8.1. Approval of the Recommendation to Send Notice of Proposed Termination and Suspension Without Pay Pending Discharge to Chapter 21 Term Contract Employee Leigh Ann Thompson

[8.1. Approval of the Recommendation to Send Notice of Proposed Termination and Suspension Without Pay Pending Discharge to Chapter 21 Term Contract Employee Leigh Ann Thompson]

WE WILL MOVE TO THE DISCUSSION AND ACTION PORTION OF OUR AGENDA.

SECTION EIGHT POINT ONE.

WE WILL NOW ADDRESS DISCUSSION AND ACTION.

ITEM EIGHT POINT ONE OUR FIRST ITEM WILL BE PRESENTED BY DR.

BETH BROCKMAN BETH.

THANK YOU! ADMINISTRATION RECOMMENDS THAT THE BOARD OF TRUSTEES APPROVES THE RECOMMENDATION TO SEND NOTICE OF PROPOSED TERMINATION AND SUSPENSION WITHOUT PAY PENDING DISCHARGE TO CHAPTER 21 TERM CONTRACT EMPLOYEE LEANN THOMPSON.

[00:50:02]

THANK YOU, BETH.

MAY HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE RECOMMENDATION TO SEND NOTICE OF PROPOSED TERMINATION AND SUSPENSION WITHOUT PAY PENDING DISCHARGE TO CHAPTER 21 TERM CONTRACT EMPLOYEE LEANN THOMPSON.

I SECOND.

I HAVE A MOTION BY DR. LAUREN TYRA, A SECOND BY NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES APPROVES A RECOMMENDATION TO SEND NOTICE OF PROPOSED TERMINATION AND SUSPENSION WITHOUT PAY PENDING DISCHARGE TO CHAPTER 21 TERM CONTRACT EMPLOYEE LEANN THOMPSON.

IS THERE ANY FURTHER DISCUSSION? HEARING NONE, WE'LL PROCEED TO VOTE.

ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

MOTION PASSES UNANIMOUSLY.

[8.2. Consideration and Possible Action to Approve an Agreement for the Purchase of Attendance Credit (Option 3 Agreement) and to Delegate Contractual Authority to the Superintendent]

MOVING ON TO SECTION 8.2.

AGENDA ITEM 8.2, CONSIDERATION AND POSSIBLE ACTION TO APPROVE AN AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDITS.

WE WILL NOW ADDRESS THIS DISCUSSION ITEM PRESENTED BY JOHNNY HILL, JOHNNY.

THANK YOU, MR. STOLLE, BOARD OF TRUSTEES.

CHAPTER 49 OF THE TEXAS EDUCATION CODE REQUIRES THAT SCHOOL DISTRICTS REDUCE THEIR PROPERTY WEALTH PER STUDENT TO A LEVEL THAT IS NOT GREATER THAN THE EQUALIZED WEALTH LEVEL, AS DETERMINED BY THE COMMISSIONER OF EDUCATION IN ACCORDANCE WITH STATE LAW.

THE LAW PROVIDES SEVERAL OPTIONS TO ACCOMPLISH THIS REDUCED PROPERTY WEALTH REDUCTION IN AN ELECTION HELD ALL THE WAY BACK IN 1993, THE DISTRICT VOTERS APPROVED THE USE OF OPTION THREE, WHICH IS THE PURCHASE OF A TENANT'S CREDITS FROM THE TEXAS EDUCATION AGENCY.

EACH YEAR, THE DISTRICT IS REQUIRED TO ENTER INTO A NEW AGREEMENT WITH TEA.

THE AGREEMENT IS FOR THE 2021-2022 SCHOOL YEAR AND IS ATTACHED.

THE BUDGET IMPACT FOR THE 21-22 PROJECTED RECAPTURE PAYMENT IS APPROXIMATELY $190 MILLION AND THAT PAYMENT WILL BE MADE ONCE A YEAR AND IT WILL BE MADE THE MIDDLE OF AUGUST.

ALL RIGHT, THANK YOU FOR THOSE OF YOU KEEPING TRACK AT HOME, THAT WAS 190 MILLION DOLLARS. MAY I HAVE A MOTION? CAN WE STALL ON THIS PRESIDENT STOLLE? WE'LL BE HERE INDEFINITELY.

I MOVE, UGH, THAT THE BOARD OF TRUSTEES FOR THE 2021-2022 SCHOOL YEAR DELEGATES CONTRACTUAL AUTHORITY TO OBLIGATE THE SCHOOL DISTRICT UNDER TEXAS EDUCATION CODE TEC 11 .1511C4 TO THE SUPERINTENDENT SOLELY FOR THE PURPOSE OF OBLIGATING THE DISTRICT UNDER TEC.

48.257 AND TEC CHAPTER 49, SUBCHAPTERS A AND D, AND THE RULES ADOPTED BY THE COMMISSIONER OF EDUCATION AS AUTHORIZED UNDER TEC 49.006.

THIS INCLUDES APPROVAL OF THE AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDITS.

IS THERE A SECOND? I SECOND, ANGELA POWELL.

OK, I HAVE A MOTION BY NANCY HUMPHREY, SECOND BY ANGELA POWELL, THE BOARD OF TRUSTEES FOR THE 2021-22 SCHOOL YEAR DELEGATES CONTRACTUAL AUTHORITY TO OBLIGATE THE SCHOOL DISTRICT UNDER THE TEXAS EDUCATION CODE SECTION 11.1511C4 TO THE SUPERINTENDENT SOLELY FOR THE PURPOSES OBLIGATING THE DISTRICT UNDER TEXAS EDUCATION CODE CHAPTER 48.257 AND TEC CHAPTER 49, SUBCHAPTERS A AND D AND THE RULES ADOPTED BY THE COMMISSIONER OF EDUCATION AS AUTHORIZED UNDER TEXAS EDUCATION CODE 49.006.

THIS INCLUDES APPROVAL OF THE AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDIT.

IS THERE ANY FURTHER DISCUSSION? YES.

SO I CAN'T LET THIS GO TO PASS WITHOUT COMMENTING ON WHAT WE'RE VOTING ON AND THE JUST INTERESTING WORDING THAT THE LEGISLATION AND THE TEA GUIDANCE OFFERS US.

THEY CALL IT EXCESS LOCAL REVENUE, ONE HUNDRED AND NINETY DOLLARS MILLION OF EXCESS LOCAL REVENUE. AND I DON'T THINK THE PLANO ISD TAXPAYERS WOULD CALL THAT EXCESS REVENUE.

I THINK THEY WOULD CALL THAT THEIR HARD EARNED MONEY.

THEY EXPECTED TO BE REINVESTED INTO THEIR COMMUNITY, INTO THEIR SCHOOLS TO SUPPORT THEIR STUDENTS, AND IF IT'S NOT BEING USED FOR THAT TO GO BACK INTO THEIR POCKET TO SUPPORT THEIR FAMILY. AND SO JUST TO NAME IT AND CALL IT EXCESS LOCAL REVENUE IS AN INSULT TO TAXPAYERS, BUT THAT'S WHAT THEY SEE IT AS.

AND, YOU KNOW, IT'S AN EXCESS.

SO, YOU KNOW, WE CAN JUST TAKE THAT OFF YOUR HANDS AND MAYBE IT'LL GET TO SOME SCHOOLS, AND MAYBE IT WILL JUST GET INTO THE STATE GENERAL FUND, YOU KNOW, WHO KNOWS? AND TO CALL IT EXCESS GENERAL, EXCESS LOCAL REVENUE, WHILE WE ALSO ARE LOOKING AT A THIRD YEAR OF A BUDGET DEFICIT.

[00:55:01]

IT'S REALLY INTERESTING TO SAY EXCESS LOCAL REVENUE WHEN WE ARE OPERATING ON A BUDGET DEFICIT, CUTTING EVERYTHING WE CAN WITHOUT CUTTING PROGRAMS AND FINDING EVERY EFFICIENCY POSSIBLE. AND STILL, THIS IS THE SITUATION WE FIND OURSELVES IN, NOT FROM ANY FAULT OF OUR OWN, BUT BECAUSE WE HAVE BEEN SET UP TO FAIL BY STATE LEGISLATORS AND THE CURRENT FINANCIAL. FORMULA FOR SCHOOL FINANCE, AND SO I WANTED TO POINT THAT OUT, AND I ALSO WANTED TO POINT OUT THE THE OTHER IRONY IS THAT OUT OF THE FIVE BAD OPTIONS WERE GIVEN IN THIS SITUATION, THE LEAST BAD OPTION IS TO PURCHASE CREDITS FROM THE STATE.

SO NOW THIS $190 MILLION OF EXCESS LOCAL REVENUE, WHAT WE'RE DOING IS WE'RE GOING TO PURCHASE CREDITS FROM THE STATE, THESE EDUCATION CREDITS AND GIVE THEM THIS.

AND THE ONLY THING I CAN THINK OF IT BEING IS WE'RE BUYING THESE TICKETS TO A CARNIVAL THAT'S ALREADY LEFT THE TOWN.

SO THANK YOU FOR THESE CREDITS.

HERE'S ALL OF OUR MONEY.

WE CAN'T USE THEM FOR ANYTHING.

IT'S A JOKE.

IT'S AN INSULT. THEY REFUSE TO CALL IT WHAT IT IS, AND THAT'S WHAT WE'RE VOTING ON TONIGHT. THE LEAST BAD OPTION OF FIVE OPTIONS.

AND JUST TO GIVE YOU AN IDEA OF WHAT'S A DIFFERENT OPTION.

WELL, THEY COULD JUST COME IN AND ANNEX OR DE-ANNEX SOME OF OUR PROPERTIES AND GIVE IT TO ANOTHER SCHOOL DISTRICT, AND THEY CAN COLLECT THAT TAX REVENUE.

AND IF THEY'RE IN EXCESS, THEN THEY CAN PAY FOR THOSE TAX CREDITS SO THAT THE ENTIRE SYSTEM IS JUST SO RIDICULOUS, AND I DID NOT WANT TO MOVE FORWARD WITH VOTING FOR THIS WITHOUT EXPRESSING HOW I FEEL ABOUT IT.

WELL, CODY, I AGREE WITH YOU 100 PERCENT AND I THINK IT IS A TERRIBLE DISSERVICE TO OUR TAXPAYERS THAT THEY WRITE A CHECK THAT THEY THINK GOES TO PLANO ISD.

AND WE'VE WORKED REALLY HARD IN THE LAST FEW LEGISLATIVE SESSIONS TO GET THAT AT LEAST PUT ON OUR TAX STATEMENT SO THAT PROPERTY TAX PAYERS SEE THAT OH, A PORTION.

A THIRD OF OUR TAX BILL IS GOING TO ALTERNATE SOURCES AND I'M A FORMER AUDITOR, AND SO IT REALLY IRRITATES ME THAT WE CAN'T FOLLOW THE MONEY AND SEE WHERE IT GOES AND EVEN CONFIRM THAT IT IS SUPPORTING EDUCATION.

I THINK IT GOES TO THE GENERAL FUND AND WE DON'T KNOW NECESSARILY IF IT'S SUPPORTING EDUCATION, WHICH IS THE INTENT.

IN 1993, IT WAS TO HELP SCHOOL DISTRICTS THAT DID NOT HAVE THE ABILITY TO RAISE FUNDS ON THEIR PROPERTIES AS AT THE RATE THAT WE CAN IN THE AREA THAT WE LIVE IN.

AND SO IT WAS TO HELP THE LESS PROPERTY WEALTHY DISTRICTS PERFORM.

BUT WE'RE NOW OVER TWO BILLION DOLLARS IN IT.

WE ARE NUMBER TWO IN THE STATE AND I ALWAYS SAY THIS.

EVERYBODY KNOWS WHAT NUMBER TWO IS, BUT IT'S NOT FAIR TO OUR TAXPAYERS.

THE TRANSPARENCY IS NOT THERE AND I WISH THAT WE COULD GET THE LEGISLATURE TO OWN UP TO FUNDING PUBLIC EDUCATION IN A BETTER WAY.

BUT TAKING FROM PLANO ISD FOR SO MANY YEARS AND AUSTIN ISD AND HIGHLAND PARK AND NOT GIVING US ANY IDEA OF HOW THE MONEY IS BEING SPENT, THAT'S A REALLY TERRIBLE SITUATION TO BE IN. AND YOU MENTIONED CODY, IT WAS A DEFICIT BUDGET I JUST WANT TO REITERATE, WE'RE ANTICIPATING THAT DEFICIT TO BE THE NUMBER OF 19 MILLION.

IS THAT WHAT WE'RE LOOKING AT? SO JUST I THINK IT'S IMPORTANT FOR THE PEOPLE WATCHING, FOR OUR COMMUNITY TO UNDERSTAND, I THINK. THANK YOU, CODY AND NANCY, FOR WHAT YOU HIT ON.

AND I THINK THAT'S IMPORTANT FOR US TO ALSO ADD.

SO BASED ON WHAT YOU'RE SAYING, WE HAVE TEN TIMES AS MUCH MONEY LEAVING THIS DISTRICT AS THE DEFICIT WE'RE LIKELY TO EXPERIENCE NEXT YEAR.

THAT WAS VERY QUICK MATHEMATICS THERE, CODY, GOOD JOB.

MY FIFTH GRADE MATH? AND I GOT IT, SO GOOD.

I JUST APPRECIATE YOU, CODY, FOR ARTICULATING AND BREAKING THROUGH THE SEMANTICS AND OBFUSCATION OF THE SCHOOL FUNDING SYSTEM, AND MY ONLY COMMENT THAT I WILL ADD TO EVERYTHING THAT'S BEEN SAID THAT I AGREE WITH IS THAT I SURE WOULD LOVE TO USE 190 MILLION DOLLARS TO PAY TEACHERS MORE.

AMEN. SO I JUST WANT TO POINT OUT THERE ARE SO MANY DIFFERENT NAMES FOR THIS 190 MILLION, AND IT'S CALLED PURCHASE OF ATTENDANCE CREDIT.

IT'S CALLED RECAPTURE.

IT'S CALLED ROBIN HOOD TAX.

AND NOW FROM THE TEA, THE RULES, WE SAW THE EXCESS LOCAL REVENUE.

IT'S VERY, VERY EYE-OPENING.

IT'S UNREAL.

[01:00:03]

GO AHEAD. AND I WOULD LIKE TO POINT OUT JUST A COUPLE OF OTHER KIND OF INTERESTING NOTES ON THIS IS ONE NOW THAT THAT THERE IS EXCESS LOCAL REVENUE.

IT'S ACTUALLY A LINE ITEM IN THE STATE BUDGET AS A REVENUE SOURCE, AND THAT'S THAT'S NEW AND THAT'S A LITTLE BIT DIFFERENT.

ALSO, YOU KNOW, IT'S OUR TAXPAYERS HAVE VOTED IN THE PAST TO LEVY TAXES, TO PROVIDE SERVICES AND PROGRAMS TO STUDENTS AND PAY OUR STAFF WITH THEIR VOTE.

AND THEY'VE DONE THAT, THEY'VE MADE THAT COMMITMENT, BUT DISTRICTS WHO RECEIVE OUR TAX DOLLARS THROUGH RECAPTURE ARE NOT REQUIRED TO LEVY THE SAME BURDEN AS WE HAVE.

AND SO THEY'RE GETTING MONEY FROM US AND THEY HAVEN'T HAD TO CARRY THE SAME BURDEN AS US.

AND SO THERE'S SOME CONVERSATION THERE, PERHAPS FOR THE NEXT LEGISLATIVE SESSION AND THEN THE FINAL POINT.

PUT A PIN ON THIS ONE IS THAT THEY COLLECTED MORE IN RECAPTURE LAST YEAR THAN THEY NEEDED TO FUND PUBLIC EDUCATION, AND THEY DIDN'T GIVE US ANY MONEY BACK.

AND WHERE IS IT? BECAUSE IF IT'S SUPPOSED TO BE USED FOR EDUCATION AND IT WASN'T USED FOR EDUCATION, THEN OUR TAXPAYERS SHOULD GET THEIR MONEY BACK.

THERE'S A NUMBER TO IT.

ISN'T IT 1.5 BILLION.

IF SOME, YEAH, SOMETHING LIKE THIS.

YEAH, I THINK AS HAS BEEN EXPRESSED BY MY BOARD COLLEAGUES VERY CLEARLY.

THIS HONESTLY, THIS IS THREE YEARS IN A ROW OF DEFICIT BUDGETS FOR US.

EACH YEAR HAS BEEN PROGRESSIVELY HIGHER DEFICIT AND YET OUR RECAPTURE PAYMENT CONTINUES TO GROW BACK UP TO 190 MILLION DOLLARS, JUST TWO SESSIONS AFTER OUR STATE REPRESENTATIVES BENT OVER BACKWARDS TO PAT THEMSELVES ON THE BACK ABOUT WHAT A GREAT JOB THEY DID FOR THE NEW FUNDING SYSTEM THAT THEY CAME UP WITH FOR PUBLIC EDUCATION.

AND FROM MY PERSPECTIVE, THEY JUST SHIFTED FROM ONE SHELL GAME TO ANOTHER SHELL GAME.

AND SO WHAT IS IT WHEN YOU CAN'T FOLLOW THE MONEY AND FIGURE OUT WHERE IT GOES? THAT'S CALLED A SHELL GAME, AND THAT'S UNFORTUNATELY WHAT WE HAVE TO LIVE WITH.

AND AS CODY POINTED OUT, THIS IS THE LEAST WORST OPTION OF.

HAVING TO PURCHASE CREDITS, IT'S OFFENSIVE AND DISTASTEFUL, AND IT'S HONESTLY I'VE SAID THIS FOR 11 YEARS. I CAN'T BELIEVE THAT WE LIVE IN ONE OF THE REDDEST COUNTIES IN THE COUNTRY AND WE DON'T HAVE PEOPLE UP IN ARMS EVERY SINGLE DAY ABOUT THIS.

IT JUST SHOCKS THE HECK OUT OF ME, WHICH JUST TO ME TELLS ME PEOPLE AREN'T PAYING ATTENTION. SO HOPEFULLY NOW THEY WILL.

ALL RIGHT, NOW THAT WE HAVE A MOTION, WE HAVE A SECOND.

WE'VE HAD OUR DISCUSSION.

WE NEED TO HAVE A VOTE.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES UNANIMOUSLY, BEGRUDGINGLY AND UNANIMOUSLY.

THAT'S CORRECT. AND DAVID, JUST WHAT BECAUSE WE ASKED THIS QUESTION, I ASKED THIS QUESTION, LESTER, WHAT HAPPENS IF WE DON'T DO THIS? WHAT IS THE CONSEQUENCES? SO THE CONSEQUENCE OF NOT BUYING CREDITS IS THAT THE TEA CHERRY PICKS PROPERTY OUT OF YOUR DISTRICT TAKES THE TAX DOLLARS OUT OF THAT.

HOUSTON TRIED THAT A FEW YEARS AGO, AND TEA CAME IN AND PICKED OFFICE BUILDINGS DOWNTOWN THAT GENERATE MILLIONS OF DOLLARS IN TAXES AND A REFINERY.

SO IF YOU WANT TO LOSE, I DON'T KNOW WHAT'S THE TEA FACTORY OVER THERE, THEN WE CAN OBJECT TO THIS. OK, GOOD TIMES.

[9.1. 2022 - 2023 Budget Calendar and Goals]

SO LET'S MOVE ON NOW TO REPORTS.

ITEM 9.1 OUR FIRST REPORT THIS EVENING IS PRESENTED BY JONNY HILL PERTAINING TO OUR BUDGET CALENDAR AND GOALS FOR THE NEXT SCHOOL YEAR.

JOHNNY? THANK YOU, MR. STOLLE, BOARD OF TRUSTEES.

THIS IS THE OFFICIAL KICKOFF TO OUR BUDGET PROCESS AND WHAT WE'D LIKE TO DO THE FIRST ITEM TO START THIS PROCESS OFF IS TO BRING THE BUDGET CALENDAR BEFORE YOU TO REVIEW.

ANSWER ANY QUESTIONS OR CONCERNS THAT YOU GUYS MIGHT HAVE.

SO FIRST OF ALL, AND THIS IS A VERY HIGH LEVEL OVERVIEW OF THE BUDGET PROCESS, OBVIOUSLY THERE'S A LOT OF WORK THAT GOES ON BEHIND THE SCENES, BUT THIS JUST GIVES YOU SOME OF THOSE MAJOR MILESTONES ALONG THE PATH.

AND OBVIOUSLY, WE'RE WORKING TOWARD AN APPROVED BUDGET IN THE JUNE BOARD MEETING.

FIRST OF ALL, DECEMBER WE BRING THE CALENDAR FOR YOUR NOT FOR YOUR APPROVAL, BUT FOR YOUR REVIEW. AND WE ALSO TALK ABOUT THE GOALS, THE BUDGET GOALS THAT WE'VE SET.

FEBRUARY. WE ACTUALLY TAKE THE ASSUMPTIONS THAT WE'VE BEEN GIVEN BUDGET ASSUMPTIONS.

WHAT I MEAN BY BUDGET ASSUMPTIONS ASSUMPTIONS IS WHAT IS THE PROJECTED STUDENT? WHAT IS OUR PROJECTED VALUATION? THOSE ARE THE OBVIOUSLY SOME OF THE CATALYSTS FOR PROJECTING THE ESTIMATED REVENUE.

[01:05:03]

AND THEN, OF COURSE, WE'LL USE THOSE TO GET A PRETTY GOOD HANDLE ON OUR REVENUE ESTIMATES FOR THE YEAR. IN MARCH WE'LL COME BACK AND WE'LL START LOOKING AT STAFFING.

WE'LL ALSO START LOOKING AT PEER REVIEWS.

WHAT ARE THOSE AROUND US DOING? WHAT ARE THE TRENDS THAT WE'RE LOOKING AT? AND THEN APRIL WE'LL ACTUALLY TAKE IN THE DEPARTMENT BUDGETS, THE CAMPUS BUDGETS, AND WE'LL INCORPORATE THOSE INTO THE PROCESS.

AND BY MAY, WE'LL ACTUALLY START LOOKING AT PRELIMINARY BUDGET SUMMARIES.

WE'LL START LOOKING AT WHAT'S REQUIRED BY LAW FOR THE TRUTH IN TAXATION NOTIFICATIONS THAT WE HAVE TO DO. AND OF COURSE, JUNE WE'LL HAVE THAT BUDGET HEARING AND ASK THE BOARD TO ADOPT THE BUDGET AT THAT TIME.

WE'LL COME BACK BECAUSE WE DON'T HAVE ACTUAL CERTIFIED VALUES TO THE LAST WEEK IN JULY.

WE'LL HAVE TO WAIT AND DO THE ADOPTION OF THE BUDGET IN THE SEPTEMBER BOARD MEETING.

THAT'S A VERY HIGH LEVEL OVERVIEW OF THE BUDGET PROCESS.

WE ALSO HAVE BUDGET GOALS THAT WE LOOK AT, AND OBVIOUSLY THESE ARE STRATEGICALLY ALIGNED TO OUR STRATEGIC PLAN PILLARS.

AND SO OBVIOUSLY THOSE LOOK VERY FAMILIAR WITH YOU GUYS.

BUT WHEN WE GO THROUGH THE BUDGET PROCESS, WE WANT TO MAKE SURE WE ALIGN WITH THESE WITH THESE STRATEGIC PLAN INITIATIVES.

SO LEARNING AND TEACHING, YOU CAN SEE COMMITTED COMMITTING OUR RESOURCES TO OBTAINING EQUITY AND ACCESS FOR ALL STUDENTS.

WE WANT TO MAKE SURE THAT WE'RE AFFECTING ALL STUDENTS EQUALLY.

WE HAVE LIFE READY, WHICH SIMPLY MEANS WE WANT TO LOOK AT MEETING THE NEEDS OF THE WHOLE CHILD IN THE FUTURE.

READY INITIATIVES THAT THEY HAVE TALENT ACQUISITION, SUPPORTING GROWTH.

OBVIOUSLY, WE WANT TO GO OUT AND FIND THE VERY BEST STAFF THAT WE CAN.

WE WANT TO COMPENSATE THEM ADEQUATELY AND GIVE THEM A COMPETITIVE BENEFITS.

AND THEN CULTURE OF COMMUNITY, OBVIOUSLY, WE WANT TO GO OUT AND FORMULATE AS MANY PARTNERSHIPS THAT WE CAN, AND OBVIOUSLY THAT HAS A FINANCIAL IMPACT TO OUR BUDGET AND TO WHAT WE'RE TRYING TO ACHIEVE HERE LOCALLY.

AND THEN ONE THAT SIMPLY IS VERY, VERY NEAR AND DEAR TO THE FINANCE DEPARTMENT AND THAT IS STRATEGIC RESOURCE MANAGEMENT.

MY PREDECESSORS HAVE DONE AN AMAZING JOB OF SETTING THAT FOUNDATION AND MY JOB IS TO CONTINUE THAT.

WE'LL DO THAT BY LOOKING AT, YOU KNOW, COST BENEFIT ANALYSIS, BEST USES OF FUNDS.

WE STARTED A DEPARTMENT ZERO BASED BUDGET PROCESS WILL CONTINUE THAT PROCESS.

WE DO ALLOCATIONS BASED ON ON A PER STUDENT ON THE CAMPUS LEVEL.

AND OBVIOUSLY WE KNOW THAT AS MANY 72 CAMPUSES WE HAVE UNIQUE, THE CAMPUSES ARE ALL UNIQUE IN THEIR OWN WAYS.

AND SO WE NEED TO MAKE SURE THAT THAT WE LOOK AT THE SPECIAL POPULATIONS AND WE GIVE ADDITIONAL FUNDING BASED ON THOSE.

THERE'S ALSO STATE REQUIREMENTS BASED ON THAT.

AND SO WE'LL LOOK AT THAT AND MAKE SURE THAT WE'RE IN GOOD STANDING WITH THAT.

WE WANT TO MAKE SURE THAT WE CONTINUE TO HAVE A COMPETITIVE FUND BALANCE.

AND THEN OBVIOUSLY, WE KNOW OVER THE LAST COUPLE OF YEARS WE'VE HAD DECLINING ENROLLMENT.

SO WE NEED TO MAKE SURE THAT OUR BUDGET DISCUSSIONS ACTUALLY FILTERS THAT IN AND TAKES THAT INTO INTO ACCOUNT.

AND THEN FINALLY, OF COURSE, WE TALKED ABOUT ZERO BASED BUDGETING, I KNOW THAT THAT RANDY IN THE PAST HAS TALKED ABOUT THAT, BUT SIMPLY PUT, WE START WITH A ZERO BUDGET AND EVERYTHING GOES THROUGH THE LENS OF JUSTIFICATION IN ORDER TO BE PUT ON A DEPARTMENT BUDGET. AND THEN WE GIVE A PER STUDENT ALLOCATION FOR THE CAMPUS BUDGET.

SO WE'LL CONTINUE TO LOOK AT THAT.

THAT IS A VERY SHORT SYNOPSIS OF OUR BUDGET PROCESS AND CALENDAR, BUT I'M MORE THAN HAPPY TO ANSWER ANY KIND OF QUESTIONS THAT YOU GUYS MIGHT HAVE.

THANKS, JOHN. ANY QUESTIONS ON THE PROCESS? YEAH, I THINK A LOT OF FOLKS DON'T REALIZE THAT WE WORK ON BUDGET ALMOST YEAR ROUND HERE, AND THIS IS IT STARTS NOW.

YES, IT DOES. ALL RIGHT.

WELL, WE WILL NOW MOVE ON TO ITEM 9.2, OUR FACILITIES ASSESSMENT PROCESS AND WE'RE

[9.2. Facilities Assessment Process]

STICKING WITH JOHNNY.

SO HERE WE GO, JOHNNY.

THANK YOU, SIR. AND I AM EXTREMELY EXCITED ABOUT GOING THROUGH THIS PROCESS BECAUSE I KNOW WHAT, WHAT, WHAT ALL IS ENTAILED WITH DOING THIS.

AND I JUST I'VE GOT TO DO A SHOUT OUT TO JUAN RAMOS AND HIS TEAM.

THESE GUYS HAVE DONE AN AMAZING JOB OF GOING THROUGH AND ASSESSING 72 CAMPUSES, 19 AUXILIARY FACILITIES AND GOING THROUGH LITERALLY HUNDREDS OF THOUSANDS OF DIFFERENT COMPONENTS ON EACH ONE OF THOSE CAMPUSES AND EACH ONE OF THOSE FACILITIES.

SO THEY'VE DONE A GREAT JOB.

THEY'VE BEEN DOING THIS FOR OVER A YEAR AT THIS POINT.

AND SO TONIGHT IS WE DON'T REALLY WANT TO GET INTO THE DISCUSSION OF SPECIFIC CAMPUSES OR FACILITIES MAINLY WANT TO CONTINUE THE CONVERSATION THAT RANDY STARTED BACK IN MARCH WHENEVER HE INTRODUCED THIS CONCEPT TO THE BOARD.

I'D LIKE TO PICK THAT UP AND JUST CARRY IT THROUGH AND GIVE JUST A GENERAL INDICATION, A CONVERSATION ABOUT THE PROCESS THAT WAS USED FOR THE FACILITY ASSESSMENT PROCESS.

AND THEN MAKE SURE THAT YOU GUYS ARE COMFORTABLE WITH THAT AND THEN ANSWERING ANY KIND OF QUESTIONS OR CONCERNS YOU GUYS MIGHT HAVE WITH THAT IF THAT'S ALL RIGHT.

[01:10:05]

SO FIRST OF ALL, LET'S JUST TALK A LITTLE BIT ABOUT THE PURPOSE.

WE HAVE A LARGE DISTRICT AND WE HAVE OVER 9.4 MILLION SQUARE FEET OF FACILITIES.

AND OF COURSE, ALL OF THAT HAS A USEFUL LIFE.

AS SOON AS WE BUILD IT, COMMISSION IT, IT STARTS.

IT STARTS WEATHERING IN USING UP THE USEFUL LIFE.

SO WE WANT TO MAKE SURE THAT WE CATEGORIZE THAT AND WE KEEP UP WITH THAT SO WE CAN OFFER THE BEST FACILITIES FOR OUR STUDENTS AND STAFF THAT WE CAN.

EVERY ONE OF OUR 72 CAMPUSES AND 19 AUXILIARY FACILITIES HAS HAD SOMEBODY LOOK THROUGH IT AND PROFESSIONALLY EVALUATE THAT.

AND OF COURSE, WE WANT TO DO THIS BECAUSE IT WOULD.

IT LEADS TO OPTIMIZATION OF OUR USING OF OUR FUNDING RESOURCES.

AND SO WE WANT TO MAKE SURE THAT FOR AN EXAMPLE, IF WE HAVE A BUILDING HAS A USEFUL LIFE OF 50 YEARS AND WE'RE NOW AT 55 YEARS, BUT IT'S STILL IN GREAT SHAPE JUST BECAUSE IT'S AT THE END OF USEFUL LIFE, IT MAY NOT NEED TO BE REPLACED.

AND SO WE WANT TO MAKE SURE THAT WE'RE UTILIZING THE TAXPAYER MONEYS AND THE MOST EFFECTIVE WAY THAT WE CAN, AND THIS PROCESS ALLOWS US TO DO THAT.

IT GIVES US A TOOL TO DO THAT.

AND THEN FINALLY TO MAINTAIN AND CONTINUE TO DEVELOP THIS ASSESSMENT AS A VALUABLE TOOL.

OBVIOUSLY, THIS LEADS INTO DISCUSSIONS WITH, YOU KNOW, FUTURE BOND PLANNING TYPE DISCUSSIONS. AND SO THAT'S THE END RESULT OF THIS CONVERSATION.

I THINK IT'S IMPORTANT, AT LEAST WE SPEND JUST A FEW MINUTES TALKING ABOUT DEFINITIONS BECAUSE WE START THROWING AROUND DEFINITIONS AND YOU CAN GET LOST PRETTY QUICK.

SO LET'S JUST SPEND A FEW MINUTES TALKING ABOUT SOME OF THESE DEFINITIONS THAT WE WILL USE IN THIS PROCESS OF THE ASSESSMENT PROCESS.

FIRST OF ALL, IT'S COMPONENTS.

SO COMPONENTS, IT INCLUDES A PRODUCT, A MATERIAL, A SYSTEM.

THIS IS ANYTHING THAT'S AT A FACILITY OR A CAMPUS THAT'S ACTUALLY BEING EVALUATED, BEING ASSESSED, AND THAT'S WHAT WE'RE TALKING ABOUT.

WE LITERALLY HAVE THOUSANDS OF COMPONENTS THAT WERE EVALUATED BY OUR FACILITY STAFF HERE IN A SECOND. I'LL GIVE YOU SOME BETTER EXAMPLES OF WHAT MAKES UP COMPONENTS.

AND OF COURSE, CATEGORIES ARE JUST WE'VE TAKEN THESE COMPONENTS AND WE HAVE GROUPED THEM TOGETHER AND LOT TIME CATEGORIES.

AND SO WE CALL CATEGORIES IS SIMPLY GROUPS OF RELATED COMPONENTS.

OK. AND THEN IT LIFECYCLE YEARS IS SIMPLY WHAT IS THE LIFECYCLE OF THIS ASSET? HOW LONG IS IT UNDER NORMAL CIRCUMSTANCES? HOW LONG IS IT SUPPOSED TO LAST? AND THEN WE HAVE LAST PLACE.

THAT'S A COMPONENT WE ALWAYS NEED TO BE ABLE TO TALK ABOUT AND HAVE THAT INFORMATION AND THE PERCENT OF LIFE REMAINING.

IN THE PAST, WE HAVE SIMPLY ARE A LOT OF DISTRICTS TO DO THIS WHENEVER AN ASSET, IF IT HAS A 20 YEAR LIFE, 20 YEARS IS UP.

WE'RE AUTOMATICALLY LOOKING TO REPLACE THAT.

THAT IS WHAT'S TYPICAL.

WE'VE HAD A LITTLE BIT MORE COMPLEXITIES TO OUR PROCESS THIS YEAR.

AND SO BUT ONE OF THE STILL ONE OF THE KEY DRIVERS AND CATALYSTS FOR THAT STILL SHOULD BE UNDER NORMAL CIRCUMSTANCES.

THIS IS THE USEFUL LIFE OF THIS ASSET.

WORK ORDER HISTORY, I REALLY LOCK THIS COMPONENT OF THE ASSESSMENT PROCESS, AND THIS IS IF YOU'VE GOT AN ASSET THAT'S REQUIRING A SYSTEM, AN HVAC SYSTEM, FOR EXAMPLE, THAT'S REQUIRING A LOT MORE WORK THAN AVERAGE, THEN THAT SHOULD BE A FACTOR ON.

IT MAY BE THAT THIS ASSET IS WEARING OUT FASTER THAN NORMAL.

WE NEED TO BE ABLE TO CHECK THAT AND ACTUALLY QUANTIFY THAT.

SO THAT'S ACTUALLY PART OF THIS PROCESS AS WELL.

THAT'S REALLY SOMETHING THAT I REALLY LIKE.

AND THEN A VISUAL EVALUATION.

WE HAVE FACILITY STAFF THAT ARE ACTUALLY ON THESE CAMPUSES, ALL THESE FACILITIES ON A DAILY BASIS.

THESE GUYS ARE GOING TO KNOW THESE FACILITIES BETTER THAN ANYBODY ELSE.

AND SO PART OF THAT COMPONENT IS THEM ACTUALLY JUST DOING A, I CALL IT A LITMUS TEST, BUT BASICALLY JUST PUTTING THEIR EYES ON IT.

AND IF SOMETHING'S RUSTING OUT, IT MAY FOR SOME REASON IT MAY BE WEATHERING QUICKER THAN IT SHOULD, OR IT MAY BE LASTING LONGER THAN IT NORMALLY SHOULD.

SO THIS IS PART OF THAT EVALUATION PROCESS IS JUST A VISUAL EVALUATION, NOT JUST BY ONE PERSON, BUT ABOUT A TEAM OF PROFESSIONAL FACILITY PERSONNEL.

AND AN ASSESSMENT SCORE IS SIMPLY AN AVERAGE OF THOSE THREE COMPONENTS PERCENTAGE OF LIFE, REMAINING WORK ORDER HISTORY AND VISUAL EVALUATION.

AND I'M GOING TO GO IN AND SHOW YOU AN EXAMPLE HERE IN A SECOND.

SO JUST STAY WITH ME A LITTLE BIT LONGER.

IF YOU DON'T MIND. CAN I ASK A QUESTION? SURE. ON ALL THESE COMPONENTS AND DEFINITIONS, WHEN WE TALK ABOUT USEFUL LIFE, DO WE ALSO TRACK WARRANTY LIFE? WHAT'S LEFT IN THE WARRANTY? OH YES. YES, MA'AM. OK.

YEAH, WE DEFINITELY DO THAT.

AND JUST TO FOLLOW UP ON USEFUL LIFE, IF WE'RE TALKING ABOUT THE USEFUL LIFE OF A BUILDING AND THE BUILDING HAS BEEN RENOVATED SIGNIFICANTLY THAN THAT, USEFUL LIFE IS EXTENDED IN SOME MATHEMATICAL WAY? THAT'S GREAT. YES, MA'AM, IT IS.

YES. SO BASICALLY, IF WE HAVE A BUILDING THAT, IT WAS AT END IF USE, BUT IT HAD A MAJOR RENOVATION THAT'S ACTUALLY FACTORED INTO THE REMAINING USEFUL LIFE OF THAT BUILDING.

THAT'S A REALLY GOOD POINT.

AND YOU'RE GOING TO GET TO THIS, BUT LAST PART, THESE THREE, THESE THREE PIECES ALL HAVE

[01:15:05]

THE SAME WEIGHT. THEY THEY DO ALL THREE OF THESE, THESE HAVE THE SAME WEIGHT RIGHT NOW.

THEY ACTUALLY DO SO.

SO YOU HAVE AN OVERALL SCORE, BUT IT'S THE AVERAGE OF THESE THREE, THESE THREE FACTORS AND YOU SAID RIGHT NOW, BECAUSE I MEAN, IT'S A TOOL THAT WE'RE STILL REFINING, BUT YES, RIGHT NOW, AND I'LL TALK A LITTLE BIT MORE ABOUT IT IN A SECOND BECAUSE THESE ARE EVALUATED EQUALLY.

BUT. AND I'LL EXPLAIN A LITTLE BIT MORE HERE IN A SECOND WHEN WE TALK ABOUT STRUCTURE AND SOME OF THESE DIFFERENT CATEGORIES.

SO I'M HOPING I'LL CIRCLE BACK AROUND AND ANSWER YOUR QUESTION.

IF NOT, LET ME KNOW.

ALL RIGHT, SO LET'S TALK A LITTLE BIT ABOUT THE PROCESS, THE FACILITIES DEPARTMENT, JUST LIKE I MENTIONED, HAVE GONE OUT.

THEY'VE TAKEN ALL OF THESE COMPONENTS AT EACH CAMPUS, EACH AUXILIARY FACILITY, AND THEY HAVE REVIEWED IT.

THEY'VE ASSESSED IT.

THE VALUATION, JUST LIKE WHAT YOU WERE TALKING ABOUT, JERI, THEY WERE BASED ON THOSE THREE FACTORS PERCENTAGE OF LIFE, REMAINING WORK, ORDER, HISTORY AND VISUAL EVALUATION.

NOW, THE AVERAGE OF THOSE THREE MAKES UP A SKILL SCORE ANYWHERE FROM ZERO TO ONE HUNDRED.

AND THEN, OF COURSE, THE GROUPS OF THE RELATED COMPONENTS FOR FORM CATEGORIES.

AND WE'LL TALK ABOUT THAT A LITTLE BIT MORE HERE IN A SECOND AS WELL.

BUT THE AVERAGE OF THOSE COMPONENT ASSESSMENT SCORES YIELD AN ASSESSMENT SCORE FOR EACH ONE OF THOSE CATEGORIES.

SO AND THIS IS A TOOL WE CAN SET THIS WHERE WE WANT TO, BUT RIGHT NOW WE'VE SET THAT THIS AT 50. SO IF YOU'VE GOT A CATEGORY THAT HAS AN ASSESSMENT SCORE OF 50 OR UNDER, THEN IT NEEDS ADDITIONAL REVIEW.

IT DOESN'T MEAN THAT WE'RE GOING TO DO ANYTHING WITH IT, BUT IT'S LOW ENOUGH THAT WE NEED TO TAKE ADDITIONAL STEPS AND TAKE IT TO THE NEXT THE NEXT STEP.

OK. ALL RIGHT, SO LET'S TALK ABOUT THE DIFFERENT CATEGORIES WE LITERALLY HAVE.

AND I'LL GIVE YOU SOME EXAMPLES HERE IN A SECOND, BUT WE LITERALLY HAVE HUNDREDS OF DIFFERENT OF COMPONENTS, BUT EACH OF THE COMPONENTS WE ACTUALLY TRY TO PUT IN A SUB OR A GROUP CALLED A CATEGORY.

THE CATEGORIES ARE BASICALLY THESE 13.

WHAT YOU SEE IN FRONT OF YOU, AND I'M NOT GOING TO READ THOSE TO YOU, BUT YOU CAN ACTUALLY SEE HOW THEY ARE KIND OF LUMPED TOGETHER.

SO IF YOU'RE TALKING ABOUT CONTROLS, YOU KNOW YOU'RE GOING TO WANT TO.

IF YOU'VE GOT A PROBLEM, A SCORE LESS THAN A 50 ON CONTROLS.

THAT'S AN ISSUE, YOU ACTUALLY NEED ADDITIONAL REVIEW ON THAT.

THE SAME THING WITH ELECTRICAL FANS.

YOU CAN GO THROUGH THIS LIST TO TALK A WHILE.

WHAT YOU MENTIONED A WHILE AGO, THOUGH JERI, IS THESE CATEGORIES ARE NOT NECESSARILY ALL EQUAL IN VALUE.

SO IF YOU GO THROUGH, I MEAN, YOU CAN HAVE A REALLY LOW SCORE ON PAINT.

THAT'S NOT A LIFE SAFETY, YOU KNOW, THAT'S JUST NOT LIFE SAFETY.

SO, SO. BUT IF YOU HAVE A LESS THAN A 50 ON A STRUCTURE, OK, THAT'S GOING TO BE WEIGHTED A LOT, A LOT GREATER.

SO IT REQUIRES AN ADDITIONAL CONVERSATION.

THANKS, JOHN. I'M SORRY, JOHNNY.

WHERE WOULD SECURITY SYSTEM FALL UNDER? THE CATEGORY? THE SECURITY SYSTEM.

WOULD IT BE THE FIRE SYSTEM? YOU'VE GOT FIRE SYSTEMS AS YOUR ALARM SYSTEM WOULD BE UNDER A FIRE SYSTEM AND ACTUALLY HAVE AN EXAMPLE HERE IN A SECOND THAT HAS THAT IN THERE.

OKAY. WHAT ABOUT PLUMBING? SO, SO THOSE ARE MOST THOSE ARE ALL YOUR SYSTEMS. AND THAT WOULD BE UNDER STRUCTURE.

I BELIEVE THAT STRUCTURE MIGHT HAVE TO ASK.

I'VE GONE THROUGH THIS AND STUDIED IT, BUT HE'S SHAKING HIS HEAD.

YES, BACK THERE. THANK YOU.

I MEAN, I'VE STUDIED THIS SEVERAL HOURS, BUT I'M STILL GETTING CAUGHT UP TO SPEED ON THIS, AND I APOLOGIZE.

SO BUT NOW THOSE ARE THOSE ARE GREAT.

THOSE ARE GREAT QUESTIONS.

ANY OTHER QUESTIONS ON CATEGORIES? THIS IS JUST AN EXAMPLE, I TOOK A SMALLER CAMPUS THAN JUST BECAUSE I THOUGHT YOU ALL MIGHT HAVE QUESTIONS ABOUT, OK, YOU'VE GOT EACH OF THESE CATEGORIES, BUT WHAT ACTUALLY MAKES UP THESE CATEGORIES, WHAT COMPONENTS WOULD ACTUALLY GO INTO THESE DIFFERENT CATEGORIES? SO I TOOK AN EXAMPLE OF ONE AND PUT IT IN HERE.

IT'S A NON-INCLUSIVE LIST.

YOU GET TO THE HIGH SCHOOL, YOU LITERALLY WILL HAVE HUNDREDS OF CATEGORIES.

WE'D FILL UP SEVERAL PAGES HERE, BUT I WANTED TO GIVE YOU AN EXAMPLE OF WHAT WE'RE TALKING ABOUT. FOR CLARIFICATION, YOU SAID HUNDREDS OF CATEGORIES; DID YOU MEAN COMPONENTS? HUNDREDS OF COMPONENTS.

JUST WANTED TO I JUST FOLLOW IT TRYING TO STAY WITH YOU.

I APPRECIATE IT. YOU DID GREAT.

WE'RE TALKING ABOUT HUNDREDS OF COMPONENTS.

ONE FOLLOW UP QUESTION SINCE YOU BROUGHT UP HIGH SCHOOLS, YOU KNOW, A LOT OF THE ELEMENTARY SCHOOLS ARE ONE PHYSICAL BUILDING, WHEREAS LIKE PLANO SENIOR HIGH PLANO WEST, PLANO EAST, THEY'RE MULTI BUILDING CAMPUSES.

SO ARE THESE SCORES DONE PER BUILDING? THEY ARE.

OK. YES. SO HIGH SCHOOL, YOU'VE GOT MULTIPLE BUILDINGS AND SO YOU'VE GOT BUILDING A, BUILDING B, BUILDING C, YES, THAT'S A GOOD THAT'S ACTUALLY A REALLY GOOD POINT AS WELL.

IT'S DONE BY ACTUAL PHYSICAL BUILDING AT THE HIGH SCHOOL SECONDARY LEVEL.

[01:20:05]

ANY QUESTIONS ON COMPONENTS AND WHERE THEY FALL INTO THE CATEGORY? ALL RIGHT, SO. YES, MA'AM.

WHERE DO, LIKE, BAND TRAILERS FALL INTO? OK, SO BAND TRAILERS ARE VEHICLES, THEY WOULD THEY WOULD HAVE A SEPARATE ASSESSMENT.

AND THAT'S BEEN DONE BY OUR TRANSPORTATION DEPARTMENT.

OK, THANKS. YOU ALSO HAVE TECHNOLOGY THAT HAS A SEPARATE ASSESSMENT.

SO THIS IS JUST FACILITIES.

WE'RE JUST TALKING ABOUT FACILITY ASSESSMENTS RIGHT NOW.

OK, THANK YOU. YES, MA'AM.

SO I THINK IT'S IMPORTANT TO ACTUALLY GO THROUGH AN EXAMPLE JUST SO YOU CAN ACTUALLY GET IT IN YOUR MIND EXACTLY HOW THE ASSESSMENT SCORE IS ACTUALLY BEING CALCULATED.

THIS IS JUST A GENERAL ASSESSMENT EXAMPLE.

BUT ANGELA, A WHILE AGO, WAS TALKING ABOUT FIRE SYSTEM, SO LET'S JUST USE THAT AS AN EXAMPLE. WHAT ACTUALLY GOES INTO THAT CATEGORY? YOU CAN SEE THAT FIRE SAFETY, THE ALARM, THE FIRE ALARM SYSTEM AND THE SPRINKLER SYSTEM WOULD ACTUALLY GO UNDER THAT FIRE SYSTEM.

YOU CAN LOOK AT THE LIFECYCLE YEARS, YOU CAN SEE THE LAST REPLACED AND THAT MIGHT BE LAST REPLACED OR BRAND NEW.

SO IF YOU HAD A MAJOR RENOVATION, OBVIOUSLY THAT WOULD THAT COULD CHANGE WHEN THAT LIFECYCLE WOULD ACTUALLY BEGIN OVER AGAIN.

AND THEN YOU'VE GOT THE THREE FACTORS THAT GO INTO THE ACTUAL ASSESSMENT SCORE.

PERCENTAGE OF LIFE REMAINING.

THE WORK ORDER HISTORY.

I WILL SAY THIS ON THE WORK ORDER HISTORY.

HOW DO YOU COME UP WITH A ZERO TO 100 SCORE? YOU MIGHT ASK THAT QUESTION.

I THINK OUR GUYS DID AN AMAZING JOB, BUT THEY ACTUALLY LOOKED AT THE SYSTEMS, THE MEP SYSTEMS PLUS ROOFING.

BUT THOSE ARE LIKE THE MECHANICAL, THE ELECTRICAL, THE PLUMBING SYSTEMS. THEY ACTUALLY GOT A PER SQUARE FOOTAGE COST AND THEY COMPARED THAT TO WHAT THE AVERAGE WAS IN OUR DISTRICT.

AND SO IF YOU ACTUALLY ARE HAVING MORE WORK ORDERS, 75 PERCENT MORE WORK ORDERS AT THIS CAMPUS BASED ON THE COST TO ACTUALLY OPERATE THOSE SYSTEMS THAN YOU DO, THEN OBVIOUSLY THE GREATER THE WORK ORDER SYSTEMS, THE LOWER YOUR SCORE IS GOING TO BE.

DOES THAT MAKE SENSE? AND SO THAT'S HOW THEY QUANTIFY THAT.

IT'S JUST A REALLY GOOD WAY TO ACTUALLY TAKE.

I MEAN, BOTTOM LINE IS THE MORE WORK ORDERS, THE MORE IT COSTS TO ACTUALLY OPERATE THIS BUILDING MEANS THAT IT'S PROBABLY BEING WORN DOWN A LOT QUICKER AND THAT'S WHAT THEY'RE QUANTIFYING. AND I THOUGHT THEY DID A REALLY GOOD JOB OF DOING THAT.

I WONDER, TOO, JUST AS A MAYBE AN ACADEMIC POINT IF LOOKING AT SOME OF THESE WORK ORDER VARIANCES AND CATEGORIES ACROSS CAMPUSES, IF WE'RE BUYING THINGS IN BULK OR WE'RE DOING LIKE FOUR HVACS AT ONCE AND THOSE FOUR CONSTANTLY ARE HAVING WORK ORDER PROBLEMS, RIGHT OR WORK ORDERS, I WONDER IF THIS IS A WAY TO TO, YOU KNOW, FERRET THINGS OUT IN GROUPS THAT POTENTIALLY NEED SOME OVERSIGHT.

I THINK THAT'S A GOOD POINT.

SO, JOHNNY, JUST TO BE CLEAR, TOO, WE DO THIS ANALYSIS FOR ALL BUILDINGS, CORRECT, NOT JUST SCHOOL BUILDINGS, BUT THIS BUILDING.

OTHER BUILDINGS THAT ARE NOT NECESSARILY.

YES, SIR. IT'S A REALLY GOOD POINT.

WE DO. SO WE HAVE 72 CAMPUSES, OBVIOUSLY, BUT WE ALSO HAVE 19 AUXILIARY BUILDINGS, INCLUDING THIS ONE.

SO THIS IS BEING DONE ON ALL ALL FACILITIES THAT WE HAVE AND WE'LL BRING THOSE FORWARD.

AND THAT INCLUDES THE TWO FOOTBALL STADIUMS, I ASSUME.

YES. MA'AM. YES.

AND THEN, OF COURSE, WE HAVE JUST A VISUAL EVALUATION, WE TALKED ABOUT THAT THIS IS NOT ONE PERSON GOING OUT AND WRITING WHAT THEY, YOU KNOW, SUBJECTIVELY THINK THIS IS A GROUP AND WHAT THEY'RE DOING IS THEY'RE ACTUALLY GIVING IT A SCORE AND THEY'RE DOING AN AVERAGE OF THE SCORES.

AND SO AND THESE ARE PROFESSIONALS THAT ARE OUT ON THOSE CAMPUSES ON A DAILY BASIS.

CAN YOU GET A LITTLE MORE CONTEXT? BECAUSE WHEN I FIRST READ THIS, THE VISUAL EVALUATION SEEMED TO BE MORE LIKE AN ESTHETIC.

AND THAT'S NOT WHAT YOU'RE TALKING ABOUT HERE.

YOU'RE TALKING ABOUT.

CAN YOU BE MORE SPECIFIC? SURE.

SO THEY'RE ACTUALLY LOOKING AT THINGS OF LIKE STRUCTURAL.

I MEAN, IS THERE RUST? IS THERE SINKING? IS THERE SOME KIND OF FOUNDATIONAL ISSUES? THOSE ARE THE THINGS THAT THEY'RE ACTUALLY LOOKING FOR.

THERE MAY BE A CAMPUS THAT LOOKS FANTASTIC, BUT BECAUSE THEY'RE ON THAT CAMPUS ALL OF THE TIME, THEY'RE NOTICING, SINKING OR CRACKING OR SOMETHING OF THAT NATURE.

THAT'S THE KIND OF THINGS THAT THEY'RE ACTUALLY LOOKING FOR.

CAN I ASK A QUESTION JUST IN REGARDS TO THE GENERAL PROCESS? YOU KNOW, A LOT OF BUILDINGS, AND I REMEMBER MAYBE RANDY SAYING A WHILE BACK THAT THIS WAS A THREE YEAR PROCESS TO GET THROUGH ALL THESE BUILDINGS.

IT'S SOMETHING WE DO ANNUAL? EVERY THREE YEARS? OR WHAT'S THE PROCESS TO BE ON TOP OF THIS? OK, TO MY KNOWLEDGE, WHAT MY CONVERSATIONS HAVE TAKEN APART THIS PROCESS STARTED A LITTLE OVER A YEAR AGO AND THEY ARE STILL IN THE PROCESS OF FINISHING UP.

THEY'VE GONE THROUGH ALL OF THE CAMPUSES AND THEY HAVE GONE THROUGH CURSORY ON ALL THE AUXILIARY, THOSE 19 AUXILIARY BUILDINGS.

THEY'RE NOT COMPLETELY DONE WITH THAT AND THEY'RE NOT COMPLETELY DONE.

YOU MENTIONED THE STADIUMS THERE.

[01:25:01]

THEY ARE STILL WORKING ON THOSE PROCESSES.

SO IT'S BEEN A YEAR PROCESS.

I'M NOT SURE ABOUT THE THREE YEAR.

THIS IS OBVIOUSLY SOMETHING THAT YOU WOULD WANT TO DO PRIOR TO GOING INTO A POTENTIAL BOND PROGRAM BECAUSE IT WOULD LEAD THOSE CONVERSATIONS.

AND SO I'M NOT SURE WHERE THE THREE YEARS IS COMING IN, BUT PROBABLY FAULTY MEMORY ON MY PART. SO I GUESS MY FOLLOW UP QUESTION TO THAT WOULD BE, YOU KNOW, PUTTING THIS ALL TOGETHER, I KNOW WE'VE PROBABLY HAD SOMETHING LIKE THIS IN THE PAST WITH PREVIOUS CFOS.

YOU KNOW, THIS PROCESS THAT WE'VE DONE AND THE WAY THAT YOU'VE SET UP THE CRITERIA, ALL OF THIS IS EXTREMELY WELL THOUGHT OUT.

AND YOU KNOW, YOU DON'T REALLY HAVE TO UPDATE THE LIFE CYCLE ALL TOO MUCH UNLESS YOU HAVE SOMETHING NEW AND YOU'RE PROBABLY MONITORING THE PERCENT LIFE REMAINING.

AND SO IS THIS GOING TO BECOME A LIVING DOCUMENT GOING FORWARD? YES. YES.

THIS WILL BE THE PROCESS.

WE'LL CONTINUE TO TWEAK IT AND TRY TO MAKE IT BETTER BECAUSE I MEAN, YOU GUYS HAVE ALREADY BROUGHT UP GOOD CONVERSATION TONIGHT.

WE'LL KEEP USING THAT FEEDBACK TO TWEAK THIS.

BUT THIS IS A LOT OF WORK HAS GONE BY A LOT OF PEOPLE INTO THIS PROCESS UP TO THIS POINT.

THIS IS THIS IS WHAT WE WOULD LIKE TO CONTINUE GOING FORWARD.

GREAT. THANK YOU.

YES, SIR. AND YOU'VE BEEN IN OTHER DISTRICTS.

IS THIS A MODEL THAT YOU'VE SEEN ELSEWHERE OR? WELL, I MEAN, SO YES, NOT TO THIS EXTENT.

I MEAN, I'LL BE HONEST WITH YOU, WE PAID AND I WON'T MENTION THE COMPANY, BUT IT WAS WE DID AN RFQ, GOT A COMPANY OUT TO DO THIS PROCESS, AND IT WAS OVER TWO HUNDRED THOUSAND DOLLARS TO ACTUALLY DO THIS PROCESS.

AND IT WAS BY, THEY WERE PROFESSIONAL.

THEY DID A GREAT JOB, BUT IT WAS SOMEBODY WHO WAS NOT FAMILIAR WITH THE ACTUAL BUILDINGS THAT WAS COMING OUT AND ACTUALLY LOOKING AT AND DOING EVALUATIONS ON OUR FACILITIES.

TO ME, WHAT MAKES THIS SO MUCH BETTER IS WE'VE GOT GUYS THAT ACTUALLY KNOW THESE BUILDINGS INSIDE AND OUT.

THEY'VE GOT LITERALLY HUNDREDS OF YEARS OF EXPERIENCE AND THEY'RE THE ONES THAT ARE ACTUALLY DOING THE EVALUATIONS.

I THINK WE HAVE A HIGHER QUALITY PRODUCT AS A RESULT OF THIS AS WELL.

THAT'S LIKE THE STAAR EXAM, THE ONE SHOT DEAL, BUT OURS IS LIKE THE MAP SCORES WITH OUR STAFF WHO SEE IT ON A REGULAR BASIS.

WE NEED TO ALSO BE VERY CLEAR THAT WHEN JOHNNY SAID WE PAID $200,000 TO A COMPANY, HE WAS TALKING ABOUT ANOTHER DISTRICT, NOT PLANO.

YES, SIR. THAT'S A GOOD POINT.

THAT'S A PREVIOUS DISTRICT.

THAT'S A PRE-WE. YES.

I THOUGHT YOU SAID SOMETHING REALLY INTERESTING EARLIER, THOUGH WHEN YOU SAID SOMETHING, THE SCHOOL COULD LOOK VERY ESTHETICALLY PLEASING, BUT THEN HAVE ISSUES THAT YOU CAN'T, YOU KNOW, YOU SEE. AND THAT'S THAT'S OBVIOUS.

BUT IT ALSO MAY BE THAT THE SCHOOL MAY HAVE ALL OF THE NUTS AND BOLTS AND EVERYTHING WORKING WELL, BUT MAY NOT BE NECESSARILY AS ESTHETICALLY PLEASING.

AND I THINK IT'S REALLY IMPORTANT THAT WE.

I WOULD THINK I WOULD ALWAYS COME FROM THE STANDPOINT OF IT'S GOT TO BE, YOU KNOW, PRACTICAL AND IT'S GOING TO BE SOLID AND WHAT HAVE YOU.

I'VE HAD CONVERSATIONS WITH THE PEOPLE IN THE COMMUNITY ABOUT PRIDE IN THEIR BUILDING.

AND I THINK IT'S REALLY IMPORTANT FOR OUR KIDS AND OUR TEACHERS AND STUDENTS, YOU KNOW, OUR COMMUNITY TO HAVE A LOT OF PRIDE FOR THE BUILDINGS IN WHICH THAT THEY ARE, YOU KNOW, PARTAKING IN. AND SO I JUST THINK I JUST WANT TO POINT THAT POINT IS THIS SOMETHING I TYPICALLY NOT NECESSARILY WOULD HAVE THOUGHT ABOUT, BUT IT IS SOMETHING THAT I THINK IS A VALUE TO OUR COMMUNITY.

WELL, JERI, THAT'S WHY WE'VE HAD THE 20 YEAR PLAN ON BUILDINGS TO REFURBISH AND REFINISHED THE THE AESTHETICS, BUT THE FUNCTION AS WELL.

ALL RIGHT, ANY OTHER QUESTIONS ON THIS? WELL YOU STEP OUT PISD, AND SOMETIMES YOU CAN FEEL REALLY PROUD.

I JUST WANT TO KEEP THAT GOING, YOU KNOW, IN THE FUTURE, KEEP OUR DISTRICT IN GOOD SHAPE.

I AGREE 100 PERCENT AND YOU CAN SEE THAT IN THE HISTORY JUST GO BACK AND LOOK OVER THE LAST 20 YEARS.

YOU CAN SEE THAT OUR DISTRICT PISD HAS A STANDING HISTORY OF EVALUATING FACILITIES AND ACTUALLY SPENDING MONEY, AND THE COMMUNITY HAS BEEN VERY SUPPORTIVE OF THAT.

YOU KNOW, WE WANT WE WANT A VERY NICE ENVIRONMENT FOR OUR STUDENTS AND STAFF.

AND I THINK WE HAVE A PROVEN HISTORY OF THAT AND OUR GOAL IS TO JUST TO CONTINUE THAT THAT PROCESS GOING FORWARD.

JOHNNY, WHEN YOU DO THESE ASSESSMENTS, YOU KNOW, I WAS THINKING WHEN YOU'RE DOING VALUE ASSESSMENT, DO YOU SAY, DO YOU KNOW, DO YOU SAY, WELL, THIS BUILDING HAS THIS CERTAIN AMOUNT OF AMOUNT OF NEED AND THEN THIS OTHER SCHOOL HAS THIS CAMPUS HAS THIS AMOUNT OF

[01:30:06]

NEED. SO IF IT'S UNDER $5000, DO WE JUST REPAIR THEM? AND THEN AND THEN WE PUT THE ASSESSMENT AND REPAIR THEM RIGHT AWAY? OR DO WE LIKE WHEN YOU'RE RUNNING DOWN THE FACILITY ASSESSMENT VALUE AND YOU DO THE ASSESSMENT REPORT, YOU DO THE REPORT FIRST AND THEN MONTHS LATER, WE FIX THEM OR WE'RE WAITING FOR THE? NO. WE'LL DO THE REPORTS AND THAT REPORTS WILL GO TO, YOU KNOW, GO THROUGH A FILTER OF A COMMITTEE THAT WILL ACTUALLY EVALUATE, YOU KNOW, WHAT DOES COMMUNITY WANT, WHAT CAN THEY? WE FEEL LIKE WE CAN AFFORD.

IT'S A WHOLE PROCESS, BUT I WILL SAY THIS THAT THE COMPONENTS IS JUST A TOOL TO DRIVE THAT CONVERSATION THERE.

AND YOU MENTIONED MAYBE SOME ONE OFFS, BUT REALLY WHAT WE'RE LOOKING FOR IS WE'RE LOOKING FOR BY CATEGORY AREAS THAT WE NEED TO CONTINUE TO HAVE A CONVERSATION ABOUT.

NOW THERE MAY BE BECAUSE OF THE STRUCTURAL ISSUES AT A CAMPUS THAT THAT THAT PART, THAT CATEGORY IS GOING TO WEIGHT IN VALUE.

AND JUST BY ITS NATURE, WE NEED TO HAVE AN EVEN BIGGER CONVERSATION OF DOES THIS CAMPUS NEED TO BE REPLACED BECAUSE OF THE STRUCTURAL DAMAGE? YOU KNOW, WE MAY NOT WANT TO PUT IN A MAJOR RENOVATION IN A CAMPUS THAT HAS STRUCTURAL ISSUES. AND SO THAT'S ANOTHER CONVERSATION THAT WE'LL NEED TO HAVE.

BUT WE WERE TALKING. WE HAVE A WHOLE CATEGORY CALLED SYSTEMS AND COMPLIANCE THAT WE ACTUALLY HAVE FOR THE ONE-OFF THE, YOU KNOW, YOU'VE GOT JUST ONE COMPONENT OVERALL CATEGORY MAY NOT RISE TO THE LEVEL OF A 50.

TO GO ON, BUT BECAUSE IT'S NOT GOING TO WAIT UNTIL THAT NEXT BOND PROGRAM COMES AROUND, WE MAY NEED TO PUT THAT INTO A SYSTEMS AND COMPLIANCE CATEGORY TO ADDRESS IT IMMEDIATELY BECAUSE IT'S AN IMMEDIATE NEED.

ALL RIGHT, THANK YOU. AND JOHNNY, TO YOUR POINT, AND THIS WAS A CONVERSATION PRIOR TO YOU COMING ON TO THE TEAM, WE LOOKED AT WILLIAMS HIGH SCHOOL AND THE FOUNDATION AND STRUCTURE OF THAT IS JUST SO DARN SOLID THAT DESTROYING THAT BUILDING AND PUTTING SOMETHING NEW IN ITS PLACE DID NOT MAKE SENSE COMPARED TO THE AMOUNT OF MONEY THAT WE COULD SAVE AND STILL GO ABOVE AND BEYOND FOR THIS CAMPUS, WHICH WE'RE DOING AND IS IN THE WORKS.

SO, YOU KNOW, THAT'S ONE OF THOSE SITUATIONS WHERE SOMETIMES THE BONES ARE SO GOOD THAT DESTROYING THE BUILDING IS NOT THE RIGHT THING.

SO AND I'M STILL NEW, SO I'M STILL LEARNING.

BUT THAT MIDDLE PICTURE; ISN'T THAT WILLIAMS? OK. YEAH. ALL RIGHT.

I'VE GOT IT. DID STORM DAMAGE FACTORED INTO THIS CALCULATION AT ALL? EVEN LIKE STORM DAMAGE THAT'S BEEN REPAIRED ONLY IF IT'S GOING TO ACTUALLY CHANGE THE VALUE OF A COMPONENT OR SYSTEM.

SO I NEED TO GO BACK AND LOOK, BUT I WANT IN THERE.

I'M NOT SURE WHAT ALL WE DID AS A RESULT OF THE STORM.

WE HAD THIS LAST FEBRUARY, BUT BUT OBVIOUSLY IT'S JUST LIKE A REPLACEMENT.

IF WE HAD TO GO IN AND REPLACE SOMETHING WITH INSURANCE, THEN OBVIOUSLY IT WOULD BE A REPLACEMENT AND WE WOULD TREAT IT JUST LIKE, YOU KNOW, A RENOVATION OR ANYTHING OF THAT NATURE. JOHNNY, I HAVE ANOTHER QUESTION.

YOU MENTIONED STADIUMS AND AUXILIARY BUILDINGS AND CAMPUSES.

BUT JUST WONDERING, HOW ABOUT THE SPORTS UTILITY SPORTS FACILITIES LIKE TRACK? SO LIKE, FOR EXAMPLE, LIKE JASPER AND I HEARD A LOT ABOUT, THEY ARE LIKE THE TRACKS.

IF YOU WANT TO RUN THERE, YOU BETTER WEAR HIKING SHOES BECAUSE THE THE PEBBLES, WILL GET INTO YOUR SHOES, FOR SURE.

THAT'S A, I MEAN, I'M SURE YOU GUYS HAVE DISCUSSED THIS AT LENGTH, BUT WE HAVE WE STILL HAVE CENTER TRACKS.

AND SO OBVIOUSLY I KNOW COACH SMITH AND HIS GROUP ARE WORKING TOWARD, YOU KNOW, DOING AN ASSESSMENT ON TURF AND TRACK AND STADIUMS. THAT'S A WHOLE NOTHER CONVERSATION, ANOTHER SIDE CONVERSATION THAT'S GOING FORWARD.

IS IT TIME FOR US TO DO A, YOU KNOW, FULL POUR TRACK SYSTEM, YOU KNOW, MAYBE A FOUR LANES AT A MIDDLE SCHOOL AND UPGRADE SOME OF THOSE? I'M NOT SURE. I THINK THAT WOULD BE A CONVERSATION THAT WOULD GO THROUGH A COMMITTEE AND THEN BRING BACK UP TO YOU GUYS TO WHETHER YOU KNOW, YOU SUPPORT THAT OR NOT SUPPORT THAT.

I JUST WANT TO MAKE SURE THINGS DON'T FALL THROUGH THE CRACKS AND WE FORGOT ABOUT THAT.

I THINK IT'S A GREAT CONVERSATION AND I'M SURE IT'S ONE THAT YOU GUYS HAVE HAD.

YEAH, HEATHER, I AGREE COMPLETELY WITH YOU ON THAT, IN THAT REGARD.

YOU KNOW THAT THIS THE CYCLE OF THIS CITY, IF YOU HAVE TO TAKE IF YOU TAKE THE BIG PICTURE OF THE DEVELOPMENT OF PLANO, IT GREW SO FAST FROM 1970 TO 2000 THAT THE DISTRICT WAS JUST KEEPING UP WHERE THEY COULD AND BUILDING WHAT THEY COULD.

AND SO YOU WOULD BUILD MIDDLE SCHOOLS WITH NO TRACKS BECAUSE YOU COULDN'T AFFORD IT.

YOU DIDN'T HAVE ENOUGH MONEY TO DO IT.

THE EXAMPLE I ALWAYS USE IS JACKSON.

WHEN MY KIDS WERE THERE, THERE WAS A RENOVATION TO PUT IN A KITCHEN OR A CAFETERIA, EXCUSE ME, BECAUSE AT THE TIME THEY BUILT JACKSON, THEY COULD AFFORD THE KITCHEN, BUT THEY COULDN'T AFFORD THE CAFETERIA, SO THE KIDS HAD TO TAKE THEIR FOOD AND EAT IN THEIR CLASSROOM. YEAH, THERE ARE A LOT OF SCHOOLS THAT ARE JUST LIKE THAT.

[01:35:01]

AND SO NOW WE ARE IN THE CYCLE OF OUR SCHOOLS ARE BUILT OUT, SO WE NOW NEED TO MAKE SURE THAT WE ARE MAINTAINING THOSE SCHOOLS WITH A LEVEL OF EXCELLENCE THAT WE EXPECT.

AND IF THAT MEANS GOING BACK AND LOOKING AT TRACK FACILITIES OR IT MEANS GOING BACK AND LOOKING AT THE AT THE ESTHETICS OF BUILDINGS, I MEAN, MY GOODNESS, THOSE OF YOU ALL ARE OLD ENOUGH TO REMEMBER THE ROCK WALLS OVER AT VINES.

IT WAS SO 70S, IT WAS HIDEOUS, BUT THE AESTHETICS OF THAT SCHOOL NOW IS COMPLETELY CHANGED AND IT MAKES IT COMPLETELY DIFFERENT.

MY KIDS WENT TO SHEPTON, SAME ISSUE.

IT WAS OLD AND DATED, LOOKING THE NEW CHAPTER IN THIS BEAUTIFUL AND THOSE, THAT MEANS SOMETHING. IT DOES MEAN SOMETHING.

AND SO I'M GLAD THAT WE HAVE THIS PROCESS.

I'M GLAD IT'S A LIVING DOCUMENT AND A LIVING PROCESS BECAUSE IT'S GOING TO BE VERY IMPORTANT AS WE GO FORWARD WHERE WE ARE NO LONGER NOW IN EXPANSION MODE AND NOW WE ARE IMPROVEMENT MODE.

WELL, AND I KNOW THAT WE ARE A DATA DRIVEN DISTRICT AS FAR AS MAKING DECISIONS, AND THIS GIVES US THAT QUANTIFIABLE DATA TO MAKE DECISIONS AND BRING FORWARD TO ANY POTENTIAL DISCUSSION IN THE FUTURE FOR REPAIRS.

BUT IT'S NOT WILLY-NILLY.

I THINK THAT ONE, I THINK THAT ONE, I MEAN, IT'S A SCIENTIFIC, DATA DRIVEN MODEL THAT IS IS AMAZING WORK.

THANK YOU, JUAN, AND YOUR TEAM AND YOU KNOW, THE DESIGN OF IT IS FANTASTIC.

SO THANK YOU. AND, YOU KNOW, AND KICKING BACK, ADDING TO HEATHER WHEN SHE SAYS ATHLETIC FIELDS AND ALSO TENNIS COURTS AND OTHER FACILITIES FOR A SPORTS TEAM, WE'RE LOOKING AT ALL THAT? YES, MA'AM, WE ARE. GOOD, GOOD.

WE'RE ASSESSING ALL DIVISIONS WITHIN THE ORGANIZATION, SO THIS ONE IS FACILITIES.

TRANSPORTATION IS LOOKING AT THE LIFECYCLE OF THE BUSSES AND I MEAN ALL OF THAT.

SO THOSE ATHLETICS, ALL OF THE SYSTEMS ARE BEING LOOKED AT.

CHILD NUTRITION, ALL OF IT.

SO IS IT A LOT EASIER TO DO ASSESSMENT OF BUSSES LIKE AGE, IT WOULD BE LIKE.

YES, THE LARGEST.

VEHICLES ARE EASIER THAN BUILDINGS.

WHAT WE'RE DOING TONIGHT IS THE LION'S SHARE OF A BOND PROGRAM JUST BECAUSE OF JUST YOUR COST. BUT I MEAN, I KNOW PATRICK MAY DISAGREE WITH ME THE TECHNOLOGY.

BUT YES, IN MY OPINION, THIS IS BY FAR THE MOST COMPLICATED AND THE MOST TIME CONSUMING, SO. AND WE'LL BE BRINGING YOU BACK TECHNOLOGY, INFORMATION AND TRANSPORTATION AND VANS AT A SEPARATE MEETING. JUAN, MY HAT'S OFF TO YOU AND THE TEAM.

I KNOW YOU'RE SITTING IN THE BACK.

JUST NODDING YOUR HEAD EVERY ONCE IN A WHILE.

BUT I KNOW THE AMOUNT OF TIME AND ATTENTION AND CARE THAT YOU ALL HAVE NOT JUST PUT INTO DOING THE ACTUAL ASSESSMENT, BUT BUILDING THE SYSTEM TO HOUSE THAT.

AND IT'S A LONG RANGE MASTER PLAN OF INFORMATION THAT WILL HELP WITH MAKING DECISIONS THAT WE WANT TO CONSIDER ABOUT THE DISTRICT.

SO THANK YOU AND YOUR TEAM FOR ALL THEIR HARD WORK ON THIS.

ONE LAST QUESTION FOR ME.

HOW BIG IS YOUR TEAM LIKE THE ASSESSMENT TEAM FACILITY? I MEAN, I KNOW THAT HE'S, I KNOW WHENEVER THEY WENT OUT AND DID THE ASSESSMENT HE COULD, HE CAN ANSWER THIS, BUT I KNOW THERE WAS AT LEAST SIX FOLKS THAT WERE WORKING ON THAT.

WE PROBABLY HAD A TOTAL OF SEVEN PEOPLE THAT WERE ALL TOGETHER.

WE ALL HAD DIFFERENT FACETS.

WE HAVE PEOPLE THAT HAVE DIFFERENT MEP, WHICH IS A MECHANICAL ELECTRICAL, ALL THAT THAT HAVE LICENSES. SO THAT'S WHY WE WANTED TO GET A BROAD RANGE WHEN WE WANT THESE THINGS.

SO I SAID IT TOOK US A LONG TIME, BUT I THINK WE GOT A GREAT PRODUCT.

AND I'M CURIOUS ABOUT THE DATA SCIENCE ON THIS ON THE BACK END OF THE REPORT.

WHO'S DOING, YOU KNOW, THE WHO'S SUPPLEMENTING WITH ANALYTICAL EVALUATION, TRYING TO LOOK FOR TRENDS EITHER ACROSS SCHOOLS OR THROUGH CATEGORIES? I MEAN, GOING BACK TO NANCY'S COMMENT THAT THIS IS LIKE MAP INSTEAD OF STAR, I MEAN, THIS IS I MEAN, YOU'RE GOING TO HAVE HUNDREDS OF THOUSANDS OF DATA POINTS AT LEAST; RIGHT? SO WHAT ARE WE DOING TO MAKE MAKE HEADS OR TAILS OF WHAT'S PROBABLY A VERY, VERY COMPLICATED DATA SET? IT IS GOING TO BE I KNOW THAT IT'S RIGHT NOW WE'RE STILL GATHERING ALL THE INFORMATION AS MUCH AS WE CAN, BUT I CAN TELL YOU, YOU KNOW, IT IS GOING TO BE A LIVING DOCUMENT AS WE EVEN DOING THE STUFF THAT WE'RE DOING TO FINALIZE THE LAST OF THIS BOND.

EVERYTHING GETS TO BE UPDATED IN ORDER FOR US TO BE ABLE TO MAKE SURE THAT IT KEEPS CONTINUING. AND LIKE I SAID, THIS IS NOT GOING TO BE SOMETHING THAT NOT JUST FOR THIS BOND NEXT BOND, BUT FOR THE FURTHER DOWN THE ROAD 20 YEARS FROM NOW.

SO IS THIS A SOFTWARE OR IT'S JUST A SPREADSHEET?

[01:40:03]

IT IS A SOFTWARE THAT ONE OF MY TALENTED GUYS WHO KNOWS HOW TO DO IT, AND HE WAS AMAZING DOING IT. SO HE.

ANY OTHER QUESTIONS? ALL RIGHT, THANKS, JUAN.

APPRECIATE IT. JOHNNY, GOOD WORK, JUAN, GOOD WORK.

THANK YOU ALL. WE APPRECIATE THE DILIGENCE OF THIS AND WHAT YOU ALL ARE GOING TO DO.

ALL RIGHT.

[10.1. Approval of Texas Association of School Boards (TASB) Localized Policy Manual Update 118, affecting (LOCAL) policies as indicated on the Policy Action List and review of (LEGAL) policies and exhibits included in the Policy Update on first reading]

WE ARE GOING TO MOVE ON TO POLICIES SECTION 10.1 OF THE AGENDA IS APPROVAL OF TASB LOCALIZED POLICY MANUAL UPDATE 118.

DR. THERESA WILLIAMS WILL PRESENT.

DR. WILLIAMS? THANK YOU. WE ARE BRINGING AN UPDATE 118.

IT WAS REVIEWED BY CABINET AND STAFF AND ALONG ALSO REVIEWED BY OUR DISTRICT LEGAL COUNSEL. LOCAL POLICIES INCLUDED IN THIS UPDATE ARE PRESENTED FOR APPROVAL UNDER FIRST READING THIS EVENING.

EXCELLENT, THANK YOU. IS THERE A A MOTION? I MOVE THAT THE BOARD OF TRUSTEES ADDS, REVISES OR DELETES LOCAL POLICIES AS RECOMMENDED BY TASB POLICY SERVICE AND ACCORDING TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL UPDATE 118 UNDER FIRST READING.

I SECOND, HEATHER.

I HAVE A MOTION BY JERI CHAMBERS, THE SECOND BY DR.

HEATHER WANG, THAT THE BOARD OF TRUSTEES ADDS, REVISES OR DELETES LOCAL POLICIES AS RECOMMENDED BY TASB POLICY SERVICE, AND ACCORDING TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL, UPDATE 118 UNDER FIRST READING.

IS THERE ANY FURTHER DISCUSSION? I WOULD JUST LIKE TO POINT OUT THAT ALL OF OUR LOCAL POLICIES, AS AS IT SAYS HERE IN THE AGENDA, FOLLOW THE STRATEGIC PLAN PILLARS.

AND SO I WANT OUR VIEWING AUDIENCE TO UNDERSTAND THAT THE LOCAL POLICIES ARE THE ONES THAT ARE, YOU KNOW, IN LINE WITH THE LEGAL POLICIES WHICH REFLECT LAW.

BUT OUR PRACTICE OF THOSE LEGAL POLICIES LOCALLY, AND THEY ARE PUT TOGETHER WITH THOSE STRATEGIC PLAN PILLARS, LEARNING AND TEACHING, LIFE READY TALENT ACQUISITION, SUPPORTED GROWTH, CULTURE AND COMMUNITY AND STRATEGIC RESOURCE MANAGEMENT.

I JUST WANT TO GET THAT ON THE RECORD.