NISD Called Board Meeting (Workshop) 12-2-2025

001Good evening and welcome to this called meeting of the North Side Board of Trustees. Before we call our first agenda item, um we'd like to go ahead and do our prayer. So, we have Mrs. Freeman today. Um if we could please stand for pledge of allegiance and prayer. Almighty and merciful God, we ask your guidance and blessings upon this board, students, parents, patrons, teachers, and administrators as we are assembled here this evening in the common pursuit of this great nation's wealth, our children. Amen. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. flag. I aliance to the Texas one state. >> Um we'd like to review a few of the rules for

002conducting our meeting and the order of business for this meeting is set in our agenda. The purpose of our meeting is to conduct board business and for that it's held in public. It's not a public forum. However, we do provide the opportunity for the audience to participate. If there is anyone that'd like to sign up for the board during an agenda item, we ask that you complete that signup sheet prior to the start of our meeting. Signup sheets will be provided at the entrance. And due to this being a called meeting, um there will not be a citizens to be heard portion. So, um we will now move on to our first agenda item, academic calendars. >> Yes, madam president. Uh members of the board, good evening. Uh hope you all had a good Thanksgiving.

003Um uh this is a little bit different format. We thought we'd set it up more like a workshop uh format. Um and so um I do not believe we had anyone sign up to speak to specific agenda items. Um so we've got a pretty healthy agenda and we'll jump right into it. Uh I know that uh Janice and her team have worked pretty diligently on looking at the 26 27 and 28 uh 2728 calendar. So, um, we'd like to pro propose, uh, to you, uh, this evening what they've come up with. >> Yes. Thank you, sir. So, tonight we're bringing forward a recommendation, and this is for the district academic calendar. Um, what we're bringing represents input from teachers, campus staff, uh, community members, parents, students, and, um, other stakeholders. So you'll see on the

004next slide um these are the five groups. You're the fifth group that we're bringing this um to take a look at. Over a twomonth period we have been assembling um various groups and putting them through a facilitated process that has resulted in the recommendation that we're bringing tonight. The first you'll see here is who we refer to as the district calendar committee. Um, this is where we always start and the predominant members of the this calendar committee are those who are on the north side communication network and we refer to that as NC. So, I'm going to have Diana real quickly talk a little bit about how those members were chosen. >> Thank you. So, NC is um two teachers from every school. That's how we start with NCN. So it's two teacher representatives from

005every school and they are elected and nominated at their campus. Then from there we asked who would like to serve on the calendar committee and uh huge amount of people love to do that work and so they were very much wanting to do this which is great because they're the teachers. It impacts them you know the most in terms of all of us that work. And so, um, and then we took that information and we figured out was there an area that wasn't represented? And if we thought that we had an area that wasn't represented, we added a principal from that area so that we could make sure that all of our schools had great representation. So, we had a few principles and everybody else was a teacher representative. >> Yes. Thank you. So, it's

006really important to note that um the teacher voice um is really uh one of the main drivers of the recommendation um that we're bringing. We also worked with the North Side Education Improvement Council that we refer to as the NEIC. And as you know that council is comprised of teachers and campus staff who are actually elected by their colleagues to represent them and also community members, business leaders that are boardappointed by you. So we brought to you I believe in July or August the slate for this year um that you approved. Um finally after that we went to our student ambassadors. Uh Nicole did a fantastic job uh facilitating them and um to get their voice and their opinion on things. We brought it to cabinet to take a look at and then we're bringing

007it to you this evening. So with each of the groups, we outlined what the calendar parameters were and this was an important um piece to emphasize. The district academic calendar is um applicable to every campus. So, no matter where the campus is located, no matter if it's elementary, middle, or high, the only exception are our two enrichmentmies that we're going to actually hear more about later tonight, Westwood Terrace and Cable. So, our calendar includes all kinds of designated days. It includes holidays, teacher work days, teacher planning days, PD days, etc. Um, the calendar must be board adopted. And so we're bringing this for discussion um this evening and hopefully for adoption next Tuesday. And one of the um pieces that's very important is teachers must work 187 days. That's dictated um in their contract. And

008back in 2014 or 15, the legislature made the change that students really attend for minutes. Their days aren't designated. Um, a final piece that's important is our calendars include what's called teach what we've called teacher choice and we're now going to be more specific in our language with teacher exchange. So when we brought the committees together, we gave them all that background and those parameters and then we gave them some other pieces of information which are important for their consideration. So what you see here is these are area districts and it shows you their first day of school for teachers and their first day of school for students. And then you see the last day of school for teachers and the last day of school for students. Uh one reason this is important if you

009remember uh two years ago was the first DOI calendar that we had and one of the main drivers was in North Side before we were DOI. We couldn't start school prior to the fourth Monday in August. And so we had our area district starting two and three weeks prior to us and our friends in HR looking for Ben. Um, we were losing teachers because they were being snapped up um, uh, by other districts. We also inquired with other districts because it's been um, since many districts now start at the beginning of August because they're DOI, they have included what's called a fall break because when you start earlier in August, um, there's a little bit of time before um, you get some significant break. So you see here um the districts that have um included

010fall break. We also provided um on the next slide a list of holidays. So we provided a list of national holidays, state holidays and then we indicated currently what's in the north side calendar um in terms of holidays. So after giving them the parameters, after giving them the start date, end date, fall break dates, holiday possibilities, we then gave them um some further direction. So broke them into six groups, uh six or seven groups. Um and again, this is our district calendar committee, the NC um teachers and some administrators mixed in and we said, "Hey, here are some considerations. you know, fall break. We've been hearing there's an interest in that. Um, even when we look at the calendar, there's kind of a a dry spell, if you will, of some time off in February.

011Is there a February break? Is there an interest there? What about additional holidays? Are there additional state holidays, federal holidays that you're interested in? And that's why we gave them that background. We did say, we emphasize that this is an academic calendar. So we have to uh consider not having students out too many consecutive days for a whole host of instructional reason. We also have to think about attendance. Uh we know that oftentimes if there's a midweek like a day right in the middle of the week. Sometimes you may have students then take off a Thursday and a Friday or a Monday or a Tuesday. And then we should look historically if we have any days that are high low attendance days um to be mindful of that in our decisions. So this shows you

012the first um round of feedback. So we had six groups from our district calendar committee. Um this was back in October of this year. So it's this year's 2526 NCN members. The colors that you see, the blue and the green indicate consensus. Any white that you see indicate kind of what we uh uh uh describe as one offs. That wasn't a trend. So, you'll see that there was a consensus for a fall break and a February break. Um you will see there are some differences in there in February on where the PD day is. Some wanted it the 16th, some wanted it the 22nd and that was evenly split. Um our oneoffs one offs from this group from this team rather this committee we had two um that suggested having y adding yam kapur as

013a holiday and we had one group suggest to add Eid um which is a uh Muslim holiday. So after this feedback and I think the next slide kind of summarizes um the input that we got. We knew we needed more feedback on on this input and then also where we moved the February PD date. So, our very first NEIC meeting of this year, um, which again has your appointees plus the teachers in the campus staff who were, um, elected. Um, we had them review the feedback from the first committee and then we had had them reflect on these three questions. Are you in agreement with the recommendation for a fall break? Why or why not? Are you in agreement with the recommendation for a February break? Where do you think the February PD day should

014be moved? And then finally, we opened it up. What other questions? What other suggestions might you have? And so this is their input. So wherever you see the blue and the green, that indicates consensus. So for the fall and February break, it was actually unanimous. Um that that was something that was desired. In terms of the February PD day, the 16th was consensus. We had two groups mentioned the 22nd and we had six groups mentioned the 16th. Some of the reasoning there was um the 16th there was already a day off in that week and in the 22nd it keeps that week full for instructional purposes and and where they are within the syllabus. You see at the bottom some other questions or comments. Um there was one move spring break back a week. Um

015that was a one-off. That was the only one that mentioned spring break. Um, as you know, other districts, we coordinate with other districts. Many look to us as to what our spring break is. Um, higher ed also coordinates there. Um, we had, uh, one from this group mentioned, can we consider Eid? So, this was, um, uh, bringing that back and then you see some of these some of this other input. So from there, we assembled our student ambassadors and it was a 7:15 a.m. meeting. We fed them and um but we needed to get them in, get them out so they could um uh head on to school. And so uh had a nice showing and we had them reflect on some questions. So what are their thoughts about October and February, the short break,

016having a short break? and we asked them, do they think it's a disruption? And so, remember, these are some of our high-flying students that are involved in in a lot of things. Um, we had them identify their top glow with what they're seeing in the calendar. What did they really like? And then identify maybe their grow. What are some things that they would like to be considered? So, I'm going to kick it to Nicole because she had great conversations with these students. So, the thing we liked about this was we had juniors and seniors. So, the seniors have lived the new calendar starting early without that fall break. And so, they really got to speak to what that looks like. And then the juniors um liked the idea of having input on what next year

017looks like. So, they they definitely think it's beneficial. Um they talked about the relief and they one one gentleman that showed up found out his first period teacher knew that he was coming to the calendar committee and said please advocate for a fall break for the teachers. So I thought that was cute. Um on the glows um they like that there's a break every few weeks. They called it a mental break. Um of course they wanted to keep the two weeks and the and the week at Thanksgiving. um they feel like the October break, which I thought was very interesting, they feel like the October break allows for juniors to complete their applications because that's around the time that most of the early applications are due. So, they really wanted to keep the dates for

018the fall break. Um on the grows, I'll let you read there. They talked about just moving some some options and for us to consider um moving the February break to April for AP prep time, but we have lots of testing that happens in April, so that's really not a feasible move. And once we talked about that, they understood. I told them I promised I would capture their notes anyway. Um they said it's really not a grow. They just want us to keep in mind that for high school students that are highly um active in extracurricular, any break we give is not going to be a break because they're going to have extra practice anyway. And so that was that. >> So, thank you, Nicole. Um so, to kind of sum up for our students, 100%

019again uh agreed for the fall and February break. And so um they discussed some holidays and um that one group of students specifically mentioned that on Veterans Day they wanted to continue to have that as a school day which we have because there are so many activities uh and instruction around that parade speakers etc. Uh there was one student um that and that student may have even been at a board meeting who reported hearing a group speak about Caesar Chavez at a board meeting. And so we brought that up as a conversation and the students agreed and and what was mentioned was that like Veterans Day um could the meaning of Chavez holiday and other celebrations happen at school. So this was the place that that um conversation had been um had been had. So

020taking this input from um those four groups um what you'll see here is really the one recommended calendar. Um the you know two years ago we uh changed our color scheme. So, just to remind you, the purple those are all holidays. So, it means students and teachers and staff don't come to school. Um, we have teacher work day and professional learning. So, students don't come but teachers and staff do. Student holiday, staff development. Um, again, something very similar. Uh, students don't come, teachers do. Um, we have teacher planning day, the whole teacher exchange days, uh, which North Side has had since the beginning of time where, uh, teachers are able to engage in certain activities, learning activities that are related to their teaching assignment that then, um, allow them to trade, um, those particular days.

021So, uh, really at this point, we're happy to answer any questions or take any direction that you have, uh, for us. >> I have a question, Dr. Janice. Um, so Jordan, sorry, I always do that. Um, so they're still doing where like you have to do professional development the 23rd and 24th of earn still. >> Yes. So, one of the things that's changed, however, and we're making um the change and um everybody uh feels like this is a positive. What the district has done for a very long time is those exchange days were always the Monday and Tuesday of Thanksgiving week, >> right? >> Um so instead, what we're doing is that that whole week of Thanksgiving, the district will be closed. >> Oh, that's good. It's going to it will it will save money.

022It's it will be able to because even though that Monday and Tuesday where those were uh teacher choice days, the district wasn't fully closed and there were some people at campuses etc. So we've moved those two exchange days to the first the October fall break which is my glasses don't work. >> The 9th and the 12th that that Friday and Monday. So there's still so if teachers do not if they're not they don't complete their um required PD then they would need to come to work those days or be be >> do they have they actually have they have until April to teach choice days and then they would be pay >> or or if they had leave if they had leave they would be able to >> okay but we want them to get

023their PD that way >> well and I and I will tell you I mean 95% it's there's usually so many that have way more hours than so that's typically not an issue >> and they have a year they have from one >> we do offer a lot of PD last minute PD and online and reading clubs and all these other things they can do it right >> we do okay good I like that that's much nicer and I like the student input about Cesar Chavez I think that was a community request last term or last fall and I noticed that we do have that day off anyways um on the 29th and it's just called a holiday. >> Well, yes. So, the one of the desires from um the previous work uh committees were having

024Good Friday and the day after Easter, the Monday after Easter Sunday off. Um but as we know Easter Sunday moves >> right >> all different all different places. Sometimes it's in March, sometimes it's in it's in April. Um and so the Cesar Chavez day the birthday is at the last week of March. I think it's like March 31st. >> It it is but it's also negotiable in the sense of when you honor >> Oh, absolutely. So like the city animal colleges has a Monday called as a chaveis >> and that way they have a 4 day weekend as well and then it's also a city holiday and a state holiday in Texas. So what are the thoughts of the suggestions from the student ambassadors on they enjoy the idea of celebrating the honorary M of

025Cesar Chavez work like Veterans Day like >> well so the actually the thinking was because each year we work on calendar we typically hear from the community some members reach out and ask why Veterans Day is not a holiday a student holiday with the district closed. And so as we work with committees, committees are actually they're unanimous and they say no, we want that as a school day because there are so many instructional activities done. So really the student comment about about that related to Chavez. The comment was can we have a day whether it's on the actual birthday of Caesar Chavez or a day that we choose during that week and do activities within the school like we do for veterans. So it's really you know educational and instructive and and honors him as

026opposed to it be being a day where schools are closed. >> How can we do that? >> Oh we can do that. As a matter of fact, we've already pulled together throughout the social studies curriculum, throughout all kinds of activities that there are opportunities that we can push out as a district um to create some com commemoration and then have individual campuses I'm looking at our enrichment have individual campuses um create their own ways to celebrate. So that's certainly something we could make a priority. I would like to see that if we could pushed out and there's a lot of free online resources available. >> I don't know how the board feels but that's just from the community input from last semester where we tabled that to the community um at the committees right where

027that and the conversations happened which is good to know Easter. So >> let us know how we can help. >> You bet. You bet >> with that. Thank you. >> Anybody else? >> Dr. Harl. Yeah, I was just gonna I it was Marcela Hernandez from John Marshall who brought that up um so eloquently and kind of rallied around um not just celebrating it with resources and materials and ceremonies at the school but actually honoring them with a day. Um so um I guess we're just going to call that a holiday right on the calendar. >> The recommendation right now is that it's a school day. a school. I'm looking that >> it's not a holiday. >> She's talking about the 29th. >> I'm trying talking about the 29th of March. >> The 29th of March

028is actually Okay, you're making a good point. Easter Sunday in this calendar is on Sunday the 28th. So that Monday, >> the Monday that we're off, that's the Monday after Easter. And it just so happens to coincide with the week >> this year. Yes. >> So, so I mean that would be the board's direction if if you wanted this is for 2627 now 2728 Easter falls I want to say like April 16th or something >> earlier. So um just for some historical context the reason we gave the Monday the you guys approved last time the Monday after Easter we had um data on attendance >> the low attendance. Oh. Oh yeah. No was the highest rate. Sorry. It's like Beyonce. It's like the highest rate of a T. Yeah. So, we had we had to

029find another holiday and that was the holiday. >> No, that makes sense. Um well, one thing I do remember from that board meeting is that we were going to involve her in the calendar process. Was she um reached out to to get >> was she had a school commitment so she could >> come to and and what we could do Dr. Harl and you know with Dr. Ron's suggestion. Um, we can work um with staff in the district and come up with ideas for commemoration ideas, activities at campuses, and we would love to have her um bring ideas and work with us and we can push those out to campuses. >> Great. And I don't think Caesar and some real leaders. So, sure. It was going to be multi. >> Okay, that's great. I just

030wanted to make sure because she was the one who kind of started that and not every high school has Mexican-American studies either, do they? So, >> this would be good to help. >> Okay, so next steps. And then I did have a real quick question. and a teacher reached out to me and she has students in another district that's a DOI district and and it was my understanding and of course my understanding is just what I found on chat GPT but 187 is not necessarily a requirement of um a DOI district you we have flexibility if we wanted to do less days >> for teachers >> I don't think so >> we that's my understanding and it was a couple other school districts. Um I'm looking at our HR expert >> has to do with

031their >> Yeah. It has to >> right >> really has to do with their contracts and their daily rates which is >> a payroll legislation and conversation that the answer is yes but it's very complicated. >> Right. And and it's not in our DOI application that we didn't have that in our Yeah. Okay. I I just I would like to have more information to answer her. >> Okay. >> Yeah. We'll have to change either the Well, a couple things in general. Um the board will have to elect to increase compensation as a result of the days not worked, obviously decreasing to to ensure that everyone's pay is kept whole. >> Sure. um >> same pay everyone gets a pretty significant pay >> decrease. I just wanted to give the right answer >> the correct answer.

032>> Yeah, I'll put something in Friday letter. >> Okay. Thank you, Mr. Blunt. >> No, no, I'm good. >> Okay, Miss I'm just looking at um that April May stretch looks tough, right? with only it looks like it's only one day April 23rd >> got a lot going on. >> We'll have the battle of flowers and you know as you know those are it is test testing Palooa but yes I mean that is a >> but that's partly because Easter's early right >> and in March >> yeah in in the 2728 I want to say Easter's further And also trusty um the teachers actually in the very first committee the calendar committee that we ran they asked because they don't want to lose days right before the testing it's their last push before we have

033star testing AP testing and so that was actually a teacher recommendation not to take more time in April >> and I know October is hard for us in education it's like a breaking point right so that it's always been that's why the other districts have always done the winter break because it makes sense from the senior side of it for applications and getting those students or the early um app dates and so for burnout reasons mental health >> well now that we're starting so much earlier it align with the other districts that is a long little stretch >> but April has fiesta >> or that may that may stretch too um when is AP testing is it >> um I can the dates for you. >> A lot of it's in >> and also uh

034trusty the seniors take their exams that week earlier. So that's a lot of preparation goes into that for graduation as well. So it's just it's a pretty heavy crunch time. Teachers were pretty adamant about that April May. That's that's kind of >> they were because they they lose instructional days to testing in the spring semester that they need to make sure that they don't have many days off there. So >> because students because of fiestto that's always been problematic for our city and I asked legisl legislators about that. They're like somebody's making these decisions for star testing, right? But there was never a clear answer to that reasoning because for us we're very different. San Antonio is when the fiesta time comes because I know some people take that whole week off from work just

035to be present at those events. So Easter in 2028 will fall on um Sunday, April 16th. >> So you'll get that 4-day weekend in April of 2028. >> It's just a moving target for Easter. is >> so we wanted to bring this forward um for any questions or discussion and then um from that wherever we settle we'll then create the 2728 calendar that mirrors this because we adopt them two years at a time for continuity um for our patrons. Um so >> so if if the board is in agreement and and um feels like that this is um the model what we'll do is we'll just translate this to 2728 you'll have the opportunity on the 9th week from today tonight obviously uh to review both at that time um and like I say it'll

036it'll basically just mirror image what you see in 26 27 we'll look to see where uh Easter falls. >> Yeah, it's April that Sunday, April 16th. So that'll be for 2728. What will look different is you'll see two day actually three days in April because you'll have battle of flowers and u but that's just the Easter. >> Okay. And what about not looking we're what about spring break? Um >> so spring break um second week of March >> in 2728. >> Yes ma'am. >> That's where it is in 2728. >> Any other questions from the board? >> Okay. >> Thank you. Thank you Dr. Jordan. Thank you. We'll plan on bringing like I say both calendar uh versions uh back on the 9th. Um this is rather important um because um yes we like to

037communicate uh with our community, our staff, our students, but a lot of planning goes into place particularly on the business and finance side uh in the establishment of believe it or not fiscal year 27 budgeting. Um but then also payroll calendars and so a lot of things even though it's the academic calendar a lot of things from the business finance world it would be very very helpful to have this uh prior to the Christmas break uh so that they can start setting everything up um uh for like I say really fiscal year 27. >> Okay. Now we have our next item which is the proposal for innovative course. >> Um yes. So this will be >> Mrs. Freeman, I'm sorry. She had >> Sorry. Um, before we move on, so we graduate early this year.

038That's because we got out so early and then getting out later in your crystal ball. Does that change that for the following year? >> No, I think that unless we can uh renegotiate a contract with the Alamo Dome, which from a venue standpoint, we really don't have a lot of flexibility uh in that regard. Um, we looked at is there a way that we could potentially graduate even before Memorial Day. Um, and it just we're having to work with all the other participating school districts. Obviously, we're kind of at a disadvantage to some degree in the sense of we've got to have really four consecutive back-to-back days all day um to be able to get them in. I anticipate uh that we will probably be graduating um next year and the following year the same

039year this at the around the same time that we are this year. And I say that we were provided a couple of options that moved it I believe two days later, two days prior, but it just we felt like that I think we're on a Tuesday, Wednesday, Tuesday, Wednesday, Thursday, Friday if I'm not mistaken this year. Um, logistically just I know Northeast is Northeast this year gets out like a week later than we do. So maybe we had that opportunity too because they graduated later, but >> we couldn't we could go we could go two days earlier this year. Val, just remind me. I think it was a proposed Sunday, Monday. Um, which we just felt like Sunday might be it. >> Okay, >> we have bargaining power big >> of graduation date >> should

040have priority. What did we have? We had talked about something, Dr. L. >> A dream we had. What did you say when you first got here? >> I have lots of dreams >> that we can knock them all out on one day. That would be >> knock them all virtually. >> Okay. >> Um, so we'll look at graduation uh once again, but usually that's on an annual year by year evaluation. I I think that we'll be pretty consistent with where we are this year, just knowing that we're not changing the start date of of the academic calendar. >> All right. Thank you. >> Thank you. All right. Sorry, back to B. >> Yes, ma'am. So, this next is in your packet. So, as you know, districts are allowed to implement what we call innovative courses,

041um, which are courses that meet specific needs, um, as long as they're approved by the local board of trustees and TEA. So, we're bringing forward a course proposal called student to indust industry connection, which we believe will be in the best interest of our AL and VIP students. Um, currently they take um three courses that don't um count for local credit and if we implement this innovative course and replace a current course that they're taking um they can yield a credit. Um plus we feel it better meets their needs for work-based learning and preparation. So I'm going to kick it to Dr. What's Oh, there he is. >> Oh, good evening everyone. Well, there's not much to say. Dr. Jordan did a great job of that. So um but understand not all AL students take

042these three local credits. This is very few actually and it's because of some type of um situation where they can't take a CTE course um that would allow them to look at the three criteria transition independent living and employment. And so uh sometimes students that come from residential treatment areas uh centers for example um just the situation is so drastic and so they take these three local credits so that they can gauge the criteria in those three areas and uh again local credits don't count towards graduation. So this course just gives that opportunity for these students that again it's a handful but to take one of these courses that would count towards graduation because they're usually when they come to us and they're transferred from residential centers and places like that they're already behind. So

043again this just meets their needs as Dr. Jordan said, and keeps him on track to graduate. >> And so we'll be bringing this forward forward on consent on Tuesday uh with request for your approval so we can send it into TEA and have it queued up our kids next year. And you can do the mic drop, Jerry. In regard to like curriculum and development for the those that are going to be teaching this, should this be approved? They'll be provided training before implementation. >> Yes, ma'am. They take a work-based learning training before the before they can teach the course. Yes, ma'am. >> And then will all AL teachers then be required to or asked to take to take this class to prepare for these? Only the ones that teach it? >> Just the ones that

044teach. Yes, ma'am. >> High school. >> Yes, ma'am. High school. >> So, not middle or elementary? >> No, ma'am. Okay. >> Yes. Just high school credit. >> How many someone knows like how many do we have high school AL teachers on average that >> Oh, that's a great question. I don't know the answer, ma'am. I can get it for you, but I don't know off the top of my head. >> Be able to provide that uh information to them before the summertime so that they can prepare? >> Yes, ma'am. That's why we're asking your approval now is because as we're doing ARDS for next year, so they'll those students will already know what courses they're going to take for 2627. So this doesn't become active until 2627. So we have this entire semester as well

045as the summer to make sure everybody's prepared. >> Okay. That's important. Thank you. >> Yes, ma'am. >> Uh agreement. We'd like to bring this back uh on the 9th uh as part of consent agenda. >> Miss Abata has a question. >> Um real quick, I'm just uh if you can explain how's it set up. So like if this is a course that we don't have so we're not teaching these skills um these workbased skills >> for credit. >> Yes ma'am we are teaching them. Yes ma'am. Most students most students are able to get this through a CTE course. >> We do have some severe situations um where students are not able to be in a CTE course. Let's just say um like just really abnormally aggressive behavior. So we have some local credits because they

046gauge the students in employability, independent living, and transition. And so that's the criteria that's used to determine a student's graduation or continuence um status, excuse me. So um of like I said the handful of students that have to take these local criteria we now have an option to at least in the employment area to offer a graduate uh a course that would count towards graduation. >> So I guess my question is is uh who so we have an AL teacher that um just has to take some training to be certified to teach this or do we have to hire another >> no ma'am position? Okay. They're actually the the same AL teachers that are teaching work-based learning courses would do would do this course. So there's really newer teachers that would be trained. So it's

047not a an additional training per se. >> Okay. >> This is a training that they already do. >> Do they have to get certified or no? An additional certification? >> No, ma'am. Okay. >> No, ma'am. >> Okay. >> No, we we're just thankful that another district wrote this curriculum, presented TA, they approved it. So, we want to >> steal >> Dr. Harl, >> it says here that the teacher record will be required to take a mandatory work-based learning training. >> Yes, ma'am. But, but they already do work-based learning courses. So, just like the local criteria that we offer, they've had that training. >> Okay. >> So, it's just knowing it's really just telling you these teachers will be trained, but it's not an additional training. It's something that they've already done. Got it. It's >>

048just getting credit for right now. >> Yes, ma'am. Exactly. >> Dr. Hall. >> Now I think um the dialogue answered my question. Um so this course is more for AL students and the um student to industry one which is a deeper richer more robust sounding like they they wouldn't do good in this. The second course you're going to talk to us about um the student. >> Oh the AL curriculum. No I mean I'm not presenting that one. >> Okay differentiate. This is my special. >> I got you. I got you. >> But yes, ma'am. That the name of this course to get graduation credit is student industry connection. The course that we offer for local credit is campus-based learning one, two, and three. >> I gotcha. >> So, as a instead of campus based learning

049one, we can now do the student to industry connection and give them college credit. Excuse me. High school credit. >> Dr. um Jerry, is that the one that the state would offer through the Texas Education Workforce Program? usually, but you know how when we do arts for like our AL students for graduation, then they would give them this pamphlet that says you can then get this training. Would that then be this? >> Do you know? >> It would it would probably have very similar standards, but this is a specific name for a course that the district who created this curriculum, which I don't know who it is, >> um that's what they titled it. So, >> because that's something we always give, right? But the it does encompass the same standards and that's why we're

050presenting it to you is because the same standards that that we're doing now, >> they're just not getting graduation credit. Now we can give them that opportunity. >> Very good. Thank you. >> Yes, ma'am. >> Any other questions from the board? >> Okay. >> We're good to put this on December 9th consent agenda. >> Yes. >> Thank you. Yeah. You want to talk about library books? >> All right. We done. >> Yeah. So, so this one we did not It's 42 pages. So, it's in your electronic packet, but we did not put it in your hard copy packet for obvious reasons, but we wanted you to have it in case you wanted to look at it. remember um our process. So this is uh number three that we're bringing to you guys part of EFB

051local which is part of a requirement from Senate Bill 13 that prior to librarians purchasing any titles for their library. The titles must be curated, posted on a public website for 30 days for public input, and the public input be reviewed. And then we bring to you guys the list of the books and um or the list of the titles rather because they're not all books and ask for your approval. And so we have had this posted like we had the other two lists. There have been no um comments um to um bring forward to you that we received. So our plan is on Tuesday to put this on consent and with your approval we can get it to our wonderful librarians and they can continue to enhance their libraries from this list. I do

052want to mention there's a lot of titles on there. So they're not going to necessarily Yeah. Well, they're not going to necessarily order, you know, in two weeks every title. It just allows those titles to be ordered if um they decide to. >> Okay, any questions? That baby looks good. All right, thank you. For now, um >> yeah, if it's all right, we'll put this on consent agenda for the ninth uh as well. Okay. >> Okay. Now, um looks like we're good. And item number D, report on enrichment academy at Westwood. >> Yes. So, um really excited and to bring this forward to you guys. So, just a little walk through memory lane. Um about 5 years ago, uh we brought to this board an idea and we had been talking with you guys over

053multiple meetings about some challenges, attendance challenges, academic challenges that we had in certain feeder patterns. And so we identified five elementary schools and these five schools are direct feeders. And as you know in North Side, we don't have very many direct feeders. Um but five elementary schools were direct feeders into Anson Jones. Anson Jones is a direct feeder into John J. And so the idea was what can we do different at some of these campuses to number one give students more experiences. Number two, give teachers more planning time. Number three, engage the community in ways that they hadn't been engaged. and what might that do to grow students not only academic achievement but basic basically enthusiasm for learning. So we worked with these five campuses and we felt that five was too many. That's a

054lot to kind of bite off with this new program and so we settled on two and so it's our wonderful Cable Elementary. We have Miss Deborah Pin Young and our wonderful Westwood Terrace Mr. Tom Knap. And so this is their third year of implementation of what we branded as the North Side Enrichmentmies. Um they've already tea has lauded the work that is happening at these campuses. And so what we're bringing to you tonight is really an update um with not only some uh student academic data, but also some some other data that we think helps tell the story. So just to um give you a little background, the NISD enrichment aren't year round school. So when we first started this, everybody said, "Oh, this is year- round school." It's it's not just tacking days on

055at the end, although this is extended for 20 plus days at the end. It's redesigning what happens during each week, integrating targeted enrichment that is meaningful to students and creates experiences for them um that perhaps they wouldn't have um otherwise. So, it's a redesign, not simply just a tackon um at the end. If you take a look at the next slide, by design, thesemies really have four uh four key measures for success. So, one is to improve attendance as we know um especially at our campuses that have the most challenges. Um if they're not in school, um they can't learn. So, we want to see improved attendance. We want to see increased satisfaction from teachers. We want to see um teachers stay the ones who are getting results for our students. We know um that

056at our higher our campuses of higher need that also has the highest turnover uh and sometimes the the younger younger teachers. So how can we keep our teachers um who have some experience at these campus campuses of course have to have academic growth. How are we growing in achievement? um how are we growing from um one measure to the other? And then the last we were excited about. We really want to grow enthusiasm. We want more parents in the school. We want more community in the school. We want students to take a more active role in their learning. So thesemies were built with the activities to create these or or to meet these um four measures. And so we're going to walk you through that and we're going to start with talking about who are

057the students at Westwood Terrace and at Cable. And you're going to see that we've done some comparisons. So Westwood Terrace and Cable are title one campuses. Um they're what we they're what you would call deep title one campuses because they have some characteristics um that put them at higher need when you compare to other title one campuses. So you're going to see where we have Cable's red, Westwood is green, and then so we compare those two campuses to other title one campuses, then to the district um as a whole. So sometimes you can be comparing a campus that has 95% um economically disadvantaged um um students with um 52% etc. So Dr. Cleveland, I'm gonna kick it to you. This is a fun one to do because it's super celebratory. Tom and Deborah have done

058such amazing work. Um Dr. Jordan kind of explained this first um this first slide which is just giving you a comparison of economically disadvantaged emergent bilingual special education and at risk. Across the top there is cable westwood terrace. We do a comparison with title one and then district as a whole. Um and as you can see both um Cable and Westwood have higher percentage of e of economically disadvantaged emergent bilingual special education and at risk students than the title one average and significantly more than the district average which makes what you're going to see around the star scores and MAP scores really really exciting. I do want to note this is all 2425 data. This is from the program evaluation that was put together for student attendance. Um across the top there you'll see there

059are three. >> Did you do the others the emergent bilingual? Did you show those other pieces? Oh, I think you did. Okay. I'm just so excited. I don't want to miss anything. I don't want to miss anything. It's so good. >> So, across the top, you see it's three years worth of data to show a nice comparison. Um, we've got the district elementary average, title one elementary average, and then Cable and Westwood. Um, Cable student attendance increased by 3% since 2223. While the district increased by 08 and Title One increased by 1%. Westwood Terrace increased by 02%. Any increase in attendance is always amazing, right? When you have title and um title campuses, especially with that increase is is pretty incredible. Teacher turnover. We've used five years worth of data here. We have the district

060elementary average, title one elementary, Cable and Westwood. Um this does a lot of speaking for itself. When you look at this slide, um, teacher turn cable cable 15% and Westwood terrace 13% significantly lower than the district average and title one average. And you can see um, Westwood Terrace has been pretty pretty stable, but Cable has had an incredible increase in stability with their teachers. >> Yes. >> I was waiting. I'm like, long pause. anyone celebrate? Yeah. I have a question. What's the uh enrollment on each of these campuses? >> As of yesterday, >> Westwood Terrace is at 422. [Laughter] >> Table is at uh 325 students. Congratulations everyone. >> That's another thing with the two of them. Very competitive. Don't get in between them. >> I was in between them earlier and I wanted out

061of there. I'm like um so again this is the five years. Uh can you slide please? >> Next slide. So this is just observations that I mentioned as we talk through the three different areas. um the percentages of all of our student groups higher at Westwood Terrace and Cable than the district and title one average and they're made they've they made great gains. Um attendance increases and teacher turnover going in the right direction. >> So academic growth and achievement >> question. >> Yeah. Oh yeah. Sorry >> Dr. Don. >> Um sorry Miss Apata has a question for sorry and then I'll >> Oh I already asked. >> Okay. Miss Freeman. Thank you. Um regarding the turnover rate. I the change um the change especially cable huge and we kind of glossed over it but at

062some point in time we need to learn why right are we looking at I mean I know it's a different different situation um different calendar um than some of our others but there's got to be something to learn from >> from that turnover piece I I think that this is a a very fair question and really the question and and probably the question that is going to stem into why do we not expand this program and that's the associated cost. Um, so the teachers uh make their daily rate uh times 23 plus a $3,000 stipent and they're eligible for TIA uh which some will will meet that qualification designation. So I want to say it's purely money but >> they're not taking as much time to also think theoretically we're giving more putting more efforts

063on these two campuses. So just by the nature of the this experiment, we're getting more resources for teachers to work. >> Well, and I'll also say that when we began this program um and those of you here remember, you know, we gave an off-ramp. We gave an off-ramp to teachers and staff. If this was not something that they were committed to, we gave students an off-ramp and so very few even left. But what that helped ensure was those who were there, those who remained or those who came, they knew the gig and they knew the expectation ahead of time. >> Well, having worked at a title one school, for my experience, the kids never wanted to go home. They wanted to be at school because they had food, they had safe, and they felt like

064there was nothing to do at home. So, I think this was a win-win for the community as well, giving them a safe space to be and an educational opportunity. And we all know as educators, so much is lost during the summer months because they forget. So, we're playing catchup for the first few weeks of school to remind them of everything that they had already learned in the spring. Right. So, I'm sorry, sir. >> Dr. >> to elaborate on something that Deborah had said. Um so with 26 enrichment days on each one of those enrichment days each grade level set of teachers is getting 90 extra minutes of planning. So um the kids are going through the enrichment and the and the teachers are working with specialists and so a lot of what they're doing during

065the day they're not taking home >> and so the vast majority of our teachers they're not staying till 6:30 at night like like some are which is which is an issue when there's such a um a lack of teachers available. So, so these folks are getting their work done at school and not necessarily having to stay late. >> At cable, the majority of my teachers have less than five years of experience. So, this time that they have uh we have two different times that the teachers have uh time to plan. Um, they also have the time to go through the how and start building their tool bags of how to teach our children because they have such limited experience that having experienced specialists to help them navigate through the curriculum, have them, you know, um,

066understand um, you know, perceptions reality. The the kids uh, the teachers need to know what the TEICSS mean. Um although it's written, it's not necessarily easy to navigate through some of the TEIC. So they you've got people that have my specialists are considered coaches on my campus. They help them walk through the TEICSS. They help them understand the TEICSS. They help them understand the delivery of instruction and um not too many teachers get those opportunities because they they are in on different campuses. this campus, our campuses are afforded this time to provide our teachers and especially our my new teachers the opportunity to learn how to teach and and really be effective with tier one instruction. >> That's awesome, Mr. Blunt. >> Yeah. Well, first, thanks to both of you all for for being here.

067Uh really really helps out the uh the dialogue. Um I was just wondering if you could also give a little bit more information to the board. Um just about So we had the one student chart up there. Could you give us a little bit more information in terms of and what I mean by that um primary care give is it primarily grandparents parents what percentage etc do you have two parent homes those type of things as well as I know we say Hispanic uh per se is very large percentage but what does that mean per se what countries first generation what generation just can you talk a little bit more about those type of things in your community >> sure um at Westwood um we're 92% free and reduced uh we service the batter woman

068shelter. Um, a fair weather lodge. I've got about 25 students from there. Um, primarily Hispanic. Uh, lots and lots of grandparents. >> Yeah. >> Um, it's a good it's a good community. It's a great community. Um, hard hardworking. Uh, but yeah, there there's there's it's a needy it's a needy group. >> Yeah. What's um what about veterans? I'm trying to think about that area in terms of percent. Very low percentage of veterans or do >> you know, you know, we're close to we're close to the basis of Yes. I mean I I would say you know we've got maybe 15 20% of our student population comes from the basis >> and you have the mostly emerging bilingual in the district that 37%. >> Yes ma'am. >> Half half of my teachers are bilingual teachers. >>

069Dr. Harl the other I have you know almost the exact amount of students that Tom has and we are also primarily Hispanic populated. Um my families are a little bit um more um united. We've got three or four families living in one household with grandparents and um sometimes you have just the grandparents with different sets of kids that belong to different siblings. Um so we have a lot of those types of individuals that come to our school. Um we also service a lot of homeless a lot of uh uh McKenna Vento children. So we we house a lot of kids that come from heavy loaded backgrounds of of poverty. >> Thank you all. >> Thank you, sir. Dr. Hall. >> Yeah, thank you. I think um everything you've said um aligns so well with what

070the research says um about student success and teacher retention. Everything I think you left out a a critical part. It also um cites the power of effective leadership and both y'all are doing a great job. Your teachers love you. >> I healthy competition is always great. The other thing um is is all the family activities you do and family outreach and that that speaks volumes and so thank you for that. I do um I did have a real quick question about um I know this is very expensive. We know it's very successful. Um is um what what is the cost cost difference? Let's say they didn't have the you know the extra time for the teachers which is what the number one thing teachers say they need right during the daytime so that they can

071actually have balance and go home and have wonderful family lives. um what would it cost to run this if we had all the money in the world? What is it costing us? Number one, and number two, um are we seeking extra grants and things like that to help support? >> Well, so when we say this is a a new program, I think it's important to note kind of this is ADSY. I mean, it is it's it's additional days to the school year. It's a program that uh we have the ability to apply for. I think that initially um being one of the very first initiatives I think that was proposed as your superintendent was do we think that we're going to be able to get the buy in for those additional 23 20 you said

07226 Tom sorry 26 days that was a concern uh because it does have to include obviously buy in which it doesn't sound like as a result of a lot of qualities and factors to include leaders ship and just just overall buy in uh to the initiative. I think it it would depend on the number of teachers so i.e. the student population um because that will dictate the number of FTEEs or staff associated but I think it'd be safe to say if we maintain the model um with like I say the stipens with the daily rate you'd be somewhere between three to probably 700,000 per campus just depending on the size. I think you can kind of just do rough math and just get an estimate based upon the students that would be served. >> So

073I guess this is now a question that I have since you mentioned that what would be the biggest difference between just offering summer school per se and this is the extra coachable opportunities and the teacher portion. Right? We take that away at summer school >> and it's integrated all throughout the school year. It's not a >> So that's the added cost benefit analysis if you will. >> Yeah. And I think that for the most part aside from some of the enrichment opportunities that we're able to provide through summer school programming, summer school is really remediation. Um I think it's safe to say that there's probably a degree of remediation or or remedial instruction, but that's not what the that's not the model. That's not that's designed uh per se to provide. >> Did we try

074the enrichment academy right when we had the esser funding that was a little bit different >> we added in some enrichment activities yes in summer school >> that we that we had funded with esser that we >> do Mr. Salito >> yeah I just had a question are most schools fully staffed you I mean all your positions filled or is that 100% Okay. So, how would it the teacher couldn't transfer to your school because of the different setup, right? reason the certification requirements. So now we're >> um she did not meet the the qualifications to pass the certification test. So we are without a teacher. But um we met with um our area coordinator. We were able to combine all of the kids to to get the right services and we were able to hire

075an instructional assistant to help. >> Okay. So, you got all the special ed >> and and mine was early retirement, so we're just replacing somebody, but I was fully staffed last year as well. >> Dr. Dr. possible. >> Um, have we surveyed the teachers at the two schools to ask of all the great things that they get, what is the thing that's keeping them there? Because I mean there's obviously so many different factors like is it, you know, partially like the leadership? Is it partially the additional incentives or is it what you're saying like is it the additional time to be able to really focus and really be able to get things done? um would be interested to see like the responses to that to then be able to pilot some things at some of

076the other schools based off of their great feedback because we've talked about this a lot like some of our schools are doing some really amazing things and how do we replicate that and how do we honestly replicate that knowing that we do have limited funds but we want to make sure that our teachers are getting and our students are getting the best. Thank you. I attribute a lot of it to to planning time to additional planning time and not having to take as much home. >> I attribute it to the same >> um congratulations. This is it's awesome to see this and I know um just to work in an environment where uh you know that your teachers come to work excited and they're happy and you know you don't have teachers calling in because

077they enjoy being doing what they're doing and enjoy working with each other. So, you guys, it seems like have created a uh very good environment. Um, let me ask you, what are you guys doing? I notice you guys are kind of located close to each other. So, um, what are you guys doing in your community? How are you getting your community um, tied into your campus? What are some things that you guys are doing? I heard you say there's a lot of grandparents. What are some things that y'all are doing? >> Our counselors work really well together and um they uh work in um getting our community in with cafesitos. Our CIS um also plan a lot of things for our communities, a lot of uh resources, a lot of things that they may need

078for their homes. Um and then we both have a lot of campus activities. I know Dr. Harl was part of one of our community um events and we had so many parents just wanting so many books to take home. So, we're always trying to pro provide them with things that they can take home and actually use with their children. Um during the day activities, uh parades, um town hall meetings, just a slew of things to help them. And then we also have parent volunteers. We're slowly gaining. When I got there, we had zero. We're up to 10. So, it's good. And we're inviting grandparents, too. >> You know, an example of that is um the week before spring break, we're having uh field days. She's going to have I think she's Thursday and Friday at

079Paul Taylor Fieldhouse or Gus Stadium, and I'm Monday and Wednesday, but parents come out, they're in the stands, they watch. Uh the kids are all on the field. Um we'll send invites to everybody so you can come see it. But just things like that, bring the community out. How many years have you been there? Each of you respectively at your campuses. >> Um I'm in my 10th I believe. >> I was asked to go in 2019. >> You've you've done a lot. Yeah. Thank you. Um Dr. Hall. Yeah. Quick. And you also make really good use of every inch of space. Outdoor learning is huge there. getting kids outdoors and giving them beyond the classroom experiences is just so powerful. So, um and that that's something families can enjoy together after the school day. >>

080Do what? >> We forgot to mention the field trip. Kids are >> they have so many field trips to go to. They enjoy so many things that they weren't able to be a part of. Um just to name a few, uh they've gone to Hold on. >> Let me get it for you. Um they've gone to the Edwards aquifer just recently. They've had um the zoo Edward um uh JCC, Bell Creek, the I'm I'm losing here. >> There there's a >> so unorganized at least you brought it. >> So there there's typ typically we fund fund we fund field trips with fundraisers in our in our communities. Our fundraisers don't bring in thousands and thousands of dollars. So um the way that we've used some of the uh enrichment academy budget is extending the field

081experiences which is one of the goals of the program. So an example would be uh today uh at Westwood Terrace kinder first and second they all went to that JW Marriott ice thing. >> Oh how wonderful. >> And then yeah uh the Wednesday before Thanksgiving break um our third graders were at an auditorium. Oh man. >> Whole bunch of kids in life jackets or it was funny. Um and then today we also had uh the zoo came out for our prek kids and brought a few animals out just for the kiddos to see. So a big part of this is just giving these kids field experiences and not they're not all 100% educational. These just these are just things that these kiddos haven't had opportunities to do. >> Magnets magnet school. and the magnet schools.

082>> Um they recently went to the magnet schools and most of our kids they only know about Jones because it's right down the road. But we had kids coming back and saying I want to go to Stinson. I want to go to Zachary and they had never heard of these schools. But the fact that they were able to see what they offered, it allowed them to think outside of Pin Road and that was an excitement in itself. Tomorrow they're going to go see the Nutcracker at Jones. So, a lot of partnerships with our middle schools. Um, the kids are just excited. They're excit we we do so many things to get our kids to school. Um, so many incentives and um the field trips are just an added bonus. Um, Tom mentioned the the field

083trip to the natiatorum. Last year we had children that had never been in a swimming pool. Um, several of our kids never wore a float. uh they go these are kids that and and we advocate for them because most of our kids go to rivers around San Antonio and they don't know how to swim. So giving them those life skills that maybe they would never be afforded because they are unable to you know have their parents pay for these types of things. And then what makes it a little bit more meaningful is that we are already planning. Tom went earlier um this semester. We're going next semester. So my teachers are already planning ahead. Hey, we know that some of our kids don't have bathing suits that don't have a towel. So we start getting

084ready for those types of field trips to help get them ready for these um uh fun things. Um, another thing, our parents, our parents have never been on field trips and they're invited to go and they're starting to see more of the city because of the exposure um and going to Divine Acres. Most of our parents can't afford to take their kids to Divine Acres and they're taking and going with them and and seeing all of these things that um our our nearby neighboring cities and San Antonio have to offer them as families. >> That's great. >> I think you hit the nail on the head. Go ahead, sir. And just just to quantify it, before the enrichment academy, my grade levels might see two field trips a year. Now with the enrichment academy, we're

085looking at maybe six, seven, >> eight field trips. And so a lot of field experiences >> and they still look for free ones, too, on top of >> Oh, yeah. >> I think the the what you mentioned about providing these experiential opportunities for title one students like myself is when it comes to testing and they talk about going rafting, I'm like, what is rafting? I've never been rafting. I've never been hiking. I've never been camping, you know, when I was a child. So, when we were taking them to these places, they can now kind of relate or see it, right? >> So, that's the difference with these experiences will make for children like us that couldn't afford. >> So, thank you for being a good sport with your co-partner here. Y'all have a great working

086relationship and I can tell y'all get along very well. very long. >> Oh, >> that explains it all. >> Oh, there we go. There he is. He's coming out. >> So, we do have some academic achievement data if you want to see it. We've got MAP, growth, and achievement. We've got star data. And then certainly we have a accountability data. So on the left side is achievement. The bars represent the achievement and again it's the same comparison cable westwood title one district um the fifth and we set it into different student groups all students at risk emergent bilingual and special education to see the com comparisons between them and then >> on the right side is growth um and this is all spring to spring data to to include that summer um that shorter summer

087that was included. So you'll look at like the emergent bilingual for Westwood Terrace. It's sitting around probably the 68th um met growth percent growth. That's really awesome and that's ex accelerated growth which would mean an increase of achievement. So that's really what we're looking for when you look at campuses that are looking to increase their achievement. >> I don't see the cable dot. Is it hiding? >> It is. It's underneath that light green. >> Okay. >> It's a good question. >> It's right on the 50%. >> It is. Yes. Yes, ma'am. It is. And so remember when you look at the um the other side the achievement part with the bars remember that bright blue is the district. >> And so when you see these campuses close to the district >> when you look at

088the demographics of the district versus these demographics um that's a a huge comparison. So for the special education, just for the record, uh it's completely aligned the cable with the district title one campuses because it's underneath the light green. >> Correct. >> Okay, that's correct. That's correct. And so Westwood students achievement exceeded achievement for the district and at risk and emergent bilingual populations. It equaled the achievement of the district in special education. Cable students achievement exceeded the achievement of title one and emergent bilingual. In addition, cable students uh achievement equal title one and at that's a repetitive apologies. Um Monica, thank you. So this is a different look of data. Um and this is one we started doing last year and this looks at cohort. So this looks at a group of students fall, spring,

089fall, spring. It's that same group of student um and this is looking at reading and English. And you can see the trend line of achievement for Cable and Westwood are both going up, which is what you really want to see. There's no dips in achievement. Um, and again, what we look at typically is by grade level, and this is by cohort of student and by achievement. We did do a comparison here of similar campuses, title one campus, just to show you the impact of the enrichment academy, um, with Westwood and and Cable showing that positive incline. So these are the these are this is the overview of what we just talked about and looked at with the map data for reading. Um this is reading in English. We will look at reading in Spanish as

090well um for our Spanish speakers and our dual language kids. So this is um map by special populations Spanish. So this is the these are the Spanish testers. Um again it's the same kind of look of comparison that we've done prior. Um both Cable and Westwood students achievement exceeded the achievement in the district the all students at risk and emergent bilingual populations. Westwood terrorist ext exceeded the district and special education population. So this again is cohort data by Spanish for Spanish. Um this look shows a little bit different kind of trend. Um and I don't know Deborah and Tom how many kids do you have taking Spanish? So it's a small number of kids. Thank you Tom. It's a smaller number of kids which could impact the trend line but again we did fall to

091spring um achievement over from 2223 to last year. >> Is that similar to star data in Spanish? that they do better, right, if it's in their native language or not necessarily. >> Dual language kids tend to do better, but this is some dual language kids and then >> just Spanish speakers. It it depends. So, map data, special populations by math. Um, this again on the left side is achievement. There's some pretty exciting data on the left side with achievement in terms of like emergent bilingual all students. You can even see the atrisisk population for Westwood terrace is sitting right below that that 50 percentile. On the right side is growth. And when you look at the growth um you see the green dot there is really nearing that 75th percentile which is is accelerated growth.

092and you see a lot of really positive growth um with cable as well with that emergent bilingual population. Um what's really important here is that accelerated growth that they have will eventually impact achievement and that's what we're really looking for. Again, we did a the math um cohort and it shows a similar trend um in terms of achievement from fall 23 24 um to 2425. Uh that that upward kind of trend line um looking different than their counterparts that are not the enrichment academy that are not the extended school year. And this is observations from the math map data. Um, Westwood's students achievement exceeded achievement in the district in the all students at risk and special education and emergent bilingual populations. Cable students achieved exceed achievement exceed the district and the at risk and emergent

093bio bilingual populations. So when we look at star data um this this is a little bit different how we've laid this out. It's just easier to read in terms of how many students approached. So at the bottom that lighter color is the kids that m that hit meets and then above it who hit the approach level. Um so I want you to kind of pay attention to both of the the meeting students and then the overall pass rate. Cable increased student performance by 6%. That's 22 23 in reading. Westwood Terrace exceeded student performance of title one schools. Excuse me. I'm sorry, >> Dr. Harl. Well, mine can wait. >> No, I'm sorry. >> Mine's not about this slide. I have >> Okay. Um, let's go back and help me read this slide again because so

094the bottom part is meets >> which is higher than higher standard than approaches. So, so the actual approach if I'm looking at the at the cable piece, so the on the 22 23 at cable meets is 22% but the approaches is not 57. It's actually isn't it 57 minus the 22? >> The 22 lives within the approaches lives within the meats. >> So yes. So, so the approaches would be like 35% and then then 22 plus 35, >> right? Okay. >> But a student has to approach before they can meet. >> That's correct. It's just >> it's flipped. >> Yes. >> But it also allows you to be able to see what the pass rate is >> and it allows you to see the change in meats versus because typically, you're right, typically we do

095approaches masters. Okay. >> And this is flipped because we want to really always be looking at meats. And so you see over a three-year period, okay, >> in the meats >> that cable went from 22 to 34%, >> Westwood 31 to 39%. So their rate of growth compared to the overall district in title one campuses. >> Okay. I >> but but good catch because we usually do approach the bottom seme. But that's why. >> Thank you. >> Any other questions? >> Dr. Hall. Well, I I still think it can wait, but one of the things that um in working with other enrichment not in North Side, that extra time, it allows them to take that just in time data from MAP and apply it to their lessons right then and there and not wait till

096a professional development day or 8 o'clock at night. So, they're doing real time planning using real data. And so, um, I'm just wondering if that's another success story, um, because that's pretty pretty interesting. And I think just later on when we were talking about attendance increasing, if there's a way to figure out if their attendance is increasing and that's more kids in the building, wouldn't that be more money that could be generated to help support programs like this? And I'm just throwing it out there because I don't know what the metrics are on that or how to figure it out. But if you're incre if your attendance is increasing and um u of students that means more money is coming in and could that more money be spent on programs like this to help schools.

097Anyway, just absolutely I'm just throwing that out there as >> we had to do like >> we don't have it now but if it could >> building open 27 days and all those other costs >> that would >> well I mean Yeah, I think that um as a district, I mean, we are seeing very positive trending um across all of our campuses. Um stating the obvious, our title one campuses tend to see the lowest attendance rates um historically and today. um we'd have to calculate basically a per pupil water. Uh so with it being a title one campus um emerging bilingual I mean there'll be weights applied um but we could probably get to like an average per day water per student and then multiply that by a percent or 2%. Um, do y'all know

098how much your attendance is up this year by chance? >> Let me put you on the like drilling you with data questions. >> Yeah. I mean, yes, it's a long answer to the question that yes, it would it would generate additional revenue. >> I think that'd probably be the greater benefit. >> And something I mentioned to Dr. cropped off one was what are we learning from this miss Palaman is to help those other campuses that are needing our extra help right now right >> I know Deborah and Tom spoke to that so a lot of the work that they do at planning they also embed that professional development and so Tom and Deborah will talk about that they'll have PLC and then just in time professional development based on their walkthroughs and the conversations they're

099having with their campus specialists during those coaching conversations s and so much of the plan that we developed with CNI over at me and those other campuses has been replicated from this work. Um, as far as kind of the curriculum compacting and ensuring that the teachers just like at Cable, many of our campuses have inexperienced teachers. So, the majority of the teachers on their campus have five years or less. And it takes time. You need experience and exposure. So, we're utilizing our specialists to come in to show them that how that takes some time. But yes, um the added bonus and I will tell you that has built positive culture at both of these campuses has come from planning. I believe Susan about two years ago u Dr. hostel. We did a survey with the

100staff and um we asked those key um questions and um the number one um response was the planning and so and the professional development and the support they received during that time um so they can do their very best delivery of tier one instruction. So I just wanted to share that. I think that you make a great point even to those that are watching the board meetings like if you're an administrator like consider that very important time for them to before you ask you can help them not asking for help during their planning period because of the vitality of it and then the need for just reflection time because we're crunching crunching crunching and they don't have time to go back and disagregate any data if they don't have that planning time Great math >>

101math data. Um if you look this is again is the meats is at the bottom and you can see the increase uh for cable from 26% meeting to 31%. Uh Westwood Terrace 30% to 35%. Westwood Terrace was within 2% this year this last testing of of the district average and Cable's within 3% of the title one average for math. >> Susan, real quick >> on the district that's that's title and non-title, right? How many title do we have just to understand the average? >> 42 >> something like 40. We we go anywhere between 40 and 42 title one campuses. Oh, well that's all title one campuses including middle and high. So >> Okay. All right. Thanks. >> I guess just for the record to follow up, cable and WWT are title one campuses also. >>

102Yes, they're they're considered they are some of our deepest title one campuses that have the highest Right. Then science Monica. >> Yeah, thank you. Um so this was a is a pretty spectacular slide. Um when you see the increase cable for me it's going from 7% to 24%. Um Westwood Terrace going from 12% to 33% meeting. Um this this was hugely impactful to their campus especially when you compare it to other title one campuses um and the district average quite honestly because you'll notice that 2425 uh cable is right at close to the district average and Westwood Terrace surpassed it >> and this is directly related to the increase of experiential learning actually learning with real things and um this is a huge celebration >> and we did put together just a little bit of

103survey data that we had. Um, one more, please, Monica. So, those are just a few things that the students, parents, and staff said about uh the campus culture. Students said, "The adults in my school greet me by name every day." Um, and when you look at those percentages, that's that's pretty pretty solid solid stuff right there. Um, parents, I'm happy with my child's experience at the school. adults um staff adults at my school treat all students with staff respectfully campus culture how meaningful uh for you is the work that you do I mean that's pretty incredible uh during the past week how often do you feel excited at work 100% at westwood ter it's 85% at cable and 84% north side all those are really good numbers but that's pretty awesome um and then lastly

104we have the A throughF letter grades Um this is it. What I really want to point out is you can see that 24 implementation year and then you see 25 is really where um the extra learning took off. Um cable at a 75 up you know 13 points from 23 and then Westwood Terrace at an 82. It's pretty awesome. Congratulations Tom and Deborah. Well, and we're very grateful because um as you know when Esser money was cycling out um this was something over and beyond and um through y'all's leadership because we kept saying if we pull the plug now it takes a little while to get things going and that's why we're so thrilled to share this data um because through your leadership, the work of your teachers, your wonderful students, your whole staff, um

105it's moving the needle in places um that the needle's not moving as much elsewhere. >> Well, in a perfect world, we wish I wish we could afford to do this every >> That's my dream. Mr. Blunt, >> I was going to say, well, I don't know. We may have discussion more about this part of it, but um sure money is important. I'd contend that money is not the only factor that has a major impact that we need to possibly think about further. One reason why I was interested in the demographics, you know, as shared with Dr. craft maybe a couple weeks ago, etc. There's actually a research study that's been done has shown at least for the Hispanics that if you have there's a direct correlation between reading abilities and learning and star testing as

106well as advanced testing such as SAT and ACT. So if you can come basically saying if you can take care of the reading part and you're sort of showing that with your data, the rest is going to happen per se. So that's one focal area. It doesn't necessarily take money. The other thing is, as you all know, expectations is a big part of it. And y'all's got big expectations in the community, and that's been shown with the great myth and some other things, too. So, it's great to see, but I think there's ways we can do it at other schools, too, without the money part, as as much as we might think. >> Yeah. And we're we're going to look to explore ads opportunities. I mean, again, that's really what this is. Um, I think

107that just based on some really rough calculations, ADSI won't cover the additional funding associated with ADSI won't cover what we're providing. Um, we would have to look at the modeling um and and how we're compensating in particular, but um, but we're we're going to explore and look to see what we feel like we can afford for several of our other title one campuses. And you're exactly right, Mr. I mean both Tom and Deborah have really high expectations um not only for their staff but for their community as well and that makes a huge difference >> and the buy in because the the surveys are saying that how do you get a 100% of your employees to say they feel excited at work? 100% is statistically almost unachievable. So that's tells a story as well. But

108>> emergent >> they did forget one thing. They forgot to mention thing. They never mentioned how well they did in solar cars also. But >> but the true benchmark >> I do want to like accentuate your point though Mr. Blunt that emergent bilingual need the language support. So if you can't if you don't know the language, you can't write the language and you can't speak the language. They do need those extra supports. And with the culture, if you understand our culture of Hispanics, as you mentioned, it's familial. It's about the community. And if you believe in us, then we believe in ourselves. And that's where it all begins. So, thank you for all the work that you do. Dr. Hall, >> just real quick, um, remind me both when we think of things that don't

109cost money, right, that enhance, um, learning and and the whole child. Both of y'all are Project AR schools, right? Do you both? Yeah. And that's just something that's been homegrown in North Side. That's been so wonderful and have gotten so your science scores might have something to do with that. I mean, and all those enrichment trips. Oh my gosh. I mean, those are the science teaches coming alive. So, um, thanks for that. So, but both are right. Yeah. Gotcha, >> Mrs. Freeman. >> Thank you. Um, so I have to dig dig um deep here and try to remember when we originally um talked about this program. We got we got real excited about implementation, but I think what we forgot to do and it's it was we delayed this program a year as I remember

110and so I I guess I would caution Dr. craft. You weren't here at the time, but um when it was originally rolled out, teachers didn't know it was coming, the community, we did not involve all the stakeholders in the conversation. And so we because of the complaints that we had, if you will, when we started talking about it, we backed up and then we went back out to the community to create the buyin from from the stakeholders, from the community as well as as well as our teachers. I just don't remember specifically all of that, but we were delayed. >> Yeah. >> Two different schools that first didn't have any complaints. It was the neighboring school was Yeah, because initially we applied for the adsy grant and we had five schools listed in the adsy

111grant and we began digging into it. We ended up declining the adsy funds because there were a lot of strings attached. And Deborah makes an excellent point because we knew we couldn't implement five schools. We started with two um and realized one wasn't ready. Right. And kind of to your point and uh Dr. I think you mentioned it earlier how critical it is to have exceptional leaders like these two who have been the banner carriers. And so although we had uh designated five campuses that were all in the same feeder pattern, we learned real quickly if the leader did not just have it in every inch of them. Um then it wasn't the right time. And so we made that switch. We also delayed. It's uh I had actually forgotten uh Miss Freeman. It was

112after COVID we were back and then we had a terrible uh relapse. It was like in a January and because we were going to start kicking things off in the spring and there was super high absenteeism. So we learned from that. We learned that you know even though schools may look alike on paper with demographics and you can say that the context of the schools and the readiness is very very different. I do think uh what you guys have created um is you've created you've forged a path and now that the path is forged I think there's opportunity um to build on that path and you know it's kind of a little bit easier maybe if you already see it in action and you can learn from from experts who who have no know what

113doesn't work and how you needed to pivot and make it successful. >> Thank you. Thanks for that clarification. Thank you. All right. So, thank thank you for your report. >> Yeah. And at this point, uh going into next school year, we're uh budgeting planning to continue both these programs. And like I say, we'll continue to explore opportunities to expand. But I just it will come in at an expense. I I just we just know that the ads the additional funding will not cover our our current funding model. >> All right. Thank you, sir. Thanks Tom. Thanks Deborah. Appreciate time with us. >> We now move on to item E the discussion of AL curriculum. >> Yes ma'am. So this actually was a request if you recall at the previous board meeting. Um there was some

114information shared uh in a request um to take a look at the AL curriculum that we're implementing which is called the unique learning system. Um interestingly it's really not new. the districts purchased it since 2019. Um the key difference is now it is the expectation that this is the curriculum used in um those classrooms due to it being researchbased and meeting the criteria for high quality instructional materials. There's a lot of information in here and so we're going to talk uh around a few high points. we're more than happy um to dig into any individual piece that you would like us to. Um so you'll see it's the background kind of you know when the district started with unique which is the curriculum that's used for AL students all all throughout um the state and

115kind of the rationale of why we moved from a hybrid of some some teacher created materials and then some pieces of unique and moved to a uh a comprehensive system that just focused on unique. Um we have a comparison between the unique learning system and the locally developed curriculum of where we had those pieces and then where a lot of detail is. We took um you know every every question um or comment that we heard from our wonderful teachers and really addressed it and and answered it and gave some some background information if there's um any any interest in digging into that. So, uh, Miss Kathleen Quavas. Okay. Has it been is it three months now, Kathleen? Four months. Five months. Time flies. So, as you know, she's our wonderful director of special programs. Uh,

116she replaced Tracy Worley and is already doing just a fantastic job. She was formerly at Peace Peace um as a principal. So, um, Kathleen, I'll kick it to you. >> Thank you, Dr. Jordan. I am just ecstatic to be in this position and be able to help support our students and our teachers. We do have phenomenal teachers who are doing great work each and every day on our campuses. And um I know change can be difficult. Change can be hard. And I often say change is not a problem until it affects you. So we want to make sure that we really help our teachers um understand and provide what they need so that they're able to provide what our students need. So, when we're looking at this, we really wanted to have a robust um

117program that we're able to provide for our teachers, in turn provide for our students. And so there's lots of evidence-based um information in here as to why unique learning system is a great program for us to use. Um how we're rolled it out, how we're continuing to provide learning opportunities for our teachers and so that they can receive what they need in order to be able to provide it for the students. It is a um system that really does help with the science of reading. It has phonics components. It has all types of reading and learning materials already embedded and they also have several pieces of um videos that teachers are able to watch to gain additional supports. In that regard, we have put in place office hours so that if teachers have questions around

118the um unique system, they're able to reach out to our staff in order to be able to provide that. be it through um a video uh Google meet going out to the campus we want to provide that system uh that they need. They do have various levels within the unique system and so that gives way for teachers to be able to differentiate and be able to tear the system of support that they are providing for their students. Um we do want students to receive the information and then be able to circle back um into it. And so unique has that they have um where they're introducing skills, they may shift to another skill and then they circle back and they want to bring it back and spiral in that information for our students. And it's

119highly effective for our students with significant cognitive uh deficits because it provides that constant review that they need in order to um continue to grow and learn and actually generalize the supports uh that they need. So this ongoing review really helps our students retain and apply the new concepts. It has a um components of student engagement. We want them to be able to have those foundational skills that are built into the curriculum that teachers are able to present for our students so that they have engaging activities for the students. Uh we did look and roll this out in August, excuse me, in May. It was put out that they were going to move to the unique system. We have a Google classroom set up for our AL teachers. Uh so flyers information went out through

120our coordinators and uh they also received that when they came back in August. We had a uh August training and then we did turn around and have our uh excuse me, the PD that we had in August. We had it differentiated by all three levels. And then for our November PD for all levels, they had three technically stations that they went through with AL. And one of those stations was in uh the unique system. So, you know, we do, like I said, we host bi-weekly office hours for teachers to be able to reach out and get the support that they need. um we wanted to make sure that we had a uh viable statistically validated solution uh to meet the standards um that we were giving to our students. And so those things are placed

121right into Unique. We have several evidence-based um links that you're able to go into to see how we were able to uh determine that the unique system was a uh great program for our students and understanding. I think there was a question around the increased workload. Well, anytime you do introduce something new, it does take time to gain an additional understanding. So, there is a unique lesson plan feature. We have um elementary unique videos. We have middle school videos that have been created as well. And because the system automatically modifies the lessons for three different ability levels and embeds the necessary materials and assessments, teachers will no longer have to act as the curriculum designers. Now, yes, there's still the um the art of teaching and being able to take the curriculum and make it

122your own and be able to make it um as diverse for the students within your particular classroom. that that is something that the unique system allows them to do. We were also able to go back and and talk with teachers and talk with principles um about rolling out the unique system and how it is uh currently operating. And after um I was speaking with one of the principles and he said, you know, it is an really awesome system once you really get in there. Once you really understand what it has to offer and what uh unique um you know, once you actually get in there and learn it, you can see that it's a system that really does help the students move forward with their learning. Um and you don't have to kind of go

123back and forth with finding things here and finding things there. And there's nothing wrong with that. There's nothing wrong with gaining additional materials in order to help your students, but this gives a overall researchbased, evidence-based uh curriculum for students for teachers to be able to use. And I would like to add, thank you so much, Kathleen, is that the move to unique, again, we've had unique since 2019, but the streamlining of unique and greatly reducing close to eliminating individual variation of district and hired teachers, creating curriculum, which was the right thing to do at the time or it worked at the time. We are moving through, you've already heard us, high quality instructional materials. This is an example of that. And as we know the definition of the HQIM is their complete tier one systems

124where it's a comprehensive cohesive research base and not different things pulled together um across the district. Um it's creating efficiencies. Um not only is is it, you know, more efficient, um we believe it raises the level of instruction for our ALA students, kind of the same expectation we have for um for all of our students. I think based on like the responses to the questions that I think you guys have done a good job in explaining the rationale now but moving forward since we can't pick change the past >> how can we continue to support teachers to get what they're clearly asking for more help right >> absolutely >> using the curriculum we have some professional development opportunities coming up >> absolutely so the um professional development we did just go through November And so

125they always have an opportunity to reach out and ask for professional development. So again, we have the office hours that are already twice uh weekly that teachers can reach out. We also have area coordinators and support specialists who are able to go out to campuses. Each campus has a designated area coordinator and our teachers are phenomenal about reaching out when they need assistance. All they have to do is set that up. We also have um you know their teacher planning days. We give them opportunities and and let them know that you know the robust pieces of unique that they can go into and uh work around and then our district professional days we have components of unique in there as well. >> And this is a um online. >> Yes. >> Okay. So I know

126because I've been in your shoes >> that some of our teachers technology is not their best friend. Right. So maybe they don't know how to navigate it. Right. So, do we have like you say the open hours for that and then onetoone assistance as needed at any time? >> Absolutely. Um, and then we also have what we call seam meetings. And so that's once a month or excuse me, typically every once a month, every six weeks or so, the area coordinator actually goes out. They meet with the campus administration. They meet with uh campus coordinator and if there are questions around that, they can always put that on the seam. they can schedule and follow up and go back out and work with Unique as well. So, there's um always opportunities to be able to

127reach out for this support. We just want to make sure that we're circling back and providing that for them. >> Oh, thank you, Miss Fata. >> Um so, I'm looking at this and it says in 2019 we purchased it and then along with this we used it as a resource. It wasn't our um our main curriculum guide, but it so and I I can't click on any of these links, so I can't I'm just going off of whatever is here because um >> they're not live. >> No, the evidence isn't >> like the link that says instructional resources. >> So, I don't know if Miss Jordan, we can get those. >> Oh, absolutely. We can put that. >> Yeah, because I'm not able to open any of them. So, I'm just going off of this.

128So, it seems like we just kind of flip-flopped or no, we took the pacing cal. Is that what it's called? The pacing calendar? >> Yes, ma'am. >> We took the pacing calendar just completely out of the picture. Would we be able to just flip-flop and just where they use this now, the pacing calendar as a resource? They can't use it as a resource. >> So, they can use the materials that they have had. They would use it in conjunction with unique. And so yes, uh there were folders and they would have various materials within there. More than welcome to use those pieces, but the unique system is the foundational system that they do need to use within the class. >> What was our I'm just curious. Uh I hear the um HQIM I know the

129reasoning behind that, but like where were we as far as our um like our data? Were we where we needed to are we where we needed to be? or we needed to make that change because we were falling behind somewhere. We were locking in skills. We were locking in >> Well, we are looking to keep pace with the rest of the district. So, we are looking to keep up with the HQIM. And what we realized was is that we did already have a robust system that was able to meet that need and meet that HQIM as we're doing in other areas within the district. This was something that already had it as well. And by ensuring that we were using this, we're ensuring that all of our students had that foundational piece of being able

130to have that rigorous um instruction that they needed. >> Yes. And and I would add, great point. I would add, Miss Sapata, um saves us 60 65 $70,000 a year that we were paying extra to hire teachers and staff to come together and create kind of homegrown things. some of the homegrown things were, you know, it was good thinking, but it was not the align reason. >> No, I understand that. And I'm just kind of curious because I'm looking at the timeline here, and it says that you guys rolled it out, but I heard you say that you you had teacher input, that there was teacher input, there was principal input, it was rolled out on the 27th on a Google classroom, and then um August 7th. So there was no training from the end

131of the school year through the summer. First training came August 7th for all three levels. I wrote down all three levels here. And then November when was the last training this >> November what was the um was it the eth? It was the the fourth. It was the fourth when we had voting. Yes. >> Okay. Would is there a possibility and I and it's but I see that we had it in 2019. So, I'm guessing we didn't really do training because we used it as a resource. I'm I'm just wondering why we weren't already trained on it or I get it because it wasn't our main um I guess our our main resource that we used but um is there opportunities and I'm not just saying I'm I'm hearing you saying you know at the

132teachers request have we done any like pull out PDS where um we're doing intense training and I I I think at all the I think of the transitions AL I know we've been talking about you know sped A and the the gaps that we have already with um with not enough people working there the transitions moving people um and I and that was also one of the questions that I asked earlier about does that position for that um um for that previous program require uh another person because I just feel like I just it's a lot right now and I and I think the most important thing because you know hearing from um just the framework that we had earlier um with uh cable and with um >> Westwood. >> Yeah, Westwood. We talked about

133PD support. We talked about support. We talked about um giving them time um you know offering offering that time to learn to relearn I'm guessing because we've already had it um that's where we need to focus. we really need to focus on that and I I I feel like we need to give that to our teachers, give that to our staff, um because of so much transition going on right now in AL and moving people around and trying to plug people in and hiring new hires. When new hires come in and they know nothing about unique, you're telling them, well, they can call us. No, like I think we we need to do a better job at providing because we're so so short staff providing training consistently throughout the year where we almost have to

134pull them out so they can have that designated that that time where they're able to properly get trained and and not through a video or I I've done that and I know you guys have any vector trainings. We've all done them in here, right? It's there's only so much that you can get from that. But when you're face to face >> and you see people, you see exemplars, you you're walking through it, you're talking through it, you see it. And somebody mentioned about technology. Yeah. There's some people that are not very technology savvy, but sit me down in front of you and show me and I'm going to learn. But if you tell me to look at a video, yeah, you know, it's it's it's if if we want to make sure that we do

135a good job at taking care of our teachers, our students, and everything, we have to make sure that we give them that time and we give them those opportunities to have that training. Um, true training and not just kind of not not putting anything on a Google classroom, but setting it up. This is what we're going to do. this is how we're going to do it. This is the timeline. Um that's and that's implementing anything especially when you you have somebody or an organiza an organization or a program that's doing has been doing something right for a long time. Um, and I get the cost. It it it's if this is if this is a great program, and it sounds like it is, you know, the feedback that you're getting from the teachers, and I

136I'm not, like I said, I'm not able to open up the links here, but um I think if we want to use that and we want to, you know, use the best practices, we have to train and we have to do it correctly. And so I just um I I want to know that we're gonna have uh more implemented PDs um just to make sure that we hit those especially for the new hires, the transitions, the rollovers. Um and I'm just curious, what did we do? What did we do before unique? Did we just rely on the what are they called? So it was the pacing calendar the pacing calendar and the um support specialists they were uh pulled and they were writing the curriculum and so they were using a couple of days a

137week to write the curriculum in order to put that out to teachers. So basically a hybrid of a locally developed curriculum that staff and teachers were creating and then in which some of it was coming from teachers pay teachers and a whole host of things and then pieces of the unique um but there was great variance from classroom to classroom. We just our teachers are are just awesome. They're able to to take that and just to run with it. And so I'm glad we're able to offer this. My next question is is how is our curriculum specialist being utilized to help implement this uh this curriculum, >> right? And so that's that's the other piece. Instead of writing the curriculum, they are now available to be available to be able to go out and help

138support with the curriculum and implementation in the classroom. >> Nice. Um, I do think if we could think about ways we can give them time to focus on implementing this with their because a students are very specialized. Each student is unique and each one has their IEP or their paperwork and their requirements. So I think moving forward if we can consider the time to plan >> for their their particular classrooms if we're giving them the onus now to be in charge of them rather than depending on the instructional curriculum writers that makes the most sense but I think the time I think if I can wrap it all up they're wanting more time to prepare >> for their own classrooms since they didn't some of them did not feel or I mean not able to

139>> um process this new curriculum as fast as needed like ASAP. >> Absolutely. Absolutely. >> So, if we can try to find ways to help them navigate this new system with intentionality so they can have the time. >> Yes, ma'am. >> Um doc Dr. Hassel and then Dr. Har. Um my questions are I know that now that we have the workable links are there screenshots of what the pacing calendar look like to kind of get a sense um so like on a Friday letter. >> Sure. >> Um also curious what our staffing looks like right now? What are our staffing ratios? cuz I feel like, you know, I get having to implement something new, but if what I'm assuming is correct that we are like very very short staff on the LE side and so

140to bring on something new which is already stressful on top of like you're already stressed out because you're underst staffed um is probably not the best approach. Um, so something to kind of think about to get that in a Friday letter too, like what is our AL staffing and what does that look like and what is the ratio? Um, and I know you mentioned it was 65 to 70,000 to implement. So I was looking at the cost at the end. So is it the 11,000 plus the cost of the ALD specialist? So if you take a look at that, you would have kind of the annual cost of curriculum writing which can range from 10 to 13 to 14, but then those other pieces below it were also purchased. Um let me get back on

141that page. Um that we were expending and you you see we go back several years just to show the cost of even just the curriculum writers that we were paying for the summer and after hours. And so that is a a recouping because we're not purchasing or or having those expenditures over on top of of unique. >> Did we need the AL specialist staff because of the fact that we're underst staffed? Like that was like the additional help to make up for the fact that we don't have enough people. And >> no, it's it's pure program implementation and and making sure that we're in adhering to all of the requirements and things we need to do centrally. They're not curriculum building. >> Well, what was taking quite a bit of their time was helping to

142build some of these curriculum pieces, which kept them, they were doing that a day a week, sometimes more, which means they're not at campuses and in classrooms actually assisting teachers, coaching teachers, etc. So, this >> did that help the teachers do their job because then they weren't having to then create the curriculum themselves? Well, they already had a curriculum, a researchbased curriculum in the unique system that we'd purchased. It just was not being used >> and it's a okay, it is a researchbased a curriculum that adheres. So we we have had that and um and as you you know um as well as I do that even when you have a curriculum when it says researchbased you don't get the results of that research base if you're not implementing it with fidelity which would include

143the scope and sequence the timeline the assessments and all of those pieces. So even taking different pieces from unique and blending it with these other pieces that does dilute. >> I think that circles back to Trusty Sapata's question like were we not meeting the requirements then based off of the homegrown curriculum like were we not meeting the benchmarks and that's why we're having to go to unique because we weren't meeting the curriculum. Well, the we weren't implementing we a guaranteed and viable curriculum was not being implemented in every classroom for every student >> cuz I got $128,000 of these added not 74. >> I was looking at an annual sometimes an annual cost. >> I see. >> So you have the curriculum writing cost then you have some of the additional programs that were purchased

144>> and the unique system isn't even listed in there. That's been that's been yeah >> that we've been purchasing since since 2019. You know your point Miss Zapata um is a good one. We certainly you know the whole idea of professional learning. We all know >> um when you're trying to do the job, you know, when you we have students and they're right there, you know, sometimes it's hard to learn something new. And so we can certainly review the opportunities that we have and and come up with some other ways to have more face-toface contact um with our teachers um because it is a heavy lift. I mean these are some of our highest need children. Um each day is different can be different in the classroom um with a kind of mix of students

145and their needs. Um, so we certainly can revisit those particular pieces and um increase more face-to-face interactions if that's what's needed and desired. >> And then my last is just like an obvious concern of like how do teachers inform administration that there is like an illent with something because you know we're talking about this because they came to our board meeting and let us know. So, how do we get to a point where teachers get this information to cuz here we are in December, you know, trying to come up with a solution when they've been dealing with this since August. So, how do we get better as a district at finding out these things when we know that they're not working the way we should? And great, like things happen. Like trust me, I've implemented

146plenty of things where I've gone back and been like, "Wow, like in hindsight, obviously we can do things better." But how do we learn from this moment and really decide like how are we going to be implementing things knowing that change is difficult? Like regardless like hello, we're having to learn the new diligent thing and I don't I'm pretty sure nobody here is like pretty good at it. >> I know Dr. Harl just printed out like 300 pages a couple days ago. So, how do we get better as a district to just really hone in on this and make it a point to really hear and really find out when we do implement something and there is a change that we do figure out what are things and if people are unhappy and there are

147things that we can do that we get to it early on and not have to wait to the point of months into the semester. >> Yeah, I'll answer that. Um typically, um individuals that are struggling with a particular platform or software or program implemented will feel comfortable enough going to the person that can provide the most direct and immediate resolution. >> Where were they? >> Well, we had a change in leadership, too, aren't you're brand new? >> I am. I started July 1st. >> Welcome. >> Thank you. So again, >> so like if it's a curriculum for this as an example, >> if it's a curriculum challenge, um or if it's an implementation of the curriculum challenge, I mean that would be the individuals that are providing the support um and it may be an

148assistant principal, a principal, hey, we're drowning here w with this and then let's work through that chain of command. But um it's similar to a grievance. Um and it the mo I I would recommend going to the individual department that can provide the most immediate resolve. That's usually the most effective. >> Mrs. Freeman, >> yeah, I have a a question as I listen to this. You know, sometimes we as just because we are humans, sometimes we don't like to ask for help and but I hear that you have Okay. So, you have office hours, you have Okay. You've got a phone, people can call for individual assistance. So, do you have more calls that you can handle with the staff that you have? Um, and I I'm just not sure that that's happening. So, is

149it is Do you have more calls than you can take care of? >> No, I I don't believe so. I don't believe we've had more calls and we've turned people away or said, you know, got to wait or anything of that nature. I think it's just knowing once we know, we can turn around and make a difference. And yes, being new, um, you know, could we do things differently and hearing some of the wonderful things that happened at Westwood Terrace and Cable and hearing how, you know, we rolled out and worked with the committee as far as the calendar committee. It's just all great things that we can take back as a department and say what could we do differently in the future moving forward and making sure that we are in line and online

150with what our our people need because they are our customers and we want to make sure that they're taken care of. So listening to all of this just gives me additional information as a leader on what to go back and how to go back and uh go in and out before the people. But um to your question, no, I don't believe that we've had this overwhelming amount of calls that we have not been able to address. And I would just ask anyone if they have uh reached out and they have not received some type of answer or support to please, you know, contact us, contact our special ed director, contact myself, contact our assistant directors so that we can um intervene. >> Sure. I'm hopeful that we'll have a quick um guidance and a little

151more support for the ones that are asking for it. Thank you so much. Um Miss Dr. Hall, excuse me. And then Miss Apata. >> Um thanks Miss Quz. I was >> I I'm going to take up that when the teachers came last week or a few weeks ago. Um they they kind of challenge us to go visit their classroom. So, I'm going to go on Thursday, but I want to make sure I'm really clear in um my own mind about the the curriculum. So, in the past, we've had um our our curriculum or our coordinators write what I presume was really good curriculum and um right >> and it was in the hands of the teachers, right? And so they at that time felt like that was their curriculum and then unique was supplemental or

152supportive in nature even though we had it since 2019. Now again just to repeat it's kind of flipped now unique is the primary source of curriculum and it's also um but they can also use because I I worry about the skilling teachers um their own creative lessons as long as they're aligned to the curriculum in addition to this already created north side curriculum right or are they >> supplementary >> because I think there's a lot of messages Like one of the messages I heard was um outside the board meeting is that it's kind of like lock step. We have to do this. And that's scary to any teacher. Like I would never teach in a system that said you had to do it this way on this day. And that's just me personally, but that's

153kind of what I I heard. Then I heard well you can you can use both, but we're going to let unique drive the the path. that'll be our our um that'll set the tone or set the stage. So, I just want to be real clear on the messaging that's coming from me. So, could you just kind of rephrase that in >> Yes, ma'am. >> simpler terms for me. >> Yes, ma'am. So, it is the unique curriculum is our evidence-based um HQIM um resource that we want our teachers to use. Um although it was purchased as a resource previously, once our new um AL program coordinator came aboard and really diving and looking into it, we realized the robustness of the program that we were able to um use as that foundation and use as that

154stepping off point and we were able to then use our specialists in a more supportive capacity in the classrooms. And so the things that teachers have made just as a ELA teacher or a math teacher, they might have other things that they have had, but they need to use the curriculum that the district puts out, but they may bring in some other things. So they need to use they need to use unique. We're asking them to use unique because it is a HQIM uh program. It is uh researchbased. it is um um something that would be universal and if students move they're still part of the same system and program. But if a teacher has made something and they feel like that was really great for their science, you know, experiment or they had a

155really cool math program that they were doing with the student, that's fine. That's just the art of teaching. But we really need the HQIM materials to be used in the classroom. And we just need to do a better job of of ensuring that teachers know how to use it. >> And just remind all of us so we're on the same page of the acronym >> of what? >> HQIM just >> highly qualified instructional materials. >> Thank you. Yes, >> ma'am. Thank you. >> Appreciate it, >> Miss Quas. I I I know you're new to the position, so I know you're getting all this feedback and I I I thank you for that and I know you're going to utilize it and take it back and and run with it. And I guess just going off

156of um um Trusty Harl is um do the teachers have an opportunity like you said if they do if they have a robust science lesson and and it it worked really well do they have um an opportunity I guess to share it with everyone? I think that's what it sounds like they were doing already with with them creating their own curriculum. But do they have that platform where they can share it and use it as a supplement? So say if one campus did something great, they can share that and then maybe another campuses uses it, you know, as a supplementary like do they still have that or is that taken away? >> They have a Google classroom, right? >> So that's something I do need to double check on. I know they had the Google

157classroom. I don't know if it's still in circulation right now. So that's something I would have to look at. I think just the support. I know being a teacher just, you know, you doing one thing and knowing I'm we're doing it well. I'm guessing we're doing it well. I'm not sure about the data, but if we're doing it well and there's people there in place doing it and they they're doing it one way, now all of a sudden we're doing this and we don't have that proper training that PD even if we did have it in 2019, it didn't sound like we really rolled out any kind of PD about it. So, I think just moving forward making sure that we have that and it's it's got to be authentic PD. It can't just be

158give me a call or watch this video. Um, we might have to just, you know, spend a little bit of money whether doing something after school because it's so it's it's kind of late in the year. Uh, maybe looking into summer pay to offer uh some trainings. Um, but definitely incorporating that and and and looking at the big picture, but getting feedback. um you want authentic feedback, go to those teachers, go to those campuses um >> ask them um and and and they will give you what what what they need and and so we can support them. >> Absolutely. And when I was mentioning seeing the videos or having the office hours or having that one-on-one support, it was after that they have had the um the in-person training. So they did have the inperson

159training in August and then they did have in-person uh professional development in November. So that was more supplement but I do clearly hear and understand the need for um a more robust training program with this particular >> especially for new hires. You know we're always try we're always filling in gaps and hiring new people and just making keeping that in the back of our minds that we got to have or got to have things in place or people at least people in place to train them. you know, quarterly or or as the year goes that that way we >> we stay on top of that and give them the support they need. >> Yes, ma'am. >> Thank you. Anyone else? >> That was a very good robust discussion. Thank you. All right. So, we have

160our next item on the agenda, letter F, HB2 and pre kindergarten. >> Yes. So, this is a discussion and you know really just needs some guidance. This is moving very quickly. um some information um that is going to impact us from House Bill Two specifically in the pre kindergarten space. Um there are going to be some changes in 2728 that are going to impact how and if we can expand for three-year-olds which um we um are currently serving successfully uh a small number and how we can serve uh or how we can charge uh or not charge tuition. And so before we move forward um implementing some of the ideas that we felt like we needed to bring bring this to you um get your thoughts and get your guidance. So I would like to

161introduce our fabulous early childhood specialist, Miss Barbara Triplet. >> Good evening. So um I'm here today to share some information and some potential decision points around prek in North Side. Um there's a lot of new faces that weren't here in January. So if it's okay with you, I'll give it a little brief context about the journey that we've been on in the last 10 months, 11 months. Uh in January of this year, uh we needed to make a shift in how we supported um our three and four year olds in what we had at that time called ECC, which was early childhood collaborate or collaboration, which um was an partnership between ECSC students and employees children. the employees children came um through tuition and that was housed at a a small number of campuses that

162did not have full day prek programs so that our ECSE students had typically developing peers in a collaborative setting. It was had declining enrollment, increased costs and was no longer financially sustainable. And so we needed to shift. At that time, we looked at a pre-K tuition program which would expand the opportunities at other campuses. It would introduce our employees children into general ed classrooms with our other students which would then provide more opportunities for more students, reduce the costs by half and then again as we mentioned um increase the the campuses from 20 campuses to 50 campuses. So, it was a win for everyone. Um then House Bill 2 came about in June which flipped some of those decisions upside down. Uh one of which being that which is a good thing that classroom teachers

163became a qualifier for PreK4. So that was a win. They no longer we were no longer going to charge them tuition or or needed to charge them tuition. um our numbers jumped up as far as enrollment in that particular population and in addition to that we were able to offer slots to 121 that's how many tuitionbased children we have right now uh and we expanded from just four-year-olds to also include three-year-olds. So we have 121 tuition three and four-year-olds in our classrooms right now across the district and the program so far has been very very successful. We were a little worried about the three-year-olds. Um we limited the numbers to about three or four per classroom and three-year-olds have not been a concern. Um which has been really great to hear. So rolling out HB2

164in addition to this prek qualifier, obviously we had the TRA and all of those things. Um so wrapped our heads around that and then region 20 TEA started going okay you know there's a 2.0 note to this and that is the implications that go into effect for the 2728 school year. Part of um that and it's included here is that beginning in the 2728 school year, districts can no longer charge tuition or have tuition based programs. So the program we just created will no longer be allowed effective 2728 unless um a partnership intermediary group assigned by the state approves it. which basically says that in your district there aren't any seats in child carees. It's very pro-child and partnership childcare partnership. So if there's no seats in your district, then you can charge tuition. Well,

165we know we'll never obtain that, right? And so our tuition program will basically go away effective the 2728 school year. The other thing that House Bill 2 um talks about effective 2728 is that districts are limited in their ability to expand their programs. So right now in theory on paper we don't have a prek3 program even though we are serving prek3 age children in our tuitionbased um we do not have an official prek3 program because we don't accept other qualifiers the same qualifiers that would qualify prek4 students which is homelessness socioeconomic EB and so forth and so if we do not expand in that area after 2728 we won't be able to without the blessing of this same partnership childcare partnership intermediary groups. So with all of that, that's a little bit of the history.

166There's some time that we need to make some decisions. If you'll go ahead and go to the next slide. So there's basically two options. The first one is to say, you know what, it is what it is. This is what House Bill 2 says. So discontinue the pre-K tuition program effective 2728. continue with the current preK program with the established TEA qualifiers, which would include those four-year-olds that belong to classroom teachers. Um, next year, because it doesn't go into effect till 2728, we could grandfather our current tuition students for the 26 27th school year. That's about 35 children that are three-year-olds that will be turning four next year. and then we would no longer accept new registrations for next year because the thinking is it wouldn't be fair to say okay hey you can come

167to North Side for a year for three okay but you can't for four okay come back at five right so it just a decision point right that we talked about the pros of doing this would be that it would line align with the TEA household guidance on tuition programs and giving notice to our north side employees of the change as we learned in the spring with as much notice as nec necessary because people have come to um expect a child care option for their for their littles in North Side because ECC had been around for over 25 years. And so it was a big shift in the spring. We're trying to do everything we can now to make decisions that are proactive and pro communication so parents can make informed decisions. The cons, if we

168don't make any decision, is that it takes away the three-year-old option for all North Side employees because we don't have a preK3 program that accepts any qualifier. We can't handpick who we want, right? And so, we wouldn't have a three-year-old option for our North Side employees. Option two is if we would expand our prek program to include qualifying three-year-olds with a limited number of spots to be blended into our current preK4 program, which is basically what we're doing now. What we h we have these 83 year olds spread all over the district. They're just all north side employees. If we expanded the prek program to accept qualifiers, we could state a limit. Okay? Okay. And that and that could we would be that number would be decided by people personnel resource planning, right? What are

169the numbers looking like? But by doing that, the pros of that would be that we could build classroom capacity. We could reach families with qualifying students earlier. Um we could provide a three-year-old option for our teachers, classroom teachers um that already have um are on waiting list. We have 73 on the waiting list for next year. We have 98 on the waiting list for the 2728 school years. So there's obviously a a desire to continue with our program. The con for this would be that it does not include north side all north side employees. So when you think about curriculum people that work in CNI administrators, they wouldn't be included. But that's not because we wouldn't want to include them. That would be because it's in compliance with that House Bill 2 rule. But it

170would give them, you know, the opportunity and the advanced notice so they could make other plans. The other possible con depending on how you look at is it could potentially add some new classrooms. Um we're thinking, you know, when you think of that 410 area where a lot of our teachers did not necessarily choose those um schools for their students as tuition students, if we expanded to a prek3 program, I'm thinking of a classroom that has 14 four-year-olds in it right now. Well, if we had had a prek3 program, we could have opened up three-year-old slots to that community and and filled some of those um seats that we have sitting empty right now. So, it's really those two options um when you think about pairing House Bill 2 with what we already have currently

171in place and then the decision moving forward so we could best communicate that to our all the people that are invested. Quick question. Um, for the if we do option one, continue with current preK program, does that also not include all North Side employees? >> It would not. Um, because we can't charge tuition. So, if I'm a if I'm a campus administrator or if I'm a if I work in central office or if I'm a police officer and I have a student, that's not going to be an option beginning 2728 according to the current. Now, I will say and I'm in a lot of conversations with region 20 and with um TEA, there's another legislative session in 27 um in 2027 that could again upend some things. But in this in the name of being

172transparent and for proper planning, you know, it's it's a good time for us to start making some decisions now so that our families can communicate with their with their loved ones what their intentions are. So to keep three-year-olds, the option two would be the only option. But because of the law, we could not only classroom teachers would qualify for the three-year-old sponsor for all uh preK3 qualifiers. So the way the rule is right now, we if we opened a prek3 program, we don't have to take all preK3s that qualify. We can set a limit as long as it's in a board policy that says we'll use a lottery or that we're going to um use a weight list model or something like that. So we have some choice there where we could say we want

173to take 200 kids. We know that from if you look at the weight list 75 of those are probably going to be teachers kiddos, right? And then the rest would be qualifiers. So there's some choice there as opposed to prek4 where all is all. Any child that qualifies we have to take and we have to provide space for. Prek3 we have some choice. >> Okay, >> Mr. Blunt. >> Yeah. Um you started it. Thanks. you just about answered all my questions, but >> yay. >> So, so I understand PK4 we have no I mean that's mandatory per se. >> Um but how many um do I've lost track. How many of our prek4s how our PK4 students that are in north side boundaries are in preK4SA? >> That's a great question. Um right now the

174number is very very low that we have dual enrollment on. There's been some significant shifts uh in PreK4SA in how they've been recruiting and and the age groups. I will say that their numbers too had had dipped a little bit and so they went ahead and went forward with a preK3 program. Um >> Barbara, the last time I checked it was 32. >> 32. >> It was it was pretty small. >> Okay. Okay. Okay. Um Okay. in HP2. Um, the restrictions you're talking about is this is it absolute restriction or is it a funding issue that they're not going to fund for? That's what I'm getting confused by. I I don't know how H >> could I think so if you're asking could we go ahead and offer the prek3 Yeah, prek4 uh to say

175>> administrator >> uh students. We just couldn't we just couldn't Well, you just couldn't you couldn't charge tuition. >> You couldn't charge tuition. >> Well, we could No, but could we fund for it ourselves? That's what I mean. Or does HB2 even prohibits that? >> I think that if you read the language, it really speaks specifically around your ability to to charge tuition. >> Okay. So, we could as a district go ahead and I'm not suggesting that. I'm just curious on how it actually reads. >> We would not. >> No, we wouldn't get that. No, but I just mean we made a decision somehow that hey, we'll figure out some way for the district to fund for it. We could >> How much is that? >> I'm not suggesting that, by the way. >> Yeah.

176No, it's it's it's not it's a um it's definitely a point of in this conversation. >> It's to me it's a little bit larger conversation in the sense of we're really talking about I'm not going to I'm not going to articulate this very well. An employee childare program. >> Yeah. Yeah. >> Benefit benefit. >> That's what we start segueing in. Okay. Oh, that's fine. I just want to show it was absolute, but no, that answer >> to me. The option two makes the most sense. Um, especially when I will say that we've talked about preK3 for years. Um, but we talked about it as a separate program like where you would have pre-K3 classrooms and then you would have pre-K4 classrooms. If we look at our at our neighboring districts who have tried that, they've

177pulled back from that. It's labor intensive. A classroom a lot of three-year-olds is a lot of three-year-olds, right? um there's not a lot of role models. We have 25 years experience with with blended classrooms with our ECC model where we've had three-year-olds and four-year-olds in classrooms together and four-year-olds serving as role models. And it's been very very successful. And so the option two seems like a no-brainer, especially because we're already kind of doing it with our tuition model. It would just be opening up more slots to the community for those who qualify. And the thing about PreK3, because we do have a partnership with family services and Head Start, Head Start is is um has a lower uh income level and it's income level only. So those other qualifiers won't qualify you for a Head

178Start position >> and also it's also a retention for us for the P career path, if you will, student track to keep them in our schools. >> Well, and we're excited. I've mentioned this before and I won't go into great details, but our data for our pre-K program and when we've watched followed our cohorts of children as they've moved on um especially in the last four years when we went to full day across the whole district, it's impressive when you compare our children that attended three months or more in our pre-K program and how they're doing on MAP, reading, ma math in kinder first, second. This will be the first year that our full day kiddos take. Um, but we're encouraged. Even two years ago when we added ECSE to our testing, they did their

179own testing and now they do the same as GenEd PreK. We expected a dip and we didn't see it. Um, so it speaks to the the curriculum, the coaching, you know, the teachers, all those great things, but you know, the idea of catching kids at three instead of four, it's appealing. >> Very good. Missa, >> do we know the percentage of how many of our um employees would be um not included? >> So, we did preliminary numbers. For example, next year we have 78 kids on the wait list. 52 of those are teachers. So, it was around 20 kids. Um the same thing the next year we had 90 98 on the waiting list. 65 of those were teachers. So, you know, each year so far it's been about 20 25 that are on the

180current weight list. because those are people that were interested in the pre-K tuition program as it stands right now. And and it makes sense this year if we have 80 50 our classroom teachers there's 30. So that kind of gives you >> I'm not mistaken our costs were much lower than the others around >> we're comparable >> our tuition right now. We're right in that same ballpark. We weren't with the ECC program the way it was before but now we're right in there. M you're saying doing option two u administrators officers would not be eligible >> only teachers >> according to HB2 right now we cannot charge tuition and have them come >> so only if they're the qualifiers >> only the classroom teachers the same ones that would get the TR >> which would

181help be helpful for the economically disadvantaged folks correct >> well you would think >> we would make those parameters right >> we don't make the parameters, the state makes the parameters of the socioeconomic level. >> Okay? >> And that comes out April 1st every year. Another reason why this is a little bit timely is um we've been in conversations. Is this the time to bring it up? Uh we've been in the conversations, we usually wait until April 1st to uh recruit preK students because that's when the eligibility comes out. Um looking at our our districts around us, you they're recruiting in January. they're taking names and numbers and and and doing the registration link in January with all their other students and then waiting to verify till April 1st. Um so not guaranteeing a spot

182a spot but building that relationship so that we can continue to to to connect with them and get them into classrooms if we can. So that decision has already been made regardless of the prek3 that prek4 will start registering in January with everybody else. So your your roundups will be prek kinder roundups. All of those um things are already in the works. >> I love that. Very good. And Miss Freeman. >> Yes. Dr. Craft, um um what is your recommendation on this >> at this time? At this juncture, uh we can bring this back on December 9th. I would highly recommend option two over option one. I I I would work to continue to try to expand pre-k programming >> just given the state of where we are and and what students are going to

183be up against with um assessments and testing beginning in in third grade. They're going to this this student population in particular uh demographic uh is going to need every opportunity they can attain um to get a head start. And I have one I have one more question. >> So what was the rationale behind this in HB2? >> You don't know. >> Well, I I can tell you what I've been >> conversation how take how did that >> child care um well we live in San Antonio. Child care is a hot topic here, right? We have prek4sa highly funded with with sales tax money, ADA money, private, you know, there's a big push for early childhood and they're very loud. And what happened when we went to full day prek is we took the a large

184percentage of the children away from child care centers, right? And so where as a school district we have lots of fires to fight, they only have one. They're fighting for these kids. And so they're allowed and they've been well represented at the state level is what we've been told. And that's why there's this big push for partnership. Something else that is in part of House Bill 2 is if you do pursue a partnership beginning in 2728, you have to pass through 85% of your ADA to the child care center. So, you can tell where the loud voices have been and that, you know, again, there's another legislative session in 2027 that may change some of this, but it speaks to where we are today and how we got here. >> Dr. Also, >> um, just

185wanted to, so do charter schools offer prek3? >> So, we checked around a lot of charter schools do not even offer prek4. However, if you've been watching the the school vouchers, uh, you know, that's prek has now been added to that at full at the same price as K through 5. Now, of course, you have to qualify for PreK4, and that's one of the contingencies for that voucher as well, but they're starting to add PreK4. And our school districts, who we watch real carefully, are looking at the preK3 space as well for the same reasons that you're saying, high quality, right? Um, certified teachers, um, and then that pipeline to future enrollment. >> Yeah. just kind of wanted to see because I feel like and I'm the worst at this. I when I meet parents

186that are, you know, previous charter parents and they're like, well, I started off in charter because we didn't offer what they need at the time or they didn't qualify for it. So, they started at charters and then kind of eventually came to us like in middle school or in high school and so we kind of missed out on them like early on. >> Um, but just wanted to kind of get a sense of is that some, you know, I'm big I mean I'm a big proponent with integrated third and fourth grade. I was always the youngest kid, so I'm a huge proponent of that. I feel like it's a really growing moment for kids to really pick up and kind of, you know, meet the kids where they're at. So, I love that. Um, but

187just wanted to kind of get a sense of what does because if you're saying, I guess it brought up because you said like PreK for SA isn't really getting the enrollment that they're like really thinking. We're not open to at this point, right, to get everyone. So, where are they going? >> Great question. Um, and again, I know last year we made a we made a when we started doing the preK3 GNI proposals, we called every single charter school in town and asked those qu, do you take preK4? And none of them took preK3. PreK4 was pretty hit or miss. Most of them did not. Um, but you'll see, you know, your private schools are starting to expand to preK4. So, >> well, I think a big part of it though too is is that

188we've seen the the lowest birth rate coming out of the pandemic. And so you think just longitudinally that would be about your three year old four year old population which across the nation you can look at just demographic trends and numbers and this is where every school um especially here in the state of Texas uh with some of the larger school districts that's that's where the enrollment decline is. It's three and four year old programming. Um and it's absolutely related to birth rates being >> a global >> very very low. >> We worked really closely with the marketing department um really showcasing our programs. Um last year we have videos we're you know we work hand inand with our marketing department trying to get it out there what we offer and um the opportunities that

189we have. But it's been a challenge. Um one of the things I know we've been watching is other school district other school districts how they're advertising. Um, and so whenever we see something, we take a snip and send it to Barry, you know. Um, >> Spanish is also a very untapped potential we have. >> Um, thank you so much. >> You're very welcome. Thank you. >> No other questions on this one. And this is a discussion item, right? >> Well, it's a discussion item for this evening. We we probably need to bring this back on the 9th though for consideration uh so that we can go about planning purposes. And I think it sounds like the second option that presented >> um is >> what you can anticipate going forward and so we'll bring it

190back >> on the night >> and then any other information that you need or follow up uh please let us know. >> Thank you. >> All right. Item G, discussion of an outdoor um learning center. >> Yes, we're so thrilled. These are folks who need no introduction. Um they have a wonderful uh road show. Amalia, Isaac, and Kristen. They are the minds behind science in um in North Side ISD. And so um starting with uh Dr. craft's predecessor, we were talking about um how do we expand and create a district outdoor learning center in addition to each campus's uh continued um outdoor centers and there has been much research, many presentations. So, I think tonight is going to be an update of kind of where it stands now. >> Oops. >> Now I see it.

191Okay. on the um one page or at the top there's a link for our slides. Thank you. Okay, so we're the elementary science department. We're very excited to be here this evening to share with you our outdoor learning center project that we have been working on. I'm Kristen Conrad, elementary science specialist. Isaac Esql is our elementary environmental education teacher and then Amalia Sers is our K8 enrichment programs coordinator. So our agenda for this presentation is we're going to give you a little background information to build context and kind of help establish the importance of the project. Isaac is going to tell you about our previous work. We've been here before and shared some different pieces of this project to different people at different times. And so Isaac's going to kind of really share what that

192previous work is. We have new board members and um to make sure everyone's on the same page. She's going to share with you about the land, the structures and features and our estimated budget. And since we've been here last or spoken to all of you last, we have kind of made some next steps and some progress and we want to share those with you. So that includes a plan for funding, um a Lake Flat Fato partnership, and then just address some challenges and opportunities that come along with the project. So we'll get started with some background information for you. Um starting with just giving you a minute to look at what North Side already offers our students in the area of environmental science. You'll see a variety of our programs, the grade levels that um

193participate in those, a little bit about when and where, and then either Amalia or Isaac take the lead on those. Okay, so we're ready to continue growing these offerings and so we've created a video. So this is new. This is something that we have not presented to the board yet and um it really is going to kind of set the stage and let you give you a taste of where we are in outdoor education as a district and then where we'd like to go in the future. So the the there actually if you go back don't press on the play button it's fake. If you click click on the picture and a link should pop up. There we go. And this was created by our um communications department. And hopefully the sound The connection for

194the kids is huge and they don't always have that, especially being in the city school. >> We want to ruffle the roots up because what that does is that's going to give them some air, >> that connection to nature and that connection to earth and understanding that we truly are part of it. We just don't need it. And so that's a huge part of it. >> Take the photo. >> Awesome. Okay, >> so the kids love the garden club. I have 35 right now and there's a waiting list to get in. >> What made me want to join is cuz my mom started wanting to grow a garden in our backyard. So then I decided to join so I could help my mom grow the garden that we now have now. Students need to become

195adults that are responsible and that understand where our food is coming from. And I think that if we can start teaching them here the basics of that and keep that going >> when they are and they're taking care of us and their older age, they're going to be much more equipped to do that. North side is trying to have a facility that's going to be a connection with McAndrew. It'll allow campuses to come have already available parking access, access to medical facilities if needed because you're out a little bit more and also have the ability to have two classrooms and an outdoor learning space in addition to a water where students could test water, they could look for habitats. >> So, we are so excited in North Side to have an opportunity to develop this

196outdoor learning center. I think many of us have heard about the outdoor classroom which you'll see at our campuses and the garden areas. But the outdoor learning center is even bigger than that. It's an opportunity for all students across the entire district to come spend several hours, even a full day out at the center and be able to explore, be able to walk down trails and paths and really into their scientific understanding of concepts involving earth science, life science, and even really to develop some social skills, develop their emotional intelligence, and all of the other things that come with being in an outdoor learning environment. >> I found the bird. >> Nature is a great teacher. And what I love most about getting kids out into nature is that they get excited, uh, they're curious,

197um, and they actually connect with, uh, the natural spaces. And our hope is that they'll become future conservation leaders. The the Mac Andrews Elementary site is at the very beginning of the concrete and the Leon Creek wershed. It it acts as this first line of defense against floods entering our wershed and San Antonio River Authority is very invested in protecting our wershed. Many of the partnerships that we have in the San Antonio area are fantastic, but we share them with districts all around their county. They fill up so quickly with their spots. To have opportunities for north side students to be involved with that isn't always option and we want to make sure that every student from all of our schools have an opportunity to have that same high level of rigor and of learning

198in an outdoor classroom. So by having our own north side outdoor learning center we can ensure every child has that opportunity. >> Okay. So, as you heard in the video, the demand is high and there are not enough spaces in San Antonio or about Bear County to meet the man the demand. So, North Side has a very unique opportunity to create a space for our students that no other school or district in our area can offer. So, we have the opportunity to be trailblazers. I'll give you a minute to read that. and it gives us a chance to have a key feature that can really help us stay competitive against other districts and charter schools. And so research tells us that learning in natural environments and spending time in nature and outdoor experiences can boost

199performance in all academic areas, enhance creativity, critical thinking, problem solving, increase focus, enthusiasm for learning, engagement, and provide impulse control and uh less disruptive behavior. So all of those are things that we want for our students. Their needs we hear from our teachers in our campuses. And so this is just an opportunity to help meet those needs. Isaac has a really like the best job ever. He gets to teach students outside in nature every single day. And he just shares constantly about the students saying they love being outside. They love learning about nature. They love learning about careers that they didn't even know existed. So this would just be able to ext expand those experiences for our students and really create a generational impact for our north side community. All right. Thank you, Kristen. Um

200I'm going to talk a little bit about of our previous work. Uh specifically, I think we can all agree that the land that we're looking um to house our outdoor learning classroom is we couldn't ask for better property. Um we have seven different eco regions here in the state of Texas. Um two eco regions um come are kind of meet at this point of where the land is at. And so the land is as you can see in the map is adjacent to McAndrew Elementary. Um there's about 30 acres and it's just the beginning foothills of the Hill Country. Again the two ecosystems that um combine there are the Edwards Plateau and the Blackland Prairie. Um and then what really also uh makes this land unique is that it's part of the um Edwards Aquifer

201Recharge contributing zone. So um there's a lot of uh room for for all kinds of learning opportunities. Um some of the students um in our district never have an opportunity to um be exposed to an environment like this um before leaving NISD. So we really feel like this we just couldn't ask for a better a better site. there is a a a video clip that you can look at um on your own but a lot of that was shown in the video that we just we just shared. So again just you know magnificent um opportunity with with the land that we have on the next slide uh wanted we wanted to give you some um background information on um you know some examples of outdoor learning center structures that we have visited. Um, one of

202the the one on the left, Amalia and I were able to visit some of the learning um outdoor areas in the Dallas Fort Worth area and that the one in Lewisville ISD was one of our favorite ones. We would really like to model um that kind of structure with uh the space at the McAndrew um property. Um, and then to give you some context for some other of our favorite uh s outdoor learning certain structures in the San Anton San Antonio area are at Confluence Park and at Government Canyon. Um, we also feel like those are um up to par as as far as an outdoor learning structure. um some of the some of our experience with outdoor learning. We know that we need to make a comfortable learning environment for our students, especially from

203the natural elements such as, you know, the heat, the cooler weather, um you know, protection from the sun. Um, we also really want to provide a variety of learning opportunities that can be utilized. And we would like to do do this through hiking trails throughout the property. Um, pavilions with shade and and uh, you know, opportunity for station work, wetland ecosystems for um, aquatic science, native plant gardens, vegetable gardens, and prairie ecosystems um would all fit nicely in the in the land that we're looking at. And then finally, this is um something we covered last time and has not changed too much. We have updated some of the the the budget for this um project that we're proposing. Um you can see there's the onetime cost for the entire project and then the annual operating

204budget um is estimated around uh 9 million. But we have also fa have made a phased in approach that we presented in the past and if that is a route that you're interested in we can provide more of that information again and um I know there's not time to go over the entire detailed budget but there is a link for you to to click on to to view um the budget. Okay. So uh we wanted to provide some updates on what we've been working on since presenting last February. Um, we will continue to collaborate with the grants recognition department to apply for potential grant opportunities. Uh, that's something we've talked about before and can't quite move on until we have a little bit more of a um closer timeline. We have also had some initial

205conversations with our partnerships department and um are looking at organizing a fundraising plan for the project including a five-year sustainability goal around that um operational annual operational cost. Um the fundraising package can include um the video. We still have some edits and additions that we want to make uh to the one that we showed you as well as a master plan design which I'll talk about in a moment. Um and basically between now and fall 2026 uh we'll be working on what would this fundraising cycle look like as well as this master plan. So on the next uh slide, we've been having some conversations with Flake Fato and they would like to adopt us into their OneNus program. This is where they would be uh providing a visioning workshop for our leadership around uh the

206outdoor learning center and provide a master plan and concept design. um as well as they were interested in connecting us to additional potential partners around landscaping and things like that. Um if you are not familiar with Lake Fato, some of the projects that they have um established that you may be more familiar with is the Whitty Museum renovation and their Maze Family Center. You may have been to that, the Holdsworth Center, as well as the picture we showed you before from Government Canyon, uh their visitor center. On this next slide, uh we won't have time tonight. Um but you the links that we've provided here are similar spaces to the outdoor learning center. Um and we want to highly encourage you to view these um really dynamic designs. Each one's a little bit different and

207obviously unique to the place and experience that they're hoping uh families, students to walk away with. Um, but there kind of gives you a little bit of a vision of of of what could happen on this property. So, we did want to talk about some of the challenges um that do come with this outdoor learning center and that we have discussed as well as uh with many of individuals up here tonight. Um this kind of shows just giving a very few samples of campuses and the distance to the proposed outdoor learning center and estimated travel time. So you may see the distance as a challenge, but we've actually calculated that even the furthest away campus would still have a full 3 hours at the center. And I want to draw your attention specifically to the

208estimated travel time in the last column. and compare that to the next slide where we have a few other examples of campuses and existing science field trip destinations and you'll see that the travel time is very similar um to the outdoor learning center. So, we know that was a concern earlier. So, we just wanted to make sure to kind of uh give you some comparisons and show that it's very similar to what's already happening. We know we're a very widespread district, so takes time to get anywhere. Um, some of the limitations that we have right now in our present outdoor learning spaces is that our elementary involvement education program, which Isaac uh leads, is limited to fifth grade. it takes all year for him to see all the fifth grade classes. Um, and it's short,

209you know, it's just part of the school day and then of course the larger campuses have to double up. So, you know, he has to change up kind of how he engages the students each time. Um, the field experiences for fifth grade that we have funding for transportation. It is optional. Not every campus decides to participate. And like you heard on the video and Kristen reiterated, there's a huge demand and North has a lot of schools and sometimes there's we just run out of days and spaces for uh campuses to be able to have that field experience. And I think with Cable and Westwood Terrace sharing like how vital that is to the community and the learning experience. Um it's unfortunate, but that's kind of one of the motivations behind this project. Um and then

210Project Acorn again is an afterchool program. So it's campus choice on whether they participate. Um and that enrollment in the club of course is um limited due to the number of teacher sponsors that would be available at any one campus. So those are just some ways that we feel the outdoor learning center could help expand opportunities. Um as far as building capacity as this rolls out, we're really looking at initially focusing on fourth graders from every campus. um they would have a TIESS aligned experience to support the elementary star. Um it also provide foundational examples um to support the fifth grade environmental education visit on their own campuses. And then the idea is to have a full um be able to function fully in the summer if that is available um so that we can

211have summer camp programs and kind of give an entirely new experience to students. So we have a few that we've started with partners like Cibilo Nature Center where we've had some um students go out for an actual summer camp experience that they wouldn't otherwise have access to. So, we've really seen the benefit of that. Um, as we build capacity, uh, when the center is established, we really, um, hope to expand to some middle school and high school opportunities. Um, as well as opening it up to the community, possibly on different community days, being able to open up those hiking trails for people for exercise, family time together, things like that. Okay. Well, we really hope that you see the value and importance of this project and we really look forward to your support in moving

212forward with some of our next steps. Um, which is one developing a fundraising plan with the partnership that would be implemented beginning winter of 2026. And then we really want to continue our conversations with Lake Fato and be able to work through the visioning workshop and kind of design a master plan for this this project. Questions? >> Mrs. Freeman. >> Yeah. Um this is a facilities um issue. Have you all conferred with Jacob? You have. Okay. and a agreed upon the the the architect the Plato what architect is it Plato >> okay okay thank you >> Mr. blunt. >> I think he's still pushing a button. Are you good? >> There we go. >> Yes. So, we've had some conversations obviously knowing that this campus is over the aquifer. Uh there's some TCQ implications and

213that special permitting that would be required in in being able to do this, extending utilities and those types of things to whatever building we put in there. We do have a wastewater treatment plant located at McAndrews right now given that we don't have city sewer out there. And so there is actually a stubout that was created when we built that campus to support potentially a future middle school. Um so we know that we have the capacity there. However, that also requires TCQ permitting because it would require a sewer collection permit um through the state. So there is some major cost implications when it comes to the state permitting that these folks have factored in there. We haven't personally done any work with Lake Plato. That conversation just recently happened as they're they're continuing to develop

214uh this this uh concept. However, um I'm familiar with the name and I know some of our my peers are as well. And so obviously we'd engage in lengthy conversation if we pursued that. >> And one other question if I may. >> Sure. >> Um why just a fiveyear sustainability plan? I think that's just the initial goal is to get that secured so we know that we can fund the five years. I imagine that in those five years we would continue securing funds for the following five years and that's and and continuing that cycle. >> Mr. Sito, >> you got I got a couple more questions. How many uh outdoor learning environment campuses do we have that actually have uh >> like our campuses? >> How many campuses do we have that actually have learning

215environment outdoor ones without having to go anywhere? >> So Isaac visits every campus. So 83 campuses and he's in the process of creating these um outdoor learning spaces a few plants a year. So, it's a very slow growing. It's going to take some time. As far as our Project Acorn campuses, about 45. >> Okay. Yeah. The reason, as a former bus driver, I've been through field trips and I'm not a big fan of field trips because I see the Well, the I'm going to give you a reason why. Um, we our bus drivers rotate elementary, middle school, and high school. So they're not going to finish a high school route till 9:15, 9:20, that's in a good day without traffic. But by the time you get the kids on the on the bus, get to

216the place where they're going, that's 10 o'clock. Got an hour, then they start getting ready for lunch. Another hour, an hour and a half, bathroom, they got to be back by two cuz we got to start that process for elementary, middle school, high school again. So 1:45 they have to be back at their campus ready to go. So it's kind of like two hours out in the field or whatever. I I think they could use more time at the school versus going, you know, and not just not just with this project, with any project. I've seen going to the zoo by the time they get 200 kids organized and a lot of the time wasted. I mean, >> and that's a very fair that's very fair to say. I think our hopes is that what

217is going to be established in this outdoor learning center is going to be 10 h 100 times larger and include more learning environments like prairies and wetlands. Those aren't things that we can establish at a campus. So, and just the dynamics of the space being >> where two different ecosystems, I forget what they're called, come together is something that's very unique that you can't get at a campus level. So, it's really out in the Hill Country. So, it's away from the city. So all the inner city schools that they just stay in their neighborhood and they see their houses and their schools and their grocery stores and their roads like this gives them a chance to go out and see the open space and a landscape that just you can't get at their campus. >>

218Thank you Mr. Blunt. >> Yeah, I was just going to say for those hope everybody on the board's had the opportunity or will have the opportunity to go out and see during one of the outdoor visit the campus. It's definitely worth it. Uh def definitely enjoyable and learning opportunity. Um, but what I what I wanted to bring up was um I looked and I I could not find but as some of y'all know we this north side had an outdoor center out Highway 211 a long long time ago. Okay, it's not the first time we've done it. What I and it was with the Texas Research Park. It was a partnership they and I what I'm not clear on is if they fund it for it or what, but they would go out and make

219the different visits that and and I don't know if the uh if they use the building or whatever, but we we have done it before per se, but but the reason why I bring it up real quick is um because there were some very good partnerships out of that. If somebody could find who those were, I remember being at city meeting city meetings and other things that the city and others were talking about before we actually established that back then and as well as some corporations. So that may be a list of other partnerships and others to to engage with. >> Definitely. >> What is the Sorry, what is the land now? >> I It's still the Texas Research Park, but I don't know if they let just let the weeds grow over it or

220what. I haven't been out there to see. I'm not sure what happened to it, but it's out Highway 211 at the Texas Research Park, their private facility. >> So, it was all over. >> Yeah, it was their property. And so, we would we would bus fifth graders. It was the um what wilderness Barbie was her name and she I think that's really what it was was her called and she would be the tour guide and we did it for years where every fifth grade class was bust out there. So that I'm not exactly sure what happened but they closed it on their end. She retired and so that actually the funding of that is then what created Isaac's position. So to um take the place of that, we created our elementary environmental education program with

221the hopes of creating these spaces so kids can just go right outside and have these learning opportunities at their space. But what we're realizing is that there's just more potential and they need to see even beyond what we can establish at their campuses. So we want both. But yes, we did >> question for me. Um, so one of the things on your slides, you gave a um a showcase of like going to field trips. I would add like a line or a column that says what the cost savings would be if we had our own. >> Oh, >> like what it because there's a fee, right, to go to the botanical gardens or if we get a scholarship. So grants to help you with your grant and your asks and then the partnerships with the

222county and the city. But if we make it a for profit, a a profit center where because if the word gets out and other school districts want to come to our outdoor facility, then it could help pay for some of the um operating costs in the future, right? So that can be what a part of your five-year plan is if we make this a cost pro or profit center for our district, what would that look like? We have discussed that a little bit especially uh going back to the transportation piece like where our buses are dedicated to Special Olympics certain days other you know districts entities might have transportation available and if the center has you know staff there then it's definitely an opportunity we can look at >> Dr. Hall. Um >> yeah, thanks

223you again. You know, that's near and dear to my heart. Um uh one other well there's there's lots of other ways that we can see so many benefits. Um I know you you enumerated the ones for students and classrooms, but um when and you had listed the braiding sweetg grass um professional learning I guess for lack of a better way, but it was more retreatish like opportunities for teachers and and school staff to have um you know uh wonderful retreats and team building and opportunities post school day and in the summer and on Saturdays and whatever would be on PD days would be so dynamic because it it is beautiful land. It is just and I think it's on the Glenn Rose aquifer. It's not on Edwards, right? Isn't it Glenn Rose? >> It is

224Edwards because Glenn Rose is out there somewhere too. But all that land out there is just beautiful. um one and I you did uh say that you were going to do a fundraising plan and there's so many grants right now and I know we're kind of pulling back on grants and I'm not sure why but um there there's a lot of grants and so I'm sure that'll be part of the plan and you also um highlighted the benefits Westward Terrace and Cable said which you know leaving the neighborhood and exploring what's really hard is when San Antonio River Authority has so many opportunities and they announce in your email 5 days and we're going to let you start registering at 12:00 on Saturday. No, at 8:00 on Saturday morning. So, you know, I wake up

225real early and we're all doing this trying to get in and two years in a row I've not been able to get in. So, there is a demand for this kind of space and place for kids to learn in ways that are bigger than just Project Acorn, than just the garden in the back. um the terrain and all everything that you mentioned. Um watershed. Oh my gosh. Um I I'm I'm frustrated that it's going to take another year of planning when we've been talking about this, but um I guess that's what it takes and I'm going to have to be quiet about that. Um oh, the fourth grade, fourth grade already, half of fourth grade, my understanding, a large part of fourth grade already goes to um a fest or fair. Not fest. Go see

226the cow milk. Um, a fair question would the other would the other half could it be alternate because it seems like maybe fifth grade ought to go because of the teaks, the science tees. I don't know. Um, that was my only question about just why fourth grade, but I guess you have to start somewhere and maybe you flip half and half or something. Um anyway, but thanks for all your hard work and it's it's phenomenal. Keep my fingers crossed and I'll go visit that one in Austin next week. >> Yeah, >> I want to find out how Austin got it. >> Um so we've gone back and forth on the grade level. I think we we through Amalia and Isaac's research going to visit other outdoor learning centers and learning from some of their mistakes,

227it was definitely clear when they came back that we needed to start kind of small and build capacity and work our way up. So for us, we feel like getting, you know, 83 campuses there in a year is where we want to start. So we want to start with a grade level. We originally thought third grade because fourth grade does go to a fair, but looking at the TEICS, we feel like the fourth grade TE's align better and fifth grade already has Isaac coming to visit and we pay for their travel for an an outdoor field experience, but there's definitely that's not set in stone. So, that's definitely an area we're developing. So, yeah. >> Thanks. and new board members. Isaac was a state finalist in the HB Excellence in Education Award couple years ago.

228So, >> potential donor. >> Oh, he didn't win the $25,000, but it would have gone to something like >> No, not him. ATV. I'm an ATV. >> Yeah. >> Thank you. >> Um I just again I I in our enrichmenties, these guys opened up a lot of um great things. Um, I'm a firm believer, uh, you know, creating authentic experiences for students and if we have that in our backyard and I I'm thinking um what you know what we don't have and and I love the idea of the outdoor space, but I'm also thinking like opport like opportunities that maybe our kids don't get. I'm thinking camping, summer camps, hiking, fishing, um, retreats. I'm also thinking amphitheater you know our for our you know just a place where we have and and thinking in long

229term how we can it could be self sufficient you know and it's such a big wide space um I'm thinking low ropes high ropes I mean these are things that not only our fourth and fifth graders could use but our sports our teams our our um just like what um um Trusty Herald said is is re uh our PDS you you know, um just utilizing that space and there's so much of it and and um agg you know the and you know everything that uh uh I I'm curious what happens on bad weather days. So we have classrooms out there so they obviously they they don't go outside. >> I mean so we um we deal with the weather um the best that we can you know sometimes it's hot, sometimes it's cold. We were

230out there today, this morning. It was a little chilly, but uh the kids are so engaged in the learning that um it's not, you know, a problem, but we we always make sure and keep the students safe. And uh if there's a reason why we can't be outside, that's why we think an outdoor learning structure is very important for this property. >> And I I love the thinking. I love the vision. I love uh you know, the partnerships. I know there's partnerships, especially if we're the only ones that have a space dedicated for this. So, I think there's just so many opportunities and I thank you guys for your uh you know for your vision on this and you know I'm looking forward to seeing what we can do as far as you know potenti

231looking at this potential and and seeing it grow and that's all the questions we have. Thank you all for your time today. >> We're now going to move on to item number two, facilities and operations amendment number three. Thank you. Good night. >> Well, yeah, we've got >> a lot heavy. >> Is that the Is this the John Marshall? All right, thanks for your patience as we shuffle. So, the first item that uh facilities has, which is item A, is amendment number three for the GMP for the administrative administration and classroom replacement at John Marshall High School. So, as you know, Joris is our awarded construction manager at risk. They were awarded back in January of of this year. Um this is a three-phase project. So we are bringing the last phase uh of this

232project which is primarily going to consist of the additional parking spaces, the construction of the roadway where we're abandoning one roadway uh and bu and constructing the extension of John Marshall. Um and so and then in this number that we're going to share here in a minute, uh which is a not to exceed number, it also includes an alternate where we're going to extend a sidewalk that the city is going to require us to install along this new roadway. So the amendment number three is a not to exceed figure of uh 4,932,674. uh as I mentioned uh the the scope which is the extension of John Marshall, the closure of Robin which is constructing a parking lot over that area uh and the expansion of the parking lot along with the sidewalk. Um so I

233do have here with me the architect of record which is Fluger Architects u and Raul Giannis is here as well as Miss Season how with Joris our contractor. So at this point in time if there are any questions we can certainly field them. Um, one thing I would advise you on is GMP number one, just for clarity, was uh 6.7 million. GMP number two, which was the building itself that we're building, which if you go there, has anyone been to Marshall lately? There's daylight on either side of the library now. You can't you can see the courtyard. Um, that that came in at just over 21.6 million. And then this would be uh the remaining uh portion which is just under five million. >> Can you project it? >> Sure. We should be able to

234you have to actually click on the document. >> Where's our internet? We're all >> Is it Where's Jake? Where's Chris? >> Oh, you got Tanner over here. >> Let me see. We might be able to pull it up. Stephen's trying to get set up here. I think VPN works but ours don't. >> We do have a mobile hot. >> So the the attachment just so you guys know is just a letter from um from Joris identifying the figure that I just shared in the summary. >> Is that is that when the 75th anniversary is delayed? >> Well, it's not delayed. We're ho as of right now we are we are hosting it there. It's going to be a smaller from what I'm understanding a smaller event given the limited space that we have. U we're

235looking at hosting it I think in the library at this point or the auditorium and then possible small reception very small reception in the library. >> There it is y >> there you go. >> So again this is a third phase. Uh you can see the alternate so it is included in that $4.9 million number. So uh at this point in time I'd field any questions that you may have. Obviously our our intent is to take this put it on consent agenda so we can close out this pro uh the the contract on this project and then Joris is actively obviously working. Demolition of the building is pretty much complete. We're starting to build up from there and so a lot of construction that's going on over there right now. All right. So, moving on

236to item B. Um, this is a going to be a recommendation for contractor approval on the 9th. Um, this is for J High School. It's a canopy that will support the the AL suite that we recently moved into the old fine arts building. Currently, uh they don't have a drop off area for the buses there. And so we want to go ahead and build a canopy for that. It was the intent to try and do it with the project. However, timing and so forth didn't work out. Um so we went ahead and bid it out separately. Uh and in this particular case, let me pull up my attachments that you guys are looking at. Uh you can see that we had three out of our four contractors, this was actually bid through our site IDQ.

237Uh we had three out of our four contractors bid this project. Originally our budget was a quarter of a million. Uh and luckily all of our bids came in well under that. Uh and so here the recommended contractor for this project will be on a ninth uh SBM general contractors which has done a lot of canopy work for us. they did something for us at the Northside Alternative High School um that that we requested and so uh we have no issues recommending them on the 9th for approval through the consent agenda. So at this time I will field any questions that you may have as it relates to that. Dr. So for the John J1, I see it's coming under budget, but what was the budget for the first project? >> So the budget for

238the first project uh was 20 million. Um so it is well well over budget when you add those three amendments. Now that is the trend that we've seen in the 22 bond. Um Clark High School is in the same boat when we approved that GMP last month. Um it was well over budget as well. So that's where we're safeguarding those savings from the previous bonds to make sure that we can complete these projects and not compromise the standards that we've established at all our previous schools. So we feel comfortable that by accepting this we'll we'll be covered because we're tracking that the bond savings. >> I have a question. I I see canopy. Is this a something that's gonna be it's a long-term hard structure like a >> Yes, ma'am. It's a standalone metal structure

239that'll be uh built behind the auditorium that we just built at John J so that buses can drop off and during inclement weather they can >> either wheel or escort the AL students into the AL suite directly so they're protected because there's already a covered breezeway there to get them into that suite. Wow. Any other questions? All right. The next item that I have on the facilities is the change orders. So, here we are bringing uh forward a couple change orders. Uh we're closing out a couple projects. One is a boiler replacement project at Christian Evers and Clarence GM Elementary. Uh so we're now that we're closing out the project, we're returning to contingency in the allowances that were built in that that project in in the order of $98,800. So that's coming back to

240the district. Uh the second project that we have is uh PE locker room and flooring upgrades uh that we had at various campuses. It was three at this this particular project and again returning the remaining contingencies and allowances in the tune of 63,3967. So that's all coming back to the district to close out that contract and move forward to paying out the contractor. >> Okay, it's good news. Thank you. >> Any questions on that? >> No, we love credits. >> Yeah. So, uh, the next item, item D, uh, we wanted to kind of have a discussion on 22 bond projects that are currently on hold. Um, so if you're able to pull up that attachment, you will see that I have a list here of nine projects that we are currently holding on. The top

241seven are are rather large projects in in our eyes that were part of the B bond proposition that was approved by the voters. However, in tracking and you can see the scope is briefly defined in them and what the allocated funding was for each of those projects. But if you can look at the grand total, those nine projects equate to almost $200 million uh that we have not spent in this bond yet. And we intentionally pushed these towards the tail end of the bond so that we could understand what the enrollment was going to be doing at those campuses. So we have given you some enrollment numbers. These are uh items that had been discussed in prior building committee meetings. Um but we wanted to bring it back to this this group and I'll turn

242it over to Dr. Craft to see if he wants to chime in on this conversation before. Yeah, I mean this is um this is a a strategy call really um in the sense of well for one uh the projects that you uh see at $197.5 million aren't going to come in at $197.5 million. There's just no way. In fact, I would venture to say that you can probably go ahead and add 12 to 15% on each one of those projects as a result of construction escalation. I mean to me this is really as I was explaining to the citizen bond advisory committee worth holding at this point even though things are more expensive and only getting more expensive it seems like simply because when you look at the current enrollment it really begs the question

243do you invest while a taxpayer approved 30, 35, $40 million on facilities that have enrollments of 300, 320 students and no foreseeable growth at all in the future. Um, which is why we've contracted with uh CSG to do really a uh optimization study uh as part of our strategic planning to really look at um very from a very neutral lens because that's really difficult uh to interject neutrality in to this analysis. I mean, these are individuals home campuses that grandkids went to and kids went to and maybe they went to. So, it it it needs to have that degree of objectivity and and I just I would hate to um designate this amount of funding on campuses that in two or three years, not to say this is going to be a recommendation or it's

244going to happen, but two to three years, we're looking back and consolidating andor repurposing andor potentially closing these campuses. And you don't have to look very far in the sense of this is exactly what has happened to some school districts. And so I just I believe that we need to see this analysis um and we need to really make some very strategic uh decisions because when you just look at um several of our elementary campuses that were within proximity, which we are, uh through resource planning, uh consolidation is a very very real um and um viable opportunity. Can you talk to us a little bit about for Valley High? That's the only one that's the opposite of percentage filled at 132.6 percentage. That one is not. >> Yeah, Valley High uh was built, as you

245can see, uh to accommodate 230 students. Um it's a circular building. If you haven't had the opportunity to visit Valley High, it relies heavily on portable buildings that were constructed in and around the World War World War II era. Um, >> but that one has got a higher enrollment than capacity, but there's the infrastructure is making it not attractive to rebuild. Is that what we're doing? >> Well, I just I I think that the question that will be posed to the board is not it's not it's not the infrastructure or the support. is do you want to build basically a brand new classroom addition to accommodate 300 students? I mean that's just not this analysis will will very clearly articulate that but that is not going to be an efficient elementary model. Now I'm not

246saying that that's not what we do. I just a 300 student elementary school in today's um efficiency planning is non-existent. It's it's not a conversation. There's just so much administrative support cost that >> it just it just doesn't work. >> Okay, Mr. >> If efficiencies is what is is the goal to attain. >> Okay. >> Yeah. The one No, and I understand I understand and I'm with you on it. Uh the only thing I'm unsure of and have to go back historically again back to um what this board guaranteed because we started getting in a habit and I'm not sure if we did in 2022 of saying we guarantee you we'll complete every single project. >> Yeah. >> That's on this per se. I don't know if we did it then, but that's just something

247that historically we had reasons for. >> Yeah. And I I completely completely understand that perspective and and believe me I we are ready to hit go. >> I I I just well to start the process these are all >> these are all 2022. >> Oh no I'm not No, I just mean no I'm with you on I don't mean we have to. I just mean I'm just curious if we had it there. If not no if not then we just need to figure out okay look. >> Yeah. And that was really why the conversation was initiated with the citizen bond advisory committee because it's a tricky it's a tricky conversation because we're almost alluding to the sense of something as different is going to happen to the campus which again there hasn't been any formalized

248even uh district administrative planning. it just that's a lot of money to invest in facilities that looking distant into the horizon I I don't know I I would love to be able to say that we're going to be able to effectively operate elementary campuses that are less than 300 students but I foresee some financial challenges in doing so. Um but again um you know these were promises that were made to the community and um it it's it's it's a tricky conversation. >> It's happening in other school districts. Um Dr. Harl, >> it ours is still spinning so it's real hard to see the numbers. Um we're not going to make any decisions tonight, right? This is just your plan. This was a this was yeah this was a this was a requested item. >> Oh,

249thank you very much. Appreciate it. >> And and so >> so like >> this is this is the conversation that we had with the citizen bond advisory committee. >> Okay. So, we haven't had that discussion yet and and so you're just putting it out there for us to start thinking about >> and and I think that a lot of it is really needs to be contingent upon again a very objective analysis just looking at not only these campuses but neighboring campuses, >> right? >> And the potential of maybe some reprogramming, uh maybe some reconfiguring. I mean, kind of the whole the whole picture. Um, not to say that those recommendations upon delivery have to be accepted. Um, I just think it's worth taking the time to have completed to have the big picture because I

250just I would hate for us to invest this amount of taxpayer approved funding and then two or three years from now we're we're either putting the the facility up for sale, which by law we'll have to, uh, to a charter school um, andor just outright trying to sell the property >> repurposing. Um what so what are what is your recommendation for next steps? >> I think we wait for the analysis. >> Okay. >> Um completed. That that's my recommendation. Okay. >> But again, >> if it's time to go because we're quickly approaching what a 2026 bond needs to look like. Um, and that will be a lot of life cycle replacement, a lot of HVAC, a lot of mechanical um, it won't be new facilities, even though I know there's going to be a lot

251of similar classroom replacement type projects. I mean, we're we're going to have to be really cognizant as to what we feel like the the voters will approve knowing that in all likelihood, I mean, we we even if we were to start today, many of these projects we wouldn't have completed. we wouldn't have them completed if we started a year ago. Um, so it just that's that's where we are in the in the conversation. >> This is a bad >> I'm just curious when we do the analysis or we get that feedback back, would we be able to put these schools or can you show us on a map what areas are they heavily in? Because again, I I go back to our enrichmentmies that are in two low socioeconomical areas kind of similar in the

252same area. I mean, they seem to be thriving and doing well. And I get it. We we put in more money. We we invest a little bit, you know, but we're we're getting gains. So, I wonder if that's, you know, I guess I hear what you're saying, but I feel like, um, you know, when you're looking down in the future, San Antonio and the growth and and everything that's coming to us within the next few years, right? We think, you know, all these these um new opportunities, especially with Project Marvel and all that. I think like was that also included in that analysis? I just uh I would hate >> No, I mean Project Marvel uh >> I'm just saying business more you know more opportunities and people are looking for homes people are looking

253for >> um you know areas to buy and I'm just saying if we >> yeah no I I I can say that just looking at historical trend um and then yeah Debbie and her team look at housing movement the markets it's associated with attended zones. I I just >> I'll Yeah, I just don't I don't foresee these numbers really moving >> up. You know, we had that map that had the charter schools, you know, the charter school map. It we saw it a couple years ago, so I'm sure it's changed and there's more charter schools. It'd be kind of interesting to see how many charter schools are around Cable and Glenn Oaks. Like, where are those kids? Is it because there's older families or whatever, but >> are they going to charter schools? Is an

254opportunity to recapture them in some shape or form? Um, I know three of those have like three or four charters right around them and I'm going, >> boy, they're they're, you know, taking our kids. So, um, >> well, yeah, and I think that's a good point. You know, there there are now 130 charter schools in our reachable, uh, geographic boundary. So >> 135 I think if I'm not mistaken maybe 140. Um >> so so that's a that's a that's a piece to it. I think that the death rate exceeding the birth rate uh we talked about the three and four year old populations is definitely um a factor. I think that um you know 50,000 additional students being enrolled in homeschooling last year and another 50,000 the beginning of this year is definitely having an

255impact on enrollment. I think there's a there's a culmination of a lot of variables in essence. Um, but I think that the analysis to your point can help better provide that picture as to, you know, not to say that it's going to be a full-on demographic study as much as it is going to be a feasibility analysis, but I know that the demographics and looking at projections is going to be a part of it. So, um, >> can they give a map? When is that going to be done? >> Joanne, what's the completion date? >> So, It's my mic on. Yeah. So, um that work actually just began. We had our initial intake meeting about four or five weeks ago and it's an ongoing weekly meeting. Uh we have a bunch of data being dumped

256into um the profiles that were provided to us and it includes everything from um student data, birth rate data, uh facility data. I know they're having to come back in and and provide a whole bunch of facility type data into that. Um it'll look at um campus performance. Um and the whole process is really about how do we optimize resources and make sure that we have our kids in the best possible seats with the most qualified teachers and the best principles in the system. Right? And so it's uh it's it's it's it takes a while to to get all the data. The board will actually be interviewed uh individually at least three to four times through the process over the next six to eight months. U and then we'll wrap up um a whole bunch

257of uh internal conversation based on that feedback. And so it's a really good iterative process. uh and certainly one that I I know we're wanting to we're wanting to make sure that we do due diligence with it to make sure that if it comes to a point where we have to make a decision on consolidating schools or closing down or re reconstituting a school or restarting a school as a different type of school then we have the total picture and not not parts and pieces of conversations over parts of a year >> right so it'll be a very comprehensive view and I think to to Dr. Kra's point is you know do we want to pour this money right now into this without seeing that big total picture and I think I think it's a

258good conversation to have. >> Can we ask for the map that with the data that shows charter schools and the locations that they're asking for? Is that something we can ask since we're already paying for this? >> And and I think another thing uh Dr. is we can send them the I actually sent the U link to the TSA Bob Templeton call uh because he did a he did a podcast uh on that and so Bob is like the kind of resident ex expert in Texas on demographics and he did a really good uh podcast a couple weeks ago that I can send y'all the link to but um the the demographic uh trend even for most for North Side is looking down. I mean we're we're looking significant loss over the next 5 to

25910 years. >> But if I can answer Lori to answer your part of your question though on a map with the exception of Bron Station, unless somebody correct me, all of those are inside of 410 and those are our higher socioeconomic disadvantage percentage wise all those campuses there except for Bron Bronze Station more longer established neighborhood type thing. But if you're trying to figure out where they're at, yeah, they're all inside 14. >> Mr. Stido. >> Okay. >> Yeah. I just had a quick question about the very high again. And I don't even know how how it made that list since we're already overcrowded to begin with. >> Um, >> classroom replacing. How many classrooms are we replacing? I mean, what what would be the total uh um capacity once the classrooms are done? >>

260So, we we would have to determine that as part of the design. Um, we haven't identified exactly how many classes and we would have to determine that based on what the final numbers we think are going to be. And we also have to keep in mind that we haven't had the impact of vouchers yet. So we don't know what's going to happen there as well. And these individuals in these communities are probably going to be the ones that exercise that option as as much as anybody else. Um so to answer your question, I can look into that, Mr. Salceto, and see what we allocated for, but my hunch is you're probably in the neighborhood of 14 to 20 classrooms that we were talking about replacing. uh and that would be to replace existing brickandmortar classrooms

261that are very inefficient, undersized. That doesn't necessarily mean that we're getting in at all those portables because you got to remember the reason Valley High is in this conversation is because more than half of their population is in portables. So the school was very very small to begin with and then the buildings are very inefficient with them being round in a half moonshaped building that >> what would be the cost for a brand new building just to compare >> a 300 student capacity building which we wouldn't need because what complicates Valley High even more is the administrative suite cafeteria library space is is relatively due 15 yearsish. So, if it were a raise it, build it all brand new, probably a little different conversation, but that's not what we're dealing with. What we're dealing with

262is >> a relatively new uh very effective efficient much more efficient admin library um uh cafeteria space and then a like I say a a circular classroom that has probably what 12 classrooms maybe >> uh 10 12 classrooms >> I don't think it's even that many >> and then several portable buildings adjacent that uh is just It's it it needs to be either replaced um or really >> repurposed. Yeah. And and so the reason that the the M Salceto the reason that the the Valley High campus made the list is because Yeah. That's 132% over capacity. But if we're going to look at truly efficiencies with this being a bond project, if the board directs me, build a build a classroom addition for 305 students, I'm great with it. It's just not going to be

263very efficient. And the other the other reason Valley High is on the list is because in looking at the surrounding campuses >> that population because it is so small could easily be absorbed between two campuses that are nearby. Now transportation and some other items would definitely be a point of conversation no doubt but there are there is some capacity in neighboring campuses that could absorb that small population and provide them possibly a better facility. So, >> I'm not even sure it would take two campuses. Probably one campus. >> Mrs. Freeman and then Dr. Hassel. >> Yeah, thanks. Um, yeah, you're talking um Dr. Fay about the the completion of that study. We're talking six or six months plus. >> It's it's very comprehensive. I mean, they're looking at every little piece of data. I could

264show you the Excel file if you want to see it. >> No, no, I don't. But, but to that point though, and as we look at projects for next bond whenever we decide that's going to be, we're also going to have we've got other schools in the district that are at 60% capacity. And so, it could be the same. I guess I'm concerned about the same conversations as to what we're going to do with those schools. And so I I think we need to be very careful about >> calling such a because we're going to in my opinion we need to have an explanation to the voters when we go out and sell this bond. >> Yeah, that's a great point and that's why um kind of looking forward this conversation, if we're not careful,

265is going to absolutely scaffold and scaffold very, very quickly on top of one another because you're precisely correct. And it's almost like if we just continue to kick the can down the road, not only are we going to have these uh projects, but we're going to have another eight or nine, 10 projects that are going to be very similar that Well, wait a minute. We're we're we're now we've got 20 very inefficient old buildings that um well, we didn't have a lot of foresight uh um at the time to really think through how we go about uh potentially consolidation, repurposing, reconfiguration. Um and and that's what I'm try that's what we're trying to avoid. But I don't have all the data uh points to be able to make those recommendations. Uh it doesn't exist. Uh

266it hasn't been conducted. And so I don't want to make recommendations that are going to have nothing but subjectivity and a little bit of data. I would rather have a whole lot of data and then the degree of subjectivity which is going to be inevit. I mean it's inevitable. Y'all, anytime you start talking about campus closures, consolidations, it there's going to be hard hard feelings. Um, but I just I don't think it's going to be avoidable. >> Well, I I understand. I just wonder if this is >> too small a scope. >> It may be >> as we're as we're thinking about what our next projects could be and what our timeline might be for the bond. I just I >> Well, have any suggestions? >> Yeah. No, I think I think that's a great

267point. That's why as we're developing what is the the uh potential bond project list uh looking at November 3rd, 2026, those those that make that list are absolutely going to be analyzed as a part of this analysis. No question about it. It's just the difference is is we haven't made promises to the public >> about those >> with those projects. These we've promised the public Dr. >> So, so it's hard to put that genie back in the bottle >> per se. So just trying to figure out are we stopping on all these for the next six months or are we working on PAL because like what's the like are we waiting on all these for the next six months till we get like word or are we starting on some that look a little bit

268more I would recommend holding on these projects until we have like I say the analysis by CSG and we can make absolute certain sure recommendations. to spend. I'll just give you an example. Uh 27 million. >> I don't mean all of them. And like I mean like can we start on PAL? Can we start on cable? Like can we start on some that like are kind of in the area where they're like one like what is their like score rating? What are they like they're at over capacity? Like does it make sense to look at some and be like hey let's start or are we just like going to stop? Just a question. And then the second is really like I know we bring up some of these schools that are further and I've driven

269around there like my cons my question is how are neighboring ISDs have elementary schools with 600 kids and they are less than a mile from one of our schools like how are we at a 305 enrollment when less than a mile down the street there's an elementary school that has 600 kids and that ISD is bursting at the seams like how and I mean Personally, when I go to the schools, I can see why parents choose the other ISDs because we've neglected many of these schools for many years. So, how are we expecting these schools to like we're looking at numbers, but in reality, like I know we're saying these areas aren't growing, but many of the south part of San Antonio is growing. There is a lot of industry coming in. There are a

270lot of businesses coming in. And I see that because the neighboring ISD does not has no problem with their enrollment. Like they are bursting at the seams. So how are we really looking at this? Because we're looking at these schools and saying like you're not you're not at enrollment, but in reality like we've never set them up to be at a healthy enrollment. Like if I'm a parent and I'm like, "Hey, let me go put my child in school down the street or I can live less than a mile further down and be at a school that when I show up looks completely different than the school of my options." Like, let's be honest. Like, I know we're like, "Hey, it's just a couple of classrooms." But in reality, like when you go to these

271schools and visit, like 15 years is a very much older design in comparison to the competition right down the street or the charter that's going to pop up and build a brand new school. So, my soap box, just wanted to say, but I'm really just kind of figuring out, are we stopping all construction and for the next six months? >> These are on hold. >> Yeah. And I'll >> but again we can reverse course if we need to. >> Yeah I'll add to Miss Freeman's comment about the timeline. So right now these projects have all been appointed. So we have consultants ready to go. So if we are directed to we can move. Now the top seven projects though those are summer projects. So that's not projects that you can start right now in the

272middle of the school year anyway. So even if we kicked off design at this point in time, we're going to miss our summer window. So the next window is summer, which coincides with the timeline that Dr. Fay has mentioned earlier where we're going to get enough of this data, the conversations are going to happen so that where we can make a more informed decision. Uh it still may not be the decision that we all agree on or that we think could not bite us in the butt down the road, but we just don't want to find ourselves in a situation where we're spending 40 million on a facility and two years later it's getting repurposed, shut down, or offered up to a charter. >> Doesn't that make sense? Yeah. Idea like these projects aren't going

273to start to the summer makes more sense. Correct. >> Align more with the timeline that it's helpful to know because In our mind, it's like we're just sitting on this for a couple months instead of like we're not we weren't going to even be able to start till the summer. >> Correct. So, traditionally, we would appoint this and probably summer, late fall, we're designing, bidding that project early next year, getting contractors on board February, March, so that way they're ready to kick off in the summer. >> Dr. Yeah, real quick. And I appreciate what Sonia was saying. Um, Dr. Hasso was saying, um, however, looking at the scope of work, it's because I I do the same thing. I'll drive by some of our schools and I'll go one mile over to another district where

274I am and the school, this isn't fronting the school at all, though. These are internal. Does any of it say, "Hey, look, we're new and improved." Um there are new shiny penny. >> Um >> so so PAL would be one because you're messing with the admin up front. So that's a prominent and then cable would be the same. >> Uh Glenn Oaks uh >> that's going to be off to the side of the campus uh because they're right now they have a separated gym and cafeteria. Um Valley High would be kind of at the back of the campus if we did a classroom replacement. Mary Hall is also at the back. Um, and then Meadow Village would probably be on a side because they have a separated cafeteria gym. Um, uh, and we'd convert that

275to a gym combo. And they currently have classrooms, but again, if the enrollment doesn't dictate that we need classroom space, >> then, um, that scope possibly would get modified to just focus on on the cafeteria, gymnasium to help keep us in budget in those situations. Glass again is a classroom replacement that would be at the back. Um, these other two, you're not going to see anything. That's all internal systems at Bron Station and Linton. And it's doing the full gut and replace multi-phase 14-month project straddling two summers to go ahead and drop all the ceilings and redo all the HVAC in there to update it to our current standards which improves in ventilation, improves filtration and so forth that we've been doing throughout the course of this bond. >> Okay. Thank you. >> Okay, that's

276all questions we have on this item. >> I'm sorry. today. Very I didn't sound very It's getting near 10 o'clock. >> You know, again, I just >> It's not flavorful. >> Oh, sorry. >> This is between a rock and a hard place. I would rather be the guy that advised the board. Let's slow this down for just a minute and really think very strategically about the future. than what the heck was that superintendent thinking investing $200 million on campuses that we're not even how we're not even educating students in that just like I say you don't have to look very far. >> So that's it in a nutshell. >> Okay. >> All right. >> Dr. Did you have another comment or is that old? Okay, thank you guys. So, now we're at the item E,

277construction status report. >> All right, I'm going to go through these briefly. Um, this is typically a status report that we give our building committee. Um, so some of you are familiar with this. The first, um, is there a way to pull that up? >> Okay. So, while he's pulling it up, I'll speak to it. The first sheet that we have on this is our kind of our budgets and our bid summary. So, it identifies what the original construction budget was and what the best value bids came in at. And then we have a difference column. Uh, and typically I'll go to the very end of that because obviously that's a growing um spreadsheet and you can kind of see where we stand. Um, the budgets on the left side are 5029. Um, our bids

278to date based on what we have and what what placeholders have been put in are 542. So, we're technically in the red about 39 million right now. Again, we've been tracking that, keeping eyes and tabs on that to make sure that the bond savings that we currently have in place can help um take us out of that. So, um that is the bottom line that we have there. So, if there aren't any other questions, I'll actually go into the report and go and highlight some of the projects that we're doing so you guys can see some some pretty pictures. Um so the next items that we have are the actual report. Uh you can see the this is the facilities construction report and zooming in for you guys. So if we go to next these

279are projects that are in construction right now. You can see Patn F which is down the road. We're 80% construction. You can see actual aerial photos of where we're at there. Tennis courts are the green little checkered pattern is the foundation for our tennis courts and then the building is that's actually brand new athletic suite that we built for Patn. So go to the next slide you'll see some interior photos. Lockers are in there. Uh gym flooring's in there as well. Esparza uh we have finished the first phase which was a cafeteria. So that has already been opened up and was functioning the first day of school. The remaining scope on this project is the renovation of the admin suite where we repurposed the cafeteria and actually gave them a current standard of admin suite

280because their admin was just really small and gave them a large uh meeting space. And so um the cafeteria on the right that you can see is a brand new building. We also improved their drop off and then lengthened their drop off lanes and closed some some driveways and and redid some paving. So that project is almost done. We're looking to hopefully get in that building by the end of the year uh with the admin because they're temporarily displacing classrooms. So you can see the mill work is going on. Colonies North uh I'm thankful to say is complete. U that's been a long project. You could see portable village in the back corner of that that photo. And so although we're not going to remove all those portables because this project it was primarily cafeteria,

281gymnasium, and admin, it does take some classrooms into account. So we will be able to move remove some of those portables. Um, and then depending on what the future of bond propositions are, we could determine if there's um going to be a a movement to get the second phase of that project completed. You can see the inside, it's completed. Your finishes are in there. There's some waxing that's already been done. Furniture is being moved in. So, we're getting ready to move into that space. They're already using the parking lot and the front drop off um as we speak. Saul Ross uh again athletic upgrade very similar to Pat Nef except you're not doing the tennis courts. It's just the gymnasiums and the locker room. So brand new building that's getting put out there along with

282the black top. So there's an aerial and then some other images of what that looks like right now. So this one's a little further behind than Patf, but it's tracking uh to get completed uh during the school year. John Ja uh that project first phase was complete that needed to be done in order for us to be ready for the new school year. There's kind of a layout of of what we have and you can see the foundation of the addition is ongoing along with interior renovation that you'll see on the next slide. Um so those are that's an in the existing building where we're gutted it and we're redoing the entire uh inside of that building to accommodate the spaces. So projects and design I'll kind of bleed through these. We got schematic design

283for homes. Um, and then going back into construction for year three. Stenson the magnet along with the front. You can see the front's gone. Now we're building the foundation for the new front entry. Um, that will mimic what you saw in the previous slide. So, foundations going in along with a lot of interior demolition uh, and and reconstruction that's going on inside that building. John Marshall, as I mentioned, um there's no building on either side of the library. So, there's the daylight I was referring to earlier. Um the building is gone, and now they're in the process of getting prepped to do the foundation for the new building uh and and the make and utilities and whatnot. So, there's what the courtyard currently looks like. Obviously, we have safe passages for students, and it'll be

284a very interesting anniversary. To your point, Dr. Harl uh Clark uh here we have a contract that's pending and we've we brought this GMP to um to the board uh last month. Uh it was approved and so we're moving forward. This will be a new auditorium that'll be on the lefthand side of the campus. Uh and then we have some roofing projects that are ongoing. Um some in construction, some in design, but those are actively going to make sure that we maintain our building envelope. Uh this is a project that's on hold. Uh kind of tied to the PAL project that we just mentioned. Also on hold because we don't want to replace a roof on a building that might go down, might be repurposed. >> Um so going on to engineering services projects. Um

285I'll hit some highlights. These are a multitude of projects that are either in design uh or in construction. We have fume hoods at multiple campuses and that's just to keep up with our standards. the PE sensory playground is actively going that we we are hoping to bring a contractor at the turn of the new year. Um and so that's a commitment that will actually hit every single elementary school which is going to be important especially as we start looking for a bond in and potentially uh November 26. Uh year three projects in construction district baseball and softball. So if we go to the aerial you got turf now on the softball field. So that fully turfed softball field is more or less complete and actually the image that you see is is outdated because there's

286quite a bit more turf on the baseball field that looks like it only has a couple strips. Um so that project is moving along. We're going to hit be be close to our timeline, but we've been assured that it will be ready for this upcoming baseball season come January. Uh rudder. We got some electrical upgrades. Can filter through these more electrical upgrades. So this is just a multitude of projects that Alfred and his group has a series of project managers that are doing various projects day in and day out which lighting, boilers, HVAC, um energy upgrades, all those types of things. So you got several projects. There's Linton that's on hold right now again on that list that we just talked about. Uh and several other ones that are kicking off design that will get

287started this coming summer to include paving upgrades and whatnot. So, with that, I'll kind of close our report because there's I could continue going forever unless there's a specific campus that you guys would like to speak on. >> I just um and I know the it was up here, but if we can possibly look into getting I I can't see any of this and then we can't get into those links and it's been kind of frustrating. Um >> so, so this Will these be on the I guess >> they'll be in diligent as a past meeting that's already able to >> Yeah, I went in there. Here you can see mine here. I want to share with Mr. >> No, I'm just saying I mean just the future. >> Um >> yeah. So, all these

288documents have been uploaded to Diligent as part of the agenda. So, at any point in time, you can go in there and if you have questions, don't hesitate to reach out to me and I can certainly answer them if I have the answer. >> Clark looks so good. I'm sorry. That's the one I like the look of the most. >> The renderings. >> Yeah. Once it's done, >> rendering. Let's see how the real thing looks. >> Yes. Not I mean, it'll look close though. Uh it usually does, but yes, uh the renderings are are are nice for that space. Thank you, Jacob. And I'm I don't have my agenda, but next >> Oh, I'm sorry. Dr. Hustle has a question. >> Um, I just want to know I know that probably like a month ago

289there was a little flooding in Salt Ross during the construction. Did that get taken care of? >> Yeah. Yeah. So, I mean, all that got addressed. Um, usually any construction issues that occur, obviously, we jump on them quickly. Having a contractor there is is obviously beneficial and then they'll take whatever measures are necessary to bring dehumidifiers and whatever it takes. >> Okay. Yeah, cuz I know their stuff got like wet. And I thought it wasn't I thought it wasn't the contractor. I thought it was like a separate like >> No, you're talking about the uh in building I think >> the main like Yeah, the main like building. Yeah. >> Yeah, we we took care of that and then we asked uh Mr. Fino to give us a list of anything that was damaged because

290I think he did say there were some some goods that and so forth that were in the storage room >> and so yeah that's that's all being worked out. Yes. >> Okay. All right. Thank you. >> Thank you. We have our engineering uh update report. >> So that that was the second half of that report. It was all together. So we went through all that kind of at once. We normally have them as separate line items in our agenda at building committee but we put them together in one report so it flows a little bit better. Thank you sir. And now we move on to item three, administration first reading of DGB local. >> Yeah. And also review of DGA local. Uh Mr. Blunt made this point. Um I think that we might be able

291to simplify this entire conversation in around >> Mrs. Freeman. Was your question about with Jake? >> No. Um I was going to suggest maybe we consider a fivem minute break before we >> No, ma'am. No, I'm just kidding. Sure. Let's take a five minute break. >> Okay, we'll reconvene now. Thank you so much for your break time. >> So, administration first reading. >> Yeah. Yeah. Um I think I can summarize this uh briefly maybe. Um okay. So, I know we talked a lot about DGB. um and you have all three policies. I want to bring your attention really to DGA first and hopefully Diligent will cooperate um because in essence, well, one to Mr. Blunt's comment, I think we have two policies that are conflicting with one another. So we have DGA local and then

292we have DGB local and then we have what we talked about in policy with DGB the proposed local. My recommendation is if you are in agreement with DGA local >> that we just eliminate you we delete DGB altogether >> because DGA I think gets to exactly what was being proposed in DGB local. >> Can y'all get into it? Is there any way we can pull up these policies on online? Is there anybody working >> a formal board meeting? Um, >> so I can read it. Do you want me to read it? >> Okay. Yeah. And then this is like a discussion and then the night. Correct. >> Well, yeah. Yeah. But again, I want to revisit this because If we want to if we want to maintain DGA again, I think DGB we're we're basically

293it's stating the exact same thing. Let me get to it maybe. >> Yeah, I can see stuff now. >> Thank you. Don't give us your password. We did security training. >> We're all gonna have to go. >> Okay. So if you'll like say if you'll if you direct your attention to DGA and then DGB the red line policy I think that you'll see that DGA basically states DGB. The only difference is this proposed change says representatives are permitted to visit campus stating that they can visit the campus during their duty-free lunch and the other one doesn't state it. >> Yeah. And and we we need to add language to DGA DGA. >> So maybe that paragraph could be moved. >> But Dr. I mean, I think, you know, we've had DGB for 30 close to

29440 years and I know that there was a meeting with the principles to provide clarification, but I feel like that didn't really accomplish that. And so, you know, >> it wasn't Yeah, it wasn't it wasn't clarification. It was just a simple poll as to what are we practicing? because I I knew that what we were practicing was not in compliance with DGB. So So >> I feel like it doesn't hurt to provide clarification to the principles because at this point, you know, they have they've been told there's a policy, they're going to be told there's not a policy, and then they're going to be like, well, then what are we what can we do? Yeah, I I completely agree which is what this whole objective is this evening is in essence those that have allowed

295um visitation are in compliance with DGA but they're not in compliance with DGB. >> That's what we need to >> so I agree that we can delete B. It's redundant. However, I do also agree with that we can add the paragraph that states because there was a policy for 40 years. So why not state what they can do to be crystal clear for and not subject to interpretation? But that's just my idea. Mrs. Freeman. >> Yeah, I'm I'm listening to adding what they can do, but it doesn't this DGA doesn't say they can't. So, it it doesn't it's left up to the it's still at the discretion of the principal and it doesn't say it can't be at a duty-free lunch. It doesn't say it can't be or it can't be at any other time

296of the day. if a if somebody is free to have a a conversation with somebody. I I think I think this is more general and I I would I guess I'm concerned about if we say only at these particular times, then you're limiting it. I think this is a more general um statement and I think we need to consider leaving it. >> I think the problem is the feedback we received was that there were some principles that were not allowing certain groups. >> That's accurate. >> Yeah. >> And I think that by the elimination of uh DGB um you that takes that gray really out of the equation right now. Right now, and maybe I'm misinterpreting, but right now I believe we have two conflicting >> local board policies. Okay. >> One is saying yes,

297one is saying no. >> And I think what we were trying to accomplish with DGB is what DGA >> is stating. >> Mrs. Zapata. >> Uh, okay. So, I'm sorry. DG. That's because they're all on different. >> So, the first one, the DGA is what you're saying. Uh, we already have DGA. >> Yes. >> We have both of them. Yes, >> they're in conflict. >> And we've had both of them. Let me see. Since this one's in ' 04, >> 1985, >> one was in >> ' 04. I guess I I I I see that. And I I also think too just to clarify that because we have these two conflicting ones and we've had them this whole time and I guess we didn't >> um Why don't we just make one? >> Yeah, it's

298>> that's what I'm proposing. >> 2025 and it's >> well adding that paragraph that we had from the proposed one would make a difference. >> My recommendation is either DGA uh is um the policy and we revise it or and eliminate DGB or vice versa. But to me, >> okay, on both >> we're >> okay. >> We've got conflicting policies right now. So let's look at those thoroughly individually and then >> well if we if we want to utilize DGA uh which was last revisited or issued in I guess my question is is if we use that policy and we eliminate DGB what language does the board want to see interjected in uh DGA or are we good with it as it's been >> No I would like to see that says that they are

299allowed to come in. >> Maybe not specific to only duty-free lunches, but >> but I do believe it's important that administrators have the discretion on blackout days, if it's testing days and all of that. I agree that those are really hard times to to conduct those personal meetings because we're like always running. people are out, people are missing, and we're having to like shift and be very flexible during those blackout days in in April. So, there should be that's a discretion of the principal still, right, which is what it says there. >> Yeah. And I think that the discretion is provided uh to the principal um in in DJA uh pretty >> pretty clearly. I I >> plus it says that you have to sign in. You have to like these are like procedural things

300that are like security uh things that are important that we have just in case that's not crystal clear. Even like for my I'm going to give you an example coming in here. I have to sign in now as a board member and that hadn't been the procedure ever. And I'm like what do you mean? And I I didn't mean to be rude but I was like what is this change? So if we're not clear on those ch type of changes then they could be subject to interpretation. >> That's >> yeah but that's >> it's an example of like >> wellunication. >> Yeah I guess a ch but that's already covered another policy. So now we're going to duplicate something else. I think it's GKC that says what requirements are. There's another policy that covers what

301the requirements are. You're coming in. Um I think I think it's funny that once said but I'd be careful because one case we had organizations now we have something called employee organizations. I thought the idea was hey let's make sure that we're not treating employee organizations any differently anymore because that policy was calling them out differently. So let's cut that out. Let's just say hey look you got all the full rights and everything else uh to be there uh etc. If you start isolating again now you're calling it out separate again. And if we had all that detail in there, it's going to conflict with another policy which defines when you have a visitor what you're supposed to do. >> It's redundant then that visitation part. That's fine. But so let's where's GKD uploaded also?

302>> I'll have to get >> because there's two mentioned GKD and GKC. >> Yeah. So DGA is the is the policy that we're referencing. >> No, she's talking about in the second sense it says policy GKC. additional now reference. >> It's already there. >> Look at that. >> On the DGA. What's What is number three mean? >> Oh, look. They have it up there. >> What is that? >> What's trading? >> What does that mean? I'm sorry. What was the >> DGA's got something about trading of in relation to a title? They wanted a clarification on what that means. >> And that's a problem. If we don't even know what it means, how are we approving something we don't even know what it means? >> That sounds like stocks. >> Yeah, that's where I kind

303of just feel we just need to >> So, it's a little outdated, right? What does that mean? >> You got me on that one, too. >> We can approve it, Daniel. >> Yeah, I'm still not seeing it. >> So, that screen, I got it. >> And then there's another one that refers to GK. C as in Charlie. So would it be acceptable uh if we take DGA DGB formulate uh a brand new policy? We won't even put a D on it um yet. run it through a legal review and then bring it back that like I say is a policy that we feel like that will allow visitors uh with principal permission and like I say it'll be a combination of both these policies that will no longer be conflicting will start there so really

304kind of kind of from scratch and then take another run at this >> I would to >> respectfully request more clarification of the unity. >> A little doubt on the after hours. How would we handle that? >> They can't we can't control what teachers do after hours. You mean on camp I mean they're coming in to represent uh I mean talk to a custodian during the lunch. >> Oh, you mean when the custodian >> I'm I'm like Mr. Blunt. I think the more restrictions you put on like during lunch or I just it leads to greater interpretation or misinterpretation. >> I agree. I >> I just think there needs to be some flexibility. I think that that's what I think DGA was. I mean it was just employees have these rights. Um >> right. But

305then somebody created the B and there here we are. >> So it's updated. I I take your suggestion like that's a good suggestion. answer to like let's revisit it and come up with something that meshes the both best of both worlds there. >> Okay. >> So, can I >> um Yes, ma'am. Dr. Sorry. >> Oh, no. >> Um so, for the next meeting, like that's like my concern. I get like create a new policy and all that good stuff. But for the next meeting, is it that we take out the second one already so employee organizations starting our next meeting can go to campuses and not be told you cannot come? >> Well, one that directive has not been given. >> Well, um you mentioned to them >> I didn't. What I did it was

306I got in front of 132 principles >> and I simply asked the question, do you allow visitation such as ATP, aft, Mary Kay cosmetics? I I think I used a jeweler um or not and I just need an honest answer. That was the question that was asked and they gave it to me and about 30 principles raised their hand. Yes, we do. Okay. Well, that didn't comply with DGB. It complies with DGA. That was the conversation that took place. Never was there a directive to 132 campus principles that they could not have visitors with employees on campuses. >> I never said there was a directive. What it was was miscommunication and that's was on the part of the principles that, you know, took it upon themselves to either call back to their admin and say,

307"Hey, do not let these people in." So my thing is I'm not saying that you said that. That was not in any way what I said. I'm just saying the interpretation of some of the principles may have been taken that they are no longer allowed to do that. So for the next meeting the 9th is it viewed that we should take out DGB completely and then in the next meeting focus on creating a more clarified DGA. >> That's what we just said. Yes, ma'am. >> Well, that's what we're >> No, no, no. >> No, no. What? >> I think you got to be careful because it's still a policy right now. The board can't vote dead on this. The nth. >> On the nth. Sorry. Ninth. No. No. The goal. The goal for the ninth.

308>> No. Yeah, that's what I was thinking. >> The ninth. >> No, you're good. >> The goal for the ninth is to put on the agenda to remove DGB. >> That then leaves DGA as >> foundation plan, right? That is pretty much like organizations can go >> and then if we choose to continue, we can then add to DGA if we want to add more clarification, but at minimum >> DGB will no longer be >> exist. >> That's what we just said yesterday. >> That's what I would recommend. >> Okay. Yeah. Yeah. And so we also said that he's going to come up with a one uniting those so that we can have some of this verbiage that was in the recommended one. So yes, you said exactly what I said in a whole different

309way. >> Um, got it. >> We don't know what that means. So we got to delete that antiquated language. for you'll let you in. >> I know. >> That's good. >> So, we're going to revise it, come up with a an allowable a solution we all agree with. I think we agree with that. I think just lots of clarity. >> So, DGB will be >> clarity and they're eliminating their word. >> Yes, sir. Okay. >> Include their word in tick for tag. All right, thank you all for that. And item number B for the Medina Central Appraisal District Board of Directors is next. >> Well, we actually have three. Uh, so we have >> we have Well, we we can kind of >> knock them all out and the superintendent. >> So, this is really

310for you to lay your eyes on. The correction I wanted to bring your attention to. Uh if you see the uh bear uh county appraisal district updated notice, this is what I was uh I think alluding to when I said let's just pause because there's going to be a revision forthcoming. So what they've done is is they've revised as a result of having having staggered terms the total number of votes. Um and that letter explains uh what like I say they so uh if you have if you go to the entitlement calculation I believe >> yeah you'll see and Tanner I don't know if you're still awake uh you can click on um that spreadsheet Um, you have 300 >> 368 votes. >> Okay. >> Uh, yes, we I'm sorry. We have 300. You have

311as a board 368 votes. The resolution is due on the 15th. So, if you look at the ballot uh as well, uh these are the candidates that are up for election. Dr. Hall. >> So, um I I never remember what we've done in the past because it seems like um it changes all the time. So, um but it seems like in the past we've split up the votes. Um one time we said we had 368 divided by let's just say seven. So everyone because we we didn't know um or we said we want because some of us know Gerald or Lee or whatever we picked we picked that way but we don't have a process stated anywhere on how to make a selection in this regard right just >> no and other than keep in

312mind the two nominations that were submitted to uh bear appraisal district were Gerald and Becky >> and Becky, right? I remember that because it has our name by it >> and was not on that when on that list when we >> um Dr. Salce member Rolando either >> Dr. Hustle >> was that old again? >> No. Well, I'm still So then tonight, are we talking about how we want to do it next week? No, I was just this this is going to be the process, but the ninth we need to we need to vote. >> But that's what I mean the do we decide tonight or are we going to deate? Oh, >> you don't have to decide anything tonight. >> So, it's going to be a long discussion then, right? >> Could be or

313could be not. >> Just I think it's important to understand >> who's on the list now. who who who is on the ballot >> how many votes you have to distribute >> so that going into the 9th because if we don't take action on the 9th >> we're not going to have the opportunity to submit >> by I guess I and I'm I'm just tired so I guess if I still wanted to bring because we did Gerald and we did Becky but if we wanted someone else will we wait till the 9th to to sing their song? >> Yes. Okay. And then it'll be a formal vote which if we need to we can take each candidate one by one. I mean there's >> variety of ways that we can >> I just >> and

314just because we nominated two people doesn't mean we have to >> cut our votes in half. We can put all our >> eggs in one basket if we wanted to. >> Absolutely. >> Okay. >> But but it wasn't I just wanted you also to see that it's not 5,000 that was divided amongst the taxing entity. It was 2,000. So that reduces >> our number >> the number of votes. It's the same percentage. still heavyweight. Still >> do we do we >> 368 >> this is the first time I'm I'm a part of anything like this so I'll I'll um lean towards the trustees with that done this before like what have you guys done in the past or how how have you um >> M wanted to make a comment. Did you have a contribution

315for this item? >> Yeah, this this is probably what we should talk about next. I was just going to there is a strategy for allocating the votes but I don't know that we have to talk about it tonight. >> Yeah, we just can't we're we're just not any action. >> I just like I say I need if there are questions I think we can answer the questions but this is >> I guess what's the strategy that >> this is the resolution for all three that we need to >> talk about it. >> I mean I don't I don't mind >> you just say the strategy tonight so we can >> is it like a top secret? So, in the past, in the past, we've had um except for the last couple of years, maybe two

316or three years, we've had the opportunity to actually nominate one person. We've had the votes to actually get somebody um that represents us. So, we have in the past put it put all our votes in one. This time though, as Dr. Craft had talked about um the because of different things that have been proposed and now we have elected people on the board. Um there was an opportunity for that particular board to agree to have appraisals every three years, >> two every two years. And there were some school districts that actually did that. We voted no or our our candidates or our representatives voted no. There are some districts that voted yes. And the way I understand it now some of those homeowners are locked in appraisals where appraisals have gone down in that area,

317but they're locked in a higher rate. And now the governor, the last time I heard the governor is talking about five years >> y >> to to freeze. So only have appraisals every five years. >> And so it's up to each individual appraisal board to make that decision whether they want to do that or not. And that's important for us. >> So >> yeah, that's exactly right. And it can go the opposite direction as well that property values are frozen. >> They actually should increase and they're not appraised. That's in essence a artificial freeze being placed on the taxing entities that can also have detrimental effects. >> So, so after speaking I spoke with a couple of these electeds and they were explaining to me that the consequences are like I asked what's going to

318happen if you're logging this in for two three years before they made that vote and then are they going to double? is our taxes going to go up now $30,000 to make up the three years. And that was information that was >> there's a there's a 10% cap. >> Oh, see there you go. So, I will say this, uh, to Miss Freeman's point, the appraisal district boards prior to probably four or five years ago were individuals that you could trust that they just they follow tax code and they have become very, very political as of recent. Um, and so having really good representation with your appraisal district that is in tune to things like school finance, things like city government, things like that that are really contingent upon property tax collections is really really important.

319>> Um, especially in large >> urban, suburban, >> right, >> county appraisal districts. So you have they have time to contact these folks and get their personal opinion on where they land on axing. >> Well, I I just we I can say this that we are going to be uh once again faced with this reappraisal plan uh coming up this tax year. It's it's going to be a conversation once again. Mhm. >> Um and that the counties that have have enacted this, the school districts, depending on the size and how much really debt service and and bond is that they're working on are really being impacted, >> detrimentally. >> Thank you. If I >> Mr. Dr. Blunt, Mr. >> whoever it is um if I may add uh >> the uh the other part of

320it is for so for Medina and Bandera because we had such a low volume of votes usually we just spread that out across the board. I mean to be honest this time but we in the past we really didn't that well and I know so that's how we typ but again emphasis on the uh the bear though we've always been taking it very serious and what we've always tried to look at is senator Dr. Krab said who's going to be in the best interest of North Side and of school districts. So in the past we actually did um is we actually talked to other school districts and others to see what they were doing per se um just to get a feel and get background information and it was again we're going to make sure

321that we've got a couple people in there that knew districts well. Now we haven't done that this time but and like Dr. Har was saying it has varied a little bit each time but we've always taken it very serious in that regard. But it is that who's going to take care of public education the best is what we >> that's that's >> we need that platform like what's the person I want to vote for. >> Yeah. Exactly. Okay. >> Exactly. Thank you. >> All right. So that was for discussion. Now we have the naming of facilities. >> Uh yes. Um so >> keeping it real today. Uh this was a requested item. >> I know. >> So the uh renaming policy has been updated. It's in your board packet. Uh I'll just bring your attention

322to uh page 202. Uh what we've included is uh first reading, second reading, uh etc. Then what you also have are the list of names um that Monica has been working to uh pull together >> uh as to when it was submitted uh obviously uh the type of nomination uh current campus school or district uh facility proposed uh renaming and well you you can see it from there. So we have like we have specifics on like high schools, middle schools, elementary schools, and the nonspecifics are really like the locker rooms, the baseball fields, all of that. So we need some kind of structure on what would happen to those. >> Well, so and I I'll again I know this has been some time, but uh there were three facilities uh that were discussed or requested

323the Connelly Middle School football field, the John J High School baseball field, and then I believe it was the John Juditorium. Is that right? >> Okay. Yeah. >> And then renaming of schools. That's not on the policy either. >> Well, we have you have it in the policy, but that was that was not one of the requests. But I think Mr. Salto, you would like one campus to be considered potentially under construction. >> We figured it would fall right into the basically a brand new campus. Uh renaming it. There's other we also got that the football field I mean the baseball field out there by uh Stoayor that we're going to have to do something about that too. Yeah, right now it's >> I didn't see any requests on here, but I'll just >> right

324now it's uh north side I believe it's athletic complex >> and West Westwood Terrace Elementary is also a request on here by someone in February of 2025. So the policy does list renaming right and then these other areas. So what do we want to is there a suggestion we have on those >> if they're the first reading right >> so I I I asked this last time we don't have the original nomination forms so that we know more specifically who these people are and what they've done >> there's a folder that Andy created it's in our database that I can I can pull So my my thought is before we consider anything, we do need to see the original nominations to more >> how far back did you want to go? >> Just these people.

325>> Oh, they're on a spreadsheet right now. >> No. >> Well, they are on a spreadsheet, but >> the essays I can email that to you. That's not a problem. >> Okay. I can put in a Friday, whatever works best for you. So because it says right now the policy it's on a case by case basis. >> It it's been there's one time that I remember that I heard about that we renamed a school and that was a major >> a challenge. Well, the community it's it's it's really difficult to rename a school and for the seven of us to just go ahead and do that without involving other people or even it it works be my thought it would be better if the community suggested that than if it came from but I mean

326the board the board can the board can do it. We just >> Oh yeah, there's community members that there's um Veroni Caroline Piper for Colonies North. All these um one, two, three, four, five, 6, 7, 8, 9, 10, 11, 12, 13, 14 individuals. >> We believe we named the Allen inventory without any Allen used to be Len City. >> Named it without any policy in place. I don't know how that got >> that came from the school. >> Came from the school. >> You know, there was policy in place existing, but that did come up through that. >> It actually came up in a very detailed approach in terms of how it came to the campus and recommending to the board and other type things. >> I believe Houseman was changed used to be Shannondoa

327and they named it. I don't know how far back that was. >> We've done it before. Yeah, but I will say this, if we if we are going to look at board is going to rename Colonies North, I'm going have some suggestions too to add to it. >> I think the community might >> change the community. But I also shape form. >> It's a neighborhood school. >> But named after that >> neighborhood. >> So isn't that coming from the community these nominations? Isn't that the whole purpose of this this form? This the community requesting these changes? >> Yes, it says it right here. come from. >> Their names are listed. >> Well, you don't know if they're community or they're like best friends or >> Well, Greg Broadhouse is former city councilman. I don't think

328he's related to this lady. >> One is a friend of the Chesley that recommended them. Um, so >> these are all communities looks like. like a newsletter, >> how do you do that? Yeah, that's what I did when they asked me for Connelly. >> So, a constituent emailed, "How do we do this?" I sent in the form back in 2024 of September. Here we are a year later trying to respond to those requests for some of these um as far back as we only went back to September of 2024. >> Yeah, I think we will try to go back two years. Um if we the board wants to Renaming facility policy does require seeking feedback from the impacted school community. So yeah, we need to we need to host a >> town hall or something.

329>> Town hall and probably >> conduct a survey. >> Do we want to open up that can of worms before I mean >> isn't that what we have to do since they've submitted this form 14 times? >> Well, I need to bring it back. >> I mean, we need to bring it >> still one person and it's still just one person. It is. >> I would. >> Yeah. >> I have different names here. >> Are we looking at the same document? >> Um, for Colonies North, I have Delma, Veronica, Artiaga, Chris Rio. Oh, I see what you're saying. Who submitted the name >> because you're not going to count her 14 times. It's the same person >> on behalf of these other people. >> Countarate, but you're just going to count. Oh, I see what

330you're saying. She submitted the form on behalf of these other people. Okay. >> Hey, Carla, can I say something? >> Absolutely. Yes, ma'am. Dr. Hos. >> Um, my question is is really like, you know, we've been talking about budget. We've been talking about how things cost money. So, my question is how much does it cost to change a school's name? >> Yeah, we asked that question last time and it's a rebranding. It's a high cost for >> it. It depends on, you know, just how much >> we would the color scheme, but you know, front sign obviously marquee. I mean, it would be probably three or $400,000 pretty easily. Stationary >> Allen. Uh I don't when was Allen renamed? >> I was on the floor. >> I don't know what you know inflation. >> Wow.

331Well, okay. So like for example the colony when the people said whatever cost it cost to rename this football field we will pay for it. The coaches wanted to pay for that for their d co the athletic director to get named after the football field. >> Yeah it's like it just depends on what what it is we're talking about a gym a football field >> that's just a plaque right >> and the coaches want to pay for it on the lettering on the court. It just kind of depends. I don't It's hard to if it's a full school facility. Yeah, it'll be >> so that may be cost prohibitive. >> I mean, a marquee is >> right,000. >> $300,000 is a lot of money. >> All right, that we'd had to ask for a strategic

332question is who paid for Allen's brand rebranding >> 2012 according to Chat GPT or whoever. Everybody's in love with Chad GPT, >> whoever this is. >> Okay. So, do we want to what do we want to do with this local item? >> Well, what I would suggest is we put this item back on the agenda for the 9th and then if there is a um because the board, this is truly in the board's perview as to how we wanted to go about naming facilities. If we want to go into the renaming, I would suggest taking formal action and starting that process and following the policy to to to solicit community feedback. Um, and then we'll go about uh a survey, a town hall, gather feedback, which you're more than welcome to attend. We can figure

333out board meeting logistics if it's called me or not. that time. Um, >> is that for every request or just school names? >> Well, if we The only school name that I heard discussed tonight was Valley High, but >> if there are other campuses, >> no, there's no other just like the football field and all that. What about >> that can go through just a regular naming process because that's that's not a renaming. >> Oh, okay. >> Yeah. I mean, we can there can be a first reading, second reading, the board can take action. >> Okay. Um the renaming >> is a little bit more >> comp politically complicated I guess I should say >> and will be probably a little bit more >> I'm trying to remember what is the subdivision trying to remember.

334>> It wasn't that wasn't on the school at the beginning. >> Oh, no, no, no. >> Ch was on there. >> But before we before we open a school and we know the location or that we're going to break ground, we say this is >> Silver Creek Elementary, >> right? Or just Silver Creek area. Silver Creek area. It was it was elementary school remember something >> right >> quailwood >> one or two I think >> based on the neighborhood. >> That's right. >> Okay >> like on these architectural >> plants. >> Yeah. The the only place you'll see any type of neighborhood association would be like on schematic design which just for the architect engineers to note the location. It's not a that's not the board taking formal action. >> The board makes >> formal

335action to main campuses. >> We and we used to have a timeline because we were doing so many. We're doing three or four a year per se, but it was actually done to make sure we didn't have costs and other type things. So it was actually I forget the exact time period but we actually knew that hey this school needs to be named by this time period just so we can avoid like you're indicating >> changing the names on the buildings. Yeah. >> Okay. So that was this is a first reading. >> There's nothing happening. Okay. All right. Do we want to put that back on the agenda on the 9th board? >> Yeah. >> Okay. Thank you so much. We we'll bring it we'll bring it back on. >> It is board operating procedures.

336>> Yeah, this is uh again annual review. Uh we've postponed this a couple times. So uh you have the revised board operating procedures I believe in diligent. Um, so like I say, if you have any questions, please let us know. >> We just revised this on >> I sorry say I'm going to have to look at it again myself. >> November 4th. >> We didn't change it. >> It says revised on 11425. >> If you go to the markups version, sorry. Those will be all your revisions and this can be another item again not taking action tonight have the opportunity to review and we'll bring it back on the 9th anyway. if you wanted to take action or if you needed another uh round of revisions. >> Like I say, we try to capture everything

337from >> But this one needs five, right? >> Yes. Like I said, we're not taking action on that, but um >> is it possible to add N to number eight? >> Uh it's possible. We >> got Tazby Razba is I think that >> I think that what we tried to do uh was yeah the other trustee expenditures must be authorized by action of the board. I mean again these are these are your operating procedures. Um so you can add any travel organization to you or I think that's what we were trying to accomplish at the time when we added that >> and I think when we looked at those um well the original discussion back years ago is we are members of all of those three organizations we still we still maintain the membership the

338district membership that's correct >> and then we approved Gerald to attend the lay on his last term These were items that were just suggested at the time. Correct. >> Correct. >> We didn't all agree on them. I think they were just suggested. >> Yeah. Again, it's it's similar to the DJ policy. We're going to just try to take a strike at it. just to try to capture everything that was discussed. But >> if I remember, I thought, do we have consensus? >> Yeah. I mean, >> yeah, >> just trying to make progress. >> This was back in >> a year ago. >> Getting close. >> Say it's it's we can make whatever modifications, changes. I need a second. Is that your name, David? >> No, we're not taking action. >> Oh, yeah. We're justing next

339week. >> Oh, yeah. Who would like to put this back on the agenda >> for the night? >> The night's >> not at all. >> Okay. So, I'm just wondering while we >> I think he likes to do that. So, he knows what's going on. >> Not particularly. >> You don't. He loves >> um >> we can we can start with adding the Leo and if we need to pull it off, we'll pull it off. >> I Yeah, we can we can experiment with a Google Doc. It'll probably be more effective than diligent. Um at least at this stage in the game. >> All right. So we have two require three for putting this >> about putting it in a Google doc. >> I I don't know. I'm not a >> I think it kind

340of just depends on how much how much >> how much mod modified exactly are those discuss anyway. >> Can y'all email Dr. Craft your suggested changes? Is that >> be great. >> Okay. Individually not copy everybody. >> They can include me on that so that I can take office and then he can have >> Okay. So, copy only Monica and Dr. Craft. If you have any suggestions for changes, then he can add them here. >> I believe you sent an email. Yes, sir. >> Okay. >> Got it. >> So, N. >> All right. And so then we have the code of ethics item number F. >> Yes. Again, that was one that we've postponed. Some of some had concerns on some of these items here. >> Anybody want to speak to any of these suggestions

341for change? >> These were the changes that were made or I thought we signed it. >> I don't think only half of yall signed it because then there was questions. So we pulled back and no one >> we didn't get to it. >> Oh, okay. You ever got any suggestions? >> Any any coils? Any I guess if you have recommendations, we don't want to say them right now. Email them again to Dr. Craft and Miss Monica. Um and then we can mark them up and bring it back on the agenda. Do you have any? We haven't made any changes. >> Request to put this back on the agenda for um December 9th. >> I second that. >> Okay. >> Number G, future agenda items, sir. >> Yeah. The big one uh we'll we'll obviously uh

342bring forward consent agenda items from this evening. Uh we'll have the items that we discussed. Um CPS will be here. They'd like to >> Yeah, it's a good thing. It's actually >> energy rebate. It's it's it's it's worth >> dress up for the picture. >> It's definitely worth giving them their three minutes. >> Do we want to wear red y'all? Next last meeting December. Come on. A team of >> eight. Um like I say, and then we'll um bring back calendars. Uh we'll work up 2728. Um a lot of it will be on consent. We'll go ahead and bring back 26 27 2728 as an individual uh agenda item. That way you'll have the opportunity to lay eyes on the 2728. I mean it'll be a mirror image of parameters that we put in place

343for 2627. Um the big one that we have uh staring us down right now is update 126. So know DGBA was a policy that we discussed uh in policy. DGBA and update 126 is every bit of what was discussed, what was proposed. Um, and it is a beast. The big thing, the big change with DGBA is proposed under Senate Bill 12 is uh agreement has 60 days uh to file that complaint. So, it's a pretty lengthened time frame whereas I believe it was 10 after first knowledge or reasonable knowledge. So, um, so 126, uh, what we may look to do, uh, we were kind of looking at January because we're still working through it administratively. Um, but it it's we we need to start tackling it at least maybe dividing it in half for the

344January 13th meeting. Um, shouldn't be of an agenda. We knocked a lot out tonight. We'll obviously have the appraisal district votes and then we'll have uh some appointments discuss >> next Tuesday. >> Yeah, that's fine. Thanks for coming everybody. Have a great night. Happy holiday. See you Tuesday. >> See you Tuesday. And we are back in returning to open session. Um, no action was taken in close session and there will be no action taken regarding the agenda items discussed in closed session. So it's now we're going to turn at 11:25.