001for being here. We welcome you to Martin Middle School. I am the proud principal, Miss Edard is here at uh Martin. It is my second year. I want to introduce also my principal assistant, Mr. Tabasco. [Applause] And we also have some distinguished guests from our district who are going to start this conversation um for our community. Good morning and thank you everyone for joining us. Before we dive into the agenda, I wanted to introduce Miss Pass. She is our director of strategic planning and organizational effectiveness and she's going to lead us in an implicit welcome. Thank you so much. Um, I love having a microphone in the morning when you have the barone of just waking up and then my name is Steck Pasco. Before we begin today, I want to start by explaining why
002we are here. I want to invite you because we're here to see if you want to take out your phone right now. I imagine everyone has one, the photo, the photo of why you're here right now . Then find the photo of the person who is present today, who is focused on today. For me, it's this gentleman standing here, the class of 2025, a high school graduate. He is my why. Then I invite you to find an image of your why. So, who is that person? Share with them. Why is that person here? And why do you need to? Please introduce yourself. Take about 2 minutes to introduce yourself to someone next to you and tell them why. 34 seconds. In 34 seconds we will continue. [Music] Now take a pause and we could start
003and move on or it's and again talking about our lives, thinking about our loved ones, they encourage our hearts, they... so at this moment I want to acknowledge our why and the way we work hard to ensure that all our children have their needs met and well, everything they need. And thank you so much for sharing with us and I'm going to play it again. Thank you so much. This is for your records. This is a welcome. Let's review the rules and guidelines we have. Let's review this specific school, this school staff. And we also took from the comments card the questions we asked to ask these questions in the first place, and the chronological information and the next steps. So, let's start with the rules. We ask that you please be familiar with the
004conversation on the seventh and eighth in person at Delco. We're going to have those conversations in person, but we're going to talk about the difficulties we're having right now and the way that's strong and available at this time. So, for the people who are responding, I want them to be honored, that each person can speak, respect each other, do not interrupt, and do not have conversations next to them . This format of this meeting also allows our people to respond and we want to share with everyone. Honor the PAC to focus on Austin's goals, the voice. If you've already spoken once, please let others who share this also participate, and we want to find solutions. We also want to be transparent; we know these are difficult conversations, but we want to be honest. Those are
005the rules in Spanish so you can review them. This is our purpose and objective for the meeting. We want to answer the questions that have been asked in the comment cards and give them opportunities. Uh, there are QR codes so you can submit questions and submit questions, and if you want, and if you're thinking of several schools, several ideas, that can also be done. We also want to share what the current changes are and what the district is asking for right now. So, in the case we were informed of the draft, of the plan to provide parts of the plan at this time, to share with the community to discuss the planning vote, please remember that it is on November 20th. I'll pass that on to the panelists. So, I'm going to ask you to
006introduce yourselves, starting with the superintendent. Good morning, my name is Matías Segura Austin, happy to be here with you to have this conversation, answer your questions responsibly, and my team is here next to me . Thank you. Good morning, Ivet Cárdenas. I have the honor of serving multilingual education. It's a pleasure to be here with you today. Good morning. I am Rachel French, director of planning and the conciliation process. Good morning, Christine Steport, operations officer. Good morning, Jennifer Baker. I am the assistant director of special education. I'm going to stop for a bit and look at the screen. When we started this effort, we were looking to the future, and I know that the superintendent loves the district and says that every family should have access to a vibrant neighborhood school that has good resources
007and can meet the needs of every student and every child. So, we want better resources during this process. So, I want to start with our proposal. Uh, as you already know, uh, this draft of consolidation of the school process uh that Martín is proposed to close, the students would be resonated uh changing the zones of limits of change, the changes of the zone. It has to do with them going to Killing Lively and Marshall, the secondary characters. So, at this moment we have a way to find the schools. You can put your address specifically and you can the referral pattern if you are entering elementary, middle, or high school. I also want to talk about Marshall, and it's a school that was previously assigned. We had to create a border for Marshall, Marshall High School,
008so that was something they added recently. So, what does that mean for us and for our school? Uh, Martin High School is going to close and like I told the students it would be, uh, it would be a reassignment to Lively or Marshall or Killing based on the direction they have. Um, our board and administration want to know what Martin High School could be in the future, and uh, Superintendent Segura can talk about this in the future. Perhaps it could be another school. We have never had a kindergarten through eighth grade school in Aten, and it is something for the future, something the board and our administration are going to explore for the future. And the plan if you are in this boundary change zone. So, there are questions about transfers. Hey, what's going to
009happen if your area changes? So if you have a rasalo, you can go back to school with nothing or you can apply to another school. So, there are other options here within AD so you can understand what might happen and that it's closed. So, this is the map at the moment. So, this is the area. Okay, and the border, this is the area currently in red. This is the part that will resonate, Killing, and up here. And Marshall never really had a specific zone, it was an assigned school, we had like eight or nine elementary schools that were assigned. That's part of the process. We need to create the boundary change zones right now. So, that's the process we 're using to create the area, and down here are areas that sound different. So I
010wanted to show you that I know what we 're talking about. Okay, now I'm going to pass it on to Ali so she can talk about the transformation change and the plan we have. One of the things we wanted to share with you all is that before the consolidation plan, this part we have a transformation plan that deals with the three consecutive years with unacceptable classifications. This transformation plan, how does it work in terms of the rules of the TEA, the Texas Education Agency? If you're in a school and it needs to be reassigned and it's a strategy because it needs to be closed, like Martin, the transformation plan for most students when they're going to be reassigned, that device for killing, it has to be reassigned towards killing. While we are developing the transformation
011plan and are able to approve it, this transformation plan would be for Killing and Martin would be a combination of the two. Then the administration could hire staff, teachers, and give priority to the communities of the two schools. So, for our director of talent and strategy, how can we employ all those schools that have this transformation plan or that don't have a transformation plan? One of the things we have outlined is, what percentage transfer from one school to another? We want the staff to be a reflection of the students. So, let's say, 50% killing, 50% Martin. So we want to ensure that there is that balance so that they have this percentage. Obviously it's not going to be perfect, but it's a goal. At this time, the staff that we cannot hire in the transformation
012plan with Kill and Martin, we would invite them to find a new position in the district and match them. We want to create a network of people who want to stay at the host and who have a job. So this school and any school that has a transformation plan and all the others that are part of this consolidation or transformation plan, we are trying to raise the funds and put them back into the other schools. Right now it's about $8,000 as an investment and it's a proposal to start the staff guidelines for each school. They could be additional counselors, instruction coaches, and support for parents . So, all this money is to be able to move forward and be able to provide at this time. We changed, we changed while we had follow-ups, these questions
013so that we could pass them on. The first question we have is, what new information is there about the campus? That's what Superintendent Martín Segura is going to answer. First of all, I want to acknowledge that this is a difficult time. I appreciate everyone being here today. We are desperately trying to see the problems we have in our system. This is something complex with many layers. What we are trying to do is address all the problems. We need to read borders. positive, three, four and five preparatory schools. We have a middle school and a high school and a re-established succession. What we want to see is that our response is with the agencies. has the ability to determine what is required. This plan is that we wanted to know that we didn't arrive at this
014plan, but rather develop that first one. and we put the answer to the TA. Then they asked us to accept that budget, that there can't be a moment when we can't establish the things we have to establish for our students. And right now another thing we want to do is stabilize the process. He is in a position to be successful. Our multi-language programs, 22% 44% and these programs 50%. When you think about how the city has changed , we don't forget the access to those emerging bilingual students , which we understand will be important for the years to come. I would say that the last thing, our transfer, our policies, and it's for our school system, and there are procedures that we do internally, things that we see and we have to understand and then
015also follow the rules. at Martin Middle School. What we've seen is that this plan of changes from Killing does work, and hopefully that will help us with the change. We're helping with that weight with our system, and in the time that this happens, we're going to get involved with the community and grow Martin's future. As we said, from pre- to eighth grade, as we said, we have our talks with our community members and interested people and models. We collectively are going to propose something that aligns with the needs of the system and put something new in Martin. The challenges I have are that they understand this, but we can't get this right until we go through the process. But this feedback and what I'm trying to do is see what language I can use that
016lets our trustees have the confidence that there will be a school here in the future and that in this time it will allow us to at different grade levels. So, preschool through eighth grade is not a defined concept. To be honest, this process usually takes 2 years to be efficient, because we have to see what we want, what the program will be, and how it will be implemented. We need to hire people, staff, and we need to see how the school can be successful, but at the same time we need to work with our contractors. What adjustments do we need to make? If anyone in the community can help facilitate this new program. I want to say that the board of directors and I have a promise that we will ensure that the district and
017public education and the campus will be here on this site, but I have to break this chain and this is something of a solution. So, that's the time. Uh, I know people want it to be faster, but that would be the time. Okay. The next question. Next question. Which pattern will be part of Esa? That's the new question. Yes, that's what we couldn't answer when I first read this question. I still don't know when this campus will be open, how it will reopen, and what it will be like. Excuse me, I was looking at the map, but when it comes to the pattern of schools being reassigned, our students who are here, who are assigned to Lively and Travis High School and Killing, those students are going to be placed in Eastide and many are
018going to go to LBJ from here and that school has other schools. I believe those are the new frontiers. Martin, at this moment, is going to several different high schools, and we're going to see all of that because they're aligning them better in a cleaner and more concrete way with those different boundaries. The next question is, why are they proposing to modernize schools in the community? According to the proposal, buses will not go to Sánchez and children from the neighborhood will qualify for transportation to Sánchez and Govali. If in this area 02 in the primary school on campus it's going to be dual language and then we'll be looking at the attendance of that and go valley are also looking at whether that's going to be a Montessori school. If we want the students who
019go to this school, they should go to those schools. So, as Ali said, when we're looking at these geographical areas, what we can see is that we're working on what's going to close and the changing borders. This is not yet, we don't know, we see Sanchez, Govali and all the schools in the area. We see the seat numbers that are available. There aren't enough students who live in the area, not technically, but who actually live in the area. So, we need to find a solution for schools that are not closing at the district level and at the same time as in this area. That's why we're watching the program that the children are going to Sánchez again . We are trying to see different multiple problems. Go Valley and Healing are also part of the
020plan, but they are also part of what will allow us to avoid having to close another school. And I also want to tell you that if you have access to transportation to Sánchez, the answer is yes. We've been taking feedback, and I want to say we're taking all this feedback to heart. If you want to be honest, we're looking at Sánchez because we want access to transportation, we want to save Sánchez, hopefully, and what are we going to see? There are also many programs, so I want to be consistent. We are considering that. If people are very close and say yes to different things, we can see this transportation and have the ability to do this, but I ca n't say completely that all students who are going to certain schools will have transportation, but
021for Sánchez certainly will. I hope that answers the question. The next question, what about the bon that was crazy and dedicated to Martin? Hello, everyone. Right now we are on pause, we have to make sure that we understand what is happening and see the trajectory and as the instrument said, we have to understand the identity of this campus to continue with this right now. That's where we are right now for the bond fund. when we have a finalized plan and the bond dollars per student. That's the goal. So let's look at all our projects. It's not just Sanchez; many schools in the community have this problem, as does every school in the Austin district. Our goal right now is to continue with all the students and also see what Martin and the instruction will continue
022and how it will look and it will be a process that keeps changing and we will let you know how that goes. So he keeps the fund with Mar, right? What we don't know is how it will look, where it will go, what Martin will be like in the future. This is the situation. We are planning. There are other schools that are consolidating, and there is no "no" if there isn't a school in that place. So it's going to be a little different, and I want to make sure that's clear. Thank you. So, that was the last of the questions that the people here had. If we have 90 minutes, if we still have 15 minutes, then we can go back to the next steps. I know you said, " Hi, my name is K."
023I know you said that we're going to make a new draft plan, but I want to emphasize the irony, the disqualification, at this point. I want you to elaborate a little more. So, I'm not the only person who has the authority to change that plan. So, what I will tell you is that if we can start a school in the 21st century, the plan has to be sent to the Texas education agency . So, that means we would first have to submit for approval and the plan has to be approved. The way these schools work is that it 's a school, a school. a different one. So, that's what we have: when you have a transformation plan and things change, the education agency has to send it to each school, and the commission has to
024approve it. So that's not right. So it has to continue; it's not like it's a simple request. We need to involve the community in the programs that the curriculum, the study plan is aligned with TI. What I will tell you is that in the state of Texas they are very aware. I do n't know if I should send a plan because I'm going to report that the response will be that they want to do this, let's go through this process in a moment and I do n't know what guarantees that they won't accept it, but it will prove the plan that has to do with the appropriate chronology. as much as possible. We also need to ensure that if I understand what T does, it's who we want these students to be in the best
025possible environment, which means putting them in a school that has good results. So that's another thing we need to make sure of before we start again and hope things will get better. So, if we do that, we have to send, as I said before, so when we start a school, we have to make sure that the first year is the best it can be. So yes, in four years, it's possible that he wo n't do better than we want, and then by the fifth year. That's when there's really an intervention from the agency. So, what we want to clarify is that this is something we absolutely have to do; it's not something we can do in 2023, 2024, or 2025. So, excuse me, but I want to make sure that we don't take too many
026risks, that we don't have any risks. Next, we'll have the letter from the agency to the agency. We need to make sure. If they deny the transformation plan. What about everything else? So, a couple of things in breeding have something to do with it . We have to send it in November and the agency has 45 days to review and accept the plans. After 45 days, if they receive it, they will return it and you have 15 days to make the necessary changes, perhaps to bring in another private organization to handle it. So, I also want to make sure that you are aware of this timeline. When we send this, I'm not sending, I'm not going to send something that I have that's going to be acceptable. commissioners and all those in charge of reviewing
027this. We have looked at different scenarios, this is something comprehensive, but it is comprehensive, so they don't give us feedback. This school, with its information plan, is heading in this direction. How are they going to respond to this? We've been through those meetings with them, with the agency, for months. We spoke with Region 13 and the agency for a week and a half. Region 13 is an extension of the State in education. It is an educational service center . Uh, it has a region, the region is from Austin eastward, and they provide resources to help schoolchildren navigate all the issues in the eastern part of the state. They're kind of like advisors, that's how it's structured. So we get together with them and share with them and they know we have an unacceptable rating, but
028all the things that, but there are three ways we can, we have to kill, send 24 tasks. We sat down with them and we are planning this with them. This is what we are going to discuss, this issue, this issue, this issue of the 24 areas gave us feedback, how to consider this and there is nothing that we are going to be sending something that has not but if something changes. I already told the agency that we'll get together in a couple of weeks, but what we're doing here is working hard to do everything possible and see all the adjustments that are necessary. But there was a denial that I don't think has anything to do with the student movement, but we do n't have any concerns or worries about something like that, but we'll
029make the necessary adjustments to see if it works. I am telling you that we do not want to change a plan that is going to be rejected. They want to see, we know what we want to know, we know what they want to see, and if we send something that isn't aligned with this, we're going to change it. Minority questions here. Mr. Matias has repeated himself a number of times. We are working, we as a community are making these decisions. If that's how we are as a community, why don't I see much of my community here? Why have I seen more community gathering outside in disagreement with these decisions than I'm seeing here? as we do n't see ourselves in our community and when we see community we don't agree with you, we are out.
030We're not inside with you, and I just want to make sure what you're going to do about that. So, we want to involve everyone, to be present, to be present with the Messiva. So, if there's anyone you want to go to for this feedback, let us know . We have made this request that we partner with our schools and in a restaurant if we want, we will gladly be there. I also want you to see the plan. So, I know that many times we ca n't all see it at the same time, but if you know what we want, a place where we can go, make ourselves known, and we are all working with Martin's middle school. We would gladly do this. This isn't the first time I've asked him this directly; I've done it
031once before . I'm also going to give you this answer. Many of the parents who don't get involved in schools—and I'll tell you this as a parent of three students, two of whom have already graduated—are not involved in schools. When I, as a parent, don't feel welcome at a school, or don't feel comfortable, it's going to be very difficult for me to introduce myself because if I'm not respected, I know I won't be able to do it on different occasions. I know I wo n't be able to listen, and I know that I won't be there for my children inside that school. I know that maybe they'll ask me to ask them. But that's one of the reasons why, as a district, they should have worked on it a long time ago: working on the
032empathy they should have for each person or all the staff within the district. What are they missing? Be enough. Sorry, this is the first time I've asked this. Ask directly as a parent. I know it's very difficult to get people involved. I am a father and mother of three students, two of whom have already graduated. So, as a mother, I don't feel welcome or respected. It's going to be very difficult to get to these meetings. I feel like you're not going to be heard, and I'm sure you're tired of asking this, but as a district, we need to work on empathy for every person working here so that we all feel welcome. Look , I ca n't generalize about everyone because there are really many kind people in the district who are committed to working
033with parents and students and give their all. But I do believe it's something that has been missing. I support all those people who give even more on occasion, but they also deserve to be respected and valued and rewarded as they are. I know I can't generalize about everyone, but there are many types of people, including those who are in conflict, like us parents, family, and students. But there are two things that are lacking: support and courage, and respect. So, first, I feel very sorry for you, Queen. I don't want any families in Austin. Yes. And I've been trying hard since I've been here to instill a culture that, as a city, respects all of us. We have parents who have many jobs. And I have different experiences from mine, but we must be there supporting
034families. I also want to acknowledge that it has n't been a fair culture; to get there we need to have good principles. It requires ensuring that a household with obligations also requires comments from everyone, as well as resources to support what some people may have and others may not, other things they do have, but I want you to know that you are writing this, it is very difficult for me to hear it because that is the last thing I want. What do you think about disrespecting parents and families in the state system? Many years, 144 years we have been working? I hope they appreciate some of the changes in recent years. It takes time, but we are happy to make changes. But we hadn't reached that point yet. It's a very large system. Many students
035take time to make those changes. I just wanted to show you with this that perhaps that is one of the reasons why there are more parents out there fighting for these changes, because there are more parents opposed to these changes. As I've said before, I don't oppose changes unless they bring disadvantages to the community. And I am feeling it at a disadvantage for My children are also sent to other schools, perhaps one that I'd rather not have because it was less likely; my children would have to walk. I live on the route of the high school that my son would have to go to again from Ra until today. That whole avenue is a slow avenue, it 's a very accidental avenue. So they're not taking into account all the risks they're putting my son
036in. They are not taking into account the situation it puts me in, because even though I have a car, I also work, I also have to take care of my family structure, I also have things to do and I don't have all the time to be available for the children. One of the reasons why it's important is that many who are here are from outside because they feel that they are opposed to this, I don't agree with this, but it's a disadvantage to send my children to other schools because perhaps now they will have to take transportation due to the changes in the area of existence, which will be less convenient for a school. So, do you know what it means? I have to work, walk in Riverside, walk from Riverside, pass by the homeless,
037there are a lot of traffic accidents, they wo n't qualify for transportation, and I have a car, but I have to work between taking them to schools every day, that doesn't worry me. I can talk a little bit about this, I do n't know if you live here, but our assistance limits are... we're going to provide transportation if your child is going to Tris and has to cross that border at 35... that's our rule. We will always provide these students with transportation to a community; this is also in effect, and we were also ensuring the safety of the students. If my son were to have these changes, I would have to change him again. My son has the opportunity to go through the process right now. Once that change is made, he can't take for
038granted that it's relatively less than a girl, and although it's less than a girl, it 's more than a good book that he has to spend on that journey from home to school. So, first of all, I know that if you're in the east, you can go to school in the east and see that we're transferring a transition plan. of languages and they're going to see this while we finish up. He wanted the disruption caused by transportation and transfer. And this is the realization that we have to understand that we don't want to make the transition more difficult than it already is. We are taking your opinions in the most respectful manner. So that information is very important to obtain, and policy changes, transportation, and the transition because we want to make sure that everyone
039is doing what we can to make this transition smoother, and we are trying to adjust that. Thank you for this opportunity. I am very worried about the teachers. I know it's the budget, but I want us to focus on the fact that the district, the superintendent, has to make these difficult decisions, but I'm worried about the teachers and the fact that construction has stopped and the teachers and principals at the next school have... I think that's my question. So, I want everyone, first of all people who have said things on Facebook or anything about the teachers to be clear, we never said that, we never agreed to that. People, Matías is looking at contracts 1, two, 3, that didn't even enter my mind until someone posted it on Facebook. That's not how we think, that's
040not how we operate. I desperately want to share with our community that we have built a transition plan for our employees, that we are thinking about them and every scenario, knowing that every scenario is different, if they have requirements that are not from the district, but from the state that we have to follow and we as educators have to facilitate this and make sure that we have problems. For example, Decor until Sánchez. Again, we want our students to feel that this is their home, that this is their school, that they have familiar faces. We also have a process and a plan for change that are schools that have historically guided us. This is one of those instances where there is a challenge. That school adheres to A B b and gives them responsibility. But we
041have a responsibility and we are working with those directors for the transition, and I have met with all of them and told them time and time again, we are freezing, we are not hiring anyone from outside the district, we are ahead of this process. And also, what do they do? They will be our educators. When I'm 15 years old here, living in the north, I'd like all those things to help us. We're working with them, aren't we? I don't want to hear anyone in this district think we're not focused and on our work. He's a trustee like me. There are many details we need to work on regarding the plans, and that's why we did this. We hire if people say how it's going to work, how it's going to work. If you just look
042at the numbers, if it necessarily means that your campus is going to receive [something], we'll work with that, but there will be some adjustments. I know I want to be clear, it's not something I've said that isn't true. If anyone says that, please, please tell them that's not who we are. If the state comes or anyone else comes. I just want to be very clear. It's frustrating to hear that because I've never said that. Excuse me. Okay, I want to teach you about consideration because we are going to consolidate these areas that you can explore and the resources here on one side and the resources we have. And these are the changes, which are in English and Spanish, and it's the transition plan and the support, and it explains all the different scenarios. Each one
043will say how we're going to freeze things by hiring people from outside and also talks about the different plans to consider for consolidation. We want everyone to see this, and thank you. Let me introduce you. Yes. Hi, I'm the person who does the district's strategies, and she wanted me to share that her team has announced to all the schools that are going to be affected, and her team has been talking to all of them, letting them know that they are in the best interest of the district and giving them the support they need. Okay. First here, then next time. Hi, I'm looking at the plan. We are moving students from F schools to D schools and registration. What are your plans to help schools? control for these steps. Great question. I want to ask a
044big question. We are looking at the percentages of the TA that a dependent plan has. We have to assume that based on this percentage, he will go to this other school. But we also know that we understand the transfers from all the other schools and what the final capacity is on these campuses. But he's right, Marshall has others here. This is our third year starting on the 8th in new schools, and it's very difficult to know where we hope to be, where the state expects us to be, and we understand most of this, that this campus will stabilize. We are confident that we will see how we are going to move in the right direction. This plan is much more detailed than what the state requires. So we have these different ratings. It is much
045more detailed and involved. And the last thing I'm going to add is that I want families to know that just because they are a school of any rating doesn't mean I want to be very clear about this. People tell me, "But Matías, this is a D." But last year it was a B and before that we were fighting against that. You say that many good things are happening in all schools, including Mar. The reality is that I have to navigate the accountability system, right? For these percentages, but if there are any students in middle school, a small percentage, who are going to go to another school, they will see the same level of adjustments, but it will be a minority of the population, but we are also looking at these schools. I am Lis Herrera.
046I have been working with families for many years. I've seen transformation, I've seen the change in Riverside, I've seen the struggle to get the kids to Martin. I've seen people move to this area. So, I have lived through these changes. the directors and the assistant directors. So, I have experience in this. Parents are people too, and they have to make decisions for me. not having parental representation at these meetings or some are here. One of the things the parents said was that there is not enough representation, and they responded that thanks for the feedback, tell us what we need to do. I believe, then, that when we represent, we need reports, we base our knowledge on the data we have, we try to develop strategies, but why can't we go where the parents are? We
047have an office where they can make a map showing where Martin's families will be going. It's difficult for families to come to these kinds of meetings because they have to work every day. It is difficult for parents to come forward for these students in these neighborhoods. We have 30 or 40 parents here. I know many make excuses, but that's not it. We need to have the passion, dedication, and love to make it happen so that parents come, because sometimes they don't know what's going on at school, and they may not speak the language and can't come in the afternoons. So, do you know the compassion of having the students here and the teachers, our teachers? I know that my courtesans have been here longer . Excuse me, I can't hear you. We talk a lot
048about what we can do, but another thing I was thinking about was, do we have someone in the district who can measure a tool to see how we're doing, how we do that? All we have are people, do this and this and the other. So I ask the district, from the bottom of my heart, to work with the families on a retention plan. The parents are coming. Mr. Garcia has been here for so many years. This is because the success of students depends on their parents. Parents are important in their children's education, and I tell you, they don't have to speak English for their child to be successful. They instilled discipline and dedication, they created after- school programs, but they are not involved and they don't come. It's not something that's a priority. So we're
049seeing how we welcome the parents. We'll be happy with that. Before, Dr. Garcia would come, and the parents would come too. She used to come to the apartments where they walked because they had nothing to eat, she was miserable. I have $200 in the fridge, but I don't have access to my apartment. We have to go and see them where they are. It's just a suggestion. Thank you for everything you do and the transformation, and it's important that we also keep an eye on our families. Thank you. Thank you, Mrs. Herrera. I want to share that we have other opportunities for these conversations. I'm going to check the calendar. We're going to have, each campus is going to have this, coffee with the director, and I'm happy to work with the people here to see
050what other spaces we can be involved in this process. More parents, especially when we vote with this package, we're going to have a team that will help us support the transition of both the school communities to make sure there are no people around Sanchez, that Sanchez is going to be their school, and make sure that we understand we're going to have teams that are going to do that work of what they're talking about and our PGCensses are looking at the attendance of the events and the different surveys to see. So, I'm going to work with them to make sure we have more parents involved for this step. These amazing parents and family members who are here should start by having conversations to stay creative in this. So, I can ask you to start these conversations
051as this student, alumnus of Martin and member of this community as a community that supports public schools. It is important that we remember that these teachers who have put their heart and soul into this school, we need to have a foundation, and as you indicated, these classifications that are put in these schools do not really reflect what is in that school. So, let's be on this first day of this planning strategy for our school in Martin at Martin High School. I appreciate this comment, but that's why we're going to have what the challenge is that we are in the midst of changes. Right now we have directors going through these transitions, they want to start planning what will happen in 20, 26, 27 as they go through these consolidations of schools. We 're all ready.
052This is a plan, a simulator of a plan. We need more feedback. Well , I'm going to convince you that what we're going to do is also very, very cautious, a very specific path, but I haven't voted yet on what I gave, but that's what's happening right now . So I want to start planning and begin this work, and I hope this community will be part of a plan we want to make. Cross your fingers, we're going to do a job. I want you to know that we're going to do things together comfortably. We are going through a very difficult time right now with everything that's happening , but we are absolutely planning the next steps and the vision we will have for Marte High School, and that's already in progress. In fact, just a
053question or two. One, um, sorry for this question, regarding enrollment, what do you expect parents to be involved with in the school, with the school district? Yes, with the community in this old neighborhood. I no longer know why schools are closing. integrate their schools, their students, their children into other schools. I would go. So right now what we're seeing is that enrollment is dropping a lot, enrollment is leveling off. We are putting more limits on immigration. There are losses and those who were here are already leaving. Furthermore, I want to be clear, these are things that are happening outside of us, but I also want to say that I cannot at this moment pay for this with the resources that the school's CAS has. [Music] I would listen for the last 20 years because they
054have left the neighborhood. I would say that if we have the money to pay for these resources and it is equitable, then this would strengthen them. But there are many students who have gone to another school, another school. Much because of decisions made a long time ago, but we can't ask families to return unless we are investing in our schools with an accounting issue of responsibility in the people will be based on that classification that exists. We do n't know what this one knows, but many families do, and I understand. So we have two things: we have to create a system to respond to these things, and we have to create resources, but wherever we are, do things the way we want to do them, evaluate everything, but we're not going to train our systems
055to respond to a test. We are going to respond to educating our students and taking those assessments and succeeding. We have strong schools that are well-resourced and we are going to bring in more students. We are trying to ensure that the children who leave do not leave. These are things that are out of our control and I have no other options. If I had them, I would explore it. So we are looking for solutions, multiple issues to make them successful. That's two important things. We are trying to do all of this. So, the last question. [Music] I want to thank you for the passion you have today. We are all here. We are quite passionate when we talk, and especially when it comes to these topics. Well, you can see the passion, and you can
056also see that maybe I'm a little bit grumpy, and so am I. So also with the proposals, the variety, I want to know what support Alison and Govali have because I don't even know if everything could be improved and maybe the Govali team could be reassigned for another purpose, and Martin is seeing these options . So, for me, in terms of a grant, because it's a 5-year grant and we're about to lose it because we can no longer serve the narrative of that grant, that's another conversation. But I want you to understand. I know that it's something that's happening at our school. In addition to what I was saying, how can we support and move forward with Inside? Because in Johnson, and seeing that Johnson was shut down and seeing what's happening, splitting up to
057support many things, and I'm seeing all the good you're doing with Yes, but I'm also thinking, how can we support enrollment in Iside? Will we be able to support Iside because we have a memorial area for Johnson at that school? So, my experience is that at this level of district and transformation, uh, my experience is not with that. I am, I have experience with transformation in classrooms, in small groups, not at an administrative level, but listening to the voices of all those who are receiving our multiple levels of learning in a classroom. We are saying, we are making progress, we are trying to get out of that D and there are certain schools that are in a deficit that do not have access. We haven't reached that point yet. How can we continue to support
058and give credit to those who have experience and want to continue supporting students, as well as our staff and teachers? We don't want to lose these incredible teachers who work from the heart. We're creating the MTS department because we know it works, how we're going to continue supporting that part of the transition and all the comprehensive services that are with our service providers that we know are going through, let's say, Alison Govali Parks on the school campus and what's happening and the services to support and in the trio offices right now , I mean, those contracts will be able to continue to be renewed in the information because all that information is being provided right now and because people still don't feel the assistance of the food that they give them and Alison, I know
059she's another example, but I'm thinking about all those things too. Yes. Um, I appreciate this question because one of the things I've asked our board, council member, is to import all the comprehensive things. We're thinking about transitions, we're thinking about all the things, uh, grants, uh, resources that we've put in certain places. The difficult thing is delaying the future and the decisions we have to make in a month. They told me, Matías, "Why don't you wait until December?" But if you're thinking about enrollment, articulation starts in November when we're hiring directors. That starts in December. If this takes place in December and then you have to hire in January, the registration and the process is all through December, January, February, and even March. I 've already wasted 25% of my time trying to improve. You
060know the level of frustration; it's not because we're trying to make it more difficult, but we have other collaborators who also have to agree. They also want to implement the decision. So, we have to take a vote and understand that there are certain requirements surrounding this environment and take the time to plan, plan, plan suspension, movement of students, uh, of staff, in the resources that I have to employ in a uh, positive way. And if I waste time during the spring semester, we'll still be in 2026 and 27 and we won't move forward. And I don't accept that kind of challenge. In other words, we either accept it completely or we simply leave it. But I want you to know that historically this was from April in Martin. Our deputy director left in April. Think
061about all the time it took to get established again and it was difficult because they had a sixth grade and we did it in the spring and that was very difficult and lately it didn't take the strength and we can't do that again and I'm not going to. I'm not going to make any decisions in the spring. Right now the focus is on this moment. We do know what we're doing with subsidies, and we can have these conversations and renew the contracts. I would also make the argument that students are students, the fact that we are changing referral patterns, but we have to support any decision to maintain resources in that specific school. Uh, that's what we're working on. Referral pattern, that's next to us. So, that's what I keep hearing, and I think your
062point is very important, and I want to tell you why we're setting these dates and why we're moving forward in terms of the board. We will move forward at this point of execution, otherwise we would do more harm if we continued waiting. Someone was saying, "Why create Martin's community to recreate this school?" But we cannot begin until we can take this vote. So, most likely you'll start sometime between now and January. So, I want to give you the time. I know it seems like it's from here, I mean, it's a long time to get to January, but time passes very quickly and we are focused on the now. Thank you so much. Now I have several comments from parents and I'm going to read them quickly to remind you again. They are in the chronology.
063We are currently in the digital information phase . They have the QR code on the seat. We have a meeting at Ostenis.org. Uh, consolidation, consolidate, uh, there are meetings across the district and also conversations in each school, just like this one. So, if you want to bring someone in right now to get involved a little bit, wait, November 6th is the next date where I can have another review of this plan, and November 20th is the vote. Therefore, the consolidation could not be implemented until the next school year. Uh, as they were saying, we want this whole school plan so we can plan. This is the QR code, the comment card, the website, the link and resources, and there's something called a story map. It's a visualization of all the schools that are going to
064be closed across the district and how we can make those decisions. Therefore, you can find all this information at austenisd.org/consolidate. These are comments from parents. This is for you, Mr. Segura, director and community. Good morning. Thank you for this opportunity to discuss with an open heart. We know that your experience comes from civil engineering, which has been about creating stable structures. Um, I want to remind you that education is everyone's responsibility, even with the structures you have created. Uh, you said, "Many changes can fall apart." We have taken their words to heart. Well, education is a structure and we want a stable community, a society; if education were to dissolve, it would not be a community. When we're talking about closing or consolidating schools, we're trying to create buildings. We are the future of families,
065children, individuals, and communities. We need to come together as a community to create a strong, inclusive education system . We know that they are not just walls, they are part of the neighborhood where children feel safe, where parents feel supported. Closing a school with technical arguments, taking into account that the structures can be rebuilt. Quality education, therefore making decisions in Austin with the voices of children, students, parents and communities. Please remember, an educational community can create any structure, but without education, there is no purpose. Education is not a cost, it is an investment. Education is non-negotiable. It would be important to teach others how to negotiate for future generations. Thank you for listening to us and for being here with us. We assure you that this conversation is not just about business, but about people,
066dreams, and the future. I am grateful to close with that letter. What I do want to tell you is that my past many years ago was in engineering, then finance, then operations, and then a focus on how to support large public education systems to reallocate funds. If you can say, "That has been the difficulty for generations. How is it that we haven't had the resources, or perhaps we haven't had the resources to meet the needs, and I don't want that to happen again?" So, what decisions need to be made at that moment? Yes, the past is not traditional, but as superintendent I want people to know that over the last two and a half years we have done an incredible job through this community, through Austin, navigating the organization of ASD, creating support, knowing for
067the first time where all the students are, and realigning the curriculum. Honestly, we had a resume from 15 years ago. What do you think? Who does it hurt? When a student has to be moved from one place to another, it has been quite difficult, and the staff are trying to see what they need and how to help them. It's a system that was designed to create the point we're at right now. At this time we have certain schools in certain parts of the city that do not have adequate resources. This isn't a cure-all, a band-aid solution; this needs to be a complete fix. Speaking of transfers, of resolving budgets, of referral patterns, they would have told me, "You never would have had to create referral patterns 20 years ago, and you look back, all the
068people who, why is it that you go to Anderson High School and suddenly you see them wearing Trojan hats, and in certain areas there are four or five high schools? It's a large community. We ca n't continue like this. I want you to know that I appreciate you. We are in a time where there is a lot of disruption, but I am trying to maintain control, to be responsible in educating our students. I give my life to this, I am passionate about it, and we are really going to take it one step at a time, and we are going to improve, and we are going to keep going together. Thank you, I appreciate you all. These meetings are important, they are worthwhile. I appreciate taking the time that you all gave me this morning. [Applause]