SCHOOL'S DESIGN CAPACITY, THAT NUMBER INCLUDES TAKE LIKE LIKE THAT NUMBER IS ADJUSTED FOR THE 95% AND THE 85%. YES. LIKE THAT'S THE NUMBER AFTER THE 9585. YES. YES, MA'AM. SO WE HAVE THE MAXIMUM INSTRUCTIONAL CAPACITY OR WHAT WE'VE BEEN CALLING DESIGN CAPACITY FOR EVERY CAMPUS. THAT IS NOT WHAT'S PUBLIC FACING. SO IF YOU GO ON TO OUR SITE AND LOOK AT ENROLLMENT, THE NUMBER THAT YOU ARE LOOKING AT FOR THE CAMPUS, I THINK THE FIRST ONE THAT'S LISTED HAS A DESIGN CAPACITY THAT'S LISTED OF 989 STUDENTS.

[03:45:02]

[03:50:02]

THEY'RE NOT IN I THINK COLUMN D WHERE THE DESIGN CAPACITY OR MAXIMUM INSTRUCTIONAL CAPACITY NOT MAXIMUM SORRY, MAXIMUM STUDENT ENROLLMENT IS THEY'RE NOT THERE. THERE'S A SEPARATE COLUMN TO THE FAR RIGHT THAT TALKS ABOUT THOSE PORTABLE BUILDINGS. WHEN YOU TALK ABOUT PORTABLE BUILDINGS BEING AT A CAMPUS, WHENEVER WE GET READY FOR THE NEXT SCHOOL YEAR, WE TYPICALLY BRING FORWARD TO YOU ALL THAT WE NEED TO MOVE PORTABLES AROUND. THAT'S A VERY EXPENSIVE THING TO DO. AND SO IF A CAMPUS IS NOT REALLY IN NEED OF A PORTABLE BECAUSE THEY ARE UNDERUTILIZED, THERE IS NO PLACE FOR US TO STORE PORTABLES IN THE DISTRICT. SO THAT PORTABLE WOULD STAY AT THE CAMPUS WHERE IT WAS LAST NEEDED. I WAS LOOKING AT ONE OF THE CAMPUSES JUST YESTERDAY WHO WE RECEIVED QUESTIONS ABOUT. WHY DOES THIS CAMPUS HAVE PORTABLES? AND IT LOOKS LIKE THEY ARE UNDERUTILIZED WHERE THOSE PORTABLES HAVE BEEN SITTING THERE, BECAUSE THERE'S NO NEED TO USE THEM AT THAT CAMPUS. BUT AS A FORMER ELEMENTARY SCHOOL PRINCIPAL, IF THERE IS A SPACE AT MY CAMPUS, I'M GOING TO FIND A WAY TO USE IT. I'M GOING TO MAXIMIZE EVERY SPACE. SO I CAN'T SAY THAT A PORTABLE IS THERE AND UNDERUTILIZED CAMPUS, AND IT'S NOT BEING USED BECAUSE THEY ARE. IF THEY'RE AT THE CAMPUS, THEY ARE USING THEM FOR A VARIETY OF THINGS. OTHER REASONS THAT PORTABLES ARE AT CAMPUS HAVE TO DO WITH WITH PROGRAMS. WHEN WE WERE LOOKING AT THIS INFORMATION, WE LOOKED AT A SPECIFIC PROGRAM FOR OUR OUR STUDENTS. WE HAVE A HEARING IMPAIRED STUDENT PROGRAM. AND SO IT WAS A A CONSCIOUS DECISION, EVEN THOUGH THAT CAMPUS LOOKS UNDERUTILIZED, WE WE DID NOT WANT STUDENTS OUTSIDE OF THE BUILDING. RIGHT. AND SO THAT CAMPUS HAS A FEW PORTABLES FOR THAT. SO IT VARIES ACROSS THE BOARD. BUT WE ARE ABLE TO PROVIDE A COMPREHENSIVE LIST EVEN TO HOW THOSE PORTABLES ARE BEING USED AT THAT CAMPUS. I CANNOT SPEAK TONIGHT ABOUT IF THERE WOULD BE A NEED FOR ANY PORTABLES, BECAUSE THERE ARE SO MANY FACTORS RELATED TO THAT, BUT I KNOW THAT, AS MISS WILLIAMS SHARED EARLIER, WE'RE LOOKING AT THE BACK WAS LOOKING AT THAT SWEET SPOT OF UTILIZATION AT A CAMPUS. AND SO IF WE'RE LOOKING AT THAT SWEET SPOT OF THAT 83 TO 87% THAT IS TALKING ABOUT THE ACTUAL BUILDING, IT'S THE BUILDING, THE CAPACITY, THE BUILDING ITSELF. SO THE NUMBER THAT WE'RE LOOKING ON, I'M ENVISIONING THE SPREADSHEET YOU'RE TALKING ABOUT, IT'S GOT THE PORTABLE OVER HERE IN THIS COLUMN. IT DOES NOT COUNT THE SPACE THERE. IT IS ONLY THIS THIS MAXIMUM INSTRUCTIONAL CAPACITY IS ONLY THERE. SO I STILL WOULD LIKE SOME CLARITY ABOUT THE PORTABLES BECAUSE I KNOW THERE ARE ENERGY INEFFICIENT AND THEY'RE JUST YOU KNOW, IT'S I WOULD RATHER HAVE OUR, YOU KNOW, WE WE ARE CHARGED BY THE STATE TO HAVE ARMED SECURITY GUARDS AND ALL OF OUR SCHOOLS. AND, YOU KNOW, THAT'S THAT'S A THAT'S A BIG TASK FOR AN ARMED SECURITY GUARD TO BE WITHIN THE LARGE SCHOOL AND MONITORING THE OUTSIDE PORTABLE BUILDING. SO THAT'S SOMETHING I'M I'M CONTINUING TO WANT THE OTHER ONE THAT I'M CONTINUING TO, TO LOOK FORWARD TO SEEING IS THE NUMBER OF STUDENTS SHIFTED FROM WALKERS TO BUS RIDERS. AND IF THAT HAS ALREADY BEEN GIVEN, I

[03:55:01]

I KNOW THAT I ASKED MISS TORSEN FOLLOWED UP, I THINK IT WAS IN DECEMBER. JUST I NEED TO BE CLEAR ABOUT THE ADEQUACY OF SUPPORT FOR KIDS IN SPECIAL PROGRAMS. AND I HEAR THAT WE'RE GOING TO BE GETTING MORE INFORMATION. I HEARD DOCTOR JORDAN TALK ABOUT THAT. AND SO CAN YOU REMIND ME WHEN WHEN WE WOULD GET THAT INFORMATION, THE BOARD OF WHEN WE WOULD KNOW FOR SCHOOL CLOSURES THAT ARE PROPOSED WHERE THOSE STUDENTS ARE GOING. SO WE AS AN ADMINISTRATION WILL REVIEW IN LATE JANUARY. SO NOW IN FEBRUARY, WITH THE GOAL OF SHARING IT WITH THE BOARD MID FEBRUARY, MARCH. AND SO YOU WOULD LET US I MEAN YOU WOULD DESCRIBE HOW MANY STUDENTS ARE IMPACTED WHERE THEY WILL GO. OKAY. YES, MA'AM. AND SO THAT, YOU KNOW, THAT'S IMPORTANT BECAUSE I REMEMBER MANY YEARS AGO WE HAD PRE-K THREE OUT IN SOME PORTABLE BUILDINGS, AND IT WASN'T AN ADEQUATE SPACE. AND I REMEMBER I THINK THAT WAS ABOUT THE SAME TIME WE STOPPED THE PRE-K THREE. AND I DON'T KNOW IF IT WAS BECAUSE WE DIDN'T HAVE ADEQUATE SPACE. BUT SPECIFIC KIDS NEED SPECIFIC SUPPORT. NOT ONLY THAT, THEY NEED VERY SPECIFIC STAFF AND YOU KNOW THAT. SO. SO WILL WE EXPECT THAT AT THE BOARD AGENDA REVIEW IN FEBRUARY OR NOT UNTIL THE LATTER PART? BECAUSE THAT'S COMING DOWN TO THE WIRE FOR ME.

SO WE WOULD FIRST PROVIDE IT IN A BOARD UPDATE SO THAT YOU COULD HAVE IT SOONER. AND THEN OUR PLAN WAS TO HAVE IT AT THE LAST MEETING IN FEBRUARY, BUT WE CAN GET YOU THE DRAFT INFORMATION BEFORE THEN. AND WILL THAT BE SOMETHING THAT WILL BE SHARED OUT TO THE PUBLIC IN THE MEETING? OKAY, OKAY. I'M SORRY. I'M SORRY. I DIDN'T HEAR THAT. OKAY. THANK YOU, DOCTOR JORDAN. THANK YOU. THANK YOU, MISS HANNAN. MISS HELLINGER, THANK YOU. I WANTED TO JUST BRIEFLY. THAT ON. IT'S ON NOW. GO AHEAD. OKAY. VERY GOOD. I WANTED TO JUST PIGGYBACK OFF. WHAT MISS. TRUSTEE HANNAH SHARED. ALL THE COMMENTS, ALL THE EMAILS, EVERYTHING THAT YOU ALL ARE SHARING PROVIDES US MORE CLARITY, GIVES US MORE INFORMATION TO ASK QUESTIONS. THIS PRESENTATION THAT YOU SEE TONIGHT IS NOT ONLY FROM WHAT YOU KNOW, THE QUESTIONS THAT YOU ALL HAVE HEARD, THAT YOU ALL PROVIDED THE DISTRICT, BUT IT WAS DIRECT COMMUNICATION WITH DOCTOR SMITH AND THE TEAM ON. HEY, WE NEED CLARITY ON THIS. AND WHAT YOU SEE TONIGHT IS THAT THAT RESPONSE TO THAT ASK FROM THIS FROM THIS BOARD.

SO I WANTED TO JUST SAY THANK YOU FOR PROVIDING THIS BECAUSE IT IT WAS CONFUSING TO ME AS WELL. I'M TRYING TO CATCH UP AS WELL. WHAT'S THE DIFFERENCE BETWEEN 2021 VERSUS 2025? THAT'S CONFUSING. SO I APPRECIATE YOU ALL PROVIDING THAT INFORMATION. A LOT OF THE QUESTIONS WE ASK, YOU KNOW, MISS HANNAH ASKED A LOT OF QUESTIONS THAT I WE ALL ASK IN SOME OF OUR BOUNDARY MEETINGS AROUND, WELL, HOW MANY PEOPLE ARE ARE WALKING, HOW MANY PEOPLE ARE NOW GETTING ON THE BUS? I MEAN, WE'VE EVEN SAID, WHY WOULD YOU DO THAT? THAT DOESN'T MAKE SENSE, YOU KNOW? SO I WANT YOU ALL TO I WANT TO BE CLEAR THAT THIS IS NOT SOMETHING THAT WE TAKE LIGHTLY AS A BOARD, AS A BOARD. WE'RE WE'RE TRYING TO DISSECT EVERYTHING. THIS IS A VERY HARD DECISION TO MAKE. THIS IS VERY HARD TO PROCESS. AND WE'RE DOING OUR BEST TO DO THAT WITH ALL THE INPUT THAT YOU ALL GIVE, EVERY EMAIL, EVERY EVERYTHING.

WE GET IT. I'M READING EVERY NOTE THAT'S HERE. SO I JUST WANTED TO SAY THAT I SO YOU ALL HAVE ASKED A LOT OF THE QUESTIONS THAT I HAD TONIGHT. I DO WANT TO ASK THIS ONE OTHER QUESTION AROUND CHANGE MANAGEMENT. WHAT IS KIND OF LIKE THE CHANGE MANAGEMENT CONSIDERATIONS THAT WILL BE UTILIZED AS WELL? IS THAT A CONSIDERATION? OKAY. SORRY THAT WAS OFF. DO YOU WANT THE PARTICULAR ITEMS THAT WE'RE LOOKING AT IN CHANGE MANAGEMENT.

[04:00:03]

MISS WAS VICKI. FIRST OF ALL, THANKS AGAIN. A LOT OF THE QUESTIONS THAT THE COMMUNITY AND THE BOARD THAT WE WERE ASKING WAS ANSWERED IN THIS PRESENTATION. SO I APPRECIATE THAT. THANK YOU TO MY FELLOW TRUSTEES, WHO WERE ASKING A LOT OF THE SAME QUESTIONS THAT I WAS PLANNING ON ASKING. AND BUT I JUST HAVE A COUPLE MORE. SO FOR THE PORTABLES AND I THINK, OH, I THINK ANGIE MAY HAVE ASKED THAT QUESTION, BUT HOW DOES AND CAN YOU AND JUST PLEASE I DON'T KNOW IF YOU CAN ANSWER IT TONIGHT AND I'M MAYBE I MISSED IT, BUT FOR THAT MAXIMUM STUDENT ENROLLMENT, HOW DOES THAT ADDRESS WHEN THE SCHOOLS THAT WE'RE LOOKING AT HAVE NO EMPTY CLASSROOMS BECAUSE THEY'RE USING THEM FOR OTHER PROGRAMS. DO YOU WANT TO ADDRESS OR DO YOU WANT ME TO? OKAY. WHEN WE'RE LOOKING AT A CAMPUS AND THE MAXIMUM STUDENT ENROLLMENT AT THAT CAMPUS, THERE'S ANOTHER LAYER BEYOND THAT THAT WE DIDN'T DELVE INTO TONIGHT. AND IT HAS TO DO SPECIFICALLY WITH THAT WITH WITH PROGRAMING AT A CAMPUS. SO THAT'S WHEN WE START USING THE TERM FUNCTIONAL CAPACITY. JUST INTERNALLY. YOU HEARD FROM ONE OF OUR STAKEHOLDERS TONIGHT THAT THE FUNCTIONAL CAPACITY OF A CAMPUS CHANGES ALL THE TIME.

THAT IS VERY, VERY TRUE. RIGHT. IF WE MAKE A DECISION TODAY TO ADD A SPECIFIC TYPE OF PROGRAM AT A CAMPUS, BECAUSE OF WE HAVE A CLASS SIZE RATIO IN THAT CLASS. AND SO NOW WE NEED TO ADD ANOTHER. THAT IN AND OF ITSELF WILL HAVE AN IMPACT ON THAT. SO THAT'S THE WAY WE'RE LOOKING AT THAT. IT'S NOT A ONE SIZE FITS ALL APPROACH. THAT CUSHION THAT WE HAVE, THE 85% AND 95% ON THE FRONT END TAKES INTO CONSIDERATION SOME OF THAT PROGRAM. BUT WE KNOW THAT EVERY CAMPUS IS UNIQUE AND WE HAVE TO LOOK AT THEM INDIVIDUALLY. SO AS A PART OF THE WORK THAT THAT COMMITTEE IS DOING, THE WORK THAT WE'RE DOING ON THE BACK END INTERNALLY, WE ARE WE ARE TAKING THOSE THINGS INTO CONSIDERATION. WHAT THAT DOES NOT INCLUDE IS IF I'VE MADE A ROOM THAT IS DESIGNATED TO BE A CLASSROOM OR CAN BE USED AS A CLASSROOM INTO SOMETHING ELSE, RIGHT? THE I DON'T KNOW, THE FLOWER GROWING OR ANYTHING, RIGHT? WE, WE, WE USE OUR, OUR SPACES. SO WE HAVE TO GO OUT AND WE LOOK TO SEE ARE WE UTILIZING THAT SPACE? SO IF YOU CAME TO MY CAMPUS WHEN I WAS A PRINCIPAL AND YOU SAID THAT MY MY CAMPUS WAS UNDERUTILIZED, I TOO WOULD SAY, NO, IT'S NOT BECAUSE I'M MAXIMIZING THE SPACE IN THERE TO THE GREATEST EXTENT POSSIBLE, BUT AM I AM USING IT FOR THE INSTRUCTIONAL PURPOSE FOR WHICH IT WAS INTENDED. SO, FOR EXAMPLE, IF I HAVE EVERY EVERY GRADE LEVEL HAS A PLANNING ROOM, THAT IS NOT THE DESIGN. THAT'S NOT WHAT THAT INSTRUCTIONAL SPACE WAS DESIGNED FOR. WE MAY HAVE A PLACE WHERE OUR TEACHERS ARE GOING TO PLAN, BUT WE MIGHT NOT HAVE 4 OR 5 DIFFERENT PLACES WHERE PLANNING IS OCCURRING. SO WE HAVE TO LOOK AT THE BUILDING TO SEE HOW THE SPACES ARE BEING USED. OKAY, I'LL LOOK FORWARD TO KNOWING MORE ABOUT THAT, BECAUSE I MIGHT HAVE SOME FOLLOW UP QUESTIONS ON THE LET'S CONNECT, WHERE IT SAID 366 RECEIVED WITH 362 CLOSED.

WHAT DOES THE CLOSED MEAN? BECAUSE I DOES THAT JUST MEAN THAT YOU GUYS HAVE THAT WILL COME OUT IN THE IN LIKE AN FAQ OR THEY'VE ACTUALLY BEEN ANSWERED. SO THERE'S SEVERAL WAYS THAT CLOSED SEVERAL WAYS THAT WE LOOK AT CLOSED. FIRST, IF IT'S ANONYMOUS, IT'S CLOSED BECAUSE THERE'S NO WAY TO RESPOND. OR IF A PERSON HAD THEIR NAME BUT NO CONTACT INFORMATION, THERE'S NO WAY TO RESPOND, IT WOULD BE CLOSED, AND THEN THAT INFORMATION WOULD BE TAKEN INTO THE PROCESS. AND IF AN FAQ NEEDED TO BE ADJUSTED, IT WOULD BE ADJUSTED. AND WE'RE TRACKING EVERY SINGLE COMMENT THAT COMES IN ANOTHER WAY THAT IT MIGHT BE CLOSED THROUGH THE BOUNDARIES IS THAT IT WAS A SPECIFIC DEPARTMENT QUESTION. FOR EXAMPLE, IF THERE'S A STAFFING QUESTION THAT MIGHT HAVE BEEN ROUTED OVER TO HR SO THAT HR COULD BE THE PERSON TO ANSWER THAT, OKAY. SO AT THIS TIME IT'S NOT THE 362 HAVE BEEN ANSWERED, BUT THEY'VE BEEN CLOSED. CORRECT. OKAY. SO AND THEN SO THAT'S ALL I HAVE ON THAT ONE. I JUST WANTED TO

[04:05:08]

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

[04:10:05]

THANK YOU. THANK YOU. APPRECIATE IT. THANK YOU, MISS TANIA. MR. SHOAFF. ALL RIGHT.

I'M GOING TO BE QUICK. THESE FOLKS HAVE BEEN HERE A LONG TIME AND PROBABLY WANT TO GET OUT OF HERE. BUT FIRST AND FOREMOST, YOU KNOW, THE MAJORITY OF MY VOTERS ARE OUTSIDE OF THE EDUCATION CIRCLES, AND I CANNOT FIND A CONSTITUENT WHO LIKES THIS. NO ONE ACROSS THE BOARD ANYWHERE AT ALL. AND I THINK THAT'S WHERE WE SEVERELY MISS THE MARK HERE. WE WE'RE NOT DOING WHAT OUR TAXPAYERS AND CONSTITUENTS WANT, AND THAT'S SOMETHING THAT WE NEED TO REEVALUATE. SO THANK YOU. MISS HILLIKER. I GOT SOME MORE QUESTIONS NOW BASED ON THAT COMMENT. I WAS GOING TO RESPOND. I THINK I HEARD I THINK MISS JORDAN SAY SOMETHING ABOUT MAKING SURE I DON'T KNOW WHO SAID IT. I'M SORRY IT'S LATE, I'M TIRED AND I HAVEN'T EATEN DINNER. IT'S PARITY. WE WANT TO MAKE SURE THAT WE HAVE PARITY ACROSS ALL OF OUR SCHOOLS. RIGHT. SO WE'RE NOT CLOSING SCHOOLS. YOU KNOW, IN MY IN MY OPINION, WE SHOULD BE PREPARING TO ENSURE WE HAVE PARITY ACROSS THE BOARD. AND I THINK WHEN I'M YOU KNOW, WE HAVEN'T GOTTEN TO WE HAVEN'T GOTTEN TO THE REBALANCING. BUT I THINK THERE'S ALSO INNOVATION THAT WE'LL BE LOOKING AT INNOVATIVE WAYS ON HOW WE. GET STUDENTS INTO THE SEATS AT THESE SCHOOLS. THAT'S WHAT I'M ASSUMING, JUST BASED ON MY PREVIOUS TERM ON THE BOARD, IS HOW WE LOOKED AT DIFFERENT THINGS. YOU KNOW, DOCTOR SMITH IS THERE CAN YOU ADDRESS THAT A LITTLE BIT? YES. OKAY. SO I BELIEVE ONE OF OUR PARENTS WHO SPOKE IN THE PUBLIC COMMENT ALLUDED TO SOMETHING THAT WE'VE DONE IN THE PAST. WE ARE LOOKING AT INNOVATIVE WAYS. WE JUST LIKE EVERYONE ELSE, WOULD PREFER NOT TO HAVE OUR SCHOOLS FULL. THAT'S IMPORTANT TO US.

AND SO WE ARE LOOKING AT WAYS TO ATTRACT FAMILIES INTO FORT BEND. WE ARE LOOKING AT WAYS FOR STUDENTS WHO OR FAMILIES WHO ARE IN FORT BEND TO BE ABLE TO ATTEND SCHOOLS THAT ARE UNDER UTILIZED. AND SO WE WILL BE BRINGING THAT INFORMATION TO THE BOARD IN THE NEXT MONTH. IN REGARDS TO HOW CAN WE USE SOME INNOVATIVE OPTIONS TO HELP WITH OUR ENROLLMENT AND TO HELP WITH SOME UTILIZATION OF CAMPUSES? THANK YOU. THANK YOU FOR THAT. SO THEN TO TRUSTEE SCHIFF'S STATEMENT, I MEAN, THIS IS PAINFUL, Y'ALL. I'M NOT GOING TO EVEN LIE. THIS IS PAINFUL TO COME HERE AND TO THINK ABOUT IT AND TO MAKE THESE DECISIONS, IT IS GUT WRENCHING, YOU KNOW.

PROBLEM THAT WE'RE TRYING TO SOLVE. AND, YOU KNOW, MAYBE I ASKED THE, YOU KNOW, LET'S MAYBE WE NEED TO RESTATE WHAT IS THE PROBLEM STATEMENT. MAKE SURE WE'RE CLEAR ON WHAT IS THE PROBLEM STATEMENT, MAKING SURE EVERYONE IS IS THERE. AND THEN KIND OF MAKE SURE EVERYONE IS CLEAR ON WHAT THAT IS AND WHY WE'RE DOING WHAT WE'RE DOING. THERE IS NO I DON'T WANT I DON'T WANT TO SAY THERE IS NOT A LET ME NOT SAY THAT. LET ME LET ME ASK THIS. WHY? HOW DO WE GET HERE? I'M GOING TO ASK THAT. HOW DO WE GET HERE? YEAH. STEPHANIE YOU CAN COME UP. BUT SO HERE'S HERE'S IN A NUTSHELL HOW WE GOT HERE. ONE. THERE WAS A TIME BEFORE 2020 WHEN THE DISTRICT WAS A FAST GROWTH DISTRICT. THAT TIME HAS GONE. AND SO WHAT WE ARE SEEING IN OUR DISTRICT NOW IS SIGNIFICANT STABILIZATION IN ENROLLMENT IN CERTAIN POCKETS OF OUR DISTRICT.

THE REASON WHY THAT IS IMPORTANT IS BECAUSE OBVIOUSLY WE HAVE A LOT OF SCHOOLS, WHAT WE SAY, A LOT OF SEATS AND NOT AS MANY STUDENTS TO FILL THOSE SEATS. WHEN A DISTRICT GETS IN THAT PLACE, YOU'VE GOT TO START LOOKING AT EFFICIENCY AND BALANCING ENROLLMENT AND BALANCING PROGRAMING. SO BECAUSE WE'VE HAD DECLINING ENROLLMENT AND THERE ARE A NUMBER OF FACTORS THAT ARE CONTRIBUTING TO THE DECLINING ENROLLMENT, ONE WOULD BE THE

[04:15:05]

AND THEN COMING UP REAL SOON AS WE START SCHOOL, THEY'LL HAVE AN OPTION TO USE AN EDUCATION VOUCHER TO GO SOMEWHERE ELSE. SO THOSE ARE VERY REAL THINGS THAT HAVE HAPPENED IN FORT BEND ISD AND IN MULTIPLE POCKETS, PRIMARILY IN THE CENTRAL AREA OF THE DISTRICT. WE'VE SEEN SIGNIFICANT DECLINE IN BIRTH RATES IN FAMILIES MOVING IN. AND SO THAT'S WHERE YOU'RE SEEING THIS HUGE NUMBER OF UNDERUTILIZED SCHOOLS. SO THAT IS RIGHT IN FRONT OF US. IT IS VERY REAL. AND THAT IS ONE OF THE MAIN DRIVERS THAT WE'RE HAVING TO HAVE THESE DISCUSSIONS. THE THE OTHER THING THAT I WOULD SAY THAT IS, I THINK IMPORTANT FOR US, WHEN YOU THINK ABOUT THE WHY FROM AN EFFICIENCY STANDPOINT AND A PROGRAMMATIC STANDPOINT, WE WANT TO MAKE SURE THAT WE PROVIDE EFFICIENT PROGRAM OPPORTUNITIES FOR OUR STUDENTS.

AND WHEN YOU HAVE A LOT OF SCHOOLS WITH A SMALL NUMBER OF STUDENTS IN IT, IT IS VERY DIFFICULT TO DO THAT IN A DISTRICT OUR SIZE, WITH A SIX LARGEST DISTRICT, OVER 80 PLUS SCHOOLS IN THE DISTRICT, AND SO YOU JUST CANNOT CONTINUE TO OPERATE IN THAT WAY. SO BECAUSE THAT IS OUR CURRENT REALITY, WE ARE HAVING TO MAKE THESE VERY DIFFICULT DECISIONS ABOUT WHAT IS THE PATHWAY MOVING FORWARD. BECAUSE THE ONE THING WE KNOW IS THERE IS NO DATA POINT AT THIS POINT THAT SAYS WE'RE GOING TO START SEEING A SPIKE IN AN INCREASE IN STUDENTS. ALL THE KEY DATA POINTS SAY THAT IS GOING TO CONTINUE TO DECLINE. SO WE ARE GOING TO HAVE TO MAKE THAT VERY DIFFICULT DECISIONS AS TO WHAT WE DO WITH THOSE TRENDING DATA POINTS THAT JUST ARE NOT FAVORABLE FOR US AS A DISTRICT. OKAY. WHAT HAPPENS IF WE DON'T DO THIS? IF WE DON'T DO THIS, WE CONTINUE OPERATING IN A LESS EFFICIENT MANNER. WE CONTINUE TO HAVE SCHOOLS THAT ARE UNDERUTILIZED, AND WE CONTINUE TO STAY IN THIS SPIN CYCLE OF WHERE WE ARE. WHAT ABOUT FINANCIALS? THAT ALSO IS A FACTOR. YOU KNOW, IT'S NOT THE MAIN DRIVING FACTOR, BUT IN TERMS OF OPERATING SCHOOLS THAT DON'T HAVE AN EFFICIENT NUMBER OF STUDENTS IN IT, THERE ARE HUGE FINANCIAL IMPLICATIONS FOR THAT. LAST QUESTION, I'LL SHUT UP. OH, SORRY. LET'S SAY WE CLOSE THREE SCHOOLS. I'M JUST NOT CALLING ANY SCHOOL. JUST THREE SCHOOL. THREE SCHOOL BUILDINGS. WHAT IS DO WE JUST SHUT EVERYTHING DOWN? DO WE, YOU KNOW, WHEN DO WE START SEEING, YOU KNOW, IS THERE MAINTENANCE STILL GOING ON WITH THOSE SCHOOLS? CAN YOU KIND OF SHARE THAT A LITTLE BIT LIKE WHAT'S THAT PROCESS? SURE. SO WHEN A SCHOOL CLOSES OR A SCHOOL THAT, YOU KNOW, WE CONSOLIDATE, THEN YES, THERE IS STILL GOING TO BE SOME OPERATIONAL COST ASSOCIATED WITH THOSE SCHOOLS BECAUSE YOU STILL HAVE TO KEEP THE SCHOOL, YOU HAVE TO KEEP THE AC RUNNING, YOU HAVE TO KEEP THE SCHOOL SAFE. YOU HAVE TO KEEP ALL THE INTERNAL MECHANISMS THAT MAKE UP THE SCHOOL. THEY HAVE TO CONTINUE TO BE MAINTAINED. SO.

SO YES, THOSE FUNCTIONS WILL STILL OCCUR. FOR NOW AND NOT FOREVER. BUT YOU KNOW, FOR A PERIOD OF TIME, AS WE WORK THROUGH THE PROCESS AND DEFINE WHAT OUR NEXT STEPS ARE. OKAY.

ALL RIGHT. THANK YOU. THANK YOU, MISS HELLINGER. SO A LOT. OKAY. LAST THIS LAST. SORRY. SO BASED ON WHAT YOU SAID, DOCTOR SMITH. SO I KNOW THE COMMUNITY'S BEEN HAS ASKED. SO WE ARE IF WE'RE CLOSING SCHOOLS DOWN AND WE'VE STILL GOT THESE OPERATIONAL COSTS, WHAT PERCENTAGE SAVINGS ARE WE LOOKING AT OR WE ESTIMATING THE FIRST YEAR, SECOND YEAR? BECAUSE IT'S NOT SOMETHING WE'RE GOING TO REALIZE IN THE FIRST YEAR, BUT THERE MUST BE SOME PERCENTAGE THAT WE'RE HOPING OR EXPECTING TO TO REALIZE IN THE FIRST YEAR VERSUS SECOND VERSUS THIRD.

YEAH. SO SO FIRST, I WANT TO SAY YOU ARE CORRECT. AT THE MOMENT WE CONSOLIDATE OR CLOSE THE SCHOOL, THERE'S NOT GOING TO BE A SIGNIFICANT SAVINGS. THAT SAVINGS WON'T HAPPEN OVER TIME. I WISH I COULD GIVE YOU A HARD DATE OF WHEN WE WOULD START TO REALIZE THOSE SAVINGS, BUT I'M REALLY NOT PREPARED TO DO THAT TONIGHT. WHAT I WOULD SAY, THOUGH, IS THAT AS WE ARE CONSOLIDATING THE SCHOOLS, LOOKING AT MULTIPLE OPTIONS THAT ARE AVAILABLE FOR US TO DO

[04:20:03]

MISS HAMMOND. SO ACTUALLY, I HAD THE THE QUESTION ON MY SHEET, AND I DIDN'T READ IT BECAUSE ONE OF THE QUESTIONS I HAD WRITTEN WAS. I DON'T KNOW WHERE I WROTE IT, BUT IT'S IT IT THE QUESTION WAS GIVEN. THAT THE 2025 FCI NUMBERS AND THE AMOUNT OF THE BOND FOR EACH OF THE SCHOOLS WHO HAVE BEEN PROPOSED FOR CLOSURE, HOW CLOSE OR DOES THAT GET THOSE SCHOOLS? TO AN INCREASED LEVEL IN THEIR FCI? DID THAT MAKE ANY SENSE? SO THE MONEY THAT THAT VOTERS VOTED ON IN 2023 FOR THOSE SEVEN SCHOOLS, WE KNOW SOME OF THEM, THE MONEY'S ALREADY BEEN SPENT. BUT DOES THAT GET THEM TO A AN INCREASED LEVEL OF DOES THAT RAISE THEIR FACILITIES INDEX? I APOLOGIZE. SO WHEN WE SAY RAISED THEIR THEIR FCI SCORE, IT DEPENDS ON EACH CAMPUS. SO WE HAVE LOWER I CAN'T REMEMBER WHICH WAY IT IT WOULD LOWER IT. IT WOULD MAKE THEIR SCORE LOWER POTENTIALLY DEPENDING ON WHAT THEY HAVE. SO ONE OF THE SCHOOLS I CAN THINK OF, DRINKING FOUNTAINS, THAT'S SOMETHING THAT IS IN THE PACKAGE FOR THEIR BOND.

DRINKING FOUNTAINS WOULD NOT HAVE A SIGNIFICANT IMPACT ON A SCORE, WHEREAS HVAC COULD POTENTIALLY HAVE A MORE SIGNIFICANT IMPACT. SO I WOULDN'T BE ABLE TO SAY EXACTLY WHAT THE SCORE WOULD BE. BUT MAJOR BUILDING SYSTEM WORK COULD POTENTIALLY WOULD POSITIVELY IMPACT BY MAKING THE SCORE GO DOWN. BUT IT MAY NOT BE BY HUGE DIVIDENDS. SO WHEN WHEN WE THINK ABOUT A BUILDING, OUR FACILITIES ARE CONTINUING TO AGE. AND SO THERE ARE CERTAIN THINGS WHEN WE'RE WHEN WE'RE EVEN IN, IN FOR A BOND. THAT'S WHY I ALWAYS WILL SAY, AND YOU'LL HEAR DOCTOR LONG ALWAYS SAY, THAT'S WHY REBUILDING IS YOU'RE ALWAYS YOU'RE, YOU'RE YOU'RE BUILDING BUILDINGS ALL THE TIME. EVEN IF YOU'RE NOT HAVING NEW CONSTRUCTION. WE'RE BUILDING BECAUSE OUR FACILITIES WILL CONTINUE TO AGE. AND SO CERTAIN THINGS IN THAT BUILDING THAT WE WON'T DIG UP AND REDO ALL THE PLUMBING IN A BUILDING, THAT SCHOOL THAT WOULD SIGNIFICANTLY IMPACT A SCHOOL AND MAKE IT GO A LOT LOWER, THOSE THINGS WOULDN'T HAPPEN. SO WITH THE SCHOOLS THAT WE'RE LOOKING AT AND SCHOOLS THAT ARE NOT IN THE DRAFT PLAN, THERE ARE SOME THINGS THAT COULD LOWER THAT SCORE, MAYBE NOT SIGNIFICANTLY, BUT SOME. AND THEN THERE ARE OTHER THINGS THAT WOULD NOT HAVE A HUGE IMPACT BECAUSE THEY ARE NOT MAJOR BUILDING SYSTEMS. OKAY. BUT BUT I'M GOING TO JUST USE YOUR WATER FOUNTAIN EXAMPLE.

THE WATER FOUNTAINS DO INCREASE THE EDUCATIONAL ADEQUACY. AND SO, YOU KNOW, TOILET STALLS THAT DON'T LOCK PROPERLY. AND SO NOBODY EVERYBODY USES ONLY ONE THAT WOULDN'T BE COUNTED IN A 2025, BUT IT WOULD HAVE PROBABLY BEEN COUNTED IN THE 2021. AND SO WE I THINK WE ALL KNOW THAT WE HAVE TO CONTINUE. WE I MEAN, BECAUSE A BUILDING BUILT IN 1970 7TH MAY BE IN BETTER SHAPE THAN I MEAN, LET'S USE CLEMENS, FOR EXAMPLE, THAT WAS BUILT IN WAS IT 81? AND NOW WE'RE DUMPING ALMOST 300 MILLION IN THAT. AND SO WE HAVE TO CONTINUE TO USE THE MONEY.

SO I STILL GO BACK TO THIS QUESTION BECAUSE I WOULD REALLY LIKE TO KNOW, BECAUSE WE KNOW THAT WE CAN'T USE BOND MONEY FOR MAINTENANCE AND OPERATIONS. SO THAT'S JUST A SEPARATE POOL OF MONEY ALL TOGETHER. BUT I REALLY WOULD LIKE TO KNOW IS HOW CLOSE, HOW MUCH DOES THIS LOWER THE FCI FOR THOSE SCHOOLS THAT HAVE BEEN PROPOSED? BECAUSE BECAUSE I DO THINK, YOU

[04:25:03]

YES, MA'AM. AND I ALSO WANT TO SAY, YOU KNOW, WE DID HAVE A LOT OF QUESTIONS AROUND FCI, AND WE HAD A LOT OF QUESTIONS AROUND TERMINOLOGY, AND I IN PARTICULAR HAD QUESTIONS AROUND TERMINOLOGY, BECAUSE I HAD I ACTUALLY HAD THE BENEFIT OF SERVING ON THE TE FACILITY STANDARDS COMMITTEE. SO WAY BACK WHEN I, I WAS PART OF THE GROUP THAT HELPED DEVELOP THOSE STANDARDS. AND FORT BEND ISD HAD ALREADY DONE THEIR LONG RANGE FACILITY MASTER PLAN. WE HAD ALREADY DEVELOPED SPECS, SO WE WERE KIND OF BACK THEN ON THE FOREFRONT OF DOING A LOT OF THAT WORK WHEN A LOT OF OTHER DISTRICTS WEREN'T DOING IT. AND SO WE GAVE SOME INPUT ONTO SOME INTO SOME REAL WORLD CHALLENGES AND TO SOME REAL WORLD THINGS. SO SINCE TE DID CHANGE SOME OF THAT TERMINOLOGY, I, YOU KNOW, I APPRECIATE YOU GUYS AT LEAST CLARIFYING THAT. AND LET'S MAKE SURE THAT AND I ALSO APPRECIATE YOU SAYING THAT YOU'RE GOING TO MAKE SURE THAT ALL THE DOCUMENTS ON THE WEBSITE, ANYTHING ELSE THAT GOES OUT, BECAUSE OTHERWISE WE'RE NOT COMMUNICATING WITH EACH OTHER AND WE'RE NOT COMMUNICATING WITH THE COMMUNITY. AND IT MAKES IT REALLY CHALLENGING. AND, YOU KNOW, WE ARE OUR TRUSTEES WHO ARE OUT IN THE COMMUNITY AND WHO GET A LOT OF QUESTIONS. AND SO IT'S REALLY IMPORTANT THAT WE UNDERSTAND WHAT YOU GUYS ARE SAYING OR REFERRING TO, SO THAT WE ARE GIVING ACCURATE INFORMATION.

AND, YOU KNOW, TO THAT END, SOME OF THE OTHER TRUSTEES MENTIONED THIS TONIGHT. I MEAN, WE WE ARE READING EVERY SINGLE EMAIL. I'M READING EVERY SINGLE EMAIL. I RESPOND TO A LOT OF EMAILS. I TRY TO I TRY TO GIVE THE MOST ACCURATE INFORMATION THAT THAT I CAN GIVE. AND I DON'T WANT IT TO BE CLEAR AS MUD. I WANT IT TO BE CLEAR, AS CLEAR. I WANT IT TO BE TRANSPARENT. AND THAT IS WHAT WE'RE DRIVING AT. I SAY THIS ALL THE TIME. I REALLY FEEL LIKE THIS IS THE WORST PART OF THIS JOB. IT IS THE WORST PART OF THIS JOB BECAUSE IT'S EMOTIONAL FOR FAMILIES, IT'S EMOTIONAL FOR STAFF. IT'S ALSO EMOTIONAL FOR US. SO I HAD THE UNENVIABLE POSITION OF REZONING MY OWN DAUGHTER YEARS AGO. I DIDN'T LIKE IT. I DIDN'T WANT TO DO IT, AND IT WAS EMOTIONAL FOR ME. BUT I VOTED TO DO IT BECAUSE I, I DID MY VERY BEST TO DIG INTO THE DATA AND THE NUMBERS AND TRY TO DO WHAT WAS OVERALL, YOU KNOW, BEST FOR ALL THE KIDS AS MUCH AS I POSSIBLY COULD. SO I WANT THE COMMUNITY TO AT LEAST HEAR ME SAY THAT WE ARE GIVING THIS MORE THOUGHT, MORE TIME, MORE CONSIDERATION. THAN YOU COULD POSSIBLY IMAGINE.

I LOSE SLEEP OVER IT, HONESTLY, BECAUSE I'M CONSTANTLY THINKING OF, YOU KNOW, THE IMPACT THAT IT'S GOING TO HAVE. AND DO I REALLY WANT TO DO THAT? AND I'VE, I PERSONALLY HAVE NEVER VOTED TO CLOSE A SCHOOL. I KNOW THERE ARE TRUSTEES UP HERE WHO HAVE HAD TO DO THAT, AND IT IS

[04:30:03]

AND SO THAT'S ALL I WOULD ASK WITH THAT, I, I DON'T HAVE ANYTHING FURTHER, ANY QUESTIONS, BUT I LOOK FORWARD TO THE, THE THINGS THAT ARE GOING TO COME TO US IN OUR UPDATES. AND I LOOK FORWARD TO REVIEWING THE FEEDBACK IN DETAIL. SO THANK YOU GUYS FOR THAT. AND THANK

[9. Consent Agenda]

MAY I HAVE A MOTION? MISS TYSON, DO I NEED TO INCLUDE THE ITEM THAT YOU'VE REMOVED WHEN I MAKE MY MOTION? I THINK SINCE I REMOVED IT FROM THE AGENDA, IT'S NO LONGER PART OF THE CONSENT AGENDA. IS THAT RIGHT, MR. BRUSH? YEAH. OKAY. THANK YOU VERY MUCH. OKAY. I MOVE THAT WE APPROVE THE CONSENT AGENDA AS WRITTEN WITH THE EXCLUSION OF 9H2 AND 9H6.

SECOND, I HAVE A MOTION BY MISS HANNAN AND A SECOND BY MISS HELLINGER. DO WE HAVE DISCUSSION, MISS TANYA? I'M SORRY. HEARING NONE. PLEASE VOTE.

[9.H.2. Construction Services Agreement for Willowridge HS Renovations (BP030): Consideration and approval of a Construction Services Agreement with Prime Contractors for Willowridge HS Renovations, for a not-to-exceed amount of $15,411,000, and authorization for the Superintendent to negotiate and execute or terminate the agreements.]

ALRIGHT. MAY I HAVE A MOTION FOR 9H2? I MOVE TO APPROVE 9H2 AS WRITTEN. I SECOND, WE HAVE A MOTION BY MISS HANNAN AND A SECOND BY MISS HELLINGER. DO WE HAVE DISCUSSION? MR. YES, I DO.

SO I WANTED TO GO BACK TO WHAT I WAS SAYING EARLIER WAS CURRENTLY, AS WE'RE AT ABOUT 85% AT THE HIGH SCHOOL LEVEL, BUT IN THE NEXT 2 TO 4 YEARS UNDER SLIDE, THEY HAD SAID THEY'RE THEY'RE EXPECTING OR PROJECTING THAT WE WOULD DO A HIGH SCHOOL CONSOLIDATION OF 1 TO 2 HIGH SCHOOLS. SO SIMILARLY, LIKE WHEN WE PROJECT AN INCREASE, WE START PLANNING A COUPLE OF YEARS, YOU KNOW, A WAY TO START BUILDING SCHOOLS. AND SO WHEN WE'RE PROJECTING A DECLINE, WHICH WE KNOW THE NUMBERS ARE SHOWING A DECLINE, WE SHOULD I I'D LIKE TO UNDERSTAND WHAT IS OUR PLAN TO WORK TOWARDS THAT? BECAUSE IF WE LEARN SOMETHING FROM BOND 2023 WAS ES 55, HAD IT BEEN BUILT, WE WOULD BE TALKING ABOUT ONE ONE MORE YET ELEMENTARY SCHOOL NUMBER EIGHT. THAT WOULD BE LIKE WE'D BE LOOKING AT CONSOLIDATING. SO FOR THAT REASON, I THINK I STRUGGLE WITH, YOU KNOW, WITHOUT HAVING COMPLETE FACTS AND MAKING THE RECOMMENDATION OF NOT CLOSING HIGH SCHOOLS BECAUSE WE HAVE ON THE BOND MONEY AND WE'VE GOT A VOTE HERE AS WELL THAT WE'RE TALKING ABOUT, WHERE WE'RE ASKING TO SPEND $15 MILLION ON THE HIGH SCHOOL WITHOUT HAVING REBALANCED. SO, I MEAN, AND I DON'T KNOW WHAT THE OUTCOME WILL BE AFTER WE DO THIS REBALANCE. BUT I DO KNOW FROM MYSELF IT IS DIFFICULT FOR ME TO ACCEPT AN OUTCOME EVEN BEFORE STARTING THE PROCESS.

AND RIGHT NOW, I DON'T FEEL LIKE I HAVE ALL THE FACTS TO COME TO THAT SAME CONCLUSION.

[04:35:04]

AND IN LOOKING AND DIGGING IN SINCE I'VE BEEN HERE, THERE HAS NOT BEEN A LOT OF WORK THAT HAS BEEN DONE, ESPECIALLY TO THOSE MAJOR BUILDINGS SYSTEMS AT WILLOWRIDGE. AND AS IT RELATES TO THE EDUCATION SPECIFICATIONS THAT I SPOKE TO YOU ALL ABOUT EARLIER, THE THE PLAN INTERNALLY FOR FORT BEND ISD, THEY WE STARTED TO UPDATE HIGH SCHOOLS AND THEIR FINE ARTS FACILITIES AT EACH HIGH SCHOOL BACK IN WITH 2018 BOND FUNDS. RIGHT. AT THAT TIME, WE DIDN'T HAVE THE CURRENT EDUCATIONAL SPECIFICATIONS THAT WE HAVE NOW. WE WERE WORKING UNDER A DIFFERENT SET OF EDUCATIONAL SPECIFICATIONS. SO IN THE 2023 BOND, PART OF THOSE BOND DOLLARS ARE TO BRING THINGS UP TO THE VERY STANDARD THAT OUR BOARD VOTED ON AS IT RELATES TO EDUCATIONAL SPECIFICATIONS AT CAMPUSES ACROSS THE DISTRICT, SPECIFICALLY THE HIGH SCHOOL.

AND SO IN 2018, WE DID START WITH WORK. AND I WANT TO TELL YOU WHAT THOSE CAMPUSES WERE AS IT RELATES TO TO FINE ARTS. I'M GOING TO SPECIFICALLY GO THERE WITH THE FINE ARTS. WE'RE AT AUSTIN HIGH SCHOOL, DULLES HIGH SCHOOL, KEMPNER HIGH SCHOOL, ELKINS HIGH SCHOOL. THOSE WERE THE FIRST FOUR CAMPUSES THAT RECEIVED UPDATES RELATED TO FINE ARTS IN THE 2023 BOND. WE HAVE CAMPUSES. THERE WERE FOUR THAT WERE INCLUDED IN WHAT WAS DISCUSSED WITH OUR COMMUNITY AS IT RELATES TO THE 2023 BOND AND FINE ARTS, THE WAY THESE WERE PACKAGED WERE BY INDIVIDUAL CAMPUS. I DO WANT YOU TO KNOW THAT AS WELL. AND SO ON. TWO OF THE HIGH SCHOOLS, YOU'VE GOT THREE. YOU'VE TAKEN ACTION IN OCTOBER, WE BROUGHT TO YOU A RECOMMENDATION TO ALIGN WITH THE DEFICIT, TO ALIGN THE SCOPE OF WORK AT HIGHTOWER HIGH SCHOOL WITH THE BUDGET. SO IN THAT INSTANCE, HIGHTOWER HIGH SCHOOL HAD A BUDGET THAT WAS VOTED ON IN JUNE OF 2023. ONE OF THE THINGS THAT WAS LISTED AT THAT SCHOOL WAS A FINE ARTS ADDITION, AND WE'VE HAD CONVERSATIONS ABOUT THAT, AND I KNOW IT WAS PRIOR TO YOUR TIME OF BEING ON THE BOARD, BUT THERE WAS NO BUDGET ASSOCIATED WITH THAT. AND SO AT THAT TIME, OUR RECOMMENDATION TO ADMINISTRATION WAS TO ALIGN THE SCOPE OF THAT WORK WITH, WITH WITH THE FUNDING THAT WAS AVAILABLE, HOWEVER, AT TWO OTHER CAMPUSES THAT ALSO HAVE FINE ARTS ADDITIONS FOR THIS YEAR, MARSHALL HIGH SCHOOL AND BUSH HIGH SCHOOL, THEY WERE ALSO A PART OF THE 2023 BOND PROGRAM, BRINGING THOSE CAMPUSES UP TO EDUCATION SPECIFICATIONS THAT WERE ADOPTED IN 2022. AND THAT WORK HAS STARTED. SO AT MARSHALL, WE'RE ABOUT 50% COMPLETE. AND THEN AT BUSH HIGH SCHOOL, WE'RE ABOUT 25% COMPLETE AS IT RELATES TO TO FINE ARTS. SO I WANTED TO START THERE SO THAT YOU WOULD HAVE THAT INFORMATION AND THEN DETAIL OUT FOR YOU WHAT IS SCHEDULED TO HAPPEN AT WILLOW RIDGE. SO YES, IT IS OVER $15 MILLION THAT WE'RE REQUESTING AS IT RELATES TO THIS BID PACKAGE, BID PACKAGE 22, AND THAT WILLOW RIDGE HIGH SCHOOL, THAT INCLUDES MULTIPLE THINGS. THE FIRST THING THAT'S LISTED THERE IS A FINE ARTS ADDITION. AND SO WE WOULD BE CONSTRUCTING A NEW SINGLE STORY ADDITION AT THAT CAMPUS CAMPUS THAT WOULD BE RIGHT ADJACENT TO THE HIGH SCHOOL. THERE ARE ALSO ADDITIONAL RENOVATIONS TO EXISTING FINE ARTS SPACES. AND SO YOU HEARD DOCTOR JORDAN TALK ABOUT PROGRAMING AND PARITY ACROSS THE DISTRICT. AND SO ONE OF THE THINGS THAT ARE IMPORTANT WITH OUR EDUCATIONAL SPECIFICATION IS THAT IT'S EXACTLY WHAT WE'RE TRYING TO DO. WE WANT STUDENTS ACROSS THE

[04:40:02]

AND SO THE PRICE IS IT IS A BIG A BIG PRICE TAG AT WILLOW RIDGE. BUT I WANT YOU TO BE AWARE THAT THAT INCLUDES FOUR CHILLERS. THE OTHER LAST THING THAT IS LISTED IN THE PACKAGE IS ELEVATION. MODERN MODERNIZATION AT WILLOW RIDGE HIGH SCHOOL. WE'VE HAD ELEVATOR WORK DONE AT OTHER PLACES ACROSS THE DISTRICT. WE HAVE NO RECORD THAT THE THE INITIAL ELEVATORS THAT WERE PLACED IN WILLOW RIDGE HAVE EVER BEEN REPLACED. RIGHT. AND SO WHEN I LOOK AT THIS CAMPUS AND LOOK AT THE LOOK AT THE WORK THAT IS LISTED HERE IN VISITING THAT CAMPUS AND SEEING THE NEEDS THAT THAT CAMPUS, THE WORK THAT WE'VE DONE ALREADY IN THE PARKING LOT, THE PARKING LOT AT THAT CAMPUS WAS HORRENDOUS. AND I KNOW THAT WAS ONE OF THE FIRST THINGS THAT DOCTOR SMITH TOOK CARE OF WHEN WE GOT HERE IS WE'VE GOT TO FIX THAT. I GOT MY FIRST FLAT HERE AT WILLOW RIDGE BECAUSE WE DIDN'T WE HAD NOT INVESTED. OUR STUDENTS WERE GOING TO THAT PARKING LOT AND NOT BEING ABLE TO PARK THEIR VEHICLES THERE. AND SO YES, WE DON'T KNOW WHAT THE FUTURE HOLDS, BUT WHAT WE DO KNOW IS THAT THE STUDENTS IN THAT BUILDING DESERVE TO HAVE A BUILDING THAT HAS PROPER HVAC, THAT HAS THE ACCESSIBILITY TO ELEVATORS AND ALL THE OTHER THINGS THAT ARE LISTED IN THIS PACKAGE. AND SO THERE ARE SOME PACKAGES I LOOK AT WHERE THERE ARE OTHER THINGS DRINKING, THE DRINKING FOUNTAINS, OTHER THINGS. WHEN I LOOK AT THIS CAMPUS IN PARTICULAR, THERE ARE SOME HIGH NEEDS THAT ARE THAT ARE HERE. AND SO I'D SAY THAT ABOUT WILLOW RIDGE. I WILL LET YOU KNOW AS IT RELATES TO FINE ARTS, WHEN WE HAD TO TAKE HIGHTOWER FINE ARTS EDITION OFF, I THINK IT WAS TRUSTEE HANNAN THAT ASKED US SOME QUESTIONS ABOUT THAT, BECAUSE WE WANT TO MAKE SURE THAT STUDENTS ACROSS THE DISTRICT HAVE HAVE ACCESS. THERE ARE ONLY TWO HIGH SCHOOLS THAT WOULD BE LEFT AFTER THE ADDITIONS AT IN IN THIS BID PACKAGE AND ALL THE OTHER FINE ARTS ADDITIONS IN BOND BOND 2023, THERE WOULD BE TWO LEFT BECAUSE THE OTHER HIGH SCHOOLS ARE NEW AND SO THEY ARE THE GOLD STANDARD. WE ARE REBUILDING CLEMENTS CURRENTLY AND THEY WILL HAVE STATE OF THE ART EVERYTHING AS IT RELATES TO FINE ARTS. AND WE ALSO BUILT CRAWFORD HIGH SCHOOL AND CRAWFORD HIGH SCHOOL ALREADY MEETS OUR, OUR, OUR STANDARD. AND SO FOR THOSE REASONS, IT IS THE ADMINISTRATION'S RECOMMENDATION THAT WE MOVE FORWARD WITH THE CSP FOR WILLOW RIDGE HIGH SCHOOL IN THE AMOUNT AS LISTED. THANK YOU. MISS. THE OTHER THING, TRUSTEES, THAT I WANT YOU TO BE MINDFUL OF IS YOU MAY BE THINKING, WELL, WHAT WOULD HAPPEN IF WE DIDN'T MOVE FORWARD WITH THIS PACKAGE? AND SO I WANT YOU TO KEEP THIS IN YOUR THE FOREFRONT OF YOUR THOUGHTS. SO WE WOULD HAVE TO GO THROUGH THE BIDDING PROCESS. WE'D HAVE TO THAT WOULD BE

[04:45:05]

[04:50:03]

YES. AND I ALWAYS HAVE THE GREATEST RESPECT FOR ALL MY BOARD MEMBERS THAT THAT SHARE THEIR OPINION. AND SO I, I JUST I WANT TO SHARE A LITTLE BIT OF AN OPPOSITE OPINION, BECAUSE I'VE BEEN ON THIS BOARD FOR A LONG TIME, AND THE FINANCIAL DECISIONS KEEP ME UP AT NIGHT BECAUSE I KNOW THEY IMPACT OUR KIDS. RIGHT. AND THEY AND THEN BUT THEY'RE THEY'RE LONG TERM INTO THE FUTURE TOO. AND I'M LIKE, IS THIS DECISION GOING TO BE HARD FOR THE PERSON THAT COMES AFTER ME? BUT WHEN WE THINK ABOUT CRITICAL SYSTEMS, IN MY OPINION, IT'S NOT JUST THE CHILLER AND IT'S NOT JUST THE ELEVATOR, BECAUSE OUR EXTRACURRICULAR PROGRAMS ARE WHAT GET MANY OF OUR KIDS INTO THE BUILDING AND THEY PROMOTE ATTENDANCE FOR US, WHICH ALSO IN TURN HELPS US WITH OUR FUNDING. AND SO I THINK THAT, YOU KNOW, I ATTEND, I GO SEE THINGS IN THE BLACK BOXES. I'M NOT JUST SITTING IN THE AUDITORIUM. I'M SEEING, YOU KNOW, I'VE SEEN THE WOW FACTOR OF THE DANCE ROOM AT CRAWFORD. SO OUR FINE ARTS PROGRAM AND OUR ATHLETICS PROGRAM, WHETHER IT'S VISUAL OR PERFORMING ARTS, WE HAVE TO INVEST IN THOSE BECAUSE THAT'S WHAT GETS THAT'S WHAT GETS PEOPLE HERE. AND I WAS AT A PROGRAM AT DULLES HIGH SCHOOL NOT TOO LONG AGO, AND AN ALUMNI WAS SITTING, AND HE WAS, I THINK, MAYBE A SOPHOMORE, AND HE WAS AT HOWARD AND HE WAS A FORMER HE WAS ONE OF OUR FORMER DRAMA STUDENTS. AND SO THAT THAT'S THE WHY. THAT'S THE WHY. IT'S IMPORTANT. I UNDERSTAND HOW HARD THIS IS FISCALLY TO TO SAY, DO WE DO WE DO WE CONTINUE TO PUT MONEY? YEAH. BECAUSE I DON'T CARE WHAT YOUR ZIP CODE IS BECAUSE YOU DESERVE IT. IT GOES BACK TO WHAT MR. TURNBULL SAID. THOSE KIDS DESERVE PARITY FOR THEIR PROGRAMING. JUST. AND I DON'T CARE WHAT HIGH SCHOOL WHAT WHICH WHICH OF THE 12. SO THANK YOU FOR SHARING THAT. IT WAS MORE THAN JUST FINE ARTS. I AM GOING TO ADD AND I THOUGHT I SENT THIS TO YOU, BUT I DIDN'T BECAUSE I GOT ONLINE JUST TO LOOK BECAUSE I KNOW YOU KNOW THAT HIGH TOWER ONES STILL REALLY HARD FOR ME TO SWALLOW. BECAUSE IT'S IMPORTANT. BECAUSE THEIR BLACK BOX IS NOT GREAT. Y'ALL GO GO CHECK IT OUT. THEY DO GREAT WORK IN THE BOX WITH WHAT THEY HAVE, BUT IT'S NOT GREAT. AND SO I'M HOPING AT SOME POINT WE CAN LOOP BACK AND GET THEM THEIR ADDITION. BUT THE ISSUE I HAD IS IN THE NAME OF TRANSPARENCY AND CLARITY.

WHEN YOU LOOK AT THE ON OUR DASHBOARD, THE, THE, THE INFORMATION WE USE TO PUBLICIZE, HERE'S WHAT YOUR COMMUNITY IS GOING TO GET IN THE BOND. FOR INSTANCE, HIGHTOWER CLEARLY SAYS FINE ARTS ADDITION. OKAY. AND SO WHEN YOU LOOK AT WILLOWRIDGE, IT SAYS FINE ARTS RENOVATION. OKAY, THOSE ARE ON THE PUBLIC PR THINGS, BUT THEY'RE STILL THERE EVEN THOUGH IT'S GONE. BUT THEN YOU LOOK AT OUR DASHBOARD AND YOU LOOK AT THE FINANCIAL PIECE. SO THE PUBLIC PIECE CLEARLY SAYS TURF, ATHLETICS, ATHLETIC FACILITIES. YOU HAVE A BREAKDOWN, WATER FOUNTAINS. AND I DON'T WANT EVERYTHING. BUT I THINK BECAUSE OF THIS FINE ARTS THING IS IT'S BIG. OUR FINE ARTS IS AS BIG AS OUR ATHLETIC PROGRAMS, MAYBE EVEN BIGGER. I'M GOING TO REQUEST FROM DOCTOR SMITH THIS I'M NOT I'M NOT TRYING TO GET INTO MANAGEMENT, BUT MY JOB IS TO BUILD PUBLIC TRUST. NOT JUST NOT JUST GOVERNANCE INSTEAD OF VISION. SO IN OUR DASHBOARD, I THINK IT NEEDS TO BE CLEAR HOW MUCH OF THOSE FUNDS THAT WE COMMITTED AND WE SOLD IN THE PR PIECES. IT SHOULD BE SPELLED OUT IN THE BOND DASHBOARD AS WELL. SO THAT'S AN ASK I HAVE, BECAUSE I WAS GETTING IN THERE TO SEE, WELL, HOW MUCH, HOW MUCH IS GOING TO FINE ARTS, BUT

[04:55:01]

SO I REALLY ASK THAT YOU DO THAT TO HELP THE BOARD AND HELP ANYBODY GETTING ON THAT WHERE THAT MONEY IS GOING TO AND THAT, YOU KNOW, I KNOW YOU'RE GOING TO I CAN'T EVEN THINK OF THE SAYING BECAUSE IT'S SO LATE, BUT WE'RE GOING TO WE'RE GOING TO DO SOME MAGIC, I KNOW, AND THERE'S GOING TO BE SOME MAGIC HAPPEN FOR HIGHTOWER DOWN THE ROAD. BUT THANK YOU VERY MUCH.

THANK YOU, MISS HAMMOND. DOCTOR GILLIAM, THANK YOU. I HEARD IT. IS IT CRITICAL TALKING ABOUT WILLOWRIDGE? IS IT IS IT CRITICAL? I THINK IT IS CRITICAL. WHEN I HEAR A SUPERINTENDENT SAY THAT THERE IS MONEY THAT WE CAN USE IN ORDER FOR WILLOWRIDGE TO AT LEAST HAVE SOMETHING THAT THEY HAVE THAT WE 20, 23. IS THAT WHAT I'M HEARING? AND IT'S 20? WHAT, 2026? AND IT WAS WHEN WHAT WHAT WAS THE FIRST ONE 2023. WHAT ARE WE WAITING I DON'T UNDERSTAND, I DON'T UNDERSTAND. THESE ARE IT. IT'S A WONDERFUL SCHOOL. I ACTUALLY WAS ABLE TO TEACH THERE FOR TEN YEARS. STARTED IN 1989. OOPS. I'M SAYING MY HOW OLD I AM. BUT IT IT'S TIME FOR US TO DO THIS. I WON'T SAY A WHOLE LOT OTHER THAN. AND I HATE WHEN I HEAR, WELL, THESE KIDS SHOULD HAVE THIS OR THOSE KIDS. WE ARE FORT BEND ISD, ALL OF OUR CHILDREN, ALL OF OUR STUDENTS. IT'S NOT A MATTER THIS. THIS SCHOOL NEEDS THIS OR THAT SCHOOL. WE YOU KNOW, AND IT'S HARD IN LISTENING. I ABSOLUTELY LOVE FORT BEND ISD, I REALLY DO. I HATE SOME OF THE THINGS THAT HAPPEN. IT'S SORT OF LIKE, YOU KNOW, WE HAVE THIS BIG FAMILY AND WILLOWRIDGE IS PART OF OUR FAMILY AND WE NEED TO STEP UP AND WE NEED TO MAKE IT HAPPEN.

THERE REALLY SHOULDN'T BE A WHOLE LOT OF CONVERSATION GOING ON BECAUSE ANYONE, I MEAN, AND, AND WITH WITH THE PARENTS THAT ARE HERE AND, AND JUST THINKING ABOUT WHAT'S GOING ON WITH THE ELEMENTARIES, IT HURTS. IT'S LIKE, WHAT DO WE AND I UNDERSTAND WE'RE ALL WE'RE ALL PART OF THE FAMILY. IT'S TIME FOR US TO DO WHAT WE NEED TO DO AND GET WILLOWRIDGE RIGHT. I HAVE NOTHING ELSE TO SAY. THANK YOU. THANK YOU, DOCTOR GILLIAM. MISS TANIA, I JUST WANT TO BE CLEAR. THIS IS NOT ABOUT A ZIP CODE. IT'S NOT ABOUT A SCHOOL. IT'S NOT ABOUT THIS SCHOOL OR THAT SCHOOL. I MEAN, THIS IS A MY RESPONSE WOULD BE THE SAME. WHICHEVER FOR ANY HIGH SCHOOL UNTIL THE REBALANCE HAPPENS. IT'S NOT ABOUT THIS OR THAT. I MEAN, WHEN I LOOK AT IT, 30% OF OUR HIGH SCHOOLS, FOUR OUT OF 12 ARE UNDER 70% CAPACITY. AND ALL OF THOSE FOUR ARE C'S OR DDS. SO THERE IS A CORRELATION TO CAPACITY TO RATING AS WELL. I MEAN, I WOULD LIKE TO SEE STUDENTS IN THOSE SCHOOLS. I'D LIKE US TO DO THAT. AND REALLY, WHEN WE'RE SPENDING MONEY ON ANY HIGH SCHOOL THAT'S NON-CRITICAL, I'M GOING TO STRUGGLE WITH THAT. I MEAN, I'M GOING TO BE AN ABSTENTION. I'M GOING TO ABSTAIN ON IT. IT DOESN'T MATTER IF IT'S THIS SCHOOL OR THAT SCHOOL MAKES NO DIFFERENCE TO ME. TO ME, IT'S ABOUT BEING FINANCIALLY PRUDENT.

AND THAT'S WHERE I'M AT. THANK YOU, MR. HONEA. SO MY PERSPECTIVE. SO I APPRECIATE ALL THE COMMENTS TONIGHT. AND I TOO APPRECIATE HEARING EVERY PERSPECTIVE. AND I CAN'T SAY THAT I DON'T HAVE PAUSE OR DIDN'T HAVE PAUSE OR QUESTIONS ABOUT THIS BID PACKAGE BECAUSE WE HAVE SOME BOUNDARY PLANNING COMING UP. BUT THE THE COUPLE THINGS THAT I'LL SAY ABOUT IT IS, NUMBER ONE, IT'S IT'S NOT ALWAYS ABOUT THE NUMBERS. SOMETIMES, AS I THINK ONE OF OUR PARENTS SAID TONIGHT, SOMETIMES WE HAVE TO STEP OUT OF THE SPREADSHEET OR STEP OUT OF THE BALANCE SHEET, OR STEP OUT AND DO, YOU KNOW, DO WHAT'S BEST FOR THE KIDS WHO ARE THERE.

AND THIS IS WHAT'S BEST FOR THE KIDS WHO ARE THERE. SO THAT'S ONE PERSPECTIVE THAT I HAVE.

ANOTHER PERSPECTIVE IS THAT IF WE ARE LOOKING JUST AT THE FINANCES, AND ESPECIALLY IF WE ARE NOT GOING TO BE CLOSING ANY HIGH SCHOOLS, THIS IS GOING TO DETRIMENTALLY IMPACT US DOWN THE LINE. IF WE DON'T VOTE FOR THIS NOW, WE ARE ALREADY WE ALREADY HAD TO MAKE TERRIBLY

[05:00:07]

SO FINANCIALLY SPEAKING, I THINK WE HAVE TO TAKE THAT INTO CONSIDERATION. I ALSO THINK, FINANCIALLY SPEAKING, I AGREE THAT, YOU KNOW, I HAD FINE ARTS KIDS AND FINE ARTS IS WHAT GOT THEM UP IN THE MORNING. IT'S WHAT GOT THEM. YOU KNOW WHY THEY WERE MADE GOOD GRADES.

IT'S WHY. AND AND IT'S EVEN MORE SO FOR SOME, YOU KNOW, FOR FOR OTHER KIDS OUT THERE THAT DON'T HAVE A LOT ELSE GOING ON. AND SO I THINK WE HAVE TO BE MINDFUL OF THAT. AND FINALLY, I'LL JUST SAY THAT, YOU KNOW, THIS JOB CAN BE REALLY, REALLY HARD BECAUSE SOMETIMES WE HAVE TO PUT THE CART BEFORE THE HORSE AND OR THAT'S WHAT IT FEELS LIKE WE'RE DOING. AND WE AND IT DOESN'T. IT'S NOT ALWAYS COMFORTABLE AND IT DOESN'T ALWAYS FEEL GOOD, BUT WE HAVE TO BALANCE ALL THE FACTORS AND FIGURE OUT WHERE WE LAND ON THAT AND WHAT'S, YOU KNOW, PERSONALLY AND WHAT'S MOST IMPORTANT TO US OR WHAT WHAT THINGS IMPACT US, OUR DECISION MAKING THE MOST. AND FOR ME, THE BALANCE IN THIS, WHILE I WOULD PREFER TO HAVE ALL THE BOUNDARY PLANNING DONE BY NOW, WE ARE FACED WITH DECISIONS FOR THE FOR A BOND THAT WAS HERE WHEN SOME OF US GOT. MOST OF US GOT HERE AND BOUNDARY PLANNING. THAT HAS TO BE DONE AND IT HAS TO BE DONE NOW. SO WHEN I LOOK AT THE BALANCE OF THOSE, I COME DOWN ON THE SIDE OF, I THINK WE NEED TO MOVE FORWARD WITH THIS AND WE NEED TO, YOU KNOW, DO WHAT OUR KIDS NEED. AND THEN I THINK IT ALSO IS FISCALLY RESPONSIBLE TO DO IT FROM MY PERSPECTIVE. SO WITH WITH THAT BEING SAID, AND THANKS EVERYONE FOR YOUR INPUT. LET'S PLEASE VOTE. MOTION PASSES FIVE FOR,

[9.H.6. Budget Amendment Regarding Use of 2023 Bond Security Contingency Funds: Consideration and approval for use of 2023 Bond Safety and Security Contingency as proposed by Administration.]

BUT OKAY. OKAY. YEAH, I'M I'M FOR IT. I'M I'M FOR IT. JUST, YOU KNOW, REACH OUT TO THE REACH OUT TO THE SHERIFF AND THE COUNTY OEM. THEY DO HAVE A SURPLUS OF STUFF THAT THEY'RE GETTING RID OF RIGHT NOW TO EXPLORE THAT JUST, YOU KNOW. ALL RIGHT. THANK YOU CHIEF. YES, SIR. THANK YOU. PLEASE VOTE. MOTION PASSES UNANIMOUSLY BEFORE WE CONVENE IN CLOSED

[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]

[05:05:04]

[13.A. Request for Exemption Personal Services Contract: Consideration and approval of the Personal Services Contract Exception Request and the attached contract, pursuant to Texas Education Code § 11.006 to permit Jared Berry, Assistant Director of Fine Arts, to perform personal services for Humble ISD, Katy ISD, Comal ISD, and Boling ISD as stated in the written contract.]

[13.B. Curriculum & Literacy Audit: Consideration and approval of the TASA-CMSi Literacy & Curriculum Audits.]

PLEASE VOTE. MOTION PASSES UNANIMOUSLY. OKAY. MAKE THIS QUICK, DOCTOR SMITH. I'LL FOCUS

[14. Future Meeting Discussion]