[00:00:03]
          >> TIME IS 6:00, AND I'M GOING TO CALL THE SPECIAL MEETING FOR 
          [I. CALL TO ORDER]
THE BOARD OF TRUSTEES OF THE COPPELL INDEPENDENT SCHOOL DISTRICT INTO SESSION. 
          FIRST THING WE NEED TO DO IS JUST ESTABLISH QUORUM. 
          WE'LL START TO MY LEFT. WE HAVE TRUSTEE LEIGH WALKER, MANISH SETHI, VICE PRESIDENT, NICHOLE BENTLEY, SECRETARY JOBBY MATHEW, RANNA RAVAL AND ANTHONY HILL, MYSELF. 
          WE DO HAVE A QUORUM AND ALL MEMBERS ARE PRESENT, AND THAT WILL TAKE US INTO OUR OPEN FORUM. 
          [III. OPEN FORUM]
YOU GUYS WILL BEAR WITH ME JUST A SECOND. 
          WE DO HAVE, I THINK I'VE MADE THE ANNOUNCEMENT EARLIER, BUT IF YOU WEREN'T IN HERE, A SMALLER GROUP THAN WE'VE BEEN HAVING, SO WE'LL HAVE A TIME LIMIT TONIGHT OF TWO MINUTES. 
          THEN IF YOU'LL GIVE ME JUST A SECOND, I'LL READ THROUGH OUR SCRIPT AND WE'LL GET STARTED. 
          THE BOARD ENCOURAGES COMMENTS ABOUT THE COPPELL INDEPENDENT SCHOOL DISTRICT FROM CITIZENS OF THE DISTRICT, ITS EMPLOYEES, OR FROM OTHER MEMBERS OF THE PUBLIC. 
          ANYONE WHO HAS SIGNED UP TO SPEAK IN ADVANCE OF THE MEETING IN ACCORDANCE WITH THE BOARD POLICY AND PROCEDURES MAY DO SO. 
          AT THIS TIME, THE BOARD ASKS THAT EACH PARTICIPANT'S COMMENTS PERTAIN TO PUBLIC EDUCATION AND BE NO LONGER THAN TWO MINUTES. 
          REMEMBER THAT PURSUANT TO THE TEXAS OPEN MEETINGS ACT. 
          DURING SPECIAL MEETINGS OR BOARD WORKSHOPS, PUBLIC COMMENT IS LIMITED TO AGENDA ITEMS ONLY. 
          TONIGHT'S AGENDA ITEM, WE ONLY HAVE ONE AGENDA ITEM WHICH IS DISCUSS AND CONSIDER ACTION REGARDING THE INTERNATIONAL BACCALAUREATE AND DUAL LANGUAGE IMMERSION RECOMMENDATIONS. 
          THE BOARD MAY NOT DISCUSS OR ACT UPON ANY ISSUES THAT ARE NOT POSTED ON OUR AGENDA. 
          IN ADDITION, THE BOARD HAS ADOPTED COMPLAINT POLICIES THAT ARE DESIGNED TO SECURE AT THE LOWEST ADMINISTRATIVE LEVEL, A PROMPT AND EQUITABLE RESOLUTION OF COMPLAINTS AND CONCERNS. 
          COMPLAINTS BROUGHT BY EMPLOYEES MAY BE HEARD IN ACCORDANCE WITH POLICIES DGBA (LEGAL) AND DGBA (LOCAL), BY STUDENTS OR THEIR PARENTS IN ACCORDANCE WITH POLICIES FNG (LEGAL) AND FNG (LOCAL), AND BY CITIZENS IN ACCORDANCE WITH POLICIES GF (LEGAL) AND GF (LOCAL). 
          EACH OF THESE PROCESSES PROVIDES THAT IF A RESOLUTION CANNOT BE ACHIEVED ADMINISTRATIVELY, THE PERSON MAY APPEAL THE ADMINISTRATIVE DECISION TO THE BOARD AS A PROPERLY POSTED AGENDA ITEM, AND THEN COPIES OF OUR DISTRICT POLICIES AND PROCEDURES ON PUBLIC PARTICIPATION IN MEETINGS AND FILING COMPLAINTS ARE AVAILABLE ONLINE AT THE COPPELL INDEPENDENT SCHOOL DISTRICT WEBSITE, WHICH IS COPPELLISD.COM. 
          SECRETARY MATHEW WILL BE OUR OFFICIAL TIME KEEPER AND HE'S GOT HIS TIME PADDLES. 
          YOU GET TO USE OTHER THAN THAT. 
          [LAUGHTER] HE'LL GIVE YOU THE ONE MINUTE WARNING AND THEN WHEN YOU HEAR HIS TIMER GO OFF, HE'LL WAIVE THE TIME LIMIT. 
          I'VE BEEN CALLING FIVE, BUT I THINK WE'LL JUST GO GROUPS OF THREE TONIGHT SINCE IT'S A SMALLER CROWD. 
          THE FIRST THREE THAT WE'LL CALL TONIGHT IS VICKI WOLF, MELINDA MELNICK, AND RONA DAMAN. 
          THEN BEFORE YOU GET STARTED, VICKI, IF YOU ARE A CHILD SPEAKING OR ONE OF OUR STUDENTS, PLEASE DON'T SAY YOUR ADDRESS. 
          YOU CAN JUST STATE YOUR FIRST NAME AND SCHOOL YOU ATTEND OR JUST YOUR FIRST NAME. SORRY. THANK YOU. 
          >> VICKI WOLF 617 GIFFORD COURT. 
          I BELIEVE THAT YOU HAVE GOOD INTENTIONS FOR ALL LEARNERS, BUT GOOD INTENTIONS DO NOT INDICATE FUTURE SUCCESS. 
          DECISIONS SHOULD BE DATA INFORMED, SO DATA. 
          DCE DLI IS SMALLER AND HAS FIVE WALKERS. 
          WILSON DLI HAS 122 WALKERS, 75 ARE EB LEARNERS. 
          DLI AT WILSON IS LESS DISRUPTIVE AND PRESERVES WALKABILITY FOR ALMOST ALL. 
          PINKERTON HAS 20 WALKERS. 
          WHEN COMPARED TO THE NUMBER OF DLI WALKERS, THIS SHOULD NOT BE PRIORITIZED. 
          AT WILSON, DLI HAS HAD OVER 200 LEARNERS EVERY YEAR SINCE 2014 THROUGH STAFF CHANGES AND THROUGH COVID. 
          THE LOCATION HAS A HISTORY OF PROGRAM SUCCESS AFTER BIG CHANGES. 
          STAFF RETENTION NUMBERS ARE BETTER. 
          EXTRACURRICULARS ARE FREE AND HAVE BEEN. 
          THE PTO IS MAJORITY DLI PARENTS AND THE EXECUTIVE BOARD FOR NEXT YEAR ARE ALL DLI MOMS. IT HAS THE RIGHT SUPPORT SYSTEM TO MANAGE DLI THROUGH A CHANGE THIS BIG. 
          PLEASE ASK THE DISTRICT TO SHARE HOW THEIR LOCATION CHOICE IS INFORMED BY THE DATA. 
          WE ARE NOT JUST MAD ABOUT CHANGE. 
          WE ARE CONCERNED ABOUT THE IMPACT TO THE PROGRAM AND ITS LEARNERS THAT THE LOCATION OPTION BEFORE YOU REQUIRES WHEN DATA TO US POINTS TO A BETTER WAY. 
          OVER 130 WILSON DLI MONOLINGUAL PARENTS AND EDUCATORS COLLECTIVELY SENT AN EMAIL WITH FURTHER DATA ANALYSIS THAT SUPPORTS WILSON AS THE BEST LOCATION AND COMMUNITY FOR DLI. 
          PLEASE REPRESENT US BY ASKING QUESTIONS OF THAT DATA FOR THE LOCATION OF A CONSOLIDATED PROGRAM. THANK YOU. 
          >> I'LL ASK SARISHA BANDARIN, YOU CAN JOIN. 
          [00:05:03]
          >> I'M MELINDA MELNICK, 914 EAST BETHEL SCHOOL ROAD. 
          MY QUESTION TO YOU TONIGHT IS, WHAT IS THE RISK OF CONSOLIDATING THE DLI TO DENTON CREEK? NUMBER 1, NOT SOLVING THE BUDGET. 
          $288,000 IS THE MOST WE MIGHT SAVE. 
          WE WILL STILL CARRY OVER A $5 MILLION DEFICIT, AND VADER DOESN'T GET US THERE EITHER. 
          IS IT WORTH IT? NUMBER 2, BOSS OF ENROLLMENT. 
          WILSON ZONE FAMILIES WILL STAY AT WILSON, AND OTHERS WILL LEAVE THE DLI DUE TO CONCERNS ABOUT LEARNING EFFECTIVELY IN A FOREIGN LANGUAGE IN A MAXED OUT CLASSROOM. 
          IB FAMILIES HAVE ALSO SAID THAT THEY WILL LEAVE THE PROGRAM IN ORDER TO FEED INTO EAST OR LEAVE THE DISTRICT ENTIRELY. 
          ARE WE STILL A DESTINATION DISTRICT IF WE CAN'T SOLVE THE PROBLEM OF ENROLLMENT? NUMBER 3, THE COST OF POTENTIAL LEGAL ACTION. 
          SETTING ASIDE THE DISPARATE IMPACT CLAIMS, WE HAVE FAILED OUR MOST VULNERABLE FAMILIES. 
          THERE HAS BEEN NO COMMUNITY OUTREACH, NO COMMITTEE INCLUSION, NO ACCOMMODATIONS FOR PARTICIPATION AND NO TRANSLATORS UNTIL THE TOWN HALL. 
          WE CAN DO BETTER. THE DATA WE HAVE GIVEN PROVES THAT THE DLI BELONGS AT WILSON AND THAT THERE ARE BETTER OPTIONS FOR THE IB. 
          VOTE NO, AND FORCE THE DISTRICT TO PRESENT SOLUTIONS FOR OUR PROBLEMS, OR CHARGE FORWARD, AND ACCEPT THE RISK OF MAKING EVERYTHING EXPONENTIALLY WORSE. 
          >> RONA DAMAN, 208 OLYMPIA LANE. 
          I'M GOING TO REITERATE SOME OF THE THINGS THAT VICKI HAS ALREADY SAID, BUT IN SOME BULLET POINTS HERE. 
          THE DLI COMMUNITY IS ASKING YOU TO REPRESENT US AND LOOK AT THE DATA FROM OUR PERSPECTIVE. 
          PLEASE CONSIDER IF YOU MUST CONSOLIDATE, CONSOLIDATING DLI TO WILSON FOR THE FOLLOWING REASONS. 
          TEACHER AND SUPPORT STAFF RETENTION DATA OF 94 AND 100% SUPPORTS WILSON AS THE RIGHT LOCATION. 
          THE LARGEST NUMBER OF EB LEARNERS LIVE NEAR WILSON. 
          WILSON HAS 75 EB WALKERS. 
          DLI AT WILSON HAS MAINTAINED ENROLLMENT NUMBERS OF 200 PLUS EVERY YEAR SINCE 2014 AND THROUGHOUT COVID. 
          BROADER NEIGHBORHOOD INVOLVEMENT AND NUMBER OF ZONE FAMILIES CHOOSING DLI SUPPORTS WILSON AS THE RIGHT LOCATION FOR DLI. 
          LESS DISRUPTIVE OPTIONS FOR THE TOTAL NUMBER OF STUDENTS IN THE PROGRAM ACROSS BOTH SCHOOLS SUPPORTS WILSON AS THE RIGHT LOCATION FOR DLI. 
          PLEASE LET US KNOW WHAT DATA OTHER THAN WILSON IS NEARBY PINKERTON THAT YOU USED TO DETERMINE DC WAS THE BEST CHOICE FOR CONSOLIDATION, BECAUSE THE ABOVE DATA NEEDS TO BE CONSIDERED IN ORDER TO CONTINUE TO HAVE A SUCCESSFUL AND EFFECTIVE DLI PROGRAM. THANK YOU. 
          >> THEN I'LL CALL VANCE, ROBERT AND SHERRY, YOU GUYS CAN JOIN UP FRONT. 
          >> SARISHA BANDARIN, 315 GARDEN GROVE. 
          TEXAS RANKS 44TH PER STUDENT FUNDING AMONGST 50 STATES IN US. 
          WE ARE AT THE BOTTOM OF THE [INAUDIBLE] POLE. 
          I AM HERE ADVOCATING FOR MY CHILD. 
          INSTEAD OF FIGHTING TO INCREASE PER STUDENT FUNDING, THE BOARD MEMBERS HAVE DECIDED TO SHUT DOWN PINKERTON AND SHOW MORE KIDS PER CLASSROOM IN A DESTINATION SCHOOL DISTRICT. 
          WE ARE NOT HERE FIGHTING FOR AN INNER CITY SCHOOL WITH MINIMUM RESOURCES. 
          WE ARE TALKING ABOUT PINKERTON IN COPPELL ISD. 
          IF THE MAIN DRAW TO COPPELL ARE THE SCHOOLS AND THOSE ARE BEING SHUT DOWN, DO YOU REALLY THINK PEOPLE ARE GOING TO PAY UPWARDS OF HALF $1 MILLION TO MOVE TO COPPELL? HOW ARE YOU PLANNING ON INCREASING ENROLLMENT? IF CLASS SIZES ARE HIGHER AND CHOICE PROGRAMS ARE CUT, WHY WOULD ANYBODY WANT TO MOVE TO COPPELL AND NOT TO PROSPER OR NORTH CAROLINA? WHAT'S THE DRAW HERE? NOTHING. AT THE END OF TODAY, TWO CHOICE PROGRAMS WILL BE DECIMATED. 
          THIS IS LIKE STEPPING OVER DOLLARS FOR PENNIES. 
          PINKERTON HAS LOCATION SUCCESS. 
          GOOD CHOICE WOULD BE TO EXPAND PINKERTON AND EXTEND IB PROGRAM WHERE IT IS DUE TO THE LOCATION AND MAKE IT ATTRACTIVE OPTION TO DRAW YOUNG FAMILIES. 
          THIS INCREASES ENROLLMENT, BUT YOU HAVE CHOSEN TO SHUT DOWN THE SCHOOL, UPROOT THE PROGRAM, STICK IT WHERE IT DOESN'T BELONG, AND HOPE IT WORKS. 
          THE IDEAL SCENARIO WOULD BE TO MAKE IT K-12 AND DRAW MORE FAMILIES AND HAVE THEM STAY IN COPPELL. 
          BUT COMPROMISING TWO PROGRAMS IS DRIVING PEOPLE OUT OF COPPELL. 
          AT THE END OF TODAY, WE WILL KNOW IF COPPELL WILL STILL REMAIN A SOUGHT AFTER SCHOOL DISTRICT AND KEEP THE HOUSING VALUES, OR IF PINKERTON IS GOING TO BECOME A SCAPEGOAT AS HOW TO NOT CONSOLIDATE SCHOOLS, CONSIDERING HOW LEWISVILLE AND FLOWER MOUND AND EVERY OTHER SCHOOL DISTRICT IS DOING IT. THANK YOU. 
          [00:10:04]
          >> HI. MY NAME IS VANCE. 
          I AM WILSON RANGER, AND MANY OF MY DLI FRIENDS WALK TO SCHOOL EACH DAY. 
          THEY WILL BE STAYING AT WILSON AND WILL NOT BE JOINING ME AT DENTON CREEK IF YOU MOVE DLI. 
          PLEASE DO NOT MOVE WILSON DLI. THANK YOU. 
          >> ROBERT HILL, 724 POST OAK. 
          I STAND BEFORE YOU AGAIN TO ADDRESS THE CRITICAL ISSUES OF THE DLI PROGRAM AND THE FUTURE OF WILSON ELEMENTARY. 
          SO MANY PEOPLE HAVE GIVEN YOU ALL SO MANY FACTS. 
          TO CONSIDER IT, IT SEEMS LIKE SOME OF YOU ARE SO CLOSED-MINDED TO THE OPTION AND JUST BE AN ABSOLUTIST. 
          YOU'RE WORRIED ABOUT ADDITIONAL TIME, MAKING AN INFORMED DECISION WITH THE EXTRA FACTS YOU'VE GOT. 
          WHAT IS 2-3 MORE MONTHS OF LOOKING AT ALL THE FACTS YOU'VE GOT NOW BASED ON WHAT YOU'VE HAD. 
          IT JUST SEEMS LIKE SOME OF YOU HAVE ALREADY MADE YOUR MIND UP, AND I KNOW TONS OF ADDITIONAL FACTS HAVE COME IN THAT YOU ALL HADN'T LOOKED AT. 
          FOR ONE, WE KNOW NOW A DRIVABILITY STUDY AROUND DENTON CREEK HAS NOT BEEN LOOKED AT. 
          TRAFFIC'S ALREADY THERE, IT'S HORRENDOUS, AND YOU'RE TALKING ABOUT PUTTING MORE STUDENTS IN THERE. 
          STUFF HASN'T BEEN LOOKED AT. 
          JUST NOT TAKING THE EXTRA TIME IS JUST AN IGNORANT DECISION. 
          THAT'S PLAIN AND SIMPLE, ALL IT IS. 
          YOU'VE BEEN TOLD WILSON HAS 122, 75 OF THEM BEING EB STUDENTS, COMPARED TO FIVE AT DENTON CREEK. 
          HOW DOES THIS MAKE ANY SENSE AT ALL TO NOT MOVE IT TO WILSON? YOU'VE GOT PEOPLE RIGHT THERE ACROSS THE STREET THAT WALK, TONS OF PEOPLE. 
          WE'VE GONE THROUGH PERSONAL TAXING AND WE'RE EXPLOITING THE MOST VULNERABLE POPULATION. 
          WE CALL IT HELPING OUR DLI PARENTS. 
          WE'RE HELPING EACH OTHER OUT WITH THIS BECAUSE BASICALLY YOUR MEETINGS ARE SO EARLY, THEY ARE NOT OFF OF WORK MOST OF THEM. 
          THEY'VE TOLD US THAT. THEY CAN'T GET HERE TO EVEN SIGN UP FOR THE MEETING. 
          WE KNOW OTHER CITIES AROUND THAT GIVE 72 HOURS TO SIGN UP FOR A MEETING. 
          YOU'LL GIVE 30 MINUTES RIGHT BEFORE THE MEETING. 
          THOSE PEOPLE CAN'T EVEN GET HERE TO SAY THEIR PIECE MOST OF THEM. 
          YOU'VE TALKED ABOUT THE WALKABILITY OF PINKERTON, WHICH IS A MORE AFFLUENT POPULATION, BUT HAVEN'T WORRIED. 
          WE HAVEN'T HEARD YOU ALL MENTION ANYTHING ABOUT WALKABILITY ACROSS THE STREET UNTIL WE PUSHED THE ISSUE TO ASK FOR IT AND WE KNOW A STUDY WAS DONE OF THE WALKABILITY AFTER WE DID THAT. 
          BACK AND FORTH WITH PINKERTON, GET RID OF THEM, NOT GET RID OF THEM, GIVE THEM MONEY TO REMODEL, NOW GET RID OF THEM. 
          SO FAR YOU'VE NOT MADE A DECENT DECISION YET. 
          I'D BE SURPRISED IF ONE COMES OR NOT. 
          >> I CALL JUAN ROLAN AND TRACY FISHER UP TO JOIN. 
          >> SHERRY HILL, 724 POST OAK DRIVE. 
          I'M NOT SURE WHAT ELSE TO SAY TO YOU BOARD. 
          IT SEEMS LIKE OUR CONCERNS ARE NOT BEING HEARD. 
          MOVING FORWARD, I WILL EITHER BE SOMEONE THAT WILL BE A PARTNER WITH YOU OR I WILL BE SOMEBODY THAT WILL CHALLENGE YOU AT EVERY BOARD MEETING. 
          I MAKE THAT PROMISE, I WILL BE HERE AT EVERY BOARD MEETING GOING FORWARD. 
          BASED ON THE DATA, THERE ARE FIVE EB WALKERS AT DENTON CREEK WHO WALK TO SCHOOL AND NEXT YEAR, THREE OF THEM GO TO MIDDLE SCHOOL, SO WE'RE ONLY TALKING ABOUT TWO OF THEM. 
          TWO. WHERE WE HAVE 75 EB LEARNERS THAT WALK ACROSS THE STREET TO COME TO SCHOOL. 
          THOSE PARENTS CANNOT AFFORD TO BUS THEIR KIDS. 
          I PUT ON WILSON FIRST, I KNOW THE COMMUNITY. 
          I KNOW THE KIDS THAT NEED THE HELP, AND I CAN GUARANTEE YOU BECAUSE THEY HAVE TOLD ME THAT THEY WILL NOT MOVE TO DENTON BECAUSE THEY CAN'T AFFORD IT FINANCIALLY. 
          $10 TO THEM OR $1 TO US IS LIKE $100 TO THEM. 
          THEY DO NOT GET PTO TIME, THEY DO NOT GET SICK TIME, THEY DO NOT GET FAMILY LEAVE. 
          THEY ARE A COMMUNITY THAT SUPPORTS EACH OTHER AND BY BUSING THEM TO DENTON CREEK IS NOT AN OPTION FOR THEM. 
          YOU'RE GOING TO MOVE THEM INTO A SCHOOL WHERE THEY HAVE TO BE BUSED, WHICH THEY WILL NOT DO, SO THEY WILL STAY AT WILSON. 
          THEY WILL STRUGGLE WITH THE IB PROGRAM BECAUSE IT IS A PROVEN FACT THAT THE DUAL LANGUAGE, WE DO NOT CATCH UP UNTIL MIDDLE SCHOOL WITH OUR PEERS. 
          RIGHT NOW, WHEN YOU TAKE A FOURTH GRADER AND COMPARE IT TO ANOTHER FOURTH GRADER IN MONOLINGUAL, THEY ARE NOT AT THE SAME LEVEL. 
          THEY WILL NOT BE UNTIL MIDDLE SCHOOL AND THEN THEY WILL TAKE OFF AND THEY WILL PASS THEIR MONOLINGUAL LEARNERS. 
          IT'S A PROVEN FACT. 
          TEXAS AND COPPELL ARE LEADERS IN THE WHOLE UNITED STATES WHEN IT COMES TO THE DLI PROGRAM. 
          [00:15:07]
          >> MEGAN DOBLIEK AND GIN COW. 
          >> GOOD EVENING, BOARD MEMBERS AND DR. HUNT. 
          MY NAME IS JUAN ROLAND. 
          I LIVE AT 303 PURVIEW COURT. 
          BOARD MEMBERS, OUR MAIN ASK FOR YOU OVER THE PAST FEW WEEKS HAS BEEN FOR YOU TO LISTEN TO US, REPRESENT US AND LOOK AT THE DATA FROM OUR PERSPECTIVE. 
          WE HAVE ASKED YOU TO SHARE WHAT YOU SEE IN THE DATA WHEN IT COMES TO THE BEST LOCATION FOR DLI. 
          WE HAVE SHARED A LOT OF INFORMATION BACK TO YOU, AND HERE'S WHAT WE SEE IN THE DATA. 
          AS FAR AS QUALITATIVE DATA, WHICH IN SOME OF THESE CASES, YOU HAVE SHARED THIS DATA WITH US. 
          THIS IS IMPORTANT FOR YOU. 
          BOTH IB AND DLI SHOULD THRIVE. 
          WE COMPLETELY AGREE, THEY SHOULD. 
          DLI DATA SHARED CLEARLY INDICATES THAT IT THRIVES WHEN LOCATED AT WILSON, BUT THIS OPTION WAS REMOVED. 
          THE PROGRAM FROM WAS REMOVED IN FAVOR OF A LOCATION WHERE ENROLLMENT HAS DECREASED SIGNIFICANTLY. 
          WALKABILITY MATTERS. 
          THIS WAS MENTIONED BY YOU. YES, IT DOES. 
          WILSON DLI HAS THE MOST NUMBER OF WORKERS, 122, AND WE HAD MENTIONED THAT OUT OF THOSE 75 ARE EV WORKERS. 
          YET, DESPITE THESE NUMBERS, NO ONE HAS CONSIDERED OUT LOUD THAT WALKABILITY SHOULD MATTER FOR DLI LOCATION CHOICE. 
          WE SHOULD DO WHAT IT'S LEAST DISRUPTIVE. 
          YES, WE AGREE, DLI CONSOLIDATION TO DC IS THE LARGEST AMOUNT OF DISRUPTION. 
          WE ARE ALSO ADDING THE MOST BUS COST BECAUSE WE ARE DISRUPTING THE LARGEST GROUP OF EV WORKERS. 
          LASTLY, PRESERVING THE IB PROGRAM AND CULTURE IS IMPORTANT. OF COURSE, IT IS. 
          WILSON DLI IS ALSO IMPORTANT. 
          WILSON DLI IS ABOUT 50% OF THE STUDENT BODY AND THE HEART OF SO MUCH OF THE SCHOOL CULTURE. 
          SPECIAL TEACHER AND ADMINS UNDERSTAND AND SPEAK SPANISH. 
          PRESERVING THIS CULTURE AT THIS LOCATION SHOULD ALSO GET THE SAME CONSIDERATIONS. THANK YOU. 
          >> WILLY WONDERS YOU CAN JOIN THEM AT THE PODIUM. 
          >> GOOD EVENING, BOARD. THIS IS AWKWARD. 
          I'M REAL BUSY RIGHT NOW, BUT I TOOK TIME OUT OF MY BUSY LIFE TO BE HERE. 
          IT'S IMPORTANT. THE SPANISH SPEAKING STUDENTS AT WILSON ELEMENTARY IN THE DLI PROGRAM. 
          >> FISHER, DO YOU MIND? 
          >> OH, I'M SORRY. TRACY FISHER, 136, PARK VALLEY COURT, HERE IN COPPELL. 
          THE SPANISH SPEAKING STUDENTS AT WILSON ELEMENTARY AND THE DLI PROGRAM COME FROM A TIGHT KNIT COMMUNITY THAT VALUES KEEPING ITS KIDS SAFE, SOMETHING WE SAW DURING COVID. 
          THESE FAMILIES RELY ON ACCESS TO NEARBY WILSON AND WON'T SEND THEIR KIDS ON A BUS WHEN THEY CAN WALK ACROSS THE STREET TO A SCHOOL THAT'S PART OF THEIR COMMUNITY. 
          MOVING THESE VULNERABLE STUDENTS FROM WILSON IS NOT ONLY DISRUPTIVE, IT'S CRUEL. 
          MOST WON'T GO SHRINKING THE PROGRAM, A PROGRAM THAT PERFECTLY ALIGNS TO OUR DISTRICT'S CORE VALUES AND IS A GOLD STANDARD FOR TEACHING BILINGUAL LEARNERS. 
          DLI WAS ADOPTED BY THIS BOARD TO SERVE A POPULATION THAT MUST BE SERVED. 
          THE DISTRICT RECEIVES FEDERAL FUNDING FOR IT, SUPPORTING BOTH BILINGUAL AND MONOLINGUAL STUDENTS. 
          IF YOU ELIMINATE THIS PROGRAM FROM WILSON, YOU CUT OFF THAT REVENUE. 
          BUT STILL HAVE TO SERVE THESE KIDS THROUGH A LESS EFFECTIVE APPROACH. 
          AS TRUSTEES, IT'S YOUR DUTY TO SUPPORT THESE KIDS. 
          NOT PASS THIS DECISION TO A STAFF WHO AREN'T THE CHOICE SCHOOL DECISION MAKERS. 
          YOU ARE THE TRUSTEES. 
          YOU REPRESENT THE COMMUNITY. 
          KEEP THE DLI PROGRAM AT WILSON AND FIND BETTER SOLUTIONS, PLEASE. 
          THANK YOU. 
          >> MEGAN DUBLIK, 752 MARLEY CIRCLE. 
          I'M ASKING THAT YOU JUST CONSIDER SOME OF THE DATA HERE THAT SUPPORTS ALL OF THE FACTORS THAT YOU GUYS HAVE ACTUALLY STATED IN PREVIOUS MEETINGS THAT ARE IMPORTANT FOR THIS DECISION THAT WE'RE MAKING. 
          BOTH IB AND DLI NEED TO THRIVE. WE UNDERSTAND THAT. 
          WE FULLY SUPPORT THAT. 
          WE'RE NOT ASKING YOU TO NOT CONSOLIDATE THE DLI PROGRAM. 
          WE'RE JUST ASKING YOU TO THINK ABOUT WHERE ITS HOME SHOULD REALLY BE. 
          THERE'S A LOT OF DATA THAT SUPPORTS HOW SUCCESSFUL IT IS AT WILSON ELEMENTARY, AND WE'RE JUST ASKING YOU ALL TO CONSIDER THAT TO BE THE HOME, EVEN IF WE HAVE TO LOOK AT SOME OTHER OPTIONS. 
          WE ALSO HAVE LOTS OF PEOPLE WHO'VE ALREADY SAID HOW IMPORTANT WALKABILITY IS. 
          I JUST REALLY WANT TO SHOW THERE'S FIVE DLI WALKERS AT DENTON CREEK. 
          THERE ARE 20 WALKERS AND BIKERS AT PINKERTON. 
          [00:20:03]
THERE'S 122 WALKERS FROM WILSON, OF THAT 122, 75 ARE EMERGENT BILINGUAL SPANISH SPEAKERS. 
          NONE OF THAT IN EITHER OF THESE OTHER TWO GROUPINGS. 
          I THINK THIS HAS TO BE CONSIDERED. 
          I ALSO THINK THAT WE WANT TO DO WHAT'S LEAST DISRUPTIVE. 
          YOU ALL HAVE ALL TALKED ABOUT THAT. 
          TAKING A LARGE GROUP OF KIDS THAT ARE ZONED TO A SCHOOL ACROSS THE STREET AND HAVING TO SEND THEM TO ANOTHER SCHOOL, WHETHER THEIR PARENTS DRIVE THEM OR THEY TAKE A BUS IS REALLY DISRUPTIVE FOR THIS PROGRAM, WHEN 122 OF THESE DLI STUDENTS WALK TO SCHOOL RIGHT NOW. 
          ALL I'M ASKING IS THAT YOU CONSIDER THIS INFORMATION, COULD WILSON BE A BETTER HOME LONG TERM FOR THE DLI PROGRAM BASED ON THIS AND A LOT OF OTHER DATA? I'M JUST ASKING YOU, AS WAN SAID, PLEASE LOOK AT THIS FROM THE PERSPECTIVE OF THIS DLI PROGRAM AND JUST MAKE SURE THAT YOU'RE ALSO REPRESENTING US AS WE'RE ALL ASKING FOR. THANK YOU. 
          >> NIDA PEDRO, I'LL CALL YOU TO JOIN THE LINE. 
          >> JENNIFER, 484 LEGACY COURT. 
          THE DLI PROGRAM AT WILSON IS DESIGNED TO SERVE OUR UNDER REPRESENTATIVE ECONOMICALLY DISADVANTAGED STUDENTS IN OUR SCHOOL DISTRICT. 
          THERE ARE ETHICAL PROBLEMS WITH TARGETED DISPLACEMENT OF THE DLI PROGRAM OUT OF WILSON IN ORDER TO FULFILL A PREDETERMINED AGENDA TO CLOSE PINKERTON. 
          WE AS A COMMUNITY CAN, AND THEREFORE SHOULD DO BETTER. 
          SCHOOL BOARD, PLEASE ASK THE ADMIN TO SET THE BAR HIGHER. 
          PLEASE ASK FOR OTHER SOLUTIONS. 
          AGAIN, I REPEAT, THERE ARE ETHICAL PROBLEMS WITH TARGETED DISPLACEMENT OF OUR VULNERABLE UNDERREPRESENTED, ECONOMICALLY DISADVANTAGED STUDENTS OUT OF WILSON IN ORDER TO FULFILL A PREDETERMINED AGENDA TO CLOSE PINKERTON. 
          WE AS A COMMUNITY CAN, AND THEREFORE SHOULD DO BETTER. 
          SCHOOL BOARD, PLEASE ASK THE ADMIN TO SET THE BAR HIGHER AND ASK FOR BETTER SOLUTIONS. I REPEAT. 
          THERE ARE ETHICAL PROBLEMS WITH TARGETED DISPLACEMENT OF OUR VULNERABLE, UNDERREPRESENTED, ECONOMICALLY DISADVANTAGED STUDENTS OUT OF WILSON IN ORDER TO FULFILL A PREDETERMINED AGENDA TO CLOSE PINKERTON. 
          WE AS A COMMUNITY CAN AND THEREFORE SHOULD DO BETTER. 
          PLEASE SCHOOL BOARD, PLEASE ASK THE ADMIN TO SET THE BAR HIGHER. 
          PLEASE ASK FOR BETTER SOLUTION. 
          I REPEAT AGAIN, THERE ARE ETHICAL PROBLEMS WITH TARGETED DISPLACEMENT OF OUR VULNERABLE, UNDERREPRESENTED, ECONOMICALLY DISADVANTAGED STUDENTS OUT OF WILSON IN ORDER TO FULFILL A PREDETERMINED AGENDA TO CLOSE PINKERTON. 
          WE AS A COMMUNITY CAN, AND THEREFORE SHOULD DO BETTER. 
          PLEASE, I ASK YOU THE SCHOOL BOARD, ASK THE ADMIN TO SET THE BOARD HIGHER AND PLEASE ASK FOR ANOTHER SOLUTION. 
          AGAIN, I REPEAT, THERE ARE ETHICAL PROBLEMS WITH TARGET DISPLACEMENT. THANK YOU. 
          >> JOSE ANTARIGUA, I'LL CALL YOU UP NEXT. 
          >> JULIE WATERS, 252 EAST BETHEL ROAD. 
          THANK YOU SO MUCH FOR YOUR TIME TONIGHT AND THANK YOU FOR LISTENING. 
          BECAUSE I'VE SPOKEN TO A LOT OF PINKERTON PARENTS AND THEY FEEL LIKE YOU AREN'T LISTENING. 
          BUT I FEEL LIKE AFTER DOING THIS FOR THREE YEARS, I TRULY BELIEVE THAT YOU ARE. 
          YOU READ OUR EMAILS AND YOU HEAR EVERY SINGLE PARENT, YOU SERVE BECAUSE YOU LOVE THIS DISTRICT. 
          I WANT TO THANK YOU FOR THAT. 
          TONIGHT, I'D LIKE TO REVISIT THE GOAL OF CLOSING A SCHOOL. 
          IS IT BECAUSE WE ARE TRYING TO FIX THE DEFICIT IN OUR ENROLLMENT PROBLEM? 
          >> MISS WATERS, JUST REAL QUICK. 
          ARE YOU SPEAKING ON THE INTERNATIONAL BACCALAUREATE OR DUAL LANGUAGE IMMERSION RECOMMENDATIONS? 
          >> YES. OR IS IT JUST BECAUSE OF WANTING TO CLOSE PINKERTON? BECAUSE CLOSING PINKERTON DOESN'T SOLVE YOUR ENROLLMENT OR DEFICIT ISSUE. 
          CLOSING THE SMALLEST SCHOOL WITH ONLY 400 SEATS WHEN THERE ARE 1,400 OPEN SEATS DOESN'T MAKE SENSE. 
          CLOSING PINKERTON ONLY SAVES ONE 1.8 MILLION. 
          >> MISS WATERS, CLOSING PINKERTON IS NOT ON TONIGHT'S AGENDA. 
          MISS WATERS, THE DEFICIT AND CLOSING PINKERTON ARE NOT ON TONIGHT'S AGENDA? 
          [00:25:07]
          >> SORRY, DAVID. BY CLOSING PINKERTON, YOU DISRUPTED THE DLI PROGRAM FOR AT LEAST 75 WALKERS. 
          WHY DOES WALKABILITY NOT MATTER FOR THEM WHEN IT CLEARLY MATTERED FOR PINKERTON AND AUSTIN? WHAT KIND OF MESSAGE DOES THIS SEND TO THOSE 75 WALKERS? DOES CLOSING PINKERTON REALLY SOLVE ANY OF YOUR PROBLEMS OR DOES IT JUST CREATE NEW? THANK YOU. 
          >> I ALSO CALL SISSY DAVILA AND CHRISTINA WIENS TO JOIN THE PODIUM. 
          >> [INAUDIBLE] PEDRO, 241 MAGNOLIA DRIVE. HELLO, EVERYONE. 
          AS A PARENT OF A DLI EMERGENT BILINGUAL STUDENT, I NEED CLARITY, CLOSURE, AND A PATH FORWARD. 
          AS ELECTED LEADERS, IT IS YOUR DUTY TO EXPLORE AND ADVOCATE FOR ALL PERSPECTIVES, EVEN THOSE DIFFERENT FROM YOUR OWN. 
          THAT'S WHAT PUBLIC SERVICE REQUIRES. 
          YES, I SUPPORT THE DISTRICT ADMIN. 
          IT'S REALLY HARD TO DO THE JOB IN SCHOOLS RIGHT NOW. 
          IT'S NOT ONE THING OR THE OTHER, BOTH CAN BE TRUE AT THE SAME TIME. 
          HOWEVER, TRUSTEES, YOU ARE THE VOICE OF OUR COMMUNITY, AND WE NEED YOU TO TRY TO SEE IT FROM OUR PERSPECTIVE AND OUR LENS. 
          DLI IS NOT MADE GREAT BY BUILDINGS, BUT BY THE TEACHERS, STAFF, AND RELATIONSHIPS THAT SUPPORT OUR CHILDREN. 
          REMOVING WALKABILITY FOR 122 DLI STUDENTS AT WILSON, 75 OF WHOM ARE EMERGING BILINGUALS AND HALF LIVE ACROSS THE STREET DIRECTLY PUT IN RISK THEIR EDUCATION BY PLACING THEM IN AN UNFAMILIAR ENVIRONMENT WITH POTENTIAL LANGUAGE BARRIERS AND FEWER TRUSTED ADULTS. 
          MEANWHILE, PRIORITIZING WALKABILITY FOR PINKERTON IMPACTS ONLY 20 OF THEIR STUDENTS, AND THIS RAISES QUESTIONS ABOUT WHOSE NEEDS ARE BEING PRIORITIZED. 
          I ASK THAT YOU ENSURE OUR EMERGENT BILINGUALS DO NOT EXPERIENCE A BREAKING SERVICE, WHETHER THEY COME FROM WILSON OR DCE. 
          WE NEED TO LEVERAGE EXISTING RELATIONSHIPS AS PART OF THIS PLAN, AND I TRULY HOPE THAT YOUR LEADERSHIP WILL REFLECT THAT COMMITMENT TO THAT CONTINUITY AND EQUITY FOR THE STUDENTS THAT RELY ON YOU THE MOST. 
          THANK YOU FOR ALL YOU DO, AND I AM HERE TO SUPPORT YOU EVERY STEP OF THE WAY IF I AM GIVEN THE OPPORTUNITY. 
          >> MY NAME IS JOSE [INAUDIBLE], 241 MAGNOLIA DRIVE. 
          MY DAUGHTER'S IN KINDERGARTEN AT WILSON IN THE DLI PROGRAM. 
          HONESTLY, WHATEVER YOU DECIDE, SHE'LL BE OKAY. 
          WHY? BECAUSE MY WIFE, ANADA AND I WILL MAKE SURE SHE'S OKAY. 
          HOWEVER, I FEEL THAT MANY STUDENTS MAY NOT HAVE THOSE OPPORTUNITIES AND YOU THE BOARD, ARE THE ONES THAT NEED TO ADVOCATE FOR THEM, AND YOU ARE NOT DOING. 
          YOU TALK ABOUT RUBIKS, YOU TALK ABOUT EXPERTS. 
          LET ME ASK YOU, DO YOU KNOW THE NAME OF THE PERSON IN CHARGE OF THE BILINGUAL PROGRAM AT THE COPPELL ISD? I DON'T KNOW, BUT I HAVEN'T SEEN HER HERE. 
          I HAVEN'T SEEN YOU TALKING TO THE EXPERT, GETTING HER OPINION ON WHAT NEEDS TO BE DONE WITH THE DUAL LANGUAGE PROGRAM. 
          I MAY BE WRONG, BUT I THINK YOU SHOULD GET HER HERE AND EXPRESS HER OPINIONS, SO WE ALL KNOW WHAT THE DIRECTOR OF THE DLI PROGRAM RECOMMENDS. THANK YOU. 
          >> [SPANISH]. 
          [00:30:10]
          >> SISSY DAVILA, 550 RUBY ROAD, NUMBER 96, AND SHE HAS HAD FIVE STUDENTS IN THE DLI PROGRAM, THREE CURRENTLY AT WILSON AND TWO NOW AT THE HIGH SCHOOL. 
          GOOD AFTERNOON. WILSON DLI PARENTS, WANT YOU TO BE AWARE AND SEE THAT WILSON IS THE BEST LOCATION FOR THE DLI PROGRAM. 
          THE ADMINISTRATION HAS TO FOCUS ON WHAT IS MOST IMPORTANT HAVING MORE DLI SCHOOLS. 
          IN SHORT, BEING BILINGUAL IS A POWERFUL TOOL THAT BENEFITS STUDENTS IN DIFFERENT WAYS. 
          WILSON HAS DIVERSITY AND KNOWLEDGE OF NEW CULTURES AND GREATER CAPACITY FOR SOCIALIZATION. 
          WE ARE WILSON, WE ARE BILINGUAL. THANK YOU. 
          >>CHRISTINA WIENS, 328 RAINTREE DRIVE. 
          THE PLAN YOU WILL DISCUSS TODAY DIRECTLY IMPACTS OVER 1,000 STUDENTS. 
          THIS IS APPROXIMATELY 20-25% OF THE DISTRICT'S ELEMENTARY ENROLLMENT. 
          ONE OUT OF EVERY 4-5 CHILDREN IN CISD WILL EITHER BE MOVED OR THEIR FRIENDS WILL BE MOVED AWAY FROM THEIR SCHOOL. 
          I'M CONCERNED THAT THE PROPOSAL BEFORE US, WHICH SEEMS LIKE IT MAY WORK HYPOTHETICALLY WILL NOT WORK IN PRACTICE WHEN IT IS IMPLEMENTED. 
          THE PLAN OF CONSOLIDATING DLI TO DENTON CREEK, AND MOVING IB TO WILSON REQUIRES THAT A MAJORITY OF WILSON ZONED DLI FAMILIES AGREE TO TRANSFER WITH THE PROGRAM. 
          WHEN THE DISTRICT PRESENTED THESE OPTIONS ON SEPTEMBER 9TH, THEY SAID, ANY IB STUDENT WHO WISHES TO CONTINUE WITH THE IB PROGRAM AT WILSON WILL BE ABLE TO DO SO. 
          BUT THE NUMBERS AREN'T ADDING UP. 
          YOU WERE GIVEN A PETITION WEEKS AGO WITH OVER 170 SIGNATURES FROM WILSON ZONED DLI FAMILIES SAYING THEY WILL NOT TRANSFER WITH THE PROGRAM. 
          IF THEY DO NOT, WILL THERE BE ROOM FOR IB? HOW MANY IB STUDENTS CAN YOU THEN TAKE? IF YOU CANNOT TAKE EVERYONE, HOW WILL YOU MAKE DECISIONS ON WHO GETS TO GO? I FEAR THAT YOU WILL NOT BE ABLE TO ACCOMMODATE ALL CURRENT IB FAMILIES. 
          I AGREE WITH MANY OTHERS HERE THAT THERE ARE BETTER LOCATIONS FOR THE IB PROGRAM, AND THERE ARE OTHER OPTIONS FOR CONSOLIDATION THAT WOULD BE LESS DISRUPTIVE. THANK YOU. 
          >> THANK YOU. AND THAT WILL CONCLUDE OUR OPEN FORUM TONIGHT AND TAKE US INTO OUR ACTION ITEMS, 
          [IV.A. Discuss and consider action regarding the International Baccalaureate (IB) and Dual Language Immersion (DLI) recommendations]
ITEM A, WHICH IS DISCUSS AND CONSIDER ACTION REGARDING THE INTERNATIONAL BACCALAUREATE AND DUAL LANGUAGE IMMERSION RECOMMENDATIONS, AND I'LL TURN IT OVER TO YOU DR. HUNT. 
          >> THANK YOU, EVERYONE, AND THANK YOU TO ALL WHO SPOKE TONIGHT. 
          WE WILL BE REVIEWING MANY OF THE SAME SLIDES THAT WE HAVE SHARED PREVIOUSLY. 
          MISS BROWN, IF YOU DON'T MIND MOVING THE MAPS SO THAT WE CAN AND OTHERS CAN SEE THE SCREEN ON THE SIDE. 
          AS YOU ALL KNOW, HAVE BEEN EXPERIENCING BUDGET CHALLENGES FOR SEVERAL YEARS. 
          AS A DISTRICT, WE HAVE WORKED TO TRY TO ADDRESS THOSE THE BEST THAT WE CAN. 
          WE KNOW THAT THESE ARE ONGOING ISSUES AND PROBLEMS THAT ARE NOT GOING TO BE SOLVED OVERNIGHT. 
          PART OF WHAT WE'VE BEEN DOING IS REDUCING EXPENDITURES AS WELL AS LOOKING FOR OPPORTUNITIES TO INCREASE REVENUE WHILE MAINTAINING THE BUDGET PRIORITIES THAT WERE ESTABLISHED BY THE BOARD AND REAFFIRMED THIS PAST SCHOOL YEAR. 
          WE'VE WORKED HARD TO WORK THROUGH THIS PROCESS THROUGH THE LENS OF OUR CORE VALUES. 
          WE KNOW THAT THEY ARE THE FOUNDATION OF WHAT WE DO AS A DISTRICT, AND THEY GUIDE AND SERVE US NOT ONLY WITH GREAT TEACHING, BUT ALSO BUILDING RELATIONSHIPS, REDEFINING SUCCESS, AND FOSTERING AN ENGAGEMENT. 
          THESE ARE DIFFICULT DECISIONS, AS WE HAVE SAID PREVIOUSLY, BUT IT'S BY WORKING TOGETHER THAT WE WILL BE ABLE TO GET THROUGH THEM AND NAVIGATE THESE DIFFICULT TIMES. 
          WE CONTINUE TO MAKE A TOP PRIORITY TAKING CARE OF OUR STUDENTS, EMPLOYEES, AND OUR FAMILIES. 
          DEPENDING UPON PEOPLE'S LEVEL OF INVOLVEMENT, IT CAN BE EVEN MORE CHALLENGING THAN OTHERS. 
          I KNOW THAT THERE ARE SOME SCHOOLS THAT ARE NOT AFFECTED BY SOME OF THESE DISCUSSIONS, BUT ULTIMATELY, MANY WILL BE AS CLOSING A CAMPUS AND REDISTRIBUTING STUDENTS, REALLY CAN AFFECT NOT ONLY ALL OF OUR ELEMENTARY SCHOOLS, BUT EVENTUALLY MIDDLE SCHOOLS AND EVEN HIGH SCHOOLS, SO WE'RE REALLY TRYING TO FOCUS HARD ON OUR STUDENTS, STAFF, AND FAMILIES. 
          THE BUDGET PRIORITIES THAT WERE ESTABLISHED BY THE BOARD IN THE 22-23 SCHOOL YEAR REAFFIRMED IN FEBRUARY 2024 ARE THE PRIORITIES THAT WE HAVE BEEN USING TO GUIDE THIS WORK. 
          WE HAVE SEVERAL TEAM MEMBERS TONIGHT THAT WILL REVIEW SOME OF THE INFORMATION THAT WAS ASKED BY THE BOARD AND LIKE I SAID, MUCH OF IT IS PREVIOUS SLIDES THAT WE HAVE ALREADY SHARED, BUT WE WANTED TO REINFORCE AS SOME OF THIS INFORMATION AS QUESTIONS HAVE COME UP THROUGH OUR OPEN FORUM, AS WELL AS IN INPUT AND EMAILS AND THEN INFORMATION THAT WAS SPECIFICALLY ASKED FROM THE BOARD. 
          I'LL TURN IT OVER TO MISS ANGELA BROWN, OUR CHIEF COMMUNICATIONS OFFICER TO TALK ABOUT SOME OF THE SUB-PRIORITIES. 
          [00:35:04]
          >> GOOD EVENING, BOARD. AGAIN, MY NAME IS ANGELA BROWN I'M THE DISTRICT'S CHIEF COMMUNICATIONS OFFICER. 
          BOARD PRIORITIES HAVE HELPED TO GUIDE THE WORK THROUGH THIS ENTIRE PROCESS. 
          THE RUBRIC AND THE DECISION FILTER FACTORS SERVED AS THE SUB-PRIORITIES FOR DECISION MAKING. 
          THESE WERE THE FACTORS THAT WERE EXAMINED, ANALYZED, AND DISCUSSED AS OPTIONS WERE CONSIDERED. 
          DISCUSSIONS WERE SPECIFICALLY FOCUSED ON THESE AREAS BECAUSE THE 711 COMMITTEE MADE UP OF PARENTS, COMMUNITY MEMBERS, AND STAFF THAT DEVELOPED THE RUBRIC OUTLINED THEM AS THE FACTORS THAT NEEDED TO BE CONSIDERED. 
          >> GOOD EVENING. I'M KRISTIN NICHELLE, ONE OF THE ASSISTANT SUPERINTENDENTS. 
          OVER THE NEXT FEW SLIDES, WE WILL SHARE THE MOST UP TO DATE ENROLLMENT AND PROGRAM DATA PROVIDED BY OUR DEMOGRAPHER WITH YOU. 
          LET'S BEGIN WITH THE PROJECTED ENROLLMENT AND UTILIZATION FOR EACH ELEMENTARY CAMPUS FOR THE 25-26 SCHOOL YEAR, WHICH IS NEXT YEAR. 
          WITH THE CONSOLIDATION OF PINKERTON, MOVEMENT OF THE IB PROGRAM TO WILSON, AND THE CONSOLIDATION OF THE DLI PROGRAM TO DENTON CREEK. 
          THESE NUMBERS ARE KINDERGARTEN THROUGH FIFTH GRADE AND DO NOT INCLUDE OUR EARLY CHILDHOOD AND PRE-KINDERGARTEN NUMBERS. 
          AS YOU MIGHT RECALL, OUR TREND FOR THE NUMBER OF EARLY CHILDHOOD AND PRE-KINDERGARTEN STUDENTS HAS BEEN ABOUT 300 STUDENTS A YEAR. 
          AS YOU CAN SEE, OVERALL, THE PROJECTED UTILIZATION OF OUR ELEMENTARY BUILDINGS IN 25-26 FOR KINDERGARTEN THROUGH FIFTH GRADE IS 80%, AND IS 84.6% WHEN PROJECTED EARLY CHILDHOOD AND PRE-KINDERGARTEN STUDENTS ARE ADDED INTO THE NUMBERS. 
          PLEASE ALSO REMEMBER THAT THE CAPACITIES PROVIDED ARE COMFORTABLE CAPACITIES, WHICH PROJECTS EACH CLASSROOM AT 20 STUDENTS WHEN THE STATE STAFFING MODEL IS AT 22 STUDENTS PER CLASS GIVING SOME ADDITIONAL SEATS, ESPECIALLY DURING TRANSITION YEARS. 
          >> WE GO TO THE NEXT SLIDE. 
          I KNOW THIS WAS A QUESTION OF SEVERAL BOARD MEMBERS AS WE RECEIVED UPDATED ENROLLMENT INFORMATION FROM ZONDA, THE DEMOGRAPHER THAT WE USE. 
          ARE THERE ANY QUESTIONS FOR MISS NICHELLE BEFORE WE LEAVE THIS SLIDE? 
          >> THIS IS USING THE DRAFT DATA THAT WE GOT DURING THIS PROCESS, NOT WHAT WE HAD FROM THE SPRING? 
          >> CORRECT. AND THIS HAS BEEN EVEN UPDATED MORE COMPLETELY AS THEY'VE HAD SOME TIMES SINCE SCHOOL HAS STARTED. 
          WE'VE CONTINUED TO HAVE SOME ENROLLMENT THAT'S GROWN SINCE THE BEGINNING OF THE SCHOOL YEAR, PARTICULARLY DURING THE MONTH OF SEPTEMBER. 
          >> I SEE VALLEY RANCH AS ONE OF THE LOWEST ONE AND IS THAT BECAUSE AFTER THE CONSTRUCTION IS DONE, THEY WILL HAVE PRE-K AND THERE WILL BE PRE-K STUDENTS OVER THERE, WHICH WILL HAVE MORE UTILIZATION? 
          >> THAT IS CORRECT. 
          THE CAPACITY ONCE THE REMODEL IS DONE INCREASES BY 90 SEATS. 
          THERE ARE CLASSROOMS THAT HAVE BEEN SPECIFICALLY BUILT OR ARE BEING SPECIFICALLY BUILT TO BE THE SIZE REQUIRED FOR PRE-KINDERGARTEN AND THEN ARE BEING FURNISHED FOR THAT PROGRAM AS WELL. 
          >> NUMBER WILL BE MORE THAN 462 BECAUSE THIS IS K25 BECAUSE THERE WILL BE PRE-K STUDENTS ALSO WHICH WILL NOT BE SO MUCH IN RICHARD J. LEE OR CANYON RANCH. 
          >> THAT IS CORRECT. 
          CANYON RANCH CURRENTLY HAS EARLY CHILDHOOD IN PRE-KINDERGARTEN FOR THE FIRST YEAR THIS YEAR. 
          DEPENDING UPON THE DECISIONS ARE MADE AND HOW MOVEMENT TAKES PLACE, WE WOULD ANTICIPATE THAT BECAUSE A NUMBER OF OUR STUDENTS IN THE SOUTHERN PART OF OUR DISTRICT QUALIFY FOR THAT PROGRAM THAT IT WOULD CONTINUE TO BE AT CANYON RANCH. 
          WE ARE ANTICIPATING APPROXIMATELY SIX OF THE 10 ELEMENTARY SCHOOLS WOULD CONTINUE TO HAVE PRE-K. 
          IF THAT'S CONSISTENT SCHOOLS THAT CURRENTLY HAVE PRE-K, SUCH AS AUSTIN ELEMENTARY, DENTON CREEK ELEMENTARY, AND SO ON. 
          CURRENTLY, WILSON HAS A SMALL PRE-K EARLY CHILDHOOD PROGRAM THAT FUNDAMENTALLY FEEDS INTO THE DUAL LANGUAGE PROGRAM STARTING IN KINDERGARTEN. 
          THAT PRE-K EARLY CHILDHOOD PROGRAM WOULD FOLLOW WHEREVER THE DUAL LANGUAGE PROGRAM IS BEING RECOMMENDED AT DENTON CREEK OR IF A DIFFERENT DECISION IS MADE TO CONSOLIDATE AT WILSON OR ON ANOTHER CAMPUS. 
          >> JUST TO FOLLOW UP ON MANISH'S QUESTION. 
          WHICH ELEMENTARIES ON THIS CHART WOULD NOT HAVE PRE-K? 
          >> WELL, WE WOULDN'T MAKE THAT DECISION UNTIL AFTER THESE OTHER DECISIONS ARE MADE. 
          THE PROGRAM HAS CONTINUED TO GROW AND MOVE IN RECENT YEARS BASED ON NEEDS AND TRYING TO HAVE FAMILIES BE ABLE TO ATTEND THOSE PROGRAMS EITHER ON THEIR HOME CAMPUS OR AS CLOSE AS POSSIBLE TO THEIR HOME CAMPUS. 
          WE DON'T ANTICIPATE HAVING THE PROGRAMS ON ALL 10 ELEMENTARY CAMPUSES, BUT MISS FLORES AND HER TEAM HAVE BEEN 
          [00:40:03]
WORKING TO HAVE APPROXIMATELY TWO CAMPUSES IN EACH FEEDER PATTERN. 
          >> THANK YOU. 
          >> DOES THE WILSON NUMBER INCLUDE THAT 75/25 SPLIT THAT WAS WITH PINKERTON BEING ZONED TO, OR IS THAT JUST AS A PROJECTION TO BE LIKE. 
          >> ON THE NEXT SLIDE, YOU'LL SEE SOME ARROWS AND WE'LL BE ABLE TO ADDRESS. 
          LET ME GO TO THE NEXT SLIDE AND SHARE SOME OF THAT INFORMATION. 
          I THINK IT WILL ANSWER THAT QUESTION AND IF IT DOESN'T, THEN WE CAN COME BACK AND YOU CAN HELP CLARIFY THE INFORMATION THAT YOU'RE SEEKING. 
          >> HOW MANY PRE-K KIDS DO WE HAVE TOTAL? 
          >> WE HAVE APPROXIMATELY 300. 
          >> THANK YOU. 
          >> WHAT YOU SEE ON THIS SLIDE HERE IS AN UPDATED GRAPHIC THAT WE HAVE SHOWN IN PREVIOUS PRESENTATIONS. 
          IN TOTAL, THE ARROWS ON THE GRAPHIC REPRESENT APPROXIMATELY 824 STUDENTS WHO WILL BE IMPACTED THROUGH THE PROPOSED CHANGES, WHICH IS APPROXIMATELY 16% OF OUR TOTAL PROJECTED NUMBER OF K-5 ELEMENTARY STUDENTS, WHICH ON THE PREVIOUS SLIDE WAS 5,143. 
          PLEASE DO NOTE THAT A PORTION OF THESE STUDENTS ARE KINDERGARTEN STUDENTS WHO WILL NOT BE CHANGING SCHOOLS, BUT WILL BE STARTING SCHOOL AT A NEW LOCATION WHEN THEY START. 
          ADDITIONALLY, DURING THE PROCESS OF EXAMINING NEW ENROLLMENT DATA AND ATTENDANCE ZONES, AN ADJUSTMENT TO THE ATTENDANCE BOUNDARIES AT AUSTIN ARE INCLUDED. 
          THE ARROW SHOWING STUDENTS BEING REZONED FROM AUSTIN TO TOWN CENTER AND LAKESIDE ARE NEW TO THE PLAN AND TO THIS GRAPHIC. 
          SOME OF THE FACTORS FOR THESE CHANGES INCLUDE REDUCING TRANSPORTATION COSTS, LEVELING ENROLLMENT AT THE NORTHERN ELEMENTARY CAMPUSES, PROXIMITY OF NEIGHBORHOODS TO THE ELEMENTARY SCHOOLS, AND BALANCING MIDDLE SCHOOL ENROLLMENT. 
          NEIGHBORHOODS BEING REZONED FROM PINKERTON TO WILSON AND FROM AUSTIN TO TOWN CENTER WOULD ALSO BE REZONED FROM MIDDLE SCHOOL EAST TO MIDDLE SCHOOL NORTH. 
          IF ANY OF THESE AUSTIN FAMILIES WANT TO REMAIN AT THEIR CURRENT CAMPUS, THEY WOULD BE ABLE TO APPLY FOR A TRANSFER DURING ONE OF THE TWO TRANSFER WINDOWS IN THE SPRING. 
          PRIORITY WOULD BE GIVEN TO THESE FAMILIES DURING THOSE TRANSFER WINDOWS. 
          ALSO, PLEASE NOTE THAT THE ELEMENTARY ENROLLMENT NUMBERS PROVIDED ON THE PREVIOUS SLIDE, ASSUME THAT ALL IB STUDENTS WHO ATTEND PINKERTON BY CHOICE WILL ATTEND WILSON, AND ALL DLI STUDENTS WHO ATTEND WILSON WILL ATTEND DENTON CREEK. 
          WE RECOGNIZE THAT NOT ALL OF THESE FAMILIES WILL CHOOSE TO CONTINUE THE IB PROGRAM AT WILSON OR THE DUAL LANGUAGE IMMERSION PROGRAM AT DENTON CREEK. 
          BUT AS THE PREVIOUS CHARTS DEMONSTRATED, THERE IS ROOM AT ALL OF THE OTHER CAMPUSES FOR THESE FAMILIES TO CHOOSE THEIR HOME CAMPUS IF THAT IS THEIR DESIRE. 
          TRUSTEE MATHEW, I DON'T KNOW IF THAT ANSWERED YOUR QUESTION SPECIFICALLY OR NOT? 
          >> IT DID AND THAT WAS PART OF THE REASON FOR MY QUESTION. 
          WELL, WE'RE TALKING ABOUT THE PROJECTIONS THEN THESE MOVES AND HOW WOULD THEY BE AFFECTED AND THIS SHOWS ME THAT. THANK YOU FOR THAT. 
          >> WHEN YOU MENTIONED THE TRANSFER WINDOW, THE TRANSFER PROCESS, IS THAT HOW WE WOULD ADDRESS FAMILIES WHO WERE ZONED TO PINKERTON, WHO MIGHT GET REZONED TO AUSTIN? IS THAT HOW THEY WOULD DECIDE TO STAY WITH THE IB PROGRAM, OR WOULD THERE BE A GRANDFATHERING PROCESS LIKE WHAT WE DID WITH BOUNDARY REALIGNMENT SEVEN YEARS AGO? 
          >> THERE WOULD BE WHAT WE CAN CALL A GRANDFATHERING PROCESS. 
          ONE OF THE POSITIVES TO MAKING DECISIONS THIS SEMESTER, IS IT WOULD ALLOW US TO WORK WITH BOTH THE DLI FAMILIES AS WELL AS THE IB FAMILIES THAT ARE IMPACTED. 
          WE WOULD HAVE A SEPARATE AND EARLIER TRANSFER PROCESS OR CHOICE PROCESS FOR EACH OF THOSE FAMILIES WOULD BE REACHED OUT TO INDIVIDUALLY AND HAVE AN OPPORTUNITY TO INDICATE WOULD THEY GO TO THEIR HOME CAMPUS OR WOULD THEY CONTINUE WITH THE PROGRAM WHEREVER THAT PROGRAM LANDED. 
          THOSE STUDENTS WOULD BE PLACED FIRST AND GUARANTEED PLACEMENT, AND THAT WOULD HAPPEN IDEALLY BEFORE THE WINTER BREAK, IF NOT BEFORE THE WINTER BREAK EARLY IN THE SECOND SEMESTER BEFORE OUR REGULAR TRANSFER WINDOWS OPEN UP, WHICH THERE ARE TYPICALLY TWO, ONE IN MARCH, AND ONE USUALLY EARLY JUNE. 
          IT IS THOSE NORMAL TRANSFER PROCESSES THAT WOULD BE IN PLACE FOR FAMILIES THAT WOULD BE LEAVING AUSTIN. 
          AGAIN, ANY FAMILY THAT'S BEEN PART OF IB OR DLI WOULD HAVE A SEPARATE EARLIER PROCESS TO GUARANTEE THEIR PLACEMENT. 
          >> THANKS FOR THAT CLARIFICATION. 
          >> I DON'T QUITE KNOW IF THIS IS THE APPROPRIATE TIME. PRESIDENT CAVINESS AND BOARD. 
          THIS MIGHT BE A PARKING LOT THING AS WE'RE TALKING ABOUT ZONING BECAUSE I KNOW WE STILL HAVE SOME DECISIONS TO MAKE. 
          [00:45:01]
BUT I'VE HAD A CONCERN IN THE PAST. 
          I DON'T KNOW WHERE TO PUT THIS, BUT I JUST WANT TO GO AHEAD AND RAISE IT. 
          THAT PEOPLE FROM PINKERTON THAT ARE GOING TO BE ZONED TO AUSTIN, I KNOW THAT AUSTIN HAS BEEN MENTIONED AS BEING CLOSED. 
          AT SOME POINT MAYBE IN THE FUTURE, IT'S BEEN PUT ON THE TABLE. 
          I KNOW THAT'S A WHOLE OTHER THING. LET ME TELL YOU WHAT MY CONCERN IS. 
          MY CONCERN IS THAT IF WE WERE TO DO ALL THIS, IS THAT WE'RE GOING TO MOVE FAMILIES THAT HAVE BEEN UNDER THAT SPECTER OF A SCHOOL CLOSING FOR THE PAST 2-3 YEARS AND MOVE THEM WHETHER IT'S TRUE OR NOT OR GOING TO HAPPEN OR NOT TO ANOTHER PLACE THAT THEY'RE GOING TO EXIST IN THAT SAME ENVIRONMENT. 
          I JUST WOULD LIKE US TO BE COGNIZANT OF THAT AND SEE IF AND I DON'T KNOW IF THE ZONING THING NEEDS TO BE DECIDED TONIGHT, SO THAT MIGHT BE A NEXT STEP. 
          BUT THAT IS A CONCERN THAT I HAVE IS THAT THIS GROUP WILL THEN FACE THIS AGAIN AT AUSTIN. 
          AGAIN, WHETHER IT MATERIALIZES OR NOT, IT'S OUT THERE. 
          THAT'S A FACT. IS THERE AN OPPORTUNITY TO SHIFT THEM TO ANOTHER SCHOOL LIKE MOCKINGBIRD OR SOMETHING. 
          I DON'T KNOW WHEN IN ALL OF THIS THAT IS TO TALK ABOUT AND BECAUSE I KNOW IT'S NOT ON THE AGENDA, BUT LOOKING AT THIS, I JUST WANTED TO RAISE THAT CONCERN. 
          >> WHAT YOU SEE ON THE SCREEN NOW IS A DRAFT MAP OF THE NORTHERN SCHOOLS TO SHOW THE BOUNDARY ADJUSTMENTS THAT WE JUST DISCUSSED. 
          THESE CHANGES ALLOW FOR CLEANER ATTENDANCE LINES AND BOUNDARIES ALONG MAJOR ROADWAYS. 
          >> AGAIN, I WANT TO POINT OUT WHAT HAS BEEN SAID. 
          THIS IS A DRAFT COPY. 
          THIS IS A PRELIMINARY LOOK AT WHAT COULD POSSIBLY HAPPEN WITH THE PREVIOUS SLIDE WITH THE ARROWS. 
          THIS IS WHAT THIS COULD POSSIBLY LOOK LIKE. 
          >> CAN WE GO BACK TO THAT ONE? THANK YOU. 
          AS I RECALL, THE PREVIOUS BOUNDARY WITH AUSTIN, IT WAS MORE SKINNY AND UP INTO THE, I GUESS CALL IT THE NORTH SIDE OF SANDY LAKE. 
          IT LOOKS LIKE IT'S THAT NORTHERN SIDE THAT WOULD GET REZONED TO TOWN CENTER AND LAKESIDE IN WHAT'S BEING PROPOSED. IS THAT RIGHT? 
          >> THE MAP IS STILL THERE. IT GOT TURNED AROUND. 
          BUT IF YOU'LL DISPLAY IT, ANGELA, SO THAT PEOPLE CAN SEE THAT'S THE CURRENT MAP, AND THEN BOARD MEMBERS SHOULD HAVE A SMALLER VERSION AT THEIR AREA. YOU CAN USE THIS ONE. 
          >> JUST TO BE CLEAR, THIS IS FOR US, DRAFT, TO LOOK AT. 
          WE'RE NOT MAKING DECISIONS ON THIS ZONING TONIGHT, CORRECT? 
          >> WELL, YOU COULD. IF YOU ARE GOING TO LOOK AT COMBINING DLI FROM WILSON TO DENTON CREEK, THAT'S A COMPONENT OF THAT. 
          WE ALREADY KNOW THAT THE CLOSURE OF PINKERTON REQUIRES SOME REZONING, AND SO THE PREVIOUS GRAPHICS THAT WE HAVE SHOWN WAS THE 75% ZONE TO WILSON AND 25% TO AUSTIN. 
          BUT TO BE FAIR TO YOUR QUESTION, MS. WALKER, EVERY ONE OF OUR ELEMENTARY SCHOOLS HAS THE POTENTIAL OF BEING A SCHOOL THAT COULD POSSIBLY BE CLOSED. 
          I KNOW WE HAVEN'T TALKED ABOUT WHAT THAT PROCESS WILL LOOK LIKE FOR THE FUTURE, THAT EVENTUALLY, IF YOU HAVE A LOW ELEMENTARY, THOSE KIDS ARE GOING TO GO THROUGH THE SYSTEM. 
          HOW DOES THAT IMPACT MIDDLE SCHOOL? HOW DOES THAT IMPACT A NINTH GRADE CAMPUS? HOW DOES THAT IMPACT NEW TECH AND CHS? EVENTUALLY, ELEMENTARY KIDS MOVE FORWARD IN THE PROCESS. 
          I DON'T WANT TO MUDDY THE WATERS TONIGHT, BUT WE CERTAINLY NEED TO START HAVING THOSE CONVERSATIONS ABOUT WHAT THE NEXT STEPS ARE GOING TO BE WITH COMMUNITY INPUT AND BOARD DIRECTIVES ON WHAT THAT WILL LOOK LIKE. 
          >> I HAVE ONE OTHER QUESTION ABOUT THIS DRAFT OF THE ATTENDANCE ZONES CYCLE. 
          I KNOW STAFF IS ALSO AWARE OF THE PETITION THAT HAS BEEN SUBMITTED OR IS GOING AROUND WITH WILSON DLI PARENTS SAYING THAT THEY ARE GOING TO STAY AT WILSON IF DLI GOES TO DENTON CREEK. 
          IF ALL OF THAT WOULD COME TO PASS AND ALL OF THOSE FAMILIES WOULD ACTUALLY STAY AT WILSON, THAT'S NOT FACTORED INTO THE PREVIOUS ENROLLMENT CHART THAT YOU SHOWED US BEFORE THIS. 
          WOULD THERE BE THEN, AND BRAD, MAYBE YOU WOULD ANSWER THIS AS WELL, A SECTION OF THE WILSON ZONE THAT WOULD THEN NEED TO SHIFT TO COTTONWOOD CREEK, OR IS THERE SOME OTHER SHIFTING WE WOULD HAVE TO DO WITH THE WILSON ZONE IF THAT CAME TO PASS? 
          >> IT COULD BE. BUT TO BE CLEAR, WE HAVE NOT FACTORED THAT IN NOR HAVE WE FACTORED 
          [00:50:02]
ANYBODY THAT'S JUST MOVING BECAUSE THEY'RE MOVING, GOING INTO PRIVATE SCHOOL, CHARTER SCHOOL FOR WHATEVER REASON THAT THEY WANT TO, OR ANYBODY MOVING INTO THE DISTRICT. 
          THOSE NUMBERS ARE ONLY BASED ON WHAT WE HAVE AT THAT TIME, AND CERTAINLY WE WOULD HAVE TO TAKE ALL THAT IN CONSIDERATION WHEN YOU ARE LOOKING AT MORE DEFINITIVE NUMBERS. 
          >> THANK YOU. 
          >> WHEN WE AS A BOARD COME BACK, YOU ALL COME AND BRING BACK TO US WHEN WE NEED TO TWEAK AND DO THINGS WITH ZONING AS THOSE THINGS ERUPT. 
          IF THERE'S A BURST OR A BOOM IN DIFFERENT AREAS, YOU GUYS BRING THAT TO US. 
          >> THAT WOULD BE VERY CLEAR DIRECTIVES FROM YOU ALL AND VERY TRANSPARENT EXPECTATIONS OF WHAT THAT WOULD LOOK LIKE AND WHEN. 
          I THINK THAT'S IMPORTANT FOR OUR COMMUNITY BASED ON FEEDBACK THAT I HAVE HEARD. 
          >> MS. AIKO, A COUPLE OF QUESTIONS. 
          WHEN I LOOKED AT YOUR PREVIOUS CHART WITH THE ARROWS, CAN YOU HELP ME UNDERSTAND A LITTLE BIT THE CLUSTERS AND THE MOVEMENT OF STUDENTS? BECAUSE I SEE THE TOTAL NUMBER ON YOUR PRIOR CHART, BUT WHEN I LOOK AT THE CHART WITH THE ARROWS, I'M TRYING TO UNDERSTAND THE CAPACITY AND THE NUMBER OF STUDENTS THAT YOU'RE MOVING. 
          >> ARE YOU ASKING FOR SPECIFIC NUMBERS TO GO WITH THOSE ARROWS? 
          >> YES. 
          >> THAT WOULD BE SOMETHING WE WOULD HAVE TO BRING FORWARD. 
          WE DON'T HAVE A SLIDE TO PRESENT THAT TONIGHT. 
          THE PINKERTON TO WILSON ARROW DOES INDICATE THOSE STUDENTS THAT WOULD BE ZONED THAT LIVE IN THE PINKERTON ATTENDANCE ZONE CURRENTLY AND THAT WOULD THEN BE ZONED FOR WILSON TO BE THEIR HOME CAMPUS. 
          THE CHART PREVIOUS TO THAT THOUGH ALSO INCLUDES THE 168 APPROXIMATELY STUDENTS THAT ATTEND IB AT PINKERTON AS A CHOICE SCHOOL AND ASSUMING THAT THEY WOULD GO TO WILSON AS A CHOICE SCHOOL AS WELL. 
          WE'VE HEARD FOR A VARIETY OF REASONS THAT PROBABLY IS NOT GOING TO BE THE CASE. 
          THE ARROW FROM WILSON TO DENTON CREEK INDICATES THOSE STUDENTS THAT WOULD BE MOVED AS PART OF THE DUAL LANGUAGE PROGRAM. 
          WE'VE ALSO HEARD THROUGH COMMENTS THAT THERE ARE FAMILIES THAT WOULD CHOOSE TO GO AND FAMILIES THAT WOULDN'T CHOOSE TO GO. 
          THE NUMBERS IN THE CHART THOUGH INDICATE ALL FAMILIES MAKING THAT CHOICE. 
          WE REALIZE THERE WILL BE SOME VARIANCE IN THESE NUMBERS. 
          THE ARROW FROM PINKERTON TO AUSTIN INDICATES THE APPROXIMATELY 65 STUDENTS THAT WOULD BE ZONED TO AUSTIN AS THEIR HOME CAMPUS, WHO THROUGH THAT EARLIER PROCESS THAT WAS MENTIONED BASED ON TRUSTEE BENTLEY'S QUESTION WOULD BE GUARANTEED A SEAT AT WILSON FOR THE IB PROGRAM. 
          THEN THE STUDENTS THAT WOULD BE REZONED, AS WE'VE TALKED ABOUT, TO TOWN CENTER AND LAKESIDE BASED ON THE CHANGES TO AUSTIN, AND THOSE STUDENTS WOULD GO TO DENTON CREEK. 
          SOME OF THE STUDENTS FROM DENTON CREEK WOULD ALSO GO TO LAKESIDE AND TOWN CENTER, WHICH HAS BEEN DISCUSSED BEFORE, AND SOME STUDENTS FROM DENTON CREEK WOULD GO TO COTTONWOOD CREEK. 
          THE TOTALITY OF ALL OF THOSE ARROWS IS APPROXIMATELY 824 STUDENTS. 
          I DON'T HAVE THE EXACT BREAKDOWN RIGHT NOW. 
          AGAIN, WE REALIZE THERE'S GOING TO BE SOME VARIANCES. 
          WE ALSO RECOGNIZE THAT FOR THE TRANSITION YEARS, IT COULD BE CROWDED AT WILSON ELEMENTARY. 
          OUR PLAN WOULD BE TO NOT HAVE ANY OTHER SPECIAL PROGRAMS ON THAT CAMPUS, AT LEAST DURING THOSE TRANSITION YEARS. 
          AS WE'VE SAID, THE PRE-KINDERGARTEN AND EARLY CHILDHOOD THAT IS CURRENTLY BEING SERVED ON THAT CAMPUS THAT IS A BILINGUAL PROGRAM WOULD FOLLOW THE DLI AND THE BILINGUAL PROGRAMS TO DENTON CREEK BASED ON THIS MODEL. 
          >> LET ME ASK THE QUESTION A LITTLE BIT DIFFERENT. 
          ATTENDANCE ZONES IS SOMETHING WE MAKE PUBLIC ON OUR WEBSITE. 
          IT'S PUBLIC INFORMATION. 
          WHATEVER DECISION COMES TONIGHT OR IF SOMETHING GETS PUSHED FOR FUTURE, ARE YOU PLANNING ON PUTTING THIS ATTENDANCE ZONE MAP PUBLIC AS A FINAL, OR THIS IS JUST START OF THE CONVERSATION? I THINK THAT'S WHAT YOUR QUESTION WAS. 
          ONCE YOU KNOW WHAT THE VARIANCES ARE, BECAUSE VARIANCES COULD BE 100, WHICH COULD AFFECT ONE PARTICULAR SCHOOL BEING CLOSE TO 95 WHILE THE OTHER IS AT 75, WHICH COULD AFFECT WHAT WOULD BE THE MOST OPTIMUM ZONING. 
          I'M UNCLEAR OF WHAT THE SIGNIFICANCE OF THIS DRAFT IS AS OF TODAY. 
          WOULD A NEW DRAFT COMES IN ONCE YOU KNOW WHAT THOSE VARIANCES ARE? 
          >> THE SIGNIFICANCE OF THIS DRAFT IS IT DOES SHOW WHERE THE NUMBERS ARE BEING CREATED FOR THE CHART TWO SLIDES PRIOR TO THIS. 
          IT IS THE WORK OF OUR DEMOGRAPHER WHO IS ABLE TO DRILL DOWN INTO NEIGHBORHOODS AND TELL US EXACTLY HOW MANY STUDENTS IN EACH NEIGHBORHOOD AND IN EACH ATTENDANCE ZONE, 
          [00:55:03]
HOW MANY STUDENTS ARE LOCATED IN THOSE AREAS. 
          AGAIN, AS HE PROJECTED, BOTH WILSON AND DENTON CREEK, ASSUMPTIONS WERE MADE THAT ALL OF THE STUDENTS WHO ARE PART OF IB CHOICE WOULD CHOOSE TO GO TO WILSON AND ALL OF THE STUDENTS THAT ARE PART OF DLI WOULD CHOOSE TO GO TO DENTON CREEK. 
          THAT WAS MY DISCLAIMER AND VERY REAL RECOGNITION THAT THAT WILL NOT BE THE CASE IF THE DECISIONS BEING BROUGHT FORWARD TONIGHT ARE MADE. 
          WE WOULD BASED ON WHATEVER DECISIONS IF DECISIONS ARE MADE TONIGHT GO BACK TO THE DEMOGRAPHER. WE WOULD START. 
          WE'RE READY WITH THOSE TRANSFER PROCESSES AND SURVEYS TO GO OUT TO THE FAMILIES THAT WOULD BE IMPACTED BY ANY DECISIONS TO GATHER THOSE NUMBERS, TO GET THOSE DECISIONS SO THEN WE WOULD IN REALITY HAVE THAT INFORMATION. 
          THE TIMELINE FOR OFFICIALLY APPROVING ATTENDANCE ZONES, AND AS I DID INDICATE IN MY STATEMENTS, AND IT'S OBVIOUS TO FAMILIES AS WELL, WHEN YOU LOOK AT OUR CURRENT FEEDER PATTERNS, THAT THERE IS AN IMPACT TO THE MIDDLE SCHOOL NUMBERS AS WELL. 
          I WOULD HAVE TO DEFER TO DR. HUNT OR YOU AS A BOARD AS TO THE TIMING OF THOSE DECISIONS AND WHAT THAT WOULD LOOK LIKE. 
          BUT THERE WOULD BE BASED ON WHEN WE PLAN, IF A DECISION IS MADE TONIGHT, WITHIN THE NEXT COUPLE OF WEEKS IS WHEN WE WOULD BE ABLE TO HAVE MEETINGS WHERE WE COULD HAVE CONVERSATIONS WITH PARENTS AND ANSWER QUESTIONS AND THROUGH OUR LASERFICHE ELECTRONIC FORM PROCESS, WHICH IS WHAT'S USED FOR ENROLLMENT AND REGISTRATION CURRENTLY. 
          THOUGH ANY FAMILY IMPACTED, FOR EVERY STUDENT IN THEIR FAMILY IMPACTED, THEY WOULD GET A LINK TO FILL OUT WHAT THEIR CHOICE WOULD BE. 
          THEN WE WOULD HAVE MORE ACCURATE NUMBERS FOR PLANNING. 
          AS DR. HUNT ALLUDED TO, IT COULD CAUSE US TO COME BACK AND POTENTIALLY NEED TO SHIFT SOME OTHER NEIGHBORHOODS. 
          BUT WE ARE TRYING TO PICTORIALLY AND VERBALLY AND IN WRITTEN FORMAT PRESENT ALL OF THE INFORMATION AS OPENLY AS WE CAN BASED ON WHAT WE KNOW CURRENTLY. 
          >> JUST AGAIN TO BE SUPER TRANSPARENT WITH THE PUBLIC. 
          BUT ALSO IF YOU GO BACK ONE SLIDE, NAVEEN, THIS DRAFT ATTENDANCE ZONE IS THIS IN THE MAKING. 
          THIS IS WHAT IT WOULD LOOK LIKE, IS THE NEXT SLIDE. 
          THAT'S WHY WE BROKE IT DOWN SO YOU COULD GET AN IDEA. 
          THEN IF WE CAN GO AND LOOK AT THE NEXT TWO PIECES AND THEN COME BACK TO QUESTIONS, THAT MIGHT HELP HAVE A BETTER CONTEXT BECAUSE IT REALLY GOES MORE IN DEPTH ABOUT WHAT DLI WOULD LOOK LIKE. 
          >> DR. HUNT, WHAT THREW ME OFF WAS YOUR STATEMENT OF, WE COULD BE APPROVING THIS TODAY IF YOU WANTED. 
          THAT'S WHAT THREW ME OFF. 
          TO ME, YOU SAYING THIS IS A STARTING POINT BASED ON THIS SLIDE MAKES ALL THE SENSE. 
          THE ZONING MAP ALWAYS TOOK BOARD'S DECISION. 
          WHAT I'LL FEEL MORE COMFORTABLE IS THE STAFF COME TO US AFTER THEY'VE TALKED ABOUT ALL THE VARIANCES WITH ALL THE AFFECTED FAMILIES INDIVIDUALLY SO WE KNOW WHAT THE FAMILY'S DECISIONS ARE. 
          THEN WITH THAT INFORMATION, SITTING WITH A DEMOGRAPHER, AND IF ANYTHING NEEDS TO BE CHANGED ON THE MAP, THEN COME TO THE BOARD. 
          BUT I TOTALLY APPRECIATE THIS IN THE NAME OF TRANSPARENCY AS BEING THE STARTING POINT. 
          THANK YOU FOR THAT INFORMATION. 
          >> THE NEXT COUPLE OF SLIDES IS INFORMATION WE'VE SHARED WITH YOU PREVIOUSLY, BUT FELT IT WAS IMPORTANT TO HIGHLIGHT ENROLLMENT DETAILS AGAIN THIS EVENING. 
          THIS SLIDE SHARES THE HOME OR ZONE CAMPUS FOR EACH OF THE EMERGENT BILINGUAL STUDENTS IN THE DUAL LANGUAGE IMMERSION PROGRAM WHO ATTEND WILSON. 
          AS YOU CAN SEE, 56% OF THE EMERGENT BILINGUALS SERVED IN DLI AT WILSON ARE ZONED TO GO TO OTHER CISD SCHOOLS BASED ON WHERE THEY LIVE, AND TRANSPORTATION IS OFFERED TO ALL AND PROVIDED TO MANY IN ORDER TO PARTICIPATE IN THE DUAL LANGUAGE IMMERSION PROGRAM. 
          FORTY-FOUR PERCENT OF THE EMERGENT BILINGUAL STUDENTS IN THE DUAL LANGUAGE IMMERSION PROGRAM AT WILSON ARE ZONED TO ATTEND WILSON BASED ON WHERE THEY LIVE. 
          THE CHART AT THE BOTTOM INDICATES THAT OF ALL OF THE STUDENTS PARTICIPATING IN THE DUAL LANGUAGE IMMERSION PROGRAM AT WILSON, BOTH EMERGENT BILINGUALS AND NATIVE ENGLISH SPEAKERS, 47% OF THE STUDENTS IN THE PROGRAM ARE ZONED TO ATTEND WILSON AND 53% OF THE STUDENTS IN THE PROGRAM ARE ZONED TO ATTEND OTHER CISD SCHOOLS. 
          THIS SLIDE SHARES THE HOME OR ZONED CAMPUS FOR EACH OF THE EMERGENT BILINGUAL STUDENTS IN THE DUAL LANGUAGE IMMERSION PROGRAM WHO ATTEND DENTON CREEK. 
          AS YOU CAN SEE HERE, 62% OF THE EMERGENT BILINGUALS SERVED IN DUAL LANGUAGE IMMERSION AT DENTON CREEK ARE ZONED TO GO TO OTHER CISD ELEMENTARY SCHOOLS BASED ON WHERE THEY LIVE, AND TRANSPORTATION IS OFFERED TO ALL AND PROVIDED TO MANY IN ORDER TO PARTICIPATE IN THE DUAL LANGUAGE IMMERSION PROGRAM. 
          [01:00:03]
THIRTY-EIGHT PERCENT OF THE EMERGENT BILINGUAL STUDENTS IN THE DUAL LANGUAGE IMMERSION PROGRAM AT DENTON CREEK ARE ZONED TO ATTEND DENTON CREEK BASED ON WHERE THEY LIVE. 
          AGAIN, THE SMALL CHART AT THE BOTTOM INDICATES THAT OF ALL OF THE STUDENTS PARTICIPATING IN THE DUAL LANGUAGE IMMERSION PROGRAM AT DENTON CREEK, BOTH EMERGENT BILINGUALS AND NATIVE ENGLISH SPEAKERS, 31% OF THE STUDENTS IN THE PROGRAM ARE ZONED TO ATTEND DENTON CREEK AND 69% OF THE STUDENTS IN THE PROGRAM ARE ZONED TO ATTEND OTHER CISD SCHOOLS. 
          THIS SLIDE SHARES THE NUMBER OF EMERGENT BILINGUAL ELEMENTARY SCHOOLS THAT ARE RECEIVING ENGLISH AS A SECOND LANGUAGE OR ESL SERVICES OUTSIDE OF THE DUAL LANGUAGE IMMERSION PROGRAM IN CISD. 
          ALL 11 OF OUR CURRENT ELEMENTARY SCHOOLS SERVE EMERGENT BILINGUAL STUDENTS. 
          AS WAS MENTIONED BY A PARENT EARLIER, OUR DIRECTOR WHO DOES OVERSEE THE SERVICES PROVIDED TO ALL ESL STUDENTS REGARDLESS OF THE PROGRAM, DR. ANITA DE LA ISLA, IS HERE, AND CAN ANSWER ANY QUESTIONS YOU HAVE ABOUT THE PROGRAMS AND HOW STUDENTS ARE SERVED, THE SUCCESS OF THE PROGRAMS, AND THE OUTCOMES FOR STUDENTS IN THESE PROGRAMS. 
          >> JUST TO CLARIFY, THIS IS ALL ENGLISH AS A SECOND LANGUAGE. 
          THIS IS NOT SPECIFIC. 
          I WANT TO JUST CLARIFY THAT FOR THAT. EVERYBODY WATCHING. 
          THIS IS EVERYBODY SPEAKING ENGLISH AS A SECOND LANGUAGE REGARDLESS OF THEIR PRIMARY LANGUAGE. 
          >> THAT IS CORRECT. 
          >> THANK YOU. 
          >> AS A REMINDER. 
          >> THE NUMBER IN THE SOUTHERN SORRY DOCTOR, BUT TO YOUR POINT, THE NUMBERS IN THE SOUTHERN PART OF THE ELEMENTARY SCHOOLS ARE JUST OUT IT'S MORE THAN 50% OF THOSE SCHOOLS AND THEY DON'T HAVE ANYTHING BUT THE REGULAR EB PROGRAM AND WE KNOW ALL OUR STUDENTS FROM ALL ELEMENTARY SCHOOLS EVENTUALLY THRIVE BY THE TIME THEY REACH MIDDLE SCHOOL. 
          THANK YOU FOR WHAT YOU DO WITH YOUR PROGRAM. 
          >> AS A REMINDER, I KNOW THAT WE DO HAVE SOME PHENOMENAL SPANISH SPEAKING LEARNERS WHO ARE EMERGENT BILINGUAL, BUT ARE TOP LANGUAGES AND YOU CAN SEE THAT FROM THE CHART, ARE OTHER LANGUAGES BESIDES SPANISH. 
          DOES IT TELE STILL NUMBER ONE? I FORGET. 
          >> YEAH. 
          >> GO SPANISH. 
          >> TU IS OUR LARGEST PERCENTAGE. 
          BUT WITH THE NATURE OF THE DLI PROGRAM, YOU HAVE TO FIND TEACHERS AS WELL AS. 
          >> CERTIFIED TEACHERS AND THERE'S NOT REALLY A CERTIFICATION FOR THAT. 
          AND TO BE ABLE TO CONTINUOUSLY HAVE A PROGRAM AND THE CURRICULUM AND STANDARDS AND ALL OF THAT, THAT IS THE DIFFICULTY WITH THE DUAL LANGUAGE PROGRAM AND OTHER LANGUAGES. 
          >> TRY TO LOOK INTO THAT DOCTOR HUNT FOR HINDI SOMETIME BACK. 
          THERE'S NO PROGRAMS OR EVEN TEACHERS. 
          >> BUT WE'RE VERY FORTUNATE TO HAVE ANITA IN OUR DISTRICT. 
          SHE IS OUTSTANDING AND SHE CERTAINLY HAS BEEN A KEY CONTRIBUTOR IN MANY OF OUR DISCUSSIONS AND WITH OUR PROGRAMS AND WAS OUR PREVIOUS DIRECTOR OF ENGLISH LANGUAGE ARTS AND READING AND VERY HAPPY THAT SHE'S IN THIS NEW ROLE. 
          I DO KNOW THAT WITH OUR LEARNERS, WE DO HAVE OTHER WAYS THAT WE ARE SUPPORTING A MERCHANT BILINGUAL AND JUST WANT TO MAKE SURE THAT YOU CAN SHARE A LITTLE BIT OF THAT OR IF THERE'S ANY QUESTIONS THAT BOARD MEMBERS HAVE FOR DR. DE LISA. 
          >> I DIDN'T PREPARE ANYTHING, BUT IF YOU HAVE QUESTIONS, I'D LOVE TO ANSWER THEM. 
          >> DR. DE LISA, I KNOW THAT IN THE PAST, YOUR PREDECESSOR, DR. DAWSON PRESENTED TO THE BOARD, THE ESL BILINGUAL EVALUATION. 
          IS THAT SOMETHING THAT'S COMING UP IN THE NEAR FUTURE THAT WE WILL GET A NEW EVALUATION PRESENTED TO US? 
          >> ABSOLUTELY, WE ARE WORKING ON THAT CURRENTLY AND YOU WILL GET IT BY NOVEMBER 1, WHICH IS THE DATE THAT WE HAVE TO PRESENT IT. 
          >> MY SECOND QUESTION, WHEN WE TALK ABOUT, I KNOW THE CHART UP HERE HAS THE EMERGING BILINGUAL, BUT IF WE WERE TO SLICE OUT THE DUAL LANGUAGE IMMERSION, WHAT WOULD WE LOOK AT OR SEE TODAY BASED ON THE INFORMATION THAT YOU HAVE WORKED ON, WORK WITH YOUR PREDECESSOR AND TRANSITION THAT IS THINGS THAT WE NEED TO BE COGNIZANT OF OR AWARE OF. 
          >> I THINK THAT SOMETHING THAT WE DEFINITELY WANT TO BE COGNIZANT OF IS THE NUMBER OF STUDENTS WHO ARE IN THE BILINGUAL PROGRAM WHICH IS FOR THE DUAL LANGUAGE PROGRAM, WHO HAVE CHOSEN THAT AS THEIR PROGRAM, WHICH IS DUAL LANGUAGE WHICH IS SERVED AT WILSON AND DENTON CREEK. 
          AND AGAIN, THIS IS A CHOICE OF THE PARENTS, THEY MAKE THAT CHOICE AND THAT IS SOMETHING THAT THEY SIGN THEIR PERMISSION FOR. 
          [01:05:01]
SO SOMETHING THAT I WOULD WHEN I'M LOOKING AT IT JUST AS A PROGRAM DIRECTOR, WHICH IS HOW I'M STANDING HERE TODAY. 
          AGAIN, WHATEVER THE DECISION THE BOARD DECIDES TO MAKE, MY TEAM WILL 100% SUPPORT OUR LEARNERS IN ANY WHICH WAY. 
          BUT I HAVE TO SPEAK ON BEHALF OF MY LEARNERS, WHICH ARE THE EB LEARNERS WHO ARE IN THE DUAL LANGUAGE PROGRAM AND THE DUAL LANGUAGE PROGRAM IS THE BEST PROGRAM FOR THEM. 
          SO IF THEY CHOOSE TO NOT BE PART OF THAT PROGRAM, OUR RESEARCH HAS SHOWN AND IN OUR REPORT, IT'LL SHOW THAT THAT ONCE THEY COMPLETE THE PROGRAM, THEY WILL OUTPERFORM THEIR MONOLINGUAL PEERS. 
          AND SO IT IS IN THEIR BEST INTEREST TO BE IN THAT PROGRAM. 
          SO NOT CHOOSING THAT PROGRAM, I WOULD HAVE CONCERNS FOR THE OUTCOME OF THAT DECISION. 
          BUT I ALSO UNDERSTAND THAT PARENTS HAVE TO MAKE THE BEST DECISION FOR THEIR CHILDREN AND THAT MAY BE TO DENY THE PROGRAM. 
          SO EVERY TIME I PRESENT HERE, I TELL YOU ALL THE TRUTH, WHETHER IT'S SOMETHING THAT WE WANT TO HEAR OR SOMETHING THAT IT'S NOT. 
          SO I DO HAVE THOSE CONCERNS WHEN I HEAR THAT THERE MAY BE STUDENTS WHO DENY THE PROGRAM. 
          I HAVE CONCERNS FOR THAT, FOR THE STUDENTS, I AM HUGE. 
          THAT IS ONE OF MY BIGGEST I'M AN ADVOCATE FOR EQUITY AND ACCESS FOR STUDENTS. 
          AND SO IF YOU EVER HEARD ME SPEAK UP HERE, I'VE ALWAYS SAID THAT, WHETHER I WAS THE DIRECTOR OF LITERACY OR NOW THE DIRECTOR OF ESL BILINGUAL. 
          AND SO THAT IS ALSO SOMETHING THAT I WILL ALWAYS HAVE IN THE FOREFRONT IS ENSURING THAT OUR STUDENTS HAVE EQUITABLE OPPORTUNITIES TO BE SUCCESSFUL. 
          >> I KNOW YOU'VE BEEN WORKING HARD WITH MIDDLE SCHOOL NORTH STAFF. 
          I KNOW WE DON'T HAVE A TECHNICAL PROGRAM THERE, BUT WE HAVE BUILT A BRIDGE WITH OUR DUAL LANGUAGE IMMERSION AT NORTH. 
          AND I KNOW YOU'VE DONE SOME THINGS THIS YEAR AND ALSO WE ADDED THE BUS SERVICES TOO FOR FAMILIES THAT NEEDED IT. 
          SO I DO APPRECIATE YOU WORKING WITH OUR STAFF AT NORTH TO HELP IN ALL OF THAT TRANSITIONAL PIECE TOO. 
          >> AS I SAID, WHEN I INTERVIEWED FOR THIS JOB, IT IS MY JOB TO REMOVE BARRIERS SO THAT OUR KIDS CAN CONTINUE TO FIND THE OPPORTUNITIES TO BE SUCCESSFUL NO MATTER WHAT AND THAT INCLUDED ENSURING THAT THERE WAS BEST TRANSPORTATION FOR SOME OF OUR KIDS TO CONTINUE IN THAT PROGRAM AT DENTON CREEK, WHICH I REALLY APPRECIATE DR. HUNT WORKING WITH ME ON THAT AS WELL. 
          AND THEN ALSO JUST ENSURING THAT WHEN OUR KIDS GET TO MIDDLE SCHOOL, THAT WE ARE CONTINUING TO ADDRESS THOSE NEEDS. 
          SO WE HAVE WORKED WITH THE PRINCIPAL AT COPPELL MIDDLE SCHOOL NORTH TO HAVE A PROFESSIONAL LEARNING PLAN THAT WE HAVE A YEAR LONG PLAN, AND WE'RE WORKING ON THAT. 
          WE JUST LAUNCHED THE FIRST ONE IN SEPTEMBER. 
          BUT IT IS A YEAR LONG PLAN THAT WE ARE WORKING ON TO ENSURE THAT OUR TEACHERS ARE PREPARED TO MEET THE NEEDS OF OUR STUDENTS IN THE CLASS. 
          AND SO THAT HAS BEEN A REALLY HUGE PART, WE LOOKED AT OUR DATA AT COPPELL MIDDLE SCHOOL NORTH AND WE NOTICED THAT THERE WAS SOME SUBGROUPS THAT WE NEEDED TO ENSURE THAT THEIR NEEDS WERE BEING MET. 
          AND SO AS SOON AS CRIS TOOK OVER, WE MET IMMEDIATELY AND MADE THAT PLAN AND IT IS NOW IN ACTION. 
          >> IT'S BEEN A NICE ADDED BONUS TO THAT MR. GOLDNER, WHO HAD BEEN THE PRINCIPAL AT DENTON CREEK FOR TWO YEARS WAS ABLE TO COME IN AT MIDDLE SCHOOL NORTH AND KNOWING A LOT OF THOSE KIDS THAT WERE PART OF THE PROGRAM HAS BEEN BENEFICIAL. 
          SO IF YOU DON'T MIND HANGING AROUND A LITTLE BIT LONGER, I KNOW THAT MR. KARR GOING TO TALK A LITTLE BIT MORE ABOUT FINANCIALS, BUT THERE MAY BE SOME ADDITIONAL QUESTIONS. 
          >> I DO HAVE ONE QUICK QUESTION. 
          WHAT WE'RE TALKING ABOUT AND IT GOES BACK TO A COUPLE OF THE PREVIOUS SLIDES. 
          THE MAJORITY OF OUR STUDENTS THAT ARE IN THE DLI PROGRAM ARE NOT ZONED FOR THE CAMPUS AT WHICH THEY'RE ATTENDING, WHETHER IT'S DENTON CREEK OR WILSON WHICH MEANS 60%, I THINK IS WHAT IT SHOWED OR? 
          >>SIXTY NINE PERCENT AT DENTON CREEK, AND I MEAN, IT'S ABOUT HALF AT WILSON. 
          >> SO THEY'RE CURRENTLY BEING BUSED. 
          AND I GUESS MY QUESTION IS, ARE THEY BEING DENIED EQUITABLE ACCESS BECAUSE THEY'RE BEING BUSED FROM THEIR HOME SCHOOL WHICH MANY OF THOSE PROBABLY COULD WALK TO AS WELL TO ONE OF THE OTHER CAMPUSES WHERE WE HAD THE PROGRAM? 
          >> I DON'T THINK THEY'RE BEING DENIED EQUITABLE ACCESS. 
          I MEAN, WE DO PROVIDE THE TRANSPORTATION. 
          I JUST THINK THAT I MEAN, WE HAVE IT. 
          IT HAPPENS EVERY DAY WHERE WE JUST HAD AN EXAMPLE THE OTHER DAY, A NEW STUDENT CAME IN. 
          THEY WERE ZONED TO A CERTAIN CAMPUS AND THAT PARENT DENIED THE PROGRAM SPECIFICALLY 
          [01:10:06]
BECAUSE THEY WOULD PREFER TO WALK THEIR KIDS TO SCHOOL THAN TO PUT THEIR CHILD ON A BUS AND BUS THEM ACROSS TOWN. 
          SO WE DO HAVE THAT AND WE BY LAW, REACH OUT EVERY YEAR AND REMIND THEM OF THE BENEFITS OF THE PROGRAM. 
          SO WE'RE DOING OUR DUE DILIGENCE OF DOING THAT. 
          BUT AT THE END OF THE DAY, THERE ARE SOME PARENTS WHO WILL JUST CHOOSE THAT. 
          IT'S JUST SOMETHING THAT AGAIN, WE NEED TO CONSIDER IS THAT THERE ARE A GREAT NUMBER OF EBS AT WILSON WHO DO WALK AND SO THAT'S JUST A CONSIDERATION TO HAVE WHEN WE'RE THINKING ABOUT THIS. 
          >> CERTAINLY, BUT THOSE THAT CHOOSE NOT TO CONTINUE ON EVEN IN THE CURRENT FORMAT, THEIR SERVICES ARE STILL BEING MET AND THEY'RE STILL BEING TAKEN CARE OF EDUCATIONALLY. 
          >> ABSOLUTELY. WE MEET THEM WITH OUR SERVICES, BUT IT IS NOT THE DUAL LANGUAGE PROGRAM. 
          THEY WILL GET AN ESL PROGRAM WHICH WE HAVE AT THE ELEMENTARY LEVEL, ALL OF OUR TEACHERS WHO SERVE KIDS ARE REQUIRED TO HAVE AN ESL CERTIFICATION AND THEY RECEIVE MONOLINGUAL SERVICES WITH ESL STRATEGIES. 
          SO IT'S NOT EXACTLY THE SAME. 
          >> YEAH I GET THAT THANK YOU. 
          >> NO THE SAME AND I ALWAYS SAY DLI IS THE SUPERIOR WAY. 
          IF YOU HAVE TO LEARN ANY OTHER LANGUAGE, DLI IS THE MOST SUPERIOR WAY TO DO IT AND ESPECIALLY THE WAY WE DO IT AND COUPLE WITH 50, 50 IS THE MOST SPEEDIER WAY OF IMPLEMENTING A DLI PROGRAM. 
          THAT BEING SAID, DLI IS APPROXIMATELY 6% OF EB STUDENTS, LESS THAN 7%. 
          >> OF THE PROGRAM. 
          >>. OF THE PROGRAM? 
          >> YEAH. 
          >> OF THE ALL EB PROGRAM AND. 
          >> NO, 6.7% OF ALL ELEMENTARY STUDENTS. 
          THAT THAT WAS WAS ON THE SLIDE. 
          >> THESE ARE ALL THE EB STUDENTS OF OUR DISTRICT. 
          DO WE HAVE THAT NUMBER? BUT IT'S MUCH LESS AS YOU DO THE ADDITION, 61 AS COMPARED TO EVERYTHING ELSE, IS REALLY A FRACTION. 
          WHAT I DON'T WANT TO MINIMIZE IS THE EB SERVICES WE GIVE TO EVERY OTHER KID THAT'S ON THIS CHART. 
          IT'S NOT TO SAY THEY DON'T THRIVE. 
          IT'S NOT TO SAY THEY DON'T EXCEL IN THEIR ACADEMICS AS THEY GRADUATE AND MOVE ON. 
          >> NO, WE'RE NOT SAYING THAT AT ALL. 
          IF IT'S A ESL MODEL, THEN THEY ARE GOING TO RECEIVE THE MOST ROBUST ESL PROGRAM AS POSSIBLE. 
          WE HAVE DEDICATED OURSELVES TO ENSURING THAT OUR ESL TEACHERS ARE WELL TRAINED. 
          JUST BEFORE I CAME HERE, I WAS AT LEE ELEMENTARY TRAINING THE TEACHERS ON ESL STRATEGIES BECAUSE LEE HAS A HUGE ESL POPULATION. 
          AND SO 100% WE SERVE OUR KIDS TO THE BEST OF THEIR SERVICES AND THE PROGRAM THAT THEY'RE IN. 
          BUT WHEN WE DO PROVIDE A DLI PROGRAM AND IT IS AVAILABLE FOR KIDS, I JUST WANT TO MAKE SURE THAT IT IS NOTED THAT IT IS THE BEST PROGRAM FOR CHILDREN TO QUALIFY FOR THAT. 
          >> IF PARENT HAS A CHOICE AND IF THEY CAN THEY SHOULD USE DLI IS SCIENTIFICALLY PROVEN. 
          OUR OWN STARTS SIX SHOW IT PRODUCES FAR SUPERIOR RESULTS, BUT AT THE SAME TIME, AS YOU MENTIONED THERE ARE LIMITATIONS OF CERTAIN FAMILIES. 
          I DON'T WANT THEM FOR A SECOND TO THINKING THAT THEY WOULD BE GETTING ANYTHING SUPPER. 
          THEIR KIDS WOULD STILL STRIVE AND OUR RESULTS SHOW THAT ART STUDENTS DO AMAZINGLY WELL IN ACADEMICS AND A LOT OF THEM, ESPECIALLY ALMOST EVERY ELEMENTARY, MORE THAN 50% OF THE ELEMENTARY KIDS COMING FROM SOUTHERN SCHOOLS COME THROUGH EB PROGRAM FOR A CERTAIN NUMBER OF YEARS AND WE KNOW THEY THRIVE. 
          OTHERWISE, THIS WOULD HAVE MADE A DENT INTO THE ACADEMIC REPORTS WE GET BY THE TIME THEY GET TO MIDDLE SCHOOL AND HIGH SCHOOL. 
          I WANT PARENTS NOT TO FEEL SCARED JUST BECAUSE THEY WILL BE CHOOSING ONE OVER THE OTHER. 
          BUT OUR PREFERENCE ALWAYS REPEAT AT THE END IS, IF YOU HAVE A CHOICE OF DLI PROGRAM, WE HOPE PARENTS WILL CONTINUE TO CHOOSE DLI PROGRAM. 
          >> WELL, DOCTOR DELAY SO IF YOU DON'T MIND JUST STAYING WITH US, THERE MAY BE ADDITIONAL QUESTIONS, BUT I KNOW THAT SOME OF THOSE ARE ON THE NEXT SLIDE WHEN WE TALK ABOUT PROGRAM. 
          BUT AGAIN, THANK YOU FOR BEING HERE AND THANK YOU FOR ALL YOU DO. 
          MR. KARR, OUR CHIEF FINANCIAL OFFICER HAS A FEW UPDATES ABOUT PROGRAMS, WHICH I THINK ALLUDED TO WHAT MR. SETI WAS SAYING ABOUT PERCENTAGES AND EVERY KIDS IMPORTANT IN THIS DISTRICT. 
          WE FEEL VERY STRONGLY ABOUT EVERY SINGLE CHILD. 
          [01:15:02]
BUT THIS JUST IS SOMETHING THAT THE BOARD ASK ABOUT PERCENTAGES AND NUMBERS THAT ARE IN EACH OF THE PROGRAMS TODAY. 
          >> YES, IN FACT, OVER THE LAST SEVERAL WEEKS WE HAVE HEARD A LOT ABOUT THE SPECIALIZED PROGRAMS, AND HAVE HEARD THAT FAMILIES MOVE HERE JUST FOR OUR PROGRAMS. AND WHILE OUR PROGRAMS ATTRACT FAMILIES, WE WANTED TO SHARE THE PERCENTAGE OF STUDENTS IN THE IB PROGRAM AND IN THE DLI PROGRAM JUST TO GIVE PERSPECTIVE TO THE CONVERSATION. 
          THERE IS A NOTE HERE, AS FAR AS THE SECONDARY INTERNATIONAL BACCALAUREATE NUMBERS, THOSE ARE THE STUDENTS THAT ARE FULL TIME IN THE IB PROGRAM REALLY TRYING TO PURSUE THAT IB DIPLOMA. 
          ANOTHER QUESTION WAS ABOUT THE SAVINGS OR THE POTENTIAL SAVINGS FOR CONSOLIDATING THE DLI PROGRAM. 
          THIS SLIDE SHOWS THE FINANCIAL SAVINGS OF CONSOLIDATING THE DLI PROGRAM. 
          IT WAS A CONSERVATIVE NUMBER. 
          IN 25 26 NEXT YEAR, THERE WOULD BE A NEED FOR THREE LESS SECTIONS OF DLI IN FIRST GRADE, SECOND GRADE, AND FOURTH GRADE, BASED UPON THESE ENROLLMENT NUMBERS. 
          IT'S ANTICIPATED THAT BASED UPON THE CURRENT EB IDENTIFIED IN PRE K, THAT THERE WOULD ONLY BE A NEED FOR TWO SECTIONS OF KINDERGARTEN. 
          ADDITIONAL SAVINGS COULD ALSO BE POSSIBLE WITH THE CONSOLIDATION OF BILINGUAL SPECIAL EDUCATION SERVICES. 
          THE TOTAL FULL TIME EQUIVALENT POSITIONS IDENTIFIED ABOVE IS SIX POSITIONS, WHICH IS THE EQUIVALENT OF ABOUT $480,000. 
          >> DOLLARS. THESE POSITIONS ALL INCLUDE A BILINGUAL STIPEND, SO THEY ARE MORE HIGHLY COMPENSATED. 
          ADDITIONALLY, THERE WOULD BE ABOUT $4,000 OF CURRICULUM SAVINGS BY CONSOLIDATING TO ONE CAMPUS. 
          THAT'S WHERE WE WERE. 
          THERE ARE CURRENTLY 50 EB DLI STUDENTS THAT ARE ZONED TO WILSON AND THEY WOULD QUALIFY FOR BUS SERVICE. 
          WE ARE CURRENTLY RUNNING A BUS FROM WILSON TO DENTON CREEK AS THERE ARE TWO STUDENTS THAT ARE IN THE PROGRAM THAT ARE CURRENTLY BUSED TO DENTON CREEK. 
          IF AN ADDITIONAL BUS ROUTE WAS REQUIRED, IT WOULD ADD ABOUT $50,000 IN COSTS. 
          THEREFORE, THE NET SAVINGS WOULD BE $434,000. 
          WE ORIGINALLY CONSERVATIVELY ESTIMATED 288,000 IN SAVINGS, JUST IN THE EVENT THAT THERE WAS A NEED TO ADD AN ADDITIONAL CLASS SECTION BASED UPON ENROLLMENT. 
          THOSE ARE THE FINANCIAL NUMBERS. 
          >> I JUST WANT TO BE REAL CLEAR THAT AS A DISTRICT, WE ARE NOT SUGGESTING THAT WE NO LONGER HAVE THE DUAL LANGUAGE IMMERSION PROGRAM. 
          EVEN THOUGH IT IS A MORE EXPENSIVE PROGRAM, IT IS AN INCREDIBLE PROGRAM. 
          WE ARE VERY PROUD OF BOTH OF OUR SCHOOLS AND ALL OF THE TEACHERS AND STUDENTS THAT ARE INVOLVED IN IT. 
          I DO GET FEEDBACK FROM SOME COMMUNITY MEMBERS WHEN THEY LOOK AT OTHER SCHOOL DISTRICTS THAT HAVE GONE AWAY FROM THE TWO-WAY PROGRAM TO A ONE-WAY PROGRAM. 
          YES, THAT'S SOMETHING THE DISTRICT COULD CONSIDER IN THE FUTURE, BUT THAT IS NOT WHAT WE ARE RECOMMENDING. 
          WE WANT TO CONTINUE TO HAVE THE DUAL LANGUAGE IMMERSION PROGRAM, CONSOLIDATING IT AS A WAY THAT WE FEEL LIKE WE CAN STILL OFFER IT AND BE MORE FISCALLY RESPONSIBLE. 
          BUT WE DO RECOGNIZE THE VALUE OF THE PROGRAM. 
          >> AT THE LAST BOARD WORKSHOP, YOU ASKED TO SEE THE SLIDE THAT WAS SHARED ON SEPTEMBER THE 9TH ABOUT OPTIONS THAT WE CONSIDERED BUT WERE ELIMINATED. 
          LET'S LOOK SPECIFICALLY AT DLI NIB. 
          WE CONSIDERED OTHER OPTIONS FOR THE DUAL LANGUAGE IMMERSION CONSOLIDATION, INCLUDING CONSOLIDATING THE PROGRAM TO WILSON AND THE OTHER FOOTPRINT CAMPUSES. 
          IN PARTICULAR, WE LOOKED AT COTTONWOOD CREEK. 
          ADDING 366 DLI STUDENTS TO ANY FOOTPRINT CAMPUS WAS NOT FEASIBLE. 
          DENTON CREEK HAD FEWER STUDENTS THAT RESIDE IN THEIR ATTENDANCE ZONE OVERALL, SO IT ALLOWED FOR THE CONSOLIDATION OF THE PROGRAM, AS WELL AS IT WOULD CREATE EFFICIENCIES IN THE PROGRAM AS DANA DESCRIBED. 
          ALSO, ITS PROXIMITY TO CMS NORTH MADE SENSE FOR THE CONTINUUM OF THE PROGRAM. 
          WE CONSIDERED OTHER CAMPUSES FOR THE INTERNATIONAL BACCALAUREATE PROGRAM, INCLUDING COTTONWOOD CREEK, TOWN CENTER, LAKESIDE, AUSTIN, DENTON CREEK, AND MOCKINGBIRD. 
          TWO OF THE REASONS THAT WILSON WAS THE OPTION BROUGHT FORTH IS BECAUSE OF THE PROXIMITY TO PINKERTON, AND THAT THE CAMPUS IS MORE CENTRALLY LOCATED FOR FAMILIES THAT TRAVEL FROM ALL ACROSS THE DISTRICT FOR THE PROGRAM. 
          FOR BOTH PROGRAMS, BEING ABLE TO MAINTAIN A COHORT OF STUDENTS AS MUCH AS POSSIBLE WAS ONE OF THE UNIQUE FACTORS THAT WE CONSIDERED. 
          WE ALSO DISCUSSED RICHARD J. LEE, CANYON RANCH ELEMENTARY, AND VALLEY RANCH ELEMENTARY, BUT BECAUSE OF THEIR ENROLLMENT SIZE, THEY COULD NOT HOLD EITHER OF THE PROGRAMS. SORRY, NEVIN. AS WE HAVE SHARED PREVIOUSLY ON SEPTEMBER THE 9TH, 
          [01:20:02]
ONCE DECISIONS ARE MADE, WE WILL BE SHARING ADDITIONAL INFORMATION WITH STAFF AND FAMILIES IMPACTED THROUGHOUT THE FALL AND THE SPRING. 
          FOR EXAMPLE, WE HAVE ALREADY MET WITH THE PINKERTON STAFF AS A WHOLE, AND WE HAVE BEGUN AND WILL CONTINUE TO HAVE REGULAR MEETINGS WITH PRINCIPAL MANDY SWEENEY AND MEMBERS OF HER STAFF TO WORK THROUGH DETAILS AND PROCESSES. 
          EACH DEPARTMENT; HUMAN RESOURCES, STUDENT STAFF SERVICES, OPERATIONS, TECHNOLOGY, FINANCE, COMMUNICATIONS, ALL HAVE DEVELOPED PLANS WITH TIMELINES THAT WILL BE ROLLED OUT ONCE DECISIONS ARE FINALIZED. 
          THE TIMELINE BEGINNING LAST SCHOOL YEAR AND LASTING THROUGH THIS ENTIRE SCHOOL YEAR TO ROLL OUT THE PLANS WAS DEVELOPED TO GIVE US TIME FOR IMPLEMENTATION WITH FIDELITY. 
          THIS HAS NOT BEEN A RUSHED PROCESS, BUT IT'S ALLOWED FOR ENGAGEMENT OF OUR STAFF, OUR PARENTS, OUR COMMUNITY. 
          BEGINNING LAST SCHOOL YEAR WITH MORE THAN 45 INPUT SESSIONS, MORE THAN 4,000 INDIVIDUALS HAVE PARTICIPATED IN OUR BUDGET PROCESS SO FAR. 
          WE WILL CONTINUE TO WORK WITH OUR STAFF AND FAMILIES THROUGHOUT THE SCHOOL YEAR. 
          BEFORE WE GO INTO OUR NEXT SECTION OF LOOKING AT LEARNER OUTCOMES AND MEASURING PROGRESS, WE WANTED TO REMIND EVERYONE A FEW OF THE INSTRUCTIONAL PROGRAMS AND PRACTICES WE HAVE IMPLEMENTED OVER THE PAST 5-6 YEARS. 
          >> I'M SORRY. I ASK STEPHANIE FLORES TO COME IN AS OUR EXECUTIVE DIRECTOR OF INTERVENTION SERVICES, DR. BROOKS IS OUT SICK. 
          BUT MS. FLORES HAS BEEN VERY MUCH A PART OF THIS PROCESS, TOO, AND SO THANK YOU FOR STEPPING IN TONIGHT. 
          >> THANK YOU, BOARD. MY NAME IS STEPHANIE FLORES, EXECUTIVE DIRECTOR [LAUGHTER] FOR INTERVENTION SERVICES. 
          THIS MAY HELP US TO UNDERSTAND HOW WE ADDRESS CHANGES IN REQUIREMENTS FROM THE STATE AND HOW WE RESPOND TO SPECIFIC AND CHANGING NEEDS OF OUR LEARNERS AS AREAS OF FOCUS IN OUR DISTRICT. 
          THE IMPLEMENTATION OF FULL-DAY PRE-K AND EARLY CHILDHOOD SPECIAL EDUCATION, WE HAD TO SHIFT QUICKLY WITHIN A MONTH OF SCHOOL TO PLAN AND PREPARE IN RESPONSE TO CHANGES AT THE STATE LEVEL TO OFFER A FULL-DAY PRE-K AND EARLY CHILDHOOD PROGRAM. 
          WE DID THIS SUCCESSFULLY. 
          AT THE START OF THE PANDEMIC, WE SUCCESSFULLY TRANSITIONED TO VIRTUAL INSTRUCTION. 
          THIS SHIFT, WHILE NOT UNIQUE TO OUR DISTRICT WAS NO SMALL FEET. 
          WITHIN ONE WEEK OF SCHOOL CLOSURE, WE DEVELOPED A COMPREHENSIVE PLAN AND SYSTEM OF SUPPORT TO ENSURE STAFF AND LEARNERS COULD COMPLETE THE 2019/2020 SCHOOL YEAR. 
          THE FOLLOWING YEAR 2020/2021 BROUGHT CONTINUOUS CHANGES REQUIRING US TO ADAPT OUR INSTRUCTION EVERY NINE WEEKS. 
          AS WE ENTERED THE FIRST NINE WEEKS OF THE NEXT SCHOOL YEAR, '21/'22, WE PIVOTED ONCE AGAIN, IMPLEMENTING AN ENTIRELY NEW PLAN TO MEET THE EVOLVING NEEDS. 
          OUR HOUSE BILL 3 GOALS, WHICH ADDRESS ELEMENTARY MATH AND READING. LET ME GRAB MINE. 
          LAST YEAR, WE SUCCESSFULLY IMPLEMENTED STEM PROGRAMS ACROSS ALL ELEMENTARY CAMPUSES. 
          THIS SCHOOL YEAR, WE EXPANDED OUR CURRICULUM WITH THE INTRODUCTION OF THE NEW COMPUTER SCIENCE CLASSES IN MIDDLE SCHOOLS AS PART OF OUR CTE PROGRAM. 
          ADDITIONALLY, WE HAVE FULLY IMPLEMENTED THE HOPE SQUAD INITIATIVE AT ALL SECONDARY CAMPUSES THIS YEAR, SUPPORTING STUDENT MENTAL HEALTH AND WELL-BEING. 
          WE HAVE IMPLEMENTED PLC AND MTSS WITH INTENTIONAL TRAINING ON TIER I INSTRUCTIONAL PRACTICES, FOCUSING ON IDENTIFYING LEARNER NEEDS, ANALYZING DATA, AND SETTING PROGRESS MONITORING SYSTEMS USING PANORAMA FOR BOTH INTERVENTION AND ENRICHMENT. 
          THIS INVOLVED TRAINING ON NEW DOCUMENTATION SYSTEMS AND FULFILLING AND TRACKING TUTORING REQUIREMENTS REQUIRED BY HOUSE BILL 1416. 
          IN TERMS OF SPECIAL EDUCATION, WE CONTINUE TO EXPERIENCE GROWTH ACROSS THE DISTRICT, LEADING TO THE IMPLEMENTATION OF NEW PROGRAMS AT VARIOUS CAMPUSES AND THE RELOCATION OF OTHERS. 
          WE CONTINUOUSLY MONITOR AND ADJUST THESE PROGRAMS BASED ON EMERGING NEEDS. 
          THESE EXAMPLES ARE JUST A FEW OF THE MANY INITIATIVES WE'VE UNDERTAKEN IN RECENT YEARS. 
          THEY OFFER INSIGHT AS WE MOVE FORWARD WITH DECISIONS IMPACTING STAFF, LEARNERS, AND FAMILIES. 
          FOR EACH INITIATIVE, WE IMPLEMENTED WITH INTENTIONAL, WELL-PLANNED ROLLOUTS, WITH FOLLOW-UP MEASURES TO ENSURE FIDELITY. 
          WE HAVE WORKED TO MAXIMIZE THE SUPPORT OF PERSONNEL AND RESOURCES WHILE GATHERING EVIDENCE OF BOTH SUCCESS AND AREAS FOR IMPROVEMENT ALONG THE WAY. 
          NOW, WE'LL JUMP INTO THE INFORMATION THAT ADDRESSES THE QUESTIONS FROM THE BOARD ABOUT STUDENT OUTCOMES AND MEASURING PROGRESS. 
          SOME OF THESE MAY LOOK FAMILIAR TO YOU AS WE REVIEWED THESE DURING THE DATA SESSIONS EARLIER THIS YEAR. 
          THESE ARE EXAMPLES OF HOW WE WILL CONTINUE SUPPORTING AND MEASURING PROGRESS OF LEARNER GROWTH ACROSS THE DISTRICT. 
          THE CISD DISTRICT IMPROVEMENT PLAN AND CAMPUS IMPROVEMENT PLANS HIGHLIGHT THE IMPROVEMENT NEEDED AT THE DISTRICT AND CAMPUS LEVEL BASED ON CURRENT DATA. 
          OUR HOUSE BILL 3 GOALS, WHICH ADDRESS ELEMENTARY MATH AND READING ARE EMBEDDED AS PART OF THE DISTRICT AND CAMPUS IMPROVEMENT PLANS. 
          [01:25:03]
THE DISTRICT ASSESSMENT TOOLS INCLUDE BEGINNING-OF-THE-YEAR, MIDDLE-OF-THE-YEAR, AND END-OF-YEAR DATA TO TRACK LEARNER GROWTH. 
          FORMAL ASSESSMENT AND DATA POINTS INCLUDE STAAR, TELPAS, NWEA MAP, MCLASS, LAS LINKS, AND REPORT CARDS. 
          WE HAVE TOOLS SUCH AS DREAMBOX, RAZ-KIDS, READ 180, MCLASS INTERVENTIONS, WRITING SAMPLES, AND PAPER-BASED ACTIVITIES TO GUIDE OUR TIER I INSTRUCTION AND INTERVENTION, AS WELL AS CLASSROOM HANDS-ON ACTIVITIES AND ASSESSMENTS THAT ARE SOME OF OUR FORMATIVE AND SUMMATIVE TOOLS AVAILABLE. 
          THE MULTI-TIERED SYSTEMS OF SUPPORT OR MTSS PROCESS AT THE CAMPUS INCLUDES REVIEWING AND SUPPORTING INTERVENTION NEEDS AS REQUIRED BY HOUSE BILL 1416, AS WELL AS TIER I, II, AND III RESPONSE TO INTERVENTION. 
          HERE ARE SOME MORE EXAMPLES OF HOW WE WILL CONTINUE SUPPORTING AND MEASURING PROGRESS OF LEARNER GROWTH ACROSS THE DISTRICT. 
          WITH LEARNING WALKS, WE PROVIDE INTENTIONAL SUPPORT FOCUSED ON TIER I INSTRUCTION WITH PARTICULAR ATTENTION TO EMERGENT BILINGUAL AND SPECIAL EDUCATION LEARNERS. 
          LEARNING WALKS ALLOW EDUCATORS TO LEARN FROM EACH OTHER ACROSS CAMPUSES. 
          OUR PANORAMA SURVEY DATA. 
          WE USE PANORAMA SURVEY DATA TO ASSESS STUDENT NEEDS AND THEIR SENSE OF BELONGING, ENGAGEMENT IN ACADEMIC AND SOCIAL-EMOTIONAL NEEDS. 
          THIS DATA WILL GUIDE OUR EFFORTS TO CULTIVATE SUPPORTIVE AND INCLUSIVE LEARNING ENVIRONMENTS. 
          THE PANORAMA STUDENT SUCCESS PLATFORM. 
          THIS PLATFORM IS FOR ONGOING PROGRESS MONITORING, TRACKING OF INTERVENTIONS, AND THEIR EFFECTIVENESS, AND ENSURING THAT INDIVIDUAL STUDENT NEEDS ARE BEING MET. 
          WE MONITOR AND SUPPORT THE DIVERSE NEEDS OF STUDENTS. 
          WE LOOK CLOSELY AND PROVIDE TARGETED SUPPORTS FOR STUDENTS IN SPECIAL EDUCATION, EMERGENT BILINGUAL LEARNERS, STUDENTS WITH DYSLEXIA, THOSE WITH SECTION 504 PLANS, STUDENTS ACROSS ALL TIERS OF THE MULTI-TIER SYSTEMS OF SUPPORT FRAMEWORK, INCLUDING TIER I, II, AND III. 
          WE HAVE COUNSELING AND MENTAL HEALTH SUPPORTS, AND OUR COUNSELING TEAMS WILL CONTINUE TO OFFER ROBUST MENTAL HEALTH SERVICES TO ADDRESS THE EMOTIONAL AND PSYCHOLOGICAL NEEDS OF ALL LEARNERS. 
          EXTRACURRICULAR ACTIVITIES. 
          WE WILL ENSURE THAT A VARIETY OF EXTRACURRICULAR OPPORTUNITIES ARE AVAILABLE AND SUPPORTED TO FOSTER WELL-ROUNDED STUDENT DEVELOPMENT BEYOND THE CLASSROOM. 
          THESE STRATEGIES ARE ESSENTIAL FOR DRIVING STUDENT GROWTH AND ENSURING THAT ALL LEARNERS HAVE THE RESOURCES AND SUPPORT THEY NEED TO THRIVE ACADEMICALLY, SOCIALLY, AND EMOTIONALLY. 
          AS WE CONTINUE TO MAKE DECISIONS THAT IMPACT CHANGE ACROSS THE DISTRICT, IT'S CRUCIAL TO PRIORITIZE THE NEEDS OF THE STAFF AND TO PROVIDE A STRONG TRANSITION OF SUPPORT. 
          THIS REQUIRES NOT ONLY ADDRESS THE IMMEDIATE NEEDS OF THE CURRENT SCHOOL YEAR, BUT ALSO TO PLAN FOR LONG TERM SUSTAINABILITY OF PROGRAMS, STAFF DEVELOPMENT, AND LEARNER SUPPORT. 
          TO ACHIEVE THIS, WE'LL IMPLEMENT THE FOLLOWING STRATEGIES AS OUTLINED IN THE CISD DISTRICT IMPROVEMENT PLAN AND CAMPUS IMPROVEMENT PLANS. 
          WITH INTENTIONAL LEARNING WALKS, WE'LL OFFER TARGETED LEARNING WALKS TO SUPPORT STAFF AND STUDENTS THROUGH THESE TRANSITIONS, ALLOWING FOR REAL-TIME FEEDBACK AND A BETTER UNDERSTANDING OF THE NEW LEARNING ENVIRONMENTS. 
          WE'LL HAVE FOCUSED TRAINING FOR THE '25/'26 SCHOOL YEAR. 
          WE'LL PROVIDE FRONT-LOADED TRAINING FOCUSING ON THE NEEDS OF BOTH NEW AND CURRENT STAFF, AND THIS TRAINING WILL AIM TO BUILD STRONG COHESIVE CULTURE AROUND SPECIFIC PROGRAMS AND ADDRESS ANY EMERGING CHALLENGES AS WE MOVE FORWARD. 
          FOR COLLABORATION AND PARTNERING OPPORTUNITIES, WE'LL CREATE INTENTIONAL TIME FOR COLLABORATION BETWEEN CAMPUSES, INCLUDING PROFESSIONAL LEARNING DAYS IN FEBRUARY, OUR SUMMER PROFESSIONAL LEARNING, AND AUGUST PROFESSIONAL LEARNING SESSIONS BEFORE SCHOOL STARTS. 
          THESE OPPORTUNITIES WILL HELP ENSURE CONSISTENT COMMUNICATION, PLANNING, AND SUPPORT WHEN TRANSITIONING THESE PROGRAMS. THE PANORAMA STAFF SURVEY FEEDBACK WILL BE USED TO GATHER FEEDBACK ON SPECIFIC STAFF NEEDS, HELPING US REFINE OUR APPROACH AND TAILOR PROFESSIONAL LEARNING IN THE FUTURE OR SUPPORT INITIATIVES. 
          OUR COORDINATORS AND DIRECTORS WILL WORK TOGETHER TO PROVIDE COMPREHENSIVE SUPPORT, INCLUDED TARGETED TRAINING, BRIDGING PROGRAMS ACROSS CAMPUSES, AND ADDRESSING STAFFING NEEDS, ENSURING THAT ALL NECESSARY RESOURCES ARE IN PLACE. 
          THEY WILL ALSO ADDRESS ANY ADDITIONAL NEEDS TO ENSURE A SMOOTH TRANSITION. 
          THESE EFFORTS ARE DESIGNED TO SUPPORT STAFF DURING TIMES OF CHANGE WHILE ENSURING THAT PROGRAMS ARE SUSTAINABLE AND MEET THE EVOLVING NEEDS OF OUR LEARNERS. 
          BY STAYING INTENTIONAL IN OUR PLANNING AND WITH FOLLOW-UP, WE WILL CREATE A SUPPORTIVE ENVIRONMENT FOR STAFF AND LEARNERS AS WE NAVIGATE THESE TRANSITIONS. 
          >> FLORES, THANK YOU FOR FILLING IN FOR DR. BROOKS [LAUGHTER] ON HER ABSENCE. 
          IF DR. DELISA WOULD COME BACK TO THE PODIUM TOO BETWEEN MS. FLORES AND ANITA AND MYSELF, WE CAN ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE ABOUT CURRICULUM OR ANYBODY ELSE FROM THE TEAM. 
          >> THEY'RE DOING THAT. JUST A REMINDER TO YOU GUYS, 
          [01:30:01]
WE'RE WHERE WE ARE IN THE PROCESS. 
          ON THE SEPTEMBER 30TH, WE'D ASKED DR. HUNT TO GO BACK AND KICK THE TIRES ONE MORE TIME, JUST TO MAKE SURE THAT THEIR RECOMMENDATIONS WERE STILL THE TOP OF THE OPTIONS AS THEY HAD LOOKED AT EVERYTHING. 
          WE HAD AN ADDITIONAL WORKSHOP TWO WEEKS AGO TONIGHT ON THE NINTH, WHERE WE WERE ABLE TO DISCUSS AND THEY BROUGHT THE INFORMATION THAT WE ASKED TO US TONIGHT. 
          THAT'S WHERE WE ARE. 
          ANY DISCUSSION YOU GUYS HAVE OF STAFF THAT'S HERE OR ANY ACTION YOU WANT TO TAKE, THE FLOOR IS OPEN. 
          >> PRESIDENT CAVINESS, I DID HAVE A QUICK QUESTION FOR DR. DELISA. 
          THERE WAS TWO PARTS OF THAT. 
          ONE IS THE INSTRUCTIONAL PART, BUT THE OTHER THING IS THE NON-INSTRUCTIONAL COMPONENTS OR SUPPORT FOR DLI. 
          WHAT ARE THOSE MAJOR THINGS THAT WE MAY NOT HAVE TALKED ABOUT TONIGHT OR READ ABOUT BASED ON THE LITERATURE PROVIDED TO US THAT WE SHOULD TAKE INTO CONSIDERATION? 
          >> NON-INSTRUCTIONAL? 
          >> NON-INSTRUCTIONAL. 
          >> MEANING? 
          >> SUPPORT FOR STUDENTS OUTSIDE OF JUST THE ACADEMIC PIECE OR ANY THINGS THERE FOR FAMILIES THAT ARE NEEDED TO PROVIDE THEM THE GUIDANCE AND SUPPORT TO UNDERSTAND WHAT'S GOING ON IN TERMS OF THE PROGRAM. 
          JUST TRYING TO DO SOMETHING COMPREHENSIVELY THAT WE MAY NOT HAVE THOUGHT ABOUT IN TERMS OF INDIVIDUAL QUESTIONS. 
          >> I THINK THAT PART OF THE TRANSITION PLAN, NO MATTER WHAT THE RESULT IS, WOULD BE DEFINITELY HAVING OPPORTUNITIES FOR OUR PARENTS TO TRULY UNDERSTAND WHAT THE CHANGES ARE, AND AGAIN, FOR TRANSLATIONS TO BE AVAILABLE. 
          FOR THIS POPULATION, THE TRANSLATIONS WOULD NEED TO BE IN SPANISH BECAUSE THAT IS THE BILINGUAL PROGRAM THAT WE PROVIDE AND FOR THEM TO FULLY UNDERSTAND THE SERVICES AND HOW THEY WILL BE SERVED, I THINK THAT UNDERSTANDING AS A COMMUNITY THE AFTER-SCHOOL PROGRAMS THAT THEY CURRENTLY HAVE ACCESS TO AND WHAT THAT WOULD LOOK LIKE, IT DOES LOOK DIFFERENT WHEN YOU'RE BUSSING CHILDREN AFTER SCHOOL AND THAT IS THE ONLY MODE OF TRANSPORTATION. 
          THE ACCESS AND TWO AFTER-SCHOOL PROGRAMS DOES CHANGE, AND SO THAT IS A CONSIDERATION THAT WE ALSO NEED TO CONSIDER WHEN WE'RE TALKING ABOUT ACCESS AND EQUITY. 
          >> AGAIN, WE HAVE STUDENTS WHO ARE LEARNING SPANISH IN THE PROGRAM. 
          THE GOAL OF THE PROGRAM IS FOR EMERGENT BILINGUALS, AND THAT HAS TO REMAIN AT THE HEART OF THIS PROGRAM. 
          IT IS THE LAW TO SERVE OUR EMERGENT BILINGUALS. 
          WE HAVE TO KEEP THEM IN THE FOREFRONT. 
          NOW, IT IS AN ENRICHMENT PROGRAM FOR THE OTHER STUDENTS, BUT WE HAVE TO KNOW THAT WE WILL NOT HAVE A DLI PROGRAM IF WE DO NOT HAVE EMERGENT BILINGUALS WHO PARTICIPATE IN THE PROGRAM. 
          THAT IS SOMETHING FOR US TO CONSIDER AS WELL AS ENSURING THAT WE HAVE THOSE STUDENTS AND WE'RE SERVING THEM TO THE BEST OF OUR ABILITY. 
          THEN WHAT DOES IT MEAN FOR THE PROGRAM THAT SOMETHING MY TEAM WILL HAVE TO LOOK AT WHEN WE LOOK AT THE NUMBER OF TEACHERS THAT WE'RE TALKING ABOUT AND ENSURING THAT WHAT MODEL WE CHOOSE TO USE, IF WE'RE SAYING WE'RE GOING DOWN FROM FOUR TEACHERS TO THREE TEACHERS, FOR EXAMPLE, THAT WE HAVE TO LOOK AT, WELL, HOW DO THOSE THREE TEACHERS SERVE THESE STUDENTS. 
          IF WE'RE DOING A THREE-WAY SPLIT, THEN THAT DOES MEAN THAT ALL THREE OF THE TEACHERS NEED TO BE BILINGUAL CERTIFIED IF THEY'RE ALL SEEING BILINGUAL CHILDREN. 
          THAT MEANS THAT WE NEED TO LOOK AT WHO ARE THOSE TEACHERS. 
          DO WE HAVE THREE AT A GRADE LEVEL? ARE WE GOING TO LOOK FOR THOSE TEACHERS TO ENSURE THAT WE CONTINUE TO HAVE THE HIGH-QUALITY DUAL LANGUAGE TEACHERS IN THOSE PROGRAMS? THEN WHAT DOES THAT LOOK LIKE FOR OUR MODEL? BECAUSE CURRENTLY, OUR MODEL IS EITHER A PAIRED SITUATION OR A SITUATION WHERE THERE IS A TEACHER WHO IS SELF-CONTAINED AND DOES BOTH LANGUAGES. 
          IN THAT CASE, THAT TEACHER IS A DUAL LANGUAGE BILINGUAL CERTIFIED TEACHER. 
          AGAIN, IF WE FIND OURSELVES IN THAT SITUATION TOO, WE HAVE TO ENSURE THAT THOSE TEACHERS ARE ALSO BILINGUAL CERTIFIED. 
          JUST CONSIDERATIONS, IF WE WENT TO A THREE-WAY SPLIT, THAT CHANGES THE WAY THAT WE MIGHT LOOK AT THE STRUCTURE OF OUR PROGRAM. 
          [01:35:04]
AGAIN, THOSE ARE ALL THINGS THAT WE WOULD WANT TO KNOW AHEAD OF TIME SO THAT WE CAN DO OUR DUE DILIGENCE OF ENSURING THAT WE HAVE THE FIDELITY OF THE MODEL WHILE STILL HAVING THE PARAMETERS OF THE NUMBER OF TEACHERS THAT WE HAVE. 
          >> THANK YOU. 
          >> THAT WAS ALL GOING TO DEPEND ON ENROLLMENT AND HOW THAT ALL SHAKES OUT. 
          THE OTHER THING I WAS GOING TO ASK IS MIGHT BE A CONCEPTUAL QUESTION THAN ANYTHING ELSE. 
          IS THERE ANY BLOCKERS OR ANYTHING PREVENTING US FROM RETHINKING THE MODEL IN TERMS OF AFTER-SCHOOL PROGRAMS? MIGHT BE GENERALLY SPEAKING. 
          IF WE WERE TO GO AHEAD WITH THE OPTION THAT'S HERE, YOU HAVE AN IB PROGRAM THAT'S FOCUSED ON WORLD CULTURES AROUND WILSON, AND THOSE KIDS ARE GOING TO DENTON CREEK WHO ARE PARTICIPATING IN DLI PROGRAM. 
          IS THERE ANY BLOCKERS THAT WOULD PREVENT AFTER-SCHOOL PROGRAMS FROM BEING AN ACCOMMODATION OF ELEMENTARY SCHOOLS, AND NOT THINKING OF IT AS JUST LIKE ONE OF THE ELEMENTARY SCHOOLS HERE AND EVERYBODY HAS TO DO SOMETHING HERE AND ANOTHER ELEMENTARY SCHOOL'S HERE AND YOU HAVE TO BE ISOLATED THAT ONE. 
          JUST THINKING, IS THERE SOMETHING THAT WOULD PREVENT THAT FROM HAPPENING? 
          >>YOU MEAN LIKE IF I RODE THIS BUS TO DENTON CREEK FOR SCHOOL AND THEN RODE IT BACK AND THEN DID AN AFTER-SCHOOL PROGRAM AT WILSON. YOU MEAN THAT? 
          >> YEAH. 
          >> TIK, I'M SORRY, WOULD BE THE TIMING. 
          BY THE TIME I RIDE A BUS AND GO BACK, WILL THAT WORK? BUT OTHER THAN THAT, I DON'T KNOW THE ANSWER IF THAT'S POSSIBLE OR NOT. 
          >> THINK THROUGH THIS, WE'RE HAVING TO RETHINK HOW THINGS OPERATE HERE. 
          IN PUBLIC SCHOOLS GENERALLY HAVING TO RETHINK HOW WE OPERATE IN THIS INSTANCE AND WITH THIS ENVIRONMENT THAT WE'RE IN. 
          I THINK THOSE ARE THE THINGS THAT WE NEED TO LOOK AT CAREFULLY AND SAY, WELL, HOW WE ARE DOING THAT? IS IT JUST BECAUSE THAT'S HOW IT'S ALWAYS BEEN, OR IS IT SOME WAY WE CAN NOW CHANGE IT TO WHERE WE CAN ACCOMMODATE BETTER? 
          >> ABSOLUTELY. REMOVING BARRIERS. 
          WE WILL PROBABLY NEED TO LOOK AT THAT AS WELL TO ENSURE EQUITABLE ACCESS. 
          >> THAT'S ALWAYS SOMETHING THAT WE CONSIDER AT THE MIDDLE SCHOOL LEVEL IN GENERAL, CHILDREN THAT RIDE THE BUS TO NORTH. 
          FOR EXAMPLE, ARE THEY STILL ABLE TO PARTICIPATE IN BEFORE AND AFTER SCHOOL PROGRAMS, TUTORING THAT THING? FOR MANY YEARS, WHAT IS NOW CHS 9 WAS MIDDLE SCHOOL WEST AND IT WAS NOT IN A NEIGHBORHOOD. 
          OBVIOUSLY, IT'S IN AN INDUSTRIAL AREA. 
          BUT THAT WAS CERTAINLY A CONCERN OF THAT STAFF TOO TO MAKE SURE THAT STUDENTS THAT WANTED TO PARTICIPATE IN EVENTS AFTER SCHOOL OR TUTORING ANY OF THOSE THINGS THAT THERE WAS ACCESS FOR THEM. 
          THAT'S WHERE WE WOULD SOMETIMES DO ADDITIONAL BUS ROUTES THAT WOULD GO LATER, A LATE BUS, THINGS LIKE THAT TO TRY TO ASSIST WITH OUR STUDENTS THAT HAVE THOSE NEEDS. 
          >> DR. HUNT, I KNOW WE'RE SPITBALLING AND THIS IS GOING WAY INTO THE WEEDS, BUT THAT'S WHERE YOU GUYS WOULD HAVE THE LATITUDE WITH CERTAIN FUNDS LIKE OUR TITLE 1 FUNDS THAT WE COULD IF WE NEEDED TO RUN A LATE BUS ON A SET DAY OF THE WEEK OR AT DIFFERENT TIMES FOR ANY EXTRACURRICULAR, THAT THAT'S THINGS THAT YOU GUYS HAVE WITHIN YOUR OPERATIONAL AUTHORITY TO USE THOSE FUNDS FOR? 
          >> SURE. 
          >> THIS IS NOT A UNIQUE AND NEW PROBLEM. 
          MY DISTRICT HAS LONG HISTORY OF ACCOMMODATING THESE NEEDS. 
          >> I HAVE TWO QUESTIONS IN THE STUDENT OUTCOME SPACE AND THE LEGAL SPACE. 
          IN THE LEGAL SPACE, WHAT ARE THE LEGAL IMPLICATIONS OF CONSOLIDATING THE PROGRAM AND MOVING IT TO ONE CAMPUS? 
          >> WE HAVE SPOKEN WITH OUR ATTORNEY BASED ON SOME INFORMATION, AND WE DO HAVE THE RIGHT AS LONG AS WE'RE MEETING THE NEEDS OF THE STUDENTS AND MEETING THE FEDERAL REGULATIONS THAT WE CAN OFFER THE PROGRAM ON ONE CAMPUS VERSUS OFFERING IT ON TWO CAMPUSES AS LONG AS WE'RE MEETING THE NEEDS OF THOSE EB. 
          >> THANK YOU. THE STUDENT OUTCOMES. 
          WHEN YOU LOOK AT THE TWO PROGRAMS AT WILSON AND DCE, ARE THERE DIFFERENCES IN STUDENT OUTCOMES FOR OUR EB POPULATION? 
          >> I DON'T HAVE THE NUMBERS RIGHT IN FRONT OF ME, BUT I CAN DEFINITELY LOOK AT THE STUDENT OUTCOMES. 
          SPECIFICALLY, DO YOU MEAN DLI ONLY OR ALL EBS? 
          >> NO. I'M LOOKING AT THIS FROM A DISTRICT PERSPECTIVE. 
          HOW DO WE TAKE CARE OF OUR SUB POPS? HOW DO WE TAKE CARE OF OUR ECONOMICALLY DISADVANTAGED IN PARTICULAR, WHICH I KNOW WILSON HAS A LARGE POPULATION OF AS DOES DCE? 
          [01:40:01]
I'M CURIOUS TO KNOW HOW THOSE PROGRAMS DO WHEN YOU LOOK AT THEM. 
          HOW ARE THEIR STUDENT OUTCOMES IN THAT SPACE? 
          >> I WOULD HAVE TO PULL THAT DATA AND LET YOU ALL KNOW, I DON'T KNOW SPECIFICALLY OFF THE TOP OF MY HEAD, AND I WOULDN'T WANT TO JUST MAKE THOSE NUMBERS UP FOR YOU GUYS. 
          BUT WHAT I CAN TELL YOU IS REGARDLESS OF WHERE THEY GO TO SCHOOL, WHEN OUR KIDS GO THROUGH THE PROGRAM AND THEY ARE ABLE TO RECLASSIFY AND THEY'RE IN THE PROGRAM FOR THE ENTIRETY OF ITS TIME, THEN THEY DO OUTPERFORM, NO MATTER WHERE THEY WENT TO SCHOOL, THEY OUTPERFORM THEIR MONOLINGUAL PAIRS. 
          GOAL IS AS A DEPARTMENT IS TO ENSURE THAT REGARDLESS OF WHETHER IT'S IN TWO SCHOOLS OR IT'S IN ONE SCHOOL, WE ARE ENSURING THAT ALL OF OUR TEACHERS, WE JUST EMBARKED ON DESTINATION DLI, WHICH IS A YEAR-LONG PROFESSIONAL LEARNING PROGRAM, AND WE ARE TRAINING ALL OF OUR TEACHERS. 
          WE ARE RESETTING THIS SCHOOL YEAR TO ENSURE THAT ALL OF OUR TEACHERS ARE RECEIVING THE SAME PROFESSIONAL LEARNING TO BE ABLE TO MEET THE NEEDS OF OUR STUDENTS, AND THEN SETTING UP OUR TEACHERS FOR SUCCESS. 
          ONE OF THE BIGGEST THINGS THAT OUR TEACHERS HAVE TALKED ABOUT FOR YEARS IS EQUITABLE RESOURCES. 
          THAT IS SOMETHING THAT WE ARE ALSO WORKING ON. 
          WE PURCHASED SOME RESOURCES THIS SCHOOL YEAR TO START ENSURING THAT OUR TEACHERS HAVE THOSE EQUITABLE RESOURCES TO BE ABLE TO MEET THE NEEDS OF OUR STUDENTS, AND THEN IT'S NOT JUST BUYING THE RESOURCE BECAUSE YOU CAN GIVE TEACHERS A RESOURCE, BUT IT ALSO MEANS EMBEDDING IT INTO OUR CURRICULUM. 
          WE'VE ALREADY STARTED EMBEDDING IT INTO OUR CURRICULUM. 
          ONE OF THE BIG THINGS IS ENSURING THAT WE'RE CREATING A BRIDGE BETWEEN THE TWO LANGUAGES. 
          THAT'S HELPFUL FOR NOT JUST OUR EBS, BUT ALSO OUR STUDENTS WHO ARE LEARNING SPANISH AS WELL. 
          WE'RE TEACHING ALL OF OUR TEACHERS AND WE PURCHASED A RESOURCE JUST FOR THAT. 
          BUT AGAIN, THAT IS AN ONGOING THING THAT WE WILL NOT GIVE UP UNTIL WE ACTUALLY HAVE EQUITABLE RESOURCES. 
          AGAIN, PERFORMANCE. 
          ALSO, WE HAVE TO BE REFLECTIVE AS A DEPARTMENT AND SAY, IS PART OF IT BECAUSE THERE IS NOT EQUITABLE RESOURCES, AND THE CURRICULUM AND ALL OF THAT. 
          WE'RE WORKING TOGETHER. 
          THE CORE TEAM AND I ARE WORKING TOGETHER AS WELL. 
          THEY'RE COMING TO OUR LEARNING WALKS SO THAT THE CORE CURRICULUM TEAM CAN ALSO LOOK AT IT THROUGH THE LENS OF THE EB LENS AND ENSURE THAT WHEN WE'RE GOING INTO LEARNING WALKS, THEY'RE ALSO TAKING NOTE OF THAT WHILE THE POPULATION ISN'T A HUGE POPULATION, WHETHER WE HAVE ONE CLASSROOM OF KIDS OR 20 CLASSROOM OF KIDS, THE WRITING OF THE CURRICULUM STILL NEEDS TO HAPPEN. 
          DOES THAT MAKE SENSE? IT TAKES THE SAME AMOUNT OF TIME, REGARDLESS OF HOW MANY CLASSROOMS ARE USING IT. 
          THAT IS SOMETHING THAT WE HAVE TO ADJUST ENSURE THAT WE'RE DOING THAT AND THAT WE'VE MADE HUGE STRIDES SINCE I FIRST GOT HERE JUST LOOKING AT NOW WE LOOK AT RESOURCES AND WE SAY, WE JUST HAD A SCIENCE, ADOPTION, AND EVAN WHITFIELD SAID WE'RE NOT GOING TO LOOK AT ANYTHING THAT DOESN'T INCLUDE SPANISH. 
          WE ARE ENSURING THAT THE RESOURCES THAT WE ARE ADOPTING ARE THE ONES THAT ARE EQUITABLE AND THAT WE ARE HAVING EQUITABLE RESOURCES IN ENGLISH AND SPANISH FOR ALL OUR CONTENT AREAS. 
          THAT'S THE HOPE AND THE DREAM, BUT HOPE IS NOT A STRATEGY, SO WE HAD TO PUT ACTION STEPS IN THERE TO BE ABLE TO ENSURE THAT THAT HAPPENS. 
          >> THE CONCERN THAT I'M HEARING IS THAT AT WILSON, THERE'S A LOT OF NATIVE SPANISH SPEAKERS IN THE SUPPORT STAFF AND RECEPTION. 
          WHAT DOES THAT LOOK LIKE AT DENTON CREEK? DO THEY HAVE SPANISH SPEAKERS IN THE RECEPTION OFFICE AND SUPPORT STAFF, OR HOW WOULD THAT HAPPEN? 
          >> WHILE THEY DO HAVE SUPPORT STAFF THAT DOES SPEAK SPANISH, I THINK THAT IS ALSO A CONSIDERATION THAT WE WILL HAVE TO LOOK AT. 
          WILSON DOES HAVE A HIGHER POPULATION OF SUPPORT STAFF THAT SPEAK SPANISH. 
          BEING ABLE TO ENSURE AND ALSO THE FINE ARTS TEACHERS, A LOT OF THEM DO SPEAK SPANISH. 
          KNOWING THAT IF DUAL LANGUAGE IS A PRIORITY AND WE DO CONSOLIDATE SOMEWHERE IS A PRIORITY GOING TO BE THAT IF WE DO HAVE A SPANISH SPEAKING SPECIALS TEACHER OR A SPANISH-SPEAKING RECEPTIONIST OR A SPANISH-SPEAKING SUPPORT TEACHER, ARE WE GOING TO MAKE SURE THAT THE PRIORITY IS TO HAVE THEM ON THE CAMPUS? JUST THINGS TO REFLECT ON THAT AS WELL. 
          [01:45:06]
          >> ANY OTHER QUESTIONS? 
          >> I DID HAVE ANOTHER QUESTION. 
          PRESIDENT KABANS, DR. DELIZ, YOU TALK ABOUT DLI BI-LITERACY MAPPING. 
          CAN YOU TALK A LITTLE BIT ABOUT WHAT THAT MEANS? IF THAT'S SOMETHING THAT YOU ARE FAMILIAR WITH? I DON'T WANT TO PUT YOU ON THE SPOT IF THAT'S NOT. 
          >> THAT'S FINE. THE BI-LITERACY MAPPING IS WHAT DR. DAWSON WORKED ON, I BELIEVE, A FEW YEARS BACK IN LOOKING AT THE DATA IN A DIFFERENT WAY BECAUSE WHAT WE KNOW IS THAT IT TAKES 5-7 YEARS FOR STUDENTS TO LEARN THE LANGUAGE AND THAT WHEN WE ARE ASSESSING OUR STUDENTS, WE ARE ENSURING THAT WE ARE LOOKING AT THEM HOLISTICALLY AS A LEARNER OF TWO LANGUAGES AND THAT THEIR DATA MAY NOT APPEAR AS EQUITABLE TO THEIR MONOLINGUAL PEERS WHO ARE NOT IN THE PROGRAM BECAUSE THEY ARE LEARNING IN TWO LANGUAGES. 
          WHEN YOU LOOK AT THAT BI-LITERACY MAPPING, YOU'RE LOOKING AT THEM AS, OKAY, IF THEY'RE SCORING IN THIS LEVEL IN ENGLISH OR SPANISH, WHICHEVER IS THEIR TARGET LANGUAGE. 
          BUT THEN THEY'RE ALSO SCORING AT THIS OTHER LEVEL IN THE OTHER LANGUAGE. 
          WE NOTE THAT IT'S A WHOLE AND NOT TWO SEPARATE PIECES. 
          DOES THAT MAKE SENSE? WE KNOW THAT THE DATA SHOWS AND THE RESEARCH SHOWS WHETHER OUTSIDE OF COPAL AND WITHIN OUR DISTRICT TOO, THAT WHEN THEY GO THROUGH THE PROGRAM, THEY WILL EVENTUALLY BE AT GRADE LEVEL OR ABOVE, AND THEY WILL OUTPERFORM THEIR MONOLINGUAL PEERS. 
          IT'S JUST SHOWING THAT THE DATA MAY NOT REFLECT THAT, IT MAY LOOK LOWER, INITIALLY. 
          BUT EVENTUALLY, IF WE DO OUR JOB AND WE SHOULD, TO ENSURE THAT OUR KIDS ARE MEETING RECLASSIFICATION, AND THAT IS OUR GOAL FOR THOSE OF YOU WHO WERE IN MY ADVISORY COMMITTEE AND HOW WE HAVE SET GOALS AROUND THAT IS THAT WE KNOW THE RESEARCH SHOWS AND OUR DATA SHOWS THAT IF WE CAN GET KIDS TO BE TRULY BILINGUAL BI-LITERATE, THEY WILL OUTPERFORM THEIR MONOLINGUAL PEER. 
          THAT HAS TO BE OUR GOAL IS TO ENSURE THAT THAT'S HAPPENING. 
          HOW ARE WE ENSURING THAT WE'RE GROWING THEM IN BOTH LANGUAGES? BUT THAT BI LITERACY, WHAT IT'S TALKING ABOUT IS THAT IT MAY NOT REFLECT THAT WHEN WE'RE LOOKING AT THE DATA EARLY, WHICH IS WHY WE LOOK AT SO MANY DIFFERENT DATA POINTS TO ENSURE THAT WE'RE NOT LOOKING AT IT AS A DEFICIT, BUT WE'RE LOOKING AS SOMETHING THAT THEY ARE GROWING AND LEARNING IN. 
          WE WANT TO LOOK AT GROWTH, WHICH IS SOMETHING THAT WE ALSO TALKED ABOUT IS ENSURING THAT OUR LEARNERS ARE GROWING EVERY SINGLE YEAR. 
          >> THAT MAKES SENSE? > YES. 
          >> ANOTHER CONCERN IS CLASS SIZES. 
          I KNOW ON THAT SLIDE BACK WITH THE CONSOLIDATION. 
          AS A SUBJECT MATTER EXPERT, WHEN YOU LOOK AT THOSE CLASS SIZES, THOSE RANGES OF WHAT WOULD HAPPEN IF WE CONSOLIDATE, HOW DOES THAT AFFECT THE PROGRAM? THERE'S CONCERNS ABOUT THAT. 
          BECAUSE THEY'RE ALL FROM 2017, THEY'RE ALL BELOW OUR WAIVER SIZE, BUT THEY ARE LARGER THAN IF IT'S CONSOLIDATED. 
          IS THAT WITHIN AN ACCEPTABLE REASON REALM FOR BEING ABLE TO HIT THE TARGETS WE WANT TO HIT? 
          >> I THINK WHENEVER YOU'RE TALKING ABOUT MEETING THE NEEDS OF A SUBPOPULATION, YOU DEFINITELY WANT TO LOOK AT CLASSROOM SIZE, AND THAT IS A FACTOR. 
          I ALSO UNDERSTAND WE'RE IN DIFFICULT TIMES, RIGHT NOW, AND WE HAVE TO MAKE SOME DIFFICULT DECISIONS. 
          IDEALLY, I WOULD NOT LIKE TO SEE MAXIMUM CLASSROOM SIZES FOR THE DUAL LANGUAGE PROGRAM SO THAT THERE ARE OPPORTUNITIES, ONE FOR GROWTH, BECAUSE WE CAN ACCEPT KIDS AT ANY TIME WHEN THEY COME IN. 
          WE ALSO HAVE TO ENSURE THAT THERE'S SPACE, THAT WHENEVER A KID COMES IN AND THEY QUALIFY, THAT WE ARE ABLE TO OFFER THEM A SPOT IN A PROGRAM IN THEIR GRADE LEVEL. 
          THAT IS SOMETHING THAT WE DEFINITELY WANT TO CONSIDER NOT MAXING OUT OUR CLASSROOM SIZES, WHICH I BELIEVE WE ALREADY ADDRESS. 
          EQUITABLE ISN'T ALWAYS EQUAL. 
          WHEN WE'RE TALKING ABOUT A VULNERABLE POPULATION, THAT MAY MEAN THAT IF WE'RE LOOKING AT CLASSROOM SIZE, WE MAY WANT TO DO SOMETHING DIFFERENT OR A PROGRAM OF KIDS WHO MIGHT NEED SOMETHING DIFFERENT. 
          THAT MAKES ANY SENSE. BUT I ALSO KNOW WE'RE IN A DIFFICULT SITUATION. 
          [01:50:03]
          >> BUT I WANT YOU TO REMEMBER AS WE TALKED ABOUT EARLIER, THAT WE HAVE EB STUDENTS ACROSS THE ENTIRE DISTRICT THAT ARE BEING SERVED IN DIFFERENT WAYS. 
          WE HAVE TO CONSIDER ALL OF THEM ALL OF THE TIME. 
          I WOULD JUST REMIND YOU THAT YES, WE ARE STAFFING AND THE COMFORTABLE CAPACITIES ARE BUILT UPON 22-1 AND THAT WE'RE STAFFING AT 22-1. 
          OUR TEACHERS KNOW HOW TO DO THIS, THAT WE'VE TRAINED THEM WELL. 
          DR. DALIA HAS JUST DESCRIBED THE PLANES, THE PROFESSIONAL LEARNING THAT WE HAVE IN PLACE TO MEET ALL OF OUR STUDENTS NEEDS. 
          >> WHICH IS A VERY GOOD POINT. 
          THAT WAS WHY WE SHOWED THAT SLIDE. 
          OBVIOUSLY, WE'RE TALKING ABOUT DLI TONIGHT, AND SO WE'RE TALKING ABOUT OUR EMERGENT BILINGUAL LEARNERS THAT ARE PRIMARILY HISPANIC LANGUAGE OR SPANISH SPEAKING, BUT WE WANT TO MAKE SURE THAT WE'RE FOCUSING ON ALL OF OUR KIDS. 
          BUT I DON'T WANT US TO GET TOO FAR INTO THE WEEDS ON SOME OF THIS, BUT KNOW THAT WE WILL DEFINITELY HAVE INPUT FROM DR. ELISA, HER STAFF, PRINCIPALS AT THE CAMPUSES, THE TEACHERS THAT ARE INVOLVED. 
          THESE ARE NOT EASY DISCUSSIONS. 
          AS I SAID, WE STILL BELIEVE IN THE PROGRAM. 
          SOME DISTRICTS THAT ARE IN A DIFFICULT SITUATION LIKE US ARE JUST COMPLETELY CHANGING THE PROGRAM, AND THEY'RE GOING AWAY FROM THE DUAL LANGUAGE IMMERSION BECAUSE IT IS A MORE EXPENSIVE PROGRAM. 
          AS I SAID EARLIER, THAT'S NOT WHAT WE'RE RECOMMENDING TONIGHT DOWN THE ROAD. 
          THAT'S A DIFFERENT CONVERSATION, BUT TONIGHT WE STILL WANT TO KEEP THAT PROGRAM. 
          WE'RE STILL GOING TO DO EVERYTHING WE CAN TO MAKE IT AS SMOOTH TRANSITION AS POSSIBLE, EVEN THOUGH WE KNOW WHAT'S GOING TO BE DIFFICULT NOT ONLY FOR SOME OF OUR STUDENTS AND OUR PARENTS, BUT ALSO FOR SOME OF OUR STAFF MEMBERS TOO. 
          >> SWITCHING GEARS THEN TO IB. 
          I KNOW THAT IB HAS A SPANISH TEACHER AND HAS A SPANISH COMPONENT AS A PART OF THAT PROGRAM. 
          WHAT MIGHT THAT LOOK LIKE AT WILSON? ARE THERE ANY THOUGHTS ABOUT HOW THAT MIGHT IMPROVE THAT PROGRAM OR HOW WE WOULD USE THAT SPANISH TEACHER THE IB AT WILSON? HAS THERE BEEN THOUGHT OR DISCUSSION AROUND THAT? 
          >> I THINK AS WE MEET WITH THE PRINCIPAL CURRENTLY AT PINKERTON, AND AS WE LOOK AT THE TRANSITION PLAN, WE WILL ADDRESS THAT. 
          BUT IT'S WORKING BEAUTIFULLY WHERE IT IS NOW AND IT'S INTEGRAL PART OF THE ABBY PROGRAM, AND NO MATTER WHERE THE IB PROGRAM IS, THAT WE'LL CONTINUE TO USE THAT SPANISH TEACHER SO THAT ALL OF THE STUDENTS HAVE ACCESS TO THAT IT OPERATES LIKE A SPECIAL, SO WE'LL HAVE ACCESS TO THAT PROGRAM. 
          >> FURTHER QUESTIONS OR DISCUSSIONS YOU GUYS HAVE, IF NOT, I'LL ENTERTAIN. 
          >> ONE MORE QUESTIONS. DR. DLI, WE'RE TALKING ABOUT THE DLI PROGRAM. 
          CAN WE TALK ABOUT GROWTH OPPORTUNITIES? BECAUSE ONE OF THE THINGS THAT WE TALK ABOUT IS MOVING A PROGRAM AND CONSOLIDATING, DOES IT HAVE GROWTH OPPORTUNITIES IN THIS DAY AND AGE AND IN THIS AREA? WHEN WE TALK ABOUT BUDGET CUTS, WHEN WE TALK ABOUT MOBILITY AND ALL THOSE THINGS, IS THERE OPPORTUNITIES FROM YOUR PERSPECTIVE THAT IT CAN BEYOND WHERE IT IS TODAY? 
          >> I BELIEVE THAT THERE'S ALWAYS OPPORTUNITY FOR GROWTH, THAT IS ONE OF THE THINGS THAT I HAVE TASKED OUR ADVISORY COMMITTEE WITH IS FINDING THOSE OPPORTUNITIES. 
          I THINK ONE OF THE THINGS IS JUST AND WE'RE LOOKING AT THIS IS THE BILITERACY SEAL AND MAKING SOMETHING THAT IS RECOGNIZED IN OUR DISTRICT. 
          WE ARE WORKING ON A PLAN TO ENSURE THAT THAT HAPPENS IN THE NEAR FUTURE SO THAT WE CAN RECOGNIZE OUR STUDENTS FOR THEIR BITERACY SKILLS. 
          I THINK AS WELL AS WE HAVE A WAIT LIST, WE HAVE CURRENTLY A WAIT LIST OF STUDENTS WHO WERE NOT ABLE TO PARTICIPATE IN THE PROGRAM. 
          WE'VE HAD A WAIT LIST EVERY YEAR THAT I'VE BEEN IN THIS DISTRICT OF STUDENTS WHO COME HERE. 
          I GET LETTERS EVERY YEAR FROM PARENTS WHO ARE PLEADING AND BEGGING TO BE PART OF THE PROGRAM. 
          AGAIN, THAT IS HEAVILY LIENS ON WE CAN ONLY HAVE SO MANY SPOTS BASED ON THE NUMBER OF EBS THAT ARE IN THE PROGRAM BECAUSE THE PROGRAM IS, SPECIFICALLY, DESIGNED TO MEET THE NEEDS OF THE EMERGENT BILINGUAL STUDENTS. 
          WE ONLY HAVE AS MANY SPOTS. 
          WE CAN'T HAVE MORE THAN WHAT WE HAVE FOR THE EMERGENT BILINGUAL. 
          I FEEL THE GROWTH OPPORTUNITIES THERE ARE TO ENSURE THAT OUR STUDENTS WHO ARE EBS PARTICIPATE IN THE DUAL LANGUAGE PROGRAM. 
          BECAUSE IF THEY DON'T PARTICIPATE IN THE PROGRAM, THEN WE DON'T HAVE A DUAL LANGUAGE PROGRAM AND THE SPOTS SIGNIFICANTLY DECREASE. 
          THEN NUMBER 2 WOULD BE THINKING ABOUT HOW DO WE ENSURE THAT THE EBS THAT ARE HERE ARE PARTICIPATING IN THE DLI PROGRAM REGARDLESS OF WHERE THEY ARE. 
          [01:55:01]
THEN ALSO, ARE THERE OPPORTUNITIES TO HAVE MORE EBS AS PART OF THE PROGRAM SO THAT WE COULD HAVE MORE SPOTS THAT ARE AVAILABLE. 
          I DO BELIEVE THERE'S OPPORTUNITIES FOR GROWTH. 
          I KNOW THAT THERE ARE NEIGHBORING DISTRICTS WHO HAVE, LIKE DR. HUNT MENTIONED, NO LONGERHAVE THE DLI PROGRAM. 
          I KNOW THAT THERE MAY BE OTHER NEIGHBORING DISTRICTS THAT WOULD WANT THEIR KIDS TO PARTICIPATE IN THE PROGRAM AND THAT COULD BE AN OPPORTUNITY THAT WE EXPLORE AS WELL, IS MAYBE TAPPING INTO THOSE CLOSE BY DISTRICTS WHO WOULD WANT THEIR STUDENTS TO PARTICIPATE AND COULD HELP WITH THE EB SIDE, SO WE COULD OPEN UP MORE SPOTS. 
          THE INTEREST IS OUT THERE. 
          WE GET EMAILS ALL THE TIME FROM PARENTS WHO SAY I MOVED TO CI/SD SPECIFICALLY FOR THIS PROGRAM, AND I HEARD ABOUT IT AND THEY'RE IN ANOTHER STATE. 
          WE'VE HAD PEOPLE FROM DIFFERENT COUNTRIES COME. 
          THE REPUTATION IS THERE. 
          DR. DAWSON HAS DID A REALLY GOOD JOB OF BUILDING UP THAT REPUTATION OF THE PROGRAM, AND I GET TO BE THE LUCKY PERSON THAT TAKES THE REINS AFTER HER AND I JUST THINK THAT WE HAVE SOMETHING TO LEVERAGE THERE. 
          THAT IS SOMETHING THAT DEFINITELY WILL HELP US BE A DESTINATION DISTRICT, ESPECIALLY FOR THE FUTURE BECAUSE BILINGUAL IS THE FUTURE. 
          THE MORE THAT WE HAVE OUR STUDENTS BECOME BILINGUAL BILITERATE, THAT IS ONLY GOING TO HELP THEM. 
          WE HAVE CHILDREN WHO PARTICIPATE IN THE DLI PROGRAM WHO ARE OUT IN OTHER COUNTRIES USING THEIR BILINGUAL SKILLS AND DOING AMAZING THINGS. 
          I THINK SPOTLIGHTING THOSE THINGS AS WELL. 
          I BELIEVE AT LEAST FOUR OF THE NATIONAL MERIT SCHOLARS WERE DLI STUDENTS. 
          THAT'S IMPORTANT TO NOTE TOO, AND I WOULD VENTURE TO SAY A LOT OF THEM WERE EBS, AS WELL. 
          JUST AGAIN, SPOTLIGHTING, GIVING THE OPPORTUNITY FOR OUR KIDS TO HAVE THE SPOTLIGHT SHOWN ON THEM FOR THEIR BILITERACY SKILLS, IS GOING TO JUST PUT OUT IN THE COMMUNITY WHAT WE CELEBRATE IS WHAT WE VALUE. 
          I STRONGLY BELIEVE IN THAT. 
          IF WE VALUE DLI, LET'S CELEBRATE IT, AND IF WE CELEBRATE IT, THEN I THINK THAT IS GOING TO ATTRACT PEOPLE WHO WANT TO BE A PART OF IT. 
          >> THANK YOU, DR. DLI. 
          IT WAS A BEAUTIFUL EXPLANATION. 
          YOU ALREADY ANSWERED MY QUESTION. 
          I WAS JUST WONDERING ABOUT YOU EXPLAINING THE NUMBER OF AB STUDENTS AND THE NUMBER OF STUDENTS TO BALANCE THAT TO HAVE A COMPLETE DLI PROGRAM. 
          MY QUESTION WAS, HOW CAN WE INCREASE THAT NUMBER WITH OUR OPEN ENROLLMENT AND HIGHLIGHTING THE PROGRAM? THANK YOU FOR ANSWERING QUESTION. 
          I HAVE A SIMILAR QUESTION REGARDING OUR IB PROGRAM THAT WITH THE MOMENT, WHAT ARE WE LOOKING AT? WE ARE PRESERVING THE PROGRAM, BUT ALSO THE GROWTH OF THE PROGRAM. 
          >> YES, THE GOAL IS TO MOVE THE PROGRAM THIS RECOMMENDATION IS TO MOVE IT TO WILSON BECAUSE OF THE SIZE OF WILSON, IT WOULD SERVE 200 ADDITIONAL STUDENTS FROM 400-600 OR 600, THAT'S THE COMFORTABLE CAPACITY. 
          THEN AS WE HAVE SPACE AVAILABLE, THEN WE WOULD ALLOW. 
          THE GOAL IS TO HAVE THE STUDENTS WHO ARE CURRENTLY AT PINKERTON TO BE ABLE TO BE SERVED IN THE PROGRAM, AND THEN SPACE ALLOWS THAT WE WOULD BE ABLE TO GROW THE PROGRAM. 
          WE KNOW THAT THROUGHOUT TIME, AS OUR ENROLLMENT COULD CONTINUE TO DECREASE, THERE WILL BE MORE SPACE AVAILABLE THERE TO SERVE MORE STUDENTS. 
          >> WE RECOGNIZE THE FIRST YEAR, MIGHT NOT SEE AS MUCH BECAUSE AGAIN, THERE MAY BE FAMILIES THAT WANT TO STAY AT WILSON. 
          WE'VE HEARD FROM MANY OF THOSE FAMILIES. 
          SOMETIMES, PEOPLE MAKE THEIR DECISION AND THEY DON'T CHANGE. 
          SOMETIMES PEOPLE DO CHANGE, BUT EITHER WAY, WE RECOGNIZE THAT IT MIGHT NOT BE TILL YEAR TWO OR THREE THAT WE'RE ABLE TO REALLY EXPAND MORE. 
          BUT JUST HAVING IT AT A LARGER SPACE IN OF ITSELF WILL PROVIDE FOR MORE OPPORTUNITIES WITH THAT. 
          THEN NOT TO GET INTO THE WEEDS TOO MUCH, BUT YOU ALL KNOW AS A DISTRICT, WE'VE BEEN LOOKING AT OTHER ELEMENTARY SCHOOLS AS WELL TO HAVE AN ADDITIONAL SCHOOL IF THAT IS SOMETHING THAT WE CAN STILL DO BUT NOT INCUR SIGNIFICANT ADDITIONAL COSTS. 
          >> ANY OTHER QUESTIONS OR DISCUSSION YOU GUYS WANT TO HAVE? 
          >> I MAKE A MOTION. WE MOVE INTERNATIONAL BAC PROGRAM TO WILSON ELEMENTARY. 
          [02:00:06]
THE DUAL LANGUAGE EMERGENT PROGRAM CONSOLIDATED TO DENTON CREEK ELEMENTARY, AND THE PK PROGRAMS BE LEVELED ACROSS THE DISTRICT. 
          >> SECOND. 
          >> CORRECT ME IF I'M WRONG. TRUSTEE SETHI. 
          WE DO HAVE A MOTION MADE BY TRUSTEE MONIE SETHI, SECONDED BY TRUSTEE JOEY MATTHEW TO MOVE THE INTERNATIONAL BACCALAUREATE PROGRAM TO WILSON, DUAL LANGUAGE IMMERSION CONSOLIDATED TO DENTON CREEK ELEMENTARY AND PK BE LEVELED ACROSS THE DISTRICT. 
          DID I GET THAT CORRECT? MOTION ON THE FLOOR, SECONDED, ANY DISCUSSION ON THAT MOTION? 
          >> YEAH. BEFORE WE TAKE A VOTE ON IT, I JUST WANT TO SAY A COUPLE OF THINGS. 
          FIRST OF ALL, I COMPLETELY RESPECT THE PROCESS, THE STAFF AND THE COMMUNITY INPUT. 
          I KNOW THAT PEOPLE MAY FEEL MAYBE GROUPS OR STAFF OR THINGS WEREN'T INCLUDED ALONG THE WAY. 
          I THINK IT WAS JUST IN MY OPINION, AN OUTCOME OF THE PROCESS. 
          WE AS THE BOARD, CHARGED STAFF TO LOOK AT FACILITIES, AND WE SAID IF ANY PROGRAMS BUBBLE UP. 
          OR ANYTHING BECOMES OBVIOUS, LET US KNOW AND BRING THAT TO US, TOO. 
          I FEEL LIKE WHAT WE'VE ASKED YOU GUYS TO DO, YOU GUYS HAVE DONE A GREAT JOB DOING. 
          I APPRECIATE AND RESPECT THAT AND THE PROCESS. 
          I DO TAKE EXCEPTION WITH COMMENTS THAT HAVE BEEN MADE ABOUT THINGS BEING PREDETERMINED. 
          I FEEL WE'VE BEEN REALLY OPEN HANDED. 
          I FEEL THIS HAS BEEN A FOUR YEAR PROCESS THAT'S PROBABLY GOING TO CONTINUE AGAIN FOR ANOTHER TWO OR THREE YEARS, DEPENDING UPON HOW THINGS GO WITH THE LEGISLATURE. 
          I HOPE PEOPLE WILL STAY ENGAGED WITH US BECAUSE AS WE'VE SAID MULTIPLE TIMES, WE'RE JUST IN THE MIDDLE OF THE WORK. 
          THIS IS JUST PART OF WHAT NEEDS TO BE DONE AND IT'S A COMMUNITY ISSUE. 
          WE'RE GOING TO HAVE OVER 200 KIDS. 
          WE'VE BEEN TALKING A LOT ABOUT IB AND DLI OVER THE LAST SIX WEEKS, FIVE WEEKS, BUT THE REALITY IS, WE HAVE OTHER FAMILIES AND ANOTHER 200 PLUS KIDS ACROSS THE DISTRICT THAT ARE GOING TO BE IMPACTED AS WE HAVE TO SHIFT KIDS AROUND TO MAKE ALL OF THIS WORK. 
          WE NEVER, FROM THE BEGINNING, HAD AN ELEMENTARY CAMPUS THAT COULD COMPLETELY ABSORB THE POPULATION OF A SECOND ELEMENTARY CAMPUS. 
          WE ALL KNEW, I THINK AROUND THE TABLE AND ON STAFF THAT A LOT OF SHIFTING WAS GOING TO HAVE TO HAPPEN FOR US TO ADDRESS THIS ISSUE. 
          BUT I KNOW ALL THE COMMUNITY HASN'T GONE ALONG THIS JOURNEY WITH US. 
          THAT HAVING BEEN SAID. 
          BEFORE WE TAKE A VOTE, I JUST WANT STAFF TO KNOW AND I WANT THE BOARD TO KNOW. 
          I AM 100% FOR TLI CONSOLIDATION. 
          I THINK IT IS THE RIGHT THING TO DO FINANCIALLY, AND I THINK IT HAS A LOT OF OPPORTUNITIES FOR THE PROGRAM TO BE EVEN STRONGER. 
          I THINK IT WAS GREAT UNDER ITS FORMER LEADERSHIP, AND I'M INCREDIBLY EXCITED ABOUT ITS NEW LEADERSHIP AS WELL. 
          I JUST WANT TO GO ON THE RECORD HAVING SAID ALL OF THOSE THINGS. 
          AS I MENTIONED, WHEN WE MET TWO WEEKS AGO, IF THE MOTION WAS ALL IN ALL THE LANGUAGE, EVERYTHING WAS INCLUDED IN ONE MOTION, THAT MIGHT BE PROBLEMATIC FOR ME. 
          I JUST WANTED TO MAKE IT CLEAR THERE ARE PARTS OF THE MOTION THAT I SUPPORT. 
          THERE ARE PARTS OF THE MOTION I STILL DON'T COMPLETELY AGREE WITH, AND I THINK IT IS OKAY FOR SEVEN PEOPLE TO GET THE SAME INFORMATION AND COME TO DIFFERENT CONCLUSIONS. 
          I THINK THAT IS HEALTHY, I THINK THAT'S WHY WE'RE HERE, I THINK THAT'S PART OF WHAT THE PROCESSES. 
          I HOPE THE COMMUNITY DOESN'T READ THINGS INTO IT THAT ARE NOT THERE, AND THAT THERE'S NO MISINTERPRETATION BY STAFF. 
          BUT I DO THINK IT'S IMPORTANT THAT IT'S OKAY FOR US TO COME TO DIFFERENT CONCLUSIONS WITH THE SAME INFORMATION. 
          THAT'S WHY THERE'S SEVEN OF US UP HERE. 
          I JUST WANTED TO GO ON THE RECORD BEFORE WE TAKE A VOTE. 
          >> THANK YOU. 
          TRUSTEE MANLEY, ANY OTHER DISCUSSION? 
          >> I'D LIKE TO CHIME IN AS WELL. 
          I WANT TO PIGGYBACK, TRUSTEE BENTLEY. 
          I THINK YOU'RE ABSOLUTELY RIGHT AND TO THE STAFF. 
          THANK YOU FOR THE WORK THAT THEY'VE DONE AND ANSWERED THE QUESTIONS, AND I THINK WE CAN COME TO DIFFERENT CONCLUSIONS, AND YOU MAY LIKE SOME, YOU MAY LIKE ALL YOU MEAN. 
          BUT AT THE END OF THE DAY, WE ALL UNDERSTAND THAT THERE'S A NEED TO DO SOME THINGS IN ORDER TO PRESERVE THE QUALITY OF THE DISTRICT. 
          BECAUSE WE GET A CHANCE TO GO AROUND AND WE WENT TO THE CONFERENCE IN SEPTEMBER THE TACIT TABEN TALKING TO TRUSTEES AROUND THE STATE AND HAVING THOSE DISCUSSIONS AND CONVERSATIONS. 
          IS A CHALLENGING TIME. 
          IT'S NOT A TIME WHERE THINGS ARE GOING TO COME OUT AND BE EASY. 
          IT WILL BE DIFFICULT DECISIONS, BUT AT THE END OF THE DAY, WE HAVE TO COME TO THOSE CONCLUSIONS ON OUR OWN INDEPENDENTLY, AND I THINK THAT'S WHAT WE DO IN REGARDS TO THIS DECISION, 
          [02:05:03]
BUT ALSO FUTURE DECISIONS, BECAUSE THIS IS GOING TO BE THE BASELINE FOR SETTING UP OTHER DECISIONS THAT WE'LL HAVE TO MAKE IN THE SHORT TERM. 
          WE HAVE A LEGISLATIVE SESSION COMING UP TO 89TH, WHERE WE MAY BE BACK HERE REAL QUICK, HAVING A DIFFERENT SET OF DISCUSSIONS AND TO YOUR POINT, TRUSTEE WALKER, YOU'RE TALKING ABOUT LOOKING AT BOUNDARY REALIGNMENTS AND THINGS LIKE THAT THAT ARE ALIGNED WITH THIS PROCESS. 
          I THINK WE HAVE TO DEAL WITH THOSE WHEN THEY COME OUR WAY, AND WE JUST HAVE TO HAVE THOSE HONEST CONVERSATIONS AND JUST LEAN INTO ONE ANOTHER. 
          >> ANY FURTHER DISCUSSION? 
          >> I THINK ONE OF THE THINGS I WANT TO TOUCH ON FOR ME LIKE THE OVERALL STRATEGY IS SOMETHING THAT WE HAVE TALKED ABOUT. 
          I GUESS BEFORE I DO THAT, THANK YOU AGAIN FOR TAKING THE EXTRA TIME TO LOOK AT ALL THE INFORMATION AND PRESENT WHAT YOU HAVE. 
          I THINK ONE OF OUR CORE PILLARS THAT WE PUT OUT FOR EVERYBODY WAS TO GROW AND OPTIMIZE OUR CHOICE PROGRAMS. YOU LOOK AT THE NUMBERS PERCENTAGE WISE, WHERE WE WERE NOW, AND THERE WERE SOME STRUCTURAL AND PHYSICAL LIMITATIONS TO WHERE THAT WAS, WITH IB PROGRAM AT PINKERTON, IT WAS JUST CAP LIMITED AND HOW MANY PEOPLE COULD GO. 
          NOW, WITH THE OPPORTUNITY NOW AND THE MOTION ON THE TABLE TO MOVE IT TO WILSON, YOU HAVE A CHANCE TO EXPAND IT FURTHER. 
          THE MORE YOU THINK ABOUT IT AND THE MORE YOU HEAR ABOUT IT, CONSOLIDATING IS A STRONGER FINANCIAL CASE HAS BEEN MADE TODAY, AND IF THERE IS AN EXISTING BUS ROUTE, I DON'T KNOW. 
          THERE'S TWO KIDS ON BUS NOW, AND BUS HOLD A LOT MORE THAN THAT. 
          THERE'S FLEXIBILITY THERE. 
          BUT IN TERMS OF I GUESS TAKING ADVANTAGE OF COMPETITION OR PEOPLE THAT ARE AROUND IF OTHER DLI PROGRAMS ARE CLOSING, THEN PUTTING IT IN DLI PROGRAM IN A PLACE THAT'S A LITTLE BIT MORE ACCESSIBLE TO THOSE IN FLOWER MOUNT OR GRAPEVINE ALSO MAKES STRATEGIC SENSE. 
          NOW, STRATEGY DOES NOT COME WITHOUT RISK AND CHANGE TO YOUR OVERALL OUTCOME. 
          ONE OF THOSE RISKS ARE WHETHER OR NOT THE PARENTS WILL CHOOSE TO PARTICIPATE IN THE PROGRAM. 
          TO THAT, I INTERJECT A LITTLE STORY ABOUT CHANGING BECAUSE I HEARD SO MUCH ABOUT THE CULTURE OF WILSON AND I BELIEVE IT 100%, THAT THAT'S WHERE THOSE KIDS HOMES ARE. 
          IS WHAT THEY BELIEVE IN MY STORY JUST WHEN WE FIRST MOVED TO THIS DISTRICT, WE WENT TO LEE, AND MY DAUGHTER STARTED KINDERGARTEN THERE AND WE WALKED HER IN AND ALL THAT STUFF AND IT WAS GREAT. 
          THEN THE BOARD REZONED, AND BECAUSE IT CREATED CANYON RANCH, WE HAD TO GO THERE. 
          NOW, LOGISTICALLY, NOBODY KNOWS WHERE I LIVE. 
          BUT LOGISTICALLY AS YOU ARE DRIVING PAST IT, YOU HAVE TO PASS LEE TO GET TO CANYON RANCH FROM WHERE WE LIVE. 
          AS MY LITTLE FIRST GRADER, SHE'S IN THE CAR IN THE BACK AND LOOKING BECAUSE YOU CAN SEE IT WHEN YOU HAVE TO TAKE A RIDE, AND THEN SHE STARTS LIKE BALLING LIKE, DADDY, I DON'T WANT TO GO. 
          IT'S VERY HARD BECAUSE WHEN YOU'RE IN ELEMENTARY SCHOOL, THAT'S YOUR HOME. 
          THAT'S WHERE YOU LIVE, YOUR TEACHERS LOVE YOU, THEY CARE ABOUT YOU. 
          AS I'M DRIVING MY FIRST GRADER OVER THERE AND THEN I DROP HER OFF AT CANYON RANCH. 
          I'M TELLING HER, LISTEN, NO MATTER WHAT, AS SOON AS YOU WALK IN THAT DOOR, THERE'S GOING TO BE A TEACHER THAT LOVES YOU. 
          THERE'S GOING TO BE KIDS WHO ARE GOING TO MAKE FRIENDS WITH, YOU'RE GOING TO HAVE THE SAME EXPERIENCES THERE. 
          YOU'RE GOING TO HAVE A HOME HERE TOO AND FAST FORWARD UNTIL FIFTH GRADE AND SHE'S CRYING BECAUSE SHE'S LEAVING. 
          NOW SHE'S LIKE, HOW CAN I EVER GO OUT WITH SOMETHING ELSE? I KNOW IT'S DIFFICULT TO THINK ABOUT THAT IN THIS CONTEXT RIGHT NOW. 
          BUT I'M JUST SAYING THAT IT CAN BE BETTER, AND I KNOW THAT WHEREVER THE KIDS WALK INTO, NO MATTER WHERE THEY GO TO SCHOOL, THEY'RE GOING TO BE LOVED AND ACCEPTED, AND THEY'RE GOING TO HAVE A GREAT HOME AND ALL THAT. 
          I SPOKE EARLIER. I'M A LITTLE BIT IN MY FEELINGS TODAY. 
          I APOLOGIZE. 
          I SAY THIS BECAUSE I THINK A COUPLE OF MEETINGS AGO, I SAID, THINGS WERE HEAVY AND FELT CLOSE WHEN MY BROTHER PASSED AWAY. 
          I SAY THIS BECAUSE VERY GOOD FRIEND OF MINE PASSED AWAY THIS MORNING. 
          JUST IN PERSPECTIVE OF LIFE, THESE ARE TOUGH THINGS THAT WE'RE GOING THROUGH, BUT THERE ARE, AS A COMMUNITY, WE CAN GET THROUGH THESE THINGS AND THAT'S A LARGE PART OF WHAT'S HELPED ME IN MY PERSONAL LIFE. 
          I JUST HAVING RELYING ON OUR FRIENDS AND FAMILY TO GET US THROUGH THAT. 
          I THINK WE CAN DO THAT HERE. 
          IF WE TRY TO RETHINK OUR RELATIONSHIPS, AND THAT'S WHAT I WAS ALLUDING TO WITH ONE OF MY COMMENTS EARLIER. 
          WE'RE THINKING ABOUT THIS IS WILSON OR THIS IS DENTON CREEK OR, THIS IS PINKERTON, WE'RE COPPELLISD, AND THERE'S OPPORTUNITIES THAT WE HAVE TO CREATE DIFFERENT RELATIONSHIPS AND USE THOSE RELATIONSHIPS IN A BETTER WAY THAT CREATES A MORE COHESIVE ENVIRONMENT 
          [02:10:01]
BECAUSE EVERYBODY GOES TO ONE OF THE MIDDLE SCHOOLS, AND THEN EVERYBODY ENDS UP IN THE HIGH SCHOOL. 
          THOSE THINGS ARE THERE, AND I THINK WE HAVE OPPORTUNITY TO TRY TO DO THAT THE BEST WAY WE CAN. 
          MY FINAL POINT, FINAL COUPLE OF POINTS HERE IS JUST THINKING ABOUT PERSPECTIVE. 
          I KNOW WE TALKED ABOUT VULNERABLE POPULATIONS AND ALL. 
          DR. HUNT MENTIONED THIS I THINK IN A COUPLE OF MEETINGS AGO AND I REMISS FOR NOT MENTIONING OR DOUBLE DINE AGAIN. 
          LIKE OUR MOST VULNERABLE POPULATIONS ARE SPECIAL NEEDS KIDS, AND SOMETIMES THEIR PROGRAMS ARE ONLY AVAILABLE IN ONE SCHOOL. 
          THEY COULD LIVE ON CLEAR ON THE OTHER SIDE OF THE DISTRICT, GET ON A BUS AND HAVE TO TRAVEL OVER AN HOUR WHILE THEY PICK UP OTHER CHILDREN TO GO TO THEIR PROGRAM. 
          I KNOW WE CAN SEEM VERY INCONVENIENT FOR THAT TO HAPPEN TO YOU. 
          BUT MY BROTHER HAD DOWNS AND HE WOULD HOP ON BUSES LIKE THAT TOO AND TAKE FOREVER TO GET TO SCHOOL. 
          I KNOW EVERYTHING SEEMS VERY DIFFICULT. 
          BUT I KNOW AS A COMMUNITY, NO MATTER WHAT HAPPENS HERE, I'M VERY CONFIDENT THAT WE CAN GET THROUGH IT AND GROW AND BE BETTER. 
          >> SORRY FOR YOUR LOSS. 
          >> THANKS. 
          >> ANY OTHER DISCUSSION. 
          HEARING NONE, WE'LL TAKE A VOTE. ALL IN FAVOR. 
          ALL OPPOSED. THE MOTION PASSES 5/2. 
          THAT IS THE ONLY ACTION ITEM WE HAVE ON THE AGENDA TONIGHT. 
          I WILL ENTERTAIN ONE, I SAID BEFORE THAT. 
          >> [INAUDIBLE] 
          >> GO AHEAD. 
          >> DO YOU HAVE SOMETHING. 
          >> NO. 
          >> BEFORE YOU SECOND. 
          FOR NEXT STEPS. 
          I WOULD WANT TO MAKE SURE THAT WHAT ARE THE NEXT STEPS AS WE LOOK AT ZONING AND BOUNDARY? BECAUSE I DO THINK THERE ARE GOING TO BE IMPLICATIONS THAT WE NEED TO I WOULD LIKE TO OFFER THAT. 
          [OVERLAPPING] 
          >> I WAS GOING TO TAG ON TO LEE'S THING. 
          >> DO YOU MIND SINCE THERE'S A MOTION? 
          >> OKAY. 
          >> HEARING NO SECOND, THAT WILL LIE, AND THEN YOUR QUESTION HAS BEEN ASKED AND NICOLE GO AHEAD, SORRY. 
          >> I WOULD ADD ON TO THAT. 
          WHAT CAN FAMILIES WHO ARE GOING TO BE IMPACTED EXPECT TO HEAR FROM THE DISTRICT, AND WHEN CAN THEY HEAR BY JUST SO THERE'S ABSOLUTE CLARITY ABOUT WHAT'S NEXT? 
          >> WE HAVE SEVERAL DRAFTS OF WHAT MIGHT HAPPEN AT A MEETING PREPARED AND READY TO GO. 
          WE HAVE A PHENOMENAL COMMUNICATIONS TEAM. 
          AMANDA SIMPSON IS OUR DIRECTOR OF COMMUNICATIONS. 
          I KNOW THAT SHE HAD THREE DIFFERENT SCENARIOS SHE WAS WORKING ON, SO WE'LL SEND OUT SOMETHING OUT TONIGHT. 
          I DO KNOW THAT SOCIAL MEDIA IS BIG AND THERE'S PROBABLY ALREADY THAT INFORMATION OUT ALREADY. 
          BUT WE'LL GET A CENTRAL COMMUNICATION OUT FROM THE DISTRICT, SO PEOPLE KNOW THIS IS THE DISTRICT STANCE. 
          WE CERTAINLY WANT TO MAKE SURE THAT THERE'S GOOD COMMUNICATION BETWEEN DENTON CREEK AND WILSON. 
          WE'LL FOLLOW UP WITH THAT AS WELL AS PINKERTON SO THAT THEY UNDERSTAND WHERE IB WILL BE HOUSED NOW AND WHAT THAT CAN LOOK LIKE FOR THE FUTURE. 
          I THINK I KNOW THAT'S BEEN A LOT OF ANGST FOR FAMILIES ALL THE WAY AROUND, NOT KNOWING WHERE THEY'RE GOING TO BE THE POSSIBILITY OF MOVING. 
          WE'VE HEARD FROM A LOT OF FAMILIES ON BOTH SIDES OF THAT. 
          WE ARE COMMITTED AS A DISTRICT TO TAKING CARE OF ALL OF OUR KIDS AND OUR STAFF, SO WE WILL WORK THROUGH ALL OF THAT. 
          AGAIN, I KNOW THAT IT'S NOT EVER A GOOD SITUATION WHEN NOT EVERYBODY GETS WHAT THEY WANT, BUT WE'RE IN A FINANCIAL SITUATION WHERE WE JUST CAN'T KEEP DOING THAT ANYMORE. 
          WE'LL CONTINUE TO BE TRANSPARENT, PROBABLY EVEN MORE SO WHEN WE TALK ABOUT WHAT THOSE NEXT STEPS ARE BEYOND THIS PIECE, BECAUSE EVERYBODY THAT HAS SHARED, ARE WE GOING TO GET TO THE DEFICIT BASED ON WHAT WE'RE DOING NOW? PROBABLY NOT. WE DON'T KNOW WHAT'S GOING TO HAPPEN WITH THE VADER. 
          WE DON'T KNOW WHAT'S GOING TO HAPPEN WITH OUR ACTUAL DEFICIT. 
          WE NEVER REALLY KNOW WITH ENROLLMENT, IT GOES UP, IT GOES DOWN, SO WE'LL HAVE TO KEEP WORKING ON THIS WORK TOGETHER AS A TEAM. 
          THAT'S NEXT STEPS AFTER THIS INITIAL HURDLE, BUT WE DEFINITELY NEED TO GET TOGETHER AS A TEAM AND TALK ABOUT WHAT THAT'S GOING TO LOOK LIKE. 
          WE HAVE A STRATEGIC PLAN. 
          I KNOW WE'VE TALKED ABOUT THAT BEFORE THAT WE'RE FOLLOWING. 
          PART OF THAT IS GOING BACK TO THAT OBJECTIVE OR STRATEGY NUMBER 7 WHERE WE LOOK AT EFFICIENCIES DISTRICT WIDE, AND WE'LL TAKE DIRECTION FROM THE BOARD ON WHAT YOU ALL WANT TO SEE AS NEXT STEPS. 
          AS WE EMBARK ON THE BUDGETARY PROCESS FOR '25, '26, WE'LL REVISIT THOSE PRIORITIES AND SEE IF THEY STILL HOLD TRUE OR IF THEY NEED TO BE CHANGED OR UPDATED. 
          I THINK THOSE ARE THINGS THAT WE NEED TO BE ABLE TO BE LOOKING FORWARD, AND THEN I TAKE DIRECTION FROM Y'ALL AND THEN THE STAFF TAKES DIRECTION FROM ME. 
          TELL ME WHAT YOU ALL WANT TO SEE AS NEXT STEPS. 
          >> THE BUDGET PROCESS OR FOLLOWING UP FROM TONIGHT'S ACTION. 
          >> I THINK IN GENERAL. SINCE WE'RE TALKING ABOUT IT. 
          [02:15:02]
I THINK TO BE FAIR, WE SHOULD BE AS CLOSE TO WHAT'S ON THE AGENDA AS POSSIBLE. 
          BUT I DO KNOW THAT THERE'S A LOT OF CROSSOVER BETWEEN BOTH OF THOSE OR ALL THOSE ITEMS, REALLY. 
          >> I THINK THIS IS WHERE THE CONNECTIVITY IS BECAUSE WE'RE NOT GOING TO VOTE ON ANYTHING ELSE. 
          WE CAN TALK ABOUT WHAT WOULD FUTURE AGENDA ITEMS LOOK LIKE SO THAT WE CAN CONNECT THOSE DOTS. 
          >> I THINK AS A GROUP, WE HAD TALKED ABOUT LOOKING AT THE SECONDARY SCHEDULE AS A NEXT STEP ON THE BUDGET PROCESS. 
          I THINK OBVIOUSLY WE'VE GOT TO WAIT AND SEE WHAT HAPPENS WITH THE VADA, BUT IF THAT DOESN'T PASS, THEN THAT'S ANOTHER 2.4 MILLION DOLLAR WE HAVE TO FIND SOMEWHERE. 
          THAT'S JUST THE REALITY. 
          IT WAS ONE OF OUR LEVERS. 
          I THINK IN DECEMBER, IF WE DEPEND WHEN WE KNOW MORE, WE HOPEFULLY WILL LOOKED AT THE HIGH SCHOOL SCHEDULE, AND WE'LL KNOW WHAT'S HAPPENED WITH THE VADA. 
          THEN I THINK WE HAVE TO DECIDE WHAT'S OUR REGROUP FOR CLOSING ANY GAP. [OVERLAPPING] 
          >> DR. HUNT, I THINK WE SHOULD TALK ONLY ABOUT THE NEXT STEPS RELATED TO THE ACTION ITEM WE TOOK. 
          FOR GENERAL, FOR THE BUDGET, WE CAN TALK ABOUT IN THE NEXT BOARD MEETING, WHICH IS COMING IN THIS. 
          IT'S A PUBLIC MEETING. 
          THE ONLY THING ON THE AGENDA IS DLI AND RELOCATION. 
          LET'S JUST TALK ABOUT THE NEXT STEPS FOR THAT ZONING. [OVERLAPPING] 
          >> I AGREE WITH THAT. THAT JUST ZONING THEN TO SEE IF THAT DRAFT MAP THAT WE SAW IS THE ONE THAT WE WOULD NEED TO IMPLEMENT. 
          >> TO ME, THE NEXT STEP, WHAT WAS MENTIONED I BET NEXT STEP IS GETTING IN TOUCH WITH ALL THE FAMILIES AFFECTED. 
          >> THAT WOULD BE THE VERY FIRST STEP. 
          >> YEAH. GETTING TO KNOW EACH FAMILY SITUATION AND WHAT WOULD BE THEIR CONCERN? BECAUSE WE TRULY WANT FAMILIES AND THE STUDENTS TO CONTINUE WITH THE PROGRAMS. IF THERE ARE ANY OBSTACLES AND ANY WAY DISTRICT CAN HELP. 
          THAT'S WHAT WE WOULD LIKE TO KNOW. 
          GETTING IN TOUCH WITH EACH FAMILY INDIVIDUALLY OF THE AFFECTED PROGRAMS SHOULD BE THE MOST NEXT STEP AND AFTER THAT, HOW WOULD THAT AFFECT THE REZONING MAP? BECAUSE THAT'S ALWAYS AN ITEM THAT TAKES A LONG TIME BECAUSE IT TAKES A LOT OF COMMUNITY INPUT TOO. 
          BASED ON THAT, YOU WORK WITH THE DEMOGRAPHER AND COME TO US SOONER THAN LATER ON WHAT THAT REZONING MAP WOULD LOOK LIKE. 
          TO ME, THOSE WILL BE THE TWO BIG STEPS. 
          >> I AGREE. I THINK THE FIRST THING IS JUST LIKE MANISH SAID, TO GET IN TOUCH WITH THE FAMILIES AND TO OFFER THEM THE SOLUTION OR THE SERVICES THAT THEY ARE STILL GOING TO CONTINUE WITH WHAT IS RECOMMENDED FOR THAT STUDENT OR FOR THAT FAMILY. 
          BECAUSE WE ARE TALKING ABOUT MEETING THE NEEDS. 
          THEN IF THEY WERE TO CHOOSE SOMETHING ELSE, THEN ALSO THAT CHOICE, THAT IF YOU'RE NOT GOING ALONG WITH THIS RECOMMENDATION, THIS IS GOING TO BE YOUR NEXT BEST CHOICE. 
          IF THEY WANT TO CONTINUE, LET'S SAY BUS ROUTES OR WALKABILITY OR NOT CONTINUING WITH THE PROGRAM. 
          I THINK THEY NEED TO KNOW WHAT OPTIONS OR CHOICES THEY HAVE. 
          >> I THINK THE ONLY THING I WOULD ADD TO THAT IS OUR SPANISH EB FAMILIES WHO ARE RECEIVING SERVICES ON THEIR HOME CAMPUS RIGHT NOW, INSTEAD OF GOING TO WILSON OR DENTON CREEK. 
          I'D LOVE FOR US TO REACH OUT TO THEM AGAIN AND TELL THEM WE'VE CONSOLIDATED. 
          THE STRUCTURE OF IT MIGHT LOOK A LITTLE BIT DIFFERENT. 
          THE PROGRAM MIGHT BE MORE ROBUST DEPENDING UPON WHERE THEY WOULD HAVE POTENTIALLY BEEN BUSED TO AND SEEING IF WE CAN REENGAGE OR ENGAGE ANY OF THOSE FAMILIES IN THE DLI SERVICES. 
          >> I THINK I'M GOING TO GO BACK TO RICHARD J LEE, SINCE WE'RE TALKING ABOUT THE PROCESS AND THE NEXT STEPS, YOU MIGHT HAVE TO HAVE A TRANSITION COMMITTEE, SOMEBODY THAT'S A VOICE THAT THEY CAN ACTUALLY COMMUNICATE BACK AND FORTH ABOUT THE PROCESS. 
          IT WON'T BE A ONE TIME CONVERSATION THAT YOU WOULD HAVE TO SAY, HEY, THESE ARE THE SERVICES THAT WE'RE GOING TO OFFER, BUT I THINK THEY MAY NEED THAT CONDUIT TO FEEL COMFORTABLE WITH THE PROCESS AS IT GOES ALONG AND IF THERE ARE ANY HICCUPS IN THE PROCESS, THAT THERE CAN BE SOME TYPE OF CONDUIT THAT MAKES IT SMOOTH AND FROM A CONVERSATION STANDPOINT. 
          VERSUS TRYING TO GET WITH EVERYBODY ALL THE TIME. 
          POTENTIALLY, THAT MIGHT BE ANOTHER WAY TO ADDRESS THAT. 
          >> I ROBUSTLY AGREE WITH THAT, ANTHONY. 
          SOME CHANGE MANAGEMENT COMMITTEE WOULD BE GREAT. 
          >> USUALLY YOU HAVE TO HAVE A SECOND TO PUT AGENDA ITEM ON. 
          BUT WHAT I'M HEARING AND WHAT I WOULD MAKE THE MOTION FOR, AND I WILL IN A MINUTE IS THAT WE NEED TO HAVE A WORKSHOP ON REZONING AT SOME POINT. 
          [02:20:04]
AS A NEXT PART OF THE PROCESS, I WOULD OFFER THAT WE DON'T NEED TO DO THAT NEXT MONDAY AT A BOARD MEETING. 
          WE NEED TO HAVE A DISCRETE SPECIFIC TIME FOR TALKING ABOUT ZONING AND REZONING AS PERTAINS TO WHERE WE ARE RIGHT NOW. 
          I KNOW IF WE NEED TO HAVE A MOTION OR YOU JUST THROW THAT IDEA OUT THERE. 
          >> NO MOTION ON THAT. 
          I AGREE WITH YOU GUYS. 
          I THINK AT SOME POINT IN THE FUTURE. 
          I THINK WE NEED TO HAVE A CLEAR PICTURE OF WHAT SOME OF THE NUMBERS START SHAKING OUT AND LOOKING LIKE SO THAT WE CAN MOVE FROM A DRAFT INTO A MORE DEFINITIVE LOOK. 
          BUT YEAH, WE'LL DEFINITELY PUT THAT ON MY NOTES. 
          >> THAT BE AFTER. [OVERLAPPING] 
          >> I SAY PRESENTED TO US THE REASON IT HAS TO BE A WORKSHOP. 
          >> YEAH. CORRECT. YES. 
          >> THAT'S AFTER THE COMMUNITY ENGAGEMENT TO FIGURE OUT BECAUSE WE HEARD MULTIPLE TIMES, DLI IS THE PREFERRED PROGRAM, AND THERE'S LIKE A BENCH OF PEOPLE WAITING TO PARTICIPATE IN AND WE WANT TO GROW IT. 
          REACHING OUT TO FAMILIES INDIVIDUALLY TO GO AND SEE IF THEY WOULD STILL WANT TO PARTICIPATE. 
          HELP US KNOW FROM, LIKE A IS THIS A PROGRAM OR IS THE PROXIMITY, WHICH ONE IS IT, THAT THEY DECIDE? I'M HOPING IT IS A PROGRAM BECAUSE THAT WAS THE INTENTION. 
          >> OBVIOUSLY, IT GOES WITHOUT SAYING THAT WE DO THAT TO EVERYONE THAT WE'VE IMPACTED SO IB IS A PART OF THAT TO SEE? YEAH. 
          >> I WOULD AGREE WITH YOU. 
          TRUSTEE BENTLEY, I THINK FOR MONDAY NIGHT, WE'LL ADD A DEBRIEF AND THAT STEPS TO THE BOARD REPORTS LIKE WE TYPICALLY DO FOLLOWING WORKSHOPS AND PRIOR MEETINGS. 
          >> MOVE WE ADJOURN. 
          >> SECOND. 
          >> MOVE TO ADJOURN. SECONDED BY NICHOLE BENTLEY. ANY DISCUSSION? HEARING NONE WE'LL TAKE VOTE ALL IN FAVOR. 
          THE MOTION PASSES 7/0, WE ARE ADJOURNED AT 8:21.
* This transcript was compiled from uncorrected Closed Captioning.