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I would like to announce that a quorum is present. The meeting is duly called, and the notice of the meeting

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is in person, according to the Texas Open Meeting Act. The time is 6pm. The following board members

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are in attendance. Allison LaSawn, Dr. Stacey Barker, Katherine Cells, Michelle O'Kateb, Madison

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Lopez, and Jenny Prosnick. I've asked board member, Ms. Lopez, to leave us in prayer.

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Thank you so much for bringing us here together.

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Thank you that we had a safe winter break.

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You brought us here to accomplish good work for our community and for each other and for your glory.

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And pray that you would give us wisdom and courage and boldness as we continue to do the work that you've placed before us.

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And I pray a blessing and safety over all of the students, the administrators and the staff that have come back to get to work and continue learning.

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I thank you so much for this team that we're working with and I thank you for all of the good work

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that we're going to accomplish tonight and it's in your heavenly name and print. Amen.

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The board will now convene into closed session as authorized by Texas Government Code Section 551,

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specifically 551.071, 072 and 074.

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And the time is now 601 PM.

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We are back on the record and open session having returned from closed session.

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Let's see.

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Time is now 649 p.m. Please join us in the Pledge of Allegiance and the Texas Pledge.

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I've asked Board Member

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Missiles on to share our mission and vision statement. Our mission statement tonight is engaging

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in inspiring learners and leaders. Our vision statement is all students are confident, equipped

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with the knowledge and skills to thrive at a depth for their future. Thank you. Public comments are

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next on the agenda, but we have no speakers tonight.

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We will move on to item I discussion items.

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The superintendent's report, Dr. Ratt.

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Yes, Madam President, members of the board.

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I'm going to ask Ms. Gaule to come on up in Karen Spalding.

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Oh, and there's Lilliana.

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Yes, thrilled that she made it back.

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All right, so one of the things that we discussed with you all

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When we brought the turnaround plans forward, was that we would be doing a review district

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wide of our bilingual program and taking a look at if we needed to bring forward any changes

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to the current model that we have in place.

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So I'm going to turn over to the team to present those thoughts about that this evening.

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Great.

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Thank you.

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Good evening.

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Madam President, Dr. Rap.

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Members of the board.

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Thank you for allowing us the opportunity to share some follow-up information as Dr. Rap had

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shared.

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We have been considering a lot of things around the idea of making some adjustments to our

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dual-language programming as we have evolved and have learned a lot about what works and

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what we could improve upon.

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So with that being said, some of those recommendations that we're bringing to you tonight include

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program consolidation opportunities, instructional model information, sharing with you some staffing

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challenges and what we would look to do to support that and then reallocation of support

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from the district level, that we feel like could be a positive impact on the dual-language

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program.

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We're going to start with program consolidation benefits.

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Of course, that we're consolidation sounds to some people, as if there's a level of removal

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of a dual-language program, and I just want to assure you, and validate for everyone that

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dual-language has a very positive impact on our district, and it's strong, and it's healthy,

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and we will continue to make sure we do so.

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And that's part of the reason that we're here tonight is to make sure that we continue to offer

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a very robust dual-language program in our district.

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So those benefits that we've been looking at include

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efficient use of staff and resources,

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centralized support from the district.

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We have a great support system, but we wanted to talk

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about how we might be able to provide additional support

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in a more strategic way.

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Focus professional development for each of the program models

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that we're going to talk about one way and two way tonight

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for both the administrators and the teachers

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and the efficacy of the implementation

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of the program requirements for each model, so that it is operating true to what it's expected

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to be and what has the best return on investment for those programs.

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Lilliana is going to take some of the next pieces and share with you about how bilingual education

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is funded and what those program model opportunities are within the state of Texas.

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As you recall, the state defines bilingual education as a big umbrella for these various

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programs. I just want to know that in LISD, we have user program models on every single campus,

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that's the red part of the umbrella. Tonight, we're going to concentrate on the green part

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of the umbrella, which is the bilingual program models. Whereas in my way, I'm going to

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late or early exit programs.

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These programs are more of a subtractive instructional approach where students is out of

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the whole language and up to English only.

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We are proud to offer programs that aim for by literacy, right?

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All of the way back up of a student is what defines the different programs.

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In this slide, we can see that on our lower classrooms, the blue one, right, all students

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These are e-penies, whose native language is Spanish, and they'll learn anything.

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On the second one is what we call our two-way program, which our e-be is, our mix, our learning, our own side, Spanish language learners. The framework of a Spanish language learners, to be defined as a two-way classroom.

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Then we have our strip problems that we offer at Higgs and Wellington, and this

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presence and full of expansion learners who's native language is predominantly English.

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And then, at the Spokane, we have the ESL program and that we have a mix of EVs

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primary language come from all around the world.

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It's important to annotate that in 2019,

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the 86 legislative station passed the low HP3,

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which established the film,

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fundamental elements for various classroom sets.

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What is it? A plan one multiplied for EV students

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have on an ESL program.

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Students in our one way or two way that our EV

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is get a multiplier of 0.15.

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And our strategy is numbers in our two-way classrooms

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who see that 0.05 multiplier as well.

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So keeping all of that in mind, here's our consolidation plan.

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You can see in this table our current layout

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of programs we have 13 programs in all.

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And we're proposing that we reduce that number

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to 11.

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You can see which campuses serve our one-way programs

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2A. We've got a couple of campuses that are currently in the process of transitioning from one

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way to 2A. Those are campuses in which we have seen a decline in Spanish language learner

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participation. And so we had already previously made the decision to roll that program off and

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just serve the E.B. at those campuses. And we continue to have our Spanish immersion program at

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and Wellington. So, with that, we've, with, um, at camey elementary, we decided several years ago

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due to low enrollment numbers that we would actually remove the dual-language program,

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and we'd roll that off one year at a time to keep our commitment to any current students that were

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in the program, and we are down to third and fifth graders only. There were so few fourth graders,

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those only eight in the program this last year that they already moved to Peter's colony.

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And with fifth graders being a graduating at the end of this year we propose that we go ahead

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and move that last third grade or rising fourth grade class to Peter's colony so that that

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campus can go ahead and be done with the dual language program and we can still serve the students

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well at Peter's colony. So with Kayney rolling off and mill street students being dispersed

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across prayer trail, Lakeland, and Lewisville for their participation in due language,

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we can reduce by two campuses. Additionally, we propose that Southridge and Vickory

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go from one two-way campuses to serving as one-way campuses. Southridge is already in

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transitional stage, they only have first through fifth graders right now that still have some

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Spanish language learners in their classrooms, but there's very few students across those grade levels

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that are Spanish language learners and Vickery has low numbers of Spanish language learners as well.

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I'll show you those numbers on the next slide, but if we moved all those, if we offered all of those

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families the opportunity to go to Parkway, they could still participate in a two-way dual program

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and it's very close to where they live,

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and that was strengthened the two-way program at Parkway,

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and allow victory and salvage

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to focus on their EB student success.

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With those changes, we would have more one-way programs

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than two-way programs.

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We really like the idea of having a two-way program

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and almost every feeder pattern,

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just to serve that program across our district.

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That's important to us.

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So we would want to do some strategic marketing

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to try to beef up the SLL participation in those programs, but I will say that our lowest

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numbers currently are at Peter's colony. There's still enough students there that we

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want to try and renew its health, but we would want to keep an eye on that in the coming years,

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in case we wanted to make the decision to consider if they should transition to a one way as well.

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Now, let's look at some of those numbers. Here is what that looks like across the campuses, so you can see our student totals from this year at each campus.

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And, recalling that Liliana just mentioned the state requires a one-third to two-third ratio between Spanish language learners and E.B.'s to be considered a two-way classroom.

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you can see that that's challenging in our two-way programs at this time.

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So we intend to do some strategic marketing where space is available and try to really beef those numbers up.

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But we only bring students in at the kindergarten level and we grow them through that program.

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So it takes a while then for numbers to catch up over the space of the whole school.

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You can see the numbers of students that the SLL call them for victory in Southridge that support what I was talking about there as well, why we propose that they might become a one-way campus instead.

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Those are the programmatic changes, but now I want to move into the instructional changes that we propose for those campuses.

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Thank you.

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On our two way program campuses where classes are made up of both eB's and SLLs, we would

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want to continue to offer what we have now, which is our 50-50 instructional model.

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Those numbers, 50-50 refer to the number of instructional minutes that are spent in each

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language.

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So all of our core content is taught in both English and in Spanish and what's called

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between English and Spanish either across days or weeks depending on the grade level.

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And we proposed, as I said, increasing marketing risk basis available to try to maintain that

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healthy balance of Spanish language learners any piece in this classroom.

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But additionally, we really need to increase the amount of cross linguistic strategies

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that are being used in the classroom and bridging lessons that are within our curriculum,

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built within our curriculum to help students make that transition every time they rotate

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between languages so that they're really connecting what they're learning in English and

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what they're learning in Spanish. That's going to require some additional training and

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some additional curriculum work to beef up what we provide for those teachers in our two way

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campuses.

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Now in our one-way classrooms where our classrooms are made up of only emergent

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bilingual students, we would like to move to a more robust sequential model.

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So instead of simultaneous teaching both English and Spanish at the same time, we would

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actually teach their home language of Spanish first and then follow up later with English

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instruction.

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So we currently have that model in our pre-K and our kindergarten classrooms, but in kindergarten

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right now we only teach the sequentially in literacy. We teach the first semester of literacy

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in Spanish before we start that rotation in the second semester. What we're proposing is

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that we would actually move to an 80-20 approach where the whole year in all content would be

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spent teaching in Spanish to get that really strong foundation of content in place with 20% of

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instructional and it's going to English instruction so that they have more intellectual

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velcro in which to attach that English learning to because their L1 their first language

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is so strong.

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And in doing so we would then roll that percentage up a little bit and first

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going to a 70% 30% model, where we'd take on a little bit more English instruction, and by

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second grade, we feel like our emergent bilingual students would be better prepared to handle

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a 50-50 simultaneous approach because they would have so much of a strong foundation in their first

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language. We propose that we roll out this approach in Precane, kindergarten, in the 26 and 27 school

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and that the adjusted program would roll up with those students so that they're set up for success.

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We could currently serve our first through fifth grade students in our current program model,

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and just work to strengthen it by increasing those instructional strategies that I spoke of earlier

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and make sure that we're following program with great fidelity.

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Now, our staffing challenges are tricky.

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We have a hard time hiring bilingual teachers.

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They are...

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Not as plentiful as we want them to be, and we face competition with other school districts that offer competitive salaries and competitive stipends.

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And so with that in mind, and our program changes requiring some additional training that we would require teachers to participate in, we propose that we should consider increasing the bilingual stipend.

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That's certainly part of Dr. Rapp's compensation plan that's going to be presented at the

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next board meeting. So I know that's already been on hearts and minds for a while now.

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But with that, we would like to consider creating an ESL partner stipend as well. When our teachers

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partner do a bilingual teacher with ESL partner, those people are also having to do special instructional

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strategies that are unique to a dual-language classroom, and those teachers need to come to

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those same required trainings. And if there was some way to consider offering them a stipend

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as well, that would really help us continue to keep strong ESL partners in our dual-language

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classroom, which is not as challenging as hiring bilingual certified teachers, but we do see

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turnover in our ESL partnership, so we hope that that would be a strategy that would help there as well.

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And then finally, at the district level, we're looking at redefining some of the support positions that we already have in place in order to maximize service across these two models so that we can have some people that are really dedicated to the success of these models on their campuses.

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We're reviewing our language acquisition support role to increase the currently provide both compliance support and instructional coaching.

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And we'd like to strengthen that instructional coaching side of the model to give us more people to help teachers be successful.

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And we're analyzing our district staff needs in order to make sure that the curriculum that we have in place has enough of those strategies written into it.

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So our teachers are given exactly what they need to be successful.

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With that I will welcome any feedback you had about these program proposals and just want to say thank you for all the support that you give us both as a learning and teaching team, but specifically for our emergent bilingual students and our dual language program.

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Thank you so much.

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Anybody have any questions?

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I have just a couple and maybe some more of a comment, I'm going to challenge you to be very creative in the marketing of these programs.

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We see it in other districts and I think if you just do the same, it's going to just fall to the wayside.

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So just a challenge to be very creative and I guess that'll be done through our communications

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team.

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But even if that means some outside help, maybe, just to make sure that we're not redoing

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what our community is already seeing in some ways.

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And then I'm curious about the new splits, the 80s, 20, 70, 30, and then to the 50, 50.

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Are those determined by lesson plan guidelines of times and then how is that monitored to ensure for accuracy and then how is it decided what contents are within those and I think that's

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That was something that I wanted so that was the other thing and then also and I would love to see comparison of stipends and salaries and area districts

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So, but back to the splits if y'all could.

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Absolutely.

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So, in our current 50-50 model, the split of teaching is taught by rotation.

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So, all content being taught in Spanish for a certain amount of time,

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and then all content taught in English for a certain amount of time.

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What if we move forward with these proposals,

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what we'd like to put in front of principles and teachers

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to get their feedback on. So the details of this are still very much in draft form. But we would

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like to propose that we are a little more specific about which contents are taught in English

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and in Spanish. And that would actually help our, some of our teachers become content experts

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in that role. So we could move to a model where that 50, 50 time is split by instructional minutes,

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but does not necessarily teach all content in both languages every day.

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So for example, we might choose to teach fifth math in the second through fifth grade, only in English, and do some brick.

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Judging to Spanish so that they get exposure to the Spanish language, but might not be taught full math lessons in Spanish, or we might choose to teach science in English, and then focus on literacy in social studies in Spanish.

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There's creative ways that we can break up the instructional minutes differently than we currently do.

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One benefit of that would be to simplify that rotation, so that students would get some Spanish and some English every single day, and teachers would not have to change what content they are teaching.

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depending on which rotation that they are within.

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And I guess I'd like to say good answer because I love that.

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I absolutely love that.

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I will be curious to see the students that if we do go into this new model.

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Dr. Fitzview, just be prepared.

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I would really love to see where they are and

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how their growth is compared to those that we only had.

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in the 50-50 in the kindergarten state and just kudos to your team for looking for ways,

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as we always do in LASD, what's best for students and I'm excited about this, so thank

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you.

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I do have a quick answer to the bilingual question because from the review that we did in

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August, our bilingual stop-ins were under the market.

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we had a 15 reporting in our market group where the our current stop-ins 3500 dollars in the

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market group stop-in was 4,570. First go ISD is a 4,000 stop-in for bilingual teachers

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Plano's 5,000 Garland's 4, McKinney's 3 Irving is 4 in Northwest is 6. So we're proposing

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to move that stop-in from 3500 dollars to 4,000.

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Dr. Becker, thank you Madam President.

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I had a similar question about the split, so thank you, Ms. Cells, for bringing that up.

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And I'm pleased to hear your answer, because S-Lar and E-Lar can be very different.

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So being able to have teachers be content experts, I think that'll also help with assessment decisions, right?

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If you are entirely taught in Spanish, for S-Lar, then you should take the Spanish start test.

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If you're entirely taught in Spanish for math, then you should take the Spanish math test, right?

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So I think that will make some ease of use in terms of the assessment decisions.

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My question is what happens, both funding and compliance wise, if we don't hit that one

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third SLL mark?

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We continue to market our campuses as one way or two way regardless, like that's who's

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eligible to attend.

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In some of our two-way campuses, where we have fewer SLL students, there might be two classrooms,

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and we ask the principals to group the Spanish language learners together so that they have at least one classroom that meets that two-way model,

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rather than splitting the students up where there might only be three students in each classroom, right?

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So, the school, I mean, because their instruction and the model is, they use the same curriculum.

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They're learning the same lessons.

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That part is still an equitable experience,

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but it groups them in a way that allows us to,

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for peans coding, actually call that a two-way camp, a two-way classroom.

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So we actually have to code each classroom as one-way or two-way in order to meet the

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of the law to the state.

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Now, funding wise, we get that multiplier for our

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emergent bilingual students, whether they're in a one-way or a two-way program,

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so that part's fine.

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The only thing we would lose then is that extra SLL funding multiplier.

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Perfect. That was the answer that I thought.

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So, thank you for clarifying.

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I'm very glad for your answer because I was concerned.

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Because in an answer to me, you said 50, 50 dual, two-way.

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is the gold standard, and it is, it is the gold standard, and in the presentation that you

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gave us in December that the numbers prove that out, that that is the gold standard in really

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giving students the opportunity to be truly bilingual and have mastery of two languages.

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I also know that until you master your native language, you can't adapt in which is why we sometimes

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is that that star score lags, if you will a little bit in some of our Spanish language learners,

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especially.

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But my question has a little bit and maybe more for next week. When we talk about our Spanish immersion, students and the stipends, are we looking at doing the same kind of stipend for those partner teachers at Hicks and Wellington that we are at the one way in the two way campuses?

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I mean, we're definitely, you know, open to whatever the feedback from the board is when it comes to those stop ends.

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They're not right now calculated in the numbers that you see in that presentation for Monday night, but if that's desired, we can definitely go back and calculate those figures.

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You know, one of the things that's interesting is the word that's coming to mind, but we are kind of competing against ourselves in the way that we offer these programs because we have really talented bilingual teachers spread across our compliance programs and our Spanish immersion programs.

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And having two locations that compete with the bilingual schools is an interesting

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talent.

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I'm not sure the other districts that have Spanish immersion have it in multiple

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locations.

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And as hard as it is to find great bilingual teachers, you know, it's hard when you

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create competing programs like that.

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But for right now, our first priority was our schools with our compliance programs, but we

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can definitely bring those numbers, if y'all wish.

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And then, has there been any consideration?

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Because I do know that they do this at Hicks and Wellington,

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which I know is a completely understand

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that I know that it's a completely different kind of program.

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But they also sometimes like, students start in first grade,

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not just kindergarten.

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So we have that opportunity already existing

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for the dual language programs.

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Typically, we would do some language testing

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to see if it is an appropriate placement.

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for them to start in first grade with no experience in this Spanish language, so it's very similar process.

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And then kind of along those lines, and I'm sorry that I don't know this off the top of my head,

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but all of the campuses that we're going to have to wait to, they have pre-K on those campuses,

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so that we could start that two-way discussion on those campuses.

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Because we're talking about if the earlier we can get the Spanish language learners,

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Right and get them interested in participating in that program and so that's just a you don't have to answer that now

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Because that's a but but that is that is something that came to me as we are talking about

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The strategy and lettering of of these programs. I'll take a look at him Parkway will be

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Will not because we are obviously hosting two pre-case centers within the Lewisville feeder pattern

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are independent as a yes and then here's a yes.

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So, it's a yes and if may I add a little Jackson, I'll partner up with Ms. Bell and we

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talk all their Spanish language learners so they get offered the opportunity to continue

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right in the do-all-end-age program in other campus.

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So one of the things that we do usually is when we spend the priority list to this gets

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in pre-K, to those families, to continue, you know, the choice to continue the program in,

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you know, as the casualty, little Jackson in another campus.

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Yeah, and to Ms. Sel's point, I do think we need to get creative in letting parents know that

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this is available to them and some of the benefits are.

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Even if you don't become a proficient Spanish speaker out of it, I mean the benefits of just language in itself with vocabulary, et cetera, I think is and the cultural exposure as well.

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I think that we have opportunities that parents may or may not know about, because they're already flustered trying to get their kindergartner at the right campus and doing those right things.

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But I greatly appreciate the work.

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I appreciate the thoughtful consolidation.

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I appreciate the latter approach.

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It is, I would note, two years earlier than a lot of other districts

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do for 50, 50, they don't get to 50, 50, don't fifth grade.

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And so I'm getting to 50, 50, at third grade, I think.

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Once again, it gets us back to the gold standard,

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which is what I think is always best for kids.

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So thank you.

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Moving on, you're still up, Dr. Rap. It's just the school start times report.

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I am. Thank you, Madam President. Members of the board, Dr. Miller's going to

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come join me for this.

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Presentation, as if this is a follow-up to our conversation about the calendar. So just as a quick reminder, historical background on school start times there in March of 2010, there was approval for the current order that were in, which is elementary high middle. In April of 2016, start times were discussed due to transportation being triple routed.

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At that time working with the vendor that we had, we had 30 minutes between routes which were difficult for drivers to cover.

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So there was a little bit of adjustment there and then in the 2016-17 school year there was an additional 15 minutes added to the elementary day,

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to have elementary, middle, and high all have a 435 minute day.

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then in June 2017, and the adjustment was made to the start times to increase those

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times again between the tears. So, Edward, the elementary day was shortened

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then by five minutes. So, it just goes to show you that when it comes to school

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start times, this has basulated over the years, culminating in April 2018 was

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really the last time that it was re-adjusted to get back to having all three levels

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have 435 minutes. And it's varied on, as we took a trip down

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history lane, it's varied on when it's been voted on versus information and

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and that kind of thing, it's just varied over the years. So I'm going to

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turn over to Dr. Miller to do some discussion about what she's seen when she

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put a focus group together last year. So if you recall last year prior to the

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calendar committee convening to develop the calendar, we had a focus group who

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looked at, start times and the length of the school day. So during that study, we noted that

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the majority, and I shared the districts that we looked at, that the majority of the districts

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had the start time order that was elementary the middle of the high, and also we noted that Louisville

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was had one of the shortest instructional times of 435 minutes. So in your work called that from

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We talked about all that whenever we looked at that so we in December, you know, we sent out a survey to you pair our parents at all levels and then staff at middle school and high school

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So we have the results

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The number of results that came in over 50,000 families received the survey. We had 5,000 little over 5,000

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submit. The responses in it was across all three levels were really good representation across.

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So, in then staff members we had about 2,000 staffers we sent it out to because it was only

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middle school high school and we had around 1,300 that responded back to that, sorry.

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So, the results I put numbers so that you could see the actual count but the percentages are

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more helpful for me to kind of see, but for parents, you have the high school was the one

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that was more just straight down half and half, half when they have the other elementary

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and middle school mean more towards the supportive side, that high school was definitely

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split straight down the middle, and then first staff came out exactly how we thought were the

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So I was supported and I didn't split.

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No school supported at high school, not supported.

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So again, whenever we looked at it at the committee last year,

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it was totally split.

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I mean, it was like 4951 split down the middle of.

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So if we were to adjust the worker,

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we would the order would be the start time and end time

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be as above if we kept our same instructional minutes and then we included staff just so you

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can see me included this also whenever we did the staff survey out so that they would know

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like this means you would report it this time versus other time.

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So one of the things that we talked

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about with the calendar and it was important just to bring back up as a part of this conversation

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and how the state is changing that if some of our campuses have to close early, they really

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want you to have enough minutes baint in order to deal with whatever that is.

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In the past, we've been able to submit, you know, a Miss school day waiver or something

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of that nature when we faced situations.

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And so with the current calendar that was approved at a 435 minute instructional day, we have

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One bad weather day built into that calendar and we're banking enough minutes for another bad weather day, which you have to be able to cover two bad weather days.

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And so that would have.

385
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Wow, an additional 180 minutes, faint beyond a second bad weather day, and that's it.

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So if you went back in time to last spring and we had to close campuses again, like we did

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in the city of Louisville, where we had to close about those 13 schools, right?

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For the boil water, notice in the water, one main break. If we did not have, if we had to use those

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for bad weather, then those schools would have to come back just those schools because they

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wouldn't have enough minutes baked. And I'm not for sure, you know, as I look at the transportation

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team sitting over there, I'd have to get bus drivers back, I'd have to get childhood nutrition

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staff back, or we'd have to lengthen just the school day for just those schools and not quite

393
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for sure, you know, that that's really feasible, right?

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And then, or we could bring them back

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for a day after everybody else has done.

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So those would be our options.

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Yep, all of them, you know, problematic in their own way.

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So we've noticed, you know,

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that districts, neighboring districts have added

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anywhere between five to 10 minutes

401
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as they're banking more minutes

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to deal with any concerns that may come up.

403
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Now, one of the things that Y'all discussed quite extensively last year when we were talking about adding minutes was the constant request we get from staff to have time more work time.

404
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not necessarily more PL time but more work time.

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And the way that we get teachers time right now in the calendar

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without more minutes think is through the PL waiver days.

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So the PL waiver days allow us to have teachers spend time in PLC,

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which is a way to get their collaboration and work done,

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but it doesn't meet the need of just straight work time,

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like you often hear that they ask for.

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And one of the questions that Ms. President had asked when we were going over the agenda review for the meeting was,

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what would it look like if you gave teachers a couple more days,

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how much would that cost us to do that?

414
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If there was a couple more days on their contract somewhere.

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And so you see those dollar figures there.

416
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In order to do that, we'd either have to bring them back early in July.

417
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You'd have to figure out where are you putting those days.

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because there's really not a place in the calendar to put them.

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But I think we're all wrestling with and you're all wrestled with in your conversation

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last year with the calendar as we all get the attention between

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enough days for instruction for students, but yet recognizing there's this tension

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with staff needing time to collaborate, plan and get worked on.

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And there's not an easy answer there because the fewer instructional days

424
00:47:58,600 --> 00:48:03,740
that students go and you think about what we just heard with bilingual programs and school improvement.

425
00:48:04,460 --> 00:48:06,640
You know, that's not an easy answer either.

426
00:48:07,580 --> 00:48:10,800
So we recognize the heartburn that comes with this conversation.

427
00:48:12,540 --> 00:48:17,980
So we worked up just a few options just to consider to put out there.

428
00:48:17,980 --> 00:48:21,880
If you wanted to increase the work time for staff,

429
00:48:22,120 --> 00:48:28,040
I can say adding two contract days that are calendars so tight that

430
00:48:28,040 --> 00:48:30,420
I mean, it's down to the instruction minutes.

431
00:48:30,600 --> 00:48:32,480
So if you were the add two days for staff,

432
00:48:32,640 --> 00:48:34,120
you would have to either come back and July,

433
00:48:34,380 --> 00:48:36,320
which there were two options for July

434
00:48:36,320 --> 00:48:37,560
that they did not pick.

435
00:48:37,880 --> 00:48:39,500
Remember when we add three choices,

436
00:48:40,260 --> 00:48:41,980
that you would have to do a holiday,

437
00:48:42,340 --> 00:48:43,400
but now have to become a work time,

438
00:48:44,020 --> 00:48:45,200
which though they want a more work time,

439
00:48:45,380 --> 00:48:46,360
they're probably going to want the holiday

440
00:48:46,360 --> 00:48:47,800
of the size of the work time, right?

441
00:48:48,120 --> 00:48:51,140
Or come back after Memorial Day to have work,

442
00:48:51,280 --> 00:48:53,200
like it's just so tight in our calendar

443
00:48:53,200 --> 00:48:55,800
that there isn't a flex day to make.

444
00:48:55,800 --> 00:48:57,600
Or work time right now.

445
00:48:57,600 --> 00:49:07,780
So, just two options if you wanted to remain our calendar next year that was approved is at 174 student learning days.

446
00:49:07,780 --> 00:49:21,840
If you wanted to keep that same number, if you added 10 minutes that would give you enough instructional time that you could change if you look at the election day on our approved calendar.

447
00:49:21,840 --> 00:49:24,020
It's half PL half work.

448
00:49:24,600 --> 00:49:28,020
We have to do half PL because we need those instructional minutes.

449
00:49:28,620 --> 00:49:31,200
So if you added 10 minutes on today's,

450
00:49:31,200 --> 00:49:33,640
then you can make that all just the work day,

451
00:49:33,860 --> 00:49:36,680
because you now have extra minutes to count.

452
00:49:37,540 --> 00:49:40,900
And then you could also defend where you day right now

453
00:49:40,900 --> 00:49:43,640
in the group counter is a full PL day,

454
00:49:43,860 --> 00:49:45,500
because we need those instructional minutes.

455
00:49:45,620 --> 00:49:48,260
You could change that to half PL half work

456
00:49:48,260 --> 00:49:51,400
because you have enough minutes to cover

457
00:49:51,400 --> 00:49:57,100
those instructional. So, that you're just changing your adding some time and then you actually

458
00:49:57,100 --> 00:49:58,880
have some extra minutes for if the water.

459
00:50:00,000 --> 00:50:09,200
One of the main breaks if something happens, you have that. But you're keeping student learning days the same. You're just changing your adding ten minutes to the day.

460
00:50:09,660 --> 00:50:23,600
If you added ten minutes to the day and you reduced student learning by one day, so you're now at one 73 and so when 74, you actually add one and a half more days of work time.

461
00:50:24,300 --> 00:50:47,600
I changed where the October, and you have a little more of a far break for students, because you're adding a PLA in October where students would be off where they wouldn't be before, but that Friday at the end of this nine weeks could be a full work day, and right now it's just a half, and then the November and February are the same examples as the one before that I described.

462
00:50:47,600 --> 00:50:52,680
So those are just some different ways you could play around with getting more work time,

463
00:50:52,820 --> 00:50:58,320
but you would have to increase by 10 minutes in order to get enough time for instructional minutes.

464
00:51:00,340 --> 00:51:03,640
And then if, so then here's just the different options.

465
00:51:04,220 --> 00:51:11,780
If you change the order and you added 10 minutes, those are just the different examples of what this

466
00:51:11,780 --> 00:51:14,320
start in times would look like to consider.

467
00:51:17,360 --> 00:51:23,100
So those are just possibilities we want to throw out there for y'all to consider, whatever

468
00:51:23,100 --> 00:51:28,080
feedback you have and what your desire is we could work up for January.

469
00:51:29,040 --> 00:51:34,540
Yeah, we have on the agenda for January 12th we're happy to bring something for for approval based

470
00:51:34,540 --> 00:51:36,200
on the feedback from the evening.

471
00:51:38,040 --> 00:51:41,240
We'll go to the direction for Monday night.

472
00:51:42,020 --> 00:51:42,500
Dr. Taylor.

473
00:51:43,780 --> 00:51:48,440
I had a question on the, if you increased by the 10 minutes, I noticed that if you added

474
00:51:48,440 --> 00:51:53,560
the two days there was a cost attached. Is the same cost attached if you increased by

475
00:51:53,560 --> 00:51:54,240
10 minutes?

476
00:51:57,520 --> 00:52:02,260
Yeah, the cost is only if you increased the contact days if you kept the same contact but added

477
00:52:02,260 --> 00:52:02,640
the minute.

478
00:52:02,640 --> 00:52:06,240
The minute it does not have a financial cost to the district.

479
00:52:09,400 --> 00:52:10,160
Dr. Barker.

480
00:52:10,160 --> 00:52:24,600
Well, going back to that discussion last year, I fought very seriously for, I don't even know how many minutes for additional staff work time.

481
00:52:25,400 --> 00:52:32,100
So I wrote in all caps, add 10 minutes, give staff time. So that's going to be my preferred.

482
00:52:32,100 --> 00:52:40,940
And I will say I would like us to stick to the calendar days that we voted on, and we decided,

483
00:52:41,900 --> 00:52:46,700
I may have voted no, but we decided as a board on those 174 days.

484
00:52:47,080 --> 00:52:53,680
So I'd be for the first option, giving them those work times that are already sort of embedded

485
00:52:53,680 --> 00:52:59,800
in the calendar in a way, then it doesn't change the student calendar at all.

486
00:53:00,020 --> 00:53:01,180
Am I correct in that?

487
00:53:01,780 --> 00:53:04,180
Do you have anything in on start time?

488
00:53:05,180 --> 00:53:16,120
Oh, well, as I put in my survey as a parent, I do think that it makes the most sense to go elementary middle high.

489
00:53:16,220 --> 00:53:18,660
I think that's what a lot of people anticipate.

490
00:53:18,980 --> 00:53:28,840
It was a little strange having a middle schooler that was the latest to come home that always felt a little weird as a parent.

491
00:53:28,840 --> 00:53:38,160
So I'm all for moving it to elementary middle high and my daughter will be happy to instead of getting to swim at five, getting to swim at six.

492
00:53:41,040 --> 00:53:42,940
Anybody else want to get feedback? Miss Cells?

493
00:53:43,800 --> 00:53:52,720
I just want to agree with her. I think that we've had ever since I've been on the sport people always question, why do we do elementary high school middle?

494
00:53:52,720 --> 00:53:56,640
And I think that with our times and our start times,

495
00:53:57,220 --> 00:53:59,940
I have always had heart palpitations every year

496
00:53:59,940 --> 00:54:02,930
with the number of students when I go by a middle school

497
00:54:03,300 --> 00:54:05,840
and the number of students that are outside of building

498
00:54:05,840 --> 00:54:07,760
because of the time it starts

499
00:54:07,760 --> 00:54:11,820
and because we are asking parents who are just trying

500
00:54:11,820 --> 00:54:16,100
to put rent many together in food on the table

501
00:54:16,100 --> 00:54:20,480
that you're dropping your kids off at 7.45 or 7.30

502
00:54:20,480 --> 00:54:22,160
so you can get to work on time

503
00:54:22,160 --> 00:54:28,560
And so I think it's been a big balance and ask for our middle school parents, and I am

504
00:54:29,050 --> 00:54:30,860
I'm looking forward to this change.

505
00:54:31,360 --> 00:54:38,200
I also was in Las Vegas at the PTA Convention many years ago and set through an entire afternoon

506
00:54:38,200 --> 00:54:44,240
presentation by a young gentleman who had done research on the fact that high schoolers

507
00:54:44,240 --> 00:54:47,020
performed better with the later school time.

508
00:54:47,020 --> 00:54:52,120
And so it was very interesting to me back then, and it's still interesting to me now,

509
00:54:52,280 --> 00:54:58,580
and so I am all for this change, and for keeping what we voted on.

510
00:55:06,140 --> 00:55:29,980
Thank you for taking the time to look into this. I know it was a lot of work for you guys to pull this together and the data and the research and the parent survey, and then going through that. I was one who also asked for it to be done, so I really do appreciate you taking the time and really serving our community and asking them what you think, because I definitely do agree that the elementary and middle high.

511
00:55:30,000 --> 00:55:38,680
Now, my incoming middle schooler will kill me for voting in favor of that possibly because

512
00:55:38,680 --> 00:55:42,340
she is so looking forward to a late start next year and her heart is going to be broken.

513
00:55:42,760 --> 00:55:48,560
But for a good reason, I definitely agree that we should keep the number of minutes in the

514
00:55:48,560 --> 00:55:52,460
number of instructional days that we voted on. That was something that we did last year. We did

515
00:55:52,460 --> 00:55:58,720
at this year and I know that was a huge discussion point. So definitely appreciate that. Thank you.

516
00:56:00,080 --> 00:56:01,740
Or 10 more minutes or not.

517
00:56:02,000 --> 00:56:02,600
Oh, 10 more minutes.

518
00:56:02,920 --> 00:56:03,720
I definitely agree.

519
00:56:03,740 --> 00:56:04,580
Teachers need more time.

520
00:56:04,700 --> 00:56:06,400
I think they will definitely appreciate that.

521
00:56:06,620 --> 00:56:08,340
That is one of the biggest feedbacks we get.

522
00:56:08,460 --> 00:56:13,520
I know as a teacher in the classroom, I relish any amount of time I could get to.

523
00:56:13,720 --> 00:56:15,020
Make a phone call to the parents.

524
00:56:15,400 --> 00:56:17,100
Do something that I needed to get done.

525
00:56:18,520 --> 00:56:20,080
That ten minutes will be very grateful.

526
00:56:21,280 --> 00:56:21,980
This low pass.

527
00:56:22,720 --> 00:56:23,820
I don't have too much to add.

528
00:56:24,020 --> 00:56:25,400
I remember back when I was in middle school.

529
00:56:25,480 --> 00:56:26,740
I loved that late start time.

530
00:56:26,740 --> 00:56:29,740
But it was a headache like beyond anything else for my parents.

531
00:56:30,340 --> 00:56:33,920
So I agree, elementary middle school high school, I think it makes sense.

532
00:56:34,820 --> 00:56:37,500
Yeah, we always get all those questions, so I think that that's best.

533
00:56:38,280 --> 00:56:42,420
And I'm all for the 10 extra minutes a day with our current calendar.

534
00:56:42,560 --> 00:56:44,540
Sounds great to me.

535
00:56:47,100 --> 00:56:52,820
Yeah, when you, I mean, last year I didn't vote for the more more minutes.

536
00:56:52,820 --> 00:57:04,420
This year, when we put it, you know, the way things are changing with needing really kind of needing the minutes for emergency purposes, it makes a lot more sense.

537
00:57:05,140 --> 00:57:11,860
I don't think it's going to result in a whole lot of extra learning time, but I am, so the 10 minutes is fine.

538
00:57:12,740 --> 00:57:19,100
I like that first option at 174 days because I don't want to take away another day of learning.

539
00:57:19,720 --> 00:57:24,240
The only thing I don't like about that one is I hate early release days.

540
00:57:25,220 --> 00:57:28,500
But, um, oh well, we'll just have to suck it up that day.

541
00:57:29,140 --> 00:57:33,240
Because that's an earth that would be putting in an early release day.

542
00:57:33,240 --> 00:57:36,720
There's not an early in the day so it's say the same so for October

543
00:57:37,400 --> 00:57:47,920
You get on on the Thursday students can on Thursday so Friday is just stuff. I'm looking at this thing where it's as early release in March before spring break

544
00:57:51,480 --> 00:57:59,000
Oh, that you wouldn't have that it's a student full day. They don't have an early release where we typically do have an early release

545
00:57:59,000 --> 00:58:04,800
But they won't have an early release. Oh, okay students won't have an early release. I think what I'm looking at it was different

546
00:58:04,800 --> 00:58:14,030
on then what's anyway okay so okay great yes there's no really really

547
00:58:14,030 --> 00:58:20,590
first great only on December before the winter break okay then as far as the

548
00:58:20,590 --> 00:58:32,320
start times go I mean okay okay you're not crazy good so good okay anyways it

549
00:58:32,320 --> 00:58:38,280
As far as the order, you know, I mean, I'm fine with changing it.

550
00:58:38,340 --> 00:58:43,680
I think my parents are very devoted to changing it because, I mean, honestly, I think high

551
00:58:43,680 --> 00:58:45,860
schoolers are more flexible, you know?

552
00:58:46,600 --> 00:58:52,360
You know, their activities may be now instead of saying an extra hour after school, they'll

553
00:58:52,360 --> 00:58:54,320
do an hour before school for a band.

554
00:58:54,360 --> 00:58:54,960
I don't know.

555
00:58:55,120 --> 00:58:56,100
I mean, it'll be less hot.

556
00:58:56,220 --> 00:58:56,840
I don't know.

557
00:58:57,400 --> 00:58:57,900
I don't know.

558
00:58:57,900 --> 00:59:02,300
We'll see what Mr. Jones decides to do, but, you know, I mean, that's just the

559
00:59:02,300 --> 00:59:06,480
That's my thought, so, you know, I'm finally changing the top.

560
00:59:08,460 --> 00:59:09,340
Dr. Taylor?

561
00:59:10,880 --> 00:59:15,120
Yes, I agree, or did, as my colleague normally says,

562
00:59:15,520 --> 00:59:20,260
with the 174 days remaining in the extra minutes.

563
00:59:20,480 --> 00:59:23,140
I do like the start time, you know,

564
00:59:23,380 --> 00:59:24,520
I'm finally whatever, start time.

565
00:59:24,900 --> 00:59:28,100
Because it can be driving, so I'm fine with all of them, so.

566
00:59:28,480 --> 00:59:31,160
No, I am, so yeah, I'm fine with that.

567
00:59:34,260 --> 00:59:39,240
I also didn't vote for the extraments last year because it was five and I felt that five

568
00:59:39,240 --> 00:59:45,740
to quote Dr. Bonner was like an eyelash on a nap. But I do think with ten minutes

569
00:59:45,740 --> 00:59:50,760
I think it gives a little more flexibility with passing time for high school.

570
00:59:51,080 --> 00:59:55,740
And I do think that you could certainly move in some advisory time with ten minutes a little bit

571
00:59:55,740 --> 00:59:58,160
more than with five. I thought five was.

572
01:00:01,420 --> 01:00:16,980
I also agree with my colleagues on 174 days as the calendar that we approved. And the ten minutes would give the teachers what they've asked for, which is as the work days, which I 100% agree it is something that they've asked for and that I would like to give.

573
01:00:17,160 --> 01:00:24,980
And I like to see that what my, you know, my always say I'm a great person with an idea that can cause a district a lot of money or that is illegal.

574
01:00:24,980 --> 01:00:32,280
So, you know, that's why I asked, well, what if we just extended the contract to give them those two days, what would that look like?

575
01:00:33,300 --> 01:00:38,920
I won't lie, I was a little shocked at the amount of money that that would just two days would cost.

576
01:00:38,980 --> 01:00:45,140
I think that should be an eye opener, maybe to the public of what two days in the district costs.

577
01:00:46,400 --> 01:00:54,560
You know, put that in, and that's, you know, but as we go to talk about compensation next month, that's just what two days are.

578
01:00:54,560 --> 01:01:03,360
We're talking teachers are 188 days, 87 days, and we're talking about 174 days for students.

579
01:01:04,680 --> 01:01:10,740
So, look at that, soak in of what we shell out, just in that staff for campuses.

580
01:01:11,780 --> 01:01:16,320
So, I think you have your feedback in your options for next month.

581
01:01:16,720 --> 01:01:21,120
Yeah, thank you so much. And one of the things that I always told that I'll follow up with is

582
01:01:21,120 --> 01:01:28,960
open-ended responses to the survey so we provided the call it the percentages and numbers.

583
01:01:29,700 --> 01:01:33,740
Tonight, Dr. Fisty worked up a document for you all so you can see everybody's open-ended

584
01:01:33,740 --> 01:01:39,480
answers as well. I appreciate everyone that took the survey and gave us feedback. I always

585
01:01:39,480 --> 01:01:45,080
say to people, it's so important. We need your feedback. We want your feedback and that we read

586
01:01:45,080 --> 01:01:50,800
every response that we get and so I'll turn around and I will be providing all that document

587
01:01:50,800 --> 01:01:52,960
from her after the board meeting this evening.

588
01:01:54,800 --> 01:01:56,140
Thank you so much.

589
01:01:57,260 --> 01:02:01,320
Next up is the Student Services Report, Mr. Kosh, the Transportation Update.

590
01:02:29,290 --> 01:02:35,010
President President, Board members and Dr. Rap, thank you for allowing us to come for our

591
01:02:35,010 --> 01:02:35,950
Transportation Update.

592
01:02:36,310 --> 01:02:41,070
As we were talking, I was looking back where we've been and going back and looking at all the

593
01:02:41,070 --> 01:02:45,850
updates, and it's very pleasant to be where we are right now.

594
01:02:46,870 --> 01:02:52,370
As you'll see, this presentation is a little bit as long as others, but we had three

595
01:02:52,370 --> 01:02:56,550
weeks of things in there, but we have some improvements to share.

596
01:03:03,510 --> 01:03:04,610
I'm busing by the numbers.

597
01:03:04,850 --> 01:03:09,690
This looks very familiar to what you saw last time except for that top number 207 routes.

598
01:03:10,590 --> 01:03:16,610
Last month, it was 209, so we're becoming more efficient, reducing the number of routes needed

599
01:03:16,610 --> 01:03:22,630
based on our capacities or our requirements to service different schools.

600
01:03:23,270 --> 01:03:29,430
Um, 30, 135 shuttles, we have the suburbans, the white fleets, the coaches, but once again

601
01:03:29,430 --> 01:03:35,110
every day we're looking at how to be more efficient and we're getting information from campuses

602
01:03:35,110 --> 01:03:35,950
as well.

603
01:03:36,190 --> 01:03:40,530
Hey, what about combining this route and taking this here and there and so they provide us

604
01:03:40,530 --> 01:03:41,070
with feedback.

605
01:03:41,350 --> 01:03:44,910
We share it with the team, they look at it, see if it's doable, if it's not.

606
01:03:44,910 --> 01:03:57,410
We have to caution them because what looks doable at one level has a trickle effect that it's, yes, it's great, we get the kids off campus quicker for you, but the delivery might be longer.

607
01:03:58,050 --> 01:04:03,970
So, but we do welcome all of their requests and so we're looking at it every day.

608
01:04:10,350 --> 01:04:17,490
So as of, I'll say today, bus drivers, we have currently one-ninety.

609
01:04:18,070 --> 01:04:31,050
I can't say that we do have three future drivers that should be driving next week once they complete their evaluation this week along with dry runs to ensure they are comfortable with those routes before we put them on the road.

610
01:04:32,150 --> 01:04:38,670
And also, I want to add, we have 10 applicants that we're contacting tomorrow that have already

611
01:04:38,670 --> 01:04:40,950
applied with the district and the art license.

612
01:04:41,630 --> 01:04:46,570
They may need their endorsements, the passenger and school bus endorsements, but that's

613
01:04:46,570 --> 01:04:47,910
some hope there.

614
01:04:49,050 --> 01:04:53,770
Bus monitors were actually sitting at 67, which is good.

615
01:04:53,770 --> 01:04:58,590
And then in office staff, we added two dispatchers since this report.

616
01:05:00,000 --> 01:05:06,700
So we're sitting at 20, 30 staff members and white fleet drivers, we're sitting at 6.

617
01:05:09,010 --> 01:05:09,750
And the leadership

618
01:05:09,750 --> 01:05:12,470
openings that we have is the executive director.

619
01:05:17,630 --> 01:05:25,310
Okay, I am going to go off-skrip just for a second. Do you think it's important to note like Mr.

620
01:05:25,490 --> 01:05:30,570
Kosh was saying, when the campuses are reaching out and saying, hey, you know, I've got two buses.

621
01:05:30,650 --> 01:05:35,610
I think we could combine the rounds. When they didn't need that feedback, I then will turn that over either.

622
01:05:35,610 --> 01:05:37,830
to lease that or some of the operations managers,

623
01:05:40,310 --> 01:05:45,190
the transportation management is almost fully stopped.

624
01:05:45,710 --> 01:05:49,110
And so I think the lease can finally kind of be

625
01:05:49,110 --> 01:05:53,250
the cyber-weave and they have the capacity to take a look

626
01:05:53,250 --> 01:05:56,290
at those requests and usually get them done.

627
01:05:57,690 --> 01:06:00,430
Whereas I think one person was being stretched

628
01:06:00,430 --> 01:06:00,950
to thin.

629
01:06:01,010 --> 01:06:04,590
So it's been really nice to have the staff who

630
01:06:04,590 --> 01:06:08,510
been such a huge help, and we're so happy to go with this.

631
01:06:09,570 --> 01:06:15,410
OK, so open routes, I did pull open routes and compared them from November to December.

632
01:06:15,830 --> 01:06:20,250
The last time I updated these numbers was the 16th of December.

633
01:06:21,050 --> 01:06:22,190
So they are slightly different.

634
01:06:22,370 --> 01:06:30,650
As of today, Mill Street has, so one, one, the colony has two open routes.

635
01:06:30,650 --> 01:06:35,450
Prenel has eight open routes. So a little bit different from the last time I updated that.

636
01:06:36,890 --> 01:06:41,910
I believe right now the focus was the colony bus sparring now it.

637
01:06:42,010 --> 01:06:44,850
Look, they'll see more on Prenel if that's what we're seeing the most open routes.

638
01:06:48,300 --> 01:06:56,460
There's the graph reflects December absences with drivers and monitors, but I kept in the November absences

639
01:06:56,460 --> 01:07:02,420
just so you can see the first thing consistent. Obviously Prenel has the most absences,

640
01:07:02,420 --> 01:07:05,600
but Prerna also has the most routes.

641
01:07:11,170 --> 01:07:11,970
So here we go.

642
01:07:12,110 --> 01:07:14,410
Stop finding the anticipation.

643
01:07:15,010 --> 01:07:19,250
So the two really excited about today because we didn't really know what to expect.

644
01:07:19,830 --> 01:07:21,910
So these numbers are slightly different.

645
01:07:22,290 --> 01:07:27,680
So as of today, we've seen out 40,870 invites,

646
01:07:28,510 --> 01:07:31,270
of course, the parents to activate their accounts.

647
01:07:31,770 --> 01:07:34,690
And we're sitting right at about 20%.

648
01:07:34,690 --> 01:07:42,510
So out of that 8270, so 8,270 parents have activated their counts.

649
01:07:44,110 --> 01:07:48,950
So obviously we didn't really know what to expect today, but the team was prepared because

650
01:07:48,950 --> 01:07:52,330
they've been trained on stop-finders as current as today.

651
01:07:53,310 --> 01:07:59,050
And one of the major complaints that were getting parents didn't receive the email, well we

652
01:07:59,050 --> 01:08:05,770
sent them out four or five times as late as January 2nd, and a lot of spam emails.

653
01:08:06,170 --> 01:08:11,890
And then also we're seeing where some of the geo alerts parents are not familiar with that.

654
01:08:11,930 --> 01:08:19,670
So I asked the team today who's here with us to create a video and send it out to our parents

655
01:08:19,670 --> 01:08:25,470
to just walk through how to do those geo alerts because it's pretty simple once you can verify

656
01:08:25,470 --> 01:08:26,730
through those videos.

657
01:08:28,810 --> 01:08:34,090
So the staff today received approximately 115 calls, which was an increase

658
01:08:34,090 --> 01:08:39,930
before we went on break. And again, it was parents with wanting to be able to track their

659
01:08:39,930 --> 01:08:44,170
bus, their students buses. And I say overall, it was a great day.

660
01:08:50,240 --> 01:08:54,720
With Evergiven, where you're continuing to increase, we're up now to 70-70-70-70-70 students.

661
01:08:54,720 --> 01:09:01,000
writing our routes split up between majority of me and McKinney Vento and still a lot of

662
01:09:01,000 --> 01:09:05,700
special ed and generally it's kind of just been that same group. In fact in today

663
01:09:05,700 --> 01:09:10,740
I added six more to routes as of you know five about seven noon so it's continuing to

664
01:09:10,740 --> 01:09:16,860
grow and it is very helpful for McKinney Vento because it's so varied in so many

665
01:09:16,860 --> 01:09:22,620
different locations and districts and linked that it the pool it would be for us to

666
01:09:22,620 --> 01:09:26,620
to, in fact, we were able to release some of our white fleet drivers helping with McKinney vento

667
01:09:26,620 --> 01:09:30,980
now to help with some of our kids that go to Ditton for the regional days of school and stuff

668
01:09:30,980 --> 01:09:36,860
like that. So it's, we're starting to feel the relief kind of, as we add on the kids to the

669
01:09:36,860 --> 01:09:38,340
different routes as well.

670
01:09:41,570 --> 01:09:43,190
There as far as, oops, I hate the button.

671
01:09:44,570 --> 01:09:51,630
Yeah. That we're at the e-zone, has 25 of them, central zone is 27, less on six and 19

672
01:09:51,630 --> 01:09:56,170
or the kids that live in LIC bounds, but go to school somewhere else.

673
01:10:03,950 --> 01:10:31,710
So, on the special education side, just prior to the break, we sent out communications to 68 families regarding either being on a transfer, I want to say there were eight or nine families who are on a transfer and receiving special ed transportation. And the remaining were just being transported to alternate locations, whether that be Ant-Nunkel's house, daycare places like that.

674
01:10:31,710 --> 01:10:37,830
So those communications have been happening, we've been responding to parent emails and phone calls,

675
01:10:38,070 --> 01:10:43,010
logistical things, how are we going to work this out and trying to help them navigate those logistics.

676
01:10:44,430 --> 01:10:50,210
We did find a barrier where if at some point, you know, sometimes you will accidentally block an email address,

677
01:10:50,330 --> 01:10:57,250
if they had blocked LISD, they may not have received that direct communication, which might be our stopfinder issue as well.

678
01:10:57,250 --> 01:11:08,150
And so, as we're becoming aware of those circumstances, we're giving those communications and then providing some additional time, so those families have time to arrange the logistics for that.

679
01:11:08,310 --> 01:11:20,050
Our goal is to, by next month, be able to have those routes cleaned up and just into support families and understanding the process and standardizing our transportation practices.

680
01:11:21,620 --> 01:11:26,780
Okay, so looking ahead, the GPS roll-out has begun.

681
01:11:27,480 --> 01:11:32,060
Today we trained 80 drivers on GPS.

682
01:11:32,420 --> 01:11:36,460
Here at the Bowling Center, we shuttle drivers to and from.

683
01:11:36,580 --> 01:11:39,940
We had two sessions, one starting at 930 and 1130.

684
01:11:40,360 --> 01:11:42,520
The same will happen in repeat tomorrow.

685
01:11:43,180 --> 01:11:45,180
We also have training built.

686
01:11:45,180 --> 01:11:47,160
Well, not built yet, I'll talk about that.

687
01:11:47,280 --> 01:11:50,860
But on Saturday, because it's hard to train our drivers throughout the day,

688
01:11:50,860 --> 01:11:53,060
because they have the mid days, they have the shuttles.

689
01:11:53,760 --> 01:11:58,180
So we have to train them on Saturday, which moving forward next year,

690
01:11:58,320 --> 01:12:01,540
hopefully we can build in some work days for the drivers as well,

691
01:12:01,620 --> 01:12:03,320
so that we don't have these challenges,

692
01:12:03,500 --> 01:12:08,460
because when we do have these trainings throughout the school day,

693
01:12:08,580 --> 01:12:10,760
it really affects the mid days in the shuttles.

694
01:12:11,240 --> 01:12:13,840
You know, you get the calls, they're late, where are they?

695
01:12:13,940 --> 01:12:15,000
And it's because they're training.

696
01:12:16,340 --> 01:12:22,620
So, the drivers today during this training, it was about 90 minutes, they did the classroom

697
01:12:22,620 --> 01:12:28,960
setting and then they were sent out to do test drives and to use those tablets for the GPS

698
01:12:28,960 --> 01:12:35,380
system to see how it works and the team created a QR code or form for the drivers to give

699
01:12:35,380 --> 01:12:40,260
their input on the pros and the cons and what worked for them and what did not work.

700
01:12:40,260 --> 01:12:42,360
So we weren't still working through that.

701
01:12:45,080 --> 01:12:47,180
So we are.

702
01:12:49,520 --> 01:12:52,380
So that is in the bit, but I do want

703
01:12:53,840 --> 01:12:56,460
as member came, and now we're in January,

704
01:12:56,720 --> 01:12:58,040
and it was 80 degrees.

705
01:12:59,100 --> 01:13:01,340
At some point, we're going to have very cold weather.

706
01:13:01,860 --> 01:13:04,000
And we've had a few cold weather days,

707
01:13:04,700 --> 01:13:06,500
but I'm going to let Lisa talk about,

708
01:13:06,620 --> 01:13:08,880
it's not in the presentation, but just our process

709
01:13:08,880 --> 01:13:14,120
around cold weather planning for the bus barn in those early mornings.

710
01:13:14,620 --> 01:13:21,040
Okay, so, Matt and I in the team met a couple months ago and we talked about weather procedures.

711
01:13:21,800 --> 01:13:27,840
So, without fleet, current fleet drivers, I'm sorry, current fleet staff, that could

712
01:13:27,840 --> 01:13:28,280
facilitate.

713
01:13:29,140 --> 01:13:35,700
So, we do have ice melt on hand, which is the rock salt that will be distributed throughout

714
01:13:35,700 --> 01:13:36,880
each bus point.

715
01:13:39,380 --> 01:13:39,960
That's the weather.

716
01:13:43,060 --> 01:13:46,260
staff members will be at Pernale.

717
01:13:47,300 --> 01:13:49,920
We have three that will appear to be a stream

718
01:13:49,920 --> 01:13:52,700
and then we have two of the fleet mechanics

719
01:13:52,700 --> 01:13:54,580
that will deal with the colony.

720
01:13:55,180 --> 01:13:56,280
So we have the ice mill.

721
01:13:56,440 --> 01:13:57,920
And obviously we have the de-ice

722
01:13:57,920 --> 01:13:59,240
in which is for the windshield.

723
01:14:00,420 --> 01:14:02,820
To keep our bus drivers and students safe,

724
01:14:02,840 --> 01:14:05,500
currently we're waiting on the spreaders.

725
01:14:05,720 --> 01:14:07,500
Just think of fertilizer.

726
01:14:07,860 --> 01:14:10,700
You husband fertilizing the, but we're prepared.

727
01:14:10,900 --> 01:14:12,180
And they're excited about it.

728
01:14:12,180 --> 01:14:15,100
And we hope to have it report to Mr. Kosh shortly.

729
01:14:16,660 --> 01:14:17,200
But we're ready.

730
01:14:18,460 --> 01:14:24,180
Also, there's a group of early morning drivers that get there very early to start up all the buses.

731
01:14:24,940 --> 01:14:25,320
For a year.

732
01:14:26,080 --> 01:14:27,580
And let me, I'm sorry.

733
01:14:28,040 --> 01:14:29,260
I didn't add that.

734
01:14:30,120 --> 01:14:33,000
So we do have volunteers that come in at 4 a.m.

735
01:14:33,020 --> 01:14:38,280
They get excited, you know, because drivers they want to be paid for, you know, their time.

736
01:14:38,280 --> 01:14:45,400
So what we've done here is it depends on who has that first route that goes out and whoever has that first route that goes out

737
01:14:45,400 --> 01:14:52,500
See it's 545. Their bus is addressed first. It started its units ready for them to go

738
01:14:52,500 --> 01:14:58,900
So we're excited about that and we had a lot of volunteers believe it or not once they realized they were going to be compensated

739
01:15:03,600 --> 01:15:28,280
That's not a word we use. So, short presentation, but there are some improvements there. And as we move into the spring semester, you know, we'll be looking forward to has just routes that we're going to be reviewing and addressing that comes up and later in the spring. But with ever driven, the special ed side of it, and then the hiring, I think we're, we've got a good momentum going.

740
01:15:31,220 --> 01:15:36,460
comments or questions? I have one and it's actually more for Ms.

741
01:15:36,580 --> 01:15:42,640
Fay and Ms. Cobb. At the last presentation I had asked, we had asked about working on

742
01:15:42,640 --> 01:15:47,280
drivers coming, getting their certification with us and then leaving that we were

743
01:15:47,280 --> 01:15:51,560
having that issue and you all said you were working on a solution for that. I'm wondering

744
01:15:51,560 --> 01:15:52,560
where we are.

745
01:16:03,990 --> 01:16:05,710
Fair enough, that's a good lawyer answer.

746
01:16:05,710 --> 01:16:18,290
And I just wanted to commend the team for listening to those that are your employees, or that are our employees, our LISD family.

747
01:16:20,190 --> 01:16:30,790
People want to be heard, and even if a small percentage of those result in the savings or inefficiency are many for the district it's win.

748
01:16:31,710 --> 01:16:39,510
And I think that we lose that ability to listen to those that are involved in other things in the world today.

749
01:16:40,030 --> 01:16:44,350
The world in general, so I just want to commend you all for doing that.

750
01:16:44,790 --> 01:17:00,090
I also wanted to suggest maybe in that as we go through the new app that those campuses with high percentage writers that maybe reach out to them and make your presence at one of their activities.

751
01:17:00,090 --> 01:17:11,030
A lot of our families and our parents at those campuses don't really pay attention to the emails and stuff, but if you're there in front of them, they will stop and listen and talk to you.

752
01:17:11,390 --> 01:17:13,330
And so I would suggest that.

753
01:17:13,510 --> 01:17:22,930
And then I was just curious, and we've been talking about this for a while, but those 68 inaccurate deliveries. How are they identified?

754
01:17:22,930 --> 01:17:31,110
It did a cross check of the routes in the delivery and drop off addresses, compared to their

755
01:17:31,110 --> 01:17:33,690
home addresses, and it flagged those.

756
01:17:34,110 --> 01:17:38,910
We have identified in this process a few that maybe had an alternate address one or two

757
01:17:38,910 --> 01:17:46,850
days a week, and because the majority of it, like, the processes, there's always room for error.

758
01:17:47,210 --> 01:17:52,370
So we've identified like three or four that we're looking into that the parent reached out and

759
01:17:52,370 --> 01:17:57,130
I heard someone got this letter, this is my situation as well, why didn't I get the communication.

760
01:17:58,310 --> 01:18:00,810
So really, it wasn't, thank you.

761
01:18:02,930 --> 01:18:09,090
So in those scenarios, we're just working with those families, but it really was like a manual cross check,

762
01:18:09,330 --> 01:18:12,770
Excel, Formula's super nerdy, but I had fun.

763
01:18:13,930 --> 01:18:14,410
Perfect.

764
01:18:14,410 --> 01:18:26,410
And then, ever driven, is still successful and being very responsive and no issue with them not being able to fulfill the request we have.

765
01:18:26,850 --> 01:18:30,810
It's been pretty efficient. We've had a couple of survivors of miscommunications and things like that.

766
01:18:31,010 --> 01:18:36,590
But I mean, nothing, nothing if we just said all it's been moving along and as like I had more demand.

767
01:18:36,850 --> 01:18:40,430
There's still, we're pulling in more drivers working through, getting the approval through HR.

768
01:18:43,030 --> 01:18:47,710
I think this was one of your questions, but it came up last time.

769
01:18:47,930 --> 01:18:51,390
One of the biggest struggles that I've ever driven just as if we identified good candidate

770
01:18:51,390 --> 01:18:55,790
for it and the family isn't willing to utilize it as a service.

771
01:18:56,510 --> 01:18:58,430
That has been a challenge still.

772
01:18:58,550 --> 01:19:02,370
I would say to work through because there's been more people we've identified we could put

773
01:19:02,370 --> 01:19:06,770
on ever driven routes, but the families don't feel as confident about that.

774
01:19:06,770 --> 01:19:10,990
even though it's got a monitor and it's got tracking and all the things.

775
01:19:11,330 --> 01:19:17,010
So, I think is more of our family's fun success with this service and it becomes more

776
01:19:17,010 --> 01:19:19,690
something more standard that won't be a hurdle any longer.

777
01:19:20,150 --> 01:19:22,850
But we still do face that in this first year.

778
01:19:23,570 --> 01:19:28,570
I want to say thank you to the board because I know we've heard concerns from our families.

779
01:19:28,770 --> 01:19:32,750
They got special education and of course we did our very best.

780
01:19:32,750 --> 01:19:38,450
I know you all know this. We sent really three waves of communication. We sent the early one of

781
01:19:38,450 --> 01:19:43,950
we're taking a look at this. If anything has changed, please let us know. And then we sent

782
01:19:43,950 --> 01:19:48,750
the, you've been identified communication as well. Maybe it's a two rounds of communication.

783
01:19:50,230 --> 01:19:56,410
And we are giving all the way until February. I know Tina's pointed that out in the slide. I just

784
01:19:56,410 --> 01:19:58,890
I want to reiterate that that we did not

785
01:20:00,000 --> 01:20:13,020
Make it where you get this notification in an immediately changes. And so while these are very hard conversations to have, I do appreciate y'all support in working to clean the situation up.

786
01:20:16,070 --> 01:20:16,370
Dr. Taylor?

787
01:20:16,750 --> 01:20:18,910
I think you mentioned how many families it affected?

788
01:20:19,390 --> 01:20:19,850
Who was that number?

789
01:20:20,490 --> 01:20:20,890
Okay.

790
01:20:23,120 --> 01:20:30,180
I will add to the average driven. They're very fast to say, okay, we've got a call, we've got a driver, and then our question is,

791
01:20:30,180 --> 01:20:38,100
is there a camera in there and so we have made the decision great thank you for being ready

792
01:20:38,100 --> 01:20:43,420
to go but until we have that camera installed it does not transport LSD students.

793
01:20:46,690 --> 01:20:50,250
I appreciate all the hard work I look forward to not getting phone calls.

794
01:20:52,170 --> 01:20:52,470
Thank you.

795
01:20:55,820 --> 01:20:59,100
Next up Chief of Staff Report Dr. Miller, the annual

796
01:20:59,100 --> 01:21:01,540
efficiency assessment update.

797
01:21:09,400 --> 01:21:13,340
All right well we have a new annual report that we get to

798
01:21:13,340 --> 01:21:20,880
So, our efficiency report, so we'll call back, and which I know you don't need this recall.

799
01:21:21,240 --> 01:21:27,260
But to call back, remember that I'm on that page several years ago, 53,000.

800
01:21:27,440 --> 01:21:37,460
We are now slowly declining and forecast shows plattering around 43-ish depending on which update we get.

801
01:21:37,460 --> 01:21:46,940
And so last year before the closures of schools we had over 60,000 seats available for students in our district.

802
01:21:47,680 --> 01:22:01,820
And so in March of 24, y'all passed the guidance and ask that we create a community efficiency community that we look at the efficiency of our buildings, how we use our facilities and bring recommendations.

803
01:22:01,820 --> 01:22:08,080
So, at that time, is when the efficiency framework criteria was established, that is what the committee

804
01:22:08,080 --> 01:22:12,660
used to assess all buildings in the district, all school buildings.

805
01:22:13,480 --> 01:22:15,640
We, those were the criteria that we used.

806
01:22:16,680 --> 01:22:21,960
So, enrollment, we looked at what was the trend of enrollment over five years and what was

807
01:22:21,960 --> 01:22:28,340
the use of the facilities for the building capacity and efficiency we looked at wet special

808
01:22:28,340 --> 01:22:35,820
programs are there, how are they using the building and to what percent of capacity where we

809
01:22:35,820 --> 01:22:41,780
at what was compared to the optimal capacity, then we use the facility assessment document

810
01:22:41,780 --> 01:22:50,420
to assess each school building, the actual building. For the cost we looked at operational cost

811
01:22:50,420 --> 01:22:57,680
and how close the each facility was to running at the optimal cost that was things like insurance,

812
01:22:57,680 --> 01:23:05,460
utilities that kind of stuff. And then for staffing, we ran what was the average ideal staffing

813
01:23:05,460 --> 01:23:10,740
at each global elementary middle and high and then we compared that to each building and where

814
01:23:10,740 --> 01:23:16,520
they were running. So there's the criteria that we used that framework was established and then

815
01:23:16,520 --> 01:23:21,560
based off of that. Remember the results from when we first use it, you all remember. We had five,

816
01:23:21,560 --> 01:23:29,020
responses to that will cause closures and retiring of schools. We'll review the facilities

817
01:23:29,020 --> 01:23:33,980
used across the district and looking for trends. We're always looking on our enrollment

818
01:23:33,980 --> 01:23:38,920
trends and how they affect our schools. We're looking at alternative ways of how to use

819
01:23:38,920 --> 01:23:43,820
the existing space that we have in our buildings so we can make sure we're efficient with what we're

820
01:23:43,820 --> 01:23:50,460
doing. Special programs, student programs and district programs, how are you using our available space

821
01:23:50,460 --> 01:23:53,180
and then consolidating where we can to be efficient.

822
01:23:54,820 --> 01:23:57,240
So we ran that framework.

823
01:23:57,540 --> 01:23:59,800
Again, we just did that in December.

824
01:24:00,120 --> 01:24:03,180
Based on this year's numbers, we were at right now.

825
01:24:03,600 --> 01:24:06,600
And so those had been updated, if you remember,

826
01:24:07,420 --> 01:24:10,380
that there are four key indicators that we really

827
01:24:10,380 --> 01:24:14,740
use that each building gets a score in efficiency score

828
01:24:14,740 --> 01:24:15,980
based on those four.

829
01:24:16,200 --> 01:24:18,580
So it's how many out of four do they have?

830
01:24:18,580 --> 01:24:23,700
that's looking at optimal capacity, your five-year trend, as we're

831
01:24:23,700 --> 01:24:29,400
training out with the forecast looks like, well, they are as far as staffing is and

832
01:24:29,400 --> 01:24:35,480
then the operational costs for other things that don't account for the people in them.

833
01:24:37,240 --> 01:24:44,960
So, the efficiency assessment has been updated and it will be posted on our website later this

834
01:24:44,960 --> 01:24:49,800
along with all the data that was reviewed and looked at, but if you'll recall, remember that

835
01:24:50,560 --> 01:24:55,820
the key efficiency score is at the top, with those four indicators, and then below that,

836
01:24:56,000 --> 01:24:58,780
of course, add the indicators and criteria that we look at.

837
01:25:00,000 --> 01:25:05,720
There's a whole story behind it, but those are the four indicators that kind of get that score.

838
01:25:06,440 --> 01:25:11,240
So a few things that are just wanted to highlight of what we saw this year whenever we did this

839
01:25:11,240 --> 01:25:16,320
assessment, compared to when the committee did the assessment, was optimal capacity of the

840
01:25:16,320 --> 01:25:23,280
campus's fluctuated not only by enrollment, of course, we know some campuses have slowly declining

841
01:25:23,280 --> 01:25:29,300
enrollment, others are holding steady, but also how the building space is used for special programs.

842
01:25:29,300 --> 01:25:36,000
So if you think even like speech, when you might need two classrooms for speech, the next

843
01:25:36,000 --> 01:25:40,540
year you might need one classroom for speech, well then that opens up another classroom.

844
01:25:40,940 --> 01:25:46,620
So optimal capacity, the work capacity stays the same, but your optimal capacity could

845
01:25:46,620 --> 01:25:50,820
change based on how you're using the building and enrollment of students.

846
01:25:51,000 --> 01:25:53,440
So that was something to look at.

847
01:25:53,440 --> 01:25:59,480
Interesting, the operational cost, we saw an increase in utility cost, which that would not be surprising.

848
01:26:00,400 --> 01:26:07,640
Slightly lower costs in our property insurance when we average it all together are, and then as we

849
01:26:07,640 --> 01:26:12,520
right-size are staffing our administrative costs in our direct student support costs also declined.

850
01:26:13,640 --> 01:26:19,660
And whenever we compare it operational costs, and then we'll continue to look alternative ways for

851
01:26:19,660 --> 01:26:22,580
how we use our existing space in our buildings.

852
01:26:24,600 --> 01:26:27,960
So from that we'll be posting all of the stuff

853
01:26:27,960 --> 01:26:31,140
in our websites and coming up after tonight

854
01:26:31,140 --> 01:26:32,680
so that it's available for everyone.

855
01:26:33,320 --> 01:26:35,660
And so board you had all of that, of course,

856
01:26:35,780 --> 01:26:37,900
in boardbook with all the scores.

857
01:26:38,380 --> 01:26:42,300
We're really modeling this approach of updating this data.

858
01:26:42,420 --> 01:26:44,340
We don't have to reconvene the committee

859
01:26:44,340 --> 01:26:46,560
to update the data now that the assessments

860
01:26:46,560 --> 01:26:51,680
been built, it's simply a matter of running the data that we have through the established

861
01:26:51,680 --> 01:26:57,520
framework, so I appreciate the work and led by Dr. Miller to do that, but we do always

862
01:26:57,520 --> 01:27:03,020
want to just like we do with the facilities assessment. Basically that framework's established

863
01:27:03,020 --> 01:27:10,060
and Mr. Hughes come before you all, every file to report briefly on how did we get here,

864
01:27:10,160 --> 01:27:14,240
where did this come from, and then we always post the updated facilities assessment to the website,

865
01:27:14,240 --> 01:27:20,500
same cadence here. So all of that updated data will be posted to the website as well.

866
01:27:20,540 --> 01:27:25,760
And of course, we've already made the proposals about how to use existing space in schools

867
01:27:25,760 --> 01:27:28,800
that have lower efficiency scores.

868
01:27:31,660 --> 01:27:32,720
Comments or questions?

869
01:27:34,400 --> 01:27:34,740
Dr. Parker.

870
01:27:35,920 --> 01:27:42,460
Thank you, Madam President. I also want to reiterate my gratitude for the updating of this data

871
01:27:42,460 --> 01:27:54,610
and being able to see over time and I retirement of schools was the hardest decision to make.

872
01:27:55,830 --> 01:27:58,330
And we don't want to have to make it again, right?

873
01:27:58,570 --> 01:28:10,190
And so that's part of what this ongoing process allows us to do to be able to say instead of retiring this middle school,

874
01:28:10,190 --> 01:28:25,710
Can we put a program there that allows us to utilize that space effectively and then shift some other things around so that we don't have to go down that road again in the near future.

875
01:28:27,550 --> 01:28:38,230
And so I want to reiterate what you just said, Dr. Rapp, is that this allows us to see where we can move those particular programs.

876
01:28:38,230 --> 01:28:45,890
where is their space, where is their the ability to massage staffing.

877
01:28:47,050 --> 01:28:50,270
All of that, that's what good data does.

878
01:28:50,510 --> 01:28:53,070
It allows you to make good decisions.

879
01:28:54,670 --> 01:28:57,850
Not always easy decisions, but good decisions.

880
01:28:59,110 --> 01:29:04,470
So again, appreciate the data, appreciate the work of using the data to then determine what

881
01:29:04,470 --> 01:29:06,950
our next steps are in terms of housing programs.

882
01:29:06,950 --> 01:29:14,950
And we are well poised. I'll be at the hardest process any of us have ever ever been through.

883
01:29:15,550 --> 01:29:19,830
We are well poised with the law that was passed out the last legislative session where I anticipate

884
01:29:19,830 --> 01:29:26,210
we'll be having to provide all of much of this data through whatever platform TEA creates.

885
01:29:26,630 --> 01:29:34,570
As we know that there will be statewide analysis of facility capacity usage in schools.

886
01:29:34,570 --> 01:29:39,470
And of course, we're already having to submit bond data as well.

887
01:29:39,850 --> 01:29:44,570
And so we're well poised with the data that we have gathered.

888
01:29:45,190 --> 01:29:50,970
And I feel like we will come out looking very efficient right off the bat.

889
01:29:51,130 --> 01:29:57,600
And we're not also then moving forward with any future bond projects or because we're

890
01:29:57,600 --> 01:29:58,880
causing our facilities in need.

891
01:30:00,000 --> 01:30:04,820
Future bond programs we need to request money for. We will have already downsize facilities that

892
01:30:04,820 --> 01:30:10,400
might have needed bond projects. And that, again, that's just what we do in Louisville, ISD.

893
01:30:15,420 --> 01:30:21,000
Okay. That just goes to show you, I mean, similarly, before those efficiency ever happened,

894
01:30:21,720 --> 01:30:26,660
before we can be in the committee, the district was already in the process of right-sizing,

895
01:30:26,660 --> 01:30:29,420
right-sizing at the campus level at the district level.

896
01:30:29,820 --> 01:30:34,040
This is a long process that's been happening regardless.

897
01:30:35,240 --> 01:30:38,940
So once again, Lewisville ISD is ahead of the curve.

898
01:30:39,700 --> 01:30:43,120
And I'm really proud to be a part of it.

899
01:30:43,760 --> 01:30:49,000
I just want to say that your work on this committee is like a scene.

900
01:30:49,380 --> 01:30:54,200
Because I think the work that you did was so good and it was so well,

901
01:30:54,200 --> 01:31:00,260
it was thoughtful and it was intentional and I think that it shows that you can use your same criteria

902
01:31:00,260 --> 01:31:07,380
and everything else and it works here after a year and it can look at three or four and five years

903
01:31:07,380 --> 01:31:12,060
down the road and I think that's a credit to you and your talent. We're very lucky to have you. So thank you.

904
01:31:14,880 --> 01:31:21,720
Next time for the finance report, Mr. Rare, who is probably just going to send Randy,

905
01:31:35,830 --> 01:31:36,230
Mr. Thight

906
01:31:36,230 --> 01:31:36,530
Welcome.

907
01:31:37,090 --> 01:31:37,210
All right.

908
01:31:37,390 --> 01:31:38,190
Thank you.

909
01:31:38,350 --> 01:31:39,110
Good evening, Madam President.

910
01:31:39,230 --> 01:31:40,130
Dr. Raff and the Board.

911
01:31:40,790 --> 01:31:44,070
So tonight we have a couple of GMPs for our 2023 bond projects.

912
01:31:44,230 --> 01:31:47,590
Again, these are INS funded projects through our 2023 bond.

913
01:31:48,670 --> 01:31:52,310
The very first one here is the County Ridge Elementary School 20 year life cycle maintenance

914
01:31:52,310 --> 01:31:53,330
and repair project.

915
01:31:54,410 --> 01:31:58,830
This one, V.O.K. is the architect, Joris is the CMER.

916
01:31:59,270 --> 01:32:03,670
Joris advertised and bid out the project to subcontractors per chapter 26 in the

917
01:32:03,670 --> 01:32:08,270
government code, George's evaluated and scope the bids and provided us with a guarantee maximum

918
01:32:08,270 --> 01:32:08,730
price.

919
01:32:09,170 --> 01:32:13,070
The guarantee maximum price is $18 million, $820,426.

920
01:32:14,170 --> 01:32:16,650
That GMP is within our overall project budget.

921
01:32:17,090 --> 01:32:22,470
Our recommendation to approve this GMP will be presented to the board next Monday night and

922
01:32:22,470 --> 01:32:27,350
work for this renovation is set to take place summer 2026 and summer 2027.

923
01:32:29,490 --> 01:32:33,750
We've got a few images here of the Arctic put together of kind of what the finished product

924
01:32:33,750 --> 01:32:35,690
We'll look like there, so as we kind of go through.

925
01:32:36,050 --> 01:32:36,050
There we

926
01:32:40,400 --> 01:32:41,400
go.

927
01:32:44,900 --> 01:32:46,620
On office there.

928
01:32:47,800 --> 01:32:49,480
Our second one, very similar school.

929
01:32:49,820 --> 01:32:52,320
Hicks elementary school, 20 year life cycle maintenance from repair.

930
01:32:52,740 --> 01:32:54,860
Basically, the same four plan on these two.

931
01:32:55,460 --> 01:32:56,140
Again, VOK.

932
01:32:56,220 --> 01:32:57,100
The architect to George.

933
01:32:57,200 --> 01:32:58,040
Again, is the same ER.

934
01:32:58,220 --> 01:32:59,100
Same process here.

935
01:32:59,140 --> 01:33:04,260
Everything was bit out to subcontractors, and they had provided us with the GMP of 20 million.

936
01:33:04,700 --> 01:33:06,520
244,159,000.

937
01:33:07,320 --> 01:33:10,860
That GMP is within the overall project budget on this one.

938
01:33:11,180 --> 01:33:15,020
Recommendation to approve this GMP will be presented again next Monday night.

939
01:33:15,280 --> 01:33:20,820
And work for this renovation again is set to begin in summer 2026 and 2027.

940
01:33:21,460 --> 01:33:24,860
I do want to give a quick shout out to, you know, our VLK,

941
01:33:25,040 --> 01:33:28,400
the architects, also Brian, the mechanical MEP engineer,

942
01:33:29,340 --> 01:33:33,600
for their creative solutions and jurists and obviously working together with my staff.

943
01:33:33,600 --> 01:33:39,780
It takes a lot of work to get these things in budget these days, so there's a lot of work that went into these.

944
01:33:39,980 --> 01:33:46,340
I mean, it really is a testament to the CMER delivery method that they're part of the team working with us on solutions as we go along.

945
01:33:46,780 --> 01:33:50,400
I'm not going to promise that all the GMPs I'm going to be bringing forward during budget.

946
01:33:50,560 --> 01:33:55,180
I'm trying to get us there, but very proud that these came in in budget tonight.

947
01:33:56,360 --> 01:33:58,300
So here's some more images of Hicks Elementary.

948
01:34:02,300 --> 01:34:04,980
Go through all the way there.

949
01:34:04,980 --> 01:34:09,400
the image from the gymnasium looking into the cafeteria through the

950
01:34:09,400 --> 01:34:12,020
to the dividers there and then the library here.

951
01:34:16,850 --> 01:34:19,730
All right, so for our next steps, on the 2023 bond,

952
01:34:20,190 --> 01:34:23,110
again next Monday night, you'll see these two GMPs here for approval.

953
01:34:24,110 --> 01:34:26,810
As we roll into February, we're hoping to bring the LHS

954
01:34:26,810 --> 01:34:29,970
Kilo 20 year life cycle maintenance repair along with the

955
01:34:29,970 --> 01:34:33,110
rock brick and victory elementary life cycle maintenance repair.

956
01:34:33,270 --> 01:34:35,250
We're working on those right now.

957
01:34:35,990 --> 01:34:39,290
As we roll into the February regular meeting for our consent items,

958
01:34:39,290 --> 01:34:44,590
those three GMPs we hope to present as well as our final completions of the year one

959
01:34:44,590 --> 01:34:49,690
fire alarm project and the morning side fire alarm project. Remember the morning side

960
01:34:49,690 --> 01:34:54,290
kind of was an off cycle. That vendor that helped us with that did a great job and got

961
01:34:54,290 --> 01:34:55,610
that worked done very quickly.

962
01:35:00,000 --> 01:35:03,460
With that, I'll answer any questions you have on 2023 bond.

963
01:35:03,680 --> 01:35:09,880
I'll answer questions. Only that I'm so old, I remember Hicks being built and I'm still around

964
01:35:09,880 --> 01:35:17,240
and I'm around for the life cycle replacement. I was there as well. Yeah. I was just going to say,

965
01:35:17,240 --> 01:35:25,280
none of the refreshes has affected me as much as these because both of these campuses shared students

966
01:35:25,280 --> 01:35:33,040
with Castle Hills and they were both opened that second year that I have a student in

967
01:35:33,040 --> 01:35:37,040
LISD actually Hicks was the year actually later.

968
01:35:37,440 --> 01:35:39,080
We drove all the way there.

969
01:35:39,580 --> 01:35:44,600
Yes, and Y'all drove all the way to Castle Hills and so those students let me tell you

970
01:35:44,600 --> 01:35:48,460
came back together in middle schools and then again in high schools and never miss a

971
01:35:48,460 --> 01:35:56,520
and many became very successful. And so Kudos to just those whole staffs back then that

972
01:35:56,520 --> 01:35:58,140
wow, I'm feeling old.

973
01:36:01,540 --> 01:36:06,140
Okay, so we will roll into our 2024 bond.

974
01:36:13,180 --> 01:36:15,740
Okay, 2024 bond. Again, INS funds. This is not

975
01:36:15,740 --> 01:36:20,800
immunomoney. This is money that the voters approved and we're very happy that they did that.

976
01:36:20,980 --> 01:36:25,060
Our very first project here is the Hebren High School 2003 field house.

977
01:36:25,060 --> 01:36:30,760
year at Lifecycle Maintenance Repair Project, very long title, very specific, and this is the original

978
01:36:30,760 --> 01:36:35,180
field house from Hebrew and High School. On this one, Stanteck is the architect. Again,

979
01:36:35,240 --> 01:36:40,020
George is the CMAR. They again advertised and bid out this project to subcontractors per

980
01:36:40,020 --> 01:36:47,780
chapter 2269 of the government code. They have provided us with the GMP of 8,868,435 dollars. That

981
01:36:47,780 --> 01:36:52,780
GMP as well is within our overall project budget. Recommendation to approve this GMP. Again,

982
01:36:52,780 --> 01:36:57,380
will be presented next Monday night, and work for this renovation is set to begin just as soon

983
01:36:57,380 --> 01:37:00,680
as it's approved basically. So we're ready to roll on this one.

984
01:37:01,940 --> 01:37:04,980
I've shown some images of this one before, but I thought it'd be a great time to kind

985
01:37:04,980 --> 01:37:08,820
of bring it back and remember what we're going to see at the end there, brand new entrance

986
01:37:08,820 --> 01:37:12,660
to the stadium, and obviously a lot of work happening inside that old field house.

987
01:37:15,020 --> 01:37:20,720
Our next project here is an actual CSP project. This is the practice field and middle school

988
01:37:20,720 --> 01:37:22,620
game field turf for placement project.

989
01:37:23,300 --> 01:37:26,500
So the scope here is one practice field at each of the five high schools

990
01:37:26,500 --> 01:37:28,860
will be converted from grass to synthetic turf,

991
01:37:29,120 --> 01:37:31,560
as well as our three middle school game fields at Shadow Ridge,

992
01:37:31,720 --> 01:37:32,280
Harman and Griffin.

993
01:37:34,920 --> 01:37:37,300
So this project was a bit out as the CSP as I mentioned.

994
01:37:37,580 --> 01:37:40,000
Again, per chapter 22, 16 out of the government code.

995
01:37:40,340 --> 01:37:42,340
We received six bids for this project.

996
01:37:43,080 --> 01:37:46,180
We evaluated and have made a recommendation to award.

997
01:37:46,600 --> 01:37:50,120
There will be more information in boardbook this week for that.

998
01:37:50,120 --> 01:37:56,620
That recommendation is best value, which evaluates price quality availability, delivery timing,

999
01:37:57,060 --> 01:38:00,120
support, and the ability to perform work at all eight locations.

1000
01:38:00,220 --> 01:38:05,160
This is a very massive project, and so we had to really think through the companies and the bids,

1001
01:38:05,500 --> 01:38:09,020
and the ability of those companies to perform this work.

1002
01:38:11,640 --> 01:38:13,520
Our next one here is another CSP.

1003
01:38:14,320 --> 01:38:17,920
This is the CSP for the year one at track replacements.

1004
01:38:18,960 --> 01:38:23,780
So this project here, the scope is track replacement at Shadow Ridge and Harman.

1005
01:38:24,720 --> 01:38:30,380
Originally, Downing was a part of this, but we had put that project on hold and it will be done at the same time with the 20 year lives.

1006
01:38:31,680 --> 01:38:34,180
But again, this project was built out as a CSP.

1007
01:38:34,320 --> 01:38:36,020
We received three bids on this one.

1008
01:38:36,060 --> 01:38:38,780
Again, we evaluated and have made a recommendation to award.

1009
01:38:39,060 --> 01:38:40,980
There would be more information in boardbook for that.

1010
01:38:41,880 --> 01:38:46,980
Again, recommendation on this one is Best Value, which evaluates price quality, availability,

1011
01:38:46,980 --> 01:38:54,180
delivery timing, support, and warranty durations, you'll see creations there.

1012
01:38:56,030 --> 01:39:01,130
Our next steps for 2024 bond are these two projects, these three projects, excuse me, I'm

1013
01:39:01,130 --> 01:39:05,330
coming back next Monday night as I mentioned. As we roll into February we're hoping to bring

1014
01:39:05,330 --> 01:39:09,750
the Marcus High School Baseball locker room addition and the Fireman High School Baseball

1015
01:39:09,750 --> 01:39:18,370
and Softball locker room addition, GMPs. We roll into the regular meeting in February, we

1016
01:39:18,370 --> 01:39:23,670
as well as the final completion for the tennis court resurfacing project and we're also

1017
01:39:23,670 --> 01:39:27,650
planning on bringing the school board close out, which I've mentioned a couple of times.

1018
01:39:28,430 --> 01:39:30,930
So with that I'll answer any questions that you have on the 24th.

1019
01:39:31,490 --> 01:39:33,350
Are there any comments or questions?

1020
01:39:34,710 --> 01:39:37,450
Just I'm so excited about the Hearenfield House.

1021
01:39:37,830 --> 01:39:38,470
I won't lie.

1022
01:39:39,170 --> 01:39:41,490
I'm looking forward to that for quite some time.

1023
01:39:41,750 --> 01:39:42,910
I'm very excited.

1024
01:39:43,830 --> 01:39:44,010
Thank you.

1025
01:39:44,010 --> 01:39:50,990
And I know that someone is very excited about the track.

1026
01:39:51,310 --> 01:39:52,850
So thank you so much.

1027
01:39:53,070 --> 01:39:53,590
All right, thank you.

1028
01:40:00,000 --> 01:40:03,260
And now it's time for Mr. Rare.

1029
01:40:08,640 --> 01:40:09,360
Thank you, good evening.

1030
01:40:15,510 --> 01:40:19,850
All right, so tonight we'll be looking at the Consent Agenda Cooperative Purchases Preview,

1031
01:40:20,310 --> 01:40:22,670
that will be for the January 12th Board meeting.

1032
01:40:23,330 --> 01:40:29,730
The last three items on the preview will be purchases that will be made from vendors that are on cooperatives.

1033
01:40:30,450 --> 01:40:36,010
For items such as products and services that will be used by our facilities department,

1034
01:40:36,010 --> 01:40:42,870
Also, online purchases from vendors for a wide range of supply products that will be used in classrooms,

1035
01:40:43,690 --> 01:40:50,010
and then also additional printing options for product such as business cards and labels and workbooks.

1036
01:40:50,630 --> 01:40:56,270
And so for those three items, the estimated expenditures will all fall in line with what we paid last year.

1037
01:40:57,150 --> 01:41:02,250
In addition, those will be coming out of approved campus and or department budgets.

1038
01:41:02,250 --> 01:41:08,330
And so those are the last three items, and then the first item that's on there is actually

1039
01:41:08,330 --> 01:41:13,130
it's not an amount that we would be paying, but it's revenue that we could receive back

1040
01:41:13,130 --> 01:41:18,250
for the district, and it's for using a vendor that's on a cooperative to recycle old

1041
01:41:19,050 --> 01:41:20,170
technology assets.

1042
01:41:21,070 --> 01:41:26,390
And they're rest made in that we could receive upwards to about 36,000 dollars a year.

1043
01:41:26,890 --> 01:41:27,790
Love that.

1044
01:41:28,550 --> 01:41:33,980
And those items will all be brought as one consent agenda item on January 12th for approval.

1045
01:41:36,290 --> 01:41:41,810
Thank you, Mr. Rare. Happy new year. Mr. Gerrard Connie, technology report.

1046
01:41:43,030 --> 01:41:49,110
Yes, good evening board. It's not a few items from our 2023 bond program for technology.

1047
01:41:51,090 --> 01:41:52,550
I'll just don't see you.

1048
01:41:55,880 --> 01:42:01,260
Um, we have the second cell, so we're starting phase two of the classroom AV refresh project.

1049
01:42:01,360 --> 01:42:05,080
We already brought the engineering services approval to you in December.

1050
01:42:05,520 --> 01:42:10,040
You will see in the consent agenda for January the construction delivery method.

1051
01:42:10,520 --> 01:42:14,660
And of course, step three will be to bring the final purchase to you at a future board meeting.

1052
01:42:19,170 --> 01:42:23,670
The next item is the second cell engineering for stadium press box sound refresh.

1053
01:42:24,070 --> 01:42:26,590
So we're refreshing the sound systems at the stadiums.

1054
01:42:26,590 --> 01:42:30,390
step one is now which is the engineering services this will appear in the January

1055
01:42:30,390 --> 01:42:34,230
consent agenda and then step two will be feature board meetings and step three will

1056
01:42:34,230 --> 01:42:39,130
bring you the final approval and then we have cyber security upgrade specifically

1057
01:42:39,130 --> 01:42:44,730
our web content filter. I do want to make note of this one we're looking to do

1058
01:42:44,730 --> 01:42:49,230
just a six month renewal. This renewal falls in March which I think is odd so this

1059
01:42:49,230 --> 01:42:53,510
is a chance to kind of fix that because if we ever wanted to move to a different

1060
01:42:53,510 --> 01:42:57,710
vendor, then this disruption would occur during the school year, and we don't want to have

1061
01:42:57,710 --> 01:42:57,990
that.

1062
01:42:58,170 --> 01:43:02,650
So we're looking to do a six-month renewal, which will push that change into the summer.

1063
01:43:04,010 --> 01:43:07,950
Because it is a six-month renewal, we don't expect it to go over purchasing threshold

1064
01:43:07,950 --> 01:43:12,790
for it to need to come to you for approval, but if it does, it will come to you for approval.

1065
01:43:16,240 --> 01:43:20,020
Next steps, as I mentioned, we've got the construction delivery method coming to you and

1066
01:43:20,020 --> 01:43:27,660
These are generic agenda items, and then engineering for the stadium press box, then in February

1067
01:43:27,660 --> 01:43:33,140
because construction delivery method for stadium press, press box sound system refresh.

1068
01:43:35,240 --> 01:43:40,400
And not the second item, as I mentioned, because we're looking to renew only for six months on the web content filtering,

1069
01:43:40,780 --> 01:43:46,160
but then the construction delivery method for stadium, press box in February consent agenda.

1070
01:43:47,300 --> 01:43:50,200
that I would be happy to answer any questions you may have.

1071
01:43:50,520 --> 01:43:52,120
Are there any comments or questions, missiles?

1072
01:43:52,940 --> 01:43:56,200
I just want to make sure that because it's not stated on here that the vendor

1073
01:43:56,200 --> 01:43:59,340
has approved the six-month renewal or are we awaiting?

1074
01:43:59,780 --> 01:44:04,060
They did. They agreed to provide a quotation for just six months.

1075
01:44:04,340 --> 01:44:08,700
Okay. I just had the question just because it wasn't being brought to us until February.

1076
01:44:09,200 --> 01:44:10,600
Okay. Thank you.

1077
01:44:10,860 --> 01:44:11,520
Yes, ma'am.

1078
01:44:11,880 --> 01:44:13,020
Any other comments or questions?

1079
01:44:13,880 --> 01:44:14,640
Thank you so much.

1080
01:44:14,640 --> 01:44:16,420
Thank you all very much.

1081
01:44:16,820 --> 01:44:19,100
All right, next up is the Board of Trustees reports,

1082
01:44:19,820 --> 01:44:23,760
where chairs of our board committees give updates.

1083
01:44:24,640 --> 01:44:26,800
Miss LaSanne, you have the floor.

1084
01:44:29,240 --> 01:44:33,600
All right, so I am the chair of the naming committee

1085
01:44:33,600 --> 01:44:38,700
along with Dr. Barker and Taylor.

1086
01:44:40,480 --> 01:44:43,560
I don't know what I'm trying to play.

1087
01:44:45,040 --> 01:44:58,900
Anyway, so the first we met with Ms. Bay back there right before we got out for break because we needed a little, I wanted us to have a little legal advice.

1088
01:45:01,500 --> 01:45:17,420
So, but the first thing I wanted to bring up is that we are going to, we got a request from Memorial Elementary to rename the private drive that's in front of their campus. Right now, she's going to picture over the principal senate picture over.

1089
01:45:17,420 --> 01:45:22,780
and it just says LM, school, or whatever.

1090
01:45:24,000 --> 01:45:27,660
So they had asked the city of Lewisville about it,

1091
01:45:27,680 --> 01:45:31,860
and so anyway, so we are recommending,

1092
01:45:32,000 --> 01:45:34,640
they requested it to be named Maverick Way.

1093
01:45:34,880 --> 01:45:39,940
It's just a private drive, and so the committee agrees.

1094
01:45:40,280 --> 01:45:43,120
And so we have written up an agenda item

1095
01:45:43,120 --> 01:45:52,740
that will be on the January 12th, a January, agenda next week, and as for those of you who don't know, the Maverick is their mascot.

1096
01:45:54,460 --> 01:46:02,520
And so we're hoping to get that done, and they have been working with, they had, you know, kind of gone through the process of how to change a street name.

1097
01:46:03,120 --> 01:46:12,020
And so they had already talked to the city of Louisville and as most cities do, they have a sign shop, they will make the sign, and hang it, and we will have to get them, you know,

1098
01:46:12,020 --> 01:46:17,080
some, you know, formal stuff from for the agenda item for them to update their maps and such.

1099
01:46:18,320 --> 01:46:26,920
Okay, then the next thing was, as I was, we've actually had three requests of different things

1100
01:46:26,920 --> 01:46:36,840
within the district to name things, and so when I was looking through the policy about naming,

1101
01:46:36,840 --> 01:46:39,400
I kind of felt like it was a little,

1102
01:46:39,400 --> 01:46:42,080
to be honest, a little loosey goosey, a little vague.

1103
01:46:42,920 --> 01:46:45,120
And so it just, as it so happens,

1104
01:46:46,080 --> 01:46:48,580
Dr. Barker here is the Head of the Policy Committee.

1105
01:46:48,960 --> 01:46:50,980
And this is where Ms. Bay got involved.

1106
01:46:51,060 --> 01:46:53,700
Or we know we were asking her some questions.

1107
01:46:54,440 --> 01:46:58,800
And so, and she will update you in a minute on that.

1108
01:46:58,800 --> 01:47:02,540
But I have sent her an email with some specific things

1109
01:47:02,540 --> 01:47:05,360
that I want the policy to committee to look at.

1110
01:47:06,300 --> 01:47:11,360
to just, there's just some things that are very vague in the policy that as I was reading

1111
01:47:11,360 --> 01:47:18,520
through it, I had a hard time saying, okay, does this fit? Does it snuff it? So there's

1112
01:47:18,520 --> 01:47:26,640
that. So I have informed the other staff members that we're just gonna push a little pause.

1113
01:47:26,880 --> 01:47:32,420
We still hope to get things done for sure in the spring, but just we need a little bit of time

1114
01:47:32,420 --> 01:47:41,020
kind of figure out some things. We did, we know that we're going to have probably three other

1115
01:47:41,020 --> 01:47:47,400
future requests for naming and the committee is most likely going to do some type of survey

1116
01:47:47,400 --> 01:47:56,970
to get input from the public about those. Ms. Taylor, Dr. Taylor, is going to work with the

1117
01:47:56,970 --> 01:48:02,310
personal parks department to come up with naming suggestions for the new park at

1118
01:48:02,310 --> 01:48:06,290
Hedrick Middle School, which I happened to drive by there, was I yesterday? Yesterday.

1119
01:48:07,250 --> 01:48:12,870
And I saw some kids out there playing on that little brandy little park out there, so we're

1120
01:48:12,870 --> 01:48:16,410
going to work with them to figure out what we might want to name that.

1121
01:48:17,950 --> 01:48:26,670
And then the final thing, Dr. Rappen, I had discussed, sailing down a little bit more of

1122
01:48:27,390 --> 01:48:33,430
process to go through to request naming other districts have, you know, you

1123
01:48:33,430 --> 01:48:36,830
had already looked at, I think you sent me examples of about four different

1124
01:48:36,830 --> 01:48:41,830
districts and how they do it and there's a form and there's some specific, you know,

1125
01:48:41,910 --> 01:48:46,950
things that they request and so that is something that the committee, you know,

1126
01:48:47,110 --> 01:48:51,590
also was in favor of and so we're going to be going through that process.

1127
01:48:51,590 --> 01:48:58,310
And again, it's not gonna take long, but it's just something that we want to do to put in place to kind of move forward.

1128
01:48:59,290 --> 01:49:06,570
So, and so with that, I don't know if you will, you're in charge of the meeting, but Mr. Dr. Marker, we'll be talking about what the policy committee is gonna do.

1129
01:49:06,950 --> 01:49:08,070
So, we'll just go around the table.

1130
01:49:08,430 --> 01:49:09,330
I love it.

1131
01:49:09,930 --> 01:49:16,750
Yes, so I am the chair of the policy committee, and I serve with Ms. Prasnik and Ms. Cells on that committee,

1132
01:49:16,750 --> 01:49:22,010
and Ms. Bay helps corral us and get us together.

1133
01:49:23,050 --> 01:49:26,550
So we will be meeting tomorrow, tomorrow, evening.

1134
01:49:27,790 --> 01:49:32,430
And Dianne has provided some resources so that we can look

1135
01:49:32,430 --> 01:49:37,330
through some other policies and make some adjustments based

1136
01:49:37,330 --> 01:49:39,130
on the naming committee's recommendations.

1137
01:49:39,590 --> 01:49:41,650
So I will share those with it.

1138
01:49:41,650 --> 01:49:45,570
It was a nice bridge so it can be able to take the suggestions

1139
01:49:45,570 --> 01:49:51,830
from the naming committee over to the policy committee and so we will be looking to bring very quickly

1140
01:49:51,830 --> 01:49:55,590
a recommendation for updates to that policy.

1141
01:50:03,440 --> 01:50:11,400
So, I have a couple of things. I am the chair of the appraisal district nomination. There was a member of the

1142
01:50:11,400 --> 01:50:21,700
Debton County appraisal district, Robert Altman, who resigned. And so that leaves the vacancy, which does not leave us a great deal of time to put a nominee in place.

1143
01:50:21,700 --> 01:50:26,740
And the committee through email, we decided that we're just going to use our votes.

1144
01:50:27,140 --> 01:50:28,440
We're not going to do a nomination.

1145
01:50:28,780 --> 01:50:33,600
We had nobody reach out to, if someone reached out to one of you, let us know.

1146
01:50:33,860 --> 01:50:41,820
But no one reached out to anybody on our board saying that they were seeking a nomination from us.

1147
01:50:42,340 --> 01:50:47,140
So we're just going to, we're going to wait and see who shows up kind of a thing.

1148
01:50:47,140 --> 01:50:50,340
Your drops out of the woodwork to serve on the

1149
01:50:50,340 --> 01:50:52,920
Denton Central Appraisal District Board.

1150
01:50:54,000 --> 01:51:00,020
The other committee and a chair of is the chair of the program and budget review committee

1151
01:51:00,020 --> 01:51:03,000
and we will be meeting in February.

1152
01:51:04,520 --> 01:51:08,380
Ish, more than likely, early February, maybe this month look for a

1153
01:51:08,380 --> 01:51:13,580
doodle poll near you and that would be Dr. Barker and Dr. Taylor on that committee.

1154
01:51:13,580 --> 01:51:18,420
on Decad Missileson and Dr. Taylor and I serve on that committee.

1155
01:51:19,360 --> 01:51:25,660
So with that, so we've got, we've got work coming up, we have a reorganization of our

1156
01:51:25,660 --> 01:51:26,080
committees.

1157
01:51:26,620 --> 01:51:31,740
I will send that out to everybody so that everybody has that.

1158
01:51:31,860 --> 01:51:38,740
No chairs were changed for staff, so you don't have to find a new person, but we did do some

1159
01:51:38,740 --> 01:51:44,400
organization so that we could bring this Lopez into the fold of board committee work.

1160
01:51:45,680 --> 01:51:53,520
So with that, Dr. Barker. I also want to discuss the Bob committee, so sorry.

1161
01:51:53,900 --> 01:52:01,760
Oh, you are so correct. So with that, I am giving a charge to the Bob committee, which will now

1162
01:52:01,760 --> 01:52:13,880
system, Ms. Lopez, Dr. Barker, and Dr. Taylor, to do some amendments and to put a calendar

1163
01:52:13,880 --> 01:52:19,700
together for the Bob. I think we'll also be here with what the naming committee is doing

1164
01:52:19,700 --> 01:52:27,220
to incorporate that into the Bob so that we have what I like to call a one-stop shop for everything

1165
01:52:27,220 --> 01:52:31,160
that is not going to be quick committee work. This is going to be some time and thoughtfulness

1166
01:52:31,160 --> 01:53:01,140
And it will require some cooperation from all chairs and committee members to give that committee information so that they can bring it forward and we can do a formal amendment and then we can start those wheels turning thank you so much for reminding me about that absolutely and if I can just add to that I am really appreciative of this idea we we made some adjustments to the Bob last summer where we added descriptions of each committee.

1167
01:53:01,160 --> 01:53:05,300
and we started to scale out what a calendar might look like.

1168
01:53:05,860 --> 01:53:10,440
So this will really give us a chance to be able to determine what the cadence of our

1169
01:53:10,440 --> 01:53:14,660
committees really look like as always.

1170
01:53:14,760 --> 01:53:16,780
Louis to IISD has a process for everything.

1171
01:53:16,840 --> 01:53:21,900
We have a calendar for what's going to happen each month that our board meetings and so this

1172
01:53:21,900 --> 01:53:26,100
will allow our our business as a board to mirror that.

1173
01:53:26,100 --> 01:53:33,140
So with that, I will be calling the Bob Committee together very soon for us to start that work.

1174
01:53:33,640 --> 01:53:40,460
And as Ms. President mentioned, I'll be reaching out to all of the chairs to add to that calendar.

1175
01:53:42,380 --> 01:53:44,500
All right. Anybody got anything else?

1176
01:53:45,100 --> 01:53:47,960
With that, happy, happy new year.

1177
01:53:48,280 --> 01:53:50,540
I look forward to the second half of the district.

1178
01:53:50,540 --> 01:53:58,300
And with that, since there's no further business, this meeting is adjourned, and the time is 8.33, have a pleasant evening.