[IV.C. Discussion, Refinement and Consideration of Proposed Boundaries for 2025-2026 - Kristen Eichel (Assistant Superintendent for Administrative Services)]

REFINEMENT AND CONSIDERATION OF PROPOSED BOUNDARIES.

GOOD EVENING. THANK YOU FOR THE OPPORTUNITY TO COME BACK AND ADDRESS SOME OF THE QUESTIONS THAT WERE BROUGHT UP DURING THE LAST BOARD WORKSHOP SURROUNDING BOUNDARY REALIGNMENT. AND ALSO, QUITE HONESTLY, AN OPPORTUNITY TO BRING A DIFFERENT SOLUTION FORWARD FOR YOU AS A BOARD TO CONSIDER.

AS WE PLAN FOR THE 25-26 SCHOOL YEAR. WHERE WE HAVE BEEN WORKING IN THE PAST REALLY THROUGHOUT THE DISCUSSIONS THAT TOOK PLACE THE FIRST HALF OF THIS YEAR AND EVEN BEFORE THEN AS THE DECISIONS WERE MADE TO CLOSE PINKERTON ELEMENTARY AND TO CONSOLIDATE THE DLI PROGRAM INTO WILSON ELEMENTARY. WHAT WE HAVE DISCUSSED AND BROUGHT FORWARD PRIOR TO TONIGHT IS A PROPOSAL THAT DOES IMPACT SIX DIFFERENT CAMPUSES. PICTORIALLY, WE'VE REPRESENTED OOPS, I'M DOING THE WRONG THING THAT THROUGHOUT OUR CONVERSATIONS AS THIS GRAPHIC WITH THE SCHOOLS IMPACTED AND ARROWS DIRECTING WHERE STUDENTS WOULD BE GOING.

[00:25:02]

WE'VE NOT HAD NUMBERS ASSOCIATED WITH THESE ARROWS IN THE PAST BECAUSE AS, AS YOU AS A BOARD WERE MAKING DECISIONS BEFORE THOSE DECISIONS WERE MADE, WE WERE KIND OF TALKING ABOUT WORST CASE AND BEST CASE SCENARIO.

WHAT'S GOING TO HAPPEN IF EVERY STUDENT AT PINKERTON, THOSE OFFICIALLY REZONED TO WILSON, BUT ALSO THOSE THAT ARE PART OF PINKERTON, CURRENTLY BASED ON THE IB CHOICE PROGRAM.

WHAT IF THEY ALL DECIDE TO GO TO WILSON WHILE AT THE SAME TIME MOST, IF NOT ALL OF THE STUDENTS PARTICIPATING IN DLI CHOOSE TO REMAIN AT WILSON? WHAT'S THAT GOING TO LOOK LIKE? WHAT'S GOING TO HAPPEN IF THE 25% OF FAMILIES THAT ARE BEING REZONED FROM PINKERTON TO AUSTIN ELEMENTARY, THEY ALL CHOOSE TO GO TO AUSTIN ELEMENTARY.

WHAT'S THAT GOING TO DO? AND SO, AS YOU CAN SEE FROM THESE ARROWS, WE'VE HAD MOVEMENT OF STUDENTS NOT ONLY FROM WILSON TO DENTON CREEK, BUT THEN WE THOUGHT, OH MY GOODNESS, WE NEED TO MOVE STUDENTS OFF OF DENTON CREEK TO MAKE ROOM FOR THE DLI STUDENTS IF THEY ALL CHOOSE TO COME. SAME THING WITH AUSTIN.

WHAT ARE WE GOING TO DO? WE NEED TO MOVE STUDENTS OUT OF AUSTIN TO MAKE ROOM, YOU KNOW, FOR THE STUDENTS THAT MIGHT BE COMING FROM PINKERTON.

ALSO, QUITE HONESTLY, WE'VE APPROACHED THIS UP UNTIL THIS POINT WITH OUR DEMOGRAPHERS IN THE WAY THAT WE'VE TRADITIONALLY APPROACHED BOUNDARY REALIGNMENT. AND THAT IS YOU AS A BOARD, MAKE THE DECISIONS PROGRAMMATICALLY OR CAMPUS BASED, WHETHER WE'RE OPENING NEW SCHOOLS OR CLOSING SCHOOLS, YOU KNOW, ADDING PROGRAMS OR ELIMINATING PROGRAMS, THOSE DECISIONS ARE MADE. AND THEN THE GOAL IS TO SOMEWHAT EQUALIZE THE NUMBER OF STUDENTS ACROSS CAMPUSES.

BUT THE REALITY IS THAT'S NOT THE ENVIRONMENT THAT WE'RE IN RIGHT NOW.

AS WE'VE DISCUSSED AND EVEN INDIVIDUALS HAVE SPOKEN ABOUT TONIGHT THERE ARE OTHER DECISIONS THAT NEED TO BE MADE.

THERE'S A COMMITTEE, THE CIRC, THAT'S IN PLACE THAT IS REVIEWING THE IMPACT OF THE DECISIONS THAT HAVE ALREADY BEEN MADE ON THE BUDGET, THAT ARE WAITING AND WATCHING AND LISTENING TO THE LEGISLATIVE PROCESS THAT STARTED UP AGAIN IN AUSTIN THAT ARE MONITORING THINGS THAT ARE GOING ON IN THE DISTRICTS AROUND US. AND SO WE'RE NOT IN A PLACE WHERE THESE ARE GOING TO BE THE ONLY DECISIONS IN THE RECENT FUTURE.

AND SO THE SCENARIO THAT WE'VE BROUGHT FORWARD AND WE HAVE, YOU KNOW, BEEN ADVOCATING FOR IT, AS YOU CAN SEE, IMPACTS APPROXIMATELY 779 STUDENTS, ELEMENTARY STUDENTS THAT WOULD BE MOVED.

WHAT YOU CAN SEE, AND I'LL SHOW YOU A LITTLE MORE CLEARLY IN A MOMENT IN A GRAPHIC.

IS THAT THE CHOICES OF THE FAMILIES FOR WILSON AND FOR DENTON CREEK REALLY KIND OF WORKED OUT THE WAY THAT WE HAD HOPED THEY WOULD.

BEST CASE SCENARIO THAT MOST STUDENTS ARE MAKING THE DECISION TO FOLLOW THE PROGRAM THAT THEY HAVE BEEN A PART OF.

AND SO, WHAT WE HAD JUST RECEIVED BACK THE LAST TIME WE MET AS A BOARD AND SINCE HAVE BEEN ABLE TO DIVE INTO IT A LITTLE BIT, ARE THE CHOICES MADE BY THE FAMILIES AS WE SURVEYED THE FAMILIES IMPACTED.

AND SO WITH PINKERTON ELEMENTARY, THERE WERE 181 FAMILIES THAT WERE SURVEYED ABOUT WHETHER OR NOT THEIR STUDENTS WOULD CONTINUE WITH THE IB PROGRAM OR THEY WOULD RETURN TO THEIR HOME CAMPUS.

PLEASE REMEMBER THAT IN K THROUGH FOUR. SO WE'RE NOT TALKING ABOUT CURRENT FIFTH GRADE STUDENTS BECAUSE THEY'LL BE ROLLING UP TO MIDDLE SCHOOL.

BUT IN K THROUGH FOUR WE HAD APPROXIMATELY 302 STUDENTS THAT WOULD BE IMPACTED BY THE MOVE.

BUT OF THOSE 302, 181 ARE THERE BY CHOICE. THEY'RE CHOOSING TO BE PART OF THE IB PROGRAM.

AND SO ONCE WE RECEIVED THE PARENTAL CHOICES BACK OF THOSE 181, 144 FAMILIES ARE CHOOSING TO CONTINUE IN THE IB PROGRAM, 31 FAMILIES ARE CHOOSING TO RETURN TO THEIR HOME CAMPUS.

AND INITIALLY, THERE WERE SIX FAMILIES THAT WE DIDN'T RECEIVE A RESPONSE FROM THE DEFAULT IN THE SURVEY THAT WENT OUT IS IF WE DIDN'T RECEIVE A RESPONSE, THE DEFAULT WAS THAT THE STUDENT WOULD FOLLOW THE PROGRAM.

SO WE HAD SIX STUDENTS THAT WERE DEFAULTING INTO THE IB PROGRAM, SO TO SPEAK.

NOW, SINCE THIS SNAPSHOT IN TIME PRINCIPALS AND OTHERS HAVE REACHED OUT TO THOSE FAMILIES DIRECTLY TO MAKE SURE THAT THAT IS INDEED WHAT THEY WANT.

BUT THAT'S WHERE WE ARE. SO MOST OF THE IB STUDENTS ARE CHOOSING TO GO TO IB.

WHEN THE DLI FAMILIES WERE SURVEYED FROM WILSON ELEMENTARY, WE HAD 195 SURVEYS GO OUT TO DLI FAMILIES.

OF THOSE 195 SURVEYS, 152 FAMILIES CHOSE TO CONTINUE TO PARTICIPATE IN THE DLI PROGRAM.

SO MOVING FROM WILSON TO DENTON CREEK TO CONTINUE IN THAT PROGRAM, 26 FAMILIES CHOSE TO RETURN TO THEIR HOME CAMPUS.

[00:30:10]

INITIALLY, WE HAD 16. NO RESPONSES. AGAIN IN STEPPING INTO THOSE.

THOSE RESPONSES HAVE BEEN FAIRLY WELL SPLIT, AND WE ALSO FOUND THAT THERE WERE FOUR FAMILIES THAT DIDN'T RESPOND WHO ALREADY KNEW THEY WOULD BE MOVING OUT OF THE DISTRICT EITHER BEFORE THE END OF THIS YEAR OR AT THE END OF THIS YEAR.

SO AGAIN, THE MAJORITY OF THE INDIVIDUALS ARE CHOOSING TO FOLLOW THE PROGRAM.

AND THEN WHEN WE LOOKED BETWEEN BOTH PINKERTON AND WILSON, THAT MEANS THERE WERE 57 FAMILIES CHOOSING TO GO BACK TO THEIR HOME CAMPUS.

WELL, HERE'S THE BREAKDOWN OF THAT. THAT'S NOT EVERYBODY GOING TO WILSON.

THAT'S NOT EVERYBODY GOING TO AUSTIN. IT'S ACTUALLY KIND OF INTERESTING.

OF THE 57 STUDENTS, THERE ARE 18 STUDENTS THAT WILL REMAIN AT WILSON AS THEIR HOME CAMPUS.

THERE'S 13 STUDENTS THAT WILL BE GOING TO AUSTIN, TWO STUDENTS THAT WILL RETURN TO LEE, TWO STUDENTS THAT WILL RETURN TO LAKESIDE, 11 STUDENTS THAT WILL GO TO CANYON RANCH ELEMENTARY, TWO STUDENTS THAT WILL GO TO GO TO MOCKINGBIRD.

THREE STUDENTS THAT WILL GO TO DENTON CREEK. WE'VE HAD FOUR STUDENTS WITHDRAW, AND THEN WE HAVE TWO STUDENTS WHO ARE FROM OUTSIDE OF THE DISTRICT, MEANING THEY'RE EITHER EMPLOYEES, CHILDREN OR THEY'RE HERE ON OPEN ENROLLMENT.

SO AGAIN, THE IMPACT WAS FAIRLY EVENLY DISTRIBUTED BETWEEN OTHER CAMPUSES WHERE THERE HAS BEEN ROOM AND SPACE.

SO, WHILE WE AS A DISTRICT HAVE BEEN ADVOCATING THIS ALL ALONG, ONE OTHER PIECE THAT WE FOUND THAT CAME TO BE WHEN WE GOT ACTUAL NUMBERS AND STARTED LOOKING AT STAFFING IS BY. STRENGTHENING THE DLI PROGRAM BY BRINGING THE TWO PROGRAMS TOGETHER IN ONE PLACE, AND STRENGTHENING CLASS SIZES AND STRENGTHENING THE ABILITY FOR TEACHERS TO COLLABORATE TOGETHER.

WHAT THIS FIRST SCENARIO DOES IS NEGATIVELY IMPACTS THE MONOLINGUAL SIDE.

AND WHEN WE STARTED LOOKING AT NUMBERS, WE WERE MOVING SUCH A LARGE NUMBER OF MONOLINGUAL STUDENTS OFF OF THE DENTON CREEK CAMPUS THAT WE WERE CREATING GRADE LEVELS WITH ONE SECTION OF MONOLINGUAL, SO CREATING THE EXACT SAME THING ON THE MONOLINGUAL SIDE THAT WE HAVE HAD AND HAS BEEN A CONCERN ON THE DLI SIDE. AND ANYTIME YOU HAVE JUST ONE SECTION OF A CLASS, IT LIMITS YOUR ABILITY TO, YOU KNOW, SEPARATE SIBLINGS. IF THERE'S TWINS COMING THROUGH AND THEY NEED TO BE SEPARATED, SEPARATE STUDENTS, IF THERE'S A REASON TO HAVE A PARTNERSHIP FOR PLANNING AND ALL THE THINGS THAT GO WITH THAT.

SO INADVERTENTLY FIXING ONE SIDE, WHAT WE BROUGHT FORWARD WITH THIS FIRST SCENARIO CREATED THAT DISCREPANCY.

IT REALLY WAS CREATING A DUAL LANGUAGE CAMPUS AND NOT A CAMPUS WITH A DUAL LANGUAGE PROGRAM.

SO. GOING BACK IN AND LOOKING AT THE NUMBERS WE HAVE NOW CREATED A SCENARIO TWO, AND IN SCENARIO TWO, WE WOULD ONLY BE MOVING THE STUDENTS IMPACTED BY THE CLOSING OF PINKERTON AND THE CONSOLIDATION OF THE DLI PROGRAM FROM WILSON TO DENTON CREEK.

AND SO, WHAT YOU'RE GOING TO SEE IS INSTEAD OF IMPACTING 779, STUDENTS WILL BE IMPACTING APPROXIMATELY 497 STUDENTS. AND WE CAN DO THAT IN A WAY THAT, QUITE HONESTLY, WITH SEVERAL OF OUR CAMPUSES, AS YOU'LL SEE IN A MINUTE, WE'RE MAXIMIZING OUR CAMPUSES, OUR FOOTPRINT CAMPUSES.

WE THE COMFORTABLE CAPACITY IS 600. WE CAN HAVE MORE THAN 600 STUDENTS ON THESE CAMPUSES.

WHEN THE BUILDINGS WERE BUILT, THEY WERE BUILT TO HAVE SIX GRADE LEVELS.

SO KINDER THROUGH FIVE WITH FIVE SECTIONS. AND WHEN YOU LOOK AT AT 22 TO 1 IN THOSE CLASSES, YOU CAN HAVE UP TO 660 STUDENTS IN THAT KIND OF CONFIGURATION.

THAT'S THE EASY WAY TO LOOK AT IT BECAUSE WE NOW HAVE PRE-K, WE HAVE SPECIAL ED AND SPECIAL PROGRAM CLASSES.

SO AGAIN, WHEN WE ARE PLANNING AROUND THE NUMBER 600 ON EACH OF THOSE CAMPUSES, THAT'S TAKING INTO CONSIDERATION THOSE DIFFERENT CONFIGURATIONS AND THOSE SPECIAL PROGRAMS. SO WHAT WE'D LIKE TO BRING TO YOU TONIGHT IS A COMPARISON AND A LITTLE BIT DEEPER DIVE INTO THESE TWO DIFFERENT SCENARIOS. AND ACTUALLY, WHY TONIGHT, AS A CISD LEADERSHIP, WE ARE ASKING YOU TO SERIOUSLY CONSIDER TO CONSIDER SCENARIO TWO AS THE DIRECTION TO GO FOR THE 2526 SCHOOL YEAR.

OUT OF THE LAST BOARD WORKSHOP, A REAL CONCERN CAME ABOUT IN A DISCUSSION ON IF WE MADE THE DECISIONS BASED ON SCENARIO ONE,

[00:35:01]

AND WE'RE MOVING FAMILIES AND NEIGHBORHOODS AND STUDENTS FOR NEXT YEAR, WOULD WE BE IMPACTING SOME OF THE SAME FAMILIES, NEIGHBORHOODS AND STUDENTS? AND IF THE DECISION IS MADE THROUGH CERC AND THROUGH THE BOARD TO CLOSE ANOTHER SCHOOL, THEN THE ANSWER IS YES. WE WOULD BE IMPACTING CERTAIN NEIGHBORHOODS AND CERTAIN STUDENTS TWICE IN THE NEXT YEAR OR THE NEXT COUPLE OF YEARS, DEPENDING UPON IF AND WHEN THAT DECISION IS MADE.

SO WHAT SCENARIO TWO IS LOOKING AT? AND WE DON'T HAVE THE DETAILED MAP FROM OUR DEMOGRAPHER YET.

THE NUMBERS WE'RE LOOKING AT ARE FROM THE DEMOGRAPHER.

THEY'RE STILL WORKING OUT THE MAPS. BUT ESSENTIALLY WHAT WE'RE ASKING FOR REALIGNMENT IN A BOUNDARY CHANGE IS TO CHANGE THAT AREA THAT IS CURRENTLY PINKERTON TO ZONE THAT AREA TO WILSON.

THAT WOULD CREATE A CHANGE IN THE MIDDLE SCHOOL BOUNDARIES, BECAUSE WILSON ELEMENTARY IS ZONED TO GO TO MIDDLE SCHOOL NORTH.

AND SO OUR RECOMMENDATION WOULD BE TO ALSO REZONE THIS PARTICULAR AREA TO GO TO MIDDLE SCHOOL NORTH, AND THEN THE SMALLER SECTION. ABOUT 25% OF THE STUDENTS THAT ARE CURRENTLY ZONED TO PINKERTON TO ZONE THOSE STUDENTS TO AUSTIN.

THEY'RE CURRENTLY ZONED TO GO TO MIDDLE SCHOOL EAST.

AND WE WOULD WANT THOSE STUDENTS TO CONTINUE TO BE ZONED TO MIDDLE SCHOOL EAST, BECAUSE THAT IS THE FEEDER PATTERN FOR AUSTIN ELEMENTARY.

WHAT THIS CHART HERE SHOWS, FIRST OF ALL, IS THE COMFORTABLE CAPACITY OF EACH OF OUR ELEMENTARY SCHOOLS.

THE NEXT COLUMN IS OUR FALL SNAPSHOT ENROLLMENT OF HOW MANY STUDENTS WERE ON EACH OF THOSE CAMPUSES IN THE FALL WHEN THAT SNAPSHOT WAS TAKEN.

THE NEXT COLUMN IS SCENARIO ONE. OUR DEMOGRAPHERS PROJECTED ENROLLMENT FOR ALL TEN OF THE CAMPUSES THAT WOULD REMAIN.

SO THIS IS, AGAIN WITH THE CLOSING OF PINKERTON.

AND THEN THE NEXT COLUMN IS THE CHANGE IN ENROLLMENT ON THAT CAMPUS BASED ON THIS SCENARIO.

SO AUSTIN ELEMENTARY IN THE FALL HAD 546 STUDENTS.

AND WITH ALL THAT MOVEMENT, YES, WE WERE MOVING, SUGGESTING STUDENTS MOVE IN, BUT WE WERE ALSO MOVING MORE STUDENTS OUT.

AUSTIN ELEMENTARY, UNDER SCENARIO ONE, WOULD HAVE FEWER STUDENTS NEXT YEAR THAN THEY WOULD THIS YEAR.

SCENARIO TWO, THOUGH, SHOWS THE PROJECTED ENROLLMENT.

IF THE ONLY CHANGE WE MAKE TO AUSTIN ELEMENTARY IS MOVING THE PINKERTON FAMILIES THAT ARE BEING REZONED TO AUSTIN, THAT CHOOSE TO GO TO AUSTIN, THAT ARE CHOOSING TO OPT OUT OF IB AND GO TO AUSTIN ELEMENTARY AND OR THE PROJECTED NEW FAMILIES OR NEW GROWTH THAT MIGHT MOVE IN. AND SO A DIFFERENCE OF 21 STUDENTS OVERALL.

AND SO YOU CAN GO LINE BY LINE ON THIS. WHAT YOU'RE GOING TO SEE, LIKE I SAID IS THIS SCENARIO TO CREATE SEVERAL CAMPUSES RIGHT WHERE WE WANT THEM TO BE.

AUSTIN ELEMENTARY AT A PROJECTED ENROLLMENT OF 567.

WILSON ELEMENTARY AT A PROJECTED NUMBER OF 568.

AND THEN JUMPING BACK UP, I JUMPED OVER. DENTON CREEK ELEMENTARY WOULD HAVE A PROJECTED ENROLLMENT OF 604.

THESE NUMBERS DO TAKE INTO ACCOUNT SPECIAL PROGRAMS ON EACH OF OUR ELEMENTARY CAMPUSES, AS WELL AS PRE-K PROGRAMS ON EACH OF OUR ELEMENTARY CAMPUSES.

SO DENTON CREEK, THAT 604 DOES REPRESENT A SPECIAL EDUCATION PROGRAM AS WELL AS A FULL KIND OF WHAT WE'RE CALLING BUNDLE OR UNIT OF PRE-KINDERGARTEN AND EARLY CHILDHOOD STUDENTS.

THOSE ARE SOME NUMBERS THAT WE COULD CONTROL EITHER BY LOWERING THE NUMBER OF STUDENTS THAT WOULD BE IN PRE-K AT DENTON CREEK.

AND OF COURSE, WE WOULD ABSOLUTELY WANT TO KEEP THE BILINGUAL PRE-K STUDENTS ON THAT CAMPUS, BUT WE COULD IF WE WANTED TO MAINTAIN OR GO BELOW THAT 600 NUMBER REDUCE SOME OF THE MONOLINGUAL SECTIONS OR SEATS ON THAT CAMPUS AND PLACE THEM OTHER, OTHER PLACES IF NEEDED.

WHAT THIS ALSO WILL DO, THOUGH, IS QUITE HONESTLY BRING A SPOTLIGHT TO WHAT OUR ELEMENTARY ENROLLMENT NUMBERS ARE, AND IT DOES CREATE SEVERAL CAMPUSES THAT ARE, YOU KNOW, BELOW 400, A COUPLE OF CAMPUSES, AS YOU CAN SEE ON HERE, THAT WOULD BE SIGNIFICANTLY BELOW 400. BUT WE FEEL LIKE, YOU KNOW, TO BE IN THIS KIND OF SITUATION FOR A YEAR, ONCE AGAIN, AS CERC CONTINUES TO WORK THROUGH THE CHARGES THAT YOU AS A BOARD HAVE GIVEN THAT COMMITTEE TO LOOK AT YOU AS A BOARD TO CONTINUE TO LOOK AT SOLUTIONS, US AS LEADERSHIP, TO LOOK AT SOLUTIONS ABOUT OUR BUDGET AND OUR ENROLLMENT, AS WELL AS, YOU KNOW, MONITORING WHAT MONITORING WHAT THE LEGISLATIVE SESSION WOULD BRING FORWARD.

[00:40:03]

WE FEEL LIKE THIS IS A RECOMMENDATION THAT HAS THE BEST IMPACT ON KIDS, YOU KNOW, THROUGHOUT THE DISTRICT.

AT COTTONWOOD CREEK, AT DECREASING BY 66, IT LOOKS LIKE IN SCENARIO TWO, WE'RE STILL TALKING ABOUT TAKING THE KIDS FROM THE CYPRESS WATERS PART OF THE DISTRICT AND MOVING THEM TO A CAMPUS MORE NEARBY. THAT IS CORRECT.

IS THERE ANYTHING ELSE THAT'S NOT PINKERTON OR DLI RELATED BESIDES THAT? NO. THANK YOU VERY MUCH FOR HIGHLIGHTING THAT BECAUSE THAT IS IMPORTANT.

SO FOR THIS YEAR AND THIS YEAR ONLY IF WE GO WITH THIS CHANGE, THERE WERE SOME APARTMENTS THAT BEFORE THEY WERE OPENED AND HAD OCCUPANTS IN THEM. AND WHEN LEE AND CANYON RANCH WERE CONTINUING TO GROW, WE REZONED THOSE TEMPORARILY UP TO COTTONWOOD CREEK.

AND SO THIS YEAR THERE HAVE BEEN ABOUT 60 SOME STUDENTS ATTENDING SCHOOL THERE.

BUT WE, AS YOU CAN SEE, CONTINUE TO HAVE THE ROOM AT BOTH LEE ELEMENTARY WITH A COMFORTABLE CAPACITY OF 740, THEY'RE PROJECTED TO BE AT 662 NEXT YEAR. AND THAT IS BRINGING THOSE 66 STUDENTS BACK.

BUT IF YOU ALSO LOOK IN THE SOUTH CANYON RANCH ELEMENTARY WITH A COMFORTABLE CAPACITY OF 800, WE'LL HAVE 648. AND THEN VALLEY RANCH IS WE'RE INCREASING THAT CAPACITY.

IT WILL BE 690 NEXT YEAR. SO I SAY ALL THAT TO SAY WE WANT TO BE VERY COGNIZANT.

WE DON'T WANT TO PLAY KIND OF PING PONG BALL WITH ANY NEIGHBORHOODS OR APARTMENT COMPLEXES THAT WE FEEL VERY COMFORTABLE AND CONFIDENT THAT IT'S THE RIGHT THING TO MOVE THOSE STUDENTS IN THOSE AREAS BACK. WE NEVER REZONED THEIR MIDDLE SCHOOL.

SO THOSE KIDDOS, EVEN THOUGH THEY'VE GONE FOR THIS ONE YEAR TO COTTONWOOD CREEK, THE INTENTION WAS NOT FOR THEM TO CONTINUE ON TO NORTH.

IT'S ALWAYS BEEN FOR THEM TO RETURN TO WEST, SO THAT'S PUT THEM BACK IN THEIR NEIGHBORHOOD FROM A COST SAVINGS.

WE DO HAVE TWO BUS ROUTES CURRENTLY THAT RUN TO COTTONWOOD CREEK, AND THOSE WOULD BE ABLE TO BE ELIMINATED MOVING FORWARD.

WE'RE TRACKING MY COMPLETE THOUGHT PROCESS, SO THANK YOU.

AND WHAT SOME PEOPLE MAY BE LOOKING AT, THE SCREEN AT THE FRONT WOULD LOOK AT THE SIDES.

YOU CAN LOOK AT OUR ELEMENTARY TOTALS AND OUR TOTAL COMFORTABLE CAPACITY.

AS YOU CAN SEE, THAT'S WITH REMOVING THE 400 SEATS.

AND IN PINKERTON'S COMFORTABLE CAPACITY THAT WE'VE PLANNED AROUND HAS BEEN 400 IN RECENT YEARS.

SO WHEN WE LOOK AT OUR COMFORTABLE CAPACITY WITH CLOSING PINKERTON OF 6430 AT ELEMENTARY, AND NEXT YEAR WE'RE PROJECTED AT 5231, CLEARLY THERE'S STILL SOME DISCUSSIONS AND DECISIONS THAT NEED TO TAKE PLACE.

OTHER THOUGHTS ABOUT ELEMENTARY BEFORE WE JUMP INTO MIDDLE SCHOOLS.

NO, I THINK WHAT I HEARD YOU SAY ON THE PINKERTONS SPECIFICALLY, BECAUSE THIS IS ONE OF THE THINGS I'VE HEARD IN THE PAST, IS THE WHERE AM I GOING? BUT IT SOUNDS LIKE, AT LEAST FROM A FAMILY CHILD STANDPOINT, THEY KNOW BECAUSE THEY'VE CHOSEN AND WE VERIFIED WHERE EVERYBODY IS ABLE TO GO SO THAT THAT'S BUTTONED UP.

THAT IS BUTTONED UP. WE DIDN'T HAVE ANY KIND OF RESPONSE BACK.

WE'VE TAKEN ALL THAT INPUT IN. AND SO WE'VE SAID ALL ALONG, BUT NOBODY RECEIVED ANY KIND OF OFFICIAL WRITTEN NOTICE THAT BECAUSE YOU CHOSE YOUR HOME SCHOOL, YOU ARE GOING TO YOUR HOME SCHOOL. WE ARE MAKING THOSE CHANGES KIND OF BEHIND THE SCENES AND ARE READY WHEN A DECISION IS VOTED ON BY THE BOARD TO KIND OF PUSH THE BUTTON AND MAKE ALL OF THAT HAPPEN. SO THAT THE SCHOOLS CAN REACH OUT TO THOSE INDIVIDUALS AS WE GET INTO ENROLLMENT AND REGISTRATION HERE IN THE SPRING, THAT THOSE FAMILIES WILL BE HEARING FROM THE APPROPRIATE CAMPUS AND CAN AND CAN PARTICIPATE IN ALL OF THOSE SPRING EVENTS.

AND STUDENTS CAN BE. EITHER WELCOMED BACK IF THEY'VE EVER ATTENDED THEIR HOME CAMPUS OR WELCOME TO.

FOR THE FIRST TIME FOR THEIR HOME CAMPUS. AND THEN THROUGH WHATEVER BOARD DECISIONS ARE MADE ABOUT THE OFFICIAL, YOU KNOW, BOUNDARIES YOU KNOW, FAMILIES WOULD BE NOTIFIED THAT WAY.

OKAY. DID THAT ANSWER THE QUESTION? YEAH, I DID.

OKAY, SURE. IN THIS SPACE. OKAY. I HAVE A QUESTION.

FIRST OF ALL. SO OUT OF THOSE WILSON STUDENTS WITH THE DLI, HOW MANY OF THOSE WERE ARE NATIVE SPANISH SPEAKERS AND HOW MANY OF THOSE WERE ENGLISH NATIVE ENGLISH SPEAKERS? SO WHEN OUR SURVEY WENT OUT, INITIALLY WE HAD 26 STUDENTS FROM THE DLI PROGRAM THAT WE'RE CHOOSING TO STAY AT THEIR HOME CAMPUS.

IT WAS VERY INTERESTING. OF THOSE 26, IT WAS EVENLY DIVIDED.

13 WERE EMERGENT BILINGUALS AND 13 WERE ENGLISH SPEAKING.

MOST OF THE AGE GROUP OF THE FAMILIES THAT ARE DECIDING TO STAY AT WILSON AND NOT GO TO DLI ARE IN THE YOUNGER GRADE LEVELS.

[00:45:07]

CURRENT PRE-K AND KINDERGARTEN STUDENTS MADE UP THE MAJORITY OF THOSE 13.

AND THEN THERE WAS A SMATTERING OF ONES AND TWOS IN THE UPPER GRADES.

THE NON E B'S OR THE ENGLISH SPEAKERS. IT WAS A LITTLE MORE EVENLY DISTRIBUTED BETWEEN CURRENT PRE-K UP TO FOURTH GRADE STUDENTS.

OKAY. THANK YOU. I'VE BEEN VERY CURIOUS ABOUT WHAT THE IMPACT TO THE PROGRAM WOULD BE, SO THAT'S HELPFUL.

OKAY. SO THANK YOU VERY MUCH. BY THE WAY, I WANT TO SAY THAT THIS FEELS RESPONSIVE AND TO ISSUES THAT WE'VE RAISED, THAT I RAISED. BUT I NEVER THOUGHT THAT THIS IS HOW YOU WOULD SOLVE THEM.

AND I THINK THAT THIS IS A REALLY GOOD IDEA. SO OBVIOUSLY I'VE BEEN CONCERNED THAT AS WE MOVE FORWARD, WE'RE GOING TO IMPACT THE SAME FAMILIES MULTIPLE TIMES.

AND SO I THINK THIS ADDRESSES THAT IN A WAY THAT WE CAN CONTROL.

AND SO I REALLY WANT TO APPLAUD THAT. SECONDLY, I WAS WORRIED ABOUT THAT MONOLINGUAL SITUATION THAT WE WERE CREATING AT DENTON CREEK THAT BY SOLVING ONE PROBLEM WE WERE CREATING ANOTHER.

AND SO I REALLY THINK THIS IS PROACTIVE AND DEALING WITH THAT AS WELL.

SO I WANT TO HIGHLIGHT BOTH THOSE THINGS. AND AGAIN, I JUST WANT TO SAY THAT THIS IS EXACTLY WHAT I THINK THESE WORKSHOPS SHOULD YIELD, IS THAT WE KIND OF GET TOGETHER, WE SAY WHAT ISSUES BUBBLE TO US, AND THEN WE GO BACK AND ACTUALLY COME UP WITH A SOLUTION, A NEW AND MAYBE DIFFERENT SOLUTION THAT IS EVEN BETTER THAN WHAT WAS ORIGINAL.

SO I JUST WANT TO HIGHLIGHT THAT. AND THEN A POSITIVE THAT I SEE IS I HAVE ALWAYS BEEN WORRIED ABOUT OUR COMFORTABLE CAPACITY, AND IT'S BEEN A BEEN A WHILE SINCE A LOT OF OUR SCHOOLS HAVE EXPERIENCED THAT.

AND I WANTED TO KNOW, WHAT DOES THAT REALLY LOOK LIKE? AND ESPECIALLY WITH VALLEY RANCH COMING ONLINE WITH ITS, YOU KNOW, ITS GROWTH, WE'RE ACTUALLY GOING TO BE USING IT.

SO THAT'S A REAL PRO FOR ME THAT THIS NEXT YEAR WE WOULD ACTUALLY SEE WHAT DOES COMFORTABLE CAPACITY LOOK LIKE AND THEN BE ABLE TO USE THAT TO INFORM OUR DECISIONS MOVING FORWARD.

SO ALL OF THAT IS TO SAY GREAT JOB. WELL THANK YOU.

ONE OTHER PIECE THAT I WANT TO MAKE SURE EVERYBODY UNDERSTANDS IS WHETHER A STUDENT WILL BE IF THIS IS THE DIRECTION WE GO OR WHATEVER DIRECTION WE GO, WHATEVER CAMPUS AN ELEMENTARY STUDENT IS ON, IT IS GOING TO BE STAFFED.

WE STAFF IT. AND AGAIN, IN PRE-K THROUGH FOURTH GRADE, WE STAFF BASED ON A STUDENT TO TEACHER RATIO OF 22 TO 1.

AND IN FIFTH GRADE, USUALLY 25, MAYBE 26 TO 1.

WE DON'T TYPICALLY LAND THERE. WE MIGHT HAVE A CLASS OR TWO, BUT JUST KIND OF THE WAY THE NEIGHBORHOODS AND IT BREAKS DOWN IS MOST OF OUR PRE-K THROUGH FOURTH GRADE CLASSES HOVER AROUND 19 OR 20, AND MOST OF OUR FIFTH GRADE CLASSES HOVER AROUND 24 TO 25.

YES, YOU'RE GOING TO HAVE SOME OUTLIERS, SOME THAT ARE A LITTLE BIT HIGHER, SOME THAT ARE A LITTLE BIT LOWER. YOU KNOW, THIS YEAR WE CAME TO YOU AND ASKED FOR A COUPLE OF CLASS SIZE WAIVERS IN PRE-K THROUGH FOUR TO GO UP TO 23.

BUT CLASS SIZES AS MUCH AS WE CAN CONTROL ARE GOING TO BE CONSISTENT.

WHETHER YOU'RE GOING TO A SCHOOL WITH 550 STUDENTS OR A SCHOOL WITH 350 STUDENTS.

AND SO, YOU KNOW, THE CAMPUSES, THAT WOULD BE SMALLER AS FAR AS ENROLLMENT NUMBERS ARE GOING TO HAVE OPEN CLASSROOMS WHERE THERE ARE NOT STUDENTS OR TEACHERS IN THOSE CLASSROOMS, IT DOESN'T MEAN THERE'S THE SAME NUMBER OF TEACHERS.

AND THOSE KIDDOS ARE SITTING IN CLASSES OF, YOU KNOW, 14 OR 15 AS COMPARED TO THE LARGER CAMPUSES.

AND THAT SOMETIMES CAN BE A FACT OR A RUMOR THAT'S OUT IN IN THE COMMUNITY OR WITH FAMILIES AND THINGS THAT JUST BECAUSE A SCHOOL OVERALL IS LARGER, THAT THE CLASSES THERE ARE LARGER.

AND THAT'S NOT NECESSARILY TRUE. THANK YOU FOR THAT.

AS SOMEONE YOU KNOW THAT VOTES AGAINST THE CLASS SIZE WAIVERS EVERY YEAR, THAT IS THAT IS VERY GOOD TO HEAR THAT THE CLASSROOM WILL BE CONSISTENT AND THE RIGHT SIZES. YEAH, I'D LIKE TO WEIGH IN ON THIS CONVERSATION AS WELL, BECAUSE, YOU KNOW, ONE OF THE THINGS YOU TALKED ABOUT WAS PROGRAMS, RIGHT? AND I THINK, YOU KNOW, WE'VE BEEN HIT WITH HOUSE BILL THREE.

RIGHT. THE EARLY CHILDHOOD READING AND MATH AND BASED ON THE COMMENTS THAT YOU'VE MADE THE PRESUMPTION IS THAT THOSE THINGS WOULD TAKE PLACE, RIGHT, THAT WE WOULD BE ABLE TO HIT THOSE BENCHMARKS THAT HAVE BEEN ESTABLISHED AND HOPEFULLY THROUGH THE MATH AND OTHER THINGS THAT THE DISTRICT DOES, YOU WOULD BE ABLE TO VALIDATE WHETHER OR NOT THOSE THINGS WOULD BE WOULD BE FULFILLED, YOU KNOW, GOING INTO THE NEXT YEAR, RIGHT? BECAUSE OBVIOUSLY WE JUST DID THE MIDDLE OF THE YEAR ASSESSMENTS RIGHT AT THIS PARTICULAR POINT.

AND THEN THEY WILL FOLLOW THE STUDENTS. THE OTHER THING I THINK YOU TAKE AWAY FROM THIS IS THAT WITH THE ELEMENTARY THAT YOU HAVE EXPERIENCED EDUCATORS, A LEADERSHIP TEAM THAT HAVE DEALT WITH THOSE LARGER ENROLLMENT SIZES IN THE PAST, RIGHT.

[00:50:06]

SO THAT IS THE THING THAT I THINK WON'T BE A NEW THING.

IT'LL JUST BE A TRANSITION FROM, SAY, THE RECENT PAST, ESPECIALLY WITH VALLEY RANCH IN PARTICULAR.

IN GENERAL, WHEN YOU LOOK AT THIS HERE, YOU TALKED ABOUT THE COTTONWOOD CREEK FROM THE BUS TRANSPORTATION, IN THAT REGARDS. HAVE ARE ANY OTHER CAMPUSES IMPACTED FROM A TRANSPORTATION STANDPOINT THAT IS REDUCED WITH EITHER SCENARIO 1 OR 2? I'M GONNA HAVE TO TURN THAT OVER TO ANGELA BROWN HERE, BECAUSE SHE DIVES INTO THOSE DETAILS A LITTLE MORE THAN I HAVE THAT KNOWLEDGE OF.

THERE WILL BE ADJUSTMENTS IN SCENARIO ONE AND TWO.

CLEARLY, THE PINKERTON BUSSES WILL THAT'S TWO KIND OF BUSSES THAT WILL BE REMOVED FROM ROUTES.

IN SCENARIO ONE, BECAUSE OF THE WAY THAT WE WERE MOVING, SOME STUDENTS REMEMBER THE AUSTIN ATTENDANCE ZONE IS LONG, NARROW KIND OF A RECTANGLE BECAUSE WE WERE SHORTENING IT OFF AND MOVING SOME STUDENTS IN THAT AREA, WE WERE REDUCING ROUTES. SO THERE WERE SOME DEFINITE IN SCENARIO ONE, THERE WAS A DEFINITE REDUCTION OF ROUTES, SPECIFICALLY STUDENTS THAT WERE ATTENDING AUSTIN THAT WOULD BE GOING TO TOWN CENTER, TO LAKESIDE, TO DENTON CREEK AND THEN EVEN SOME OF THE STUDENTS THAT THAT WERE GO THAT WERE ZONED TO WILSON, BUT WERE NOW GOING TO COTTONWOOD CREEK. WE WERE GOING TO BE ABLE TO HAVE SOME ADJUSTMENTS THERE.

SO THERE WAS GOING TO BE A REDUCTION OF SOME ROUTES.

REALLY WITH SCENARIO TWO, IT'S GOING TO REMAIN KIND OF AS IS KIND OF WHAT WE'VE HAD.

WE CURRENTLY DO HAVE A BUS THAT GOES FROM A ROUTE THAT GOES FROM WILSON TO DENTON CREEK, SO WE'RE NOT ADDING A ROUTE THERE.

WE'RE ACTUALLY JUST GOING TO FILL THAT ROUTE. AND SO THAT ROUTE IS ALREADY IN EXISTENCE.

WE ALREADY TRANSPORT STUDENTS FROM WILSON TO DENTON CREEK.

SO THAT'S NOT AN ADDITION OF A ROUTE. WE WILL BE REMOVING THE TWO PINKERTON ROUTES.

REALLY WHERE THE DIFFERENCE IN SPEAKING WITH OUR DURHAM TEAM IS THAT IF WE ARE STRATEGIC AND REALLY THINKING THROUGH WHEN A STUDENT QUALIFIES FOR A PRE-K OR FOR SPECIAL SERVICES, THAT'S REALLY WHERE A LOT OF OUR ROUTES KIND OF COME FROM.

AND SO WE HAVE STUDENTS THAT LIVE KIND OF SOUTH OF BELTLINE.

AND IF WE'RE TRANSPORTING THOSE STUDENTS, IF WE HAVE A STUDENT THAT, LET'S SAY, LIVES IN PARKSIDE AND WE'RE TRANSPORTING THAT STUDENT ALL THE WAY TO LAKESIDE, THAT IS ONE ENTIRE ROUTE. AND BECAUSE OF THE DISTANCE THAT IT TAKES TO GET THERE.

THAT BUS CAN NO, CAN'T DO A TIER TWO ROUTE, SO IT CAN'T DO A MIDDLE SCHOOL ROUTE.

AND IT MIGHT NOT EVEN BE ABLE TO DO THE HIGH SCHOOL ROUTE. SO IT'S PULLING THAT BUS OUT OF REALLY HELPING US WITH ALL OF OUR ROUTES.

DOES THAT MAKE SENSE? SO WHEN WE ARE ASSIGNING STUDENTS AND WE'VE HAD THIS CONVERSATION WITH THE TEAM THAT DOES THAT REALLY BEING COGNIZANT, IT'S WHY THE VALLEY RANCH CHANGE IS GOING TO HELP US.

IT'S WHY THESE ADJUSTMENTS ARE BEING, YOU KNOW, BEING COGNIZANT OF WHERE WE PUT PROGRAMS IS GOING TO HELP US.

AND SO LOOKING AT WHERE THE STUDENT LIVES AND THEN WHERE WE PLACE THEM, THAT'S WHERE WE'RE GOING TO SEE THE GREATEST REDUCTION IN OUR ROUTES.

AND SO WE WILL SEE A REDUCTION IN OUR ROUTES.

BOTTOM LINE IN BOTH OF THEM, SCENARIO ONE, WE WOULD SEE KIND OF MORE IN THE NORTH.

SCENARIO TWO WE'RE GOING TO SEE KIND OF REDUCTION ALL OVER. SO KEEP IN MIND THE TWO AT PINKERTON, AND FOR SURE THE TWO FROM CYPRESS WATERS TO COTTONWOOD CORRECT.

WITH THE ADDITIONAL COULD BE SOME OTHERS. AS WE LOOK AT EFFICIENCIES AND BEING JUST MORE STRATEGIC WITH SOME OF OUR ROUTES.

AND ALSO KEEP IN MIND ANGELA IS WORKING WITH THE DURHAM TEAM ON THAT TRANSPORTATION AUDIT.

WE HAD A LITTLE HICCUP WITH ONE OF THE VENDORS, BUT THEY'RE STILL MOVING FORWARD WITH IT AND HOPING TO MAKE EVEN MORE REDUCTIONS THERE WHERE WE CAN. AND WE'RE HAVING REGULAR MEETINGS WITH DURHAM. SO BRINGING FORWARD ALL OF THESE SCENARIOS AND HAVING GOOD CONVERSATIONS WITH THEIR ROUTERS AND REALLY TALKING THROUGH GREAT SCENARIOS AND BRINGING IN OUR TEAM.

SO, STEPHANIE FLORES AND KRISTIN DAVIS, WHO RUN, YOU KNOW, THE EARLY CHILDHOOD AND THE SPECIAL EDUCATION PROGRAM AND REALLY HAVING THOSE CONVERSATIONS WITH DURHAM AND WITH THEIR TEAM SO THAT WE'RE ALL ON THE SAME PAGE AND LOOKING AT EVERY STUDENT AND HOW WE CAN DO THAT.

AND I THINK I DON'T I'VE NOT BEEN IN CHARGE OF TRANSPORTATION PREVIOUS TO THIS YEAR, SO I DON'T KNOW WHAT HAPPENED PREVIOUS THIS YEAR, BUT THIS YEAR WE ARE ALL ON THE SAME PAGE AND WE'RE REALLY MAPPING THOSE, THOSE ROUTES OUT.

AND I THINK COGNIZANT AND TRYING TO BE STRATEGIC ABOUT IT SO WE CAN MINIMIZE OUR ROUTES SO WE DON'T HAVE MORE ROUTES AND MAKE SURE THAT WE'RE BEING EFFICIENT. YOU HAVE PROBABLY ALREADY ANSWERED THIS QUESTION, BUT I JUST WANT TO DOUBLE CHECK ABOUT THE SECTION NUMBERS YOU'RE CREATING EXTRA MONOLINGUAL CLASS THAT IN DENTON CREEK.

AND ONE OF THE PROBLEMS ORIGINALLY WAS THAT THERE WASN'T ENOUGH DLI PROGRAMS TO MATCH.

[00:55:02]

SO THIS SOLVED THAT PROBLEM. I WANT TO MAKE SURE THAT WE ARE.

THIS DOES SOLVE THAT PROBLEM. SO IN SCENARIO TWO, EVERY GRADE LEVEL WOULD HAVE TWO MONOLINGUAL SECTIONS. AND DEPENDING UPON THE GRADE LEVEL, THERE WOULD BE EITHER 2 OR 3 DLI SECTIONS.

THE NUMBER OF DLI SECTIONS WOULD BE CONSISTENT IN SCENARIO ONE OR SCENARIO TWO.

IN SCENARIO ONE, EVERY GRADE LEVEL EXCEPT FIRST GRADE WOULD ONLY HAVE ONE SECTION OF MONOLINGUAL AND EVEN DRILLING DOWN EVEN MORE.

THOSE SECTIONS WOULD BE LIKE 13 OR 14 STUDENTS.

ONE VERY SMALL MONOLINGUAL CLASS. BY LEAVING THE STUDENTS IN PLACE, WE HAVE TWO MONOLINGUAL CLASSES AT EVERY GRADE LEVEL BETWEEN 18 AND 20 STUDENTS PER CLASS AND OUR DLI CLASSES WHETHER THERE'S GOING TO BE 2 OR 3 TEACHERS WORKING TOGETHER ARE FALLING BETWEEN 17 AND OR 20 PER CLASS, DEPENDING UPON THE GRADE LEVEL.

OKAY, GOOD. BECAUSE THAT WAS, I THINK, ONE OF THE CONCERNS THAT WAS BROUGHT UP ABOUT, YOU KNOW, IF YOU DON'T HAVE TWO, THEN YOU HAVE TO HAVE LIKE BILINGUAL TEACHERS AND A LOT OF ADDITIONAL COSTS.

BUT IT SOUNDS LIKE WITH THIS CONFIGURATION, WE'VE KIND OF AVOIDED SOME OF THAT AND OPTIMIZE THE PROGRAM TO OPERATE AT DCE.

ABSOLUTELY. YOU KNOW, IT ALSO ALLOWS, YOU KNOW, MANY OF THOSE TEACHERS THAT THE FEELING WAS, YOU KNOW, OUR SCHOOL IS THE CURRENT DENTON CREEK TEACHERS.

IS THERE GOING TO BE AN OPPORTUNITY FOR ME TO STAY AT MY SCHOOL? YOU KNOW, ARE WE BEING KIND OF MOVED OUT BECAUSE IT'S BECOMING A DLI CAMPUS? AND NO, WE WANT TO BE A CAMPUS WITH A VERY STRONG DLI PROGRAM, BUT WE ARE NOT CREATING.

IT WAS NEVER OUR INTENT TO CREATE A DLI ONLY CAMPUS.

AND SO IF THERE'S NOT COMFORT WITH SCENARIO TWO, THEN WE'VE GOT TO FIND A HYBRID BETWEEN 1 AND 2 TO MOVE FORWARD, BECAUSE I DON'T THINK THERE'S A LEADER ON OUR TEAM NOW THAT IS FULLY RECOMMENDING SCENARIO ONE FOR ALL THE REASONS WE'VE ALREADY DISCUSSED, BUT THAT BEING A HUGE, HUGE REASON. THANK YOU.

THANK YOU, MISS EICHEL. I REALLY LIKE THE I MEAN, THERE IS A LOT OF BRAINSTORMING.

OBVIOUSLY WE CAN SEE FROM SCENARIO 1 TO 2, BUT I REALLY LIKE THE THINGS THAT YOU SAID ABOUT THE DLI PROGRAM BECAUSE I WAS JUST THINKING BACK. WE STARTED WITH, YOU KNOW, HOW TO BEST PRESERVE THE PROGRAM AND TO GROW IT EVENTUALLY.

SO I THINK THIS IS KIND OF TAKING CARE OF THAT CONCERN RIGHT HERE.

AND OVERALL, I THINK EFFICIENCY WISE LOOKING AT THE NUMBERS, THE COMFORTABLE CAPACITIES AND ALL THAT, WE TALKED ABOUT THE BUS ROUTE. IT LOOKS LIKE IT'S JUST KEEPING THAT EFFICIENCY ALL OVER AT THE CENTER OF THIS IDEA.

THANK YOU. THIS THIS MAKES SENSE. HAVING A LITTLE BIT OF TIME AND HAVING THE ACTUAL NUMBERS TO DIG INTO HELPS WE WEREN'T DEALING WITH.

WE'RE NOT DEALING WITH WHAT IFS ANYMORE. WE'RE DEALING WITH, YOU KNOW, ACTUAL CHOICES AND STUDENT MOVEMENT.

SO I THINK IT'S YOUR QUESTION. MR. THANK YOU.

OKAY. SO BASED ON YOUR EMAIL EARLIER AND THE QUESTIONS THAT WE'RE HEARING, I WANT TO MAKE TO MAKE SURE I THOUGHT IT WAS A GREAT POINT THAT TRUSTEE HILL MENTIONED.

ARE ANY OF OUR OTHER CAMPUSES LOWER EFFICIENCY CAMPUS? WILL ANY OF THEM HAVE SINGLETON CLASSES IN GRADES? NO, THERE ARE NOT ANY CAMPUSES THAT WILL HAVE SINGLETON'S.

CURRENTLY THIS YEAR AS WE SIT, LAKESIDE ELEMENTARY HAS TWO SECTIONS OF KINDERGARTEN AND TWO SECTIONS OF FIRST.

SO THIS SCENARIO WOULD HAVE THOSE COHORTS MOVING UP.

AND SO UNDER SCENARIO TWO AT LAKESIDE WE'D HAVE TWO SECTIONS OF KINDER.

TWO SECTIONS OF FIRST AND TWO SECTIONS OF SECOND GRADE.

CURRENTLY THIS YEAR AT COTTONWOOD CREEK, WE HAVE TWO SECTIONS OF KINDERGARTEN.

AND BASED ON THIS WITH IF NO NEW STUDENTS MOVED IN, THEN WE WOULD AT LEAST BE STARTING FROM A STANDPOINT OF TWO SECTIONS OF KINDERGARTEN ONCE AGAIN, AND THEN THAT MOVING UP TO FIRST. SO TWO SECTIONS OF FIRST GRADE.

SO NO SINGLETONS. BUT ON THOSE LOWER ENROLLMENT CAMPUSES, WE CURRENTLY DO AND WOULD CONTINUE TO HAVE AT LEAST THROUGH NEXT YEAR, SOME GRADE LEVELS WITH JUST TWO TEACHERS, BUT IT DOES NOT CREATE ANY NEW POCKETS OR NEW AREAS WHERE WE HAVEN'T BEEN DEALING WITH THAT ALREADY, AND WHERE WE WOULD HAVE POTENTIALLY SOME CONTROL TO ADD TO THAT IS, IS THOSE ARE TWO CAMPUSES THAT HAVE BEEN OPEN ENROLLMENT CAMPUSES BEFORE, AND SO MANY TIMES IT IS THE KINDER AND FIRST GRADE LEVELS WHERE FAMILIES ARE WANTING TO START THEIR STUDENTS, YOU KNOW, THROUGH COPPELL ISD AT A LOWER GRADE LEVEL.

SO WE WOULD BE, YOU KNOW, VERY INTENTIONAL ON PLACING OPEN ENROLLMENT STUDENTS WHERE WE HAVE,

[01:00:02]

YOU KNOW, THOSE OPENINGS. THE TRICKY PART, THOUGH, THERE IS WITH TWO SECTIONS.

DO WE HAVE OPENINGS IN THOSE SECTIONS OR TO ADD A THIRD SECTION? YOU DON'T WANT TO OPEN IT JUST BASED ON 2 OR 3 STUDENTS.

AND THEN YOU CREATE THE NEED FOR THREE CLASSES BUT LESS EFFICIENT CLASSES.

SO THAT'S WHERE YOU KNOW THAT PIECE WILL BE. WE'LL HAVE TO SEE SEATS AVAILABLE AND HOW MANY NEW OPEN ENROLLMENT STUDENTS AND AT WHAT GRADE LEVELS WE HAVE WHEN WE GET INTO THOSE TIME PERIODS, WHICH ARE LATER IN THE SPRING AND INTO THE SUMMER FOR OPEN ENROLLMENT.

WELL, AND HISTORY REPEATS ITSELF. SOME OF US SITTING HERE AT THE TABLE HAD KIDS IN KINDERGARTEN AT A CAMPUS WHERE THERE WERE ONLY TWO SECTIONS, BECAUSE THAT'S WHAT THE CAMPUS AND THE DISTRICT ENROLLMENT LOOKED LIKE.

SO THIS ISN'T UNIQUE. THIS IS REVISITING A PLACE THAT WE'VE BEEN BEFORE.

YES, THAT IS TRUE. I JUST HAVE ONE OTHER QUICK QUESTION.

IN REGARDS TO THE LANGUAGE ACQUISITION SPECIALIST AND ALSO THE INTERVENTION SERVICES SUPPORT IN SCENARIO TWO THAT'S COVERED.

I MEAN, I JUST WANTED TO GO BACK BECAUSE I KNOW WHAT TRUSTEE MATTHEW WAS TALKING ABOUT WITH THE DENTON CREEK.

RIGHT. BUT WHEN YOU LOOK AT THE CAMPUSES THAT YOU WILL HAVE STUDENTS MOVE TO, WOULD THAT WOULD NEED LIKE LANGUAGE ACQUISITION SPECIALISTS OR INTERVENTION SERVICES, THAT STAFFING IS WITHIN THE BOUNDARIES AND COMFORT LEVEL OF THE OF THE DISTRICT.

YES. WE HAVE ACTUALLY BEEN STAFFING, YOU KNOW, KIND OF ON THE ON THE LEAN END IN THOSE AREAS IN ANTICIPATION OF SOMETHING LIKE THIS.

BUT BOTTOM LINE, YES, THOSE EXTRA TEACHERS, THOSE ADDITIONAL SUPPORTS THROUGH LANGUAGE ACQUISITION SPECIALISTS, THROUGH INTERVENTION SERVICES LIKE WITH DYSLEXIA THERAPISTS OR OTHER PROGRAMS, THOSE INDIVIDUALS ARE GOING TO FOLLOW THE KIDS AND WHERE THE NEEDS ARE.

THAT'S NOT UNIQUE TO BOUNDARY REALIGNMENT. THOSE TYPES OF POSITIONS ARE REVIEWED EACH AND EVERY YEAR BY THE DIRECTORS THAT ARE OVER THOSE POSITIONS, AND LOOKING AT WHERE THE STUDENTS ARE AND THE NEEDS ARE.

SO THOSE ARE POSITIONS. WE DON'T DO KIND OF A FRUIT BASKET TURNOVER EVERY YEAR, BUT EVERY YEAR THERE'S A HANDFUL THAT SHIFT TO A DIFFERENT CAMPUS BECAUSE THAT'S WHERE THE NEEDS ARE. SO AGAIN, WE HAVE SEVERAL LANGUAGE ACQUISITION SPECIALISTS THAT ARE BILINGUAL IN SPANISH.

AND OF COURSE, THOSE INDIVIDUALS WOULD, YOU KNOW, BE PLACED WITH THE DLI PROGRAM IF AND WHEN A WHEN A DECISION CAN BE MADE, WHETHER THAT'S TONIGHT HOPEFULLY OR LATER THIS MONTH, THEN WE'LL BE ABLE TO FINALIZE SOME OF THOSE PLACEMENTS.

BUT WE'RE ALREADY WORKING ON SCENARIO ONE AND SCENARIO TWO KIND OF BEHIND THE SCENES.

AND WE FEEL VERY CONFIDENT THAT THE RIGHT STAFF WILL BE WHERE THE STUDENTS NEED THEM.

GREAT. THANK YOU. I JUST WANT THAT FOR CLARIFICATION BECAUSE A LOT OF TIMES WE HAVE CHANGED. PEOPLE ARE CONCERNED THAT THEIR SERVICES WON'T BE MET.

SURE. AND I WILL ADD THAT THANK YOU FOR ASKING THAT QUESTION.

THANK YOU FOR SAYING THAT OUT LOUD, BECAUSE PARENTS HAVE WONDERED ABOUT THEIR INDIVIDUAL SERVICES OR DYSLEXIA SPECIALIST AND WHERE THEY'RE GOING TO GO, YOU KNOW, BUILD RELATIONSHIPS WITH THEM. SO THANK YOU FOR STATING THAT OUT LOUD.

SO YOU'RE WELCOME. ONE THING I DO AS WE WRAP UP THIS PART IS I DO SEE THAT IT'S ON FOR ACTION TONIGHT.

AND SO, I WILL YOU HELP ME UNDERSTAND WHY WE NEED TO TAKE ACTION ON IT TONIGHT AS OPPOSED TO AT OUR REGULAR MEETING.

SO THERE ARE A COUPLE OF DIFFERENT REASONS. I THINK THE BIGGEST ONE IS, AS WE'VE BEEN TALKING ABOUT THIS AND THE IMPACT IT HAS ON OUR COMMUNITY, ON OUR FAMILIES. AND YES, THEY KNOW THE BIG PIECES, ESPECIALLY THOSE, YOU KNOW, FROM PINKERTON ELEMENTARY AND IN THE DLI PROGRAM, BUT JUST A FINALITY OF WHERE AM I GOING TO GO? I THINK I KNOW WHERE I'M GOING TO GO. BUT KIND OF BACK TO TRUSTEE CAVINESS QUESTION, YOU KNOW, WHEN AM I GOING TO KNOW FOR SURE? WE HAVE THE SAME UNEASINESS WITH OUR STAFF.

WHERE AM I GOING TO BE? WHAT AM I GOING TO BE TEACHING NEXT YEAR? AM I GOING TO BE WITH MY KIDS? AM I GOING TO BE PART OF THE PROGRAM? AND SO WE CAN'T FINALIZE ANY OF THAT UNTIL WE KNOW SPECIFICALLY WHERE THE STUDENTS, YOU KNOW, ARE GOING TO BE? I THINK THERE WERE SOME PIECES YOU TALKED ABOUT EARLIER.

DEFINITELY. AND SO AS DIANE AND I ARE LEADING THE CERC COMMITTEE, YOU KNOW, THERE'S A SUBSECTION OF THE CERC COMMITTEE THAT'S GOING TO BE RERUNNING THE RUBRIC. AND HONESTLY, WE NEED THESE DECISIONS BEFORE WE CAN RERUN THE RUBRIC BECAUSE THIS IMPACTS THOSE DECISIONS.

SO BEFORE THAT SUBCOMMITTEE CAN MEET WE HAVE TO HAVE THIS DECISION.

AND DECISION, AND THIS WILL JUST POSTPONE KIND OF WHAT THE WORK THAT THE CERC IS DOING. I THINK THE SOUND OBVIOUSLY I WANT TO SOUND LIKE VERY VALID POSITIVES.

MY ONE, MY ONE CONCERN IS THAT THIS IS RADICALLY DIFFERENT FROM SCENARIO ONE.

AND I DO ALWAYS LIKE TO HAVE TIME FOR PARENT ENGAGEMENT AND FEEDBACK.

AND SO TO MY FELLOW BOARD MEMBERS, I WOULD JUST OFFER UP.

I WONDER, TRULY, I WONDER, WOULD IT BE APPROPRIATE TO HAVE TWO WEEKS FOR THERE TO BE FEEDBACK AS THIS IS IS DIFFERENT? I WILL SAY OUT LOUD, I THINK SCENARIO TWO IS THE WAY TO GO.

IT SEEMS VERY WELL SUPPORTED, BUT I WOULD LIKE TO HAVE SOME TIME FOR OUR PARENTS TO WEIGH IN.

[01:05:04]

ALTHOUGH AND I'M SORRY, I'M TALKING. I'M THINKING OUT LOUD.

I UNDERSTAND THAT YOU'RE NOT MOVING IN CAMPUS, RIGHT? IT'S WE'RE YOU'RE NOT MOVING. AND SO THE SHIFT IS NOT AS GREAT.

SO I THINK I COULD, I WOULD BE CURIOUS TO MY FELLOW BOARD MEMBERS.

WHAT YOU GUYS THINK ABOUT THAT? NOT ABOUT THE SCENARIO, BUT ABOUT MAKING THE DECISION TONIGHT.

WELL, I JUST WANT TO REITERATE THAT THESE CHANGES WERE BASED ON FEEDBACK THAT WE DID RECEIVE FROM THE COMMUNITY.

TO YOUR POINT, THEY NO ONE HAS SEEN THAT THIS IS THE OPTION.

IDEALLY, IF SOMETHING CAN HAPPEN TONIGHT, THAT WOULD BE GREAT.

YOU KNOW, WE CAN WAIT UNTIL THE 24TH, BUT I KNOW SOMETIMES WE HAVE A TENDENCY OF PUTTING THINGS ON.

AND THEN THE 24TH BECOMES MARCH 3RD. THE LONGER WE WAIT ON THIS, IT DOES IMPACT ALL THE THINGS THAT PEOPLE HAVE ALREADY SAID.

SO JUST SAY THAT. JUST SO THERE'S FULL DISCLOSURE ON THAT.

BUT I ALSO HEAR WHAT YOU'RE SAYING TOO, AND WE ALWAYS WANT TO MAKE SURE WE'RE ENGAGING WITH THE COMMUNITY. I WOULD RESPECTFULLY PUSH BACK ON WHAT YOU'RE SAYING.

TRUSTEE WALKER ONLY IN THAT WHEN I LOOK AT THE TWO KIND OF FLOW CHARTS, WE'RE ACTUALLY TALKING ABOUT IMPACTING ONLY THE SAME STUDENTS AND REMOVING, WE'VE ACTUALLY SIMPLIFIED. SCENARIO TWO IS REALLY A SIMPLIFICATION OF SCENARIO ONE, AND THE FACT THAT NOBODY KNEW IS POTENTIALLY BEING IMPACTED TO ME MAKES THAT LESS URGENT OR LESS, YOU KNOW, URGENT, I GUESS, BECAUSE THE FAMILIES THAT WOULD BE IMPACTED ARE THE ONES THAT HAVE HAD AN OPPORTUNITY TO GIVE US FEEDBACK FROM THE BEGINNING.

WE ARE NOT TALKING ABOUT INVOLVING ANYBODY NEW IN SCENARIO TWO.

SO THAT WOULD THAT'S ONE REASON WHY I HAVE A LITTLE BIT, MAYBE HIGHER COMFORT LEVEL THAN YOU DO WITH THE POSSIBILITY.

I DON'T GENERALLY LIKE FOR US TO TAKE ACTION AT A WORKSHOP.

HOWEVER, IF IT LETS STAFF MOVE FORWARD, WE'RE NOT IMPACTING NEW FAMILIES.

I ACTUALLY AM THRILLED THAT SOMETIMES THE BEST IDEAS ARE THE SIMPLER ONES, AND I LOVE THAT YOU GUYS WERE OPEN TO REVISITING YOUR IDEA AND REALIZING THAT SOMETHING SIMPLER ACTUALLY ACCOMPLISHED THE SAME REALLY IMPORTANT THINGS AND GOT RID OF SOME UNINTENDED CONSEQUENCES.

SO THAT WOULD THAT WOULD BE THE ONE THING THAT I WOULD SAY TO COUNTER YOUR THOUGHT IS JUST WE'RE NOT INVOLVING ANYBODY KNEW IF ANYBODY KNEW WAS BEING INVOLVED.

I 100% WOULD NOT BE COMFORTABLE TAKING ACTION TONIGHT.

THE OTHER PIECE THAT WHILE YOU GUYS ARE CONSIDERING THAT, I WANT TO POINT OUT THAT THE IMPACT TO MIDDLE SCHOOL CAMPUSES.

AND SO WE HAVE THE SAME KIND OF CHART HERE THAT SHOWS SCENARIO ONE, WHICH HAD A LOT OF MOVING PIECES AND DIFFERENT KIDDOS BECAUSE OF THEIR ELEMENTARY SCHOOL CHANGE, POTENTIALLY A CHANGE IN WHERE THEY WOULD GO TO MIDDLE SCHOOL.

IN SCENARIO TWO, AGAIN, IT WOULD BE THE NEIGHBORHOODS THAT ARE CURRENTLY PINKERTON THAT ARE REZONED TO WILSON THAT WOULD THEN BE REZONED TO NORTH.

BUT THAT BEING SAID, AS YOU LOOK AT SCENARIO TWO AND WHERE THE COMFORTABLE CAPACITY IS, THERE'S DEFINITELY ROOM FOR ANY OF THOSE FIFTH GRADE STUDENTS AT PINKERTON CURRENTLY IF THEY WANTED TO CONTINUE TO GO TO EAST, IF THEIR SIBLINGS WERE STILL AT EAST, AND ANY STUDENT AT EAST WOULD BE ABLE TO CONTINUE.

SO CURRENT SIXTH AND SEVENTH GRADERS. THE ASSUMPTION IN ASSUMPTION IN THESE NUMBERS IS THAT THEY WOULD STAY EVEN THOUGH THEIR NEIGHBORHOODS ARE BEING REZONED.

THEY WOULD STAY AND COMPLETE THEIR MIDDLE SCHOOL YEARS AT THEIR CURRENT MIDDLE SCHOOL. BUT THERE'S ROOM.

QUITE HONESTLY, AS YOU CAN SEE AT ALL OF OUR THREE MIDDLE SCHOOL CAMPUSES, FOR US TO ACCOMMODATE ANY KIND OF TRANSFER REQUEST.

THERE ARE CURRENTLY 54 FIFTH GRADERS AT PINKERTON ELEMENTARY.

SOME OF THOSE HAVE ALREADY INDICATED THAT THEY, YOU KNOW, LIVE IN THE WEST FEEDER PATTERN AND INTEND TO GO TO WEST AND GO WITH THEIR NEIGHBORHOOD FRIENDS. BUT THOSE OF THOSE THAT ARE IN THE NORTH ARE THOSE THAT LIVE IN THE SOUTH.

IF THEY WANT TO GO TO EAST, WE WOULD BE ABLE TO APPROVE AGAIN THROUGH THE NORMAL TRANSFER PROCESS, THOSE TRANSFERS. THAT ALSO WAS BASED ON QUITE A BIT OF FEEDBACK FROM MIDDLE SCHOOL PARENTS THAT MIGHT NOT HAVE BEEN AS PLUGGED IN BECAUSE THEIR KIDS ARE ALREADY OUT OF ELEMENTARY. AND SO THEY WERE KIND OF LIKE THESE, THIS REALLY ISN'T MY ISSUE.

BUT THEN WHEN THEY REALIZED THAT THE SCENARIO ONE REZONE NEIGHBORHOODS TO DIFFERENT MIDDLE SCHOOLS.

IT OPENED UP THEIR EYES TO, OH, I COULD HAVE TO.

I MAY HAVE TO GO TO A DIFFERENT SCHOOL. SO I WANTED TO MAKE SURE AS YOU GUYS ARE MAKING THAT DECISION, WE DIDN'T LEAVE THAT. I MEAN, THE BIGGEST IMPACT IS ELEMENTARY.

BUT THERE IS, YOU KNOW, SOMEWHAT OF A MIDDLE SCHOOL IMPACT.

BUT WE'D LOVE TO BE ABLE TO MAKE THAT REZONING.

SO ANY NEW FAMILIES THAT MOVE INTO WHAT WOULD BE THE NEW WILSON ZONE WOULD GO AUTOMATICALLY TO NORTH FROM THAT POINT FORWARD AND NOT TO LEAVE OUT HIGH SCHOOL. BUT WE DID DO A SLIDE FOR HIGH SCHOOL, TOO.

YEAH. AGAIN, THOSE NUMBERS AREN'T IMPACTED. I KNOW IN A LITTLE BIT LATER THIS EVENING, WE'RE GOING TO TALK A LITTLE BIT ABOUT NEW TECH.

BUT WITH THE CURRENT TRENDS, THIS IS WHAT THE DEMOGRAPHER IS PROJECTING OUT FOR BOTH NEW TECH THE HIGH SCHOOL AND THE NINTH GRADE

[01:10:04]

CAMPUS. AND THEN AGAIN, I THINK IT'S IMPORTANT FOR US TO LOOK AT THE BOTTOM THAT THERE ARE SOME PLACES THAT OUR NUMBERS ARE GROWING, PRIMARILY HIGH SCHOOL. WE ARE LOSING ENROLLMENT IN ELEMENTARY AND MIDDLE SCHOOL TO A CERTAIN EXTENT.

AND SO OVERALL, WHAT WE'RE PROJECTED TO HAVE IS 144 STUDENTS LESS AS A DISTRICT NEXT YEAR THAN WE CURRENTLY HAVE THIS YEAR.

JUST THE QUESTION AT HAND THAT LEE STARTED OFF WHAT WE NEED TO DECIDE TONIGHT.

I THINK AS A GROUP, ARE WE COMFORTABLE MOVING FORWARD WITH THE RECOMMENDATION? WE WAIT UNTIL THE 24TH? YOU KNOW, I'LL JUST WEIGH IN KIND OF ON THE FENCE WHEN YOU SAID IT, BUT I THINK WHAT YOU SAID RESONATED WITH ME, TOO, THAT IT'S SIMPLIFIED AND WE'RE REALLY NOT IMPACTING NEW FAMILIES.

BUT WHAT I'D WRITTEN DOWN, WHAT YOU JUST SAID AND WHAT I LIKE ABOUT SCENARIO TWO, ONE IS THAT IT'S NOT SPLITTING THE NEIGHBORHOOD THAT WE HAD IN SCENARIO ONE. I THINK. SCENARIO ONE I THINK BOTH OPTIONS ARE VIABLE, BUT I WHAT I LIKE ABOUT TWO OVER ONE NOW IS THAT THAT'S NOT SPLIT. I THINK IT LETS THE CERC COMMITTEE. IT LETS THOSE GUYS DO THEIR JOB.

AND THEN KNOWING, YOU KNOW, IN A YEAR OR TWO WE'RE GOING TO HAVE TO REBALANCE PROBABLY REGARDLESS.

BUT ESPECIALLY IF, YOU KNOW, THE CERC COMMITTEE COMES BACK WITH RECOMMENDATIONS AND THOSE ULTIMATELY GET DISCUSSED THAT WE'RE GOING TO CLOSE ANOTHER CAMPUS AT THE ELEMENTARY LEVEL. SO THIS TO ME, I THINK IS VERY RESPONSIVE TO WHAT WE'VE BEEN HEARING FROM THE COMMUNITY OF DON'T DO THIS YEAR AFTER YEAR AFTER YEAR.

WE'RE MOVING CAMPUSES. AND I KNOW IN THE 90S IT WAS A DIFFERENT SITUATION WHERE WE WERE BUILDING AND THEN IT WAS HAPPENING.

BUT WE CAN CONTROL THIS PART OF IT. SO, IF WE CAN CONTROL IT AND TAKE SOME OF THAT BURDEN AND WORRY FROM PARENTS, I'M ALL IN ON THAT ONE. I THINK THAT'S A GOOD REASON.

AND THEN WE'VE TALKED, I THINK, PRETTY EXTENSIVELY ON THE MONOLINGUAL CLASSES AT DENTON CREEK.

I MEAN, WE ALL RECEIVED AN EMAIL ON FRIDAY. I HAD AN OPPORTUNITY SEVERAL WEEKS AGO TO STOP BY ON OUR BEHALF TO THE TRANSITION COMMITTEE AND JUST THANK THEM FOR THEIR WORK. BUT THAT WAS, YOU KNOW, ONE OF THE THINGS BROUGHT UP WHEN DOCTOR HUNT AND I WAS THERE TALKING WITH STAFF TOO, WAS A CONCERN ABOUT, YOU KNOW, HOW TO THE MONOLINGUAL SIDE, IF THERE'S ONLY ONE SECTION AND FOR ALL THE REASONS YOU SAID.

SO, I THINK THIS SOLVES A LOT OF COMMUNITY CONCERNS, STAFFING CONCERNS HAS BEEN RESPONSIVE TO SOME OF OUR DISCUSSIONS THE LAST, LAST FEW MEETINGS. SO THANK YOU AND GLAD YOU'RE BACK AND FEELING BETTER.

YES. APPRECIATE IT. YEAH. THANK YOU, YOU GUYS.

WELL SO I MEAN, I THINK I LEE I WAS KIND OF TRENDING TOWARDS YOUR THOUGHT PROCESS IN TERMS OF LIKE, YOU KNOW, WHEN YOU BRING IN, WHEN YOU BRING IN SOMETHING NEW AND, YOU KNOW, KIND OF PEOPLE WEIGH IN ON THE PROCESS.

AND I THINK FROM AN OPTICALLY PERSPECTIVE, I GUESS YOU COULD SEE IT AS BEING LIKE A NEGATIVE TO DO.

BUT THEN AS, AS YOU GUYS ARE TALKING, I'M KIND OF THINKING THROUGH IT MORE. AND THEN I THINK THE THING THAT JUMPS UP TO ME TO BE LIKE THE TOP OF THE LIST IS LIKE, PARENTS HAVE SUBMITTED SURVEY RESULTS AND WRITE TO SAY, LIKE, I'M GOING TO GO TO I WANT TO CHOOSE THIS CAMPUS, I'M GOING TO STAY THIS WAY. SO THE IMPACT OF FAMILIES WHO ARE GOING TO BE IMPACTED BY THE CLOSING AND MOVING ANYWAY HAVE ALREADY LIKE, INPUT WHAT THEY WHAT THEIR THOUGHTS WERE IN TERMS OF THIS IS WHAT I WANTED TO END UP.

AND IT'S NOT LIKE THEN WE WENT OUT AND SAID, OH, TOWN CENTER, YOU'RE GOING TO GET IMPACTED TOO.

COTTONWOOD CREEK, YOU'RE GOING TO GET IMPACTED TOO. NOW, REALLY, RESPONDENTS ARE THE ONLY PEOPLE WHO ARE AFFECTED, AND PEOPLE HAVE KIND OF BEEN BROUGHT ALONG THROUGH THIS ENTIRE PROCESS.

SO THAT PROVIDES ME A LITTLE BIT OF COMFORT. AND I GUESS AS KIND OF PIGGYBACKING ON THAT COMMENT, THAT THIS IS A VERY NARROWLY TAILORED SOLUTION.

IT'S NOT LIKE YOU WERE SPREADING OUT AMONG OTHER CAMPUSES, RIGHT? SO THAT THAT KIND OF GOES HAND IN HAND, WHICH KIND OF CUTS IN THE FAVOR OF LIKE, MAYBE, YOU KNOW, IT MAKES SENSE TO, TO DO ACTION TONIGHT, TO MOVE ALONG.

I THINK A COUPLE OTHER THINGS. BUT MISS BROWN MENTIONED ABOUT THE CERC COMMITTEE AND NEEDING TO MOVE THAT PROCESS ALONG AND GET THE INPUTS AND FACTORS.

AND PROBABLY THE MORE IMPORTANT ASPECT OF THAT IS LIKE YOUR STAFFING AND OPERATIONS PERSPECTIVE, RIGHT? YOU HAVE TEACHERS AND SUPPORT STAFF AND ALL WHO HAVE TO DECIDE WHAT TO DO, AND YOU GUYS HAVE TO DECIDE WHERE THEY NEED TO GO.

AND PRINCIPALS NEED TO MAKE PLANS FOR THE COMING YEAR.

AND EVERY WEEK THAT YOU WAIT, THERE'S SOME OTHER OPPORTUNITY THAT'S GONE FOR SOMEBODY ELSE WHO'S MAKING A CHOICE OR MAKING A DECISION, WHICH MAKES IT HARDER FOR OPERATIONAL PERSPECTIVE TO EXECUTE AGAINST A PLAN, BECAUSE WE HAVE TO THINK ABOUT,

[01:15:04]

YOU KNOW, YOU GUYS ARE STAFFING AND THINKING ABOUT ALREADY ABOUT WHAT'S HAPPENING IN LIKE AUGUST OF NEXT YEAR. AND TEACHERS AND OTHER DISTRICTS ARE DOING THE EXACT SAME THING. AND SO WE COULD BE INADVERTENTLY LIKE, YOU KNOW, IF A TEACHER WANTS TO GO SOMEWHERE AND NEEDS TO GO SOMEWHERE, PUT THEM IN A BAD POSITION WHERE THEY CANNOT, LIKE TAKE AN OPPORTUNITY OR DO SOMETHING DIFFERENT IF THEY WANT TO, JUST BECAUSE WE'RE WAITING A COUPLE MORE WEEKS. SURE.

AND I THINK IF THERE WAS I THINK I WOULD HAVE MORE PAUSE.

TRUSTEE WALKER TO WHAT SHE SAID IF WE WERE IF WE JUST GOT, LIKE A SCENARIO ONE TODAY AND THEN NOBODY HAD LIKE, LIKE THERE'S NOBODY FROM LAKESIDE OR NOBODY FROM COTTONWOOD CREEK TO SAY, WELL, HOW IS THIS GOING TO AFFECT WHATEVER, HOW IT'S GOING TO GO? BUT BECAUSE IT'S NOT IT'S VERY TAILORED TO HOW AND THIS KIND OF A COMMENT I MADE LAST WORKSHOP, WHICH IS LIKE, LET'S SOLVE THE PROBLEM IN FRONT OF US RIGHT NOW.

AND THIS IS THE PROBLEM THAT'S IN FRONT OF US, RIGHT.

YOU KNOW, AND HOW DO WE ALLOCATE THE BEST RIGHT NOW.

AND SO THAT'S WHY I THINK I'M LEANING MORE TOWARDS NOW, WHICH IS PROBABLY RIGHT FOR ACTION TONIGHT.

I THINK THE SAME THING. AND I WAS JUST ABOUT THINKING THROUGH THAT WAS MY FIRST RESPONSE THAT, OKAY, WE NEED TIME TO THINK ABOUT AND PROCESS.

BUT THEN I'M THINKING THAT THIS SCENARIO TOO IS RESPONSIVE IN REGARDS TO LIKE, ALL THE NUMBERS WE GOT ON THE MOVING ARROWS.

THAT'S THE RESPONSE THAT THAT'S I SEE THE COMMUNITY ENGAGEMENT RIGHT THERE.

AND BASED ON THOSE NUMBERS, WE CAME HERE WITH, YOU KNOW, JUST MORE EFFICIENCY AND LESS COMPLICATION.

SO THAT WAY MY QUESTION IS ANSWERED. YOU KNOW THAT OKAY.

THEY RESPONDED TO THE SURVEY. THAT'S HOW WE GOT THE NUMBER.

AND THAT LED US TO THIS, YOU KNOW, LESS COMPLICATED BECAUSE OF LESS NUMBER OF ARROWS SOLUTION.

SO THAT'S SATISFIES, YOU KNOW, MY NEED FOR THAT, LOOKING FOR THAT COMMUNITY INVOLVEMENT PART.

I'M ALSO LOOKING AT THE NUMBER OF STUDENTS. IT'S LESS AT THE SAME TIME.

THANK YOU FOR POINTING THAT OUT NICOLE, THAT IT'S STILL THE SAME NUMBER OF GROUP.

IT'S NOT A NEW NUMBER GETTING IMPACTED. SO THAT'S A BIG PLUS TOO.

AND I'M THINKING ABOUT JUST EFFICIENCY ON THE TIME.

I MEAN YOU ALL NEED TIME FOR PLANNING AND THE CERC COMMITTEE AND ALL THAT.

I THINK THIS IS A GOOD TIME TO MOVE FORWARD. JESSE WALKER I HEARD WHAT YOU WERE SAYING IN THAT REGARD OF MAKING THE DECISION, BUT I KNOW IN THIS DAY AND TIME WE'VE SEEN, EDUCATORS. YOU KNOW, I'VE TALKED TO EDUCATORS AS WELL, MAKING DECISIONS FOR NEXT YEAR ALREADY.

RIGHT. AND SO ONE OF THE THINGS I THINK THAT I'VE HEARD, EVEN WHEN WE WERE GOING THROUGH THIS PROCESS, GOING ON THE CAMPUSES AND HEARING THOSE CONVERSATIONS, THEIR CONCERN ABOUT, DO I HAVE A JOB? AND ESPECIALLY ARE EXPERIENCE EDUCATORS, RIGHT? BECAUSE WHEN YOU'RE IN THE MIDDLE, LIKE, YOU KNOW, TEN, 15 YEARS IN YOU'RE LOOKING TRYING TO FIGURE OUT, DO I WANT TO STAY IN EDUCATION? I THINK GIVING THAT PIECE OF MIND AND GIVING THEM THE CLARITY OF, YES, YOU WILL HAVE A JOB AND WE WILL HAVE A PLACE TO MOVE STAFF AROUND, I THINK IS IMPORTANT IN FEBRUARY TO MAKE THAT HAPPEN.

I WOULD AGREE WITH YOU IF IT WAS A MAJOR SHIFT.

I WOULD BE LESS INCLINED TO DO THAT, BUT WE ALREADY KNOW THAT FROM THE STAFF STANDPOINT, THEY'RE TRYING TO DO SOME THINGS, RECREATE AND MOVE SOME THINGS AROUND TO ACCOMMODATE THE NEEDS THAT ARE PROJECTED AS WELL AS TRYING TO FIGURE OUT THROUGH A CERC COMMITTEE TO GIVE RECOMMENDATIONS BACK. RIGHT. AND THEN THEY'RE GOING TO PROBABLY BE SOME THINGS THAT ARE BEING PUT ON THE TABLE THAT WE HAVEN'T EVEN TALKED ABOUT YET IN TERMS OF HOW CAN WE FILL SPACES, BECAUSE ONE OF THE OTHER THINGS I THINK, YOU KNOW, LOOKING AT THOSE LOW ENROLLMENT PLACES, ARE THERE OPPORTUNITIES TO DO THINGS TO PROMOTE TO DRIVE PEOPLE TO COME INTO THE COMMUNITY AND HAVING THOSE SPACES? THE LAST POINT I WOULD MAKE IS COMMENT I'LL MAKE IS MS. EICHEL THAT PEOPLE CAN MOVE AROUND AS WELL RIGHT, SO EVEN IF A PERSON IS ON A CAMPUS, THERE ARE OPPORTUNITIES TO PROBABLY POTENTIALLY TRANSFER IF THERE'S A NEED TO TRANSFER RIGHT.

SO THEY'RE NOT PIGEONHOLED INTO A LOCATION IF THERE'S OPPORTUNITY IN SPACE ON OTHER CAMPUSES AT THE ELEMENTARY LEVEL, IS THAT CORRECT? THAT IS CORRECT. SO WE HAVE ASSURED EVERYBODY THAT EVERYBODY WILL BE PLACED BEFORE WE OPEN UP ANY INTERNAL TRANSFERS AND, AND OR ANY KIND OF EXTERNAL, YOU KNOW, NEW HIRING TO THE DISTRICT.

TYPICALLY OUR INTERNAL TRANSFER PROCESS OPENS ON OR AROUND MARCH 1ST.

THAT PROBABLY WOULD HAVE TO BE PUSHED BACK A LITTLE BIT IF A DECISION ISN'T MADE UNTIL THE END OF THE MONTH.

[01:20:05]

IDEALLY, WE LIKE TO OPEN THAT UP BEFORE WE GO INTO SPRING BREAK, BECAUSE THAT'S REALLY WHEN THE HIRING SEASON BEGINS AND THE MOST COMPETITION BETWEEN OTHER DISTRICTS. SO THE EARLIER THAT WE CAN GET THE PLACEMENTS DONE AND EVERYBODY CAN KNOW THAT.

AND THEN TO YOUR POINT, IF IT'S NOT EXACTLY WHAT THEY WANTED OR AN OPPORTUNITY THAT DIDN'T EXIST FOR US TO PUT THEM INTO AT THIS POINT OPENS UP LATER ON, THEN YES, THROUGH THE NORMAL TRANSFER PROCESS, ANYBODY WOULD HAVE THAT OPPORTUNITY.

YOU KNOW, AGAIN, WORKING BEHIND THE SCENES IN SCENARIO ONE.

YOU KNOW, STARTING TO TRY TO PLACE PEOPLE WE WERE LOOKING AT PROBABLY A 85% OF OUR STAFF THAT HAS GIVEN US INPUT ABOUT WHERE THEY WANT TO BE. AND SO THOSE ARE THE TEACHERS IMPACTED AT PINKERTON, WILSON AND DENTON CREEK.

WE HAVE ABOUT 85% IN 5% IN THEIR, YOU KNOW, TOP 1 OR 2 CHOICES AND THE REST, YOU KNOW, IN KIND OF AN OKAY CHOICE OF PLACE.

SCENARIO TWO ALLOWS US PROBABLY TO PLACE 95% OF THE TEACHERS IN THEIR TOP 1 OR 2 CHOICE, WITH A LITTLE BIT OF FINAGLING AND SOME SITUATIONS WHERE, YOU KNOW, MAYBE WE ONLY HAVE TWO TEACHERS IN THAT AREA.

AND SO WE'VE GOT TO, YOU KNOW, LOOK AT THINGS A LITTLE BIT DIFFERENTLY. BUT AGAIN, I WANT TO SAY OUT LOUD, EVERYBODY WILL HAVE A JOB.

WE HAVE A PLACE FOR EVERYBODY. BUT THERE WILL BE A COMFORT LEVEL WHEN THOSE BEING IMPACTED KNOW, OKAY, NOT ONLY DO I HAVE A JOB, BUT THIS IS WHAT IT'S GOING TO BE FOR NEXT YEAR.

YOU KNOW, THIS IS WHAT IT'S GOING TO BE AND WHERE IT'S GOING TO BE. SO THANK YOU.

SO THIS GOES BACK TO THE AS SOON AS THE DECISION IS MADE, THE SOONER WE CAN NOTIFY PEOPLE.

BUT WE RECOGNIZE THIS IS A BIG DECISION FOR THE BOARD AND WANT YOU TO FEEL COMFORTABLE MAKING IT AND DON'T WANT YOU TO FEEL LIKE YOU'RE BEING RUSHED.

BUT WE DO NEED TO KNOW SO THAT WE CAN MOVE FORWARD.

SO IF IT'S NOT TONIGHT, IT HAS TO BE THE 24TH.

SOUNDS LIKE WE'LL BE REVISITING THAT WHEN WE GET DOWN TO SECTION FIVE AND MAKE A CHOICE.

YEAH. FOR SURE. OKAY. OKAY. THANK YOU. THANKS.

AS WE GO INTO OUR BUDGET PLANNING FOR 25-26, 26-27, I DID ASK MISS SIRCAR TO TALK BRIEFLY ABOUT FEDERAL FUNDS AND HOW THAT

[IV.B. 2025-2026 and 2026-2027 Budget Planning - Diana Sircar (Chief Financial Officer) (SPG1) (FOS)]

PROCESS WORKS, WITH SOME RECENT ANNOUNCEMENTS FROM THE NEWS AND AT THE NATIONAL LEVEL.

WE JUST WANTED TO MAKE SURE THAT OUR BOARD AND COMMUNITY HAVE SOME REASSURANCES ABOUT WHAT WE'RE DOING WITH FEDERAL FUNDS.

RIGHT. SO, AS YOU KNOW, AT THE END OF JANUARY THERE WAS A MEMO ISSUED THAT PUT A TEMPORARY PAUSE ON ALL DISTRIBUTIONS OF FEDERAL FUNDS. THAT MEMO WAS THEN RESCINDED THE NEXT DAY, BUT IT CAUSED A LOT OF CONCERN.

SO, THIS IS JUST SORT OF A SNAPSHOT OF THE AMOUNT OF FEDERAL FUNDING THAT COPPELL ISD RECEIVES.

WE DON'T HAVE THE POPULATION OF ECONOMICALLY DISADVANTAGED STUDENTS THAT MANY DISTRICTS HAVE WHERE THEY'VE GOT, YOU KNOW, 50% OR MORE OF THEIR STUDENTS ARE ECONOMICALLY DISADVANTAGED.

THAT TENDS TO DRIVE MORE FEDERAL FUNDING. BUT THE DISTRICT STILL HAS ABOUT $2.8 MILLION IN FEDERAL GRANT FUNDS ANNUALLY, THE MAJORITY OF THAT, ALMOST 2 MILLION OF THAT BEING IDEA B, WHICH IS FOR CHILDREN WITH DISABILITIES.

AND THEN YOU CAN SEE THE OTHER AMOUNTS THAT ARE JUST FOR THOSE SMALLER GRANTS.

ADDITIONALLY, THE DISTRICT RECEIVES FEDERAL ASSISTANCE FOR THE ELEMENTARY FOOD SERVICE PROGRAM, ABOUT $1 MILLION THERE, AND SOME FOR INTERNET AND TELECOMMUNICATIONS.

THAT'S CALLED E-RATE. THAT'S VARIES EVERY YEAR, BUT AROUND 400,000.

AND THEN FEDERAL MEDICAID REIMBURSEMENTS FOR THE HEALTH SERVICES THAT ARE PROVIDED BY STAFF TO CHILDREN WITH MEDICAID, AND THAT CAN VARY ANYWHERE FROM 150 TO $1 MILLION.

SO THE QUESTION WAS, WHAT'S GOING TO HAPPEN WITH ALL THESE FUNDS? AND SINCE THE MEMO WAS RESCINDED WE STILL FEEL CONFIDENT THAT THOSE FUNDS WILL BE RECEIVED.

HOWEVER, THERE COULD BE SOME DISRUPTIONS IN THAT.

WE WE KIND OF HAVE TO JUST WAIT AND SEE AT THIS POINT IN TIME.

SO AS FAR AS OUR CURRENT FUNDING WE ARE UP TO DATE WITH ALL THE REIMBURSEMENTS THAT WE HAVE SUBMITTED.

WHAT HAPPENS IS THE DISTRICT PAYS THE PAYS FOR THE EXPENDITURES, AND THEN WE APPLY FOR REIMBURSEMENTS THROUGH TEA ALL OF THESE FEDERAL FUNDS ARE DRIVEN THROUGH TEA AND SO WE NORMALLY HAVE A ONE MONTH LAG WHERE WE FINISH NOVEMBER EXPENSES.

WE APPLY FOR THEM IN DECEMBER AND WE RECEIVE THAT MONEY FROM TEA.

SO ALL OF OUR OF OUR REIMBURSEMENTS ARE UP TO DATE.

IN THE INTERIM, WE ARE GOING TO CONTINUE BUSINESS AS USUAL.

WE ARE GOING TO SPEND, AS WE NORMALLY DO, AND CONTINUE TO GET REIMBURSEMENTS UNTIL TEA TELLS US DIFFERENTLY.

[01:25:03]

BUT I THINK IT'S IMPORTANT FOR US TO KNOW THAT IT COULD IMPACT THE CURRENT YEAR BUDGET IF FUNDING IS NOT DISTRIBUTED.

WE DO NOT EXPECT THAT, BUT IT COULD IMPACT IT, AND IT COULD MORE SIGNIFICANTLY IMPACT FUTURE BUDGETS IF FUNDING IS REDUCED OR ELIMINATED.

AND WE HAVE HEARD TALK OF THIS EVEN BEFORE THE PRESIDENTIAL ELECTION, WE HAD HEARD TALK ABOUT WHERE TITLE FUNDS GOING TO BE FULLY FUNDED OR WERE THEY NOT, AND WHAT MIGHT HAPPEN. SO IT'S JUST SOMETHING THAT WE WILL KEEP OUR EYE ON AND CERTAINLY INFORM THE BOARD OF SHOULD THERE BE ANY CONCERN ABOUT FEDERAL FUNDING? I DO THINK IT'S IMPORTANT TO KNOW THAT ABOUT $2.1 MILLION IN FEDERAL FUNDS, WHEN YOU WHEN YOU THINK THAT WE HAVE ABOUT 2.8, ABOUT 2.1 OF THAT IS PAYROLL. AND THE MAJORITY OF THAT IS FOR THE IDEA OF PAYROLL.

SO OUR CHILD NUTRITION WORKERS, OBVIOUSLY THOSE THAT WORK IN THE ELEMENTARY SCHOOLS, THEY ARE THEY ARE FUNDED THROUGH SOME OF THAT FEDERAL FUNDING, BUT IT'S ALSO THROUGH MEAL PRICES, MEAL REVENUE.

SO WE HAVE THAT AS WELL. SIRCAR JUST QUICK MATH.

SO WE'RE TALKING ABOUT 4.3 TO $5.4 MILLION OF OUR BUDGET.

POTENTIALLY. WE ARE TALKING ABOUT 2.8 IN THOSE IN THOSE TOP GRANTS.

BUT THEN THE AND THEN THE OTHERS. SO NOW REMEMBER THE FOOD SERVICE GRANT IS IN A SEPARATE FUND, RIGHT. THE HOWEVER, IF WE WERE TO CONTINUE A PROGRAM WITHOUT THE NATIONAL SCHOOL LUNCH PROGRAM, WE WOULD HAVE TO FUND THAT SOMEHOW, EITHER THROUGH INCREASED MEAL RATES OR BY SUPPLEMENTING FROM OUR GENERAL OPERATING FUNDS.

SO THAT WOULD BE A DECISION THAT WE THAT WE WOULD HAVE TO CONSIDER.

THANKS. MR. SO ARE THESE FUNDING IS IT ALSO LIKE BASIC ALLOTMENT? IS IT TIED TO. IT'S TIED TO THE. YES, IT'S TIED TO THE NUMBER OF STUDENTS AND THE CHARACTERISTICS OF THOSE STUDENTS.

SO, FOR EXAMPLE WITH EMERGENT BILINGUAL, DEPENDING ON THE NUMBER OF STUDENTS THAT WE HAVE, OUR FUNDING COULD GO UP OR DOWN. OKAY. THANK YOU.

AND THEN AT THE LAST WORKSHOP, THERE WAS SOME DISCUSSION ABOUT HIGH SCHOOL CONSOLIDATION.

AND SO WE THOUGHT WE WOULD BRING SOME INFORMATION JUST TO, TO PROVIDE SOME ADDITIONAL INFORMATION TO THE BOARD.

OUR CURRENT ENROLLMENT PROJECTIONS SHOW THAT CHS9 COULD BE CONSOLIDATED INTO CHS, BUT REALLY NOT UNTIL ABOUT 2034 OR 2035. THERE'S JUST NOT A THOUSAND SPACES AVAILABLE AT THE HIGH SCHOOL RIGHT NOW TO ABSORB THOSE STUDENTS.

IT DOES SHOW THAT THOSE STUDENTS AT NEW TECH COULD BE CONSOLIDATED AT THIS TIME INTO CHS AND CHS NINE.

AND THEN WE DID A ANALYSIS OF THE REVENUE THAT'S GENERATED BY THOSE STUDENTS AND THE COST OF INSTRUCTION AT THOSE CAMPUSES. AND SO LAST YEAR, WHEN WE LOOK AT CHS9, CHS9 STUDENTS GENERATED ABOUT $1.5 MILLION MORE THAN THE REVENUE. MORE REVENUE THAN THE INSTRUCTIONAL COSTS OF THAT CAMPUS.

SO WHEN WE LOOK AT STAFFING FOR INSTRUCTION, EVERYTHING EXCEPT FOR MAINTENANCE, CUSTODIAL, UTILITY INSURANCE OF THE CAMPUS, BECAUSE THOSE ARE A LOT OF THOSE ARE BUILDING COSTS.

BUT IT DID INCLUDE THE COSTS OF THE SHUTTLES THAT WE RUN BETWEEN THE CAMPUSES.

SO, THE CHS9 STUDENTS WERE GENERATING MORE REVENUE THAN THE INSTRUCTIONAL COSTS OF THAT CAMPUS.

LAST YEAR, NEW TECH STUDENTS GENERATED LESS REVENUE THAN THE INSTRUCTIONAL COSTS OF THAT CAMPUS, INCLUDING THE SHUTTLES. AND IS THAT PRIMARILY BECAUSE THE NUMBER OF STUDENTS IN THAT CAMPUS? I MEAN, HOW DOES THAT WORK? IT IS PRIMARILY BECAUSE OF THE EFFICIENCY THAT IS ON THAT CAMPUS, OR I MIGHT SAY, THE LACK OF EFFICIENCY IN THAT THE NEW TECH CAMPUS HAS TEACHING STAFF THAT DOESN'T HAVE AS MANY STUDENTS AS PERHAPS THE CHS9 TEACHING STAFF HAS. SO, WE ARE ABLE TO EDUCATE MORE STUDENTS AT CHS9 IN ONE CLASSROOM BECAUSE WE HAVE MORE STUDENTS THERE, VERSUS THE NUMBER OF COURSES THAT WE ARE OFFERING AT NEW TECH AND THE NUMBER OF STUDENTS THAT ARE THERE EITHER BECAUSE THEY'RE TAKING THAT CLASS AT NEW TECH, OR THEY MAY BE OVER AT THE HIGH SCHOOL TAKING CLASSES.

SO. AND AM I RIGHT AT NEW TECH. I KNOW THE SHUTTLES THAT WE'VE OFFERED HAVE VARIED OVER THE YEARS, HAVING HAD KIDS THERE, A LONG TIME AGO. BUT NOW, ARE WE OFFERING SHUTTLES IN THE MORNING, SHUTTLES DURING THE DAY, AND SHUTTLES AFTER SCHOOL?

[01:30:01]

BECAUSE WHEN IT FIRST OPENED, WE ONLY OFFERED SHUTTLES DURING THE DAY. I WAS ACTUALLY THE PARENT DRIVING BACK AND FORTH BETWEEN CHS FOR CHOIR AND THAT SORT OF THING AFTER SCHOOL.

BUT WE'RE OFFERING ALL THROUGHOUT THE ACADEMIC DAY AND BEFORE AND AFTER, NOT JUST DURING THE SCHOOL DAY.

RIGHT. OKAY. AND WE'RE OFFERING THEM TO CHS9 WHEN THAT IS NECESSARY AS WELL.

BEFORE SCHOOL, DURING THE DAY AND AFTER SCHOOL.

CORRECT. WELL, MR. COHEN, YOU'RE TALKING ABOUT THE UTILIZATION.

AND I WAS THINKING BACK EARLIER, YOU KNOW, WHEN I WAS LOOKING AT THE PRESENTATION FOR TONIGHT, JUST THE SLIDE WE LOOKED AT BACK IN SOME OF THE SEPTEMBER WORKSHOPS.

AND I THINK WHAT YOU GUYS JUST SAID, IN TERMS OF THE INEFFICIENCY WITH STAFFING, THE PERCENT THAT ARE AT A DIFFERENT CAMPUS OR, YOU KNOW, SWIMMING YOU KNOW, AT SOME POINT DURING THE DAY AND I DON'T WANT TO, LIKE, DO ANYTHING DRASTIC THAT THAT CHANGES KIND OF WHAT OUR CURRENT PROCESS IS IN TERMS OF THE, YOU KNOW, WE'RE GOING TO TALK ABOUT THAT PIECE HERE NEXT, BUT ARE WE LOOKING AT ANY LIKE PRELIMINARY OR INTERIM CHANGES FOR NEXT YEAR THAT WILL HELP US BE MORE EFFICIENT? YOU KNOW, AT NEW TECH SPECIFICALLY, WHEN I LOOK AT, YOU KNOW, WE'RE OPERATING AT A NET LOSS THERE VERSUS AT LEAST AT NINE, IT'S STILL A NET POSITIVE. I THINK ONE THING WE'RE LOOKING AT IS DEFINITELY SHUTTLES WHERE WE CAN CONSOLIDATE OR BE MORE EFFICIENT WITH SHUTTLES, FOR SURE WE'RE LOOKING AT THAT. AND SPEAKING WITH THE PRINCIPAL, ZANE PORTER, IT'S REALLY LOOKING AT, THE NUMBER OF STUDENTS THAT ARE POSSIBLY TAKING CLASSES OFF OF THE CAMPUS.

AND SO AND NOT, YOU KNOW, LIKE ON THE CAMPUS.

AND YOU'RE KIND OF BUILDING THAT EFFICIENCY AND LOOKING SPECIFICALLY AT NON-UIL COURSES WHERE STUDENTS MIGHT BE TAKING OTHER CLASSES AND EXAMINING EACH STUDENT'S SCHEDULE AND REALLY DIGGING INTO THAT AND HAVING THOSE CONVERSATIONS.

IN LIGHT OF WE'LL TALK ABOUT THIS IN JUST A LITTLE BIT, BUT IN LIGHT OF THE REIMAGINING OF NEW TECH, WE DON'T WANT TO MAKE ANY DRASTIC CHANGES FOR THIS NEXT YEAR.

BUT REALLY LOOKING AT HOW CAN WE BE MORE EFFICIENT AND HOW CAN WE BUILD THAT IN? THE BIGGEST PIECE OF THAT WILL BE SHUTTLES IF WE CAN, YOU KNOW, KIND OF IMPACT THAT SHUTTLE PIECE THAT IS THAT'S SIGNIFICANT, CLOSES THAT GAP FOR SURE. WELL, AND WE WANT TO BE FAIR TO THE PROCESS.

YEAH. BECAUSE THIS IS ALL NEW TECH YOU KNOW, CAME UP AS AN OPTION TO CLOSE AND THE BOARD SAID NO, BUT COME UP WITH A REIMAGINING PLAN. AND SO WE'VE BEEN WORKING ON THAT AND WORKING TOWARDS THAT.

I KNOW IT'S ALWAYS TOUGH TO TALK ABOUT THAT AND HELP PROMOTE WHEN WE'RE ALSO TALKING ABOUT THERE ARE INEFFICIENCIES THERE.

YOU CAN'T DENY THAT. AND SO WE DO WANT TO GIVE THAT SCHOOL ITS EQUAL CHANCE.

AND ZANE HAS BEEN WORKING VERY HARD AND VERY CLOSELY WITH ANGELA AND HER TEAM AS FAR AS THAT MARKETING PIECE.

BUT WE ALSO HAVE TO BE REMINDED THAT ALL OF OUR DISTRICT BUDGETS WERE CUT TO, THE MARKETING BUDGET WAS CUT SIGNIFICANTLY, AND SO IT IS HARD TO BE ABLE TO DO THOSE THINGS WITH NOT JUST FEWER PEOPLE, BUT FEWER FUNDS.

BUT ZANE HAS GOTTEN CREATIVE. HE'S BROUGHT IN HIS PTO, THEY'VE REDID SOME OF THEIR [INAUDIBLE] EXPERIENCES, AND SO THAT HELPS US. BUT REALLY, UNTIL WE CAN BE TRUE TO THAT PROCESS.

AND I KNOW ANGELA'S GOT A COUPLE UPDATES COMING LATER ON THAT.

JUST WANT TO KEEP THAT IN THE BACK OF PEOPLE'S MIND, TOO.

WELL BEFORE WE GET TO THE PLAN, WE'RE TALKING ABOUT IMMEDIACY.

I KNOW THAT THERE'S A HEFTY PARKING BILL THAT WE HAVE TO PAY.

IS THAT LIKE ON A YEARLY CONTRACT, OR IS THAT SOMETHING THAT WE CAN, LIKE KICK THE TIRES ON AGAIN? YOU MEAN AS FAR AS SAINT ANNE'S? YES. THAT'S A, THAT'S AN ANNUAL, I MEAN, WE HAVE NO OBLIGATION.

IT'S SOMETHING WE REQUEST EVERY YEAR. OKAY. AND SO IT IS SOMETHING THAT IF WE DIDN'T NEED THAT PARKING LOT, WE COULD TALK TO AT LEAST CLEAN THE GROUNDS OR SOMETHING ON WHATEVER $30,000 WORTH.

YEAH. I MEAN, IT'S CERTAINLY NOT UTILIZED TO THE CAPACITY THAT IT WAS AT ONE TIME BECAUSE, YOU KNOW, OUR STUDENT POPULATION IS TAKING ADVANTAGE OF OUR BUSSES, OUR BUSSES.

I WAS GOING TO THE I CANNOT THINK OF THE MASS TRANSIT, BUT IT'S TOO IT'S TOO SIGNIFICANT OF A TERM. BUT OUR YOU KNOW, OUR FAMILIES TAKE ADVANTAGE OF THAT.

THEY TAKE ADVANTAGE OF THOSE OPPORTUNITIES AND OUR BUS SERVICES ARE AVAILABLE TO THEM.

BUT WE STILL HAVE STUDENT DRIVERS. WE STILL HAVE SPECIAL EVENTS THAT REQUIRE THE OVERFLOW TO SAINT ANN'S.

AND THEY'VE ALWAYS BEEN A GREAT PARTNER WITH US.

BUT THEY ALSO, YOU KNOW, ARE NOT JUST GOING TO LET US HAVE IT FOR FREE.

YEAH. UNLESS YOU HAVE DIFFERENT CONNECTIONS THAN WE DO. I MEAN.

SAY A PRAYER. SAY A LOT OF PRAYERS ALL THE TIME.

[01:35:04]

CAN YOU HIT THE SLIDE FOR ME? THANK YOU. OKAY.

I JUST WANT TO SHARE KIND OF WHERE WE ARE IN OUR NEW TECH REIMAGINING REBRANDING PROJECT.

AND SO, THIS IS A YEAR LONG PROJECT. WE'RE IN THE RESEARCH PHASE OF IT.

SO WE'VE BEEN MEETING WITH THE CONSULTANT GROUPS AND I HAVE WITH DOCTOR BROOKS REALLY KIND OF MAPPING THIS OUT AND MAKING SURE THAT WE HAVE A PLAN THAT HAS FIDELITY AND THAT WILL GET US WHAT YOU'RE LOOKING FOR.

SO WE ARE IN THE RESEARCH PHASE, THIS WEEK WE WILL HAVE THREE FOCUS GROUPS.

SO WE WILL HAVE WE HAVE A PARENT GROUP. WE HAVE A STUDENT GROUP, WE HAVE A STAFF GROUP.

WE'VE ALREADY HAD AN ALUMNI GROUP THAT WE'VE TALKED THAT ZANE HAS TALKED TO.

WE ALSO WILL BE LAUNCHING A SURVEY THIS WEEK THAT WILL GO OUT TO CURRENT STUDENTS AND STAFF AND PARENTS THAT WILL GO OUT TO THAT TO ALUMNI, THE ONES THAT WE CAN, THAT WE HAVE THEIR CONTACT INFORMATION.

AND THAT WILL GO OUT TO FAMILIES AND STUDENTS IN FIFTH THROUGH EIGHTH GRADE BECAUSE WE WANT TO KNOW WHAT ARE THEY LOOKING FOR AS THEY MOVE IN.

AND SO REALLY KIND OF GETTING THAT THAT INPUT.

WE WILL THEN TAKE THAT INPUT FROM THE FOCUS GROUPS, THE INPUT FROM THE SURVEY, THE PTO HAS HELPED AND THEY'VE DONE THEIR OWN SURVEY.

WE HAVE THAT INPUT. AND THEN ZANE HAS HAD HIS OWN KIND OF CONVERSATIONS WITH ALUMNI.

SO WE'RE PULLING ALL OF THIS DATA AND INFORMATION TOGETHER. WE'RE GOING TO TAKE IT AND HAVE A RE-IMAGINING REBRANDING TEAM THAT WILL BE MEETING ON FEBRUARY 27TH AND MARCH 27TH. SO TWO DAYS AND THERE'S GOING TO BE A LOT OF WORK THAT HAPPENS IN THOSE FULL DAYS.

AND THEN REALLY KIND OF LOOKING AT ASKING ALL THE QUESTIONS THAT WE'VE TALKED ABOUT, YOU KNOW, WHAT IS PBL WE WANT TO CONTINUE? IS THAT WHAT SETS IT APART? WHAT IS IT THAT SETS NEW TECH APART? WHAT DO FAMILIES WANT AND WHAT ARE THEY LOOKING FOR? WE'RE GOING TO BE ASKING THE QUESTIONS. DO WE NEED TO STAY WITH NEW TECH NETWORK? YOU KNOW WHAT? WHAT DO THE FAMILIES WHAT ARE THEY LOOKING FOR? IS IT THE SMALL CLASS SIZE? IS IT THE SMALL CAMPUS? YOU KNOW, JUST REALLY ASKING AND DIGGING DEEP INTO ALL OF THOSE QUESTIONS AND THEN BEGINNING, BEGINNING TO LAY OUT THAT PLAN. WHAT DOES THAT LOOK LIKE? HOW DO WE BUILD NEW TECH MOVING FORWARD? AND SO WE WILL BRING FORTH AN UPDATE TO YOU AT OUR APRIL WORKSHOP.

ONCE WE HAVE THOSE MEETINGS AND THEN WE CAN BEGIN TO KIND OF KIND OF SEE WHAT THAT LOOKS LIKE.

PARTS OF THIS WILL BE DOES NEW TECH KEEP ITS NAME? DOES IT NEED TO HAVE A NAME CHANGE? DOES IT NEED TO HAVE SOME ADDITIONAL BRANDING AND MAYBE A DIFFERENT LOGO THAT ALL OF THOSE PIECES ARE PART OF ITS IDENTITY? IF, YOU KNOW, MARKETING AND BRANDING IT'S ALL TIED TOGETHER.

AND SO REALLY LOOKING AT, AT THE CORE OF WHAT IT BELIEVES IN IT'S CURRICULUM IS ALSO TIED INTO KIND OF THAT MARKETING BRANDING PIECE.

AND SO HOW DO ALL OF THOSE INTERSECT? THAT'S WHAT WE'RE DIGGING INTO AND LOOKING AT. AND SO THIS PROCESS ALLOWS US TO DO THAT.

JUST SO YOU KNOW, THE COMPANY THAT WE'RE WORKING WITH IS DOING A SIMILAR PROCESS IN SEVERAL DISTRICTS AROUND US. WE'RE NOT THE ONLY ONES IN THE SAME BOAT. SO, CEDAR HILL, HEB ARE IN A VERY SIMILAR PROCESS DOING A SIMILAR THING, DESOTO.

SO SOME OF THOSE AROUND US THAT ARE KIND OF, KIND OF BATTLING SOME OF THE SAME ISSUES.

WHAT DO YOU DO WITH SMALL CAMPUSES THAT ARE CHOICE? AND THAT MAYBE NOT HAVING THE SAME ENROLLMENT.

SO WE'RE ALL KIND OF LOOKING AT DIFFERENT PIECES OF IT.

SOME OF THOSE PROJECTS ARE A LITTLE BIT DIFFERENT THAN US, AND THEY HAVE SOME NUANCES, BUT WE'RE NOT THE ONLY ONES KIND OF LOOKING THROUGH THIS.

SO WE'RE SHARING THOUGHTS AND IDEAS AMONGST SOME OF THOSE OTHER GROUPS.

SO WE WILL BE BRINGING BACK A PLAN TO YOU OR THE BEGINNINGS OF A PLAN TO YOU AT THE APRIL WORKSHOP.

ANY QUESTIONS ON KIND OF WHERE WE ARE WITH THE NEW TECH REIMAGINING? WE'RE EARLY IN RESEARCH PHASE. WE'RE JUST KICKING THIS OFF.

WE'VE BEEN TAKING THESE MONTHS TO REALLY BUILD, BUILD OUT WHAT IS THIS GOING TO LOOK LIKE AND WHAT ARE ALL THE STEPS WE NEED TO DO? I THINK THAT'S EXCITING. ON THE FOCUS GROUP ASPECT, BECAUSE I THINK IF WE'RE GOING TO HAVE SOMETHING THAT IS DESIRED BY THE COMMUNITY, WE NEED TO KNOW WHAT IT IS THE COMMUNITY WANTS.

AND I MAY HAVE MISSED IT WHEN YOU WERE TALKING TO [INAUDIBLE] GO THE FOCUS GROUP, IS THAT KIND OF COMMUNITY WIDE OR WHAT'S THE MAKEUP OF THAT? SO THEY ARE THEY HAVE BEEN INVITED. SO THEY ARE.

SO THERE'S A STUDENT ONE THERE IS A PARENT ONE AND THERE'S A THERE'S A STAFF ONE AND THEN SEPARATE ZANE DID AN ALUMNI ONE.

AND THEY'RE BEING LED BY EXPERTS IN HOW TO LEAD FOCUS GROUPS.

SO, I MEAN, I CAN GO IN AND LEAD A FOCUS GROUP, BUT IT REALLY NEEDS TO BE PEOPLE WHO ARE REMOVED FROM THIS WHO REALLY CAN DIG IN DEEP AND ASK THE RIGHT QUESTIONS. AND SO, YES, WE'VE IDENTIFIED WHO THOSE PEOPLE ARE.

THEY'VE BEEN INVITED SO THAT WE MAKE SURE WE HAVE THE RIGHT NUMBER OF PEOPLE IN THE ROOM.

BECAUSE IF YOU'VE EVER, YOU KNOW THE KIND OF THE ANALYTICAL SIDE OF THE STATISTICAL SIDE OF A FOCUS GROUP, YOU HAVE TO HAVE THE RIGHT NUMBER OF PEOPLE AND THAT KIND OF TALKING. SO REALLY MAKING SURE THAT WE DO THAT, THAT PART IS DONE WELL AND THIS GROUP IS COMING IN AND LEADING THAT.

[01:40:01]

SO WE'RE ACTUALLY FLYING IN THE CEO OF A COMPANY FROM MINNESOTA, HE'S GOING TO TAKE CARE OF IT AND LEAD IT.

THAT'S HIS EXPERTISE. SO HOW CAN HE HELP US DIG IN DEEP TO WHAT EACH OF THOSE GROUPS WANTS? AND THEN WE'LL BE IT'LL BE GREAT TO SEE KIND OF WHAT COMES OUT OF THAT.

THAT FOCUS GROUP HAS PARENTS THAT ARE NOT CONNECTED TO NEW TECH AS WELL OR IS IT ALL LIKE PEOPLE WHO HAVE SOME SORT OF THE PARENTS WHO AREN'T CONNECTED TO NEW TECH, WERE GETTING THAT THROUGH THE ONLINE SURVEY. OKAY, SO WE DO WE WE'VE IDENTIFIED SOME FAMILIES WHO MAY HAVE LEFT TO GO TO CHARTER SCHOOLS, AND WE'VE HAD CONVERSATIONS WITH THEM. WE HAVE SOME WHO CAME HERE FROM CHARTER SCHOOLS TO NEW TECH FROM CHARTER SCHOOLS, KIND OF BOTH WAYS. WE HAVE SOME THAT LEFT TO MAYBE THEN WENT TO A PRIVATE SCHOOL AND SOME THAT CAME IN FROM A PRIVATE SCHOOL.

SO WE'RE TRYING TO LOOK AT ALL OF THE ASPECTS AND GETTING THOSE VOICES IN.

OKAY, GOOD. WHEN I WONDER THAT I HAVE IS IN THE BEGINNING, I THINK IT WAS THE FIRST FIVE YEARS, SIX YEARS, WE WENT THROUGH THREE DIRECTORS OVER THERE AND WE WERE THERE.

AND SO I JUST WONDER IF IT'S WORTH I KNOW THEY'RE ALL STILL IN THE AREA, AND I WONDER IF IT'S WORTH REACHING OUT TO THEM AND INTERVIEWING THEM.

AND JUST LIKE HINDSIGHT IS 2020, WHAT WOULD THEY HAVE DONE DIFFERENTLY? WERE THERE PAIN POINTS FROM THE FROM THE BEGINNING THAT WE NEVER GOT RESOLVED THAT WE'VE BEEN DRAGGING ALONG BEHIND US? JUST I JUST WONDER IF THERE COULD BE SOME INSIGHTS AND POTENTIALLY THE OPPORTUNITY TO NOT REPEAT HISTORY INADVERTENTLY.

RIGHT. YOU KNOW, THREE OF THEM IMMEDIATELY COME TO MIND.

THAT I THINK WOULD BE GREAT, BUT I THINK I THINK THAT WOULD BE TIME REALLY, REALLY WELL SPENT.

I AGREE. YEAH, I THINK THAT'S A GREAT IDEA. WE SAW THREE LAST WEEK WHEN WE WERE DOWN IN AUSTIN AND WE TALKED TO THEM.

THEY KNEW BECAUSE THEY'RE ALL STILL SO PLUGGED IN WITH ONE ANOTHER AND THEY SAID, WHATEVER WE CAN DO TO HELP.

AND, YOU KNOW, ONE OF THE FORMER PRINCIPALS, YOU KNOW, WORKS FOR THE NEW TECH NETWORK.

SHE'S A LITTLE SKEWED TOWARDS THE NEW TECH NETWORK, BUT STILL HAS GREAT INSIGHTS.

AND I WELCOME.

YES SHE WAS. SO YEAH, ANGELA ACTUALLY KIND OF TALKED ABOUT THAT ON THE WAY HOME OF WHAT IS SOMETHING WE COULD DO TO TRY TO, YOU KNOW, GET THEIR INPUT OR EVEN GET THE GET THEM TOGETHER ON A CALL OR SOMETHING.

I JUST THINK IT COULD HELP US HAVE SOME LESSONS LEARNED AND MAYBE AVOID SOME PAIN POINTS AS WE MOVE FORWARD.

WE DID MAKE CONTACT WITH THEM LAST WEEK FOR THE SAME REASON.

LOVE IT! AND WE DID A SOFT FOCUS GROUP WITH MY STUDENT ADVISORY, AND IT WAS JUST THE NEW TECH KIDS.

AND TO ANGELA'S POINT, THOUGH, IT WAS NOT ALL SET UP IN THE WAY THAT A TRUE FOCUS GROUP COULD BE OR SHOULD BE.

BUT THEY GAVE US GREAT INSIGHTS AND THEY TOLD US SOME THINGS THAT WE KIND OF ALREADY KNEW, BUT THEY ALSO OPENED UP OUR EYES TO SOME THINGS TOO.

AND SO I THINK WE'RE GETTING A LOT OF DIFFERENT VOICES.

BUT TO YOUR POINT, JOBY, WE'LL MAKE SURE THAT THE NON NEW TECH VOICE IS HEARD TOO.

WHY DIDN'T YOU PICK OR YOU KNOW, WHAT DO YOU HEAR.

ESPECIALLY AT THE ELEMENTARY LEVEL. ZANE HAS BEEN VERY STRATEGIC ABOUT THAT AND REALLY HAS IDENTIFIED A LOT OF THOSE AND HAS BEEN SO THOUGHTFUL AND JUST KIND OF SHOULDER TAPPING THOSE PEOPLE. SO AND FOR WHATEVER REASON, THE GREAT THING GREAT THING ABOUT THAT SCHOOL IS YOU DON'T REALLY HAVE TO ASK THEM TO GIVE YOU OPINIONS.

THEY ALWAYS DO. THEY FEEL SO STRONGLY ABOUT IT, WHICH IS A WONDERFUL THING.

AND SO I THINK THAT'S IMPORTANT THAT WE, YOU KNOW, MAKE SURE THAT WE'RE LISTENING TO EVERYBODY.

YEAH. YOU KNOW, INFORMATION IS POWER AND UNDERSTANDING WHY AND HOW PEOPLE CHOOSE, I THINK IS WILL BE SO HELPFUL TO KNOW MOVING FORWARD.

I'M REALLY GLAD THERE'S AN ALUM PIECE OF IT, BECAUSE I WILL TELL YOU THAT IN THE COMMUNITY, I HEAR PARENTS COME TO ME AFTER THEIR CHILD HAS GRADUATED AND SAID WE DID NOT REALIZE WHAT A GEM AND A JEWEL NEW TECH WAS UNTIL OUR KID WAS OUT AND, YOU KNOW, THRIVING IN COLLEGE OR IN THE WORKFORCE.

SO I'M GLAD THAT THAT ASPECT IS BEING EXPLORED AS WELL.

YOU KNOW I THINK I'M REALLY GLAD THAT WE'RE BEING INTENTIONAL AND MOVING FORWARD.

THIS IS EXACTLY WHAT I HAD IN MIND WHEN WE TALKED ABOUT THIS, BECAUSE I THINK WE HAVE TO BE REALLY CAREFUL WHEN WE DID, WE SAID AT THE BEGINNING OF THIS TIME WE WOULD DO THIS ASPECT OF IT, BUT THAT NEW TECH WOULD HAVE THREE YEARS REALLY PROTECTED BECAUSE I THINK IT'S VERY HARD, AS YOU SAID, TO BE SAYING, COME BE A PART OF THIS.

AND YET AND SO I THINK I JUST WANT TO MAKE SURE THAT WE SAY AGAIN OUT LOUD AND AFFIRM THAT, YOU KNOW, THAT WE SAID THREE YEARS FROM THE BEGINNING OF THIS YEAR TO BE VERY PROTECTED AND SECURE WITH, ESPECIALLY AS THEY'RE LOOKING AT BRINGING MORE PEOPLE ON.

BUT I'M REALLY, I CAN'T WAIT TO SEE WHAT YOU BRING TO US IN APRIL.

MISS BROWN, THANK YOU SO MUCH. BECAUSE I'VE TALKED TO SOME OF THE FORMER PRINCIPALS AND EXECUTIVE DIRECTORS AT THE TIME AND AS WELL AS SOME OF THE FORMER ALUMS AND WE HAVE

[01:45:03]

ALUM IN THE DISTRICT THAT WORK IN THE DISTRICT THAT DON'T WORK AT NEW TECH, WHICH WOULD BE A GOOD WAY TO HAVE THOSE CONVERSATIONS.

BUT I THINK THE INTENTIONALITY OF BREAKING THIS DOWN AND EXPOSING PEOPLE TO, YOU KNOW WHAT IT IS AND WHAT IT ISN'T.

I THINK, YOU KNOW, THAT'S BEEN ONE OF THE CHALLENGES SINCE ITS INCEPTION, IS PEOPLE DON'T UNDERSTAND WHAT IT IS.

AND WHEN YOU DON'T UNDERSTAND WHAT IT IS, YOU TEND TO HAVE PRECONCEIVED NOTIONS OF WHAT IT SHOULD BE.

AND IT WASN'T TO BE AN IMAGE OR A SMALLER VERSION OF CHS OR CHS NINE.

ALL THAT BEING SAID, I THINK THE TRANSITION OF WHAT THIS NEW TECH PROCESS HAS BEEN HAS CHANGED OVER TIME AS WELL, SO IT DOESN'T LOOK THE SAME WHEN IT WAS INITIALLY ROLLED OUT HERE IN THE STUDENTS FROM PALO ALTO CAME TO THIS BUILDING WAS HERE AND HAVING THAT DISCUSSION AND TALKING TO THE PARENTS AS WELL AS THE STUDENTS. SO I LOOK FORWARD TO SEEING WHAT THAT LOOKS LIKE AND HOW THE PEOPLE ARE GETTING INVOLVED AND THE IDEAS THEY MAY HAVE TO ENGAGE AND CONNECT. THE OTHER THING I THINK IS REALLY IMPORTANT ABOUT THIS IS THAT IT IS MORE OF AN OPEN ENROLLMENT PROCESS THAT PEOPLE CAN COME FROM A VARIETY OF PLACES, NOT JUST THE NETWORK AND THE BOUNDARIES AND THE OTHER AREAS AT THE AT THE ELEMENTARY LEVEL.

ANY OTHER QUESTIONS? THOUGHTS FOR MR. BROWN ON THIS ONE? YAY! WELL DONE. ALL RIGHT. THANK YOU. WELCOME BACK TO YOU AS WELL.

SO THAT WILL FINISH UP THE WORK SESSION RIGHT.

YEAH WE'RE GOOD WITH THAT. THAT TAKES US INTO OUR ACTION ITEMS.

[V.A. Consider and discuss possible action regarding approving a Resolution of the Board of Trustees of the Coppell Independent School District Hereby Declaring a Public Purpose for the Expenditure of Public Funds]

FIRST UP, ITEM A IS CONSIDER AND DISCUSS POSSIBLE ACTION REGARDING APPROVING A RESOLUTION OF THE BOARD OF TRUSTEES OF THE COPPELL INDEPENDENT SCHOOL DISTRICT.

DECLARING A PUBLIC PURPOSE FOR THE EXPENDITURE OF PUBLIC FUNDS.

OKAY, SO THE EXTREME WINTER WEATHER IN NORTH TEXAS NECESSITATED THE CLOSING OF ALL OF OUR CAMPUSES AND BUILDINGS AND COPPELL ON JANUARY 9TH AND 10TH.

ROAD CONDITIONS AND WEATHER CONDITIONS WERE SUCH THAT STUDENTS AND EMPLOYEES COULD NOT SAFELY TRAVEL TO AND FROM THE FROM THE DISTRICT ON THOSE DAYS.

THE CALENDAR THAT YOU ADOPTED FOR THIS YEAR HAS ADDITIONAL MINUTES BEYOND THE REQUIRED 75,600 MINUTES BY THE STATE OF TEXAS, AND WE DO THAT TO GIVE US FLEXIBILITY, NOT ONLY FOR WEATHER, BUT WE'VE HAD SITUATIONS.

WELL, THIS YEAR, FOR EXAMPLE, WE HAD EARLY RELEASE FOR TWO DAYS FOR VALLEY RANCH ELEMENTARY BEFORE THE WINTER BREAK SO THAT THE PACKING AND THE MOVING INTO THE NEW SECTIONS AND OUT OF THE SECTIONS THAT ARE NOW BEING RENOVATED COULD HAPPEN.

WE'VE HAD SOME SITUATIONS WHERE WE'VE NOT HAD ALL THE STUDENTS AT THE HIGH SCHOOL FOR VARIOUS THINGS, MAYBE WHEN PSAT TESTING AND SO ON IS GOING ON.

BUT LONG STORY SHORT, THERE ARE ENOUGH MINUTES THAT WE DON'T HAVE TO USE OUR BAD WEATHER DAYS.

IN FACT, THE DECISION WAS MADE NOT TO USE OUR BAD WEATHER DAYS COMING UP BECAUSE WE MAY STILL NEED THOSE IN THE FUTURE, BUT BECAUSE EMPLOYEES DID NOT WORK THEIR SCHEDULED HOURS ON THOSE TWO DAYS AND WILL NOT BE MAKING THOSE HOURS UP ON FUTURE DAYS.

WE NEED YOU AS A BOARD TO CONSIDER APPROVING BEING ABLE TO SPEND FUNDS SO THAT EVERYBODY WILL EARN THE SALARY THAT THEY'RE EXPECTING TO EARN.

HAD WE BEEN OPEN ON THOSE DAYS. AND AS YOU RECALL, THIS IS A COMMON PRACTICE THAT WE HAVE HAD IN PLACE FOR A COUPLE OF YEARS, AS WE TYPICALLY ARE ABLE TO USE OUR MINUTES OVER DAYS UNLESS THERE'S AN EXCESSIVE NUMBER OF BAD WEATHER.

YEAH. AND I THINK IT'S SOMETHING WE'VE DONE PROBABLY ALMOST EVERY YEAR SINCE I'VE BEEN IT SEEMS THAT WAY.