001HE'S OUTSIDE ON THIS. OKAY, WE'LL WE'LL GIVE HIM A BIT. THE TIME IS NOW 6:01 AND WE ARE UH ON THE WRONG PAGE ABOUT TO ADJOURN. OKAY. AND THIS REGULAR MEETING OF THE EL CAMPO INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES IS CALLED TO ORDER. LET THE RECORD SHOW THAT THIS MEETING WAS UH POSTED IN ACCORDANCE WITH SECTION 551.043 043 THE TEXAS GOVERNMENT CODE IN REGARD TO UH POSTING OF PUBLIC MEETINGS AND THERE IS A QUORUM OF MEMBERS PRESENT AT THIS TIME. UH PLEASE RISE. WE'LL HAVE PRAYER AND THE PLEDGE. LET'S PRAY. LORD, THANK YOU FOR UH ALLOWING US TO GATHER TODAY TO CONSIDER THE IMPORTANT BUSINESS BEFORE US AND THE AND THE IMPORTANT BUSINESS THAT LEADS THE SCHOOL DISTRICT. UH WE'RE ESPECIALLY THANKFUL FOR ALL THE PEOPLE WE'RE GOING TO RECOGNIZE TONIGHT THAT DO EXTRAORDINARY
002THINGS AND THE PEOPLE THAT SUPPORT THEM TO TO HELP THESE YOUNG PEOPLE SUCCEED. UM WE ARE UH APPRECIATIVE OF ALL THE GIFTS THAT YOU GIVE US. WE UH WE ASK THESE THINGS IN YOUR NAME. AMEN. AMEN. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. AT REGULAR MEETINGS, THE UH BOARD ALLOTSS TIME TO HEAR PEOPLE FROM THE COMMUNITY UH BOTH PUBLIC COMMENT AND PUBLIC TESTIMONY. HAS ANYBODY SIGNED UP? THERE BEING NONE, WE'LL MOVE ON TO OUR UH FAVORITE PART OF THE MEETING, WHICH IS RECOGNITION. I'LL LET BOB. UH, SO BOARD MEMBERS, WE HAVE THE UH, EL CAMPO HIGH SCHOOL CHEERLEADERS. SO, MISS STARY, YOU WANT TO TRY TO ORGANIZE ALL OF THEM AND
003GET THEM INSIDE? I BET THEY'RE ORGANIZED ALREADY. WHERE ARE WE SUPPOSED TO STAND? RIGHT HERE. RIGHT HERE. RIGHT HERE IN FRONT FACING THE AND I'M GOING TO BE READING YOU OUT IN ALPHABETICAL ORDER. SO, UH, KIND OF GIVE MR. RUSSELL A HELL OF KNOWING WHERE YOU ARE STANDING. I'LL FIGURE IT OUT. I'M SURE YOU WILL, SIR. COME ON IN. COME ON IN. SO, WE'RE REAL EXCITED TO BE ABLE TO RECOGNIZE THE EL CAMPL HIGH SCHOOL CHEERLEADERS BESIDES THEIR FRIDAY NIGHT UH EXPERIENCES AND THE UM PROFESSIONALISM THAT THEY EXHIBIT AT FOOTBALL GAMES ON FRIDAY NIGHT. THEY DID THE SAME KIND OF THING THROUGH OUR SPORTS SEASONS, VOLLEYBALL, BASKETBALL, ETC. BUT THEY REALLY HAD A GREAT OPPORTUNITY TO SHOWCASE THEIR TALENTS AT THE NATIONAL COMPETITION WHERE THEY PLACED THIRD. AND SO WE WOULD LIKE TO RECOGNIZE THEM
004AS THIRD IN THE NATION. OUR EL CAMPO HIGH SCHOOL AND I AM GOING TO ANNOUNCE THEM MR. RUSSELL AND THEN YOU CAN KIND OF LIKE PULL THEM FORWARD. IF YOUR PARENTS ARE HERE, LADIES, IF YOUR PARENTS ARE HERE, IF YOU WOULD PLEASE RECOGNIZE YOUR PARENTS BY NAME AND JUST HAVE THEM STAND UP. OKAY? SO, IF YOUR PARENTS ARE HERE, RECOGNIZE THEM BY NAME AND HAVE THEM STAND UP SO THAT EVERYBODY CAN SEE THEM. WE HAVE FRESHMAN AND ALISA GARCIA. THIS WILL WORK. FRESHMAN LELA HEIZER CONGRATULATIONS. FRESHMAN MAGGIE MOTAL. FRESHMAN RAEGAN VALLET. SOPHOMORE MASCOT. AUBREY ORSAK. SOPHOMORE BRINLEY KRENEK. CONGRATULATIONS. SOPHOMORE ANN LOUT SOPHOMORE PRESLEY PONCIK ARE YOU READY FOR ME? I'M READY. JUNIOR SIMONE RIHA. JUNIOR CODI KLATT JUNIOR KRISTA IRBY JUNIOR BAILEY YORK JUNIOR LAYLA HUDLIN SENIOR CHESNEY ENGLISH. CONGRATULATIONS. SENIOR BIANCA DURON, SENIOR
005ALLIE ZALMAN, SENIOR JORDYN MALDONADO, AND SENIOR HEAD CHEERLEADER ADDISON TOMPKINS. JUST FOR THE RECORD, THE CHEERLEADERS ARE COACHED BY TERESE TOMPKINS. THEY PLACED THIRD IN THE NATION AT THE COUNTRY'S LARGEST AND MOST PRESTIGIOUS NATIONAL CHAMPIONSHIP IN JANUARY. IT'S THE HIGHEST AN EL CAMPO TEAM HAS EVER PLACED. AND UH IT WAS THEY HAVE FIVE SENIORS WHO WERE NAMED TO THE 2025 2026 ACADEMIC ALLSTATE CHEER TEAM. SO THE FIVE OF YOU THAT WERE NOT NAMED, WOULD YOU PLEASE RAISE YOUR HAND SO EVERYBODY CAN SEE YOU? WE ALSO WANT TO TAKE A PICTURE OF THEM AT THE END. VALERIE AND ADDISON TOMPKINS WAS AWARDED ALL STATE CHEERLEADER FOR 2025 2026. OKAY, Y'ALL ARE GOOD AT TAKING PICTURES. LINE UP SO WE CAN GET ONE. YES, WE NEED TO GET A PICTURE. YOU CAN JUST KEEP YOUR UH SHOW
006PEOPLE IN THE FRONT. THERE YOU GO. ANGLE THIS WAY THOUGH. YOU DON'T HAVE TO SHOW ME YOUR FOLDERS. JUST ALL RIGHT. UH GO DOWN JUST A LITTLE BIT MORE, ALLIE. THERE YOU GO. ALL RIGHT. THREE, TWO, ONE. ALL RIGHT. THANK Y'ALL. AND THEN LET ME GET THE FIVE SENIORS. I'LL GET YOUR PICTURE. HERE. JUST SET THEM DOWN HERE FOR A SECOND FOR THIS PICTURE. WELL, YOU KNOW, MISS ALL RIGHT. MISS SMITH, I THE BEST EFFORTS OF MINE IS GONE UNHEATED AGAIN. ALL RIGHT. ALL RIGHT. THANK YOU, LADIES. THANK YOU, PARENTS. YOU GOT AWAY WITH AN EASY ONE. LET ME GET A SOLO OF YOU. DO YOU WANT ME TO TAKE UH YES, PLEASE. I THOUGHT WE WERE HONORING THE TUNNEL CREW AND THE KIDS WERE SHOWING. THANK YOU. COME NEXT. THAT'S WHAT I THOUGHT. I
007THOUGHT HI, MR. RUSSELL. THANK Y'ALL. THANK YOU. THANKS FOR COMING. THANK YOU ALL FOR RECOGNIZING US. VERY, VERY SPECIAL. THANKS FOR BEING HERE. UM, THAT TAKES US TO OUR NEXT RECOGNITION, WHICH IS THE REMARKABLE RICEBIRDS. SO, AS EVERYONE SHOULD KNOW, THE REMARKABLE RICEBIRDS ARE INDIVIDUALS WHO WORK FOR EL CAMPO ISD WHO GO ABOVE AND BEYOND THE TENANTS OF CAPTURING KIDS' HEARTS AND DO SOMETHING REMARKABLE, HENCE THE NER THE TERM REMARKABLE RICEBIRD. AND SO TO INTRODUCE OUR FIRST REMARKABLE RICEBIRD FOR THIS SPRING IS MAURI COUEY AND SHE IS FROM MYATT AND SHE WILL BE RECOGNIZING KENDRA JANIK. OH, EMILY BUSH ALSO. SO BOTH OF THEM HERE. KENDRA, COME ON UP. KENDRA, ARE YOU THE ONE WITH THE GOAT? HEY, GILBERT'S GONNA GET INTO THE STORY, SO HOLD THAT THOUGHT. AND FISH AND CHICKS. WHAT ELSE? OH
008MY GOSH. CONGRATULATIONS. THANK YOU. ALL RIGHT. OVER HERE. OKAY. SO, YOU CAN BE ON THE CAMERA. NO, NO. OVER HERE. OH, OKAY. SO, KENDRA IS ONE OF OUR UH AMAZING PREK TEACHERS THAT GOES ABOVE AND BEYOND TO MAKE OUR MYATT A HAPPY PLACE. SHE FORMED THE SOCIAL UH SUNSHINE CLUB, WHICH DOES LUNCHONS AND SWEET TREATS AND ALL KINDS OF FUN THINGS. KENDRA'S ALWAYS DOING THINGS TO UM KEEP US HAPPY AND SMILING AND LAUGHING AND WE REALLY APPRECIATE IT. AND IN ADDITION TO THAT, SHE ALSO SUPPORTS OUR STUDENTS. NOW, MIND YOU THAT IT'S NOT LIKE SHE HAS THREE GIRLS OF HER OWN AND NOTHING GOING ON IN HER LIFE. SO, IF SHE'S NOT DOING SOMETHING WITH HER FAMILY, SHE'S DOING SOMETHING FOR OUR MYATT FAMILY. AND SOME OF THE JUST MOST SPECIAL THINGS SHE DO SHE
009DOES FOR OUR STUDENTS, UH, SHE MAKES SURE WE WHEN WE HAVE A A SPECIAL ED STUDENT IN OUR CLASSROOM, SHE MAKES IT INCLUSIVE. SHE TEACHES AND GOES ABOVE AND BEYOND TO TEACH THESE FOUR YEAR OLDS WHAT IT TAKES TO BE NICE TO ANYONE WITH A DISABILITY AND UH AND THE PARENTS ARE VERY APPRECIATIVE OF THAT. THEN THERE'S THE WE MIGHT BE HATCHING CHICKS RIGHT NOW. SO WE STILL WE HAVE TWO SO FAR. I CHECKED ON BEFORE WE LEFT. SO WE'LL SEE HOW THAT GOES. GILBERT THE GOAT HAS MADE AN APPEARANCE. SHE'S LOADED UP GILBERT IN THE TRUCK AND BROUGHT HIM TO THE KIDS TO THE PLAYGROUND. AND UH JUST ALL THOSE LITTLE THINGS THAT MAKE SCHOOL FUN. AND WHAT EMBRACES KENDRA MOST OF ALL IS KINDNESS EVERY DAY. SHE HAS MADE IT A GOAL AND
010SHE SHE LIVES IT. SO WE LOVE YOU. THANK YOU. GO THIS WAY. THANK YOU. AND OUR SECOND REMARKABLE RICEBIRD RECOGNITION WILL BE DONE BY PATRICK BURTON OF HUTCHINS WHO WILL INTRODUCE LIZ CONRAD. CONGRATULATIONS. THANK YOU. SHE HAS ALLIGATORS. THEY EAT GOATS. UH SO TONIGHT WE'RE HERE TO RECOGNIZE MISS CONRAD, OUR AWESOME PE TEACHER AT HUTCHINS. UM MISS CONRAD HAS A GIFT THAT CAN'T BE TAUGHT. SHE BUILDS RELATIONSHIPS LIKE NO ONE I'VE EVER SEEN. UM, YOU CAN SEE IT EVERY DAY IN THE SMILES OF OUR KIDS. I KNOW SHE'S A PE TEACHER, BUT THEY LOVE GOING TO PE. LIKE, SHE MAKES IT SO FUN FOR EVERYBODY. UM, EVEN OUR STAFF AT OUR UH AT OUR HOUSE PARTY. SHE'S ALWAYS SHE ALWAYS HELPING OUT WITH THAT, TOO. UM, SHE CREATES AN ENVIRONMENT WHERE KIDS FEEL SEEN, VALUED,
011UH, AND MOTIVATED TO GIVE THEIR BEST EVERY DAY. UM, BEYOND THE GYM, MISS CONRAD IS A LEADER IN EVERY SENSE. UM, SHE TAKES INITIATIVE WHEN NEEDED. I NEVER HAVE TO ASK HER TO DO ANYTHING. SHE'S ALWAYS STEPPING UP. SHE DOES MONTHLY SOCIALS FOR OUR STAFF. WE HAVE FOOD TRUCKS COME. UM, THEY LOVE THAT. YES. UM, AND SHE IS OUR SPECIALS SCHEDULING GURU. LIKE I AM CONSTANTLY MAKING CHANGES AND I'M LIKE, "HEY, MISS CONRAD." AND SHE GOES, "I'M ON IT. WHAT DO YOU NEED?" RIGHT? AND I MEAN, IT'S IT'S CRAZY. MISS JUNG CALLS HER OUR THE SPECIAL SCHEDULING QUEEN. WE NEED TO GET HER A CROWN. WE DID THAT TODAY. YES. YES. UM, SO WHAT TRULY SETS HER APART IS THE WAY SHE BRINGS EVERYBODY TOGETHER, WHETHER IT'S, YOU KNOW, IN THE SOCIALS, WHETHER IT'S THE
012KIDS, MAKING THEM FEEL INCLUDED. UM, AND EVERYTHING IS POSITIVE AND SHE CREATES A VERY CONNECTED CAMPUS CULTURE. SO, YOUR IMPACT GOES FAR BEYOND PE AND WE'RE VERY LUCKY TO HAVE YOU. THANK YOU. AND WE HAVE OUR LAST UH RECOGNITION FOR REMARKABLE RICEBIRD FROM THE HIGH SCHOOL AND MISS STARY IS GOING TO BE DOING THE PRESENTATION AND IT IS MR. BROCK LARSON. SO COACH LARSON IS OUR BASKETBALL COACH. UM BUT LET'S TALK ABOUT HIS CLASSROOM FIRST. SO, HE DOES AN AMAZING JOB IN THERE. THE KIDS LOVE HIM. LIKE, WHEN YOU WALK IN THE ROOM, YOU CAN JUST FEEL IT AND SEE IT IN THEIR EYES AND WHAT THEY'RE DOING. THEY'RE ENGAGED, BUT BUT BUT THE ATMOSPHERE THAT THEY'RE IN. UM, YOU CAN SEE IT ON THE WALLS IN HIS CLASSROOM. HE WAS TALKING ABOUT HOW THEY
013DREW A PICTURE OF THE BASKETBALL AND IT'S HIM PLAYING BASKETBALL. SO, YOU YOU CAN JUST SEE IT. AND HE'S HE'S VALUED ON THE ON THE CAMPUS. BUT BEYOND THAT, JUST WITH COACHING AND IN THE BASKETBALL REALM, HE HAS DONE A SUPERB JOB WITH OUR GIRLS BASKETBALL TEAM THIS YEAR, AS Y'ALL ALL KNOW. UM, THEY'VE MADE IT TO THE PLAYOFFS IN A WAY THAT WE'VE NEVER DONE BEFORE. U, BUT BEYOND THAT, IT DIDN'T IT'S NOT JUST ABOUT HIS COACHING ABILITY WITH THE KIDS AND BASKETBALL KNOWLEDGE. IT'S THE THE TEAM DYNAMIC THAT HE CREATED AND GETTING THOSE GIRLS TO BELIEVE THAT THEY COULD DO WHAT THEY COULD DO THAT MAKES HIM STAND APART FROM WHAT I WOULD SAY A TYPICAL COACH. SO CONGRATULATIONS, COACH. WE WE BELIEVE IN YOU AND WE'RE SO HAPPY TO HAVE YOU AS
014ONE OF OUR REMARKABLE RICEBIRDS. YOU'RE GOING TO TAKE A PICTURE WITH HIM. ALL RIGHT. THANK YOU. THANK YOU. OKAY, THAT UH TAKES US TO OUR CONSENT AGENDA. ITEM NUMBER FOUR IS OUR CONSENT AGENDA. YEAH, Y'ALL ARE FREE TO GO. JUST THANK YOU. THANK YOU. THANK Y'ALL. ACCORDING TO LOCAL POLICY, BE CONSENT AGENDA IS PROVIDED FOR ITEMS OF A ROUTINE OR REOCCURRING NATURE. UH BOARD MEMBERS HAVE BEEN FURNISHED WITH BACKGROUND ON ALL THOSE UH AGENDA ITEMS. DOES ANYBODY HAVE ANYTHING THEY WANT TO PULL OUT AND CONSIDER UNDER ANOTHER MOTION? OKAY. UH THERE BEING NONE, I WILL SEEK A MOTION I'LL MAKE A MOTION TO APPROVE. I HAVE A MOTION AND A SECOND. I HAVE A MOTION BY MR. DOROTIK AND SECONDED BY MISS SMITH FOR UH APPROVAL OF THE CONSENT AGENDA. ALL IN FAVOR RAISE YOUR
015RIGHT HAND. OPPOSE. SAME SIGN. MOTION CARRIES. 4 ZERO. UM THAT BRINGS US TO OUR ANNUAL ECISD OH NO. YES. RIGHT. YES, SIR. YEAH. ANNUAL ECISD SPECIAL EDUCATION BOARD REPORT. WELL, AND JUST SO WE'RE CLEAR AS MISS ANDERSEN COMES UP TO DO A POWERPOINT, THIS IS OUR FIRST ANNUAL SPECIAL EDUCATION BOARD REPORT. WE'RE TRYING TO GET AHEAD OF UM NEW STATE LAW THAT'S GOING TO REQUIRE THIS TO HAPPEN EVERY YEAR. SO, WE WANTED TO MAKE SURE YOU ALL WERE WELL AWARE. I KNOW WE REPORT ON SPECIAL ED PERIODICALLY, BUT THIS WILL BE AN OFFICIAL REPORT. WE DON'T KNOW YET WHAT THE STATE'S GOING TO REQUIRE US TO DO. SO, MISS ANDERSEN HAS GONE ABOVE AND BEYOND AND PROBABLY INCLUDED UM THE KITCHEN SINK IN HER REPORT THIS EVENING. SO, JUST IN CASE JUST IN CASE. ALL
016RIGHT. SO, I'M GOING TO TRY TO MANAGE THIS AND AND GO OFF. SO, THE PURPOSE OF THIS REPORT IS JUST REALLY TO LOOK AT UM OUR SPECIAL EDUCATION PROGRAM. RIGHT NOW, EL CAMPO ISD SERVES A LARGE AND DIVERSE POPULATION OF STUDENTS WITH DISABILITIES. UM, AS THE NUMBER OF STUDENTS IDENTIFIED FOR SPECIAL EDUCATION SERVICES HAS INCREASED, THE DISTRICT HAS CONTINUED TO MAINTAIN STRONG OUTCOMES IN SEVERAL OF OUR PROGRAM AREAS WHILE ALSO ADDRESSING TARGET INDICATORS. SO, WE'RE GOING TO GO OVER A COUPLE DIFFERENT UM FORMS THAT YOU'RE GOING TO SEE IN YOUR BOARD BOOK. AND SO, YOU'LL SEE AN RDA PACKET. AND SO, ALL OF THOSE THINGS HAVE BEEN CLIPPED IN THE POWERPOINT SO YOU'LL BE ABLE TO KNOW WHAT PAGE WE'RE REFERRING TO. AND THEN I ALSO HAVE INCLUDED UM OUR PROGRAM REVIEW FOR THE LAST
0175 YEARS. WILL YOU TELL THEM WHAT RDA STANDS FOR? YES. RESULTS DRIVEN ACCOUNTABILITY. AND SO WE HAVE 15 INDICATORS THAT THE STATE LOOKS AT IN DETERMINING WHERE WE ARE UM AS A PROGRAM. SOME OF THOSE INDICATORS ARE BASED OFF OF TWO-YEAR-OLD DATA. SO WE'LL GO THROUGH AND I'LL EXPLAIN EACH OF THOSE INDICATORS AND WHAT THEY'RE LOOKING FOR. SO WHEN WE LOOK AT OUR ENROLLMENTS CURRENTLY WE SERVE 581 STUDENTS RECEIVING SPECIAL EDUCATION SERVICES ACROSS OUR FIVE CAMPUSES. SO IF YOU LOOK AT FROM 2122 TO 2526 YOU'RE GOING TO SEE ABOUT A 40% INCREASE UM OF OUR POPULATION. SO IN 21-22 WE HAD 12% OF OUR OVERALL POPULATION WAS IDENTIFIED AS SPECIAL EDUCATION AND NOW 17.94% OF OUR POPULATION IS IDENTIFIED. UM AS ENROLLMENT HAS GROWN SO HAS THE LEVEL OF SUPPORT THE COMPLEXITY OF THE SERVICES
018THAT WE HAVE TO OFFER UM JUST SO THAT WE CAN THAT WE CAN MEET EACH OF OUR STUDENT NEEDS. SO THIS INCREASE UM HAS PLACED SOME ADDED PRESSURE ON OUR STAFFING, OUR PROGRAM CAPACITY AND AS A RESULT WHEN WE GET DISTRICT TRANSFERS, WE REALLY HAVE TO EVALUATE THOSE TO DETERMINE THAT WE CAN PROVIDE ALL OF THOSE REQUIRED SERVICES FOR THAT STUDENT AND UM WE CAN DELIVER WHATEVER SERVICES THEY NEED APPROPRIATELY AND IN FULL COMPLIANCE WITH STATE AND FEDERAL UM GUIDELINES. SO THERE ARE TIMES WHERE WE CANNOT TAKE TRANSFERS BECAUSE THE NUMBER OF STUDENTS THAT WE HAVE IN IN THE PROGRAMMING AREA THAT THE CHILD NEEDS. SO AS YOU SEE OUR CURRENT SPECIAL ED NUMBERS, ALL OF THESE ARE BASED OFF OF OUR OCTOBER SNAPSHOT. SO THE LAST FRIDAY IN OCTOBER IS WHERE WE WHEN WE
019GET ALL OF OUR NUMBERS FROM THE STATE. SO ALL OF OUR FUNDING FOR THE FOLLOWING YEAR IS BASED OFF OF THESE NUMBERS. SO RIGHT NOW THAT NUMBER IS 581 BUT I CAN GUARANTEE YOU IF I GO AND RUN THAT NUMBER RIGHT NOW IT HAS GROWN UM JUST IN THE LAST TWO OR THREE MONTHS. SO I ALSO WANTED TO GIVE YOU UM AN IDEA OF WHERE WE ARE WITH DISABILITIES. SO YOU ALSO RECEIVED ANOTHER HANDOUT UM IN YOUR BOARD BOOK AND I CHANGED THE GRAPH A LITTLE BIT. YOU WOULD SEE A LINE GRAPH IN YOURS SO THAT YOU CAN SEE THE INCREASE IN SOME OF OUR DISABILITY CONDITIONS. BUT THIS GRAPH REPRESENTS THAT SAME DATA, BUT I WANTED IT TO BE IN A FORMAT SO YOU COULD REALLY CLEARLY SEE THE GROWTH OVER TIME. SO THE
020MOST SIGNIFICANT GROWTH THAT WE'VE SEEN HAS BEEN IN THE AREA OF A SPECIFIC LEARNING DISABILITY AND THAT'S BECAUSE OF OUR UM STUDENTS WITH DYSLEXIA ARE NOW CONSIDERED UM TO BE UNDER THAT SPECIAL EDUCATION UMBRELLA. SO THAT'S WHERE WE'VE SEEN THE MOST SIGNIFICANT INCREASE. BUT YOU'LL ALSO SEE UM THE AREA OF AUTISM HAS GROWN AS WELL. MOST OF THOSE OTHER ELIGIBILITY CATEGORIES, THERE'S A COUPLE WHERE THEY'VE CHANGED NAMES. SO NON-CATATEGORICAL EARLY CHILDHOOD, NOW YOU'LL SEE DEVELOPMENTAL DELAY. THAT'S WHY YOU ONLY SEE ONE YEAR OF THAT DISABILITY CONDITION, BUT THE REST OF THEM HAVE BEEN UM HAVE STAYED PRETTY STABLE OVERALL. BUT I JUST KIND OF WANTED TO SHOW YOU WHERE OUR GROWTH HAS BEEN AND IN WHAT DISABILITY CATEGORIES. WHAT IS DEVELOPMENT? DEVELOPMENTAL DELAY. SO SOMETIMES IT'S JUST THAT SUSPICION OF A DISABILITY AND SO WE
021KNOW THAT THEY HAVE A DEVELOPMENTAL DELAY. WE HAVE UNTIL THEIR SIXTH BIRTHDAY TO RE-EVALUATE THEM. SO WHEN THEY COME IN AT THE AGE OF THREE, WE WILL DO AN EVALUATION AND WE SUSPECT A DISABILITY. SO THEY USED TO CALL IT NON-CATATEGORICAL EARLY CHILDHOOD BECAUSE WE DIDN'T KNOW WHAT THE DISABILITY WAS. WE JUST SUSPECTED IT. AND NOW THEY'RE CALLING IT DEVELOPMENTAL DELAY. OKAY. SO JUST A LITTLE, YOU KNOW, THAT WE LIKE TO CHANGE THINGS. YEAH. SO NOW WE'RE GOING TO GO OVER THAT RDA OVERVIEW. SO RESULTS DRIVEN ACCOUNTABILITY IS A SYSTEM THAT THE TEXAS EDUCATION AGENCY USES TO EVALUATE THE PERFORMANCE OF OUR SPECIAL EDUCATION PROGRAMS AND SCHOOL DISTRICTS. SO THEY'RE LOOKING AT STUDENT OUTCOMES, WHICH IS ACADEMIC PERFORMANCE, GRADUATION, DISCIPLINE, AND THEY'RE ALSO LOOKING AT COMPLIANCE REQUIREMENTS. SO THAT'S OUR TIMELINES, DATA REPORT REPORTING, AND
022ANY OF OUR PROGRAM IMPLEMENTATION. SO DISTRICTS RECEIVE A DETERMINATION LEVEL BETWEEN A ONE AND A FOUR. A FOUR IS THE THE WORST GRADE THAT YOU CAN GET. A ONE IS THE BEST. WELL, ACTUALLY, IT'S A ZERO. UM, AND SO THAT'S WHAT YOU'RE LOOKING AT. THAT'S THEY LOOK AT AREAS OF STRENGTHS AND AREAS OF REQUIRED IMPROVEMENT. AND THE PURPOSE OF THE RDA IS TO ENSURE THAT STUDENTS WITH DISABILITY NOT ONLY RECEIVE SERVICES BUT THEY ALSO DEMONSTRATE MEANINGFUL ACADEMIC AND POST-SECARY OUTCOMES. SO AS WE GO THROUGH OUR CURRENT UM RDA ELIGIB OUR UH DETERMINATION LEVEL IS A TWO. AND SO I'M GOING TO SHOW YOU THEY HAVE THIS WONDERFUL FORMULA WHERE YOU HAVE TO DO ALL OF THIS MATH TO FIGURE OUT WHAT DETERMINATION LEVEL YOU ARE. SO, I'M NOT GOING TO BORE YOU WITH ALL OF
023THOSE SPECIFICS, BUT THERE IS AN ENTIRE MANUAL THAT SHOWS YOU HOW TO BREAK IT ALL DOWN. AND WE ACTUALLY DO THAT EVERY YEAR WITH REGION THREE, BUT I'M GOING TO GO THROUGH EACH OF THE AREAS TO KIND OF SHOW YOU WHERE OUR PROGRAM STRENGTHS ARE AND THEN TALK ABOUT WHERE SOME OF OUR UM AREAS OF NEED ARE. SO, RIGHT NOW, WE HAVE STRONG GRADUATION OUTCOMES. THE PERFORMANCE LEVEL ZERO IS GOOD. THAT IS WHERE WE WANT TO BE. WE'RE ABOVE. SO, THAT CUT POINT IS 80 TO 100 IS WHERE YOU WANT TO STAY BETWEEN. WE'RE AT 89.7 AND SO WE ARE PROBABLY ONE OF THE LEADERS UM IN OUR AREA IN THAT AIR IN UM FOR THAT INDICATOR FOR THE ANNUAL DROPOUT RATE. NO DATA IS GOOD DATA. SO THAT MEANS THERE WAS NONE REPORTED AT
024THE TIME THAT THIS TEST WAS PULLED. SO AGAIN, WE'RE AT PERFORMANCE LEVEL ZERO. THE NEXT AREA WHERE AGAIN WE HAVE STRONG SCORES IS THAT SPED REGULAR CLASS. UM AND SO THESE ARE THE KIDS THAT WE'RE LOOKING AT INCLUSION UH PRACTICES. SO WHEN WE HAVE STUDENTS THAT ARE UM RECEIVING SPECIAL EDUCATION SERVICES, THE GOLD STANDARD IS FOR THEM TO BE SERVED IN THEIR LEAST RESTRICTIVE ENVIRONMENT AND THAT'S WITH OUR GENERAL EDUC THEIR GENERAL EDUCATION PEERS. AND SO WHEN YOU LOOK AT OUR RATE, WE'RE AT 73.1. SO WE'RE WE'RE WITHIN THAT CUT POINT. AND SO THAT GAVE US A PERFORMANCE LEVEL OF ZERO. UM THIS REALLY IS A DIRECT RESULT OF VERY INTENTIONAL PRACTICES. EACH OF OUR UM PRINCIPLES WHEN THEY'RE SITTING IN SPECIAL EDUCATION ARE MEETINGS, THEY'RE LOOKING AT WHAT IS THE LEAST RESTRICTIVE ENVIRONMENT FOR
025THIS STUDENT AND HOW CAN WE SERVE THEM IN THAT LEAST RESTRICTIVE ENVIRONMENT. SO I HAVE TO GIVE BIG KUDOS TO THEM. THAT'S SOMETHING THAT WE'VE WORKED REALLY HARD AT IS REALLY GETTING THOSE KIDS IN THOSE INCLUSIVE ENVIRONMENTS. ALSO, OUR SPECIAL EDUCATION STAFF TRYING TO BE VERY UM CREATIVE ON WHAT THAT CAN LOOK LIKE FOR OUR KIDDOS. SO, THAT IS ANOTHER AREA THAT WE'VE DONE REALLY WELL IN. AND THEN WHEN YOU SEE THE Z, THE NEXT ONE, THE INDICATOR 8, THAT IS ALSO A ZERO, BUT IT SAYS RI AND THAT'S JUST BECAUSE WE DIDN'T HAVE ENOUGH DATA. AND SO YOU'LL SEE THAT SOMETIMES AS MAYBE IT'S REQUIRED IMPROVEMENT, BUT TECHNICALLY WE MAY HAVE HAD A ONE OR A TWO THE PREVIOUS YEAR. SO WE'VE MADE SOME THE REQUIRED IMPROVEMENT TO THEN BE A ONE THIS THIS
026UH YEAR. AND THEN THE NEXT AREA YOU'RE GOING TO SEE SOME HIGHER SCORES WHICH IS THAT THREE AND THE FOUR THERE FROM ALGEBRA AND ENGLISH ONE AND TWO. HOWEVER, BIOLOGY AND US HISTORY HAS MADE UM A VERY STEADY PERFORMANCE YEAR AFTER YEAR. SO, WE'RE LOOKING AT THE TOTAL NUMBER OF STUDENTS TESTED. YOU'LL SEE THAT IS THE SPECIAL EDUCATION STUDENTS TESTED AND THAT'S THE PASSING THE STUDENTS THAT ACTUALLY PASSED. SO, THOSE CUT POINTS AND ALGEBRA 1, THEY WANT 65% OF OUR STUDENTS PASSING. SO, WE'RE AT 33.3 RIGHT NOW. WE'VE ACTUALLY MADE SOME IMPROVEMENTS, BUT OVERALL WHAT AS WE'VE TALKED TO REGION THREE ABOUT DIFFERENT AREAS THAT WE CAN WORK ON, THE ONE THING IS THEY SAID WE'VE HAD WE'VE MAINTAINED A LOT OF GOOD STABILITY. AND SO THAT'S WHY WE'RE SHOWING YOU THIS AS AN AREA
027OF STRENGTH. WE KNOW WHERE OUR AREAS OF IMPROVEMENT ARE IN ENGLISH ONE AND TWO AND ALGEBRA 1. AND I THINK THAT WE'RE GOING TO CONTINUE TO MAKE THOSE IMPROVEMENTS. IT'S JUST WE ALSO HAVE IN ALGEBRA 1, SOME OF OUR EIGHTH GRADE STUDENTS ARE ALSO TAKING THAT TEST. ALL OF THOSE KIDS CONFIGURE INTO THOSE TESTING RESULTS. SO, UM I DO I I DO PLAN ON SEEING CONTINUED UM PERFORMANCE LEVELS MOVING FORWARD IN THOSE IN THOSE AREAS SPECIFICALLY. ALL RIGHT. SO, OUR ACADEMIC FOCUS AREA. SO THIS IS AN AREA THAT I WORK CLOSELY WITH ALICIA ON AND ALSO OUR CAMPUS PRINCIPLES. WE LOOK AT THOSE CORE ACADEMIC AREAS. SO THESE ARE OUR STUDENTS FOR GRADES THREE THROUGH EIGHT. NOW I WILL TELL YOU WE HAVE MADE GAINS IN THESE AREAS. BUT THIS IS ALSO BECAUSE IT'S SO
028WIDESPREAD FROM THIRD GRADE ALL THE WAY TO 8TH GRADE. THEY'RE LOOKING AT ALL OF THOSE STUDENTS. AND SO SOMETIMES IT'S A LITTLE BIT HARDER TO GET LOWER PERFORMANCE LEVELS IN THESE AREAS, BUT WE ARE DOING A UM WE HAVE A COORDINATED EFFORT. WE'RE LOOKING AT ALIGNMENT. WE'RE LOOKING AT ACCOUNTABILITY. AND I FEEL LIKE MOVING FORWARD WITH OUR PLC'S, WE REALLY DO HAVE A CLEAR VISION ON WHAT WE NEED TO DO, WHICH STUDENTS WE NEED TO TARGET. UM SO WE'RE EXCITED TO TO BE WORKING WITH THEM UM IN TARGETING OUR SPECIAL EDUCATION POPULATION AND HOW TO IMPROVE THOSE SCORES. ALL RIGHT, THE FUN ONE, DISCIPLINE. SO, YOU'LL SEE THERE'S FIVE INDICATORS THAT WE'RE LOOKING AT FOR DISCIPLINE. UM, I WILL TELL YOU THAT UM WITH THESE WHEN WE'RE LOOKING AT DISCIPLINE, THEY'RE NEVER LOOKING AT DATA
029THAT REPRESENTS THE PREVIOUS SCHOOL YEAR. IT'S ALWAYS A TWO-YEAR LAG. SO, WHATEVER YOU DO, YOU'RE ALWAYS LOOKING AT TWO-YEAR-OLD DATA. SO, IT'S A LITTLE DIFFICULT WHEN YOU'RE TRYING TO MAKE PLANS AND HOW TO TARGET THE THE FOLLOWING SCHOOL YEAR BECAUSE IT'S WHATEVER YOU DID TWO YEARS PREVIOUSLY. SO, JUST KEEP THAT IN MIND AS WE GO THROUGH. SO, THE PERCENTAGE IS REALLY NOT INDICATIVE OF WIDESPREAD ISSUES ACROSS THE SPECIAL EDUCATION POPULATION. I WILL TELL YOU WHEN YOU GET TO LIKE INDICATOR 15, YOU'LL SEE THAT OUR RATE IS 55.5 AND THAT'S WHERE WE HAVE THAT PERFORMANCE LEVEL OF THREE. HOWEVER, WE RUN DATA EVERY SINGLE YEAR. AND AS EVERY PRINCIPAL IN THIS ROOM CAN TELL YOU, I GIVE THEM A LIST OF THE STUDENTS THAT WE'RE LOOKING AT AND WE'RE TARGETING FOR THOSE DISCIPLINE AREAS. AND THE
030ONE THING THAT WE FOUND EVERY SINGLE TIME WE RUN, IT'S REPEAT OFFENDERS. SO, ONE KID CAN HIT YOU FOR INDICATOR 15 10 TIMES. SO IF THEY IF THEY GET REMOVED OUT OF SCHOOL MULTIPLE TIMES, EVERY SINGLE TIME THEY HAVE A DISCIPLINARY REMOVAL, IT COUNTS AGAINST THE DISTRICT. SO THAT'S A CUMULATIVE UH PERCENTAGE. SO WHAT WE TRY TO DO IS THAT'S HOW WE UTILIZE OUR BSS PROGRAM. IF WE HAVE STUDENTS THAT WE REALLY NEED TO CONSIDER, MAYBE SELF-CONTAINING, WE TAKE ALL OF THOSE THINGS INTO CONSIDERATION WHEN WE'RE LOOKING AT THOSE SPECIFIC STUDENTS. SO, WE HAVE BEEN WORKING IN COLLABORATION WITH OUR DISTRICT LEADERSHIP REALLY INTENTIONALLY IDENTIFYING THOSE KIDS, REVIEWING THEIR INDIVIDUALS NEEDS, LOOKING AT HOW DO WE NEED TO LOOK AT DOING A FUNCTIONAL BEHAVIOR ANALYSIS? DO THEY NEED A BEHAVIOR INTERVENTION PLAN? WHAT CAN THAT
031LOOK LIKE? BECAUSE IF WE NEED TO MAKE ADJUSTMENTS TO PROGRAMMING IN ORDER TO NOT REMOVE THAT CHILD FROM THE GENERAL POPULATION OR REMOVE THEM FROM SCHOOL AND THEN AND LIKE YOU KNOW TO IN SUSPENDING THEM THAT'S WHAT WE HAVE TO TO LOOK AT SO WE CAN MEET THEIR NEEDS BETTER. BUT WE'RE ALSO TRYING TO BE PROACTIVE. SO SAY WE'RE LOOKING AT TWO-YEAR-OLD DATA BUT THAT KID'S LEAVING THE NORTH SIDE CAMPUS AND THEY'RE GOING TO MIDDLE SCHOOL. GUESS WHAT? THEY'RE PROBABLY GOING TO BE A REPEAT OFFENDER AT MIDDLE SCHOOL, TOO. SO, THEY'RE STILL GETTING THOSE NAMES BECAUSE WE KNOW THAT THAT COULD BE A STUDENT THAT'S GOING TO CONTINUE TO UM HAVE SOME CONCERNS MOVING FORWARD. AND THEN, UM ANOTHER ONE IS DISPROPORTIONALITY. SO, THIS ONE I HAVE MIXED FEELINGS ABOUT BECAUSE WHAT THEY'RE TELLING US
032IS WE'RE WE HAVE DISPROPORTIONALITY UM WITH STUDENTS THAT WE QUALIFY AS OTHER HEALTH IMPAIRMENT. AND SO, THEY'RE STATING IN THIS REPORT THAT WE HAVE OVERIDENTIFIED AFRICAN-AMERICAN MALES WITH AN OTHER HEALTH IMPAIRMENT. THAT DISABILITY IS ACTUALLY SOMETHING THAT WE HAVE TO GET FROM A DOCTOR. IT'S NOT SOMETHING THAT WE NECESSARILY QUALIFY A STUDENT FOR. AND SO IT'S THE SAME THING UM IF YOU HAVE A A INCREASE IN IDENTIFYING STUDENTS WITH AUTISM, YOU MIGHT GET UM TARGETED IN THAT AREA. HEY, YOU NEED TO IMPROVE IN THIS AREA. SO ONE OF THE THINGS THAT WE'RE DOING IS WE ARE LOOKING AT OUR EVALUATION PROCESSES. WE'RE TRYING TO SEE IF ANY OF THESE STUDENTS HAVE OTHER DISABILITIES BECAUSE THEY'RE BASING IT OFF THEIR PRIMARY DISABILITY. SO, SOME OF OUR STUDENTS HAVE A PRIMARY, A SECONDARY, AND A TERTIARY DISABILITY.
033SO, DO WE NEED TO LOOK AT WHAT THEIR PRIMARY DISABILITY SHOULD BE? SHOULD WE FLIP-FLOP SOME OF THOSE? WHAT IS THE PRIMARY CONCERN OF THE STUDENT? OR IF THE STUDENT IS ONLY OHI AND MAYBE IT'S FOR ADHD, COULD THAT STUDENT BETTER BE SERVED THROUGH THE 504 PROGRAM? SO THOSE ARE THINGS THAT WE HAVE TO TAKE INTO CONSIDERATION. WHEN IT SAYS SD YEAR TWO, THEY'RE SAYING THAT WE'VE HAD THAT FOR TWO YEARS. SO THAT IS SOMETHING THAT WE'RE LOOKING AT. BUT THE FLIP SIDE OF IT IS IF A KID NEEDS SUPPORT AND THAT IS THEIR DISABILITY AREA, IT IS MY RESPONSIBILITY TO MAKE SURE THAT WE'RE PROVIDING THEM SERVICES. SO SOMETIMES THAT'S WHY I SAID I I HAVE MIXED FEELINGS ABOUT THAT SIDE OF THE REPORT BECAUSE I FEEL LIKE WE DO A REALLY GOOD JOB
034EVALUATING AND IDENTIFYING STUDENTS AND IF THEY THAT STUDENT NEEDS SOMETHING WE'RE GOING TO MAKE SURE THAT THEY GET THOSE SERVICES WHETHER OR NOT I GET THIS ON A REPORT OR NOT. SO UM SO THE LAST COUPLE SLIDES JUST FORWARD PLANNING AGAIN REFINING THOSE EVALUATION PRACTICES WORKING WITH OUR ADMINISTRATORS TO LOOK AT STUDENT NEEDS MONITORING PROGRESS. SO IF A STUDENT IS LABELED OI, WE'RE LOOKING AT WHAT AREAS DO THEY NEED SUPPORT IN AND HOW CAN WE SUPPORT THEM? WE ALWAYS WORK ON STRENGTHENING OUR BEHAVIOR SUPPORT SYSTEMS. WHAT CAN THAT LOOK LIKE? I FEEL LIKE OUR PRINCIPLES HAVE DONE A FABULOUS JOB AND CONSISTENCY WITH BEHAVIOR ON THEIR CAMPUSES. UM REALLY SUPPORTING THAT CAMPUS IMPLEMENTATION WITH CONSISTENCY, WORKING WITH MISS STARY AND MAKING SURE THAT ACADEMICALLY OUR SPECIAL EDUCATION TEACHERS ARE STILL PROVIDING THAT RIGOR IN THEIR
035INSTRUCTION FOR THEIR STUDENTS AND THEN MONITORING THAT DISPROPORTIONALITY. DO YOU ALL HAVE QUESTIONS? THAT WAS A LOT OF INFORMATION. NO, YOU DID A GOOD JOB BREAKING IT DOWN AND EXPLAINING IT TO PEOPLE WHO DON'T UH HANDLE THIS EVERY DAY. SO, APPRECIATE THE EFFORT FOR SURE. I MEAN, I THINK IT'S A SHAME THAT YOU GET HIT FOR A KID THAT JUST YOU CAN'T WELL, YOU GOT A DOCTOR, YOU HAVE A DOCTOR DIAGNOSING AND THEN YOU HAVE YOU GET PENALIZED FOR IT. SO, RIGHT, IT'S IT'S UNFORTUNATE AND IT'S NOT JUST US. SO, IT HAPPENS TO MOST OF THE DISTRICTS AROUND THE STATE AND IT'S JUST NOW WHEN YOU GET TO YEAR THREE, IF YOU IF YOU'RE IDENTIFIED AGAIN, THEY'LL TELL YOU, WELL, YOU'RE GOING TO HAVE TO PROVIDE 15% OF THIS FUNDING TO GO TOWARDS IDENTIFYING HOW
036TO OVERCOME THIS. I'M LIKE, WELL, I THINK WE'VE WE'VE LOOKED AT ALL OF THE STUDENTS AND WE'RE LIKE, NOPE, THAT'S PRETTY MUCH WHERE THAT STUDENT IS. SO, WE'LL SEE HOW IT GOES THE FOLLOWING YEAR. ALL RIGHT. THANKS, AMANDA. THANK YOU. THANK YOU. THAT BRINGS US TO THE UH CONSIDERATION AND APPROVAL FOR UH ECMS LOCAL IMPROVEMENT PLAN FOR MATHEMATICS. THAT'S ME. ALL RIGHT. SO IN OUR STAAR ACCOUNTABILITY, WE HAVE THREE DOMAINS AS YOU KNOW AND IN DOMAIN THREE THEY LOOK AT A LOT OF FEDERAL PIECES TO IT. AND SO PART OF THAT IS LOOKING AT ALL THE DIFFERENT AREAS AND THERE'S TARGETS THAT THE STATE HAS SET THAT WE HAVE TO MEET. UM SO MATH IN THE AREA OR HISPANIC STUDENTS IN THE AREA OF MATH AT MIDDLE SCHOOL HAVE NOT MET THEIR TARGET FOR THE
037PAST THREE YEARS. AND SO BECAUSE OF THAT WE HAVE TO DEVELOP A AN IMPROVEMENT PLAN TO ADDRESS THAT. SO THE MIDDLE SCHOOL HAS DEVELOPED THEIR PLAN. UM THE TARGET IS 39% OF THE STUDENTS GETTING TO THE MEATS LEVEL UM ON THEIR MATH TEST AND WE WERE ONLY AT 24% ON THE HISPANIC STUDENT SIDE. SO THE IN YOUR BOARD PACKAGE YOU SHOULD HAVE A COPY OF THEIR LOCAL IMPROVEMENT PLAN. UM THEY'VE DEVELOPED THEIR GOAL WHICH IS TO GET TO THAT 39%. THEY'VE PUT IN SOME STRATEGIES THAT THEY'RE DOING UM AND THE DATA THAT THEY'RE LOOKING AT. THEY'RE MEETING THREE TIMES A YEAR TO GO OVER THAT DATA. UM, ONE OF THE THINGS THAT, UM, I KNOW SPECIFICALLY THEY'VE DONE IS THEY'VE REALLY DUG DEEP INTO LIKE THEIR TAPER REPORT AND LOOKING AT THE HISPANIC STUDENTS AND
038REALLY HAVE NOTICED THAT IT'S OUR EMERGENT BILINGUAL STUDENTS THAT ARE ARE A BIG PART OF THIS AND A LOT OF THAT HAS TO DO WITH VOCABULARY. UM, THE STUDENTS DON'T UM, THEY STRUGGLE WITH VOCABULARY. SO, THEY'RE COMING IN AND THEY THEY CAN'T ANSWER THE QUESTIONS BECAUSE OF VOCABULARY REASONS. SO, ONE THING THAT THEY'VE DONE THIS YEAR IS TAKEN ADVANTAGE OF SOME OTHER TEACHERS THAT ARE WILLING TO HELP THEM IN THE ELECTIVE CLASSES AND THEY'VE IDENTIFIED THE STUDENTS THAT THEY'RE WORKING ON AND THEY'VE SET UP WARM-UPS FOR THOSE TEACHERS TO DO TO KIND OF REVIEW THIS VOCABULARY AND PRACTICE IT AND UH THEY JUST KIND OF GAVE THEM LIKE A PREASSESSMENT TO SEE WHERE THEY'RE AT AND GOT PRETTY GOOD RESULTS. SO, THEY'RE CURIOUS TO SEE OVER THE NEXT FEW WEEKS AS THEY CONTINUE THIS PRACTICE
039IF THEY'RE GOING TO SEE AN IMPROVEMENT IN THAT AREA. AND IF SO, THEN WE'RE GOING TO KIND OF INCORPORATE IT EVEN FURTHER. SO, THAT'S JUST ONE EXAMPLE OF SOMETHING THAT THEY'RE DOING. UM, BUT THAT IS A COPY OF THEIR PLAN FOR YOU TO SEE. UM, IS IS THERE AN OPTION THAT THEY TEST IN SPANISH? NOT AT THAT MIDDLE SCHOOL LEVEL. IT'S ONLY GOES UP TO FIFTH GRADE. OKAY. SO, THAT IS ANOTHER BARRIER FOR THEM IF THESE STUDENTS COME TO US THE FIRST TIME UM AND THEY'RE TRYING TO LEARN ENGLISH AND THEN WE'VE GOT TO GIVE THEM AN ENGLISH TEST. SO, UM YES, SO UP UNTIL FIFTH GRADE, THEY CAN TAKE IT IN SPANISH. SO ANY QUESTIONS? WE DO NEED UM APPROVAL OF THE PLAN THOUGH. SO ANY DISCUSSION ON THAT? SEEK A MOTION. UM MAKE
040A MOTION TO APPROVE AS PRESENTED. MR. DUBROC. UH WITH A SECOND BY MR. RYAN. ALL IN FAVOR RAISE YOUR RIGHT HAND. OPPOSE. SAME SIGN. MOTION CARRIES. UH THAT'LL BRING US TO BUSINESS AND OPERATIONS WHICH IS CONSIDERATION AND APPROVAL AND APPROVAL OF ACCESSIBLE PLAYGROUND EQUIPMENT PURCHASE. WHAT I WOULD LIKE TO DO IS UH ALLOW MR. BURTON BECAUSE THIS WILL MOSTLY IMPACT HIS CAMPUS AS SOON AS THERE'S A SWITCH BETWEEN THE FOURTH AND FIFTH GRADERS AT NORTHSIDE INTO THE NEW CONSTRUCTION AT HUTCHINS AND THEN THE FIRST AND SECOND GRADERS WILL GO FROM HUTCHINS TO NORTHSIDE. SO, WE WANT TO MAKE SURE THAT THIS PLAYGROUND EQUIPMENT IS IN THAT AREA. I NEED TO COMMEND NOT ONLY MR. BURTON FOR HIS WORK ON THIS, BUT ALSO MISS ANDERSEN BECAUSE SHE'S DONE A LOT OF WORK TO TRY AND MAKE
041SURE IT'S HANDICAP ACCESSIBLE. AND THEN ALSO MR. WELLS. AND SO, UM, YOU'LL NOTE IN YOUR PACKET YOU HAVE A LITTLE SHEET OF PAPER WITH A GREEN STICKY POINT ON IT. I' I'D LIKE TO MAKE SURE THAT THE BOARD HAS AN OPPORTUNITY TO READ THAT. AND THEN, MR. BURTON, IF YOU WOULD EXPLAIN THE WE GOT SIX BIDS, SIX OPTIONS TO GO THROUGH AND MR. BURTON IS GOING TO PRESENT FOUR OF THOSE TO YOU TONIGHT BECAUSE WE'VE CALLED TWO OF THEM OUT FOR MULTIPLE REASONS. SO, UM, WE'VE GOT SEVERAL OPTIONS FROM TWO DIFFERENT GROUPS. ONE IS THE PLAYWELL GROUP AND THE OTHER ONE IS, UH, PLAYGROUND BOSS. UM, TOMORROW, MISS ANDERSEN AND I ARE MEETING WITH THE PLAYWELL GROUP, UM, AND THEY'RE GOING TO SEND A REPRESENTATIVE OVER. WE'RE GOING TO KIND OF TALK THROUGH THEIR THEIR
042OPTIONS AND THEN WE'RE SCHEDULING ONE WITH PLAYGROUND BOSS TO COME. UM RIGHT NOW JUST KIND OF LOOKING OVER THE OPTIONS. UM YOU KNOW TALKING WITH MISS ANDERSEN AND MR. CALLAGHAN TODAY LIKE WE KIND OF FEEL LIKE WE HAVE THE THE PLAYWELL GROUP HAS EVERYTHING THAT WE'RE WE'RE LOOKING FOR, RIGHT? THE HANDICAP ACCESSIBLE, LOTS OF FEATURES FOR OUR STUDENTS THAT CAN'T ACCESS EVERYTHING ON THEM, BUT THEN THERE'S ALSO A LOT OF OPTIONS FOR, YOU KNOW, OUR OUR GENERAL ED STUDENTS UM AS WELL. UM THE PLAY WELL GROUP, I THINK ONE OF THE THINGS THAT WE KIND OF DECIDED THE MOST ON WAS PLAYWELL GROUP HAS SWINGS, RIGHT? AND PLAYGROUND BOSS DOES NOT. AND UH SO THAT THAT'S A BIG THING, YOU KNOW? I MEAN, MY FIRST, SECOND, THIRD GRADERS, THEY THEY LOVE THE PLAYGROUND. YOU KNOW,
043THEY'RE ALL OVER THE PLAYGROUND, AND THE SWINGS ARE A HOT COMMODITY. SO, WE FELT LIKE THAT THAT WAS UM SOMETHING THAT WAS REALLY GOOD. UM MISS ANDERSON WAS LETTING US KNOW THAT, YOU KNOW, THAT IN THE QUOTES THAT IT'S INCLUDING EVERYTHING. UM AND AGAIN, I THINK THAT BANG FOR OUR BUCK AND EVERYTHING THAT THEY'RE GETTING THEY'RE GIVING WITH THAT PLAYGROUND. UM WE'VE GOT A FEW GOOD OPTIONS. THEY'RE THE PLAY WELL GROUP. THEY'RE THEY'RE PRETTY SIMILAR, THE TWO OF THEM ARE. AND I'LL I CAN PASS THESE AROUND IF YOU GUYS WOULD LIKE TO LOOK AT THEM. THESE ARE FOUR DIFFERENT OPTIONS. SO, WE'LL WE'LL START TWO ON ONE SIDE AND TWO ON THE OTHER. AND SO, THESE TWO OVER HERE ARE THE PLAYWELL GROUP. AND THEN OVER HERE, THE PLAY IS PLAYGROUNDS. WHAT'S OVER AT NORTH
044SIDE NOW? BECAUSE I SAW SO, WE JUST MOVED UM THEY JUST MOVED THE THE THIRD GRADE PLAYGROUND EQUIPMENT FROM HUTCHINS THAT THAT WOULD BE TAKEN OVER BY LIKE IT WAS ALREADY BEING USED. OH, YEAH. YEAH. I KNOW MISS COFFMAN JUST POSTED TODAY ABOUT THE KIDS THAT WERE PLAYING ON IT. SO, MR. DOROTIK, MR. DOROTIK, THE VERY LAST. YEAH. WOULD YOU NAME THAT LAST SET? MR. BURTON, ARE THESE SO THESE ARE THESE ARE HANDICAP ACCESSIBLE OR THEY ARE DESIGNED FOR KIDS WITH SO THESE ARE HANDICAP ACCESSIBLE. THERE ARE PIECES ON THERE THAT ARE UM YOU KNOW LIKE THERE'S WHEN YOU'RE LOOKING AT THESE. SO THIS IS A THIS ONE RIGHT HERE IS A RAMP THAT'S GOT YOU KNOW A LOT OF A LOT OF ACTIVITIES ALONG IT FOR WHEELCHAIR ACCESSIBILITY. AND THEN THERE'S THIS PIECE OVER
045HERE THAT IS COMPLETELY ON THE OUTSIDE TWO TO 125. THE BIGGEST THING DIFFERENCE BETWEEN PLAY AND PLAY BOSS WAS THE CAPACITY. YES. AND THAT WAS THE THAT WAS THE THING THAT WE NOTICED AS WELL 60. YEAH. AND THERE WAS A THERE WAS ONE WITH PLAYGROUND BOSS THAT WAS UM THEY GAVE US AND IT WAS AGES TWO TO FIVE. WELL, YOU KNOW, WE'RE OUR CAMP, YOU KNOW, THE HUDSON OR THE NORTHSIDE CAMPUS WILL BE BASICALLY FIVE TO SEVEN IN THAT RANGE. SO, YOU KNOW, WE KIND OF TOOK THAT OPTION OUT. WHERE WE'RE GOING TO PUT THIS, ARE WE LIKE WITH OUR NEW SCHOOLS AND MOVING PEOPLE AROUND? ARE WE PRETTY SURE WHERE WHERE THIS NEEDS TO GO? LIKE THE THE SPOT THAT WE'RE PICKING IS GOING TO BE THE SPOT WHERE IT NEEDS TO BE IN
046TWO YEARS. SO IT'S IT'S RIGHT NOW WE HAVE IT ON THE NORTH SIDE OF NORTH SIDE RIGHT BETWEEN THERE AND AND MEADOW LANE. UM AND SO YES THAT WILL BE THAT'S VIABLE EVEN AFTER YOU KNOW AN ADDITION IF THERE WERE YOU KNOW TO COME ON THAT AND IT'S ALSO THAT'S THE SAME SIDE OF THE SCHOOL AS UH NORTHSIDE'S LIFE SKILLS CLASSROOMS RIGHT NOW. SO THAT'S EASILY ACCESSIBLE FOR THOSE STUDENTS. AND I HAVEN'T, FORGIVE ME, I HAVEN'T DRIVEN BY AND NOTICED WHERE THEY MOVED THE NEW STUFF IS. THEY PUT THAT ON THE SOUTH SIDE. THAT'S ON THE SOUTH SIDE. YES, SIR. I SAW IT. OKAY. YEAH. WE ALSO WERE RECEIVED FROM THE PLAYWOOD GROUP AND THEY TOLD US THAT THE PRICES THAT THEY GAVE US CAME WITH THE PLAY STRUCTURE SWINGS, THE FREESTANDING ELEMENTS, THE RUBBER
047SAFETY SURFACE, AND IT INCLUDES THE CURVING AROUND THE PLAYGROUND, THE RAMP, THE ADA RAMP, A SHADE CANOPY COVERING THE PLAY STRUCTURE AS WELL. SO, THAT WAS SOMETHING THAT THE WHOLE THING. YES. NICE. SO, WE'RE GOING TO MEET WITH THEM TOMORROW, BUT THAT I HAVE THAT IN WRITING. I MEAN, IT IS $350,000. I MEAN, IS WELL, I THINK I I THINK THAT UM I WANT TO MAKE SURE THAT WE WE UH THIS IS WHAT YOU'RE TALKING ABOUT. YEAH. WE I WANT TO MAKE SURE THAT WE UH TALK ABOUT APPLES AND APPLES. SO, THE FIRST THING ABOUT THIS PROCESS IS THAT WE WANT TO MAKE SURE IT'S AGE LEVEL APPROPRIATE. AND SO, THERE ARE FOUR PRODUCTS IN FRONT OF YOU. UM, I THINK THE MOST EXPENSIVE ONE IS LIKE $310,000. I THINK THE LEAST EXPENSIVE ONE IS
048$276 AND I THINK TWO OF THEM ARE 298,000. SO, YOU SHOULD HAVE NOTICED IN YOUR PACKET THAT UM WE GAVE YOU A AN OPTION OF WHAT WE RECOMMEND AS A NUMBER TO NOT FOR US NOT TO EXCEED I THINK MR. WELLS PUT $350,000 FOR US NOT TO EXCEED THAT. UM I DID GET A QUESTION FROM MR. RYAN. I THINK IT WAS A VERY VALID QUESTION. SO, WE GAVE YOU A PACKET OR A LITTLE SHEET OF PAPER WITH A GREEN STICKY NOTE ON TOP OF IT THAT TELLS YOU UM WHAT OUR BUDGET IS FOR NEXT YEAR. IT ALSO TELLS YOU HOW MUCH MONEY IS IN OUR FUND BALANCE. UM PART OF THE THING I PUT IN YOUR UPDATE IS WE'RE UN UNAWARE AT THIS MOMENT IN TIME OF WHAT OUR GUARANTEED MAXIMUM PRICES WILL BE FOR
049THE HUTCHINS CAMPUS SPECIFICALLY, WHICH IS THE BRICK AND THE MORTAR. AND WE ARE NOT SURE WHAT THE EARLY RELEASE PACKAGE FOR THE HIGH SCHOOL, WHICH IS ALL OF THE UTILITIES AND WHAT THE HIGH SCHOOL PACKAGE WILL BE. KNOWING THAT OUR WHOLE TOTAL BOND PACKAGE IS $81 MILLION, ABOUT 35 OF THAT IS IN BONDS RIGHT NOW AND IT IS EARNING INTEREST. SO THERE IS MONEY THAT IS GOING INTO INTEREST. BUT YOU DON'T WANT TO BURN THAT. WELL, THAT'S THAT'S FOR YOU GUYS. I'M JUST MAKING SURE IN MY EXPERIENCE IS THAT AS I EXPLAINED TO I THINK ALL OF YOU IN THE UPDATE THAT BOND INTEREST IN SOME CASES MAY BE REQUIRED TO PAY FOR THE CONSTRUCTION ITSELF BECAUSE WE STILL HAVE FIXTURES, FURNITUREURES AND EQUIPMENT THAT HAVE GOT TO GO INTO ALL THESE CAMPUSES ETC. SO,
050UM, I DID NOT I'M NOT TELLING YOU. WE JUST PROMISED WE WOULD HAVE THIS DATA TO YOU BY MARCH, AND I HAVE TO COMMEND EVERYBODY FOR GETTING IT TOGETHER. SO, UM, PATRICK'S KIDS WON'T BE OVER THERE FOR ANOTHER YEAR WHEN WE DO THE SWITCH. UM, WE ARE CERTAINLY OPEN TO WHATEVER THE BOARD CHOOSES TO DO. I JUST WANT YOU TO KNOW WE IF IF THE BOARD TELLS US TO GO IN THAT DIRECTION, WE DON'T RECOMMEND WE GO OVER $350,000. WE THINK THAT'S KIND OF LIKE A A THRESHOLD MONEY THAT WE CAN BUT IT'S GOING TO COME OUT OF FUND BALANCE. I MEAN, EVERYBODY'S GOT TO RECOGNIZE IT WILL BE A FUND BALANCE EQUIPMENT ITEM BECAUSE WE DON'T HAVE THAT MONEY IN OUR BUDGETED FUNDS. THE ONLY WAY WE COULD HAVE MONEY IN OUR BUDGETED FUNDS
051IS IF WE DON'T SPEND IT ON OTHER THINGS IN AN ALREADY TIGHT BUDGET YEAR, WHICH EVERYONE'S AWARE BECAUSE OF THE $8,000 RAISE WE GAVE TO TEACHERS AND THE $5,000 RAISE WE GAVE TO TEACHERS. SO, BOTH OF THOSE GROUPS RECEIVED A LARGE AMOUNT OF OUR BUDGETED FUNDS FOR THIS YEAR. THING ABOUT IT IS THE WAY SYSTEM. THEY WAITED ALMOST 40 YEARS. YEAH. SO, WANT TO WAIT ANOTHER 40? NO. DISCUSSION. SO, THAT THE JUST MAKE SURE I'M UNDERSTANDING THIS RIGHT. THIS IS GOING AT NORTHSIDE, BUT PATRICK IS DOING LIKE INVOLVED WITH THIS BECAUSE IT'S HIS KIDS THAT HE HAS. IT'S GOING TO BE THE FIRST AND SECOND GRADERS THAT ARE OVER THERE. OKAY. BECAUSE THE CAMPUSES ARE GOING TO SWITCH. RIGHT. RIGHT. OKAY. WELL, I WILL TELL YOU, MISS WORERAM'S ALSO BEEN I DON'T WANT I DON'T
052I DON'T WANT TO LEAVE MISS WORTHAM OUT. PIECE IT ALL TOGETHER. SHE'S BEEN OUT. SHE'S BEEN OUT THERE LOOKING AT IT, BUT YOU'VE BEEN PLAYING ON IT. BUT WHERE THIS IS GOING, WHERE THIS IS GOING, WHERE THIS PLAYGROUND WOULD BE IS WHERE THE KIDS THAT IT IS AGE APPROPRIATE FOR AND RIGHT FOR THEM AFTER NEXT YEAR ALSO AFTER THE MOVE. THIS THIS THIS EQUIPMENT SERVES 5 THROUGH 12 AND NEXT YEAR THERE WILL BE NINTH AND TTH GRAD NOT 9 YEAR OLDS AND 10 YEAR OLDS THERE AND THE FOLLOWING YEAR THERE WILL BE SIX, SEVEN AND EIGHT YEAR OLDS OVER THERE. SO, WE TRIED TO GIVE A FUNCTION THAT TAKES CARE OF MISS WORAM'S KIDS BECAUSE AS WE'RE FINDING THEY'RE USING THE EQUIPMENT, WE WANT TO HAVE IT OVER THERE AT AT NORTHSIDE, BUT WE ALSO
053WANT TO MAKE SURE THAT WHEN THE EXCHANGE OF STUDENTS HAPPENS THAT IT'S STILL APPROPRIATE FOR THEM. QUESTIONS? THIS MONEY INCLUDES INSTALLING IT TO EVERYTHING TURN KEY,000 TWO. WELL, WE DON'T HAVE TO DO 350. THE THE ONE LIKE I SAID THE ONE THAT THE ONE THAT MR. KELLY AND MISS ANDERSEN I'VE DISCUSSED THAT I MEAN I JUST KIND OF BEFORE WE MEET WITH HIM TOMORROW. I THINK IT'S THE $290,000 ONE THAT 299 29. NO, IT'S THE PLAYBOOK. STOP ME. OPTION FOUR, I BELIEVE. ISN'T THAT CORRECT? YES, SIR. I THINK I'VE WRITTEN IN THE BOTTOM RIGHT HAND CORNER OF THAT OPTION FOR 90,000. YEAH. OKAY, GOTCHA. IT WASN'T THE MOST EXPENSIVE, WASN'T THE LEAST EXPENSIVE, BUT IT HAD IT HAD THE SWING SET AND ALL OF THE ITEMS. THERE'S STILL A LARGE CONTINGENT OF THE UM THE
054MUSICAL INSTRUMENTS THAT ARE A PART OF IT THAT OR HOW THEY THERE'S A WHOLE WALL INTERACTIVE INTERACTIVE SENSORY ITEMS YOU KNOW I THINK IN IN THIS IT'S JUST LIKE A YEAH. BUT IN THE IN THAT ONE IS THE XYLOPHONE. THAT ONE HAS DIFFERENT THIS HAS A DIFFERENT LIKE OVER HERE LIKE YES, THAT'S IT. YEAH. BUT DID Y'ALL WANT TO STUDY IT SOME MORE? I MEAN, ARE YOU SURE? I MEAN, IF WE MAKE A MOTION, DO NOT MIND. YOU'RE LOCKED IN. WELL, WE WE MAKE IF YOU'RE GOING TO MAKE A MOTION FOR US TO DO THIS RIGHT NOW, WHICH I'M NOT TELLING YOU, I I'VE TRIED TO LAY OUT ALL OF THE THINGS THAT ARE OUT THERE WITHIN I MEAN, I'M GOING I HATE TO SAY THIS BECAUSE I I GOT YELLED AT BY OUR ARCHITECT
055ABOUT A MONTH AGO, AND SOME OF YOU THAT WERE IN THE MOST RECENT MEETING REMEMBER UM MY RESPONSE TO THE ARCHITECTURAL TEAM, BUT WE EXPECT BY EARLY APRIL TO HAVE THE BUDGETED GROW GUARANTEED MAXIMUM PRICE FOR HUTCHINS IN OUR HANDS. OKAY. SO, THAT WILL GIVE US AN IDEA. I MEAN, WE BUDGETED 4 POINT I THINK I WANT TO SAY IT WAS $4.88 MILLION FOR THE UTILITY PACKAGE AT HUTCHINS AND MR. POLASEK BROUGHT IN A BID OF $4,160,000. SO WE WERE $700,000 TO THE GOOD. WE'RE ABOUT READY TO GO OUT FOR THE BIG PACKAGE, WHICH IS THE REMAINING OF THE 26 MILLION. BUT IN THAT 26 MILLION IS ALSO FURNITURE, FIXTURES, EQUIPMENT. NO, THOSE IT'S IT'S ONLY THE THINGS THAT WE'LL PUT INTO THE CLASSROOMS FOR THE STUDENTS TO BE EDUCATED IN. AND THAT TOTAL BUDGET
056FOR THAT WHOLE PROJECT IS LIKE 26 MILLION. WE'VE ALREADY EXPENDED FOUR 4 MILLION 4.1 GUARANTEED MAXIMUM PRICE. SO NOW WE HAVE THE DIFFERENCE BETWEEN 4.15 MILLION AND 26 MILLION. AND IN TWO, THREE WEEKS, WE'LL HAVE THE NEW GUARANTEED MAXIMUM PRICE. SO THE BOARD WILL KNOW WHAT THAT CAMPUS IS GOING TO COST US. BY EARLY MAY, I SHOULD HAVE THE NUMBERS FOR THE HIGH SCHOOL EARLY STRUCTURE. WHEN IS THE INSTALL, IF WE WERE TO IF WE WERE TO MOVE TONIGHT, INSTALL OVER THE SUMMER? WHENEVER YOU TELL US. IF WE MOVE NEXT MONTH, INSTALL OVER THE SUMMER. I MEAN, CORRECT. WE'RE NOT MARCH IS NOT LIKE YOU GOT TO I MEAN BECAUSE IT'S A RELATIVELY SIMPLE. THERE'S NO REAL SITE PREP KIND OF THING FOR THIS. A LITTLE BIT BUT NOT MUCH. I LIKE THE IDEA OF
057DOING IT. I THINK IT MAKES A LOT MORE SENSE MAYBE TO DO IT AFTER WE GET A LITTLE MORE DOWN THE ROAD WITH THE HUTCHINS PROJECT. I'M NOT SAYING WE WAIT FOR THE HIGH SCHOOL NUMBER, BUT I THINK YOU YOU WAIT FOR THE FOR THE HUTCHINS NUMBER. JUST MAKE SURE THAT THERE'S NO SURPRISES THERE THAT THAT YOU KNOW WE RUN INTO AND THEN WE BRING THIS BACK NEXT MONTH. WHAT'S THE MEETING? Y'ALL'S MEETING TOMORROW IS SHOULD MAKE SURE THEY'RE TELLING YOU THAT WE'RE ALL SAYING THE SAME THING. HE THE THE PLAY WELL GUY HAS COME BEFORE. I THINK HE MIGHT HAVE DONE SOME STUFF AT MYATT ELEMENTARY A COUPLE YEARS BACK, LIKE FOUR OR FIVE YEARS BACK. AND SO WE JUST WANT HIM TO COME SEE THE SITE AGAIN, MAKE SURE THERE'S NO SURPRISES, AND
058KIND OF WALK US THROUGH EVERYTHING. SO WE HAVEN'T MET HIM IN PERSON YET. WE'VE JUST GOTTEN ONLINE. IT MIGHT BE NICE TO IT MIGHT BE NICE JUST TO HEAR HIM LOOK AT IT, PUT HIS EYES ON IT, AND SAY, "YEAH, WE THINK THIS 290 NUMBER IS A REAL NUMBER." AND THIS IS NOT TIME SENSITIVE TO I JUST THINK IT'D BE NICE TO HAVE A LITTLE BIT MORE INFO ON THE HUTCHINS BOND. I MEAN IF YOU COME OUT OF FUN BALANCE ANYWAY IT IT IS BUT I MEAN AT LEAST YOU AT LEAST YOU COULD KIND OF PROCESS THAT. YEAH. WE KNOW IF WE'RE WHAT WE'RE LOOKING AT. YEAH. MAIN THING IS THAT THEY KNOW I MEAN WHAT EXACTLY WHAT IS NEEDED THERE. SO WE SAY 290 OR 300 OR WHATEVER. THAT'S THAT'S WHAT IT IS. AND
059THAT'S KIND OF WHAT MISS ANDERSON WAS SAYING LIKE THAT WAS YOU KNOW WHAT WHAT SHE WAS READING TO YOU GUYS WAS THAT'S SIGNED SEALED AND DELIVERED. AND SO TOMORROW WHEN WE, YOU KNOW, WHEN WE DO MEET WITH HIM, YOU KNOW, THAT THAT THAT'S ONE OF OUR MAIN THINGS. I THINK MR. CALLAGHAN WAS SAYING, YOU KNOW, WHEN WE TALKED, I THINK IT WAS RIGHT BEFORE CHRISTMAS MAYBE OR THANKSGIVING THANKSGIVING, YOU KNOW, HE SAID THAT HE WOULD, YOU KNOW, THAT WE WOULD BRING YOU GUYS THIS AGAIN. YEAH. AND SO THAT WAS, YOU KNOW, THE REAL NO, Y'ALL, THIS IS EXACTLY WHAT WE WANTED TO SEE. THIS, I MEAN, WHAT WE ASKED YOU TO DO IS BRING US SOME IDEAS, BRING US SOME PRELIMINARY NUMBERS, AND LET US TALK ABOUT IT. AND WE DIDN'T KNOW WHERE WE WOULD
060BE WITH THE WITH ALL THE OTHER STUFF THAT'S GOING ON IN THE DISTRICT. AND IT LOOKS LIKE IT HIT ABOUT RIGHT. WE JUST NEED A ANOTHER 30 DAYS OR SO AND THEN I THINK WE BRING IT BACK AND AND BECAUSE THE INSTALL IS GOING TO BE OVER THE SUMMER REGARDLESS YOU AND AND MAYBE AT THAT MEETING TOMORROW Y'ALL CAN GET A BETTER IDEA OF WHAT THEIR SCHEDULE WOULD LOOK LIKE, HOW LONG IT WOULD TAKE. YEAH. YEAH. SO, THAT WOULD BE MINE IF IF BUT I'M JUST ONE I'M JUST ONE ON HERE. SO, IF IF I'M COMPLETELY OFF OFF BASE, THEY PROBABLY TALK ME OUT OF IT. WELL, AND THAT'S WHY I THAT'S WHY WE GAVE YOU WHAT WE FELT WAS A MAXIMUM GUARANTEED MAXIMUM PRICE. IT FITS INTO EVERYTHING THAT WE NEED. SO, IF YOU
061WANTED TO DO THAT, WE WE COULD. IF YOU WANT US TO WAIT, WE STILL THINK THAT THERE'S TIME AND WE'LL TALK TO THE COMPANY AGAIN TOMORROW. AND AS I SHARED WITH YOU LAST MONTH, THERE'S A LIKELIHOOD WE MAY BE HAVING A SPECIAL CALLED BOARD MEETING FOR THE GMP FOR HUTCHINS. ANYWAY, WE'LL HAVE PRIOR TO THE APRIL BOARD MEETING, WE'LL KNOW WHAT THE HUTCHINS GMP IS. GMP IS. THAT'S THAT IS MY NOW MR. DUBROC THAT IS MY GOAL RIGHT MR. MR. POLASEK HAS BEEN VERY SUPPORTIVE OF I MEAN I'VE GOT JUST SO EVERYBODY'S CLEAR I HAVE THE FINAL DRAWINGS AND WE ARE ANALYZING THE FINAL DRAWINGS SO BOTH MYSELF INDIVIDUALLY AND MR. POLASEK INDIVIDUALLY ARE ANALYZING THE FINAL DRAWINGS AND THEN FRIDAY OF THIS WEEK HE AND I WILL MEET WE WILL COORDINATE BOTH OF OUR
062UNDERSTANDINGS GIVE ANY FINAL TWEAKS TO THE AND THEN I'LL GET A BIG SET OF DRAWINGS LIKE THAT ONE OVER THERE THAT'S A PRELIMINARY SET WELL UNLESS OUR GMP IS A CATASTROPHIC UM DISAPPOINTMENT I'M GONNA BE IN FAVOR OF US DOING THIS PROJECT, BUT I'LL MAKE A MOTION THAT WE TABLE IT TO NEXT MONTH. OKAY, I NEED A SECOND. I HAVE A SECOND BY MOTION AND A SECOND. SECOND BY MR. DOROTIK. ALL IN FAVOR, RAISE YOUR RIGHT HAND. OPPOSE. SAME SIGN. OKAY, WE'LL TABLE THAT. BRING IT BACK NEXT MONTH ON THE AGENDA. PLEASE MAKE A NOTE. AND AGAIN, I WANT TO MAKE SURE THAT Y'ALL RECOGNIZE THE AMOUNT OF WORK AND EFFORT THAT% ALL OF THEM HAVE PUT INTO THIS PROJECT. YEAH, IT'S BE A REALLY COOL THING. BE A THING THAT WE'RE GOING TO DO,
063BUT UM CONSIDERATION FOR THE PARENT SQUARE DISTRICT WEBSITE. MAYBE JUST FILL US IN ON PARENT SQUARE. YES. SO, PARENT SQUARE IS A COMMUNICATION. AND THEY DO THEY LIKE WE USE YOU'VE HEARD REMIND UH THE APP AND STUFF. WELL, PARENTSQUARE BOUGHT THEM OUT. SO, THEY'RE BIG LOTS OF SCHOOL DISTRICTS USE PARENT SQUARE. UM I THINK THEY PROBABLY GO BEYOND SCHOOL DISTRICTS AS WELL. UM SO, THEY'RE A BIG COMMUNICATION THING, BUT THEY ALSO DO OUR THEY DO WEBSITES AND SO WE'RE LOOKING AT CHANGING OUR COMMUNICATION TO THEM AND OUR WEBSITE TO THEM. THERE'S NOTHING WRONG WITH THE WEBSITE WE HAVE NOW, BUT TO MAKE EVERYTHING KIND OF SEAMLESS, WE'D LIKE TO HAVE IT ALL IN ONE THING. AND THIS WILL ALSO HELP WITH US HAVING CONSISTENT COMMUNICATION PLATFORM ACROSS THE DISTRICT WHERE ONE CAMPUS ISN'T DOING THIS
064AND ONE CAMPUS IS DOING THAT. THIS IS JUST GOING TO KIND OF SEAMLESS MAKE IT MORE SEAMLESS. SO THIS WOULD ER THIS WOULD REPLACE A VENDOR THAT'S OR CORRECT LACK OF A BETTER WORD VENDOR THAT'S ALREADY THERE. CORRECT. THE MONEY ABOUT TO SAY UM IT'S A LITTLE BIT MORE UM BUT THIS WOULD BASICALLY IT'S WE'RE LOOKING AT THE NEXT YEAR'S BUDGET WHEN WE HAVE TO ACTUALLY PAY FOR THIS. BUT THE REASON WE'RE ASKING YOU TO APPROVE THIS NOW IS IT WILL ALLOW VALERIE TO START COMMUNICATING WITH THEM AND DOING ALL THE BEHIND-THE-SCENES STUFF THAT HAS TO HAPPEN PRIOR TO NEXT SCHOOL YEAR. IS THERE A NUMBER THAT WE COULD ASSOCIATE WITH THAT? IT'S 33 33,000. YEAH. AND IT'S AND TOTAL AND WHEN YOU SAY A LITTLE MORE THE THE UH GOSH, I DIDN'T BRING THAT
065NUMBER. I'M SORRY. I'M GOING TO SAY BETWEEN THE APPTEGY ACTUAL WEBSITE AND WHAT WE'RE PAYING FOR REMIND, WE'RE PROBABLY IT'S PROBABLY 25 MAYBE 25,000 SOMEWHERE IN THAT RANGE. SO, IT IS A LITTLE MORE. YEAH. UM AND THEY HAVEN'T GIVEN YOU THEIR NUMBERS FOR THE NEXT YEAR EITHER, PROBABLY. WELL, THIS WOULD BE IT. THIS IS A NO, THEY HAVEN'T. NO, THEY HAVEN'T. IT'S A YEAR-TO-YEAR CONTRACT. YES. YES. AND I DON'T I'M NOT TRYING TO PUT OUR FILMMAKER ON THE SPOT, BUT OUTSIDE OF THE WORK ALICIA HAS DONE ON THIS. I WILL SAY THAT BEHIND THE SCENES, VALERIE'S BEEN DOING THE YMAN'S AMOUNT OF WORK. SO VALERIE, CAN YOU KIND OF GIVE US YOUR PERSPECTIVE AS THE END USER? I THINK UM BRINGING EVERYBODY INTO THE SAME PLATFORM IS A GOOD THING ESPECIALLY FROM THE PARENT PERSPECTIVE
066BECAUSE LIKE SHE SAID WE USE REMIND CLASS JOJO SPORTS IS USING SPORTS YOU EVERYTHING WILL BE COMMUNICATED THROUGH THIS ONE PLATFORM UM AND THEN ON THE PRICING TO COMPARE IT TO APT THEY HAVE UM A PLATFORM A PART THAT WE WOULD HAVE TO ADD ON AND THAT'S WHERE ACTUALLY PARENT SQUARE IS A CHEAPER UH LESS EXPENSIVE ONCE YOU ADD ON THESE OTHER THINGS APTITUDE CAN OFFER US WHICH THEY'VE BEEN TRYING TO SELL US FOR A COUPLE YEARS BUT THEY DON'T WORK AS WELL AS THEY HOPE THEY DO JUST FROM THE RESEARCH I'VE DONE WITH OTHER SCHOOL DISTRICTS SO UM I THINK THIS IS A GREAT MOVE UM GOING TO THIS ANY QUESTIONS I'LL MOVE THAT WE HAVE A MOTION BY MR. DOROTIK AND A SECOND BY MR. RYAN. ALL IN FAVOR RAISE YOUR RIGHT HAND.
067OPPOSE. SAME SIGN. MOTION CARRIES. UNAN. UM, CLOSE SESSION. CLOSED SESSION. THE TIME IS NOW 7 O'CLOCK AND WE WILL ADJOURN INTO CLOSED MEETING UNDER TEXAS GOVERNMENT CODE 551.074 PERSONAL MATTER PERSONNEL MATTERS. NOT PERSONAL MATTERS. UH, THAT'S IT. WHEN WE COME OUT OF CLOSE SESSION, WE WILL UH BE ADDRESSING A CONSIDERATION AND DISCUSSION OF CONTRACT EXTENSIONS OF ADMINISTRATIVE CONTRACTS. SO, JUST SO YOU ALL ARE AWARE THAT YOU'RE ON THE AGENDA, THE TIME IS NOW 7:42 AND THE BOARD WILL RECONVENE IN OPEN MEETING. UH I'LL HEAR MOTIONS FROM UH DISCUSSIONS. I MOVE THAT WE APPROVE THE CENTRAL OFFICE ADMINISTRATOR CONTRACTS AS PRESENTED. SECOND. I HAVE A MOTION BY MR. DUBROC, A SECOND BY UH MR. DOROTIK. ALL IN FAVOR, RAISE YOUR RIGHT HAND. OPPOSE. SAME SIGN. MOTION CARRIES. I MOVE THAT WE APPROVE THE CAMPUS PRINCIPAL CONTRACTS
068AS PRESENTED. I HAVE A MOTION BY MR. DUBROC. SECOND BY MR. DOROTIK. ALL IN FAVOR RAISE RIGHT HAND. OPPOSE. SAME SIGN. MOTION CARRIES. MOVE THAT WE APPROVE THE CAMPUS ASSISTANT PRINCIPAL CONTRACTS AS PRESENTED. HAVE A MOTION BY MR. DUBROC. SECOND. SECOND BY MISS SMITH. ALL IN FAVOR RAISE YOUR RIGHT HAND. OPPOSE. SAME SIGN. MOTION CARRIES. SUPERINTENDENT REPORT. ANYTHING? JUST ONE THING. I UH YOU'LL PROBABLY SEE AN ARTICLE COMING OUT IN THE NEWSPAPER SHORTLY ABOUT BUSES AND SEAT BELTS. SO UM WE HAVE THEY HAVE NOT PRESENTED ANY OF THE GRANTS YET. BUT TO TO RETROFIT A BUS, WE HAVE 12 BUSES THAT DO NOT HAVE SEAT BELTS. TO RETROFIT THOSE BUSES IS ABOUT $30,000 PER BUS. SIX OF THE BUSES ARE BEYOND THE AGE WHERE WE CAN RETROFIT THEM. AND OF THE SIX BUSES THAT COULD
069BE RETROFITTED, TWO OF THEM ARE USED ON ON A ROUTE AND THE REST OF THEM ARE BASICALLY SPARES. SO, WE'RE GOING TO WAIT TILL THE STATE COMES OUT WITH THE GRANTS BEFORE WE MAKE THAT UM THAT FINANCIAL DECISION TO RETROFIT THE BUSES BECAUSE THEY SAY THEY'VE GOT GRANTS THAT ARE GOING TO PAY FOR IT. IT WON'T HURT OUR BASIC BUDGET, BUT IF WE DO IT BEFORE, IT'S GOING TO BE OUR BUDGET AND WHO KNOWS IF THEY'LL PAY US BACK, RIGHT? YEAH. OKAY, SOUNDS GOOD. THE TIME IS NOW 7:44. THERE BEING NO FURTHER BUSINESS BEFORE THE BOARD, THIS MEETING IS ADJOURNED.