[00:00:03] >> IT'S 6:30 PM, [Call to Order] LET THE RECORDS SHOW THAT A QUORUM OF BOARD MEMBERS IS PRESENT, THAT THIS MEETING HAS BEEN DULY CALLED, AND THAT A NOTICE OF THIS MEETING HAS BEEN POSTED IN ACCORDANCE WITH THE TEXAS OPENS MEANING ACT, TEXAS GOVERNMENT CODE CHAPTER 551. LET THE RECORDS SHOW THAT TRUSTEES CHARLES, LOCKHART, WRIGHT, SANCHEZ, PULLIAM, RAYOS ARE PRESENT. ITEM 2 INVOCATION. >> I DON'T KNOW. I JUST DID. >> OKAY. I'LL DO IT. OUR HEAVILY FATHER, WE THANK YOU FOR THIS DAY. WE ASK FOR YOUR BLESSING ON THIS BOARD, THAT WE MAKE THE RIGHT DECISIONS FOR OUR COMMUNITY AND OUR STUDENTS, AND WE THANK YOU FOR EVERYTHING YOU DO FOR US. AMEN. >> AMEN. >> WE'LL NOW HAVE THE PRESENTATION OF THE COLORS BY THE JUNIOR ROTC. COMMANDING THE LOCKHART HIGH SCHOOL AIR FORCE JUNIOR ROTC COLOR GUARD OF CADET, HANNA [INAUDIBLE], SINGING THE NATIONAL ANTHEM IS ABIGAIL BURNETT. >> SAY, CAN YOU SEE BY THE DAWN'S EARLY LIGHT, WHAT SO PROUDLY WE HAILED, AT THE TWILIGHT'S LAST GLEAMING? WHOSE BROAD STRIPES AND BRIGHT STARS, THROUGH THE PERILOUS FIGHT, OVER THE RAMPARTS WE WATCHED, WERE SO GALLANTLY, YEAH, STREAMING? AND THE ROCKETS' RED GLARE, THE BOMBS BURSTING IN AIR, GAVE PROOF THROUGH THE NIGHT THAT OUR FLAG WAS STILL THERE. O SAY, DOES THAT STAR-SPANGLED BANNER YET WAVE OVER THE LAND OF THE FREE AND THE HOME OF THE BRAVE? >> [APPLAUSE] WE WILL NOW MOVE ON TO ITEM 4, RECOGNITIONS. MR. MILLER. [Recognition] >> GOOD EVENING. MR. PRESIDENT, MEMBERS OF THE SCHOOL BOARD, AND SUPERINTENDENT ESTRADA. WILL YOU PLEASE COME FORWARD TO HELP RECEIVE THIS EVENING'S HONOREES FOR RECOGNITION? AS THEY MOVE FORWARD, I WANT TO SHARE WITH YOU THE AWARD, THE BOARD WILL PRESENT THE HONOREES THIS EVENING. THIS IS THE LEGACY OF EXCELLENCE COIN GIVEN BY THE BOARD, ONLY TO THOSE WHO TRULY EXEMPLIFY EXCELLENCE IN LOCKHART ISD. NOW, WE WILL BEGIN WITH TONIGHT'S RECOGNITION. OUR FIRST RECOGNITION TONIGHT IS A PRESENTATION OF A PLAQUE OF APPRECIATION TO OUR OUTGOING BOARD MEMBER, MR. WARREN BURNETT. LOCKHART ISD PROUDLY RECOGNIZE AND THANKS MR. BURNETT FOR HIS UNWAVING DEDICATION AND SERVICE OVER THE PAST EIGHT YEARS AS A VALUED SCHOOL BOARD MEMBER. AS VICE PRESIDENT FOR THE LAST FOUR YEARS, HIS STRONG LEADERSHIP HAS BEEN INSTRUMENTAL IN CHAMPIONING INITIATIVES LIKE GROUNDBREAKING LINE CARE HEALTH INSURANCE PROGRAM, [00:05:02] ENSURING MEANINGFUL BENEFITS TO ALL OF OUR STAFF AND COMMUNITY. MR. BURNETT'S CONTRIBUTIONS HAVE MADE LASTING IMPACT ON OUR DISTRICT, STUDENTS, AND FAMILIES. WE ARE DEEPLY GRATEFUL FOR HIS COMMITMENT TO EXCELLENCE AND THE LEGACY HE LEAVES BEHIND. THANK YOU, MR. BURNETT, FOR YOUR TIME, YOUR LEADERSHIP, AND FOR EMBODYING OUR DISTRICT VALUES. YOU GENUINELY ARE LOCKED ON EXCELLENCE, UNLOCK POTENTIAL IN THOSE YOU SERVE, AND HAVE A HUGE LOCKHART FOR PEOPLE. THANK YOU, SIR. [APPLAUSE] >> I ASKED MR. ESTRADA AND MR. WRIGHT IF I CAN SAY SOMETHING. I JUST WANT TO SAY THANK YOU FOR THE CITIZENS AND THE TIME THAT I WAS ABLE TO SPEND WITH THE BOARD AND BE A PART OF THEM FOR EIGHT YEARS. IT WAS A PLEASURE TO SERVE WITH ALL OF YOU AND ALL THE OTHER BOARD MEMBERS THROUGHOUT THE YEARS. THANK YOU FOR THAT. I'VE BEEN THINKING TODAY, AND I WAS LIKE, WHAT WAS THE MOST IMPORTANT THING THAT I FELT LIKE I DID OVER THE EIGHT YEARS? HAVING THE OPPORTUNITY TO PRAY FOR OUR BOARD, OUR STAFF, OUR STUDENTS FOR THE LAST EIGHT YEARS. I OPENED THE PRAYERS AT EVERY MEETING FOR THE LAST EIGHT YEARS, AND IT IS A PLEASURE AND HONOR TO DO THAT. I WILL PROMISE YOU, I WILL CONTINUE TO PRAY FOR THE BOARD, THE ADMINISTRATION, THE STAFF, AND THE STUDENTS AT LOCKHART ISD. THANK YOU. [APPLAUSE] >> [INAUDIBLE]. [APPLAUSE] [BACKGROUND] >> OUR NEXT RECOGNITION. THE BOARD PROUDLY RECOGNIZES ETHAN HERRERA FOR HIS INCREDIBLE ACHIEVEMENTS THIS CROSS-COUNTRY SEASON, INCLUDING HIS IMPRESSIVE PERFORMANCE AT THE 2024 UIL 5A STATE CHAMPIONSHIP IN ROUND ROCK, TEXAS. ETHAN PLACED 43RD OUT OF 151 COMPETITORS, COMPLETING THE CHALLENGING 3.15K COURSE IN AN OPPRESSIVE 16 MINUTES AND 28 SECONDS. I KNOW. [APPLAUSE] IN ADDITION TO HIS STATE PERFORMANCE, ETHAN ALSO EARNED 10TH PLACE IN DISTRICT 4 5A, AND WAS CROWNED THE DISTRICT 25 5A CHAMPION. [APPLAUSE] YES. WE ARE SO PROUD OF ETHAN'S DEDICATION, GROWTH, AND OUTSTANDING REPRESENTATION OF LOCKHART ISD AT EVERY LEVEL. CONGRATULATIONS, ETHAN. THANK YOU FOR UNLOCKING POTENTIAL AND YOURSELF AND BEING LOCKED ON EXCELLENCE. ETHAN IS ACCOMPANIED TONIGHT BY LOCKHART HIGH SCHOOL CROSS COUNTRY COACH, SCOTT HIPPENSTEEL, AND LOCKHART HIGH SCHOOL ASSISTANT PRINCIPAL, MR. JUAN OROZCO. >> I GUESS THIS IS WELDED ON HERE. FIRST OF ALL, ETHAN WAS THE DISTRICT CHAMPION. IN OUR DISTRICT, THERE'S ABOUT 9,000 BOYS, [00:10:03] AND ETHAN WAS A DISTRICT CHAMPION OF THOSE 9,000 BOYS. [APPLAUSE] ETHAN RAN THE 5K TIME OF 15:41, WHICH TRANSLATES TO BASICALLY 15 MINUTES FLAT OR FIVE MINUTES PER MILE FOR THREE MILES. HE RAN THE EQUIVALENT OF THREE MILES AND 15 MINUTES TO WIN DISTRICT. HE WENT TO THE REGIONAL MEET WHERE THERE'S 72 HIGH SCHOOLS THAT CONVERGE TO BECOME THE REGION. OF THOSE 72 HIGH SCHOOLS, WHICH, AGAIN, OVER 75,000 BOYS ARE IN THOSE HIGH SCHOOLS, HE WAS 10TH. THEN HE GETS TO STATE MEET WHERE HE IS 43RD. BUT LITERALLY, HE WAS 28 SECONDS FROM BEING 10TH PLACE. I THINK THE THING IS HE'S YOUNG, SO THAT'S VERY DOABLE NEXT YEAR. I THINK TOP 10 IS REALISTIC AND EVEN HIGHER. ONE OF THE COOL THINGS IS WHEN HE WON DISTRICT AND RAN THAT TIME OF 15:41, THAT IS THE FASTEST TIME WE'VE EVER HAD IN OUR HISTORY OF OUR SCHOOL FOR A SOPHOMORE. THE GUY THAT HE BEAT BY LESS THAN ONE SECOND, HIS NAME WAS ROBERT [INAUDIBLE], AND ROBERT RAN FOUR YEARS AT THE UNIVERSITY OF TEXAS. ROBERT WAS AN ALL-AMERICAN IN CROSS COUNTRY AND TRACK AT TEXAS. ETHAN IS WELL ON HIS WAY TO DOING SOME GREAT THINGS. WE'RE BUILDING RIGHT NOW, JUST DEVELOPING HIM. BUT IN THE SPRING, I THINK HE CAN CERTAINLY RUN SUB 9:40 FOR THE TWO MILE, AND HE CAN DO SOMETHING THAT'S REALLY RARE. ONLY 14 GUYS HAVE EVER BROKEN FOUR MINUTES AND 20 SECONDS. I THINK HE CAN BE ONE OF THE FEW, HE'S ONLY ABOUT THREE GUYS HAVE EVER DONE SUB 4:20 AS A SOPHOMORE, AND I THINK HE CAN DEFINITELY DO THAT AS A SOPHOMORE. THE SOPHOMORE RECORD IS, WHAT WAS IT, ETHAN? ACTUALLY, IT'S ABOUT 4:22. HE CAN DO SOMETHING SPECIAL THIS SPRING, AND WE'RE LOOKING FORWARD TO GREAT THINGS FROM ETHAN. [APPLAUSE] >> FOR THE EVENING'S NEXT RECOGNITION, LOCKHART ISD BOARD OF TRUSTEES PROUDLY RECOGNIZES THE EXCEPTIONAL ACCOMPLISHMENTS OF OUR TALENTED CHOIR STUDENTS, WHO RECENTLY COMPETED IN THE TMEA REGION 12 CHOIR AUDITIONS. THESE STUDENTS SHOWCASED THEIR DEDICATION, SKILL, AND PASSION FOR MUSIC, EARNING PRESTIGIOUS PLACEMENTS. WE ARE SO PROUD OF YOU FOR REPRESENTING LOCKHART ISD, REMAINING LOCKED ON EXCELLENCE, AND INSPIRING OTHERS WITH YOUR MUSICAL TALENTS. CONGRATULATIONS TO THESE INCREDIBLE STUDENTS FOR THEIR HARD WORK. NOW, THE BOARD WOULD LIKE TO RECOGNIZE THE FOLLOWING STUDENTS ACCOMPANIED BY LOCKHART HIGH SCHOOL CHOIR TEACHER MS. CAITLYN SONNY, LISD FINE ARTS DIRECTOR, MR. JAMES CROWLEY, AND LOCKHART HIGH SCHOOL ASSISTANT PRINCIPAL, MR. JUAN OROZCO. NOW FOR THE STUDENT RECOGNITIONS. ACCEPTED TO 5A MIXED CHOIR, MIREYA GOYTIA, ARIANA PEREZ-GIL. ACCEPTED TO 5A TREBLE CHOIR, EMMA BINGHAM, MS. ABIGAIL BURNETT, AMIRA MURILLO, AND HALO SNIDER. ACCEPTED TO 5A MIXED CHOIR AND ADVANCING TO PRE-AREA, MR. LUCAS NIX. [APPLAUSE] CONGRATULATIONS, AGAIN, TO ALL OF OUR CHOIR WINNERS. [APPLAUSE] [00:15:36] FOR OUR FINAL RECOGNITION FOR THE EVENING, WE HAVE THREE TALENTED LOCKHART HIGH SCHOOL STUDENTS THAT HAD THEIR ARTWORK PROUDLY SHOWCASED AT THE TAEA EXHIBIT AT THE TASA/TASB CONVENTION THIS FALL. THIS INCREDIBLE ACHIEVEMENT HIGHLIGHTS THEIR CREATIVITY AND DEDICATION TO THE ARTS. THIS IS IN ADDITION TO LOCKHART ISD, AGAIN, BEING RECOGNIZED AS A DISTRICT OF DISTINCTION, WHICH OUR FINE ARTS DEPARTMENT WAS ACTUALLY RECOGNIZED ON FRIDAY IN GALVESTON, TEXAS OF THIS WEEK. BUT TONIGHT, WE CELEBRATE THE THREE STUDENTS WHOSE ARTWORK WAS PROUDLY ON DISPLAY. CONGRATULATIONS TO THESE STUDENTS. WE ARE SO PROUD OF YOU AND FOR REPRESENTING LOCKHART ISD. PLEASE JOIN ME IN RECOGNIZING THE FOLLOWING STUDENTS, ALANDA RAMIREZ, [APPLAUSE] NAYELY RODRIGUEZ, [APPLAUSE] AND ANGELLI CHARCAS. [APPLAUSE] OUR STUDENTS ARE ACCOMPANIED TONIGHT BY LOCKHART HIGH SCHOOL ART TEACHERS LYDIA GANTERT, [APPLAUSE] JULIAN CRUZ, [APPLAUSE] AND WENDY LAWLER-WILLIAMS, LOCKHART ISD FINE ARTS DIRECTOR JAMES CROWLEY, AND ASSISTANT PRINCIPAL JUAN OROZCO. YOU ONLY GET ONE COIN, THOUGH, MR. CROWLEY. CONGRATULATIONS AGAIN. WE WILL NOW MOVE ON TO ITEM FIVE PUBLIC COMMENTS. [Public Comment] WE DO HAVE ONE SPEAKER. BEFORE I ANNOUNCE THAT SPEAKER, I'D LIKE TO READ SOME STUFF. THE BOARD WILL HEAR COMMENTS FROM INDIVIDUALS WHO HAVE SIGNED UP TO SPEAK BEFORE THE MEETING BEGINS. ANYONE WHO WANTS TO SPEAK DURING PUBLIC COMMENTS MUST SIGN IN PRIOR TO THE START OF THE MEETING AND LIST THE AGENDA ITEM THEY WANT TO DISCUSS. EACH PUBLIC COMMENT SPEAKER WILL BE ALLOWED A MAXIMUM OF FIVE MINUTES TO ADDRESS THE BOARD. ANY PUBLIC TESTIMONY SPEAKER WHO REQUIRES A TRANSLATOR WILL RECEIVE UP TO 10 MINUTES TO ADDRESS THE BOARD. THE PUBLIC COMMENT PORTION OF THE MEETING WILL ALLOW ALL SPEAKERS WHO HAVE SIGNED UP BEFORE THE START OF THE MEETING TO ADDRESS THE BOARD. THE BOARD ENCOURAGES PRESENTERS TO KEEP COMMENTS OR CRITICISM CIVIL AND COURTEOUS. PLEASE ALSO AVOID USING PROFANITY. LAST, WE ASK THAT YOU NOT DISCUSS STUDENTS WHO ARE NOT YOUR OWN CHILD. IF A SPEAKER IS SEEKING BOARD RESOLUTION OF A SPECIFIC COMPLAINT, THE BOARD MAY ONLY PROVIDE RELIEF THROUGH THE DISTRICT'S GRIEVANCE PROCESS. DISTRICT POLICY DGBA HAS BEEN ESTABLISHED FOR ADDRESSING EMPLOYEE COMPLAINTS. POLICY FNG IS THE AVENUE FOR FILING PARENT COMPLAINTS, AND POLICY GF ADDRESSES COMMUNITY MEMBERS COMPLAINT. GRIEVANCE FORMS CAN BE ATTAINED AT ANY CAP ADMINISTRATION OFFICE OR IN THE CENTRAL ADMINISTRATION OFFICE. SIGNING UP TO SPEAK, WE HAVE LAURA COYLE. >> WHAT'S THE TIME? >> MISS COYLE, YOU WILL HAVE FIVE MINUTES TO SPEAK. DR. SACHEZ WILL BE KEEPING THE CLOCK. WOULD YOU PLEASE STATE YOUR NAME AND ADDRESS FOR THE RECORD, PLEASE. [00:20:02] >> LAURA COYLE, AND I LIVE HERE IN LOCKHART. >> OKAY. THANK YOU. >> THANK YOU FOR THE OPPORTUNITY TO SPEAK. I KNOW YOU GAVE ME AN HOUR, BUT I'LL KEEP IT UNDER FIVE MINUTES.[LAUGHTER] BUT REALLY, THIS IS A PRETTY IMPORTANT SUBJECT AND PRETTY SERIOUS. JUST LAST TUESDAY AND THURSDAY, THERE WERE, MY DAUGHTER IS IN FOURTH GRADE AT CLEARFORK ELEMENTARY SHE'S 9-YEARS-OLD. ON TUESDAY IN KIDS CLUB, SOME STUDENT SAID THAT HE WAS GOING TO BRING A GUN TO SCHOOL AND KILL EVERYONE AND ON THURSDAY, AT LUNCHTIME, ANOTHER FOURTH GRADE STUDENT TOLD TWO OTHER STUDENTS THAT HE OR SHE WAS GOING TO BRING A GUN TO SCHOOL AND KILL THEM. MY CONCERN IS NOT THAT THESE KIDS ACTUALLY REALLY UNDERSTAND WHAT THREAT THEY'RE PLACING, THEY'RE SO YOUNG. BUT THEY OBVIOUSLY DON'T UNDERSTAND THE SEVERITY OF IT. BUT I WOULD LIKE TO KNOW HOW WE WANT TO PUSH FORWARD WITH THIS. IN MY DAUGHTER'S THIRD GRADE CLASS LAST YEAR, A CHILD BROUGHT AN AAIRSOFT GUN IN HIS BAG TO SHOW EVERYONE IN CLASS. I AT THAT TIME, REALIZED AND RECOMMENDED TO PRINCIPAL LEONARD, WHO'S NO LONGER THERE THAT WE DON'T NEED BACKPACKS AT ALL. THE KIDS HAVE ONE FOLDER, IF ANYTHING, TO BRING HOME FROM SCHOOL, BACKPACKS ARE JUST NOT A THING THAT ARE NECESSARY ANYMORE. I SPOKE TO PRINCIPAL HILL ABOUT IT TODAY. SHE COMPLETELY AGREED, SHE SAID THAT IF THERE WAS ANYTHING THAT KIDS NEEDED, THEY COULD BRING IT IN A CLEAR BAG TO BE CHECKED. I THINK THAT WOULD ELIMINATE A LOT OF CONCERNS BECAUSE WHILE THESE KIDS MAY NOT UNDERSTAND WHAT A THREAT MEANS, THEY ALSO MAY NOT UNDERSTAND WHAT IT ACTUALLY MEANS TO BRING A GUN TO SCHOOL AND ACTUALLY HURT SOMEBODY WITH IT. I ALSO WOULD LIKE TO SEE IF THERE'S ANY WAY TO IMPLEMENT A DARE PROGRAM WHERE WE CAN TALK TO KIDS ABOUT SAFETY AND THE MEANING OF THREATS WITHOUT RIPPING THEM FROM THEIR CHILDHOODS. I DON'T WANT TO HAVE TO OVER EXPLAIN TOO MUCH TO MY KID ABOUT THE REASONS WHY SHE HAS TO DO DRILLS. BUT I DO THINK THAT THERE'S GOT TO BE SOME PROGRAM THAT'S OUT THERE IN THE UNITED STATES, AS WE'VE HAD SO MANY SCHOOL SHOOTINGS THAT TALKS TO CHILDREN ABOUT THE SAFETY OF GUNS AND SAFETY OF NOT BEING ABLE TO MAKE THREATS OR JUST TALKING TO KIDS, JUST HAVING CONVERSATIONS WITH THEM, BECAUSE AT THIS POINT, MY KID DOES NOT UNDERSTAND OR KNOW THAT THIS IS A THING, AND THAT'S PARTIALLY MY FAULT BECAUSE I HAVEN'T TALKED TO HER ABOUT IT, BUT ALSO I THINK THERE MIGHT BE SOME GENTLE WAY THAT THIS SUBJECT CAN BE ADDRESSED WITH THESE KIDS. I GUESS THAT'S JUST ALL I WANTED TO TALK ABOUT. I DON'T REALLY KNOW WHAT ELSE TO SAY OTHER THAN JUST HOPING THAT THIS WILL HAPPEN REALLY QUICKLY. I HAD MY DAUGHTER HOME ON FRIDAY AND TODAY AND I'M A SINGLE WORKING MOM, SO I HAD TO MISS WORK ON FRIDAY AND SHE HAD TO COME TO WORK WITH ME TODAY AND I WAS JUST TOO SCARED TO LET HER GO BACK UNTIL WE COULD FIGURE OUT THE BEST WAY TO MAKE SURE THAT WE DON'T HAVE KIDS SNEAKING THEIR PARENTS' GUNS OFF TO SCHOOL AND DOING GOD KNOWS WHAT WITH THEM. I'M JUST ASKING FOR SWIFT ACTION IN THAT REGARD. THANK YOU VERY MUCH. >> THANK YOU, MISS COYLE. I HOPE YOU UNDERSTAND, WE CANNOT RESPOND TO YOUR COMMENTS RIGHT NOW. >> OKAY. >> THANK YOU VERY MUCH. >> THANK YOU. WE'LL MOVE [CLOSED SESSION] ON TO ITEM SIX CLOSED SESSION. THE BOARD OF TRUSTEES ON NOVEMBER 18, 2024, BEGINNING AT 6:54 P.M. WE'LL CONVENE IN CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEANINGS ACT FOR THE PURPOSE OF DISCUSSING ITEMS LISTED UNDER TEXAS GOVERNMENT CODE SECTION 551.072, 551.074 FINAL ACTIONS, DECISIONS, OUR VOTES WILL BE TAKEN WHEN BOARD IS IN EXECUTIVE SESSION. THE BOARD ENDED ITS CLOSED SESSION AT 7:42 P.M ON NOVEMBER 18, 2024. WE WILL NOW MOVE TO ITEM 7A THROUGH D ON THE CONSENT AGENDA. [Business: Consent Agenda] DOES BOARD MEMBER HAVE ANY QUESTIONS FROM ON ANY OF THESE ITEMS? [00:25:01] >> NOW, I MOVED THAT WE APPROVE THE CONSENT AGENDA AS. I'LL SECOND. >> WHAT'S THE WORD?[OVERLAPPING] >> WE HAVE A MOTION, WE HAVE A SECOND. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> ANY OPPOSED? PASSES SIX TO ZERO. WE'RE GOING TO NOW SKIP A LITTLE BIT AND GO TO ITEM 9A, [Approve Comprehensive Annual Financial Report for the Fiscal Year Ended June 30, 2024] APPROVED COMPREHENSIVE ANNUAL FINANCIAL REPORT FOR THE PHYSICAL YEAR ENDING JUNE 30, 2024, MISS WEISER. >> GOOD EVENING, SCHOOL BOARD AND SUPERINTENDENT ESTRADA. AT THIS MEETING, EVERY YEAR, WE BRING OUR ANNUAL COMPREHENSIVE FINANCIAL REPORT FOR YOU TO APPROVE. IT IS DUE TO THE TEXAS EDUCATION AGENCY ON NOVEMBER 27. EVER SINCE THE FISCAL YEAR HAS ENDED, WE HAVE BEEN WORKING ON THIS AUDIT REPORT, AND WE'RE REALLY PROUD OF IT THIS YEAR. I'M GOING TO GO OVER JUST A COUPLE OF THINGS. YOU HAVE THE WHOLE AUDIT REPORT IN FRONT OF YOU, IT IS JUST A FEW PAGES LONG. BUT I'M JUST GOING TO GIVE YOU SOME HIGHLIGHTS OUT OF IT THIS EVENING. YES, SIR. YES. VERY COMPREHENSIVE. I'M JUST GOING TO WANT TO LOOK AT THE GENERAL FUND, REVENUES, EXPENDITURES, AND FUND BALANCE AND THEN I HAVE OUR AUDITOR HERE FROM PATTILLO, BROWN,& HILL TO ALSO TALK ABOUT THE AUDIT AND ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE. THIS IS JUST A QUICK LOOK AT OUR GENERAL FUND REVENUES ONLY, JUST THE GENERAL FUND. WE HAD REVENUES OF 68.3 MILLION, WE HAD A VATRE PATH IN THIS YEAR WITH THREE ADDITIONAL GOLDEN PENNIES. THAT IS OUR FIRST YEAR HAVING THAT REVENUE REFLECTED IN OUR GENERAL FUND. UP AGAINST THOSE REVENUES ARE GENERAL FUND EXPENDITURES, THESE EXPENDITURES ARE BY SPENDING CATEGORIES. WHILE WE TALK ABOUT OUR BUDGET AS FAR AS PAYROLL VERSUS NON PAYROLL, THE FOUR SPENDING CATEGORIES WE TALK ABOUT, THESE ARE ALL OF THE SPENDING CATEGORIES THAT WE WILL RUN OUR FINANCIALS AGAINST TO TURN INTO THE TEXAS EDUCATION AGENCY. THE NUMBER ONE AREA OF SPENDING IS INSTRUCTION. THESE ARE ALL BASED ON OUR FUNCTIONS. WE HAD A GENERAL FUND EXPENDITURE OF ALMOST 64 MILLION, LET ME ALSO JUST SAY IN ONE OF MY FAVORITE REPORTS THAT'S IN HERE. IT'S ON PAGE NUMBER 15 YOU CAN REALLY SEE IT. WE SPENT 107 MILLION THIS YEAR, SO WHILE THIS IS THE GENERAL FUND, WE DO HAVE OTHER AREAS OF SPENDING, WHICH IS OUR SPECIAL REVENUE FUNDS, OUR CHILD NUTRITION PROGRAM, OUR DEBT SERVICE, AND OF COURSE, OUR BOND FUNDS. BUT I REALLY JUST WANTED TO POINT OUT OUR GENERAL FUND, AND THEN HERE TALK ABOUT THE FUND BALANCE. WE HAD UNASSIGNED FUND BALANCE THAT STARTED WITH ALMOST 19 MILLION. WE OF COURSE, BROUGHT IN 68.3 MILLION, WE SPENT ALMOST 65 MILLION, AND WE HAVE INCREASED OUR FUND BALANCE TO AN UNASSIGNED FUND BALANCE OF 23 MILLION. WHAT I REALLY JUST WANTED TO POINT OUT HERE, THE REASON FOR THE INCREASE IS TWO FOLD. ONE, WE HAD OUR VATRE, SO IT WAS OUR FIRST YEAR OF THE VATRE. WE WEREN'T SURE IF THAT WOULD PASS OR NOT IN THE MIDDLE OF THE YEAR. THEN WE ALSO HAD, THIS WAS THE YEAR THAT WE PLANNED ON THE STATE ASSIGNING US VALUES, AND THEY REMARKABLY, THANKFULLY, DID NOT HAVE TO ASSIGN US VALUES, SO THAT WAS ANOTHER DIFFERENCE THAT WE HAD IN OUR REVENUE PROJECTIONS. IN THIS FISCAL YEAR, BASED ON WHAT HAPPENED IN THIS PAST JANUARY, WE DID BUDGET THAT WE WOULD RECEIVE LOCAL VALUES. THAT'S FOR THAT INCREASE THERE. >> MR. CHARLES, DO YOU UNDERSTAND WHEN SHE'S TALKING ABOUT FUND BALANCE? >> NO. >> COULD YOU EXPLAIN? >> CAN YOU GO AHEAD. >> YES. OUR FUND BALANCE IS WHAT WE WOULD HAVE, THAT'S THE DIFFERENCE OF WHAT WE RECEIVED AND WHAT WE DID NOT SPEND, HOWEVER, IT IS REQUIRED THAT WE DO HAVE SOME FUND BALANCE BECAUSE IN A SCHOOL SETTING, UNLIKE IN A HOME SETTING WHERE YOU HAVE A SALARY AND YOU HAVE THE SAME AMOUNT OF CASH FLOW THAT COMES IN EVERY SINGLE MONTH AND YOU'RE ABLE TO BUDGET ON THAT. WE WILL HAVE A FEW MONTHS A YEAR WHERE WE RECEIVE AN INFLUX OF CASH, AND THAT'S GOING TO BE DURING OUR TAX COLLECTION IN JANUARY AND FEBRUARY, AND THEN DURING OUR BIG STATE PAYMENT MONTHS THAT WE GET TWO OR THREE TIMES OUT OF THE YEAR. IN THE REST OF THOSE MONTHS, WE HAVE TO HAVE A FUND BALANCE TO ALLOW US TO HAVE THAT CASH FLOW AND MAKE OUR PAYROLLS IN THOSE FEW MONTHS. [00:30:04] RIGHT NOW, OUR FUND BALANCE IS LOOKING HEALTHY, WE HAVE A LITTLE BIT MORE THAN THREE MONTHS WORTH OF OPERATING TO GET US THROUGH THOSE MONTHS WHERE IT'S REALLY APRIL TO JULY THAT OUR CASH FLOW GETS VERY LOW BECAUSE WE'RE JUST NOT RECEIVING ANY FUNDS DURING THAT TIME. >> ESSENTIALLY, IT'S JUST OUR RESERVES, RIGHT? >> IT IS. >> WHY DON'T WE CALL IT RESERVES? >> WELL, BECAUSE WE'RE REALLY JUST RESERVING IT FOR CASH FLOW. IT'S NOT A SAVINGS ACCOUNT SO THAT WE CAN, WE HAVE 23 MILLION AND NOW WE CAN BUILD SOMETHING VERY SMALL COMPARED TO WHAT YOU COULD BUILD FOR 23 MILLION [LAUGHTER]IN THE PAST. IT'S REALLY TO ALLOW US IN OUR CASH FLOW. IT'S NOT MEANT TO BE ABLE TO DO ANYTHING WITH OTHER THAN MAKE IT THROUGH THOSE MONTHS THAT WE'RE NOT RECEIVING ANY INCOME. HOWEVER, WE DO HAVE OR AS MUCH REVENUE. WE DO HAVE DESIGNATED FUND BALANCE, SO IF WE FEEL LIKE THIS IS MORE THAN WE WOULD NEED FROM OUR CASH FLOW, WE WOULD DEFINITELY WANT TO RE ASSIGN SOME OF THAT TO DESIGNATED, WHICH COULD BE FOR CAPITAL OUTLAY, ANY PROJECTS THAT WE MIGHT HAVE. BUT REALLY, OUR GOAL IS TO SPEND WHAT WE EARN IN THAT YEAR FOR THOSE STUDENTS IN THAT YEAR. WHILE WE HAD AN INCREASE THIS YEAR, THAT WAS DUE TO THOSE TWO THINGS, THE PRIOR YEAR BEFORE, WE HAD A SIGNIFICANT DECREASE IN OUR FUND BALANCE BECAUSE OF THE STATE VALUE ASSIGNMENT AND I LOVE TALKING ABOUT THAT, TOO, SO I'M HAPPY TO TALK ABOUT THAT WITH YOU SOMETIME. >> I THINK JUST FOR THE GENERAL PUBLIC, FOR THOSE THAT MAY BE WATCHING AND ALSO IN THE ROOM, TEXAS PUBLIC SCHOOL FUNDING IS A LOT OF PROJECTIONS. THERE'S THE TIMING OF IT AT TIMES DOESN'T MAKE A LOT OF SENSE. YOU'RE MAKING PROJECTIONS BEFORE YOU ACTUALLY KNOW HOW MUCH TAXES ARE GOING TO COLLECT, HOW MANY KIDS ARE GOING TO SHOW UP. ALL OF THIS IS PROJECTIONS, AND THEN THIS AUDIT IS ESSENTIALLY TRYING TO FIGURE OUT HOW MUCH TO AS EVERYTHING WAS ALLOCATED APPROPRIATELY AND SPENT AS THE WAY IT WAS SUPPOSED TO BE SPENT. HERE WE ARE APPROACH IN DECEMBER. IN FEBRUARY, WE'LL FIND OUT OUR PROPERTY VALUE STUDIES TO SEE, ARE WE GOING TO LOSE $5 MILLION IN THE MIDDLE OF THE SCHOOL YEAR? I LOVE THAT RESPONSE.[LAUGHTER] I WOULD HATE FOR ANYONE IN THE PUBLIC TO THINK, THE SCHOOL DISTRICT HAS ALL THIS MONEY AND THEY'RE JUST NOT SPENDING IT. NO, WE ARE BALANCED. THERE'S NOT AN EXTRA PENNY HIDING ANYWHERE. WE HAVE TO HAVE THREE MONTHS, AND THEN THE CASH FLOW ISSUES THAT MISS WEISER EXPLAINED. I WOULD HATE FOR SOMEONE TO SEE SOMETHING AND THINK, WE HAVE ALL THIS EXTRA MONEY, THAT'S NOT THE CASE. >> NOW I HAVE OUR AUDITOR, MR. TRAVIS ROGERS, HE IS FROM PATTILLO, BROWN & HILL. THIS IS OUR THIRD AUDIT WITH THE FIRM, AND SO HE'S GOING TO COME UP AND TALK TO YOU ABOUT THE AUDIT. FEEL FREE TO ASK ANY QUESTIONS THAT YOU MIGHT HAVE. >> EVERYBODY HEAR ME? >> YES. >> OKAY. MR. [INAUDIBLE], MEMBERS OF THE BOARD, THANK YOU FOR HAVING ME. THANK YOU NICOLE FOR THAT PRESENTATION. I THINK IF SHE HAS COVERED ALL THE REALLY FUN INTERESTING STUFF, SO NOW, MY ROLE IS TO GO THROUGH THE REST OF IT. I THINK JUDGING BY THE PAGES SHE COVERED AND BY THE TOTAL, IF I CAN KEEP A GOOD PACE OF ABOUT THREE PAGES PER MINUTE, WE'LL BE OUT OF HERE 35 MINUTES MAXIMUM [LAUGHTER] BUT JUST KIDDING. LIKE I SAID, I JUST WANTED TO TAKE A MOMENT, SHARE WITH YOU A COUPLE OF QUICK HIGHLIGHTS HERE IN THE REPORT RELATED TO, WHEREAS NICOLE WAS POINTING OUT A FEW FINANCIAL HIGHLIGHTS RELATED TO REVENUES, EXPENDITURES, CHANGES IN FUND BALANCE FOR THE YEAR. GOING TO POINT OUT A FEW THINGS RELATED TO OUR AUDIT AND THE RESULTS OF IT FOR THE YEAR. JUST TO CLARIFY, NOT LOOKING AT EVERY SINGLE PAGE, BUT I AM STARTING AT THE BEGINNING ON PAGE ONE. >> ONE WITH THE HEADER INDEPENDENT AUDITORS REPORT. THIS IS THE SAME REPORT YOU'RE ALL USED TO SEEING IN PAST YEARS. IT HAS ALL OF THE STANDARDIZED LANGUAGE ABOUT THE RESPONSIBILITY OF THE MANAGEMENT OF LOCKHART INDEPENDENT SCHOOL DISTRICT FOR [00:35:02] THE PREPARATION AND FAIR PRESENTATION OF THESE FINANCIAL STATEMENTS. ABOUT OUR RESPONSIBILITY AS THE DISTRICT'S OUTSIDE AUDITORS TO RENDER AN OPINION ON THOSE FINANCIAL STATEMENTS BASED ON OUR AUDIT. ALL REALLY EXCITING STUFF, BUT THE KEY POINT TO EMPHASIZE IS TOWARDS THE TOP OF PAGE 1. YOU'LL SEE UNDER THE SUBHEADER LABELED OPINIONS WHERE IT DESCRIBES. WE HAVE AUDITED THE ACCOMPANYING FINANCIAL STATEMENTS OF LOCKHART INDEPENDENT SCHOOL DISTRICT. THE SECOND PARAGRAPH DOWN STARTS WITH OUR OPINION, FINANCIAL STATEMENTS REFERRED TO ABOVE PRESENT FAIRLY IN ALL MATERIAL RESPECTS. THE FINANCIAL POSITION AND CHANGES IN FINANCIAL POSITION AS OF AND FOR THE YEAR ENDED JUNE 30TH 2024, IN ACCORDANCE WITH ACCOUNTING PRINCIPLES GENERALLY ACCEPTED IN THE UNITED STATES OF AMERICA, SAY THAT FIVE TIMES FAST. ESSENTIALLY, WE ALL LIKELY TO SHORTEN THAT DOWN A LITTLE BIT, THAT'S WHAT WE CALL AN UNMODIFIED OR UNCLEAN OPINION, WHICH IS THE HIGHEST LEVEL OF ASSURANCE WE CAN PROVIDE AS THE DISTRICT'S OUTSIDE AUDITORS. IT ESSENTIALLY MEANS AS A RESULT OF OUR AUDIT, SO ALL OF OUR AUDIT PROCEDURES OVER ALL THE AREAS OF THE FINANCIAL STATEMENTS OVER CASH, RECEIVABLES, PAYABLES, OVER REVENUES, EXPENDITURES, ALL OF OUR AUDIT PROCEDURES, ALL OF THE DATA, THE INFORMATION WE'VE COLLECTED, DOCUMENTED, REVIEWED, ETC. NO MATERIAL DEPARTURES FROM GENERALLY ACCEPTED ACCOUNTING PRINCIPLES NOTED, AND NONE ARE REFLECTED FINANCIAL STATEMENTS INCLUDED IN THE REPORT. THAT WAS ONE LETTER. I'M GOING TO PAGE FLIP JUST A LITTLE BIT. I THINK THIS ONE IS ON PAGE 111. FROM 1-111. SIMILAR LOOKING LETTER TO BEFORE, BUT THIS DESCRIBES OUR RESPONSIBILITIES AND OUR PROCEDURES FOR AN AUDIT CONDUCTED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS. ESSENTIALLY, ALL THAT MEANS IS THAT AUDITS OF LOCAL GOVERNMENTS IN THE STATE OF TEXAS ARE REQUIRED TO HAVE AN AUDIT PERFORMED IN ACCORDANCE WITH THESE STANDARDS, AND WE AS THE AUDITORS WE'RE REQUIRED TO CONSIDER LAWS, CONTRACTS, GRANT AGREEMENTS, OR THINGS OF THAT NATURE. IF NON-COMPLIANCE WITH THEM COULD MATERIALLY AFFECT THE FINANCIAL STATEMENTS, AND IF SUCH NON-COMPLIANCE WERE NOTED, WE WOULD DESCRIBE AND REFERENCE IT IN THIS LETTER. HOWEVER, THERE HAS BEEN NONE NOTED AS A RESULT OF OUR AUDIT, SO IT IS SIMPLY THE STANDARD LANGUAGE DESCRIBING OUR PROCEDURES IN ACCORDANCE WITH THOSE STANDARDS. THIRD TIME IS THE CHARM, ONE MORE ON PAGE 113, WE HAVE ONE MORE LETTER. THIS ONE IS OVER, AGAIN INDEPENDENT AUDITORS REPORT BUT INSTEAD OF BEING OVER THE FINANCIAL STATEMENTS, THIS IS OVER THE DISTRICT'S FEDERAL SINGLE AUDIT. AS YOU KNOW, ENTITIES THAT EXPEND $750,000 OR MORE OF FEDERAL FUNDING DURING A GIVEN FISCAL YEAR ARE SUBJECTED TO A COMPLIANCE AUDIT OR THE SINGLE AUDIT OVER THEIR EXPENDITURES OF THOSE FUNDS. WE'VE ESSENTIALLY COME IN AND BASED ON VARIOUS CRITERIA, SELECT CERTAIN GRANT PROGRAMS THAT CHECKS PERSONNEL FILES, AUDIT THE SAMPLE AND AUDIT THE DETAILS OF THAT PARTICULAR GRANT PROGRAM, AND SO THAT'S WHAT WE ARE OPINING ON HERE. SAME AS BEFORE, TOWARDS THE TOP OF PAGE 113, THE OPINION ON EACH MAJOR FEDERAL PROGRAM IS WE HAVE AUDITED LOCKHART INDEPENDENT SCHOOL DISTRICT'S COMPLIANCE, WITH COMPLIANCE REQUIREMENTS NOTIFIED AS SUBJECT TO AUDIT. PARAGRAPH BELOW IN OUR OPINION, THE DISTRICT COMPLIED IN ALL MATERIAL RESPECTS WITH THOSE COMPLIANCE REQUIREMENTS REFERRED TO ABOVE. SAME WITH AUDIT OF THE FINANCIAL STATEMENTS, THIS IS AN UNMODIFIED OR CLEAN OPINION. AS A RESULT OF THOSE PROCEDURES, ALL OF OUR TEST WORK FOR FEDERAL GRANT PROGRAMS, MATERIAL NON COMPLIANCE OR QUESTION COSTS, ANYTHING OF THAT NATURE. I'M CURIOUS THE FEDERAL SINGLE AUDIT, THE EXPENDITURE IS SUBJECTED TO THAT FEDERAL SINGLE AUDIT ARE LISTED ON PAGES 116 AND 117. BEHIND THAT ON PAGE 119, BRIEF SUMMARY OF OUR FINDINGS AND AUDIT RESULTS, AND ALSO THE PROGRAMS SELECTED FOR TESTING FOR THAT SINGLE AUDIT. THAT AS I SAY, IS THE READER'S DIGEST VERSION. IF ANY OF YOU HAVE ANY QUESTIONS, [00:40:03] COMMENTS, ETC., ALL OF YOU HAVE ME HERE, I'LL BE HAPPY TO ADDRESS, DISCUSS, CLARIFY, ETC. >> ALL IN ALL, YOU'RE SAYING THAT THE AUDIT SHOWS, YOU ALL FOUND NO AREAS OF CONCERN IN THE AUDIT? EVERYTHING LOOKS GOOD. >> YES, SIR. >> ANY OTHER QUESTION, BOARD? THANK YOU, SIR. >> I MOVE THAT THE COMPREHENSIVE ANNUAL FINANCIAL REPORT FOR THE FISCAL YEAR ENDED JUNE 30, 2024, BE APPROVED AS PRESENTED. >> SECOND. >> WE HAVE A MOTION. WE HAVE A SECOND. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> ANY OPPOSED? PASSES 6-0. THANK YOU. >> I WOULD LIKE TO TAKE JUST A QUICK MOMENT JUST TO SAY THANK YOU TO EVERYONE HERE AT THE DISTRICT FOR ALL OF THEIR HELP, ALL OF THEIR ASSISTANCE DURING THE AUDIT THIS YEAR AND EVERY OTHER YEAR, PARTICULARLY NICOLE AND HER STAFF. WHEN SHE SAYS SINCE JUNE 30TH, SHE'S BEEN WORKING ON THE AUDIT, SHE IS NOT LYING. I THINK SHE'S READY FOR ME TO LEAVE AND STOP TALKING NOW, BUT I APPRECIATE EVERYONE IN THE DISTRICT. WE CANNOT DO WHAT WE DO WITHOUT EVERYONE HERE WITH ALL THEIR HARD WORK AND I VERY MUCH APPRECIATE ALL OF YOU. >> THANK YOU, SIR. >> THANK YOU, SIR. WE WILL GO BACK TO ITEM 8, COMMUNICATION. I'LL TELL YOU WHAT, WE'LL MOVE TO 8C, [Special Services Department Update] SPECIAL SERVICES DEPARTMENT UPDATE SINCE WE HAVE A LOT OF PEOPLE AND FAMILY HERE. WE'LL LET YOU ALL MAKE THIS PRESENTATION SO YOU ALL CAN GET HOME TONIGHT. >> THANK YOU. HERE WE GO. GOOD EVENING SUPERINTENDENT ESTRADA AND BOARD OF TRUSTEES, THANK YOU FOR HAVING US. MY NAME IS MELODY MCINTOSH, I'M THE DIRECTOR OF SPECIAL SERVICES. CO PRESENTING WITH ME THIS EVENING IS OUR COMPLIANCE COORDINATOR, CHRISTINA SMITH. WE'RE GOING TO JUST GO AHEAD AND JUMP RIGHT IN. THIS NEXT PIECE IS HIGHLIGHTING. ACTUALLY, LET ME PAUSE FOR A SEC. WE DO WANT TO SAY THANK YOU, MR. CHARLES, FOR JOINING US. WE HAVE A LITTLE GIFT FOR YOU AND SOMETHING FOR ALL THE OTHER BOARD MEMBERS. THIS IS KARISSA MANDIGO, OUR IRREPLACEABLE ADMINISTRATIVE ASSISTANT TO OUR DEPARTMENT. MR. RIGHT, KARISSA ACTUALLY KEEPS US IN LINE. THANK YOU, MA'AM, I APPRECIATE THAT. I'LL LET YOU GUYS GO AHEAD. >> IN LOCKHART ISD, WE BELIEVE WHEN WE ARE LOCKED ON EXCELLENCE, WE CAN UNLOCK THE POTENTIAL OF EVERY CHILD. A STUDENT'S FUTURE IS LIMITLESS, AND WE ARE COMMITTED TO ENSURING THAT EVERY CHILD RECEIVES THE SUPPORT THEY NEED TO SUCCEED. SPECIAL EDUCATION ENCOMPASSES FAR MORE THAN MOST PEOPLE REALIZE. OUR TALENTED TEAM SERVES STUDENTS WITH A WIDE VARIETY OF NEEDS ACROSS ALL EDUCATIONAL SETTINGS, FROM SELF-CONTAINED CLASSROOMS TO MAINSTREAM INCLUSION. THE SERVICES THEY RECEIVE ARE AS UNIQUE AS THE STUDENTS THEMSELVES. WHETHER IT'S LEARNING TO READ, MASTERING BRAILLE, CORRECTING A STUTTER, OR FEELING CONFIDENT ENGAGING WITH PEERS, OUR INNOVATIVE AND COMPASSIONATE TEAM OF EDUCATORS AND SPECIALISTS, TAILOR SERVICES TO EACH CHILD'S STRENGTHS IN AREAS OF GROWTH. WE BELIEVE THAT EVERY STUDENT CAN THRIVE WITH THE APPROPRIATE RESOURCES AND CARE. WITH OVER 1,600 STUDENTS CURRENTLY RECEIVING SPECIAL SERVICES, WE ARE PROUD TO SERVE OUR LOCKHART COMMUNITY. IN A FEW SHORT YEARS, WE'VE SEEN OUR SPECIAL EDUCATION SERVICES EXPAND TO MEET THE NEEDS OF OUR RAPIDLY GROWING STUDENT BODY THROUGH BLENDED PROGRAMMING. AS THE SPECIAL SERVICES DEPARTMENT NAVIGATES TO 28, WE ARE MORE EXCITED THAN EVER TO CONTINUE OUR MISSION OF DELIVERING THE HIGHEST QUALITY EDUCATION AND SUPPORT TO OUR STUDENTS AND FAMILIES. TOGETHER, WE ARE BUILDING A FUTURE WHERE EVERY CHILD'S ABILITIES ARE CELEBRATED WHILE PREPARING EACH STUDENT FOR LIFE AFTER GRADUATION. [00:45:21] >> WHO IS MISS BISHOP? >> I WAS JUST ABOUT TO SAY, IF YOU NOTICED ON THE [OVERLAPPING]. >> IT CUT OFF AT THE END. >> IT'S OKAY. IF YOU NOTICED THAT THE END CREDITS, WE WERE VERY FORTUNATE TO COLLABORATE WITH OUR CTE AUDIO AND VISUAL STUDENTS. O'DELL BISHOP IS OUR AUDIO AND VISUAL ARTS TEACHER. >> WELL, THAT WAS A GOOD PRESENTATION. >> THANK YOU. THE STUDENTS ACTUALLY IN THAT PROGRAM WERE THE CAMERA MEN AND WOMEN. WE WERE VERY EXCITED TO COLLABORATE WITH THEM. I ALSO JUST WANTED TO POINT OUT THAT THE FOUR WORDS THAT YOU SAW ACROSS THE SCREEN. MEGAN, WOULD YOU MIND STANDING UP? SORRY, BECAUSE YOU'RE THE ONLY ONE NOT WEARING A BLAZER. IF YOU LOOK AT THE BACK OF OUR T-SHIRTS THIS YEAR, OUR THEME IS LEVELING UP. OUR DEPARTMENT IS LEVELING UP THIS YEAR, AND SO WE ARE FOCUSED ON THESE FOUR TENETS FOR OUR YEAR. THANK YOU FOR LETTING US PRESENT THAT. THANK YOU, MEGAN. I APPRECIATE IT. AS WE MENTIONED, WE ARE NAVIGATING TO 28 ALONG WITH ALL THE OTHER DEPARTMENTS IN THE DISTRICT. THIS FIRST PORTION WE WANT TO TOUCH ON IS OUR RECRUITMENT AND RETENTION STRATEGIES. AS MISS WISER COMMENTED EARLIER, WE'RE VERY FORTUNATE THE COMMUNITY VOTED FOR THE VATRE, WHICH PROVIDED US SOME ADDITIONAL REVENUE. THIS IS A HUGE THANK YOU TO YOU, SUPERINTENDENT ESTRADA, AND THE BOARD OF TRUSTEES, BECAUSE YOU PROVIDED $200,000 INFLUX OF MONEY FOR OUR DEPARTMENT. A BIG THANK YOU TO ALL OF YOU FOR THAT SUPPORT, BUT WE WANT TO HIGHLIGHT SPECIFICALLY HOW WE USED THAT MONEY TO TARGET SUPPORTS FOR OUR STUDENTS AND STAFF. THE MONEY WENT TO A NEW ENGLISH FOUNDATIONAL EARNING TEACHER AT BLUEBONNETT ELEMENTARY SCHOOL. THIS IS OUR FIFTH PROGRAM IN THE DISTRICT. STUDENTS THAT HAVE INTELLECTUAL DISABILITIES AND ARE ON THE AUTISM SPECTRUM ARE GOING TO CONTINUE TO COME INTO OUR COMMUNITY, AND WE NEED TO CONTINUE TO SERVE THEM. WE APPRECIATE BEING ABLE TO OPEN A NEW PROGRAM. WE WERE ABLE TO PROVIDE CONTINUING EDUCATION TO OUR SPECIAL SERVICES STAFF, SOME OF WHOM ARE HERE RIGHT NOW. WE KNOW THAT WITH THE CHANGES IN OUR DYSLEXIA HANDBOOK IN THE STATE OF TEXAS, WE HAVE NEW RULES AND REGULATIONS WE NEED TO FOLLOW, AND DYSLEXIA NOW FALLS UNDER THE SPECIAL EDUCATION UMBRELLA. WE HAD A NEED TO PROVIDE MORE TRAINING FOR OUR SECONDARY SPECIAL EDUCATION TEACHERS. ONE STAFF MEMBER, SPECIAL HEADTEACHER AT THE JUNIOR HIGH ATTENDED TRAINING THIS MONTH. HE IS NOW CERTIFIED. WE HAVE ANOTHER JUNIOR HIGH TEACHER AND ONE HIGH SCHOOL TEACHER ATTENDING CERTIFICATION FOR READING BY DESIGN, WHICH IS ONE OF OUR APPROVED DYSLEXIA INTERVENTIONS. WE HAVE MOST TEACHERS, EXCEPT FOR THE NEW TO PROFESSION THIS YEAR, IN THE ELEMENTARY LEVEL, ALL TRAINED IN READING BY DESIGN BUT THE FOCUS NEEDED TO BE AT SECONDARY. WE'RE GRATEFUL TO BE ABLE TO SEND THOSE FOLKS. ANOTHER PROGRAM THAT IS GROWING EXPONENTIALLY, MUCH FASTER THAN WE ANTICIPATED BUT IT'S VERY EXCITING, IS OUR ADULT TRANSITION PROGRAM, WHICH WE ALSO CALL THE 18 PLUS. WE HAVE 13 STUDENTS AND PREVIOUSLY LAST YEAR, MR. GAN HAD BEEN PROVIDING SERVICES FOR 18 PLUS, AND HE WAS THE HOMEBOUND TEACHER. WE HAD ONE TEACHER RUNNING TWO PROGRAMS. THE ENROLLMENT IN OUR 18 PLUS INCREASED, AND YOU GUYS WERE ABLE TO FUND A FULL TIME ADULT TRANSITION TEACHER, AND WE WERE ABLE TO FIND ACTUALLY A COMMUNITY MEMBER, LINDSEY NEWMAN, WHO'S JOINED OUR TEAM, SO WE'RE VERY EXCITED. FINALLY, THE EXTRA FUNDS WERE ABLE TO INCREASE THE FOUNDATIONAL LEARNING COMMUNITY-BASED FIELD TRIPS THIS YEAR. EACH FOUNDATIONAL LEARNING PROGRAM HAS THE FUNDS TO TAKE THREE FIELD TRIPS THIS YEAR, THAT INCLUDES ELEMENTARY AND THE SECONDARY CAMPUSES. WHEN WE'RE LOOKING AT STUDENT SUPPORT AND ENGAGEMENT, WE'RE ALWAYS TRYING TO FIND WAYS THAT WE CAN SUPPORT OUR STUDENTS MORE STRATEGICALLY. THIS IS MY THIRD YEAR AS THE DIRECTOR AND CHRISTINA SMITH CAME ON HALFWAY THROUGH MY FIRST YEAR. FROM THE 2.5 YEARS THAT WE'VE BEEN PARTNERING, WE'VE BEEN REALLY LOOKING AT THE DATA, LOOKING AT AREAS WHERE WE CAN REALLY TARGET SUPPORT FOR STUDENTS. ONE AREA THAT WE FOUND THAT WE COULD REALLY GROW IN, WAS OUR SPECIAL EDUCATION REFERRALS. THIS WOULD BE STUDENTS THAT ARE ENGAGED IN RESPONSE TO INTERVENTION, TIER 2, TIER 3 INTERVENTIONS ON CAMPUSES WHO MAY NEED SPECIALIZED SERVICES BECAUSE OF A SUSPECTED DISABILITY. WE WERE ABLE TO IMPLEMENT A SYSTEMATIC PROCESS TO BE ROLLED OUT AT THE CAMPUS LEVEL, WHICH ALLOWS US TO THEN TRACK DATA THAT WE HAVE PREVIOUSLY NOT BEEN ABLE TO TRACK. [00:50:05] WHAT WE'RE TRACKING IS, HOW MANY REFERRALS ARE COMING THROUGH THE RESPONSE TO INTERVENTION PROCESS? THOSE WOULD BE THE CAMPUS REFERRAL COLUMN. THEN NOW, WE'RE ALSO TRACKING OUR PARENT REFERRALS. THAT MEANS A PARENT HAS CONTACTED THE CAMPUS AND SAID, "I WOULD LIKE MY SON OR DAUGHTER TO BE EVALUATED FOR SPECIAL ED SERVICES." THIS IS REALLY GREAT DATA FOR US TO TRACK OUR INTERVENTION PROCESS THROUGH RTI. THEN ALSO LOOKING AT HOW MANY STUDENTS ARE BEING REFERRED FROM THE CAMPUS OR THE PARENTS. THIS DATA ON THE SCREEN SHOWS THAT IN THE FIRST 12 WEEKS OF SCHOOL, WE HAVE HAD 80 TOTAL REFERRALS, CAMPUS AND PARENT REFERRALS. WHEN WE'RE LOOKING AT ROLLING OUT THIS PROCESS, WE'RE LOOKING AT THE FIDELITY. WE'RE LOOKING AT, ARE WE GETTING THE RIGHT STUDENTS WHO TRULY WE SUSPECT HAVE A DISABILITY? AT THIS POINT, WE HAD, HOW MANY NEW REFERRALS TODAY? FOUR NEW REFERRALS COME IN TODAY. THAT'S WHY THE NUMBER IS DIFFERENT FROM THIS MORNING. BUT RIGHT NOW, WE HAVE 42 THAT WE'RE MOVING FORWARD WITH EVALUATING. THERE'S 29 THAT WE'RE NOT EVALUATING BECAUSE THE DATA DIDN'T SHOW THE NEED, AND THEN THE REST OF THEM ARE EITHER UPCOMING REFERRAL MEETINGS OR THE DECISION JUST HASN'T BEEN MADE YET WITH THE CAMPUS TEAM. WE ARE GOING TO CONTINUE TO ADJUST THAT AS NEEDED. >> LOOKING AT INNOVATIVE STUDENT OPPORTUNITIES WE TOUCHED ON THIS JUST A MOMENT AGO, BUT IT'S JUST THRILLING TO SEE WHAT OUR ADULT TRANSITION STUDENTS ARE ENGAGED IN RIGHT NOW. WE HAVE 13 STUDENTS ENROLLED IN THE PROGRAM. THEY ARE BROKEN UP INTO MORNING AND AFTERNOON SESSIONS. ALREADY THIS YEAR, WE HAVE ONE OF OUR YOUNG MEN WORKING IN NUTRITION SERVICES OVER AT CLEAR FORK ELEMENTARY, A PAID JOB, WE HAVE ONE STUDENT ENGAGED IN A CURRENT UNPAID INTERNSHIP, WE HAVE ONE STUDENT WHO'S RECENTLY APPLIED TO NUTRITION SERVICES, AND MR. ACUNA POINTED OUT TODAY THAT A FORMER 18+ PROGRAM STUDENT WHO AGED OUT OF THE PROGRAM IS STILL WORKING FOR NUTRITION SERVICES. I WANT TO COMMEND OUR PARTNERSHIP WITH THE NUTRITION SERVICES. WE APPRECIATE MR. ACUNA AND DENISE CONTINUING TO SUPPORT THESE STUDENTS. EXCITING TIMES, WE HAD THREE STUDENTS REGISTERED TO VOTE THIS YEAR AND FOUR STUDENTS IN THE PROGRAM VOTED THIS MONTH, AND EIGHT STUDENTS RECEIVED THEIR PUBLIC LIBRARY CARD AND A HIGHLIGHT, OUR JOB COACH, MR. HENDERSON ALSO GOT HIS LIBRARY CARD FOR THE FIRST TIME AND CHECKED OUT HIS FAVORITE BOOK FROM HIS CHILDHOOD, WHERE THE SIDEWALK ENDS, SO WE'RE HAVING A GREAT TIME OVER IN 18+, AND WE'RE VERY APPRECIATIVE OF YOUR SUPPORT OF GETTING THAT TEACHER FULL-TIME. >> THAT 18+, THEY'RE ELIGIBLE TILL THEY'RE 22 OR SOMETHING LIKE THAT? >> CORRECT. THEY CAN COME UP TO AGE 22, BUT IF THEY TURN 22 DURING THAT SCHOOL YEAR, THEY CAN STAY THROUGH MAY. THAT'S A GREAT QUESTION. ONE OF THE HIGHLIGHTS OF OUR PROGRAM THAT WE'VE REALLY BEEN WORKING ON THESE PAST THREE YEARS IS BLENDED PROGRAMMING. BLUEBONNET ELEMENTARY WITH THE OPENING OF THAT NEW ENGLISH FOUNDATIONAL LEARNING PROGRAM, BLUEBONNET IS THE FIRST ELEMENTARY THAT HAS ALL SPECIAL PROGRAMS, AND REALLY WHAT THAT MEANS IS BLENDED PROGRAMMING. IT MEANS THAT EVERY STUDENT INDIVIDUALIZED EDUCATION PROGRAM, IEP, TRULY WERE INDIVIDUALIZING EVERY SINGLE PLAN FOR EVERY SINGLE KID. IT ALLOWS FLEXIBILITY IN OUR INSTRUCTIONAL SERVICES, IT ALSO ENSURES THAT EACH STUDENT IS IN THE LEAST RESTRICTIVE ENVIRONMENT. ONE WAY THAT WE ARE UTILIZING STAFF REALLY STRATEGICALLY AND EFFECTIVELY, IS THE TEACHING ASSISTANTS THAT COULD HAVE BEEN HIRED FOR THE FOUNDATIONAL LEARNING PROGRAM YEARS PAST, THEY WOULD JUST BE WITH THOSE STUDENTS. THE WAY THAT PRINCIPAL MARSHALL, ASSISTANT PRINCIPAL HARBOR ARE RUNNING THEIR CAMPUS, THE FOUNDATIONAL EARNING TAS ARE ALSO WORKING WITH OUR BEHAVIOR STUDENTS AND STUDENTS WITH AUTISM. THEY'RE ALSO HELPING IN RESOURCE CLASSES THAT ARE LARGE SIZES THAT NEED PULL-OUT GROUPS. WE'RE NOT LOOKING AT TEACHERS IN A BOX OR STUDENTS IN A BOX, WE'RE UTILIZING THE STAFF, AND THEY'RE EVEN DOWN A REDIRECTION TEACHER AT BLUEBONNET, AND THEY'RE STILL MEETING ALL THE MINUTES OF THESE STUDENTS EFFECTIVELY. LOVE FOR YOU GUYS TO VISIT BLUEBONNET AND ASK PRINCIPAL MARSHALL AND ASSISTANT PRINCIPAL HARBOR HOW THAT'S WORKING, BUT IT'S VERY EXCITING. WARHART LOOP WILL BE THE SECOND CAMPUS THAT WILL BE ABLE TO DO BLENDED PROGRAMMING ACROSS FOR ALL STUDENTS. >> EMILLY, I HAD A QUESTION. EARLIER, YOU MENTIONED THAT THERE ARE 80 REFERRALS AND BASED ON THE DATA, YOU ONLY SCREEN X AMOUNT. WHAT HAPPENS TO THOSE KIDS? WHAT SUPPORTS TO THE KIDS THAT DO NOT GET SCREENED? [00:55:02] WHAT IS AVAILABLE FOR THOSE KIDS? >> COULD YOU DEFINE SCREENING TO YOU? >> WELL, I'M TALKING ABOUT WHATEVER THE KIDS THAT DIDN'T MEET THE CRITERIA FOR YOUR SCREENING. >> IF I COULD MAYBE CHANGE THE LANGUAGE A LITTLE BIT. THE REFERRAL MEETING IS SIMPLY A RESPONSE TO INTERVENTION MEETING THAT INCLUDES AN EVALUATOR. WE'RE BRINGING IN THE EXPERT TO SUPPORT ALL THE MULTI DISCIPLINARY STAKEHOLDERS TO MAKE THAT DECISION. THEY'RE SITTING THERE LOOKING AT THE BASELINE DATA, THE CURRICULUM BASED ASSESSMENTS, STAR SCORES, ATTENDANCE, VISION HEARING, ALL THOSE THINGS. THEY'RE INVOLVED IN THAT MEETING. >> THERE ISN'T NECESSARILY A SCREENER. IT'S JUST AN RTI MEETING THAT INCLUDES AN EVALUATOR. >> DOES THAT INCLUDE THE CLASSROOM TEACHER. >> YES MA'AM. IT INCLUDES THE CLASSROOM TEACHER. IT'S REQUIRED THAT AN ASSISTANT PRINCIPAL OR PRINCIPAL JOINS THOSE MEETINGS AS WELL. IF YOU COULD PICTURE AN ARD MEETING THAT HAS A TEACHER ASPECT, THAT'S WHAT A RTI REFERRAL MEETING LOOKS LIKE. >> THEY ALSO RECOMMEND WHAT TO DO, SO THEY DON'T JUST SAY NO, WE'RE NOT TESTING. THE COMMITTEE COMES UP WITH AN ACTION PLAN. SOMETIMES IT'S LIKE, NOT NOW. LET'S DO THIS AND SEE LET'S GATHER SOME MORE DATA. IT'S NEVER LIKE A NO FOREVER. IT'S JUST WE NEED TO GATHER MORE DATA. LET'S PUT THIS IN PLACE. >> ONCE YOU HAVE THAT DISCUSSION, THOUGH, WHAT IS AVAILABLE TO THE TEACHER FOR THOSE KIDS THAT OBVIOUSLY, SOMEBODY THOUGHT THAT THEY HAD THESE NEEDS, AND SO NOW THEY'RE GETTING ALL THIS INFORMATION, SO NOW WHAT HAPPENS TO THE SUPPORTS FOR THE STUDENTS THERE? >> GOING BACK TO THAT SLIDE, YOU'LL SEE THAT THE PARENT REFERRALS ARE MORE THAN TWICE THE CAMPUS REFERRALS. PART OF HOW WE'RE DESEGREGATING THE DATA, OUR NEXT LEVEL WILL BE SPECIFICALLY, HOW MANY OF THOSE 22 CAMPUS REFERRALS, NOT ONLY WENT TO TESTING, BUT ALSO QUALIFIED. THOSE LAYERS OF THAT. YOU ALSO HAVE TO INCLUDE EXCLUSIONARY FACTORS. IF A STUDENT IS CHRONICALLY ABSENT, AN EVALUATOR, WHO'S THE EXPERT ABOUT THE TESTING IS GOING TO SAY, "WELL, THEY'VE MISSED 25 DAYS OF SCHOOL, THEY'RE GOING TO NOT QUALIFY JUST BECAUSE OF THAT EXCLUSIONARY FACTOR." IT'S JUST HAVING ANOTHER LENS. >> THEY MAKE FUN OF ME ABOUT THIS. BUT, WHEN I WAS TEACHING, WE HAD THESE BIG BOOKS WITH IDEAS, SUGGESTIONS. I THINK THAT MAY PROVIDE SOME CLARITY TO DR. SANCHEZ IN TERMS OF SUPPORTS THAT TEACHERS CAN HAVE TO SERVE KIDS, ESPECIALLY IF THEY DON'T QUALIFY? >> PART OF OUR PARTNERSHIP RIGHT NOW THROUGH OUR NAVIGATE TO 28 COMMITTEES IS WORKING WITH OUR STUDENT SERVICES COORDINATOR, DR. CRUZ FERNANDEZ, AND WE'RE LOOKING AT INCREASING THOSE INTERVENTIONS. I DON'T THINK WE HAVE A MANUAL AT THIS POINT, BUT WE HAVE RESPONSE TO INTERVENTION STEERING COMMITTEES THAT ARE MADE UP OF MULTIPLE STAFF MEMBERS ACROSS THE DISTRICT. WE HAVE SOME SPECIAL ED STAFF MEMBERS ACTUALLY HERE TONIGHT THAT ARE ALSO A PART OF THAT. WE'RE BUILDING THAT CATALOG AS WE GO. IT'S NOT UNDER OUR DEPARTMENT, BUT WE'RE DEFINITELY PARTNERING THE RTI TEAMS. >> HOW INVOLVED IS THE TESTING? >> IT'S VERY THOROUGH, SIR. TESTING, LET'S SAY A STUDENT, IF THEY'RE REFERRED WITH SUSPICION OF A SPECIFIC LEARNING DISABILITY, AN EVALUATOR COULD MEET WITH THAT CHILD 2-4 TIMES DEPENDING ON THE ENGAGEMENT OF THE STUDENT. IT CAN TAKE ANYWHERE FROM 8-12 HOURS OF JUST SPENDING TIME WITH THAT KID. NOT JUST 8-10 HOURS, BUT 2-4 SESSIONS, THAT CAN TAKE A GOOD AMOUNT OF TIME. COMPILING ALL OF THE DATA, WRITING IT, IT'S PRETTY INTENSIVE. PROBABLY, I WOULD SAY MINIMUM FOUR DIFFERENT PROTOCOL TYPES ARE USED PER STUDENT. THAT'S INFORMAL AND FORMAL. YOU HAVE TO ADD IN TEACHER OBSERVATIONS INTO THAT AS WELL. THE EVALUATORS ARE REQUIRED TO GO IN AND DO A 30-MINUTE OBSERVATION AS WELL ON TOP OF THAT TIME, ONE TO ONE WITH THE STUDENT. ANY EVALUATION IS GOING TO TAKE 8-14 HOURS FROM TESTING TO WRITING. >> GOING BACK TO THE CAMPUS REFERRALS. >> YES, SIR. >> CAN YOU EXPLAIN THE DIFFERENCE BETWEEN TIER 2 AND TIER 3? >> SURE. ABSOLUTELY. I COULD I START WITH TIER 1. >> SURE. >> REALLY LOOKING AT TIER 1 INVENTION. WE'RE TALKING ABOUT DIRECT TEACH FROM A GENERAL EDUCATION TEACHER. TIER 1 IS WHAT EVERYBODY GETS. TEACHER PRESENTS THE MATERIAL. THE DATA SHOWS US THAT ABOUT 80% OF ALL STUDENTS ARE GOING TO BE ABLE TO ACCESS TIER 1 INSTRUCTION FROM THAT THIRD GRADE TEACHER, 80% THE WAY THAT THEY PRESENTED IT. THEN YOU'VE GOT THIS OTHER 85%, SO 15% OVER HERE NEEDS IT A DIFFERENT WAY. TIER 2 WOULD BE A POSSIBLE SMALL GROUP THAT A TEACHER PULLS TO THE SIDE TO RETEACH AND PRESENT IT IN A DIFFERENT WAY. SOMETIMES THEY ADD MANIPULATIVES, THEY'RE GOING TO DO A BACKWARDS DESIGN OF THE LESSON. THAT TIER 2 IS GOING TO HIT THAT OTHER 10%. [01:00:04] NOW YOU'RE UP TO 95% OF A CLASSROOM. TWENTY TWO KIDS IN A CLASS, YOU'RE GOING TO GET 20 OF THOSE KIDS, EITHER FROM TIER 1 INSTRUCTION OR TIER 2, ARE GOING TO BE ABLE TO LEARN IN THAT CAPACITY. YOU'RE GOING TO HAVE THIS LITTLE 5%, ONE OR TWO KIDS IN A CLASS THAT STILL EVEN WITH THAT REMEDIAL SMALL GROUP WORK ARE STILL NOT GOING TO GET IT. TIER 3 COULD POSSIBLY BE PULL OUT WITH A READING INTERVENTIONIST, WHICH RTI TEACHERS ARE TYPICALLY THE ONES THAT DO THAT. THAT'S GOING TO BE EVEN MORE INTENSIVE, EVEN MORE SCRIPTIVE. THAT COULD BE ACTUALLY A RESEARCH-BASED INTERVENTION THAT WE USE IN TIER 3. THAT'S WHAT WE'RE PROGRESS MONITORING EACH OF THOSE TIERS. WHAT WE'RE WORKING ON WITH THIS REFERRAL PROCESS IS MAKING SURE THAT THOSE STUDENTS HAVE GONE THROUGH THOSE TIERS BEFORE WE GO TO THAT SPECIAL EDUCATION FOR TESTING. >> THANK YOU SO MUCH. >> YOU'RE VERY WELCOME. JUST CHECK IN. FOR PARENT AND COMMUNITY ENGAGEMENT, OUR HEAD OF DELEGATION, AND EMILLY SHANTO IS WITH US THIS EVENING, AND SHE HAS BEEN REALLY INNOVATIVE AND PARTNERING WITH US AS WE LOOK ON HOW WE CAN REALLY ENGAGE, NOT ONLY OUR COMMUNITY, BUT REALLY MAKE SURE THAT OUR PARENTS ARE ENGAGED CHEERING ON OUR STUDENTS. PART OF WHAT REGIONAL SPECIAL OLYMPICS, TEXAS, ALL OF THE EVENTS ARE NORTH. WE'RE TALKING PFLUGERVILLE, ROUND ROCK, LEANDER. IT'S A HUGE TRUCK FOR US GETTING THE KIDS ON THE BUSES, BUT IT'S USUALLY DURING THE DAY. MS. SHANTO CAME TO US LAST YEAR, AND SHE'S LIKE, "GOSH, CAN WE DO A REGIONAL TRACK MEET? CAN WE HOST IT?" COACH MAYBES WAS ON BOARD, AND SO APRIL OF THIS YEAR, WE HOSTED OUR OWN INVITATIONAL TRACK MEET. HAYS CISD, GONZALEZ ISD, BASTROP, ALL JOINED US. WE WERE ABLE TO HOST THREE OTHER DISTRICTS, HAD A GREAT TURNOUT. WE HAD TONS OF PARENTS, FEEDBACK FROM PARENTS. WHEN WE GOT TO THE BOWLING INVITATIONAL THIS MONTH, REGIONAL TEXAS WAS GOING TO STRETCH US OVER THREE DAYS, AND SHANTO HAD THE SAME THOUGHTS, LIKE, HOW ARE OUR PARENTS GOING TO GET UP THERE OR WHATNOT. WE DECIDED TO HOST OUR OWN INVITATIONAL. I THINK WE HAD AT LEAST 30 PARENTS. >> [INAUDIBLE] >> THIRTY EIGHT PARTICIPANTS WHO BOLD AND AT LEAST 30 OF THOSE KIDDOS HAD FAMILIES JOIN. WE TOOK A CHANCE. IT WAS LAST MINUTE, BUT EVERYBODY CAME OUT. EVEN MS. WISER SHOWED UP AND BOLD WITH US, WHICH WE APPRECIATED. THAT'S JUST ONE WAY WE'RE TRYING TO SHIFT. WE'RE NOT TRYING TO TAKE AWAY FROM PARTICIPATING IN REGIONAL SPECIAL OLYMPICS, BUT WE REALLY FEEL THAT WE NEED TO PROVIDE THIS FOR OUR PARENTS. WE NEED TO HAVE YOU GUYS BE ABLE TO JOIN US, WE'RE GOING TO MAKE SURE YOU'RE IN THE INVITES. WE ARE GOING TO HOST THE TRACK MEET AGAIN. I DON'T HAVE THE DATE ON ME, BUT SO FAR SO GOOD. [INAUDIBLE] I DEVELOPED A PARENT AND COMMUNITY SPECIAL SERVICES WEBSITE JUST TO BE ABLE TO GIVE THEM MORE INFORMATION. COMMUNITY JUST LEARN ABOUT SPECIAL EDUCATION, DYSLEXIA, PROVIDE DIFFERENT RESOURCES, AND SO THAT LAUNCHED ACTUALLY TODAY. YOU CAN GO THROUGH THE LOCKHART ISD WEBSITE AND WHEN YOU GO TO SPECIAL EDUCATION, THERE'S LINKS THAT'LL TAKE YOU TO IT AND IT'S GOT ALL SORTS OF STUFF, SO EXCITED ABOUT THAT. PART OF THAT SUPPORT ON THAT WEBSITE AS WELL IS WALKING THEM THROUGH THE CHILD FIND PROCESS AS WELL. WE'RE ALWAYS LOOKING AT LEADERSHIP CULTURE IN OUR DEPARTMENT, AND WE'RE ALWAYS LOOKING TO BUILD CAPACITY. WE WANT TO HAVE A DEPARTMENT THAT IS RUNNING ON SYSTEMS, IT IS NOT RUNNING ON PEOPLE. SOMETHING THAT WE ARE VERY FOCUSED ON, KELA MADI, OUR INSTRUCTIONAL COORDINATOR WHO USED TO BE A PROFESSIONAL LEARNING LEAD IN THE DISTRICT, IS HELPING US HAVE A LONG TERM PLAN FOR HOW DO WE HAVE CONSISTENT ROBUST TRAINING FOR STAFF? OUR ESSENTIALS FOR SPECIAL EDUCATOR 2.0 WAS THE SECOND SUMMER WE PROVIDED TRAINING FOR ALL SPECIAL ED TEACHERS AND STAFF TO GET UP TO DATE WITH COMPLIANCE REQUIREMENTS, TALK ABOUT INSTRUCTIONAL STRATEGIES. OUR EVALUATORS JUST LAST WEEK PARTICIPATED IN AUTISM EVALUATION TRAINING. PREVIOUSLY, WE ONLY HAD TWO OUT OF OUR EIGHT EVALUATORS TRAINED IN EVALUATING FOR AUTISM. NOW WE WILL HAVE SEVEN OUT OF NINE TRAINED TO EVALUATE STUDENTS WHO WE SUSPECT ARE ON THE AUTISM SPECTRUM. WE ALSO PREVIOUSLY HAD EVALUATORS STATIONED ONE EVALUATOR PER KIDDOS. WHAT WE WERE SEEING FROM OUR DATA IS THAT OUR REPORTS WERE NOT REALLY IMPROVING. WE WEREN'T SEEING ROBUST CHANGES. [01:05:04] WE WERE SEEING THE SAME QUESTIONS BEING ASKED BY OUR EVALUATORS, AND SO WE THREW TOGETHER THE IDEA OF CREATING TWO EVALUATION HUBS. PRINCIPAL VIA REAL AT CARVER AND PRINCIPAL VASQUEZ AT THE HIGH SCHOOL, BOTH GAVE US A CLASSROOM AND JUST A REGULAR ROOM AT THE HIGH SCHOOL, WHERE NOW FOUR EVALUATORS ARE HOUSED AT EACH HUB. IF YOU WERE TO SPEAK WITH THOSE EVALUATORS, THE RECENT FEEDBACK, WELL, WHEN WE DID IT, THEY WERE LIKE, "OH, MY GOSH, WE'RE NOT GOING TO BE ON A CAMPUS." SOME EVALUATORS HAD BEEN ON CAMPUS FOR 10 YEARS. IT WAS A SHOCK TO THEIR SYSTEM TO THINK WE'RE NOT, BECAUSE THAT'S OUR FAMILY. YOU WORK AT A CAMPUS FOR YEARS, THEY BECOME FAMILY. BUT NOW 12 WEEKS IN. ALL THEY CAN TALK ABOUT IS HOW GREAT IT IS FOR SOMEONE TO BE RIGHT THERE TO ANSWER MY QUESTIONS. I'M STUCK ON THIS PROTOCOL. THESE SCORES, I'M NOT SURE WHAT TO DO WITH. WHAT DO I DO? THEY'RE READING EACH OTHER'S REPORTS. THEY'RE GIVING FEEDBACK. THEY'RE FIGURING OUT AND SHARING WITH EACH OTHER, HOW DO WE TALK TO A PARENT AND LET THEM KNOW THAT THEIR CHILD IS ELIGIBLE UNDER AUTISM? THOSE ARE TOUGH CONVERSATIONS AND OUR EVALUATORS ARE THE ONES SHARING THAT INFORMATION WITH PARENTS. WE'RE VERY EXCITED TO HAVE THAT COLLABORATIVE ROBUST LEARNING ENVIRONMENT FOR THEM. IN THE SPRING SEMESTER OF THIS YEAR, WE'RE GOING TO BE LAUNCHING OUR FOUNDATIONAL LEARNING AND REDIRECTION JOB ALIKE COHORTS. THIS IS GOING TO BE VOLUNTEER BASE. IT'S WHETHER THE TEACHERS WANT TO COME TO THESE MEETINGS OR NOT, BUT WE'RE GOING TO OFFER TIME AND SPACE FOR EVERY FOUNDATIONAL LEARNING TO COME TOGETHER. BRING A TOUGH CASE. LET'S TALK ABOUT AN INTERVENTION, AND LET'S SHARE WITH THOSE THAT DO OUR JOBS. LIKE I MENTIONED EARLIER, THERE'S ONLY ONE FOUNDATIONAL LEARNING CLASSROOM AT MOST ELEMENTARY, SO YOU FEEL LIKE AN ISLAND. WE'RE GOING TO OFFER TIME FOR THEM ALL TO GET TOGETHER AND SHARE THEIR LIVED EXPERIENCES AND PROBLEM SOLVE TOGETHER. THEN WITH OUR DISTRICT WIDE SPECIAL SERVICES UPDATES, WE DO HAVE MONTHLY MEETINGS WITH OUR SPECIAL EDUCATION TEAM LEADERS ON CAMPUSES, BUT WE HAVE DETERMINED THROUGH WATCHING THE IEP AUDITS AND DATA TRACKING THAT, WE'RE NOT QUITE SEEING THE IMPROVEMENT IN OUR IEP DEVELOPMENT, AND SO WE'RE GOING TO ADD IN A VIRTUAL MEETING ONCE A MONTH THAT ANYBODY CAN JOIN, EVEN OUR TEACHING ASSISTANTS. IF PRINCIPALS WANT TO JOIN THIS MEETING, AND MS. SMITH AND I WILL BE PROVIDING DIFFERENT UPDATES ON COMPLIANCE, BUT ALSO INSTRUCTIONAL UPDATES AS WELL. THAT WILL START NEXT SEMESTER. THE PART WE'VE ALL BEEN WAITING FOR. SAID NO ONE EVER. >> ALWAYS GET TO DO THE FUN STUFF BECAUSE IT'S COMPLIANCE. TEA. >> STATE PERFORMANCE PLAN INDICATORS ARE BASICALLY HOW EACH DISTRICT IS RATED THROUGH THE FEDERAL GOVERNMENT AND THEY TRACK DIFFERENT PROGRESS IN DIFFERENT AREAS. IT'S NOT ALL FOR SPECIAL EDUCATION, BUT WE HAVE THREE AREAS THAT WE WERE NON-COMPLIANT. THE FEDERAL GOVERNMENT REQUIRES 100% COMPLIANCE IN THESE AREAS. THE FIRST ONE WAS A TIMELY INITIAL EVALUATION. WE GOT ABOUT 98%, MEANS WE JUST MISSED IT BY ONE OR TWO EVALUATIONS, AND THEY WERE ONE OR TWO DAYS LATE, BUT THEY DON'T CARE. FOR THE NEXT ONE IS WHENEVER THOSE INITIAL EVALUATIONS ARE DONE THEY HAVE TO GO TO AN ARD MEETING AND SO THEY HAVE TO DETERMINE IF THE STUDENT WOULD BE ELIGIBLE FOR SPECIAL ED, AND WE WERE 95% COMPLIANT. WE JUST MISSED THAT BY A COUPLE AS WELL AND THAT'S ALSO JUST ONE OR TWO DAYS BUT WE MISSED IT. IT DOESN'T MATTER IF IT'S ONE DAY OR 15 DAYS. OUR SECONDARY TRANSITION, THIS IS SPPI 13, WE WERE 29% COMPLIANT. SECONDARY TRANSITION IS BASICALLY A SUPPLEMENT THAT'S WITHIN THE IEP, AND IT HAS TO BE PUT IN THE IEP AT AGE 14. THIS TRANSITION SUPPLEMENT IS TO HELP GUIDE THE STUDENT IN THEIR CAREER PATH AND WHAT THEY WANT TO DO AFTER SCHOOL. WE HAVE A LOT OF DIFFERENT INTEREST INVENTORIES AND THINGS WE CAN DO, WE COULD DO FORMAL TESTING, WE COULD DO INFORMAL TESTING. BASICALLY, THE CASE MANAGERS, ALONG WITH THE COUNSELORS ON THE CAMPUS, GET WITH THE STUDENT AND REALLY FIGURE OUT WHAT THEY WANT TO DO SO THEY CAN TAILOR THOSE CLASSES TO THEIR CAREER PATH. THE STATE FOR THE FIRST TIME THIS YEAR, DECIDED THAT IN THE PAST, WE WERE ABLE TO TAKE ALL THESE IEPS AND DO AN AMENDMENT WHEN WE FOUND SOMETHING WRONG WITH THEM. THIS YEAR WE COULD NOT DO THAT. IN THE PAST, WHEN YOU LOOK AT THE DATA, IT'S ALWAYS BEEN 100% COMPLIANT BECAUSE YOU COULD TAKE IT TO AN ARD MEETING AND FIX IT, AND THIS YEAR WE WEREN'T ALLOWED TO. WE HAD TO SUBMIT 15 AND ONLY A FEW OF THEM PASSED. [01:10:01] THE THING IS, IF YOU MISS ONE PART OF IT, YOU MISS THE WHOLE THING. THE SUPPLEMENTS COULD HAVE BEEN PRETTY SPOT ON AND JUST MISSED ONE LITTLE AREA AND THAT COUNTS AS NON-COMPLIANT FOR THOSE. THEN ALSO, WE HAVE OUR RESULTS DRIVEN ACCOUNTABILITY AND THAT IS ACTUALLY A STATE PROGRESS MEASUREMENT. THAT COMES THROUGH THE STATE AND THERE'S DIFFERENT POPULATIONS THAT ARE MONITORED THROUGH THAT. WE HAVE EMERGENT BILINGUAL, SPECIAL EDUCATION, SOME OF OUR HOMELESS POPULATIONS AND OTHER POPULATIONS. BASICALLY, A LEVEL 0 IS THE BEST AND LEVEL 4, NOT SO GREAT. FOR OUR SPECIAL ED STUDENTS, STAAR 3-8 PASSING RATE. FOR MATH, READING, SCIENCE, AND SOCIAL STUDIES WE HIT A LEVEL 3. FOR OUR STAAR END OF COURSE PASSING RATE, ALGEBRA I IS A LEVEL 3, OUR ENGLISH I AND II WAS A LEVEL 4. THEN OUR SPED TOTAL DISCIPLINARY REMOVAL RATES IS A LEVEL 3. WE HAVE A LOT OF CORRECTIVE ACTION. WE HAVE A LOT OF ACTION PLANS THAT WE NEED TO PUT IN PLACE TO MAKE SURE WE'RE GIVING THESE KIDS THE INSTRUCTION THAT THEY NEED TO MAKE THE PROGRESS. >> IS THERE A DEADLINE FOR SUBMISSION OR THEY'LL RE SUBMIT? >> YES, DECEMBER 20TH, WE'LL HAVE TO SUBMIT THE PLANS LIKE OUR PLAN OF ACTION. >> CAN YOU EXPLAIN THE DISCIPLINARY REMOVAL RATE? >> THAT WOULD BE STUDENTS THAT ARE SPECIAL EDUCATION THREE THROUGH 21 AND THAT THEY'RE REMOVED TO ISS, IN SCHOOL SUSPENSION, THEY MIGHT BE REMOVED TO OUT OF SCHOOL SUSPENSION OR THEY'RE REMOVED TO THE DAP, WHICH IS LIKE THE DISCIPLINE MANAGEMENT CENTER. IT'S AN ALTERNATIVE SETTING OFF CAMPUS. THAT JUST MEANS THAT WE HAVE A REALLY HIGH RATE OF OUR SPECIAL ED STUDENTS BEING REMOVED TO ALTERNATIVE SETTINGS. SOME OF THE THINGS WE'RE DOING AS RESPONSES, WE HAVE AN ARD FOUNDATIONS BINDER AND SO THE TEACHERS CAN FIND EVERYTHING FOR DEVELOPING ALL THE IEPS, DEVELOPING ANYTHING THEY NEED TO KNOW. IT'S ALL THERE. THE GUIDANCE IS VERY OUTLINED. GOALBOOK TOOLKIT IS SOMETHING THAT ALL OF OUR SPECIAL EDUCATION STAFF HAS ACCESS TO. THIS IS A GREAT TOOL BECAUSE IT HELPS WITH DEVELOPING GOALS THAT ARE ALIGNED WITH THE TEXAS EDUCATION STANDARDS, AND ALSO, IT PROVIDES BASELINE ASSESSMENTS. IF YOU'RE NOT REALLY SURE WHERE THE STUDENT IS PERFORMING YOU CAN GO IN AND GET A BASELINE ASSESSMENT THAT'S BEEN VETTED. IT'S RESEARCH-BASED. THERE'S NOTHING FROM TEACHERS PAY TEACHERS OR ANYTHING LIKE THAT, THAT YOU CAN GO IN AND YOU CAN GIVE THE STUDENT TO FIGURE OUT WHERE THEIR BASELINE IS. THEY GIVE YOU PROGRESS MONITORING TOOLS. THE TEACHERS, ONCE THEY DEVELOP THOSE GOALS, THEY HAVE TOOLS TO BE ABLE TO MONITOR THE STUDENT'S PROGRESS. ALSO, IT'S GOT A FULL BANK OF UNIVERSAL DESIGN FOR LEARNING. ANY STRATEGY YOU WANT TO KNOW IT'S ALL THERE. IT TEACHES YOU HOW TO DO IT. SOMETIMES IT GIVES YOU THE EXAMPLES AND READY MADE MATERIALS THAT YOU CAN ADAPT AND USE FOR YOUR STUDENT. >> DO THEY IDENTIFY READABILITY LEVELS? >> YES, YOU CAN. WE ALSO DO THE MONTHLY SPECIAL SERVICES SCOOP NEWSLETTER, WHICH IS JUST BASICALLY SOMETHING THAT GOES OUT TO ALL STAFF AND IT'S GOT TIP-CENTRICS AND COMPLIANCE INFORMATION. WE SEND OUT A MONTHLY FIE AND ARD DUE DATE SPREADSHEET. BASICALLY WHAT THAT TELLS EACH CAMPUS, WE SEND THEM OUT BY CAMPUSES IS THAT THEY HAVE A FULL INDIVIDUAL EVALUATION COMING UP THAT WE NEED TO UPDATE IT BECAUSE WE HAVE TO UPDATE THAT EVERY THREE YEARS AND IT ALSO TELLS THEM WHEN THEIR ADMISSION REVIEW AND DISMISSAL MEETINGS ARE COMING UP OR IF THEY'RE PAST DUE. WE DO THAT ONCE A MONTH FOR EVERY CAMPUS, SO THEY KNOW WHO'S COMING UP AND ARE ABLE TO PLAN. WE'VE BEEN IMPLEMENTING ESPED PROFESSIONAL DEVELOPMENT WHICH ARE SPECIAL EDUCATION DATA MANAGEMENT SYSTEM UPDATING THE STAFF AND THEN NOW THE PARENT AND COMMUNITY WEBSITES. WE HAVE MONTHLY SPED CAMPUS TEAM LEADER MEETINGS AND THEN WE'RE GOING TO ALSO ROLL OUT THE DISTRICT WIDE VIRTUAL MEETING. >> CAN I ASK YOU A QUESTION. >> YES. >> THE PAGE BEFORE WHERE THEY WANTED 100% COMPLIANCE AND WE WERE A LITTLE BIT OFF, [01:15:01] WHAT'S PREVENTING US FROM MEETING THOSE DEADLINES? IF WE'RE ONLY OFF A DAY OR TWO WHAT PREVENTS US FROM GETTING IN A DAY OR TWO EARLIER? >> HONESTLY, HUMAN ERROR. THEY DIDN'T CALCULATE THE DATE OR I THINK A LOT OF TIMES THEY THINK I CAN JUST GO ONE DAY EXTRA AND IT'S OKAY. BUT WE'VE BEEN REALLY TRYING TO EDUCATE ALL THE STAFF THAT YOU CANNOT GO ONE DAY EXTRA FOR THESE INITIAL EVALUATIONS. IF IT'S THE FIRST ONE EVER YOU HAVE 45 SCHOOL DAYS TO GET THE INITIAL EVALUATION DONE. BECAUSE WE'RE GOING ON CORRECTIVE ACTION AGAIN WE HAVE IMPLEMENTED 35 SCHOOL DAYS. WE'RE BASICALLY SAYING Y'ALL HAVE TO GET IT DONE WITHIN 35 SCHOOL DAYS NOT 45. THAT WAY WE'RE NOT EVEN BUMPING UP. IF YOU GO A DAY OVER, YOU'RE GOING 36 AND NOT OVER THE 45. WHAT GETS US WITH AND IT GETS EVERY SCHOOL DISTRICT AS WELL WITH THE ACTUAL ARD MEETING YOU HAVE TO HOLD THOSE WITHIN 30 CALENDAR DAYS. IF WINTER BREAK FALLS IN THERE, IT DOESN'T MATTER. THAT'S PART OF OUR 30 CALENDAR DAYS. I THINK JUST US CONTINUING TO EDUCATE THE TEACHERS AND EVERYBODY YOU HAVE TO GET IT DONE BEFORE THAT DATE. SOMETIMES PARENTS WILL WANT IT TO PUSH BACK AND THE STATE AND FEDERAL GOVERNMENT THEY DON'T REALLY CARE. THEY WANT PARENT PARTICIPATION BUT THEY WANT US TO HIT IT BY THAT DEADLINE SO THEY'RE LIKE HOLD IT WITHOUT THEM. IT'S LIKE DOUBLE EDGE. MY LAST ONE. IN JANUARY, WE HAVE A SITE VISIT. WE WON THE LOTTERY AND SO TEA IS COMING TO VISIT US. MELODY, MYSELF AND THE DISTRICT LEADERSHIP WE WILL MEET WITH TEA THE WEEK OF JANUARY 6TH THROUGH 10TH. WE'RE LIKE, YOU ALL COME OFF A WINTER BREAK AND YOU'RE GOING TO MEET WITH US. [LAUGHTER] WE'RE GOING TO MEET WITH THEM AND THEN WE'LL HAVE AN ONSITE REVIEW IN JANUARY. IT COULD LAST BETWEEN TWO AND FOUR DAYS. BASICALLY, TEA DOES BETWEEN THREE AND SIX STUDENT OBSERVATIONS. THEY CONDUCT INTERVIEWS WITH PARENTS, TEACHERS, DISTRICT PERSONNEL. THEY CAN LOOK AT ANYTHING AND EVERYTHING. THEY'RE HERE TO LOOK AT ALL OF OUR PROCESSES, HOW THE TEACHING IS GOING. THEN BASICALLY THEY'LL DO AN EXIT MEETING WITH US, AND THEN THEY WILL GO DO THEIR REPORT. HOPEFULLY, WE'LL GET IT SOONER THAN LATER SO WE CAN GET STARTED ON WHAT WE NEED TO GET STARTED ON. EXCITING TIMES. >> DO THEY BRING A TEAM? >> I THINK IT'S A COUPLE OF PEOPLE. >> THEY BRING ABOUT ONE OR TWO PEOPLE WITHIN STAFF. >> THE GOOD NEWS IS WHAT WE HAVE HEARD FROM OTHER DISTRICTS IS THAT TEA IN THIS DEPARTMENT IS MOVING TOWARDS MORE OF A GROWTH MINDSET. BASICALLY, THEY'RE COACHING US AND TRYING TO HELP US. IT'S NOT SO MUCH. YES, THEY HAVE TO GIVE US CITATIONS BECAUSE THEY'RE THE LAW BUT THEY ALSO ARE WANTING TO GROW US, AND SO THAT WAY WE CAN DO BETTER FOR STUDENTS. WITHIN THAT, THEY'RE GOING TO HELP SAY, WELL, THIS IS A GREAT THING, KEEP GOING OR MAYBE THINK ABOUT THIS. HOPEFULLY, WE'LL GET A REALLY GOOD COUPLE OF PEOPLE THAT COME OUT AND IT'LL BE GREAT. LET ME SPEED UP. LOOKING AT GROWTH IN PROJECTIONS, THESE NUMBERS WERE HOLD TODAY, I BELIEVE. YES. STUDENTS WITH SECTION 504 PLAN JUST AGAIN, STATING THE THINGS THAT WE'RE TRYING TO IMPROVE UPON. WE FIGURED OUT LAST YEAR THAT OUR SKYWARD TEAM SYSTEM AND OUR ESPED TRACKING WEREN'T REALLY MATCHING, AND MICHAEL VEGA, OUR NEW RECORDS CLERK CAME ON, AND HE'S A WHIZ WITH EXCEL SHEETS AND HE STARTED DIVING IN WITH MRS. SMITH, AND WE REALIZED THAT WE HAD DUPLICATIONS OF KIDS. FULL TRANSPARENCY NUMBERS THAT I'VE PROVIDED TO YOU THE LAST TWO YEARS WERE NOT REALLY ACCURATE. TODAY, THEY ARE ACCURATE. THE FULL AUDITS HAPPENED IN OUR SYSTEM. DUPLICATES HAVE BEEN TAKEN OUT. AS OF TODAY, THESE ARE OUR STUDENTS THAT ARE RECEIVING SECTION 504 PLANS. MR. CHARLES, SECTION 504 IS SIMPLY FOR STUDENTS THAT ARE RECEIVING ACCOMMODATIONS ONLY. THOSE ARE OUR NUMBERS THERE. GRAND TOTAL OF 569 STUDENTS ACROSS THE DISTRICT HAVE A 504. WHEN WE'RE LOOKING AT STUDENTS RECEIVING SPECIAL EDUCATION SERVICES, SO THESE ARE KIDDOS WITH IEPS. WE HAVE A TOTAL OF 1,070 ACROSS THE DISTRICT. [01:20:04] WE BROKE DOWN THE TOTAL STUDENTS ON CAMPUSES, THEN WITH STUDENTS WITH IEPS THAT ARE CURRENTLY SERVED. THE MIDDLE COLUMN DOES NOT REFLECT STUDENTS IN THE TESTING QUEUE BUT SIMPLY THOSE THAT HAVE GONE TO ARD AND HAVE AN INDIVIDUALIZED EDUCATION PROGRAM. THEN WE BROKE THAT DOWN TO SHOW THE PERCENTAGE OF STUDENTS WITH IEPS ON EACH CAMPUS. YES, MR. LOCK? >> YES. IS THERE AN IDEAL PERCENTAGE? >> YES, SIR. THE FEDERAL RESEARCH SHOWS THAT OUR AVERAGES SHOULD BE BETWEEN 12-14% OF THE STUDENT BODY. >> EVEN WHEN I WAS IN EDUCATION A COUPLE OF YEARS AGO OR MORE, WE WERE ALWAYS OVER. >> HISTORICALLY WE HAVE. >> BECAUSE WE'RE A MAKE UP FOR SPED STUDENTS AND I WOULD LIKE TO THINK THAT HAVE SOME OF THE BEST SPED PEOPLE IN THE WORLD AND FOR SURE IN TEXAS, AND SO I THINK THAT ATTRACTS A LOT OF PARENTS AND THEY ALWAYS MADE OUR NUMBERS ELEVATED AND THEY MADE IT LOOK LIKE WE WEREN'T DOING WHAT WE SHOULD BE DOING. IN FACT, [INAUDIBLE] EXACTLY WHAT YOU SHOULD BE DOING. I THINK THAT SOMETIMES PEOPLE SEE THE NUMBERS AND THEY DON'T UNDERSTAND WHAT'S BEHIND ALL OF THAT. I WANT TO MAKE SURE THAT YOU GUYS KNOW THAT WE KNOW WHAT'S GOING ON [INAUDIBLE]. >> WE APPRECIATE THAT SUPPORT. >> THAT APPRECIATE YOUR EFFORT BECAUSE YOU GUYS HAVE TO WORK FOR A LOT OF STUDENTS THAT SOME DISTRICTS DON'T HAVE TO [INAUDIBLE]. >> THANK YOU, SIR. >> WHILE I AGREE WITH MR. LOCKHART, I'M CURIOUS JUST ABOUT, THERE'S A PRETTY BIG DIFFERENCE AT ONE CAMPUS. ANY INSIGHT OR THOUGHTS WHEN YOU SEE AN ADDITIONAL [OVERLAPPING] 50 KIDS ALMOST. >> DATA IS DATA UNTIL YOU DIVE IN DEEP. A NUMBER IS JUST A NUMBER. IF YOU REALLY WERE TO DESEGREGATE THIS OUT IT COULD BE DIFFERENT FACTORS. IT COULD BE WHEN WE WENT AND LOOKED AT THE PARENT REFERRALS THERE ARE CERTAINLY TRENDS OF CERTAIN CAMPUSES THAT AT LEAST IN THE THREE YEARS THAT I'VE BEEN A PART OF THE DISTRICT HAVE HAD HIGHER RATES OF PARENT REFERRALS. THAT COULD BE SOMETIMES IT JUST GETS THROUGH WIND. PARENT CONFERENCES HAPPEN AND THEN THE WHOLE FOURTH GRADE TEAM MENTIONED, WELL Y'ALL COULD LOOK AT SPED TESTING. SOMETIMES IT'S PARENT REFERRALS ARE HIGHER. SOMETIMES IT'S CAMPUSES THAT HAVE MORE THAN ONE SPECIAL PROGRAM. IF A CAMPUS HAS TWO FOUNDATIONAL LEARNING PROGRAMS THAT'S GOING TO ADD A LARGER PERCENTAGE OF STUDENTS. SOMETIMES IT'S JUST TRENDS OF KIDS THAT TRANSFER IN THE HIGH SCHOOL HAD A HUGE AMOUNT OF STUDENTS TRANSFER IN THIS YEAR. THAT REGISTRAR KATHERINE NEEDS A STAR. HER AND MICHAEL, I THINK FOR SIX WEEKS, THERE WERE 3-10 STUDENTS TRANSFERRING EVERY WEEK. YOU NEVER KNOW WHO'S GOING TO COME INTO THE [INAUDIBLE] AS WELL. >> OVER THE LAST YEAR OR TWO, ARE WE SEEING CONSISTENCY ACROSS EVALUATORS WHO ARE IDENTIFYING STUDENTS? DO WE FEEL VERY CONFIDENT THAT A KID WHO GETS TESTED AT BY ONE PERSON WOULD GET THE SAME RESULTS IF THEY WERE TESTED BY OTHERS IN THE DEPARTMENT? >> I WILL SAY WITH CONFIDENCE THIS YEAR, I WILL SAY YES. I FEEL CONFIDENT THIS YEAR WITH THE ADJUSTMENTS THAT WE'VE MADE. YES, SIR. >> [INAUDIBLE] >> WHEN WE'RE OUT OF COMPLIANCE, IS THERE ANY PENALTY INVOLVED WITH THAT OR IS IT JUST THE NUMBER THAT WE DON'T LIKE TO HAVE? >> SURE. THERE ARE PENALTIES WITH THE CORRECTIVE ACTION PLANS THAT YOU SAW FOR OUR STATE PERFORMANCE PLAN INDICATORS. TYPICALLY, THEIR CORRECTIVE ACTION PLANS ARE MORE TRAINING SO IT'S OUR DEPARTMENT TRAINING MORE FOLKS. WHEN YOU GET INTO THE RESULTS-DRIVEN ACCOUNTABILITY AND YOU HAVE A SIGNIFICANTLY DISPROPORTIONATE LEVEL 3 OR 4 IN ONE INDICATOR, MORE THAN THREE YEARS IN A ROW, THAT ACTUALLY CAN AFFECT YOUR FEDERAL FUNDING. >> MORE QUESTIONS. >> I'M STRETCH. >> OH SORRY. >> IT'S THE LAST ONE I PROMISED DOCTOR. I ALWAYS DO APPRECIATE THAT MR. ESTRADA ALLOWS US TO JUST DO SOME FORESHADOWING ON WHAT'S TO COME AND TO PUT THIS ON YOUR GUYS' RADAR. MISS WEISER, AND YOU ALL HAVE A LOT OF BIG DECISIONS TO JANUARY, FEBRUARY. SO WITH THE OPENING OF BARD, WE WILL NEED A NEW ALLOCATION FOR A SPEECH LANGUAGE PATHOLOGIST. WE STILL DO HAVE SLPS AT CAMPUS AND THAT WILL BE. WE HAVE POTENTIALLY 20 STUDENTS IN OUR ADULT TRANSITION PROGRAM NEXT YEAR. [01:25:07] SO AS PREVIOUSLY SHOWED, WE HAVE 13. THERE ARE POTENTIALLY NINE MORE STUDENTS THAT ARE ELIGIBLE. NOW WHETHER THE STUDENTS AND THE FAMILIES AGREE TO THAT, WE'LL WAIT TO THE RD MEETINGS. BUT WE ONLY HAVE TWO EXITING. SO IF YOU DO THE MATH, THAT'S POTENTIALLY 20 STUDENTS AND WE'LL BE REQUESTING ANOTHER ADULT TRANSITION TEACHER IF THOSE NUMBERS PAN OUT TO KEEP UP WITH THE EVALUATION REQUESTS AND EVERYTHING THAT'S HAPPENING, TO ALSO GIVE PERSPECTIVE FOR THE EIGHT EVALUATORS. THIS YEAR ALONE, THE BASELINE OF RE EVALUATIONS WAS 262. SO WHEN SCHOOL STARTED, WE KNEW THAT OUR EIGHT EVALUATORS WOULD HAVE TO CONDUCT 262 REEVALUATIONS, WHICH ARE THOSE THREE YEARS THAT MISS SMITH SPOKE TO. THAT DOES NOT INCLUDE THE 80 POTENTIAL REFERRALS THAT HAVE ALREADY COME. SO TAKE 262/8, THAT'S ABOUT 30 EVALUATIONS PER EVALUATOR. WE KNEW BEFORE SCHOOL STARTED. SO A REQUEST FOR ANOTHER EVALUATOR IS JUST TO KEEP PACE WITH OUR GROWTH. CURRENTLY, OUR 18 PLUS PROGRAM IS OUT IN OUR NEARBY AC AND IT'S NOT CURRENTLY ADA COMPLIANT. SO MR. ACUNA AND THE BOARD IS GOING TO WORK WITH US TO HOPEFULLY FIND ADA COMPLIANT CLASSROOM FOR NEXT YEAR TO HOUSE THOSE 20 STUDENTS TO ALLOW THEM TO DO THE COOKING AND THE LAUNDRY AND THE THINGS THAT WE WANT THEM, THOSE LIFE SKILLS. SOMETHING THAT HAS NOT PREVIOUSLY BEEN ENDORSED BY THE DISTRICT AND I DID BRING IT UP BEFORE. BUT WHEN IT COMES TO OUR EVALUATION STAFF AS WELL AS OUR SPEECH LANGUAGE PATHOLOGISTS, THEY ALSO NOT ONLY PROVIDE THERAPY, BUT THEY PROVIDE EVALUATIONS AS WELL. A COMMON RECRUITMENT AND RETENTION STRATEGY IN NEARBY DISTRICTS AND DISTRICTS ACROSS TEXAS IS TO ALLOW EVALUATORS TO WRITE FROM HOME ONE TO FOUR DAYS A MONTH. THAT'S THE GOING RATE. BASTROP AT THIS TIME, ISD OFFERS FOUR DAYS A MONTH FOR EVALUATORS TO WRITE. DIAGNOSTICIAN OR A SCHOOL PSYCHOLOGIST IS PROBABLY WRITING REPORT 75% OF THEIR WORK DAY OR WORK MONTH. SO JUST SOMETHING FOR CONSIDERATION IS TO JUST STAY RELEVANT, STAY COMPETITIVE. CONTRACTING VENDORS, WE SPENT ALMOST SIX FIGURES IN CONTRACTING OUT EVALUATIONS LAST YEAR AND POTENTIALLY DOWN THE ROAD, WE COULD LOSE EVALUATORS BECAUSE OF THE FLEXIBILITY THAT THEY HAVE WORKING FOR PRIVATE COMPANIES. ALSO JUST LOOKING FOR A LITTLE MORE TRAINING TIME. MR. WRIGHT, YOU ASKED, WHAT IS OUR RESPONSE TO THOSE CORRECTIVE ACTION PLANS? WELL, IT'S GETTING IN FRONT OF OUR TEACHERS. IT'S GETTING IN FRONT OF OUR TEACHERS, BUILDING THEIR GROWTH, THEIR LEARNING, SO TRYING TO GET ONE DESIGNATED TRAINING DAY PER GRADING PERIOD FOR US. THEN ALSO CONSIDERATION TO ADD THE GB TOOLKIT SOFTWARE INTO OUR ANNUAL BUDGET, THE SPECIAL SERVICES DEPARTMENT PAID FOR THAT THIS YEAR. SO SEEING THAT THAT'S A VALUE FOR OUR TEACHERS TO STAY COMPLIANT AND ROBUST INSTRUCTION. AND FOR REAL, THANK YOU SO MUCH FOR YOUR TIME. >> THANK YOU. >> SO THAT LAST PAGE IS A WISH. >> YOU'VE MET ME. GO BIGGER, GO HOME. I GOT TO DO IT. THANK YOU, FOLKS. >> THANK YOU, LADIES. WE WILL NOW MOVE ON TO ITEM 8A, [Bid for Re-keying the District] BID FOR RE-KEYING THE DISTRICT, MS. HOMAN. >> GOOD EVENING, MEMBERS OF THE BOARD, SUPERINTENDENT O STRATA. I'M HERE TO COMMUNICATE TO YOU ALL TONIGHT THAT WE WILL BE AND THE ADMINISTRATION HAS IDENTIFIED THE NEED TO RE-KEY THE DISTRICT TO WHERE WE'RE ON ONE STANDARD KEYING SYSTEM. CURRENTLY, WE DO HAVE ABOUT FOUR OR FIVE DIFFERENT KEYING SYSTEMS IN THE DISTRICT. HOWEVER, WE HAVE STARTED THE RE-KEYING PROCESS TO SOME DEGREE. WHEN WE WENT THROUGH THE 2014 BOND, BOTH THE HIGH SCHOOL ABS, MLC AND PLUM CREEK ALSO GOT RE-KEYED AND THEY ARE ALL ON THE SAME KEY SYSTEM. SO IT'S NOT LIKE WE HAVEN'T STARTED IT, WE REALLY JUST NEED TO FINISH IT UP. THE CUB HOUSE HAS ALSO BEEN RE-KEYED WHEN IT GOT RENOVATED TO THE SAME KEYING SYSTEM THAT WE ARE ON TODAY. >> THE SCHOOL TALKING ABOUT, IS THAT THE KEY [INAUDIBLE]. >> YES, SIR. >> DOES THAT INCLUDE THE NEW CONSTRUCTION THAT [INAUDIBLE]. >> SO THE NEW WING WILL BE RE-KEY TO THE NEW STUFF. OUR NEW ELEMENTARY WILL BE KEYED TO WHAT WE HAVE HERE ALREADY AS WELL. [01:30:02] AS FAR AS FUNDING AND THINGS LIKE THAT. THAT'S ALREADY ALLOCATED IN THOSE THOSE PROJECTS. >> I MEAN, LIKE THE NEW WING AT THE HIGH SCHOOL? >> YES, SIR. >> IT'LL BE BUILT THAT WAY. YOU'RE NOT GOING TO PUT A KEY. >> YOU'RE CORRECT. IT WILL BE THE SAME KEYING SYSTEM THAT IS CURRENTLY AT THE MAIN RENOVATED HIGH SCHOOL. THERE ARE PIECES OF THE HIGH SCHOOL STILL THAT ARE STILL ON AN OLD KEYING SYSTEM THAT DID NOT GET RE-KEYED WHEN THE MAIN AREAS GOT BUILT. WE'RE TALKING ABOUT THE BACK GEM, THE FIELD HOUSE, THOSE TYPES OF PLACES. WE DIDN'T RENOVATE OR DO ANYTHING IN THOSE AREAS. SO THEREFORE, THEIR KEYS AND THEIR LOCKS DID NOT GET CHANGED TO MATCH THE NEW RENOVATED HIGH SCHOOL. SO THOSE PIECES WOULD BE A PART OF THIS, ALONG WITH NAVARRO, CLEARFORK, CARVER, THE CAMPUSES THAT WE HAVEN'T TOUCHED. THE SCOPE OF THIS WORK AS WELL, WILL BE PAID THROUGH THE TEA SAFETY GRANT, AND ACTUALLY LET ME BACK UP. SO AGAIN, JUST TO REMIND YOU ALL TWO, ONE KING SYSTEM IS GOING TO INCREASE UNIFORMITY, IT WILL INCREASE EFFICIENCY, SAFETY, AND SECURITY BY HAVING IT ALL ON ONE SYSTEM AND STUFF. SO WE PLAN TO PUT OUT A BID FOR RE-KEYING THE REST OF THE FACILITIES THAT AREN'T WHERE THE OTHERS ARE, AND WE PLAN TO BRING IT BACK TO THE BOARD IN JANUARY FOR APPROVAL. >> WHEN WE GET IT RE KEYED, WILL THERE BE A SYSTEM IN PLACE TO TRACK ALL THE KEYS AS PEOPLE LEAVE SERVICE, AND THEN WE FORGET ABOUT THEY HAD A SET OF KEYS OR? >> THAT IS THE OBJECTIVE WITH THIS AS WELL. WE PLAN TO PUT IN SOME TYPE OF PLAN EVEN FOR THE HIGH SCHOOL TO MAKE SURE WE REDO ALL OF THAT, MEANING, I SHOULD SAY, CLASSIFYING EVERYTHING AS IT NEEDS TO BE APPROPRIATE SO WE KNOW AND HAVE A CHECK IN AND CHECKOUT SYSTEM AND EVERYTHING. SO WE KNOW WHO HAS A KEY AND WHEN THEY LEAVE, WHAT HAPPENS, HAVE THEY BRING IT BACK AND SUCH. MR. ESTRADA. >> JUST TO BE CLEAR, WE HAVE THAT SYSTEM CURRENTLY AND KEYS ARE TIGHTLY HELD. WE KNOW WHO HAS THEM WHEN PEOPLE STOP WORKING FOR THE DISTRICT. I THINK THE ONLY INSTANCE, SOMETIMES WE'VE HAD SCENARIOS WHERE MAYBE AN EMPLOYEE'S CAR WAS BROKEN INTO AND THE KEYS WERE IN THERE, THINGS LIKE THAT, BUT I JUST WANT TO BE CLEAR THAT WE HAVE A SYSTEM THEY'RE MONITORED CLOSELY AND THOSE TIMES. >> SO THAT QUESTION. YOU'LL BE NEXT MONTH, WE'LL SEE THIS JANUARY. >> ITEM 8B, JUNIOR HIGH CHILLER CONTROL BIDS, MS. HOMAN. [Junior High Chiller Control Bid] >> SO HERE I AM TO COMMUNICATE TO YOU THAT WE PLAN TO BE GOING OUT FOR BID FOR THE JUNIOR HIGH CHILLER CONTROLS. SO LAST MONTH, YOU ALL APPROVED ACTUALLY REPLACING THE TWO CHILLERS AT THE JUNIOR HIGH SCHOOL. AND IN ORDER FOR THE NEW CHILLERS TO RUN EFFICIENTLY AND SO ALL THE SYSTEMS THERE ACTUALLY COMMUNICATE PROPERLY, WE ACTUALLY NEED TO ALSO CHANGE OUT THE CONTROLS THAT BASICALLY IN REGARDS TO HOW THE STUFF IS SET FOR HEAT AND COLD AND THAT STUFF, CHILLERS IS REALLY THE COLD PIECE OF IT. BUT ALSO AS FAR AS WHEN THINGS TURN ON, WHEN THINGS TURN OFF, ETC. SO WE NEED ALL OF THAT TO COMMUNICATE APPROPRIATELY. LAST TIME YOU ALL HAD ASKED ME HOW MUCH WE HAD SET ASIDE FOR THE CHILLERS AND WE HAD SAID THERE WAS 1.1 MILLION TO REPLACE THE CHILLERS, AND OUR BIDS CAME IN IN THE $700,000. SO THE EXTRA MONEY THAT IT'S GOING TO COST US TO REPLACE THE ACTUAL CONTROLS WILL COME OUT OF THAT SAME MONEY. >> I HAVE JUST A BRIEF QUESTION ON THE CONTROLS. I KNOW AT THE JUNIOR HIGH, SOMETIMES IF IF THERE'S A VOLLEYBALL GAME AND THEY FORGOT TO REDO THE TIME FRAME, SOMETIMES IT'S BURNING UP HOT IN THERE. WILL THE NEW CONTROL SYSTEM GIVE THE ABILITY TO LET'S SAY, A COACH TO BE ABLE TO GO ON, MAYBE LIKE AN APP OR SOMETHING? >> NO, WE STILL WANT OUR MAINTENANCE PEOPLE TO BE ABLE TO DO THAT, AND SO WE WOULD PUT IT ON SCHEDULES, AND IF IT GOT MISSED OR SOMETHING, CERTAINLY, IT WOULD BE THE OBJECTIVE THAT WE WOULD CALL MAINTENANCE TO HAVE THEM BECAUSE THEY CAN DO IT REMOTELY. TO TURN THINGS LIKE THAT ON. >> THERE USED TO BE AN OVERRIDE SYSTEM FOR THINGS LIKE THAT. IS THERE NO LONGER. >> I WOULD HAVE TO FIND THAT OUT BECAUSE AGAIN, THIS IS BEING ENGINEERED AND I DON'T KNOW IF WE PUT AN OVERRIDE IN THERE, BUT WE CERTAINLY WILL ASK AND VERIFY IF THAT'S AN OPTION. [01:35:02] >> AND I KNOW NO MATTER WHAT KIND OF CHILLER YOU HAVE, IF THEY DON'T SET IT LOWER THAN IT NEEDS TO BE FOR THAT INITIAL TIME, THE ADMINISTRATOR IS THE ONE THAT'S GETTING THOSE UGLY LOOKS WHEN OVER THERE BURNING UP AND WE'RE LIKE, WE DON'T CONTROL IT. WITHOUT THE OVERRIDE TO GET IT TO KICK ON WHEN YOU NEED IT. >> WE WILL CERTAINLY ADDRESS THAT WITH THE ENGINEER AS WELL. >> GOOD DEAL. >> THE NEW CHILLER WILL, I GUESS, BE EFFECT FOR BUCHSER ELEMENTARY TO HELP THAT AS WELL. >> I DON'T THINK WE'RE DOING CHILLERS AT BUCHSER LOOP ELEMENTARY. THAT'S NOT THE CONFIGURATION THERE. SO THE PLAN IS IS THAT WE'LL COME BACK IN JANUARY WITH OUR BIDS AFTER WE PUT THE BIDS OUT AND WE'LL COME BACK IN JANUARY TO HAVE YOU ALL APPROVE THAT AS WELL. >> QUESTION. >> ANY OTHER QUESTIONS? >> THANK YOU. >> THANK YOU ALL HAVE A GREAT EVEN. >> ITEM 8, COMMUNICATION D [Enrollment Increases and Middle School #2 Planning ] ENROLLMENT INCREASES IN MIDDLE SCHOOL NUMBER 2 PLANNING, MR. ESTRADA. >> THANK YOU, PRESIDENT WRIGHT. THAT'S THE WRONG PRESENTATION. GET THE CORRECT PRESENTATION UP. AS WE KNOW, OUR COMMUNITY, WE CLOSELY MONITOR OUR ENROLLMENT PROJECTIONS. THE SCHOOL BOARD FOR QUITE SOME TIME HAS RECEIVED YEARLY DEMOGRAPHIC REPORTS. I THINK THIS HAS BEEN GOING ON FOR PROBABLY OVER A DECADE, CONTINUING TO LOOK AT WHAT THE HOUSING, WHAT'S HOUSING LOOKING LIKE IN THE AREA? HOW MANY NEW STUDENTS ARE WE GOING TO RECEIVE NEXT YEAR AND IN FUTURE YEARS, THOSE TYPES OF THINGS. I WANTED JUST TO STEP BACK IN TIME A LITTLE BIT. BECAUSE I THINK THIS IS REALLY IMPORTANT. ONE OF THE QUESTIONS THAT I RECEIVE I'M AT HEB, IF I'M AT A BALL GAME, I'M AT THE SOCCER FIELDS. A QUESTION THAT I'VE RECEIVED OVER THE YEARS IS, WHEN ARE WE GOING TO GET A NEW MIDDLE SCHOOL? THAT'S SOMETHING THAT CONTINUES TO COME UP. AND I WANT TO JUST TAKE A BACKWARDS LOOK JUST TO REMIND THE COMMUNITY ESPECIALLY OF HOW WE'VE GOTTEN TO THIS POINT. I'VE EVEN HAD PEOPLE, WHY DID WE BUILD THE HIGH SCHOOL? WHY ARE WE DOING BUCHSER LOOP ELEMENTARY? WE NEED A JUNIOR HIGH, TO LOOK AT WHAT THE DATA ACTUALLY SAYS AND WHAT IT WAS LIKE WHEN WE MADE THOSE DECISIONS MOVING FORWARD. JUST WANT TO REWIND A LITTLE BIT AND GO BACK TO 2019. THIS IS WHAT THE DATA LOOKED LIKE IN TERMS OF CAPACITY IN 2019. WE SAW THAT CERTAINLY OUR ELEMENTARY SCHOOLS WERE HAVING CAPACITY ISSUES ALREADY. WE HAD STRAW, YOU HAD A CLEAR FORK. AND THEN ALSO YOU COULD SEE SOME RED COMING IN FUTURE YEARS AS WELL. THIS IS GOING BACK TO 2019. IF YOU LOOK AT WHERE WE WERE AT THE JUNIOR HIGH SCHOOL SPECIFICALLY, YOU DON'T SEE IN 2019, YOU HAVE ANY RED. WE HAD THE CAPACITY THEN AND THAT'S WHAT IT LOOKED LIKE IN 2019. YOU SAW THAT WE HAD 1,530 STUDENTS. BUT WHAT THE DEMOGRAPHER WAS REPORTING THAT ACTUALLY WE HAD THOSE LARGE COHORTS, BUT AFTER 2020, HE PROJECTED THAT ENROLLMENT WOULD ACTUALLY GO DOWN. WE WERE GOING TO HAVE LESS KIDS WHILE WE WERE GETTING MORE ELEMENTARY SCHOOL KIDS. AND THAT REALLY LED THE DISTRICT TO START THINKING OF AND PRIORITIZING THE NEED FOR EXTRA CLASSROOMS AT THE ELEMENTARY SCHOOL LEVEL BECAUSE THAT'S WHERE WE PHYSICALLY DIDN'T HAVE CLASSROOMS FOR STUDENTS. ALSO IF YOU LOOK AT LOCKER HIGH SCHOOL, GOING BACK TO 2019, LOCKER HIGH SCHOOL WAS WELL OVER CAPACITY OR WAS APPROACHING CAPACITY 92%, AND THEN CERTAINLY THE FOLLOWING YEAR WAS ALREADY GOING INTO THE RED. WE WERE ALREADY OVER AND THEN AT THE ELEMENTARY SCHOOLS, WE HAD MULTIPLE CAMPUSES. I ALWAYS THINK IT'S GOOD TO LOOK AT WHAT DID THE DATA SAY FOR OUR COMMUNITY MEMBERS FOR THOSE WHO ARE WATCHING SO WE CAN ANSWER THAT QUESTION WHEN PEOPLE ASK, WELL, WHY DID WE BUILD THE HIGH SCHOOL? WE NEEDED A JUNIOR HIGH. WELL THE FACTS SAY OTHERWISE, THE FACTS CLEARLY SAY THAT THE HIGH SCHOOL [01:40:03] DIDN'T HAVE ROOM FOR KIDS AND WE HAD ROOM FOR KIDS AT LOCKHART JUNIOR HIGH SCHOOL. THE FACTS SAY THAT WE DIDN'T HAVE ROOM AT ELEMENTARY CAMPUSES AND THAT WAS GOING TO CONTINUE TO HAPPEN, SO THAT'S WHY THAT DECISION WAS MADE. NOW, I WANT TO ALSO TALK ABOUT IT'S NOT SAYING THAT THE JUNIOR HIGH SCHOOL DOESN'T HAVE A LOT OF KIDS. I JUST WANT TO REMIND EVERYONE THAT THE SCHOOL DISTRICT, WE DON'T GET TO DETERMINE HOW MUCH DEBT WE'RE GOING TO GO GET. WE COULD GO RIGHT NOW, WE CAN BUILD ANOTHER JUNIOR HIGH, GO AHEAD AND START PLANNING FOR THE ELEMENTARY SCHOOL. WE CAN START BUILDING CTE, ALL THESE OTHER NEEDS. BUT WE ONLY HAVE THE CAPACITY BASED ON WHAT OUR TAX COLLECTIONS ALLOWS US TO. SO BACK THEN, WE DIDN'T HAVE THE CAPACITY TO DO THE JUNIOR HIGH ALSO, SO YOU HAD TO PRIORITIZE THE FUNDS THAT WE DID HAVE FOR THAT ELEMENTARY SCHOOL AND HIGH SCHOOL. GOING BACK THEN, YOU SAW IN 2019, THIS WAS THE GROWTH PROJECTIONS THAT WE WERE LOOKING AT. AND IF YOU FAST FORWARD 2024, THE DEMOGRAPHER WAS PRETTY CLOSE. WE ACTUALLY ARE AT WELL OVER 6,700 STUDENTS. YOU COULD ARGUE THAT THE DEMOGRAPHER WAS MORE CONSERVATIVE BECAUSE WE ACTUALLY HAVE MORE STUDENTS THAN HE HAD PREDICTED BACK THEN. >> THEN IF YOU FAST FORWARD TO 2021, AGAIN, YOU SEE THAT SAME TREND. 2021 IS IMPORTANT BECAUSE THIS IS THE YEAR THAT WE CALLED FOR A BOND. WE FOLLOWED THE DATA, WE LOOK AT THESE REPORTS, WE KNEW WHERE THE ISSUES WERE AS A BOND WAS SITTING IN FRONT OF US. WE HAD TO MAKE THOSE DECISIONS, AND YOU CAN CLEARLY SEE THAT ELEMENTARY CAPACITY WAS A HUGE ISSUE, AND THE JUNIOR HIGH SCHOOL, WHAT THE DEMOGRAPHER HAD PREDICTED BACK IN 2019 ACTUALLY PLAYED OUT. WE EVEN HAD LESS KIDS THAN WHAT HE PREDICTED. IN 2021, WE HAD 1,390 STUDENTS, AND THEN THE FOLLOWING YEAR WENT DOWN TO, HERE'S PROJECTED THAT 1,359. YOU CAN SEE THAT IT ACTUALLY HAPPENED. WE DID HAVE THIS LITTLE THING CALLED COVID-19 IN 2020 THAT PLAYED INTO SOME OF THOSE NUMBERS AT THE JUNIOR HIGH SCHOOL. BUT I JUST WANT TO REMIND US AND COMMUNICATE TO THE COMMUNITY. WE HAVE TO MAKE DECISIONS BASED ON DATA, AND THE DATA WAS TELLING US THE HIGH SCHOOL WAS WELL OVER CAPACITY. YOU CAN SEE WE WERE AT 102% CAPACITY AT THAT TIME. THE JUNIOR HIGH SCHOOL, WHILE WE DID HAVE A LOT OF KIDS, 01,390, WE STILL HAD CLASSROOM SPACE. WHILE MAYBE WE WANTED TO BUILD A JUNIOR HIGH, WE DIDN'T HAVE THE CAPACITY AND THE FUNDING TO DO SO AT THAT TIME. WE HAD A CEILING ON OUR AVAILABLE FUNDING FOR OUR BOND, SO THAT'S WHY WE TO DO THAT. WE CALLED FOR THAT BOND. WE PURCHASED LAND, ELEMENTARY SCHOOL, AN ADDITIONAL WING, WE KNOW THAT ALL THOSE THINGS HAVE HAPPENED. THEY'RE WELL PROGRESSING. I'VE HAD A SCHEDULE AND UNDER BUDGET, AND THIS IS WHAT WE WERE COMMUNICATING BACK THEN TO THE COMMUNITY. THAT WAS AT PHASE 1. WE COMMUNICATED TO THE COMMUNITY, THIS IS A CONTINUAL PROCESS. WE KNOW THAT THIS IS NOT THE LAST TIME WE'RE GOING TO HAVE TO CALL FOR A BOND. WE KNOW THAT NO LATER THAN 2025, WE'RE LIKELY GOING TO NEED AN ELEMENTARY SCHOOL NUMBER 7. WE'RE GOING TO NEED A SECOND JUNIOR HIGH. WE NEED TO ADD ON TO CTE. PRE-K HAS CAPACITY ISSUES AS WELL. WE KNEW THAT NO LATER THAN 2028, WE'RE LOOKING AT ANOTHER ELEMENTARY SCHOOL. WE'RE LOOKING AT THE POTENTIAL OF THE LAST AND FINAL WING AT LOCKHART HIGH SCHOOL. THIS IS WHAT WE COMMUNICATED BACK THEN JUST TO PAINT A PICTURE TO OUR COMMUNITY WHAT WAS AHEAD OF US. HERE, WE ARE IN 2024 WITH SOME DECISIONS TO MAKE. WHEN WE LOOK AT LOCKHART JUNIOR HIGH SCHOOL, WE JUST HAD OUR STAFF SHORT. WE FINISHED OCTOBER. WE KNOW WHERE THE NUMBERS ARE, AND WE CAN SEE. I WANT TO EXPLAIN THIS CHART BECAUSE WE TAKE A LOOK BACK. YOU SEE 2018, 2019, WE WENT UP TO A LITTLE OVER 1,500 STUDENTS, AND THEN JUST LIKE THE DEMOGRAPHER SAID, 2020, WE WENT DOWN, 2021, WE WENT DOWN, 2022, '23, WE LEVELED UP, BUT STILL WELL BELOW THAT CAPACITY LINE OF 1,560. THAT RED LINE, THAT'S THE AMOUNT OF KIDS THAT WE CAN HAVE AT LOCKHART HIGH SCHOOL IN ALL THE CLASSROOMS. IT DOESN'T MEAN THE CAFETERIAS AREN'T OVERCROWDED, IT DOESN'T MEAN THE HALLWAYS ARE CROWDED. [01:45:02] BUT IN TERMS OF CLASSROOM SPACE, WE HAVE ROOM OR WE HAD ROOM. WHAT YOU SEE IS VERY QUICKLY, WE GO OVER THAT RED LINE. IT'S ALMOST A HOCKEY STICK. IT GOES UP VERY QUICKLY TO OUR 2026, 2027. WE HAVE REAL CAPACITY NEEDS AT LOCKHART JUNIOR HIGH SCHOOL. THIS HAS REALLY MADE IT NECESSARY TO REALLY START HAVING THESE CONVERSATIONS OF WE HAVE TO START TALKING ABOUT LOCKHART JUNIOR HIGH SCHOOL. THIS IS ACTUALLY A PICTURE FROM TODAY. THE TIME WAS ON IT, BUT I THINK WE LOST IT IN CROPPING. THIS IS LUNCH PERIOD. THERE ARE KIDS IN LINE, YOU REALLY CAN'T SEE THEM. BUT THIS IS THE BEST CAMERA VIEW. WE'VE GOT 500 KIDS EATING LUNCH EVERY SINGLE DAY, THREE TIMES A DAY AT LOCKHART JUNIOR HIGH SCHOOL. A COUPLE OF THOSE ARE GOOD. THERE'S THE TIMES. THESE ARE REAL PICTURES OF TODAY OF HALLWAY TRANSITION PERIODS. I WANT TO GIVE CREDIT TO THE JUNIOR HIGH STAFF FOR THEY'VE DONE SOME VERY INNOVATIVE THINGS, THEY HAVE A STAGGERED BELL SCHEDULE. THEY HAVE ONE WAY TRAFFIC FOR CERTAIN HALLWAYS WHERE IT MAKES SENSE TO DO THAT TO HELP WITH SOME OF THESE NEEDS. BUT YOU CAN SEE VERY CLEARLY IN THE STAFF SHOTS THE HALLWAYS ARE INCREDIBLY CROWDED. IT DOESN'T CREATE THE BEST, ESPECIALLY FROM A SAFETY PERSPECTIVE, ENVIRONMENT FOR OUR KIDS TO BE TRANSITIONING TO CLASSES EVERY DAY. WHAT DOES THAT MEAN IN NEXT STEPS? MY PURPOSE IN COMMUNICATING THIS AND THE DISTRICT ADMINISTRATION'S PURPOSE IS TO REALLY START DISCUSSING THIS VERY SERIOUSLY, BECAUSE WHEN WE LOOK AT OUR BOND CAPACITY, WE KNOW THAT TO DATE, WE HAVE AVAILABLE ABOUT PROBABLY AROUND $90 MILLION. AGAIN, A LOT OF PEOPLE MAY ASK, WELL, YOU NEED TO DO OTHER THINGS AS WELL. BUT WE CAN ONLY DO WHAT WE CAN AFFORD AND WHAT WE HAVE ACCESS TO WITH OUR BONDING CAPACITY. WE KNOW THAT NUMBER IS ABOUT $90 MILLION. I THINK THAT ACTUALLY WITH ALL OF THE INFLATION THAT WE'VE SEEN ACROSS THE STATE FOR SCHOOL BUILDINGS, THAT'S WHAT A MIDDLE SCHOOL IS GOING TO COST. WE HAVE A LITTLE BIT ON HOW BIG DO YOU MAKE IT. BUT IF YOU WERE TO BUILD A MIDDLE SCHOOL WITH 1,200 STUDENTS CAPACITY, YOU'RE AT $90 MILLION ALREADY. THERE NEEDS TO BE SOME DISCUSSION ON WHAT IS THAT SWEET SPOT FOR A SECONDARY MIDDLE SCHOOL CAMPUS. I THINK WHAT OUR COMMUNITY IS TELLING US IS THAT 01,500 KIDS AT THAT AGE TOGETHER IS PROBABLY TOO LARGE OF A SCHOOL IN TERMS OF DEVELOPMENTALLY APPROPRIATE TO HAVE THAT MANY KIDS AT THAT AGE GOING THROUGH ALL THE CHANGES THAT THEY'RE GOING THROUGH DURING THAT TIME OF THEIR LIFE. BUT YOU ALSO YOU CAN'T MAKE IT TOO SMALL BECAUSE THEN IT WOULD BE INEFFICIENT AND WOULDN'T BE A WISE USE OF TAXPAYER FUNDS. WE'VE GOT TO FIND WHERE IS THAT SWEET SPOT. BUT WE DO KNOW THAT OUR BOND CAPACITY CAN AFFORD ABOUT $90 MILLION. GIVE OR TAKE MAYBE A LITTLE BIT. BUT WE CAN DIG FURTHER INTO THAT AS WE CONTINUE THIS CONVERSATION. LAND IS AN IMPORTANT PART OF THIS. WE KNOW THAT WE CAN'T SAY, WE NEED TO PASS A BOND, PASS IT, AND THEN HAVE A SCHOOL BUILT. THERE'S A LONG PROCESS IN ACQUIRING LAND, ENSURING THAT EVERYTHING IS TAKEN CARE OF IN TERMS OF THOSE LANDS, THE UTILITIES, THE DRAINAGE, ROADS, SIDEWALKS, WHAT TYPE OF SOIL DOES IT HAVE? IT IS A VERY LONG PROCESS TO GO THROUGH THAT, SO WE NEED TO MAKE SOME DECISIONS ON LAND ACQUISITION. OF COURSE, WE'VE GOT TO INVOLVE PEOPLE IN GETTING IDEAS ABOUT WHAT THIS BUILDING SHOULD LOOK LIKE. WHAT KIND OF CONCEPT DO WE WANT? WHAT'S THE LEARNING ENVIRONMENT THAT WE BELIEVE IS GOING TO BE BEST FOR OUR KIDS AND BEST FOR OUR TEACHERS TO WORK WITHIN? WE KNOW THAT WE'LL HAVE TO ALLOW OUR ARCHITECTS TIME TO LISTEN TO OUR COMMUNITY, LISTEN TO OUR STAFF, AND THEN REALLY WORK ON DESIGNING SOMETHING THAT LIVES UP TO THOSE EXPECTATIONS. WE'VE GOT TO MAKE A DECISION ON BOND IN THE STATE OF TEXAS. CURRENTLY IN STATE LAW, WE ONLY HAVE TWO OPPORTUNITIES A YEAR. YOU HAVE A MAY ELECTION AND A NOVEMBER ELECTION. THERE'S TALK THAT THE LEGISLATURE MAY CHANGE THAT THIS SESSION TO LIMIT DISTRICTS TO ONLY NOVEMBER ELECTIONS. WE'VE GOT TO HAVE DISCUSSIONS ON HOW DOES THAT PLAY INTO OUR DECISION MAKING? THE CONSTRUCTION PROCESS IS OBVIOUSLY A LONG PROCESS. [01:50:02] THEN WE'VE GOT TO DECIDE WHEN DO WE NEED THE SCHOOL TO BE OPEN? WE KNOW THAT IN TWO SCENARIOS, IF WE WERE TO CALL FOR A BOND ELECTION MAY OF 2025, UPCOMING, WHICH IS OUR FIRST OPPORTUNITY, THAT IF EVERYTHING WORKS OUT PERFECTLY, WE HIT EVERY TIMELINE, WE DON'T HAVE ANY HUGE ISSUES OR DELAYS IN PERMITTING AND CONSTRUCTION, ALL THAT STUFF, THE SOONEST WE CAN OPEN A BUILDING IS AUGUST OF 2027. IF WE WAIT UNTIL NOVEMBER TO HAVE A BOND ELECTION, WELL, NOW THE SOONEST IS GOING TO BE 2028. THEN IF WE WAIT ANY LATER THAN THAT, YOU JUST ADD ANOTHER YEAR EVERY TIME. I THINK SOMETHING THAT WE'VE LEARNED FROM THE BOND ELECTION THAT FAILED IN 2019 IS TIME TRULY IS MONEY. WE KNOW THAT EVERY YEAR THAT THINGS GET PUSHED DOWN THE ROAD, ADD 10%. THE ELEMENTARY SCHOOL THAT WE'RE BUILDING, MR. CHAPMAN, $42 MILLION. NEXT YEAR, ADD ANOTHER $4 MILLION TO IT. THE NEXT YEAR AFTER THAT, AGAIN AND AGAIN AND AGAIN. MAKING DECISIONS QUICKLY AND ACTING QUICKLY IS GOING TO ALSO MAKE A BETTER USE OF TAX PAYERS FUNDING. AS WE CONTINUE TO THINK ABOUT IT, I DID WANT TO INFORM THE BOARD. I HAVE COMMUNICATED WITH STAFF AT LOCKHART JUNIOR HIGH SCHOOL TO SEE WHO WANTS TO SERVE ON A COMMITTEE. WE HAVE THAT IS IN THE WORKS AS WELL TO GET THEIR FEEDBACK ON THE CONCEPT AND TIMING OF THESE THINGS. BUT I THINK IT IS ABSOLUTELY CRITICAL THAT WE START TALKING OPENLY ABOUT WHEN ARE WE GOING TO MAKE THAT DECISION? BUT I WANTED JUST TO GIVE AN UPDATE NOW THAT WE HAVE ENROLLMENT NUMBERS. WE'RE EXCEEDING THE EXPECTATIONS OF OUR DEMOGRAPHER. I DON'T THINK THAT ANYONE HAS ANY REASON TO BELIEVE THAT WE'RE GOING TO GROW ANY SLOWER THAN WHAT OUR DEMOGRAPHER IS TELLING US. BUT I DO THINK THAT IT'S TIME TO REALLY SOUND THE ALARM AND START MOVING WITH THE LEVEL OF URGENCY NOW THAT WE KNOW THAT THAT BONDING CAPACITY IS THERE AND IT'S INCREASED TO THE POINT TO WHERE WE COULD BUILD A MIDDLE SCHOOL. I DON'T THINK WE HAVE ENOUGH FUNDS TO DO ANYTHING OUTSIDE OF THAT, BUT I DID WANT TO GIVE THAT UPDATE BECAUSE THOSE ARE TWO IMPORTANT THINGS THAT WE HAVE THE DATA ON NOW. >> I DO HAVE A QUESTION. >> YES. >> BACK IN 2022, WHEN WE DID THE PHASE 1, PHASE 2, AND PHASE 3 PLAN, I KNOW THAT PHASE 2, WHICH IS WHAT WE'RE APPROACHING, HAD INCLUDED THE JUNIOR HIGH AND POSSIBLY ANOTHER ELEMENTARY SCHOOL. HAVE WE LOOKED AT THE IDEA OR WHAT THE NUMBERS WOULD DO IF WE CONVERTED MAYBE, I'M JUST THROWING THIS OUT THERE, BUT THE LOCKHART JUNIOR HIGH RIGHT NOW TO THE FIFTH AND SIXTH GRADE CENTER AND THEN DOING A SEVENTH AND EIGHTH GRADE CENTER, WOULD THAT HELP THE CAPACITY OF THE ELEMENTARY SCHOOLS? WOULD IT ALMOST KILL TWO BIRDS WITH ONE STONE IF WE WERE ABLE TO DO THAT KNOWING THAT OUR BOND CAPACITY IS MAYBE NOT ENOUGH TO DO BOTH? >> A COUPLE OF THINGS. POTENTIALLY, IT COULD HELP SOME. I DO WORRY THAT IN 2019, WE ALWAYS WANT TO LISTEN TO OUR TAXPAYERS, AND WHEN WE PROPOSED THE IDEA OF AN INTERMEDIATE SCHOOL. >> IT FAILED. >> IT FAILED. THE DISTRICT STANCE SINCE THEN, IS THAT THE COMMUNITY TOLD US THEY DID NOT SUPPORT THAT IDEA, SO WE HAVEN'T LOOKED AT THAT. WE'VE CONTINUED TO LOOK AT THE K-5 ELEMENTARY AND THEN 6-8 MIDDLE SCHOOL. I THINK TO ONE WORRY THAT I DO HAVE IS THAT IN THE SHORT TERM MAY MEET OUR NEEDS, BUT WE'RE GOING TO ADD ANOTHER TWO OR THREE ELEMENTARY SCHOOLS BEFORE THIS DECADE CLOSES OUT. WE'RE GOING TO BE TOO LARGE OF A DISTRICT WHERE WE WOULD OUTGROW THAT IN PROBABLY THREE OR FOUR YEARS, AND THEN WE WOULD BE RIGHT BACK AT HAVING TO CHANGE IT. >> I'VE HEARD A LOT OF PARENTS VOICE CONCERNS OVER HAVING SIXTH GRADE AND EIGHTH GRADE TOGETHER AS THERE'S A BIG DIFFERENCE MATURITY-WISE AND DEVELOPMENTAL-WISE BETWEEN A SIXTH GRADER AND EIGHTH GRADER. >> YEAH. THAT WAS THE REASON WHY IN 2019, WE PROPOSED THE IDEA. BUT I DO THINK THAT IN PROBABLY A THREE TO FOUR YEAR PERIOD, IT MAY HELP. >> IT WOULD EXCEED ITSELF. >> BUT AFTER THAT, WE WOULD BE IN THAT SITUATION BECAUSE WE WOULD GROW THAT ABILITY. [01:55:03] IT WORKS REALLY WELL IN SMALLER DISTRICTS. BUT THE LARGER YOU GET, IT BECOMES HARD UNLESS YOU MAKE A FULL SCALE COMMITMENT TO DOING THAT DISTRICT WIDE. >> OVER AND OVER. >> ANY QUESTIONS? >> THANK YOU, MR. STRATA. [Draft Attendance Rezoning Maps and Staffing Updates for Borchert Loop Elementary School] WE WILL MOVE TO ITEM 8E, GRAPH ATTENDANCE REZONING MAP AND STAFFING UPDATES FOR BARTOK ELEMENTARY SCHOOL. DR. CAMARILLO. >> GOOD EVENING. THIS WILL ACTUALLY BE A CO-PRESENTATION WITH MYSELF AND OUR CFO, NICOLE WEISER. AGAIN, WELCOME, MR. CHARLES. WE DIDN'T BRING GIFTS LIKE THE SPECIAL ED TEAM, BUT WHAT WE'RE GOING TO DO, NICOLE NICE GIVE YOU THE GIFT OF TIME, AND WE'RE GOING TO TRY TO GO THROUGH THIS PRETTY QUICKLY SO THAT WE CAN JUST GIVE YOU THAT GIFT. JUST WHERE WE ARE, WE'RE VERY EXCITED TO BE HERE TODAY AND OFFERING A RECOMMENDATION FROM THE COMMITTEE THAT WORKED ON THIS FOR ABOUT FOUR MONTHS NOW. BUT THIS HAS BEEN GOING ON SINCE THE BOND PASSED IN 2022 TO BUILD BORCHARDT LOUPE ELEMENTARY. WE STARTED THIS PROCESS BACK THEN, BUT MORE SO THIS YEAR, ABOUT EIGHT MONTHS AGO, TO START SETTING UP HOW DO WE REZONE FOR THE NEW CAMPUS. WE WENT THROUGH THIS TIMELINE, STARTED IN APRIL OF THIS YEAR. WHERE WE ARE NOW IS WE'VE GONE THROUGH OUR COMMITTEE WORK. THE BOARD MEETING TODAY IS GIVEN YOU JUST A DRAFT VERSION OF WHAT WE'RE RECOMMENDING, AND THEN WE WILL GO THROUGH WHAT THOSE ARE. MISS WEISER WILL PRESENT THE COST OF WHAT WE'RE LOOKING AT FOR STAFFING THE SCHOOL. YOU HAVE THIS PRESENTATION IN FRONT OF YOU AS WELL. I JUST WANT TO TAKE THIS TIME TO REALLY THANK OUR ATTENDANCE REZONING COMMITTEE. THEY GAVE A LOT OF TIME TO COME UP WITH LOOKING AT HOW DO WE REZONE THE IDEAS, GETTING INPUT FROM PEOPLE, AND WE WOULD SPEND AN HOUR AND A HALF OVER FOUR MEETINGS, AS YOU CAN SEE ON THE RIGHT HAND SIDE. THIS IS ALL THE WORK THAT THEY DID AS A COMMITTEE TO GET US TO WHERE WE ARE TODAY. >> AS WE STARTED WITH EVERYTHING, AND I'M GOING TO PUT ALL THESE UP HERE. WHEN I FIRST MET WITH YOU ALL, EACH OF THE BOARD MEMBERS TO TALK ABOUT WHAT WE WANTED TO DO AS FAR AS KEEP OUR GUIDING PRINCIPLES FOR EVERY DECISION THAT WE MAKE, WE WANTED TO KEEP IT BASED ON OUR THREE VALUES; ONE WAS MINIMIZING THE DISRUPTIONS THAT GROWTH CAN BRING TO A DISTRICT, ALLOWING ROOM FOR GROWTH, AND ALL STUDENTS HAVING ACCESS TO A QUALITY EDUCATION. THAT WAS ALWAYS PRESENTED AT EACH COMMITTEE MEETING. WE WENT OVER THAT AS WE MADE DECISIONS. WE ALSO CAME UP WITH THE DEFINITION OF EQUITY AS THAT AROSE IN THE THOUGHT EXCHANGE ABOUT HAVING THE RESOURCES AVAILABLE TO OUR STUDENTS. WE KEPT THAT AT THE FOREFRONT OF EACH MEETING. GIVEN YOU JUST SOME BACKDROP. THIS IS THE PROJECTIONS THAT WE CURRENTLY HAVE FROM OUR DEMOGRAPHER THAT HE'S PRESENTED OVER THE NEXT SEVERAL YEARS. WE'VE KEPT A FOCUS ON THE FIRST THREE YEARS COLUMNS OF '25, '26, AND '27. THAT'S THE FALL OF THAT YEAR. AS YOU CAN SEE, THE RED AREAS, WE WERE ALREADY GETTING OVERCAPACITY, THUS THE NEED FOR BORCHERT LOOP ELEMENTARY. LAST MONTH, I BROUGHT YOU A MAP THAT WE ENDED WITH THAT ONLY HAD ONE CAMPUS THAT STILL HAD SOME RED AREAS, AND SO WE WORKED OFF OF THAT MAP WITH THE COMMITTEE. WHAT THAT LOOKS LIKE NOW IS THIS WAS OPTION B THAT WE HAD WORKED OFF OF, AND YOU CAN SEE THE CALL-OUTS THAT ARE IN THERE, WHAT AREA MOVES TO WHERE. WITH THAT MAP, WE ALSO LOOKED AT WHERE THE SUBDIVISIONS ARE. ON THIS PARTICULAR MAP ON OPTION B, THE THING I WANT TO CALL OUT THAT'S GOING TO BE DIFFERENT FROM THE OPTION C IS THAT HANSFORD AND KELLEY SUBDIVISIONS ARE IN THE BORCHERT LOOP ZONE. THAT'S THE BORCHERT LOOP ZONE THAT YOU HAVE THERE. WHEN WE LOOK AT OUR NUMBERS BASED ON THAT ZONING, YOU CAN SEE THAT THE FIRST THREE COLUMNS, WE HAVE TWO ALL-WHITE COLUMNS, WHICH IS SPACE ON EACH OF THE CAMPUSES THAT OPENS UP WITH BORCHERT LOOP AT 448 STUDENTS. BUT YOU CAN SEE THAT WE STILL HAD A LITTLE BIT OF LIGHT RED IN THIS AREA RIGHT THERE. BUT WHAT I DID OVER HERE IS JUST SHOWED WHERE WE WERE HERE FROM THE ORIGINAL PROJECTION. EVEN THOUGH IT SEEMS LIKE WE STILL HAVE SOME LIGHT RED IN COMPARISON TO WHAT IT WOULD HAVE BEEN, WE DID SOME IMPROVEMENTS THERE ON THIS SPACE. [02:00:01] BUT WE WANTED TO AIM FOR ALL-WHITE COLUMNS. WE LOOKED AT THE OPTION B. IF ALL STUDENTS WENT TO THEIR CAMPUS BY THEIR HOME ADDRESS, THAT'S THAT FIRST CHART. WHY IT'S RED ON CLEAR FORK IS WE HAVE BILINGUAL STUDENTS THAT CURRENTLY GO TO BLUEBONNET ELEMENTARY. THAT'S ONLY 33 STUDENTS AT CLEAR FORK, AND THAT MAP WILL SHOW THAT ON OPTION B. THE SECOND MAP IS HOW WE ADJUSTED FOR THE NEW BOUNDARIES; SO WHAT THOSE NUMBERS WOULD LOOK LIKE K-5, AND THEN WE JUST THREW ON THERE WHAT THE PROGRAMMING AND OPTION B, WHEN YOU LOOK AT BILINGUAL NUMBERS ACROSS THE CAMPUS, ACROSS THE GRADE LEVELS, WHAT THAT LOOKS LIKE BECAUSE THAT GOES INTO THE STAFFING WHEN WE START LOOKING AT HOW DO WE STAFF THE CAMPUSES FOR THOSE SERVICES. OPTION C, AS YOU CAN SEE HERE, WE'VE DREW THE BOUNDARY LINES DIFFERENTLY. I DON'T HAVE A CALL-OUT EVEN THOUGH YOU HAVE ONE IN YOUR POWERPOINT. THAT IS THAT MAP WAS ACCIDENTALLY INSERTED. THAT'S NOT THE RIGHT MAP. DISREGARD THAT MAP AND GO TO THE SLIDE 15. BACKWARDS. IF YOU LOOK AT OPTION C, THE MAIN DIFFERENCE FROM OPTION B IS THAT HANSFORD AND KELLEY VILLAS ARE IN BLUEBONNET NOW. EARLIER ON THAT OPTION B THEY WERE IN BORCHERT, ON THIS MAP, THEY'RE INCLUDED IN BLUEBONNET. >> THERE ARE TWO OPTIONS, IT SEEMS. >> OPTION B AND OPTION C ONLY. WHEN YOU LOOK AT OPTION C, WE DID HIT OUR GOAL OF WANTED TO HAVE THOSE THREE COLUMNS ALL-WHITE AREAS. NOW EVERYBODY HAS WIGGLE ROOM AND WE HAVE SPACE FOR EVERYBODY IN THE CAMPUSES AND HAVE SOME ADDITIONAL SPACE. HERE'S HOW THE NUMBERS PLAY OUT. AGAIN, THAT FIRST CHART IS WHERE YOU'RE LOOKING AT IS IF ALL THE STUDENTS STAYED BY HOME CAMPUS TO THEIR ASSIGNED CAMPUS AND THERE WAS NO MOVEMENT, THE SECOND CHART WILL GIVE YOU THE PROJECTIONS WITH THE ADJUSTMENTS TO THE BOUNDARIES, AND THEN OPTION C SHOWS YOU WHERE OUR BILINGUAL STUDENTS WILL BE, AS FAR AS BY CAMPUS. >> TELL ME AGAIN ABOUT THE BILINGUALS IN RED IN CLEAR FORK. WHAT DID YOU SAY ABOUT THAT? >> RIGHT NOW, THEY ARE ZONED FOR CLEAR FORK, BUT THEY GO TO BLUEBONNET TO RECEIVE THEIR BILINGUAL SERVICES. THE STAFFING ISSUE WITH THE K THROUGH 5 WITH THE LOW NUMBER THAT WE HAVE THERE. OPTION C, THEY WOULD STILL DO THE SAME. WE WOULD BE SENDING THEM TO BLUEBONNET. >> [INAUDIBLE] >> MR. ACUNA IS GOING TO BE WORKING ON THOSE BUS ROUTES BASED ON THE OPTION THAT WE DECIDE TONIGHT TO RECOMMEND FOR RECOMMENDATION. >> BUT DO THEY DO THAT PRESENTLY? >> RIGHT NOW? >> RIGHT NOW, THEY'RE NOT? >> NO. >> OKAY. >> THE NEXT PART OF WHAT WE SPEND OUR TIME ON IS TALKING ABOUT GRANDFATHER CLAUSES AND WHAT THAT WOULD LOOK LIKE. WE HAD A LOT OF DISCUSSION AROUND THIS. WE LANDED ON THERE WOULD BE A GRANDFATHER CLAUSE. THE COMMITTEE RECOMMENDED THAT IT'S ONLY FOR OUR INCOMING FIFTH GRADERS. THAT'S CURRENT FOURTH GRADERS GOING INTO FIFTH NEXT YEAR. THEN WHEN WE GOT TO THE SIBLINGS AND WOULD THEY HAVE THE SAME OPTION TO BE GRANDFATHERED, THE COMMITTEE DECIDED THAT THAT WOULD NOT BE THE RECOMMENDATION OF THE COMMITTEE, THAT WE WOULD ONLY OPEN IT UP FOR OUR INCOMING FIFTH GRADERS. >> DO YOU KNOW HOW MANY FIFTH GRADERS [INAUDIBLE] >> I'M SORRY. >> DO YOU KNOW HOW MANY FIFTH GRADERS [INAUDIBLE] >> HOW MANY? >> HOW MANY. >> [INAUDIBLE] NUMBERS HERE. >> THAT COULD POSSIBLY BE GRANDFATHERED. >> TOTAL NUMBER. I'D HAVE TO LOOK AT THAT NUMBER. LET ME LOOK BACK AT THE CHARTS. TOTAL FOURTH GRADERS RIGHT NOW THAT WE HAVE IN LOCKHART IC IS 511. THEY WILL HAVE THE OPTION TO BE GRANDFATHERED IN OR THEY COULD MOVE TO THE NEWLY ASSIGNED CAMPUS. BUT THAT'S HOW MANY STUDENTS WE'RE TALKING ABOUT. >> BUT OUT OF THAT TOTAL 411, THEY'RE NOT ALL BEING [INAUDIBLE] ASSIGNED TO ANOTHER CAMPUS. [INAUDIBLE] >> THEY WILL HAVE THE OPTION TO EITHER STAY AT THAT CAMPUS IF THEY'RE ON OR GO TO THE NEWLY ASSIGNED CAMPUS. >> THAT'S THE DEFINITION OF THE GRANDFATHER? >> CORRECT. THEY MIGHT SAY YES. I HAD A PARENT WHO CAME TO THE TOWN HALL THAT SAID SHE'S GOT THREE KIDS; A FOURTH GRADER, KINDERGARTENER, AND A FIRST GRADER. SHE SAID, "I WANT THE OPTION FOR THE GRANDFATHER TO HAVE MY CHILD GO INTO BECAUSE HE'S BEEN AT THAT CAMPUS FOR A WHILE". BUT I ASKED HER ABOUT HER KINDERGARTENER AND FIRST GRADER AND SHE SAID, [02:05:03] "I DON'T HAVE A PROBLEM MOVING THEM BECAUSE THEY HAVE TRANSITIONED A LOT EASIER. I JUST WANT TO HAVE MINIMAL TRANSITIONS FOR MY SON ON THE CAMPUS, MOVE THEM ONCE". THEY'RE GOING TO TRANSITION THE FOLLOWING YEAR INTO JUNIOR HIGH, SO SHE THOUGHT THAT WOULD BE TOO MANY TRANSITIONS FOR HIM. >> I GUESS ONCE YOU TELL THEM THAT THEY WOULD HAVE TO [INAUDIBLE] PERCENT OF TRANSPORTATION. >> CORRECT. I WAS GOING TO SHARE THAT AT THE END. ONCE MS. WEISER GIVES THE FINANCIAL IMPACT OF WHAT THAT STAFFING LOOKS LIKE FOR THE TWO OPTIONS, THEN I'LL TELL YOU WHAT THE COMMITTEE RECOMMENDED COMPLETELY AT THE END OF THE PRESENTATION. IF YOU DON'T HAVE ANY QUESTIONS ON THIS, I'M GOING TO MOVE IT OVER [OVERLAPPING] >> DID YOU MENTION THE SIBLINGS? >> YES, I ALREADY DIDN'T. >> I HAD A QUESTION. ABOUT 40% OF OUR KIDS HAVE SIBLINGS. >> YES, SIR. >> ON THE PACKET I HAVE, I SEE THE OPTION C, AND I'M JUST GETTING THE CLEAR FORK HAS A LONG ORANGE SWATH ON THE OPTION C. THEN WHEN I TURN THE PAGE, IT HAS PLUM CREEK TAKING UP SOME OF THAT SWATH. >> WHICH PAGE NUMBER ARE YOU ON? ON THE BOTTOM. >> WE DON'T HAVE PAGE NUMBERS. >> OH, IT DOESN'T. >> THERE'S NO PAGE NUMBERS, SO I CAN COME AND SHOW YOU. >> TWO OPTIONS. >> I THINK ON THE OPTION C, WHAT YOU'RE SEEING IS IT'S A ZOOMED-IN VERSION OF IT. >> DISREGARD THE FIRST ONE? >> I'M DISREGARDING THE SECOND. >> DISREGARD THAT SECOND MAP THAT WAS IN THERE. THAT WAS ACCIDENTALLY PUT IN THERE. >> THANK YOU. >> YOU'RE WELCOME. I KNOW WE'VE HAD SO MANY MAPS AND SO MANY OPTIONS. [LAUGHTER] >> I BET. >> IF THERE AREN'T ANY OTHER QUESTIONS AROUND THAT, I'M GOING TO PASS IT OVER TO MS. WEISER. >> ONCE THE COMMITTEE GOT TO OPTION B OR C, I HAD THE VERY FUN JOB OF LOOKING AT WHAT IT WOULD BE TO STAFF THIS. NOT JUST BORCHERT LOOP, BUT ALL OF THE CAMPUSES BECAUSE THEY'RE ALL GOING TO BE A LITTLE BIT ADJUSTED. YES, SIR. >> I JUST WANT TO CLARIFY SOME EARLIER QUESTION ABOUT BILINGUAL STUDENTS CURRENTLY. WE DO PROVIDE TRANSPORTATION FOR THOSE WHO QUALIFY JUST LIKE WE DO ANYONE ELSE THAT THEY LIVE OUTSIDE THE TWO MILES. IT'S NOT A LOT OF KIDS. BUT I JUST WANT TO CLARIFY BECAUSE IT CAME ACROSS AS THOUGH WE'RE SENDING THEM TO ANOTHER CAMPUS AND NOT PROVIDING THE TRANSPORTATION. BUT JUST LIKE ANY KID, THERE ARE KIDS WHO ARE ZONED TO CLEAR FORK AND GO TO CLEAR FORK BUT DON'T GET TRANSPORTATION BECAUSE THEY LIVE TOO CLOSE. THE SAME RULES APPLY FOR THE BILINGUAL KIDS CURRENTLY GOING THERE. >> IT'S SPECIFICALLY CLEAR FORK? >> YES, MA'AM. >> THERE'S A LOT GOING ON HERE. [LAUGHTER] YOU HAVE THE BIGGER VERSION OF THIS PRINTED FOR YOU. THAT WAY, YOU CAN LOOK AT IT, AND WHAT I WANT TO DO IS JUST EXPLAIN IT TO YOU SO YOU CAN WALK THROUGH THE STEPS OF WHAT I DID TO TRY TO GET SOME NUMBERS ON STAFFING THE CAMPUS. THE FIRST THING THAT I DID WAS IN THIS TOP SECTION THAT NOW HAS A RED BOX AROUND IT, THAT IS OUR CURRENT ENROLLMENT. EVERY BLUE BOX IN THERE IS A CLASSROOM AND HOW MANY STUDENTS ARE IN THAT CLASSROOM. THAT'S WHERE WE ARE CURRENTLY. I HAVE NUMBER OF TOTAL STUDENTS PER EACH CLASSROOM AND THEN, OF COURSE, THE NUMBER OF TEACHERS THAT WE HAVE. I DID THE SAME THING FOR OPTION B. THE ONLY DIFFERENCE WAS IS THAT I STARTED EACH CLASSROOM AT 22 SO THAT WE COULD FILL EACH CLASSROOM UP AND JUST SEE WHERE THE STUDENTS WOULD FALL WITH EACH OF THE DEMOGRAPHER'S PROJECTIONS FOR ALL THE CAMPUSES BECAUSE THEY ALL GET SHOOK UP A LITTLE BIT MINUS ABS, AND THEN I DID THE SAME THING FOR OPTION C. WHEN YOU LOOK AT THE SPREADSHEET, IT'S GOT THREE GROUPS ON THERE; IT HAS THE CURRENT CLASSROOMS AT THAT CAMPUS, THIS IS BLUEBONNET ELEMENTARY, THE OPTION B CLASSROOMS, HOW THEY WOULD FALL OUT AT BLUEBONNET ELEMENTARY, AND THEN OPTION C. REALLY BETWEEN B AND C, TO SEE THE DIFFERENCES ON HOW THOSE BOUNDARY LINES FALL. THEN AT THE BOTTOM OF THOSE CLASSROOMS WHERE IT BREAKS THE CLASSROOMS OUT, THAT'S WHERE YOU CAN SEE A SUMMARY. THE TOTAL STUDENTS THAT WE HAVE RIGHT NOW AT BLUEBONNET ARE 602, [02:10:02] WE HAVE 19 GENERAL TEACHERS, 11 BILINGUAL TEACHERS FOR A TOTAL CURRENT TEACHER OF 30. THEN AS YOU LOOK AT OPTION B, WE CAN SEE THAT THAT WOULD CREATE BLUEBONNET TO HAVE 33 TEACHERS, AND THEN OPTION C TO HAVE 31. THAT'S HOW I MOVED THROUGH THE PROCESS. YES, SIR. >> IN YELLOW BOXES WHEN YOU HAVE, IN OPTION B, WE HAVE THREE STUDENTS, FIVE STUDENTS. OBVIOUSLY, YOU [INAUDIBLE] >> YES. YOU'RE STEALING MY THUNDER JUST A LITTLE BIT. [LAUGHTER] I WAS ALMOST THERE. >> WE HAVE TO GO THROUGH TO SHOW YOU THIS IS THE SITUATION IT CREATES SO THAT YOU CAN UNDERSTAND WHAT YOUR CHOICES ARE BETWEEN THE TWO OPTIONS. >> WE'RE GETTING THERE. >> THAT'S [OVERLAPPING] WHAT YOU'RE SAYING. YOU FILLED EVERYTHING WITH 22 TO BEGIN WITH AND THEN THE LEFTOVER. >> I STARTED AT 22 TO SEE WHAT WOULD BE THE DIFFERENCE. THAT WAY, WE CAN SEE WHERE THERE MIGHT BE ANY INEFFICIENCIES OR ANYTHING LIKE THAT AND MAKE SURE THAT WE HAVE THE RIGHT NUMBER OF TEACHERS. FOR INSTANCE, IF YOU LOOK AT THE SECOND GRADE AT OPTION B AT BLUEBONNET, WE SEE THAT WE HAVE A FIFTH GENERAL-LED TEACHER THAT WOULD HAVE THREE LEFTOVERS. I PUT A YELLOW BOX IF THERE WAS SOMETHING THAT LOOKED INEFFICIENT. WE'LL TALK ABOUT THAT WHEN WE GET TOWARDS THE END. BUT WHAT YOU HAVE IS YOU HAVE THIS SITUATION AT EACH OF THE SCHOOLS. THIS IS BLUEBONNET. YOU CAN SEE WHERE THE YELLOW BOXES ARE. THESE AGAIN ARE THE PROJECTIONS FROM THE DEMOGRAPHER BASED ON CURRENT STUDENTS THAT WE HAVE, AND THEN WHAT WE THINK THE GROWTH WILL BE FOR '25, '26. WE PUT ALL OF THE STUDENTS AND ALL OF THE CLASSROOMS AND THEN WE FALL OUT. THAT CREATES TO SEE HOW WE'RE GOING TO STAFF THE SCHOOL BASED ON GENERAL-LED VERSUS BILINGUAL. I STARTED WITH BLUEBONNET AND THEN I JUST WENT DOWN THE DEMOGRAPHER'S LIST AND MOVED ON TO CLEAR FORK. YOU CAN SEE THE DIFFERENCE WITH OPTIONS B AND C HERE FOR CLEAR FORK. THERE ARE MORE OF THE YELLOW BOXES AT THE BOTTOM, SO WE CAN SEE WHERE THERE'S SOME ADJUSTMENTS THAT CAN BE MADE WITHIN OPTION C. BUT UNLIKE OPTION B, WE REALLY CAN'T MAKE MANY ADJUSTMENTS. THAT'S JUST HOW IT IS. WE LOOK AT THE TWO TO SEE WHERE THE DIFFERENCES ARE. MOVING ON TO NAVARRO. THIS IS THE SCHOOL THAT REALLY NEEDS SOME RELIEF. THEY HAVE 675 STUDENTS. OPTION B BRINGS THEM DOWN TO 435 AND OPTION C BRINGS THEM DOWN TO 506, PROVIDING THEM WITH SOME MUCH-NEEDED RELIEF ON THAT CAMPUS. PLUM CREEK IS THE CAMPUS THAT WE'RE ACTUALLY GOING TO INCREASE THE ENROLLMENT TO HELP WITH THE SPACE THAT THEY HAVE THERE AND UTILIZING IT TO ITS CAPACITY TO ALLOW US TO GROW ON THESE OTHER AREAS WHERE WE'RE HAVING ALL THESE DEVELOPMENTS. ABS STAYS THE SAME. THEIR BOUNDARY LINES DO NOT CHANGE, HOWEVER, I STILL INCLUDED THEM SO WE CAN MAKE SURE THAT ALL OF THE STUDENTS HAVE THE TEACHERS THAT THEY NEED FOR NEXT YEAR. WE'LL DO ALL ELEMENTARY TOGETHER. YOU CAN STILL SEE WHAT THEIR PROJECTION IS FOR NEXT YEAR. THEY HAVE A LITTLE BIT OF A DECLINE AND OUR DEMOGRAPHER HAS THAT FOR THE NEXT COUPLE OF YEARS, BUT THEN IT HAS IT GOING RIGHT BACK UP IN A FEW YEARS. >> BORCHERT LOOP ELEMENTARY, THIS ONE IS REALLY MUCH EASIER TO READ BECAUSE IT ONLY HAS OPTION B AND C. BUT THESE ARE THE TWO ZONES. IN FACT, WHEN WE WERE TALKING ABOUT THE BILINGUAL STUDENTS AT CLEAR FORK, MOST OF THE CLEAR FORK ZONE NOW THAT MAXWELL AREA WILL NOW BE AT BORCHERT LOOP. THOSE BILINGUAL STUDENTS THAT ARE IN THAT ZONE WILL NOW HAVE A BORCHERT LOOP. THEY WOULDN'T HAVE ANY NEED TO MOVE TO A DIFFERENT CAMPUS BECAUSE BOTH OPTIONS HAVE THE BILINGUAL PROGRAM THERE. ONCE WE DID ALL THE SCHOOLS, THEN I PUT THEM ALL TOGETHER, AND THIS IS THE SUMMARY PAGE. AGAIN, I KNOW THERE'S A LOT GOING ON HERE. I JUST WANT TO WALK THROUGH IT. I DID THIS SO I COULD FIGURE OUT HOW MUCH IT WAS GOING TO COST TO STAFF. WHAT IS OUR BIG DIFFERENCES? THE FIRST SECTION HERE IS OUR CURRENT YEAR TOTALS, TOTAL ENROLLMENT, AND THEN TOTAL TEACHERS. WE HAVE 88 GENERAL ED TEACHERS AND 48 BILINGUAL TEACHERS. WHEN WE GO INTO OPTION B, [02:15:02] BEFORE WE LOOK AT ANY OF THE CLASSROOMS THAT HAD THE GOLD BOX AROUND IT, WE WOULD NEED 110 TEACHERS ON THE GENERAL ED SIDE AND 52 TEACHERS ON THE BILINGUAL SIDE. THEN I LOOK AT HOW MUCH WOULD THAT COST. IF WE WANTED TO MAKE SURE THAT THERE WAS A CLASSROOM ABOVE 22 FOR EVERYBODY, WHAT WOULD THAT LOOK LIKE? IT WOULD BE A $1.7 MILLION COST FOR BOTH PLANS. JUST ON THE TEACHING SIDE. THIS DOES NOT INCLUDE ADMINISTRATION OR ANYTHING ADDITIONAL. THIS IS JUST CLASSROOM TEACHERS. ONE OF THE THINGS THAT WE IMPLEMENTED A COUPLE OF YEARS AGO IS OUR EXTRA STUDENT STIPEND. THE EXTRA STUDENT STIPEND IS, IF THERE IS A STUDENT ABOVE 22, THAT THEY WOULD RECEIVE A STIPEND FOR THAT, THAT THE TEACHER WOULD RECEIVE A STIPEND FOR THAT. IF YOU REMEMBER WE SENT A SURVEY OUT ASKING, WOULD YOU PREFER US TO PUT PORTABLES ON YOUR CAMPUS TO ALLEVIATE SPACE, OR WOULD YOU PREFER A COUPLE OF EXTRA STUDENTS FOR AN ADDITIONAL STIPEND, AND AT 90% THE TEACHERS WANTED THE STIPEND AND THE LARGER CLASSROOMS. WE CURRENTLY RIGHT NOW THIS YEAR HAVE 32 CLASSROOMS THAT ARE IN AN EXTRA STUDENT STIPEND THAT ARE ABOVE THE 22 CAPACITY. WE DON'T ALLOW IT TO GO MORE THAN THREE STUDENTS. PLEASE DON'T THINK THAT THERE'S 30 STUDENTS IN A KINDERGARTEN CLASSROOM. WE STILL HAVE THAT CAP BUT WE DO HAVE 32 CLASSROOMS THAT HAVE AN EXTRA STUDENT STIPEND. THAT'S WHERE THE GOLD BOXES COME IN. IF THERE IS A CLASSROOM THAT WAS IN THE STAFFING THAT HAD THREE STUDENTS IN IT, BUT WE KNEW THAT THERE WERE FOUR TEACHERS AND WE COULD PUT THOSE THREE STUDENTS AT AN EXTRA STUDENT STIPEND IN THERE. THAT'S WHERE I AM SEEING WHERE THE INEFFICIENCIES ARE AND WE CAN MAYBE REDUCE THAT $1.7 MILLION TO SOMETHING MORE EFFICIENT. WHEN WE LOOK AT THE TWO PLANS, WE'RE ABLE TO DO THAT TO 12 CLASSROOMS AND B, BUT 20 AND C. THAT JUST SHOWS THAT C HAS A MORE EFFICIENT DISTRIBUTION OF THE STUDENTS BETWEEN THE FIVE. IT'S REALLY THE FIVE CAMPUSES BECAUSE ABS DOESN'T HAVE A CHANGE IN THEIR ZONE THIS TIME. B WOULD HAVE NOW A NEW INCREASE OF 14 TEACHERS FOR 905,000 AND C WOULD HAVE AN INCREASE OF SIX TEACHERS TO 370,000. THAT'S THE BUDGET SIDE OF THE TWO OPTIONS. AGAIN, IT'S JUST STAFFING JUST THE CLASSROOMS, NOT THE ADMINISTRATION, THE SPECIALS AND SPECIAL ED AND ALL THE OTHER DEPARTMENTS. THIS IS JUST CLASSROOM TEACHERS. I KNOW IT WAS A LOT OF SPREADSHEETS. DO YOU HAVE ANY QUESTIONS REGARDING THE STAFFING OR ANY COMMENTS OR THOUGHTS OR ANYTHING? >> I JUST WANT TO COMMEND YOU BECAUSE I KNOW THAT'S A LOT OF WORK, AND THAT MAKES A LOT OF THINKING, SO THANK YOU. >> THANK YOU. I APPRECIATE IT. IT'S BEEN A LOT OF FUN. I ENJOYED IT. [LAUGHTER] >> A LOT OF COLORING HERE. >> MR. ACUNA [INAUDIBLE] >> I WILL LET MR. ACUNA ANSWER THAT. >> MR. WRIGHT, JUST TO ANSWER THAT QUESTION. CURRENTLY, WITH OUR RIDERSHIP AT THIS POINT, WITH OPTION C. MYSELF AND OUR TRANSPORTATION PARTNERS DROVE OUT THERE. IT DOESN'T APPEAR THAT WITH THE RIDERSHIP THAT WE HAVE. IT DOESN'T APPEAR THAT WE'RE GOING TO NEED MORE THAN OUR 40 ROUTES THAT WE CURRENTLY HAVE RIGHT NOW. WE'LL KNOW SPECIFICALLY ONCE WE'RE ABLE TO ENTER EVERYTHING IN THERE, BUT CURRENTLY AND TALKING TO OUR PARTNERS, IT DOESN'T LOOK LIKE WE'RE GOING TO NEED ANY ADDITIONAL ROUTES BESIDES THE 40 THAT WE'RE CURRENTLY DOING RIGHT NOW. >> ANY OTHER QUESTIONS? >> IF WE DO HAVE TO HAVE ANOTHER ROUTE, MR. ACUNA HAS VOLUNTEERED AT NO COST TO DRIVE THE BUS. [LAUGHTER] I'M JUST KIDDING. OUR RECOMMENDATION FROM THE COMMITTEE IS THAT WE GO WITH OPTION C. WE GRANT FURTHER [02:20:05] THE INCOMING FIFTH GRADERS WITH PARENT PROVIDED TRANSPORTATION FOR THOSE WHO WANT TO STAY AT THAT CAMPUS, AND THEIR SIBLINGS WILL GO TO THE ASSIGNED HOME CAMPUS. >> IS THAT 100% AGREEMENT? >> YES, MA'AM. ON THE SIBLINGS, NO SIBLINGS? YES, MA'AM. >> THE RECOMMENDATION? >> YES. THERE WAS A 50/50 ON THE FIRST ONE, WHICH WAS B, BUT 100% WANTED A EVEN THOUGH THEY WERE JUST OPTIONS ON B BECAUSE I GAVE THEM BOTH OPTIONS. WHAT'S NEXT IS, OF COURSE, PRESENTED IT TONIGHT AS A DRAFT. Y'ALL HAVE FROM NOW UNTIL DECEMBER 16TH, BUT IF YOU HAVE SOME CHANGES, IF YOU COULD PLEASE LET ME KNOW WAY BEFORE THAT, BECAUSE WE'D LIKE TO COME BACK IN DECEMBER FOR YOUR FINAL APPROVAL OF IT. ANY QUESTIONS? THANK YOU. [NOISE] [Progress Monitoring Data on District Achievement Targets] >> WE MOVE TO ITEM 8F, PROGRESS MONITORING DATA ON DISTRICT ACHIEVEMENT TARGETS. MR. DAVIDSON? >> GOOD EVENING, BOARD PRESIDENT WRIGHT, MEMBERS OF THE BOARD, SUPERINTENDENT ESTRADA. HERE TO PROVIDE UPDATES ON PROGRESS MONITORING FOR NOVEMBER 2024. JUST A REMINDER ABOUT OUR TARGETS THIS YEAR. AS WE STAY LOCKED ON EXCELLENCE, WE WILL HAVE 80% OF OUR STUDENTS IN GRADES PRE K THROUGH FIVE, AND 70% OF OUR STUDENTS SIXTH GRADE THROUGH 10 MAKE 1.5 YEARS PROGRESS IN READING. FOR MATH, WE WANT 70% OF OUR STUDENTS IN K THROUGH ALGEBRA ONE TO HIT THAT 1.5 YEARS PROGRESS. REMINDER OF AS WE GO THROUGH PROGRESS MONITORING, THE SUPPORT THAT'S PROVIDED TO CAMPUSES, NOT ONLY THE STUDENTS, BUT OUR TEACHERS. AFTER EACH DISTRICT CREATED ASSESSMENT, CAMPUSES ARE ASKED TO CREATE AND PROVIDE A PROGRESS MONITORING PLAN. THAT INFO IS REVIEWED AND USED TO PROVIDE INDIVIDUAL AND WHOLE GROUP SUPPORT TO STUDENTS AS WELL AS THE STAFF OF THOSE CAMPUSES. THE CNI DEPARTMENT CONTINUES TO VISIT CLASSROOMS TO LOOK FOR THE FUNDAMENTAL FIVE, IN MOST CASES, THEY CAMPUS FOCUS. THE CAMPUSES CREATE A FOCUS THAT THEY WANT US TO LOOK AT EVERY MONTH AS WELL. A SUMMARY OF THE FEEDBACK PROVIDED BY THE CURRICULUM AND INSTRUCTION DEPARTMENT IS SHARED WITH PRINCIPALS, AND SO Y'ALL KNOW WE DON'T JUST FOCUS ON A GENERAL CLASSROOM, SO THERE'S A BILINGUAL FOCUS, SPED FOCUS, WE DO NEW TO PROFESSION, AS WELL AS ADVANCED ACADEMICS. THIS INFO IS USED TO PROVIDE JUST IN TIME TRAINING. WHEN WE LOOK AT FEEDBACK THAT CAMPUSES ARE GIVEN TO TEACHERS, OUR OWN FEEDBACK, AND WE REALIZE THAT THERE NEEDS TO BE SOME TYPE OF TRAINING, WE WILL DO WHAT'S CALLED JUST IN TIME TRAINING FOR TEACHERS, OUR STAFF MEMBERS, BUT ALSO ANY PROFESSIONAL LEARNING THAT CAMPUSES COME UP WITH AS WELL SO THAT THE INFORMATION THAT WE PROVIDE, NOT ONLY IS HEARD AND SPOKEN ABOUT HERE AT THE BOARD ROOM, BUT IT GETS TO THE LIVING ROOM OF ALL OF OUR FAMILIES. I'LL BE GOING OVER THE READING DATA. ISTATION IS USED AT THE ELEMENTARY LEVEL, RENAISSANCE LEARNING IS USED AT THE SECONDARY LEVEL. JUST A COUPLE OF REMINDERS TEAM THAT BASELINE DATA WAS SET IN SEPTEMBER OF THIS YEAR. THIS YEAR, CAMPUSES ALSO AGREED TO COMPLETE 1.5 ASSESSMENTS THREE TIMES A YEAR, THAN TRADITIONALLY, WHAT WE SAW ALMOST EVERY MONTH THROUGHOUT THE YEAR. THE BOARD PRESENTATIONS ARE DURING MONTHS WITHOUT CURRICULUM BASED ASSESSMENTS, AND CAMPUSES STILL HAVE THE AUTONOMY TO TEST BEYOND THE THREE TIMES, WHICH SOME TOOK ADVANTAGE OF THIS OCTOBER. I'LL START OFF WITH THE ISTATION TIER MOVEMENT. THIS IS FOCUSING ON TIER 1. WHEN WE LOOK AT THE STUDENTS WHO TESTED IN ENGLISH, WE HAD A 4% GAIN FROM SEPTEMBER, WE SAW A DECLINE IN 5% FOR OUR STUDENTS WHO TESTED IN SPANISH, AND WHEN YOU COMBINE, WE SHOW A 2% GAIN. ONE OF THE THINGS THAT WE LOOKED AT AS A CNI DEPARTMENT AS WELL AS WITH CAMPUSES WAS WHAT WAS THE MAIN CONTRIBUTOR OF OUR STUDENTS WHO TOOK THE TEST IN SPANISH GOING DOWN, WAS AT THE FIRST GRADE LEVEL. THREE OF THE FOUR CAMPUSES THAT HAVE BILINGUAL STUDENTS AND TESTED STUDENTS IN SPANISH SHOW TO DECREASE OF UP TO 30 OR 40%. THAT IS DEFINITELY A FOCUS. AT THE END OF THIS PRESENTATION, I'LL TALK ABOUT WHAT CAMPUSES ARE DOING AS WELL AS HOW CNI IS SUPPORTING THAT, BUT THAT WAS DEFINITELY A STATISTIC I WANTED TO SHARE THAT WE DID SEE A DECLINE IN FIRST GRADE IN PARTICULAR. [02:25:01] ALTHOUGH THERE WERE OTHER GRADES WHERE THERE WERE DECLINES, FIRST GRADE SHOWED THOSE LARGE DIPS. >> QUESTION. DOES THE NUMBER OF TIME SPENT ON THE ISTATION VARY FROM CAMPUS TO CAMPUS, OR IS THERE A CERTAIN STANDARD OF ALL STUDENTS SHOULD BE X NUMBER OF MINUTES PER DAY ON ISTATION? >> ISTATION IS NOT A DAILY REQUIREMENT. THEY ARE TESTED. THIS YEAR, IT'S THE THREE TIMES THAT WE AGREED UPON. WE DID HAVE 40 TEACHERS TEST IN SEPTEMBER, OCTOBER AND NOVEMBER THIS YEAR. THAT WAS AT THE CAMPUS DISCRETION. PRINCIPALS AGREED UPON THESE THREE TIMES THROUGHOUT THE YEAR, WHERE WE WOULD TEST, BUT THEY WERE ALSO GIVEN THE AUTONOMY TO ALLOW CERTAIN GRADE LEVELS TO TEST. WE DID NOT HAVE A CAMPUS IN OCTOBER TEST ALL GRADE LEVELS. SOME TESTED TWO GRADE LEVELS, SOME TESTED THREE. >> DAVIDSON. I WANT TO JUST JUMP IN BECAUSE I BELIEVE WHAT YOU'RE ASKING IS THE DAILY USAGE MINUTES OF INSTRUCTIONS. WE DON'T REQUIRE ANY. WE JUST USED THE ISIP ASSESSMENT PART OF ISTATION. PROBABLY IT'S PROBABLY BEEN FIVE YEARS AGO THAT WE STOPPED REQUIRING THE DAILY MINUTES OF INSTRUCTION WITHIN THE PROGRAM. WE JUST USED THE ASSESSMENT PIECE, SO TEACHERS HAVE PERMISSION TO NOT TOUCH IT BECAUSE WHEN WE TALKED WITH OUR STAFF, A FEW YEARS AGO GOT THEIR FEEDBACK. THERE WAS SOME CONFUSION. I DON'T CARE WHAT TEACHERS DO. WE WANT THEM TO USE WHATEVER INSTRUCTURAL STRATEGIES, BEST PRACTICES TO TEACH KIDS HOW TO READ AND THEN WE'RE GOING TO ASSESS THEM USING THIS, BUT THEY'RE NOT REQUIRED TO BE ON IT AT ALL OTHER THAN TO TAKE THESE ASSESSMENTS A FEW TIMES A YEAR. >> THANK YOU FOR CLARIFYING THAT. >> THANK YOU. >> HERE'S OUR ELEMENTARY READING. ONCE AGAIN, WE USE ISTATION AT THE ELEMENTARY LEVEL FOR 1.5 GROWTH. THE MAJORITY OF THESE PIECES OF DATA SHOW DECLINES FROM LAST YEAR TO THIS YEAR, EXCEPT FOR CLEAR FORK ELEMENTARY. WHEN WE DID A DEEP DIVE, NOT ONLY CNI, BUT WITH THE CAMPUSES, WE FOUND THAT IT WAS THE CHILDREN IN OUR EARLY GRADES. KINDER AND FIRST, IN PARTICULAR AT OUR TWO STRONGEST CAMPUSES LAST YEAR. THE TWO CAMPUSES THAT HAD LARGEST AMOUNT OF STUDENTS AT THIS POINT HITTING THEIR 1.5 GROWTH SHOWED SIGNIFICANT DROPS IN K AND ONE. ONCE AGAIN, IT WAS ROUGHLY 30-40% WITH THOSE NOT ONLY BEING TESTED IN SPANISH, ALTHOUGH THE MAJORITY OF THE STUDENTS IN THOSE YEARS WHERE WE SAW GAPS WERE IN SPANISH. IT'S DEFINITELY A PLACE, AND I'LL TALK ABOUT A LITTLE BIT LATER WHERE CAMPUSES ARE FOCUSING IN ON WHERE SUPPORT NEEDS TO HAPPEN ON THEIR CAMPUSES. HERE WE HAVE THE SECONDARY. JUST A REMINDER RENAISSANCE LEARNING IS USED FOR THE SECONDARY LEVEL. HERE WE SHOW A 5% GROWTH OVERALL FOR THE DISTRICT, 3% AT THE JUNIOR HIGH AND 8% AT THE HIGH SCHOOL. WHEN BREAKING DOWN THE DATA, IT WAS ENGLISH 1 THAT LED THE WAY FOR THE HIGH SCHOOL. ALTHOUGH ENGLISH 2 DID SHOW GROWTH AS WELL, BUT ENGLISH 1 LED THAT WAY. THEN HERE'S A COMPARISON OF DATA BY STUDENT GROUP. HERE'S WHERE WE HAVE STUDENTS WITH IEPS EMERGING BILINGUALS, AND THEN WE DO IT BY ELEMENTARY AND SECONDARY. WHEN LOOKING AT LAST YEAR COMPARED TO THIS YEAR, WE SAW DROPS AT THE ELEMENTARY LEVEL FOR OVERALL, EVERY STUDENT LISD, STUDENTS WITH IEPS AND EMERGING BILINGUALS. ON THE SECONDARY SIDE, WE SAW GROWTH FOR OVERALL STUDENTS AND LISD, A DROP IN STUDENTS WITH IEPS, BUT GROWTH WITH EMERGING BILINGUALS. WHEN WE BROKE DOWN THIS DATA AT THE ELEMENTARY LEVEL, WHERE WE SAW THE THREE DECLINES, ONCE AGAIN, IT WAS K1, WHERE WE SAW THE LARGEST DECLINE. THIS IS JUST ANOTHER WAY TO LOOK AT THE DATA THAT I JUST SHOWED. ONE THING THAT I WANTED TO MENTION THAT BROUGHT UP TO BOARD MEETINGS AGO IS THAT WE STARTED A NEW 1.5 GOAL. WE WANTED TO LOOK AT WRITING AND BESIDES JUST LOOKING FOR GROWTH, WE WANTED TO CELEBRATE, AND I'M VERY EXCITED TO SAY THAT TODAY I HANDED OUT OUR VERY FIRST WRITING 1.5 PENCILS AT ABS. I'LL CONTINUE TO DO THAT THROUGHOUT THE WEEK AT OTHER CAMPUSES, BUT OUR GOAL IS TO HAVE 80% OF OUR STUDENTS IN GRADES 4 THROUGH 10 BECAUSE WE'RE COMPARING THE WRITING TO LAST YEAR STAR, SO WE CAN ONLY DO GRADE LEVELS THAT HAVE DATA TO COMPARE IT TO TO MAKE 1.5 YEARS IN PROGRESS. THE GOAL IS 80% BY THE TIME WE GET TO BENCHMARK, WHICH WOULD BE TWO MORE ASSESSMENTS, AND I AM PROUD TO SAY WE HIT 47% AFTER CBA1. WE'RE HALFWAY THERE. JUST WANTED TO PUT IT OUT THERE THAT WE'RE STARTING TO CELEBRATE THAT WRITING 1.5. I'M PROUD OF THE WORK THAT'S GOING ON AROUND CELEBRATING, BUT ALSO WORKING IN CRITICAL WRITING AS PART OF THE INSTRUCTIONAL STRATEGIES THAT OUR CAMPUSES ARE USING. NOW, WE'LL GO ON TO MATH. DREAMBOX IS USED FOR KINDER THROUGH SECOND AND I'M SORRY, THAT'S A TYPO. [02:30:01] IT'S KINDER AND FIRST, AND THEN RENAISSANCE LEARNING IS GRADES 3 THROUGH 10. HERE ARE AFTER BASELINE INITIAL OCTOBER RESULTS. THEY ARE A LAGGING INDICATOR. THIS IS FOR THE MONTH OF OCTOBER. ALL CAMPUSES MAINTAINED WHERE THEY WERE AT THIS POINT LAST YEAR, EXCEPT FOR CLEAR FORK AND PLUM CREEK BOTH SHOWED INCREASES FROM THIS POINT LAST YEAR. WE USE RENAISSANCE LEARNING FOR MATH. HERE YOU SEE AT THE ELEMENTARY LEVEL, A 4% DECLINE. YOU DO NOT HAVE ANY DATA FOR THE SECONDARY BECAUSE THE JUNIOR HIGH WAS PULLED OUT, WE DO NOT HAVE A NOVEMBER PIECE OF DATA FOR THE JUNIOR HIGH FROM LAST YEAR. WHAT I DID DO WAS GO BACK TWO YEARS AGO, WHEN WE DID TEST RENAISSANCE LEARNING AT THE JUNIOR HIGH, AND WHEN '22, '23, AND YOU COMBINED THE JUNIOR HIGH AND THE HIGH SCHOOL SCORES OF ALGEBRA 1, WE ARE 4% BETTER THAN WE WERE TWO YEARS AGO, BUT NOT LAST YEAR WHEN YOU COMBINE THE TWO. WHEN YOU SEPARATE THE JUNIOR HIGH FROM THE HIGH SCHOOL, THE HIGH SCHOOL IS DOWN 6%, MAKING LISD OVERALL 3% DOWN IN RENAISSANCE LEARNING. >> HERE'S ALSO THIS IS A BREAKDOWN BY STUDENT GROUPS. WHEN WE LOOK AT THE ELEMENTARY, THIS IS A REPEAT OF THE DATA FROM TWO SLIDES AGO. WE ARE DOWN 4% OVERALL, AND LISD, 3%, STUDENTS WITH IEPS, 3% FOR OUR EMERGING BILINGUALS AT THE ELEMENTARY. AT THE SECONDARY LEVEL, WE SEE GAINS OVERALL, LISD IS 11%. STUDENTS WITH IEP IS 16% INCREASE AND EMERGING BILINGUAL IS 2%. SECONDARY SHOWED SOME GROWTH. WHAT ARE WE DOING ABOUT IT? WE ASK THE CAMPUS SHARED LEADERSHIP TEAMS TO CREATE CLEAR ROLES AND RESPONSIBILITIES, AND WE'VE BEEN DOING THAT FOR MONTHS AS WE TRY TO MAKE THE SHARED LEADERSHIP MODEL AS IMPACTFUL AS POSSIBLE, AND IT'S AROUND FOUR MAJOR AREAS. THEY FOCUS ON PLCS, PROFESSIONAL LEARNING COMMUNITIES, COACHING, PROFESSIONAL DEVELOPMENT, AND BEHAVIORAL MANAGEMENT. ROLES AND RESPONSIBILITIES ARE SET OUT FOR LEVEL LEADERS, ASSISTANT PRINCIPALS, AND PRINCIPALS. AS I MENTIONED BEFORE, THESE INDIVIDUAL CAMPUS TEAMS REVIEW AND RESPOND USING A PROGRESS MONITORING PLAN THAT INCLUDES 1.5 RESULTS NOW. WHAT WAS ASKED IN THIS ROUND AFTER THIS ASSESSMENT, AFTER 1.5 WAS COMPLETED LAST WEEK, WERE THESE SHARED LEADERSHIP TEAMS NEEDED TO GO BACK TO CAMPUS AND LOOK AT THE PROGRESS MONITORING PLAN FROM CBA1, ADD THE 1.5 DATA INTO IT AND LOOK FOR AREAS OF STRENGTH, AS WELL AS GAPS THAT NEEDED TO BE FILLED. WHAT THEY HAVE DONE IS THEY HAVE ALL CREATED OR THEY HAVE PIVOTED TO INCREASE AND STRENGTHEN THE CADENCE OF WALKS FOR CERTAIN TEACHERS BASED ON DATA. THEY'VE CHANGED COACHING CYCLES. SOME TEACHERS WERE ADDED TO SHORT COACHING CYCLES. SOME ON SHORT COACHING CYCLES WENT TO LONG COACHING CYCLES. THEY HAVE RE-THOUGHT ABOUT SUPPORT OF PLCS. CURRENTLY IN OUR SHARED LEADERSHIP MODEL, ASSISTANT PRINCIPALS DO CHECK INS IN PLCS. THE PRINCIPAL LEVEL LEADERS AND APS DISCUSS WHETHER PLCS NEEDED TO BE ATTENDED MORE BY THE PRINCIPAL OR AP JUST TO MAKE SURE THAT THE FOCUS OF THE PROGRESS MONITORING PLANS ARE NOT ONLY BEING IMPLEMENTED, BUT BEING MONITORED. THERE'S BEEN A HUGE FOCUS OVER THE LAST COUPLE OF WEEKS ABOUT THE DATA THAT CAME FROM THE PROGRESS MONITORING PLAN. EACH OF THEM PICKED TEAKS, REVIEW OF PLCS, COACHING CYCLES. WHAT WE'RE ASKING NOW IS, HOW IS IT WORKING? WHAT DATA ARE YOU LOOKING AT, AND ARE THERE ANY PIVOTS FROM THAT DATA AFTER IMPLEMENTING THE PROGRESS MONITORING PLAN? IN ADDITION TO THAT, IN THE PLCS, THEY'RE MONITORING STRATEGIES AROUND THE FUNDAMENTAL FIVE THAT THEY'VE AGREED UPON OUR FOCUS. THEY'RE DOING LESSON PLAN REVIEWS JUST TO MAKE SURE THAT THEY IMPLEMENT THE STANDARDS THAT THEY MENTIONED IN THE PROGRESS MONITORING PLAN. I SAID EARLIER, WE COME IN AND PROVIDE PROFESSIONAL DEVELOPMENT IF A CAMPUS ASKED FOR IT. BUT MANY CAMPUSES ARE FOCUSING THEIR CAMPUS BASED PROFESSIONAL DEVELOPMENT ON WHAT THEY'RE SEEING IN THE DATA AND PROVIDING IT ON A WEEKLY OR BIWEEKLY BASIS. ANY QUESTIONS TEAM? >> I'M JUST WONDERING WHY THERE'S A BIG GAP BETWEEN DIFFERENT ELEMENTARY SCHOOLS. DREAMBOX K-1 RESULTS. >> YES, SIR. THE WAY DREAMBOX WORKS IS THAT IT'S ACTUALLY A QUESTION THAT CAN GO BACK TO WHAT DR. SANCHEZ WAS ASKING. THAT ONE, THERE IS A DISTRICT EXPECTATION OF USAGE. [02:35:03] WE CAN SAY ARE THE CAMPUSES THAT HAVE THE LOWER NUMBERS AND THE OTHERS ARE NOT MEETING THE REQUIRED MINUTES PER WEEK. DREAMBOX WILL TELL YOU THAT YOU NEED TO GET ROUGHLY 60-75 MINUTES IN ORDER TO SHOW THE GROWTH YOU NEED ON A MONTHLY BASIS. SOME OF THESE CAMPUSES ARE NOT MEETING THAT MINUTE USAGE. WE ARE MONITORING IT, AND WE WILL ADDRESS. >> VERSES THE CAMPUSES ARE? >> CORRECT. ANY OTHER QUESTIONS, TEAM? >> IT SEEMS LIKE THE TRENDS ARE STILL GOING DOWNWARD, I'M MISTAKEN? >> YOU ARE NOT, SIR. >> I'M GETTING TO THE POINT ENOUGH TIME TO CHANGE THAT AROUND FOR THIS YEAR AND GET THESE KIDS READY FOR STAR TEST? >> YES, SIR. THOSE PROGRESS MONITORING PLANS ARE THE RESOURCE THAT WE ARE USING TO MAKE SURE THAT THOSE ADJUSTMENTS HAPPEN, THAT THEY ARE MONITORED AND THAT WE GET THE RESULTS THAT WE ARE LOOKING FOR. WE EXPECT ALL THE WORK THAT'S DONE AROUND CBA1 AS WELL AS RESPONDING TO 1.5 DATA TO SHOW US INCREASES IN CBA2. CBA2, STARTING LAST YEAR, WE STARTED TO SPIRAL IN STANDARDS. WE'LL BE ABLE TO MONITOR TEAKS THAT WE SAW DEFICIENCIES IN IN CBA1. IT WILL ALSO INCLUDE THAT EXTENDED CONSTRUCTIVE RESPONSE. THAT IF WE GO BACK TO CBA1, WE KNOW THAT THE EXTENDED CONSTRUCTIVE RESPONSE AND THE SHORT CONSTRUCTIVE RESPONSES OR WE BROUGHT THOSE NUMBERS DOWN. WE LOOK TO SEE THOSE GAINS ON CBA2 AS WELL ON BENCHMARK. BUT IN BETWEEN CBA1 AND CBA2, WE'RE ON CAMPUSES MAKING SURE THAT ALL THE FOCI FROM THE PROGRESS MONITORING TOOL IS BEING IMPLEMENTED AND MONITORED AND ADJUSTED AS NEEDED. >> WHEN IS CBA2? >> IT DEPENDS ON THE LEVEL, BUT THEY START IN DECEMBER, HIGH SCHOOL IN JANUARY. BY THE END OF FEBRUARY MEETING? >> WE'LL HAVE THOSE. >> CORRECT. IF NOT EARLIER, AND NEW 1.5 DATA. >> THANK YOU. >> I HAD A QUESTION. >> SORRY, MR. CHARLES. >> CAN YOU GO OVER WHAT COACHING CYCLES ARE? >> COACHING CYCLES. WE'VE TALKED FOR A COUPLE OF YEARS NOW ABOUT WHAT COACHING CYCLES COULD LOOK LIKE IN LOCKHART. WE ATTEMPTED IN PREVIOUS YEARS TO BRING IN WHAT A RESOURCE EXTERNAL, WHETHER IT'S FROM A BOOK OR WHATEVER, AND WE JUST DECIDED THIS PAST YEAR THAT WE WOULD USE THE EXPERTS IN THIS BUILDING AS WELL AS IS IN OUR DISTRICT TO CREATE A COACHING CYCLE. IT'S A SERIES OF QUESTIONS DEPENDING ON WHAT A TEACHER MAY NEED COMING AFTER THE FEEDBACK FROM A WALK THROUGH OR DATA FROM AN ASSESSMENT. A CAMPUS PRINCIPAL OR MEMBER OF THE SHARED LEADERSHIP TEAM NOTICES THAT A TEACHER OR STAFF MEMBER NEEDS SUPPORT IN SOMETHING. YOU CAN DO A SHORT CYCLE. IT CAN BE A ONE TIME MEETING, SOMETIMES A TWO TIME MEETING WHERE WE TALK ABOUT ONE SMALL SPECIFIC THING AND WE WORK ON IT, WE GO BACK, WE LOOK AT WHETHER IT'S WORKING OR NOT, AND THEN WE MOVE ON OR A LONGER CYCLE WHERE IT'S NOT JUST A SET OF QUESTIONS. ALTHOUGH THE LONG COACHING CYCLE WILL INCLUDE QUESTIONS, IT'S MORE ABOUT SEEING LONG TERM CHANGE IN A SPECIFIC AREA OF NEED FOR A TEACHER OR STAFF MEMBER. >> THANK YOU, MR. DAVISON. MOVE ON TO 9B, [Consider and/or Approve New Innovative Courses] CONSIDER AND OUR APPROVED NEW INNOVATIVE COURSES, MR. DAVISON. >> GOOD EVENING. AGAIN, EVERY YEAR, LISD UPDATES THE SECONDARY COURSE GUIDE. DURING THIS PROCESS, EACH SECONDARY CAMPUS RECOMMENDS ANY COURSE CHANGES THAT WOULD LIKE TO BE MADE. IF ANY OF THESE COURSES ARE INNOVATIVE, THEY REQUIRE BOARD APPROVAL BEFORE WE CAN OFFER THEM TO STUDENTS. THE NEW INNOVATIVE COURSES ARE GEOGRAPHIC INFORMATION SYSTEMS AND PRINCIPLES OF COSMETOLOGY, BARBERING DESIGN, AND COLOR THEORY. I SAW A LITTLE ROUND OF APPLAUSE. >> I'M REALLY EXCITED ABOUT THAT ONE. >> GEOGRAPHIC INFORMATION SYSTEM. WE'RE INTRODUCING GEOGRAPHIC INFORMATION SYSTEMS. IT'S A COURSE DESIGNED FOR HIGH SCHOOL STUDENTS TO EXPLORE THE FUNDAMENTAL CONCEPTS AND APPLICATIONS OF GIS. STUDENTS WILL GAIN AN UNDERSTANDING OF HOW SPATIAL DATA IS COLLECTED, ANALYZED, AND VISUALIZED TO SOLVE REAL WORLD PROBLEMS. PRINCIPLES OF COSMETOLOGY, BARBERING DESIGN, AND COLOR THEORY. IN THIS COURSE, STUDENTS COORDINATE INTEGRATION OF ACADEMIC CAREER AND TECHNICAL KNOWLEDGE AND SKILLS IN THE LABORATORY INSTRUCTIONAL SEQUENCE COURSE DESIGNED TO PROVIDE JOB SPECIFIC TRAINING FOR EMPLOYMENT AND COSMETOLOGY. >> THEY WOULD GET THEIR CERTIFICATE THROUGH THAT, CORRECT? >> CORRECT. >> DOES THAT REQUIRE ANY SPECIAL FACILITIES? >> YES, SIR. AFTER MUCH RESEARCH WITH OUR OPERATIONS TEAM, MISS RATLIFF, OUR CTE COORDINATOR. THEY ORIGINALLY WENT TO LOOK AT A PORTABLE, AND THEY DID SOME RESEARCH. THEY GOT PRICES ON WHAT IT WOULD TAKE TO GET THE PLUMBING IN THERE. [02:40:03] AFTER FURTHER REVIEW, THERE IS A ROOM IN THE HIGH SCHOOL THAT HAS NOW BEEN SELECTED FOR THIS PROGRAM. RIGHT NOW, WE KNOW THAT WE CAN COVER ALL THE COSTS OF ANYTHING THAT HAS TO DO WITH FACILITIES WITH GRANT MONEY. >> WHEN WILL THESE COURSES BE AVAILABLE LIKE STARTING NEXT YEAR? >> YES, MA'AM. >> WHAT ABOUT THE GIS? WHAT DOES THAT ENTIRE REQUIRE ANY ADDITIONAL JUST A CLASSROOM? >> NO. IT'S A CURRENT TEACHER THAT WOULD BE TEACHING IT AS PART OF OUR CURRENT STEM SEQUENCES. NO, NEW CLASSROOM. IT'S A COURSE THAT CAN BE TAUGHT IN THE CURRENT TEACHER WHO WE'RE THINKING ABOUT TEACHING IT WOULD STAY IN HER CLASSROOM? >> HOW DO YOU DETERMINE THE NEED FOR THAT OR. >> STUDENT INTEREST. TEACHER WENT OUT. SOMETIMES KIDS WILL APPROACH STAFF MEMBERS AND SAY, WHY DON'T WE OFFER THIS? OTHER TIMES TEACHERS SAY, I'M REALLY INTERESTED. ARE YOU INTERESTED IN DOING SO? IT WORKS BOTH WAYS. >> WOULD THAT REQUIRE A NEW STAFF MEMBER? >> IT MAY AND IT MAY NOT. RIGHT NOW WE ARE STILL WORKING THROUGH WHAT PAY ROLL NEEDS WOULD BE. >> WHAT ABOUT SOFTWARE LICENSING FOR GIS? >> NONE CURRENTLY. I'M SORRY. WE WOULD NOT BE ASKING FOR ANY NEW SOFTWARE LICENSES FOR THIS PROGRAM FOR FIRST YEAR. >> I MOVE TO THE BOARD APPROVE THE NEW INNOVATIVE COURSE AS PRESENTED. >> I SECOND. >> WE HAVE A MOTION? WE HAVE A SECOND, ALL THOSE IN FAVOR. SAY AYE. AYE. >> AYE. >> ANY OPPOSED? PASS IS 6-0. >> MY DAUGHTER WILL BE LIKE THE FIRST ONE TO SIGN UP FOR COSMETOLOGY. >> BUT ARE WE GOING TO GET OUR HAIR DONE FROM THAT COURSE OR WHAT? >> I'M LOOKING FORWARD TO THAT? >> I WASN'T ASKED TO TEACH THE CLASS, I'M JUST HERE TO PRESENT. >> I KNOW IT. >> WE MOVE ON TO ITEM 10, [BOARD AND STAFF COMMENTS - ITEMS OF COMMUNITY INTEREST] BOARD AND STAFF COMMENTS OUT OF COMMUNITY INTEREST. I'LL START DOWN HERE, MR. CHARLES. YOU CAN SEE WHAT PEOPLE DO AND HOW YOU WANT TO PARTICIPATE. MR. RIOS. >> I JUST WANT TO THANK OUR FORMER BOARD MEMBER, MR. BURNETT FOR HIS SERVICE TO OUR FAMILY STUDENTS IN THE COMMUNITY. THANK YOU. I ALSO WANT TO RECOGNIZE THE DIFFERENT STUDENTS THAT WE RECOGNIZE THIS EVENING. CONGRATULATIONS AND KEEP UP THE GREAT WORK. ALSO, MISS WEISER, KEEP UP THE GREAT WORK AS WELL. EVERYBODY FROM THE CABINET, SO THANK YOU VERY MUCH. I JUST WANT TO WISH EVERYBODY A HAPPY THANKSGIVING. >> FOLIO. >> I THINK RENE STOLE MY NOTES. I WOULD ALSO LIKE TO SAY THANK YOU WARREN BURNETT, FOR THE EIGHT YEARS THAT HE SERVED. IT TAKES A BIG COMMITMENT TO SERVE ON THE BOARD AND DOING THAT FOR EIGHT YEARS IS A BIGGER COMMITMENT AS WELL. THANK YOU TO THAT. ALSO, CONGRATULATIONS TO EVERYBODY THAT WAS RECOGNIZED TONIGHT, I HOPE EVERYONE HAS A HAPPY THANKSGIVING. >> TITO, BUT I ALSO WANT TO WELCOME MR. CHARLES TO THE TEAM. THEN I WANT TO COMMEND ALL THE STUDENTS THAT GOT RECOGNIZED, ESPECIALLY ETHAN, BECAUSE THAT'S AWESOME. ALL THE ACCOMPLISHMENTS IN THAT FIELD AND ALSO TO HIS COACH, WHICH, OF COURSE, IS AN IMPORTANT PART OF HIS ACHIEVEMENT. THANK YOU TO ALL OF YOU GUYS WHO DID THE PRESENTATIONS. I KNOW IT TAKES A LOT OF WORK DOING ALL THOSE REALLY NEAT POWERPOINT PRESENTATIONS. THANK YOU FOR ALL YOUR HARD WORK. >> MR. LOCKHART. >> I ALWAYS ENJOY THE PART WHERE WE GET TO WORK WITH THE STUDENTS AND SEE THE ACCOMPLISHMENTS. FOR ME, THAT'S A BIG PART OF THE BOARD MEETING. PRESENTATIONS WERE GREAT. I ENJOYED SPECIAL ED PROGRAM PRESENTATION, AND I UNDERSTAND WHERE THEY'RE COMING FROM BECAUSE I WAS IN THE SCHOOL SYSTEM FOR A WHILE. A LOT OF WORK AND NOT A LOT OF APPRECIATION SOMETIMES. HATS OFF TO THEM. WELCOME TO THE TEAM, MR. CHARLES, AND BORN. WE ENJOYED IT. CHARLES. >> YES. I REALLY APPRECIATED THE RECOGNITION TODAY. I ASKED THE ART STUDENTS WHAT MEDIA WE GET BECAUSE SOMETIMES FINE ARTS YOU GET LOST IN WHAT THEY ACTUALLY DID. ONE WAS A WATERCOLOR PERSON AND THE OTHER ONE WAS A PHOTOGRAPHER. VERY EXCITED ABOUT THOSE INDIVIDUALS AND EVERYBODY THAT GOT RECOGNIZED TODAY. I APPRECIATE THE WARM WELCOME FROM THE BOARD AND THE SUPERINTENDENT. THANK YOU. >> AGAIN, MR. CHARLES, WELCOME TO THE BOARD. GLAD TO HAVE YOU HERE. I'D JUST LIKE TO SAY GOODBYE TO WARREN. HE APPROACHED THIS WITH A PRETTY GOOD PHILOSOPHICAL POINT OF VIEW THAT THEY SAYING, ONE DOOR SHUTS, ANOTHER DOOR OPEN. HE SAID HE'LL FIND ANOTHER WAY TO SERVE THE COMMUNITY SOON ENOUGH, AND I THINK YOU'LL PROBABLY DO THAT. [02:45:02] THANK YOU, STAFF FOR YOUR PRESENTATIONS TODAY. MR. ESTRADA. >> SIR. JUST AS EVERYONE SAID, I WANT TO WELCOME MR. CHARLES TO OUR TEAM OF EIGHT. WE LOOK FORWARD TO CONTINUED SUCCESS AND WORKING TOGETHER. ALSO WANT TO THANK OUR SPECIAL ED DEPARTMENT. THEY DO INCREDIBLE WORK. MANY PEOPLE WHO ARE NOT ABLE TO BE HERE, ESPECIALLY OUR TEACHERS IN THE CLASSROOM, SUPPORTING THE STUDENTS DIRECTLY. THEY DO AN INCREDIBLE JOB AND I'M JUST VERY TO BE DOING THIS WORK WITH THEM. ALSO I WANT TO THANK OUR FOOD SERVICES DEPARTMENT. TODAY, DR. SANCHEZ WAS WITH ME AT ABS. THEY JUST DO SUCH AN INCREDIBLE JOB FROM THE PREPARATION TO SERVING AND SOMETIMES I JUST FEEL LIKE I'M IN THEIR WAY. >> I WANTED TO QUIT TODAY. >> THEY GO SO FAST. THEY'RE SO EFFICIENT AND DO IT JUST WITH A SMILE ON THEIR FACE, WELCOMING KIDS AND PARENTS. IT WAS REALLY GOOD AND I LOOK FORWARD TO TOMORROW WE'RE AT. >> BLUEBONNET. >> BLUEBONNET AND THEN NAVARRO. WELL, WE'LL HEAD ALL THE CAMPUSES, BUT LOOKING FORWARD TO THAT AND ALSO WISH EVERYONE A GREAT THANKSGIVING. >> ITEM NUMBER 11, BENEDICTION ANYBODY CLOSE THAT. >> I'LL SAY SOMETHING. I WANT TO SAY THANK YOU, GOD FOR OUR MEETING TODAY AND FOR ALL THE WORK THAT'S BEING DONE. WE WANT TO THANK ALL THE TEACHERS AND STAFF AND CONTINUE TO HELP US TO DO THE BEST THAT WE CAN FOR ALL STUDENTS IN OUR DISTRICT, AND WE'RE THANKFUL FOR EVERYONE THAT HAS A SPECIFIC JOB AND IS DOING AN OUTSTANDING JOB. IN JESUS NAME, WE PRAY. AMEN. >> AMEN. >> AMEN. IT IS 10:04, THIS MEETING IS ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.