Oct 21, 2025 Board Workshop

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OCTOBER 21ST, 2025. THIS MEETING OF THE INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES IS NOW CALLED TO ORDER. THE FOLLOWING TRUSTEES ARE PRESENT AND PARTICIPATING.

SUSAN JONES, VICE PRESIDENT. BRENDA ADAMS, SECRETARY. MARVIN RAINWATER, BOARD MEMBER TINA CAPUTO, BOARD MEMBER RODNEY GILCHRIST, BOARD MEMBER. AND ME, BRETT WILLIAMS, PRESIDENT AND PRESIDING OFFICER. CURRENTLY ABSENT AND NOT PARTICIPATING IN THIS MEETING IS OLIVER MINTZ, WHO IS IN ROUTE. FOR THE RECORD, A QUORUM HAS BEEN ESTABLISHED AND IS PRESENT AS A REMINDER.

ANYONE WISHING TO SPEAK AT PUBLIC FORUM MUST SUBMIT THEIR SIGN UP SHEET. AT THIS TIME, A RECORDING OF THIS MEETING IS BEING MADE AND WILL BE AVAILABLE TO THE PUBLIC AT A LATER DATE. WE'RE ALSO STREAMING THIS MEETING ON OUR CABLE CHANNEL 17 AND ON THE DISTRICT'S WEB PAGE. AGENDA ITEM NUMBER ONE PUBLIC FORUM. THE BOARD WILL NOW HEAR COMMENTS FROM THOSE WHO'VE SIGNED UP TO SPEAK. PORT PER BOARD POLICY. EACH PUBLIC COMMENT IS LIMITED TO THREE MINUTES. I'LL ASK THE AUDIENCE TO PLEASE REFRAIN FROM ANY PUBLIC OUTBURSTS AND TO MAINTAIN DECORUM. PARENTS, EMPLOYEES AND CITIZENS ARE ENCOURAGED TO UTILIZE THE DISTRICT'S GRIEVANCE PROCESS TO THE FULLEST EXTENT POSSIBLE.

RELATED POLICIES ARE AVAILABLE ON THE DISTRICT'S WEBSITE OR UPON REQUEST. FOR THE RECORD, WE ASK THAT ALL PUBLIC FORUM PARTICIPANTS BEGIN BY STATING THEIR NAME AND THE CITY IN WHICH THEY RESIDE. ONCE COMPLETE, YOUR THREE MINUTES WILL BEGIN. I WANT TO CONFIRM WE HAVE NO ONE SIGNED UP FOR PUBLIC FORUM. SO WE'RE CLOSING PUBLIC FORUM AND WE'RE MOVING

[ 2. Information Items for Discussion]

WELCOME. THANK YOU. GOOD EVENING BOARD. THANK YOU SO MUCH FOR ALLOWING US THE OPPORTUNITY TO SHARE OUR SERVICES FOR OUR TEAMS. AUDIT PROPOSAL. I WOULD LIKE TO BEGIN BY SAYING WE HAVE AN INCREDIBLE OPPORTUNITY WITH OUR DISTRICTS WHEN WE GO THROUGH THESE AUDIT PROPOSALS, WHEN WE EVALUATE TEAMS DATA, ALMOST ALL OF OUR DISTRICTS FIND SOME AREA OF OPPORTUNITY TO MAXIMIZE FUNDING OR TO MAXIMIZE REPORTING FOR STUDENT OUTCOMES. SO WHAT I'VE PROVIDED TODAY IS AN EXAMPLE THAT DOCTOR FROM TEMPLE HAS BEEN GRACIOUS AND ALLOWED US TO SHARE. IF YOU'D LIKE TO FLIP THROUGH AND HAVE ANY QUESTIONS, BUT WE WILL GO THROUGH THE AUDIT PROPOSAL. AND THEN YOU CAN ALSO KIND OF SEE THE PRODUCT IN WHICH YOU RECEIVE.

IF YOU CHOOSE TO PURSUE AN AUDIT PROPOSAL WITH US. SO FIRST LOOKING AT KIND OF THE INTRODUCTION, WHAT IS IT THAT WE DO WHEN WE REVIEW AUDITS AND WHEN WE MOVE FORWARD WITH THEM? WHAT ARE THE DELIVERABLES LOOK LIKE? WHAT POTENTIAL CAMPUSES AND WHAT OPPORTUNITIES DO WE SEE. AND THEN WE ALSO LOOK AT RETURN ON INVESTMENT. SO WHAT THE PURPOSE OF AN AUDIT PROPOSAL, WHAT KIND OF POTENTIAL FUNDS ARE YOU FINDING THE STAFF SUPPORT TIMELINES, A POTENTIAL CONTRACT. AND THEN WE ALSO GO THROUGH DISCLAIMERS AT THE END AS FAR AS WHAT WE FIND AND GIVE THE DISTRICT. AND THEN WHAT IS THE DISTRICT'S RESPONSIBILITY TO DO MOVING FORWARD. SO WHEN WE LOOK AT THE AUDIT, THERE ARE MYRIAD OF THINGS THAT WE LOOK AT, AND WE REALLY START WITH FOCUSING ON OUR FOUNDATION SCHOOL PROGRAM AND THINGS THAT HAVE FINANCIAL IMPLICATIONS. A LOT OF THIS HAS TO DO WITH ATTENDANCE. IT HAS TO DO WITH CTE FUNDING. IT HAS TO DO WITH SPECIAL PROGRAMS, CODING AND REALLY ENSURING THAT THE DISTRICT HAS POLICIES AND PROCEDURES IN PLACE THAT ALLOW FOR A UNIFORM COLLECTION OF DATA AND A COMPREHENSIVE VIEW OF WHAT IS HAPPENING. MANY TIMES, WHAT WE FIND WITH OUR DISTRICTS IS THAT THE RIGHT THINGS ARE HAPPENING, BUT THEY'RE NOT BEING REPORTED CORRECTLY, AND SO THEREFORE THE DISTRICT IS LOSING ON FUNDING OPPORTUNITIES OR NOT MAXIMIZING THEIR FUNDING, EVEN IF IT IS BEING REPORTED CORRECTLY OR MISSING OUT ON AN OPPORTUNITY TO PERFORM EVEN BETTER IN THE ACCOUNTABILITY SYSTEM. SO AS AN OVERVIEW, WE START WITH ATTENDANCE POLICIES REVIEW AND

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AND WE ALSO INTERVIEW STAFF TO SEE IF THERE IS A CONSISTENT PRACTICE ACROSS YOUR CAMPUSES, RATHER THAN ISOLATED PRACTICES THAT MAY HAVE BEEN ADOPTED OVER TIME AS DIFFERENT PEOPLE HAVE WORKED IN THOSE ROLES. WE THEN GO INTO OFFICIAL ATTENDANCE TAKING AND DOCUMENTATION. THIS IS PERHAPS ONE OF THE MOST TELLING THINGS THAT WE DO WHEN WE SPEND TIME ON CAMPUSES IS WE CAN GO INTO STUDENT LEVEL DATA AND SEE WHERE OUR STUDENTS NOT REPORTED CORRECTLY. AND WHAT ARE THOSE FUNDING OUTCOMES LOOK LIKE. SO FOR THAT, IF YOU ARE INTERESTED IN USING THE THE TEMPLE EXAMPLE, AND I'M NOT SURE WHO WOULD WANT TO TO LOOK AT IT, WHEN WE GO INTO ATTENDANCE, WE GO INTO STUDENT LEVEL DATA AND YOU CAN SEE DOWN TO THE SECTION COUNTS, TEACHERS TAKING ATTENDANCE ON TIME, HOW THAT AFFECTS ADA, AND WHAT POTENTIAL FUNDS ARE LOST. IN THIS SPECIFIC EXAMPLE, WE'RE LOOKING AT UNWEIGHTED FUNDING. SO IT'S NOT INCLUDING CTE FUNDING AND THE POTENTIALS ARE MUCH GREATER. BUT WHEN WE START TO SEE NUMBERS LIKE TENS OF THOUSANDS OF DOLLARS ASSOCIATED WITH INDIVIDUAL SECTIONS AND TEACHERS THAT ARE NOT REPORTED CORRECTLY, AND IT DOES ADD UP VERY QUICKLY, AND IT IS A PRETTY LOW LEVERAGE WAY TO MAKE SOME ADJUSTMENTS AND REGAIN SOME OF THAT FUNDING. WE THEN GO INTO DATA ACCURACY WITH SPECIAL EDUCATION 504 EMERGENT BILINGUAL. ALL OF YOUR SPECIAL ED, EXCUSE ME, SPECIAL PROGRAMS CODINGS. SOME OF THIS HAS POTENTIALLY LARGE FINANCIAL IMPLICATIONS. HAS IMPLICATIONS WHEN IT COMES TO THINGS LIKE DATA VALIDATIONS AND SOME OF IT. THE OTHER THING THAT WE ARE ADDING TO THIS PARTICULAR PACKAGE, AND THIS IS WHERE MY SPECIALTY COMES IN, IS WE SPEND A LOT OF TIME ON YOUR ACCOUNTABILITY WHEN IT COMES TO WHAT IS REPORTED IN TEAMS AND HOW IT'S REFLECTED IN THE ACCOUNTABILITY SYSTEM. SO FOR THIS, IT HAS A LOT TO DO WITH YOUR COLLEGE CAREER AND MILITARY READINESS AND YOUR GRADUATION RATE AND HOW YOUR LEVERS ARE BEING REPORTED. WE FIND THAT WE HAVE DISTRICTS IN REGION 12 WHO HAVE ACHIEVED INCREDIBLE GAINS IN THE ACCOUNTABILITY SYSTEM JUST BY FIXING THIS CODING, AND WE HAD A COUPLE DISTRICTS THIS LAST YEAR WHOSE HIGH SCHOOLS WENT FROM A D TO A, B, AND NOTHING REALLY CHANGED WITH THE STUDENTS. IT'S JUST THAT WE WERE ABLE TO CORRECT THINGS THAT WERE REPORTED INCORRECTLY IN TEAMS. SO WE SPENT QUITE A BIT OF TIME IN THAT. AND FINALLY WE GO THROUGH OUR SYSTEM RECONCILIATION. WHAT ARE THE PROCESSES AND PROCEDURES LOOK LIKE AS WE GET TO THE END OF THE YEAR? ARE IS THERE AN ADMINISTRATIVE OVERSIGHT PIECE, AND IS THAT PIECE CONSISTENT ACROSS ALL OF YOUR CAMPUSES? AT THE CONCLUSION, WE REALLY LOOK AT WHAT ARE THE POTENTIAL FINANCIAL IMPLICATIONS? ULTIMATELY, IN MOST CASES, WE'RE LOOKING AT CURRENT OR PAST YEAR DATA BECAUSE WE ARE LOOKING FOR TRENDS IN PRACTICES AND GIVING RECOMMENDATIONS FOR WHAT THE DISTRICT CAN DO MOVING FORWARD TO IMPROVE THESE OUTCOMES. MANY, MANY TIMES THERE'S FINANCIAL AND THOSE ACCOUNTABILITY IMPLICATIONS ARE TIED TOGETHER. SOMETIMES IT'S JUST ACCOUNTABILITY, SOMETIMES IT'S JUST FINANCIAL. BUT WE DO CONSISTENTLY FIND OPPORTUNITIES FOR DISTRICTS TO IMPROVE NOT ONLY THEIR FINANCIAL SITUATION, BUT ALSO THEIR ACCOUNTABILITY OUTCOMES. THIS IS A LIST OF THE DELIVERABLES THAT YOU WOULD GET.

THESE ARE CUSTOMIZABLE. AND AN EXAMPLE OF COURSE, IN THE DELIVERABLES IS IN THIS TEMPLE EXAMPLE. IF YOU HAVE ANY QUESTIONS OR YOU WOULD LIKE TO LOOK THROUGH IT. BUT WE START WITH AN EXECUTIVE SUMMARY AT THE VERY BEGINNING. WE THEN GO INTO AUDIT REQUIREMENTS AS REQUIRED BY WHAT WE REFER TO AS THE SOAR OR THE STUDENT ATTENDANCE HANDBOOK. WE REVIEW YOUR ATTENDANCE PROCEDURES. WE ISSUE OUR FINDINGS FROM THAT AS WELL AS THE FINDINGS FROM THE INTERVIEWS. WE ALSO LOOK THROUGH ALL OF YOUR CALENDAR REPORTS AND ANY SOFTWARE CONFIGURATIONS TO SEE IF THERE ARE ISSUES IN THAT WAY BEFORE THE THE DATA IS EVEN PROMOTED TO TEAMS. WE THEN GO INTO THAT ATTENDANCE ANALYSIS AND GIVE THE RECOMMENDATIONS AND FINDINGS BASED ON THE ATTENDANCE PATTERNS THAT WE FIND AND HOW THAT THOSE ARE REPORTED. WE DO GIVE THE ASSOCIATED ERRORS ANALYSIS AND ALSO OUR FINAL RECOMMENDATIONS, ESPECIALLY FOR CODING ADA. THAT IS SOMETHING THAT WE DO FIND WITH OUR HIGH SCHOOLS PARTICULARLY CAN HAVE AN ISSUE WITH AS NOT ALL STUDENTS ARE CODED AS FULL AS FULL DAY ATTENDANCE. LEAVERS AND MOVERS. THIS IS VERY TELLING FOR A LOT OF OUR DISTRICTS, BECAUSE WE KNOW THAT SOMETIMES STUDENTS LEAVE US AND HOW WE REPORT THAT HAS A HUGE IMPLICATION ON OUR DROPOUT RATES AND OUR ACCOUNTABILITY SYSTEM. WE ALSO GO THROUGH OUR CTE AND OUR CMR

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AND YOU'VE KIND OF TOUCHED ON THAT, BUT JUST GIVE US A LITTLE MORE INFORMATION ABOUT THE INTENTIONALITY OF EVERYTHING THAT YOU ALL DO AND HOW IT RELATES TO TIA ACROSS THE BOARD.

TIA IS QUITE A MONOLITH, SO WE WILL LET'S TAKE IT IN TWO PIECES, ONE ON ON THE FUNDING ONLY SIDE, BUT THEN ALSO ON THE ACCOUNTABILITY SIDE, WHICH DOES HAVE SOME FUNDING IMPLICATIONS.

PART OF THIS IS THAT WE WANT TO START AS SOON AS POSSIBLE SO THAT YOU GET ACTIONABLE DATA, BUT IT DOES TAKE TIME TO GET QUALITY, ACTIONABLE DATA. THERE IS AN ENORMOUS AMOUNT OF DATA THAT GOES INTO THE SUMMER SUBMISSION. SO THE INTENT HERE IS TO BE AS COMPLETE AS POSSIBLE BY THAT SUMMER SUBMISSION, WHICH IS IN JUNE, AND THEN THE RESUBMISSION IS IN JULY. NOW WITH THE ACCOUNTABILITY PIECE, WHICH IS TANGENTIALLY RELATED, DOES HAVE FUNDING IMPLICATIONS AS WELL. WE WANT TO GET MUCH OF THAT DONE ALSO BY THE SUMMER SUBMISSION, BECAUSE THAT'S WHEN A LOT OF THOSE PIECES GO INTO PLACE. BUT ALSO BEFORE WE START THE NEXT SCHOOL YEAR, BECAUSE THERE ARE GOING TO BE IMPLICATIONS FOR RATINGS MOVING FORWARD. THERE IS AN ACCOUNTABILITY REFRESH IN 2028. HOWEVER, BECAUSE OF THE WAY OUR DATA LAGS, THAT'S GOING TO BE DEPENDENT ON YOUR CLASS OF 27. SO WE REALLY WANT TO GET THOSE PIECES BACK TO YOU SO THAT IF THERE ARE ADJUSTMENTS THAT NEED TO BE MADE, YOU HAVE TIME TO DO THAT. PRIOR TO THE START OF THIS. OF THE 2627 SCHOOL YEAR, DOES THAT ANSWER YOUR QUESTION? THANK YOU. OKAY. AND THE OTHER ONE? WOULD YOU CONSIDER THIS AUDIT SOMEWHAT FORENSIC IN NATURE FOR OUR TEAMS? ABSOLUTELY. AND THAT'S MOST OF OUR AUDITS ARE FORENSIC IN NATURE BECAUSE WE ARE GOING THROUGH AN ENORMOUS AMOUNT OF DATA. AND IT'S UNIQUE IN THAT IT'S FORENSIC AND THAT WE ARE LOOKING AT QUANTITATIVE DATA AND HOW IT RESULTS IN FUNDING AND ACCOUNTABILITY OUTCOMES. BUT WE DO REALLY INCLUDE THAT QUALITATIVE PIECE, BECAUSE IF WE DON'T UNDERSTAND THE PEOPLE AND HOW THE PEOPLE ARE REPORTING IT, THEN IT'S CHALLENGING FOR US TO GIVE RECOMMENDATIONS FOR HOW TO IMPROVE THOSE PROCESSES. SO FORENSIC, QUANTITATIVE, WE REALLY TRY TO BRING IN THE QUALITATIVE PIECE SO THAT WHEN WE GIVE RECOMMENDATIONS, IT'S THE BEST POSSIBLE OUTCOME FOR THE BOARD AND THE SCHOOL. THEN MY LAST QUESTION AND YOU TOUCHED ON THIS IN THE PERCENTAGES AND I'M SAYING THE RETURN ON INVESTMENT. SO THE FISCAL NOTE I THINK IS $200,000. YES. SO REGION 12 IS PRETTY MUCH SAYING THAT WE'LL YOU'RE PRETTY CONFIDENT IN SAYING YOU THINK WE WILL RECOUP OUR INVESTMENT THROUGH YOUR FINDINGS. I, I WOULD BE I WOULD NOT BET AGAINST THAT. I HAVE WE

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I MEAN, COLLEEN IS OUR LARGEST. THESE ARE DISTRICTS THAT ARE UNDER 20,000 STUDENTS, BUT MOST OF THEM IN REGION 12 ARE. IF IT DOES MAKE YOU FEEL A LITTLE BIT MORE COMFORTABLE, SOME CONTEXT IS WHILE COLLEEN IS OUR LARGEST, COLLEEN IS THE ONLY AUDIT THAT WE WOULD BE REALLY SPENDING THAT AMOUNT OF TIME ON IN SOLIDARITY. A LOT OF TIMES WE WILL DO MULTIPLE AUDITS AT ONCE.

SO WE HAVE DONE AUDITS OF TWO DISTRICTS AT ONCE HANDLING 20 CAMPUSES. WHEREAS WITH COLLEEN, WE WOULD REALLY TRY TO PROTECT THAT TIME TO ENSURE, YOU KNOW, WE'RE REPORTING THINGS APPROPRIATELY. MR. RAINWATER, I'M NOT SURE IF IT'S A FAIR QUESTION. IF IT'S NOT, PLEASE DON'T WORRY. BUT COULD YOU TELL ME WHAT PERCENTAGE OF STUDENT ACCOUNTS ARE ACTUALLY AUDITED? YOU SPOKE TO SAMPLES, BUT YES. SO WHAT WE AIM FOR IS A MINIMUM OF 30%. AND THE REASON WE AIM FOR THAT IS BECAUSE WE CAN HIT GREAT ENOUGH SAMPLE SIZES IN EACH INDIVIDUAL KIND OF STUDENT LABEL WITHOUT MAKING IT SO COST PROHIBITIVE FOR A DISTRICT THAT IT'S AN UNATTAINABLE PRODUCT.

THAT BEING SAID, SOMETIMES WE GO ONTO CAMPUSES AND WE FIGURE OUT WE NEED TO KEEP DIGGING, SO WE WILL GO THROUGH EVERY SINGLE KID ON THAT CAMPUS. SOMETIMES WE GET ON CAMPUSES AND WE FIGURE OUT THINGS ARE GOING REALLY, REALLY WELL OR THEY'RE REALLY, REALLY POORLY, AND IT DOESN'T TAKE LONG FOR US TO FIGURE THAT OUT. AND THAT IS ALSO PART OF WHERE WE GET THAT NUMBER OF CAMPUS SIZE, TOO. HOW MANY CAMPUSES ARE WE EVALUATING? ONE, WE'RE LOOKING AT HOW THEY WEIGH IN DISTRICT ACCOUNTABILITY, BUT WE'RE ALSO TRYING TO GET TO A MINIMUM OF THAT 30% OF STUDENTS THAT WE ARE REALLY LOOKING AT. YOUR EXECUTIVE SUMMARY INCLUDES REMEDIATION OF THESE FINDINGS. SO THE EXECUTIVE SUMMARY DOES. BUT THEN WITHIN EACH SECTION THERE'S ALSO MORE EXTENSIVE RECOMMENDATIONS. ANY OTHER QUESTIONS FROM TRUSTEES? DOCTOR DAVIS ANYTHING YOU WANT TO ADD TO TO THE PROPOSAL OR JUST FOR OUR INSIGHT? OH GOSH. I WOULD JUST SAY IT'S I WAS I THINK I SHARED THIS WITH THE BOARD. I WAS RECENTLY ON A WITH THE COMMISSIONER AND STATE SUPERINTENDENTS AND HE STATED, JUST REMINDED US IT'S WITHOUT FAIL EVERY YEAR THAT DISTRICTS, MULTIPLE DISTRICTS CALL T-E-A BECAUSE OF SOME DATA INTEGRITY AND IT IMPACTS ACCOUNTABILITY EVERY YEAR. AND OFTENTIMES IT'S TOO LATE. THEY COULD FILE AN APPEAL, SOMETIMES ALLOW AN APPEAL. IT DEPENDS. AND BUT BUT THEY'RE REALLY CRACKING DOWN ON THAT. AND HE CERTAINLY IMPLORED US AS DISTRICTS TO ENSURE TO REALLY WORK HARD TO ENSURE THAT WE HAVE DATA INTEGRITY BECAUSE IT TRULY IMPACTS. I THINK YOU HEARD MISS RAMBO MENTIONED, THERE'S SOME DISTRICTS THAT CLEARLY WENT FROM A D TO A B, IT CAN TRULY CHANGE A LETTER GRADE, BUT 2 OR 3 GRADES JUST BASED ON DATA INTEGRITY. SO IT'S CRITICALLY IMPORTANT THAT WE GET IT RIGHT. AND I WANT TO ALSO PUBLICLY SAY FOR OUR TEAM, I WANT TO BE CLEAR THAT WE HAVE A A LARGE SYSTEM. TO PIGGYBACK OFF WHAT MISS RAMBO SAID, IT'S INEVITABLE. I BELIEVE WE'RE GOING TO FIND SOME ERRORS. RIGHT? IT'S JUST THE SIZE. AND I WANT TO BE CLEAR THAT THAT MISS WOLF AND HER TEAM WORKS EXTREMELY HARD. IT'S NOT AN INDICTMENT UPON OUR TEAM'S DEPARTMENT. IT'S WE WANT TO LOOK AT OUR PROCESSES ON WHAT'S GOING WELL AND CELEBRATE WHAT'S GOING WELL, BUT ALSO LOOK FOR THOSE THINGS THAT ARE NOT WHERE WE CAN IMPROVE OUR DATA INTEGRITY, BECAUSE THE TRUE IMPACTS OUR FUNDING AND ACCOUNTABILITY. SO THIS IS ABOUT US GETTING BETTER. IT'S NOT AN INDICTMENT OF OUR TEAM BECAUSE IT IS A LOT OF OF DATA INPUT. OKAY. SO THE THE ASK US FOR THIS TO BE ON THE CONSENT AGENDA NEXT WEEK. DOES ANYONE HAVE ANY ISSUES. AND MR. MINCE IS NOT HERE. SO THAT MAY THAT MAY REQUIRE US IF HE'S THE

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[4. Information Items for Discussion]

OH, THERE YOU ARE. BUT DOCTOR OSBORNE GOING TO JUMP IN FIRST BUT JUST. YEAH. JUST BE READY DOCTOR OSBORNE.

WELCOME DOCTOR OSBORNE. THANK YOU SIR. GOOD EVENING AGAIN PRESIDENT WILLIAMS. BOARD OF TRUSTEES. DOCTOR DAVIS, TONIGHT I AM KICKING OFF A SERIES OF PRESENTATIONS THAT REALLY FALL UNDER THE UMBRELLA OF. MAKE SURE YOU CAN HEAR ME FALL UNDER THE UMBRELLA AND PIECES OF THE PUZZLE OF DISTRICT OPTIMIZATION. ONE OF OUR CHARGES FROM THE BOARD WAS TO MAKE SURE THAT YOU HAD THE MOST INFORMATION POSSIBLE, TO MAKE SURE YOU WERE AS EMPOWERED AS POSSIBLE TO MAKE GOOD DECISIONS ON BEHALF OF THE DISTRICT. SO TONIGHT, I WILL SPECIFICALLY BE TALKING ABOUT THE CHARTER AUTHORIZING PROCESS BASICS AND TIMELINE, AND KILLEEN ISD'S SPECIFIC ROLE IN THE LANGUAGE. YOU'VE HEARD MANY TIMES. 1882 TURNAROUND PARTNERSHIP. SO TO BRING CONTEXT TO ALL OF THE THINGS WE'VE WALKED THROUGH THE DISTRICT OPTIMIZATION PROCESS FOR THE LAST SEVEN MONTHS OR SO, AND A PART OF THAT PROCESS HAS BEEN MAKING CRITICAL DECISIONS RELATED TO SCHOOLS, WHETHER IT'S CLOSURE OR NEEDS OF CAPACITY OR ADDRESSING CHRONICALLY UNDERPERFORMING, UNDERPERFORMING MIDDLE SCHOOLS.

THIS PRESENTATION IS DIRECTLY CONNECTED TO OUR CHRONICALLY UNDERPERFORMING MIDDLE SCHOOLS.

THE OPTIMIZATION SCENARIOS THAT YOU SAW OVER THE COURSE OF THE LAST 6 TO 7 MONTHS HAVE BEEN RELATED TO PARTNER MANAGED RESTARTS, AN OPTION FOR PARTNER MANAGED RESTART IS ESSENTIALLY AN 1882 PARTNERSHIP. WE'VE TALKED ABOUT THAT AS A SCENARIO, BUT THIS IS THE DISCUSSION OF WELL, WHAT DOES THAT MEAN? IF THE BOARD MAKES THE DECISION TO MOVE FORWARD WITH AN 1882 PARTNERSHIP, WHAT DOES THAT MEAN? THE ACTION IS FOR THE BOARD. AND IN THE THIRD PARAGRAPH THERE, IN ORDER TO PURSUE THAT OPTION, SHOULD THAT BE THE DECISION NEXT TUESDAY, THE KILLEEN ISD BOARD OF TRUSTEES WOULD BE DECIDING TO MOVE TO BECOME A CHARTER AUTHORIZER THAT WOULD ALLOW YOU TO AUTHORIZE THE CHARTER SCHOOL. SO THIS PRESENTATION IS ESSENTIALLY A HIGH LEVEL OVERVIEW OF THAT PROCESS TO EMPOWER YOUR DECISION. SO VERY QUICKLY DON'T NEED TO SPEND TOO MUCH TIME HERE. YOU'RE ALL FAMILIAR WITH THE SPREAD OF CHARTER SCHOOLS AND EMPOWERMENT OF CHARTER SCHOOLS IN OUR STATE AND IN OUR COMMUNITIES. THEY DO HAVE TWO CORE PURPOSES, AND THAT IS TO IMPROVE STUDENT LEARNING, NUMBER ONE. AND

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THE DISTRICT DECIDE WHO CAN OPERATE THE CHARTER. YOU GIVE THAT CHARTER SCHOOL AUTONOMY TO OPERATE HOW THEY SEE FIT. YOU ALSO ENSURE COMPLIANCE TO THOSE ABSOLUTE LETTERS OF THE LAW STATE OR. THANK YOU. THAT'S SO KIND. THANK YOU, MR. RAINWATER. YOU WOULD ALSO BE RESPONSIBLE FOR ENSURING THAT COMPLIANCE WITH STATE OR FEDERAL LAW. AND THEN THE LAST BULLET THERE OUTLINES YOU WOULD SET PERFORMANCE EXPECTATIONS. YOU GO INTO THE PARTNERSHIP FOR THE PURPOSE OF AN INNOVATION SCHOOL. OR OUR PURPOSE WOULD BE SCHOOL TURNAROUND AT THE BOTTOM, IT'S THE ROLE OF THE CHARTER OPERATOR OR THE DESIGNATED PARTNER. THEY GET TO RUN THE SCHOOL AS THEY SEE FIT. THEY HAVE TO MAKE SURE THEY HAVE AN ACADEMIC PLAN, A FINANCIAL PLAN,

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SO THIS IS SIMPLY NOT DIAGRAMED OUT HERE. AUTONOMY AND ACCOUNTABILITY. THE AUTONOMY GOES TO THE CHARTER OPERATOR PARTNER. THE ACCOUNTABILITY IS THE RESPONSIBILITY OF THE AUTHORIZING BOARD. THE DISTRICT HOLDS THE ACCOUNTABILITY. THE CHARTER OPERATOR HAS THAT AUTONOMY. SO WHAT DOES AUTONOMY MEAN? THESE THINGS ARE ALSO WRITTEN INTO STATUTE AS WELL.

YOUR OPERATOR WOULD HAVE THE AUTONOMY TO DECIDE ABOUT STAFFING, CURRICULUM, EDUCATIONAL PROGRAM, EXTRACURRICULAR ACTIVITIES, SCHOOL CALENDAR, DAILY SCHEDULE, WHETHER OR NOT THEY DO NON STATE REQUIRED TESTS, AND THEN THE FULL CAMPUS BUDGET. SO DAILY OPERATIONS IS WHAT WE'VE TALKED ABOUT. THE CHARTER HAS AUTONOMY FOR. SO WHAT WOULD BE THE BOARD'S RESPONSIBILITY AS AN AUTHORIZER. SO LET'S JUST LOOK AT THIS LEFT TO RIGHT AS A CHARTER AUTHORIZER. THERE ARE CORE PRINCIPLES THAT HAVE BEEN OUTLINED BY TIA FOR THAT PROCESS. THE BOARD STILL HAS THE RESPONSIBILITY TO MAINTAIN HIGH STANDARDS IN THE ACADEMIC ENVIRONMENTS. THE RESPONSIBILITY TO UPHOLD THE INTEREST OF THE PUBLIC TO MAKE SURE OUTCOMES HAPPEN. THE DIFFERENCE HERE IS THAT ORANGE TRIANGLE YOU GIVE THE CHARTER, THE OPERATOR, OPERATOR ACCOUNTABLE. I'M SORRY, AUTONOMY. AND THAT ACCOUNTABILITY FALLS IN THREE KEY AREAS. AND ON MONDAY IN SENIOR STAFF WE TALKED ABOUT THIS. WHAT ARE THE AREAS OF ACADEMIC ACCOUNTABILITY? WHAT ARE THE AREAS OF FINANCIAL ACCOUNTABILITY? WHAT ARE THE AREAS OF ORGANIZATIONAL ACCOUNTABILITY? BECAUSE THAT'S WHAT WE WOULD BE SUPPORTING THE BOARD AND ENSURING HAPPENED WITH THAT CHARTER AUTHORIZER.

SO I'LL PAUSE THERE AND JUST MAKE SURE THERE ARE NO QUESTIONS ABOUT THE BALANCE OF THE RELATIONSHIP, ROLES OR RESPONSIBILITIES BEFORE I TALK ABOUT BENEFITS BECAUSE THEY ARE DIFFERENT AND SEPARATE. YES, SIR. DOCTOR OSBORN, DOES THE CHARTER SCHOOL GUYS HAVE A SEPARATE BOARD THAN THE KISD BOARD? ARE THEY GREAT? GREAT QUESTION. THEY DO HAVE A SEPARATE BOARD. THEY HAVE TO HAVE A GOVERNANCE BODY AS WELL. AND ONE OF THE REQUIREMENTS IS THAT THERE IS LIMITED TO NO CO-MINGLING OF THE CONFLICT OF INTEREST FROM THEIR BOARD TO OURS. SO YOU KNOW HOW THAT BOARD COMES ABOUT THE CHARTER SCHOOL, IT WOULD DEPEND ON THAT ENTITY AND HOW THEY WENT ABOUT DEVELOPING AS A AS AN ORGANIZATION. AGAIN, IT COULD BE A GOVERNMENT ENTITY. IT COULD BE A PRIVATE ENTITY. IT COULD BE A 500 1C3, A NONPROFIT, WHATEVER PATHWAY THEY WENT DOWN. SOMEWHERE ALONG THE LINE, I HEARD SOMEONE SAY, THERE'S ONLY ONE CHARTER SCHOOL RECOGNIZED BY THE AGENCY IN THE STATE OF TEXAS. I'M GOING TO TALK VERSION OF THAT. FEEDBACK HAS BEEN GIVEN TO US, AND I'LL TALK ABOUT WHY THAT MIGHT BE AND WHERE THAT FITS IN IN A FEW SLIDES FROM NOW. GREAT QUESTIONS, MADAM SECRETARY.

DOCTOR OSBORNE, YOU MENTIONED THE CHARTER MAY OR MAY NOT HAVE EXTRA CURRICULAR EVENTS, ACTIVITIES, CLASSES? YES, MA'AM. IS THAT SO? FOR KISD? WOULD WE KNOW THAT ALREADY? OR WE HAVE TO WAIT UNTIL WE WRITE IT? OR WE WOULD WAIT TILL WE NAVIGATE THAT CONTRACT NEGOTIATION PROCESS? AND WHAT SERVICES ARE A PART OF THE ULTIMATE SCHOOL THAT'S BEING OPENED. WHEN WE GO INTO THE APPLICATION PROCESS, WHICH I'LL DESCRIBE HERE SHORTLY AS WELL, THAT'S SOMETHING WE WOULD WANT TO INCLUDE IN OUR CALL FOR QUALITY SCHOOLS. THE QUALITY SCHOOL WE'RE LOOKING FOR INCLUDES THESE THINGS. THAT'S A PART OF OUR RESPONSIBILITY. AND SO THIS APPLICATION WOULD THEN BE APPROVED BY TIA. AND NOT SO MUCH THE CHARTER. OKAY. LET'S SEPARATE TWO THINGS OKAY. THERE IS AN APPLICATION FOR BENEFITS WHICH I'M GOING TO TALK THROUGH.

BUT WHEN WE DECIDE TO WALK DOWN THIS PROCESS. SO IF NEXT TUESDAY WE SAY 1882 AT ONE OF OUR CAMPUSES, WE WILL NOT JUST AUTOMATICALLY SELECT A CHARTER SCHOOL TO DO THAT PARTNERSHIP WITH, WE WILL OPEN UP AN APPLICATION PROCESS TO WHICH THOSE ENTITIES HAVE TO APPLY, AND THEN WE HAVE TO VET THOSE ENTITIES. OKAY. THANK YOU. YES, MA'AM. ANY OTHER QUESTIONS FROM TRUSTEES? GREAT QUESTIONS. YES. MR. GILCHRIST, I JUST WANT TO MAKE SURE THAT I'M CLEAR ON. SO IF WE CHOOSE TO GO THIS ROUTE, THIS IS AN INDIVIDUAL CAMPUS DECISION. IT'S NOT A DISTRICT DECISION AS FAR AS LIKE WE DON'T HAVE TO DO ALL THE SCHOOLS THAT ARE IT'S

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THE BENEFITS REQUIRE AN APPLICATION. THIS IS THE ONLY COMPONENT THAT T HAS A YAY OR NAY. THE OTHER YAY OR NAY IS THE BOARD'S DECISION. SO IF WE WENT DOWN THIS PROCESS AND OF COURSE, ONE OF THE REASONS WE MIGHT WANT TO DO SO IS TO GET THE BENEFITS. YOU HAVE TO BE VERY SELECTIVE IN WHO YOU PICK AS THE OPERATOR FIRST, AND THEN YOU HAVE TO DO THE PROCESS TO THE LETTER. AND SO I'M GOING TO TALK A LITTLE BIT ABOUT WHAT IS TO THE LETTER. BUT LET'S TALK FIRST ABOUT THOSE THREE BULLETS IN THE MIDDLE. TO EVEN BE ELIGIBLE THE PARTNER YOU SELECT.

AND I BELIEVE MR. RAINWATER, THIS WAS TO YOUR QUESTION. MAYBE THERE'S JUST A FEW. MAYBE THERE'S JUST ONE. THE PARTNER YOU SELECT, ONE HAS TO BE IN EXISTENCE FOR THREE YEARS OR MORE. THAT RULED OUT A LOT OF PEOPLE. NUMBER TWO, THEY HAVE TO MANAGE MULTIPLE CAMPUSES. SO IT CAN'T BE A SINGLE CHARTER SCHOOL THAT WOULD BE ABLE TO APPLY. AND THEN WE BE ELIGIBLE FOR BENEFITS. THEY ALSO HAVE TO HAVE A WELL DEFINED TRACK RECORD OF SUCCESS. AND THAT'S WHAT MAKES THE APPLICATION PROCESS PEOPLE APPLYING AND US FIGURING OUT WHO TO SELECT SO IMPORTANT. BECAUSE IF THEY IF WE CANNOT PROVE THOSE THINGS AND THEN WE GO TO MARCH 31ST AND WE DECIDE WE WANT THE BENEFITS, BUT WE DIDN'T MEET THE LETTER BENEFITS ARE OFF THE TABLE. SO IT'S VERY IMPORTANT THAT WE'RE HAVING THIS CONVERSATION NOW. SO WHEN YOU HEAR ABOUT IT AS AN OPTION, YOU ALSO HAVE ALL THE THINGS IN YOUR MIND CONNECTED TO THE PROCESS ASSOCIATED. SO WHAT ARE OSBORNE, REAL QUICK I WANT YOU TO JUST MAKE ONE MORE STATEMENT.

THE BENEFITS FROM TEA, BECAUSE YOU COULD PICK SOMEONE FOLLOWING ALL THE RULES TO COME IN AND RUN YOUR PROGRAM, BUT THE DEAL WOULD BE YOU WOULD NOT GET THE TEA FUNDS IF YOU DON'T MEET THEIR REQUIREMENTS. SO THERE'S TWO, CORRECT? CORRECT, CORRECT. YES. THE BENEFITS FROM TEA AND THOSE ARE THE ONES I'M GOING TO OUTLINE HERE. SO THAT IS IT OKAY TO PROCEED. YES OKAY.

SO THE BENEFITS FROM TEA AS AUTHORIZED THROUGH SB 1882 IS ONE IT COULD BE POTENTIAL FUNDING. AND I'LL TALK ABOUT NOT ALL DISTRICTS GET THE FUNDING BUT IT IS AN OPTION.

IT'S AVAILABLE. THERE ARE ALSO TRS BENEFITS. SO THAT CHARTER THAT OPENS ANY EMPLOYEES THAT ARE THERE COULD GET A GET SCORES OR I'M SORRY, GET ANNUAL YEARS FOR TRS. THAT IS A BENEFIT. THERE'S ALSO THE KEY ONE AND WHY WE ARE EXPLORING THIS PROCESS OF TIME THE PAUSE FOR ACCOUNTABILITY SANCTION. AND THEN THERE'S SUPPORT FROM TI FOR THE PARTNERSHIP AND TECHNICAL ASSISTANCE FOR EXECUTING THE MISSION OF THE PARTNERSHIP. JUST MULTIPLE MEANS MORE THAN ONE MULTIPLE CAMPUSES. YES, SIR. THEY HAVE TO HAVE MORE THAN ONE CAMPUSES CAMPUS. SO THEY'RE THEY'RE THEY HAVE TO BE A NETWORK ESSENTIALLY RATHER THAN A STANDALONE CHARTER SCHOOL. MADAM CAPITO. BUT THEY HAVE TO HAVE MORE THAN ONE, BUT NOT NECESSARILY MORE THAN ONE IN OUR DISTRICT. THAT'S CORRECT. YES, MA'AM. I THINK THAT'S MAYBE WHAT WE WERE TRYING TO FIGURE OUT. THANK YOU. GREAT QUESTION. THANK YOU FOR CLARIFYING FOR ME. THEY HAVE A MUST HAVE A HISTORY OF RUNNING MULTIPLE SCHOOLS. WE'RE GOOD.

GOOD OKAY. ALL RIGHT OKAY. SO LET'S GO A LITTLE DEEPER ON THE CRITERIA FOR EVEN BEING

[00:45:02]

NOT THAT I'M ADVOCATING FOR THAT, BUT I'M HEARING WHAT YOU'RE SAYING, AND THEN I'M READING THAT LINE, AND THAT LINE THERE IS NOT LEADING ME TO BELIEVE THAT THAT WOULDN'T BE A POSSIBILITY. I, I CAN'T SPEAK AS TO HOW THAT OPERATING PARTNER MIGHT PROCEED IN THE GOVERNANCE REALM, BUT IT DOES SAY MAJORITY. OKAY. THANK YOU. OKAY. I'M ONLY GOING TO TALK ABOUT TWO OF THE BENEFITS, BECAUSE THESE ARE THE ONES THAT REALLY STAND OUT ABOUT WHY WE MIGHT WANT TO DO THE PROCESS REALLY, REALLY WELL AND MAKE SURE THAT WE'RE IN POSITION TO APPLY. THE FIRST ONE IS THE FINANCIAL BENEFIT, AS I MENTIONED, SOME, BUT NOT ALL DISTRICTS THAT HAVE THIS PARTNERSHIP END UP BEING ELIGIBLE FOR STATE FUNDING FOR THAT GROUP OF DISTRICTS THAT HAVE HISTORICALLY BEEN ELIGIBLE. IT'S BEEN ABOUT $1,000 PER STUDENT. THE T PARTNERSHIPS BENEFITS CALCULATOR HAS NOT BEEN RELEASED FOR THIS YEAR. ON THE TEXAS PARTNERSHIPS WEB PAGE. THERE'S A LINK AND IT SAYS COMING SOON. IN THE WEBINAR, WE WERE INSTRUCTED AS SOON AS IT COMES OUT, GET WITH OUR CFO, GET WITH OUR SUPERINTENDENT, AND WE CAN PLUG OUR OWN NUMBERS IN AND SEE WHERE WE MIGHT LAND. BUT THE SIMPLE GRAPHIC ON THE RIGHT HAND SIDE SHOWS YOU HOW IT REALLY IS INTENDED TO WORK. YES, SIR. MR. GILCHRIST, I MAY BE JUMPING AHEAD, BUT WE COULD DO EVERYTHING RIGHT AND THEY NOT GIVE US THE MONEY. WHEN THAT'S WHAT I'M ASKING. BECAUSE THAT'S WHAT IT SOUNDS LIKE TO ME WHEN WE. WE COULD DO IT.

ALRIGHT, THEN. THOSE ARE QUESTIONS. WE CAN MAKE A DECISION THAT WE'RE NOT GOING TO GIVE CLEAN NO MONEY, BUT THEY CAN GET THESE OTHER BENEFITS. THE BENEFITS PROCESS IS COMPLETELY SEPARATE. WHEN THAT QUESTION WAS POSED IN OUR WEBINAR, THE THE IMPORTANT POINT, AND I'M GOING TO TALK ABOUT IT AS WELL AND EVEN PASS IT OUT IS THEY TOLD US DURING YOUR AUTHORIZATION PROCESS, YOUR DECISION MAKING PROCESS, YOU NEED TO BE USING THE RUBRIC FOR THEIR APPLICATION, THE BENEFITS APPLICATION. THAT IS NOT UNTIL MARCH 31ST. WE NEED TO LOOK AT TODAY AND MAKE SURE WE'RE DOING IT TO THE T, BECAUSE WE PUT OURSELVES OUT OF POSITION. BECAUSE YOU'VE DONE 90 DAYS OF WORK. SO OUR NEXT 90 DAYS OF WORK, SHOULD THE DECISION BE TO MOVE FORWARD, HAVE TO BE TO THE LETTER. SO THAT'S WHY THIS PRESENTATION PRESENTATION TODAY IS SO IMPORTANT. SO JUST A SIMPLE YES SIR. YEAH. I WAS JUST GOING TO ADD A GREAT QUESTION. BISHOP GILCHRIST I WOULD LIKE THAT TO DOCTOR OSBORN. SIMILAR TO OUR MEETING TODAY. RIGHT WITH WITH WITH TDA REGARDING THE LASSO GRANT WITH LIFT, THERE'S DEFINITELY NEVER A GUARANTEE. BUT BASED ON OUR POSITION NOW WITH SCHOOL IMPROVEMENT IS HIGHLY LIKELY. SO. OTHER DISTRICTS CAN APPLY FOR JUST LIKE IF I UNDERSTAND TODAY, WE WERE NOT AWARDED A GRANT IN THE PAST, BUT WE WEREN'T IN THE SAME POSITION. OUR CURRENT REALITY THAT WE FIND OURSELVES IN. NOW. MY POINT IS, DEPENDING ON THE POSITION OF A DISTRICT, IT'S MORE LIKELY RIGHT BASED ON SCHOOL IMPROVEMENTS, SOME OTHER FACTORS I WOULD JUST WANT TO PIGGYBACK ON. I THINK IT'S IMPORTANT THAT FOR US AS A BOARD, AS WE GO THROUGH THIS PROCESS, I THINK WE JUST HAVE TO MAKE THE DECISION ON WHAT WE THINK IS BEST FOR OUR STUDENTS, FOR THEIR ACADEMIC ACHIEVEMENT AND WHETHER OR NOT T KICKS IN THE FUNDS. I THINK WE NEED TO

[00:50:02]

AND KAITLYN AND HER TEAM, WE'RE THINKING IT'S GOING TO BE THERE, THEN WE DON'T GET IT. AND THEN IT'S ALMOST LIKE AN ADVERSE IMPACT. AT LEAST THAT THAT'S GOING TO BE MY APPROACH GOING INTO THE OUR THE BOARD'S DECISION MUST BE ON BEHALF OF THE COMMUNITY AS IT BEING A NEXT BEST STEP FOR ACADEMIC AND EXPERIENTIAL OUTCOMES FOR KIDS. JUST A SMALL GRAPHIC THAT SIMPLIFIES WHAT THAT FUNDING MODEL MIGHT LOOK LIKE. ON THE LEFT, YOU SEE THE STATE AVERAGE FOR CHARTER ADA. AND THEN YOU SEE ON THE RIGHT A DISTRICT THAT IS NOT QUITE GETTING FUNDED AT THE STATE AVERAGE, AND THEN THE BENEFITS KICK IN TO MATCH THE FUNDING. THAT'S THE WAY IT'S INTENDED TO WORK. IF YOU'RE INVERSE IN THAT WAY, THAT DOESN'T MEAN WHAT WOULD BE INVERSE IN THAT WAY. SECOND BENEFIT AND THIS IS WHAT REALLY WE HONED IN ON IN OUR DIALOGS ABOUT TURNAROUND PARTNERSHIPS ABOUT 1882. AND IT'S THE ACCOUNTABILITY BENEFIT. SO I'M GOING TO WALK THROUGH THIS WHOLE THING BECAUSE THIS IS A MATCHED SCENARIO TO WHERE WE ARE CURRENTLY. SO YOU IF WE CHOOSE TO MOVE FORWARD IN THIS AND THEN ON MARCH 31ST, WE DO THAT APPLICATION PROCESS AND THEN WE GET THE BENEFIT ACCOUNTABILITY BENEFITS IS ONE OF THEM. THE FIRST THING IS THAT YOU HAVE A TWO YEAR PAUSE ON YOUR ACCOUNTABILITY SANCTIONS. SO IF YOU GET RATINGS THAT ARE UNACCEPTABLE, IT'S PAUSED FOR TWO YEARS. HOW THAT IMPACTS OUR DISTRICT DEPENDS ON WHERE THAT CAMPUS STANDS HERE AND NOW. SO IF YOU'RE A YEAR, 1F2 YEAR PAUSE WOULD PREVENT A SECOND AND A THIRD. IF YOU'RE YOU'RE A YEAR THREE F, A TWO YEAR PAUSE WOULD PREVENT OR PAUSE A THIRD AND A FOURTH. SO IT DEPENDS. THAT'S WHAT IT SAYS THERE IN THE BOLD. IT DEPENDS ON WHERE THAT CAMPUS STANDS CURRENTLY. AND SO WHAT IS THAT PAUSE OFFER. IT ALLOWS THE CAMPUS NOT TO DO THE TURNAROUND PLAN. AND AGAIN YOU'VE HEARD ME TALK ABOUT HOW EXTENSIVE THAT DEVELOPMENT OF A TURNAROUND PLAN HAS BEEN IN OUR DISTRICT. IT PREVENTS T FROM COMING IN AND SAYING YOU'RE A FIVE YEAR F CLOSE THAT SCHOOL.

IT ALSO PAUSES THE POSSIBILITY OF A BOARD OF MANAGERS BEING NAMED. SO THIS IS ONE OF THE REASONS THAT WE EXPLORED THIS OR PRESENTED IT TO THE BOARD AS A AS A POSSIBLE WAY FORWARD WITH OUR CHRONICALLY UNDERPERFORMING SCHOOLS. SO LET'S TALK ABOUT THE TABLE ON THE RIGHT HAND SIDE. HERE WE ARE. AND DOCTOR DAVIS HAS TALKED ABOUT THIS MANY TIMES.

WE ARE ALREADY RUNNING 2526. AND WHEN WE GET ACCOUNTABILITY SCORES FOR 25, 26, JUST LIKE IT SAYS IN THAT TOP COLUMN, IT WILL BE FALL OF 26. AND WHILE I DON'T RECEIVE AT ALL, IT WILL BE A FOURTH YEAR F IF THAT WAS WHAT WE RECEIVED, IT WOULD BE A FOURTH YEAR F AND AND THE TIME IS ALREADY RUNNING THIS BENEFIT. IF WE MOVED INTO THE PARTNERSHIP, DID THE APPLICATION FOR THE BENEFITS AND RECEIVED THEM, WOULD ALLOW US TO PAUSE AT THAT FOURTH YEAR.

F FOR ANY CAMPUS THAT WE SELECTED THIS PARTNERSHIP FOR. SO THEN YOU GO INTO 20 26, 27 AND YOU SEE IN THE MIDDLE, NOW THE OPERATING PARTNER IS RUNNING THAT SCHOOL OPERATING PARTNER GETS A LETTER GRADE. IF FOR WHATEVER REASON, IT'S NOT QUITE ACCEPTABLE YET YOU GET THAT FOURTH, YOU STAY AT FOURTH YEAR. F IF WHAT WE WOULD HOPE FOR IT'S IMPROVED, THEN IT GOES AHEAD AND BREAKS THE CHAIN. SO NOW YOU'RE NOT COUNTING UP TO FIVE ANYMORE. OKAY. NEXT YEAR 2728 OPERATING PARTNER IS STILL WORKING WITH THAT CAMPUS IN OUR DISTRICT. FOR WHATEVER REASON, THEY DON'T GET AN ACCEPTABLE GRADE IN THAT SECOND YEAR. THEY'RE STILL A PAUSE. SO IN 2627 AND 2728, YOU'VE REMAINED AT A FOURTH YEAR F BECAUSE IT'S PAUSED. IF THEY GET AN A, B OR C CHAIN BREAKS, WE'RE NOT COUNTING UP TO FIVE ANYMORE. OKAY. NOW WHAT YOU'LL NOTE HERE IS THE BENEFIT IS FOR TWO YEARS, BUT THE PARTNERSHIP IS FOR A MINIMUM OF THREE. SO YOU GO INTO 2829. THE CAMPUS IS STILL WITH THE OPERATING PARTNER. BUT KILLEEN ISD WOULD OWN THE ACCOUNTABILITY RATING AT THAT POINT. SO IF FOR WHATEVER REASON, WHILE THAT PARTNER WAS

[00:55:02]

[01:00:02]

AND IF THEY DON'T DO A MIRACLE IN THAT FIFTH YEAR, GOING FROM AN F CAMPUS TO A C, YOU WILL BE AT THE MERCY OF THE TEXAS EDUCATION AGENCY. ONE POINT OF CLARIFICATION, SIR. IF WE WENT INTO NEXT YEAR, YOU COULD STILL DO 1882. IT WOULD BURN ONE YEAR OF YOUR TWO YEAR PAUSE.

QUESTION. HOW WOULD YOU POSSIBLY DO 1882 IF WE DIDN'T DO IT THIS YEAR AND WE FINISHED THIS SCHOOL YEAR, AND THEN WE GO INTO NEXT SCHOOL YEAR IN THAT FINAL YEAR, HOW WOULD YOU GET THE 1882 WOULDN'T BE IN EFFECT? HOW COULD YOU DO THAT? BECAUSE YOU WOULD HAVE TO GET YOU'D HAVE TO GO THROUGH THE PROCESS WE'RE IN RIGHT NOW, STARTING AGAIN ROUGHLY THIS TIME NEXT YEAR. WE WOULD BE DOING THIS PROCESS ROUGHLY NEXT YEAR AND APPLYING IN MARCH OF 2027. AND IF APPROVED, IT WOULD BURN THE YEAR THAT YOU WERE CURRENTLY IN. SO WE'RE NOT NEEDING TO BURN ONE OF THE TWO YEARS. WE ARE LOOKING TO USE THE PAUSE BEGINNING NEXT YEAR, THERE ARE DISTRICTS THAT HAVE OPTED TO USE THE PAUSE IN THE YEAR THAT THEY'RE SITTING IN.

AN EXAMPLE OF THAT IS AUSTIN ISD, BUT THEY'RE USING ONE OF THE TWO YEARS IN THE CURRENT YEAR. NOW, THE NEGATIVE AND IT'S ABSOLUTELY A NEGATIVE IS YOU GIVE YOUR CHARTER PARTNER ONLY ONE YEAR TO TURN IT AROUND. WITH THE PAUSE IN PLACE. SO THERE IS THAT OPPORTUNITY.

HOWEVER, IT HAS ITS OWN GREAT RISK. IT JUST YOU LOSE IT. YOU BURN A YEAR OF YOUR TWO YEAR PAUSE. THAT IS WHAT HAS BEEN EXPLAINED TO US THROUGH THE WEBINARS WITH TIA. MADAM VICE PRESIDENT. THAT IS WHAT I WAS LOOKING FOR. SO THANK YOU FOR THAT EXPLANATION. YES, MA'AM.

AND I APPRECIATE THAT BECAUSE I DIDN'T THAT'S NOT HOW I INTERPRETED IT, BUT THAT'S THAT'S A GOOD THING TO KNOW THAT THAT'S JUST WHAT WAS SHARED WITH US WHEN WHEN THESE QUESTIONS HAVE BEEN POSED IN THE WEBINARS WE'VE PARTICIPATED IN. AND THAT THAT IS ONE OPTION DISTRICTS HAVE OPTED TO EXERCISE. THEY'RE JUST IN DIFFERENT POSITIONS BECAUSE WE'RE WALKING THROUGH THE OPTIMIZATION PROCESS AND EMPOWERED TO DO IT ESSENTIALLY A YEAR IN ADVANCE, WHERE THEY'RE NOT DOING IT THAT WAY. THAT'S EVERY DISTRICTS. YEAH.

IF I CAN ADD, MR. PRESIDENT. YEAH, THAT'S POTENTIAL OPTION. WHAT WAS DESCRIBED TO ME IS THAT DEPENDS. YOU BASICALLY BECOME AT THE MERCY OF TO THE COMMISSIONER THAT HE COULD DO THAT. BUT IN ESSENCE YOU HAVE BURNED YOUR FIFTH YEAR. AND IF IF IT DEPENDS DISTRICT TO DISTRICT, I WILL SAY THAT DEPENDS ON WHAT'S HAPPENING IN THAT DISTRICT AND SO ON AND SO FORTH. SO THAT IS A POSSIBILITY. BUT IT IS ALSO A POSSIBILITY OF A TAKEOVER AT THAT POINT. SO I DON'T WANT TO GIVE THE IMPRESSION THAT THAT IS AN AUTOMATIC THAT THAT WOULD OCCUR.

ALL RIGHT. BACK TO YOU, DOCTOR OSBORN. OKAY. SO WE'VE TALKED ABOUT THE TWO KEY BENEFITS, THE POSSIBILITY OF THE FINANCIAL BENEFIT, WHERE THEY MAKE GOOD ON THE HIGHER OF THE ADA'S, OR THE POSSIBILITY OF THE ACCOUNTABILITY PAUSES, WHICH IS TWO YEARS. JUST AS A REMINDER, THOSE BENEFITS ARE EMBEDDED IN THE APPLICATION FOR GETTING THE BENEFITS. SO THIS IS WHERE THE PROCESS OF BECOMING A CHARTER AUTHORIZER BECOMES SO IMPORTANT OVER THIS NEXT 90 DAYS, WHEN WE WOULD SEEK TO APPLY FOR THE BENEFITS, THE AUTHORIZING PROCESS HAS TO BE WHAT TI IS IDENTIFIED AS QUALITY. YOU HAVE TO USE QUALITY AUTHORIZING PRACTICES. SO WHAT DOES THAT MEAN? THERE'S FIVE PHASES IN A QUALITY AUTHORIZING CYCLE. THEY LOOK AT THE FIRST THREE PHASES AND EVIDENCE FOR THE BENEFITS APPLICATION. SO WHEN WE SUBMIT FOR AN APPLICATION IN MARCH OF 2026, THEY WILL BE LOOKING BACK AT THE EVIDENCE FROM THIS MOMENT. THESE PRESENTATIONS, THIS FEEDBACK, OUR APPLICATION PROCESS, HOW WE'VE BROUGHT FORWARD OPERATORS TO TALK TO YOU ALL, HOW WE'VE GATHERED COMMUNITY INPUT, ALL OF THAT WILL BE EMBEDDED AND REQUIRED

[01:05:04]

I'VE BEEN INFORMED THERE'S NO ONE SIGNED UP FOR THE 6 P.M. PUBLIC HEARING. AND SO WE ARE NOW CONTINUING. SO WE WON'T TAKE THAT PAUSE LATER. AS MR. HARPER IS TELLING ME THAT THERE'S NO ONE SIGNED UP FOR PUBLIC HEARINGS. SO I WILL NOT INTERRUPT YOU ANYMORE, DOCTOR OSBORN. THANK YOU. THANK YOU, SIR. SO THIS IS WHERE WE TALK MORE ABOUT THE PROCESS. WE NEED TO NAVIGATE EXPLICITLY AND SPECIFICALLY. AGAIN, THERE'S FIVE PHASES OF THE QUALITY AUTHORIZING PROCESS. PHASE ONE, TWO AND THREE REQUIRE ARTIFACTS SO THAT WE CAN SUBMIT FOR THE BENEFITS. THE TWO BENEFITS INCLUDE POTENTIALLY FINANCIAL AND DEFINITELY THE ACCOUNTABILITY PAUSE. SO PHASE ONE, WE'RE IN PHASE ONE RIGHT NOW. BULLET ONE. PHASE ONE IS TO ANALYZE THE PERFORMANCE OF YOUR CAMPUSES. WE HAVE EXECUTED THAT OVER THE LAST SIX MONTHS THROUGH THE DISTRICT OPTIMIZATION PROCESS. AS YOU RECALL, WE OUTLINED OUR PRIORITIES WITHIN THE DISTRICT. WE SET THRESHOLDS FOR OUR CAMPUSES, WHETHER OR NOT THEY MET THE PRIORITY OR NOT. WE PUT OUT BEAUTIFUL SCHOOL PROFILES, SHOUT OUT TO COMMUNICATIONS AND CSG THAT WE HAVE MET THE MEASURE IN THAT AREA. THAT IS HOW WE ACTUALLY CAME TO NEEDING TO ADDRESS OUR THREE MIDDLE SCHOOLS, OR POTENTIALLY MORE MIDDLE SCHOOLS THROUGH THE ANALYSIS OF WHERE WE STAND WITH OUR SCHOOL DISTRICT. THE OTHER BULLETS THAT YOU SEE, THERE ARE THINGS THAT WE WOULD NEED TO BEGIN TO DO SHOULD WE DECIDE TO GO INTO THE 1882 PARTNERSHIP.

THE FIRST REQUIREMENT IS THAT WE ADOPT OR THE BOARD ADOPTS AN AUTHORIZING MISSION AND VISION, AND THAT NEEDS TO ALIGN TO OUR GOALS AS A DISTRICT. WHY ARE WE GOING INTO THE 1882 PARTNERSHIP? WHAT ARE OUR HOPE? FOURS. IT SHOULD SOUND A LOT LIKE WE WANT KIDS IN THE HIGHEST QUALITY SCHOOLS, IN THE HIGHEST QUALITY FACILITIES. WE WOULD NEED TO FORMALLY ADOPT THAT MISSION AND VISION. AND T HAS SOME MODEL STATEMENTS THAT WE WOULD UTILIZE AND BRING TO THE BOARD SO THAT WE COULD DO SO. THE OTHER THING THE BOARD WOULD HAVE TO ADOPT IS POLICY CONNECTED TO BEING A CHARTER AUTHORIZER. IT IS A NEW ROLE AND RESPONSIBILITY OF THE BOARD.

WE WOULD BE ADOPTING TI'S MODEL POLICY FOR ELA LOCAL. WE HAVE A ELA LEGAL. CURRENTLY. WE WOULD ADOPT THE LOCAL TO THE LETTER OF WHAT TIA ALREADY PROVIDES. I HAVE A COPY OF THE MODEL POLICY.

REALLY, THE ONLY THING THEY LET YOU CHANGE IS THE DISTRICT NAME, SO YOU ADOPT IT ESSENTIALLY AS IS. YOU WOULD SEE US BRINGING THOSE THINGS FORWARD IN NOVEMBER. WE WOULD ALSO CONTINUE THE COMMUNITY FEEDBACK GATHERING WHEN WE DECIDED WE WOULD NEED TO INVITE COMMUNITY MEMBERS IN FOR THOSE SPECIFIC SCHOOLS TO GIVE FEEDBACK ON WHERE WE'RE GOING WITH THE PROCESS. SO PHASE ONE ESSENTIALLY ESTABLISHES OUR INTENT TO BECOME A CHARTER PARTNERSHIP, A TEXAS PARTNERSHIP, OR GO DOWN THE 1882 ROAD. PHASE TWO IS THE PROCESS OF DECIDING WHO WE'RE GOING DOWN THAT ROAD WITH. BULLET ONE THERE TALKS ABOUT A COMPREHENSIVE APPLICATION THAT'S NOT OUR APPLICATION. THAT IS FOR PEOPLE TO APPLY TO BECOME THE PARTNER. THAT'S NOT US SUBMITTING AN APPLICATION, THAT'S PEOPLE SUBMITTING TO US TO TO WALK THIS PARTNERSHIP OUT AND DO THE TURNAROUND AT THAT SCHOOL. I HAVE SOMETHING IN PARENTHESES THERE, BECAUSE WE NEED TO CALL IT BY ITS OFFICIAL NAME. AND THAT IS A CALL FOR QUALITY SCHOOLS. IT'S MUCH LIKE AN RFP PROCESS. IT'S THE RECEIPT OF PROPOSALS OF PEOPLE THAT WANT TO BE GREAT PARTNERS IN SERVING OUR KIDS. SO WE WOULD START THAT ESSENTIALLY PROBABLY EARLY DECEMBER. OKAY, WE GET THOSE APPLICATIONS, WE GET THOSE PROPOSALS, WE HAVE TO EVALUATE THEM. I TALKED TO SENIOR STAFF ABOUT TRAINING THE TEAM OF FIVE COMMITTEE MEMBERS THAT HAVE TO BE A PART OF THE RIGOROUS EVALUATION OF THOSE APPLICATIONS. AGAIN, THESE ARTIFACTS HAVE TO BE SUBMITTED. TO WHAT? TO THE BENEFITS APPLICATION. SO THAT'S WHY DOING THESE PIECES ARE SO INCREDIBLY IMPORTANT. THAT COMMITTEE. AND I'M LOOKING AT SOME FACES IN HERE THAT ARE PROBABLY GOING TO BE ON IT IF WE END UP ON THIS ROAD, HAVE TO DO THEIR DUE DILIGENCE. SO JUST BECAUSE WE GET AN APPLICATION FROM A CHARTER PARTNER DOESN'T

[01:10:04]

AND THE SUPERINTENDENT WOULD PROBABLY TELL ME TO COME UP HERE AND TALK ABOUT RECOMMENDING A GROUP TO THE BOARD. SO THAT'S HOW YOU GET DOWN THE LINE TO ACTUALLY SELECTING A CHARTER PARTNER. OKAY. NOW WE'RE SOMEWHERE IN FEBRUARY, MARCH. WE'VE DECIDED ON A CHARTER PARTNER BECAUSE THE BOARD HAS APPROVED THAT SELECTED GROUP THAT AGAIN HAS THREE YEARS OF EXPERIENCE, MULTIPLE CAMPUSES THAT THEY'RE ALREADY RUNNING AND A TRACK RECORD OF SUCCESS. AND THEN WE GO INTO THE NEGOTIATIONS PROCESS. WHO DOES WHAT? OF COURSE, THERE'S THAT LIST OF THINGS THAT THEY HAVE AUTONOMY OVER. THEY PICK THE STAFF, THEY PICK THE SCHEDULE, THEY PICK THE CALENDAR. BUT THEN YOU YOU GO INTO THE SERVICES AGREEMENT PROCESS AND YOU HAVE TO CODIFY THE TERMS OF THE PARTNERSHIP. AFTER YOU CODIFY THE TERMS, THEN WE GO TO THE PRE-OPENING CHECKLIST. EVEN THOUGH WE HAVE SELECTED A PARTNER, WE HAVE A PERFORMANCE CONTRACT ESTABLISHED. WE HAVE A REQUIREMENT, THE BOARD HAS A REQUIREMENT TO ENSURE THAT EVERYTHING THAT'S ON THE PRE-OPENING CHECKLIST HAPPENS BEFORE YOU AUTHORIZE THEM TO OPEN A SCHOOL AND SERVE OUR STUDENTS IN OUR DISTRICT. OKAY, THAT'S PHASE ONE, TWO AND THREE AGAIN. YES, MA'AM. OKAY. THAT'S PHASE ONE, TWO AND THREE. AND I'M REALLY JUST GOING TO GO DEEP THERE BECAUSE THOSE ARE THE COMPONENTS THAT ARE REQUIRED FOR THE BENEFITS APPLICATION. OF COURSE YOU GO INTO THE PROCESS OF MONITORING.

WE WOULD NEED TO HAVE SITE VISITS AT THAT CAMPUS, COMMUNICATE EXPECTATIONS, REMOVE BARRIERS. BECAUSE IT'S STILL OUR FACILITY. THERE'S STILL OUR DISTRICT KIDS. WE WOULD BE REQUIRED TO DO AN ANNUAL REPORT, AND THEN WE WOULD MAKE SURE THAT THEY'RE MEETING THE OUTCOMES OR ENSURE THAT THEY TAKE CORRECTIVE ACTION IF THEY HAVEN'T, BECAUSE WE HOLD THEM ACCOUNTABLE. AND THEN AT THE CONCLUSION OF THAT CONTRACT, WE'RE DISCUSSING A THREE YEAR CONTRACT. WE WOULD DECIDE IF THE PERFORMANCE MET THE STANDARD OF THE OUTCOMES THAT WE ASKED FOR, AND WE WOULD EITHER RENEW OR REVOKE. BEFORE I GO THROUGH THE TIMELINE, I WANT TO OFFER AN OPPORTUNITY FOR QUESTIONS. QUESTIONS FROM TRUSTEES HAVE A COUPLE QUESTIONS, BUT I THINK I'LL HOLD THEM TO THE END. OKAY. SO TIMELINE AND I HAVE PHASE ONE, TWO AND THREE HERE. AND THE MOST IMPORTANT THING ON THAT PROBABLY IS IF THE BOARD APPROVED DISTRICT OPTIMIZATION OPTIMIZATION RECOMMENDATION FOR AN 1882 PARTNERSHIP, THAT WOULD BE NEXT TUESDAY. WE'RE GOING TO PRESENT, I BELIEVE, 1 OR 2 SCHOOLS AS A OPTION. IF THE VOTE IS YES NEXT TUESDAY, THIS STARTS MOVING. AND THAT'S WHY IT WAS SO IMPORTANT TO GET ALL OF THIS INFORMATION OUT IN FRONT OF THE BOARD PRIOR TO THE PRESENTATION AND THE DELIVERY OF YOUR OPTIONS, BECAUSE THIS IS WHAT THE OPTIONS ALSO INCLUDE. SO NOVEMBER 4TH, WE HAVE A BOARD MEETING. I WOULD BE BRINGING FORWARD THE SENIOR STAFF DISCUSSED AND APPROVED MISSION AND VISION FOR THE BOARD TO ADOPT. THEN I WOULD BE BRINGING FORWARD ELA LOCAL TO GO AHEAD AND CODIFY OR IN OUR POLICY THAT WE INTEND TO BE A CHARTER AUTHORIZER. YOU SEE TWO DATES THERE BECAUSE OUR INTENT WOULD BE A FIRST READ ON THE FOURTH AND A SECOND READ FOR APPROVAL ON THE 18TH. AFTER THAT WOULD OCCUR, WE WOULD ENGAGE THE COMMUNITY AT THE WHATEVER NUMBER OF SCHOOLS THAT WE MIGHT TAKE THIS PATHWAY ON. WE HAVE JUST A FEW DAYS, YOU SEE, FROM THE FIFTH TO THE 11TH, BECAUSE WE ALSO HAVE TO SUBMIT A ANYBODY TURNAROUND PLAN. I HEARD IT BEHIND ME BECAUSE THEY'RE WORKING ON IT. NOVEMBER 14TH. THAT WOULD EMPOWER US TO INCLUDE ALL OF THAT INFORMATION INTO OUR TURNAROUND PLAN, WHICH IS SEPARATE, BUT DEFINITELY AN ACTION CONNECTED TO THOSE TURNAROUND SCHOOLS. SO WE MOVE FORWARD. WE'RE OPENING UP AN APPLICATION. I'VE DISCUSSED WITH COMMUNICATIONS HOW WE WOULD GO ABOUT PUTTING THIS ON THE WEBSITE, MAKING SURE WE PUT OUT AN APPLICATION AND ANNOUNCE IT TO OUR POTENTIAL PARTNERS AND OUR OFFICIAL CALL FOR QUALITY SCHOOLS WOULD BE THE TUESDAY AFTER THANKSGIVING.

[01:15:05]

THAT'S FIVE COMMITTEE MEMBERS. THEY INTERVIEW. THEY DO DO DUE DILIGENCE, AND THEN THEY PROVIDE A RECOMMENDATION TO THE SUPERINTENDENT FOR US TO BRING TO THE BOARD FOR APPROVAL. I HAVE THAT ON OUR 2ND FEBRUARY BOARD MEETING DATES. SO EVERY BOARD MEETING DATE WE HAVE, WE'RE USING IF IF WE MOVE DOWN THIS PROCESS. SO EITHER IT'S A FIRST READ OR AN APPROVAL OR EVERY EVERY DATE IS CRITICAL. AS YOU CAN SEE IN THE TIMELINE. SO THEN PHASE THREE BOARD HAS APPROVED AS OF TENTATIVELY FEBRUARY 24TH. THEN THAT AUTHORIZES THE DISTRICT TO WORK, PROBABLY WITH AN EXTERNAL COUNCIL TO START THE CHARTER PARTNER PERFORMANCE CONTRACT NEGOTIATION AND THEN HOPEFULLY COME TO A CONCLUSION AND AGREED UPON TERMS SIGNED AND DELIVERED SO THAT WE MIGHT INCLUDE IT IN THE BENEFITS APPLICATION, WHICH IS COMPLETELY SEPARATE. AGAIN, AFTER WE SUBMIT THAT BENEFITS APPLICATION WITH ALL PHASE ONE, TWO, THREE ARTIFACTS AND EVIDENCE, THEN WE COME BACK TO THE BOARD AND WE PRESENT WHAT WE BELIEVE SHOULD BE THE PRE-OPENING CHECKLIST TO GET THAT CAMPUS OFF THE GROUND. AND FOR YOU ALL TO SAY THAT SCHOOL IS DEEMED READY TO OPEN. TIMELINE QUESTIONS. QUESTIONS FROM TRUSTEES. MADAM VICE PRESIDENT. THIS THIS WHOLE PROCESS IS LIKE A FULL TIME JOB FOR LIKE TEN PEOPLE. I DON'T WANT TO BE TOO INFORMAL, MA'AM. HOWEVER, YES IT IS. I AM THREE PEOPLE CURRENTLY. YEAH. THIS IS THIS IS A LOT OF WORK. SO THANK YOU. THANK YOU, MR. RAINWATER. I WAS JUST WONDERING WHY.

WHAT'S THE ADVANTAGE OF A TURNAROUND PLAN THAT WE HAVE TO WRITE? AND THEY HAVE TO IMPLEMENT. SO CHARTER FOLKS REWRITE OUR TURNAROUND PLAN, AND THEN THE CHARTER FOLKS THAT WE HIRE IMPLEMENT OUR PLAN UNDER OUR SUPERVISION. THAT'S A PITCHER CALLING BALLS AND STRIKES TO ME. SO WITH THE SO SO LET'S TALK ABOUT WHERE WE STAND WITH TURNAROUND PLANS. WE HAVE THREE CAMPUSES REQUIRED TO DO A TURNAROUND PLAN. ONE OF THOSE THREE CAMPUSES ARE IS ONLY REQUIRED TO DEVELOP. TWO OF THOSE CAMPUSES HAVE TO DEVELOP AND CURRENTLY IMPLEMENT.

SO WE'RE RIGHT IN THE PLAN. AND THE THINGS THAT WE'RE WRITING IN THE PLAN ARE GOING INTO ACTION RIGHT OF WAY AS REQUIRED. EVEN THOUGH THE PLAN HASN'T BEEN APPROVED YET, WE BELIEVE PLANS WILL BE APPROVED IN MID JANUARY. NOW, ONE OF THE TABS THAT I DISCUSSED IN THE TURNAROUND PLANS WAS THAT DEFINED SCHOOL ACTION. ONE OF THOSE ACTIONS COULD BE A CLOSURE OR REASSIGN. ONE OF THOSE ACTIONS COULD BE A PARTNER MANAGED RESTART. SO WE'RE WRITING A PLAN AND WE'VE WRITTEN OUR PLAN ALL THE WAY TO THE POINT WHERE WE'RE EITHER ADDING THE INFORMATION ABOUT WE'RE GOING TO CLOSE THAT SCHOOL, OR WE'RE GOING TO GO FORWARD WITH A CHARTER PARTNERSHIP. AND IN ANY CASE, WE HAVE TO DO THOSE THINGS LIKE THAT. IMPROVE PLC, DO OBSERVATION AND FEEDBACK, DO SITE VISITS AS A DISTRICT ELT ENSURE ROLES AND RESPONSIBILITIES OF ADMINISTRATORS? ALL OF THAT HAS TO HAPPEN RIGHT NOW BECAUSE WE ARE IN A DEVELOP AND IMPLEMENT FOR OUR TURNAROUND PLANS. IS IT FAIR TO FAIR TO SAY THAT THE ONLY ADVANTAGE OF THIS IS THE PAUSE? AND WE'RE DOING ALL THIS WORK TO BUY A COUPLE YEARS FROM THE AGENCY, WHEREAS WE DID US ALL THIS WORK WITH OUR PEOPLE.

I, I WILL ALLOW CSG TO PRESENT THE PROS AND CONS AND THEN BE HAPPY TO ANSWER THE QUESTION AFTER YOU SEE THE PROS AND CONS, BECAUSE IT WILL LIST OUT WHAT ARE THE BENEFITS OR WEAKNESSES OF EITHER PATHWAY. YES, SIR. MR. MINTZ ACKNOWLEDGING I MAY HAVE MISSED SOME OF THIS. MY TARDY. TARDY GETTING HERE. SO I THINK TO MR. RAINWATER, TO YOUR POINT, I THINK I UNDERSTAND IT

[01:20:06]

I'M LOOKING AT YOU. THAT'S PROBABLY A DOCTOR DAVIS QUESTION BECAUSE IT IS JUST. IT IS INTENSIVE FROM THE TIMELINES REVIEW COMMITTEES. I MEAN, WE WE'VE DONE WEEKS OF WORK ALREADY. JUST SPEAKING ABOUT WHAT'S GOING ON IN THE BACKGROUND. SHOULD WE HAVE DECIDED UPON A CLOSURE? WE'VE BEEN WORKING FOR SEVERAL WEEKS ON WHAT DOES THAT LOOK LIKE FOR EVERY SINGLE DEPARTMENT, EVERY SINGLE PERSON? WHEN DO THEY NEED TO DO IT BY? SO YOU'RE SEEING A PIECE OF THE ACTUAL ABUNDANCE OF WORK HAPPENING FROM CLASSROOM TEACHER TO SCHOOL ADMINISTRATOR, ALL THE WAY TO THE EXECUTIVE SITTING IN THIS ROOM, MADAM SECRETARY. SO, SO IS IT FAIR TO SAY THE TURNAROUND PLANS ARE THOSE ARE ONE THING. AND THEN THE CONTRACT, THREE YEAR CONTRACT, 1882 1882 WITH THE CHARTER ARE SEPARATE. YES, MA'AM. OKAY.

THANK YOU, MADAM VICE PRESIDENT. SO WITH DOCTOR, WITH MADAM SECRETARY'S QUESTION OR STATEMENT, THE SEPARATION OF THOSE TWO PROGRAMS. BUT IN REALITY, I'M ASSUMING THAT OUR TURNAROUND PLAN WILL BE INCORPORATED INTO OUR CONTRACTS TO SOME DEGREE WITH THE CHARTER ORGANIZATION. WHAT WE'RE EXPECTING AS A RESULT, FROM THE RESULTS STANDPOINT. BUT OUR

[01:25:01]

THANK YOU. TO TO ADD ONE THING FOR MISS ADAMS, THINK OF THE THE ACTUAL 1882 DECISION AS AN APPENDIX ON OUR TURNAROUND PLAN. THE CLOSURE DECISION IS AN APPENDIX ON OUR TURNAROUND PLAN.

SO ONE OTHER POINT OF CLARITY. SO THE. OKAY, I JUST THOUGHT THROUGH IT. NEVER MIND. SHOULD YOU NEED CLARITY LET ME KNOW. DOCTOR DAVIS ANYTHING YOU WANT TO ADD I THINK YOU GOT I WON'T I WON'T BELABOR IT. I THINK THE ORIGINAL QUESTION WAS MORE SO ABOUT. BUT I THINK I THINK YOU ANSWERED IT. I JUST WANT TO BE CLEAR THAT, YES, I MEAN, WITH THE TURNAROUND PLAN, THERE ARE CERTAIN ELEMENTS THAT WE'RE DOING THAT. 1882 PARTNERSHIP MAY INCORPORATE SOME OF THOSE ELEMENTS OR NOT. I MEAN, ONCE WE TURN THAT OVER, THEY'RE INDEPENDENT AND SOME OF THOSE.

SO I WANT TO BE CLEAR TO THE POINTS OF THAT WILL MOST, FOR THE MOST PART, BE OUT OF OUR CONTROL AS IT RELATES TO THE PRACTICES THAT THEY EMPLOY AT THAT CAMPUS. DOES THAT MAKE SENSE? SO SO I JUST WANT TO BE CLEAR ON THAT. SO THAT MEANS THE OPERATIONAL SUPPORT IS US THAT GETS DETERMINED IN THE PERFORMANCE CONTRACT NEGOTIATIONS. BASICALLY WE'RE PROVIDING THE INFRASTRUCTURE. IT GETS DECIDED IN THE PERFORMANCE CONTRACT NEGOTIATIONS. WHAT MIGHT BE A NON-NEGOTIABLE SERVICE THAT WE OFFER. IT'S A WHOLE DIFFERENT BUCKET THAT I'M WORKING ON THAT SLIDE DECK. BUT IT IT'S A DIFFERENT IT'S A DIFFERENT PIECE. IT'S IN THE PERFORMANCE CONTRACT DEVELOPMENT. MR. MINTZ, DOCTOR OSBORNE, CAN YOU HELP ME UNDERSTAND A LITTLE BIT OF THIS TIMELINE? SO I TEND TO THINK KIND OF LIKE WORST CASES. SO WHAT IF WE ENTER INTO CONTRACT NEGOTIATIONS WITH A PROVIDER? WITH A SERVICE PROVIDER? OKAY, OKAY. WE THEN GET TO A POINT WHERE WE REALIZE THIS ISN'T GOING TO WORK. LIKE WE CAN'T COME TO AN AGREEMENT ON THE CONTRACT. DO WE HAVE IS THERE TIME BAKED INTO THIS THING TO SAY OR TO GO AND RELOOK AT ANOTHER? BECAUSE WE CAN SAY, WE'RE GOING WITH YOU, BUT I CAN TELL YOU, THERE'S A WHOLE BUNCH OF TIMES WHEN I'VE BEEN MY EXPERIENCE THAT PEOPLE THINK THEY'RE GOING TO GET A CONTRACT AND THEY THINK THEY'RE GOING TO AN AGREEMENT AND THEY DON'T. I WANT TO BE ABLE TO ANSWER THAT, BUT I DON'T WANT TO MISSPEAK. AND IF YOU DON'T KNOW THE ANSWER, DON'T SPECULATE. I DON'T WANT TO MISSPEAK. I WOULD RATHER ASK THAT QUESTION. IN OUR COMMUNITY OF PRACTICE, THE GROUP OF DISTRICTS THAT ARE EXPLORING THIS, WE HAVE A SPACE THAT WE'RE ABLE TO ASK THOSE TYPE OF, AND ARE WE ABLE TO ENTER INTO NEGOTIATIONS WITH TWO, TWO CONTRACTORS? AND I'M USING ALL THE WRONG TERMS, BUT WITH TWO PROVIDERS SIMULTANEOUSLY. THAT ANSWER TO THAT IS NO. AND I CAN TELL YOU THAT WITH CERTAINTY, BECAUSE ON THE TIMELINE WHERE YOU SEE FEBRUARY 10TH, WE PRESENT OUR RECOMMENDATION BASED ON THAT ROBUST EVALUATION PROCESS, THE BOARD MAKES A DECISION ON WHO YOU GO INTO CONTRACT NEGOTIATION WITH. YOU'RE ALSO MAKING A DECISION TO REJECT ANY OTHER APPLICATION THAT WAS A PART OF THAT PROCESS. ARE THERE ANY BOUNDS ON THAT CONTRACT NEGOTIATION? I CAN'T SPEAK TO THAT WITH CERTAINTY. SO MEANING THAT A CONTRACTOR, IF THEY PUT IN, ARE THEY SORRY I'M GETTING IN THE WEEDS. BUT I THINK THIS IS IMPORTANT. IS THERE WHEN THEY. THE PROVIDERS WILL COME TO US AND ESSENTIALLY WE WILL SEND OUT A EFFECTIVELY AN RFP. THEY WILL RESPOND TO THE RFP.

IT WILL SAY IN THERE WITH SOME CERTAINTY, BECAUSE WE WERE JUST TALKING ABOUT AND I THOUGHT MISS ADAMS BROUGHT UP A GREAT POINT, LIKE, HOW ARE WE NEGOTIATING THIS? WHAT ARE WE ARE WE PROVIDING OPERATIONAL SUPPORT? WHAT IF THERE'S NON-NEGOTIABLE PIECES OF THIS AND THEY SAY, WELL, LOOK, WE WANT, YOU KNOW, THIS IS THE BUS SCHEDULE WE HAVE. WE HAVE TO HAVE ALL THE KIDS HERE BY THIS THING, BY THIS TIME. AND WE GO, WELL, HECK, WE DON'T, YOU KNOW, WE DON'T HAVE ENOUGH BUSSES. AND WE BOUGHT ELECTRIC BUSSES AND THEIR RANGES ARE TERRIBLE.

I MEAN, THAT'S ALL HYPOTHETICAL, BUT, YOU KNOW, HOW DO WE GET AROUND THAT? SO HERE'S MY

[01:30:06]

YES, MA'AM. WHERE YOU SPOKE OF THE THREE YEAR CONTRACT POSSIBILITIES, RENEWAL, REVOCATION. AND IT STATES HERE WE CAN RENEW IF CERTAIN THINGS HAVE BEEN MET THAT ARE CONTRACTUAL. YES. I THINK THAT THAT'S CONSISTENT WITH WHAT HE JUST SAID. YES, A LITTLE BIT.

BUT AT THIS POINT WE'RE ALREADY UNDER CONTRACT. WELL I KNOW, BUT WE KNEW IT YEAR. YES, MA'AM.

THAT WOULD BE THE RESPONSIBILITY OF THE BOARD TO EVALUATE AND MAKE A DETERMINATION. RIGHT. AND AGAIN, THERE'S THE THREE AREAS ACADEMICS, FINANCIAL AND ORGANIZATIONAL. AND THEY HAVE A PRETTY TIGHT RUBRIC OF EVALUATION EXPECTATIONS. AND THERE'S A MODEL FOR THAT FROM T. DOCTOR OSBORNE GOING BACK TO THE TIMELINE. YES MA'AM. BUT MR. MINCE IS REFERRING TO IS IT POSSIBLE THAT WE CAN MOVE THAT RECOMMENDATION BACK INTO THE JANUARY TIMEFRAME SO THAT WE HAVE MORE TIME TO NEGOTIATE? AND BECAUSE IF WE PUSH IT RIGHT UP TO THE LINE, LIKE HE'S SAYING, AND THEN WE HAVE THAT ONE CONTRACTOR THAT YOU'RE RECOMMENDING AND THEY COME IN HERE AND THEY WANT, YOU KNOW, THEY WANT THE SKY. WE'RE OVER A BARREL. SO THERE'S THERE WOULD BE SOME CHALLENGES WITH THAT THERE. WE HAVE TO AFFORD A APPROPRIATE OPPORTUNITY FOR APPLICANTS. SO THAT'S WHERE WE END UP IN THAT 30 DAY RANGE.

ONCE WE OPEN UP THE CALL FOR QUALITY SCHOOLS. AND THEN I HAVE EVALUATION OF APPLICATIONS AS A SIMPLE SENTENCE, LIKE A SHORT PHRASE, BUT THERE ARE MULTIPLE COMPONENTS TO THAT.

THERE'S THE TRAINING OF THE EVALUATORS. THERE IS THE COMPLETION ■OF THE QUESTIONS.

THERE'S THE DUE DILIGENCE OF EVALUATING WHAT GOT SUBMITTED IN THE APPLICATION, AND THEN GOING AND LOOKING AT THE OPERATORS WEBSITES AND BACKGROUND DATA AND FINANCES THE DUE DILIGENCE PIECE THAT HAS TO BE ANSWERED TO BY THE INTERVIEW COMMITTEE. AND THEN THERE'S THE ACTUAL INTERVIEW AND THEN THE COMPLETION OF THE REPORT THAT GOES TO THE SUPERINTENDENT. SO THAT LOOKS LIKE A LONG TIME, BUT IT'S REALLY ABOUT TWO AND A HALF WEEKS TO DO THOSE THINGS. BUT YOU'RE DOING YOU'RE YOU'RE LOOKING AT MULTIPLE RFP APPLICANTS WHEN THEY COME IN. SO YOU'RE DOING ALL OF THOSE STEPS WITH EACH OF THESE.

THAT'S CORRECT. THESE COMPANIES THAT ARE GOING TO APPLY TO MAKE A DETERMINATION. SO COULD WE HAVE ONE. AND THEN TWO WE COULD HAVE THIS ONE IS OUR CHOICE. BUT THIS IS OUR BACKUP. WE COULD PRESENT OUR RECOMMENDATION. AND THEN THE ORDER I MEAN FOR NEGOTIATIONS.

SO IF WE SELECT ONE AND THEN ONE IS BECOMING DIFFICULT TO NEGOTIATE WITH, CAN WE THEN SWITCH TO TWO AGAIN? THAT'S A LOCAL DECISION. WHAT YOU HAVE TO VOTE ON, AS I UNDERSTAND IT IN MY READINGS, IS A APPROVAL AND REJECTION. ONE APPROVAL AND THEN HOWEVER MANY REJECTIONS AT THAT POINT. BUT I DON'T KNOW THAT THAT PRECLUDES THE BOARD FROM COMING BACK AND SAYING NEGOTIATIONS FELL APART. WE ARE REVOKING OUR WHATEVER MOTION THAT ENDS UP BEING IN SUPPORT WITH SUPPORT OF LEGAL COUNSEL. BUT THAT'S A QUESTION I CAN ASK AGAIN IN THE COMMUNITY OF PRACTICE. YES, MA'AM. I THINK IT'S IT'S VERY IMPORTANT AND I APPRECIATE EVERYBODY'S QUESTIONS ON THIS, BUT I THINK WE'RE GOING TO HAVE TO HAVE PROBABLY AN ELEMENT OF TRUST WITH STAFF TO SAY THAT THEY'RE GOING TO DO THE RESEARCH WITH BEST PRACTICES BASED ON SOME PEOPLE THAT HAVE DONE THIS AND HAVE BEEN SUCCESSFUL. AND YES, THERE COULD BE SOME SOME THINGS THAT ARE A LITTLE BIT CHALLENGING. SO IT'S GOING TO BE PROBABLY SOME GIVE AND TAKE.

BUT I WOULD THINK THESE SERVICE PROVIDERS, THEY KNOW WHAT THE WHAT I'LL CALL THE POT OF GOLD IS THE FORMULA. YEAH. IT'S IT'S A FORMULA. THEY KNOW THAT. HERE'S WHAT YOU GET I MEAN AND OF COURSE I DON'T THINK THEY WOULD BE IN THE BUSINESS OF PRICING THEMSELVES OUT OF OPPORTUNITIES. NOW THAT'S JUST ME ASSUMING. BUT I THINK WE'RE GOING TO PRETTY MUCH FOLLOW A MODEL THAT EXISTS. I MEAN, AND THEY'RE GOING TO BE SOME THINGS, WHETHER OR NOT WE PROVIDE CUSTODIAL SERVICES OR LANDSCAPING SERVICES, ATHLETIC PROGRAMS, THINGS OF THAT NATURE THAT WE MAY TALK ABOUT. BUT AT THE END OF THE DAY, THE CORE, THE CORE CONTENT OF THE AGREEMENTS, AS I VIEW IT, WILL BE ALL ABOUT THE CLASSROOM AND WHAT THEY'RE GOING TO PROVIDE AND HOW WE HOLD THEM ACCOUNTABLE FOR THAT. AND I THINK IF THEY HIT THAT, I THINK THAT'S WHERE I'M GOING TO BE WILLING TO COMPROMISE A BUNCH OF OTHER STUFF, AS LONG AS WE

[01:35:02]

AND THAT'S AND I KNOW THERE'S A HUGE ELEMENT OF UNKNOWN IN THIS. AND, AND SO THERE'S GOING TO HAVE TO BE A STRONG BIG LEVEL OF TRUST BY THIS BOARD. IF WE CHOOSE TO DO THIS, THAT STAFF CAN BRING BACK THE DELIVERABLES THAT WILL BE PLEASING TO OUR EYES. MR. MINCE AND MR. PRESIDENT, I AGREE WITH YOU. I JUST I GUESS MY POINT, DOCTOR OSBORN IS AND I AND MR. HARPER I THINK I'M KIND OF LOOKING AT YOU TOO ON THIS LIKE THE DEVIL. AND YOU KNOW EXACTLY WHAT I'M TALKING ABOUT. LIKE THE DEVIL IS GOING TO BE IN THE DETAILS ON THIS. SO IF WE COULD, I WOULD JUST SAY THAT AS AN OVERARCHING THING. TO ME, THAT SEEMS LIKE ALL OF THESE THINGS MOVE ALONG, LIKE ENGAGING THE COMMUNITY, YOU KNOW, ESTABLISHING A VISION. OKAY, WELL, WE CAN DO THAT. LIKE WE KNOW HOW TO DO THAT. POLICIES. WE KNOW HOW TO DO THAT. WE KNOW HOW TO ENGAGE WITH THE COMMUNITY. WE KNOW HOW TO SEND OUT A CALL FOR QUALITY SCHOOLS.

WE CAN EVEN WE EVALUATE I MEAN, WE SEE EVALUATIONS OF APPLICATIONS EVERY TIME WE HAVE A MEETING, RECOMMENDATION AND BOARD DECISION. LIKE WE CAN DO THAT. WHEN YOU GO INTO NEGOTIATING EXTRAORDINARILY LARGE, SWEEPING PERFORMANCE CONTRACTS, THAT IS DETAILED WORK. THAT IS HARD WORK. SO I JUST DON'T I JUST WANT TO MAKE SURE AND THE BENEFITS APPLICATION, LET'S MAKE SURE THAT WE'RE NOT UNDERESTIMATING THAT. AND I FEEL LIKE I'VE TALKED ENOUGH ON IT. I'D LOVE TO PIGGYBACK THERE. ONE OF THE PIECES OF LANGUAGE THAT IS IN THE HANDBOOK THAT IS ATTACHED FOR CHARTER AUTHORIZING TALKS ABOUT THE PERFORMANCE CONTRACT MUST BE CLEAR, WELL DEFINED AND UNAMBIGUOUS, AND ONE OF THE ELEMENTS OF EVALUATION FOR BENEFITS IS THE CONGRUENCE OF YOUR CONTRACT FROM BEGINNING TO END. SO DO YOU AGREE TO SOMETHING IN PARAGRAPH SEVEN THAT YOU UNDERMINE IN PARAGRAPH 28? SO IT THE DEVIL IS IN THE DETAILS, AND I BELIEVE THAT'S WHAT YOU WERE SPEAKING TO. WHEN IT COMES TO THE CONTRACT PROCESS, THAT IS THE EXPECTATION. DOCTOR DAVIS YEAH, I JUST WANT TO EMPHASIZE THE TIMELINES. THAT'S CRITICALLY IMPORTANT. CERTAINLY NOT RUSHING, BUT I WANT TO BE CLEAR WITH THE BOARD THAT THERE ARE SOME TIMELINES WE NEED TO STICK TO. WE'VE GOT TO KEEP IN MIND THAT THESE POTENTIAL PARTNERS HAVE ONLY SO MUCH CAPACITY. AND I WAS TOLD THAT AND WE GOT TO JUST REMIND THE BOARD THAT IN MAKING DECISIONS, DOING IT IN A TIMELY MANNER, AS IT COULD COME A POINT BECAUSE WE HAVE A HIGHER NUMBER THAN USUAL OF DISTRICTS THAT ARE IN NEED OR CONSIDERING THESE PARTNERSHIPS THROUGHOUT THE STATE. AND SO I JUST WANT TO WANT THE BOARD TO KEEP THAT IN MIND. ABSOLUTELY. OKAY. LAND IN THE PLAIN HERE. WANT TO POINT YOU TO SOME RESOURCES THAT ARE IMPORTANT AS POTENTIAL CHARTER AUTHORIZERS. THE FORMAL WEBSITE IS TEXAS PARTNERS PARTNERSHIPS.ORG. THERE ARE SEVERAL MODEL ELEMENTS THERE. FOR EXAMPLE THE MODEL POLICY. THE MODEL APPLICATION WILL NEED TO UTILIZE IN THE CALL FOR QUALITY SCHOOLS. YOU'RE WELCOME TO TAKE A LOOK AT THOSE. ALSO, AS TO ATTACHMENTS TO THIS PRESENTATION, I PROVIDED THE AUTHORIZER HANDBOOK AS ATTACHMENT TO AND CHECKLIST, WHICH IS ALSO THE SELF-ASSESSMENT AS ATTACHMENT THREE. I'VE REALLY TRIED TO DISTILL ALL OF THE INFORMATION THAT'S THERE INTO THE SLIDE DECK THAT WE'VE JUST WALKED THROUGH. THE LAST THING. AND DOCTOR BUCKLEY, IF YOU DON'T MIND PASSING THIS DOWN, IS THE BENEFITS APPLICATION RUBRIC. AND I'VE ALLUDED TO THIS THROUGHOUT THE PRESENTATION.

AND WHAT WE HEARD VERY MUCH IN THE WEBINARS WE'VE ATTENDED IS WE MUST BE ATTENTIVE TO THE CONTENT AND EXPECTATIONS OF THE APPLICATION RUBRIC, OR WE COULD MISS THE MARK THROUGHOUT THIS PROCESS. WHAT I'LL POINT YOUR ATTENTION TO ON THE RUBRIC IS MOST OF THE COMPONENTS OF YOUR BENEFITS APPLICATION ARE BEING EVALUATED FOR YES OR NO. DID THEY PROVIDE EVIDENCE OF DOING THAT DURING THEIR PROCESS OR NO, THEY DIDN'T. SO AGAIN, AS WE NAVIGATE THIS NEXT 30 TO 60 TO 90 DAYS, SHOULD WE BE GOING DOWN THIS, THIS DIRECTION, HOW WE DO THE PROCESS IS CRITICAL TO EVEN BE IN POSITION TO APPLY FOR THE BENEFITS. AGAIN, I WROTE THERE IN PARAGRAPH THREE, T HIGHLY EMPHASIZES THEY DO NOT AUTHORIZE CHARTER PARTNERSHIPS. THAT'S A LOCAL DECISION TO VOTE TO MOVE TOWARDS 1882, POTENTIALLY NEXT TUESDAY. THAT IS OWNED BY KILLEEN ISD. THE

[01:40:06]

IF WE'RE TALKING ABOUT A CAMPUS WITH 500 AND WE ARE TALKING ABOUT CAMPUSES WITH MORE LIKE 5 TO 700, IT MAY NOT BE THAT NUMBER ON DAY ONE. GO AHEAD. I NEED SOME HELP, DOCTOR DAVIS, OBVIOUSLY ASK AROUND, BUT. I DON'T UNDERSTAND WHY WE'RE DOING ALL THIS WORK, HYPOTHETICALLY OR WHEN WE'RE CONSIDERING IT. AND I'M NOT CRITICAL OF THAT. BUT OUR STAFFS HAVE ALL HAVE ALREADY DONE THE TURNAROUND PLAN, AND IT'S ACTUALLY BEEN INITIATED ON MANY OF OUR CAMPUSES. AND I'M GOING TO SAY WE'RE PROFICIENT, GETTING BETTER AT THESE

[01:45:05]

AND WITH ALL DUE RESPECT, ALTHOUGH I'M HOPEFUL I CAN'T SIT HERE AND TELL THIS BOARD WITH CERTAINTY THAT WHAT'S CURRENTLY BEING IMPLEMENTED WILL WORK. ALTHOUGH I'M HOPEFUL, I CERTAINLY, ALTHOUGH I BELIEVE THERE ARE SOME GREAT THINGS THAT ARE HAPPENING. AND THIS IS THIS IS NO NO THROWING DARTS AT ANY PARTICULAR EMPLOYEE, BUT PERHAPS SOME THINGS I BELIEVE COULD BE DIFFERENT. AND YOU GUYS HAVE HEARD ME TALK ABOUT SOME SUBJECT MATTER EXPERTS.

FOR ONE EXAMPLE, BUILDING CAPACITY WITH CERTAIN EMPLOYEES. SO THERE ARE SOME THINGS THAT WE GOT TO WORK TOWARD. AND THE REALITY IS OUR CURRENT REALITY IS THAT IT'S A GAMBLE. AND I WANT TO BE CLEAR WITH THIS BOARD, WE ARE CURRENTLY IN YEAR FOUR. 1882 IS AN OPTION TO PAUSE THE CLOCK. THAT'S SIMPLY IT. NOW, OTHER BENEFITS COULD BE OF COURSE, THERE COULD BE SOME OTHER THINGS FROM BEST PRACTICES AND SO ON AND SO FORTH. BUT THAT'S REALLY OUR CURRENT REALITY, GUYS. AGAIN, I KNOW THE TEAM'S WORKING EXTREMELY HARD, BUT THE ARGUMENT COULD BE, WELL, WE'VE HAD THREE YEARS AND WE FIND OURSELVES IN THIS CURRENT REALITY AT THREE OF OUR CAMPUSES. SO WILL WHAT WE'RE CURRENTLY DOING REALLY CHANGE THE GAME OR NOT? THAT'S THE GAMBLE, TO BE QUITE FRANK. MADAM CAPITAL, I'M GOING TO ASK THE QUESTION THAT MAYBE IS NOT GOING TO BE A POPULAR ONE, BUT HOW IS THE STAFF GOING TO SUSTAIN THIS TIMELINE WITH THE CURRENT WORKLOAD THAT THEY ALREADY HAVE TO DO OF KEEPING OUR CAMPUSES ON DAY TO DAY THINGS? I MEAN, I'M WORRIED THAT THIS IS GOING TO CONSUME A LOT OF THE LEADERSHIP TEAM IN GETTING THIS GOING. I JUST I'M WORRIED. I GUESS I'M JUST WORRIED ABOUT THE STAFF. ONE OF THE REQUIREMENTS OF THE RUBRIC, MISS CAPITO, AND I THINK IT'S SECTION NINE, IS EVIDENCE OF DEDICATED CAPACITY AND COMMITMENT THROUGH DESIGNATED FTE OR PORTION OF THE ORGANIZATION THAT IS EXECUTING THIS WORK. SO WE WILL NEED TO ANSWER TO THAT. AND AS THE INDIVIDUAL LEADING THIS PROCESS AND DOING THE BACKGROUND WORK IN ORDER TO PREPARE AND MOBILIZE MULTIPLE TEAMS, EVERY TEAM, IN ORDER TO EXECUTE THIS, IT IS COMPOUNDING WORK TO THE TUNE OF TAP 1882 LASSO. POTENTIAL CLOSURE, PREPARATION FOR DISTRICT OPTIMIZATION. AND I HAVE NEVER WORKED WITH A BETTER GROUP OF INDIVIDUALS IN MY 20 YEAR CAREER. BUT EVERYBODY HAS A BANDWIDTH. SO FOR ME, I NOTICED THE IN THE SLIDES THAT REFERENCED THE CHIEF INNOVATION OFFICER, AND I'M ASSUMING THAT'S A POSITION THAT WE WOULD CREATE THAT WOULD OVERSEE OUR CHARTER SCHOOLS IF WE WENT THAT ROUTE. THEIR DISTRICTS APPROACH IT DIFFERENTLY. CHIEF INNOVATION OR INNOVATION IS THE TERMINOLOGY. THE NEEDS THAT WE HAVE AT THIS TIME ARE RELATED TO SCHOOL IMPROVEMENT AND INNOVATIVE PRACTICES THAT WITH THE SCHOOL MODELS. I HAVE LOOKED AT MIDLAND ISD, THEY HAVE AN EXECUTIVE DIRECTOR THAT REPORTS IN THE LEARNING SERVICES STRUCTURE. I'VE LOOKED AT OTHER DISTRICTS THAT HAVE AN ASSISTANT SUPERINTENDENT OR A COORDINATOR BUNCH TO DO TECHNICAL WORK, BUT HOW? ALDINE ISD IS AN EXAMPLE OF A CHIEF LEVEL ROLE WITH A DEPARTMENT THAT HAS DONE MULTIPLE ITERATIONS OF OPTIMIZATION AND DIFFERENT SCHOOL MODELS, HOW WE PROCEED IN THAT DIRECTION IS DEFINITELY AT THE PLEASURE AND STRATEGY OF THE SUPERINTENDENT, BUT I WOULD MOST CERTAINLY SAY THAT IF WE WANT TO MEET THE MEASURE THERE, WE HAVE TO SHOW

[01:50:03]

[01:55:03]

SO. BUT DOCTOR DAVIS, YEAH, I KNOW THIS IS HARD AND THIS IS AND I WANT TO BE CLEAR, GOING ON RECORD SAYING IT'S I THINK IT'S VERY UNCOMFORTABLE FOR ANYONE TO TO FOR THE ORGANIZATION TO, TO IT COMES OFF AS IF WE'RE HAVE BEEN DEFEATED AND WE'RE TURNING OVER IT TO SOMEONE ELSE. RIGHT. AND THAT'S A, THAT'S A HARD PILL TO SWALLOW. AGAIN, I JUST REMIND THE BOARD THIS IS JUST SIMPLY AN OPTION. A FEW OPTIONS THAT ARE ON THE TABLE. AND IT'S EXTREMELY HARD. AND SO SO IT IS TRULY I JUST REMIND THE BOARD HUMAN CAPITAL IS VERY IT'S A SERIOUS ISSUE THAT WE'RE WE'RE FIGHTING. I KNOW MR. BAKER AND HIS TEAM IS FIGHTING EVERY DAY TO IMPROVE. AND GUYS WE HAVE A VERY CHALLENGING TIME RECRUITING. WE ARE STILL WITH VACANT POSITIONS RIGHT NOW, EVEN IN SOME OF OUR SUPPORT POSITIONS. AS IT RELATES TO GOING BACK TO SUBJECT MATTER EXPERTS, I WAS LITERALLY WITH A PRINCIPAL TODAY, STILL HAVE AN OPENING OF A CAMPUS INSTRUCTIONAL COACH, ON CAMPUS INSTRUCTIONAL SPECIALIST. AND SO WITH THAT SAID, WE HAVE TO BE MORE CREATIVE AND INNOVATIVE IN FINDING WAYS, WHETHER THAT'S BY WAY OF OTHER FUNDING. THIS IS ANOTHER UNIQUE WAY TO POTENTIALLY I KNOW IT'S NOT GUARANTEED POTENTIALLY TO BRING IN FUNDING BECAUSE PART OF THE 1882 PART OF THE ACE PROGRAM, IT'S ABOUT TRYING TO ATTRACT HIGH PERFORMING TEACHERS, HIGHER PERFORMING STAFF, PAYING THEM A HIGHER WAGE. IT'S NOT ROCKET SCIENCE. YOU HAVE TO PAY PEOPLE A HIGHER WAGE TO ATTRACT THEM TO COME TO UNATTRACTIVE PLACES. AND THE REALITY IS WE HAVE SOME LOW PERFORMING CAMPUSES THAT THAT HAVE BEEN HISTORICALLY LOW PERFORMING. AND THE REALITY IS OFTENTIMES HIGH PERFORMING TEACHERS DO NOT WANT TO GO TO THOSE CAMPUSES. THAT'S THE REALITY. THAT'S THE CURRENT REALITY. HOW DO WE ATTRACT HIGH PERFORMING TEACHERS? THIS IS A PEOPLE'S BUSINESS. WE GOTTA HAVE HIGH PERFORMING PEOPLE TO TURN THIS THING AROUND. AND WE GOT TO FIND INNOVATIVE WAYS. AND THESE ARE A FEW OPTIONS TO DO IT. THAT'S IT'S THAT SIMPLE. AND I KNOW THAT'S A HARD DECISION FOR THIS BOARD, BUT I CAN TELL YOU I'M NOT ADVOCATING TURNING OVER WHAT WE DO TO, TO TO A THIRD PARTY THAT'S UNCOMFORTABLE. THAT'S THAT FEELS LIKE DEFEAT IN A WAY. RIGHT. AND SO I GET IT AND I AND I CERTAINLY GET IT FOR THE STAFF. I KNOW THAT'S A THAT'S A HARD PILL TO SWALLOW. I JUST WANT TO GO ON RECORD TO SAY THAT, MADAM VICE PRESIDENT.

SO I AGREE THAT WE WE HAVE TO MAKE SOME CHOICES AND, AND IF I THERE ARE SCHOOL DISTRICTS HERE IN TEXAS THAT DO HAVE CHARTER ORGANIZATIONS EMBEDDED IN THEIR DISTRICTS THAT HELP THEM WITH SPECIFIC TYPES OF CHALLENGES OUTSIDE OF THIS PROGRAM, THE 1882 AND THINGS OF THAT NATURE.

SO IT IS A PRACTICE THAT DOES OCCUR. BUT AND I, YOU KNOW, I THE AUTONOMY PART OF IT AND THE THREE YEAR CONTRACT PART OF IT JUST OH, IT MAKES ME FEEL LIKE WE'RE SENDING OUR CHILDREN OFF TO A FOREIGN COUNTRY BOARDING SCHOOL FOR THREE YEARS, AND WE CAN'T GET THEM BACK UNTIL THE END OF THE THIRD YEAR. AND SO THAT MAKES ME JUST A LITTLE NERVOUS. BUT I DO AGREE THAT WE HAVE TO OBVIOUSLY STEP OUT OF THE BOX. AND AND I AGREE THAT IT MAY BRING INNOVATION TO THOSE CAMPUSES THAT WE JUST SOMETIMES CAN'T SEE THE TREES FROM THE FOREST WHEN WE'RE IN THE MIDST OF THE BATTLE OR THE STRUGGLE. SO I DO UNDERSTAND THE NEED TO MOVE FORWARD. MY.

MY ONE THING I WOULD, I WOULD SAY IS THAT, MADAM VICE PRESIDENT, WHEN YOU SAY, YOU KNOW, CRINGE ABOUT, YOU KNOW, THREE YEARS GOING AWAY, BUT, YOU KNOW, I THINK THERE'S SOME PARENTS OUT THERE THAT ARE CRINGING RIGHT NOW WITH WHAT THEIR KIDS ARE WALKING INTO NOW.

AND I DON'T SAY THAT IN A NEGATIVE WAY. I LIVE IN A FACT OF THE MATTER WORLD. AND AND SO I THINK WE OWE IT TO THEM TO MAKE SURE THAT WE'RE JUST NOT SAYING WE WILL ACCEPT WHAT IS OCCURRING IN OUR MIDDLE SCHOOLS. AND I'LL JUST REMIND THIS BOARD THAT THE LETTER FROM TIA SAID THERE IS AN EPIDEMIC IN YOUR MIDDLE SCHOOLS, AN EPIDEMIC. I THINK THEY ARE. I THINK THEY WERE VERY INTENTIONAL WITH THOSE WORDS. MAYBE I'M WRONG. MAYBE THAT'S A CANNED LETTER. I DON'T THINK IT WAS I. I THINK IT WAS REFLECTIVE BECAUSE WE CAN LOOK ACROSS THE LANDSCAPE

[02:00:03]

AND THAT'S JUST WHERE I STAND ON IT. YOU KNOW, THE QUESTIONS FROM TRUSTEES. DOCTOR OSBORNE, I THINK YOU'RE GOING TO TRANSITION TO THE NEXT PERSON. I'M GOING TO DEFER BACK TO STAFF, BECAUSE, Y'ALL, WE ARE DOING A SERIES OF PRESENTATIONS. I WAS THE FIRST IN THIS TRIO.

SO I WANT TO INVITE SUPERINTENDENT CRADDICK FROM THIRD FUTURE SCHOOLS. HE IS GOING TO TALK ABOUT THIRD FUTURE AS A POTENTIAL CHARTER OPERATOR OR PARTNER. AND OF COURSE, THEY WOULD STILL NEED TO NAVIGATE THE PROCESS THAT WE I SPOKE ABOUT IN MY PRESENTATION. SO THANK YOU. THANK YOU. I APPRECIATE YOUR WORK. JUST JUST USE THIS. YES, SIR. THAT'S IT. JUST CLICK THERE. OKAY? YES, SIR. THANK YOU. GOOD EVENING, PRESIDENT WILLIAMS. TRUSTEES. DOCTOR DAVIS, THANK YOU FOR GIVING ME SEVERAL MINUTES TONIGHT. I WILL BE BRIEF AND MAKE SURE WE HAVE PLENTY OF TIME FOR QUESTIONS, IF THERE'S ANY, THAT THE BOARD MAY HAVE. SO MY NAME IS ZACH CRADDICK. I'M WITH THIRD FUTURE SCHOOLS. I'VE BEEN THERE SINCE THE START. OUR FIRST SCHOOL WAS THE ACADEMY OF ADVANCED LEARNING IN AURORA, COLORADO.

THAT WAS IN 2017, AND WE CURRENTLY OPERATE 12 CAMPUSES THAT YOU'LL SEE HERE. AND WE HAVE ALSO SUCCESSFULLY TRANSITIONED ANOTHER FIVE BACK TO DISTRICTS UNDER 18 FOR UNDER 1882 PARTNERSHIPS, ONE IN COLORADO, BACK TO THE DISTRICTS. THIS IS OUR CURRENT PORTFOLIO PORTFOLIO OF SCHOOLS. WE HAVE SIX 18, 82 PARTNERSHIPS CURRENTLY OPERATING RIGHT NOW ACROSS THE STATE OF TEXAS, AND THEN FOUR ADDITIONAL CHARTER SCHOOLS IN LOUISIANA WITH OUR ORIGINAL TWO, THE ACADEMY OF ADVANCED LEARNING AND THREE AND COLORADO. THIS SLIDE WILL JUST DEMONSTRATE A LITTLE BIT ABOUT WHAT THIRD FUTURE IS ALL ABOUT. THE BLUE BOX YOU SEE IS OUR KEY ACTIONS. THIS IS WHAT WE DO DAY IN AND DAY OUT. WE HAVE SEVEN KEY ACTIONS THAT DRIVE OUR NETWORK ACTION PLAN. YOU'LL SEE THEY'RE TIED TO INDICATORS OF SUCCESS. THEY'RE MEASURABLE.

AND THEY'RE I'M HELD ACCOUNTABLE TO THESE AS PART OF MY EVALUATION. AND I REPORT OUT TO ALL OF OUR BOARDS ON THESE QUARTERLY AS WELL. THE DARK BLUE BOX AT THE TOP IS OUR MISSION AND VISION. THAT'S WHAT DRIVES OUR PURPOSE DAILY. AND THEN OUR CORE VALUES ARE SIX CORE BELIEFS YOU'LL SEE THERE AT THE BOTTOM RIGHT HAND CORNER AS WELL. SO WE TRAIN STAFF ON THIS PURPOSELY THAT WE DO NINE PROFESSIONAL DEVELOPMENT DAYS THAT DON'T JUST INCLUDE INSTRUCTIONAL COACHING, LEADERSHIP AND CULTURE, BUT THIS IS WHAT THEIR FUTURE IS ALL ABOUT WHICH DRIVES OUR DAILY ACTIONS. AND THE NEXT SLIDE YOU'LL SEE IS JUST AN OVERVIEW OF THIRD FUTURE AND THE STUDENTS AND STAFF THAT WE CURRENTLY SERVE. WE HAVE 184 INSTRUCTIONAL DAYS PER YEAR. THAT'S ABOUT ON AVERAGE 16 DAYS LONGER THAN MOST DISTRICTS ACROSS THE STATE. TEACHERS ARE ON A 201 DAY CONTRACT WITH 17 PROFESSIONAL DEVELOPMENT DAYS.

YOU CAN SEE WE HAVE A VERY DIVERSE STUDENT BODY AND A VERY DIVERSE STAFF. WE CURRENTLY SERVE 12% OUR SPECIAL EDUCATION, 24% ARE EMERGENT BILINGUAL. AND YOU'LL SEE THAT WE HAVE 80% ARE ECONOMICALLY DISADVANTAGED AS MEASURED BY COLORADO, TEXAS AND LOUISIANA. ANY QUESTIONS ON ANY OF THE DEMOGRAPHICS AND THE STUDENT POPULATION AND STAFF THAT WE CURRENTLY EMPLOY? MR. GILCHRIST? YES. THE STAFF, YES, SIR. YOU ADOPT OUR STAFF AND THEN YOU WE DO. SO OUR OUR CURRENT PRACTICE HAS BEEN SINCE 2020, IN OUR FIRST PARTNERSHIP WITH MIDLAND ISD AND SAM HOUSTON, ALL SCHOOL STAFF THAT ARE CURRENTLY THERE GET FIRST DIBS ON ANY JOB. THEY GET FIRST DIBS ON ANY POSITION. WE DO NOT INTERVIEW ANY EXTERNAL STAFF UNTIL ALL INTERNAL STAFF THAT WOULD LIKE TO BE CONSIDERED ARE INTERVIEWED. A PART OF THAT INTERVIEW PROCESS IS A TEN MINUTE, UNANNOUNCED OBSERVATION OF INSTRUCTION. I TELL THEM THE DAYS, BUT I DO NOT TELL THEM THE TIME. AND I'M LOOKING FOR THREE THINGS CLASSROOM MANAGEMENT, CONTENT, KNOWLEDGE AND PRESENCE. IF THAT'S EVIDENT, THEY GET AN INTERVIEW, SIR. MR. MINTZ, SO THIS IS REALLY HOW DO I PHRASE THIS? THESE THE DEMOGRAPHIC BREAKDOWNS? I MEAN, THOSE ARE THOSE ARE SIMILAR TO TO THE SCHOOLS THAT YOU THE COMMUNITIES THAT YOU'RE IN. IT'S NOT YOU'RE NOT IT'S NOT AN ANOMALY WHERE YOU BRING MORE OR LESS OF IT. JUST IT JUST KIND OF IS WHAT IT IS. IT IS WHAT IT IS. YES, SIR. THAT'S CORRECT, THAT'S CORRECT. THE NEXT SLIDE WILL DEMONSTRATE OUR OVERARCHING GOALS. THE TWO BOTTOM TABS CLOSING THE ACHIEVEMENT GAP AND YEAR 2035 COMPETENCIES. THOSE HAVE BEEN AND WILL BE AS LONG AS I'M WITH OUR FUTURE. THE OVERARCHING MISSION OF THE NETWORK. WE KNOW THERE'S AN ACHIEVEMENT GAP BETWEEN WHITE AND NONWHITE

[02:05:04]

HERE YOU'LL SEE OUR NWA GROWTH. SO THIS IS GRADES TWO THROUGH EIGHT. AS A NETWORK WE HAD 1.6.

SORRY MISTER. CAN WE GO BACK ONE SLIDE YES SIR. CLOSING THE ACHIEVEMENT GAP. COULD YOU TALK ME THROUGH THAT AGAIN? SURE. SO WE KNOW THERE'S AN ACHIEVEMENT GAP IN THIS COUNTRY BETWEEN WHITE AND NONWHITE STUDENTS. AND THAT STANDS ABOUT 27 PERCENTILE POINTS ON ANY NATIONAL NORM ASSESSMENT. AND SO WHAT WE DO TO CLOSE THAT ACHIEVEMENT GAP, WE KNOW WE HAVE TO GROW KIDS MORE THAN ONE YEAR IN ONE YEAR'S TIME. SO IT'S JUST LIKE IF YOU'RE STARTING A RACE IN 100 YARD DASH AND YOU'RE BEHIND AFTER TEN YARDS, YOU HAVE TO SPEED UP TO CATCH THE PERSON IN FRONT OF YOU. AND MOST SCHOOLS WANT STUDENTS TO GROW ONE YEAR FROM AUGUST TO MAY. THAT'S NOT CRAZY THINKING. THAT'S ABOUT RIGHT. BUT IF YOU'RE STARTING TWO YEARS BEHIND IN READING, YOU'VE GOT TO ACCELERATE THAT GROWTH. SO THAT'S THE METRIC THAT WE USE IS OUR NWA MAP ASSESSMENT AS WELL AS STAAR ASSESSMENTS HERE IN THE STATE OF TEXAS. BUT WE'RE DOING THAT FOR ALL STUDENTS. ALL STUDENTS. ALL STUDENTS. YES, SIR. I THOUGHT I HEARD YOU SAY SOMETHING DIFFERENT. ALL STUDENTS, WE DO THIS. AND THAT'S A CHALLENGE THAT WE HAVE IN SOME OF OUR LONG RUNNING SCHOOLS WHERE THEY'RE PERFORMING AT HIGH LEVELS. AND I'LL SHOW YOU A SLIDE HERE BRIEFLY. HOW DO WE GET OUR OUR GOAL IS 1.7. HOW DO WE GET THIS TARGET OF 1.7 WITH STUDENTS THAT ARE ALREADY AT GRADE LEVEL. AND THEN WE DO IT THROUGH OUR INSTRUCTIONAL MODEL, WHICH I'LL TALK ABOUT BRIEFLY, BUT THIS IS OUR NWA MAP ASSESSMENT GROWTH. WE HAD 1.6 YEARS OF GROWTH. SO MOST SCHOOLS WANT ONE YEAR OF GROWTH.

OUR TARGETS 1.7. SO WE DID FALL SHORT. 1.6 IS RESPECTABLE. AND YOU CAN SEE THE DIFFERENT SCHOOLS ACROSS THE NETWORK WHERE THEY ARE IN ENGLISH LANGUAGE ARTS, MATH AND SCIENCE.

OUR K ONE METRIC IS DIBELS, WHICH IS THE DIBELS EARLY LITERACY ASSESSMENT. THAT'S WHAT WE USE FOR KINDERGARTEN. AND FIRST HERE'S BEEN OUR ACCOUNTABILITY RANKINGS FOR THE CURRENT PARTNERSHIPS THAT WE HAVE THAT WE HAVE DATA ON. WE HAVE NEW PARTNERSHIPS THIS YEAR IN MAINOR ISD WITH MAINOR MIDDLE. I DO NOT HAVE THAT DATA. I WILL HAVE THAT. AND WHEN WE GET RESULTS BACK, AS WELL AS HERSHEY MIDDLE SCHOOL AND WICHITA FALLS. SO WE'VE BEEN SUCCESSFUL IN TAKING SAM FROM AN F TO AN A MENDEZ MIDDLE FROM AN F TO A B. WE MISSED AN A BY ONE POINT. THEY WERE AN 89. THIS YEAR. LAMAR WENT TO AN F TO A B IN FIRST YEAR. THEY DID DROP BACK TO A C. I CAN TELL YOU THE REASON THEY DID A REZONING IN MIDLAND. WE INHERITED A BUNCH OF THIRD GRADERS, WHICH IS FINE, NO PROBLEM. BUT WITH THIRD GRADERS AND THAT SIGNIFICANT INCREASE IN THAT SIZE, YOU CAN'T SHOW GROWTH ON STAR IN THIRD GRADE THERE. I FEEL 100% CONFIDENT THAT LAMAR IS GOING TO GET RIGHT BACK TO A B THIS YEAR.

AND JASPER ISD, PARNELL ELEMENTARY SCHOOL, WE TOOK THEM FROM AN F TO A B IN YEAR ONE AS WELL. MADAM SECRETARY. OH, SIR. SO MENDEZ MIDDLE SCHOOL IN AUSTIN. YES. SIXTH TO EIGHTH GRADERS. HOW HOW LARGE IS THAT CAMPUS? IT HAS ABOUT. WE ONLY HAD SEVENTH AND EIGHTH GRADE FOR THE FIRST THREE YEARS AND THEY ADDED SIX. WE HAVE JUST OVER 300 KIDS. OKAY. AND THE ONE IN MANOR. THE MANOR IS 550. OKAY. THANK YOU. AND WE'VE ALSO OPERATED ECTOR COLLEGE PREP IN ODESSA. WE'VE TURNED THAT BACK AFTER THREE YEARS TO THE DISTRICT THAT WAS 1500 STUDENTS, AND THEY WENT FROM AN F TO A B AS WELL. THE ACADEMY OF ADVANCED LEARNING IS OVER 900.

QUICKLY I'LL TALK ABOUT OUR EIGHT DESIGN PRINCIPLES. THAT THIRD FUTURE THAT DO MAKE US UNIQUE. THESE HAVE GOVERNED OUR WORK, OUR BOARD. WE HAVE. WE'RE ABOUT TO ESTABLISH OUR FIFTH

[02:10:01]

IT'S IMMEDIATELY ASSESSED, GRADED, AND THEN STUDENTS RECEIVE IMMEDIATE REMEDIATION ON THAT TEEK IF THEY NEED IT. OR ACCELERATION AND ENRICHMENT IF THEY EARN IT. SO EVERY DAY, EVERY PERIOD, GRADE LEVEL INSTRUCTION ALIGNED TO THE TEEK. SO LET'S SAY IT'S AUTHOR PURPOSE, PERSUADE, INFORM, ENTERTAIN. WE'RE GOING TO TEACH THAT GRADE LEVEL. WE'RE GOING TO ASSESS IT WITH FIVE QUICK QUESTIONS. WE'RE GOING TO GRADE IT SCORE IT. AND THEN IF I NEED MORE TIME I STAY WITH MY TEACHER. ABOUT 50% OF THE KIDS THAT ARE PROFICIENT IN ADVANCED WILL GO TO A TEAM CENTER WITH A MORE RIGOROUS ASSIGNMENT. WE'RE LEARNING COACHES WILL EXTEND AND ENRICH THEIR THINKING. SO THE IDEA IS IMMEDIATE INTERVENTION. AND THOSE KIDS THAT ARE AT MEETS OR EXCEEDS, WE PUSH THEM. I WANT MEETS TO GO TO EXCEEDS AND I WANT EXCEEDS TO STAY AT EXCEEDS. SO THAT IS IN A NUTSHELL THE INSTRUCTIONAL MODEL VERY UNIQUE.

WE DON'T WE DO NOT HAVE INTERVENTIONISTS. WE DO NOT DO READING INTERVENTIONISTS. OUR OUR CLASSROOM TEACHERS ARE THE CONTENT EXPERTS. THEY HAVE THE RELATIONSHIP WITH THE STUDENTS AND THE EARLY GRADES WITH READING INTERVENTION AND K-2. THEY'RE OUR BEST READING TEACHERS. THEY KNOW THE STUDENTS BETTER THAN INTERVENTIONIST. OUR MODEL ALLOWS FOR THAT SMALL GROUP INSTRUCTIONAL TIME TO TARGET DEFICIENCIES. IN MIDDLE SCHOOL, IT'S PROBABLY GOING TO BE READING COMPREHENSION AND MATH FLUENCY. SO WHAT'S HOLDING THEM BACK FROM UNDERSTANDING THE TEAC? IF IT'S IN MATH, IT'S PROBABLY GOING TO BE COMPREHENSION. SO WE GOT TO BREAK THAT DOWN WITH SCAFFOLDED INSTRUCTION. THAT'S HIGHLY INTENSE DURING THAT 45 MINUTE, WHAT WE CALL LSA TIME FOR THOSE STUDENTS THAT NEED THAT HELP.

BUT IF IF HE'S PROFICIENT IN ADVANCED, I DON'T WANT HIM TO STAY IN THAT. I WANT TO EXTEND AND ENRICH HIS LEARNING. HE IS GOING TO GET A MORE RIGOROUS ASSIGNMENT. MAYBE IT'S A HIGHER LEXILE LEVEL. MAYBE IT INCLUDES MORE EXTENDED CONSTRUCTED RESPONSES. HE'S GOING TO GO TO A TEAM CENTER WITH A LEARNING COACH AND GET IMMEDIATE ENRICHMENT. THEN, WITHOUT WAITING FOR A GIFTED TEACHER, WE DO THAT ACROSS THE BOARD EACH AND EVERY DAY AT ALL OF OUR CAMPUSES. QUESTIONS AROUND THE MODEL. MR. MINTZ AND I ASK THIS QUESTION JUST TO KIND OF I KIND OF HEAR YOU GENERATE THE RESPONSE WITHOUT GIVING AWAY THE SPECIAL SAUCE. WHY DOESN'T EVERY SCHOOL DO THIS SO OR WHY? LET ME REPHRASE THAT. WHY CAN'T EVERY SCHOOL DO THIS? THAT'S A GREAT QUESTION. AND IT'S IT'S IT'S IT'S THE SYSTEM, SIR. AND IT'S NOT CLEAN ISD. IT'S NOT MIDLAND ISD. IT'S IT'S NOT JASPER ISD. IT'S THE PUBLIC EDUCATION SYSTEM. THE SYSTEM IS NOT DESIGNED TO SET THIS UP. THE DESIGN PRINCIPLES IN AND OF ITSELF, THE PAY SCALE, THE STAFFING MODEL, THE SCHOOL BUILDING, THE PHYSICAL LAYOUT. AND SO UP IN 2016, WHEN WE WERE GOING OUR FIRST CHARTER APPLICATION, WE WERE TRYING TO MR. MILES WAS OUR FOUNDING CEO IS HOW COULD WE DO THIS? BECAUSE WHEN I WAS A HIGH SCHOOL PRINCIPAL AND TEACHER, I WOULD GIVE AN EXIT TICKET AT THE END OF THE CLASS. A KID, AS THEY STUDENTS, AS THEY WALKED OUT THE DOOR, WOULD GIVE ME AN EXIT TICKET. I THINK MOST PEOPLE IN THIS ROOM MAY KNOW WHAT THAT IS. THE PROBLEM WITH THAT WAS I DIDN'T GET THE DATA UNTIL I WENT HOME THAT NIGHT OR DURING MY PLANNING PERIOD. WELL, BY THAT TIME THE KIDS WERE GONE AND THE CONSTRAINT THAT I HAD WAS I WAS TEACHING A 60 MINUTE CLASS PERIOD BECAUSE THAT'S WHAT I, AS A PRINCIPAL, WAS TOLD TO DO BY MY SUPERVISORS. I WANTED TO GO TO A 4X4 BLOCK AND CHANGE IT. I DIDN'T HAVE THE ABILITY TO DO THAT. SO WHEN WE DESIGNED AND CREATED THIRD FUTURE WAS, HOW CAN WE DO THIS BETTER? WELL, IF I COULD GET REAL TIME FEEDBACK ON THAT EXIT TICKET, WE CHANGE IT TO A DEMONSTRATION OF LEARNING AND THEN USE IT TO CHANGE INSTRUCTION FOR KIDS THAT DIDN'T GET IT AND ACCELERATE FOR STRUCTIONS, OR INSTRUCTION FOR KIDS THAT WERE PROFICIENT, THAT WOULD BE A BETTER WAY. BUT TO DO THAT, WE HAD TO TOTALLY, FUNDAMENTALLY REDESIGN A

[02:15:02]

STUDENTS ARE PROVIDED WITH BOTH CONTENT KNOWLEDGE AND REQUIRED EXPERIENCES. THIS IS PART OF OUR DYAD CONCEPT. SO WE A LOT OF OUR SCHOOLS, WE HAVE A HIGH RATE. STUDENTS MAY NOT GET TO EXPERIENCE THINGS THAT OTHER STUDENTS DO. WE DO 60 MINUTES OF ELECTIVES PER DAY. THAT'S YOUR STANDARD BAND, PE OR ELECTIVES. MIDDLE SCHOOL SPECIALS. USUALLY THEY CALL THEM AT ELEMENTARY, BUT WE ALSO BELIEVE THAT THINGS SUCH AS COSMETOLOGY, BARBERSHOP LEADERSHIP, MARTIAL ARTS ARE IMPORTANT, AND STUDENTS NEED THE OPPORTUNITY TO PARTICIPATE IN THOSE. SO STUDENTS GET TWO 90 MINUTE DYAD OPPORTUNITIES. AND DYAD JUST MEANS TWO. WE PARTNER UP 345678, AND WE HAVE SPECIFIC REQUIREMENTS THAT WE TRY AND PROVIDE THE STUDENTS.

WE HIRE PROFESSIONALS FROM THE COMMUNITY TO DO THIS. SO IT COULD BE A PROFESSIONAL PHOTOGRAPHER THAT HAS TEN HOURS. WE PAY THEM $30 AN HOUR TO COME IN, GO THROUGH ALL THE FINGERPRINTING BACKGROUND. 1099 WE BUY ALL THE CAMERAS, ALL THE EQUIPMENT, ALL THE KARATE STUFF, ALL THE COSMETOLOGY STUFF, AND WE, OUR STUDENTS GET THE OPPORTUNITY TO CHOOSE THOSE.

THEY MAY NOT GET THAT OPPORTUNITY OUTSIDE OF THE SCHOOL DAY, WHETHER IT'S DUE TO TRANSPORTATION, FINANCES, OR MAYBE THEY HAVE TO BABYSIT A YOUNGER SIBLING. SO WE BRING THOSE OPPORTUNITIES INTO THE SCHOOL TO SUPPLEMENT THE ELECTIVES, BUT ALSO TO PROVIDE THOSE YEAR 2035 OPPORTUNITIES AS WELL. OUR STAFFING MODEL PROVIDES HIGH QUALITY INSTRUCTION 100% OF THE TIME. AS I SAID, WE HAVE 184 STUDENT TEACHER CONTACT DAYS. BUT PEOPLE DO GET SICK AND LIFE DOES HAPPEN IN HOT WATER. HEATERS BREAK AND PEOPLE NEED TO TAKE OFF OF WORK. WE HAVE NOT HAD A SUBSTITUTE IN THIRD FUTURE SCHOOLS SINCE 2021.

INSTEAD, WE REDESIGNED THE SYSTEM AND THE PAY SCALE AND THE BUDGET TO SUPPORT A POSITION CALLED THE TEACHER APPRENTICE. SO THE TEACHER APPRENTICE POSITION IS A $63,000 SALARY POSITION, FULL TIME 201 DAY CONTRACT, USUALLY BACHELOR'S, MAYBE ONE YEAR EXPERIENCE, MAYBE NONE. BUT THAT PERSON WORKS UNDER AN EXPERT TEACHER, SO THEY'RE SHADOWING A MODELING. AND WE HAVE A GRADUAL RELEASE MODEL WHERE WE'RE TRAINING THEM UP.

AND IF A TEACHER IS ABSENT BECAUSE THEIR THEIR CHILD IS SICK, THE TO STEPS IN. MAYBE IT'S AN FMLA DUE TO MATERNITY LEAVE AND IT'S GOING TO BE EIGHT WEEKS OF MATERNITY LEAVE.

THE TEACHER APPRENTICE STEPS IN. NOT ONLY DO THEY KNOW THE INSTRUCTIONAL MODEL, THAT'S NUMBER ONE. THAT IS IMPORTANT. THEY'VE BEEN TRAINED, COACHED, VETTED. BUT I THINK MOST IMPORTANTLY, THEY'RE A FULL TIME EMPLOYEE WHO HAS BUILT RELATIONSHIPS WITH THE STUDENTS.

SO WHEN THEY WALK INTO A CLASSROOM, THEY KNOW THE QUIRKS, THE INS AND OUTS. THEY KNOW WHAT MAYBE TRIGGERS A STUDENT THAT HAS SPECIAL NEEDS PER SE. SO WE DO THAT IN A RATIO OF ONE TEACHER APPRENTICE TO EVERY 150 STUDENTS. AND SO THEREFORE, IF SOMEONE IS OUT, I KNOW THAT IT'S AN EFFECTIVE DAY. YESTERDAY I HAD A TEAM OF LEADERS FROM CENTRAL TEXAS TO OUR SCHOOL, MENDEZ MIDDLE SCHOOL AND TEACHER WAS OUT. STUDENT WAS SICK, TOOK HIM IN THERE. THEY DIDN'T EVEN KNOW IT WAS A TEACHER APPRENTICE. SO IT WAS RIGHT THERE AT TEACHER SUBSTITUTES. DIFFERENT STORY. THEY DON'T KNOW THE MODEL. THEY DON'T KNOW THE STUDENTS. IT'S USUALLY A WORKSHEET DAY. AND SO WE WE FUNDAMENTALLY CHANGED THIS PART OF OUR FUTURE SCHOOLS IN 2021 TO MAKE SURE WE HAD 184 EFFECTIVE DAYS. LEARNING HAPPENS ANYWHERE OR EVERYWHERE AT ANY TIME. YOU SAW THAT ON SLIDE FOUR. I BELIEVE WE WE BELIEVE THAT AT THIRD FUTURE THAT IT COULD BE OUR STUDENT TRAVEL EXPERIENCE. SO SINCE 2021, WHEN COVID KIND OF STARTED EBBING AWAY, WE HAVE TAKEN ALL OF OUR EIGHTH GRADERS THAT QUALIFY IN AN OUT OF COUNTRY TRIP. SEVENTH GRADERS GO TO WASHINGTON, D.C. WE HAVE BEEN TO COSTA RICA, JAPAN, BAVARIA, QUEBEC SOMEWHERE ELSE. THIS YEAR IT'S ICELAND. WE PROVIDE THAT. WE PAY FOR THAT.

THAT'S MY JOB TO RAISE THOSE FUNDS FROM PHILANTHROPIC SOURCES. WE PAY THE PASSPORTS BECAUSE WE BELIEVE THAT GOING TO A DIFFERENT COUNTRY, GOING TO THE NATION'S CAPITAL, YOU'RE

[02:20:03]

YOU KNOW, IN COLORADO, I TWO BUILDINGS THERE, BUT IN TEXAS, I DON'T HAVE A CENTRAL OFFICE, I DON'T PAY A MORTGAGE. MY OFFICE IS MY CAR OR THE DALLAS FORT WORTH AIRPORT. THAT'S THAT'S WHERE MY OFFICE IS. AND MOST OF MY TEAM, WE JUST WE'RE ABLE TO FUNNEL THAT MONEY INTO THE SCHOOLS, AND THE VAST MAJORITY IS GOING TO THOSE TEACHER SALARIES TO TURN STRUGGLING SCHOOLS AROUND. HOWEVER, THE STATE DEFINES STRUGGLING SCHOOLS. YOU HAVE TO HAVE THE BEST INSTRUCTION AND TO GET THE BEST INSTRUCTION WE HAVE TO HIRE. I TELL PRINCIPALS, YOU HIRE FOR CHARACTER, YOU TRAIN FOR PERFORMANCE AND YOU COACH FOR EFFECTIVENESS. AND THAT'S WHAT WE DO. WE HAVE TO PAY FOR IT. MR. RAINWATER, WHAT ABOUT TEACHER CERTIFICATIONS? TEACHER CERTIFICATION? WE ENCOURAGE IT IS NOT REQUIRED UNDER AN 1882 PARTNERSHIP. SO IT IS NOT REQUIRED. WE DO HAVE THAT ABILITY TO HIRE NON CERTIFIED TEACHERS, BUT THEY MUST HAVE A BACHELOR'S DEGREE. AND ALL OF OUR TEACHERS GO THROUGH A PERFORMANCE INTERVIEW, WHICH MEANS THEY MUST TEACH FOR 15 MINUTES AS PART OF THEIR INTERVIEW PROCESS. IF THEY PASS THAT WELL, LET ME TAKE THAT BACK AFTER THEY DO THE PERFORMANCE INTERVIEW AND TEACH IN THEIR CONTENT AREA. SO IF I'M INTERESTED IN MATH, I'M GOING TO TEACH AN EIGHTH GRADE MATH LESSON. I HAVE TO EVALUATE DO THEY KNOW HOW TO DO EFFECTIVELY SLOPE OF A LINE? BECAUSE IF THEY DON'T HAVE THE CONTENT KNOWLEDGE, I CAN'T PUT THEM IN FRONT OF STUDENTS. SO THAT'S PART OF IT. IF THEY PASS THAT, WE DEBRIEF WITH THEM, WE ROLE PLAY FEEDBACK. THIS IS WHAT IT WOULD LOOK LIKE IF YOU WORK WITH THIRD FUTURE. YOU KNOW WE'RE GOING TO WE'RE GOING TO PRAISE. WE'RE GOING TO GIVE THEM PRAISE ON SOMETHING. POLISH QUESTION. AND THEY HAVE TO GO THROUGH THAT PROCESS BECAUSE I DON'T WANT THEM THE SECOND WEEK OF SCHOOL SAYING, MAN, I'M NOT USED TO, I DON'T LIKE THIS FEEDBACK I'M GETTING. WELL, IT'S PROBABLY NOT GOING TO END WELL FOR EITHER OF US. SO YOU DON'T LIKE THE FEEDBACK WE'RE GETTING. SO WE HAVE TO VET THAT OUT DURING THE INTERVIEW PROCESS. AND WE'RE VERY CLEAR WITH THAT UPFRONT.

ONLY THEN DO WE PROGRESS TO QUESTIONS AND LEADERSHIP SCENARIOS. THE TEACHING PIECE IS UPFRONT. THAT IS THE NUMBER ONE PART YOU MUST PASS FIRST. MADAM VICE PRESIDENT, SIR, CAN YOU GO BACK TO THE THE STATEMENT YOU MADE EARLIER? YOU HIRE FOR HIRE FOR CHARACTER.

THAT'S WHAT I TELL PRINCIPALS. DIRECTORS WE HIRE FOR CHARACTER DURING THE INTERVIEW PROCESS.

I'M LOOKING FOR A GROWTH MINDSET. DO THEY WANT TO GET BETTER? THEN WE TRAIN THEM FOR PERFORMANCE. NINE DAYS OF INTENSE PROFESSIONAL DEVELOPMENT PRIOR TO SCHOOL

[02:25:04]

ON HOW TO GET BETTER WITH THAT TRAINING. SO NINE DAYS OF TRAINING BEFORE THEY EVEN HIT THE CLASSROOM. YES, MA'AM. THANK YOU, MR. MINTZ. SO I WANT TO MAKE SURE I UNDERSTAND KIND OF THE BUSINESS MODEL, HOW THIS WORKS, SO WE'RE ABLE TO PAY MORE FOR TEACHERS BY REDUCING ESSENTIALLY OVERHEAD COSTS, MANAGEMENT COSTS. BUT THERE'S ALSO A COMPONENT OF THAT THAT BY OFFLOADING SOME OF THE TASKS THAT ARE NORMALLY PERFORMED BY THE THAT ARE SHARED ACROSS THE ORGANIZATION, TRANSPORTATION FACILITIES. SO IF WE'RE IF WE GIVE, YOU KNOW, THE SAME BUDGET THAT WE GAVE A SCHOOL, BUT THEN WE PAID FOR A WHOLE BUNCH OF, OF THE OTHER OF THE OTHER SERVICES THAT THAT CREATES A SIGNIFICANT DELTA THAT ALLOWS YOU TO POUR SOME OF THAT MONEY BACK INTO TEACHERS. RIGHT? SO SOME WHAT AND I DON'T KNOW, SPECIFICS OF CLEAN ISD. SO USUALLY BECAUSE YOU TALKED ABOUT THE CONTRACT, THOSE ARE THOSE ARE REALLY GOOD QUESTIONS.

USUALLY WHAT WHAT THIRD FUTURE HAS DONE IS THE DISTRICT TAKES 6% OFF THE STATE FUNDING. RIGHT OFF THE TOP. YOU TAKE 6% TO DO WHATEVER. YOU'RE TAKING SOME CUT NOW TO RUN YOUR CENTRAL OFFICE. I DON'T KNOW WHAT THAT PERCENTAGE IS. YOU JUST TAKE SIX, DO WHATEVER WE WOULD BUY BACK CUSTODIAL. I PREFER TO BUY BACK ALL YOUR CUSTODIAL, ALL YOUR TRANSPORTATION. IF YOU HAVE RELATED SERVICES FOR SPECIAL EDUCATION I WOULD LIKE TO DO THAT. SOME DISTRICTS SAY WE HAVE ENOUGH STAFF, SOME DON'T. IF YOU SAY YOU DON'T, WE WOULD TAKE THAT BURDEN ON. WE CONTRACT THAT OUT OR HIRE OUR OWN. WE PAY ALL UTILITIES. I DON'T WANT AND I DON'T WANT TO CUT GRASS. WE WOULD PAY YOU. WE WOULD PAY YOU GUYS TO STRIKE THE FOOTBALL FIELD AND ALL THAT.

WE WOULD DO ALL ATHLETICS. I DO ALL THE STIPENDS OUT OF THE BUDGET. SO WE WOULD GET BASICALLY 94% OF THE STATE FUNDING ON THE ADA. YOU TAKE 6%. WE GET ALL THE FEDERAL FUNDING, OBVIOUSLY TITLE ONE, TWO, THREE, FOUR AND SPED, AND THEN THE ADDITIONAL $1,882 OF TO GRANTS THE BENEFITS. AND THEN WE FIGURE OUT THE BUDGET. AND HISTORICALLY WHAT HAS BEEN YOUR HIGHER RATE NOW, YOU STATED EARLIER THAT THE EXISTING STAFF GETS KIND OF THE RIGHT OF FIRST REFUSAL. WHAT'S YOUR RATE TYPICALLY ON AVERAGE OF HIGHER OF THAT STAFF. SO TRADITIONALLY SINCE 2020, JUST HISTORICALLY WHAT WHAT I'VE SEEN IS ABOUT 60%, ABOUT A THIRD DON'T WANT TO STAY. THEY JUST DON'T WANT TO. THEY DON'T WANT TO WORK 180 TO 201 DAYS, REALLY. AND THEN ABOUT A THIRD DON'T MAKE IT AND A THIRD DO. THAT'S USUALLY BEEN IT. THE OTHER THING AND IT'S DIFFERENT IS WE OPEN OUR DOORS AT 6:30 A.M. AND WE DON'T CLOSE TILL FIVE EVERY DAY. NOW, TEACHERS DON'T WORK THAT THOSE WORK HOURS, THEIR WORK HOURS ARE USUALLY 745 TO 415, BUT THEY DO HAVE FOUR DUTIES A MONTH WHERE THEY DO HAVE TO HELP OPEN A SCHOOL, LIKE JUST SUPERVISE KIDS IN A TEAM CENTER, THE CAFETERIA, THAT'S IT. OR STAY UNTIL FIVE TO SUPERVISE KIDS IN A TEAM CENTER. SOME TEACHERS DON'T WANT THAT. THEY HAVE A 60 MINUTE DUTY OR 60 MINUTE PLAN, I'M SORRY, AND A 30 MINUTE DUTY FREE LUNCH. AND WE TRY AND BACK THAT PLANNING UP TO LUNCH. SO THEY HAVE 90 MINUTES OFF EVERY DAY NOW. AND SINCE WE DON'T DO SUBS, THEY NEVER HAVE TO GIVE THEIR PLAN TIME UP TO COVER A CLASS. THAT'S WHY WE HAVE THE TEACHER APPRENTICES AND LEARNING COACHES. AND THEN YOU HAVE A. SO IT SEEMS LIKE YOU JUST HAVE FEWER STAFF IN GENERAL. YOU DON'T HAVE INTERVENTIONIST, YOU HAVE FEWER FRONT OFFICE PEOPLE OR FEWER C-SUITE PEOPLE. THAT WOULD BE CORRECT. YES, SIR. WE ONLY HAVE ON THE ON THE SCHOOLS THESE SIZE. WE HAVE AN OFFICE MANAGER TO ASSIST, AN OFFICE MANAGERS COUNSELOR NURSE.

PRINCIPAL, FOUR ASSISTANT PRINCIPALS. BUT I KEEP MY WE WOULD NOT HAVE INTERVENTIONIST.

WE WOULD HAVE THE SPED OBVIOUSLY SPECIAL EDUCATION STAFF AS NEEDED AND REQUIRED EMERGENT BILINGUALS NEEDED AND REQUIRED. BUT I'M NOT GOING TO HAVE A LOT OF EXTRA PEOPLE SITTING IN OFFICES OR JUST FLOATING AROUND, AND YOU JUST PUSH THAT DOWN INTO THE CLASSROOM. WE PUSH THAT DOWN IN THE CLASSROOM. YES, SIR. THANK YOU. AND THE SYSTEM REINFORCES THE CULTURE OF ESSENTIALNESS. WE HAVE PROFESSIONAL DEVELOPMENT NOVEMBER 7TH. I ALWAYS REVISIT THIS WITH ALL THE STAFF IN NOVEMBER. WE COVER IT IN JULY, BUT THEY SEEM TO FORGET IT. SO DURING THE PANDEMIC, WE THIS CONCEPT, THIS TERM, THIS WORD ESSENTIAL CAME OUT. AND WHILE WE PUBLIC EDUCATORS, WE ARE NOT MILITARY, WE ARE NOT FIRST RESPONDERS, WE'RE NOT DOCTORS. WE'RE PRETTY MUCH JUST BELOW THAT. AND SO PUTTING KIDS FIRST IN THIS

[02:30:05]

AND I CAN'T MAKE THE FIRE MARSHAL. MATT. BUT IF WE HAVE POWER, WE'RE GOING TO BE OPEN BECAUSE SOME PARENTS HAVE TO GO TO WORK AND THEY THEY NEED A SAFE, WARM PLACE WITH FOOD FOR THEIR CHILDREN. SO IT'S NOT AS BIG AS A MIDDLE SCHOOL IS FOR ELEMENTARY. BUT WE'VE MADE THAT PROMISE TO OUR COMMUNITY. AND THE ONLY SCHOOL WE'VE EVER HAD TO CLOSE WAS PRESCOTT BECAUSE THEY LOST POWER IN BATON ROUGE. ALL OF OUR OTHERS HAVE STAYED OPEN. IF THE DISTRICT DECIDES TO CLOSE BECAUSE OF YOU GUYS, DON'T GET MUCH SNOW HERE, BUT MAYBE ICE OR SOMETHING LIKE THAT. PARENTS CAN KEEP THEM HOME, PARENTS CAN KEEP THEM HOME, BUT IF THEY DO NEED THEM TO COME TO SCHOOL, WE WILL BE OPEN FOR THEM ON TIME AT 630, BECAUSE IF THEY NEED A SAFE PLACE, AND THAT'S BEEN THE CASE AT ALL OF OUR ALL OF OUR CAMPUSES, MR. MINTZ. SO IF YOU SAY THAT OF THE STAFF, YOU SAID ABOUT 60% OF THE ORGANIC STAFF STAY AT THAT SCHOOL. DID I GET THAT RIGHT? ABOUT A THIRD. DON'T WANT TO STAY. ABOUT TWO THIRDS WANT TO, BUT USUALLY ONLY A THIRD MAKE THE CUT AFTER. SO 30%, PROBABLY 33%, 1 IN 3, 33 TO 40%. SO EITHER THE OTHER STAY, THEY THEY OPT TO GO TO ANOTHER SCHOOL OR OR SOMETHING. SO DO YOU. WHAT PERCENTAGE OF THAT. NOW YOU HAVE TO BACKFILL 70% OF A SCHOOL STAFF. WHAT PERCENTAGE OF THAT BACKFILL COMES FROM WITHIN THE DISTRICT THAT THAT FORCES A CANNIBALIZATION OF THE DISTRICT? THAT'S FANTASTIC QUESTION. SO WHAT WE'VE DONE IN THE PAST IS I CONSULT WITH THE SUPERINTENDENT, THEY TELL ME A NUMBER AND I HONOR THAT. SO FOR EXAMPLE, IN IN JASPER, BECAUSE THEY'RE A SMALL DISTRICT, JOHN. AND I SAID TO DOCTOR LEE IN WICHITA FALLS, BIGGER DISTRICT, 13,000 KIDS. HE SAID, SIX. AND SO WE COME UP WITH A NUMBER AND THAT'S THE NUMBER WE HONOR. SO THE HIRING COORDINATORS KNOW THAT THEY CANNOT HIRE MORE THAN SIX TEACHERS FROM THE DISTRICT THAT WE'RE PARTNERING WITH. MISTER RAINWATER, THEN, MISTER GILCHRIST, YOUR RATIO OF TEACHER ASSISTANTS TO STAFF IS 1 TO 1 TEACHER ASSISTANTS TO TEACHERS. NO, WE HAVE NO TEACHER ASSISTANTS. I'M SORRY. WHAT? WHAT DID YOU CALL THE TEACHER APPRENTICES? I'M SORRY.

APPRENTICE. YES, SIR. TEACHER APPRENTICES IS ONE TEACHER APPRENTICE FOR EVERY 150 STUDENTS. SO THAT'S ONE TO ABOUT 525 AND A CLASS. 1 TO 7. ABOUT ONE TO 1 TO 6. AND WHAT ABOUT YOUR ATTENDANCE? YOUR AVERAGE DAILY ATTENDANCE FOR YOUR STUDENTS? I DON'T THINK THAT WAS IN MY OTHER SLIDE. I WOULD SAY IN TEXAS RIGHT NOW WE'RE RUNNING ABOUT 90 BETWEEN 90 AND 91% ADA. OUR GOAL IS 92. AND HOW DO YOUR STUDENTS DO ON STATE REQUIRED EXAMS AND ACT AND SAT TEST? I DO NOT KNOW. ONCE THEY LEAVE US AND GO TO HIGH SCHOOL. WE DON'T CURRENTLY RUN ANY HIGH SCHOOL. THE DISTRICT'S. IT'S UP TO THEM TO PROVIDE THAT INFORMATION TO US.

I'VE ASKED, BUT I HAVE NOT RECEIVED. OKAY. THANK YOU, MR. GILCHRIST. WOULD THE EXTRA DAYS OF INSTRUCTION. HOW WILL YOU HOW DO YOU MANAGE THE TRANSPORTATION PIECE? IT'S A IT WOULD BE A DAILY RATE. SO WHATEVER THE DAILY RATE IS, WE WOULD THE DISTRICT JUST WITHHOLDS THAT EACH MONTH AND THE TRUE UP. AND YOU JUST KEEP THAT. SO THE DRIVERS LIKE IT BECAUSE THEY CAN MAKE EXTRA MONEY. MADAM SECRETARY, HOW DO YOU TRACK OR MANAGE APPROPRIATE STUDENT BEHAVIOR. WELL, SO WE ONLY HAVE THREE RULES IN THIRD FUTURE SCHOOLS. AND SO THAT'S STUDENTS WILL NOT DISRUPT THE LEARNING ENVIRONMENT. THEY WILL NOT DISRESPECT STAFF. AND ZERO BULLYING. THAT'S IT. BUT WE HAVE A PROGRESSIVE DISCIPLINE POLICY. SO IF A STUDENT NEEDS TO BE REMOVED FROM A CLASSROOM THEY DON'T ESCAPE INSTRUCTION. THEY'LL GO TO THE TEAM CENTER, THEY GET A CHROMEBOOK, THEY OPEN IT UP, AND THEY'LL JOIN GOOGLE CLASSROOM AND THEY'LL VIRTUALLY PARTICIPATE. MOST STUDENTS MISBEHAVE BECAUSE THEY USUALLY IT'S A READING DEFICIENCY, OR THEY'RE AFRAID THEY'RE GOING TO BE PUT ON THE SPOT. AND SO WHAT WE DO IS TAKE THAT THAT OPPORTUNITY. IT'S OKAY IF YOU CAN. IT'S OKAY IF YOU CAN'T DO IT. WHAT'S NOT OKAY IS DISRUPT THE LEARNING ENVIRONMENT TO ESCAPE, TO ESCAPE THAT. SO THEY GO TO THE TEAM CENTER AND THEY OBSERVE VIRTUALLY. THEN THEY GO TO THEIR NEXT CLASS. THEY GO BACK.

NOW, IF THEY GET REMOVED TWICE IN A DAY, THEN AN ADMINISTRATOR USUALLY DOES HAVE A MEETING

[02:35:05]

STUDENTS NEED TO BE REWARDED FASTER AND QUICKER AND MORE OFTEN. WOW, THESE PEOPLE REALLY DO MEAN THIS. SO I INCREASED THAT BUDGET AT NEW SCHOOLS SO WE CAN REWARD STUDENTS FOR GOOD BEHAVIOR, POSITIVE BEHAVIOR RATHER THAN CONSEQUENCES FOR NEGATIVE BEHAVIOR. AND A FOLLOW UP. SO ARE THERE ANY LEGAL MANDATES REQUIRING YOU TO REMOVE A STUDENT? WE FOLLOW THE THE STATE EXPULSION AND WE WOULD PURCHASE SEATS FROM FOR YOUR DISTRICT ALTERNATIVE EDUCATION PROGRAM. THANK YOU. ANY OTHER QUESTIONS, MADAM VICE PRESIDENT, BACK TO THE STAFFING PART OF IT. YOU SAID AT JASPER IT WAS TWO, WAS IT TWO TEACHERS OR 2%? OH TWO TEACHERS. OKAY.

AND THEN THE OTHER SCHOOL WAS SIX TEACHERS, I BELIEVE DOCTOR LEE AND I, WE SAID SIX TEACHERS FROM WICHITA FALLS ISD. YES, SIR. YES, MA'AM. SO THIS HIRING PROCESS WOULD GO ON IN THE BEGINNING OF MAY OR APRIL, MAY, JUST LIKE WE WOULD BE DOING TO DO THOSE CONTRACTS. AND IF, IF WE IF WE HAD AGREED THAT WE DIDN'T WANT YOU TO HIRE MORE THAN TEN TEACHERS OUT OF OUR POOL OF TEACHERS, BUT WE HAD 50 OF OUR TEACHERS APPLY, AND YOU LIKED 40 OF THEM. WOULDN'T IT BE DISCRIMINATORY TO SAY THAT WE COULDN'T YOU COULDN'T HIRE THOSE 40 TEACHERS? NO, BECAUSE WE WOULD GRADE THEM OUT BASED ON INSTRUCTIONAL RUBRIC, AND I WOULD HIRE BASED ON COMPETENCY.

THAT'S HOW WE COULD DO THAT. I WOULD I WOULD HIRE THE BEST TEACHER, I UNDERSTAND, BUT IF THEY'RE PART OF THE BEST TEACHERS, NO, I THINK I DON'T. FOR US, I DON'T BELIEVE IT WOULD BE BECAUSE, YOU KNOW, WE WOULD WE WOULD BE OKAY. WE'VE HAD TO TELL OTHER WOMEN, I DON'T GO ADVERTISE THAT, OBVIOUSLY, BUT WE I WANT THE BEST TEACHER. AND IF THEY'RE SAID THERE'S TEN TEACHERS WE AGREED TO TEN. I WOULD ONLY OFFER TEN TEACHERS, CURRENT TEACHERS FOR THIS ACADEMIC YEAR THAT YOU ARE PLANNING TO RENEW. SO IF YOU WEREN'T RENEWING THEM, DIFFERENT STORY. OKAY. SO SO AGAIN, I GO BACK TO THAT 3030, 30 OR THE ONE THIRD, ONE THIRD, ONE THIRD. SO ONE THIRD OF OUR TEACHERS STAYED AND YOU HAVE TWO THIRDS THAT YOU HAVE TO HIRE. SO THAT'S MAKING AN ASSUMPTION THAT YOU ONLY GET TEN FROM OUR STAFF WHICH MAY NOT FILL THE TWO THE ONE THIRD OR ETC. NOW YOU'RE HIRING. YOU'RE HOPING TO GET ALL THOSE TEACHERS FROM ADJOINING DISTRICTS OR ETC. THAT'S CORRECT. CORRECT, YES. SO WE WOULD DEPLOY WHAT WE CALL TFS TEACHER CORPS. SO WE STARTED THIS IN THE PERMIAN BASIN BECAUSE IT'S HARD TO STAFF THERE. WE'VE REPLICATED IN WICHITA FALLS AND I REPLICATED IT IN JASPER. IF IF THIS IS A HARD TO FILL AREA, I MEAN YOU GUYS CLOSE TO WACO, CLOSE TO TEMPLE, CLOSE TO AUSTIN. I DON'T KNOW IF IT IS HARD TO FILL. I WAS HERE 30 YEARS AGO, BY THE WAY. I PLAYED SOCCER AGAINST THE KILLEEN HIGH SCHOOL KIDS, AND I PASSED BY IT. BUT I THINK IT'S A NEW SCHOOL. WE WOULD DO TFS TEACHER CORPS, WHICH IS WHERE THEN I OFFER A $5,000 RELOCATION PACKAGE WITH HALF PAYABLE IN SEPTEMBER AND HALF PAYABLE IN JANUARY TO ENTICE TEACHERS. THE OTHER THING THAT WE WOULD LOOK TO DO IS, IS WITHIN THE TFS NETWORK.

CREATE PTOSIS TEACHER ON SPECIAL ASSIGNMENT WHERE I WOULD PAY SOME OF MY BEST TEACHERS $100,000 TO RELOCATE FOR TWO YEARS TO PROVIDE MODEL CLASSROOMS TO MAKE SURE YOU HAD A CORE SPINE OF GREAT TEACHERS TO OBSERVE. THANK YOU, THANK YOU. ANY OTHER QUESTIONS FROM TRUSTEES? THE FLOOR IS YOURS, SIR. AND I THINK THE LAST IS JUST OUR GOVERNING ENTITIES. WE HAVE TFS TEXAS BOARDS CONSIST OF FIVE BOARD MEMBERS. IT'S BEEN IN PLACE SINCE 2020. WE MEET MONTHLY. WE HAD OUR LAST MEETING LAST WEDNESDAY. WE USUALLY MEET THE THIRD

[02:40:02]

QUESTIONS, TRUSTEES, DOCTOR DAVIS, ANYTHING YOU WANT TO ADD? I'M SORRY, I JUST TOOK A HANDFUL OF NUTS. BUT FIRST OF ALL, THANK YOU. AND THE VISIT. THANK YOU FOR BEING SO GRACIOUS UPON OUR VISIT TO OUR GLEAN AND LEARN QUITE A BIT, I HAD AN OPPORTUNITY TO TO TO TOUR. AND THAT SAID, CERTAINLY SOME ELEMENTS THAT I BELIEVE POTENTIALLY OUR COMMUNITY AND OUR NEEDS AND IMPROVEMENT SCHOOLS COULD BENEFIT FROM. AND SO I APPRECIATE APPRECIATE YOU ALL'S WORK. THE ONLY THING I WOULD LIKE TO ADD OR NOT ADD, BUT IF YOU COULD TALK THROUGH YOU BROUGHT UP BECAUSE I WANT TO MAKE SURE FOR FOLKS WHO ARE TUNING IN, MAYBE VIRTUALLY FOR YOU KNOW, AND I KNOW IT'S A BIT CONTROVERSIAL, CONTROVERSIAL AS IT RELATES TO I JUST WANT TO MAKE SURE WE'RE BEING TRANSPARENT. AS FAR AS MIKE MILES, WHICH IS THE CURRENT SUPERINTENDENT IN HOUSTON ISD, WAS MY UNDERSTANDING, WAS A FOUNDER OF THIRD FUTURE. AND I JUST WANT TO MAKE SURE OBVIOUSLY, THOUGH, HOUSTON ISD AS OF THIS YEAR, HAS SEEN GREAT RESULTS. I'M NOT SURE EVERYONE'S A FAN OF MAYBE THE IMPLEMENTATION, NOT NECESSARILY THE WHAT, BUT THE HOW. I KNOW THAT WAS PRETTY CONTROVERSIAL IN HOUSTON. OBVIOUSLY I'M COMING FROM HOUSTON, SO I JUST WANT TO DEAL WITH THE ELEPHANT IN THE ROOM IF THERE'S SOME THOUGHTS OR WONDERINGS AS IT RELATES TO IF YOU COULD KIND OF ADD A LITTLE MORE CONTEXT THERE.

SURE. YEAH. SO OUR FIRST SO MR. MILES WAS THE FOUNDING CEO AND I WAS THE FIRST SCHOOL THAT WAS HIS PRINCIPAL. SO HE TALKED ME INTO DOING IT. HE ASKED ME WAS ASKING ME HELP TO FIND SOMEONE TO DO IT, AND THEN HE ASKED ME TO DO IT. HE DID IT. SO WE STARTED THE FIRST ONE FROM SCRATCH. WE BROKE GROUND ON A HOBBY LOBBY. APRIL 1ST OF 2017. WE OPENED UP AUGUST 1ST, 2017 WITH 492 KIDS GRADES K THROUGH SIX, AND THEN HE TRANSITIONED TO HOUSTON IN 2023 AS SUPERINTENDENT. I WAS HIS HIS FIRST PRINCIPAL, THEN EXECUTIVE DIRECTOR, CHIEF OF SCHOOLS.

I'VE OPENED UP EVERY SCHOOL IN THIRD FUTURE SCHOOLS THAT THAT WAS MY JOB. I OPENED UP EVERY SCHOOL MR. MILES DID DID. HE WOULD BE DOING WHAT I'M DOING NOW. I'D USUALLY BE WITH HIM.

HE DID A LOT OF THE CONTRACT NEGOTIATIONS, WORKING WITH WITH SUPERINTENDENTS, WORKING WITH LEGAL AND. BUT SINCE HE'S LEFT, I'VE DONE THAT. SO YEAH, I MEAN THAT'S YOU KNOW, I HAVE NEVER BEEN IN AN HISD SCHOOL. I'VE NEVER BEEN DOWN THERE. YEAH. AND I THINK I'VE SEEN HIM TWICE IN THREE YEARS. SO HE'S STILL A CONSULTING CEO BECAUSE IT'S A FOUNDING NETWORK. AND WHAT THE SUPPORT THAT I ASKED FOR FROM HIM IS, IS BASICALLY AROUND BUDGET. SO HE WORKS WITH US AROUND SOME OF BUDGET AND OUR LONG TERM FINANCIAL PLANNING. BUT THAT'S HIS ONLY INVOLVEMENT WITH OUR FUTURE SCHOOLS AS OF RIGHT NOW. TRUSTEES. MADAM VICE PRESIDENT, SO UNDER THIS SPECIFIC MODEL AND AND I, I KIND OF WISH I WOULD HAVE HAD THIS PRESENTATION BEFORE I HAD THE 1882 PRESENTATION ONLY BECAUSE IT IT ALLEVIATES SOME FEARS OR CONCERNS. AND I'VE ALWAYS BEEN A FAN OF 90 MINUTE CLASSROOM INSTRUCTION. ALWAYS. I'M ALSO A FAN OF ALL YEAR SCHOOLING. IF WE COULD EVER GET TO THAT, BUT TO THE BUDGET ASPECT OF IT, THE 6% IDEALLY OF WHAT WE'RE GOING TO GET FROM THE ADA IS GOING TO BE WHAT THE DISTRICT USES TO KEEP THE BUILDING OPEN, KEEP THE LIGHTS ON. WE WOULD PAY ALL UTILITIES THE 6%. IT WOULD BE LIKE, SO, FOR EXAMPLE, I'M SURE YOU GUYS HAVE LIKE A PROFESSIONAL DEVELOPMENT TEAM, RIGHT? DOES IT? OKAY, WE DO OUR OWN PROFESSIONAL DEVELOPMENT. AND SO I DON'T WE DON'T WANT TO PAY FOR THAT OR A CURRICULUM DIRECTOR OR A SPECIAL ED DIRECTOR BECAUSE WE HAVE THOSE PEOPLE IN OUR NETWORK. SO THE 6% RIGHT OFF THE TOP IS WHATEVER YOU GUYS WANT TO DO WITH IT. OKAY. BUT THERE WOULD BE. I YOUR COST OR YOUR INCOME TO OPERATE YOUR BUSINESS IS COMING DIRECTLY FROM THE STATE. YES, THROUGH THE ADA AND THROUGH THE $1,000 PER STUDENT INCENTIVE AND FEDERAL FUNDS AND FEDERAL FUNDING. BUT YOU WOULDN'T BE PUTTING A THING ON THE TABLE THAT SAYS KISD HAS TO GIVE YOU $10 MILLION TO OPERATE. NO, WE GENERATE WE ONLY

[02:45:01]

AND SO YOU'VE ANSWERED THAT. THANK YOU. THANK YOU. ANY OTHER QUESTIONS. THANK YOU SIR. WE APPRECIATE YOU. APPRECIATE THE OPPORTUNITY. THANK YOU. YES, DOCTOR DAVIS I'M TURNING IT BACK OVER TO TO YOUR TEAM TO WRAP UP THIS ITEM. IS THERE MORE TO IT OR. I THINK THAT'S IT FOR 1882 AND THIRD FUTURE. ALRIGHT I THANK CSG IS UP NEXT. THANK YOU ALL FOR PATIENTLY WAITING. THANK YOU SIR. YES SAFE TRAVELS. SO WE'RE NOT WE ARE NOW GOING TO MOVE TO AGENDA ITEM FOUR B WHICH IS DISCUSSION OF PROPOSED SCENARIO RECOMMENDATIONS FOR DISTRICT OPTIMIZATION. DOCTOR SUSAN BUCKLEY IT HAS ARE YOU INTRODUCING OR YOU'RE ON THE SCRIPT. I'M JUST TELLING YOU GOING OFF SCRIPT, I'VE TOLD THEM THAT THEY CAN SIT THE TABLE BECAUSE YOU HAVE OLEN PARK, PAULA BARNEY OLEN PARKER OKAY, JUST MAKING SURE I'M HAVING A LITTLE WE UNDERSTAND. AND WE'VE BEEN WORKING WITH THEM FOR IT FEELS LIKE MULTIPLE YEARS, BUT MULTIPLE MONTHS IN A GOOD WAY. WE HAVE MET WEEKLY. THEY'VE BEEN BEEN WITH US FROM THE VERY BEGINNING, AND WE ARE NOW AT A TURNING POINT, AND I'M EXCITED TO HAVE THEM PRESENT AND KIND OF TALK ABOUT THE RECOMMENDATIONS THAT WE ARE BRINGING FORWARD TO YOU, AND I'LL TURN IT OVER. THANK YOU SO MUCH, DOCTOR BUCKLEY. AS DOCTOR BUCKLEY MENTIONED, MY NAME IS OLEN PARKER. THIS IS MY COLLEAGUE PAULA BARNEY. WE'RE VERY EXCITED TO BE HERE WITH YOU AGAIN TONIGHT. BEFORE WE START OUR PRESENTATION, I DO JUST WANT TO OFFER A QUICK CONGRATULATIONS TO THIS BOARD FOR GETTING TO YOUR DECISION LAST NIGHT. I KNOW IT WAS A MONUMENTAL ONE. I'VE BEEN THROUGH THAT TASK AS A BOARD MEMBER MYSELF. I KNOW WHAT GOES INTO THAT. AND SO I WANT TO CONGRATULATE YOU ON GETTING TO THIS POINT IN THE PROCESS AND OBVIOUSLY WANT TO CONGRATULATE DOCTOR DAVIS FOR BEING NAMED THE LONE FINALIST. I ALSO, BEFORE I START, WOULD LIKE TO GIVE MY COMPLIMENTS TO THE KILLEEN ISD STAFF. THROUGHOUT THIS PROCESS, THE STAFF MEETINGS THAT WE'VE HAD WEEKLY ARE HAVE BEEN VERY, VERY HELPFUL, VERY INFORMATIVE AND JUST HAVE STRUCK US AS A PARTICULARLY COMPETENT GROUP OF PEOPLE THAT YOU HAVE IN THIS DISTRICT. SO I DID WANT TO NAME THAT AND ESPECIALLY CALL OUT DOCTOR OSBORN, YOUR PRESENTATION TONIGHT. THAT IS A VERY COMPLEX TOPIC THAT WE'VE WORKED WITH FOR A VERY LONG TIME, AND YOU HAVE MASTERED THAT CONTENT IN A VERY IN VERY SHORT ORDER. SO COMPLIMENTS TO YOU AND COMPLIMENTS TO THE ENTIRE TEAM HERE FOR TONIGHT.

WE'RE THIS IS YET ANOTHER PRESENTATION IN FRONT OF THIS BOARD. OUR AGENDA I'M GOING TO GO VERY QUICKLY THROUGH THE OPTIMIZATION PROCESS REVIEW FOR THE MEMBERS OF THE PUBLIC WHO MAY BE WATCHING THIS, AND WE'LL REVISIT SOME SORT OF THE REASON WHY WE'RE HAVING THIS CONVERSATION TONIGHT. WE'LL GIVE YOU A BRIEF OVERVIEW OF THE COMMUNITY ENGAGEMENT SUMMARY, AND WE'LL SPEND MOST OF OUR TIME ALLOWING YOU, AS BOARD MEMBERS TO DISCUSS THE DRAFT SCENARIOS THAT WERE PRESENTED INITIALLY ON AUGUST 26TH. AND THEN WE'LL TALK BRIEFLY ABOUT THE SUMMARY AND NEXT STEPS. I ALSO WANT TO MAKE IT CLEAR TO MEMBERS OF THE BOARD AND MEMBERS OF THE PUBLIC THAT THERE ARE SOME DETAILED APPENDICES THAT COME ALONG WITH TONIGHT'S PRESENTATION. APPENDIX A IS THE PRESENTATION THAT WAS GIVEN ON AUGUST THE 26TH. APPENDIX B IS A DEEP DIVE INTO THE COMMUNITY AND STAFF FEEDBACK THAT WE RECEIVED OVER THE LAST TWO PLUS MONTHS. AND APPENDIX C FOR THOSE WHO ARE INTERESTED IN FINANCES, TALKS ABOUT THE FINANCIAL MODEL ASSUMPTIONS THAT WENT INTO TONIGHT'S PRESENTATION. SO JUST A QUICK OVERVIEW OF THE PROCESS. YOU HAVE SEEN THIS FUNNEL BEFORE. WE ARE WE ARE NEARING

[02:50:05]

AND THE RECOMMENDATIONS THAT WE PRESENT TONIGHT WILL MORE THAN COVER THAT LOSS OF FUNDING. SAY THAT ONE MORE TIME. I JUST WANT TO MAKE SURE WE HAVE THAT ON THE RECORD. THE RECOMMENDATIONS THAT YOU WILL SEE TONIGHT AND THAT YOU WILL VOTE ON NEXT WEEK MORE THAN COVER WELL ABOVE THE $50 MILLION HOLD HARMLESS LOSS THAT IS EXPECTED FROM IMPACTED. SO OUR GOAL THROUGH THIS PROCESS IS OF COURSE TO HELP ADDRESS THESE BUDGET CONCERNS, BUT ALSO TO MAKE SURE THAT SIMULTANEOUSLY WE ARE PUTTING MORE STUDENTS. AS DOCTOR OSBORNE SAID EARLIER, IN HIGHER QUALITY FACILITIES AND HIGHER PERFORMING CAMPUSES. AND WE BELIEVE THROUGH THE THROUGH THESE RECOMMENDATIONS, YOU WILL BE ABLE TO DO JUST THAT. WE HAVE ALSO TALKED ABOUT THESE LONG TERM ENROLLMENT TRENDS BEFORE, BUT I DO WANT TO HIGHLIGHT THEM FOR MEMBERS OF THE COMMUNITY WHO ARE JUST COMING TO THIS PROCESS. THIS IS NOT A RECRUITMENT ISSUE. THE DECLINING ENROLLMENT THAT IS HAPPENING IN KILLEEN ISD, IT'S HAPPENING IN MANY PLACES, IS DUE IN LARGE PART TO DECLINING BIRTH RATES. IF YOU LOOK ON THE SCREEN, THERE ARE TEN YEARS AGO, THERE WERE ROUGHLY 4400 STUDENTS BORN, AND ROUGHLY 80% OF THOSE ENROLLED IN KINDERGARTEN. FIVE YEARS LATER, THE MOST RECENT DATA AVAILABLE HAS A DROP OF ABOUT 600 STUDENTS BORN EACH YEAR. YOU CANNOT EDUCATE STUDENTS THAT WERE NEVER BORN, AND WE ARE STARTING TO SEE THOSE SMALLER COHORTS WORK THEIR WAY THROUGH YOUR ELEMENTARY SCHOOLS, WHICH IS LEADING TO SOME OF THE DECLINING ENROLLMENT THAT WE HAVE SEEN. THIS SLIDE IS NEW FROM THE AUGUST 26TH MEETING. IT HIGHLIGHTS THAT DECLINING ENROLLMENT. YOU'LL SEE THAT BASED ON WHERE KILLEEN ISD WAS ROUGHLY TEN YEARS AGO, THERE'S BEEN A DECREASE OF OVER 2000 STUDENTS AND ENROLLMENT IS DOWN ALMOST 4000 STUDENTS FROM PEAK ENROLLMENT IN 2019. WE HAVE BEEN LOOKING AT THE PRELIMINARY ENROLLMENT. OBVIOUSLY, TE ENROLLMENT HAS NOT YET BEEN FINALIZED, BUT WE ARE ANTICIPATING A DECREASE OF ROUGHLY 1200 STUDENTS SINCE THE SPRING OF 2025. THAT'S COMMON IN DISTRICTS IN TEXAS THAT WE'VE SEEN A SIGNIFICANT DECLINE IN THE NUMBER OF STUDENTS, BUT THAT WILL OBVIOUSLY HAVE A SIGNIFICANT IMPACT ON THE BUDGET. AS PART OF THIS PROCESS, WE ALSO LOOKED AT STAFFING ACROSS THE DISTRICT.

I WANT TO BE VERY CLEAR, THIS IS NOT ON THE ON THE SLIDE, BUT I DO WANT TO BE VERY CLEAR BASED ON THESE RECOMMENDATIONS AND BASED ON OUR PROJECTIONS, YOUR HISTORIC RETENTION RATES, ETC. ANY HIGH QUALITY TEACHER IN KILLEEN ISD THAT WANTS TO REMAIN EMPLOYED IN THE DISTRICT WILL HAVE THE OPPORTUNITY TO DO SO. LOOKING DEEPLY INTO MIDDLE SCHOOL STAFFING PROJECTIONS, WE NOTICED THAT AS OF THE END OF AUGUST OF THIS YEAR, THERE WERE 60 UNCERTIFIED MIDDLE SCHOOL TEACHERS AND 56 MIDDLE SCHOOL TEACHING VACANCIES. THAT MEANS YOU HAD ESSENTIALLY OVER TWO MIDDLE SCHOOLS WORTH OF EITHER UNCERTIFIED OR UNFILLED POSITIONS. SOME OF THE RECOMMENDATIONS THAT YOU SEE TONIGHT WILL HELP ADDRESS THOSE STAFFING VACANCIES OR THOSE UNCERTIFIED POSITIONS. AND WE BELIEVE THAT UNLESS YOU TAKE SIGNIFICANT ACTION TO ADDRESS THE NUMBERS THAT YOU SEE ON THIS SCREEN, YOU WILL LIKELY CONTINUE TO SEE SIMILAR OR WORSE OUTCOMES IN YOUR MIDDLE SCHOOLS. I MENTIONED BRIEFLY THE COMMUNITY ENGAGEMENT THAT WE'VE DONE SO FAR. YOU CAN SEE IMAGES ON THIS SLIDE OF THE COMMUNITY ENGAGEMENT THAT'S HAPPENED SINCE FEBRUARY OF THIS YEAR. MOST RECENTLY, WE PRESENTED IN BOTH IN FRONT OF BOTH THE LONG RANGE FACILITIES PLANNING COMMITTEE. AND ALSO YOU SEE PHOTOS HERE AND HERE

[02:55:01]

AND AGAIN, IF YOU WANT TO DIG DEEPLY INTO THE FEEDBACK BETWEEN NOW AND NEXT WEEK'S MEETING, APPENDIX B WILL TELL YOU HOW COMMUNITY MEMBERS FELT ON EVERY SINGLE SCENARIO. THIS IS JUST ANOTHER BRIEF OVERVIEW YOU CAN SEE HERE. THIS JUST SORT OF RATES THE POPULARITY OR SUPPORT ON THIS SIDE VERSUS THOSE THAT OPPOSE THE SCENARIO. AND THIS DOTTED LINE RIGHT HERE REPRESENTS THE SORT OF BREAK POINT. THOSE ABOVE THE LINE HAD MORE SUPPORT THAN OPPOSITION, AND THOSE BELOW THE LINE HAD MORE OPPOSITION THAN SUPPORT. SOME OF THE KEY TAKEAWAYS, AND I RECOGNIZE I'M GOING FAST HERE, IS BECAUSE I WANT TO GET TO THE BOARD DISCUSSION. I KNOW BOARD MEMBERS, YOU'VE HAD AN OPPORTUNITY TO ENGAGE WITH SOME OF THIS CONTENT, BUT OBVIOUSLY IT'S NO SURPRISE. SCENARIOS THAT ADD PROGRAMING ARE OVERWHELMINGLY POPULAR. WHEN YOU'RE FILLING OUT A SURVEY AND YOU DON'T THINK ABOUT THE BUDGETARY IMPACT, LIKE, YEAH, LET'S ADD SOME PROGRAMING, THAT SOUNDS GREAT. THAT'S PRETTY COMMON. ONE THING THAT IS NOT COMMON, AND ONE THING THAT I THINK IS UNIQUE TO KILLEEN ISD IS THAT THROUGHOUT THIS PROCESS, FROM JANUARY THROUGH NOW, THE COMMUNITY HAS HAS A STRONG UNDERSTANDING THAT SCHOOL CLOSURE OR CONSOLIDATION IS NECESSARY. THAT IS NOT THAT IS NOT A COMMON THING IN DISTRICTS THAT GO THROUGH THIS PROCESS. THIS IS A COMMUNITY THAT SEEMS TO UNDERSTAND THE BUDGET AND SEEMS TO UNDERSTAND EFFICIENCY AND THE NEED FOR IT. THERE ARE MIXED REVIEWS OF 1882 PARTNERSHIPS COMING TO KILLEEN ISD. THERE'S A DIFFERENCE BETWEEN HOW STAFF FEEL ABOUT IT VERSUS HOW THE COMMUNITY FEELS ABOUT IT. THERE'S ALSO A DIFFERENCE BETWEEN THERE'S A DIFFERENCE IN WHICH CAMPUS THE COMMUNITY SUPPORTS. IN 1882 PARTNERSHIP VERSUS DOES NOT.

AND THEN LASTLY, AS CAN BE EXPECTED, THERE IS A GENERAL LACK OF UNDERSTANDING FROM THE COMMUNITY ABOUT THE IMPACTS OF T ACCOUNTABILITY, WHICH MAKES SENSE BECAUSE THEY'RE NOT SITTING IN BOARD MEETINGS LIKE THIS. THEY'RE NOT SITTING IN MEETINGS WITH T ON A REGULAR BASIS. SO IF YOU LOOK THROUGH THE COMMUNITY FEEDBACK, YOU'LL IF YOU LOOK THROUGH SOME OF THE OPEN ENDED COMMENTS, YOU'LL SEE WHAT I MEAN WHEN I SAY THERE'S A LACK OF UNDERSTANDING FROM THE ABOUT T ACCOUNTABILITY AND THE ACCOUNTABILITY CLOCK THAT SOME OF THESE SCHOOLS ARE ON.

OKAY, SO NOW WE'RE GETTING TO THE MEAT OF TONIGHT'S PRESENTATION AND QUICKLY WE'LL GET TO THE DISCUSSION. BUT SOME UPDATES TO THE DRAFT SCENARIOS FROM WHEN THEY WERE LAST PRESENTED TO THE PUBLIC AT A BOARD MEETING ON AUGUST 26TH. THERE ARE THREE CATEGORIES HERE.

WELL, MAYBE THREE AND A HALF. ON THE LEFT SIDE. YOU'LL SEE THE DRAFT SCENARIOS THAT WE ARE RECOMMENDING MOVE FORWARD. IN THE MIDDLE, THERE ARE THREE SCENARIOS THAT WE ARE RECOMMENDING YOU AMEND AND MOVE THEM FORWARD. AND THERE ARE FOUR SCENARIOS BASED ON COMMUNITY FEEDBACK THAT WE ARE RECOMMENDING YOU DO NOT MOVE FORWARD NEXT WEEK. IN ADDITION TO THAT, THE SORT OF HALF CATEGORY HERE IS SOME NEW RECOMMENDATIONS THAT WE'LL GO OVER MORE IN DEPTH LATER IN THE PRESENTATION. AND THOSE NEW RECOMMENDATIONS ARE A RESULT OF THE COMMUNITY ENGAGEMENT THAT HAS BEEN DONE THUS FAR. SO WE'LL START WITH RECOMMEND RECOMMENDATIONS TO MOVE FORWARD. AND BOARD MEMBERS, JUST SO YOU KNOW, WE WILL HAVE DISCUSSION POINTS THROUGH EACH THROUGH EACH CATEGORY THAT I JUST DESCRIBED. SO I'LL STOP AND I'LL PRESIDENT WILLIAMS, I'LL HAVE YOU LEAD THE DISCUSSION AND WE'LL BE READY TO CHIME IN WHENEVER YOU WOULD LIKE. AND THEN YOU CAN JUST THROW IT BACK TO US AND WE'LL KEEP GOING THROUGH THE PRESENTATION. VERY QUICKLY. BEFORE I, BEFORE I GO THROUGH THIS SLIDE, I DO WANT TO ORIENT MEMBERS OF THE COMMUNITY TO THIS SLIDE. EVERY SINGLE SCENARIO THAT WE TALK ABOUT TONIGHT HAS A SUMMARY OF THE COMMUNITY FEEDBACK BY THE SURVEY. IT HAS A SUMMARY OF THE FINANCIAL IMPACT HERE. IT HAS OUR RECOMMENDATION. IT HAS SOME KEY UPDATES FROM WHEN THIS WAS LAST PRESENTED PUBLICLY ON AUGUST THE 26TH. AND IT HAS A SUMMARY OF THE PROJECTED BUDGET REDUCTION. THERE IS ALSO A SECOND SLIDE THAT SHOWS THE MAP, THE PROPOSED ZONING MAP FOR ANY CHANGE THAT MIGHT BE IMPLEMENTED, THE PROPOSED ENROLLMENT AND PROJECTED UTILIZATION OF EACH FACILITY. AND THEN LASTLY, A TABLE SHOWING HOW THE CLOSING AND RECEIVING SCHOOLS FARED IN TERMS OF THE DISTRICT OPTIMIZATION PRIORITIES THAT THIS BOARD APPROVED IN MAY. SO NOW THAT I'VE ORIENTED EVERYONE TO THE SLIDES, WE'LL FIRST TALK

[03:00:03]

THE YELLOW ZONE RIGHT HERE IS PEEBLES. THE MAJORITY OF PEEBLES STUDENTS WOULD HEAD TO BROOKHAVEN, WHICH IS NOT A NEW FACILITY, BUT IS A NEWER FACILITY THAN PEEBLES. AND YOU SEE CAVAZOS LOCATED RIGHT HERE. THE MAJORITY OF THOSE STUDENTS, EXCUSE ME, YOU SEE HAY BRANCH RIGHT HERE. THE MAJORITY OF THOSE STUDENTS WOULD TRAVEL TO CAVAZOS, WHICH IS A MUCH NEWER AND A-RATED CAMPUS. THE NEXT SCENARIO THAT WE'RE RECOMMENDING MOVE FORWARD, IS THE ELIMINATION OF PRE-K3 PROGRAMING FROM ALL CAMPUSES ON FORT HOOD. THIS WAS ONE OF, IF NOT THE MOST POPULAR SCENARIO THAT WENT BEFORE THE PUBLIC. I THINK THE FEEDBACK THAT WE HEARD FROM COMMUNITY MEMBERS PRETTY LOUD AND CLEAR WAS THAT THE JUICE WAS NOT WORTH THE SQUEEZE, WHEREAS THEY WERE SPENDING, I THINK IT WAS ROUGHLY $10 MILLION ON ESSENTIALLY 310, 312, I THINK PRE-K THREE STUDENTS. SO THIS SCENARIO SAVES ALMOST $19 MILLION. IT HAS OVERWHELMING COMMUNITY SUPPORT. AND IF THE DISTRICT CHOOSES TO DO SO, THIS RECOMMENDATION WOULD ALLOW ALL CAMPUSES ON FORT HOOD TO BECOME PRE-K THROUGH FIFTH GRADE.

RIGHT NOW, SEVERAL CAMPUSES ARE PRE-K THROUGH THIRD GRADE, AND THEN SOME CAMPUSES HAVE A BIG BUBBLE OF FOURTH GRADERS AND FIFTH GRADERS AS THEY ACCEPT THOSE STUDENTS FROM PRE-K THROUGH THIRD GRADE CAMPUSES. YOU WILL ALSO REMEMBER AT THE AUGUST 26TH MEETING, WE PRESENTED THREE OPTIONS FOR THE MIDDLE SCHOOLS. FOR THE MIDDLE SCHOOLS IN QUESTION EASTERN HILLS, PALO ALTO, AND MAYNOR. THOSE OPTIONS WERE CLOSURE FOR EASTERN HILLS AND PALO ALTO, A POTENTIAL ACE MODEL AT EASTERN HILLS, PALO ALTO AND MAYNOR, OR POTENTIAL 1882 AT EASTERN HILLS, PALO ALTO AND MAYNOR. THE RECOMMENDATIONS THAT YOU'LL SEE TONIGHT MOVE FORWARD WITH A PROPOSED CLOSURE AT EASTERN HILLS AND PALO ALTO, AS WELL AS A PROPOSED 1882 PARTNERSHIP AT MAYNOR MIDDLE SCHOOL. LET'S TALK ABOUT THIS FIRST SCENARIO CLOSING THE PROPOSED CLOSURE OF EASTERN HILLS. YOU CAN SEE HERE THERE IS MORE SUPPORT FOR IT THAN NOT. FROM THE RESPONSE.

THERE IS ACTUALLY SIGNIFICANTLY MORE SUPPORT FROM STAFF ABOUT THE CLOSURE OF EASTERN HILLS MIDDLE. THEN THERE IS FROM THE COMMUNITY. ONE THING THAT IS IMPORTANT TO CALL OUT WITH THIS SCENARIO IS NOT ONLY DOES IT SAVE A LITTLE OVER $19 MILLION FROM GREATER EFFICIENCY AND, YOU KNOW, OTHER MODELING THAT WE HAVE DONE, IT ALSO POTENTIALLY SAVES THE DISTRICT ALMOST $50 MILLION. IF YOU WERE TO CONSTRUCT A NEW HARKER HEIGHTS ELEMENTARY SCHOOL ON THE EASTERN HILLS MIDDLE OR ON THE EASTERN HILLS MIDDLE SCHOOL CAMPUS, THAT IS, THAT NUMBER IS BASED OFF OF MODELING FROM THE INTERNAL TEAM. AND THAT SAVINGS IS COMPARING REBUILDING A HARKER HEIGHTS ELEMENTARY CAMPUS ON ITS CURRENT SITE, WHICH WOULD LIKELY INVOLVE DEMOLITION OF THE SITE AND REBUILDING IT VERSUS RENOVATING THE EASTERN HILLS CAMPUS AND MAKING IT THE NEW HARKER HEIGHTS ELEMENTARY. SO TWO IMPORTANT CAVEATS. ONE, THAT IS

[03:05:01]

AND Y'ALL ARE SUPER QUIET. IT IS PROBABLY NOT SUPPOSED TO BE THAT. SO THE SILENCE MEANS KEEP IT MOVING. LET'S GO. LET'S GO A LITTLE BIT ON IT. MR. RAINWATER, I'M LOOKING AT YOU. I'M GOING TO ASK ABOUT TRANSPORTATION. THE COST AND MILES FOR STUDENTS WILL FIGURE ALL THAT OUT.

THERE'S A SAFETY TRUSTEE. RAINWATER. WHAT I CAN SAY IS WE WORKED WITH MR. HECKENBERG AND HIS TEAM TO MODEL TRANSPORTATION COSTS FOR ALL OF THESE RECOMMENDATIONS. AND GENERALLY, THE TRANSPORTATION COSTS ARE NEGLIGIBLE BECAUSE SOME STUDENTS WHO ARE CURRENTLY RIDING BUSSES WILL NO LONGER HAVE TO RIDE BUSSES, AND SOME STUDENTS WHO ARE NOT RIDING BUSSES WILL NOW HAVE TO RIDE BUSSES. AND IN THE GRAND SCHEME OF THINGS, THERE IS A NEGLIGIBLE IMPACT ON THE BUDGET. MY APOLOGIZE. MY CONCERN WAS ABOUT THE AMOUNT OF TIME STUDENTS WOULD HAVE TO SPEND ON THE BUSSES VERSUS THE AMOUNT OF TIME THEY SPEND ON BUSSES. NOW WE. MADAM SECRETARY, THE ONLY MOMENT OF PAUSE THAT I HAVE IS FOR KILLEEN ELEMENTARY SCHOOL THAT POSSIBLY GROWS TO 1200 20, 150 KIDS. I KNOW WE'RE GOING TO HAVE A PLAN FOR THAT, BUT THAT'S THE ONLY ONE THAT, AS I WAS READING THAT, I WAS LIKE, EYEBROW LIFT RIGHT THERE FOR THAT CAMPUS TO SUPPORT ALL THOSE BABIES. I TOTALLY UNDERSTAND THAT. WE HAVE WE HAVE TALKED ABOUT THAT WITH THE DISTRICT STAFF, AND THERE ARE A COUPLE OF ITEMS THAT I'D LIKE TO BRING UP RELATED TO THAT POINT, SPECIFICALLY. ONE, I BELIEVE THERE ARE SOME SPECIALIZED PROGRAMING. THERE'S SOME SPECIALIZED PROGRAMING AT KILLEEN ELEMENTARY THAT COULD POTENTIALLY BE MOVES TO FREE UP ADDITIONAL CAPACITY. ADDITIONALLY, WE'VE TALKED A LOT ABOUT DECLINING ENROLLMENT. THESE PROJECTIONS, YOU KNOW, WE CAME IN ABOUT 1200 STUDENTS UNDER PROJECTION FOR THIS ACADEMIC YEAR. SO IT'S ENTIRELY POSSIBLE THAT THAT DECLINE WILL CONTINUE. AND WE'VE SEEN THAT DECLINE HAPPEN FOR MULTIPLE YEARS IN OTHER DISTRICTS THAT WE'VE WORKED WITH. SO WHILE THE 1220 IS BASED OFF OF CURRENT DEMOGRAPHIC PROJECTIONS, WE HAVE SEEN REALITY COME IN LOWER THAN THOSE PROJECTIONS. DOCTOR OSBORNE, I BELIEVE, HAS SOMETHING ELSE YOU CAN. YES. IF YOU DON'T MIND GOING BACK ONE SLIDE JUST TO POINT OUT UNDER KEY UPDATES IN THAT THIRD BULLET, WE HAVE ALREADY STARTED PRELIMINARY DISCUSSION ABOUT

[03:10:04]

AND AS IT'S CURRENTLY PRESENTED BEFORE YOU TONIGHT, WE DO KNOW THAT THOSE FEEDERS COULDN'T BE PURE FOR HARKER HEIGHTS AND KILLEEN HIGH SCHOOLS. WITH THE CLOSURE OF EASTERN HILLS MIDDLE SCHOOL. WE'RE PUSHING A LOT OF UNION GROVE AND WE'RE GROWING UNION GROVE IN NOLAN WITHOUT TAKING MUCH OFF OF THEM. AND THOSE STUDENTS WILL THEN GO TO HARKER HEIGHTS. SO WE'RE ADDING TO THE HARKER HEIGHTS ATTENDANCE ZONE. IT'LL PUT THEM OVER CAPACITY AND IT KEEPS KILLEEN HIGH REALLY? WELL, PROBABLY TOO FAR UNDER CAPACITY AS WELL. AND IT ALSO THERE'S A SPLIT FOR ROY J. SMITH BETWEEN SHOEMAKER AND CHAPARRAL HIGH SCHOOLS WHERE IF YOU PUSHED

[03:15:01]

ANY OTHER QUESTIONS? GOING BACK AGAIN? SCENARIO ONE BE CLOSE. PEEBLES AND HAY BRANCH ELEMENTARIES RELOCATE THOSE. RELOCATE THOSE STUDENTS TO BROOKHAVEN, CAVASOS, CLIFTON PARK AND KILLEEN ELEMENTARY SCHOOL. I JUST WANT TO MAKE SURE THERE ARE NO QUESTIONS. SO STAFF IS NOT SURPRISED NEXT WEEK WHEN THIS ITEM COMES BEFORE US FOR POTENTIAL VOTE.

DOCTOR DAVIS, SOMEONE ON YOUR TEAM IS TRACKING. I HAVE TRANSPORTATION TIME ON BUS, WHICH WAS MR. RAINWATER THE SIZE OF KILLEEN ELEMENTARY GOING TO 1200, WHICH WAS MISS ADAMS FEEDER PATTERNS FOR GILCHRIST AND CAPITO. AND I THINK WE'VE HAD SOME SOME DIALOG, BUT I THINK IT WOULD BE GOOD IF THAT WAS ALL SENT OUT IN BOARD BOOK. JUST TO REASSURE EVERYONE, HERE ARE YOUR RESPONSES TO YOUR STATEMENTS. SO YOU HAVE ALL THAT TO CONSIDER PRIOR TO NEXT TUESDAY. IS THAT FAIR ENOUGH? TRUSTEES. MADAM CAPITO, THE ONLY OTHER THING I WANT TO ADD IS THAT WITH THE CLOSURES OF POSSIBLY TWO ELEMENTARY SCHOOLS, IS OBVIOUSLY THERE'S GOING TO BE TEACHERS THAT WILL BE GOING TO OTHER CAMPUSES, IS PROVIDING MAYBE SOME ADDITIONAL SUPPORT TO OUR HIGH NEEDS ELEMENTARY SCHOOLS LIKE KILLEEN ELEMENTARY, WHO HAS A LOT OF THOSE KIDS WHO REALLY NEED ADDITIONAL SUPPORT. IF WE HAVE THE STAFF TO BE ABLE TO PUT THEM THERE. OKAY. POINT NOTED. LET'S GO ON. SO WE HAVE TWO ADDITIONAL SCENARIOS, THE ELIMINATION OF PRE-K THREE AND THE PROPOSED CLOSURE OF EASTERN HILLS AND REZONING THOSE STUDENTS TO NEARBY MIDDLE SCHOOLS. TRUSTEES, IF YOU HAVE ANY COMMENTS ON THOSE, NOW IS THE TIME. OKAY, PRE-K THREE. MR. RAINWATER NO, I JUST TOPIC PRE-K THREE IS. MR. GILCHRIST.

I'M GOING TO BE. THIS IS A TOUGH ONE FOR ME, RETIRED MILITARY, AND I UNDERSTAND THE RELATIONSHIP BETWEEN OUR COMMUNITY AND THAT THAT BASE. I UNDERSTAND THE NEED TO DO IT. I

[03:20:05]

YEAH. MADAM CAPITO. MADAM VICE PRESIDENT, I'M GOOD. BUT WITH THAT BEING SAID, I'M A BIG SUPPORTER OF PRE-K THREE. IT'S WHETHER WE CAN AFFORD TO DO IT AND WHETHER WE CAN OFFER IT TO ALL OF OUR STUDENTS. AND I COME BACK TO HOW THAT PROGRAM STARTED. SO PEOPLE AREN'T THINKING THAT WE'RE JUST THROWING 300 CHILDREN FROM FORT HOOD OFF OFF OF OUR CAMPUSES.

IT STARTED TO FORTIFY OUR IMPACT AID NUMBERS. AND IT WAS 600, I BELIEVE, AT THE TIME WAS 650 STUDENTS THAT WE ENROLLED. AND IT MADE A DIFFERENCE. WE HAD A CHOICE. WE COULD INVEST $1 MILLION INTO THIS PROGRAM AND SAVE $10 MILLION IN IMPACT AID DOLLARS. AND THAT'S WHAT INITIATED THIS PROGRAM. AS WE HAVE SEEN, THOUGH, THAT PROGRAM HAS DWINDLED AND IT ONLY SERVES 300 KIDS NOW AT THE COST OF ALMOST $2 MILLION. YOU KNOW, IT WOULD BE AWESOME IF FORT HOOD WOULD HELP US SUBSIDIZE PRE-K THREE SCHOOLING FOR ALL MILITARY CHILDREN THAT ARE THREE YEARS OLD ON POST AND OFF POST. AND WE COULD TURN ONE OF THOSE WONDERFUL SCHOOLS ON FORT HOOD INTO A PRE-K THREE PROGRAM. IT WOULD HELP THEIR DAYCARE PROGRAM. IT WOULD HELP THEIR MILITARY READINESS PROGRAM. IT WOULD HELP EDUCATION AS A WHOLE. BUT WE'RE NOT AT THAT POINT.

MAYBE WE CAN HAVE THAT DISCUSSION NEXT YEAR, AND WE CAN BUILD OUT A PRE-K PROGRAM FOR ALL OF OUR MILITARY STUDENTS. FOCUS. SO IT'S HARD FOR ME TO STAY FOCUSED, MR. PRESIDENT, ON THIS TOPIC BECAUSE I DO BELIEVE IN PRE-K THREE PROGRAMS. AND THIS IS THIS IS SAD THAT WE HAVE TO DO THIS, BUT IT'S A REALITY. PRESIDENT WILLIAMS, IF I MAY JUST STATE FOR THE RECORD, FOR ANY COMMUNITY MEMBERS THAT ARE WATCHING OR ANY MEDIA OUTLET THAT REPORTS ON THIS, THIS IS A RECOMMENDATION FOR THE 20 2627 SCHOOL YEAR. THIS WOULD NOT IMPACT ANY STUDENT CURRENTLY ENROLLED IN PRE-K THREE. K MIDDLE SCHOOL DRAFT SCENARIO OPTIONS. TRUSTEES. YOU SEE SIX A CLOSED EASTERN HILLS MIDDLE SCHOOL AND REZONE THOSE STUDENTS TO NEARBY MIDDLE SCHOOLS. THE FLOOR IS OPEN. MR. MINTZ, I JUST WANT TO MAKE SURE BECAUSE I KNOW WE HAD ORIGINALLY TALKED ABOUT THIS NOT BEING ACCEPTABLE IN THE EYES OF T, AND THEN I THOUGHT WE CAME BACK AND SAID IT WAS. SO I JUST WANT TO MAKE SURE THAT THIS IS NOT GOING TO PUT US CROSSWAYS WITH T IN ANY, ANY, ANY MANNER. DOCTOR DAVIS, NO, THANK YOU FOR BRINGING THAT UP, MR. MINTZ. NO, IT WILL NOT. IN FACT, THE RECOMMENDATION FROM A T REPRESENTATIVE, THEIR INITIAL RECOMMENDATION TO ME AND THEY'RE FLEXIBLE WAS THE CLOSURE OF EASTERN HILLS AND 1882 AT BOTH MANOR AND PALO ALTO. THAT WAS THEIR INITIAL RECOMMENDATION. AND THE REASON, AS WE DIALOGED ABOUT IT WAS WITH EASTERN HILLS BEING IN YEAR TWO AND THE OTHER TWO CAMPUSES BEING IN YEAR THREE, THEY RECOMMENDED THAT FOR OBVIOUS REASONS, BEING THAT THE TWO CAMPUSES BEING IN YEAR THREE NOW, WE'RE CURRENTLY YEAR FOUR, THAT THAT OF COURSE STOPPED THE CLOCK FOR THOSE TWO CAMPUSES. NOW, WHEN I FOLLOWED UP AND SHARED THAT, WELL, WE ALSO BASED ON OUR OPTIMIZATION PLAN OR CONSIDERING THE BOARD IS CONSIDERING THE CLOSURE OF PALO ALTO, AND THEY THEY'RE OKAY WITH THAT AS LONG AS WE HAVE A VIABLE PLAN FOR THOSE STUDENTS. AND SO THAT'S WHY THEN PALO ALTO IS BEING CONSIDERED OR POTENTIALLY RECOMMENDED FOR CLOSURE. SO THAT'S YOUR QUESTION. WE'RE GOOD. MADAM SECRETARY. I'M GOOD, SIR, MR. GILCHRIST. CLOSING EASTERN HILLS AND THE PLURALITY OF THOSE STUDENTS GOING TO MANOR IS GOING TO CHANGE THE NOLAN THAT'S GOING TO CHANGE THEIR THAT RATING GOES WITH THEM. CORRECT. ACCOUNTABILITY RATING GOES WITH THEM. THE RATING IS A GHOST RATING. YEAH. NOLAN WILL HAVE A RATING. NOLAN'S RATING WILL NOT CHANGE.

T WILL BE MONITORING AND EXPECT SUPPORT AND IMPROVEMENT. OTHERWISE WE WOULD BE AT STAKE WITH THE PLURALITY OF THOSE KIDS THAT GHOST RATING GOING TO NOLAN. THAT IS WHY, AS WE

[03:25:03]

AND THEN T LOOKS AWAY. BUT WHAT THAT MEANS NUANCE AND DETAIL. IT HASN'T BEEN PRESENTED TO DISTRICTS. DOCTOR DAVIS YEAH. WHAT WHAT'S CONFUSING I THINK THE GHOST RATING. RIGHT. SO DON'T THINK OF IT AS, AS NOLAN NOW GOING POTENTIALLY TO YEAR FOUR OF AN F. JUST THINK ABOUT THIS RATING BEING IN THE BACKGROUND IF YOU WILL. IT DOESN'T DISAPPEAR JUST BECAUSE WE CLOSED THE SCHOOL. IF FOR SOME REASON NOLAN RECEIVED HIS FIRST F, IT'S JUST ADDED TO THE THREE F'S THAT EASTERN HILLS HAD, IT DOESN'T GO AWAY. IT'S ALMOST LIKE WE'RE BEING HELD ACCOUNTABLE AS A DISTRICT FOR THOSE THREE F'S. ALTHOUGH EASTERN HILLS IS CLOSED. SO SO I KNOW IT'S A LITTLE CONFUSING. BOTTOM LINE, IF NOLAN WERE TO RECEIVE AN F, WE'RE STILL DEALING WITH FOUR YEARS OF F IS THE TAKEAWAY FROM IT. DOCTOR OSBORNE TWO. THANK YOU. YES.

OKAY. MR. MR. REDWOOD, I'M SORRY, MR. GILCHRIST. MR. RAINWATER. YES, MADAM VICE PRESIDENT, LET'S GO. OKAY. SCENARIO. IF IF I MAY, MR. WILLIAMS, I I'M HAPPY TO LEAD THE BOARD THROUGH THE NEXT ROUND OF SLIDES HERE. SO THIS NEXT DOCTOR OSBORNE MENTIONED THAT YOU WOULD SEE THIS SLIDE. WE'RE MOVING NOW ON TO THE DISCUSSION OF PALO ALTO MIDDLE SCHOOL. WE ORIGINALLY PRESENTED THREE OPTIONS THAT THROUGH THE COMMUNITY FEEDBACK, THROUGH DISCUSSIONS WITH THE COMMUNITY AT THE COMMUNITY MEETINGS, THROUGH DISCUSSIONS WITH BOARD MEMBERS, WE ULTIMATELY LANDED ON A CLOSER ANALYSIS OF THE TWO SCENARIOS YOU SEE HERE CLOSURE OR 1882. AND SO WE DEVELOPED A SWOT ANALYSIS FOR BOTH OPTIONS TO GO THROUGH FOR YOU, MEMBERS OF THE BOARD AND FOR THE PUBLIC. LET'S TALK FIRST ABOUT CLOSURE, THE STRENGTHS OF CLOSING PALO ALTO IS THERE'S A SIGNIFICANT POSITIVE IMPACT ON THE BUDGET, ONE THAT CANNOT BE UNDERSTATED IS THE RECOMMENDATION IS TO CLOSE PALO ALTO AND CREATE AND USE THE FACILITY FOR A NEW DEEP FACILITY. THE. AND THIS IS THE ONLY FORESEEABLE PATH FOR A NEW FACILITY IN THE COMING YEARS.

IT IS THE MOST COST EFFECTIVE AND REALLY IS THE ONLY WITHOUT SPENDING A SIGNIFICANT AMOUNT OF DISTRICT FUNDS. ADDITIONALLY, THERE WAS COMMUNITY SUPPORT FOR THE CLOSURE OF PALO ALTO, AS YOU'LL SEE MOMENTARILY. AND THIS THE CLOSURE OF PALO ALTO IS THE ONLY SCENARIO THAT HELPS TO FILL THE JIMMY FACILITY, WHICH IS CURRENTLY AT 44% CAPACITY. IT IS THE NEWEST FACILITY. IT IS THE NICEST MIDDLE SCHOOL FACILITY IN THE DISTRICT, AND IT'S CURRENTLY AT 44% CAPACITY. AND BY CLOSING PALO ALTO, YOU'RE ESSENTIALLY AND REDRAWING THE ZONES. YOU'RE ESSENTIALLY PUSHING STUDENTS TO SCHOOLS TO THE SOUTH AND INCREASING THE UTILIZATION. AT.

JIMMY, THE WEAKNESSES OF THIS SCENARIO WE'VE ALREADY DISCUSSED TONIGHT, THE T RATING FOLLOWS THE PLURALITY OF THE STUDENTS, WHICH IN THIS CASE, THE PLURALITY OF PALO ALTO STUDENTS WILL GO TO PATTERSON MIDDLE SCHOOL. AND THEN YOU WILL ONLY HAVE ONE YEAR TO ELIMINATE THAT GHOST ACCOUNTABILITY RATING FOR PALO ALTO MIDDLE SCHOOL. THE OPPORTUNITIES WE'VE ALREADY TALKED ABOUT, IT'S A COST EFFECTIVE SCENARIO FOR BRINGING IN A NEW FACILITY TO THE DISTRICT. AND THEN THE THREAT IS THE POTENTIAL FIVE YEARS OF ACADEMICALLY UNACCEPTABLE RATINGS AND THE POTENTIAL IMPACT ON PATTERSON AND LIVE OAK RIDGE, WHICH ARE ACCEPTING THE VAST MAJORITY OF PALO ALTO STUDENTS SHIFTING TO THE 1882 OPTION. THE STRENGTHS OF THAT 1882 MODELS HAVE A STRONG RECORD OF POSITIVE ACADEMIC

[03:30:07]

AND THE THREAT WE TALKED A LITTLE BIT ABOUT IT TONIGHT. I THINK MR. CLARK'S PRESENTATION MAY BE HELPED ASSUAGE SOME OF THE FEARS THAT BOARD MEMBERS HAVE RAISED PREVIOUSLY ABOUT THE THE DISTRICT POTENTIALLY LOSING ITS HIGHEST QUALITY TEACHERS TO AN 1882 OPERATOR.

BUT WE HAVE TALKED ABOUT MIDDLE SCHOOL VACANCIES IN THE DISTRICT. AND ESSENTIALLY YOU NEED AS MANY MIDDLE SCHOOL TEACHERS AS YOU CAN GET GIVEN THE NUMBER OF VACANCIES AND THE NUMBER OF UNCERTIFIED TEACHERS. SO BRINGING PALO ALTO OFFLINE DOES HELP YOU WITH YOUR TEACHER VACANCY ISSUE. TO LOOK AT THE NUMBERS, THE CLOSURE OF PALO ALTO HAD A MAJORITY OF SUPPORT, BOTH FROM STAFF AND FROM THE COMMUNITY. I THINK IT'S NOTABLE THAT ONE OF THE COMMUNITY ENGAGEMENT MEETINGS, A TEACHER WHO HAS BEEN AT PALO ALTO FOR OVER TEN YEARS, ADVOCATED FOR THE CLOSURE OF THE SCHOOL. THEY BELIEVED IT WAS THE BEST OPTION FOR THE CAMPUS. THE PROJECTED SAVINGS ARE ROUGHLY $10 MILLION AND AGAIN, NOT INCLUDED IN THE SAVINGS YOU'LL SEE TONIGHT. BUT FINANCIAL MODELING INDICATES THAT CONVERTING PALO ALTO TO A NEW DAP SAVES THE DISTRICT ROUGHLY $20 MILLION VERSUS RENOVATING AN OLD ELEMENTARY SCHOOL CAMPUS LIKE THE SUGARLOAF CAMPUS, FOR EXAMPLE, SO THAT SAVINGS IS NOT RECOGNIZED TONIGHT, BUT IT IS SAVINGS THAT THE DISTRICT COULD POTENTIALLY REALIZE SHOULD THEY CHOOSE TO MOVE FORWARD. I THINK IT IS ALSO IMPORTANT TO NOTE, DOCTOR, DOCTOR DAVIS, YOU MENTIONED T SORT OF RESPONSE AS TO WHETHER OR NOT CLOSURE OF PALO ALTO WOULD BE AN OPTION. IT IS AN OPTION. IT IS A RISKIER OPTION THAN THE CLOSURE OF EASTERN HILLS, BECAUSE PALO ALTO IS ONE YEAR FURTHER DOWN THE ACCOUNTABILITY TIMELINE. AND THEN LATER TONIGHT YOU WILL SEE SOME RECOMMENDATIONS ABOUT HOW TO SUPPORT STUDENTS AT THOSE RECEIVING CAMPUSES. PATTERSON, LIVE OAK RIDGE, THOSE WILL COME UP AGAIN TONIGHT. I JUST WANT TO DRAW THE DISTINCTION HERE BETWEEN THE COMMUNITY SUPPORT FOR SEVEN VERSUS THE COMMUNITY SUPPORT FOR SEVEN C THERE'S A SIGNIFICANT DIFFERENCE IN THE SUPPORT FOR AN 1882 MODEL AT PALO ALTO, AND STRONG OPPOSITION FROM STAFF AND ROUGHLY HALF AND HALF FROM COMMUNITY MEMBERS. THIS IS THE MAP FOR SCENARIO SEVEN A, WHICH INVOLVES THE REDRAWING OF BOUNDARIES. AND AS YOU CAN SEE, I'VE TALKED EXTENSIVELY ABOUT PUSHING STUDENTS TO JIMMIE DON AYCOCK, WHICH IS LOCATED HERE.

YOU SEE THIS SECTION OF THE CURRENT PATTERSON MIDDLE SCHOOL ZONE WOULD BE SHIFTED TO JIMMIE DON AYCOCK, AS WELL AS THIS SECTION FROM THE CURRENT LIBERTY HILL ZONE. THE LIBERTY HILL ZONE WOULD INCORPORATE SOME PATTERSON STUDENTS, SOME MAINOR STUDENTS, AND SOME LIBERTY HILL STUDENTS. AND THEN THIS GRAY ZONE IS PALO ALTO. THE MAJORITY OF THOSE STUDENTS WOULD HEAD TO PATTERSON MIDDLE. SOME OF THESE STUDENTS WOULD HEAD TO LIVE OAK RIDGE, AND A SMALL SECTION OF STUDENTS WOULD HEAD TO ROY J. SMITH. WE KEEP GOING BACK TO THE NARRATIVE OF STUDENTS AT HIGHER PERFORMING CAMPUSES AND HIGHER QUALITY SCHOOLS, AND WE ACCOMPLISHED THAT THROUGH THIS RECOMMENDATION, ESPECIALLY NOT JUST FOR THE STUDENTS AT PALO ALTO, BUT FOR THOSE STUDENTS THAT ARE MOVING TO JIMMY DON AYCOCK, AS WELL AS IN TERMS OF HIGHER QUALITY SCHOOLS. YES, MA'AM. GO BACK TO THE SLIDE THAT SHOWS THE PARENTS THAT CONSIDER. SO THIS IS FOR 1882. WOULD YOU LIKE TO SEE THIS OR FOR THE CLOSURE? THANK YOU. ANY OTHER QUESTIONS? BEFORE I MOVE ON TO THE MAIN SCENARIO. SO WE'RE GOING TO COME BACK AND THEN WE'RE GOING TO TAKE THEM AS A GROUP OF TWO FOR DISCUSSIONS. OKAY I'LL HOLD.

MOVING ON TO SCENARIO EIGHT B THIS RECOMMENDATION IS TO USE T IF THEY'RE AVAILABLE AND

[03:35:05]

SHOULD THIS RECOMMENDATION MOVE FORWARD, AND SHOULD THE DISTRICT FIND A TURNAROUND PARTNER FOR THE SCHOOL, THERE ARE SOME STUDENTS FROM RANCIER THAT WOULD ATTEND MAYNARD.

THERE ARE SOME STUDENTS FROM EASTERN HILL, EASTERN HILLS THAT WOULD ATTEND MAYNARD.

THESE STUDENTS WILL CONTINUE TO BE DISTRICT STUDENTS. THEY WILL CONTINUE TO BE YOU KNOW, THEY WILL CONTINUE TO MATRICULATE ON TO KILLEEN HIGH SCHOOL OR MAYBE SOME TO HARKER HEIGHTS HIGH SCHOOL. AND THEY VERY LIKELY WILL CONTINUE TO BE MAYNARD MIDDLE SCHOOL. WHAT ARE THEY, MUSTANGS. IS THAT RIGHT? RAMS MAYNARD RAMS. SORRY, GOT MY ALLITERATION WRONG. WOW. WOW.

THAT WAS A BIG MISTAKE. BIG MISTAKE MAYNARD. RAMS GO RAMS. SORRY RAMS. SO SO I JUST WANTED TO CALL OUT THAT THERE WOULD BE THERE WOULD BE AN INCREASE OF STUDENTS THAT ARE THAT ARE ZONED TO MAYNOR. THAT'S THE PROJECTED ENROLLMENT RIGHT THERE. AND WHILE THE WE KEEP TALKING ABOUT HIGHER QUALITY FACILITIES AND HIGHER PERFORMING CAMPUSES, YOU WILL SEE A TOTAL LATER ON TONIGHT OF THE STUDENTS THAT ARE MOVING TO HIGHER PERFORMING CAMPUSES, THE STUDENTS AT MAYNARD ARE NOT INCORPORATED INTO THAT. AND THAT'S THAT'S BY DESIGN BECAUSE THEY HAVEN'T RECEIVED THOSE RESULTS YET. BUT IT IS AN EDUCATED GUESS THAT THOSE STUDENTS WILL HAVE INCREASED ACADEMIC PERFORMANCE AS WELL. YES, MA'AM. TWO NOTES RELATED TO THIS SCENARIO RECOMMENDATION THAT ARE IMPORTANT TO UNDERSCORE. MAYNARD MIDDLE SCHOOL IS CURRENTLY HOUSING OUR FUNCTIONAL SKILLS PROGRAM. SO WE'VE ALREADY BEGUN TO DIALOG ABOUT THE FRAGILITY OF NOT ONLY THOSE STUDENTS AND THEIR NEEDS, BUT ALSO THEIR FAMILIES. SO THAT WILL NEED TO CONTINUE TO BE A DISCUSSION SHOULD THAT CAMPUS BECOME 1882. BECAUSE FUNCTIONAL SKILLS IS, OF COURSE, VERY DIFFERENT THAN RESOURCE OR INCLUSION. SO JUST WANT TO PUT THAT OUT THERE FOR THE BOARD. ALSO, WITH THE CHANGES IN ENROLLMENT ZONES, WE WOULD HAVE STUDENTS THAT ARE CURRENTLY AT MAYNARD MIDDLE SCHOOL THAT WOULD GO INTO AN ENROLLMENT ZONE THAT WAS NOT AN 1882 SCHOOL, AND WE WOULD HAVE STUDENTS AT NON MAYNARD CAMPUS CAMPUSES THAT WOULD COME INTO THE MAYNARD ZONE. FOR EXAMPLE, AS OLIN HIGHLIGHTED, THE GREEN BOX UP IN THE CORNER THAT'S CURRENTLY RANCIER THAT WE WOULD NEED TO BE PROACTIVE, CLEAR AND TRANSPARENT WITH THOSE FAMILIES THAT THEY HAVE MOVED INTO THE ENROLLMENT ZONE OF A CAMPUS THAT THE BOARD MAY BE APPROVING TO BECOME 1882. SO THOSE ARE TWO JUST CRITICAL DETAILS FOR OUR COMMUNITY AND FOR THE BOARD AS WELL. MR. GILCHRIST. WITH THE 1882 MAYNARD SITUATION, THEY'RE NOT GOING TO BE ON THE SAME SCHEDULE AS US. SO THOSE KIDS WILL BE GOING TO SCHOOL WHEN THEIR NEIGHBORS WILL BE OUT FOR BREAKS AND STUFF. YES. YES, SIR. THAT'S CORRECT. ONE OF THE DIFFERENCES IN THE PROGRAM, AND SUPERINTENDENT CRADDOCK DESCRIBED IT, THE AMOUNT OF DAYS FOR TEACHERS IS DIFFERENT. THE AMOUNT OF TIME FOR STUDENTS IS DIFFERENT AS WELL. AND THAT IS A PART OF ENHANCING THE INSTRUCTIONAL PROGRAM THAT THEY PROVIDE. BUT

[03:40:04]

AND SO WHILE KILLEEN IS CURRENTLY TAKING INTO ACCOUNT MILITARY HOLIDAYS AND MILITARY BREAKS, THAT DOESN'T NECESSARILY MEAN THAT THIRD FUTURE WILL NOT DO THE SAME THING. MADAM VICE PRESIDENT, MAYBE WE SHOULD MIRROR OUR SCHEDULE WITH THEIRS. I'M JOKING, I'M JOKING. BUT THE KIDS GOING FROM RANCIER TO MAYNOR. ARE THOSE PARENTS GOING TO HAVE A CHOICE? PART OF OUR DECISION MAKING PROCESS THAT WILL HAVE TO HAPPEN AFTER NEXT TUESDAY IS UPDATING OUR PROCEDURES RELATED TO TRANSFERS, AND WE WILL NEED TO DO THAT QUITE RAPIDLY. I'VE BEGUN TO HAVE THOSE CONVERSATIONS WITHIN STUDENTS SUPPORT SERVICES. IN FACT, TOMORROW AT CROSS-DIVISIONAL WILL BE BRINGING A DRAFT PROPOSAL FOR APPROACH TO DNF TRANSFERS FOR CAMPUSES THAT ARE CURRENTLY OR DNF. WE WILL ALSO NEED TO ADD TO THAT HOW WE APPROACH 1882. SO WE WOULD BE PROVIDING THAT INFORMATION VERY SOON THEREAFTER. SO IF STUDENTS STUDENTS WHO ARE CONSIDERED THE ARE FAILING ELEMENTS IN, LET'S SAY, RANCIER OR OR MAYNOR AND THEY START TRANSFERRING OUT TO OTHER SCHOOLS, THAT RATING STILL FOLLOWS THEM, DOES IT NOT? THAT WOULD BE THAT. NO, MA'AM. THAT IS DIFFERENT. THAT WOULD BE PARENTS MAKING THE CHOICE TO BE IN A DIFFERENT DISTRICT SCHOOL BASED ON OUR PROCEDURE THAT WE HAVE IN PLACE FOR WHAT'S ALLOWABLE. OKAY. THANK YOU, DOCTOR OSBORNE, I WILL.

AND DOCTOR DAVIS, I DO THINK WE ARE GOING TO HAVE TO THINK LONG AND HARD ABOUT THAT TRANSFER POLICY, BECAUSE I CAN TELL YOU, I DON'T THINK IT'S FAIR THAT IF YOU'RE AT ONE SCHOOL AND YOU GET REZONED INTO A CHARTER SCHOOL AND YOUR PARENTS ARE LIKE, WHOA, WHAT? JUST THAT'S DEFINITELY NOT A CHOICE. I GET THE THE KIDS WHO ARE IN THERE. AND SO I JUST THINK WE HAVE TO REALLY THINK LONG AND HARD ABOUT HOW THAT TRANSFER PROCESS IS GOING TO WORK. AND WE PROBABLY NEED TO LOOK AT THE THE IMPACT BASED ON IF THERE WAS A 100% TRANSFER OF EVERYONE WHO WOULD BE REZONED FROM A RANCH IN EASTERN HILLS IF THEY ALL OPTED TO NOT GO AND TRANSFER, WE NEED TO BE RUNNING THAT SCENARIO, BECAUSE THAT'LL BE ONE THING THAT WILL GET SOME PEOPLE SHOWING UP HERE RIGHT AT THE PODIUM THERE. IT'S ONE MORE AREA AND YOU CAN SEE IT PRETTY CLEARLY WHERE YOU SEE 138 118 ONE 2122 THOSE WOULD BE STUDENTS THAT WERE AT EASTERN HILLS IN THIS SCHOOL YEAR THAT WOULD ALSO SIMILARLY MOVE INTO THE MAYNOR ZONE. SO WE WOULD BE DOING ANALYSIS ON THAT YELLOW PIECE, THAT GREEN PIECE AT THE TOP. WE'VE ALSO DISCUSSED THE IMPACT OF THE NUMBER OF SPECIAL EDUCATION STUDENTS THAT ARE AT MAYNOR MIDDLE SCHOOL. IT'S JUST UNDER 200 OF THE 570 STUDENTS OR SO, 592. SO THERE'S ABOUT A THIRD OF THE STUDENTS AT MAYNARD MIDDLE SCHOOL THAT ARE SPECIAL EDUCATION, THAT PARENTS MAY CHOOSE AN ALTERNATE OPTION.

[03:45:01]

WE'VE DISCUSSED OUR CURRENT GRANDFATHERING IN ADDITION TO WHAT WE WOULD NEED TO DO FOR DNF AS WELL AS 1882, BUT THOSE ARE ADMINISTRATIVE PROCEDURES. SO WE DRAFT THOSE WITHIN OUR DEPARTMENTS. WE BRING THEM TO CROSS DIVISIONAL. WE DO A RED MARKUP, WE PROVIDE FEEDBACK AND THEN WE DO A FINAL APPROVAL AT SENIOR STAFF. BUT SOMETHING OF THAT NATURE WE WOULD MOST CERTAINLY BRING PUBLICLY TO THE BOARD TO DISCUSS, SO THAT THE COMMUNITY AND PUBLIC KNEW THAT INFORMATION AS WELL. THANK YOU, MADAM VICE PRESIDENT. SO, DOCTOR OSBORNE, WHEN WE TALK ABOUT TRANSFERS, MILITARY FAMILIES GET TO CHOOSE THE THEY CAN GO TO DISTRICTS AS THEY CHOOSE TO. ARE THEY ALSO ABLE TO CHOOSE THE SCHOOLS WITHIN OUR DISTRICT? YES. YES. SO I'M GETTING HARD NODS THAT THAT'S AFFIRMATIVE. ACROSS FROM ACROSS. THAT'S WHAT I THOUGHT AS WELL.

SO TO MR. GILCHRIST'S POINT, THAT WOULD MAYBE ELIMINATE SOME OF THAT CONCERN, BUT MAYBE NOT.

BUT MILITARY FAMILIES, I JUST WANT TO MAKE SURE THEY HAVE CHOICES AS WELL. YES, SIR. OKAY.

I UNDERSTAND WHAT YOU'RE SAYING, MISS MISS JONES, BUT BUT HERE'S THE ISSUE. THE PEOPLE THAT LIVE IN THAT COMMUNITY, WHAT I'M TALKING ABOUT ARE THE LOWER ENLISTED PEOPLE THAT ARE, YOU KNOW, THAT THEY CAN'T AFFORD TO TAKE THEIR KIDS TO A DIFFERENT SCHOOL. THEY DON'T HAVE THE TRANSPORTATION ACCESS, AND THEY DON'T THEY DON'T HAVE THE ABILITY TO ONE OF THEM NOT WORK OR GO TO WORK LATER. THEY PROBABLY PRETTY BOTH WORKING EIGHT, TEN HOURS A DAY. THE KIDS ARE LATCHKEY KIDS, BASICALLY AT MIDDLE SCHOOL AGE. JUST I'M JUST LISTENING. I'M JUST LOOKING AT THE DYNAMICS. AND I KNOW IT BECAUSE MY CHURCH IS IN THAT COMMUNITY. SO I KNOW WHAT KIND OF PEOPLE LIVE OVER THERE. AND I'M I'M JUST SAYING DEMOGRAPHICALLY, ECONOMICALLY, THAT'S GOING TO IMPACT SOME OF OUR LOWER ENLISTED PEOPLE. MR. RAINWATER. I'M SORRY, I'M JUST A LITTLE UNCOMFORTABLE WITH MOVING MORE STUDENTS INTO MINOR AND MAKING IT LARGER AND PERHAPS INCREASING. MAKING IT MORE DIFFICULT FOR STUDENT PERFORMANCE. I THOUGHT WE WERE TRYING TO GET AWAY FROM THAT, BUT. I'LL LET OFF THE TOP OF YOUR HEAD. WHAT'S GOING TO BE THE INCREASE AT MAYNOR? SO THE MAYNOR WILL BE ABOUT 60 STUDENTS. MAYNOR INCREASE WILL BE ABOUT 60 STUDENTS. AND THAT ACCOUNTS FOR THE INCREASE IN STUDENTS COMING FROM RANCIER, BUT ALSO THE DECREASE IN THIS SECTION DOWN HERE. YOU SEE THESE STUDENTS ARE MOVING FROM MAYNOR TO LIBERTY HILL. DOES THAT MAKE YOU FEEL BETTER? MR. YES. THANK YOU, THANK YOU. MR. MINTZ. I JUST THINK WE OUGHT NOT TO LOSE SIGHT OF THE FACT THAT THE WHOLE PURPOSE OF DOING THE 1882 IS TO PUT KIDS INTO A BETTER INSTRUCTIONAL ENVIRONMENT. SO WE'RE TAKING 60 KIDS AND PUTTING THEM INTO A BETTER SCHOOL, LIKE, I THINK I THINK WE'RE JUST KIND OF LOSING SIGHT OF THAT. SO THIS NEXT SLIDE WAS PRESIDENT WILLIAMS WAS TO TURN IT OVER TO YOU TO LEAD THE DISCUSSION ON PALO ALTO. AND MAYNOR, I THINK WE'VE WE'VE GONE DEEP INTO MAYNOR, BUT WE STILL HAVE A PALO ALTO DISCUSSION PERHAPS TO HAVE. YES. AND SO I CAN TELL YOU, FOR ME, PALO ALTO, MY MY CONCERN IS WITH THE REZONING, BECAUSE TO ME, IT'S I SUPPORT THE MOVE.

BUT I THINK YOU'RE REBUILDING TWO SCHOOLS. WHEN I SAY REBUILDING, IN ESSENCE, YOU'RE TURNING JADA INTO PATTERSON. AND PATTERSON IS GOING TO BECOME THE NEW PALO ALTO. WHEN I SAY THAT BECAUSE OF THE NUMBER OF KIDS AND I TALKED TO YOU ABOUT THIS IN OUR OUR ONE ON ONE, I MEAN, PATTERSON IS A TREMENDOUSLY TRADITION RICH CAMPUS. AND I'M JUST SAYING THAT THAT STAFF, I MEAN, THEIR WORLD IS GOING TO TURN AS THEY KNOW IT. IT'LL BE DIFFERENT NOW.

THERE ARE KIDS AND WE LOVE THEM ALL, BUT WE NEED TO BE MINDFUL OF THAT BECAUSE IT'S JUST A PRETTY BIG SHIFT. I MEAN, IT'S I MEAN, IT'S HUGE. I MEAN, I DON'T KNOW IF ANYONE ELSE KNOWS,

[03:50:03]

OKAY. YEAH. NOT ALL NOT ALL THE MIDDLE SCHOOLS ARE LIKE NOLAN IS NOT ELIGIBLE THIS YEAR FOR SCHOOL ACTION FUND. BUT THAT DOESN'T MEAN YOU CAN'T PUT THE PROGRAM IN. IT'S JUST NICE TO HAVE THE OPPORTUNITY TO HAVE ADDITIONAL SUPPORT AND FUNDING FROM TDA. I DO ALSO WANT TO POINT OUT WE'VE TALKED ABOUT MIDDLE SCHOOL CAPACITY A LOT. DOCTOR DAVIS HAS BROUGHT UP THROUGHOUT THIS PROCESS A FAIR POINT THAT, YOU KNOW, IF YOU'RE IMPLEMENTING 1882, IF YOU'RE IMPLEMENTING ACE, YOU DO RUN THE RISK OF YOUR HIGHEST QUALITY TEACHERS GOING TO THOSE CAMPUSES WHERE THEY CAN RECEIVE ADDITIONAL ADDITIONAL SALARY OR ADDITIONAL STIPENDS. YOU COULD SEE THAT AS A PROBLEM. YOU COULD SEE THAT AS A BENEFIT, BUT THAT IS A POTENTIAL REALITY.

IF YOU DO IMPLEMENT ACE AT MULTIPLE CAMPUSES ACROSS THE DISTRICT. AND ELON JUST TOLD ME SO, I'M SORRY, MR. GOKU. SO WHERE DO WE GO FROM CAPACITY WISE? JD GOES FROM 40 SOMETHING PERCENT. IT GOES FROM. SO THE CURRENT UTILIZATION THAT YOU SEE UP THERE, THAT WAS THE 2425 UTILIZATION, BECAUSE WE WANTED TO USE THE ONLY OFFICIAL NUMBERS THAT WE HAD, IT WAS AT 41% AS OF A COUPLE OF WEEKS AGO, IT WAS AT 44% UTILIZATION. AND IF THIS MOVES FORWARD, IT WOULD BE AT 66% UTILIZATION. SO IN ESSENCE, THAT'S THE MIDDLE SCHOOL THAT WILL TAKE ON ANY GROWTH THAT THAT WE WOULD HAVE IN THE DISTRICT THAT WOULD DRIVE HOW WE SHIFT. I'M LOOKING AT ADAM. SO OKAY, MR. GILCHRIST, I JUST I WOULD ASK DOCTOR DAVIS. TO SEE IF THERE'S A WAY WE CAN.

WE GOTTA GET A BETTER WAY OF COMMUNICATING WITH THESE PEOPLE. WE CAN MAKE AN IMPACT SOMEHOW.

WE GOTTA REACH THAT COMMUNITY AND THOSE KIDS AND THOSE PARENTS AND LET THEM KNOW WE'RE GIVING TO HELP YOU, REALLY HELP YOU. BUT IT'S GOT TO BE COMMUNICATED PROPERLY. I JUST FEEL LIKE IF WE DON'T DO THIS RIGHT, WE'RE GOING TO HAVE A REVOLT BASICALLY IN THAT AREA WHEN WE'RE REALLY TRYING TO HELP THEM, BUT THEY DON'T UNDERSTAND IT. THAT'S ALL I'M SAYING. I JUST THINK WE NEED TO MAKE SURE WE UNDERSTAND IT. BUT DO THE PARENTS AND THE STUDENTS, ARE THEY GOING TO BE ABLE TO RECEIVE THIS AND SAY, IT'S REALLY FOR OUR BENEFIT? THAT'S ALL I'M SAYING. AND I AGREE WITH MR. GILCHRIST. THIS IS ONE THAT IT JUST CAN'T BE. SOCIAL MEDIA POSTS ON FACEBOOK AND EMAILS. IT NEEDS TO BE SEND HOME LETTERS. IT NEEDS TO BE COMMUNITY FORUMS WHERE PEOPLE GET AN OPPORTUNITY TO COME IN AND ASK QUESTIONS. WHAT DOES THIS LOOK LIKE FOR ME AND MY FAMILY AS IT PERTAINS TO MAINERS TRANSITION POTENTIALLY TO 1882, AS WELL AS THE CLOSURE OF THE OTHER SCHOOLS? BECAUSE IT'S ONE THING BECAUSE I PROMISE YOU THAT EVERY PARENT IN THIS ATTENDANCE ZONE, I'M GOING TO GUESS 75% OF THEM WEREN'T IN THIS SURVEY. THAT'S THAT'S WHAT I'M GOING TO GUESS TO YOU ALL. AND SO SO THEY'RE GOING TO PAY ATTENTION AT THIS POINT IN TIME. AND SO WE JUST NEED TO MAKE SURE WE EXTEND

[03:55:02]

AS PASTOR GILCHRIST HAS SAID AS TRUSTEE GILCHRIST WAS SAYING. SO. SO I THINK THAT'S A GREAT POINT. IF I COULD JUST BUILD OFF OF IT. I THINK, YOU KNOW, THE WE'VE GONE THROUGH A LONG PROCESS FROM JANUARY TO NOW TO GET TO THESE FINAL RECOMMENDATIONS THAT YOU'LL BE VOTING ON IN A WEEK. THE WORK CERTAINLY DOES NOT STOP ON OCTOBER 28TH. THE WORK, THE REAL WORK STARTS ON OCTOBER 28TH, AND THE DISTRICT, AS THE DISTRICT BEGINS TO IMPLEMENT THESE RECOMMENDATIONS. AND SO YOUR YOUR POINT IS VERY WELL TAKEN. I KNOW THAT THE DISTRICT STAFF HAS ALREADY BEEN THINKING ABOUT NOT ONLY WHAT THE SCHOOL WILL LOOK LIKE NEXT YEAR, BUT ALSO WHAT THE EXPERIENCE WILL BE FROM THE MOMENT THE BOARD VOTES ALL THE WAY TO THE FIRST DAY OF SCHOOL. MADAM SECRETARY, AND I ALSO HOPE THAT WE WOULD HAVE INTENTIONAL AND INDIVIDUAL INVITES TO CONVERSATIONS WITH THESE PEOPLE WHO ARE IMPACTED. OUR COMMUNITY MEMBERS, THEIR CHILDREN, VERSUS JUST SAYING, THIS IS WHAT WE'RE DOING. IT'S IN THE NEWSPAPER. IT'S OVER HERE ON FACEBOOK. IT'S IT'S GOT TO BE INTENTIONAL. AND I'M HOPING THAT WE HAVE A PLAN TO DO THAT. TRUSTEES. 1882 ANY OTHER DISCUSSIONS? PALO ALTO CLOSURE AND REZONE. ANY OTHER QUESTIONS? I WANT TO ADD TO IN THIS FOR DOCTOR DAVIS AND DOCTOR OSBORNE, WE TALK ABOUT COMMUNICATING TO THESE FAMILIES. BUT AS WE SIT HERE HAVING THIS DISCUSSION TONIGHT, IT IS SENDING WAVES THROUGH YOUR STAFF. AND SO IT IS MY DESIRE THAT WE GET OUT IN FRONT OF IT WITH THE STAFF BECAUSE THEY'RE, WELL, WHAT IS WHAT IS HAPPENING BECAUSE THEY'RE GOING TO ASSUME THEY'RE THEY'RE HERE. NO ONE'S COMPLAINING. EVERYBODY'S SAYING, HEY, SO THEY'RE GOING TO ASSUME IT TO BE STAMPED. AND IT'S IT'S HAPPENING. IT'S JUST COUNTING DOWN SEVEN DAYS. BUT WE JUST NEED TO BE OUT IN FRONT OF THAT. BECAUSE HERE'S WHAT I'LL TELL YOU. THERE'S A PRINCIPAL AT PALO ALTO. THERE'S AN ASSISTANT PRINCIPAL. PEOPLE ARE GOING, WHAT HAPPENS TO ME? THEY START DOING THE MATH AND FIGURE OUT WHAT WHERE THEIR LANDING SPOT IS. AND I THINK WE NEED TO BE MINDFUL IF THERE'S A PRINCIPAL AT MAYNOR THAT MAY HAVE BEEN WATCHING AND HE'S GOING, HEY, I'M THE PRINCIPAL AT MAYNOR, AND HE'S HEARING THIS GUY GIVE THIS PRESENTATION GOING, OH, THAT'S HE'S MAKING A IT'S THEIR LIVELIHOOD. IT'S HOW THEY FEED THEIR FAMILIES, HOW THEY GO ON FAMILY VACATIONS. AND WE NEED WE NEED TO BE BEYOND MINDFUL OF THAT AND COMMUNICATING THAT TO THEM. THEIR TEACHERS AT MAYNOR THAT ARE HEARING THE MATH 3333 AND 33 GOING, OOH, AND I GOT TO GO IN AND I GOT TO DO THIS. WE NEED TO BE MINDFUL OF THAT AND SYMPATHETIC AND HELPING PEOPLE UNDERSTAND WHAT THEIR FUTURE IS WITH OUR ORGANIZATION. AND WE CAN'T BE SLOW ON THAT. WE'VE GOT TO BE VERY, VERY QUICK AND INTENTIONAL IN THOSE CONVERSATIONS. MR. RAINWATER, WE'RE SPEAKING OF STAFF. I THINK WE NEED TO BE INTENTIONAL ABOUT BALANCING THE NUMBER OF TEACHERS TO LEAVE A CAMPUS AND PERHAPS DESERT A CAMPUS IN FAVOR OF ANOTHER CAMPUS FOR WHATEVER REASON, AND MAKE SURE WE HAVE A BALANCE THAT ALLOWS US TO GET OUR PERFORMANCE IN PLACE WITH OUR KIDS. MR. SUPERINTENDENT. YEAH, IF I MAY. SO I'M TRACKING WITH WITH YOU ALL ABSOLUTELY HAVE MET TODAY. AS A MATTER OF FACT, I KNOW FOLKS WILL BE TUNING IN TO ALL IMPACTED LEADERS. RIGHT. AND AND SO WE WILL OF COURSE WANTS THE BOARD TAKE ACTION. RIGHT.

WE DON'T WANT TO GET GET AHEAD OF OURSELVES. SO WE WILL BE PLANNING FACULTY MEETINGS AND DOING ALL THOSE THINGS COMMUNICATING BECAUSE YOU'RE ABSOLUTELY CORRECT. I MEAN, STAFF HAS ALREADY BEEN TRACKING, RIGHT? FOLKS ARE HEARING THEY KNOW WHAT'S AT STAKE HERE.

RIGHT? SO SO THEY'RE NOT OBLIVIOUS TO WHAT'S HAPPENING, BUT IT'S A MATTER OF HOW IT WILL IMPACT THEM. SO JUST KNOW THAT WE ARE PLANNING WITH LEADERS AGAIN, HAVE MET WITH ALL IMPACTED POTENTIAL CAMPUSES, AND WE'LL BE PLANNING THAT AS SOON AS THE BOARD TAKES ACTION.

THANK YOU. SO LAST CALL, PALO ALTO. MADAM CAPITO, I JUST WANT TO REITERATE ABOUT THE COMMUNITY COMMUNICATION. I THINK I TALKED A LOT ABOUT THAT WHEN WE MET SEVERAL TIMES, IS JUST BEING PROACTIVE SO THAT PEOPLE KNOW AND I KNOW PEOPLE ARE SAYING THAT. BUT I THINK IT IS IMPORTANT THAT WE CONTINUE TO DRILL THAT IN BECAUSE THEY OFTEN FEEL LIKE THEY DIDN'T HEAR IT. AND SOCIAL MEDIA IS NOT THE ONLY PLACE THAT WE CAN DO IT. WE NEED TO DO IT

[04:00:05]

THERE ARE A SMALL NUMBER OF RECOMMENDATIONS THAT WE'RE PRESENTING TONIGHT AND SUGGESTING THAT YOU MODIFY AND MOVE THESE FORWARD. THE FIRST MODIFY AND MOVE FORWARD RECOMMENDATION IS THE CONSOLIDATION OF CEDAR VALLEY AND TIMBER RIDGE ELEMENTARY SCHOOL, AND SOME STUDENTS THAT ARE CURRENTLY ZONED TO TIMBER RIDGE, BEING REZONED TO MOD MORE WOOD. THE MODIFICATION TO THIS RECOMMENDATION IS THAT YOU DELAY THAT CONSOLIDATION BY ONE YEAR, SO THAT IT NOT TAKE PLACE AT THE END OF THE 2526 SCHOOL YEAR, BUT THAT IT TAKE PLACE AT THE END OF THE 2627 SCHOOL YEAR. THE ONE OF THE REASONS FOR THAT MODIFICATION IS IT WILL THERE IS A LOT OF CHANGE INCLUDED IN THESE RECOMMENDATIONS. THERE IS A LOT OF IMPLEMENTATION NEEDS TO BE DONE. THERE ARE POTENTIALLY NEW MODELS COMING TO THE DISTRICT, NEW ACCOUNTABILITY FRAMEWORKS POTENTIALLY COMING TO THE DISTRICT. SO THERE, WHILE THIS IS INCLUDED IN A RECOMMENDATION FOR A VOTE NEXT WEEK, THE IMPLEMENTATION OF IT COULD POTENTIALLY BE PUSHED OFF UNTIL THE CONCLUSION OF THE 2627 SCHOOL YEAR. TO GIVE THE OTHER RECOMMENDATIONS, THE TIME AND ATTENTION THAT THEY NEED. THIS RECOMMENDATION WOULD SAVE OVER $15 MILLION IN THE NEXT FIVE YEARS, WHICH WOULD ESSENTIALLY BE FOUR YEARS OF THE SAVINGS THAT WAS ORIGINALLY PROJECTED. IT'S IMPORTANT TO POINT OUT THAT THE SUPPORT EXCUSE ME, THE OPPOSITION FOR THIS DID SLIGHTLY OUTWEIGH THE SUPPORT FOR THIS. IF YOU LOOK AT THE APPENDIX, MOST OF THE FEEDBACK WAS BASED IN FAMILIES EXPERIENCES AND WAS NOT BASED IN THE DATA THAT IS READILY APPARENT. THE SCHOOLS ARE UNDER CAPACITY. THOSE SCHOOLS ARE WITHIN ONE MILE OF EACH OTHER. AND IN THIS RECOMMENDATION, CEDAR VALLEY, YOU'RE MOVING 100% OF CEDAR VALLEY STUDENTS TO A HIGHER QUALITY CAMPUS. AND THOSE STUDENTS THAT ARE MOVING FROM TIMBER RIDGE TO MOORE WOOD ARE ALSO MOVING TO A HIGHER QUALITY CAMPUS. SO THIS DOES FIT THOSE TWO PILLARS OF MOVING STUDENTS TO HIGHER QUALITY CAMPUSES AND HIGHER PERFORMING CAMPUSES. THIS IS WHAT THE ENROLLMENT ZONE WOULD LOOK LIKE. YOU CAN SEE THE PROXIMITY OF THE SCHOOLS RIGHT THERE, AND THEN YOU CAN SEE THIS 241 AND 242 THIS IS A MORE NATURAL ENROLLMENT BOUNDARY. THERE IS A MAJOR ROAD RIGHT HERE. I DON'T REMEMBER WHAT IT IS. AND MY EYES ARE DEFINITELY NOT GOOD ENOUGH TO READ IT. BUT THESE STUDENTS WOULD SHIFT TO MOD MOORE WOOD, WHICH IS A NEWER AND HIGHER PERFORMING CAMPUS. IN FACT, SOME SOME PARTICIPANTS IN THIS SURVEY THAT LIVE IN THIS SECTION EXPLICITLY SAID THEY WERE LOOKING FORWARD TO BEING ZONED TO MOORE WOOD. THE NEXT RECOMMENDATION THAT WE ARE SAYING SHOULD BE MODIFIED AND MOVED FORWARD IS UTILIZING THE CAPACITY AT WILLOW SPRINGS TO IMPLEMENT ADDITIONAL BILINGUAL PROGRAMING AT THE SCHOOL. THE THE MODIFICATION TO THIS IS ONCE AGAIN TO MOVE IT FORWARD OR EXCUSE ME, DELAY THE IMPLEMENTATION BY ONE YEAR TO ALLOW DISTRICT STAFF AND THE COMMUNITY TO ADJUST TO THE RECOMMENDATIONS THAT ARE PUT FORTH FOR THE CONCLUSION OF THE 2526 SCHOOL YEAR. THIS DOES HAVE SOME COST TO THE DISTRICT. IT IS LESS THAN $1 MILLION OVER THE COURSE OF FIVE YEARS, SO YOU ARE ABLE TO USE SOME OF THE SAVINGS FROM YOUR OTHER RECOMMENDATIONS TO EXPAND ACCESS TO BILINGUAL PROGRAMING AT WILLOW SPRINGS. AND, YOU KNOW, IT'S THIS WAS AGAIN ONE OF THE IT WAS I BELIEVE IT WAS THE SECOND HIGHEST PERFORMING RECOMMENDATION ON THE SURVEY. AND THEN ONE OTHER RECOMMENDATION THAT WE ARE SUGGESTING YOU MODIFY AND MOVE FORWARD IS THE REIMAGINING OF CTE, STEM AND DUAL ENROLLMENT, DUAL ENROLLMENT PROGRAMING AT YOUR HIGH SCHOOLS. THERE WAS OVERWHELMING SUPPORT FOR THIS AS WELL. AS I MENTIONED, NEW PROGRAMING OFTEN GETS STRONG SUPPORT. THE PROJECTED BUDGETARY IMPACT RIGHT NOW IS, YOU KNOW, FOR THE DISTRICT TO STUDY THIS AND DEVELOP PLANS FOR IMPLEMENTATION TO INCREASE ACCESS TO THIS TYPE OF PROGRAMING, WE WANTED TO BE SURE TO INCLUDE THE WHAT WE ANTICIPATE THE FULL COST OF THAT WOULD BE. WHAT WE DID NOT

[04:05:02]

THE CTE AND STEM AND DUAL ENROLLMENT PROGRAMS BECAUSE IT TOUCHES EVERY HIGH SCHOOL IN OUR COMMUNITY, AND IT KIND OF CHANGES OUR THOUGHTS ABOUT THE CAREER CENTER AND OUR THOUGHTS ABOUT WHICH PROGRAMS ARE GOING TO BE ON HIGH SCHOOL CAMPUSES. IT HELPS, PERHAPS, KEEP THE CAREER CENTER IN PLACE WITHOUT BEING OVERLOADED. AND I DON'T KNOW WHAT'S EARLY COLLEGE, HOW THAT FITS INTO THIS. BUT, YOU KNOW, THEY'RE LIKE ON TWO DIFFERENT CAMPUSES. I THINK EARLY COLLEGE HAS TWO. OR IS IT THREE? IT'S TWO CAMPUSES. THAT'S CORRECT. SIR. YEAH. SO SOMEHOW THAT'S THERE'S A LOT POWERFUL THINGS THAT MAKE SIGNIFICANT CHANGES. AND THEN I READ ABOUT A STUDY TO BE CONDUCTED, CONDUCTED BY AN OUTSIDE THIRD PARTY, WHICH I JUST THINK THAT'S PRETTY REFRESHING TO ME. SO I JUST SEE THAT AS A VERY GOOD MOVE. AND, AND PLUS IT'LL GIVE US TIME TO STEAL THE WATERS A BIT. SO I REALLY SUPPORT THAT AND LIKE IT.

THESE ARE THE THREE SCENARIOS THAT WE ARE RECOMMENDING YOU MODIFY AND MOVE FORWARD TO THE MEETING NEXT WEEK FOR A VOTE. AND SO, PRESIDENT WILLIAMS, I'LL TURN IT BACK OVER TO YOU.

ALL RIGHT. CONSOLIDATE CEDAR VALLEY AND TIMBER RIDGE ELEMENTARY SCHOOL, WHICH IS BASICALLY THE CLOSURE OF CEDAR VALLEY, RELOCATING THE MAJORITY OF THOSE STUDENTS TO TIMBER RIDGE AND SOME TIMBER RIDGE STUDENTS BEING RELOCATED TO MAUDE MOORE WOOD. AND AS I UNDERSTAND THIS, ALAN, HELP ME OUT. YOU SAID THIS IS ALMOST BECOMING CEDAR VALLEY AT TIMBER RIDGE. YES, SIR. THAT'S CORRECT. AND I WILL ALSO SAY FROM THE FEEDBACK THAT WE RECEIVED IN THE SURVEY, WE WE KNOW THAT WE RECOGNIZE CEDAR VALLEY HAS A LONG AND POPULAR HISTORY. AND SO OBVIOUSLY, BY DELAYING THIS RECOMMENDATION FOR A YEAR, YOU WOULD ALLOW DISTRICT STAFF AND THOSE SCHOOL STAFF TO DEVELOP PLANS TO MAKE SURE YOU HONOR THAT HISTORY AND THAT YOU WEAVE IT INTO TIMBER RIDGE. I DO WANT TO POINT OUT IN THE SURVEY, THERE WAS A PERCEPTION THAT TIMBER RIDGE WAS SOMEHOW SIGNIFICANTLY LOWER PERFORMING THAN CEDAR VALLEY. THAT IS NOT THE CASE. THOSE CAMPUSES ARE VERY SIMILARLY PERFORMING, AND I BELIEVE BASED ON MEET THE MOST RECENT MEETS MASTERS, TIMBER RIDGE MAY BE SLIGHTLY AHEAD OF CEDAR VALLEY, SO THAT WAS A PERCEPTION THAT DIDN'T MATCH UP WITH THE DATA THAT TI RECENTLY RELEASED. SO, MR. MINTZ, I JUST I JUST THE CONSOLIDATION OF CEDAR VALLEY AND TIMBER RIDGE, I MEAN, IT SEEMS ALMOST LIKE A NO BRAINER. I'M NOT. IF WE'RE MAKING ALL THESE OTHER CHANGES, WHY AREN'T WE JUST DOING THE EASY ONE IN THERE? I'M NOT GOING TO DIE ON, ON ON THE HILL OVER IT, BUT TO ME, THAT SEEMS LIKE THAT'S EASY. THAT'S, YOU KNOW, WE'RE DOING ALL OF THIS CHANGE AT ONCE UNLESS THE STAFF COMES AND SAYS, NOW WAIT A MINUTE, THAT'S A BRIDGE TOO FAR. OKAY. BUT TO ME, I, I DON'T SEE WHY WE'RE WAITING ON THAT. MADAM CAPITO, YOUR THOUGHTS ON THE CEDAR VALLEY CLOSURE AND NOW YOUR THOUGHTS ON THE DELAY VERSUS GET HER DONE ASAP? I'M A FORMER DOLPHIN, SO I WILL MISS CEDAR VALLEY. BUT I WILL SAY THAT I UNDERSTAND THAT IT NEEDS TO OCCUR. I'M GOING TO SAY EXACTLY WHAT HE SAID. IF THE STAFF NEED THE DELAY FOR OPERATIONAL REASONS, I SUPPORT STAFF 100%. IF NOT, I DON'T SEE WHY WE DON'T DO IT SOONER. MADAM SECRETARY. THANK YOU SIR. I THINK WE NEED TO MAYBE FIND A WAY TO GET THE PULSE OF THE STAFF. BUT I ALSO SEE A NEED TO GO AHEAD AND DO IT NOW VERSUS LATER. BUT I THINK I WOULD MAKE MY DECISION BASED ON THE FINAL VOICE OF THE STAFF. REGARDING THE DELAY. THE DELAY? MR. GILCHRIST, I AGREE WITH MR. MISS WHY DELAY WAS INEVITABLE. IT'S GOING TO HAPPEN. AND IF IT'S NOT, IF THERE'S NO LEGITIMATE REASON OTHER THAN WE JUST WANT TO DELAY IT, WHY DELAY IT? IF WE'RE GOING TO DO IT, LET'S DO IT NOW. MR. RAINWATER, I WOULD DELAY IT SIMPLY, IF FOR NO OTHER REASON, TO TAKE THE BURDEN OFF OUR STAFF. IT'S JUST ONE LESS THING VERY BUSY STAFF HAS TO DO, AND THERE'S NO HARM IN DELAYING IT. NOT AT ALL. MADAM VICE

[04:10:05]

WE'RE DOING A LOT OF CLOSING SCHOOLS AND REZONING AND MOVING KIDS AROUND. BUT TO ME, CONSOLIDATING CEDAR VALLEY AND TIMBER RIDGE FALLS SQUARELY INTO THAT. IF YOU'RE TALKING ABOUT EXPANDING BILINGUAL PROGRAMING AND MOVING AROUND SOME PROGRAMING AT SCHOOLS, THAT SEEMS MORE OF A CURRICULUM, A CURRICULUM PROGRAMING THING, NOT NECESSARILY REZONING. SO I WOULD AND MAYBE THE 1.5 IS LET'S JUST HOLD OFF A YEAR ON THE CURRICULUM MOVING AROUND, BUT LET'S JUST WRAP CEDAR VALLEY INTO THE INTO THE REZONING AND SCHOOL CLOSURE.

DOCTOR OSBORNE, WE DID MEET AS A SENIOR STAFF TO DISCUSS ALL OF THE RECOMMENDATIONS THAT WERE BEING BROUGHT FORWARD. TODAY. THE GROUP OF MOVE FORWARD. AND JUST TO MAKE SURE WE CONTEXTUALIZE IT, WE HAVE INCLUDED CLOSED, PEEBLES CLOSED. HEY, BRANCH CLOSED, EASTERN HILLS CLOSED. PALO ALTO RELOCATE. INITIATE POTENTIALLY 1882 AT MANOR, WHICH IS ALSO A CLOSURE WHICH IS EMBEDDED AS WELL ENROLLMENT ZONE CHANGES AND THEN TAKING MULTIPLE PRE-K THREE PROGRAMS OFFLINE AND CHANGING SEVERAL CAMPUSES TO PRE-K FOUR THROUGH FIFTH GRADE, ONE OF WHICH FOR THE FIRST TIME. SO WHEN WE DISCUSS THE MAGNITUDE OF THAT IN CONJUNCTION WITH THE EXECUTION OF OUR TURNAROUND PLANS, CONSIDERATION FOR THOSE RECEIVING CAMPUSES THAT WILL HAVE A GHOST RATING THAT WE NEED TO MAKE SURE WE'RE EYES ON, LASER FOCUSED WITH, IN ADDITION TO THE PROCESS OF THE LIFT GRANTS. AND OLIN AND THE TEAM WILL TALK A LITTLE BIT ABOUT THE OPPORTUNITIES FOR ACE. WE WOULD STILL BE APPLYING FOR LASSO. WE HAVE A LIFT GRANT WE'RE LOOKING AT. WE HAVE A PREP GRANT THROUGH HR THAT WE'RE TAKING A LOOK AT. WE WOULD BE TAKING A LOOK AS WELL AT ACE UNDER THAT LASSO GRANT UMBRELLA. SO THAT IS JUST WHAT WE HAVE COOKING IN THE FIRE CURRENTLY. WHEN WE ALSO DISCUSSED CEDAR VALLEY TIMBER RIDGE, IT LOOKS A BIT DIFFERENT WITH THE SUPPORT. EITHER WAY, WE DO KNOW FROM THE STANDPOINT OF CAPACITY AND CLOSENESS AND EQUITY OF THE ACADEMICS AT THE SCHOOL. IT'S A RIGHT NEXT STEP. HOWEVER, ONE OF THE ATTACHMENTS THAT WE CONSIDERED AND DISCUSSED WAS ABOUT THE FUTURE OF PRE-K THREE. AND IF WE DID CONSOLIDATE CEDAR VALLEY INTO TIMBER RIDGE, HAVING THAT LOCATION OF THE BUILDING MIGHT BE THE NEXT HUB OF A PRE-K THREE CENTER. BUT THAT WOULD TAKE CURRICULUM AND FORWARD PLANNING. SO WITH ALL THE MAGNITUDE OF THE THINGS ON THE TABLE AND SOME IDEAS GENERATING IN THE BACKGROUND OF WHAT ABOUT WHAT WE MIGHT DO WITH THAT BUILDING SO THAT IT'S NOT EMPTY. AND ON THE BOOKS, AS WE HAVE SOME THAT ARE ALREADY IN THAT WAY. THAT IS HOW CEDAR VALLEY, TIMBER RIDGE AS A CONSOLIDATION, ENDED UP IN THE AMEND COLUMN. I WOULD I WOULD ENCOURAGE MY MY FELLOW TRUSTEES TO TO SHOW GRACE TO THE STAFF BECAUSE I, I HAVE I HAVE SIGNIFICANT CONCERNS ABOUT THE CAPACITY TO BE ABLE TO I JUST WANT TO ECHO WHAT YOU'RE SAYING. I DON'T SEE A NEED OF A BURNING, DRIVING NEED TO PLACE THIS BURDEN ON OUR STAFF. AND IT'S HOLISTICALLY. IT'S THIS REALLY ISN'T A HOLISTICALLY A PROGRAM. THIS IS ALMOST 50 OR 60 SEPARATE DIFFERENT PROGRAMS IN

[04:15:03]

NOW WE'RE MOVING TO THE BUCKET OF RECOMMENDATIONS THAT WE'RE SUGGESTING YOU NOT MOVE FORWARD AT NEXT WEEK'S BOARD MEETING. THE FIRST IS THE CLOSURE OF VENABLE VILLAGE ELEMENTARY.

THAT CLOSURE WOULD HAVE SENT STUDENTS TO MAXWELL AND MEADOWS BOARD MEMBERS. I KNOW YOU'RE FAMILIAR WITH THIS, BUT FOR MEMBERS OF THE COMMUNITY, VENABLE VILLAGE IS THE ONLY ENROLLMENT ZONE THAT HAS SOME STUDENTS THAT RESIDE ON POST AND SOME STUDENTS THAT RESIDE OFF POST. WE ULTIMATELY CHOSE NOT TO MOVE THIS RECOMMENDATION FORWARD TO YOU, IN LARGE PART BECAUSE OF SIGNIFICANT COMMUNITY OPPOSITION. THERE WAS MORE COMMUNITY OPPOSITION TO THIS THAN TO ANY OTHER RECOMMENDATION. IT ALSO BECAME APPARENT THROUGH OUR COMMUNITY CONVERSATIONS AND THROUGH CONVERSATIONS WITH BOARD MEMBERS THAT, YOU KNOW, FORT HOOD OFTEN NEEDS THE ABILITY TO ACCOMMODATE A SUDDEN INFLUX OF STUDENTS. AND SO HAVING VENABLE VILLAGE ON STILL OPEN AND OPERATING WILL ALLOW FOR THAT FLEXIBILITY. IT WAS A SIGNIFICANT POTENTIAL SAVINGS. BUT YOU CAN SEE THE OPPOSITION HERE AND IT IS SOMETHING JUST BECAUSE THE BOARD DOESN'T MOVE FORWARD WITH IT NEXT WEEK DOESN'T MEAN IT'S NOT SOMETHING TO CONSIDER IN THE FUTURE. SHOULD ENROLLMENT CONTINUE TO DECLINE, OR SHOULD THERE CONTINUE TO BE OTHER BUDGETARY CONSIDERATIONS? YOU SEE, THE ENROLLMENT ZONES, THE PROJECTED ENROLLMENT ZONES HERE, JUST FOR POSTERITY'S SAKE, THE YELLOW ENROLLMENT ZONE HERE IS VENABLE VILLAGE, AND IT WOULD HAVE BEEN SPLIT. THE STUDENTS ON POST WOULD HAVE BEEN SENT TO MEADOWS.

THE STUDENTS OFF POST WOULD HAVE BEEN SENT TO MAXWELL AND TO IDUMA. THE OTHER SCENARIOS THAT WE ARE RECOMMENDING, NOT MOVE FORWARD ARE ACE AT EASTERN HILLS, ACE AT PALO ALTO AND ACE AT MAYNOR, ALL OF WHICH WERE CONSIDERED AT THE AUGUST 26TH MEETING, AS WELL AS 1882 AT EASTERN HILLS AND PALO ALTO, WHICH WE'VE TALKED ABOUT AT LENGTH TONIGHT. AND SO I WILL ONCE AGAIN YIELD BACK TO YOU, PRESIDENT WILLIAMS, TO LEAD THIS DISCUSSION. OKAY, TRUSTEES, ANY ISSUES WITH THOSE RECOMMENDATIONS? CLOSING VENABLE COUNSELING THE CLOSURE.

VENABLE. EVERYBODY'S GOOD. ALLEN. OKAY. MOVING FORWARD, I DID MENTION THERE WAS A SMALL GROUP OF NEW RECOMMENDATIONS THAT I JUST WANT TO IMPLEMENT, OR THAT I JUST WANT TO SHARE WITH YOU HERE. THE FIRST RECOMMENDATION IS IMPLEMENTING ACE FORMALLY OR AN ACE LIKE MODEL AT ELIGIBLE MIDDLE SCHOOLS, WHICH AS YOU MENTIONED EARLIER, TRUSTEE ADAMS INCLUDES RANCIER, LIVE OAK RIDGE. PATTERSON. YOU KNOW, WE'RE NOT SUGGESTING A PARTICULAR MIDDLE SCHOOL TONIGHT, BUT THOSE ARE SCHOOLS THAT ARE ELIGIBLE FOR SCHOOL ACTION FUND. AND OBVIOUSLY, PATTERSON IS IS INHERITING THE PLURALITY OF STUDENTS WOULD INHERIT THE PLURALITY OF STUDENTS FROM PALO ALTO MIDDLE SCHOOL. IT ACE WAS THE HIGHEST RATED MIDDLE SCHOOL INTERVENTION FROM THE COMMUNITY. ACE IS A POTENTIAL TOOL IN YOUR TOOLKIT FOR A TURNAROUND PLAN, AND THERE IS A HISTORY OF ACE PROACTIVELY AND EFFECTIVELY ADDRESSING ACADEMICALLY UNACCEPTABLE RATINGS. OUR ESTIMATED COST BASED ON ACE IMPLEMENTATION AND OTHER DISTRICTS WOULD BE ROUGHLY $1,200 PER STUDENT, WHICH MAY BE, BUT IS NOT GUARANTEED TO BE DEFRAYED BY SOME T FUNDING. THE NEXT RECOMMENDATION WOULD BE THAT KILLEEN ISD APPLY TO JOIN TI'S SYSTEM OF GREAT SCHOOLS NETWORK. THIS COMING SPRING SYSTEM OF GREAT SCHOOLS DOES PROVIDE SOME ADDITIONAL FUNDING FROM TI TO SUPPORT CAMPUS IMPROVEMENT ACROSS KILLEEN ISD.

IT ALSO GIVES DISTRICT STAFF ACCESS TO BOTH TI STAFF AND OTHER DISTRICTS THAT ARE GOING THROUGH SIMILAR PROCESSES. ANOTHER REASON THAT WE'RE ARGUING THAT YOU SHOULD MOVE FORWARD WITH SYSTEM OF GRADE SCHOOLS IMPLEMENTATION IS THE DISTRICT IS ALREADY DOING MANY OF THE THINGS THAT ARE REQUIRED AS PART OF SYSTEM OF GREAT SCHOOLS IMPLEMENTATION, AND WE BELIEVE THAT YOU SHOULD GET CREDIT FOR THAT. AND WHEN I SAY CREDIT, I MEAN STATE FUNDING FOR THAT. SO THAT IS ONE ADDITIONAL RECOMMENDATION. THE NEXT IS A MUCH SMALLER, SIMPLER

[04:20:06]

IT JUST ALLOWS FOR A COMPARISON POINT BETWEEN FACILITIES THAT MAKES FUTURE OPTIMIZATION DECISIONS EASIER. RIGHT NOW, WE'RE ABLE TO TELL THE QUALITY OF A SCHOOL FACILITY BASED OFF OF WHEN IT WAS BUILT, OR WHEN A RECENT SIGNIFICANT RENOVATION WAS DONE. BUT WHEN YOU HAVE A FACILITIES CONDITION INDEX, THERE IS A LITERAL SCORE WHERE YOU CAN SAY, THIS IS THE FIFTH HIGHEST RATED ELEMENTARY SCHOOL FACILITY, OR THIS IS THE 30TH HIGHEST RATED ELEMENTARY SCHOOL FACILITY. AND AND ADDITIONALLY, WE BELIEVE THE DISTRICT HAS THE DATA TO IMPLEMENT THIS WITHOUT A SIGNIFICANT OR FRANKLY, WITHOUT POTENTIALLY WITHOUT ANY COST TO THE DISTRICT. THE RECOMMENDATION NUMBER 13, INVOLVES INVESTING RESOURCES INTO DEVELOPING AND IMPLEMENTING A NEW TEACHER PIPELINE INITIATIVES. WE ARE NOT AT THIS TABLE EXPERTS IN THAT, OBVIOUSLY, MR. BAKER HERE IS THE EXPERT IN THIS, BUT WE'VE DONE ENOUGH RESEARCH INTO THE CAPACITY ISSUES, ESPECIALLY AT THE MIDDLE SCHOOL LEVEL, THAT WE'RE RECOMMENDING A FORMAL SORT OF ADOPTION OR OR PUSH TO DEVELOP NEW TEACHER PIPELINE INITIATIVES, WHETHER THAT IS A PARTNERSHIP WITH A LOCAL UNIVERSITY, A GROW YOUR OWN PROGRAM, OFFERING STIPENDS OR RELOCATION ASSISTANCE TO TEACHERS FROM OTHER DISTRICTS. WE'RE NOT HERE TO TELL YOU WHAT THAT IS TONIGHT, BUT WE KNOW THAT THERE IS YOU KNOW, THERE IS A NATIONWIDE TEACHER SHORTAGE, AND WE'RE JUST RECOMMENDING THAT YOU INCORPORATE THIS INTO YOUR FUTURE PLANNING. AND THEN LASTLY, THE RECOMMENDATION THAT IS NEW BASED OFF OUR COMMUNITY ENGAGEMENT, ENGAGEMENT WITH YOU AND ENGAGEMENT WITH STAFF IS TO CONDUCT A PROGRAM EVALUATION OF YOUR SPECIAL EDUCATION PROGRAMING ACROSS THE DISTRICT. KILLEEN ISD DOES HAVE A HISTORY OF BEING IN AND OUT OF CORRECTIVE ACTION WITH REGARDS TO A SPECIAL EDUCATION SERVICES, AND SO IT IS OUR HOPE THAT SORT OF A FORMAL PROGRAM EVALUATION WOULD HELP YOU ADDRESS THAT, NOT THE HISTORY OF NONCOMPLIANCE. SO PRESIDENT WILLIAMS, ONCE AGAIN, TURN IT BACK OVER TO YOU, TRUSTEES. YOU SEE WHAT'S BEFORE YOU ANY ISSUES. MADAM CAPITO? OKAY, MR. MINTZ, I JUST THINK SUBSEQUENT TO OUR PREVIOUS DISCUSSION, I'D LIKE TO SEE SOME RECOMMENDATIONS FROM THE STAFF ON TIMELINE AND HOW MUCH HOW MUCH ROOM THEY HAVE LEFT ON THEIR DANCE CARD AFTER WE'VE DONE EVERYTHING ELSE. MADAM SECRETARY, I AGREE, THE. ALL OF THESE APPLICATION PROCESS PROCESSES ARE GOING TO BUMP HEADS SHORTLY, TRYING TO GET EVERYTHING TURNED IN AND DESIGNED AND TURN AROUND PLANS THAT HAVE TO COME TO US. AND THERE ARE A LOT OF THINGS SPINNING, A LOT OF PLATES SPINNING IN THE AIR, BUT THE SAME HANDS ARE TOUCHING THOSE PLATES. SO I'M REALLY CONCERNED FOR THE STAFF. MR. GILCHRIST.

MR. RAINWATER, MADAM VICE PRESIDENT. SO THE DISCUSSION IS WE WANT TO DO THESE THINGS OR WE WANT TO HOLD OFF ON DOING THESE THINGS, OR CAN WE PIECEMEAL THEM IN THERE LIKE IMPLEMENTING ACE OR ACE, LIKE PROGRAMING IN ADDITIONAL SCHOOLS, IF WE'RE ALREADY DOING SO MUCH OF THAT ALREADY, THEN IF WE HAVE TO DO A COUPLE MORE STEPS TO GET THAT, THAT POSSIBLE FUNDING SOURCE FROM TDA, I THINK IT MAKES SENSE. I DON'T KNOW, WHAT DOES IT MEAN TO JOIN GREAT SYSTEMS OF GREAT THE THE JOINT, THE SYSTEMS OF GREAT SCHOOLS. WHAT KIND OF BURDEN WOULD THAT PUT ON OUR STAFF. SO IN OUT OF RESPECT FOR MADAM CAPITO WHO CAN'T FUNCTION AFTER LIKE 10 P.M. I'M GOING TO TELL YOU THAT EVERYBODY KIND OF IS IN AGREEMENT WITH, WITH THESE. AND SO REALLY THE BIG THING WE WANT THEM TO DO IS TELL US ABOUT THE TIMELINE. SO OKAY, ARE YOU OKAY WITH THEM CREATING A TIMELINE AND BRINGING THIS BACK TO US? I'M ABSOLUTELY. THERE YOU GO. THERE YOU GO. SO SO I'M GOOD TOO. I ECHO THE SENTIMENTS OF THE VICE PRESIDENT THAT I'M GOOD WITH WHAT YOU ALL ARE RECOMMENDING ON THIS, I WILL ADD WHAT'S NOT ON HERE. AND IT'S. IT'S THE JOB OF THE SUPERINTENDENT, BUT THERE SHOULD BE A 15 IN HERE.

AND JUST MY OPINION OF GETTING OUT OF GOVERNANCE, AND I THINK THAT 15 SHOULD BE THE ESTABLISHMENT OF SOME TYPE OF OFFICE THAT HELPS DRIVE THIS, BECAUSE I THINK IT'S A HUGE

[04:25:02]

AND YOU WOULD HAVE THE IN-KIND SUPPORT FROM T FROM PEOPLE LIKE EITHER US OR THERE'S A KIND OF BANK OF SUPPORT FOR FOLKS JOINING THE SYSTEM OF GRADE SCHOOLS TO HELP YOU ALL FIGURE OUT WHAT THAT STRUCTURE LOOKS LIKE. WE SUPPORT THAT. I'M SPEAKING FOR EVERYBODY WHEN I SAY THAT. I DON'T WANT IT TO BE THAT YOU ALL WERE JUST PLACED WITH THIS, YOU KNOW, UNBELIEVABLE BURDEN. AND WE DIDN'T PROVIDE ANY RESOURCES. SO WE'RE OFFERING RESOURCES, AND I DON'T THINK WE CAN DO ANY MORE THAN THAT NOW. IT'S IT'S ON YOU, MR. SUPERINTENDENT.

ALLEN. ALL RIGHT. JUST IN RECOGNITION OF TRUSTEE CAPUTO'S BEDTIME. LET ME LET ME FINISH THIS UP. THAT'S NOT MADE UP. THAT'S A LEGITIMATE STATEMENT THAT SHE'S MADE. SO JUST TO SUMMARIZE WHAT WE'VE TALKED ABOUT HERE TONIGHT FOR NEXT YEAR, THIS WOULD LEAD TO FOUR FACILITIES BEING TAKEN OFFLINE, UP TO TWO REPURPOSED FACILITIES, UP TO FIVE SCHOOLS WITH ACE 1882 OR NEW BILINGUAL PROGRAMING. OVER THE COURSE OF THE NEXT TWO YEARS. ULTIMATELY, IT WOULD LEAD TO FIVE SCHOOLS WITH EXPANDED HIGH SCHOOL, FIVE HIGH SCHOOLS WITH EXPANDED CTE PROGRAMING AND FROM AN EFFICIENCY LANDSCAPE. BECAUSE THAT'S HOW WE STARTED THIS DISCUSSION WAS FINANCIAL REALITIES. IT WOULD BE 12 SCHOOLS THAT ARE CURRENTLY NOT MAXIMIZING OR NOT MAXIMIZING THEIR CAPACITY. THEY'D BE RECEIVING ROUGHLY 100 STUDENTS.

SO YOU'RE SIGNIFICANTLY INCREASING THE EFFICIENCY OF THE DISTRICT. COMING BACK TO THESE TWO PILLARS. THESE RECOMMENDATIONS ALSO TOTAL OVER 2500 STUDENTS MOVING TO HIGHER PERFORMING CAMPUSES. THAT DOES NOT INCLUDE, AS I MENTIONED, THOSE STUDENTS MOVING TO 1882, WHICH OR THOSE STUDENTS THAT MIGHT BE INVOLVED IN AN ACE LIKE INTERVENTION, WHICH HAVE A HISTORY OF IMPROVING PERFORMANCE. AND YOU WOULD HAVE OVER 3100 STUDENTS MOVING TO HIGHER QUALITY FACILITIES. SO THAT IS A SIGNIFICANT IMPACT, A SIGNIFICANT BENEFIT TO YOUR STUDENTS AND A SIGNIFICANT SAVINGS TO YOUR DISTRICT, WHICH YOU SEE HERE. IN YEAR ONE, WE'RE PROJECTING $23 MILLION IN COST REDUCTIONS, AND OVER THE COURSE OF FIVE YEARS, IT WOULD BE SAVINGS OF $106,600,000. SO AS I MENTIONED AT THE BEGINNING OF THE PRESENTATION, A SIGNIFICANT A SIGNIFICANT SAVINGS FOR THE DISTRICT THAT MORE THAN MAKES UP FOR THE LOSS OF IMPACT AID. THAT ALSO ADDRESSES THE DECLINING ENROLLMENT THAT WE'RE SEEING IN THE DISTRICT AND HOPEFULLY ALLOWS THE DISTRICT TO POUR INTO ADDITIONAL PROGRAMING OR INTERVENTIONS THAT WILL BENEFIT YOUR STUDENTS. FOR THOSE THAT WANT TO LOOK AT IT AT A LATER DATE, THIS IS A TABLE THAT SHOWS HOW WE GOT TO THOSE PROJECTION NUMBERS. AGAIN, APPENDIX C ALSO LISTS IN OUR ASSUMPTIONS AS DETAILED AS THE HISTORICAL INCREASE IN YOUR INSURANCE AND UTILITIES RATES, FOR EXAMPLE. SO IF YOU WANT TO GET DEEP INTO THE NUMBERS, YOU HAVE THE ABILITY TO DO SO. AND THEN OUR LAST SLIDE OF THE EVENING, THIS IS THE OPTIMIZATION TIMELINE THAT WE HAVE BEEN ON OVER THE LAST FIVE MONTHS. AGAIN WE STARTED THIS IN JANUARY. WE'RE HAVING THIS MEETING TONIGHT. THIS WORKSHOP TONIGHT. THE BOARD WILL BE ASKED TO VOTE ON THIS ONE WEEK FROM TONIGHT. AND YOU'LL VOTE ON THE DISTRICT OPTIMIZATION AND REZONING RECOMMENDATIONS. ALSO THIS MONTH AND IN THE VERY NEAR FUTURE, DOCTOR OSBORN, DOCTOR DAVIS AND EVERYONE WILL BE FINALIZING AND SUBMITTING THE TURNAROUND PLAN TO TIA. AND THEN AS WE SAID TONIGHT, THE VOTE, ONCE THE VOTE IS TAKEN, THE IMPLEMENTATION WORK BEGINS ALMOST IMMEDIATELY. SO WE HAVE COME A VERY LONG WAY, BUT THERE IS STILL MUCH PROGRESS TO BE MADE ONCE THE BOARD MAKES A FORMAL DECISION. THAT CONCLUDES OUR PRESENTATION FOR THIS EVENING. AND IF ANYBODY HAS ANY QUESTIONS FOR US, WE'RE HAPPY TO ANSWER THEM. QUESTIONS FROM

[04:30:01]

AND SO, YOU KNOW, I SALUTE YOU FOR FOR YOUR HARD WORK. I RECOGNIZE HARD WORK AND I APPRECIATE HARD WORK. SO I WANT TO SAY THANK YOU. DOCTOR DAVIS. YOU GOT HERE AND YOU DIDN'T BLINK EITHER. AND WE APPRECIATE THE LEADERSHIP OF THE ENTIRE ORGANIZATION GOING THROUGH THIS PROCESS. WE'RE NOT ACROSS THE FINISH LINE YET. WE STILL GOT TO GET A VOTE NEXT WEEK. BUT I THINK WE WE'RE AT A REALLY GOOD PLACE. AND SO I SAY I HOPE THAT YOU ALL ARE READY TO CARRY OUT THE PLAN, BECAUSE EVERY PLAN IS GOOD UNTIL YOU GET PUNCHED IN THE MOUTH, AS MIKE TYSON USED TO SAY. SO AND SO, BUT I APPRECIATE IT. SO, DOCTOR DAVIS, ANYTHING YOU WANT TO ADD, SIR? NO, I'LL JUST ECHO THOSE SENTIMENTS CERTAINLY THAT THIS IS A COLLECTIVE EFFORT. SO YOU THANKED ALL THE THE RIGHT PEOPLE. I THINK WE WOULD BE REMISS IF WE DIDN'T AND EVEN SOME FOLKS THAT ARE NOT HERE TONIGHT. SO THIS CERTAINLY HAVE BEEN A TEAM EFFORT. SO SO AGAIN, YOU KNOW, WE'LL WORK IT OUT. WE'LL GET TO IT. WE WE WILL CERTAINLY GET IT DONE. SO THANK YOU GUYS. AND I DO WANT TO SAY I SAID DOCTOR OSBORNE BY NAME. DOCTOR DAVIS BY NAME. TRUSTEES I SEE THE FOLKS OUT THERE. AND SO KEEP DOING WHAT YOU DO. WE APPRECIATE IT. EVERYBODY OUT THERE. WE APPRECIATE THE THE WORK THAT YOU ALL DO. SO THANK YOU. THANK YOU. ALL RIGHT.

WE'RE GOING TO MOVE TO AGENDA ITEM FIVE. BUT I'M GOING TO POSE THE QUESTION IS THERE ANYTHING ON THAT ITEM BEFORE I CALL IT. OR CAN I COUNCIL THAT. IS THERE ANYTHING UNDER CLOSED SESSION CONSULTATION LEGAL COUNSEL REGARDING PENDING LITIGATION, PURCHASE LEASE EXCHANGE OF PROPERTY? BEFORE I READ THEM ALL, YOU JUST TELL ME, DO I NEED TO READ ANY OF THEM? NO, SIR. I THINK WHEN WE GET THIS CAPITO. OH, OKAY. SO I WANT TO MAKE SURE IT'S ACCURATE.

SO AGENDA ITEM FIVE, AGENDA ITEM FIVE. CLOSED SESSION. WE ARE NOT TAKING UP ANY CLOSED SESSION ITEMS TONIGHT. I WILL NOT READ THEM. AND SO NOW THAT MOVES US TO ITEM NUMBER SIX.

AND I'LL SAY IT'S TERRIBLE THAT THIS LADY SITTING NEXT TO ME WILL NOT TAKE THIS MEETING OVER.

AND SHE MADE ME TALK ALL NIGHT AND MY VOICE IS ABOUT TO GO OUT. BUT I STILL LOVE HER. YOU DIDN'T ASK. OH, I DID, I DID, I DID ASK HER. SO, MR. GILCHRIST, MR. PRESIDENT, I MOVE THAT WE ADJOURN THIS MEETING. WE HAVE A MOTION BY MR. GILCHRIST. WE HAVE A WE HAVE MULTIPLE SECONDS.

I'LL GIVE IT TO SECRETARY ADAMS. ALL THOSE IN FAVOR OF ADJOURNING? SHOW OF HANDS. WE HAVE SEVEN IN FAVOR. NONE IN OPPOSITION. THE BOARD OF TRUSTEES ARE ADJOURNED AT 9:34 P.M. IT'S THE MIRROR, THANK GOD.

* This transcript was compiled from uncorrected Closed Captioning.