001Good morning everybody. Welcome. Welcome and thank you so much for being here this morning. I know that we have been waiting for this meeting for a while. Paqua. Um, it's an honor to have uh Superintendent Seura. I always call you Matias. I'm sorry. Yes. And uh some of the team that has been working on the plan. Uh I would like to uh give him some kudos because this is not an easy job that what what is happening in the district is not has been easy. But him given his face in front of meetings, I appreciate that because I know that it's probably not very wellreceived in some places, but I appreciate his his uh presence today here with us. Uh I also would like to recognize my staff that is here that is able to
002be here because this is very important to us. If you're a staff member, would you please stand? Thank you. These are some of the teachers. Obviously, not everybody is here, but this is some of the teachers have been with me for the last four years. So, I really appreciate how far we've gotten to this point. So, thank you. >> Good morning, everyone. My name is Ally Gillarduchi. I'm the senior executive director of communications community engagement. I'm just going to go over our agenda so you kind of know what to anticipate for our time together. Um, so we are going to go over some meeting norms and the purpose of this meeting. Um, we'll do introductions of the folks that we have available to answer questions. Um, we're going to give you an overview just so
003that everyone's on the same page about what we're specifically recommending that's on the table right now in terms of changes for this school. Um, and then we have pulled, y'all have been filling out, you see that you have those QR codes on your tables. That's to the comment card that we released um on October 3rd. Um, we pulled out some of the common questions. There's about five or six that we're going to kick it off with that we're going to go ahead and respond to directly. Um and then we'll just open it up to a conversation with y'all. We only have mics that have um cables. So, unfortunately, if you're going to want to come and ask a question, we'll probably need you to come up here. Um and if you need us to bring
004it to you, we can try to figure that out. Um and then we'll talk about next steps. Um so, some for our needing norms. Um we want to build the future together. So, we're here to acknowledge the challenges in the current situation while focusing on ideas and solutions that can make our district stronger, more equitable, and sustainable for years to come. That's really what this process is about. Um, we want to honor time. So, we're going to try to keep each speaker to about a minute. Um, and we're going to try to keep our responses as brief as possible. We're not always that good at that. Um, but we want to make sure that we get enough time for all of your questions. Um, we want to honor each other to speak to one another,
005not at one another. and we want to be respectful, avoid interruptions, personal texts and side conversations when possible. Um, we want to honor the process. Um, this meeting format was thoughtfully developed to allow space to be able to respond to things that you've already asked that we're aware of. Um, as well as to for you to ask new questions. Um, we want to honor intent and impact. We know that we're going to maybe disagree on some ideas, but we are going to assume positive intent and focus on our shared goal, which is a strong, equitable um school system for all students. Um, honor, space, and voice. So, if you've spoken once, we're going to ask that you allow others to speak who maybe haven't spoken before we come ask you to speak again. Um, we
006want to try to stay solutionoriented. Um, and we want to we're in our in being here today, we're embracing transparency and empathy. We know these conversations are difficult. Um, but we want to meet them with compassion and as much clarity and honesty as possible. Um, these are our non in espanol. Um, and then getting to the purpose. So, like I said, we want to be able to respond to some of the questions that were submitted via the comment card because these are things that we know that have come up again and again and we want to be able to answer those questions for y'all. Give you an opportunity also to ask follow-up questions on those if our responses aren't clear. Um, we want to gain a shared understanding of the proposed changes and the rationale
007behind them and then gain we want as leaders to gain insights that will inform potential refinements to this draft plan um before the anticipated vote November 20th. And with that, I'm going to pass it over to our leader, Mr. Matia Sigura, to talk a little bit about the vision. >> Thank you, Ally. Uh, thank you all for for being here. Um, I very much appreciate it. And, uh, before we get going, I just want to say you I'm sorry. Um, I know this is a very disruptive process in general. Anytime when a community goes through something like this, it's hard. Um, I I don't want you to leave this meeting not thinking that we are doing everything possible to try to address the concerns around transition, the disruption this is causing. Um, I I do
008want to talk about kind of where we are as a school district and what we're trying to accomplish together. The first thing I'll say is we as a school district in Austin ISD have not been serving our students who've been historically underserved for a very long time. This system that's been around for 144 years is designed to produce the outcomes that we're currently receiving that we're getting. And so what we need to do and and what I feel strongly about is moving to a place where we have strong neighborhood schools everywhere in Austin. Right now we have we have incredible schools, multicultural, multilingual. We have schools that have vibrant communities, but the reality of it all is that they're not all receiving the resources they need to be successful. Well, why is that happening? Well,
009it's happening because we as an organization have so many immense pressures pushing down on us and we're having to make decisions at a moment when our resources are just so so thin. And so we talk about making a plan and making a change. Again, we want to have strong neighborhood schools everywhere in Austin, accessible to all students. But to do that, we have to address several things that are currently out of alignment, right? All right. The first thing is that we have misaligned feeder patterns in Austin. I mean, that's the honest truth. You can go to parts of Austin and you can have a middle school go wholly into a high school. Think about what occurs when that happens. Communities together, right? The strength of programs, UIL, all the things are so much stronger. And
010that's also true when it's elementary to middle. We have middle schools right now in Austin that go to three, four, and five high schools. Think about that. And guess where those are? They're not in West Austin. They're in East Austin. So, in order to address that, we have to change boundaries across a large system that have been cut into each other for over a hundred years. two, our dual language programs, most notably our wall-to-all dual language programs, they were they are intended to serve our emerging bilingual students. That's the honest truth. That's why they exist. Now, we as an organization believe in creating opportunities for all students. But to do that, we have to ensure that these programs are stable and sustainable. What does that mean? Well, it means that we need to have a
011balance of students who are emerging bilingual and non-emergent bilingual students. And what's happened over time, as you know, because you live in Austin, our demographics have changed and families who can no longer afford to live in Austin are moving further out. And so, if these programs are to be sustainable, we need to provide access, which means we need to go to where they are. And so you're going to see in this plan as a second kind of element are is moving of our wall-to-wall de language programs. The third thing we absolutely have to address the inefficiencies or the misalignments in our system. Like right now the cost of education is increased. Our enrollment has declined because of affordability in Austin. Right? We're getting hit right now based due to federal changes. We're down 2,000 students
012this year. Immigrant families who are not coming to AISD and immigrant families who have left. When you look at where those students are, where they're located, that's that population. So, I need you to know there are many, many things putting pressure on our system right now and we're desperately trying to move forward together so that we can maintain local control. The other thing we have to do, we have to become more efficient. You just heard me talk about the reduction in enrollment, the the pressures from the federal level at the federal level, the freezing up of funds. These things are real. And so right now, the reality of it all is that we cannot continue to operate the way we are without introducing significant financial risk downstream in the future. And let me be clear,
013financial risk in Austin, in our school districts is right up there with accountability risk, special education delivery risk. All of these things have to be managed and supported or else we in, you know, we lose the ability of educating our students in a way that we believe is most appropriate and align with our values. The other thing I want to communicate is our transfer policies have been just a buildup of lots of decisions over many many decades. And right now we have students who are being drawn away from parts of Austin going to other schools. Why is that happening? Some people say it's because well we don't have high performing schools in these communities. Well to do that we need stability. We need resources. The other element is that our transfer policies are allowing that
014movement to occur and are drawing students away from these communities. So, we have to be honest about that. What is the long-term impact of these transfers? And so, as a school district, we have to do all of this while addressing one of the most timerestrictive elements, which is accountability. It's not lost on me that in this community, we 100% believe that our students are way more than a letter grade. I believe that. I know that you believe that. But we have to operate in a state that uses an assessment taken on one day in the year to determine, you know, whether our schools are strong or not. And so all of this has to be balanced. In order for us to move forward, we have to acknowledge that. We have to make difficult decisions because
015if we don't there is the real potential for the state to come in and intervene and that is something I am not going to allow to have happen. I'm not going to do it right because if that happens all of our students 70,000 plus of them are not going to be guided in their educational journey by those who live in this community. and don't just know this is real. It's happening right now to our sister school district in North Texas. So, I just we very much love I very much love this school district. I love our students. We are at a moment where we have to change. Uh this change here uh with Dawson uh is one that is part of a large plan uh which I just um highlighted a couple elements of. you
016go to the next slide. But what this plan includes for Dawson is for all the students at Dawson to go wholly into Galindo. And so one of the things that we talk about when we talk about student movement is making sure that the entire student cohort, all the students move together so that families are kept together, so that friends are kept together. We also need to get our schools to have a healthier enrollment so that we can provide the resources campus by campus to make sure that our students get what they what they need to be academically successful and just successful in general. I mean there are lots of things that we as a school district pay for that are not required by the state, right? We pay for librarians, we pay for registered nurses,
017right? These are things that we believe in. we procure our own curriculum. We could save seven eight million dollars if we decided to use a state curriculum. But I promise you that wouldn't align with who we are. So the plan uh includes Dawson moving wholly into Galindel. Uh because of um the accountability um chain that exists. Uh what that means is Galinda will receive the turnaround plan and then we'll work together to break that accountability chain. And so um I guess you me tackle this real quick then I'll hand it off. >> Yeah. Yeah. >> So no it's okay. We'll stay here. The um you heard me talk about one of the pressures of the of the accountability. Uh we have to just acknowledge that that Dawson has three UAS, right? UA is an abbreviation
018for the state uses for unacceptable accountability. They did that. Doesn't make any sense the way that it's written, but it's that's what it means. And so what that means is you have either three Fs or three Ds and two Fs, some combination that ultimately get to three UAS. Now, I want to be really clear. This is not our students fault. It's not. We as a school district have been coming out of a period of disruption where we're trying to get to a stable system, but for the last many years, it hasn't been the case. And so, as we come out, we have to break that accountability chain. And so, what that means is that the principal or the new leader of that campus, I mean, the the campus leader will take the TAP plan from
019Dawson to Galindo. Uh, we will have a very specific hiring plan. It's one that's required by the state of Texas. It's a we have to define how many years of experience must an educator have to be in that school. Um, you know, are there certifications, TIA, TIA designations or nally board certified teachers that are going to be pulled into part into that plan? Um, I also want to be really clear that if we can break the accountability chains across the district, we will move ourselves into a place where our academic outcomes and our pursuit of them will be aligned with our values. If we do not break these chains, right, the interventions or what the state requires us do gets harder and harder and more rigid year after year. That's the honest truth. And so
020we're at a moment now where we're trying to do all of this together um as an entire school district. Uh and so with that, I'll I'll hand it over to I think Christine to probably take us through the next couple questions. >> Yeah, we can talk about it. You have Christine. >> Yeah, it's a pretty simple one. >> Thank you. Um thank you, Superintendent Sigura. My name is Christine Steinport. I'm the operations officer for Austin ISD. Um just wanted to kind of take you through, you've probably seen these before in the draft deliverable. These are our boundaries. So the existing boundary for Dawson there you could see on the right and so um the like superintendent Siguro was saying um we want to keep communities together as much as possible and some of these other
021plans for other schools it's not always possible depending on the boundaries depending where our schools are and then how many seats we have available at those schools but um just wanted to kind of showcase that right there. Um Ally if you want to move forward. Um, oh, sorry. Well, then I think we went out of order, but um, now we can start and really get to the meat of things and go through the comment cards. Um, there were a few there were a lot of, um, comments and so Ally and her team distilled those down and so we'll get to those right now. Um, so the first comment we had and this came from m multiple commenters was instead of closing Dawson, can you consider moving the Becker program to Dawson because this campus is
022located on a major thoroughfare and affordable housing is going up to densify the neighborhood. Yeah, I'll start um and then I'll pass it over to my colleague. So, um, really down to looking at, and I know I just said this previously, but it's really looking at where students reside and how many schools we have around there. And so, we have a lot of um, we have a lot of empty seats. We have more schools than we have students in those areas. And so, I wanted to kind of touch on what Superintendent Sagura said earlier about the intent of the dual language program and the wall-to-wall there. Um, and so I'll pass it off to you Cardennis to kind of talk us through what that wallto-wall at Becker looks like, um, and why that program is
023moving. >> Thank you so much. So, good morning. Thank you for being here this morning. Um, to talk about this question in particular, we've talked about again the intent of our bilingual education programs or dual language. And so when we look at the location that's being proposed for the Becker dual language program, there is about 68% emergent bilingual students in that area. When we look at um Dawson right now, which is an amazing school, Dawson has about 26 27% emergent bilingual students here. And so again, thinking about locations where um a larger number of emergent bilingual students live and the sustainability of the program that was definitely one of the conver uh considerations on this. I think I'm getting so sorry I'm getting the impression maybe that this was not an ask from the Dawson
024community. Yeah. Okay. Well, it was in the comment card, but so we'll go ahead and move on. >> Got it. Okay. So, I honestly love how they're treating my kids and teaching them. I just wish that they wouldn't close Dawson. What were the factors that led to the decision to close Dawson when it's been around for generations? And that's from Kim D. I think it's just it's what I kind of touched on earlier. It's not any specific thing. It's everything in general. It works together. So, if you looked at the plan, it was not just because a school is old or in poor condition. We had the rubric. We started there. We saw misalignments, but then we had to really work with where students live, how many buildings we have, where those are located, where
025students live, and then looking at our boundaries as well. So, it was a multifactored layer cake, if you will, when we did that. I know Superintendent Sigura also talked about feeder patterns and and making those more aligned. That is another layer. So, there's elementary to middle, middle to high. And so, there were many other factors. It wasn't just one specific thing. It was all working together for the greater system to make sure that we could balance enrollment. Um we could um you know align feeder patterns and all those other things. Superintendent, do you have something? >> So So I think one thing that um we look at when you look at a cluster of schools uh and you look at each school specifically is how many students live there now and based on our demographic
026report, how many will likely live there in the next 5 10 years. And one of the things that we know about this community is that it's changed in that currently we're about 25 to 27% resides. Meaning that if every single student in this area picked Dawson, we would still only be about 27 28% utilized, right? Which means that your costs per student goes through the roof. And so as a system, you know, right now we're about what 160 180 students enrollment. Well, when you get to a school that um isn't quite have the critical like student population, it really impacts us from a um academic programming perspective um when it comes to uh fidelity of be able to support our educators. And I know that having small schools uh has many like great like benefits,
027but we just can't operate that many of them. And so when you think about where we need to position schools, you really want to position schools that have an attendance boundary that collectively have a higher number of students that live in. And that's just a function of just how the city's changed around us. You know, our schools don't move, but people do move. And um so that's one of the things that I would say that drove kind of this plan to consolidate Dawson into Galindo was that now we'll have collectively a larger attendance boundary that has that um foundation of students been able to support a healthy student population for years to come. Roughly 75% once combined which is which is really where you'd like to be. Can you tell us anything um could you
028tell us anything you can about what will happen to the building and how we can begin the process of trying to have any sort of community involvement for the space? That's from Kim M. >> Yeah. So, um great question. So, first off, um we did not make any decisions based on the location or real estate value. I've had that be a comment like Matis, did you make a vote? Because that's not what this was. This is really intended to develop a plan based on our guidelines and our overall um kind of strategy. As we move forward, if this plan is approved on November 21st, one of the things that we'll do is build out, we have it already framed uh is our engagement plan to support each school transition facility-wise. I do not want to
029have a shuttered building. That is not what this is about. That's not what I would have um or what I would recommend. Uh so typically what we would do and we do have this built out. It's in a couple different um approved uh um agenda items from our trustees. We uh identify what is community benefit. Um our board in 2019 took a vote that said if you're going to repurpose pol uh properties, ensure that there's a community benefit and they actually defined what community benefit was. It was teacher housing, it was affordable housing, it was open space, it was community space. uh there were I think two or three other elements of that. So since then, we've used that framework to progress um uh a couple different properties that have transitioned. And what we're going
030to do now is revisit the entire process and say, okay, you know, we're going to engage. This is what engagement is going to look like. There may be um there's going to be this this kind of a iterative process where we get to a final recommendation. I will tell you it's really going to depend on the community's desire to either increase the the time in which this occurs or decrease it. We're very sensitive to sometimes communities acknowledging that, hey, this was a a loving school. If you go and and go through a trans transaction too quickly, it's going to feel a certain way. Um, so we slow those down. In some cases, we've pushed them up. It really depends on this community. We will not do anything without y'all's voice in the process. Our board
031expects it. I expect it. Our policies and procedures right now include it. Um you will see in our next deliverable to the board a an update to our um our process just because right now it lives in like four different spots and we're going to consolidate it down to one page. Uh so as far as as how quickly we can we go, we can go as quickly as this community wants. Um but I will say that in years past there's been a sensitivity of going too quickly. But if we heard here, hey Matias, this is something we want to do to make sure it remains a vibrant kind of hub in our community. We want to start this process. Then we would start that process with you. But I want to be honest with kind
032of what's happened in the past. >> Yeah. So um one of the ones, so there's been a couple. So P's Elementary School, which closed in 2019, uh the desire from the community and the neighborhood association was to ensure that we had um children still in the building. uh we couldn't operate it, but what we did is we worked with Congressman Dogget's office. We actually got a grant. Uh we're able to make some improvements and then do uh a deal with United Way and now it's an early childhood center. It's perfect. So, they have an operating agreement with us. We own the property. There's children in it uh and children and programming that aligns with our school district. Uh but it doesn't it doesn't it's not a building that I have to operate and maintain. So,
033the cost is negligible. Another one um would be Anita Koy. Anita Koi is a little bit different. Uh it's a property that that has been closed um a school that's been closed for many many many years now, but we have had um the alternative learning center on that site. And what we've decided to do is to move forward with a teacher housing and workforce housing project that blends uh kind of various levels of median family incomes. Uh it's a 650 unit project. And again, one of the things that I tell people is, you know, we have to acknowledge that this city is pushing because of affordability families out. And if we have the ability to help offset that in some way, we need to consider it. That project has already been um uh inked uh
034the public facilities corporation which is built and it kind of runs in parallel with our trustees uh and our and our school board um have has approved that contract and we're moving forward. The other one uh that I would say is um there's a couple others, Mets and Brooke. I will tell you that right now, this is an example of going maybe too fast. Uh the community I would say at the time didn't want to think about or didn't want to move forward with the process. So we actually used it as a hub for staff to support the 2022 bond program. So once the bond program was passed at $2.4 billion, we didn't want more people at central office. we really wanted them out at the projects and that served as a very appropriate kind
035of satellite work office and it also kept our general contractors from having to actually rent space. So, we're able to save money in that way. So, there are lots of ways that we can do this. Um, we always take the lead from the community. Uh, but those are just a couple examples that have already occurred or in the process. >> Yeah. So, that's another that's another good example. Um so there are um lots of projects that are currently underway and one of the things that we've done also is use the schools as a swing space um for uh modernized projects modernization projects or in the event that a school goes down um like last year we had um Keeling Middle School it went had a fire the first day first couple first week of school
036in those in some instances we can move an entire school uh in some cases we can't in that case we weren't able to do so But if we have a facility that we can operate and run, we can have professional development in it. There's things that we can do and then in the event there's an emergency or a swing space solution, we can move a whole entire school into that space. Right now we have whole schools in portable villages uh to kind of address the off the swing space solution to some of these projects. This would this could be an example of that helping us in that way as well and reducing cost. Okay, this is the last presubmitted question we have. Um, this one says, "The dual language program at Dawson is an asset
037to our community. We don't want to lose this valuable part of our children's growth, development, and sense of belonging. Can you pause and evaluate lower risk alternatives that protect stability by literacy gains and trust across South Austin?" That's from Patricia V. Hi, thank you for that question. Um, so Galindo does have a dual language program. You've got approximately 59 students right now currently at Dawson that are participating in dual language. Next year that'll be about 49 um students moving into Galindo. So they have a wellestablished dual language program at Galindo and we would be able to welcome students from Dawson into that program. Okay. So now um we can What time are we at? 8:30. We are scheduled to be here till 9:30, so we have about an hour for any questions that y'all have.
038Um, so you're welcome if you'd like to come up to the mic. Um, um, we do need to because we're recording it for anyone who couldn't come and if you're not speaking into the mic, it's not going to be caught on the on the recording. Okay. [laughter] Is this one working? Yeah. Okay. Well, and it's it's more of a comment than a question, but it's a chance um and I'm probably not saying anything you don't already know, but it's a chance for you to hear from us. And first, I just want to say that Dr. Goodiness, Dr. Garcia, and the entire staff here have done a wonderful job. And [applause] you had mentioned it's not, you know, it's not the students fault with the accountability ratings. We understand that it's not their fault either. They're
039dealing with, and again, you know this, but they're dealing with societal forces well outside of their control. So, from a parental standpoint, we would like to just say that they've done an excellent job serving our kids. My daughter's in first grade here, and we couldn't be happier with what she's received. >> Yeah. Thanks. So, um thank you. That's um that I mean that's I just Thank you. Um one of the things that I I want our community to know is we are desperately trying to get to be a stable, loving, welcoming, trustbased school district. Um you know, I'll tell you when we came out of the pandemic, as we moved uh into the succession of leaders, we had three within like three three within two years. uh that has a huge impact. You know the
040correlation between superintendent and principal, principal and teacher, it it is huge. And uh my first year in I hired I think 27 principles. We only have 116. Like how how can you ever get to stability when your attrition rate is that high? And that was a function of a lot of the openings that had were kind of existed that I needed to get through. You you're right. We have been able to place incredible leaders and we're seeing that system respond. You know, it's not lost on me that yeah, there are some schools that have three UAS, but the the progression is is like it is very very uh significant. And we see that unfortunately the state still sees three UAS. And so you bring a a really good point that I I kind of want
041to reinforce and that is our principal, our staff, our teachers are everything. They are um I've been really clear about our approach to protect our teachers, protect our staff. That's everybody from the principal to the custodian to the food service worker to our teacher teacher assistants. Uh our plan um creates a process that allows our educators and staff to find a home. Um, it is my intention to make sure that there are familiar faces wherever our students go. So, you can imagine what that's going to look like, especially when we think about bringing schools together. And we will find a home for everybody that wants to be in Austin ISD. That's clear. There have been comments made uh that I I'm very disappointed in where someone says, "Well, Matias, you must been looking at like,
042you know, contracts or this or that." Like, that has never even crossed my mind ever. Uh, we love our teachers. Um, my mom was a teacher for here for 40 years. is like I'm a product of the school district. My kids come here. Like that that is not something I'm going to do. Um so I appreciate you sharing that. Um and I there are incredible things happening. We just have to get through this together. Um and I'm going to do everything possible to support all of y'all in this transition, whatever it may look like. I mean, that's the honest truth. It's still a draft plan. But thank you for that comment. Very much appreciate it. >> Hi, thanks for coming today. I'm Kristen Brown. I have two kids here at Dawson. Um, I've lived in
043the neighborhood for 11 years and seen the school go through its transition. I'll be a little more direct than Josh and say that the community, we reject the the Scarlet tap um that's being put on here. We think that, you know, there was more time actually the school's been under a tap and her name is Dr. Dolores Codinez. Um, and without those extra resources, the school has nearly turned itself around. I think you'll see that in the scores this year. Um, but you know, we understand where we all are and this is happening. So, um, you just mentioned it, but I' I'd like it to be reiterated. How are you going to protect our administration and teachers? They all have guaranteed jobs, even those that are in the process of certification. >> Yes. >> And
044then [clears throat] I have a follow-up question about the facility. >> So, so um, in the process Yeah. So, thank you for putting that up. Uh, so in the process of certification, yes. Uh, one of the things that that we have to be responsive to is the state of Texas has changed the law. I'm not sure how many of our families know this, but moving forward, we will not be able to have non-certified teachers in our classrooms, period. Right now, about 12% of our educators are non-certified moving towards certification. And some of them, we use uh, you know, a district of innovation to to create some flexibility. So what that means is that here at into next year and certainly the following year, I will be required by law to make moves in a school
045district that ensure that every student has a certified teacher or has a teacher that is making progress in their journey to become certified. Uh because I want to make that distinction because right now there are lots of educators that have that are in that have been working have been doing great work uh but haven't made quite made that progression. Uh and as we move forward where this becomes even more salient is with our wall-to-wall dual language programs. So if we have students and our current policy is 18 emerging bilingual students in our elementary schools. If we have that number we will um ensure that we have a dual language certified educator like in that space. Uh the reality of it all is that if we don't have the numbers talk about wall-to-wall do language moving
046then the number of students u will require by law fewer educators but what that also means is where I have higher number of emerging bilingual students I will have to ensure that we have certified teachers and I will tell you that we are all all our school district every school district around us competing for certified dual language educators um so so That's just one kind of point. I do want to highlight this document which is uploaded on October 3rd. It includes our commitment in milestone form as well as plan form how we're going to support our educators. Um you're right, every plan will be slightly different because Galinda will receive a the tap from Dawson. Uh it'll look slightly different if you go down as a flowchart. Um, >> so just to repeat, every single
047teacher here at Dawson who is I guess in good standing or whatever that is who's in the process of certification has a job within AISD. >> Yes. If they choose to stay. >> If they choose to stay. >> And then the accelerated supports you're giving our staff here for those that are in that process are are what what additional career services and support are they receiving? >> Yeah. So that's going to be um Brandy Hosek or our our talent strategy division would be able to give you the specifics. I can't speak to specifics as far as what supports you provide. Um I know the plans. I know generally speaking as a district what we provide. Um I can't speak to specifically kind of what resources have been deployed here. Um I can certainly uh get
048back with the team and and you know the lotus you know we can talk about it. I just can't speak specifically to like teachers here. Um, >> okay. That's super important to this community. Unlike some other schools that are being closed, we're not spending money hiring lobbying groups to try to keep our unsustainable school open. This is very important to the community that the administrators and teachers are supported staff. >> Um, my second issue is about the safety and security of when a school closes. So, we are where we are in Austin. It is of paramount importance that this school is safe that there is an increased police presence of of the a what's that >> or occupancy it is extremely important and as someone who I live directly across the street from the playground
049this is a critical issue we need to know exactly what the plan is of how the school will be kept securely and and safe. Even if there is a transition, I mean, I'm sure you're aware it's worth $70 million. Um, if you haven't considered that, frankly, that's it's kind of crazy that, you know, I mean, it's a very valuable property. So, I hope that there actually are development plans or at least multiple streams of development plans in play. Um, and I appreciate the sentiment that the community will be involved, but this is very, very, very important that you are being mindful of what this can do to a neighborhood that this that is this close that deals with so many community factors. Um, so I'd love to hear about what the security plan has been
050and how you've dealt with it at other campuses that have been temporarily not occupied. >> Yeah. No, we've we've dealt with it um along our journey for sure. Uh so just to be clear um even though it may not be occupied in the sense that it's a school it's still a school that a facility that we will operate and maintain right so grass mode you know electrical will will run through and make sure that everything is working. We do not just leave a building vacant and shuttered. Um I hope that you've seen that uh in as we've gone through this over the last couple years. I can't think of a school where that's occurred. Typically what we'll do um is we'll uh the school itself right now reports under our talent and strategy portfolio. So
051it's by our principal principal all the way up through since and so TLL teaching learning leading effectively kind of runs the campus at the point that it transitions into uh a non-educationbased camp facility. It'll actually move under Christine Steampport our operations officer. And so when that occurs, uh there's a director there who has a uh the portfolio of all the other properties. It includes, you know, the the bus terminals. It includes other properties that are not schools. And uh there's a schedule of maintenance and assessments that occur continuously throughout the year. We will also um if so, it kind of goes both ways. We we will also place staff there to kind of in because we we're we have staff that are on hybrid. we're trying to reduce our overall cost. Um, I do not
052want to rent space if I can ever do that. So, if there's a a way for us to move staff here in order to free up another facility, then we may consider it for a short-term basis. The counter position that I've heard before is, you know, you're moving staff here. You know, you're just going to do X, Y, or Z. So, whatever we do, I want to be really, really clear with you what it's going to look like. Um, regarding our, uh, police department presence, that will be the same as it is now. you won't have an SRO designated to this campus. Um, but you will have someone designated to the zone coming by periodically throughout the day walking. We have protocols around that, accessing the building, walking every hall. Uh, our security um systems
053will continue to go and be online. Those do not stop. Uh, as far as fencing and kind of um lockup procedures, that's really a community conversation. you know, we have schools right now that are um kind of maintained very open uh you know, security systems, meaning like the you know, the fencing will be open throughout the weekends and in the evenings and in the mornings and then we have other communities that have a slightly different approach mainly because of what they're seeing occur like on the site and you can imagine where those might be. So, uh we have lots of flexibility in how to do that. I will tell you that we have done it before. We're prepared to do it. We have protocols around it. um we can come back at the appropriate time
054and share with you precisely what it's going to look like procedurally. Um but we do have those in place as far as SOPs. We just don't finalize them until they go through an operations review and a police review based on the specifics of the campus. Um and again it's different if it's occupied for that short period of time. Um now the comment around $70 million and it's it's you know why I didn't consider that. Well, because a lot of times uh it it's that's obviously based on highest and best use um not based on what we can probably accomplish and what is meets the intent of the community. I would never want to put a number out there that I know we will not be able to to get. Um and I'm always looking at
055long-term um capitalized ground leases versus fee simple transactions. Right? I I you I want to make sure that as we manage our portfolio of resources as a school district, we do not unload property like I mean why would anybody ever do that? But if we can find a partner where we can develop or we can repurpose and then we keep it in our portfolio for the next 50 100 years and then at the some point in the future if it needs to revert back to a campus we have that ability. If we lose it we will lose it forever. Um so so that's why it's never something that I lead with. Um, certainly I'm aware of all the things, you know, portfolio-wise, but it's not something that comes in the calculus because you could make
056an argument like, well, why don't you sell Austin at high? You could pay for all your debt like that. People tell me that all the time. Well, you know, that's that's it doesn't work that way, but that's how we would approach it. And so, maybe what we can do is at the appropriate time come back and have a specific meeting with the neighborhood and with the community around what it's going to look like if we're at that point after the vote. Would that be helpful? >> I just I mean, I think it'd be good to see exactly. >> Okay. And I just want to go back to the first question you had because I was going to try to pull up Oh, did you get it up? >> Okay. The the ASD network might be
057down. We're having connectivity issues, but we wanted to talk about because you had talked about specifically what resources are going to go into supporting these schools. So, we have a slide um if you scroll down, it's the one that has the two pie charts that shows it's pretty far down, but what shows the approximated savings from this plan. Um, and it's about 25.6 million is what we believe that we're going to the efficiencies that we're going to gain from it. Um, but you'll also see there's another slide after it. Let me see. Keep going. There it is. Um, yeah. So, that shows you that 25.6 million in the breakdown. Um, but if you'll go I guess I have a clicker now. Um, we also are planning on reinvesting in students. And so each school that
058has a turnaround plan, we are budgeting an average of $800,000 for new staff positions um such as and this can be as he said like the campus can kind of tailor to figure out what where they think the need is. But it can fund things like assistant principles, extra counselors, instructional coaches who support your instructors, content interventionists who support students who maybe need um more um exposure to the content to go over it again. and then possibly even lowering the student teacher ratios at that campus. Um, did you have a followup? >> It goes to the combined any school next year that has a turnaround plan. >> So, just to be clear, we we have we've we have changed how we approach our support of our schools in the last two and a half years.
059Um I I know that it's not as clear as like this one injection, but I want to be really honest about what we've done. Right? So two and a half years ago, um we did not have instructional coaches around the entire school district. We had them sporadically at some schools that offset them with title one dollars with with speaking >> sorry um instructional coaches. So that was 23 24. Then we created minimums. So, one of the things that happened is our trustees and I sat and said, "If you just use staffing allocations, you're going to get to a point where you have half an AP or you have, you know, you're sharing a PE teacher or a music." So, that's so we created a floor. So, that's something that most people don't know. We created
060a floor and we also ensured that you had um supports uh and a minimum of two teachers per grade level. So, one of the things that happens is if your student enrollment goes down to 150, 140, you can get to a place pretty quickly where you might only have one teacher per grade level. Well, that is not where you want to be, right? You want to have the collaboration. You want teachers to work with one another, create a team. And so, we said, we're going to make a minimum. So, that only applied to a handful of schools that had populations around this size. Then, we came back around in 23 24 and said, we need instructional coaches. I mean sorry we need content interventionists because we have students that are not on grade level and
061our educators are working so hard but to get all of our educators all of our students back on grade level we have to deploy content interventionist so that was a 2020 for tax rate election. So that was the commitment we made. So that all came in then we came back and created um supports based on the turnaround plans and the projected taps for uh the 23 24 and 25. So there's been there's been resources deployed. Um I I I want to be really really clear. >> We know we're very well informed about what's been given. What's what is Dawson getting this year to ensure success for the students that are here this year? Now >> well that's going to be a convers I mean I specifically I I I don't want to misspeak. Um I
062I will tell you that we follow our lead. I follow our lead from our principles, our executive directors. we create a framework and a and a baseline like this is what all these schools are going to receive and then there's some autonomy locally to figure out okay what does that specific campus need um regarding kind of what needs to be um supported or what resources need to be deployed between now and the remainder of the year that's a conversation that either is about to take place hasn't take place maybe you know our executive director can speak to it um I don't want to misspe and say it's this and this when it might be something different um do you want to speak to that Hello everyone. I'm Sandre McWills. I'm the executive director that supports
063Dawson. Uh during leveling this year, we did have some conversations and input from Dr. Gulinish regarding some of the positions here. So there was a position or two that was left um held harmless. So that normally during the typical leveling process, those teachers are removed based on the number. this year that didn't happen. We also provide support uh through professional development with TNTP and the learning labs. Um I come twice a week and visit with Dr. Godinz to see what her needs are and then based on her needs I deploy those um resources here to Dawson. I've sat in um several PLC meetings with her instructional coach uh Susan back there. And then we do um a feed observation and feedback cycle to help with the teachers develop and capacity and their practices and ensure
064that they have the resources they need to be successful this year. Those are just the beginnings. Um we're now in the process of now that we have some data collected through map growth. We're looking at that and also seeing what other additional resources we can provide to help the students be successful and break the chain here. >> Do you want to did y'all do you all know what lighthouse school is? Have you heard that term before? >> Okay. You have? >> Because I know you weren't chosen last year. >> Yeah. So, um, so what, uh, our lighthouse schools are and our laboratory schools, it's a it's a network of support that we deployed last year. Um, and it's one that started with our schools that were actually um, tied to um, turnarounds or taps that
065even were more excessive or further along. Um the original initial investment uh was one that was done in partnership with the education fund and Austin ISD. And the way that it works is we have a partner that helps us understand you know are our educators using the curriculum. Um are we supporting them in kind of growing their skill set to ensure implementation of that curriculum and then are we having are we ensuring that our principles are the um uh instructional leaders on their campuses. Uh that was a big deal because you know our in the years past what was happening was our academics team was doing professional development with our teachers but what really needed to happen was our principles needed to become the educational leaders or the academic leaders so they could see in
066real time and make adjustments and support their educators. So we have lighthouse schools each lighthouse school has a clustering of observation schools uh we call them lab schools and what they do is they all round together and they learn together. So our principles will work together. They'll go visit a campus which is the lighthouse campus. They'll then take back to their own campus their observations and learnings and then TNTP our partner also provides support. So we've seen significant movement. I mean our early literacy early numeracy numbers are are moving um very aggressively in the correct direction which is very very promising. Um so that's the structure. We just didn't have the resources last year to roll it out um districtwide. Um, so this year an expansion of the partnership and recognizing that it's working, we
067went ahead and made that commitment. Uh, but that's what it is and it's it's working. Uh, it's a very very different approach than what we've done in the past. Uh, but it is working. >> I just want to add um it is a little bit of a situation of maybe too little too late. I think in terms of what you were saying earlier is that tea still sees those three Fs. But I do want to just point out we had I was just looking at the data last night. We have, I think it was nine schools that were one point away from an F to a D and we had seven that were one point away from a D to a C. And these are schools that, you know, previously they were in maybe in
068the 40s. Um, and there's a difference obviously between like a for a score of 40 and a score of like 59. That's like right on the edge. It's not where we want to be, but the it's clear that the trajectory has been moving in the right direction. It's just not as fast as TEA expects. >> Go ahead. >> Sorry. >> Hi. My uh daughter attended Dawson some years ago and um I live in the neighborhood. I'm involved with the neighborhood association and I'm here to talk about community engagement because we are definitely going to be um there's a an avid interest amongst folks even though their kids are long gone from Dawson in uh the school and the property. Um, I'm very happy to hear that, um, there is some talk of keeping the green
069space available for public use because that is one of the things that our neighbors have enjoyed. And I'm also very happy to hear that safety is of primary interest because those those go together. Um, I would like to ask ask about how the condition of facilities is being weighed. Um, for those of us who've been around a long time, there was the Fab Pack which >> looked you were part of that. Oh, so you probably have bad dreams about that. >> Um, >> that was that was an interesting time and uh, condition of facilities was part of that process. Um, many of us have driven by and seen the signs that say your bond money at work fixing the school. So, seeing this building torn down, I think a lot of people would never ever
070vote for another school bond if they thought that the uh recently um you know that their money was being wasted and the building was being torn down. Um, so so yes. Um, >> yeah. So, the couple things. Um, I get this from time to time and I was on the I supported the fat pack, supported the 2022 bond program, a tax rate election. I I was kneede in in all of those things. The first thing I would say is um the 2017 bond was based on work in 2015 2016 that was done with the fat pack. Uh, and that's also true of the 2022 long range plan that ultimately led to the 2022 bond, which you know, which is what we're kind of working through now. What I would tell people is if you cannot
071make decisions based on what you don't know, uh, at that time, did we think that the 20 the 88th legislature was not going to fund public education? I mean I I mean I that was a big big big I would say um uh shared understanding of over a thousand school districts. We were hemorrhaging money. Did we think that you know the vouchers and the way all that worked would be kind of would be run and compete against school funding? I don't know that I could have said that. The other thing I would say is we didn't want to be here and if things had have changed differently after those milestones, we probably wouldn't. Um, that being said, if someone ever argues you spent money on a building where there are kids in it, I would
072say, "Yeah, that's what you need to be doing." Um, if a building I I want to make sure our students have working AC. I want to make sure water is working. That costs money. If someone would say, "Well, don't spend that money." And then all of a sudden I'm going to hear the other position which is why are you leaving our students without AC or without what they need? So if our students are in a building we're going to put the money forward. Now we want to be very thoughtful. We're not going to to do something that we maybe should delay but generally speaking if a student is in a building we're going to make sure that they're safe, that they're comfortable, that they have the environment to learn. Um, I have no problem having
073that conversation because at the time that we asked our voters for it, you could not have imagined that the pressures would have escalated the way that they have and that um we would be where we are now. Uh, and the honest truth is many of those projects are still going forward. The $2.4 billion, the vast majority of that will still be constructed. uh the vast majority and you look at our ability to build and our efficiencies of construction, compare that to any other public entity and I would think you'd find that they're very very efficient and we produce very very high quality buildings. But that's just my take on it. >> Thank you. >> Of course. >> Okay. Hi Carrie Freeman. I'll be very kind, as kind as I can be, but very clear. So,
074thank you Kristen for already addressing one of our major concerns was the talent and the teacher and the individuals that have done so many instrumental and amazing things for our children. Um, it bears repeating that our administration here is superb. As a recovering AISD administrator and bilingual teacher, I can um see some friendly faces from the past. This is exceptional teaching. This is an exceptional facility. unfortunate situations. So, I'm gonna talk about the elephant in the room. Do not mistake our poise, our calmness, our um our kindness for lack of caring. So, we have not conducted ourselves in a way that other campuses have. We have not crept into other people's questions. We're not going to be on the news, but we care very deeply about our kids. We accept what's happening. Yes, it's a
075proposal. I'm I I accept it. Money is money. So moving forward respectfully, I need you to answer and be very very thought. You need to think forward on all of these things as it comes from a financial perspective. I am so far removed from TEA, from the school district, from pedigogy, all of those things. I can't speak to the quality and the excellence of your plan, but you have trust here a little bit. It's hanging on by a thread. is your plan. You need to make sure the plan you have put forth is going to serve the students. We're going to get out of this hole because financially speaking, we cannot distract our board. We cannot distract ourselves with preserving locations, having we all want affordable housing. There are other areas and entities that that
076is what they deal in. You all deal in educating our children and preparing them for the future call college or career ready. I need you all to stay singularly focused on that. I need you all to not get distracted by all of this background noise and you need to control all of that. Shut it down. Choose equity. Lean into what is right. Lean into it, please, because this is we are giving you our best and our brightest. And we will trust and we will go one more space, but then after that, you're going to lose a lot of people. So, I don't know exactly what my question is, but I'm just saying we will go on this journey with you. This one feels very different than 2018 when Paul was leading it. I was working
077on the east side. It I understand how equity is at the center of what we're doing here, but let's stay very focused that it's children, it's quality teachers, quality leaders, caring and loving communities. I'm not saying that those other schools aren't caring and loving, but these people are the real deal. We've been This is it. We've helped turn this around. When you gave us that ridiculous previous administrator, we went on that journey and we stayed in the car. We didn't run away to private schools. We didn't go to a charter. We're here. So, please take that very seriously. Do not get distracted in this final final hour. You've made the plan. Stick to the plan. Stomp it down. Move forward. And please don't ever ask us for any more bond money. No more money. Like
078take your your budget that you have just like we have our household budgets. Take it and make it work. Okay. Thank you, sir. >> Well, I mean, so >> you have to respond. >> I Well, you have a trustee in the room, so I think it's I I think it's just I just I I want you to know I want our community and our staff to know that it is a very multi-layered plan and it has to be to address all the weights in the risks that we're managing and I am very committed to having a plan move forward. Um there are lots of pressures, there are lots of things occurring around the community. I am committed to listening and refining. I am telling everybody that will hear me, we have to make a decision
079and move forward. The longer that this lingers, the more of an impact it's going to have on all of our students as they start the 2627 school year, the less time that we have to support enrollment procedures and it's going to create frustration in our community. I cannot take away the one thing that I have to give our families and that's time to plan. So, I'm committed to doing that. Yes, there are lots of pressures. I appreciate you sharing that. Um it's hard. Um but I love this community and we have to do something. Uh we just we have to evolve. We just absolutely have to. And so um I do think this plan uh moves us in a very good direction. I've spent so much time. There are obviously going to be opportunities to
080refine and improve, but it's all going to be execution. Like if I do not execute the plan, it would have been a tremendous amount of resources, energy, and pain and be right back here in four years. That is not what I'm going to do. I won't be part of that. Like we we have to get through it and we have to implement well. So I appreciate that comment probably more than you know. >> My name is Christian. My daughter's been here all five years. Oh, sorry. I just want to like yell the mic. U one of the things I did want to ask is that AIC freeze the closure for at least 12 months. >> Oh, I'm sorry. Is that good? >> Yes. >> Um did want to ask you the AIC freeze the closure
081for 12 months. uh and classify. Obviously, Dawson is the home campus for my daughter. Um I'm advocating for this campus specifically, but also surrounding campuses. Obviously, can't save all 13 specifically. Um it is a financial issue, not really a location issue. Um >> I'm sorry. >> Oh, I'm sorry. >> Um >> to me, I'll do it. >> No, you're good. Um my big thing is that it's more of a rush process overall. Um, obviously with having minimum amount of time obviously creates distrust in community, anything that's rushed, you know, accusations are going to get thrown out there. I'm more of a solutions person. Uh, one of the things I did want to ask about, um, try to be very quickly and concise with my, uh, statements. I know that there's bond allocated funds for a
082lot of these schools that are closing. >> Um, obviously they're going to be repurposed. Um, I would ask obviously take a deep look at that. I'm sure you all have. um and add that into one to five specific campuses um to try to save the bulk of the students. Um the reasoning thing I was looking at as far as helping out would be u for South Austin specifically as a recovery zone for um specifically St. Elmo's Galindo Joselyn and obviously Dawson as a home campus. Um I was going to see about a 1% increase in your ADA attendance for Dawson would generate about $20,000 per year. um you know looking at as across the board I know there are some campuses that are based on not necessarily attendance but enrollment um that does add funds
083if that is that a mistake or yeah because I know that >> it's just every single campus is an ADA per um and then I was going to ask about as well uh weighted funding u for specific students obviously with it being mainly bilingual community a lot of these campuses um there's a lot of funds that are available as well as uh reaching out testing kids for GT um because that does add a lot of funding for the campuses as well. Um is that something that y'all have have looked at doing? >> Oh yeah. Um so so great question. I don't want to stop you, sir. >> No, go ahead. >> Uh so a couple things. The first thing I would say is um from an average daily attendance, which is how we um generate
084revenue, right? It's the number of staff students that you have. Not all students are equal. Some students are 1.0, somes are 1.25, somes are 0.5. like a a pre-K student, we would only get half of that allocation because we can only fund them for half a day at prek3, right? Um and then their attendance is multiplied if it's 0.96 or you know 0.97. I will tell you in the last year we have made a significant effort to increase average daily attendance. Last year we actually increased by over 1% as a school district generating millions of dollars. So I have been hyperfocused on that. You have to address chronic absenteeism to get there. We've done that. uh when it comes to um coding. So, one of our initiatives is uh PES reform. Uh PES is an
085acronym that y'all don't need to know about necessarily, but what it does is it helps us code students correctly so that we can get reimbursed from the state to um in a in an accurate way. I would say that three years ago that system was not what it needed to be and we were leaving millions and millions of dollars on the table. So, in 23 24 we went through an ERP transition. We've done a lot of training with our teachers and educators and so the coding has improved and so we'll get some of that those funds back. As far as emerging bilingual students or dual language by law um we do get funds back from the state. A percentage of those have to be spent um on those students or those student populations and we
086do that. We also spend more uh just to be clear like one of the reasons that we are where we are is because we've elected to educate a certain way. uh and those things are more above and beyond what the state kind of funds us for. Uh the last thing uh that you mentioned was um gifted and talented. So one of the things that we also do as a board is we're tracking where our students are, where do we have um misalignments by uh student population. So like our African-American students um are disproportionately under gifted and talented percentages. So, we've been focusing on bringing that number up, which means that we need to educate ourselves and our principles and our staff to to identify, have them um test, be assessed, and then move them in.
087And that number has also moved. So, we are doing those things. I promise you. I am turning over like every cushion that exists in Austin ISD to to figure out how to bring all of this together. You said something around um rushed. I would use the arg I would say urgent. Um it I know that it feels it feels rushed. Um, I would say that the plan, the detail in it, the work like like to get to that point, it takes time and we've been doing that work since February of last year. Um, and it also builds on other efforts. 2022 long range plan, 2017 bond, the equity assessment, there are so many things that allowed us to start from a good place opposed to starting from nothing. Um, but the reality of it all
088is if we miss these windows of opportunity, then you're waiting a whole year. and and and so that's just, you know, kind of my my position on the urgency versus rush, but I understand why it feels that way. >> Uh, one of the other things I was going to ask about as well, I know recently, uh, I know you actually kind of touched on a little bit earlier, um, Dallas ISD, >> yeah, in up in that area, they did recapture uh, money from the state uh, for a Medicare program. I know AIC has historically not taken advantage of those funds. Um I believe the name of the program, sorry about that, is the I'm gonna I'll just spell out the acronym because I don't want to mess up is SH RS. Yeah. SHs. Yeah. So
089SHs um so we are the biggest So that's another one. So we are the we actually on a per student basis and per um reimbursement basis or greater um by student than any other school district. I will tell you again this is back to one of the pressures that came up in 2425. We had been budgeting $16 million in reimbursement from the federal government that goes through the state right in 2425. So just a year ago, uh one of the things that happened was the federal government and the state got into an argument essentially about what can be funded and what couldn't. We had to adjust our budget down to 4 million. So, we lost $12 million in one year because of how the federal government and the state kind of determine what gets reimbursed.
090Well, those are direct dollars out of our 199 which funds all teachers, all principles, all programming. So, we actually are one of the largest um uh um school districts that that pursue that and we have historically, but I will tell you that it is not as shiny as it has been in the past. it's going in the wrong direction and that's a sorry but that's what happened last year. >> I just I want to make sure everyone followed that because so chars is where when we have educators who provide certain services to students with disabilities um historically we have gotten reimbursed for some of those services and so what what Matias is explaining is that the types of services that qualify for reimbursement have significantly gone down to the tune of 12 million. I just
091want to make sure that was understood by folks who weren't following the stars conversation. >> And then uh one of the last things I was going to ask is I know the plan is right now for Dawson to move to Galindo. Yes, sir. >> Um to reverse the flow of the students. So I obviously I'm not going to I can't advocate for every campus and this is my home campus. Um my daughter's been here all five years. They've improved every single year. Um staff has been wonderful. Um, but again, I think for as far as a strategic location, the hub for students, it's not going to be hard either way. Um, but this campus kind of provides a little more resources, open space, [snorts] and uh, you know, as far as transportation is also easier
092as well. >> Yeah. >> Um, >> you're talking about for like Gindo to come here, >> correct? Yeah. Just a vice versa flow soon. I understand the programs at the specific locations is probably a reason why flowing there for moneywise, but so programs are transferable. So I would say the one thing I want to be really really clear is the state of Texas would never allow that. Um and the reason being is because Galindo doesn't have the same weight of the accountability chain. And so when you think about moving students um Galindo doesn't have the three UAS. The state of the Texas education agency would not ever approve that turnaround plan because they would see it as taking a a school that historically performed and and wholly moving that school into a school that's underperformed.
093That's their view. That's not my view. But that is why that would not be a possible solution. I just want to be really honest with with you. Um and and that's why we wouldn't have proposed it because I cannot propose something that I know will not be accepted. Is that helpful? It is. I was going to say if it's there's obviously criteria that have to meet and I'm sure you're well aware of those criterias. Um you know as say give it more time so you can kind of edit and adjust accordingly. So you can't justify that proposal. Um because just from the transfer of things, I think it build more trust with the community. I mean, give us all the things that have been thrown around as far as values and things like that. Um
094that would help out as far as, you know, keeping a a rooted school in the community as well as obviously garnering some public trust uh and that action of giving it a few more months to to find a way around that that option. >> Yeah. Um so the the months issue is hard because I want to be clear, enrollment and registration starts in November, >> correct? Um, and I don't have we don't have all the way until May or June. We have to make the decisions. We have to change our ent all of our internal systems so that when our families go and select where they want to enroll, we're ready to receive them. We also have to hire staff. This plan includes us identifying the principles of all the schools in December. They are
095then going to hire their staff in uh January, February, and March. And guess which staff they're going to hire? they're going to hire our staff first. If I wait longer, then I'm going to compress all of that work into a really short period of time and we will not be successful. The other thing I would say is we cannot make a big change in the spring semester. I my if we ever got to that point, I would just say you have to push it because we have seen changes occur in the spring semester. We took sixth grade music example because it's one that's salient. We took sixth grade from Martin and Mendes in April uh of 2022 for a 22 23 school year. We did not recover from that. Moving those students, the confusion it
096created in our community, you know, having our staff get staffed up, the certifications are different, the resources, the rooms, all of those things happened over the summertime cost us incredible amount of money and it never actually worked. Um, so again, I have to have time for our families to plan for us to prepare to receive families. And I I do not want to put us in a position where we're not going to be successful to start a next school year. So a delay effectively is a a year. It's it wouldn't be just four or five months because I I think that sometimes comes up and I just want to be really clear why November is so important. >> And sir, we have about 10 minutes left and two people that was my last question. Yeah.
097>> Okay, perfect. And if you have other questions, there's going to be a lot of us that will be able to linger. Yeah. Yeah. Hi. Oh, sorry. Oh, hi. My name is Shirley Roio and I just had a quick question. I, you know, I had been part of the process, all the changes that you had tried, you know, to change these statistics, but my own daughter comes here. Um, my question is why um what was your criteria? Why not to put the um the the students in a school where they can already get what they really need and it's good quality education. At the end we are going through this hard process and it needs to be worth like um we already know Galindo is still a low performance school and I love the students
098in here and I want the best for my for my own daughter. So I wonder why uh not to put them already in a good quality school and and also in order to keep the community together. That's my question. Yeah. Um so we always think about um pro kind of couple things. First is geographically are they close together? We we never want to be in a position where we move a school and then students are having to bus across town. Like we're not going to do that. That's happened before in Austin IC. That's not who we are. We think about schools that have similar demographics. Honestly, the demographics between Galindo and Dawson are are are fairly similar. And so when you think about bringing communities together, it seems as though it's a a um we
099could have and with planning a very thoughtful transition pro process. Uh regarding academics, uh we think about movement of students, right? So Travis Heights to the east, you know, they they could not receive Galind I mean Dawson whole. One of the things that we talk about is having community go together. And so I had to find a solution that kept Dawson together able was able to break the accountability chain did not increase cost necessarily or create inequities by transporting students and that's why this is a solution that we arrived at or the recommend recommendation. uh if there are others out there. Um you know, we think about Joselyn or going south of Ben White. Well, Ben White is a big barrier in our community and we know that we like to use those as boundaries
100for our attendance boundaries. So, um all of it kind of came into play. Uh so, it was not any one thing, it was all of them. Uh but we did list out what those criteria were. But they're, you're right, they're they're not all equal and they're not all weighted the same way for every solution. in some schools in some consolidation it looks a little bit different because there are other things that were just weighed differently you know our our schools are fixed you know I think that's the biggest challenge we have >> I'm just going to add because our operations officer shared so for this area we have about 3,000 seats there's 1 1600 students and like Matias was saying we wanted to try to keep schools together there wouldn't be enough room for all
101of Galindo to come to Dawson right and like he said there's not enough room at Travis Heights for all of all of Dawson. So, it's it's kind of like these puzzle pieces and the different constraints that you have in different areas that led to this decision. Wait, did you have a question? Go ahead. >> Hi, my name is Ashley Loraca. I have two kids at AISD. Um, and so my question is about equality and transfers. What are we doing with our transfer policy um specifically to reduce the amount of white flight that we have from our east side schools? What are we doing there? >> Yeah. So, uh a couple things um you're going to see in this next upload clear changes to our policies. Um a couple things that we have already changed um
102that and one that we will be changing. The first is the uh uh majority to minor minority to majority transfer. Uh that was actually we're proposing to pull that out. It was should have been pulled out probably two years ago. Um the other one is diversity choice. >> Uh diversity choice is a pol a transfer policy that's been in place for probably two three decades. Josh, I mean is that about right? Uh and so huh >> post civil rights era. And what it did is there's the transfer in there that says if you go to Mets Elementary School, no matter what middle school you go to, you can go to Austin High School, right? There are lots of these really kind of random like connections that some of them don't even have the schools. They
103don't exist that way anymore. It's the names have changed. It is an outdated transfer policy and many of these transfer policies are used to kind of attract students out of um parts of town to other parts of town. But there the other thing that I run into from an equity perspective is if I have a student who's been historically underserved and they have access to a higher performing school and I sever that then am I taking away access from a student who historically did not have access. So for for me what I have to for us what we have to do is to figure out I need to provide the resources strengthen the feeder patterns back to the boundaries add the resources so that those schools begin to perform um right in a way that
104aligns with our values so they don't feel like they have to go right so so it's kind of a balance of the two. If I if I just adjust the transfer then they may go to a charter they may go to some other place but I want to keep them in Austin IC. I do think Austin ISTD has the best education uh for our students in Austin. There's no doubt. And so for me, both have to be addressed simultaneously, but we are taking those transfers. We are going to be suns setting them. And then also adding detail around transfer policies as it pertains to this work. Like if you're um you know, if what what does a sibling transfer look like if if a you know, school consolidates, we're going to make that very very
105clear. And I think you'll see a lot of our changes be responsive to what we've heard from the community. But yeah, those are those are coming off. >> Thank you. >> Um, we are at time, but if we can maybe do like rapid fire just to get through the last three questions. Do you have time to say? Okay, >> sure. >> Hi, my name is Anna Lopez. >> Thank you. >> Yeah. >> I'm the program manager with communities and schools. >> And I am particularly concerned about our Mebrook community. I know we have a large population here at Dawson [clears throat] and at um Becker and I know they're going to Silker Elementary, a community that is very different from what they're used to. So I want to know how AISD is going to support
106that transition, support those families. I know they're coming from schools that have CIS and have our support into a nonCIS school. So what are y'all going to do to help them and support them more? >> Yeah. Um, so we've looked at that student population, the number of students. Uh, there were plans at one point that had them going to to Galindo. You know, it kind of creates anomalies in our boundary changes if we were to do that. Uh, and we also know there are lots of other parts of the city where that exists already. Um, what we need to do is to make sure that our teachers, our principal and leaders at Zilker understand the needs of these students, have professional development in anticipation of them coming and are resourced to actually do it. Um
107I will say that right now, you know, we're working we have our transition plan framework and it includes sections to dive deeply into these um kind of areas whenever they occur in a campus. We have not built those out yet because we don't quite have a vote because that work would be led by our principles right in support with the support of our executive directors. So I'll tell you we're thinking about it. um we have different frameworks and strategies that we would deploy but they're not built out. So I can't tell you specifically what we're doing because I would expect that to occur with the leaders from Zilker, the leaders from Galinda. I mean that would occur with them in the room. Um we're not just going to say hey this is what you're going
108to do. What we want to say is what do you need? How can we responsive? Also these are some other great practices that we think will work. Um, but you will see that if the vote takes place on the November 20th, you'll see us work really, really hard through the month of December into January and and then release those so that everybody understands through the spring semester what we're doing to prepare for 2627. So that's how we're going to tackle it. >> Oh yeah. Sorry. >> Hi. I just want to uplift that this is the first school that we've been at that has asked about how are we going to take care of our children as they transition. And so I really want to thank you for that because that really speaks to a human-
109centered designed approach. And so um I first want to extend that gratitude. We do have where's I wanted to look in the face of the young lady who asked the question. There you are. Yes. Um so we have I want to start with my name is Staca Pascal and I serve as the director of strategic planning and organizational effectiveness. Um we have what's called a bridge team. And on our bridge team, it's myself as well as our executive director of student support services, restorative practices, our counselors, and our LMHPS. And so the work that we're doing right now alongside of all of what's happening is thinking through how do we have this beautiful merger of communities that allow identities to remain intact while forming something new. We are very aware of various demographics and the
110possible impacts of bringing those together and thinking through what professional learning would be helpful. Um what are some things that we're going to need to maybe touch back up on? How do we go out and make connections with the neighborhoods for them to understand what new resources are available? What resources aren't available? Our LMHPS are creating one pages of resources so families know I'm used to going here but now I will be here. And so those are things that are happening and no one has asked about it. So thank you so much for asking, but it is a very thoughtful process that we're doing alongside this work. Okay. Hi, I'm Anastasia Alexander. I'm a first grade dual language teacher here. Um part of what drew me to the school was that it was small and
111I was at a campus that had merged and I did notice that the merging of the cultures. I have a similar question. it was kind of an us and them um dynamic there. And so hearing that you're going to take steps is really helpful, but just kind of making sure that can you guys check in on the campuses to make sure it's actually happening because I've been on one >> and wasn't wellreceived. Um and then I also had a question about programming. So we're a two-way campus and I know that you're going wallto-all and so like there are some students >> um you said that Galindo had similar programming but they just have a one-way program, correct? And so will those students that are currently in the 2-way program that are um non-emergent bilingual like
112will they have a place for them? >> Yeah. So fortunately our board policy does allow for that right for students that are participating or non-emergent bilingual students that want to participate in dual language programming can do that. Um we've looked at the numbers right of course it'll be communication with the principal um at Galindo but um there are seats right and we welcome the students to come in. So overall the the model looks the same in a one way or two-way. The biggest change is the participants that are in the classrooms, right? Yes. >> So we would be able to accommodate that. When I looked at the numbers, it looks like about 49 students that would be moving. That would include our emergent bilingual and non-emergent bilingual at Dawson's. >> Okay. Thank you. >> Um
113one comment on the merging. So when the board took the vote in 2019 to I'm assuming you're talking about one of those schools. Uh okay. [laughter] Um it was you know Met Sanchez, Norman Sims, Brooke to Linder Anggo Valley as well as um Peas. Yeah. Which kind of distributed because they were nonattendance boundary no attendance boundary school. Um we created plans uh but then in the spring the pandemic hit. So so I want to be really clear. I remember we we built the plans, we were working the plans and then all of a sudden spring break pandemic hits, everybody's gone. And so that really disrupted our approach. And so I'm not surprised to hear that when we came back and everybody was all together all of a sudden that time needed to actually build community
114to transition just got sucked up in the vortex that was the pandemic. >> Um because I've heard that a lot and I and I I was in the I was in the rooms like I remember all these things happening and what didn't happen was the intentionality around the transition plans because we were dealing with the pandemic. That is a lesson learned. I don't know that could have been avoided but that is the single thing that created that I think issue across our system. We've learned from that which is why these plans are going to be very thoughtful and then I will absolutely be tracking progress amongst all of these plans. But that's one thing I just wanted to point out because it's it's a little ways back but that was the one thing that really
115kept us from executing >> because it wasn't just with the students kind of not feeling welcome but with the teachers as well you know. So thank you. >> Sorry to hear that. Hello. Hello. Uh, let me raise it really quick. Um, my name is Rachel Smith. I'm the uh, library services associate here. Um, and I know at the beginning we kind of talked about um, like teachers and other staff getting positions in other places. Um, I think specifically for people who are in specials and librarians and uh, principles who there's just a not as many positions available. Um, I know I'm a little freaked out about having a future at AISD. Um, it's something that I do want, but what are you doing to kind of help those positions transition? Because I hear a lot
116of talk about the teachers and there should be, but also for specials, for oneoffs, like how are we going to get that support too? >> Yeah. No, so that it is very much a focus of mine. What I will say is a couple things. I've heard this before, Matias, like the numbers don't work. >> And and that is true if you're not thinking about retirements, if you're not thinking about all the other elements that we have within our district, including um different students moving and being promoted into other positions. So, across all of our positions, specifically when it comes to principles, which is like an area of focus for mine, but our executive directors with everybody else, it's identifying where are we going to have known movement. We know right now our can tell you
117right obviously I can't tell you but I have an understanding of which principles are retiring uh which principles have said you know Matias like I'm going to I'm going to consider something else or which principles may move into executive leadership positions like these two over here were principles last year and they're fantastic and so we that is that is my job right my job is to make sure I have an understanding of all of it so that I can um create opportunities for um anybody that may be transitioning so um I don't want you to leave this meeting thinking that a we're not thinking about it or b there won't be a space for you. In the event that there isn't a similar position that you like or that you want. Um I will also
118say that I'm freezing all positions right so that you know you will have a home uh and we will protect you know elements um of your existing kind of the how you you know kind of your exist I don't want to that's a talent human capital talent strategy thing but I what I'll say is I am doing everything possible to create as many landing spots as many opportunities but focusing on where you are and what you want to do the survey that our staff are going to get is going to be absolutelyant important that you fill it out and you share with us exactly what you want. There have been teachers who've told me, Matias, I've been in South Austin for 15 years, but I actually live in Flugerville. Can you help me find a
119a transition to a school in North Austin? It won't be one of the ones that's here. It'll be a school that's just hiring staff. Like, we can do all those things. We hire 700 staff every year. It's not just teachers. It's teacher assistants. It's labor technicians. It's everybody. So, um please share with us. Uh we're doing everything possible. I want you to stay in Austin ISD. It's important that you stay in Austin ISD. Uh, and so, um, you know, hopefully as you see this progress, you'll see more detail about what you can expect, but we are absolutely thinking about all staff, not just teachers and principles. It's classified staff. You heard me. I mean, I said less a whole bunch of them, but yes, that's how we're tackling it. >> One more question. Um, I
120know we're talking about the transition for the kids, um, and how that's going to be really hard. Um, just like a quick experience I had with one of the kids specifically in regards to like the TAP programming. Um, I had a kid be like, "Oh, are we closing?" And I was like, "Yes, we are." Uh, most likely. Um, and then he asked me if it was because they're stupid. And that's something that's really painful for me to hear as an educator. Um, and you know, I do my best to reiterate, no, it's not that. There's a system in play that's against you and it's not it's not your fault in the least. Um, and so I just want to ask slash hope that um that like are y'all going to be able to support our
121students in some way to kind of help them right now? >> Yeah, >> it's a great question. >> I can't express enough gratitude for that. Right. Um, the approach that we use in this work is transformative social emotional learning. And so how are we ensuring that there is not an attachment to my identity to what's happening in the circumstances around me? Um we've started with some processing circles with staff and so that's something that will continue to happen. And then we're also looking at what makes the most sense for each community. Is it us helping a teacher who already has a relationship with students to facilitate this processing space with students? Is it us coming in and doing that for them? Is it the LMHP? Is it the counselor? Um, we are crafting lessons that
122can be used in advisory. We're uh crafting morning circles to have this processing take place. And so all of these things will be made available to be used in during this school year, not waiting until afterwards, but we are waiting on where do we need to deploy these levels of support after the vote. Well, thank you so much everyone. Um, I just want to particularly to your comment like Matia said, I don't think that you maybe realize how much that comment means to us just hearing that y'all are recognizing the position that we're in and are willing to take this step with us and I want you to know that that we really appreciate that because we know that there's been a fair number of disappointments and challenges. Um, and so I hope that you
123have heard and can see that we're working to very hard to course correct so that we are not in this position again. Um, but I just want to go over the kind of we're in this last phase of the process, but just so everyone's familiar with the um stage that we're in. Um, we are we have actually I think Matias mentioned earlier we have a board workshop this Wednesday. That was something that was recently added. So that at that meeting if you want to tune in, they will kind of be discussing a lot of what we've heard from the comment cards, a lot of the things the trustees are hearing that they're wanting us to discuss kind of publicly. Um so that's just going to be an opportunity for you to see and anticipate what
124changes um might be taking place because we are actually re releasing a revised version of the draft this Friday. Um and that revised version will be discussed the following Thursday um at a board meeting. Um, and then as I mentioned earlier, that final vote is anticipated for November 20th. So, we're continuing to refine. We will be pushing out communication via email, text, media, social media for you to be able to see kind of more specifics. In that draft plan, there were a lot of things that we got questions about, we needed clarity on or we were asked to refine. And so, you'll be able to see and we're it's going to be actually in a different color text. So, you'll be able to see what was originally shared and then what how we've changed or
125revised. Um, and last but not least, um, you have these at your table. This comment card, it does close, uh, tomorrow. So, um, if you haven't put in your feedback, please get it in there that we are, as you can hopefully see through this meeting, um, reviewing every single comment we've had and when we release on Friday, we'll be sharing kind of some of the themes that we heard. And I think that you'll be able to see that how the changes in the plan are reflective of a lot of the things that we heard in the comment cards. Um, so I'm just going to ask, did you want to say any parting words? Um, just uh I very much appreciate y'all coming out this morning. Um, you know, this is difficult. Uh, I want you
126to know that we as a school district, we we view ourselves as much part of this, all communities as well. Many of us have staff and our in these schools. Um, so I just thank you for coming out. Um, we we are going to do everything possible to ensure that this transition, if it does go this way, supports you and your families and your students. Uh, it's hard. We never wanted to be here. I hope we're never here again. Um, but we're trying to do it the right way. Um, so thank you. Appreciate y'all's time this morning. >> Thank you everybody for coming this morning. Thank you for your support. I know that we have been together through all these four years and we'll continue this year. We have done a lot a lot uh
127when we [applause] We have an internal joke about our scores because yes, when I took the school, we were in the low 50s and little by little we have been inching in. We were at a 59 internally and then finally stayed 58. So our internal joke is, is it a strong F? Yes, it is a strong F because of you. Thank you.