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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.

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Let the minutes reflect that all seven of the seven trustees are present.

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Welcome to those that are here in the audience as well as those who may be viewing livestream.

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

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

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discussion of the budget update for the 2526 fiscal year, as well as budget estimates for the

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2627 fiscal year.

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Please welcome Mr. Jennifer Land.

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Let's see if I can get this right this,

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if this meeting. Look at that. Good evening, President Lerigo, Joe Sport members and Dr. Shepherd.

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Thank you for having me here tonight for a brief update regarding our budget.

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The goal of this presentation tonight is to provide some context around our financial

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situation and our position.

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And as I go through this presentation tonight, I want you to intentionally think about

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what work we have ahead of us in order to make sure that this district remains in a good financial

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position. Tonight's discussion is going to be organized into three brief

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parts. The past, the present, and the future. So first we're going to briefly

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revisit the past. And you know I thought about this presentation and you may have

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heard me say as well as other people say enrollment has impacted flu-Gerville.

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Fullerville ISC's financial position has been impacted greatly because of our lower enrollment and ADA.

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So I thought have I ever put that into financial context for you all.

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So that's what this slide is designed to do.

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I wanted to just take us back to the Zonda education second quarter of 2021 demographic report.

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That was just less than five years ago.

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At that time, our demographers projected that

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Flukeville ISD would have almost 30,000 students

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at this time, 29,933 to be exact.

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But we all know what our financial RR reality is right now.

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Instead of having almost 30,000 students,

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We have a little over 25,000 students.

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What does that 5,000 students swing mean for us financially?

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If we had realized the enrollment projection at that time,

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we would be looking at over $27 million more in our budget from state aid.

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I don't know about you, but if we had realized those projections, I think this budget presentation

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will look a lot different tonight.

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So now that I've taken you back to that past, I want to show you our ending fund balance

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over time along with the number of our operating-based cash that we have.

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The main takeaway from this slide is that red line at the top because that shows our operating

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days of cash.

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You can see that this district has been trending and pretty much a constant pace and that's

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what I'm going to refer to and Dr. Shepherd's word our glide path.

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We have been on a steady glide path.

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Now we had the, for the last few years we have been.

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Now, but last year, we did have that spike.

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But that was an intentional spike

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because we changed our fiscal year.

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And we were able to add some funds to our fiscal reserves.

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But take a look at that 2526 trajectory.

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If we continue on that anticipated trajectory,

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Our glide path goes from being constant and smooth to taking basically a huge dive.

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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.

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So that trend reinforces our need for continued planning and budget right-sizing.

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So now let me just take you briefly to our current financial condition.

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

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I just kind of made it look a little bit prettier.

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But this shows what we are looking at at our current in our current state.

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25, 26. We are being once again impacted by less enrollment than we anticipated, which in terms

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effect our average daily attendance, and we are looking at about $6.7 million less in revenue from

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the state. Our state recapture payment is going to go up slightly, and the impact overall

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is almost an 11 million dollar deficit for this year.

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Hence, why our glide path is now projected to change

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and no longer be consistent.

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So we're going to continue to monitor our financial position for this year,

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and we will continue to provide updates.

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And finally, let's discuss the assumptions that are guiding our upcoming budget year

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And what it's, it's, it could possibly look like for us.

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These are the budget assumptions that you saw last month.

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I do want to point out that three of them were updated.

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The, the amounts were actually already included in the 2026-27 budget,

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but they had just not been updated on our assumptions.

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And those three areas are the student enrollment.

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The 24,521 does reflect the demographers' projections, which includes the impact of vouchers.

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That number directly impacts the average daily attendance.

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

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and with that it does impact our overall.

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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.

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Now finally, God bless you. This is again just a different look of what you have already been

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presented. This is a preliminary deficit for the 27 or 2627 fiscal year. This deficit

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of approximately $18 million is something that again you've seen, but it's a culmination

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several things. Again, the enrollment decline, the voucher impact as well as other areas in which

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

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talked to you about the decrease in our Shars revenue, but we are also experiencing some decreases in

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other revenue such as interest income, with interest rates falling, our interest income will

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also decrease.

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And when we look at what this preliminary deficit for next year means, it really means

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that we are going to have to continue to tighten our belts.

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

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It also does not include any operational costs increases.

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But on the other side, it does not include any cost saving measures either.

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We have some work to do, and I cannot stress that enough.

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We have work to do on both sides, revenue, as well as expenditures.

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This slide represents how we are thinking about our path forward.

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That is something that is constantly on my mind, and so as we look at our financial future,

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We are charting new territory, cost cutting is not charting new territory for us, but having

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a sizable deficit with limited options, that is what's different for us.

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In the past when I stood here before you and we've talked about sizable deficits, we had

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an out such as going for a VATRE or continuing to look at items that we knew

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we could tighten. But I'm standing here in front of you today saying that we are out of

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

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The first is the optimization. Optimization means that we're going to continue to operate

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or evaluate how we operate and ensure that we are effectively and efficiently utilizing our resources.

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And then finally, smart financial measures.

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That is all about making some intentional financial decisions.

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And both of these couple together will help shape the future of fluke or fluke or ISD.

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But at the forefront of all of this, we do have to continue to make sure that our students

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are receiving the quality education that they deserve and that we know we can and will provide for them.

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

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have to be very thoughtful, and we're going to have to remain diligent in all of the work that

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we do in the coming months as well as the coming years. I left these slides in here just

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again as a reminder that the cost saving and cost cutting work is not new to this district.

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It's

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different options that we need to consider.

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And with that, are there any questions?

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Trustee Mitchell?

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I just want to say thank you for that.

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Look backwards in that slide, so I appreciate that.

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It gives a good perspective.

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Thank you.

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Trustee Todas?

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I just had a quick question on the voucher information.

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That could be a larger amount, is that possible?

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Yes, that's the estimate that our demographers are working with in their next demographics report.

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We should have some update at numbers.

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Thank you.

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Trustee Okafort?

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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?

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And not general fund, but excess fund balance.

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Yeah.

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The general fund right now, that's that 10 almost 11 million dollars for this year.

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

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

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Thank you.

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Any other questions, trustees?

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Thank you, Ms. Landa.

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

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

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Ali Vattis.

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Good evening, Madam President.

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Dr. Shuppard and members of the board.

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Thank you for the opportunity to present this evening.

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As you know, in October 2025,

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our district began in the district optimization process in partnership with civic solution

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group or CSG. Throughout this work we have brought

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Board approved priorities and developed campus profiles aligned against those priorities. Tonight's presentation

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represents the next step in that process as CSG presents proposed scenarios. These are intended to support

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

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Fiscal, responsible, and responsive to the district's current financial challenges.

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It is my pleasure to welcome back, Olin Parker, from Civic Solutions Group.

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Olin began his career as a high school math teacher that tracks over the multiple meetings

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we've had these past few months, and later served in leadership at the Louisiana Department

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of Education.

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He also served as a member of the Orlings Parish School Board, the governing body for the New Orleans

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public schools. He is joined by his colleague Gabby Figatti, managing partner of civic

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solutions group. Gabby has served in leadership roles in multiple districts and states such

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as New York, which have experienced similar challenges to those we face and they help lead our

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district optimization process. Mr. Parker, Miss Figatti, the floor is yours.

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There are two clickers.

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they both work.

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Good evening, trustees.

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Superintendent Shepherd.

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Again, my name is Gabby Figuetti,

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managing partner of CSG.

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And we are, as always, honored to get to work with you

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on what we know is really difficult work.

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My colleague Olen is going to lead us through

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most of the slide deck, but I might nudge him.

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If he forgets to say something or by if something to add.

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And we will be here to answer questions as long as we have them.

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Thank you.

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Good evening, trustees.

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It's great to see you all again.

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

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There will also be time for questions at the end, but

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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

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Where am I pointing my clicker here?

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Is it on?

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There we go

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So here's our agenda for this evening

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

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but there are always people who are coming to this process new.

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

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

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

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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.

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

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There will be extensive community engagement done that will start essentially as soon as the presentation is over tonight.

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The website will be updated and go live, there will be a thought exchange that launches and goes live.

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And so we want to make sure that we walk you and the rest of the community through that engagement.

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So again, just to start for those who are unfamiliar or new to the process,

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a district optimization, overview, and a priority overview.

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So why are we here? Why are we having these conversations?

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

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opportunities and the outcomes that our students receive. So I commend Fluegerville ISD for

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continually asking this question and this question is now coming up in the context of

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

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solvency and stability for the district. This is an issue that districts across the state of Texas

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

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proactive as these fiscal pressures are acting on the district.

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And then lastly, we're optimizing because we want to make sure that we're always expanding

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access to innovative programming and making sure that that access is equitable for all students.

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When we talk about district optimization, people often, their minds immediately go to school

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closure.

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And that is part of district optimization, but there are many other parts of optimization.

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

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You can take actions that are necessary for the long term stability of your district,

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while also making sure that you're expanding access to opportunity for kids as well.

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These principles that you see on this screen have guided our work throughout.

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I want to focus on two of them tonight.

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The first is compassionate leadership,

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that the text under there is very important, be mindful

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of people behind the data.

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You will hear a lot about data tonight, but part of our community engagement process, both

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up until this point and from tonight onward is about making sure that we're honoring those

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communities that are impacted by these drafts and areas that you see tonight.

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There are people are more than spreadsheets and we're extremely mindful of that throughout this process.

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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,

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They've been shaped by flugerville ISD staff members.

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They've been shaped by flugerville ISD community leaders.

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So we have tried to involve as many people in the process as we can.

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We've had multiple rounds of thought exchanges to gather input from folks.

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And we truly believe that this process is stronger

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than more people who are involved in it.

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And so that is why we've done that engagement up to this point

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and why we will continue to engage.

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after tonight.

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This is sort of a summary of how we got to this point. We have looked

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at every single data point that we can think of. Every single data point that has

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been brought to our attention, we have investigated it fully, but we are not making

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decisions based solely on data. We are also making these decisions. We're creating these

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past scenarios based on the context, the values, and the experience of this

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lubricable community. We will continue to gather that context values and

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experience as part of our community engagement process, but this is just a

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simplification of all of the work that has gone into getting us to where we

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are tonight. We are always doing our best to honor both.

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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.

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Those priorities were developed by the community and the Fluegerville ISC staff, and then they were approved by this board.

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

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investing in people and finance and operations.

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

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We then applied those priorities evenly to every

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blindly to every campus because we want to make sure that

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every campus receives a fair review as part of this process.

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And what we found, if you look at that bottom row, is a very

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even distribution of schools that meet none of the priorities,

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all the way to schools that meet all of the priorities.

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And what that tells us is that we've done a good job as a

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community, setting priorities that are difficult, but they are aspirational, they are difficult

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to attain, but they're not impossible to attain.

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We want to make sure that we are always pushing in that zone of proximal development for students

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and also for schools, and so this is what the split looks like.

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

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for members of the public, the schools that meet varying levels of priorities are listed on this slide.

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

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Now we're going to talk about the community engagement that we've already done.

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So what you see here are images of engagements with staff members as part of the priority development process.

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We had a wonderful engagement with staff members at the Rock Gym.

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We have also, if you look at this slide, these are other ways that we have engaged.

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We have had multiple rounds of thought exchanges, including one that had over 20,000 engagements,

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which is far and above any community engagement we've seen in any other community that we've

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worked at.

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So I just want to commend Dr. Shepherd and his team for having that structure available

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to gather feedback, so in a way that is so clearly part of the daily operating procedures

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of Flueberville ISD. In addition to those thought exchanges, on the far left here,

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UC School Profile Documents, those are detailed reviews of every single campus. They show

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the state of the current reality of that campus. So on one page, there's a significant amount

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of data related to demographics, the academic performance of the school, the state of

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facility, etc., and on the second page you see how every school performed when compared

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to those district optimization priorities that were set by the community and then

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approved by this board.

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Those school profiles are then available on the district optimization website which has been

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live for several months now at this point, I believe.

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So every single school profile is located on that website.

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It's available in multiple languages and is also available for anyone using accessibility

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technology.

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We've also talked about district optimization in the newsletter that goes out to the community

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and in all of these other staff and community conversations that we've talked with business

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leaders.

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we've talked with principals, we've talked with the aspiring superintendents group.

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So we have done our best to turn over every stone to talk about anybody,

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to talk with anyone who wants to talk about this or optimization.

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They want to talk about optimization, they want to talk about this district,

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we've done our best to find them and listen to them,

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and we're going to continue doing that through this process.

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So now I want to shift and talk a little bit about data and the capacity of the district,

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or utilization in the district.

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So there are a few demographic challenges, board members you may remember this from a previous

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meeting, but first and foremost, student yield is significantly below historical averages.

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So what that means is there are far fewer children being born across this community, across

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Texas across the country, then even five to 10 years ago.

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And so even though you see new houses going up, you may see new houses or new apartment

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buildings, there are some developments in this community where 10 houses are built, and

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that will produce the equivalent of one child for the district.

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So when you think about neighborhoods, it used to be, if there were 10 houses, there

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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.

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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.

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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.

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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.

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So every year you're losing several hundred students simply because of the demographic patterns of the district.

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And then lastly, the housing market is having a direct impact on enrollment.

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If you think about your own life, either you or people you know, they are probably

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moving less than they did five years ago when interest rates were much lower.

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What we used to see is people would raise their families.

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Their kids would leave the house and then they would move somewhere else and a new young

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family would come in behind them.

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But now, people are raising their kids, their kids are graduating, moving on to great things,

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and they're sitting on a 2.9% interest rate, or a 3.1 or 3.2% interest rate.

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

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

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for families to come into those houses in the flu-grillized community.

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So these are the, these are the demographic challenges.

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This is the reality that the district is facing right now.

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It's not unique.

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It's a reality that many people are facing,

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and it's just about how are we going to respond to this reality.

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Another thing that I want to point out tonight,

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this is a review of capacity throughout the district.

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So you see elementary, middle, and high school.

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We have this many seats.

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We have 17,500 seats at elementary.

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8500 at the end.

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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%.

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Typically, a district strives for a utilization rate somewhere between 75% and 95% and 90%.

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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.

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Or no room for a new subdivision to be built or something like that.

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

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If we project that out five years, based off of the numbers that you've heard from your

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demographer, based off of the report that was presented to this board, that utilization

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rate drops by about 5 percentage points in the next five years.

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And if you go 10 years down the line, it rebounds a little bit for elementary, but continues

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to drop at the middle school level.

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And so you end up having roughly between 11 and 12,000 excess seats in the district, and

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S action is taken.

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This is a graphical representation of what you see again.

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This should typically strive for about 75% and as you can see the middle and elementary

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schools are below that and will be below that for the next 10 years unless there is a significant

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and unforeseen change or unless there is action taken by this board.

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This is another way to look at this data, a draw your attention up here.

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The average capacity of an elementary school in Fluegerville, ISD is a little under 800.

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The average capacity of middle school is roughly 1,200 and the average capacity of a high school is roughly 2,400.

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

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

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That's the equivalent of almost three elementary schools.

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So, if we want to be at 75% utilization, either our population needs to grow by the equivalent

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of three elementary schools, which the demographers not projecting, or we need to remove

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the number of seats equivalent to three elementary schools.

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If you look at the 90% utilization rate, that increases to six elementary schools.

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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.

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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.

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

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This is a much less beautiful.

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Please.

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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.

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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.

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And my understanding, and this is what I want to get clarification from you on, is that

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architectural capacity is reflecting the building's original design.

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But many campuses, including ours, are not necessarily using it to the original design,

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because there's been new requirements.

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And we've had to figure out how to use the space

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to meet the new requirements.

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Special education, support, interventions,

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space, counseling, bilingual programs.

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So for my benefit and for the benefit of the board

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and the community, could you help us understand

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whether looking at different measures of capacity,

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functional program adjusted capacity,

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I might provide a more accurate representation of how these buildings are being used today.

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And if so, would it be possible for us to see those utilization figures through that lens,

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

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into account, we have a realistic view of the capacity assumptions.

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Yes, ma'am. Thank you for the question in the comments. This is something that every district

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is, you know, our experience when working with districts is there are multiple capacity numbers

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for every building. There's a functional capacity, there's an architectural capacity, typically

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if you ask the principal, the principal has a different number for capacity, it's very common.

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And so what we're happy, we had an extensive discussion about which capacity should we use.

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We ultimately settled on architectural capacity, but we can absolutely provide you with that data.

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

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And also just so you know, there are certainly different programmatic requirements of special education,

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byling wool education, as you mentioned, there are also times where as something that was built

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to be a classroom turns into somebody's office or something or turns into additional offices

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for central office staff. So I know that staff members have done a holistic review of how the

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

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that information is the full board.

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So again, you've seen this slide from your CFO, Miss Land.

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This is a less beautiful version of the information

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that she presented to you, but the information is the same.

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Projected 2526, budget deficit of roughly $11 million,

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and a projected preliminary deficit of roughly $18.3 million.

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So now, let's get to the draft scenarios.

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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

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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.

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We want to make sure that the community understands that the engagement is real.

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

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throughout because that is what they are.

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Trustee Mitchell?

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So I just want to be clear on something.

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The draft scenarios that you're about to present, this is a result of those optimization

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meetings that you've had in the past with staff and community members.

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And that's what's leading us to this point.

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Yes, ma'am.

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So what we have done is all of that engagement went into developing the priorities, the priorities

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were then applied to every campus.

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The school profiles were then developed.

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The school profiles were then developed and presented to the public.

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And then we used the engagement that we received from community members, from staff members,

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et cetera.

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We used all of the data that we gathered, and we came up with these 12 drafts and areas

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concert with the cabinet, that you'll see here tonight.

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So I want to orient you briefly before I go through this slide.

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For every draft scenario slide, you will see the key takeaway from this slide.

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You'll see some details in rationale and some long-term considerations.

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Usually the data that's in this section is from the demographers report.

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You'll see a map for every scenario, including the distance from one school

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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

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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.

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

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and then the proposed implementation year.

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I do want to be very clear every draft scenario

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that you see tonight will have at least one year

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for the district to plan and work with the community

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before it is implemented in a 27-28 school year.

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So our first draft scenario is the closure of Palmer Lane

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and the rezoning of students to neighborhood schools.

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

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The campus is in close proximity to Parmer Lane, Northwest, Ruth Baron, River Oaks.

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They all have 200 plus vacant seats available to accept students.

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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.

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

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Another key point for this is of all of the students who are zoned to Parmerlane Elementary,

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only 199 of those students actually choose to attend Parmerlane Elementary.

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250 students or more that are zoned to Parmerlane choose to go to a different school.

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And the reason why I say 250 or more is because of the way that TEA masks that

432
00:41:38,640 --> 00:41:44,020
data in the transfer report, but we know that at least 250 of those students

433
00:41:44,020 --> 00:41:48,460
zones to Parmalane are leaving the school and choosing either another

434
00:41:48,460 --> 00:41:51,760
Fluegerville ISD school or a charter or private school.

435
00:41:52,860 --> 00:41:57,800
Some long-term considerations Parmalane obviously it's in a it's on a major thoroughfare

436
00:41:57,800 --> 00:42:00,620
It is less walkable than many PFISD campuses.

437
00:42:02,220 --> 00:42:06,960
And its enrollment is expected to be within 10% of where it is now,

438
00:42:07,460 --> 00:42:08,880
for the next 10 years.

439
00:42:10,040 --> 00:42:13,760
And at the same time, enrollment at some of these neighboring campuses

440
00:42:13,760 --> 00:42:17,600
is expected to drop by at least 20%.

441
00:42:17,600 --> 00:42:21,260
And so what this will do is it will take, it will remove students from

442
00:42:21,260 --> 00:42:24,920
an older facility and help fill up some of those newer campuses.

443
00:42:26,060 --> 00:42:33,660
Another relevant long-term consideration, the Parmer Lane enrollment zone has zero home starts

444
00:42:33,660 --> 00:42:39,000
and zero home closings in the Demographers report, which means there is not a significant number

445
00:42:39,000 --> 00:42:45,880
of that you cannot expect a significant number of new students to come into the enrollment zone.

446
00:42:46,180 --> 00:42:52,700
The projected one year net operating savings is almost $3 million for closing Parmer Lane

447
00:42:52,700 --> 00:42:55,800
because the surrounding campuses become more efficient.

448
00:42:56,820 --> 00:43:01,760
I want to stop at this point and say I want to be very clear,

449
00:43:02,540 --> 00:43:05,100
based on attrition and based on what,

450
00:43:05,100 --> 00:43:08,700
based on historical attrition rates and based on the staffing

451
00:43:08,700 --> 00:43:11,680
at each impacted campus tonight, not just

452
00:43:11,680 --> 00:43:13,300
parmaline, but each impacted campus.

453
00:43:13,860 --> 00:43:16,640
Any staff member who is at an impacted campus

454
00:43:16,640 --> 00:43:19,700
in these draft scenarios that you hear tonight

455
00:43:19,700 --> 00:43:22,120
will have a place in Fluegerville, I see.

456
00:43:22,120 --> 00:43:26,760
This will not lead to anybody losing a job.

457
00:43:26,900 --> 00:43:28,860
The draft scenarios that you hear tonight, whether it's

458
00:43:28,860 --> 00:43:31,380
Parmer Lane or anyone else.

459
00:43:32,520 --> 00:43:36,460
I will not spend a ton of time on this slide because this slide is

460
00:43:36,460 --> 00:43:40,460
for people who want more data, who want to go deeper into the scenario.

461
00:43:41,100 --> 00:43:47,080
But just to orient you, this shows the impact of campus

462
00:43:47,080 --> 00:43:48,300
and the surrounding campuses.

463
00:43:48,980 --> 00:44:03,080
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.

464
00:44:04,440 --> 00:44:08,240
This section shows you the utilization at nearby campuses.

465
00:44:08,240 --> 00:44:18,520
It has parmalands enrollment as well as the increase in enrollment necessary to get to 75, 80, 85, or 90% capacity.

466
00:44:19,520 --> 00:44:22,960
And then lastly, for those finance gurus in the crowd,

467
00:44:23,460 --> 00:44:35,040
this shows you how we got to the one-year budget assumption and also shows the three-year projected expense reductions.

468
00:44:35,040 --> 00:44:47,420
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.

469
00:44:47,740 --> 00:44:57,740
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.

470
00:44:58,480 --> 00:44:59,900
It will also be available.

471
00:45:00,000 --> 00:45:06,720
On the district optimization website. The second scenario tonight is closing desa, elementary and

472
00:45:06,720 --> 00:45:13,060
rezoning students in nearby schools. Obviously there is one nearby school, Wilhelmina Delco,

473
00:45:13,340 --> 00:45:18,320
which shares a parking lot, but desa. There's also the possibility that students could be

474
00:45:18,320 --> 00:45:25,900
rezoned either to Weeland or to Ruth Barron. Delco was one of the reason now, these two schools

475
00:45:25,900 --> 00:45:27,980
Dessa and Delco are so close to each other.

476
00:45:27,980 --> 00:45:32,080
You may wonder why did we choose closing Dessa versus closing Delco?

477
00:45:32,680 --> 00:45:36,220
Well, one reason is Delco is 15 years younger.

478
00:45:36,840 --> 00:45:39,260
So long-term, it makes more sense

479
00:45:39,260 --> 00:45:41,380
from a facility's maintenance standpoint

480
00:45:42,160 --> 00:45:43,980
to go with the newer facility.

481
00:45:45,360 --> 00:45:48,920
Another relevant point here is that similar to what

482
00:45:48,920 --> 00:45:51,980
you heard with Palmer Lane, more students transfer out

483
00:45:51,980 --> 00:45:56,660
desa that are zoned to desa, then actually attend the school.

484
00:45:56,900 --> 00:46:01,720
And in fact, more students are transferring out of the desa enrollment zone than any other

485
00:46:01,720 --> 00:46:03,480
flugerval ISD elementary school.

486
00:46:04,820 --> 00:46:13,720
Some long-term considerations, again, there is some housing development in that enrollment zone,

487
00:46:13,760 --> 00:46:19,440
but if you remember from the point from earlier, we are not seeing the same yields that we

488
00:46:19,440 --> 00:46:23,620
have seen historically, which means even though there may be housing development, we cannot

489
00:46:23,620 --> 00:46:27,940
expect a significant influx of students based on your demographers' projections.

490
00:46:30,140 --> 00:46:35,620
In the same vein, Delco's enrollment is expected to drop by over 100 students in the next

491
00:46:35,620 --> 00:46:42,040
five years, and it's projected enrollment is projected to have enrollment as low as 294 students

492
00:46:42,040 --> 00:46:44,740
in the next 10 years.

493
00:46:45,500 --> 00:46:49,700
And so that would put Delco at a utilization rate of 37%.

494
00:46:49,700 --> 00:46:54,020
Which, again, if we're seeking 75 to 90% building utilization,

495
00:46:54,600 --> 00:46:58,000
obviously 37% utilization is far, far from that goal.

496
00:46:59,500 --> 00:47:01,420
Lastly, there's significant capacity

497
00:47:01,420 --> 00:47:05,140
at this surrounding schools to absorb the students

498
00:47:05,140 --> 00:47:06,340
from desa elementary.

499
00:47:07,300 --> 00:47:11,360
And what you see here, a similar operating savings for desa

500
00:47:11,360 --> 00:47:16,880
of roughly $3 million dollars, and that proposed implementation here is, again, the first year

501
00:47:16,880 --> 00:47:22,260
that any of these draft scenarios would go into effect, which is a 2728 school year.

502
00:47:23,300 --> 00:47:28,300
There's additional data here. Again, I won't spend a significant amount of time here,

503
00:47:28,520 --> 00:47:34,000
but for anyone that wants it, there is more information. These slides, if they're not already

504
00:47:34,000 --> 00:47:37,980
available on the district optimization website, they will be by the time my presentation is

505
00:47:39,400 --> 00:47:46,320
The third scenario is the closure of draft scenario is the closure of Flugerville Elementary and

506
00:47:46,320 --> 00:47:52,720
rezoning students to neighborhood schools. Just a few points on this one. For those of you who

507
00:47:52,720 --> 00:48:05,080
are unfamiliar, the surrounding schools are weelin, broccalo, carpenter, and then carpenter and

508
00:48:05,080 --> 00:48:11,860
significantly newer campuses. This, this, this draft scenario. Flugerville Elementary has been

509
00:48:11,860 --> 00:48:16,980
losing enrollment consistently every year for the last six years and it is losing enrollment

510
00:48:16,980 --> 00:48:23,860
at a faster rate than the district average. One primary driver of that is that almost 250 students

511
00:48:23,860 --> 00:48:30,540
have transferred to charter or private schools. And similarly to the first two that you heard

512
00:48:30,540 --> 00:48:33,140
families are voting with their enrollment preferences.

513
00:48:33,760 --> 00:48:39,340
And more students are transferring out a fluke

514
00:48:39,340 --> 00:48:41,800
reveal that are zoned to that elementary school

515
00:48:41,800 --> 00:48:43,680
than are staying at the campus.

516
00:48:45,260 --> 00:48:48,160
Long-term considerations, again, going back to building

517
00:48:48,160 --> 00:48:50,900
age and the maintenance implications of that fluke

518
00:48:50,900 --> 00:48:54,520
reveal is the oldest elementary school.

519
00:48:55,260 --> 00:48:59,140
And one of the potential receiving campuses

520
00:48:59,140 --> 00:49:05,640
As we land, it has a 10-year enrollment outlook that has below 60% utilization.

521
00:49:06,500 --> 00:49:11,160
So again, if we're talking about filling our buildings becoming more efficient so that

522
00:49:11,160 --> 00:49:17,680
we can push funds to things like programming and staffing rather than building maintenance

523
00:49:17,680 --> 00:49:22,880
and utilities, if we want the dollars to benefit the children and the adults that are actually

524
00:49:22,880 --> 00:49:27,360
in the buildings rather than the buildings themselves, we land over the next 10 years

525
00:49:27,360 --> 00:49:30,860
that's projected utilization is capped at less than 60%,

526
00:49:30,860 --> 00:49:35,160
unless additional students come either from moving in,

527
00:49:35,280 --> 00:49:37,500
which is not expected or from action by this board.

528
00:49:39,320 --> 00:49:44,200
But the statement you just made in terms of the cost savings

529
00:49:44,200 --> 00:49:47,920
on the maintenance and construction and upgrades

530
00:49:47,920 --> 00:49:49,800
that we have to do for the older schools,

531
00:49:50,380 --> 00:49:53,560
was that something that was spattered into the operating savings?

532
00:49:53,960 --> 00:49:55,120
That is an excellent question,

533
00:49:55,360 --> 00:49:56,300
and thank you for bringing that up

534
00:49:56,300 --> 00:49:58,740
because it was at my notes and I forgot to mention it,

535
00:49:59,560 --> 00:50:03,280
the operating savings, that does not include any maintenance costs.

536
00:50:04,680 --> 00:50:08,080
So conceivably, the savings would be larger

537
00:50:08,080 --> 00:50:13,200
because you don't have to, you don't have to cool a building

538
00:50:13,200 --> 00:50:16,600
to the same temperature if there aren't students inside of it.

539
00:50:16,600 --> 00:50:18,000
You don't have to purchase a new chiller.

540
00:50:18,160 --> 00:50:19,920
You don't have to replace the roof

541
00:50:19,920 --> 00:50:21,940
for the windows on the same time schedule.

542
00:50:22,340 --> 00:50:25,420
So the district actually will very likely receive

543
00:50:25,420 --> 00:50:29,860
additional cost savings, but they're not reflected in the numbers that you see tonight,

544
00:50:30,040 --> 00:50:35,420
and that was intentional, because we wanted specifically to talk about operating costs,

545
00:50:35,560 --> 00:50:41,200
and not include things that may be impacted by future bond funding.

546
00:50:43,540 --> 00:50:44,220
Trustee Daniel,

547
00:50:50,360 --> 00:50:55,180
this is just a general question that you won't know the answer to, but just

548
00:50:55,180 --> 00:51:04,000
to the district, if we choose any of these scenarios and we're predicting that if we say we're

549
00:51:04,000 --> 00:51:08,980
going to close a campus, we're looking down the road, you know, to your point about the maintenance

550
00:51:08,980 --> 00:51:15,820
costs, if we have a campus that is designated for closure and there's a major maintenance issue

551
00:51:16,740 --> 00:51:22,560
and this is not a question that will be answered tonight, but I am curious about knowing about

552
00:51:22,560 --> 00:51:26,560
we will handle that. Like, if an HVAT goes down, we can't have a school without

553
00:51:26,560 --> 00:51:30,840
merit-conditioning unit, but if it's a school that we intend to

554
00:51:30,840 --> 00:51:35,800
divest, then I would like those families to know that their children will

555
00:51:35,800 --> 00:51:37,140
be taken care of.

556
00:51:37,360 --> 00:51:38,860
Sure, very question. Thank you.

557
00:51:44,960 --> 00:51:45,820
Trustee Anyes,

558
00:51:48,480 --> 00:51:51,700
I understood your explanation of student

559
00:51:51,700 --> 00:51:56,200
yield earlier. Thank you. That was a great explanation. Now, I'm just trying to

560
00:51:56,200 --> 00:52:03,320
understand it with that actual figure that's on this one. Can you explain the 0.095 yield

561
00:52:03,320 --> 00:52:10,100
for that housing this being built? Certainly so what that says is for the development that

562
00:52:10,100 --> 00:52:15,900
is happening in the Fluegerville Elementary School zone. For every one house that is built you

563
00:52:15,900 --> 00:52:24,180
can expect will round and say one tenth of a child. So for every ten houses that were our built,

564
00:52:24,180 --> 00:52:30,000
you would get one child, is essentially how to, how to, it's an easier way to...

565
00:52:32,960 --> 00:52:40,400
I think that's the last and another relevant point on this slide.

566
00:52:40,740 --> 00:52:43,920
As even though there is development happening in the Fluegerville Elementary School Zone,

567
00:52:44,000 --> 00:52:48,480
obviously we've heard from our community engagement thus far. The Fluegerville Elementary,

568
00:52:48,780 --> 00:52:53,160
it's the oldest elementary school that has a long and proud history. We certainly understand

569
00:52:53,160 --> 00:52:57,920
that. There is also the realities of the age of the facility.

570
00:52:57,920 --> 00:53:08,920
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.

571
00:53:10,720 --> 00:53:12,800
Again, here's additional information.

572
00:53:13,100 --> 00:53:16,640
The current Fluegerville Elementary enrollment is 366,

573
00:53:17,140 --> 00:53:21,640
and as I mentioned it is declining every year, has declined every year for at least the last six years,

574
00:53:22,040 --> 00:53:25,000
and is declining at a faster rate than the district. Overall.

575
00:53:26,600 --> 00:53:33,220
Our fourth scenario tonight, our fourth elementary school scenario and the last closure

576
00:53:33,220 --> 00:53:38,680
recommendation or draft scenario for elementary schools is the proposed closure of

577
00:53:38,680 --> 00:53:43,940
windermere elementary and rezoning students to surround the campuses including Timberman,

578
00:53:44,260 --> 00:53:46,920
Brooke Hollow, Highland Park, and Caldwell.

579
00:53:48,100 --> 00:53:52,920
This scenario moves students to significantly newer campuses in the case of Timberman, Timberman

580
00:53:52,920 --> 00:53:59,620
as built in 2021. It's one of the newest, excuse me, 2017. It's one of the newest elementary schools

581
00:53:59,620 --> 00:54:07,520
within the Fluegerville ISE portfolio. Windermier is also the way it's constructed is particularly

582
00:54:07,520 --> 00:54:13,740
beneficial for reuse for other purposes. And we'll talk about that in another draft scenario tonight.

583
00:54:14,680 --> 00:54:22,500
And students that go from Windermier to Timmerman will be moving from one of the oldest facilities

584
00:54:22,500 --> 00:54:28,540
to one of the highest quality facilities, and you will then have one of your newest campuses

585
00:54:28,540 --> 00:54:34,040
be also one of your most efficient campuses. The Wintermeer Enrollment is projected

586
00:54:34,040 --> 00:54:39,420
to continue dropping. It's projected to drop by 150 students over the next five years.

587
00:54:40,120 --> 00:54:46,140
And without action, Timmerman, again one of your newest facilities, is going to be under 50%

588
00:54:46,140 --> 00:54:48,300
utilization for the next decade.

589
00:54:49,540 --> 00:54:55,880
And then lastly, there are no active subdivisions being built in the enrollment zones of any

590
00:54:55,880 --> 00:55:00,660
of the schools surrounding this surrounding winter mirror.

591
00:55:01,120 --> 00:55:05,480
The net operating savings, again, come in at about $3 million per year.

592
00:55:05,900 --> 00:55:06,800
Trustee Thaudes?

593
00:55:07,860 --> 00:55:09,100
Just a quick question.

594
00:55:10,320 --> 00:55:16,780
Was there a consideration on the, if this happens, you got to move several, you know, several

595
00:55:16,780 --> 00:55:24,400
students, but the cost of transportation is going to make an increase there, because if you

596
00:55:24,400 --> 00:55:31,360
bust three different schools, you're going to have multiple bus routes added to the

597
00:55:31,360 --> 00:55:38,020
this program. Certainly. So we have not yet considered, we will always consider transportation

598
00:55:38,020 --> 00:55:46,000
prior to the board meeting, but the transportation considerations often, they take a lot of work

599
00:55:46,000 --> 00:55:52,300
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.

600
00:55:53,120 --> 00:55:59,180
And so we will have that information for you prior to the prior to and at the main meeting.

601
00:55:59,840 --> 00:56:05,200
But I will say from experience that typically transportation costs are not

602
00:56:05,200 --> 00:56:13,230
Do not increase significantly as a result of district optimization because often you are moving students closer to

603
00:56:13,960 --> 00:56:19,320
Like for instance, if I live in this portion of the winter mirror elementary zone

604
00:56:19,320 --> 00:56:26,700
I'm actually closer to Timmerman and so either it's less mileage for a route or I'm simply

605
00:56:26,700 --> 00:56:31,720
Filling up a route that is already underutilized. So we're definitely going to look at it

606
00:56:31,720 --> 00:56:36,840
We always do, but we don't typically see a significant increase in costs based on transportation.

607
00:56:41,300 --> 00:56:43,200
You see additional information here.

608
00:56:45,350 --> 00:56:49,930
The next scenario, if you remember at the beginning of this presentation, I talked about

609
00:56:49,930 --> 00:56:52,650
how optimization is not just about school closure.

610
00:56:52,850 --> 00:56:54,030
It's about many other things.

611
00:56:54,750 --> 00:56:56,870
This scenario reflects that.

612
00:56:57,210 --> 00:57:06,790
We're always asking, how can we put our students in higher quality buildings or higher

613
00:57:06,790 --> 00:57:09,610
opportunity and access to innovative school models.

614
00:57:10,150 --> 00:57:13,770
Scenario 5 is a recommendation to redesign

615
00:57:13,770 --> 00:57:16,630
Dearing Elementary as a high-performing choice option.

616
00:57:17,030 --> 00:57:21,350
To take this next year to work with a community,

617
00:57:21,870 --> 00:57:26,010
identify what school model the community would like to see,

618
00:57:26,170 --> 00:57:29,310
what innovative school model the community would like to see

619
00:57:29,310 --> 00:57:33,210
at Dearing, and then over the course of the next year

620
00:57:33,210 --> 00:57:35,690
plan out what that model will look like.

621
00:57:35,690 --> 00:57:44,670
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.

622
00:57:45,270 --> 00:57:51,910
If you're a current student at Dearing, you will have the opportunity to remain at Dearing and access that model.

623
00:57:54,350 --> 00:57:56,750
Right now, Dearing is a 53% utilization.

624
00:57:58,350 --> 00:58:05,370
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.

625
00:58:05,690 --> 00:58:16,730
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.

626
00:58:18,490 --> 00:58:31,250
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.

627
00:58:31,250 --> 00:58:37,350
And currently there is minimal enrollment taking place in the Dearing Elementary Zone.

628
00:58:39,210 --> 00:58:53,990
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.

629
00:58:53,990 --> 00:59:04,990
Trustee Mitchell. If I can make a suggestion, go back to the go forward one. Okay, under the utilization and the current enrollment.

630
00:59:05,830 --> 00:59:15,210
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.

631
00:59:15,390 --> 00:59:18,230
Certainly. We can certainly add that. Thank you.

632
00:59:19,860 --> 00:59:28,080
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.

633
00:59:31,440 --> 00:59:35,960
Our next scenario is also related to elementary schools.

634
00:59:36,360 --> 00:59:40,540
Is the rezoning of elementary schools east of Highway 130.

635
00:59:41,140 --> 00:59:49,460
This is something that is not recommended to take place until the not recommended for implementation until the 2930 school year.

636
00:59:49,460 --> 00:59:55,080
But if you look at demographic projections, if you look at projected utilization of campuses,

637
00:59:55,320 --> 00:59:59,980
this is something that the board will need to consider, and the district will need to implement at some.

638
01:00:00,000 --> 01:00:10,420
Over the next three to four years, right now, what a rezoning will maximize utilization at your newest elementary campus, hidden like

639
01:00:10,420 --> 01:00:17,940
going our walls. And it will also make sure that we are maximizing the number of students that are receiving the

640
01:00:17,940 --> 01:00:25,580
the highest quality education possible. Right now of the schools that you see on this map, the building utilization

641
01:00:25,580 --> 01:00:29,460
and ranges from 71% to 98%.

642
01:00:29,460 --> 01:00:32,020
And so we'd like to even add out a little bit

643
01:00:32,020 --> 01:00:34,300
because it gives you flexibility for things

644
01:00:34,300 --> 01:00:36,060
like you're mentioning Trustee Yanyas,

645
01:00:36,580 --> 01:00:37,680
like dual-language programming,

646
01:00:37,840 --> 01:00:39,900
like special education programming, et cetera.

647
01:00:40,180 --> 01:00:41,500
And it also gives you flexibility

648
01:00:42,000 --> 01:00:44,760
where if it's significant housing development does happen

649
01:00:44,760 --> 01:00:46,340
at any point in the next 10 years,

650
01:00:46,940 --> 01:00:49,060
the school in that zone has the ability

651
01:00:49,060 --> 01:00:50,600
to absorb new students.

652
01:00:52,280 --> 01:00:54,400
Each campus in this scenario

653
01:00:54,400 --> 01:01:02,480
was constructed after 2005, so it will generally be students moving either to newer or to

654
01:01:02,480 --> 01:01:11,920
very similarly aged cancer. Another key component of this is carpenter elementary, is projected

655
01:01:11,920 --> 01:01:20,900
to have more enrollment gain than any school in the district, and in fact, will be at or even

656
01:01:20,900 --> 01:01:26,960
possibly above. It's projected capacity. It's in the next few years. And so that is why we want

657
01:01:26,960 --> 01:01:31,640
to make sure that we're constantly looking at our zones to make sure they are providing

658
01:01:31,640 --> 01:01:37,400
the optimal level of efficiency for all of our campuses. And one part of this recommendation

659
01:01:38,660 --> 01:01:46,500
is that the board, as part of the district optimization process, develop a policy for continual

660
01:01:46,500 --> 01:01:54,080
sort of rezoning, not annual rezoning, but on a certain, on a set period, the board and the

661
01:01:54,080 --> 01:02:01,060
district would go through a rezoning process every three years, every four years. Whatever

662
01:02:01,060 --> 01:02:04,060
you ultimately deem appropriate, but that is generally the best practice.

663
01:02:06,560 --> 01:02:08,740
Trusty Mitchell. So,

664
01:02:09,060 --> 01:02:16,820
in the rezoning, I just would like for these committees and community members and us to consider

665
01:02:16,820 --> 01:02:24,100
the neighborhoods that have been resolved several times and then looking forward not to try

666
01:02:24,980 --> 01:02:30,900
to duplicate that because I was some of the problems in the past. We were resown the same

667
01:02:30,900 --> 01:02:37,140
neighborhoods. I e-springbook and both, both place. So kind of getting ahead of that when we're

668
01:02:37,140 --> 01:02:43,520
thinking about rezoning, what neighborhoods are on the cusp that might have changes every

669
01:02:43,520 --> 01:02:46,560
three or so many years that you're talking about.

670
01:02:46,900 --> 01:02:48,320
Yes, ma'am, I think that's a great point.

671
01:02:48,760 --> 01:02:51,560
One other thing that I want to stress here is, again,

672
01:02:51,720 --> 01:02:53,340
the proposed implementation for this

673
01:02:53,340 --> 01:02:56,100
is not until the 2029, 30 year.

674
01:02:56,900 --> 01:03:00,320
So the majority of students who are currently

675
01:03:00,320 --> 01:03:04,700
at these campuses will not be affected by the rezoning

676
01:03:04,700 --> 01:03:07,260
because by that time, there'll be a middle school in high school.

677
01:03:07,260 --> 01:03:16,780
But this is a long term look, and to your point, Trustee Mitchell, we will of course be mindful of that.

678
01:03:16,920 --> 01:03:25,440
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.

679
01:03:25,820 --> 01:03:29,440
This is something that is down the road, we're just simply naming now.

680
01:03:29,720 --> 01:03:33,580
This is something that will need to happen to continually optimize the district.

681
01:03:35,790 --> 01:03:40,110
And then here you see data on each of the impacted campuses.

682
01:03:40,370 --> 01:03:46,310
There is not a projected budget reduction for this scenario because, again, it's four years down the road.

683
01:03:46,930 --> 01:03:52,770
The lines have not yet been drawn, and so it doesn't make sense to project for this particular scenario.

684
01:03:55,840 --> 01:03:58,880
This is the final slide that we have in the elementary section.

685
01:03:59,000 --> 01:04:03,460
It just shows a summary of all of the elementary school draft scenarios.

686
01:04:04,060 --> 01:04:05,820
These are campuses that are not impacted.

687
01:04:05,820 --> 01:04:10,820
These are the four campuses that right now, there's a draft scenario for closure.

688
01:04:11,780 --> 01:04:14,720
Every school that you see in red will become more efficient.

689
01:04:14,960 --> 01:04:20,180
It will receive more students, and that means more funding that can be spent on students and adults

690
01:04:20,180 --> 01:04:23,680
and programming, rather than buildings and utilities.

691
01:04:24,920 --> 01:04:28,720
These are schools that will be impacted by rezoning, and then there's one

692
01:04:28,720 --> 01:04:30,980
Deering, which is recommended for new programming.

693
01:04:33,770 --> 01:04:35,510
We're now going to move to the middle school scenarios.

694
01:04:35,510 --> 01:04:40,670
There are fewer middle schools, so we're halfway through, so there are 12 drafts scenarios we've done six.

695
01:04:41,990 --> 01:04:48,290
The first middle school scenario is to close Park Crest Middle School and rezone students to neighboring schools.

696
01:04:48,810 --> 01:04:54,590
If you remember earlier in this presentation, we talked about middle school capacity right now is at roughly,

697
01:04:54,650 --> 01:05:02,850
or excuse me, middle school utilization is at roughly 65% and is projected to drop to the low 60s,

698
01:05:02,850 --> 01:05:06,530
and then 59% over the next five and 10 years respectively.

699
01:05:08,430 --> 01:05:16,570
One item to note is that Kelli Lane is projected to be disproportionately impacted by enrollment

700
01:05:16,570 --> 01:05:17,130
loss.

701
01:05:17,910 --> 01:05:22,250
So why am I bringing up Kelli Lane if the draft scenario is closing Park Crest Middle?

702
01:05:22,950 --> 01:05:27,870
Because in this situation, in this scenario, many students who are currently zoned to Park

703
01:05:27,870 --> 01:05:32,830
Crest would then move into Kelli Lane and make sure that Fluegerville ISD students are

704
01:05:32,830 --> 01:05:37,750
still benefiting from what is your currently your highest performing middle school campus.

705
01:05:39,670 --> 01:05:47,450
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.

706
01:05:48,310 --> 01:06:02,310
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.

707
01:06:04,050 --> 01:06:13,450
I think a longer term, this is an important note, the way the geographic spread of middle

708
01:06:13,450 --> 01:06:20,230
schools in Fluegerville, ISC, there is a smart planning done for as far as making sure

709
01:06:20,230 --> 01:06:26,830
every neighborhood has access to a middle school, but there may need to be some broader

710
01:06:26,830 --> 01:06:33,690
rezoning done at the middle school level over the next several years either as part of or in

711
01:06:33,690 --> 01:06:40,630
addition to this draft scenario simply because some schools like bowls like seal are expected

712
01:06:40,630 --> 01:06:47,070
to be at or above their capacity while others like Park Crest or Kelly Lane are expected

713
01:06:47,070 --> 01:06:51,210
to be well below the 75% park.

714
01:06:52,870 --> 01:06:55,150
Without consolidation or rezoning,

715
01:06:55,590 --> 01:06:59,770
Park Crest is projected to be roughly half full and Kelly Lane

716
01:06:59,770 --> 01:07:02,370
is also to be slightly less than half full.

717
01:07:02,850 --> 01:07:06,370
And so that is why when we've been talking about this scenario,

718
01:07:07,090 --> 01:07:10,710
we can't talk about the proposed closure of Park Crest

719
01:07:10,710 --> 01:07:13,070
without talking about the surrounding campuses.

720
01:07:14,430 --> 01:07:16,490
This has an annual operating impact

721
01:07:16,490 --> 01:07:21,670
of slightly over $3 million and their proposed implementation year is 2728.

722
01:07:23,960 --> 01:07:26,180
Again, here is additional data on the campus.

723
01:07:26,380 --> 01:07:29,380
There are currently 762 students at Park Crest.

724
01:07:32,350 --> 01:08:02,230
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.

725
01:08:02,350 --> 01:08:07,650
And there are some accountability impacts at West U right now.

726
01:08:08,030 --> 01:08:12,190
It is for the last three years have been rated academically unacceptable by TDA.

727
01:08:13,070 --> 01:08:19,450
Some long-term considerations enrollment at these two campuses is combined to drop by about

728
01:08:19,450 --> 01:08:25,710
180 students, so not as significant as Kelly Lane, but still we are expecting to see some

729
01:08:25,710 --> 01:08:27,270
middle school enrollment decline.

730
01:08:27,270 --> 01:08:33,650
And based on capacity numbers and based on where West View is located in the district,

731
01:08:35,430 --> 01:08:42,810
the closure of West View would require some broader rezoning of middle schools as I touched on in the last scenario as well.

732
01:08:43,530 --> 01:08:51,630
One thing to point out, the proposed implementation of this scenario is not until the 28-29 school year.

733
01:08:54,510 --> 01:08:58,630
additional information here for any community member that would like to see it.

734
01:09:01,840 --> 01:09:07,800
The next scenario is also related primarily to middle schools, and that is again,

735
01:09:08,140 --> 01:09:11,500
we're not just talking about school closures tonight, we're also talking about expanding

736
01:09:11,500 --> 01:09:14,220
opportunities for students by a new programming.

737
01:09:15,980 --> 01:09:22,700
So the draft scenario that you see here is exploring new programming at Bowles Middle,

738
01:09:23,520 --> 01:09:25,740
at Seal Middle, and at Ma, Elementary.

739
01:09:26,900 --> 01:09:32,980
Similarly, similar to what happened during if this scenario is ultimately passed by the board,

740
01:09:33,440 --> 01:09:38,700
there will be a planning year to determine what the best fit is for each campus.

741
01:09:39,460 --> 01:09:46,600
And again, this is about not only providing the best possible education and an innovative education for students,

742
01:09:47,140 --> 01:09:53,160
but also holding on to the students that we have and potentially bringing some additional students back to Fluegerville ISD.

743
01:09:54,900 --> 01:10:01,800
I think the other point to make on this scenario is we don't have financial projections on

744
01:10:02,960 --> 01:10:08,800
this on this draft scenario yet because the community and the staff have not yet decided

745
01:10:08,800 --> 01:10:11,640
what the appropriate programming is for these three campuses.

746
01:10:14,710 --> 01:10:21,800
You see information about the three impacted campuses here and then a summary of our middle

747
01:10:21,800 --> 01:10:27,660
school scenarios. Every school will be impacted. Every middle school will be impacted in some

748
01:10:27,660 --> 01:10:32,320
way. Again, the draft scenarios have their two draft scenarios for closure. One of

749
01:10:32,320 --> 01:10:38,080
part-crest middle, one of West-view middle. These are three campuses that will be receiving

750
01:10:38,080 --> 01:10:43,720
students and becoming more efficient, saving money for the district, allowing the district

751
01:10:43,720 --> 01:10:49,480
to spend money on students and adults and programming. And then both is mentioned both

752
01:10:49,480 --> 01:10:53,120
in a rezoning and in a programming scenario,

753
01:10:54,080 --> 01:10:56,220
seal would be receiving new programming.

754
01:10:56,520 --> 01:10:57,880
And I mentioned I included mop here,

755
01:10:57,900 --> 01:10:59,020
even though it's not a middle school.

756
01:10:59,040 --> 01:11:00,380
It was a part of scenario night.

757
01:11:00,620 --> 01:11:01,720
So I wanted to make sure it was shut.

758
01:11:04,790 --> 01:11:08,210
Lastly, I would like to take you through the draft high school

759
01:11:08,210 --> 01:11:08,710
scenarios.

760
01:11:10,730 --> 01:11:14,350
Again, if you remember back to the beginning of this presentation,

761
01:11:15,670 --> 01:11:19,890
high school utilization is not an issue at high schools.

762
01:11:19,890 --> 01:11:26,150
is currently above 80% and is projected to be in that realm for the next 10 years.

763
01:11:26,790 --> 01:11:31,230
And again, we talked about, right now we have larger cohorts going through the system and

764
01:11:31,230 --> 01:11:36,710
smaller cohorts coming in behind them. That is a large reason why we do not have any

765
01:11:36,710 --> 01:11:45,670
utilization issues at high school campuses right now. The first draft scenario for high schools

766
01:11:45,670 --> 01:11:50,650
would be the shift high school schedules from a block schedule to a traditional eight period

767
01:11:50,650 --> 01:11:51,430
day.

768
01:11:53,250 --> 01:11:57,950
The master schedule of any district is one of the largest cost drivers.

769
01:11:58,730 --> 01:12:03,030
Whatever model you choose determines how many individuals you need to hire.

770
01:12:03,550 --> 01:12:09,270
Again, whether it's a draft scenario regarding closure or a draft scenario regarding high

771
01:12:09,270 --> 01:12:16,690
will scheduling, there is no fluke reveal ISC, teacher, administrator, staff member, et cetera,

772
01:12:17,470 --> 01:12:19,550
who will lose their position.

773
01:12:19,710 --> 01:12:22,790
They will have a position, they will have a home in fluke reveal ISC.

774
01:12:23,870 --> 01:12:28,690
But this presents a significant cost savings in year one.

775
01:12:28,830 --> 01:12:35,150
It is a cost savings of almost $5 million to move from a block schedule to an eight-period date.

776
01:12:35,830 --> 01:12:43,930
It also allows students to have daily access to their core courses, and then the staffing

777
01:12:43,930 --> 01:12:52,010
reductions that would naturally occur would happen from attrition, and there may be a teacher

778
01:12:52,010 --> 01:12:56,170
may choose not to teach high school anymore, they may choose to work in central office, they

779
01:12:56,170 --> 01:13:00,590
may choose to work in the middle school, but again, they will have an equivalent position

780
01:13:01,230 --> 01:13:05,970
within Fluegerville IFC, and their salary will remain the same or increase.

781
01:13:07,110 --> 01:13:12,330
And then lastly, this is a, you know, this will be a lift, this will be a ship, so there

782
01:13:12,330 --> 01:13:17,090
will be plenty of engagement with Fluegerville IFC staff to make sure that there is a professional

783
01:13:17,090 --> 01:13:22,050
learning, the professional learning this need to take place to make sure that the teachers

784
01:13:22,050 --> 01:13:26,530
who are impacted by this are able to adjust their pacing effectively.

785
01:13:26,530 --> 01:13:30,450
But, again, there is a significant cost savings.

786
01:13:30,610 --> 01:13:36,550
In fact, more cost savings from shifting more projected cost savings from shifting from a block

787
01:13:36,550 --> 01:13:40,930
Schedule to a traditional schedule than there is for any of the school closure scenarios.

788
01:13:41,890 --> 01:13:43,470
Trustee Daniel has a question?

789
01:13:49,890 --> 01:13:57,470
So, if we're going to an eight-period day on the block schedule, things like athletics and fine arts

790
01:13:57,470 --> 01:13:58,570
are double blocked.

791
01:13:59,130 --> 01:14:03,090
So I guess the question is, what happens,

792
01:14:05,530 --> 01:14:10,610
seems like students would now have a lot more space in their scheduled to take more classes,

793
01:14:13,350 --> 01:14:25,250
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,

794
01:14:27,790 --> 01:14:30,390
I apologize, I don't have a high school or yeah, I almost do.

795
01:14:30,490 --> 01:14:39,890
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,

796
01:14:41,930 --> 01:14:54,250
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.

797
01:14:54,250 --> 01:14:59,770
I can have on the child that went to traditional non-block schedule.

798
01:15:00,460 --> 01:15:11,560
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.

799
01:15:12,500 --> 01:15:13,160
It worked.

800
01:15:14,560 --> 01:15:25,520
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.

801
01:15:27,080 --> 01:15:31,880
In that current schedule, there is opportunity for them to have off-periods they're seeing

802
01:15:31,880 --> 01:15:32,340
your years.

803
01:15:32,480 --> 01:15:37,880
Sometimes, where they can start late or end early, I don't know if this might reduce that.

804
01:15:37,900 --> 01:15:40,380
And then that's more quality instructional time.

805
01:15:40,760 --> 01:15:44,760
I don't know how students would feel about that, but I am positive we'll hear from them.

806
01:15:45,920 --> 01:15:51,480
But in the current block schedule, there's definitely room for them to have that even if they

807
01:15:51,480 --> 01:15:58,160
sometimes in sports or arts because I've seen it done and I think the other way to

808
01:15:58,920 --> 01:16:04,500
is amenable to credit recovery in the traditional because I've seen some of that when

809
01:16:04,500 --> 01:16:10,380
read was going to school that some kids had a period to where they can go class recovery instead

810
01:16:10,380 --> 01:16:14,620
of doing it in the summer or something like they're doing it now. I don't know if you can answer that.

811
01:16:14,620 --> 01:16:17,000
actually will be moving away from that term,

812
01:16:19,600 --> 01:16:21,400
the just pair of five of four meeting I just

813
01:16:22,880 --> 01:16:28,620
haven't. It's also based on it. It shouldn't change. It's just redistribution of instructional

814
01:16:28,620 --> 01:16:35,700
minutes. So that's how we have to think about it. It's not like condensing a consolidating,

815
01:16:36,740 --> 01:16:42,920
it's just redistribution of the instructional time, per what is required for the graduation.

816
01:16:42,920 --> 01:16:56,420
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.

817
01:16:57,100 --> 01:17:12,740
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.

818
01:17:12,740 --> 01:17:17,960
our staff and then ensuring we're preparing everybody for the change so that when those possible

819
01:17:17,960 --> 01:17:22,860
changes occur, we're ready and there's no setbacks ideally.

820
01:17:23,760 --> 01:17:24,160
Great answer.

821
01:17:24,760 --> 01:17:30,460
Also, let me clarify, that's a really good conversation and it helps us to anticipate what we

822
01:17:30,460 --> 01:17:33,360
should expect when we do our community meetings so we can build that in.

823
01:17:33,460 --> 01:17:36,820
We're going to do meetings obviously at all of the high schools which will melt that in.

824
01:17:37,000 --> 01:17:39,020
The other thing that will happen, this is a process thing.

825
01:17:39,280 --> 01:17:42,380
These types of questions are going to come up and lots of folks are going to have questions

826
01:17:42,380 --> 01:17:44,400
that maybe we don't cover during a presentation,

827
01:17:45,020 --> 01:17:45,960
but it's legitimate question.

828
01:17:46,420 --> 01:17:49,160
And so what we've committed to do with the thought exchange

829
01:17:49,160 --> 01:17:50,580
is on a regular basis.

830
01:17:50,680 --> 01:17:53,160
And when I say regular basis, like every few days,

831
01:17:53,740 --> 01:17:55,260
mind through what people are asking

832
01:17:55,260 --> 01:17:57,540
and turn that into an FAQ document

833
01:17:57,540 --> 01:17:59,240
that will be living and breathing and updated

834
01:17:59,240 --> 01:18:00,660
on a very regular basis.

835
01:18:00,900 --> 01:18:02,660
So as questions come up and people are like,

836
01:18:02,720 --> 01:18:03,680
yeah, I didn't think about that.

837
01:18:03,700 --> 01:18:06,120
Like how does that impact sports schedules, for instance?

838
01:18:06,520 --> 01:18:06,680
Perfect.

839
01:18:06,940 --> 01:18:08,840
And we can just answer that question as part of the FAQ

840
01:18:08,840 --> 01:18:10,460
and keep that community conversation going.

841
01:18:13,000 --> 01:18:19,840
That's a wonderful point, Dr. Shepherd, and there is currently sort of an introductory FAQ

842
01:18:19,840 --> 01:18:25,000
about this reduction on the website and we will continue to update it as additional questions

843
01:18:25,000 --> 01:18:25,880
come in.

844
01:18:26,140 --> 01:18:33,360
One other point that I wanted to raise about this draft scenario specifically is it is set to

845
01:18:33,360 --> 01:18:36,760
be implemented at the same time as the opening of the new career center.

846
01:18:36,760 --> 01:18:51,480
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.

847
01:18:54,500 --> 01:19:02,500
The second to last scenario that we have tonight is about rezoning high schools within the next three years to address capacity concerns.

848
01:19:02,500 --> 01:19:08,560
This is similar to the scenario of six about rezoning on the east side for elementary schools,

849
01:19:09,000 --> 01:19:12,080
but if you look at the demographic projections,

850
01:19:12,840 --> 01:19:18,680
WICE will be very close to its maximum capacity to 100% utilization,

851
01:19:20,260 --> 01:19:22,580
by the by fall of twenty twenty nine,

852
01:19:22,620 --> 01:19:29,920
and it's projected to be over capacity in the twenty thirty one thirty two school year.

853
01:19:29,920 --> 01:19:39,520
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.

854
01:19:39,880 --> 01:19:52,400
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.

855
01:19:52,400 --> 01:19:59,300
Every student that's currently enrolled in high school will have graduated if they graduate on their four-year path

856
01:20:01,260 --> 01:20:07,140
Hendrickson is a likely partner just because of the development that's happening up in this part of the district

857
01:20:07,140 --> 01:20:12,660
So some students may go back to Hendrickson high school that came from Hendrickson two-wice

858
01:20:12,660 --> 01:20:17,680
But again, it's all hypothetical at this point. It's all three to four years down the road

859
01:20:17,680 --> 01:20:26,580
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.

860
01:20:29,960 --> 01:20:35,400
Lastly, our final scenario for this evening is about repurposing vacant facilities.

861
01:20:36,180 --> 01:20:50,610
District optimization often provides districts with the need to develop a facility disposition process or determine how to reuse newly vacant buildings.

862
01:20:50,610 --> 01:21:01,590
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.

863
01:21:02,090 --> 01:21:07,530
One way the Windermier could be used is to bring the Opportunity Center to Windermier.

864
01:21:07,750 --> 01:21:14,370
That will increase the quality of facility for students who are enrolled in the DAEP program.

865
01:21:14,370 --> 01:21:23,410
pace would also be a good fit for windermere as would an early childhood component.

866
01:21:24,170 --> 01:21:29,310
There can be some, the way, again, the way the facility is constructed, there can be some

867
01:21:29,310 --> 01:21:34,970
in terms of construction, relatively minimal, relatively minimal construction expense to make

868
01:21:34,970 --> 01:21:41,450
sure that those three programs that are all housed on the same campus do not interact if

869
01:21:41,450 --> 01:21:42,430
they don't need to interact.

870
01:21:42,430 --> 01:21:46,590
And then, this would also free up some space where

871
01:21:46,590 --> 01:21:48,830
airmark could relocate to the current

872
01:21:48,830 --> 01:21:51,410
pace facility and where the central warehouse

873
01:21:51,410 --> 01:21:53,350
could move to the current Opportunity Center,

874
01:21:53,830 --> 01:21:55,870
which, again, is all in the name of making

875
01:21:55,870 --> 01:21:56,810
the district more efficient.

876
01:21:57,910 --> 01:22:01,790
So, there will be additional school facilities

877
01:22:01,790 --> 01:22:03,370
and decisions that need to be made

878
01:22:03,370 --> 01:22:04,430
about school facilities.

879
01:22:04,990 --> 01:22:07,510
But one thing you can do is to reuse

880
01:22:07,510 --> 01:22:09,830
those school facilities for other district purposes.

881
01:22:10,410 --> 01:22:12,070
And then, offload those other properties

882
01:22:12,070 --> 01:22:19,050
that are not schools or find another reuse for them, but there is an opportunity to become

883
01:22:19,050 --> 01:22:24,670
more efficient operationally, specifically using winter mirror and potentially other campuses

884
01:22:24,670 --> 01:22:25,810
as well.

885
01:22:28,940 --> 01:22:29,980
This is a summary of...

886
01:22:30,000 --> 01:22:44,300
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.

887
01:22:45,140 --> 01:22:58,440
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.

888
01:23:00,650 --> 01:23:12,770
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.

889
01:23:13,370 --> 01:23:19,670
I don't think all 12 scenarios will move forward because again we're doing extensive community engagement and real community engagement.

890
01:23:20,270 --> 01:23:25,010
So the draft scenarios that you've seen tonight will be different than the draft scenarios that you see in May.

891
01:23:25,010 --> 01:23:33,870
But if all of these scenarios were implemented based on the financial projections that we have created with your chief financial officer,

892
01:23:34,630 --> 01:23:39,450
that would save $19.7 million in operating expenses.

893
01:23:39,950 --> 01:23:44,690
Again, the projected budget deficit for next year is $18.3 million.

894
01:23:45,990 --> 01:23:51,230
Over three years, if all of these draft scenarios were implemented based on our projections,

895
01:23:51,230 --> 01:23:57,010
that would lead to a cost reduction for the district of 62.7 million dollars.

896
01:23:57,990 --> 01:24:01,130
Obviously, there are some things that are not included in these projections.

897
01:24:01,530 --> 01:24:06,850
We've already talked about how this does not include potential operating cost savings,

898
01:24:07,010 --> 01:24:10,890
or potential construction cost savings, or maintenance cost savings.

899
01:24:11,610 --> 01:24:17,430
But similarly, it also doesn't include the potential additional cost

900
01:24:17,430 --> 01:24:21,290
coming with some of the new programming that we've talked about tonight at Deering, or at

901
01:24:21,290 --> 01:24:29,930
Mott, or at Bowles, or Seal, from our experience that will be that new programming that

902
01:24:29,930 --> 01:24:35,490
comes to the district will be far less. We'll cost the district far less than it saves

903
01:24:35,490 --> 01:24:41,070
through these actions that you've seen tonight. But this is not just about cost savings.

904
01:24:41,350 --> 01:24:46,510
This is also about, again, putting students in higher quality facilities and higher performing

905
01:24:46,510 --> 01:24:52,690
campuses. These draft scenarios do that as well. If all of these were implemented, you would

906
01:24:52,690 --> 01:25:00,390
see 2,586 students projected to move to a higher performing campus. That's over 10% of

907
01:25:00,390 --> 01:25:06,390
your student body moving to higher performing campuses, which research has shown is one of the

908
01:25:06,390 --> 01:25:11,550
most impactful things you can do for a student is put them in a higher performing campus. And

909
01:25:11,550 --> 01:25:16,450
in fact in other districts where we've worked, we have seen significant academic gains for students

910
01:25:16,450 --> 01:25:18,650
that had moved to higher performing campuses.

911
01:25:19,730 --> 01:25:24,130
You also see 2,340 students moving to higher quality facilities.

912
01:25:25,230 --> 01:25:30,050
So the reason we do this work, the CSG and the reason we've been involved in this work

913
01:25:30,050 --> 01:25:35,230
in so many districts across Texas and across the country, is we believe that districts can

914
01:25:35,230 --> 01:25:40,290
become more financially efficient and also produce better outcomes for their students.

915
01:25:41,090 --> 01:25:45,710
And we wouldn't do this work if we didn't believe that and if we hadn't seen that happen in

916
01:25:45,710 --> 01:25:50,870
districts. And that is what we see if all of these draft scenarios are implemented.

917
01:25:54,460 --> 01:25:54,600
I would

918
01:25:54,600 --> 01:25:59,560
also like to point out this number does not include those students that will benefit from the

919
01:25:59,560 --> 01:26:02,920
programming, adhering at Boles, at Mott, at Seale.

920
01:26:04,340 --> 01:26:18,180
Pressedy Mayor, regarding the savings. So just so we also have the right thing in order here.

921
01:26:18,180 --> 01:26:24,940
So, what the current budget projects for this next fiscal school year is around $18 million

922
01:26:24,940 --> 01:26:25,740
deficit,

923
01:26:28,600 --> 01:26:33,120
even if we met that that doesn't make up for the deficit because that is based

924
01:26:33,120 --> 01:26:35,780
on implementation of the next school year.

925
01:26:36,080 --> 01:26:46,580
If these were all adopted, I think that is going to be the very tricky thing to wrap all of

926
01:26:46,580 --> 01:26:54,700
heads around because after all, once something is adopted and the dust settles, or still

927
01:26:54,700 --> 01:27:01,380
are still operating at a deficit next year, no matter what. And it's just to say basically

928
01:27:01,380 --> 01:27:08,860
what that deficit then looks like the following year. This was very comprehensive information

929
01:27:08,860 --> 01:27:17,600
and I, and as much as we've been bought along in all of the multi-phasic points of collecting

930
01:27:17,600 --> 01:27:26,480
the data and synthesizing it to this point, I think I just hadn't wrapped my head around

931
01:27:26,480 --> 01:27:34,840
that piece and that obviously is as additional pressure points to how we are evaluating the

932
01:27:34,840 --> 01:27:45,960
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.

933
01:27:46,400 --> 01:27:50,880
Yeah, to put it more bluntly, this doesn't solve the totality of the problem we're facing.

934
01:27:54,300 --> 01:28:06,240
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

935
01:28:06,240 --> 01:28:15,000
personal costs and so it's, I mean, Flueger Realized D is facing a lot of the same financial

936
01:28:15,000 --> 01:28:20,120
pressures as other districts. It's very real. There are very hard decisions that you will

937
01:28:20,120 --> 01:28:27,460
need to make as trustees. This work does provide you with some expense reductions in the future.

938
01:28:27,840 --> 01:28:34,000
I want to be very clear. This is not a $67 million or excuse me. A $62 million check that you will

939
01:28:34,000 --> 01:28:39,600
receiving, these are cost reductions, but they will help relieve long-term, they will help

940
01:28:39,600 --> 01:28:42,920
relieve some of those downward pressures that you're seeing on your budget.

941
01:28:44,780 --> 01:28:45,740
Trustee Ogifor?

942
01:28:48,860 --> 01:28:54,460
So speaking on new programming, just for better understanding, does new programming equal

943
01:28:54,460 --> 01:29:01,220
better programming, and if it does equal better programming, will the students on the

944
01:29:01,220 --> 01:29:05,320
west side of our district have access to that new programming, because I'm seeing a lot

945
01:29:05,320 --> 01:29:07,160
the new program on the East Side.

946
01:29:09,960 --> 01:29:15,440
So the program is developed to ultimately be developed by the community and by the people

947
01:29:15,440 --> 01:29:16,220
in this building.

948
01:29:17,360 --> 01:29:22,240
The idea is, yes, that it will be better programming, that it will lead to more innovation

949
01:29:22,240 --> 01:29:26,880
and it will lead students to have opportunities that they don't currently have.

950
01:29:29,600 --> 01:29:37,020
The schools that are in these draft scenarios set to receive the new programming that we've

951
01:29:37,020 --> 01:29:43,960
highlighted are on the north or on the east side of the district, but we will hear community engagement.

952
01:29:46,100 --> 01:29:48,820
And like I said, these draft scenarios are likely to change.

953
01:29:49,420 --> 01:29:54,220
I know there is also some other work being done on the west side that has not yet,

954
01:29:54,220 --> 01:29:58,540
that didn't come to life as part of this presentation because it's already underway or

955
01:29:58,540 --> 01:29:59,980
it's being developed, whether that's...

956
01:30:00,000 --> 01:30:07,020
Additional dual-language opportunities or other academic interventions at some campuses, so they haven't

957
01:30:07,020 --> 01:30:12,000
been highlighted here, but I know those are ongoing, and we can make sure that trustees receive

958
01:30:13,800 --> 01:30:17,500
an understanding of the full breadth of innovations that are happening across the district.

959
01:30:23,430 --> 01:30:29,770
Trustee Mayer? So that's a perfect segue, because I was thinking, as you answer that question,

960
01:30:29,770 --> 01:30:37,330
is that there's already a lot of things that are being deployed right now that will be emerging

961
01:30:37,330 --> 01:30:41,990
and that's kind of happening and tandem why this is happening.

962
01:30:42,310 --> 01:30:47,810
I think that that is fair to say that when go to these community meetings, basically anticipate

963
01:30:48,370 --> 01:30:52,050
offering that information up front because that's question is going to come.

964
01:30:52,430 --> 01:30:56,330
That's a perfect segue into communications and what comes next to that's right.

965
01:30:57,250 --> 01:31:12,510
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.

966
01:31:13,670 --> 01:31:16,750
So opportunities for engagement in the very near term.

967
01:31:18,670 --> 01:31:22,810
There are three primary ways that you can engage in the district optimization process.

968
01:31:22,810 --> 01:31:27,370
If you're a board member, if you're a staff member, if you're a community member, if you're a student.

969
01:31:28,170 --> 01:31:34,630
The first I've already mentioned that multiple times the district optimization website is live, has been live for a while.

970
01:31:35,130 --> 01:31:41,630
It includes, as of tonight, it will include every draft scenario that you see that you saw in this presentation.

971
01:31:42,370 --> 01:31:51,870
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.

972
01:31:51,870 --> 01:31:58,250
There are FAQs, there are videos, and you see the URL there.

973
01:31:58,910 --> 01:32:03,790
Additionally, there will be a thought exchange that is live tonight as well.

974
01:32:04,070 --> 01:32:06,190
That will run for over a month.

975
01:32:06,510 --> 01:32:10,690
We've already received tremendous response from the thought exchanges that have been released.

976
01:32:11,270 --> 01:32:15,250
We expect that will continue as the draft scenarios have been publicized.

977
01:32:15,850 --> 01:32:20,870
We are distributing that via the newsletter, by a traditional media, by a social media,

978
01:32:20,870 --> 01:32:23,570
basically by any avenue that we have.

979
01:32:24,030 --> 01:32:26,270
I have said this multiple times throughout this presentation.

980
01:32:26,770 --> 01:32:28,870
The more people we bring into this process,

981
01:32:29,350 --> 01:32:30,950
the stronger the outcomes will be.

982
01:32:31,250 --> 01:32:36,170
So we really do want everyone to not only take the survey,

983
01:32:36,490 --> 01:32:37,870
but to take the thought exchange,

984
01:32:38,190 --> 01:32:41,010
but also share it with members in your network.

985
01:32:41,130 --> 01:32:45,430
Whether that is your work community, your church community,

986
01:32:45,970 --> 01:32:49,530
your neighborhood, your parent group, your friend group, whatever,

987
01:32:49,530 --> 01:32:55,310
The more people that are involved in this process, the better the outcomes will be for kids.

988
01:32:56,770 --> 01:33:00,230
That thought exchange is available in multiple languages.

989
01:33:01,690 --> 01:33:08,790
I don't want to say which languages, but it's definitely Spanish, Vietnamese, and I believe multiple other languages as well.

990
01:33:09,550 --> 01:33:13,670
And then lastly, there will be community meetings starting on Monday.

991
01:33:13,670 --> 01:33:19,490
So it's Thursday night, on Monday there will be community meetings happening that are targeted

992
01:33:19,490 --> 01:33:23,750
to each impacted school community and we'll talk about that momentarily.

993
01:33:24,350 --> 01:33:29,190
The way these community meetings will work is they offer the opportunity for small group

994
01:33:29,190 --> 01:33:29,650
discussion.

995
01:33:30,250 --> 01:33:35,450
This is not a meeting where someone will come and express their feelings into a microphone and

996
01:33:35,450 --> 01:33:37,670
there will be a line of people behind them who do the same.

997
01:33:38,130 --> 01:33:43,590
These are community engagement meetings where we want to actively hear from every single person

998
01:33:43,590 --> 01:33:46,070
who was impacted by these recommendations.

999
01:33:46,690 --> 01:33:53,930
There will be a Fluegerville ISD staff member at every single table, facilitating a small group

1000
01:33:53,930 --> 01:33:58,890
discussion, taking notes on that discussion, and entering it into another thought exchange

1001
01:33:58,890 --> 01:34:02,870
to make sure that we capture every single piece of feedback that we can.

1002
01:34:03,590 --> 01:34:06,750
We trust these you'll find your assignments to the community meetings in your folder.

1003
01:34:09,900 --> 01:34:13,240
This is just an example of some of the things that are on the website.

1004
01:34:13,240 --> 01:34:18,000
I mentioned the school profiles, that is the beginnings of our FAQ, but is Dr. Shepherd

1005
01:34:18,000 --> 01:34:21,060
Benjamin that will continue to grow as we receive more questions.

1006
01:34:21,640 --> 01:34:26,600
And then there are other videos on the website, walking community members through this process.

1007
01:34:28,780 --> 01:34:31,720
This is the QR code for the thotic change.

1008
01:34:32,260 --> 01:34:36,900
This is the part where I encourage everybody to take their phone out and scan the QR code so

1009
01:34:36,900 --> 01:34:44,600
that they can begin completing the thotic change or sharing that link with members of their

1010
01:34:44,600 --> 01:34:51,800
networks, it can be completed by a phone, it can be completed on a computer, it can be completed

1011
01:34:52,320 --> 01:34:59,940
in your car, in your house, on a boat, wherever we want, as many people as possible, completing

1012
01:34:59,940 --> 01:35:01,000
this thought exchange.

1013
01:35:01,540 --> 01:35:06,520
And the way that this thought exchange is built is it allows community members to engage

1014
01:35:06,520 --> 01:35:09,920
with as much or as little of the process as they would like.

1015
01:35:09,920 --> 01:35:16,060
If you want to provide feedback on one scenario, you only need to provide feedback on that one scenario.

1016
01:35:16,460 --> 01:35:20,440
If you want to provide feedback on all 12, you're also able to do that.

1017
01:35:21,440 --> 01:35:25,880
And we would strongly encourage community members to provide feedback on all 12.

1018
01:35:26,860 --> 01:35:32,240
What we would expect is natural human behavior that if I'm only impacted by this one scenario,

1019
01:35:32,720 --> 01:35:34,980
that's the only thing I'm going to comment on.

1020
01:35:34,980 --> 01:35:43,000
But ultimately, I know trustees and as a community, we want robust feedback from the entire community on all scenarios.

1021
01:35:44,000 --> 01:35:48,720
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.

1022
01:35:48,900 --> 01:35:50,280
It's actually like, it's a district.

1023
01:35:50,880 --> 01:35:55,080
What I'm trying to say is we're not a district of schools.

1024
01:35:55,700 --> 01:35:56,580
We are in school district.

1025
01:35:56,940 --> 01:36:01,000
And we need to think as a district as we face what we're, as what we're up against.

1026
01:36:01,000 --> 01:36:05,420
So we would really like people to get engaged with all of the scenarios.

1027
01:36:05,900 --> 01:36:07,140
I think that's a great point.

1028
01:36:07,400 --> 01:36:13,020
This is, you know, the draft scenarios that we've talked about tonight impact every single child

1029
01:36:13,020 --> 01:36:15,380
in this school district in some way or another.

1030
01:36:15,840 --> 01:36:21,200
And so as much feedback as we can get, not only on the scenario that is most impactful to you,

1031
01:36:21,320 --> 01:36:24,600
but on the district as a whole, the more beneficial it will be.

1032
01:36:24,600 --> 01:36:32,540
We will present detailed information about the results of this thought exchange at the board

1033
01:36:32,540 --> 01:36:32,900
meeting.

1034
01:36:33,460 --> 01:36:38,940
There will be not only information about each question but an extensive appendix so that

1035
01:36:38,940 --> 01:36:43,960
you can see a fair amount of the open and feedback that is provided through that thought

1036
01:36:43,960 --> 01:36:44,480
exchange.

1037
01:36:46,020 --> 01:36:50,920
Again, we want to be as transparent as possible and we want to have as many people involved

1038
01:36:50,920 --> 01:36:52,440
in this process as possible.

1039
01:36:53,720 --> 01:36:56,040
Lastly, we've talked about the community meetings.

1040
01:36:56,160 --> 01:37:02,780
There will be nine separate community meetings all taking place next week, starting on Monday

1041
01:37:02,780 --> 01:37:05,860
night at Fluegerville Elementary and Park Crest Elementary.

1042
01:37:07,120 --> 01:37:11,920
Tuesday, Park Crest Middle School CSM, I was reading the word elementary.

1043
01:37:12,880 --> 01:37:17,780
There will also be on Tuesday, we'll have the Palmer Lane, we'll discuss the Palmer Lane

1044
01:37:17,780 --> 01:37:22,320
scenario and the Westview middle school scenario at Westview middle school.

1045
01:37:22,480 --> 01:37:24,520
We'll discuss the winter mirror scenario at

1046
01:37:24,520 --> 01:37:29,020
temperament elementary school. On Wednesday, we'll discuss the

1047
01:37:29,020 --> 01:37:30,000
deaths.

1048
01:37:34,140 --> 01:37:51,980
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.

1049
01:37:51,980 --> 01:37:58,960
So every community member has multiple opportunities to engage with the scenario that most impacts them.

1050
01:37:59,160 --> 01:38:08,160
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.

1051
01:38:13,530 --> 01:38:18,310
As we come to a close, I just want to share the broader district optimization timeline.

1052
01:38:18,910 --> 01:38:22,050
We are here. The draft scenarios have been brought to the board.

1053
01:38:22,050 --> 01:38:27,830
We are immediately beginning our community engagement on Monday night, and then we will

1054
01:38:27,830 --> 01:38:33,410
revise those drafts and areas based on the feedback that we received from the community and from the trustees.

1055
01:38:34,750 --> 01:38:43,670
We will then trustees will have a fourth round of conversations individually with you before coming to the board meeting in May.

1056
01:38:44,210 --> 01:38:51,090
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

1057
01:38:51,090 --> 01:38:56,430
change that will be based on the results of the community engagement meetings and again no

1058
01:38:56,430 --> 01:39:01,510
draft scenario has been approved until this board votes on it and the draft scenarios that you see

1059
01:39:01,510 --> 01:39:11,210
tonight will be different by the time we get to meet and then the board will have either a workshop

1060
01:39:11,210 --> 01:39:16,790
or a meeting in May where we will bring the final recommendations and the board will vote on the final

1061
01:39:16,790 --> 01:39:22,490
recommendations for implementation beginning in the 27-28 school year or later.

1062
01:39:22,970 --> 01:39:28,510
You should plan on a deep and robust conversation at the May workshop so that we can craft

1063
01:39:28,510 --> 01:39:33,190
an agenda for the May board meeting that represents the will of the board.

1064
01:39:37,480 --> 01:39:39,480
That concludes our presentation for tonight.

1065
01:39:39,960 --> 01:39:42,840
This QR code again will take you to the thought exchange.

1066
01:39:43,160 --> 01:39:45,000
I encourage you to share it far and wide.

1067
01:39:45,600 --> 01:39:51,000
And then there is also a second QR code if you'd like to go to the district optimization website.

1068
01:39:51,760 --> 01:39:56,540
There's also URL there, where you will see all of the information that was presented here tonight,

1069
01:39:57,000 --> 01:40:02,940
as well as a significant amount of other information that you can read yourself or share with your networks.

1070
01:40:03,480 --> 01:40:05,380
Thank you so much, Superintendent. Thank you so much, trustees.

1071
01:40:06,840 --> 01:40:10,800
Gabby and I will be here for any questions, but I turn it back over to you.

1072
01:40:10,800 --> 01:40:12,560
Thank you so much.

1073
01:40:13,000 --> 01:40:18,820
We genuinely value our relationship as we go through this difficult journey with our communities.

1074
01:40:19,460 --> 01:40:21,680
Trustees, are there any final questions?

1075
01:40:22,520 --> 01:40:23,260
Trustee Mitchell.

1076
01:40:26,770 --> 01:40:35,590
So I just want to be clear about the information that community members can get from tonight

1077
01:40:35,590 --> 01:40:40,770
and from ongoing meetings that they will be on the website.

1078
01:40:41,770 --> 01:40:51,030
And if the community member cannot meet any one of those meetings next week, what, what, how can they get the information?

1079
01:40:51,050 --> 01:40:56,550
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.

1080
01:40:56,950 --> 01:40:58,970
It will be a background video as well.

1081
01:40:59,590 --> 01:41:02,270
And then there's going to be the full exchange so that they can engage.

1082
01:41:03,370 --> 01:41:10,510
There is virtually no reason that anyone in our community won't have the opportunity to engage in some way, shape or form.

1083
01:41:10,510 --> 01:41:12,230
either in person or online.

1084
01:41:12,810 --> 01:41:16,850
All of those comments will be received and they will be brought to you guys for consideration.

1085
01:41:17,650 --> 01:41:18,010
Thank you.

1086
01:41:19,370 --> 01:41:21,570
Trustee Daniel, and then Trustee Todas.

1087
01:41:24,470 --> 01:41:28,850
Just thinking about some of the families that may not be enrolled currently.

1088
01:41:30,010 --> 01:41:34,010
Maybe they have children that are too young and we want them to come to our district.

1089
01:41:34,390 --> 01:41:38,370
What are we doing, are we doing anything special to reach those families?

1090
01:41:39,330 --> 01:41:48,130
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.

1091
01:41:49,710 --> 01:41:52,190
The way that the superintendent does communication is addition.

1092
01:41:52,730 --> 01:41:56,570
I can tell that people in this room and that's plus 20, right?

1093
01:41:56,990 --> 01:41:58,990
That only works for the rooms that I walk in.

1094
01:41:59,230 --> 01:42:03,310
If everybody in this room goes and tells five people, we're no longer doing addition, we're doing multiplication.

1095
01:42:03,970 --> 01:42:07,130
And that's the way that we reach every family in the district.

1096
01:42:07,130 --> 01:42:09,670
that's the way we reach people who don't have kids in the district.

1097
01:42:10,770 --> 01:42:14,890
We didn't bring it out, but we're also going to, we've offered to meet with Rotary and

1098
01:42:14,890 --> 01:42:20,490
Chamber and PCVC and reaching out to religious groups as well and all of the various places

1099
01:42:20,490 --> 01:42:24,470
where we can go and spread the word, but really this only works if everybody else spreads

1100
01:42:24,470 --> 01:42:25,390
the word as well.

1101
01:42:27,610 --> 01:42:28,490
Trustee Todas?

1102
01:42:35,030 --> 01:42:35,990
Yes, question.

1103
01:42:36,190 --> 01:42:44,370
I would have here on the community meetings and maybe any questions for folks, especially,

1104
01:42:44,370 --> 01:42:45,510
Well, anyone,

1105
01:42:48,170 --> 01:42:56,130
let's speak any other language, especially Spanish, because there's a lot of those folks that are involved with their kids education.

1106
01:42:57,390 --> 01:43:00,770
Not a ten or we're not asking, but we're not beasts somewhere.

1107
01:43:01,810 --> 01:43:06,110
Like maybe the community meeting because they won't understand what's going on.

1108
01:43:06,230 --> 01:43:10,150
Well, we are doing sessions specifically in Spanish for them, so I certainly hope they attend.

1109
01:43:10,150 --> 01:43:11,010
Okay.

1110
01:43:12,970 --> 01:43:16,350
There are ended and asking questions to the QR code.

1111
01:43:17,990 --> 01:43:18,930
Also Spanish enable.

1112
01:43:21,590 --> 01:43:22,550
Thank you.

1113
01:43:22,630 --> 01:43:24,710
Any other questions or comments, trustees?

1114
01:43:24,890 --> 01:43:25,790
Trustee Mayer.

1115
01:43:29,330 --> 01:43:31,870
Without, totally fully having a,

1116
01:43:34,150 --> 01:43:38,810
Crystal ball here, just being walking down this path,

1117
01:43:39,370 --> 01:43:40,370
as much,

1118
01:43:40,370 --> 01:43:49,710
Especially with any special programming on any of our campuses or special transfers or placements.

1119
01:43:50,750 --> 01:44:01,760
Those families are going to be more on higher alert because they're maybe going to think what does this mean, right?

1120
01:44:01,760 --> 01:44:10,960
thing that we have in terms of information about what potential transitioning could

1121
01:44:10,960 --> 01:44:18,360
look like for them. That's going to be essential because that is where the primary

1122
01:44:18,360 --> 01:44:24,620
various. I even just with current transitions going on side of the district that's an immediate

1123
01:44:24,620 --> 01:44:30,180
response that I can automatically tell is going to happen because I will follow it up with

1124
01:44:30,180 --> 01:44:40,660
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

1125
01:44:40,660 --> 01:44:48,180
A lot of third party vendors come in and they really don't know our district instantly and I really do appreciate how

1126
01:44:48,180 --> 01:44:54,660
how diligently and prudently the team has worked to really get to know Flipperville,

1127
01:44:55,620 --> 01:44:59,980
that helps us a lot as trustees, is that when we talk about higher...

1128
01:45:00,000 --> 01:45:10,140
And higher, you know, or buildings that are, in better conditions, don't want that to be an oversimplification.

1129
01:45:12,400 --> 01:45:19,360
And received as, I am proud as a trustee of every single principle we have in this district, every teacher.

1130
01:45:20,100 --> 01:45:28,440
And I know that sometimes when community members, if they hear that terminology, they're going to think, well,

1131
01:45:28,440 --> 01:45:29,740
do I not have a good principle?

1132
01:45:30,060 --> 01:45:32,660
Many of these families really love their principles

1133
01:45:32,660 --> 01:45:36,960
on their campuses and we do too.

1134
01:45:37,380 --> 01:45:39,420
And I know as a district as well,

1135
01:45:39,640 --> 01:45:43,180
it just sometimes just know that I think that,

1136
01:45:43,340 --> 01:45:47,560
I'm a, when we approach that parts of the conversation

1137
01:45:47,560 --> 01:45:49,660
that we're kind of conveying like that,

1138
01:45:49,660 --> 01:45:53,380
that's not to say, it's not to undermine or disregard that.

1139
01:45:53,800 --> 01:45:56,520
There's many of our campuses that have been struggling

1140
01:45:56,520 --> 01:46:04,000
that have really grown our students are working really really really hard and are just amazing

1141
01:46:04,000 --> 01:46:10,180
amazing leaders so it's not a reflection of saying looking at something and saying it's

1142
01:46:10,180 --> 01:46:15,720
bad like you always say this is a flashlight and not a hammer kind of scenario so we're approaching

1143
01:46:15,720 --> 01:46:20,800
the conversations like that that's sort of my request and that's just yeah I'm going to respond to

1144
01:46:20,800 --> 01:46:25,820
two things you said I'm going to interpret both of them as a question the first one was the families

1145
01:46:25,820 --> 01:46:30,000
that might have a lot of angst if my school's going to close what happens next when do I transfer

1146
01:46:30,000 --> 01:46:33,900
what's the transfer window like all the stuff all the things that they might wonder we've

1147
01:46:33,900 --> 01:46:38,800
discussed that as a cabinet and we felt that it was prudent not to come out with those answers

1148
01:46:38,800 --> 01:46:44,300
and have everything solved for everybody before the board actually votes on it. That's a bit like

1149
01:46:44,300 --> 01:46:48,280
putting the cart ahead of the horse and I think that that invites a lot of even more frustration

1150
01:46:48,280 --> 01:46:52,860
from our community so we recognize that we have a full 18 months to do that work and we'll certainly

1151
01:46:52,860 --> 01:46:58,120
on that work in earnest, transportation schedules, rezoning and boundaries, and all the work

1152
01:46:58,120 --> 01:47:03,500
that goes into that, what it means for mascots. These are legitimate questions, PTOs,

1153
01:47:03,740 --> 01:47:09,460
and all those things that happens after a board makes a decision in May. The second part of your

1154
01:47:09,460 --> 01:47:14,740
question, I've put this out in, I think every piece of communication that I sent, and I will continue

1155
01:47:14,740 --> 01:47:19,820
to do so, that this is not a rating on the school itself. We've never talked about this as good

1156
01:47:19,820 --> 01:47:22,860
or VAD schools, because you're exactly right.

1157
01:47:22,920 --> 01:47:24,780
We're not using data as a hammer, as a flashlight.

1158
01:47:25,560 --> 01:47:27,700
And so this is just a way to talk about schools,

1159
01:47:27,760 --> 01:47:29,840
given the criteria we established as a board

1160
01:47:29,840 --> 01:47:33,000
and as a community about what makes sense for our future.

1161
01:47:33,300 --> 01:47:34,220
But point is what I'll take.

1162
01:47:37,000 --> 01:47:38,000
Yeah, go to your feelings.

1163
01:47:38,720 --> 01:47:40,520
Any other questions or comments, trustees?

1164
01:47:41,980 --> 01:47:44,900
I do want to thank CSG and our cabinet

1165
01:47:45,480 --> 01:47:48,840
as a list of Dr. Shepherd and our team of trustees.

1166
01:47:48,840 --> 01:47:57,880
This has been a long journey to reach this point, and this is going to be a lot of difficult

1167
01:47:57,880 --> 01:48:03,520
conversations and considerations that hand, again, for the public's awareness.

1168
01:48:04,340 --> 01:48:11,660
There are no pre-determined outcomes, nothing has been voted on, and we are genuinely looking

1169
01:48:11,660 --> 01:48:22,040
to our community, and that is not to echo what Trustee Mayor, and I think also Trustee Daniel and Dr.

1170
01:48:22,240 --> 01:48:22,500
Shepherd.

1171
01:48:23,560 --> 01:48:29,840
Please don't think about only engaging in conversations and discussion about these scenarios

1172
01:48:30,380 --> 01:48:37,280
with other school, age, family or households, talk to your neighbors who are retired, talk

1173
01:48:37,280 --> 01:48:39,080
to your places of employment.

1174
01:48:40,720 --> 01:48:47,180
within PFISD, talk to your faith-based communities, because we know that our schools, while

1175
01:48:47,180 --> 01:48:52,160
they might look just like a building on the outside, they impact the communities and the

1176
01:48:52,160 --> 01:48:57,860
neighborhoods around them, and behind every number is a person, and a story, and connections,

1177
01:48:58,520 --> 01:49:07,200
and we take that very seriously, and we want to think through every possible impact, especially human

1178
01:49:07,200 --> 01:49:10,260
impact on any of these potential scenarios.

1179
01:49:10,760 --> 01:49:15,020
And so we ask you to go on this difficult journey with us.

1180
01:49:15,440 --> 01:49:20,320
But we are also here to listen and to support you.

1181
01:49:20,860 --> 01:49:23,560
And we're here if you need us.

1182
01:49:23,700 --> 01:49:25,540
So thank you so much for your presentation.

1183
01:49:26,980 --> 01:49:27,800
Trustee Mitchell.

1184
01:49:29,820 --> 01:49:32,740
I want to reiterate that, even though we're going through this difficult

1185
01:49:32,740 --> 01:49:35,100
process, mission of vision and our goals

1186
01:49:35,100 --> 01:49:42,500
remain the same, what is the best outcome for our kids, not just today, but ongoing years as

1187
01:49:42,500 --> 01:49:42,880
well.

1188
01:49:43,560 --> 01:49:49,100
So, I just want to make sure that we know that a public note that we're staying true to what

1189
01:49:49,100 --> 01:49:53,440
our mission and vision and goals are and what you guys elected us to do.

1190
01:49:53,720 --> 01:49:54,200
You're a place.

1191
01:49:55,900 --> 01:49:56,260
Okay.

1192
01:49:56,560 --> 01:50:01,880
With that, the next agenda item is discussion of future board meetings.

1193
01:50:01,880 --> 01:50:07,580
I don't think I have anything on my list to discuss about future meetings.

1194
01:50:08,620 --> 01:50:12,860
And so if there is nothing up for discussion on that item, then I will entertain a motion

1195
01:50:12,860 --> 01:50:14,600
to adjourn tonight's board workshop.

1196
01:50:15,460 --> 01:50:16,760
I'm like a motion to adjourn.

1197
01:50:17,600 --> 01:50:20,560
Trustee Todas has made a motion to adjourn.

1198
01:50:21,600 --> 01:50:23,800
Trustee Mitchell has seconded all those in favor,

1199
01:50:26,120 --> 01:50:26,760
all opposed.

1200
01:50:26,760 --> 01:50:32,860
The motion to adjourn at 751 p.m. carries 70, thank you everyone, have a wonderful night.