[WORK SESSION – (4:00 P.M.)]
[00:00:05]
ALL RIGHT. WE'VE CLOSED OUT OF EXECUTIVE SESSION 3:53.
DISCUSSION FOR WEST LAKE ACADEMY FACILITIES.
THE LOVELY AND TALENTED MR. TROY. ALL RIGHT.
THANK YOU, MARY. THANK YOU, COUNSEL.
WHAT I WANT TO DO TODAY IS GIVE YOU GUYS SOME UPDATES ON FACILITIES THAT ARE RELATED TO THE ARTS AND SCIENCE EXTENSION, AS WELL AS THE GYM REMODELING PROJECT, ALONG WITH THE LEASE ON THE TOWN HALL THAT WE HAVE CURRENTLY IN PLACE TODAY AND POSSIBLY GET SOME DIRECTION ON THAT AS WELL.
AND THEN JASON'S GOING TO PULL UP THE SLIDE DECK.
SO AS JASON IS WORKING ON THAT AND HERE IT IS.
SO NEXT SLIDE. JASON, YOU GOT THE CLICKER.
TALK A LITTLE BIT ABOUT THE FOUNDATION'S OFFICE.
AND THEN TALK ABOUT THE TOWN HALL LEASE WHERE WE ARE TODAY WITH THE LEASE.
DO WE WANT TO DO A FIVE YEAR EXTENSION, A TEN YEAR EXTENSION, ADD SOME ADDITIONAL SPACE? THERE'S SOME OPPORTUNITIES THERE AND WE'LL GO THROUGH THOSE IN DETAIL.
SO THE FIRST SLIDE WE'RE TALKING A LITTLE BIT ABOUT THE ARTS AND SCIENCE EXTENSION.
AND SO WE'VE DONE THAT AND JUST WANTED TO BRING THAT BACK TO YOU ALL TODAY.
THEY'RE HERE ALSO TO ANSWER ANY QUESTIONS AS IT RELATES TO THE EXTENSION OF THE ANNEX BUILDING.
ONCE WE GOT THEM ON BOARD, AMY AND HER TEAM CAME TO THE CAMPUS AND WE MET WITH THE PROGRAM'S TEAM THAT CONSISTED OF PRINCIPALS, TEACHERS, SCIENCE TEACHERS, ART TEACHERS. AND WE MET OVER THE SUMMER AND THEY GOT ALL THE INITIAL INFORMATION OF WHAT THEY WOULD LIKE TO SEE IN THOSE ROOMS, HOW THOSE ROOMS WERE GOING TO BE USED, HOW THE STORAGE SPACE WOULD BE SHARED IN BETWEEN ROOMS, ALL THOSE THINGS THAT YOU DO AS PART OF THE PROGRAMING PROCESS.
WHAT WERE SOME PROS AND CONS OF THE EXISTING FACILITIES? AND SO THEY ADDED ALL THAT TO WHAT WE WOULD PUT IN THE NEW EXTENSION.
ON SEPTEMBER 13TH, AMY AND HER TEAM CAME BACK TO THE CAMPUS AND REPORTED OUT.
AND WHAT CAME OUT OF THAT IS DR.
OWEN HAD MENTIONED WOULD IT BE POSSIBLE TO GET AN 11TH CLASSROOM SQUEEZED INTO THAT BUILDING AND PRETTY TIGHT ASK BEING THAT WE'RE ON THE SOUTH SIDE, YOU HAVE THE DRIVEWAY COMING DOWN THE HILL.
WE'RE ABOUT 4 TO 5 FEET AWAY FROM THAT.
AND THEN ON THE UPHILL SIDE OF THE NORTH SIDE, WE'RE PRETTY CLOSE TO THAT OUTDOOR PATIO.
SO I KNOW BENNETT PARTNERS WERE GOING TO LOOK AT THAT AND SEE IF THAT WAS POSSIBLE.
AND IF YOU GUYS WANT US TO PROCEED WITH THAT, WE CERTAINLY CAN DO THAT.
AND SO THE UPDATED FLOOR PLAN LOOKS LIKE.
LOOKS LIKE THIS. SO THIS IS THE FIRST FLOOR, THE BLUE CLASSROOMS. THERE'S FIVE CLASSROOMS, GENERAL CLASSROOMS. AND THEN YOU HAVE THE TWO ART ROOMS WITH THE SHARED SPACE OF STORAGE IN BETWEEN THEM.
AND THEN THE YELLOW SECTION IS THE ADMIN SPACE FOR ONE PERSON.
[00:05:04]
SO WE THOUGHT THAT WOULD BE A NICE ADDITION.ALSO, THAT LIGHTER COLOR YELLOW, THAT'S ON THE EXISTING BUILDING CLOSEST TO THE ART ROOM, THAT IS SOME LIBRARY SPACE THAT WE WOULD REMODEL AS PART OF THIS PROJECT. AND WHAT I MEAN BY THAT, IF YOU WALK IN THERE TODAY, IT'S A STONE WALL.
SO THAT AREA WOULD ALSO BE PART OF THE PROJECT.
THE SECOND FLOOR, YOU HAVE YOUR BIOLOGY, YOUR PHYSICS AND YOUR YOUR CHEM LABS, ALONG WITH FIVE ADDITIONAL GENERAL CLASSROOMS ALONG WITH THE RESTROOMS AS WELL.
SO WE HAD TO PROVIDE RESTROOMS ON THAT SECOND FLOOR TO GO ALONG WITH THAT.
THAT IS CORRECT. WE'D HAVE TO GO BACK AND LOOK AT WHERE WE WOULD PLACE THAT, BECAUSE AS YOU CAN SEE, THE BOTTOM HALF OF THE DRAWING OR THE FOOTPRINT IS PRETTY CLOSE TO THAT DRIVE. AND THEN YOU HAVE A BIG ELEVATION CHANGE AS YOU GO UP THE HILL AND THEN YOU'VE GOT THE PIPE ONE BUILDING OR POD C WHERE IT'S A PRETTY SIGNIFICANT CHANGE IN ELEVATION. AND TROY, JUST THE OBVIOUS, THIS REPLACES ALL THE PORTABLES THAT ARE CURRENTLY THERE, CORRECT? THAT IS CORRECT. THE DIRECTION THAT YOU GUYS GAVE US WAS TO GET RID OF ALL THE PORTAL, GET RID OF ALL THE CLASSROOMS THAT ARE CURRENTLY IN THE PORTABLES.
SO WE WOULD STILL NEED TEMPORARY SPACE IN THAT TIME FRAME.
AND THOSE TWO EXTRA ELIMINATES THEM IN 30 MONTHS.
BASICALLY, IF WE WERE TO EXECUTE TODAY, CORRECT, WE WOULD HAVE TO HIRE THAT TEAM AND THEY WOULD REALLY HAVE TO DISSECT THAT AND LOOK AT AS SOON AS WE GO OUT TO BID, THAT'S WHEN WE START LOCKING IN ALL OF OUR MATERIALS.
WHAT IS YOUR VIEW ON THE PLAN, THE PROPOSALS FOR THE CLASSROOMS, THE LABS? I MEAN, DO YOU SEE THIS MEETING, YOU KNOW, IMPORTANT SHORT TERM NEEDS OR I MEAN, OBVIOUSLY WE DON'T WANT TO REINVENT THE WHEEL, BUT WE'RE THERE.
HAVE YOU HAD A SUFFICIENT CHANCE TO KIND OF CONSIDER THIS AND WHETHER IT REALLY ADDRESSES EVERYTHING YOU THINK IT COULD ADDRESS? SO I THINK WHAT THIS DOES IS IT ADDRESSES THE IMMEDIATE NEED.
MY CONCERN IS JUST AS I THINK I'VE SPOKEN WITH TROY ABOUT AS WELL, THAT IS THE LONG TERM.
SO WHAT DOES THIS LOOK LIKE FIVE, TEN YEARS OUT? SO I THINK IN TERMS OF WHERE WE ARE TODAY, IF WE DID THIS, THIS EXCHANGE, IT DEFINITELY DOES MEET THE CURRENT NEED.
I DON'T THINK THAT IT APPROPRIATELY ADDRESSES THE LONGER TERM NEEDS THAT WE HAVE OF THE CAMPUS.
SO HOW MANY STUDENTS ARE WE EXPECTING IN 612 AND THEN HOW MANY STUDENTS ARE WE EXPECTING IN FIVE KINDERGARTEN THROUGH? SO THAT WOULD BE THE AREA OF CONCERN THAT I WOULD HAVE A QUESTION FOR BOTH SEAN AND TROY.
LIKE WE'RE TALKING ABOUT MAYBE ADDING AN EXTRA BUILDING, BUT THAT COULD DELAY THE PROCESS.
THE 11TH CLASSROOM. I THINK IT WOULD SLOW IT DOWN JUST A LITTLE.
BUT I THINK AS WE GO THROUGH THE PRESENTATION, WE ALSO ARE GOING TO TALK A LITTLE BIT ABOUT COST AND HOW WE RAISE THOSE FUNDS SO THAT MAY BUY US SOME TIME TO MAKE THESE ADJUSTMENTS TO THE FLOOR PLAN.
TO SEAN'S POINT, THIS IS JUST MEETING THIS IMMEDIATE NEED.
ONE OF THE THINGS THAT WE LOOKED AT ABOUT A YEAR AGO IS WHERE DO WE SEE A MAJORITY OF OUR GROWTH? AND IT WAS ALWAYS IN THE PIPE AND THEN IT JUST KIND OF GOES UP.
AND SO WE HAD I'LL SHOW YOU A COST THAT WE WERE LOOKING AT ADDING ON TO THE KINDERGARTEN WING THAT WOULD GIVE US THAT ADDITIONAL GROWTH TO HANDLE INCOMING RESIDENTS WITH YOUNGER KIDS IN THE PIPE.
BUT WE'LL GET TO THAT SLIDE HERE IN A SECOND.
BUT TIM, TO ANSWER YOUR QUESTION, TO LOOK AT WHERE THAT 11 CLASSROOM, I DON'T KNOW.
[00:10:01]
I DON'T THINK IT'LL SLOW US DOWN THAT MUCH.AND BUT I THINK THE BIGGEST CHALLENGE WE'RE GOING TO HAVE IS HOW DO YOU FIT IT INTO THAT FOOTPRINT? THAT'LL BE THE BIGGEST CHALLENGE.
YES, MA'AM. SO JUST ONE OTHER QUESTION FOR SEAN WILSON HERE.
BEFORE WE MOVE FORWARD, I WONDER HOW MUCH OF A DEMAND IN OUR SCHOOLS TEACHERS ARE FOR CREATIVE CLASSROOMS. SO, FOR INSTANCE, WHEN YOU LOOK AT THE SECOND FLOOR HERE, THESE FIVE CLASSROOMS ARE PRETTY TRADITIONAL AND THEY'RE NOT AS FLEXIBLE AS PERHAPS SOME OF OUR MORE PROGRESSIVE IB SCHOOLS ARE IN THE WORLD.
SO HAVE THE TEACHERS AT WESTLAKE ACADEMY EXPRESSED AN INTEREST FOR MORE FLEXIBLE CLASSROOM STRUCTURES THAT ARE MORE MALLEABLE? SO I CAN ANSWER THAT QUESTION.
THAT WAS PART OF THE PROGRAMING PIECE, IS TO LOOK AT NOT THE TRADITIONAL PITCHER ISLAND IN THE MIDDLE OF THE CLASSROOM, AND THAT'LL BE YOUR CHEM LAB OR YOUR BIOLOGY LAB WAS TO REALLY LOOK AT HOW DO WE CREATE THAT AS FLEXIBLE SPACE.
SO IF I BRING IN A ENGINEERING OR A MECHANICS TYPE OF A CLASS WHERE THEY'RE GOING TO PUT SOME THINGS AND BUILD SOME SOME ROBOT, SO TO SPEAK, THAT THEY WOULD HAVE THE FLEXIBILITY TO USE THAT CLASSROOM FOR THAT.
UNLIKE OUR EXISTING SCIENCE LABS, YOU HAVE THE SCIENCE.
I MEAN, YOU HAVE THE GAS, THE WATER, THE STATIONS IN THE MIDDLE OF THE CLASSROOM.
SO IT REALLY LIMITS THE FLEXIBILITY OF THAT CLASS.
THE ONLY THING I WOULD ADD TO THAT IS THAT.
I'VE HEARD YOU'D LIKE TO HAVE MORE BREAKOUT SPACE THAN WE HAVE.
BECAUSE YOU DO WANT THAT OPPORTUNITY FOR KIDS TO.
BUT I DO WISH WE HAD MORE ROOM.
SO I WONDERED IF SOME OF THE WALLS COULD BE MADE TO BE OPENED UP OR SECTIONED OFF IN DIFFERENT WAYS.
IS THAT SOMETHING WE'RE TALKING ABOUT FOR THE SECOND FLOOR? RIGHT. YOU KNOW, THAT, YOU KNOW, TAKE CARE OF.
AND THAT'S A GREAT POINT BECAUSE WE SEE THAT IN THE CURRENT PIPE BUILDING.
HEY, TROY. PROBABLY A DUMB QUESTION, BUT THE LIBRARY THAT WE HAVE HERE, COULD THAT BE FLEXIBLE SPACE TO HELP ACCOMMODATE FOR THAT OTHER CLASSROOM? GREAT QUESTION.
AND IT'S JUST LOOKING AT HOW DO WE MAKE THAT FLEXIBLE.
SO THAT WAS TO UTILIZE THAT LOBBY AREA TO DO THEIR COLLABORATION OR STUDY IN THEIR GROUPS.
SO I KNOW THAT LOOKED AT THAT AS WELL.
IT USED TO BE A SPED CLASSROOM PRIOR TO THE LIBRARY, BUT DEFINITELY CAN LOOK AT THAT.
SO ANOTHER THING WE LOOKED AT THAT WE HADN'T RECENTLY IS OUR BUILDING CODES THAT WE'VE ADOPTED, WHICH WE'VE ADOPTED THE 2015 BUILDING CODE, WHICH REQUIRES SCHOOLS TO INSTALL STORM SHELTERS.
AND IN DOING THAT, THAT OBVIOUSLY ELEVATES THE COST.
AND SO THIS STORM SHELTER IS ABOUT 6600 SQUARE FEET CAN HOLD UP TO 639 STUDENTS.
SO IT'LL HOLD ALL THE STUDENTS THAT ARE IN THE CURRENT ANN'S BUILDING TODAY.
AND IT ALSO HAS TO HAVE A UPS BACKUP UP TO 1 TO 2 HOURS.
AND WHAT I MEAN BY THAT, THE FORT WORTH ISD HAD SUBMITTED A REQUEST TO SUBMIT THE FORT WORTH BUILDING CODES THAT WHEN THEY BUILD NEW SCHOOLS, THAT THIS SHELTER WOULD ONLY APPLY WHEN THEY ADD DINING FACILITIES AND GYM FACILITIES, BECAUSE THOSE ARE TYPICALLY STANDALONE BUILDINGS OR THEY'RE THEY'RE IN THE CORE OF THE CAMPUS.
[00:15:03]
AND SO THAT ALLOWS YOU TO GET A LOT MORE STUDENTS WITHIN THAT SPACE AND DOESN'T COST, YOU KNOW, IT STILL COSTS A LOT OF MONEY.BUT YOUR YOUR RETURN IS YOU GET TWICE OR THREE TIMES AS MANY STUDENTS IN THOSE SPACES.
IS THAT REQUIREMENT A TEXAS OR FEDERAL REQUIREMENT COMING DOWN FOR I BELIEVE IT IS A TEXAS? ARE THERE ANY ARE THERE ANY FEMA TYPE GRANTS? IF YOU HAVE TO DO EMERGENCY PREPAREDNESS, FEMA GIVES OUT GRANTS AND GRANTS.
THAT'S SOMETHING WE CAN LOOK AT. MAYOR, I'M NOT SURE ON THAT.
RIGHT. WHICH IS COMMONLY USED TO.
OKAY. BUT WE WANTED TO WE KIND OF WANT TO I WANTED TO UPDATE YOU ON THE SHELTER END OF IT, THAT THERE IS THE CAPABILITIES FOR US TO PUT THE SHELTER IN AND TO GIVE YOU GUYS KIND OF SOME DOWN AND DIRTY COSTS.
EACH ONE OF THOSE DOORS HAVE TO BE STORM RATED AND THEY RUN ABOUT $6,500 APIECE.
SO AS YOU CAN SEE, THE PRICE TO CREATE THIS STORM SHELTER ESCALATES PRETTY QUICKLY.
AND THEN MY NEXT SLIDE, JUST THERE'S SOME PROFILES, SOME RENDERINGS THAT WE HAD CREATED.
AND THIS IS DRIVING DOWN TOWARDS THE FIELDHOUSE AND LOOKING BACK UP TO TOWARDS THE BUILDING.
AND THEN YOUR CURRENT ANNEX BUILDING IS OFF TO THE LEFT.
IF YOU'LL NOTICE, WE HAVE STONE FROM GRADE ALL THE WAY UP TO ROOF DECK.
AND THEN WE ALSO HAVE SOME JUST FACADE THAT MATCHES THE EXISTING ANUS BUILDING.
AND NOW TALKING, TALKING ABOUT COST AND ARE WE PREPARING FOR THE FUTURE? THIS WAS THESE COSTS ARE ABOUT NINE MONTHS OLD.
AND SO IF YOU LOOK AT WHAT A TWO STOREY BUILDING THAT WE PRICED OUT BACK THEN WAS ROUGHLY ON THE HIGH END WAS ABOUT $15.8 MILLION, WHICH DID NOT INCLUDE THE STORM SHELTER AT THAT TIME.
SO YOU WOULD ELEVATE THAT AT LEAST A MILLION AND A HALF.
AND THEN IF WE WERE GOING TO TRY TO ACCOMMODATE FUTURE CAPACITY IN THE PIPE, THAT'S THE ADDITION ONTO THE KINDERGARTEN WING, AND THAT'S ROUGHLY ABOUT 4.6.
YOUR COST TO DO THAT IS ROUGHLY ANYWHERE FROM 170 TO 250000.
THAT'S PER MODULE PER BUILDING, THAT PER BUILDING WHICH ACCOMMODATES TWO CLASSROOMS. SEAN, WHAT IS YOUR IF YOU WERE TO IMMEDIATELY TAKE SOMETHING ON RIGHT NOW, WOULD YOU WOULD YOU LOOK TO REPLACE THOSE PORTABLES RIGHT NOW, THREE OF THOSE PORTABLES.
SO IF I HAD MY IF I HAD MY DRUTHERS, YES, I WOULD I WOULD REPLACE THE PORTABLES AND AND MAYBE SEE IF WE COULD EXPAND THE NUMBER OF CLASSROOMS THAT ARE THAT ARE ON THAT FOR THE EXISTING PORTABLES AND NEW PORTABLES.
THAT IS CORRECT, BECAUSE THIS WHOLE PROCESS WILL YOU NEED THE TEMPORARY SPACE ANYWAY? SO IF YES, BECAUSE IN FUTURE PLANNING, I WOULD ASSUME THAT BUILDINGS WOULD NEED TO BE SOMEHOW RENOVATED OR THAT THERE WILL BE OTHER CONSTRUCTION THAT MAY BE HAPPENING.
SO WE WOULD NEED SWING SPACE AT SOME POINT IN THE FUTURE AS WELL.
THAT ALSO WOULD HINDERING ON WHAT ENHANCEMENTS THAT YOU GUYS WOULD WANT TO DO.
AND WHAT I MEAN BY THAT, WOULD YOU WANT TO FIRE SPRINKLER WOULD YOU WANT ADDITIONAL FACADE ON THE OUTSIDE? WOULD YOU WANT ADDITIONAL LANDSCAPING? BECAUSE WHEN YOU DO THOSE PORTABLE BUILDINGS RIGHT NOW, THE POWER IS OUT THERE WHERE THEY'RE CURRENTLY LOCATED AND YOU WOULD JUST PULL THOSE OFF THAT PAD AND YOU CAN PUT THEM RIGHT BACK OR YOU CAN RECONFIGURE THEM TO ADD ADDITIONAL CLASSROOMS OR SPACES.
AND I'VE GOT SOME PICTURES OF THAT AS WELL.
YOU MAY HAVE TO MOVE THAT POWER.
SO ALL THAT'S GOING TO TAKE TIME TO DO.
[00:20:02]
THE MANUFACTURERS SPOKE TO A COUPLE OF THOSE.SO THEY'RE FULFILLING ALL THOSE ORDERS.
AND FOR US TO PLACE A KIND OF SO CALLED STANDALONE ORDER OR CUSTOM ORDER, IT WOULD TAKE PROBABLY SIX MONTHS TO FULFILL THAT JUST TO GET THAT BUILDING BUILT ON THE MANUFACTURING FLOOR.
AND THEN DO YOU HAVE DRAWINGS FOR THE PIPE PROPOSALS AS WELL? IS THAT COVERED? WE DO.
THAT WAS SOMETHING THAT WE NEVER GOT DIRECTION TO MOVE FORWARD ON.
BUT THAT'S SOMETHING WE CAN CERTAINLY LOOK AT IF IT'S THE COUNCIL'S DESIRE TO DO THAT.
WE WOULD MEET THE IMMEDIATE NEEDS TO OUR TWO ROOMS. WE KIND OF WENT THROUGH THAT.
AND THIS THIS IS AN UPDATED BALANCE THAT INCLUDES THE ENTRADA AND THE WESTLAKE RANCH.
SO WE'VE GOT ABOUT 6.6 MILLION IN THE BANK AS IT RELATES TO THE WESTLAKE ACADEMY CAPITAL FUND.
BUT THAT OBVIOUSLY WOULD DELAY.
SO THOSE ARE JUST SOME OPPORTUNITIES FOR POTENTIAL RAISING FUNDS FOR A PROJECT OF THIS SIZE.
RIGHT. AND WE CAN LOOK INTO THAT IF THAT'S THE COUNCIL'S DIRECTION AS PART OF THAT STUDY.
WE CAN LOOK AT ALL THOSE OPTIONS FOR SURE.
SURE DO. AT LEAST, AT LEAST A BUYOUT AFTER SO MANY YEARS.
IS THAT SOMETHING WE CAN DO? YES. OKAY.
AND WE HAVE WE HAVE A NAMING POLICY.
OKAY. WHAT ABOUT CAN WE NAME THE CLASSROOMS, TOO? THERE MIGHT BE. WE CAN WE THINK THAT'S A GOOD IDEA, SEAN.
YES. I MEAN, I THINK NAMING RIGHTS IS SOMETHING THAT WOULD COULD POSSIBLY.
I'M JUST TRYING TO FIGURE OUT HOW TO GET DONATED MONEY VERSUS TAX.
RIGHT. A LOT OF SCHOOLS DO THAT.
IS IT 25,000 FOR A CLASSROOM OR IS IT $1,000,000 FOR THE BUILDING? EXACTLY. WE HAVEN'T UPDATED THAT IN A WHILE.
HAVE WE STARTED AT WESTLAKE ACADEMY CAPITAL CAMPAIGN YET? WE HAVE NOT.
IS THAT IN THE PLAN RIGHT NOW IN MERRILL? THE REASON? THE REASON BECAUSE WE REALLY WANTED TO GET THROUGH THIS PROGRAMING PIECE, BECAUSE SHELLEY NEEDS PICTURES AND THINGS TO SHOW IN ORDER TO GO SELL OR TO CREATE THAT CAMPAIGN. AND THEN WE ALSO NEED DIRECTION FROM COUNCIL TO SAY WE WANT TO MOVE IN THAT DIRECTION AND THIS IS WHAT WE WANT TO DO, AND LOOK AT ALL THE FUNDING SOURCES AND DIRECT THE FOUNDATION TO LOOK AT CAPITAL CAMPAIGNS.
SO I'M KIND OF BRINGING THIS ONE TO A CLOSE BEFORE WE MOVE ON TO THE NEXT ONE.
AND SO WE REALLY NEEDING SOME DIRECTION FROM COUNCIL AS FAR AS BUILDING OPTIONS, DO WE WANT TO CONTINUE DOWN THE PATH OF THE AMES BUILDING AND GET IT TO CONSTRUCTION DOCUMENTS PHASE AND SO THAT WE CAN HIRE A C CMHA TO COME IN AND START PUTTING THOSE OUT TO BID JUST TO SEE WHAT THOSE BIDS WILL COME IN.
AND WILL YOU DO THAT WITH YOUR 11TH CLASSROOM OPTION? YEAH, WE'LL LOOK AT THAT.
CERTAINLY. AND IS THERE A REASON? WE NEVER LOOKED AT THAT.
WE TALKED ABOUT THE THREE STORY OPTION AWHILE BACK AND THEN IT WENT BACK DOWN TO TWO.
WHAT WAS WRONG WITH THE THREE STORY OPTION? I THINK THE THREE STORY WAS PRETTY MASSIVE FOR THAT LOCATION AND THEN THE COST WAS A CONCERN AS WELL TO GO ALONG WITH THAT.
[00:25:06]
DIDN'T FIT, SO TO SPEAK.I WONDER IF WE NEED TO PAUSE TO GET MORE INPUT FROM SHAWN WILSON SINCE HE'S SO NEW.
SURE. JOHN, WHAT ARE YOUR THOUGHTS ON THIS? I FEEL LIKE WE NEED TO PAUSE A LITTLE BIT, GIVE SOME TIME.
TO MEET WITH YOU AND TALK ABOUT THIS.
SO WHEN YOU'RE STATING PAUSE, WHAT WHAT DOES PAUSE MEAN? AND THEN FOR HOW LONG? AND SO SO I HAVE I MEAN, OF COURSE I HAVE I HAVE CONCERNS ABOUT, AS I STATED, THIS YES.
BUT WE HAVE YET TO TRULY EXPLORE WHAT IS THE SORT OF OVERARCHING PLAN FOR THE ACADEMY LONG TERM.
SO WHAT IS THE STUDENT POPULATION THAT WE'RE LOOKING FOR? WHERE WOULD THERE NEED TO BE NEW OR ADDITIONAL FACILITIES ADDED TO THE CAMPUS? SO THOSE ARE THE THINGS THAT I'M TRYING TO I WANT TO GET A BETTER UNDERSTANDING OF SO THAT WHEN WE DO MAKE A DECISION LIKE THIS, WE CAN SAY, YES, THIS MAY BE PHASE ONE OF A TWO OR THREE PHASE PROCESS SO THAT WE CAN GET TO 2213 HUNDRED STUDENTS AND THEN WE CAN SAY THIS IS OUR FLOW THROUGH THAT THAT WE ARE EXPECTING IN TERMS OF HOW STUDENTS ENTER THE ACADEMY AND THEN AT WHAT POINT AND WHAT SORT OF NUMBER WE'RE LOOKING AT IN TERMS OF EXIT MEANING GRADUATION.
SO THAT'S THAT'S PART OF MY CONCERN ABOUT ABOUT MOVING FORWARD.
AND THOSE ARE VERY VALID CONCERNS.
SOME OF THOSE CONCERNS AND I HAVEN'T SHARED THIS WITH SEAN.
SO OUR 2012 MASTER PLAN THAT BEN AND PARTNER CREATED TALKS ABOUT IF WE WERE TO INCREASE THE STUDENT POPULATION TO 1300, WHAT DOES THAT LOOK LIKE? AND SO THAT'S WHY THE SECONDARY BUILDING WE CAN ADD ADDITIONAL 15 CLASSROOMS ONTO THAT GENERAL CLASSROOMS. WE COULD EXTEND THE AID AS YOU CAN EXTEND THE KINDERGARTEN WING AS WELL.
SO THAT ACCOMMODATES SOME OF THAT.
THE ONLY CHALLENGE WE WE HAVE TO LOOK AT AND SERIOUSLY CONSIDER IS WHERE WOULD WE PUT A DINING FACILITY? BECAUSE THAT WILL BE OUR NEXT HURDLE WHEN YOU ADD THAT MANY STUDENTS.
THERE'S JUST A LOT OF THINGS THAT TRIGGER WHEN YOU INCREASE THAT POPULATION GREATER THAN WHAT IT IS TODAY, YOU TRIGGER PARKING, DINING FACILITIES, PROGRAMING.
YOU KNOW, THERE'S A LOT THAT I MEAN THAT'S A WORK SESSION IN ITSELF, TRAFFIC AS WELL.
BUT WOULD WE DO ANYTHING DIFFERENTLY, I MEAN IF WE WERE TO CONSIDER THE BIGGER PICTURE? I MEAN, HOW DOES THIS STILL FIT INTO THAT THEORETICAL MASTER PLAN? WOULD THIS STILL BE A GOOD FIRST STEP TOWARDS THAT GOAL? OR ARE WE THINKING WE NEED TO REVISIT THE MASTER PLAN? I THINK BASED ON WHERE WE'VE COME AND MICHAEL, YOU CAN JUMP IN ON THIS AS WELL.
SO YOU USE THE THREE EXISTING CLASSROOMS THAT WE HAVE IN THE MASS, YOU ADD THREE ADDITIONAL MORE.
AND MY UNDERSTANDING IS THAT WOULD ACCOMMODATE US THROUGH FUTURE FUTURE GROWTH.
AS IT RELATES TO THE SCIENCE, THE CHEMISTRY, THE BIOLOGY IS FROM PIPE ALL THE WAY UP TO DPI.
SEAN, HOW DO YOU FEEL ABOUT THIS AS A FIRST STEP TOWARDS THAT MASTER PLAN? I MEAN, IF WE WERE TO CONTINUE GIVING DIRECTION TO REFINE THIS EXPANSION OF THE ARTS AND SCIENCE, I MEAN, DO YOU FEEL THAT THIS IS THE RIGHT WAY TO GO, THE RIGHT NEXT STEP FOR THE CAMPUS? SO I'M GOING TO I'M GOING TO GO BACK TO MY PREVIOUS STATEMENT.
IT'S LIKE, YES, WE CAN WE CAN DO THIS.
AND IT DOES MEET THE IMMEDIATE NEED OF THE OF THE ACADEMY.
I DO. I DO UNDERSTAND THAT THIS DOES ALLEVIATE SOME OF THE CHALLENGE THAT WE CURRENTLY HAVE.
BUT IN TERMS OF LOOKING DOWN THE ROAD, THAT'S WHERE THE IMAGE GETS A LITTLE BIT MORE BLURRED.
BUT I'M NOT SURE WHAT THAT WHAT HAPPENS HOW TO DO THIS DIFFERENTLY.
HOW POSSIBLY WOULD WE CHANGE THIS IF WE HAD THAT SORT OF MASTER VISION? WOULD THIS BE A DIFFERENT USE IN THE LONG RUN? WOULD IT BE A LARGER EXTENSION, A SMALLER ONE? I MEAN, WHAT? MM HMM. I AGREE WITH YOU.
MICHAEL, YOU WANT TO GO? I'M COMFORTABLE IN MY SEAT.
[00:30:01]
WILSON ABOUT THE LONG THE LONG TERM VISION.MY RECOLLECTION OF THAT 2012 PLAN IS THAT WE WE WEREN'T RECOMMENDING THAT IT GO TO 1300 STUDENTS.
WE'RE DOING SOME SIMILAR WORK RIGHT NOW FOR ALL SAINTS EPISCOPAL SCHOOL IN FORT WORTH, AND THEY STARTED WITH TELLING US THIS IS WHAT WE WANT TO GROW TO, AND THEN WE BACK UP FROM THERE AND UNDERSTAND WHAT THE FACILITIES NEED TO DO TO ACCOMMODATE THAT.
THEY HAVE A LOT MORE PROPERTY THAN YOU HAVE.
AND SO WHAT DRIVES THAT IS JUST YOUR ABILITY TO PUT IN ALL THE FACILITIES TROY WAS TALKING ABOUT.
IT GETS VERY DIFFICULT TO DO THAT.
AND AT THE TIME, THE CONCERN WAS FROM FROM YOUR PREDECESSORS.
THE CONCERN WAS HOW DOES THAT CHANGE THE CHARACTER OF THE SCHOOL? HOW DOES THAT HOW DOES HOW DOES THE FINANCING OF THE SCHOOL WORK? SO IT WAS IT WAS IT WAS A SMALLER NUMBER THAT WAS BEING THOUGHT ABOUT.
TO YOUR POINT, SEAN, SEAN, I AGREE WITH YOU.
AND I AND I TOTALLY UNDERSTAND WHAT IS THE CHILD NUMBER TWO AND NUMBER THREE, WHAT'S THE NEXT BUILDING? THE NEXT BUILDING. BUT I THINK ALL OF US FEEL SO STRONGLY ABOUT GETTING OUT OF TEMPORARY BUILDINGS AND GETTING THAT IMMEDIATE THING.
THERE SHOULD BE A LONG TERM VISION.
BUT, YOU KNOW, WE'VE GOT TO GET THIS FIRST KID GOING, YOU KNOW, SO WE WORK ON THE SECOND AND THIRD.
TROY, I'M SORRY, I DON'T KNOW THE ANSWER, BUT HOW MANY YEARS HAVE WE HAD TEMPORARY BUILDINGS? THE FIRST ONES ARRIVED IN 2012, WHICH ARE THE OLDER ONES, AND THEN THE SECOND ONE'S ARRIVED IN 2013.
AND TO ME, THAT'S VERY IMPORTANT.
BUT ALSO THE SECOND, THIRD PHASE OF OTHER THINGS ARE IMPORTANT TOO.
BUT LET'S KIND OF RIGHT THIS WRONG.
YEAH, BUT TIM, KIND OF YOUR POINT.
I MEAN, I GUESS THE WAY I LOOK AT IT IS YOU WOULD HATE TO DO THIS AND GO, OH, CRAP, RIGHT.
BUT IT SOUNDS LIKE DOING THIS TO MEET THE IMMEDIATE NEEDS IS THE RIGHT THING.
AN ABSENCE OF A LONG TERM STRATEGIC PLAN, WHICH IS ON OUR DOCKET TO GET FIGURED OUT.
RIGHT. AND FOR ME, I WANT NOTHING MORE THAN TO REPLACE THE PORTABLES.
MY MAIN CONCERN REALLY IS THAT WE ACTUALLY REMOVE THE PORTABLES WHEN WE BUILD A BUILDING.
I DON'T WANT TO SEE ANY OF THE PORTABLES STILL ON CAMPUS.
SO I FEEL LIKE LOOKING AT THE ROOMS AND EVEN TO DR.
OWENS REQUEST FOR AN 11TH CLASSROOM, KEEPING THOSE TRADITIONAL CLASSROOMS THAT WE HAVE IN THE IN THE ARCHITECTURAL PLANS AND MAKING THEM MORE FLEXIBLE, I THINK WILL HELP US WIN IN THE LONG RUN IF WE JUST TAKE SOME TIME TO FINESSE THOSE AND THEN WE CAN GET STARTED ON A BUILDING SOONER RATHER THAN LATER.
AND I'LL JUST MAKE A COMMENT FROM SPENDING TIME WITH SCOTT AND KELLY BRADLEY.
YOU KNOW, WHEN I ASK ABOUT THE PORTABLES, DAVE AND I, YOU KNOW, MONTHS AGO, YOU KNOW, THIS SCHOOL, THEY DID EXTENSIVE STUDIES ON NATURAL LIGHT AND BUILDINGS AND LEARNING PORTABLES WERE NEVER PART OF THIS SCHOOLS.
AND, YOU KNOW, WE'VE HEARD EVERY SCHOOL HAS PORTABLES.
THAT'S CORRECT. BUT IT WAS NEVER PART OF WESLEY ACADEMY.
TROY, YOU PROBABLY KNOW THIS BETTER THAN I DO.
AND WE HAD A NEED AND WE GOT THEM IN.
BUT AND I'M I'M IN FULL AGREEMENT.
I DON'T WANT TO SEE THAT. I MEAN, I SEE WAY TOO MUCH, RIGHT? EVEN THE PREVIOUS COUNCIL MEMBER, RAJIV TRIVEDI, SAID THAT WHEN HE VISITED THE PORTABLES, IF HE HAD BEEN A STUDENT, HE PROBABLY WOULD NOT GRADUATE SCHOOL IN THOSE PORTABLE.
I ALSO THINK THAT ONCE WE HAVE THE PROCESS OF GETTING RID OF THE PORTABLES, HAVING NAMING RIGHTS, HAVING PEOPLE INVOLVED, I THINK THE NEXT BUILDING, THE SECOND BUILDING, THE THIRD BUILDING, WE'RE KIND OF KIND OF TEACH THE TOWN OR THEY'RE GOING TO TEACH US HOW WE'RE GOING TO DO THESE NEXT ONES.
WE HAVEN'T HAD A BUILDING, WE HAVEN'T HAD A RAISE LIKE THAT.
WE HAVEN'T HAD SOMETHING FOR THEM TO BE EXCITED ABOUT.
SO I THINK IT'S REALLY IMPORTANT TO GET THIS FIRST PHASE GOING.
SURE. YEAH, I ACTUALLY, TIM, I AGREE WITH YOU BECAUSE THE MORE I SIT AND THINK ABOUT IT, I THINK IT WOULD BE GREAT IF WE HAD A MASTER PLAN AND WE COULD SEE WHERE THIS WOULD THEORETICALLY FIT IN THAT EQUATION.
WE'VE RULED OUT THREE STOREYS BECAUSE OF THE OPTICS.
IT DOESN'T WORK. IT SOUNDS LIKE WE'RE MAXIMIZING THIS PART OF THE CAMPUS.
ES. SO I DON'T UNLESS SOMEONE SEES A FLAW IN THIS PLAN.
[00:35:02]
I LIVED IN KOREA A LONG TIME AGO.HAVE WE EVER THOUGHT ABOUT SPLITTING OUT THE MIDDLE YEARS AND DEEP INTO SEPARATE CAMPS, LIKE WE HAVE 24 ACRES AND WE KEEP TRYING TO PACK EVERYTHING INTO THE SAME 24 ACRES, RIGHT? MAYOR THERE'S BEEN SOME DISCUSSIONS RELATED TO THAT.
AND THE CONSENSUS AT THE TIME WAS WHEN YOU WHEN YOU SEPARATE THE DP, YOUR YOU DON'T HAVE THE SAME MENTORS THAT WOULD GO DOWN TO THE YOUNGER GRADES. YOU HAVE TO HAVE TO YOU HAVE TO HAVE ADDITIONAL STAFF TO MANAGE BOTH FACILITIES.
AND SO, YOU KNOW, CAN A TEACHER BE OVER HERE AND TEACH UPPER LEVEL MATH AND THEN HAVE TO RUN BACK OVER TO THE CAMPUS AND TEACH ANOTHER CLASS? OR DO YOU HAVE. SO THERE'S A LOT OF ADMINISTRATION THINGS THAT WE LOOKED AT THAT WOULD COST, NOT TO MENTION THE RENTING OF THE FACILITY AS WELL.
BUT WE DID LOOK AT IT AT ONE POINT.
YEAH, THE TEACHERS TEACHERS JUST WERE VERY CONCERNED ABOUT THE ABILITY OF STUDENTS GOING BACK AND FORTH AS THEY WOULD NEED TO FROM A LOGISTICS, FROM A PIPE AND DOCK FROM THE DIPLOMA.
YOU KNOW WHAT I'M SAYING? IF YOU MAKE NYP A SEPARATE CAMPUS.
THEN WE OBVIOUSLY HAVE SECURITY BECAUSE IT'S AN OPEN CAMPUS HERE.
SECURITY IS A BIG THERE'S OTHER ISSUES WITH THAT.
YEAH. SO, FOR EXAMPLE, I'M SORRY, JERRY.
SO FOR EXAMPLE, IF YOU LOOK AT WESTLAKE, WHERE WOULD WE DO THIS? AND RIGHT NOW THIS WOULD BE THE COMPLEX OR THE ONE ACROSS THE STREET, THE 40 ACRES ON THE CORNER OF SALON AND 1/14, RIGHT.
IF THEY WERE GOING TO BUILD SOMETHING THERE.
AND SO, YOU KNOW, ARE YOU PUTTING YOUR STUDENTS AT RISK? IS NOW THEY'RE GOING TO INTERMINGLE WITH THE BUSINESS COMMUNITY AND YOU'RE GOING TO STRUGGLE OVER PARKING AND TRAFFIC.
AND SO THERE'S THERE'S SOME PROS AND CONS TO IT ALL.
IS IT POSSIBLE? I THINK IT'S SOMETHING WE CAN LOOK AT, BUT THOSE WERE SOME CHALLENGES THAT WERE I DON'T I DON'T LIKE THAT IDEA.
BUT I THINK IT'S BEING ON THAT CAMPUS AND EVERYBODY TOGETHER.
RIGHT. BUT, YOU KNOW, AND DAVE, TO YOUR POINT, IT KIND OF DEPENDS ON THE MASTER PLAN SIZE.
WHAT DO WE WANT TO BE? OUR CHARTER, I THINK, ALLOWS FOR 500 I THINK IS IN THE CHARTER.
SO WHAT I'M SAYING FROM IT'S A BEAUTIFUL SCHOOL.
I LOVE THE SCHOOL, BUT CONCEPTUALLY BUILDING A SCHOOL ON A HILL IS NOT VERY GOOD FOR KIDDOS BECAUSE PROBABLY ONCE A WEEK THERE'S A KID THAT TRIPS, FALLS OR HURTS HIMSELF ON THE CAMPUS, SOME FORM OF ACTION.
BECAUSE IF YOU LOOK AT SOUTH, SCHOOLS ARE ALL FLAT CAMPUSES, RIGHT? YOU KNOW, IT'S A CUTE CAMPUS.
FUNCTIONALLY, IT DOESN'T QUITE ANSWER THE MAIL OF WHAT WE NEED.
EXACTLY. I MEAN, IT'S MY OPINION, BUT IT SOUNDS LIKE YOU'RE TALKING ABOUT A SITUATION LIKE CAROL, WHERE THEY HAD THE JUNIOR HIGH I MEAN, THE JUNIOR HIGH SCHOOL FOR NINTH AND 10TH GRADE, AND THEN THEY HAVE A CAMPUS FOR THE SENIORS.
YEAH, JUNIORS AND SENIORS IN HIGH SCHOOL.
SO YOU'RE KIND OF TALKING ABOUT A SITUATION LIKE THAT, PERHAPS.
TRUE. BUT YOU'RE ALSO THERE'S PROS AND CONS TO IT THAT NOT THE STUFF THAT HAPPENS IN HIGH SCHOOL, THE LITTLE KIDDOS DON'T NEED TO SEE IT. OH, NO.
YEAH, TOTALLY. YEAH, I GET THAT.
I THINK THAT'S A GOOD IDEA TO EXPLORE.
ONE OF THE THINGS I LEARNED IN MY BUSINESS IN MEDICINE IS WHENEVER WE HAVE ONE LOCATION AND WE WERE TEMPTED TO OPEN A SECOND LOCATION TO CAPTURE EITHER LOWER REAL ESTATE COSTS OR ANOTHER MARKET, THE THE THRESHOLD FOR ROI WHEN WE HAD TO SET UP EVERYTHING LIKE HE'S SAYING, ADMINISTRATION, SECURITY, ETC., WAS A VERY HIGH THRESHOLD. SO IF WE GO DOWN THAT ROUTE, JUST JUST BE AWARE THAT WE HAVE TO THINK ABOUT THE THRESHOLD.
I JUST CONSCIOUS OF OUR TIME TODAY, YOU'RE JUST LOOKING FOR DIRECTION AS TO WHETHER WE WANT TO GO FORWARD WITH THE COSTING OF THE PROJECT AND INCLUDING AN 11TH CLASSROOM OPTION. IS THAT CORRECT? SO I THINK JUST FOR EFFICIENCY SAKE, IS COUNCIL GENERALLY OKAY WITH THAT DIRECTION? ABSOLUTELY, YES.
GO AHEAD. SO WHAT I ALSO RECOMMEND THAT WE BRING BACK THE MASTER PLAN AND HAVE MICHAEL'S TEAM COME BACK AND KIND OF REVIEW THAT SO YOU GUYS CAN GET THE BACK HISTORY OF THAT PLAN THAT WAS DONE ON THE CAMPUS AS WELL.
BECAUSE AS COUNCILMEMBER GRAVES HAVE SAID, YOU KNOW, WHAT DO YOU GUYS WANT THAT CAMPUS TO BE WHEN IT GROWS UP? IS IT 900? IS IT.
WOULD IT BE RIDICULOUS TO SHOW THE THREE STORY OPTION FOR THE COUNCIL? WHO'S NEW AND THE MAYOR WHO'S NEW?
[00:40:03]
WE CAN BRING THAT BACK, CERTAINLY BY MAKING SURE.AND WE TOTALLY AGREE WITH YOU.
DO YOU WANT US TO GIVE DIRECTION TO GET COSTING OUT TO REPLACE THEM? WE'RE GOING TO NEED SWING SPACE ANYWAYS, AND NONE OF US ARE FANS OF THE PORTABLES PER SE, BUT IT'S GOING TO IF WE IMPROVED IT TODAY, IT'S THREE YEARS, 30 MONTHS, THE BUILDING.
SO WE'RE GOING TO NEED THE SPACE.
AND YOU'RE CORRECT ABOUT THAT.
WE FINISH THIS ONE AND THE OTHER ONE IS GOING TO GET RENOVATED.
SO WE'RE ALWAYS GOING TO BE IN THE CYCLE BECAUSE THE BUILDING TO COME AROUND 27 YEARS OLD.
AND JUST OUT OF CURIOSITY, HOW DOES THAT FEATURE INTO THESE STORM SHELTER REQUIREMENTS THAT YOU TALKED ABOUT, TROY, AS ADDING ADDITIONAL OR REMOVING THE ADDITIONAL PORTABLES AND REPLACING WHAT WE HAVE? I THINK SINCE THEY'RE TEMPORARY BUILDINGS, WE HAVE SOME LEEWAY ON THAT.
THEY DON'T HAVE TO MEET THAT REQUIREMENT.
SO LOGISTICALLY, I MEAN, IF BAD WEATHER IS IN THE AREA, WHAT IS THE PROTOCOL? IS THIS SO THE PROTOCOL THAT THE PORTABLES CLOSEST TO THE HOUSE GO INTO THE FIRST FLOOR OF THE SECONDARY BUILDING AND THEN THE ONES CLOSEST TO THE GAS FILTER INTO PORTIONS OF THE ANUS, BUT ALSO INTO THE SECONDARY RESTROOMS ON THE LOWER FLOOR? OKAY. SO, YEAH, I WILL TRY AND MOVE ON.
TROY, JUST ONE QUICK QUESTION.
WHAT IS THE RIGHT PROTOCOL FOR A MASTER PLAN LIKE OUR MASTER PLANS? TEN YEARS OLD. WHAT SHOULD THAT BE? WE WE HAVE LOOKED AT YOU.
LOOK AT THAT ABOUT EVERY FIVE YEARS.
FIVE YEARS. AND WE LOOKED AT IT BACK IN 2017, I BELIEVE 2018 WITH STANTEC.
AND THEY STARTED DIVING INTO THAT.
AND THEN WHEN THEY CAME BACK, THEY WANTED TO ADD $40 MILLION WORTH OF BUILDINGS ON THE CAMPUS.
SO WE HAD PUT THAT ON PAUSE AND THEN COVID HIT US.
AND THEN ABOUT THAT SAME TIME, WE WERE BRINGING MICHAEL'S FIRM ON BOARD SO WE CAN HAVE THEM COME BACK AND, LIKE I SAID, PRESENT THAT TO YOU GUYS AND LOOK AT ANY FUTURE CHANGES AND MEET WITH MR. WILSON, SHAWN AND, YOU KNOW, KIND OF LOOK AT WHAT THAT LOOKS LIKE AND SOUNDS RIGHT.
WHAT'S THE TURNAROUND? WHEN'S THAT COMING UP AGAIN FOR THE MORE FINALIZED VERSION OF THAT? SO WE'LL BRING THAT BACK PROBABLY IN DECEMBER AND KIND OF HONE DOWN WITH THAT 11 CLASSROOM FIT AND THEN WE'LL PASS THAT ON TO OUR ESTIMATORS AND SEE KIND OF WHAT THAT NEXT COST WOULD BE TO DO THAT AND INCLUDE THE STORM SHELTER IN THAT AS WELL.
AND WE REPLACE THE THREE PORTABLES FOR SWING SPACE.
YES, BECAUSE THE DECISION WILL HAVE TO BE MADE IS WHAT TYPE OF TECHNOLOGY DO YOU WANT IN THOSE CLASSROOMS? ARE YOU GOING TO REPLACE THE CURRENT FURNITURE OR ARE YOU GOING TO HAVE IT FIRE SPRINKLER? ARE YOU GOING TO PUT SOME FACADE ON THE OUTSIDE, THAT TYPE OF THING? DO WE WANT A LOT OF DETAILS? YEAH, WE BROUGHT THAT BACK SOONER.
I THINK SO. ANY CHANCE YOU CAN BRING THIS BACK IN NOVEMBER.
YEAH. I MEAN ORDER IN DECEMBER.
YEAH. WE'LL SURE EARLIER TO DO THAT.
WE UNDERSTAND THE URGENCY BECAUSE IF NOTHING ELSE, WE CAN GET OUR BASE PORTABLES ORDERED.
AND THE QUESTIONS I'VE GOT A COUPLE MORE DIRECTION ITEMS FOR YOU GUYS.
SO DO YOU GUYS WANT US TO DO SOME TYPE OF A FUNDING STUDY TO REALLY LOOK AT HOW THESE EITHER THE PORTABLES WILL BE FUNDED THROUGH? IF YOU GUYS APPROVED THIS, THE PORTABLES COULD BE FUNDED THROUGH THE CAPITAL CAMPAIGN FUND.
SO WE DON'T NEED TO BE DECIDED TODAY.
BUT THERE'S THINGS THAT WE WOULD CONSIDER AS WE UNDERSTAND WHAT THOSE COSTS ARE.
THE FUNDING STUDY WOULD BE LOOKING AT IF WE ADDED THE ANNEX BUILDING AND IT WAS 15 PLUS MILLION, HOW WOULD THAT IMPACT THE FUNDING SOURCES THAT WE CURRENTLY HAVE TODAY, WHETHER IT BE CAPITAL CAMPAIGN THROUGH THE FOUNDATION, WHETHER IT BE TAX IMPLICATIONS, WHETHER IT BE FUNDRAISING, THROUGH NAMING
[00:45:08]
RIGHTS, THAT TYPE OF THING.SO IF YOU ALL WANT US TO PURSUE THAT, WE CAN CERTAINLY PURSUE THAT AS WELL.
I THINK IT WOULD BE GREAT TO SEE THAT IN DECEMBER IF POSSIBLE.
DO YOU THINK YOU CAN GET US SOME AT LEAST A BASIC FUNDING STUDY BY THE IN DECEMBER? AND I WOULD THINK MAYBE BY THE JANUARY TIMEFRAME.
THAT'S OKAY. AND WE'LL PUSH THIS AS QUICK AS WE CAN.
CERTAINLY, WE UNDERSTAND THE URGENCY BEHIND IT.
AND THEN ON THIS PIPE OPTION THAT WAS DISCUSSED, I MEAN, ARE WE JUST SHELVING THAT FOR THE TIME BEING OR IS THAT SOMETHING THAT WE JUST WANT OPTIONS ON AS WELL? WELL, SEAN, THIS YEAR, THE PIPE OPTION, THE DAVID WAS ASKING ABOUT, ARE WE SHELVING THAT FOR NOW OR DO WE ARE WE DOING IT ON THE TABLE? JUST WE UNDERSTAND.
I MEAN, I WOULD LIKE TO HAVE A BETTER UNDERSTANDING OF WHAT THAT VIP ADD ON WOULD LOOK LIKE.
AND I'M SURE. CAN CAN YOU BRING THAT TOGETHER WITH THE REST OF.
WE'LL WORK WITH MICHAEL'S TEAM IN LOOKING AT WHAT THAT EXTENSION WOULD LOOK LIKE.
WE'LL GET WITH SOME OF THE TEACHERS.
THAT WOULD BE THE END USERS AND THE PRINCIPALS.
AND SO WE'D HAVE SOME PROGRAM MEETINGS RELATED TO THAT SPACE AND WE CAN MOVE THAT FORWARD AS WELL.
WE'RE GOING TO TALK A LITTLE BIT ABOUT THE NEXT WE'LL TALK ABOUT THE GYM REMODELING PROJECT.
AS YOU GUYS RECALL, IT'S FOCUSED ON THE FIRST FLOOR OF THE GYM.
SO IT INCLUDES EVERYTHING FROM SCOREBOARDS TO BLEACHERS TO ACOUSTICS, SOUND SYSTEMS, TANNING WINDOWS, THOSE TYPE OF THINGS, LOCKER ROOMS JUST KIND OF GUTTING THOSE LOCKER ROOMS, REMOVING THE TWO SHOWERS, MAKING IT BIGGER SO WE CAN GET 13, WHAT I WOULD CALL PERSONAL LOCKERS THAT YOU CAN SIT IN FRONT OF AND YOUR RACKS WILL BE BEHIND YOU, THAT TYPE OF THING. AND PRIMARILY IT WOULD BE THE FUNCTION OF THE VOLLEYBALL TEAMS AND THE BASKETBALL TEAMS KIND OF THEIR HALFTIME PLACE AND HAVE A WHITEBOARD, THOSE TYPE OF THINGS.
AND THEN ALSO THE PUBLIC RESTROOMS ON THAT FIRST FLOOR AS WELL.
WE THEN BROUGHT ON GLENN PARTNERS.
IT WAS A REFERENCE THAT WE HAD GOTTEN AND SO THEY CAME ON BOARD AND THEN OVER THE SUMMER WE DID SOME PROGRAMING WITH THE WACC AND THE DONORS AND THE ATHLETIC DIRECTOR AS WELL TO KIND OF LOOK AT HOW THAT SPACE AND WHAT THAT SPACE WOULD LOOK LIKE.
SO WE'VE GOT ALL THAT ACCOMPLISHED.
AND SO THE NEXT STEP IS TO CREATE CONSTRUCTION DOCUMENTS.
I'M SORRY TO NEGOTIATE WITH THE CMR TO GO OUT AND TAKE THAT PROJECT OUT TO BID.
AND THEN WHAT WILL HAPPEN AFTER THAT? THAT PROJECT COMES BACK TO THE COUNCIL ONCE WE GET THOSE FINAL BIDS, THE WACC AND THE DONOR WILL SEE ALL THOSE AND THEN THEY WILL KIND OF CREATE THAT FINAL SCOPE OF WORK EXACTLY WHAT THEY WANT DONE.
AND THEN THE FINAL DRAWING SHOULD BE COMPLETE SOMETIME IN DECEMBER.
SO THE BID PACKAGE WOULD GO OUT IN JANUARY.
WE'D GET ALL THE NUMBERS BACK LATE JANUARY, EARLY FEBRUARY, BRING THAT ABOUT THE TIME FRAME.
THE HOPE IS THAT WE START THE PROJECT OVER THE SUMMER.
AND SO FOR OUR CLASSES, OUR ASSEMBLIES THAT ARE TAKING PLACE IN THERE.
FREEMAN YOU GUYS GOT THEIR PROFILE IN THE HISTORY OF WHAT THEY'VE DONE.
THEY ALSO HAVE THE ABILITY, THEY HAVE A LARGE WAREHOUSE.
SO AS WE ORDER BLEACHERS, SCOREBOARDS, THEY'LL START STORE IT FOR US AND THEN WHEN MAY GETS HERE, THEN THEY'RE PUTTING EVERYTHING IN AND THAT HELPS WITH THE SUPPLY CHAIN AS WELL, AND LONG LEAD ITEMS TO GO ALONG WITH THAT.
SO YEAH, SO THAT'S A BIG PLUS.
AND THE REASON WHY WE WOULD RECOMMEND THEM FOR THIS PROJECT AS WELL.
THE OTHER DISCUSSION POINT THAT WE HAD WITH THIS PROJECT WAS WHERE COULD WE PUT A CONCESSION STAND RIGHT NOW IN THAT CLOSET ON THE NORTH SIDE OF THE GYM? THERE WAS SOME SPACE THERE THAT WE WERE GOING TO DEDICATE TO STORE ALL THE CONCESSION ITEMS THEY SELL.
AND IT'S NOT PROBABLY THE BEST LOCATION.
[00:50:01]
SO ONE OF THE THINGS THAT WERE BROUGHT UP IS THE FOUNDATION OFFICE, BECAUSE IT HAS THE ROLL UP DOOR AND WHATNOT.AND SO ONE QUESTION WAS ASKED FROM A FEW FOLKS ON THE COMMITTEE IS COULD WE FIND A PLACE FOR SHELLI ON CAMPUS AND KELLY TO RESIDE AND TURN THAT INTO A CONCESSION AREA? AND WE SEARCHED HIGH AND LOW TO LOOK FOR A CLOSET OF CONFERENCE ROOM OR SOMEWHERE TO PUT HER.
AND I ASSURE YOU, THERE IS NO SPACE.
AND SO THE OTHER COMMENT THAT WAS MADE WAS COULD SHE MOVE OVER TO TOWN HALL? AND WE DO HAVE AN OFFICE SPACE OVER HERE THAT COULD POTENTIALLY BE USED FOR THAT.
BUT I KNOW SHERYL SHELLY IS HERE TONIGHT.
AND IF SHE WANTS TO MAKE ANY COMMENTS AS IT RELATES TO THAT SPACE, THEN I'LL LET HER SPEAK TO THAT.
BUT WE'RE LOOKING FOR SOME DIRECTION ON IF WE GO AHEAD AND REPLACE THREE OF THE PORTABLES.
WE COULD RETAIN ONE OF THE OLDER PORTABLES AS A AS A OFFICE SPACE.
RIGHT. FOR THE ONCE THE STUDENTS MOVE OUT.
CERTAINLY. AND WE GET EVERYTHING SHOULD BE IN THE SUMMER, RIGHT? YES. IT'S ALL WOULD BE IN THE SUMMER, CORRECT.
AND THERE'S BEEN A LOT OF DISCUSSION ON IF YOU TAKE THE NEWER PORTABLES, FOR EXAMPLE, ARE THEY STORAGE SPACE, ARE THEY ADDITIONAL OFFICE SPACE? COULD OUR AFFILIATES HAVE SOME SPACE IN THERE FOR RESALE OR THAT TYPE OF THING? SO THINGS TO CONSIDER AS WE MOVE FORWARD ON THAT.
SURE. THAT'S WHAT I'M SAYING IS, YOU KNOW, WE HAD TALKED ABOUT RETAINING ONE OF THOSE PORTABLES.
IT'S NOT SUPER PRETTY, BUT CERTAINLY, I MEAN, WE'RE GOING TO HAVE A LOT OF MOVING PARTS, CORRECT? I MEAN, THIS IS JUST THE FIRST WAVE OF MANY WAVES.
RIGHT. START PLANNING FOR THAT.
YEAH. IS THE CONCESSION STAND, IS THAT PART OF THE GENERAL SCOPE OF THE DONORS PROJECT? IT INITIALLY WAS NOT.
IT WAS JUST BROUGHT UP RECENTLY.
SO IF WE FOUND THE SPACE THAT WOULD THAT THEN BE INCLUDED AS PART OF THAT.
YES. OKAY. SO, SHAWN, DO YOU THINK YOU COULD FIND SPACE IF WE WERE TO DO THAT, IF WE WERE TO TREAT THAT AS A CONCESSION STAND AND THEN IF WE WERE TO MOVE FORWARD WITH REPLACING SOME OF THE PORTABLES.
BUT I THINK WHAT WE CAN DO IS LOOK AT HOW OFFICES ARE ACTUALLY METED OUT ON CAMPUS AND THEN LOOK AT SOME OF SOME ADDITIONAL SPACE THAT WE MIGHT BE ABLE TO CREATE WITHIN A TIME.
SO NOT NECESSARILY POINTING OUT ANY ONE OFFICE AREA, BUT THERE ARE SOME OFFICES WHERE THERE ARE SINGLE PERSONS IN THEM THAT COULD ACTUALLY BE SHARED BY MULTIPLE FOR SURE. SHELLY, DID YOU WANT TO SAY ANYTHING? I WANT YOU TO FEEL LIKE THIS IS BEING DISCUSSED WHILE YOU'RE SITTING IN THE ROOM, SITTING RIGHT HERE.
I KNOW. I'M GLAD THAT YOU COULDN'T FIND A CLOSET.
I MEAN, WHAT'S LIKE, ACADEMY IS IN OUR NAME, RIGHT? SO STAYING ON THE CAMPUS JUST SEEMS INCUMBENT UPON THE WORK THAT WE DO.
WE KNOW HOW TO TELL THE STORIES OF TEACHERS AND STUDENTS IN ACTION.
SO SO FIRST AND FOREMOST, THE FOUNDATION OFFICE.
IN MY HUMBLE OPINION, NEEDS TO STAY ON THE CAMPUS.
IF THERE WAS OTHER SPACE ON THE CAMPUS, I PROMISE YOU, I THINK WE WOULD HAVE BEEN IN IT.
THE FOUNDATION STARTED LITERALLY IN A CLOSET IN THE PIPE BECAUSE WHILE MANY, MANY ITERATIONS OF THE COUNCIL GO CREATED THE FOUNDATION, THERE WAS NO SPACE FOR IT ON THE CAMPUS.
SO IT HAS BEEN A BIT OF A I DON'T KNOW WHAT'S THE TERM.
WE'VE BEEN WANDERERS, WE'VE BEEN SORT OF A BIT OF AN ISLAND AND JUST STICK WHEREVER THERE IS SPACE.
WE HAVE BEEN IN A CLOSET DOWN DOWNSTAIRS WHERE WE HAD TO TIPTOE THROUGH.
DO YOU REMEMBER THE OLD FOOTBALL HELMETS? AND WE'RE LIKE, COACH BERT, CAN YOU AT LEAST ASK THE KIDS TO MAKE A PATH SO WE CAN GET THROUGH? RIGHT? AND THEN, SHELLEY, WOULD YOU.
I MEAN, IF WE HAVE TO GIVE DIRECTION IN TERMS OF THE POTENTIAL USE OF YOUR OFFICE AS A NEW CONCESSION STAND FOR THE GYM, WOULD YOU BE COMFORTABLE IF THEY LOOKED AT THAT? NO, NOT UNTIL THERE IS SUITABLE OFFICE SPACE IDENTIFIED AS IT IS WHEN THAT ACTUALLY WASN'T ORIGINALLY A CONCESSION STAND.
IF I MAY, IT WAS ORIGINALLY FOR SECURITY.
WHEN THAT WHEN THAT WAS BUILT AND THEN IT BECAME COACHES OFFICES AND P.E.
TEACHERS. SO AGAIN, THAT SPACE HAS SO I GET I TOTALLY UNDERSTAND WHY IT MAKES WISE CONCESSIONS.
[00:55:04]
I WOULD ALSO OFFER, IF I MAY, AS SOMEONE WHO HAS WORKED CONCESSIONS FOR MANY YEARS, IT'S PARENTS WHO STAFF THAT AND IT IS PARENTS WHO LIKE TO SIT THERE AND WATCH THEIR ATHLETES PLAYING WHILE THEY'RE ALSO SELLING CONCESSIONS.SO THAT'S A SEPARATE MATTER FOR THOSE FOLKS WHO ARE LOOKING AT THAT OFFICE FOR A CONCESSION STAND.
BUT FOR THE WORK THAT YOU ARE ABOUT TO ASK US TO DO AND FOR THE WORK THAT WE DO CURRENTLY, I WOULD HOPE THAT YOU CAN IDENTIFY SUITABLE SPACE. WE GET SORT OF SIDEWAYS LOOKS AS IT IS ON THE SPACE THAT WE ARE.
SO JUST WE'RE VERY LIMITED ON TIME.
SO TROY, DO YOU WANT TO JUST RESPOND ON CONCESSION? HOW WOULD THAT FEATURE ADDRESSING SHELLY'S POINT AND THEN CAN DO YOU THINK WE CAN FIND WHEN DO WE HAVE TO? WELL, AGREE THE CONCESSION STANDS FOR SHELLY.
I'M SORRY YOU'VE HAD TO MOVE AROUND AND THANK YOU FOR ALL THE EFFORT.
YEAH, IT'S OKAY. SO THE TIMING ON THIS ONE IS PRETTY, PRETTY CRUCIAL.
THAT'S WHAT I ASSUME. YOU GOT TO GET IT.
WE HAVE TO HAVE IT OUT. THAT'S TOO SOON.
SO I'M. IF I COULD MAKE A RECOMMENDATION.
YES. AND UNDERSTAND THAT IT'S NOT GOING TO BE A CONCESSION STAND UNTIL WE CAN ACCOMMODATE THE FOUNDATION'S NEW OFFICE SPACE, WHEREVER THAT MAY BE. IS THAT OKAY? BUT IF WE PULL THE TRIGGER ON NEW PORTABLES, WE RETAIN ONE OF THE OLD PORTABLES.
WE CAN USE THAT AS FOUNDATION SPACE.
RIGHT. SO IT'S KIND OF TIED TO THEORETICALLY WITH THAT.
THAT WOULD THEORETICALLY BE OKAY IF WE.
IT'S AN UPGRADE FROM A CLOSET.
NO, BUT I MEAN, WE'VE DONE A NICE JOB IN MAKING THAT SPACE AS OFFICE AS SUITABLE AS IT CAN BE.
IT ACTUALLY IS A PRETTY DECENT SPACE.
YEAH, WE I TOTALLY UNDERSTAND WHY IT MAKES SENSE FOR IT TO BE CONCESSIONS.
IT MAKES PERFECT SENSE WITH THIS LOCATION BESIDE THE GYM.
AND WHEN WHEN OTHER OFFICE SPACE IS MADE AVAILABLE, EVEN IF THAT'S TEMPORARY, ABSOLUTE.
SURE. SURE. WE'LL MAKE SURE THAT SO WE CAN CONSIDER IT AS PART OF THE PLAN.
AND THEN, YOU KNOW, I THINK OUR GOAL IS TO EVENTUALLY GET RID OF THE IMMEDIATE FIRST THREE AND THEN MAYBE RETAIN ONE FOR HC AND AND CUT A DEAL LIKE THAT. AS WE LOOK AT THAT, I THINK THAT'S ALL TIED TO THIS THING.
THE FOUNDATION NEEDS A PERMANENT OFFICE.
I MEAN, THANK YOU FOR ALL YOU DO.
YEAH, WE WILL GET THAT FIGURED OUT.
WE WILL. YEAH. YEAH. I MEAN, WE ARE SCHOOL EMPLOYEES.
YEAH. SO WE'RE WE'RE WE'RE THEY'RE BUILDABLE, SO I APPRECIATE THAT.
WE'LL GET YOU. TAKE CARE. LET'S CLOSE IT UP HERE.
WE HAVE A 5:00. THANK YOU, SHELLY.
THANK YOU, SHELLY. ALL RIGHT, MARY COULSON.
WHAT I. SO WHAT I'M HEARING IS THAT WE'RE GOING TO CONTINUE TO MOVE FORWARD ON THE REMODELING PROJECT, HAVE THE ARCHITECT FIRM CREATE THE FLOOR, PLAN FOR THAT SPACE FOR FUTURE USE.
AS SOON AS WE CAN RELOCATE OR FIND ADEQUATE SPACE FOR THE FOUNDATION FOR SHELLY AND KELLY.
SURE. SO THAT KIND OF WRAPS UP THE THE GYM REMODELING.
AND THE NEXT ONE WE WERE GOING TO COVER WAS THE TOWN LEASE.
AND I KNOW WE'RE PRETTY CLOSE TO BEING OUT OF TIME.
THIS IS SOMETHING THAT WE MAY WANT TO PUSH TO THE NEXT COUNCIL MEETING.
LET'S PUSH THE NEXT AND WE CAN GO INTO DETAILS AS IT RELATES TO THAT.
BUT TRY IT. REALLY EXCITING ON THE GYM REMODEL.
ALL RIGHT. THANK YOU VERY MUCH, TROY.
YOU'RE WELCOME. I'M GOING TO WAIT TILL FIVE TO START THE REGULAR MEETING.
CAN I JUST ADD SOMETHING TO THAT GYM REMODEL? I AGREE WITH SEAN.
BUT AFFILIATES DO NEED SPACE ON THAT CAMPUS.
I AGAIN SAY WE DO NEED EXTRA SPACE ON THAT CAMPUS.
SO LET'S NOT GET RID OF THOSE NEWER PORTABLES, IS MY SUGGESTION.
THANKS. THANK YOU VERY MUCH, SEAN.
[REGULAR MEETING – Call to Order (5:00 P.M.)]
REPORTER WE'LL START WITH THE PLEDGE OF ALLEGIANCE.[01:00:08]
MISSION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.PLEDGE ALLEGIANCE CITY, TEXAS.
ONE STATE UNDER GOD, ONE AND INDIVISIBLE.
OKAY. BUT JOLENE, SHE'S DONE CITIZEN PARENT COMMENTS WITH ANY.
[ITEMS OF COMMUNITY INTEREST]
I AM TO COMMUNITY INTEREST.COME ON DOWN. MR. SASSER, HOW ARE YOU? GOOD EVENING, EVERYBODY.
GOOD EVENING, EVERYBODY. AS WE STATED LAST WEEK, WE HAVE A VERY BUSY OCTOBER, SO I'LL TRY TO BUZZ THROUGH A FEW OF THESE THINGS HERE BECAUSE WE HAVE SOMETHING ALMOST EVERY SINGLE DAY. BUT IT IS OF NOTE TO REPEAT TO MAKE SURE THAT EVERYBODY IN THE COMMUNITY IS AWARE OF THE TIMES AND ALL THE EVENTS BECAUSE IT'S GOING TO BE AN EXCITING MONTH.
ON WEDNESDAY, OCTOBER 5TH, IS WORLD TEACHER'S DAY.
SO THAT'S GOING TO BE A LOT OF FUN.
SO THAT'S GOING TO BE A LOT OF FUN.
WE WE POSTED THAT ON FACEBOOK AND AND HAVE DONE AN AWFUL LOT OF PROMOTION FOR THIS THING.
SO IT LOOKS LIKE WE'VE GOT A PRETTY GOOD CROWD.
HOPEFULLY OUR BIGGEST CROWD SO FAR THIS YEAR.
THIS WILL BE OUR FIFTH CONCERT OF SIX.
WE HAD THREE IN THE SPRING AND THIS IS NUMBER TWO IN THE FALL.
SO WE'RE HOPING A BIG CROWD WILL BE OUT THERE.
SO THAT'S GOING TO BE A HUGE, HUGE DEAL FOR SOME FALL CLEANING FOR RESIDENTS.
IT IS FROM WESTLAKE RESIDENTS ONLY.
THAT ALSO WILL BE RIGHT OUT HERE AT THE SOLANA TERRACE.
SO THAT'S GOING TO BE A LOT OF FUN.
JARED AND HIS TEAM HAVE A LOT OF A LOT OF COOL STUFF PLANNED FOR.
THAT IS IT'S ALWAYS A BIG EVENT FOR US.
FALL CONCERT NUMBER THREE IS WINDY CITY.
THAT'S THE NAME OF THE GROUP THAT'S GOING TO BE OCTOBER 20TH FROM 630 TO 8.
THAT'S A THURSDAY OVER AT THE SOLANA PLAZA.
SO THAT WILL BE OUR FINAL SIXTH AND FINAL CONCERT OF THE YEAR.
SO HOPEFULLY EVERYBODY WILL MAKE IT OUT TO THAT ONE AS WELL.
WE'VE GOT MONSTER MASH, OCTOBER 22ND.
THAT'S A SATURDAY FROM 5 TO 730.
ALL WESTLAKE RESIDENTS AND WESTLAKE ACADEMY STUDENTS ARE INVITED TO THAT.
SO THAT SHOULD BE A GREAT COMMUNITY EVENT.
AND THEN FINALLY, ON OCTOBER 29TH, IT'S ALSO A SATURDAY FROM 9 TO 3.
IT'S A COMMUNITY BLOOD DRIVE AT THE AT THE FIRE STATION.
AND THEN QUICKLY, THE OTHER THING I WANTED TO BRING UP WAS THE THE HOMECOMING RESULT.
THAT'S A CLEAN SWEEP, THREE AND ZERO, RIGHT? SO YEAH, THREE AND ZERO.
SO THE JV ONE 4818, NOT NECESSARILY A NAIL BITER THERE.
IT'S A GREAT JOB FROM THOSE GUYS.
JUNIOR JUNIOR HIGH ONE 5226 AND THE VARSITY WON 4524.
SO BLACKSMITH'S THREE AND ZERO.
CONGRATULATIONS. THERE'S NOTHING LIKE WINNING ON HOMECOMING.
ALL RIGHT, THOSE ARE YOUR ITEMS OF COMMUNITY INTEREST.
THANK YOU VERY MUCH. THANK YOU. HEY, JOHN, THANKS FOR THE HELP ON THOSE FLIERS.
I CALLED YOU AND WE GOT THOSE OUT.
WE PUT THEM IN. CARLINE, THANK YOU SO MUCH.
YEAH, IT WAS A GREAT IDEA FOR YOU GUYS TO HAND THOSE OUT AND GENERATE SOME BUZZ.
ABSOLUTELY. REALLY APPRECIATE IT.
[7. CONSENT AGENDA]
ALL RIGHT. CONSENT AGENDA.DOES ANYONE SEE ANYTHING? ANYTHING YOU TALK ABOUT? NOPE, NOPE, NOPE.
ALL RIGHT. CAN I GET A MOTION TO APPROVE? SO MOVED A SECOND.
HI. HI. ALL POSE NON MOTION CARRIES.
[8. REPORTS]
[01:05:06]
ALL RIGHT. REPORT ANY QUESTIONS ON THE REPORTS FOR THE WESLEYAN ACADEMY ENROLLMENT DEMOGRAPHICS OR THE STANDARDIZED TESTING DATA REPORT? I DO HAVE QUESTIONS ON THE STANDARDIZED TESTING DATA.SURE. MR. TIPPIN. COME ON DOWN, ESTEBAN.
DO YOU HAVE THAT PRESENTATION AND CAN IT BE PUT? MR. TIPPIN, IT'S HERE ALREADY.
THANK YOU SO MUCH. YES, I REALLY APPRECIATE IT.
WOULD YOU JUST GO ON THE THE SLIDE OF CITY OR JUST FOR THE COUNCIL? IF YOU CAN JUST GIVE US A LITTLE BIT OF UNDERSTANDING OF HOW THESE NUMBERS ARE, WHAT THEY ARE.
SO WHAT YOU CAN SEE HERE, WE DID A KIND OF A FIVE YEAR LOOK ACROSS.
IF YOU LOOK AT THE TOTAL TEST TAKERS IN 2017 AND 18, YOU HAVE 138, 151 TESTERS.
2019 THROUGH DECEMBER OF 2019, THESE WERE THE TEST TAKERS.
SO THIS IS WHERE WHERE THE NUMBERS CHANGE SIGNIFICANTLY THROUGH THAT TIME PERIOD AFTER THE 2021 YEAR AND 2122 YEAR.
YOU LOOK AT ACROSS THE FROM THE TIME THEY STARTED TESTING IN AUGUST THROUGH THE RANGE OF IT'S AUGUST THROUGH THE END OF JUNE, JULY TIME FRAME, THAT'S WHERE YOU HAVE YOUR NUMBERS.
SO MANY OF THE STUDENTS DID NOT HAVE TO SUBMIT A TEST SCORE.
SO THAT'S WHY YOU HAVE YOUR NUMBERS THE WAY THAT YOU HAVE THEM.
AND IN THAT NUMBER, IT LOOKS IT WOULD EVEN IF YOU LOOK MORE AT THE TEST TAKERS, IF YOU BREAK IT DOWN PER TEST, YOU DO HAVE SOME THAT ARE SIX TESTERS OR FOUR TESTERS FOR THAT TIME PERIOD.
SO THAT'S WHY YOU SEE THE NUMBERS THE WAY THEY ARE.
DID SOMEONE HAVE A QUESTION? SORRY. OH, I WAS JUST WONDERING IF I HAD A QUESTION.
SO AS YOU LOOK AT THE THE BREAKDOWN, I'VE BROKEN IT DOWN BETWEEN THE EVIDENCE BASED READING AND WRITING FOR WESTLAKE ACADEMY AND THEN THE EVIDENCE BASED READING, WRITING FOR THE STATE OF TEXAS.
THEN YOU HAVE THE MATH PORTIONS FOR WESTLAKE ACADEMY AND THE STATE OF TEXAS WITH YOUR TOTAL RANGE.
DO YOU THINK 1250 IS A GOOD SCORE? JUST RELATIVELY SPEAKING, YES.
SO WHAT PERCENTAGE OF OUR STUDENTS GET SCORES, WHICH CAN BE IN THE HIGHLY SELECTIVE SCHOOLS, WHICH WOULD BE ADMITTED IN THE HIGHLY SELECTIVE SCHOOLS? I CAN'T TELL YOU THE PERCENTAGE RIGHT NOW.
SO IF WE LOOK AT PART OF THE PROCESS, THERE'S TESTING.
IT'S LETTERS OF RECOMMENDATION, IT'S ESSAYS THAT STUDENTS WRITE.
SO THERE ARE MORE PIECES THAT SCHOOLS WILL USE FROM A SELECTIVE TO HIGHLY SELECTIVE IN TERMS OF MAKING THAT DECISION, WHERE WE'VE GONE 50, 60 YEARS OF USING A TEST SCORE.
WHEN WE WENT THROUGH COVID, IT WAS JUST WE DON'T NEED IT.
IT IS NOT THE TOTAL PACKAGE OF WHAT STUDENTS ARE LOOKED AT IN TERMS OF ADMISSIONS.
SO THERE'S MORE CONTEXT TO TO OUR SCORES OR TO THOSE SCORES WHEN STUDENTS ARE SUBMITTING FOR ADMISSION, MANY OF THE SCHOOLS, ANYWHERE FROM 30 TO 40, 50% OF THOSE STUDENTS WHO HAVE BEEN ADMITTED TO SOME OF THESE HIGHLY SELECTIVE SCHOOLS HAVE NOT SUBMITTED TEST SCORES.
ALONG THOSE LINES, CAN YOU TALK A BIT ABOUT HOW DRAMATICALLY COLLEGE APPLICATIONS HAVE CHANGED SINCE COVID? BECAUSE AS A PARENT, WITH MY OLDEST BEING A 2020 GRADUATE, HER EXPERIENCE HAS BEEN VERY DIFFERENT THAN THE COUPLE OF CLASSES THAT HAVE COME SINCE. AND ALSO OUR CURRENT SENIOR CLASS WHERE I HAVE A CHILD WHO'S GRADUATING.
SO IT'S REALLY REVOLUTIONIZED THE WAY WE APPLY TO COLLEGES AND HOW THESE SCORES ARE TAKEN ACCOUNT.
[01:10:03]
I THINK THEY'RE MUCH LESS IMPACTFUL IN TERMS OF HOW THE MOST SELECTIVE UNIVERSITIES SELECT THEIR STUDENTS.BUT SURE, YOU'RE THE PROFESSIONAL HERE.
SO WHEN WE TALK ABOUT WHEN COVID HAPPENED, THEN WE TALK ABOUT DISRUPTION.
THEY HAD AN OPPORTUNITY BECAUSE THE THE OPPORTUNITY TO REACH STUDENTS IN RURAL AREAS, IN URBAN AREAS THAT MAY NOT BE ABLE TO VISIT SOME OF THESE SCHOOLS WERE NOW ABLE TO BE TOUCHED BASED ON USING ZOOM IN MEDIA IN THAT STANDPOINT.
SO THAT ACTUALLY CHANGED THE DYNAMIC SIGNIFICANTLY.
AND SO WHEN WHEN SCHOOLS DID NOT HAVE TEST SCORES TO USE AS PART OF THE PROCESS, THEN NOW MANY OF THESE STUDENTS FELT AS THOUGH THAT THAT WAS NO LONGER A BARRIER. AND SO BECAUSE IT WASN'T A BARRIER FOR THEM, YOU HAVE MORE AND MORE STUDENTS WHO ARE APPLYING TO SOME OF THESE SCHOOLS BECAUSE THEY ARE THEY BELIEVE THAT THEY HAVE AN OPTION TO POTENTIALLY GO.
SOME OF OUR HIGHLY SELECTIVE SCHOOLS, SUCH AS STANFORD AND HARVARD, AND HAVE REDUCED, IF NOT REMOVE SOME OF THE TESTING TESTING DATA SO THAT STUDENTS DON'T FEEL AS THOUGH THAT THEY CAN'T APPLY BECAUSE THEY ARE OUTSIDE OF THAT RANGE.
SO LETTERS OF RECOMMENDATION, CURRICULUM, THE GRADES THAT YOU'VE MADE IN THOSE CLASSES, WHAT TEACHERS ARE SAYING ABOUT YOU AND IN THE ESSAYS, THEY NOW TAKE ON A LARGER PERSPECTIVE IN THE PROCESS.
SO FROM A FROM THAT PARTICULAR STANDPOINT, THE TESTING IS NO LONGER THE BARRIER.
IT IS NOW REALLY ABOUT CONTEXT AND IT'S REALLY ABOUT THE CONTEXT OF WHERE THE STUDENT IS COMING FROM AND WHAT THE INFORMATION THEY'RE ABLE TO PROVIDE AND WHAT IS AVAILABLE TO THEM. MANY OF OUR STUDENTS COMPARE THEMSELVES AGAINST OTHER SCHOOLS WHERE SCHOOLS HAVE MANY MORE AP CLASSES. WE ONLY TECHNICALLY HAVE THREE AP CLASSES.
THAT HAS NOT HURT ANY OF OUR STUDENTS IN THE PROCESS BECAUSE OUR STUDENTS ARE JUDGED BASED ON WHAT WE OFFER AND HOW WELL THEY HAVE PERFORMED ALONG WITH THE OTHER THINGS THAT THAT COME IN THAT PARTICULAR PROCESS.
IT SEEMS LIKE WE'RE GETTING INTO GOOD SCHOOLS NOW.
I'M SURE HE GOT ANOTHER SCHOOL, TOO.
SO WHEN YOU TALK ABOUT HIGHLY SELECTIVE SCHOOLS, WHAT WOULD YOU SAY? WOULD JUST A ROUGH WHAT PERCENTAGE OF THOSE SCHOOLS HAVE BECOME TEST OPTIONAL THESE DAYS? HIGHLY SELECTIVE. I WOULD PROBABLY SAY 95% OF THEM.
AWESOME. YEAH. SO IT'S MORE THE MORE HIGH WEIGHTAGE IS GOING TO THE OTHER THINGS.
BUT DO THEY STILL HAVE A MINIMUM SCORE THAT THEY NEED THE STUDENTS NEED TO HAVE OR NOT? THEY WILL TELL YOU THERE'S NO MINIMUM.
SO WHAT WE WOULD LOOK AT WOULD BE THE MIDDLE 50%.
SO IF YOU WERE TO ASK WHAT IS A SCORE FOR A HIGHLY SELECTIVE OR SELECTIVE SCHOOL THAT A STUDENT SHOULD BE FINE WITH? AND THIS IS VERY GENERAL.
757 5750 EVIDENCE BASED READING AND WRITING.
750 IN MATH BECAUSE AT THAT ASPECT YOU ARE GOING TO BE PROBABLY IN THE RANGE OF THE MIDDLE 50% IN WHICH NOW A TEST SCORE IS NOT REALLY EVEN PART OF THE PROCESS ANYMORE BECAUSE IT'S ABOUT A 32ND DISCUSSION IN COMMITTEE.
IT'S LIKE, OH, THEY'RE IN RANGE, LET'S MOVE ON.
YEAH, NOT AS A TOTAL, BUT I BROKE IT.
BREAK IT DOWN. SEVEN 5750 FOR THIS PARTICULAR PURPOSE BECAUSE MANY OF THE THOSE SELECTIVE AND HIGHLY SELECTIVE SCHOOLS WILL LOOK AT IT AS A AS PART BECAUSE SOME OF THESE SCHOOLS WILL DO WHAT WE CALL A SUPER SCORE.
SO IF STUDENTS HAVE DIFFERENT SCORES AT DIFFERENT TEST TIMES, THEN THAT'S WHY I LOOK AT IT AS A BREAKDOWN VERSUS JUST A COMPOSITE SCORE OF A ONE TEST SETTING. SURE. AND TOTALLY MAKES SENSE.
[01:15:08]
JUST TALK ABOUT IT? RIGHT.YES. SO THE FIRST BULLET, I KNOW IT KIND OF HITS HARD, BUT I'VE BEEN HERE.
AND SO PART OF THE RECOMMENDATION WITH THAT IS I'VE BEEN WORKING WITH A COUPLE OF OUR FACULTY MEMBERS TO DEVELOP OUR OWN WESTLAKE ACADEMY TEST PREP PROGRAM THAT WE KNOW HOW OUR STUDENTS PERFORM IN THE CLASSROOM.
WE KNOW WHERE SOME OF OUR STUDENTS STRUGGLE.
OVER THE COURSE OF YEARS, WE'VE HAD STUDENTS THAT WOULD COME BACK.
THEY GENERALLY STRUGGLE IN MULTIPLE JOYS, AND THIS IS SOMETHING THAT WE NEED TO SHORE UP.
AND SO THIS COULD HELP SOME OF OUR STUDENTS IN THAT PROCESS.
ALSO IDENTIFYING THOSE STUDENTS IN 10TH GRADE, WE WILL BE TAKING THE PSAT ON OCTOBER THE 12TH.
AND GIVEN THAT THOSE SCORES WILL COME OUT IN DECEMBER, WE WORK WITH OUR FACULTY TO LOOK AND DETERMINE SOME OF THOSE STUDENTS WHO COULD BE INVITED TO THIS PROGRAM THAT WHAT WE WILL DESIGN AND DEVELOP AND GIVE THEM THE OPPORTUNITY.
SO HOPEFULLY THAT WITH THAT, WITH OUR OWN INSTRUCTORS HAVE THE OPPORTUNITY TO IMPROVE OUR NATIONAL MERIT SEMIFINALISTS AND FINALISTS BY ABOUT 5%.
YES. WHEN DO YOU GUYS START PREPPING FOR SAT? PREPPING? IT CAN BE AT ANY POINT IN TIME.
SITTING SITTING FOR THE EXAM IS SOMETHING DIFFERENT THAN WHAT I WOULD SAY.
MY HIGH SCHOOL KIDS WERE STARTING IN NINTH GRADE.
SO YES, I KNOW THAT STUDENTS DO START IN NINTH GRADE.
I WOULD TELL YOU THAT'S A LITTLE BIT TOO EARLY.
LIKE ONE THIRD HALF OF THEM ARE DOING.
KAPLAN IS THAT IS THAT WHAT WE DO? I MEAN, THERE ARE A NUMBER OF THEM THAT ARE OUT THERE.
THERE'S KAPLAN, THERE'S KATIE, THERE'S C2 EDUCATION, AND THERE'S SEVERAL OTHERS.
AND THEN THERE'S BOOST MY ACT FOR ACT.
WHAT I THINK IS MOST IMPORTANT AND WHAT I'VE HEARD FROM COLLEGES AND UNIVERSITIES ACROSS THE COUNTRY, GRADES, CURRICULUM, IT'S MOST IMPORTANT IN THE PROCESS, EVEN EVEN MORE SO TODAY.
BUT IN TERMS OF SITTING FOR THAT TEST, PREPPING IS FINE.
IT'S PRACTICE. PRACTICE, PRACTICE MAKES PERFECT.
BUT IN TERMS OF A BASELINE 10TH GRADE FOR THE PSAT, YOU WILL GET THOSE SCORES IN DECEMBER.
LET'S SEE WHAT THOSE SCORES LOOK LIKE.
MY RECOMMENDATION IS SPRING SEMESTER OF THEIR JUNIOR YEAR.
CAN I ASK YOU ANOTHER QUESTION? SURE. ALGEBRA TWO? YES. MOST STUDENTS DO IT IN 10TH GRADE.
RIGHT. UNLESS YOU'RE DOUBLING UP YOUR MATH IN NINTH.
AND YOU HAVE MENTIONED IN YOUR RECOMMENDATION ALSO THAT IT'S TOO LATE FOR THEM TO DO THAT, BECAUSE IF THEY'RE TAKING A YEAR IN OCTOBER, MUCH LESS OF THE CURRICULUM IS EVEN TAKEN CARE OF BY THEN.
CORRECT. IS THAT SOMETHING THAT WE'RE TRYING TO WORK ON? ALSO, I WOULD SAY I KNOW A LOT OF NINTH GRADE STUDENTS DOUBLE UP MATH AND TAKE ALGEBRA TWO.
HAVING ONE OF THEM WAS MY SON, AND I WOULD SAY HE DIDN'T LEARN IN THAT.
SO ALGEBRA TWO, WHICH IS AN EXTREMELY IMPORTANT REQUIREMENT OF THESE TESTS BECAUSE PRE-K COMPLETELY COMES ON TO IT THAT I THINK WE SHOULD WE WE SHOULD DEFINITELY THINK ABOUT MAYBE DOING IT EARLIER.
I DON'T KNOW HOW THIS WHOLE THING WOULD WORK, BUT.
RIGHT. SO ONE OF THE THINGS THAT I WOULD SAY ABOUT ABOUT THAT IS THE PSAT IN 10TH GRADE TRADITIONALLY HAS BEEN JUST A PRACTICE, NO PREPPING, JUST THE BASELINE, JUST PRACTICE, BECAUSE STUDENTS NEED TO BE ABLE TO UNDERSTAND THE TIMING.
THEY NEED TO BE ABLE TO READ THE INSTRUCTIONS, FOLLOW THE INSTRUCTIONS.
YEAH, YOU'VE PROBABLY ONLY GONE THROUGH, WHAT, ALMOST SEVEN WEEKS OF THAT CLASS.
[01:20:09]
UNDERSTANDING. AND SO WITH THAT PRACTICE, THEY WILL HAVE THE ABILITY TO, ONE, UNDERSTAND THE MATERIAL.AND THIS IS WHEN THE NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST PORTION OF THE PSAT COMES INTO PLAY.
OKAY. SO AND AS ANOTHER COUNCIL MEMBER, I WOULD LIKE TO JUST PRESENT A DIFFERENT OPINION.
MY OPINION IS THAT I WOULD NOT LIKE US TO ADVANCE OUR MATH CURRICULUM ANY FURTHER THAN IT IS OUR STUDENTS ALREADY ONE YEAR ADVANCED IN MATH, AND HAVING HAD BOTH MY KIDS, OUR HOUSEHOLD IS VERY MATH POSITIVE, IF I CAN SAY SO MYSELF.
BUT IT'S ALWAYS BEEN VERY IMPORTANT FOR ME, FOR BOTH MY KIDS TO NEVER PUT ANY STRESS ON THE SAT OR PRACTICE OR TO GUARANTEE CURRICULUM TOWARDS THAT, BECAUSE IT TRULY IS A PRACTICE EVENT FOR MY KIDS LIVES.
I'VE NEVER TOLD THEM TO STUDY FOR IT OR ANYTHING, SO THAT'S PERSONALLY WHERE I STAND ON THE SAT.
SO I'M VERY HAPPY WITH WHERE OUR MATH CURRICULUM IS RIGHT NOW.
AND, AND MY, MY, MY RECOMMENDATION WOULD BE TO KEEP IT IS NOW REQUIREMENTS.
ALL RIGHT. THANK YOU VERY MUCH. THANK YOU.
ALL RIGHT. THANK YOU, MR. GOOD QUESTIONS.
[9. Presentation and discussion of action plans for PYP Mathematics and English Language Arts in a IB continuum World School]
REGULAR AGENDA ITEM NUMBER NINE PRESENTATION DISCUSSION OF ACTION PLANS FOR PIPE METAL, MATHEMATICS AND ENGLISH LANGUAGE ARTS IN THE IB WORLD TRAVEL WORLD SCHOOL. ROD, COME ON DOWN.THANK YOU. DO YOU HAVE THE PRESENTATION THERE? OKAY, I'LL START.
I THINK EVERYONE KNOWS ME EXCEPT FOR COUNCIL MEMBER SHINER.
SO MY NAME'S ROD HARDIE AND I'M THE PRIMARY YOUTH PROGRAM PRINCIPAL AND I SPEAK SORT OF A DIFFERENT LANGUAGE, SO I'LL HOPEFULLY MAKE MYSELF VERY CLEAR TO EVERYONE.
THANK YOU. I WANT TO START BY SAYING THAT I WAS ASKED TO GO BACK AND PRESENT ABOUT OUR PLANS AND IMPROVEMENTS FOR THE STAR ONE DAY TEST IN LANGUAGE, ARTS AND MATHEMATICS.
BUT I WANT TO START BY PLACING THESE RESULTS AND PLANS OF IMPROVEMENT IN THE CONTEXT OF THE REQUIREMENTS OF AN IB WORLD SCHOOL AND ALSO THE AUTHORIZATION OF THE INTERNATIONAL BACCALAUREATE PROGRAM.
I THINK IT'S VERY IMPORTANT TO DO THAT.
SECONDLY, I'LL REVIEW THE PROGRESS OF THE GRADE 3 TO 5 COHORTS AS THEY TRAVEL THROUGH FROM GRADE THREE TO GRADE FIVE TO LOOK AT THEIR PROGRESS AS IT PERTAINS TO COVID AND AS IT PERTAINS FROM GRADE THREE, FOUR AND FIVE FOR THE GRADE THREE CHILDREN.
THEY'VE STARTED TO LEARN HOW TO USE A KEYBOARD, AND MOST TIMES THAT THEY DO USE A KEYBOARD.
IT'S A QUICK FIX AND THEY RUN THROUGH THE QUESTIONS VERY QUICKLY.
SO ALL OF THAT TAKES TIME IN WHICH TO DEVELOP THOSE CHILDREN IN GRADE THREE.
THE LAST AREA I WANT TO DO IS THE IDENTIFICATION OF AREAS FOR IMPROVEMENT AND ACTION PLANS.
SO WE'LL GO TO THE DO I DO THE SLIDE? YEAH. YEAH. THE PRIMARY USE PROGRAM HAS SIX UNITS OF INQUIRY, FOUR IN THE KINDERGARTEN STAGES, AND WE ALWAYS START WITH THE PROVOCATION TO START THE UNIT OF INQUIRY OFF TO GET THE CHILDREN THINKING AND UNDERSTANDING WHAT THEY'RE GOING TO DO, WHAT THEY GUESS THEY'RE GOING TO DO.
AND I'M NOT GOING TO TELL YOU WHAT IT IS YET, BUT YOU CAN PROBABLY GUESS WHAT IT IS.
SO I'M GOING TO START WITH THE NEXT SLIDE AND WE'LL JUST BE PATIENT.
YOU'LL GET TO IT. WHAT I DID, AND WITH THE HELP OF MR. FEBS, IS PUT THE COHORTS IN ORDER AS THEY GRADUATE.
AND FROM 2122, YOU CAN SEE THAT THE GRADE FIRES WERE MASTERED AT 71% PRIOR TO THAT 2021 IT WAS 66% AND THEN DURING COVID IN GRADE THREE, WE DID NOT TAKE ANY STAFF ASSESSMENTS.
SO YOU CAN SEE OUR SCORES AT THIS POINT IN 21, 22 ARE VERY HIGH.
THE NEXT COHORT. AT 2021 FOR GRADE FIVE, IT REACHED 78% MASTERED.
PRIOR TO THAT, IN 2019 2020, THE GREAT FORCE HAD COVERED.
[01:25:07]
SO YOU WOULD EXPECT WHEN THE GRADE THREES COME THROUGH AFTER COVID, YOU WOULD HAVE A DROP.AND AT THAT STAGE IN 2018, 2019 IT WAS 49%, SO HERE COME THE GRADE THREES, 56%, THE GRADE FOURS WERE AT 46% DURING COVID GRADE FIVES HAD COVID AND THEN WE DROPPED AGAIN IN GRADE SIX WITH 50%.
SO COVID HAD A VERY BIG INFLUENCE ON WHEN YOU'RE LOOKING AT THE MASTERS IN MATHEMATICS, A VERY, VERY BIG INFLUENCE.
MR. HARDING. JUST A QUESTION FOR MY IGNORANCE, AND I THINK I ASKED THIS LAST TIME, BUT WHAT SHOULD MASTERS BE LIKE? WHAT'S BEST IN CLASS? PERCENTAGE OF MASTERS? IS THAT A FAIR QUESTION? I THINK IT'S I'D HAVE TO LOOK AT THE DATA TO MAKE IT A VERY ACCURATE, ACCURATE CALL ON THAT ONE.
SAM, DO YOU WANT TO SAY ANYTHING ABOUT THAT? SAME AS YOUR TESTING COORDINATOR.
HE MIGHT HAVE AN INSIGHT INTO THAT.
THANK YOU. I'M NOT SURE WHAT YOUR WHAT YOUR QUESTION IS.
WE SAID WHAT SHOULD IT BE? IT'S A STANDARD THAT THE STATE SAYS.
WHAT ARE WE HAPPY WITH WHAT THESE ARE OR CAN THEY GET BETTER? I JUST DON'T HAVE A FRAME OF REFERENCE.
I THINK THAT WITH THE GROWTH MINDSET THAT WE AS LONG AS WE SEE CONTINUED GROWTH IN EACH COHORT, THEN WE'RE DOING THE RIGHT THING BECAUSE EACH STUDENT COMES IN OR EACH GROUP COMES IN WITH DIFFERENT SKILL SETS.
AND AS LONG AS WE ADDRESS THOSE AND WE SEE CONTINUED GROWTH, WE'RE ON THE RIGHT TRACK NOW.
AND HERE WE HAVE THE TESTING WAS NOT DONE.
THE START TESTING IN 2000, 16, 2017, IN GRADE FOR 20 1718.
THIS IS PRIOR TO COVID 61% AND RIGHT ON PRIOR TO COVID, THE MASTER'S LEVEL IN GRADE FIVE WAS 87%.
YEAH, SO THAT'S VERY OBVIOUS IN THESE RESULTS.
BEFORE I CONTINUE, I WANT TO GO THROUGH WHAT TYPE OF SCHOOL WE ARE AND WE'RE AN IB WORLD SCHOOL.
CAN YOU YOU CAN HEAR ME, CAN'T YOU? RIGHT. OKAY. AND IF I TAKE THE MISSION STATEMENT OF COMPASSIONATE, LIFELONG LEARNERS, IT'S MORE THAN JUST EMPATHY.
WHERE EMPATHY IS A TYPE OF ACTION WITH COMPASSION.
SO WE'RE ASKING CHILDREN TO TAKE ACTION ALSO TO TO HAVE EMPATHY FOR OTHERS.
BUT COMPASSION MEANS TO TAKE ACTION INTERNATIONALLY MINDED.
THIS IS IN OUR MISSION STATEMENT.
AND AS AN INTERNATIONALLY MINDED SCHOOL, THE CONTEXT OF MULTILINGUALISM COMES IN.
WE HAVE GLOBAL ENGAGEMENTS AND MEANINGFUL SERVICE AGAIN, ACTION WHERE WE CAN CRITICALLY CONSIDER THE POWER OF PRIVILEGE AND RECOGNIZE THE PLANET AND ITS RESOURCES FOR FUTURE GENERATIONS.
THIS IS THE MINDSET OF IB AND I THINK AS A BOARD IT'S VERY IMPORTANT THAT I TELL YOU THIS WITH ALL THE THINGS THAT GO INTO THE SCHOOL TO MAKE THESE RESULTS POSSIBLE.
WE HAVE THE IDEAL LUNAR PROFILE TEN ATTRIBUTES, AND YOU OFTEN SEE IT AT THE START OF THE PRESENTATIONS TO MAKE AN INTERNATIONALLY MINDED PERSON SO THEY CAN GO OUT IN THE WORLD AND MAKE IT A BETTER PLACE.
I WON'T HARP ON THIS VERY MUCH, BUT IT'S SOMETHING THAT IS VERY DEAR TO OUR HEARTS.
WE'RE BASED ON INQUIRY AND WITH INQUIRY IT TAKES A LONGER TIME IN WHICH TO GET THROUGH A STANDARD CURRICULUM BECAUSE WE WANT CHILDREN TO QUESTION AND HAVE A CONSTRUCTIONIST OPINION, GET THEIR IDEAS AND DEEPEN THEIR UNDERSTANDING.
WE HAVE GLOBAL CONTEXT, BOTH IN THE NAEP AND ALSO IN THE PDP.
[01:30:04]
WE'RE FOCUSED ON TEAMWORK AND COLLABORATION WHEN WE MAKE DECISIONS WITH STUDENTS.OUR POPULATION HAS SHIFTED IN OUR SCHOOL BECAUSE WE HAVE MORE CHILDREN WHO HAVE OTHER IMPAIRMENTS AND ALSO THE SPECIAL EDUCATION PROGRAM OF SPECIAL POPULATIONS.
AND OUR PROGRAM IS INFORMED BY ASSESSMENT.
WE ARE FOCUSED ON THE FIVE APPROACHES TO LEARNING.
WHILE THE ISD'S DO NOT HAVE THAT SORT OF LEARNING, WE'RE LOOKING AT THINKING SKILLS, RESEARCH SKILLS, COMMUNICATION SKILLS, SOCIAL SKILLS AND SELF MANAGEMENT SKILLS.
I KNOW THAT BOARD MEMBERS WOULD LIKE TO KNOW ABOUT THE MATHS SPECIALIST AND THAT POSITION.
WELL, WE DO HAVE A MATH SPECIALIST.
THEY'RE THERE. THEY'VE BEEN THERE FOR A WHILE SINCE 2017, 2018.
STUDENT CHILDREN ARE GROUPED AND REGROUPED THROUGHOUT THE UNIT OF INQUIRY.
THAT MEANS THAT THEY HAVE TO GATHER MORE UNDERSTANDING AND DEEPER UNDERSTANDING.
AND THEN THE LAST PART OF THIS IS IT IS PARAMOUNT.
PREVIOUSLY, THE MATHS SPECIALIST IN 2017, 2018, BEFORE THAT, THEY WERE PULLING LARGE GROUPS OF CHILDREN OUT OF THE CLASSROOM, WHICH DETRACTED FROM THE IB PROGRAM.
AND THE TEACHER FOUND IT VERY DIFFICULT TO COME BACK BECAUSE MOST OF IT IN OUR APPROACH IS DEBATE.
COLLABORATIVE GROUPS, AND IT WAS VERY DIFFICULT TO DO THAT.
SO WE DO HAVE A MASS SPECIALIST, BUT WE'VE GOT A PROBLEM WITH IT.
TEXAS INTRODUCED THE BILL 4545 AND ANYONE THAT FAILS GRADE FOUR AND FIVE STAR AND GRADE THREE HAS TO TAKE ON AN ACCELERATED LEARNING PROGRAM.
AND WHO'S GOING TO DO THAT? WELL, THE MATH SPECIALIST.
AND ALSO OUR LANGUAGE SPECIALIST.
SO THEREFORE, WHEN YOU ADD UP THE TIME THAT IT'S TAKES FOR THAT PROCESS TO WORK, AND WE WE DESERVE THAT FOR OUR KIDS, WE TAKE AWAY THAT BUBBLE GROUP.
IF WE CAN EVER IMPROVE THOSE REALLY GOOD SCORES UP ON THAT BOARD.
SO 33% OF THE MATHS SPECIALIST TIME IS TAKEN UP WITH THE HB 45 AND THE RTI PROCESS RTI TWO AND THREE, WHERE SMALL GROUPS OF CHILDREN HAVE TO BE EITHER SMALL GROUP OR ONE ON ONE, LEARNING TO GET THEM UP TO A PROGRAM STANDARD IN THE PRIMARY USE PROGRAM.
SO HOW DO WE SOLVE THAT? WELL, WE'VE SOLVED IT BY THIS.
WE'VE MADE SURE THAT EVERY SECOND WEEK THE SCIENCE, THE MATH SPECIALIST JUST HAS WON ALL THE GRADE LEVELS, 18 OF THEM IN ONE WEEK, AND THEN THE OFF WEEK SHE CAN PUSH IN TO CLASSROOMS AND PROFESSIONALLY DEVELOP AND WORK WITH KIDS WHO NEED THAT EXTENSION.
[01:35:04]
SO THAT'S GOING TO GIVE HER THAT PRETTY MUCH 30% COME BACK WITH HELPING THE CLASS CLASSES WHO WERE IN NEED OF PROFESSIONAL DEVELOPMENT.I'LL FORGET THE CLICKER. IS THERE ANY QUESTIONS FOR THAT? SO IDEALLY, THAT'S YOUR INTERIM SOLUTION.
YOU ALTERNATE, BUT IF YOU HAVE A SECOND MATH SPECIALIST, THAT WOULD THAT WOULD ALLEVIATE YOUR ALTERNATIVE SCHEDULE, RIGHT? IT WOULD. AND THAT'S A PERSONNEL AND FINANCIAL ISSUE.
IT WOULD BE VERY AWARE OF THAT.
SO WHAT HAPPENED WITH IMPROVEMENT? SO THESE ARE THE AREAS THAT WE WANT TO IMPROVE.
AND IF I TAKE THE FIRST WING DATA ANALYSIS AND PERSONAL FINANCIAL LITERACY, WE'RE TALKING ABOUT ANALYZING DATA AND PERSONAL FINANCE FOR THE CHILDREN, AND THAT'S SAVING MONEY.
BUT THAT'S AN AREA IN LOOKING AT THE SCORES IN THE STOCK THAT WERE DOWN, SAM AND I LOOKED THROUGH THOSE AREAS, THE QUESTIONS AS SUCH, AND WE FOUND THAT FOR GRADE 3 TO 5, THE DATA ANALYSIS AND PERSONAL FINANCE FINANCIAL LITERACY WAS DOWN.
SO WE KNOW WHICH QUESTIONS THEY ARE.
SO FOR ME, LIKE WE SEE THAT AND THEN WE HAVE WE HAVE THREE FINANCIAL FIRMS IN THIS TOWN.
I'M SURE WE CAN TALK TO THEM AND SAY, HEY, THIS IS A PROBLEM.
GET A CORPORATE OWNER TO HELP US OUT HERE, RIGHT? I MEAN, I THINK SCHWAB AND FIDELITY WOULD PROBABLY BE PRETTY INTERESTED IF WE WERE TO TALK TO THEM ABOUT STUFF LIKE THIS.
WELL, I'D HAVE TO I'D HAVE TO KNOW HOW TO SAVE POCKET MONEY AND BORROW AND GIVE BACK.
AND THAT WOULD BE A GREAT IDEA.
IT REALLY WOULD. AND I THINK WE'VE HAD ONE OF THE PARENTS COMING TO HELP US WITH THAT, TOO.
MY HUSBAND COMES. THAT'S RIGHT.
I'M SORRY. YEAH, WE'VE BROUGHT PEOPLE IN TO HELP WITH THAT COMPUTATION AND ALGEBRAIC RELATIONSHIPS IS ANOTHER ONE, AND THE OTHER ONE IS GEOMETRY AND MEASUREMENT. SO THEY'RE THE THINGS THAT REALLY HAVE HIT HOME IN THE STAR.
I ONLY GET IN THE KITCHEN AND I GOT I GOT TOLD WHAT CUPS ARE.
SO WE KNOW WHAT AREAS THERE ARE.
WE DID THE SAME FOR LANGUAGE ARTS AND THAT'S THE NEXT SLIDE.
AND I HAVEN'T GONE THROUGH THE PROCESS WITH LANGUAGE ARTS, BUT IT'S THE SAME.
WE LOOKED AT WHAT WAS LACKING IN THE QUESTIONS, WHAT ARE THE NUMBERS AND WHAT TYPES OF QUESTIONS ARE OVERALL DOWN? AND THEY WERE UNDERSTANDING AND ANALYSIS OF INFORMATIONAL TEXT.
SO FACTUAL TEXTS, SCIENCE, TEXTS, THOSE SORT OF TEXTS, UNDERSTANDING AND ANALYSIS OF LITERACY TEXTS, NOVELS, READING, YOU WOULD THINK WOULD BE FINE WITH THAT. AND WE ARE WE'RE RELATIVELY VERY GOOD.
AND THEN THE GENRES, WE'RE NOT DOING ENOUGH IN THE STUDY OF GENRES ACROSS THE PROGRAM.
SO WE'RE GOING TO IMPROVE THIS WITH HORIZONTAL PLANNING AT THE GRADE LEVEL SO TEAMS OF TEACHERS GET TOGETHER AND PLAN AND LOOK AT THESE QUESTIONS AND LOOK AT THESE AREAS FOR IMPROVEMENT, BOTH IN LANGUAGE, ARTS AND MATHEMATICS.
WE'RE ALSO GOING TO LOOK AT VERTICAL ALIGNMENT, GRADE TWO AND THREE, THREE AND FOUR AND FOUR AND FIVE AND GRADE FIVE AND SIX, THAT CROSSOVER AREA. I'VE TOLD YOU ABOUT THE STEM SPECIALIST AND WE'RE GOING TO LOOK AT THAT TOO.
ARE YOU GOING TO USE OUR LATE WEDNESDAYS FOR VERTICAL PLANNING AND LOOKING AT THESE AREAS SO WE CAN LOOK AT NOT ONLY THE SA TEST BUT WHAT'S HAPPENING BECAUSE THE LEARNING IS TAKING PLACE WHICH AFFECTS THE STAR.
SO IF I GO BACK, IF THERE'S ANY QUESTIONS FOR ALL OF THAT TIME THAT I SPOKE TO YOU.
I WOULD LIKE TO MAKE A COMMENT.
IF NO ONE HAS A NO, I WOULD LIKE TO HAVE TO.
NO, NO, NO, NO. GO AHEAD, PLEASE.
WHILE I TOTALLY AGREE WITH THE FACT THAT, YOU KNOW, COVID HAS BROUGHT IN A LOT OF CHALLENGES IN THE EU AND WE CAN SEE IT FROM THE DATA. IT HAS BROUGHT IN A LOT OF CHALLENGES.
AND I'M I CAN NOW I TOTALLY UNDERSTAND WHERE I THINK BY THE MATHS SPECIALIST YOU MEAN MS..
[01:40:06]
PULIS, IS SHE.YES. A CONSIDERABLE AMOUNT OF HER TIME DEFINITELY GOES IN IN MAKING SURE THAT WE ARE MASTERING THE I DON'T KNOW THE EXACT TERM THAT YOU USED ABOUT THE EB THING THAT WE HAVE FOR KIDS WHO ARE BELOW 4545. CORRECT.
CAN WE LOOK AT A SECOND MATH SPECIALIST OR AT LEAST SOMEBODY WHO CAN FILL IN ON THE INTERIM? WELL, YOU'RE LOOKING AT SOMEONE FOR THE OF 45, 45 AND RTI.
YOU'RE LOOKING AT SOMEONE WHO'S CERTIFIED.
YOU'RE LOOKING AT SOMEONE WHO IS QUALIFIED TO DO THAT.
OKAY. SO WE NEED HER FULL TIME INTO THAT.
SO CAN WE LOOK AT SOMEONE ELSE WITHIN OUR SYSTEM OR MAYBE OUTSIDE WHO CAN MAYBE HELP? BECAUSE THERE IS A CONSIDERABLE AMOUNT THAT THE KIDS WHO ARE IN THAT BUBBLE CAN BRING IN IN TERMS OF INCREASING THEIR ADVANCEMENT IN MATH.
AND WE HAVE SEEN THAT IN THE PAST THAT IT HAS HELPED.
WELL, NO, THAT WASN'T FLEXIBLE GROUPING.
THAT WAS THAT WAS PULLING OUT LARGE NUMBERS OF CHILDREN.
NO. FOR 2025 COHORT, WHEN WE DID THE FLEXIBLE GROUPING IN GRADE FIVE, FLEXIBLE GROUPING IS WITHIN THE CLASSROOMS. THAT IN 2018, WHEN MS..
BAUER WAS THERE AS THE MATH SPECIALIST.
AND THAT WAS FLEXIBLE GROUPING WHERE SHE WOULD IT WOULD NOT BE THE SAME PEOPLE EVERY TIME, BUT SHE WOULD BRING IN DIFFERENT KIDS FROM THE SAME CLASSROOMS AND HAVE DIFFERENT TOPICS DISCUSSED THROUGH THEM AND DIG IN DEEPER INTO THE SAME SUBJECT.
I WOULD NOT SAY THAT WAS FLEXIBLE, FLEXIBLE GROUPING.
THAT WAS MY UNDERSTANDING. MAYBE I WAS WRONG THEN.
I MEAN, I KNOW THAT THE IB COORDINATOR WOULD NOT SEE IT AS FLEXIBLE GROUPING.
SO WHAT WOULD YOU CALL THAT? FLEXIBLE GROUPING IS GROUPING WITHIN A CLASSROOM.
SO WHAT WOULD YOU CALL THAT? WHAT MS.. BAUER WAS DOING? IT'S A BASIC PULL OUT.
STARTING JUST AS A POINT OF CLARIFICATION.
WAS THIS A ROUTINE UPDATE FOR COUNCIL OR DID YOU COME BACK AT COUNCIL'S REQUEST TO TALK ABOUT THIS? I WAS ASKED TO REPORT ON FROM THE.
OKAY. I JUST WANT TO MAKE AN OBSERVATION.
THANK YOU, HONESTLY, FOR COMING BACK AND IN TALKING ABOUT THIS.
I THINK IN THE SHORT TIME I'VE BEEN ON COUNCIL, I'VE SEEN YOU COME BACK NUMEROUS TIMES AND I FEEL LIKE YOU'RE CONSTANTLY EXPLAINING OR EVEN DEFENDING HOW SUBJECTS ARE ADMINISTERED ON CAMPUS.
AND I JUST I THINK THIS IS MY PERSONAL VIEW.
I THINK SOMETIMES AS A COUNCIL, YOU KNOW, WE VEER INTO THINGS THAT MAYBE SHOULD BE BETTER DEALT WITH BY ACADEMIC PROFESSIONALS ON CAMPUS AND PERHAPS THROUGH PARENT TEACHER WORKSHOPS WHERE SOME OF THESE THESE THINGS ARE ARE BETTER ADDRESSED.
AND I JUST THINK AS A COUNCIL, WE SHOULD BE THOUGHTFUL ABOUT ASKING ACADEMIC STAFF TO COME AND CONSTANTLY EXPLAIN, YOU KNOW, HOW THEY'RE DELIVERING SOME OF THESE SUBJECTS ON CAMPUS.
AND SO I KNOW THIS TAKES UP AN ENORMOUS AMOUNT OF TIME FOR YOU TO COME AND WALK US THROUGH.
SO I JUST I WOULD JUST LIKE TO MAKE THE REQUEST.
WE JUST BE A LITTLE BIT MORE THOUGHTFUL WHAT'S VIDEOED NOW SO WE CAN REPLAY THE VIDEO OF THEM.
[01:45:05]
YEAH, THAT'S RIGHT. DON'T COME BACK.OKAY, PERFECT. SO WE'VE GARNISHED THE INFORMATION FROM THE PARENTS AT THE START OF THE YEAR TO SAY, WHAT WOULD YOU LIKE? SO WE'RE TRYING TO ANSWER THOSE CALLS FROM THE PARENTS AS WELL.
I THINK THAT'S GO OUT AN EMAIL TO THE WHOLE SCHOOL.
OR IS THAT IS THAT PART OF THE COMMUNICATION? IT'S A COMMUNICATION. OKAY. SO I JUST CAME OUT.
THE FIRST BY COFFEE MORNING IS OCTOBER 14TH, PIPES 14TH SEVENTH WAS NYP.
THAT'S YOU. IS THAT RIGHT? 7 P.M.
PIPES AND THE 14TH ONE IS IN THE STEM LAB.
OKAY, SO WHAT IS THIS? CARTOON SITE. IF IT'S ME, IT'S A QUESTION.
IT SAYS IT'S THE BIAS THAT'S INHERENT IN TEST TAKING.
CAN EVERYONE CLIMB THE TREE? EVERYBODY HAS DIFFERENT SKILLS.
YEAH. EVERYONE CAN'T CLIMB THE TREE.
AND THAT TREE IS NOT SUITED FOR EVERYONE.
[10. Presentation and discussion of Secondary Math and Reading Initiatives]
THANK YOU, SIR. ALL RIGHT.LET'S GO TO ITEM NUMBER TEN, PRESENTATION, DISCUSSION, SECONDARY MATH AND READING INITIATIVES.
SO THE FIRST THING AND THIS GOES BACK TO THE POINT OF THE LATE START WEDNESDAY THAT WE HAVE SOME MONTHLY WE NOW HAVE THE OPPORTUNITY TO HAVE THE VERTICAL ALIGNMENT CONVERSATIONS WITH OUR GRADE SIX THROUGH 12 DEPARTMENTS.
SO THE FIRST INITIATIVE IS HAVING THE VERTICAL ALIGNMENT AND HAVING THOSE CRITICAL DISCUSSIONS AND THOSE TOUGH CONVERSATIONS ABOUT HOW WE ASSESS OUR STUDENTS AND HAVING THAT TEACHER ACCOUNTABILITY.
SO AS WE DO ASSESS STUDENT, ARE WE TRULY GRADING AND ASSESSING THEM OVER MASTERY OF THOSE TECHNIQUES AND THEN REWARDING STUDENTS ACCORDINGLY SO THAT AS STUDENTS PROGRESS FROM GRADE SIX THROUGH SEVEN, WE HAVE A TRUE MEASURE OF HOW THEY'RE PERFORMING AS OPPOSED TO VIEWING THOSE CRITERION MARKS AND SEEING SEVEN, SEVEN, EIGHT.
SO LOOKING AT IT FROM THAT VIEW AND MAKING SURE THAT ASSESSMENTS ARE TRULY ACCURATE, AND THE NEXT THING THAT THE MATH DEPARTMENT DISCUSSED IN THAT MEETING, WE TALKED ABOUT THE VERTICAL SPIRAL AND REVIEW AND DOING THAT ON A WEEKLY BASIS.
THEY TAKE ALGEBRA ONE AND GRADE EIGHT AT WESTLAKE.
SO HOW ARE WE CONTINUING TO REVIEW SUCH MATERIAL THROUGHOUT? SO BY THE TIME THEY DO REALLY REACH THAT DIPLOMA LEVEL, THEY'RE ABLE TO BE ADEQUATELY PREPARED.
THE NEXT POINT WAS, IS THAT FOR ALGEBRA ONE WILL GRADE SIX AND SEVEN.
WE HAVE THESE STAR ASSESSMENTS FOR MATHEMATICS.
AND THEN ALSO IN GRADE EIGHT, WE HAVE THE ALGEBRA ONE ASSESSMENT.
SO AS STUDENTS ENTER THE GEOMETRY AND ALSO THE ALGEBRA TWO, THERE'S NO STATE ASSESSMENT TO ASSURE THAT THE STUDENTS HAVE ATTAINED APPROACHES, MEETS OR MASTERS AT THE END OF THAT ACADEMIC YEAR.
OTHERWISE, LOOKING AT SOME TYPE OF THIRD PARTY SYSTEM OR VETTING TO ASSURE THAT THE STUDENTS ARE READY GOING INTO THAT NEXT ACADEMIC SCHOOL YEAR AND THIS ACADEMIC YEAR WE DO WE ARE PART OF OUR ESSER FUNDS.
[01:50:09]
END OF EACH SCHOOL DAY AT 245 TO 325 TIME FRAME, SHE'S ABLE TO THEN WORK WITH THOSE STUDENTS THAT NEED THAT ACCELERATED INSTRUCTION WHICH PERTAINS TO OUR HOUSEHOLD.4545 REQUIREMENT, PROVIDING ADDITIONAL 30 HOURS OF INSTRUCTION OVER THE COURSE OF A SCHOOL YEAR FOR THOSE STUDENTS WHO DID NOT MEET EXPECTATIONS THROUGHOUT.
THE ONLY DIFFICULTY WITH THAT IS JUST BASED OFF OF THE LOGISTICS.
WITH THE MASTER SCHEDULE, IT'S HARD TO AND AND BEING PART TIME BY WHICH HE'S ONLY AVAILABLE ON EIGHT A'S TO PLUG IN TO THE STUDENT'S CLASSES IN ORDER TO WORK WITH THEM. AND THEN ALSO WITH HOUSE 45, YOU'RE NOT ABLE TO PULL STUDENTS OUT OF THEIR INSTRUCTIONAL PERIODS.
SO THE WORKAROUND FOR THAT THAT WE'RE TRYING TO DO FOR GRADE SIX THROUGH NINE WITH THEIR P, OUR STUDENTS ALREADY RECEIVE A SURPLUS OF PHYSICAL AND HEALTH EDUCATION MINUTES. SO WE WANTED TO TAP IN ON A BI WEEKLY BASIS DURING THOSE LAST 30 TO 45 MINUTES.
AND THEN LASTLY, WE RECENTLY PURCHASED THIS PROGRAM TITLED I READY AND I READY.
IN THE PAST, WHAT WE'VE USED WAS IMAGINE MATH OR THINK THROUGH MATH SO K THROUGH 12.
WE'VE DONE AWAY WITH THAT PROGRAM AND FOR GRADE SIX THROUGH 12, WE'RE NOW USING THAT PLATFORM.
SO THIS WAS SOMETHING THAT THE INTERVENTIONISTS AS WELL AS OUR DEPARTMENT LEAD, MRS. THOMAS, THEY CAME TOGETHER, THEY RESEARCHED THE PLATFORM.
THEY SET UP SEVERAL CONSULTING VISITS TO SEE WOULD THIS BE THE BEST FIT FOR US TO USE AS OPPOSED TO USING MAP TESTING, WHICH IS SOMETHING THAT'S USED IN TEXAS, BUT IT DOESN'T PROVIDE ADDITIONAL RESOURCES FOR STUDENTS TO TEST? IT'S VERY IT PROVIDES CLEAR DATA AS TO WHERE THE STUDENTS ARE.
AND ONE OF THE CHANGES THAT THEY DID MAKE WITH THE STAR STAR EXAMINATIONS AND EEOC'S WAS THAT IN ADDITION TO IDENTIFYING IF A STUDENT GOT APPROACHES, MEETS HER MASTER'S, EVEN IF THEY GOT DID NOT MEET THAT THE STUDENT HAD ACCELERATED GROWTH, EXPECTED GROWTH OR LIMITED GROWTH.
SO I REALLY WAS ABLE TO CLEARLY IDENTIFY.
AND THEN ONE THING TO THIS YEAR IS THAT THE MATH DEPARTMENT WILL BE RELEASING THAT INFORMATION TO PARENTS SO THAT PARENTS KNOW EXACTLY WHERE THEIR STUDENTS STAND IN MATHEMATICS SO THAT THEY CAN SEE ABOUT THE GROWTH, SO THEY CAN SEE IF THEIR STUDENTS CAN MAXIMIZE THAT POTENTIAL GROWTH OVER THE COURSE OF THE SCHOOL YEAR.
AND BEFORE I MOVE ON TO ENGLISH, WERE THERE ANY QUESTIONS FOR THE MATHEMATICS PORTION? OH, SORRY.
AND WERE THERE ANY QUESTIONS FOR MATHEMATICS? I DON'T THINK SO FOR ME.
SO I'LL MOVE OVER TO ENGLISH AND I'LL ZOOM BY THAT SLIDE I MISSED H.
YOU SAW THAT EARLIER. SO WITH ENGLISH, WHAT THEY DISCUSSED IS HAVING AN ALIGNMENT OF THE GRAMMAR INSTRUCTION GRADE SIX THROUGH 12, AND CURRENTLY THERE'S ALREADY ALIGNMENT OF THE GRAMMAR INSTRUCTION K THROUGH FIVE.
SO, MRS. WATSON, SHE'S BEEN MEETING WITH THE TEAM SO THAT THERE CAN BE THAT VERTICAL ALIGNMENT FROM PRIMARY ALL THE WAY THROUGH THE SECONDARY PROGRAM IN ENGLISH IS REALLY BEAUTIFUL, WHERE THE TWEAKS AND HAVING BEEN A FORMER ENGLISH TEACHER MYSELF, THE TEACH JUST EXPAND FROM ONE YEAR TO THE NEXT AS THEY GO FROM GRADES THREE THROUGH 12.
SO I THINK THAT VERTICAL ALIGNMENT WITH OUR PRIMARY AND SECONDARY PROGRAM IS JUST A WORK OF ART.
ALSO, THIS CURRENT SCHOOL YEAR, THE ENGLISH TEACHERS PURCHASED POWER PATTERNS OF POWER.
AND AND THIS IS ALSO A CONTINUATION FROM THE PREVIOUS SCHOOL YEAR IS IN GRADE SIX THROUGH 11.
[01:55:10]
AND ALSO THE ENGLISH DEPARTMENT THEY DISCUSSED.OH, SORRY. SO UTILIZING THE ENGLISH DEPARTMENT'S BUDGET, THEY WERE ABLE TO PURCHASE CLASSROOM LIBRARY BOOKS NOT ONLY FOR THE LIBRARY IN ORDER TO REALLY BUILD IT UP TO WHERE IT'S A REALLY ROBUST LIBRARY TO ALSO BUILD UP THEIR OWN CLASSROOM LIBRARY SECTIONS.
AND IT'S OUR HOPE THAT IN MODIFYING OUR MASTER SCHEDULE AND JUST LOOKING AT TEACHER ALLOCATIONS, WE'RE ABLE TO TRANSITION OUR CURRENT LIBRARIAN, MRS. ESTRADA, INTO A FULL TIME LIBRARIAN SO THAT SHE'S ABLE TO BETTER SERVICE THE SECONDARY TEACHERS AS A WHOLE.
BUT CURRENTLY THERE ARE REGULAR SCHEDULED CLASSROOM VISITS TO THE LIBRARY, AND MRS. ESTRADA MAKES TIME TO PUSH INTO CLASSROOMS FOR THINGS SUCH AS RESEARCH AND FINDING SOURCES AND THINGS ALONG THOSE LINES.
SO IN A VERY SIMILAR SENSE, THEY ANALYZE STUDENTS PROGRESS BY HAVING THE BEGINNING OF THE YEAR, MIDDLE OF YEAR AND OF YOUR DATA ASSESSMENTS TO MAKE SURE THAT STUDENTS ARE SHOWING CONTINUED GROWTH AND WHAT THEIR READING INDICATORS WILL BE FROM ONE YEAR TO THE NEXT.
ALSO, JUST RECENTLY THIS PAST SEPTEMBER, THERE HAVE BEEN RECENT CHANGES TO THE STAR DESIGN.
SO FOR EACH OF OUR DEPARTMENTS, PARTICULARLY WITH OUR READING INITIATIVE, WE'VE SENT TWO OF OUR TEACHERS, ONE TO REPRESENT THE MIDDLE SCHOOL AND THEN ALSO ONE TEACHER TO REPRESENT THE THE SECOND, THE HIGH SCHOOL, NINTH AND 10TH TO ATTEND THAT STAR REDESIGN TRAINING SO THAT THEY'RE MAKING SURE TO ADHERE TO THE NEW ASSESSMENT EXPECTATIONS.
AND THEN FOR THE LAST POINT, I'M VERY SIMILAR TO HOW I STARTED OFF WITH MATH.
WE HAVE THOSE REGULAR MEETINGS WITH OUR GRADE SIX THROUGH 12 TEACHERS IN ORDER TO DISCUSS THAT VERTICAL ALIGNMENT TO MAKE SURE THAT THERE'S CONSISTENCY FROM ONE YEAR TO THE NEXT, TO MAKE SURE THAT STUDENTS ARE ADEQUATELY PREPARED.
AND THAT CONCLUDES MY PRESENTATION.
ANY QUESTIONS? I JUST GOT A COMMENT AND MR. HARDIN, FOR YOU AS WELL.
WHAT DO YOU NEED FROM US OF ANYTHING? WHAT CAN WE DO FOR Y'ALL? WELL, THAT'S WHAT WE'RE HERE FOR.
I THINK FROM OUR POINT OF VIEW.
IT'S CRUCIAL IF HE FOUND THE RIGHT PERSON TO TAKE SOME PRESSURE OFF THE LANGUAGE READING SPECIALIST.
AND THAT SPECIALIST IS A DISEASE.
I THINK. FIND SOMEONE TO DO BOTH OF THOSE JOBS.
THAT'S. LIKE, IS THAT SOMETHING THAT'S ACCOMMODATED MR. OLSEN IN THE BUDGET FOR THE YEAR OR IS WOULD THAT BE AN ADDITIONAL REQUEST? BOTH OF THOSE FOR FULL TIME POSITIONS WOULD BE ADDITIONAL REQUESTS FOR FUNDING.
SO CAN WE PUT THAT ON THE AGENDA? IF COUNCIL WERE TO AGREE.
I WOULD AGREE WITH THAT AND IT WOULD BE.
MR. HARDING, WOULD YOU BE. I'M SORRY TO INTERRUPT YOU.
MR.. WOULD YOU BE OKAY TO COME BACK AND PRESENT THOSE IDEAS TO US IN COUNCIL SO WE CAN.
NOW, WE WOULD MISS YOU DEARLY IF WE DIDN'T HAVE ANOTHER REQUEST.
I'M SORRY. JUST TO COME AND JUST.
AND THEN IF YOU CAN JUST MAKE SURE YOU COME CLARIFY WHAT YOU NEED AND SO WE CAN DEBATE IT.
YEAH. WHY DON'T YOU WRITE IT UP AND EMAIL IT TO US FIRST AND THEN WHATEVER'S EASIER FOR YOU.
MR. HARDING, THIS IS A QUESTION I COULD BE TOTALLY IN LEFT FIELD.
I JUST REMEMBER OUR LIBRARIAN SEEMED LIKE SHE HAD LITTLE EXTRA TIME.
COULD THE LIBRARIAN POSSIBLY BE THE 4545 PERSON? SHE'S DOING IT. BECAUSE WE CAN'T DO IT ALL THE TIME BECAUSE WE HAVE TO HAVE A REGULAR PERSON DOING IT.
SO YOU STILL NEED THE RESOURCE.
YOU STILL NEED A PERSON FOR THAT.
WHY DO YOU. YES. AND THEN MAYBE SHE COULD BE LIKE PLAN B OR BACKUP FOR THAT ADDITIONAL STAFF PERSON.
I'M SAYING THAT YOU STILL NEED A NEW PERSON FOR THE 4545 PROGRAM, AND THEN MAYBE THE OTHERS, LIKE THE LIBRARIAN, COULD BE A BACKUP IF THEY'RE SICK OR OR HAVE A LITTLE OVERLOAD.
[02:00:02]
MONICA PULIS, WHO'S THE SCIENCE AND MATH PERSON TO GO IN AND DO PROFESSIONAL LEARNING, THAT IF WE COULD FIND SOMEONE FOR HB 4545 AND A BIT OF RTI, THAT WOULD HELP US A GREAT DEAL.OKAY. I'M JUST GETTING CLARIFICATION.
THANK YOU VERY MUCH. CAN YOU JUST SEND AN EMAIL TO ANY ONE OF US AND WE'LL JUST GET IT ON THE AGENDA? OKAY. JUST WHAT YOU'RE LOOKING.
MAYBE WE SHOULD PUT IT ON THE WORKSHOP.
AND AS YOU ALL KNOW, I TOTALLY SUPPORT THE SCHOOL.
ONE OF THE CONCERNS I HAVE HEARD IN THE COMMUNITY, THOUGH, IS THAT PERHAPS, PERHAPS THE NUMBER OF SPECIAL OR EXTRA NEEDS WE HAVE MIGHT BE HIGHER THAN OTHER ISD SCHOOLS.
WOULD IT BE POSSIBLE TO ALSO COME BACK WITH THE NUMBER OF OUR STUDENTS IN, SAY, PIP AND PE WHO REQUIRE ADDITIONAL ASSISTANCE OR ACCELERATED LEARNING, WHATEVER YOU WANT TO CALL IT, AND ALSO COMPARE THAT TO OUR NEIGHBORING SCHOOLS, BECAUSE I THINK THAT'S A CONCERN THAT SHOULD BE AIRED OUT.
I THINK THE SPECIAL NEEDS COORDINATOR AND 504 PERSON WOULD BE ABLE TO TELL YOU EXACTLY THE NUMBERS, BUT IT'S VERY OBVIOUS TO ME IN THE PRIMARY USE PROGRAM THAT THIS IS NOT GOING TO STOP.
RIGHT. AND THAT'S SOME OF THE CONCERNS I'M HEARING IN THE COMMUNITY AS WELL.
SO IF WE LOOK AT THE NUMBER OF STUDENTS WE HAVE IN PIPE, FOR INSTANCE, AND WE LOOK AT HOW MANY NEEDS, HOW MANY STUDENTS NEED EXTRA ASSISTANCE, AND WHY ARE WE ARE WE HAVING ANY KIND OF DISPARITY IN OR INEQUITY OR IMBALANCE IN OUR NUMBERS COMPARED TO OTHER SCHOOLS? THAT'S BEEN A QUESTION THAT'S BEEN RAISED A FEW TIMES OVER THE LAST FEW YEARS TO ME PERSONALLY.
SO MY CONCERN, THOUGH, IS HAVING MONEY IN THERE ALSO GOES BACK TO MY POINT BEFORE EVERY TIME ONE COUNCIL MEMBER ASKS FOR AN ANALYSIS OR COMPARISON, THAT'S JUST THEIR VALUABLE TIME AND RESOURCES BECAUSE THEY DO PUT A LOT OF TIME INTO PREPARING IT.
AND EVEN IF THE CONCLUSION IS THAT WE HAVE A DISPROPORTIONATE NUMBER OF SPECIAL NEEDS CHILDREN, HOW IS THAT GOING? NO, IT'S NOT. IT'S NOT JUST SPECIAL NEEDS CHILDREN.
I'M TALKING ABOUT EXTRA TEACHER STAFF FOR THE NUMBER OF KIDS WE HAVE, BECAUSE SOME OF THE CONCERNS IN THE COMMUNITY ARE THAT PERHAPS WE ARE NEEDING TOO MUCH EXTRA HELP BECAUSE OUR CORE CURRICULUM IS NOT EFFECTIVE IS WHAT IT BOILS DOWN TO.
I DON'T UNDERSTAND THE CORE CURRICULUM NOT BEING EFFECTIVE.
I DON'T UNDERSTAND WHAT THAT MEANS. LISTEN, I KNOW IT'S NOT ON THE AGENDA TODAY, BUT I THINK THAT BEFORE WE ADD ANOTHER POSITION AND FUND ANOTHER POSITION, WE NEED TO LOOK AT THAT. OH, YEAH. I MEAN, THIS IS CONCEPTUALLY WHAT I SAID.
YEAH, LET'S SEAN, LET'S LET'S KIND OF SPITBALL IT AND KIND OF PUT TOGETHER SOME PAPERWORK AND THEN WE'LL LOOK AT ADDING IT TO MAYBE THE NEXT ONE, THE FOLLOWING ONE, AND JUST GIVE THEM TIME TO GET THE INFORMATION GOING AND WE'LL COORDINATE.
WHAT'S THE BEST TIME TO THROW THAT IN THE AGENDA? I'M SORRY, I THOUGHT IT WAS A SIMPLE QUESTION.
I'VE GOT MY PROVIDER HERE NOTING EVERYTHING HERE AND MORE QUESTIONS NOW.
GUYS, THANK YOU VERY MUCH. THANK YOU.
HEY, LET'S TAKE A QUICK TEN MINUTE BREAK.
THE NEXT THREE THINGS ARE SHAWN WILSON.
AND I KNOW IT'S GOING TO BE LIKE AN HOUR AND 20 MINUTES, 2 HOURS, 4 HOURS.
OKAY, LET'S BACK IN SESSION HERE.
[11. Presentation and discussion of a proposed amendment to the Westlake Academy Social Media Policy]
FIVE, SIX, 18.PRESENTATION DISCUSSION OF PROPOSED AMENDMENT TO WESTLAKE ACADEMY SOCIAL MEDIA POLICY.
THANK YOU AND GOOD EVENING, EVERYONE.
SO OVER THE LAST COUPLE OF MEETINGS, WE'VE HAD AN OPPORTUNITY TO REVIEW THE SOCIAL MEDIA POLICY.
THE POLICY INITIALLY DID NOT EXIST, SO ONE WAS CREATED FOR THE ACADEMY.
AND DURING THAT PROCESS, THE SOCIAL MEDIA POLICY IS INTENDED TO GUIDE TO DISCOURAGE BULLYING AND NEGATIVE BEHAVIOR, AS WELL AS TO GIVE GUIDANCE AND CLARITY TO THE SCHOOL, TO THE ACADEMY, AS WE OPERATE AS AS AN ENTITY.
AND THE REASON THAT THIS BECAME TO THE FOREFRONT IS THAT, ONE, AGAIN, IT WILL GIVE THE ADMINISTRATION AN OPPORTUNITY TO UNDERSTAND THE IMPORTANCE OF THE ROLE OF SOCIAL MEDIA WITHIN THE ORGANIZATION AND ALSO HAVE A FRONT FACING POLICY I'M SORRY, A FRONT FACING DOCUMENT THAT ALL WOULD BE AWARE OF AND ALSO AN OPPORTUNITY FOR INPUT ON AS WE'RE MOVING FORWARD.
AND THEN ALSO POSSIBILITY OF ENHANCING POSITIVE BEHAVIORS AND SOCIAL INTERACTIONS, ESPECIALLY ON SOCIAL MEDIA PLATFORMS. SO THE POLICY THAT IS IN FRONT OF YOU OR THE POLICY THAT IS FOR REVIEW TODAY AND ADOPTION IS ONE THAT WE'VE SEEN ON TWO MEETINGS
[02:05:08]
NOW. THIS IS ACTUALLY THE THIRD ITERATION OF IT, AND THE ONLY ADDITION IS IN THE LAST PARAGRAPH, PARAGRAPHS 4.27, 4.28 AND 4.29.IT IS A PRIVILEGE GRANTED THROUGH EMPLOYMENT THAT SOCIAL MEDIA PLATFORMS ARE TO BE USED FOR THE PURPOSES THAT ACTUALLY ARE DEFINED IN THE ORGANIZATION AND THAT INDIVIDUALS OUGHT TO BE PRINCIPLED, CARING AND KNOWLEDGEABLE IN THE PROCESS.
SO THOSE WERE THE ONLY THREE ITEMS THAT WERE ADDED TO IN TO ENCOURAGE FOLKS TO PARTICIPATE AND PERFORM SOCIAL MEDIA RESPONSIBLY WHILE UNDER THE GUISE OF WORK AT WESTLAKE ACADEMY AND THE TOWN OF WESTLAKE.
PERFECT. ANY QUESTIONS? THERE'S NO VOTER IN THIS IS INFORMATIONAL.
THAT'S CORRECT. ANYTHING ELSE YOU WANT TO ADD? THERE IS NOT ANYTHING ELSE TO THAT ITEM.
THANK YOU FOR GETTING THAT DONE. I'LL CLOSE THAT OUT.
[12. Presentation and discussion of a proposed amendment to the Westlake Academy Student Code of Conduct]
ITEM NUMBER 12 PRESENTATION DISCUSSION PROPOSED AMENDMENT TO THE WESTLAKE ACADEMY STUDENT CODE OF CONDUCT.AND THERE ARE SOME ITEMS IN HERE THAT IS REALLY TO GIVE US AN OPPORTUNITY TO TRULY EXPLORE HOW WE HOW WE OPERATE, PROVIDE TRANSPARENCY AND COMMUNICATION WITH THE BROADER COMMUNITY, AND ALSO TALK ABOUT THE RESPONSIBILITY THAT WE EXPECT OF OUR STUDENTS AS WELL AS THE ADULTS ON CAMPUS AND WHAT THIS MEAN BY ADULTS.
WHEN I SAY ADULTS, MEANING GIVING ADULTS THE AUTHORITY TO ACTUALLY METE OUT THE NECESSARY DISCIPLINARY MEASURES AS WE AS WE GO FORWARD WITHIN WITHIN THE ACADEMY.
THIS DRAFT IS NOT NECESSARILY THE LAST OF THE ITEMS. THERE ARE ITEMS IN HERE. SO IF I MAY HAND OVER TO JANET TO LET HER SPEAK A LITTLE BIT ABOUT ITEMS THAT WE WOULD WANT TO REMOVE FROM THIS DOCUMENT AS IT'S BEEN PRESENTED, BECAUSE THERE ARE SOME COMPONENTS OF IT THAT WE ARE NOT REQUIRED TO HAVE.
BUT THIS WAS JUST REALLY A A FRAMEWORK FROM WHICH WE COULD WORK FROM.
SO JUST BIG PICTURE OF THE ADMINISTRATION WAS LIKE MR. WILSON SAID THE ADMINISTRATION WAS LOOKING TO APPROACH THE CODE OF CONDUCT FROM WITH A FRAMEWORK THAT PROVIDES A LITTLE MORE STRUCTURE IN TERMS OF THE PROCESSES THAT WOULD BE USED FOR IDENTIFYING CONDUCT AND TO HAVE A BETTER FRAMEWORK.
AND THIS PARTICULAR DRAFT VERY MUCH RESEMBLES THE TYPE OF CODE OF CONDUCT THAT YOU WOULD SEE FROM AN INDEPENDENT SCHOOL DISTRICT. AND AS A RESULT OF THAT, IT INCORPORATES SOME PROGRAMS AND DISCIPLINE RESOURCES THAT WE DON'T USE IN THE CHARTER SCHOOL FORMAT.
AND SO MR. WILSON AND I HAVE TALKED IN I'M GOING TO GO BACK THROUGH AT THIS POINT AND AND CARVE OUT SOME OF THOSE THINGS.
THAT'S SOMETHING THAT IS REQUIRED FOR INDEPENDENT SCHOOL DISTRICTS.
YOU ALL DON'T CURRENTLY HAVE THAT, ALTHOUGH YOU COULD CHOOSE TO OPERATE ONE.
MR. WILSON ASSURES ME THAT HE HAS NO INTEREST IN DOING THAT.
A SECOND CAMPUS LIKE YOU PROPOSED EXACTLY THE TRUTH.
I WOULD JUST WANT A FLAT CAMPUS.
THE OTHER SIGNIFICANT DIFFERENCE WOULD BE SOME OF THE PROVISIONS RELATED TO EXPULSIONS FOR AN INDEPENDENT SCHOOL DISTRICT THEY EXPEL FOR A CERTAIN PERIOD OF TIME, AND THEY HAVE THE OPPORTUNITY TO HAVE A CONTRACT WITH A JUVENILE JUSTICE ALTERNATIVE EDUCATION PROGRAM WHERE THOSE STUDENTS CAN CONTINUE TO ATTEND SCHOOL DURING THE TERM OF THEIR EXPULSION.
YOU ALL DON'T HAVE TO DO THAT BECAUSE YOU NEVER EXPELLED TO THE STREET.
[02:10:06]
EXPULSION. SO WE'RE GOING TO GO THROUGH AND CLEAN SOME OF THAT UP, BUT IT'S STILL A GREAT OPPORTUNITY FOR YOU ALL TO KIND OF GET AN IDEA ABOUT HOW THIS STRUCTURE MIGHT LOOK IN TERMS OF IDENTIFICATION OF CONDUCT THAT COULD SUBJECT A STUDENT TO DISCIPLINE WHAT THAT PROGRESSIVE DISCIPLINE WILL LOOK LIKE AND SOME PROCEDURAL ISSUES IN TERMS OF HOW HOW ADMINISTRATION WILL INVESTIGATE AND RESPOND TO CONDUCT VIOLATIONS.JAN, I NOTICED THERE'S A LOT OF REFERENCES TO BOARD POLICY IN THE CODE OF CONDUCT.
DOES ALL OF THAT BOARD POLICY EXIST? I KNOW IT'S JUST XED OUT RIGHT NOW.
NOT NECESSARILY. SOME OF IT DOES, AND SOME OF IT YOU DON'T EVEN NEED.
SO A LOT OF IT A LOT OF THOSE REFERENCES ARE GOING TO BE ELIMINATED.
WHEN WE TAKE OUT SOME OF THAT, YOU'LL LET US KNOW IF POLICY IS REQUIRED.
YES. ANYTHING THAT WOULD REQUIRE POLICY SUPPORT WILL BE SURE TO IDENTIFY THAT FOR YOU.
WHEN YOU'RE TALKING ABOUT OFF CAMPUS CONDUCT, THE MOST SIGNIFICANT INQUIRY IS TO WHAT EXTENT DOES THE OFF CAMPUS CONDUCT IMPACT THE SCHOOL ENVIRONMENT? SO THAT HAS TO BE THE LINK.
THERE HAS TO BE A REPUTATIONAL CONCERN.
I'M THINKING OF RECENT EXAMPLES WHERE THERE WAS POOR CONDUCT BY STUDENTS OFF CAMPUS AND, YOU KNOW, I'M NOT QUITE SURE WHERE THAT WENT, BUT IS THERE A REPUTATIONAL CONCERN? I MEAN, HOW HOW CLOSELY LINKED DOES IT HAVE TO BE? DOES THAT BE DISRUPTION TO ACADEMIC LIFE LIKE IT DOES? IT DOESN'T NECESSARILY HAVE TO BE BROAD DISRUPTION.
BUT TYPICALLY YOU'RE LOOKING AT YOU'RE LOOKING FOR A PRETTY STRONG LINK BETWEEN OFF CAMPUS CONDUCT AND THE OPERATIONS AND ACCESS TO INSTRUCTION ON CAMPUS. YEAH, BECAUSE I THINK ONE OF THE REFERENCES HERE, IT SAYS IF A STUDENT ENGAGES IN THE FOLLOWING MISCONDUCT, REGARDLESS OF WHETHER THE CONDUCT OCCURRED ON OR OFF CAMPUS, AND THEN THERE'S A CRIMINAL MISCHIEF OF LESS THAN 2500, I MEAN, IT SEEMS LIKE A VERY GENERIC CATCH ALL.
BUT YOU'RE SAYING EVEN THEN IT HAS TO BE LINKED BACK TO NO, SORRY.
BUT THERE ARE SOME PROVISIONS IN STATE LAW THAT ALLOW YOU TO DISCIPLINE FOR OFF CAMPUS CONDUCT.
IF IT'S A CERTAIN TYPE OF CRIMINAL CONDUCT THAT HAS TO BE CONVICTED.
IT IS IT DOESN'T NECESSARILY IT DEPENDS ON THE CONDUCT IN QUESTION.
RIGHT. AND THEN IT MAKES THE NEWS, YOU KNOW, BUT I DON'T GET CHARGED WITH, PER SE.
BUT IT'S WELL KNOWN THAT THE EVENT OCCURRED.
WOULD WOULD THE SCHOOL BE ABLE TO DO SOMETHING ABOUT THAT IF YOU MAKE YOUR OWN DETERMINATION? SO A LOT OF TIMES WHEN WE'RE TALKING ABOUT THE POTENTIAL CRIMINAL CONDUCT, THE SCHOOL CAN MAKE ITS OWN DETERMINATION BASED ON ITS OWN INVESTIGATION EVIDENCE.
SO IF THERE'S PHOTOGRAPHIC EVIDENCE OR SOMETHING.
GOTCHA. AND KEEP AND ALSO KEEP IN MIND THAT, AGAIN, BECAUSE THIS WAS BASED ON A FRAMEWORK FOR AN INDEPENDENT SCHOOL DISTRICT, INDEPENDENT SCHOOL DISTRICTS ARE LIMITED IN THE TYPES OF DISCIPLINARY CONSEQUENCES THEY CAN IMPOSE FOR CERTAIN TYPES OF CONDUCT.
YOU HAVE A LOT MORE FLEXIBILITY, OF COURSE, WE CAN'T IMPOSE UPON OR IMPEDE A STUDENT'S CONSTITUTIONAL RIGHTS, BUT BECAUSE YOU DON'T OPERATE A DISCIPLINARY CAMPUS, THEN YOU CAN SET UP A SITUATION WHERE THROUGH YOUR CODE OF CONDUCT, YOU'RE GIVING STUDENTS NOTICE THAT FOR THESE TYPES OF CONDUCT, EVEN THOUGH TYPICALLY THAT WOULD YOU WOULD BE SENT TO A DP AT A AT YOUR HOME SCHOOL DISTRICT.
BECAUSE WE DON'T HAVE THAT SET UP, IT'S GOING TO YOU'RE GOING TO BE SUBJECT TO EXPULSION.
AGAIN, AS LONG AS WE'RE NOT IMPEDING ON THEIR CONSTITUTIONAL RIGHTS AND FOR FOR THIS CODE OF CONDUCT THAT WE HAVE, I DIDN'T SEE THEIR SAY I'D DO SOMETHING OFF CAMPUS.
AND THEN I'M A SPORTSPERSON AND I'M ON A SOCCER TEAM.
SAY, HYPOTHETICALLY, HOW CAN YOU BE REMOVED FROM SOCCER OR SUSPENDED FROM SOCCER OR SOMETHING OF THAT NATURE FOR THAT BAD BEHAVIOR? SURE. I MEAN, IF IF YOU'VE GOT THAT IN YOUR POLICY OR IN YOUR CODE OF CONDUCT.
WE HAVE A SEPARATE ATHLETIC CODE OF CONDUCT, DO WE NOT, MR. WILSON. AND UPDATING THAT TO INCORPORATE KINECT TO THIS ONE.
[02:15:03]
SO THE IDEA IS THAT ONCE WE CONCLUDE THIS SECTION THAT WE WILL THEN UPDATE THE ATHLETIC ONE TO MIRROR THIS OR TO TO GIVE A LITTLE BIT MORE POWER TO THE ATHLETIC DEPARTMENT IN TERMS OF HOW IT DEALS WITH NEGATIVE BEHAVIOR.SURE. AND THEN I THINK ANOTHER INTERESTING SECTION WAS JUST ABOUT COMPLAINTS OR APPEALS.
AND IT MENTIONS IN HERE THAT THERE IS A FORMAL COMPLAINT PROCESS.
BUT AGAIN, IT'S AN UNSPECIFIED BOARD POLICY TO WHICH IT'S REFERRED.
SO I ASSUME WE'LL CLOSE THAT LOOP AND MAKE IT CLEAR, BECAUSE I THINK THE MORE PRESSING ISSUE IS, YOU KNOW, I ASSUME WANTED SO THAT PARENTS DON'T GO DIRECTLY TO THE BOARD JUST BECAUSE THEY'RE UPSET.
IT SHOULD GO THROUGH A VERY FORMALIZED PROCESS ON CAMPUS.
AND THERE'S MAYBE JUST A LITTLE AMBIGUITY JUST BECAUSE THERE'S, YOU KNOW, SURE.
IN YOU GUYS, YOU CURRENTLY DO HAVE A POLICY THAT IDENTIFIES WHAT TYPES OF OFFENSES THE DECISION IS FINAL AT THE CAMPUS LEVEL OR WHAT. I'M SORRY, WHAT TYPES OF CONSEQUENCES ARE FINAL AT THE CAMPUS? LEVEL VERSUS THE CONSEQUENCES THAT COULD BE APPEALED TO THE BOARD.
AND THAT'S SOMETHING THAT CAN BE REVIEWED.
BUT YOUR CURRENT POLICY AND YOU'RE RIGHT, WE DON'T HAVE THE POLICY REFERENCES IN HERE YET THAT YOUR CURRENT POLICY WOULD LIMIT THOSE TYPES OF APPEALS THAT WOULD COME TO THE BOARD, TO THOSE SITUATIONS WHERE THE STUDENT IS FACING EXPULSION AND ANYTHING LESS THAN EXPULSION STOPS WITH THE AT THE CAMPUS LEVEL ON THE APPEALS TO THE BOARD.
DO THE DOES THE BOARD HAVE TO LISTEN TO AN APPEAL? DO WE DO WE MERIT, YOU KNOW, THE SUPREME COURT GOES OUTSIDE SO THIS DOESN'T REACH IT.
GO BACK TO ONLY FOUR EXPULSIONS.
ONLY EXPULSION IS THE ONLY TYPE OF CONDUCT THAT YOU'RE REQUIRED TO ALLOW ON APPEAL.
YEAH, I UNDERSTAND THAT. I'M SAYING NO, BUT I'D SAY THEY CAN APPEAL BEYOND US.
AND THAT'S WHY THAT'S EXACTLY WHY.
TO DISTRICT COURT AND EXPULSION, BECAUSE IT'S A DENIAL OF THE EDUCATION OF THE STUDENTS EDUCATION.
THAT'S THE ONLY CONSEQUENCE THAT CAN BE APPEALED BEYOND THE SCHOOL.
AND SO BECAUSE OF THAT, YOU'RE REQUIRED TO HEAR IT BEFORE IT.
SO HOW DOES IT WORK? SAY SOMEONE'S EXPELLED AND THEY SAY, I'M DOING AN APPEAL TO THE BOARD.
ARE THEY EXPELLED OR ARE THEY STILL IN SCHOOL? IT DEPENDS ON HOW YOU HAVE YOUR POLICY SET UP, BUT THE TYPICAL POLICY IS THE EXPULSION IS EFFECTIVE AS OF THE DATE.
THE EXPULSION ORDER IS ISSUED AND THAT'S ISSUED AT THE CAMPUS LEVEL.
THEY CAN APPEAL, BUT THEY ARE NOT ENROLLED DURING THAT APPEAL PROCESS.
AND TYPICALLY, HOW LONG IS THAT PROCESS? IS IS THERE A WHOLE IS IT SIX MONTHS AND INSTEAD A YEAR FOR THE APPEAL TO THE BOARD IN THREE DAYS? AND THE THE THREE DAYS IS FOR A DRP, WHICH YOU GUYS ARE NOT GOING TO HAVE.
OH, SORRY, THREE DAYS TO DECIDE THAT THEY WANT TO APPEAL IT.
AND THEN IF THE RESULT OF THAT DUE PROCESS IS THE ISSUANCE OF AN EXPULSION ORDER, THEN THE STUDENT HAS THREE DAYS TO DECIDE WHETHER THEY WANT TO APPEAL IT TO THE BOARD, AND THEN IT WOULD BE PLACED ON A BOARD AGENDA.
SO WHO WHO PICKS THE IS THERE AN IMMEDIACY TO IT? SO IF SOMEONE KICKS OUT ON THE SCHOOL ON THE 10TH OF SEPTEMBER, THEY APPEAL TO THE BOARD.
DO WE SAY WE NEED 90 DAYS TO ASSESS THE FACTS OR DO I HAVE TO PUT IT ON THE SEPTEMBER 17TH ONE? THERE'S NOT A LEGAL TIMELINE IN TERMS OF HOW QUICKLY IT NEEDS TO COME TO THE BOARD.
TYPICALLY, THE SOONER THE BETTER BECAUSE THE STUDENT IS EXPELLED DURING THAT PERIOD OF TIME.
SO THEY'VE ALREADY BEEN EXPELLED BACK TO THEIR HOME DISTRICT.
YOU'RE ONLY REVIEWING THE RECORD FROM THE CAMPUS LEVEL.
AND SO THAT ELIMINATES THE NEED FOR A LOT OF ADDITIONAL TIME.
I MEAN, YOU WANT TIME TO REVIEW THE RECORD, BUT THE RECORD IS TYPICALLY 10 TO 30, 40 PAGES.
MAYBE IT'S NOT A HUGE AMOUNT OF DOCUMENTATION.
NO NEW INFORMATION, NO NEW INFORMATION AT THE AT THE BOARD LEVEL.
HOW MANY EXPULSIONS HAVE WE HAVE SINCE YOU'VE BEEN AROUND? WELL, I WOULD SAY THERE HAVE THE PROCESS HAS BEEN INITIATED MAYBE FOUR OR FIVE TIMES. I CAN THINK OF ONLY ONE, MAYBE TWO THAT ACTUALLY RESULTED IN AN EXPULSION.
[02:20:07]
A LOT OF A LOT OF TIMES PARENTS WILL PULL THE STUDENT OUT TO AVOID THE EXPULSION ORDER.AND THEN IT LOOKS LIKE IF A PARENT FEELS LIKE THE PROCESS OR PROPER PROCEDURES WERE NOT FOLLOWED, THEN THEY COULD NOTIFY THE BOARD.
BUT THE BOARD CANNOT OVERTURN THE DISCIPLINARY ASSIGNMENT ANYWAY.
OKAY. SO THERE'S NO APPEAL OF A DECISION OTHER THAN FOR THE CASE OF EXPULSION.
CORRECT. AND THEN I'M SORRY, BUT I'M THAT GUY.
SO ONCE WE GET ALL THE STUFF UP TO DATE AND WHERE IT SHOULD BE, WHAT ARE OUR PROTOCOLS? IS IT ON AN ANNUAL BASIS? WE LOOK AT THIS AND THE STUDENT HANDBOOK.
WHAT WHAT WILL WE GET IN OUR PROTOCOLS WHERE THIS DOESN'T HAPPEN AGAIN? SO IDEALLY, WHEN LOOKING AT PROCEDURAL PROCEDURAL MATTERS OR POLICY MATTERS, IT IS IDEAL TO HAVE A REVIEW AT LEAST ANNUALLY TO UNDERSTAND WHETHER THOSE PROCESSES OR THE POLICIES ARE ACTUALLY EFFECTIVE IN DOING THE WORK THAT WE WANTED TO DO.
SO WHAT I WAS HOPING YOU WOULD SAY.
AND SO, YOU KNOW, WHAT'S THE OVERLAP WITH THE ABILITY TO REMOVE A CHILD AND TO HAVE ALTERNATIVE ARRANGEMENTS VERSUS THE CHILD JUST HAVING LEARNING CHALLENGES WHICH MAY PRECIPITATE SOME OF THAT BEHAVIOR.
OBVIOUSLY, THERE'D BE PROTECTIONS IN THOSE CASES, I ASSUME.
SO HOW DOES THAT WORK? AND THAT'S ACTUALLY ONE OF THE PROVISIONS THAT WE TALKED ABOUT, BECAUSE THAT, AGAIN, IS A PROVISION THAT'S REQUIRED FOR AN INDEPENDENT SCHOOL DISTRICT THAT'S NOT REQUIRED FOR A CHARTER SCHOOL. AND ONE OF THE REASONS IT'S NOT REQUIRED FOR CHARTER SCHOOLS IS BECAUSE VERY TYPICALLY YOU DON'T HAVE THE RESOURCES TO HAVE A LOT OF OTHER OPTIONS FOR WHERE TO PLACE THE STUDENT. YOU DON'T HAVE A WHOLE LOT OF MULTIPLE SECTIONS OF SOME OF SOME CLASSES.
BUT THAT'S SOMETHING WE HAVE TO JUST LOOK AT TO SEE.
TO WHAT EXTENT DO YOU WANT TO ADOPT SOMETHING LIKE THAT? BUT, BUT TO YOUR. SO THAT ONE'S NOT GOING TO STAY IN AS WORDED.
I WOULD HAVE THOUGHT WE'D WANT WELL ESTABLISHED POLICY BECAUSE THIS IS A VERY SENSITIVE ISSUE.
AND IF A CHILD WERE REMOVED FOR BEHAVIORAL PROBLEMS IN THE CLASSROOM, I MEAN, THIS IS EXACTLY WHAT YOU'D WANT TO BE ABLE TO FALL BACK ON AND SAY, YES, BUT THIS IS OUR POLICY AND WE DID FOLLOW IT.
SURE. AND SO BUT IS THIS KIND OF ALL PART OF THE EXERCISE YOU'RE GOING THROUGH? IT. IT IS. BUT BUT TO ANSWER YOUR QUESTION SPECIFICALLY ABOUT THOSE TYPES OF CIRCUMSTANCES, WHEN YOU HAVE DISRUPTIVE BEHAVIOR IN THE CLASSROOM, WE ALSO HAVE TO OVERLAY YOUR CODE OF CONDUCT AND THOSE POLICIES WITH YOUR CHILD, FIND OBLIGATIONS UNDER THE LAWS PROTECTING STUDENTS WITH DISABILITIES. BECAUSE IF YOU HAVE A STUDENT THAT'S BEING DISRUPTIVE IN THE CLASSROOM, IS IT BECAUSE THEY JUST HAVEN'T LEARNED HOW TO BEHAVE IN THE CLASSROOM YET? OR IS IT A PERSONALITY CONFLICT WITH THE TEACHER? IS IT A CONFLICT WITH ANOTHER STUDENT THAT COULD EASILY BE RESOLVED BY SEPARATING THE STUDENTS? YOU KNOW, THERE'S THERE'S ALL TYPES OF CIRCUMSTANCES THAT COULD RESULT IN DISRUPTION.
AND SO, YES, ALL OF THESE WOULD BE SUBJECT TO AND OVERLAPPED WITH THE EXPECTATIONS THAT YOU'RE LOOKING AT THE SOURCES AND THE AND THE MOTIVATION FOR FOR THAT CONDUCT TO SEE IF THERE'S SOME OTHER LAW OR POLICY THAT'S BEING IMPLICATED.
AND ONCE WE UPDATE THIS, GIVEN THERE BIG CHUNKS OF THINGS LIKE HOW DO WE GIVE PEOPLE PRIOR NOTICE? LIKE, DO I JUST UPDATE IN THE HANDBOOK, DO I SEND AN EMAIL TO K? DO I HAVE TO DO A PRESENTATION TO THE KIDS AND SAY, HEY, GUYS, THIS IS THE RULES.
IT'S A WHAT IS IT, A 38 PERIOD OR 45 DAY PERIOD? IS THERE. SO THE SO THE THE LEGAL ANSWER IS YOU JUST HAVE TO PROVIDE NOTICE HOW YOU DO THAT IS GOING TO BE UP TO THE SCHOOL ADMINISTRATION.
BUT THERE'S NO THERE'S NOT A COMMENT PERIOD WHERE WE DO IT AT SOME LEVEL.
BUT HOW YOU ENSURE THAT, ESPECIALLY WHEN YOU'RE DOING IT MID-YEAR LIKE THIS, I WOULD THINK YOU'D WANT TO MAKE SOME EFFORTS TO MAKE SURE THAT PEOPLE UNDERSTAND THAT SOMETHING NEW HAS BEEN ADOPTED.
[02:25:07]
ONE, PRESENTING THE FIRST DRAFT AS IS IS TO THE IS TO THE COUNCIL AND ALSO TO THE.PUBLIC. THE SECOND IS GETTING INPUT FROM FROM STAKEHOLDERS IN THIS PROCESS.
AND THEN FROM THERE WE HAVE A SECOND DRAFT THAT WILL BE PRESENTED AGAIN AT COUNCIL AND THEN AFTER THE SECOND DRAFT WE WILL HOPEFULLY GET A LITTLE BIT MORE INPUT AND CLARIFYING THIS.
SO NARROWING IN ON WHAT WE REALLY WANT SO THAT BY THE TIME WE GET TO THE THIRD DRAFT IN NOVEMBER OR DECEMBER, WE WILL SAY LIKE THIS IS THAT FINAL THIRD DRAFT FOR ANYONE WHO WANTS TO HAVE INPUT, THEY WILL HAVE HAD THAT OPPORTUNITY SO THAT BY JANUARY'S MEETING WE CAN SAY THIS IS VOTED ON AND AS OF A CERTAIN DATE IT WILL BECOME OPERATIONAL FOR WESTLAKE AGAIN.
I MEAN, IT MAKES A LOT OF SENSE.
I THINK HAVING STAKEHOLDER INPUT IS INVALUABLE TO THE MAYOR'S POINT.
DID I READ CORRECTLY THAT STUDENTS AND PARENTS SIGN A SOCIAL CONTRACT ACCEPTING THESE POLICIES? I MEAN, THAT'S ONE WAY OF GETTING THEM TO.
AND THE PURPOSE OF THAT IS, IF YOU EVER DID GET TO A SITUATION WHERE A STUDENT WAS SUBJECT TO EXPULSION, THE FIRST ELEMENT OF THE DUE PROCESS PROCEDURES IS NOTICE.
AND SO BY HAVING THE FAMILY ACKNOWLEDGED RECEIPT, THEN THAT YOUR EVIDENCE OF NOTICE.
ANY MORE QUESTIONS ON THAT? THANK YOU.
LET'S MOVE ON TO ITEM NUMBER 13.
[13. Consider approving WA Resolution 22-23 adopting an amendment to the Westlake Academy's Bullying Policy; and take appropriate action]
CONSIDER APPROVING WESLEY ACADEMY RESOLUTION 22, DASH 23, ADOPTING AN AMENDMENT TO THE WESTLAKE ACADEMY'S BULLYING POLICY.SO THE BULLYING POLICY HAS BEEN PRESENTED TO, AGAIN, THE BOARD AS A DRAFT.
AND WHAT WAS ADDED TO THE POLICY, I GUESS I'M JUST GOING TO CUT TO THE CHASE IS THE FACT THAT WE INCLUDED CYBER BULLYING MORE SPECIFICALLY AND ALSO REFERRING TO SOCIAL MEDIA IN A WAY OF PROBABLY OR POSSIBLY AS A WAY OF SORT OF INCITING CYBERBULLYING AS WELL.
IS IT SIMILAR TO THE ONE THAT YOU HAVE IN NEW ORLEANS? IT IS VERY SIMILAR, YES.
AND YOU HAD SUCCESS WITH THAT? WELL, BULLY. SO WE HAVE TO CLARIFY FOR A LOT OF FOLKS WHAT BULLYING IS AND WHAT BULLYING IS NOT.
AND MANY OF OUR INSTANCES, IT'S NOT BULLYING.
IT'S THERE ARE MOMENTS, BUT THINGS ARE NOT NECESSARILY PERSISTENT AND ONGOING AND NOT NECESSARILY DISRUPTING THE LEARNING ENVIRONMENT FOR THE STUDENT. BUT THERE ARE INSTANCES WHERE STUDENTS ARE BEING HARANGUED OR HARASSED IN THE PROCESS, BUT IT'S NOT NECESSARILY GETTING TO THAT POINT OF BULLYING. SO WE HAVE TO IDENTIFY AND I THINK THAT'S WHERE THE POLICY GETS REALLY CLEAR AND FOLLOWING THE STATE LAW IN TERMS OF WHAT IS BULLYING, BECAUSE THE FACT THAT SOMEONE CALLED YOU OUT OF YOUR NAME ONCE AND THEY'VE NEVER TALKED TO YOU AGAIN IN LIFE IS NOT BULLYING.
IF THAT WAS PERSISTENT AND ONGOING OVER A PERIOD OF TIME, THEN WE CAN PROBABLY GET TO THAT POINT.
BUT NOT JUST IN A SINGLE OR MULTIPLE INSTANCES OVER YEARS OF TIME.
YES. A QUICK QUESTION ON THE PERSISTENT AND ONGOING IS THAT ACCORDING TO THE RECORDS AT THE SCHOOL? SO I GOT SOMEONE SAID FOUR THINGS TO ME IN A ROW, AND THE FOURTH ONE, I FINALLY SPOKE UP AND SAID, MR. WILSON, I GOT A PROBLEM.
DOES THE CLOCK START THERE OR IS IT DO I GO BACK TO THE FOUR AND SAY RETROACTIVELY, THIS IS THE.
SO I THINK IT'S ABOUT WHEN THE EVIDENCE IS COLLECTED AND AT WHAT POINT DOES THE INDIVIDUAL MAKE THE CLAIM? SO IT'S DIFFICULT TO SAY.
AND JANET, YOU CAN CORRECT ME, BUT IT'S DIFFICULT TO SAY, WELL, IN 2018 YOU SAID X AND THEN AGAIN IN 2020 YOU DID Y, AND THEN IN 2022 YOU DID. Z WELL, I MEAN, THOSE THINGS MAY BE PERSISTENT, BUT THEY'RE NOT NECESSARILY CONSISTENT.
AND JUST BECAUSE SOMETHING DOESN'T MEET THE DEFINITION OF BULLYING DOESN'T MEAN THAT IT'S NOT CONDUCT THAT CAN AND SHOULD BE ADDRESSED IN ANOTHER WAY. IT'S JUST IMPORTANT TO HAVE THIS POLICY SO THAT YOU CAN DISTINGUISH THOSE THINGS THAT ARE BULLYING BECAUSE OUR STATE LAW REQUIRES CERTAIN RESPONSES FROM THE
[02:30:06]
SCHOOL IF IT DOES MEET THE DEFINITION OF BULLYING.ANY MORE QUESTIONS ON THIS? YEAH. A MOTION TO APPROVE.
I'LL SECOND. ALL IN FAVOR? I OPPOSE.
[14. Consider approving Resolution 22-65 authorizing the Acting Town Manager to negotiate an agreement with Steele & Freeman, Inc. for the Gym Remodeling Project at 2600 JT Ottinger Road; and take appropriate action]
NEGOTIATE AN AGREEMENT WITH STEEL AND FRIEDMAN FOR THE GYM REMODELING PROJECT AT 2600 JITENDRA ROAD.ALL RIGHT. YOU'RE OUT THERE READY? THANK YOU, MAYOR. THIS IS JUST A FOLLOW UP FROM OUR DISCUSSION FROM THE WORKSHOP.
WHAT THIS ALLOWS US TO DO IS START NEGOTIATING WITH STILL AN AGREEMENT TO BE THAT CMR FOR THAT PROJECT, AND THEN WE'LL BRING THE FINAL AGREEMENT BACK ONCE IT GOES OUT TO BID. AND THEY UNDERSTAND WE HAVE FINAL PRICING WITH THEIR GUARANTEED MAXIMAL PRICE TO US WILL BE FOR THE PROJECT AND THEN WE'LL BRING THAT CONTRACT BACK TO YOU GUYS.
OKAY. AND JUST FOR CLARITY, WILL, THAT WILL INCLUDE THE CONCESSION STAND.
BUT OBVIOUSLY, YES, WHEN WE DO COUNCIL RECAP ON WHAT KIND OF GO THROUGH A LOT OF THINGS.
ALL RIGHT. ANY QUESTIONS ON THIS? NO. ALL RIGHT.
ALL RIGHT. A MOTION TO APPROVE.
O SECOND. ALL IN FAVOR? I OPPOSE.
ITEM NUMBER 15. THERE'S NO ACTION FROM EXECUTIVE SESSION.
[16. COUNCIL RECAP/STAFF DIRECTION.]
COUNSEL RECAP.WE WILL LET YOU HAVE A LISTEN TO WHAT WE CAN FIND OUT.
SURE. MARY, I JUST WANT TO RECAP THE DIRECTIVE THAT WAS GIVEN FOR THE WORKSHOP.
SO A COUPLE OF THINGS THAT I'VE GOT IS AS IT RELATES TO THE ARTS AND SCIENCE BUILDING IS TO CONTINUE GIVING THE ARCHITECT THE GO AHEAD TO START DOING CONSTRUCTION DOCUMENTS FOR THAT SO THAT WE CAN TAKE THAT OUT TO BID AND GET REAL NUMBERS TODAY.
NUMBERS. THAT WOULD ALSO INCLUDE MEETING WITH END USERS AS IT RELATES TO THE ADDITIONS TO THE PIPE BUILDING AND GETTING A FLOOR PLAN TOGETHER AND TO SEE WHAT THAT WOULD LOOK LIKE AND HOW IT WOULD FIT ON THE CAMPUS.
AND AGAIN, MEETING WITH AND PARTNERS TO DO THAT, SET UP A MEETING WITH THE HEAD OF SCHOOL AND BENNETT PARTNERS TO REVIEW THE 2012 MASTER PLAN. SO WE ALL HAVE KIND OF AN UNDERSTANDING OF WHAT THAT LOOKS LIKE AND THEN BRING THAT BACK TO COUNCIL FOR REVIEW AS WELL.
LOOK AT GETTING AN UPDATE ON THE OLDER PORTABLES.
AND IF WE BROUGHT IN NEW PORTABLES, WHAT THAT WOULD LOOK LIKE FROM THE ESTHETICS AND FUNCTIONALITY AND WHAT WOULD FIT ON THAT PAD, THE CURRENT PAD THAT'S THERE TODAY WITH THE HOPES THAT WE COULD GET NEW PORTABLES BY THE SUMMER OF 2023, DO A COST ANALYSIS AS IT RELATES TO THE MASS BUILDING, BRING IT ON PORTABLES AND KIND OF WHAT THAT WOULD LOOK LIKE AND HOW WE WOULD PAY FOR ALL THE NEW BUILDINGS POTENTIALLY THAT WERE PROPOSED THAT WOULD OFFSET COST ANALYSIS WOULD ALSO INCLUDE A LEASE TO RENT OPTION.
SO THAT'LL BE A PART OF THE FINANCIAL FUNDING STUDY AS WELL.
THAT WOULD ALSO INCLUDE POTENTIALLY DOING A CAPITAL CAMPAIGN AND PARTNERING WITH THE FOUNDATION.
THAT STUDY WOULD INCLUDE THAT AS WELL.
AND THEN WE MOVE ON TO THE GYM REMODELING PIECE.
IT'S PART OF THAT. WE WOULD ASK THAT THE ARCHITECT GLEN PARTNERS TO LOOK AT THAT SPACE AND DESIGN IT AS A CONCESSION STAND WITH THE UNDERSTANDING THAT THAT WOULD NOT BECOME THE CONCESSION STAND UNTIL WE COULD FIND ADEQUATE SPACE FOR THE FOUNDATION STAFF.
WE WILL BRING BACK THE TOWN HALL LEASE THAT WAS ON THE AGENDA FOR TONIGHT'S WORKSHOP ON THE 24TH.
DO WE WANT TO CONSIDER DOES THE COUNCIL WANT TO CONSIDER CHANGING OUR CURRENT BUILDING CODES SO THAT IT WOULD NOT BE AS RESTRICTED AS IT IS TODAY AS IT RELATES TO THAT STORM SHELTER AND THAT WE LOOK AT SOMETHING SIMILAR TO WHAT THE FORT WORTH ISD HAD DONE WHEN THEY SAID, WHEN WE DO GYMS AND WE DO DINING FACILITIES, THAT'S WHEN WE'LL BUILD THE STORM SHELTER FOR A MAJORITY OF OUR KIDS ON CAMPUS.
AND WE COULD DO THAT IN THE FEBRUARY TIME FRAME BECAUSE WE'RE IN THE PROCESS OF.
[02:35:04]
I WAS TALKING TO THE BUILDING INSPECTOR TODAY.WE'RE LOOKING AT ADOPTING THE NEW CODE, THE 2018 CODE IN THIS UPCOMING YEAR.
CAN'T WE GRANT OURSELF AN EXEMPTION? I DON'T THINK WE CAN. I MEAN, YOUR EXEMPTION IS YOU CAN DO A VARIANCE ON THE BUILDING CODE.
ARE YOU GOING TO BRING IT BACK TO DISCUSS? ARE YOU GOING TO BRING BACK ACTUAL FORMAL.
WE'LL BRING IT BACK FOR DISCUSSION AS WELL.
I THINK THAT MAKES SENSE. WHAT IS OUR CURRENT CAPACITY FOR STORM SHELTERS ON CAMPUS AT THE MOMENT? WHERE DO WE SHELTER IN PLACE TODAY? YEAH, I MEAN TO CODE LEVEL, DO WE HAVE EXISTING? WE DO NOT BECAUSE WHEN THE BUILDINGS WERE BUILT, THESE CODES WERE NOT IN PLACE.
THEY DIDN'T, THEY DIDN'T THIS STRONG OF A CODE WAS NOT IN PLACE UNTIL 20 2015.
ALL OF OUR BUILDINGS WERE BUILT PRIOR TO 2013 2014.
SO WE'LL BRING THAT BACK TO YOU GUYS, PROBABLY IN THE FEBRUARY TIME FRAME.
AND THEN THE GYM REMODELING PROJECT.
BUT THE TOWN OR THE COUNCIL AGREES THAT THAT COMES OUT OF TOWN FUNDING OUT OF THE WAY CAPITAL PROJECT FUND TO DESIGN THAT DOWNSTAIRS AS WELL AS THE CONSTRUCTION FOR THAT.
AND WE WOULD BRING THAT BACK TO YOU GUYS FOR FINAL APPROVAL WHEN THOSE NUMBERS COME IN.
BUT THAT'S A STARTING POINT FOR US AND I BELIEVE THAT'S ALL I GOT ON THAT.
THE ONLY THING I HAD WAS THE NATIONAL PLAN BACK IN JANUARY.
THE PORTABLES CONVERSATION WOULD BE NOVEMBER.
AND THEN THAT FUNDING STUDY THAT I MENTIONED WOULD ALSO BE JANUARY.
SO THOSE WERE THE DATES FOR BRINGING THOSE BACK TO.
A LOT OF IT ARE RUN IN TANDEM.
THANK YOU VERY MUCH. ALL RIGHT, FEATURE AGENDA ITEMS.
[17. FUTURE AGENDA ITEMS]
WE HAVE ONE ITEM FOR JUNE.IS THERE ANY ANYTHING ELSE WE LIKE TO ADD RIGHT NOW? NONE RIGHT NOW. MY FAVORITE 18 ADJOURNMENT.
CLOSE IT OUT. 652 JOB.
* This transcript was compiled from uncorrected Closed Captioning.