[0:00] Good evening. The time is now 6 p.m. and with a quorum of the Board of Trustees present, I call the March 5th Board workshop to order.

[0:13] Let the minutes reflect that all seven of the seven trustees are present.

[0:18] Welcome to those that are here in the audience as well as those who may be viewing livestream.

[0:25] So we will move right into our opening with any public comment. Are there any public comments? Okay, excellent. Oh, I forgot to-

[0:32] go. It's a little delayed, but accounts. Okay, so we will move on to agenda item number two,

[0:40] discussion of the budget update for the 2526 fiscal year, as well as budget estimates for the

[0:45] 2627 fiscal year.

[0:52] Please welcome Mr. Jennifer Land.

[1:01] Let's see if I can get this right this,

[1:04] if this meeting. Look at that. Good evening, President Lerigo, Joe Sport members and Dr. Shepherd.

[1:10] Thank you for having me here tonight for a brief update regarding our budget.

[1:19] The goal of this presentation tonight is to provide some context around our financial

[1:25] situation and our position.

[1:27] And as I go through this presentation tonight, I want you to intentionally think about

[1:32] what work we have ahead of us in order to make sure that this district remains in a good financial

[1:40] position. Tonight's discussion is going to be organized into three brief

[1:44] parts. The past, the present, and the future. So first we're going to briefly

[1:51] revisit the past. And you know I thought about this presentation and you may have

[2:00] heard me say as well as other people say enrollment has impacted flu-Gerville.

[2:05] Fullerville ISC's financial position has been impacted greatly because of our lower enrollment and ADA.

[2:16] So I thought have I ever put that into financial context for you all.

[2:21] So that's what this slide is designed to do.

[2:24] I wanted to just take us back to the Zonda education second quarter of 2021 demographic report.

[2:34] That was just less than five years ago.

[2:38] At that time, our demographers projected that

[2:42] Flukeville ISD would have almost 30,000 students

[2:46] at this time, 29,933 to be exact.

[2:53] But we all know what our financial RR reality is right now.

[2:59] Instead of having almost 30,000 students,

[3:01] We have a little over 25,000 students.

[3:07] What does that 5,000 students swing mean for us financially?

[3:13] If we had realized the enrollment projection at that time,

[3:19] we would be looking at over $27 million more in our budget from state aid.

[3:26] I don't know about you, but if we had realized those projections, I think this budget presentation

[3:35] will look a lot different tonight.

[3:39] So now that I've taken you back to that past, I want to show you our ending fund balance

[3:45] over time along with the number of our operating-based cash that we have.

[3:51] The main takeaway from this slide is that red line at the top because that shows our operating

[4:00] days of cash.

[4:02] You can see that this district has been trending and pretty much a constant pace and that's

[4:09] what I'm going to refer to and Dr. Shepherd's word our glide path.

[4:14] We have been on a steady glide path.

[4:16] Now we had the, for the last few years we have been.

[4:21] Now, but last year, we did have that spike.

[4:24] But that was an intentional spike

[4:25] because we changed our fiscal year.

[4:28] And we were able to add some funds to our fiscal reserves.

[4:34] But take a look at that 2526 trajectory.

[4:39] If we continue on that anticipated trajectory,

[4:43] Our glide path goes from being constant and smooth to taking basically a huge dive.

[4:52] And as a district that path is not something that we and me as a chief financial officer would hope to see in this district.

[5:03] So that trend reinforces our need for continued planning and budget right-sizing.

[5:12] So now let me just take you briefly to our current financial condition.

[5:18] I'm not going to spend a lot of time here because this is what you saw last month.

[5:24] I just kind of made it look a little bit prettier.

[5:28] But this shows what we are looking at at our current in our current state.

[5:34] 25, 26. We are being once again impacted by less enrollment than we anticipated, which in terms

[5:45] effect our average daily attendance, and we are looking at about $6.7 million less in revenue from

[5:55] the state. Our state recapture payment is going to go up slightly, and the impact overall

[6:02] is almost an 11 million dollar deficit for this year.

[6:07] Hence, why our glide path is now projected to change

[6:12] and no longer be consistent.

[6:18] So we're going to continue to monitor our financial position for this year,

[6:23] and we will continue to provide updates.

[6:28] And finally, let's discuss the assumptions that are guiding our upcoming budget year

[6:35] And what it's, it's, it could possibly look like for us.

[6:39] These are the budget assumptions that you saw last month.

[6:42] I do want to point out that three of them were updated.

[6:46] The, the amounts were actually already included in the 2026-27 budget,

[6:51] but they had just not been updated on our assumptions.

[6:53] And those three areas are the student enrollment.

[6:56] The 24,521 does reflect the demographers' projections, which includes the impact of vouchers.

[7:09] That number directly impacts the average daily attendance.

[7:13] We kept the 91% rate based on historical trend, but the average daily attendance would be about 22,300.

[7:23] and with that it does impact our overall.

[7:33] I want to draw attention to the stabilization fund. We do currently have $15 million in that fund. However, if we have a deficit at the end of this current year, that stabilization number will decrease, because that number is what we will utilize to absorb the deficit.

[7:56] Now finally, God bless you. This is again just a different look of what you have already been

[8:04] presented. This is a preliminary deficit for the 27 or 2627 fiscal year. This deficit

[8:14] of approximately $18 million is something that again you've seen, but it's a culmination

[8:23] several things. Again, the enrollment decline, the voucher impact as well as other areas in which

[8:31] we anticipate that our revenue will decrease. Our Shars revenue, it's no secret to you all. I've

[8:37] talked to you about the decrease in our Shars revenue, but we are also experiencing some decreases in

[8:44] other revenue such as interest income, with interest rates falling, our interest income will

[8:53] also decrease.

[8:56] And when we look at what this preliminary deficit for next year means, it really means

[9:04] that we are going to have to continue to tighten our belts.

[9:10] This is an early estimate, but I also need to point out that this figure, this deficit does not include any staff raises.

[9:22] It also does not include any operational costs increases.

[9:28] But on the other side, it does not include any cost saving measures either.

[9:32] We have some work to do, and I cannot stress that enough.

[9:39] We have work to do on both sides, revenue, as well as expenditures.

[9:48] This slide represents how we are thinking about our path forward.

[9:53] That is something that is constantly on my mind, and so as we look at our financial future,

[10:01] We are charting new territory, cost cutting is not charting new territory for us, but having

[10:09] a sizable deficit with limited options, that is what's different for us.

[10:14] In the past when I stood here before you and we've talked about sizable deficits, we had

[10:19] an out such as going for a VATRE or continuing to look at items that we knew

[10:31] we could tighten. But I'm standing here in front of you today saying that we are out of

[10:39] those options that we've had in the past and we are focusing right now on two key areas.

[10:48] The first is the optimization. Optimization means that we're going to continue to operate

[10:55] or evaluate how we operate and ensure that we are effectively and efficiently utilizing our resources.

[11:05] And then finally, smart financial measures.

[11:09] That is all about making some intentional financial decisions.

[11:14] And both of these couple together will help shape the future of fluke or fluke or ISD.

[11:22] But at the forefront of all of this, we do have to continue to make sure that our students

[11:31] are receiving the quality education that they deserve and that we know we can and will provide for them.

[11:41] So as we move forward, I just want to say that this budget development process is going to be one that is going

[11:50] have to be very thoughtful, and we're going to have to remain diligent in all of the work that

[11:56] we do in the coming months as well as the coming years. I left these slides in here just

[12:05] again as a reminder that the cost saving and cost cutting work is not new to this district.

[12:18] It's

[12:19] different options that we need to consider.

[12:23] And with that, are there any questions?

[12:31] Trustee Mitchell?

[12:38] I just want to say thank you for that.

[12:40] Look backwards in that slide, so I appreciate that.

[12:44] It gives a good perspective.

[12:48] Thank you.

[12:52] Trustee Todas?

[12:56] I just had a quick question on the voucher information.

[13:05] That could be a larger amount, is that possible?

[13:11] Yes, that's the estimate that our demographers are working with in their next demographics report.

[13:18] We should have some update at numbers.

[13:21] Thank you.

[13:24] Trustee Okafort?

[13:27] Looking at the trends at the end of this school year, is there any idea how much we'll have to absorb in the general fund?

[13:36] And not general fund, but excess fund balance.

[13:40] Yeah.

[13:40] The general fund right now, that's that 10 almost 11 million dollars for this year.

[13:46] But we are, we, we won't have a, I guess, a more accurate number until probably the May June timeframe.

[13:56] But it really depends on what games we can make between now and the end of the year with student enrollment and attendance.

[14:05] Thank you.

[14:08] Any other questions, trustees?

[14:12] Thank you, Ms. Landa.

[14:13] I know it's not easy to deliver information like that, so I appreciate you and your team.

[14:33] We'll now move on to the presentation and discussion of district optimization scenarios as presented by Dr.

[14:40] Ali Vattis.

[14:42] Good evening, Madam President.

[14:43] Dr. Shuppard and members of the board.

[14:46] Thank you for the opportunity to present this evening.

[14:48] As you know, in October 2025,

[14:51] our district began in the district optimization process in partnership with civic solution

[14:55] group or CSG. Throughout this work we have brought

[15:00] Board approved priorities and developed campus profiles aligned against those priorities. Tonight's presentation

[15:07] represents the next step in that process as CSG presents proposed scenarios. These are intended to support

[15:16] the board's long-term decision making as we work to remain first and foremost, student-centered,

[15:22] Fiscal, responsible, and responsive to the district's current financial challenges.

[15:28] It is my pleasure to welcome back, Olin Parker, from Civic Solutions Group.

[15:34] Olin began his career as a high school math teacher that tracks over the multiple meetings

[15:39] we've had these past few months, and later served in leadership at the Louisiana Department

[15:44] of Education.

[15:45] He also served as a member of the Orlings Parish School Board, the governing body for the New Orleans

[15:51] public schools. He is joined by his colleague Gabby Figatti, managing partner of civic

[15:58] solutions group. Gabby has served in leadership roles in multiple districts and states such

[16:03] as New York, which have experienced similar challenges to those we face and they help lead our

[16:09] district optimization process. Mr. Parker, Miss Figatti, the floor is yours.

[16:18] There are two clickers.

[16:19] they both work.

[16:27] Good evening, trustees.

[16:28] Superintendent Shepherd.

[16:30] Again, my name is Gabby Figuetti,

[16:31] managing partner of CSG.

[16:32] And we are, as always, honored to get to work with you

[16:36] on what we know is really difficult work.

[16:39] My colleague Olen is going to lead us through

[16:40] most of the slide deck, but I might nudge him.

[16:43] If he forgets to say something or by if something to add.

[16:46] And we will be here to answer questions as long as we have them.

[16:50] Thank you.

[16:54] Good evening, trustees.

[16:55] It's great to see you all again.

[16:58] I'll say at the start here before I forget if you have any questions during the presentation please feel free to interrupt

[17:05] There will also be time for questions at the end, but

[17:09] You know, I want to make sure that if you have any questions about how the data is presented or clarifying questions that I'm able to answer them for you in the moment

[17:19] Where am I pointing my clicker here?

[17:21] Is it on?

[17:25] There we go

[17:25] So here's our agenda for this evening

[17:28] We're going to start, you know, trustees and we've been talking about this since the early fall,

[17:34] but there are always people who are coming to this process new.

[17:37] So we're going to start with the brief introduction for those who are coming to the process new this evening.

[17:44] And then we'll move to a review of the community engagement that we've been doing over the last six months.

[17:50] We'll also talk a little bit about the state of building capacity or facility utilization in the district.

[17:57] And then we'll spend most of our time in Section 4 where we'll talk about the draft scenarios that have been developed as part of the optimization process.

[18:06] And then we'll end the evening by discussing the opportunities for the community to engage and next steps in the district optimization process.

[18:15] There will be extensive community engagement done that will start essentially as soon as the presentation is over tonight.

[18:22] The website will be updated and go live, there will be a thought exchange that launches and goes live.

[18:27] And so we want to make sure that we walk you and the rest of the community through that engagement.

[18:33] So again, just to start for those who are unfamiliar or new to the process,

[18:39] a district optimization, overview, and a priority overview.

[18:44] So why are we here? Why are we having these conversations?

[18:46] First and foremost, you know, high-performing districts are constantly asking what can we do to increase the quality

[18:53] opportunities and the outcomes that our students receive. So I commend Fluegerville ISD for

[19:00] continually asking this question and this question is now coming up in the context of

[19:05] district optimization. You've also heard tonight, you know, one long-term goal of this is fiscal

[19:11] solvency and stability for the district. This is an issue that districts across the state of Texas

[19:17] and across the country are dealing with right now and again I'd like to commend you all for being

[19:22] proactive as these fiscal pressures are acting on the district.

[19:28] And then lastly, we're optimizing because we want to make sure that we're always expanding

[19:32] access to innovative programming and making sure that that access is equitable for all students.

[19:39] When we talk about district optimization, people often, their minds immediately go to school

[19:45] closure.

[19:45] And that is part of district optimization, but there are many other parts of optimization.

[19:51] And many of the things that you see on this slide will be part of this evening's draft scenarios.

[19:58] You can take actions that are necessary for the long term stability of your district,

[20:04] while also making sure that you're expanding access to opportunity for kids as well.

[20:12] These principles that you see on this screen have guided our work throughout.

[20:17] I want to focus on two of them tonight.

[20:20] The first is compassionate leadership,

[20:24] that the text under there is very important, be mindful

[20:27] of people behind the data.

[20:30] You will hear a lot about data tonight, but part of our community engagement process, both

[20:37] up until this point and from tonight onward is about making sure that we're honoring those

[20:43] communities that are impacted by these drafts and areas that you see tonight.

[20:48] There are people are more than spreadsheets and we're extremely mindful of that throughout this process.

[20:56] The other thing I want to bring up here is the influence these draft scenarios have been shaped by the people in this building, the cabinet,

[21:09] They've been shaped by flugerville ISD staff members.

[21:13] They've been shaped by flugerville ISD community leaders.

[21:17] So we have tried to involve as many people in the process as we can.

[21:21] We've had multiple rounds of thought exchanges to gather input from folks.

[21:28] And we truly believe that this process is stronger

[21:31] than more people who are involved in it.

[21:33] And so that is why we've done that engagement up to this point

[21:37] and why we will continue to engage.

[21:38] after tonight.

[21:42] This is sort of a summary of how we got to this point. We have looked

[21:50] at every single data point that we can think of. Every single data point that has

[21:54] been brought to our attention, we have investigated it fully, but we are not making

[21:58] decisions based solely on data. We are also making these decisions. We're creating these

[22:05] past scenarios based on the context, the values, and the experience of this

[22:10] lubricable community. We will continue to gather that context values and

[22:14] experience as part of our community engagement process, but this is just a

[22:19] simplification of all of the work that has gone into getting us to where we

[22:23] are tonight. We are always doing our best to honor both.

[22:31] As you have heard, board members, you're familiar with this, but a lot of the community engagement we've done up to this point is to develop a set of district optimization priorities that we applied equally to every single school.

[22:45] Those priorities were developed by the community and the Fluegerville ISC staff, and then they were approved by this board.

[22:53] For those who are unfamiliar with them, the four priorities that have guided this work are advancing student achievement, student persistence,

[23:00] investing in people and finance and operations.

[23:03] And you can see some of the primary data points that have gone into those categories that have influenced this work.

[23:11] We then applied those priorities evenly to every

[23:15] blindly to every campus because we want to make sure that

[23:19] every campus receives a fair review as part of this process.

[23:24] And what we found, if you look at that bottom row, is a very

[23:28] even distribution of schools that meet none of the priorities,

[23:32] all the way to schools that meet all of the priorities.

[23:35] And what that tells us is that we've done a good job as a

[23:39] community, setting priorities that are difficult, but they are aspirational, they are difficult

[23:46] to attain, but they're not impossible to attain.

[23:48] We want to make sure that we are always pushing in that zone of proximal development for students

[23:53] and also for schools, and so this is what the split looks like.

[23:58] I won't spend a lot of time on this slide, but for anyone that wants to review this slide

[24:02] for members of the public, the schools that meet varying levels of priorities are listed on this slide.

[24:13] So that's the sort of overview of how we got of what district optimization is and what has shaped our process thus far.

[24:23] Now we're going to talk about the community engagement that we've already done.

[24:27] So what you see here are images of engagements with staff members as part of the priority development process.

[24:35] We had a wonderful engagement with staff members at the Rock Gym.

[24:41] We have also, if you look at this slide, these are other ways that we have engaged.

[24:46] We have had multiple rounds of thought exchanges, including one that had over 20,000 engagements,

[24:52] which is far and above any community engagement we've seen in any other community that we've

[24:57] worked at.

[24:58] So I just want to commend Dr. Shepherd and his team for having that structure available

[25:02] to gather feedback, so in a way that is so clearly part of the daily operating procedures

[25:10] of Flueberville ISD. In addition to those thought exchanges, on the far left here,

[25:14] UC School Profile Documents, those are detailed reviews of every single campus. They show

[25:22] the state of the current reality of that campus. So on one page, there's a significant amount

[25:27] of data related to demographics, the academic performance of the school, the state of

[25:32] facility, etc., and on the second page you see how every school performed when compared

[25:40] to those district optimization priorities that were set by the community and then

[25:45] approved by this board.

[25:47] Those school profiles are then available on the district optimization website which has been

[25:56] live for several months now at this point, I believe.

[26:00] So every single school profile is located on that website.

[26:05] It's available in multiple languages and is also available for anyone using accessibility

[26:12] technology.

[26:14] We've also talked about district optimization in the newsletter that goes out to the community

[26:18] and in all of these other staff and community conversations that we've talked with business

[26:23] leaders.

[26:24] we've talked with principals, we've talked with the aspiring superintendents group.

[26:30] So we have done our best to turn over every stone to talk about anybody,

[26:35] to talk with anyone who wants to talk about this or optimization.

[26:38] They want to talk about optimization, they want to talk about this district,

[26:41] we've done our best to find them and listen to them,

[26:44] and we're going to continue doing that through this process.

[26:48] So now I want to shift and talk a little bit about data and the capacity of the district,

[26:54] or utilization in the district.

[26:57] So there are a few demographic challenges, board members you may remember this from a previous

[27:01] meeting, but first and foremost, student yield is significantly below historical averages.

[27:08] So what that means is there are far fewer children being born across this community, across

[27:15] Texas across the country, then even five to 10 years ago.

[27:21] And so even though you see new houses going up, you may see new houses or new apartment

[27:26] buildings, there are some developments in this community where 10 houses are built, and

[27:32] that will produce the equivalent of one child for the district.

[27:38] So when you think about neighborhoods, it used to be, if there were 10 houses, there

[27:44] Now, there are 10 houses, in some of these developments, there are 10 houses and one child that ultimately comes to the district from that community.

[27:54] The second point is that levers are consistently outnumbering newcomers and levers means it could mean someone who graduates from a flueger-ville ISD high school and moves on to accomplish one of the three ease.

[28:08] It could be somebody who transfers out of the district, transfers to another campus, and newcomers are people moving into the district or people coming into kindergarten.

[28:19] And so what you often see and we're seeing it here is you have larger cohorts of 12th graders graduating and smaller cohorts of kindergarteners coming in.

[28:29] So every year you're losing several hundred students simply because of the demographic patterns of the district.

[28:36] And then lastly, the housing market is having a direct impact on enrollment.

[28:42] If you think about your own life, either you or people you know, they are probably

[28:48] moving less than they did five years ago when interest rates were much lower.

[28:52] What we used to see is people would raise their families.

[28:56] Their kids would leave the house and then they would move somewhere else and a new young

[29:00] family would come in behind them.

[29:02] But now, people are raising their kids, their kids are graduating, moving on to great things,

[29:08] and they're sitting on a 2.9% interest rate, or a 3.1 or 3.2% interest rate.

[29:14] And if they're going to buy a new house, it's going to be a 6% plus percent interest rate.

[29:19] And so what we're seeing is people stay in those homes, which means there are fewer opportunities

[29:24] for families to come into those houses in the flu-grillized community.

[29:29] So these are the, these are the demographic challenges.

[29:32] This is the reality that the district is facing right now.

[29:36] It's not unique.

[29:37] It's a reality that many people are facing,

[29:39] and it's just about how are we going to respond to this reality.

[29:44] Another thing that I want to point out tonight,

[29:46] this is a review of capacity throughout the district.

[29:50] So you see elementary, middle, and high school.

[29:53] We have this many seats.

[29:55] We have 17,500 seats at elementary.

[29:59] 8500 at the end.

[30:00] A little school and roughly 9,500 at the high school level. Right now, we have almost 10 to 11,000, just doing some rough math, you're 10 to 11,000, excess seats, which means there's a utilization rate at the elementary and middle level of 66% and 65%.

[30:22] Typically, a district strives for a utilization rate somewhere between 75% and 95% and 90%.

[30:30] Because you want your buildings to be full, but you don't want them to be so full that there's no room for movement.

[30:36] Or no room for a new subdivision to be built or something like that.

[30:39] So right now, at the elementary and middle level, we are fairly significantly below the mark that we want to be.

[30:47] If we project that out five years, based off of the numbers that you've heard from your

[30:52] demographer, based off of the report that was presented to this board, that utilization

[30:57] rate drops by about 5 percentage points in the next five years.

[31:01] And if you go 10 years down the line, it rebounds a little bit for elementary, but continues

[31:07] to drop at the middle school level.

[31:09] And so you end up having roughly between 11 and 12,000 excess seats in the district, and

[31:16] S action is taken.

[31:19] This is a graphical representation of what you see again.

[31:23] This should typically strive for about 75% and as you can see the middle and elementary

[31:29] schools are below that and will be below that for the next 10 years unless there is a significant

[31:36] and unforeseen change or unless there is action taken by this board.

[31:41] This is another way to look at this data, a draw your attention up here.

[31:47] The average capacity of an elementary school in Fluegerville, ISD is a little under 800.

[31:54] The average capacity of middle school is roughly 1,200 and the average capacity of a high school is roughly 2,400.

[32:02] And so what that means is, in 2728, when some of the draft scenarios are set to be implemented.

[32:14] So we base it off of those projections. In 2728, where over 2,000 empty seats away from that 75% utilization goal.

[32:25] That's the equivalent of almost three elementary schools.

[32:28] So, if we want to be at 75% utilization, either our population needs to grow by the equivalent

[32:35] of three elementary schools, which the demographers not projecting, or we need to remove

[32:41] the number of seats equivalent to three elementary schools.

[32:45] If you look at the 90% utilization rate, that increases to six elementary schools.

[32:51] same idea for middle schools. Again, in 27-28, we're about 800 students below the 75% mark which again is sort of the lowest band the district strived for which is a little under one school and if to get to 92 to get to 90% it's a little under two middle schools that we need to come offline.

[33:12] As you've seen from the graph and from the charts and the preceding slides and as you see here capacity is not yet an issue for fluke real ISD high schools.

[33:21] That's why most of the scenarios that the draft scenarios that you'll see tonight will be elementary or middle school scenarios.

[33:30] This is a much less beautiful.

[33:35] Please.

[33:40] My question is on the architectural capacity, and sorry I have to find it, because I had to write it out, so I ask it correctly.

[33:53] So, as trustees, as you know, our responsibility is to make decisions based on the most accurate picture of how our facilities are actually functioning today.

[34:06] And my understanding, and this is what I want to get clarification from you on, is that

[34:14] architectural capacity is reflecting the building's original design.

[34:23] But many campuses, including ours, are not necessarily using it to the original design,

[34:31] because there's been new requirements.

[34:34] And we've had to figure out how to use the space

[34:36] to meet the new requirements.

[34:38] Special education, support, interventions,

[34:41] space, counseling, bilingual programs.

[34:44] So for my benefit and for the benefit of the board

[34:48] and the community, could you help us understand

[34:51] whether looking at different measures of capacity,

[34:56] functional program adjusted capacity,

[34:59] I might provide a more accurate representation of how these buildings are being used today.

[35:06] And if so, would it be possible for us to see those utilization figures through that lens,

[35:13] as well, in addition to what you've already presented, so that when we're taking those factors

[35:20] into account, we have a realistic view of the capacity assumptions.

[35:25] Yes, ma'am. Thank you for the question in the comments. This is something that every district

[35:32] is, you know, our experience when working with districts is there are multiple capacity numbers

[35:40] for every building. There's a functional capacity, there's an architectural capacity, typically

[35:45] if you ask the principal, the principal has a different number for capacity, it's very common.

[35:50] And so what we're happy, we had an extensive discussion about which capacity should we use.

[35:57] We ultimately settled on architectural capacity, but we can absolutely provide you with that data.

[36:01] We have it easily accessible, and we'll be sure to share it with you after this, after the meeting tonight.

[36:07] And also just so you know, there are certainly different programmatic requirements of special education,

[36:14] byling wool education, as you mentioned, there are also times where as something that was built

[36:22] to be a classroom turns into somebody's office or something or turns into additional offices

[36:28] for central office staff. So I know that staff members have done a holistic review of how the

[36:36] capacity is being used and will be sure to follow up with you on that information and provide

[36:41] that information is the full board.

[36:45] So again, you've seen this slide from your CFO, Miss Land.

[36:51] This is a less beautiful version of the information

[36:53] that she presented to you, but the information is the same.

[36:56] Projected 2526, budget deficit of roughly $11 million,

[37:01] and a projected preliminary deficit of roughly $18.3 million.

[37:08] So now, let's get to the draft scenarios.

[37:11] there are 12 scenarios that you'll see tonight. We'll start with the elementary scenarios, then we'll do scenarios affecting middle schools and then we'll do scenarios affecting high schools and then we'll summarize it with a couple of summary slides that show the impact if all draft scenarios were to move forward and you're going to hear me say

[37:30] May draft scenarios over and over tonight. That is very intentional because these are draft scenarios. Nothing is set in stone. Nothing is set in stone until this board votes. And so we will be hosting a significant amount of community engagement meetings. We'll have a survey to gather feedback and the scenarios that you see in May as the board will be different. We'll be less than what you see tonight. And that is by design because we will be less than what you see tonight. And that is by design because we will be less than what you see tonight.

[38:00] We want to make sure that the community understands that the engagement is real.

[38:04] It is not a rubber stamp, so you're going to hear me refer to them as draft scenarios

[38:09] throughout because that is what they are.

[38:14] Trustee Mitchell?

[38:19] So I just want to be clear on something.

[38:21] The draft scenarios that you're about to present, this is a result of those optimization

[38:27] meetings that you've had in the past with staff and community members.

[38:31] And that's what's leading us to this point.

[38:33] Yes, ma'am.

[38:34] So what we have done is all of that engagement went into developing the priorities, the priorities

[38:40] were then applied to every campus.

[38:42] The school profiles were then developed.

[38:45] The school profiles were then developed and presented to the public.

[38:51] And then we used the engagement that we received from community members, from staff members,

[38:56] et cetera.

[38:57] We used all of the data that we gathered, and we came up with these 12 drafts and areas

[39:01] concert with the cabinet, that you'll see here tonight.

[39:06] So I want to orient you briefly before I go through this slide.

[39:10] For every draft scenario slide, you will see the key takeaway from this slide.

[39:17] You'll see some details in rationale and some long-term considerations.

[39:21] Usually the data that's in this section is from the demographers report.

[39:26] You'll see a map for every scenario, including the distance from one school

[39:31] to another. Obviously if you live over here it's going to be left in five minutes or if you live over here it might be

[39:38] you know less than whatever the time says on the map but this is the time from campus to campus at eight o'clock in the morning.

[39:47] And then lastly these are the projected year one net operating savings we worked closely with your chief financial officer to develop our

[39:55] and then the proposed implementation year.

[39:59] I do want to be very clear every draft scenario

[40:01] that you see tonight will have at least one year

[40:05] for the district to plan and work with the community

[40:09] before it is implemented in a 27-28 school year.

[40:14] So our first draft scenario is the closure of Palmer Lane

[40:18] and the rezoning of students to neighborhood schools.

[40:20] Parmer Lane Elementary is the second oldest elementary school campus and this will move all of its students into newer campuses.

[40:30] The campus is in close proximity to Parmer Lane, Northwest, Ruth Baron, River Oaks.

[40:36] They all have 200 plus vacant seats available to accept students.

[40:42] Parber Lane also, it's current enrollment, they are currently serving 185 dual language students who are actually zoned to Northwest Elementary and Northwest Elementary either has or will in the very near future have that dual language programming as well.

[41:03] So for 185 of those students they likely will receive the same programming but closer to home, not likely they will.

[41:11] Another key point for this is of all of the students who are zoned to Parmerlane Elementary,

[41:20] only 199 of those students actually choose to attend Parmerlane Elementary.

[41:26] 250 students or more that are zoned to Parmerlane choose to go to a different school.

[41:33] And the reason why I say 250 or more is because of the way that TEA masks that

[41:38] data in the transfer report, but we know that at least 250 of those students

[41:44] zones to Parmalane are leaving the school and choosing either another

[41:48] Fluegerville ISD school or a charter or private school.

[41:52] Some long-term considerations Parmalane obviously it's in a it's on a major thoroughfare

[41:57] It is less walkable than many PFISD campuses.

[42:02] And its enrollment is expected to be within 10% of where it is now,

[42:07] for the next 10 years.

[42:10] And at the same time, enrollment at some of these neighboring campuses

[42:13] is expected to drop by at least 20%.

[42:17] And so what this will do is it will take, it will remove students from

[42:21] an older facility and help fill up some of those newer campuses.

[42:26] Another relevant long-term consideration, the Parmer Lane enrollment zone has zero home starts

[42:33] and zero home closings in the Demographers report, which means there is not a significant number

[42:39] of that you cannot expect a significant number of new students to come into the enrollment zone.

[42:46] The projected one year net operating savings is almost $3 million for closing Parmer Lane

[42:52] because the surrounding campuses become more efficient.

[42:56] I want to stop at this point and say I want to be very clear,

[43:02] based on attrition and based on what,

[43:05] based on historical attrition rates and based on the staffing

[43:08] at each impacted campus tonight, not just

[43:11] parmaline, but each impacted campus.

[43:13] Any staff member who is at an impacted campus

[43:16] in these draft scenarios that you hear tonight

[43:19] will have a place in Fluegerville, I see.

[43:22] This will not lead to anybody losing a job.

[43:26] The draft scenarios that you hear tonight, whether it's

[43:28] Parmer Lane or anyone else.

[43:32] I will not spend a ton of time on this slide because this slide is

[43:36] for people who want more data, who want to go deeper into the scenario.

[43:41] But just to orient you, this shows the impact of campus

[43:47] and the surrounding campuses.

[43:48] This data is a reference to the priorities that were set by the community and approved by this board and the green indicates whether they met the benchmark or the red indicates they did not meet the benchmark that was set.

[44:04] This section shows you the utilization at nearby campuses.

[44:08] It has parmalands enrollment as well as the increase in enrollment necessary to get to 75, 80, 85, or 90% capacity.

[44:19] And then lastly, for those finance gurus in the crowd,

[44:23] this shows you how we got to the one-year budget assumption and also shows the three-year projected expense reductions.

[44:35] And the reason why we chose three years of projected expense reductions is because all of the draft scenarios you see tonight will be rolled out over three years beginning in the twenty seven twenty eight school year.

[44:47] So again, I'm not going to spend a ton of time on this slide for every scenario, but for members of the community members of the board, if you want more information, it is available in your slide deck and post it online.

[44:58] It will also be available.

[45:00] On the district optimization website. The second scenario tonight is closing desa, elementary and

[45:06] rezoning students in nearby schools. Obviously there is one nearby school, Wilhelmina Delco,

[45:13] which shares a parking lot, but desa. There's also the possibility that students could be

[45:18] rezoned either to Weeland or to Ruth Barron. Delco was one of the reason now, these two schools

[45:25] Dessa and Delco are so close to each other.

[45:27] You may wonder why did we choose closing Dessa versus closing Delco?

[45:32] Well, one reason is Delco is 15 years younger.

[45:36] So long-term, it makes more sense

[45:39] from a facility's maintenance standpoint

[45:42] to go with the newer facility.

[45:45] Another relevant point here is that similar to what

[45:48] you heard with Palmer Lane, more students transfer out

[45:51] desa that are zoned to desa, then actually attend the school.

[45:56] And in fact, more students are transferring out of the desa enrollment zone than any other

[46:01] flugerval ISD elementary school.

[46:04] Some long-term considerations, again, there is some housing development in that enrollment zone,

[46:13] but if you remember from the point from earlier, we are not seeing the same yields that we

[46:19] have seen historically, which means even though there may be housing development, we cannot

[46:23] expect a significant influx of students based on your demographers' projections.

[46:30] In the same vein, Delco's enrollment is expected to drop by over 100 students in the next

[46:35] five years, and it's projected enrollment is projected to have enrollment as low as 294 students

[46:42] in the next 10 years.

[46:45] And so that would put Delco at a utilization rate of 37%.

[46:49] Which, again, if we're seeking 75 to 90% building utilization,

[46:54] obviously 37% utilization is far, far from that goal.

[46:59] Lastly, there's significant capacity

[47:01] at this surrounding schools to absorb the students

[47:05] from desa elementary.

[47:07] And what you see here, a similar operating savings for desa

[47:11] of roughly $3 million dollars, and that proposed implementation here is, again, the first year

[47:16] that any of these draft scenarios would go into effect, which is a 2728 school year.

[47:23] There's additional data here. Again, I won't spend a significant amount of time here,

[47:28] but for anyone that wants it, there is more information. These slides, if they're not already

[47:34] available on the district optimization website, they will be by the time my presentation is

[47:39] The third scenario is the closure of draft scenario is the closure of Flugerville Elementary and

[47:46] rezoning students to neighborhood schools. Just a few points on this one. For those of you who

[47:52] are unfamiliar, the surrounding schools are weelin, broccalo, carpenter, and then carpenter and

[48:05] significantly newer campuses. This, this, this draft scenario. Flugerville Elementary has been

[48:11] losing enrollment consistently every year for the last six years and it is losing enrollment

[48:16] at a faster rate than the district average. One primary driver of that is that almost 250 students

[48:23] have transferred to charter or private schools. And similarly to the first two that you heard

[48:30] families are voting with their enrollment preferences.

[48:33] And more students are transferring out a fluke

[48:39] reveal that are zoned to that elementary school

[48:41] than are staying at the campus.

[48:45] Long-term considerations, again, going back to building

[48:48] age and the maintenance implications of that fluke

[48:50] reveal is the oldest elementary school.

[48:55] And one of the potential receiving campuses

[48:59] As we land, it has a 10-year enrollment outlook that has below 60% utilization.

[49:06] So again, if we're talking about filling our buildings becoming more efficient so that

[49:11] we can push funds to things like programming and staffing rather than building maintenance

[49:17] and utilities, if we want the dollars to benefit the children and the adults that are actually

[49:22] in the buildings rather than the buildings themselves, we land over the next 10 years

[49:27] that's projected utilization is capped at less than 60%,

[49:30] unless additional students come either from moving in,

[49:35] which is not expected or from action by this board.

[49:39] But the statement you just made in terms of the cost savings

[49:44] on the maintenance and construction and upgrades

[49:47] that we have to do for the older schools,

[49:50] was that something that was spattered into the operating savings?

[49:53] That is an excellent question,

[49:55] and thank you for bringing that up

[49:56] because it was at my notes and I forgot to mention it,

[49:59] the operating savings, that does not include any maintenance costs.

[50:04] So conceivably, the savings would be larger

[50:08] because you don't have to, you don't have to cool a building

[50:13] to the same temperature if there aren't students inside of it.

[50:16] You don't have to purchase a new chiller.

[50:18] You don't have to replace the roof

[50:19] for the windows on the same time schedule.

[50:22] So the district actually will very likely receive

[50:25] additional cost savings, but they're not reflected in the numbers that you see tonight,

[50:30] and that was intentional, because we wanted specifically to talk about operating costs,

[50:35] and not include things that may be impacted by future bond funding.

[50:43] Trustee Daniel,

[50:50] this is just a general question that you won't know the answer to, but just

[50:55] to the district, if we choose any of these scenarios and we're predicting that if we say we're

[51:04] going to close a campus, we're looking down the road, you know, to your point about the maintenance

[51:08] costs, if we have a campus that is designated for closure and there's a major maintenance issue

[51:16] and this is not a question that will be answered tonight, but I am curious about knowing about

[51:22] we will handle that. Like, if an HVAT goes down, we can't have a school without

[51:26] merit-conditioning unit, but if it's a school that we intend to

[51:30] divest, then I would like those families to know that their children will

[51:35] be taken care of.

[51:37] Sure, very question. Thank you.

[51:44] Trustee Anyes,

[51:48] I understood your explanation of student

[51:51] yield earlier. Thank you. That was a great explanation. Now, I'm just trying to

[51:56] understand it with that actual figure that's on this one. Can you explain the 0.095 yield

[52:03] for that housing this being built? Certainly so what that says is for the development that

[52:10] is happening in the Fluegerville Elementary School zone. For every one house that is built you

[52:15] can expect will round and say one tenth of a child. So for every ten houses that were our built,

[52:24] you would get one child, is essentially how to, how to, it's an easier way to...

[52:32] I think that's the last and another relevant point on this slide.

[52:40] As even though there is development happening in the Fluegerville Elementary School Zone,

[52:44] obviously we've heard from our community engagement thus far. The Fluegerville Elementary,

[52:48] it's the oldest elementary school that has a long and proud history. We certainly understand

[52:53] that. There is also the realities of the age of the facility.

[52:57] And there are the realities that more families are, that are zoned to Fluegerville Elementary are choosing to go elsewhere than choosing to send their current students to Fluegerville Elementary.

[53:10] Again, here's additional information.

[53:13] The current Fluegerville Elementary enrollment is 366,

[53:17] and as I mentioned it is declining every year, has declined every year for at least the last six years,

[53:22] and is declining at a faster rate than the district. Overall.

[53:26] Our fourth scenario tonight, our fourth elementary school scenario and the last closure

[53:33] recommendation or draft scenario for elementary schools is the proposed closure of

[53:38] windermere elementary and rezoning students to surround the campuses including Timberman,

[53:44] Brooke Hollow, Highland Park, and Caldwell.

[53:48] This scenario moves students to significantly newer campuses in the case of Timberman, Timberman

[53:52] as built in 2021. It's one of the newest, excuse me, 2017. It's one of the newest elementary schools

[53:59] within the Fluegerville ISE portfolio. Windermier is also the way it's constructed is particularly

[54:07] beneficial for reuse for other purposes. And we'll talk about that in another draft scenario tonight.

[54:14] And students that go from Windermier to Timmerman will be moving from one of the oldest facilities

[54:22] to one of the highest quality facilities, and you will then have one of your newest campuses

[54:28] be also one of your most efficient campuses. The Wintermeer Enrollment is projected

[54:34] to continue dropping. It's projected to drop by 150 students over the next five years.

[54:40] And without action, Timmerman, again one of your newest facilities, is going to be under 50%

[54:46] utilization for the next decade.

[54:49] And then lastly, there are no active subdivisions being built in the enrollment zones of any

[54:55] of the schools surrounding this surrounding winter mirror.

[55:01] The net operating savings, again, come in at about $3 million per year.

[55:05] Trustee Thaudes?

[55:07] Just a quick question.

[55:10] Was there a consideration on the, if this happens, you got to move several, you know, several

[55:16] students, but the cost of transportation is going to make an increase there, because if you

[55:24] bust three different schools, you're going to have multiple bus routes added to the

[55:31] this program. Certainly. So we have not yet considered, we will always consider transportation

[55:38] prior to the board meeting, but the transportation considerations often, they take a lot of work

[55:46] And we don't want to take up staff time at this point in the process if this scenario is not likely to move forward.

[55:53] And so we will have that information for you prior to the prior to and at the main meeting.

[55:59] But I will say from experience that typically transportation costs are not

[56:05] Do not increase significantly as a result of district optimization because often you are moving students closer to

[56:13] Like for instance, if I live in this portion of the winter mirror elementary zone

[56:19] I'm actually closer to Timmerman and so either it's less mileage for a route or I'm simply

[56:26] Filling up a route that is already underutilized. So we're definitely going to look at it

[56:31] We always do, but we don't typically see a significant increase in costs based on transportation.

[56:41] You see additional information here.

[56:45] The next scenario, if you remember at the beginning of this presentation, I talked about

[56:49] how optimization is not just about school closure.

[56:52] It's about many other things.

[56:54] This scenario reflects that.

[56:57] We're always asking, how can we put our students in higher quality buildings or higher

[57:06] opportunity and access to innovative school models.

[57:10] Scenario 5 is a recommendation to redesign

[57:13] Dearing Elementary as a high-performing choice option.

[57:17] To take this next year to work with a community,

[57:21] identify what school model the community would like to see,

[57:26] what innovative school model the community would like to see

[57:29] at Dearing, and then over the course of the next year

[57:33] plan out what that model will look like.

[57:35] I want to be very clear whatever model is chosen, whether it's steam or do a language or arts immersion or whatever the community decides.

[57:45] If you're a current student at Dearing, you will have the opportunity to remain at Dearing and access that model.

[57:54] Right now, Dearing is a 53% utilization.

[57:58] So one of the goals, you're not the primary goal here is to provide students with the best and most innovative opportunities that they can receive.

[58:05] But also, Dearing is uniquely positioned either to bring students back to the district or bring students into the district, given its location, and its building quality.

[58:18] Dearing right now is expected to room, it's at 53% utilization, and without action, it's anticipated to remain at roughly that same utilization for the next 10 years.

[58:31] And currently there is minimal enrollment taking place in the Dearing Elementary Zone.

[58:39] But again, this is a model where this is an idea where the district staff would work with the community to identify the school model over the next year and implement that model and then the model would be in place for the 27-28 school year.

[58:53] Trustee Mitchell. If I can make a suggestion, go back to the go forward one. Okay, under the utilization and the current enrollment.

[59:05] If I can make a suggestion, you might want to put the capacity of that school there as well. So there can be a comparison of where they are and where they could be.

[59:15] Certainly. We can certainly add that. Thank you.

[59:19] As soon as we update that information on the slides, we'll provide it to you and we will also make sure it's updated on the website as well.

[59:31] Our next scenario is also related to elementary schools.

[59:36] Is the rezoning of elementary schools east of Highway 130.

[59:41] This is something that is not recommended to take place until the not recommended for implementation until the 2930 school year.

[59:49] But if you look at demographic projections, if you look at projected utilization of campuses,

[59:55] this is something that the board will need to consider, and the district will need to implement at some.

[1:00:00] Over the next three to four years, right now, what a rezoning will maximize utilization at your newest elementary campus, hidden like

[1:00:10] going our walls. And it will also make sure that we are maximizing the number of students that are receiving the

[1:00:17] the highest quality education possible. Right now of the schools that you see on this map, the building utilization

[1:00:25] and ranges from 71% to 98%.

[1:00:29] And so we'd like to even add out a little bit

[1:00:32] because it gives you flexibility for things

[1:00:34] like you're mentioning Trustee Yanyas,

[1:00:36] like dual-language programming,

[1:00:37] like special education programming, et cetera.

[1:00:40] And it also gives you flexibility

[1:00:42] where if it's significant housing development does happen

[1:00:44] at any point in the next 10 years,

[1:00:46] the school in that zone has the ability

[1:00:49] to absorb new students.

[1:00:52] Each campus in this scenario

[1:00:54] was constructed after 2005, so it will generally be students moving either to newer or to

[1:01:02] very similarly aged cancer. Another key component of this is carpenter elementary, is projected

[1:01:11] to have more enrollment gain than any school in the district, and in fact, will be at or even

[1:01:20] possibly above. It's projected capacity. It's in the next few years. And so that is why we want

[1:01:26] to make sure that we're constantly looking at our zones to make sure they are providing

[1:01:31] the optimal level of efficiency for all of our campuses. And one part of this recommendation

[1:01:38] is that the board, as part of the district optimization process, develop a policy for continual

[1:01:46] sort of rezoning, not annual rezoning, but on a certain, on a set period, the board and the

[1:01:54] district would go through a rezoning process every three years, every four years. Whatever

[1:02:01] you ultimately deem appropriate, but that is generally the best practice.

[1:02:06] Trusty Mitchell. So,

[1:02:09] in the rezoning, I just would like for these committees and community members and us to consider

[1:02:16] the neighborhoods that have been resolved several times and then looking forward not to try

[1:02:24] to duplicate that because I was some of the problems in the past. We were resown the same

[1:02:30] neighborhoods. I e-springbook and both, both place. So kind of getting ahead of that when we're

[1:02:37] thinking about rezoning, what neighborhoods are on the cusp that might have changes every

[1:02:43] three or so many years that you're talking about.

[1:02:46] Yes, ma'am, I think that's a great point.

[1:02:48] One other thing that I want to stress here is, again,

[1:02:51] the proposed implementation for this

[1:02:53] is not until the 2029, 30 year.

[1:02:56] So the majority of students who are currently

[1:03:00] at these campuses will not be affected by the rezoning

[1:03:04] because by that time, there'll be a middle school in high school.

[1:03:07] But this is a long term look, and to your point, Trustee Mitchell, we will of course be mindful of that.

[1:03:16] I also want to make it clear for the community, there will not be boundaries redrawn at the community meetings or as part of this process.

[1:03:25] This is something that is down the road, we're just simply naming now.

[1:03:29] This is something that will need to happen to continually optimize the district.

[1:03:35] And then here you see data on each of the impacted campuses.

[1:03:40] There is not a projected budget reduction for this scenario because, again, it's four years down the road.

[1:03:46] The lines have not yet been drawn, and so it doesn't make sense to project for this particular scenario.

[1:03:55] This is the final slide that we have in the elementary section.

[1:03:59] It just shows a summary of all of the elementary school draft scenarios.

[1:04:04] These are campuses that are not impacted.

[1:04:05] These are the four campuses that right now, there's a draft scenario for closure.

[1:04:11] Every school that you see in red will become more efficient.

[1:04:14] It will receive more students, and that means more funding that can be spent on students and adults

[1:04:20] and programming, rather than buildings and utilities.

[1:04:24] These are schools that will be impacted by rezoning, and then there's one

[1:04:28] Deering, which is recommended for new programming.

[1:04:33] We're now going to move to the middle school scenarios.

[1:04:35] There are fewer middle schools, so we're halfway through, so there are 12 drafts scenarios we've done six.

[1:04:41] The first middle school scenario is to close Park Crest Middle School and rezone students to neighboring schools.

[1:04:48] If you remember earlier in this presentation, we talked about middle school capacity right now is at roughly,

[1:04:54] or excuse me, middle school utilization is at roughly 65% and is projected to drop to the low 60s,

[1:05:02] and then 59% over the next five and 10 years respectively.

[1:05:08] One item to note is that Kelli Lane is projected to be disproportionately impacted by enrollment

[1:05:16] loss.

[1:05:17] So why am I bringing up Kelli Lane if the draft scenario is closing Park Crest Middle?

[1:05:22] Because in this situation, in this scenario, many students who are currently zoned to Park

[1:05:27] Crest would then move into Kelli Lane and make sure that Fluegerville ISD students are

[1:05:32] still benefiting from what is your currently your highest performing middle school campus.

[1:05:39] So this would move a significant number of students into Kelly Lane, which is expected to have significant enrollment drop over the next five and ten years.

[1:05:48] And then Fluegerville and Park Crest, which at 72% and 58% are expected to be at that level or below the 75% threshold that is generally accepted as the target for building utilization.

[1:06:04] I think a longer term, this is an important note, the way the geographic spread of middle

[1:06:13] schools in Fluegerville, ISC, there is a smart planning done for as far as making sure

[1:06:20] every neighborhood has access to a middle school, but there may need to be some broader

[1:06:26] rezoning done at the middle school level over the next several years either as part of or in

[1:06:33] addition to this draft scenario simply because some schools like bowls like seal are expected

[1:06:40] to be at or above their capacity while others like Park Crest or Kelly Lane are expected

[1:06:47] to be well below the 75% park.

[1:06:52] Without consolidation or rezoning,

[1:06:55] Park Crest is projected to be roughly half full and Kelly Lane

[1:06:59] is also to be slightly less than half full.

[1:07:02] And so that is why when we've been talking about this scenario,

[1:07:07] we can't talk about the proposed closure of Park Crest

[1:07:10] without talking about the surrounding campuses.

[1:07:14] This has an annual operating impact

[1:07:16] of slightly over $3 million and their proposed implementation year is 2728.

[1:07:23] Again, here is additional data on the campus.

[1:07:26] There are currently 762 students at Park Crest.

[1:07:32] The second middle school scenario that we have, the eighth scenario overall, is the proposed closure of Westview middle school and rezoning students to surrounding campuses. Again, we've talked about middle school utilization, it is currently below the benchmark and will continue to drop over the next five and ten years. Westview is the second oldest middle school campus. It is the lowest performing middle school campus right now.

[1:08:02] And there are some accountability impacts at West U right now.

[1:08:08] It is for the last three years have been rated academically unacceptable by TDA.

[1:08:13] Some long-term considerations enrollment at these two campuses is combined to drop by about

[1:08:19] 180 students, so not as significant as Kelly Lane, but still we are expecting to see some

[1:08:25] middle school enrollment decline.

[1:08:27] And based on capacity numbers and based on where West View is located in the district,

[1:08:35] the closure of West View would require some broader rezoning of middle schools as I touched on in the last scenario as well.

[1:08:43] One thing to point out, the proposed implementation of this scenario is not until the 28-29 school year.

[1:08:54] additional information here for any community member that would like to see it.

[1:09:01] The next scenario is also related primarily to middle schools, and that is again,

[1:09:08] we're not just talking about school closures tonight, we're also talking about expanding

[1:09:11] opportunities for students by a new programming.

[1:09:15] So the draft scenario that you see here is exploring new programming at Bowles Middle,

[1:09:23] at Seal Middle, and at Ma, Elementary.

[1:09:26] Similarly, similar to what happened during if this scenario is ultimately passed by the board,

[1:09:33] there will be a planning year to determine what the best fit is for each campus.

[1:09:39] And again, this is about not only providing the best possible education and an innovative education for students,

[1:09:47] but also holding on to the students that we have and potentially bringing some additional students back to Fluegerville ISD.

[1:09:54] I think the other point to make on this scenario is we don't have financial projections on

[1:10:02] this on this draft scenario yet because the community and the staff have not yet decided

[1:10:08] what the appropriate programming is for these three campuses.

[1:10:14] You see information about the three impacted campuses here and then a summary of our middle

[1:10:21] school scenarios. Every school will be impacted. Every middle school will be impacted in some

[1:10:27] way. Again, the draft scenarios have their two draft scenarios for closure. One of

[1:10:32] part-crest middle, one of West-view middle. These are three campuses that will be receiving

[1:10:38] students and becoming more efficient, saving money for the district, allowing the district

[1:10:43] to spend money on students and adults and programming. And then both is mentioned both

[1:10:49] in a rezoning and in a programming scenario,

[1:10:54] seal would be receiving new programming.

[1:10:56] And I mentioned I included mop here,

[1:10:57] even though it's not a middle school.

[1:10:59] It was a part of scenario night.

[1:11:00] So I wanted to make sure it was shut.

[1:11:04] Lastly, I would like to take you through the draft high school

[1:11:08] scenarios.

[1:11:10] Again, if you remember back to the beginning of this presentation,

[1:11:15] high school utilization is not an issue at high schools.

[1:11:19] is currently above 80% and is projected to be in that realm for the next 10 years.

[1:11:26] And again, we talked about, right now we have larger cohorts going through the system and

[1:11:31] smaller cohorts coming in behind them. That is a large reason why we do not have any

[1:11:36] utilization issues at high school campuses right now. The first draft scenario for high schools

[1:11:45] would be the shift high school schedules from a block schedule to a traditional eight period

[1:11:50] day.

[1:11:53] The master schedule of any district is one of the largest cost drivers.

[1:11:58] Whatever model you choose determines how many individuals you need to hire.

[1:12:03] Again, whether it's a draft scenario regarding closure or a draft scenario regarding high

[1:12:09] will scheduling, there is no fluke reveal ISC, teacher, administrator, staff member, et cetera,

[1:12:17] who will lose their position.

[1:12:19] They will have a position, they will have a home in fluke reveal ISC.

[1:12:23] But this presents a significant cost savings in year one.

[1:12:28] It is a cost savings of almost $5 million to move from a block schedule to an eight-period date.

[1:12:35] It also allows students to have daily access to their core courses, and then the staffing

[1:12:43] reductions that would naturally occur would happen from attrition, and there may be a teacher

[1:12:52] may choose not to teach high school anymore, they may choose to work in central office, they

[1:12:56] may choose to work in the middle school, but again, they will have an equivalent position

[1:13:01] within Fluegerville IFC, and their salary will remain the same or increase.

[1:13:07] And then lastly, this is a, you know, this will be a lift, this will be a ship, so there

[1:13:12] will be plenty of engagement with Fluegerville IFC staff to make sure that there is a professional

[1:13:17] learning, the professional learning this need to take place to make sure that the teachers

[1:13:22] who are impacted by this are able to adjust their pacing effectively.

[1:13:26] But, again, there is a significant cost savings.

[1:13:30] In fact, more cost savings from shifting more projected cost savings from shifting from a block

[1:13:36] Schedule to a traditional schedule than there is for any of the school closure scenarios.

[1:13:41] Trustee Daniel has a question?

[1:13:49] So, if we're going to an eight-period day on the block schedule, things like athletics and fine arts

[1:13:57] are double blocked.

[1:13:59] So I guess the question is, what happens,

[1:14:05] seems like students would now have a lot more space in their scheduled to take more classes,

[1:14:13] would they finish earlier from high school, would they, like not have a full schedule of classes, by the time they get to their older years,

[1:14:27] I apologize, I don't have a high school or yeah, I almost do.

[1:14:30] But I'm thinking ahead of how we've put together block scheduling and how, you know, first year we can only do poor core subjects because of fine arts and athletics,

[1:14:41] and that's still going to have them graduating on time, but they have eight classes, it's a lot of classes, it feels like they're doing it done like a year early, we're not really, but.

[1:14:54] I can have on the child that went to traditional non-block schedule.

[1:15:00] I'm like a better, I can't remember what we called the non-blocks getaway. Anyway, he didn't finish early. His classmates didn't finish early. They were right on time and they, so it worked.

[1:15:12] It worked.

[1:15:14] I'll add as a parent of high school graduate and three high schoolers currently, even in the block schedule, depending on how the students take their courses.

[1:15:27] In that current schedule, there is opportunity for them to have off-periods they're seeing

[1:15:31] your years.

[1:15:32] Sometimes, where they can start late or end early, I don't know if this might reduce that.

[1:15:37] And then that's more quality instructional time.

[1:15:40] I don't know how students would feel about that, but I am positive we'll hear from them.

[1:15:45] But in the current block schedule, there's definitely room for them to have that even if they

[1:15:51] sometimes in sports or arts because I've seen it done and I think the other way to

[1:15:58] is amenable to credit recovery in the traditional because I've seen some of that when

[1:16:04] read was going to school that some kids had a period to where they can go class recovery instead

[1:16:10] of doing it in the summer or something like they're doing it now. I don't know if you can answer that.

[1:16:14] actually will be moving away from that term,

[1:16:19] the just pair of five of four meeting I just

[1:16:22] haven't. It's also based on it. It shouldn't change. It's just redistribution of instructional

[1:16:28] minutes. So that's how we have to think about it. It's not like condensing a consolidating,

[1:16:36] it's just redistribution of the instructional time, per what is required for the graduation.

[1:16:42] And just to add a disclaimer to that, that would be part of the process that they spend the next year working through those minutes, making sure that it follows all of the legal requirements in alignment with chiefs and TEA.

[1:16:57] And so just adding that buffer there, because that's one of the reasons why so many of the scenarios include a minimum of a year before implementation is to make sure that we do things appropriately and we go through the right processes of engaging our communities.

[1:17:12] our staff and then ensuring we're preparing everybody for the change so that when those possible

[1:17:17] changes occur, we're ready and there's no setbacks ideally.

[1:17:23] Great answer.

[1:17:24] Also, let me clarify, that's a really good conversation and it helps us to anticipate what we

[1:17:30] should expect when we do our community meetings so we can build that in.

[1:17:33] We're going to do meetings obviously at all of the high schools which will melt that in.

[1:17:37] The other thing that will happen, this is a process thing.

[1:17:39] These types of questions are going to come up and lots of folks are going to have questions

[1:17:42] that maybe we don't cover during a presentation,

[1:17:45] but it's legitimate question.

[1:17:46] And so what we've committed to do with the thought exchange

[1:17:49] is on a regular basis.

[1:17:50] And when I say regular basis, like every few days,

[1:17:53] mind through what people are asking

[1:17:55] and turn that into an FAQ document

[1:17:57] that will be living and breathing and updated

[1:17:59] on a very regular basis.

[1:18:00] So as questions come up and people are like,

[1:18:02] yeah, I didn't think about that.

[1:18:03] Like how does that impact sports schedules, for instance?

[1:18:06] Perfect.

[1:18:06] And we can just answer that question as part of the FAQ

[1:18:08] and keep that community conversation going.

[1:18:13] That's a wonderful point, Dr. Shepherd, and there is currently sort of an introductory FAQ

[1:18:19] about this reduction on the website and we will continue to update it as additional questions

[1:18:25] come in.

[1:18:26] One other point that I wanted to raise about this draft scenario specifically is it is set to

[1:18:33] be implemented at the same time as the opening of the new career center.

[1:18:36] So, there is also planning that we'll take place to make sure that we can maximize the students at high schools can maximize all of the opportunities available to them whether that is the career center or dual enrollment or other opportunities available to them in a district.

[1:18:54] The second to last scenario that we have tonight is about rezoning high schools within the next three years to address capacity concerns.

[1:19:02] This is similar to the scenario of six about rezoning on the east side for elementary schools,

[1:19:09] but if you look at the demographic projections,

[1:19:12] WICE will be very close to its maximum capacity to 100% utilization,

[1:19:20] by the by fall of twenty twenty nine,

[1:19:22] and it's projected to be over capacity in the twenty thirty one thirty two school year.

[1:19:29] So obviously, when WICE was built, there was some rezoning done, and there may need to be some rezoning done in the future if these enrollment patterns hold.

[1:19:39] So we wanted to name it now, have it be part of the process now. Again, there won't be any maps that are drawn at this point, and also relevant is by the time this rezoning takes place.

[1:19:52] Every student that's currently enrolled in high school will have graduated if they graduate on their four-year path

[1:20:01] Hendrickson is a likely partner just because of the development that's happening up in this part of the district

[1:20:07] So some students may go back to Hendrickson high school that came from Hendrickson two-wice

[1:20:12] But again, it's all hypothetical at this point. It's all three to four years down the road

[1:20:17] But this is something that we want to be mindful of based on the demographic projections and the projected over capacity at WICE High School.

[1:20:29] Lastly, our final scenario for this evening is about repurposing vacant facilities.

[1:20:36] District optimization often provides districts with the need to develop a facility disposition process or determine how to reuse newly vacant buildings.

[1:20:50] So I talked a little bit earlier about the Windermier facility and how it was sort of uniquely constructed to help the district become more efficient operationally.

[1:21:02] One way the Windermier could be used is to bring the Opportunity Center to Windermier.

[1:21:07] That will increase the quality of facility for students who are enrolled in the DAEP program.

[1:21:14] pace would also be a good fit for windermere as would an early childhood component.

[1:21:24] There can be some, the way, again, the way the facility is constructed, there can be some

[1:21:29] in terms of construction, relatively minimal, relatively minimal construction expense to make

[1:21:34] sure that those three programs that are all housed on the same campus do not interact if

[1:21:41] they don't need to interact.

[1:21:42] And then, this would also free up some space where

[1:21:46] airmark could relocate to the current

[1:21:48] pace facility and where the central warehouse

[1:21:51] could move to the current Opportunity Center,

[1:21:53] which, again, is all in the name of making

[1:21:55] the district more efficient.

[1:21:57] So, there will be additional school facilities

[1:22:01] and decisions that need to be made

[1:22:03] about school facilities.

[1:22:04] But one thing you can do is to reuse

[1:22:07] those school facilities for other district purposes.

[1:22:10] And then, offload those other properties

[1:22:12] that are not schools or find another reuse for them, but there is an opportunity to become

[1:22:19] more efficient operationally, specifically using winter mirror and potentially other campuses

[1:22:24] as well.

[1:22:28] This is a summary of...

[1:22:30] Of all the draft scenarios, again, the high schools are all receiving some sort of rezoning, or are all recommended for some sort of rezoning, as well as other impacts, in this case, the move from the block to the traditional schedule, which would save roughly $5 million annually.

[1:22:45] And then, these other operations would have other impacts as well. In the case of DAP students, and potentially, pay students are moving to a higher quality facility, and the district is becoming more efficient at the same time.

[1:23:00] I've talked about 12 scenarios tonight, there's a lot of information I don't expect anyone to have this memorized, but I did want to put this slide up here, if all 12 scenarios were moved forward.

[1:23:13] I don't think all 12 scenarios will move forward because again we're doing extensive community engagement and real community engagement.

[1:23:20] So the draft scenarios that you've seen tonight will be different than the draft scenarios that you see in May.

[1:23:25] But if all of these scenarios were implemented based on the financial projections that we have created with your chief financial officer,

[1:23:34] that would save $19.7 million in operating expenses.

[1:23:39] Again, the projected budget deficit for next year is $18.3 million.

[1:23:45] Over three years, if all of these draft scenarios were implemented based on our projections,

[1:23:51] that would lead to a cost reduction for the district of 62.7 million dollars.

[1:23:57] Obviously, there are some things that are not included in these projections.

[1:24:01] We've already talked about how this does not include potential operating cost savings,

[1:24:07] or potential construction cost savings, or maintenance cost savings.

[1:24:11] But similarly, it also doesn't include the potential additional cost

[1:24:17] coming with some of the new programming that we've talked about tonight at Deering, or at

[1:24:21] Mott, or at Bowles, or Seal, from our experience that will be that new programming that

[1:24:29] comes to the district will be far less. We'll cost the district far less than it saves

[1:24:35] through these actions that you've seen tonight. But this is not just about cost savings.

[1:24:41] This is also about, again, putting students in higher quality facilities and higher performing

[1:24:46] campuses. These draft scenarios do that as well. If all of these were implemented, you would

[1:24:52] see 2,586 students projected to move to a higher performing campus. That's over 10% of

[1:25:00] your student body moving to higher performing campuses, which research has shown is one of the

[1:25:06] most impactful things you can do for a student is put them in a higher performing campus. And

[1:25:11] in fact in other districts where we've worked, we have seen significant academic gains for students

[1:25:16] that had moved to higher performing campuses.

[1:25:19] You also see 2,340 students moving to higher quality facilities.

[1:25:25] So the reason we do this work, the CSG and the reason we've been involved in this work

[1:25:30] in so many districts across Texas and across the country, is we believe that districts can

[1:25:35] become more financially efficient and also produce better outcomes for their students.

[1:25:41] And we wouldn't do this work if we didn't believe that and if we hadn't seen that happen in

[1:25:45] districts. And that is what we see if all of these draft scenarios are implemented.

[1:25:54] I would

[1:25:54] also like to point out this number does not include those students that will benefit from the

[1:25:59] programming, adhering at Boles, at Mott, at Seale.

[1:26:04] Pressedy Mayor, regarding the savings. So just so we also have the right thing in order here.

[1:26:18] So, what the current budget projects for this next fiscal school year is around $18 million

[1:26:24] deficit,

[1:26:28] even if we met that that doesn't make up for the deficit because that is based

[1:26:33] on implementation of the next school year.

[1:26:36] If these were all adopted, I think that is going to be the very tricky thing to wrap all of

[1:26:46] heads around because after all, once something is adopted and the dust settles, or still

[1:26:54] are still operating at a deficit next year, no matter what. And it's just to say basically

[1:27:01] what that deficit then looks like the following year. This was very comprehensive information

[1:27:08] and I, and as much as we've been bought along in all of the multi-phasic points of collecting

[1:27:17] the data and synthesizing it to this point, I think I just hadn't wrapped my head around

[1:27:26] that piece and that obviously is as additional pressure points to how we are evaluating the

[1:27:34] So it's not just, it's hard to take a step back and keep remembering that anything that is accepted is not implemented until the following school year.

[1:27:46] Yeah, to put it more bluntly, this doesn't solve the totality of the problem we're facing.

[1:27:54] And to that point, I just want to reiterate from Ms. Lands presentation earlier tonight that $18.3 million deficit for next year does not include any teacher, any increases in

[1:28:06] personal costs and so it's, I mean, Flueger Realized D is facing a lot of the same financial

[1:28:15] pressures as other districts. It's very real. There are very hard decisions that you will

[1:28:20] need to make as trustees. This work does provide you with some expense reductions in the future.

[1:28:27] I want to be very clear. This is not a $67 million or excuse me. A $62 million check that you will

[1:28:34] receiving, these are cost reductions, but they will help relieve long-term, they will help

[1:28:39] relieve some of those downward pressures that you're seeing on your budget.

[1:28:44] Trustee Ogifor?

[1:28:48] So speaking on new programming, just for better understanding, does new programming equal

[1:28:54] better programming, and if it does equal better programming, will the students on the

[1:29:01] west side of our district have access to that new programming, because I'm seeing a lot

[1:29:05] the new program on the East Side.

[1:29:09] So the program is developed to ultimately be developed by the community and by the people

[1:29:15] in this building.

[1:29:17] The idea is, yes, that it will be better programming, that it will lead to more innovation

[1:29:22] and it will lead students to have opportunities that they don't currently have.

[1:29:29] The schools that are in these draft scenarios set to receive the new programming that we've

[1:29:37] highlighted are on the north or on the east side of the district, but we will hear community engagement.

[1:29:46] And like I said, these draft scenarios are likely to change.

[1:29:49] I know there is also some other work being done on the west side that has not yet,

[1:29:54] that didn't come to life as part of this presentation because it's already underway or

[1:29:58] it's being developed, whether that's...

[1:30:00] Additional dual-language opportunities or other academic interventions at some campuses, so they haven't

[1:30:07] been highlighted here, but I know those are ongoing, and we can make sure that trustees receive

[1:30:13] an understanding of the full breadth of innovations that are happening across the district.

[1:30:23] Trustee Mayer? So that's a perfect segue, because I was thinking, as you answer that question,

[1:30:29] is that there's already a lot of things that are being deployed right now that will be emerging

[1:30:37] and that's kind of happening and tandem why this is happening.

[1:30:42] I think that that is fair to say that when go to these community meetings, basically anticipate

[1:30:48] offering that information up front because that's question is going to come.

[1:30:52] That's a perfect segue into communications and what comes next to that's right.

[1:30:57] The, I will not spend any time on this slide, but again, for members of the community, this is a projected timeline that you saw at the bottom of every side that projected implementation year, we just put it in one place for those that want to come back to this slide that information is available to you.

[1:31:13] So opportunities for engagement in the very near term.

[1:31:18] There are three primary ways that you can engage in the district optimization process.

[1:31:22] If you're a board member, if you're a staff member, if you're a community member, if you're a student.

[1:31:28] The first I've already mentioned that multiple times the district optimization website is live, has been live for a while.

[1:31:35] It includes, as of tonight, it will include every draft scenario that you see that you saw in this presentation.

[1:31:42] There is a school profile document for every single campus. For those who are interested, I strongly encourage you to look at those documents there, a very comprehensive look at every single campus.

[1:31:51] There are FAQs, there are videos, and you see the URL there.

[1:31:58] Additionally, there will be a thought exchange that is live tonight as well.

[1:32:04] That will run for over a month.

[1:32:06] We've already received tremendous response from the thought exchanges that have been released.

[1:32:11] We expect that will continue as the draft scenarios have been publicized.

[1:32:15] We are distributing that via the newsletter, by a traditional media, by a social media,

[1:32:20] basically by any avenue that we have.

[1:32:24] I have said this multiple times throughout this presentation.

[1:32:26] The more people we bring into this process,

[1:32:29] the stronger the outcomes will be.

[1:32:31] So we really do want everyone to not only take the survey,

[1:32:36] but to take the thought exchange,

[1:32:38] but also share it with members in your network.

[1:32:41] Whether that is your work community, your church community,

[1:32:45] your neighborhood, your parent group, your friend group, whatever,

[1:32:49] The more people that are involved in this process, the better the outcomes will be for kids.

[1:32:56] That thought exchange is available in multiple languages.

[1:33:01] I don't want to say which languages, but it's definitely Spanish, Vietnamese, and I believe multiple other languages as well.

[1:33:09] And then lastly, there will be community meetings starting on Monday.

[1:33:13] So it's Thursday night, on Monday there will be community meetings happening that are targeted

[1:33:19] to each impacted school community and we'll talk about that momentarily.

[1:33:24] The way these community meetings will work is they offer the opportunity for small group

[1:33:29] discussion.

[1:33:30] This is not a meeting where someone will come and express their feelings into a microphone and

[1:33:35] there will be a line of people behind them who do the same.

[1:33:38] These are community engagement meetings where we want to actively hear from every single person

[1:33:43] who was impacted by these recommendations.

[1:33:46] There will be a Fluegerville ISD staff member at every single table, facilitating a small group

[1:33:53] discussion, taking notes on that discussion, and entering it into another thought exchange

[1:33:58] to make sure that we capture every single piece of feedback that we can.

[1:34:03] We trust these you'll find your assignments to the community meetings in your folder.

[1:34:09] This is just an example of some of the things that are on the website.

[1:34:13] I mentioned the school profiles, that is the beginnings of our FAQ, but is Dr. Shepherd

[1:34:18] Benjamin that will continue to grow as we receive more questions.

[1:34:21] And then there are other videos on the website, walking community members through this process.

[1:34:28] This is the QR code for the thotic change.

[1:34:32] This is the part where I encourage everybody to take their phone out and scan the QR code so

[1:34:36] that they can begin completing the thotic change or sharing that link with members of their

[1:34:44] networks, it can be completed by a phone, it can be completed on a computer, it can be completed

[1:34:52] in your car, in your house, on a boat, wherever we want, as many people as possible, completing

[1:34:59] this thought exchange.

[1:35:01] And the way that this thought exchange is built is it allows community members to engage

[1:35:06] with as much or as little of the process as they would like.

[1:35:09] If you want to provide feedback on one scenario, you only need to provide feedback on that one scenario.

[1:35:16] If you want to provide feedback on all 12, you're also able to do that.

[1:35:21] And we would strongly encourage community members to provide feedback on all 12.

[1:35:26] What we would expect is natural human behavior that if I'm only impacted by this one scenario,

[1:35:32] that's the only thing I'm going to comment on.

[1:35:34] But ultimately, I know trustees and as a community, we want robust feedback from the entire community on all scenarios.

[1:35:44] So as easy it would be to say, well, I'm only impacted by this thing, so that's the only thing I'm going to talk about.

[1:35:48] It's actually like, it's a district.

[1:35:50] What I'm trying to say is we're not a district of schools.

[1:35:55] We are in school district.

[1:35:56] And we need to think as a district as we face what we're, as what we're up against.

[1:36:01] So we would really like people to get engaged with all of the scenarios.

[1:36:05] I think that's a great point.

[1:36:07] This is, you know, the draft scenarios that we've talked about tonight impact every single child

[1:36:13] in this school district in some way or another.

[1:36:15] And so as much feedback as we can get, not only on the scenario that is most impactful to you,

[1:36:21] but on the district as a whole, the more beneficial it will be.

[1:36:24] We will present detailed information about the results of this thought exchange at the board

[1:36:32] meeting.

[1:36:33] There will be not only information about each question but an extensive appendix so that

[1:36:38] you can see a fair amount of the open and feedback that is provided through that thought

[1:36:43] exchange.

[1:36:46] Again, we want to be as transparent as possible and we want to have as many people involved

[1:36:50] in this process as possible.

[1:36:53] Lastly, we've talked about the community meetings.

[1:36:56] There will be nine separate community meetings all taking place next week, starting on Monday

[1:37:02] night at Fluegerville Elementary and Park Crest Elementary.

[1:37:07] Tuesday, Park Crest Middle School CSM, I was reading the word elementary.

[1:37:12] There will also be on Tuesday, we'll have the Palmer Lane, we'll discuss the Palmer Lane

[1:37:17] scenario and the Westview middle school scenario at Westview middle school.

[1:37:22] We'll discuss the winter mirror scenario at

[1:37:24] temperament elementary school. On Wednesday, we'll discuss the

[1:37:29] deaths.

[1:37:34] I want to talk about flugerville elementary school, but I'm not available to go to the community meeting at flugerville elementary school on Monday night. I can also go to the high school in my feeder pattern and talk about the scenario on Thursday night.

[1:37:51] So every community member has multiple opportunities to engage with the scenario that most impacts them.

[1:37:59] But to the point about the thought exchange, community members are welcome to engage in every single scenario and every night that fits their schedule.

[1:38:13] As we come to a close, I just want to share the broader district optimization timeline.

[1:38:18] We are here. The draft scenarios have been brought to the board.

[1:38:22] We are immediately beginning our community engagement on Monday night, and then we will

[1:38:27] revise those drafts and areas based on the feedback that we received from the community and from the trustees.

[1:38:34] We will then trustees will have a fourth round of conversations individually with you before coming to the board meeting in May.

[1:38:44] We are developing our final recommendations that will come to you in May throughout the month of April and that will be based on the

[1:38:51] change that will be based on the results of the community engagement meetings and again no

[1:38:56] draft scenario has been approved until this board votes on it and the draft scenarios that you see

[1:39:01] tonight will be different by the time we get to meet and then the board will have either a workshop

[1:39:11] or a meeting in May where we will bring the final recommendations and the board will vote on the final

[1:39:16] recommendations for implementation beginning in the 27-28 school year or later.

[1:39:22] You should plan on a deep and robust conversation at the May workshop so that we can craft

[1:39:28] an agenda for the May board meeting that represents the will of the board.

[1:39:37] That concludes our presentation for tonight.

[1:39:39] This QR code again will take you to the thought exchange.

[1:39:43] I encourage you to share it far and wide.

[1:39:45] And then there is also a second QR code if you'd like to go to the district optimization website.

[1:39:51] There's also URL there, where you will see all of the information that was presented here tonight,

[1:39:57] as well as a significant amount of other information that you can read yourself or share with your networks.

[1:40:03] Thank you so much, Superintendent. Thank you so much, trustees.

[1:40:06] Gabby and I will be here for any questions, but I turn it back over to you.

[1:40:10] Thank you so much.

[1:40:13] We genuinely value our relationship as we go through this difficult journey with our communities.

[1:40:19] Trustees, are there any final questions?

[1:40:22] Trustee Mitchell.

[1:40:26] So I just want to be clear about the information that community members can get from tonight

[1:40:35] and from ongoing meetings that they will be on the website.

[1:40:41] And if the community member cannot meet any one of those meetings next week, what, what, how can they get the information?

[1:40:51] To go the website, there's going to be a video of us introducing just the same as it will be at the community meetings.

[1:40:56] It will be a background video as well.

[1:40:59] And then there's going to be the full exchange so that they can engage.

[1:41:03] There is virtually no reason that anyone in our community won't have the opportunity to engage in some way, shape or form.

[1:41:10] either in person or online.

[1:41:12] All of those comments will be received and they will be brought to you guys for consideration.

[1:41:17] Thank you.

[1:41:19] Trustee Daniel, and then Trustee Todas.

[1:41:24] Just thinking about some of the families that may not be enrolled currently.

[1:41:30] Maybe they have children that are too young and we want them to come to our district.

[1:41:34] What are we doing, are we doing anything special to reach those families?

[1:41:39] We plan to use every mechanism at our disposal to reach families and make people aware, but this is something I talk a lot about in communication.

[1:41:49] The way that the superintendent does communication is addition.

[1:41:52] I can tell that people in this room and that's plus 20, right?

[1:41:56] That only works for the rooms that I walk in.

[1:41:59] If everybody in this room goes and tells five people, we're no longer doing addition, we're doing multiplication.

[1:42:03] And that's the way that we reach every family in the district.

[1:42:07] that's the way we reach people who don't have kids in the district.

[1:42:10] We didn't bring it out, but we're also going to, we've offered to meet with Rotary and

[1:42:14] Chamber and PCVC and reaching out to religious groups as well and all of the various places

[1:42:20] where we can go and spread the word, but really this only works if everybody else spreads

[1:42:24] the word as well.

[1:42:27] Trustee Todas?

[1:42:35] Yes, question.

[1:42:36] I would have here on the community meetings and maybe any questions for folks, especially,

[1:42:44] Well, anyone,

[1:42:48] let's speak any other language, especially Spanish, because there's a lot of those folks that are involved with their kids education.

[1:42:57] Not a ten or we're not asking, but we're not beasts somewhere.

[1:43:01] Like maybe the community meeting because they won't understand what's going on.

[1:43:06] Well, we are doing sessions specifically in Spanish for them, so I certainly hope they attend.

[1:43:10] Okay.

[1:43:12] There are ended and asking questions to the QR code.

[1:43:17] Also Spanish enable.

[1:43:21] Thank you.

[1:43:22] Any other questions or comments, trustees?

[1:43:24] Trustee Mayer.

[1:43:29] Without, totally fully having a,

[1:43:34] Crystal ball here, just being walking down this path,

[1:43:39] as much,

[1:43:40] Especially with any special programming on any of our campuses or special transfers or placements.

[1:43:50] Those families are going to be more on higher alert because they're maybe going to think what does this mean, right?

[1:44:01] thing that we have in terms of information about what potential transitioning could

[1:44:10] look like for them. That's going to be essential because that is where the primary

[1:44:18] various. I even just with current transitions going on side of the district that's an immediate

[1:44:24] response that I can automatically tell is going to happen because I will follow it up with

[1:44:30] And by the way, I only did a great job with such comprehensive information and it's almost like you have been working in our district because there's a lot of

[1:44:40] A lot of third party vendors come in and they really don't know our district instantly and I really do appreciate how

[1:44:48] how diligently and prudently the team has worked to really get to know Flipperville,

[1:44:55] that helps us a lot as trustees, is that when we talk about higher...

[1:45:00] And higher, you know, or buildings that are, in better conditions, don't want that to be an oversimplification.

[1:45:12] And received as, I am proud as a trustee of every single principle we have in this district, every teacher.

[1:45:20] And I know that sometimes when community members, if they hear that terminology, they're going to think, well,

[1:45:28] do I not have a good principle?

[1:45:30] Many of these families really love their principles

[1:45:32] on their campuses and we do too.

[1:45:37] And I know as a district as well,

[1:45:39] it just sometimes just know that I think that,

[1:45:43] I'm a, when we approach that parts of the conversation

[1:45:47] that we're kind of conveying like that,

[1:45:49] that's not to say, it's not to undermine or disregard that.

[1:45:53] There's many of our campuses that have been struggling

[1:45:56] that have really grown our students are working really really really hard and are just amazing

[1:46:04] amazing leaders so it's not a reflection of saying looking at something and saying it's

[1:46:10] bad like you always say this is a flashlight and not a hammer kind of scenario so we're approaching

[1:46:15] the conversations like that that's sort of my request and that's just yeah I'm going to respond to

[1:46:20] two things you said I'm going to interpret both of them as a question the first one was the families

[1:46:25] that might have a lot of angst if my school's going to close what happens next when do I transfer

[1:46:30] what's the transfer window like all the stuff all the things that they might wonder we've

[1:46:33] discussed that as a cabinet and we felt that it was prudent not to come out with those answers

[1:46:38] and have everything solved for everybody before the board actually votes on it. That's a bit like

[1:46:44] putting the cart ahead of the horse and I think that that invites a lot of even more frustration

[1:46:48] from our community so we recognize that we have a full 18 months to do that work and we'll certainly

[1:46:52] on that work in earnest, transportation schedules, rezoning and boundaries, and all the work

[1:46:58] that goes into that, what it means for mascots. These are legitimate questions, PTOs,

[1:47:03] and all those things that happens after a board makes a decision in May. The second part of your

[1:47:09] question, I've put this out in, I think every piece of communication that I sent, and I will continue

[1:47:14] to do so, that this is not a rating on the school itself. We've never talked about this as good

[1:47:19] or VAD schools, because you're exactly right.

[1:47:22] We're not using data as a hammer, as a flashlight.

[1:47:25] And so this is just a way to talk about schools,

[1:47:27] given the criteria we established as a board

[1:47:29] and as a community about what makes sense for our future.

[1:47:33] But point is what I'll take.

[1:47:37] Yeah, go to your feelings.

[1:47:38] Any other questions or comments, trustees?

[1:47:41] I do want to thank CSG and our cabinet

[1:47:45] as a list of Dr. Shepherd and our team of trustees.

[1:47:48] This has been a long journey to reach this point, and this is going to be a lot of difficult

[1:47:57] conversations and considerations that hand, again, for the public's awareness.

[1:48:04] There are no pre-determined outcomes, nothing has been voted on, and we are genuinely looking

[1:48:11] to our community, and that is not to echo what Trustee Mayor, and I think also Trustee Daniel and Dr.

[1:48:22] Shepherd.

[1:48:23] Please don't think about only engaging in conversations and discussion about these scenarios

[1:48:30] with other school, age, family or households, talk to your neighbors who are retired, talk

[1:48:37] to your places of employment.

[1:48:40] within PFISD, talk to your faith-based communities, because we know that our schools, while

[1:48:47] they might look just like a building on the outside, they impact the communities and the

[1:48:52] neighborhoods around them, and behind every number is a person, and a story, and connections,

[1:48:58] and we take that very seriously, and we want to think through every possible impact, especially human

[1:49:07] impact on any of these potential scenarios.

[1:49:10] And so we ask you to go on this difficult journey with us.

[1:49:15] But we are also here to listen and to support you.

[1:49:20] And we're here if you need us.

[1:49:23] So thank you so much for your presentation.

[1:49:26] Trustee Mitchell.

[1:49:29] I want to reiterate that, even though we're going through this difficult

[1:49:32] process, mission of vision and our goals

[1:49:35] remain the same, what is the best outcome for our kids, not just today, but ongoing years as

[1:49:42] well.

[1:49:43] So, I just want to make sure that we know that a public note that we're staying true to what

[1:49:49] our mission and vision and goals are and what you guys elected us to do.

[1:49:53] You're a place.

[1:49:55] Okay.

[1:49:56] With that, the next agenda item is discussion of future board meetings.

[1:50:01] I don't think I have anything on my list to discuss about future meetings.

[1:50:08] And so if there is nothing up for discussion on that item, then I will entertain a motion

[1:50:12] to adjourn tonight's board workshop.

[1:50:15] I'm like a motion to adjourn.

[1:50:17] Trustee Todas has made a motion to adjourn.

[1:50:21] Trustee Mitchell has seconded all those in favor,

[1:50:26] all opposed.

[1:50:26] The motion to adjourn at 751 p.m. carries 70, thank you everyone, have a wonderful night.

Mar 05, 2026 Workshop

Agenda

Transcript