Mar 17, 2026 Regular School Board Meeting

[00:00:06]

LAMAR CONSOLIDATED INDEPENDENT SCHOOL DISTRICT IS CALLED TO ORDER AT 6:31 P.M. THIS IS THE REGULAR MONTHLY BOARD MEETING BEING HELD ON MARCH 17TH, 2026. WE HAVE A QUORUM WITH SIX MEMBERS PRESENT. TRUSTEE MASTERS IS ABSENT. PLEASE JOIN ME IN A MOMENT OF SILENCE TO OBSERVE AS YOU FEEL APPROPRIATE.

PLEASE STAND AND JOIN ME FOR THE PLEDGE OF ALLEGIANCE AND THE PLEDGE TO THE TEXAS FLAG.

LED BY JOAQUIN PEDRAZA, A SIXTH GRADER AT STEENBERGEN MIDDLE SCHOOL. 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. HONOR THE TEXAS FLAG. I PLEDGE ALLEGIANCE TO THE TEXAS ONE STATE, UNDER GOD, ONE AND INDIVISIBLE.

[3. Recognitions/awards]

HEADLINE SERGEANT. JAZZLYN SIMON, LINE SERGEANT SANDRA SURENDRAN AND SOCIAL REPRESENTATIVE AVA MORALES. WE'RE SO PLEASED TO CONGRATULATE ALL OF THE MEMBERS OF THE RANDLE ROYALS THIS EVENING ON THEIR SECOND NATIONAL CHAMPIONSHIP WIN.

CONGRATULATIONS, DANCERS.

THANK YOU. THANK YOU LADIES. NEXT UP THIS EVENING, WE ARE THRILLED TO CELEBRATE THE INCREDIBLE ACHIEVEMENT OF WILL CRANSTON OF GEORGE RANCH HIGH SCHOOL, WHO EARNED FIRST PLACE CHAIR TENOR TROMBONE AT THIS YEAR'S T M A ALL-STATE COMPETITION, WILL ALSO PARTICIPATE IN THE SYMPHONY ORCHESTRA, THE TOP BAND AT THIS YEAR'S TMEA CONFERENCE. AMONG THIS RECOGNITION WILL ALSO EARN THE FOLLOWING. FIRST CHAIR FOR U.I.L REGION 13 JAZZ BAND. FIRST CHAIR, UIL REGION 13 SYMPHONY ORCHESTRA FIRST CHAIR, UIL REGION 13 SYMPHONIC BAND. EVERY YEAR, THOUSANDS OF THE VERY BEST HIGH SCHOOL MUSICIANS

[00:05:03]

THIS EVENING, WE'D LIKE TO RECOGNIZE THE STUDENT ATHLETES WHO COMPETED AT THE 2026 UIL STATE WRESTLING MEET IN CYPRESS, TEXAS. THEY SHOWCASED SOME EXCEPTIONAL TALENT FROM LAMAR CISD, WITH 18 INDIVIDUALS REPRESENTING SIX OUT OF OUR SEVEN HIGH SCHOOLS. THESE ATHLETES EARNED THEIR TOP SPOTS AT THE STATE TOURNAMENT AFTER A STRONG SHOWING IN THE REGIONAL ROUNDS, AND OVER THE COURSE OF THE TWO DAY COMPETITION, LAMAR WRESTLERS MADE A SIGNIFICANT IMPACT, INCLUDING ONE STUDENT WHO EARNED AN INCREDIBLE TOP THREE FINISH FOR A SPOT ON THE PODIUM. FOSTER HIGH SCHOOL STUDENT IZZY KETCHUM HAD AN OUTSTANDING PERFORMANCE, FINISHING IN SECOND PLACE AND PROVING HERSELF TO BE ONE OF THE TOP COMPETITORS IN THE STATE, EARNING THE SILVER MEDAL AND CLOSING OUT HER INCREDIBLE SEASON WITH A 44 THREE RECORD.

IZZY ALSO HAD THE BENEFIT OF BATTLING FOR HER VARSITY SPOT AGAINST THE DEFENDING STATE CHAMPION, SOPHOMORE SALLY KAZIMW. EACH DAY AT PRACTICE, IRON SHARPENS IRON, AND THE EXPERIENCE HELPED BRING OUT THE BEST OF BOTH OF THEM. IS THIS AS COACHED BY SCOTT KIMBALL, GRADY JONES AND MACKENZIE KIMBALL? CONGRATULATIONS TO HER AND TO ALL OF THEM FOR THIS IMPRESSIVE STATE CHAMPIONSHIP FINISH.

TRUSTEES. WE HAD WOMAN RECOGNITION. WE JUST REALIZED HE DID NOT MAKE IT THIS EVENING.

SO WE'RE GOING TO SAVE IT FOR NEXT MEETING. SO THAT'S ALL OUR RECOGNITIONS FOR THIS EVENING.

THANK YOU SO MUCH.

[5. Board members' reports]

[00:10:05]

[00:15:03]

THAT PLACE IS PRISTINE. IT IS BEAUTIFUL. LIKE I WOULD WANT TO GO SHOPPING THERE. YOU. IF YOU ARE A FAMILY IN NEED, YOU CAN MAKE AN APPOINTMENT AND YOU GET A PRIVATE OPPORTUNITY TO GO SHOP AND GET WHAT YOU NEED. AND THEY WASH ALL THE CLOTHES. THERE'S WASHERS AND DRYERS AND IT'S JUST AMAZING. SO IF YOU HAVEN'T TAKEN ADVANTAGE OF THAT OPPORTUNITY, OR IF YOU WANT TO VOLUNTEER OR DONATE CLOTHES, PLEASE DONATE THEM TO COMMON THREADS. IT'S A VERY WORTHY PLACE TO BRING YOUR STUFF TO. SO THAT IS IT FOR ME. LET'S ARE THERE ANY BOARD COMMITTEE

[7. Superintendent's report]

AND THEN THOSE STUDENTS STILL GET UP. THEY THEY FEED THEIR ANIMALS, THEY GO TO SCHOOL, THEY MAKE STRAIGHT A'S, THEN THEY GO BACK AND FEED THEIR ANIMALS AND THEY TRAIN THEM AND THEY, THEY SHEAR THEM AND THEY DO ALL THESE THINGS. AND SO IT'S SUN UP TO SUN DOWN. AND SO ALL THE ADULTS AND THE YOUNG PEOPLE. CONGRATULATIONS AND GOOD JOB. IF YOU HAVEN'T HAD A CHANCE TO GO WATCH ANY OF OUR STUDENTS SHOW, WE STILL HAVE SOME MORE SHOWINGS COMING UP, BUT THE RODEO IS ALMOST OVER. GO DURING THE DAYLIGHT AND BUT CONGRATULATIONS TO ALL THE YOUNG PEOPLE THAT ARE ABOUT THAT HAVE SHOWN AND ARE ABOUT TO SHOW. MISS JOHNSON, ARE THERE ANY PUBLIC COMMENTS? OKAY, WE WILL NOW TAKE ACTION ON THE CONSENT AGENDA. ARE THERE ANY

[9. CONSENT AGENDA]

[11.A. Consider approval of RFP# 44-2025TB for instructional support for Innovative School Day program]

[00:20:02]

AT TAYLOR RAY, STUDENTS GOT TO EXPLORE HANDS ON SCIENCE EXPERIMENTS THAT MAKE LEARNING COME ALIVE. THEY ALSO GOT A CHANCE TO LEARN ABOUT KINDNESS. AT TRAVIS ELEMENTARY, STUDENTS GOT A VISIT FROM THE HOUSTON ROCKETS AND GOT A CHANCE TO LEAVE WITH THEIR VERY OWN BOOK.

THEY ALSO GOT TO ENGAGE IN HANDS ON, INQUIRY BASED LEARNING AND SCIENCE THAT BRINGS REAL WORLD LIFE CONCEPTS TO LIFE. AND AT NAVARRO, STUDENTS ARE LEARNING TO EXPLORE, CREATE, AND COLLABORATE, TO LEARN PROBLEM SOLVING STRATEGIES. GOOD EVENING. SO A LITTLE BIT ABOUT THE BLUE TRACK. THE LONG ELEMENTARY TEXANS GO TO PROJECT BASED LEARNING CLASSROOM, WHERE THEY COLLABORATIVELY INVESTIGATE AND ENGAGE IN REAL WORLD PROBLEMS. HERE, THEY'RE LEARNING MORE ABOUT THEIR NEIGHBORHOOD AND RECREATING THEIR COMMUNITY. THEN IN THE TECHNOLOGY CLASS, FIFTH GRADE STUDENTS ARE LEARNING ABOUT THE IMPORTANCE OF CYBERSECURITY AND HOW TO BUILD PRESENTATIONS USING POWERPOINT AND CANVA.

IT'S SMITH, IT'S SMITH ELEMENTARY. CRITICAL THINKING IS THE FOCUS HERE. THE STARS DURING ISD LEARN ABOUT CODING WITH AN APP CALLED CONUNDRUM, AND THEY GO DEEP INTO CHARACTER ANALYSIS WITH READER'S THEATER. THE COMMUNITY PITCHES IN HERE AT WESSENDORF. HERE, MUSTANG PARENT REGULARLY DONATES HIS TIME TO ENGAGE STUDENTS IN 3D PRINTING AND DESIGN. ALSO, THE BOYS AND GIRLS CLUB WORKS WITH THE MUSTANGS TO DEVELOP THEIR LEADERSHIP SKILLS, AND IN LAMAR JUNIOR HIGH IN THEIR LIBRARY, MUSTANGS RESEARCH AND COLLABORATIVELY REFINE THEIR PROBLEM SOLVING SKILLS AND COMPLETE INTERACTIVE GRAPHIC ORGANIZERS. IN ALL. ACROSS THE BLUE TRACK, STUDENTS ARE DEVELOPING THE SKILLS, THE MINDSET AND EXPERIENCES NEEDED TO SUCCEED IN A COMPLEX AND REAL FUTURE. GOOD EVENING BOARD AND DOCTOR NIVENS. AND MAROON TRACK. WILLIAMS ELEMENTARY STUDENTS PARTICIPATED IN THE HOUSTON LIVESTOCK SHOW AND RODEO AGRICULTURAL EDUCATIONAL OUTREACH EXPERIENCE, ENGAGING IN AUTHENTIC HANDS ON EXPLORATION OF TEXAS AGRICULTURE. THE ENRICHMENT EXPERIENCE STRENGTHENED STUDENT LEARNING AND ENCOURAGED MOVEMENT BASED EXPLORATION. ACTIVE PARTICIPATION IN SONG SUPPORTED INSTRUCTION AS STUDENTS INTERACTED WITH THE AGRICULTURAL EXHIBITS AND ENGAGE WITH REAL WORLD EXAMPLES OF FARM LIFE THAT DEVELOPED A RICHER UNDERSTANDING OF WHERE FOOD COMES FROM AND THE VITAL ROLE AGRICULTURAL PLAYS IN TEXAS COMMUNITIES. BUILDING ON ITS PARTNERSHIP WITH THE HOUSTON LIVESTOCK SHOW AND RODEO, WILLIAMS ELEMENTARY ALSO EXPANDED ITS COMMUNITY CONNECTIONS BY COLLABORATING WITH H-E-B, BRAZOS VALLEY CREDIT UNION, THE CHILD ADVOCACY CENTER, THE HOUSTON MUSEUM, DISCOVERY ZONE AND TEXAS AGRILIFE. DURING INNOVATIVE SCHOOL DAY AT CAMPBELL ELEMENTARY, STUDENTS PARTNERED WITH THE ISD CHILD NUTRITION DEPARTMENT AND PROVIDED THE EXCITING OPPORTUNITY TO EXPLORE HYDROPONICS AND SEE FIRSTHAND HOW PLANTS CAN GROW WITHOUT SOIL. THIS HANDS ON EXPERIENCE HELPS STUDENTS MAKE MEANINGFUL CONNECTIONS BETWEEN SCIENCE CONCEPTS AND REAL WORLD AGRICULTURAL PRACTICES, SPARKING CURIOSITY AND INSPIRING NEW IDEAS ABOUT SUSTAINABILITY AND FOOD PRODUCTION. ADDITIONALLY, CAMPBELL ELEMENTARY BUILT POWERFUL AND INSPIRING PARTNERSHIPS TO CELEBRATE WORLD READ ALOUD DAY COLLABORATED WITH THE GEORGE RANCH LION DANCERS, AND CHANNEL 13 PROVIDED A METEOROLOGIST TO ENGAGE STUDENTS THROUGH HANDS ON EXPERIMENTS AND DYNAMIC PRESENTATIONS ABOUT WHETHER AT GEORGE RANCH HIGH SCHOOL, STUDENTS PARTICIPATED IN A CAMP THEMED INSTRUCTIONAL EXPERIENCE DESIGNED TO STRENGTHEN REAL WORLD PROBLEM SOLVING AND FINANCIAL LITERACY SKILLS. AS PART OF THE ROTATION, STUDENTS PLAN TO COMPLETE CAMPING TRIP FROM START TO FINISH, DEVELOPING BUDGETS, MAKING INFORMED DECISIONS, AND COLLABORATING WITH PEERS THROUGH HANDS ON, TEAM BASED CHALLENGES. THE ENGAGING EXPERIENCE ALSO INCLUDED INTERACTIVE ELEMENTS THAT ADDED AUTHENTICITY AND EXCITEMENT TO THE LEARNING PROCESS. ADDITIONALLY, ADVANCED CREDIT UNION SUPPORTED STUDENT LEARNING BY PROVIDING MEANINGFUL, REAL WORLD FINANCIAL LITERACY INSTRUCTION.

[00:25:07]

THESE EXPERIENCES HELP EXPOSE STUDENTS TO POTENTIAL CAREER PATHS AND SPARK INTEREST IN BOTH SECONDARY AND POST-SECONDARY OPPORTUNITIES. AS YOU CAN SEE, THE STUDENTS AT MEYER ELEMENTARY RECENTLY LEARNED NOT ONLY HOW TO KEEP THEIR TEETH CLEAN AND HEALTHY, BUT ALSO HOW THE PROFESSION TO LEARN ABOUT THE PROFESSIONS OF DENTAL HYGIENIST AND DENTIST EXPERIENCES LIKE THESE HELP BUILD EARLY AWARENESS OF CAREER PATHS THAT ALIGN WITH THE CAREER AND TECHNICAL EDUCATION OPPORTUNITIES. OUR NEW CTE CENTER WILL SUPPORT PREPARING OUR STUDENTS TO BE PRODUCTIVE CITIZENS IN A RAPIDLY CHANGING WORLD REQUIRES US, AS EDUCATORS, TO TEACH THEM HOW TO THINK INDEPENDENTLY, WHILE ALSO WORKING COLLABORATIVELY TO DEVELOP MULTIPLE SOLUTIONS TO A PROBLEM. IT ALSO MEANS HELPING STUDENTS LEARN TO EXPLORE, TAKE RISKS, AND UNDERSTAND THAT FAILURE IS A NATURAL AND VALUABLE PART OF THE LEARNING PROCESS. FOR SOME, THE PICTURES OF THOMAS ELEMENTARY STUDENTS EXPERIMENTING WITH WIRES, BATTERIES, SWITCHES AND BULBS TO BUILD SIMPLE CIRCUITS MAY APPEAR TO BE A TYPICAL STEAM ACTIVITY. HOWEVER, AS PART OF THE INNOVATIVE SCHOOL DAY EXPERIENCE, THESE ACTIVITIES ARE INTENTIONALLY DESIGNED TO HELP STUDENTS DEVELOP CRITICAL WORK READY SKILLS SUCH AS PROBLEM SOLVING, COLLABORATIONS, PERSISTENCE, AND INNOVATION. DOING THINGS THE RIGHT WAY MEANS GIVING STUDENTS MORE CHOICE AND OPPORTUNITIES TO EXPLORE THE ACTIVITIES THEY ARE PASSIONATE ABOUT OR WANT TO LEARN MORE ABOUT. STUDENTS ARE GIVEN THE OPPORTUNITY TO SIGN UP FOR A VARIETY OF CLUBS WHERE THEY CAN EXPLORE THEIR INTERESTS, TAKE CREATIVE RISKS AND GROW THEIR TALENTS. IN THESE CLUBS, STUDENTS DESIGN PROJECTS, EXPLORE NEW TECHNOLOGIES AND TACKLE REAL WORLD CHALLENGES WITH CURIOSITY AND CONFIDENCE. WHETHER THEY'RE BUILDING, CODING, EXPERIMENTING, UTILIZING VR TECHNOLOGY TO GO ON VIRTUAL FIELD TRIPS AROUND THE WORLD, OR CREATING A PODCAST TO GIVE ADVICE ON HOW TO POSITIVELY HANDLE THE PRESSURES OF SOCIAL MEDIA. STUDENTS ARE DEVELOPING THEIR VOICES AND DISCOVERING THEIR STRENGTHS DURING INNOVATIVE DAY. SILVER TRACK STUDENTS ARE NOT JUST LEARNING, THEY ARE BUILDING CONFIDENCE, DISCOVERING THEIR ROAR AND LEADING THE PRIDE. GOOD EVENING.

ON GOLD TRACK, STUDENTS ARE EXPOSED TO A VARIETY OF EXPERIENCES, AS CAPTURED IN THESE PHOTOS FROM ADOLPHUS ELEMENTARY CAMPUSES. WORK TO DESIGN LEARNING THAT IS HANDS ON, ENGAGING, MEANINGFUL AND MEMORABLE. WHEN I WAS IN ELEMENTARY SCHOOL, MY COUNSELOR TAUGHT US A LESSON ABOUT PROCRASTINATION, AND THAT LESSON STAYED WITH ME THROUGHOUT MY LIFE. ON TRACK, WE ARE HAVING SIMILAR IMPORTANT CONVERSATIONS WITH STUDENTS REGARDING SAFETY AND AWARENESS, SOCIAL MEDIA PRESENCE AND UNDERSTANDING AND EXPRESSING THEIR EMOTIONS. OUR COUNSELORS AND COMMUNITY PARTNERS, SUCH AS CHILD ADVOCATES AND POLICE OFFICERS SUPPORT US WITH THIS WORK. THESE LESSONS WILL HELP OUR STUDENTS, SOON TO BE OUR NEIGHBORS AND COLLEAGUES THROUGHOUT THEIR CAREER AND LIVES. THROUGH INNOVATIVE DAY, STUDENTS DEVELOP STRONG CHARACTER AND A SENSE OF CIVIC RESPONSIBILITY BY GIVING BACK TO THEIR COMMUNITY. STUDENTS AT JACKSON ELEMENTARY CREATED TIE BLANKETS TO DONATE TO A LOCAL WOMEN'S SHELTER, AND OTHER CAMPUSES HAVE SUPPORTED LUNCHES OF LOVE AND ENGAGE IN OTHER COMMUNITY SERVICE EXPERIENCES, REINFORCING EMPATHY, SERVICE AND COMMUNITY ENGAGEMENT. ON THE SECONDARY LEVEL, OUR HAWKS AND FALCONS ARE ENGAGING IN INNOVATIVE LEARNING EXPERIENCES THAT INTENTIONALLY BUILD LIFE SKILLS, INDEPENDENCE, AND CREATIVITY. DURING INNOVATIVE SCHOOL DAY, STUDENTS MOVE BEYOND TRADITIONAL CLASSROOM INSTRUCTION TO PRESENT TO PARTICIPATE IN HANDS ON REAL WORLD ACTIVITIES THAT PREPARE THEM FOR LIFE BEYOND SCHOOL. AT WERTHEIMER'S, STUDENTS ARE DEVELOPING PRACTICAL SKILLS SKILLS THROUGH COOKING, LEARNING ABOUT THE STOCK MARKET, GARDENING AND CROCHETING. THESE ACTIVITIES FOSTER INDEPENDENCE, RESPONSIBILITY AND PROBLEM SOLVING WHILE ALSO ENCOURAGING CREATIVITY AND SELF-EXPRESSION.

AS YOU CAN SEE FROM THESE PHOTOS TAKEN AT BRISCOE JUNIOR HIGH, INNOVATIVE SCHOOL DAY ALLOWS US TO NURTURE THE WHOLE CHILD BY BLENDING FUNCTIONAL LIFE SKILLS WITH CREATIVITY, COLLABORATION, AND JOY IN LEARNING. THESE OPPORTUNITIES REFLECT OUR COMMITMENT TO PREPARING STUDENTS NOT ONLY ACADEMICALLY, BUT ALSO WITH THE SKILLS THEY NEED TO THRIVE IN THEIR FUTURE CAREERS, COMMUNITIES, AND EVERYDAY LIVES. GOOD EVENING. PURPLE TRACK IS IMPLEMENTING INNOVATIVE SCHOOL DAY TO PROVIDE ENRICHMENT OPPORTUNITIES FOR STUDENTS TO EXPLORE A VARIETY OF INTERESTS. IT HAYGOOD ISD ENRICHMENT ACTIVITIES INCLUDE ON CAMPUS FIELD TRIPS IN WHICH STUDENTS LEARNED ABOUT BARBED WIRE FENCES, MORSE CODE, AND CHURNING BUTTER. THE COMMUNITY PARTNERS PROVIDING THE FIELD TRIP WAS GEORGE RANCH MUSEUM.

[00:30:04]

OUR RANDALL RAPTORS EXPLORED DANCE STYLES DURING ISD, INCLUDING THE BACHATA LINE DANCING AND THE MACARENA. STUDENTS IN PRE-K AND KINDERGARTEN CELEBRATED LUNAR NEW YEAR. IN ADDITION TO LEARNING HOW TO SET A TABLE, THEY LEARNED HOW TO FILL AND ROLL DUMPLINGS. OUR LITTLEST RAPTORS CELEBRATED THE LUNAR NEW YEAR WITH A SPECIAL SNACK.

AND FINALLY, FULSHEAR HIGH SCHOOL, FULSHEAR HIGH SCHOOL PARTICIPATED IN THE STOP THE BLEED TRAINING. STUDENTS LEARNED HOW TO APPLY TOURNIQUETS, PACK WOUNDS AND MAKE RAPID DECISIONS. UNDER PRESSURE, CF PARTNERED WITH THE FULSHEAR FIRE DEPARTMENT TO CONDUCT THIS TRAINING. THE STUDENTS AT FULSHEAR HIGH SCHOOL ARE CHARGED UP AND READY TO SERVE THEIR COMMUNITY. GOOD EVENING. THANK YOU FOR THE NOD TO GREEN TODAY. ALL RIGHT. SO.

SUMMING UP THE STUDENT EXPERIENCES OR SOME OF THE STUDENT EXPERIENCES FOR INNOVATIVE SCHOOL DAY ON THE NEW GREEN TRACK, WE START AT FAGGART ELEMENTARY, WHERE STUDENTS ARE ACTIVELY ENGAGED IN HANDS ON LEARNING EXPERIENCES THAT BRING CONCEPTS TO LIFE, WHETHER CREATING OOBLECK TO EXPLORE SCIENTIFIC PROPERTIES, LEARNING ABOUT INNOVATORS LIKE THE DUNCAN YO YO AND BEGINNER PEDRO FLORES, OR REINFORCING ACTS OF KINDNESS THROUGH COLLABORATIVE PROJECTS, STUDENTS ARE DEVELOPING CRITICAL THINKING, CREATIVITY, AND TEAMWORK SKILLS. THESE EXPERIENCES REFLECT OUR COMMITMENT TO GROWING BOTH THE ACADEMIC AND SOCIAL EMOTIONAL DEVELOPMENT OF EVERY CHILD. AS WE MOVE FROM TO HUMAN ELEMENTARY, YOU'LL SEE THE CONSISTENCY OF THE GREEN TRACK VISION IN ACTION. ACROSS CAMPUSES, STUDENTS ARE ENGAGED IN HANDS ON MEANINGFUL LEARNING FROM SCIENTIFIC INVESTIGATIONS AND HYDROPONIC GARDENING TO APPLIED STEM DESIGN. THESE ALIGNED EXPERIENCES ENSURE THAT ALL STUDENTS ARE DEVELOPING CRITICAL THINKING, PROBLEM SOLVING, AND REAL WORLD SKILLS IN A COHESIVE AND INTENTIONAL WAY. AS WE CONTINUE ACROSS THE GREEN TRACK TO MCNEAL ELEMENTARY, YOU SEE THE POWER OF VERTICAL ALIGNMENT IN ACTION THROUGH PARTNERSHIPS WITH TOMAS HIGH SCHOOL STUDENTS AND COMMUNITY MEMBERS, OUR YOUNGER LEARNERS ARE GAINING EARLY EXPOSURE TO FUTURE PATHWAYS. AS WE CONCLUDE WITH TOMAS HIGH SCHOOL, YOU CAN SEE THE FULL IMPACT OF OUR GREEN TRACK ALIGNMENT. STUDENTS ARE ENGAGING IN REAL WORLD LEARNING BY RESEARCHING COLLEGE OPTIONS, ANALYZING COSTS, AND PARTICIPATING IN MEANINGFUL DISCUSSIONS ABOUT FINANCIAL DECISIONS. THIS WORK REFLECTS OUR COMMITMENT TO ENSURING EVERY STUDENT GRADUATES PREPARED WITH KNOWLEDGE AND SKILLS INFORMED CHOICES ABOUT THEIR FUTURE. IN ADDITION TO HIGHLIGHTING STUDENT EXPERIENCES, IT'S IMPORTANT TO RECOGNIZE THE INNOVATIVE SCHOOL DAY AND HOW IT SUPPORTS OUR TEACHERS. THIS TIME ALLOWS FOR MEANINGFUL WORK SUCH AS COLLABORATIVE PLANNING, ANALYZING STUDENT DATA, PREPARING RESOURCES, AND DESIGNING LESSONS AND ASSESSMENTS. THESE FOCUSED EFFORTS STRENGTHEN INSTRUCTION AND ULTIMATELY ENHANCE STUDENT LEARNING ACROSS ALL CLASSROOMS. AS WE CONTINUE TO EXPAND OPPORTUNITIES FOR OUR STUDENTS. OUR PRINCIPALS RECENTLY PARTICIPATED IN AN INNOVATIVE SCHOOL DAY. VENDOR FAIR VENDORS PROVIDED BRIEF PRESENTATIONS SHOWCASING ENGAGING LEARNING EXPERIENCES, AND PRINCIPALS HAD THE OPPORTUNITY TO INTERACT, ASK QUESTIONS, AND EXPLORE POTENTIAL PARTNERSHIPS. THE FEEDBACK FROM BOTH PRINCIPALS AND VENDORS WAS OVERWHELMINGLY POSITIVE. AS WE LOOK FORWARD, OUR FOCUS REMAINS ON STRENGTHENING AND SUSTAINING INNOVATIVE SCHOOL DAY BY REFINING OUR SYSTEMS, EXPANDING COLLABORATION THROUGH SHARED RESOURCES, AND PLANNING AHEAD TO THE 2627 SCHOOL YEAR. TO BRING THIS WORK TO LIFE, WE'D LIKE TO SHARE A SHORT VIDEO HIGHLIGHTING THE EXPERIENCES AND PERSPECTIVES OF OUR STAFF. OUR TEACHERS, OUR STUDENTS. WE LOVE OUR INNOVATIVE SCHOOL DAY.

INNOVATIVE SCHOOL DAY HAS IMPACTED OUR CAMPUS BY ALLOWING US TO THINK ABOUT HOW WE DO SCHOOL DIFFERENTLY, BOTH FOR STUDENTS AND TEACHERS. IT'S BEEN ABLE TO PROVIDE US

[00:35:01]

WE'VE SEEN THE IMPACT AND THE GROWTH WITH OUR ACHIEVEMENT SCORES THESE LAST COUPLE OF YEARS, REALLY BEING ABLE TO TARGET SOME OF THOSE GOALS THAT WE HAVE AS A CAMPUS. AND OUR STUDENTS ARE THRIVING. THEY LOVE THEIR INNOVATIVE DAY ROTATIONS AND THEIR CLASSES.

THEY'RE VERY EXCITED TO GO TO THEIR INNOVATIVE DAY AND COMING BACK WITH NEW EXPERIENCES THAT THEY WOULDN'T OTHERWISE GET IN THEIR CLASSES. THE MOST IMPACTFUL EXPERIENCES FOR STUDENTS HAVE BEEN WHEN I'M GETTING TO SEE STUDENTS INTERACT WITH SOMETHING THAT THEY DON'T NORMALLY GET TO INTERACT WITH, WE HAVE SEVENTH GRADERS WHO AREN'T GETTING TO ABLE TO EXPERIENCE A HIGH SCHOOL CREDIT CLASS, WHERE NOW THEY'RE GOING TO AN ENGINEERING CLASSROOM AND LEARNING HOW TO BUILD A ROCKET, OR THEY'RE IN A CULINARY CLASSROOM MAKING PASTA FROM SCRATCH. AND JUST TO SEE STUDENTS LIGHT UP WHEN THEY'RE BRINGING THEIR PASTA TO ME, TO HAVE ME TRY IT IS A GAME CHANGER FOR STUDENTS AND HOPEFULLY ALLOWS THEM TO DO LIFE OUTSIDE OF READING AND OUTSIDE OF LAMAR. SEE ISD INNOVATIVE SCHOOL DAY HAS MADE IT INCREDIBLY EASY TO RECRUIT. ANYTIME WE DO SOMETHING ON OUR CAMPUS. I'M POSTING ON MY PERSONAL FACEBOOK PAGE. DON'T YOU WANT TO BE AN ISD? WHY AREN'T YOU ALREADY HERE? LOOK AT EVERYTHING WE'RE DOING. JUST BEING ABLE TO BE AT THE TEACHER FAIR AND TELL TEACHERS THIS IS WHAT WE'RE ABLE TO GIVE BACK TO YOU. THIS IS WHAT WE'RE ABLE TO POUR INTO YOU SO YOU CAN PRACTICE YOUR CRAFT. I HAVE WORKED THE LAST COUPLE OF YEARS OF JOB FAIRS WITH OUR CAMPUS, AND WHEN WE'VE MENTIONED OUR INNOVATIVE SCHOOL DAY AND HOW IT'S DONE IN THE INTENTION OF IT, YOU CAN SEE FACES LIGHT UP. THEY'RE DEFINITELY INTRIGUED. I THINK THAT IT'S HELPING US TO NOT ONLY RECRUIT EXCELLENT TEACHERS INTO OUR DISTRICT, BUT TO KEEP PEOPLE IN OUR DISTRICT.

I'VE HEARD OUR TEACHERS BRAGGING ABOUT OUR INNOVATIVE SCHOOL DAY TO OTHERS, TO TRY TO GET OTHERS TO MOVE INTO OUR DISTRICT, OR TO JUST BRAG ABOUT HOW MUCH THEY APPRECIATE THE TIME THAT THEY'RE GETTING, THE LEARNING THAT THEY'RE GETTING OUT OF IT. AND I THINK IT'S, IT'S DEFINITELY ATTRACTING EXCELLENCE TO LC ISD. ALL RIGHT. GOOD EVENING, BOARD DOCTOR NIVENS WANT TO TALK A LITTLE BIT ABOUT THE RFP AND THE PROCESS OF THE RFP AND WHY WE LAUNCHED THIS RFP. WE LAUNCHED THIS RFP FOR THREE PRIMARY REASONS. FIRST, TO IDENTIFY AGENCIES THAT CAN PLAN, COORDINATE, AND IMPLEMENT STUDENT PROGRAMING ALIGNED WITH DISTRICT OBJECTIVES. SECOND, TO INTENTIONALLY CREATE A POOL OF QUALIFIED PARTNERS THAT CAMPUSES CAN ENGAGE TO SUPPORT THE ISD EXPERIENCES. AND THIRD, THIS WORK DIRECTLY SUPPORTS STRATEGIC PLAN PRIORITY ONE ENHANCED STUDENT LEARNING EXPERIENCES. THIS RFP FOLLOWED A STANDARD AND TRANSPARENT PROCUREMENT PROCESS. IT WAS ADVERTISED IN JANUARY. INCLUDED A PRE-PROPOSAL MEETING, ALLOWED TIME FOR VENDOR QUESTIONS. PROPOSALS WERE THEN EVALUATED IN MID-FEBRUARY, AND THEN. TONIGHT'S ITEM PRESENTS THE FINAL ACTION STEP IN THIS PROCESS. INNOVATIVE SCHOOL DAY PROGRAMS ARE SIMPLY. AS YOU'VE SEEN, CAMPUS LED EXPERIENCES WHERE CAMPUS STAFF OR APPROVED THIRD PARTY VENDORS IMPLEMENT PROGRAMING FOR AN INNOVATIVE DAY. THESE DAYS ARE DESIGNED TO BE ONGOING, NOT NECESSARILY A ONE TIME EVENT, AND THEY ARE TO SERVE STUDENTS ACROSS PRE-K THROUGH 12TH GRADE. OUR TARGET AUDIENCE. THROUGH THIS RFP, WE WERE IDENTIFYING VENDORS CAPABLE OF DESIGNING AND DELIVERING INTERACTIVE, HANDS

[00:40:02]

FINALLY, THEY PROVIDE POST-EVENT REPORTING SO THAT WE CAN EVALUATE THE PARTICIPATION, THE ENGAGEMENT, AND THE OVERALL EFFECTIVENESS. FROM THE STUDENT PERSPECTIVE. INNOVATIVE SCHOOL DAYS PROVIDE INTERACTIVE, HANDS ON LEARNING EXPERIENCES THAT YOU'VE SEEN. THEY'RE INTENTIONALLY DIFFERENT FROM CLASSROOM INSTRUCTION. THESE EXPERIENCES MAY INCLUDE, LIKE STEM, THE ARTS, CAREER EXPLORATION, LEADERSHIP, FINANCIAL LITERACY, AND THE CULINARY LEARNING EXPERIENCES. THE PROGRAMS ARE DESIGNED TO ACTIVELY ENGAGE STUDENTS AND INCLUDE MEASURABLE OUTCOMES SO THAT WE CAN ASSESS THE LEARNING AND THE ENRICHMENT. NEXT STEPS.

ONCE THE VENDORS ARE AWARDED. IF AWARDED TONIGHT, THE PRINCIPALS WILL SELECT FROM THE APPROVED VENDOR LIST TO SUPPORT THEIR INNOVATIVE SCHOOL DAY GOALS. VENDORS WILL COLLABORATE WITH CAMPUS STAFF TO ALIGN SCHEDULES AND ENSURE SMOOTH IMPLEMENTATION. POST-EVENT REPORTING WILL THEN SUPPORT CONTINUOUS IMPROVEMENT AND FUTURE PROGRAMING ENHANCEMENTS.

THIS ITEM ALIGNS WITH BOARD POLICY C H LOCAL SUPPORT STRATEGIC PLAN, PRIORITY ONE ENHANCE STUDENT LEARNING EXPERIENCES AND ADVANCES THE DISTRICT'S VISION OF BEING A VALUES DRIVEN COMMUNITY WHERE INNOVATION THRIVES. EXCELLENCE IS THE STANDARD, AND EVERY STUDENT HAS ACCESS TO AN ELITE EDUCATION. SO BOARD, WE'RE ASKING YOU TONIGHT TO APPROVE THE AWARD OF MULTIPLE VENDOR CONTRACTS UNDER THIS RFP TO ENABLE CAMPUSES TO ACCESS VETTED PARTNERS FOR THE INNOVATIVE SCHOOL DAY STUDENT PROGRAMING EXPERIENCE.

ADMINISTRATION RECOMMENDS THAT THE BOARD OF TRUSTEES AUTHORIZE THE AWARD OF MULTIPLE VENDOR CONTRACTS UPON COMPLETION OF THE EVALUATION PROCESS, WHICH WE HAVE COMPLETED. ANY QUESTIONS OR DISCUSSION? QUESTION. SO EVERYBODY ON THE ON THE LIST MADE IT A CERTAIN GRADE, I GUESS. SO THAT YOU'RE ASKING THAT WE APPROVE ALL OF THEM. YES, MA'AM. OKAY. SO YOU ALL TALKED ABOUT CREATING A HUB. SO IS THAT A PLACE THAT YOU ALL WOULD PUT. I THINK DOCTOR SAID IT WAS POSSIBLY GOING TO BE ON CAMPUS, THE HUB. OKAY, SO WOULD YOU ALL TAKE THESE, YOU WOULD TAKE THESE VENDORS AND YOU WOULD PUT THEM ON THE HUB? YES, MA'AM. WITH THIS INFORMATION SO THAT PRINCIPALS CAN GO THROUGH AND LOOK. SO DO YOU ALL ALREADY HAVE OTHER VENDORS THAT HAVE ALREADY BEEN APPROVED? THIS WOULD JUST BE ADDED TO IT. ARE THESE THE ONLY ONES THAT HAVE BEEN APPROVED? WE CAN GO THROUGH AND WE CAN GET A LIST OF EVERYBODY THAT'S BEING USED CURRENTLY, AND THEN WE CAN POST ALL OF THOSE ON THE ON THE HUB ONCE WE GET ALL THAT INFORMATION. SO THE ONES THAT WE'RE USING CURRENTLY, DID THEY GO THROUGH THIS PROCESS AS WELL, OR SOME DID GO THROUGH THE RFP PROCESS, SOME WERE ALREADY A PART OF OTHER CO-OPS AND OTHER ORGANIZATIONS WHERE WE WERE ABLE TO USE THEM BECAUSE THEY HAD ALREADY BEEN VETTED. OKAY.

DOCTOR PHILLIPS, WHAT WOULD WHAT IS THE BUDGET FOR INNOVATIVE SCHOOL DAY? EACH CAMPUS RECEIVES? JUST GO AHEAD. EACH CAMPUS RECEIVES THEIR BUDGET AND THEN THEY ALLOCATE WHAT THEY WILL USE FOR THAT. I KNOW WE HAD A PROCESS WHERE WE HAD SOME SOME GRANT MONEY THAT WAS DONATED FOR INNOVATIVE SCHOOL DAY, AND EACH CAMPUS GOT SOME OF THAT AS WELL. AND FOR THIS SCHOOL YEAR AND OUR BUDGET PROCESS LAST SPRING, WE WERE ALSO ABLE TO ALLOCATE EACH CAMPUS AN ADDITIONAL ALLOTMENT OF FUNDS SPECIFICALLY FOR INNOVATIVE DAY. IT WAS $13,350.

EACH CAMPUS RECEIVED AN ADDITION TO THEIR REGULAR CAMPUS BUDGET. SO AS AN ADDITIONAL 13,300 SPECIFICALLY ALLOCATED FOR INNOVATION. YES, MA'AM. SO I WANT TO. WHEN THE FIRST SLIDE SHOW WAS SHOWN AND IT'S TALKED ABOUT, ALL THE DOCTOR, DOCTOR RYAN SHOWED ALL THE THINGS THAT OUR STUDENTS ARE PARTAKING IN. ONE THING SAID ADULTING 101, WHICH IS

[00:45:05]

YOU'LL BE OKAY. RIGHT? AND SO IT'S ALL ABOUT THE ADULT REACTION WHEN STUDENTS FAIL.

AND SO WE HAVE TO CONTINUE TO TEACH OUR YOUNG PEOPLE HOW TO COPE WITH THAT. SO WHEN THEY GO OUT INTO THE WORLD, THEY CAN BE POSITIVE, YOUNG, RESPONSIBLE, PRODUCTIVE ADULTS. AND SO THAT'S THE ENTIRE PURPOSE FOR LAMAR ISD IS WHEN STUDENTS GRADUATE, THEY CAN GO OUT TO THE WORLD AND BE AND BE A GREAT CITIZENS. SO WE'RE GOING TO CONTINUE TO HAVE THAT CONVERSATION ABOUT HOW WE CAN BE MORE INTENTIONAL ABOUT ALLOWING STUDENTS TO FAIL, AND THEN WE COACH THEM THROUGH THAT INSTEAD OF MAKING A WAY FOR THEM TO ALWAYS BE SUCCESSFUL.

THAT DOESN'T HELP OUR YOUNG PEOPLE WHEN THEY BECOME ADULTS. TO ALWAYS BE SUCCESSFUL, YOU HAVE TO LEARN HOW TO LEARN HOW TO DEAL WITH IT. AND SO THOSE ARE THE CONVERSATIONS WE'LL BE HAVING, AND THEN WE'LL ROLL OUT SOME OTHER PLANS FOR THAT. BUT THAT WON'T BE THE MOST POPULAR WITH SOME PEOPLE BECAUSE, YOU KNOW, I WANT MY CHILD TO ALWAYS BE SUCCESSFUL. AND SO THOSE WOULD BE SOME CONVERSATIONS WE HAVE TO HAVE, HAVE TO HAVE WITH SOME ADULTS. BUT IT WILL BE FOR THE BENEFIT OF OUR BENEFIT OF OUR YOUNG PEOPLE WHEN THEY GRADUATE TO GO OUT INTO THE WORLD AND BE SUCCESSFUL. SO BUT WE'RE ALSO GOING TO USE THIS INNOVATIVE SCHOOL DAY AS A PART OF THAT AS WELL. SO. I DO HAVE A COUPLE OF QUESTIONS. YOU KNOW, IN THE PRESENTATIONS WE HEARD TODAY, I HEARD FROM AT LEAST A COUPLE OF, OF OUR PRESENTERS THAT FINANCIAL LITERACY SKILLS ARE PART OF THE INNOVATIVE LEARNING DAY EXPERIENCE FOR SOME STUDENTS. AND SO I DON'T SEE ANY FINANCIAL LITERACY OR FINANCIAL FIRMS LISTED HERE. I PRESUME THEY'RE LISTED ON THE OTHER LIST YOU HAVE? YES, SIR. I KNOW MR. MORAN MENTIONED I BELIEVE IT'S ADVANCED BANK OR FINANCE COMPANY. AND THEN ALSO BRAZOS VALLEY HAS PARTNERED WITH, YOU KNOW, SEVERAL OF OUR CAMPUSES TO DO SOME ACTIVITIES ON THEIR CAMPUSES AS WELL. AND THERE MAY BE OTHERS. THOSE ARE JUST TWO SPECIFIC ONES THAT I KNOW OF, AND I PRESUME THEY DO IT FOR NO AT NO COST. I WOULD THINK SO. RIGHT. AND MY MY CONCERN WOULD BE FOR US TO MAINTAIN GUARDRAILS BECAUSE ALTHOUGH I THINK IT'S WONDERFUL AND FANTASTIC, AND I'M A BIG ADVOCATE OF OUR STUDENTS LEARNING FINANCIAL LITERACY SKILLS, I JUST WANT TO BE CAREFUL THAT THE PEOPLE WHO GET IN FRONT OF OUR STUDENTS AREN'T MARKETING TO OUR STUDENTS OR OUR STUDENTS, PARENTS, OR ANYONE AFFILIATED WITH OUR STUDENTS. THIS IS NOT A MARKETING OPPORTUNITY. I MEAN, IF THERE'S IF IF, YOU KNOW, THEY HAPPEN TO, TO, TO DEVELOP AN INTEREST OUTSIDE OF, YOU KNOW, THE EDUCATIONAL EXPERIENCE, I THINK THAT'S FINE. I JUST WANT TO BE CAREFUL THAT THAT WE VET PRESENTERS SO THAT THEY DON'T SEE APPROACH IT AS OR FOLLOW UP AS A MARKETING EXPERIENCE. THANK YOU. I WAS JUST GOING TO TALK GENERALLY ABOUT INNOVATIVE SCHOOL DAY. IS THIS THE SECOND YEAR WE'VE DONE IT? YES, SIR. THIS IS THE FIRST YEAR THAT EVERY CAMPUS HAS PARTICIPATED. LAST YEAR IT WAS A PILOT WITH SOME OF THE CAMPUSES PARTICIPATING. I LOVE THE FACT THAT THIS IS A BRAINCHILD OF DOCTOR NIVENS, AND I LOVE THE IDEA OF IT. I

[00:50:03]

YES. I THINK OVERALL, THIS BEING THE FIRST YEAR THAT IT THAT WE'VE DONE IT TO THIS SCALE, LIKE THE POTENTIAL IS TREMENDOUS FOR WHERE IT CAN GO. I THINK THE MORE PEOPLE HEAR ABOUT IT, THE MORE I MEAN THE KIDS KNOW ABOUT IT, THE CAMPUSES KNOW ABOUT IT. BUT DOES THE COMMUNITY KNOW ABOUT IT? AS MUCH LIKE I CAN THINK OF SO MANY PEOPLE OFF THE TOP OF MY HEAD WHO WOULD BE PERFECT TO COME INTO INNOVATIVE DAY, BUT MAYBE THEY JUST HAVE NO IDEA.

THEY HAVEN'T BEEN APPROACHED. SO I, I AGREE WITH TRUSTEE WELCH THAT OVERALL I LOVE THE IDEA OF IT, AND I THINK IT'S STILL IN ITS INFANCY AND YOU CAN'T POSSIBLY EXPECT FOR SOMETHING TO BE PERFECT ITS FIRST YEAR. WE'RE GOING TO BE LEARNING FOR A COUPLE YEARS ON THIS AND PERFECTING IT. MY QUESTION IS ABOUT, I BELIEVE YOU MENTIONED THAT THESE VENDORS, PARTICULARLY ARE GOING TO BE ABLE TO HELP WITH LOGISTICS OF SCHEDULING. IS THAT DID YOU SAY THAT WORKING WITH THE CAMPUSES? OKAY, ON WHEN THEY WOULD COME IN? OH, OKAY. OKAY. BECAUSE I KNOW ONE OF ONE OF THE CHALLENGES HAS BEEN, YOU KNOW, EVERY CAMPUS HAS THEIR OWN SCHEDULE, MASTER SCHEDULE AND FITTING INNOVATIVE DAY INTO THAT HAS BEEN SUPER EASY FOR MAYBE A SMALL, A SMALLER ELEMENTARY SCHOOL AND IT'S MAJORLY CHALLENGING FOR A JUNIOR HIGH. SO I THINK JUST THE MAIN THING I WOULD LIKE TO SEE IS THAT WE THAT IT STARTS

[00:55:03]

THAT'S WHY I'M PROUD OF THE TEAM AND THE STAFF, BECAUSE WE HAVE HAD A LOT OF CONVERSATIONS WITH THE LEADERSHIP AT THE CAMPUSES ABOUT HOW DO WE DO THIS, BECAUSE IT NOT ONLY HELPS OUR STUDENTS, BUT IT'S REALLY GOING TO HELP OUR STAFF AND OUR TEACHERS. TEACHING TODAY IS EXTREMELY DIFFICULT. IT'S EXTREMELY DIFFICULT. AND AND WE DON'T LOSE, YOU KNOW, AND IT'S NOT JUST LAMAR CISD THING, BUT WE'RE NOT WE DON'T LOSE TEACHERS TO OTHER SCHOOL DISTRICTS. WE LOSE TEACHERS TO CORPORATE AMERICA. AND SO BUT THEY'RE NOT THEIR PURPOSE IS NOT IN CORPORATE AMERICA. YOU KNOW, MY PURPOSE IS NOT TO BE IN RETAIL. MY PURPOSE IS TO SPEAK LIFE INTO YOUNG PEOPLE. BUT IT'S SO DIFFICULT. I GET BURNT OUT. I GET TIRED OF THAT.

SO HOW DO HOW ARE WE GOING TO HELP THE ADULTS STAY IN THEIR PURPOSE? AND THIS IS ONE OF THE WAYS THAT WE CAN DO THAT. AND SO WE HAVE TO CONTINUE TO REFINE IT. IT'S NOT PERFECT EVERYWHERE. AND I AGREE WITH ALL THOSE COMMENTS UP HERE. THERE ARE SOME SCHOOLS DOING A PHENOMENAL JOB AND THERE ARE SOME SCHOOLS DOING A MEDIOCRE JOB, AND THERE'S SOME SCHOOLS NOT DOING A GOOD JOB AT ALL. AND SO THAT'S WHERE WE COME IN AND WE FIND THOSE, WE FIND THOSE GAPS AND WE FILL THOSE GAPS AND AND WE MAKE THE NECESSARY CHANGES THAT WE HAVE TO MAKE TO MAKE SURE THAT OUR STUDENTS AND OUR TEACHERS GET THE EXPERIENCES THEY NEED. AND YOU KNOW ME BY NOW, WE DON'T MIND MAKING THE NECESSARY CHANGES THAT WE NEED TO MAKE TO HELP OUR YOUNG PEOPLE. SO ONE OTHER QUESTION. WHAT CAN YOU DEFINE SIMPLISTICALLY FOR THOSE FOLKS WHO ARE WATCHING AND ALL OF THE STAFF THAT MIGHT BE WATCHING, WHAT IS THE INTENTION OF THE THE DAY FOR THE TEACHERS ON THE CAMPUS? SO WHEN I FIRST GOT HERE, I CALL IT MY LISTENING TOUR. AND I WENT AROUND THE DISTRICT AND I TALKED TO GROUPS OF TEACHERS ON EVERY SINGLE TRACK AND JUST SAID, I ASKED THREE QUESTIONS, TELL ME WHAT'S WORKING, TELL ME WHAT'S NOT WORKING, AND TELL ME A WISH. AND WHEN I TOOK EVERYTHING I LISTENED TO, IT BOILED DOWN TO THREE THINGS. IT BOILED DOWN TO TIME. IT BOILED DOWN TO CONSISTENT DISCIPLINE.

AND I DON'T REMEMBER THE THIRD THING NOW, BUT THE THIRD THING. BUT THIS HELPED WITH ALL OF THOSE THINGS. I MEAN, YOU KNOW, THIS WAS A WAY I MEAN, HOW COULD WE GIVE TEACHERS BECAUSE THEY DO, YOU KNOW, TEACHERS, WE EXPECT THEM TO PLAN. WE EXPECT THEM TO GRADE. WE EXPECT THEM TO ANALYZE DATA. WE EXPECT THEM TO HAVE PARENT CONFERENCES. WE EXPECT THEM TO GO TO OUR MEETINGS. AND YOU GET 45 MINUTES A DAY TO DO ALL OF THAT. RIGHT. AND SO WE WERE JUST TALKING IN BRAINSTORMING ABOUT HOW COULD WE HOW COULD WE HELP THEM GET THESE THINGS DONE? SO THE PURPOSE OF THE DAY FOR TEACHERS IS TO GIVE THEM AN EXTENDED AMOUNT OF TIME TO WORK COLLABORATIVELY WITH THEIR TEAM, TO DIG INTO THE STANDARDS AND TO DIG INTO WHAT THEY NEED TO BE TEACHING. AND IT EVEN ALLOWS THEM, IF YOU HAVE TEACHERS THAT MAYBE ARE NEW TEACHERS AND YOU'VE GONE THROUGH AND YOU'VE PLANNED YOUR LESSON, NOW THEY HAVE TIME TO WHERE A VETERAN TEACHER CAN MODEL WHAT THAT NEEDS TO LOOK LIKE BEFORE THAT TEACHER HAS TO GO DO IT IN THE CLASSROOM, YOU KNOW, SO THEY HAVE THOSE REHEARSALS THAT THEY CAN DO. IT GIVES THEM TIME WHERE NOW THEY CAN ACTUALLY GO AND THEY CAN OBSERVE ANOTHER TEACHER IN THE CLASSROOM TO SEE HOW THEY'RE DOING IT IN THEIR CLASSROOM. SO IT GIVES THE TEACHER TIME TO DO THAT. BUT

[01:00:02]

CORRECT. THERE'S ALSO INDIVIDUAL TIME FOR THE, FOR THE TEACHER TO WORK ON WHAT HE OR SHE NEEDS TO WORK. YES, SIR. AND IF THAT'S NOT HAPPENING PROPERLY PER CAMPUS AND THE PRINCIPAL IS THE PROBLEM, WHAT CAN THE TEACHER DO? WHAT CAN THEY REACH OUT TO THE AREA SUPERINTENDENT? SURE. YES, SIR. BECAUSE THAT'S THE INTENT. YES, SIR. AND THAT'S WHAT WE'VE SAID FROM THE VERY BEGINNING. THE PURPOSE OF THE DAY IS FOR COLLABORATIVE PLANNING TIME WITH YOUR TEAM, AND THEN TIME TO DO THE OTHER ADMINISTRATIVE TASKS THAT YOU HAVE TO DO AS A TEACHER. SO LET ME LET ME SAY ONE THING IS I MET WITH THE DSC TWO WEEKS AGO AND HE'S VERY SAME QUESTIONS. DSC IS A COMMITTEE OF TEACHERS AND COMMUNITY MEMBERS ACROSS THE DISTRICT HAD THE SAME QUESTIONS. AND YOU KNOW ME, I BELIEVE IN PEER ACCOUNTABILITY. I DON'T THINK THAT EVERYBODY SHOULD HAVE AN ISSUE AND THEN GO RUN STRAIGHT TO THE SUPERINTENDENT OR RUN STRAIGHT TO THE SUPERINTENDENT. AND SO I'VE EMPOWERED OUR TEACHERS TO CHALLENGE EVERYTHING THAT'S HAPPENING IN OUR DISTRICT AND CHALLENGE THE PRINCIPAL. AND IF WE ARE NOT FOLLOWING, AND THAT'S WHY I'VE BEEN VERY CLEAR ABOUT WHAT THE PURPOSE OF THE DAY IS TO THE ENTIRE DISTRICT. AND IF WE'RE NOT FOLLOWING THAT, I'VE EMPOWERED TEACHERS. I SAY, YOU TELL YOUR PRINCIPAL THAT'S NOT WHAT DOCTOR NEWMAN SAID. THIS DAY IS FOR THAT, YOU'RE EMPOWERED TO DO THAT. WE'RE NOT, WE'RE NOT WE'RE NOT SUPPOSED TO JUST COME TO WORK AND DO WHAT YOU'RE TOLD. YOU KNOW, WE'RE ALL GROWN. WE'RE ALL WE'RE ALL PROFESSIONALS. WE GET PAID TO BE HERE. AND SO IT TAKES ALL 65,000, 6000, 500, 6500 OF OUR EMPLOYEES, RIGHT? SIX, 500 OF OUR EMPLOYEES TO MAKE TO MAKE LAMAR D AN ELITE SCHOOL SYSTEM. AND WE CAN'T BE AN ELITE SCHOOL SYSTEM WITH ADULTS. THAT'S JUST DOING WHAT THEY'RE TOLD. WE ALL HAVE TO HAVE INPUT. WE ALL AND EVERYBODY IS EMPOWERED TO DO THAT. AND SO I'M GOING TO SAY IT AGAIN FOR EVERYBODY TO HEAR.

IF YOUR CAMPUS IS NOT DOING IT EXACTLY THE WAY WE SAY IT JUST NOW, YOU ARE EMPOWERED TO SAY SOMETHING TO YOUR PRINCIPAL. AND IF ANYTHING HAPPENS FROM THAT, THEN YOU NEED TO LET US KNOW THAT. BUT WE ARE ALL OPEN TO FEEDBACK. EVERYBODY. EVERYBODY'S OPEN TO FEEDBACK, AND WE ALL NEED TO LISTEN TO IT AND TAKE IT AND WORK FROM IT. AND SO IF THERE'S EVER A MOMENT WHERE ANY ADULT IN THIS DISTRICT IS NOT OPEN TO FEEDBACK, THEN THIS IS NOT THE RIGHT DISTRICT FOR YOU. BECAUSE IF YOU DON'T GET FEEDBACK, THEN HOW ARE YOU GOING TO HELP YOUNG PEOPLE? RIGHT? NONE OF US ARE PERFECT, BUT OUR MAIN JOB IS TO HELP THE YOUNG PEOPLE THAT WE SERVE SO WELL. THAT PRETTY MUCH ANSWERED MY QUESTIONS BECAUSE I WAS GOING TO ASK HOW, HOW YOU'RE GETTING FEEDBACK FROM TEACHERS. SO DO YOU DO LISTENING TOURS STILL OR. NO, WE DO THAT, AND THE AREA SUPERINTENDENTS DO THAT WHEN THEY'RE ON CAMPUSES. AND THE PRINCIPALS BEFORE SPRING BREAK CONDUCTED FOCUS GROUPS WITH STAFF ON THEIR CAMPUS TO GET FEEDBACK SPECIFICALLY ABOUT INNOVATIVE DAY. AND THEN AT OUR ILT MEETING BEFORE SPRING BREAK, WE BROKE INTO TRACKS AND THEY HAD THOSE CONVERSATIONS WITH THEIR AREA SUPERINTENDENTS AND SHARED WITH EACH OTHER, YOU KNOW, SOME OF THE FEEDBACK THEY WERE GETTING. SO THEY HAD THE OPPORTUNITY, YOU KNOW, LIKE IF YOU'RE HAVING THE PROBLEM ON YOUR CAMPUS, THEN MAYBE I HAVE A WAY THAT WE CAN SOLVE THAT PROBLEM. SO WE, WE PROVIDE OPPORTUNITIES FOR DISCUSSION THROUGHOUT THE SCHOOL YEAR ABOUT INNOVATIVE DAY. SO IF WE HAVE TEACHERS WHO ARE HAVING PROBLEMS WITH WHATEVER IT IS ON THEIR CAMPUS, WHATEVER THEY IF THEY'RE NOT COMING FORWARD AND SPEAKING TO SOMEONE ABOUT IT, THEIR PRINCIPAL OR PEERS, THEN THAT'S THE PROBLEM. I MEAN, THEY'RE THE PROBLEM. WE HAVE TO SPEAK UP. YES, MA'AM. AND THEY'RE ENCOURAGED TO DO SO.

OKAY. YES, YES, PUT THAT ON THE RECORD. YES. YOU ARE ENCOURAGED TO SPEAK UP BECAUSE BECAUSE YOU ARE EMPOWERED. WE HAVE TO HAVE THE ADULTS TO HELP THE YOUNG PEOPLE. WE HAVE TO HAVE THE ADULTS TO HELP THE YOUNG PEOPLE AND ALL Y'ALL, I'VE BEEN SAYING THIS FOR FIVE YEARS. Y'ALL ALL Y'ALL KNOW WHAT I BELIEVE. ALL EVERYBODY KNOWS WHAT MY LINE OF SAND IS. AND THE MOMENT WE STOP HELPING YOUNG PEOPLE IS THE MOMENT THAT THIS IS NOT THE PLACE FOR YOU. AND SO ALL THE STAFF ON CAMPUSES, IF THERE IS SOMETHING THAT'S GOING ON THAT IS NOT THE RIGHT THING TO DO.

AND IT'S A IT'S NOT ALIGNED WITH WHAT WE SAID. YOU ARE EMPOWERED TO CHALLENGE THAT AND TALK TO YOUR PRINCIPAL ABOUT IT. AND THEN ONE OTHER LAST QUESTION. YOU TALKED ABOUT THE TIME THAT'S BROKEN UP AND ALLOCATED PART FOR MEETING WITH YOUR PLC VERSUS TIME ALONE, DOING WHATEVER IT IS YOU NEED TO DO. SO IS THAT LIKE A SET TIME OR PRINCIPALS DECIDE THAT TIME FOR THEIR CAMPUS OR HOW DOES THAT WORK? IT REALLY IS DETERMINED BY THE TEAM BECAUSE

[01:05:03]

BECAUSE RIGHT NOW WHAT WE'VE SAID IS, LET'S DO THIS FOR ALL THE CORE TEACHERS. AND THEN IF WE CAN, IF WE CAN EXPAND IT, WE'LL EXPAND IT AS WE MOVE FORWARD. BUT THOSE THE ELECTIVE TEACHERS TIME ARE THOSE DAYS AT THE END OF THE MONTH THAT ARE BUILT IN AND THOSE HALF DAYS THAT WE HAVE BUILT INTO THE CALENDAR. THAT MADE ME LOSE MY TRAIN OF THOUGHT. BUT I DID HAVE ANOTHER QUESTION FOR SOMEBODY ELSE. SO THESE VENDORS SPECIFICALLY, YOU MENTIONED THEY'RE GOING THEY'RE GOING TO ANALYZE DATA FOR US OR NO, THEY'RE THEY'RE JUST DOING A SERVICE. THAT'S IT. OKAY, OKAY. AND EVERY CAMPUS WILL HAVE ACCESS TO THESE. VENDORS. AND THEN THE OTHER VENDORS THAT WE ALREADY HAVE. YES, MA'AM. SO WHAT, WHAT IS THE BIGGEST CHALLENGE THAT THIS IS SOLVING? JUST HAVING MORE MORE TO CHOOSE FROM. YES, MA'AM. OKAY. AND THEN THE HUB WILL Y'ALL HAVE A PLACE WHERE PRINCIPALS CAN SAY, WE USED MUSEUM OF NATURAL SCIENCE? IT WAS GREAT. NOT SO GREAT. I MEAN, WHERE THEY CAN GIVE HONEST FEEDBACK WITHIN THE DISTRICT. SURE. YOU KNOW, ON AN INTRANET SITE WHERE THEY CAN JUST SAY IT DIDN'T REALLY WORK FOR US. AND THIS IS WHY SO THAT OTHER PRINCIPALS CAN SEE THOSE THINGS. YES, MA'AM. MAKE DECISIONS. AND AGAIN, THOSE ARE THINGS THEY CAN ALSO SHARE WHEN WE DO OUR SHARING SESSIONS IN OUR TEAM MEETINGS. OKAY, NO MORE QUESTIONS. ALL RIGHT. MAY I HAVE A MOTION FOR THE BOARD OF TRUSTEES TO APPROVE THE AWARD OF MULTIPLE VENDOR CONTRACTS UNDER RFP 442025 TB TO ENABLE CAMPUSES TO ACCESS VETTED PARTNERS FOR INNOVATIVE SCHOOL DAY STUDENT PROGRAMING.

TRUSTEE BOX MAKES THE MOTION HAVE A SECOND TRUSTEE WELCH MAKES THE SECOND. ANY DISCUSSION? I'LL NOW CALL FOR THE VOTE. ALL IN FAVOR, SAY AYE. AYE. MOTION CARRIES SIX ZERO.

THANK YOU BOTH. I TRUSTEES HAVE MR. BUCHANAN AT THE PODIUM. GOOD EVENING, BOARD OF TRUSTEES

[11.B. Consider approval of SB 546 for required reporting on school bus seat belt costs]

CURRENTLY, AS OUR BUS INVENTORY IS FEBRUARY THE 2ND OF 2026, WE HAVE 418 SCHOOL BUSSES, 242 OF THEM HAVE A THREE POINT SEAT BELT, 140 OF THEM DO NOT HAVE ANY SEAT BELTS, 36 HAS TWO POINT SEAT BELTS. SO AS OF RIGHT NOW, THIS IS OUR PLAN. MOVING FORWARD, THIS WILL BOTH

[01:10:03]

THEY'RE STILL WITHIN OUR USEFUL CYCLE. SO WE'RE RETROFITTING THOSE, PUTTING THREE POINT SEAT BELTS INTO THOSE FOR A COST OF 1.75 MILLION. AND THEN FROM THE 25 BOND, WE'LL BE ORDERING 64 NEW SCHOOL BUSSES TO REPLACE THE REMAINDER OF THOSE THAT WILL BE HERE BY AUGUST 1ST OF 2027. SO BOARD, THIS IS AN ACTION ITEM AND WE'RE WE'RE ASKING YOU TO APPROVE THE PLAN AND THE FUNDING. WE WILL HAVE THIS IMPLEMENTED TWO YEARS AHEAD OF REQUIRED REQUIREMENTS BY STATE LAW. DOES DOES THE STATE LAW REQUIRE THE 3.0. IS THAT WHAT YOU SAID? YES, SIR.

JUST REQUIRE A TWO POINT. WELL, WHAT THEY SAID WAS IN 2019, ANY SCHOOL BUS MANUFACTURED AFTER THAT IS REQUIRED TO HAVE A THREE POINT SEAT BELT. BUT ANY BUSSES THAT WERE MANUFACTURED BEFORE THEN MUST BE COMPLIANT BY SEPTEMBER 1ST OF 2029, EITHER THROUGH REPLACEMENT OR THROUGH RETROFITTING. DID THE LEGISLATURE PROVIDE ANY FUNDING FOR THIS MANDATE? NO, SIR, THEY DID NOT. OKAY. IT'S ANOTHER UNFUNDED LEGISLATIVE MANDATE. THAT IS CORRECT. THANK YOU. FOR THAT. OKAY, SO YOU SAID BOND. IT WAS. YES, MA'AM. WE HAVE MONEY LEFT FROM THE 22 BOND AS WE GO BACK, THE 70 BUSSES AND THE RETROFIT, THE 42. BOTH OF THOSE ARE COMING OUT OF THE 22 BOND. THE 64 ARE COMING OUT OF THE 25 BOND. AND WE ARE ORDERING MORE BUSSES THAN THIS.

THIS IS JUST COMPLIANT WITH THE SEATBELT REQUIREMENTS. WHAT DO WE DO WITH THE OLD BUSSES? WE AUCTION THEM OFF. THEY ARE CONSIDERED SURPLUS ONCE THEY. RIGHT NOW WE'RE LOOKING AT A TEN YEAR LIFESPAN FOR OUR BUSSES, MAINLY BECAUSE WE'RE RUNNING A FOUR TIER SYSTEM NOW, SO WE PUT A LOT OF MILES AND HOURS ON THOSE BUSSES. SO ROUGHLY AFTER TEN YEARS, DEPENDING ON THE CONDITION OF THE BUSSES, THAT'S WHEN WE START LOOKING AT AUCTIONING THOSE BUSSES OFF AND WE GO THROUGH A PUBLIC AUCTION. WE ADVERTISE THAT AND ANYBODY CAN BID ON THOSE. AND THAT'S HOW WE SELL OUR BUSSES. AND THAT MONEY JUST GOES BACK INTO A FUND FOR TRANSPORTATION. NO, MA'AM. IT GOES BACK TO OUR GENERAL FUND AS MISCELLANEOUS REVENUE. OKAY, SO ALL OF OUR BUSSES WILL BE 3.0. YES, MA'AM, BY AUGUST 1ST OF 2027, WHICH WILL BE A LITTLE MORE THAN TWO YEARS AHEAD OF REQUIREMENTS BY STATE LAW. AND IT COSTS A TOTAL OF 23, ALMOST $24 MILLION, ROUGHLY. OKAY. ALL RIGHT. DO I HAVE A MOTION? WHAT IS THE MOTION? GOOD TO SAY IT.

WHAT IS THE MOTION? SORRY, I MAKE THE MOTION TO APPROVE. THE PLAN AND FUNDING FOR THE THREE POINT SEAT BELTS. THERE YOU GO. S.B. 546. OKAY. TRUSTEE HENDERSON MAKES THE MOTION. DO I HAVE A SECOND TRUSTEE? ROYCE MAKES THE SECOND. ANY DISCUSSION? ALL IN FAVOR, SAY AYE. AYE. MOTION CARRIES SIX ZERO. ALL RIGHT, TRUSTEES, NEXT, WE HAVE DOCTOR MAXWELL AND MRS.

[11.C. Consider approval of elementary schools rezoning recommendations for Slawinski Elementary School, Cantu Elementary School (#40), Becerra Elementary School, and Adams Elementary School (#41) ]

ALL RIGHT. GOOD EVENING, BOARD MEMBERS AND DOCTOR NIVENS. TONIGHT, ENROLLMENT MANAGEMENT WILL PROVIDE AN OVERVIEW OF THE REZONING PROCESS AND SHARE THE DRAFT OPTIONS AND RECOMMENDATIONS FOR SLAVINSKI ELEMENTARY AND CANTU ELEMENTARY SCHOOL IN THE PURPLE TRACK, AS WELL AS BECERRA ELEMENTARY AND ADAMS ELEMENTARY SCHOOL IN THE

[01:15:01]

THE BOARD THEN SELECTS AND APPROVES THE FINAL ZONING PLANS. THE ABC PROVIDES AN IMPORTANT OPPORTUNITY FOR PARENTS AND COMMUNITY INVOLVEMENT. EACH IMPACTED CAMPUS HAD AT LEAST TWO REPRESENTATIVES SELECTED BY THEIR CAMPUS ADMINISTRATOR. IN ADDITION, TRUSTEES FOR THE IMPACTED AREAS APPOINTED UP TO TWO MEMBERS. WE WANTED THIS COMMITTEE TO REFLECT OUR COMMUNITY AND PROVIDE THOUGHTFUL, BALANCED FEEDBACK TO GUIDE THE REZONING RECOMMENDATIONS. AS A REMINDER, THE ATTENDANCE BOUNDARY COMMITTEE FUNCTIONS AS AN ADVISORY BODY AND DOES NOT MAKE FINAL DECISIONS. FROM REVIEWING MULTIPLE DATA POINTS, THE ABC DEVELOPS AND PRESENTS A RECOMMENDATION TO THE BOARD OF TRUSTEES BY SHARING THE RANK ORDER OF THE ZONING OPTIONS. SO HERE'S THE LIST OF MEMBERS OF THE ATTENDANCE BOUNDARY COMMITTEE FOR SLAVINSKI ELEMENTARY AND CANTU ELEMENTARY. HERE'S A LIST OF THE MEMBERS OF THE ATTENDANCE BOUNDARY COMMITTEE FOR BECERRA ELEMENTARY AND ADAMS ELEMENTARY.

THIS SLIDE OUTLINES THE PROPOSED TIMELINE FOR THE REZONING PROCESS. AND SO TONIGHT, WE ARE BRINGING THIS BACK FOR AN ACTION FOR THE BOARD TO DETERMINE THE NEW ZONES. THESE NEXT FEW SLIDES SHOW ENROLLMENT PROJECTIONS AND REZONING OPTIONS FOR SLIVINSKI ELEMENTARY AND CANTU ELEMENTARY. EACH OPTION BALANCES STUDENT POPULATION DIFFERENTLY WHILE AIMING TO MINIMIZE DISRUPTION TO EXISTING ATTENDANCE AREAS, YOU'LL SEE COMPARISONS BETWEEN THE CURRENT BOUNDARIES AND THE PROJECTED ENROLLMENTS FOR 2026, 2027, 2027, 2028, AND BEYOND.

SO THIS IS OUR CURRENT ZONES AND THE PROJECTIONS. IF NOTHING CHANGED AND YOU CAN SEE RED IS WHERE THE BUILDING WOULD BE OUT OF OVER CAPACITY OF BOTH THE BUILDING AND THE PORTABLES, WHERE ORANGE IS OVER THE CAPACITY OF THE BUILDING. BUT INSIDE OF THE PORTABLES, THIS IS OPTION ONE FOR 2627. IT MOVES VAN BROOK FROM HUGGINS TO HAYGOOD, MOVES THE NORTHERN SECTION OF RANDALL TO SLIVINSKI AND NORTH OF TAMARIND PARKWAY FROM HAYGOOD TO SLIVINSKI. THIS IS OPTION ONE FOR 2728. IT MOVES PARTS OF MELTON, HAYGOOD AND MORGAN TO ELEMENTARY SCHOOL 40 OR CANTU ELEMENTARY, AND THEN STUDENTS WEST OF POOL HALL. POOL HILL ROAD WOULD ATTEND ELEMENTARY SCHOOL 40 OR CANTU IN THIS OPTION. OPTION TWO FOR 2627 MOVES. PORTION OF STUDENTS ON THE WEST SIDE OF TEXAS HERITAGE PARKWAY FROM RANDALL TO SLAVINSKI, NORTH OF TAMARIND PARK DRIVE AND TAMARIND POINT FROM HAYGOOD TO SLIVINSKI, AND MOVES VAN BROOK FROM HUGGINS TO HAYGOOD. FOR OPTION TWO FOR 2728. MOVE STUDENTS FROM MELTON TO CANTU ELEMENTARY AND THEN STUDENTS WEST OF JORDAN ROAD FROM HAYGOOD TO CANTU, AND STUDENTS WEST OF POOL HILL ROAD WOULD ATTEND CANTU ELEMENTARY AS WELL. OPTION THREE FOR 2627 MOVE STUDENTS FROM MELTON, RANDALL AND HAYGOOD TO SLIVINSKI VAN BROOK AND STUDENTS IN NORTHERN REGION OF HUGGINS ZONE BETWEEN FM 359 AND KATY ROAD FROM HUGGINS TO HAYGOOD, AND THEN STUDENTS FROM ROGERS ROAD TO MORGAN TO HAYGOOD. OPTION THREE FOR 2728 MOVE STUDENTS FROM MELTON, MORGAN AND HAYGOOD TO ELEMENTARY SCHOOL 40, WHICH IS CANTU. STUDENTS CURRENTLY IN THE MORGAN ZONE WHO LIVE SOUTH OF 1093 WOULD REMAIN AT MORGAN IN THIS OPTION, AND THIS MOVES VAN BROOK TO ELEMENTARY SCHOOL 40 OR CANTU. OPTION FOUR AND 2627 MOVE STUDENTS FROM MILTON, RANDALL AND HAYGOOD TO SLIVINSKI VAN BROOK AND STUDENTS IN THE NORTHERN REGION OF HUGGINS BETWEEN FM 359 AND KATY ROAD TO HAYGOOD, AS WELL AS STUDENTS IN THE NORTHERN SECTION NORTH OF HANNIBAL ROAD FROM MORGAN TO HAYGOOD, AND THEN STUDENTS IN PECAN RIDGE AND PARTS OF FULSHEAR LAKE. SHIFT FROM MORGAN TO HAYGOOD. SMALL SECTION OF TAMRON ELEMENTARY WOULD ALSO MOVE TO MELTON IN THIS OPTION. THIS IS OPTION FOUR FOR 2728 MOVE STUDENTS FROM SLIVINSKI, MORGAN AND HAYGOOD TO CANTU. VAN BROOK SHIFTS TO CANTU. STUDENTS SOUTH

[01:20:06]

VAN BROOK GOES TO CANTU. THIS MOVES WESTERN SECTION OF MELTON TO CANTU FOR RELIEF, AND NORTHERN PORTION OF HUGGINS TO HAYGOOD AND A MAJORITY OF TAMRON WEST TO SLAVINSKI. SO NOW I'M GOING TO TAKE YOU THROUGH THE FIRST SURVEY WITH THE RESULTS FROM OUR COMMUNITY.

THE SURVEY WAS SHARED WITH OVER 6000 EMAIL ADDRESSES FOR OUR PARENTS AND POSSIBLY IMPACTED AREAS. WE SHARED THE INFORMATION ABOUT THE SURVEYS AND BACKPACK FLIERS, AS WELL AS IN CAMPUS NEWSLETTERS. FOR THIS SURVEY, WE RECEIVED 674 RESPONSES FOR 11% RESPONSE RATE.

THIS GRAPH SHOWS THE PERCENTAGE OF SURVEY RESPONSES FROM EACH OF THE POTENTIALLY IMPACTED CAMPUSES. AND THEN, BASED ON THE RESPONSE OPTION, ONE RECEIVED THE MOST VOTES AS THE PREFERRED OPTION AT 42%, WITH OPTIONS TWO AND FOUR RECEIVING 24% AND THEN OPTION THREE RECEIVING 10%. BUT BECAUSE WE HAD A NEW ABC CREATED OPTION, WE TOOK THAT OUT AGAIN FOR ANOTHER SURVEY TO GET PUBLIC FEEDBACK. SO THIS IS THE RESULTS OF THE SURVEY. THE SURVEY WAS AGAIN SHARED WITH OVER 6000 EMAIL ADDRESSES FOR OUR PARENTS AND POSSIBLE IMPACTED AREAS. FOR THIS SURVEY, WE RECEIVED 545 RESPONSES FOR A 9% RESPONSE RATE. THIS GRAPH AGAIN THEN SHOWS WHERE THOSE RESPONSES CAME FROM FROM THE POTENTIALLY IMPACTED CAMPUSES.

AND FROM THE SECOND SURVEY FROM RESPONSES. OPTION FIVE OR THE ABC CREATED RECEIVED THE MOST VOTES AS THE PREFERRED OPTION AT 36%, WITH OPTION ONE COMING IN SECOND WITH 31%. BASED ON THE WORK OF THE ATTENDANCE BOUNDARY COMMITTEE, THEY RANKED THE OPTIONS. THEIR OVERALL RECOMMENDATION WAS OPTION FIVE, THE ONE THEY CREATED WITH OPTION ONE BEING SECOND. THE COMMITTEE ALSO RECOMMENDS ALLOWING FOR THE FOURTH GRADE LEGACY, WHICH WOULD ALLOW CURRENT FOURTH GRADERS TO REMAIN AT THEIR CURRENT CAMPUS WITH PARENTS RESPONSIBLE FOR TRANSPORTATION. I'D LIKE TO CALL UP OUR ABC REPRESENTATIVES TO EXPLAIN THE RECOMMENDATIONS.

MISS JOEY BRIDGES AND MR. JOEY PINEDA. GOOD EVENING, TRUSTEES DOCTOR NEVINS, THANK YOU FOR GIVING US THE OPPORTUNITY TO SPEAK WITH YOU TONIGHT. MY NAME IS MISS JOEY BRIDGES AND I AM A PARENT OF A STUDENT FIRST GRADE STUDENT AT MIDDLETON ELEMENTARY, AS WELL AS A SIXTH GRADE STUDENT AT ROBERTS. I LIVE IN THE JORDAN RANCH NEIGHBORHOOD THAT FEEDS MIDDLETON ELEMENTARY, AND I'M ALSO THE ADMINISTRATIVE ASSISTANT TO PRINCIPAL AT MIDDLETON ELEMENTARY. I HAVE WITH ME MR. JOEY PINEDA. HI. GOOD EVENING, DOCTOR EVANS, BOARD OF TRUSTEES. AS A FORMER EMPLOYEE OF LCISD, I'VE SEEN THE DISTRICT GROW AND UNDERSTAND THE MAGNITUDE AND THE WEIGHT OF THE DECISIONS THAT YOU MAKE WHEN IT COMES TO REZONING. THIS IS NOT A FUN PROCESS. I STARTED MY 15 YEAR CAREER WITH LCISD AS A TEACHER IN THE BLUE TRACK AT LAMAR CONSOLIDATED HIGH SCHOOL. I OPENED READING JUNIOR HIGH SCHOOL IN THE MAROON TRACK AS AN ASSISTANT PRINCIPAL FOR FOUR YEARS. I SERVED AS A HIGH SCHOOL ASSISTANT PRINCIPAL IN THE RED TRACK AT TERRY HIGH SCHOOL FOR TWO YEARS AND HAD THE HONOR OF BEING PRINCIPAL OF BRISCOE JUNIOR HIGH SCHOOL AND THE GO TRACK FOR THREE YEARS. I CURRENTLY SERVE THE COMMUNITY AS LEAD PASTOR OF GRACE COMMUNITY FELLOWSHIP OF WEST HOUSTON, WITH MEMBERS AND CONGREGANTS COMING FROM ALL SEVEN TRACKS OF LCISD. I CURRENTLY LIVE IN THE PURPLE TRACK IN THE SMALL TOWN OF SIMONTON, TEXAS FOR THE LAST 16 YEARS, AND I'M PROUD TO BE A PARENT OF A FIRST GRADER AT MORGAN ELEMENTARY AND A FUTURE KINDERGARTNER AT MORGAN ELEMENTARY. I'M HONORED TO SERVE ON THE ABC COMMITTEE AND REPRESENT THE COMMUNITY. THANK YOU. WE BOTH SERVED AS MEMBERS OF THE ATTENDANCE BOUNDARY COMMITTEE FOR SLAVINSKI ELEMENTARY AND ELEMENTARY SCHOOL 40. WE ARE HERE THIS EVENING TO SHARE AN OVERVIEW OF THE COMMITTEE'S PROCESS AND TO EXPLAIN THE ZONING OPTION THAT THE ABC ULTIMATELY REACHED CONSENSUS ON RECOMMENDATION, RECOMMENDING. FIRST, WE WANT TO EMPHASIZE THAT THE COMMITTEE TOOK THIS CHARGE VERY SERIOUSLY. OVER THE COURSE OF OUR TWO MEETINGS, THE ABC REVIEWED FOUR INITIAL MAP OPTIONS, SPENT SIGNIFICANT TIME DISCUSSING THE PROS AND CONS OF EACH ONE. IN

[01:25:02]

AFTER REVIEWING ALL THE DATA, THE FEEDBACK, AND THE LONG TERM IMPLICATIONS, THE ABC CAME TO CONSENSUS RECOMMENDATION OF OPTION FIVE, THE REASONS FOR RECOMMENDING OPTION FIVE ARE IMPORTANT. THIS OPTION KEEPS THE VAN BROOK COMMUNITY AT HUGGINS FOR THE 2627 SCHOOL YEAR, AND THEN TRANSITIONS THEM TO ELEMENTARY SCHOOL 40, WHICH PREVENTS STUDENTS FROM BEING MOVED THREE TIMES IN THREE CONSECUTIVE YEARS. IT ALSO KEEPS MOST NEIGHBORHOODS TOGETHER AND MAINTAINS SOME WALKABILITY WHERE POSSIBLE. THIS OPTION ALSO RELIEVES MELTON ELEMENTARY, WHICH IS PROJECTED TO BE OVER CAPACITY IN THE NEAR FUTURE. IT ALSO ADDRESSES CONCERNS OF THE SIMONTON COMMUNITY REGARDING THE DISTANCE OF ELEMENTARY SCHOOL 40 FROM THEIR COMMUNITY. WE RECOGNIZE THAT WITH THIS HYPER GROWTH AND THE NUMBER OF NEW SCHOOLS OPENING IN A VERY CONCENTRATED AREA, IT IS EXTREMELY DIFFICULT TO AVOID MOVING SOME STUDENTS MORE THAN ONCE. THE COMMITTEE WORKED HARD TO MINIMIZE THAT IMPACT AS MUCH AS POSSIBLE. WE ALSO UNDERSTAND THAT OPTION NUMBER FIVE IN OPTION NUMBER FIVE, RANDALL AND MORGAN REMAIN WITH HIGH ENROLLMENT NUMBERS. HOWEVER, WE ARE AWARE OF A POTENTIAL NEW CAMPUS OPENING IN 2028 THAT COULD PROVIDE FUTURE RELIEF FOR THOSE SCHOOLS. ULTIMATELY, THE ABC'S FOCUS WAS TO MINIMIZE MULTIPLE MOVES FOR THE SAME NEIGHBORHOODS WHILE LIMITING THE NEED FOR LEVELING IN THE FUTURE. OPTION FIVE BEST BALANCES THOSE GOALS BASED ON THE INFORMATION AVAILABLE. FINALLY, WE WANT TO NOTE THAT ALTHOUGH OPTION ONE WAS A FIRST CHOICE IN THE COMMUNITY SURVEY AND THE SECOND CHOICE OF THE COMMITTEE, IF THE BOARD WERE TO SELECT OPTION ONE, THE ABC WOULD STRONGLY RECOMMEND RECONSIDERING THE SHIFT OF THE WESTERN PORTION OF THE DISTRICT, SPECIFICALLY SIMONTON, SO THAT THOSE FAMILIES COULD REMAIN AT MORGAN ELEMENTARY. DUE TO THE DISTANCE AND LACK OF DRIVING INFRASTRUCTURE, ACCESS TO ELEMENTARY SCHOOL 40. THANK YOU AGAIN FOR ALLOWING US TO SHARE THE WORK AND THE RECOMMENDATION OF THE ATTENDANCE BOUNDARY COMMITTEE. WE APPRECIATE YOUR TIME AND YOUR CONSIDERATION. SO.

BOARD. I'D ALSO LIKE TO SHARE THAT AFTER WORKING WITH THE ABC AND HEARING THE FEEDBACK FROM

[01:30:02]

THIS IS AN ACTION ITEM. WE ASK THAT YOU APPROVE THE ZONES FOR SLAVINSKI ELEMENTARY AND CANTU ELEMENTARY. AS YOU HEARD, THE ABC'S RECOMMENDATION IS FOR OPTION FIVE FOR BOTH YEARS, WHILE THE ADMINISTRATION'S RECOMMENDATION IS FOR OPTION ONE FOR 2627. AND THEN WHAT WE'RE CALLING OPTION ONE B, WHICH IS THE LAST MAP THAT I SHOWED YOU FOR 2728. ALSO, THE BOARD WILL ALSO NEED EXCUSE ME, THE BOARD WILL ALSO NEED TO DECIDE IF THE FOURTH GRADE LEGACY PROVISION WOULD BE ALLOWED. AND AT THIS TIME, WE'LL ANSWER ANY QUESTIONS OR ALLOW FOR DISCUSSION. WITH OPTION FIVE. WERE THERE ANY RESIDENTS OF VAN BROOK REPRESENTED ON THE ABC? YES, SIR. SO THEY WERE SPOKEN TO THAT? YES, SIR. WITH THE TRAVEL DISTANCE, DO YOU KNOW HOW MANY? AT LEAST ONE FOR SURE. I'D GO BACK AND CHECK, BUT I KNOW FOR AT LEAST ONE FOR SURE FROM VAN BROOK. THEY'VE BEEN DOING THAT. BUT DRIVING THROUGH ANOTHER. DO YOU HAVE A SLIDE THAT COMPARES THE OPTION FIVE AND OPTION ONE? AND HERE IS OPTION ONE B OPTION FIVE. WE HAVE RIGHT IN FRONT OF THE PODIUM FOR YOU. WHICH HANDOUTS. WHICH ONE IS IT UP HERE. SO THIS IS OPTION ONE B OPTION FIVE IS RIGHT HERE IN FRONT OF THE PODIUM. BUT I DON'T SEE THE ENROLLMENT NUMBERS. OH THE ENROLLMENT NUMBERS I'M SORRY. HERE IS OPTION. I PROBABLY DO HAVE THEM IN FRONT OF ME. AND YOU SHOULD HAVE THEM IN YOUR FOLDERS AS WELL. YEAH. I JUST WANT THE IT TO SHOW ON THE ON LIVE STREAM. SO THAT'S NOT IT. RANDALL THE ONE. YEAH. THERE WE GO. DO WE HAVE OPTION FIVE 2627 COMPARED TO OPTION ONE? YOU SHOULD HAVE THAT IN YOUR FOLDERS. YES, MA'AM. WE HAVE OPTION FIVE, BUT IT DOESN'T HAVE ANYTHING. FOR 26. OH SEVEN JUST SHOWS THE FIRST YEAR. OH. SO REMEMBER OPTION FIVE IT'S ONLY ONE YEAR BECAUSE OF THE SECOND CAMPUS OPENED UP. WHAT WHAT THE ABC NEEDS TO KNOW IS THAT WE MET WITH THE ADMINISTRATION IN SMALL GROUPS SO THAT WE DIDN'T BREAK QUORUM. BUT WE'VE GONE OVER THESE MAPS IN SMALL GROUPS BEFORE, SO THIS ISN'T THE FIRST TIME WE'RE SEEING THEM, BUT IT WAS BEFORE SPRING BREAK. SO KIND OF A LITTLE FUZZY IN THE HEAD RIGHT NOW FOR. BUT DOCTOR MAXWELL, CAN YOU POINT OUT ON THE MAP WHERE THE NEXT ELEMENTARY IS GOING TO BE IN THAT GENERAL AREA? SO FOR EVERYBODY, YES, IF WE STAY ON SCHEDULE, IT'LL BE IN KIND OF THIS AREA RIGHT HERE. SO ROUGHLY BETWEEN MORGAN AND HUGGINS. YES, SIR. SO TO THE ABC IN EITHER ONE OF YOU CAN ANSWER THIS WHEN YOU'RE LOOKING AT OPTION FIVE, WHICH YOU GUYS ARE RECOMMENDING. WHAT HOW DO YOU SPEAK TO THE ENROLLMENT OF RANDALL ELEMENTARY IN 29 STARTING IN 2028 AND 29? I MEAN, IT'S SO WHAT I HEARD, AND THEN I'LL ASK THEM AS WELL IS THEY WERE IT WOULD BE A SHIFT OF MULTIPLE CAMPUSES COMING DOWN. AND SO AS YOU MOVE ONE DOMINO, YOU HAVE TO MOVE THE OTHER DOMINOES. THERE WOULD BE MORE REZONING. YES, MA'AM. DID YOU GUYS HAVE ANY THOUGHTS ON THAT IN THE COMMITTEE, OR DO YOU HAVE ANY THOUGHTS ON IT NOW ABOUT YES. SO ONE OF THE THOUGHTS IS WITH THE FUTURE SITE COMING INTO FULSHEAR SOUTH OF 1093 AREA THAT WOULD HOLD MORGAN, THERE'S ONLY 27 STUDENTS FROM THE SIMONTON AREA THAT ARE GOING CURRENTLY TO MORGAN ELEMENTARY. SO IF A NEW ELEMENTARY SCHOOL IS OPENING UP SOUTH OF 1093, THAT WOULD GIVE RELIEF TO THE WEST SIDE OF OF THE DISTRICT TO EITHER CONTINUE TO GO TO MORGAN OR GO TO THE NEW ELEMENTARY SCHOOL. WE ALSO RECOGNIZED WITH THE SHIFTING OF.

VAN BROKE UP TO S 40 THAT THAT'S GOING TO CREATE ROOM. HUGGINS IS. IF THE CURRENT MACS ARE GOING FORTH, HUGGINS IS GOING TO DROP ENROLLMENT. IF WE SHIFT VAN BROOK OVER. SO NATURALLY, RANDALL AND POSSIBLY CAMERON WITHIN SHIFT, THERE'S GOING TO CONTINUE. WE UNDERSTAND THIS IS A MOVING TARGET. AND THAT'S WHY ZONING IS IS IT'S A DAUNTING TASK BECAUSE IT CONTINGENT MOVES. SO YES, THE ABC TO ANSWER YOUR QUESTION SPECIFICALLY, WE

[01:35:02]

AND SO I ABSOLUTELY. BUT WE ARE NOT HERE REPRESENTING THIS COMMITTEE AS EMPLOYEES WHO KNOW THAT CAPACITY. WE ARE REPRESENTING EVERY COMMUNITY THAT YOU SEE HERE ON THIS MAP.

AND THE DISCUSSIONS THAT WERE HAD AT THOSE MEETINGS, DO YOU TWO PERSONALLY, AND YOU DON'T HAVE TO ANSWER THIS. DO YOU THINK OPTION FIVE IS THE BEST OPTION STILL? I DO NOT KNOW.

PERSONALLY, I LIKE OPTION FIVE WHEN IT COMES TO SIMONTON, WHEN IT COMES THAT REGION IN 1093.

IF YOU HAVE SIMONTON FOLKS CURRENTLY SLATED TO GO TO S40, THEY WOULD PASS MORGAN PASS, HUGGINS PASS, HAYGOOD TO GET TO S40. AND SO FOR 27 STUDENTS, I'M NOT FAMILIAR WITH HR NUMBERS ANYMORE, BUT THAT'S PROBABLY ONE TEACHING UNIT. BUT AS FAR AS TRANSPORTATION, THE STUDENTS WHO LIVE IN THE BRAZOS VALLEY AREA, THEY'RE CURRENTLY GETTING PICKED UP AT 630 IN THE MORNING. SO GOING THROUGH ANY PART OF FULSHEAR AT ANY POINT IN TIME, IF YOU'VE BEEN THROUGH ANY OF THAT, THAT'S GOING TO EXTEND STUDENT TIME ON THOSE BUSSES AND INCREASE TRANSPORTATION MONEY. AND SO I, I THINK FOR THAT PART OF THE DISTRICT, IF YOU'RE ASKING ME PERSONALLY, THAT WOULD BE MY RESPONSE. YES. YES. I THINK IT'S IT'S HARD. I MEAN, I LIKE OPTION FIVE, BUT WHEN YOU LOOK AT RANDALL, I MEAN, THAT'S 300 STUDENTS MORE THAN THEY WOULD HAVE WITH OPTION ONE. AND THEN THE OTHER NUMBERS SEEM TO BE THE SAME. THE MOST COMMUNITY FEEDBACK FOR RANDALL WAS THAT THEY'VE ALREADY HAD TO MOVE SEVERAL TIMES. RANDALL IS IN ITS SECOND YEAR, THE THIRD YEAR, THIRD. I'M SORRY. THEN EXPLAIN TO ME AGAIN WHAT ONE B DOES THAT SOLVE THE. SIMONTON. SO WHAT WE DID WITH ONE B WAS THE RESOLUTION OF THE TRANSPORTATION DISTANCE FROM SIMONTON, WHILE AT THE SAME TIME ADDRESSING THE OVERCROWDEDNESS AT MELTON. ALL RIGHT. HAYGOOD AND RANDALL ELEMENTARY. RANDALL LOOKED LIKE IT WOULD STAY THE SAME. SO RANDALL ACTUALLY, THERE'S THERE'S A LOT OF PEOPLE THAT LIVE. IN THIS AREA RIGHT HERE THAT WOULD SHIFT OVER. OKAY. YEAH. TAMARA. SO QUESTION FOR THE COMMITTEE MEMBER FROM SIMONTON. DOES ONE B SATISFY YOUR CONCERN? YES, SIR. 1B2 SATISFIED. ALL RIGHT. AND THEN FOR ONE WITH ONE B IS 2627. AND FOR 2728. NO. SO ONE WE WOULD KEEP ONE AS IS FOR 2627. AND THEN FOR ONE B THAT'D BE FOR 2728. AND ON OUR PAPER IT SAYS 26. SO THAT'S. YEAH. DO WE HAVE PUBLIC PARTICIPATION. OKAY. IT IS THE DESIRE OF THE LAMAR CISD BOARD OF TRUSTEES TO APPROPRIATELY AND EFFECTIVELY FULFILL ITS GOVERNANCE ROLE IN ACCORDANCE TO BEST PRACTICES FOR QUALITY ORGANIZATIONS AND TO THE APPLICABLE PROVISIONS OF THE TEXAS EDUCATION CODE. TRUSTEES ALSO DESIRE TO AFFORD AN OPPORTUNITY FOR INPUT FROM THE PUBLIC, MEMBERS OF THE COMMUNITY WHO WISH TO ADDRESS. THE BOARD MUST HAVE COMPLETED A PARTICIPATION PUBLIC COMMENT CARD AND SUBMITTED IT BEFORE THE PRESIDING OFFICER CALLED THE MEETING TO ORDER. PUBLIC PARTICIPATION ALLOWS INDIVIDUALS TO ADDRESS THE BOARD REGARDING POSTED AGENDA ITEMS. PUBLIC COMMENT ALLOWS INDIVIDUALS TO ADDRESS THE BOARD REGARDING NON-AGENDA ITEMS. TRUSTEES MAY NOT RESPOND TO PUBLIC COMMENTS AS THEY ARE PROHIBITED BY LAW FROM DISCUSSING OR DECIDING ANY SUBJECT THAT IS NOT ON THE BOARD'S PUBLICLY NOTICED AGENDA. ALL PATRONS DESIRING TO SPEAK AND WHO HAVE WHO HAVE COMPLETED THE PUBLIC PARTICIPATION COMMENT FORM WILL BE HEARD DURING THE PUBLIC COMMENT OR

[01:40:04]

[01:45:05]

OKAY. I AM PLEASED TO SAY THAT I FIND OUR LOCAL SCHOOLS TO HAVE HIGH QUALITY CAMPUSES, TEACHERS, AND A CULTURE OF CARE FOR OUR CHILDREN, THE SYSTEMS IN PLACE TO SUPPORT OUR CHILDREN'S LEARNING AND WELL-BEING ARE WELL ESTABLISHED. AND FOR THAT, I'M REALLY HAPPY AND I'M VERY PLEASED WITH OUR SCHOOL DISTRICT. I GREATLY APPRECIATE THE PROCESS THAT THE ABC HAS DONE TO REVIEW, PROVIDED PUBLIC COMMENTS AND SURVEYS. I WAS ALSO AT BOTH OF THE ABC MEETINGS ON FEBRUARY 2ND AND FOURTH, AND I REALLY WAS ABLE TO OBSERVE THE COMMITTEE MEMBERS DILIGENTLY WORKING TOGETHER, ARRANGING FOR CHILDCARE, BEING THERE IN THE EVENING AND COMING UP WITH AN OPTION THAT REALLY WORKED FOR EVERYONE. AND THAT WOULD BE EITHER OPTION 5 OR 1 B, AND THAT IS DEFINITELY WHAT I WOULD SUPPORT AS WELL. AS BRITTANY SAID, OUR CHILDREN CURRENTLY TRAVEL AROUND EIGHT MINUTES ON A DIRECT ROUTE WITH NO TRAFFIC LIGHTS ON ONE MAJOR ROAD, FM 1093. SENDING THEM TO ES40 WOULD DOUBLE THE TRAVEL TIME WITH TRAFFIC AND REQUIRE PASSAGE THROUGH TWO OR MORE BUSY INTERSECTIONS THROUGH TRAVEL ON FM 359 NORTH, WHICH HAS BEEN RIDDLED WITH SAFETY SAFETY CONCERNS IN RECENT YEARS.

I'M SURE THAT HIS MEMBERS OF THE BOARD, YOU ARE AWARE OF RESEARCH THAT DEMONSTRATES THAT CHILDREN THRIVE WHEN THEY HAVE A SENSE OF BELONGING, A SENSE OF PLACE, AND A SENSE OF COMMUNITY, AND I WANT THAT FOR MY CHILDREN AS WELL AS FOR ALL THE CHILDREN OF OUR COMMUNITY.

WHEN MORGAN ELEMENTARY WAS BUILT, PARENTS OF THE COMMUNITY WERE DEEPLY RELIEVED THAT THEIR CHILDREN WOULD HAVE THEIR NEEDS MET CLOSER TO HOME. LIFE IN A RURAL COMMUNITY HAS ITS PROS AND CONS, BUT ONE OF THE CONS SHOULD NOT BE THAT WE ARE OVERLOOKED WHEN DECISIONS ARE MADE. JUST BECAUSE WE HAVE FEWER PEOPLE. MEMBERS OF THE BOARD. THANK YOU FOR CONSIDERING ME AND OUR OTHER 60 RESIDENTS THAT HAVE SIGNED THE PETITION, AS WELL AS ALL OF US HERE IN THIS ROOM. SO IN ORDER TO KEEP OUR SIMONTON KIDS AT MORGAN, WE TRUST THAT YOU WILL CONTINUE DOING WHAT IS BEST FOR OUR CHILDREN. AND THANK YOU SO MUCH FOR YOUR TIME. ANY DISCUSSION BEFORE WE CALL FOR THE MOTION? OKAY. MAY I HAVE A MOTION FOR THE BOARD OF TRUSTEES TO APPROVE OPTION NUMBER ONE FOR THE 2026 2027 SCHOOL YEAR FOR THE OPENING OF SLIVINSKI ELEMENTARY SCHOOL AND TO APPROVE OPTION ONE B FOR THE 2027 2028 SCHOOL YEAR FOR THE OPENING OF CANTU ELEMENTARY SCHOOL AND TO ALLOW FOR THE FOURTH GRADE LEGACY. THANK YOU.

TRUSTEE LAMBERT MAKES THE MOTION. DO I HAVE A SECOND TRUSTEE? WELCH MAKES THE SECOND.

ANY DISCUSSION. I DO JUST WANT TO MENTION THAT WE TYPICALLY HAVE HISTORICALLY ALWAYS ALLOWED THE FOURTH GRADE. LEGACY. SO OKAY, I'LL NOW CALL FOR THE VOTE. ALL IN FAVOR, SAY

[01:50:03]

ALL RIGHT. BOARD OF TRUSTEES. NOW WE'LL TURN OUR ATTENTION TO BECERRA ELEMENTARY AND ADAMS ELEMENTARY REZONING PROJECTIONS. AS WITH THE PREVIOUS GROUP, WE'RE PRESENTING MULTIPLE OPTIONS TO BALANCE ENROLLMENT AS GROWTH CONTINUES IN THIS AREA. THIS SHOWS THE CURRENT ZONES AND THE PROJECTIONS IF NOTHING CHANGES. THIS IS OPTION ONE. FOR 2627. ALL BEASLEY STUDENTS WILL BE SHIFTED TO BECERRA. THIS WOULD ALLOW FOR THE OPENING OF BRIGHT FUTURES ACADEMY AT BEASLEY ELEMENTARY. MILLER'S POND WOULD SHIFT FROM BOWIE TO BECERRA, AND PARTS OF CALVERT ZONE WOULD SHIFT TO BECERRA. THAT IS THE SECTION THAT IS NORTHWEST OF BAND ROAD AND SOUTHWEST OF SPUR TEN. THIS IS OPTION ONE FOR 2728 STUDENTS SOUTHWEST OF ISLAB ROAD WOULD ATTEND ADAMS ELEMENTARY STUDENTS SOUTHWEST OF HAMLET ROAD WOULD ATTEND ADAMS ELEMENTARY AND BEASLEY PROPER WOULD REMAIN AT BECERRA. THIS IS OPTION TWO FOR 2627. AGAIN, ALL BEASLEY STUDENTS WOULD SHIFT TO BECERRA, MILLER'S POND AND FAIR PARK VILLAGE. FROM BECERRA TO BOWIE. ALL STUDENTS IN THE CULVER ZONE NORTHWEST OF BAND ROAD WOULD MOVE TO BECERRA.

THIS IS OPTION TWO 2728 STUDENTS SOUTHWEST OF ISLAB ROAD WOULD ATTEND. ADAMS ELEMENTARY STUDENTS SOUTHWEST OF HAMLET ROAD WOULD ATTEND ADAMS ELEMENTARY. LESS OF BEASLEY PROPER WOULD REMAIN AT BECERRA AND SHIFT TO ADAMS AND HOLLY RIDGE WOULD BE ZONED TO ADAMS ELEMENTARY. NOW BOARD. THIS IS THE OPTION TO BE. AND THIS ONE WAS CREATED BY OUR ABC COMMITTEE AND FOR THEIR 2627, IT WOULD LOOK EXACTLY THE SAME AS OPTION TWO. THE CHANGE WOULD HAPPEN WHEN TOO-B HAPPENS IN 2627. THIS IS WHERE STUDENTS SOUTHWEST WOULD ATTEND. ADAMS AND STUDENTS SOUTHWEST OF 1875 WOULD ATTEND ADAMS. THE COMMITTEE WANTED TO ATTEMPT TO TRY TO KEEP BEASLEY PROPER TOGETHER AND NOT SHIFTING TWICE IN A ROW. THIS IS OPTION THREE FOR 2627. ALL BEASLEY ELEMENTARY STUDENTS WOULD SHIFT TO BECERRA, MILLER'S POND AND FAIR PARK VILLAGE TO BECERRA, AND THEN ALL STUDENTS IN THE CULVER ZONE NORTHWEST OF BAND ROAD WOULD MOVE TO THE BECERRA, EXCEPT FOR A SMALL SECTION EAST OF KEYSTONE SQUARE LANE. THIS IS OPTION THREE FOR 2728 STUDENTS SOUTHWEST OF ISLAB ROAD WOULD ATTEND ADAMS ELEMENTARY STUDENTS SOUTHWEST OF HAMLET ROAD WOULD ATTEND ADAMS ELEMENTARY. BEASLEY PROPER WOULD SHIFT TO ADAMS ELEMENTARY, AND THEN ALL STUDENTS WHO LIVE NORTH OF US 59 WOULD SHIFT TO ADAMS ELEMENTARY AND HOLLY RIDGE WOULD BE ZONED TO ADAMS ELEMENTARY. NOW I WILL REVIEW THE INITIAL SURVEY FROM THE COMMUNITY ABOUT THE REZONING OPTIONS. THE SURVEY WAS SHARED WITH OVER 1800 EMAIL ADDRESSES FOR OUR PARENTS AND POSSIBLY IMPACTED AREAS. AGAIN, THIS INFORMATION WAS SHARED IN BACKPACK FLIERS AS WELL AS CAMPUS NEWSLETTERS. WE RECEIVED 119 RESPONSES FOR A 6% RESPONSE RATE. THIS GRAPH SHOWS THE PERCENTAGE THAT CAME FROM EACH POTENTIALLY IMPACTED CAMPUS. BASED ON THE RESPONSES. OPTION ONE RECEIVED THE MOST VOTES AS THE PREFERRED OPTION AT 66%, WITH OPTION TWO RECEIVING 19% AND OPTION THREE RECEIVING 15%. BUT AGAIN, WITH THE NEW OPTION CREATED BY THE ABC, WE SENT THAT BACK OUT TO THE COMMUNITY FOR SURVEY. AGAIN, 1800 EMAILS. OVER 1800 EMAILS WERE SENT OUT.

FOR THIS SURVEY. WE RECEIVED 82 RESPONSES FOR A 4% RESPONSE RATE. THIS GRAPHIC SHOWS AGAIN THE PERCENT THAT CAME FROM EACH POSSIBLY IMPACTED CAMPUS. AND WITH THE SECOND SURVEY, OPTION ONE RECEIVED THE MOST VOTES AS PREFERRED OPTION WITH 51%. OPTION TWO B RECEIVED 22% AND OPTION TWO RECEIVED 14%. SO, BASED ON THE WORK OF THE ATTENDANCE BOUNDARY COMMITTEE, THEY RANKED THE OPTIONS. THEIR OVERALL RECOMMENDATION WAS OPTION TWO WITH TWO B FOR 2728 WITH OPTION THREE SECOND. THE COMMITTEE ALSO RECOMMENDS ALLOWING FOR THE FOURTH GRADE LEGACY, WHICH WILL AGAIN ALLOW REZONES CURRENT FOURTH GRADE STUDENTS TO REMAIN AT THEIR CURRENT CAMPUS WITH PARENTS RESPONSIBLE FOR TRANSPORTATION. AND SO NOW I'D LIKE TO CALL UP

[01:55:02]

AS A GROUP, WE FELT KEEPING ZONES INTACT AND USING STRAIGHTER AND MORE LOGICAL BOUNDARY LINES WOULD BE PREFERABLE WHEN, WHENEVER POSSIBLE, REPRESENTING THE BEASLEY AREA. WE ARE ALSO VERY MINDFUL OF THE CITY OF BEASLEY'S CONCERN ABOUT FAMILIES POTENTIALLY BEING MOVED TWICE. MY FAMILY AND I SETTLED IN BEASLEY DURING MY HUSBAND'S FINAL TOUR AS A 21 YEAR VETERAN OF THE UNITED STATES MARINE CORPS, WHO IS RETIRING THIS YEAR. MY CHILDREN ARE MILITARY DEPENDENTS, AND AFTER MANY YEARS OF FREQUENT MOVES, WE HOPE TO ALLOW OUR YOUNGEST TO REMAIN IN ONE SCHOOL COMMUNITY ROOTED RATHER THAN TRANSITIONING YEAR AFTER YEAR AS OUR OLDER CHILDREN DID. THAT PERSPECTIVE SHAPED HOW I APPROACHED THIS PROCESS. I UNDERSTAND THAT GROWTH IS INEVITABLE AND NECESSARY, BUT WHAT MANY FAMILIES, INCLUDING MINE, ARE SEEKING, IS MINIMAL. SEEKING MINIMAL DISRUPTION WHENEVER POSSIBLE. THAT CONCERN DIRECTLY INFLUENCED THE DEVELOPMENT OF OPTION TWO B FOR THE 27 AND 28 SCHOOL YEAR, AND THAT OPTION, THE BOUNDARY LINE WAS INTENTIONALLY ALIGNED WITH ROAD 1875 IN BEASLEY TO PROVIDE A CLEAR DIVISION AND HELP MINIMIZE MULTIPLE MOVES FOR OUR STUDENTS, WE UNDERSTOOD THE NEED TO HAVE STUDENTS ATTEND ADAMS ELEMENTARY SCHOOL 41, BUT WE WORKED CAREFULLY TO LIMIT THE NUMBER OF STUDENTS WHO WOULD HAVE TO MOVE MORE THAN ONCE. OUR GOAL WAS TO BALANCE OPENING A NEW CAMPUS WHILE REDUCING DISRUPTION FOR FAMILIES AS MUCH AS POSSIBLE. ONE OF THE STRENGTHS OF THIS COMMITTEE WAS HAVING PARENT REPRESENTATIVES FROM ALL IMPACTED SCHOOLS. THAT DIVERSITY LED TO MEANINGFUL COLLABORATION AND ALLOW US AND ALLOWED US TO HEAR DIFFERENT PERSPECTIVES, WHICH HELPED SHAPE MORE THOUGHTFUL RECOMMENDATIONS. WE ALSO TRY TO KEEP OUR FOCUS ON FUTURE GROWTH, PARTICULARLY AS IT RELATES TO ENROLLMENT NUMBERS AT THE NEW CAMPUS OF ADAMS ELEMENTARY.

LOOKING AHEAD WAS CRITICAL TO ENSURING THAT TODAY'S DECISION REMAINED EFFECTIVE FOR YEARS TO COME. FROM THE CULVER PERSPECTIVE, IT IS IMPORTANT TO NOTE THAT CULVER COLE. THE CULVER AREA IS FULLY DEVELOPED WITH VERY LIMITED AVAILABLE LAND. BECAUSE OF THAT, CULVER NEEDS ENROLLMENT RELIEF. WHILE WE DID NOT WANT TO. WHILE WE DO NOT WANT TO LEAVE CULVER, WE FELT IT WAS IMPORTANT TO KEEP NEIGHBORHOODS TOGETHER. WHEN MOVING TO BECERRA ELEMENTARY.

WE ALSO TOOK COMFORT IN KNOWING THAT STUDENTS WILL REUNITE IN THE MIDDLE SCHOOL LEVEL, ALLOWING THEM TO COME BACK TOGETHER WITH LONG TIME FRIENDS. AS A COMMITTEE, WE RESPECTED THE REZONING PROCESS AND RELIED ON CURRENT ENROLLMENT NUMBERS IN EACH PLANNING AREA TO GUIDE OUR RECOMMENDATIONS. THOSE DATA POINTS WERE ESSENTIAL IN HELPING US MAKE BALANCED, RESPONSIBLE RECOMMENDATIONS. WE UNDERSTAND AND GENERALLY SYMPATHIZE WITH FAMILIES WHO ARE IMPACTED WITH THESE CHANGES. HOWEVER, WITH THE CURRENT NUMBER OF CULVER, OVERCROWDING IS ALREADY OCCURRING AND THERE IS NO ADDITIONAL LAND AVAILABLE IN THAT AREA, ESPECIALLY GIVEN THE ONGOING HOUSING DEVELOPMENTS. I ALSO WANT TO ACKNOWLEDGE THAT FEAR AND UNCERTAINTY THAT PARENTS AND ESPECIALLY CHILDREN MAY BE FEELING. I UNDERSTAND THAT FEAR PERSONALLY. MY SON IS CURRENTLY IN THIRD GRADE AND DUE TO OUR FAMILY BEING IN THE MILITARY, WE HAVE MOVED OVER EIGHT TIMES. EACH OF THESE MOVES WERE UNCOMFORTABLE NOT JUST FOR US AS PARENTS, BUT FOR HIM AS WELL. THAT BEING SAID, I ALSO SEEN FIRSTHAND HOW INCREDIBLY RESILIENT CHILDREN CAN BE WHEN STUDENTS MOVE TO FAMILIAR PLACES OR ALONGSIDE FAMILIAR FACES, THE TRANSITION BECOMES MORE MANAGEABLE. WHILE CHALLENGING CHANGE MAY BE SCARY, IT ALSO CAN BE A NEW ADVENTURE, AN OPPORTUNITY TO MEET NEW PEOPLE, GROW SOCIALLY AND BUILD UP, BUILD CONFIDENCE. AND WHEN STUDENTS REUNITE WITH THEIR FRIENDS IN MIDDLE SCHOOL AND HIGH SCHOOL LEVEL, THEY WILL OFTEN FIND THAT THEIR CIRCLE IS LARGER AND STRONGER. BECAUSE OF THOSE SHARED EXPERIENCES. OUR FOCUS ON LOWER ENROLLMENT AT CULVER IS ROOTED IN STUDENT

[02:00:03]

FIRST OF ALL, I'D LIKE TO THANK BOTH OF THE COMMITTEE MEMBERS WHO PRESENTED TODAY. THANK YOU FOR YOUR SERVICE ON THAT COMMITTEE. I REMEMBER ONE OF YOU WAS ON A LAPTOP BECAUSE YOU HAD A SICK CHILD AT HOME. SO I UNDERSTAND YOU WERE MAKING A SACRIFICE, BUT I WAS IN ATTENDANCE AT YOUR COMMITTEE MEETING AND AND I RECALL THE ROBUST CONVERSATIONS THAT YOU HAD, AND I APPRECIATE ALL THE EFFORT THAT YOU PUT INTO IT. AND, AND I VIVIDLY REMEMBER YOU ASKING THE QUESTION WHETHER OR NOT YOUR YOUR INPUT MADE ANY DIFFERENCE. AND IT DOES. I TOLD YOU THAT EVENING THAT IT DOES. AND I WILL REITERATE THAT THAT WE DEFINITELY TAKE WHAT YOU HAVE TO SAY INTO CONSIDERATION. OF COURSE, WE HAVE A NUMBER OF VARIABLES TO TO TAKE INTO CONSIDERATION, BUT YOUR INPUT AND YOUR WORK IS NOT A FUTILE EFFORT. WE REALLY APPRECIATE THAT. AND, YOU KNOW, TO YOUR TO YOUR GOOD POINT ABOUT CHILDREN BEING RESILIENT, I, I AGREE THAT CHILDREN ARE RESILIENT. AND UNFORTUNATELY THIS DOES PRESENT CHANGE. HOWEVER, YOU KNOW, IT'S, IT'S, IT'S, IT'S A GOOD PROBLEM BECAUSE WE DO HAVE TWO NEW SCHOOLS THAT WE'RE, THAT WE'RE CONSIDERING HERE. IT'S THERE'S BEEN A MUCH WORSE CONDITIONS WHEN IT COMES TO REZONING. AND SO IT'S THE NICE THING IS THAT WE HAVE TWO NEW SCHOOLS. AND ALSO, I JUST WANT TO MENTION THAT. YOU KNOW, IT'S IMPORTANT TO ME THAT THAT BEASLEY REMAIN HAVE AS MUCH CONTINUITY AS POSSIBLE. AND OF COURSE I APPRECIATE THAT THAT THE CULVER COMMUNITY RESPONDED TO THE TO THE SURVEYS, YOU KNOW, TO THE EXTENT THAT YOU DID. I WALKED BOTH THOSE NEIGHBORHOODS EXTENSIVELY AND KNOW THAT THAT YOU'RE YOU'RE GOOD, HARD WORKING FAMILIES WHO HAVE WHO ARE BUSY RAISING CHILDREN AND THAT, YOU KNOW, IT, IT THERE IS A SACRIFICE IN SERVING IN A COMMITTEE LIKE THIS. AND ALSO EVEN RESPONDING TO SURVEYS AND. BUT NONETHELESS, THANK THANK YOU FOR ALL OF THAT. SO MY, MY QUESTION IS GOING TO BE PRIMARILY TO ADMINISTRATION, AND I'M NOT SURE WHO WHO EXACTLY WE CAN ASK THIS QUESTION, BUT IN THE EVENT THAT THAT WE, YOU KNOW, WE'RE FACED WITH ZONING SO THAT SO THAT THE STUDENTS WHO WHO ARE CURRENTLY AT BEASLEY ARE INITIALLY ZONED TO BECERRA. AND THEN REZONE TO ADAMS. WHAT, WHAT, WHAT IS THE POSSIBILITY THAT WE COULD MAINTAIN THE SAME ADMINISTRATION AND TEACHERS AT AT ADAMS MOVE THE ADMINISTRATION AND TEACHERS TO ADAMS ALONG WITH THE STUDENTS? WHAT IS THE LIKELIHOOD OF OF A MOVE ALONG THOSE LINES SO THAT THERE WOULD NOT BE AS MUCH CHANGE? I MEAN, COULD WE KEEP THE SAME PRINCIPLE THAT IS AT BEASLEY AT AT ADAMS AS WELL? IS THAT IS THAT A POSSIBILITY. NO. THE PRINCIPAL THAT'S AT BEASLEY RIGHT NOW. SHE AND HER TEAM.

THEY'RE GOING TO TAKE BECERRA. YES SIR. AND THEN THEY'RE GOING TO STAY AT BECERRA. THEY STAY AT BECERRA. YES. THAT'S THAT. THEY WOULD NOT MOVE TO ADAMS. YES, SIR. BECAUSE THAT WILL OPEN UP BECERRA AND STAY THERE. AND THEN WE'LL HAVE A NEW ADMINISTRATION, NEW ADMINISTRATION. ALRIGHT. YES, THAT THAT ANSWERS THAT QUESTION. THANK YOU. ONE THING, GEORGE, I THINK IS THAT IS GOOD ABOUT THAT IS THAT THE KID? EVERYBODY'S MOVING. THEY'RE ALL MOVING. IT'S LIKE THEY'RE TAKING ALL THE PEOPLE IN THE FACES. AND SO THEY'RE MOVING IN.

AM I IS THAT WRONG IN SAYING THAT THE FIRST TIME? YEAH. RIGHT. CORRECT. SO WITH THE

[02:05:02]

THAT'S WHAT WE'RE TRYING TO STOP. IT'S A BIG AREA. IT'S HARD. I'LL, I'LL PITCH THIS TO THE ABC MEMBERS AND YOU GUYS CAN ANSWER THIS OR DON'T YOU CAN HOW ARE YOU LIKE TO HANDLE IT WHEN YOU LOOK AT THE THE NUMBERS, THE PROJECTED NUMBERS BETWEEN OPTION TWO AND OPTION TWO B THE NEW SCHOOL, WHICH IS ELEMENTARY 41, IT'S GOING TO BE CALLED ADAMS ELEMENTARY. IF WE GO WITH. IF WE GO WITH TOO-B. IT SEEMS LIKE ADAMS IS GOING TO BE VERY UNDERUTILIZED. DID YOU GUYS WAS THAT A CONVERSATION TOPIC? CAN YOU CAN YOU SPEAK TO THAT A LITTLE BIT? YEAH. SO OUR THOUGHT PROCESS BEHIND THAT WAS THE FACT THAT THERE'S A LOT OF LAND STILL FOR DEVELOPING IN THE AROUND EMBOLI AROUND THE. KENDLETON AREA, DOWN 360. THERE'S STILL A LOT OF BUILDING TO GO ON THERE. OH, SORRY, SORRY. IT'S THE LAND. THE AVAILABLE LAND SPACE IS WHAT WE WERE KIND OF TARGETING TO. AND THEN WE WERE LOOKING, WE LOOKED AT YOUR NUMBERS, WE LOOKED AT THE DATA. BUT REALISTICALLY I CAN'T SEE PAST SIX YEARS OUT BECAUSE HOW DO YOU KNOW WHO IS.

I KNOW THAT I KNOW THE NUMBERS THERE, BUT HOW DO YOU KNOW WHO'S PUTTING KIDS INTO THE SCHOOL IF THOSE HOUSES AREN'T REALLY THERE? THAT WAS OUR PROCESS. I KNOW THAT THERE'S THIS FANCY TOOL FOR IT THAT TELLS YOU, BUT WE WERE MAINLY LOOKING AT THE OF LAND IN THE GROWTH THAT CAN HAPPEN TOWARDS 41, IF THAT MAKES SENSE. THAT'S A GOOD POINT TO ADD A LITTLE BIT. SO HOUSTON IS AMAZING. I AM FROM MISSOURI AND I MOVED HERE. MY DAUGHTER, I HAVE TWO CHILDREN WITH HEALTH ISSUES. AND WE, WE COULD HAVE MOVED ALL OVER THE UNITED STATES. AND WE CHOSE TEXAS, SPECIFICALLY HOUSTON AREA BECAUSE OF THE MEDICAL CENTERS. BUT THE BAD THING ABOUT HOUSTON IS IT'S FULL. AND SO WHERE CAN YOU GUYS GO? YOU CAN'T GO TO KATY. YOU CAN'T GO TO HOUSTON. YOU CAN'T GO TO SUGAR LAND. YOU CAN'T BUY ANY NEW HOUSES THERE. SO WHERE CAN YOU GO? YOU GO INTO THESE COMMUNITIES LIKE FULSCHER ROSENBERG AND ALL THESE EMPTY SPACES, BECAUSE THAT'S WHERE THERE'S THAT'S WHERE THERE'S NO OTHER LAND TO GROW. SO THAT'S WE ARE THAT'S WE'RE ALSO THINKING LIKE THAT, LIKE PEOPLE ARE MOVING HERE BECAUSE HOUSTON IS AN AMAZING COMMUTE LIKE CITY. SO I DO BELIEVE, WE BELIEVE THAT THERE WILL BE GROWTH WITH THE POTENTIAL LAND THAT THERE IS THERE. I WILL SAY THAT THE DEMOGRAPHER WHO WE USE, WHO, WHO HELPS US WITH THESE NUMBERS, THEY, THEY DON'T PROJECT ANYTHING BEYOND LIKE 2 OR 3 YEARS WITH REAL GOOD ACCURACY. THEY SAY ONCE YOU GET ESPECIALLY YOU GET OUT TO FIVE, SIX, SEVEN YEARS, JUST LIKE YOU SAID, THEY JUST DON'T KNOW JUST BECAUSE OF THE ECONOMY WHAT A DEVELOPER PLANS TO DO NOW AND THEN THINGS FALL THROUGH FOR THAT COMPANY AND THEY DON'T DEVELOP LAND. SO I, IF I UNDERSTAND THE ARGUMENT FROM THE BEASLEY COMMUNITY, IT IS EVEN THOUGH EVERYBODY ELSE AT BEASLEY, AT THE CURRENT BEASLEY ELEMENTARY, EVEN THOUGH EVERYBODY IS MOVING STAFF, EVERYBODY. YOU GUYS CONSIDER THAT A. I MEAN, I KNOW IT IS ACTUALLY A MOVE, BUT YOU. YOU WOULD CONSIDER THAT A DISRUPTION TO YOUR STUDENT'S DAILY ROUTINE AND FRIEND NETWORKS. SO TO THE POINT THAT YOU WOULD NOT WANT IT TO HAPPEN AGAIN TO WHERE IT'S A TRUE SPLIT. RESPECTFULLY, I OWN A BUSINESS AND I LOOK AT SCHOOL FROM THAT ASPECT ALSO. AND SO I KNOW THE STRUGGLES OF STARTING SOMETHING NEW. THERE'S LEARNING CURVES, THERE'S ROUTINES THAT ARE BEING STARTED AND ALL OF THAT. AND I JUST THINK OF IT DOING IT TWICE BACK TO BACK DURING THOSE. I MEAN, KIDS ARE LEARNING HOW TO READ AND THEN YOU'RE LOOKING AT NEW TEACHERS, NEW CLASSROOMS, AND YOU'RE TRYING TO TOUR A BIG BUILDING AND ALL OF THAT. AND SO I'M JUST LOOKING AT IT FROM THE CONSISTENCY, ESPECIALLY THE FACT THAT STAFF IS NOT MOVING THERE. ALSO, YOU'VE GOT TEACHERS THAT HAVE BEEN AT BEASLEY SINCE SINCE THEY WERE STUDENTS, AND THEY'RE GOING TO ADAMS AND THEY'RE BASICALLY GOING TO STAY THERE. AND SO THEN THAT JUST BREAKS UP THE COMMUNITY IS WHAT IT FEELS LIKE.

YOU'VE GOT TEACHERS THAT LIVE IN THE COMMUNITY THAT ARE GOING AND STAYING. BUT THAT WAS KIND OF WHAT OUR THOUGHT PROCESS WAS OF THE DISRUPTION. DOES THAT ANSWER YOUR QUESTION? YES.

THANK YOU. I WOULD SAY I LOOK AT PREVIOUS ADMINISTRATION AND TRENDS PRIOR TO WEEKS, ANTICIPATED THE GROWTH IN FULSHEAR. AND THEN ALL OF A SUDDEN, HOLY SMOKES, IT BLEW UP

[02:10:04]

SO IS IS HOLLY RIDGE. HAS THAT BEEN DEVELOPED YET? NO. THAT IS IN FUTURE DEVELOPMENT THAT IS ALREADY MOVING LAND. BUT THAT'S MY QUESTION AND I CAN'T REMEMBER. BUT THE LAND THAT'S RED SOUTH, THAT'S KIND OF THAT SOUTH OF IT THAT IS CONSIDERED OLD TOWN. BEASLEY.

SO WHEN WE LOOKED AT THIS AND TALKING WITH THE COMMUNITY MEMBERS OF BEASLEY, WE WE CONSIDERED THIS AREA RIGHT HERE AS BEASLEY PROPER. AND THEN HOLLY RIDGE UP HERE IS THE NEW DEVELOPMENT THAT IS COMING IN. AND I WOULD SAY THE NEXT COUPLE OF YEARS. DOCTOR MAXWELL, OPTION TWO THAT THE ADMINISTRATION IS RECOMMENDING IT. IT KEEPS ALL OF BEASLEY PROPER TOGETHER. IS THAT CORRECT? NO. OPTION TWO IS ONE THAT BREAKS UP BEASLEY PROPER.

HERE'S OPTION TWO FOR 2728. YOU CAN SEE THE LINE HERE BREAKS UP BEASLEY PROPER. AND SO THE FOLKS FROM BEASLEY ON THE NORTH EAST SIDE WOULD REMAIN AT BECERRA. THOSE FOLKS ON THE SOUTH WEST SIDE OF THAT LINE WOULD THEN MOVE TO ADAMS COUNTRY. SO BASICALLY, HOLLY RIDGE AND PART OF PART OF BEASLEY PROPER. YES, MA'AM. ONE OF THE STANDARDS THAT WE LOOK AT IS, OF COURSE, BALANCING NUMBERS AT OUR CAMPUSES AND UTILIZING THE BUILDING FACILITIES. AND SO THAT IS WHERE THESE THIS OPTION REALLY CAME INTO PLAY.

I'M JUST I'M TRYING TO UNDERSTAND BEASLEY PROPER IN TOO-B BY 2030, 31, WE'RE GETTING INTO THE RED AND ADAMS IS UNDER UTILIZED. AND THAT'S WHAT FOUR YEARS DOWN THE ROAD. AND OPTION TWO IS MORE BALANCED. BUT WE STILL HAVE THIS WHOLE HOLLY RIDGE THAT'S GOING TO BE DEVELOPED. I MEAN, KENDLETON IS GOING TO KEEP DEVELOPING. I FEEL LIKE. I DON'T KNOW EITHER WAY. I THINK ALL THE NUMBERS ARE GOING TO GO UP. WE'RE WE'RE GOING TO KEEP GROWING OUT HERE ANYWAYS. LIKE I IMAGINE A SCHOOL NEEDING TO GO SOMEWHERE CLOSER TO HOLLY RIDGE EVENTUALLY, POSSIBLY. I MEAN, I WISH I HAD A CRYSTAL BALL. DOES ANYBODY WANT TO MAKE A MOTION? SO JUST JUST SO THAT I'M CLEAR ON THIS, THE COMMITTEE IS RECOMMENDING OPTION TWO B FOR 2728. YES, SIR. OKAY. SO IN THEIR PROPOSAL, OPTION TWO FOR 2627 WOULD REMAIN THE SAME. IT'S THEIR OPTION TWO B FOR 27 AND BEYOND. OPTION TWO 2627. MEANS THAT

[02:15:09]

SO FROM THE FIRST SURVEY, YOU'LL SEE THAT 46% OUT OF ALL OF RESPONDENTS CAME FROM CULVER.

THAT WAS OPTION ONE. AND THEN WITH THE SECOND SURVEY, 52% OF RESPONDENTS CAME FROM CULVER.

AND THAT AGAIN WAS OPTION ONE. SO WE'RE ALL OVER THE PLACE. WE GOT RECOMMENDED ONE AND TWO B AND THEN TWO. SO BOARD, IF YOU RECALL, WHEN OUR DEMOGRAPHER CAME A COUPLE MONTHS AGO, HE PROJECTED THAT LAMAR WOULD BE A HYPER GROWTH SCHOOL SYSTEM FOR THE NEXT 10 TO 12 YEARS. AND SO IT'S UNFORTUNATE. IT'S A GOOD PROBLEM FOR US TO HAVE, BUT IT'S ALSO UNFORTUNATE. BUT THIS IS A CONVERSATION THAT WE WILL BE HAVING FOR THE NEXT 10 TO 12 YEARS, REGARDLESS OF WHAT'S GOING TO HAPPEN. AND IF YOU REMEMBER, SOME OF THE TRUSTEES WERE ON THE BOARD. THEN WHEN WE DID OUR LEVELING AND REZONING A COUPLE YEARS AGO, I ASKED THIS BOARD TO MAKE SOME DECISIONS THAT WERE SUPPOSED TO HAVE BEEN MADE 14 YEARS PRIOR TO THAT. AND SO AGAIN, IT'S IT'S A VERY CHALLENGING CONVERSATION AND IT'S A VERY EMOTIONAL CONVERSATION, AND I UNDERSTAND THAT. AND SO. BUT THE ADMINISTRATION RECOMMENDS OPTION TWO FOR BOTH YEARS BECAUSE WE HAVE 49,000 STUDENTS TO CONSIDER. AND THAT'S THE RECOMMENDATION THAT WE'LL CONTINUE TO MOVE FORWARD WITH. SO WHAT IS THE COMMITTEE'S RECOMMENDATION FOR 26, 27, 27, 28 THE COMMITTEE'S RECOMMENDATION IS OPTION TWO FOR. 2627 OPTION TWO. YEP. AND THEN FOR 27, 28 IS OPTION TWO B IT'S THE ONLY CHANGE THEY MADE. ALL RIGHT. SO TWO B PUTS BECERRA OVER CAPACITY IN 2030. YES SIR. SO BECERRA WOULD BE OVER CAPACITY 2030 31 AT 862.

AND WHAT DOES THAT LOOK LIKE. TALK TALK ME THROUGH WHAT WE MEAN BY OVER CAPACITY. SO WHEN WE HAVE A BUILDING THAT GOES OVER CAPACITY, WE HAVE MULTIPLE WAYS THAT WE HANDLE IT. ONE OF THOSE WAYS IS SPENDING FUNDS TO PUT PORTABLE BUILDINGS THERE. OR WE ALSO DO A CAP AND OVERFLOW, WHICH IS WHERE WE CAP THE BUILDING. NO MORE STUDENTS THAT ARE MOVING IN GO THERE, AND WE TRANSPORT THOSE STUDENTS TO ANOTHER CAMPUS THAT HAS SPACE. SO, SO WE'RE TALKING EITHER PORTABLES OR EITHER WE'RE EITHER PUTTING PORTABLES OUT AT BECERRA. YES, SIR. OR WE'RE, WE'RE, WE'RE BUSSING STUDENTS TO A CAMPUS MUCH FURTHER AWAY. PROBABLY 40, PROBABLY ADAMS, PROBABLY. ADAMS. OKAY. SO, SO PROBABLY. ADAMS. YEAH. WHICH WAS THE ORIGINAL

[02:20:05]

TRUSTEE WELCH MAKES THE MOTION. DO I HAVE A SECOND, SECOND TRUSTEE BOX MAKES THE SECOND.

ANY DISCUSSION CALL FOR THE VOTE. ALL IN FAVOR, SAY I, I MOTION CARRIES SIX ZERO. OH, SORRY. ANY OPPOSED? TRUSTEE ARROYO'S IS OPPOSED. THE MOTION CARRIES FIVE ONE. THANK YOU.

[12.A. Instructional Update]

SPRING BENCHMARKS ARE COMPOSED OF A RELEASED STAR ASSESSMENT. THE PURPOSE OF THIS IS TO DETERMINE WHICH OF THE TALK CURRICULUM NEEDS INTERVENTION, BUT ALSO AS A PRE-ASSESSMENT TO ASSIST TEACHERS WITH PACING AND PLANNING. FROM NOW THROUGH THE STAR ASSESSMENT. HERE, THE DISTRICT RESULTS OF THE BENCHMARKS THAT WERE TAKEN IN FEBRUARY. THE GREEN SHADED AREAS ARE GAINS FROM THE SPRING BENCHMARK LAST YEAR TO THE SPRING BENCHMARK THIS YEAR, PURPLE SHADED AREAS ARE DOUBLE DIGIT GAINS, AND AS YOU CAN SEE, THERE ARE MANY MORE AREAS OF GREEN AND PURPLE SHOWING THAT WE ARE CONTINUING TO IMPROVE. THERE ARE 27 ASSESSMENTS GIVEN.

SO, FOR EXAMPLE, THERE ARE SIX ASSESSMENTS IN THE ENGLISH VERSION OF READING, AND THERE ARE THREE ANOTHER THREE IN SPANISH. SO THAT'S A TOTAL OF NINE ASSESSMENTS. IN READING.

THERE ARE SIX IN THE ENGLISH VERSION FOR MATH, AND THERE ARE THREE IN THE SPANISH VERSION, VERSION FOR MATH, AND SO ON, FOR A TOTAL OF 27 OF THE 27 DIFFERENT ASSESSMENTS, 15 HAD DOUBLE DIGIT GAINS. OUR. OUR THIRD GRADE MATH READING SHOWS A DECLINE, BUT THE DECLINE IS ONLY 1 TO 2%. IN APPROACHES, MEETS AND MASTERS. THE DISTRICT LEVEL TEAM HAS ANALYZED THE DATA AND CREATED ACTION PLANS FOR THE CAMPUSES THEY SUPPORT, AND PLANS INCLUDE PLC SUPPORT, LEARNING WALKS, MODELING, INSTRUCTIONAL STRATEGIES, COACHING AND INTERVENTION PLANNING SUPPORT ANALYSIS OF SEVENTH AND EIGHTH GRADE MATH SHOWS THAT THE DECLINE THIS YEAR WAS PRIMARILY DUE TO UNITS THAT HAD NOT BEEN COVERED YET, AND WE ARE WORKING WITH THEM ON HOW BEST TO COVER THE TESTED CURRICULUM. BEFORE THE ASSESSMENT, ALGEBRA WAS A THREE POINT DECREASE AT APPROACHES, BUT AN INCREASE OF TWO POINTS AT MEETS AND SIX POINTS AT MASTERS. AND THE DECREASES IN THE SPANISH ASSESSMENTS WERE MINUTE AS WELL. THE PREVIOUS VIEW LETS US FOCUS ON THE CURRICULUM AND INSTRUCTION. A COHORT VIEW LETS US SEE HOW GROUPS OF STUDENTS ARE PROGRESSING OVER TIME. IN THIS VIEW, WE CAN LOOK AT HOW GROUPS

[02:25:05]

FOR EXAMPLE, LET'S LOOK AT LAST YEAR'S THIRD GRADERS IN READING TO SEE HOW THEY DID THIS YEAR AS FOURTH GRADERS IN READING. SO YOU CAN SEE THE BOXES THAT ARE IN RED. LET'S SEE. SO HERE IS HOW OUR THIRD GRADERS DID. OUR CURRENT FOURTH GRADERS DID LAST YEAR IN THIRD GRADE FOR READING. YOU SEE, THEY WERE 70% AT APPROACHES. THIS YEAR'S FOURTH GRADERS, THEY'RE 77% AT APPROACHES. LAST YEAR IN THIRD GRADE, THEY WERE 35% MASTERS. THIS YEAR THEY'RE 47%. I'M SORRY. IT MEETS THIS YEAR. THEY'RE 47% AT MEETS. AND LAST YEAR IN THIRD GRADE, THEY WERE 15% AT MASTERS. AND THIS YEAR THEY'RE 17% AT MASTERS. AND SCIENCE AND SOCIAL STUDIES ARE NOT INCLUDED IN THIS CHART BECAUSE STUDENTS DON'T TAKE THOSE ASSESSMENTS EVERY YEAR.

AND SO ACTIONS WE'RE TAKING TO ADDRESS THE DATA ARE, OF COURSE, WE'RE CELEBRATING THE GAINS THAT WE CONTINUE TO MAKE. AND THE DISTRICT LEVEL TEAM HAS MET TO ANALYZE THE CAMPUS DATA TO CREATE PLANS OF SUPPORT FOR OUR PRIORITY CAMPUSES AND CAMPUS PERFORMANCE REVIEW. MEETINGS HAVE BEEN CONDUCTED WITH THOSE CAMPUSES. LESSON PLAN AUDITS TO CHECK FOR ALIGNMENT WITH THE TEAKS AND INSTRUCTIONAL WALKS HAVE BEEN DONE AND WILL CONTINUE, AND WE HAVE ALSO VISITED PLCS TO PROVIDE FEEDBACK. THE SECONDARY MATH TEAM HAS CONDUCTED DISTRICT WIDE PLANNING MEETINGS WITH ALL SEVENTH GRADE MATH TEACHERS AND CAMPUS PRINCIPALS ON THE MONTHLY HALF DAYS TO PROVIDE SUPPORT, AND ONGOING TRAINING IS PROVIDED THROUGH OUR MONTHLY MEETINGS WITH PRINCIPALS, ASSISTANT PRINCIPALS AND INSTRUCTIONAL COACHES, AND WE WILL ALSO FORM A FOCUS GROUP OF DISTRICT TEACHING AND LEARNING PRINCIPALS AND TEACHERS TO CREATE A PLAN FOR OUR MIDDLE SCHOOL AND JUNIOR HIGH MATH MOVING FORWARD. AND AT THIS TIME, I CAN ADDRESS ANY QUESTIONS. I HAVE A QUESTION. CAN YOU GO BACK TO THE THE LIKE SECOND OR THIRD SLIDE WHERE YOU HAD THE PERCENTAGES, THE COHORT AND COHORT? YEAH. OKAY. SO I'M GOING TO ASK A QUESTION BECAUSE I ALWAYS HAVE ISSUES WITH, I DON'T UNDERSTAND THIS.

SOMETIMES THE PERCENTAGES. SO MY MATH IS NOT MATCHING. SO IF YOU HAD A THIRD GRADER 70% APPROACHES, THAT MEANS 70% APPROACH GRADE LEVEL. IT'S APPROACHES, MEETS AND MASTERS IS KIND OF LIKE KIDS GETTING A C, A B, OR AN A IN A COURSE, AND THE STATE CHOOSES TO LABEL THEM APPROACHES, MEETS AND MASTERS. OKAY, SO SAY 70% GOT A C, AND THEN YOU GO TO THE NEXT YEAR AND IT'S 77. YES, MA'AM. SO ISN'T THAT, IS THAT A GOOD THING? LAST, LAST YEAR IN THIRD GRADE, 70% OF OUR THIRD GRADERS GOT A C. OKAY. THIS YEAR, 77% OF OUR FOURTH GRADERS. WELL, ACTUALLY, IT'S PASSED. THE TEST IS WHAT IT IS. OKAY, SO THERE'S A PERCENTAGE IN HERE THAT'S LIKE A C IS SEVEN. THEY DON'T ADD UP TO 100. OKAY? THEY'RE NOT SUPPOSED TO ADD UP TO 100.

I MEAN, I GET HOW MEETS AT BEING AT 35%. GOING TO 47 IS A GOOD INCREASE. AND I GET HOW MASTER'S GOING FROM 15% TO LOOK AT APPROACHES AS PASSING THE TEST. LAST YEAR, 70% OF OUR KIDS PASSED THE TEST. THIS YEAR, 77% PASSED THE TEST. OKAY. GOTCHA. OKAY. AND THEN OF THE OF THE 77 THAT PASSED THE TEST, 47% PASSED IT EVEN BETTER. AND THEN 17% PASSED IT EVEN BETTER.

SO HOW DOES THAT MAKE SENSE? SO WHAT HOW MANY FAILED THIS YEAR OF OUR FOURTH GRADERS? WE DON'T HAVE LIKE A COLUMN FOR. YEAH, IT'S JUST LIKE, WELL THEN IT WOULD BE 100 -77. PARDON? IT WOULD BE 100 -77. SO WAS THAT 23. OKAY. GOTCHA. OKAY. DOES THAT MAKE SENSE? YES. OKAY. SO THE HIGHER THE PERCENTAGE GO, THE BETTER IT IS. OKAY. THAT WAS IT. REMIND ME WITH THE THE INTERVENTIONS ARE FOR WHEN THEY APPROACH THERE'S MANDATORY INTERVENTION. CORRECT. FROM LIKE IF WE'RE TALKING ABOUT STAR I GUESS NOT BENCHMARK BUT STAR IS IT THE SAME FOR THIS? LIKE DO KIDS GET PULLED OUT FOR TUTORIALS IF THEY'RE IT'S NOT MANDATORY BY THE STATE, IF THAT'S WHAT YOU'RE ASKING. BUT WHEN WE DO, LIKE AFTER WE GIVE A BENCHMARK ASSESSMENT, WE HAVE A DATA DAY BUILT INTO THE CALENDAR. AND THAT DATA DAY IS WHERE THE TEACHERS SIT DOWN AND THEY ANALYZE THIS DATA. AND SO WHAT WE'RE TRYING TO GET REALLY GOOD AT IS GETTING IT DOWN TO

[02:30:04]

[02:35:04]

IMAGINE ONE OF MY FRIENDS. OKAY, ANY OTHER QUESTIONS? THANK YOU, THANK YOU. ALL RIGHT. NEXT WE

[12.B. Meal Price Increase ]

SO, SO EARLIER YOU MENTIONED THAT THE, THAT, THAT YOU TAKE STEPS TO MAKE SURE FEDERAL FUNDS ARE NOT BEING USED TO PAY FOR PAYING STUDENTS. IS THAT RIGHT? IS THAT THERE'S A CALCULATOR? YES. OKAY. SO HOW WOULD THAT HAPPEN? HOW WOULD HOW WOULD IT OCCUR THAT FEDERAL FUNDS ARE BEING USED? SO THE CALCULATOR WOULD LET US KNOW IF WE NEED TO INCREASE OUR PRICE.

OKAY. SO HAVE THERE BEEN INSTANCES WHERE FEDERAL FUNDS WERE BEING USED TO PAY FOR MEALS THAT PAYING STUDENTS SHOULD HAVE PAID FOR? SO, SO WHAT IT DOES IS IT ALLOWS US.

SO THERE'S LOTS OF RULES TO THAT CALCULATOR CURRENTLY WITH OUR REIMBURSEMENT RATE IS

[02:40:01]

IF THAT FUND BALANCE DOES GET TO EVEN OR BELOW, THEN YES, THE STUDENT WOULD HAVE TO PAY EXACTLY WHAT THE REIMBURSEMENT RATE IS. BUT THAT'S PART OF THE TOOL IN THE CALCULATIONS OF IT.

ALL RIGHT. THANK YOU. CAN I ASK A QUESTION? WE GOT SEVERAL MORE. CAN YOU BALLPARK THE PERCENTAGE OF LAMAR STUDENTS THAT GET THAT ARE PAYING FOR FOR BREAKFAST OR LUNCH OR I GUESS LUNCH WOULD BE MORE SPECIFIC BECAUSE NOT EVERYBODY EATS BREAKFAST. I CAN'T BALLPARK BECAUSE OF THE AMOUNT OF C P SCHOOLS. SO WHAT IS C P FOR ELIGIBILITY PROVISION. SO WE HAVE 30 CAMPUSES THAT DON'T NEED AN APPLICATION AND THEY ALL EAT FOR FREE 30 CAMPUSES, 30 CAMPUSES. SO WE HAVE 57 CAMPUSES WE HAVE RIGHT. 27 OF THOSE ARE MUCH DIFFERENT SIZES.

THERE'S AN ENTIRE BUDGET. WE HAVE A GENERAL FUND, WE HAVE AN INS, WHICH IS THE BONDS, AND THEN WE HAVE A FOOD BUDGET CHILD NUTRITION FUND THAT COMES FROM UNCLE SAM THAT WE ALL PAY THROUGH A DIFFERENT PERSON IN OUR POCKETS. YES. AND THAT MONEY IS PAYING FOR ANY STUDENT THAT NEEDS HELP, PRETTY MUCH IN THE UNITED STATES, THAT NEEDS HELP TO EAT LUNCH OR BREAKFAST AT SCHOOL, AT A PUBLIC SCHOOL, IN A WAY. SO WHAT EVERY STUDENT THAT GOES THROUGH, WE GET A REIMBURSEMENT FOR THEM AT DIFFERENT RATES. FOR A STUDENT THAT'S PAYING FOR THE LUNCH, ONE THAT'S FREE AND ONE THAT'S REDUCED. YEARS AGO, WHEN I FIRST GOT ON THIS BOARD, WE USED TO HAVE TO APPROVE THE ACTUAL CAMPUS TO BE ELIGIBLE. WHEN A CERTAIN PERCENTAGE OF THE, OF THE, OF THE SCHOOL GOT TO A CERTAIN TO KNOW THOSE ARE AUTOMATICALLY THESE WERE OTHER SCHOOLS, IF I REMEMBER RIGHT, THE PORTION OF THE SCHOOL DID NOT TECHNICALLY NEED IT ACCORDING TO THE PARENT INCOME. AND SOME OF THE STUDENTS DID. AND THEN WE GOT TO A CERTAIN THRESHOLD. IT ROSE. THEN THE ENTIRE SCHOOL WOULD BE ELIGIBLE. WE HAD TO MAKE A VOTE. THAT IS CORRECT. YEAH, THAT'S A THAT'S A GOOD THING OVERALL. BUT THE PROBLEM WITH THAT IN MY MIND WAS YOU'D HAVE 50% OF THE KIDS THAT NEEDED IT. AND I WANTED EVERY ONE OF THOSE KIDS TO HAVE A FULL BELLY ALL DAY, EVERY DAY. BUT YOU HAD 50% OF THE KIDS WHO DIDN'T NEED IT. AND THAT WAS THE PROBLEM IN MY MIND BACK THEN. AND I DON'T KNOW HOW MANY OF OUR CAMPUSES WE HAVE THAT ACROSS THE DISTRICT, BUT NONETHELESS, WE'RE INCREASING IT BECAUSE WE NEED TO, TO COVER THE COST. RIGHT? CORRECT. THANK YOU. I HAVE A QUESTION. SO WHEN A STUDENT HAS MONEY LEFT IN THEIR ACCOUNT AT THE END OF THE YEAR, HOW DO THEY GET IT BACK? SO A PARENT CAN GO ON TO SCHOOL CAFE AND REQUEST A REFUND, OR CALL OUR OFFICE DIRECTLY AND REQUEST A REFUND AND WE'LL SEND THEM A CHECK BACK, OKAY, FOR ANY AMOUNT FOR WHATEVER'S ON THEIR ACCOUNT. OKAY. YES. SO I HAVE A QUESTION WITH RESPECT TO TITLE A, TITLE ONE CAMPUS. LET'S LET'S TAKE TERRY HIGH SCHOOL, FOR EXAMPLE. IF THAT'S DETERMINED TO BE A TITLE ONE CAMPUS, DO ALL THE STUDENTS THERE GET FREE AND REDUCED LUNCH? TITLE ONE IS T E A. WE DO C E P, WHICH IS USDA. I DON'T KNOW WHAT ALL THOSE INITIALS. YEAH, I AM SORRY. YOU GOT IT. SO THERE'S DIFFERENT QUALIFICATIONS. OKAY. SO WHEN WE TALK ABOUT CEP, THAT IS A DIRECT CERTIFICATION PROCESS THAT DIRECTLY PULLS FOR PEOPLE THAT HAVE QUALIFIED FOR SNAP PROGRAMS, THINGS OF THAT NATURE.

TITLE ONE IS SOMETHING TOTALLY SEPARATE. SO YOU CAN BE TITLE ONE AND NOT BE CEP AND YOU CAN BE CEP AND NOT TITLE ONE. SO THOSE TWO HAVE TWO DIFFERENT VALIDATIONS. MOST OF THE PEOPLE THAT HAVE TITLE ONE DON'T HAVE CEP, BUT MAJORITY OF THEM THEY HAVE CEP ARE ALSO TITLE ONE JUST BECAUSE OF THE DIRECT CERTIFICATION. BUT THEY ARE TWO SEPARATE PROGRAMS AND TWO DIFFERENT QUALIFICATIONS DEPENDING ON WHAT THOSE FUNDING LOOK LIKE. SO THEN LET ME TRY TO USE YOUR ACRONYMS APPROPRIATELY. LET'S SAY IF TERRY HIGH SCHOOL IS CONSIDERED A CEP CAMPUS, DOES THAT MEAN THAT ALL THE STUDENTS QUALIFY FOR FREE AND REDUCED LUNCH? ALL OF THEM EAT FOR FREE AT THAT CAMPUS AT TERRY HIGH SCHOOL AT TERRY? WHY? HOW HOW DOES THAT WORK? IT'S A PROGRAM CALLED COMMUNITY ELIGIBILITY PROVISION, COMMUNITY ELIGIBILITY, CEP.

OKAY, SO I USED IT CORRECTLY. MY MY EXAMPLE IS CORRECT. ALL RIGHT. SO SO LET'S SAY THAT RANDALL HIGH SCHOOL IS CONSIDERED TO BE A CEP. ARE THEY OR ARE THEY NOT? YOU KNOW THAT OKAY, THEY ARE OKAY. AND SO, SO IF IF RANDALL IS CONSIDERED TO BE CEP, ARE THE KIDS OVER AT STEENBERGEN CONSIDERED TO BE. NO THEY'RE NOT. NO. OKAY. BUT WE. THAT'S SCHOOL BY SCHOOL. THAT'S THE CURRENT STATUS IS STEVE STEENBERGEN IS NOT CONSIDERED TO BE CEP. THAT IS CORRECT. OKAY, SO SO THEN SO THEN HOW DOES DO WE HAVE BOTH PAYING AND NONPAYING STUDENTS AT STEENBERGEN? YES. OKAY. ALL RIGHT. THANK YOU VERY MUCH FOR

[02:45:02]

OKAY. AND JUST TO REITERATE THE POINT THAT TRUSTEE ARROYO'S WAS ASKING, AS FAR AS THE ACTUAL STUDENT GOING THROUGH THE LINE, THERE'S NO NO OTHER STUDENT KNOWS WHICH ONES ARE GETTING FREE AND THEY DO NOT. SO THERE'S NO SHAME. THERE'S NO THERE'S NO ANYTHING LIKE THAT.

SO NO, THEY ALL USE EVERYBODY USES THEIR BADGE NO MATTER WHAT. SO THAT'S THAT'S THE GREAT THING ABOUT IT. IT'S NOT PUBLICIZED. THAT IS CORRECT ABOUT WELL, JUST, YOU KNOW, FOR THE RECORD, THANK YOU FOR THE EDUCATION. I APPRECIATE ALL THAT INFORMATION. I'M ALWAYS GOING TO I'M ALWAYS GOING TO, YOU KNOW, LAND IN ON THE ON THE SIDE OF GIVING OUR STUDENTS GRACE WHEN IT COMES TO LUNCH. ANYTHING WE CAN DO TO TO SUPPORT STUDENTS. AND I REITERATE WHAT, WHAT JOHN MENTIONED. THAT'S A VERY GOOD POINT. I WANT ALL STUDENTS TO HAVE BREAKFAST AND LUNCH, WHATEVER IT TAKES FOR US TO GO ABOVE AND BEYOND THE CALL IN ORDER TO TO MAKE SURE OUR STUDENTS CAN EAT, HAVE A MEAL. THAT'S THAT'S WHAT I WOULD APPRECIATE. THANK YOU. THANK. I MIGHT HAVE ANOTHER QUESTION. WHEN I FIRST GOT ON THE BOARD, I. THE REASON I HAD THAT NUMBER IN MY HEAD WAS SOMEBODY ASKED ME THE QUESTION, NOT UNDERSTANDING HOW THAT THAT THE BUDGET CAME FROM THE FEDERAL GOVERNMENT. THEY ASKED, WHY ARE WE ALLOWING IF A SCHOOL HAS KIDS WHO CAN PAY, WHY DON'T WE MAKE THEM PAY? AND THEN YOU USE THAT MONEY TO FUND OTHER PROGRAMS. AND SO I WENT AND HAD A CONVERSATION WITH DOCTOR EVANS AND TRIED TO EXPLAIN WHY. BUT CAN YOU EXPLAIN WHY IT CAN'T WORK THAT WAY JUST FOR THE PUBLIC'S SAKE? SO, SO OUR CHILD NUTRITION PROGRAM IS A FEDERAL PROGRAM, AND WE CAN'T PULL MONEY OUT OF THAT FEDERAL PROGRAM UNLESS IT IS A CONSIDERED A DIRECT COST, UNLESS IT'S UTILITIES, TRASH, THINGS LIKE THAT, THAT THAT SERVICE PICKS UP. SO IF CHILD NUTRITION HAS AN EXCESS OF, SAY, $10 MILLION, WE CAN'T MOVE THAT MONEY INTO THE GENERAL FUND, RIGHT? IT CAN ONLY COVER FUNDS THAT ARE THAT ARE FOR THE CHILD NUTRITION PROGRAM, UNLESS IT IS SOMETHING LIKE TRASH. IF THEY'RE PRODUCING SO MUCH TRASH, THEN 40% OF THE TRASH BILL FOR THAT CAMPUS COULD BE CHARGED TO THE CHILD NUTRITION PROGRAM. BUT WE CAN'T CHARGE ALL OF IT THERE BECAUSE NOW YOU'RE USING THE FEDERAL PROGRAM TO FUND LOCAL FUNDS. OKAY. YEAH. OKAY.

ALL RIGHT. THANK YOU. ARE THERE ANY ITEMS ON THE FUTURE CONSENT AGENDA THAT TRUSTEES WOULD LIKE

[13. FUTURE CONSENT AGENDA]

[14. CLOSED SESSION]