[I. CALL TO ORDER]
[00:00:10]
GOOD EVENING AND WELCOME TO THE JANUARY MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.
I AM THE PRESIDENT OF THE BOARD.
AND WE DO HAVE A QUORUM TONIGHT.
OUR COLLEAGUE RACHEL MCGOWAN WILL NOT BE JOINING US TONIGHT.
HOWEVER, AS STATED, WE DO HAVE A QUORUM.
THIS MEETING IS NOW CALLED TO ORDER AT 6:05 P.M..
DOCTOR HILLER, WOULD YOU PLEASE INTRODUCE OUR GUEST TO LEAD US IN THE PLEDGE OF ALLEGIANCE THIS EVENING? YES. I AM SO INCREDIBLY PROUD TO INTRODUCE MISS DESIREE CANTU.
SHE IS AN EMPLOYEE HERE IN RICHARDSON ISD.
SHE SUPPORTS OUR STUDENT SERVICES DEPARTMENT AS THE EXECUTIVE ASSISTANT.
SO WE HAVE INVITED HER HERE THIS EVENING TO LEAD US IN OUR PLEDGES.
THANK YOU SO MUCH. AND AGAIN, CONGRATULATIONS, DESIREE.
PLEASE JOIN US IN A MOMENT OF SILENCE.
COLLEAGUES, IT IS NOW TIME FOR RECOGNITION.
MS. PRESIDENT HARRIS, BEFORE WE START OUR DISTRICT RECOGNITIONS, I WANT TO START AND OPEN UP TONIGHT'S MEETING, REALLY EXPRESSING ON BEHALF OF OUR ENTIRE TEAM, ON OUR ENTIRE DISTRICT.
IT IS SCHOOL BOARD APPRECIATION MONTH, AND I HOPE YOU ALL SAW AS YOU CAME IN THE AMAZING VIDEO THAT STRATEGY AND ENGAGEMENT MARCIN AND MELISSA HELLER PUT TOGETHER. EVEN IN THE AUDITORIUM, WE HAVE HUNG THESE FOR LEARNING COMMUNITY BANNERS, AND WE HAVE PLACED THE NORTH STAR GOAL AT THE FRONT OF THIS SPACE BECAUSE THIS REALLY REPRESENTS YOU ALL.
THIS REPRESENTS YOUR COMMITMENT.
YOU WERE NOT WITH YOUR FAMILIES.
YOU ARE NOT, YOU KNOW, DOING SOMETHING FOR YOU.
AND AGAIN, PART OF OUR THIRD GRADE READING BOARD GOAL, ENSURING EVERY STUDENT IS READING AT OR ABOVE GRADE LEVEL BY THIRD GRADE AND GIVING ACCESS TO BOOKS TO OUR STUDENTS, THAT'S PART OF YOUR LEGACY THAT WILL FOREVER BE MOVING FORWARD IN OUR LIBRARIES.
IN FRONT OF YOU, YOU HAVE AMAZING NOTES THAT WERE WRITTEN FROM OUR STUDENTS.
LISA ANDREWS SHOWED ME ONE, EARLIER, AND IT WAS FROM A STUDENT WHO SAID, THANK YOU FOR WHAT YOU DO.
WASN'T SURE EXACTLY WHAT YOU DO, BUT FOR THAT THING THAT YOU DO.
THANK YOU. AND SO I HOPE THAT YOU WILL READ THESE STUDENT MESSAGES ON BEHALF OF, OF OUR ENTIRE TEAM AND JUST KNOW HOW MUCH WE LOVE AND SUPPORT YOU AND APPRECIATE YOU.
AND I WAS JUST MCGOWAN WAS WAS WAS HERE TONIGHT AS WELL.
BUT WE WILL MAKE SURE THAT SHE GETS A COPY OF THIS.
YOU ASKED THE RIGHT QUESTIONS.
YOU CAUSE US TO STOP AND REFLECT AND MAKE SURE THAT WE ARE DOING THE VERY BEST THAT WE CAN FOR OUR STUDENTS, AND WE WOULD NOT BE WHERE WE ARE WITHOUT EACH OF YOU. SO ON BEHALF OF THE ENTIRE RICHARDSON INDEPENDENT SCHOOL DISTRICT, AND I KNOW OUR AUDIENCE WILL JOIN US.
[00:05:03]
SO THANK YOU. HAPPY BOARD APPRECIATION MONTH.SO NOW WE WILL CONTINUE, WITH THE REST OF OUR RECOGNITIONS FOR THE MONTH.
AND AS THEY ARE, I WANT TO WELCOME OUR GUESTS THIS EVENING.
THANK YOU FOR JOINING US TONIGHT.
AT EACH REGULAR MONTHLY BOARD MEETING, WE TAKE TIME TO CELEBRATE THESE ACHIEVEMENTS.
THIS ALLOWS EVERYONE TO SHOW THEIR APPRECIATION TO EACH RECIPIENT.
SO OUR FIRST PARTNER RECOGNITION FOR THE MONTH OF JANUARY.
WE ARE EXCITED TO CELEBRATE THE ARBY'S FOUNDATION, BECAUSE RICHARDSON ISD HAS BEEN CHOSEN TO RECEIVE A GRANT FROM THE ARBY'S FOUNDATION TO ELIMINATE STUDENT LUNCH DEBT IN THE AMOUNT OF $162,327.
I THINK THAT DESERVES A ROUND OF APPLAUSE.
THE STRATEGY ENGAGEMENT TEAM PARTNERED, WITH OUR CHILD NUTRITION AND OUR GRANTS DEPARTMENT.
WE WERE NOTIFIED OF THE GRANT OPPORTUNITY, COMPLETED THE APPLICATION ON BEHALF OF THE DISTRICT.
WE ARE SO EXCITED TO BE ABLE TO MAKE THIS HAPPEN FOR OUR STUDENTS AND THEIR FAMILIES.
SO AS A COMMUNITY, LET'S SUPPORT OUR LOCAL ARBY'S RESTAURANTS THIS SPRING.
THEY USUALLY HAVE LIKE TWO FOR FIVE OR SOMETHING.
OKAY. AND NEXT WE ARE GOING TO, KICK OFF OUR STAFF RECOGNITIONS.
AND WE HAVE SEVEN EXCEPTIONAL TEACHERS THAT WE ARE SO EXCITED TO RECOGNIZE THIS EVENING.
AND AS THEY ARE GETTING ORGANIZED AND COMING DOWN, I AM GOING TO TELL YOU A LITTLE BIT ABOUT THESE SEVEN TEACHERS AND THEIR RECENT RECOGNITION AS NATIONAL BOARD CERTIFIED TEACHERS.
SO A LITTLE BIT ABOUT THE NATIONAL BOARD CERTIFICATION PROCESS.
IT'S RECOGNIZED AS THE GOLD STANDARD IN TEACHER CERTIFICATION, AS THE NATIONAL BOARD BELIEVES HIGHER STANDARDS FOR TEACHERS MEANS BETTER LEARNING FOR STUDENTS. IT WAS ESTABLISHED IN 1987.
THE NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS IN AN INDEPENDENT IS AN INDEPENDENT, NONPROFIT ORGANIZATION WORKING TO ADVANCE ACCOMPLISHED TEACHING FOR ALL STUDENTS. WE ARE SO EXCITED TO CELEBRATE THEM.
THEY EMBARKED ON THIS TWO YEAR JOURNEY THAT CAN BE, ASSOCIATED WITH A MASTER'S DEGREE.
AND SO WE ARE SO EXCITED TO RECOGNIZE THEM THIS EVENING WITH OUR BOARD.
I WOULD LIKE TO INVITE UP MISS.
SO WE WILL BE SURE WE GET HER HER RECOGNITION.
WE ARE GOING TO RECOGNIZE MISS ALEXANDRA ONDREJKA, WHO'S AT CAROLYN BECKER ELEMENTARY.
AND NOW WE ARE GOING TO RECOGNIZE MARIA FRANKIE GONZALEZ, WHO IS AT DOVER ELEMENTARY.
[00:10:02]
BRIAN HARPER FROM BERKNER HIGH SCHOOL.WE HAVE MISS JENNIFER MCEVOY, WASHINGTON.
ALSO CAROLYN BOOKER ELEMENTARY.
AND FINALLY, WE HAVE MISS BOBBY WEIR WITH CTE AT RICHARDSON HIGH SCHOOL.
CONGRATULATIONS. AND WE ARE GOING TO GET A GROUP PICTURE. IF I NEED IT.
ALL RIGHT. WE ARE GOING TO GO INTO OUR STUDENT RECOGNITIONS AT THIS TIME.
AND I WOULD LIKE TO INVITE FORWARD OUR STUDENTS THAT ARE BEING RECOGNIZED FOR THE GATES SCHOLARSHIP.
IF YOU CAN, PLEASE COME FORWARD.
OUR GATES SCHOLARSHIP STUDENTS HERE.
IF YOU COULD PLEASE COME FORWARD.
AND AS YOU ARE LINING UP TO MY LEFT, I'M GOING TO SHARE A LITTLE BIT ABOUT THIS STUDENT RECOGNITION.
SCHOLARS WILL RECEIVE FUNDING FOR THE FULL COST OF ATTENDANCE THAT IS NOT ALREADY COVERED BY OTHER FINANCIAL AID, AND THE METHODOLOGY USED BY SCHOLARS, COLLEGE OR UNIVERSITY TO DETERMINE THEIR FULL COST.
SO OUR FIRST RECIPIENT, CONGRATULATIONS TO MR. ANTHONY. CAN YOU PRONOUNCE IT? ANTHONY HYMAS, WHO IS AT BERKNER HIGH SCHOOL.
WE HAVE LEWIS AND LAURA FROM PIERCE HIGH SCHOOL.
CONGRATULATIONS. AND MISS MAHEK PALANI FROM RICHARDSON HIGH SCHOOL.
AND WE WANT TO BE SURE AND GRAB A PHOTOGRAPH.
AND WHILE THEY'RE GETTING THAT PHOTO, IF I COULD HAVE OUR STUDENT ATHLETES, OUR 23-24 ACADEMIC, ALL STATE RECIPIENTS, IF YOU CAN PLEASE START COMING FORWARD TO MY LEFT. WE'LL GET YOU LINED UP.
CONGRATULATIONS! WE'RE SO EXCITED FOR THIS NEXT CHAPTER FOR YOU ALL.
AND NEXT WE HAVE SOME OF OUR STUDENT ATHLETES THIS EVENING ROUNDING OUT SOME OF OUR FALL SPORTS.
WE HAVE OUR ACADEMIC ALL STATE FOOTBALL PLAYERS.
WE HAVE 31 STUDENTS DISTRICT WIDE THAT HAVE ACHIEVED THIS RECOGNITION.
AND WE UNDERSTAND AS A DISTRICT THAT THE STUDENTS PERFORMANCE IN THE CLASSROOM CAN SOMETIMES BE DIFFICULT TO MANAGE WHILE ALSO PARTICIPATING IN ATHLETICS, BUT THEIR HARD WORK HAS NOT GONE UNNOTICED.
THESE STUDENTS ARE BEING RECOGNIZED AS TEAM MEMBERS BASED ON THEIR SCORES IN THESE CATEGORIES, AND WE APPLAUD THEM IN THEIR COMMITMENT AND DEDICATION TO PERFORM WITH THE HIGHEST OF EXCELLENCE ACADEMICALLY, ON AND OFF THE FIELD.
SO WE ARE GOING TO START IT LOOKS LIKE WITH LAKE HIGHLANDS WE HAVE MISTER CONNOR WHITMIRE.
[00:15:02]
FROM PIERCE HIGH SCHOOL WE HAVE HOLLAND FORSTER.ALSO FROM PIERCE HIGH SCHOOL, WE HAVE RED SAWYER.
FROM PIERCE HIGH SCHOOL, JACK MCCARRY.
ALSO A MUSTANG FROM PIERCE, BENJAMIN BIDEN.
FROM RICHARDSON HIGH SCHOOL, GO EAGLES, JACOB BRAZILE.
OKAY. ALSO FROM RICHARDSON HIGH SCHOOL, MISTER MARK GOLD.
AND FROM RICHARDSON HIGH SCHOOL, MR. MUHAMMAD YASIN.
WE HAVE CHEF JENKINS FROM LAKE HIGHLANDS.
MR. WILL KOPPEL, ALSO FROM LAKE HIGHLANDS.
CAGE DUNN, FROM LAKE HIGHLANDS.
OKAY. MR. LEON KRONER FROM RICHARDSON HIGH SCHOOL.
CONGRATS ON A GREAT SEASON ON AND OFF THE FIELD.
AND WE'D LIKE TO GET YOU ORGANIZED.
GENTLEMEN, COME OVER FOR A QUICK PICTURE.
I KNOW. AND AS WE DO EVERY MONTH, WE CONCLUDE OUR RECOGNITIONS WITH OUR ISD BELIEVES AWARD FOR BOTH OUR STUDENTS AND STAFF, AND WE HAVE ONE STUDENT THIS EVENING THAT WE ARE EXCITED TO RECOGNIZE.
I WOULD LIKE TO INVITE MR. ALEX RODESNO FROM YALE ELEMENTARY.
IF YOU CAN PLEASE COME FORWARD, SIR.
I WOULD LIKE TO SHARE A LITTLE BIT ABOUT WHY WE ARE CELEBRATING MR. ALEX TONIGHT.
THIS IS WHAT THE TEACHER WROTE, ON THE SUBMISSION THIS SEMESTER.
AND IT WAS IT WAS BECOMING A BIG TRANSITION FROM HER LAST SCHOOL.
SHE CAME INTO THEIR CLASS VERY SCARED, QUIET, AND OFTEN GOT FRUSTRATED AT THE LANGUAGE BARRIER AND NOT BEING ABLE TO FULLY UNDERSTAND, THIS TEACHER WAS SEEKING OUT, SOME SPANISH SPEAKERS ON CAMPUS THAT WERE AT THE SCHOOL AND COULD TALK TO THE STUDENTS TO SEE HOW SHE WAS DOING.
SO MISS MAKIN, ALEX'S TEACHER, RECOMMENDED THAT SHE SEND OVER HER SPANISH SPEAKING STUDENTS AS AN INCENTIVE AND THAT THEY COULD WORK WITH THIS STUDENT FOR A FEW MINUTES DURING THE DAY AND THROUGHOUT THE WEEK.
ALEX AND THIS NEW STUDENT CLICKED RIGHT AWAY, AND SHE IMMEDIATELY CAME OUT OF HER SHELL WITH HIM.
[00:20:04]
ONCE HE FINISHES HIS WORK, HE COMES TO HER CLASS FOR 10 TO 15 MINUTES A DAY, SOMETIMES MORE.AND ALEX HAS GROWN SUCH A BEAUTIFUL RELATIONSHIP WITH THIS STUDENT AND HAS HELPED HER SO VERY MUCH, TALKING TO HER ABOUT HER DAY, HOW SHE'S LIKING YALE, HELPING HER PRACTICE SPELLING WORDS AND TRANSLATING THEM FOR HER, AND HELPING EXPLAIN THE ROUTINES AND HOW TO DO SCHOOL IN AMERICA.
HE HAS HELPED MY STUDENT GAIN SO MUCH CONFIDENCE AND HAS BEEN A MENTOR FOR HER.
SHE LIGHTS UP EVERY TIME SHE SEES HIM.
CONGRATULATIONS ALEX FOR BEING SUCH A GREAT FRIEND AT SCHOOL.
YES. WE'RE GOING TO GET A QUICK PICTURE.
AND WE HAVE ONE MORE RSD BELIEVES FOR TWO STAFF MEMBERS THIS EVENING I WOULD LIKE TO INVITE DOWN MISS SAVANNAH HOLLIS AND SHANNON RAGSDALE, WHO TEACH WITH OUR RICHARDSON ISD HEALTHCARE ACADEMY.
IF THEY CAN PLEASE COME FORWARD.
I WOULD LIKE TO SHARE WITH YOU WHY WE ARE CELEBRATING THEM.
AND I WANT TO MAKE SURE HAS MR. HUDSON MADE IT HERE YET I KNOW HE IS HURRIEDLY OKAY, HE'S ALMOST HERE.
LAST FALL, MR. HUDSON SUFFERED A STROKE DURING THE WORKDAY.
AND SAVANNAH HOLLIS, THE RHCA COORDINATOR, IMMEDIATELY NOTICED HE WAS IN DISTRESS.
SAVANNAH AND SHANNON, WHO IS AN EMT, ASSESSED MR. HUDSON. SHANNON PERFORMED THE STROKE SCALE SCORE, WHICH REVEALED THE PRESENCE OF A STROKE.
SHANNON AND SAVANNAH TOOK TOOK HIM DOWNSTAIRS TO THE E.R.
THERE AT METHODIST RICHARDSON IMMEDIATELY.
THEY ALSO CONTACTED HIS WIFE AND STAYED WITH HIM UNTIL SHE ARRIVED.
HE NEVER IMAGINED HE WOULD BE ON THE RECEIVING END OF IT.
TEAM, RATHER AT THE HOSPITAL, MOVED WITH LIGHTNING SPEED AND RECONFIRMED WITH THE STROKE.
IN THIS CASE, SAVANNAH AND SHANNON WERE THE HEROES OF THE DAY BY RAPIDLY RECOGNIZING THE STROKE AND PROVIDING KINDNESS AND REASSURANCE AND CARE FOR MR. HUDSON. SO FOR THOSE REASONS, WE ARE WE ARE CELEBRATING THESE TWO STAFF, MISS HOLLIS AND MISS RAGSDALE.
AND I BELIEVE MR. HUDSON IS COMING FORWARD RIGHT NOW.
YAY! MR. HUDSON. THANK YOU SO MUCH FOR WANTING TO RECOGNIZE THESE TWO INVALUABLE STAFF.
AND YES, WE'RE GOING TO MAKE SURE YOU GET IN THE PICTURE.
AND THIS WILL CONCLUDE OUR RECOGNITIONS AND APPRECIATIONS FOR JANUARY.
[00:25:15]
THANK YOU EVERYONE AND CONGRATULATIONS TO ALL WHO WERE RECOGNIZED.THANK YOU TO THE FAMILIES FOR COMING OUT TONIGHT.
THE NEXT ITEM ON OUR AGENDA IS FOR THE REGULAR PUBLIC COMMENT SECTION.
[II. PUBLIC COMMENT SECTION]
MR. POTEET, DO WE HAVE ANY PERSONS WISHING TO ADDRESS THE BOARD TONIGHT? YES, MISS HARRIS, WE DO.ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS DURING TODAY'S MEETING.
SPEAKERS MAY COMMENT ON BOTH AGENDA AND NON AGENDA ITEMS THAT ARE ON THE BOARD'S AGENDA.
AS A REMINDER, WE ASK SPEAKERS TO FOLLOW THE PUBLIC COMMENTS PROTOCOL.
OUR FIRST SPEAKER IS MR. RANDY BLANKENSHIP.
IT'S, AGENDA ITEM SECTION A4, ACTION ITEM A, BECAUSE, GIFTS.
TONIGHT, YOU WILL BE ACCEPTING A SECOND GIFT OF BOOKS AND TO CONSIDER ADDING A NEW BOARD POLICY TITLED EFB LOCAL INSTRUCTIONAL RESOURCES LIBRARY MATERIALS. BUT I'M NOT GOING TO COVER THAT ONE.
APPROXIMATELY FIVE MONTHS AGO, TWO DONATIONS OF BOOKS TOTALING 852 BOOKS AT THE RETAIL VALUE COST OF ABOUT $15,000 WAS MADE TO THE RICHARDSON ISD.
NOW YOU ARE ABOUT TO ACCEPT THE SECOND DONATION, BUT THERE IS A PROBLEM.
WHERE ARE THE BOOKS? A RECENT CHECK OF THE SCHOOL DISTRICT'S LIBRARY CATALOG SYSTEM SHOWS ONLY ABOUT 50 OF THE BOOKS ARE IN A HANDFUL OF SCHOOLS.
I WONDER WHERE THE OTHER 800 BOOKS ARE.
YOU ARE ABOUT TO ACCEPT ANOTHER SIZABLE DONATION, BUT WHERE ARE THE BOOKS? IT IS YOUR PLACE TO ASK THESE QUESTIONS.
IN A LITTLE WHILE, YOU'RE GOING TO BE ACCEPTING MY GIFT.
AND YOU HAVE NO IDEA WHERE THE BOOKS ARE AT.
SO SOMEBODY NEEDS TO ANSWER A QUESTION FOR YOU.
THAT'S NOT VERY MANY BOOKS THAT ARE ON THE SHELVES.
SO YOU HAVE DONATED CHILDREN'S BOOKS THAT ARE BEING DISPLAYED, DELAYED ENTRY TO SCHOOL LIBRARIES.
AND THIS IS A FIXABLE PROBLEM AND IT IS YOURS TO DO SO.
I RECOMMEND THAT YOU HELP THE LIBRARY SYSTEM GET THE APPROPRIATE OVERSIGHT AND RECTIFY THESE PROBLEMS. DELAY YOUR ACCEPTANCE VOTE TONIGHT AND GET THE PROBLEM CORRECTED.
[00:30:01]
GET IT CORRECTED. YOU CAN ACCEPT IT NEXT MONTH.THANK YOU. THANK YOU, MR. BLANKENSHIP. OUR NEXT SPEAKER IS MR. EWAN BLACKMAN.
SORRY. GOOD EVENING BOARD OF TRUSTEES, PRESIDENT HARRIS, SUPERINTENDENT BRANUM AND ESTEEMED EMPLOYEES.
I RISE THIS EVENING TO SPEAK ON POLICY.
A FORMER US PRESIDENT ONCE SAID NO GOVERNMENT EVER VOLUNTARILY REDUCES ITSELF IN SIZE.
GOVERNMENT PROGRAMS, ONCE LAUNCHED, NEVER DISAPPEAR.
IN ORDER TO HOLD OUR GOVERNMENT, OUR BUREAU, IF YOU LIKE.
A CLOSED MEETING TO DISCUSS REAL ESTATE.
AND IN FACT, I BELIEVE IT'S ON YOUR AGENDA FOR LATER THIS EVENING.
HOWEVER, AFTER THAT, DOCTOR JACINTO RAMOS WAS INTRODUCED.
FOR CONTEXT, HIS LINKEND DESCRIBES HIM AS A NATIONAL, STATE AND COMMUNITY LEADER, A PROVEN LEADER ON EDUCATIONAL POLICY, RACIAL AND ETHNIC EQUITY, AND SCHOOL BOARD GOVERNANCE. HE HAS AN EXTENSIVE RESUME AND ALSO SERVED AS A PRESIDENT OF FORT WORTH ISD.
AT 9:26, PRESIDENT HARRIS CLOSED THE MEETING.
FOR 2.5 HOURS THAT REMAINED IN CLOSED SESSION, TO DISCUSS THE DUTIES OF A PUBLIC OFFICER.
I'M NOT SURE THAT QUITE QUALIFIES, EXCEPT FOR THE PART WHERE YOU HAD TO DISCUSS IT WITH AN ATTORNEY.
BUT I'VE BEEN TO THESE BOARD OF THESE TEAM OF EIGHT TRAININGS.
AND I KNOW IT'S NOT THIS DISCUSSION ABOUT INDIVIDUALS OR REAL ESTATE PROPERTY THAT NEEDS TO HAPPEN.
SO WHY ARE THOSE CLOSED MEETINGS? WHY CAN'T THE PUBLIC SEE WHAT YOU'RE DISCUSSING? TONIGHT FOR EXAMPLE, THERE ARE 11 POLICY CHANGES BEING VOTED ON.
THIS IS ON TOP OF THE DOZENS OR SO THAT HAVE PASSED IN THE LAST FEW BOARD MEETINGS.
YOU COULD READ THEM, BUT, WELL, WHO REALLY DOES SOME OF THAT? BECAUSE BOARD MEMBERS THEMSELVES MENTIONED THAT IF SOMETHING'S TOO LONG, LIKE THE DISTRICT IMPROVEMENT PLAN, THEN THEY DON'T REALLY READ IT.
WHAT FAITH DO WE HAVE THAT DUE DILIGENCE IS BEING DONE? WE WOULD FEEL MORE AT EASE.
PERHAPS IF THOSE ELECTED TO REPRESENT US COULD TALK TO US.
AND NOT JUST TO COIN A PHRASE, BUT OF THE PEOPLE, BY THE PEOPLE AND FOR THE PEOPLE.
THUS REWORKING POLICIES, AND BY THE WAY, I APPRECIATE WORDS LIKE CLARIFY, ENCOMPASS AND REFERENCE.
IN MY LEVEL THREE GRIEVANCE, I TALKED ABOUT ALL OF THOSE.
AND I KNOW WHAT IT TAKES TO SIT, BECAUSE I SIT HERE IN MOST OF THOSE MEETINGS, AS YOU GUYS KNOW.
BUT DON'T MISTAKE MY HOLDING YOU ACCOUNTABLE FOR NOT APPRECIATING THE WORK YOU DO AND I DO.
THANK YOU FOR THAT. THANK YOU.
PRESIDENT HARRIS, THAT CONCLUDES OUR PUBLIC COMMENTS TONIGHT.
AND THANK YOU, EVERYONE, FOR COMING OUT TO SPEAK.
YES. IS THAT IT? WELL, THAT'S WHAT I WAS READING.
IT'S ONLY YOU HAVE THREE MINUTES TOTAL TO SPEAK.
AND SO WHEN YOU WERE UP HERE BEFORE, YOU SHOULD HAVE SPOKEN TO BOTH THE AGENDA AND NON AGENDA ITEMS. AND SO YOU USED UP THE ENTIRETY OF YOUR THREE MINUTES WHEN YOU APPEARED PREVIOUSLY.
[00:35:10]
MR. BLANKENSHIP, WE'LL TALK TO YOU AFTER THE FACT.AND I KNOW THAT YOU'VE ALREADY SENT OUT YOUR BOTH YOUR COMMENTS TO THE BOARD, SO.
BUT I APPRECIATE IT. WE'LL TALK AFTER THE FACT AND GET CLARIFICATION ON THE PROCESS.
IS THAT IT MR. POTEET. ALL RIGHT.
THANK YOU VERY MUCH. WE WILL MOVE ON.
THANK YOU, EVERYONE, FOR COMING OUT TO SPEAK.
OUR NEXT ACTION ITEM IS THE CONSENT AGENDA.
[III. CONSENT / CONFIRMATION AGENDA ITEMS]
DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? ALL RIGHT. HEARING NONE, IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? SO MOVED.IS THERE A SECOND? SECOND. THANK YOU. MR. EAGER. THERE IS A MOTION BY MR. POTEET, A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? ALL RIGHT. HEARING NONE.
ALL IN FAVOR, PLEASE RAISE YOUR HANDS HIGH.
OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS.
[IV.A. Consider Gifts]
MS. BRANUM. THANK YOU, PRESIDENT HARRIS.AS ALWAYS, WE WANT TO ACKNOWLEDGE AND APPRECIATE THOSE IN OUR COMMUNITY WHO CONTINUE TO GIVE TO OUR CAMPUSES AND TO REALLY HELP SUPPORT STUDENT OUR STUDENT OUTCOMES THAT WE HAVE.
MR. PAYNE, WILL YOU PLEASE SHARE WITH THE BOARD ANY GIFTS THAT WE HAVE OVER 5000.
YES. THANK YOU, MRS. BRANUM, I HAVE, EXCUSE ME, I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.
WE HAVE TWO GIFTS OVER $5,000 SUBMITTED FOR BOARD APPROVAL.
THE NORTHWOOD HILLS ELEMENTARY PTA DONATED $5039 .64 TO THE NORTHWOOD HILLS ELEMENTARY SCHOOL, AND MR. RANDY BLANKENSHIP DONATED $5,961.64 TO RICHARDSON ISD SCHOOLS, FOR A TOTAL OF $11,001.28. AND WE HAVE 22 GIFTS, LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $21,165.57, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.
TOTAL GIFTS THIS MONTH ARE $32,166.85.
THANK YOU SO MUCH, MR. PATE. AND AGAIN, THANK YOU TO OUR INCREDIBLE COMMUNITY.
AND WITH THAT, I DO RECOMMEND THAT THE BOARD ACCEPT THE GIFTS OF $5,000 OR MORE AS LISTED.
YES. THANK YOU FOR ALL THE GIFTS.
IS THERE A MOTION? SO MOVED. THANK YOU MS. RENTERÍA, IS THERE A SECOND? ONE SECOND. THANK YOU MR. EAGER. THERE IS A MOTION BY MISS MS. RENTERÍA. THERE IS A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS? HEARING NONE BY THE BOARD.
ALL IN FAVOR, PLEASE RAISE YOUR HANDS REAL HIGH.
RIGHT. MOTION PASSES SIX ZERO.
[IV.B. Approval to Negotiate and Enter Into a Contract and Ratify the Current Expenditures - Agile Sports Technologies]
FOR AGILE SPORTS TECHNOLOGIES.MISS BRANUM. THANK YOU, PRESIDENT HARRIS.
I DO RECOMMEND THAT THE BOARD APPROVE, THE ADMINISTRATION TO NEGOTIATE, ENTER INTO AND RATIFY THE AGREEMENT WITH AGILE SPORTS TECHNOLOGIES PER OUR INTERLOCAL AGREEMENT AS PRESENTED. THANK YOU.
IS THERE A MOTION? SO MOVED. THANK YOU, MR. POTEET. IS THERE A SECOND? SECOND? THANK YOU, MISS TIMME.
THERE IS A MOTION BY MR. POTEET. A SECOND BY MISS TIMME.
ARE THERE ANY QUESTIONS? JUST A CLARIFYING QUESTION.
JUST ON THE I KNOW IT'S SOFTWARE.
WHAT DOES THE SOFTWARE DO? JUST OUT OF CURIOSITY MORE THAN ANYTHING.
MISS SLOVAK, WILL YOU PLEASE? I BELIEVE THIS IS THE SOFTWARE THAT WE USE TO HELP SUPPORT RECRUITING.
AND IT ACTUALLY CAPTURES VIDEOS OF STUDENT, STUDENT ATHLETES.
AND THEN THEY OFTEN USE THAT IN HUDL AND OTHER PROGRAMS TO HELP WITH THEIR RECRUITING EFFORTS.
I PROBABLY DID A POOR JOB OF EXPLAINING THAT, BUT THAT WAS PRETTY GOOD.
THE NAME THAT MAY BE MORE FAMILIAR IS HUDL.
IT'S USED PROBABLY 99% OF THE WORLD.
THEY MONOPOLIZED THE VIDEO WORLD WHEN IT COMES TO SPORTS.
SO IT'S SO IMPORTANT BECAUSE OUR COACHES USE IT FOR TEACHING TOOLS.
[00:40:03]
THEY BREAK DOWN PRACTICES, GAMES, AND IT'S A HUGE BENEFIT FOR RECRUITING.AND SO THAT'S HOW WE SEND VIDEO TO COLLEGES.
AND THERE'S NOT REALLY ANOTHER COMPANY THAT DOES WHAT THEY DO.
PLUS IT'S COMPATIBLE WITH EVERYONE WE PLAY.
SO THAT I HOPE THAT EXPLAINS IT.
BUT ANY QUESTIONS? THAT'S JUST WHAT I WAS CURIOUS ABOUT I APPRECIATE IT.
OKAY, GOOD MR. POTEET, ANY ADDITIONAL QUESTIONS? ALL RIGHT. HEARING NO ADDITIONAL QUESTIONS OR COMMENTS.
ALL IN FAVOR, PLEASE RAISE YOUR HANDS.
ALL RIGHT. MOTION PASSES, SIX ZERO.
[IV.C. Approval and Ratification of Contract - DataKeeper Technologies]
MS. BRANUM. YES.THANK YOU VERY MUCH. IS THERE A MOTION? SO MOVED. THANK YOU, MISS TIMME.
IS THERE A SECOND? SECOND? THANK YOU, MISS PACHECO.
THERE IS A MOTION BY MISS TIMME.
ARE THERE ANY QUESTIONS OR COMMENTS? ALL RIGHT, HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HANDS.
ALL RIGHT. MOTION PASSES SIX ZERO.
[IV.D. Approval and Ratification of Contract - TexQuest Program]
MS. BRANUM. YES, MA'AM.IS THERE A MOTION? THANK YOU, MISS PACHECO.
IS THERE A SECOND? SECOND. THANK YOU, MR. EDGAR. THERE IS A MOTION BY MISS PACHECO.
A SECOND BY MR. EDGAR. ARE THERE ANY QUESTIONS OR COMMENTS? MS. PACHECO. SORRY.
CAN YOU PLEASE EXPLAIN TO ME WHAT IT'S USED FOR THIS? AS FAR AS THE SYSTEM? YES, MA'AM. ACTUALLY, DOCTOR LIEBER, WILL YOU PLEASE.
I KNOW THIS IS THE WORK THAT OUR LIBRARY TEAM DOES, AND SO COULD YOU SHARE AN OVERVIEW OF THE PROGRAM? ABSOLUTELY. GOOD EVENING BOARD.
THE MAJORITY OF THE DISTRICTS IN TEXAS USE IT.
IT'S FOR K-12 RESOURCES, ONLINE RESOURCES FOR OUR LIBRARIANS.
THEY DO. IT HELPS OUR KIDS FOR RESEARCH.
IT ALSO HAS ACT PREP, ACT PREP.
AND SO WE WERE JUST BRINGING THAT FORWARD TODAY.
THANK YOU. THANK YOU, MISS PACHECO.
I'M CONFUSED. YOU SAID IT'S FOR FREE, BUT IT'S.
SO WE HAVE WE'VE BEEN USING THOSE SERVICES SINCE AUGUST.
SO WE WERE BRINGING IT FORWARD TODAY JUST TO RATIFY THAT CONTRACT.
AND SO IT'S JUST OVER THE $10,000.
BUT THE REST OF BUT THE AMOUNT OF RESOURCES FAR EXCEEDS.
THANK YOU, MR. JIMMY. ALL RIGHT.
ANY ADDITIONAL QUESTIONS? COMMENTS? ALL RIGHT.
THERE WAS A MOTION BY MISS PACHECO, A SECOND BY MR. EAGER. ALL IN FAVOR, PLEASE RAISE YOUR HANDS.
ALL RIGHT. MOTION PASSES SIX ZERO.
OUR NEXT ITEM ON THE AGENDA IS AN ACTION ITEM TO CONSIDER THE ORDER FOR CALLING THE MAY 2024 BOARD
[IV.E. Consider Order Calling for May 2024 Board Election and Providing Required Notices]
ELECTION AND PROVIDING THE REQUIRED NOTICES.MS. BRANUM. THANK YOU, MISS HARRIS.
THIS IS AN ALMOST AN ANNUAL ITEM THAT WE BRING FORWARD.
WE HAVE TWO TRUSTEES THAT WILL BE UP FOR TWO POSITIONS THAT WILL BE UP FOR ELECTION.
AND SO MR. PATE WILL PROVIDE THAT OVERVIEW.
TRUSTEES. YES, THIS IS OUR NORMAL ANNUAL ORDER THAT WE HAVE TO ADOPT BY THIS YEAR.
THE DEADLINE IS FEBRUARY 16TH.
AND TO ADOPT THE ELECTION ORDER CALLING THE ELECTION FOR MAY 4TH.
SO THAT IS WHY WE'RE BRINGING IT FORWARD A LITTLE EARLIER THAN YOU'RE NORMALLY USED TO.
[00:45:01]
AND THIS YEAR'S ELECTION ON MAY 4TH WILL BE FOR SINGLE MEMBER DISTRICT ONE AND AT-LARGE PLACE SEVEN, CURRENTLY HELD BY MISS TIMME AND MR. POTEET. THANK YOU, MR. PAYNE. AND I DO RECOMMEND THAT THE BOARD OF TRUSTEES AUTHORIZE A GENERAL ELECTION TO FILL SINGLE MEMBER DISTRICT NUMBER ONE AND AT LARGE PLACE NUMBER SEVEN, AND APPROVE THE ATTACHED ELECTION ORDER AND NOTICE AS PRESENTED.THANK YOU VERY MUCH. THANK YOU.
MR.. MR.. PATE, IS THERE A MOTION SO MOVED.
THERE IS A MOTION BY MISS MS. RENTERÍA. A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS? ALL RIGHT. HEARING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HANDS.
ALL RIGHT. MOTION PASSES SIX ZERO.
[IV.F. Consider Granting Administration the Authority to Publish Required Legal Notice and to Negotiate and Enter a Contract to Sell Real Property Located at 401 S. Sherman St. Richardson, Texas 75081 Description: Lot 1 Block 1 Sherman Plaza Business Park II 4.4906 acres]
LEGAL NOTICE, AND TO NEGOTIATE AND ENTER INTO A CONTRACT TO SALE REAL PROPERTY LOCATED AT 401 SOUTH SHERMAN STREET, RICHARDSON, TEXAS, 75081 MRS BRANUM.YES, MISS HAYES, WILL YOU PROVIDE AN OVERVIEW FOR THE BOARD OF OUR REQUEST FOR THIS EVENING? YES. GOOD EVENING, SUPERINTENDENT BRANUM, BOARD OF TRUSTEES.
TONIGHT WE BRING BEFORE YOU AN ACTION ITEM ASKING FOR YOUR APPROVAL FOR US TO MOVE FORWARD IN SELLING SOME PROPERTY ON SHERMAN STREET THAT WE PURCHASED SEVERAL YEARS AGO.
WITH OUR NEW STRATEGIC PLAN AND OUTCOMES FOR OUR DISTRICT.
AND WITH THAT, I DO RECOMMEND THAT THE BOARD AUTHORIZE THE ADMINISTRATION TO PUBLISH THE REQUIRED LEGAL NOTICE AS OUTLINED IN OUR LOCAL GOVERNMENT CODE, AND PROVIDE THE ADMINISTRATION WITH THE AUTHORITY TO NEGOTIATE AND ENTER INTO A CONTRACT TO SELL THE PROPERTY LOCATED AT 401 SOUTH SHERMAN STREET.
THANK YOU, MISS BRANUM. THANK YOU, MISS HAYES.
IS THERE A MOTION? SO MOVED. THANK YOU, MR. POTEET. IS THERE A SECOND? SECOND. THANK YOU, MR. PACHECO. THERE IS A MOTION BY MR. POTEET, A SECOND BY MISS PACHECO.
ARE THERE ANY QUESTIONS OR COMMENTS? MR. POTEET. YES.
ANY ADDITIONAL QUESTIONS? COMMENTS? HEARING NONE.
ALL IN FAVOR, PLEASE RAISE YOUR HANDS.
ALL RIGHT. MOTION PASSES SIX ZERO.
[IV.G. Consider Chaplain Resolution Pursuant to Texas Education Code, Chapter 23]
BRANUM. THANK YOU.BOARD. YES. SENATE BILL 763 ADDED CHAPTER 23 TO THE TEXAS EDUCATION CODE.
AND THIS NEW LAW ALLOWS FLEXIBILITY FOR SCHOOL DISTRICTS TO EMPLOY OR ACCEPT AS VOLUNTEERS CHAPLAINS TO PROVIDE SUPPORT SERVICES AND PROGRAMS FOR STUDENTS AS ASSIGNED BY THE BOARD OF TRUSTEES.
ON WHETHER TO ADOPT A POLICY AUTHORIZING A CAMPUS OF THE OF THE DISTRICT OR SCHOOL TO EMPLOY OR ACCEPT AS A VOLUNTEER A CHAPLAIN UNDER THIS NEW LAW. THE RECOMMENDATION OF OUR ADMINISTRATIVE TEAM IS TO DECLINE ADOPTING A SPECIFIC CHAPLAIN POLICY, BECAUSE RCSD ALREADY PERMITS ANY COMMUNITY MEMBER, INCLUDING CHAPLAINS AND OTHER FAITH BASED, OTHER FAITH BASED PARTNERS, WHO MEET THE REQUIREMENTS, INCLUDING CHAPLAINS, TO VOLUNTEER TO PROVIDE SUPPORT SERVICES AND PROGRAMS FOR STUDENTS IN ACCORDANCE WITH THE DISTRICT'S EXISTING GQG POLICY.
FURTHER, ANY INDIVIDUAL WHO MEETS THE REQUIREMENTS AND IS ABLE TO APPLY FOR AND BE HIRED FOR THE POSITIONS IN THE DISTRICT WOULD CONTINUE TO BE, CONSIDERED FOR EMPLOYMENT. INDIVIDUALS WHO ARE CHAPLAINS WILL CONTINUE TO BE ABLE TO VOLUNTEER AND SEEK EMPLOYMENT IN RISD IF THEY MEET THAT THAT REQUIREMENT.
[00:50:08]
AND THEREFORE I DO ASK THAT THE BOARD APPROVE, THE THE DISTRICT'S POSITION ON USING CHAPLAINS AS VOLUNTEERS, AS PRESENTED.BOARD MEMBERS, WE DO HAVE A RECOMMENDATION FROM THE SUPERINTENDENT TO ADOPT THE CHAPLAIN RESOLUTION PURSUANT TO TEXAS EDUCATION CODE, CHAPTER 23 RESOLUTION AS PRESENTED.
MAY I HAVE A MOTION? SO MOVED. THANK YOU, MISS TIMME, MAY I HAVE A SECOND? SECOND. THANK YOU, MR. POTEET. THERE IS A MOTION AND THERE IS BY MISS MS. TIMME. THERE IS A SECOND BY MR. POTEET. DO WE HAVE ANY QUESTIONS OR COMMENTS? MR. POTEET? YES.
I KNOW THAT THIS ONE HAS BEEN IN THE NEWS A LOT.
ONE OF THE FEW THINGS CAME OUT OF THE LEGISLATIVE SESSION.
YOU KNOW, I'VE TALKED TO SOME CONSTITUENTS ABOUT IT ON BOTH SIDES OF SUPPORT AND AGAINST ON THIS AND, AND, AND WHAT I'VE HAD IN THOSE CONVERSATIONS WAS, YOU KNOW, THERE'S SOMETIMES YOU'VE GOT TO READ BEYOND THE HEADLINE AND BEYOND FACE VALUE AND START KIND OF PULLING IT APART TO DETERMINE IF THIS IS GOOD FOR OUR STUDENTS OR NOT.
SO I ALSO KNOW THAT WE THERE IS A SHORTAGE OF COUNSELORS STATEWIDE, NOT IN OUR ISD, BUT SO I SEE THAT AND I'LL GIVE A LITTLE GRACE THINKING THAT THERE WAS SOME GOOD INTENTIONS UP FRONT.
BUT THEN YOU START KIND OF PEELING IT BACK AND LOOKING AT THE HOW LOOKING AT, OKAY, WHAT ARE THE PROS CONS? WHAT ARE THE RISKS INVOLVED TO OUR STUDENTS? WHAT ARE THE BENEFITS POTENTIALLY TO OUR STUDENTS? AND I CAME FROM KIND OF A DIFFERENT WHEN I WAS DISCUSSING THIS WITH PEOPLE, I JUST WANTED TO KIND OF THROW OUT MY PERSPECTIVE, MY EXPERIENCE.
NOW, OBVIOUSLY, YOU KNOW, THE MAJORITY OF PEOPLE IN THE ARMY ARE 18 TO 25.
THEY'RE NOT, YOU KNOW, 12 TO TO 18 OR YOUNGER.
BUT BUT THAT'S WHY WHEN I READ IT, I WAS LIKE, OKAY, I'VE SEEN A LOT OF THE BENEFITS THAT CHAPLAINS HAVE PROVIDED IN A PUBLIC ENTITY LIKE THE LIKE LIKE THE MILITARY. SO THAT MADE ME KIND OF START PEELING THE ONION BACK A LITTLE BIT MORE AND LOOKING AT WHAT WAS THIS LEGISLATION REALLY GOING TO DO AND WHAT WAS IT FOR? AND THAT'S WHERE I STARTED FINDING CONCERNS WITH IT.
AND PERSONALLY, FROM MY PERSPECTIVE, A LOT OF DIFFERENCE IN THE ARMY, THESE CHAPLAINS ARE NOT REQUIRED FOR CERTIFICATIONS LICENSURES TRAINING, WHICH I THINK IS AN EVEN GREATER RISK WITH THE YOUTH, THE AGE GROUP THAT WE LOVE AND AND AND AND ASSIST.
AND SO THAT WAS THE FIRST RED FLAG THAT KIND OF JUMPED OUT.
AND THEN I KNOW ONE OF THE QUESTIONS I ASKED WAS, YOU KNOW, WHERE ARE WE WITH COUNSELORS IN THE DISTRICT? IS THIS SOMETHING THAT WE NEED TO LOOK AT, WHETHER IT'S THIS LEGISLATION OR ANOTHER WAY TO CLOSE THAT GAP? AND I THINK THE NUMBERS THAT WERE THROWN OUT WAS WE HAD 115 SPOTS, AND I THINK WE HAD 112 WERE FULL.
SO SO WE'RE NOT IN A POSITION WHERE WE'RE AT A CRITICAL NEED RIGHT NOW, FOR THAT.
SO THOSE THINGS WERE A COUPLE OF JUST COMPONENTS THAT YOU START KIND OF PEELING BACK THE LEGISLATION LANGUAGE AND YOU'RE LIKE, THIS DOESN'T SEEM LIKE IT'S IT'S GOING TO SUPPORT WHERE WE'RE HEADED WITH OUR KIDS.
AND THE RISKS SOMETIMES IS A LITTLE BIT GREATER THAN THE BENEFIT.
SO I JUST KIND OF WANTED TO PUT THAT OUT THERE.
SOME OF THE DISCUSSIONS THAT I HAD WHEN LOOKING AT THIS, BUT I WOULD TELL PEOPLE I WOULD RECOMMEND, INSTEAD OF READING THE HEADLINE, TAKE IT A STEP FURTHER AND START DIGGING INTO IT A LITTLE BIT AND HAVE THOSE DISCUSSIONS, BECAUSE I THINK THERE'S A LOT OF GOOD DISCUSSIONS THAT COME OUT OF SOMETHING THAT YOU MAY NOT SUPPORT AT THE END ANYWAY.
THANK YOU FOR YOUR COMMENTS, MISTER POTEET.
ANY ADDITIONAL COMMENTS? QUESTIONS? ALL RIGHT.
SO AS REQUIRED BY SENATE BILL 763, I WILL NOW POLL THE BOARD MEMBERS FOR A RECORD VOTE STARTING ON MY RIGHT.
BOARD MEMBERS, WHEN I CALL YOUR NAME, PLEASE AUDIBLY STATE YOUR VOTE ON THIS MOTION.
SO PLEASE STATE YES OR NO WHEN I AUDIBLY CALL YOUR NAME, STARTING WITH MR. POTEET. YES.
I SUPPORT THE RECOMMENDATION OF STAFF.
[00:55:02]
MISS TIMME. YES.THANK YOU, MISS TIMME AND MISS PACHECO.
AND I, REGINA HARRIS, PRESIDENT OF THE BOARD, ALSO STATE.
THANK YOU. I'VE GOT A SPOT HERE FOR A BREAK.
DO YOU ALL NEED A BREAK? I'VE GOT A COUPLE OF HEAD NODS, SAYING, YES, LET'S DO THAT.
SO LET'S TAKE ABOUT TEN MINUTES.
SEE YOU BACK. ALL RIGHT BOARD, WE ARE GOING TO GO AHEAD AND GET STARTED.
IF EVERYBODY WANTS TO GO AHEAD AND HAVE A SEAT.
[IV.H. 2025-2026 Academic Calendar]
MRS BRANUM. THANK YOU, MISS HARRIS.THIS IS LATE BREAKING NEWS, BUT THERE IS NO PERFECT CALENDAR.
THIS IS ACTUALLY ONE OF THE RESPONSIBILITIES THAT I KIND OF LIKE.
I HATED GIVING UP MOST BECAUSE IT WAS LIKE THE MOST, LIKE, COMPLICATED PUZZLE TO PUT TOGETHER.
BUT I WAS ALSO SO EXCITED, TO PASS IT OFF AND TO ASK MR. ROSO TO LEAD THE EFFORTS TO DESIGN AND BELIEVE IT OR NOT, WE ARE TALKING ABOUT THE 2526 CALENDAR.
REMEMBER WE BROUGHT TO YOU LAST YEAR, TWO YEARS.
SO AGAIN, WE ARE TALKING ABOUT 2526.
ALL RIGHT. THANK YOU, MRS. BRANUM. BOARD. GOOD EVENING.
AS MRS BRANUM POINTED OUT, WE ALREADY HAVE A CALENDAR ADOPTED FOR NEXT SCHOOL YEAR.
AND WE IT GOES WITHOUT SAYING, BUT I WILL SAY IT ANYWAY, THAT WE UNDERSTAND THE IMPORTANCE OF, ADOPTING THE VERY BEST CALENDAR THAT WE HAVE, THAT WE CAN RATHER, YOU KNOW, IN THIS BUSINESS, YOU KNOW, WE TALK ABOUT WHAT WE TEACH, WHICH IS THE CURRICULUM, WE TALK ABOUT HOW WE TEACH IT, WHICH IS INSTRUCTION.
AND THEN, OF COURSE, WHEN WE ACTUALLY GO TO SCHOOL IS OF HUGE IMPORTANCE.
AND WE FELT THAT, THIS WEEK WITH THE INCLEMENT WEATHER DAY AND ALL THAT KIND OF STUFF.
SO WE TAKE OUR OUR CHARGE VERY SERIOUSLY.
AND SO, JUST AS WITH EVERYTHING THAT WE DO IN THIS DISTRICT, YOU'RE FAMILIAR WITH THIS SLIDE? WE TRY AND KEEP THIS AT THE FOREFRONT OF EVERYTHING THAT WE DO, ALL THE DECISIONS AND DELIBERATIONS THAT WE MAKE.
THE THE COMMITTEE IS COMPRISED OF PARENTS, BOTH AT OR AT THE ELEMENTARY, JUNIOR HIGH AND HIGH SCHOOL LEVEL, PTA DISTRICT, PTA TEACHERS AT ALL THREE LEVELS BEING ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL.
ATHLETICS REPRESENTATION, FINE ARTS REPRESENTATION, STUDENT SERVICES, TEACHING AND LEARNING, ACADEMIC ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT, HUMAN RESOURCES, PROFESSIONAL LEARNING, AND CAMPUS ADMINISTRATORS AS WELL BECAUSE WE WANT A BROAD PERSPECTIVE.
WHILE WE DELIBERATE ON THE OPTIONS SO THAT WE CAN PICK THE ABSOLUTE BEST ONE AVAILABLE TO US.
MISS MCGOWAN, WHO UNFORTUNATELY, IS NOT HERE WITH US TONIGHT, WAS THE YOUR LIAISON TO THE COMMITTEE, AND WE REALLY APPRECIATED HER ROLLING UP HER SLEEVES AND PARTICIPATING IN A TABLE GROUP AND DOING ALL THE ALL THE THINGS THAT WE HAD SET OUT FOR THE COMMITTEE ON, ON OUR MEETING NIGHT.
WE JUST TALKED ABOUT REPRESENTATIVES FROM CENTRAL CAMPUS AND COMMUNITY, BOTH, STAFF AND PARENTS, THOSE TYPES OF THINGS WE TRY AND FOSTER AS COLLABORATIVE PROCESS, AS WHAT WE CAN SO THAT IT'S NOT JUST ONE PERSPECTIVE OR ONE PERSON'S OPINION ON WHAT IS BEST.
AND I WAS VERY PROUD THAT THIS COMMITTEE, THAT THIS COMMITTEE TOOK THAT TO HEART.
AND WE REALLY DUG DEEP INTO THAT.
AND, AS MRS. BRANUM SAID, THERE IS NO PERFECT CALENDAR.
[01:00:06]
AND SO WE WE WE RECOGNIZE THAT.AND SO WE BELIEVE THAT WE'VE GOT TWO, GREAT OPTIONS FOR YOU TO CONSIDER BEFORE WE GET TO THE OPTIONS, WE WANT TO MAKE SURE TO REACQUAINT YOU WITH SOME CALENDAR REQUIREMENTS. AND SO HOUSE BILL 2610, REQUIRES, 75,600 MINUTES.
ONE DAY OF INSTRUCTION EQUALS 420 MINUTES, AT MINIMUM, 174 DAYS OF INSTRUCTIONS.
13 PROFESSIONAL DEVELOPMENT OR EXCHANGE DAYS.
AND OF COURSE, WE JUST SAW THE IMPORTANCE OF THAT THIS WEEK.
IF YOU LOOK TO THE TO THE RIGHT PORTION OF THAT SLIDE, YOU SEE THAT CURRENTLY OUR HIGH SCHOOLS OPERATE UNDER 440 MINUTES, JUNIOR HIGH IS UNDER 445 MINUTES.
AND THE ELEMENTARIES, ARE 440 MINUTES AS WELL.
TEXAS EDUCATION CODE STIPULATES THAT A DISTRICT CANNOT BEGIN, MAY NOT BEGIN, RATHER, INSTRUCTION FOR A SCHOOL YEAR BEFORE THE FOURTH MONDAY IN AUGUST, UNLESS THERE ARE IDENTIFIED AS A DISTRICT OF INNOVATION DISTRICT, WHICH WE ARE THE RICHARDSON ISD DISTRICT OF INNOVATION PLAN WILL NOT, STIPULATES THAT WE WILL NOT BEGIN THE FIRST DAY OF INSTRUCTION PRIOR TO THE SECOND MONDAY IN AUGUST.
AND SO THAT'S A VERY BIG CONSTRAINT THAT WE HAVE TO FACTOR IN AS WE'RE GOING THROUGH OUR PROCESS.
YOU SEE, BEFORE YOU, JUST READ A FEW OF THEM.
THEY'RE PRETTY, LOGISTICAL OR STRAIGHTFORWARD IN NATURE, NINE WEEK REPORTING PERIODS.
WE HAVE TO FACTOR IN ELECTION DAYS.
WE CERTAINLY VALUE FINE ARTS AND ATHLETIC PROGRAMS. AND SO WE WANT TO TAKE INTO ACCOUNT ANY, ANY OF THOSE EVENTS OR TIMELINES THAT WE SHOULD FACTOR INTO OUR ACADEMIC CALENDAR AND TO AVOID CAUSING ANY MISHAPS FOR OPPORTUNITIES FOR OUR KIDS.
OF COURSE, EVERYONE'S FAVORITE STAR, EOC AND AP TESTING.
THAT'S ESPECIALLY HEAVY IN SPRING.
AND THEN WE WORK TO ALIGN WITH DALLAS COUNTY COMMUNITY COLLEGE DISTRICT.
IF YOU TAKE THAT 440 AND YOU MULTIPLY THAT BY THE NUMBER OF DAYS, THAT REALLY EXCEEDS THE, THE MINIMUM REQUIREMENT OF THE 75,600, WE'RE USUALLY SITTING AROUND SOMEWHERE AROUND 77,000 MINUTES, WHICH ALLOWS US, FOR EXAMPLE, ON TUESDAY.
AND AGAIN, I'M NOT THIS IS NOT AN OFFICIAL BECAUSE WE HAVE TO GET THROUGH THE BAD WEATHER TO SEE HOW MANY IF WE HAVE TO USE ANY ADDITIONAL DAYS, BUT LET'S SAY TUESDAY, THAT'S THE ONLY BAD WEATHER DAY WE HAVE TO CALL ALL YEAR.
WELL, THAT I NEED AT LEAST 420 MINUTES TO MAKE UP THAT DAY, AND I HAVE 77,000.
YEAH. THANK YOU FOR CLARIFYING THAT TERM BANKING.
SO MOVING FORWARD, SOME OTHER CALENDAR CONSIDERATIONS AND LOGISTICS.
PLAYING ALONG WITH THE PREVIOUS SLIDE, I WON'T READ ALL OF THESE TO YOU, BUT SOME NEW ONES ON HERE.
WHEN THE FIRST DAY OF CLASSES FACTORING IN LABOR DAY, FAIR DAY OR COLUMBUS DAY, PRESIDENTS DAY, IF YOU LOOK HALFWAY DOWN ON THE RIGHT SNOW DAYS, WE'RE VERY FAMILIAR WITH THAT THIS WEEK.
SO BEFORE I GO ON TO THE OTHER SLIDE, WHICH I BELIEVE IS THE ACTUAL A COUPLE OF REPRESENTATIONS OF, OPTION A OR B, I BELIEVE THAT THE BOARD HAS COPIES OF THE, THE TWO CALENDAR OPTIONS IF YOU WANT TO PULL THEM OUT.
[01:05:01]
FEEL FREE TO, WE WILL OFFER YOU TIME TO ASK ANY QUESTIONS.OR IF YOU HAVE A QUESTION ALONG THE WAY, FEEL FREE TO ASK.
AND SO, YOU HAVE BEFORE YOU OPTION A AND OPTION B.
AND SO FOR THE SAKE OF, LEADING YOU THROUGH ONE OF THESE, IF YOU'LL LOOK AT OPTION A AND YOU'RE LOOKING AT THE COPY THAT IS THE TABLE JUST LIKE WHAT YOU SEE ON THE SCREEN.
AND SO WE'RE LOOKING AT OPTION A.
IF YOU LOOK ACROSS THE TOP THERE'S THREE COLUMNS THE TOPIC DATE AND NOTE.
AND SO FOR INSTANCE WITH OPTION A WE HAVE A START DATE OF AUGUST 12TH WHICH IS A TUESDAY.
AND THEN ANY NOTES? THE DAY BEFORE AND THE DAY OF THE ELECTION, I BELIEVE IF I'M READING THAT CORRECTLY, THEN WE'VE GOT A STUDENT AND STAFF, STUDENT HOLIDAY STAFF EXCHANGE DAYS, WHICH COINCIDES WITH THANKSGIVING WEEK.
THE MONDAY, TUESDAY AND WEDNESDAY.
THE END OF THE FIRST SEMESTER WOULD BE DECEMBER 19TH.
WHATEVER. SOME PEOPLE HAD FEELINGS.
AND SO THE FIRST SEMESTER IN OPTION A WOULD END DECEMBER 19TH.
THAT GIVES US 84 DAYS IN THE FIRST SEMESTER.
WE DO TRY TO BALANCE THE SEMESTERS, I BELIEVE, FOR OBVIOUS REASONS, BUT YOU'LL SEE HERE IN A SECOND THAT THE SECOND SEMESTER OR THE SPRING SEMESTER RATHER HAS MORE DATES OR DAYS, RATHER WINTER BREAK DECEMBER 22ND THROUGH JANUARY 22ND THROUGH JANUARY 2ND SEMESTER BEGINS ON JANUARY 6TH. SPRING BREAK, TENTATIVELY RIGHT NOW WOULD BE MARCH 16TH THROUGH THE 20TH.
AND THE REASON THAT WE EMPHASIZE TENTATIVELY IS BECAUSE WE TRY TO ALIGN TO THE COMMUNITY COLLEGE, BECAUSE WE HAVE STUDENTS IN HIGH SCHOOL THAT ARE ENROLLED IN DUAL CREDIT, WHETHER MAKE UP DAYS. REMEMBER THAT WE TALKED ABOUT THE NECESSITY OR THE REQUIREMENT, RATHER THAT WE HAVE TWO WEATHER DAYS.
AND SO THOSE WOULD BE APRIL 3RD AND MAY 1ST.
THAT'S A LITTLE BIT OF A CHANGE THAT THE COMMITTEE WANTED TO SPREAD THOSE OUT JUST A LITTLE BIT.
THERE'S 90 DAYS IN THE SECOND SEMESTER.
AND SO ALTHOUGH 84 IS LESS THAN 90, 84 FROM THE FALL, IS LESS, IS LESS THAN 90.
WE ALSO KNOW THAT WE HAVE A PREPONDERANCE OF TESTING THAT OCCURS IN THE SPRING.
AND SO FROM REALLY AN INSTRUCTIONAL STANDPOINT, THEY TEND TO EQUAL OUT IN THAT REGARD.
THEN FINALLY AT THE BOTTOM YOU SEE THE STUDENT AND STAFF HOLIDAYS STARTING FROM LABOR DAY, FAIR DAY, SO ON AND SO FORTH, ALL THE WAY DOWN TO MEMORIAL DAY.
AND SO THAT'S OPTION A, I'LL PAUSE THERE.
IF ANYBODY HAS A QUESTION FAIRLY STRAIGHTFORWARD.
JUST FOR YOUR INFORMATION, YOU ALSO BOARD HAVE A COPY OF THE ACTUAL CALENDAR ON HOW IT LOOKS.
AND THAT'S ON THE SLIDE RIGHT THERE.
SO, THAT BEING WITHOUT THANK YOU FOR GIVING ME THE HEAD NOD AND AGREEING WITH ME.
AND SO BOTH OF THE OPTIONS THAT YOU HAVE, BEFORE YOU, ARE REFLECTED IN WHAT YOU SEE.
MOVING DOWN, EVERYTHING IS PRETTY STRAIGHTFORWARD.
I WILL CALL YOUR ATTENTION TO THE STUDENT AND STAFF HOLIDAYS.
IF YOU NOTICE ON STUDENT AND STAFF HOLIDAYS, OCTOBER 10TH AND OCTOBER 13TH ARE BOTH LISTED THERE.
THAT'S A DEPARTURE FROM WHAT WE DID THIS YEAR AND WHAT WE'VE DONE TRADITIONALLY.
THOSE WOULD BE FULL HOLIDAYS FOR BOTH STUDENTS AND STAFF.
UNFORTUNATELY, UNDER THE CONSTRAINTS THAT WE HAVE IN RICHARDSON ISD IS THE.
THIS IS THE CLOSEST THAT WE CAN COME TO DELIVERING A FOUR DAY WEEKEND.
OKAY. AND SO I WANT TO I WANT YOU I WANT TO EMPHASIZE THAT RATHER THAT OCTOBER 10TH ON OPTION B, OCTOBER 10TH AND OCTOBER 13TH WOULD NOT BE A FULL FALL BREAK, BUT IT'S A FOUR DAY WEEKEND.
[01:10:10]
4TH. OKAY.AND SO THAT'S THAT'S A MAJOR CHANGE BETWEEN OPTION A AND OPTION B.
SO AGAIN I'LL PAUSE AND AND TAKE ENTERTAIN ANY QUESTIONS OR COMMENTS THAT YOU MIGHT HAVE.
ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? MISS PACHECO, CAN YOU EXPLAIN WHAT THAT AUGUST 4TH STAFF EXCHANGE DAY MEANS? SO THOSE ARE HOURS, THAT PROFESSIONAL LEARNING HOURS THAT OUR STAFF DOES OUTSIDE OF THEIR NORMAL CONTRACT TIME, THAT THEY THEN VERIFY OR GET APPROVED BY THEIR SUPERVISOR AND EXCHANGE THAT FOR A DATE LATER IN THE CALENDAR.
I APPRECIATE ALL THE WORK AND FOR THE WHOLE COMMITTEE.
ONE OF THE QUESTIONS I DID HAVE WAS ON THE SPRING BREAK, AND I KNOW YOU HAD MENTIONED WE TRY AND WE TRY AND MIRROR WHAT DALLAS COLLEGE IS DOING BECAUSE OF OUR DUAL CREDIT STUDENTS. WHAT ABOUT I KNOW SOME YEARS WE KIND OF MARRY UP ON SPRING BREAK WITH SOME OF OUR NEIGHBORING DISTRICTS.
AND HOW DOES THAT IMPACT OUR STAFFING? WHEN WE HAVE STAFF THAT LIVES IN GARLAND ISD AND THEIR KIDS ARE OUT A WEEK PRIOR THAN OURS? OR DO WE LOOK AT THAT AND TRY TO MIRROR AS CLOSE AS POSSIBLE TO NOT IMPACT STAFFING AS WELL, TOO? YEAH, CERTAINLY. BECAUSE OBVIOUSLY, CLIMATE AND STAFF RETENTION IS IS HUGE.
AND THAT'S, THAT'S A HUGE IMPACT TO THAT.
ANY ADDITIONAL COMMENTS? QUESTIONS? ALL RIGHT.
OKAY. SO JUST VERY QUICKLY MOVING FORWARD, I APPRECIATE THE COMMENTS AND THE QUESTIONS.
THE TIMELINE OF NEXT STEPS, IS IN FRONT OF YOU.
AND SO WE SEE THAT TONIGHT WE ARE BEFORE YOU PRESENTING THE CALENDAR OPTIONS, TOMORROW VIA THE COMMUNITY, WE WILL OPEN UP COMMUNITY FEEDBACK VIA A LET'S, TALK CHANNEL.
BRIAN OVER IN THE CORNER HAS SET US UP TO START EARLY TOMORROW TO GATHER INPUT FROM OUR COMMUNITY.
THEY WERE MADE AWARE OF THESE CALENDAR OPTIONS.
AND SO WE'VE ALREADY GOT THAT FEEDBACK IN PLACE.
AND THEN IF YOU SEE THE THIRD LITTLE CIRCLE THERE ON FEBRUARY 22ND, WE WILL COME BACK WITH FEEDBACK, THEMES OR MAJOR, FEEDBACK COMPONENTS FOR YOU TO CONSIDER. AND AT THAT POINT, WE'LL ASK YOU TO TAKE ACTION ON THE POSSIBILITY OF ADOPTING THE CALENDAR FOR THE 2526, SCHOOL YEAR, ASSUMING THAT THAT TOOK PLACE.
THEN ON FEBRUARY 23RD, WE WOULD BEGIN THE COMMUNICATION PLAN, TO SHARE THAT WITH OUR STAKEHOLDERS.
AND WITH THAT, I WILL TAKE ANY FURTHER QUESTIONS THAT YOU MIGHT HAVE.
ALL RIGHT. ANY ADDITIONAL QUESTIONS COMMENTS BOARD.
EXCELLENT. GREAT JOB. THERE IS NO PERFECT CALENDAR.
GOT PRETTY CLOSE TO IT THOUGH RIGHT.
THIS YEAR'S IS PRETTY BEEN PRETTY GOOD.
ABSOLUTELY. IT'S BECAUSE IT WAS MY LAST ONE.
[IV.I. District Demography Report 2023-2024]
YES, MA'AM.THIS IS AN ANNUAL REPORT THAT WE BRING TO YOU IN JANUARY.
IT REALLY KIND OF FOR US OFFICIALLY KICKS OFF, BELIEVE IT OR NOT, THE NEXT YEAR'S BUDGET CYCLE, IN ORDER FOR THE BOARD TO FEEL CONFIDENT IN KNOWING THE PROJECTED, OUR PROJECTED FINANCIAL SCENARIOS, ONE OF THE FOUNDATIONAL THINGS WE NEED TO KNOW IS MAYBE HOW MANY STUDENTS WE MIGHT HAVE NEXT YEAR. AND SO I REALLY WANT TO SEND MY APPRECIATION TO MR. PATE, MR. FREEMAN, AS WELL AS MISS HAYES, WHO WORK WITH OUR PHENOMENAL PARTNER IN DAVIS, DEMOGRAPHICS TO HELP PUT TOGETHER THIS PRESENTATION.
[01:15:02]
SO, MISS HAYES, I'LL LET YOU ADD ANY ADDITIONAL CONTEXT AS WE KICK OFF THIS YEAR'S REPORT.THANK YOU. BEFORE WE GET STARTED, WHO HAS A CLICKER OVER THERE? CAN YOU HAND THAT OFF? TONIGHT, COMING TO YOU, REPRESENTING DAVIS DEMOGRAPHICS IS MISS GEORGIA LEONARD, AND SHE HAS BEEN WORKING WITH US THIS PAST YEAR ON OUR DEMOGRAPHY REPORT.
AND DAVIS DOES THEIR, REPORTING A LITTLE DIFFERENT THAN WHAT WE'VE HAD IN THE PAST WITH OUR DIFFERENT DEMOGRAPHERS, BUT THIS WILL FOLLOW THE SAME FORMAT THAT YOU SAW LAST YEAR. SO WE ARE FOLLOWING THAT.
THIS IS REALLY ABOUT RESIDENT STUDENTS.
THEY GEOCODE AND GIVE US ACTUAL NUMBERS OF KIDS THAT LIVE WITHIN OUR DIFFERENT ATTENDANCE AREAS.
SO WITH THAT, I'LL TURN IT OVER AND LET HER GET STARTED.
GOOD EVENING. THANK YOU FOR HAVING US HERE THIS EVENING.
AND MY NAME IS GEORGIA LEONARD.
I AM ACCOMPANIED WITH MY COLLEAGUE, CAMERON ARSENAULT.
HE WAS HE HAS BEEN THE GIS ANALYST.
THAT HAS ALSO HELPED PREPARE ALL OF YOUR DATA.
AND IT'S BEEN OUR PRIVILEGE, PRIVILEGE WORKING WITH ALL OF YOU GUYS.
AND SO EVERY YEAR WE START OFF WITH DATA.
AND IT'S VITAL TO HAVE REALLY, REALLY GOOD DATA.
AND SO WE WORK WITH A SERIES OF SPATIAL DATA AS WELL AS TABULAR DATA.
WE WORK WITH THE DISTRICT TO GET THAT FROM YOU GUYS.
AND THEN WE GO THROUGH SOME STEPS AND CHECKS AND BALANCES QA, QC IT.
AND WE ANALYZE IT, WE LOOK AT ALL THE DIFFERENT FACTORS AND THEN WE START TO PUT TOGETHER THIS LOVELY THING I CALL A FORECAST, IF I MAY ADD HERE, I WANT TO RECOGNIZE ANABEL GARZA AND MICHELLE MASSEY WITH OUR STUDENT DATA DEPARTMENT.
MICHELLE MASSEY IS A GENIUS WITH OUR STUDENT DATA AND HAS BEEN VERY DILIGENT IN MAKING SURE THAT EVERYTHING THAT DAVIS IS DOING WITH OUR DATA AND WHAT WE SENT THEM WAS EXTREMELY CLEAN AND EFFICIENT FOR THIS PROCESS.
I DON'T WANT I DON'T WANT TO MISS THAT.
AND YOU WERE ABSOLUTELY RIGHT.
WE ALWAYS GET REALLY, REALLY GOOD DATA.
AND SO THIS IS A LOVELY DIAGRAM OF OUR METHODOLOGY.
AND I'M NOT GOING TO GO OVER EVERY NOOK AND CRANNY OF THIS.
WHAT I WANT TO KEEP POINT OUT IS THE BIGGEST, COMPONENT ON THIS CHART IS THAT EVERYTHING THAT WE DO INVOLVES YOUR STUDENT DATA, RIGHT? WE HAVE YOUR CURRENT HISTORICAL DATA, AND EVERYTHING THAT WE DO TIES DIRECTLY INTO YOUR, YOUR STUDENT DATA.
AND THEN WE'LL DISCUSS SOME OF THOSE OTHERS AS WE GO THROUGH.
ONCE WE GET YOUR STUDENT DATA.
AS I MENTIONED BEFORE, WE WILL GO THROUGH A QA QC PROCESS AND WE THROW IT INTO SOME PIVOT TABLES.
WE PROVIDE IT BACK TO THE DISTRICT, THE ADMINISTRATION.
WE HAVE THEM LOOK OVER IT, CHECK IT ONE MORE TIME, SEE IF THERE'S ANY ANOMALIES.
IF SO, WE ADDRESS THOSE AND IF NOT WE MOVE FORWARD.
WE WHEN YOU HAVE STUDENTS ON A MAP, YOU CAN THEN BEGIN TO DO SPATIAL ANALYTICS.
THE THE IMAGE NUMBER THREE SHOWS THE ANALYSIS ASPECT OF IT.
WE CUT IT APART IN THESE TINY LITTLE THINGS WE CALL STUDY AREAS.
THEY'RE CONSIDERED LIKE NEIGHBORHOODS.
AND IT ALLOWS US TO DO YOUR FORECAST AT THIS TINIER STRUCTURE.
AND ALL OF THE FACTORS THAT WE DO GET APPLIED TO IT AT THAT SMALLER STRUCTURE.
AND IN THIS CASE, YOU'LL HAVE 718 STUDY AREAS THAT MAKE UP YOUR DISTRICT.
THAT IS MORE THAN YOU HAD LAST YEAR.
BECAUSE WE DID DECIDE, I DECIDED THAT I WANTED TO CUT A FEW MORE OF THOSE DOWN.
AND THEN WE START THE ANALYTICS AND ALL THE PRETTY MAPS THAT WE PUT TOGETHER.
AND THIS IS YOUR STUDENT, YOUR DENSITY MAP AT ANY AREA THAT IS RED OR, THAT BRIGHT YELLOW YOU WILL THOSE ARE THE MORE DENSER POPULATIONS. DOESN'T MEAN THAT THERE AREN'T STUDENTS ELSEWHERE.
THEY ARE JUST NOT AS DENSELY POPULATED.
SO THAT IS WHERE THE DENSITY OF STUDENTS COMES IN FOR US.
SO AS I MENTIONED WE HAVE SPATIAL ANALYTICS.
SO NOW THIS IS JUST A TINY SNIPPET OF THIS ACTUAL GRAPH.
AND I BELIEVE THAT EACH OF YOU HAVE THE FULL THE FULL CHART.
BUT I WANT TO RUN YOU THROUGH HOW YOU READ THIS, AND IT'S A COMPARISON OR A MATRIX BETWEEN YOUR RESIDENT STUDENTS AND WHERE THEY GO TO SCHOOL, SO WHERE THEY LIVE VERSUS WHERE THEY ATTEND.
[01:20:09]
THAT SCHOOL IS OKAY.AND THEN YOU HAVE IT'S A PK SIX SCHOOL.
THERE ARE 645 STUDENTS THAT LIVE IN THAT BOUNDARY.
OKAY. 469 OF THOSE STUDENTS ACTUALLY ATTEND THE SCHOOL THAT THEY ARE ZONED TO.
AND THEN YOU HAVE 11 OF THOSE STUDENTS THAT GO TO ARAPAHOE AND SEVEN.
I CAN'T QUITE MAKE OUT THAT ONE.
WHEN YOU GO DOWN, YOU'RE NOW LOOKING AT THE SCHOOL OF ENROLLMENT.
THAT NUMBER WILL ALSO COORDINATE WITH THE DATA VERIFICATION FORMS THAT WE HAVE SIGNED OFF ON.
ON THIS NEXT SLIDE WE HAVE THE UTILIZATION AND TRANSFER ANALYSIS.
THIS TAKES YOUR STUDENT POPULATION AND IT STARTS TO LOOK AT THE INS AND OUTS.
HOW MANY STUDENTS ARE MOVING FROM ONE FROM ONE SCHOOL INTO THE OTHER? HOW MANY STUDENTS YOU HAVE THAT ARE ENROLLING INTO YOUR DISTRICT THAT ARE COMING TO YOU FROM A DIFFERENT DISTRICT? AND SO, FOR EXAMPLE, AIKEN ELEMENTARY AND THEY HAVE A CAMPUS CAPACITY OF 806.
THERE ARE 645 RESIDENT STUDENTS.
HOWEVER, WITH 518 STUDENTS ENROLLED IN THAT SCHOOL, YOU ARE 64.3% UTILIZATION.
THIS MEANS YOU HAVE ABOUT 46 STUDENTS IN 106 STUDENTS THAT ARE CHOOSING TO GO TO DIFFERENT SCHOOLS WITHIN YOUR DISTRICT, AND YOU HAVE THREE STUDENTS THAT LIVE OUTSIDE OF YOUR DISTRICT CHOOSING TO GO TO THAT SCHOOL WITH A TOTAL TRANSFER RATE OF 9.5%.
AND THEN THE REST OF THE CHART IS YOU SHOULD HAVE IN YOUR YOUR PACKET.
AND THEN WE HAVE THE SAME CHART FOR YOUR JUNIOR AND HIGH SCHOOLS.
AS FAR AS THE UTILIZATION AND TRANSFER ANALYSIS.
ONE OF THOSE IS YOUR BIRTH THE HISTORIC AND LIVE BIRTH FACTORS.
WE WORK UNDER THE EXPECTATION THAT WHEN A CHILD IS BORN, THEY ARE GOING TO START SCHOOL ON AN AVERAGE OF FIVE YEARS LATER. SO STUDENTS THAT STARTED WORK STARTED KINDERGARTEN THIS YEAR, WERE BORN ON APPROXIMATELY 2018.
YOU HAVE WE WITH THE STATE OF TEXAS.
WE HAVE THE ABILITY TO PULL BIRTH DATA BY ZIP CODE.
AND THAT'S NOT DONE BY COUNTY.
IT'S SPECIFICALLY WHAT IMPACTS YOUR DISTRICT.
SO THE TOTAL FOR THAT, FOR THE STUDENTS THAT WERE BORN IN 2018 IS ABOUT 6657.
SO THEN WE START APPLYING A RATE OF CHANGE AND EXPECTATION THAT PERCENT CHANGE, FROM THE FORECAST YEARS, AFTERWARDS. SO IN 2020, SORRY, 2019, THERE WERE 6568 STUDENTS BORN.
SO THERE WAS A LIKE A LITTLE BIT MORE THAN A 2% DROP.
SO WE WOULD FACTOR THAT INTO YOUR THE FIRST YEAR OF THE FORECAST FOR KINDERGARTEN MOVING FORWARD, WHAT I WANT TO POINT OUT IS ANYTIME YOU ARE AT A ONE, YOU ARE MAINTAINING POPULATION.
IF YOU ARE ABOVE A ONE, YOU ARE GROWING POPULATION.
IF YOU'RE BELOW A ONE, YOU ARE DECLINING.
OKAY, SO THIS IS NOT A SIGNIFICANT DECLINE.
IT'S JUST SHOWS YOU WHAT WE ARE SEEING ACROSS THE UNITED STATES A DECLINE IN BIRTHS.
I DO WANT TO POINT OUT THAT THERE IS A SLIGHT DIP IN THE 2021 BIRTHS OF A 91.7.
YOU WILL SEE THAT CARRIED OVER INTO YOUR KINDERGARTEN FORECAST FOR THE 2026.
SO THE NEXT, THE NEXT COMPONENT WHEN IT COMES TO YOUR FORECAST THE IMPACTS IS MOBILITY FACTORS.
MOBILITY FACTORS ARE LOOKING AGAIN WE'RE LOOKING SPATIALLY.
THESE ARE YOUR SPATIAL COHORTS OKAY.
AND SO WHAT WE'RE LOOKING AT ARE STUDENTS.
ARE YOU MAINTAINING THEM AS THEY GO FROM ONE GRADE CONFIGURATION TO THE NEXT OKAY.
SO FOR EXAMPLE IN AIKEN WE HAVE KINDERGARTEN TO FIRST GRADE.
[01:25:01]
SO LET'S JUST HYPOTHETICALLY SAY IF YOU HAD 100 KINDERGARTNERS IN AIKEN WHEN THEY TRANSITIONED INTO FIRST GRADE, DID YOU LOSE OR DID YOU GAIN IN THIS CASE, YOU GAINED 7%.SO YOU WOULD HAVE HAD IN FIRST GRADE 107 STUDENTS.
THIS IS NUMBERS PULLING DIRECTLY FROM YOUR STUDENT DATA.
THIS IS WHY WE GET THREE YEARS OF YOUR HISTORICAL.
I DO WANT TO POINT OUT THAT THIS DOES PICK UP WHEN YOU GAIN OR LOSE STUDENTS WHEN THEY ENROLL AND UNENROLL AND MOVE INTO OR MOVE OUT OF YOUR DISTRICT. IT CAN PICK UP CERTAIN JUST THOSE VARIOUS NUANCES IN THAT PARTICULAR CASE.
SOMETHING ELSE I WAS GOING TO SAY ABOUT THAT.
STUDENT YIELD FACTORS. OH, I KNOW WHAT IT WAS.
ACTUALLY, I WANT TO GO BACK. I REMEMBER I WANT TO SAY, THE THOSE.
I MISSED IT. OKAY, SO STUDENT YIELD FACTORS.
SORRY I GOT DISTRACTED WITH WATER.
THIS IS LOOKING AT AGAIN WE'RE LOOKING AT CURRENT STUDENTS.
AND WE'RE LOOKING AT THE TYPE OF HOUSING THAT THEY CURRENTLY LIVE IN OKAY.
RIGHT. IF, FOR EXAMPLE, AND, AND I'VE CALCULATED THESE MYSELF, THAT WE WILL LOOK AT THE HOUSING THAT'S IN YOUR AREA AND IF THERE ARE, SINGLE FAMILY DETACHED UNITS.
THE STUDENTS ARE LITERALLY SITTING ON TOP OF THEM ON A MAP, AND THEN WE CAN CREATE A RATIO, A RATE ABOUT THE NUMBER OF STUDENTS THAT ARE LIVING IN THAT TYPE OF HOUSING BY EACH GRADE. RIGHT. BECAUSE THEN WE CAN APPLY THAT MOVING FORWARD.
OKAY. SO WHAT THIS TRANSLATES TO IS YOUR STUDENT YIELD FACTOR FOR SINGLE FAMILY DETACHED IS 0.586.
BUT WHAT I WANT TO CLARIFY IS THAT IS 58 STUDENTS PK THROUGH 12, OKAY.
THAT IS NOT AND AND THEY'RE NOT ALL GOING TO HAPPEN AT ONCE.
THEY'RE GOING TO HAPPEN AS THAT PARTICULAR DEVELOPMENT STABILIZES.
AND SOMETIMES MAYBE IT'S A HUGE DEVELOPMENT.
IT'S GOING TO TAKE AT TEN YEARS.
SO IT'S IT'S NOT JUST ALL IN ONE LUMP SUM.
HE WAS THE ONE THAT WAS ABLE TO GO OUT, SPEAK TO EVERYBODY AND DO THE DRIVE.
SO, YEAH, LIKE YOU SAID, I'M THE GIS ANALYST FOR, THIS PROJECT.
SO I WAS INVOLVED IN CREATING SOME OF THE MAPS THAT YOU'RE SEEING IN THIS PRESENTATION.
I WAS ALSO INVOLVED IN RESEARCHING YOUR RESIDENTIAL DEVELOPMENT.
SO WE'VE IDENTIFIED 20, NEW RESIDENTIAL DEVELOPMENTS THAT ARE BEING BUILT WITHIN YOUR DISTRICT.
WE IDENTIFY THESE A LOT OF DIFFERENT WAYS.
AS GEORGIA SAID, DOING A DEVELOPMENT DRIVE, MEETING WITH, CITY STAFF AND PLANNERS FROM THE CITIES OF DALLAS AND RICHARDSON TO DISCUSS THE DEVELOPMENTS THAT THEY'VE BEEN TRACKING, READING NEWS ARTICLES, CITY PLANNING DOCUMENTS, TO IDENTIFY SOME FUTURE POST, DEVELOPMENTS. BUT, YEAH, WE, TRACK DEVELOPMENTS IN, TWO DIFFERENT WAYS THAT AFFECT THE, FORECAST.
THE FIRST IS, GEORGE DISCUSSED EARLIER IS THE HOUSING TYPE.
SO DIFFERENT TYPES OF HOUSING GENERATE STUDENTS AT DIFFERENT RATES.
AND YOU HAVE, SEVERAL SINGLE FAMILY DETACHED, TOWNHOUSE AND APARTMENT DEVELOPMENTS.
THE SECOND WAY IS THE, STATUS OF THE PROJECT.
THOSE ARE THE ONES THAT ARE BLUE.
THEY'RE, FULLY APPROVED, BUT THEY HAVEN'T STARTED CONSTRUCTION YET.
AND THEN THE DEVELOPMENTS IN YELLOW MARKED AS FUTURE.
THEY'VE BEEN PROPOSED, BUT THEY HAVEN'T BEEN FULLY APPROVED YET.
SO YOU WON'T BE SEEING ANY STUDENTS COMING FOR THOSE FOR A NUMBER OF YEARS.
[01:30:04]
AND THEN, THE DEVELOPMENT MARKET IS AN ACTIVE THAT ONE HAS, STARTED.BUT FOR WHATEVER, FOR WHATEVER REASON, PROGRESS HAS STALLED THERE.
SO THAT TOTALS TO OVER 2000, NEW UNITS THAT, HAVE BEEN INCLUDED IN THE TEN YEAR FORECAST.
ALL RIGHT, SO, WE CONSIDER YOUR DISTRICT TO BE PRIMARILY, BUILT OUT.
THERE'S VERY LITTLE, REMAINING, EMPTY LAND THAT'S AVAILABLE TO DEVELOP.
SO AS A RESULT, MOST OF THE NEW, UNITS THAT YOU'RE SEEING, ABOUT 1700 ARE GOING TO BE APARTMENTS.
A LOT OF THOSE ARE BEING BUILT ALONG THE US 75, CORRIDOR.
IF DEVELOPMENTS LIKE THE, BELTON MAIN AND DOWNTOWN RICHARDSON, OVATION, GALVESTON PARK, SEVERAL OTHERS, AND THOSE STUDENTS IN THOSE DEVELOPMENTS WILL BE ATTENDING OR ZONED TO ATTEND, MARK TWAIN AND RICHARDSON TERRACE FOR ELEMENTARY SCHOOL AND THEN APOLLO AND BERKNER FOR, HIGH SCHOOL AND JUNIOR HIGH.
ALL RIGHT. AND THEN, IN TOTAL, WE'RE EXPECTING ABOUT 350 STUDENTS, TO COME FROM THESE NEW DEVELOPMENTS OVER THE NEXT TEN YEARS OF THE FORECAST.
THE REST ARE EXPECTED TO COME FROM, SINGLE FAMILY DETACHED AND TOWNHOUSE DEVELOPMENTS.
AND WITH THAT, I'LL TURN IT BACK TO GEORGIA.
SO WHILE THEY'RE TRANSITIONING, JUST A REMINDER TO EVERYONE WHAT WE'VE SEEN TRENDING OVER REALLY THE PAST 6 OR 7 YEARS IS THE LOSS OF OUR STUDENTS FROM MULTIFAMILY AS THE OLDER APARTMENTS TRANSITION AND THEY BE THEY'RE BEING BOUGHT BY A DEVELOPER, THEY'RE RENOVATED, AND THEN THEY RAISE THEIR RENT AND WE LOSE OUR FAMILIES FROM THAT.
SO WE CONTINUE TO SEE THAT TREND MOVING FORWARD RIGHT NOW.
ALL RIGHT. SO WHAT I DO WANT TO POINT OUT IS IF YOU COMPARE THIS TO LAST YEAR'S, THERE IS A IT'S STILL SHOWING A DECLINE, BUT IT'S NOT AS MUCH OF A DECLINE.
AND THE REASON WHY I SAY THAT IS BECAUSE I HAD NOTICED WHENEVER WE WERE WORKING ON YOUR FORECAST THIS YEAR THAT THERE WAS AN, A DIFFERENCE, WE TRY TO AIM BETWEEN LIKE, A 2%, YOU KNOW, BUFFER MARGIN, AN ERROR MARGIN.
AND WE WERE LEANING MORE TOWARDS A FOUR.
SO WHAT I DID IS I APPLIED WHAT'S CALLED A WEIGHTED MOBILITY.
AND UNFORTUNATELY, IN A LOT OF DISTRICTS, THE PANDEMIC DID IMPACT NUMBERS IN 2020.
AND WE ARE STILL SEEING THAT RAMIFICATION.
OKAY. AND SO IN DOING SO, I BELIEVE THAT THESE NUMBERS MOVING FORWARD WERE WILL BETTER ALIGN.
EACH EACH YEAR WE WORK WITH EACH OTHER.
AND SO I JUST WANTED TO POINT THAT OUT REALLY QUICK.
GOING FROM THIS YEAR TO NEXT YEAR, THERE IS THIS, WHAT I IT'S I GUESS IT'S A DIP.
IT'S THE OPPOSITE OF A BUBBLE.
AND WE HAVE THAT GOING FROM AND YOU CAN KIND OF SEE THIS COLOR GRADIENT IN THE KINDERGARTNER GOES FROM THE THIS KINDERGARTNER CLASS GOING INTO NEXT YEAR AND THEN THE NEW KINDERGARTEN CLASS.
SO YOU'RE SEEING A REDUCTION IN YOUR ELEMENTARY SCHOOL POPULATION.
YOU'RE ALSO GOING TO SEE A REDUCTION, IN YOUR HIGH SCHOOL POPULATION, BECAUSE YOU HAVE AN EIGHTH GRADE CLASS THAT'S SMALLER, MATRICULATING INTO YOUR HIGH SCHOOL.
AND YOU CAN SEE THAT BY THAT LIGHTER GREEN.
I DO WANT TO TELL YOU GUYS THE SAME THING I TELL ALL OF MY DISTRICTS.
FOCUS MORE ON THE FIRST FIVE YEARS OF A FORECAST.
THE FURTHER WE GET OUT, THE THE MORE GRACE SPACE THERE IS, SO TO SPEAK.
[01:35:01]
RIGHT? RIGHT NOW, RIGHT NOW, YOU KNOW, THERE ARE THINGS THAT WE KNOW, RIGHT? WE KNOW THE BIRTHS, WE KNOW THE DEVELOPMENT.BUT THE FURTHER OUT WE GET, WE ARE WORKING WITH, AVERAGES AND EXPECTATIONS, RIGHT? BUT AS WE HAVE LEARNED OVER THE PAST SEVERAL YEARS, THERE ARE SO MANY THINGS THAT CAN IMPACT THAT AND DERAIL THOSE EXPECTATIONS.
OKAY, SO DON'T ALLOW THAT RED TO JUST REALLY ALARM YOU.
OKAY. AND SO WHAT IT LOOKS LIKE IS NEXT YEAR WE'RE LOOKING AT ABOUT 35,442 ISH STUDENTS.
AND SLIGHT, SLIGHT DECLINES FROM NOW, WHAT I WANT TO SAY IS THESE ARE YOUR RESIDENT STUDENT NUMBERS.
LET ME LET ME MAKE SURE I'M CLARIFYING WITH THAT.
THESE ARE YOUR RESIDENT STUDENTS.
SO STUDENTS THAT LIVE INSIDE OF YOUR DISTRICT, THESE ARE WHAT YOUR FORECAST IS BASED ON OKAY.
THE RATE OF CHANGE THAT'S HAPPENING IN YOUR FORECAST IS APPLIED TO THAT COLUMN IN THE YELLOW.
AND THAT'S WHERE WE'RE GETTING THOSE FORECASTED VALUES YEARS ONE THROUGH TEN.
IF YOU COULD BACK UP JUST A MINUTE, I WANT TO POINT OUT ON THIS SLIDE, AS SHE'S TALKING ABOUT WHY THIS IS A TEN YEAR FORECAST, WE REALLY DO LOOK AT THE FIRST FIVE YEARS OF THIS FORECAST. AND WHAT WE SEE, WHAT WE'RE LOOKING AT IS FROM THE END USER PERSPECTIVE, I'M NOT INTO ANALYTICS.
I'M TALKING ABOUT FROM AN END USER.
YOU'RE LOOKING AT HOW MANY HOW MUCH GREEN YOU SEE VERSUS HOW MUCH RED.
SO FOR THE FIRST FIVE YEARS WE'RE SEEING THE GREEN.
MORE SUBSTANTIALLY THAN YOU SEE THE RED.
YOU SEE THE RED MORE AS YOU GET OUT TOWARD THE TEN YEARS.
SO REALLY FOCUSED ON THAT FIRST FIVE.
AND NOTICE THAT WHY IS A DECLINE THERE ARE MORE GREEN THAN THERE ARE RED.
SO THAT'S MY END USER PERSPECTIVE FOR ALL OF YOU, I LOVE THAT, I LOVE THE WAY SHE PUT THAT.
BUT BUT THIS DOES I THINK WHEN WE THINK ABOUT THE WORK THAT OUR COMMUNITY BUDGET STEERING COMMITTEE DID FOR SIX MONTHS AND RECOGNIZING THAT AS A DISTRICT LIKE YOU MENTIONED, WE WE'RE NOT A WE'RE NOT A FAST GROWTH DISTRICT.
WE'RE NOT REALLY A GROWING DISTRICT.
WE MOST OF OUR LAND IS BUILT OUT.
AND SO THE, THE THIS THIS SUPPORTS THAT WE DO HAVE OVERALL A DECLINING POPULATION.
CORRECT. AND I AND I WILL ADD THAT ACCORDING TO THE CENSUS, THE OVERALL POPULATION IN THE PRIMARY, SIX ZIP CODES THAT YOUR DISTRICT SITS IN, THEY HAVE BEEN EXPERIENCING A LIKE ALMOST 5% DECLINE IN THE POPULATION IN THIS AREA, AND IT IS FORECAST TO CONTINUE TO SEE ABOUT A 5.5% DECLINE AS WELL OVER THE NEXT FIVE YEARS.
AND SO YOU SEE WHERE WE DO HAVE THIS DROP THAT MORE SUBSTANTIAL OF APPROXIMATELY 700 STUDENTS BETWEEN THIS YEAR AND NEXT YEAR IS DUE TO THOSE TWO THINGS I POINTED OUT ON THAT FIRST SLIDE, THAT WE HAVE, THERE'S THAT KINDERGARTEN.
AND THAT'S WHERE YOU'RE GOING TO START GETTING THAT DECLINE AS WELL AS YOUR BIGGER DROP IN THAT HIGH SCHOOL, WHICH SHOWS YOU THAT EIGHTH GRADE THAT'S GOING INTO NINTH GRADE, THAT'S A SMALLER CLASS SIZE.
AND THEN THESE ARE JUST, THE NEXT FEW SLIDES ARE SOME CHARTS THAT JUST SHOW YOU JUST THE, LIKE A BIRD'S EYE VIEW OF HOW THIS TREND IS GOING TO GO.
THE DARK BLUE LINE IS WHAT WE ANTICIPATE YOUR ENROLLMENT, HOW IT MATCHES WITH, IF IF THE ENROLLMENT TREND WERE TO FOLLOW THE SAME TREND OF YOUR RESIDENT STUDENTS, THIS IS WHAT WE WOULD ANTICIPATE.
[01:40:01]
AND BUT AS YOU NOTICE, THE LAST SEVERAL YEARS, YOU START TO, YOU KNOW, LEVEL OFF AND THINGS ARE COMING TO A STABILIZED PLACE.IN THE SAME THING WITH SEVEN EIGHT.
ANYTIME YOU HAVE A COHORT, YOU KNOW A GREAT CONFIGURATION.
AND WHEN YOU ONLY HAVE TWO GRADE CONFIGURATIONS, IT PICKS UP ON ALL THE NUANCES.
AND THEN YOUR HIGH SCHOOL AGAIN JUST SLIGHT DECLINES.
GOING THROUGH. AND THESE ARE ALL FOR HIGH SCHOOLS COMBINED.
ALL RIGHT. SO THIS IS BECAUSE WE LIKE TO DO MATHS.
THIS IS A MAP THAT SHOWS YOUR NET CHANGE BETWEEN THIS YEAR AND FIVE YEARS FROM NOW.
AREAS OF BLUE SHOW WHERE YOU WERE GROWING.
SO YOU'RE GOING TO SEE SOME GROWTH IN, A LOT OF GROWTH.
YOU SEE MORE IN THAT SOUTHERN TIP AS WELL AS SOME OF THE MORE PERIPHERY AREAS.
AND THEN THE PINKS ARE MORE OF WHERE YOU ARE HAVING STUDENT LOSS.
AND IT DOESN'T NECESSARILY IT COULD BE ONE STUDENT OR IT COULD BE UP TO LIKE 69.
I THINK THAT'S WHAT THAT NUMBER SAYS.
STUDENTS LOSS. IT JUST DEPENDS ON IT COULD BE AN AREA TURNOVER.
THERE'S NO CHANGE HAPPENING THERE.
AND THEN SO IN SUMMARY, THIS JUST SHOWS YOU THAT WE'RE SITTING AT 36,000 STUDENTS.
NOW, WE ARE ANTICIPATING, IN ABOUT FIVE YEARS, YOU WOULD BE IN THE LEVEL ABOUT 3232 SEVEN.
AGAIN, THESE ARE RESIDENT NUMBERS.
SO TO WRAP UP, I AM EXPECTING THAT YOUR DISTRICT WILL DECLINE ABOUT 9% OVER THE NEXT FIVE YEARS VERSUS I BELIEVE LAST YEAR WE HAD SAID I THINK IT WAS A 14%, PEAK SIX IS ABOUT A 10% DUE TO THAT KINDERGARTEN COHORT.
YOUR, SEVEN EIGHT IS GOING TO SEE ABOUT A FIVE, I'M SORRY, 6%.
AND AGAIN, HIGH SCHOOL DUE TO SMALLER CLASS SIZES, MATRICULATING THROUGH IS ABOUT A 10%.
AND WITH THAT, I'M GOING TO ASK YOU ANY QUESTIONS.
CAN YOU COMMENT MAYBE A LITTLE BIT FOR OUR COMMUNITY AND OUR BOARD AS WELL? I KNOW WHEN I'M WATCHING THE NEWS, I'M HEARING A LOT OF OR WHEN I'M AT SUPERINTENDENT MEETINGS, I'M HEARING A LOT OF SUPERINTENDENTS IN THE AREA HAVING THIS SAME CONVERSATION.
SO AS YOU'RE STUDYING AND WORKING WITH OTHER DISTRICT, WHAT ARE SOME TRENDS THAT YOU'RE SEEING? RELATED TO STUDENT ENROLLMENT AND MAYBE DISTRICTS THAT ARE SOMEWHAT SIMILAR TO US? OH, ABSOLUTELY.
WHAT YOU ALL ARE EXPERIENCING IS NOT UNUSUAL.
WE HAVE SEEN I WORK WITH DISTRICTS ALL OVER THE UNITED STATES, AND WHAT I HAVE SEEN, AND IT'S KIND OF BECOME THIS, PHENOMENON IS THAT, AND I GUESS IT'S SOME IT'S A, YOU KNOW, AN ARTIFACT OF THE PANDEMIC WHERE YOU HAVE PEOPLE THAT ARE CHOOSING TO MOVE OUT OF THE INNER CITIES. IT'S THIS EXODUS THAT'S HAPPENING.
SO Y'ALL ARE NOT THE ONLY ONES EXPERIENCING IT, BUT Y'ALL ARE ALSO, A VERY BUILT OUT NEIGHBORHOOD.
AND YOU HAVE, IF I REMEMBER CORRECTLY, Y'ALL ACTUALLY HAVE A REALLY HIGH PERCENTAGE OF RETIREES IN THIS AREA THAT DUE TO THE TAX CREDIT THEY MAINTAIN AND THEY STAY IN THEIR HOME.
AND SO THAT'S, SO THAT MEANS THAT THERE'S NOT AS MUCH HOUSING OPEN.
IT BECOMES AVAILABLE AND READY FOR, YOU KNOW, NEW FAMILIES TO MOVE INTO.
BUT NO, Y'ALL ARE Y'ALL ARE WHAT I WOULD NOT EXPECT.
THAT'S A BAD WORD, BUT Y'ALL ARE ON PAR FROM WHAT I HAVE SEEN OTHER DISTRICTS OF Y'ALL SIMILAR SIZE AND MR. PATE, I BELIEVE WE SENT OVER 8000, LETTERS TO OUR TO COMMUNITY MEMBERS THAT HAD A ZERO TAX BILL.
WHEN, ALL OF THE REQUIRED RECALCULATIONS WERE DONE TO APPLY THE EXEMPTIONS APPROVED AT THE NOVEMBER ELECTION OR APPLIED TO OUR OUR TAXPAYERS, WE HAVE APPROXIMATELY 8200 RESIDENTS THAT, HAD AN OVER 65 LEVY FREEZE, WHO ARE NOW FROZEN AT ZERO.
[01:45:04]
JUST KIND OF DIG IN AT THIS POINT BECAUSE, YOU KNOW, THIS IS THIS IS THE REALITY OF THE DISTRICT AT THIS POINT.SO WE'LL START OUT WITH QUESTIONS, MISS TIMME.
MISS BRANUM, I'M NOT SURE IF YOU CLARIFIED THIS.
MAYBE I MISSED IT, BUT WOULD YOU TALK A LITTLE BIT ABOUT YOU? YOU KIND OF GLOSSED ON THAT.
THIS IS THE START OF OUR BUDGET PIECE.
CAN YOU TALK ABOUT WHY ENROLLMENT IS SO CRITICAL TO STARTING OUR BUDGET PIECE WITH.
BECAUSE, AGAIN, THE MAJORITY OF THE FUNDING THAT WE RECEIVE AND THAT WE CAN DETERMINE ALLOCATION FROM IS BASED UPON OUR STUDENT ENROLLMENT, WE RECEIVE FUNDING FROM THE STATE BASED UPON EVERY STUDENT FIRST THAT THEY ENROLL.
SO WE HAVE OUR PER PUPIL ENROLLMENT.
AND THAT DETERMINES THAT THE FINAL PERCENTAGE OF THAT NUMBER THAT WE GET PER STUDENT.
SO THE BOARD NEEDS TO KNOW AND MR. PATE NEEDS TO KNOW A PROJECTED ENROLLMENT SO HE CAN BUILD A BASE BUDGET AROUND IF WE'RE PROJECTING 36,000 STUDENTS, THAT BUDGET IS VERY DIFFERENT THAN IF WE'RE EXPECTING 37,000.
AND IF WE SEE A POTENTIAL IF WE HAVE REASON TO BELIEVE WE'RE GOING TO HAVE A FORECASTED ENROLLMENT THAT IS GOING TO HAVE A DECLINE OF 600 STUDENTS, THEN THAT HAS A SIGNIFICANT IMPACT ON THE AVAILABLE CAPACITY THAT THE BOARD HAS IN ASSIGNING OUR FINAL HOW WE'RE GOING TO ALLOCATE OUR BUDGET.
WE MAY NOT NEED AS MANY KINDERGARTEN SECTIONS AND AS MANY KINDERGARTEN TEACHERS.
FOR EXAMPLE, NEXT YEAR WE MAY NEED TO MOVE THEM TO FIRST GRADE OR ETC..
SO THIS IS LIKE THE BASELINE BASE INFORMATION.
WE HAVE TO HAVE TO EVEN KNOW HOW TO START BUILDING A BUDGET FOR THE NEXT SCHOOL YEAR.
AND THEN JUST, A COUPLE OF QUESTIONS WHEN YOU'RE LOOKING AT THE NEIGHBORHOODS AND YOU'RE SAYING THE RESIDENT PIECE OF THAT, DOES IT INCLUDE TURNOVER LIKE POTENTIAL TURNOVER, YOU'RE TALKING ABOUT THE NUMBER OF RETIREES IN OUR NEIGHBORHOOD, OR DOES IT JUST COUNT THE HOUSES THAT WE CURRENTLY HAVE.
SO THAT'S WHERE MOBILITY COMES INTO PLAY.
OH, THAT'S PART OF WHAT YOU YOU.
RIGHT. SO WE'VE GOT OUR STUDENT YIELD FACTORS, WHICH GOES TOWARDS YOUR, PROJECTED HOUSING.
AND THEN WE HAVE MOBILITY WHICH ACTUALLY COUNTS YOUR EXISTING HOUSING.
AND THAT'S STUDENTS THAT ARE, LIVING IN YOUR DISTRICT, CHOOSING TO GO TO YOUR DISTRICT.
THEY DON'T GO TO YOUR DISTRICT.
SO YOU'LL PICK UP ON THAT MOVEMENT.
AND SO THAT DOES INCLUDE WHEN A HOUSE OR A NEIGHBORHOOD TURNS OVER.
AND AS I'VE LIVED THERE, I'VE SEEN THIS NEIGHBORHOOD TURN OVER WHERE HIGH SCHOOL KIDS GRADUATED.
AND NOW I'M STARTING TO SEE SMALLER KIDS.
AND IT'S IT'S A INTERESTING THING CONSIDERING I WORK WITH IT, GETTING TO SEE IT.
OKAY. GREAT. AND THEN ON SLIDE SIX, CAN I DON'T MIND GOING TO SLIDE SIX.
DO YOU HAVE A HEADER FOR ME? YEAH. NO, THAT'S NOT IT.
IT'S THE ONE THAT HAS, LIKE, THE ZIG ZAG NUMBERS AND.
YEAH. SO WHEN WE'RE LOOKING AT THIS, I WAS JUST CURIOUS, LIKE WHEN WE'RE LOOKING AT AT THESE NUMBERS, WHEN YOU SAY THEY'RE GOING TO OTHER SCHOOLS AND I'M NOT REALLY SURE WHO TO DIRECT THIS QUESTION TO, BUT DOES THAT COUNT LIKE POTENTIAL OVERFLOW.
WHY THEY MIGHT BE AT OTHER SCHOOLS.
IS THAT WHAT IT'S PICKING UP ON? IT COULD BE OVERFLOW. IT COULD BE OUR TRANSFERS.
IT COULD BE WE HAVE STUDENTS WHO MIGHT BE ENROLLED IN A CAMPUS THAT DOES NOT HAVE A BILINGUAL PROGRAM, AND WE HAVE A BILINGUAL PROGRAM AT A NEARBY SCHOOL. IT MIGHT BE STUDENTS WHO ARE SERVED THROUGH HIGHLY SPECIALIZED CENTRAL SPECIAL EDUCATION PROGRAMS, AND WE TRANSFER THEM TO A SCHOOL THAT OFFERS THAT PROGRAM THAT MAYBE THEIR HOME SCHOOL DOES NOT.
SO THERE COULD BE A VARIETY OF FACTORS.
AND THEN ON SLIDE SEVEN, WHICH IS THE NEXT ONE, THE UTILIZATION ONE.
WHEN WE'RE TALKING ABOUT PERCENT OF UTILIZATION, DOES THAT TAKE AND THIS PROBABLY IS YOUR QUESTION, DOES THAT TAKE INTO ACCOUNT LIKE A MAXIMUM ASSUMING AND A MAXIMUM NUMBER IN EVERY SINGLE CLASSROOM, EVEN IF WE DO NOT USE EVERY CLASSROOM TO THE MAXIMUM EXTENT BECAUSE OF A SPECIALIZED PROGRAM OR SOMETHING LIKE THAT?
[01:50:07]
YES, MA'AM. SO THAT ASSUMES THAT EVERY FOR EXAMPLE, IF IT'S A KINDERGARTEN CLASSROOM THAT WE CAN PUT 22 STUDENTS IN, BUT IN FACT, WE MAY HAVE TO USE THAT CLASSROOM FOR THAT CENTRALIZED SPECIAL EDUCATION PROGRAM WHERE WE MAY ONLY HAVE EIGHT STUDENTS.YES. THOSE CAPACITY NUMBERS CAME FROM OUR 2017 CAPACITY STUDY.
SO THIS IS A LITTLE BIT TIGHTER CAPACITY THAN WHAT WE HAD BEFORE THAT.
WAIT, SAY THAT AGAIN. SO WHEN WE LOOKED AT THESE CLASSROOMS, A LOT OF OUR SCHOOLS, BECAUSE THEY'RE OLDER, A LOT OF THE CLASSROOMS AREN'T THE SAME SIZE THAT TIA RECOMMENDS NOW FOR A SIZE. AND SO THE ARCHITECTS TOOK THAT INTO ACCOUNT WHEN THEY WERE COMING UP WITH CAPACITY.
ALL RIGHT. THANK YOU, MISS TIMME.
MR. EAGER. AH MS. LEONARD YEAH, A, THANK YOU.
YOU KNOW, FOR THE PRESENTATION.
IT'S A LOT OF HARD WORK AND A LOT OF MOVING NUMBERS.
A COUPLE THINGS I HAD A QUESTION ABOUT.
ONE IS THE WHAT EFFECT IS THE AFFORDABILITY OF THE HOUSES, HAVING IN THIS CALCULATION BECAUSE RICHARDSON'S OBVIOUSLY A VERY DESIRABLE AREA OF TOWN.
AND WITH THAT, THEN THE LACK OF INVENTORY, ETC., THAT WHAT EFFECT DOES THAT NOW A SINGLE FAMILY, YOU KNOW, A SMALL FAMILY IS JUST STARTING OUT, THEIR ABILITY TO ACTUALLY MOVE INTO OUR DISTRICT IS MY FIRST QUESTION? I THINK THIS IS A MULTIFACETED ANSWER.
SO I'M GOING TO TRY TO APPROACH IT THE BEST I CAN, AND YOU LET ME KNOW IF I DON'T COVER IT.
AND PART OF IT IS GOING TO BE THE HOUSING AVAILABILITY.
AND, AND THE AFFORDABILITY OF THE HOUSING THAT IS AVAILABLE.
THEY'RE MORE, LUXURY AND NOT NECESSARILY SOMETHING, THAT MIGHT HAVE ROOM FOR BECAUSE THERE'S ALWAYS STATE REGULATIONS AS TO HOW MANY PEOPLE YOU CAN PUT IN A ONE OR 2 OR 3 BEDROOM UNIT.
AND A LOT OF THOSE ARE CAPPED OUT AT TWO UNIT, TWO BEDROOM UNITS.
SO YOU OFTEN WON'T SEE A HIGHER YIELD FROM THAT.
AS TIME GOES AND WE WILL DOUBLE CHECK YOUR YIELD FACTORS.
SO, TYPICALLY THINGS DON'T MOVE SO QUICKLY THAT WE HAVE TO CHECK THEM YEARLY.
IN THIS CASE LIKE LAST YEAR WE DID YOUR STUDENT YIELD FACTORS.
THIS YEAR I WAS ABLE TO USE THOSE SAME YIELD FACTORS.
I WILL CALCULATE THEM AGAIN NEXT YEAR AND JUST MAKE SURE THAT NOTHING HAS CHANGED DRAMATICALLY.
WE WOULD SEE A CHANGE IN THAT FACTOR THAT WOULD GET APPLIED TO YOUR NEW DEVELOPMENT.
AND THE ONLY REASON WE'RE SENSITIVE ABOUT THIS, YOU KNOW, THIS YEAR, ANY YEARS, BECAUSE ABSOLUTELY.
OBVIOUSLY BUDGETS, BUDGETS ARE TIGHT.
BECAUSE ALSO TALKING TO SOME PEOPLE THAT I KNOW IN THE REAL ESTATE INDUSTRY, THEY'RE TALKING ABOUT WITH THE INTEREST RATES, LIKE RIGHT NOW, THERE'S NOT A LOT OF HOUSING MOVEMENT BECAUSE THE PEOPLE WHO WANT TO DOWNSIZE THE INTEREST RATES, THEY DON'T WANT TO SHIFT FROM A 3% TO A 6%. SO THAT'S LOCKING UP INVENTORY.
WHAT YOU KNOW, WHEN AN INTEREST RATE CHANGE WHAT HOW LONG DOES IT TAKE FOR THAT EFFECT? IS IT A 1 OR 2 YEAR LAGGING EFFECT? THE ONLY REASON BECAUSE LIKE WE SAID, WE'RE DEALING WITH BUDGET RIGHT NOW.
ABSOLUTELY. THAT'S ANOTHER INTERESTING THING THAT'S GOING TO GET PICKED UP IN THAT MOBILITY.
SO EVERY YEAR THAT MOBILITY IS CALCULATED BASED ON THE PREVIOUS THREE YEARS.
SO WE'RE GOING TO SEE THAT IMPACT EVERY YEAR.
SO FOR EXAMPLE LET'S BRING IN THE THE MOBILITY IMPACTED BY THE PANDEMIC.
RIGHT. IT WAS I WAS DISCUSSING THAT EARLIER EVERY YEAR THAT MOBILITY HAS SHIFTED.
AND IF WE WERE TO COMPARE THAT MOBILITY THAT I HAVE FOR YOU GUYS THIS YEAR TO LAST YEAR, YOU WOULD SEE THOSE NUANCES AND CHANGES THAT'S GOING TO GET PICKED UP FOR EVERY ONE OF THOSE STUDY AREAS AND NEIGHBORHOODS THAT WE ARE CALCULATING.
OKAY. SO WE'RE CALCULATING THAT MOBILITY AT THAT STEADY AREA LEVEL.
BUT THEN WE TALLY IT UP AT THE SMALLER GEOGRAPHY, WHICH IS YOUR ELEMENTARY.
[01:55:03]
KIDS HAVE AGED OUT, BUT THEY STILL DON'T WANT TO, YOU KNOW, INVEST IN A SMALLER DOWNSIZE.SO YOU'RE GOING TO BE LOSING STUDENTS BUT NOT RECAPTURING THEM DUE TO NEW, NEWER FAMILIES MOVING IN.
DOES THAT HELP? AND IT'S IT'S JUST KIND OF GIVING TO SOME POTENTIAL.
BECAUSE THE OTHER THING, TOO, I WAS GOING TO ASK YOU ABOUT IN THE DECLINE THAT WE'RE SEEING, IS THAT WHAT YOU'RE SAYING? FIRST COUPLE OF THINGS.
IT IS IT IS ALL THROUGH THE US.
IT'S NOT IT'S NOT ISOLATED TO RICHARDSON BECAUSE THEN, SOME OF THE MINDSET MAY BE, HEY, YOU KNOW, WE'RE LOSING KIDS TO OTHER DISTRICTS OR OTHER, OTHER TYPES OF SCHOOLS.
DO WE HAVE ANY IDEA OF LIKE THE TOTAL POPULATION? THIS MAY BE A NUMBER THAT'S NOT AVAILABLE.
DO WE HAVE AN IDEA OF THE TOTAL NUMBER OF STUDENTS WHO LIVE WITHIN OUR BOUNDARIES THAT MAY GO TO OTHER SCHOOLS? YOU KNOW WHAT PERCENTAGE IF THERE IS? AND THEN, YOU KNOW, IF WE KNEW WHAT THAT NUMBER IS, IT GIVES US A POSSIBILITY TO EARN THEM BACK, TO COME BACK TO RICHARDSON.
AND I CAN SAY THIS, I DO HAVE AT MY DISPOSAL SOME INFORMATION THAT I CAN PULL FROM THE NCES THAT TELLS ME, AND IT'S ALL SORTS OF FUN SPATIAL ANALYTICS THAT I GET TO PLAY WITH, ABOUT, STUDENTS THAT ARE CHOOSING TO GO TO NON DISTRICT SCHOOLS, WHETHER IT BE PRIVATE SCHOOL, CHARTER SCHOOL, MAGNET SCHOOL.
RIGHT. AND SO I DO HAVE AT MY DISPOSAL, AND I WILL MAKE SURE THAT I ADD IT TO THE REPORT THIS YEAR THAT, I'M GOING TO PULL TOGETHER A LIST OF THOSE SCHOOLS THAT ARE NOT YOUR DISTRICT SCHOOLS.
AND I'LL MAKE SURE THAT'S IN YOUR REPORT THIS YEAR.
I DON'T HAVE IT RIGHT NOW, BUT I CAN MAKE SURE IT'S IN YOUR REPORT.
OKAY. YEAH. THAT WOULD BE VERY HELPFUL TO GIVE US.
ABSOLUTELY. AND IT'S, YOU KNOW, IT'S AN OFTEN TIMES WHEN YOU ARE WORKING WITH A DISTRICT OF THIS MAGNITUDE, IT'S LIKE RUNNING A BUSINESS AND THERE'S MARKETING THAT GOES INTO PLAY AND THERE'S PROGRAMS THAT CAN BRING THOSE KIDDOS BACK.
AND SO IT'S ALL ABOUT CHOICE AND GETTING, JUST RECAPTURING THOSE STUDENTS.
SO, ABSOLUTELY, I WILL GIVE YOU ALL THE INFORMATION THAT I CAN.
ONE OF THE VARIABILITIES THAT I KNOW, SINCE JOINING THE RICHARDSON TEAM FOR TEN YEARS, IS THAT EVERY YEAR WE HAVE, A DYNAMIC POPULATION OF STUDENTS WHO MIGHT BE REFUGEE STUDENTS, WHO MIGHT BE IMMIGRANT FAMILIES BASED UPON WHAT'S HAPPENING, POLITICAL, THAT NUMBER CAN EBB AND FLOW.
SO HOW DOES THE HOW DO Y'ALL CONSIDER THAT IN DETERMINING KIND OF.
OUR PROJECTED ENROLLMENT? OR CAN YOU OR DO YOU ELIMINATE THAT? LIKE JUST HOW DO Y'ALL PROCESS THAT? THAT'S A REALLY INTERESTING DYNAMIC, ESPECIALLY WITH THIS DISTRICT.
YES. I THINK I HAVE WHEN WORKING WITH Y'ALL'S FORECASTS.
THAT IS ONE OF THE VARIABLES, THE THINGS THAT GIVES ME THE MOST PAUSE.
AND I'M LIKE, OKAY, HOW AM I HANDLING THE STUDENT POPULATION? BECAUSE I WANT TO MAKE SURE THAT IT'S HANDLED PROPERLY, AND BECAUSE THAT WHEN YOU ARE WORKING WITH REFUGEE STUDENTS OR STUDENTS THAT ARE MCKINNEY-VENTO, THEY ARE NOT NECESSARILY, FOR LACK OF A BETTER WORD, THEY'RE NOT NECESSARILY A STABLE POPULATION.
AND SO WE DON'T WANT THAT TO ARTIFICIALLY IMPACT YOUR MOBILITY.
OKAY. AND BECAUSE THOSE EXTREMES, THAT HIGHS AND LOWS CAN CAUSE THIS SIGNIFICANT VARIATION THAT WHEN YOU MATRICULATE THAT THROUGH THE YEARS IT'S GOING TO SKEW THINGS.
AND SO WE DO REMOVE THAT FROM YOUR MOBILITY.
BUT WE DO ADD IT BACK INTO YOUR FORECAST SO THAT YOU BECAUSE THEY ARE TAKING UP SEATS, WE WANT THEM CAPTURED AND WE WANT THEM CONSIDERED IN THE FORECAST IN THAT MANNER.
SO THEY'RE THEY'RE THEY'RE JUST NOT IMPACTING YOUR MOBILITY.
FREEDOM. MR. EAGER. ALL RIGHT.
THANK YOU SO MUCH, MISS PACHECO.
THANK YOU, MISS LEONARD, FOR THE PRESENTATION.
YES, MA'AM. I'M JUST GOING TO PIGGYBACK ON MR. IGER'S QUESTION HERE ON MOBILITY.
WE DO SEE THE HIGH DENSITY AREAS.
AND AS MISS HAYES ALLUDED, THOSE ARE BASICALLY MULTIFAMILY HOMES, RIGHT?
[02:00:01]
DO YOU TAKE ACCOUNT? I MEAN, YOU DO COUNT IT IN MOBILITY THAT PEOPLE MOVE IN AND OUT, BUT ALSO BECAUSE THEY'RE RENOVATING AND OF COURSE, THE RENTS ARE GOING UP WITH AFFORDABILITY. DO WE COUNT THE DEMOGRAPHICS OF THE ECONOMICS OF THOSE FAMILIES TO SEE IF, DO WE COUNT ANY OF THAT PART OF THE ECONOMICS SECTION? IT'S INTERESTING BECAUSE IT NATURALLY COMES INTO THAT MOBILITY FACTOR.WE DON'T HAVE TO DO A DEEP DIVE INTO THOSE SPECIFIC STATISTICS, BECAUSE WHEN YOU LOOK AT THINGS SPATIALLY, IT NATURALLY WILL PICK UP ON THOSE THOSE VARIATIONS AND THOSE CHANGES, AS YOU LITERALLY HAVE POINTS APPEAR ON A MAP ONE YEAR AND THEN THEY DISAPPEAR ON A MAP NET YEAR NEXT YEAR, THAT NET CHANGE THAT'S TAKING PLACE, AND THEN YOU SEE THE DIFFERENCE IN THE NEXT YEAR.
AND SO THAT MOBILITY IS LITERALLY YOUR STUDENT DATA THAT DOES PICK UP ON THOSE.
AND YOU WILL START TO SEE THAT NEIGHBORHOOD.
IN THE CASE OF THAT MAP, TURN PINK OR TURN RED BECAUSE THEY'RE NOT REPOPULATING OR MOVING BACK IN.
DOES THAT HELP? YES IT DOES. I JUST WANTED TO SEE IF THAT WAS PART OF IT AND UNDERSTAND THAT IT WAS INCLUDED.
YES, MA'AM. THANK YOU, MISS PACHECO.
ANY ADDITIONAL QUESTIONS? COMMENTS, MR. POTEAT? YES, MA'AM.
THANKS AGAIN FOR YOUR PRESENTATION.
I KNOW IT'S A LOT OF DEEP DIVES INTO THE WEEDS THAT THAT, BUT WE HAVE TO DO.
IT'S NECESSARY. SO THIS IS THIS IS KIND OF THE CORNERSTONE OF OUR BUDGET BUILDING BLOCK.
AND TO MISS BRANUM'S POINT, THE BUDGET COMMITTEE THAT WE HAD IN OUR COMMUNITY, I MEAN, THIS WAS A CRITICAL PIECE OF INFORMATION THAT THEY BUILT, THEIR RECOMMENDATIONS THAT THEY PRESENTED TO US OFF OF.
SO, SO THIS IS THIS IS GOOD INFORMATION FOR THE PUBLIC AS WELL.
SOME QUESTIONS AND MORE COMMENTS.
I THINK, AND I WON'T GET INTO THE WEEDS TOO FAR, BUT ONE THING THAT I WOULD SAY IS LIKE WHEN YOU MENTIONED SIGNIFICANT DECLINE THAT'S DEFINED DIFFERENTLY BY A LOT OF DIFFERENT PEOPLE.
AND SO WHEN I LOOK AT IT AND WE'RE, YOU KNOW, I THINK WE LOOKED AT, YOU KNOW, FIVE YEAR, THE CHANGES IN NUMBERS WERE PROJECTING, YOU KNOW, AND IT MAY NOT BE SIGNIFICANT FROM ONE YEAR TO ANOTHER.
I'D ALMOST ARGUE IT IS BECAUSE FIVE YEARS, IF YOU APPLY THE BASIC ALLOTMENT, THAT'S A $20 MILLION HIT TO OUR REVENUE AS A DISTRICT, WHICH IS SIGNIFICANT.
AND THAT'S WHY WE'RE HAVING TO ACCOMMODATE THAT THROUGH OTHER MEANS, AND RECOMMENDATIONS.
AGAIN, YOU GOT TO PEEL THE ONION BACK A LITTLE.
BUT WHEN WE LOSE 700 KIDS OR WE DON'T HAVE 700 KIDS BECAUSE OF BIRTH RATES OR REAL ESTATE OR WHATEVER, THE REASON IS THOSE KIDS ALL DON'T COME FROM ONE CLASSROOM, FROM ONE BUILDING.
AND THEN WE CAN REDUCE A TEACHER, A CLASSROOM AND THAT BUILDING AND KIND OF ADJUST ONE FOR ONE.
AS WE LOSE HEADCOUNT AND ENROLLMENT IN ADA, WE'RE GOING TO LOSE EXPENSES ON THE SAME RATE.
THAT DOESN'T HAPPEN BECAUSE IT'S A KID HERE, IT'S A STUDENT HERE, IT'S A STUDENT OVER THERE.
AND SO WE LOSE TWO STUDENTS IN A CLASS.
I LIKE THE DISCUSSION YOU HAD WITH, TRUSTEE EAGER OVER THERE.
YOU KNOW, AND IT'S BEEN INTERESTING IN THESE LAST FOUR YEARS.
I MEAN, WHO WOULD HAVE WHO WOULD HAVE PROJECTED THE INFLATION THAT WE SAW? AND THEN, OF COURSE, TO COUNTER THE INFLATION, THE INTEREST RATES INCREASE.
SO EITHER WAY IT REDUCES THE WHAT WAS THE TERM WE USED ON THE HOME AFFORDABILITY OR THE ANYWAY, WE THAT HOME IS NOT GOING TO TURN OVER, WHICH DOES NOT HELP THE DISTRICT PROVIDE US STUDENTS TO TEACH.
SO ANYWAY, IT'S JUST BEEN INTERESTING TRACKING THAT.
AND WHO WOULD HAVE THOUGHT THAT WAS COMING? LET'S SEE WHAT ELSE I HAD HERE.
[02:05:01]
LET'S SEE.AGAIN, THE QUESTION, I THINK I FORGET WHO HAD ASKED THIS, BUT WHERE WHERE DO THE KIDS GO? AND I KNOW YOU'RE GOING TO LOOK INTO THAT.
RIGHT. AND I KNOW WE'VE HAD SOME OF THAT DATA BEFORE AND SOME OF IT'S HARDER TO TRACK THAN OTHERS.
BUT I'M JUST I'M ALWAYS INTERESTED TO SEE WHAT THAT NUMBER IS, NO MATTER WHERE THEY GO.
SO WE CAN SEE HOW MANY KIDS ARE WE NOT BRINGING TO SCHOOL FROM THEIR HOME IN THE DISTRICT.
AND FROM THERE WE CAN MAKE ALL SORTS OF ASSUMPTIONS WHERE THEY'RE GOING AND AND ANECDOTES.
YOU KNOW, IF WE'RE ONLY GETTING 80% OF THE STUDENTS IN A GIVEN NEIGHBORHOOD TO GO TO THEIR PUBLIC SCHOOL, IS THAT, YOU KNOW, HOW DOES THAT COMPARE WITH OTHER DISTRICTS? IS THAT UNIQUE? IS IT NOT? I DON'T KNOW, THAT'S SOMETHING THAT'D BE INTERESTING TO LOOK INTO.
I THINK IT WOULD BE A GOOD COMPARISON.
IT MAKES ME LIKE, WANT TO GO PLAY WITH DATA AND LOOK AT MAPS.
I'LL JOIN YOU. I LIKE THIS STUFF.
I WOULD ALSO SAY ON THE OTHER SIDE OF THAT COIN, WE HEAR A LOT ABOUT PEOPLE MOVING TO TEXAS, MOVING TO THE METROPLEX, MOVING TO DFW, CORPORATE OPENING AND CORPORATE HEADQUARTERS OPENING.
THEY'RE NOT. MOVING TO RICHARDSON OR DALLAS.
THEY'RE MOVING TO FRISCO AND ROCKWALL AND SALINA AND ALL AROUND THE OUTSKIRTS.
SO IT'S JUST KIND OF A ANOTHER CONCEPT THAT'S THAT'S GOOD FOR DISCUSSION.
LET'S SEE, IT LOOKS LIKE ALSO AND YOU MENTIONED A LOT OUR KINDERGARTEN NUMBERS.
WHAT WAS IT, THE EGG GOING THROUGH THE SNAKE.
YOU KIND OF WATCH THIS BUBBLE KIND OF MATRICULATE THROUGH THE PROCESS AND YEAH, SORRY, DAVID, THAT WAS I SHOULDN'T HAVE USED YOUR GRAPHIC ANALOGY, BUT THIS IS THE KINDERGARTEN IS WHERE IF WE CAN HAVE OUR STUDENTS SHOW UP FOR KINDERGARTEN, WE'VE GOT A BETTER CHANCE AT THEM BEING HERE FOR FIRST GRADE, SECOND GRADE, AND SO ON FOR US TO TRY AND ADD STUDENTS AT FIFTH GRADE OR EIGHTH GRADE OR 11TH GRADE, THE ODDS ARE PROBABLY A LOT SLIMMER. SO I MEAN, THAT'S WHERE I THINK WE HAVE DISCUSSIONS ON PRE-K AND GETTING THEM INTO THE BUILDING, GETTING THEM INTO THE, THE PUBLIC SCHOOL SYSTEM AND LET US START WORKING ON THEM THEN, BECAUSE THE ODDS OF THEM GOING TO KINDERGARTEN, I THINK, WOULD BE HIGHER IF THEY'RE HERE FOR PRE-K.
AND ALSO THEIR ACHIEVEMENT, I THINK WOULD BE A LOT BETTER TOO.
SO ANYWAY, JUST SOME CONCEPTS AND THOUGHTS AS YOU'RE GOING THROUGH THAT.
THOSE ARE SOME REALLY, REALLY GOOD POINTS.
DIFFERENT PERSPECTIVES. RIGHT.
AND SO AS A DEMOGRAPHER OR SOMEBODY THAT LOOKS AT JUST FLAT NUMBERS, THERE'S THINGS THAT ARE, IN SIGNIFICANT OR INSIGNIFICANT. RIGHT? AND WE LOOK AT IT FROM THAT LENS.
BUT WHEN YOU PUT IT ON THE LENS FROM Y'ALL ALL HAVE TO VIEW IT FROM BECAUSE OF LOOKING AT BUDGETS.
YOU ARE RIGHT. THOSE ARE SOME IT DOES CHANGE THE PERSPECTIVE AND THE NARRATIVE.
THANK YOU FOR POINTING THOSE OUT.
THEY'RE VERY, VERY VALUABLE TO YOUR COMMUNITY.
I DO WANT TO POINT OUT I DID YOU BRING UP MOBILITY AND AS YOU'RE GOING FROM KINDERGARTEN TO FIRST GRADE, ONE OF THE GREAT THINGS ABOUT THIS CHART IS IT DOES SHOW YOU WHERE YOU MAY BE PICKING UP OR LOSE STUDENTS, LOSING STUDENTS.
AND I DO WANT TO POINT OUT THAT EVEN THOUGH THINKS THINK SPATIAL, EVEN THOUGH IN AIKEN ELEMENTARY SCHOOL WE ARE SHOWING A HIGH SCHOOL OR MIDDLE SCHOOL IN THE GEOGRAPHY OF AIKEN, YOU HAVE THOSE STUDENTS THAT GO IN THOSE GRADES LIVING IN THE GEOGRAPHY.
I DO WANT TO POINT OUT THAT AS STUDENTS ARE GOING FROM EIGHTH GRADE TO NINTH GRADE, YOU ARE PICKING UP A GOOD PORTION OF STUDENTS, ABOUT A 13%, 11% GROWTH IN ABOUT HALF THOSE SCHOOLS.
AND WHENEVER I GET INTO DOING THE REPORT IS FOR THE NON DISTRICT SCHOOLS, THAT TELLS ME THAT THERE'S MOST LIKELY A SCHOOL IN THIS AREA THAT HAS THEY END AT EIGHTH GRADE, AND YOU'RE RECAPTURING THOSE STUDENTS AS THEY'RE COMING BACK INTO YOUR DISTRICT.
THAT'S A TREND THAT YOU CAN SEE IN IN THIS PARTICULAR CHART.
[02:10:08]
AND AS IS, I DON'T WANT TO SAY COMMON OR TYPICAL, BUT AS IS KNOWN TO HAPPEN AS YOU EXPERIENCE THOSE DROP OUT RATES AND STUFF, THAT'S WHERE YOU START TO SEE THAT THE LOWER NUMBERS GOING FROM 10TH TO 11TH TO 11TH TO 12TH.AND SO THAT IS ANOTHER TREND THAT YOU CAN SEE HERE.
OKAY. SO AND SO YOU'RE YOU'RE CAPTURING YOUR KINDERGARTEN FIRST GRADE.
THAT'S MAINTAINING REALLY WELL.
SO I JUST WANTED TO PICK UP SINCE YOU MENTIONED MOBILITY I WANTED TO BRING THAT OUT AS WELL.
ONE LAST COMMENT I HAD A CONVERSATION WITH SOMEBODY, A NEIGHBOR, THIS WEEK.
AND THEIR SON HAS A YOUNG CHILD, SON AND DAUGHTER IN LAW, THAT IS IN PRE-K RIGHT NOW.
AND THEY SAID THAT THEY'RE IN ADVANCED WHATEVER, ADVANCED PRE-K.
BUT THEY'RE LOOKING FOR AN ADVANCED OPTION IN KINDERGARTEN.
AND SO I THINK THERE'S AN OPPORTUNITY FOR US TO SELL.
RIGHT? WE HAVE THOSE OPPORTUNITIES.
WE'VE GOT THOSE PROGRAMS. WE'VE GOT, YOU KNOW, WHAT MONICA SIMONS HAD PUT TOGETHER AND THAT TEAM AND THE PRODUCTS THAT WE PUT OUT IN THE SCHOOLS, WE'VE GOT THOSE OPPORTUNITIES FOR THESE PEOPLE.
AND SOMETIMES IT JUST TAKES THEM TALKING TO THE RIGHT PERSON TO FIND OUT.
BUT MAYBE WE NEED TO GO ONE STEP FURTHER AND FURTHER BROADCAST THOSE OPPORTUNITIES, BECAUSE THAT WILL HELP US TURN SOME OF THOSE YELLOWS, I THINK, TO TO GREENS OR GREENS TO DARKER GREENS OR WHATEVER, TO BRING THEM IN.
WE JUST SOMETIMES WE NEED TO GET IT OUT TO EVERYBODY OUT THERE.
NO, JUST THANK YOU VERY MUCH AGAIN TO, WHAT MY COLLEAGUES JUST SAID, ALSO EXTENDING GRATITUDE FOR ALL THIS INFORMATION AND KIND OF, TRANSITIONING INTO WHAT MY COLLEAGUE MR. POTTY WAS MENTIONING ABOUT SELLING AND GETTING THE WORD OUT.
DEFINITELY SUPER, SUPER IMPORTANT, INFORMATION AND JUST IT BEING LIKE THE THE CORNERSTONE OF ALL OF THIS BUDGET, DISCUSSIONS THAT WE'LL BE HAVING.
RIGHT? IT'S IT'S LIKE A LOT OF INFORMATION.
BUT WILL THIS INFORMATION BE AVAILABLE TO THE GENERAL PUBLIC? WILL ALL OF THIS BE THERE? AND IF IT IS, I MEAN, LIKE ALL OF THIS INFORMATION KIND OF GOING TO WHAT MR. POTEET IS SAYING, GETTING OUT THERE, EDUCATING, I THINK EDUCATING OUR COMMUNITY, WILL IT ALSO BE OUT AND AVAILABLE, TO OUR DIVERSE COMMUNITY THAT EVERYBODY KNOWS, LIKE DIFFERENT LANGUAGES OR JUST SO THAT EVERYBODY UNDERSTANDS EXACTLY THE IMPACT THAT THIS WILL MAKE ALL OF THIS INFORMATION HOW IMPORTANT IT IS, BUT IS IT ACCESSIBLE TO EVERYBODY? SO I'LL JUST I'LL SHARE, BECAUSE REALLY THEIR JOB IS TO DELIVER THE INFORMATION.
AND THEN OUR JOB IS TO TAKE IT AND CREATE MEANING FOR IT AND THEN WORK ON HOW DO WE COMMUNICATE IT.
SO FOR EXAMPLE, THIS IS SOMETHING THAT I ADDRESS IN MY KEEPING TABS VIDEO FOR THIS MONTH AND WHERE I ENCOURAGE OUR PARENTS TO, YOU KNOW, NOT I THINK IT'S REALLY IMPORTANT, MR. CLARK AND DOCTOR HELLER AND MR. PHILYAW, THEY DO A GREAT JOB OF OF, DOING A REVIEW AND A RECAP OF THE MEETING.
AND, OF COURSE, WE PROVIDE THAT IN MULTIPLE LANGUAGES.
YOU KNOW, THEY PROVIDE THE BULLET LIKE, THESE ARE THE TAKEAWAYS, LIKE THESE THREE IMPORTANT THINGS.
AND WE DISTRIBUTE THAT IN MULTIPLE DIFFERENT VENUES.
BUT I REALLY, REALLY AM ENCOURAGING OUR COMMUNITY, ON OUR WEBSITE, WHEN YOU GO AND WATCH THE RECORDINGS OF ANY OF OUR BOARD MEETINGS, EVERY ONE OF THESE SEGMENTS ARE INDEXED. SO I KNOW SOMETIMES OUR PARENTS DON'T HAVE TIME TO WATCH A THREE HOUR BOARD MEETING.
BUT I REALLY AM ENCOURAGING THEM TO PLEASE GO.
AND WHEN WE'RE HAVING THESE CONVERSATIONS AROUND THE BUDGET, PLEASE GO TO THAT INDEX AND WATCH.
AND AGAIN, WE WE ARE HAVING LIVE TRANSLATION AS WE SPEAK RIGHT NOW WHERE THIS IS BEING TRANSLATED, FOR EXAMPLE, INTO SPANISH FOR, FOR OUR BILINGUAL PARENTS AND OUR COMMUNITY MEMBERS. PLEASE GO BACK AND LISTEN TO THIS CONVERSATION.
AGAIN, MR. CLARK DOES A PHENOMENAL JOB OF RECAPPING THIS MEETING AND PROVIDING THOSE BULLET POINTS.
BUT IT'S THE IT'S THE CONVERSATION.
IT'S THE MAKING MEANING THAT I THINK HELPS BRING IT INTO CONTEXT AND REALLY HELPS OUR PARENTS UNDERSTAND WHY DOES THAT MATTER? IT MATTERS FOR SO MANY REASONS.
IT MATTERS FOR WHERE WE ARE RIGHT NOW.
IT MATTERS FOR WHAT WE DO NEXT YEAR.
IT MATTERS FOR HOW WE COMMUNICATE AND HOW WE SELL THE DISTRICT.
[02:15:01]
AND SO WE'RE GOING TO CONTINUE TO DO ALL THAT WE CAN TO MAKE SURE, AGAIN, I KNOW THEY MAY NOT BE ABLE TO COME TO THIS MEETING, BUT IT'S VIDEOED.YOU CAN GO STRAIGHT AND JUST WATCH THIS SEGMENT AND THAT'S IT.
AND AND THANK YOU FOR CLARIFYING THAT, MS. BRANUM, BECAUSE AND AGAIN, THANK YOU FOR ALL THE INFORMATION.
AND THEN THANK YOU FOR THE COMMUNICATION.
I KNOW OUR TEAM USUALLY DOES A WONDERFUL JOB OF COMMUNICATING THAT, BUT I THINK IN THIS KIND OF TO MR. POTEET'S POINT IS IN SELLING IT OR GETTING ALL THE INFORMATION.
BECAUSE I THINK IT IS THOSE DISCUSSIONS RIGHT.
IT'S THOSE DISCUSSIONS IN, WITH, YOU KNOW, AMONG OUR FRIENDS, YOU KNOW, AT THE SCHOOLS IN, YOU KNOW, AT A FUNCTION AT A PTA MEETING, SOMETHING. AND IT'S JUST SO IMPORTANT TO KNOW ALL THE INFORMATION AND TO KNOW AND TO HAVE IT RIGHT THERE.
SO, YOU KNOW, THANK YOU TO EVERYBODY WHO ALWAYS PROVIDES THIS.
I KNOW I'M ALWAYS VERY GRATEFUL BECAUSE I KNOW THIS IS LIKE FOR ME, IT'S A LOT OF DATA RIGHT.
SO I KNOW THAT FOR A LOT OF PARENTS, IT'S A LOT OF INFORMATION.
SO I'M VERY GRATEFUL TO EVERYBODY WHO JUST MAKES IT AS ACCESSIBLE AS POSSIBLE AND JUST AS EASILY TO JUST TALK ABOUT IT LIKE IT'S JUST THE NORM, YOU KNOW, IT JUST DOESN'T, YOU KNOW, IT GETS SO DIFFICULT. SO JUST THANK YOU TO EVERYBODY.
THANK YOU, MS. RENTERÍA AND MISS TIMME.
YEAH, I JUST WANTED TO MAKE ONE MORE COMMENT.
I KNOW THAT, THERE'S CERTAIN THINGS WITHIN THIS DEMOGRAPHERS REPORT WE CANNOT CONTROL, RIGHT? WE CANNOT CONTROL BIRTH RATES, AND LOTS OF OTHER THINGS.
RIGHT WITHIN THAT. THAT BEING SAID, I DO THINK THAT ONE OF THE THINGS, THAT I'M SUPER PROUD OF THIS BOARD FOR DOING, AND I KNOW THE DISTRICT PUTS A LOT OF EFFORT INTO, IS THAT AS OUR SCORES IMPROVE AND WE FOCUS ON OUR NORTH STAR GOAL UP HERE, AND, IF WE RELENTLESSLY PURSUE THAT GREATNESS AND CONTINUE THAT AND SUPPORTING OUR TEACHERS AND ALLOWING THE BEST INSTRUCTORS TO BE IN THE CLASS, THE CLASSROOM, AND WE REALLY INVEST IN THOSE PIECES AND ATTRACTING THE BEST TEACHERS, WE'RE GOING TO GET THOSE OUTCOMES. AND THAT'S WHAT'S GOING TO DRAW PEOPLE HERE THAT WE CAN CONTROL, THAT WE CAN WORK ON.
THAT'S WHAT'S GOING TO, OVER TIME, THE INVESTMENT IN PRE-K THAT WE'RE DOING.
SOME OF THE OTHER STRATEGIES THAT WE KNOW DON'T PAY OFF TODAY, BUT THEY DO PAY OFF IN THE LONG RUN.
AND SO, WHILE SOME OF THOSE FACTORS ARE THINGS, IT IS WHAT IT IS.
THERE ARE ASPECTS OF THIS THAT WE CAN CONTROL THAT WILL DRAW PEOPLE HERE.
EVERYBODY WANTS A GREAT EDUCATION FOR THEIR CHILD.
THANK YOU. THANK YOU FOR YOUR COMMENTS, MISS JIMMY.
ANY ADDITIONAL QUESTIONS? COMMENTS. THOUGHT THIS WAS GREAT.
WE DO REALIZE THAT THIS WAS FOR US.
IT SEEMS LIKE IT WAS A LOT OF HARD WORK, BUT I KNOW YOU ARE THE EXPERT.
SO IT WAS PROBABLY NOTHING TO YOU, BUT WE REALLY APPRECIATE IT.
THANK YOU SO MUCH FOR COMING OUT TONIGHT TO SPEAK.
I'M SURE WE'LL HAVE SOME MORE QUESTIONS LATER.
IT'S BEEN AN HONOR TO BE HERE.
I THANK YOU ALL FOR ALLOWING US TO COME IN AND HAVE THIS CONVERSATION.
AND I WILL BE SURE TO GET THOSE ANSWERED TO YOU GUYS.
ABSOLUTELY. THANK YOU SO MUCH.
Y'ALL HAVE A AND THANK YOU AS WELL.
GREAT JOB. OUR NEXT ITEM IS AN INFORMATION ITEM REGARDING THE FOLLOWING LOCAL BOARD POLICIES.
[IV.J. Review and Discussion of Board Policies]
FEC, EI,EIE HB E, HB A, F E AND G D G B A F A C E E F A AND E F B.MS. BRANUM. WELL, MS. HARRIS AS YOU CAN SEE, WE'VE BEEN BUSY.
WE ARE JUST HIGHLIGHTING FOR YOU THE CHANGES THAT HAVE BEEN MADE IN THE POLICY.
AND THEN WE WOULD BRING THIS FORWARD NEXT MONTH FOR YOUR ACTUAL APPROVAL.
AND THEN AGAIN, WE WOULD NOT ASK YOU TO TAKE ACTION UNTIL NEXT MONTH.
SO, MISS MCGOWAN, I'LL TURN IT OVER TO YOU.
[02:20:04]
DATE AND MAKING SURE THAT WE'RE UPDATING THEM BASED ON CHANGES IN LEGISLATION, BUT ALSO REGULATIONS THAT COME FROM THE STATE AS WELL.SO THAT IS WHAT THE MAJORITY OF THESE CHANGES ARE ABOUT, ABOUT, INCLUDING STARTING WITH FEC.
THE CHANGES THAT ARE HERE IN OUR POLICY RELATED TO ATTENDANCE FOR CREDIT REFLECT CHANGES IN LEGISLATION RELATED TO EXCEPTIONS, ABOUT THE CALCULATION FOR ABSENCES AS WELL AS ITS USES THAT ARE ALLOWED AND ALSO JUST REORDERING, RELATED TO THE FACT THAT WE ARE A DISTRICT OF INNOVATION AND JUST CLEANING UP SOME OF THAT LANGUAGE. AND SO THERE ARE NOT ANY MAJOR CHANGES OTHER THAN THAT.
ARE THERE ANY QUESTIONS RELATED TO FEC OR ANYTHING YOU'D LIKE TO ADD, DOCTOR GIBBONS? IF NOT, I'M GOING TO GO AHEAD AND MOVE ON TO EI, WHICH IS RELATED TO ACADEMIC ACHIEVEMENT.
AND AGAIN, THIS IS ABOUT UPDATING THIS POLICY TO INCLUDE CHANGES TO THE ADMINISTRATIVE CODE RULES, WHICH INCLUDES LANGUAGE RELATED TO PARTIAL CREDIT.
AND THIS IS ACTUALLY ALSO REFLECTING A PRACTICE THAT IS COMMON.
MARY, ANY QUESTIONS RELATED TO THAT PARTICULAR POLICY? OKAY. THE NEXT POLICY IS E I E, WHICH IS RELATED TO RETENTION AND PROMOTION.
AND SO WHAT YOU WILL SEE IS A RECOMMENDATION TO REMOVE SOME OUTDATED PROVISIONS THAT WERE BASED ON OLD ADMINISTRATIVE CODE LANGUAGE AND ALSO ELIMINATING SOME OF THE LANGUAGE RELATED TO ACCELERATED INSTRUCTION, BECAUSE THAT'S ADDRESSED IN A DIFFERENT POLICY EHBC. ANY QUESTIONS RELATED TO THAT POLICY ? ALL RIGHT. WE'LL MOVE ON TO EHB, WHICH IS RELATED TO CURRICULUM DESIGN SPECIAL PROGRAMS. AND SO YOU WILL SEE AS THAT POLICY IS BEING BROUGHT UP, AND JUST AS A NOTE, WHENEVER YOU SEE A POLICY AND THERE'S RED, THAT MEANS THAT'S THE CHANGE THAT'S BEING RECOMMENDED.
AND A POLICY LIKE THIS WHERE YOU SEE THE RED AND IT'S UNDERLINED, THIS IS A NEW LOCAL POLICY.
AND SO THIS PARTICULAR RECOMMENDATION TO ADD THIS POLICY IS TO ADDRESS TEA'S POLICY REQUIREMENTS, AS PART OF ITS ONGOING MONITORING REVIEWS.
AND ANY QUESTIONS? ALL RIGHT. I WILL MOVE ON THEN TO EHBAA.
SPECIAL EDUCATION IDENTIFICATION, EVALUATION AND ELIGIBILITY.
AND JUST LIKE THE POLICY, WE JUST REVIEWED, THAT RECOMMENDATION, THIS IS ALSO SIMILAR AND FOR SIMILAR REASONS IS TO ADDRESS TA POLICY REQUIREMENTS RELATED TO THAT MONITORING AND TO MAKE SURE THAT WE HAVE LANGUAGE, THAT INDICATES THAT THE DISTRICT IS REQUIRED TO ENSURE THAT A STUDENT WHO'S GOING TO TRANSITION FROM EARLY CHILDHOOD INTERVENTION, OR ECI, HAS AN INDIVIDUALIZED EDUCATION PROGRAM THAT'S DEVELOPED AND IMPLEMENTED BY THAT CHILD'S THIRD BIRTHDAY.
OKAY. THEN WE GET TO A POLICY F AND G, WHICH IS OUR STUDENT RIGHTS AND RESPONSIBILITIES ARE COMMONLY REFERRED TO AS OUR STUDENT AND PARENT COMPLAINTS AND GRIEVANCES.
[02:25:02]
AND SO THE CHANGES WILL BE THE SAME.THE FIRST THING THAT YOU'RE GOING TO SEE AS FAR AS CHANGES IS MAKING SURE THAT IT'S CLEAR FOR OTHER COMPLAINT PROCESSES THAT COMPLAINTS THAT ARE RELATED TO THE THINGS THAT YOU SEE IN RED THERE, LIKE RELIGION, SEX, AGE, THAT THERE ARE OTHER POLICIES SPECIFICALLY FFH THAT THOSE POLICIES AND THOSE GRIEVANCES WILL FIRST BE ADDRESSED BEFORE THEY COME UNDER F AND G, BUT ALSO CLARIFYING SOME LANGUAGE BASED ON TEXAS EDUCATION CODE CHANGES ARE RELATED TO THOSE INDIVIDUALS WHO WERE EJECTED FROM THE POLICY, CLARIFYING.
WE'RE TALKING ABOUT CALENDAR DAYS WHEN WE'RE TALKING ABOUT HOW MUCH, TIME THAT THEY HAVE TO COMPLAIN TO THE BOARD, AND ALSO JUST PROVIDING SOME CLARIFICATION AROUND OTHER COMPLAINT PROCESSES TO CLARIFY HOW SPECIAL EDUCATION COMPLAINTS ARE ADDRESSED, ENCOMPASSING ALL OF OUR INSTRUCTIONAL RESOURCE POLICIES AND REFERENCING THE REQUIRED HEARING PROCEDURES FOR ELIGIBILITY DISPUTES UNDER SCHOOL NUTRITION PROGRAMS. AND AGAIN, THOSE ARE THINGS THAT ARE BASED ON LEGISLATIVE UPDATES OR STATE REGULATION CHANGES.
AND SO MAKING SURE THE POLICY IS UPDATED IN THAT REGARD.
THEN THE OTHER CHANGES THAT WE ARE RECOMMENDED IN POLICY.
AND BRIAN, IF YOU'LL JUST GO AHEAD AND GO TO THE NEXT PAGE, OUR ADMINISTRATIVE RECOMMENDATIONS, AND THEY ARE BASED ON SOME OF THE THINGS THAT WE HAVE HEARD FROM MEMBERS OF THE PUBLIC, INDIVIDUALS WHO HAVE GONE THROUGH THE GRIEVANCE PROCEDURES, BUT ALSO EMPLOYEES WHO HAVE BEEN INVOLVED IN THE PROCESS AND JUST MAKING RECOMMENDATIONS.
HOW WE THINK THAT ONE, THE POLICY CAN BE MORE TRANSPARENT, BUT ALSO THAT IT'S SMOOTHER, AND HOW THE FLOW GOES AND THAT, YOU KNOW, THERE'S BETTER CLARITY ABOUT THE PROCESS.
AND SO PART OF WHAT YOU WILL SEE IS ONE PROVIDING A DEFINITION OF WHAT A GRIEVANCE IS.
AND BRIAN, IF YOU'LL GO TO THE NEXT PAGE.
AND SO YOU WILL SEE SOME OF THE LANGUAGE.
SOME OF THIS IS THE LANGUAGE HAS BEEN MOVED UP IN THE POLICY.
IT WAS IN OTHER PLACES AND SOME OF THE THINGS WERE MIXED TOGETHER.
SO IT'S TO CREATE A BETTER FLOW, BUT ALSO JUST BEING CLEAR ABOUT HOW GRIEVANCES GET FILED.
THERE IS YOU WILL SEE A DEDICATED EMAIL ADDRESS THAT IS NOW GOING TO BE SET UP, GRIEVANCES@RISD.ORG THAT THOSE GRIEVANCES CAN GO TO, BUT ALSO DOING THINGS LIKE PROVIDING THE DEFINITION FOR A GRIEVANCE.
ONE OF THE THINGS I DO WANT TO POINT OUT IS THAT WE ARE CLARIFYING WHEN WE'RE TALKING ABOUT THE NUMBER OF DAYS TO FILE A COMPLAINT AND HOW WE ALSO SCHEDULE.
WE ARE TALKING ABOUT BUSINESS DAYS, NOT CALENDAR DAYS.
AND THAT REALLY IS FOR NOT ONLY, IT WORKS FOR THE BENEFIT OF BOTH THE EMPLOYEES WHO ARE MANAGING THIS PROCESS, BUT FOR OUR GRIEVANCE AS WELL, BECAUSE CURRENTLY THE POLICY IS BASED ON CALENDAR DAYS.
SO THAT'S GOING TO INCLUDE THE WEEKENDS.
AND SO IT ACTUALLY IN SOME INSTANCES CAN CUT DOWN ON THE NUMBER OF DAYS THAT A GRIEVANCE COULD HAVE TO FILE A COMPLAINT BY ALLOWING IT TO BE BUSINESS DAYS, THAT ACTUALLY PROVIDES MORE OPPORTUNITY AND A LITTLE BIT LONGER FOR THEM TO BE ABLE TO FILE A GRIEVANCE.
WE'VE PROVIDED, SOME CLARIFICATION AROUND THE INFORMAL MEDIATION MEETINGS THAT WE HAVE PRIOR TO THE LEVEL THREE, IF IT MAKES IT THAT FAR.
AND THOSE ARE REALLY THE SIGNIFICANT CHANGES.
AND THEN YOU WILL ALSO SEE THAT MIRRORED IN DGBA AS WELL.
AND BRIAN, IF YOU WANT TO GO AHEAD AND JUST GO TO THAT.
AND WHILE YOU'RE TRANSITIONING TO THAT POLICY, I ALSO JUST WANT TO, MAKE SURE THAT THE BOARD IS AWARE THAT AS WE GO THROUGH THESE POLICY CHANGES, PART OF OUR ROLE IS THAT WE BRING THESE POLICY UPDATES TO STAFF.
AND SO WE WILL PROVIDE COMPREHENSIVE TRAINING TO WHETHER IT'S OUR CENTRAL STAFF OR OUR CAMPUS LEADERS, WHO ARE OFTEN THE ONES THAT ARE THAT FIRST LINE WHERE THAT GRIEVANCE MAY HAVE A QUESTION OR A CONCERN.
[02:30:03]
WEBSITE AND MAKING THIS INFORMATION THAT IS MORE EASILY ACCESSIBLE TO OUR COMMUNITY AND MAKING SURE THAT THEY'RE AWARE OF WHAT THE PROCESS IS, HOW TO NAVIGATE THE PROCESS.BECAUSE AS YOU MENTIONED IN THE LAST PRESENTATION, SOMETIMES THIS CAN FEEL VERY COMPLEX.
AND SO HOW DO WE MAKE IT A LITTLE BIT EASIER? ALSO WE WILL BE FOR EXAMPLE, THE GRIEVANCE FORMS. WE'RE GOING TO BE PROVIDING THOSE IN SPANISH AS WELL AS PROVIDING THOSE IN ENGLISH.
SO AGAIN JUST MAKING SURE EVERYONE'S AWARE THEY'RE UPDATED.
YES. AND SO AND BRIAN, IF YOU'LL JUST KIND OF GO THROUGH THE PAGES FOR DGBA BECAUSE THE SAME RECOMMENDED CHANGES THAT WE TALKED ABOUT FOR F AND G, YOU WILL SEE THE SAME KIND OF RECOMMENDATIONS AS THEY RELATE TO THE EMPLOYEE GRIEVANCE AS WELL.
SO, AND AS SUPERINTENDENT BRANUM SAID, PART OF THE WORK, ONCE THE BOARD TAKES A FINAL VOTE ON THESE PARTICULAR POLICIES, IS DOING TRAINING FOR EMPLOYEES, BUT ALSO MAKING SURE THAT OUTWARDLY FACING ON OUR WEBSITE THAT UPDATED INFORMATION IS PROVIDED TO THE PUBLIC AS WELL.
ANY QUESTIONS ON THOSE PARTICULAR POLICIES? OKAY. WE'RE GOING TO TALK ABOUT FFAC NEXT, WHICH IS WELLNESS AND HEALTH SERVICES MEDICAL TREATMENT.
YOU ALL MAY RECALL, THE BOARD ACTUALLY REVIEWED THIS POLICY IN THE SPRING, AND AT THAT TIME, WE INDICATED THAT THIS IS ONE OF THE POLICIES THAT WOULD COME BACK AFTER THE LEGISLATIVE SESSION ENDED.
AS IT RELATED TO THE OPIOID ANTAGONIST.
AND SO THIS PARTICULAR PROVISION IS TO INCORPORATE THE CHANGES FROM SENATE BILL 629 THAT REQUIRES A POLICY RELATED TO THE MAINTENANCE, ADMINISTRATION AND DISPOSAL OF THOSE ANTAGONISTS AT CAMPUSES IN GRADES SIX THROUGH 12.
BLESS YOU. AND SO FOR WHATEVER REASON, IT'S NOT SHOWING UP ON THAT PARTICULAR DOCUMENT.
BUT THE LANGUAGE THAT IS NEW IS THE LANGUAGE THAT IS RELATED TO MEDICATION PROVIDED TO THE DISTRICT.
AND NOW ARE THERE ANY QUESTIONS? OKAY. AND THEN THE NEXT THREE POLICIES REALLY HAVE TO ALSO BE LOOKED AT TOGETHER.
EF IS OUR INSTRUCTIONAL RESOURCES POLICY.
AND YOU WILL SEE THERE ARE CROSS THRUS.
AND THAT'S BECAUSE THE RECOMMENDATION IS ACTUALLY TO DELETE THIS PARTICULAR LOCAL POLICY.
AND THAT IS BECAUSE WE HAVE EFA AND EFB.
AND THE LANGUAGE THAT IS IN THIS CURRENT EF LOCAL WILL BE DIVIDED AMONG THOSE TWO POLICIES AS APPROPRIATE, BECAUSE EFA AND EFB ADDRESS INSTRUCTIONAL RESOURCES RELATED TO CURRICULUM AND INSTRUCTIONAL AND LIBRARY MATERIALS. AND THE LEGAL STANDARD FOR BOTH OF THOSE IS DIFFERENT.
AND SO WE DON'T WANT TO HAVE A POLICY THAT HONESTLY MIXES THOSE TWO STANDARDS TOGETHER.
AND SO YOU WILL FIRST SEE EFA, WHICH IS INSTRUCTIONAL MATERIAL.
AND BY INSTRUCTIONAL MATERIAL, WE ARE TALKING ABOUT THOSE MATERIALS THAT ARE RELATED TO THE CURRICULUM, A RESOURCES AS THAT'S DEFINED BY LAW. AND SO IT INCLUDES THE LANGUAGE TO ADDRESS THE SELECTION OF THOSE MATERIALS AS WELL AS THE REVIEW OF THOSE MATERIALS, INCLUDING WHEN THERE ARE CHALLENGES AND WHAT THAT REVIEW PROCESS LOOKS LIKE.
AND WITH EFB, WHICH IS THE NEXT POLICY, YOU WILL SEE SOMETHING SIMILAR, EXCEPT IT'S FOR LIBRARY MATERIALS, BUT IT IS OUTLINING THE PROCESS TO ADDRESS THE SELECTION AND REVIEW OF THOSE MATERIALS.
[02:35:05]
THOSE HAVE BEEN SENT TO THE BOARD, AND I JUST DO WANT TO ADDRESS THAT.IN THE LAST LEGISLATIVE SESSION, HOUSE BILL 900 WAS PASSED RELATED TO THE, GIVING OF RATINGS TO LIBRARY MATERIALS BY VENDORS.
AS OF YESTERDAY, THE FIFTH CIRCUIT HAS REAFFIRMED THE PRELIMINARY INJUNCTION THAT WAS ISSUED BY THE DISTRICT COURT.
PRACTICALLY, WHAT THAT MEANS IS THAT THE VENDORS DO NOT HAVE TO DO THE RATINGS FOR THOSE LIBRARY MATERIALS RIGHT NOW, AS THAT PARTICULAR LAW OUTLINED.
OF COURSE, AS WITH LITIGATION, IT WILL CONTINUE TO PLAY OUT.
THE STATE CAN VERY WELL TRY TO APPEAL THAT AS WELL.
MORE LIKELY IS THAT THE TRIAL RELATED TO THE ACTUAL UNDERLYING MERITS OF THE CASE WILL CONTINUE.
AND JUST FOR THE BENEFIT OF THE MEMBERS OF THE PUBLIC AND THOSE HERE IN THE AUDIENCE.
THIS PARTICULAR LITIGATION WAS BROUGHT BY SEVERAL BOOK COMPANIES CHALLENGING THE CONSTITUTIONALITY OF THAT PARTICULAR BILL. AND SO IT'S A FIRST AMENDMENT CASE.
AND SO WE WILL SEE HOW THAT PLAYS OUT.
BUT I DO JUST WANT TO SAY TO THE BOARD, AND FOR THE BENEFIT OF THE MEMBERS OF THE PUBLIC, THE CONTENTS OF THIS PARTICULAR POLICY ARE NOT DEPENDENT OR, LIMITED BY HOUSE BILL 900.
IT'S TWO DIFFERENT BILLS AND TWO DIFFERENT REQUIREMENTS.
QUICK QUESTION. AND, I THINK WHAT I'D HEARD IF YOU COULD PROVIDE SOME CLARITY ON THIS PART OF THE BILL INCLUDED, WASN'T THERE SOME STANDARDS FROM THE STATE THAT WAS ALLOWED TO REMAIN FROM THE FIFTH CIRCUIT? SO WE'RE STILL WAITING ON THOSE? YES. SO PART OF THE CHARGE OF HB 900 IS THAT THE TEXAS STATE LIBRARY AND ARCHIVES COMMISSION HAS TO ISSUE LIBRARY STANDARDS, AND THEY HAVE WORKED ON THAT.
THAT PART WAS ALLOWED, BUT THE PART RELATED TO VENDORS BEING REQUIRED TO DO THE RATINGS, WHICH THEN TRICKLED DOWN INTO REQUIREMENTS FROM TO THE SCHOOL DISTRICTS, HAS BEEN ENJOINED.
ANY QUESTIONS, MISS TIMME? YEAH. I JUST WANTED TO ASK ON THE INSTRUCTIONAL AND ON THE LIBRARY ONE.
I KNOW WE HAVE A PROCESS THAT WE'VE BEEN USING IN THE DISTRICT THAT'S BEEN OUR PRACTICE OVER TIME.
HAS THAT SUBSTANTIALLY CHANGED OUR PRACTICE WITH THESE POLICIES, OR ARE WE STILL USING THE SAME SYSTEMS THAT WE'VE BEEN USING TO REVIEW MATERIALS AND BOOKS AT THE AS, AS WE'VE BEEN DOING? I WOULD SAY THE SKELETON OF EXCUSE ME OF THE PROCESS IS THE SAME.
ONE OF THE THINGS THAT WE HAVE LEARNED AS THIS HAS BECOME A, A A PRETTY SUBSTANTIAL TOPIC, BOTH IN OUR LOCAL AND OUR NATIONAL COMMUNITY IS, FOR EXAMPLE, IF WE HAVE A BOOK CHALLENGE, SOMETIMES A BOOK CHALLENGE MAY GO TO 12 DIFFERENT SITES.
IT'S HARD TO HAVE THAT NUMBER OF COPIES.
THERE'S JUST A LOT OF IMPLICATIONS THERE.
AND THEN THERE IS A, A REALLY STRONG PROCESS THAT OUR LIBRARIAN INFORMATION TECHNOLOGY GROUP HAS PUT TOGETHER AROUND SOLICITING COMMUNITY MEMBERS TO SERVE ON THOSE BOOK RECONSIDERATION PROCESSES SO THAT THE REALLY THE BIG THING IS, INSTEAD OF HAVING INDIVIDUAL RECONSIDERATION COMMITTEES AT EVERY CAMPUS, IT WOULD BE PULLED TO A MORE CENTRAL.
YEAH, REALLY, IT'S GOING TO PROVIDE MORE CONSISTENCY AND MORE EXPEDIENT OUTCOMES.
YES, MA'AM. AS WELL AS TRANSPARENCY AND COMMUNICATION.
AND I KNOW THAT THAT'S BEEN SOME FEEDBACK WE'VE HAD FROM OUR COMMUNITY.
AND SO I CERTAINLY DO APPRECIATE YOU GUYS TAKING ALL THAT INTO CONSIDERATION.
THANK YOU. THIS DOES NOT CHANGE OUR OPT OUT PROCESS OR ANY OF THOSE OTHER THINGS.
IT'S GREAT. MR. EAGER. JUST A GENERAL COMMENT TO SAY THANK YOU TO MY, MY FELLOW COLLEAGUES ON THIS COMMITTEE, BECAUSE THERE'S A LOT OF WORK THAT GOES INTO THIS AND IT'S IT'S, IT'S TEDIOUS WORK IT'S GOING THROUGH.
BUT THE BENEFIT OF THAT IS THAT THESE TYPES OF PROCESSES, THESE TYPES OF THINGS, IT CREATES A SYSTEM THAT HONORS ALL THOSE. AND IT'S ALSO A PROCESS IMPROVEMENT, YOU KNOW, AND SOME OF THE GRIEVANCE THINGS, HEY, IT'S YOU KNOW, WHAT CAN BE GOOD CAN BE BETTER.
[02:40:04]
AND SO ACKNOWLEDGING NOT EVEN GOING THROUGH THE EXISTING ONES, BUT IMPROVING GOING BACK.AND SO I WANT TO THANK MY COLLEAGUES FOR BRINGING AND DOING THE DUE DILIGENCE TO BRING IT.
SO THANK YOU FOR ALL THE HARD WORK.
THANK YOU, MR. EAGER, FOR THAT.
I ALSO REALLY WANT TO THANK OUR CENTRAL STAFF AND OUR CAMPUS STAFF WHO ALSO PROVIDE INPUT.
I HOPE THIS CONTINUES TO BE EVIDENCE OF WE ARE TRYING TO LISTEN.
WE ARE TRYING TO TAKE FEEDBACK.
HOW CAN WE BE BETTER? WE KNOW WE WE HAVE A LOT OF WORK TO DO IN ALL ASPECTS OF THIS ORGANIZATION.
AND SO IT'S A CONSTANT HOW THERE'S NO PERFECT CALENDAR, THERE'S NO PERFECT PROCESS.
AND WE ONLY PULL IT OUT WHEN WE HAVE TO.
WE'RE CONSTANTLY THINKING ABOUT WHAT CAN WE DO BETTER TO TO REALLY HELP SUPPORT OUR 37,000 STUDENTS, OUR COMMUNITY MEMBERS, OUR PARENTS, OUR STAFF, ETC.. SO, THANK YOU ALL.
AND WE PAINSTAKE OVER EVERY WORD.
AND, AND HOW DO WE MAKE EVERY WORD, MEANINGFUL? HOW DO WE MAKE IT ACCESSIBLE? SO IF I HAVE A PARENT WHO'S READING THIS, IF I HAVE AN EMPLOYEE WHO'S READING THIS, CAN THEY UNDERSTAND IT? IS THIS SOMETHING? ARE WE MAKING IT SO COMPLEX THAT IN THE END, IT'S NOT DOING WHAT ITS INTENDED INTENDED TO DO? SO I JUST I MISS MCGOWAN, SHE'S I DON'T KNOW HOW SHE MANAGES WHAT SHE MANAGES WITH THE VOLUME OF THESE POLICIES, BUT SHE DOES AN EXCEPTIONAL JOB.
AND AND AGAIN I THANK THE STAFF.
IT'S IT'S A LOT A LOT OF WORK.
THANK YOU. AND THAT IS THE LAST ALPHABET.
SO MS. RENTERÍA I WAS ALSO GOING TO JUST THANK EVERYBODY.
MISS BRANUM AND MR. EAGER BEAT ME TO IT, BUT DEFINITELY TO MY COLLEAGUES, MR. POTEET AND, AND MISS PACHECO, WHO, IT IS A LOT OF WORK SHOWING UP AND JUST, YOU KNOW, REALLY BE REAL METICULOUS ABOUT GOING THROUGH ALL OF THIS, GREAT EDITORS.
MISS PACHECO WAS A WONDERFUL EDITOR, CATCHING EVERY LITTLE THING.
BUT AGAIN, TO WHAT YOU SAID, MISS BRANUM.
AND AGAIN, FOR THE BENEFIT OF MAKING IT, AS TRANSPARENT AND ACCESSIBLE TO ALL OF OUR COMMUNITY.
AND MISS MCGOWAN, OF COURSE, SHE'S THE LEADER HERE AND SHE'S AMAZING.
ALL RIGHT, LET'S GIVE IT UP FOR THE POLICY COMMITTEE.
MR. POTEET, MISS RENTERIA AND MISS PACHECO AND ABSOLUTELY MISS MCGOWAN.
THERE'S STILL PLENTY OF WORK TO DO.
SO THEY WILL ABSOLUTELY BE COMING BACK TO US WITH MORE POLICY EDITS, CHANGES AND RECOMMENDATIONS.
OUR LAST ITEM THIS EVENING IS AN INFORMATION ITEM REGARDING THE INTRUDER AUDIT REPORT.
[IV.K. Intruder Audit Report]
THANK YOU, MISS HARRIS.AS YOU KNOW, THIS IS A ONGOING REQUIREMENT, THAT WE STARTED THIS LAST YEAR AND IT HAS MOVED FORWARD TO THE 23-24 SCHOOL YEAR IN WHICH WE HAVE SOMEONE THAT WILL COME TO A CAMPUS AND CONDUCT AN INTRUDER AUDIT.
IF YOU REMEMBER, LAST YEAR, IT WAS 75% OF OUR CAMPUS.
THIS YEAR, EVERY ONE OF OUR CAMPUSES IS GOING TO BE AUDIT.
THANK YOU. SUPERINTENDENT BRANUM, TONIGHT I BRING BACK TO YOU YOU'VE SEEN THIS IN THE FALL.
OH, HENRY AND WALLACE WE TALKED ABOUT, BUT I HAVE TO BRING THIS BACK BECAUSE CAROLYN BOOKER ALSO RECEIVED A FINDING THE AUDITOR COULD NOT, THEY DID NOT SHOW HIM THE LOG BOOK FOR DOOR CHECKS.
AND SO HE GAVE US A FINDING, AND WE APPEALED.
AND THEN WE GOT NOTIFICATION THAT WE LOST THE APPEAL.
SO I'M BRINGING THIS BACK TO YOU TONIGHT.
JUST SO YOU KNOW, CAROLYN BOOKER ALSO HAD ONE FINDING.
WE'LL FINISH UP THAT PLAN AND SUBMIT TO THE STATE FOR THE END OF JANUARY.
I'M HAPPY TO ANSWER ANY QUESTIONS.
ANY QUESTIONS, CONCERNS COMMENTS? THANK YOU, MISS HAYES.
[02:45:01]
BEFORE WE GO INTO CLOSED SESSION, THIS IS BOARD APPRECIATION MONTH.AND SO I ALSO LIKE MISS BRANUM WANTED TO, JUST LET EVERYONE HERE IN THE HORSESHOE KNOW HOW GRATEFUL I AM FOR THIS PARTICULAR BOARD.
I THINK WE'VE DONE AN AWESOME JOB AS A TEAM, AND I THINK WE INTEND TO CONTINUE TO DO AN AWESOME JOB AS A COHESIVE TEAM, AS WE CONTINUE TO GO DOWN THIS ROAD. SO I APPRECIATE EACH ONE OF YOU.
AND AS SUPERINTENDENT BRANUM STATED, NONE OF US ARE HOME WITH OUR FAMILIES AND KIDS.
WE'RE TOGETHER. WE'RE RIGHT HERE.
AND SO WE'RE GOING TO CONTINUE TO BE TOGETHER IN JUST A MOMENT.
WE'RE GOING TO GO INTO CLOSED SESSION.
SO I REALLY, REALLY APPRECIATE YOU ALL BECAUSE THIS IS SOME HARD WORK.
SO THANK YOU, THANK YOU, THANK YOU FOR YOUR TIME.
[V. CLOSED MEETING]
I WOULD LIKE TO THANK THE STAFF AND ALL OF OUR, MY COLLEAGUES, EVERYONE OUT HERE IN THE AUDIENCE FOR BEING HERE THIS EVENING.THE BOARD WILL NOW CONVENE TO A CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE SECTION, SECTION 551.071 CONSULTATION WITH ATTORNEY AND SECTION 551.074 DUTIES OF PUBLIC OFFICER.
THE BOARD WILL CONVENE UPSTAIRS.
[VI. RECONVENE]
THE BOARD IS RETURNING TO OPEN SESSION AT 10:21 P.M., HAVING TAKEN NO ACTION WHILE IN CLOSED SESSION.I'D LIKE TO THANK EVERYONE HERE TONIGHT FOR BEING HERE THIS EVENING.
THIS MEETING IS ADJOURNED AT 10:21 P.M.
AWESOME.
* This transcript was compiled from uncorrected Closed Captioning.