Becker Elementary School Community Meeting: October 31, 2025

001I have been told to put the microphone right here. So, I apologize about the P's. It's the sound. Is it okay? Okay. All right. I'm to turn it over to Principal Barrett to launch it. Good morning, everybody. Uh, thank you so much for being here. Today is one of my favorite days every year. Book character parade is always like one of the greatest events. Um, some of us this morning were talking about past book character parades and my first book character parade here at Becker was in uh when we had the gar or the Onion Creek floods. I was dressed as Curious George. My kids, my graders were here at PE and I was in the other building in the annex. And so as we all sheltered in place in the hallways in the main

002building, I ended up with kindergarten um crying for hours. And so I found all the books that I could pull together to read to the kids during that. And so that just kind of is a story about, you know, the history we've had here in this building. Um but I was really grateful to see all of you this morning. It was an amazing turnout. So thank you so much and thank you for your support of our campus and our community. It really means a lot. over the last weeks. We have definitely been feeling the Becker love from our community. So, thank you. Um before we get started, just a couple of housekeeping things. When we get to doing questions, uh we would like our our community to come and stand at the cones for the

003questions. Um and as Victoria said, we need to have the mic here close so that it works well. So, thank you. I'm going to go ahead and pass it over to Victoria. >> Good morning, buddy. My name is Victoria O'Neal and I'm the executive director of uh campus and family engagement. Uh happy to be here with you today uh along with Superintendent Sigura and uh the team of experts that we have here to help address your questions. >> Um so first we will review the agenda. Um thank you to Principal Barrett for hosting us and uh providing a warm welcome. Um, we will review the meeting norms and purpose and then provide a very brief overview of your campus specific proposed changes. We'll do some introductions of the district staff who are here. Uh, and

004then we have slides that respond directly to comments that were submitted on the comment cards and we can talk about next steps. Of course, um we will also take questions from the room. So, we can intersperse the questions from the comment card with um questions and comments from the room. Uh and um we can also be responsive. So, if a question on a comment card pops up and everyone's like, "Yeah, we got that." Then we can skip it and move on. Right? So, we're here to have a dialogue. So for our norms, um we definitely acknowledge that the challenges we have here today and um the coming together of ideas and solutions make our district stronger and so we are looking to build the future together. Um we would like to honor the time that

005we have here today and so we do ask each speaker to hold to one minute uh and um to allow as many voices as possible and then also um one opportunity for um one question. Right? So if you have multiple questions that are unrelated um we ask that you pass the mic and then we can we'll try to come back to you for your second question. Um and when we are speaking speaking to have speak to each other and um make sure that we hold a community of respect we ask please allow folks to one speaker at a time um and to avoid interruptions. The process here today was uh shared by myself with the agenda and principal Barrett and uh this meeting format allows us to uh have the widest who are here and

006um to respect the time and space that we have and we may disagree on the ideas uh but we all have a positive intent for the future for all of us and that is our shared goal. Uh in terms of honoring space and voice um we do want to allow as many people uh to participate as possible. So please be mindful of um how many people have spoken and how many might like the opportunity to do so. And we are here to focus on ideas, solutions, and understanding. Um, and to embrace transparency and empathy. Difficult questions are difficult. Uh, but we all can, um, work together and hold a spirit of compassion and respect here in the room with us today. Um, we also have the norms in Spanish. Uh all of the slides are

007bilingual and we have our interpretation team on the side of the room here. So if there is anybody who would like um simultaneous interpretation into Spanish, we have the um team and the equipment to do so. Okay. Um, so again, our purpose is to respond to the questions submitted via the comment card. Uh, every single of the almost 7,000 comment card uh that were submitted were read and digested. Um much of that content will be reflected in the um revised document that will be released today. And um there were valuable questions that were raised um things that were brought up and so we want to provide um responses to questions that were submitted directly from the Becker community. Uh we want to continue to grow our understanding of the proposed ch shared understanding of the

008proposed changes and to gain insights that will continue um our refinement process. Um we aren't done and uh we continue to listen and so at this point I will turn it over to superintendent. >> All right. Um thank you all for being here this morning. Uh >> you know this is this is what you want in Austin IC. You want families to show up. to advocate. We have incredible schools and I just want to just express my sincere appreciation for showing up um and supporting this incredible school. Before we get going, I do want to acknowledge we have a couple trustees here. Uh we have our board president, President Lyn Boswell, who I know. [applause] We also have trustee Kaufman and former principal. [applause and cheering] Uh, I also want to take a moment and

009just share with you Trusty Gonzalez um didn't expect to be here uh last night after the board meeting when he got home around 1:00. Um, his house was is full of smoke. Um, was fire. Uh, so we've been providing support. Um, he really wishes he he could be here. So, just wanted to kind of let y'all know where that was going on in the background. So, one of the things that we as a school district are trying to do is to ensure that every single student gets what they need to be successful academically. And what I know and I think our board knows is that for a very very long time, Austin ISD has not been able to provide the resources to ensure that occurs. not across the entire district. And so over the last

010many, many months, we've been talking about strong neighborhood schools. And there are incredible things happening in Austin ISD all the time. And that is absolutely happening happening right here at Becker Elementary School. There's no doubt. But we know that what is happening here isn't happening all across our district. There are lots of families who have to travel. They choose to travel because they don't have a strong neighborhood school where they live and it's our responsibility, my responsibility to ensure that that happens over time. And so when we took on this work, there were several things that we were desperately trying to address all at one time. Uh, and I want to kind of lay those out at a high level just because I think it's important just to communicate the complexity of this plan and

011and the reality that any time you make a change in one part of the city, it impacts adjacent schools. It impacts system as a whole. And so in this plan, you will see five kind of big elements. The first being aligning feeder patterns. When we started this work, it was one of our objectives to align our fear patterns within Austin ISD. Uh I've said this before and I will say it I'm blew in the face. There are schools in Austin where you go wholly into another. >> Think about Merkson or Anderson, >> Ritzky and Taboui, right? The community that gets built over time when you have that type of alignment ultimately moves systems. It moves our community. But we don't have that in all parts of Austin. We don't have that in East Austin. We

012have middle schools that go to four and five high schools. We have elementary schools that go to three and four middle schools. So our objective was to align those speaker patterns. And you can imagine the disruption that causes when you type of movements. Secondly, we wanted to address our transfer policies. Our policies in Austin IC have been in place for a very very long time. Some of them have created unintended consequences. All right? And we'll talk about what that is kind of later on in the conversation if it comes up. We really needed to address it. You know, why do do we have systems in place that are allowing families to go path and ultimately, you know, not view their school as their home school. And again, this is built up over decades. The third

013thing we attempted to do was to address um our budget. Now, I want to be really really clear. These changes will not close the deficit gap that we have. Just not. It's not possible. When 87% of your budget are people, which is what it should be, it's our teachers. It's our staff. You can't move the needle in the way that you would like, but you have to start and and get to a point where you ultimately do have a thriving system which requires a balanced budget. And so over the last two and a half years, we've been cutting everywhere we can. We really have, but at some point to a place where you have to look at campuses and that's what started this process. So consolidation identifying efficiencies where there are misalignments in our school

014system was one of the other objectives in this work. The fourth one program alignment which I think is directly impacts Becker. Obviously it is understanding that over time the intent of the program shifts the focus of the program shifts because people move city chambers. And so there are real pressures that we as an organization have to address moving forward whether it's how we staff or the requirements of ensuring a certified teacher in one of our classrooms or what student population is required or need support of allocation to support a program. So this is where wallto-all dual language comes in as well as monastery. Right? So that's why these are in the plans and we'll talk specifically around how that impacts Becker. And then lastly, we have to be honest about the fact that we are

015in an evershifting accountability system in the state of Texas. In 23, in 22 and 23, you had 16 schools that were an A that you know a B that were in 23 an F. Think about that. 22 they were an A. 23 they were an F. Sorry, BF. That's Apologies for that. Brain is melting right now. But they just same students like same teachers. >> And the honest truth is the influence and authority that the state has to require school districts to move through a process to ensure that we don't have those scarlet letters is something that we have to manage because if we don't then we absolutely are facing the real risk of losing local control. And it can happen. Our sister, our sister school district in North Texas, it's go it's happening right

016now. And so I will tell you, I know our board and I and our staff believe this. Whatever happens in Austin ISD, our leaders, the people that you have to be the ones that provide the direction for the organization. That has to be the case. And so yes, turnaround plans, our responses to them, opportunities within the plan to ensure that we have plans that are accepted are woven into this process as well. And so it is complex. There are lots of moving pieces. What I've committed to the organization and for those of you that know me, I am 100% committed to ensuring that we take input, we adjust, we refine, we improve. No plan is perfect. No matter what we do, it won't be perfect. >> But the one thing that we cannot do is

017just continue to delay. What I will share with you that in my experience here in Austin ISD, we're really great at making plans. In the last 50 years, we've made lots of them. We're not that good at implementation. And so as we move forward, one of the things that I've observed is the reason that occurs is because we make decisions way too late in the process to give our families time to plan. Like that is the one thing we cannot give up is the ability for our families to plan and our our ability to ensure our work. So, um I just wanted to share with you where we are as a school district, why there are so many things in this uh why it is on this timeline. I uh worked with our board. We've

018taken feedback in the work session. Yes, there's a draft that's coming out, an updated draft that's coming out today, the one that comes out next week as well. You know, we are very thoughtful about version control. I don't want to go to one community and say, "Hey, we made these changes." and then two days later go a different community and then share it with them and not have it go through the entire system. So we are very thoughtful and there were deliverables that you you'll receive. Uh you'll see red lines, you'll see the connection to the comments. Every single comment, every single conversation is um cataloged evaluated and we will make changes and we have and you'll see that in the plan. [snorts] So we can go to the next slide and then we'll I

019think it's really important that we start we kind of get to questions sooner than later. A little sorry kind of a loud talker. So um this is uh in the Becker elementary school plan in the uh for this approval we we are proposing that the zone students the students that are zoned to Becker are reassigned to Zilka um and that the wallto-wall program moves to Sanchez Elementary School. So, a couple things I want to communicate that uh kind of informed how we got to this specific uh solution at that time was the realization that you know where are our margin bilingual students? Where are they in our in our school district? And what we know is that in order to provide access to our students and families who have historically been underserved, we need to

020move to where they are. And so as an overall kind of philosophical approach to movement of programs, we made that recommendation, right? And we did it in a way and created the placement in a way that allowed for all the other dual language programs because we have over 50 of them to still be healthy, still be thriving. At the same time, it also uh addresses um a requirement in our turnaround plan for right. So, this is one of those things where two kind of different objectives in the plan are coming together. I will say that um over the last few weeks we've gotten lots of questions about you know uh location uh distance and we'll talk about that. We've gotten questions around you know what happens if the turnaround plan is approved but you know

021the the pro doesn't move. Reality is that you know the turnaround plan for Sanchez still has to continue. it has to uh and given the number of turnaround plans that we have to complete uh there's the real likelihood that if there isn't a program moved there then Sanchez would essentially be a vacant building modernized building and vacant for a period of time until we moved another program in and that's just a function of the the stress of the system kind of setting these timelines that we have to be responsive to. So we can go to the next slide. So, I I really want to make sure and and um Travis, I'll kind of take your lead here. I really want to make sure y'all have time to answer questions. I will tell you that we

022have questions that we pulled from the comments that you provided us, but I think it's really really important that we hear from from you. So, I'm happy to kind of continue on, but if y'all have a desire to just start having a conversation, I'm happy to do that as well. I do not This is your time together. I don't want you to sit here and kind of listen to me talk. Um, what would be most helpful? >> Travis, >> I figured that was probably the case. Okay, y'all good with that? All right, >> do we have a second mic? >> Okay. >> All right. Um again, just to ask that we um keep our comments to one minute. The if the respondents from our panel will also try uh just so that we can hear

023from as many folks as possible. Okay, >> I'm used to having the the count Um, so your rubric shows that Becker is predicted to have 509 students enrolled next year. The draft plan states that Becker can either go to Sanchez or the Overflow, which is your terminology, uh, school at uh, Overflow Immersion School at JSON. My question is will there be enough seats for the 509 Becker students that are predicted to be enrolled >> between Sanchez Odum and Joselyn? Yes, there are enough seats for any current dual language student here to enroll in the program. >> Followup question. Um, I guess I'm confused because the data shows that there will not be enough seats um at Sanchez and Johnson to fit the current Becker students um which uh I've done the data looking at your

024rubric and um the capacity at Sanchez is 532. If um there are 317 ED students that are predicted to be enrolled there and you currently have 106 English proficient students there. If let's say roughly half of those students stay, then that means there's only 162 seats that will be available at Sanchez. There's not going to be any at ODM. I could go through that data, but that'll take up my 60 seconds. Um, and at Johnson right now, they have a 412 capacity. And um, they have 54 EB students and 193 that are English proficient. And um if all of the EB students stay plus let's say again roughly half of the um the uh English proficient students stay then there will only be 262 open seats um at Joslyn for us. The math doesn't seem

025to add up. We're at least 50 to 60 students short from that 5 and uh sorry one moment 509 students that are there. And so what looks to me is that we're going to actually be fractured across not just two two campuses but most likely more than two if everybody remains in district. >> [applause] >> So, so one of the things that I'll say is um in our observations as students move our campuses merge uh the assumption that the whole um you know actually is ends up going uh is often not the case. um not that and we also look at living and resides and also have to acknowledge that the there are going to be students at Sanchez who can decide to go to Zavala into Allison. Um this is this is kind of

026where uh all of the the math kind of comes together and then you still have to look at what have you seen historically. So based on kind of the number and the percents either increase net or or decrease below um what we've seen in the past we are confident that it will work. Um, I know it doesn't seem because we're counting students, but the reality is the way that students move in a school system isn't 100% in any in any direction at any one point. It just doesn't happen that way. Families will decide what is best for their students. You all will decide what's best for your student. um we do kind of assume conservatively will occur which is why we use those numbers and yes if you break them down there's going to be

027some exceedence but we as a district are trying to kind of make the adjustments and support our students in the increase for a period of time and then over 15 20 years like the goal is to kind of stabilize a system for the next 30 40 years. Um, so we understand that we have looked at the data. Um, yes, you're right. If you make those assumptions, you are a little over. Uh, but we're confident that it will work. Anything else? >> No, that's exactly right. >> Hi, thanks for pushing the questions forward because some of us have to go to a a field trip. Uh, my name is Anne Salivar. I have a pre-K4 and second grader. I wanted to say two things. I was hoping to dispel the myth conspiracy theory I heard at

028Sunset Valley that a bunch of us were going to try to move on mass to ODM. Um, I've heard from other parents that there are families who are because we are the majority of us live southwest Austin. Um, there are people zoned to ODM. there are people in that neighborhood that are zoned there doing tours of the school. So, um I feel really bad that we've been represented as, you know, being entitled and trying to take over. And I just want to reassure you that that's not the sentiment of all of the parents here. Also, uh many people like myself will not be able to go to Sanchez, not as a rejection to the letter grade, but because right now this is 15 minutes on my way to work, as well as for my spouse

029um to go to Sanchez, which we would absolutely love to go with Mr. Barrett and all of the exceptional teachers who go above and beyond and in large part because they're supported by families that have the wonderful privilege of the flexibility to be at meetings like this because of their work schedules and because of their economic situations. Um we would love to go with the school and I think it's going to hopefully be a very successful experimentation on raising the standards. Um, but we're not able to just because going up and across 35, up and across the river is not feasible for a lot of us. So, I just want that to be on the record. It's not a rejection, it's a feasibility issue. And then secondly, sorry, I feel like I'm talking too much.

030I just want to say I said to uh Mr. Seagora, my family, we transferred in from a title one oneway dual language class. I know this I'm going to take some heat for this, but I want to sincerely say thank you. Uh we last year [clears throat] um in kindergarten my second grader had an amazing teacher. God bless Miss Gonzalez at Croseric Elementary. She had prek4 and kinder 30 students at least. She was an amazing teacher. In first grade, our certified teacher had to leave by November uh suddenly without any warning. And then the teacher that stepped in did her best but was not fluent in Spanish. my child had to act as a translator and nor was uh she certified so she would miss class to try to catch on certification. So I really

031genuinely appreciate this equity issue of and I look forward to hopefully having certified bilingual teachers with the kind of support the teachers receive here at Becker at schools like Casuric. Um, so thank you very much and thank you to the Caseric families because I am convinced 110% my child's Spanish language as the only non-native speaker in his class is why he's fluent now. So thank you. [applause] Um I guess I will take just a quick second to share that um the way that this the enrollment system uh is and uh will be does allow parents choice and so we will hear from each of you in how you rank um the programs uh and which round you choose to um apply and register in uh how where you want to end up. So, um, if

032you are zoned to ODM, of course, we respect zones first and foremost, and so you have a spot at that school. Um, and if you if there is another dual language program uh that is more geographically able uh for you to access um then the way that you rank those programs will um inform um the placements that we're able to make. So, flexibility is built in addition to the commitments that we are making to schools that are moving and changing. Hi. Um, okay. You're expressing concern um in your own words until you're blue in the face for feeder patterns and the disruption that it causes to communities um who break apart. But in this plan, Becker is being broken apart. You know the data on where we live and you live in the city, so

033you know how difficult it is to cross the river at rush hour. In fact, your math, as you've stated, assumes that many of us do not go to Sanchez. You've already built that in. The assumption is that we break apart. We go back into our neighborhood schools and our children lose the dual language that they have worked so hard for and they lose the community that you are trying to avoid or you're trying to prevent using for others by fixing these feeder patterns. With that in mind, will you please consider letting us combine with Dawson? Closing two neighborhood schools next to each other is painful. Zilker has a very difficult time keeping their dual language program alive because it's so small and we've spoken with many families at their campus who would be glad to

034have the choice to choose between a combined Becker Dawson dual language program and staying with their friends at Zilker. They understand that they may not be able to keep dual language alive at Zilker for for much longer. This would solve the pro the immediate overcrowding problem at Zilker that's going to happen with new lines being drawn. It would help their community stay together and it would solve for the two neighborhood schools being closed next to each other and all of the EB and Heritage families who live in this community. Will you please consider letting us combine >> [applause] >> Oh, sorry. I just I want to make sure I'm looking to So, thank you for that. Uh, this came up at the board meeting um the work session about exploring it and we are committed

035to exploring all feedback that comes from our our our communities and it's also very helpful when there are solutions that you all provide to us or ideas. I mean because you know the community best. What I will say is each and every time that we analyze um these proposed solutions I have to be really clear to our trustees kind of what change in the overall goals it is going to be kind of considered. Um so we are looking at it. Uh can speak to it more than I can. Um, I will kind of acknowledge, you know, the emerging bilingual student population, even at Dawson, still isn't as dense as it is elsewhere in the city. I I hear you about heritage families. Um, but the emerging bilingual student population kind of is the focus for

036the foundation of the program. Uh and when we look at projections and movement of students, I think we just have to acknowledge that there may become a point in that plan in the recent future, which would be further away in a different plan where we're just not able to allocate the staff because a there's a very very few um staff available as a whole that are certified dual language compared to the number of educators that we have and we're competing for them all the time. uh but we are going to look at it and then I'd also have to solve for Sanchez um because one of the things that we wanted to do is to make sure that we kept a thriving neighborhood thriving school in that community as well um while addressing the tap

037in a modernized facility. So I just have to work through that but the board did ask for that as well um and we are working through it. So we'll have a response but yeah I mean I I want to refine and improve. I just want to be really honest about kind of what the exchange is and our trustees will will be able to kind of provide that. Yes. >> So, Mr. Sagura, you said a lot of that, right? and we you know that we are looking at areas that have a higher density of emergent bilingual students. But I also want to say that it's very important to us that we know we've got 1100 families just in the four current wallto-w walls that have made a commitment that are non-emergent bilingual families to participate in

038dual language programming. And so that was very much a factor when we were looking at potential solutions. Right? it was with those 1100 families that we have across the district at the current four wallto-w walls that are participating in dual languages non-emergent bilingual. So, so that was factored in um again just talking about um the sustainability right of uh long-term and that is also really driving our decisions in the documentation. >> Great idea. So just a one other thing to clarify on that. I think what our proposal says is to not instead of Sanchez, it would be in addition to Sanchez, so a fifth dual language school for South Central Austin. Just to clarif I think have been very clear in uh not advocating for any other school closures, but just uh representing why we

039think that a wall-to-wall dual language program in South Central Austin Makes sense. >> Just want to make that quick. Um, >> yep. Go ahead. No, please. >> I don't want to. It's your time. I don't want She was getting out of >> Um, so they stole all my questions. Uh, so, okay, here's one. Uh so I think one of the things that I'd like to understand from the district is you know when when we talk about programs and uh obviously wallto-wall dual language uh monastery uh single gender uh that all kind of gets lumped together. But when you double click into that, dual language actually is more profitable per student than some of these other programs like Monasur because of the additional state funding. And so I I guess I do take a little bit

040of issue with like lumping that all together because it is different even when you subtract for the additional $7,000 that you have to pay each teacher uh for that certification. So if you could just talk a little bit about Yeah. >> Yeah. No. So >> um So I I very I very much appreciate um kind of the the question or the the comment because I most people don't break them apart as far as different types of programs we have. So I have kind of communicated that way out but you're absolutely right. Uh Monasuri does not um have a different allocation um as we coach students who are identified as um emerging bilingual receiving dual language uh you know education from the state. And so you're absolutely right. There are different costs for different programs. A

041single gender um that is very different you know because we have two we have Gus Garcia we have we have and Richards um we we we don't look at them all together just to be clear. Uh but when we communicate around programming as a whole most communities kind of identify different programs and pull them together. That's why I communicated that way. We don't look it that way. I I agree with you. You're 100% right. uh we do get additional funding for the students that are in this program this specific program. >> Okay. >> And and I would also say that um every time uh the a program uh also contributes to the cost um per student. So >> we staff to language >> um one of the things that's unique to us is that we

042commit we make that commitment. Uh, so if you have a school that's running, you know, different programs and we're staffing by language or by program, then all of a sudden you could have four classrooms, each one of them be 14, 15 or 18 students, but if they were all the same program, you probably would be able to reduce, you know, one teaching allocation. So, so we we make those adjustments and that's why the um it doesn't always tell the whole story. You have to kind of get into the weeds spit all, but you're you're right. I just want to make that kind of note like the more complex a program is at a school more costly it's going to be >> and then second question is really around the the identifying where the emergent bilingual

043students are right that was a big driver in why uh you know we're going to Sanchez and so you know obviously you guys have more data to look at than we do but by by our math central and south central Austin does have a strong emergent bilingual program and Even if you go zip code versus zip code that's we're at least equal with the Sanchez zip code uh because of you know the gentrification and the Airbnbs. >> Yeah. So >> yeah so I I was going to share too that we were looking at um with the demographers like density right the heat map um just density. So there are emergent bilingual students in the south. there are they're a little more spread out. It's not as dense, right, as some areas when we talk about

044that kind of southeast pocket, right? There's several schools around there that have higher numbers of emergent bilingual students. So together that that area has more like more dense. I also wanted to just clarify something about staffing. So I appreciate Mr. Sagura talking about we have made a commitment as a district to staff our programs, right? So it does maybe bump up another classroom, another teacher allocation. Right now, you know, it's not just um unique to Austin ISD. We have a shortage of bilingual educators. Every year by November 1st, each district needs to submit the number of teachers who are on waiverss or exceptions. That means bilingual exceptions, teachers that don't have their bilingual certification, right? that they're maybe in route to get their certification or teachers that don't have their ESL certification, [crying] they're on

045route to get it. So, Austin ISD this year is reporting over 400 teachers without like bilingual exceptions or um ESL waiverss. And so, again, our state is moving towards ensuring it's our goal as well, but at the state is also moving to ensuring that our teachers have their certification very quickly. So that did not drive a lot of this but as we have these conversations and I appreciate the questions you're asking right we also have to consider like other pieces that are happening as well. >> Absolutely. And so the one last thing I'll say is our proposal does include as part of it, you know, having a program that increases and has a track a pipeline if you will of dual language certifications from recruiting from like UT Rio Grande Valley&M like we've talked to

046some of those uh campuses and have them come in and and maybe come to a place like Becker uh get certified, get mentored, and then go into other parts of the community or the district um as [clears throat] part of our our proposal. So, just >> thank you so much. [applause] >> Hi, thank you all for being here. Um so, he kind of stole my question about where the EBS are. Um, however, if you look at the Sanchez area, there's million-dollar homes and Airbnbs all around it. and your proposal is going to start transporting EBS to Sanchez and recruiting at Sanchez to keep that 50/50 ratio. This is something that we've been asking for for 5 years and now we're being penalized for not having enough EBS. When there are enough EBS in 7704, [applause]

047the percentage of EBS is smaller, but percentage can be deceiving. We have more by number based on your own data. As well as we have more seats per EB than we do on 7872. So, I'm asking, why did we not get that five years ago? Why didn't we get the transportation, the recruiting, and the help to get to the 50-50 ratio? And why are you penalizing us today? [applause] >> So, thank you for your question. One of the pieces that we're moving into that is new is an unzoned campus, right? So, we haven't had that in the past. Right now, Becker is zoned and four wallto- walls are zoned. And so priority will always go to the zoned families, right? It that is how we're built. That's how it works. And we want families to

048go to their neighborhood school. That does um somewhat prohibit any any like entry point like how do you then So this is the plan for the unzed. We are actually going to set do the enroll Austin system where as applications come in we're looking at at least 50% of the seats right to go to emergent bilingual students and up to 50% to go to the non-emergent bilingual. We can set those parameters with an unzone campus which is not what we were able to do at zoned campuses. >> But I guess that why couldn't we do that here with this? We have the we same number of EBS in 7874 than 7872. And if you look at the data, most of the EBS most likely because we don't have the demographers data live south of the

049river which is a barrier. So it they don't live right in that immediate area. Um so so I guess I'm wondering why is that not feasible for Becker? No, I I do want to state and maybe Rachel can tell us better, but there are students that are currently attending Sanchez that might be a little to the south or a little to the west like in different in different areas. So, they are currently receiving transportation and currently attending Sanchez. So, we're considering all of the students in that area. I don't know what their zip codes are. So, I just wanted to share some Becker specific information that's related to what's been shared. We talked about the bilingual exemptions and waiverss. Currently, we have nine teachers that fit that category here today. Uh it's been an ongoing

050challenge since co with teacher turnover, teachers leaving the industry. I do believe that we've done an exceptional job here mentoring new staff and and building their capacity, but staffing has been a huge challenge and recruitment has been something that I have prioritized every year and talent strategy or human resources has supported that. I have gone to El Paso, I have gone to Laredo, uh I have gone to the different universities in central Texas to recruit and it's not as easy as it sounds. Uh when I'm in El Paso talking to candidates, recent graduates there, they're like 9 hours is a long ways and my my family's like this. I that's that's a hard cell for me. I get the same response from candidates from Laredo. San Antonio, we have a little bit more luck, but

051it's an hour hour and a half away. But recruitment is really challenging and the district, myself, and our talent strategy have put a lot of time and effort into recruiting. Um so just put that out there for a little bit. Um there's one other thing that I think is important to understand. I a lot of the dialogue I have seen is about the wall campus as opposed to a campus that has like one strand or a couple of classrooms that are bilingual classrooms but also have ESL at a grade level. There's an assumption I think that the wall to wall programs are better. Um so I'll give you a specific data point. Um, my wife is the principal at Casey Elementary. I compete with her all day, every day on our data. And last year's

052data shows that the dual students on her campus are performing better than our dual language students. So, there is access to dual language programs at campuses that are not wall-to-wall, but it doesn't mean that they're not as good as this one. >> [applause] >> So, if you're asking about five years ago, why this is I think one of the things that we're running into now is we are we are having to make bigger decisions because we made we didn't make decisions in the past. I can't speak to that. The board wasn't here. I wasn't here. Um but there are lots of things that we're running into now that we wish we would have addressed decades ago, five years ago, etc. Um regarding density of students, um you know, we have the maps. We don't share

053them broadly because we don't want we for various reasons. Um, but our trustees have seen them, we have seen them, we obviously work with them. Um, I'm happy to maybe figure out if there's a way I can communicate percentages or maybe a way to communicate density to kind of just kind of share at a high level um why it is different there than here. Um, but that's probably the best I can do, but we'll work. >> Hey, Matias, thank you for the chat this morning. Hey. >> Yeah. Sorry. Um, so there are some families who need to go on a field trip. They are chaperoning and they are asking um if the folks who don't have to leave would seed and so that they can speak first. Would that be okay? Okay. All right. So,

054anybody who feels really strongly that you would like to speak before you have to leave. >> Okay. We're gonna let this >> I'm so sorry. And I I stopped. >> No, no, you're you're fine. Um, I just want to say thank you so much for being here and taking your time and I really appreciate the words that Mr. Barrett just shared about the other programs around the district. And that's actually my question. Um, I understand while a I echo everyone's thoughts on would loving the idea of maintaining some continuity with Becker in the south central Austin. Um, as a family that does commute from southwest Austin, um, I have a pre-K4er and I know that I actually have heard I know Oakill has a strong EB program and that there are there there is that

055demographic um, that supports that as well. And I was curious if there is any discussion about whether students that are maybe like were zoned to patent but believe strongly in EB if we could be considered or if maybe those like Casey or Oakill if those have been considered at all um for expanding their dual language program to accept more children. So um we are currently we're reviewing right so um dual language programs that we have now um I do want families to understand and so thank you for asking that question um your question is about expanding we're looking into that but it also is a good reminder that there are campuses out there and you all will be able to apply also right if there is a dual language campus then please also um take

056advantage of the application for that. >> Yes. So, so I guess is there consideration at those places for I know we're talking about non-zoned, but um I am just curious like >> I know that like Oak Hill is pretty full is the reason. >> Yeah. So um for those of y'all that were following along in the board meeting uh super late at night, not this last one last night, but the one before that was through this week. Oh yeah. >> Um the whole time. >> So there was a kind of a philosophical question regarding how AISD leans into dual language, right? We we do and we talk about that all the time. I'm very proud of it, but we're we're making changes based on a program that had been built for years and hadn't really

057been adjusted uh in a in a pretty significant way. And so there have been questions that I've gotten from trustees uh questions that we've had as a team about, you know, what is the proper way to ensure that we have more access, but that's also so that it's sustainable, right? And as Principal Barry just said, it's it doesn't have to always be a wall-to-wall program. Uh we are going to spend time kind of going through that. we're going to be looking at magnets. There's lots of other large programs that we as a district have to take on and just assess and figure out is this how we're going to provide um this support or is it going to look something a little bit different. Um you probably you probably heard that comment at the at

058the work session or maybe it was in a different meeting but that is one thing we have to really really think through. Unfortunately, what I would say is in this moment because of where we started, we were working with what we had. Um, and so we we have how many campuses have dual language? 58 58 right now. Um, the question becomes, you know, how do you create kind of this type of experience um in other schools without having to go all the way to wall wallto- wall and then what is that cost going to be? And then how do I create the resources to be able to support it long term? That's the question. Um, and I know Trusty Singh and Trusty Kaufman are like hyperfocused on making sure that we kind of go there.

059Um, but that's going to occur over the next probably 18 months, but we have them. We're investing in them, providing resources, but expansion is always a question because I don't want to expand something until I know we can do it well. >> I 100% I just wanted to throw that out there because I feel like that has been something that hasn't been addressed. And I also want to say that I appreciate everything you all have done. I understand from working in business how sometimes there can just be a clatic cataclysmic event that happens and I know we have three things going on. So I sympathize with that and I want to say like I my home schools are getting resold and I'm I'm fine with point like I'm excited to go to Crockett and excited

060to change that and I know there's people that have been concerned about that. But I do want to say one thing that I don't know if y'all have taken into consideration and this has nothing to do with Becker, but simply the fact that like our voting lines do not match with like even our home schools. So for example, like we vote for I vote in Legend Oaks for Kaufman, but all my schools zoned currently and future are not under him as the trustee. And so I think that can be confusing. It can be great like maybe we have more advocates but at the same time like those pathways do not match if that makes sense. >> Yeah. So um because there are two different data sets that are driving um you know the decision for

061each. The first is the census right the where people live. Uh that is what drives the um the work that kind of realigns boundaries for our trustees. They did that at the 2020 census. Um for our work it it is a little more complicated than that, right? It's not only where um people live, but it's where students are. It is kind of acknowledging that people and families move through the city a different way. There's alignment in programming. Uh so they don't always match. They're never going going to match. I've never seen them match really unless it's a really really small school district. Um but yeah, that's the reason. Uh I don't know that we'll ever get to a place where they match totally. Um but I wanted to and it's always a balance of population.

062So you can have a high school that has a less dense population and then because census is really based on density of of people um you're going to see that shift. So so that they're just never going to match. But we try to do our best to kind of create balance within the high schools that each has a certain number of high schools as best we can but they're two different data sets. >> So do you just like write all three then? Because like I would be writing to Kaufman, Boswell and Gonzalez. >> I I >> is that like serious? Like I mean it's a serious question. >> No, I I would Yes. Three. I would say >> three for sure. >> Yeah. Okay. I'm just It's just a cur. It's just a It's just

063a like >> Yeah. >> Who's advocating for you? It's pretty. >> Thank you. >> They are all advocating all the time. >> Mas, thanks for the chance to chat beforehand. And our our discussion was about big picture. Big picture, your legacy, your financial wisdom, you know, how you want to be remembered. This portion is going to be more Becker specific. Put my Becker hat on. My wife Jenny and I are 16ear Becker families contiguous. Our fourth child is in fourth grade. So we've been here for 16 years. Started in 2011. I was on the dual language advisory council, the very first one, one of two parents in 2010 to choose the four pilot dual language schools. Becker being one. That was the catalyst that changed the school to make it what it is today. and

064the people you see around you. But the history lesson goes farther back 1936 and I'm sure and hope you guys know this. This is sold by one dollar from the Herman Becker to the school district at the time. Fast forward now the Herman Becker descendants have made a statement which I hope you've written by our neighbor our neighborhood communities told you this. They intend for this campus to remain as a public education. So pause there. What do you guys do about that history? Herman Becker sold this to the district for $1 in 1936. It should remain a public educational facility. [applause] >> I'm going to talk loudly and hopefully it carries. Um, couple things. >> I'll keep the mic then. >> A couple things. So, the first and foremost is that >> yours. >> Oh,

065man. That's harsh. And I'll um so uh the reality is that yes there there are different um things that are tied to to different properties. Um, whenever we think about repurposing, whenever we think about what the next kind of version of a of the history of a campus or a site is, we work with the community. We identify, okay, what makes sense? Um, educational to purpose, uh, we went through that process a couple different times in our history here just recently, uh, with Austin ISD. I would say most recently, the time that we went through it is when Peas actually closed, right? the state of Texas, I think 1887 had said peace elementary school will be designated as an educational um space or facility and we acknowledge that. So we went through the process. It

066wasn't an elementary school but we ultimately were able to work with Congressman Dogget um find funds, repurpose and then move it and have it become an early childhood center. So I just want to you know I don't I know that when we talk about repurposing and real estate lots of folks kind of get all the way to the end around you know sale what is it going to be you know that that's not what drove any of this it was really about trying to find overall systematic improvements but anytime we go through a community will be involved um regarding legality or kind of what's in title or you know kind of what commitments are are on the property that's that's not even something that we would have spent I'm going through because a it's not

067a vote and b we would ever we would do we would do with you. Um but we have different ways to to kind of still activate sites. We just wouldn't operate it as a traditional elementary school. Um >> I I I didn't look at the I didn't look at the title of all the camp. I just don't have that. I mean, so we have the authority to operate this split operate as we need. >> Public and free school. >> All right. >> Awesome. She's a smart. >> Okay. So, I mean I I if that's the case, that's I understand that. I mean, I don't I don't know what you would want me to say at this moment except that we would have to go through that process, determine kind of what meets the requirements in

068that statement. It's entitled. It was a a statement made by the family. I I I so in Austin ISD just to be clear. [applause] So I will I will tell you in Austin ISD given the fact that we're 144 years old almost every property we have has been given to us by some land owner by some family. That's just the honest truth. We have 106 we have 132 properties across the city. Most of them are like that. Um, and so we we navigate it. We work with the community. Um, >> well, so if you go before the fact and the question becomes, are you selling property? Are you repurposing and then make a decision to close the school. That's not what we're going to do. We're not we're not going to talk about how much

069something is worth or what we're going to do with it. Educational purposes first and then we work with committee to figure out what the solution is going to be for that site. Um, then, you know, if it's in title, then we'll work through it. I mean, we're not going to break. We're going to do it the right way. Um, but we wouldn't just given how all these properties are. That's pretty kind of familiar to us. Like that's something you're running into quite a bit. [applause] >> Okay. Got it. >> All right. Um, just for everyone, the microphones are designed to cut if sense a voice and so keeping them. >> Attendance reminder, please log into Frontline and be ready to submit your attendance when the bell rings at 9:45. >> Attendance taking we'll pause for

070that announcement and I will hand it over to Miss Vasquez. Hi, my name is Miss Vosquez. I am a PE teacher here at Becker. Um, no, I can hold it. [cheering] [applause] Um, I am an or was an AISD student, AISD alumni, and I'm a current uh grad school student at UT Austin for educational policy and planning. Uh when I watched the workshop meeting, Trusty Singh brought up how there are campuses that have a dual language program but do not have the needed biling educators. Now by creating four new non-zone campuses, are we creating an even bigger strain on the critical demand? We have kiddos also in ESL classes that don't have a bilingual teacher. Um Trusty Foster noted that non-zone schools can inequitable over time because they lack a defined community base. It is

071the hope is the hope for the families at these projected non-school campuses to stay. Now, to my knowledge, there is yet to be a Is it still working? There you go. Uh for a campus visit like in community outreach, this is an absolute necessity. What guardrails will the district implement to ensure that these new zones will provide a quality dual language program on the east side? It's imperative that the district prepares for additional incentives to recruit our current AISD beling educators to high need areas and to attract more to our district. It's also important for our district to prepare for how in to H1B visas could affect the national B teachers we currently receive. I spent a decade Kamacho activity center on Robert T. Martinez and Holly Street and how quickly this neighborhood has been

072gentrified. The fact that Sanchez, named after a Mexican-American civil rights activist who campaigned for educational equality, remains 91% Hispanic is an act of resistance and one worth protecting. Oh no, I pressed something. I'll sit down. Um, one thing I'm curious about is if previous consolidations uh are any special cons consideration to campuses that have already gone through a consolidation process recently. And finally, I encourage the district to provide campuses with a transparent road map outlining what happens if we don't meet key funding benchmarks in the next legislative session. Our proximity to the capital is an asset and our families need to know what's at stake. I have full faith that given how our communities have already mobilized districtwide during this season, we could have a serious and positive impact on public education funding across the

073state of Texas. I care about the sustainability of the district as a whole, and I'm asking you to do this right and minimize harm. And I know that we can't control um Sanchez having the accountability ratings, but I think we can control that they're being fractured into four different schools um and that there hasn't been community engagement as far as a campus visit there. [applause] I'm going to start and then hand it on over to you. I just want to I want to say that you're right about a lot of what you just said. Um, we are we are currently like we we have been and not just currently looking to see where our high needs campuses are, where the staffing needs to be, where the resources need to be to be able to support

074those campuses, right? And so I I thank you for asking the question and stating that because that's exactly what we're doing on our end. Um, it really is a prioritization, right, of the students and the communities that need um our bilingual teachers the most, right? So we we are looking at it and have been looking at it. Going to pass it on over. >> No, I mean I mean you you you said it well. The only thing I would um my only response would be is we we have been fighting. You know, I don't want anybody here to think that we have not been fighting desperately tooth and nail the last many years to have the state provide additional support. You know, one of the things that's kind of added a lot of pressure recently

075is just the changes in the federal government's policies. whether it's title funding or the way immigration is being addressed that has put severe pressure on this system. Um we do not want to create harm. Uh but it's going to happen. I acknowledge that through any big change and the way that you can mitigate that is have thoughtful plans and have time. You've got to have time to actually ensure those plans are thoughtful, they're ethical, they support our community, support our students, and that we can actually deliver. Um and so, you know, I appreciate the comment and I'm right there with you. Thanks. So yeah, I feel like it like if this came out like during the legislative sessions, our parents could have gone to like the people who have the power to provide funding. Um

076or like they're sitting on a surplus budget. And so I think it would just be nice to know like, okay, if we get this much funding, this is what it means for for our district. If we receive this much funding, this is what it means for our district. So then that way when people go, they they know what's on the line. And I know that there has to be a balance because we don't want to like have like fear amongst our our our families, but um I just think that we need more people at the ledge. And not just us. I know you were there. I was there. We were all there, but we need more people there. We need to build our army. [applause] >> Hi everybody. being here. Um uh my name is

077Anel Buhanda. I'm a Becker parent. I'm a former um Austin ISD bilingual teacher always in title one schools rumb area. Um and I'm saying all that because I will talk as a parent and as a former teacher. I want to start by like thanking all the amazing professionals in this school. I've been blessed, privileged. I like I'm thankful beyond belief to them. My gifts have been the privilege to be here and have an amazing and outstanding public education. because of them because of the administration that is leader too and I want to thank them there and because of the district that is the ultimate responsible of all this happening. So I want to start there making like that really clear. I want to thank you too for explaining all the pressures that are leading us

078into this situation where we have a big budget surf and force us to make hard decisions and thank you for incorporating the feedback. Uh I was telling Matias before that incorporating the short-term decision is what we do with the schools. The long-term strategic plan is to defend our public system in terms of education and incorporating community feedback into this plan is what's going to work for our long term to have our community identifying with public education and defending public education. So I appreciate that. Um, in terms of this amazing staff that we have here at Becker, Becker is impacted or he may be impacted. We hope he's not impacted. Worst scenario comes through and we need to close a high performing, academically high performing and lowcost school, something that has been achieved by all these

079amazing professionals. If that comes to happen, my question is what's the plan of the district to ensure that staff at Becker, whether that's cafeteria staff, custodians, people at the uh front office, teachers, administration, everybody from the bottom to top, they play in an even playing field. They have done an amazing job as good or better than anybody else in any other school. How do we set up even playing field for them to keep their jobs and positions, right? We want the best people to stay in ISD. Was the district plan for that? [applause] >> So, I got it. I can >> I just wanted to say one thing. Um I just wanted to do a time check. We will stay. I know that Matias will stay. However, um if we can uh cap the line,

080so if you are my caboose in elementary school terms, uh right there and uh and then that way um we also know that this meeting was scheduled until 10:00. And so if there's um I I asked to cap the line um uh we really we've got like 9 minutes left officially and if people need to um go then of course we understand. Uh if you slip up, I'm sorry. >> I will I will I will stay here. I if we have I don't know when this space will be used, but I will I will be here till we we have the conversation. >> Okay. Um are we okay there? >> I'm just I'm checking with the group. Are we okay there? >> Okay. >> All right. Thank you. Um, so I'm going to try to

081be brief in my responses and very direct. Um, we immediately when we released the plan also provided a a uh a structure for how we're going to go through the hiring process in the staffing process to ensure that all of our staff the the the unit of change in our school district is [clears throat] supported and protected through this process. We we provided that deliverable. Um, if you look at the deliverable, I'm happy to to have um Barretts or Travis, sorry, you Travis. um uh send it out. But what it says is this is the staffing plan for this transition. If it's a turnaround plan, there will be certain requirements. If it's a programmatic move, there'll be certain requirements. If it's a traditional consolidation, it may look a little bit different. Um we are going

082to hire or I am going to select the principal in December. Like it's important that we do that at that point so that that leader can then begin to go through and hire their staff. Um, we at no point have ever said that a single person who is not already with Austin ISD wouldn't be able to stay. I' I've said that from the beginning and there was like a post somewhere about we're going to get fire 700 people. That's ridiculous. We never said it. Never entered our mind. That's not something we would ever ever do. We hire almost 700 teachers every single year. We have the ability given our size to ensure that everybody has a home. Now, I want to be really really clear. there will be a focus on where the students are.

083So the students go students from school A go to school B. We would want familiar faces in school B because those students who came from school A had that experience with their educators which is why placing the principal is important to do early. So you have that commitment from me. It's in the documentation. We're going to go through the placements. We are not opening external hires until late April. So, we're going to go through the staffing pro process through January and February. Anybody that doesn't um have a home, uh we will then begin to look at other campuses throughout the district. Uh and then go through match fairs and at the end before we open up a single position to the anybody outside the district, we will go and do placements if there is not

084someone didn't find a home. But I'm very confident that the vast majority who want to stay here will have a placement at that time. The only thing I'll say also is we are sending a survey. Um, we've had lots of educators and principles and staff say, "Hey, I live in North Austin, but I've been working in South Austin for 20 years. I want to try something different." We're taking all of that in consideration as we go through this process and it's all laid out in that plan. That's my commitment. Um, I we we've never looked at contracts. We That's not So, so we we have a thoughtful plan. That's how we're going to do it and it's all documented. We get more updates, we'll refine it and improve it. >> Still, I'm gonna just double

085click on that one. So, somebody who is here that has done a fantastic job for years now is going to have to be looking for a job because this school has been impacted for the greater good of Austin ISD. While somebody that is in a school that has not been impacted is not going to have to be looking for a job. >> So, they have their job secure. But like people here, they don't. So whenever you I'm looking at transition between so if if there's an educator in a campus not going through consolidation I'm not going to ask them to participate because they're already at a a school. I mean that that principal has hired their staff right in transitions like this right or any one of them in our plan the leader of the

086campus with significant support from the administration is going to kind of set the expectation for hiring. You know what we don't want to have happen is get to a place where all of a sudden the staff who have been here supporting those students aren't at the school where those students went. >> That's what we have to avoid. So that is going to be the priority. Now that may not happen because there's a different choice or perhaps blending two schools and there are some educators that you know just aren't needed given the number of the student population. Then we would work around and go based on preference and then start that process. Uh, that goes for custodial staff, it goes for food service staff, it goes for everybody. I mean, we we hire lots of folks.

087We have lots of opportunities to protect positions. I've been really clear from the beginning. If you want to be with Austin ISD, you will have a home. What I can't do is guarantee I like guarantee it, guarantee it. I mean, you know, that that's kind of one of those things where never say that just because it's but that's our intent. The board understands it. I understand it. We have a plan in place. We'll execute it that way. >> I got it. Yeah. It's not about guaranteeing. is about like having the same opportunities, right? Because >> I would say that the staff would actually have be prioritized because we're holding any external positions or any other hires until those staff are placed first. >> Thank you so much. Thank you. Appreciate it. Thank you. >> I

088want to speak to that from the principal perspective, right? Um, staffing has been a significant challenge for the several years. And as I talk to candidates and reach out, get their resumes, um, I often hear things like, "You're the 15th principal that's called me." Um, right now it is a teachers market. Um, I'm highly invested in our staff. I've had a lot of conversations with our staff. Um, I have committed my 100% support to help ensure they all land in a place that they are happy to be in. Um, I can't guarantee it like Matia said, but that is a commitment of mine. And because our staff is so dedicated and hardworking, they will be highly sought after in this transition. You all know that. So, we have a great team and we will support

089them in any way we can. I've told them like on the one hand, I don't want to start over. This is year six for me here and we've built something really great with this team. Uh I want to continue to do the work with the people that I'm doing the work with. Uh but there will be changes if the plan moves forward and as we navigate those changes, they will still have my full support. [applause] >> Okay, this is kind of the same for him. I've been working here like for 14 years. I'm in the cafeteria. Thank you. Thank you. Thank you. [applause] My question is like I'm been here like 14 years. Um where am I going to go next basically because I don't like this school to close. I've been here like for

090too many years for them to close it down. But is there any way that we can save it? And where where's [applause] >> you're amazing. Um you're you're absolutely incredible. Uh people like staff like you you like I just I love you like that. That's that's exactly who we are as a school district. Thank you so much. Um you've given your career to Austin ISD to Becker. Um and there are lots of people like you and that's who I am going to protect. Um, I can't tell you where where you're where you're going to go because we don't know yet um what's going to happen. You know, we're going to go through that process. But I can promise you that Christine, the operations officer, myself, who was over all of food service, not well, I

091guess I'm technically still all over over all of food service. Um, I'm going to make sure that our staff, those who've been here with us, uh, you know, share our values, share our culture, are supported. Um, and our first goal is going to make sure that you have familiar faces and familiar people around you in any mood. That's the goal. I won't be able to do it in every case just because, you know, when you bring people together, there's not that many spots. But then we will ask you, you know, get us like what do you want to do? And then we will make sure that you get to a place that is comfortable and right for you. But >> I mean I don't think it's is it counts. I want to hear something like

092from you that is definely like if they move to Sanchez are we going to move with them or wherever they move are we going to move them or we're going to see different faces like I've been here like a long time and I see my kids go fifth grade to middle school. I mean, I have them like from prek with their babies. I can still have the pictures and all that. Not and to me, it's sad for me to see them leave and I want that's all I wanted to know if we're going to go with them or we're going to school like you said. I mean, it's hard to say, but are we going to have like something with all even some familiar faces? >> Yes, that that that is my goal 100%. That

093that's what we want. We we we want our students to see you like the ones here wherever they go see you in the line, see you as you move to the school. That's what we want. Um so I appreciate you and this I that's my commitment to you. So just thank you. No, thank you. No. [applause] Hi. [applause] Good morning. Okay. I have two concerns and I'm going to try to go as quickly as possible. I'm going to stand by my husband because I get nervous. Um, okay. So, our first ask when everything started, we all came together and we said, "Please keep us together as a community no matter what." [applause] And then I don't believe that a heat map was actually done as to where we all live. So, here is the heat

094map. the [applause] the school that was chosen for us is geographically infeasible. And so, thanks guys. Um, so a poll was done and only 14% of parents can make it to Sanchez. You have over 30% of parents that are going to try to get into ODM. you have another additional that are probably going to leave the district or that want to go to Jocelyn or that will go to their own their own schools. So, I know that the first speaker brought up here um that worried if there's going to be enough space and I know you said yes, there's going to be enough space. When the math is done, there's not going to be enough space. Um with ODM, for instance, that that's 30% of us more. That's roughly around 150 students that were going

095to want to go to ODM. It was also said that Odin would keep it wouldn't be completely wallto-all. They would have Sunset Valley Go. You would also have an English track. there's there's just not the space and there's not the space at Dawson either. So my additional concern is that at the end of the day we're going to be told, hey, just go to your neighborhood school because they have we have 50 dual language programs. I was an educator in Austin and I was a bilingual teacher. And there is a huge difference between a one-way bilingual program and a two-way bilingual program. And mo [applause] most Hold on, we're almost done. I promise. Um, and most of the when we called all of the schools, they are mostly one way and they work really well

096for kids that are emergent bilingual or if you have English speakers go into the one-way dual language programs, they exit, they speak Spanish, they speak English. If you're a commented earlier today that she's that she's gone. My worry is that that's going to be the choice is we're not going to have the space. We're going to have to go to the neighborhood school that has a one-way dual language program and it's not the same as what we signed on for >> or no DL track at all. My second concern, and this is a little bit um sorry guys, I'm going to go fast. My second concern is that you are dismantling really good schools and you're going to kind of fertilize the rest of of other schools with kids that have scored well to try

097to bring up an average. Does that make sense? Hear me out. Okay, hear me out. Okay, so by doing by doing that, there are kids that made schools fail. And although whenever there's going to be the dispersement of of of other kids, the schools will eventually increase, but you have kids that are going to graduate in AI that are still failing. And so I realize that there's turnaround plans, but there are there are thousands of kids that are going to fall through the cracks, and I'm worried about those kids. Okay, those that's it. That's all I got. Uh, so my my first response is um aren't failing because of who they are, the color of their skin, but but you said kids, but you said kids fail. Like there's kids that are failing. And I

098want to just acknowledge that AISD like so AISD AISD I just I just want to say that the way that it was received was maybe more like felt like that. So I just want to acknowledge like the way that I received it. So I I appreciate you clarifying. I appreciate that. Um, and I I I don't think that's kind of the vibe. That's not I just wanted to just >> I I know, but I just want to be really really clear because sometimes that happens where it is it is it is shared as though if student movement occurs, we're just dispersing students to all of a sudden raise grades, which that was but but okay. So, but what that that's >> okay, but the problem that's not we're not moving students to raise grades. What

099we're trying to do is to identify that they get what they need to be academically successful. That's but it's not student movement. It's not student movement. It's us. It's us. Like it it's it's the resources required to ensure that every student gets what they need. It's not moving students to all of a sudden pass a test. >> Can we um there there was a request from the side of the room to um allow one speaker to speak at a time and not to interrupt. So we're addressing her question at this point. Thank you. >> Yeah. So it's it's we're not moving students to raise grades. What we're trying to do is to find resources to ensure that all of our students get what they need to be successful. It has nothing the movement is a

100function of what has to be done to actually pull out and identify time. We're not moving. Sorry. We're not moving teacher. Uh I mean that's I appreciate that's how you feel. I understand that and I accept that, but that's not what we're doing. That's not the purpose of it. We wouldn't have that would be a different plan. In fact, >> spoke earlier today. >> Yeah. So when we had the meeting with uh during the copy with the principal, it was also something that was mentioned that when you do disperse kids to schools that are not academically successful, it will lift up the overall average. And it's not there wasn't a like a them versus us versus Brown versus that. That's not the money versus that's not my intention. I'm actually concerned about kids that I

101think are going to fall through the cracks through all of this that's going on through the consolidation process. >> I got you. Okay. Yeah. I mean, I just, you know, we we don't have the f we're we're an inch deep a mile wide. That's just the honest truth. You know, if we want educators to be able to stay and have a chance of living in Austin, we have to compensate. If we want to, you know, look at different ways of educating, you know, to save money, we can do that. But we made decisions along the way that costs us real resources. You know, we have librarians. That's not something that is like, you know, covered by the state necessarily. We have licensed nurses. We pay for our own curriculum. We can save $8 million if

102I wanted to adopt a curriculum, but I can guarantee you just not a single person in this room that want me to adopt that curriculum. So, so we protected planning time. You know, there are things that we've done that have cost us just resources. And because we've said this is how we elect to educate our students, I now need to find those resources to protect that educational experience and at the same time be able to ensure that every student gets what they need. That that's that is where the tension is in the system. So, um I know it it's not a direct response to the movement of the students because I I just we would never would move students just to raise grades. That's not what we're trying to do here. But I can tell

103you that we do not have the ability to continue on and and really move in a way that gets all of our students what they need to be successful no matter where they are. So we can continue to talk about Oh, hey. >> Hi. Hi. Um, my name is Staca Pascal. I serve as the director of strategic planning and organizational effectiveness. And so I hear the heart of your question, so I wanted to just jump in. Um, one of the things that my role does is think about as we're making plans, how do the plans impact the humans at the center of the design, right? The humans in our students, our staff, our entire organization. And what we are seeing in this process is that there are many unknowns which then create a level of

104fear because of the uncertainty. And so if I'm hearing the the essence of your question, it is thinking about students being leveraged in the system and not wanting that to be an outcome. Is that right? >> No, I'm worried about the kids that are going to fall through the cracks. I'm not worried about the kids being leveraged. I'm worried about the kids that are going to be moved around during this consolidation process and that are never going to catch up. Those are the kids that I'm worried about. >> Right. Exactly. So kids not having the needs met. So, one thing I want to speak to that's happening and it doesn't get publicized throughout all of these things is the work of the bridge team and I'm a part of that team and our work is

105really centered on how are we supporting students now in this process as they see all of us with our passion for our students advocating and not attaching that they think coming to my school would be bad or they think my school closing then that means they don't want me to be here. So, we're really focusing on how are we looking at our morning meetings, how are we looking at advisory lessons, how are we supporting teachers so that our identity isn't lost in this process. So, that's one piece. Another piece that's happening is professional learning with our counselors as well as our principles and how to lead and support during this process. How are we identifying students who may have had other things happen and this becomes a trigger for them and they need to have

106extra attention. So, are we doing our one-on- ons or our seven minute meetings? That's another part. The other piece is we are working on our transition plan for care for students. Looking at not just like the academic piece, but how are we attending to the students so that they can actually show up and learn, right? So, that is taking place as well. We have research that we're using. We're utilizing information from other school districts that have gone through this process as well. So it's licensed mental health professionals, our restorative practice, we're using transformative seal, our counselors as well. So that that part is happening. It's just not something that's embedded in the forefront. So I just wanted to name that as well. You also had a question well about space and I didn't get a

107chance to talk a little bit of that earlier so I wanted to address it as well when we started this process and you saw the data rubric you saw a lot of numbers we were not counting portables some people didn't like that in the beginning but it did offer us an opportunity to have flexibility and so we do have portables at ODM and JSLin that can be used during this process I know when we originally put out the draft plan there wasn't the grandfathering, the continuation transfer, the portables do allow us to do that. And so while they're not in the data rubric and those numbers, we have them on some campuses to have that flexibility. So I just wanted to talk through that. >> Thanks. Um John Powers, um one question I have on

108the the plan, you talked about like um you know the whole rubric. Um I'm curious like there are other instances in the United States of consolidation like specifically Chicago for example like 12 years ago. I'm can you give me a specific example of how you can take a lesson learned from a community like that and how you applied this plan differently to try to like get a different outcome. >> Yeah. So couple u two things come to mind. So I I've studied Chicago, San Antonio. I mean there's been lots and lots of school districts unfortunately that are going through this. Chicago is the first big one. Uh it was it was massive. Um couple lessons learned I would say is uh first and foremost the the plan uh the data the process has to be

109tight. Um you know I will tell you in my experience and what I observed is that if there are questions around the validity of the data or how came about then there's going to be questions around kind of the outcome that you arrived at. I would say two being really clear about what informed the decision. So in 2019 when we went through consolidations last time there was a lot of input and then there was a lot of collaboration and then there was an output which was the list of schools. uh in this instance we were very clear this is the logic that we use we may not all agree on the logic but this is logic that was used to arrive at that um recommendation in that initial plan so that was number two I

110would say the third thing this is what I experienced here at Mets um and and uh and Sanchez as well as Norman and Sims and I also observe this uh um out in Houston on some work they did was you have to really spend the energy on the limitation plan you know that that's like the big thing like right now what I'm really worried about is that somehow we push and push and push the can down the road and then all of a sudden we're making a decision when there's very little time for us to be able to support your family and students. Y'all weren't affected by this really, but just a couple years ago in 2023, I've said this before, we elected to move sixth grade out of Mendes and Martin in April. We

111elected to move international out of East College High School in April. And we were reeling from it that entire semester through the summer. And all of our sixth grade students who ended up at the elementary schools the following year never actually got what they needed to be successful. We were scrambling with instruments. Fine arts and PE are very different in sixth grade than they are in fifth grade. The certifications are different. The staffing are different. This way the building works. All of that is different. And so I I am wanting to make sure that we if we're going to make a hard decision, you make it with enough time to plan thoughtfully. Uh so those would be the three things that I have observed and try to incorporate in this plan which is why I'm

112really pushing for whatever decision you know whatever thing we do in any any year that it occur in November because the registration process for enrollment starts in November. If I wait till January or any time after that then I use half of that time that creates a disruption in the back end and then families get frustrated because the system doesn't work. But those are the sorts of things that I'm really trying to to navigate as we do this. Of course, >> as the um leader uh of the enrollment department among others, I would like to clarify that typically our enroll enrollment starts in November. Um please do not panic that things are happening tomorrow. We do have a revised timeline for this year. Round one will open in January and the precise dates we hope

113to share um soon. Uh but yeah, thank you. >> Do you mind? Hello. >> Hello. Um, so I really respect that you're trying to sol solve many problems with one solution. You kind of listed out your five problems that you're trying to coales and address, right? Kind of feel like you're missing your bigger problem. You're losing students to charter schools because your schools are underperforming. How is closing good schools helping you retain students and not losing more? How does it not accelerate parents moving their kids to charter schools? How does it not accelerate losing local control of your school district? It does address those five problems in some fashion, but it does not address that if you were trying to retain students and have good schools, you would not close good schools. Yeah. So I

114would uh [applause] the one thing I would say is um there are school districts um who will have you know different student populations different demographics but uh have not our designation states designation only higher performing schools right but they still have the financial challenges so they're they I understand how it can feel as though if you only do this to high performing schools you know, then somehow it's not you're not going to free up resources or that it's not going to help the whole. But there are consolidations happening in central Texas in school districts that have historically been high performing, lots of wealth, lots of privilege, but they're still closing because they're they're they they are not um tied in the way that a lot of people think. you're you're right that if you close

115a higher performing school, there is going to be that feeling as though, you know, that we're not um supporting what we think is in the best interest of our kids. And my my challenge and my the position on that is there are lots of schools right now the state has identified as not high performing and those rooms are just as full as this room. There are families that love those schools and we'll do anything to keep those schools open and and they will tell you like MTS do whatever you can to keep it open or keep you know you know moving us in the right direction but the reality is those students have different needs and so in order for me to have the resources to provide those supports I need more more more resources

116I need more funding I need more like I I need to address the inefficiencies in the system so um you're Huh So I I don't disagree that we need more students, but this we live in a city where there are less students. Just to be honest, the the birth rate Yeah, we have the data. The birth rate has I'm sorry, that's not the total net the total denominator has decreased. That's the honest group. Our our our position in the public education space in Austin is in the Austin area hasn't really shifted that much uh since maybe 15 years ago when like you saw the big kind of influx of charter schools. We are all losing. Charter schools are closing now, too. I'm not sure if that's well known, but there have been several in the

117Austin area that closed recently. And so, I just want to be really, really clear. Um, we are desperately trying to communicate that we as a school district believe that we offer the best um the best uh public education experience in Austin, period. Secondly, I know that every student has a different need and I need to have the the ability to provide, you know, resources to meet those needs. Um, I want to get students back from charters. I want to get students back from home school, which is a new thing. And we also know that bounces are coming, right? They're going to be here before you know it. >> So, and our argument is if we actually invest in the way that we should have been for years past, then those schools who are not good,

118right? I'm using your words, not my words, and they increase and we provide what we need for them, then students will come back, right? I mean because we know that families make decisions based on the data they have. But I I there are incredible things happening in all of our schools. You know, I just want to say a D school, an F school, a C school, you know, there are reasons that are not their the students fault as to why we got there. It's the district's fault. And so that that's that's why we don't kind of lean into that argument because I'm I'm really trying to make sure that we support the whole. It's the 70,000 students that have to get supported by the decisions we make. We're not moving. >> I I wouldn't Yeah,

119I I don't agree with fertilization, but >> I understand that. >> Hi. >> Um I have more of a localized question for this neighborhood in this area given that you're closing two neighborhood schools next to each other in Becker and Dawson. Um and a lot of us are going to be zoned to go to Galindo. So could someone here please clarify what the dual language situation at Glindo is? Our understanding is that current Gossson zoned and newly Glindo zone families both in the Glindo area and also the Becker zone which was proposed to be moved to Glindo at the meeting earlier this this week. Um we've been given the impression that after meeting with the folks at Dawson uh that there's room for dual language at Galindo for for families that are interested. Um but

120in contacting that school directly, they said they only have one way uh education there. So please would you please clarify if English speakers will be able to learn Spanish at Gindo Elementary School going forward? >> Yeah, thank you so much for asking that question. Um we have been planning for that bigger piece, right? We heard from the community they wanted to move together. That's been a lot of our focus. But your question is great because Belindo does have a dual language program. Our policy does allow um that that is a wonderful thing when we open up enroll Austin any family like in the past if it if a school had been designated as a oneway there wasn't a mechanism for families to be able to apply to those schools there are now um and so

121during the enroll Austin period you will see all of the schools listed right that you can transfer into it will become your new zone school and so zone students will be able to participate in the program that that school offers. >> So given the challenge that has been addressed at this meeting about retaining and hiring qualified bilingual teachers, can you guarantee that we will be able to access that program at Echendo? >> So guarantee is a strong word, but right after this, I'm going to go ahead and and meet um with the principal. I'll talk to the campus to make sure that we have a clear understanding. The way we're set up is with a zoned if you're zoned to that school, you can participate in the program in that school because you're you're already

122an existing dual language student. >> Can you just clarify there that we understood from speaking with the staff there that it was a one-way program. Can you just more directly and comment on one way versus two-way at Galindo specifically? >> Okay. So, so I'm going to actually speak a little more general just in terms of because there we've got over 50 schools, right? And some of them are what would have been classified as a one-way and some are two-way, but it's dual language. Like we've been treating it as dual language for a few years now. And the reason for that was to make sure that our families all across the city could access maybe the the school that was closest to them, right? So even if you had already been zoned to Galindo in the

123past, right, you still would have been able to apply into that dual language program to to get in. Um so so those pieces are not changing. The main difference and why people call, you know, we say one way and two-way is just because one way means that predominantly there are students in that zone that would potentially take up the majority of the seats, right? because again it speaks to the students that actually live [clears throat] in the area and are zoned to that area. So reside. So it one way speaks to like the makeup of each classroom. So some classrooms have a makeup of every seat is an emergent bilingual student in the classroom, right? two-way campuses when they're called that way just means that maybe they do have emergent bilingual students in that campus

124zoned area that reside but there are still enough seats to be able to welcome non-emergent bilingual students. The makeup of that classroom has a makeup of two groups of students, emergent bilingual, non-emergent bilingual. The um resources are the same, the professional learning is the same. So the model itself and the design is the same. It's more the makeup of the students that are in the classrooms. >> Hi y'all. Um so I'm speaking as a parent. Um I'm also a district employee, so I just want to make sure Sorry, I'm getting emotional. I really wasn't trying to. Um, I need everybody to know that the dehumanizing language and extremely aggressive behavior does not reflect everybody here and most certainly [applause] does not reflect the staff that is at this campus. Um Barrett, Jackie, Daniela, they're the

125reason I bring my child here. [applause] Um I'm parenting a child with a trauma history. So I need y'all to understand when you are referring to people who are from other communities and robbing them of their identities, you're talking about my kid. I'm really sorry, y'all. And so I just want you all to know that I appreciate greatly the care that has been put into this plan to make sure that every community is getting taken care of. You know, we got to see people coming in here going on field trips. Not every kid in AISD gets that. Not every kid knows that they're going to go home to food. They're experiencing poverty. And this district cares for our kids. They take care of them. The trauma informed care that is embedded into this district is

126why I bring my kids here and and the staff at this campus is just amazing. [applause] I would love to just encourage the district to make sure that we are really taking care to be mindful of kids of kids who are experiencing trauma. Um I'm sorry I'm like feeling sick. Um but I just thank you [applause] I want to thank you for saying that and I would love to walk out with you and and if you know anything about the work that we do in social emotional learning, you know that that is at the center and I so appreciate you saying that because it's so important that as we're advocating as parents, we have children watching us, right? And I don't want any child to walk away from this process losing their identity in this

127battle that we have happening between our campuses. So I I thank you as a parent. I thank you as a staff member. I thank you as a human for sharing with us that there are faces that go with these lived experiences that our students have. So uh thank you. >> Hi. My name is Don Hogan. Um my I'm named after my grandfather Donato Rivera. Um his wife Luis Garcia um was one of 13 um was the oldest of 13 children. I grew up visiting my grandparents and hearing Spanish spoken to their uh siblings and to my great aunts and my great uncles. But growing up it was normal because to me that I was not a Spanish speaker because I just knew that my grandparents just chose not to teach their children Spanish. It was

128just a normal fact of life. It wasn't until visiting Becker that I was given the vocabulary and hearing for the first time the word language oppression that it clicked and visiting as a you know the kindergarten orientation of like hey what are we going to visit schools that I sobbing in the library uh after hearing that and feeling the gift that I get to give my children that I'm unable to give myself that is the um what language immersion brings to their their education That is the importance that I come as a non-emergent individual. And so my question, my request is, can we make a change to enroll Austin as a way to kind of highlight individuals like me and families like me and myself that feel invisible in this process and be able to

129measure the population of heritage Hispanic families that see public education as a way to give that gift back to their family and to close and heal the wounds that have been generational. And that way [applause] and that way be beginning to measure a population that doesn't exist then I think gives AISD the leadership in the state to step forward and be lead in advance of what the TEA regulation is in terms of having a 50-50 population for these intents and understand that there's more of the nuance than just having only two options, but as a way to continue to use the tools that is AISD and public education to heal past wounds of language oppression. So, uh, [applause] so that comment gives me chills and and my experience is very similar to you. I grew

130up in Austin. My parents spoke Spanish. I I Spanish I I I knew well, but I wasn't fluent. I all through elementary school, middle school, and high school by math. If you run into people at a bar that knew me in high school, they'll say, "Oh, you know, Matt." Um, and and I kind of gave up who I was. I'm Matias Cigar the Third. Um, but I just went by Matt and um, you know, so my daughters went to Sunset Valley. You know, most people don't know that they went to Sunset Valley to do exactly what what you all are doing here. And I I am I am part of that community and understand how valuable it is. I talk about students success and I see being bilingual as a superpower and I believe it

131the and so I just want you to know that I recognize that that is an opportunity of growth for us right now. We haven't been able to work on the important stuff because we've been so hammered with the urgent. That's just the honest truth. Like the the TA greed order, the budget, the changes from the legislative, you know, sessions, the the accountability. But I'm desperately trying to get us out of these periods of disruption so that we can grow and thrive and then make decisions that impact all of our kids kind of and our families kind of in the way that you're suggesting because that's where I want to go. That's where we collectively want to go. It's just there's only so much we can tackle at any given point and we have to get

132through these moments. So that's thank you for saying that. I very much appreciate it. Um and that's kind of one of the things that we're trying to do as we move forward honestly. Thank you. [applause] >> Hi, I am not a I don't feel like a strong public speaker. Um I am a parent of a current fourth grader and a also a Becker graduate who is in dual language program at Lively and also in the magnet there. Um and I have stood in this line for a long time so I'm going to ask quick but more than one. Um I'm going to ask I watched the working board meeting. Um I'm going to ask about Jocelyn language immersion but receiving transportation for all students. Why is Sanchez or the other dual language campuses not receiving

133transportation for all students? Um I am also going to ask about the transfer policy that was proposed that any current transfer at any school can go to the new zone school for um the resides population that was mentioned at that meeting that was said was coming out in the um new plan. And if that applies to dual language campuses, can all 500 of our community members go to Zilker or go to Belindo? Obviously that is not possible, but that is what you said at the board meeting was possible. Um and then uh one more well two more sorry. Um the when we brought up the historic nature of this campus, I also went to Zilker Elementary. So I'm a South Austin local. Students walked from Becker to found Zilker. Right. This was the first neighborhood

134school in South Austin that has been considered for Zabala Elementary, which was built the exact same year. Why has that not been considered for South Austin? Why? Sorry. Why in that meeting did you spend 45 minutes explaining that you wanted to keep schools open in East Austin, which I support, and that a 200 resides population school, two 200 resides population schools should stay open because they were historic. But Becker, that doesn't matter. Why um were you talking about putting Monasuri in that area of town so that you could keep the schools which again I support. Why is that not considered when you are adversely affecting one neighborhood with Dawson and Becker both closing within a mile of each other. So we are hearing you. We are here. We I think as a community, we agree

135with the guiding principles of the plan. And at every turn, you are saying, "Oh, except for Becker. You can cross a highway. You can cross a river. You you can have your neighborhood unreasonably impacted by closing two schools that are right next to each other. Your historic school won't be given a pass for only having 175 reside students which is very close to 200 or less which is projected at Savala because because why? And then I have a actual specific question that I would really like to ask >> but you can answer these first and then I will >> that's a four-part question. I some of them are very different so I'm trying to I want to make sure I I >> and you might not be able to answer them all now. I wanted

136them to be said out loud and considered. >> Yeah. Um I appreciate that. Uh so on the transfers, we we have that clarity. I will we will make sure that gets communicated out. Um I can spend time on it now, but I we're making adjustments and refining. Uh you heard us talk about why we leave their space and kind of what we've seen historically. So yes, we're still committed that if there are students that want to continue on as much as they'll have that ability. Um the the question around um uh historical buildings, I'm assuming you're talking about Black Sherry. My assumption. >> Yeah. I was just you talked about Zabalo which is a parallel school to Becker. >> Yeah. And so and and so the plan actually considers and again this may change um

137based on all the conversations from trustees and everything else. Um but in the revised plan we're sending more students to Zavala because Go Valley would ultimately you know if the plan stayed convert into a monastery because there there are too many seats in that area right so the monastery program doesn't go there then we would have to close a school whether it's any one of those schools it it's it's just a school that would have to close um the fact that we have built a new school uh for go valley is something that we're talking about now for black oak springs is going into black so in that way we're actuallying adding more students. So, in both cases, we're we're adding students. Um it wasn't they got a pass, it's just that when you look

138at the area kind of given the available spaces where our students are, we just don't have that many options. Um so, I hear you on this in this specific area. Uh when it comes to, you know, highways and rivers, you know, given the complexity of the system, not every every I hear it both ways, you know, it's in every boundary change. Um we are looking at them. We are taking feedback and we can make adjustments. We are uh the Joslyn I was >> oh that there it said that they would get transportation for all students to join and to go valley um and join as the immersion um is immersion to language also why can't we be an immersion to language? >> Uh so that's a different question. >> You don't have to answer that.

139>> Yeah. Yeah. That's a different question. Probably a longer conversation. Um, so the monastery program already has districtwide transportation. So, so that's it's not a change. Um, now, uh, for Joslyn, that's one of the things that's come up. Uh, it's it's been talked about. Um, you know, plan will still evolve. We are looking at that. We understand the effect that has. When it comes to, uh, the four wallto- walls, we are adding capacity. So, as a district, we want to add seats in the wall to wallage program. There's 650 seats being an added net between the fours. uh which I think is going to help our overall like kind of support of wallto- wall dual language. And then what we said is we're going to add transportation to ensure that the emerging bilingual students who

140may not feel like they have access to the school keep access. So we're not going to necessarily expand the attendance boundary beyond the current attendance boundary. What we're saying is you're already coming here. This is your home. We want you to see yourself in this school. Let's go ahead and continue the transition routes that we already have in place. kind of a budget control item. But again, some of that may change, but I just want to share with you thought process. >> Yeah, I think that that thought process makes a lot of sense. You're also telling Becker that our students should see Sanchez as our home school and we're more than three miles away across from a highway. And so even if we are not emergent bilingual students at least during transition it feels reasonable

141to offer transportation to our campus or and other I mean that's that's all I just want to say that you don't have to we that's we've heard that um I think the challenge we've heard that we are kind of looking at all of the transportation routes how we provide support during periods of transition. You know what I I don't want to communicate is that we'll be able to kind of things on in perpetuity. But I also want to acknowledge that for this period of time as we transition students and as communities come together, we build new school communities, we have to make accommodations and I have that I mean I just you know it's just there's lot there are lots of families that are spread out all over the city. Um so I just have

142to think through kind of what could be considered. We are looking at >> sorry everybody this was just my last one because it was it hasn't been addressed. Um my daughter and my son and myself before them go to Darity Arts after school care. I was I went there as a child. They go there as a child. Right now we have van transportation from Becker that they ride that they take a van free and Zilker has a school bus that is provided by the district. This is an important afterchool program and resource for our community. It's not just my children, right? there's many other children and so the continuity of having that and also I will say creative action probably for the people who go to that at this school um at the next campus

143I consideration for a bus from AISD for the new zoned dual language and so Sanchez or Gindo or Zilker Zilker already has a bus right they've already been provided that for arts so that we could have some continuity children I just ask that that be considered Yeah. So, um, thank you for that. Those are the types of things, you know, as we move through the process, we are going to be very intentional about developing these transition plans. Those sorts of things that we can adjust, you know, as leadership comes together as we plan. Um, that that that's the type of feedback that we need. Now, again, we want to get the principles in place. We want to begin to move through it, but that's exactly what we have the ability to do. Um, so and

144then on the transportation for Zilker, I'm not sure if it's an AISD expense or it's actually uh something that is raised locally and then paid for. So I just need to understand that before I can commit to anything. But I suspect based on what I heard it's probably locally raised and then they pay transportation. It's not us kind of paying on their behalf for that program. But we can we have that flexibility. >> All right. Um so let me first say like I understand the the incredibly difficult situation. Um you the superintendent and the board has been put in like this by the state right I I I understand that um and you know I know the motivation for the consolidation plan was uh budgetary right like like budget sorts but my my concern is

145really long term for AISD right the the rates of attrition like I it's been it's been dropping off um it's been dropping off um in and I'm concerned that this plan is going to have a much higher rate of attrition. Um I haven't seen any modeling for that in anywhere. I know there's modeling data based on previous school consolidation plans um you know in other areas. Um that just um I I haven't seen it anywhere in this plan and you know just for for this community right here um I I know there's surveys that gone out there's like 30% of families considering uh alternatives to AISD schools. um you know uh and you know a lot of that's motivated by by uh anxiety a lot of this is motivated by the plan so so can

146you speak to um you know projected retrition rates um for AISD and how you guys are going to win back trust in families here um after this plan is is is put in place or whatever happens um you know or post decisions. So, I I want to acknowledge that there's going to be a disruption and I always want families to do what's best for their students like period. Um I I also want to acknowledge that, you know, we are trying to desperately get on the other end of this where families are welcomed or have see themselves in our schools, which isn't happen necessarily at many of our schools because we see the transfer out rates, right? they're choosing to leave either that school or go to a charter school or to go to wherever they

147would like. And um regarding a plan as far as uh you know what we expect to occur, um I've looked at what has happened here in 2019. Um unfortunately what happened in 2019 is we went through a consolidation process and then three months later the pandemic happened. So there was so much student movement that it kind of overwhelmed any kind of understanding of what was happening locally if that makes any sense because I mean we had students just completely unenrolled because of the masks that we were requiring you know in our schools. We had lots of that happen so I can't look at that as a reasonable data point to apply here. I look at other school districts. San Antonio went through it. Richardson went through it. They saw a slight decrease as a district.

148Um, now when it comes to campus by campus, it could increase. What I also worry about is I've gotten um I've had experiences in the past just I'm I say this because it's a it's a lived experience that I had with the community and it was a letter saying 80% are going to to leave and then we go through the process, we work together, we build it together and the number is very different. Um, so I I I believe, you know, for modeling purposes, you know, I would say 15 to 25% kind of in the short term is probably a a higher number. It'll settle in and then after 18 months, it'll kind of tend to come back. And then also, you know, what does that look like? We know lots of families anchor themselves

149into the high school like kind of um experience that we have in Austin IC, which we love. We're so excited. We have incredible high schools and so there are shifts, but then we often see families come back. So we are modeling it. Our budget has asked our trustees have asked me for it. I'm doing a sensitivity analysis around if we lose 5% 10% of that localized student population, if we lose elsewhere in the district, what does that look like? But I also want to communicate that there are lots of families who I think um based on some of these changes are actually going to come back into Austin ISD and we have heard that as well. So I just that is what makes it complex. we are making those um sensitivity analysis available to our

150trustees but that's why I can't tell you for certain oh you know we're going to lose 10% 5% for that we're going to grow um but we are showing that analysis okay and then so uh a follow-up question specifically for the parents here right because I know you guys probably all feeling the same anxiety that we are right like as pointed out I think Joe pointed out earlier like the um u the numbers just don't add up like the amount of dual language seats that are available um for Becker students like going you know like there's a there's a shortfall in seats I think it's like 10% of of dual language kids like right now that that's a very opaque um uh process right now we don't really understand uh how it's going to shake

151out timelines things like that like we have to make plans for our kids for for next year you know if if Becker if Becker closes you know I I hope it doesn't but um if we we have to plan like what does that look like um you you know, like can you can you give us some guarantees on deadlines and things like that so we can make plans? >> Yeah. So, um I I am very close to all this work. Um the transition plans are a big part of this. Uh regarding milestones of everything from the principal being hired, when we're going to communicate transportation, uh it sounds like what you want before any of that is assurances based on kind of the flexibility we know that each campus has that the campus that we're

152saying will welcome your students can indeed fit your students. Right. It sounds like a originally released was because we're using permanent capacity as the kind of underlying denominator. It um feels as though when you go through the calculation that you're going to exceed 100% utilization, right? That's the that's the main root of it. >> So, so again, there are things that we observe in student movement. The 100% assumption is um not one that we often see. I'm just going to say that because families just choose to do different things year-over-year. Secondly, you know, portables are meant to be short-term solutions. We as a district leaned into them and made them permanent. some of the most expensive spaces we have in Austin ice. We have over 500, no 480 portables like at this moment representing about

153800,000 square feet are effectively two buoy high schools. And so um we over time need to shed ourselves of that very expensive space, but in shortterm kind of relief situations, they can be used. You use them here, they're used all throughout the district. And that is part of what gives that flexibility at those schools because they exist right now. Now over time, once this stabilizes, they need to go. And you know, we we our newest portable is 30 years old. You know, that that's just so I what we need to do and I'm going to commit to doing that is be hyper precise on how the numbers work for these communities that are making that transition and what we're relying on to share and understand that yes, they the student the families and students fit

154even with transfers. That's why we've been able comfortable enough to say with transfers. Um but you haven't been able to see that because of how we're using the space and the walkthroughs that the staff is doing. They're walking through each campus and saying, "Hey, this is how it works. It we can make it work. This is our path forward." That's what we owe you. That's what we owe the communities. Um, and we can get that out before the vote because we we've been working through it. We have >> Please do because you guys are are at risk of losing a lot of families. >> I appreciate that comment. That's a that's a good that's something. I've been thinking about this a lot because I've been hearing this attrition, this go-to charter, this goto private as

155an option as these changes happen. Um, and I I don't like it because these campuses, these communities are successful also because of you. And this plan, however it moves forward in whatever shape, will have a higher success rate if we continue to have your support. That is critical. We need your continued support. So, as you're weighing your options, leaving public education only makes this more difficult. [applause] >> Good morning, everyone. I'm Wendy Mills. I used to be the principal of both Norman and Sims. And then when we consolidated, I was the principal of Norman Sims. And I remember being in this very position at community meetings where I had Norman parents sitting on one side, Sims parents sitting on the other, we were8 miles down the road from each other. And there were folks yelling

156at me every day, we are not going, if you move us point8 miles up the road, no river, no nothing. We are not going to go, Miss Mills. And I had to just sit there in that and say exactly what Travis says. If that is your choice, that's your choice. But I would hope that you would stick with us and play the long game. I know it's hard. Any change is hard. And just see the access and opportunity that will come for both of our communities if we stick together. Those same uh parents five years later when I announced that I was leaving the school were in tears saying we gave you the business mills. They were like we were so ugly. We were just like losing it. And now to look at where we

157are and what our school has become. They they just were like apologizing. I didn't need an apology because I understood these are their kids. Change is hard. But they said if we could have seen five years down the line what we have now versus where we were sitting in these seats at six o'clock 7 o'clock many nights holding our posters rallying going down to the old HQ headquarters building on East Six Street just yelling and screaming and kicking and fighting only to realize that at the end of all of this it was sweet. I mean newer facility we had a building Sims was very much like this. I mean, every time we tried to plan a graduation, an event for our parents, we were just so overcrowded and overrun. And when they got there and

158the doors open, I still have a video of my teachers and families in the got to go into that new building the next the first time. I think it kind of hit that this was the access and opportunity they were trying to provide for both of those communities. Was it hard? Absolutely. But I do just want to say thank you Travis for saying that because I had to be bold enough to just I don't want to say beg, but just plead to hang in there with your community. Um it it gets better with y'all through y'all. So that's just my encouragement. I've been there and uh I will continue to be here to support in this time. [applause] >> No, that's what I'm saying. I said even with that even with only8 miles there was

159just this real resistance to the change. So we understand the bigger the bigger question I'm saying the bigger comment I'm saying is just I just appreciate him saying let's just try to preserve the communities that we have to stay in here. >> I I don't think that's not Travis and I don't work that way. That's not how we work. I don't I don't that's not how he work. He He would be employed if I wasn't here either. I mean, so let's be clear. >> It's that's not how >> um Is that what you're about to say? >> 10 minutes and these friends have been very patient. My role is equity of voice. So I get to be that person to remind us about that. So I want you to have their space. >> So I

160have I have a couple of fears and I have another statement and then I want to ask a friend of mine if I didn't bring my readers to read it read something from another thing. So my big fears is I have an asthmatic kid. We're moving. It's right next to a highway. I have a professional painter in my life and you're really not supposed to. [applause] Um so I I have a fear for the kids that are there right now. I fear for their help, you know, in the future. Um I also have been part of community the you know AISD I am a community advocate and on the key side and I've been part of some of these conversations and from what I've taken back at the after the fact conversations sometimes I felt

161like they was put off from having us there and they were just having as part of the conversation just to have the conversation and then they wanted to get done as soon as possible. possible about hearing community feedback. And that's just how I felt with it. I love it here. I love principal. I love our teachers. I hope you're able to retain all the teachers. Um even though some of them don't know what you know people are in their staff, you know, they don't know what their future holds from. Another concern of mine is you said your report and implementing plans. This feels like a rush plan and I have a fear that this implementation will not be done well and uh and this is all these years are just you know just are very

162important for all of our growing minds all of our growing friends. Um that being said I just wanted to say some of my experience I want to ask my friend Joe please he could read something for me have my readers on me getting older. >> Yeah. Uh, the student population Becker I'm reading this but if it says anything crazy it's not on >> the student population of Becker and Sanchez are different. How will the district ensure the dual language program continues to equitably serve the students who speak Spanish at home while also integrating a high number of English dominant students? uh what ongoing support will be provided to retain SA Sanchez teachers uh to teach larger groups of English dominant students in the dual language program. Uh in this transition uh there's a strong and

163valid focus on honoring and protecting the Sanchez community. At the same time, Becker is closing and there are teachers and staff with more than a decade of service, deep relationships with students and families, uh and meaningful school identities. What concrete steps will the district take to ensure that Becker teachers and staff joining Sanchez are equally respected, valued, and supported, preventing any of us versus them dynamic uh and building a single unified community from the start? >> Yes. So, >> yeah. So, I I want to Oh, I'm >> I want to We're running now. >> We heard it. Perfect. Good morning. Thank you guys so much for staying late. That's awesome of all of you. Um, Greg H. So, Becker is an awesome school. It's diverse. It's that's proven through all the transfers that come here.

164There's a smaller percentage of zone students that also go to Becker. So, what I would like to do now is actually take off the dual language hat and put on my hats, which is a zoned student to Becker. Um, in a lot of the in a lot of the the examples and the solutions that have come up, we hope that Becker stays. But in the event that we can't find a solution that Becker stays, the closest school to the Becker zoned community is Zilker. It's the school where we share playgrounds with the other kids. It's the school that is closest enough for us to bike to, to walk to. Galindo is much, much further away. And I start getting really nervous that in the noise and in the dual language conversation, we miss the second

165part of your plan, which is very, very good, which is let's create good local schools for our kids and for our neighborhoods, which is very important to the people that live here. So, I'm sorry that Dr. French isn't here to hear that. If you guys could scribe that and pass it on, that would be awesome. Thank So, so, um, that is a big area of focus for us. Um, uh, you I I just want you to know we're on top of that. We understand it. We We're fine. I I hear you. I see. >> Hi everyone. I'm Andrea. I have a second year old daughter here at Becker and this is our second year here. So, we're still relatively new to the AISD. Given AISD's ongoing budget deficit and these proposed school consolidation plans which

166the district has also said that's intended to you know one of the goals is to improve the state testing performance. What concrete safeguards are in place to ensure that we remain we being AISD remains locally governed and is not at risk at state intervention. if these consolidations neither close the best the deficit gap nor raise the test scores as expected or desired because it's like there's just so much uncertainty and I can pretty much guarantee that nobody wants their child to be part of any financial or political pawn situation and it's kind of feeling that we could go down that road. >> Yeah. So, um, since the moment I came into this role, January 9th, 2023, uh, I've been dealing with existential risks. Uh, I don't know if anybody remembers, but the TA read order

167of special education was a thing that was going to take us down. Remember that? That that wasn't that long ago. The T we had a a a report from the agency. We had for years past not, you know, been in compliance. There there were lots of things that had to change. And that was a real risk. That risk was was almost as great as the accountability risk if not greater than we have now because didn't have the luxury now that we have the luxury of time but it was urgent. It was happening. The report was already done. There was a recommendation on the table to move towards conservative. And so I will tell you that the board and I are very much uh aware of all the different risks that we manage when it comes

168to maintaining local control. I am hyper thoughtful in every movie that we make. And what I'll tell you is I strongly believe that the elements of this plan that move us further to retaining local control um are are there in a in a really significant way. And so when you look at, you know, how we're um taking three unacceptable rating schools and supporting them or making adjustments and reassignment or doing a restart, uh we we feel confident, we have the data, our teams are mobilized that we'll break those accountability chains. And here's the thing, we've been working so hard over the last two years, multi-ter system support, the curriculum that we have, the fact that we have educators in our classrooms now that we didn't have three years ago, right? The investment we made in

169instructional coaches by the way of the tax re-election of 2024, the fact that we've made compensation increases in 23, 24, 20, 23, 24, 24, 25, uh, has moved us significantly in the right direction. Early literacy numbers are through the roof. Early numeracy are through the roof. Like we are moving the system. You had I don't want to like kind of get into this but you know we're we had 30 Fs and 23 29 and 24 you have 23 and 25 and it is going to continue to nose dive but it's because we're doing it the right way. Like that's the thing like there are different ways that you can do that. We chose to take the long sustainable route to where if anyone us any one of us of us leaves it will still be

170like embedded in our bones. Like that's what we're trying to do. It's not about passing tests. It's about loving to learn how to like read like it's love the love of reading. Um so that's who we are. Uh I feel confident that this manages the appropriate level of risk but I have to execute that. That's really the the the the thing that is most important and I would hope that the community sees what we've been able to do around special education. That was a huge risk over the last two years that we've been managing day in and day out. Our staff, our principles, the entire system aligned to address that and we are on the way end back end of that. Um, so anyway, I just wanted to share that with you. Um, I I

171feel confident this moves us in the right direction, but again, nothing is is for certain, especially in the political realm that we live in. Um, but we are thinking about that continuously at every turn. >> I'll try to be brief. I have one ask and a couple of questions. Um, I did not grow up in the States or AISD or anything. The first time that I went to the website was when my daughter was like three years old and I tried to understand what to do to give my daughter the gift of Spanish. um and to just make sure that she went to a place where Spanish was valued. So I understood that I had to transfer from my son's school which is uh Pleasant Hill. I understand that I had two choices and I

172tried to make my life easy and my first choice was Manaka because it was very close to my clinic where I work and the second was Becker even though in my heart I wanted to go to Becker first but because I like to make my life easy I put Manaka number one. On the day of the transfer, Manaka didn't open up for us and Becker did and that was a blessing because we had a lot of friends coming here already and in the bottom of my heart I wanted to come here. So I want to say uh my ask is that whatever we do and wherever we go we uh make sure that the dual language is respected and and is supported um because we came here hoping that her Spanish improved when she was

173born. Everybody in the house spoke Spanish to her. My husband first language is English. And then a linguistic friend of ours that sat linguist said that's wrong. She's going to picked up the bad phonetics from your husband's Spanish. So she should speak everybody should speak to her in their native uh tongue. So then we switch. But then but then she didn't speak Spanish. She didn't want to speak Spanish even though she understood everything. Then we come to Becker for um kinder and all of a sudden she starts speaking more Spanish and she's in love with the language and she respects the language and she has pride pride for the language and I don't think any curriculum or any building can give kids that and I have a fear because I've heard a rumor that the

174state wants to do away with dual language and Spanish in schools in general and that makes me very fearful and my ask for you guys is to just fight for Spanish as much as you can so we continue to give our kids this gift so they are proficient in whatever they go in life they can be proud of. Um she she she could have spoke Spanish maybe but um but the love and respect that now she shows for Spanish I think is because of the people in this school. It's nothing about this particular building is because of everybody here. So, one, if we can continue that legacy, that would be great. And two, if we can transplant everybody here or at least support everybody here that wants to go to the next school that we

175go to, that would be great. That's the ask. Um, and the question is, um, say we go to Sanchez as an elementary non-zone school, we will be zoned because where we live that, uh, to a middle school that doesn't have, um, Spanish or strong solid program for Spanish. what are the plans of the district and uh where do I go from here? What happens when she finishes elementary and we go to a middle school uh for a good Spanish program? How do we go about that? >> Yeah. So that's um that's where back to alignment matters, right? Because because there are experiences right now where it does terminate your house. >> No, absolutely. So, we uh you're not going to see it come out in the plan right now, but we are having conversations behind

176the scenes about what do feeders look like um for so we do know we've got 13 middle schools right now. It's not every single middle school that offers dual language. We know the ones in the area that do, right? So, Lively does and Badas does. So, we're we're still having those conversations about are we going to create feeders for the nonzone? Like, what does that look like? Um but I don't have an answer for you yet. It's on our mind though. >> Okay. And what support and what resources will Sanchez if we'll decide to go there will have for the Spanish dual language? >> Yes. So great thing is is that Sanchez has a robust language program already. Right. So they're resourced um as well. Um what part of the transition plan will be if

177this vote if there's a yes vote for this plan for any of the of the plan or pieces there'll be a transition. Um, we heard Staca talk about the bridge. It's going to be the bringing of the two communities together and the planning that includes the staff as well, right? So, making sure that the staff have the opportunity to work with each other and get to know each other. >> That's in term of social but resources as in money. Do we have money to support that staff for Sanchez? >> So, they are currently you have the budget. >> Yes. Hi. >> Hi. >> I'm going to probably be a little all over the place, but I'll try to make this quick. Thank you for being here. Thank you for giving us this opportunity to talk

178to you about this. My parents moved to the United States when I was 2 years old. They went against the norm at the time that I moved here and they taught us Spanish. They taught my brother and me Spanish at home and forced us to speak it even though we would sneak English whenever we could. Uh that is a gift that I have done a terrible job of giving my kids at home. And that is why we chose Becker. We chose Becker because it is a place from the moment you arrive. You see Mr. Barrett and Miss Martinez and all the staff welcoming the kids, opening the doors and saying buenosmen. And I chose that over our zone school which has a dual language program because I wanted the wall-to-wall experience. I want that for

179all kids that want that experience. We're not asking for anything like we want what you want here, which is that all kids that want that to have that experience. We believe, we agree with what you just said, Mr. Barrett, that Principal Barrett, that we are stronger together as a community. And we've heard today that, and we heard early on in this process that we heard early on in this process that your intention was to keep communities together, but today we also heard that you're kind of relying on people going all over the place. And we want to stay together and keep advocating. And we want to help you be we want to help be part of the solution to get you to the goals that you have for AISD. We've shown through this process. I've

180become an activist. I've never been an activist. I've been an activist for my school dur for our school during this process. But I will use that same energy to keep fighting for what we want for all kids. And so I just as I heard you say that you will be looking at some of the proposals to keep a South Central option so that our families can all stay together. We appreciate that. I wish Dr. French were still here so that she could pull up her maps and show it real time. Uh but thank you for considering that. I I um I hope that you can consider keeping an option open that will allow our families to stay together. And uh I just also want to say, this is a total other thought, but I just

181want to say it that I heard you this week saying that you're adding a sensitivity analysis to your uh plan. And I think I heard you say 1, three, and 5%. I'm concerned that those percentages are too low for what we've seen. I know you said you've studied Chicago, San Antonio, and San Antonio saw 20%. Uh I from my day job, not as an activist, I know that it's a lot harder. It costs a lot more to win back students than it is to keep students here and um and to use the families like us that can that have the resources and it can help recruit to keep families here and to help you do what you want to do which is to have thriving schools for for all kids. So, uh I think that's

182all just let us be part of the solution with you instead of how it's been so far. >> [applause] >> Thank you so much for all the work y'all have done. I know it's really hard and you can't make everyone happy. My question is if the trustees vote no to your plan, do you guys have a backup plan to address the tips and the taps and the pressure that you're having from TEA to turn around these schools or is it only this plan baked in this closure consolidation? >> Yeah. So um you in the work session we talked about um there this plan is inclusive of the taps right the taps are legally required. Um I don't think that uh we are in a position the board is in a position to to not take

183a vote on those elements of the plan. I will say that there are other things that are perceived as not being tied to taps that are kind of tied to the plan and kind of, you know, allow the tap to work in a different way than it would otherwise. I don't know if that was clear, but but there's kind of some movements that have to occur for some of these to not be um to ensure success or to at least, you know, improve success or probability of success. Um so the backup plan, well, there it can only be a board vote. uh the board is the only entity that can approve the tax. Uh you know, you're asking about I think specifically a breakup of the vote, right? That's kind of like probably >> Yeah.

184So, so the option for the task seems to be what's best for kids for those specific schools based on the kind of level of unaccountability risk that we're managing, right? If that makes any sense because there are some schools that were 44, three years ago, they're, you know, 52 and now they're 59. I mean, they're they're like right there and the growth is there. We see it and they're going to get that pause and they're going to go on and continue and break the accountability chain. And there are other schools that have a an F, but it's a different kind of understanding of what that means for that campus. And so we're making those changes as well. Um, we had to the November timeline for me is important only because of the cycle that we

185see ourselves in as a public school system. I know that we've made accommodations or adjustments already for registration, but the reality of it all is that we have to hire staff early in the process so that our leaders can hire their staff and then we can build a program and we can work and figure out how to get PTAs together and CAC's together and then we have to have the plans baked and ready to go so that when summer breaks we're moving um teachers to their new home. So, it's one of these things where a delay is not two or three months, it's click a year unless I'm introduce a significant disruption in the kind of learning experience of of our system. Uh that's something in the past we didn't learn from. Like I'm not

186going to do that. I'm not going to make a significant change in the spring semester because we are already kneede in planning for the following year. So, >> uh regarding timelines, that's the board regarding the vote. Um we're having those conversations on like what is legally required. what what has to happen versus you know what elements are tied to it which is which ones are totally separate um I wanted to make sure we considered all of it because each one thing if it was isolated would look very different if it was all together but that conversation is right now so they'll be thems So, >> no, that's I think that's that's [applause] >> you you hit the nail on the head. That's exactly um I mean I I appreciate you laughing at that but that's

187that's that's exactly right that but but that's but that's but we can we we've demonstrated the last two and a half years that we can do very very difficult things. Um I know that it doesn't maybe um it's not always visible but there have been countless hours and multiple efforts to get to this point. We are not flatfooted. We are very prepared and well positioned to move forward. Yes, there are other things that we have to manage. everything adds risk or takes risk away. So if as it gets pulled away, if that were the case, then I would argue that there's probably more risk on the back end of it. Um the risk of delay is pretty significant as a whole. Um could you make adjustments? Could a couple things move? Yes. But I would

188say the kind of critical mass of what the plan is really needs to be kept intact if you're really going to mitigate risk downstream. If not, you're going to wait a year and then who knows what happens that year. I know what will happen is the deficit will continue to grow. Miss Wilson, we need to go ahead and cut this off. I know they have someplace to be, but not only that, uh, we have staff that need to get back into this space and kids coming very soon. I would love it if you would grab a couple chairs and lean them against the wall out out back. We'll stack them into the shipping container later, but thank you so much. I appreciate it.