Feb 23, 2026 Board Meeting

THANK YOU. THANK YOU SERGEANT. THE TIME IS 6:16 P.M.

[00:00:04]

AND NOTICE OF THIS MEETING HAS BEEN POSTED ONLINE AND AT THE FORT BEND ISD ADMINISTRATION BUILDING FOR AT LEAST THREE BUSINESS DAYS.

IF EVERYONE WILL PLEASE RISE FOR THE PLAYING OF THE NATIONAL ANTHEM PERFORMED BY THE HIGHTOWER HIGH SCHOOL BAND ENSEMBLE, AND REMAIN STANDING FOR A MOMENT OF SILENCE.

PLEASE REMAIN STANDING FOR A MOMENT OF SILENCE.

YOU MAY BE SEATED IF THE TRUSTEES AND THE SUPERINTENDENT WILL PLEASE JOIN ME IN FRONT OF THE DAIS FOR RECOGNITIONS.

[4. Recognitions]

THIS NIGHT, WE'LL START OUR RECOGNITIONS BY THANKING THIS EVENING'S NATIONAL ANTHEM.

PERFORMERS. THE HIGHTOWER HIGH SCHOOL BAND ENSEMBLE, LED BY BAND DIRECTORS RYAN CLIFT AND AGATHA RAWLEY.

PLEASE GIVE THEM A ROUND OF APPLAUSE.

THANK YOU. THANK YOU.

ALL THE WAY DOWN.

OUR FIRST RECOGNITION GOES TO CROCKETT MIDDLE SCHOOL.

THEIR ORCHESTRA WAS SELECTED TO PERFORM AT THE TEXAS MUSIC EDUCATORS ASSOCIATION CONVENTION.

THIS ORCHESTRA PROGRAM WAS. THEY WERE THE ONE MIDDLE SCHOOL GROUP TO BE SPOTLIGHTED AT THE EVENT.

HERE TO RECEIVE THE RECOGNITION ARE STUDENT LEADERS BROOKLYN JOSEPH AND LINH NGUYEN, ALONG WITH THEIR DIRECTORS,

[00:05:01]

123. ONE TONIGHT, WE RECOGNIZE EIGHT FORT BEND ISD TEACHERS WHO RECEIVED THEIR NATIONAL BOARD CERTIFICATION AS PART OF THE TEACHER INCENTIVE ALLOTMENT PROGRAM, CREATED BY THE TEXAS LEGISLATURE AS A PATHWAY FOR TOP TEACHERS TO EARN SIX FIGURE SALARIES AND HELP ATTRACT AND RETAIN HIGHLY EFFECTIVE TEACHERS. WE GIVE A SPECIAL THANK YOU TO THE ORGANIZATIONAL DEVELOPMENT TEAM AND COLLABORATION WITH ACADEMIC AFFAIRS AND CAMPUS PRINCIPALS FOR THEIR SUPPORT AS THESE TEACHERS PURSUED THE TIA PROGRAM.

WE'LL BE SPLITTING THIS INTO TWO GROUPS TO MAKE ROOM FOR BOTH THE RECIPIENT AND THEIR PRINCIPALS IF THEY CARE TO JOIN.

AND FIRST UP, WE HAVE DONGMYEONG MIDDLE SCHOOL CHILDHOOD GENERALIST CERTIFICATION AT COLONY METALS ELEMENTARY.

MONIQUE MCKAY EARLY CHILDHOOD GENERALIST CERTIFICATION AT PECAN GROVE ELEMENTARY.

UMADEVI VISWANATHAN, A MATHEMATICS EARLY ADOLESCENCE AT SCHIFF ELEMENTARY AND NOT PRESENT.

TODAY WE HAVE AARON TORRES, EARLY CHILDHOOD GENERALIST CERTIFICATION AT SCHIFF ELEMENTARY.

NATALIE. THANK YOU. VERY GOOD. THANK YOU. THANK YOU.

VERY GOOD. WE CAN GIVE A BIG ROUND OF APPLAUSE FOR THIS FIRST GROUP OF TIA RECIPIENTS.

1234112.

OUR NEXT GROUP OF NATIONAL BOARD CERTIFICATION TEACHERS INCLUDE NATALIE SYLVESTER ENGLISH AS A NEW LANGUAGE EARLY ADOLESCENCE THROUGH YOUNG ADULTHOOD CERTIFICATION AT DULLES HIGH SCHOOL. BRADLEY COOK, SOCIAL STUDIES, ADOLESCENCE AND YOUNG ADULTHOOD CERTIFICATION AT CRAWFORD HIGH SCHOOL JULIANA DODSON, ELA ADOLESCENCE AND YOUNG ADULTHOOD CERTIFICATION AT WILLOWRIDGE HIGH SCHOOL.

AND ANDREA SINGLETON. CAREER AND TECHNICAL EDUCATION.

EARLY ADOLESCENCE AT HIGHTOWER HIGH SCHOOL. GIVE THEM A BIG ROUND OF APPLAUSE.

WELL. NO.

IT'S NOT THAT. OKAY.

HOLD ON. THERE WE GO. THANK YOU.

AND LAST BUT DEFINITELY NOT LEAST, PRINCIPAL JENNIFER PETROU FROM FIRST COLONY MIDDLE SCHOOL RECEIVED THE 2026 BRAVO AWARD AT THE TEXAS COUNCIL OF WOMEN SCHOOL EXECUTIVES.

COUNCIL. THE BRAVO AWARD IS PRESENTED TO MISS PETROU FOR HER EXEMPLARY PRACTICE, INNOVATIVE PROGRAMS AND INITIATIVES THAT PROMOTE COMMUNITY AND PARENTAL INVOLVEMENT AT HER CAMPUS.

LET'S CONGRATULATE MISS PETROU.

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AT THIS TIME, WE'LL WELCOME IN OUR PUBLIC SPEAKERS.

OKAY IS EVERYBODY ELSE IS STILL GETTING IN. I'M GOING TO GO AHEAD AND PROCEED.

NEXT UP ON OUR AGENDA IS OUR PUBLIC COMMENT. THE BOARD WELCOMES THE COMMENTS FROM OUR PUBLIC.

[5. Public Comment]

OUR FIRST THREE SPEAKERS WILL BE ROBERT THORNTON, NICOLE MURPHREE, AND SHU RAO, IF YOU THREE WILL COME TO THE FRONT.

LOOKS LIKE WE ONLY HAVE ONE HERE. SO OUR NEXT THREE WILL BE MONIQUE CLARK.

GEE VARGHESE AND MOLLY BAKER. SO YOU THREE CAN COME UP AS WELL.

SO FIRST IS ROBERT THORNTON. YOU CAN GO AHEAD.

YOU HAVE ONE MINUTE AND SHE'LL LET YOU KNOW WHEN 15 SECONDS ARE REMAINING. GO AHEAD.

HELLO, BOARD MEMBERS. BASED ON PROJECTIONS AND NUMBERS PRESENTED AT THE LAST BOARD MEETING, IT LOOKS LIKE WE HAVE A REVENUE ISSUE, NOT AN EXPENSE ISSUE. SO CLOSING OUR SCHOOLS WILL SAVE EXPENSES BY 0.7%. IT'S NOT GOING TO FIX THE FINANCIAL PROBLEM YOU'RE TRYING TO SOLVE.

YOU'RE GOING TO LOSE STUDENTS IN THE PROCESS. AND THE REVENUE LOSS IS ACTUALLY GOING TO OFFSET YOUR COST REDUCTIONS. SO WE NEED TO INCREASE OUR REVENUES. TWO WAYS TO DO THIS.

ONE, LET'S BRING BACK THE OPEN TRANSFER PROGRAM THAT I MENTIONED IN A PRIOR BOARD MEETING THAT WE HAD BACK AROUND 2012.

LET'S WORK TO FILL OUR SCHOOLS INSTEAD OF CLOSING THEM.

YOUR PROJECTIONS ASSUME THAT WE'RE GOING TO LOSE KIDS TO OTHER ALTERNATIVES. INSTEAD OF DOING THIS, ASSUMING THIS AND JUST GIVING UP, LET'S PUT SOME REAL EFFORT TOWARDS KEEPING FORT BEND KIDS IN FORT BEND ISD. WE HAVE GREAT SCHOOLS THAT ARE SUPPOSEDLY HAVE CAPACITY.

USE THAT CAPACITY. THAT'S AN ASSET, NOT A LIABILITY.

IT WORKED BACK IN 2012. FOR EVERY 100 STUDENTS THAT YOU BRING BACK, YOU INCREASE YOUR REVENUES BY $1 MILLION A YEAR.

EXPAND PRE-K, AS YOU HEARD BEFORE. THIS WILL HELP A LOT.

ALSO, TO INCREASE REVENUES, YOU MIGHT NEED TO RAISE TAXES A LITTLE BIT. I'D RATHER PAY A LITTLE MORE TAX THAN TO SEE THIS PLAN GET PUT IN PLACE BASED UPON BAD DATA.

THANK YOU. THANK YOU. NEXT IS MONIQUE CLARK. WHY DOES A PBK DETAILED FCI NOT MATCH WITH BOND WORK AT ELEMENTARY SCHOOLS? BOND. BOB TEMPLETON WITH ZONDA HAS SAID THAT TARGET UTILIZATION RATE SHOULD BE BETWEEN 83 AND 87%.

TO SUPPORT ENROLLMENT SURGES AND ENABLE OPTIMAL LEARNING, THE CLOSURE OF SUGAR MILL WILL CAUSE TRAFFIC TO BE AT 98%.

LAKEVIEW 89 AND BARRINGTON PLACE 72%. BARRINGTON ALREADY HAS CLOSE TO 100 STUDENTS THAT HAVE TO PASS OVER HAZARDOUS ROADS DEFINED BY THE DISTRICT THAT WERE MOVED FROM SUGAR MILL.

WHY ARE WE NOW ADDING 229 MORE STUDENTS TO THAT SAME PATH WITH THESE POSSIBLE CLOSURES? WHY ARE THERE STILL UNDERUTILIZED SCHOOLS? MEADOWS 79% BARRINGTON PLACE 72%.

QUAIL VALLEY 66, COLONY MEADOWS 73, CORNERSTONE 74 165% IN AREAS THAT ARE ALREADY BUILT OUT.

WILL THERE BE A SECOND ROUND OF ELEMENTARY CLOSURES? WHY HAS THE DISTRICT NOT RELEASED THAT DON'T WORK FROM THE SPEC? PLEASE SHOW ALL THE STAKEHOLDERS THE SCENARIOS, ALONG WITH HOW MANY KIDS CURRENTLY AT EACH SCHOOL WALK AND USE BUSSES FOR TRUE TRANSPARENCY. THIS NEEDS TO HAPPEN. THANK YOU. SAVE OUR SPARK AND I HAVE HANDOUTS FOR YOU.

THANK YOU. NEXT IS LEE JI VARGHESE. WELL, I BET YOU CAN GUESS BY THE COLOR OF MY SHIRT THAT I'M HERE TO TALK ABOUT AUSTIN PARKWAY TODAY, A SCHOOL THAT'S CONSISTENTLY RUNNING SCORES HIGHER THAN THE DISTRICT AND STATE WITH A READING SCORE OF 71% AS OPPOSED TO 55.

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A DESIRABLE SPED AREA WHERE SPECIAL NEEDS KIDS OF OTHER SCHOOLS COULD EASILY FIT INTO, AS WELL AS A WELL-KEPT BUILDING.

BUT HOW WOULD YOU KNOW? YOU HAVEN'T SEEN IT, SO COME ON, GIRL SCOUTS WILL BE THERE.

WE CAN HAVE COOKIES. WE'LL DO A WHOLE THING. DON'T MAKE A HASTY DECISION ABOUT A PLACE YOU HAVEN'T LAID YOUR EYES ON.

WE HAVE TEACHERS THAT DELIVER RESULTS BECAUSE OF THE INDIVIDUALIZED ATTENTION AND IDEAL RATIO.

I GUARANTEE IT WILL BE CHEAPER TO MAINTAIN US THAN TO TRY TO BUILD US AGAIN WHEN THE TIME COMES, AND YOU WON'T BUILD US AGAIN. YOU SAID IN OUR LAST MEETING THAT OUR KIDS WOULD ADJUST AND EVENTUALLY BE FINE.

OUR KIDS DON'T NEED ANY MORE RESILIENCE IN THIS WORLD. 15 SECONDS.

BRICKS ARE HARD TO DO THIS RIGHT? SO, HEY, DON'T DO THIS. WHAT ARE WE ISD? OH, LET'S SAVE AUSTIN PARKWAY. THANK YOU, THANK YOU.

OUR NEXT THREE SPEAKERS WILL BE AMANDA BROCK, CHARLOTTE BROCK, AND STACIE KIERNAN.

IF YOU'LL COME UP NEXT, MOLLY BAKER. GO AHEAD.

HI, ALL. WE TELL OUR KIDS THAT IF THEY WORK HARD, IT PAYS OFF AT SUGARMILL.

THAT HAPPENED. TEACHERS WORKED HARD, STAFF WORKED HARD, STUDENTS WORKED HARD.

THEY EARNED AN A, AND NOW OUR SCHOOL IS ON THE CLOSURE LIST.

SO TONIGHT, AS YOU GUYS ALL CONSIDER THE FINAL BOUNDARY PLAN, I ASK YOU TO PAUSE AND ASK ONE QUESTION.

WHY THIS SCHOOL? SHOW US THE DATA THAT SAYS CLOSURE IS NECESSARY.

SHOW US CLEARLY WHERE WE ARE FAILING. SHOW US THE NUMBERS THAT MAKE IT UNAVOIDABLE.

YOU'VE ALSO SAID THERE ARE PLANS FOR EVERY TEACHER, AND I HOPE THAT'S TRUE.

BUT IF THOSE PLANS DON'T WORK AND WE LOSE STRONG EDUCATORS IN THE MIDDLE OF A STATEWIDE TEACHER SHORTAGE, THAT LOSS WON'T STOP HERE. IT AFFECTS THE ENTIRE DISTRICT.

SO IF I LEAVE YOU WITH ONE THING TONIGHT, IT'S THIS.

IF THIS IS THE RIGHT DECISION. 15 SECONDS. THE EVIDENCE SHOULD BE SO CLEAR THAT EVEN THOSE WHO LOVE OUR SCHOOL CAN SEE IT.

THANK YOU. THANK YOU. NEXT IS AMANDA BROCK. I'M HERE TODAY TO ASK YOU FOR TWO THINGS.

FIRST, DO NOT LUMP ALL SEVEN SCHOOLS TOGETHER.

AND WHEN YOU MAKE A DECISION, CONSIDER EACH SCHOOL INDIVIDUALLY.

SECOND, TAKE A PAUSE ON CLOSING AUSTIN PARKWAY AND REEVALUATE THIS DECISION.

YOU WILL SPEND MORE MONEY ON BUSSES AND PORTABLES. SETTLERS WAY IS CURRENTLY USING PORTABLES, AND THIS PLAN IS GOING TO INCREASE UTILIZATION BY 6%.

YOU HAVE SAID IN PREVIOUS MEETINGS YOU DON'T KNOW THE COST SAVINGS THESE CLOSURES WILL HAVE, OR IT'S BEEN STATED, COST SAVINGS WILL BE LESS THAN 1% OF THE TOTAL DEFICIT.

CHILDREN AT 34 CAMPUSES ARE BEING AFFECTED FOR MINIMAL SAVINGS.

THERE WILL BE KIDS THAT LIVE ON SETTLERS WAY BOULEVARD THAT WILL HAVE TO DRIVE TO ANOTHER SCHOOL, AND STUDENTS THAT PREVIOUSLY WALKED TO SCHOOL THAT WILL HAVE TO FIGURE OUT HOW TO SAFELY GET TO SETTLERS WAY. YOU ARE TAKING WALKABILITY AWAY FROM STUDENTS AND TIME AWAY FROM FAMILIES.

CHOOSE TO THINK OUTSIDE THE BOX FOR ALTERNATIVE SOLUTIONS. CONSIDER STRATEGIC BOUNDARY ADJUSTMENTS, NOT CLOSURES. OPEN ENROLLMENT SECONDS AUSTIN PARKWAY WAS NAMED AN HONORABLE SCHOOL. STUDENT SCORES ARE AT OR ABOVE STATE OR DISTRICT LEVELS.

TEACHERS CHOSE TO TEACH AND STAY AT AUSTIN PARKWAY THEIR WHOLE CAREER.

DON'T TAKE WALKABILITY AND COMMUNITY AWAY FROM OUR KIDS.

SAVE AP. THANK YOU. NEXT IS CHARLOTTE BROCK.

MY NAME IS CHARLOTTE NIAGARA AUSTIN PARKWAY. I LIVE BY AP AND WALKED HOME FROM SCHOOL EVERY DAY.

BECAUSE I LIVE SO CLOSE TO AP, MY PARENTS CAN DO A LOT OF THINGS AT MY SCHOOL.

THEY GET TO COME TO SCHOOL PARTIES, BUT AND MY DAD GETS TO VOLUNTEER HELP SET UP.

MY PARENTS GET TO EAT LUNCH WITH ME. MY PARENTS CAN COME TO FIELD DAY AND APEX FUNDRAISERS MUSIC SHOWS.

I'M ABLE TO DO A ROBOTICS CLUB AND MY SISTER'S GOING TO DO A COOKING CLASS AFTER SCHOOL, A KIDS HEART CHALLENGE, AND EVERY YEAR THE HIGH SCHOOL KIDS COME BACK TO WALK THE HALLS.

CLOSING IT WILL MAKE ME FEEL UNSAFE, SAD, NOT EXCITED TO GO TO SCHOOL, AND UNHAPPY.

IF I GO TO A NEW SCHOOL, I'LL MISS ALL MY TEACHERS.

SAVE AP 15 SECONDS. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE ADELINE KIERNAN, MADISON CULLEN AND LIAM CULLEN. NEXT IS STACIE KIERNAN, BOARD MEMBERS.

I EMAILED YOU AND SUBMITTED A DETAILED REPORT FOR YOUR REVIEW, BUT HERE'S WHAT YOU NEED TO KNOW IN ONE MINUTE.

YOUR OWN CFO SAYS CLOSING SEVEN SCHOOLS SAVES 5 TO $7 MILLION A YEAR ON A $900 MILLION BUDGET.

THAT'S LESS THAN ONE PENNY FOR EVERY DOLLAR YOU SPEND.

AND IT WON'T CLOSE THE DEFICIT. BUT HERE'S WHAT IT WILL COST YOU.

FAMILIES WILL LEAVE. EVERY FAMILY YOU PUSH OUT TAKES $10,000 IN STATE FUNDING WITH THEM.

AND IF JUST 10% OF THESE AFFECTED FAMILIES LEAVE, YOU'VE WIPED OUT THE SAVINGS ENTIRELY AND YOU CAN'T GET THEM BACK.

PROPERTY VALUES DECLINE WHEN NEIGHBORHOOD SCHOOLS CLOSE.

THAT SHRINKS YOUR TAX BASE AND DEEPENS THE DEFICIT YOU'RE TRYING TO SOLVE.

THIS PLAN SAVES ALMOST NOTHING, WAS DEVELOPED TOO FAST, AND WILL TRIGGER LOSSES THAT MAKE THE PROBLEM WORSE.

ALTERNATIVES EXIST. ADMINISTRATIVE CONSOLIDATION.

IT AUDITS ENERGY REBIDDING THAT MATCH THESE SAVINGS WITHOUT DESTROYING A SINGLE COMMUNITY.

MY REPORT HAS THE DATA. I'M ASKING YOU TO PLEASE READ IT BEFORE YOU VOTE.

THANK YOU. THANK YOU. NEXT IS ADELINE. CAROLYN.

[00:20:12]

AUSTIN PARKWAY IS WHERE I'VE BEEN AT FOR FIVE YEARS. IT'S MY SCHOOL. I STARTED MY GIRL SCOUT TROOP HERE. THIS IS WHERE MY FRIENDS AND TEACHERS ARE. IT ALSO FEELS UNFAIR TO SAY ENROLLMENT IS LOW WHEN MORE THAN 200 KIDS WERE MOVED TO BUTCHER, EVEN THOUGH TONS WANTED TO STAY, YOU WERE THE ONES WHO FORCED THEM TO LEAVE. AUSTIN PARKWAY IS IN GREAT CONDITION.

WE HAVE A NEW NURSE'S OFFICE, A NEW PAVILION, A RENOVATED FRONT OFFICE, AND KITCHEN UPDATES.

SO PLEASE, I INSIST YOU VISIT AUSTIN PARKWAY AND SEE FOR YOURSELF BEFORE MAKING THIS DECISION.

THANK YOU. NEXT IS MADISON COLON. MY NAME IS MADISON COLON AND I'M IN MY. MY NAME IS MADISON COLON. AND AM I IN FOURTH GRADE AT AUSTIN PARKWAY ELEMENTARY? WHEN YOU GET. WHEN I GET OUT OF THE CAR EACH MORNING, THE PERSON ON CAR DUTY KNOWS MY NAME.

MY TEACHERS KNOW WHEN I'M CONFUSED OR NOT FEELING MY BEST.

MY FRIENDS AND I LOVE TO PLAY TOGETHER AT RECESS.

IF YOU CLOSE DOWN MY SCHOOL, YOU ARE NOT JUST CLOSING DOWN A BUILDING, YOU ARE BREAKING UP A FAMILY. I HAVE HEARD GROWN UPS SAY IT'S ABOUT NUMBERS AND BUDGETS. I AM LEARNING ABOUT MATH TOO. NUMBERS ARE IMPORTANT, BUT WE ARE FIVE.

WE ARE NOT JUST NUMBERS ON PAPER. WE ARE 527 KIDS WITH A FAVORITE BOOK, BEST FRIEND AND TEACHER WHO HELPS US BELIEVE WE ARE SMART.

IF WE GET SENT TO LARGER SCHOOLS WITH A NEW PRINCIPAL, WILL KNOW OUR NAME.

IF WE FEEL WILL WE FEEL AT HOME WITH A NEW GROUP OF STUDENTS AND STAFF WE ARE NOT FAMILIAR WITH? STUDIES SHOW THAT KIDS DO BETTER IN SMALLER SCHOOLS, 15 SECONDS WHERE THEY FEEL SAFE AND KNOW WHEN STUDENTS ARE JUST FEEL LOGICAL AND CONNECTED. MORE THAN NOT, JUST FEELING LOGIC.

WE MAY BE SMALL, BUT OUR VOICES MATTER AND AUSTIN PARKWAY MATTERS TO US.

THANK YOU. OUR NEXT THREE SPEAKERS WILL BE HOLLY CULLEN, MEGAN BOSWELL, AND NICOLE HOLECEK.

NEXT IS LIAM CULLEN. GO AHEAD. MY NAME IS LIAM CULLEN AND I'M 11 YEARS OLD.

I AM A STUDENT AT AUSTIN PARKWAY ELEMENTARY IN THE ABC PROGRAM.

I HAVE AUTISM AND THE SCHOOL CAN BE HARD FOR ME SOMETIMES, BUT AT AUSTIN PARKWAY I FEEL SAFE, UNDERSTOOD, AND ABLE TO LEARN. MY TEACHER, MISS DAVIS, AND MY HELPER, MR. NIKKI HAVE. WE HAVE HELPED ME GROW UP A LOT. THEY DON'T JUST TEACH ME MATH AND READING.

THEY TEACH ME HOW TO BE INDEPENDENT AND BELIEVE IN MYSELF.

THEY LET ME HELP OTHER KIDS AND THAT MAKES ME FEEL IMPORTANT AND HAPPY.

15 SECONDS AUSTIN PARKWAY IS NOT JUST A BUILDING, IT IS A PLACE WHERE KIDS ARE LIKE ME, CAN SEE ARE SECURED. AND IT HAS BEEN A PART OF THIS COMMUNITY FOR A LONG TIME.

AND HELP US, HELP US. MANY FAMILIES CLOSING MY SCHOOL WOULD TAKE AWAY THE PLACE WHERE KIDS LIKE ME BELONG. PLEASE KEEP US IN TIME. THANK YOU.

NEXT IS HOLLY CULLEN. THAT'S MY BABY. SAFETY MUST REMAIN A TOP PRIORITY IN ANY BOUNDARY OR CLOSURE DISCUSSION.

NEIGHBORHOOD SCHOOLS REDUCE TRAFFIC CONGESTION AND ALLOW CHILDREN TO TRAVEL SHORTER, MORE MANAGEABLE ROUTES.

IF CONSOLIDATION INCREASES, THE NEED FOR YOUNG STUDENTS TO CROSS MAJOR INTERSECTIONS OR RELY HEAVILY ON TRANSPORTATION, THOSE RISKS MUST BE CAREFULLY EVALUATED. WALKABILITY IS NOT SIMPLY A CONVENIENCE, IT IS A SAFETY FACTOR IN A COMMUNITY ASSET.

PRESERVING SAFE ROUTES TO SCHOOL SUPPORTS FAMILIES, REDUCES STRAIN ON INFRASTRUCTURE, AND PROTECTS OUR YOUNGEST STUDENTS.

ANY PROPOSAL SHOULD CLEARLY DEMONSTRATE THAT STUDENT SAFETY HAS BEEN THOROUGHLY ANALYZED AND PRIORITIZED.

SAVE AUSTIN PARKWAY. THANK YOU. NEXT IS MEGAN BOSWELL.

HELLO. DO NOT PUNISH KIDS FOR ADULT PROBLEMS. FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES AT AUSTIN PARKWAY, STABILITY IS ESPECIALLY IMPORTANT.

NOT ONLY MY KIDS, BUT MANY STUDENTS OFTEN RELY ON ESTABLISHED RELATIONSHIPS WITH SPECIALIZED TEACHERS, THERAPISTS, AND SUPPORT STAFF WHO UNDERSTAND THEIR INDIVIDUAL NEEDS.

WHEN CAMPUSES CLOSE OR PROGRAMS ARE RELOCATED, THOSE CAREFULLY BUILT SUPPORT SYSTEMS CAN BE DISRUPTED.

REBUILDING TEAMS AND SERVICES TAKE TIMES, AND TRANSITIONS CAN BE PARTICULARLY CHALLENGING FOR STUDENTS WHO DEPEND ON CONSISTENCY.

[00:25:06]

IT ALSO AVOIDS UNNECESSARY DUPLICATION OF RESOURCES AND INFRASTRUCTURE WITH OUR TEACHERS AT AUSTIN PARKWAY.

THERE ARE HIGH RETENTION RATES AND OFFER STABILITY AND STRUCTURE TO ALL STUDENTS.

PROTECTING THESE PROGRAMS MEANS PROTECTING SOME OF OUR MOST VULNERABLE STUDENTS, AND ENSURING THEY CONTINUE TO RECEIVE THE SUPPORT THAT THEY NEED WITHOUT INTERRUPTION.

STABILITY FOR THESE STUDENTS SHOULD REMAIN A PRIORITY IN ANY DECISION MAKING PROCESS.

TIME. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE JUDY HOFFMAN, DARREN DHAWAN, AND WENJIA DUAN.

NEXT IS NICOLE HOLECEK. JUST WANT TO THANK OUR STUDENT SPEAKER.

MY SON IS IN HIS CLASS AND IT REALLY WAS EMOTIONAL FOR ME.

THANK YOU. IF WE KNOW THAT EMOTIONAL SAFETY, RELATIONSHIPS WITH TEACHERS, AND STABILITY OF HIS ROUTINE IS CRITICAL TO HIS SUCCESS, WHY WOULD WE BE WILLING TO TAKE THAT STABILITY AWAY FOR MY SON FOR A LESS THAN 0.1%.

FIRST YEAR COST SAVINGS 1% FIRST YEAR COST SAVINGS.

LOOKING AT THE DATA DATA ONLY THREE OF THE TEN MOST UNDER-UTILIZED ELEMENTARY CAMPUSES ARE ON THE CLOSURE LIST, AND JUST TWO OF THE TEN LONG TERM DECLINING SCHOOLS ARE INCLUDED.

WHILE THE NUMBERS SHOWING WHAT'S BEING PROPOSED SIMPLY DON'T MATCH, I REMAIN CURIOUS WHY AUSTIN PARKWAY IS EVEN ON THE CLOSURE LIST.

THERE'S PUBLIC SPECULATION REGARDING ITS POTENTIAL REZONING FOR COMMERCIAL USE.

WHATEVER THE REASON, IT'S NOT 15 SECONDS OVERRIDE THE NEEDS OF STUDENTS AND FAMILIES NEARBY.

LAMAR CONSOLIDATED INDEPENDENT SCHOOL DISTRICT IS OPENING BRIGHT FUTURES ACADEMY AT BEASLEY ELEMENTARY TO SERVE STUDENTS WITH AUTISM.

THAT'S THE KIND OF FORWARD THINKING I EXPECTED WHEN I BOUGHT A HOME IN A DISTRICT OF INNOVATION.

I URGE THE BOARD TO PAUSE, PURSUE SOLUTIONS THAT STRENGTHEN.

THANK YOU. NEXT, JUDY HOFFMAN, IS SHE NOT HERE? DARREN DUNN.

HELLO, MY NAME IS DEAR. I'M A FOURTH GRADER FROM AUSTIN PARKWAY ELEMENTARY.

TODAY I'M GOING TO MAKE A SHORT SPEECH ABOUT WHY I DON'T WANT OUR SCHOOL TO BE SHUT DOWN.

ONE REASON IS BECAUSE MY FRIENDS WILL BE IN DIFFERENT SCHOOLS, SO WE WON'T BE ABLE TO SPEND TIME PLAYING TOGETHER AT RECESS, AND WE WON'T BE ABLE TO TALK TO EACH OTHER DURING LUNCH.

ANOTHER REASON IS BECAUSE I LIKE TO FEED IN OUR CAFETERIA.

WE HAVE A SLUSHIE MACHINE, SPICY CHICKEN WINGS, AND MORE.

THE LAST REASON IS BECAUSE I LIKE THE TEACHERS IN OUR SCHOOL VERY MUCH.

SWITCHING TO A NEW SCHOOL WILL BE VERY CONFUSING.

PLEASE DON'T CLOSE OUR SCHOOL. THANK YOU FOR LISTENING.

THANK YOU. OUR NEXT THREE SPEAKERS WILL BE CAROL CHEE, LISA COVINGTON, AND DEBORAH WANG.

NEXT IS WENJIA DUAN. GOOD EVENING. I'M HERE TODAY TO EXPRESS MY OPPOSITION TO CLOSURE OF AUSTIN PARKWAY.

IMAGINE A PLACE WHERE KIDS ARE NOT JUST LEARNING MATH, SCIENCE, AND READING, BUT ALSO IMPORTANT VALUES KINDNESS, COMPASSION AND RESPECT THAT PLACES A SCHOOL AND RIGHT NOW IT MIGHT DISAPPEAR.

CLOSING THE SCHOOL IS NOT JUST ABOUT SHUTTING DOWN A BUILDING, IT'S ABOUT BREAKING A COMMUNITY.

FOR MANY FAMILIES, IT IS THE FOUNDATION OF THEIR FUTURE.

CLOSING IT WOULD SEND THE WRONG MESSAGE. IT WOULD SAY THAT YOUR CONVENIENCE MATTERS MORE THAN OUR CHILDREN AND COMMUNITY.

THIS IS NOT WHO WE ARE, AND THAT IS NOT WHAT WE STAND FOR.

SCHOOLS ARE NOT REPLACEABLE. ONCE THEY ARE GONE, THEY NEVER COME BACK.

SAVING MEANS SAVING OUR COMMUNITY, OUR FUTURE.

I URGE YOU TO RECONSIDER THIS AND KEEP IT OPEN.

THANK YOU. THANK YOU. NEXT IS CAROL CHEE. THERE ARE SERIOUS CONCERNS FOR OUR STUDENTS BASED ON THE PROPOSED REZONING FROM MADDEN TO HOLLY. ONE, IT DISRUPTS A STABLE AND DIVERSE COMMUNITY.

FORT BEND ISD HAS STATED THAT REZONING SHOULD MINIMIZE DISRUPTION, ESPECIALLY FOR ESTABLISHED NEIGHBORHOODS.

OUR FAMILIES ARE DEEPLY ROOTED IN MADDEN. OUR CHILDREN HAVE BUILT FRIENDSHIPS, TRUST WITH TEACHERS, AND A SENSE OF BELONGING. TO THE REZONING WOULD CHANGE THE FEEDER PATTERN SEPARATING OUR COMMUNITY.

THREE IT RAISES SAFETY ISSUES. HOLLY IS FARTHER AWAY AND REQUIRES CROSSING MAJOR ROADS LIKE FM 1464, FOR IT FORCES PARENTS TO SEEK ALTERNATIVE SCHOOLS.

AGAIN DIVIDING OUR COMMUNITY. AND FIVE THE SURVEY DOESN'T ACCURATELY PORTRAY THE COMMUNITY'S FERVOR AGAINST THE REZONE.

SINCE THE ANNOUNCEMENT WAS MADE, THIS PARENT LED MOVEMENT HAS PROVED ITS PASSION THROUGH EMAILS, DISCUSSIONS, TOWN HALLS, AND MOST IMPORTANTLY, MADDEN.

PARENTS AND STUDENTS HAVE SHOWN UP AND SHOWN OUT AT EVERY BOARD MEETING, MAKING OUR VOICES HEARD AND SHOWING OUR PASSION FOR OUR CHILDREN'S EDUCATION AND FUTURE.

VOTE NO TO THE REZONE OF MADDEN AND TO HOLLY ELEMENTARY.

[00:30:01]

I COME BEFORE YOU THIS EVENING REPRESENTING THE FACES, FAMILIES AND STUDENTS THAT THIS DISTRICT IS SET TO LOSE IF THIS CLOSURE IS CARRIED OUT.

WHILE WE UNDERSTAND THE CHALLENGES THAT FORT BEND ISD FACES AT THE STATE LEVEL, WE ASK THAT EVERY VIABLE ALTERNATIVE BE THOROUGHLY CONSIDERED BEFORE CLOSING.

SUGAR MILL. DUAL LANGUAGE, OPEN ENROLLMENT, COMMUNITY OUTREACH.

ALL OF THESE AND MORE ARE EFFORTS THAT COULD BE MADE TO COMBAT THE DECLINING ENROLLMENT, THE CLOSURE OF THESE SEVEN SCHOOLS IN GENERAL, AND SUGAR MILL IN PARTICULAR, WILL CAUSE FAMILIES TO LEAVE THE DISTRICT FOR CHARTER SCHOOLS.

IT'S ALSO PUSHING MORE FAMILIES TO UTILIZE SCHOOL VOUCHERS, WHO WERE PREVIOUSLY THE BIGGEST ADVOCATES AND SUPPORTERS OF THE PUBLIC SCHOOLS THAT THEY ARE ZONED TO. HEAR ME SAY THIS, WE WANT TO SUPPORT FORT BEND ISD, BUT WE ARE ASKING FOR THE SAME THING THAT YOU HAVE ASKED FROM US.

CLEAR DATA. IT IS STILL NOT CLEAR TO US THAT THE SCHOOL CLOSURE WILL BENEFIT THE DISTRICT AND OUR STUDENTS, MORE THAN ANY OTHER DECISION. PLEASE SAVE OUR SPARK.

THANK YOU. OUR NEXT THREE WILL BE CHRISTINE WANG, SUZANNE HAWKINS AND LATIFA HAIDER.

NEXT IS DEBORAH WANG.

HI, MY NAME IS DEBORAH AND I AM A FIRST GRADER AT AUSTIN PARKWAY.

MY SCHOOL IS EVERYTHING TO ME. AUSTIN PARKWAY I MADE MANY FRIENDS AND HAD GREAT TEACHERS.

MY HOMEROOM TEACHER, MISS PAT, IS HERE TO CHEER ME ON.

I LIKE THAT I CAN WALK TO SCHOOL. I WOULDN'T BE ABLE TO WALK TO SETTLERS WAY.

PLEASE SAVE AUSTIN PARKWAY. THANK YOU. THANK YOU.

NEXT IS CHRISTINE WANG.

BOARD MEMBER. BOARD MEMBER. WHAT DO YOU SEE? I SEE A BUDGET DEFICIT LOOKING AT ME.

DEDICATED TEACHER. DEDICATED TEACHER. WHAT DO YOU SEE? I SEE MY STUDENTS AND COMMUNITY RIPPED AWAY FROM ME.

CROSSING GUARD. CROSSING GUARD. WHAT DO YOU SEE? I SEE A LOT. FEW STUDENTS WALKING BY ME. BUS DRIVER.

BUS DRIVER. WHAT DO YOU SEE? OH, SORRY. DISTRICT CAN'T HIRE ENOUGH BUS DRIVERS.

WHERE ARE YOU? PARENT? WHERE YOU PARENT. WHAT DO YOU SEE? I SEE THIS COST BEING SHIFTED DOWN TO ME. ELEMENTARY STUDENT.

ELEMENTARY STUDENT. WHAT DO YOU SEE? I SEE THE BOARD IMPACTING 70% OF THE SCHOOLS TO SAVE LESS THAN 1%.

I SEE TEACHERS RETIRING OR LEAVING INCREASED TRAFFIC AND UNSAFE WORKING CONDITIONS, PARENTS LEAVING THE DISTRICT, BUT MOSTLY I SEE ADULTS MAKING DECISIONS WITHOUT THINKING ABOUT WHAT'S BEST FOR ME.

DON'T BURN THE FURNITURE TO HEAT THE HOUSE. KEEP AUSTIN PARKWAY OPEN.

SAVE APE. THANK YOU. NEXT, LET'S HOLD OUR. HOLD YOUR APPLAUSE, PLEASE.

NEXT IS SUSAN HAWKINS. I'M HERE TO MAKE ONE LAST PLEA TO NOT CLOSE ARIZONA FLEMING ELEMENTARY.

WHILE OUR NUMBERS MAY HAVE BEEN LOW WHEN THE SURVEY WAS DONE, DUE TO OUR DEMOGRAPHICS, OUR CAMPUS FLUCTUATES IN POPULATION CONTINUOUSLY THROUGHOUT THE YEAR. OUR STUDENT POPULATION IS CONTINUOUSLY GROWING THANKS TO THE POSITIVE INFLUENCE OF OUR NEW ADMINISTRATORS HAVE PROJECTED ONTO THE COMMUNITY.

WE NOW HAVE A STRONG, ROBUST COMMUNITY THAT SUPPORTS OUR SCHOOL AND STUDENTS.

WE ARE NOT JUST A CAMPUS, WE ARE A FORT BEND FAMILY.

I WOULD ALSO LIKE TO POINT OUT THE HUNDREDS OF THOUSANDS OF DOLLARS OF BOND MONEY THAT HAS BEEN SPENT ON AF NEW FLOORS, DOORS, CHILLING SYSTEMS TO NAME A FEW. TAXPAYERS WILL BE PAYING FOR BONDS USED TO UPDATE A BUILDING THAT IS NO LONGER IN USE.

THIS SORT OF THING. 15 SECONDS GREAT WILL BE GREATLY REMEMBERED THE NEXT TIME THE DISTRICT ASKS THE COMMUNITY TO SUPPORT A BOND PROPOSAL AND DURING THE NEXT SCHOOL BOARD ELECTIONS. I ASK YOU TO FOCUS ON WHAT IS BEST FOR STUDENTS, NOT THE ACCOUNTING DEPARTMENT.

THANK YOU. OUR NEXT THREE SPEAKERS WILL BE JACOB MANI, LILA MANI AND PRIYA THAKKAR.

NEXT IS LATIFA HADAR. GOOD EVENING. PARENTS AND CHILDREN HAVE STOOD HERE.

AT EVERY OPPORTUNITY WE HAVE BEEN GIVEN. WE HAVE SHOWN UP RESPECTFULLY AND CONSISTENTLY.

WE HAVE SHARED DATA, BLOCKED ALTERNATIVE SOLUTIONS.

AND YET, STANDING HERE TODAY, IT FEELS AS THOUGH THERE HAS BEEN LITTLE TO NO MEANINGFUL CHANGES.

OUR PRESENCE IS ACKNOWLEDGED, BUT OUR CONCERNS DO NOT SEEM TO BE TRULY CONSIDERED.

TODAY YOU WILL HEAR FROM TWO OF MY CHILDREN WHO HAS ASKED TO COME AND SPEAK FOR THEMSELVES TO DEFEND THEIR OWN SCHOOL FROM BEING REZONED.

THEY ARE AFRAID THAT AFTER MAY, THE SCHOOL THEY CALL HOME, THE TEACHERS WHO SUPPORT THEM, THE FRIENDS THEY HAVE GROWN UP WITH, THE PLACE WHERE THEY FEEL SAFE MAY NO LONGER BE THEIRS.

[00:35:03]

WE TRUST THAT THIS IS NOT JUST A FORMALITY, BUT THAT YOU ARE TRULY LISTENING AND CAREFULLY CONSIDERING HOW THIS DECISION WILL IMPACT OUR CHILDREN. 15 SECONDS.

WE WILL CONTINUE TO STAND UNITED UNTIL MADDEN'S 246 REMAINS WITH THE COMMUNITY IT BELONGS TO.

KEEP THE KIDS IN ALIANA. PLEASE VOTE NO TO THE REZONE.

THANK YOU. THANK YOU. NEXT IS JACOB MANI.

GOOD EVENING, SUPERINTENDENT DOCTOR SMITH AND BOARD OF TRUSTEES.

MY NAME. MY NAME IS JACOB MANI, AND I'M IN THIRD GRADE AT MADDEN ELEMENTARY.

I LOVE MY SCHOOL BECAUSE IT'S WHERE MY FRIENDS ARE, WHERE MY TEACHERS HELP ME GROW, AND WERE I FEEL PROUD TO BELONG.

I ALSO SEE HOW HARD MY MOM HAS BEEN WORKING TO TRY TO SAVE OUR SCHOOL.

SHE STAYS UP LATE, GOES TO MEETINGS, AND SHE WORKS SO HARD BECAUSE SHE CARES ABOUT ME AND ALL THE KIDS AT MADDEN.

WHEN I SEE HER WORKING LIKE THAT, I KNOW THIS REALLY MATTERS.

PLEASE. ORIGINAL MADDEN ELEMENTARY. THIS IS OUR COMMUNITY, OUR FRIENDS, AND OUR HOME.

PLEASE VOTE NO TO THE ALIANA REZONE. THANK YOU.

THANK YOU. NEXT IS LAYLA MONAE.

GOOD EVENING. MY NAME IS LAYLA MANI AND I AM SIX YEARS OLD.

I'M IN. I'M IN FOURTH GRADE AND MY ELEMENTARY.

I LOVE MY SCHOOL SO, SO MUCH. WHEN I GO TO SCHOOL, I FEEL HAPPY AND SAFE.

I KNOW WHERE EVERYTHING IS AND IT FEELS LIKE HOME TO ME.

IF I HAVE TO GO TO A NEW SCHOOL, I WILL HAVE TO LEAVE MY BEST FRIENDS.

I WILL NOT KNOW ANYONE THERE. I WILL FEEL SAD AND SCARED.

I DON'T WANT TO START ALL OVER AGAIN. SOMEWHERE NEW.

MOLATE ELEMENTARY IS MY SCHOOL. PLEASE DON'T MAKE ME LEAVE THE SCHOOL I LOVE.

THANK YOU. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE SONIA THAKKAR, BRETT BELFER, AND CARMEL KAISER.

NEXT IS PRIYA THAKKAR. THAT WAS JUST TWO OF FOUR OF LATIFAH'S SWEET LITTLE ANGELS. GOOD EVENING ALL.

I'M HERE AGAIN ON BEHALF OF THE MADDEN 246. AS YOU PREPARE FOR THIS FINAL VOTE, PLEASE CONSIDER THE DOUBLE DISRUPTION MADDEN FAMILIES WILL FACE IN AUGUST.

FIRST, ALL MADDEN STUDENTS WILL TEMPORARILY RELOCATE TO MISSION GLEN DUE TO CONSTRUCTION, A TRANSITION FAMILIES HAVE ACCEPTED.

BUT IN ADDITION TO THAT, THE MADDEN 246 WOULD BE PERMANENTLY REZONED, SEPARATING US FROM OUR SCHOOL PEERS AND FEEDER PATTERN.

THE MADDEN 246 INCLUDE FAMILIES THAT HAVE DEEPLY INVESTED IN THE COMMUNITY, INCLUDING PTO BOARD MEMBERS AND VOLUNTEERS LIKE MYSELF, FAMILIES WHOSE INVOLVEMENT SUPPORTS THE STABILITY OF THE SCHOOL AS A WHOLE.

WE PRESENTED DATA BACKED ALTERNATIVES, INCLUDING THE USE OF PORTABLES AT MISSION GLEN.

IF NOTHING ELSE, WE RESPECTFULLY ASK YOU TO PLEASE PAUSE THIS DECISION UNTIL MADDEN CONSTRUCTION IS COMPLETE, ESPECIALLY AS DATA SHOWS A STEADY DECLINE AT BOTH MADDEN AND MOLALLA.

PLEASE CHOOSE A SOLUTION THAT ADDRESSES CAPACITY WITHOUT BREAKING OUR COMMUNITY.

PLEASE KEEP ALANA KIDS IN. ALANA. THANK YOU. THANK YOU.

NEXT IS SONYA THACKER.

HELLO. MY NAME IS SONYA AND I AM NINE YEARS OLD.

TODAY I WEAR MY TEACHERS HAT AND I BROUGHT A LESSON PLAN FOR YOU.

IT HAS THREE SUBJECTS HISTORY, MATH, AND SCIENCE.

BUT DON'T WORRY, IT'S SHORT, LIKE ME. FIRST HISTORY.

HISTORY SHOWS US THAT MOVING YOUNG KIDS FROM THEIR COMMUNITY SCHOOLS CAUSES STRESS AND LEARNING PROBLEMS. STABILITY MATTERS, ESPECIALLY FOR KIDS. I MEAN, WE'RE ALL DOING THIS FOR THE KIDS, RIGHT? NEXT MATH. THERE ARE 889 STUDENTS AT MADDEN. IF YOU TAKE AWAY 246 KIDS, YOU GET KIDS SEPARATED FROM THEIR FRIENDS, TEACHERS, AND COMMUNITY. THAT DOESN'T ADD UP TO HAPPY STUDENTS, AND I PROMISE, I DOUBLE CHECKED MY WORK.

FINALLY, SCIENCE. SCIENCE TEACHES US TO FOLLOW THE DATA.

OUR PARENTS STUDY ENROLLMENT AND CAPACITY AND OFFERED 15 SOLUTIONS THAT WORKED WITHOUT BREAKING UP THE SCHOOL.

SO THE LESSON IS SIMPLE LEARN FROM THE HISTORY.

DOUBLE CHECK THE MATH AND FOLLOW THE DATA IN SCIENCE.

AS FOR HOMEWORK, PLEASE VOTE NO TO THE REZONE AND AND KEEP MADDEN KAIVALYA AND.

KEEP THE 246 AND WE GOT IT. THANK YOU. NEXT IS BRETT BELFER.

HOW DO YOU FOLLOW THAT? GOOD EVENING, AND THANK YOU FOR THE CHANCE TO SPEAK ON BEHALF OF THE MADDEN 246.

WE RECOGNIZE YOU'RE FACING TOUGH DECISIONS, BUT WHAT WE CAN'T UNDERSTAND IS WHY YOU ARE REZONING OUR NEIGHBOR.

[00:40:05]

EARLY ESTIMATES SHOW THIS PROGRAM COULD PULL MILLIONS OF DOLLARS OUT OF FBISD.

THE DISTRICT IS ALREADY PROJECTING MAJOR BUDGET SHORTFALLS, AND ENROLLMENT LOSSES TIED TO VOUCHERS ARE A REAL AND GROWING CONCERN.

SO WHY TAKE AN ACTION THAT RISKS PUSHING EVEN MORE FAMILIES TOWARDS THAT PROGRAM? OUR SCHOOL IS THE HEART OF OUR COMMUNITY. IF YOU REZONE OUR NEIGHBORHOOD AWAY FROM MADDEN, FAMILIES WHO FEEL DISPLACED WILL LOOK ELSEWHERE.

PRIVATE SCHOOLS, HOMESCHOOLING OR VOUCHERS. AND EVERY STUDENT WHO LEAVES TAKES FUNDING WITH THEM.

THIS IS NOT THE MOMENT TO CREATE INSTABILITY.

THE RESPONSIBLE CHOICE IS TO PAUSE, UNDERSTAND THE TRUE IMPACT OF THE 15 SECONDS, AND AVOID DECISIONS THAT COULD DEEPEN THESE FINANCIAL CHALLENGES.

FOR THE SAKE OF OUR COMMUNITY AND OUR DISTRICT, I URGE YOU TO VOTE NO ON REZONING ILLIANA.

THANK YOU, THANK YOU. OUR NEXT THREE SPEAKERS WILL BE GAIL LACSAMANA, KRISTAL SANTOS, AND CESAR RAIA.

NEXT IS CARMEL KAISER. I'M HERE TO EXPRESS OPPOSITION TO THE PROPOSED REZONING, WHICH WILL CHANGE MY KIDS SCHOOL FROM MARIN TO HOLLY.

THE REZONING ADVERSELY IMPACTS US AND WE DON'T SEE ANY ADVANTAGES FROM IT.

OBVIOUS ADVERSE IMPACTS INCLUDE DECREASE IN EDUCATIONAL QUALITY, SUBSTANTIAL LONGER COMMUTE TIMES, AND LOSS OF SCHOOL IDENTITY AND COMMUNITY. SO WHY IS THE DISTRICT WANTING TO ADVERSELY IMPACT US AND BENEFIT OTHER NEIGHBORHOODS AT OUR EXPENSE? WHAT ABOUT OUR RIGHTS AS STAKEHOLDERS? WHY IS THERE NO STAKEHOLDER ENGAGEMENT IN DIFFERENT REZONING OPTIONS PRESENTED? WHY IS THERE NO FEEDBACK GIVEN ON THE ALTERNATIVES THAT MY NEIGHBORS HAVE SENT YOU? EVEN THE SCHOOL CALENDAR HAS THREE OPTIONS. I FEEL LIKE OUR KIDS ARE BEING TREATED LIKE PAWNS, PAWNS TO BE SACRIFICED AT THE ALTAR OF DEVELOPERS AND NEWER NEIGHBORHOODS.

15. WE HAVE TO DO FOR YOU TO REALIZE THAT THIS REZONING IS UNFAIR TO US.

WE BUILT OUR LIVES AROUND MARIN ELEMENTARY. PLEASE VOTE NO TO REZONE ALIANA AND KEEP ALIANA KIDS AT ALIANA SCHOOL.

THANK YOU. THANK YOU. NEXT IS GAIL LACSAMANA.

DOESN'T GO THAT LOW. HI, MY NAME IS GAIL. I'M FIVE YEARS OLD AND I GO TO BROADEN. MY MOMMY SAID YOU'RE KICKING US OUT OF OUR SCHOOL.

AND NOW I WON'T GET TO GO TO SCHOOL. I NEED TO BE HOMESCHOOLED.

I'M VERY SAD ABOUT THAT. WHY DO I HAVE TO LOSE MY SCHOOL AND MY FRIENDS? BECAUSE OF YOUR DECISION? PLEASE VOTE NO TO REZONING.

ELIANA. THANK YOU. NEXT IS KRYSTAL SANTOS.

THAT IS MY SON. HE KNOWS THAT IF YOU VOTE TO REZONE ELIANA, HE WILL BE HOMESCHOOLED.

IT'S NOT JUST US. MANY MORE THAN 246 FAMILIES ARE ALREADY LOOKING FOR OTHER OPTIONS.

YOU ARE TALKING ABOUT 246 CURRENTLY ENROLLED STUDENTS.

REAL CHILDREN WHO ARE GENERATE REAL FUNDING FOR THIS DISTRICT.

TODAY THAT YOU ARE WILLING TO LOSE. FOR WHAT? TO CREATE SPACE FOR HARVEST GREEN, A DEVELOPMENT THAT IS STILL GROWING.

THOSE ARE PROJECTED STUDENTS. OURS ARE HERE NOW AND BEYOND FUNDING.

THIS IS INEQUITABLE. THIS IS UNFAIR FOR OUR KIDS.

PLEASE SEE THE DOCUMENTS THAT I PROVIDED YOU PARTY AND US NEWS DATA, MADAM, IS WRONG.

145 AND YOU'RE SENDING US TO HOLLY, WHICH IS WRONG AT 2864.

IT CLEARLY SHOWS THE ACADEMIC GAP. IT'S NOT SMALL.

IT'S MASSIVE. SECOND READING PROFICIENCY IS 80% AT MADDEN VERSUS 44%.

MATH 78 VERSUS 3,038%. THAT IS NOT SMALL GAP.

THAT IS TWO COMPLETELY DIFFERENT ACADEMIC ENVIRONMENT.

MOST OF YOU ARE PARENTS. IF YOU ARE. THANK YOU.

OUR NEXT THREE SPEAKERS WILL BE RAHUL DING, MICHAEL TRUONG, AND RAJ PATEL.

NEXT IS CESAR RAIA. OKAY. GOOD EVENING. I'M HERE BECAUSE THE PHASED APPROACH TO THE BOUNDARY PLANNING IS A GAMBLE WITH OUR CHILDREN'S FUTURE.

WE CANNOT EVALUATE THIS PLAN IN FRAGMENTS, NOR CAN WE BLINDLY TRUST A PROCESS BEFORE SEEING THE FINISHED PRODUCT.

THINK OF OUR SCHOOL SYSTEM LIKE A NEW BUILD HOME, THE FOUNDATIONS OF ELEMENTARY SCHOOL.

THE FLOORS ABOVE ARE MIDDLE AND HIGH SCHOOL. NO ONE BUYS A HOUSE BASED ONLY ON A FOUNDATION, WITH A PROMISE TO FIGURE OUT THE REST LATER. ONCE THAT FOUNDATION IS POURED, YOUR OPTIONS ARE LOCKED.

THE DISTRICT IS TRYING TO FINALIZE ELEMENTARY BOUNDARIES BEFORE EVEN ADDRESSING MIDDLE AND HIGH SCHOOLS.

THIS ASKS US TO COMMIT TO AN UNKNOWN FUTURE. YOU CANNOT FINALIZE ELEMENTARY FOUNDATION WHILE OUR FEEDER PATTERNS.

THE LOAD BEARING WALLS ARE STILL BEING GUESSED.

WE CANNOT ACCEPT A FOUNDATION WHILE THE REST OF THE BLUEPRINT IS STILL A MYSTERY.

[00:45:05]

THANK YOU. THANK YOU. NEXT IS RAHUL DING. GOOD EVENING TRUSTEES.

I'M HERE TONIGHT FOR MY SON AND DAUGHTER. AND FOR THE 246 CHILDREN.

YOU PLAN TO MOVE FROM MADDEN TO HOLLY. THEY ARE NOT DATA POINTS.

THEY'RE CHILDREN WITH TEACHERS WHO KNOW THEM, FRIENDS THEY TRUST, AND A SCHOOL THAT FEELS LIKE HOME.

FOR MONTHS, OUR COMMUNITY HAS ASKED FOR THE DETAILED DATA BEHIND THIS DECISION.

IT STILL HASN'T BEEN PROVIDED. SO TONIGHT I'M ASKING FOR SOMETHING SIMPLE AND RESPONSIBLE.

PAUSE. MOVING 246 CHILDREN OUT OF A STABLE SCHOOL IS NOT A SMALL ADJUSTMENT.

AT A TIME WHEN OUR KIDS ALREADY FACE UNCERTAINTY, SCHOOLS SHOULD BE THEIR ANCHOR.

PUBLIC EDUCATION SHOULD BE GUIDED BY MORE THAN PROJECTIONS.

IT MUST BE GUIDED BY STABILITY, TRANSPARENCY AND LONG TERM WELL-BEING OF CHILDREN.

PLEASE KEEP THE 246 STUDENTS AT MADDEN VALLEY CHILDREN NOT OUTDATED.

ASSUMPTIONS. NUMBERS CHANGE. CHILDHOOD DOES NOT.

THANK YOU. THANK YOU. NEXT IS MICHAEL TRUANT.

BOARD PRESIDENT. HASSAN. MEMBERS OF THE BOARD AND SUPERINTENDENT.

DOCTOR SMITH, THANK YOU FOR THE OPPORTUNITY TO SPEAK AGAIN.

I WANT TO RAISE A PROCESS CONCERN ABOUT HOW THE REZONING SURVEY DATA IS BEING PRESENTED.

LOOKING CAMPUS BY CAMPUS, THE RESULTS ARE UNEVEN AT MADDEN.

85% OPPOSE BOUNDARY CHANGES BASED ON 383 RESPONSES, AND AT MOLALLA, 66% OPPOSE BASED ON 255 RESPONSES. BOTH ARE STABLE SCHOOLS GEOGRAPHICALLY SITUATED BETWEEN NEIL, NEIL AND HOLLY.

NEIL IS OVERCROWDED WHILE HOLLY IS UNDERUTILIZED.

EVEN AT NEIL, 30% OF RESPONDENTS WERE NEUTRAL, WHICH IN TERMS OF SURVEY RESEARCH REFLECTS UNCERTAINTY.

SHIFTING STUDENTS FROM STABLE SCHOOLS LIKE MADDEN AND NEIL'S OVERCROWDING RISK UNNECESSARY DISRUPTION FOR STUDENTS WHO ARE ALREADY THRIVING.

GIVEN THIS, I RESPECTFULLY ASK THE BOARD TO SLOW THE PROCESS AND ENSURE COMMUNITY FEEDBACK IS FULLY AND ACCURATELY CONSIDERED BEFORE A FINAL VOTE.

PLEASE PAUSE THE REZONE. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE IRA PATEL, SYDNEY PATEL AND LAURA WANG.

NEXT IS RAJ PATEL. GOOD EVENING. I'M HERE TONIGHT TO SPEAK ON BEHALF OF THE MET IN 246.

I CAME HERE TONIGHT WITH THE DETAILED SPEECH, LOTS OF BULLET POINTS, AND MY FELLOW COMMUNITY MEMBERS HAVE DONE AN EXCELLENT JOB OF OUTLINING OUR CONCERNS. SO I'LL SUM IT UP BY SAYING THIS.

I KNOW YOU ALL HAVE A DIFFICULT AGENDA, A LOT OF DECISIONS TO MAKE, AND UNDERSTANDABLY SO.

THERE'S GOING TO BE QUITE A FEW PEOPLE THAT ARE UNHAPPY.

HOWEVER, WITH RESPECT TO MY COMMUNITY, YOU HAVE THE AUTHORITY TO DENY TO PREVENT UNNECESSARY DISRUPTION OF STUDENTS AND THEIR FAMILIES.

FAMILIES ARE ALREADY BEING UPROOTED FROM THEIR HOMES DUE TO MADDEN'S CONSTRUCTION.

OUR ASK IS SIMPLE. WITH FORECASTED DECLINES IN STUDENT ENROLLMENT ACROSS MADDEN AND MOLALLA OVER THE NEXT TEN YEARS, WE ASK THAT YOU HIT THE PAUSE BUTTON UNTIL MADDEN'S CONSTRUCTION IS COMPLETED, COMPLETED, AND REASSESSED AT THAT TIME. THANK YOU, AND PLEASE VOTE NO TO 15.

246 THANK YOU. NEXT IS IRA PATEL. ERA.

GOOD EVENING. MY NAME IS ERIC PATEL AND I'M A MADDEN FOURTH GRADER.

TWO WEEKS AGO, I STOOD HERE AND SHARED HOW REZONING WOULD AFFECT STUDENTS LIKE ME.

TODAY, I'M HERE ONE MORE TIME BECAUSE THE FINAL DECISION IS COMING SOON.

BEFORE THAT FINAL VOTE, I RESPECTFULLY ASKED YOU TO PLEASE TAKE ONE LAST LOOK AT REZONING US.

WE UNDERSTAND THAT YOU HAVE DIFFICULT CHOICES TO MAKE, BUT WE ALSO KNOW THAT THERE ARE ALTERNATIVES LIKE USING PORTABLES OR FINDING MORE BALANCED SOLUTIONS. I WOULD ALSO LIKE TO TALK ABOUT OUR MIDDLE AND HIGH SCHOOLS.

MY MOM SHOWED ME A CHART ON SCHOOL UTILIZATION.

SOME ARE OVERCROWDED, SOME ARE OVERCROWDED, WHILE OTHERS NEAR US HAVE SPACE.

THAT HONESTLY SCARES ME. ONCE AGAIN, WE MET IN 246 WILL BE ASKED TO MOVE TO FIX THE PROBLEM WE DID NOT CREATE AND IT FEELS LIKE WE MADE THE.

WE MAY BE THE ONES STANDING HERE NEXT YEAR FOR OUR MIDDLE SCHOOL.

SO TONIGHT MY REQUEST IS 15 SECONDS. PLEASE CHOOSE A SOLUTION THAT KEEPS US TOGETHER.

PLEASE THINK ABOUT THE IMPACT ON OUR LEARNING, OUR FRIENDSHIPS, AND OUR FUTURE SCHOOLS.

THANK YOU. THANK YOU. NEXT IS SYDNEY PATEL.

THANK YOU. GOOD EVENING. WE UNDERSTAND THAT THE DISTRICT FACES CHALLENGES.

ENROLLMENT NUMBERS ARE CHANGING. THAT MAKES PLANNING DIFFICULT.

BUT MADDEN 246 DID NOT CREATE THIS PROBLEM. I WILL AGAIN HIGHLIGHT THE REAL DRIVERS.

ARE GROWTH IN HIGH RISK SCREEN CANCELING THE PLAN TO BUILD ES 55 AND UNSOLD HOMES IN TRILLIUM.

[00:50:05]

I'M NOT HERE TO COMPARE WHO DESERVES BETTER SCHOOL THAN THE OTHER, BUT TO MAKE A POINT THAT MADDEN 246 IS PAYING THE PRICE FOR THE PROBLEM THAT IT DID NOT CREATE. OUR NEIGHBORHOOD IS ESTABLISHED. OUR CHILDREN ARE SUBTLE TO HIGHLIGHT THE REAL ISSUE AND PROVIDE DATA BASED SOLUTIONS.

WE SHOWED UP, WE SPOKE, AND WE DID EVERYTHING THAT WE COULD DO.

LASTLY, IF THE REZONING AFFECTS ONE SMALL 15 SECONDS FOR MORE THAN EVERYONE ELSE, THEN MADDEN 246 DESERVES SPECIAL CONSIDERATION BEFORE THE FINAL VOTE. PLEASE VOTE NO TO MADDEN 246 REZONING. THANK YOU.

THANK YOU. OUR NEXT SPEAKER WILL BE KIEREN MCCARTHY.

TIM MCCARTHY AND ROBIN MATTHEW. NEXT IS LAURA WANG.

HI. MY NAME IS LAURA WONG, AND I'M A FOURTH GRADER AT AUSTIN PARKWAY ELEMENTARY.

AUSTIN PARKWAY IS THE PLACE WHERE I MADE MY BEST FRIENDS, WHERE I BUILT MY COMMUNITY.

SOME OF MY TEACHERS HAVE BEEN HERE FOR MORE THAN 20 YEARS AND TAUGHT MY OLDER SISTER.

IF YOU CLOSE UP, MY FRIENDS AND I WILL BE SPLIT UP.

I'VE ALREADY EXPERIENCED THIS ONCE, WHEN MANY OF MY FRIENDS WERE SENT TO BUTCHER WHEN IT OPENED JUST THREE YEARS AGO.

SOME OF MY FRIENDS AND I WOULD BE SENT TO SETTLERS WAY WHERE I WOULD BE IN PORTABLE BUILDINGS.

PORTABLE BUILDINGS ARE NOT AS SAFE AS REGULAR BUILDINGS.

SOME OF MY FRIENDS HAVE EVEN SAID THAT THEY WILL BE GOING TO PRIVATE SCHOOLS OR OTHER SCHOOLS.

I DON'T WANT THIS TO HAPPEN. SUDDENLY, I FEEL LIKE THE COMMUNITY I HAVE BUILT IS FALLING APART.

SUDDENLY IS STARTING TO FALL APART. PLEASE DON'T CLOSE.

AUSTIN PARKWAY SAFE APP. THANK YOU. THANK YOU.

NEXT IS KAREN MCCARTHY. HI. MY NAME IS KAREN MCCARTHY.

AND I'M GOING TO EXPLAIN TWO REASONS WHY YOU SHOULD SAVE MY SCHOOL AUSTIN PARKWAY.

YOU HAVE SPENT BOATLOADS OF MONEY ON AUSTIN PARKWAY, NEW BASKETBALL COURT, FRONT OFFICE RENOVATIONS WITH A SCHOOL THAT LOOKS BRAND NEW BECAUSE OF PURCHASES LIKE AUSTIN PARKWAY. WHY SHUT IT DOWN? YOU DO THAT. WHAT WAS THAT MONEY FOR AUSTIN PARKWAY? A LOT OF PEOPLE WILL LOSE THEIR JOBS, AND SOME WILL HAVE TO RETIRE EARLY. ALSO HAVE SOME EMPATHY FOR THE KIDS.

EVERY SCHOOL YOU SHUT DOWN, THE MORE KIDS THAT HAVE A SAD FUTURE.

AUSTIN PARKWAY TEACHERS EDUCATE THEIR STUDENTS VERY WELL. YOU DON'T WANT GREAT TEACHERS TO GO TO WASTE IF YOU DON'T KEEP OUR SCHOOL OPEN.

THIS IS WHAT YOU'RE THIS IS WHAT YOU'RE DOING RIGHT HERE MIGHT AFFECT KID'S MIDDLE SCHOOL EXPERIENCE, HIGH SCHOOL EXPERIENCE, AND ELEMENTARY SCHOOL EXPERIENCE. THIS MIGHT EVEN AFFECT THE STUDENT'S COLLEGE COLLEGE APPLICATION.

PLEASE SAY BOSTON PARK WHEN ALL THE KIDS IN IT.

THANK YOU. NEXT IS TIM MCCARTHY. BEFORE YOU START, LET ME GET OUR NEXT THREE.

IT'S NISHA SKARIA MACY MAHLBERG AND ANNA GALEN.

GALEN, YOU THREE CAN COME UP. GO AHEAD. ALL RIGHT.

THANK YOU FOR LETTING ME SPEAK TONIGHT. THAT WAS MY SON WHO JUST SPOKE, AND I THINK HE WAS VERY ELOQUENT IN STATING THAT AUSTIN PARKWAY HAS HAD A LOT OF IMPROVEMENTS. IT'S A VERY NICE CAMPUS. MONEY'S BEEN SPENT INTO IT, YOU KNOW, RIGHT UP TO 2025.

SO IT'S A IT'S HARD TO TO FATHOM THAT IT'S THAT IT MIGHT CLOSE.

BUT YOU KNOW, IT IS. IT IS BEING CONSIDERED. AND ONCE A SCHOOL BUILDING, YOU KNOW, ONCE A SCHOOL IS CLOSED, IT'S JUST A BUILDING, AN EXPENSIVE BUILDING AT THAT.

AND ONCE A BUILDING IS SOLD, IT'S GONE. SO I JUST URGE YOU TO CONSIDER THE IRREVERSIBILITY OF THIS LINE OF ACTION AND TO MAYBE CONSIDER OTHERS THAT WHICH YOU HAVE 15 SECONDS.

THANK YOU. THANK YOU. NEXT. ROBIN. MATTHEW. OKAY.

NEXT IS NISHA SKARIAH. ALL RIGHT. MACY. MUHLBERG.

YEAH. MY BACKGROUND IN LITIGATION GRAPHICS HAS TAUGHT ME ONE THING.

DO NOT BE SPOON FED THE NUMBERS. DATA IS A NARRATIVE.

AND RIGHT NOW YOU ARE BEING TOLD A STORY THAT DOESN'T ADD UP.

LOOK AT YOUR SURVEYS. NEUTRALITY IS BEING FRAMED AS CONSENT, BUT IT SIGNALS A FAILURE TO PROVE YOUR CASE.

YOU HAVE A MASSIVE LACK OF STAKEHOLDER SUPPORT FOR RECOMMENDATION.

ONLY A TINY FRACTION ENDORSED. YOUR MODEL ASSUMES A 1% LOSS TO VOUCHERS, A BLIND GUESS IN TOTAL UNCERTAINTY.

WHY ARE FAMILIES ALREADY LOOKING FOR ALTERNATIVES? WHAT ARE PRIVATE SCHOOLS PROVIDING THAT WE AREN'T? INSTEAD OF CLOSURES, WE SHOULD IMPLEMENT SPECIALTY SCHOOL MODELS THAT KEEP BUILDINGS LIKE AUSTIN PARKWAY AS NEIGHBORHOOD PILLARS.

INNOVATIVE HUBS THAT ACTUALLY ATTRACT FAMILIES BACK.

MOVING CHILDREN INTO MOBILE TRAILERS PROVES WE'VE GIVEN UP ON QUALITY.

DON'T VOTE YES ON 15 SECONDS. SAVE AUSTIN PARKWAY.

WE DESERVE A STRATEGY THAT COMPETES, NOT ONE THAT SURRENDERS.

THANK YOU. OUR NEXT THREE WILL BE MONICA CHAN, TERESA NOYOLA, AND DOMINIC NGUYEN.

NEXT IS ANNA GUILLEN. GOOD EVENING. I'M WORKING.

[00:55:04]

WHEN CHANGES ARE SIGNIFICANT AS SCHOOL CLOSURES OR BOUNDARY SHIFTS ARE CONSIDERED, FAMILIES DESERVE TO UNDERSTAND HOW AND WHY THOSE DECISIONS ARE BEING MADE.

TRANSPARENCY BUILDS TRUST WHEN DATA, ASSUMPTIONS AND OPTIONS ARE SHARED OPENLY, OPENLY, THE COMMUNITY CAN PARTICIPATE IN MEANINGFUL CONVERSATIONS INSTEAD OF REACTING AFTER DECISIONS. FEEL FINAL. CONSISTENT STANDARDS AND CLEAR INFORMATION ALLOW EVERYONE TO EVALUATE PROPOSALS FAIRLY AND THOUGHTFULLY.

WE'RE NOT ASKING FOR SPECIAL TREATMENT. WE'RE ASKING FOR A PROCESS THAT IS OPEN, UNDERSTANDABLE, AND INCLUSIVE SO THAT FAMILIES CAN FEEL CONFIDENT ABOUT THE DECISIONS ABOUT DECISIONS THAT ARE BEING MADE CAREFULLY AND RESPONSIBLY.

OUR GOAL IS IS COLLABORATION, NOT 15 SECONDS, AND CLARITY HELPS EVERYONE MOVE FORWARD TOGETHER.

THANK YOU AND PLEASE SAVE AUSTIN PARKWAY. THANK YOU.

NEXT IS MONICA CHAN. BOARD MEMBERS I'M HERE ON BEHALF OF AUSTIN PARKWAY.

PROXIMITY MATTERS FOR FAMILIES. WHEN STUDENTS ATTEND SCHOOLS CLOSE TO HOME, MORE ARE ABLE.

MORE PARENTS ARE ABLE TO VOLUNTEER, ATTEND EVENTS, MEET WITH TEACHERS, AND STAY ACTIVELY INVOLVED IN THEIR CHILDREN'S EDUCATION.

LONGER TRAVEL DISTANCES CREATE BARRIERS FOR WORKING FAMILIES AND REDUCE OPPORTUNITIES FOR ENGAGEMENT.

NEIGHBORHOOD SCHOOLS STRENGTHEN CONNECTIONS BETWEEN FAMILIES AND THE CAMPUSES, AND THAT DIRECTLY IMPACTS STUDENTS, KEEPING STUDENTS IN THE ACTUAL NEIGHBORHOOD THAT THEY SERVE.

KEEPING SCHOOLS IN THE NEIGHBORHOOD THAT THEY SERVE ALSO HELPS TO REDUCE TRANSPORTATION COSTS AND LOGISTICAL CHALLENGES FOR THE DISTRICT.

STRONG PARENT INVOLVEMENT IS ONE OF THE MOST CONSISTENT PREDICTORS OF STUDENT SUCCESS, AND PROXIMITY LEADS TO THAT PRESERVING CLOSE DISTANCE BETWEEN HOME AND SCHOOLS. MAINTAIN THE PARTNERSHIP BETWEEN FAMILIES AND EDUCATORS, AND THAT SUPPORTS EVERY STUDENT SAVE AUSTIN PARKWAY.

THANK YOU. THANK YOU. NEXT IS TERESA NOYOLA. GOOD EVENING.

I AM THE PARENT OF A STUDENT AT QUAIL VALLEY MIDDLE SCHOOL.

I HAVE LIVED IN MY CURRENT RESIDENCE FOR ALMOST 20 YEARS, AND ONE OF THE PRIMARY REASONS I MOVED TO COLE VALLEY WAS BECAUSE OF THE STRENGTH OF OUR ZONED SCHOOLS. I UNDERSTAND THAT THE CURRENT FOCUS HAS BEEN ON THE CLOSING AND REZONING OF ELEMENTARY SCHOOLS, AND THAT HIGH SCHOOLS ARE NOT YET IN THE SPOTLIGHT.

HOWEVER, I BELIEVE IT IS IMPORTANT TO VOICE CONCERNS NOW BECAUSE ULTIMATELY IT WILL AFFECT US DUE TO FEEDER PATTERNS FOR THAT REASON.

MY CONCERN ABOUT FUTURE HIGH SCHOOL REZONING IS VERY REAL.

REZONING DISRUPTS COMMUNITIES AS A WHOLE, AND MY PRIMARY CONCERN IS MY CHILD'S EDUCATION AND WELL-BEING.

RESEARCH CONSISTENTLY SHOWS THAT MOVING STUDENTS FROM HIGHER PERFORMING CAMPUSES TO LOWER PERFORMING ONES CAN NEGATIVELY IMPACT ACADEMIC OUTCOMES.

THESE ARE NOT JUST NUMBERS ON A PAGE. THESE ARE REAL CHILDREN, REAL FAMILIES, AND REAL FUTURES.

15 SECONDS ACCORDING TO RESEARCH STUDENTS WHO EXPERIENCE INVOLUNTARY SCHOOL CHANGES OFTEN LOSE THE EQUIVALENT OF 3 TO 4 MONTHS OF ACADEMIC PROGRESS.

STUDIES ALSO SHOW THAT HIGH ACHIEVING STUDENTS TEND TO SUFFER THE GREATEST ACADEMIC LOSSES WHEN MOVED TO LOWER PERFORMING SCHOOLS.

THANK YOU. HAVE A GREAT DAY. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE COLEMAN COLEMAN, DOUGAN, CAROLYN FALL, AND KEVIN MITCHELL. NEXT IS DOMINIQUE NGUYEN.

HELLO, EVERYBODY. MY NAME IS DOMINIQUE AND I'M A FIRST GRADER AT SOUTHEAST WAY ELEMENTARY.

I LOVE MY SCHOOL AND I DO NOT WANT TO LEAVE IT EVERY MORNING.

ME AND MY MOM AND MY SISTER WALKED TO SCHOOL TOGETHER.

WE LEARNED ABOUT BIRDS. WHEN I WALK IN THE MORNING, I GET TO SEE THE NICE CROSSING GUARDS.

ONE OF THEM IS MY DAD. WE ALMOST MOVED TO RICHMOND, BUT WE STAYED BECAUSE WE LOVE THE SCHOOL AND OUR TEACHERS AND OUR FRIENDS.

IF I MOVED TO A NEW SCHOOL, I WOULD NOT BE ABLE TO WALK TO SCHOOL ANYMORE WITH MY MOM AND MY SISTER.

THE SCHOOL FEELS LIKE A BIG FAMILY. MY TEACHERS TAKE CARE OF ME AND EVERYONE IN THE FRONT OFFICE IS KIND.

ME AND MY FRIENDS AND MY SISTER. 15 SECONDS AT RECESS.

EVEN THE VICE PRINCIPAL MISTRESS AND THE PRINCIPAL DOCTOR ISAAC ARE NICE.

SETTLERS WAY ELEMENTARY FEELS LIKE HOME. PLEASE THINK ABOUT WHAT THESE CHANGES WOULD DO TO OUR HOME.

THANKS FOR LISTENING. BYE. THANK YOU. NEXT IS COLEMAN DOUGALL.

MY NAME IS COLEMAN DOUGALL AND I AM IN THIRD GRADE.

AND I WOULD LIKE TO SAVE SUGAR MILL ELEMENTARY BECAUSE WE HAVE GREAT TEACHERS AND IT'S BEEN A GREAT SCHOOL

[01:00:03]

AND THEY HELP ME TEACH. AND I WANT TO STILL BE A WALKER SO I CAN GET THE FRESH AIR OUTSIDE.

15 SECONDS. THANK YOU. THANK YOU. NEXT IS CAROLYN FALL.

CAROLINE. SUGARMILL HAS BEEN TREATED LIKE A PREDETERMINED CLOSURE, AND THE PROJECTIONS SHOWN TO THE PUBLIC HAVE BEEN MANIPULATED TO SUPPORT THAT OUTCOME.

ON DECEMBER 15TH, THE NIGHT THE DISCLOSURE WAS UNVEILED, PORSCHE DID NOT SHOW THE PUBLIC THE TABLES OR THE ACTUAL PROJECTED NUMBERS FOR SUGAR MILL.

THE ONLY DATA SHOWN WAS A COLOR CODED MAP OF FIVE YEAR UTILIZATION, AND IT PUT SUGAR MILL IN THE WRONG CATEGORY.

LONG RANGE TABLES SHOW SUGAR MILL AT 71% UTILIZATION IN 2020 2030 TO 31 IN THE 60 TO 80% RANGE, WHICH MEANS SUGAR MILL SHOULD HAVE BEEN LIGHT BLUE. INSTEAD, THE MAP SHADED SUGAR MILL IS UNDER 60% DARK BLUE, MATCHING THE SURROUNDING AREAS AND REMOVING THE ONE VISUAL THAT WOULD HAVE MADE THE TRUTH OBVIOUS.

SUGAR MILL SHOULD HAVE BEEN THE ONE OBVIOUS LIGHT BLUE STANDOUT IN OUR AREA.

THE CLEAR VISUAL THAT WE ARE NOT THE UNDERUTILIZATION PROBLEM.

THIS ERROR MAKES US LOOK LIKE WE'RE DECLINING LIKE THE REST OF THE AREA, WHICH THE DATA DOESN'T ACTUALLY SUPPORT. SAYS WASN'T THE ONLY TROUBLING PRESENTATION THAT NIGHT. MY FRIEND HANNAH IS GOING TO SPEAK SOONISH ABOUT HOW ZONDA ALSO REPRESENTED SUGAR MILL.

THANK YOU. OUR NEXT THREE SPEAKERS WILL BE DEREK DAWSON, CRYSTAL MCKEON AND DIANA MEDELLIN.

NEXT IS KEVIN MITCHELL. GOOD EVENING, BOARD MEMBERS.

I'M HERE ON BEHALF OF FLEMING ELEMENTARY. WE MOVED TO FORT BEND 15 YEARS AGO BECAUSE OF THE SCHOOL DISTRICTS HERE AND THE QUALITY OF SCHOOLS THAT THEY HAVE.

MY DAUGHTER ATTENDED KINDERGARTEN THROUGH FIFTH GRADE, AND MY CURRENT, CURRENT SON IS CURRENTLY ENROLLED IN SECOND GRADE. HE LOVES HIS TEACHERS.

HE LOVES HIS STUDENTS. THE SCHOOL HAS BEEN A PILLAR TO THE COMMUNITY.

THERE'S EVENTS THAT HAPPEN ALL THE TIME. BOTH WITH THE SCHOOL AND EXTERNALLY.

THE KIDS LOVE EATING IN THE PARKING LOT, HANGING OUT. IT'S ALSO GEOGRAPHICALLY LOCATED RIGHT NEXT TO THE KEEGAN BAYOU.

HIKE. HIKE AND BIKE TRAIL. SO PEOPLE MEET THERE AFTER SCHOOL AND ON THE WEEKENDS JUST TO HAVE FAMILIES AND SPEND TIME TOGETHER.

IT'S A BIG KEY TO THE COMMUNITY. AND AS OTHER STUDENTS TONIGHT HAVE SAID, BY FORCING A RELOCATION, MY SON WOULD LOSE HIS STUDENTS. HIS FELLOW FRIENDS AND TEACHERS AND YOU KNOW, WHY ARE STUDENTS AND STAFF TO MOVE FROM A CAMPUS THAT'S RECENTLY COMPLETED MAJOR UPGRADES AND REPAIRS. THAT OPENED IN 1994 TO A CAMPUS THAT WAS OPENED IN 1978.

THE BOARD ALSO MENTIONED PREVIOUSLY. KIDS ARE RESILIENT. WELL, THIS IS TRUE. THANK YOU.

NEXT UP IS DEREK DAWSON. HIGH BLOOD PRESSURE, HIGH ANXIETY, HIGH SUGAR LEVELS, HIGH STRESS.

THESE ARE NOT ISOLATED HEALTH CONCERNS. THEY'RE WARNING SIGNS.

THEY SIGNAL THE ONGOING STRAIN MANY OF OUR EDUCATORS AND PARAPROFESSIONALS ENDURE EACH DAY, MUCH OF IT DRIVEN BY PERVASIVE FEAR OF ADMINISTRATIVE RETALIATION.

WHEN THE PROFESSIONALS RESPONSIBLE FOR EDUCATING OUR CHILDREN ARE OPERATING UNDER CHRONIC STRAIN, IT IMPACTS MORALE, RETENTION, AND ULTIMATELY, STUDENT OUTCOMES.

THIS IS NOT ABOUT COMFORT. IT'S ABOUT CAPACITY.

A WORKFORCE THAT IS OVERWHELMED CANNOT CONSISTENTLY OPERATE AT ITS HIGHEST LEVEL.

OUR EDUCATORS ARE COMMITTED. THEY SHOW UP, THEY SACRIFICE, THEY SERVE.

BUT COMMITMENT SHOULD NOT REQUIRE COMPROMISING ONE'S HEALTH.

WE MUST EXAMINE WORKLOAD EXPECTATIONS, STAFFING LEVELS, COMMUNICATION PRACTICES, PROCESSES, PROTOCOLS AND PROCEDURES. SUSTAINABLE SCHOOLS REQUIRE SUSTAINABLE PEOPLE.

IF WE TRULY VALUE STUDENT SUCCESS, THEN WE MUST PROTECT AND PRIORITIZE THE WELL-BEING OF THOSE WHO MAKE THAT SUCCESS POSSIBLE.

I LOOK FORWARD TO A MEANINGFUL DISCUSSION ABOUT THESE CONCERNS IN THE VERY NEAR FUTURE.

THANK YOU, THANK YOU. NEXT IS CRYSTAL MCKEON.

GOOD EVENING, BOARD OF TRUSTEES. AT THIS POINT, YOU HAVE SEEN THE ORIGINAL RECOMMENDATIONS.

YOU'VE SEEN THE DATA. YOU HAVE HEARD THE FEEDBACK FROM THE PUBLIC.

AS I SEE IT, YOU HAVE A MINIMUM OF TWO QUESTIONS TO ASK ABOUT THIS NEW PROPOSAL.

FIRST, SHOULD SCHOOLS BE CLOSED? ARE THERE OTHER WAYS TO SAVE MONEY THAT ARE LESS DISRUPTIVE AND TRAUMATIZING TO THE STUDENTS? SECOND IF THEY ARE REQUIRED TO BE CLOSED. ARE THESE THE RIGHT SCHOOLS TO CLOSE? ONE OF THE BEST SCHOOLS IN THE STATE. AERATED CAMPUSES, WHICH WILL BE GOING TO LOWER RATED CAMPUSES.

[01:05:05]

I CAN TELL YOU MY VOTE ON THIS BECAUSE I TOO HAVE LOOKED AT THIS INFORMATION.

15 SECONDS. PLEASE DON'T LOOK AT WHAT IS EASIEST, BUT WHAT IS BEST FOR THE STUDENTS.

AND TO KEEP FORT BEND ISD A PREMIER SCHOOL DISTRICT FOR YEARS TO COME.

THANK YOU AND SAVE OUR SPARK. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE NORMA ABAD, ANNA RAMSHAW, AND JEANNIE HAND. NEXT IS DIANA MEDELLIN. GOOD EVENING.

MY NAME IS DIANA MEDELLIN. IN HIS RECENT PODCAST, DOCTOR SMITH SPOKE ABOUT HOW IT IS A WIN TO LIVE, WORK AND LEARN IN FORT BEND ISD. BUT IF YOU MOVE FORWARD WITH THESE CLOSURES USING THE CURRENT INACCURATE DATA, NOBODY WINS. IT IS NOT A WIN TO LIVE IN SUGAR LAND.

WHEN THE DISTRICT'S DISMANTLED NEIGHBORHOOD SCHOOLS BASED ON FLAWED ENROLLMENT PROJECTIONS, WE HAVE GATHERED DATA WHICH WE ARE PROVIDING TO YOU TONIGHT THAT PROVIDES THE INFORMATION YOU ARE USING IS SIMPLY INCORRECT.

IT IS NOT A WIN TO LEARN IN FORT BEND WHEN OUR CHILDREN ARE PACKED INTO CONSOLIDATED CLASSROOMS. RESEARCH SHOWS THAT IDEAL CLASS SIZE FOR ACHIEVEMENT IS 15 TO 18 STUDENTS.

IT IS NOT A WIN TO WORK OR TEACH HERE. WHEN JOBS ARE ELIMINATED AND TEACHERS ARE DISPLACED DUE TO FAULTY MATH.

YOU CANNOT BUILD WIND FOR FORT BEND WHILE DESTROYING THE SCHOOLS THAT TEACHERS AND FAMILIES CALL HOME.

I URGE THE BOARD TO BE SUPER INTENTIONAL. LOOK AT THE CORRECTED DATA WE'VE PROVIDED.

DO NOT TRADE OUR COMMUNITIES TRUST FOR A 1% BUDGET FIX.

THIS PROPOSAL ISN'T A WIN. IT'S A FAILURE OF LEADERSHIP.

THANK YOU. THANK YOU. NEXT IS NORMA ABAD. I WOULD LIKE TO UNDERSTAND WHY WE'RE DISCUSSING SHUTTING DOWN SCHOOLS WHERE THOUSANDS OF DOLLARS WERE JUST POURED INTO UPGRADES FROM THE APPROVED 23 BOND SPECIFICALLY FOR ARIZONA FLEMING.

OVER THE LAST 12 MONTHS, WE'VE HAD MAJOR UPGRADES, INCLUDING FENCING, OUR PLAYGROUND, NEW FLOORING, NEW STAGE CURTAINS, NEW DOORS, AND A BRAND NEW HVAC SYSTEM INSTALLED OVER WINTER BREAK AND RECENTLY DISCUSSED IN YOUR LAST SEVERAL BOARD MEETINGS.

THOUSANDS SPENT. AND NOW WHAT? I'D LIKE TO UNDERSTAND HOW WE'RE PLANNING TO BUST ALL THESE ADDITIONAL STUDENTS TO A NEW SCHOOL WHEN WE WHEN WE'RE ACTIVELY EXPERIENCING BUS DELAYS DUE TO SHORTAGE OF STAFF. SOME SAY SCHOOLS ARE UNDER UTILIZATION.

BUT THEN WE HAVE PROGRAMS FOR PRE-K FOR THREE YEAR OLDS WHERE OUR DUAL LANGUAGE STUDENTS AND CHILDREN ARE TURNED AWAY BECAUSE THEY DON'T QUALIFY FAMILIES BY OUR HOMES BASED ON WHERE OUR CHILDREN WILL GO TO SCHOOL AND TRUST, OUR COMMUNITY WILL LOOK OUT FOR OUR CHILDREN'S BEST INTERESTS.

THIS DECISION DOESN'T SEEM LIKE IT IS. HELP US UNDERSTAND WHY YOU'RE DISRUPTING MY CHILD'S EDUCATION AND TELL ME HOW I CAN PREVENT IT FROM HAPPENING.

SAVE ARIZONA. FLEMING. THANK YOU. NEXT IS ANNA RAMSHAW.

GOOD EVENING. I THINK IT'S CLEAR FROM THE NUMBER OF SPEAKERS TONIGHT AND AT PREVIOUS BOARD MEETINGS THAT THE COMMUNITY IS TELLING YOU TO SLOW DOWN.

I WOULD ASK THAT YOU LISTEN TO HEAR US, NOT TO HUMOR US.

I THINK AT THE LAST MEETING, SOMEONE SAID YOU HAD A CHANGE MANAGEMENT PROBLEM. I BELIEVE IT'S A TRUST PROBLEM AND A LEGITIMACY PROBLEM BECAUSE YOUR CLOSURES DO NOT SEEM BASED ON EVIDENCE. AND YOU'VE MADE MANY MULTI-MILLION DOLLAR MISTAKES IN THE PAST.

NOT YOU PERSONALLY, BUT THE BOARD AS A WHOLE.

FOR EXAMPLE, SUGAR MILL. IT DOESN'T SEEM BASED IN EVIDENCE.

WE ARE. WE'RE THE ONLY SCHOOL IN OUR AREA THAT HAS A GROWING ENROLLMENT.

WE'RE IN A RATED SCHOOL. WE ONLY HAVE 10% BUS RIDERS, AND OUR FCI SHOULD PROBABLY BE AT GOOD OR EXCELLENT BASED ON THE IMPROVEMENTS THAT HAVE BEEN DONE RECENTLY. ONE ONE OF OUR PREVIOUS SPEAKERS, CAROLINE PAUL, SPENT SIX HOURS.

SHE WAS ABLE TO BALANCE ENROLLMENT ACROSS THE WHOLE DISTRICT FOR ELEMENTARY SCHOOL.

AND YOU HAVE NOT EVEN ATTEMPTED TO DO THAT. SO, AS PRESIDENT SNOW WOULD SAY FROM CATCHING FIRE, CONVINCE US, PROVE TO US THAT THIS IS WHAT NEEDS TO HAPPEN.

THANK YOU. THANK YOU. OUR NEXT THREE. PLEASE HOLD YOUR APPLAUSE, PLEASE.

OUR NEXT THREE SPEAKERS WILL BE KIKO RISTEVSKI, MOHAMED CHAIEB, AND JENNA CHAIEB.

NEXT IS JANIE HAND. GOOD EVENING. TRUSTEES. WE WHO ELECTED YOU TO SAFEGUARD OUR INTERESTS, HAVE CLEARLY ARTICULATED THE HARM THAT CLOSING AUSTIN PARKWAY WILL CAUSE.

AND THIS IS NOT THE DECISION WE ARE ASKING YOU TO MAKE.

BY YOUR OWN REPORTS, CLOSING THESE SCHOOLS IS PROJECTED TO SAVE 5 TO $7 MILLION OF A $56 MILLION BUDGET DEFICIT.

THAT'S BARELY 1% OF THE OPERATING BUDGET. AND THAT ESTIMATE IS BEFORE FACTORING IN ADDITIONAL COSTS LIKE PORTABLES, TRANSPORTATION, AND ADA UPDATES. WHEN THOSE COSTS ARE INCLUDED, THE PROJECTED NET SAVINGS COULD SHRINK TO AS LITTLE AS 2 TO $4 MILLION.

PLEASE NOTE THAT YOUR OWN AUDIT IDENTIFIED OVER $14 MILLION IN NON CLOSURE ALTERNATIVES.

SO MY QUESTION FOR YOU IS DO YOU REALLY WANT TO ALIENATE YOUR CONSTITUENTS TO SOLVE $2 MILLION OF A $56 MILLION PROBLEM.

PLEASE VOTE AUSTIN PARKWAY. THANK YOU. NEXT IS KIKO RISTEVSKI.

[01:10:05]

YOUR CLOSING SEVEN SCHOOLS THIS YEAR. YOU CANNOT SAVE SEVEN MILLIONS WITH ALL OF THESE CHANGES.

SOMETHING DOESN'T LOOK RIGHT. YOU WANT TO SAVE 3 TO 5 MILLIONS WHILE YOU'RE SPENDING THREE MILLIONS EVERY YEAR ON PORTABLES.

AND YOU DIDN'T THINK ABOUT REZONING THOSE SCHOOLS A LITTLE BIT.

MOVE, PEOPLE. YOU REJECTING PRE-K STUDENTS BECAUSE THERE IS NO CAPACITY, WHILE AT THE SAME TIME YOU HAVE SO MUCH CAPACITY ON THESE SCHOOLS.

BUT WHO AM I TO JUDGE? WHO ARE WE TO JUDGE? SO I SUGGEST LET'S DO A GOFUNDME CAMPAIGN.

EACH CONCERNED FAMILY GIVES $7 AND HIGHER PROFESSIONALS.

AND LET'S SEE THAT THE. THE RESPONSIBILITIES OF OUR TRUSTEES AND MAYBE A JUDGE CAN MAKE A DECISION.

15 SECONDS KIND OF ENSURE STABILITY AND OVERSIGHT AND CONTROL OVER EVERYTHING.

WHAT IS GOING ON? NOT WITH LACK OF DATA, EVIDENCE AND TRUST.

THANK YOU. THANK YOU. NEXT IS MOHAMMED SHAYEB.

HELLO. MY NEIGHBORS AND FRIENDS HERE TODAY HAVE DONE A GREAT JOB USING STATS AND DATA, PROVING THAT REZONING MADDEN AND CLOSING THESE OTHER GREAT SCHOOLS IS BAD FOR OUR COMMUNITIES. THIS REZONING IS HIGHLY DISRUPTIVE TO KIDS.

IT'S DISRUPTIVE TO PARENTS. IT'S DISRUPTIVE TO PROPERTY VALUES.

IT'S DISRUPTIVE TO TRAFFIC PATTERNS. AND IT WILL BACKFIRE BECAUSE MOST PARENTS HERE HAVE ALREADY EXPRESSED INTEREST IN PURSUING OTHER SCHOOL OPTIONS THAN THE ONES THEY'RE GETTING REZONED TO. THE FACT THAT WE'RE ALL HERE TODAY IS PROOF THAT OUR SCHOOLS ARE MORE THAN PHYSICAL BOUNDARIES, MORE THAN ACADEMIC INSTITUTIONS. OUR SCHOOLS ARE THE COMMUNITY.

ANY DISRUPTION TO OUR SCHOOLS IS NOT JUST A DISRUPTION TO ALL THE THINGS ABOVE, IT'S A DISRUPTION TO THE ENTIRE COMMUNITY.

THANK YOU. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE GERARDO ARZATE, DATTA SHIRODKAR AND HANNAH CASALOTTI.

NEXT IS JENNA CHAIEB. MY NAME IS JENNA AND I'M IN KINDERGARTEN.

I'M IN ELEMENTARY. I WANT TO STAY AT MADDEN BECAUSE I LIKE MY TEACHERS AND ALL MY BEST FRIENDS TO GO TO.

MADAM, PLEASE KEEP ME WITH MY FRIENDS AT MADDEN.

HOLLY IS TOO FAR FROM MY HOUSE AND MY DAD HATES TRAFFIC.

MY MOM HATES IT TOO. THANK YOU. THANK YOU. NEXT IS GERARDO SAID.

GOOD EVENING. THANK YOU FOR BEING HERE. I AM THE PARENT OF TWINS LEO AND ELIANA AT SUGAR MILL ELEMENTARY.

MY TWINS HAVE TEACHERS WHO KNOW THEIR NAMES, KNOW HOW THEY LEARN, KNOW SOMETHING, KNOW WHEN SOMETHING IS WRONG, EVEN BEFORE THEY SAY IT. THAT RELATIONSHIP TOOK TIME AND DEDICATION TO BUILD WITH CURRENT AND PREVIOUS TEACHERS, AND THIS PROPOSAL ELIMINATES THAT WITH ONE VOTE.

BUT WHAT I'M REALLY CONCERNED ABOUT IS IF YOU CLOSE SUGAR MILL NOW WITHOUT COMPLETING THE FEEDER PATTERN, MY TWINS COULD BE REASSIGNED TO A NEW ELEMENTARY SCHOOL THIS FALL AND THEN REASSIGNED AGAIN WITH MIDDLE SCHOOL, BOUNDARIES ARE REDRAWN. THAT'S NOT CONSOLIDATION.

THAT'S INSTABILITY WRITTEN INTO THE SYSTEM. THE RESEARCH IS CLEAR ABOUT STUDENT MOBILITY.

CHANGING SCHOOLS OUTSIDE A NATURAL TRANSITION IS ONE OF THE STRONGEST PREDICTORS OF ACADEMIC DECLINE, ESPECIALLY FOR ECONOMICALLY DISADVANTAGED STUDENTS.

SUGAR MILL SERVES 51.8% OF ECONOMICALLY DISADVANTAGED CHILDREN.

SO I'M ASKING THE BOARD HOW MANY TIMES BEFORE YOU ARE WILLING TO MOVE OUR CHILDREN BEFORE YOU CALL IT A PLAN? PLEASE FINISH. THE FEEDER PATTERN. THANK YOU.

NEXT IS DADA SHIRODKAR. GOOD EVENING. I'M HERE ON BEHALF OF MY KIDS AND THE COMMUNITY TO BEG AND IMPLORE YOU NOT TO PROCEED WITH THIS REZONING PLAN.

ONE OF THE REASONS FOR THIS REZONING PROPOSAL IS TO INCREASE THE ENROLLMENT AT HOLLY ELEMENTARY.

THE INCREASE IN ENROLLMENT IS NOT GOING TO HAPPEN BECAUSE ALL OF THE AFFECTED FAMILIES HAVE ALREADY DECIDED TO SEND THEIR KIDS TO A CHARTER SCHOOL OR A PRIVATE SCHOOL.

IF THE BOARD DECIDES TO MOVE AHEAD WITH THIS PROPOSAL, TRUST ME, THE APPLICATIONS ARE ALREADY IN.

IN THE LAST BOARD MEETING, YOU PRESENTED THE SURVEY RESULTS.

THE RESULTS WERE VAGUE AND NOT A TRUE DEPICTION OF HOW THE COMMUNITY FEELS.

PEOPLE WHO VOTED NEUTRAL DID SO BECAUSE THAT PARTICULAR ISSUE DID NOT CONCERN THEM PERSONALLY.

AND A NEUTRAL VOTE CANNOT BE USED IN FAVOR OF REZONING.

LIKE I SAID BEFORE, THE REZONING WILL CHANGE THE FEEDER PATTERN FOR THE REST OF THEIR SCHOOL YEARS.

IT'S NOT FAIR. THIS IS STRAIGHT FROM THE FOOD WEBSITE.

[01:15:03]

THIS REZONING PROPOSAL IS. THANK YOU. OUR NEXT OUR NEXT THREE SPEAKERS WILL BE DANIELLE BOLTZ, HARRISON MCNAMARA, AND MALLORY MCNAMARA. NEXT IS HANNAH CASALOTTI.

FOLLOWING CAROLINE FALL IN DECEMBER, ZONDA PRESENTED ENROLLMENT TRENDS AS NEUTRAL FACTS.

THEY ARE NOT. THE LABELS BEING USED ARE SHAPING HOW THE PUBLIC VIEWS DISCLOSURE PROPOSAL.

SUGAR MILL WAS LABELED DECLINING, YET PROJECTIONS SHOW IT'S INCREASING AND THEN STABILIZING IN THE MID 70% UTILIZATION RANGE.

THAT IS STABILITY, NOT COLLAPSE. MEANWHILE, LAKEVIEW AND BARRINGTON PLACE WERE LABELED STABLE DESPITE SUSTAINED AND ENROLLMENT DECLINES AND VERY LOW PROJECTED UTILIZATION, LAKEVIEW IS PROJECTED TO KEEP FALLING DOWN TOWARD UNDER 200 STUDENTS AND BARRINGTON PLACES PROJECTED TO REMAIN AROUND THE 40% UTILIZATION RANGE.

IF UTILIZATION IS DROPPING YEAR AFTER YEAR, THAT IS NOT STABLE.

THIS IS A NARRATIVE MANAGEMENT AND NOT HONEST ANALYSIS.

THIS IS NOT A MINOR WORDING ISSUE. TONIGHT, WE'RE ASKING YOU TO STOP REPEATING THESE LABELS AS FACTS AND REQUIRE THE CRITERIA BEHIND EVERY LABEL.

CORRECT THE RECORD ON SUGAR MILLS TRAJECTORY AND KEEP SUGAR MILL OPEN UNTIL THE PUBLIC SEES PUBLIX'S CONSISTENT, VERIFIABLE DATA. THANK YOU. THANK YOU. NEXT IS DANIELLE BOLTZ.

GOOD EVENING. MY NAME IS DANIELLE AND I'M HERE AS A PARENT WITH CHILDREN AT SUGAR MILL ELEMENTARY.

FAMILIES HAVE PROVIDED EXTENSIVE DATA THAT DIRECTLY CONFLICTS WITH THE PROJECTIONS PRESENTED BY ZONDA.

WHEN PERMANENT DECISIONS ARE BEING CONSIDERED, CONFLICTING DATA MUST BE FULLY REVIEWED BEFORE IRREVERSIBLE ACTION IS TAKEN.

I URGE YOU TO SLOW THIS PROCESS DOWN AND VOTE SCHOOL BY SCHOOL, RATHER THAN AN ALL OR NOTHING DECISION.

EACH SCHOOL AND EACH COMMUNITY DESERVES INDEPENDENT EVALUATION.

AND I WANT TO SPEAK PERSONALLY FOR A MOMENT. I AM WORRIED THAT TWO YEARS FROM NOW, I WILL BE STANDING HERE AGAIN FIGHTING TO KEEP SUGAR LAND MIDDLE SCHOOL OPEN.

SO MY DYSLEXIC FOURTH GRADER, WHO WOULD THEN BE A SEVENTH GRADER, ISN'T FORCED TO MOVE AGAIN.

15 SECONDS REPEATED DISRUPTION IS NOT NEUTRAL FOR STUDENTS WITH LEARNING DIFFERENCES.

COMMUNITY TRUST HAS ALREADY BEEN STRAINED WHEN FAMILIES LOSE CONFIDENCE AND STABILITY.

IT AFFECTS ENROLLMENT AND THE FUTURE STRENGTH OF THE DISTRICT.

ONCE THESE SCHOOLS ARE CLOSED, YOU CANNOT REOPEN THEM.

BUT YOU CAN CHOOSE TONIGHT TO SLOW DOWN. THANK YOU.

NEXT IS HARRISON MCNAMARA. EVENING. I'VE BEEN AN AUSTIN PARKWAY PARENT FOR THE LAST TEN YEARS, AND I CURRENTLY HAVE A FOURTH GRADER AT EHP. MY CHILDREN ARE TRANSFER STUDENTS INTO AP, MEANING THAT WE HAVE ACTIVELY CHOSEN THIS CAMPUS AND THIS COMMUNITY EVERY YEAR FOR THE LAST TEN YEARS. I BELIEVE TRANSFER STUDENTS AND NOT SCHOOL CLOSURES ARE THE ANSWER TO THE DISTRICT'S CURRENT PROBLEMS. FBISD SHOULD BE TAKING ADVANTAGE OF ITS STATUS AS A DISTRICT OF INNOVATION, WHICH ALLOWS IT TO ACCEPT TRANSFER STUDENTS FROM NEIGHBORING DISTRICTS INSTEAD OF CLOSING SCHOOLS, AND THE DEVASTATING EFFECTS THAT WOULD CAUSE ACROSS THE DISTRICT TO STUDENTS.

WE COULD BE IMPLEMENTING AND MARKETING MAGNET PROGRAMS AT UNDERUTILIZED CAMPUSES, AND WE COULD BE EXPANDING OUR PRE-K PROGRAMS. FBISD SHOULD BE SHOULD THEN USE THESE PROGRAMS TO DRAW STUDENTS FROM ADJACENT DISTRICTS.

LAMAR CISD IS CURRENTLY GROWING AND WE SHOULD BE COMPETING FOR THOSE STUDENTS, NOT 15 SECONDS.

AGAIN, FBISD IS A DISTRICT OF INNOVATION AND WE SHOULD BE FACING OUR CURRENT CHALLENGES WITH INNOVATIVE SOLUTIONS.

SAVE AUSTIN PARKWAY. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE JACKSON MCNAMARA, RILEY MCNAMARA, AND BRANDY HARRIS BANKS. NEXT IS MALLORY MCNAMARA.

GO AHEAD. THE PROPOSED CLOSURES WOULD CHANGE AND AFFECT THE COMMUNITIES OF 38 ELEMENTARY SCHOOLS.

THAT'S OVER 73% OF THE DISTRICT ELEMENTARY CAMPUSES.

ALL FOR A SAVINGS OF 0.7% OF THE ANNUAL BUDGET.

YOU ALL SAY THAT YOU'RE HERE FOR THE STUDENTS. AND I GENUINELY WANT TO BELIEVE THAT'S TRUE.

BUT YOU CAN'T HONESTLY TELL US THAT UPENDING THE COMMUNITIES OF 73% OF YOUR ELEMENTARY SCHOOLS FOR A SAVINGS OF LESS THAN 1% OF THE BUDGET IS FOR THE BENEFIT OF THE STUDENTS OR EVEN THE DISTRICT. YOU SAT UP THERE AND YOU POKED FUN AT OUR COLORED T SHIRTS, AND YOU TELL US REPEATEDLY THAT KIDS ARE RESILIENT.

OF COURSE THEY ARE. YOU TELL US THAT YOU HAVE TO MAKE CHANGES TO GET THE DISTRICT BACK ON TRACK.

OF COURSE YOU DO. BUT YOUR OWN NUMBERS DON'T SUPPORT YOUR STORY.

INSTEAD, THESE NUMBERS, ALONG WITH SOME OF YOUR COMMENTS, TELL US AS PARENTS THAT YOU DON'T CARE IF THESE KIDS HAVE TO FACE CHANGE.

THEY TELL US THAT YOU'RE WILLING TO LET OUR KIDS BEAR A MASSIVE BURDEN FOR THE SAKE OF ILL PLANNED, POORLY RESEARCHED DECISIONS THAT WILL YIELD MINIMAL SAVINGS.

YOU STILL HAVE TIME TO TELL A DIFFERENT STORY.

[01:20:01]

MY NAME IS JACKSON MCNAMARA. I AM A CUB SCOUT AND A FOURTH GRADER AT AUSTIN PARKWAY ELEMENTARY.

EVEN BEFORE I WAS IN KINDERGARTEN, I SPENT FIVE YEARS WATCHING MY BIG SISTER GO TO AP.

AP IS A PLACE THAT I LEARNED TO LOVE SCHOOL. THEY SAY THAT OUR SCHOOL IS NOT IN GOOD SHAPE, BUT WE HAVE HAD LOTS OF THINGS REPLACED RECENTLY AND WE STILL HAVE MONEY AVAILABLE TO FIX UP OUR SCHOOL.

WE HAVE ALSO WORKED HARD AS A SCHOOL TO RAISE MONEY TO FIX OUR SHADE COVER.

IF YOU CLOSE AUSTIN PARKWAY, MY FRIENDS AND I WILL HAVE TO SPLIT UP FOR FIFTH GRADE.

MY SISTER WON'T BE ABLE TO DO HER SENIOR WORK AND NEITHER WILL I.

AUSTIN PARKWAY IS A GOOD SCHOOL AND AN IMPORTANT PLACE TO SO MANY STUDENTS PAST, PRESENT, AND FUTURE. SAVE AUSTIN PARKWAY. THANK YOU. NEXT IS RILEY MCNAMARA.

HELLO. MY NAME IS RILEY MCNAMARA. I AM A NINTH GRADER AT ELKINS HIGH SCHOOL, A GIRL SCOUT AND A FORMER STUDENT OF AUSTIN PARKWAY ELEMENTARY.

I WENT TO AP FROM KINDERGARTEN THROUGH FIFTH GRADE AND I AM HOPING MY BROTHER CAN TOO.

FOLLOWING MY TIME AT AP, I WENT ON TO ATTEND AND GRADUATE FROM THE GT ACADEMY AT QUAIL VALLEY MIDDLE SCHOOL, AND I'M CURRENTLY A FRESHMAN IN THE ENGINEERING ACADEMY AT ELKINS.

THE LAST THREE AND A HALF YEARS HAVE BEEN EXTREMELY RIGOROUS, CHALLENGING, AND REWARDING.

IN THAT TIME, I'VE EXPERIENCED SOME OF THE BEST AND MOST DIFFICULT CLASSES THIS DISTRICT HAS TO OFFER.

FORTUNATELY, I WAS THOROUGHLY PREPARED TO FACE THE CHALLENGES LAID BEFORE ME, AND I HAVE AUSTIN PARKWAY TO THANK FOR THAT.

AP IS MORE THAN A BUILDING. IT IS A COMMUNITY THAT HELPS BUILD STUDENTS UP BOTH ACADEMICALLY AND SOCIALLY.

IT IS A SAFE SPACE THAT ALLOWS AND ENCOURAGES STUDENTS TO LEARN AND GROW.

IT IS A SCHOOL THAT NURTURES AND DEVELOPS FUTURE LEADERS, ABS TEACHERS, AND ADMINISTRATION HAVE BUILT A COMMUNITY AND A CULTURE THAT CANNOT BE REPLACED, A COMMUNITY AND CULTURE THAT WILL BE ERASED IF THE DISTRICT CLOSES OUR SCHOOL.

SAVE AUSTIN PARKWAY. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE IMANI TORRES, MEGAN TORRES, AND TONI PILL. NEXT IS BRANDI HARRIS BANKS. GOOD EVENING.

I'M A PARENT OF FOUR FORT BEND ISD STUDENTS, AND I WANT TO QUICKLY HIGHLIGHT MY CONCERNS WITH THE PROPOSED BOUNDARIES AND CLOSURES.

OF MY FOUR CHILDREN, THREE ARE CURRENTLY STUDENTS AT FLEMING ELEMENTARY WHO ARE ABLE TO WALK HOME EVERY DAY IN THE UPCOMING SCHOOL YEAR.

I WILL ONLY HAVE ONE ELEMENTARY SCHOOL STUDENT, MY YOUNGEST CHILD, A FIRST GRADER WHO WILL NO LONGER BE ABLE TO WALK HOME BECAUSE THE PROPOSED SCHOOL IS ON THE OPPOSITE SIDE OF HIGHWAY SIX, HE WILL LIKELY BECOME A BUS RIDER WITH NO ADULT OR SIBLING TO INTERCEPT HIM AT THE BUS STOP. AS YOU CAN IMAGINE, I DO NOT FEEL COMFORTABLE WITH MY SEVEN YEAR OLD WALKING HOME ALONE.

THE OTHER OPTION WOULD BE TO EITHER SPEND MONEY TO SEND HIM TO EXTENDED DAY, OR PULL HIM OUT OF FORT BEND ISD ALTOGETHER AND SEND HIM TO A CHARTER SCHOOL.

15 SECONDS. ALL OF MY FOUR CHILDREN HAVE HAD THE OPPORTUNITY TO BUILD STRONG RELATIONSHIPS AND RAPPORT WITH THE CURRENT TEACHING STAFF AT FLEMING.

AS EDUCATORS AND PARENTS WE ARE AWARE OF. THE CONSISTENCY AND STABILITY ARE KEY TO ENSURING OUR CHILDREN FEEL SECURE AND REMAIN FOCUSED.

MY LAST CONCERN CENTERS AROUND POTENTIAL DROPS IN PROPERTY VALUES INCREASE.

THANK YOU. THANK YOU. THANK YOU. NEXT IS IMANI TORRES.

MY NAME IS IMANI TORRES AND I LIVE IN PRE-K. AND.

AND I WILL LOSE ALL MY FRIENDS IF. AND I WILL LIVE.

AND I WILL LOSE ALL MY FRIENDS IF IF THEY CLOSE MY SCHOOL AND AND IN THE SO MANY PEOPLE AT MY SCHOOL AND, AND IN MY SCHOOL HAS SO MANY KIDS AND PEOPLE IN, IN, IN AND I HAVE SO MANY PEOPLE AT MY SCHOOL AND I LOVE MY TEACHERS.

THANK YOU. THANK YOU. NEXT IS MEGAN TORRES. MY NAME IS MEGAN, AND THIS IS MY DAUGHTER, IMANI TORRES.

WE GO TO FLEMING ELEMENTARY, AND I STAND HERE AS A REPRESENTATION OF EVERY SPANISH SPEAKING PARENT WHO WAS NOT ABLE TO BE HERE TODAY BECAUSE OF THE FACT THAT THEY DO NOT HAVE A TRANSLATOR TO GET UP HERE TO TRANSLATE THEIR STORY FOR THEIR CHILDREN.

MY DAUGHTER IS IN THE BILINGUAL PROGRAM AND IT WOULD BE VERY.

I'M SORRY. IT WOULD BE VERY UNFORTUNATE TO LOSE HER BEING ABLE TO ATTEND THE BILINGUAL PROGRAM AND THE FACT THAT WE HAVE NEW ADMINISTRATION. I AM THE PTO PRESIDENT AND WE ARE BUILDING COMMUNITY AT OUR SCHOOL.

AND I JUST BELIEVE THAT YOU NEED TO PAY ATTENTION TO THESE LITTLE ONES WHO SOME HAVE LEARNING DISABILITIES AND SOME CANNOT COME AND SPEAK SPANISH.

[01:25:03]

THANK YOU. THANK YOU. OUR NEXT THREE SPEAKERS WILL BE KIM VALERA, HANNAH BUTLER, AND JILL GORE.

NEXT IS TONI PILL. GOOD EVENING TRUSTEES. I LIVE IN GANNAWAY LAKE ESTATES HERE IN SUGAR LAND, AND TWO OF OUR SONS GO TO SUGAR MILL ELEMENTARY.

UNDER YOUR PROPOSAL, GANNAWAY LAKE ESTATES, REGIS LAKES AND GLEN LAURA, ALL THREE NEIGHBORHOODS IN THE CITY OF SUGAR LAND ARE BEING TOLD THAT OUR CHILDREN WILL NO LONGER ATTEND A SCHOOL IN SUGAR LAND. THAT'S 149 SUGAR LAND STUDENTS THAT ARE GETTING SLATED TO BE SENT TO A CAMPUS OUTSIDE OF OUR CITY LIMITS. YOU IMPLY THAT THE CONSOLIDATIONS WILL SOLVE THE UTILIZATION PROBLEM.

HOWEVER, DRAKE'S OWN ENROLLMENT IS PROJECTED TO DROP STEEPLY.

THAT'S A PROBLEM. SO YOU'RE MOVING SUGARLAND KIDS OUT OF SUGARLAND TO PROP UP A SCHOOL THAT'S LOSING STUDENTS.

AS YOU KNOW, SCHOOL ZONES SHAPE FAMILIES. LIKE A LOT OF PEOPLE HAVE BEEN TALKING, CHOOSING TO BUY HOMES, VOLUNTEER, AND BUILD A COMMUNITY. AND SUGARLAND FAMILIES EXPECT TO ATTEND SCHOOLS HERE IN SUGARLAND.

SO WE KINDLY ASK THAT YOU TAKE RESPECTFUL CONSIDERATION OF CITY COMMUNITIES WHEN DRAWING THESE BOUNDARIES, AND KEEP SUGAR MILL OPEN. THANK YOU. NEXT IS KIM VALERA.

THANK YOU. GOOD EVENING. ONE OF THE. I AM HERE REPRESENTING ARIZONA FLEMING ELEMENTARY, AND ONE OF THE BIG CONCERNS THAT I HAVE WITH THE CLOSURE OF OUR SCHOOL IS THAT A LARGE PERCENTAGE OF OUR CHILDREN WOULD BE SENT TO TOWN WEST ELEMENTARY, A BUILDING THAT WAS BUILT IN 1978.

COMPARED TO OUR BUILDING, WHICH WAS BUILT IN 1994.

LOGIC IN THIS CASE, TO ME, DICTATES THAT THAT SENDING STUDENTS TO A BUILDING THAT IS NEARLY 20 YEARS OLDER THAN THE CAMPUS WHERE THEY CURRENTLY ARE DOES NOT MAKE FINANCIAL SENSE. WHEN YOU CONSIDER ALL OF THE COSTS IT WILL TAKE TO MAINTAIN THAT BUILDING IN THE FUTURE, AS COMPARED TO ARIZONA FLEMING. I WOULD ALSO LIKE TO SAY THAT WE HAVE NEW ADMINISTRATION IN PLACE THIS YEAR, AND OUR NEW ADMINISTRATORS HAVE MADE A AN AMAZING DIFFERENCE IN THE CAMPUS AND THE PARENT INVOLVEMENT.

AND WE HAVE KIDS LIKE MCKENZIE HERE WHOSE PARENTS ARE SUPER INVOLVED.

AND THIS NEW PRINCIPAL HAS EMBRACED EVERYONE.

AND TO CLOSE OUR SCHOOL AND RUIN, THAT WOULD BE DEVASTATING FOR OUR COMMUNITY.

THANK YOU. THANK YOU. NEXT IS HANNAH BUTLER. YOU KNOW ME.

NICE TO SEE YOU. ALL RIGHT, Y'ALL, I NEED YOU GUYS TO LOOK AT ME FOR A SECOND.

I'D LOVE TO HAVE YOUR ATTENTION. THANK YOU SO MUCH.

WE'VE BEEN HERE A LOT TOGETHER FOR THE LAST SEVERAL MONTHS.

YOU'RE CONSIDERING CLOSING THE ONLY A RATED SCHOOL IN OUR AREA.

SENDING OUR CHILDREN TO THREE B RATED SCHOOLS, YOU'RE CONSIDERING SHUTTING US DOWN AT 66% UTILIZATION WHILE KEEPING BARRINGTON PLACE OPEN AT 47%. LET'S TALK ABOUT THE FOUNDATION ISSUES LATER TONIGHT.

IT'S NOT DATA. IT'S A JOIN OR HELP US UNDERSTAND. DESPITE OUR REPEATED QUESTIONS, WE'VE SUBMITTED THOSE QUESTIONS.

WE'VE EXPOSED THE DATA DISCREPANCIES, THE INCONSISTENCIES IN YOUR OWN NUMBERS THAT ARE LISTED LITERALLY ON THE WEBSITE. SILENCE FROM THE SCHOOL BOARD IS NOT NEUTRALITY. IT IS CONTEMPT FOR THE FAMILIES THAT YOU SERVE.

FRANKLY, THE BOARD OF TRUSTEES VOTED TO SPEND AN EGREGIOUS 34.5 MILLION REBUILDING LAKEVIEW.

AND NOW MY CHILDREN ARE BEING ASKED TO BACKFILL THAT, REGARDLESS OF THE FACT THAT MY SCHOOL IN 2018 THAT I FOUGHT FOR AT THE TIME WAS THE FISCALLY RESPONSIBLE CHOICE, FULL STOP, BLACK AND WHITE, AND NO ONE HAS ANSWERED FOR THAT TIME.

THANK YOU. OUR NEXT THREE SPEAKERS WILL BE TREY GORE, GORE AND AMELIA.

MUTHYALA NEXT IS JILL GORE. GOOD EVENING. BOARD.

WITHIN DAYS OF THE ANNOUNCEMENT OF THE POSSIBLE CLOSURE OF AUSTIN PARKWAY, OUR PARENTS AND COMMUNITY RALLIED, FORMED COMMITTEES, MADE A PLAN. SINCE THEN, THE PARENT CHAT HAS NOT SAT QUIET.

TEXT NOTIFICATIONS GO OFF LATE INTO THE NIGHT AND START IN THE EARLY MORNING.

THIS COMMUNITY IS SMART AND PASSIONATE. BOARD.

PLEASE CREATE COMMITTEES AND MAKE DECISIONS WITH THE HELP OF THESE PARENTS AND COMMUNITY MEMBERS.

WE ARE WILLING TO PUT IN THE WORK TO DO THE RESEARCH.

RECOMMEND SOLUTIONS THAT MAKE SENSE. DIG FOR CORRECT INFORMATION AND MAKE THIS DISTRICT SUCCESSFUL.

YOU HAVE THE RESOURCES AT YOUR FINGERTIPS, SO PLEASE UTILIZE THE PEOPLE WHO ARE EAGER TO HELP YOU MAKE THE RIGHT DECISIONS.

WE WEAR THE RED SHIRTS BECAUSE WE BELIEVE IN AUSTIN PARKWAY AND THE RESEARCH SHOWS CLOSING IT IS THE WRONG DECISION FOR THIS DISTRICT.

[01:30:05]

AND SOMEWHERE ALONG THE WAY, WE DECIDED THAT WE WERE GOING TO BREAK UP HIGH SCHOOLS AND MIDDLE SCHOOLS AND ELEMENTARY SCHOOLS.

LET ME TELL YOU, I'VE HAD CHILDREN AT AUSTIN PARKWAY ELEMENTARY FOR TEN YEARS NOW, AND THE FORT BEND ISD FEEDER PATTERN SCHEDULE IS A TOTAL JOKE.

SINCE WE'VE LIVED HERE, WE'VE BEEN OUR HOUSE.

IT'S OVER 40 YEARS OLD, HAS BEEN REZONED TO TWO DIFFERENT HIGH SCHOOLS.

WE'VE GOT GIRLS IN OUR NEIGHBORHOOD WHO'VE GOT FRIENDS LIVING IN OUR NEIGHBORHOOD WHO ARE GOING TO GO TO THE SAME ELEMENTARY, THE SAME MIDDLE SCHOOL AND THEN GO TO DIFFERENT HIGH SCHOOLS. YOU'RE ABOUT TO CHANGE IT. SO THEY'RE GOING TO GO TO DIFFERENT MIDDLE SCHOOLS, AND THEN WHO KNOWS? THAT'S JUST NOT HOW THINGS ARE DONE. AND. WHEN I LOOK AT THIS WHOLE PICTURE AND WE START, WE START PAINTING WITH A BROAD BRUSH, GROUPING SCHOOLS TOGETHER. YET WE'RE TRYING TO MAKE DECISIONS AND DECISIONS IN SILOS.

YOU SAY THAT YOU'RE GOING TO MAKE A DECISION ON ELEMENTARY SCHOOLS AND THEN MIDDLE SCHOOLS AND THEN HIGH SCHOOLS. WE CAN'T EVEN GET THIS RIGHT. WE'RE USING BOGUS DATA. I LOOKED AT THE FCI WE'RE TALKING ABOUT WE'RE TALKING ABOUT LANDSCAPING.

I'M. THANK YOU. NEXT IS SIR. NEXT IS EVIE GORE.

HI. MY NAME IS EVIE. I'M AN AUSTIN PARKWAY STUDENT.

I'M UP HERE, SO I AM UP HERE SO OUR SCHOOL DOESN'T CLOSE.

AUSTIN PARKWAY IS MY SECOND HOME. A FEW DAYS BEFORE WINTER BREAK, I FIGURED OUT THAT OUR SCHOOL IS POSSIBLY SHUTTING DOWN.

I WANTED TO GO TO SCHOOL EVERY DAY. MY TEACHERS ARE GREAT.

WHAT IF OUR SCHOOL DOES SHUT DOWN? WHAT IF TEACHERS DIDN'T GET ON THE CHANCE FOR THIS? WE WILL LOSE THEM. THANK YOU. THANK YOU. AND LAST IS AMELIA MUTYALA.

GOOD EVENING. GOOD EVENING. I KNOW YOU HAVE A HARD DECISION TO MAKE.

YOU'RE TALKING ABOUT CLOSING SEVEN SCHOOLS. THAT'S HUNDREDS OF KIDS IN ENTIRE NEIGHBORHOODS BEING AFFECTED.

BUT I'M STANDING HERE BECAUSE THIS IS MY SCHOOL, AND IT MEANS EVERYTHING TO ME.

OUR DISTRICT SAYS INSPIRE EQUIPPED. IMAGINE MY SCHOOL LIVES THOSE WORDS EVERY DAY IN SECOND GRADE.

I DIDN'T BELIEVE IN MYSELF, YET I DIDN'T FEEL BRAVE ENOUGH TO SPEAK UP.

BUT MY TEACHERS ENCOURAGED ME AND HELPED ME FIND MY CONFIDENCE.

NOW I RAISE MY HAND. NOW I SPEAK UP, AND NOW I'M BRAVE ENOUGH TO STAND HERE TONIGHT FOR THE THIRD TIME.

PLEASE DON'T JUST IMAGINE CLOSING SCHOOLS. IMAGINE THE POSSIBILITIES.

IMAGINE TURNING THIS AROUND. IMAGINE HUNDREDS OF KIDS CONTINUING TO GROW, LEARN, AND BELIEVE IN THEMSELVES.

BECAUSE MY SCHOOL DIDN'T JUST TEACH ME READING AND MATH, IT TAUGHT ME HOW TO BELIEVE IN MYSELF.

THANK YOU, THANK YOU. THAT CONCLUDES PUBLIC COMMENT THIS EVENING.

NEXT UP ON OUR AGENDA IS THE SUPERINTENDENT'S UPDATE, DOCTOR SMITH.

[6. Superintendent Update]

THE FIRST ITEM IS A STUDENT ACHIEVEMENT RELATED ITEM FROM THE CLEMENTS GIRLS HIGH SCHOOL DIGITAL DIVAS TEAM.

SO I WANT TO SAY FIRST, CONGRATULATIONS TO CLEMENTS HIGH SCHOOL STUDENTS FOR BRINGING HOME TWO STATE TITLES AT THE DIGITAL DIVAS COMPETITION.

THAT'S AN ALL GIRLS PROGRAMING AND COMPUTER SCIENCE COMPETITION.

CLEMENTS EARNED STATE CHAMPIONSHIPS IN BOTH THE ADVANCED AND THE NOVICE DIVISIONS, AND SO WE ARE EXTREMELY PROUD OF THESE STUDENTS FOR REPRESENTING FORT BEND ISD AT THE HIGHEST LEVEL AND CONTINUING TO LEAD IN STEM EXCELLENCE.

ALSO, I'D LIKE TO RECOGNIZE MANY OF OUR SCHOOLS WHO RECEIVED RECOGNITION ON THE TEXAS HONOR ROLL.

AND SO, IN ADDITION TO CELEBRATING OUR STUDENTS, WE'RE REALLY PROUD TO SHARE THAT FORT BEND ISD ONCE AGAIN HAS BEEN RECOGNIZED ON A STATEWIDE HONOR ROLL LIST. FORT BEND ISD, ALONG WITH 20 OF OUR CAMPUSES.

SO THE DISTRICT, AS WELL AS 20 CAMPUSES, HAVE BEEN NAMED TO THE 2025 TEXAS HONOR ROLL BY THE EDUCATIONAL RESULTS PARTNERSHIP.

FORT BEND ISD HAS THE MOST CAMPUSES ON THE HONOR ROLL IN FORT BEND COUNTY.

THIS. THIS ORGANIZATION RECOGNIZES PUBLIC SCHOOLS AND DISTRICTS THAT DEMONSTRATE HIGH ACADEMIC ACHIEVEMENT AND THAT REDUCE THE ACHIEVEMENT GAP.

AND SO THIS RECOGNITION REFLECTS THE HARD WORK OF OUR TEACHERS, OUR CAMPUS LEADERS, AND OUR SUPPORT STAFF WHO REMAIN FOCUSED ON STUDENT SUCCESS EACH AND EVERY DAY. AND SO WE APPRECIATE THEM AND THANK THEM FOR ALL THAT THEY DO.

[01:35:05]

OVER THE WEEKEND, FORT BEND ISD AND THE FRIENDS OF SUGAR LAND 95 HOSTED AN INFORMATIONAL PRESENTATION IN PARTNERSHIP WITH THE FORT BEND COUNTY LIBRARY.

AS WE CONTINUE HONORING LIVES UNCOVERED IN THE 2018 SUGAR LAND 95 SITE, THE EVENT PROVIDED AN OPPORTUNITY FOR OUR COMMUNITY TO LEARN, TO REFLECT AND TO BETTER UNDERSTAND OUR SHARED HISTORY WITH OUR AS WE MEMORIALIZE THE 95 INDIVIDUALS WHO WERE FOUND BUT NOT FORGOTTEN. AND THEN ALSO THE HAP ORGANIZATION RECOGNIZED MANY OF OUR FORT BEND ISD TEACHERS OVER THE WEEKEND.

THERE WAS A TEACHER OF THE YEAR CEREMONY. WE HAD 62 FORT BEND ISD EDUCATORS THAT WERE RECOGNIZED.

I WANT TO SAY CONGRATULATIONS TO THE CTE AV PRODUCTION TEACHER, MRS. MCKENZIE JONES. CHANEL. SHE WAS NAMED THE SECOND RUNNER UP FOR THE MR..

YEAH. MACKENZIE JONES. CHANEL. THANK YOU. HE WAS A SECOND RUNNER UP FOR TEACHER OF THE YEAR.

AND TO ALL OF THE HONOREES FOR LEADING THE EXCELLENT EXCELLENCE IN MAKING OUR DISTRICT SHINE.

THE LAST ITEM IS OUR CTE OF THE MONTH. HEALTH AND SCIENCE STUDENTS.

FEBRUARY IS CAREER AND TECHNICAL EDUCATION MONTH, AND OUR STUDENTS CONTINUE TO LEVEL UP MORE THAN 64.

BEN ISD HEALTH AND SCIENCE STUDENTS ADVANCED TO THE STATE COMPETITION AFTER COMPETING AT THE 2026 HOSA SPRING LEADERSHIP CONFERENCE, AND THEY WILL REPRESENT OUR DISTRICT AT THE STATE LEADERSHIP CONFERENCE IN CORPUS CHRISTI LATER THIS MONTH.

HE HELPS STUDENTS BUILD LEADERSHIP, COMMUNICATION AND PROFESSIONAL SKILLS AS THEY PREPARE FOR CAREERS IN HEALTH AND INDUSTRY.

WE ARE PROUD OF THESE STUDENTS AND THE EDUCATORS WHO SUPPORT THEM EVERY STEP OF THE WAY.

ALSO, LASTLY, I'M PROUD TO SHARE THAT CLEMENTS HIGH SCHOOL STUDENT ME LIN LI EARNED THE RESERVE GRAND CHAMPION AWARD, WHICH IS SECOND PLACE OVERALL AT THE HOUSTON LIVESTOCK SHOW RODEO ART AUCTION.

THE ART PIECE, TITLED HEAD ON, WAS RECOGNIZED AMONG THE VERY BEST STUDENT ARTWORK IN THE ENTIRE COMPETITION.

THIS IS AN ABSOLUTELY HUGE ACCOMPLISHMENT AND A TESTAMENT TO HER TALENT.

AND SO CONGRATULATIONS TO HER AND THE ART TEACHER, OLIVIA HOOPER, FOR REPRESENTING CLEMENTS HIGH SCHOOL AND FORT BEND ISD WITH EXCELLENCE.

TO SEE ALL OF OUR RODEO ART FINALISTS AND QUICK DRAW WINNERS, CHECK OUT THE HEADLINES AND FEATURES SECTION OF THE DISTRICT WEBSITE.

THANK YOU, MADAM PRESIDENT. THAT CONCLUDES MY REPORT. THANK YOU, DOCTOR SMITH.

NEXT IS OUR BOARD ACTIVITY REPORT. DOCTOR GILLIAM AND I HAVE THE PLEASURE.

[7. Board Activity Report]

WE HAVE DONE THE FOLLOWING. STUDENT LEADERSHIP 101 FORT BEND CHAMBER CHAIRMAN'S GALA, THE SOUND OF MUSIC PERFORMANCE AT CLEMENTS HIGH SCHOOL. LES MISERABLES. DID I SAY IT CORRECTLY? PERFORMANCE AT DULLES HIGH SCHOOL A LITTLE BIT MESSED UP THERE TEXAS ADVOCACY CONFERENCE, WASHINGTON, DC, TASB REGION FOUR GRASSROOTS MEETING TASB MEETING WITH THE STATE REPRESENTATIVE, JEFF BARRY.

THE FUTURE OF EDUCATION WITH COMMISSIONER MIKE MORATH, ELEMENTARY SCHOOL STUDENT LEADERSHIP CONFERENCE, ADULT AUDIT COMMITTEE MEETING SHACK MEETING. DISTRICT DISCIPLINE ADVISORY COMMITTEE MEETING AND POLICY COMMITTEE MEETING.

THANK YOU. THANK YOU, DOCTOR GILLIAM. NEXT UP ARE OUR INFORMATION ITEMS. FIRST IS OUR INTRUDER DETECTION REPORT. DOCTOR SMITH.

[8.A. Intruder Detection Report]

GOOD EVENING, MADAM PRESIDENT. DOCTOR SMITH, BOARD OF TRUSTEES, AS OF OUR LAST MEETING LAST MONTH, WE'VE HAD 13 INTRUDER DETECTION AUDITS OF WHICH TEN WERE NEGATIVE RESULTS.

AND THEN THE OTHER THREE DID PRODUCE FINDINGS, ALL OF WHICH WERE CORRECTED EITHER ON THE SPOT OR IMMEDIATELY THEREAFTER.

THAT CONCLUDES THE REPORT. THANK YOU, MR. DENNIS.

AND AS USUAL, IF THE TRUSTEES HAVE QUESTIONS, WE'LL ASK IN CLOSED SESSION.

THANK YOU. NEXT IS OUR 2026 MIDDLE OF THE YEAR STUDENT ACHIEVEMENT UPDATE.

[8.B. 2026 MOY Student Achievement Update]

[01:40:28]

THIS EVENING, I'M GOING TO TAKE A FEW MOMENTS TO PROVIDE YOU AN UPDATE ON OUR MIDDLE OF THE YEAR STUDENT ACHIEVEMENT.

PRESENTATION. I'M GOING TO BE TALKING ABOUT ACHIEVEMENT AND GROWTH AS IS MEASURED BY NWEA MAP GROWTH FOR MATH, READING AND SCIENCE. I'M ALSO GOING TO SPEAK TO OUR MIDDLE OF THE YEAR MAP READING FLUENCY DATA, AND I'M GOING TO HIGHLIGHT SOME OF THE RESULTS FROM OUR STAR DECEMBER RETEST.

SO BEFORE I GET INTO OUR SPECIFIC DATA, I WANT TO TALK A LITTLE BIT ABOUT THE DIFFERENCE BETWEEN STAR AND MAP.

STAR IS A SUMMATIVE ASSESSMENT THAT MEASURES GROWTH AND ACHIEVEMENT, BUT IT IS SPECIFICALLY TIED TO GRADE LEVEL.

TX WHAT IS A STUDENT SUPPOSED TO LEARN IN THAT YEAR RELATED TO THOSE TX? THE STAR ASSESSMENT IS ADMINISTERED ONE TIME A YEAR AT THE END OF THE YEAR.

OUR MAP TEST IS ACTUALLY AN ADAPTIVE UNIVERSAL SCREENER THAT MEASURES THAT SWEET SPOT OF LEARNING FOR STUDENTS AND IT OUR DATA IS NATIONALLY NORMED. SO IT'S COMPARED TO STUDENTS WHO ARE IN THE SAME GRADE LEVEL AS OUR STUDENTS, THE SAME NUMBER OF INSTRUCTIONAL WEEKS. HOW DID WE PERFORM IN COMPARISON TO THOSE OTHER STUDENTS? OKAY. SO I JUST WANT TO MAKE SURE THAT YOU ALSO UNDERSTAND THAT WHEN A STUDENT TAKES THE NWA MAP GROWTH ASSESSMENT EVERY STUDENT IN FORT BEND ISD, EVEN IF THEY ARE HIGH ACHIEVEMENT, WILL GET 50% OF THE TEST.

INCORRECT BECAUSE IT ADAPTS AND ADJUSTS TO FIND THAT SWEET SPOT OF LEARNING.

WHERE IS THEIR ENTRY POINT TO LEARNING FOR THAT GRADE LEVEL AND THAT CONTENT AREA? OKAY, SO WE'RE MEASURING ACHIEVEMENT AND GROWTH ON MAP OVER THE COURSE OF TIME.

AND WE'RE COMPARING THAT TO THE NATIONAL AVERAGES.

SO JUST TO SUMMARIZE STANDARDIZED SUMMATIVE ASSESSMENT VERSUS A NORM REFERENCED ASSESSMENT ONCE PER YEAR ON STAR MULTIPLE TIMES A YEAR FOR NWA MAP. SO LET'S DIG INTO THE DATA JUST A BIT.

WE'RE GOING TO START WITH MAP. AND WE'RE GOING TO START WITH THE MATH ASSESSMENT.

THAT'S ADMINISTERED TO KINDER THROUGH ALGEBRA TWO STUDENTS IN FORT BEND ISD.

AND WHAT YOU'RE SEEING HERE ON THIS SCREEN IS THE MEDIAN STUDENT ACHIEVEMENT PERCENTILE IN FORT BEND ISD.

THE RED BAR REPRESENTING THE BEGINNING OF THE YEAR, AND THE GRAY BAR REPRESENTING OUR MEDIAN STUDENT ACHIEVEMENT PERCENTILE AT THE MIDDLE OF THE YEAR. THE REASON WE'RE NOT COMPARING THIS TO LAST YEAR'S DATA IS BECAUSE MAP INSTITUTED NEW NORMS THIS YEAR.

AND SO WHEN WE COMPARE TO LAST YEAR, IT'S NOT AN APPLES TO APPLES COMPARISON.

THAT'S WHY WE'RE LOOKING AT THIS YEAR'S DATA.

BEGINNING OF THE YEAR TILL MIDDLE OF THE YEAR.

SO IF WE JUST LOOK AT THIS, OUR KINDERGARTEN DATA.

WHAT THAT'S 75 REPRESENTS IS THAT WE HAD. JUST AS MANY STUDENTS REACHING THE 75TH PERCENTILE FOR ACHIEVEMENT WHEN COMPARED TO THE NATION AS WE DID BELOW.

SO THAT'S A VERY GOOD THAT'S A VERY HIGH ACHIEVEMENT RATE FOR THE MIDDLE OF OUR STUDENT GROUP.

YOU'RE ALSO GOING TO NOTICE THAT WE SAW AN INCREASE OF 10% PERCENTILE POINTS, 65TH PERCENT TO THE 75TH PERCENTILE. WHAT THAT MEANS IS THAT WE HAD BETTER THAN AVERAGE GROWTH.

IF WE HAD HAD AVERAGE GROWTH BETWEEN BEGINNING OF THE YEAR AND MIDDLE OF THE YEAR.

OUR ACHIEVEMENT PERCENTILE WOULD HAVE STAYED ABOUT THE SAME, WHICH IS WHAT YOU'RE SEEING IN MIDDLE SCHOOL.

IF YOU'LL NOTICE IN MIDDLE SCHOOL. THOSE MEDIAN STUDENT ACHIEVEMENT PERCENTILES ARE MAINTAINING.

THAT MEANS AVERAGE GROWTH ABOUT A YEAR, A YEAR'S WORTH OF GROWTH.

WHAT THEY WERE EXPECTED TO DO BY MIDDLE OF THE YEAR.

OKAY. BUT WHAT YOU'RE SEEING IN THE LOWER GRADES AND SOME OF OUR HIGH SCHOOL GRADES IS A LARGE INCREASE,

[01:45:01]

SO OUR MEDIAN GROWTH PERCENTILE FOR FORT BEND ISD FOR MATH WAS THE 62ND PERCENTILE.

THAT'S GOOD. 50TH PERCENTILE IS AVERAGE. OKAY.

SO 50TH PERCENTILE AVERAGE. WE WERE AT THE 62ND PERCENTILE FOR GROWTH.

SO WE SAW LOTS OF GROWTH. I DO WANT TO POINT OUT ON THIS SCREEN OUR EIGHTH GRADE DATA BECAUSE IT DOES DIP PRETTY SIGNIFICANTLY BETWEEN SEVENTH GRADE AND ALGEBRA ONE. REMEMBER, THE STUDENTS THAT WILL TAKE OUR EIGHTH GRADE MATH ASSESSMENT ARE OUR STUDENTS THAT ARE NOT IN ALGEBRA ONE.

THEY ARE IN OUR REGULAR ON LEVEL EIGHTH GRADE MATH.

WHEN WE COMPARE THIS TO DATA ACROSS THE STATE OR ACROSS THE NATION YOU COULD HAVE MULTIPLE STUDENTS IN EIGHTH GRADE ACROSS THE NATION THAT ARE IN ALGEBRA ONE TAKING THE SAME TEST THAT OUR STUDENTS TOOK AS EIGHTH GRADE STUDENTS WHO ARE NOT IN ALGEBRA ONE.

SO THAT COMPARISON GROUP CAN BE MIXED ACROSS THE NATION WITH STUDENTS THAT ARE IN ALGEBRA ONE IN FORT BEND ISD.

WE'VE CHOSEN TO ALLOW OUR EIGHTH GRADE STUDENTS TO TAKE THE ALGEBRA ONE ASSESSMENT.

WHO ARE ENROLLED IN ALGEBRA ONE TO TAKE THE ALGEBRA ONE ASSESSMENT.

SO IN READING, WHAT YOU'RE NOTICING HERE IS SIMILAR TO WHAT YOU SAW IN MATH, WE ARE SEEING AN INCREASE IN THE MEDIAN STUDENT ACHIEVEMENT PERCENTILE FOR ALMOST ALL OF OUR GRADE LEVELS, EXCEPT FOR EIGHTH GRADE.

WE HAD ONE LITTLE DIP. WHAT THAT SIGNIFIES IS THAT WE HAD A MEDIAN GROWTH PERCENTILE.

THE STUDENTS ARE GROWING BETTER THAN AVERAGE WITHIN THE 60TH PERCENTILE WHEN COMPARED TO THE NATION.

IN EIGHTH GRADE, WE DID SEE A LITTLE DIP THERE.

ONE OF THE THINGS THAT WE'RE WORKING ON, SPECIFICALLY IN EIGHTH GRADE TO ADDRESS THIS DIP, IS SPECIFIC, TARGETED CAMPUS SUPPORT AT OUR CAMPUSES THAT HAD LOWER ACHIEVEMENT PERCENTILES AND LOWER GROWTH.

WE ARE ALSO WORKING ON PROVIDING SOME VERY SPECIFIC PROFESSIONAL DEVELOPMENT TO OUR EIGHTH GRADE ELA AND OUR MATH TEACHERS TO ENSURE THAT WE'RE BEING MORE RIGOROUS IN INSTRUCTION. SO MAP READING FLUENCY.

THIS IS AN ASSESSMENT THAT OUR KINDER FIRST AND SECOND GRADERS TAKE.

WHEN THEY TAKE THIS ASSESSMENT, THEY ARE GIVEN AN INITIAL TIMED SENTENCE FLUENCY ASSESSMENT.

WHEN THEY TAKE THAT INITIAL ASSESSMENT, IT ROUTES THE STUDENT UP TO ORAL READING IF THEY'RE READY TO READ, AND IT ROUTES THEM TO FOUNDATIONAL SKILLS IF THEY'RE NOT QUITE THERE YET.

OKAY, SO THE DATA THAT YOU'RE SEEING HERE REPRESENTS THE PERCENTAGE OF STUDENTS THAT ROUTED UP COMPARING BEGINNING OF THE YEAR AND MIDDLE OF THE YEAR. SO IF WE LOOK AT FIRST GRADE, AT THE BEGINNING OF THE YEAR, WE HAD 12% OF OUR FIRST GRADE STUDENTS THAT ROUTED UP TO ORAL READING. THEN AT THE MIDDLE OF THE YEAR, WE HAD 27% OF OUR FIRST GRADE STUDENTS ROUTE UP TO ORAL READING.

THAT'S A GOOD GAIN THAT WE WANT TO SEE. WE WANT TO SEE THOSE STUDENTS CONTINUING TO ROUTE UP AS THEY PROGRESS IN THE UPPER GRADE LEVELS.

ONE OF THE THINGS THAT I ALSO WANT TO POINT OUT HERE IS YOU MIGHT BE LOOKING AT KINDERGARTEN SAYING, WELL, WHY DIDN'T THEY INCREASE AS MUCH AS FIRST GRADE AND SECOND GRADE? AND THAT'S BECAUSE IN KINDERGARTEN, IN THAT FIRST SEMESTER, WE'RE STILL BUILDING A LOT OF THE FOUNDATIONAL PHONICS SKILLS THAT ARE NEEDED BEFORE THEY CAN ROUTE UP TO ORAL READING. WHEN WE LOOK AT THE FOUNDATIONAL SKILLS DATA THAT IS SPECIFIC TO KINDER, WE DID SEE STUDENTS PROGRESS ALONG THAT PROGRESSION TO GETTING CLOSER TO BEING A READER.

AND THAT'S WHAT WE WANT TO SEE IN THAT KINDERGARTEN GRADE.

BEFORE WE MOVE ON TO SCIENCE, I WANT TO BRIEFLY HIGHLIGHT SOME OF THE PROGRESS THAT WE'VE BEEN MAKING WITH READING INTERVENTION.

LAST YEAR WE PILOTED FLYLEAF READING INTERVENTION WITH OUR PULL OUT TIER THREE STUDENT STUDENTS WHO NEEDED INTENSIVE TARGETED INTERVENTION AND READING. WE PILOTED IT LAST YEAR AT A FEW CAMPUSES.

THIS YEAR WE ROLLED IT OUT TO THE ENTIRE DISTRICT.

THIS PROGRAM FOCUSES SPECIFICALLY ON FOUNDATIONAL SKILLS, AND IT IS A HIGHLY STRUCTURED PROGRAM WITH SCRIPTED LESSONS.

[01:50:01]

WE'VE BEEN ABLE TO TRIANGULATE DATA WITHIN THE PROGRAM AS WELL AS THE MAP READING FLUENCY DATA, AND WE ARE EXCITED TO REPORT THAT AS OF MOY, 89% OF OUR STUDENTS WHO WERE IN THAT PROGRAM, WE ARE SEEING THE PROGRESS THAT WE NEED TO SEE TOWARDS GAINING THOSE FOUNDATIONAL SKILLS.

SO SCIENCE, IF YOU'LL NOTICE WITH OUR SCIENCE WE ADMINISTER THIS ASSESSMENT TO THIRD GRADERS THROUGH BIOLOGY STUDENTS.

WHEN WE COMPARE THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, WE ARE SEEING AN INCREASE IN THAT MEDIAN STUDENT ACHIEVEMENT PERCENTILE IN EACH OF THE GRADE LEVELS. AND DUE TO THE FACT THAT WE'RE SEEING THAT INCREASE, THAT'S SHOWING YOU BETTER THAN AVERAGE GROWTH AGAIN.

SO WHAT WE NOTICED WITH OUR SCIENCE DISTRICT WIDE IS THAT OUR MEDIAN GROWTH PERCENTILE WAS IN THE 65TH PERCENTILE.

REMEMBER AVERAGE IS THE 50TH PERCENTILE. SO WE'RE DOING WELL.

AND WE'RE SEEING GROWTH IN SCIENCE. AND REALLY WHAT THIS IS TELLING YOU IS WE SEE THE STUDENTS GETTING ACCESS TO MORE RIGOROUS QUESTIONS ON THE ASSESSMENT, WHICH MEANS THAT THEY'RE ALSO GETTING ACCESS TO MORE RIGOROUS CONTENT WHEN THEY'RE DOING THAT FIRST INSTRUCTION IN THEIR CLASSROOMS. OKAY. AND LAST, I JUST WANT TO SUMMARIZE OUR DECEMBER RETEST DATA FROM STAR.

REMEMBER THAT OUR DECEMBER RETEST STUDENTS ARE STUDENTS WHO MAYBE DID NOT PASS STAR THEIR EOCS THEIR END OF COURSE EXAMS THE FIRST TIME THAT THEY TOOK THE ASSESSMENT. SO THIS COULD BE THE SECOND TIME THAT THEY'RE TAKING IT.

OR MAYBE THEY WERE ABSENT THE FIRST TIME THAT IT WAS ADMINISTERED.

SO WHAT YOU'RE SEEING HERE IS OUR MOST RECENT DECEMBER RETEST DATA FOR THOSE HIGH SCHOOL STUDENTS.

WE DID SEE AN INCREASE IN THE PERCENTAGE OF STUDENTS WHO PASSED THESE ASSESSMENTS IN ALL AREAS EXCEPT FOR BIOLOGY.

BUT WHAT WE ALSO NOTICED HERE WAS PRETTY SIGNIFICANT INCREASES IN THE PERCENTAGE OF STUDENTS WHO WERE MEETS AND MASTERS WHEN COMPARED TO WHERE WE WERE LAST YEAR, WHICH MEANS THAT THEY'RE DOING BETTER ON THESE ASSESSMENTS.

AND THIS IS A REALLY GREAT THING TO CELEBRATE BECAUSE IT IS A GRADUATION REQUIREMENT, AND WE WANT TO MAKE SURE THAT OUR STUDENTS ARE PREPARED.

SO WHAT? AND NOW WHAT? WELL, WHAT THIS DATA DOES TELL US IS THAT WE SHOULD BE CELEBRATING THAT WE WERE ABOVE AVERAGE GROWTH WHEN COMPARED TO THE REST OF THE NATION. AND WE SAW INCREASES IN MANY AREAS IN ACHIEVEMENT BETWEEN BEGINNING OF THE YEAR AND MIDDLE OF THE YEAR.

CAMPUSES HAVE BEEN ANALYZING THEIR DATA. TEACHERS HAVE BEEN ANALYZING THEIR DATA.

I HAD MULTIPLE PRINCIPALS COME UP TO ME WHEN THEY STARTED LOOKING AT THEIR DATA, EXCITED TO SHARE THE NEWS ABOUT HOW MUCH THEIR STUDENTS HAVE GROWN.

AND WE'RE DIGGING INTO THAT DATA TO FIND OUT WHAT SPECIFIC SKILLS STUDENTS MIGHT NEED TO TO IMPROVE UPON.

AND WE ARE SEEING THAT ACCELERATED GROWTH WITH OUR INTERVENTION STUDENTS, AND THAT'S WHAT WE NEED TO SEE.

THEY NEED TO BE GROWING AT A FASTER RATE. SO NOW WHAT DO WE DO WITH THAT INFORMATION? WELL, BASED ON THAT INFORMATION, WE'RE DIFFERENTIATING OUR CAMPUS SUPPORT.

WE'RE MAKING CHANGES. IF WE NEED TO MAKE CHANGES BASED ON THAT DATA.

WE'RE PUSHING INTO CLASSROOMS, MODELING, HELPING WITH PLANNING INSIDE OF OUR PROFESSIONAL LEARNING TEAMS, AND ENGAGING IN OBSERVATION AND FEEDBACK IN THE CLASSROOMS. THE OTHER THING THAT WE'VE BEEN FOCUSED IN ON IS TRAINING WITH OUR CAMPUS ADMINISTRATORS, OUR INSTRUCTIONAL COACHES, LITERACY INTERVENTION TEACHERS ON HOW TO USE THE DATA, AND DIGGING DEEP INTO THOSE SKILLS THAT ARE ON THE TEST SO THAT WE CAN REMEDIATE BETWEEN NOW AND THE END OF THE YEAR. AND I WANT TO ATTRIBUTE THAT WE HAVE REALLY FOCUSED ON THE USE OF DATA LAST YEAR AND THIS YEAR, AND WE'RE SEEING THAT PAY OFF. AND LASTLY, I WANT TO TALK ABOUT HOW WE'VE BEEN EMPHASIZING AT A LEADERSHIP TEAM ABOUT FINISHING STRONG.

WE HAVE ONLY A CERTAIN NUMBER OF INSTRUCTIONAL DAYS LEFT IN THE SCHOOL YEAR, AND WE NEED TO CAPITALIZE ON EACH OF THOSE SCHOOL DAYS.

I WAS WITH A PRINCIPAL THIS AFTERNOON, AND WE WERE TALKING THROUGH A CAMPUS PLAN, AND THEY MENTIONED, WE'VE GOT THIS MANY DAYS LEFT AND WE'VE GOT TO CAPITALIZE ON THAT.

AND SO THAT'S THE CULTURE THAT IS BEING ESTABLISHED ABOUT THE IMPORTANCE OF PRIORITIZING INSTRUCTION AND USING THE DAYS WE HAVE TO SUPPORT OUR STUDENTS.

SO I APPRECIATE YOU ALLOWING ME SOME TIME TO SHARE THIS MIDDLE OF THE YEAR DATA WITH YOU.

[01:55:05]

ARE THERE ANY QUESTIONS? THANK YOU, MISS HUBBARD.

DO WE HAVE QUESTIONS FROM THE TRUSTEES? MISS HAMMOND? THANK YOU, MISS HUBBARD, FOR THE INFORMATION.

SO I AM PARTICULARLY. INTERESTED IN, IN THE EOC AND THE NUMBERS THAT WE'RE SEEING THERE. I THINK THAT OBVIOUSLY SHOWS SOME REALLY POSITIVE TRENDS.

WERE THOSE SIMILAR NUMBERS OF STUDENTS FROM 24 TO 25 THAT WERE IN THIS SORT OF RETEST? YOU'RE TALKING ABOUT THE NUMBER OF STUDENTS IN EACH COHORT.

WE CAN PULL THAT DATA FOR YOU AND GET THAT TO YOU.

OKAY. SO ANYWAY, THAT THAT'S VERY POSITIVE DATA.

SO I'M GOING TO JUST KIND OF GO BACKWARDS A LITTLE BIT WITH SOME OF MY QUESTIONS.

SO THE THE THE THE FLY LEAF READING INTERVENTION I KNOW YOU GUYS MENTIONED THAT AT THE BEGINNING OF THE YEAR, TOO. AND SO IS THAT IS IS IT LIKE A TIER TWO? IT IS A TIER THREE PROGRAM. IT'S A TIER THREE PROGRAM.

AND SO IS THAT THE ONLY PROGRAM THAT THAT WE'RE USING FOR TIER THREE? IS EVERYBODY USING IT? YES, MA'AM. IF THE. SO WE DON'T HAVE A COMPARISON GROUP.

THIS IS LITERACY INTERVENTION TEACHERS AT EACH OF THE ELEMENTARY CAMPUSES.

THIS IS THE PROGRAM THEY ARE USING. THIS IS WHAT THEY'RE USING.

OKAY, GOOD. OKAY. AND THEN I'M GOING TO ASK A BIT OF A TUTORIAL.

AND I'M ACTUALLY ASKING IT FOR MYSELF. BUT I'M ACTUALLY ASKING IT.

SO WHEN I LOOK AT THE INDIVIDUAL CAMPUS DATA I KNOW EXACTLY WHAT I'M LOOKING AT.

AND SO FORGIVE ME. SO WOULD YOU GO BACK TO THE LET'S JUST DO THE LET'S LOOK AT THE READING MAP GROWTH SLIDE. AND SO LET'S LOOK AT FIRST GRADE.

AND I'M ALWAYS HAPPY TO SEE WHEN WE TREND ABOVE THE NATIONAL TREND.

RIGHT. THAT'S THAT'S POSITIVE NEWS. AND IT LOOKS LIKE WE'VE DONE THAT ACROSS THE BOARD.

SO BUT I WANT TO MAKE SURE I'M UNDERSTANDING WHAT I'M LOOKING AT, BECAUSE I ALWAYS WANT TO KNOW HOW MANY OF OUR KIDS ARE READING AT OR ABOVE GRADE LEVEL. AND SO HOW DO I LOOK AT A 68? AND HOW DO I KNOW? I KNOW YOU EXPLAINED IT, BUT HOW DO I KNOW WHAT IT MEANS? BECAUSE WHEN I'M LOOKING AT THE MEDIAN GROWTH PERCENTILE, IT'S THE MIDDLE VALUE.

AND SO DOES THAT MEAN THAT? TELL ME TELL ME WHAT THAT MEANS IN THE MOST LAYMAN WAY THAT YOU CAN POSSIBLY TELL ME. OKAY. I WAS A MATH TEACHER, SO I'M GOING TO I'M GOING TO TRY TO DO THIS THE BEST WAY I CAN.

SO IF THERE WERE 100 STUDENTS IN OUR CLASS. OKAY.

WHAT THAT WOULD MEAN IS THAT 60 OF THEM, 60 OF THEM WERE ABOVE THE THRESHOLD, AND 40 OF THEM WOULD HAVE BEEN BELOW THE MIDPOINT.

IS THAT WHAT YOU'RE SAYING? OKAY, SO SO SO SO LET'S JUST SAY 68% OF OUR KIDS, NOT THIS 68. 68. THE 68TH PERCENTILE WAS THE MIDPOINT.

YES. OKAY. THE 68TH PERCENTILE WHEN COMPARED TO THE.

SO HALF OF OUR KIDS ARE SCORING IN A ARE SCORING AT OR ABOVE THE 68TH PERCENTILE.

YES. THAT'S EXACTLY RIGHT. OKAY. AND HALF OF OUR KIDS HALF OF OUR KIDS ARE SCORING BELOW THE 68TH PERCENTILE.

OKAY. I ASKED THAT FOR MYSELF, BUT I ALSO ASK IT FOR OTHER PEOPLE THAT ARE LOOKING AT THIS DATA BECAUSE IT'S IT'S DIFFERENT.

IT'S NOT THAT OUR KIDS ARE SCORING AT THE 68TH PERCENTILE.

YES. AND THAT'S WHY I ALSO WANTED TO COMPARE IT TO STAR.

BECAUSE STAR, WHEN YOU LOOK AT 68%, THAT'S REPRESENTING THAT 68% OF OUR STUDENTS WERE ACHIEVING APPROACHES OR ABOVE OR HOWEVER WE LOOK AT THAT DATA.

THIS IS DIFFERENT. IT'S THE 68 THAT'S OUR MEDIAN IS THE 68TH PERCENTILE.

AND DOES MAP IDENTIFY PER GRADE LEVEL WHAT. AT GRADE LEVEL LOOKS LIKE.

THAT'S THAT'S THE THAT'S THE THAT'S THE BIG. SO WHAT TO ME.

[02:00:03]

AND WE HAD A PARENT WHO TALKED ABOUT THEIR CHILD'S WRIT SCORE EARLIER TODAY.

RIGHT. SO WHAT THEY DO IS THEY IDENTIFY A WRIT SCORE THAT IS AVERAGE FOR THAT GRADE LEVEL.

THE 50TH PERCENTILE. SO EACH GRADE LEVEL WILL HAVE A WRIT SCORE THAT SAYS IF YOUR WRIT SCORE IS 150 IN SECOND GRADE, THAT'S AVERAGE. SO STUDENTS WHO HAVE A WRIT SCORE BELOW THAT WOULD BE BELOW AVERAGE, BELOW READING BELOW AVERAGE. AND THEN STUDENTS WHO HAVE A WRIT SCORE ABOVE THAT WOULD BE ABOVE AVERAGE.

OKAY. SO HOW DO WE KNOW AS BOARD MEMBERS IF WE ARE ABOVE OR BELOW AVERAGE? SO WHEN YOU GET YOUR REPORT THIS WEEK, IT IS GOING TO HAVE EVERY SINGLE CAMPUS LISTED AND YOU WILL HAVE THE PERCENT OF STUDENTS IN EACH CATEGORY. SO YOU'LL HAVE THE PERCENT OF STUDENTS AT ALDRIDGE ELEMENTARY THAT ARE IN THE AVERAGE BAND. AND YOU'LL HAVE THE PERCENT OF STUDENTS WHO ARE IN THE ABOVE AVERAGE BAND, AND YOU'LL BE ABLE TO LOOK AT THAT FOR EVERY CAMPUS.

OKAY. FOR READING. AND SO IF YOU CAN ALSO CORRELATE THAT TO THIS.

SO I CAN KNOW IF 68% OF OUR STUDENTS ARE SCORING ABOVE THE MIDPOINT, DOES THAT EQUATE TO.

DOES THAT EQUATE TO THEY ARE SCORING. AT HERE'S WHAT GRADE LEVEL WHAT YOU WOULD WANT TO PROBABLY LOOK AT WHEN YOU LOOK AT THAT DATA.

IS THE DISTRICT OR ALL GRADES. WELL THIS IS YOUR DISTRICT DATA RIGHT.

SO WHEN I LOOK AT CAMPUS SPECIFIC DATA, WHAT I LOOK AT IS HOW FAR ARE THEY AWAY FROM THE DISTRICT MEDIAN.

SO IN KINDERGARTEN, IF THE DISTRICT MEDIAN FOR READING WAS 71ST PERCENTILE, THEN I'M GOING TO LOOK AT THE CAMPUS DATA AND SAY WHERE WAS THEIR MEDIAN PERCENTILE? BECAUSE THAT'S GOING TO GIVE ME A GAUGE OF HOW FAR OFF THEY WERE FROM THAT MEDIAN PERCENTILE.

OKAY. THANK YOU. AND I DIDN'T MEAN TO BELABOR THAT, BUT IT'S I THINK THIS DATA IS HARD TO UNDERSTAND LOOKING AT IT LIKE THIS.

AND SO I WANT TO MAKE SURE I UNDERSTAND WHEN I'M LOOKING AT INFORMATION.

AND I THINK THE ONLY LAST THING IS, COULD WE.

AND YOU DID THIS BEFORE. AND REMEMBER, I'M NOT I DON'T HAVE A STUDENT.

MY MY KIDDO GRADUATED. CAN WE JUST ALSO SEE AN EXAMPLE OF THE REPORT THAT PARENTS SEE? YES, MA'AM. WE CAN PUT THAT IN THERE. OKAY. THANK YOU VERY MUCH. THANK YOU, MISS TOWSON.

THANK YOU, MISS HANNAN. MISS HILLIKER. A LITTLE BIT.

SIMILAR QUESTION. I WANT TO MAKE SURE I'M CLEAR WITH THIS. WHEN YOU SAID 68%, THAT MEANS 5,050% OF THE PEOPLE SCORE LESS THAN 68%, AND THEN THE OTHER 50% SCORED MORE THAN 68%.

SO 68% IS THE SCORE WE'RE LOOKING AT, 68% IS THE THE 68 REPRESENTS THE PERCENTILE.

SO I'M IN THE 68TH PERCENTILE. WHEN I COMPARE ALL THE KIDS WHO TOOK THIS TEST, I'M BETTER THAN OR EQUAL TO 68% OF THEM. THEIR SCORE WAS BETTER THAN OR EQUAL TO 68% OF ALL THE OTHER KIDS.

SO HOW DOES 50 AND 50? BECAUSE I THINK YOU EXPLAINED IT AS 5050.

HOW DOES THAT THAT'S 100. THAT'S MORE THAN 100%.

SO I'M NOT MAYBE I'M JUST NOT PUTTING THE MATH TOGETHER BECAUSE.

CAN YOU. SO WHEN I WAS TALKING ABOUT 50TH PERCENTILE, IS THAT WHAT YOU'RE WANTING CLARITY ON? YOU SAID MAYBE. MAYBE I MISUNDERSTOOD WHAT YOU SAID.

I THOUGHT YOU SAID 50% OF THE KIDS SCORED ABOVE 68%, AND THEN 50% OF THE KIDS SCORED BELOW.

I THOUGHT THAT'S WHAT YOU SAID. DID YOU NOT SAY THAT? WHAT I WAS SAYING IS THAT IF YOU TAKE A GROUP OF KIDS AND I SPLIT THEM IN HALF.

HALF OF THOSE KIDS SCORED BETTER THAN THE 68TH PERCENTILE.

SO THAT GROUP OF KIDS. THOSE 50 KIDS. COULD HAVE BEEN IN THE 90TH PERCENTILE.

THE 80TH PERCENTILE. ANY PERCENTILE WHEN COMPARED TO THE NATION ABOVE.

68. THE OTHER HALF OF THE CLASS SCORED BELOW THE 68TH PERCENTILE.

SO WHEN WE LOOK AT THEIR RETT SCORE, THEY MIGHT BE IN THE BOTTOM 2% OF THE NATION, AND THEY WOULD FALL INTO THAT GROUP BECAUSE THEY WERE LESS THAN THE 68TH PERCENTILE

[02:05:07]

I LOVE THAT FOR US THAT WE'VE THAT WE HAVE ACHIEVED THE GROWTH FROM THE BEGINNING OF THE YEAR TO TO THE MIDDLE OF THE YEAR.

BUT I'M GOING TO ASK THIS QUESTION, IS THERE LIKE A GOAL OR TARGET FOR US? DO WE DO THAT HERE? SO WHEN WE OUR TARGET HERE REALLY IS CENTERED ON THE GROWTH, WE WANT TO HAVE A HIGH ACHIEVEMENT PERCENTILE THAT THAT'S NICE.

BUT WE WANT TO MAKE SURE THAT OUR STUDENTS ARE GROWING NO MATTER WHERE THEY START.

SO WHEN WE SEE AND ACHIEVE A MEDIAN GROWTH PERCENTILE, THAT'S BETTER THAN AVERAGE.

THAT TELLS US OUR STUDENTS ARE MAKING THE GROWTH THAT WE NEED TO SEE.

AND SO THAT'S THE IMPORTANT. THAT'S REALLY IMPORTANT FOR US IS OUR GOAL IS WE DO NOT WANT TO HAVE LESS THAN 50% GROWTH PERCENTILE, BECAUSE THAT MEANS WE'RE NOT EVEN GROWING A YEAR'S WORTH.

IF WE HAVE ABOVE 50TH PERCENTILE FOR THE GROWTH THAT'S TELLING US THAT WE'RE MAKING MORE THAN A YEAR'S WORTH OF GROWTH.

AND THAT CLOSES THE GAP. AND THAT'S REALLY WHAT WE WANT TO BE ABLE TO COMMUNICATE, ESPECIALLY AT MIDDLE OF THE YEAR WHEN WE HAVE MULTIPLE DATA POINTS.

OKAY. THANK YOU. SO THAT LAST THING YOU JUST SAID I THINK IS LIKE THE WHOLE THING.

AND I THINK IT'S REALLY IMPORTANT NOT JUST FOR US TO UNDERSTAND IT, BUT THAT WE'RE COMMUNICATING THAT WHENEVER WE'RE TALKING TO PARENTS.

BECAUSE MAYBE I MISSED IT, BUT I DIDN'T REALLY HEAR THAT IN THIS PRESENTATION, SO THAT WAS VERY HELPFUL.

SO THANK YOU FOR THAT LAST EXPLANATION. I WAS A MATH PERSON, SO I UNDERSTAND ALL THE NUMBERS.

BUT THAT LAST PART I THINK IS WHAT'S CRITICAL.

SO THANK YOU. AND GOOD JOB TO THE TEAM. YEAH.

GOOD JOB TO ALL THE TEACHERS WHO ARE WORKING SO HARD FOR OUR KIDS.

THANK YOU, MISS HUBBARD. NEXT UP IS FORT BEND ISD REDESIGN DOCTOR SMITH.

[8.C. FBISD Redesign]

AS YOU ALL KNOW, WE STARTED WITH OUR PREMIER PROGRAMS AT ELEMENTARY, AND WE'VE BEEN WORKING ON EXPANDING THAT SO THAT WE CAN POSITION OUR DISTRICT TO RETAIN AND ATTRACT STUDENTS. AND SO THAT'S THE ESSENCE OF THE REPORT THAT YOU'LL BE HEARING WITH DOCTOR JORDAN.

GOOD EVENING, MADAM PRESIDENT. BOARD OF TRUSTEES AND DOCTOR SMITH.

IT IS MY PLEASURE TO SHARE FORT BEND ISD REDESIGN WITH YOU THIS EVENING.

SO I WANT TO TAKE US ON A LITTLE JOURNEY. IT GOES ALL THE WAY BACK TO LAST YEAR WHEN WE WERE WORKING ON SOME TEAM BUILDING TOGETHER, AND THE BOARD WAS DEVELOPING THE PRIORITIES. I REMEMBER THAT DAY JUST AS IF IT WERE YESTERDAY WHEN WE WERE TALKING ABOUT OUR ACADEMIES AND REALLY BRINGING INNOVATION AND CHOICE TO THE DISTRICT. AND SO AS WE LAUNCH INTO THE FORT BEND ISD, REDESIGNED, WE'VE WORKED REALLY HARD TO ALIGN THIS TO OUR BOARD, PRIORITY NUMBER ONE, WHICH IS TO INCREASE SUCCESSFUL STUDENT OUTCOMES THROUGH ENHANCED LEARNING OPPORTUNITIES.

SO AS I SHARE INFORMATION WITH YOU THIS EVENING, I AM FOCUSED IN ON ACADEMIC OUTCOMES BEYOND READING, MATH, SCIENCE, AND SOCIAL STUDIES. THAT'S REALLY HARD BECAUSE I CAME BEHIND THE MATH MIDDLE OF THE YEAR PRESENTATION, BUT ALSO FOCUSING IN ON ENHANCING STUDENT CHOICE.

THIS IS A MULTI YEAR PROCESS AND A MULTI YEAR PLAN.

SO THIS EVENING I WILL LAY OUT STEP ONE. BUT PLEASE KNOW THAT STEP ONE DOES NOT MEAN THAT WE ARE ONE AND DONE.

SO AS WE THINK ABOUT FORT BEND ISD REDESIGN, WE'RE REALLY RETHINKING WHAT EDUCATION LOOKS LIKE IN 2026.

OUR GOAL, IN ADDITION TO MAKING SURE THAT WE ENHANCE STUDENT OUTCOMES, IS TO MAKE SURE THAT WE RETAIN AND RECRUIT STUDENTS INTO FORT BEND ISD, BECAUSE THIS IS A GREAT PLACE TO LEARN AND A GREAT PLACE FOR OUR STUDENTS TO BE.

AND SO AS WE'RE LOOKING INTO NEXT SCHOOL YEAR, WE ARE ROLLING OUT SEVEN OPTIONS.

SOME OF THESE OPTIONS ARE THINGS THAT MAYBE WE'VE SHARED BEFORE, BUT I WANT TO WALK US THROUGH EACH ONE OF THOSE OPTIONS.

SO OUR FIRST OPTION IS A HIGH SCHOOL VIRTUAL OPTION.

THIS HIGH SCHOOL VIRTUAL OPTION IS SOMETHING THAT DISTRICTS AROUND US HAVE LAUNCHED ALREADY.

[02:10:03]

YOU CAN LIVE IN FORT WORTH. YOU CAN LIVE IN ABILENE AND ATTEND THE FORT BEND ISD VIRTUAL OPTION.

WHAT I WOULD LIKE TO SHARE WITH YOU FOR THE 2627 SCHOOL YEAR, THE CONTENT IS 100% ONLINE.

SO THE STUDENTS WILL HAVE ACCESS TO THEIR CURRICULUM AND EVERYTHING THEY NEED, WHETHER THEY ARE IN SUGARLAND OR IF THEY ARE IN BEAUMONT.

THE COURSES ARE ALIGNED WITH TE ACCOUNTABILITY ASSESSMENTS AND ATTENDANCE REQUIREMENTS.

SO STUDENTS IN OUR ONLINE ACADEMIES WILL BE REQUIRED TO TAKE START OR END OF COURSE EXAM.

AND THEN WE ARE PARTNERING WITH A THIRD PARTY PROVIDER FOR CONTENT AND OUR INSTRUCTORS.

AND SO I KNOW THAT WE HAVE STUDIED OTHER DISTRICTS WHO'VE LAUNCHED A COMPLETE VIRTUAL SCHOOL.

ONE OF THE THINGS THAT THOSE OTHER DISTRICTS HAD IN COMMON TO WHAT WE'RE DOING IS THEY STARTED SMALL AND THEN THEY SCALED UP.

AND SO WE WILL SEE. KATY ISD IS LAUNCHING A FULL SCHOOL.

KATY ISD HAS BEEN IN A VIRTUAL OPTION SIMILAR TO THIS FOR FOUR YEARS.

AND SO OUR PLAN IS TO START WITH A SCHOOL WITHIN A SCHOOL AND BUILD IT AS THE DEMAND COMES.

SO AGAIN, IT'S OPEN TO ANY TEXAS STUDENT WHO'S BEEN PREVIOUSLY ENROLLED IN A SCHOOL IN TEXAS FOR THE UPCOMING SCHOOL YEAR.

KEMPNER WILL BE OUR HOST CAMPUS, OUR HOST CAMPUS, MEANING THIS IS OUR SCHOOL CODE, MEANING THAT ACCOUNTABILITY, MEANING THAT ANYTHING RELATED TO US ENROLLING STUDENTS WILL BE CONNECTED TO KEMPNER, BUT THE STUDENTS WILL BE 100% VIRTUAL.

WE WILL HAVE APPROXIMATELY 100 SEATS AVAILABLE.

THAT'S OUR GOAL. BUT LET'S SAY WE HAVE 120 STUDENTS ENROLL.

THEN WE WILL OPEN FOR 120 STUDENTS. THE SEATS WILL BE GRANTED IN ORDER OF THE APPLICATION RECEIVED.

AND THEN OUR APPLICATION WINDOW IS SCHEDULED TO BEGIN MARCH 23RD THROUGH APRIL 24TH.

OUR SECOND OPTION IS SCHOOL CHOICE PROGRAMS. AND BEFORE I LAUNCH INTO THE SCHOOL CHOICE PROGRAMS, I WOULD LIKE TO SHARE JUST A COUPLE OF DIFFERENT THINGS WITH YOU.

WHEN WE TALK ABOUT SCHOOL CHOICE. SCHOOL CHOICE MEANS A VARIETY OF DIFFERENT THINGS DEPENDING ON WHO YOU ARE, WHAT DISTRICT YOU ARE IN. AND REALLY MAYBE YOUR VISION GOING FORWARD.

SO AS WE TALK ABOUT SCHOOL CHOICE PROGRAMS HERE, THERE ARE TWO MAIN OPTIONS.

YOU CAN HAVE A SCHOOL WIDE MODEL. THAT MEANS THE ENTIRE SCHOOL IS FOCUSED ON THAT SCHOOL CHOICE PROGRAM.

SO LET'S SAY WE'RE WE'RE GOING TO HAVE A STEM ACADEMY.

A SCHOOL WIDE MODEL AT MIDDLE SCHOOL WOULD BE SIXTH, SEVENTH AND EIGHTH GRADE, ALL FOCUSED ON STEM.

OUR SECOND OPTION IS A SCHOOL. WITHIN A SCHOOL.

THAT MEANS THAT YOU WILL HAVE SOME STUDENTS RECEIVING INSTRUCTION, SPECIFICALLY AROUND STEM AND OTHER STUDENTS IN YOUR TRADITIONAL INSTRUCTIONAL MODEL. SO AGAIN, TWO CHOICES A SCHOOL WIDE MODEL WHERE EVERYONE'S CURRICULUM IS ALIGNED AROUND STEM OR SCHOOL WITHIN A SCHOOL MODEL.

THIS EVENING I'M GOING TO SHARE WITH YOU OUR MODEL, WHICH WE WILL BE USING AS A SCHOOL WITHIN A SCHOOL MODEL FOR A COUPLE OF DIFFERENT REASONS. ONE, IT ALLOWS OUR STUDENTS TO EXPLORE EARLY.

THE WHOLE POINT OF LAUNCHING INTO SCHOOL CHOICE PROGRAMS IS TO GIVE OUR STUDENTS EXPOSURE AND ACCESS, SO THAT WHEN THEY'RE HAVING TO SELECT A PATHWAY AT THE HIGH SCHOOL LEVEL, WE HAVE MORE STUDENTS MOVING INTO THAT COMPLETION MODE.

IT'S MAYBE COSMETOLOGY WAS GREAT IN MY HEAD UNTIL SOMEONE HAD ME DO SOMEONE'S HAIR AND I DECIDE THAT'S NOT FOR ME.

OR MAYBE I THOUGHT HEALTH SCIENCE WAS FOR ME.

AND THEN IN 10TH GRADE, I GO, OH, I DON'T LIKE BLOOD.

AND I REMOVED MYSELF FROM THAT PROGRAM. THE POINT OF GOING WITH THE SCHOOL WITHIN A SCHOOL IS TO GIVE OUR STUDENTS EXPOSURE EARLY, SO WE CAN DECIDE IF WE LIKE THOSE THINGS BEFORE WE PICK A PATHWAY FOR HIGH SCHOOL.

IT ALSO ENCOURAGES INNOVATION BY REALLY KEEPING THE CAMPUS CULTURE FOCUSED.

AND SO WHEN WE GO TO A SCHOOL WITHIN A SCHOOL MODEL, I WOULD LIKE TO SAY THAT WE ARE FOCUSED ON QUANTITY OVER QUALITY.

AND THEN LAST BUT NOT LEAST, IT PROVIDES A SCALABILITY FACTOR FOR US SO THAT WE CAN EXPAND GREATNESS AND REPLICATE IT ACROSS THE DISTRICT.

SO WHEN WE THINK ABOUT MIDDLE SCHOOL CHOICE, THERE'S SEVERAL SETS OF RESEARCH DATA THAT WE LOOKED AT WHEN WE WERE DECIDING, ARE WE GOING TO BEGIN WITH MIDDLE ELEMENTARY HIGH SCHOOL? WHEN YOU LOOK AT CHOICE, THERE IS RESEARCH THAT DIRECTLY CORRELATES TO DISTRICTS AND CAMPUSES WHO HAVE CHOICE,

[02:15:08]

WE SEE INCREASED PARENT SATISFACTION. AND LAST BUT NOT LEAST, WE HAVE PROGRAM ENGAGEMENT.

SO THAT'S DIRECT CORRELATION TO WHERE YOU SEE POSITIVE FOR THOSE THREE.

BUT IN ORDER TO SEE INCREASED STUDENT OUTCOMES WE NEED THIS MIDDLE BOX.

AND THAT MIDDLE BOX MEANS THAT WE HAVE TO HAVE A STRONG INSTRUCTIONAL MODEL.

WE HAVE TO HAVE STRATEGIC STUDENT RECRUITMENT, RECRUITMENT.

SO WE'RE NOT JUST PICKING SOMEONE AND SAY, COME TO THIS PROGRAM, THERE'S AN INTEREST AND THERE'S AN INVESTMENT.

THERE'S STRONG LEADERSHIP AT THE CAMPUS, AND WE HAVE A PLAN FOR PROGRAM FIDELITY MONITORING.

SO WHEN WE LOOK AT MIDDLE SCHOOL CHOICE AND LAUNCHING IN THE FALL, AGAIN, I'VE STATED THAT WE'RE DOING A SCHOOL WITHIN A SCHOOL MODEL.

WE ALSO HAVE SELECTED OUR FIRST FOUR SET OF CAMPUSES.

I WANT TO MAKE SURE THAT AS I LAUNCH INTO THESE FIRST FOUR, PLEASE KNOW THAT OUR GOAL IS TO LAUNCH AT LEAST SIX MIDDLE SCHOOL CHOICE PROGRAMS IN THE FALL. THE FIRST FOUR WE'VE ALREADY WORKED THE CYCLE OF ALIGNING TO THE CAMPUS CONTEXT.

EVERY CAMPUS HAS ITS OWN DNA. WE'VE LOOKED AT THE CAMPUS STRENGTHS AND WE'VE DEVELOPED COMMUNITY PARTNERSHIPS.

SO WHEN I DISPLAY THE FOUR. PLEASE KNOW THAT WE ARE CONTINUING TO FINALIZE AT LEAST TWO MORE PROGRAMS IN ADDITION TO THE MIDDLE SCHOOL CHOICE.

I STATED THIS EARLIER, IS A SCHOOL WITHIN A SCHOOL MODEL, AND WHAT THIS LOOKS LIKE IS THE CAMPUS IS STAFFED WITH ITS NORMAL FTES.

WHEN IT'S TIME FOR YOU TO HAVE EXPERIENCES IN THESE AREAS, YOU MAY GATHER EXPERIENCES IN ONE OF TWO WAYS.

IT'S BUILT INTO YOUR CORE CURRICULUM. SO THE TEACHING AND LEARNING TEAM IS WORKING WITH THE INNOVATION TEAM TO PROVIDE LEARNING EXPERIENCES THROUGH YOUR CORE AND OR IT'S PROVIDED IN YOUR ELECTIVE CLASS. BUT WE'RE NOT ADDING IN ADDITIONAL FTES THAT ARE EXPERTS IN THESE AREAS.

OUR GOAL FOR MIDDLE SCHOOL IS EXPOSURE. OUR MIDDLE SCHOOL CHOICE PROGRAMS WILL BE OPEN TO NON FORT BEND ISD RESIDENTS WHERE SEATS ARE AVAILABLE. SO FIRST CHOICE IS OUR FORT BEND ISD STUDENTS.

THE STUDENTS WHO ARE IN THE SCHOOLS. OUR SECOND CHOICE, OUR STUDENTS WHO ARE IN FORT BEND AND THEN OUR THIRD ARE STUDENTS WHO ARE NONRESIDENTS AND TRANSPORTATION FOR OUR MIDDLE SCHOOL, CHOICE OPTIONS WILL NOT BE PROVIDED.

SO THE FIRST FOUR THAT WE ARE PRESENTING TO YOU, BUT I ASSURE YOU WE ARE BRINGING TWO MORE.

OUR COLEMAN MIDDLE SCHOOL WITH AVIATION AND AEROSPACE.

CROCKETT MIDDLE SCHOOL WITH ARTIFICIAL INTELLIGENCE.

GARCIA MIDDLE SCHOOL WITH CREATIVE ARTS AND INNOVATION.

AND SATARTIA MIDDLE SCHOOL WITH OUR LEADERSHIP AND CIVIC ENGAGEMENT.

AND SO AS WE LOOK AT THESE FOUR CAMPUSES AND WE THINK ABOUT THE EXPERIENCES THAT EACH ONE OF THESE CAMPUSES WILL OFFER FOR STUDENTS, WE ARE LOOKING AT COLEMAN AVIATION AND AEROSPACE.

STUDENTS WILL HAVE ACCESS TO DRONE PROGRAMING AND FLIGHT SIMULATORS.

THIS WILL BE CODING WILL BE BUILT INTO THEIR CORE.

AND THEN AS THEY GET EXPERIENCE THROUGH THEIR ELECTIVES, THEY'LL HAVE THE FLIGHT SIMULATORS.

SO AGAIN, AS WE'RE TALKING ABOUT THE MIDDLE SCHOOL CHOICE OPTIONS, I WANT US TO THINK ABOUT EXPOSURE EARLY ON.

WE'RE NOT EXPECTING THEM TO DESIGN, BUILD AND FLY AT COLEMAN.

WE'RE EXPECTING THEM TO UNDERSTAND CODING AND ROBOTICS, WHICH IS SOMETHING THAT WE ALREADY HAVE IN FORT BEND ISD.

WHEN WE LOOK AT CROCKETT, STUDENTS WILL HAVE EXPOSURE TO ROBOTICS.

THEY WILL HAVE A SHOWCASE WHERE THEY DEMONSTRATE WHAT WE CALL AN AI DESIGN SPRINT.

THEY'RE PROGRAMING THEIR ROBOTICS THROUGH AI TECHNIQUES.

AGAIN, NOT ASKING THEM TO CODE AND BUILD A WHOLE NEW AI PLATFORM.

I'M SURE MANY OF OUR STUDENTS COULD DO THAT. WE'RE REALLY ASKING THEM TO USE AI TO DEVELOP CODING AND TO MAKE THE ROBOTICS GO.

WHEN WE'RE TALKING ABOUT GARCIA, THIS IS REALLY ENHANCING ON OUR ART LOVERS, OUR STUDENTS WHO ARE FINE ARTS THROUGH MUSIC, THROUGH THEATER. AND SO THEY WILL HAVE SOME PUBLIC EXHIBITIONS.

THEY WILL ALSO HAVE SOME HIGH SCHOOL MENTORSHIPS.

AND LAST BUT NOT LEAST, LOOKING AT SATARTIA REALLY WORKING ON OUR STUDENT LEADERSHIP THROUGH SERVICE PROJECTS.

AND THEN THERE WILL BE A STUDENT LEADERSHIP STUDIO THAT IS ALSO AVAILABLE FOR OUR STUDENTS.

AGAIN, THESE ARE THE FIRST FOUR. WE ARE FINALIZING OUR NEXT TWO CAMPUSES.

WE DID LOOK ACROSS THE DISTRICT. WE WILL REPRESENT OUR MODELS ACROSS THE DISTRICT.

[02:20:02]

BUT THOSE ARE COMING SOON. AND SO OUR NEXT IS OUR ELEMENTARY TWO WAY DUAL LANGUAGE.

AND SO WE ARE EXCITED TO LAUNCH TWO WAY DUAL LANGUAGE IN THE FALL WHEN WE LAUNCH OUR TWO WAY DUAL LANGUAGE FOR NEXT YEAR.

IT'S OUR KINDER CLASS ONLY AS WE ARE WORKING ON A TWO WAY MODEL, IT'S IMPORTANT FOR US TO KNOW THAT STUDENTS ARE.

WE ARE PROMOTING BILINGUAL AND BILITERACY IN ENGLISH AND SPANISH, WHICH IS WHY WE START WITH THE KINDERGARTEN CLASS, AND THEN WE WORK OUR WAY UP UNTIL WE GET THROUGH FIFTH GRADE.

AND SO WE WILL BE ADDING A GRADE LEVEL EACH YEAR.

THE PROPOSED CAMPUSES ARE BARRINGTON PLACE AND COLONY BEND, SO WE WILL HAVE A TWO WAY AT TWO DIFFERENT LOCATIONS, BUT OUR TWO WAY DUAL LANGUAGE IS AN APPLICATION PROCESS IS REQUIRED.

WE'VE ALREADY STARTED THAT APPLICATION PROCESS, AND WE ALREADY HAVE A LARGE AMOUNT OF INTEREST FOR THIS PROGRAM.

SO WE ARE SUPER EXCITED ABOUT THIS. AND WITH OUR TWO WAY DUAL LANGUAGE TRANSPORTATION IS NOT PROVIDED.

OUR MANDARIN IMMERSION PROGRAM IS A NEW PROGRAM FOR US.

IT IS VERY SIMILAR TO TWO WAY DUAL LANGUAGE, EXCEPT STUDENTS WILL BE BECOME BILINGUAL AND BILITERATE IN MANDARIN AND ENGLISH.

ALL OF THE OTHER COMPONENTS REMAIN THE SAME EXCEPT OUR PROPOSED CAMPUS FOR MANDARIN IS COLONY MEADOWS.

SO AS I RAN THROUGH CHOICE PROGRAMS, YOU MAY BE THINKING SIMILAR TO THE TEAM AND I.

WHAT IS THE DIFFERENCE BETWEEN CHOICE PROGRAMS AND ACADEMIES? AGAIN, WE WILL BE IN THE UPCOMING TIME FRAME MARRYING THESE TOGETHER UNDER ONE UMBRELLA OF CHOICE.

BUT FOR THE 2627 SCHOOL YEAR, OUR CHOICE PROGRAMS ARE ELEMENTARY TWO WAY DUAL LANGUAGE.

OUR ELEMENTARY MANDARIN IMMERSION PROGRAM, OUR MIDDLE SCHOOL CHOICE OFFERINGS, AND OUR HIGH SCHOOL VIRTUAL OFFERINGS FOR CHOICE GOING INTO THE 2627 SCHOOL YEAR. TRANSPORTATION WILL NOT BE PROVIDED.

WE WILL STILL CONTINUE WITH OUR ACADEMIES. THOSE ARE IMPORTANT.

AND SO OUR CHOICE PROGRAMS WILL STRENGTHEN OUR PIPELINE FOR OUR ACADEMIES.

SO WHETHER IT'S THE GIFTED AND TALENTED ACADEMY OR OUR CURRENT HIGH SCHOOL ACADEMIES, WE WILL CONTINUE TO PROVIDE TRANSPORTATION FOR OUR ACADEMIES.

AND AT THIS TIME, I'M GOING TO TRANSITION TO MISS WILLIAMS. AND SHE'S GOING TO SHARE A LITTLE MORE INFORMATION WITH YOU. THANK YOU, DOCTOR JORDAN.

SO DOCTOR JORDAN HAS BEEN SPEAKING ABOUT CHOICE PROGRAMING AND ACADEMIES.

I'M GOING TO SPEAK TO YOU ABOUT PROCESS. SO DESTINATION FORT BEND ISD WILL LAUNCH IN 2627 PARALLEL TO THIS CHOICE PROGRAMING.

AND IT WILL OPEN ACCESS TO AVAILABLE CAMPUSES THROUGH INTRA AND INTER DISTRICT TRANSFER PROCESS.

SO I'LL SHARE A LITTLE BIT ABOUT THAT. ON THE LEFT OF THE SIDE OF THE SCREEN YOU SEE SCHOOL CHOICE FOR INTRA DISTRICT.

THAT MEANS FORT BEND ISD RESIDENTS. SO THIS WOULD BE STUDENTS.

I BELIEVE YOU SAID BARRINGTON PLACE WOULD HAVE A DUAL LANGUAGE PROGRAM.

SO STUDENTS THAT ARE NOT THERE COULD APPLY FOR A PROGRAM OR TO TRANSITION TO A CAMPUS WOULD BE OPEN TO ALL FORT BEND ISD STUDENTS WHO MEET ELIGIBILITY REQUIREMENTS. ELIGIBILITY REQUIREMENTS WILL ADDRESS THINGS LIKE ACADEMIC PERFORMANCE, DISCIPLINE DATA AND ATTENDANCE DATA, AND THEN TRANSPORTATION WILL NOT BE PROVIDED.

SO THIS IS OPEN TO OUR FORT BEND ISD RESIDENT STUDENTS.

WHEN YOU LOOK ON THE RIGHT HAND SIDE OF THE SCREEN, THAT'S INTERDISTRICT.

THAT'S RECRUITMENT, BRINGING IN NONRESIDENT STUDENTS WHO ALSO MEET ELIGIBILITY REQUIREMENTS RELATED TO ACADEMIC PERFORMANCE, DISCIPLINE AND ATTENDANCE DATA. IT WILL BE BY APPLICATION WHERE THEY INDICATE THE CAMPUS OF CHOICE, THEIR PREFERENCE, AND THE APPLICATION OR PROGRAM AND TRANSPORTATION WILL NOT BE PROVIDED.

SO YOU SEE THE CRITERIA. THE ELIGIBILITY IS THE SAME FOR RESIDENT AND NONRESIDENT.

WHERE THERE'S A DIFFERENCE IS IN PRIORITY. SO WE WILL PRIORITIZE OUR RESIDENT STUDENTS FIRST.

OBVIOUSLY, OUR LEGALLY REQUIRED TRANSFERS, ANY STUDENTS WHO ARE IMPACTED THROUGH SCHOOL CLOSURES.

IF THE SCHOOL CLOSURE PROPOSITION IS APPROVED, AND THEN OPEN ENROLLMENT FOR OUR RESIDENT STUDENTS BEFORE GOING TO FILL AVAILABLE SPACE WITH NONRESIDENT STUDENTS. SO HOW DOES ONE FIND OUT MORE ABOUT THIS NEXT WEEK? THE WEEK OF MARCH 2ND, WE WILL BE PUBLISHING APPLICATION CRITERIA, PROVIDING MORE DETAILS AROUND THE ACADEMIC PERFORMANCE REQUIREMENTS, DISCIPLINE OR ATTENDANCE DATA, AND ALSO PUBLISHING THE LIST OF AVAILABLE CAMPUSES WHERE THERE SPACE AVAILABLE MARCH 23RD THROUGH APRIL 24TH.

[02:25:02]

I'LL PASS IT BACK TO DOCTOR JORDAN NOW. SO OUR SIXTH ITEM THAT WE ARE LOOKING TO ROLL OUT IN THE 2627 SCHOOL YEAR IS EMPLOYEE CHILD CARE.

SO EMPLOYEE CHILD CARE WILL LOOK LIKE ANY FORT BEND ISD PARENT AND OR GRANDPARENT, WHILE EMPLOYED IN FORT BEND, WILL BE ABLE TO BRING THEIR TWO YEAR OLD OR OLDER TO OUR EMPLOYEE CHILD CARE LAB.

AND SO AS WE WORK TOWARDS AN ACCREDITATION PROCESS, WHICH TAKES US ABOUT ONE YEAR, WE WILL HAVE LIMITED SPOTS AVAILABLE.

SO WE'RE STARTING WITH OUR TWO YEAR OLDS. FOR THOSE OF YOU WHO HAVE ANY EXPERIENCE IN OUR EARLY CHILDHOOD, MANY OF OUR THREE YEAR OLDS COME TO US AT TWO BECAUSE THEY HAVEN'T MADE THE THRESHOLD YET FOR THE CUTOFF DATE FOR THEIR BIRTHDAY.

SO TWO YEARS OLD OR OLDER, IT WILL BE TUITION BASED.

RIGHT NOW, OUR PROPOSED LOCATION IS REESE. WE HAVE AN EARLY LAB THAT IS STATIONED AT REESE, AND SO WE WILL HAVE SOME MODIFICATIONS THAT ARE NEEDED, BUT THAT SITE HAS MINIMUM REQUIRED MODIFICATIONS FOR LICENSING AND WE WILL HAVE 30 SPOTS AVAILABLE FOR YEAR ONE. AND THEN DUE TO THE LIMITED NUMBER OF SPOTS AVAILABLE, WE WILL LAUNCH AN APPLICATION PROCESS.

ONE OF THE THINGS ABOUT THE EMPLOYEE CHILDCARE IS THAT WE WILL IT'S FULL TIME 187 DAYS, WHICH WILL ACCOMMODATE FOR OUR PROFESSIONAL LEARNING DAYS, WHICH OUR STAFF HAS EXPRESSED AT TIMES WHEN WE HAVE OTHER CHILDCARE OPTIONS, THEY'RE NOT ABLE TO TAKE THEIR CHILDREN BECAUSE IT'S CLOSED DURING OUR PD DAYS. BUT OUR EMPLOYEE CHILDCARE WILL BE OPEN DURING PD DAYS FROM 6 A.M.

TO 6 P.M., AND THEN OUR LAST FORT BEND ISD REDESIGN ITEM IS WE ARE EXPANDING OUR LEADERSHIP PIPELINE.

SO INVESTING IN OUR LEADERS IS IMPORTANT. BUILDING CAPACITY AND OUR LEADERS IS IMPORTANT, AND REALLY WORKING FOR THOSE WHO ASPIRE TO MOVE UP IS SOMETHING THAT IS A PRIORITY FOR US. AND SO WE HAVE FOUR LEADERSHIP PIPELINES MOVING INTO THE UPCOMING SCHOOL YEAR.

IF YOU'RE A TEACHER AND YOU ASPIRE TO BE AN ASSISTANT PRINCIPAL, ASPIRE IS FOR YOU.

IF YOU ARE AN ASSISTANT PRINCIPAL AND YOU ASPIRE TO BE A PRINCIPAL, ASCEND IS FOR YOU.

IF YOU ARE AN ASSOCIATE PRINCIPAL AND YOU ASPIRE TO BE A PRINCIPAL, ACCELERATE IS FOR YOU.

IF YOU ARE A PRINCIPAL WHO ASPIRE ASPIRE TO MOVE TO CENTRAL OFFICE, ELEVATE IS FOR YOU AND EACH ONE OF THESE PIPELINES PROVIDE A JOB, EMBEDDED EXPERIENCE, INTERVIEWS, AND PREPARATION TO MAKE SURE THAT THEY ARE MORE PREPARED FOR THE NEXT LEVEL.

SO BEFORE I MOVE INTO ADDITIONAL FUNDING SOURCE THE OPTIONS THAT I SHARED WITH YOU, YOU MAY BE THINKING, DOCTOR JORDAN, WE'RE WORKING ON OUR BUDGET AND BEING FISCALLY RESPONSIBLE.

THAT IS ONE OF OUR BOARD PRIORITIES AS WELL. AND SO THE ITEMS THAT ARE SHARED ARE ALL ACCOUNTED FOR IN THE DEPUTY SUPERINTENDENT TEACHING AND LEARNING BUDGET.

SO WE'RE NOT ADDING ADDITIONAL EXPENSES FOR OUR MIDDLE SCHOOL CHOICE.

WE'RE NOT ADDING ADDITIONAL EXPENSES FOR OUR TWO WAY OR FOR OUR.

WE'RE ALREADY FOR THIS SCHOOL YEAR AND WILL BE EARMARKED FOR THE UPCOMING SCHOOL YEARS, IN ADDITION TO THE FUNDS THAT WE ALREADY HAVE EARMARKED. I DO WANT TO SHARE WITH YOU AN ADDITIONAL FUNDING SOURCE THAT WE HAVE BEEN RESEARCHING, AND THAT IS AN 1882 PARTNERSHIP. AND SO THE 1882 PARTNERSHIP HAS BEEN INTO LAW SINCE 2017.

WHAT IT DOES IS IT ALLOWS DISTRICTS TO SELECT A PARTNER TO ENTER INTO A CONTRACT OFFERING TWO BENEFITS.

ONE, YOU RECEIVE ADDITIONAL STATE FUNDING FOR THE PARTNERSHIP SCHOOL, OR TWO, IF WE HAVE SCHOOLS THAT HAVE RECEIVED AN OVERALL F RATING FOR ACCOUNTABILITY, YOU ARE ALLOWED TO RECEIVE A TWO YEAR EXEMPTION FROM THAT ACCOUNTABILITY INTERVENTIONS IF YOU ENTER INTO A PARTNERSHIP.

SO THERE'S TWO TYPES OF PARTNERSHIPS. THE FIRST ONE IS AN INNOVATIVE PARTNERSHIP.

SO WE CAN USE THAT PARTNERSHIP TO LAUNCH A NEW SCHOOL OR A NEW MODEL.

IT CAN BE USED TO REPLICATE OR STRENGTHEN AN EXISTING MODEL.

AND THEN IF YOU ENTER INTO AN INNOVATION PARTNERSHIP, DEPENDING ON THE PARTNER WE SELECT, WE MAY RECEIVE ADDITIONAL FUNDING UP TO $1,500 PER STUDENT.

THE SECOND IS A TURNAROUND PARTNERSHIP. THIS IS FOCUSED ON OUR STUDENTS OR OUR CAMPUSES THAT HAVE RECEIVED AN F.

THESE CAMPUSES ARE EXEMPT FOR THE ACCOUNTABILITY RATINGS AND THE INTERVENTIONS FOR UP TO TWO YEARS.

AND IF WE ENTER INTO AN 1882 PARTNERSHIP, WE COULD RECEIVE UP TO $1,500 PER STUDENT.

[02:30:04]

SO THE SCHOOL DISTRICT IN 1882 PARTNERSHIP IS THE DECISION MAKER.

BY GRANTING THE OPERATING PARTNER THE CHARTER, THE BOARD WILL CALL FOR PROPOSALS AND ENTER INTO A CHARTER.

THE SCHOOL DISTRICT WILL THEN SET PARTNERSHIP PARAMETERS, WILL SELECT THE OPERATOR THROUGH A PROCESS, AND WE WILL APPROVE THE CONTRACT. AND THEN THE SCHOOL DISTRICT WILL MONITOR THE ACADEMIC.

WE WILL MONITOR THE FINANCIAL, OPERATIONAL, THE GOVERNANCE AND DECIDE ON RENEWAL OR TERMINATION.

THE OPERATING PARTNER DEPENDING ON WHICH ROUTE.

AND I WILL SHARE A LITTLE INFORMATION WITH YOU ABOUT THAT IN JUST A MOMENT.

WE'LL HAVE FULL CONTROL OVER STAFFING CURRICULUM.

CALENDAR. BUDGET ALLOCATION AND DAILY OPERATIONS.

THE OPERATING PARTNER HAS A PLAN THAT OUTLINES THE PARTNERSHIP AND WHAT THEY ARE ACCOUNTABLE FOR THROUGH THE GOVERNING BOARD, AND THEN THE OPERATING PARTNER WILL COORDINATE WITH THE DISTRICT AND MAY PURCHASE DISTRICT SERVICES.

SO WE MAY OFFER A PD. AND THE PARTNER SAYS, YOU KNOW WHAT, I WANT THE STAFF TO ATTEND THAT PD AND OUR PARTNERSHIP, WE COULD AGREE TO PAY FOR SERVICES. AND THEN THE ROLE OF T, THEY'RE NOT APPROVING OUR PARTNERSHIPS AND THEY'RE NOT SELECTING OUR PARTNERS.

WHAT THEY ARE DOING IS MAKING SURE THAT WE RECEIVE A BENEFIT IF WE GO INTO AN 1882.

AND SO, AGAIN, THEY ARE NOT APPROVING OUR PARTNERSHIPS OR SELECTING.

BUT ONCE WE ENTER INTO IT AND WE SUBMIT OUR INFORMATION TO T, THEY WILL APPROVE OUR CERTAIN BENEFITS BASED ON OUR 1882 PARTNERSHIPS.

SO YOU MAY BE ASKING YOURSELF WHY DO DISTRICTS GO INTO AN 1882? AND THAT REALLY DEPENDS ON THE DISTRICT. SOME DISTRICTS WILL ENTER INTO AN 1882 PARTNERSHIP.

THERE'S ABOUT 95 FOR THE STATE OF TEXAS RIGHT NOW.

AND THEY ENTER IN AREAS THAT ARE NOT NECESSARILY ACCOUNTABILITY AREAS.

SO SOME DISTRICTS HAVE PARTNERSHIPS WITH THEIR EARLY CHILDHOOD, WHETHER IT'S THROUGH YMCA OR CHILD CARE ASSOCIATES.

OTHER DISTRICTS HAVE PARTNERSHIPS WITH HIGHER ED WHERE THEY'RE LOOKING AT STUDENTS GAINING ACCESS OR GUARANTEED ADMITTANCE, ADMITTANCE INTO A HIGHER ED. SOME DISTRICTS ARE LOOKING AT LEADERSHIP DEVELOPMENT.

AND SO WHEN WE THINK ABOUT HOW WE WILL MANAGE THAT AND NAVIGATE THAT, THAT IS UP TO THE CONTRACT THAT IS ESTABLISHED.

OTHER DISTRICTS WILL GO INTO A PARTNERSHIP FOR THAT TWO YEAR HELD HARMLESS FOR ACCOUNTABILITY WISE, BUT MOST DISTRICTS AROUND ARE PICKING PICKING AREAS WITHIN THEIR SCHOOL SYSTEM THAT'S NOT DIRECTLY IMPACTED FROM ACCOUNTABILITY.

SO I KNOW THAT I HAVE SHARED A WEALTH OF INFORMATION WITH YOU.

I'M HAPPY TO ANSWER ANY QUESTIONS THAT YOU HAVE AT THIS TIME.

THANK YOU, DOCTOR JORDAN. WE'LL TAKE QUESTIONS FROM THE TRUSTEES. MISS CHARANIA.

THIS IS FANTASTIC, BY THE WAY. I THINK THIS IS SOMETHING THAT I KNOW THE BOARD HAS BEEN ASKING, AND I KNOW THE COMMUNITY HAS BEEN WAITING FOR AS WELL TO HEAR.

SO REALLY, REALLY GLAD TO SEE THAT THIS IS HAS BEEN DEVELOPED AND WE'RE LOOKING TO LAUNCH IT.

I HAD SEVERAL QUESTIONS ACTUALLY. SO IN THE DUAL LANGUAGE PROGRAM, DO WE KNOW HOW MANY SEATS WE'RE GOING TO BE HAVING FOR EACH OF THOSE CAMPUSES? AND SO THE MANDARIN IS ONE TEACHER. SO WE HAVE 22 TO 1 RATIO.

AND THEN FOR OUR TWO WAY DUAL LANGUAGE THERE ARE TWO TEACHERS.

AND SO FOR ABOUT 44 SEATS. OKAY. SO WE'RE LOOKING TO HAVE LIKE ABOUT IN 1 IN 1 CAMPUS THAT ONLY HAS MANDARIN COLONY MEADOWS.

WE'RE LOOKING TO HAVE THAT COHORT OF 22 KIDS KIND OF KEEP MOVING THROUGH THE PIPELINE.

KINDER TO FIRST, SECOND ONWARDS. OKAY. AND THEN NEXT YEAR, IF WE SEE THAT THERE'S INTEREST, WE WOULD JUST ADD ADDITIONAL TEACHERS. OKAY, GREAT.

AND THEN SORRY, THE LEADERSHIP PIPELINE. WHAT IS THE PROCESS? IS THAT SOMETHING THAT THE LEADERSHIP, YOU KNOW, LIKE THE STAFF APPLIES INTO? IS IT BECAUSE I KNOW THAT THERE'S SOMETHING FOR AN AP TO PRINCIPAL PROGRAM RIGHT NOW, BUT I THINK THAT'S RECOMMENDED.

ISN'T THAT RECOMMENDATION VERSUS APPLICATION? IT'S BOTH. THE PRINCIPALS RECOMMEND THE DEPARTMENT OF SCHOOL LEADERSHIP RECOMMENDS, AND THEN THE INTERESTED PARTIES WILL APPLY, AND WE TRIANGULATE THE INFORMATION BASED UPON THE RECOMMENDATIONS FROM THE PRINCIPALS AND BASED UPON THE APPLICATION THAT'S SUBMITTED.

OKAY. ALL RIGHT. QUESTION ON THE 1882. SO IS THIS PARTNERSHIP ALWAYS ONLY FOR TWO YEARS.

IS IT LIKE TWO YEARS? AND IT'S RENEWABLE AFTER EVERY TWO YEARS.

SO THE PARTNERSHIP IS FOR THE LENGTH OF THE CONTRACT.

[02:35:03]

THE TWO YEARS IS SO THAT THE CAMPUS IS EXEMPT FROM ANY ACCOUNTABILITY INTERVENTIONS.

BUT THE CONTRACT IS WRITTEN AT THE COMFORT LEVEL OF THE SCHOOL DISTRICT.

OKAY. AND THEN THE FUNDING GOES TO WHOM? WHOM TO US OR TO THAT OPERATING PARTNER AND EXPENSES AS WELL.

WHO WOULD. BECAUSE OBVIOUSLY LIKE, WHAT'S OUR BENEFIT I GUESS.

ARE WE MAKING MONEY OFF THIS OR NOT? SO THE FUNDING UP TO $1,500 PER STUDENT GOES TO THE SCHOOL DISTRICT.

NOW, WITHIN THE CONTRACT, THERE COULD BE SOME, DEPENDING ON THE PARTNER WE SELECT.

AGAIN, THERE ARE HIGHER ED PARTNERS. THERE ARE GOVERNMENT ENTITIES.

THERE ARE NONPROFIT. DEPENDING ON THE PARTNER WE SELECT, THERE COULD BE SOME FINANCIAL, BUT THAT WOULD BE AGREED UPON IN THE CONTRACT THAT IS ESTABLISHED, BUT THE UP TO $1,500 COMES TO FORT BEND ISD.

OKAY. AND THEN AND THEN THE EXPENSES. EVERYTHING IS BORNE BY THE OPERATING PARTNER, AND THEIR REVENUE IS, I GUESS, MAYBE SOME CHUNK OF THE 1500 AND SOMETHING ELSE A THEY END UP CHARGING COULD BE YES, DEPENDING ON THE PARTNER. THERE'S ALSO A BENEFIT FOR THE PARTNER AS WELL, DEPENDING ON THE PARTNERSHIP THAT YOU'RE ENTERING INTO.

SO IT COULD BE THAT THEY ARE GAINING ACCESS TO SOME OF THE THINGS THAT FORT BEND OFFERS.

IT COULD BE THAT THEY ARE GETTING STUDENTS FROM FORT BEND TO BECOME STUDENTS AT THEIR HIGHER ED.

AND SO THERE ARE BENEFITS FOR THAT PARTNER AS WELL.

OKAY. THANK YOU, DOCTOR JORDAN. THANK YOU, MISS CHARANIA, MR. CHEF. YES. SO WITH THE VIRTUAL HIGH SCHOOL, THAT'S.

WHAT'S THE 1500 BUCKS? SO HOW DOES IT WORK? WITH THE FUNDING FOR THE VIRTUAL HIGH SCHOOL, WE'D BE GETTING THOSE STUDENT ALLOTMENTS OR.

OKAY, SO THE FULL STUDENT ALLOTMENT. YES, SIR.

I LIKE THAT. NOW, WITH THE DAYCARE CENTERS FOR TEACHERS IF WE CREATE DAYCARE CENTERS FOR THE TEACHERS, WHAT KIND OF RETURN ON INVESTMENTS CAN WE BE LOOKING AT FOR THAT? SO WE WOULD BE COMPETITIVE IN REGARDS TO OUR TUITION.

AND SO AS WE LOOK AT THE 30 SPOTS, IT ALLOWS US TO WHAT I'D LIKE TO SAY IS BREAK EVEN.

OUR GOAL IS TO EXPAND THAT. BUT THAT WOULD BE BASED ON NOT ADDING TO THE BUDGET.

AND SO THERE'S THIS MAGICAL NUMBER THAT WE WOULD HAVE TO ENROLL IN ORDER FOR US TO HAVE THAT AS A ADDED BENEFIT, BACK TO THE DISTRICT. AND I CAN GET THAT INFORMATION TO YOU, BUT IT'S NOT THE 30 SPOTS.

30 SPOTS KIND OF KEEPS US PRETTY EVEN. OKAY. THANK YOU.

I APPRECIATE IT, DOC. THANK YOU, MR. SHOAFF. MISS VICKI.

ALL RIGHT. THIS IS AMAZING. THANK YOU SO MUCH.

I'M SO EXCITED FOR THESE. AND I, I STILL HAVE SOME QUESTIONS I THINK THAT I HAVE AFTER TONIGHT BECAUSE JUST TAKING IT ALL IN.

SO WILL THIS HAPPEN, THESE SOME OF THESE PROGRAMS, THE REDESIGNED HAPPEN REGARDLESS OF SCHOOL CLOSURES? YES. AND SO THIS HAS BEEN SOMETHING THAT WE'VE BEEN TALKING ABOUT FOR AN EXTENDED AMOUNT OF TIME.

HENCE HAVING THAT THOSE FUNDS EARMARKED IN THE BUDGET, REGARDLESS OF SCHOOL CLOSURES, WE ARE MOVING FORWARD WITH FORT BEND ISD REDESIGNED.

AND THEN FOR THE VIRTUAL HIGH SCHOOL, THE GOAL IS 100.

AND YOU SAID THAT WE COULD TAKE MORE. WHAT IS THERE A MAXIMUM OR SO WE COULD AT THIS POINT FOR THE 2627 SCHOOL YEAR, AS LONG AS WE DO NOT EXCEED HALF OF KEMPNER'S ENROLLMENT, WE ARE STILL MEETING TS GUIDELINES.

OKAY. AND THEN I I GUESS I WAS KIND OF THINKING ABOUT THE S BACK, AND THERE'S A COMMITTEE CALLED THE DPAC, I THINK, AT THE DISTRICT PLANNING ADVISORY COUNCIL.

ARE THEY HAVE THEY BEEN INVOLVED WITH THIS PLANNING? SO WE'VE HAD LITTLE SNIPPETS OF THIS KIND OF SPREAD ALL OVER THE DISCIPLINE GROUP, THE DISTRICT GROUP WITH DOCTOR STEVENS.

SO WE HAVE HAD THEM AS PART OF THIS. YES. OKAY.

AND THEN FINALLY FOR THE 1882 WINNER, WE THAT SEEMED TO BE MORE OF LIKE THE THAT WASN'T SUPER DETAILED OUT.

AS FAR AS THE PLAN, WHEN ARE WE PLANNING ON SIGNING OUR PARTNERS UP? SO AT THIS TIME WE'RE IN THE EARLY EXPLORATION FOR 1882.

AGAIN, I WOULD CAN BRING BACK SOME ADDITIONAL INFORMATION TO SEE IF WE ARE INTERESTED TO GO FURTHER.

ONE OF THE FIRST STEPS THAT WOULD HAVE TO TAKE PLACE IS THE BOARD WOULD CALL FOR GOING INTO AN 1882 PARTNERSHIP, AND THEN WE WOULD LAUNCH FROM THERE. AND SO I CAN COMMIT TO COMING BACK WITH SOME ADDITIONAL INFORMATION, AND WE CAN DISCUSS IT FURTHER AND THEN DEVELOP THE GOALS FOR WHAT THAT WOULD LOOK LIKE.

[02:40:04]

SO, MISS HANNON THANK YOU, DOCTOR JORDAN, FOR THE INFORMATION.

AND I'M I'M REALLY, REALLY EXCITED TO HEAR THAT.

YOU HAVE A LOT OF PARENTS INTERESTED IN ENROLLING STUDENTS IN THE MANDARIN IMMERSION PROGRAM AND THE THE TWO WAY DUAL LANGUAGE PROGRAM.

THAT'S IT'S BEEN A VERY LONG TIME SINCE WE'VE HAD A TWO WAY DUAL LANGUAGE PROGRAM, AND I DON'T I DON'T KNOW THAT WE'VE EVER HAD AN IMMERSION PROGRAM UNLESS OUR SPANISH PROGRAM WAS AN IMMERSION PROGRAM, BUT I DON'T THINK IT WAS.

ANYWAY, I KNOW THAT WE'LL REALLY SUPPORT THOSE TEACHERS, BECAUSE THAT WILL BE REALLY NEW AND DIFFERENT AT THOSE TWO SCHOOLS.

AND THEN THOSE TWO TEACHERS WILL BE KIND OF OUTLIERS ESPECIALLY THE CHINESE MANDARIN TEACHER.

SO I KNOW THAT THAT THE DISTRICT WILL FIND NEW AND CREATIVE WAYS TO SUPPORT THEM AND ALSO FINDING NEW AND CREATIVE WAYS TO SUPPORT THE KIDS WHO WILL BE ISOLATED AND BE MATRICULATING UP WITH THE EXACT SAME STUDENTS FROM FROM KINDERGARTEN THROUGH FIFTH GRADE.

THAT I KNOW THAT CREATED SOME PROBLEMS BEFORE IN THE SPANISH PROGRAM.

AND SO I KNOW WE'LL FIND SOME INVENTIVE WAYS TO ENHANCE THAT LEARNING OPPORTUNITY.

I APPRECIATE THIS PRESENTATION. I HAVE SOME SOME QUESTIONS, AND I ACTUALLY THANK YOU FOR ASKING THE QUESTION ABOUT THE DEEPAK, BECAUSE I WAS GOING TO ASK IF THERE WERE ANY STAKEHOLDERS THAT WERE INVOLVED IN CREATING THIS.

SO I'D LOVE TO HEAR A LITTLE BIT MORE ABOUT HOW THAT WAS PRESENTED TO THE DEEPAK AND WHATEVER THE OTHER COMMITTEE, THE BEHAVIOR COMMITTEE, WHATEVER THAT COMMITTEE YOU MENTIONED.

OKAY. SO I HAVE SOME VERY DIRECT QUESTIONS. SO WHEN WE'RE THINKING ABOUT THE 100 SEATS FOR A VIRTUAL LEARNING OPPORTUNITY, THAT WOULD BE OUT OF KEMPNER HIGH SCHOOL AND THEY WOULD BE ATTACHED TO THE ACCOUNTABILITY.

I'M ASSUMING THEY'RE ALSO ATTACHED TO THE TOP TEN AUTO ADMISSIONS FOR, FOR OPPORTUNITIES FOR AUTOMATIC ENROLLMENT IN TEXAS HIGHER EDUCATION IN COLLEGE OR UNIVERSITIES.

SO THAT'S AN ADDITIONAL 100 STUDENTS. AND SO WE ALREADY HAVE TWO ACADEMY PROGRAMS AT KEMPNER.

IS THAT CORRECT? SO I WOULD REALLY LIKE YOU TO SHARE WITH THE BOARD.

BECAUSE I DO THINK THAT WE WE IT'S IMPORTANT TO SPREAD THE WEALTH A LITTLE BIT BECAUSE SOME OF OUR CAMPUSES ALREADY HAVE ACADEMY PROGRAMS AND WE KNOW THOSE STUDENTS. I'M VERY GLAD WE HAVE THOSE OPPORTUNITIES FOR STUDENTS TO HAVE THOSE LEARNING EXPERIENCES, BECAUSE IT'S TRULY A CHOICE. THERE ARE SOME, YOU KNOW, THEY'RE BEING ACCEPTED, BUT THEY'RE CHOOSING THAT.

AND SO SOME OF OUR HIGH SCHOOLS DON'T HAVE ACADEMY, SO THEY DON'T HAVE THOSE STUDENTS TAKING THE TOP TEN OR TOP, I THINK. AND TEXAS UT IS DOWN TO LIKE 3.5, TOP 3.5 OR 4%.

SO I JUST WANT SOME MORE INFORMATION ON THAT.

AND SO THAT, YOU KNOW, SO THAT AND I AND I THINK IT'S IMPORTANT FOR FOR KEMPNER PARENTS TO UNDERSTAND THAT AS WELL.

MY QUESTION WITH THAT ALSO IS ONE OF THE ISSUES THAT WE GOT INTO WITH OUR ACADEMIES IS THAT WE DID NOT MEET THE DATE WHERE WE WERE GRANDFATHERED IN, WHERE THOSE KIDS COULD COUNT SEPARATELY.

RIGHT. AND SO HERE WE HAVE THE OPPORTUNITY AND AND IF YOU KNOW THE ANSWER AND IF NOT, I'M NOT TRYING TO PUT YOU ON THE SPOT, BUT CAN WE BECAUSE I DIDN'T I WAS I DID NOT SEE THAT KEMPNER WAS, DID I SEE THAT BEFORE THIS PRESENTATION OR I WOULD HAVE WAS THAT IS THIS NEW OKAY. I DIDN'T SEE THAT IT WAS KEMPNER BEFORE.

RIGHT NOW IT WAS IN THE SPIRAL. OH, IT WAS IN THERE.

I MISSED THE NAME OF THE HIGH SCHOOL. I'M SORRY.

SO CAN FORT BEND ESTABLISH A NEW HIGH SCHOOL WITH ONLY 100 VIRTUAL STUDENTS? BECAUSE I'M ASSUMING THAT OUR GOAL WOULD BE TO GROW THE PROGRAM.

THAT LIKE, THAT'S MY BIG LIKE. I'M EXCITED. I THINK WE WILL BE SUCCESSFUL AND FILL THOSE 100 SEATS, BUT CAN WE ESTABLISH A SEPARATE VIRTUAL HIGH SCHOOL SO WE CAN ESTABLISH A SEPARATE VIRTUAL HIGH SCHOOL THAT WOULD REQUIRE US APPLYING OR EXPRESSING INTEREST THROUGH T T APPROVING THAT, WHICH MEANS WE SUBMIT OUR CURRICULUM.

[02:45:06]

IT TAKES A LITTLE BIT OF TIME TO DO THAT. SO IT'S NOT SOMETHING THAT CAN BE DONE OVERNIGHT OR PRIOR TO THE LAUNCH OF THE 2627 SCHOOL YEAR.

OKAY. AND JUST SPEAKING FOR MYSELF AS A BOARD MEMBER, I WOULD REALLY LOVE FOR US TO LOOK AT THAT BECAUSE I'M REALLY HOPING THAT PROGRAM GOES, GROWS AND THEN WE ARE NOT IT'S NOT BURDENING ZONED PARENTS, BUT IT DOES IMPACT ZONE PARENTS THAT CHOOSE A HIGH SCHOOL AND THEN THEY'RE COMPETING.

SO IN THIS CASE, THEY'RE THEY'RE COMPETING WITH ARE THOSE TEACHERS THAT ARE TEACHING THAT ACTUALLY TEACHERS FROM KEMPNER? NO, MA'AM. THERE ARE. SO SO THEN IT BECOMES. IT BECOMES SUPER APPLES TO ORANGES.

SO KIDS ARE GETTING RANKED. IN A IN A TOTALLY DIFFERENT SPACE THAN THAN HOW OUR CURRENT ACADEMIES LOOK ANYWAY. THAT'S A BIG THING TO ME. MAYBE IT'S NOT TO ANYBODY ELSE, BUT I WOULD APPRECIATE SOME MORE INFORMATION ON THAT.

THE OTHER ITEM I REALLY WANT TO ASK ABOUT, AND IF YOU COULD PUT IT BACK ON EITHER THE JUST THE SLIDE THAT SHOWS THE DIFFERENT CHOICE OPTIONS AND IT SHOWS. LET ME, LET ME SEE WHICH. OH, I'VE GOT TWO THINGS UP HERE.

NO, NO. THE ONE THAT INCLUDED THE. WELL, LET ME JUST LET ME JUST ASK. I'LL JUST ASK BECAUSE I'M UNDERSTANDING THAT I DON'T REMEMBER WHICH SLIDE IT WAS THE DUAL LANGUAGE AND THE CHINESE IMMERSION COULD BE OPEN TO. INTER DISTRICT KIDS HERE, KIDS IN FORT BEND. AND IF IT DOESN'T FILL UP, WE COULD OFFER THOSE TO POTENTIALLY.

I THINK WE HAVE TO BRING SOME POLICY TO THE BOARD.

MAYBE. I DON'T KNOW IF WE IF FDA AND FDB HAVE TO KNOW IF THAT DOESN'T MATTER.

YEAH. IT DOES IN MY MIND. BUT SO THESE ARE THESE GOING TO BE OPEN TO KIDS FROM OUTSIDE THE DISTRICT IF THOSE SEATS DON'T FILL UP. SO THE APPLICATION WINDOW STARTED FOR THIS ALREADY, AND IT WAS FOR FORT BEND ISD STUDENTS.

AND WE FILLED THE SEATS THERE FOR STUDENTS. WELL THAT'S WONDERFUL.

OKAY, SO GOING TO THE NEXT PIECE WITH THE MIDDLE SCHOOL BECAUSE I BELIEVE I SAW THE SLIDE THAT IT IS ONLY FOR STUDENTS OUTSIDE OF THE SCHOOL DISTRICT.

IS THAT CORRECT? DID I UNDERSTAND THAT OR I DID NOT UNDERSTAND THAT CORRECTLY? NO, MA'AM. SO OUR MIDDLE SCHOOL CHOICE PROGRAMS ARE FOR FORT BEND ISD STUDENTS.

OKAY. WILL TAKE FIRST PRIORITY. SO THE STUDENTS AT THE CAMPUS, PRIORITY NUMBER ONE, FORT BEND ISD STUDENTS, PRIORITY NUMBER TWO. AND THEN ENTER. IF SEATS REMAIN, ENTER.

COMING INTO FORT BEND WOULD HAVE PRIORITY NUMBER THREE.

OKAY. SO OKAY. AND THEN WE CAN GET MORE DETAIL ON THAT BECAUSE I'M ENVISIONING IT BEING SORT OF LIKE WHAT YOU'RE TRYING TO DO AT SOME OF THE ELEMENTARY SCHOOLS BY CREATING, BECAUSE IT SOUNDS LIKE IT'S AN EXTRACURRICULAR THING, NOT A.

I'M NOT SURE. ANYWAY, YOU'LL SHARE MORE INFORMATION.

I'M. BUT I'M VERY GLAD BECAUSE I DO THINK THAT THAT PARENTS NEED CHOICE.

AND WE SEE THAT'S PERHAPS WHY WE HAVE PEOPLE LEAVING IS BECAUSE THEY DON'T HAVE CHOICE.

THE IS OUR CHILD CARE AT THE CTE, A PROGRAM THAT'S ALREADY FOR STAFF MEMBERS? SO IT IS CURRENTLY PRE-K FOUR, AND SOME OF OUR STAFF MEMBERS HAVE THEIR CHILDREN THERE.

BUT IT'S NOT JUST IT'S NOT JUST THAT. OKAY. AND THEN THE LAST ONE WITH THE IN DISTRICT CHARTERS, I WAS NOT EXPECTING THAT. SO I WAS I KNOW THAT THERE WILL BE MORE TO COME, BUT THE WHEN WHEN WE GET MORE INFORMATION IF THE DISTRICT IS DETERMINING, I WOULD REALLY LIKE TO HEAR I THINK YOU ONLY SAID ABOUT 95 ACROSS THE STATE.

WHAT IS THE LEVEL OF SUCCESS WITH THOSE DISTRICT PARTNERSHIPS? WHAT, YOU KNOW, HAVE THEY HAVE THEY WORKED? AND ONCE YOU SIGN A CONTRACT WITH PARTNERSHIP, DOES THAT REMOVE THE BOARD FROM HAVING ANY INFLUENCE? DO THE DO THE PARTNER DOES THE PARTNERSHIP SCHOOL HAVE TO FOLLOW THE SAME POLICIES THAT GOVERN THE REST OF OUR SCHOOLS? THERE'S JUST I DO NOT I DO NOT UNDERSTAND HOW IN DISTRICT CHARTER SCHOOLS WORK.

[02:50:06]

THANK YOU, MISS HANNAN. MISS TANIA. YEAH. I MEAN, I HAD SOME CLARIFYING QUESTIONS ON THAT 1882, BUT I THINK YOU GUYS ARE GOING TO PRESENT IT. BUT I DID HAVE ONE QUESTION.

IS, IS THE 1882 IN RESPONSE TO, TO US POTENTIALLY MAYBE HAVING CLOSURES BECAUSE WE WOULD NEED A BUILDING THAT IS EMPTY TO GIFT OR LEASE OR PARTNER OR WHATEVER THAT WE'RE TRYING TO DO.

SO THE 1882 IS NOT CONTINGENT UPON CLOSURES. THERE ARE MANY DISTRICTS THAT HAVE 1880 TWOS AND DO NOT HAVE VACANT BUILDINGS.

AND SO IT IT DEPENDS ON WHO YOU PARTNER WITH BECAUSE AGAIN, WE COULD PARTNER WITH YOU OF AND IF WE PARTNER WITH U OF H AND OUR FOCUS IS ON BUILDING OUR COLLEGIATE PIPELINE, THEN WE COULD CONNECT WITH ALL OF OUR EIGHTH GRADERS OR NINTH GRADERS.

IT DOESN'T REQUIRE US TO HAVE AN EMPTY BUILDING.

OKAY. ALL RIGHT. I'LL SAVE MY QUESTIONS FOR WHENEVER WE HAVE THIS IN DEPTH PRESENTATION.

THANK YOU. THANK YOU, MR. AND MISS HILLIKER. I DON'T KNOW IF I WAS CLEAR ON WHAT THE ANSWER WAS OR WE WERE GOING TO GET COMMUNICATION ON. MISS HANNAH ASKED THE QUESTION THAT HE KIND OF CONFUSED ME.

I JUST KIND OF CONFUSED ME A LITTLE BIT ON THE QUESTIONS AROUND THE THE RANKINGS.

IS THAT SOMETHING THAT YOU, YOU'RE ABLE TO PROVIDE TONIGHT, OR ARE YOU GOING TO PROVIDE IT TO US? I CAN PROVIDE YOU AN INFORMATION IMPACT AROUND THE VIRTUAL SCHOOL TO THE HIGH SCHOOL. I WASN'T CLEAR.

SO OUR VIRTUAL SCHOOL STUDENTS, THE 100 OR HOWEVER MANY STUDENTS WILL BE KEMPNER STUDENTS.

ALL STUDENTS ENROLLED IN A SCHOOL HAVE TO BE ASSIGNED TO A CAMPUS.

SO FOR US, IT WILL BE KEMPNER. THAT IS THEIR SCHOOL.

SO OUR STUDENTS IN VIRTUAL WILL RANK WITH KEMPNER WILL BE A PART OF THE TOP TEN WITH KEMPNER.

AND SO MISS HANNAH ASKED IF WE WOULD EXPLORE A STANDALONE, WHAT WOULD THAT TAKE AND HOW WE COULD NOT HAVE THEM RANKED WITH KEMPNER.

SO I CAN PROVIDE SOME INFORMATION ON WHAT IT WOULD TAKE TO HAVE A STANDALONE.

BUT GOING INTO THE UPCOMING SCHOOL YEAR, WHATEVER CAMPUS WE SELECT, THE STUDENTS WILL RANK WITH THAT CAMPUS.

OKAY, SO NOW I UNDERSTAND. SO MISS HANNAH'S CONCERN WAS ADDING 100 MORE STUDENTS TO THAT SCHOOL AND HOW IT IMPACTS THE OVERALL NUMBER.

OKAY. THANK YOU. THANK YOU, MISS. MISS HANNAH.

AND I JUST WANTED TO ADDRESS TRUSTEE HEYLIGER.

SO IT IT'S NOT ONLY JUST THAT THAT THERE'S 100 MORE STUDENTS COMPETING FOR THAT TOP TEN, THOSE TOP TEN AUTO ADMISSION. IT'S IT'S THE FACT THAT THERE WOULD BE DIFFERENT TEACHERS.

THERE WOULD OBVIOUSLY BE, I GUESS, DIFFERENT ADMINISTRATION ADMINISTRATORS.

AND IT'S JUST THE GRADE ASSIGNMENTS THAT JUST IS AND WITH WITH A STUDENT BEING AT HOME. AND THE OPPORTUNITIES TO USE AI WHERE OUR STUDENTS THAT HAVE TO ARRIVE FACE TO FACE EVERY DAY.

THERE'S JUST THERE'S I JUST HAVE A LOT OF CONCERNS AND QUESTIONS AND, AND MY DEEPEST CONCERNS ARE THE STUDENTS THAT ARE SITTING FACE TO FACE.

I WANT THAT VIRTUAL OPPORTUNITY BECAUSE I THINK IT'S AN AMAZING OPPORTUNITY TO GROW STUDENTS, SOME AMAZING OPPORTUNITY TO BRING REVENUE INTO THE DISTRICT.

BUT I JUST DON'T WANT THAT TO HAPPEN. AT THE EXPENSE OF OUR CURRENT KEMPNER STUDENTS.

THANK YOU, MISS HANNAN. SO I HAVE SIMILAR CONCERNS ABOUT RANKING, BUT I WHOLLY SUPPORT US MOVING FORWARD WITH THIS BECAUSE I THINK IT'S GOING TO TAKE SOME TIME TO FIGURE IT OUT AND BE ABLE TO APPLY FOR THE STANDALONE.

I DO SUPPORT THE, YOU KNOW, MORE OF A STANDALONE MODEL.

WE'VE OBVIOUSLY HAD A LOT OF ISSUES WITH, YOU KNOW, RANKING IN THE PAST IN THIS DISTRICT.

BOTTOM LINE IS IT'S IT'S A PROBLEM BECAUSE T DOES NOT PROVIDE US REALLY ANY OPTIONS.

AND SO MAYBE THIS IS ANOTHER MESSAGE THAT WE NEED TO SEND TO T-E-A THAT LETS THEM KNOW THAT SCHOOL DISTRICTS DO NEED OTHER OPTIONS. THAT PIGEONHOLING US THE WAY THAT THEY DO WITH RANKING YOU KNOW, CAUSES FAMILIES A LOT OF PROBLEMS AND SCHOOL BOARDS A LOT OF PROBLEMS. SO I DO THINK WE NEED TO MAKE SURE THAT WE CONTINUE TO SEND THAT MESSAGE TO THEM.

[02:55:07]

MY MY ONLY QUESTION RIGHT NOW IS RELATED TO OUR CURRENT HIGH SCHOOL ACADEMIES.

IS THAT GOING TO BE PART OF OUR OPEN ENROLLMENT PLAN, SIMILAR TO THE OTHERS WHERE STUDENTS IN THE SCHOOL GET PRIORITY? FORT BEND ISD STUDENTS GET SECOND PRIORITY AND INTERDISTRICT TRANSFER STUDENTS GET THIRD PRIORITY.

YES, MA'AM. THAT'S EXACTLY HOW IT WOULD WORK.

WE'VE ALREADY HAD OUR ACADEMY'S APPLICATION WINDOW OPEN, SO FORT BEND ISD STUDENTS TAKE PRIORITY.

THEN THAT'S ALL OF OUR STUDENTS. AND THEN AFTER THAT WOULD BE ENTER.

YES, MA'AM. OKAY. THANK YOU. DID YOU HAVE SOMETHING? JUST FOR CLARIFICATION, FOR THE TRUSTEES, WE DO PREFER THE STANDALONE MODEL.

THE REALITY IS, IS IT IS A VERY TIME CONSUMING PROCESS THROUGH THE T.A.

PROCESS THAT THEY HAVE SET UP. AND WE WOULD NOT BE ABLE TO LAUNCH ANYTHING AT THE 2627 SCHOOL YEAR.

SO WE WANTED TO DO SOMETHING FOR OUR STUDENTS.

AND THIS GIVES US OUR PATHWAY TO ENTER INTO THE VIRTUAL COMPONENT AND THEN DOWN THE ROAD.

HOPEFULLY WE CAN GET TO A STANDALONE MODEL. THANK YOU.

DOCTOR SMITH THANK YOU, DOCTOR JORDAN AND MISS WILLIAMS. NEXT UP IS OUR LONG RANGE BOUNDARY PLANNING INFORMATION ABOUT FINAL BOUNDARY RECOMMENDATIONS,

[8.D. Long Range Boundary Planning Information about Final Boundary Recommendations]

THEN WE WILL HEAR FROM MISS MONICA WILLIS, THE CAC CHAIR.

I WILL SHARE SOME THOUGHTS. WE'LL WRAP IT UP WITH MISS MARTINEZ.

AND THEN, OF COURSE, TAKE ANY QUESTIONS FROM THE TRUSTEES. GOOD EVENING.

THANK YOU, DOCTOR SMITH. GOOD EVENING. TRUSTEES. PRESIDENT TOLSON JOINING YOU THIS EVENING, I WANT TO START BEGIN WITH THE INFORMATION THAT WE'VE BEEN FOCUSED ON THROUGHOUT THE ENTIRETY OF THIS PROCESS, AND THAT HAS BEEN TO BALANCE ENROLLMENT. THAT HAS BEEN OUR GOAL TO BALANCE ENROLLMENT ACROSS THE DISTRICT.

INITIALLY AT THE ELEMENTARY LEVEL BECAUSE WE KNOW WE ARE REACHING FULL BUILD OUT.

WE HAVE UNDERUTILIZED CAMPUSES NOW AND IN THE FUTURE AS THE PROJECTIONS HAVE COME IN, AND WE HAVE DECLINING ENROLLMENT FOR A MULTITUDE OF REASONS, WHICH WE'VE DISCUSSED IN THIS BOARD ROOM AND THROUGHOUT THE COMMUNITY.

WE HAVE MORE CHOICE THAN WE HAVE EVER HAD BEFORE.

AND OF COURSE, WE HAVE ALMOST REACHED FULL BUILD OUT, NOT TO MENTION THE LOWER BIRTH RATE THAT WE HAVE EXPERIENCED.

AND WE KNOW THAT WE WILL CONTINUE TO HAVE MORE SEATS IN FORT BEND ISD THAN WE WILL EVER HAVE STUDENTS AGAIN.

AND SO I WANT TO DRAW YOUR ATTENTION TO THE FIGURE ON THE RIGHT THERE, THE SCHOOLHOUSE.

THIS SHOWS YOU, BASED ON OUR ENROLLMENT PROJECTIONS OF FEBRUARY THE 16TH, THAT IN OUR CURRENT SITUATION, OUR ELEMENTARY UTILIZATION ACROSS THE BOARD IS AT 74%.

AND IF WE DO NOT MAKE ANY CHANGES IN THE DISTRICT AT THE ELEMENTARY LEVEL IN FIVE YEARS.

SO IN THE 20, 30, 2030 31 SCHOOL YEAR, WE WOULD BE AT 67% UTILIZATION.

AND AGAIN, THAT'S BASED ON IF WE MAKE NO CHANGES AND PROJECTIONS MEET.

WE ALSO PLANNED STARTED THIS PLANNING PROCESS WITH THE GOAL OF AN AVERAGE DISTRICT WIDE UTILIZATION BETWEEN 83 AND 87%, NOT 83 TO 87% AT EVERY CAMPUS, BUT A DISTRICT WIDE AVERAGE BEING THE GOAL TO WORK TOWARDS AS WE BEGIN BALANCING ENROLLMENT AT THE ELEMENTARY LEVEL.

YOU'VE SEEN SOME MAPS SIMILAR TO THIS IN THE PAST IN THE WAY THAT THEY'RE COLORED.

I WANT TO DRAW YOUR ATTENTION TO THIS ONE. THIS IS A FIVE YEAR PROJECTION FOR THE 2030 31 SCHOOL YEAR GIVEN TO US BY PASA, AND IT IS BASED ON THEIR MOST CURRENT STUDY. SO THIS IS BASED OFF OF THE INFORMATION THEY SHARED WITH US WHEN THEY VISITED IN DECEMBER.

AND IT'S BASED ON THAT UPDATED WORK THAT THEY PERFORMED FOR US.

IF YOU LOOK AT THIS MAP, IT REPRESENTS OUR ELEMENTARY SCHOOLS ACROSS THE DISTRICT, AND THE DARKER RED SHOWS CAMPUSES THAT ARE PROJECTED TO BE OVER 120% LIKE NEAL IN THE NORTHWEST AREA OF THE DISTRICT AND HERITAGE ROSE AND FERNDALE HENRY IN THE SOUTHEAST PORTION OF THE DISTRICT.

THERE'S A PEACH COLOR THAT LIGHTER PEACH COLOR REPRESENTS SEGUIN, PALMER AND BURTON, AND IT MEANS THAT THOSE SCHOOLS ARE PROJECTED TO BE BETWEEN 100 AND 120% UTILIZED IN THE FIVE YEARS.

THEN THERE'S A LIGHTER KIND OF A WHITE GRAYISH COLOR THAT INDICATES CAMPUSES THAT ARE PROJECTED TO BE BETWEEN 80 AND 100%.

AND THEN THE LIGHT BLUE SHOWS CAMPUSES PROJECTED TO BE BETWEEN 60 AND 80%, AND THE VERY DARK BLUE SHOWS CAMPUSES PROJECTED TO BE BELOW 60%.

I WANT TO BE REALLY CLEAR THAT THAT'S IN THE THAT'S IN FIVE YEARS WITH NO CHANGES BASED ON THE ENROLLMENT PROJECTIONS,

[03:00:01]

THOSE ARE YOUR RESIDENT STUDENTS THAT ARE PROJECTED TO LIVE IN THOSE AREAS IN THE 20, 30, 31 SCHOOL YEAR. THAT GIVES A PICTURE OF THE UNDER UTILIZATION ACROSS THE DISTRICT.

AND THEN, OF COURSE, THOSE AREAS OF HIGH UTILIZATION THAT ARE PART OF THIS CURRENT BOUNDARY PLANNING PROCESS AS WE ARE WORKING TO BALANCE THE ENROLLMENT.

THIS PLANNING PROCESS HAS BEEN GUIDED BY POLICY FC LOCAL.

THIS IS THE POLICY THAT GOVERNS THE WORK AND GUIDES THE WORK OF OUR SCHOOL BOUNDARY ADVISORY COMMITTEE.

IT OUTLINES THE SCOPE OF THE COMMITTEE TO STUDY THE DATA, TO SEEK INFORMATION, TO ASK FOR CLARITY, TO REVIEW AN ALIGNMENT, EXCUSE ME WITH BOUNDARY, TO REVIEW ALIGNMENT OF THE BOUNDARY RECOMMENDATIONS BEING BROUGHT FORWARD WITH THE DECISION PRINCIPLES, WHICH ARE CLEARLY ARTICULATED IN THE POLICY.

AS A MEMBER OF THE SBAC, THE MEMBERS ARE CALLED TO OPERATE WITH A STUDENT CENTERED APPROACH AND THROUGH A DISTRICT WIDE LENS, NOT FROM THEIR OWN LOCATION OF WHERE THEY LIVE OR WHAT THEIR EXPERIENCES ARE IN THE DISTRICT.

AND THAT IS QUITE A CHALLENGE THAT OUR SBA MEMBERS HAVE MET REALLY WELL IN THIS PLANNING PHASE.

I WANT TO HIGHLIGHT ONE PORTION OF THE POLICY IN PARTICULAR, AND THAT'S THE CONTINUITY PROVISIONS WITHIN THE POLICY.

THERE ARE PROVISIONS FOR IMPLEMENTING THE BOUNDARIES.

SO ONCE THE BOARD WERE TO APPROVE BOUNDARIES SPECIFICALLY AT THE ELEMENTARY AND FOR THE OPENING OF MIDDLE SCHOOL OR FOR AMY COLEMAN MIDDLE SCHOOL, THERE'S A PROVISION FOR STUDENTS WHO ARE RISING INTO FIFTH GRADE AND INTO EIGHTH GRADE TO REQUEST TO REMAIN AT THEIR CURRENT CAMPUS UNLESS IT IS A POTENTIAL CLOSURE AND THEY CAN FINISH THE SCHOOL, FINISH THEIR K, K-5 OR THEIR SIX EIGHT CAREER AT THAT CAMPUS.

EVEN IN THE CHANGE THAT DOES NOT APPLY TO SIBLINGS AND IT ALSO DOES NOT INCLUDE TRANSPORTATION.

I MENTIONED THE DECISION PRINCIPLES. THESE ARE INTEGRAL COMPONENTS OF THE PLANNING PROCESS, AND OUR SBC SPENT QUITE A BIT OF TIME ENSURING THAT RECOMMENDATIONS ALIGN TO THE DECISION PRINCIPLES.

YOU SEE THEM THERE ON THE SCREEN. THEY INVOLVE COMMUNITY INTEGRITY, PROGRAM ACCOMMODATION, STUDENT NEEDS, GROWTH PROJECTIONS, PROJECTIONS, FREQUENCY OF CHANGES AND COST EFFECTIVENESS.

ONE OF THE OTHER ASPECTS OF THE POLICY IS THE REQUIREMENT OF OUR SBAC CHAIR TO BRING FORWARD INFORMATION TO YOU FROM THE COMMITTEE, AS SHE HAS ALREADY DONE PREVIOUSLY, AND SHE IS GOING TO BE DOING AGAIN THIS EVENING.

SO I'M GOING TO ASK MISS MONICA WILLIS TO COME UP.

SHE'S GOING TO SHARE WITH YOU SOME FEEDBACK FROM THE COMMITTEE, AND THEN SHE'LL TURN IT OVER TO YOU, DOCTOR SMITH, AND THEN I'LL COME BACK UP WITH SOME IMPLEMENTATION INFORMATION.

SO OKAY. THE MICROPHONE'S HERE. GOOD EVENING, DOCTOR SMITH, PRESIDENT TYSON, BOARD TRUSTEES AND EVERYBODY THAT'S PRESENT.

AGAIN, MY NAME IS MONICA WILLIS. I AM ONCE AGAIN HONORED TO STAND BEFORE YOU TO GIVE YOU AN UPDATE AS A CHAIR OF THE SBC, THE SCHOOL BOUNDARY ADVISORY COMMITTEE. JUST ALLOW ME A BRIEF MOMENT TO TO DO SO.

I DON'T HAVE MUCH TODAY OTHER THAN WHEN I LAST ADDRESSED YOU ON FEBRUARY 9TH.

WE HAD JUST COMPLETED MONTHS OF CAREFUL STUDY AND COLLABORATION.

WE PRESENTED OUR PROPOSALS TO THE SUPERINTENDENT, TO THE TRUSTEES.

SINCE THAT TIME, ALTHOUGH WE HAVE NOT MET AGAIN PHYSICALLY, ALL THE MEMBERS WERE ASKED TO REFLECT AND RESPOND ON THE SURVEY VIA SURVEY REGARDING WHETHER WE STILL SUPPORTED THE SCENARIOS PROPOSED TO THE BOARD.

WE WERE ALSO PROVIDED LINKS TO GO BACK THROUGH THE DATA THAT WE HAD BEEN GIVEN ORIGINALLY, AND ALL THE RESOURCES THAT WERE THERE THAT WE REVIEWED THROUGHOUT THE PROCESS, SO THAT WE CAN GO BACK AGAIN AND ASSESS WHETHER WE STILL SUPPORTED THE PROPOSALS THAT WE GAVE TO YOU, THE RESULTS THAT CAME BACK. OH, GOOD.

YES. THANK YOU. I DIDN'T DO THAT. THE RESULTS THAT CAME BACK.

I WILL SAY ALL THE FEEDER PATTERNS, ALL 12 FEEDER PATTERNS WERE REPRESENTED.

SO WE HAD EVERYBODY FROM WE HAD EVERYBODY COMING FROM OR PEOPLE COMING FROM THE DIFFERENT SCHOOLS, ALL STUDENTS BUSH, CLEMENTS, CRAWFORD, DULLES, ELKINS, HIGHTOWER, KEMPNER, MARSHALL, RICH POINT, TRAVIS, AND WILLOW RIDGE. WE HAD SOMEONE SUPPORTING EVERY SCHOOL.

WITH THAT BEING SAID, FROM THE BOUNDARY PROPOSALS AND THE SCHOOL CLOSURES THAT WE HAD PROPOSED, MAJORITY RESPONDENTS ARE STILL IN SUPPORT OF THE CURRENT BOUNDARY PROPOSALS AND THE SCHOOL CLOSURES AND THINGS THAT WERE BROUGHT BEFORE YOU BEFORE.

SO AS WE PRESENTED THEM TO YOU AND TO THE PUBLIC FOR FEEDBACK, WE WERE STILL IN SUPPORT OF THE NORTHWEST CENTRAL,

[03:05:05]

THERE WASN'T MUCH THAT CHANGED FROM THAT SURVEY RESULT THAT WE HAD.

PEOPLE WERE STILL IN SUPPORT AND THE MESSAGES WERE STILL STRONG.

SO WITH THAT, THANK YOU FOR YOUR COOPERATION.

I'LL TURN IT OVER TO DOCTOR SMITH, UNLESS YOU HAVE SOMETHING ELSE.

THANK YOU, MISS WILLIS. SO I WANT TO SHARE SOME THOUGHTS THAT I HAVE.

AND THEN ULTIMATE RECOMMENDATION FROM THE SUPERINTENDENT.

I'LL START WITH AGAIN, JUST THANKING THE SBAC MEMBERS FOR YOUR HARD WORK AND YOUR DEDICATION.

LOTS OF HOURS. OF COURSE. A LOT OF LONG NIGHTS.

AND SO I WANT YOU TO KNOW, WE APPRECIATE ALL THAT YOU HAVE DONE TO HELP WITH THIS PROCESS.

MISS WILLIS, WANT TO THANK YOU FOR PUTTING YOURSELF OUT THERE UP FRONT.

WE KNOW THAT'S NOT AN EASY THING TO DO. NOT ALWAYS A POPULAR THING TO DO.

YOU CAN'T MAKE EVERYBODY HAPPY IF YOU SAY YES TO THOSE THAT ARE WANTING A PARTICULAR DIRECTION, THEN YOU'RE A GOOD CHAIR. IF YOU HAVE A DIFFERENT OPINION, THEN YOU'RE A BAD CHAIR.

BUT YOU HAVE DONE A GREAT JOB OF EXEMPLIFYING A PROFESSIONAL, AND WE APPRECIATE THAT.

I WANT TO THANK OUR STAFF. YOU ALSO HAVE DONE A GREAT JOB OF JUST WORKING HARD, STAYING TRUE, AND COMMITTED TO THE PROCESS. I APPRECIATE YOUR LEADERSHIP.

WHILE JODY, OTHERS, EVERYONE THAT'S BEEN A PART OF THE PROCESS TO MAKE SURE THAT WE EXECUTED IN A MANNER THAT DELIVERED FOR OUR BOARD AND FOR OUR COMMUNITY. AND THEN I WANT TO THANK OUR PARENTS, TOO, AND THE COMMUNITY.

I WANT TO THANK YOU FOR YOUR ENGAGEMENT. I WANT TO THANK YOU FOR YOUR PASSION.

IT IS EVIDENT THAT YOU SUPPORT AND LOVE YOUR SCHOOLS.

SO I WANT TO THANK YOU FOR THAT. I WANT TO THANK YOU FOR YOUR THOUGHTFUL FEEDBACK THAT WE HAVE RECEIVED THROUGH THIS PROCESS.

AND THEN, TRUSTEES, I WANT TO THANK YOU, TOO, FOR THE COUNTLESS HOURS.

YOU KNOW, I HAVE A FRONT ROW SEAT. NOT EVERYBODY HAS THE OPPORTUNITY THAT I HAVE, BUT I HAVE A FRONT ROW SEAT.

AND I KNOW HOW MUCH YOU CARE ABOUT THIS. I KNOW HOW HEAVY OF A BURDEN IT IS.

I SEE YOU WEEKLY GOING THROUGH THE QUESTIONS, SHOWING UP AT MEETINGS, UPON MEETINGS.

AND SO I JUST WANT YOU TO KNOW, I THANK YOU FOR THE ATTENTION THAT YOU'VE GIVEN THIS, AND I KNOW THAT YOU'RE GOING TO MAKE THE RIGHT DECISION.

SO BEFORE I MAKE ANY STATEMENTS ABOUT THE DATA, THE ENROLLMENT OR THE FINANCES, I WANT TO BEGIN JUST BY ACKNOWLEDGING SOMETHING THAT'S VERY REAL AND IT'S KIND OF STATING THE OBVIOUS.

BUT THIS IS HARD. IT'S HARD. IT'S EXTREMELY DIFFICULT.

YOU'RE NOT GOING TO MAKE ANYONE HAPPY. IT IS VERY, VERY DIFFICULT.

IT'S HARD FOR THE FAMILIES WHO LOVE THEIR NEIGHBORHOOD SCHOOLS.

IT'S HARD FOR THE STAFF WHO POURED THEIR HEARTS INTO THE CAMPUSES.

IT'S HARD FOR THE COMMUNITY MEMBERS WHO SEE THEIR SCHOOL AS REALLY PART OF THEIR IDENTITY.

AND IT'S HARD FOR EACH OF YOU AS BOARD MEMBERS KNOWING THAT ANY DECISION WILL IMPACT OUR STUDENTS, OUR STAFF, AND REALLY THE COMMUNITY AT LARGE.

AND IT'S HARD FOR OUR STAFF, WHO, OF COURSE, HAVE BEEN WORKING HARD TO HONOR AND IMPLEMENT THE PROCESS THAT'S GOVERNED BY FC LOCAL, WHICH BETH MENTIONS. AND SO NO ONE TAKES THIS LIGHTLY.

WE UNDERSTAND WE'RE NOT JUST DISCUSSING BUILDINGS, WE'RE DISCUSSING PEOPLE, MEMORIES AND TRADITIONS.

HAVING SAID THAT, HERE IS OUR REALITY. THE REALITY BEFORE US IS STRUCTURAL IN NATURE.

AND WHEN I SAY STRUCTURAL, WHAT DO I MEAN WHEN I SAY THAT WE ARE A DISTRICT BUILT FOR 100,000 STUDENTS AND WE'VE NOT EXCEEDED 80,000 IN MANY YEARS. I WON'T LET THAT SETTLE IN.

WE'RE BUILT FOR 100,000 STUDENTS, AND WE'VE NOT EXCEEDED 80,000 STUDENTS IN MANY YEARS.

SO THIS IS NOT A TEMPORARY SITUATION THAT WE'RE IN WITH ENROLLMENT.

IT REFLECTS THE LONG TERM ENROLLMENT SHIFTS THAT WE ARE SEEING, NOT ONLY, OF COURSE, IN OUR DISTRICT, BUT MANY DISTRICTS ACROSS THE HOUSTON AREA AND TEXAS ARE HAVING A VERY SIMILAR EXPERIENCE.

YOU HEARD A LITTLE BIT AGO ABOUT OUR REDESIGN AND OUR CHOICE OPTIONS.

AND SO WE AS A DISTRICT, OF COURSE, ARE COMMITTED TO RETAINING OUR STUDENTS AND OUR FAMILIES, AS WELL AS ATTRACTING STUDENTS AND FAMILIES. AND I THINK WE'LL SEE SOME BENEFITS IN OUR REDESIGN PROGRAM, BUT NOT TO THE TUNE OF 20,000 STUDENTS. SO THAT ENROLLMENT GAP IS GOING TO CONTINUE.

[03:10:06]

SO THIS RECOMMENDATION TO CLOSE THE SEVEN SCHOOLS, IT WILL ALLOW US TO CONSOLIDATE OUR RESOURCES, WILL ALLOW US TO USE OUR SEATS MORE EFFICIENTLY.

IT WILL ALLOW US TO BETTER BALANCE ENROLLMENT ACROSS THE DISTRICT.

AND OF COURSE, IT HONORS THE SCHOOL BOUNDARY ADVISORY COMMITTEE'S PROCESS AND BOARD POLICY.

FC LOCAL. WE'VE BEEN ENGAGED IN THIS PROCESS FOR ABOUT A YEAR AND A HALF, AND IT IS THE RESULT OF STRUCTURED ANALYSIS BY THE SBAC, BY THE BOARD, BY THE STAFF, LOTS OF COMMUNITY ENGAGEMENT, PROFESSIONAL CONSULTATION AND MONTHS UPON MONTHS OF REVIEW.

I'VE BEEN ASKED OFTEN, WILL WHAT HAPPENS IF WE DON'T CLOSE THE SCHOOLS? WELL, THERE'S A LARGE IMPACT THERE. ACADEMICALLY WILL CONTINUE TO HAVE SMALLER CAMPUSES, WHICH LIMITS OUR ABILITY TO HAVE ROBUST PROGRAMING. STAFFING WILL BECOME DILUTED, AND WE'LL HAVE CHALLENGES OF MAINTAINING THE DISTRICT WIDE STUDENT RATIOS THAT WE WE KNOW ARE IMPORTANT TO STUDENT LEARNING. AND REALLY, ALL OF OUR EFFORTS THAT WE ARE DOING TO IMPROVE STUDENT ACHIEVEMENT WILL BE STRESSED AND CHALLENGED. EVERYTHING WILL BE JUST HARDER TO ACCOMPLISH FINANCIALLY.

WE'LL CONTINUE A STRUCTURAL DEFICIT THAT HAS EXISTED SINCE AT LEAST 2020, AND WE'LL BE LIVING IN THE COMPOUNDING EFFECT OF OPERATING UNDERUTILIZED BUILDINGS YEAR AFTER YEAR. AND IT WILL MAKE IT MORE DIFFICULT FOR US TO KEEP COMPETITIVE SALARIES FOR OUR TEACHERS AND TO MEET OUR DISTRICT GOALS WITH THE OBVIOUS, LIMITED RESOURCES THAT WE HAVE AT THE STATE LEVEL.

AND WE MAY EVEN HAVE TO CONSIDER LAYOFFS, WHICH THOSE ARE JUST SO DRAMATIC FOR A DISTRICT, BUT WE WOULD HAVE NO CHOICE BUT TO GO DOWN THAT PATHWAY.

DEFERRAL DOES NOT PROTECT THE PAIN OF MAKING SUCH A HARD DECISION.

IT ONLY DELAYS AND AMPLIFIES THE PAIN FOR LATER, BECAUSE WE WILL BE BACK HERE IN A SHORT PERIOD OF TIME.

I DO RECOGNIZE THE WEIGHT OF THE BOARD MEMBERS.

I RECOGNIZE THE WEIGHT THAT YOU CARRY. WHATEVER THE VOTE, THE COMMUNITY WILL BE WATCHING NOT ONLY THE DECISION, BUT THE LEADERSHIP BEHIND IT. I RECOGNIZE THE ANXIETY AND THE EMOTION IN THE ROOM AND IN THE COMMUNITY.

I TOO FEEL IT. BUT OUR RESPONSIBILITY IS TO EVERY CHILD TODAY, BUT ALSO IN THE YEARS AHEAD.

SO WITH THOSE THOUGHTS AND WITH THAT, MADAM PRESIDENT AND TRUSTEES, YOU KNOW, I RECOMMEND THAT YOU MOVE FORWARD AND ACCEPT THE RECOMMENDATION OF THE SBAC, WHICH SPECIFICALLY IS THE BOUNDARY PROPOSALS AND THE SCHOOL CLOSURES AS PRESENTED TO THE PUBLIC FOR THE NORTHWEST, CENTRAL AND SOUTHEAST CENTRAL, AND FOR THE OPENING OF AMY COLEMAN MIDDLE SCHOOL, AND OF COURSE YOU KNOW, AFTER TODAY, WE HAVE THE NEXT COUPLE OF WEEKS TO PROCESS AND CONTINUE TO GIVE FEEDBACK AS WE MAKE OUR WAY TO THE FINISH LINE IN MARCH. THANK YOU, MADAM PRESIDENT, TRUSTEES AND EVERYONE FOR ALLOWING ME AN OPPORTUNITY TO SHARE MY THOUGHTS.

I'LL TURN IT OVER TO MISS MARTINEZ, AND THEN WE WILL NO, MA'AM, NO, MA'AM.

WE WILL ADDRESS ANY QUESTIONS THAT YOU MAY HAVE.

THANK YOU. THANK YOU, DOCTOR SMITH. I JUST WANT TO GO OVER SOME IMMEDIATE NEXT STEPS.

EXCUSE ME. AS DOCTOR SMITH MENTIONED, WORKING TOWARD THAT FINAL RECOMMENDATION ON THE NINTH AT THE BOARD MEETING AND THEN REALLY IMPORTANTLY, PROVIDING COMMUNICATION TO OUR COMMUNITY, TO OUR FAMILIES, TO OUR STUDENTS, AND TO OUR COMMUNITY IN GENERAL AND TO STAFF BEGINNING IN THE MARCH APRIL TIME FRAME, WE WANT TO MAKE SURE THAT THE STUDENTS WHO ARE IMPACTED DIRECTLY FOR WHATEVER THE BOARD APPROVES ON THE NINTH, THAT THEY RECEIVE SPECIFIC INFORMATION ABOUT WHAT THAT TRANSITION LOOKS LIKE FOR THEM, THAT THE RISING FIFTH AND EIGHTH GRADE STUDENTS THAT I SPOKE ABOUT RECEIVE INFORMATION ABOUT HOW THEY CAN REQUEST TO REMAIN AT THEIR CURRENT CAMPUS, IF THAT IS APPLICABLE.

AND THEN, OF COURSE, COMMUNITY WIDE COMMUNICATION TO KEEP THE COMMUNITY ABREAST OF THE THE STEPS AND THE COMMUNICATION PLAN AND THE IMPLEMENTATION PLAN MOVING

[03:15:04]

LEVELING STAFFING AND HAVING A JOB FAIR AND IN MAY, FINALIZING ASSIGNMENTS AND THEN MOVING INTO JUNE, AN ORIENTATION AND ONBOARDING AT NEW LOCATIONS.

AND THROUGH THIS, THIS CHALLENGING TIME, ENSURING THAT ALL OF THAT COMMUNICATION AND ALL OF THE INFORMATION THAT IS SHARED WITH OUR FAMILIES, WITH OUR STUDENTS AND WITH OUR STAFF, THAT WE ARE CARING FOR THEM AND PROVIDING WAYS THAT THEY CAN INTEGRATE INTO A NEW BOUNDARY AND BE WELCOMED INTO A NEW ENVIRONMENT WITH WITH POSITIVITY AND WITH EXCITEMENT, EVEN DURING A TIME OF CHALLENGE, REALLY, REALLY STEPPING UP TO LEAD THROUGH THAT. WE KNOW THAT OUR PRINCIPALS HAVE BEEN PREPARED AND ARE READY TO RECEIVE STUDENTS, WHETHER THEY ARE CHANGING A BOUNDARY OR ACCEPTING STUDENTS FROM FROM ANY SORT OF CHANGE.

WE'VE BEEN WORKING THROUGH THE DEPARTMENT OF SCHOOL LEADERSHIP UNDER JORDAN'S LEADERSHIP, TO ENSURE THAT THERE ARE SOME PLANS TO HELP TO BRIDGE THAT AND TO SUPPORT STUDENTS THROUGH THAT WELCOMING AND THROUGH THE INDIVIDUALIZED PLANS THAT HAVE BEEN BROUGHT FORWARD AS CONCERNS.

WE ARE DEFINITELY PAYING ATTENTION TO THAT AND APPRECIATE THE FEEDBACK FROM THE COMMUNITY AND APPRECIATE YOUR TIME THIS EVENING.

TRUSTEES. THANK YOU, MISS MARTINEZ. MISS WILLIS AND DOCTOR SMITH.

I'M NOW GOING TO OPEN IT UP FOR THE TRUSTEES TO HAVE DISCUSSIONS AND ANY QUESTIONS THAT YOU HAVE.

MISS TANIA. SO I HAD A QUESTION.

WHEN WHEN WILL THE KIDS BE MOVING TO MOLALLA WITH ALL OF THIS STUFF? IS IT HAPPENING IN THE 26 SCHOOL YEAR, OR IS IT GOING TO HAPPEN WHEN? WHENEVER MADDEN IS BACK IN, IN ITS SPACE? THANK YOU FOR THAT QUESTION.

THE PLAN IS THAT THEY WOULD MOVE TO MOLALLA FOR THE 2627 SCHOOL YEAR OUT OF NEIL, IF THE BOUNDARY IS APPROVED BY THE TRUSTEES, AND THAT WOULD BE WOULD GO INTO EFFECT FOR THIS COMING SCHOOL YEAR.

OKAY, THEN MOLALLA, WOULD THOSE KIDS WITH THE MOLALLA KIDS WILL MOVE TO TO THE INTO THE MADDEN COMMUNITY OR THE.

NO, MA'AM. THE MOLALLA KIDS WOULD STAY AT MOLALLA UNTIL THE MADDEN STUDENTS RETURN TO THE MADDEN STRUCTURE.

OKAY. ALL RIGHT. SO MOLALLA WOULD BE HOSTING MORE STUDENTS THAN THEY WILL ULTIMATELY HAVE ONCE MADDEN IS BACK ONLINE.

AND DO WE KNOW WHAT PERCENTAGE DOES THAT PUT IT AT IN TERMS OF CAPACITY AT MOLALLA FOR THAT ONE YEAR? I DO HAVE THAT INFORMATION, IF YOU WOULDN'T MIND, IF I CAN TRACK THAT DOWN.

AND THEN AS WE GO THROUGH THE QUESTIONS, IT'S IT'S HERE, I CAN PULL IT UP FOR YOU.

SURE. I WANTED TO, I GUESS, ADD SOME COMMENTS AND MAYBE I DON'T KNOW IF THERE ARE QUESTIONS, BUT THEY'RE PROBABLY JUST COMMENTS. BUT. WHAT I'M HEARING YOU SAY IS THE VOTE THAT WE HAVE IN FRONT OF US NEXT WEEK OR IN TWO WEEKS.

AND FURTHER DOWN IS THE THE BOUNDARY CLOSURES, WHETHER THE AND IF THAT DOESN'T PASS, WE'RE LOOKING AT BUDGETARY CUTS TO WHAT? BECAUSE LAST TIME WHEN WE SPOKE AND I KNOW WHEN MR. GWYNNE PRESENTED HE HAD SAID OUR BUDGET DEFICIT WAS 56 MILLION, OF WHICH I UNDERSTAND THAT ABOUT 13 TO 15 MILLION WAS COMING FROM CENTRAL ADMIN CUTS.

YES, 5 TO 7 MILLION CONSERVATIVELY WAS COMING FROM SCHOOL CLOSURES.

AND I THINK YOU SAID THAT WAS A CONSERVATIVE ESTIMATE AT THAT TIME.

WHICH REALLY LEFT US WITH STILL A NUMBER OF 34 MILLION.

ASSUMING THAT WE DID MOVE FORWARD WITH THE VOTE, WE STILL HAVE 34 MILLION.

WHERE WERE WE PLANNING ON? LIKE WHERE DOES THAT MONEY COME FROM? IS IT PROGRAMMATIC CUTS? SO AS WE DISCUSSED LAST TIME, ONE OF THE CHALLENGES WITH MAKING A REDUCTION OF THIS MAGNITUDE IS SOMEWHAT SIMILAR TO THE BOUNDARY CHANGES THAT WE DISCUSSED.

AND SO OVER THE COURSE OF THE NEXT TWO YEARS, WE WOULD BE IN TWO YEARS I'M TALKING 2627 AND 2728, MAKING ADDITIONAL ADJUSTMENTS THAT WOULD BRING US TO A BALANCED BUDGET, ALL WHILE MAINTAINING OUR 90 DAY OPERATING RESERVE AS REQUIRED BY THE BOARD.

[03:20:09]

SO I'M ASKING YOU TO REALLY UNFAIR QUESTION, BECAUSE I KNOW THAT'S THE SAME QUESTION THE COMMUNITY GENERALLY TENDS TO ASK IS, WELL, WHEN YOU CLOSE, WHAT ARE YOU GOING TO DO WITH THESE SCHOOLS? AND I KNOW, YOU KNOW, IT'S ONE OF THOSE THAT YOU HAVE TO KIND OF WORK THROUGH THE PROCESS TO GET TO THE END OF IT. AND WE MAY NOT HAVE THE ANSWERS TODAY.

SO I KNOW WHEN I ASK YOU, LIKE, WHAT ARE WE GOING TO BE CUTTING FROM THIS? EITHER IT'S GOING TO BE A $34 MILLION CUT, OR IT'S GOING TO BE A $46 MILLION CUT.

ASSUMING, YOU KNOW, IF, IF IF WE DON'T GO THROUGH WITH THIS CLOSURES, WHICH MAKES IT EVEN BIGGER.

SO I KNOW LAST TIME TRUSTEE HANNON HAD SAID IT'S LESS THAN 1% OF THE BUDGET.

AND FOR ME, ON A NUMBERS THING, IF YOU LOOK AT 1% OF THAT BEING 1% OF THE BUDGET, THE 56 MILLION DIVIDED BY THE NINE, 901 MILLION, WHICH IS OUR BUDGET, IT'S ONLY 6%.

IT'S REALLY SMALL. IT'S ALMOST LIKE THAT. HEY, IS IT EVEN WORTH DOING ANYTHING? BUT THE REALITY IS, I THINK WE SHOULD BE LOOKING AT WHEN YOU LOOK AT A DEFICIT AND THE SAVINGS, YOU'RE LOOKING AT THE SAVINGS DIVIDED BY THE DEFICIT AMOUNT.

AM I CORRECT? BECAUSE I KNOW LAST TIME I DIDN'T HEAR YOU MAKE THE CORRECTION. THAT'S WHY I'M ASKING YOU TODAY BECAUSE I DIDN'T HEAR THAT CORRECTION. THAT IS A VERY GOOD POINT. AND SO IN LOOKING AT THIS, IF WE GO WITH THE $7 MILLION AS A PERCENTAGE OF 56 MILLION, WE'RE LOOKING AT ABOUT 12.5% OF THE TOTAL DEFICIT.

AND SO THAT IS A SIGNIFICANT PERCENTAGE OF THE OVERALL DEFICIT.

AND EVEN IF YOU GO WITH A THE LOWER END AND TAKING INTO ACCOUNT THOSE FIRST YEAR COSTS THAT WE KNOW THAT WE HAVE AND WE USE A $4 MILLION NUMBER, YOU'RE STILL LOOKING AT ABOUT A 7.1% SAVINGS ON THE OVERALL DEFICIT.

AND SO IT DOES HAVE A MATERIAL IMPACT OVERALL ON THE DEFICIT ITSELF.

OKAY. SO I WANT TO BE CLEAR THAT WHEN WE'RE LOOKING AT THIS WE'RE LOOKING AT SAVINGS, YOU KNOW, LIKE THE SAVINGS OVER THE DEFICIT, NOT THE NOT DIVIDING IT BY THE BUDGET.

BECAUSE IN THAT PERSPECTIVE, 6% DEFICIT IS REALLY SMALL AS WELL, YOU KNOW OKAY.

I JUST WANT TO BE CLEAR ON THAT NUMBER. OKAY.

SO IF WE DON'T CLOSE, OUR DEFICIT NUMBER IS 41 MILLION AFTER THE CENTRAL ADMIN CUTS.

AND THAT'S A BIG NUMBER. AND IT AND IT KIND OF KIND OF WORRIES ME BECAUSE I KNOW WE DON'T HAVE THE ANSWERS TODAY UNLESS WE DON'T GO TO THIS BUDGET EXERCISE OF WHERE IS THIS MONEY COMING FROM? BECAUSE IT'S GOING TO END UP HITTING PROGRAMS. YES. NO, I MEAN, ARE WE YES, IT WILL END UP HITTING PROGRAMS. SO LET ME JUST KIND OF TAKE YOU BACK. SO TO THE 56 MILLION WE COULD HAVE CHOSE TO ELIMINATE THE $56 MILLION DEFICIT ALL AT ONE TIME, BUT THAT WOULD CRIPPLE THE DISTRICT BECAUSE IT WOULD MEAN REDUCTION OF STAFF AND TEACHERS.

SO WE'VE TAKEN AN INCREMENTAL APPROACH TO TRY TO CUT INTO THE DEFICIT OVER A COUPLE OF YEARS OR SO.

AND SO JUST WITH THE WORK THAT THE TEAM HAS BEEN DOING OVER THE COURSE OF THIS YEAR, AT THE MOMENT THAT WE PASSED THE BUDGET THIS PAST SUMMER, WE ALREADY ARE AT RIGHT AT $13 MILLION. AND THAT IS IN DEPARTMENTS HERE AT THE CENTRAL OFFICE.

THAT IS IN SOME PROGRAMING, THAT IS IN POSITIONS THAT WE THAT HAVE BEEN VACANT FOR AN EXTENDED PERIOD OF TIME.

SO THAT WORK WILL CONTINUE. THE NEXT PHASE OF THE WORK WILL BE REALLY CENTERED AROUND STAFFING.

SO WE COULD SEE INCREASES IN STUDENT TEACHER RATIOS BECAUSE WE HAVE TO FIND SOME OTHER AREAS TO CUT.

AND SO WE'RE GOING TO BE LOOKING THERE. AND THEN WE'RE GOING TO CONTINUE TO LOOK AT PROGRAMS AND PEOPLE BECAUSE THAT IS THE MAJORITY OF OUR BUDGET PEOPLE.

SO I REMEMBER WHEN WE HAD PROPOSED TO CUT KICK START, I DON'T KNOW IF IT WAS A YEAR AGO OR TWO YEARS AGO.

AND IT WAS PAINFUL. IT WAS PAINFUL BECAUSE WE HAD THAT WAS AN EFFECT ACROSS THE DISTRICT, ALL THE MIDDLE SCHOOLS, AND WE HAD A LOT OF PARENTS OUT HERE. AND YEAH, SO I MEAN, LIKE, I KNOW THAT WE HAVE TO CUT SOMETHING. OKAY. I MEAN, IT'S A DIFFICULT DECISION BECAUSE TODAY OR IN TWO WEEKS, WE'LL BE LOOKING AT THE SCHOOL CLOSURE VOTE, AND THEREAFTER, WE'LL BE LOOKING AT ADDITIONAL BUDGETARY VOTES THAT WILL HAVE TO BE TAKEN.

SO OKAY, SO MY CONCERN WITH THE WITH, WITH THE CURRENT BOUNDARY PROPOSAL IS WITH, WITH RESPECT TO CLOSURES, IS STUDENTS MOVING TO SCHOOLS THAT ARE LOWER IN RATING FROM WHERE THEY CAME FROM.

AND I AND I HOPE THAT WE CAN PUT ADDITIONAL RESOURCES AT THESE SCHOOLS TO TARGET THEM AND REALLY BRING UP THE RATING.

I MEAN, I KNOW WE DID THAT WITH SUGAR MILL WHEN THEY WERE A C A YEAR AGO, AND NOW THEY'RE FLOURISHING AT AN A AND YEAH,

[03:25:06]

BUT I JUST HOPE WE CAN REDO THAT AGAIN AT BARRINGTON PLACE AT DROBAK BECAUSE YOU KNOW OR LAKEVIEW HOPEFULLY BY PUTTING THOSE BOTTOMS IN THOSE SEATS THAT WE CAN DO THAT. AND BECAUSE AS A PARENT, I MEAN, IT'S HARD BECAUSE YOU'RE BUYING HOMES IN, IN, IN A, IN A, IN A ZONED AREA THAT YOU'RE THINKING YOUR KID IS GOING.

BECAUSE OF THE RATING OF THAT SCHOOL THAT THAT'S THERE.

AND NOW WE'RE CHANGING IT BECAUSE OF OUR FINANCIAL NEED THERE.

AND, AND THE OTHER ONE AND, AND THE OTHER PIECE WITH THE SCHOOL CLOSURES IS THE KIDDOS WITH THE SPECIAL NEEDS.

BECAUSE I KNOW ONE OF THE QUESTIONS I'VE BEEN ASKING IN THE BACKGROUND HAS BEEN, YOU KNOW, AS WE MOVE OR MOVE CHILDREN AROUND, IS THERE A POSSIBILITY TO KEEP THEM WITH THEIR COHORT OR WITH THEIR TEACHERS IN THE SCHOOLS THAT THEY'RE GOING TO GO TO AND ALLOW PARENTS TO HAVE THAT OPTION OF MAYBE NOT GOING TO THE ZONE SCHOOL, BUT GOING TO WHEREVER THEIR KIDDOS OR THE TEACHERS ARE GOING.

SO I HOPE THAT'S SOMETHING WE CAN BE FLEXIBLE AT, BECAUSE THOSE ARE THE KIDS THAT HAVE THE HARDEST TIME DEALING WITH THESE CHANGES.

RIGHT. SO THOSE ARE MY TWO SORT OF THINGS. AND MY AND MY OTHER CONCERN WITH RESPECT TO JUST ONLY THE BOUNDARY CHANGE, NOT THE SCHOOL CLOSURE, IS REALLY IN THAT NORTHWEST CORRIDOR WITH THE ALIANA KIDS.

THAT TO ME, I, I KNOW I'VE ASKED IF THERE'S MORE WE CAN DO.

I FEEL LIKE THERE'S THERE'S MORE WE CAN DO, OR IF THAT'S SOMETHING WE COULD EVEN POTENTIALLY.

WHEN I SAW THE NUMBERS WHERE NEIL'S AT 100% RIGHT NOW, BUT IF WE DID NOTHING, IT WOULD BE AT 120%.

WELL, THAT 100% TODAY, BECAUSE WE HAVE CAP AND OVERFLOW, RIGHT? I, I RECOGNIZE IF WE DO NOTHING, MAYBE TODAY, MAYBE IT'S IN THE NEXT 12 MONTHS, 24 MONTHS, BUT THERE'S A DECLINE ACROSS THE ENTIRE SCHOOL DISTRICT.

SO WHEREVER MADDEN IS GOING TO BE AT LIKE AT ITS DECLINE UNDER 60%, THERE'S LOTS OF SCHOOLS THAT I SEE ON THAT LIST IN LIKE IN THE FIVE YEAR PROJECTION THAT ARE ALSO THERE, RIGHT? BUT WE'RE NOT CLOSING ANY FURTHER SCHOOLS, OBVIOUSLY, WHICH IS GOOD ALSO.

BUT THOSE AREAS, THOSE TWO SCHOOLS, MALALA AND MADDEN, ARE DECLINING, AND I HOPE THAT THERE'S SOMETHING WE CAN AT LEAST PULL THEM OUT OR DO SOMETHING WITH, WITH THOSE, BECAUSE IT DOES BREAK MY HEART, AND IT REALLY DOES AFFECT ME TO THINK THERE'S 246 KIDS WHO ARE IN THAT COMMUNITY ARE NOW WE'RE DOING A FULL FEEDER PATTERN CHANGE, NOT KNOWING WHAT MIDDLE SCHOOL DID THESE KIDS ARE GOING TO GO TO.

SO THAT'S JUST MY HUMBLE REQUEST THAT I HOPE WE CAN SORT OF WORK SOMETHING IN THE NEXT WEEK OR, OR TALK THROUGH THAT. THANK YOU. THANK YOU, MISS, MISS RADKE.

SO JUST TO CONFIRM, THIS IS THE PROPOSAL WE'RE NOT GOING TO BE.

THERE'LL BE NO OTHER PROPOSALS THAT WOULD BE HAVE LESS THAN SEVEN SCHOOLS.

THIS IS IT. THAT'S CORRECT. OKAY. HAVE WE RESEARCHED HOW DISTANCE AFFECTS ATTENDANCE AND TARDINESS? FOR IF, YOU KNOW, INSTEAD OF BEING IN THEIR NEIGHBORHOOD SCHOOL THAT THEY'RE WALKING THE FIVE MINUTES OR WHATEVER, THEN THEY'RE TAKING A BUS FOR 20 MINUTES. WHAT IS THE DATA ON THERE? THAT HOW THAT DISTANCE FROM A CHILD'S HOME TO THEIR ELEMENTARY SCHOOL AFFECTS ATTENDANCE AND TARDINESS? AND YOU DON'T HAVE TO ANSWER THAT RIGHT NOW, BUT, I MEAN, UNLESS YOU HAVE AN ANSWER, WE CAN FIND SOME INFORMATION AND SHARE THAT WITH YOU, OKAY. BECAUSE I DO THINK THERE'S SOME LONG LASTING ECONOMIC CONSEQUENCES TO CLOSING THESE.

ALL SEVEN OF THESE ON THE BACK ON THE SUPPORT PLAN.

I KNOW YOU ALL SAID IT WAS STILL SUPPORTED, BUT WHAT WAS THE PERCENTAGE THAT SUPPORTED THE PLAN AFTER THE SURVEYS? SECOND.

FINAL FEEDBACK WAS 88% FOR THE NORTHWEST CENTRAL, AND THAT WAS 17 RESPONDING.

SO 15 IN SUPPORT, CONTINUED SUPPORT AND TWO NOT SUPPORTING AT 12%.

IN THE SOUTHEAST CENTRAL IT WAS 71% SUPPORTING AND 29% NOT.

OKAY. AMY COLEMAN 88% AND 12%. THANK YOU. I KNOW THERE WERE SEVERAL ALTERNATIVE OPTIONS THAT WERE SUBMITTED THROUGH THE SURVEY FROM PARENTS AND COMMUNITY STAKEHOLDERS AND ALSO EMAILED OVER THE COURSE OF THE LAST COUPLE OF MONTHS.

[03:30:07]

THERE WAS ONE THAT I MENTIONED THAT STAFF DROVE TO.

THAT WAS BEFORE I THINK WE WERE FINISHED LOOKING AT EVERYTHING. OKAY.

BUT THERE WERE ABOUT 117, IF I RECALL. AND AND OUT OF THOSE, THERE WERE MULTIPLE THAT WERE NOT ACTUALLY ALTERNATIVE SCENARIOS.

BUT DON'T CLOSE THE SCHOOL, CLOSE THIS SCHOOL WITH NAMING SCHOOLS.

AND THEN THERE WERE QUITE A FEW THAT THAT WERE IN OPPOSITION BUT NOT GIVING A NEW IDEA.

BUT THE ONES THAT DID HAVE A NEW IDEA AND THE ONES THAT WE RECEIVED OUTSIDE OF THE SURVEY, EVEN THROUGH EMAIL FROM FOLKS OR EVEN WE HAD A HAND DELIVERY OF ONE.

THOSE WERE REVIEWED. THOSE WERE SHARED WITH ZONDA.

AND GOSH, I'M LIKE 70 SOME ODD PLANS. I THINK I CAN GET THAT EXACT NUMBER TO YOU.

THERE WAS A LARGE NUMBER THAT WE HAD EITHER ALREADY REVIEWED THROUGH THE EARLY CONCEPT DEVELOPMENT OR WITH THE SBAC.

SOME WERE REPEATS. THERE WERE ALSO LOOK AT MENTION OF HIGH SCHOOLS AND MIDDLE SCHOOLS AND NOT RELEVANT TO THE ELEMENTARY.

THERE WERE SOME THAT WERE TALKING ABOUT BUILDING BUILDING ONTO SCHOOLS.

OTHER IDEAS ABOUT LIKE I SAID, CLOSING ALTERNATE LOCATIONS RATHER THAN THE ONES THAT WERE CLOSED AND, AND THEN MORE EXTENSIVE REZONING RATHER THAN ANY CLOSURES.

BUT THE ONES THAT THAT ZONDA LOOKED AT THAT HAVE BEEN MOST RECENTLY YOU KNOW, BROUGHT FORWARD HAVE BEEN WHERE IT WOULD BE SHIFTING THE CHANGE, BUT ALSO LOOKING OUT OVER TIME AND NOT BEING FEASIBLE AS YOU LOOK AT THE PROJECTIONS OVER TIME IN A PARTICULAR AREA, BASED ON WHAT WE HAVE AND WHAT WE KNOW NOW. OKAY.

IS THERE ANYTHING ELSE YOU'D LIKE TO WE HAVE BOB FROM ZONDA HERE.

HE CAN ADD TO THAT. I JUST WANTED TO JUST MAKE SURE, BECAUSE I KNOW WE HAVE A LOT OF COMMUNITY MEMBERS THAT SUBMITTED THEIR IDEAS.

AND I KNOW IT'S A LOT OF WORK FOR FOR ALL OF YOU.

AND SO I JUST WANT TO MAKE SURE I JUST WANT TO MAKE IT, YOU KNOW, ASK THE QUESTION OUT LOUD.

DID WE LOOK AT THOSE? SO YEAH, LOOK AT THOSE.

AND ONE THING THAT WE WERE LOOKING FOR WAS, YOU KNOW, WERE THERE ANYTHING THAT WE HADN'T ALREADY SEEN? WE WERE LOOKING FOR THINGS THAT WE HADN'T ALREADY SEEN. AND JUST ABOUT ALL OF THAT WERE SITUATIONS THAT WE HAD SEEN, AND WE HAD REVIEWED THE ONES WHERE WE DID SEE SOMETHING THAT WAS DIFFERENT.

IT REALLY WAS JUST CHANGING ONE AREA FOR ANOTHER, AND IT DIDN'T REALLY CREATE A MORE POSITIVE SITUATION.

IT WAS JUST MOVING FROM ONE TO ANOTHER AREA. OKAY.

SO I I DEFINITELY APPRECIATE ALL THE TIME THAT STAFF AND VOLUNTEERS HAVE PUT INTO THIS.

I TO BE HONEST, THE FACT THAT WE'RE IN THIS POSITION BECAUSE OF THE CHRONIC UNDERFUNDING FROM THE STATE OF TEXAS.

IT'S NOT BECAUSE OF A BLOATED ADMIN BUDGET. I KNOW THAT, AND I WANT THE COMMUNITY TO KNOW THAT OUR ADMIN IS DOING A AS WE JUST HEARD, THEY'RE CUTTING. THEY'RE ALREADY CUTTING MILLIONS OF DOLLARS TO ADDRESS OUR DEFICIT.

AND I APPRECIATE THAT. IT STEMS FROM A LOT OF OTHER THINGS.

AND BUT I AM CONCERNED THAT WE, YOU KNOW, THE REDESIGN I'M SO EXCITED ABOUT I DON'T THINK YOU'RE RIGHT.

IT'S NOT GOING TO BRING 20,000 STUDENTS, DOCTOR SMITH, BUT IT COULD BRING A COUPLE HUNDRED.

AND AND WE HAVEN'T SEEN THAT YET. I MEAN, IF WE'RE ABLE TO ACTUALLY IMPLEMENT THAT BEFORE WE ACTUALLY CLOSE THE SCHOOLS, I FEEL LIKE THAT'S THE TRAJECTORY WE SHOULD BE LOOKING AT.

I'M NOT AGAINST CLOSING SCHOOLS. I FEEL, THOUGH, THAT THE SEVEN THAT ARE HERE ARE A LOT, AND I UNDERSTAND WE YOU KNOW, WE GOT TO STOP THE HEMORRHAGING, BUT I JUST DON'T 100% FEEL COMFORTABLE WITH THE SEVEN THAT ARE HERE OR SEVEN IN GENERAL. I REALIZE I APPRECIATE TRUSTEE ATTENTION TO THAT.

THE DEFICIT IS IT'S MORE THAN 1% THAT THE THE SAVINGS WOULD SUPPORT, BUT IT IS STILL 1% OR LESS OF OUR TOTAL DISTRICT BUDGET. AND THAT'S WHAT WE'RE ALSO LOOKING AT.

AND FOR THOSE WHO UNDERSTAND BUSINESS, I THINK WE HAVE TO UNDERSTAND DOES THE BENEFITS OF CLOSING THE SCHOOL OUTWEIGH THE COSTS? WE'RE HERE IN THE BENEFIT. WE'RE HERE IN THE IN THE BUSINESS OF EDUCATING CHILDREN.

YES, WE'RE RESPONSIBLE FOR FINANCIALS AS TRUSTEES.

BUT OUR NUMBER ONE MISSION IS TO EDUCATE CHILDREN, AND THAT NEEDS TO BE OUR FIRST PRIORITY.

SO I JUST I'M NERVOUS ABOUT LARGER CLASS SIZES AND THE EFFECT THAT THAT HAS.

I HEAR WHAT YOU'RE SAYING, DOCTOR SMITH, ABOUT POTENTIAL EVEN LARGER CLASS SIZES IF WE HAVE TO MAKE MORE CUTS.

[03:35:05]

AND AND THAT'S ALL I HAVE TO SAY TONIGHT. THANK YOU, MISS WIERZBICKA.

MR. SCHIFF. I'M CURIOUS. WAS THERE A PROJECTION ON HOW MANY FAMILIES WOULD LEAVE FORT BEND ISD OVER THIS? NO, SIR.

WE HAVE NO QUANTIFIABLE PROJECTIONS. OKAY. AND THIS ONE IS MORE FINANCIAL.

HOW MANY? HOW MANY STUDENTS WOULD HAVE TO LEAVE THE DISTRICT TO MAKE IT A MAKE IT A WASH? LIKE FROM LOSING ALLOTMENT AND ALL THAT TO MAKE IT A JUST A WASH.

SO I'M NOT SURE I QUITE UNDERSTAND. SO IF WE LOSE STUDENTS, THEN THERE WE'RE LOSING REVENUE.

CORRECT. ABOUT 11, ROUGHLY 10 TO 11,000 PER STUDENT, DEPENDING ON THEIR SETTING.

AND SO WHEN YOU SAY WHEN WE IF WE LOSE STUDENTS, WHAT IS OUR BREAK EVEN POINT? CAN YOU HELP ME? YEAH. HOW MANY STUDENTS LEAVING WOULD MAKE IT NOT WORTH IT TO DO THIS? SO FROM THAT, THAT WOULD BE INFORMATION WE WOULD HAVE TO GET BACK TO YOU.

BECAUSE ROUGHLY IF YOU LOOK AT IT, 700 STUDENTS WOULD BE THE LOSS.

THAT WOULD BE OKAY. BALLPARK. COOL. THANK YOU.

SO THIS IS THIS IS THE NEXT ONE. GEN Z'S HAVE MORE KIDS THAN MILLENNIALS DID.

WHAT ARE WE GOING TO DO WHEN THEY GET TO SCHOOL AGE? THERE ARE MORE KIDS THAN MILLENNIALS 15 YEARS, TEN, TEN YEARS DOWN THE ROAD WHEN THERE ARE MORE CHILDREN, ARE WE JUST GOING TO DO MORE BONDS AND BUILD MORE SCHOOLS AFTER CLOSING SOME.

OR WHAT'S THE THOUGHT PROCESS 15 YEARS DOWN THE ROAD? SO PART OF THAT OR WHAT IMPACTS THAT IS THE FACT THAT WE ARE ALMOST FULLY BUILT OUT.

SO WE DON'T HAVE MUCH LAND THAT'S BEING DEVELOPED ANY FURTHER.

AND SO THAT BRINGS THE DISTRICT INTO WHAT'S CALLED STABILIZATION.

THERE'S NOT THAT ABILITY TO GROW AT THE SAME RATE.

EVEN IF YOUR WHOLE STREET MOVED OUT AND FAMILIES WITH FIVE KIDS MOVED IN, THAT WOULD HAVE TO HAPPEN ACROSS THE DISTRICT FOR US TO MAINTAIN GROWTH IN THE DISTRICT LIKE WE'VE SEEN IN THE PAST, OR NOT EVEN LIKE WE'VE SEEN, BUT ANYWHERE CLOSE TO, BECAUSE THERE'S ONLY LIKE ONE OPPORTUNITY WHEN YOU SELL YOUR HOME FOR YOUR HOME SALE TO CREATE OR GENERATE GROWTH.

AND THAT'S A FAMILY MOVING IN WITH CHILDREN AND CHILDREN WHO CHOOSE PUBLIC SCHOOL.

AND SO PART OF THE THE WORK OF OUR DEMOGRAPHER IS, IS FOCUSING ON THINGS OF THAT NATURE.

WHERE ARE WE ALMOST COMPLETELY BUILT OUT? WHERE ARE THOSE AREAS OF GROWTH? AND EVEN IN THE AREAS OF GROWTH WITHIN THE DISTRICT, WHAT WE KNOW IS THAT THE THE HOME SALES ARE NOT OCCURRING AS FAST AND AS MUCH AS THEY ONCE WERE IN THOSE AREAS. AND THEN COUPLE THAT WITH THE DECLINE IN BIRTH RATE THAT THEY PRESENTED TO US IN DECEMBER, WHICH IS ALSO IMPACTING OUR ENROLLMENT IN THE NEXT FEW YEARS, AND SPECIFICALLY OVER THE FIVE YEAR PLANNING HORIZON AND EVEN INTO THE TEN YEAR PLANNING HORIZON. NOW, THIS IS SOMETHING WE'VE BEEN LOOKING AT FOR A NUMBER OF YEARS, BECAUSE WE KNEW TEN, 15 YEARS AGO THAT WHEN WE HIT THAT 20, 30, 2035, WE WOULD BE SEEING BUILD OUT WITHIN THE SCHOOL DISTRICT BECAUSE OF THE LAND THAT WAS AVAILABLE AT THE TIME, THE DEVELOPMENTS THAT WERE GOING IN AT THE TIME.

AND SO THAT'S THAT'S NOT THE SURPRISING PIECE THAT WE'RE REACHING THAT FULL BUILD OUT.

BUT WHAT WE WHAT WE HAVE ENCOUNTERED, ALONG WITH OTHER SCHOOL DISTRICTS ACROSS THE STATE, LIKE DOCTOR SMITH MENTIONED, IS A VARIETY OF OTHER REASONS WHY.

ALSO, OUR ENROLLMENT IS IMPACTED NOT ONLY HERE BUT ACROSS THE STATE.

SO IT IT IT'S GREAT TO SEE NEW FAMILIES AND HAVE NEW FAMILIES AND FAMILIES WITH LOTS OF KIDS COME IN.

BUT WE ARE SO BUILT, BUILT OUT AND ONLY HAVE A FEW SMALL AREAS OF GROWTH THAT THAT IMPACT WILL NOT CAUSE US AGAIN, TO REACH ANYWHERE NEAR THE NUMBER OF SEATS THAT WE HAVE WITHIN THIS DISTRICT, UNFORTUNATELY.

HOW MUCH OF THE 23 BOND WAS SPENT ON THESE SCHOOLS THAT WERE ABOUT TO CLOSE? ALL RIGHT. MISS BROWN CAN COME AND SPEAK TO THAT.

GOOD EVENING. YES. IN THE BOARD UPDATE THIS WEEK, WE PROVIDED TO THE TRUSTEES.

A BREAKDOWN OF DOLLARS INVESTED BY CAMPUS. I CAN TURN TO THAT AND AND PRESENT THAT INFORMATION OUT LOUD IF NEED BE.

YES, PLEASE. MA'AM I APOLOGIZE. CAN YOU GIVE US TOTALS?

[03:40:04]

ALL RIGHT, SO AS IT RELATES TO EACH TO THE TOTALS IN THE SEVEN CAMPUSES THAT ARE LISTED THERE IS A TOTAL OF THE BUDGET FOR THOSE CAMPUSES, $38 MILLION.

AND OF THAT, WE'VE COMMITTED 14.7 MILLION OF THAT TOTAL TO DATE.

THANK YOU. YES, SIR. SO ANOTHER QUESTION THAT I'VE GOT BECAUSE OF WHERE WE'RE ZONING A LOT OF THESE SCHOOLS.

HAS ANYBODY LOOKED AT THE FOUNDATION OF BARRINGTON PLACE? BECAUSE IT'S NOT FAR OFF FROM MADDEN. ARE YOU SPEAKING BARRINGTON PLACE, THE CAMPUS THAT WAS REBUILT? YEAH, THEY'RE FOUNDATION ISSUES. THERE WERE A LOT OF THESE KIDS ARE BEING MOVED FROM THEIR SCHOOLS, TOO. AND SO I'M CONCERNED THAT WE MIGHT END UP IN THE SAME CIRCUMSTANCE THAT WE WERE IN WITH MADDEN JUST A COUPLE OF YEARS DOWN THE ROAD.

YES, WE WOULD HAVE TO LOOK. I'D HAVE TO LOOK INTO YOUR CONCERN RELATED TO BARRINGTON PLACE, BECAUSE THAT'S A NEW A REBUILD OF A CAMPUS.

SO YOU'RE STATING THAT THE CAMPUS THAT WAS JUST REBUILT HAS ISSUES WITH THE FOUNDATION? YEAH. I'VE BEEN SENT VIDEOS OF MARBLE BEING PLACED ON THE FLOOR AND MARBLE ROLLING DOWN THE FLOOR JUST THE SAME THAT I WAS SENT ESSENTIALLY FOR MADDEN. OKAY. WE'LL TAKE A LOOK INTO THAT.

TRUSTEE. THANK YOU. YES, SIR. WE'VE WE'VE NOT RECEIVED ANY INFORMATION THAT THERE ARE ANY FOUNDATION ISSUES AT BARRINGTON PLACE.

NO, SIR. WE HAVE NOT RECEIVED ANY. OKAY. THANK YOU, MR. SHOAF. MISS HANNAN. THANK YOU FOR THE INFORMATION.

SO I WANT TO START AND YOU DON'T HAVE TO PUT THE SLIDE UP.

BUT DOCTOR SMITH, WHEN YOU SPOKE, THERE WAS A SLIDE AND IT SAID, DON'T DON'T CHANGE THIS BECAUSE I'M GOING TO ASK YOU TO GO BACK.

AND IT SAID OUR RESPONSIBILITY IS TO BE WE MUST BE THOUGHTFUL AND COURAGEOUS.

AND I KNOW THAT EVERY PARENT WHO HAS BEEN HERE TO SPEAK OR STUDENT, THEY HAVE BEEN THOUGHTFUL AND COURAGEOUS.

EVERY MEMBER OF THE THE SCHOOL BOUNDARY ADVISORY COMMITTEE, THEY HAVE BEEN THOUGHTFUL AND COURAGEOUS.

I RECOGNIZE THAT THAT IS HARD WORK. I KNOW THAT EVERY BOARD MEMBER UP HERE IS DOING THE SAME.

THERE IS NOTHING. THERE IS. THIS IS NOT FUN. THIS IS.

THERE IS ZERO FUN IN THIS. BUT I WANT TO ADDRESS SOMETHING ELSE THAT WAS ON THAT SLIDE, BECAUSE IT SAYS WE MUST HONOR THE PROCESS AND WORK OF THE COMMITTEE. AND I'M GOING TO TELL YOU, I HONOR MISS WILLIS LEADING THE COMMITTEE.

I HONOR EVERY SINGLE PERSON THAT'S BEEN ON THAT COMMITTEE.

AND SO WHAT I WANT TO SAY TONIGHT, THEY ARE AN ADVISORY COMMITTEE.

THEY ARE NOT AN OVERSIGHT COMMITTEE. THE BOTTOM LINE RESTS ON SEVEN TRUSTEES SHOULDERS TO MAKE DECISIONS ABOUT THE SEVEN CLOSURES AND THE BOUNDARY CHANGES.

AND I KNOW WE ALL HAVE. SPENT MANY HOURS LOOKING AT DATA.

SO I JUST WANT TO TELL YOU THAT WE ARE ALL BEING THOUGHTFUL AND COURAGEOUS IN WHAT WE'RE DOING.

SO WITH THAT, I WANT TO I WANT TO REMIND OUR COMMUNITY AND MY FELLOW TRUSTEES THAT THE YOU KNOW, I AM A TOTAL POLICY DORK. I GET IT, BUT I DO THINK THAT THINGS ARE WRITTEN BECAUSE IT'S A BLUEPRINT FOR HOW YOU SHOULD OPERATE AND BE THOUGHTFUL IN YOUR DECISION MAKING.

AND THE DECISION PRINCIPLES ARE MORE THAN JUST GROWTH PROJECTIONS.

THEY'RE ABOUT COMMUNITY INTEGRITY. THEY'RE ABOUT HOW MANY TIMES HAVE WE ALREADY REZONED THESE KIDS? THEY'RE ABOUT COST EFFECTIVENESS. AND ONE OF THE ONES THAT'S VERY IMPORTANT TO ME IS ABOUT PROGRAM ACCOMMODATION AND STUDENT NEEDS. THAT IS A DECISION PRINCIPLE. AND SO WHILE IT MAY SEEM THAT I ASK QUESTIONS AD NAUSEAM, I KNOW WHICH SCHOOLS HAVE HOW MANY GT KIDS GOING FROM THIS SCHOOL TO THIS SCHOOL, BECAUSE I'VE LOOKED BECAUSE IT MATTERS TO ME. I KNOW THAT ONE CAMPUS, THE KIDS ARE SITTING IN A CAMPUS THAT HAVE OVER 11% GT, AND THEY'RE MOVING TO ONE WITH 1%.

AND WHY DOES THAT MATTER? IT MATTERS BECAUSE IT IMPACTS THE STUDENTS AND IT IMPACTS THE TRAINING THAT THE TEACHERS NEED.

[03:45:06]

IT'S JUST THIS IS ALL SO INTERTWINED, RIGHT? THAT'S ALSO A FINANCIAL NEED, BECAUSE WE NEED SOME TEACHERS TO GET SOME ADDITIONAL 30 HOURS OF TRAINING. AND WE NEED TO PAY FOR THAT.

SO IT'S YOU JUST CAN'T SEPARATE CHILDREN, THEIR PROGRAMS AND THE MONEY.

IT'S NOT TO ME JUST ABOUT BOTTOMS IN SEATS. IT'S ABOUT HOW WELL DO THOSE CHILDREN LEARN IN THE SEATS THEY SIT IN.

AND SO I KNOW IT IS AFTER 10:00, BUT THERE ARE A COUPLE OF QUESTIONS THAT I WANT TO MAKE SURE MY COLLEAGUES UNDERSTAND, BECAUSE I WANT TO UNDERSTAND THEM.

AND I APPRECIATE ZONDA GIVING ME TIME. I KNOW TRUSTEE CHARANIA JOINED ME FOR A MEETING LAST WEEK, BUT I WANT TO UNDERSTAND SOME SCHOOLS. SO WHEN I LOOK AT MISSION WEST, FOR INSTANCE, THE BASELINE NUMBER, RIGHT NOW THEY HAVE 517 STUDENTS WHERE THEY DID ON FEBRUARY 9TH.

AND I SHOW THAT NEXT YEAR THEIR ENROLLMENT IS 332 WITH A DROP OF 185 STUDENTS.

THAT IS NEW TO ME. AND SO I KNOW WE'VE AND I'M LOOKING AT THE BASELINE.

INFORMATION. AND SO I'M ASKING THAT PARTICULAR QUESTION BECAUSE I HAVE ASKED, ARE ALL OF THE STUDENTS FROM MISSION WEST BILINGUAL PROGRAM AND PRE-K GOING TO BE GOING TO MISSION? BECAUSE I WANT MY ALL MY TRUSTEES WHO WEREN'T AT THAT MEETING, BECAUSE WE CAN'T DO THAT BECAUSE IT'S A WALKING QUORUM.

IF WE DO, ARE ALL OF THE PRE-K KIDS THAT ARE CURRENTLY AT MISSION WEST GOING TO BE HAVING A BILINGUAL PROGRAM AT MISSION, AND ARE ALL OF THE BILINGUAL AND PRE-K KIDS GOING TO BE ABLE TO GO THERE? MISS HANNAN, DO YOU WANT ME TO SPEAK SPECIFICALLY ABOUT BILINGUAL PROGRAM OR ABOUT PRE-K? OR YOU COULD DO BILINGUAL FIRST. SO WHEN WE'RE LOOKING AT PROGRAMING WE WOULD BE ADDING A BILINGUAL PROGRAM AT MISSION SO THAT THE STUDENT, THE BILINGUAL STUDENTS AT MISSION WEST THAT ARE MOVING TO MISSION WOULD MAINTAIN THAT PROGRAMING, AND THEN WE WOULD BE ABLE TO ACCOMMODATE THE BILINGUAL STUDENTS THAT ARE ZONED TO MISSION.

SO ALL OF THE NEIGHBORHOOD THAT'S ABOUT CONTINUITY IN FC LOCAL.

SO ALL OF THE CHILDREN WHO ARE CURRENTLY AT MISSION, WHO ARE BUSSED TO HOLLEY FOR BILINGUAL, WILL NOW GET TO STAY IN THEIR NEIGHBORHOOD AT THEIR NEIGHBORHOOD SCHOOL.

NOW, I'M NOT JUST TALKING ABOUT MISSION WEST KIDS GOING TO BILINGUAL SCHOOL AT MISSION. I'M TALKING ABOUT MISSION CHILDREN GOING TO THEIR NEIGHBORHOOD SCHOOL WOULD BE TO HAVE NEIGHBORHOOD CONTINUITY. THE GOAL. BUT AND SEE, I NEED TO KNOW THAT BEFORE I VOTE.

BECAUSE IF I HAVE MISSION WEST BILINGUAL STUDENTS BUT NOT MISSION KIDS, AND THEY'RE BEING BUSSED.

THAT THAT SEEMS LIKE WE'RE SELLING SOMEBODY SHORT IN THE NEIGHBORHOOD SCHEME.

MISS HANNON, AS WE LOOK AT OUR PROGRAMING, I UNDERSTAND THE NEED TO HAVE DEFINITE.

BUT WHEN WE LOOK AT MISSION AND THE NUMBER OF STUDENTS THAT ARE PROJECTED TO GO INTO MISSION FROM MISSION WEST AND MISSION, WE WILL HAVE TO PRIORITIZE OUR PROGRAMING AT THAT CAMPUS.

AND SO AT THIS POINT, THE BEST THAT WE COULD OFFER IS OUR GOAL IS TO HAVE CONTINUITY, BUT IT WILL TAKE US SOME TIME BECAUSE OF PROJECTIONS, BECAUSE OF SPACE. SO I CAN'T GIVE YOU A DEFINITE DECISION OF WHICH STUDENTS WILL BE ATTENDING THE PROGRAMING AT MISSION AT THIS TIME. OKAY. WOULD THAT BE THE SAME ANSWER FOR PRE-K? YES, MA'AM. SO WE MAY HAVE SO MANY CHILDREN THAT LIVE IN THE MISSION WEST MISSION AREA THAT WANT PRE-K, WHICH IS AN AWESOME PROBLEM TO HAVE. AND SO MANY THAT WANT BILINGUAL.

BUT THAT CAMPUS THAT WE'VE RECOMMENDED CLOSURE TO, TO CONSOLIDATE IT DOESN'T HAVE ROOM FOR THAT NEIGHBORHOOD.

AND I KNOW THAT OUR POLICY SAYS THAT MASTER PLAN COMMUNITIES DON'T REPRESENT A NEIGHBORHOOD.

BUT THIS ISN'T A MASTER PLAN COMMUNITY. SO I ASKED THAT SO MY COLLEAGUES CAN SEE MY THOUGHT PROCESS.

AND IT IS PART OF FC LOCAL TO LOOK AT PROGRAMS AND NEIGHBORHOOD CONTINUITY.

[03:50:07]

THAT INCLUDE SEVEN SCHOOLS THAT ARE THAT ARE ALL DIFFERENT, ALL IN DIFFERENT PLACES.

AND THE PRE-K PROGRAMING IS A REAL ISSUE FOR ME BECAUSE THAT'S HOW WE RECRUIT THAT, YOU KNOW, THAT'S HOW WE GAIN OUR BRAND LOYALTY. RIGHT? IS STARTING WITH THE BABIES.

AND SO I HAVE ASKED THE AUDIT COMMITTEE, CAN WE PLEASE HAVE A PRE-K AUDIT? BECAUSE I THINK THE MORE KIDS WE GET IN THE DOOR, THE MORE WE GROW OUR OTHER GRADES.

AND SO WE I HAVE ASKED THE EXACT SAME QUESTION WITH ALDRIDGE.

FOR EXAMPLE, I'VE ASKED THE SAME PROGRAM WITH WITH GLOVER BECAUSE GLOVER HAS NO PRE-K PROGRAM.

SO WE'RE NOT MAYBE GETTING THE THE, THE CAMPUS LOYALTY GOING THERE.

BECAUSE I DO KNOW THAT WHEN I JUST KNOW THAT PARENTS WHO DON'T HAVE A PRE-K PROGRAM AT THEIR OWN HOME, THEY DON'T THEY DON'T BUY INTO THE PTA OR THE PTO BECAUSE THEY KNOW IN 187 DAYS THEY'RE LEAVING.

THEY'RE GOING SOMEWHERE ELSE. SO. THIS IS VERY HARD FOR ME TO VOTE.

BECAUSE I REALIZE WE NEED TO CLOSE SCHOOLS, BUT WHEN I HAVE TO VOTE FOR JUST THE MIDDLE SCHOOL AND THIS GIANT TWO SWATHS OF SCHOOL, IT'S GOING TO BE A REAL HARD VOTE FOR ME TO, TO SUPPORT.

AND SO I WISH, YOU KNOW, I KNOW THAT'S HOW IT WAS BROUGHT TO THE SPEC IN JUST OR I'M GUESSING THAT ADMINISTRATION BROUGHT IT THAT WAY TO SPEC IN JUST THOSE THREE AREAS WITH THE MIDDLE SCHOOL BEING ONE, OR IS THAT HOW THE IS THAT HOW IS THAT HOW OUR SCHOOL BOUNDARY ADVISORY COMMITTEE WANTED IT TO PRESENT IT TO US? NO, I WOULDN'T SAY THAT THERE WAS A CONVERSATION.

AM I RIGHT? WE DIDN'T PUT IT TOGETHER BECAUSE THE SBAC WANTED IT THAT WAY.

WE WERE LOOKING DISTRICT WIDE. AND SO WHEN WE INITIALLY BEGAN WORKING WITH ZONDA ON THE BOUNDARY PLANS IN ORDER TO LOOK DISTRICT WIDE AND BE ABLE TO TO KIND OF CONCEPTUALIZE AND DIGEST THE CHANGES AND THE POSSIBLE CASCADING EFFECTS.

WE LOOKED AT IT GEOGRAPHICALLY, SORRY. WE LOOKED AT IT GEOGRAPHICALLY, NORTH, WEST, CENTRAL, AND THEN CASCADING OVER AND THEN SOUTHEAST CENTRAL SO THAT IT WAS WE TOOK IT IN PHASES, IF YOU WILL, LOOKED AT THOSE. BUT THEN WHATEVER CASCADED OVER TO THE CENTRAL AREA, THAT WOULD BE PART OF ANOTHER CONVERSATION AND ANOTHER MEETING.

BUT THEN FOR THE FEEDBACK FROM THE COMMITTEE, WHEN THEY WERE LOOKING AT ALIGNMENT TO DECISION PRINCIPLES, WE DID ASK THEM TO VOTE IN THOSE AREAS NORTHWEST, CENTRAL, SOUTHEAST, CENTRAL.

SO I WOULD SAY THAT THAT WAS A REQUEST FROM THE SBAC.

I JUST, YOU KNOW, I HAVE TWO MORE WEEKS AND AND I HAVE I JUST I FEEL LIKE I JUST DON'T KNOW THE ANSWER TO QUESTIONS THAT IF I CLOSE A SCHOOL AND THEN I CAN'T, OR I OR THE DISTRICT CAN'T ACCOMMODATE THE CHILDREN IN THE NEIGHBORHOOD, WHETHER THOSE ARE REGULAR ED OR BILINGUAL OR PRE-K OR SPECIAL ED.

AND I KNOW. I JUST HATE PUTTING A KID ON A BUS TO DRIVE RIGHT BY THE SCHOOL WHERE THEY LIVE. AND SO I'LL I'LL STOP THERE.

AND AGAIN, I GO BACK TO IT IS WITH DEEP APPRECIATION THE WORK THAT THE SCHOOL BOUNDARIES COMMITTEE HAS DONE.

AND I HOPE THAT, HOWEVER THE VOTE TURNS OUT IN TWO WEEKS, I ONE HOPE THE PARENTS KNOW THAT WE HAVE ALL DONE OUR LEVEL BEST AT ASKING THE DEEPEST QUESTIONS THAT WE KNOW HOW, TRYING TO GET ANSWERS SO WE CAN FEEL LIKE WE HAVE THE MOST INFORMATION.

TO MAKE THE BEST DECISION FOR KIDS IN THE DISTRICT THAT WE HAVE.

AND I JUST, I JUST IT'S SO IT'S HARD ON MULTIPLE LEVELS BECAUSE, YOU KNOW, I HEAR LIKE WE EXPECTED TRILLIUM TO DO SOME MAGIC GROWTH AND THAT DIDN'T HAPPEN. RIGHT. AND SO WHY IS THAT.

WHERE WHERE ARE THEY. WHERE ARE THEY ZONED. WHERE IS TRILLIUM ZONED.

EXCUSE ME. PATTERSON AT PATTERSON. OKAY. SO, I MEAN, I KNOW YOU DON'T HAVE A CRYSTAL BALL TO ANSWER THAT QUESTION, BUT THERE'S JUST SO MANY VARIABLES. IT'S SUCH A CHALLENGE.

[03:55:01]

THANK YOU, MISS MARTINEZ. THANK YOU, MISS HANNAH.

MISS CHARANIA AS A FOLLOW UP TO TRUSTEE QUESTION, I WAS IN THAT MEETING AS WELL.

WE LOOKED AT MISSION AND WE LOOKED AT. WAS IT RIDGEGATE? THAT'S THE ONE THAT WE'RE. AND WE TALKED ABOUT THE BILINGUAL AND THE PRE-K AT BOTH THOSE SCHOOLS.

BUT WE ALSO TALKED ABOUT OTHER THAN MISSION. HOLLY IS UNDER CAPACITY OR UNDERUTILIZED.

SO IF THE KIDS ARE AT THE HOLLY BILINGUAL PROGRAM, IF THEY DON'T WANT TO MOVE OVER TO MISSION JUST BECAUSE THEY'RE IN THAT ZONE AREA, CAN WE NOT ALLOW THEM THAT OPTION TO STAY THERE? AND WE TALKED ABOUT THE SAME THING AS WELL AS AT ALDRIDGE.

I MEAN, IF THEY DON'T. IT'S A LITTLE CONFUSED BECAUSE I THOUGHT WHEN WE LEFT THAT MEETING WE HAD RESOLVED IT.

NO. SO WHEN WE'RE TALKING ABOUT HOLLY AND THE BILINGUAL PROGRAM THAT'S AT HOLLY TRANSITIONING TO BE AT MISSION, THOSE STUDENTS HOME CAMPUS WOULD BE MISSION.

AND SO THERE IS AN OPTION FOR STUDENTS TO ATTEND A DIFFERENT SCHOOL.

WE TALKED ABOUT WHAT WOULD BE THAT PROCESS. RIGHT? WOULD IT BE A SPECIAL CIRCUMSTANCE TRANSFER? WOULD IT BE GRANDFATHERED IN? BUT WE'RE NOT TALKING ABOUT AN ENTIRE PROGRAM STAYING.

WE'RE TALKING ABOUT STUDENTS WHO WOULD CHOOSE TO NOT ATTEND ONE OVER THE OTHER.

BUT THE BILINGUAL PROGRAM IS ALSO STAYING AT HOLLY.

AND WE'RE HAVING ANOTHER ONE AT MISSION. YES, THAT'S WHAT I REMEMBER.

SO THAT IS CORRECT. THE CURRENT BILINGUAL PROGRAM THAT IS AT HOLLY IS MISSION STUDENTS.

AND SO THERE'S ONE THING FOR THE STUDENTS WHO ARE AT HOLLY AND ZONED FOR HOLLY.

I BELIEVE MISS HANNON'S QUESTION WAS ABOUT THE STUDENTS WHO ARE AT HOLLY, BUT THEIR HOME CAMPUS IS MISSION.

AND NOW THAT THERE'S A PROGRAM AT MISSION TO SERVE THE MISSION, STUDENTS WITH THOSE STUDENTS GO BACK TO MISSION.

SO THEY ARE GOING BACK TO MISSION. YES. AND SO WHAT WE WOULD LIKE TO DO IS WE HAVE TO PRIORITIZE OUR PROGRAMING.

SO THERE'S 904 STUDENTS PROJECTED TO GO TO MISSION WITH A 904.

WE WOULD HAVE TO PRIORITIZE THE REMAINING SEATS AVAILABLE FOR PRE-K AND FOR BILINGUAL PROGRAMING.

SO AGAIN, I CAN'T DEFINITELY SAY TODAY THAT ALL OF THE BILINGUAL STUDENTS WOULD GO TO MISSION.

AND I CAN'T DEFINITELY SAY THAT ALL THE PRE-K WOULD GO TO MISSION BECAUSE WE HAVE A CERTAIN NUMBER OF SEATS AVAILABLE.

OKAY, I UNDERSTAND THAT. OKAY, I LIKE I UNDERSTAND LIKE THE ISSUE.

BUT WE WE'RE GOING TO LET PARENTS KNOW IN THE BEFORE THE 26, 27 SCHOOL YEAR.

HEY. AND THEY HAVE AN OPTION EITHER TO CONTINUE WITH US AT A NEW CAMPUS OR NOT.

RIGHT. SO IT'S IT'S NOT THAT WE'RE FORCING ANYONE TO GO ONE WAY OR THE OTHER.

THEY WOULD PICK IF THEY WANT TO CONTINUE THERE OR NOT.

OKAY. OKAY. I HAD A COUPLE MORE, SORT OF, I GUESS BASED ON SOME OF THE FEEDBACK I'VE HEARD.

SO I KNOW I HEARD TRUSTEE SCHOOF. I THINK YOU MENTIONED THAT GEN Z IS HAVING MORE KIDS THAN MILLENNIALS.

I ALMOST HAD TO GOOGLE THAT FOR A SECOND BECAUSE I WAS LIKE, WAIT, GEN Z'S NOT EVEN HAVING KIDS.

SO ANYWAYS, IT'S IT'S ACTUALLY IN GOOGLE THAT GEN Z IS HAVING FEWER CHILDREN THAN THE MILLENNIALS, BY THE WAY. SO I MEAN, MY WIFE'S GEN Z, AND SHE WANTS LIKE TEN KIDS.

I UNDERSTAND THAT, BUT THOSE GEN Z FOLKS ARE 14 TO 29 RIGHT NOW, SO MY KID'S GOING TO BE 13.

HE'S NOT A GEN Z YET, BUT HE'S STILL MANY WAYS AWAY FROM HOPEFULLY HAVING TEN KIDS TO LIKE, FILL UP OUR SCHOOL. SO, I MEAN, YOU KNOW, I THINK WE CAN WAIT FOR THESE GUYS TO HAVE IT.

OR WE CAN LOOK AT WHAT THE DECISIONS OR THE NUMBERS LOOK LIKE TODAY.

AND FOR THE NEXT FIVE YEARS OR WHATEVER THAT PASSES, KIND OF GIVING US I HOPE WE GET MORE OBVIOUSLY.

SO, YEAH. THE OTHER COMMENT I JUST HAD IS I THINK WHEN WE KEEP SAYING 1% OF THE BUDGET, THE DEFICIT IS ONLY IS THEN ONLY 6% OF THE BUDGET.

WHY ARE WE EVEN DOING ANYTHING THEN? IT'S SUCH A SMALL NUMBER BECAUSE IT'S 6%.

BUT THE REALITY IS IT'S IT'S IT'S IT'S THE ACTUAL ABSOLUTE NUMBER YOU'RE LOOKING AT, YOU KNOW, BECAUSE MY ONLY CONCERN IS WE'RE GOING TO BE LOOKING TO YOU, DOCTOR SMITH, FOR STUDENT OUTCOMES.

AND I DON'T KNOW HOW WE'RE GOING TO BE GETTING STUDENT OUTCOMES OR EVEN NEW STUDENTS.

I'LL SAY IF WE'RE CUTTING BACK ON PROGRAMS WHICH IS WHAT WE'RE GOING TO HAVE TO DO IN THAT 5 OR $7 MILLION OF SAVINGS MAY ONLY SOUND LIKE IT'S 1% OR LESS THAN 1%, BUT IN REALITY, IT'S AN ABSOLUTE NUMBER AND IT RELATES TO PROGRAMING.

[04:00:04]

I MEAN, EVENTUALLY AS AS PROGRAMING IS CUT, THOSE WHO CAN WHO CAN TAKE THE VOUCH AND CAN LEAVE CAN AFFORD THAT FULL COST OF A PRIVATE TUITION.

THERE IS IT'S LIKE WE'RE CREATING A WHOLE, YOU KNOW, LIKE OF THE HAVES AND THE HAVE NOTS, REALLY. AND THEY'RE GOING TO BE STUCK WITH THE PROGRAMING THAT WE'RE GOING TO BE ABLE TO OFFER THEM.

AND IF THEY'RE GOING TO HAVE TO SEND THEIR KIDS TO CHARTERS, THEY'RE GOING TO STILL HAVE TO DRIVE THEM AND THEY'RE STILL AN ECONOMIC CONSEQUENCE THERE.

SO I FEEL LIKE LONG TERM THERE'S AN ECONOMIC CONSEQUENCE EITHER TODAY OR IT'S THE NEXT YEAR OR TWO YEARS OR FIVE YEARS OR WHENEVER THINGS UNFOLD. SO I ALMOST FEEL LIKE WE'RE ALMOST AT THIS PIVOTAL SORT OF POINT OF MAKING A DECISION THAT'S PROBABLY GOING TO DIRECT WHERE WE'RE HEADED AS A DISTRICT IN THE LONG TERM.

MAYBE NOT. MAYBE I'M WRONG, I DON'T KNOW. I DON'T HAVE A CRYSTAL BALL EITHER TO REALLY PROJECT ANYTHING.

SO THAT'S JUST MY $0.02. THANK YOU. MR.. DO ANY OF THE OTHER TRUSTEES OR ANY TRUSTEES HAVE ANY FURTHER COMMENTS? BECAUSE IF NOT, I'M GOING TO MAKE A FEW REMARKS AND THEN WE'LL WE'LL MOVE ON TO THE CONSENT AGENDA.

OKAY. GO AHEAD, DOCTOR GILLIAM. GO AHEAD. IT'LL BE VERY QUICK.

THIS IS HARD. I THINK EVERYONE IS HERE. EVERYONE THAT IS IN HERE, WE CAN FEEL IT.

IT'S HARD. IT'S TOUGH. AND FROM THE LAST TIME WE TALKED.

AND I'M JUST GOING TO SAY IT AGAIN. YOU KNOW, WE WANT WHAT'S BEST FOR FOR CHILDREN.

WE WANT WHAT'S BEST FOR OUR STUDENTS. THAT'S NUMBER ONE.

LET ME SAY IT FOR ME. THE BABIES ARE NUMBER ONE.

THE CHILDREN ARE NUMBER ONE. AND WHEN I HEAR I HAVE BEEN IN IN FORT BEND 35 YEARS NOW.

I WAS TEACHER PRINCIPAL FOR 25 YEARS. I LOVE THIS DISTRICT.

I'M SO GLAD THAT I'M HERE. BUT RIGHT NOW, I'M NOT GLAD THAT I'M HERE BECAUSE IT'S TOUGH AND IT'S HARD AND EVERYONE HAS A SOLUTION TO SOMETHING, TO A PART OF IT. SO. WHAT I WANT TO SAY AND SHARE, PLEASE UNDERSTAND. LET'S ALL TRY TO UNDERSTAND EACH OTHER.

I MAY NOT AGREE WITH WHAT'S GOING ON DOWN RIGHT IN HERE.

LET'S JUST LET ME JUST DO THIS. BUT IT'S A MATTER OF HOW THAT WE ARE ALL LOOKING FOR THE BEST FOR OUR CHILDREN. AND WE HEAR ALL OF THE DIFFERENT THINGS, OR THIS IS WHAT I HEAR.

I HEAR JUST DIFFERENT THINGS AND THINGS GOING UP.

AND I'M LIKE, I'M LIKE, HOW CAN WE MAKE IT BETTER FOR FOR KIDS? SO I JUST WANTED TO THROW THAT OUT. AND BECAUSE THAT'S WHERE I'M FEELING, I DON'T I DON'T WANT TO COME AND TELL YOU THIS IS HOW WE NEED TO CHANGE THIS OR DO THIS OR WE HAVE GOT TO. I'M JUST HOPING THAT WE CAN ALL MAKE SURE THAT WE AT THE END OF WHATEVER, BECAUSE THERE'S GOING TO BE.

FOLKS, I WAS FREEZING AND NOW I'M HOT. BECAUSE SOMEONE IS NOT GOING TO BE HAPPY.

AND I HAVE A I FEEL THAT I'M NOT GOING TO BE HAPPY WITH SOMETHING.

WELL, I KNOW I'M NOT GOING TO BE HAPPY WITH SOME THINGS, BUT AGAIN, IT'S WHAT'S BEST FOR FOR STUDENTS TODAY AND IN THE LONG RUN.

SO HOPEFULLY THAT WE CAN ALL WORK VERY HARD TO GET ALONG AND TO UNDERSTAND.

THANK YOU. THANK YOU, DOCTOR GILLIAM. SO AS I WAS REFLECTING AND AND GOING THROUGH TRYING TO MAKE THIS DECISION, WHEN I WAS FIRST ELECTED TO THE SCHOOL BOARD IN 2014, FORT BEND ISD WAS IN A VERY DIFFERENT POSITION.

WE LIVED IN A DIFFERENT WORLD. WE WERE A FAST GROWTH DISTRICT, ONE OF THE FASTEST IN THE STATE.

WE RECEIVED FAST GROWTH FUNDING FROM THE STATE BECAUSE WE FACE CHALLENGES SPECIFIC TO THAT GROWTH.

WE HAD TO HIRE TEACHERS RAPIDLY. WE HAD TO BUY PORTABLE BUILDINGS TO ACCOMMODATE STUDENTS.

AS A RESULT, BONDS WERE PASSED TO FUND NEW BUILDINGS AS WELL AS MAINTAIN THOSE BUILDINGS.

AND AT THAT TIME, WE FACED COMMUNITY PRESSURE TO BUILD NEW SCHOOLS SOONER RATHER THAN LATER,

[04:05:07]

SPECIFICALLY MISS HELLER MAY RECALL THIS, BUT WE WERE FACING BUILDING CRAWFORD HIGH SCHOOL AT THE TIME.

THE DATA TOLD US THAT WE SHOULD NOT BUILD RIGHT AWAY, BUT THAT WE SHOULD WAIT A FEW YEARS AGAINST THAT RECOMMENDATION. THE BOARD ACQUIESCED AND VOTED TO BUILD CRAWFORD SOONER, BUT DUE TO COVID DELAYS, IT ACTUALLY DIDN'T OPEN UNTIL ORIGINALLY PROJECTED.

AND TO ALLEVIATE THE RIDGE POINT OVERCROWDING, WHICH IS WHERE MY KIDS WERE ATTENDING.

SO I FELT IT FIRSTHAND. THE DISTRICT USED CAP AND OVERFLOW WHILE WAITING FOR CRAWFORD TO OPEN MUCH AS WE'RE DOING IN THE COMMUNITY NOW WITH NEIL. AND THE PLAN ACTUALLY WORKED VERY EFFECTIVELY UNTIL THE NEW SCHOOL OPENED UP.

WILL WE REGRET BUILDING CRAWFORD IN THE YEARS TO COME AS FORT BEND ISD GROWTH STAGNATES AND DECLINES IN THE SIENA AREA? MAYBE ONLY TIME WILL TELL. BUT MY POINT IS THIS WE WERE CRITICIZED AT THE TIME FOR NOT BUILDING THAT SCHOOL AND MANY OTHERS FASTER.

AND NOW WE'RE CRITICIZED FOR OVERBUILDING AND HAVING TOO MUCH SPACE.

BUT THERE WAS NO WAY AT THAT TIME TO PREDICT WHERE WE WOULD BE NOW, IN A POST-COVID WORLD WHERE VIRTUAL AND HOMESCHOOLING ARE ON THE RISE, CHARTER SCHOOLS ARE BUILDING AT A RAPID PACE WITH THE AID OF STATE FUNDING, THAT IS, AND VOUCHERS ARE ENTERING THE PICTURE TO ALLOW FOR MORE STUDENTS TO EXIT TRADITIONAL PUBLIC SCHOOL.

WE MADE THOSE DECISIONS AT THAT TIME BASED ON THE DATA THAT WE HAD WITH A DIFFERENT WASN'T ZONDA AT THAT TIME.

IT WAS A DIFFERENT THIRD PARTY WHO WAS EQUALLY CRITICIZED.

AND SO WE'RE GOING THROUGH THE SAME CYCLE AGAIN.

THE POINT IS, AND I'VE HEARD MY FELLOW TRUSTEES SAY THIS IS THAT WE DON'T HAVE A CRYSTAL BALL TO TELL US THE FUTURE.

WE HAVE TO MAKE DECISIONS BASED ON THE CIRCUMSTANCES AT THE TIME AND THE FACTS AND DATA THAT WE HAVE BEFORE US.

WILL THERE BE MISTAKES? YES. WILL WE GET IT WRONG? SOMETIMES, YES. BUT THE FACT IS, WE SIT IN THESE SEATS AND MAKE THESE DECISIONS BASED ON WHAT WE HAVE IN FRONT OF US, AND WE HAVE TO CONSIDER HOW TO SUPPORT ALL FORT BEND ISD STUDENTS AND COMMUNITIES.

AS DOCTOR GILLIAM WAS SAYING, WHILE ENSURING WE ARE USING DISTRICT RESOURCES WISELY.

THOSE TWO THINGS GO HAND IN HAND, AND WE HAVE TO DO IT WITHOUT LETTING EMOTIONS BE THE SOLE OR EVEN THE PRIMARY GUIDE FOR OUR DECISIONS, WHICH IS TOUGH. THAT'S TOUGH. THERE ARE TIMES WHEN THE DECISIONS WE MAKE WILL MAKE SOME COMMUNITIES HAPPY WHILE SIMULTANEOUSLY MAKING OTHERS ANGRY. AND THAT'S THE UNFORTUNATE SITUATION WE ARE IN NOW.

SO I, AFTER EXTENSIVE REVIEW, RESEARCH AND STUDY OF ALL ASPECTS, DATA, FEEDBACK AND AS A WOMAN OF FAITH, A LOT OF PRAYER. I JUST WANTED TO GIVE MY FELLOW BOARD MEMBERS A FEW THINGS TO CONSIDER THAT JUST COME FROM MY PERSPECTIVE.

SO FIRST, I THINK WE NEED TO REMEMBER HOW WE GOT HERE.

WE'RE FACING MASSIVE DECLINE IN ENROLLMENT FOR VARIOUS REASONS ACROSS THE ENTIRE DISTRICT.

REMEMBER WHAT THE MAPS SHOW US? MANY SCHOOLS IN THE CENTRAL PART OF THE DISTRICT, AS WE SAW TONIGHT, ARE SEVERELY BELOW CAPACITY AND DECLINING, AND CERTAINLY BELOW WHAT POLICY DICTATES.

THERE IS A NEED, NOT A WANT, TO MAKE BETTER USE OF THE SEATS WE HAVE IN OUR SCHOOLS.

IN ORDER TO DO THAT, WE HAVE TO BALANCE ATTENDANCE ZONES AND I FEEL WE HAVE TO CONSOLIDATE SOME SCHOOLS.

OPEN ENROLLMENT WILL HELP US, BUT THE DATA STATEWIDE SHOWS ONLY ABOUT 3% OF ALL TEXAS STUDENTS TRANSFER INTO A NEIGHBORING SCHOOL DISTRICT AND ALMOST ALL TRANSFER FROM LOWER PERFORMING OR LOWER INCOME DISTRICTS TO HIGHER PERFORMING OR HIGHER INCOME DISTRICTS.

SO WE HAVE TO LOOK AROUND AND SEE WHAT THAT REALLY MEANS FOR FORT BEND ISD.

WHEN WE DO OPEN ENROLLMENT, THERE IS INSUFFICIENT DATA ON A DISTRICT BY DISTRICT BASIS FOR OPEN ENROLLMENT AND TO KNOW EXACTLY HOW IT'S GOING TO HELP US.

BUT EVEN WITH SCHOOL CLOSURES, WE WILL HAVE EMPTY SEATS THAT NEED TO BE FILLED.

AND I APPRECIATE THE ADMINISTRATION WORKING ON THAT AND BRINGING THAT TO US TONIGHT.

SECONDLY, SCHOOL CLOSURES ARE ABOUT FUNDING, BUT ALSO ABOUT EFFICIENT USE OF OTHER DISTRICT RESOURCES.

[04:10:02]

AND I WROTE DOWN IN MY REMARKS, THIS IS A FULL 10% OR MORE OF THE DEFICIT THAT WE'RE FACING.

AND THAT IS SIGNIFICANT WHEN WE'RE HAVING TO CUT PROGRAMS AND STAFF AND SHAVE DOLLARS OFF 10% OF $56 MILLION IS SUBSTANTIAL. BUT WE ALSO FACE THE DILEMMA OF ENSURING THAT WE HAVE THE RESOURCES TO OPERATE THE PROGRAMS FOR STUDENTS AT ALL OF OUR CAMPUSES, NOT JUST THE CAMPUSES WE'RE TALKING ABOUT.

THE MORE THAT WE RUN CAMPUSES AT 50 TO 70% PERCENT CAPACITY ARE LOWER, THE LESS WE ARE ABLE TO PROVIDE QUALITY PROGRAMING INCLUDING SPECIAL ED BILINGUAL READING INTERVENTIONS, MUCH LESS THE ADDITIONAL PROGRAMS THAT WE'RE TALKING ABOUT OFFERING.

WE HAVE TO TAKE INTO ACCOUNT STAFF, TEACHER, HUMAN RESOURCES, TRANSPORTATION, SOFTWARE AND HARDWARE RESOURCES, FURNITURE INTERVENTION SUPPORT, FOOD SERVICES ADMINISTRATION SUPPORTS, JUST TO NAME A FEW.

THESE ARE ALL THINGS THAT ARE RESOURCES THAT AREN'T JUST DOLLARS AND CENTS.

THIS DIRECTLY AFFECTS STUDENT ACHIEVEMENT AND OPPORTUNITIES AT ALL CAMPUSES.

SO IF WE'RE TALKING ABOUT KIDS, THAT'S WHAT WE HAVE TO KEEP IN MIND.

IF WE HAVE TO SPREAD OUR RESOURCES SO THIN, IT AFFECTS EVERY STUDENT AND POTENTIALLY THEIR ACHIEVEMENT.

RUNNING AN ORGANIZATION OF THIS SIZE REQUIRES THAT WE MAKE EFFICIENT USE OF ALL RESOURCES FOR THE BENEFIT OF ALL.

THAT IS OUR JOB. IT'S HARD JOB, BUT THAT IS THE JOB.

THIRDLY, THE FACT IS, IF WE CHOOSE NOT TO CLOSE CAMPUSES, WE'RE MAKING A SPECIFIC CHOICE TO NOT PROVIDE TEACHER RAISES.

I THINK WE ALL HAVE TO FACE THAT. THIS WILL DIRECTLY IMPACT TEACHER RETENTION AND RECRUITMENT AFTER ALL THE WORK WE DID LAST YEAR.

WE'RE ALSO MAKING A CHOICE TO POTENTIALLY HAVE STAFF AND TEACHER LAYOFFS.

THAT'S MASSIVE. WE HAVEN'T DONE A RIFF SINCE BEFORE I GOT ELECTED IN 2014.

AS WELL AS CUT MUCH NEEDED PROGRAMS THAT WE'VE TALKED ABOUT.

WE HAVE TO BE CLEAR AND TRANSPARENT THAT CUTS HAVE TO COME FROM SOMEWHERE.

AND WE ALSO HAVE TO UNDERSTAND THAT THE 5 TO 7 MILLION, IT'S COMPOUNDED OVER TIME.

SO IT'S GOING TO IMPACT US DOWN THE LINE. IT'S NOT JUST A ONE YEAR IMPACT.

WE HAVE TO REMEMBER THAT WHEN WE CLOSE SCHOOLS, IT'S COMPOUNDED.

I, FOR ONE, HAVE TO PRIORITIZE PAYING AND RETAINING OUR HIGH QUALITY TEACHERS.

AND I ALSO HAVE TO MAKE THE DECISION THAT ALLOWS US TO RETAIN OUR MUCH NEEDED PROGRAMING THAT IMPACTS ALL KIDS.

THESE TWO THINGS DIRECTLY IMPACT STUDENT ACHIEVEMENT, AND THERE'S NO WAY AROUND THAT.

AND THAT IS OUR NUMBER ONE JOB. MY HEART IS ABSOLUTELY WITH FAMILIES WHO LOVE THEIR SCHOOLS, AS I AND MY CHILDREN LOVE OUR SCHOOLS, BUT I JUST CANNOT.

I BELIEVE WE CAN'T SACRIFICE STUDENT ACHIEVEMENT IN THIS CASE.

FOURTH, WE HAVE TO KEEP IN MIND THAT IF WE DON'T MAKE DECISIONS THAT UTILIZE DISTRICT RESOURCES WISELY, WISELY, AND KEEP OUR BUDGET OUT OF DEFICIT AND GIVE OUR STUDENTS THE BEST CHANCE FOR ACADEMIC ACHIEVEMENT.

T.A. COULD STEP IN, AND I MAKE THAT POINT BECAUSE HISD HAS BEEN TAKEN OVER.

FORT WORTH ISD IS BEING TAKEN OVER. THREE MORE DISTRICTS WERE JUST ANNOUNCED LAST MONTH.

THREE MORE DISTRICTS WERE JUST ANNOUNCED. SO DISTRICT TAKEOVERS ARE ON THE RISE IN TEXAS.

AND IN JUST A COUPLE OF YEARS AGO, THIS DISTRICT WAS ON TI'S RADAR FOR NONCOMPLIANCE IN SOME AREAS, A MASSIVE BUDGET DEFICIT WHICH WE'RE NOW FACING AGAIN, AND OTHER REASONS.

AND THAT'S A FACT. IF WE MAKE DECISIONS THAT CAUSE US TO NOT BE ABLE TO RETAIN AND RECRUIT HIGH QUALITY TEACHERS, MAINTAIN GOOD QUALITY PROGRAMING OPTIONS, MAINTAIN COMPLIANCE AND SPECIAL EDUCATION AND OTHER AREAS WHICH TAKES PERSONNEL WHOM WE HAVE TO PAY AND REDUCE OUR BUDGET. THEN WE HAVE THE POTENTIAL TO FACE DECLINING STUDENT ACHIEVEMENT AND TO SCRUTINY.

AND THEY ARE WATCHING. MAKE NO MISTAKE ABOUT IT, BECAUSE I'VE GOTTEN I'VE GOTTEN SOME COMMUNICATION ABOUT IT.

FINALLY, THE PROCESS THAT WE HAVE UNDERTAKEN WAS THOROUGH, METHODICAL, AND PURPOSEFUL.

[04:15:04]

I KNOW I READ EVERY SINGLE WORD OF EVERY SINGLE EMAIL, AND YOU CAN ASK DOCTOR SMITH AND MISS MARTINEZ.

I SEND THEM ALL AND WE ASK THE QUESTIONS. BUT WE HAD A COST SAVING AUDIT A YEAR AND A HALF AGO, CONDUCTED BY A THIRD PARTY THAT RECOMMENDED SCHOOL CLOSURES AS A WAY TO SAVE MONEY.

WE HAD OUTSIDE VENDORS LOOK AT ENROLLMENT PROJECTIONS, INVESTIGATE FACILITY CONDITIONS, AND GIVE AN UNBIASED OPINION ON THE LOGIC AND LOGISTICS OF BOUNDARIES AND SCHOOL CONSOLIDATIONS. THE ADMINISTRATION FACTORED IN TRANSPORTATION PROGRAMING AND OTHER NEEDS.

TRUSTEES WEIGHED IN AND GAVE PERSPECTIVE AND ASKED QUESTIONS.

A COMMUNITY BASED COMMITTEE REVIEWED ALL DATA, ASKED QUESTIONS AND MADE A DETERMINATION.

AND THE COMMUNITY WAS GIVEN AN OPPORTUNITY TO PROVIDE FEEDBACK, WHICH YOU HAVE ASKED QUESTIONS NOT JUST THROUGH THE SURVEY, BUT THROUGH PUBLIC COMMENT, THROUGH EMAILS, THROUGH THE WEBSITE.

AND WE'VE TAKEN IT ALL INTO CONSIDERATION. I THINK THE PROCESS HAS BEEN PRETTY THOROUGH, AND THIS IS NOT MY FIRST TIME TO GO THROUGH IT AS A COMMUNITY MEMBER OR A TRUSTEE.

AT THE END OF ALL THIS, THE RECOMMENDATION THAT'S COMING FORWARD HAS BEEN VETTED AND CONTAINS ALL FEEDBACK, INCLUDING BY TRUSTEES. AND AT SOME POINT, WE HAVE TO LET THE ADMINISTRATION DO THEIR JOBS.

WE ARE GOVERNANCE. THEY ARE MANAGEMENT. I APPRECIATE EVERY SINGLE QUESTION.

I WANT TO KNOW WHAT'S GOING TO HAPPEN WITH THE KIDS. I'M WORRIED ABOUT IT AND CONCERNED ABOUT IT, BUT I TRUST DOCTOR SMITH AND DOCTOR JORDAN TO GET IT RIGHT AND THEN WE WILL HOLD THEM ACCOUNTABLE.

YEARS AGO, I HAD TO MAKE A SIMILAR DIFFICULT DECISION REGARDING REZONING, AND I BROUGHT INTO THE BOARDROOM BACK THEN VARIOUS SHIRTS FROM VARIOUS SCHOOLS AROUND THE DISTRICT, AND I LAID THEM ON THE DAIS.

AND MY POINT WAS THAT AS A TRUSTEE, I WEAR ALL THE SHIRTS, I WEAR YOUR BLUE SHIRTS, I WEAR YOUR YELLOW SHIRTS, I WEAR YOUR RED SHIRTS, I WEAR ALL THE SHIRTS.

THE STUDENTS AT ALL FORT BEND ISD SCHOOLS DEPEND ON ME, AND THE OTHER SIX TRUSTEES APPEAR TO MAKE DECISIONS TO THE BEST OF OUR ABILITY THAT SUPPORT THEIR ACADEMIC SUCCESS. THAT'S THE NUMBER ONE PRIORITY.

AT THE TIME, MY DAUGHTER WAS IN ONE OF THE SCHOOLS THAT WE WERE CONSIDERING TO REZONE, BUT I DIDN'T HAVE THE LUXURY OF ADVOCATING ONLY FOR HER OR WHAT I WANTED FOR HER. I HAD TO MAKE THE DECISION THAT I THOUGHT WAS BEST FOR ALL STUDENTS IN THOSE SCHOOLS, AND THAT BALANCE BEING A GOOD STEWARD OF THE DISTRICT RESOURCES.

I VOTED TO REZONE HER IN THE MIDDLE OF HER MIDDLE SCHOOL YEARS.

IT WAS ONE OF THE HARDEST THINGS I HAD TO DO WHILE SERVING, AND SHE DIDN'T LIKE IT AND I DIDN'T LIKE IT, AND MY HUSBAND DIDN'T LIKE IT. BUT AT THE END OF THE DAY, I DID KNOW THAT SHE WOULD BE OKAY IF WE WERE OKAY.

MISS WILLIS TALKED ABOUT THAT SOME AT THE LAST BOARD MEETING.

WE SUPPORTED HER. WE HELPED HER MAINTAIN HER FRIENDS.

WE HELPED HER FOSTER NEW FRIENDSHIPS. MANY OF HER TEACHERS MOVED TO THE NEW SCHOOL WITH HER.

WHICH WILL HAPPEN HERE. SHE EXPERIENCED NEW TEACHERS, AS SHE WOULD HAVE ANYWAY AT HER OLD SCHOOL.

WE FACE CHALLENGES AND DIFFICULTIES AS WE WOULD HAVE PROBABLY AT ANY SCHOOL.

WE HELPED HER NAVIGATE THOSE. WE HELPED HER LEARN FROM THEM, AND I GUESS IT WOULD HAVE HAPPENED WHETHER WE REZONED HER OR NOT. BUT IT DIDN'T MAKE IT ANY EASIER. SO I'M COMMITTED, AS I KNOW DOCTOR SMITH IS, AND EVERYBODY WHO SITS OVER ON THAT SIDE OF THE DAIS OF ENSURING THAT QUALITY TEACHERS LEARNING AND PROGRAMING, REGARDLESS OF WHERE YOUR CHILDREN ATTEND SCHOOL.

THAT IS OUR JOB. BUT I FEEL STRONGLY IN ORDER TO NAVIGATE THE CHALLENGES WE ARE FACING, WE HAVE TO CONSOLIDATE SCHOOLS FOR THE BENEFIT OF EVERY FORT BEND ISD STUDENT AND TO SUPPORT OUR FORT BEND ISD TEACHERS.

SO THANK YOU FOR GIVING ME THE TIME TO SAY THAT.

I WANTED TO MAKE SURE THAT GOING INTO THE MEETING, THAT WE'RE GOING TO VOTE ON, THAT THE TRUSTEES UNDERSTOOD MY POSITION BECAUSE I DON'T WANT US TO BE HERE NEXT TIME NOT KNOWING WHERE EACH OF US IS COMING FROM.

SO I APPRECIATE THAT TIME. WE ARE NOW GOING TO MOVE INTO OUR CONSENT AGENDA.

I AM PULLING ITEMS NINE D, NINE F AND NINE H OFF OF THE CONSENT AGENDA, AS

[9. Consent Agenda]

[04:20:03]

I WAS JUST ABOUT TO ASK THAT. OKAY. OKAY. NINE L, NINE M7 AND NINE M8.

I'M SORRY, MR. SHOAF. I'M SORRY, MR. DAWSON. I'M GOING TO REPEAT THEM.

YOU'RE OKAY? I GOT TO SEVEN AND EIGHT. ADAM. SEVEN AND EIGHT.

YES. OKAY. AND THEN. YES. M5. OKAY. THANK YOU.

SO I'M GOING TO LIST THEM OUT, MISS HANNON. YOU DON'T HAVE TO INCLUDE D, F, H AND M4 BECAUSE THOSE ARE NO LONGER ON THE CONSENT AGENDA.

I'M PULLING THEM OFF. SO THE ONES THAT ARE GOING TO BE THE EXCEPTIONS IN THE MOTION ARE NINE A, NINE C, NINE J, NINE L, NINE M5, NINE M7 AND 9 A.M. EIGHT.

MAY I HAVE A MOTION? YES. I MOVE TO APPROVE THE CONSENT AGENDA ITEM.

WITH THE EXCEPTION OF 9A9C9J9L959 M7 9M8 AS WRITTEN. SECOND, WE HAVE A MOTION BY MISS HANNON AND A SECOND BY MISS HELLINGER.

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES SIX ONE. OKAY. MAY I HAVE A MOTION FOR ITEM NINE? A I MOVE TO APPROVE CONSENT AGENDA ITEM NINE A THE BOARD OF TRUSTEES MINUTES AS PRESENTED.

[9.A. Board of Trustees Meeting Minutes: Consideration and approval of the minutes of Fort Bend ISD Board of Trustees meetings and/or public hearings on the following dates: ]

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

WAIT A MINUTE. I DON'T UNDERSTAND WHY WAS IT PULLED IN IF THERE'S NO DISCUSSION, COULD SOMEONE TELL ME WHY? EASIER TO VOTE YES ON MY LIST BY PULLING THE ONES THAT I'M GOING TO VOTE.

LESS THAN NO. OH, OKAY. ALL RIGHT. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. MAY I HAVE A MOTION FOR ITEM NINE C? YES. I MOVE TO APPROVE ITEM NINE C PROCLAMATION FOR PROFESSIONAL BUYERS DAY ON MARCH 11TH,

[9.C. Proclamation for Professional Buyer’s Day on March 11, 2026: Consideration and approval of a proclamation naming March as National Procurement Month and March 11, 2026 as National Buyer’s Day. ]

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. MAY I HAVE A MOTION FOR ITEM NINE J.

YES. I MOVE TO APPROVE CONSENT. ITEM NINE J HB TWO UNCERTIFIED TEACHER EXTENSION AS WRITTEN.

[9.J. HB2 Uncertified Teacher Extension: Consideration and approval of an application to request an extension of House Bill 2 uncertified teaching provisions through the 2029–30 school year. ]

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. MAY I HAVE A MOTION FOR ITEM NINE L.

YES, I MOVE TO APPROVE CONSENT AGENDA ITEM 9LA AUSTIN HIGH SCHOOL IN JROTC INTERNATIONAL TRAVEL AS WRITTEN.

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

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. MAY I HAVE A MOTION FOR ITEM 9M5? YES. I MOVED TO APPROVE 9M5 CONSTRUCTION SERVICES AGREEMENT FOR TURF, TURF AND ATHLETICS AT MULTIPLE CAMPUSES.

[9.M.5. Construction Services Agreement for Turf and Athletics at Multiple Campuses (BP010): Consideration and approval of a Construction Services Agreement with Hellas Construction, for Turf and Athletics at Multiple Campuses (BP010), for an amount not to exceed $18,652,948.00 and authorization for the Superintendent to negotiate and execute or terminate the agreements. ]

[04:25:03]

DO WE HAVE DISCUSSION? MISS TANIA? YES. I'D ASK TO PULL IT.

I'M STILL STRUGGLING WITH THE SPENDING AT THE HIGH SCHOOLS BEFORE WE LOOK AT THE REBALANCE.

WHICH IS WHY I'D ASK TO PULL IT. THANK YOU, MISS MR. SONIA. PLEASE VOTE. MOTION PASSES FIVE TWO. MAY I HAVE A MOTION FOR ITEM NINE M7? YES.

I MOVE TO APPROVE CONSENT AGENDA ITEM NINE M7.

[9.M.7. Integrated Safety & Readiness Solutions (COOP): Consideration and approval for the purchase of integrated safety and readiness solutions from multiple vendors under a cooperative contract with Central Texas Purchasing Alliance (CTPA) and General Service Administration (GSA) in an amount not-to-exceed $392,130 over a five-year period and authorization for the Superintendent to negotiate and execute the agreements through February 2031. ]

SECOND. WE HAVE A MOTION BY MISS HANNON AND A SECOND BY MISS HELLINGER.

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. MAY I HAVE A MOTION FOR ITEM 9M8? YES. I MOVE TO APPROVE ITEM 9M8. STAFF TRAINING PLATFORM AS PRESENTED.

[9.M.8. Staff Training Platform: Consideration and approval for the purchase of staff training platform from Vector Solutions with EPIC6 Purchasing Cooperative in an amount not to exceed $270,000 over a three-year period and authorization for the Superintendent to negotiate and execute the agreement through February 2029.]

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. WE WILL NOW CONVENE IN CLOSED SESSION UNDER THE TEXAS OPEN MEETINGS ACT.

TEXAS GOVERNMENT CODE, CHAPTER 551. UNDER THOSE SECTIONS LISTED IN THE AGENDA AND FOR THE PURPOSE OF A PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY ON ANY OR ALL SUBJECTS OR

[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]

WE ARE NOW CONVENED IN CLOSED SESSION. THE TIME IS 11:07 P.M.

AND WE ARE RECONVENED IN OPEN SESSION. WE WILL NOW CONSIDER ACTION ON CLOSED SESSION ITEMS,

[11. Reconvene in Open Session]

[12. Consider Action on Closed Session Items]

AND AUTHORIZE THE SUPERINTENDENT TO EXECUTE ALL NECESSARY DOCUMENTATION.

SECOND, WE HAVE A MOTION BY MISS HELLINGER AND A SECOND BY MISS HANNAN.

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY, MISS HANNAN. HEARING OFFICER, DID YOU WANT TO DO A FIRST HEARING? OFFICER. IT'S 12. BE THE OTHER ONE. OH, I'M SO SORRY.

I MOVE THE BOARD OF TRUSTEES ACCEPT THE HEARING OFFICER'S RECOMMENDATION CONCERNING THE LEVEL THREE DG, A GRIEVANCE OF DOCTOR THOMAS KNIGHT. SECOND, WE HAVE A MOTION BY MISS HANNAN AND A SECOND BY MISS HELLINGER.

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. WE WILL NOW CONSIDER ACTION ITEMS. FIRST UP, 12. A MISS TANIA. I MOVE THAT A I'M SORRY.

[13.A. Turnaround Plans (TAPs) Resubmission – 2025-2026: Consideration and approval of the Turnaround Plans Resubmission as required by TEA for the 2025 – 2026 school year for the following campuses]

SECOND, WE HAVE A MOTION BY MISS CHARANIA AND A SECOND BY MISS HELLINGER.

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES UNANIMOUSLY. NEXT. 13 B MISS HANNAN.

YES, I MOVED. THE BOARD DECLINED TO ADOPT A RESOLUTION DESCRIBED BY SECTION 25.0823,

[13.B. Resolution Described by Section 24.0823(a-1) of the Texas Education Code: Consideration and approval on whether to adopt a resolution described by section 25.0823 (a-1) of the Texas Education Code.]

DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.

MOTION PASSES SIX ONE. NEXT UP IS FUTURE MEETING DISCUSSION, DOCTOR SMITH.

YES, MA'AM. THANK YOU, MADAM PRESIDENT. SO KEY INFORMATION ITEMS FOR MARCH WOULD BE THE TAPER PUBLIC HEARING REPORT,

[14. Future Meeting Discussion]

LOOKING AT APRIL, WE'VE GOT THE SHACK ANNUAL REPORT, WE'VE GOT THE GIFTED AND TALENTED UPDATE, AND THEN WE'VE GOT THE END OF YEAR MAP UPDATE AND THEN THE BUDGET AND TAX RATE PUBLIC HEARING.

[04:30:01]

DOCTOR SMITH. MAY I HAVE A MOTION TO ADJOURN.

MOTION TO CLOSE THE TIME IS 11:10 P.M. AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.