[*A portion of this video is without audio*]
          [4. Recognitions]
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          JUNIOR ACHIEVEMENT CLUB, KNOWN AS ELKINS VERY OWN REVO PARTICIPATED IN THE NATIONAL 
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COMPANY OF THE YEAR COMPETITION AND WON FIRST PLACE. EVO NOW MOVES TO THE INTERNATIONAL LEVEL. THE TEAM CREATED A COMPANY THAT MAKES AN ESCAPE ROOM TYPE GAME FOR YOUNGER STUDENTS TO TEACH THEM THE IMPORTANCE OF CYBER SECURITY. THE GAME, TITLED E AVOID SECURITY MINDS PROTECTING THE FUTURE, WAS TESTED ON FBISD ELEMENTARY. STUDENTS AT PALMER AND BOOKER ELEMENTARY SCHOOLS. AFTER PLAYING THE GAME, 83% OF ELEMENTARY AGE STUDENTS WERE ABLE TO SPOT SUSPICIOUS EMAILS. 91% LEARNED HOW TO BUILD STRONG PASSWORDS, AND 72% LEARNED HOW TO AVOID FAKE ONLINE PROFILES. THE PRODUCT WAS PITCHED IN SEVERAL COMPETITIONS AND RECEIVED FIRST PLACE IN FOUR OF THOSE COMPETITIONS. BEFORE I ANNOUNCE THE TEAM MEMBERS, I ALSO WANT TO LET THE BOARD KNOW THAT YOU WILL EACH GET YOUR OWN INDIVIDUAL GAME OF E VOID. 
          SECURING MINDS, PROTECTING THE FUTURE TOMORROW. AND TONIGHT WE RECOGNIZE THE WINNERS. TAHA SHARIF, FARIS AFZAL, KAYDEN CHAN, JASON TAPIA AND PRINCIPAL COURTNEY MUCUS. VERY GOOD WORK. 
          CONGRATULATIONS. YOU KNOW. YOU GET YOU WANT TO BE. AND THEN I'M GOING TO KEEP MY HANDS. 
          THERE WE GO. OKAY. HERE WE GO. THANK YOU. FOR OUR FINAL RECOGNITION. FORT BEND ISD VISUAL ARTS PROGRAM AND EDUCATORS HAVE BEEN HONORED WITH THE DISTRICT OF DISTINCTION AWARD GIVEN BY THE TEXAS ART EDUCATION ASSOCIATION FOR OUTSTANDING MERIT IN THE FIELD OF ART EDUCATION. THIS IS THE FOURTH TIME THAT THE DISTRICT HAS RECEIVED THIS AWARD. THE DISTRICT OF DISTINCTION AWARD REFLECTS EDUCATORS COMMITMENT TO INSPIRING CREATIVITY, FOSTERING ARTISTIC EXCELLENCE, AND PROVIDING MEANINGFUL LEARNING EXPERIENCE FOR EVERY STUDENT. HERE TONIGHT TO RECEIVE THIS AWARD INCLUDES AMANDA LIEBERMAN, VISUAL ARTS COORDINATOR. MICHELLE ROSE, ELEMENTARY FACILITATOR. CHRISTINE JACKSON, MIDDLE SCHOOL FACILITATOR, AND MR. JIM DREW, DIRECTOR OF FINE ARTS. IF EVERYBODY COULD GIVE THEM ANOTHER BIG ROUND OF APPLAUSE. EVERYBODY. HERE WE GO. THANK YOU. DOCTOR SMITH, BOARD PRESIDENT. THIS CONCLUDES TONIGHT'S RECOGNITIONS. 
          [5. Public Comment]
NEXT UP ON OUR AGENDA IS OUR PUBLIC COMMENT. WE HAVE 19 SPEAKERS 
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TONIGHT. YOU EACH WILL BE GIVEN THREE MINUTES TO SPEAK. YOUR TIME WILL BE KEPT BY OUR BOARD SECRETARY, DOCTOR SHIRLEY ROSE GILLIAM. SHE WILL GIVE YOU A 32ND WARNING. I'M GOING TO CALL YOU ALL UP THREE AT A TIME. SO IF THE THREE NAMES I CALL WILL PLEASE MAKE YOUR WAY TO THE PODIUM. AND THEN WHEN WE GET TO THE THIRD PERSON, I'LL CALL THREE MORE AND YOU CAN MAKE YOUR WAY TO THE PODIUM. OUR FIRST THREE SPEAKERS ARE SHIRISHA MATURITY. ATHARV DONAHOE AND GRACE CHIN. SO YOU GO AHEAD WHEN YOU'RE READY. HELLO, EVERYONE. I'M HERE TO TALK ABOUT THREE IMPORTANT TOPICS THAT ARE THAT MAKE A VERY LARGE IMPACT ON THE NEXT YEAR IN FBISD. THE FIRST ONE IS THE FIVE TWO SUPERMAJORITY VOTE PROPOSAL THAT I MENTIONED IN MY LAST BOARD MEETING COMMENT. THE RECENT SCHOOL CLOSURES OR THE CELL TOWER LEASES ARE ALL SPLIT BY FOUR THREE VOTE. AND THERE ARE MANY OCCASIONS THAT THIS CAN HAPPEN WHERE BAD DECISIONS ARE COMING TO OPPOSE DECISIONS. I CAN SAY HAPPEN WHENEVER THERE'S A SPLIT VOTE OF FOUR THREE, IT'S LIKE ONE PERSON. IF HE STANDS ON THE OTHER SIDE, THE TOTAL DECISION WILL CHANGE. 
          SO I WAS PROPOSING FIVE TWO SUPERMAJORITY VOTE AS A POLICY TO APPROVE MAJOR CHANGES WHEN IT IMPACTS A LOT OF RESIDENTS AND STUDENTS IN THE COMMUNITY. SO I REALLY WANT THIS TO BE ON THE AGENDA. I REQUESTED FOR THIS TO BE ON TODAY'S AGENDA, BUT PLEASE CONSIDER THIS. AND THIS WILL REALLY IMPACT NOT ONLY THE UPCOMING BOUNDARY CHANGES DECISION, BUT ALSO ALL FUTURE DECISIONS IN FBISD. WE DON'T WANT SPLIT VOTES TO CAUSE ANY SUFFERING TO THE COMMUNITY. 
          AND THE SECOND ONE IS BOUNDARY CHANGES. I'M REALLY WORRIED OCTOBER 1ST WEEK IS COMING, AND IF YOU REALLY LISTEN TO ALL THE PARENTS WHO ARE RAISING CONCERNS OVER SOCIAL MEDIA OR IN THE DISCUSSIONS WHEN WHEN PARENTS MEET, IT'S REALLY CONCERNING ON HOW MANY PEOPLE ARE I LITERALLY, I HAVE NO WORD TO EXPLAIN THE AMOUNT OF ANXIETY I SEE IN THESE PARENTS. 
          BASED ON THE PROPOSED BOUNDARY CHANGES AND IF. IF THE BOARD HAS LOOKED AT THESE THESE CHANGES VERY CLOSELY, THERE ARE DOZENS OF CHANGES, AND EACH CHANGE HAS A VERY LARGE IMPACT. 
          AND THE PROPOSAL ITSELF SAYS 1000 PLUS STUDENTS ARE IMPACTED. AND THE WAY THE BOUNDARY SURVEY IS CONDUCTED IS LIKE WE JUST ASKED WHETHER YOU LIGHTLY OPPOSED AND STRONGLY OPPOSED AND PERSON WHO IS DIRECTLY IMPACTED, IMPACTED BY CHANGE, ONE WILL SAY STRONGLY OPPOSED AND FOR OTHER CHANGES BECAUSE HE OR SHE IS NOT DIRECTLY IMPACTED, THEY'LL SAY LIGHTLY OPPOSED. BUT YOU CANNOT TAKE AN AVERAGE OF HOW MANY PEOPLE ARE SAYING BECAUSE EACH ONE IS GETTING IMPACTED WILL ONLY THINK ABOUT HIS IMPACT. SO I REQUEST THAT ANY BOUNDARY CHANGES APPROVAL THAT HAPPEN IN OCTOBER 1ST WEEK DON'T HAPPEN BASED ON THE BLANKET APPROVAL. 
          JUST APPROVE ALL BECAUSE EACH CHANGE HAS A VERY SET OF A PARTICULAR SECTION OF THE NEIGHBORHOOD IMPACTED. SO PLEASE DO CONSIDER THAT. AND THE THIRD TOPIC IS THE CELL TOWERS. I'VE TALKED IN DETAIL IN MY LAST BOARD MEETING, AND WE HAVE, YOU KNOW, UNITED STATES HEALTH DEPARTMENT AND ACTIVE JUDICIAL CASES AGAINST THE FCC STANDARDS. SO THIS IS NOT LIGHT THAT THE HEALTH IMPACTS ARE JUST A PARENT'S CONCERNS. IT'S AT THE NATIONAL LEVEL. THERE ARE REQUESTS ON RECONSIDERING THE IMPACTS OF RADIATION. SO PLEASE CONSIDER. 
          THANK YOU. NEXT UP IS ARTHUR. NEXT UP IS ARTHUR DUNAWAY. GOOD EVENING, MEMBERS OF THE BOARD. 
          MY NAME IS ARTHUR AND I'M A JUNIOR AT ELKINS HIGH SCHOOL IN THE ENGINEERING ACADEMY. AND THE TEAM LEAD FOR A NEW FRC TEAM IN FBISD. THANK YOU FOR LETTING ME SPEAK TONIGHT. FIRST, I'D LIKE TO TELL YOU ABOUT THE FIRST ROBOTICS COMPETITION, BECAUSE I FOUND THAT MOST PEOPLE HAVEN'T HEARD OF IT AT FIRST. HE IS A GLOBAL ROBOTICS COMPETITION WHERE STUDENTS ARE TASKED WITH BUILDING 120 POUND INDUSTRIAL SCALE ROBOTS TO COMPLETE VARIOUS TASKS OUTLINED BY THE BY THE CHALLENGE OF THE SEASON. THERE ARE NEARLY 4000 TEAMS THAT COMPETE WORLDWIDE, AND THE WORLD CHAMPIONSHIP IS HELD RIGHT HERE IN HOUSTON EVERY SPRING. SO 600 OF THE BEST ARE TRAVELING TO OUR CITY FOR IT. AND YET FBISD HAS NO REPRESENTATION. AROUND 50 TEAMS COMPETED IN THE HOUSTON AREA LAST SEASON. SIX OF THEM ARE LOCATED IN KATY, AND ONE IS EVEN IN A CHARTER SCHOOL RIGHT HERE IN SUGAR LAND. THIS DOESN'T BEGIN IN HIGH SCHOOL, THOUGH. IT WORKS MORE LIKE A LADDER WHERE FIRST LEGO LEAGUE STARTS IN ELEMENTARY SCHOOL AND BUILDS IT FROM THERE. AND THE CYCLE CONTINUES WITH HIGH SCHOOL TEAMS LIKE US GIVING BACK TO YOUNGER STUDENTS, IT'S ALREADY SOMETHING WE'VE STARTED DOING EVEN BEFORE OUR FIRST SEASON. RECENTLY, WE RAN A STEM DAY CAMP FOR ELEMENTARY ELEMENTARY STUDENTS OUT OF THE 
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COMMUNITY CENTER, AND WE HAVE ALREADY RECEIVED PERMISSION TO TEACH AT TWO ELEMENTARY SCHOOLS AND A MIDDLE SCHOOL IN OUR DISTRICT. THIS ALSO LEADS TO SOMEWHERE WORTH MENTIONING. 
          THERE WAS A TEN YEAR STUDY OUT OF BRANDEIS UNIVERSITY THAT FOLLOWED. STUDENTS COMPETING IN FIRST ROBOTICS AT 83% OF THEM WENT ON TO MAJOR IN STEM, WHILE 63% ARE CURRENTLY WORKING IN A STEM FIELD FOR WOMEN, A HISTORICALLY UNDERREPRESENTED GROUP IN STEM. THE DIFFERENCE WAS EVEN LARGER, SO A GROUP OF US DECIDED TO START A TEAM OURSELVES, AND THERE ARE AROUND 45 OF US NOW. WE REPRESENT ELKINS, CLEMENTS, DULLES, RIDGE, POINT, AUSTIN AND MORE. AND RIGHT NOW WE HOLD OUR MEETINGS WHEREVER WE CAN FIND A TABLE, MOSTLY LIBRARY MEETING ROOMS OR COMMUNITY CENTERS, BECAUSE WE DON'T HAVE A REAL WORKSPACE YET. THE SEASON BEGINS IN JANUARY AND WE'RE BUILDING TOWARDS IT. AND WHILE OUR TEAM IS WORKING INCREDIBLY HARD, IT'S VERY DIFFICULT WITHOUT WITHOUT A SPACE WE CAN CALL OUR OWN. WE'RE NOT ASKING THE DISTRICT FOR MONEY AND WE'RE NOT ASKING FOR EQUIPMENT EITHER. WE'RE FIGURING OUT OUR OWN FUNDING THROUGH GRANTS, FUNDRAISING, AND SPONSORSHIPS. ADDITIONALLY, WE CARRY OUR OWN GENERAL LIABILITY POLICY AND NAME THE DISTRICT AS ADDITIONAL INSURED. ALL WE ASK FOR IS A WORKSPACE. 
          A LIBRARY ROOM CAN WORK FOR A MEETING, SURE, BUT YOU CAN'T BUILD AN INDUSTRIAL ROBOT IN ONE, AND YOU DEFINITELY CAN'T DO IT WITH 45 STUDENTS STANDING AROUND A TABLE MEANT FOR QUIET READING, A TEAM LIKE OURS NEEDS ABOUT 1000FT■!S, AND ONLY FROM JANUARY THROUGH MARCH. I KNOW THE DISTRICT'S CLOSED SEVEN ELEMENTARY SCHOOLS THIS YEAR, AND I KNOW THAT WASN'T AN EASY DECISION, BUT THEY'RE EMPTY NOW, AND ORGANIZATIONS LIKE OURS CAN MAKE VERY GOOD USE OF THEM. I ALSO UNDERSTAND THAT NOTHING HAS BEEN DECIDED ABOUT THEIR FUTURE YET, AND WE AREN'T ASKING THE BOARD TO DECIDE THAT RIGHT NOW. INSTEAD, WE'RE ASKING THAT YOU GUYS COULD 30S 3 OR 4 MONTHS AT A GYM OR SIMILAR SPACE IF THE DISTRICT DECIDES TO SELL IT LATER, OR USE IT FOR SOMETHING ELSE, THAT'S COMPLETELY FINE. WE'LL PACK UP AND LEAVE. I ALSO UNDERSTAND THAT OTHER ROBOTICS TEAMS ARE ADVOCATING FOR A FULL STEM CENTER, AND WHILE WE WOULD LOVE TO HAVE THAT AS WELL, OUR TEAM, OUR TEAM SPECIFICALLY IS CURRENTLY ONLY ASKING FOR A SPACE TO WORK FOR THE UPCOMING SEASON. IF WE GET THAT THIS BECOMES BIGGER THAN JUST ROBOTICS TEAM, BECAUSE SPONSORS FUND TEAMS THAT HAVE A HOME AND MENTORS SHOW UP WHEN THERE'S SOMEWHERE TO GO TO. THANK YOU FOR YOUR TIME AND I APPRECIATE YOUR ATTENTION. THANK YOU. OUR NEXT THREE SPEAKERS, IF YOU'LL MAKE YOUR WAY TO THE PODIUM, IS HARRELL FADILLA, ERIC LEE, AND JOE CHEN. GOOD EVENING. YOU CAN OH, SORRY. SORRY. YOU CAN MAKE YOUR WAY NOW. YES. GO. OKAY. 
          NEXT IS GRACE CHEN. GO AHEAD. GOOD EVENING. 850 PARENTS AND COMMUNITY MEMBERS ARE URGING FORT BEND ISD TO MAKE INTENTIONAL CHANGES TO STUDENT TECHNOLOGY USE. THESE CHANGES WILL HAVE THREE MAJOR BENEFITS FOR OUR DISTRICT ONE BETTER EDUCATIONAL QUALITY AND TEST SCORES. TWO INCREASED STUDENT ENROLLMENT. AS THIS IS A KEY ISSUE FOR PARENTS DECIDING ON SCHOOLS AND. THREE COST SAVINGS THAT IS VERY. AS IT IS VERY EXPENSIVE TO HAVE SO MANY 1 TO 1 LAPTOPS AND TABLETS AND THE CURRENT ARRAY OF EDTECH PROGRAM SUBSCRIPTIONS. THERE ARE SOME COMMON OBJECTIONS TO CHANGING STUDENT TECH USE, AND I'D LIKE TO ADDRESS THOSE TONIGHT. ONE OBJECTION MANDATED STATE TESTS ARE DIGITAL, SO STUDENTS NEED TO EACH HAVE A DEVICE TO BE READY FOR THESE TESTS. RESPONSE DIGITAL TESTING DOES NOT MEAN EACH STUDENT NEEDS A SCHOOL DEVICE EVERY DAY. THE EVIDENCE SHOWS THAT STUDENTS NEED JUST 2 OR 3 PRACTICE SESSIONS OF 10 TO 20 MINUTES EACH TO GET FAMILIAR WITH THE DIGITAL FORMAT, AND THIS CAN BE DONE THE WEEK BEFORE A TEST. ANOTHER OBJECTION 1 TO 1 DEVICE PROGRAMS ADDRESS THE DIGITAL DIVIDE AND PROMOTE DIGITAL EQUITY RESPONSE. 1 TO 1 DEVICES MAKE THE DIGITAL DIVIDE WORSE. 
          SINCE THE WIDESPREAD ADOPTION OF 1 TO 1 DEVICES, THE TEST SCORES OF LOWER PERFORMING STUDENTS HAVE DECLINED FAR MORE SHARPLY THAN THEIR HIGH PERFORMING PEERS, BOTH IN THE U.S. AND INTERNATIONALLY. THE ACHIEVEMENT GAP THAT SEPARATES THE TOP AND BOTTOM PERFORMERS IS WIDENING BECAUSE THE BOTTOM PERFORMERS ARE FALLING FURTHER BEHIND. IF TECHNOLOGY WERE THE GREAT EDUCATIONAL BALANCER, THEN WE'D EXPECT TO SEE AT LEAST SOME COUNTERACTING EFFECT. 
          WE DON'T SEE THAT, OF COURSE, FAMILIES THAT WANT AND NEED TO HAVE A SCHOOL LAPTOP TO TAKE HOME SHOULD CONTINUE TO HAVE THAT OPTION. WE DON'T WANT TO TAKE AWAY COMPUTERS FROM FAMILIES THAT DEPEND ON THEM. ANOTHER OBJECTION WE NEED OUR KIDS TO BE TECH AND AI READY TO MEET THE DEMANDS OF THE FUTURE WORKFORCE RESPONSE. WE AGREE THAT OUR CHILDREN SHOULD RECEIVE AN EDUCATION THAT PREPARES THEM FOR A TECHNOLOGY FILLED WORKFORCE. HOWEVER, LETTING KIDS USE GAMIFIED APPS ISN'T TEACHING THEM ANY SOPHISTICATED TECH SKILL. WHAT IT IS TEACHING THEM IS TO CHASE DOPAMINE AND INSTANT RESULTS. STUDENTS CAN STILL LEARN THE REQUIRED TECHNOLOGY SKILLS BY HAVING TECH LESSONS. LET'S TEACH KIDS HOW TO USE TECH RATHER THAN USE TECH TO TEACH ALL SUBJECTS. ALSO, TECHNOLOGY CHANGES SO QUICKLY THAT WITHIN A FEW YEARS, THE TECH SPECIFIC SKILLS TAUGHT NOW COULD BECOME OUTDATED. THE BEST PREPARATION TO BE AI READY IN A DIGITAL FUTURE IS TO ENSURE THAT STUDENTS DEVELOP CRITICAL, THINKING, FOCUSED ATTENTION, ORIGINAL THOUGHT, COMMUNICATION SKILLS, AND ESSENTIAL MATH AND READING ABILITIES. 30S. THESE ARE ALL SKILLS BEST LEARNED OFF THE SCREEN. AGAIN, WE ARE NOT ANTI TECHNOLOGY, BUT WE ARE PRO LEARNING. THANK YOU FOR YOUR THOUGHTFUL CONSIDERATION OF THIS ISSUE. THANK YOU. NEXT IS HAROLD FADILLA. NOT HERE. OKAY ERIC LEE. GOOD EVENING. I'M 
          [00:20:10]
HERE TONIGHT AS ALEX AND LUCY'S DAD. THEY BOTH ATTEND SETTLERS WAY ELEMENTARY AND THEIR FAVORITE PART OF THESE BOARD MEETINGS IS THE 32ND WARNING. ONE THING I USED TO ASK THEM ALL THE TIME ON THE RIDE HOME FROM SCHOOL WAS, DID YOU ASK ANY QUESTIONS TODAY? I WANTED TO SHOW THEM THAT HAVING THE ANSWER ISN'T ALWAYS THE GOAL. OFTENTIMES, BEING CURIOUS AND ASKING GOOD QUESTIONS IS A BETTER WAY TO PROMOTE LEARNING FOR THEMSELVES AND THEIR PEERS. 
          BECAUSE WHO ELSE MIGHT HAVE THE SAME QUESTION? SO TODAY I THOUGHT I'D ASK A SERIES OF QUESTIONS ABOUT THE DIRECTION OF TECHNOLOGY IN OUR CLASSROOMS AND ITS IMPACT ON STUDENT LEARNING. ONE WHY ARE WE STILL RELYING ON TECHNOLOGY CURRICULUM IN THE CLASSROOM WHEN TEST SCORES IN READING, MATH AND SCIENCE HAVE BEEN PLUMMETING SINCE THESE DEVICES WERE INTRODUCED? QUESTION TWO I HAVE TO IMAGINE THAT CURRICULUM DECISIONS ARE BASED ON EVIDENCE BASED RESEARCH. WHAT EVIDENCE BASED RESEARCH SHOWS THAT SCREEN BASED LEARNING HAVE IMPROVED EDUCATIONAL OUTCOMES? THREE HOW ARE EDTECH PRODUCTS EVALUATED, VETTED, AND TESTED INDEPENDENT OF CORPORATE INTERESTS BEFORE OUR CHILDREN HAVE ACCESS TO THEM FOR WHAT'S BEING DONE TO ACCOMMODATE FAMILIES WHO AREN'T COMFORTABLE WITH THEIR CHILDREN USING THESE APPS? AND HOW ARE WE SUPPORTING TEACHERS AND ADMINISTRATORS THAT WANT TO ACCOMMODATE THESE FAMILIES? FIVE WHY ARE. EDTECH COMPANIES ALLOWED TO SELL STUDENT DATA TO THIRD PARTIES, AND HOW MANY THIRD PARTIES HAVE ACCESS TO THIS DATA? SIX A PARENT AT SATARTIA MIDDLE SCHOOL SHARED WITH ME THAT HER DAUGHTER IS WRITING ESSAYS IN ENGLISH CLASS, AND THEN IS BEING TOLD TO SUBMIT THESE ESSAYS TO CLASS. COMPANION CLASS COMPANION IS AN AI SOFTWARE PLATFORM THAT GRADES HER ESSAYS. SO HOW MUCH MONEY IS FORT BEND ISD SPENDING ON THESE TECH CONTRACTS, LIKE CLASS COMPANION, COMPARED TO THE MONEY SPENT ON HUMAN TEACHERS? SEVEN IF THESE TECHNOLOGIES ARE SO EFFECTIVE, WHY ARE TECH FORWARD COUNTRIES LIKE SWEDEN AND FINLAND RETURNING TO ANALOG LEARNING TOOLS AFTER DECLARING COMPUTERS IN CLASSROOMS LARGELY A FAILURE? EIGHT WHY ARE THE WEALTHIEST AND MOST TECH SAVVY FAMILIES SENDING THEIR OWN KIDS TO SCHOOLS THAT PRIORITIZE LESS TECHNOLOGY? NINE WHY ARE ORGANIZATIONS LIKE UNESCO AND THE ACLU WARNING THAT EDTECH IS EXACERBATING THE EQUITY GAP? AND TEN HOW CAN WE EXPECT OUR OWN KIDS TO USE SCREENS RESPONSIBLY WHEN THEIR SCHOOLS ARE NOT MODELING RESPONSIBLE USE? I DON'T EXPECT OUR BOARD TO HAVE ALL THE ANSWERS TO THESE QUESTIONS TODAY. I CAN ONLY HOPE THAT THESE ARE THE QUESTIONS OUR LEADERSHIP IS ASKING ITSELF. AS WE DECIDE WHAT'S BEST FOR OUR STUDENTS AND OUR COMMUNITY. 30S. AND THAT'S WHAT MY KIDS ARE WAITING FOR. SO THANK YOU VERY MUCH. THANK YOU. OUR NEXT THREE SPEAKERS CAN MAKE YOUR WAY TO THE PODIUM. EMILY PAULSON, VIVAAN JOSHI, AND AARAV ANCHA. 
          NEXT IS JOE CHEN. GO AHEAD. GOOD EVENING. MY NAME IS JOE CHEN AND I HAVE TWO DAUGHTERS IN FORT BEND ISD. THEY'RE SITTING RIGHT OVER THERE LIKE MY WIFE GRACE, WHO SPOKE EARLIER. I'M GOING TO ADDRESS SOME OBJECTIONS TO CHANGING STUDENT STUDENTS TECH USE. 
          OBJECTION. CHILDREN WITH SPECIAL LEARNING NEEDS SUCH AS 504 PLANS, IEPS, ESL OR DYSLEXIA WILL NEED ACCESS TO TECHNOLOGY TOOLS, RESPONSE TOOLS FOR STUDENTS WITH DISABILITIES OR EXCEPTIONAL LEARNING NEEDS ARE CRITICAL, AND THEY SHOULD REMAIN AVAILABLE FOR THE STUDENTS WHO NEED THEM. ONE OF THE FEW AREAS WHERE EDTECH SHOWS DOES SHOW A PROVEN BENEFIT IS WITH REMEDIATION OF LEARNING DISORDERS SUCH AS DYSLEXIA, BUT THIS DOES NOT MEAN THAT 100% OF OUR STUDENTS NEED TO HAVE THEIR OWN DEVICES IN EVERY CLASS, EVERY DAY. OBJECTION. WILL REDUCING DEVICE DEVICES MAKE INSTRUCTIONS HARDER FOR TEACHERS? WILL THIS EFFORT IMPACT TEACHER RETENTION? RESPONSE DEVICES SHOULD BE USED AS A RESOURCE, NOT AS A SUBSTITUTE FOR TEACHER LED INSTRUCTION. AS STATED IN OUR COMMUNITY PETITION, EDUCATORS HAVE PRIVATELY SHARED SERIOUS CONCERNS ABOUT 1 TO 1 DEVICE USE, BUT MOST ARE AFRAID TO SPEAK PUBLICLY. TEACHERS HAVE SAID THAT THEY SIMPLY CAN'T SAFELY MONITOR 25 STUDENTS ON SCREENS AND TEACH THEIR CLASSES AT THE SAME TIME. HOW CAN TEACHERS COMPETE WITH SCREENS WHILE ALSO TEACHING, ENGAGING, REDIRECTING AND BUILDING RELATIONSHIPS? EDUCATORS ARE RETIRING OR LEAVING THE PROFESSION IN PART BECAUSE OF THE LEVEL OF DISTRACTION IN THEIR TECH FILLED CLASSROOMS. IN MIDDLE AND HIGH SCHOOL, THERE CAN BE A LOT OF DISENGAGEMENT AND ABSENTEEISM. WHY SHOW UP WHEN YOU SPEND MOST OF THE DAY ON THE LAPTOP ANYWAYS? WHY SHOW UP IF YOU CAN SUBMIT YOUR WORK ONLINE? WE WANT OUR BUDGETS ALLOCATED AWAY FROM COSTLY NON-EVIDENCE BASED EDTECH CONTRACTS AND DEVICES, AND SHIFTED TOWARDS MORE TEACHER SUPPORT AND MORE ANALOG METHODS. OBJECTION. I KNOW OF STUDENTS WHO DON'T MISUSE TECHNOLOGY AND DON'T USE TECHNOLOGY TO CHEAT, SO IT DOES NOT. SO IT'S NOT BAD FOR EVERYONE. RESPONSE. DIGITAL EDUCATION CAN WORK WELL FOR THE 
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TOP 5% OF STUDENTS WHO ARE INTRINSICALLY MOTIVATED. THIS IS KNOWN THROUGHOUT THE INDUSTRY AS THE 5% PROBLEM. AND YET ALL OF THESE PROGRAMS ARE SOLD TO DISTRICTS AS A WAY TO CLOSE THE ACHIEVEMENT GAP. WHAT ABOUT THE OTHER 95% OF STUDENTS? SCHOOL POLICIES AND PRACTICES SHOULD BE GUIDED BY EVIDENCE THAT SUPPORT THE BEST EDUCATIONAL OUTCOMES AND MENTAL WELL-BEING OF STUDENTS, NOT THE OPINIONS OF EDTECH MARKETING PITCHES. ULTIMATELY, WE PARENTS AND YOU DISTRICT LEADERS ARE ALL ON THE SAME SIDE. WE WANT ALL FBISD STUDENTS TO HAVE A HIGH, TO HAVE A HIGH QUALITY EDUCATION THAT EQUIPS THEM FOR LIFE AND SUCCESS. WHEN THE DATA SHOWS THAT THE CURRENT METHODS ARE NOT WORKING WELL, LET'S LISTEN TO THE EVIDENCE AND ADJUST ACCORDINGLY. THANK YOU FOR YOUR TIME. THANK YOU. NEXT IS EMILY PAULSON. LAST YEAR YOU DECIDED TO REZONE MY NEIGHBORHOOD AND ANOTHER NEIGHBORHOOD IN ALIANA FROM MADDEN TO HOLLY. I'M SURE YOU REMEMBER THE ALIANA 246. EVER SINCE THIS WAS DECIDED, THE FAMILIES WITH YOUNG CHILDREN IN MY NEIGHBORHOOD HAVE TAKEN DRASTIC ACTION. MANY MOVED OUT OF OUR NEIGHBORHOOD. OTHERS DECIDED TO ENROLL THEIR KIDS IN PRIVATE OR CHARTER SCHOOLS, HOMESCHOOL OR USE THE INTERDISTRICT TRANSFER. THE RESULT IS CLEAR WHEN YOU LOOK AT THE ENROLLMENT NUMBERS FOR HOLLY, THE ACTUAL ENROLLMENT THERE IS WELL BELOW THE PROJECTED ENROLLMENT. IT IS CLEAR THAT THE FAMILIES OF THE REZONE STUDENTS ARE DOING WHATEVER THEY CAN, OFTEN LEAVING FORT BEND ISD TO AVOID GOING TO HOLLY. NOW YOU WANT TO REZONE THESE SAME NEIGHBORHOODS FROM GARCIA AND TRAVIS TO HODGES, BEND AND BUSH, AND YOU CAN PREDICT WHAT IS GOING TO HAPPEN. YES, YOU WILL BE TAKING THESE STUDENTS OUT OF TRAVIS, RELIEVING THE OVERCROWDING THERE. BUT MOST OF THESE STUDENTS WILL NOT SHOW UP AT HODGES, BEND AND BUSH. MANY OF THESE FAMILIES WILL LEAVE THE DISTRICT. AT THE SAME TIME, YOU ARE BREAKING APART THESE NEIGHBORHOODS EVEN FURTHER. PREVIOUSLY, OUR NEIGHBORHOODS WERE A REAL COMMUNITY WITH ALL KIDS GOING TO THE SAME SCHOOLS AND MANY PARENTS ACTIVE IN THE TOES AND BOOSTER CLUBS. NOW, OUR NEIGHBORHOODS ALREADY HAVE FEWER KIDS, AS MANY OF THE YOUNG FAMILIES HAVE LEFT, AND THE REMAINING ELEMENTARY SCHOOL KIDS ARE SPREAD OUT AND GO TO DIFFERENT SCHOOLS. IF YOU GO THROUGH WITH THE MIDDLE SCHOOL AND HIGH SCHOOL REZONE, THE FAMILIES WITH OLDER KIDS WILL CHOOSE A SIMILAR PATH, LEAVING THE NEIGHBORHOODS OR MOVING THEIR KIDS TO ALTERNATIVE SCHOOLS. THE SENSE OF COMMUNITY IN OUR NEIGHBORHOODS WILL BE LOST EVEN MORE. AS FOR THE REASON OF THE REZONE, I FULLY UNDERSTAND SOME STUDENTS NEED TO BE REZONED OUT OF TRAVIS. HOWEVER, WHY DOES THAT HAVE TO BE BUSH? ESPECIALLY WHEN YOU CAN ALREADY PREDICT THE NEGATIVE CONSEQUENCES? FROM WHERE I LIVE, THE CLOSEST HIGH SCHOOL IS AUSTIN, FOLLOWED BY TRAVIS. KEPNER IS BARELY ANY FURTHER THAN BUSH. KEPNER IS VERY MUCH UNDER CAPACITY AND HAS MORE SPACE THAN BUSH. IT IS ALSO A SCHOOL THAT IS MUCH MORE EQUIVALENT TO TRAVIS AND AUSTIN, SO THERE WOULD BE A LOT LESS PUSHBACK FROM THE COMMUNITY, AND THE DISTRICT WOULD ACTUALLY BE ABLE TO RETAIN THESE STUDENTS IN FORT BEND ISD. I URGE YOU TO RECONSIDER THE CONSEQUENCES OF A REZONE TO HODGES, BEND AND BUSH. PLEASE LOOK AT ALTERNATIVE OPTIONS TO RELIEVE THE OVERCROWDING AT TRAVIS. IF YOU GO THROUGH WITH THE CURRENT PLAN, THE DISTRICT IS GOING TO LOSE A LOT MORE STUDENTS, AND AT THE SAME TIME, YOU ARE RUINING NEIGHBORHOODS. THERE ARE NOT GOING TO BE ANY WINNERS IN THIS SCENARIO. THANK YOU. NEXT UP IS VIVAAN JOSHI. GOOD EVENING, BOARD MEMBERS AND FELLOW COMMUNITY MEMBERS. I'M VIVAAN, A MEMBER OF THE POWER BROKERS ROBOTICS COMMUNITY, AND I'M SPEAKING ON THE SUBJECT OF REBALANCING. MOST FBISD SCHOOLS GIVE IMPORTANCE TO FUNDING SPORTS AND FINE ARTS ACTIVITIES, LEAVING STEM AND ROBOTICS OUT OF THE PICTURE. BUT ROBOTICS ISN'T JUST A FUN EXTRACURRICULAR. IT'S ONE OF THE MOST EFFECTIVE TOOLS WE HAVE FOR BUILDING THE NEXT GENERATION OF ENGINEERS AND PROBLEM SOLVERS. NATIONAL RESEARCH BACKS THAT 83% OF ROBOTICS PROGRAMS. PARTICIPANTS GO ON TO PURSUE STEM MAJORS IN COLLEGE, AND STUDENTS IN THESE PROGRAMS ARE THREE TIMES MORE LIKELY TO DEVELOP A GENUINE INTEREST IN STEM, REGARDLESS OF THEIR RACE, GENDER, OR INCOME. HUNDREDS OF STUDENTS ACROSS FBISD LOOK TO THEIR SCHOOLS TO PROVIDE RELIABLE ROBOTICS EDUCATION, BUT SCHOOL TEAMS LACK THE SPACE RESOURCES. TIME TO REALLY GROW. TEACHERS AREN'T INCENTIVIZED OR GIVEN THE FLEXIBILITY TO RUN A TEAM, AND THE TEAMS THAT DO EXIST GET ONLY LIMITED TIME DURING SCHOOL HOURS. SO WE ESTABLISHED A COMMUNITY TEAM THAT COULD ACTUALLY BE COMPETITIVE, BUT EVEN AT THAT COMES AT A COST. 
          OUR PRACTICE SPACE ALONE REQUIRES 12 BY 12FT, AND MANY OF THE TEAM MEMBERS FAMILIES HAVE GIVEN UP THEIR LIVING AREAS AND GAME ROOMS SO WE CAN PRACTICE. NOT EVERY FAMILY CAN AFFORD TO MAKE THAT SACRIFICE. RECENTLY, FBISD CLOSED SEVEN ELEMENTARY SCHOOLS. THAT'S WHY MY TEAM AND I ARE PROPOSING A SOLUTION REPURPOSE ONE OF THOSE BUILDINGS INTO A STEM CENTER FOR FBISD AND OPEN TO ALL FBISD STUDENTS. YOU MIGHT ASK WHY JUST NOT USE THE CTE CENTER? IT'S A GREAT RESOURCE DURING SCHOOL HOURS, BUT IT ONLY ACCOUNTS FOR. ONCE THE BELL RINGS, THERE'S NOTHING LEFT FOR THE STUDENTS WHOSE CURIOSITY DOESN'T END AT 3 P.M. THAT'S WHERE IT FALLS SHORT. BEFORE I TALK ABOUT WHAT OUR FUTURE FACILITY WOULD LOOK LIKE, LET'S TAKE A LOOK AT WHAT IS ALREADY WORKING RIGHT NEXT DOOR. KATY ISD HAS A CENTER LIKE THIS FOR 11 YEARS. EVERY YEAR, 16,000 STUDENTS VISIT AND USE THE ROBERT SHAW CENTER AFTER SCHOOL. 
          IT LAUNCHED WITH A $5 MILLION BUDGET, AND OVER THE PAST 11 YEARS, IT HAS PRODUCED MULTIPLE 
          [00:30:01]
TEAMS AT THE GLOBAL STAGE WITH SUCCESS. KATY ISD'S ROBERT SHAW CENTER IS A WORKING BLUEPRINT FOR WHAT FBISD CAN DO. REPURPOSING REPURPOSING AN EMPTY SCHOOL ELEMENTARY SCHOOL IS A GOLDEN OPPORTUNITY. IT SAVES THE COST OF BUILDING A BRAND NEW FACILITY FROM THE GROUND UP. FBISD CAN OPERATE THE CENTER AT THE DISTRICT RESOURCE WHILE INVITING CORPORATE SPONSORS TO HELP FUND EQUIPMENT, MATERIALS AND ONGOING PROGRAMS. LOCAL COMPANIES COULD SUPPORT THE CENTER THROUGH DONATIONS, GRANTS OR PARTNERSHIPS, GIVING STUDENTS ACCESS TO REAL WORLD MENTORS WHILE REDUCING THE AMOUNT OF DISTRICT. THE AMOUNT, THE WORK THAT THE DISTRICT WOULD NEED TO FUND ON ITS OWN SPONSORSHIPS CONSENT COULD STRENGTHEN THE CENTER WITH FBISD, ENSURING THAT EVERY STUDENT AND TEAM HAS ACCESS AND THE NEED IS IMMEDIATE. ROBOTICS SEASON HAS ALREADY STARTED. THE POWER BROKERS AND OTHER TEAMS NEED SPACE TO BUILD, TEST AND PRACTICE. NOW EVERY WEEK. WITHOUT A RELIABLE FACILITIES A WEEK, WE LOSE 30S. WE AREN'T ASKING FOR A CENTER SOMEDAY BECAUSE IT WILL BE NICE TO HAVE. 
          WE NEED ONE BECAUSE STUDENTS ARE ALREADY DOING THIS TO WORK AND STRUGGLING TO FIND ONE PLACE TO DO IT. THIS ISN'T ABOUT AN IDEA THAT WE'RE CARRYING ON OUR OWN. WE'VE ALREADY EARNED THE SUPPORT OF JUDGE DANIEL WONG, WHO HAS EXPRESSED SUPPORT FOR THIS INITIATIVE. WE'VE INSPIRED BLACK SWAN ROBOTICS AND OTHER LOCAL FRC TEAMS TO BELIEVE IN THE SAME CAUSE. IF YOU'D LIKE TO LEARN MORE, WE'D LOVE TO SHARE ADDITIONAL DETAILS THROUGH OUR WEBSITE. PETITION VIDEO DOCUMENTARY VIDEO DOCUMENTARY. THANK YOU FOR YOUR TIME. THANK YOU. OUR NEXT THREE SPEAKERS, PLEASE MAKE YOUR WAY TO THE PODIUM. CHRISTINA LAUNDY, REBECCA BEHRENS AND MISS PRINCE. NEXT UP IS ERIC ANCHA. GOOD EVENING, BOARD MEMBERS AND FELLOW COMMUNITY MEMBERS. MY NAME IS ARV AND I'M PART OF FTC TEAM POWER BROKERS, AND I'M HERE TONIGHT TO CONTINUE THE CONVERSATION ON REBALANCING. IN ORDER TO REPURPOSE AN ELEMENTARY SCHOOL INTO A STEM CENTER, FUNDING NEEDS TO COME FROM SOMEWHERE, AND THE ESTIMATED COST IS 100,000 TO $220,000 PER YEAR. SO THE NATURAL QUESTION IS, WHERE DOES THAT FUNDING COME FROM? THE ANSWER IS IT DOESN'T HAVE TO COME FROM ONE PLACE. IT CAN BE BUILT FROM A COMBINATION OF SOURCES, INCLUDING FBISD, STATE AND FEDERAL GRANTS. FORT BEND COUNTY, THE CITY AND LOCAL CORPORATIONS. KATY ISD, FOR EXAMPLE, FUNDED MOST OF ITS CENTER THROUGH BONDS, WHILE DONATIONS COVERED THE COST OF EQUIPMENTS NEEDED TO RUN THE FACILITY. HERE'S WHAT THE CENTER COULD LOOK LIKE IN PRACTICE A COMMUNAL SPACE WHERE TEAMS COLLABORATE AND GROW TOGETHER IN STEM AND ROBOTICS, PLUS A PRIVATE SQUARE FOOT ROOM FOR FOCUSED TEAMWORK. IT WOULD OPERATE AFTER SCHOOL HOURS AND ON WEEKENDS, AND WOULD CREATE TEACHER STIPENDS, ALONG WITH TWO FULL TIME STAFF POSITIONS. BEYOND THAT, FBISD COULD USE THE CENTER FOR FIELD TRIPS TO GIVE YOUNGER STUDENTS EARLY EXPOSURE TO STEM AND HOST FAMILY NIGHTS, SUMMER CAMPS AND ALSO COMPETITIONS. THIS STEM CENTER HAS THE POTENTIAL TO IMPACT THOUSANDS OF STUDENTS AND BRING POSITIVE ATTENTION TO FBISD. AS A DISTRICT THE EARLIER STUDENTS ARE EXPOSED TO STEM, THE MORE THEY BENEFIT AND STEM AND ROBOTICS ARE ONLY BECOMING MORE CENTRAL TO THE FUTURE OF OUR WORLD. THIS PROPOSAL ALREADY HAS REAL MOMENTUM BEHIND IT. JUDGE DANIEL WONG, THE CURRENT FORT BEND COUNTY JUDGE, HAS APPROVED OF OF THIS INITIATIVE. AND WE'RE STANDING ALONGSIDE BLACKSTONE ROBOTICS, ANOTHER LOCAL FRC TEAM WHO IS ADVOCATING FOR THE SAME CAUSE. OUR GOAL IS TO HAVE A COLLABORATIVE MAKERSPACE WITH ALL THE TOOLS AND MACHINES NEEDED TO CREATE A REAL IMPACT IN OUR TEAM'S SUCCESS AND OVERALL LEARNING, WHILE STILL BEING RELATIVELY CHEAP TO MAINTAIN, EVEN IF EVEN IF THE STEM CENTER IS LAUNCHED ON A SMALL SCALE, IT CAN STILL CREATE A BIG IMPACT. WE HAVE A PETITION, A WEBSITE, AND A VIDEO DOCUMENTARY ALL AVAILABLE FOR ANYONE WHO WANTS TO LEARN MORE OR GET INVOLVED. I WANT TO LEAVE YOU WITH THIS. NONE OF US UP HERE TONIGHT WILL BENEFIT FROM THE CENTER, AND WE WILL MOST LIKELY BE IN COLLEGE BY THE TIME IT OPENS. WE ARE FIGHTING FOR THE STUDENTS WHO COME AFTER US, SO THEY HAVE OPPORTUNITIES WE NEVER HAD. FBISD NEEDS A STEM CENTER AND WE DIDN'T HAVE A FIELD. SO LET'S GIVE THE NEXT GENERATION ONE. THANK YOU, THANK YOU. ONCE YOU'RE DONE SPEAKING, IF YOU'LL PLEASE, HAVE A SEAT SO THAT WE HAVE ENOUGH ROOM UP THERE FOR ALL THE OTHER SPEAKERS. NEXT IS CHRISTINA LUNDY. HELLO. SO MANY COMMUNITY CONCERNS ULTIMATELY COME BACK TO PROCESS. TOO OFTEN OUR COMMUNITY IS BROUGHT IN AFTER MAJOR DECISIONS HAVE EFFECTIVELY BEEN MADE. AND EVEN WHEN ASKED FOR INPUT, THE QUESTION IS NOT WHAT DO YOU PREFER? IT'S HOW DOES THIS FIT INTO A RUBRIC? A RUBRIC CANNOT TELL US WHETHER SOMETHING MEETS. ALL RUBRIC CAN TELL US IS WHETHER SOMETHING MEETS A PREDETERMINED CRITERIA. IT CANNOT NECESSARILY TELL US WHAT THE COMMUNITY ACTUALLY WANTS, AND IT DOESN'T ANSWER THE REAL QUESTION IS THIS PROCESS GIVING US ENOUGH INFORMATION TO ACTUALLY MAKE THE BEST DECISION? WITH CELL TOWERS, WE'RE BEING TOLD THAT THE VOTE HAS HAPPENED AND WE'RE MOVING FORWARD. BUT BOARD MEMBERS THEMSELVES HAVE EXPRESSED CONCERNS AND DOUBTS, YET THE PROCESS STILL MOVES FORWARD AS THOSE THOSE CONCERNS DO NOT REQUIRE US TO RECONSIDER. DURING THE SCHOOL CLOSURES, THERE WAS SIGNIFICANT COMMUNITY OPPOSITION, AND THAT OPPOSITION WAS ABOUT MUCH MORE THAN NOT. MY KID PARENTS RAISED CONCERNS ABOUT TRANSPORTATION, NEIGHBORHOODS, STUDENT EXPERIENCE, CAPACITY ENROLLMENT, FCI SCORES, AND LONG TERM PLANNING. BUT TOO OFTEN THAT FEEDBACK WAS REDUCED TO A MUCH SIMPLER CATEGORY. NOT MY KID, BUT THERE IS ALSO AN INFORMATION PROBLEM. TOO OFTEN THE COMMUNITY LEARNS ABOUT DECISION AFTER IT HAPPENS. THEN, TO UNDERSTAND HOW IT WAS MADE, PARENTS ARE REDIRECTED TO SUBMIT A PUBLIC INFORMATION REQUEST BETWEEN JANUARY 1ST AND JULY 1ST OF THIS YEAR, FORT BEND ISD HAD 159 OAG RESULTS. THAT'S 19.9 PER 10,000 STUDENTS. 
          [00:35:06]
FOR REFERENCE, HOUSTON ISD HAD 125, OR 7.4 PER 10,000 STUDENTS. THAT DISPARITY SHOULD RAISE QUESTIONS, AND TRANSPARENCY SHOULD NOT BEGIN WITH A PIR. I HAVE SEEN SOME POSITIVE CHANGES, BUT FRANKLY, I DON'T FEEL LIKE IT'S ENOUGH. WE ARE SEEING ENROLLMENT LOSSES BEYOND PROJECTIONS AND DECLINES. PARENT CONFIDENCE. THAT ISN'T SMOKE. IT'S A FIVE ALARM FIRE, AND IT FEELS LIKE WE ARE FOCUSED ON BUILDING FIRE STATIONS, AND MAYBE THOSE STATIONS WILL HELP IN THE LONG RUN. BUT RIGHT NOW WE NEED WATER. A GOVERNING BODY MAKING DECISIONS OF THIS MAGNITUDE FOR CHILDREN AND FAMILIES NEEDS A PROCESS THAT CAN SELF-CORRECT. 
          IT HAS TO BE CAPABLE OF SAYING WE ARE HEARING SOMETHING WE DID NOT ANTICIPATE. WE NEED MORE INFORMATION. WE NEED TO REVISIT THIS AND IT NEEDS A BOARD EMPOWERED TO SAY WE HAVE HEARD SOMETHING IMPORTANT. LET'S UNDERSTAND IT AND LET'S RECONSIDER IF IT'S NECESSARY. 
          THE COMMUNITY IS NOT THE BOARD'S ADVERSARY. WE ARE READY AND WILLING HELPMATE. WE DON'T NEED EVERY DECISION TO GO THE COMMUNITY'S WAY, BUT WE DO NEED THE COMMUNITY TO BELIEVE THAT BEING HEARD CAN ACTUALLY CHANGE THE CONVERSATION. BECAUSE IF THE PROCESS CANNOT CHANGE THE OUTCOME, WHEN NEW INFORMATION EMERGES, THIS ISN'T A PROCESS OF PUBLIC INPUT. IT'S A PROCESS OF PUBLIC NOTIFICATION. I THINK THAT THE FORT BEND ISD CAN DO BETTER. AND IN INTERACTING WITH THE COMMUNITY, I LIKE THE DISTRICT. I LOVE MY SCHOOL, I LOVE MY PRINCIPALS. BUT AS A PARENT, I AM SEEING A NEED FOR TRANSPARENCY AND BETTER COMMUNICATION WITH THE COMMUNITY. THANK YOU, THANK YOU. NEXT IS REBECCA BEHRENS. GOOD EVENING. I'M A FAMILY PHYSICIAN AND THE MOTHER OF THREE CHILDREN, INCLUDING A SECOND GRADER AND A KINDERGARTNER AT FORT BEND ISD. AND I AM ASKING TO TAKE A MORE DEVELOPMENTALLY APPROPRIATE LOOK AT TECHNOLOGY USE ACROSS K-12. I RECENTLY LEARNED THAT MY KINDERGARTNER IS REQUIRED TO SPEND 15 TO 20 MINUTES, FOUR DAYS A WEEK ON AN IPAD, COMPLETING A READING OR MATH PROGRAM. BECAUSE OUR FAMILY HAS INTENTIONALLY AVOIDED PERSONAL DEVICES FOR OUR CHILDREN. I QUESTIONED THIS AND I WAS TOLD IT WAS A KINDERGARTEN REQUIREMENT, SO I WENT LOOKING FOR THE REQUIREMENT. TEXAS REQUIRES TECHNOLOGY APPLICATIONS, TECHS, BUT THOSE STANDARDS REQUIRE CHILDREN TO DEVELOP TECHNOLOGY SKILLS, NOT REGULAR TABLET USE OR READING AND MATH THROUGH AN APP. IN FACT, TIA'S KINDERGARTEN GUIDANCE RECOMMENDS LIMITING COMPUTER AND TABLET USE AND THAT BOOKS BE READ DIRECTLY BY ADULTS AND CHILDREN RATHER THAN PRIMARILY THROUGH TECHNOLOGY. BUT MY CONCERN EXTENDS BEYOND KINDERGARTEN. AS A FAMILY PHYSICIAN WHO TREATS PATIENTS WITH EATING DISORDERS, I REGULARLY SEE FAMILIES STRUGGLING WITH SOCIAL MEDIA, BODY IMAGE, COMPULSIVE TECHNOLOGY USE AND DEVELOPING HEALTHY RELATIONSHIPS WITH DIGITAL MEDIA. THE AMERICAN ACADEMY OF PEDIATRICS RECOGNIZES THAT TECHNOLOGY CAN SUPPORT LEARNING, BUT ASKS US TO CONSIDER WHAT IT DISPLACES FACE TO FACE INTERACTION, PHYSICAL ACTIVITY, SLEEP, SUSTAINED ATTENTION, AND SOCIAL AND EMOTIONAL DEVELOPMENT FOR ADOLESCENTS. CONCERNS ALSO INCLUDE SOCIAL COMPARISON, BODY IMAGE, CYBERBULLYING, AND HARMFUL ONLINE CONTENT. SCHOOLS ARE A PART OF THIS DIGITAL ENVIRONMENT. I'M A STRONG PROPONENT OF PUBLIC EDUCATION, BUT TECHNOLOGY USE WAS ONE REASON MY FAMILY DELAYED TRANSITIONING OUR CHILDREN FROM A PRIVATE MONTESSORI INTO PUBLIC SCHOOL. WHEN FAMILIES PERCEIVE THAT LOW TECH, HANDS ON, RELATIONSHIP CENTERED LEARNING IS MORE AVAILABLE OUTSIDE PUBLIC SCHOOLS, WE SHOULD PAY ATTENTION. FAMILIES SHOULDN'T HAVE TO CHOOSE BETWEEN PUBLIC EDUCATION AND THAT KIND OF CHILDHOOD. WE SHOULD ALSO EXAMINE WHAT WE'RE INVESTING IN. DEVICES REQUIRE PURCHASING REPLACEMENT SOFTWARE INFRASTRUCTURE AND SUPPORT TECHNOLOGY CAN SUPPLEMENT A GREAT TEACHER, BUT IT CANNOT REPLACE THE PERSON WHO NOTICES CONFUSION, ADOPTS A LESSON, ENCOURAGES A STRUGGLING CHILD, AND FACILITATES CHILDREN INTERACTING WITH ONE ANOTHER. THOSE HUMAN INTERACTIONS AREN'T INCIDENTAL TO EDUCATION. THEY ARE EDUCATION. AT A TIME WHEN TEACHERS NEED BETTER COMPENSATION AND SUPPORT, WE SHOULD ASK WHETHER OUR SPENDING REFLECTS THAT PRIORITY. I'M NOT ASKING FBISD TO ELIMINATE TECHNOLOGY. DIGITAL LITERACY IS ESSENTIAL, BUT LEARNING TO USE TECHNOLOGY IS DIFFERENT FROM USING TECHNOLOGY FOR EVERYTHING WE LEARN. I'M ASKING FBISD TO REVIEW K 12 TECHNOLOGY. USE DISTINGUISHED STATE REQUIREMENTS FROM DISTRICT CHOICES, EVALUATE EDUCATIONAL BENEFITS AND COSTS, AND DEVELOP EVIDENCE BASED GUIDELINES THAT PRESERVE MEANINGFUL OFFLINE LEARNING AND HUMAN CONNECTION. THANK YOU. THANK YOU. WELL, OUR NEXT THREE SPEAKERS MAKE YOUR WAY TO THE PODIUM. JENNIFER OBI, SHU RAO AND SANDY STERLING. 
          NEXT IS MISS PRINCE. OKAY, CALLING BACK TO THE COMMENTS AFTER MY 91426 SPEECH HERE, I WANT TO NOTE THAT I SUBMITTED A BOT REGISTRATION FORM THAT'S DATED DECEMBER 2025 TO SPEAK AT THAT MEETING SOMETIME AROUND 10:00 ON AUGUST 31ST, 2026. MY NAME WASN'T ON THE SPEAKERS LIST BECAUSE I DIDN'T COMPLETE AN APPARENT. APPARENTLY A NEW ONLINE REGISTRATION SURVEY INSTEAD. SINCE I WAS ALREADY HERE, I REQUESTED THE IN-PERSON BOT REGISTRATION FORM. THE FORM THAT WAS PULLED UP WAS THE EXACT SAME FORM THAT I SUBMITTED EARLIER THAT MORNING. 
          I WAS TOLD THAT THE NEW FORM HADN'T BEEN CREATED YET AND THAT SOMEBODY IN TECH OR NOT, IT WOULD HAVE TO CREATE IT. AND I ASKED TO GET EMAILED A COPY, BUT SINCE I DIDN'T GET IT, I 
          [00:40:06]
CAME BACK AND PICKED ONE UP ON SEPTEMBER 11TH. ON THAT DAY, THE FORM HAD A DATE ON THE BOTTOM OF JULY 13TH, 2026. I POINT THAT OUT BECAUSE I WOULD CALL THAT BACK DATING IF A FORM WASN'T AVAILABLE AND READY ON AUGUST 31ST, AND THE ONE THAT I DID SUBMIT WAS AVAILABLE, I'M NOT QUITE SURE HOW THIS ONE COULD HAVE BEEN READY IN JULY AND IT WASN'T AVAILABLE IN AUGUST, BUT I GUESS THAT'S WHAT THIS THIS FORM WAS I GUESS, UPDATED IN TASB. AND TASB HAS A FORMAT OF BACKDATING THINGS. ALSO AT THE LAST MEETING, ONE OF THE TRUSTEES CAME UP AND WONDERED WHY. I CONTINUED TO SPEAK AT THESE MEETINGS AND WONDERED IF I HAD. SOMEONE HAD TALKED TO ME OR TRIED TO HELP ME. I WAS CONFUSED BECAUSE I TALKED A LOT AT THESE MEETINGS ABOUT THE ONGOING ISSUES AND WHAT WAS AND WAS NOT DONE. BUT I WANT TO ANSWER THE QUESTION MORE CLEARLY. I DID HAVE THREE FORMAL SCHEDULED MEETINGS SINCE JANUARY OF 2025. IN SPRING OF 2025, I MET WITH A DISTRICT LEVEL COUNSELOR WHO HELPED CORRECT MY KIDS GRADUATION PLAN IN IN FALL OF 2025, I MET WITH A HEARING OFFICER BECAUSE I FILED AN F AND G ABOUT SOME MISSING INFORMATION IN. ALSO AROUND THAT SAME TIME, I MET WITH TWO GUYS FROM TECH WHO LISTENED TO MY CONCERNS. AND, YOU KNOW, I DON'T KNOW WHAT, WHAT WHAT'S THE DEAL? I ALSO FORMALLY MET THE SUPERINTENDENT, EXCHANGED PLEASANTRIES IN ONE OF THESE MEETINGS TO SAY HI. HE WONDERED IF I HAD MET MR. FAM YET. I CONFIRMED THAT 35 MINUTES BEFORE THAT I MET HIM. 
          I DID MEET MR. FAM, WHO CONFIRMED THAT THOSE TWO GUYS WOULD MEET WITH ME AND LISTEN TO MY CONCERNS. SO I WANT TO MAKE SURE THAT I, YOU KNOW, I SENT LOTS OF LET'S TALKS AND LET'S CONNECTS AND EMAILS AND TALK WITH PEOPLE OVER THE PHONE. BUT MY ISSUES STILL REMAIN. SO I'LL CONTINUE TO SPEAK AT THESE MEETINGS BECAUSE I'M REALLY TRYING TO HELP THE PEOPLE BEHIND ME. YOU DON'T FIX ANYTHING FOR MY KID, BUT HOPEFULLY THE PARENTS WILL RECOGNIZE THE ISSUES BEFORE IT BECOMES TOO LATE FOR THEIR KIDS. THANK YOU, THANK YOU. NEXT IS JENNIFER OBI. GOOD EVENING, BOARD OF TRUSTEES. THANK YOU FOR ALLOWING ME THE TIME TO SPEAK. MY NAME IS JENNIFER OBI AND I'M THE PARENT OF AN EIGHTH GRADER AND A 10TH GRADER HERE IN FORT BEND. AND I'M A FORT BEND GRADUATE MYSELF. I'M HERE TO CLEARLY AND STRONGLY SUPPORT HIGH SCHOOL OPTION NUMBER ONE. FIRST OFF, I WOULD LIKE TO ACKNOWLEDGE THAT THE BOARD AND THE SCHOOL BOUNDARY ADVISORY COMMITTEE DID AN EXCELLENT JOB IN ACTUALLY GIVING REASONABLE OPTIONS. I THINK BOTH OPTIONS ARE VERY SUITABLE FOR THE COMMUNITY. HOWEVER, I DO VERY STRONGLY FEEL THE OPTION ONE PROVIDES A STRONGER LONG TERM SOLUTION. FAMILIES BEING REZONED WITH TRANSITION TO CLEMENS HIGH SCHOOL, WHICH IS A HIGHER RATED SCHOOL AND A NEW FACILITY. THIS SEEMS LIKE AN OVERALL WIN FOR THE FAMILIES BEING IMPACTED. QUAIL VALLEY MIDDLE SCHOOL WOULD ALSO REMAIN IN THE ELKINS FEEDER PATTERN, AND IT REDUCES ELKINS ENROLLMENT TO THE DISTRICT'S DESIRED RANGE, AND DECLINING OVERALL ENROLLMENT SHOULD CONTINUE TO ADDRESS CAPACITY CONCERNS OVER TIME. OPTION TWO, TO ME, SEEMS LIKE IT'S JUST A BANDAID RATHER THAN A LONG TERM SOLUTION BECAUSE DULLES, AS WE ALL KNOW, IS OUR OLDEST CAMPUS, OUR OLDEST HIGH SCHOOL CAMPUS, AND IT HAS A LOWER FCI RATING. FUTURE FACILITY NEEDS WOULD MOST LIKELY INVOLVE RENOVATION OR POTENTIAL CLOSURE. EITHER WAY, THESE SAME FAMILIES ARE GOING TO BE IMPACTED AGAIN. I ALSO HAVE CONCERNS ABOUT THE INTEGRITY OF THE SURVEY. I NOTICED THAT STUDENTS WERE LIMITED TO ONE RESPONSE USING THEIR STUDENT ID. HOWEVER, THERE DID NOT SEEM TO BE ANY TYPE OF SAFEGUARD TO MAKE SURE THAT OTHER COMMUNITY MEMBERS OR FAMILY HOUSEHOLD MEMBERS WERE ONLY VOTING ONCE. I ASKED THAT THE DISTRICT VERIFY HOW DUPLICATE RESPONSES WERE PREVENTED OR IDENTIFIED BEFORE RELYING ON THE SURVEY RESULTS. 
          PLEASE SUPPORT OPTION ONE AS A MORE SUSTAINABLE APPROACH FOR IMPACTED STUDENTS AND FAMILIES. 
          THANK YOU FOR YOUR TIME. THANK YOU. NEXT IS SHOE RALPH. HELLO, BOARD OF TRUSTEES. THANK YOU FOR THE TIME TO SPEAK THIS EVENING. MY NAME IS SHOE RAO AND UNDER FULL DISCLOSURE, I AM ON THE SCHOOL BOUNDARY ADVISORY COMMITTEE. SO MY COMMENTS ARE MY OWN COMMENTS. I DO NOT SPEAK FOR THE COMMITTEE AT ALL. JUST A DISCLAIMER. ALSO, ANY DATA THAT I SPEAK ABOUT WILL IS ONLY PUBLICLY AVAILABLE DATA, PRIMARILY FROM THE WEBSITE. NOTHING CONFIDENTIAL FROM THE MEETING. SO I JUST WANTED TO PUT THAT UPFRONT. SO FIRST OF ALL, FIRST REQUEST IS PRETTY EASY. ONE, I WAS LOOKING THROUGH THE WEBSITE TODAY TRYING TO FIND SOME DATA ON THE 
          [00:45:01]
MIDDLE SCHOOLS. AND LIKE SO CURRENTLY, I WOULD ASK THAT YOU ADD ALL THE INFORMATION THAT WE HAVE FOR THE HIGH SCHOOL SCENARIOS, WHICH PRIMARILY THE, THE SPREADSHEET THAT SHOWS THE FIVE YEAR PROJECTIONS FOR CAPACITY UTILIZATION, THAT'S FOR THE TWO HIGH SCHOOL SCENARIOS ADDED ALSO TO THE MIDDLE SCHOOL SCENARIO, SO THAT WE CAN ALL SEE THAT AND SEE THE TRENDS OVER THE FIVE YEAR PERIOD AND WHERE THERE IS OR ISN'T CAPACITY PRETTY EASY? ASK. 
          THE SECOND ONE IS ALSO JUST PUBLISHED THE SAME SLIDES, BECAUSE RIGHT NOW IT'S JUST THE PRESENTATION. YOU HAVE TO KIND OF SCROLL THROUGH TO GET THROUGH IT. AND THE REASON I HAVE THESE LIKE RELATIVELY SIMPLE ASK FOR YOU GUYS IS LEADING TO THE NEXT POINT. I THINK YOU'RE HEARING FOLKS TALK ABOUT VARIOUS ITEMS THAT THEY MAY RECOMMEND, THE COMMITTEE MAY RECOMMEND TO ADJUST THE PLAN THAT'S BEING PUT FORWARD, AND THAT YOU GUYS ARE GOING TO BE ASKED TO REVIEW. AND JUST AS AN EXAMPLE, ONE SPECIFIC ITEM THAT WAS BROUGHT UP IN A PRIOR BOARD MEETING BY ONE OF THE TRUSTEES IS A MIDDLE SCHOOL ITEM. WE HAVE ONE SCENARIO. SO WE'RE REALLY WASN'T MUCH DISCUSSION ABOUT IT. BUT ON THE EAST SIDE IN PARTICULAR, THERE'S 131 KIDS THAT ARE CURRENTLY IN THE GOODMAN AREA THAT ARE CURRENTLY GOING TO BAINES, AND THEY'RE SLATED TO MOVE TO LAKE OLYMPIA, WHICH IS LIKE REALLY FAR AWAY. AND THEY'RE GOING TO IN THE PROCESS, THEY'RE GOING TO DRIVE BY COLEMAN, DRIVE BY BAINES, DRIVE BY A CHARTER SCHOOL IS BEING BUILT AND HAVE TO GO TO LAKE OLYMPIA. SO IT'S LIKE 20, 25 MINUTE DRIVE. IT'S A PRETTY BRUTAL TRANSPORT. AND WHAT WE'RE ASKING THE PARENTS TO DO IS IT'S PRETTY BIG. AND I THINK SO I'M NOT GOING TO CONFIDENTIAL DATA, BUT ASK YOU ALL TO PUBLISH THE AVAILABLE, PROJECTIONS FOR ALL THE MIDDLE SCHOOLS SO WE CAN SEE WHAT SPACE IS AVAILABLE. SO Y'ALL CAN MAKE DECISIONS ON WHETHER WE NEED TO TWEAK THE OVERALL PLAN. THAT'S ANOTHER REQUEST FOR YOU GUYS. I DON'T KNOW HOW THE FORMAL PROCESS WORK. I JUST JOINED IN MAY, BUT LIKE, IF Y'ALL SEE THINGS, Y'ALL HAVE A MUCH MORE GLOBAL PERSPECTIVE THAN WE DO ON THE DISTRICT. IF Y'ALL SEE THINGS THAT, YOU KNOW, LITTLE THINGS THAT NEED TO BE TWEAKED BASED UPON FEEDBACK FROM THE COMMUNITY THAT WE DIDN'T CATCH IN OUR, IN OUR COMMITTEE MEETINGS, LIKE WE'RE IN THERE JUST TRYING TO CRANK THINGS OUT PRETTY QUICK. IF Y'ALL SEE THINGS THAT CAN BE OPTIMIZED, PLEASE GO AHEAD AND IMPLEMENT THOSE THINGS TO ACTUALLY SHOW THE COMMUNITY THAT YOU TAKE THEIR FEEDBACK AND WILL INCORPORATE IT, ESPECIALLY IF IT'S LIKE GOOD FEEDBACK. AND THAT'S PROBABLY THE BIG THINGS THAT I'M ASKING FOR YOU GUYS. LET'S SEE WHAT ELSE. YEAH. AND ALSO LIKE IN THAT EXAMPLE, THEY COULD EITHER STAY VEINS GO TO COLEMAN OR SOMETHING. SO MY CONCERN IS LIKE, IF WE DO THINGS THAT CAUSE PEOPLE TO LEAVE THE DISTRICT, LIKE WAS POINTED OUT EARLIER, THAT'S A HUGE LOSS OF REVENUE. IT'S ACTUALLY A NEGATIVE FINANCIAL IMPACT TO THE DISTRICT VERSUS WHAT WE'RE TRYING TO ACCOMPLISH. SO THOSE ARE THE POINTS I'D LIKE TO MAKE. SO THANK YOU VERY MUCH. THANK YOU FOR YOUR TIME. THANK YOU. THE NEXT THREE SPEAKERS, IF YOU'LL COME TO THE PODIUM, STEPHANIE BROWN AND PANG AND DEREK DAWSON. NEXT IS SANDY STERLING. GO AHEAD. GOOD EVENING. THANK YOU FOR ALLOWING ME TO SPEAK. TODAY. I COME REPRESENTING THE THURGOOD MARSHALL HIGH SCHOOL, AND I AM ADDRESSING THE DESIRE TO MOVE THE EARLY COLLEGE PROGRAM FROM THURGOOD MARSHALL. AND SO IN LISTENING TO THE STUDENTS SPEAK AHEAD OF ME ABOUT THE ENGINEERING PROGRAM, I CONGRATULATE YOU ALL TO THE HIGHEST, BECAUSE OUR ENGINEERING PROGRAM WAS REMOVED FROM THURGOOD MARSHALL. AND SO NOW IT APPEARS THAT OUR EARLY COLLEGE PROGRAM IS BEING TAKEN FROM US AS WELL. SO I'M HERE TO STAND IN THE GAP. I HAVE A EIGHTH GRADER AT MISSOURI CITY MIDDLE SCHOOL, A JUNIOR AT THURGOOD MARSHALL. I HAVE A SOPHOMORE AT HOUSTON TILLOTSON THAT WENT TO THURGOOD MARSHALL. I ALSO HAVE A GRADUATE OF THE UNIVERSITY OF HOUSTON, NUMBER ONE IN HER CLASS. GRADUATED FROM THURGOOD MARSHALL IN 2023, BUT SHE WAS NUMBER ONE IN HER ART CLASS. SO GREAT ACCOMPLISHMENT. SHE, CAMERON WAS A PART OF THE FIRST GRADUATING CLASS FROM THE FIRST EARLY COLLEGE GRADUATING CLASS FROM THURGOOD MARSHALL. SO SHE WAS ABLE TO GO THROUGH THE PROGRAM WITHOUT ANY HICCUPS. 
          AWESOME PROGRAM. ABSOLUTELY PHENOMENAL. IT GIVES THEM, OF COURSE, THAT FIRST, THOSE FIRST TWO YEARS GIVES THEM THAT THEIR ASSOCIATE'S DEGREE. AND AS A PARENT, IT GIVES US TWO YEARS OF PRE COLLEGE. BLESS GOD. THE OTHER TWO YEARS SHE WAS COVERED BECAUSE OF HER ACADEMICS. GREAT SUCCESS. MY SECOND LITTLE ONE, SHE DID NOT DO EARLY COLLEGE. OF COURSE, THAT'S BECAUSE I KNEW MY CHILD. I KNEW THAT THERE WAS A LOT TO JUGGLE SPORTS AND EARLY COLLEGE. 
          HOWEVER, MY SON, HE IS JUGGLING JUST AS HIS OLDER SISTER DID SPORTS, WHICH IS CROSS COUNTRY BASKETBALL, TRACK AND FIELD STUDENT COUNCIL, NATIONAL HONOR SOCIETY AND EARLY COLLEGE. SO I AM LOOKING FOR THE BEST OUT OF THIS EXPERIENCE. WE KNOW THE ADMINISTRATORS. I'M THERE 
          [00:50:02]
FREQUENTLY. I'M THERE TO. WHEN IT'S TIME FOR TEACHER APPRECIATION, I'M THERE FOR THE PTO MEETINGS. I'M A PART OF THE PTO. I KNOW WHO I'M LOOKING AT WHEN I GO TO THE SCHOOL. I KNOW 30S TEACHERS. I'M ABLE TO SPEAK TO THEM AND AND HAVE. WE HAVE A HISTORY. MY CHILD HAS A HISTORY. 
          I'M JUST ASKING THAT THIS PROGRAM NOT BE REMOVED FROM US. THERE ARE SO MANY PARENTS THAT HAVE BENEFITED FROM THIS PROGRAM. WE HAVE ACTUALLY GOTTEN AN INCREASE IN ENROLLMENT BECAUSE OF THE EARLY COLLEGE PROGRAM. SO I ASK THAT YOU CONSIDER US AGAIN, THE ENGINEERING PROGRAM WAS WAS SNATCHED FROM US. AND I JUST LOVE HEARING HOW THEY'RE TALKING ABOUT THAT. THEY'RE THEY'RE. THANK YOU. NEXT UP IS STEPHANIE BROWN. HI. HI, EVERYBODY. THANK YOU FOR BEING HERE. BEFORE I SAY ANYTHING, IT'S BEEN A WHILE SINCE I'VE BEEN HERE SPEAKING. I'VE JUST BEEN KIND OF SITTING BACK LISTENING ONLINE. BUT FIRST OF ALL, HE'S NOT HERE ANYMORE. BUT I WANT TO CONGRATULATE MR. JIM DREW ON THE MANY YEARS THAT HE HAS GIVEN FORT BEND ISD SUCCESSFULLY AND WISHING HIM WELL, HE AND HIS FAMILY. I ALSO WANT TO SAY SOMETHING POSITIVE ABOUT THE CURRENT ADMINISTRATION, BECAUSE FROM WHAT I UNDERSTAND, WE DO NOT HAVE ANY FAILING SCHOOLS IN THE DISTRICT. AND I KNOW A COUPLE OF YEARS AGO, OR MAYBE WITH THE LAST SUPERINTENDENT, WE HAD MAYBE OVER TEN SCHOOLS THAT WERE IN THE FAILING GRADE. SO, DOCTOR SMITH, THANK YOU FOR PAYING ATTENTION. YOU AND YOUR STAFF ON THE ACADEMIC IMPROVEMENT OF FORT BEND ISD, BECAUSE THAT'S SOMETHING THAT WE KIND OF GOT AWAY FROM. WE WERE TALKING ABOUT EVERYTHING ELSE EXCEPT ACADEMICS FOR A WHILE. SO I APPRECIATE THAT. I WANT TO ALSO JUST TOUCH ON A COUPLE OF SUBJECTS. OUR COMMUNITY HAS A LOT OF CONCERNS REGARDING SOME MEETINGS THAT HAVE BEEN IN THE PAST REGARDING, AS YOU JUST HEARD, THE EARLY COLLEGE, NOW WE'RE TALKING ABOUT REZONING, AND THAT'S ALWAYS A TOUCHY SUBJECT. AND I JUST WANTED TO SAY THAT, YOU KNOW, WHEN PEOPLE RUN FOR SCHOOL BOARD POSITIONS, ONE OF THE FIRST THINGS THAT VOTERS WANT TO ASK IS, HOW DO YOU FEEL ABOUT REZONING IF YOU'RE IN THE RIGHT DIRECTION WITH REZONING? AND THERE'S ONE MORE THING, THEN YOU'VE GOT OUR VOTES. IN FACT, I'VE ACTUALLY SEEN CORRESPONDENCE BETWEEN BOARD MEMBERS AND COMMUNITIES THAT SHE SAID THAT, OR HE SAID THAT THEY WERE NOT GOING TO DO THAT. 
          SO WE'RE GOING TO CAST OUR VOTE, YOU GUYS, WE HAVE TO GET BACK TO WHAT'S IMPORTANT. THAT'S THE KIDS. THAT'S THE ACADEMICS. THAT'S ALL FAMILIES. THAT'S ALL SCHOOLS. I KNOW THAT EVERYBODY HAS THEIR DESIRES, BUT WE NEED TO MAKE IT ABOUT ONE FORT BEND ISD, AND WE CANNOT DO THAT. 
          WHEN WE CHERRY PICK AND MAKE SURE WE'RE TAKING CARE OF ONE AREA AND NOT THE OTHER. 
          MARSHALL HAS A COMMUNITY. THEY HAVE A TEAM OF PEOPLE THAT WANT TO COMMUNICATE WITH YOU GUYS AGAIN, AND I WANT TO MAKE IT CLEAR THAT WE'RE NOT SUPER NEIGHBORHOODS. WE ARE. THE MARSHALL ADVOCACY FOCUS GROUP. CANNOT WAIT TO GET WITH YOU GUYS AGAIN TO TALK ABOUT SOME GREAT PLANS THAT WE HAVE AHEAD OF US. THANK YOU SO MUCH. THANK YOU. NEXT IS AN PANG. THANK YOU, BOARD FOR THE OPPORTUNITY FOR DISCUSSION ON THE CELL PHONE TOWER. MY HUSBAND'S NAME IS KEN PANG AND HE IS THE FATHER OF CHILDREN ZONED TO A WALKER STATION IN SATARTIA. HE IS ALSO AN ELECTRICAL ENGINEER AND CONSULTANT TO THE OIL AND GAS INDUSTRY. QUOTE THE CONSTRUCTION OF CELL PHONE TOWERS AT ELEMENTARY AND SECONDARY SCHOOLS CONCERNS ME GREATLY. WHILE I UNDERSTAND THAT OUR RADIATION LEVELS FALLS BELOW THE TOLERANCES FROM THE 2019 FCC REVIEW, WHICH AFFIRMS THE 1996 RF STUDY, NO ENGINEER THAT I KNOW WOULD TRUST THE SAFETY AND RELIABILITY OF THEIR PRODUCT TO SPECIFICATIONS FROM 30 YEARS AGO. THERE ARE MANY ENGINEERING DISASTERS IN HISTORY THAT WERE BUILT ON SAFETY ASSUMPTIONS THAT HAVE CAUSED ENORMOUS HEALTH IMPACTS AND DEATHS. THE HYATT REGENCY DISASTER AND THE TACOMA NARROWS BRIDGE ARE EXAMPLES OF PROJECTS BUILT ON SAFETY ASSUMPTIONS THAT WERE PRESUMED WITHIN ALLOWABLE TOLERANCES AND RESULTED IN TRAGEDY. ON AUGUST 26TH, 2026, THE US COURT OF APPEALS FOR THE DISTRICT OF COLUMBIA CIRCUIT GAVE THE FCC 30 DAYS TO RESPOND TO CHILDREN'S HEALTH DEFENSE PETITION ON WIRELESS HARMS. THE FCC HAS 30 DAYS TO EXPLAIN HOW 
          [00:55:03]
IT DETERMINED THAT CURRENT RADIO FREQUENCY RADIATION. ARE ADEQUATELY, ADEQUATELY PROTECTS PEOPLE. ON SEPTEMBER 17TH, 2026, THE HEALTH AND HUMAN SERVICES SENT OUT A NOTICE FOR PUBLIC INPUT ON EMF AND WIRELESS RADIATION AND THE POTENTIAL HEALTH EFFECTS OF THOSE. I URGE YOU BOARD TO RECONSIDER. RECONSIDER THE CONSTRUCTION OF CELL TOWERS AT OUR SCHOOLS. 
          WELL, I UNDERSTAND THE SCHOOL DISTRICT FACES DIFFICULT FINANCIAL CHALLENGES. THE LEVEL OF OPPOSITION BY THE PUBLIC SHOULD NOT BE IGNORED. EVEN IF YOU BELIEVE THIS IS THE RIGHT THING TO DO, THE LEVEL OF ANIMOSITY AND PUBLIC DISTRUST THAT THE BOARD HAS CREATED SHOULD GIVE ONE PAUSE. WORK WITH THE PUBLIC TOGETHER TO FIND A COMMON PATH FORWARD FOR FINANCES. IF THAT'S THE ISSUE WE, THE PUBLIC, WANT TO SUPPORT THE BOARD, BUT NOT BY BUILDING CELL PHONE TOWERS ON SCHOOLS. WE, THE PUBLIC, WANT TO WORK TOGETHER WITH YOU TO FUND THE EDUCATION SYSTEM, BUT NOT AT THE EXPENSE OF OUR CHILDREN'S HEALTH. EVEN IF CURRENT STUDIES DO NOT AGREE ON NEGATIVE HEALTH IMPACTS, WE CONCERN PARENTS DO NOT WANT OUR LITTLE ONES SUBJECTED TO THE HOPE THAT THE GOVERNMENT STUDIES ARE CORRECT, AND THAT THE RECENT STUDY SHOWING CORRELATION OF CHILDHOOD CANCERS TO CELL TOWERS ARE INCORRECT. HELP US TO HELP YOU. 30S CELL PHONE TOWERS TO CLOSE. AT THE JULY 27TH BOARD MEETING, THE BOARD SAID THAT THIS DECISION WAS, QUOTE, RUSHED. UNRUSHED THIS DECISION, WORK WITH US. RELEASE ANY DOCUMENTS THAT YOU ARE NOT DISCLOSING THAT WE HAVE REQUESTED. USE THE TERMINATION CLAUSE IN THE CONTRACT TO TERMINATE THE CELL PHONE TOWERS. THANK YOU. THE LAST SPEAKER TO COME TO THE PODIUM NEXT IS DERRICK DAWSON. GOOD EVENING. NO JOB TITLE SHOULD DETERMINE WHO FEELS SAFE AT WORK. EVERY EMPLOYEE DESERVES TO BE HEARD, SUPPORTED AND TREATED FAIRLY. 
          YET TOO MANY TEACHERS AND PARAPROFESSIONALS FEAR BEING TARGETED SIMPLY FOR SPEAKING UP AND SPEAKING OUT. MAKE NO MISTAKE, RETALIATION RARELY ANNOUNCES ITSELF. IT CAN LOOK LIKE EXCESSIVE MONITORING WHERE ADMINISTRATORS ENTER THE SAME CLASSROOM. UPWARDS OF 4 TO 5 TIMES IN ONE DAY WITHOUT UTTERING A WORD TO THE TEACHER. ONE SIDED DOCUMENTATION. 
          MOUNTAINS OF UNREASONABLE EXPECTATIONS OR EVALUATION. STRIPPED OF CONTEXT. ONE INCIDENT MAY BE HARD TO PROVE, BUT A PATTERN IS HARD TO IGNORE. SERVANT LEADERSHIP MEANS LISTENING, SUPPORTING, AND ACTING FAIRLY. WHEN LEADERS FAIL TO DO THAT, TRUST ERODES AND THE DISTRICT'S CREDIBILITY SUFFERS. WE CANNOT DEMAND EXCELLENT INSTRUCTION FROM TEACHERS WHO EXHAUST THEIR ENERGY PROTECTING THEMSELVES. IF WE EXPECT THEM TO SHOW UP FULLY FOR STUDENTS, WE MUST SHOW UP FULLY FOR THEM. CAMPUS CULTURE IS SHAPED BY CAMPUS CONDUCT. I URGE THE DISTRICT TO EXAMINE THE INTERPERSONAL INTERACTIONS BETWEEN ADMINISTRATORS, FACULTY, AND STAFF. WHEN RETALIATION REPLACES RESPECT, TRUST BREAKS. 
          TEAMWORK FADES. TEACHING BECOMES A CHALLENGE AND STUDENTS SUFFER AS A CONSEQUENCE. I LOOK FORWARD TO A MEANINGFUL DISCUSSION ABOUT THESE SOLUTIONS. THANK YOU. 
          THANK YOU FOR ASKING ME TO. HI. SUMITA GHOSH, CURRENT FORT BEND ISD PARENT. FIRST, I WANTED TO START WITH THE SECONDARY BOUNDARY SURVEY AND PLANNING UPDATE AGENDA ITEM. 
          SPECIFICALLY, THE CLEMENTS HIGH SCHOOL FEEDER PATTERN THAT HAS TWO SCENARIOS. MISSING IS THE ONE TO LEAVE THINGS ALONE. VERY CURIOUS. SINCE THIS PLANNING PROCESS LEAVES ALONE THE PLANNING FOR FIVE OF FORT BEND ISD HIGH SCHOOLS, WHERE THE SCENARIOS FOR CRAWFORD HIGH, HIGHTOWER, MARSHALL RIDGE POINT AND WILLOW RIDGE. INTERESTING THAT THREE OF THESE FIVE SCHOOLS ARE GROSSLY UNDER CAPACITY. IS THE PLAN TO JUST LET THEM WITHER AWAY AND CLOSE THEM LIKE THE SEVEN ELEMENTARY SCHOOLS IN AUGUST? IF THEY DON'T HAVE A SEAT AT THE TABLE. 
          THEY ARE GOING TO BE ON THE MENU. AND I WAS ESPECIALLY DISTURBED TO HEAR THAT ONE OF THE SUGGESTIONS FOR BOUNDARY PLANNING IS THAT YOU FIND SCHOOLS THAT WILL BE EASIER TO CLOSE DOWN, LIKE DULLES, LIKE DULLES. DID YOU KNOW YOU'RE THEY'RE PLANNING TO CLOSE YOU DOWN, MAKE IT EASIER FOR YOU THROUGH THE BOUNDARY PLANNING PROCESS? I GUESS IN ANY CASE, GETTING BACK TO CLEMENTS HIGH SCHOOL, WHY IS THE DESIGN CAPACITY A MOVING TARGET? IT CHANGED FROM 2800 TO 3050. WHY? AND THE SCENARIO ONE ADDS 141 STUDENTS, WHILE SCENARIO TWO ADDS A WHOPPING 473 STUDENTS, INCLUDING HIGH DENSITY AT 16% INCREASE. AND AS MARK TWAIN SAYS, THERE'S THREE KINDS OF LIES, LIES, DAMN LIES AND STATISTICS. SO WITH ALL DUE 
          [01:00:03]
RESPECT TO THE BOUNDARY PLANNING COMMITTEE, THEY NEED TO GO BACK TO THE DRAWING BOARD BECAUSE THEY'RE JUST IGNORING FIVE SCHOOLS IN THIS DISTRICT. AND AND I DON'T UNDERSTAND THIS RELUCTANCE TO KICK THE CAN DOWN THE ROAD. WE NEED TO CLEARLY SHIFT SCHOOLS OVER TO THE EAST SIDE. AND THAT'S JUST NOT HAPPENING. WHY ARE WE CONTINUING TO DO THIS? I HAVE BEEN A PARENT AT FORT BEND ISD FOR LIKE TEN YEARS NOW, AND IT'S JUST BAFFLING TO ME WHY WE CONTINUE TO DO THIS EVERY YEAR. PLEASE REVIEW DISTRICT WIDE HIGH SCHOOL BOUNDARY PLANNING AND CONSIDER A CONSERVATIVE APPROACH TO FEEDER AND PATTERN ALIGNMENT. OR LET'S JUST SAY THAT DIRTY WORD REZONING. LET'S NOT KEEP KICKING THE CAN DOWN THE ROAD. WHICH BRINGS ME TO THE BIGGER ISSUE OF WHY OUR CHILDREN'S HEALTH AND SAFETY OFTEN IS THE LAST CONSIDERATION IN CRITICAL DECISION MAKING. I WANTED TO BRING UP ANOTHER QUOTE. FIRST, DO NO HARM. YES, WE'RE NOT MDS, BUT YOU ALL ARE MAKING LIFE AND DEATH DECISIONS FOR OUR KIDS, WHETHER IT'S CELL PHONE TOWERS, A D H, LOCAL POLICY. UNNECESSARY. AS I FOUND OUT THIS WEEK WITH LANGUAGE THAT THE ACLU HAS WARNED THE SCHOOL DISTRICT NOT TO USE BOOK BANS OR SCREEN USAGE, I HOPE THE BOARD RECONSIDERS DECISION MAKING IN THE PAST. OUR KIDS DESERVE BETTER. IT'S NEVER TOO LATE. LET'S TURN FORT BEND ISD INTO A TWO TRUE COLLABORATIVE PARTNERSHIP WHERE PARENT INPUT IS VALUED. SO SB ISD AT FORT BEND ISD BECOMES MORE THAN JUST ANOTHER DYING PUBLIC SCHOOL 
          [6. Superintendent Update]
DISTRICT. THANK YOU. NEXT UP ON OUR AGENDA IS THE SUPERINTENDENT'S UPDATE, DOCTOR SMITH. THANK YOU, MADAM PRESIDENT. GOOD EVENING, TRUSTEES AND GOOD EVENING, MEMBERS OF THE COMMUNITY. I HAVE THE FOLLOWING ITEMS THAT I WILL BE REPORTING ON THIS EVENING. THE FIRST ITEM IS OUR FIRST FINANCIAL RATING REPORT. RECENTLY, THE TEXAS EDUCATION AGENCY RELEASED THE FINANCIAL ACCOUNTABILITY RATINGS FOR SCHOOL DISTRICTS IN THE STATE OF TEXAS, AND FORT BEND ISD EARNED AN A SUPERIOR ACHIEVEMENT RATING UNDER THE STATE'S FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS, AND THAT'S COMMONLY KNOWN AS THE SCHOOLS FIRST REPORT. THIS IS THE HIGHEST FINANCIAL ACCOUNTABILITY RATING THAT'S AWARDED BY THE TEXAS EDUCATION AGENCY. IN THIS PROCESS, THE STATE EXAMINES 21 DIFFERENT FINANCIAL DIMENSIONS RELATED TO THE MANAGEMENT OF THE SCHOOL DISTRICT. FOR EXAMPLE, ADMINISTRATIVE COST RATIOS, INDEPENDENT FINANCIAL AUDITS, FINANCIAL REPORTING, INTERNAL CONTROLS, AND THE OVERALL FINANCIAL MANAGEMENT PRACTICES OF THE DISTRICT, JUST TO NAME A FEW OF THOSE 21 DIFFERENT DIMENSIONS. WHILE THE FIRST REPORT DOESN'T JUST LOOK AT ONE SNAPSHOT IN TIME, IT DOES EXAMINE WHERE OUR DISTRICT HAS THE FINANCIAL CAPACITY TO WITHSTAND THE FINANCIAL CIRCUMSTANCES THAT SOMETIMES COME INTO PLAY. AND THIS IS ESPECIALLY USEFUL, OF COURSE, IN THE CONTEXT OF WHAT WE'RE CURRENTLY DEALING WITH, THE DECLINING ENROLLMENTS AND THE PRESSURES OF THE BUDGET. THE A RATING DOES NOT NECESSARILY MEAN THAT WE DON'T HAVE FINANCIAL CHALLENGES AND THAT WE DON'T HAVE FINANCIAL PRESSURES. WE KNOW THAT WE DO. IT'S IMPORTANT TO POINT OUT THAT IT DOES MEAN THAT WE ARE MANAGING THOSE CHALLENGES, AND THAT WE ARE EFFECTIVELY MANAGING THE RESOURCES THAT WE DO GET FROM THE STATE. AND PERHAPS OUR MOST IMPORTANT POINT FOR OUR COMMUNITY AND FOR OUR TRUSTEES IS THAT AS A DISTRICT, WE DO NOT GET TO GRADE OURSELVES. THE TEXAS EDUCATION AGENCY INDEPENDENTLY EVALUATES OUR FINANCIAL PRACTICES AND PERFORMANCE, AND AFTER EXAMINING THE WAY THAT WE MANAGE THE PUBLIC SCHOOL RESOURCES THAT ARE ENTRUSTED TO US, THE STATE OF TEXAS AWARDED OUR DISTRICT, OF COURSE, WITH THE HIGHEST RATING AND A SUPERIOR ACHIEVEMENT. THAT IS INDEPENDENT VALIDATION THAT WHILE WE MAY FACE FINANCIAL CHALLENGES, WE ARE MANAGING OUR RESOURCES RESPONSIBLY WITH DISCIPLINE AND ACCOUNTABILITY AND A COMMITMENT TO BEING GOOD STEWARDS OF EVERY TAXPAYERS DOLLARS. SO I WANT TO THANK THE BOARD AND EVERY THE WORK THAT THE FINANCIAL TEAM HAS DONE TO PUT US IN THIS POSITION. THE NEXT ITEM THAT I HAVE, IN KEEPING WITH THE THEME OF TOP HONORS, WE HAVE 66 FORT BEND ISD SENIORS THAT WERE NAMED SEMIFINALISTS IN THE 2027 NATIONAL MERIT SCHOLARSHIP PROGRAM. THESE STUDENTS ARE AMONG APPROXIMATELY 16,000 SEMIFINALISTS NATIONWIDE, AND THAT REPRESENTS THE TOP 1% OF U.S. HIGH SCHOOL SENIORS BASED ON THEIR PERFORMANCE ON THE PSAT. AND SO SEMIFINALISTS HAVE AN OPPORTUNITY TO ADVANCE IN COMPETITION FOR APPROXIMATELY 6700 NATIONAL MERIT SCHOLARSHIPS. THAT'S WORTH ABOUT $24 MILLION. AND THAT WILL BE ANNOUNCED IN THIS UPCOMING SPRING. AND SO TO BE CONSIDERED FOR A MERIT SCHOLARSHIP AWARD, A SEMIFINALIST MUST MEET ADDITIONAL REQUIREMENTS TO 
          [01:05:02]
ADVANCE TO THE FINALIST LEVEL. YOU MAY RECALL IN JULY, I ANNOUNCED THAT THERE WERE 41 NATIONAL MERIT SCHOLAR WINNERS IN FORT BEND ISD FOR THE 2026 SCHOOL YEAR. SO WE CERTAINLY HAVE ESTABLISHED A GOOD TRACK RECORD NATIONALLY, AND THAT WAS AN INCREASE FROM 37 THE PREVIOUS YEAR. SO I KNOW THAT THIS GROUP OF STUDENTS ARE HAVE PAVED THE WAY AND THEY'RE GOING TO DO GREAT THINGS. BEST OF LUCK TO ALL THE 66 SEMIFINALISTS AS THEY COMPETE FOR THE NATIONAL HONORS FOR THIS SCHOOL YEAR. ALSO, THERE ARE MANY ORGANIZATIONS AT THIS TIME OF YEAR THAT RANK SCHOOLS AND RANK SCHOOL DISTRICTS. AND SO DAILY RANK IS ONE OF THOSE ORGANIZATIONS. JUST WANT TO HIGHLIGHT THE FACT THAT THROUGH THEIR PROCESS OF LOOKING AT ACADEMIC PERFORMANCE, COLLEGE PLACEMENT, CAREER AND CAREER AND MILITARY READINESS, EXTRACURRICULAR OPPORTUNITIES, FACILITIES, AND THE OVERALL IMPACT IN THE COMMUNITY, THE DAILY RANK. HAD WE HAD THREE SCHOOLS IN THE TOP 50 HIGH SCHOOLS IN TEXAS, IN THE TOP 25, WE HAD CLEMENTS RANKED AT 23. WE HAD RIDGE POINT RANKED AT 25, AND THEN WE HAD ELKINS COMING IN AT NUMBER 39 OUT OF 50. SO REALLY PROUD OF THOSE SCHOOLS, THE WORK THAT THEY'RE DOING. WE HAVE MANY OTHER CAMPUSES THAT ARE JUST OUTSIDE THAT TOP 50, SO WE'RE LOOKING FORWARD TO CONTINUE TO MAKE OUR WAY AS WE MAKE THE ACADEMIC IMPROVEMENTS IN OUR SCHOOL DISTRICT. THE NEXT ITEM IS TO RECOGNIZE ONE OF OUR OUTSTANDING STUDENTS, CLEMENTS HIGH SCHOOL. OUR STUDENT IS CADET LIEUTENANT CLAIRE WING, AND SHE RECEIVED THE LEGION OF VALOR BRONZE CROSS FOR ACHIEVEMENT. THIS IS THE HIGHEST PRESENTED AWARD NATIONALLY FOR THE JUNIOR ROTC PROGRAM. THE BRONZE CROSS IS AMONG THE MOST SELECTIVE HONORS IN JROTC, RECOGNIZING EXCEPTIONAL LEADERSHIP, ACADEMIC ACHIEVEMENT, AND MILITARY EXCELLENCE. TO QUALIFY, THE CANDIDATES MUST BE A HIGH SCHOOL JUNIOR. THEY HAVE TO DEMONSTRATE OUTSTANDING LEADERSHIP, AND THEY HAVE TO RANK IN THE TOP 25% OF BOTH THEIR OVERALL GRADUATION CLASS AND THE NAVAL SCIENCE CLASS. EACH JROTC UNIT MAY NOMINATE ONLY ONE CADET ANNUALLY. 
          LIEUTENANT CLAIRE WING WAS SELECTED AS THE SOLE RECIPIENT FROM AREA 17, AND THAT INCLUDES 28 UNITS AND MORE THAN 3400 CADETS WORLDWIDE. FEWER THAN 30 OF THE APPROXIMATELY 90,000 NAVY JROTC CADETS TYPICALLY RECEIVE THE AWARD EACH YEAR. SO THIS IS A BIG DEAL FOR THIS CADET. AND SO LIEUTENANT CLAIRE WING HAS ALSO EARNED A FOUR YEAR NATIONAL JROTC SCHOLARSHIP VALUED AT $250,000. SO SHE'S DOING OUTSTANDING WORK. REALLY PROUD OF HER. THE NEXT ITEM. 
          THIS SEPTEMBER, OUR DISTRICT LEADERS HAD AN OPPORTUNITY TO PARTNER WITH THE EDUCATION FOUNDATION AT THEIR ANNUAL GOLF TOURNAMENT. THEY RAISED THE SECOND HIGHEST AMOUNT IN THE TOURNAMENT HISTORY AT $151,000, 330 334. AND THIS WAS NOT ONLY JUST A FUN EVENT, BUT IT ALSO WAS GREAT TO SEE SO MANY MEMBERS OF THE COMMUNITY SUPPORTING OUR SCHOOL DISTRICT. 
          AS YOU ALL KNOW, THIS MONEY GOES TO OUR TEACHERS IN THE CLASSROOM. AND SO IT WAS JUST A GREAT DAY AND AN AWESOME OPPORTUNITY FOR OUR TEACHERS TO CONTINUE TO PROVIDE OPPORTUNITIES FOR OUR STUDENTS. AND WE APPRECIATE THE FORT BEND EDUCATION FOUNDATION. AND THEN LAST WEEK, I HAD THE HONOR TO INTRODUCE OUR DULLES KICKSTART DEMONSTRATION TEAM AT THE TRIBUTE FOR CHUCK NORRIS. AND THE KICKSTART EVENT IS A LONG STANDING, SUCCESSFUL AT GROUP OF ACTIVITY IN OUR DISTRICT. WE'RE SO APPRECIATIVE OF THE PARTNERSHIP OF THE KICKSTART KIDS AND THE WORK THAT THEY DO EACH AND EVERY DAY. WE KNOW THE VALUE THAT IT HAS A STUDENT DISCIPLINE, RESILIENCE, THE PERSEVERANCE THAT OUR STUDENTS EARN, SO MANY OTHER IMPORTANT LIFE SKILLS. AND SO OUR STUDENTS AT DULLES MIDDLE SCHOOL WERE ON DISPLAY THIS PAST WEEK, AND THEY DID AN OUTSTANDING JOB. THEY TOOK THE STAGE, THEY HAD AN AWESOME PERFORMANCE. THEY HAD A STANDING OVATION. AND TO LEARN ABOUT THEIR ACCOMPLISHMENTS AND THE COMMITMENT AND DEDICATION TO THEIR CRAFT IS IS VERY IMPRESSIVE. THIS PAST NOVEMBER, WE HAD 16 MEMBERS TO COMPETE FOR TEAM USA AT THE WORLD MARTIAL ARTS GAME IN OSLO, NORWAY, AND THEY BROUGHT HOME TEN GOLD MEDALS, FIVE SILVER MEDALS AND THREE BRONZE MEDALS. 
          AND NEXT MONTH, 18 MEMBERS WHO QUALIFIED FOR THE INTERNATIONAL COMBAT ORGANIZATION TEAM USA. 
          [01:10:08]
THEY WILL COMPETE IN FRANCE AGAINST ATHLETES FROM 40 OTHER COUNTRIES. SO THESE STUDENTS ARE DOING GREAT WORK, AND THEY'RE REPRESENTING FORT BEND ISD, NOT JUST LOCALLY, STATEWIDE, BUT WORLDWIDE. AND THEIR PERFORMANCE WAS REALLY ONE TO REALLY STAND AND GIVE AN OVATION FOR. THEY DID A GREAT JOB. SO CONGRATS TO OUR STUDENTS AND THANKS TO THE KICKSTART ORGANIZATION FOR ALL THAT THEY DO FOR OUR STUDENTS. MADAM PRESIDENT, THAT CONCLUDES 
          [7. Board Activity Report]
THE SUPERINTENDENT'S REPORT. THANK YOU, DOCTOR SMITH. NEXT UP IS OUR BOARD ACTIVITY REPORT. 
          DOCTOR GILLIAM. GOOD EVENING. YOUR FORT BEND ISD SCHOOL BOARD AT WORK. BOARD MEMBERS. 
          DISTRICT ACTIVITIES REPORT INCLUDE SHACK MEETING. FORT BEND ISD NIGHT AT SPACE. 
          COWBOYS. GAME. TEXAS WAY TAILGATE EVENT. STUDENT LEADERSHIP 101. STATE OF THE CITY. MISSOURI CITY AND THE CALENDAR COMMITTEE. THANK YOU. THANK YOU, DOCTOR GILLIAM. NEXT 
          [8.b. Student Achievement Update: Redesign, Programming, and Enrollment]
ARE OUR INFORMATION ITEMS. FIRST IS OUR SECONDARY BOUNDARY SURVEY AND PLANNING UPDATE. 
          DOCTOR SMITH YES, MA'AM. MADAM PRESIDENT, MAY I ASK IF WE COULD DO THE STUDENT ACHIEVEMENT UPDATE? FIRST, WE WANT TO MAKE SURE OUR BOUNDARY PLANNER STEWARD IS READY AND AVAILABLE. HE HAD ANOTHER EVENT. AND SO. YEP. SO LET'S DO STUDENT ACHIEVEMENT UPDATE FIRST. GO AHEAD. THANK YOU. SO I'M GOING TO CALL OUR DEPUTY SUPERINTENDENT FOR TEACHING AND LEARNING MR. MRS. DOCTOR JORDAN AND SHE WILL DO THE STUDENT ACHIEVEMENT UPDATE. THANK YOU, MADAM PRESIDENT. GOOD EVENING, MADAM PRESIDENT. BOARD OF TRUSTEES, IT IS MY PLEASURE TO SHARE WITH YOU A STUDENT ACHIEVEMENT UPDATE THIS EVENING AS IT RELATES TO OUR REDESIGN ENROLLMENT AND PROVIDE A FEW PROGRAM UPDATES. SO THIS EVENING, I WILL BE SHARING WITH YOU HOW WE ARE MOVING FORWARD TOGETHER. REALLY JUST REVISITING QUICKLY THE WHY WE LAUNCHED REDESIGN. WE WILL REVIEW THE VISION OF THE REDESIGN, THE FORT BEND ISD EXPERIENCE. WE WILL REVIEW OUR PROGRAMS AND OUR PARTICIPATIONS. BY THE NUMBERS. I WILL SHARE WITH YOU THE POSSIBILITIES AND THEN WE WILL DISCUSS THE PATH FORWARD. SO AS WE THINK ABOUT FORT BEND ISD REDESIGN BACK IN MARCH, I PRESENTED TO THE BOARD OUR INITIAL OPTIONS AND OUR GOAL AT THAT TIME, AND IT STILL REMAINS TRUE, IS TO PROVIDE ACCESS TO OUR STUDENTS SO THAT THEY HAVE HIGH QUALITY LEARNING OPPORTUNITIES, AS WELL AS PROVIDE CHOICE TO OUR FAMILIES WHILE STRENGTHENING OUR SCHOOLS TO ENSURE THAT WE ATTRACT AND RETAIN OUR CURRENT STUDENTS WHILE MAINTAINING LONG TERM SUSTAINABILITY. AND SO, AS WE THINK ABOUT OUR FORT BEND ISD REDESIGN, REALLY WANTING TO PUSH US TO NOT JUST THINK ABOUT REDESIGNING SCHOOL OPTIONS, BUT REALLY REDESIGNING THE JOURNEY FOR OUR STUDENTS, CREATING A CONNECTED SYSTEM OF OPPORTUNITIES THAT WILL MOVE EVERY STUDENT FORWARD TOGETHER. SO AS I SHARE WITH YOU AN UPDATE THIS EVENING, I'M, I'M VERY EXCITED ABOUT THE WORK THAT THE TEAMS COLLECTIVELY HAVE DONE OVER THE PAST FEW MONTHS. OUR GOAL OF REDESIGNING THE FORT BEND ISD EXPERIENCE IS FROM FIRST STEPS TO FUTURE STEPS. SO STARTING WITH OUR EARLIEST LEARNER AT THEIR FIRST STEPS. AND I'M EXCITED TO SHARE WITH YOU THIS EVENING THAT FORT BEND ISD HAS A LICENSED CHILD CARE FACILITY. WE SECURED OUR CERTIFICATION. SO WE ARE SO VERY EXCITED ABOUT THAT. SO NOT ONLY DO WE HAVE OUR EMPLOYEE CHILD CARE AND WE OFFER PRE-K, WE MOVE TO OUR FOUNDATION, WHICH WE KNOW IS ELEMENTARY THROUGH LANGUAGE IMMERSION PROGRAMS. AND WE'VE CREATED AN ENRICHED LEARNING ENVIRONMENT FOR OUR STUDENTS. THEN WE WORK OUR WAY UP TO GRADE SIX, SEVENTH AND EIGHTH. AND WE KNOW THAT'S WHERE OUR MIDDLE SCHOOL STUDENTS ARE REALLY TRYING TO FIND THEMSELVES AND DISCOVER. AND SO WE EXPANDED CHOICE SO THAT OUR STUDENTS CAN REALLY EXPLORE THEIR AREAS OF INTEREST. AND THEN WE ALIGN TO OUR PATHWAYS AT HIGH SCHOOL TO MAKE SURE THAT AS WE ARE BUILDING ON THE FOUNDATION ELEMENTARY, GIVING EXPLORE OPTIONS IN MIDDLE SCHOOL THAT OUR STUDENTS ARE SET UP FOR SUCCESS THROUGH OUR CTE PATHWAYS, OUR P-TECH EARLY COLLEGE, AND DUAL CREDIT, SO THAT WE CAN ENSURE THAT OUR STUDENTS LAUNCH INTO COLLEGE, CAREER AND LIFE AND ARE PREPARED FOR POST-SECONDARY. AND SO WE ARE ONE CONNECTED JOURNEY WITH MORE CHOICES AND STRONGER PATHWAYS TOGETHER. BOARD BACK IN MARCH 2026 IS WHEN WE STARTED THIS REDESIGN JOURNEY. AND THANKS TO YOU ALL, YOU APPROVED SEVEN NEW OPTIONS TO LAUNCH THIS SCHOOL YEAR. I WILL PROVIDE YOU AN UPDATE OF SIX OF THE SEVEN OPTIONS THIS EVENING. SO WE'LL MOVE NOW INTO BY THE NUMBERS FOR OUR PROGRAMS. BEFORE WE DISCUSS OUR NUMBERS 
          [01:15:11]
FOR TRANSFERS, I WANT TO CALIBRATE ON TERMINOLOGY. AND SO WHEN WE LAUNCHED INTO OUR REDESIGN WE HAVE TWO OPTIONS FOR TRANSFERS. THE FIRST OPTION IS SCHOOL CHOICE. THAT IS INTRA DISTRICT. THAT'S FOR OUR FORT BEND ISD RESIDENTS. TRANSFERS WITHIN FORT BEND ISD. SO YOU MAY LIVE IN FORT BEND ISD AND ATTEND FORT BEND ISD SCHOOLS, OR YOU MAY NOT ATTEND FORT BEND ISD SCHOOLS, BUT YOU LIVE IN FORT BEND ISD ZONE. THAT'S OUR SCHOOL CHOICE FOR INTRA. OUR SECOND OPTION FOR TRANSFERS IS LIMITED OPEN ENROLLMENT. THAT'S ENTER. I LIKE TO THINK OF THAT AS FAMILIES WHO ARE WANTING TO ENTER FORT BEND ISD. SO ENTER DISTRICT IS FOR OUR NON RESIDENTS. WE LAUNCHED BOTH IN THE SPRING OF LAST YEAR. FOR OUR INTRA DISTRICT STUDENTS WHO ARE FORT BEND ISD RESIDENTS. WE HAD 1239 TRANSFERS AND FOR OUR. ENTER NEW TO FORT BEND ISD, WE HAVE 356 STUDENTS. SO FOR OUR TRANSFER OPTIONS THIS YEAR, WE HAVE A TOTAL OF 1595 STUDENTS WHO ARE IN THE DISTRICT ON A TRANSFER. WHEN WE THINK ABOUT THAT 356 NUMBER I SHARED WITH YOU IN THE SPRING, AND THEN I PROVIDED YOU AN UPDATE. PROJECTIONS IN JULY BASED UPON OUR STUDENTS IN CLASSROOMS, WE HAVE APPROXIMATELY 356 NEW STUDENTS TO FORT BEND ISD, WHICH WILL EQUATE TO POTENTIALLY $3.6 MILLION IN REVENUE. NOW THAT 3.6 MILLION ADDITIONAL DOLLARS IN REVENUE DOES NOT EQUATE FOR WEIGHTED FUNDING. SO THAT IS, IF A STUDENT, ONE OF THE 356 STUDENTS, ARE SPECIAL ED BILINGUAL, THEN THE FUNDING SOURCE OR THE FUNDING AMOUNT WILL BE A LITTLE DIFFERENT. WE WILL HAVE FINAL NUMBERS FOR YOU AFTER SNAPSHOT, WHICH WILL BE AFTER THE OCTOBER 30TH DATE, BUT WE ARE EXCITED FROM OUR APRIL MAY TIMELINE WHEN WE LAUNCH THE WINDOW AND TO THE BEGINNING OF THIS SCHOOL YEAR THAT WE HAVE 356 NEW STUDENTS TO FORT BEND ISD. I WOULD ALSO LIKE TO SHARE WITH YOU SOME OF OUR EARLY CHILDHOOD INFORMATION. SO AGAIN, WE'RE REALLY FOCUSED ON FIRST STEPS. AND SO AS WE THINK ABOUT OUR YOUNGEST LEARNERS, OUR PRE-K THREE, WE HAVE A PARTNERSHIP WITH BAKERRIPLEY. AND IN OUR PRE-K THREE, WE CURRENTLY HAVE 195 STUDENTS ENROLLED. AND WE HAVE NINE AVAILABLE SEATS. AND WHEN WE COMPARE OUR PRE-K, THREE NUMBERS FROM LAST YEAR AT THIS EXACT TIME, WE ARE UP BY APPROXIMATELY 25 STUDENTS. AND SO WE KNOW IN PRE-K THREE, OUR FAMILIES HAVE EXPRESSED INTEREST. AND SO WE CONTINUE TO EXPAND OUR PRE-K THREE PROGRAM WHERE NECESSARY, WITH OUR PRE-K FOUR STUDENTS. WE HAVE 2139 CUTIE PATOOTIE ENROLLED IN PRE-K, FOUR WITH 321 AVAILABLE SEATS. AGAIN, WHEN I COMPARE THESE NUMBERS TO LAST YEAR, OUR PRE-K FOUR NUMBERS ARE UP, BUT WE STILL HAD A LARGE AMOUNT OF PRE-K FOUR STUDENTS IN THE QUEUE. SO I THINK THIS NUMBER WILL LEVEL SET OVER THE NEXT COUPLE OF WEEKS. WE DO HAVE SPACES AVAILABLE IN PRE-K FOUR FOR OUR MONOLINGUAL STUDENTS AND OUR BILINGUAL STUDENTS. AND LAST BUT CERTAINLY NOT LEAST FOR EMPLOYEE CHILD CARE, WE RECEIVED OUR LICENSING SHORTLY AFTER SCHOOL STARTED. AND SO SOME FAMILIES HAD TO SECURE ALTERNATE CHILDCARE. BUT THE TEAM HAS BEEN ACTIVELY PROMOTING AND SEEKING INTEREST TO ENSURE THAT WE CAN FILL OUR SEATS. RIGHT NOW, WE HAVE SEVEN STUDENTS ENROLLED AND WE HAVE 23 AVAILABLE SEATS. WE'VE HEARD FROM OUR STAFF MEMBERS, AND WHAT THEY HAVE SHARED IS SOME OF OUR DISTRICT EMPLOYEES WHO MAY NOT MAKE THE STANDARD CERTIFIED STAFF SALARY HAVE ASKED IF THERE'S ANY WAY THAT WE HAVE SOME TUITION ASSISTANCE. SO WE'VE HEARD FROM THE COMMUNITY, WE ARE MAKING AN ADJUSTMENT AND WE WILL BE ABLE TO PROVIDE TUITION ASSISTANCE FOR OUR DISTRICT EMPLOYEES WHO MAKE $60,000 OR LESS, SO THAT WE CAN OPEN UP ADDITIONAL SEATS AND FILL THOSE SEATS FOR OUR EMPLOYEES. FOR OUR ELEMENTARY PROGRAMS. AGAIN, THANKS TO YOUR APPROVAL FOR FORT BEND REDESIGN WE LAUNCHED THIS YEAR MANDARIN IMMERSION AT COLONY MEADOWS. IT HAS 38 STUDENTS. REMEMBER BOARD THAT OUR MANDARIN IMMERSION AND OUR TWO WAY DUAL LANGUAGE STARTS IN KINDERGARTEN, AND WE 
          [01:20:04]
WILL ADD A GRADE LEVEL AS OUR STUDENTS MATRICULATE UP THROUGHOUT THE PROGRAM. AND SO MANDARIN IMMERSION AT COLONY MEADOWS HAS TWO SECTIONS OF KINDER. WE HAVE 37 THAT ARE FORT BEND ISD RESIDENTS AND ONE THAT'S NEW TO FORT BEND, OUR TWO WAY DUAL LANGUAGE PROGRAM AT COLONY BEND HAS ATTRACTED 38 STUDENTS FROM INSIDE FORT BEND ISD AND SIX NEW STUDENTS, WITH A TOTAL OF 44. AND OUR TWO WAY DUAL LANGUAGE AT BARRINGTON PLACE HAS 16 STUDENTS IN THEIR KINDERGARTEN SECTION. AS I MOVE INTO OUR MIDDLE SCHOOL CHOICE PROGRAMS, YOU CAN SEE ON THE SCREEN OUR INTRO. OUR STUDENTS WHO ARE FORT BEND ISD RESIDENTS. SO WE HAD A TOTAL OF 296 STUDENTS ENTRY TRANSFERS TO OUR MIDDLE SCHOOL CHOICE PROGRAMS WITH SIX STUDENTS WHO ARE NEW TO FORT BEND ISD COMING IN FOR THOSE PROGRAMS FOR A TOTAL OF 302. I WANT TO REMIND EVERYONE THAT FOR OUR MIDDLE SCHOOL PROGRAMS, WE LAUNCHED WITH A SIXTH GRADE COHORT. WE DID THIS FOR SEVERAL DIFFERENT REASONS. ONE, AS SHARED WITH YOU, BACK IN MARCH AND APRIL, WE WERE CHARGED AND PROUD TO BE FISCALLY AND FINANCIALLY RESPONSIBLE AND LAUNCHED THESE PROGRAMS WITH THE CURRENT STAFF THAT WE HAVE. AND SO TO ENSURE THAT WE WERE NOT ADDING TO THE FTE COUNT, WE STARTED WITH OUR SIXTH GRADE STUDENTS, AND THEN WE HAVE A CAP OF HOW MANY STUDENTS CAN BE IN THE PROGRAM. OUR MAX FOR OUR PROGRAMS, 60 STUDENTS. SO AS YOU CAN SEE, WE ARE PROUD WITH OUR FIRST COHORT TO SEE MANY OF OUR PROGRAMS AT OR NEAR THAT CAP. AND IF YOU WANT TO KNOW WHERE ALL THE FUN IS OUTSIDE OF THOSE LITTLES AT EARLY CHILDHOOD AND LOOKING AT OUR TWO WAY AND MANDARIN, THEN YOU GO TO THE MIDDLE SCHOOLS. THEY HAVE, SINCE SCHOOL STARTED, HAD MANY DIFFERENT EXPERIENCES. EACH OF THE SIX PROGRAMS HAVE HOSTED WELCOME CEREMONIES, AND WE HAD STANDING ROOM ONLY AT OUR ARTIFICIAL INTELLIGENCE CEREMONY. WE'VE HAD A FULL HOUSE AT HODGES BEND. FAMILIES HAVE BEEN ABLE TO COME PREVIEW THE EXPECTATIONS, GET A GOOD UNDERSTANDING OF WHAT THE PROGRAM OFFERS. AND THEN STUDENTS HAD A COMMITMENT SIGNING CEREMONY FOR THEM TO PARTAKE IN. IN ADDITION, WE HAVE HAD OUR STUDENTS WHO HAVE SAID THE PLEDGE AT THE SUGAR LAND CITY COUNCIL MEETING. WE'VE HAD PRAIRIE VIEW COLLEGE COME IN AND TEACH A LESSON AT MISSOURI CITY MIDDLE SCHOOL BASED AROUND FOOD, FOOD AND NATURAL RESOURCES. WE HAVE OUR STUDENTS AT MISSOURI CITY WORKING TO GET CPR CERTIFIED. 
          SO IMAGINE OUR SIXTH GRADERS LEAVING THAT PROGRAM BEING CPR CERTIFIED. AND THEN LAST BUT CERTAINLY NOT LEAST, WE'VE HAD OUR CREATIVE, CREATIVE ARTS AND INNOVATIVE DANCE CLINIC AT AT GARCIA. IN ADDITION TO THE EXPERIENCES, WHAT HAS BEEN MOST IMPORTANT IS THAT THE TEAM IS ON A LISTENING AND LEARNING TOUR. THIS IS NEW. WE LAUNCHED IT. WE WERE SUPER EXCITED. WE BELIEVE IN OUR PROGRESS AND KNOW THAT WE HAVE SOME ROOM FOR IMPROVEMENT. AND SO THE TEAM HAS BEEN WORKING TOGETHER. FEEDBACK, FEEDBACK FROM PROGRAM SPONSORS, FEEDBACK FROM CAMPUSES, AND ALSO FEEDBACK FROM PARENTS. AS WE ARE RECEIVING FEEDBACK, WE'RE MAKING SMALL TWEAKS ALONG THE WAY. AND THEN WE ARE ALSO PREPARING FOR THE SPRING. AGAIN, EACH PROGRAM IS DIFFERENT, BUT WE ARE EXCITED TO SAY THAT OUR STUDENTS HAVE JUMPED RIGHT IN INTO SOME EXPERIENCES. AND IF YOU HAVEN'T HEARD, YOU WILL SEE OUR FORT BEND STUDENTS ALL OVER THE COMMUNITY LEARNING AND GROWING. THE LAST TIME I PRESENTED TO YOU, I SHARED WITH YOU SOME PARTNERS THAT WE HAVE VERY EXCITED TO SHARE THAT WE'VE ADDED ADDITIONAL PARTNERS SINCE THE JULY PRESENTATION. AND SO BACK IN JULY, I SHARED WITH YOU SIX PARTNERS AND COLLABORATIONS THAT WE HAD BEGAN OUR JOURNEY WITH. AND NOW WE'RE ADDING EIGHT ADDITIONAL ONES. AND EACH ONE OF THE EIGHT THAT WE ARE ADDING HAVE ALREADY ACTIVATED, WHETHER IT'S THROUGH PRAIRIE VIEW, WORKING WITH 6 OR 6 PROGRAMS, OR THE CITY OF SUGAR LAND, ALLOWING OUR STUDENTS TO COME OUT, LEAD THE PLEDGE OR COMING TO US, OR OWN FORT BEND ISD POLICE DEPARTMENT HAS BEEN TEACHING OUR STUDENTS AT MISSOURI CITY MIDDLE SCHOOL. THE TEAM THAT LEADS THIS INITIATIVE, SMALL TEAM OF ONE, BUT A MIGHTY TEAM FOR SURE. AND THEY HAVE BEEN WORKING VERY HARD TO SECURE PARTNERSHIPS SO THAT WE REMAIN PHYSICALLY AND FINANCIALLY RESPONSIBLE. AND THEN AS WE LAUNCH INTO OUR HIGH SCHOOL ACADEMIES ON THE LEFT SIDE OF THE SCREEN, I WANT TO FOCUS IN ON STUDENT TRANSFERS. THESE ARE TRANSFERS THAT WOULD COME IN FROM OUR REDESIGN. AND SO AS YOU REVIEW THESE NUMBERS, YOU WILL NOTICE THAT NOT ALL OF OUR HIGH SCHOOL ACADEMIES ARE LISTED ON THE LEFT SIDE. THE ACADEMIES THAT ARE LISTED, LISTED ON THE LEFT SIDE ARE BASED UPON SEAT AVAILABILITY. AND SO WHEN YOU LOOK AT THE LEFT SIDE, YOU MAY NOT SEE OR 
          [01:25:05]
YOU WILL NOT SEE ELKINS OR DULLES. THAT'S BECAUSE THEY HAVE MAXED OUT THEIR CAPACITY WITH THEIR PROGRAMS WITHOUT ADDING ADDITIONAL STAFFING. AND SO I WILL SHARE WITH YOU WHERE WE WILL SEE THOSE NUMBERS. ONE OF THE THINGS WITH OUR PROGRAMS THAT ARE AT CAPACITY AND AT CAPACITY FOR THIS PRESENTATION FOR HIGH SCHOOL ACADEMIES MEANS THAT IF WE ADD ADDITIONAL STUDENTS, WE WILL NEED TO ADD ADDITIONAL FTES. FOR EXAMPLE, WHEN WE LOOK AT ELKINS AND OUR ENGINEERING ACADEMY, WE ADD ADDITIONAL STUDENTS. NOT ONLY WILL IT ADJUST OUR CORE FTE COUNT, BUT WE WOULD ALSO NEED TO WORK WITH OUR CTE STAFF TO ADJUST THE ELECTIVES THAT ARE OFFERED THERE. AND SO WHAT WE HAVE FOR THOSE PROGRAMS ARE WAIT LIST, AND WE WORK REALLY HARD TO WORK THROUGH OUR WAITLIST SO THAT OUR STUDENTS CAN HAVE A SEAT. SO AGAIN, WHEN YOU LOOK ON THE LEFT SIDE, YOU WILL SEE THE PROGRAMS THAT HAVE SEATS AVAILABLE WHEN WE LAUNCH THE REDESIGN. SO YOU WILL SEE THAT WE HAVE 15 STUDENTS AT THE HIGH SCHOOL LEVEL WHO HAVE TRANSFERRED WITHIN FORT BEND ISD FOR THE INTRA. AND WE HAVE TWO STUDENTS WHO ENTERED IN NEW TO FORT BEND ISD FOR OUR HIGH SCHOOL ACADEMIES, WITH A TOTAL OF 17. AND THEN ON THE RIGHT SIDE OF THE SCREEN, YOU WILL SEE OUR TOTAL ENROLLMENT. THIS IS THE TOTAL NUMBER OF STUDENTS WHO ARE PARTICIPATING IN OUR HIGH SCHOOL ACADEMIES, WHETHER IT WAS OPEN FOR REDESIGN OR NOT. 
          AND SO THE TOTAL NUMBER OF STUDENTS THAT WE HAVE IN OUR HIGH SCHOOL ACADEMIES ARE 1993. 
          SO SUPER EXCITING THINGS GOING ON IN FORT BEND ISD. EXCITED FOR OUR STUDENTS TO HAVE ACCESS, OPPORTUNITIES AND CHOICE. AND SO AS WE THINK ABOUT WHAT'S COMING AHEAD AND THE POSSIBILITIES WE REALLY WANT TO FOCUS IN FOR THIS UPCOMING SCHOOL YEAR ON OUR MISSION, POSSIBLE CAMPUSES. I SHARED WITH YOU IN THE STUDENT ACHIEVEMENT PRESENTATION THAT WE HAVE LAKE OLYMPIA MCCULLOCH AND MISSOURI CITY WHO HAVE A UNDERPERFORMANCE RATING OF YEAR TWO AND MCCULLOCH OF YEAR THREE. SO OUR PRIORITY IS REALLY LOOKING AT INNOVATIVE OPTIONS, INNOVATIVE PLANNING TO SEE WHAT WE CAN DO TO ASSIST THOSE CAMPUSES AND THOSE STUDENTS WITH ACHIEVING. AND THEN AS WE MOVE INTO YEAR TWO, WE WANT TO EXPLORE HIGH SCHOOL OPPORTUNITIES. THIS WILL BE A COMPREHENSIVE VIEW OF ALL OF OUR HIGH SCHOOLS, OUR HIGH SCHOOL ACADEMIES, AND OUR INNOVATIVE OPPORTUNITIES. SO WHEN YOU THINK TWO YEARS OUT FROM NOW, OUR SIXTH GRADERS WHO ARE IN THE FIRST COHORT OF OUR REDESIGN WILL HAVE MADE IT THROUGH SIXTH GRADE, SEVENTH GRADE, AND FINISHING UP EIGHTH GRADE, OUR GOAL IS TO ALIGN OUR MIDDLE SCHOOL FOUNDATION, WHETHER IT'S THROUGH FINE ARTS, WHETHER IT'S THROUGH ARTIFICIAL INTELLIGENCE, WHETHER IT'S THROUGH AVIATION, TO ENSURE THAT OUR HIGH SCHOOL ACADEMIES ALIGN TO SOME OF THOSE PATHWAYS. AND SO, AGAIN, THIS WILL TAKE US A LITTLE TIME TO REVIEW RESEARCH STUDY. AND SO WE WILL BE PLANNING OVER OUR HIGH SCHOOL ACADEMY'S OPTIONS AND OPPORTUNITIES OVER THE NEXT TWO YEARS. AND THEN DURING THAT TIME, WE ARE LOOKING AT INNOVATIVE OPPORTUNITIES. OUR GOAL IS TO HAVE A COMPREHENSIVE REVIEW AND A COMPREHENSIVE PLAN OF OUR HIGH SCHOOL INNOVATIVE OPPORTUNITIES. WE WANT TO MAINTAIN OUR ESTABLISHED AND SUCCESSFUL PROGRAMS. AS YOU HEARD EARLIER THIS EVENING, SUCH AS OUR EARLY COLLEGE HIGH SCHOOL AT MARSHALL AND OUR P-TECH PROGRAM AT WILLOW RIDGE. AND SO WHAT WE WILL BE DOING IS REALLY KIND OF HITTING A RESET AGAIN, REVIEWING COMPREHENSIVELY WHERE WE ARE AS A DISTRICT, REVIEWING ALL OF OUR HIGH SCHOOLS, ALIGNING OUR PATHWAYS AND MAKING SURE THAT WE ARE BUILDING SUSTAINABLE SYSTEMS WHILE REALLY REPLICATING EXCELLENCE, SUCH AS THE EARLY COLLEGE, HIGH SCHOOL AND THE P-TECH PROGRAM AT MARSHALL. AND THEN LAST BUT CERTAINLY NOT LEAST, ONCE WE HAVE A THROUGH LINE FOR OUR SECONDARIES, WE WILL BE WORKING TO EXPAND TO OUR ELEMENTARY TO ENSURE THAT THEY HAVE ACCESS AND OPPORTUNITIES SO THAT WE CAN LAY THE FOUNDATION. SO OUR NEXT STEPS IS TO REALLY LAUNCH COMMUNICATION FOR EMPLOYEE CHILDCARE AND OUR VIRTUAL HIGH SCHOOL. SO THE NUMBERS FOR OUR VIRTUAL HIGH SCHOOL ARE LOWER THAN ANTICIPATED, BUT WE WANT TO REACH OUT TO FAMILIES AND COMMUNICATE AND CONTINUE TO ATTRACT STUDENTS INTO FORT BEND ISD VIRTUAL AS WELL AS PROMOTE OUR SLIDING TUITION FOR OUR EMPLOYEE CHILDCARE. WE'RE GOING TO REVIEW OUR OPTIONS FOR THE MISSION POSSIBLE CAMPUSES, AND THEN WE'RE GOING TO PLAN FOR 20 2027 REDESIGN, APPLICATION LAUNCH. SO OUR GOAL IS REALLY FROM A CHILD'S FIRST LEARNING EXPERIENCE TO THE MOMENT THEY CROSS THE GRADUATION STAGE, EVERY OPPORTUNITY WILL CONNECT TO WHAT COMES NEXT. AND SO AS WE LOOK TO MOVE FORWARD 
          [01:30:07]
TOGETHER, WE'RE EXCITED ABOUT STARTING WITH OUR STUDENTS FIRST STEPS AND GETTING THEM ACROSS THE STAGE. THIS CONCLUDES THE PRESENTATION THAT I HAVE. I'M HAPPY TO ANSWER ANY QUESTIONS AT THIS TIME. THANK YOU, DOCTOR JORDAN. DO WE HAVE QUESTIONS FROM THE TRUSTEES? ALL RIGHT. SINCE I SEE NONE AT THIS TIME, I AM GOING TO ASK ONE. OKAY. OKAY. MISS CHARANIA. 
          YEAH. SO I HAD A COUPLE QUESTIONS. FIRST OF ALL, YOU KNOW, GREAT UPDATE. THESE ARE GREAT NUMBERS. AND I CAN SEE THE PROGRAM GROWING AS THE NEXT COHORT KIND OF COMES IN, YOU KNOW, NEXT YEAR. THANK YOU FOR THE, YOU KNOW, FOR LOOKING INTO PROVIDING THE EMPLOYEES WITH THE ASSISTANCE AND THE NEED FOR CHILDCARE WITH LAUNCHING THE TUITION ASSISTANCE. SO I THINK THAT WOULD BE GREAT AND HELPFUL TO OUR ■EMPLOYEES IN THE DISTRICT. I DID HAVE A QUESTION ON THE INTERDISTRICT AND THE INTERDISTRICT TRANSFERS. SO FOR OPEN ENROLLMENT, WHEN PARENTS ARE APPLYING FROM ONE OUTSIDE THE DISTRICT, DO THEY HAVE TO REAPPLY AGAIN NEXT YEAR OR IS IT THAT THEY'RE PART OF THAT? I MEAN, LIKE THEY THEY'RE GOING TO CONTINUE OR I MEAN, ARE THEY GUARANTEED TO CONTINUE NEXT YEAR OR DID THEY HAVE TO REAPPLY AND THEY MAY OR MAY NOT GET A SPOT. SO PARENTS WILL REAPPLY EACH YEAR AND IT'S BASED ON SEAT AVAILABILITY. AND SO DEPENDING ON HOW MANY SEATS ARE AVAILABLE AT THAT CAMPUS, OUR GOAL IS TO RETAIN OUR STUDENTS. AND SO WE WILL DO WHAT WE CAN TO RETAIN THEM. OKAY. THAT'S SO THAT'S REPLY. 
          YES. THAT'S FOR PEOPLE LIKE FOR PARENTS AND STUDENTS APPLYING FROM OUTSIDE THE DISTRICT. WHAT ABOUT THE ONES WHO ARE IN THE DISTRICT AND HAVE DONE AN OPEN ENROLLMENT. THEY ALSO HAVE TO REAPPLY AND IT'S BASED ON SEAT AVAILABILITY. SO FOR OUR INTRA DISTRICT THEY ALSO DO REAPPLY. 
          WE HAVE FOR INTER-DISTRICT TRANSFERS MANY REASONS FOR STUDENTS TO BE ON INTRA DISTRICT. IT MIGHT BE AN EMPLOYEE TRANSFER. IT MIGHT BE A PEG, WHICH IS OUR EDUCATION FOR SCIENCE AND FOR OUR CAMPUSES UNDERPERFORMING. AND SO THOSE CHANGE EVERY YEAR. SO THEY WILL REAPPLY. BUT OUR PRIORITY GOES TO OUR INTRA DISTRICT STUDENTS FIRST. OKAY. 
          ALL RIGHT. AND THEN AND THIS IS EVEN IF THEY'VE APPLIED TO AN ACADEMY PROGRAM, A MIDDLE SCHOOL OR A HIGH SCHOOL ACADEMY, THEY ALL SET TO REAPPLY. AGAIN, THEY DON'T HAVE A GUARANTEED SPOT IN THAT COHORT. OKAY. THE OTHER QUESTION I HAD WAS, SO IN THE MIDDLE SCHOOL PROGRAM, WHEN I LOOKED AT, I THINK IT'S ON PAGE OH TEN, IT SAYS HOW MANY ARE INTRA VERSUS INTER? HOW DO WE KNOW WHICH ONES OF THESE STUDENTS ARE ALREADY ZONED TO THAT SCHOOL VERSUS THEY'VE APPLIED, YOU KNOW, OR ARE COMING FROM A DIFFERENT MIDDLE SCHOOL. I CAN PROVIDE THAT TO YOU IN A BOARD UPDATE. SO WE DO HAVE THAT INFORMATION. HOW MANY ARE ZONED TO THAT SCHOOL VERSUS HOW MANY TRANSFERRED IN? AND I CAN PROVIDE THAT TO YOU THIS WEEK. OKAY. THANK YOU. AND THEN IF YOU GO TO PAGE 13, WHICH IS THE HIGH SCHOOL ACADEMY PIECE OF IT, SO DO I UNDERSTAND IT CORRECTLY? AND I'LL JUST LOOK AT GLOBAL STUDIES AT KEMPNER, FOR EXAMPLE, RIGHT ON THE LEFT SIDE ON THE CHART, I SEE THAT THERE'S ONE INTRA SO ONE ONE STUDENTS COMING IN FROM WITHIN FOR ISD THERE. BUT THE OTHER 49 STUDENTS IN THE GLOBAL STUDIES ACADEMY ATTEND KEMPNER. OKAY. I WAS I JUST WANT TO MAKE SURE I UNDERSTOOD THAT CORRECTLY. HOW MANY ACTUALLY WERE ALREADY ZONED TO THAT SCHOOL VERSUS COMING IN? NO. AM I SO FOR THE TOTAL ENROLLMENT, THE OTHER 49TH MAY NOT BE ZONED TO KEMPNER FOR THE LEFT SIDE. THAT IS, THE STUDENTS WHO APPLIED FOR LIMITED OPEN ENROLLMENT WINDOW ONLY. SO IN THE BOARD UPDATE, WHEN I GIVE YOU THE MIDDLE SCHOOL NUMBERS, I CAN GIVE YOU THE ZONED NUMBERS FOR THE HIGH SCHOOLS AS WELL. OKAY. 
          GOT IT. THANK YOU. YOU'RE SO VERY WELCOME. THANK YOU. THANK YOU, MR. AND MISS HAMMOND. SO THANK YOU, MISS TRANI, BECAUSE I HAD THE SAME QUESTION BECAUSE IT IT DOES. SO I WANT TO BE CLEAR. SO ARE YOU LISTING. ARE YOU NOT SEPARATING OUT THE ZONED STUDENTS IN SOME OF THESE CHARTS? YOU'RE GOING TO FOLLOW UP WITH US BECAUSE I, I DIDN'T I THOUGHT THE SAME THING. I THOUGHT 49 OF THE GLOBAL STUDIES STUDENTS WERE KEMPNER STUDENTS. THEY WERE ZONED TO KEMPNER. BY THE LOOK OF THIS CHART IS THAT IS. SO YOU'RE SAYING THAT IS NOT ACCURATE. SO FOR THIS PRESENTATION, THAT IS NOT ACCURATE. OKAY. SO THE STUDENT TRANSFERS ARE BASED ON OUR LIMITED OPEN ENROLLMENT WINDOW. THOSE STUDENTS MAY HAVE APPLIED PRIOR TO. AND SO I CAN 
          [01:35:02]
SHARE THAT INFORMATION. SO THIS ONE STUDENT GOT IN AFTER THE DEADLINE. YES MA'AM. OKAY. AND IS THAT TYPICAL? IS THAT TYPICAL? WE ALLOW KIDS TO COME IN AFTER THE APPLICATION DEADLINE. SO WE REOPEN THE APPLICATION DEADLINE FOR THE FORT BEND REDESIGNED JUST THIS FIRST YEAR. OH, MOVING FORWARD, IT WILL ALL BE THE SAME APPLICATION TO A PARENT AND SAID, IS YOUR CHILD THE ONLY CHILD? THAT IS BECAUSE I DIDN'T UNDERSTAND THIS CHART. YES. I THOUGHT MAYBE THAT ONE KID WAS THE ONLY. OKAY, OKAY, SO ON SLIDE SEVEN, JUST BECAUSE AND YOU CAN DO THIS IN AN UPDATE. SO WE HAD A, A 1239. INTRA DISTRICT TRANSFERS FOR THIS YEAR. I WAS WONDERING HOW THAT COMPARED TO LAST YEAR BECAUSE I KNOW WE, EVEN THOUGH WE WEREN'T OPEN ENROLLMENT, WE STILL HAVE INTRA DISTRICT. AND I MEAN, AND THE REASON I'M ASKING, ESPECIALLY FOR THE INTER DISTRICT, BECAUSE WE MIGHT HAVE STAFF MEMBERS HAVING STUDENTS MOVE INTRA AND INTER. SO I WAS JUST CURIOUS OF OF THESE 356 STUDENTS, HOW MANY INTERDISTRICT TRANSFERS? BOTH, BOTH. I JUST WANTED THE NUMBERS FOR BOTH FOR BUDGET REASONS. 
          LIKE HOW MANY LIKE WHAT'S THE DELTA? HOW MUCH HOW MANY ARE WE? HAVE WE REALLY GAINED YEAR OVER YEAR? SO THAT'S ONE OF MY QUESTIONS. AND THEN. CAN YOU TELL US WHERE THE CHILD CARE. 
          I'M REALLY EXCITED TO HEAR THAT WE HAVE THE, THE, THE CERTIFIED PROGRAM. WHERE IS THE CHILD CARE PROGRAM? IT'S AT REESE. IT'S AT REESE EARLY LAB AT REESE. OKAY, PERFECT. AND WHICH FOR ANYBODY THAT'S NEVER BEEN THERE, THAT'S A BEAUTIFUL FACILITY FOR CHILDREN. IT'S REALLY NICE. AND THEN LET'S SEE ON SLIDE 13. OH, THOSE ARE THE THAT'S THAT WAS THE CONFUSION I HAD. OH, I THINK I HAVE THE SAME QUESTION ABOUT THE, THE, THE CHILDREN IN THE MANDARIN IMMERSION IN THE TWO WAY DUAL LANGUAGE. ARE THESE THE TOTAL OR IS THERE A IS THERE A THESE KIDS WERE ZONED TO COLONY MEADOWS AND THEY'RE IN THERE. AND THESE WERE. IS THIS ARE THERE 38 STUDENTS TOTAL IN THE MANDARIN IMMERSION? THAT IS CORRECT. AND I WAS WONDERING HOW MANY ARE COLONY MEADOWS STUDENTS. I WILL PROVIDE ALL THE ZONED VERSUS NON ZONED IN A BOARD UPDATE FOR ELEMENTARY, MIDDLE AND HIGH. YEAH, THAT'S JUST HELPFUL TO ME BECAUSE TO ME, IF THEY'RE THERE, IT DOESN'T SEEM LIKE IT'S AN INTRA DISTRICT. THEY'RE, THEY'RE ALREADY I MEAN, THAT'S JUST SO I WAS THINKING, OH, THERE'S ACTUALLY MORE KIDS THERE. OKAY. 
          THANK YOU. AND THEN THE LAST ONE IS 14. AND I THINK THIS MIGHT BE MORE FOR DOCTOR SMITH BECAUSE WE HAVE SOME BIG DECISION MAKING COMING UP WITH THE SCHOOL BOUNDARY CHANGES AND SO ON. SLIDE 14 IN THE MIDDLE THERE WHERE WE TALK ABOUT HIGH SCHOOL OPPORTUNITIES AND THAT DOCTOR SMITH AND YOUR STAFF ARE GOING TO BE LOOKING AT HIGH SCHOOL ACADEMIES AND INNOVATIVE OPPORTUNITIES. I KNOW THE WORK IS AHEAD, BUT I'M JUST ASKING BECAUSE I KNOW THAT THE DECISIONS WE MAKE WILL IMPACT WHAT YOU CAN DO WITH A GIVEN HIGH SCHOOL, RIGHT? SO IF WE FILL ONE UP, THERE'S NO OPPORTUNITY TO UTILIZE. A CERTAIN SCHOOL IN A CERTAIN WAY. 
          SO I'M NOT SURE HOW TO HAVE THAT DISCUSSION OTHER THAN MAYBE HOLD OFF UNTIL WE GET TO THE BOUNDARY ITEM. BECAUSE I'M JUST, YOU KNOW, I'M JUST CURIOUS ABOUT MY DECISIONS AND THE BOARD'S DECISIONS ON HOW WE VOTE ON THE HIGH SCHOOL. BECAUSE I DON'T WANT TO HANDCUFF SOME. I DON'T WANT TO HANDCUFF THE ADMINISTRATION, SO TO SPEAK, IN THAT IF THEY'RE THINKING ABOUT A SPECIFIC PROGRAM SOMEWHERE, BUT THEN IT WON'T WORK BASED ON OPTION ONE OR OPTION TWO. IF EVERYBODY'S FOLLOWING ME, FOR INSTANCE, I'M GOING TO USE DULLES. FOR INSTANCE. YOU SAID WE'RE CAPPED. YOUR EXPLANATION OF THAT ONE PAGE OR ELKINS HIGH SCHOOL, FOR INSTANCE, WITH THE ENGINEERING ACADEMY, BECAUSE I'M THINKING, WHAT A BEAUTIFUL OPPORTUNITY. 
          IF WE'RE WE'RE FULL. IT MEANS SOMEBODY LOVING THAT PROGRAM. RIGHT? AND SO IF WE FILL THAT UP, WE COULDN'T EXPAND THAT PROGRAM AND MAYBE MAKE ADDITIONAL FUNDS BY SAYING, HEY, I WONDER IF SOME INTERDISTRICT TRANSFER STUDENTS MIGHT LIKE THAT OPTION TOO, OR THE SAME. I MEAN, WELL, IT WOULD BOTH SCENARIOS WOULD OPEN UP. ELKINS FOR, FOR TRANSFERS. SO ANYWAY, SO UNLESS DOCTOR SMITH HAS SOMETHING SPECIFIC, I'M GOING TO JUST BUMP THAT CONVERSATION TO THE NEXT PORTION. OKAY? OKAY. OKAY. BUT IF MY COLLEAGUES WILL JUST REMEMBER THAT NUMBER TWO 
          [01:40:06]
SLOT PIECE OF THE SLIDE RIGHT THERE, BECAUSE I THINK THAT'S AN IMPORTANT CONVERSATION. 
          THANK YOU. THANK YOU, MISS HANNAH. MR. SHOAF. THANK YOU FOR THE PRESENTATION. DOCTOR JORDAN, I BELIEVE TOTALITY OF THE DISTRICT. WE'RE TURNING THE SHIP AROUND AND STARTING TO STEAM IN THE RIGHT DIRECTION. BUT IT SEEMS THERE'S A HIGH AMOUNT OF INTER INTRA DISTRICT TRANSFERS. AND I BELIEVE SCHOOL CHOICE IS ADDED LAYER OF ACCOUNTABILITY. AND THAT WE OUGHT TO BE LOOKING AT AS A KPI FOR HOW TO REALLY JUDGE OURSELVES AND HOW WE'RE WE'RE DOING AND RUNNING THIS DISTRICT. BUT I'M WONDERING, WHAT ARE THE MOST COMMON REASONS BEING GIVEN FOR INTRA DISTRICT TRANSFERS, AND ALSO WHAT SCHOOLS HAVE THE HIGHEST AMOUNT OF APPLICATIONS TO TRANSFER FROM? SO WHEN WE THINK ABOUT INTRA DISTRICT TRANSFERS, A LARGE AMOUNT OF OUR INTRA DISTRICT TRANSFERS ARE BASED ON OUR EMPLOYEES. SO OUR EMPLOYEES WILL PICK CAMPUSES CLOSE TO WHERE THEY WORK OR CLOSE OR THEIR CAMPUS. AND SO WHAT I WILL DO IS PROVIDE TO YOU A BREAKDOWN OF OUR LIST OF TRANSFER REASONS AND BROKEN DOWN BY CAMPUSES. 
          OKAY. THAT WOULD BE WONDERFUL. I'D REALLY APPRECIATE IT. THANK YOU. THANK YOU, MR. SHOAFF. SO I ONLY HAVE ONE QUESTION AND THEN A COMMENT. WE HEARD AND HAVE HEARD SOME OF OUR COMMUNITY MEMBERS ASKED QUESTIONS ABOUT OUR EARLY COLLEGE HIGH SCHOOL AT MARSHALL, AND THEN OUR P TECHS AT WILLOW, AT WILLOW RIDGE. AND THEN YOU GUYS HAVE PRESENTED TO US A COUPLE OF MONTHS AGO THAT YOU'RE LOOKING INTO THESE HIGH SCHOOL ACADEMIES AND INNOVATIVE OPPORTUNITIES. AND IN THAT PRESENTATION, YOU KNOW, YOU FLOATED THE POTENTIAL FOR A VANGUARD SCHOOL AND THAT TYPE OF THING. SO I'M GOING IN THE CONTEXT OF THIS REDESIGN DISCUSSION, I'M JUST GOING TO ASK THE QUESTION RIGHT NOW IF YOU HAVE ANY ADDITIONAL INFORMATION TO PROVIDE US AND MOST IMPORTANTLY, THE COMMUNITY ON THE EARLY COLLEGE HIGH SCHOOL VANGUARD PIECE. AND I DON'T KNOW IF YOU WANT TO ANSWER THAT, DOCTOR SMITH OR. 
          YEAH, I'LL SHARE. AND THEN DOCTOR JORDAN CAN SHARE HER PERSPECTIVE. SO SINCE THAT LAST PRESENTATION, THERE HAVE BEEN A COUPLE OF COMMUNITY MEETINGS THAT HAVE TAKEN PLACE. I KNOW DOCTOR JORDAN HELD A COMMUNITY MEETING AND SHE CAN SPEAK TO THAT. BUT I ALSO PERSONALLY MET WITH THE KEY MEMBER OF THE MARSHALL COMMUNITY, AND I PERSONALLY REASSURED IN THAT MEETING THAT WE WOULD CONTINUE TO INVEST IN THE EARLY COLLEGE PROGRAM AT MARSHALL HIGH SCHOOL, AND THAT WE WOULD NOT BE REMOVING THAT PROGRAM FROM MARSHALL HIGH SCHOOL. AND DOCTOR JORDAN ALSO REITERATED THE SAME FOR WILLOWRIDGE AS SHE WAS MEETING WITH THE SUPER NEIGHBORHOOD GROUP. WE ARE DOING A COMPREHENSIVE STUDY OF THE ACADEMIES AT OUR HIGH SCHOOLS. I THINK IT'S IT'S WELL OVERDUE. WE WE UNDERSTAND THE MANY FACTORS THAT ARE AT PLAY AS IT RELATES TO WHATEVER THE DECISION WILL BE FROM THE BOUNDARY PIECE. BUT THAT'S ALL PART AND PARCEL TO OUR OUR NORMAL PRACTICES AND HOW WE REALLY LOOK AT THE DESIGN OF OUR ACADEMIES AND WHAT IS THERE FROM A POTENTIAL STANDPOINT FOR INNOVATION AND THE DECLINING ENROLLMENT. I MEAN, ALL OF THE FACTORS THAT WE ARE DEALING WITH AS A PART OF THE COMPREHENSIVE STUDY. BUT AGAIN, JUST TO MAKE SURE THAT WE ARE CLEAR, WE HAVE NO PLANS TO REMOVE THE EARLY COLLEGE PROGRAM FOR MARSHALL HIGH SCHOOL. IT'S PRODUCED FOR STUDENTS. IT'S SUCCESSFUL, AND WE WANT TO CONTINUE TO SEE THAT SUCCESS AND ACTUALLY INCREASE THE GROWTH THERE. AND THEN THE SAME FOR WILLOW RIDGE HIGH SCHOOL. SO I HOPE THAT PUTS THAT TO REST. THERE'S NO GRAND CONSPIRACY OR ANYTHING OF THAT NATURE. THAT IS OUR COMMITMENT, AND WE ARE GOING TO STAND TRUE TO THAT COMMITMENT, OBVIOUSLY. DID YOU HAVE ANYTHING TO ADD? OKAY. SO THANK YOU FOR THAT. AND, YOU KNOW, THE PART OF THE REASON I ASKED THAT QUESTION AND I WANT TO JUST MAKE A COMMENT THAT TALKS ABOUT THE PROCESS THAT WE GO THROUGH UP HERE, BECAUSE I KNOW A LOT OF THE COMMUNITY IT CAN BE EITHER DON'T UNDERSTAND. AND BEFORE WE GET ON THE BOARD, WE DON'T ACTUALLY UNDERSTAND. AND IT CAN BE CHALLENGING TO UNDERSTAND WHY WE'RE DOING THINGS THE WAY WE'RE DOING OR WHY WE'RE NOT BEING AS RESPONSIVE AS YOU WOULD LIKE US TO BE, OR IN EMAILS OR, OR WHATEVER ELSE. BUT, YOU KNOW, IT'S KIND OF 
          [01:45:01]
TWOFOLD. ONE, OUR ROLE AS THE GOVERNING BODY IS NOT TO PROPOSE THESE TYPES OF PROGRAMING CHANGES. IT IS THE ROLE AND RESPONSIBILITY OF THE ADMINISTRATION IN YOUR IN YOUR ROLE OF MANAGING THE DISTRICT TO BRING TO US INFORMATION ITEMS, BRING TO US RECOMMENDATIONS, AND FOR THE BOARD TO WEIGH IN, ASK QUESTIONS, AND YES, ULTIMATELY PROVIDE A DECISION ON DIRECTION. BUT IT NEEDS TO COME FROM EXACTLY WHAT YOU JUST SAID. 
          YOU'RE STUDYING THE ACADEMIES. YOU'RE STUDYING THE PROGRAMS. YOU WILL BRING US THE INFORMATION. WE WILL ASK, QUESTIONS WE MAY SEND YOU BACK TO TO GATHER MORE INFORMATION OR FEEDBACK OR WHATEVER. AND THAT THAT IS THE PROCESS. AND UNTIL THE TIME THAT THESE THINGS ARE DISCUSSED HERE IN THIS BOARD ROOM, BECAUSE OF THE TEXAS OPEN MEETINGS ACT, IT IS VERY HARD FOR US TO MAKE COMMENTS OR TALK ABOUT THINGS THAT WE WILL ULTIMATELY HAVE TO VOTE ON, UNLESS IT IS IN THIS BOARD ROOM. AND SO WE I KNOW WE ALL TAKE THAT VERY SERIOUSLY AND WE TRY TO BE VERY CAREFUL ABOUT THAT. AND SO SOMETIMES, YOU KNOW, YOU MAY SEE US HESITANT TO ANSWER QUESTIONS OR PROVIDE COMMENTS OR FEEDBACK. AND ALSO WE ARE STILL WAITING TO GATHER THE DATA, THE STUDIES, THE INFORMATION AND ALL THE THINGS. AND WE ARE ASKING QUESTIONS. AND YOU GUYS ARE INFORMATION. AND SO THAT IS JUST THE PROCESS. AND SO I JUST WANTED TO MAKE THAT COMMENT BECAUSE I KNOW SOMETIMES, YEAH, IT CAN BE CONFUSING OR FRUSTRATING. AND I ASSURE YOU IT CAN BE FOR US AS WELL. SO THANK YOU FOR ANSWERING THAT QUESTION. AND, AND AS YOU'RE MOVING FORWARD, PUTTING PLANS TOGETHER, THAT HELPS US TO KNOW WHAT YOUR THOUGHTS ARE, THE THOUGHTS OF YOUR ADMINISTRATION, AND HOW YOU'RE PLANNING TO AT LEAST PROCEED WITH THOSE PROGRAMS. MR. RONNIE, DID YOU HAVE SOMETHING ELSE? YEAH, I JUST WANT I WANTED TO THANK YOU FOR BRINGING THAT UP, BECAUSE I KNOW THAT'S COME UP IN SEVERAL CONVERSATIONS THROUGH EMAILS AND FROM OTHER COMMUNITY MEMBERS, AND WE HAVEN'T BEEN ABLE TO SORT OF PROVIDE THAT ANSWER. SO THANK YOU FOR PROVIDING IT ON THE DICE. THE OTHER THING IS, THANK YOU, DOCTOR SMITH, FOR REALLY COMING IN YOUR TEAM, FOR COMING UP WITH THESE INNOVATIVE OPPORTUNITIES AND PROPOSING IT, AND ALSO LISTENING TO THE FEEDBACK FROM THE COMMUNITY, WHAT WORKS FOR THEM AND WHAT DOESN'T. ONE OF THE OTHER QUESTIONS I KIND OF WANTED TO ASK IF YOU COULD EXPAND ON WAS, I KNOW WHERE IT CAME TO WILLOWRIDGE AND THE VANGUARD PROGRAM. THERE'S BEEN SOME EMAILS COMING FORTH AND CHATTER ABOUT THE SPORTS AND THE ATHLETICS AND THE ARTS. COULD WE SO WE'RE NOT GOING TO BE ABLE TO HAVE THAT CONVERSATION TONIGHT JUST BECAUSE IT'S NOT ON THE AGENDA AND NOT SOMETHING THAT THEY BROUGHT UP. BUT WE CAN ASK DOCTOR SMITH TO EITHER PROVIDE THAT AN UPDATE OR WE CAN TALK ABOUT IT AT ANOTHER TIME. I'M SORRY. I WANTED TO BE REALLY TIGHT WITH THAT BECAUSE THAT'S THE OTHER THING IS THAT WE HAVE, YOU KNOW, LAWS, GUIDELINES, REGULATIONS THAT REQUIRE US TO STICK PRETTY CLOSE TO OUR AGENDA. SO BUT THANK YOU FOR THE QUESTION. 
          OKAY. WITH THAT. I THINK THAT'S THAT'S ALL WE HAVE FOR THAT DOCTOR JORDAN. THANK YOU. AND 
          [8.a. Secondary Boundary Survey and Planning Update]
NEXT UP WILL BE OUR SECONDARY BOUNDARY SURVEY AND PLANNING UPDATE DOCTOR SMITH YES, MA'AM. 
          THANK YOU, MADAM PRESIDENT. SO BETH MARTINEZ AND MISS STEPHANIE WILLIAMS WILL BE PARTNERING ON THIS PRESENTATION. AND WE DO HAVE STEWART LONG AS HE IS HE ABLE TO COMMUNICATE AND INTERACT WITH US. OKAY. SO TECHNOLOGY HOPEFULLY THAT WORKS WELL. AND STEWART IS AVAILABLE TO ANSWER ANY QUESTIONS FROM THE TRUSTEES. I WILL TURN IT OVER TO MISS MARTINEZ. GREAT. 
          THANK YOU, DOCTOR SMITH. GOOD EVENING, TRUSTEES. AND I AM HERE THIS EVENING TO KICK US OFF ON THIS PRESENTATION AND JUST KIND OF ANCHOR US BACK TO THE WORK THAT WE'RE FOCUSED ON THIS EVENING. BEFORE I INTRODUCE, FIRST OUR SBAC CHAIRPERSON, AND THEN SHE WILL INTRODUCE MISS STEPHANIE WILLIAMS AS SHE'LL GO OVER THE SURVEY DATA AND FEEDBACK FROM THE COMMUNITY WITH YOU ALL THIS EVENING. AS A REMINDER, MARTINEZ, DO YOU MIND JUST SPEAKING A LITTLE CLOSER TO THE MICROPHONE? OR MAYBE WE NEED TO TURN HER UP? YEAH. THANK YOU, THANK YOU. SORRY, I DON'T OFTEN GET TOLD I'M NOT LOUD ENOUGH, BUT IT'S HAPPENED TWICE TO ME TODAY, SO. ALL RIGHT. SO THE FOCUS OF OUR WORK, OUR VERY LIMITED FOCUS OF WORK IN THIS SECONDARY BOUNDARY PLANNING PROCESS, WAS TO RELIEVE THREE OF OUR OVER UTILIZED HIGH SCHOOLS. AS YOU ALL KNOW, THAT'S AUSTIN HIGH SCHOOL, ELKINS HIGH SCHOOL, AND TRAVIS HIGH SCHOOL. AND THEN TO FOCUS ON THE FEEDER PATTERN ALIGNMENT. AND THAT'S FOR THE K-12 TO THE GREATEST EXTENT POSSIBLE. BUT CERTAINLY ON THAT 6 TO 12 FEEDER PATTERN ALIGNMENT. AND SO YOU'LL SEE THROUGHOUT THIS PROCESS, WE'VE BEEN BRINGING FORWARD TO YOU IDEAS ABOUT ALIGNING OUR ELEMENTARY TO MIDDLE AND MIDDLE TO HIGH SCHOOLS SO THAT WE KEEP THOSE COHORTS OF STUDENTS OR GRADE LEVELS OF STUDENTS TOGETHER TO MATRICULATE UP THROUGH 
          [01:50:04]
GRADUATION AS MUCH AS POSSIBLE WITHOUT MOVING LARGE NUMBERS OF STUDENTS. THIS WAS A VERY FOCUSED AND INTENTIONAL PROCESS AND NOT LARGE SCOPE, AS WE'VE MENTIONED BEFORE IN THIS BOARD ROOM, AND WORKED THROUGH WITH OUR SBAC AS WE REFLECT ON THE DEVELOPMENT OF THE SECONDARY ATTENDANCE BOUNDARY SCENARIOS THAT ARE BEFORE YOU TO CONSIDER NEXT WEEK AS A DECISION. THIS HAS BEEN A NINE MONTH PROCESS AND IT'S BEEN A PHASED PROCESS. AND SO LET'S JUST SPEND A FEW MOMENTS LOOKING BACK AT WHAT HAS OCCURRED SINCE WE LAUNCHED IN MARCH WITH THE SBAC. THIS PROCESS HAS BEEN INFORMED BY UPDATED ENROLLMENT PROJECTIONS AND OUR ENROLLMENT TRENDS ACROSS THE DISTRICT. THROUGH THAT LIMITED OPEN ENROLLMENT PROCESS, DOCTOR JORDAN JUST SPOKE ABOUT AND NEW INNOVATIVE PROGRAMING ACROSS THE DISTRICT THAT IMPACTED OUR SCOPE OF WORK, BECAUSE WE KNEW WE WERE AT A POINT IN FORT BEND ISD WHERE WE WANTED TO PROVIDE CHOICE FOR OUR STUDENTS. AND SO WE WERE NOT GOING FULL SCALE BOUNDARY PLANNING AT THE SECONDARY LEVEL ACROSS THIS DISTRICT, SO THAT WE COULD PROVIDE AN OPPORTUNITY TO KIND OF WATCH AND SEE WHERE WE END UP WITH THE PROGRAMING AND TRY TO RETAIN STUDENTS AND RECRUIT STUDENTS INTO THOSE PROGRAMS FROM OUTSIDE THE DISTRICT AND FROM AROUND THE DISTRICT. AND SO WE SETTLED INTO A CADENCE OF MEETING WITH OUR SCHOOL BOUNDARY ADVISORY COMMITTEE, AND THE DISTRICT STARTED THAT WORK WITH DATA ANALYSIS AND REALLY WORKING ON THOSE INITIAL BOUNDARY CONCEPTS THAT MIGHT WORK AT THE SECONDARY LEVEL. THE SBAC HELPED US TO REFINE THAT WORK AND TO BRING IT TO FRUITION. AND IN A PLACE WHERE WE WERE READY FOR SHOWING TO THE PUBLIC, FOR THE FEEDBACK FROM THE PUBLIC IN THE SURVEY RESULTS THAT YOU WILL BE INTERACTING WITH THIS EVENING, AND TO IDENTIFY THEMES IN THAT FEEDBACK THAT WOULD THEN HELP TO INFORM THOSE FINAL BOUNDARY RECOMMENDATIONS THAT YOU'LL SEE COMING FORWARD FOR CONSIDERATION FOR YOU ALL. SO WE'VE MADE IT THROUGH TO THAT OCTOBER TIME PERIOD THAT WE'VE BEEN AIMING TOWARDS OVER THESE LAST FEW MONTHS. AND AT THE END OF THIS TIME FRAME HERE, YOU SEE, TAKING US INTO THE TIME PERIOD OF MAY 2026, WHICH SHOULD ACTUALLY BE MAY 2027, WHICH IS HARD TO IMAGINE. BUT THROUGHOUT THAT TIME PERIOD, WE'LL BE COMMUNICATING TO FAMILIES AND IMPLEMENTING WHATEVER BOUNDARIES ARE APPROVED BY THE BOARD AND REALLY FOCUSING IN ON THE CHOICES THAT PARENTS HAVE TO REMAIN AT THE MIDDLE SCHOOL LEVEL. IF STUDENTS ARE MOVING UP INTO EIGHTH GRADE, THEY HAVE THAT OPPORTUNITY TO CHOOSE TO STAY AT THEIR CURRENT MIDDLE SCHOOL. AND THE SAME HOLDS TRUE FOR OUR HIGH SCHOOL CHANGES. 
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
          BUT WE'VE ALSO HAD MAKEUP SESSIONS AND LUNCH AND LEARNS, AND THAT EQUATES TO 500 PLUS VOLUNTEER HOURS. WE HAVE SEVERAL OF THEM IN THE ROOM THIS EVENING. SO IF YOU WOULD JUST PLEASE HELP ME TO APPRECIATE THE WORK AND MOST IMPORTANTLY, ALL THE TIME THEY HAVE PUT IN TO THE WORK FOR BRINGING FORWARD TO YOU THIS EVENING THE FEEDBACK FROM THE COMMUNITY. IT'S IT'S PRETTY AMAZING. THEY SHOW UP AND THEY ENGAGE AT A VERY, VERY DEEP LEVEL. SO IF WE COULD JUST THANK THEM BRIEFLY. I DON'T THINK THEY LOVE THAT, ACTUALLY. 
          I THINK THEY LIKE TO JUST SHOW UP AND QUIETLY DO THE WORK. WELL, NOT QUIETLY. IN THE SBAC MEETINGS, THEY DO ENGAGE VERY, VERY, VERY DEEPLY AND NOT LOUDLY IN A NEGATIVE WAY, BUT THEY DON'T HAVE ANY TROUBLE ENGAGING. BUT I KNOW THAT THEY LIKE TO SHOW UP AT BOARD MEETINGS KIND OF INCOGNITO. BUT WE DO APPRECIATE YOU ALL AND YOU DESERVE THE RECOGNITION AND YOU DESERVE THE APPRECIATION, BECAUSE IT'S MUCH TIME SPENT AWAY FROM FAMILY AND AWAY FROM YOUR PERSONAL WORK AND THE PERSONAL TIME THAT YOU HAVE. SO I DO WANT TO HIGHLIGHT HERE THE ENGAGEMENT OF THE GROUP. AS I MENTIONED, THEY HAVE PROVIDED CONSISTENT INPUT THROUGHOUT THIS SCENARIO DEVELOPMENT PROCESS. THEY HAVE PARTICIPATED. AND AS I MENTIONED, OVER 500 HOURS OF VOLUNTEER SERVICE, THEY'VE REVIEWED THE PLANNING CRITERIA, THEY'VE EVALUATED THE CONCEPTS, THEY'VE HELPED TO FORM, THE SCENARIOS. THEY'VE TALKED ABOUT ALTERNATIVE SOLUTIONS, THEY'VE CONTEMPLATED TRADE OFFS AS THEY AS THEY LOOKED AT POSSIBLE SCENARIOS. 
          THEY'VE REALLY DUG DEEP INTO THE DATA AND DETERMINED WHAT WAS THE BEST SCENARIO TO PUT FORWARD AT THE MIDDLE SCHOOL AND THE HIGH SCHOOL LEVEL FOR PUBLIC FEEDBACK. AND YOU SAW THAT THROUGH TWO SCENARIOS COMING FORWARD FOR HIGH SCHOOL. THEY REALLY WRESTLED WITH THAT 
          [01:55:03]
DECISION. AT THE FINAL STAGE, THE SBAC REVIEWED THE PUBLIC FEEDBACK. THEY HAVE REVIEWED THE SURVEY DATA THAT YOU'LL BE REVIEWING SHORTLY. THEY HAVE BECOME ACQUAINTED WITH THE COMMUNITY THEMES OF FEEDBACK THAT YOU'LL ALSO REVIEW, AND THEY SERVED AND CONTINUE TO SERVE IN THIS ADVISORY CAPACITY, GIVING US FEEDBACK AND HELPING TO SHAPE WHAT WILL BE THE FINAL RECOMMENDATIONS FOR YOUR CONSIDERATION AS THEY WORKED THROUGH ALL OF THIS WORK, AND PARTICULARLY AT THE END, THEY REALLY CONTEMPLATED THE ENROLLMENT TRENDS. THEY LOOKED DEEPLY AT KIND OF THE TRADE OFF BETWEEN MAINTAINING STUDENT COHORTS OR PROXIMITY TO CAMPUSES. AND I'M SURE THAT YOU'LL HEAR FROM MISS WILLIS SOME OF THE CONVERSATIONS MOST RECENTLY THAT THAT HAVE BEEN AROUND THE COLEMAN MIDDLE SCHOOL AND CHALLENGES AROUND THAT FEEDBACK. AND THEY ALSO CONTEMPLATED THE CAMPUS UTILIZATION. AND AS I SAID, SCHOOL PROXIMITY VERSUS THOSE FEEDER PATTERN ALIGNMENTS. AND SO WHEN THEY THINK ABOUT THE TRADE OFFS AND HAVE TALKED THROUGH THOSE TRADE OFFS, THEY DID ULTIMATELY COME TO DECISIONS TO MOVE FORWARD TO THE BOARD IN A WAY THAT MISS WILLIS WILL POINT OUT TO YOU VERY SHORTLY. AND SO WITH THAT, I WILL HAND IT OVER TO MONICA WILLIS, WHO SERVES AS THE CHAIRPERSON FOR THE SBAC. WE THANK HER VERY MUCH FOR THE ROLE THAT SHE HAS PLAYED WITH THIS COMMITTEE AND FOR THE WORK THAT SHE HAS DONE AND THE MANY TIMES SHE HAS PRESENTED TO THE BOARD. I'LL TURN IT OVER TO MISS WILLIS, AND THEN IF YOU'LL TURN IT OVER TO MISS WILLIAMS WHEN YOU'RE DONE WITH YOUR PRESENTATION. THIS DOWN BECAUSE YOU'RE A LITTLE TALLER THAN I AM. CAN YOU HEAR ME? IS OKAY MAKING SURE. OKAY. SO. GOOD EVENING, PRESIDENT DAWSON. 
          TRUSTEES. DOCTOR SMITH, OF COURSE. MEMBERS OF THE FORT BEND ISD LEADERSHIP TEAM. SINCE OUR PREVIOUS PRESENTATION, THE SBC PROCESS CONTINUED WITH THE REVIEW OF THE COMMUNITY FEEDBACK, THIS TIME ON THE PROPOSED MIDDLE SCHOOL SCENARIO AND TWO HIGH SCHOOL SCENARIOS. 
          SO TONIGHT, I WANT TO BRIEFLY WALK YOU THROUGH WHAT WE HEARD FROM THE COMMUNITY, HOW THE SBC REVIEWED THAT FEEDBACK, THE DISCUSSION THAT FOLLOWED, AND WHERE THE COMMUNITY ULTIMATELY STOOD. AFTER REVISITING THE INFORMATION TOGETHER ON SEPTEMBER 16TH AND IN OUR SECOND MEETING ON SEPTEMBER 17TH, FOR THOSE WHO WEREN'T ABLE TO ATTEND THE NIGHTLY MEETING. SO WITH THAT BEING SAID, FORT BEND ISD REACHED OUT TO THE COMMUNITY FOR FEEDBACK ON THE SECONDARY SCHOOL BOUNDARIES. WHAT WE HEARD FOR THE MIDDLE SCHOOLS. THE SURVEY RESULTS SHOWED POSITIVE SUPPORT FOR THE PROPOSED ZONING PATTERN FOR THE HIGH SCHOOLS. THE COMMUNITY APPEARED SPLIT BETWEEN THE TWO FEEDER PATTERNS AND THE PROPOSALS THAT WERE THERE, MUCH LIKE WHAT THE SBC CAME UP WITH, THE RESULTS THAT WE HAD WHEN WE FIRST CONSIDERED THEM, IT WAS ALMOST AN EVEN SPLIT. THE COMMITTEE DID NOT LOOK ONLY AT THE OVERALL TOTALS. 
          WE WERE ABLE TO ACTUALLY. AND YOU'LL SEE THAT IN THE NUMBERS THAT FOLLOW ME, WE WERE ABLE TO EXAMINE THE DATA BY THE FEEDER PATTERNS. WE LOOKED AT THE INDIVIDUAL SCHOOLS AND THE DIFFERENT RESPONDENT GROUPS THAT WERE A PART OF THE SURVEY. SO WE SAW THE GRANDPARENTS, THE PARENTS, THE STAFF, COMMUNITY MEMBERS. WE WERE ALSO ABLE TO REVIEW SOME OF THE COMMENTS THAT CAME OUT IN THE SURVEY. SO WE LOOKED AT ALL THIS DATA AND STARTED HAVING DISCUSSION FROM THERE IN OUR. IN OUR MEETING ON SEPTEMBER 16TH, WE WERE IT WAS STRUCTURED SO THAT THE MEMBERS COULD ACTUALLY COME TOGETHER AND EXAMINE THE FEEDBACK BEFORE DISCUSSING IT AS A FULL COMMITTEE. WE WERE DIVIDED BY TABLES AND WITH THE MEMBERS SPLIT THESE DIFFERENT GROUPS, WE REVIEWED THE DATA AS A WHOLE, AS I SAID BEFORE, AND WERE ABLE TO BREAK IT UP. WE LOOKED AT A MORE CLOSELY AT THE BY FEEDER PATTERNS, BY THE INDIVIDUAL SCHOOLS, THE RESPONDENT GROUPS, AS I SAID BEFORE, WITH THE PARENTS, GRANDPARENTS, STAFF, COMMUNITY MEMBERS. AND WE WERE ALSO LOOKING AT THOSE COMMENTS THAT CAME FROM THERE AND SEE WHERE PEOPLE STOOD, THE PERCENTAGES AND HOW THEY WERE RANKED. ANY COMMENTS THAT CAME OUT AFTER THAT REVIEW, WE RETURNED BACK TO A FULL GROUP AND DISCUSSED IT AS A WHOLE. SO WHAT THIS LOOKED LIKE FOR US. 
          SO STARTING HERE WITH THE MIDDLE SCHOOL DISCUSSION, AND YOU ALREADY HEARD ONE OF OUR MEMBERS FROM THE SBC THAT CAME UP TO TELL A LITTLE BIT ABOUT WHAT THAT SOUNDED LIKE AND WHAT WHAT DISCUSSIONS CAME FROM IT, WHAT THE MIDDLE SCHOOL DISCUSSION IS CENTERED ON. ONE RECURRING QUESTION WHY MORE STUDENTS FROM THE NORTH SIDE OF HIGHWAY SIX WERE NOT BEING ZONED TO COLEMAN MIDDLE SCHOOL? THAT WAS THE CONVERSATION THAT CAME OUT OF THAT. THERE WAS 
          [02:00:05]
ALSO DISCUSSION ABOUT A CHARTER SCHOOL THAT WAS BEING BUILT IN THAT AREA ALONG HIGHWAY SIX, AND WHETHER PROXIMITY COULD ENTICE SOME FAMILY MEMBERS IN DIFFERENT FAMILIES BECAUSE IT WAS CLOSER TO THEIR HOME THAN LAKE OLYMPIA MIDDLE SCHOOL. SO THE RESPONSES TO THIS AND THE MIDDLE SCHOOL QUESTION CENTERED ON THE IMPORTANCE OF KEEPING STUDENTS TOGETHER THROUGH THAT SECONDARY FEEDER PATTERN AS MUCH AS POSSIBLE. SO UNDER THE PROPOSED PATTERN, THE AFFECTED STUDENTS WOULD REMAIN TOGETHER FROM GOODMAN ELEMENTARY TO LAKE OLYMPIA MIDDLE SCHOOL AND THEN TO HIGHTOWER HIGH SCHOOL. RATHER THAN BEING SPLIT THROUGH. PREVIOUSLY, THOSE STUDENTS WERE AT BAINES MIDDLE SCHOOL THEN GOING TO HIGHTOWER, AND IT WAS A SPLIT THERE. THE COMMITTEE ALSO DISCUSSED THE FACT THAT FORT BEND ISD OFFERS OPEN ENROLLMENT TO FAMILIES THAT MAY WANT TO ATTEND OTHER CAMPUSES, WHICH WOULD OPEN THEM UP TO BE ABLE TO POSSIBLY ATTEND COLEMAN, IF THEY SO CHOOSE. THAT WAS MADE. THE MIDDLE SCHOOL DISCUSSION FOR THE HIGH SCHOOL WAS A LITTLE BIT MORE IN DEPTH. SO WITH THE HIGH SCHOOL DISCUSSIONS, WE STARTED REEXAMINING THE TWO PROPOSALS THAT WERE OUT THERE. THE COMMITTEE FEEDBACK GAVE SBC SOMETHING USEFUL. THE COMMUNITY'S HIGH SCHOOL RESPONSES WERE ALMOST EVENLY SPLIT. AS I SAID BEFORE, JUST AS THE COMMITTEES WERE WHEN WE DID THIS OVER THE SUMMER. AS WE LOOK BEYOND THE OVERALL TOTAL, THE COMMITTEE FOCUSED ON THE FEEDER PATTERNS AND THE SCHOOLS MOST DIRECTLY AFFECTED, WHICH WERE TRAVIS HIGH SCHOOL, AUSTIN HIGH SCHOOL, ELKINS HIGH SCHOOL, DULLES HIGH SCHOOL AND QUAIL VALLEY MIDDLE SCHOOL. BOTH PROPOSALS WERE SIMILAR IN APPROACH FOR BOTH THE TRAVIS AND AUSTIN FEEDER PATTERNS, SO DISCUSSION MAINLY REVOLVED AROUND WHAT RELIEF WE WERE GOING TO BE GIVEN TO ELKINS HIGH SCHOOL. PROPOSAL ONE WOULD SEND SOME STUDENTS TO CLEMENTS, PROVIDING A SMALLER DEGREE OF RELIEF FOR ELKINS. WHILE THAT PROPOSAL TO ACTUALLY. WITHIN A FEW MORE STUDENTS TO CLEMENTS AND ALSO MOVE THE QUAIL VALLEY MIDDLE SCHOOL FEEDER PATTERN TO DULLES HIGH SCHOOL, PROVIDING A CONSIDERABLY GREATER DEGREE OF RELIEF FOR ELKINS HIGH SCHOOL. AND SO AS WE LOOKED AT THAT, WE ASKED THOSE QUESTIONS AND WE STARTED HAVING MORE DISCUSSION ABOUT HOW WE WOULD REALLY WANT TO DO THIS. SO WITH THAT BEING SAID, WE CAME BACK TOGETHER AS A FULL COMMITTEE. AFTER WE TALKED AMONGST OURSELVES AT TABLES AND DISSECTED THE DATA, AND THAT'S WHERE OUR DISCUSSIONS BECAME VERY EXTENSIVE. THERE WERE 23 MEMBERS PRESENT. MAJORITY HAS SOMETHING MEANINGFUL TO SAY ABOUT THE SECONDARY PROPOSALS. THE CONVERSATION WAS EXTREMELY PLENTIFUL. THE FEEDBACK CAME FROM MULTIPLE MEMBERS. IT DID REMAIN CORDIAL, BUT THERE WAS A LOT OF FEEDBACK INVOLVED BETWEEN THE TWO, ASKING ABOUT WHAT WOULD BE THE BETTER OPTION. WHAT SHOULD WE BE CONSIDERING? HAVE WE LOOKED AT ALL THE DATA? HAVE WE DISSECTED IT IN THE RIGHT WAY? MEMBERS EXPRESSED THEIR DIFFERENT PERSPECTIVES. THEY ASKED QUESTIONS. THEY REFERENCED ALL THE DATA THAT YOU'LL BE SEEING IN A FEW MOMENTS, AND CONSIDER THE EFFECTS ON THE DIFFERENT FEEDER PATTERNS. WHAT STOOD OUT WAS THAT THE COMMITTEE WAS NOT SIMPLY LOOKING AT JUST WHAT THE SURVEY SAID, BUT WE WERE ACTUALLY LOOKING MOSTLY AT THE AREAS THAT WERE MOST DIRECTLY AFFECTED AND ASKING INFORMATION THAT WAS MEANT FOR THE DISTRICT AS A WHOLE, AND NOT JUST ONE SCHOOL. SO THESE WERE OUR RESULTS AFTER DISCUSSION, WHEN WE TOOK OUR FINAL VOTE AND SAID, WHAT ARE WE REALLY LOOKING AT? ARE WE STILL IN AGREEMENT WITH WHAT WE SAID? DO WE WANT TO DO SOMETHING? WOULD WE RECOMMEND SOMETHING DIFFERENT? A FEW THINGS DID CHANGE FOR THE MIDDLE SCHOOL REZONING PATTERN. IT WENT TO 74% VOTED IN SUPPORT. AND AGAIN, A LOT OF THAT DISCUSSION CAME FROM, ARE WE PUTTING ENOUGH STUDENTS IN THAT COLEMAN MIDDLE SCHOOL? AND ARE WE LOOKING AT THAT AS A WHOLE? BUT 74% VOTED IN SUPPORT OF THAT MIDDLE SCHOOL PATTERN REZONING PATTERN FOR THE HIGH SCHOOL FEEDER PATTERN. THE VOTE WAS DIFFERENT FOR THIS ONE. THE VOTE WAS AT 63% IN SUPPORT OF PROPOSAL 2 IN 30 7% IN IN IN FAVOR OF PROPOSAL ONE. SO THAT WAS A LITTLE DIFFERENT THAN OUR STRAIGHT SPLIT OF 5,248%. THE FIRST TIME THE MESSAGE FROM THE. 
          WELL, THERE WAS ALSO ONE THING THAT I DO WANT TO ADD IN HERE. AS YOU SEE, THE 89% WHEN WE WERE ASKED, WOULD WE BE IN FAVOR OF PROPOSAL ONE OR PROPOSAL TWO? DO WE HAVE ANY ISSUES? 89% SAID WE ACTUALLY COULD GO EITHER WAY. IT WAS JUST IT WAS FAVORED FOR PROPOSAL TWO OVER PROPOSAL ONE, BUT AGAIN, 89%. THEY SAID THEY COULD GO EITHER WAY AND STILL FEEL COMFORTABLE. THE MESSAGE FROM THE FINAL VOTE WAS CLEAR ABOUT WHERE THE COMMITTEE STOOD AFTER REVIEWING THE COMMUNITY FEEDBACK AND THEN DISCUSSING AMONG THEMSELVES. AND AGAIN, 
          [02:05:02]
YOU'LL SEE THE DATA IN JUST A FEW MOMENTS OF WHAT WE SAW WHEN WE WERE HAVING THESE DISCUSSIONS. FROM THAT, I AM GOING TO SAY THANK YOU FOR ALL THE SUPPORT THAT YOU'VE GIVEN US DURING THE SECONDARY PHASE. AND EVEN IN THE FIRST PHASE, WHEN WE WERE DOING IT ON BEHALF OF THE SBC, WE APPRECIATE THE OPPORTUNITY TO REVIEW THE COMMUNITY FEEDBACK, HAVING THESE MEANINGFUL DISCUSSIONS AND PROVIDING COMMUNITY AND EVERYBODY ELSE WITH OUR INPUT FROM THE BOARD, WE UNDERSTAND THE SIGNIFICANCE OF THESE BOUNDARY DECISIONS AND ARE GRATEFUL FOR THE OPPORTUNITY TO SERVE. BEFORE I SIT DOWN AND PASS IT OVER TO MISS WILLIAMS, ARE THERE ANY QUESTIONS? LET'S LET'S HOLD QUESTIONS TILL THE END OF THE PRESENTATION, PLEASE. 
          BUT THANK YOU SO MUCH FOR COMING THIS EVENING AND PRESENTING. THIS PRESENTATION. 
          YEAH. THANK YOU LONG. ALL RIGHT. GOOD EVENING. TONIGHT I'M AND THANK YOU, MONICA, FOR THE PRESENTATION. TONIGHT I'M GOING TO GIVE AN UPDATE ON THE LONG RANGE BOUNDARY SURVEY DATA. 
          I'LL GO THROUGH PARTICIPATION SURVEY INTEGRITY SOME SURVEY INSIGHTS. I'LL SHARE SPECIFIC QUESTIONS FROM THE SURVEY AND THE DATA WITH COMPARISONS USING LANGUAGE SUCH AS HIGHER AND LOWER OR MORE OR LESS IMPACT TIED DIRECTLY TO THE SURVEY. AND THEN I'LL CLOSE WITH US. SO WHAT DOES THIS SURVEY TELL US? SO BEGINNING WITH THE SURVEY PARTICIPATION, THE SURVEY LAUNCHED ON AUGUST 17TH AND WAS OPEN THROUGH AUGUST 30TH. WE DISTRIBUTED DIRECTLY 63,855 SURVEYS TO PARENTS AND STAFF THROUGH A DIRECT LINK. WE HAD AN OPEN SURVEY LINK THAT WAS POSTED ON THE DISTRICT WEBSITE, AND OUR STUDENTS WERE IDENTIFIED THROUGH THEIR ID NUMBER IN THE SURVEY SO THAT THEY COULD BE CONNECTED WITH THEIR SCHOOL CAMPUS. IF THEY ENTER THEIR ID NUMBER CORRECTLY. OF THOSE 63,855 AND THE OPEN LINK, 2686 RESPONDENTS COMPLETED THE SURVEY AND THEY GENERATED 872 WRITE IN RESPONSES. I WANT TO SPEAK A LITTLE BIT TO THE SURVEY INTEGRITY. THE SURVEY HAS BUILT IN CONTROLS THAT PROTECT AGAINST DUPLICATE RESPONSES AND ANY AUTO BOT RESPONSES. WE DIDN'T STOP THERE. WE ASKED A THIRD PARTY TO REVIEW THE SURVEY DATA, TO LOOK AT EACH OF THE RESPONSES, AND THEY VALIDATED THAT THE DATA HAS INTEGRITY AND IS CREDIBLE AND VALID, WITH NO DISRUPTION OF BOTS OR ANY OF THE SURVEY INTEGRITY THROUGH DUPLICATE ISSUES. SO THAT WAS VALIDATED BY A THIRD PARTY. I DO WANT TO DIG A LITTLE BIT DEEPER INTO THE RESPONSES. I WAS ASKED ABOUT PARTICIPATION NUMBERS BY FEEDER PATTERN. THESE NUMBERS HERE AT THE BOTTOM REPRESENT 95% OF RESPONDENTS WHO COULD BE CONNECTED WITH THE SCHOOL. THE ONES WHO COULD NOT BE CONNECTED MIGHT BE A STUDENT WHO MISS ENTERED THEIR ID NUMBER AND WAS PUT INTO THE OPEN LINK DIRECTLY, OR A STAFF MEMBER. I WANT TO CALL OUT THAT THE ELKINS FEEDER PATTERN HAD THE HIGHEST PARTICIPATION RATE OF 28%, WITH OTHER FEEDER PATTERNS GREATER AT ALMOST TEN WAS AUSTIN, TRAVIS, AND CLEMENTS, AND THEN ALL OF OUR OTHER FEEDER PATTERNS HAD BELOW, WITH OUR LOWEST PERCENTAGE AT 1% AT MARSHALL. SO YOU CAN SEE HERE THE NUMBER, THE N THE NUMBER OF PEOPLE ASSOCIATED WITH THAT FEEDER PATTERN, AND THEN THE PERCENT OF ALL RESPONSES THAT ARE REPRESENTED THERE. SO I'LL START WITH SURVEY INSIGHTS. SO FIRST OF ALL, WHEN WE THINK ABOUT SURVEY RESPONDENTS, 72% OF THE 2886 PEOPLE WERE CURRENT PARENTS OR GUARDIANS IN FORT BEND ISD. LOOKING AT THE LEVEL OF SUPPORT THOSE SURVEY RESPONDENTS SELECTED, NEITHER OPPOSED NOR SUPPORT, MOST OFTEN TO INDICATE THEIR SENTIMENT AROUND THE BOUNDARY SCENARIOS, NOTING THAT NEUTRALITY IS A SENTIMENT WHEN WE THINK ABOUT LEVEL OF SUPPORT, NO HIGH SCHOOL SCENARIO DRAWS MAJORITY SUPPORT AND NONE DRAWS MAJORITY OPPOSITION. LOOKING SPECIFICALLY AT THE ELKINS HIGH SCHOOL FEEDER PATTERN, SUPPORT FROM IMPACTED STAKEHOLDERS IN THAT FEEDER PATTERN DIFFERS BY 1% BETWEEN THE TWO SCENARIOS. OVERALL, ALL SCENARIOS DREW MORE SUPPORT THAN OPPOSITION. AND WHEN WE LOOK OVERALL FROM RESPONDENTS, THEY SAY THEY CAN EXPRESS 77% OF RESPONDENTS CAN SUPPORT AT LEAST ONE OF THE HIGH SCHOOL SCENARIOS, WITH 22% OPPOSING BOTH. THAT'S KIND OF THE BIG PICTURE. LOOK AT THE DATA. I'LL START NOW GOING QUESTION BY QUESTION. AND IF I GET TO FAST, JUST LOOK UP AT ME AND I'LL SLOW DOWN A LITTLE BIT. 
          I'VE BEEN LOOKING AT THIS DATA FOR QUITE A WHILE. SO THE FIRST QUESTION WAS OVERALL LEVEL OF SUPPORT FROM ALL STAKEHOLDERS. YOU SEE THE QUESTION. PLEASE INDICATE YOUR LEVEL OF SUPPORT FOR THE PROPOSED CHANGES WITH MIDDLE SCHOOL SCENARIO, HIGH SCHOOL SCENARIO ONE AND HIGH SCHOOL SCENARIO TWO. AS I'VE NOTED BEFORE, THE LARGEST PERCENTAGE OF STAKEHOLDERS 
          [02:10:04]
SELECTED NEITHER OPPOSED NOR SUPPORT, WITH 29% IN HIGH SCHOOL. SCENARIO TWO AND UP TO 42% IN NEITHER OPPOSED NOR SUPPORT FOR YOUR MIDDLE SCHOOL AS THEIR LEVEL OF SENTIMENT NEUTRALITY BEING THE LARGEST OR HIGHEST LEVEL OF SENTIMENT, 38% OF STAKEHOLDERS SUPPORT OR STRONGLY SUPPORT THE MIDDLE SCHOOL SCENARIO. THAT'S YOUR GREEN PLUS YOUR BLUE ON THE SLIDE. WHEN WE LOOK AT HIGH SCHOOL SCENARIO ONE, 38% OF STAKEHOLDERS SUPPORT THAT IN GREEN OR BLUE, AND 33% OPPOSE THAT SAME SCENARIO. AND THAT'S IN ORANGE AND RED THERE ON THE SCREEN. LOOKING AT HIGH SCHOOL SCENARIO 241% OF STAKEHOLDERS SUPPORT HIGH SCHOOL TWO, WHILE 29% OPPOSE THAT. SO THERE IS SLIGHTLY MORE SUPPORT ON HIGH SCHOOL TWO, WHEN WE LOOK AT OVERALL SCENARIO LEVEL OF SUPPORT. WE LOOKED AT OVERALL LEVEL OF SUPPORT BY FEEDER PATTERN, THE THREE IMPACTED FEEDER PATTERNS THAT WERE PART OF THIS WORK. YOU CAN SEE HERE AUSTIN HIGH SCHOOL WITH 230 PEOPLE ASSOCIATED WITH THAT SCHOOL, TRAVIS HIGH SCHOOL WITH 364, AND ELKINS HIGH SCHOOL WITH 762. WHAT YOU SEE ON THE SCREEN IS A LOT OF NUMBERS, SO I'VE KIND OF ADDED THOSE TOGETHER SO YOU CAN SEE IT. SO STARTING WITH AUSTIN HIGH SCHOOL, YOU CAN SEE WHEN YOU COMPARE SCENARIO ONE AND SCENARIO TWO, THAT SCENARIO TWO HAS 36% SUPPORT WITH 31% FOR SCENARIO ONE. SCENARIO TWO HAS 31% OPPOSITION WITH 30% FOR SCENARIO ONE FOR AUSTIN HIGH SCHOOL. WHEN WE LOOK AT TRAVIS HIGH SCHOOL, SCENARIO TWO HAS 32% SUPPORT, WHILE SCENARIO ONE HAS 29%. AND YOU LOOK AT OPPOSITION IN THE TRAVIS HIGH SCHOOL FEEDER PATTERN. SCENARIO 250% SCENARIO 152% LOOKING AT ELKINS HIGH SCHOOL, YOU'LL NOTICE THAT ONE PERCENTAGE POINT DIFFERS. THE TWO, AS I SAID BEFORE, FOR SUPPORT, 48% FOR SCENARIO TWO, 47% FOR SCENARIO ONE, WITH OPPOSITION FOR SCENARIO TWO BEING 37%, AND OPPOSITION FOR SCENARIO ONE BEING 40%. I DO WANT TO NOTE ON THIS SLIDE THAT AUSTIN HIGH SCHOOL AND TRAVIS HIGH SCHOOL REPORTED DIFFERING LEVELS OF SUPPORT FOR THE TWO SCENARIOS, EVEN THOUGH THE TWO SCENARIOS HAD THE SAME IMPACT IN THAT FEEDER PATTERN ON BOUNDARIES, AND BOTH HAVE A HIGHER SUPPORT PERCENTAGE FOR SCENARIO TWO. IT IS ALSO IMPORTANT TO NOTE THAT TRAVIS HAD THE HIGHEST LEVEL OF OPPOSITION, 50 TO 52%. IF YOU HAD READ THOSE 872 COMMENTS, YOU WOULD BE SEEING THAT THE TRAVIS HIGH SCHOOL FEEDER PATTERN IS ASKING FOR MORE RELIEF FROM OVER UTILIZATION. HOWEVER, THEY ARE VERY CLEAR THAT THAT MEANS MOVING SOMEONE ELSE'S STUDENT, NOT THEIR STUDENT, FROM THE FEEDER PATTERN. ELKINS REPORTED A HIGHER SUPPORT PERCENTAGE FOR SCENARIO TWO VERSUS SCENARIO ONE, WITH ONLY A 1% DIFFERENTIAL. WE ALSO ASK ANOTHER QUESTION AROUND. AFTER REVIEWING BOTH HIGH SCHOOL SCENARIOS, WHICH OF THE FOLLOWING BEST REPRESENTS YOUR SENTIMENT? WHEN YOU LOOK IN BLUE, YOU SEE THE PERCENT OF ALL RESPONDENTS, AND THEN YOU SEE THAT WE HAVE THE SAME DATA FOR AUSTIN, TRAVIS, AND ELKINS. MOST IMPORTANT NUMBER IS 77% OF STAKEHOLDERS CAN SUPPORT AT LEAST ONE OF THE HIGH SCHOOL SCENARIOS IN BLUE, WITH 22% SAYING THEY CAN SUPPORT SCENARIO ONE, 18% SAYING THEY CAN SUPPORT SCENARIO TWO. AND OVERALL, 22% OPPOSING BOTH SCENARIOS. THEY CANNOT SUPPORT EITHER ONE. WHEN YOU LOOK TO THE RIGHT OF THIS AND YOU SEE AUSTIN, TRAVIS, AND ELKINS, WE LOOK AT THE ONE, THE PERCENTAGE THAT CAN SUPPORT AT LEAST ONE OF THE HIGH SCHOOL SCENARIOS. 72% OF STAKEHOLDERS FROM AUSTIN CAN SUPPORT AT LEAST ONE, 52% FROM TRAVIS CAN SUPPORT AT LEAST ONE SCENARIO, AND 90% OF STAKEHOLDERS FROM FROM ELKINS CAN SUPPORT AT LEAST ONE SCENARIO. THE NEXT QUESTION THAT WE ASKED STAKEHOLDERS WAS WHAT WAS THE IMPACT ON OVER UTILIZATION OF HIGH SCHOOL SCENARIO ONE AND HIGH SCHOOL? SCENARIO TWO, AS IT RELATES TO THE ELKINS, AUSTIN, AND TRAVIS FEEDER PATTERNS. SO LET'S START WITH ELKINS. THE ARROWS YOU SEE AT THE TOP, SCENARIO ONE, WHICH RELIEVES ELKINS PRIMARILY THROUGH CLEMENTS HIGH SCHOOL, MOVES 473 STUDENTS. SCENARIO TWO, WHICH RELIEVES ELKINS THROUGH CLEMENTS HIGH SCHOOL AND DULLES HIGH SCHOOL, MOVES 1011 STUDENTS. AND SO YOU CAN SEE THE DIFFERENTIAL THERE FOR OVER UTILIZATION. THE RESULT OF THIS IS 38% OF RESPONDENTS REPORTED THAT HIGH SCHOOL SCENARIO TWO HAD HIGH OR VERY HIGH IMPACT ON OVER UTILIZATION IN ELKINS FEEDER PATTERN. BEFORE I GO OVER AUSTIN AND TRAVIS, I DO WANT TO POINT OUT AGAIN THAT BOTH SCENARIOS IMPACTED THE SAME NUMBER OF STUDENTS IN THOSE FEEDER 
          [02:15:01]
PATTERNS. WHEN YOU LOOK AT THIS HIGH SCHOOL SCENARIO, ONE RECEIVED THE HIGHEST PERCENTAGE OF HIGH AND VERY HIGH IMPACT ON OVER UTILIZATION AT AUSTIN WITH 20% OF STAKEHOLDERS, AND AT TRAVIS WITH 24% OF STAKEHOLDERS. THE NEXT QUESTION WAS WHAT IS THE IMPACT ON FEEDER PATTERN ALIGNMENT FOR HIGH SCHOOL OR MIDDLE SCHOOL SCENARIO? HIGH SCHOOL SCENARIO ONE AND HIGH SCHOOL SCENARIO TWO. SO LET'S LOOK FIRST AT THE MIDDLE SCHOOL SCENARIO. 29% OF STAKEHOLDERS AGREE THAT THE MIDDLE SCHOOL SCENARIO HAS HIGH OR VERY HIGH IMPACT ON FEEDER PATTERN ALIGNMENT, WITH 43% SELECTING LOW OR VERY LOW. WHEN WE COMPARE HIGH SCHOOL SCENARIO ONE AND HIGH SCHOOL SCENARIO TWO, AND THE IMPACT ON FEEDER PATTERN ALIGNMENT, ONLY 1% SEPARATES THE TWO SCENARIOS WITH HIGH SCHOOL SCENARIO ONE HAVING 35% THAT SAY HIGH OR VERY HIGH IMPACT AND HIGH SCHOOL. SCENARIO TWO HAVING 34% THAT SAY HIGH OR VERY HIGH IMPACT. THAT BRINGS US TO THE RIGHT END RESPONSES. THERE WERE 872 COMMENTS WHICH FELL ACROSS SIX THEMES, AND WE DID READ EACH ONE OF THESE COMMENTS, THE 70 COMMENTS THAT RELATE TO THE ALTERNATE CONSIDERATIONS WERE SHARED WITH THE S, B, A, C FOR REVIEW, AND ALL 872 COMMENTS HAVE BEEN SHARED WITH THE BOARD OF TRUSTEES FOR REVIEW. SO LET'S START WITH THIS FIRST THEME DISRUPTION OF STUDENT COHORT COMMUNITY COHESION. IN THIS SECTION, PARENTS AND COMMUNITY MEMBERS ARTICULATED THAT THEY WANT THEIR STUDENTS TO GO TO THE SAME WITH THE SAME STUDENTS, FROM ELEMENTARY TO MIDDLE TO HIGH. SO THEY DON'T WANT THAT DISRUPTED AT ALL. AND SO THIS WAS A THEME. THE OTHER THING THEY WANT TO DO IS IF THEY LIVE IN A NEIGHBORHOOD WITH A STUDENT, WITH A FRIEND, THEY WANT TO BE IN THE SAME SCHOOL WITH THAT FRIEND GROUP THROUGHOUT, THROUGHOUT SCHOOL. SO DISRUPTION OF THE STUDENT COHORT OR COMMUNITY WAS THE NUMBER ONE THEME IN THE RIGHT END RESPONSES. THE NEXT THEME WAS UNBALANCED UTILIZATION IN THE PROPOSED SCENARIOS, WITH 133 PEOPLE WRITING IN. THIS DEALT FIRST WITH THE TRAVIS AND AUSTIN FEEDER PATTERNS, NEEDING MORE RELIEF FOR OVER UTILIZATION, AND IT DEALT SECOND WITH MARSHALL, WILLOWRIDGE, AND KEMPNER BEING UNDERUTILIZED AND QUESTIONS AROUND HOW WE MIGHT POPULATE THOSE SCHOOLS. THE THIRD HIGHEST THEME WAS TRANSPORTATION CONCERNS AND TRAFFIC IMPLICATIONS. MOST OF THIS WAS AROUND MOVING FORWARD TO IMPLEMENTATION OF THE NEW BOUNDARIES AND THE DISTRICT'S PLAN TO RELIEVE TRAFFIC, OR MAKE SURE THEY HAD CONSIDERED ANY OF THE TRANSPORTATION CONCERNS THAT MIGHT BE BROUGHT UP. THE FOURTH THEME WAS SUPPORTIVE BOUNDARY PROPOSALS. THERE WERE QUITE A NUMBER OF PEOPLE WHO HAD OVERALL SUPPORT FOR THE DISTRICTS NEED TO BALANCE ENROLLMENT THROUGH THE BOUNDARY PLANNING PROCESS. AND THEN THERE WERE SPECIFICITY, WHICH YOU'LL SEE ON THE NEXT SLIDE, WHERE STAKEHOLDERS MAY HAVE CALLED OUT THEIR FAVORITE SCENARIOS. SCENARIO ONE AND HERE'S WHY. OR SCENARIO TWO. AND HERE'S WHY I MENTIONED EARLIER THE 70 ALTERNATE CONSIDERATIONS FOR THE BOUNDARY PLANNING PROCESS. THESE TOOK A LITTLE BIT OF A DIFFERENT TURN FROM THE ELEMENTARY WRITING COMMENTS AT THE ELEMENTARY BOUNDARY SURVEY. THEY WERE AROUND ROADS AND DIFFERENT CONSIDERATIONS FOR SAFETY OR THE LOCATION OF A SCHOOL IN THE SECONDARY PROCESS. MOST OF THESE WERE ALTERNATE CONSIDERATIONS. IN ORDER TO KEEP A STUDENT IN A SCHOOL OR MOVE A STUDENT. SO THEY WERE DIRECTLY RELATED TO THAT PARENTS, THAT PARENT STUDENT. BUT WE DID PASS THESE OFF TO THE BOUNDARY PLANNER, AND HE DID INDICATE ON THE INFORMATION THAT THE SBC SAW WHY EACH SCENARIO WAS EITHER ALREADY CONSIDERED OR IF IT WOULD NOT WORK THROUGHOUT THE PROCESS. AND THEN THE FINAL THEME WAS THE PERCEIVED INEQUITY IN SCHOOLS OR ACADEMICS. AND MANY TIMES THIS WOULD BE CALLED OUT IN THE THE ACADEMIC RATING OF A SCHOOL OR A PERCEPTION ABOUT A SCHOOL COMMUNITY. SO THIS SLIDE IS INTENDED TO GIVE YOU AN EXAMPLE OF SOME OF THE REPRESENTATIVE COMMENTS. AND I WANT TO MAKE SURE THAT I DEFINE REPRESENTATIVE. THE THEMES ARE REPRESENTATIVE. SO THE LIGHT BLUE DISRUPTION OF THE STUDENT COHORT OR COMMUNITY COHESION THAT IS REPRESENTATIVE ACROSS THE SPECIFIC SCHOOLS OR NAME REFERENCES VARY ACROSS RESPONSES. THESE WERE SELECTED TO GIVE YOU AN IDEA OF THE TYPES OF THINGS THAT WERE IN THE WRITE IN RESPONSES. I'LL GIVE YOU JUST A SECOND TO LOOK AT THESE. 
          OKAY. AND SO THEN MOVING INTO SO WHAT? SO THIS IS A SURVEY THAT WAS COMPLETED BY 
          [02:20:07]
2000, JUST OVER 2800 STAKEHOLDERS IN THE DISTRICT. THE SURVEY IS ONE PIECE OF DATA TO INFORM THE DECISION THAT WE HAVE BEFORE US. AND IT IS VALID DATA FOR THOSE 2800 PEOPLE OR THOSE PEOPLE WHO RESPONDED TO IT. IT IS VALID. IT REPRESENTS THEIR OPINION. OVERALL, 70% OF THOSE STAKEHOLDERS SAY THEY CAN SUPPORT AT LEAST ONE OF THESE RECOMMENDATIONS. THE ONLY VARIANCE IN THE DATA IS THAT OF 3%, AND IT IS THEIRS 3%. GREATER SUPPORT FOR SCENARIO TWO FROM THE STAKEHOLDERS WHO RESPONDED TO THE SURVEY. AND THAT CONCLUDES MY PRESENTATION. 
          I CAN TAKE QUESTIONS NOW. THANK YOU, MISS WILLIAMS. MISS MARTINEZ AND MISS WILLIS, BEFORE I PASS QUESTIONS OFF TO THE TRUSTEES, I WANT TO THANK MISS WILLIAM WILLIS AGAIN FOR BEING HERE AND PRESENTING. IT MEANS A LOT TO THE BOARD TO HAVE A DIRECT PRESENTATION FROM A REPRESENTATIVE OF THE. YES. BACK. AND THANKS TO ALL THE MEMBERS FOR YOUR SERVICE AND PARTICULARLY FOR BEING HERE THIS EVENING. WE APPRECIATE YOUR HARD WORK AND YOUR DEDICATION TO THIS PROCESS. OKAY. QUESTIONS FROM THE TRUSTEES, MISS CHARANIA. YEAH, MISS WILLIAMS, SO PAGE 17. I JUST WANT TO MAKE SURE I'M I'M READING IT CORRECTLY. SO PAGE 17 SAYS FOR DRAFT SCENARIO ONE VERSUS TWO FOR ELKINS HIGH SCHOOL. FEEDER PATTERN, THAT THERE'S 47% IN THE ELKINS FEEDER PATTERN WHO SUPPORT ONE VERSUS 48 WHO SUPPORT SCENARIO TWO. I'M READING THAT CORRECTLY. OKAY. SO THEN WHEN YOU GO TO PAGE 18, PAGE 18. YEAH, LET ME SEE. 18. YEAH, SORRY. SLIDE 18. YEAH, THE NEXT ONE. I'M, I'M SEEING WHERE IT SAYS PERCENT OF RESPONDENTS FOR ELKINS HIGH SCHOOL, I CAN SUPPORT DRAFT SCENARIO ONE IS 36%. I CAN SUPPORT DRAFT SCENARIO TWO IS ALSO 36%. YES, MA'AM. THESE ARE TWO SEPARATE QUESTIONS. SO I'M GOING TO GO BACK FOR JUST A MINUTE. THE DATA HERE ON SLIDE 17. THE QUESTION I HAVE TO GO BACK IS HERE. PLEASE INDICATE YOUR LEVEL OF SUPPORT FOR THE PROPOSED CHANGES. THERE WAS A VIDEO THAT OUTLINED THE MIDDLE SCHOOL SCENARIO. AND THEN THEY INDICATED THEIR LEVEL OF SUPPORT VIDEO FOR THE HIGH SCHOOL. SCENARIO ONE INDICATE YOUR LEVEL OF SUPPORT VIDEO FOR HIGH SCHOOL. SCENARIO TWO INDICATE YOUR LEVEL OF SUPPORT. TO CLOSE THE SURVEY, WE ASK THIS QUESTION AFTER REVIEWING BOTH HIGH SCHOOL SCENARIOS. WHICH OF THE FOLLOWING BEST REPRESENTS YOUR SENTIMENT? AND THEY GAVE A DIFFERENT ANSWER ON THIS. OKAY. ALL RIGHT. SO IT'S REALLY 5050 WHAT FROM WHAT I'M KIND OF SORT OF SEEING, EVEN THOUGH THE PREVIOUS SLIDE ON THE OTHER QUESTION SHOWED 1%. SO I GUESS I'M TAKING IT AS A THIS OR THAT EITHER OR SEEMS TO WORK FOR THE COMMUNITY. I ALSO THOUGHT IT WAS INTERESTING EVEN ON EVEN THOUGH AUSTIN HIGH SCHOOL AND TRAVIS HIGH SCHOOL ARE NOT AFFECTED, THEY SEEM TO HAVE A HIGHER SUPPORT FOR SCENARIO ONE VERSUS TWO, AND I DON'T THINK THEY'RE AFFECTED BY EITHER. RIGHT. THEY'RE AFFECTED IN THE SAME WAY BY BOTH. YEAH. THERE'S THE STUDENTS IN THAT FEEDER PATTERN ARE AFFECTED IN THE SAME WAY BY BOTH SCENARIOS. OKAY. SO IT WAS INTERESTING THAT THEY HAD IT. OKAY. ALL RIGHT. SO THAT WAS MY ONE QUESTION. AND THEN ON SLIDE 17, IF YOU GO BACK TO THAT IS IS THAT IS THAT CAN THAT BE BROKEN DOWN BY STAKEHOLDER PARENT VERSUS STUDENTS VERSUS GRANDPARENTS? IS THAT SOMETHING WE COULD BREAK IT DOWN TO SORT OF SEE IS THE PARENT THAT'S SUPPORTING IT OR NOT SUPPORTING IT OR WHATEVER IT MAY BE IN THE OPPOSITION AS WELL. IT COULD BE BROKEN DOWN. BUT I DO WANT TO REMIND YOU THAT 72% OF THE RESPONDENTS TO THE SURVEY ARE PARENTS OR GUARDIANS. SO THEY'RE THE LARGEST GROUP. OKAY. OKAY. AND THEN I HAD SOME QUESTIONS ON THE ON THIS FOR MISS WILLIS. THANK YOU FOR YOUR SERVICE ON THIS BACK. I KNOW THIS. THANK YOU FOR SHARING IT AND LEADING IT. I, I HAD A QUESTION ON LET ME GO BACK TO THE SLIDE. I DIDN'T PUT THE NUMBER DOWN. SO LET ME GO BACK. SO I WAS GLAD TO SEE THAT 89%. 
          YOU KNOW, WHICHEVER WAY AT SOME POINT WE'RE OKAY WITH EITHER OR, YOU KNOW, SCENARIO. SO THAT WAS SORT OF GOOD TO SEE FROM THE S BACK. WHAT WAS THE REASON AND DID THEY SHARE LIKE THE OTHER 11% THAT DIDN'T SUPPORT EITHER SCENARIO? LIKE, DID THEY TALK ABOUT WHY THEY DIDN'T SUPPORT EITHER? THERE WASN'T ANY COMMUNICATION ON WHY ONE WENT ONE WAY OR THE OTHER. WE WERE 
          [02:25:06]
IT WAS THROUGH A VOTE AND WE WENT THROUGH IT ELECTRONICALLY. SO WE SAW WHAT THE END RESULT WAS, BUT WE DIDN'T GET TO SEE WHO WENT WHAT WAY OR WHO WENT THE OTHER. OKAY. YEAH. AND I THINK THAT'S SLIDE 11, WHICH WERE THE 89% IS REFLECTED, BUT ALSO IN SLIDE 11, WHERE IT'S GOT THE HIGH SCHOOL SCENARIO TWO VERSUS HIGH SCHOOL SCENARIO ONE IN TERMS OF WHERE THE S STOOD. AND I HEARD YOU SAY PREVIOUSLY IT WAS 52 VERSUS 48 FOR SCENARIO ONE VERSUS TWO, AND NOW IT'S 63 VERSUS 37%. WHAT IS IT THAT CAUSED THE CHANGE IN THE BIG SORT OF GAP THERE? WELL, WHILE YOU WERE ABLE TO SEE THE NUMBERS HERE THROUGH THIS, WE WERE ABLE TO REALLY DISSECT THE INFORMATION. SO WE LOOKED AT THE DIFFERENT SCHOOLS. WE LOOKED AT ELKINS, WE LOOKED AT DULLES AND QUAIL VALLEY MIDDLE SCHOOL AND HOW PEOPLE WERE VIEWING THE DATA AND WHAT THEY WERE SEEING. AND THERE WAS A SHIFT. AND I'M SURE WHEN YOU'RE ABLE TO GO BACK AND LOOK AT THE NUMBERS AGAIN, THERE WERE MORE PEOPLE IN SUPPORT OF SCENARIO TWO THAN THERE WERE SCENARIO ONE, WHEN YOU LOOKED AT THE FEEDER PATTERN BEING AFFECTED BY THAT CHANGE. OKAY. AND THAT'S WHERE A LOT OF OUR DISCUSSION WENT. OKAY. AND I ASKED THAT BECAUSE WHEN I LOOK AT SCENARIO TWO AND I LOOK AT THE NUMBERS THAT IN TERMS OF THE ENROLLMENT, THE PROJECTED ENROLLMENT, I MEAN, I SEE ELKINS GOING FROM 114% TO IN SCENARIO 2 TO 75%. AND, YOU KNOW, I'VE SEEN ELKINS PARENTS AND I JUST SORT OF MAKE THAT AS A COMMENT THAT I SEE THEM SAYING WE CAN'T GET SUPPORT FOR, I DON'T KNOW, IT WAS HOMECOMING TO GET TICKETS AT 114% STUDENTS DROPPING DOWN TO 75%. I MEAN, I'M JUST I'M A LITTLE SURPRISED FOR THAT SUPPORT FOR ELKINS TO GO THAT DOWN TO 75% VERSUS IN SCENARIO ONE, IT WOULD HAVE STILL BEEN AT 95%. AND CLEMENTS ALSO GOES DOWN. IT'S A BRAND NEW SCHOOL. I WAS JUST CURIOUS TO SEE, WAS THERE ANY SORT OF FEEDBACK ON THE PERCENTAGES OR THE DECLINES OVER THE YEAR IN SCENARIO TWO VERSUS ONE? THAT WAS A SURPRISE FOR US TOO, BECAUSE LOOKING AT THE DATA OUT OF ALL OF THE DIFFERENT GROUPS, AND YOU'LL BE ABLE TO GO BACK IN AND LOOK AT THE DATA TOO. IT WAS IN SUPPORT OF SCENARIO TWO, WITH THE EXCEPTION OF THE PARENTS AT QUAIL VALLEY MIDDLE SCHOOL. EVERYBODY ELSE WAS IN SUPPORT OF SCENARIO TWO. EVEN WITH A DRASTIC DROP IN, EVEN WITH THE DRASTIC DROP. BUT WHEN YOU WHEN YOU GO BACK AND LOOK AT IT, THAT'S WHERE A LOT OF OUR DISCUSSION CAME FROM. AND AT THAT TIME THAT WE WERE ABLE TO DO THAT, WE WERE AT THE INDIVIDUAL TABLES. BUT YOU WERE ABLE TO SEE THAT. SO I MEAN, THAT THERE WERE JUST LIKE, GOSH, WE'VE BEEN AT 114% FOR SO LONG, 120%. WE JUST WANT THAT RELIEF. OR I, I GUESS I'M JUST STRUGGLING TO UNDERSTAND THAT. 
          I GUESS THE INTEREST AND I CAN SAY FROM HAVING A STUDENT THAT GRADUATED FROM ELKINS, IT. 
          UNLESS SOMETHING HAS CHANGED AND MY DAUGHTER JUST CAME OUT. IT WASN'T A. THEY WERE TRYING TO GET PEOPLE FOR HOCO AND TICKETS AND THAT IT WAS. IF YOU DIDN'T DO IT. WITHIN A FEW HOURS, THEY WERE GONE. PARKING SPACES ARE GONE WITHIN THE DAY, AND IF YOU DON'T DO IT WITHIN THE DAY, YOU'RE STUCK. IT WASN'T LIKE THAT. SO I'M JUST COMING FROM A PERSONAL PERSPECTIVE IN THAT I CAN SEE PARENTS THAT ARE SAYING, GIVE US RELIEF. GOT IT. THANK YOU. 
          APPRECIATE IT. THANK YOU, THANK YOU, MISTER MISS HELLINGER. OKAY, SO I JUST WANTED TO MAKE SURE MISS TANYA HAD REALLY ASKED A LOT OF MY QUESTIONS, SOME OF MY QUESTIONS THAT I HAD. 
          I JUST WANTED TO KIND OF GO BACK TO SOME OF THE COMMENTS I HEARD EARLIER FROM THE PUBLIC AS WELL, WHERE THEY FELT LIKE SOME OF THE QUESTIONS, SOME OF THE, THE, THE MIDDLE GROUND WAS, WE DON'T CARE. THERE'S NO IMPACT TO US. CAN YOU TALK A LITTLE BIT? I THINK THAT'S MISS WILLIAMS. YES. MRS. HOLLINGER, COULD YOU SPEAK INTO THE MIC? OKAY. SORRY. I WANTED TO GO BACK TO THE PUBLIC COMMENTS AROUND. I THINK THERE WAS A COMMENT. I CAN'T REMEMBER WHO IT WAS THAT STATED THAT THEY FELT LIKE WE ARE MISINTERPRETING OR MISREADING THE THE DATA BY SAYING THAT I THINK THE WORD WAS USED WAS THERE'S NO IMPACT OR THEY DON'T CARE WHEN IT COMES TO THAT, THAT MIDDLE GROUND. OKAY. WHY WE I THINK IT'S THIS WAY. YEAH. 
          OKAY. YEAH. CAN WE PUT THE SLIDE UP? WE NEED WE NEED THE SLIDE UP PLEASE. OKAY. MISS HELLINGER, I THINK THIS IS THE SLIDE YOU'RE REFERRING TO BECAUSE IN THE ELEMENTARY SURVEY WE UTILIZE THE TERM NEUTRAL FOR THAT GRAY AREA. AND SO WHAT WE DID IS WE MADE A CHANGE TO DEFINE THAT GRAY AREA AS NEITHER OPPOSED NOR SUPPORT. SO IT WAS VERY CLEAR TO 
          [02:30:01]
STAKEHOLDERS WHAT THEY WERE SELECTING. AND OUR STAKEHOLDERS DID SELECT THAT CHOICE AT THE HIGHEST PERCENTAGE. AGAIN IN THIS SURVEY WITH BETWEEN 29% IN HIGH SCHOOL SCENARIO TWO AND UP TO 42% SELECTING NEITHER OPPOSED NOR SUPPORT FOR THEIR LEVEL OF SUPPORT ON THAT. YOU KNOW, THANK YOU FOR THAT. I'M CURIOUS, WHEN YOU LOOK AT THE SLIDE 14, BASED ON THE PERCENT OF RESPONSES FROM DIFFERENT FEEDER PATTERNS, IS THERE A WAY WE CAN KIND OF GET THE BREAKDOWN OF THE THE RESULTS BASED ON THE FEEDER PATTERN? YES, MA'AM. I CAN TELL YOU GENERALLY THAT THERE WAS ONLY ONE FEEDER PATTERN THAT HAD LESS SUPPORT THAN OPPOSITION, AND THAT WAS THE FEEDER PATTERN. BUT WE COULD DEFINITELY GET YOU THAT WHEN YOU SAY LESS SUPPORT, MEANING LESS SUPPORT FOR OPTION TWO, LESS SUPPORT FOR BOTH OPTIONS. LET ME SHOW YOU. IT'S EASIEST TO SHOW YOU HERE. SO FOR BOTH OPTIONS, TRAVIS HAD LESS PERCENT SUPPORT AND MORE OPPOSITION. AND THEY WROTE IN IN THE RESPONSES BECAUSE THEY NEEDED MORE RELIEF. SO THIS IS AN EXAMPLE OF WHERE WE HAVE THE THREE FEEDER PATTERNS. IF YOU WANT IT FOR ALL 12, WE CAN SEND THAT OVER. YES. THANK YOU. AND ALSO THANK YOU FOR THAT. AND ALSO I THINK THERE WAS ANOTHER PARENT THAT SHARED THE QUESTION OF I THINK IT WAS ANOTHER ASPECT. MEMBER THE THE GENTLEMAN. YES. I THINK SOME CLARITY AROUND THE DATA. EVERYONE HAD ALL THE SAME DATA TO LOOK AT, RIGHT? YES. SURE. THAT WAS CLEAR. YES, MA'AM. OKAY. ARE YOU ASKING IN THE SBAC MEETING? YES. OKAY. IN THE SBAC MEETING, THIS IS THE EXACT PRESENTATION WITH ONLY THESE BLUE OVERLAYS ADDED FOR CLARITY THAT THE SBAC RECEIVED. AND THEN THEY HAD ACCESS TO THE DASHBOARD WHERE THEY COULD DISAGGREGATE. AND I HAD A STAFF MEMBER FROM OUR TEAM AT TABLES. 
          I BELIEVE THERE WERE FIVE TABLE GROUPS, AND THEY WERE SAYING, CAN WE LOOK AT THE PARENTS IN THIS FEEDER PATTERN? AND MY STAFF WAS ONLY MANIPULATING THE DASHBOARD FOR THE TEAM TO LOOK AT. OKAY. AND MISS MISS HILLIKER, SORRY, I'M SITTING OVER HERE. I DO RECALL HE WAS ASKING TO ABOUT THE MIDDLE SCHOOL UTILIZATION AND DESIGN CAPACITY NUMBERS. AND GIVEN THAT WE WERE FOCUSED ON FEEDER PATTERN ALIGNMENT, AT THE END OF THE CONVERSATION, THAT DATA WAS NOT POSTED PUBLICLY FOR CAPACITY AND UTILIZATION BECAUSE IT WASN'T A BALANCING OR A RELIEVING OF THOSE CAMPUSES. AND SO THAT'S NOT POSTED ON THE BOUNDARY PLANNING WEBSITE LIKE IT IS FOR THE TWO HIGH SCHOOL SCENARIOS, BECAUSE IT WASN'T A FUNCTION OF THE PRESENTATION. SO I THINK I DO RECALL HE WAS ASKING FOR THAT TO BE SOMEPLACE WHERE IT COULD BE EASILY ACCESSIBLE FOR PEOPLE TO LOOK AT AS WELL. SO WE CAN PLACE THAT ON THE, ON THE WEBSITE AS WELL. OKAY. THANK YOU. SURE. AND JUST AND I WILL SAY THANK YOU TO ALL OF YOU, ALL BECAUSE YOU ALL INCORPORATED A LOT OF THE QUESTIONS FROM THE LAST TIME WE'VE HAD THESE DISCUSSIONS AROUND BOUNDARIES, ESPECIALLY FROM OUR PREVIOUS BOUNDARY DISCUSSIONS AROUND ELEMENTARY SCHOOL. SO I APPRECIATE YOU ALL THINKING AHEAD AND ANSWERING SOME OF THOSE QUESTIONS. SO WE DON'T HAVE TO ASK THEM. BUT JUST FOR CLARITY, WE HAVE 36 SBAC MEMBERS AND WE HAD 23 THAT WERE PRESENT. AND I KNOW WE'VE GIVEN THEM PEOPLE OPPORTUNITY IN THE PAST TO MAKE SURE THAT THEY PARTICIPATED AND WERE ABLE TO GIVE THEIR FEEDBACK, AND JUST WANTED TO BE CLEAR THAT THAT WAS PROVIDED THIS TIME AS WELL. OR IS THERE SOMETHING DIFFERENT? YES. SO THERE WERE TWO MEETINGS ON THE 16TH. THERE WERE 23 PEOPLE THAT WERE PRESENT, AND THEN THE FOLLOW UP MEETING WAS ON THE 17TH, AND THERE WERE FOUR PEOPLE, IF I'M NOT MISTAKEN, THAT WERE PRESENT FOR THAT. SO WE HAD 27 OUT OF THE 36 THAT GAVE FEEDBACK. SO SO THE ON SLIDE TEN, IT SAYS 23 MEMBERS. YES, THAT WAS FROM THE 16TH. THAT WAS WHEN WE WERE ALL TOGETHER AS ONE GROUP. WE WEREN'T WITH THE FOUR. THAT CAME THE VERY NEXT DAY FOR THE MAKE UP SESSION. OKAY. SO THEN THE 27 IS, DOES THE 27 REPRESENT IS REPRESENTED ON PAGE 11? YES. OKAY. SO THIS IS THE FINAL NUMBER. AFTER THE FOUR GAVE THEIR INPUT AND THEY VOTED, THIS IS WHAT CAME OUT OF IT. SO THIS IS ALL COMBINED OF 27. ALL RIGHT. THANK YOU. THANK YOU I APPRECIATE IT. THANK YOU, MISS HELLINGER MISS VICKI. THANK YOU TO MY FELLOW TRUSTEES WHO HAVE ASKED MANY OF THE QUESTIONS THAT I WAS PLANNING ON ASKING. I BELIEVE WE SAW THE 
          [02:35:04]
THE PARENT OR STAKEHOLDER BREAKDOWN FOR THE HIGH SCHOOLS, FOR THE MIDDLE SCHOOLS. WHAT WAS THEIR APPARENT BREAKDOWN FOR THOSE WHO WERE IN FAVOR OF THE CHANGES? COULD YOU COULD YOU ASK THAT QUESTION? THE MIDDLE SCHOOL CHANGE? WAS THERE A BREAKDOWN OF PARENT SUPPORT FOR OR OPPOSITION TO THE PROPOSED CHANGES? SO THERE'S A BREAKDOWN OF THE LEVEL OF SUPPORT HERE ON THIS SLIDE. 38% SUPPORTED THE CHANGES WHILE 20% OPPOSED THE CHANGES. BUT FROM THAT, WHAT IS THE BREAKDOWN OF LIKE OF IMPACTED BY THE FEEDER PATTERN PARENTS AND FAMILIES? OH, I DID NOT BREAK THAT DOWN BECAUSE, WELL, I DID NOT BREAK THAT DOWN BECAUSE I THINK IT'S ALMOST EVERY MIDDLE SCHOOL IS IMPACTED, BUT I CAN BREAK IT DOWN BY THE FEEDER PATTERNS. 
          OKAY. AND I THINK FOR THAT ONE, IT'S ESPECIALLY THOSE WHO ARE IN THAT ZONE, RIGHT. FOR THAT THE GENTLEMAN TALKED ABOUT THAT ARE BEING IMPACTED BY COLEMAN OR NOT. OKAY. SO I JUST WANTED TO CLARIFY THAT BECAUSE I THINK WE'RE TRYING TO GET TO THAT WITH THE HIGH SCHOOLS. AND I THINK YOU DID A GOOD JOB OF THAT ON PAGE NINE OF THE OR SLIDE NINE OF THE PRESENTATION ON HIGH SCHOOL. SCENARIO ONE, IT DOES MENTION THAT IT PROVIDES A SMALLER, SMALLER DEGREE OF RELIEF FOR ELKINS. BUT I ALSO SEEM TO REMEMBER, AND I DON'T THINK IT'S IT'S NOT ON THIS PAGE. I DON'T THINK IT'S IN THE PRESENTATION THAT SPECIFICALLY THAT LESS STUDENTS ARE IMPACTED BY HIGH SCHOOL SCENARIO ONE. AND THAT, I BELIEVE WAS A GOAL FOR THIS. 
          THIS ROUND OF BOUNDARY PLANNING. SO I JUST WANTED TO POINT THAT OUT. ON WHEN WE WERE ON SLIDE NUMBER 21, TALKING ABOUT THE TRANSPORTATION CONCERNS AND TRAFFIC IMPLICATIONS, THAT WAS SOMETHING THAT, I MEAN, 100 WRITE IN COMMENTS WERE ABOUT THAT. AND I'VE HAD A COUPLE COMMENTS FROM COMMUNITY, FROM PARENTS AS WELL. AND I JUST WONDERED, AND THIS I DON'T KNOW IF THIS IS FOR DOCTOR LONG AS WELL, BUT THIS IS IF FOR SCENARIO TWO, WHAT IS THE IMPACT OF HAVING, LET'S SAY 15 BUSSES AT THE SAME TIME OF DAY GOING DOWN DULLES AVENUE? DO WE HAVE THAT KIND OF LIKE TRAFFIC, YOU KNOW, STUDY GOING ON? WE DID DISCUSS THAT, BUT I'D HAVE TO RESEARCH IT AND GET BACK WITH YOU. OKAY. THANK YOU. I JUST IF WE DID, I JUST DIDN'T REMEMBER. AND SINCE THE VOTES NEXT WEEK, I'M JUST TRYING TO GET ALL THESE QUESTIONS OUT. SO. 
          OKAY. AND THEN LET'S SEE HERE. OKAY. AND THEN THIS CAME UP BECAUSE WE WERE TALKING ABOUT THE ACADEMIES IN THE PREVIOUS. PRESENTATION, AND I JUST DIDN'T KNOW IF THERE WERE I KNOW THE ACADEMIES WERE NOT PART OF THE ORIGINAL SCOPE, BUT I DON'T I DIDN'T KNOW IF THAT WAS SOMETHING THAT WE CAN MAKE SURE THAT AT THIS POINT, I DON'T KNOW IF WE CAN, BUT YOU KNOW, THAT MATH AND SCIENCE ACADEMY IS PRETTY MAXED OUT. THE ENGINEERING ACADEMY IS MAXED OUT. IF THERE IS SOME WAY TO ENSURE THAT WE'RE MAKING THE MOST, IF EFFECTIVE, EFFICIENT CHOICES, NOT JUST FOR THIS, THIS, THESE PROPOSED PLANS, BUT ALSO THE ACADEMIES. BECAUSE IN 2 OR 3 YEARS, I DON'T WANT US TO SEE THAT WE HAVE TO CHANGE IT AGAIN BECAUSE OF WHATEVER THE NEED IS, WHATEVER THE DESIRES ARE. AND AND IF WE NEED TO EXPAND ANY OR, OR CHANGE THOSE, I THINK THAT IS. OH, AND ONE MORE QUESTION. SO SORRY. I'M JUST LIKE RANDOM. I KNOW I, I KNOW YOU GUYS WILL GET THEM BACK TO GET THE ANSWERS BACK TO US. IF WE WERE TO GO WITH SCENARIO ONE. AND THIS IS OF COURSE FOR STAFF. AND THANK YOU TO THE SBAC FOR ALL YOUR WORK, I APPRECIATE IT, BUT THESE ARE, I KNOW, MORE STAFF QUESTIONS BECAUSE OF DULLES HAVING A LOWER UTILIZATION RATE. IS THERE OTHER OPPORTUNITIES WE CAN USE FOR DULLES? ARE THERE OTHER. JUST LIKE THOSE HIGH SCHOOL STUDENTS WERE HERE TALKING ABOUT THE CLOSED ELEMENTARY SCHOOLS FOR STEM CAMPUSES. IF WE WERE ABLE TO HAVE THAT ROOM AT DULLES, THAT SPACE, COULD WE USE THAT FOR OTHER THINGS? BECAUSE I THINK THAT THAT THAT THE FIRST SCENARIO DOES, ALTHOUGH IT PROVIDES LESS RELIEF FROM ELKINS, WE KNOW THAT WE'RE A STABILIZED DISTRICT, EVEN DECREASING IN POPULATION. AND SO I ACTUALLY DON'T SEE THAT 
          [02:40:05]
BEING AN ISSUE. SO I DON'T KNOW IF THERE ARE PLANS THAT ARE HAPPENING. IF FOR THAT SPACE AT DULLES, I YOU DON'T HAVE TO ANSWER RIGHT NOW UNLESS YOU HAVE THOSE ANSWERS. THAT'S ALL. 
          FINALLY. THANK YOU, MISS WIERZBICKA. MISS HANNAN. YES. SO THANK YOU, MISS WILLIS. AND THANK YOU TO ALL OF THE S BACK MEMBERS THAT ARE HERE AND MAYBE LISTENING AT HOME. AND EVEN IF THEY'RE NOT, I KNOW WHAT A BIG RESPONSIBILITY THAT WAS THAT THE BOARD ASKED YOU TO DO. SO I'M GOING TO JUST START BY CLARIFYING SOMETHING. IF YOU CAN GO BACK TO SLIDE TEN. I KNOW I THINK TRUSTEE AND TRUSTEE HELLER KIND OF ASKED THIS. SO I WANT TO ACTUALLY BE CLEAR. SO IN THE FIRST VOTE THAT WAS TAKEN AT THE BEGINNING OF THIS PROCESS, HOW MANY? NOT THIS ONE. I'M TALKING ABOUT THE VERY BEGINNING WHEN IT WAS KIND OF AN EVEN TIE. HOW MANY OF THE S BACK MEMBERS WERE THERE FOR THAT AND GAVE THEIR INPUT WHEN IT WAS KIND OF A 50/50? I DON'T REMEMBER THE EXACT NUMBER. DO YOU? HOW MANY ARE THERE? ARE THERE 36 MEMBERS? THERE ARE 36 MEMBERS. OKAY. SO OF THE 36, WE ONLY HAD 23 FOR THIS ONE. THAT'S BEEN PRETTY NORMAL. BUT WAS IT WAS IT CLOSER TO WHAT WAS THE NUMBER THAT SHOWED UP THE FIRST TIME? WE HAD 29 IN THE FIRST VOTE. SO, SO WE DID HAVE MORE. AND SO SOME FOLKS. AND THEN I WANTED TO UNDERSTAND. 
          SO THE 23 MEMBERS THAT CAME UP WITH THE CURRENT NUMBER OF OF 63 SUPPORT VERSUS 37, THEY DIDN'T ALL THEY DIDN'T ALL ENGAGE IN THE SAME CONVERSATION. 17 ENGAGED IN CONVERSATION ONE DAY AND FOUR ENGAGED THE. NO. IT WAS. 23 THE FIRST DAY AND FOUR THE SECOND. SO. 27 TOTAL. 
          027 SO IT'S 27 THE SECOND TIME. 29 THE THE FIRST TIME. OKAY. I'M SORRY, I WAS, I WAS THINKING IT WAS ONLY 23. RIGHT. I KNOW YOU ASKED THAT, BUT I DIDN'T, I WASN'T FOLLOWING. I MEAN, I JUST WAS NOT, I WAS NOT FOLLOWING. SO I'M SORRY ABOUT THAT. OKAY. SO THANK YOU FOR THAT CLARIFICATION. AND THEN SO I JUST WANT, BECAUSE I KNOW THAT THE VOTE IS COMING UP AND I DO WANT THE, MY COLLEAGUES TO KNOW THAT THAT I GOT FC LOCAL OUT AGAIN. AND I READ IT BECAUSE IT'S NOT JUST ABOUT MOVING SEATS AND STUDENTS. ONE OF OUR ITEMS THAT WE ARE SUPPOSED TO BE REALLY LOOKING AT IS GROWTH PROJECTIONS, BUT WE'RE ALSO SUPPOSED TO BE LOOKING AT COST EFFECTIVENESS. AND I DON'T KNOW IF THAT WAS A DEEP PART OF THE DISCUSSION WITH THE SPEC, BUT CONSIDERING THE FINAL FINANCIAL AND IMPACT, LESSENING FUTURE CAPITAL AND OPERATION BUDGETS. SO THAT'S, THAT'S THAT'S IN OUR POLICY. SO THAT WEIGHS HEAVY ON ME. IT'S KIND OF FOLLOWING MISS WHERE'S TRUSTEE. WHERE'S VICKI'S POINT ABOUT THE FUTURE UTILIZATION OF DULLES HIGH SCHOOL? DULLES HIGH SCHOOL HAS BEEN ONE OF OUR TRIED AND TRUE, TRUE SUCCESSES IN ACADEMIES. I THINK ALL OF THE SEATS FILL UP KIND OF LIKE ELKINS, WHERE SOME OF OUR CAMPUSES HAVEN'T HAD SUCCESS OR AS GREAT A SUCCESS WITH ACADEMIES. AND SOME COMMUNITIES DIDN'T REALLY EMBRACE AN ACADEMY. SO THERE IS NOT AN ACADEMY THERE. SO THOSE ARE THINGS I'M THINKING ABOUT AS WE'RE TRYING TO GROW. AND I KNOW THAT'S NOT NECESSARILY MY JOB, BUT IT IS THE BOARD'S JOB IN VISION AND PLANNING, THINKING AHEAD. AND I KNOW THAT'S A DIFFERENT CONVERSATION. SO I DO HAVE SOME QUESTIONS. SO AGAIN, I KNOW SOMEBODY SAID IT. 
          HOW MANY STUDENTS ARE IMPACTED IN SCENARIO ONE AS FAR AS MOVING THAT THEY THEY ARE ACTUALLY GOING TO GET MOVED FROM CAMPUS A TO CAMPUS B. SO IN SCENARIO ONE, IT'S 1050 STUDENTS. AND IN SCENARIO TWO, IT'S 1561. OKAY, SO ABOUT 400 MORE. IN SCENARIO TWO, CORRECT. 
          OKAY. OKAY. SO THANK YOU FOR THAT. AND THEN SO WHEN THE SBAC DID THEIR VOTE AND THEY LOOKED AT THE DATA, BECAUSE I KNOW THAT THE SURVEY HAD THE NET TRANSFER AS LIKE AN ATTACHMENT THAT PEOPLE COULD GO TO TO SEE THAT NUMBER, BUT IT WASN'T EMBEDDED IN THE SURVEY. IT WASN'T EMBEDDED IN THE SURVEY BECAUSE I TOOK IT AND I LOOKED AT IT. SO MY QUESTION IS, DID THAT CONSIDER NET TRANSFERS BEFORE THEY VOTED? AND WHAT I MEAN BY THAT IS, FOR INSTANCE, BUSH HIGH SCHOOL, AND THIS IS A PUBLIC DOCUMENT. IT'S ON THE IT'S ON OUR WEBSITE THERE IN THE RED, THEY HAVE 212 IN THE NEGATIVE NET TRANSFERS. SO AT LEAST 212 STUDENTS ARE LEAVING 
          [02:45:07]
BUSH FOR SOME REASON, WHETHER THAT'S A SPECIAL PROGRAM, I DON'T KNOW, ACADEMY IN IN INTRA DISTRICT TRANSFER. SO THAT'S MY QUESTION. SO DURING THE ASPECT MEETINGS, THEY DID HAVE ACCESS TO THE ACADEMY DATA, THE MIDDLE SCHOOL ACADEMY DATA, THE HIGH SCHOOL ACADEMIES, AS WELL AS THE LIMITED OPEN ENROLLMENT INFORMATION. OKAY. AND THEY LOOKED AT THOSE PROJECTION UTILIZATIONS FIVE YEARS OUT, CONSIDERING THOSE NET TRANSFERS, THAT WAS CORRECT. OKAY. AND SO THEY OKAY, SO MY NEXT QUESTION IS JUST FOR MY, MY COLLEAGUES, HOW MANY. BECAUSE OUR GOAL IN FC LOCAL IS WHAT'S THE SWEET SPOT WE'RE LOOKING FOR WITH UTILIZATION. BETWEEN 83 AND 87%, AROUND 84% IS WHAT THE BOUNDARY PLANNER SAID IS THE SWEET SPOT. OKAY, OUR BOARD POLICY IS 80 TO 100. OKAY. SO IN SCENARIO ONE, HOW MANY REACH THAT? OR LET ME HOW MANY HOW MANY REACH IN SCENARIO ONE REACH THAT GOAL OF UTILIZATION. OF THE ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, ONE, TWO, THREE IN SCENARIO ONE. AND I WANT TO MAKE QUALIFYING STATEMENTS HERE THAT THE NET TRANSFERS ARE AS OF AUGUST THE 11TH, AND THEY'RE BASED IN THE COMING YEARS. SO 2728 ON THE THIS YEAR'S NET TRANSFERS, WHICH WE KNOW ARE BRAND NEW TO THE TRANSFER LANDSCAPE IN THE SENSE OF NEWLY APPROVED POLICY. FIRST YEAR OUT FOR THE WIDENING OF INTRA DISTRICT AND OF COURSE, THE OPENING OF INTER DISTRICT IN THE WAY IN WHICH IT IS DONE THIS YEAR. AND SO THAT'S THE ASSUMPTION THAT IS IN MIND. SO WE DON'T HAVE TREND DATA TO TRACK THAT WITH. SURE. OKAY. 
          AND SO AS WE LOOK AT 2728, AUSTIN WOULD BE AT 98%, BUSH AT 91, CLEMENTS AT 95, DULLES HIGH SCHOOL AT 74%, ELKINS AT 95 AND KEMPNER AT 69% AND TRAVIS AT 100%. THOSE ARE THE SCHOOLS WE FOCUSED ON FOR THIS MODEL. WHAT YEAR IS THAT? THAT IS FOR THE 2728 SCHOOL YEAR IN SCENARIO ONE BOUNDARIES. AND WOULD SOME OF THOSE STUDENTS NOT HAVE TO LEAVE THEIR CAMPUS? YES. AND THEN SCENARIO TWO IN THE 2728 SCHOOL YEAR, AUSTIN, BUSH, TRAVIS, THOSE WOULD ALL REMAIN THE SAME. YOU WOULD HAVE DULLES HIGH SCHOOL AT 101%, ELKINS AT 75%, AND THE OTHERS WOULD REMAIN THE SAME AS WHAT I CALLED OUT IN SCENARIO ONE. IF WE PROGRESS ON, YOU'RE GOING TO SEE THOSE NUMBERS. THE NUMBER FOR DULLES DECREASE DOWN TO IN 20, 30, 31, 94% AND ELKINS AROUND 71% IN SCENARIO TWO. AND IN SCENARIO ONE, DULLES WOULD BE AT 67% IN THE 3031 SCHOOL YEAR, AND ELKINS WOULD BE AT 90%. AGAIN, THOSE ARE NET ASSUMPTIONS OR THOSE ARE ASSUMPTIONS BASED ON NET TRANSFERS WITH QUITE A BIT OF UNKNOWNS, RIGHT? BUT WE DO HAVE CONSISTENCY WITH DULLES, AND I'M WONDERING HOW CONSISTENCE CONSISTENT THAT NEGATIVE, THE NUMBER OF KIDS LEAVING BUSH. SO THAT THAT'S WHY I ASK. SO WHAT I WHAT I SEE, I KNOW THE ASSUMPTION SCENARIO ONE, ONE, TWO, THREE, FOUR CAMPUSES ARE IN BETWEEN THE 80 TO 101 CAMPUS. 
          TRAVIS IS OVER AT 101, AND TWO ARE BELOW IN AT 6764. SCENARIO TWO, THERE ARE THREE CAMPUSES. 
          SO THERE ARE MORE CAMPUSES THAT ARE UNDER UTILIZATION. AND SCENARIO TWO, WHERE THERE ARE ONLY TWO UNDER SCENARIO ONE. OKAY, SO I SO I GUESS WE MAYBE NEED TO LOOK AT POLICY AND CHANGE THE NUMBERS THAT WE HAVE IN THERE TO MEET MORE OF WHAT OUR DEMOGRAPHERS ARE RECOMMENDING. THAT THAT WAS A THAT WAS NOT OUR DEMOGRAPHER. I'M SORRY, MISS HANNON, THAT WAS AS WE WERE WORKING THROUGH THE BOUNDARIES OF VERY SPECIFIC SWEET SPOT OF 83 TO 87% BY THE BOUNDARY PLANNER, BUT STILL FITS WITHIN THAT 80 TO 100%. SO THE THE 87 TO WHAT IS IT WAS 83 TO 87%. AND WE DO HAVE STEWART ON. AND IF HE WANTS TO SUPPORT OR GIVE US A DIFFERENT NUMBER. 
          SO WITH RIGHT. SO CLEMENTS FIVE YEARS OUT IN SCENARIO TWO, IS SITTING AT 75 AND ELKINS IS 
          [02:50:07]
SITTING AT 71 WITH. I KNOW THE CAVEAT THAT THAT THAT'S NOT LONGITUDINAL NET TRANSFER. SO THAT'S, THAT'S A CONCERN TO ME FINANCIALLY THAT A AND I'VE SAID IT BEFORE, BUT THAT CLEMENTS. CLEMENTS WAS ABOUT 21% OF OUR $1.2 BILLION BOND. THE 255 MILLION WAS A LITTLE OVER 21%. SO I'M STILL THINKING FINANCIALLY OF HOW WE UTILIZE THAT BUILDING IN A BETTER WAY, SINCE OUR COMMUNITY TRUSTED US TO BUILD THAT BUILDING. I HAVE CONCERNS SIMILAR TO MISS WIERZBICKA, OF THE COMPREHENSIVE USE OF DULLES HIGH SCHOOL. IT IS ONE OF OUR ONLY UNIQUE HIGH SCHOOLS THAT HAS A MIDDLE SCHOOL RIGHT NEXT DOOR. AND NOW WE HAVE AN EMPTY CAMPUS. SO WE HAVE A HUGE FACILITY, EVEN WITH A FORMER CTE BUILDING BEHIND. AND AS DOCTOR SMITH IS LOOKING FORWARD TO INNOVATIVE IDEAS, I'M CONCERNED WITH FILLING UP DULLES TO 94% BECAUSE WE WOULDN'T WANT TO MOVE THEM AGAIN. AND THEN THAT LIMITS HOW WE COULD CAPITALIZE ON A VERY SUCCESSFUL LONG TERM MATH AND SCIENCE ACADEMY THAT WE'VE HAD THERE. SO THAT'S, THAT'S REALLY THAT'S REALLY A DEEP CONCERN TO ME. AND THEN I, I WOULD LIKE TO ASK MISS WILLIAMS OR DOCTOR SMITH TO, TO SPEAK TO THE NUMBER OF STUDENTS LEAVING BUSH HIGH SCHOOL. AS FAR AS THE. NET NET TRANSFERS, DID THOSE INCREASE THIS YEAR BECAUSE OF THE OPEN INTERDISTRICT TRANSFER OPPORTUNITY, OR IS THAT PRETTY CONSISTENT? BECAUSE THAT. 
          THAT'S A. THAT'S A THAT'S A BIG NUMBER OF STUDENTS TRANSFERRING OUT OF BUSH. I'M SORRY, I DON'T HAVE THAT DATA WITH ME, BUT I DID HEAR DOCTOR JORDAN SAY THAT WE WERE GOING TO HAVE THE DATA BY SCHOOL FOR THE TRANSFER. SO YOU'LL BE ABLE TO SEE AND COMPARE THE NET. SO MAYBE WE COULD TELL WHERE THEY'RE WHY THEY'RE WHY THEY'RE LEAVING. BECAUSE THAT BEFORE I VOTE. I REALLY NEED, I NEED TO I NEED TO UNDERSTAND THAT. THAT'S IMPORTANT TO ME. AND THEN LET ME JUST HAVE A GLANCE TO MAKE SURE I'VE ASKED MY. OKAY. AND SO JUST TO, TO CLARIFY, KIDS COME NEXT YEAR, WHO GETS THE CHOICE TO STAY AND THEY DON'T LEAVE THEIR CAMPUS OF THE HIGH SCHOOL KIDS, OUR CURRENT NINTH, 10TH AND 11TH GRADERS. SO YOUR RISING 10TH, 11TH, 12TH. OKAY, HAVE THE CHOICE TO REMAIN AND THEN YOUR RISING EIGHTH GRADERS. SO CURRENT SEVENTH GRADERS. 
          OKAY, SO WE MAY NOT SEE A LEAVE MEMBERS AT LARGER SCHOOLS LIKE TRAVIS AND ELKINS. THE, THE, THE ALLEVIATION OF OVERCROWDING MAY NOT HAPPEN UNTIL YEAR FOUR. THAT IS CORRECT. IT'S A GRADUAL PROCESS DEPENDING ON THE NUMBER OF STUDENTS WHO CHOOSE TO STAY. OKAY. AND THEN FINALLY, I APPRECIATE, MISS WILLIAMS, THAT YOU GAVE US THOSE TWO DIFFERENT SURVEY RESULTS THAT SHOWED WHAT PEOPLE EXPRESSED WHEN THEY SORT OF STARTED TAKING THE SURVEY, AS OPPOSED TO WHAT THEY FELT AT THE END. IS THAT WHAT I'M UNDERSTANDING ON THE DIFFERENCE OF THE SENTIMENTS? I THINK THERE'S ONE MORE DIFFERENCE IN THE SENTIMENT THAT I WOULD POINT OUT AT THE START OF THE SURVEY. THEY'RE ONLY LOOKING AT THAT SCENARIO TO SAY, DO I SUPPORT? DO I NEITHER SUPPORT NOR OPPOSE OR DO I NOT SUPPORT IT? AT THE END OF THE SURVEY, WE ADDED THE QUESTION I APOLOGIZE. LET ME GET THERE. WHERE THEY COULD SUPPORT SCENARIO ONE SUPPORT. SCENARIO TWO COULD SUPPORT BOTH OR COULD SUPPORT SCENARIO ONE, NEITHER ONE NOR TWO. SO IT'S A DIFFERENT TYPE OF QUESTION. THEY'RE NOT JUST LOOKING AT ONE SCENARIO, THEY'RE LOOKING ACROSS THE TWO AND PICKING ONE OF THOSE FOUR INDICATORS. THAT'S WHY IT MAKES IT DIFFICULT TO COMPARE THAT DATA. OKAY. YEAH, THAT THAT 48% THAT CAN'T OF THE, THE TRAVIS HIGH SCHOOL THAT CAN'T SUPPORT EITHER. YOU KNOW, THAT'S A PRETTY SIGNIFICANT NUMBER, WHICH TAKES ME BACK TO THE NUMBER THAT ARE ALREADY TRANSFERRING OUT OF BUSH. I JUST, I DON'T WANT TO LOSE ANY MORE OF OUR STUDENTS. I KNOW THERE'S WONDERFUL THINGS HAPPENING AT BUSH, BUT THERE IS MAYBE SOME PERCEPTION ISSUE HAPPENING. I DON'T KNOW WHY WE HAVE SUCH A HIGH NUMBER OF TRANSFERS OUT OF BUSH. SO THANK YOU SO MUCH. THANK YOU FOR YOUR PRESENTATION. AND THANKS AGAIN TO MISS WILLIS AND THE SBAC. THANK YOU, MISS HANNAH. MR. RONNIE. YEAH. HI. COULD I JUST HAVE YOU REITERATE THE NUMBERS YOU GAVE BETWEEN SCENARIO ONE AND SCENARIO TWO OF THE STUDENTS IMPACTED? BECAUSE I DIDN'T CATCH THAT. IN SCENARIO 
          [02:55:07]
ONE. IT'S 1050. THEN SCENARIO TWO, IT'S 1561. OKAY. IT'S ABOUT A DIFFERENCE OF ABOUT 500 SOME KIDS. SO YEAH. HOW DOES THAT COMPARE TO SLIDE 19? I THINK THAT'S THE CONFUSION BECAUSE THAT'S NOT WHAT'S ON SLIDE 19. SLIDE 19. WE WERE ASKED TO PUT THE NUMBER ON JUST FOR THOSE STUDENTS OUT OF THE ELKINS HIGH SCHOOL. SO THAT'S 473 IMPACTED IN THAT FEEDER PATTERN. IN SCENARIO ONE AND 1011 IMPACTED IN SCENARIO TWO FOR THAT FEEDER PATTERN, NOT ACROSS THE DISTRICT. SORRY. SO I'M GOING TO ASK THAT QUESTION AGAIN, MAYBE IN A DIFFERENT WAY SO I CAN UNDERSTAND IT. BUT SCENARIO ONE, SCENARIO TWO. IS ONLY IMPACTING CLEMENTS. I MEAN SORRY. ELKINS. RIGHT. THE KIDS WHO ARE COMING OUT OF ELKINS, WHETHER THEY GO TO CLEMENTS VERSUS THE BIGGEST DIFFERENCE BETWEEN BOTH OF THEM, THEY'RE THEY'RE THE SAME MOVEMENTS BETWEEN TRAVIS AND BUSH AND OTHER MOVEMENTS TO KEMPNER. AND THROUGHOUT. THE BIGGEST DIFFERENCE BETWEEN THE TWO SCENARIOS IS THE RELIEF AT ELKINS, WHICH IS WHY MISS WILLIAMS SPECIFICALLY HAS THESE NUMBERS ON THIS SLIDE, BECAUSE IT'S FOCUSED ON THE RELIEF AT THE ELKINS LEVEL. THE MAJORITY OF THE RELIEF IS HAPPENING IN ELKINS. OKAY. OKAY. AND THAT KIND OF GOT IT. THANK YOU, I APPRECIATE IT. I CAN HELP YOU WITH ONE MORE PIECE OF THAT. SO SCENARIO TWO HAS MORE STUDENTS GOING TO CLEMENTS THAN THEY DO IN SCENARIO ONE. SO THAT'S WHERE YOU'RE SEEING A LITTLE BIT OF A DIFFERENCE. THANK YOU. MISS HAMMAN. DID YOU HAVE SOMETHING ELSE? CAN YOU GO BACK TO THAT SLIDE THAT YOU JUST SHOWED US? SO. THE THE 473, SINCE YOU PUT THAT UP THERE THAT ARE BEING IMPACTED. AND IN SCENARIO ONE FOR ELKINS, THOSE STUDENTS ARE GOING TO CLEMENTS ARE ALL 473 IN SCENARIO ONE GOING TO CLEMENTS, ALL 473 CLEMENTS. CLEMENTS. THAT IS CORRECT. AND 141 WOULD GO TO CLEMENTS IN SCENARIO TWO. 141 TO C TO CLEMENTS, AND THEN THE REMAINING ARE GOING TO DULLES. 870 IN SCENARIO TWO WOULD BE MOVING TO DULLES, WHICH IS WHAT DULLES GETS PUSHED IN SCENARIO TWO, UP TO ABOUT 94%. AND ELKINS THEN WILL BE SITTING AT 71%. AND SO I JUST, YOU KNOW, I KNOW THAT'S A HARD QUESTION BECAUSE I ASK IN THE BEGINNING INFORMATION ITEM ABOUT PLANS FOR ACADEMIES, BECAUSE IT WOULD SEEM THAT THAT I. I WISH PEOPLE, WHEN THEY WERE THINKING ABOUT HOW THE CAMPUSES ALLEVIATED, WOULD BE THINKING ABOUT THOSE. WE HAVE TO FILL THOSE SCHOOLS UP. RIGHT? SO I WOULD I'M NOT MANAGEMENT, BUT I WOULD THINK INTER, INTER AND INTRA DISTRICT TRANSFERS WOULD BE HAPPENING OR PROGRAMS. SO I JUST I HOPE PEOPLE WEREN'T THINKING WHEN THEY TOOK THE SURVEY AND I'M GLAD THEY DID THAT, THAT, OH, THIS WILL BE GREAT TO HAVE A SMALLER SCHOOL BECAUSE WE CAN'T, YOU KNOW, WE CAN'T HAVE A TWO, $255 MILLION SCHOOL SITTING. NOT AT THE HIGHEST CAPACITY. I THINK THAT WE COULD WE COULD MAKE IT WORK WELL. SO. OKAY. THANK YOU. THANK YOU, MISS VICKI AND THAT YEAH, THAT WAS TO TAG ON TO THAT. THAT WAS ONE OF MY QUESTIONS I DIDN'T ASK OR RELATED TO THE CLEMENTS AND I APOLOGIZE, BUT IF YOU COULD SAY WHAT THE. AND I KNOW IT'S JUST A DRAFT OF WHAT THE UTILIZATION RATE FOR CLEMENTS WOULD BE UNDER SCENARIO ONE AND SCENARIO TWO, BECAUSE. AND THIS QUESTION HAS BEEN ASKED BY COMMUNITY MEMBERS AND. AND I THINK RIGHTFULLY. AND TRUSTEE HANNAN HAS TALKED ABOUT IT A LOT. WHY AREN'T WE FILLING UP CLEMENTS MORE? WHAT OTHER RELIEF COULD WE BE SENDING TO. OR WHAT OTHER STUDENTS COULD WE BE SENDING TO CLEMENTS? LET'S SAY IN SCENARIO ONE AND SCENARIO ONE? SURE. SCENARIO ONE FOR CLEMENTS, STARTING IN THE 2627 SCHOOL YEAR. WELL, THAT'S THIS YEAR. LET ME GO TO 27. 28 WOULD BE 95% AND THEN 28, 29, 90%, 29, 30, 87%, AND THEN 20, 30, 31, 83%. THAT'S WITH THE ASSUMPTIONS OF THE NET TRANSFERS FOR SCENARIO TWO, CLEMENTS IN 2728 WOULD BE AT 86%, 28, 29 AND 82%, 2930 AT 78% AND 2030 31 AT 75%. OKAY, THAT'S WHAT I WANTED TO KNOW 
          [03:00:13]
BECAUSE OF ALL THE DISCUSSION WE'VE ALREADY HAD. THAT'S THAT'S GOOD DATA. THANK YOU. 
          THANK YOU, MISS HILLIKER. AS I'M THINKING THROUGH THIS AND AND LISTENING TO THE QUESTIONS, I KNOW WE'RE LOOKING AT THE DATA BY ITSELF, BUT I THINK WE HAVE TO GO BACK AND LOOK AT THE MAPS TO MAKE SURE THAT BECAUSE THIS IS NOT JUST LIKE, OKAY, WE'RE JUST GOING TO CUT THE NUMBERS AND, AND, AND PLAY THIS PUZZLE PIECE. IT'S REALLY ABOUT LOOKING AT THE FEEDER PATTERNS THAT MAKE THIS, MAKING UP THESE NUMBERS. SO IT'S NOT THAT WE CAN JUST SAY, OKAY, MAKE IT MAKE THIS 183, MAKE THIS 184, MAKE THIS ONE, YOU KNOW, 27 OR WHATEVER IT IS. WE HAVE TO LOOK AT HOW THE FEEDER PATTERNS AND THE IMPACTS TO THE. TO THE COHORT OF STUDENTS IS WHAT WE, I THINK, ANGIE, YOU SAID THAT EARLIER IS WHAT WE AGREED UPON, THAT WE WERE GOING TO KEEP FOCUS AS PART OF THIS REZONING. SO I DON'T WANT US TO LOOK AT THOSE NUMBERS INDEPENDENTLY WITHOUT GOING BACK AND LOOKING AT, YOU KNOW, HOW WE CAME UP WITH THIS, THESE NUMBERS, BECAUSE I DON'T WANT US TO THINK THAT WE CAN SIT HERE AND, AND MOVE THESE NUMBERS TO, TO, TO MEET, I UNDERSTAND POLICY TO MAKE POLICY INDEPENDENTLY. I WANT TO MAKE SURE THAT WE'RE WE'RE TAKING THAT INTO CONSIDERATION. WE'VE WE'VE GONE THROUGH A PROCESS. IF THERE WAS A IF THERE WAS A DIFFERENT PROCESS FOR US TO GET TO THIS. NUMBERS, I WOULD LIKE TO SEE THAT. BUT I THINK WE'VE GONE THROUGH SOME ITERATIONS OF THIS AND MOVED. I THINK SPARK HAS. 
          WE'VE HAD SMALL GROUP MEETINGS AS WELL TO PROVIDE FEEDBACK ON. ON THE MAP ITSELF, RIGHT ON WHERE OUR KIDDOS ARE, WHO'S ACTUALLY IMPACTED. AND THEN THIS IS KIND OF WHERE THE NUMBERS KIND OF FELL OUT. AM I UNDERSTANDING THAT CORRECTLY? YES, MA'AM. OKAY. ALL RIGHT. SO I JUST, I WANT TO JUST SHARE THAT BECAUSE I DON'T WANT US TO BOARD MEMBERS TO THINK THAT WE CAN JUST MANIPULATE THESE NUMBERS TO MEET SOME TYPE OF X Y GOAL. OKAY. ALL RIGHT. THANK YOU. THANK YOU, MISS ELLINGER. OKAY, I HAVE A I HAVE A FEW COMMENTS. SO. FIRST OF ALL, THAT WAS A VERY GOOD POINT BECAUSE I WAS GOING TO MAKE THAT POINT BECAUSE THIS HAS BEEN A PROCESS AND WE AS TRUSTEES HAVE BEEN INVOLVED IN THIS PROCESS SINCE THE BEGINNING. SO WE HAVE LOOKED AT THE DATA, WE HAVE LOOKED AT THE MAPS, WE HAVE LOOKED AT THE NUMBERS. AND WHILE, YES, I THINK A STATED GOAL IS TO IMPACT THE FEWEST STUDENTS WE CAN POSSIBLY IMPACT. ANOTHER STATED GOAL IS TO PROVIDE RELIEF TO THE CAMPUSES THAT NEED RELIEF. AND SO WE CAN'T LOOK AT ONE OR THE OTHER OF THOSE GOALS. WE HAVE TO LOOK AT THEM COLLECTIVELY. AND THESE TWO SCENARIOS WERE DRAFTED TO GIVE AND PUT THROUGH THE PROCESS THAT ALL OF OUR MEMBERS AND OUR ADMINISTRATION AND OUR OUR BOUNDARY PLANNER WAS TO GIVE US SOME OPTIONS TO LOOK AT. AND THESE ARE THE TWO OPTIONS THAT CAME OUT. SO I THINK WE NEED TO REMEMBER THAT WHILE NONE OF US UP HERE, I THINK I CAN SPEAK FOR EVERYONE LOVES TO VOTE ON BOUNDARIES AND REZONING AND MOVING KIDS. NONE OF US DO. I SAY THAT ALL THE TIME. WE ALSO HAVE TO LOOK AT TRYING TO MAKE SURE THAT WHEN WE MAKE A DECISION THAT IT'S GOING TO LAST AS LONG AS IT CAN POSSIBLY LAST, BECAUSE WE DON'T WANT TO BE DOING THIS AGAIN. I THINK OTHER TRUSTEES HAVE SAID NEXT YEAR OR THE YEAR AFTER. SO WITH THAT IN MIND. IT CONCERNS ME A GREAT DEAL THAT. AND I'VE SAID THIS BEFORE, THAT SCENARIO ONE DOES NOT SEEM TO PROVIDE AS MUCH RELIEF TO ELKINS AS I WOULD LIKE. I HEAR WHAT EVERYONE'S SAYING ABOUT NUMBER OF STUDENTS GOING TO CLEMENTS VERSUS NUMBER OF STUDENTS GOING TO DULLES. I THINK WE DO HAVE TO TAKE INTO CONSIDERATION WHAT PROGRAMING WE MIGHT WANT AT DULLES IN THE FUTURE, BUT THE BEST PEOPLE TO MAKE THAT DECISION IS THE ADMINISTRATION AND TO TELL US WHAT THEY ARE 
          [03:05:09]
PLANNING TO DO. I THINK THAT'S LEFT TO THE ADMINISTRATION TO PROVIDE THAT INFORMATION TO US. 
          AND I THINK THAT WAS ONE OF MISS HANNAN'S QUESTIONS OR POINTS. BUT AT THE END OF THE DAY, IF, YOU KNOW, I THINK THE ELKINS COMMUNITY SERVED ON THE BOARD ALTOGETHER, I DON'T KNOW, OVER EIGHT YEARS NOW, ALMOST NINE YEARS. AND ELKINS HAS BEEN ASKING FOR RELIEF FOR AS LONG AS I CAN REMEMBER. AND AS A PARENT AT RIDGE POINT HIGH SCHOOL, I UNDERSTAND THAT BECAUSE WE WERE THE MOST CROWDED SCHOOL IN THE DISTRICT FOR MANY YEARS. SO I UNDERSTAND THE NEED AND THE DESIRE FOR THE COMMUNITY. ELKINS COMMUNITY TO WANT THAT RELIEF. SO I APPRECIATED YOUR COMMENTS AS ESPECIALLY AS AN ELKINS PARENT. MISS WILLIS, THANK YOU FOR SHARING THAT PERSONAL ANECDOTE. AND I ALSO, I THINK MISS HANNAN ASKED ON SLIDE 18 ABOUT THE 48% OF TRAVIS. RESPONDENTS THAT COULDN'T SUPPORT EITHER. AND IF I RECALL CORRECTLY, MISS WILLIAMS, YOU STATED THAT THE VAST MAJORITY OF THOSE COMMENTS WERE BECAUSE THEY WANTED MORE RELIEF FOR THEIR SCHOOL, NOT BECAUSE. AND THAT WAS THE PRIMARY REASON FOR NOT SUPPORTING EITHER SCENARIO. YES, MA'AM. YES, MA'AM. OKAY. SO I THINK WE HAVE. KNOWING THE CONTEXT IS IMPORTANT. IT'S HARD FOR US, AND WE SHOULDN'T TRY TO GET INTO THE MINDS OF PARENTS WHEN THEY'RE FILLING THIS SURVEY OUT BECAUSE BUT I THINK THE COMMENTS ARE HELPFUL IN PUTTING THOSE NUMBERS INTO CONTEXT. I ALSO WANT TO SAY ABOUT THE MIDDLE SCHOOL DISCUSSION, AND I APPRECIATED YOUR COMMENTS EARLIER, AND KIND OF POINTING OUT THE FACT THAT STUDENTS MIGHT HAVE TO DRIVE PAST ONE MIDDLE SCHOOL OR TWO MIDDLE SCHOOLS TO GET TO THE THIRD MIDDLE SCHOOL. SO I LIVE THERE. AND SO I CAN SAY AS A COMMUNITY MEMBER, FIRST OF ALL, YOU'RE NOT DRIVING PAST BAINES BECAUSE YOU HAVE TO GO INTO SIENNA TO GET TO BAINES. AND I PERSONALLY CAN'T IMAGINE ANYONE WANTING TO DO THAT, BECAUSE I HAD TO DO THAT FOR MANY, MANY YEARS. AND SO YOU'RE NOT TECHNICALLY DRIVING PAST BAINES. YOU MIGHT BE DRIVING PAST CRAWFORD, BUT YOU'RE NOT DRIVING PAST PAINS AND GETTING INTO LAKE IS PRETTY EASY OFF OF HIGHWAY SIX. BUT SO THAT'S NUMBER ONE. TRAFFIC INTO SIENNA AND OUT OF SIENNA IS A NIGHTMARE. AND HONESTLY, I CAN'T IMAGINE ANYONE WANTING TO DO THAT ELECTING TO DO THAT. 
          BUT BUT IT'S VERY IMPORTANT TO, TO, FROM MY PERSPECTIVE AS A TRUSTEE AND THE STAFF CAN VOUCH THAT MY NUMBER ONE QUESTION IS ALWAYS ABOUT COHORTS AND HOW AND ENSURING THAT THESE STUDENTS STAY TOGETHER AS MUCH AS POSSIBLE, FROM ELEMENTARY TO MIDDLE TO HIGH SCHOOL. AND SO, AND THAT'S WHAT A LOT OF THE FEEDBACK WAS. I THINK THE STATEMENTS MADE BY THE COMMUNITY MEMBERS. AND THAT'S SOMETHING THAT I ALWAYS LOOK AT BECAUSE I'VE HAD CHILDREN THAT HAVE HAD TO BE SPLIT, AND IT CAN BE A VERY HARD THING TO DO. SO I DO SUPPORT KEEPING THOSE COHORTS TOGETHER AND THOSE STUDENTS TOGETHER AS MUCH AS WE POSSIBLY CAN, AND CARRYING THEM ALL THE WAY THROUGH TO HIGH SCHOOL. SO JUST A COMMENT ABOUT THAT. I HAD SOME QUESTIONS ABOUT THE NUMBERS TOO, THAT I THINK GOT SORTED OUT BY THE OTHER TRUSTEES. SO JUST TO CONFIRM, MISS WILLIS. SO THE SECOND I, I THINK I HEARD YOU SAY, AND I WANT TO BE SURE THAT WHEN YOU GUYS TOOK THE VOTE, AFTER REVIEWING ALL THE FEEDBACK AND ALL THE DATA, IT WAS 63 TO 37 IN FAVOR OF SCENARIO TWO. AND THAT WAS WITH 27 PARTICIPANTS IN TOTAL. AND 
          [03:10:07]
THE ORIGINAL VOTE, WHICH WAS CLOSE TO 50/50, HAD ABOUT THE SAME NUMBER. ABOUT 29 IS WHAT I HEARD YOU SAY. YES. AND THEN AND THAT FIRST VOTE WAS WITHOUT REVIEWING THE COMMUNITY FEEDBACK AND KIND OF DIGGING INTO SOME OF THAT DATA THAT YOU GUYS DUG INTO AT THE SECOND MEETING, WAS THAT CORRECT? WAS I CORRECT IN HEARING YOU SAY THAT? THAT'S CORRECT. THE FIRST VOTE WAS AT A 5248, AND IT WAS BEFORE THE COMMUNITY DATA, AND IT WAS 5248. FOR WHICH SCENARIO IT STILL WAS. SCENARIO TWO. SCENARIO TWO, IT WAS SCENARIO SCENARIO ONE. OH, IT FLIPPED WITH THE SECOND ONE. YOU'RE RIGHT. OKAY, OKAY. IT WAS SCENARIO ONE. IT STARTED OUT SCENARIO TWO. THEN IT FLIPPED TO SCENARIO ONE. AFTER THE SECOND DAY. OKAY, OKAY. BUT THEN 89% FELT LIKE THAT. WHICHEVER WAY WE CAME DOWN, THEY COULD OVERALL SUPPORT, 89% SAID THEY COULD GO SCENARIO ONE OR SCENARIO TWO. OKAY. OKAY. I THINK THAT'S THAT'S ALL I HAVE AT THIS TIME. DOCTOR SMITH, DID YOU HAVE SOMETHING I DO? THANK YOU, MADAM PRESIDENT. SO A COUPLE OF THINGS THAT I WOULD LIKE TO STRESS ABOUT THE PROCESS. FIRST, I DO WANT TO THANK THE SBAC. THANK YOU FOR YOUR LEADERSHIP AND YOUR COMMITMENT. I GOT A CHANCE TO SEE FIRSTHAND HOW COMMITTED YOU ARE TO THE PROCESS AND THE PASSION THAT YOU BROUGHT TO THE PROCESS. YOU ASKED ABSOLUTELY GREAT QUESTIONS, AND SO I APPRECIATE THAT THE PROCESS BOARD THAT WE HAVE GONE THROUGH HAS BEEN REALLY GOOD FOR ME. OBVIOUSLY, I'LL BE MAKING A RECOMMENDATION, AND THAT RECOMMENDATION WILL COME FROM THE MANY MULTIPLE MEETINGS THAT WE'VE HAD IN OUR SMALL GROUP MEETINGS. I'VE TAKEN IN ALL OF THE QUESTIONS AND THE POINTS OF CLARITY THAT YOU'VE ASKED IN THOSE SMALL GROUP MEETINGS. WE'VE MADE ADJUSTMENTS BASED ON YOUR QUESTIONS AND YOUR FEEDBACK. WE'VE LOOKED AT ALL SCENARIOS, MADE MANY, MANY ADJUSTMENTS BASED ON THE FEEDBACK THAT WE RECEIVED FROM FROM YOU AS OUR BOARD. AND WE'VE BEEN RESPONSIVE TO ANY CLARIFICATION AND POINTS OF DATA THAT YOU'VE ASKED FOR. 
          WE'VE WE'VE TRIED TO MAKE SURE WE PROVIDE THAT FOR YOU. I ABSOLUTELY KNOW HOW TOUGH AND CRITICAL THIS DECISION IS FOR YOU. IT'S IT'S VERY HARD. WE'VE GONE THROUGH THIS, OF COURSE, LAST SEMESTER IN A SIMILAR WAY. SO I'M COMMITTED TONIGHT HAS BEEN GOOD FOR ME BECAUSE I WANT TO MAKE SURE THAT BEFORE I MAKE A DECISION, A RECOMMENDATION THAT I'VE DONE MY DUE DILIGENCE TO THE COMMUNITY TO LISTEN AND LEARN AND REALLY UNDERSTAND THE FEEDBACK, AND THEN ALSO LISTEN AND LEARN AND UNDERSTAND THE DIFFERENT PERSPECTIVES FROM THE TRUSTEES. EVEN TONIGHT, SOME NEW POINTS OF CLARITY THAT WILL BE IMPORTANT. OCTOBER 5TH IS WHEN WE'RE SET TO MAKE A DECISION. AND SO I WILL BE PREPARED TO TO MAKE THAT DECISION. IF YOU'RE THINKING ABOUT, WELL, HOW IS THE VOTE GOING TO COME TO THE BOARD? I'LL BE MAKING A RECOMMENDATION. 
          AND IT'LL YOU KNOW, MY RECOMMENDATION WILL BE HEAVILY INFLUENCED BY THE FEEDBACK FROM THE SBAC FEEDBACK FROM THE COMMUNITY SURVEY. AND, OF COURSE, THE BOARD AS A CORPORATE BODY. AND SO I'M LOOKING AT ALL THE DIFFERENT FACTORS THAT MANY OF YOU HAVE POINTED OUT TODAY. AND SO AGAIN, JUST REALLY APPRECIATE THE WORK THAT YOU'RE DOING AND THAT YOU'RE PROVIDING TO THE PROCESS. THE QUESTIONS YOU ASKED TODAY, WE, MY TEAM AND I WILL BE PROVIDING THAT INFORMATION FOR YOU. IT IS MY GOAL TO MAKE SURE YOU HAVE EVERY DATA POINT THAT YOU NEED SO THAT YOU CAN HAVE PEACE ON WHATEVER DECISION YOU DECIDE TO MAKE IN YOUR VOTING. 
          OF COURSE, I'M GOING TO MAKE A RECOMMENDATION THAT I FEEL LIKE IS IN THE BEST INTEREST OF OUR SCHOOL DISTRICT, AND THAT PUTS US IN A MUCH MORE LONGER TIME FRAME FROM BEING ABLE HAVING TO REVISIT THIS SCENARIO. BUT OF COURSE, AT THE END OF THE DAY, YOU MAY DECIDE TO AS A BOARD TO AGREE WITH THAT OR NOT. AND WHICHEVER WAY IT IS, YOU KNOW, WE'RE GOING TO EXECUTE WITH FIDELITY, WHATEVER THE PLAN AND WISHES IS OF THE BOARD. THANK YOU, MADAM PRESIDENT. THANK YOU, DOCTOR SMITH. ALL RIGHT. NEXT UP AND THANK YOU ALL FOR THE PRESENTATION AND FOR BEING HERE. 
          [9. Consent Agenda]
NEXT UP IS OUR CONSENT AGENDA. DOES ANYONE HAVE ANYTHING TO REMOVE FROM THE CONSENT AGENDA? MISS HANNAN? YES. COULD YOU REMOVE WHAT? COULD YOU REMOVE NINE G NINE G. ANYONE ELSE? ALL 
          [03:15:12]
RIGHT. MAY I HAVE A MOTION TO APPROVE THE CONSENT AGENDA WITH THE EXCEPTION OF ITEM NINE G? YES. I MOVE TO APPROVE THE CONSENT AGENDA AS WRITTEN WITH THE EXCEPTION OF NINE G. SECOND, WE HAVE A MOTION BY MISS HANNAN AND A SECOND BY MISS HILLIKER. DO WE HAVE DISCUSSION? HEARING NONE, PLEASE VOTE. MOTION PASSES UNANIMOUSLY. MAY I HAVE A MOTION FOR ITEM NINE G? I 
          [9.g. General Fund 2026-27 Budget Amendment: Consideration and approval of a General Fund budget amendment for 2026-2027.]
MOVE TO APPROVE ITEM NINE G GENERAL FUND 2020 627 BUDGET AMENDMENT AS WRITTEN. SECOND, WE HAVE A MOTION BY MISS HANNAN AND A SECOND BY MISS HILLIKER. DO WE HAVE DISCUSSION, MISS HANNAN YES. SO I DID NOT ASK ABOUT THIS ITEM BECAUSE IT WAS LATE DURING THE LAST AGENDA REVIEW I DID. OH THANK YOU, I RECOGNIZE I APPRECIATE THAT STAFF GAVE US AN ANSWER. I JUST HAD SOME ITEMS THAT I, I WANT I WANT TO MAKE SURE THAT THERE'S CLARIFICATION AROUND. SO EARLIER IN AN INFORMATION ITEM, YOU KNOW, FOR EXAMPLE, WE SAW THE NUMBER OF INTERDISTRICT STUDENTS COMING IN. AND I'M HOPING THAT THAT DOES HAVE AN IMPACT ON OUR BUDGET. BUT IF YOU COULD SPEAK TO. THE NUMBER OF. REVENUE REDUCTION FOR STUDENTS, BECAUSE WE'VE GOT THE LOWER STUDENT POPULATION THAN PROJECTED VERSUS THE ADDITIONAL PAYROLL SAVINGS, WERE THERE SOME PAYROLL SAVINGS THAT WERE ALREADY IN THE BUDGET? AND NOW THERE ARE $3.5 MILLION, $3.5 MILLION MORE. SO IT'S REALLY TWO, IT'S ABOUT THE NUMBER OF FUNDING THAT WE'RE HAVING TO AMEND BECAUSE OF LOWER PROJECTED STUDENT COST. AND THEN THE PAYROLL SAVINGS. IS THIS IN ADDITION TO SOME PAYROLL SAVINGS BECAUSE OF THE THE THE SEVEN SCHOOLS THAT WERE CONSOLIDATED INTO OTHERS? YES, MA'AM. SO WE'LL TALK ABOUT THE ENROLLMENT ADJUSTMENT. FIRST, KEEP IN MIND THAT THIS AGENDA ITEM WAS PREPARED AT THE END OF AUGUST. OKAY. SO THIS ENROLLMENT CONTINUES TO CHANGE. AT THAT TIME, BUSINESS AND FINANCE WAS CALCULATING AN ENROLLMENT OF 75,250. OKAY. AND SO THAT'S WHAT THIS BUDGET AMENDMENT IS BASED ON WITH THAT NUMBER THAT RESULTS IN A REVENUE REDUCTION OF $15.2 MILLION. OBVIOUSLY, OUR ENROLLMENT AT THIS POINT HAS NOT REACHED THAT LEVEL. SO WE WILL HAVE TO HAVE BRING ANOTHER BUDGET AMENDMENT TO YOU IN FUTURE MONTHS TO GET A TRUE ACCOUNTING OF WHERE OUR ENROLLMENT LANDS. AFTER SNAPS. SNAPSHOT DATE AT THE END OF OCTOBER. AND AS FAR AS THE THE PAYROLL, SPECIFICALLY ABOUT THE SCHOOL CONSOLIDATION, YOU KNOW, AS EMPLOYEES HAVE BEEN MOVED AS OPENINGS HAVE OPENED UP. THAT HAS RESULTED IN ADDITIONAL PAYROLL SAVINGS. SO INITIALLY PEOPLE MAY HAVE BEEN IDENTIFIED AS ADDITIONAL STAFFING, BUT DIDN'T DID NOT NECESSARILY HAVE A PLACE TO GO A POSITION. AND SO IT WAS HOLD HARMLESS TO TO NOT AFFECT THEM. AS POSITIONS HAVE OPENED UP, THEY HAVE BEEN TRANSFERRED INTO THOSE POSITIONS, RESULTING IN THAT ADDITIONAL SAVINGS TO THE BUDGET. OKAY, OKAY. AND MAYBE IF JUST AS A BOARD INFORMATION ITEM, IF WE COULD MAYBE KNOW HOW MANY STAFF MEMBERS THAT IMPACTED AS FAR AS, OKAY, WE'LL BE HAPPY TO THE POSITION OR WE'LL BE HAPPY TO GIVE YOU THAT INFORMATION. AND I'M SORRY, WHAT CAN PROVIDE THAT IN AN UPDATE? OH, YEAH. SURE. AND SO, SO THANK YOU FOR THAT. AND THEN IF YOU COULD ALSO PROVIDE AN, AN UPDATE, BECAUSE I KNOW DOCTOR SMITH MENTIONED THAT WE HAD A 13 TO 14% OF OUR SCHOOLS THAT THAT CLOSED AND CONSOLIDATED SOMEWHERE ELSE. 
          [03:20:01]
THOSE STUDENTS DIDN'T RETURN. IF WE COULD HAVE AN UPDATE ON THAT TO SEE IF WE'RE STILL HOLDING STEADY AT THAT AND WHAT THE BUDGET IMPACT IS ON THOSE. DOES IT DOES IT SORT OF OFFSET THIS 3.5 MILLION THAT WE'RE SAVING IN STAFF? I, I JUST I WOULD LIKE AN UPDATE ON THAT. 
          YES, MA'AM. WE'LL BE HAPPY TO GIVE YOU ONE. THANK YOU, MR. LIN. I'M GOING TO WAIT FOR DOCTOR GILLIAM BEFORE WE VOTE. 
          WE DIDN'T WANT TO VOTE WITHOUT YOU. I WAS ABOUT TO MOTION FOR ELEVATOR MUSIC. ALL RIGHT, PLEASE VOTE. MOTION PASSES UNANIMOUSLY. WE WILL NOW CONVENE IN CLOSED SESSION UNDER 
          [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]
THE TEXAS OPEN MEETINGS ACT. TEXAS GOVERNMENT CODE, CHAPTER 551, UNDER THE SECTIONS LISTED IN THE AGENDA AND FOR THE PURPOSE OF A PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY ON ANY OR ALL SUBJECTS OR MATTERS AUTHORIZED BY LAW. THE TIME IS 9:22 P.M. A THE TIM. 
          [11. Reconvene in Open Session]
          [12. Consider Action on Closed Session Items]
AND WE ARE RECONVENED IN OPEN SESSION. WE WILL NOW CONSIDER ACTION ON CLOSED SESSION ITEMS. FIRST, MISS HANNON, I MOVE THE BOARD OF TRUSTEES PROPOSED TO TERMINATE THE EMPLOYMENT CONTRACT OF EVANGELINE OKUCHI FOR GOOD CAUSE AND AUTHORIZE THE SUPERINTENDENT TO PROVIDE NOTICE EVANGELINE OKUCHI OF THE BOARD'S ACTIONS. SECOND, WE HAVE A MOTION BY MISS HANNON AND A SECOND BY MR. SHOAF. DO WE HAVE DISCUSSION? HEARING NONE, PLEASE VOTE. MOTION PASSES UNANIMOUSLY. NEXT, MISS WAS VICKI. I MOVE THAT THE BOARD OF TRUSTEES ASSIGN THE LEVEL THREE EMPLOYEE GRIEVANCE APPEAL OF TALAT MIRZA OF THE. TO THE BOARD'S DESIGNATED HEARING OFFICER UNDER BOARD POLICY DGBA LOCAL. SECOND, WE HAVE A MOTION BY MISS WHERE'S VICKI? AND A SECOND BY MR. SHOAF. DO WE HAVE DISCUSSION? HEARING NONE, PLEASE VOTE. 
          MOTION PASSES UNANIMOUSLY, MISS HILLIKER, I MOVE THAT THE BOARD OF TRUSTEES ACCEPT THE HEARING OFFICER'S RECOMMENDATION CONCERNING THE LEVEL 3DGB AGREEMENTS OF SIMBA GONZALES. 
          SECOND, WE HAVE A MOTION BY MISS HELLINGER AND A SECOND BY MR. SHOAF. DO WE HAVE DISCUSSION? HEARING NONE, PLEASE VOTE. MOTION PASSES UNANIMOUSLY. NEXT, OUR ACTION 
          [13.a. Adoption of 2026 Ad Valorem Tax Rate: Administration is recommending for consideration and approval of a resolution adopting the combined Ad-Valorem tax rate of $0.9969 per $100 of valuation for the Fort Bend Independent School District for the 2026 tax year. The proposed tax rate is comprised by the Maintenance and Operations (M&O) rate of $0.7169, which covers the district's operational expenses, and an Interest and Sinking (I&S) rate of $0.2800, which is designated for the repayment of bonds issued by the district. The adoption of the recommended tax rate ensures that the district can continue to meet its financial obligations while providing necessary services and maintaining its infrastructure.]
ITEMS. MAY I HAVE A MOTION FOR ITEM 13 A YES, I MOVE THE BOARD OF TRUSTEES ADOPT THE 2026 TOTAL TAX RATE OF 0.9969, WITH 0.7169 FOR MAINTENANCE AND OPERATION, AND 0.2800 FOR DEBT SERVICE. SECOND, WE HAVE A MOTION BY MISS HANNON AND A SECOND BY MISS HELLINGER. AND BEFORE WE VOTE, WE HAVE A SHORT PRESENTATION. WE DO HAVE A BRIEF PRESENTATION. THERE ARE A FEW AREAS THAT WE NEEDED TO HIGHLIGHT JUST FROM FEEDBACK FROM THE TRUSTEES. SO MR. LYNN WILL HIGHLIGHT THOSE. THANK YOU, MR. LAND. GO AHEAD, MADAM PRESIDENT. TRUSTEES. DOCTOR SMITH, IT'S MY PRIVILEGE TO BE ABLE. AND TRUSTEES, YOU DO HAVE A COPY OF THE INFORMATION IN FRONT OF YOU. SORRY ABOUT THAT. THANK YOU. TO MAKE MY FIRST PRESENTATION TO YOU. SO WE'LL GO THROUGH THIS FAIRLY QUICKLY. BUT THIS HAS BEEN A PROCESS. YOU ACTUALLY STARTED THE PROCESS BY ADOPTING THE BUDGET BACK IN JUNE. THE DISTRICT RECEIVED CERTIFIED PROPERTY VALUES FROM FORT BEND CENTRAL APPRAISAL DISTRICT. IN JULY, WE RECEIVED OUR APPROVAL FROM TEA FOR OUR CALCULATIONS IN AUGUST, AND WE FIND OURSELVES HERE TONIGHT FOR APPROVAL OF THE TAX RATE. JUST WANTED TO PROVIDE SOME HISTORICAL INFORMATION ABOUT PROPERTY VALUES FOR THE DISTRICT. PLEASE KEEP IN MIND YOU'LL SEE THAT THAT THIS YEAR PROPERTY VALUES WENT UP JUST A LITTLE BIT. BUT REMEMBER THAT DOES NOT MEAN OUR REVENUES WENT UP. THERE'S AN INVERSE RELATIONSHIP. AS PROPERTY VALUES GO UP, OUR STATE AID GOES DOWN. AND SO THAT'S JUST UNFORTUNATELY HOW THE SYSTEM WORKS. I ALWAYS LIKE TO TAKE THIS OPPORTUNITY TO REMIND OUR STAKEHOLDERS THAT THE TAX RATE IS MADE UP OF TWO DIFFERENT BUCKETS, AND EACH BUCKET 
          [03:25:01]
PROVIDES RESOURCES THAT ARE USED IN A DIFFERENT WAY. AND SO WE HAVE THE MAINTENANCE AND OPERATIONS FUND OFTEN REFERRED TO AS THE GENERAL FUND. AND THEN WE HAVE INTEREST IN SINKING OR WHAT WE CALL THE DEBT SERVICE FUND. AND SO THE MAINTENANCE AND OPERATIONS FUNDS THE DAY TO DAY OPERATIONS OF THE DISTRICT. AND SO TEACHER SALARIES, STAFF SALARIES, OUR UTILITIES, ALL OF THE ACTIVITIES THAT WE NEED TO OPERATE ON A DAILY BASIS. AND THIS IS SIMILAR TO, YOU KNOW, GROCERIES, UTILITIES, EVERYTHING THAT OUR CONSTITUENTS USE AT THEIR HOME, THE INS PAYS FOR OUR BIG TICKET ITEMS. SO NEW BUILDING CONSTRUCTION, RENOVATIONS, LAND PURCHASES, AND ANY PROGRAM SPECIFIC EQUIPMENT SUCH AS TECHNOLOGY AND SCHOOL BUSSES THAT MAY BE PART OF A BOND REFERENDUM. AND SO FOR THE AVERAGE CITIZEN, THAT'S SIMILAR TO NEW HOME PURCHASE LAND FOR A HOME HOUSE RENOVATIONS. AND SO WHEN WE TALK ABOUT THE TAX RATE, YOU TAKE THE M AND O PLUS THE INS TO GET THE TOTAL TAX RATE. 
          I WANTED TO POINT OUT THAT FOR THE 2026 TAX YEAR, AS YOU HAVE MOTIONED, THE M AND O RATE IS 0.7169, WHICH IS A DECREASE OF $0.07 FROM LAST YEAR'S RATE. I REMEMBER THE DISTRICT HAD INCLUDED SOME DISASTER PENNIES LAST YEAR AND. AND SINCE THAT EVENT IS OVER, WE CAN NO LONGER COLLECT THOSE. THE INS RATE FOR 26 IS 0.2 $0.08, WHICH IS A $0.01 INCREASE FROM LAST YEAR'S RATE. AND REMEMBER, THIS WAS COMMUNICATED TO THE COMMUNITY AS PART OF THE 2023 BOND PROGRAM. AND SO OVERALL, THE TOTAL TAX RATE HAS GONE FROM A DOLLAR FIVE DOWN TO 9969, A DECREASE OF $0.06. THIS IS REALLY ONE THAT Y'ALL HAD ASKED FOR AT OUR LAST MEETING, AND I WANTED TO MAKE SURE WE GOT IN FRONT OF YOU. THIS IS A TAX RATE COMPARISON BETWEEN OUR DISTRICT AND QUITE A FEW DISTRICTS AROUND THE GREATER HOUSTON AREA. YOU CAN SEE THAT WE ARE HIGHLIGHTED THERE IN THE RED AT .9969 OF INTEREST, A COUPLE OF LOCAL DISTRICTS, KATY ISD AND LAMAR ISD, YOU'LL NOTICE THEIR ARE $0.12 AND $0.14 HIGHER THAN OURS. AND SO JUST GOOD INFORMATION FOR THE COMMUNITY TO UNDERSTAND. NOBODY LIKES TO PAY TAXES. BUT I THINK THIS INFORMATION SHOWS THAT OUR COMMUNITY IS PAYING FAR LESS THAN SOME OTHERS. WITH THE REDUCTION IN THE TAX RATE, THE AVERAGE HOME VALUE FOR FORT BEND ISD FOR THIS TAX YEAR IS $293,827. AND SO A TAXPAYER WITH THAT AVERAGE HOME WILL EXPERIENCE A DECREASE OF $179 IN THEIR TOTAL TAX BILL THIS YEAR, WHICH EQUATES TO ABOUT $15 A MONTH. SO IT MAY NOT BE SIGNIFICANT, BUT AT LEAST IT IS SOME DECREASE THAT THEY MAY EXPERIENCE. HOPEFULLY THAT WAS FAST ENOUGH, BUT I'LL BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE. THANK YOU, MR. LYNN. DO WE HAVE QUESTIONS OR COMMENTS FROM THE TRUSTEES, MR. SHOAFF? FIRST, I WANT TO THANK THE ADMINISTRATION, OUR FINANCE TEAM AND EVERYONE WHO HAS WORKED THROUGH THIS BUDGET TAX RATE PROCESS. I KNOW THIS IS AN ENORMOUS AMOUNT OF WORK THAT OR I KNOW THERE IS AN ENORMOUS AMOUNT OF WORK THAT GOES BEHIND THE SCENES, AND I'M VERY APPRECIATIVE FOR IT. AND I LOVE THAT THIS IS A REDUCTION. AND I ALSO WANT TO MAKE SOMETHING VERY CLEAR TO OUR TAXPAYERS WHO ARE WATCHING TONIGHT. THE TOTAL TAX RATE WE ARE CONSIDERING TONIGHT IS A REDUCTION FROM LAST YEAR'S TAX. I DON'T THINK THAT WE CAN BEAT THAT DOWN ENOUGH. LAST YEAR, FORT BEND, I, I ADOPTED A TOTAL TAX RATE OF A DOLLAR 50569 PER $100 OF TAXABLE VALUE. TONIGHT, THE ADMINISTRATION IS RECOMMENDING A TOTAL TAX RATE OF 99.6 $0.09 PER $100 OF VALUATION, CONSISTING OF NO RATE OF 0.7169 AND INS OF 0.2800, WHICH REPRESENTS A REDUCTION OF $0.06 PER $100. I PERSONALLY BELIEVE WE SHOULD ALWAYS BE FIGHTING FOR BIGGER TAX REDUCTIONS, BUT I'M I'M VERY HAPPY WITH THIS, AND I BELIEVE OUR TAXPAYERS DESERVE TO HEAR THOSE NUMBERS CLEARLY AND UNDERSTAND EXACTLY WHAT WE ARE VOTING ON. AND OF COURSE, I'M GOING TO TOUCH ON 
          [03:30:03]
THE $0.01 FOR INS. AT THE SAME TIME, I WANT TO BE EQUALLY TRANSPARENT ABOUT THE PORTION OF THE INS RATE. THIS PROPOSED INS RATE IS AN INCREASE BY $0.01, HOWEVER, THIS WAS PREVIOUSLY VOTED ON BY A PREVIOUS BY A BOARD BEFORE I WAS ELECTED. I'VE CONSISTENTLY BELIEVED THAT GOVERNMENT HAS AN OBLIGATION TO SCRUTINIZE EVERY SINGLE DOLLAR OF OUR TAXPAYERS. 
          TO PROVIDE ONE PENNY MAY SOUND INSIGNIFICANT WHEN WE TALK ABOUT A TAX RATE, BUT ACROSS BILLIONS OF DOLLARS IN TAXABLE PROPERTY VALUE, PENNIES MATTER. EVERY SINGLE PENNY MATTERS. AND WE OWE IT TO OUR CONSTITUENTS TO ACCOUNT FOR EVERY SINGLE PENNY. THAT DOES NOT CHANGE THE DECISION BEFORE US. TONIGHT, WE ARE CONSIDERING OVERALL TAX RATE OF A DOLLAR .0569 TO A TOTAL OF 99.6 $0.09, WHICH I. I LOVE THE FACT THAT WE ARE UNDER A DOLLAR. I'M VERY PROUD OF YOU GUYS FOR GETTING US UNDER A DOLLAR. I WANT TO THANK THE ADMINISTRATION AGAIN FOR ITS WORK TO BRING FORWARD THIS OVERALL REDUCTION. I'LL CONTINUE ASKING DIFFICULT QUESTIONS ABOUT SPENDING, DEBT AND THE INDIVIDUAL COMPONENTS OF OUR TAX RATE, BECAUSE I BELIEVE IT IS PART OF MY RESPONSIBILITY AS A TRUSTEE TO SCRUTINIZE OUR MONEY. OUR TAXPAYERS WORK VERY HARD FOR OUR FOR THEIR MONEY. EVERY DOLLAR THAT COMES INTO THIS DISTRICT ULTIMATELY COMES FROM SOMEBODY WHO EARNED IT. AND WE HAVE A RESPONSIBILITY TO REMEMBER THAT EVERY TIME WE SET A TAX RATE AND EVERY TIME WE APPROVE AN EXPENDITURE. TONIGHT, I APPRECIATE THE OPPORTUNITY TO VOTE ON OVERALL REDUCTION IN FORT BEND ISD'S TAX RATE, WHILE ALSO MAKING MY POSITION ON $0.01 INS CLEAR FOR THE PUBLIC RECORD. SO THANK YOU VERY MUCH. 
          THANK YOU MISTER. MISTER RANIA, THANK YOU FOR THE PRESENTATION. I JUST WANTED TO ADD, I MEAN, I SEE THAT WE'RE WE'VE GOT A WIDE GAP BETWEEN US AND OUR NEIGHBORS IN KATY AND LAMAR. 
          AND I ALSO THINK IT'S A FUNCTION OF HOW MUCH WE'RE ABLE TO PUT BACK INTO THE CLASSROOMS, INTO TEACHER PAY INTO, INTO STAFF PAY. AND AT THE END OF THE DAY, I THINK WE'RE GOING TO GET WHAT WE PAY, LIKE WHAT WE PUT INTO IT. AND THAT'S GOING TO BE TRUE FOR EVEN A TAXPAYERS. 
          WE NEED TO RETAIN OUR TEACHERS. AND I DO APPRECIATE HAVING A DECREASE OF $15. YOU KNOW, IT'S GREAT. BUT I ALSO THINK THAT MOVING FORWARD, I THINK AS A DISTRICT, FOR US TO REMAIN COMPETITIVE AND ATTRACT THE THE TALENT THAT WE WANT TO, I HOPE DOWN THE LINE, WE THINK ABOUT SOMETHING THAT WE CAN DO TO PUT MONEY BACK INTO THE CLASSROOMS, INTO THE FACULTY, BECAUSE WE'RE NOT GOING TO GET THAT FROM THE STATE. MAYBE WE MAY GET IT IN THE NEXT 2027 LEGISLATIVE SESSION. I'M NOT HOLDING MY BREATH FOR THAT, BUT I DO THINK OUR OUR STAFF, OUR EMPLOYEES NEED RELIEF. AND IN THIS TIME OF, YOU KNOW, INCREASED INFLATIONARY SORT OF EXPENDITURES THAT WE HAVE RIGHT NOW WITH THE COST OF FUEL THAT'S GONE UP, IT'S AFFECTED EVERYTHING ACROSS THE BOARD. RIGHT. SO I HOPE WE AS A BOARD DO KEEP THAT IN MIND WHEN WE BECAUSE, FOR EXAMPLE, I WAS LOOKING THEM UP BECAUSE I SAW THAT THEY HAVE SOME PROPS ON THEIR ON THEIR BALLOT IN NOVEMBER AND THEY'RE GOING UP BY $0.12, YOU KNOW, AND IT'S ALL GOING INTO THE CLASSROOM. IT'S A VAT. I MEAN, YES, I DO THINK VOTERS SHOULD BE THE ONES APPROVING IT. SO I'M GLAD WE HAD THIS VAT. AND I HOPE AT SOME POINT NEXT YEAR WE LOOK INTO IT. THANK YOU. THANK YOU, MR. AND MISS HANNON. SO I WANT TO THANK BOTH TRUSTEES FOR GIVING THEIR PERSPECTIVE ON THE THE TAX RATE THAT THAT WE'RE ABOUT TO VOTE ON. AND SO I UNDERSTAND WE HAVE TWO DIFFERENT PERSPECTIVES HERE, BUT I HAVE MENTIONED BEFORE SIMILAR SENTIMENTS THAT TRUSTEE CHARANIA IS IS EXPRESSING BECAUSE AS WE WANT TO STAY COMPETITIVE WITH OUR SALARIES, WITH OUR STAFF AND SUPPORTING THEM WITH GOOD BENEFITS PACKAGE. 
          YOU KNOW, IT'S WE AS WE HAVE ANOTHER BUDGET ITEM COMING DOWN THE ROAD WITH ANOTHER AMENDMENT BECAUSE WE, WE AREN'T TO THE PROJECTION THAT THAT WE HOPE TO GET TO. YOU KNOW, THINGS ARE TOUGH. AND I AGREE, YOU KNOW, THIS IS A DECISION FOR THE TAXPAYERS, BUT I, I DO THINK IT'S IMPORTANT THAT WE LOOK AT AT AT OTHER DISTRICTS AND HOW WE CAN REMAIN COMPETITIVE WITH OUR TAX RATE. SO THANK YOU VERY MUCH FOR THE PRESENTATION. I APPRECIATE IT. THANK YOU, MISS HAMMOND. SO I'M GOING TO HIGHLIGHT A COUPLE OF THINGS. I WANT TO REITERATE WHAT MR. LYNN SAID. AS PROPERTY VALUES GO UP, STATE AID GOES DOWN. SO WHILE, YES, WE ALL WANT TO KEEP OUR TAXES LOW, AND I THINK THAT THE CHART ON SLIDE NUMBER. EIGHT SHOWS THAT COMPARATIVELY WE 
          [03:35:06]
HAVE KEPT OUR TAXES PRETTY LOW. AND I'LL JUST SAY THAT IT'S BEEN LIKE THIS SINCE SINCE I FIRST STARTED SERVING 12 YEARS AGO, THE CHART HAS LOOKED PRETTY MUCH THE SAME. WE HAVE DONE A PRETTY GOOD JOB OF KEEPING COMPARATIVELY LOWER, BUT THE POINT IN ME SAYING, AS PROPERTY VALUES GO UP, STATE AID GOES DOWN, IS THAT WE CAN NEVER PUT MORE MONEY IN TO THE HANDS AND HOMES OF OUR EMPLOYEES, OUR TEACHERS, OUR PARAPROFESSIONALS, OUR BUS DRIVERS, OUR CROSSING GUARDS, OUR COUNSELORS, OUR NURSES, ALL OF THEM. UNLESS THE LEGISLATURE GIVES US MORE MONEY TO DO THAT, OR THE CONSTITUENCY APPROVES A TAX INCREASE. AND THAT'S AND THAT'S AS IT SHOULD BE. THE COMMUNITY SHOULD BE THE ONES TO APPROVE IT. AND AS MR. SHOAFF SAID, THEY DID APPROVE THE ONE PENNY INCREASE IN THE DEBT SERVICE. AND SO THAT'S WHY THAT'S GOING UP. AND SO I NEVER HAVE A LOT OF I MEAN, THIS IS JUST ME TALKING, JUST MY PERSPECTIVE. I NEVER HAVE A LOT OF ANGST OVER A TAX INCREASE BECAUSE IT'S ONLY GOING TO HAPPEN IF THE COMMUNITY SAYS YES. AND IF THE COMMUNITY SAYS NO, THEN WE'RE NOT DOING IT. 
          THE BOARD LITERALLY DOES NOT CONTROL THAT. AND SO THE COMMUNITY IS WHO CONTROLS THAT OR THE LEGISLATURE. AND THEY DID PUT MORE MONEY INTO THE POCKETS OF OUR TEACHERS, ALTHOUGH A LOT OF PEOPLE GOT LEFT OUT. AND SO HOPEFULLY MAYBE THEY'LL TRY TO MAKE THAT UP THIS COMING SESSION. AND THEN THE LAST THING I THINK I WANT TO POINT OUT IS ON SLIDE NINE, YOU KNOW, YOU SAID IT'S A $15 A MONTH SAVINGS, BUT I JUST WANT TO HIGHLIGHT THAT IT COULD AND WOULD BE MORE. BUT FOR APPRAISALS. SO WHEN APPRAISALS GO UP, COMMUNITY MEMBERS PAY MORE IN TAXES. SO OUR TAX RATE IS GOING DOWN SIX PENNIES. AND THE REASON COMMUNITY MEMBERS ARE NOT SAVING VERY MUCH MONEY IS BECAUSE OF THE APPRAISALS. SO I'M GOING TO SAY THAT EVERY CHANCE I GET, BECAUSE WE CAN'T REDUCE THE TAX RATE $0.06 EVERY SINGLE YEAR, WE CAN'T REDUCE THE TAX RATE. SO THAT THAT PUTS MORE MONEY INTO OUR CONSTITUENTS POCKETS, WHICH WOULD BE GREAT BECAUSE APPRAISALS GO UP EVERY YEAR AND USUALLY PRETTY SIGNIFICANTLY. 
          SO UNTIL THAT WHOLE CONUNDRUM GETS FIXED, THE SYSTEM REALLY IS GOING TO BE WHAT IT IS. SO I JUST WANTED TO HIGHLIGHT THAT AND THANK YOU FOR THE PRESENTATION. AND THANK YOU TO MY FELLOW TRUSTEES FOR POINTING OUT, YOU KNOW, THE THINGS THAT THE CHALLENGES THAT WE FACE AS TRUSTEES EVERY SINGLE YEAR WHEN WE HAVE TO PASS A BUDGET AND PASS A TAX RATE WITH THAT, PLEASE VOTE. MOTION PASSES UNANIMOUSLY. LAST UP IS OUR FUTURE MEETING DISCUSSION, 
          [14. Future Meeting Discussion]
DOCTOR SMITH. YES, MA'AM. THANK YOU, MADAM PRESIDENT. KEY INFORMATION ITEMS THAT ARE ON THE DECK FOR OUR OCTOBER MEETING IS THE 2728 CALENDAR DEVELOPMENT PROCESS AND AN UPDATE THERE. WE ALSO ARE LOOKING AT OUR BEGINNING OF THE YEAR ASSESSMENT DATA TO PROVIDE AND SHARE THAT WITH YOU. AND THEN WE'LL BE REPORTING ON THE BOARD MEMBER TRAINING CREDIT FOR FOR OCTOBER ACTION ITEMS, OF COURSE WOULD BE THE RECOMMENDATION ON AND THE VOTE ON THE BOUNDARY PLANS, THE DISTRICT IMPROVEMENT PLAN AND THE CAMPUS IMPROVEMENT PLANS. 
          ALL OF THOSE PLANS ARE ASSOCIATED WITH OUR TURNAROUND SCHOOLS. THANK YOU. DOCTOR SMITH. MAY I HAVE A MOTION TO ADJOURN? MOTION TO ADJOURN. THE TIME IS 10:06 P.M. AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.