Dec 09, 2025 Regular Board Meeting

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DECEMBER 9TH, 2025. THIS MEETING OF THE KILLEEN 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 OLIVER MINTZ, BOARD MEMBER TINA CAPUTO, BOARD MEMBER RODNEY GILCHRIST, BOARD MEMBER AMY BRETT WILLIAMS, PRESIDENT AND PRESIDING OFFICER. FOR THE RECORD, A QUORUM HAS BEEN ESTABLISHED AND IS PRESENT. THE 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. AS A REMINDER, ANYONE WISHING TO SPEAK AT PUBLIC FORUM MUST SUBMIT THEIR SIGN UP SHEET AT THIS TIME. MISS WEAVER AND MR.

[2. Closed Session (Part 1 of 2)]

GOD OUR FATHER, WE COME NOW THANKING YOU FOR THIS WONDERFUL DAY WHICH YOU'VE MADE. WE ARE REJOICING AND WE'RE GLAD IN IT. WE THANK YOU FOR THE GATHERING OF THESE THE LEADERS OF THIS SCHOOL DISTRICT. WE PRAY GOD YOU'LL CONTINUE TO BLESS OUR STUDENTS, OUR STAFF, ALL OF OUR ADMINISTRATION, OUR SUPPORTERS, AND ALL OF THE VOLUNTEERS THAT MAKE KILLEEN INDEPENDENT SCHOOL DISTRICT FUNCTION DAILY. WE PAUSE ALSO NOW, FATHER, TO LIFT UP MISS ALICIA JONES, THE ELLISON HIGH SCHOOL WOMEN'S BASKETBALL COACH WHO IS FACING SIGNIFICANT HEALTH CHALLENGES.

AND FATHER, WE JUST PRAY THAT YOU WOULD SEND MINISTERING ANGELS TO HER BEDSIDE AND HEAL HER AND RELEASE HEALING VIRTUE UNTO HER THAT SHE MAY TOTALLY RECOVER COMPLETE HEALING. WE THANK YOU AND WE PRAISE YOU IN JESUS NAME. AMEN. AMEN. PLEASE JOIN ME.

THANK YOU. 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

[3. Public Forum (6pm)]

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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 BELIEVE WE HAVE ONE PERSON SIGNED UP TO SPEAK AND IT IS LORI MARK MCCULLUM. WELCOME. YOU'LL JUST PUSH THAT.

THERE YOU GO. THAT MAKES. OKAY. THANK YOU. GOOD EVENING EVERYONE. I APPRECIATE YOUR ACCEPTANCE FOR ME TO BE HERE. MY NAME IS LORI MCCULLUM. I AM A RETIRED, RETURNED EDUCATOR OF 39 YEARS. FROM LOUISIANA, FROM HOUSTON AND NOW KILLEEN. I HAVE SIMPLY TWO QUESTIONS. MY FIRST QUESTION. IS IT THE ACCEPTED PROTOCOL OF THIS DISTRICT TO ALLOW AN ASSISTANT PRINCIPAL TO PUBLICLY, PUBLICLY CHASTISE AN EMPLOYEE? MY SECOND QUESTION IS IT THE ACCEPTED PROTOCOL OF THIS DISTRICT TO ALLOW AN ASSISTANT PRINCIPAL TO DISREGARD THE PHYSICAL, SOCIAL, AND OR EMOTIONAL HEALTH AND WELL-BEING? OF STUDENTS IN THE EVENT OF A TRAUMATIC EXPERIENCE? I HAVE WITNESSED HAVE DIRECTLY EVIDENCED BOTH. I AM NOT USED TO THIS TYPE OF INCIDENT OR ADDRESS. I SPENT A DAY AND A HALF AS A SUBSTITUTE. THE BULK OF MY 39 YEARS WAS AS A DISTRICT EMPLOYEE. A CAMPUS ADMINISTRATOR. A CURRICULUM SUPERVISOR. AND A COUPLE OF OTHER THINGS. IT IS WITH PURPOSE AND INTENT THAT I CHOSE THE SCHOOL THAT I WENT TO. I WASN'T LOOKING FOR THE BEST SCHOOL TO SUBSTITUTE AT. IT IS NOT BY NEED THAT I AM SUBSTITUTING. IT IS BY PURPOSE, PASSION AND PROCESS. SO I WENT TO ONE OF THE SCHOOLS THAT YOU ALL HAVE SLATED FOR CLOSURE. I WAS WORKING WITH EIGHTH GRADE ALGEBRA, AND THESE ARE TWO THINGS THAT I PERSONALLY EXPERIENCED. OUT OF ORDER, OUT OF ORDER, OUT OF ORDER. AND IT IS WITH THAT THAT I BROUGHT MY CONCERNS TO THE DISTRICT, AND I BROUGHT MY CONCERNS TO THE DIRECTOR OF SS, AND THAT NOW I BRING MY CONCERNS TO YOU ALL. I BELIEVE THERE IS AN EMAIL WITH MY LETTER IN THE HANDS OF JOEL COBBLER, COBBLER, AND I'M AWAITING A PHONE CALL FROM ONE OF THE DISTRICT ADMINISTRATORS. BUT PLEASE BE AWARE THAT OUR KIDS ARE ENDURING THESE TYPES OF THINGS I YIELD. THANK YOU. YOU'RE WELCOME. AS WE HAVE NO ONE ELSE SIGNED UP FOR PUBLIC FORUM. WE'RE CLOSING PUBLIC FORUM. WE'LL NOW MOVE TO AGENDA ITEM NUMBER FOUR. CONSENT

[4. Consent Agenda]

WE HAVE A MOTION BY SECRETARY ADAMS. WE HAVE A SECOND BY MADAM CAPITO. ANY FURTHER DISCUSSIONS PERTAINING TO THE CONSENT AGENDA BY TRUSTEES, THERE BEING NONE. ALL THOSE IN

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WE HAVE ONE ABSTAINING. AND VICE PRESIDENT JONES 601 ABSTAINING. AGENDA ITEM NUMBER

[5. Information Items for Discussion]

BACK UP. HERE WE GO. GOOD EVENING, PRESIDENT WILLIAMS, BOARD OF TRUSTEES.

SUPERINTENDENT DAVIS, I'M GOING TO BE SPEAKING WITH YOU THIS EVENING ABOUT OUR STRATEGIC SHIFT TOWARDS CONTENT EXPERTISE IN OUR CAMPUS. INSTRUCTIONAL LEADERSHIP TEAM MEMBERS. IT'S NOT CLICKING. THANK YOU. IT'S NO SURPRISE OR SECRET TO ANYONE, WHETHER AT THE DAIS OR ANYONE IN THIS ROOM OR ANYONE WITHIN THE COMMUNITY THAT WE ARE NAVIGATING. THE DISTRICT AND SCHOOL IMPROVEMENT PROCESS BOARD. IF YOU THINK BACK TO AUGUST, YOU HEARD OUR ASSESSMENT AND ACCOUNTABILITY TEAM COME FORWARD AND TALK ABOUT OUR A THROUGH F RATINGS, AND THE LARGE MAJORITY OF OUR CAMPUSES ARE C RATED. IN FACT, THAT NUMBER IS 24. WE HAVE NINE D AND F RATED CAMPUSES. THAT IS A LITTLE OVER HALF OF OUR 50 PLUS CAMPUSES. SO WE HAVE LOTS OF WORK TO DO WITH REGARD TO IMPROVING THE LEARNING EXPERIENCE FOR STUDENTS. AND WHAT WE BELIEVE IS THAT WE CAN DO THAT WORK BY BY STRENGTHENING THE INSTRUCTIONAL IMPACT THAT TAKES PLACE WITH KEY ROLES. AND WE CAN DO SO BY ENSURING THAT THOSE KEY ROLES HAVE DEMONSTRATED EXPERTISE AND PROVEN SUCCESS IN CORE CONTENT AREAS, WITH PARTICULAR ATTENTION TO READING AND MATHEMATICS. WHEN WE THINK ABOUT THE WHY, THE ROOT CAUSE, AND THE URGENCY, IT GOES DIRECTLY BACK TO THE ACCOUNTABILITY DATA THAT WE JUST SPOKE ABOUT OUR A THROUGH F RATINGS. AND I WON'T DO A RETEACH ON ALL THE DOMAINS, BUT AS YOU RECALL, READING AND MATHEMATICS ARE THE PRIMARY INDICATORS FOR OUR A THROUGH F RATINGS DOMAIN. ONE IS STUDENT ACHIEVEMENT DOMAIN ONE AS WELL INCLUDES GRADUATION RATES AND DOMAIN ONE AS WELL. INCLUDES COLLEGE AND CAREER AND MILITARY READINESS. ALL OF THOSE HINGE UPON THE SUCCESS OF OUR STUDENTS IN MATH AND READING, AND OUR CURRENT MODEL FOR OUR INSTRUCTIONAL SPECIALIST, INSTRUCTIONAL COACH, AND DEAN OF INSTRUCTION POSITIONS POSITIONS US WITH A FEW CHALLENGES, AND THAT IS IN PARTICULAR THE GENERALIST BACKGROUND OF SOME OF THE PROFESSIONALS ACROSS OUR PROFILE OF STAFF. NOW, WHEN WE THINK ABOUT ELEMENTARY SCHOOL, IT IS NOT UNUSUAL FOR A PROFESSIONAL TO BE GENERALIST IN THAT CLASSROOM. YOU MIGHT BE SELF-CONTAINED AND YOU'RE TEACHING ALL THE SUBJECTS.

THERE'S EVEN LIMITED CERTIFICATIONS IN THE ELEMENTARY SCHOOL AREA. NOT EVERYONE GOES AND GETS A READING OR A MATHEMATICS CONTENT CERTIFICATION IN ELEMENTARY SCHOOL. WHERE IT IS STRIKINGLY DIFFERENT IS AT THE SECONDARY LEVEL. AND IN THOSE SPACES, WE WOULD WANT OUR PROFESSIONALS TO HAVE THOSE KEY CORE CONTENT EXPERIENCES.

THROUGH OUR CURRENT STAFFING MODEL. WE HAVE NON-CORE CONTENT EXPERTISE THAT COULD INCLUDE CTE OR TECH APPS, BUSINESS EXPERIENCE, PE, OR EVEN ELECTIVE AREAS. AND MAKE NO MISTAKE, WE ARE NOT SAYING WHATSOEVER THAT THOSE CERTIFICATIONS OR THOSE PROFESSIONALS ARE NOT IMPORTANT TO WHAT WE DO FOR KIDS, OR THAT THOSE PROFESSIONALS DON'T HAVE GIFTS IN PEDAGOGY AND TEACHING EXPERTISE, BUT THOSE BACKGROUNDS DO NOT SPECIFICALLY ALIGN WITH WHAT WE KNOW TO BE OUR HIGHEST INSTRUCTIONAL NEED AREAS. AND THAT NOTE ON THE SIDE SAYS JUST THAT IF WE WANT STRONGER OUTCOMES IN OUR CORE CONTENT, WE HAVE TO HAVE STRENGTH DEFINED LEADERS IN CORE CONTENT AREAS. AND WHAT WE BELIEVE TO BE TRUE AS WELL. AND WHY THIS IS IMPORTANT IS BECAUSE WE'RE TRYING TO IMPROVE THE QUALITY OF OUR TEACHERS.

THIS IS A MOVE FOR US TO STRENGTHEN THE SUPPORT OF TEACHERS IN THE CLASSROOM. AND IF YOU LOOK AT DECADES AND DECADES OF RESEARCH AROUND HOW WE GET THIS BUSINESS DONE FOR

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I HAVE OUTLINED THERE AS WELL ELEMENTARY, MIDDLE AND HIGH, AND I WOULD JUST FOCUS YOUR ATTENTION TO THE TWO COLUMNS IN THE MIDDLE. WE'RE SPECIFICALLY TALKING ABOUT OUR INSTRUCTIONAL SPECIALIST AND OUR INSTRUCTIONAL COACHES, WHERE YOU SEE 54 TOTAL AND 51 TOTAL.

SO AS WE NAVIGATE THIS PROCESS, WE'LL BE WORKING WITH ABOUT A LITTLE OVER 100 INDIVIDUALS AND

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AS WE MOVE FORWARD, WE'RE GOING TO EXPECT AND REQUEST AND LOOK FOR A DEEP KNOWLEDGE OF A THROUGH F ACCOUNTABILITY. THIS MAY BE THE FIRST TIME THAT WE'RE TALKING ABOUT PROFESSIONAL POSITIONS, WHERE WE'RE EVEN CONSIDERING THAT AS A RESPONSIBILITY IN NEED, BUT WE HAVE TO BECAUSE OF WHERE WE ARE AS A DISTRICT. CORE CONTENT STANDARDS, NON-NEGOTIABLE.

UNDERSTANDING THE NEW NATURE OF MATH AND READING CURRICULUM HQ IS VERY DIFFERENT THAN CURRICULUM THREE, FIVE, TEN YEARS AGO. SO ENSURING THAT CONTENT CURRICULUM EXPERTISE IS IMPORTANT. AND BECAUSE THESE PROFESSIONALS ARE CHARGED WITH FACILITATING THE COLLABORATIVE SPACE THAT IS PLC, WE WANT YOU TO BE A PLC EXPERT AS WELL. AND THE BOTTOM LINE IS IMPROVING TIER ONE INSTRUCTION. YOU CANNOT REMEDIATE YOUR WAY OUT OF A DEFICIT. THAT MEANS THE FIRST TEACH HAS TO BE OUTSTANDING. AND WE BELIEVE THAT THIS SLATE OF SKILLS THAT WILL HELP US GET THERE. NOW, I WANT TO MAKE SURE THAT WE'RE CLEAR ON A FEW THINGS AS WELL.

THIS DOES NOT MEAN WE ARE ELIMINATING ANY ROLES. AND BECAUSE THIS IS SUCH A SENSITIVE AND FRAGILE TOPIC, I'M GOING TO REPEAT THAT ONE MORE TIME. THIS DOES NOT MEAN WE ARE ELIMINATING ANY POSITIONS. IT ALSO, AGAIN, I'LL SAY IT. I WANT TO STAMP THAT IT DOESN'T MEAN WE DON'T DEVALUE OR NOT VALUE EXPERTISE OR EXPERIENCE IN OTHER CONTENT AREAS. WE ALSO DON'T ANTICIPATE A DISRUPTION HERE AND NOW TODAY. SO THOSE ARE THE FIRST THREE THINGS WE WANT TO MAKE SURE IS BEING SHARED CLEARLY AND PROACTIVELY WITH OUR COMMUNITY ROLES NOT BEING ELIMINATED. EVERYONE IS IMPORTANT TO THE MISSION AND TODAY THERE IS NO IMPACT FOR OUR PROFESSIONALS. WHAT WE'RE HOPING TO DO AND SEE THIS VISION COMING TO FRUITION IS CLARIFYING OUR ROLE AND THE PURPOSE OF THE ROLES, AND STRATEGICALLY ALIGNING IT WITH OUR DISTRICT NEEDS. SO THAT BRINGS US TO THE TITLE OF TODAY'S DISCUSSION. AND THAT'S THE PROGRAM CHANGE TIMELINE. SO I DON'T HAVE DATES LISTED THERE. I REALLY WANT TO PAINT A BROAD STROKE OF WHAT THIS OVERVIEW OF THE PROCESS LOOKS LIKE. OVER THE LAST SEVERAL WEEKS, DOCTOR DAVIS HAS BEEN OUT DOING THAT SUPERINTENDENT VISION CASTING. HE'S SPOKEN WITH OUR SCHOOL LEADERS. HE'S SPOKEN WITH OUR DISTRICT STAFF, WHETHER IT BE SCHOOL LEADERSHIP, CURRICULUM AND INSTRUCTION. HE'S BEEN IN FRONT OF PRINCIPALS. HE'S BEEN IN THE PLCS WITH OUR INSTRUCTIONAL SPECIALISTS AND COACHES COACHES. SO THAT MESSAGE AROUND WHAT WE'RE HOPING TO DO FOR KIDS THROUGH OUR SUPPORT FOR TEACHERS IS OUT THERE. THERE'S ALSO BEEN SYSTEM WIDE COMMUNICATION. OUR TEAM OF PROFESSIONALS IN THAT SECOND BULLET THERE HAS DONE THAT BACKGROUND AUDIT. SO THAT'S WHERE WE KNOW THAT WE HAVE SOME GENERALISTS WHERE WE MIGHT HAVE A TURNAROUND SCHOOL AND NOT A SINGLE CORE CONTENT EXPERT IN OUR TEACHER SUPPORT ROLES.

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OUR HOPE IS TO GET THOSE LETTERS OUT TO THE 100 PLUS PROFESSIONALS AND JUST SAY, HERE'S WHERE WE STAND. YOU'VE HEARD FROM THE SUPERINTENDENT. YOU'VE HEARD AND WORKED WITH OUR INSTRUCTIONAL LEARNING SERVICES TEAMS. TELL US WHAT YOU HOPE FOR IN THE FUTURE. DO YOU BELIEVE YOU'VE GOT THAT PEDAGOGICAL EXPERT EXPERTISE OR CORE CONTENT EXPERTISE? DO YOU SEE YOURSELF BACK IN THE CLASSROOM IF YOU DON'T LET US KNOW? AND SO IN EARLY JANUARY, MID JANUARY, ACTUALLY, WE'LL ASK OUR STAFF FOR A DECISION AND THAT WILL HELP US NAVIGATE THROUGH THE PROCESS OF INTERVIEWING AND IDENTIFYING BEST SEATS ON THE BUS FOR EVERY SINGLE PROFESSIONAL. EVERY SINGLE PROFESSIONAL WILL LAND IN THIS PROCESS. AND THEN THE LAST BULLET THERE IS THE PROGRAM IMPLEMENTATION. AND THAT'S JUST OUR STRATEGIC SHIFT.

AND THAT REALIGNMENT FOR OUR GOALS RELATED TO ACCOUNTABILITY AND OUTCOMES FOR KIDS. WE CAN'T MAKE ANY PROGRAMMATIC CHANGES WITHOUT HAVING SOME MEASURES OF SUCCESS. WE WANT TO BE BACK IN FRONT OF YOU IN THAT DATA, LOOK DIFFERENT, THAT IT'S NOT A PLATEAU, THAT IT'S NOT TRAILING.

IT'S TRAILING THE STATE. BECAUSE ULTIMATELY THOSE ARE KIDS AND THAT'S THEIR EXPERIENCE AND THAT'S THEIR FINANCIAL MOBILITY AND THAT'S THEIR SUCCESS. WHEN THEY LEAVE US AS GRADUATES. WE ALSO HOPE THAT BY HAVING ENHANCED PROFESSIONAL EXPERIENCE FOR OUR TEACHERS, OUR TEACHER EFFECTIVENESS WILL INCREASE IMPLEMENTATION OF OUR CORE STANDARDS OF BEST PRACTICE, WHETHER THAT'S LESSON INTERNALIZATION PLC OR LOOKING AT DATA. ALL OF THAT SHOULD BE BETTER, AND WE BELIEVE IT WILL BE BETTER IN TAKING THIS STRATEGIC APPROACH. AND THEN THE BOTTOM LINE IS WE WANT EVERY FIRST TEACH TO BE THE HIGHEST QUALITY EXPERIENCE FOR EVERY STUDENT THAT RECEIVES IT. AND IT'S A BIG PICTURE. IT'S A STRATEGIC SHIFT FOR ALL KIDS TO ENSURE INSTRUCTIONAL CONSISTENCY, TO SUPPORT SUSTAINABLE TRANSFORMATION AND TURNAROUND EFFORTS. AND THAT'S WHERE WE'RE IN THE THICK OF IT.

WE ARE IN THE THICK OF IMPROVING THIS DISTRICT FOR KIDS AND THE COMMUNITY, AND BY DOING SO, WE HOPE TO ENHANCE OUR LEADERSHIP PIPELINE AND THEN CREATE A NEW LEVEL OF SYSTEM COHERENCE THAT HAS NEVER BEFORE BEEN EXPERIENCED IN KILLEEN ISD. AND WITH THAT, I HOPE I'VE PROVIDED AN EXCELLENT OVERVIEW AND I WILL YIELD FOR QUESTIONS AND FEEDBACK. MADAM CAPITO. I WAS VERY GOOD. OKAY, SO WELL THAT'S OBVIOUS. OKAY, SO MY QUESTION WAS, FIRST OF ALL, I'M VERY GLAD THAT WE'RE DOING THIS. I THINK WE ALL WORK WITHIN OUR STRENGTHS AND OUR WEAKNESSES, AND WE HAVE TO BE AWARE OF THOSE THINGS. AND I THINK THAT'S SOMETHING SOMETIMES WE HAVE TO SELF-REFLECT ON THAT. AND WE EVEN IN A PROFESSIONAL SETTING, HAVE TO SAY, WHERE AM I BEST USED AND NEEDED BASED ON MY SKILL SET? SO I'M VERY THANKFUL THE WORK IS HAPPENING. BUT ONE OF MY QUESTIONS IS, ARE WE ALSO LOOKING AT THE ADDITIONAL RESPONSIBILITIES OF THESE INDIVIDUALS? BECAUSE THERE IS ALSO A LOT OF EXTRA TASKS THAT GET PUT ON SOME OF THOSE SIS POSITIONS THAT ARE NOT INSTRUCTIONALLY RELATED. AND MAYBE I KNOW TESTING AND OTHER THINGS ARE IN THERE, BUT THERE'S ALSO LOTS OF LAYERS THAT GET PUT ON THERE. YES, MA'AM. THAT IS AN EXCELLENT QUESTION. AND WE HEARD THAT FROM THE PROFESSIONALS THEMSELVES. WHAT ABOUT THE OTHER THINGS WE DO? WE ARE THE GIFTED COORDINATOR. SOMETIMES WE SUPPORT TESTING AND SOMETIMES THAT TESTING SUPPORT IS ABSOLUTELY NECESSARY. BUT DOCTOR DAVIS HAS BEEN VERY CLEAR IN HIS VISION. THOSE ROLES ARE INTENDED TO SUPPORT THE TEACHER IN THE CLASSROOM AND THEIR INSTRUCTIONAL DELIVERY, AND THOSE WILL BE THE PRIORITY RESPONSIBILITIES. YES, MR. RAINWATER. I HAVE SEVERAL QUESTIONS AND I'LL NECESSARILY WELL, I JUST HAVE SEVERAL QUESTIONS. BUT YOUR LAST YOUR LAST REMARK REALLY TROUBLED ME, AND THE ASSUMPTION WAS THAT BY CHANGING THESE PEOPLE TO BE SISSIES OR OR COACHES, THE ONLY WAY THEY WE CAN SUPPORT SUSTAINABLE TURNAROUND EFFORTS IS BY DOING THAT. THAT'S WHAT YOU SAID. SO ARE YOU TELLING ME NOW? THERE HAVEN'T BEEN SOME

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DOCTOR OSBORN, WOULD YOU ARE YOU SAYING SIMPLY NOW? BECAUSE IF YOU'RE NOT CERTIFIED IN YOUR CORE CONTENT, THAT YOU REALLY CAN'T BE SUCCESSFUL AS A CIS OR A COACH, A SYSTEM WHICH HAS BEEN ESTABLISHED AND WORKED IN OUR DISTRICT FOR A LONG TIME? NO, SIR. WE ARE NOT SAYING THAT WE ARE IDENTIFYING THAT WE STRONGLY PREFER THAT CORE CONTENT EXPERTISE, BUT WE'VE HAD CONVERSATIONS. THERE MIGHT BE A SCIENCE TEACHER THAT ROCKS IT WITH SUPPORTING MATH TEACHERS AND GETTING OUTCOMES FOR STUDENTS IN MATH, OR MAYBE EVEN READING. WE MIGHT HAVE PEDAGOGICAL EXPERTS THAT CAME THROUGH THE TRENCHES IN BUSINESS AND HAVE THAT EVIDENCED STUDENT OUTCOME IMPROVEMENT. THOSE ARE ALL THINGS THAT WILL BE WEIGHTED AT THE TABLE. HOW WILL THEY BE WEIGHTED? I MEAN, IT SOUNDS LIKE TO ME THIS PLAN IS IN PLACE AND WE'RE GOING TO MAKE THESE CHANGES WITHOUT MUCH VARIANCES. FROM WHAT I UNDERSTAND, WE WILL GO THROUGH A PROCESS OF IDENTIFYING SKILLS AND STRENGTH SETS AND THE DATA THAT'S ALIGNED WITH THAT EXPERTISE AND THOSE RESULTS, AND THEN MOVE THROUGH THE PROCESS AND IDENTIFYING LANDING SPOTS FOR EVERYONE. AND IN THAT PROCESS, ANY I'LL YIELD FOR DOCTOR DAVIS. YEAH, YEAH. LET ME LET ME CHIME IN THERE. YOU BRING UP SOME VERY GOOD POINTS.

AND SO LET ME BE CLEAR AS IT RELATES TO FIRST OF ALL, FIRST OF ALL, PEDAGOGY. THE ART OF TEACHING IF YOU WILL, IS CRITICALLY IMPORTANT. BUT THAT PAIRED WITH CONTENT EXPERTISE TAKES US TO A WHOLE NOTHER LEVEL. RIGHT. AND SO CERTAINLY WE VALUE. AND RECENTLY I'VE HAD AN OPPORTUNITY TO COMMUNICATE TO A FEW SIX AND SIS, AS IT RELATES TO ABSOLUTELY VALUE THAT LEVEL OF EXPERTISE THAT'S CURRENTLY IN PLACE. AND AS I'VE TOLD SOME FOLKS, IF THEY'RE IF BASED ON DEMONSTRATED PERFORMANCE, ONCE WE CAN ABLE TO QUANTIFY AND QUALIFY, THAT DOESN'T MEAN THAT FOLKS CURRENTLY IN THOSE ROLES WON'T BE IN THOSE ROLES. BUT IT'S CRITICALLY IMPORTANT THAT WE'RE JUST NOT GIVING RHETORIC TO IT. BUT BASED ON, AGAIN, DEMONSTRATED PERFORMANCE BASED ON THAT CURRENT ROLE WHERE THEY CURRENTLY ARE, WHAT HAS BEEN AT LEAST A TREND, BECAUSE WE HAVE WE SHOULD BE LOOKING AT AT LEAST 3 TO 5 YEARS OF HISTORICAL DATA. HAVE CHILDREN BEEN IMPACTED ACADEMICALLY, AND HOW HAVE THOSE OUTCOMES BEEN? AND IF A CURRENT CSC AND SIS HAS DEMONSTRATED THAT PERFORMANCE BASED ON THEIR BACKGROUND, THEN SO BE IT. BUT WE NEED TO BE ABLE TO QUANTIFY AND QUALIFY THAT. IT'S JUST IT'S JUST NOT ABOUT A WORD OF MOUTH. IT'S ABOUT PUTTING PEN TO PAPER AND ALLOWING THE DATA TO SPEAK FOR RESULTS OF STUDENT OUTCOMES. CERTAINLY DON'T WANT IT TO BE BY WORD OF MOUTH. I WANT IT TO BE CLEAR THAT IT'S A DATA DRIVEN DECISION. IF THESE FOLKS HAD BEEN IN THESE POSITIONS FOR LENGTHS OF TIMES THAT HAVE BEEN SUCCESSFUL, THEY WON'T BE YANKED OUT OF THOSE POSITIONS SIMPLY BECAUSE THEY'RE NOT CORE CONTENT CERTIFIED. THAT'S EXACTLY RIGHT.

YOU JUST SAID WHAT I'M SAYING. I BELIEVE WE'RE SAYING THE SAME THING AS LONG AS THEY'RE THEY HAVE THAT DEMONSTRATED, DEMONSTRATED PERFORMANCE. RIGHT. BUT BASED BASED ON DATA.

ABSOLUTELY. YOUR FEEDBACK TO THIS PROGRAM. THANK YOU. THANK YOU. SO THE PRINCIPLES. SO YOUR FEEDBACK FOR THIS PROGRAM AS YOU MET WITH CAMPUS LEADERS AND OTHER FOLKS, HOW WHAT WAS THEIR RESPONSE TO YOU? I, I REALLY WON'T SAY. I WILL SAY IN GENERAL THAT THEY GET IT, THAT THERE'S A CONSENSUS THAT IT'S AN UNDERSTANDING THAT THE WHY MAKES SENSE. I CERTAINLY WON'T SPEAK FOR EVERY CIC AND SIS IN THIS DISTRICT, BUT BASED ON THE FEEDBACK I RECEIVED DURING MY MEETING WITH THE ENTIRE GROUP OF CIC AND IN THE DISTRICT, I BELIEVE THAT THE CORE GROUP UNDERSTANDS THIS MOVE FROM FROM A FROM A COMMON SENSE PERSPECTIVE AND FROM A RESEARCH BASED PERSPECTIVE AS RELATES TO THE IMPORTANCE OF HAVING CONTENT EXPERTISE. DOCTOR DAVIS, DO YOU THINK THERE WERE OTHER CRITERIA OR OTHER THINGS INVOLVED IN THESE LOW PERFORMING SCHOOLS OTHER THAN THE ROLE OF THE SIS AND THE INSTRUCTIONAL COACHES, AND HOW WILL YOU ADDRESS THAT? ABSOLUTELY. THAT'S ALWAYS YOU CAN NEVER POINT TO JUST ONE THING AS IT RELATES TO, BUT THAT'S A CRITICAL AREA. THANK YOU. AT THE END OF THE DAY, WE

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SO HOW DO WE NOW BEGIN TO BUILD CAPACITY WITHIN TEACHERS. THAT'S CRITICAL. WE GOT TO KNOW THAT FIRST TIME THAT TIER ONE INSTRUCTION. AND WE HAVE A HIGH INFLUX OF NOVICE TEACHERS OR WHATEVER THE CASE MAY BE, AND WE DON'T HAVE A STRONG INSTRUCTIONAL LEADERSHIP TEAM THAT'S ABLE TO BUILD CAPACITY WITHIN THOSE FOLKS. NOW, THAT'S WHEN INSTRUCTIONAL LEADERSHIP COMES INTO PLACE. WHO'S LEADING THE CHARGE THERE, WHETHER THAT BE A PRINCIPAL DEAN OF INSTRUCTIONS, I SEE, I SEE, AND THOSE ARE THE FOLKS THAT WHO ARE RESPONSIBLE DECISIONS AND SO ON AND SO FORTH, WHO SHOULD BE BUILDING CAPACITY WITHIN OUR WORKFORCE. AND IF WE DON'T HAVE FOLKS THAT UNDERSTAND BOTH PEDAGOGY PAIRED WITH CONTENT EXPERTISE, WE'RE IN REAL TROUBLE. THOSE THINGS GO HAND IN HAND. SO AGAIN, I WANT THE MESSAGE TO BE CLEAR. WE'RE NOT SAYING WE DON'T VALUE FOLKS BECAUSE SOME OF THESE FOLKS DON'T HAVE A READING OR MATH BACKGROUND. MAYBE STRONG PEDAGOGY PEDAGOGICALLY. RIGHT. SO THAT'S THE THAT'S THE DETERMINING FACTOR. WE GOTTA MAKE SURE WE QUANTIFY AND QUALIFY THAT THOUGH. RIGHT. SO WE GOT TO LOOK AT DATA AND ENSURE THAT WE HAVE THE RIGHT OUTCOMES FOR STUDENTS TO MAKE THAT DETERMINATION. DOCTOR DAVIS, ARE YOU INTENDING TO CHANGE THE ORGANIZATIONAL PIECE OR THE WORK DAY? I THINK SIS SPECIALISTS AND COACHES SPENT TWO DAYS OVER HERE IN THE CENTRAL OFFICE A WEEK AND TAKE SOME, I GUESS, 40% OF THE TIME AWAY FROM THEIR CAMPUSES. HAVE YOU THOUGHT MUCH ABOUT. I'M SURE YOU HAVE, BUT TELL US WHAT YOU'RE THINKING THERE. THAT'S A GREAT QUESTION. I'VE CERTAINLY GOT THAT FEEDBACK FROM BOTH PRINCIPALS AND SOME OF THOSE FOLKS. THAT'S CERTAINLY SOME OTHER AREAS WE'RE LOOKING AT. AND I WOULD SAY THAT IN ADDITION TO PRINCIPALS, AND THIS IS NOT ABOUT POINTING THE FINGER AT ANYBODY IN THE ROOM, BUT WE I'VE ASKED THE ENTIRE TEAM, WE ARE GOING TO BE CANDID WITH ONE ANOTHER. WE'RE GOING TO BE OPEN AND TRANSPARENT. I WELCOME FEEDBACK, AND THAT'S SOME OF THE FEEDBACK I RECEIVED ARE FOLKS, SOME OF OUR LEADERS, INSTRUCTIONAL LEADERS ALIKE, OUR SUPPORT STAFF. MANY OF THOSE FOLKS FEEL LIKE THEY'RE AWAY FROM THE CAMPUS A BIT TOO MUCH. RIGHT? BUT WE GOT TO DETERMINE THAT. OBVIOUSLY THERE'S TIMES THAT APPROPRIATE. WE HAVE TO TRAIN. WE HAVE TO PULL PEOPLE FROM TIME TO TIME. RIGHT. ARE WE DOING THAT TOO MUCH? WE'RE GOING TO HAVE TO DETERMINE THAT AS A TEAM. SO THAT IS CERTAINLY BEING LOOKED INTO AND MAKING SURE THAT THEY'RE SPENDING MORE TIME, AS MUCH TIME AS POSSIBLE ON THE CAMPUS WITH THOSE CHILDREN WHERE THE RUBBER MEETS THE ROAD. THANK YOU. I APPRECIATE YOUR REMARKS. JUST ONE MORE QUESTION.

I WANT TO THERE'S A DOCTOR OSBORNE DID A GRAPHIC HERE ON PAGE 26. IT JUST TALKS ABOUT THE NUMBER OF PEOPLE THAT, WELL, MAYBE ON THE WRONG PAGE THAT WERE GOING TO BE INVOLVED IN THE CHANGE. IT'S ACTUALLY ON PAGE 28. THERE'S 100 CAMPUS INSTRUCTIONAL SPECIALISTS AND 51 INSTRUCTIONAL COACHES. IS THAT RIGHT? 54 AND 51? YES, SIR. 54 AND 51. THANK YOU. I JUST WANT HOW ARE WE HOW FAR OFF BASE ARE WE RIGHT NOW WITH YOUR YOUR NEW APPROACH. WITH WHAT? WITH WHAT? WITH THE CHANGES YOU'RE FIXING. I'M FIXING TO MAKE OF THESE 54 FOLKS THAT ARE CAMPUS INSTRUCTIONAL SPECIALISTS. DO YOU KNOW, IT'S A TOUGH QUESTION. DO YOU KNOW AT THIS TIME HOW MANY OF THEM ARE CORE CERTIFIED? OH, I GOTCHA HOW MANY IS ACTUALLY I CAN'T GIVE YOU ANY. I THINK YOU'RE GOING TO GO NO NO NO NO, THAT'S GOOD. AND YOU MAY BE ABLE TO I DON'T KNOW IF WE KNOW THAT EXACTLY. I DON'T WANT TO THROW OUT A SITTING ON MY DESK, SIR. PARDON? IT'S SITTING ON MY DESK. I CAN BRING IT BACK FOR YOU. THAT'S I JUST I JUST WANT TO SEE. WHAT ABOUT ONE MORE QUESTION? THANKS FOR YOUR PATIENCE. WHAT ABOUT IN TERMS OF SALARIES AND CHANGES THERE. AND THAT'S A DISTRICT WIDE. YOU KNOW, I THINK ONE OF THE THINGS WE TALK ABOUT IS OUR FOLKS DON'T GET PAID WELL. SO ARE YOU LOOKING AT SALARIES AS WELL FOR THESE FOLKS. ARE YOU GOING TO HAVE THIS INCREASED RESPONSIBILITY. ABSOLUTELY.

THAT IS CERTAINLY ONE OF THE AHAS OR TO BE QUITE FRANK, SHOCKING THAT THAT IT WASN'T DIFFERENTIATION IN PAY. AS OUR TEACHERS, WHAT I WOULD CONSIDER SOME OF OUR BEST AND BRIGHTEST, I WOULD SAY MASTER TEACHERS, IF YOU WILL, AS THEY TRANSITION FROM THE CLASSROOM TO TAKE ON THESE ADDITIONAL ROLES, THIS ROLE TO, TO, TO TO LEAD THE CHARGE. INSTRUCTIONALLY ABSOLUTELY PAY SHOULD, SHOULD SHOULD REFLECT THAT. RIGHT? IT IS MY OPINION THAT THEY SHOULD BE STILL ON A TEACHER CONTRACT WITH AN ADDITIONAL STIPEND TO REFLECT THAT ADDITIONAL RESPONSIBILITIES AND THEIR ADDITIONAL EXPERTISE, AND WITH THE VALUE THEY'RE BRINGING TO TO OUR WORKFORCE. SO ABSOLUTELY, WE'RE TALKING AS A TEAM AND ACTUALLY HAVE SOME NUMBERS THAT WE ARE LOOKING TO TO INCREASE THAT PAY. MENTIONED PREVIOUSLY THAT CLASSROOM TEACHERS, REALLY GOOD TEACHERS, WOULD ACTUALLY LOSE MONEY IF THEY WANT TO. SOME THESE POSITIONS THAT'S ON THE HORIZON. THAT'S EXACTLY RIGHT. AND THAT'S THAT'S THAT SHOULD NOT HAPPEN, SIR. GREAT.

[00:40:02]

IN A MONTH. YES, SIR. FOR THE PROFESSIONAL DEVELOPMENT, SUPPORT PROVIDED BY LEARNING SERVICES IS TWO DAYS A MONTH. YES, SIR. TWO FULL DAYS, TWO FULL DAYS. SOMETIMES IT'S A HALF DAY. OKAY. THANK YOU. YES, SIR, I APPRECIATE YOU. YES, DOCTOR. DAVIS? YEAH. I THINK DOCTOR OSBORNE. WHERE? MAYBE A LITTLE CONFUSION BECAUSE I WAS TOLD THE SAME SOMETHING VERY SIMILAR. AGAIN, WE CAN CLARIFY. I THINK ALSO THE I THINK IT MAY BE CONFUSING WITH THE DEAN OF INSTRUCTION. MY UNDERSTANDING MAYBE DEAN OF INSTRUCTIONS ARE PULLED EVERY. HOW OFTEN ARE THEY PULLED? THEY ARE OFF CAMPUS ON THURSDAYS, RIGHT. ONCE A WEEK ON THURSDAYS. RIGHT.

THAT IS BECAUSE THEY PARTICIPATE IN THE PRINCIPAL PLC SERVING AS THAT DIRECT PRINCIPAL SUPPORT. SO GETTING THAT LEADERSHIP EXPERIENCE AND THEN THEY ARE ALSO THE LEADER OF THE INSTRUCTIONAL CHARGE. AND THAT'S WITH THE SIS AND SIX. SURE. AND AGAIN I'M NOT SUGGESTING I WANT TO AGAIN SAY PUBLICLY, I'M NOT SUGGESTING TO THIS TEAM THAT THAT THEY'RE BEING PULLED TOO MUCH OR NOT ENOUGH. MY POINT IS, I'M ENCOURAGING INPUT AND FEEDBACK AND WE'RE GOING TO TALK THROUGH IT. IT MAY BE DETERMINED THAT THAT WE WE HAVE FOUND A SWEET SPOT, A GOOD CADENCE AS IT RELATES. BUT IT COULD BE FOUND AS AS WE HAVE MORE DISCUSSIONS.

YEAH, WE ARE PULLING FOLKS TOO MUCH. AT THE END OF THE DAY, WE GOTTA WE HAVE TO TRAIN. WE HAVE TO FIND TIME TO BUILD CAPACITY EVEN WITH OUR DISTRICT LEADERS, RIGHT? EVEN WITH OUR CAMPUS LEADERSHIP. BUT AT THE SAME TIME, WE HAVE TO BALANCE THAT WITH WHEN THEY'RE NOT ON CAMPUS WITH THOSE TEACHERS AND STUDENTS WHERE THE RUBBER MEETS THE ROAD. ARE WE DOING PULLING THEM TOO MUCH? I DON'T KNOW THAT JUST YET, BUT WE WILL DETERMINE THAT. YES, SIR. MR. GILCHRIST, I'M GOING TO SHOW MY NON EDUCATOR BACKGROUND. YOU SAID SOMETHING THAT JUST. IT JUST WENT OFF BING. YOU SAID WE CANNOT ADDRESS DEFICITS THROUGH REMEDIATION. THAT'S CORRECT SIR.

SO WHERE DO WE ADDRESS DEFICITS? WE ADDRESS DEFICITS THROUGH TIER ONE INSTRUCTION THAT SCAFFOLDS KIDS UP TO THE GRADE LEVEL CONTENT. THE BEST APPROACH TO DEFICITS IS EMBEDDING THOSE SKILLS AS YOU'RE TEACHING GRADE LEVEL CONTENT. IF WE SPEND ALL OF OUR TIME INTERVENING WITH A FIFTH GRADER ON THIRD GRADE GAPS, THEY NEVER LEARN FOURTH, FIFTH, SIXTH, AND PREPARE FOR SIX THAT WOULD BE REMEDIATING. YOU CAN'T REMEDIATE YOUR WAY OUT OF THAT SITUATION, BECAUSE THEN YOU WOULD HAVE TAUGHT NO FIFTH GRADE CONTENT. I, I THINK I UNDERSTAND THAT, BUT I DON'T UNDERSTAND HOW YOU CATCH HIM UP. SO SO THIS IS MY NOVICE EDUCATION SHOWING. SO WHILE WHERE WE CATCH THEM UP AT WHILE TEACHING THAT FIFTH GRADE CONTENT, THE TEACHER SHOULD BE SO SKILLED AND SO PREPARED THAT THE LEAD UP SKILLS THE KIDS NEED FOR THAT FIFTH GRADE CONTENT IS GETTING EMBEDDED AS THAT FIFTH GRADE CONTENT IS BEING DELIVERED. WE ALSO HAVE SEGMENTS OF TIME DURING THE INSTRUCTIONAL BLOCKS THAT ARE SPECIFIC TO INTERVENING, BUT WE CAN'T SPEND THE WHOLE INSTRUCTIONAL BLOCK INTERVENING.

DOCTOR DAVIS YEAH, I WAS I THINK YOU GOT IT. BUT I WAS GOING TO ASK IF YOU OBVIOUSLY YOU'RE FAMILIAR WITH THE WITH THE INVERTED PYRAMID, RIGHT CONCEPT. RIGHT WITH WHEN YOU SPEND TOO MUCH TIME IN TIER CERTAIN TIERS OF OF OF OF INTERVENTIONS. I DON'T BUT I THINK BISHOP GILCHRIST GETS IT. BUT IF WE STAY IN A CERTAIN SPACE, IF YOU, IF YOU HAVE TOO

[00:45:03]

MADAM SECRETARY, THANK YOU. THANK YOU SIR. A COUPLE OF THINGS. FIRST OF ALL, I COMMEND THE TEAM FOR FOCUSING US ON THE MAIN THING, KEEPING THE MAIN THING, THE MAIN THING, KISD PERFORMANCE AND OUR STUDENT PERFORMANCE HAS BEEN LACKING IN MATH AND READING FOR YEARS.

YEARS. WHEN WE WENT TO GENERALISTS AT THE MIDDLE SCHOOLS. BECAUSE MIDDLE SCHOOL, THAT WAS MY CONCERN AS A BUILDING LEADER. WHERE DO WE GET THAT CONTENT FOCUS? IF ALL OF OUR INSTRUCTIONAL SUPPORT IS PROVIDED BY GENERALISTS? THAT WAS WHEN THAT BECAME AN ISSUE AND WE WERE ABLE TO DO THAT. THAT WAS MY CONCERN. FOR THE RECORD, WE ARE RETURNING FOR MIDDLE SCHOOLS TO A MATH AND READING EMPHASIS. THIS IS NOT A FIRST TIME THING. I WAS A PRINCIPAL WHEN WE HAD A MATH AND READING FOCUS, 90 MINUTE BLOCKS, ALTERNATING DAYS, READING SPECIALISTS IN THE CLASSROOM, READING ACADEMIES FOR SUMMER PROFESSIONAL DEVELOPMENT BECAUSE WE UNDERSTOOD THAT EVERY CONTENT IS IMPACTED WITH THE LEVEL OF ABILITY THAT OUR STUDENTS READ, WRITE AND UNDERSTAND MATH AND REASONING AND APPLICATION. SO NO MATTER WHAT CONTENT YOU TEACH, IT'S READING. SO YES, WE WANT OUR SUPPORT TO THE TEACHER TO BE ANCHORED. THAT'S THE WORD YOU USED EARLIER IN MATH AND READING. ABSOLUTELY. NOW ALL OF THESE DIFFERENT THE DEANS, THE SIS SPECIALISTS AND THE COACHES, AS I'M REFLECTING, MY QUESTION BECOMES, WHAT ARE THEY DOING WITH KIDS? WHAT DOES IT LOOK LIKE WHEN I SEE THEM ON A CAMPUS WORKING WITH STUDENTS? HOW OFTEN ARE THEY ENGAGING? ARE THEY MODELING FOR TEACHERS? ARE THEY COMING IN TO TEAM TEACH? ARE THEY BRINGING SMALL GROUPS TOGETHER? IF WE'RE MEETING WITH THEM ALL THE TIME TO BUILD UP THEIR CAPACITY, THEN THEY'RE NOT HELPING KIDS.

IF WE'RE GIVING THEM TOO MANY ADMINISTRATIVE DUTIES, THAT CHOKES THEM OUT FROM BEING ABLE TO GET TO INSTRUCTION, THAT'S NOT GOOD EITHER. SO WE'VE GOT TO GET TO THE BALANCE WHERE WE SAY WE'RE DIFFERENTIATING. NOW DEANS EARN THIS, THIS ONE EARNS THIS JOB. DESCRIPTIONS ARE DIFFERENT AND THESE CAN'T BE USED ADMINISTRATIVELY FOR THIS, THIS AND THIS. WHEN WE PUT THAT IN WRITING, WHICH WE HAD BEFORE, BECAUSE I COULD NOT PULL MY SEAT. AND AT THAT TIME WE ONLY HAD SIX, I COULD NOT PULL MY CAMPUS INSTRUCTIONAL SPECIALIST TO PULL DUTY, BECAUSE THAT SPECIALIST NEEDS TO BE IN A PLC AND CONVERSATIONS WITH TEACHERS. SO WE'VE JUST GOT TO GET BACK TO WHAT WORKED BEFORE, AND I'M ALL FOR IT. ANY OTHER QUESTIONS FROM TRUSTEES? DOCTOR DAVIS, ANYTHING ELSE YOU WANT TO ADD? NOT RIGHT NOW OKAY. ALL RIGHT. THANK YOU, DOCTOR OSBORNE.

THANK YOU, THANK YOU. ALL RIGHT. WE'LL NOW GO TO. ITEM B WHICH IS DISCUSSION OF 2024 2025 SUMMER LEARNING PROGRAMS AND OVERVIEW OF PROPOSED 2025 2026 SUMMER LEARNING PROGRAM STRUCTURE AND ELIGIBILITY. WELCOME, DOCTOR JOE CREIGHTON AND DOCTOR SUSAN BUCKLEY. GOOD EVENING, PRESIDENT WILLIAMS. MEMBERS OF THE BOARD, DOCTOR DAVIS, WE'RE EXCITED TO HAVE AN OPPORTUNITY TO TALK WITH YOU ABOUT SUMMER LEARNING AS WE BRING BACK INFORMATION AND THINK THROUGH WHAT OUR RECOMMENDATIONS WILL BE FOR SUMMER LEARNING FOR THE 26, THE SUMMER OF 26. AND WE'LL BEGIN OUR PRESENTATION WITH JUST SHARING SOME INFORMATION WITH YOU ABOUT ADMINISTRATIVE CODES AND EDUCATION CODES THAT WILL GROUND OUR CONVERSATION IN RELATED TO SPECIFIC GROUPS OF STUDENTS THAT WE ARE REQUIRED TO INTERVENE OR SUPPORT WITH.

[00:50:06]

STUDENTS WHO ARE AT RISK, STUDENTS WHO DID NOT PASS EOCS, AND WHAT SUPPORT WE SHOULD PROVIDE FOR THEM BEFORE THEY TAKE THE NEXT ADMINISTRATION. THE NEXT ONE IS THE FEDERAL CODE THAT IDENTIFIES THAT WE'RE SUPPOSED TO INTERVENE FOR OUR SPECIAL EDUCATION STUDENTS. AND THEN THE LAST ONE TALKS ABOUT STATE COMP AND HOW THOSE FUNDS SHOULD BE SET ASIDE TO INTERVENE FOR STUDENTS WHO ARE IDENTIFIED AS AT RISK. SO THE CURRENT STRUCTURE IN OUR LEARNING SERVICES SUMMER LEARNING PROGRAM IDENTIFIES THAT WE PROVIDE THE 120 HOURS OF INSTRUCTION FOR OUR BILINGUAL AND ESL STUDENTS, AS I MENTIONED BEFORE, BUT THEY ARE REQUIRED TO RECEIVE THAT SUPPORT WHEN SCHOOL HAS BEEN RECESSED FOR THE SUMMER. WHEN IT COMES TO OUR STAR FAILURES OR OUR EOC FAILURES, WE ARE REQUIRED TO PROVIDE ACCELERATED INSTRUCTION FOR THOSE STUDENTS BEFORE THEY TAKE THEIR NEXT ADMINISTRATION OF THE EXAM.

WHEN IT COMES TO OUR SPECIAL EDUCATION STUDENTS AND OUR EXTENDED SCHOOL YEAR PROGRAM, THEY SHALL RECEIVE SPECIAL EDUCATION AND RELATED SERVICES BEYOND THE NORMAL SCHOOL YEAR.

AND THEN WHEN IT COMES TO CAMPUSES OR DISTRICTS THAT RECEIVE STATE AID FUNDS, IT USED TO HAVE A CERTAIN PERCENTAGE OF THOSE FUNDS THAT YOU WERE REQUIRED TO SPEND.

BEGINNING IN SEPTEMBER. IT IDENTIFIED NOW THAT YOU SHOULD JUST HAVE BUDGET SUFFICIENT FUNDS FROM COMPENSATORY EDUCATION DOLLARS TO PROVIDE ACCELERATED INSTRUCTION TO AT RISK STUDENTS. SO WE WANT TO JUST TALK A LITTLE BIT ABOUT SOME OF THE THINGS THAT REALLY WENT WELL WITH SUMMER LEARNING FROM THE 2425 SCHOOL YEAR, WE PROVIDED SUPPORT TO DIFFERENT LEVELS OF AT RISK POPULATIONS. THERE WERE ACADEMIC GAINS. WE PROVIDED COURSES FOR STUDENTS WHO ARE ENGAGED IN CTE. WE INCREASED GRADUATION RATES, SOME ADDITIONAL STUDENTS EARNED CREDITS, STUDENTS WHO PARTICIPATED IN SOME OF THE ACCELERATION PASSED THEIR END OF COURSE EXAM WHEN THEY TOOK THEM. AGAIN, WE PROVIDED OPPORTUNITIES FOR STUDENTS TO ADVANCE IN COURSES. WE HAD ABOUT 1380 COURSES WHERE STUDENTS PARTICIPATED IN ADVANCEMENT. AND THEN OF COURSE, PER YOUR REQUEST, SEVERAL YEARS AGO WHEN WE GOT BACK FROM COVID, WE PROVIDED ENRICHMENT OPPORTUNITIES FOR STUDENTS WHO WERE NOT REQUIRED TO PARTICIPATE IN INTERVENTION OR REMEDIATION IN THE SUMMER. SO WE COMPARED KISD TO SOME DISTRICTS WHO HAVE SIMILAR ENROLLMENTS AND SIMILAR PERCENTAGES OF STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED. SOME ARE CLOSE TO US, SOME ARE FURTHER AWAY FROM US, SOME ARE SMALLER THAN US, SOME ARE LARGER THAN US. SOME DISTRICTS ACTUALLY REQUIRE STUDENTS TO PAY A FEE FOR SUMMER LEARNING EXPERIENCES. AND THEN OF COURSE, SOME DISTRICTS DO NOT. SO IN THIS CHART YOU CAN SEE THAT AUSTIN ISD, FOR INSTANCE, HAS MORE STUDENTS. THEY CHARGE FEES FOR SOME OF THEIR SUMMER LEARNING. THEIR PERCENTAGE OF ECODYST IS 50%, AND THEN THEIR SUMMER LEARNING EXPERIENCES RANGE FROM BETWEEN ONE WEEK TO FIVE WEEKS. BUT THEN YOU CAN ALSO SEE WHEN YOU LOOK AT LAMAR CONSOLIDATED, THEY'RE JUST 2000 STUDENTS LARGER THAN US IN KILLEEN ISD. AND SOME OF THEIR PROGRAMS RANGE FROM THREE DAYS TO THREE WEEKS. SO IN COMPARING KILLEEN ISD TO SOME OF THESE OTHER DISTRICTS, WE FALL RIGHT IN LINE WITH THE AMOUNT OF TIME AND THE SAME SERVICES THAT THEY PROVIDE TO THEIR STUDENTS AS WELL. SO WE ARE SHARING INFORMATION WITH YOU IN OPTION ONE AND OPTION TWO TO, OF COURSE, GAIN YOUR FEEDBACK. AND OPTION ONE FOR ELEMENTARY CONSIDERATIONS. WE ARE INTERESTED IN SUPPORTING THE LARGEST NUMBER OF AT RISK STUDENTS THAT WE POSSIBLY CAN TO FILL THE INSTRUCTIONAL GAPS THAT THEY HAD AFTER THEY RECEIVED A FULL YEAR OF INSTRUCTION FROM THE PREVIOUS YEAR. SO WE WOULD LIKE TO INVITE RETAINED STUDENTS, THOSE WHO WERE IDENTIFIED AS AT RISK ACCORDING TO THEIR SCORE ON THE UNIVERSAL SCREENER, WHICH IS THE MAP ASSESSMENT. AND THEN IF THEY DID NOT DO WELL AND HAVE NEEDED INTERVENTION DURING THE COURSE OF THE SCHOOL YEAR, AND

[00:55:05]

BECAUSE OF WHERE IT FALLS IN THE CALENDAR. WE WILL OFFER AN ADDITIONAL HOUR OR HALF HOUR OF INSTRUCTION AND THEN THAT WOULD OF COURSE BE 19 DAYS FOR 104.5 HOURS OF INSTRUCTION. IF WE UTILIZE THIS STRUCTURE, THAT'S OPTION ONE. INVITE THE SAME STUDENTS THAT WE DID OVER A FIVE WEEK PERIOD OF TIME. OPTION TWO IS THAT WE WOULD INVITE THE SAME NUMBER OF STUDENTS THAT WE DID LAST SUMMER, DO IT IN A FOUR WEEK PERIOD OF TIME, BUT EXTEND THE AMOUNT OF TIME THAT THEY ARE ENGAGED IN THE SUMMER LEARNING EXPERIENCE. SO THEY WOULD GO FOR 6.5 HOURS OVER 19 DAYS. OR WE COULD, IF YOU WANTED TO NEGOTIATE, WE COULD KEEP THE FIVE WEEKS AND OFFER SUMMER LEARNING FOR MORE TIME. IF WE WANT STUDENTS TO HAVE MORE THAN 120 HOURS OF INSTRUCTION. SO OPTION ONE FIVE WEEKS, OPTION TWO FOUR WEEKS LONGER SCHOOL DAY. AND THEN DOCTOR BUCKLEY WILL SHARE INFORMATION ABOUT MIDDLE SCHOOL AND HIGH SCHOOL.

AND THEN WE'LL COME BACK AND ANSWER ADDITIONAL QUESTIONS. THANK YOU. SO FOR FOR WE'RE GOING TO START WITH MIDDLE SCHOOL. OPTION ONE IS WHAT WE I PERSONALLY WHAT WE ARE RECOMMENDING. BUT WE'RE GOING TO GIVE YOU TWO OPTIONS. TYPICALLY WE INVITE STUDENTS WHO FAILED ONE OR MORE CORE SUBJECTS FOR SUMMER SCHOOLS ONLY OFFERED FOR THOSE FOUR SUBJECTS. MIDDLE SCHOOLERS ARE ALLOWED TO TAKE UP TO TWO SUBJECTS. SOME TAKE ONE. THEY ONLY NEED THE READING, OR THEY NEED THE MATH. SOME NEED BOTH. SOME MIGHT NEED A SCIENCE OR SOCIAL STUDIES, AND WE'RE RECOMMENDING IT BE. FOUR WEEKS OF ADDITIONAL FACE TO FACE INSTRUCTION. WE HOPE TO DEMONSTRATE PROFICIENCY IN SIXTH THROUGH EIGHTH GRADES.

STUDENTS WHO FAILED STAR WILL RECEIVE REMEDIATION. STUDENTS AND STAFF WILL COMPLETE 12 DAYS.

I'M SORRY THE FOR THE FOUR WEEKS SHOULD SAY THREE WEEKS. SO I APOLOGIZE FOR THAT. I DON'T KNOW WHERE THAT FOUR WEEKS IS. IT WOULD BE THREE WEEKS, BUT WE WANT TO ADD TWO ADDITIONAL HOURS OF INSTRUCTION. SO LAST YEAR IT WAS 730 TO 130. THIS YEAR WE WOULD ADD TWO MORE HOURS. IN THE THREE WEEKS. AND END WOULD BE 90 HOURS TOTAL. I DID SOME MATH AND 90 HOURS TIMES 60 MINUTES, WHICH IS AN HOUR EACH HOUR. I'M SORRY. DIVIDED BY 45 MINUTES EQUATES TO 120 REGULAR SCHOOL DAYS. BECAUSE NORMAL CLASS PERIOD IS ONLY 45 MINUTES, SO IT'S EASY TO LOOK AT THE NUMBER OF DAYS THAT YOU'RE GOING. WHEN YOU'RE LOOKING AT THE NUMBER OF HOURS THAT THEY'RE TAKING FOR THAT ONE COURSE. SO IT'S HEAVILY, HEAVILY REMEDIATION IN THAT ONE SUBJECT, NOT 45 MINUTES A DAY. SO WE WOULD INCREASE THE NUMBER OF HOURS OF INSTRUCTION BY 30 HOURS. BY EXTENDING THIS, WE HAVE A HARD TIME GOING FOR WEEKS BECAUSE WE CAN'T START RIGHT. THE VERY FOLLOWING MONDAY. WE HAVE GRADUATION. WE HAVE GRADES THAT HAVE TO BE FINALIZED. WE HAVE TO DO COURSE CALCULATIONS. ELEMENTARY HAS A LITTLE EASIER TIME TO TO LOOK AT WHETHER THE KID IS FAILING THAT SECOND GRADE READING COMPARED TO THE COURSE OR THE CLASS. SO WE HAVE TO HAVE REGISTRARS AND DO SOME CALCULATIONS BEFORE WE CAN JUMP IN. SO WE ALWAYS HAVE TO START LATER THAN ELEMENTARY. AND THIS WOULD ALLOW US TO END BEFORE THE 4TH OF JULY BREAK. I DO WANT TO ALSO NOTE THAT WE AND THIS IS ELEMENTARY AS WELL. WE GIVE A PRE AND A POST TEST BEFORE EACH OF THE COURSES FOR THE FOUR COURTS DESIGNED BY OUR DISEASE, AND WE MEASURE THE GROWTH OF WHAT THEY'RE DOING FOR THE PRE AND THE POST. I DID ANOTHER AVERAGE WITH ALL OF IT TOGETHER. IT'S AN AVERAGE OF 22% INCREASE FROM PRE TO POST.

MOST OF THOSE ARE ALMOST ALL OF THEM ARE OVER 20. ARE THERE 1,817% SOME AS HIGH AS 30%

[01:00:05]

ADMINISTRATORS, WHEN THEY WOULD FINISH AFTER THAT EXTRA WEEK, WOULD GO STRAIGHT INTO THE LEADERSHIP ACADEMY FOR ADMINISTRATORS. SO THERE'S A LOT OF OVERLAP OR COULD BE OVERLAP. WELL, NO BREAK FOR MIDDLE SCHOOL ADMINISTRATORS, BUT IT IS MORE INSTRUCTION FOR THE STUDENTS. I ALSO WANT TO NOTE WE'RE LOOKING AT WE TYPICALLY TRY TO DO FOUR SCHOOLS FOR MIDDLE SCHOOL, SUMMER SCHOOL AND BALANCE IT THROUGHOUT THE AREA. WE ARE LOOKING AT JADA AS A MIDDLE SCHOOL HOST, LIVE OAK RIDGE AS A MIDDLE SCHOOL HOST, RANCIER AND CHARLES PATTERSON AS A HOST BECAUSE THEY'RE GETTING THE PLURALITY OF PALO ALTO. AND THOSE ARE THE FOUR CAMPUSES THAT WE'RE LOOKING AT HOSTING FOR SUMMER SCHOOL. HIGH SCHOOL, WHAT WE'VE DONE SINCE COVID FOR HIGH SCHOOL IS WE HAVE OFFERED ONLINE EDGENUITY REMEDIATION COURSES. TYPICALLY, I'VE ASKED AROUND HOW LONG IT TAKES STUDENTS TO DO IT. IT'S AN AVERAGE OF ABOUT 30 HOURS TO REMEDIATE FOR THEIR ONE COURSE. WE ALSO OFFER CREDIT ADVANCEMENT, WHERE THEY TAKE THE COURSE IN ITS ENTIRETY FOR THE FIRST TIME. THOSE COURSES ARE SPECIFIC COURSES WE OFFER IN SPECIFIC COURSES WE DO DON'T, BUT FOR THOSE COURSES, IT'S ABOUT 60 HOURS OF INSTRUCTION TO PASS THAT COURSE. WE WOULD LIKE TO CONTINUE TO DO ONLINE EDGENUITY. IN THE PAST, WE HAD STUDENTS THAT WERE TAKING AN EOC SUBJECT COME IN AND DO THE FACE TO FACE. THIS WOULD CONTINUE THAT OR THE OPTION WOULD BE THAT WE COULD PUT THEM ON ONLINE EDGENUITY AND HOPEFULLY CAPTURE MORE KIDS THAT NEED CREDIT RECOVERY. THAT CAN'T COME IN. THEY'RE GOING DIFFERENT PLACES AND MAKE IT A BLENDED WHERE WE'RE HERE IF YOU WANT TO COME IN, BUT IF YOU WANT TO DO VIRTUAL, YOU'RE NOT. YOU DON'T HAVE TO. THAT IS AN OPTION FOR VIRTUAL. THEY HAVE TO LOG IN DURING THAT VIRTUAL TIME WITH THAT TEACHER. IT IS NOT HEY, I'M GOING TO DO IT ALL ON THE WEEKEND. THERE IS A PERCENTAGE PROGRESS TO THAT THEY MAKE DAILY. IF THEY DON'T MAKE THEIR DAILY PROGRESS, AN EMAIL IS SENT OUT. IF THE SECOND DAY THEY DON'T MAKE PROGRESS, THEY ARE DROPPED FROM THE COURSE. IT IS A VERY NO BONES ABOUT IT. YOU WILL LOG ON. YOU WILL DO THE WORK. TEACHERS ARE THERE TO MONITOR. TEACHERS ARE THERE TO TEAMS TO TALK AND THEY'RE AVAILABLE IF THE KID WANTS. LAST YEAR WE HAD IT AT PATHWAYS. WE'RE LOOKING AT DIFFERENT OPTIONS. THIS YEAR THEY'RE AVAILABLE TO COME IN FOR THAT ONE ON ONE INSTRUCTION IF THEY NEED IT. SO THE SECOND OPTION OH, I WILL SAY THEY CAN ONLY TAKE ONE COURSE AT A TIME AND NO MORE THAN TWO. AND WHEN I SAY COURSE IT'S THE SEMESTER.

SO IT'S A HALF OF A COURSE. SO IT IS MONITORED WHERE YOU CAN ONLY TAKE, LET'S SAY YOU NEED ENGLISH TO A THE FIRST SEMESTER. YOU TAKE THAT. WHEN YOU FINISH THAT THEN YOU CAN START FOR THE SECOND HALF OF SUMMER SCHOOL. WE'LL LET YOU TAKE ANOTHER ONE WHICH IS AFTER THE SECOND HALF.

HIGH SCHOOL GOES THE WHOLE SUMMER. SO HIGH SCHOOL A IS IN THE FIRST IN JUNE, AND B

[01:05:03]

[01:10:03]

YEAH, THEY WOULD IN THE PAST THEY HAVE NOT GOTTEN COMPLETION. THEY WERE WITHDRAWN FOR NONATTENDANCE. AND SO THAT MAY NOT WORK TO GO TO THAT OR IT MAY NOT BE OUR BEST OPTION. AND THEN I DO JUST AS A COMMENT IS, I'M VERY IN FAVOR OF THE LONGER DAYS. I THINK PART OF THE REASON, AND I THINK I BEAT A DEAD HORSE LAST YEAR SAYING WE HAVE TO HAVE SOLUTIONS OF OUR KIDS CANNOT. THERE'S NO DAYCARE, THERE'S NOWHERE FOR OUR KIDS TO GO. SO I THINK THE EXTENDED HOURS IS A GOOD THING FOR OUR PARENTS BECAUSE IT'S LESS TIME THEY NEED TO TRY TO COVER DOWN ON DAYCARE. AND IF WE CAN KEEP KIDS IN SCHOOL, WE CAN GET THEM TO RETAIN MORE OF THE INFORMATION. SO THANK YOU FOR ALL THE HARD WORK ON THAT. YES, MA'AM. ANY OTHER QUESTIONS FROM TRUSTEES, MR. MINTS? SO I THINK THAT THE LEAD UP WE HAD THE THE PRESENTATION THAT WE JUST HAD BEFORE THIS ONE, DOCTOR OSBORN COULDN'T HAVE PLANNED IT BETTER. THANK YOU. WHEN WE DON'T GET THIS RIGHT, WE PUT OURSELVES IN A SITUATION WHERE WE'RE PLAYING CATCH UP. AND THAT'S EXACTLY THE DISCUSSION THAT WE HAD. SO I THINK THAT EVEN PUTS MORE OF AN ONUS ON GETTING THIS RIGHT.

I'M MY CONCERN IS PRIMARILY GETTING TO THE STARTING LINE, WHATEVER IT LOOKS LIKE AFTERWARDS. I'M SOMEWHAT LESS CONCERNED ABOUT THE IMPLEMENTATION. QUITE FRANKLY, SOME OF THIS STUFF MAKES MY HEAD HURT. I DON'T UNDERSTAND IT. I'M TRUSTING THAT YOU ALL DO. BUT FROM THE 50,000 FOOT LEVEL, ANYTHING THAT ADDS AND I AND I THINK IT'S A GOOD CLARIFICATION ON THE NUMBER OF CLASS PERIODS YOU'RE EFFECTIVELY REPLACING. I THINK THAT, QUITE FRANKLY, WE'VE BEEN TALKING ABOUT THIS FOR A YEAR AND A HALF, AND THIS IS THE FIRST TIME SOMEBODY BROUGHT UP THAT POINT. AND I THINK IT'S A GOOD POINT. MORE TIME IS BETTER.

SO IF WE CAN PACK IT INTO FIVE WEEKS, EXTEND THE DAYS, WHATEVER THAT LOOKS LIKE, MORE IS BETTER, LESS, TWO CLASSES OR LESS. SO SOMEBODY WHO FAILS FIVE CLASSES, I DON'T CARE. YOU KNOW, YOU CAN DO TEN HOURS A DAY FOR THE WHOLE SUMMER, AND YOU'RE PROBABLY STILL NOT GOING TO CATCH THAT THAT KID UP, PROBABLY FOR THE SAME REASONS THAT THEY PASSED OR THEY FAILED ALL OF THEIR CLASSES. SO NO MORE THAN ANY CIRCUMSTANCE. TWO CLASSES. WHEN I WENT AND VISITED SUMMER SCHOOL LAST SUMMER, THERE WAS MOST OF THE TEACHERS THERE DID NOT THINK, AND THEY WERE VERY CANDID WITH ME THAT IT WAS JUST NOT REALLY WORTH IT. THE KIDS, THEY DIDN'T FEEL LIKE THEY WERE REALLY LEARNING ANYTHING. THERE WERE SOME OF THE SMALLER DENSITY CLASSES THAT THE TEACHERS SAID, WE DON'T REALLY HAVE A CURRICULUM. WE'RE KIND OF JUST MAKING THIS UP LIKE WE'RE NOT WE. THERE'S NO PROVEN CURRICULUM. SO IF WE'RE GOING TO HAVE A CLASS AND I THINK YOU ALLUDED TO IT LIKE THERE NEEDS TO BE A PROVEN CURRICULUM THAT WE'RE DOING, WE SHOULDN'T JUST BE WRITING THIS ON THE BACK OF A GAS RECEIPT. THERE'S LET'S

[01:15:01]

PRIOR TO THE STARTING LINE. SO IF YOU IN MY MIND, SUMMER SCHOOL IS FOR KIDS WHO TRIED WERE THERE, WEREN'T CAUSING PROBLEMS, BUT CAME UP SHORT. THOSE KIDS. ABSOLUTELY. LET'S HELP THEM GET ACROSS THE FINISH LINE. BUT IF YOU'RE NOT SHOWING UP FOR SCHOOL AND YOU CAN'T BEHAVE YOURSELF AND YOU'RE A DISTRACTION TO THE REST OF THE CLASS, THEN YOU DON'T GET THIS OPPORTUNITY. AND SOMEBODY AND DOCTOR BUCK, I THINK, WAS YOU. YOU SAID IT'S A PRIVILEGE. WELL, WHOEVER SAID IT, IT IS IT IS A PRIVILEGE. IT IS A PRIVILEGE. AND THE KIDS AND THE THE PARENTS WHO DO THE RIGHT THING ALL YEAR LONG AND GET UP EARLY AND GET THEIR KIDS TO SCHOOL, YOU KNOW, THE ONES THAT ARE DOING IT RIGHT. AND THEN THESE OTHER THE REST OF THEM DON'T.

AND THEY AND THEY END UP COMING AND SAILING THROUGH THIS PROGRAM AT, YOU KNOW, IT'S NOT RIGHT. AND WE'RE NOT HELPING OURSELVES IN THE LONG RUN. SO I WANT TO SEE I WOULD LIKE TO SEE PLEASE, SOME ATTENDANCE GUIDELINES. SO IF YOU MISS DAYS OF SCHOOL AND I GET THAT IT'S AN AT RISK INDICATOR. BUT IT'S NOT A THERE'S A BIG DIFFERENCE BETWEEN AN INDICATOR AND A CRITERIA. RIGHT. SO IF IT'S AN INDICATOR AND WE ADD THAT INTO THE BIG DONKEY LATER, AND THEN KIDS DETERMINE WHO'S AT RISK, THAT'S NOT JUST BECAUSE KIDS AREN'T COMING TO SCHOOL. I MEAN I GUESS SUPPOSE IT'S A FACTOR, BUT I WOULD LIKE TO SEE SOME. IF YOU MISS X NUMBER OF DAYS, THEN I'M OF CLASS. THEN I'M SORRY YOU'VE MISSED YOUR CHANCE. YOU HAVEN'T SHOWN UP AND PUT IN YOUR. YOU HAVEN'T MET US HALFWAY THEN. THEN YOU DON'T GET TO GO TO SUMMER SCHOOL. AND I WOULD SAY SAME THING FOR DISCIPLINE. AND AGAIN, I'M NOT SURE IF THAT'S ONE REFERRALS.

TWO REFERRALS IF YOU GET SENT TO DEP, IF IT'S A MANDATORY, HOWEVER, ALL THAT WORKS AND I WOULD KIND OF LEAVE THAT TO YOU. BUT AGAIN, THE OVERARCHING THING IS IF YOU SHOW UP AND YOU BEHAVE, THEN WE'RE HAPPY TO HELP. BUT IF YOU DON'T SHOW UP AND YOU CAN'T BEHAVE, THEN YOU DON'T. YOU'RE NOT AFFORDED THAT, AS YOU SAID, PRIVILEGE OF COMING TO SUMMER SCHOOL. THOSE ARE TODAY WHAT THEY HAVE ALWAYS BEEN. MY COMPLAINT WITH SUMMER SCHOOL. I LOVE THE FACT THAT WE'RE PUTTING SOME THOUGHT BEHIND THIS AND AND KIND OF STRUCTURING IT AND BRINGING IN DIFFERENT PROGRAMS AND TRYING TO TACKLE PROBLEMS DIFFERENT WAYS. BUT AGAIN, THERE'S A SHARED RESPONSIBILITY HERE, AND THAT'S WE NEED TO PUT IN POLICIES THAT DRIVE THAT FORWARD WITHIN THE DISTRICT. THANK YOU, DOCTOR DAVIS. YEAH I WANT TO MAKE SURE FROM A THAT THAT THE LADIES YOU ALL SHARE I DON'T WANT TO MISSPEAK FROM A LEGALITY PERSPECTIVE. WHAT IS IT THAT WE SHALL THAT WE MUST I THINK WE GOT TO START THERE TO MAKE SURE THE BOARD IS CLEAR ON WHAT WE HAVE TO PROVIDE BY LAW. AND SO, TO MR. MINTZ'S CONCERNS, I WANT TO MAKE SURE IT'S UNDERSTOOD THAT CAN WE UNDERSTAND ONCE THE CHILD ENTERS SUMMER SCHOOL, THEY'RE MISSING DAYS AND DISCIPLINE. WE CAN REMOVE THEM. BUT DURING THE COURSE OF A REGULAR SCHOOL YEAR, CAN THAT BE CAN THE CHILD BE PROHIBITED FROM COMING TO SUMMER SCHOOL BASED ON THAT CRITERIA? NOT IN ANY OF THE INFORMATION WE FOUND. WE WORKED WITH IRIS AND MICAH SO THAT WE COULD ADDRESS WHAT HAPPENS WITH ATTENDANCE AND DISCIPLINE, BUT WE'VE NOT FOUND ANYTHING IN STATUTE THAT SAYS YOU CAN USE ATTENDANCE OR DISCIPLINE AS CRITERIA TO PREVENT A STUDENT FROM COMING TO SUMMER LEARNING. NOW THAT CHRONIC ABSENTEEISM HAS BEEN ADDED AS AN AT RISK INDICATOR, THE STATE HAS IDENTIFIED FOR US THAT DEPENDING ON THE AMOUNT OF TIME THE STUDENT HAS MISSED THEIR INTERVENTIONS THAT MUST BE PROVIDED TO HIM OR HER DURING THE COURSE OF THE SCHOOL YEAR AND COULD EXTEND BEYOND. BUT WE'VE NOT FOUND ANYTHING THAT SAYS IF THEY'VE MISSED A CERTAIN NUMBER OF DAYS THEY CAN'T ATTEND, OR IF THEY HAVE A CERTAIN NUMBER OF REFERRALS THAT THEY CAN'T. MY COUNTERPOINT TO THAT WAS, IS THERE ANYTHING IN STATUTE, STATUTE THAT SAYS WE CAN'T ESTABLISH THOSE CRITERIA? I THINK WE'LL HAVE TO RESEARCH THAT. I HAVEN'T FOUND THAT EITHER, SIR. RIGHT. SO I THINK I THINK WE HAVE SOME SOME DISCRETION AND THAT'S AND LOOK, Y'ALL, THIS IS NOT. THIS IS THIS IS THIS IS DIEPPE, RIGHT. THIS IS YONDER POUCHES. THIS IS ALL THE SAME THING. THIS IS ACCOUNTABILITY. IT'S SHARED RESPONSIBILITY. IT'S IT'S THE BOARD'S JOB TO PUT IN OUR WORK AND BE PREPARED FOR THESE MEETINGS AND DO WHAT, YOU KNOW, PUT IN THE TIME. IT'S

[01:20:02]

THAT'S ALL THIS IS. AND THERE'S WE CAN ABSOLUTELY PUT WE'VE GOT TO BE ABLE TO PUT I MEAN, THERE ARE SCHOOLS THAT THERE ARE DISTRICTS THAT DO NOT RUN SUMMER SCHOOL. SO I'D SAY THAT'S A PRETTY BROAD DISCRETION. YOU CAN RUN IT OR YOU CAN NOT. AND THERE'S PROBABLY A 1.5 IN THE MIDDLE THERE. AND THAT'S ALL THAT WE'RE THAT I'M THAT I'M TRYING TRYING TO GET TO HERE IS, YOU KNOW, AS PART OF MY, MY, MY EVIL PLAN. BUT I MEAN THAT THAT'S ALL THIS IS. IT SAYS MADAM VICE PRESIDENT. SO WE WE TALKED ABOUT SUMMER SCHOOL AND WE GO BACK TO IS IT MANDATORY? DO WE HAVE TO DO THIS? DO WE CAN'T. SO ONE OF THE OTHER THINGS WE SPOKE ABOUT WAS REMEDIATION CAN BE DONE AFTER SCHOOL. IT CAN BE DONE ON SATURDAYS. IT CAN BE DONE DURING THE NORMAL SCHOOL YEAR VERSUS DURING THE SUMMER. HAVE WE THOUGHT ABOUT ANY OF THOSE TYPES OF PROGRAMS FOR THESE CHILDREN, WHO SPECIFICALLY MAY OR MAY BE PROBLEMATIC ON ATTENDANCE OR GETTING THEM THERE, OR PARENT INVOLVEMENT, OR ALL THOSE OTHER NUANCES THAT COME INTO PLAY IN THE EDUCATIONAL WORLD? AFTER SCHOOL REMEDIATION, SATURDAY REMEDIATION OPPOSED TO SUMMER SCHOOL, OR A COMBINATION THEREOF. SORRY, IT WAS ON. WE WE DO HAVE EVENING ACADEMY FOR HIGH SCHOOLERS. MR. RAINWATER HELPED START THAT. I WAS ONE THAT LED IT WAY BACK IN THE DAY, AND IT IS NOW A STAPLE THAT HAS NEVER GONE AWAY. SO WE OFFER EVENING ACADEMY IN THE FALL AND THE SPRING FOR HIGH SCHOOLERS AT RISK OF NOT GRADUATING THAT NEED. BUT IT'S NOT JUST AT RISK OF A SENIOR, IT'S IT'S STUDENTS THAT ARE WILLING TO GIVE UP THEIR EVENINGS TO DO THE COURSE. IT'S VERY SIMILAR. SIMILARLY, RUN VIRTUALLY WHEN WE DO PAY TEACHERS TO RUN IT FOR MIDDLE SCHOOLERS, THEY DO. AND I WOULD JUST SAY ASSUME ELEMENTARY AS WELL. THERE'S TUTORING, THERE'S SATURDAY, BUT IT'S ALL TO HELP THEM PASS DURING THE CURRENT GRADE. THE CURRENT YEAR, IT'S NOT AFTER THEY'VE ALREADY FAILED. IT'S IT'S THAT HOPES LIKE YOU NEED TO COME TO TUTORING. WE HAVE A TUTORING PLAN THAT WE'RE WORKING ON RIGHT NOW WITH SOME EXPECTATIONS. SO THERE'S ALL TYPES OF TUTORING, HOMEWORK CENTERS, THINGS THAT GO ON DURING THE DAY AT SCHOOL, BEFORE SCHOOL, AFTER SCHOOL AND SATURDAYS. BUT IT IS ALL IN THE MOMENT TO GET THEM ACROSS THE FINISH LINE BEFORE IT'S TOO LATE. SO WE CALL IT TUTORING DURING THIS PERIOD OF TIME, BUT AFTER THEY FAIL, WE CALL IT REMEDIATION. BUT IS THERE SOMEHOW WE CAN INCORPORATE THAT THOSE TWO WORDS TOGETHER. SO PARENTS UNDERSTAND THAT, YOU KNOW, THIS IS CRITICAL. WE CAN CALL IT TUTORING. WE CAN CALL IT. BUT IF THEY'RE NOT DOING THESE THINGS THEN THEY'RE GOING TO BE. THE NEXT OPTION IS FOR THEM TO TRY TO RECOVER IN THE SUMMERTIME. FOR THOSE WHO CARE THAT WAY, BECAUSE WE CAN'T FORCE THEM TO COME. YES, MA'AM. WELL, MADAM SECRETARY, ALSO, WE'VE HAD TUTORING. WE'VE HAD SATURDAY ENRICHMENTS CAMPUSES GET TRANSPORTATION TO I MEAN, WE'VE BEEN DOING THAT FOR YEARS. WE'VE ALSO HAD PROCEDURE WITH ATTENDANCE THAT STUDENTS CAN COME TO A SATURDAY SCHOOL TO MAKE UP DAYS. THEY DON'T COME. I MEAN, WE JUST NEED TO EDUCATE AND KEEP IT BEFORE THE PUBLIC THAT WE HAVE A LOT OF THESE THINGS. BUT THE ATTENDANCE ISSUE WITH STUDENTS WHO ARE CHRONICALLY ABSENT, IF THEY REALLY WANTED TO MAKE THOSE DAYS UP, THEY COULD DO IT ON SATURDAYS. ON SATURDAYS WE'VE ALWAYS HAD THAT THEY ATTEND, IF THAT'S MY POINT, IT'S NOT THAT WE DON'T OFFER IT. IT'S IF THEY, YOU KNOW, TAKE ADVANTAGE OF THE BENEFIT AND OPPORTUNITY. MADAM CAPITO, WE ALSO HAVE THE MATH CENTER THAT IS OFFERING SERVICES. AND I THINK NOW IT HAS READING. BACK IN MY DAY IT WAS ONLY MATH. I THINK IT'S NOW MATH AND READING. HAVE WE CONSIDERED POSSIBLY HAVING ONE OTHER MATH AND READING, MAYBE STRATEGICALLY PLACED CLOSER TO SOME OF THE OTHER SCHOOLS? BECAUSE WHEN I WAS A TEACHER, THERE WAS NO WAY MOST OF US WERE GOING TO COME AFTER SCHOOL. AND THEN ON A SATURDAY, I DON'T KNOW HOW YOU WOULD GET ENOUGH TEACHERS AND TO BE ABLE TO DO THAT DURING THE SCHOOL YEAR, BECAUSE UNFORTUNATELY THERE'S CLUBS AND OTHER ACTIVITIES AND THEY HAVE THEIR OWN CHILDREN. I JUST THEY WERE ALWAYS TRYING TO RECRUIT PEOPLE TO DO IT, AND IT WAS ALWAYS A STRUGGLE. AND SO I DON'T KNOW HOW SUCCESSFUL THAT WOULD BE ON A REGULAR BASIS, BUT I WOULD. THE MATH CENTER IS

[01:25:05]

I JUST WANTED TO CIRCLE BACK TO VICE PRESIDENT JONES QUESTION ABOUT THE OPPORTUNITY FOR REMEDIATION OR THAT IMPROVEMENT OR RECOVERY OF GRADES EARLIER. ONE OF THE CHALLENGES WE HAVE AT THE SECONDARY LEVEL IS IF YOU FAIL IN THE FALL, YOU CAN RECOVER BASED ON HOW WELL YOU DO IN THE SPRING. AND STUDENTS PREFER TO POSITION THEMSELVES TO THROW THE HAIL MARY. FOR LACK OF A BETTER WAY TO DESCRIBE IT. IF I GET A 68 IN THE FALL, I NEED A 72 IN THE SPRING TO AVERAGE TO GET THAT 70, BUT THEN I DON'T GET THE 72. I GET A 68 AGAIN, AND NOW I NEED TO GO TO SUMMER SCHOOL. AND THAT DOESN'T MEAN IT'S EVERY SINGLE CASE, BUT THAT'S WHAT MAKES SUMMER PROGRAMING CRITICAL FOR THOSE KIDS THAT DON'T ACTUALLY RECOVER. IN THE SPRING SEMESTER. I GUESS IT'S I AS I'VE SAID BEFORE, I'D LOVE TO SEE ALL YOUR SCHOOLING, SO I DON'T HAVE A PROBLEM WITH THE CHILDREN WHO WANT TO GO TO SUMMER SCHOOL OR DO GO TO SUMMER SCHOOL THROUGH. I HAVE AN ISSUE WITH THE CHRONIC ABSENTEEISM. I HAVE A PROBLEM WITH THE BEHAVIOR ISSUES FOR THOSE STUDENTS WHO DO GO THERE, BECAUSE NOW THEY'RE IMPACTING THE STUDENTS WHO ARE THERE WITH THE INTENT TO LEARN. IN ADDITION TO THAT, WE'RE RUNNING AROUND, NOT US HERE, BUT YOU ALL ARE RUNNING AROUND TRYING TO GET THE STAFF TO BE ABLE TO SUPPORT THOSE CLASSES AND TEACH THE RIGOR. AND THEN THOSE STUDENTS DON'T SHOW UP. AND WE STILL HAVE TO PAY THOSE TEACHERS. WE STILL HAVE TO PAY OUR STAFF WHETHER THOSE STUDENTS SHOW UP OR NOT. AND SO THERE'S GOT TO BE SOME ACCOUNTABILITY TO THAT SYSTEM SOMEWHERE. PARENTS HAVE TO HAVE SOME ACCOUNTABILITY TO THAT SYSTEM SOMEWHERE. I'M NOT SURE HOW OR WHERE WE CAN GO ABOUT DOING THAT, BUT WHEN SOMETHING IS FREE, PEOPLE ABUSE IT, PERIOD. IT'S SIMPLE. THEY ABUSE IT. THEY ABUSE THE PEOPLE DELIVERING THE FREE SERVICE.

THEY ABUSE THE FREE SERVICE AND THE PRODUCT. SO, SO A COUPLE OF THINGS FOR ME FOR MIDDLE SCHOOL, FIRST AND FOREMOST, I WOULD SAY WHATEVER WE DO IN THE SUMMER, I TRUST YOU ALL AS PROFESSIONALS.

BUT I REFER BACK TO THE LETTER. AND THE LETTER SAYS THERE'S AN EPIDEMIC IN OUR MIDDLE SCHOOLS.

AND SO WE NEED TO DO SOMETHING, YOU KNOW, SIGNIFICANT TO, TO CHANGE THAT. ONE OF MY CONCERNS, AND I HEARD IT MENTIONED WAS JUST THE LOCATION, GEOGRAPHY LIKE TO ME, I HAVE DOUBTS IF WE HAVE SUMMER SCHOOL LOCATIONS THAT ARE FAR AWAY FROM THE KIDS WHO ARE AT THE CAMPUSES, BECAUSE I WANT THEM TO BE ABLE TO HAVE ACCESS. AND I THINK THAT'S REALLY IMPORTANT.

ANOTHER THING I THINK WE SHOULD LOOK AT IS WITH MAINER AND THE POTENTIAL FOR THE 1882, AND IF MY MEMORY SERVES ME CORRECT, THEY OFFER SUMMER SCHOOL. I WANT TO SAY EVERY YEAR, ISN'T THAT A GIVEN THAT THEY DO SUMMER SCHOOL IN THE 1882 PROGRAM, AT LEAST THE ONE THAT WAS BRIEFED TO US AND THE ONE THAT WE VISITED, THEY DID. AND I WANT TO KNOW HOW THAT WOULD BE INCORPORATED IN, BECAUSE THOUGH WE WILL NOT BE ACTUALLY RUNNING THAT CAMPUS, THOSE ARE STILL OUR STUDENTS, AND IT'S A PART OF OUR INFRASTRUCTURE. AND WHAT WOULD BE THAT PLAN AS WE NAVIGATE THROUGH THE 1882 PROCESS FOR THIS COMING SUMMER, FOR STUDENTS THAT WOULD BE ATTENDING MAINER? AND I THINK THAT WOULD BE AN THAT THAT IS AN IMPORTANT THING, I THINK, FOR US TO CONSIDER. AND THEN IN JUST A MORE GENERAL SENSE, I WOULD JUST SAY TRUSTEES. I THINK WE HAVE TO MAKE SURE WE CAN FOCUS ON WHAT WE CAN CONTROL. I GET IT, I NO ONE WANTS PARENT INVOLVEMENT MORE THAN ME, BUT I DON'T WANT TO HURT ANYBODY'S FEELINGS HERE.

BUT THOSE ARE GROWN FOLKS AND THEY ARE KIND OF LOCKED IN AND WHAT THEY'RE LOCKED INTO. BUT WHAT WE CAN CONTROL ARE THE KIDS TO THE BEST OF OUR ABILITY, WHEN WE HAVE ACCESS TO THEM

[01:30:02]

BUT IN ALL FAIRNESS, I THINK WE ALL KNOW WE CAN SAY, MAN, WE REALLY WISH THEY WOULD DO THIS, BUT WE'RE GOING TO WIN SOME, WE'RE GOING TO LOSE SOME. AND I DON'T KNOW WHAT THAT PERCENTAGE IS GOING TO BE. AND IF WE SHOULD SPEND TIME TRACKING THE WINS VERSUS THE LOSSES WHEN IT COMES TO TO PARENT ENGAGEMENT, IT'S IMPORTANT. BUT THOSE THAT ARE STRAY ARE GOING TO BE STRAY.

AND I THINK THAT'S JUST REALLY IMPORTANT FOR US TO KEEP THAT IN MIND. THEN THE OTHER THING ALSO IS, YOU KNOW, WE TRY TO TALK ABOUT MR. MINSON. I HEAR YOUR CONCERNS ON DISCIPLINE BECAUSE I'M THE GUY THAT IT DRIVES ME CRAZY. JUST SHOW UP, BE RESPECTFUL AND LET'S SEE WHAT HAPPENS. AND DON'T DISRUPT THOSE THAT WANT TO DO THAT. AND I THINK THAT'S AN IMPORTANT THING. BUT THOSE THAT DON'T DO THAT AND THEY STRAY AWAY FROM THAT, WE STILL GET TO OWN THEIR GRADES AND THE ACCOUNTABILITY SYSTEM. AND SO IT'S KIND OF LIKE, HEY, YOU CAN'T JUST BECAUSE WE DON'T GET THEM IN THE SUMMER SCHOOL AND ALL THAT. I MEAN, WE STILL ARE GOING TO OWN THE RESULTS OR LACK THEREOF. SO THERE'S A BALANCING ACT THERE. AND THEN THE LAST THING I THINK THE MOST IMPORTANT THING IS EVERYBODY'S GOT SOME REALLY STRONG OPINIONS ABOUT THIS. EVERYBODY. SEVERAL FOLKS HAVE SPOKE ABOUT IT. MR. MINTZ, I KNOW THIS IS ONE THAT I TELL EVERYBODY, HEY, WHEN YOU COME WITH THIS ONE, BE PREPARED. OLIVER HAS SOME FEEDBACK ON THIS ONE. OKAY. BUT I THINK FOR THE STAFF AS THEY TRY TO FIGURE THIS OUT, TRUSTEES, IF YOU IF WE SIT HERE AND IN SOME CASES OUR LACK OF WHAT WE SAY AND MR. MINTZ MAY BE HAVING SOME VERY PASSIONATE POINTS ABOUT THINGS IF YOU HAVE ISSUES WITH THOSE POINTS, BECAUSE WE FUNCTION AS A BODY, WE'VE GOT TO SPEAK UP, BECAUSE IF NOT, THEY'RE GOING DOWN THE TRAIL. AND SO WE NEED TO MAKE SURE THAT WE GIVE GOOD GUIDANCE. MR. MINTZ IS SAYING WHAT'S IMPORTANT TO HIM. AND WE'VE GOT TO EITHER SAY, I SECOND THAT, YOU KNOW, I SUPPORT THAT, OR, HEY, I KIND OF WANT TO TAPER IT THIS WAY, BUT TIME IS OF THE ESSENCE. AND SO, YOU KNOW, I JUST WANT TO MAKE SURE THAT EVERYBODY, YOU KNOW, HAS THEIR INPUT BECAUSE A PLAN ROLLS IN HERE. AND IF IT REFLECTS 100% OF WHAT MR. MR. MINTZ IS COMMUNICATED, HE'S PASSIONATE ABOUT AND SOME OF TINA'S COMPONENTS AND SOME OF WHAT SUSAN SAID, THEY WOULD GET UP HERE. THEN YOU GOT ME AND MARVIN, WHATEVER. LIKE, I DON'T LIKE THAT PLAN, YOU KNOW, AND STAFF'S GOING TO GO. WHERE HAVE YOU BEEN? YOU HAVEN'T BEEN SAYING ANYTHING. AND ME AND MARVIN SAID, WELL, WE'RE PONDERING IT STILL. WELL, I'M SAYING WE'VE GOT TO JUST BE FAIR TO DOCTOR DAVIS AND HIS TEAM TO JUST MAKE SURE THAT, YOU KNOW, AT SOME POINT IN TIME THEY'RE GOING TO START RUNNING WITH WITH THE DIRECTION THAT'S COMING FROM THE DAIS. AND WE GOT TO MAKE SURE THAT IF IF YOU HAVE A PROBLEM WITH WHAT YOU'RE HEARING, I MEAN, WE'RE ALL RESPECTFUL. AND I MEAN, WE GOT A GREAT WORKING RELATIONSHIP. WE JUST GOT TO MAKE SURE WE ALL GET IN SYNC. SO THEY'RE GOING DOWN A PATH THAT WHEN IT WHEN IT COMES BACK, YOU KNOW, I'LL PARTNER WITH MARVIN BECAUSE HE TRIED TO PALM ME OFF ON TINA EARLIER. BUT WHEN ME AND MARVIN ARE TOGETHER SAYING WE GOT A PROBLEM WITH IT, Y'ALL GOING TO SAY, YOU KNOW, WE DIDN'T SPEAK. SO DOCTOR DAVIS NO. I APPRECIATE THE ROBUST CONVERSATIONS, A GREAT DIVERSITY OF THOUGHT AND SOUNDS LIKE WE NEED TO GO BACK AND RESEARCH A FEW THINGS. BUT BUT YOU ALL JUST TOUCHED ON SOMETHING I WANT TO TOUCH ON. REALLY, WE NEED DIRECTION BECAUSE WE CAN GO DOWN DIFFERENT PATHS. AND I CHALLENGE THE BOARD TO REALLY THINK THROUGH, THROUGH CERTAIN THINGS. WHERE YOU MENTIONED ABOUT GRADES, THAT WE'RE GOING TO GET DINGED ONE WAY OR THE OTHER, LIKE EVEN DROP OUTS. SO WHEN, WHEN CHILDREN, WHEN WE GO THROUGH THE COURSE OF A REGULAR SCHOOL YEAR, WHEN YOU HAVE, OF COURSE, IF CHILDREN ARE IN SCHOOL, 90% OF SCHOOL DAYS, THEY HAVE TO MAKE UP THOSE SCHOOL DAYS UNLESS THEY GO BEFORE THE COMMITTEE AND THEY HAVE SOME EXTENUATING CIRCUMSTANCES, RIGHT? OR THEY FAILED. BUT WHAT WE GOT TO WHAT WHAT I CHALLENGE THE BOARD TO DO IS THINK ABOUT PHILOSOPHICALLY WHAT DIRECTION.

BECAUSE, YOU KNOW, WE CAN EVEN IF IF WE FIND THAT BY STATUTE WE CAN'T PREVENT THEM FROM COMING. RIGHT. WHETHER YOU HAVE DISCIPLINE, ATTENDANCE, WHAT'S THE UNINTENDED CONSEQUENCES OF THAT? I'M JUST MAKING SURE THE BOARD, BECAUSE THEN THERE'S AN IMPACT, BECAUSE WE CAN GET DINGED ON ACCOUNTABILITY, WHETHER IT BE BY WAY OF DROPOUTS OR THE GRADES AND SO ON AND SO FORTH. AND I ALSO CHALLENGE EVERYONE TO THINK THROUGH WHEN YOU'RE RETAINING CHILDREN, AT SOME POINT IT BECOMES AN INAPPROPRIATE LET'S JUST TAKE A MIDDLE SCHOOL, FOR INSTANCE. IF THEY DON'T HAVE AN OPPORTUNITY TO RECOVER. NOW YOU HAVE A 17 YEAR OLD WITH THE SIX SIXTH GRADERS. I MEAN, IF YOU KEEP RETAINING CHILDREN AT SOME POINT, EITHER THEY HAVE TO MOVE OUT OF OUR SYSTEM. THERE'S JUST SOME UNINTENDED CONSEQUENCES OF CERTAIN DECISIONS. I'M JUST ASKING EVERYONE TO THINK THROUGH THOSE THINGS, AND I WE'LL TALK NOW. I'LL HOLD THAT THOUGHT. WE'LL TALK OFFLINE ABOUT THAT, I JUST THINK. I, I HAVE NO DOUBTS ABOUT WHERE MR. MINTZ IS ALIGNED. I JUST WANT TO MAKE SURE THAT EVERYBODY ELSE IS ALIGNED TO SAY, HEY, WE'RE WITH ALI, LET'S GO, YOU KNOW, AND THEN, HEY, WE KNOW WHAT WE'RE TRYING TO DO, BUT IF WE HAVE ANY ISSUES, WE'VE JUST GOT TO MAKE THAT KNOWN. SO ANY OTHER FEEDBACK FROM TRUSTEES, STAFF? THANK YOU. I APPRECIATE IT. OKAY. NOW WE'LL GO TO ITEM C WHICH IS DISCUSSION OF SCHOOL

[01:35:03]

MISS DUGAR IS HERE. AND DOCTOR DUGGER MY APOLOGIES I PROBABLY SHOULD KNOW THAT. SO I OWE YOU ON THAT ONE. I DEFINITELY KNOW WHO YOU ARE. OKAY. AND DOCTOR WARREN.

HEY, NOW, THIS IS. GOOD EVENING, PRESIDENT WILLIAMS. MEMBERS OF THE BOARD, DOCTOR DAVIS, WE'RE EXCITED TO HAVE AN OPPORTUNITY TO SHARE INFORMATION FROM DIFFERENT PERSPECTIVES ABOUT THINGS THAT WE DO TO SUPPORT AND ADDITIONAL SUPPORT THAT MRS. DUGGER IS REQUESTING FOR HAY BRANCH ELEMENTARY. SHE WILL BEGIN WITH THE DEMOGRAPHICS. I'LL TALK A LITTLE BIT ABOUT SUPPORT FOR THE CAMPUS. DOCTOR WARREN WILL TALK A LITTLE BIT ABOUT THE SUPPORT FROM SCHOOL LEADERSHIP, AND THEN WE'LL COME BACK TO MISS DUGGER TO MENTION SOME THINGS THAT SHE THINK WILL BE THINGS WILL BE HELPFUL FOR HER AND THE CAMPUS. AND THEN WE'LL CLOSE IT OUT WITH QUESTIONS. GOOD EVENING. FIRST I WANT TO EXPLAIN ABOUT THE SHIRTS. THOSE ARE THE SCHOOL SHIRTS. THIS YEAR OUR FUTURE IS UNLIMITED. THE BACK OF THE SHIRT WAS DESIGNED BY ONE OF OUR STUDENTS, DESCRIBING WHAT THE STUDENTS OF HAY BRANCH ARE LIKE. SO THAT'S WHY I GAVE YOU THE SHIRTS. THE SIZES MIGHT BE WRONG. I JUST PASSED OUT. OKAY, SO PASS THEM OUT. GOOD EVENING. I WANT TO THANK MR. WILLIAMS, SCHOOL BOARD PRESIDENT, DOCTOR DAVIS, KISD SUPERINTENDENT, AND ALL OF THE SCHOOL BOARD MEMBERS FOR YOUR SERVICE AND FOR THIS OPPORTUNITY TO SPEAK REGARDING THE PLANS AND THE SUPPORT FOR HAY BRANCH ELEMENTARY SCHOOL.

AS WE EMBRACE THIS JOURNEY, I VIEW EACH SCHOOL YEAR AS A JOURNEY UP A MOUNTAIN. WE MUST ALWAYS LOOK TO THE TOP OF THE MOUNTAIN. AT THE TOP OF EACH MOUNTAIN IS A CHILD THAT IS SUCCESSFUL BECAUSE OF THE DEDICATION OF THE ENTIRE COMMUNITY. HOW CAN WE CLIMB THIS MOUNTAIN? WE START BY ANALYZING WHAT TYPE OF MOUNTAIN WE ARE CLIMBING. WHAT TOOLS DO WE NEED TO ACHIEVE OUR DESTINATION? ARE WE GOING TO THE NEXT SLIDE? YES, MA'AM.

OKAY, SO AGAIN BEGIN BY LOOKING AT THE DEMOGRAPHICS AND THE FOUNDATION OF HAY RANCH ELEMENTARY. WHO WILL BE MAKING THIS JOURNEY. WHAT ARE OUR DEMOGRAPHICS CURRENTLY? AS OF TODAY, WE HAVE 514 STUDENTS, 82.49% OF OUR STUDENTS ARE CLASSIFIED AS ECONOMICALLY DISADVANTAGED. THIS IS 424 CHILDREN. 28% RECEIVE SPECIAL EDUCATION SERVICES. THAT IS 142 CHILDREN, AND WE HAVE 7% WHO ARE LEP STUDENTS OR 38 CHILDREN. WHEN WE LOOK A LITTLE FURTHER AT OUR DEMOGRAPHICS, WHEN WE LOOK AT OUR STAFF, WE ARE A YOUNG STAFF. IN REGARD TO EXPERIENCE, 30% HAVE LESS THAN FIVE YEARS EXPERIENCE. ONE FOURTH OF THE CLASSROOM TEACHERS ARE INSTRUCTORS OR APPRENTICES. OF THE FIVE SPECIAL EDUCATION TEACHERS, ONE POSITION IS BEING FILLED BY A CONTRACT EMPLOYEE WHO IS A CERTIFIED TEACHER, BUT SHE IS A CONTRACT EMPLOYEE AND ONE BY AN AIDE WHO IS SEEKING HER DEGREE. 67% OF THE ADMIN TEAM ARE FIRST OR SECOND YEAR ADMINISTRATORS. OUR JOURNEY TOWARDS SUCCESS BEGINS BY HAVING THE CORRECT TOOLS FOR INSTRUCTION. THIS BEGINS WITH THE CURRICULUM, INSTRUCTION AND ASSESSMENT. THE DISTRICT HAS PROVIDED THE CURRICULUM. HAY BRANCH HAS A MASTER SCHEDULE THAT TIGHTLY ALIGNS WITH THE PRESCRIBED MINUTES FOR MATH, LANGUAGE ARTS, AND SCIENCE INSTRUCTION. WE HAVE 90 MINUTES OF PROFESSIONAL LEARNING EACH AND EVERY WEEK FOR EACH OF OUR PROFESSIONAL STAFF. DURING THESE PLCS, WE ANALYZED THE DATA FROM PROGRESS CHECKS, BENCHMARK ASSESSMENTS, AND STATE ASSESSMENTS. DOCTOR CREIGHTON WILL NOW EXPLAIN THE DISTRICT AND ADDITIONAL SUPPORT FOR HAY BRANCH BASED ON CURRICULUM. THANK YOU. AT THE TOP OF THE SLIDE, WE JUST IDENTIFIED WHAT SUPPORT WE PROVIDE TO ALL CAMPUSES IN THE DISTRICT. DOCTOR OSBORNE MENTIONED IT BEFORE THE ALIGNED CURRICULUM SO THAT WE DON'T HAVE VARIANCE IN RESOURCES USED ACROSS CLASSROOMS AND ACROSS THE DISTRICT. WE HAVE ALIGNED INTERVENTIONS, WE HAVE ALIGNED CURRICULUM DOCUMENTS, WE HAVE ALIGNED PROGRESS CHECKS. AND THEN WE ALSO HAVE ALIGNED SUPPORT, PROGRESS CHECKS THAT ARE OFFERED AND PROVIDED TO OUR CAMPUSES. WE HAVE MONTHLY

[01:40:05]

[01:45:04]

BECAUSE ULTIMATELY, WHAT WE WANT TO HAVE HAPPEN IS ENSURE THAT WE HAVE POSITIVE STUDENT OUTCOMES AT HEYBRIDGE THIS YEAR. THANK YOU AGAIN. I WANT TO THANK DOCTOR CREIGHTON. AS YOU CAN SEE, THE DISTRICT IS PROVIDING SUPPORT FOR CURRICULUM, INSTRUCTION AND ASSESSMENT. WHEN WE ARE LOOKING AT INDIVIDUAL DATA, WE ARE NOTING GROWTH IN EACH SUBGROUP IN EACH CLASSROOM AND EACH GRADE LEVEL. ARE WE IMPROVING? THE ANSWER IS YES. WE ARE IMPROVING. IN ORDER TO TEACH THE CHILDREN, WE MUST ALSO TEACH THE TEACHERS, ADMINISTRATORS, AND AIDES. WE NEED TO STRENGTHEN THE SCHOOL LEADERSHIP AND THE SUPERVISION.

DOCTOR WARREN, I WANT TO THANK YOU AS WELL. IT IS TRULY BEEN A TEAM RESPONSIBILITY, BRINGING EXPERIENCED ADMINISTRATORS TO BUILD LEADERSHIP CAPACITY WITH OUR SIS AND SIS. SIS AND SIX TO HELP US TEACH THE TEACHERS. WE ALSO BROUGHT IN CAROL CARLISLE, WHO IS A CLOSE TO 50 YEAR ADMINISTRATOR AS WELL. SO THIS COLLABORATION WITH OUR DISTRICT LEADERSHIP TEAM HAS BROUGHT CLARITY AND WE ARE TEACHING THE ROLES OF CAMPUS YOUNG CAMPUS ADMINISTRATORS IN THEIR LEADERSHIP ROLES. THIS COLLABORATION HAS STRENGTHENED THE ABILITIES NOT JUST OF OUR ADMINISTRATORS, BUT IT'S THE ROLE OF THE ADMINISTRATORS TO STRENGTHEN THE TEACHERS, TO BETTER DELIVER THE INSTRUCTION FOR THE STUDENTS. BUT EACH SCHOOL SHOULD BE A COMMUNITY WHERE OUR NUMBER ONE FOCUS IS FOR EACH AND EVERY CHILD. TO REACH THEIR MAXIMUM POTENTIAL, WE MUST ADDRESS THE CULTURAL NEEDS WHERE PARENTS AND COMMUNITY MEMBERS WORK TOGETHER WITH THE CAMPUS STAFF AND THE DISTRICT LEADERS FOR THE BETTERMENT OF THE STUDENTS.

BUILDING THIS COLLABORATIVE EFFORT IS HUGE. WE NOW AVERAGE OVER 250 PARENTS ATTENDING OUR FAMILY NIGHTS ONCE A MONTH. LAST MONTH, WE GREW TO OVER 400 PARENTS WHEN OUR CHOIR SANG A TRIBUTE TO VETERANS, AND EACH CLASSROOM WROTE CARDS AND MADE GIFTS FOR SOLDIERS. THE STUDENTS WERE WRITING, THE STUDENTS WERE SINGING, THE CHILDREN WERE GIVING, BUT ALSO THE PARENTS WERE WRITING. THE PARENTS WERE WORKING WITH THE TEACHERS AND THE STUDENTS AND GETTING TO KNOW ONE ANOTHER TO BUILD THIS SENSE OF COMMUNITY. WILL YOU, AS OUR BOARD, COME AND MEET WITH OUR PARENTS EVERY SO OFTEN WITH OUR TEACHERS, OUR STUDENTS AND OUR STAFF FOR SOME OF OUR MONTHLY FAMILY MEETINGS WITH OUR ACTIVITIES? COME AND SEE WHAT OUR COMMUNITY LOOKS LIKE. WILL YOU SUPPORT US BY PROVIDING ONGOING DISTRICT PROFESSIONAL DEVELOPMENT WITH PEOPLE LIKE CAROL CARLISLE, DIANA DAVIDSON AND VIVIAN NORMAN? WILL YOU HELP US IN PRIORITIZATION, IN HIRING QUALIFIED STAFF SO THAT OUR SPECIAL PROGRAMS AND CLASSROOMS ARE FILLED WITH STRONG EDUCATORS? TOGETHER WE CAN AND WE WILL MAXIMIZE THE SUCCESS OF HAY BRANCH FOR EACH AND EVERY CHILD. IF YOU LOOK AT THE DATA AT THE PROGRESS CHECKS AND BENCHMARK ASSESSMENTS, YOU WILL SEE THAT THE CHILDREN ARE GROWING. LAST YEAR, OUR KINDERGARTEN FIRST AND SECOND GRADE CHILDREN, BASED ON THE DATA, GREW ONE AND A HALF YEARS.

IT STARTS WITH THE FOUNDATION. WHEN ONE LOOKS AT OUR PARENTS, THE STUDENTS AND THE STAFF AT

[01:50:04]

OUR FUTURE IS UNLIMITED IF WE HAVE AN EDUCATION, BUT IT DEPENDS UPON THE FACTS. ON THE BACK. ARE THE CHILDREN HONEST? ARE THEY SMART? ARE THEY TRYING? ARE THEY TRUSTWORTHY? ARE THEY KIND? THESE FACTORS PLAY A HUGE PART IN BY BUILDING THE CHILDREN AND KEEPING OUR EYE ON WHO THE CHILDREN ARE AND WHAT THEY NEED TO LEARN. WE WILL REACH THE MOUNTAINTOP. SO I THANK YOU FOR ALL YOUR SUPPORT OVER THE YEARS. YOUR DEDICATION SHOWS AND IS TRULY APPRECIATED.

I THANK YOU MR. WILLIAMS, DOCTOR DAVIS AND EACH BOARD MEMBER. SO I'M HERE FOR QUESTIONS AND I WILL DO MY BEST TO ANSWER THEM. QUESTIONS FROM TRUSTEES. MR. GILCHREST, MISS DUGGER, HOW WE DO IT. HEY, LOOK, I NEED A DATE FOR THAT JANUARY FAMILY NIGHT. IT WILL BE THE THIRD TUESDAY OF THE MONTH, RIGHT? COME AND SEE. DON'T FORGET, THE CRAFTS AND CRAFTS WITH CAROL WILL BE ON THE 16TH. CAROLS AND CRAFTS THAT WE'RE DOING. THE CHOIR IS SINGING.

ALL OF THE CHILDREN FROM PRE-K THROUGH FIFTH GRADE WILL BE SINGING, AND THEN THE SELECT CHOIR WILL BE SINGING. THEN THEY WILL GO TO THE ROOMS WHERE THE PARENTS CAN INTERACT WITH THE TEACHERS, BE MAKING CRAFTS, DRINKING HOT CHOCOLATE. BUT IT'S THAT BUILDING A SENSE OF COMMUNITY. COME AND ENJOY SO THAT WE BUILD THIS TRUST TOGETHER. IT'S ABSOLUTELY WONDERFUL. WE ARE ALSO, THIS SPRING GOING TO HAVE A STEEL DRUM BAND, OKAY, AT THE SCHOOL AND BUILD THE ARTS BECAUSE THE ARTS MAKE A DIFFERENCE WITH THE CHILDREN AND THE PARENTS AS WELL. MR. RAINWATER OKAY. AND THE BENCHMARK TESTING. WE'RE GROWING. BENCHMARK TESTING. I WAS JUST GOING TO SAY, I THINK, HOLLY, I CAN'T CALL YOU. MR. HOLLY BROUGHT IT UP EARLIER, AND WE WE THOUGHT ABOUT IT, BUT THIS COMMUNITY OF HEBRON SCHOOL IS, IS HEAVILY IMPACTED, LOW SOCIAL, ECONOMIC KIDS. I THINK ALL YOUR KIDS 99% YOUR KIDS WALK TO SCHOOL. BUT THERE'S IF THEY GO ACROSS THE STREET TO RANCID ON THE OTHER SIDE OF RANCIER, THEY QUALIFY FOR A BUS.

OKAY, OKAY. SO THE CHILDREN ON THE OTHER SIDE OF RANCIER, THEY ARE CLOSE TO THE SCHOOL, BUT THEY ARE WITHIN WALKING DISTANCE. BUT CROSSING RANCIER IS NOT SAFE. OKAY, SO WE DO HAVE BUSSES FOR GOING ACROSS RANCIER, BUT THEY ARE VERY CLOSE AND MOST OF OUR PARENTS ARE WITHIN WALKING DISTANCE OF THE SCHOOL. YES, AND SOMEONE TOLD ME THE PARENTS WALK THEIR KIDS TO SCHOOL AT THE BEGINNING OF SCHOOL. I GUESS IT MAY HAVE BEEN BISHOP. SO I GUESS MY POINT IS, OTHER THAN TO APPLAUD THE LEADERSHIP THAT BRINGS ALL THESE RESOURCES TO YOU TO SERVE THESE KIDS IN THE SCHOOL BUILDING. AND I KNOW YOU HAVE A GARDEN. THEY GO EAT ALL YOUR FOOD FROM THE GARDEN FRESH. BUT TO SERVE THESE KIDS IN A SENSE OF COMMUNITY AND TO GIVE THIS THEM A SENSE OF BELONGING IN THAT COMMUNITY, WHICH IS REPRESENTED BY THE SYMBOLISM OF A SCHOOLHOUSE, IS A PRETTY DYNAMIC THING THAT I FEEL LIKE YOU GUYS HAVE DONE. AND SO I, FOR ONE, REALLY APPRECIATE THAT AND ALL THE RESOURCES THAT THE ADMINISTRATION HAS DEDICATED TO THAT. I WOULD LIKE FOR YOU TO COME AND SEE THE CHILDREN WALKING. WE GAVE OUT OVER 100 BOXES OF FOOD TO FAMILIES AT THE CAMPUS FOR THANKSGIVING, OVER A HUNDRED OKAY, FROM DIFFERENT PEOPLE IN THE COMMUNITY. THE CHILDREN GOT TO CARRY IN THE GROCERIES AND

[01:55:02]

I LOVED IT WHEN ONE OF THEM WAS HELPING CARRY IN THE FOOD. AND HE TURNED TO ME AND HE SAID, I THINK I LEARNED MORE TODAY THAN I'VE LEARNED IN MY WHOLE LIFE, AND SO POWERFUL. BUT IF YOU HAVE LEARNED TO SAY THANK YOU, INTRODUCE YOURSELF, SHAKE HANDS, HELP OTHERS, BE KIND. MAYBE WE HAVE LEARNED MORE AND THAT MAKES A DIFFERENCE. WHEN PEOPLE ARE FEEDING THE CHILDREN, CARING FOR THE CHILDREN AND KNOWING THAT THEY'RE A PART OF THE COMMUNITY, THEY WALK TALLER AND ACADEMICALLY THEY ARE SHINING. WE ARE FEEDING OVER 350 SUPPER EVERY AFTERNOON. NOW, MADAM SECRETARY, AGAIN, I APPRECIATE OUR PRESIDENT, VICE PRESIDENT, DOCTOR DAVIS, FOR PUTTING THIS ON OUR AGENDA SO QUICKLY BECAUSE IT WAS A CONCERN WHEN WE MADE A DIFFERENT DIRECTION AND APPROVED KEEPING THIS WONDERFUL CAMPUS AVAILABLE TO OUR STUDENTS AND STAFF IN THAT COMMUNITY. AND MY CONCERN WAS PROVIDING RESOURCES. I REACHED OUT TO YOU. YOU YOU VISITED WITH ME AT LENGTH ABOUT YOUR PROFESSIONAL PLANNING DAYS AND THOSE CONVERSATIONS AND THE PLCS, AND HOW YOU WERE HAVING TO PULL A TEACHER OVER HERE OR AN AIDE OVER HERE TO COVER OVER HERE. ARE WE GETTING BETTER AT THAT? DO YOU NEED ADDITIONAL? DO YOU NEED LIKE A LONG TERM SUB? DO YOU HAVE A LONG TERM SUB ON YOUR CAMPUS THAT WOULD HELP YOU WITH THE PLANNING AND SUPPORT? WE HAVE RESTRUCTURED THE PLANNING PROGRAM WHERE THAT WE MEET FROM 730 TO 830 IN THE MORNING. OKAY. AND PART OF THAT IS BEFORE SCHOOL STARTS. PART OF IT IS THE FIRST THING IN THE MORNING WHILE WE'RE HAVING INTERVENTION WHEN WE COVER THE CLASSES, THEN, OKAY, SO THAT WE CAN BETTER SERVE DURING THE DAY. WE ARE FULLY STAFFED AT THE MOMENT, OKAY. EVEN THOUGH IT'S A AID THAT IS COVERING ONE OF THE SPECIAL EDUCATION CLASSES AND A CONTRACT EMPLOYEE, THE AIDE IS FINISHING HER TEACHING DEGREE SHOULD BE DONE BY CHRISTMAS, AND SHE'S BEEN A LONG TERM EMPLOYEE OF KISD, DOING A WONDERFUL JOB, AND THE CONTRACTOR IS ALSO AN EXPERIENCED TEACHER. SO. SO YOU FEEL, MRS. DUGGER, THAT THE ISSUES THAT YOU BROUGHT UP WITH ME, WE CAN CHECK THE BOX. WE CAN CHECK THE BOX WE'VE GOT.

THAT'S WHAT I NEED TO HEAR. MAXIMIZING THE LEARNING. BRINGING IN DIANA DAVIDSON HAS BEEN HUGE. OKAY. WE'RE WORKING ALSO ON LIZ. LAYER IS COMING IN JANUARY IN THE AFTERNOON. I GOT THAT TODAY TO DO SOME MORE PROFESSIONAL DEVELOPMENT TEACHING THE TEACHERS. THEY'VE GOT THE HEART. THEY CARE. THEY ARE DEDICATED TO THE CHILDREN AND TO KISD. THESE APPRENTICES AND INSTRUCTORS ARE WORKING MIGHTY HARD. THEY JUST NEED TO LEARN. I CAN TEACH THEM HOW TO TEACH. I CAN'T TEACH THEM HOW TO CARE IF THEY DON'T HAVE A HEART. THANK YOU. THAT'S A GREAT COMMENT. THANK YOU, MADAM VICE PRESIDENT. THANK YOU FOR STEPPING UP TO THE CHALLENGE OF AND COMING BACK INTO THE KISD FOLD. WE APPRECIATE YOU. ARE THERE TOES OR PTA ORGANIZATION? IS THERE PTA OR PTO ORGANIZATION IN YOUR SCHOOL? WHAT WE CALL IT IS FAMILY NIGHT.

INSTEAD OF HAVING PTA, PTO, WILL YOU COME TO THE SCHOOL? WILL YOU HELP US? WE HAD TO GET THE PARENTS BECAUSE IT WAS LIKE FIVE PARENTS COMING TO THE SCHOOL WHEN I FIRST CAME. FIVE LET'S GET THE PEOPLE IN THE DOOR. I'M NOT TO BE REAL HONEST. I'M NOT INTERESTED IN SELLING THINGS. I'M INTERESTED IN BUILDING THE RELATIONSHIP WITH THE PARENTS. WILL YOU PLEASE COME IN, GET THEM IN THE DOOR, GOING OUT AND WELCOMING THEM IN THE AFTERNOON AND IN THE MORNING, GETTING THE PARENTS IN. AND SO WE BUILD. AND SO WE CALL IT FAMILY NIGHT. COME TO THE SCHOOL. DO ARE THERE ANY PARENTS WHO IN THAT GROUP THAT WOULD STEP UP TO HELP YOU LEAD THAT MISSION? THEY'RE LEARNING FOR TRAINING THEM AS WELL BECAUSE YOU CAN'T DO EVERYTHING.

YOU CAN'T DO IT ALL. AND WE HAVE THE PARENT LIAISON THAT OFF ONTO THE PARENTS. BUT WE FIRST HAVE TO BUILD THE RELATIONSHIP AND THE TRUST OKAY. AND YOU SAID THAT IS THE SECOND THURSDAY OF JANUARY 2ND, A THIRD WEDNESDAY, THIRD TUESDAY OF THE MONTH, THIRD TUESDAY, EVERY TUESDAY, EVERY TIME WE ASK THE PARENTS, EVERY MONTH, EVERY MONTH. SO THE THIRD TUESDAY, OKAY. SOMETIMES WE HAVE IT DEPENDS ON WHAT THE PARENTS ASK FOR. IT DEPENDS ON THE HOLIDAYS, YOU KNOW, IT DEPENDS ON THE SCHOOL BOARD MEETINGS OKAY. AND SO DIFFERENT THINGS. BUT WE TRY TO MAKE IT THAT WE ASK THE PARENTS WHAT THEY WANTED. THEY LIKE TUESDAY NIGHT, UNLESS THERE'S A MIDDLE SCHOOL FOOTBALL GAME OR SOMETHING. AND DO ANY OF THESE

[02:00:05]

ALL RIGHT. THANK YOU. WE'RE WORKING ON THAT. BUT GETTING THEM IN THE DAYTIME WORK MAKES IT HARD FOR THEM DURING THE DAYTIME. UNDERSTOOD. THANK YOU. ANY OTHER QUESTIONS FROM TRUSTEES, MADAM SECRETARY, THE INVITES THAT YOU JUST GAVE US ARE ON THE NIGHTS THAT WE HAVE BOARD MEETINGS. I CAN CHANGE IT IF YOU WANT ME TO. NO, WE DON'T NEED TO, BECAUSE IT'S MORE IMPORTANT FOR THE PARENTS. BUT I DID NOT WANT YOU TO THINK THAT WE DON'T HAVE A DESIRE TO BE THERE. SO. GREAT. THANK YOU. YES. THANK YOU, THANK YOU. WE APPRECIATE YOU KEEP DOING THE GREAT WORK. YOU'RE IN THE OPTIMIZATION PLAN. SO HEY, HOLD US ACCOUNTABLE. WE GOT TO GIVE THE RESOURCES WE'RE GETTING THERE. YES. AND WE'RE GROWING PROUD OF THE CHILDREN, PROUD OF THE GROWTH. WE KEEP SAYING, LET US GROW THE CHILDREN. YES, MA'AM. THANK YOU, THANK YOU, THANK YOU. WE'LL NOW GO TO AGENDA ITEM NUMBER D WHICH IS DISCUSSION OF FALL DEMOGRAPHIC UPDATE. MR. ADAM RICH. THANK YOU SIR. SO THE PROCESS OF CREATING OUR LONG RANGE FACILITIES MASTER PLAN IS GUIDED BY A LONG RANGE DEMOGRAPHIC STUDY TO FORECAST OUR FUTURE GROWTH WITHIN OUR BOUNDARIES OVER THE NEXT TEN YEARS. WE'VE CONTRACTED WITH ZONDA EDUCATION TO PROVIDE AN UPDATED LONG RANGE DEMOGRAPHIC STUDY BASED ON OUR PEAK ENROLLMENT FROM THIS SCHOOL YEAR. WE INTEND TO HAVE THESE DEMOGRAPHIC UPDATES TWICE THE SCHOOL YEAR IN THE FALL AND IN THE SPRING. WE HAD OUR LAST ONE IN MAY OF THIS YEAR. SO GOING FORWARD, THAT'LL KIND OF BE THE CADENCE. AND WE HAVE BOB TEMPLETON HERE WITH ZONDA EDUCATION TO PROVIDE YOU WITH THE OVERVIEW PRESENTATION. AND OF COURSE, HE AND I ARE BOTH HERE TO ANSWER ANY QUESTIONS. WELL THANK YOU, BOARD PRESIDENT WILLIAMS, BOARD MEMBERS, SUPERINTENDENT KING, IT IS GREAT TO BE HERE WITH YOU TONIGHT. THIS IS MY 26TH YEAR DOING DEMOGRAPHICS AND PLANNING FOR SCHOOL DISTRICTS. WE WORK WITH ABOUT 80 SCHOOL DISTRICTS ACROSS THE STATE OF TEXAS. WE WORK WITH SEVERAL IN THIS CENTRAL TEXAS REGION. I CAN TELL YOU IT'S BEEN ONE OF OUR MORE CHALLENGING FALLS. WE'VE SEEN A PRETTY SIGNIFICANT CHANGE IN ENROLLMENT PATTERNS, NOT JUST HERE, BUT THIS IS HAPPENING ALL OVER THE STATE OF TEXAS. TONIGHT, I'M GOING TO TOUCH ON SOME KIND OF ECONOMIC OVERVIEW OF WHAT WE'RE SEEING WITH THE ECONOMY, WHAT WE'RE SEEING WITH THE HOUSING MARKET. AND THEN I'LL GET TO THE ENROLLMENT PROJECTIONS. WHEN WE LOOK AT THE KILLEEN MSAS REGION CONCERNING THE ECONOMIC CONDITIONS, THE UNEMPLOYMENT RATE HAS MOVED UP SLIGHTLY. IT WENT FROM ABOUT 4.9% A YEAR AGO TO ABOUT 5.2% IN THIS PAST AUGUST OF 2025. THE UNEMPLOYMENT RATE HAS LIFTED SLIGHTLY ALL ACROSS THE COUNTRY. THAT DID CAUSE THE FED TO DROP THE INTEREST RATES. WE'VE SEEN TWO DROPS, BUT UNFORTUNATELY IT REALLY HASN'T MOVED THEM DOWN ENOUGH. THOSE 30 YEAR MORTGAGE RATES ARE STILL ABOVE 6%. AND IF YOU REMEMBER BACK IN ABOUT 2021, THAT 30 YEAR FIXED RATE MORTGAGE RATE WAS ABOUT 3%. AND SO THAT REALLY IS STILL A LITTLE BIT OF A HEADWIND FOR THE HOUSING MARKET, IS THESE INTEREST RATES ARE STILL CONSIDERED TO BE A LITTLE HIGHER THAN WE'D LIKE THEM TO BE. WE'RE ALSO DEALING WITH THE KIND OF A SOFTENING IN JOB GROWTH. THE JOB GROWTH ACROSS THE COUNTRY HAS SOFTENED. WE ARE STILL SEEING SOME JOB GROWTH, BUT IT'S NOT AT THOSE STRONG LEVELS THAT WE SAW A FEW YEARS AGO. WHEN WE LOOK AT THE HOUSING MARKET ACROSS THE COUNTRY, THIS GRAPH IS SHOWING THE NEW HOUSING ACROSS THE COUNTRY. AND YOU CAN SEE THAT OVER THE LAST SEVERAL MONTHS, WE'VE BEEN AVERAGING ABOUT 700,000 NEW HOMES BEING BUILT. IT IS STILL STRUGGLING SLIGHTLY. YOU CAN SEE BACK IN 2021 IT WAS MUCH, MUCH HIGHER. THE RISING INTEREST RATES DID CAUSE THAT DROP, THE CONTINUED HIGH COST OF HOUSING. IT'S REALLY MAKING IT A CHALLENGE FOR FIRST TIME AND YOUNGER HOME BUYERS, BECAUSE THAT ENTRY IS STILL JUST A LITTLE BIT TOO HIGH. AGAIN, JUST A QUICK LOOK AT THOSE MORTGAGE RATES OVER THE LAST SEVERAL YEARS. YOU CAN SEE THEY'VE BEEN KIND OF UP AND DOWN. BUT OVER THE LAST, YOU KNOW, FOUR YEARS THEY'VE BEEN ABOVE THAT 6% RANGE. AS OF OCTOBER, THEY WERE AT ABOUT 6.17. JUST DID A CHECK THIS MORNING ABOUT 6.2. SO STILL ABOVE 6%. NOW WHEN WE LOOK AT THE HOUSING MARKET SPECIFICALLY FOR KILLEEN ISD, OUR RESEARCH TEAM HAS INTERVIEWED THE CITIES, WE'VE CONTACTED DEVELOPERS, WE'VE DONE A REAL SURVEY OF THE HOUSING ACTIVITY. THESE GREEN SHADED AREAS ARE YOUR ACTIVE SUBDIVISIONS. SO YOU ARE STILL EXPERIENCING PRETTY SIGNIFICANT HOME CONSTRUCTION. YOU'VE GOT 36 ACTIVELY BUILDING SUBDIVISIONS, ABOUT 241 HOMES UNDER CONSTRUCTION, ABOUT 1840 VACANT, DEVELOPED LOTS READY

[02:05:01]

THOSE WILL LIKELY BE DELIVERED OVER THE NEXT, YOU KNOW, 6 TO 18 MONTHS, WHERE YOU SEE A RED OUTLINE. THOSE ARE AREAS THAT ARE SEEING ACTIVE DEVELOPMENT. SO THE EARTH MOVING EQUIPMENT, BULLDOZERS, THAT'S WHERE THE DEVELOPERS ARE WORKING RIGHT NOW TO DELIVER NEW LOTS. NOW I'VE KIND OF HIGHLIGHTED YOUR TOP SEVEN MOST ACTIVE SUBDIVISIONS. SO THESE ARE THE AREAS THAT ARE BUILDING THE MOST SIGNIFICANT HOMES. YOU'LL NOTICE IT'S KIND OF IN THE SOUTHERN BAND OF THE SCHOOL DISTRICT. THERE'S YOU KNOW, SEVERAL THAT WE'VE HIGHLIGHTED THERE. AND I'LL GO INTO THE DETAILS OF THESE WITH THE NEXT FUTURE SLIDES. SO BELLA IS 732 TOTAL LOTS, ABOUT TEN HOMES UNDER CONSTRUCTION. THEY'VE CLOSED ABOUT 41 HOMES IN THE LAST 12 MONTHS. THE STUDENT YIELD, WHICH IS STUDENTS PER HOME, IS 0.37 STUDENTS PER HOME.

THE WARRIORS LEGACY JUST TO THE NEXT DOOR, THERE IS 824 TOTAL LOTS WITH 14 HOMES UNDER CONSTRUCTION. THAT NEIGHBORHOOD IS YIELDING 0.51 STUDENTS PER HOME AND THEN VILLAGE AT NOLAN HEIGHTS, 150 TOTAL LOTS WITH TEN HOMES UNDER CONSTRUCTION. A LITTLE BIT HIGHER YIELD THERE AT ABOUT 0.73 STUDENTS PER HOME. HOW DO WE GET THE YIELDS? WE GEOCODE YOUR STUDENTS TO THEIR ADDRESSES. WE COMPARE THE GEOCODED STUDENTS TO THE NUMBER OF OCCUPIED HOMES. SO THIS IS YOUR STUDENT YIELD OF STUDENTS PER HOME. NOW THE CONLEY PROPERTY IS A FUTURE DEVELOPMENT THAT'S IN THE PLANNING STAGES. THAT REPRESENTS ABOUT 800 FUTURE LOTS. HERITAGE OAKS IS 721 TOTAL LOTS WITH SIX HOMES UNDER CONSTRUCTION. THAT YIELD IN THAT NEIGHBORHOOD IS 0.61 STUDENTS PER HOME IN HERITAGE OAKS. HERRING LEGACY ESTATES 309 TOTAL LOTS, WITH THREE HOMES UNDER CONSTRUCTION YIELDING ABOUT 0.325 STUDENTS PER HOME IN HERRING LEGACY ESTATES AND THEN CHAPARRAL POINT, A LARGE FUTURE DEVELOPMENT ABOUT 1500 FUTURE LOTS IN CHAPARRAL POINT, TURNBULL RANCH IS A LARGE COMMUNITY OF ABOUT 3700 TOTAL LOTS. IT IS SPLIT BETWEEN KILLEEN ISD AND FLORENCE ISD. A MAJORITY OF THOSE LOTS ARE IN KILLEEN ISD, AND THAT'S WHERE THE ACTIVITY HAS STARTED.

YOU'VE GOT ABOUT 1900 LOTS IN KILLEEN ISD. THERE'S 58 HOMES UNDER CONSTRUCTION. THEY DO HAVE A HEALTHY SUPPLY OF VACANT, DEVELOPED LOTS. THERE IS GROUNDWORK UNDERWAY ON THEIR FUTURE SECTIONS. YOU CAN SEE THE SATELLITE IMAGE FROM NOVEMBER ILLUSTRATING JUST THE MASSIVE AMOUNT OF FUTURE DEVELOPMENT THAT IS TAKING PLACE IN TURNBULL RANCH. THE CURRENT YIELD THERE IS 0.43 STUDENTS PER HOME IN TURNBULL RANCH. THE EVERGREEN SUBDIVISION IS 512 TOTAL LOTS. THERE'S 11 VACANT, DEVELOPED LOTS. THERE IS GROUNDWORK UNDERWAY ON THEIR FUTURE PHASE 11 WITH 127 LOTS. THE CURRENT YIELD IN EVERGREEN IS 0.52.

THESE YIELDS ARE ACTUALLY PRETTY GOOD. WE WORK WITH ABOUT 80 DISTRICTS ACROSS THE STATE, AND WE ARE SEEING YIELDS ANYWHERE FROM ABOUT 0.2 TO 0.7. WHEN YOU SEE 0.5 TO 0.6, THAT'S REALLY A PRETTY HEALTHY YIELD. WE TYPICALLY DON'T SEE MUCH HIGHER THAN THAT. THE REYNOLDS CROSSING IS 457 TOTAL LOTS. THEY HAVE FOUR HOMES UNDER CONSTRUCTION. THIS IS A D.R.

HORTON AND A FLINT ROCK BUILDERS DEVELOPMENT. IT'S A LOW YIELD RIGHT NOW AT ABOUT 0.19 STUDENTS PER HOME IN REYNOLDS CROSSING. THE PRESERVE AT THOUSAND OAKS IS A LITTLE OVER A THOUSAND LOTS. THEY'VE GOT 16 HOMES UNDER CONSTRUCTION. THERE ARE MULTIPLE PHASES THAT ARE STILL TO BE BUILT. THERE ARE PHASES WHERE THERE ARE SOME DUPLEX LOTS. SO IT'S GOT A MIX OF SOME DUPLEX AND SOME SINGLE FAMILY. AND THE PRICE POINT IS ABOVE 250,000. IN THE PRESERVE AT THOUSAND OAKS, THE OWL RANCH IS 1800 LOTS, 54 VACANT DEVELOPED LOTS. IT'S BEING BUILT OUT THAT YIELD IS 0.85 STUDENTS PER HOME IN YELLOW RANCH. WE'VE GOT THE GOODNIGHT RANCH THAT'S IN THE HAYES SECTION, THE HAYES ELEMENTARY ZONE OF 1242 LOTS WITH 18 HOMES

[02:10:01]

WE HAVE 2644 STUDENTS THAT HAVE GEOCODED TO THE MULTIFAMILY COMPLEXES. IT'S A THEMATIC MAP.

THOSE GREEN SHADED APARTMENT COMPLEXES ARE YIELDING LESS THAN 0.25 STUDENTS PER HOME.

THE YELLOW ARE YIELDING BETWEEN 0.25 AND 0.5, THE ORANGE, OR YIELDING BETWEEN 0.5 AND 0.75 AND THE RED ARE YIELDING GREATER THAN 0.75. ALSO, SOME OF THOSE HIGHER YIELDING ARE MOBILE HOME OR MANUFACTURED HOUSING COMMUNITIES. THEY SHOW UP IN OUR DATABASE AS MULTIFAMILY BECAUSE THEY DON'T OWN THE LAND. SO IT'S MULTIPLE MULTI-FAMILY HOMES ON A PARCEL IS WHY WE CATEGORIZE THEM IN THE MULTIFAMILY CATEGORY. BUT THE AVERAGE YIELD ACROSS THE DISTRICT IS 0.23 STUDENTS PER HOME. SO IT IS YIELDING LESS THAN SINGLE FAMILY. BUT YOU DO HAVE A FEW OF THOSE AREAS. THE ORANGE AND THE RED THAT ARE YIELDING VERY SIMILAR TO THE SINGLE FAMILY. NOW WE DO USE THE BIRTH RATE DATA TO GUIDE OUR ENROLLMENT PROJECTIONS.

WHAT WE DO IS WE CALCULATE THE NUMBER OF BIRTHS FOR THE DISTRICT. AND SO IN THIS TABLE, IF YOU LOOK AT THE VERY FIRST ROW, THE 2013 BIRTH DATA WAS 4534. WE COMPARE THAT TO THE LAGGING FIVE YEAR ENROLLMENT NUMBER OF KINDERGARTEN TO GIVE US A RATIO. SO THAT RATIO IS MEASURING THE BIRTHS FROM 23 COMPARED TO THE KINDERGARTEN CLASS OF 2018. THAT'S WHERE WE GET THAT BIRTH RATE RATIO. AND WHAT YOU'LL NOTICE IS THAT RATIO HAS DECREASED. SO THE NUMBER OF BIRTHS IS ALSO GOING DOWN. SO WE ARE SEEING A REDUCED NUMBER OF BIRTHS.

THAT'S THE LOWER BIRTH RATE ISSUE THAT'S HAPPENING ACROSS THE COUNTRY. BUT WE'RE ALSO SEEING LESS RATIO. NOW WHY ARE WE SEEING LESS RATIO. THE LESS RATIO DROPPING TO 71% IS THOSE THAT ARE CHOOSING EITHER CHARTER SCHOOLS, HOME SCHOOLS OR TRANSFERRING TO NEIGHBORING SCHOOL DISTRICTS. THAT'S WHY WE DON'T HAVE 100%. 100% IS NOT SEEN IN ANY OF OUR DISTRICTS ACROSS THE STATE OF TEXAS. BUT WE ARE SEEING THOSE RATIOS DROPPING. THAT'S THE EXPANSION OF CHOICE. SO THAT DROP FROM, YOU KNOW, 0.77 BACK JUST A COUPLE OF YEARS AGO TO 0.71,

[02:15:06]

FOR THIS FORECAST, I'M USING 0.71 AS THE RATIO FOR THE NEXT THREE YEARS FOR YOUR KINDERGARTEN CLASS. NOW, JUST A QUICK LOOK AT YOUR ENROLLMENT HISTORY BY GRADE LEVEL. SO THIS IS LOOKING AT THE ENROLLMENT, THE PEAK ENROLLMENT FOR THE LAST SEVERAL YEARS. THIS FALLS PEAK ENROLLMENT FOR THE DISTRICT WAS 41,670 STUDENTS, RESULTING IN A DECREASE IN ENROLLMENT OF 1410 STUDENTS. THE LARGEST CLASS THIS YEAR IS YOUR NINTH GRADE CLASS. THE SECOND LARGEST CLASS IS YOUR FIRST GRADE CLASS. THE TABLE ON THE BOTTOM IS SHOWING YOU THE GRADE LEVEL CHANGE. SO YOU CAN LOOK AT THOSE COHORT NUMBERS, AND YOU CAN SEE THAT THIS YEAR'S KINDERGARTEN COHORT IS 0.93. THAT BASICALLY MEANS THAT YOUR KINDERGARTEN CLASS DECREASED BY ABOUT 7% FROM THE PREVIOUS YEAR. THE COHORTS IN GRADES FIRST THROUGH 12TH ARE MEASURED AGAINST THE PREVIOUS YOUNGER GRADE. SO THE FIRST GRADE COHORT OF 0.11.023 IS TAKING THIS YEAR'S FIRST GRADE CLASS OF 3200, AND COMPARING IT TO LAST YEAR'S KINDERGARTEN CLASS OF 3132. SO YOU'LL NOTICE ACROSS JUST ABOUT EVERY GRADE LEVEL, WE SAW A DECREASE IN THE COHORT. SO YOU HAD ENROLLMENT LOSS AT JUST ABOUT EVERY GRADE WITH THE EXCEPTION OF FIRST AND NINTH. THOSE WERE THE ONLY TWO GRADES THAT DID NOT SEE A DECREASE IN ENROLLMENT. NOW, THAT NINTH GRADE NUMBER IS A LITTLE BIT OF A PIN UP NUMBER FROM THOSE NINTH GRADERS THAT DON'T QUITE GET ENOUGH CREDITS TO BECOME SOPHOMORES. THAT'S ONE REASON WHY THAT NINTH GRADE NUMBER PINS UP. AND THAT HAPPENS EVERYWHERE. THAT IS THAT IS NOT A CLEAN HIGH SCHOOL ISSUE. I LITERALLY SEE THAT IN JUST ABOUT ALL OF OUR CLIENTS. NOW, THE AVERAGE ACROSS THE ELEMENTARY GRADE LEVELS WAS 0.959. SO YOU CAN SEE THAT'S A DROP ACROSS THOSE ELEMENTARY GRADE LEVELS BY ALMOST, YOU KNOW, ALMOST 4%. THE MIDDLE SCHOOL DROP WAS ABOUT 4.5%, AND THE HIGH SCHOOL WAS ALMOST 6% DROP. SO THAT IS WHAT LED TO THAT DECREASE IN ENROLLMENT OF ABOUT 1400 STUDENTS. NOW, ONE OF THE OTHER THINGS WE LOOK AT IS NEWCOMERS, NEW STUDENTS TO THE DISTRICT AND THOSE THAT HAVE LEFT THE DISTRICT. THE BLUE BAR. THE DARK BLUE BAR IS THE NEW STUDENT IDS. AND WHAT YOU'LL NOTICE IS THE NEW STUDENT ID NUMBER HAS HAS GOTTEN SMALLER. SO JUST A COUPLE OF YEARS AGO IT WAS 5200. LAST YEAR IT WAS ALMOST 5200.

AND THEN THAT LEVER NUMBER HAS BEEN WELL ABOVE THE NEW FOR THE LAST SEVERAL YEARS. NOW, IT'S NOT QUITE APPLES TO APPLES BECAUSE THE NEW TO THE DISTRICT. WE'RE LOOKING AT THE FIRST THROUGH 12TH GRADE NEW STUDENT IDS. WE DON'T COUNT THE KINDERGARTEN CLASS BECAUSE THEY'RE VIRTUALLY ALL NEW. AND WE DO THE OPPOSITE FOR THE LEAVERS. WE'RE LOOKING AT MISSING STUDENT IDS, SO IT'S A WAY FOR US TO HAVE A GLIMPSE INTO MOBILITY. NOW, I'VE PREPARED THREE SETS OF PROJECTIONS. I'VE DONE A LOW FORECAST, A MID FORECAST AND A HIGH FORECAST WITH ALL OF MY CLIENTS. NOW I'M ENCOURAGING THEM TO LOOK BETWEEN THE LOW AND THE MID. I'M NOT SEEING MUCH OPPORTUNITY FOR THE HIGH FORECAST MODELS RIGHT NOW BECAUSE OF THE ADVANCEMENT OF THE VOUCHER BILL IN THIS UPCOMING SCHOOL YEAR. THERE'S STILL SOME CLOUDINESS IN THE HOUSING MARKET. SO ALL OF THE INDICATIONS ARE RIGHT NOW AS I LOOK AT THEM MORE TOWARD THE LOW AND THE MID, IS WHERE MOST OF OUR DISTRICT'S ENROLLMENT, AT LEAST FOR THE NEXT COUPLE OF YEARS, ARE LIKELY GOING TO LAND. SO THE LOW NUMBER FOR NEXT FALL WOULD BE 40,400 STUDENTS, WHICH IS ABOUT 1200 STUDENTS LESS THAN WHAT YOU HAD THIS YEAR. SO IT'S VERY SIMILAR TO WHAT HAPPENED THIS YEAR. THE MID IS ABOUT 40,900 STUDENTS. I BELIEVE THAT'S A DECREASE OF ABOUT 600 TO 700 STUDENTS. AND YOUR HIGH AT ABOUT 41,369 STUDENTS, WOULD BE A DECREASE OF ABOUT 300 STUDENTS. I'M ILLUSTRATING THE MID LEVEL FORECAST WITH THIS TABLE. SO OVER THE NEXT FIVE YEARS UNDER THE MID FORECAST YOUR ENROLLMENT COULD BE AT ABOUT 37,958. AND AGAIN I'M SEEING THESE TYPE TRENDS AT JUST ABOUT ALL OF THE DISTRICTS THAT WE WORK WITH IN CENTRAL TEXAS. EVEN THE FAST GROWTH DISTRICTS

[02:20:03]

WHAT I'M DISCOVERING WITH OUR RESEARCH IS RIGHT NOW, THE BIGGEST PULL IS HOMESCHOOL.

IT'S HOMESCHOOL, AND IT'S A HYBRID OFF OF HOMESCHOOL CALLED MICRO-SCHOOLING MICRO SCHOOLING.

CO-OPTING IS WHERE THESE HOMESCHOOL PARENTS GET TOGETHER AND THEY THEY ACTUALLY WILL HIRE PEOPLE TO BE THE TUTORS AND FACILITATORS. AND THEY'RE IN INFORMING, NOT REALLY A PRIVATE SCHOOL, BUT KIND OF BECAUSE THEY'RE NOT UNDER ANY ACCREDITATION AND THEY ARE GROWING AT A TREMENDOUS RATE AT THE ELEMENTARY CAMPUS LEVEL. WE BUILT IN YOUR CHANGES FROM YOUR RECENT FACILITY CHANGES AROUND YOUR SCHOOL CONSOLIDATIONS. SO WE BUILT THAT INTO THE FORECAST MODEL. YOU'LL NOTICE YOU DO STILL HAVE SOME PRESSURE POINTS. SO THERE ARE SOME CAMPUSES THAT ARE AT OR EXCEEDING CAPACITY. YOU'LL NOTICE THOUGH UNDER THIS MODEL YOUR ELEMENTARY NUMBERS COULD SOFTEN DOWN TO ABOUT 19,300 STUDENTS IN FIVE YEARS. AT THE SECONDARY LEVEL, YOUR MIDDLE SCHOOL NUMBERS AGAIN, THERE'S A COUPLE OF SPOTS WHERE THERE ARE SOME PRESSURE POINTS, BUT AGAIN, THOSE NUMBERS COULD SOFTEN DOWN TO ABOUT 8200 STUDENTS IN FIVE YEARS. SO, YOU KNOW, ROUGHLY ABOUT A 6 TO 700 STUDENT DROP ACROSS YOUR MIDDLE SCHOOL GRADES AND AT YOUR HIGH SCHOOL CAMPUSES THAT THOSE HIGH SCHOOLS COULD DROP DOWN TO ABOUT 10,200 IN ABOUT FOUR YEARS. YOU'LL ALSO NOTICE YOU DO HAVE SOME PRESSURE POINTS AT HARKER HEIGHTS. YOU'VE GOT A LITTLE BIT OF PRESSURE AT THE SHOEMAKER HIGH SCHOOL AS WELL. SO I'LL DO KEY TAKEAWAYS THEN BE READY TO ANSWER SOME QUESTIONS. THE DISTRICT HAS SEEN THE ENROLLMENT THIS FALL DROP ABOUT 1400 STUDENTS, LIKELY THE EXPANSION OF SCHOOL CHOICE AS WELL AS THE CHANGES IN THE BIRTH RATES, THE KINDERGARTEN RATIO HAVING A BIG IMPACT ON THESE ENROLLMENT CONDITIONS. THE HOUSING MARKET IS FALLING BEHIND. 2024 IS HOUSING NUMBERS ARE SOFTENING A LITTLE BIT FROM WHAT WE SAW IN 2024. SO 2025 IS A LITTLE BIT SOFTER COMPARED TO WHAT WE SAW A YEAR AGO. WE DO STILL HAVE SIGNIFICANT DEVELOPMENT. SO THERE IS DEVELOPMENT TAKING PLACE. THE DEVELOPERS ARE STILL BUSY. THE ENROLLMENT OUTLOOK, I WOULD DESCRIBE IT AS IT IS LIKELY GOING TO BE DECLINING. AND IN FACT, IN FIVE YEARS, YOUR ENROLLMENT COULD BE AT ABOUT 37,900 STUDENTS. AND IN TEN YEARS, YOUR ENROLLMENT COULD BE AT ABOUT 36,136 STUDENTS. I'D BE HAPPY TO ANSWER ANY QUESTIONS. QUESTIONS FROM TRUSTEES. MADAM VICE PRESIDENT, SIR, WHEN WHEN YOU WERE LOOKING AT ALL THIS DATA, DID YOU LOOK AT ANY OF THE DEPARTMENT OF DEFENSE POSSIBILITIES OF A BRAC OR ANYTHING LIKE THAT? BECAUSE THEN ALL OF A SUDDEN WE PLAN ON 37,000, THEN ALL OF A SUDDEN WE HAVE AN INFLUX AND NOW WE HAVE PORTABLE BUILDINGS AGAIN. AND THAT'S THE BEAUTY OF US DOING IT TWICE A YEAR. SO WHEN THERE IS A BIG ANNOUNCEMENT OR SOMETHING BIG DOES HAPPEN, WE IMMEDIATELY BUILD THAT INTO EFFECT. BUT RIGHT NOW, I DO NOT HAVE A SIGNIFICANT CHANGE AT THE MILITARY BASE HERE. RIGHT.

BUT WE DID. SO NO DATA COMING OUT OF FORT HOOD OR DEPARTMENT OF DEFENSE THAT THERE MIGHT BE ANY REALIGNMENT. I HAVE NOT SEEN ANY OF THAT. ALL RIGHT. THANK YOU. QUESTIONS FROM TRUSTEES. MR. SUPERINTENDENT. I CAN TELL YOU THAT I DON'T KNOW IF ANYBODY ELSE HAS LOOKED AT THE NUMBERS, BUT I MEAN, YOU JUST LOOK AT THAT. IT'S SAYING THERE'S GOING TO BE 800 KIDS AT ELLISON HIGH SCHOOL IN TEN YEARS. THAT'S NOT A HIGH SCHOOL. I MEAN, IT'S SEAN KILLEEN HIGH SCHOOL, A THOUSAND STUDENTS BELOW CAPACITY FOLLOWING A $99 MILLION INVESTMENT. I MEAN, AND SO I'M JUST SAYING TO MY COLLEAGUES UP HERE, I HOPE EVERYBODY'S PAYING ATTENTION BECAUSE THERE'S SOME DECISIONS THAT ARE GOING TO BE ON THE HORIZON UNLESS THERE'S JUST SOME SIGNIFICANT CHANGE THAT OCCURS THAT THAT WE'RE NOT THAT WE'RE NOT AWARE OF. AND YOU DON'T WANT TO WAIT UNTIL THAT MOMENT GETS HERE. YOU'VE GOT TO BE OUT IN FRONT OF THAT. BUT I MEAN, THERE'S JUST SOME. I TOLD DOCTOR DAVIS ON MONDAY IN OUR MEETING. I SAID, JUST SOME ALARMING NUMBERS IN THIS PRESENTATION. AND SO I ALWAYS SAY REINVENT YOURSELF OR CEASE

[02:25:02]

AND I DON'T MEAN TO MAKE THAT ALL DOOM AND GLOOM, BUT UNLESS YOU ARE THE WORST PREDICTOR OF NUMBERS KNOWN TO MANKIND, I MEAN, THOSE ARE SIGNIFICANT NUMBERS. AND I'M THINKING THOSE ARE PROBABLY CONSERVATIVE BECAUSE I WOULD THINK YOU'RE NOT JUST PUSHING THEM AS FAR AS YOU CAN OUT THERE BECAUSE, WELL, YOU SAID YOU'RE AT THE MIDPOINT. AND SO IT'S POTENTIALLY IT COULD BE WORSE, COULD BE BETTER. BUT EVEN UNDER THE BETTER SCENARIOS, IT'S STILL A LOT.

YEAH, I THINK THIS IS AS I MENTIONED, THIS IS A NEW ERA. WE'VE WE'RE NOT WE HAVEN'T EXPERIENCED THE VOUCHER IMPACTS YET. WE DON'T KNOW HOW SUCCESSFUL IT'S GOING TO BE. IS IT GOING TO PRIMARILY BE FOR KIDS THAT HAVE ALREADY CHOSEN TO GO THOSE PRIVATE SCHOOL, CHARTER SCHOOL OR THE HOMESCHOOL ROUTES? ARE WE GOING TO SEE THE BIGGEST NUMBERS GOING INTO HOMESCHOOL OR HOW'S THAT GOING TO PLAY? NOW WE ARE SEEING SOME GLIMPSES THAT WE'RE SEEING SOME OF THE CHARTER SCHOOL HOMESCHOOL CROWD COMING BACK IN THE MIDDLE SCHOOL GRADES. SO WE MAY SEE A NEW EMERGING TREND WHERE, YES, THEY DO THE HOMESCHOOL MICRO SCHOOL THING WHEN IT'S EASIER. WHEN I SAY EASIER, IT'S BECAUSE THE CURRICULUM AND THE CONTENT IS EASIER. BUT ONCE THEY GET TO MIDDLE SCHOOL GRADE LEVELS, YOU'VE GOT LABS. YOU'VE GOT THE NEED FOR MORE STRONG IT'S IT'S MORE CHALLENGING CURRICULUM. WE'RE STARTING TO THINK THAT WE COULD SEE THEM COME BACK TO PUBLIC ED, AND THAT'S GOING TO BE A CHALLENGE BECAUSE THEN IT'S GOING TO THEY HAVEN'T BEEN IN IN A FORMALIZED SETTING, AND NOW THEY'RE COMING IN IN MIDDLE SCHOOL TO A VERY STRUCTURED SITUATION WHERE THERE'S BEEN A LOT OF FLEXIBILITY IN THIS MICRO SCHOOL HOMESCHOOL APPROACH. QUESTIONS FROM TRUSTEES. MR. GILCHRIST, THE LAGGING BIRTHRATE PIECE. IS THAT THAT JUST NATIONWIDE OR IS JUST OKAY, SO THAT'S GOING TO AFFECT THE OLDER POPULATION AND ALL OF THAT STUFF. SO WE CAN KIND OF LOOK AT THE CHILD AND YOUTH SERVICES NUMBERS AND KIND OF SEE HOW THAT'S ADDING UP THERE. OR, YOU KNOW, LIKE THE CHILD CARE FACILITIES ARE KIND OF INDICATING HOW MANY KIDS WE'RE GOING TO HAVE IN SCHOOL.

SO IF WE START PAYING ATTENTION TO THAT, WE CAN PROBABLY SEE SOME OF THAT TOO. YOU COULD.

WOW. BUT THIS IS NOT THE THE BIRTH RATE ISSUE, I BELIEVE IS NOT GOING TO CHANGE MUCH. NOW, I'M SPEAKING FROM MY FAMILY'S PERSPECTIVE BECAUSE I'VE GOT MILLENNIALS AND MY BROTHER'S GOT MILLENNIALS AND AND THEY'RE NOT HAVING KIDS. AND YOU KNOW, MY BROTHER'S GOT FOUR KIDS, FOUR GIRLS THAT ARE AGES 23 TO 31 FOR ZERO GRANDKIDS. NOW, I'M LUCKY I'VE GOT TWO, YOU KNOW.

AND SO BUT IT'S JUST IT'S IT'S IT'S A DIFFERENT MINDSET THAT'S HAPPENING THAT IN THAT REGARD.

MR. SUPERINTENDENT. YEAH. BOARD I JUST I LIKEN IT TO, TO THE OPPOSITE END OF THE SPECTRUM WHEN YOU HAVE HYPER GROWTH. RIGHT. SO SO I EXPERIENCED THAT IN THE PREVIOUS ROLE OR HAD TO GO OUT FOR TWO BOND ELECTIONS. AND I ENCOURAGE THE BOARD. AND IN THIS CONTEXT, ALTHOUGH WE JUST WENT THROUGH AN OPTIMIZATION, I ENCOURAGE THE BOARD TO CONTINUE THOSE DISCUSSION. OPTIMIZATION 2.0 AND BEGIN TO CONTINUE TO HAVE THOSE DISCUSSIONS BECAUSE BECAUSE WHAT TENDS TO HAPPEN AGAIN ON THE ON THE OTHER END OF THE SPECTRUM, WHEN I EXPERIENCED PASSING THE BOND INITIALLY AND I HAD TO COME BACK THREE YEARS LATER, FOLKS DON'T UNDERSTAND. THEY KEPT COMING AFTER YOUR BUILDING SCHOOL, IT TAKES, OF COURSE, THREE YEARS, BUT HIGH SCHOOL, TWO YEARS BUILD MIDDLE SCHOOL ALL THE THINGS. SO JUST TO GET IN AHEAD OF IT, CONTINUING THOSE CONVERSATIONS TO BE PREPARED, THAT'S THAT'S JUST WHAT I THREW OUT THERE TO CONTINUE THOSE DISCUSSIONS. BECAUSE IF WE CONTINUE ON THIS TREND, WE CURRENTLY ARE ON WITH 1400 DOWN AND 1200 REDUCTION IN ENROLLMENT NEXT YEAR. AND THAT'S A PRETTY THAT'S PRETTY FAST PACED DROPPING ENROLLMENT. MR. RICH. SURE. SO MY FINAL THOUGHT, LIKE I MENTIONED, WE'RE USING THIS TO SEGUE INTO LONG RANGE FACILITIES PLANNING.

OUR PRIOR TWO MEETINGS WERE MORE GEARED TOWARD OPTIMIZATION. WE HAVE AN UPCOMING MEETING NEXT WEEK TO REALLY TALK ABOUT FACILITIES PLANNING. SO THE SILVER LINING TO ALL THIS, WE'VE BEEN A FAST GROWTH DISTRICT FOR A VERY, VERY LONG TIME, WHICH HAS LED TO SOME FACILITIES FALLING BEHIND AS WE'RE BUILDING NEW. SO THIS IS A GOOD OPPORTUNITY FOR US TO LOOK AT THE FACILITIES WE INTEND TO KEEP FOR THE FORESEEABLE FUTURE AND INVEST SOME MONEY IN MAINTAINING AND IMPROVING THOSE FACILITIES. AND I THINK THAT'S GOING TO BE MOST OF THE FOCUS OF THE LONG RANGE PLANNING COMMITTEE IS HOW DO WE MAINTAIN WHAT WE HAVE? HOW DO WE TAKE OUR OLDER FACILITIES AND TRY TO CREATE SOME EQUITABILITY WITH OUR NEWER

[02:30:01]

THEY STILL HAVE SOME PORTABLE BUILDINGS. WE HAVE A FEW AT ELEMENTARY SCHOOLS, A ELEMENTARY WITH THE BILINGUAL PROGRAM, WHICH WILL HOPEFULLY TAKE CARE OF WHEN WE EXPAND BILINGUAL AT WILLOW SPRINGS ELEMENTARY SCHOOL IN A COUPLE YEARS. BEYOND THAT, THERE'S JUST SOME SPECIAL PROGRAM PORTABLES IN ADMINISTRATION, PULLOUT TYPE PROGRAM, PORTABLES THAT ARE BEING USED. BUT PORTABLES FOR INSTRUCTION ARE DEFINITELY PROBABLY AS LOW AS THEY'VE EVER BEEN. YES, MA'AM. BUT IDEALLY WE ELIMINATE THEM IN THEIR ENTIRETY, IN MY OPINION, FOR SECURITY REASONS. AND ET-CETERA AGREED. YES. AND MAINTENANCE, OBVIOUSLY THEY DON'T MAINTAIN THEMSELVES VERY WELL. YES, MA'AM. AND I MEAN ADMIN SPACES IS A BIG ONE. SO IF YOU LOOK AT OUR OLDER SCHOOLS, THE ADMIN SUITES ARE VERY SMALL. WHAT HAPPENS IS THEY THEN AS WE GIVE THEM MORE ADMIN OR CAMPUS SUPPORT, THEY'RE TAKING CLASSROOMS. AND WHEN CLASSROOMS ARE FULL WE'RE THEN GIVING THEM PORTABLES. SO THAT'S KIND OF AN AREA THAT WE NEED TO SHORE UP AS WE GET INTO FACILITIES PLANNING. YES, MA'AM. THANK YOU. ALL RIGHT. THANK YOU.

WE APPRECIATE YOU. THANK YOU. ALL RIGHT. NEXT WE'LL GO TO ITEM FIVE E WHICH IS DISCUSSION OF EDUCATION SERVICE CENTER REGION TEN CHILD NUTRITION IN OUR LOCAL BID PARTICIPATION AGREEMENT FOR THE 2026 2027 SCHOOL YEAR. WELCOME, MISS VADEN. THANK YOU VERY MUCH.

TONIGHT, I'M HERE JUST TO QUICKLY DISCUSS A RENEWAL FOR THE REGION TEN CHILD NUTRITION INTERLOCAL AGREEMENT. THIS IS IS A RENEWAL. WE'VE PARTICIPATED IN THIS CO-OP FOR SEVERAL YEARS. IT DOES ALLOW US TO BUY IN BULK AND IN SOME INSTANCES USE IMMEDIATELY, BUT MORE OFTEN TO STORE THOSE ITEMS IN OUR WAREHOUSE FOR FUTURE USE. IT. IT IS COMPLIANT WITH ALL OF THE FEDERAL PURCHASING RULES, BOTH US DEPARTMENT OF AGRICULTURE AND THE TEXAS DEPARTMENT OF AGRICULTURE, AND THERE IS NO FEE FOR THE DISTRICT TO PARTICIPATE. THE VENDORS PAY THE FEES THAT ARE RELATED TO THIS CO-OP. QUESTIONS FOR MISS BEIGHTON. I THINK THE ASK IS TO PUT THIS ON A CONSENT AGENDA. YES, SIR. ANY ISSUES WITH THAT? THANK YOU

[6. Discussion of Future Board Meeting Agendas and Trustee Remarks]

JUST REGARDING THE SUMMER SCHOOL, TALKED A LOT ABOUT IT. STAFF PUT A LOT OF WORK IN IT.

I THINK THERE'S STILL WORK TO BE DONE. WHEN WOULD WE? I KNOW I DON'T WANT TO RUN OUT OF RUNWAY ON IT TO GET THE BOARD'S KIND OF FINAL INPUT ON IT. SO I JUST WANT TO MAKE SURE THAT WE'RE PLANNING THAT OUT TO GIVE, TO GIVE EVERYONE ENOUGH TIME TO WORK, TO GIVE STUDENTS AND PARENTS FAIR NOTICE OF THE RULES, AS WELL AS STAFF TIME TO PLAN IF THEY'RE GOING TO BE ABLE TO WORK THERE OR NOT. TRACKING. WELL, JUST FOR ME, IT'S JUST CODE RED URGENT. I MEAN, IT'S KIND OF HOW I VIEW IT JUST THE TIME. SO THEY HAVE PLANNING. I MEAN, THEY PROBABLY WANT THE ANSWER YESTERDAY. OKAY. MADAM SECRETARY, THANK YOU. SIR, I HAVE TWO THINGS. EXCUSE ME.

IT WAS REQUESTED THAT I BRING UP NEEDING INFORMATION UPDATES ON OUR STEM PROGRAMS AND THE IMPACT THROUGH OPTIMIZATION. HOW ARE THE STUDENTS GOING TO WHERE ARE THEY GOING TO BE LOCATED? HOW ARE WE GOING TO CONSOLIDATE MOVE KIDS AROUND. THAT'S BECOMING A CONCERN OUT THERE. SO SAID I WOULD BRING THAT ONE FORWARD. MY MY CONCERN IS OUR TECHNOLOGY UPDATE AS IT REGARDS TO ARTIFICIAL INTELLIGENCE AI. DO WE NEED TO HAVE ANY. DO WE NEED TO REVISIT OUR CURRENT POLICY ON IT? IS IT SHORED UP ENOUGH? SOMETIMES THESE UNFORGOTTEN CONVERSATIONS JUST COME UP AND HIT US IN THE FACE WHEN WE'RE NOT, YOU KNOW, AN AI IN THE CLASSROOM RIGHT NOW AND WE DON'T KNOW WHAT THAT IMPACT IS. SO IF WE CAN GET A WORKSHOP ON IT AND GET SOME

[02:35:04]

I JUST THINK AS WE WORK THROUGH THESE. I HATE TO SAY ISSUES, BUT AS WE WORK THROUGH THESE CONVERSATIONS, IT'S PRETTY OBVIOUS THAT OUR TASKINGS AS BOARD MEMBERS AND AS ADMINISTRATORS. ARE GOING TO BECOME SO INCREASINGLY COMPLEX FOR ALMOST FOR SURVIVAL OF OF SCHOOL, AS WE KNOW. AND I JUST REALLY APPRECIATE DOCTOR DAVIS TAKING THE BULL BY THE HORNS AND SOMETIMES FACING THE OTHER END, TOO. BUT I REALLY APPRECIATE WHAT HIS STAFF HAS DONE AND THE PEOPLE WHO SUPPORT. I'D JUST LIKE FOR OUR TEACHERS TO KNOW, YOU KNOW, WE'RE NOT UP HERE BEING MEAN AND NO ONE REALLY IS, BUT WE'RE JUST IN A HECK OF A SITUATION WHERE WE'RE GOING TO HAVE TO DO SOME THINGS THAT IN GOING TO MAKE EVERYBODY HAPPY. BUT WE GOT TO SAVE OUR DISTRICT. THANK YOU, MADAM VICE PRESIDENT. NOTHING. OKAY, DOCTOR DAVIS, I WOULD JUST SAY LET'S, YOU KNOW, TO TRUSTEES, I SAY LET'S JUST BE THE BEST FOR FOR WHO WE GOT. I MEAN, AT THE END OF THE DAY, THAT'S THAT'S WHAT THE MISSION IS, IS WHO'S HERE? LET'S BE THE ABSOLUTE BEST FOR THEM. WE CAN'T CONTROL WHO'S NOT HERE. AND, YOU KNOW, CONTROL WHAT WE CONTROL. AND SO THAT'S WHAT I'D SAY. MR. SUPERINTENDENT, ANYTHING YOU WANT TO ADD? YEAH. AS ALWAYS, I JUST APPRECIATE THIS BOARD. THANK YOU FOR YOUR SUPPORT. AND I CAN ASSURE YOU OF THIS AS AT THE TEAM, WE'RE GET WE'RE GETTING AFTER IT. WE'RE GOING TO CERTAINLY PUT OUR BEST FOOT FORWARD. I, I SEE IN THE SPIRIT OF WHAT MR. RAINWATER SHARED. YEAH IT'S GOING TO BE LOTS OF CHANGE. IT'S GOING TO BE FOR FOR VARIOUS REASONS. RIGHT. AND SO AS AS WE'VE GONE THROUGH THIS MEETING, I'VE JUST HAD LOTS OF REFLECTIONS. AND SO WE'LL ALL WORK ON CERTAINLY US REALLY DOING A, A INCREASE OUR COMMUNICATIONS BECAUSE IN CHANGE OFTENTIMES CREATES ANXIETY AND SO ON AND SO FORTH. AND WE KNOW THAT. AND SO CERTAINLY AS WE GO THROUGH THESE THINGS AS, AS WE KNOW, WE HAVE TO DO SOME THINGS DIFFERENTLY IN SOME AREAS. AND SO WE'LL CONTINUE TO TRY TO SEND THAT MESSAGE, THE RIGHT MESSAGE TO THE TEAM, TO OUR STAFF THROUGHOUT THIS DISTRICT. BECAUSE IT CAN BE HARD, IT CAN BE CHALLENGING. SO THAT SAID,

[2. Closed Session (Part 2 of 2)]