[00:00:04]
          >> GOOD LATE AFTERNOON, EVERYBODY. 
          [1. Discussion regarding Budget]
I CALL TO ORDER THE BOARD BUDGET WORKSHOP. 
          IT IS 5:10 PM ON OCTOBER 28TH, 2025. 
          WE HAVE ALL SEVEN TRUSTEES PRESENT, SIX IN PERSON, AND ONE VIA ZOOM. 
          WITH THAT, I WILL HAND THE MEETING OVER TO, MS. SMITH. 
          >> YEAH. GOOD EVENING. TONIGHT, WE'RE GOING TO DO SOMETHING A LITTLE BIT DIFFERENT. 
          WE ARE GOING TO KICK OFF OUR BUDGET PLANNING FOR THE YEAR BY GOING THROUGH WITH YOU ALL, WHAT I'M CALLING OUR COMPREHENSIVE SUSTAINABILITY PLAN. 
          WE ALL KNOW THAT DECLINING ENROLLMENT IS OUR NEW REALITY. 
          WE HAVE BEEN REALLY INTENTIONAL OVER THE PAST SIX MONTHS OR SO TO REALLY THINK ABOUT HOW WE ARE STRATEGICALLY PLANNING EVERYTHING THAT WE DO AROUND THIS IDEA OF DECLINING ENROLLMENT AND WHAT THAT'S GOING TO DO TO OUR FACILITIES AND ALL OF THOSE THINGS. 
          WE'RE GOING TO COVER A LOT OF TOPICS TONIGHT. 
          THIS MIGHT BE A LITTLE BIT LIKE DRINKING FROM A FIRE HOSE, I AM GOING TO ASK IF WE CAN PLEASE HOLD ALL QUESTIONS UNTIL THE END. 
          I THINK WE CAN ALL GET THROUGH THIS. 
          I KNOW IT'S GOING TO BE HARD. 
          I GAVE YOU ALL NOTE PADS SO THAT YOU COULD JOT DOWN YOUR QUESTIONS. 
          HERE'S THE REASON I'M ASKING THAT. 
          THERE ARE A LOT OF TOPICS IN HERE AND THERE'S A LOT OF DATA, AND WE COULD VERY EASILY SPEND TWO HOURS ON ANY ONE OF THESE THINGS. 
          EVERYTHING IS REALLY TIED TOGETHER AS WE GO THROUGH THIS PLAN, I THINK YOU'LL SEE. 
          WE'VE TRIED TO A LOT ABOUT A HALF HOUR AT THE END JUST FOR QUESTIONS AND ANSWERS ABOUT ANY OF IT AND THEN I KNOW HALF AN HOUR MIGHT NOT BE ENOUGH. 
          WE'RE GOING TO SCHEDULE FOLLOW UP MEETINGS WITH YOU GUYS, EITHER ONE ON ONE OR IN SUBCOMMITTEES IN THE MONTH OF NOVEMBER, JUST TO DIVE DEEPER INTO SOME OF THE QUESTIONS THAT YOU MIGHT HAVE IF THAT'S A FOR YOU GUYS. 
          WE'RE GOING TO GO OVER QUITE A FEW THINGS TONIGHT. 
          WE'RE GOING TO START WITH A DEMOGRAPHIC UPDATE. 
          THEN AFTER PASA GIVES THEIR DEMOGRAPHIC, WE'RE GOING TO GO THROUGH THE PIECES OF THIS COMPREHENSIVE STABILITY PLAN. 
          I'LL COME BACK AND TALK A LITTLE BIT ABOUT THE PURPOSE OF IT AND THE ORGANIZATION OF IT, AND THEN WE'LL HAVE DIFFERENT IST MEMBERS TALKING ABOUT THE DIFFERENT PIECES. 
          I AM GOING TO TURN THIS OVER TO CHRIS POOL FROM PASA, TO GIVE YOU YOUR ANNUAL DEMOGRAPHIC. 
          >> STACY TEPERA. I'M PRESIDENT OF POPULATION AND SURVEY ANALYST. 
          MOST OF YOU IN THE ROOM HERE, KNOW CHRIS POOL. 
          LET'S START AGAIN. MY NAME IS STACY TEPERA. 
          I'M THE PRESIDENT OF POPULATION AND SURVEY ANALYST. 
          WITH ME TONIGHT IS CHRIS POOL. 
          NO, I'M HERE WITH CHRIS POOL TONIGHT. 
          SHE'S REALLY THE FRISCO EXPERT AFTER 26 YEARS. 
          I AM GOING TO GET US STARTED AND THEN CHRIS IS GOING TO PICK UP. 
          MANY OF YOU KNOW CHRIS POOL FROM ALL OF HER YEARS WORKING HERE WITH FRISCO ISD. 
          I WANTED TO MAKE SURE THAT EVERYBODY KNOWS THAT CHRIS IS NOT THE ONLY FACE AT PASA. 
          SHE AND I ARE BOTH SUPPORTED BY AN ENORMOUS TEAM AND EVERY ONE OF THESE FACES HAS TOUCHED THIS PROJECT AND EVERY PROJECT EACH YEAR. 
          EVERY YEAR, WE DO THESE IN DEPTH STUDIES, THAT CHRIS WILL WALK YOU THROUGH MOST OF THESE DETAILS BUT I GET US STARTED. 
          WE HAVE EXTENSIVE PROCESS FOR COLLECTING BACKGROUND INFORMATION, PUBLICLY AVAILABLE DATA AS WELL AS CONDUCTING INTERVIEWS TO GATHER ADDITIONAL INFORMATION. 
          WE TAKE A FILE OF STUDENT ADDRESSES FROM YOU GUYS FROM YOUR DATABASE, ALL THE STUDENTS THAT ARE ENROLLED. 
          WE PLACE THEM ON A MAP THAT BECOMES OUR STARTING POINT, THAT WE ALSO USE THAT TO DETERMINE THE RATIO OF STUDENTS PER HOUSE, WHICH YOU WILL HEAR ABOUT CHRIS. 
          ALTERNATIVE EDUCATIONAL OPPORTUNITIES ARE CHARTER SCHOOLS, PRIVATE SCHOOLS, VIRTUAL SCHOOLS. 
          THEY ARE MAKING A BIG IMPACT ON ALL ISD ENROLLMENT IN TEXAS AND FRISCO ISD, AND SO WE SPEND AN INORDINATE AMOUNT OF TIME STUDYING THOSE AND HOW THEY COULD CONTINUE TO IMPACT THE DISTRICT IN THE FUTURE. 
          [00:05:03]
WE LOOK AT NEW HOUSING CONSTRUCTION, WHERE IT'S HAPPENING, WHERE IT COULD HAPPEN IN THE FUTURE AND WE ROLL ALL OF THESE INTO OUR DISTRICT WIDE ENROLLMENT PROJECTIONS AND THE IMPLICATIONS FOR WHAT THAT MEANS FOR THE DISTRICT LONG RANGE PLANNING. 
          NOW, EVERY NEIGHBORHOOD, EVERY CITY, EVERY SCHOOL DISTRICT HAS A NATURAL DEMOGRAPHIC LIFE CYCLE. 
          WHEN WE STARTED WORKING WITH FRISCO ISD IN 1999, FRISCO WAS AT THE BOTTOM OF THAT HIGH GROWTH CURVE JUST BEGINNING THAT HIGH GROWTH PERIOD. 
          FOR ALL OF THESE YEARS, THAT IS HOW YOU KNEW YOUR IDENTITY AND HOW THE WHOLE STATE KNEW YOUR IDENTITY WAS IN HIGH GROWTH. 
          HOWEVER, JUST LIKE ANY OTHER AREA, CITY, NEIGHBORHOOD, SCHOOL DISTRICT, FRISCO ISD IS REACHING THAT STABILIZATION POINT. 
          HERE A LOT OF DATA TONIGHT SHOWING HOW FRISCO HAS NOW COMPLETED THAT HIGH GROWTH PHASE AND MOVED ON INTO THE STABILIZATION PASE. 
          NOW, ENROLLMENT TRENDS IN TEXAS HAVE CHANGED OVER THE PAST SEVERAL YEARS. 
          THEY'VE CHANGED SIGNIFICANTLY. 
          THE NEXT FEW SLIDES I'M GOING TO WALK YOU THROUGH ARE SOME STATEWIDE TRENDS, BASICALLY TO LET YOU KNOW THAT YOU'RE NOT ALONE. 
          THIS IS NOT SPECIFIC TO FRISCO ISD, AND THEN WE'LL THEN TAKE YOU THE DATA THAT'S MORE SPECIFIC TO FRISCO ISD. 
          THIS FIRST GRAPH SHOWS IN THE BLUE BARS ARE POPULATION OF TEXAS SINCE 1970. 
          YOU CAN SEE THE POPULATION HAS GROWN. 
          EVERYBODY KNOWS LOTS OF PEOPLE HAVE BEEN MOVING INTO TEXAS FOR THE PAST 50 YEARS. 
          THE RED LINE REPRESENTS THE ENROLLMENT IN TEXAS PUBLIC SCHOOLS OVER THAT SAME TIME PERIOD. 
          OVER AT THE RIGHT, YOU CAN SEE THAT THE GROWTH IN TEXAS POPULATION AND THE GROWTH IN ISD ENROLLMENT OR PUBLIC SCHOOL ENROLLMENT GREW AT ABOUT THE SAME RATE IN THE '80S, IN THE '90S, AND IN THE 2000S. 
          BUT LOOK WHAT'S HAPPENED SINCE 2010. 
          THE GROWTH IN TEXAS HAS CONTINUED, BUT THE GROWTH IN ENROLLMENT IN PUBLIC SCHOOLS IS ONLY HALF THE RATE. 
          WHY IS THAT PUBLIC SCHOOL ENROLLMENT NOT GROWING AT THE SAME RATE AS THE POPULATION? PART OF THE STORY IS FEWER BABIES ARE BEING BORN. 
          IN GENERAL, SINCE 2015, THERE HAVE BEEN IN GENERAL, FEWER BABIES BORN IN TEXAS. 
          NOW, WHERE THOSE BABIES ARE BORN AND WHERE THAT GROWTH IS HAPPENING, GROWTH AND DECLINE ARE UNIQUE THROUGHOUT THE STATE. 
          AREAS IN BLUE SHOW FEWER BIRTHS OVER THE PAST DECADE, THOSE ARE RURAL AREAS, URBAN AREAS. 
          AREAS IN COUNTIES SHOWN HERE IN RED ARE WHERE MORE BABIES HAVE BEEN BORN IN THE PAST 10 YEARS, AND THOSE ARE GENERALLY SUBURBAN /ANOTHER ADDITIONAL REASON FOR WHY THAT PUBLIC SCHOOL ENROLLMENT HAS DECLINED, GROWTH OF CHARTER SCHOOLS OVER THE PAST WELL SINCE 1996, THE BLUE BARS REPRESENT ENROLLMENT IN CHARTER SCHOOLS IN TEXAS, ALL CHARTER SCHOOLS. 
          THE RED LINE REPRESENTS ENROLLMENT ISDS IN TEXAS. 
          YOU CAN SEE THAT ISD ENROLLMENT OVER THE PAST TEN YEARS ONLY GREW STATEWIDE BY 2%. 
          THE ENROLLMENT IN CHARTER SCHOOLS ALMOST DOUBLED AT 90% GROWTH. 
          THAT RIGHT THERE GIVES YOU AN INDICATION OF THAT COMPETITIVENESS THAT CHARTER SCHOOLS ARE COMPETING WITH ISDS TO PULL STUDENTS OUT OF ISDS. 
          ANOTHER ALTERNATIVE EDUCATIONAL OPPORTUNITY THAT HAS BEEN GROWING ARE VIRTUAL SCHOOLS. 
          WHILE THE OVERALL NUMBERS ARE STILL NOT HUGE, ABOUT 50,000 STUDENTS THE STATE, BUT THE GROWTH IN STUDENTS IN BEING ENROLLED IN CAMPUSES OVER THE PAST DECADE HAS GROWN BY 1,200%. 
          WE ALSO ANTICIPATE THAT TO CONTINUE TO GROW WITH THE SENATE BILL 569 OF ISDS TO CREATE THEIR OWN VIRTUAL PROGRAMS. THIS IS A SCHEMATIC SUMMARY OF WHAT I'VE JUST TOLD YOU. 
          TEN YEARS AGO, 15 YEARS AGO, THERE WERE A LOT OF THINGS HAPPENING IN TEXAS AND SPECIFICALLY IN FRISCO. 
          THERE WERE LOTS OF HOUSES BEING BUILT, AND THERE WERE LOTS OF BABIES BEING BORN, THOSE BABIES WERE GROWING UP TO BE TODDLERS, AND THERE WERE MORE TODDLERS MOVING IN, 
          [00:10:02]
ESPECIALLY INTO THOSE NEW HOUSES. 
          BABIES AND LOTS OF TODDLERS AND EVEN MORE TODDLERS MOVING IN. 
          ALMOST ALL OF THOSE CHILDREN BY DEFAULT WENT TO THE LOCAL ISD TO ENROLL IN KINDERGARTEN. 
          NOW WE FAST FORWARD TO TODAY AND THERE ARE FEWER NEW HOUSES BEING BUILT. 
          THERE ARE FEWER BABIES BEING BORN. 
          THOSE BABIES GROW UP INTO TODDLERS AND NOW THERE ARE FEWER TODDLERS MOVING IN BECAUSE THERE ARE FEWER HOUSES TO MOVE IN. 
          BUT IN ADDITION TO ALL OF THIS, THERE'S ADDITIONAL COMPETITION FROM THE CHARTER PULLING STUDENTS OUT BEFORE THEY EVEN GET TO FRISCO ISD. 
          INSTEAD OF HAVING THAT WELL, LET'S JUST SAY THERE'S A SMALLER POOL OF POTENTIAL STUDENTS AND THERE'S MORE COMPETITION STUDENTS TO GO. 
          NOW WE'RE GOING TO GET A LITTLE BIT MORE LOCAL AND LOOK AT THIS MATH OF REGION TEN. 
          THESE ARE THE DISTRICTS IN REGION TEN AND THEY ARE COLORED BY GROWTH IN ENROLLMENT OR DECLINE. 
          THOSE THAT ARE COLORED BLUE, LIKE YOU SEE DALLAS ISD, THE BIG BLUE SHAPE IN THE SOUTH. 
          THE BLUE DISTRICTS HAVE LOST ENROLLMENT OVER THE PAST FIVE YEARS IN RED DISTRICT. 
          SO OF COURSE, YOU SEE THAT FRISCO GAINED ALMOST 2,600 STUDENTS OVER THE PAST FIVE YEARS THAT RANKS SEVENTH IN 10. 
          THIS IS AFTER YEARS AND YEARS AND YEARS OF BEING THE HIGHEST GROWTH, OF COURSE. NUMBER ONE. 
          BUT I ALSO POINT YOUR ATTENTION TO THE BIG BLUE RECTANGLE JUST SOUTH OF FRISCO. 
          THAT'S PLANO ISD. 
          SEVEN TO EIGHT YEARS AGO, PLANO WAS RED. 
          IN THOSE FIVE YEARS, PLANO HAS LOST ABOUT 6,000 STUDENTS. 
          WHY TELLING YOU THIS? WHY IS THIS RELEVANT TO FRISCO? BECAUSE THAT'S FORESHADOW. 
          THE RED GROWTH IS IN A RING AROUND THE BLUE DECLINE AS THE NEW HOUSING MOVES OUTWARD AND THE NEW HOUSING HAS MOVED OUT OF PLANO AND PLANO NOW DECLINE. 
          FRISCO BEGINS TO REACH BUILD OUT. 
          THAT SAME THING WILL BE HAPPENING IN THE FUTURE. 
          THIS IS THE PERCENT GROWTH IN THAT SAME FIVE YEARS. 
          YOU SEE THAT GREW BY ABOUT 4% OVER THE PAST FIVE YEARS AND THE COLOR IS ALMOST WHITE. 
          SO THAT'S ALMOST IN THE MIDDLE BETWEEN RED AND BLUE. 
          THE REASON FOR THAT IT'S A PERCENTAGE. 
          YOU HAVE SUCH A LARGE ENROLLMENT THAT IT BRINGS THE RANKING DOWN. 
          SECONDLY, WHAT WAS MY SECOND? IT JUST BLANKED. 
          YES, BECAUSE THE LAST TWO YEARS OF ENROLLMENT INCLUDED IN THIS FIVE YEAR FOR ENROLLMENT AND SO THAT BRINGS THAT PERCENTAGE DOWN PERCENTAGE OVER THE PAST FIVE YEAR. 
          WITH THAT, I WILL TURN IT OVER TO CHRIS AND SHE WILL GIVE YOU A LOT MORE DETAIL ABOUT FRISCO SPECIFICALLY. 
          >> THANKS, STACY. I HOPE I CAN MANAGE THIS MICROPHONE HERE. 
          PAST CURRENT STUDENTS IS THE NEXT SECTION THAT WE'RE GOING TO MOVE TO AND THIS IS GOING TO BE SPECIFIC TO FRISCO ISD. 
          I MEAN A LOT OF DIFFERENT PARTS OF THIS LITTLE PIECES OF THE PUZZLE AND THINGS THAT WE'RE GOING TO LOOK AT THAT COME TOGETHER TO GIVE YOU AN IDEA OF WHAT'S BEEN GOING ON AND WHAT WE THINK IS GOING TO SURE. 
          FOR YOUR ENROLLMENT CHANGE, OVER THE LAST SEVERAL YEARS, YOU CAN SEE THAT THE DISTRICT HAD THAT GROWTH, BUT IT WAS COMING DOWN OUT OF THE SKY. 
          IT WAS COMING OFF OF MOUNTAIN TOP THERE. 
          YOU WERE ONE OF THE ONLY DISTRICTS THAT ACTUALLY DID GAIN STUDENTS IN THE FALL OF 2020. 
          THERE THERE WERE FEWER THAN 20. 
          I'D HAVE TO GO BACK AND LOOK AT THAT. 
          BUT WE DID LOOK AT THAT. THE DISTRICT CONTINUED TO GAIN, BUT ABOUT THREE YEARS AGO, YOU SAW YOUR FIRST LOSS, AND OF COURSE, AT THIS POINT IN TIME, THAT LOSS WAS QUITE SUBSTANTIAL AND WE'LL TALK ABOUT ALL REASONS. 
          ONE OF THE THINGS THAT IS VERY, VERY IMPORTANT FOR US TO ALL UNDERSTAND AT THIS POINT STACY TOUCHED ON A LITTLE BIT IS KINDERGARTEN ENROLLMENT. THAT IS VERY IMPORTANT. 
          IT'S HARD FOR US TO GET AT BECAUSE WE CAN'T KNOCK ON A DOOR AND SAY, EXCUSE ME, HOW MANY TWO YEAR OLDS ARE LIVING IN YOUR HOME. 
          BUT WHAT WE CAN DO IS WE CAN GET AT BIRTH DATA BY ZIP CODE OF THE BIRTH MOTHER. 
          ZIP CODES DON'T EXACTLY LINE UP, SO WE DO SOME DATA MANIPULATION USING POPULATION POINTS AND SOME OTHER THINGS. 
          THEN WE TAKE THAT DATA AND WE MOVE IT FORWARD FIVE YEARS AND COMPARE IT TO KINDERGARTEN ENROLLMENT. 
          [00:15:01]
IF YOU'LL NOTICE CAREFULLY, YOUR KINDERGARTEN ENROLLMENT HAS TRACKED WITH YOUR BIRTH RATE, BUT IT'S SUBSTANTIALLY HIGHER. 
          THAT'S DUE TO IN MIGRATION, THAT'S DUE TO PEOPLE THAT ARE MOVING INTO THESE NEW HOMES. 
          OVER THE LAST HANDFUL OF YEARS, THOSE NUMBERS HAVE STARTED TO COME TOGETHER. 
          THAT WOULD BE EXPECTED AS A DISTRICT BEGINS TO BUILD OUT BECAUSE YOU HAVE FEWER OF THOSE TODDLERS THAT STACY MENTIONED MOVING INTO THOSE NEW HOMES. 
          THEREFORE, ULTIMATELY, AS THE DISTRICT IS BUILT OUT, YOU WOULD EXPECT KINDERGARTEN TO MORE OR LESS MATCH BIRTH RATE. 
          BUT IN ACTUALITY, KINDERGARTEN ENROLLMENT WILL DIP BELOW THE BIRTH RATE BECAUSE NOT ALL OF THE BABIES THAT ARE BORN MOVE ON TO FRISCO ISD SCHOOLS. 
          FOR VARIOUS REASONS AND YOU CAN SEE THAT IN THIS LAST YEAR COMING INTO WHERE WE ARE IN THAT DASH LINE, IT WAS AN ENORMOUS DROP OFF, AND WE'LL TALK ABOUT A COUPLE OF THOSE REASONS. 
          I WENT BACK AND LOOKED AND PULLED 2004 DATA FOR THE STATE AND AT THAT TIME, FRISCO HAD THE HIGHEST PROPORTION OF KINDERGARTNERS TO TOTAL STUDENT POPULATION IN. 
          IT WAS BY QUITE A BIT. IT WAS 11.54% COMPARED TO 9.49% AS THE SECOND SCHOOL DISTRICT. 
          ALSO WENT AND PULLED 24 DATA, AND WHEN WE TAKE OUT ALL OF THE CHARTERS AND ALL OF THE VIRTUALS, ALL OF THE ADDITIONAL SCHOOL DISTRICTS THAT HAVE OTHER THINGS GOING ON, THEN FRISCO ISD WAS FOURTH FROM BEING THE LOWEST. 
          THAT IS WHAT HAS GONE ON IN FRISCO ISD IN THE LAST 20 YEARS, IS THAT ENORMOUS CHANGE FROM ALL OF THOSE BABIES, ALL OF THOSE KINDERGARTNERS TO BEING NEAR THE BOTTOM FOR THE ACTUAL NUMBER OF STUDENTS THERE. 
          HERE, WE HAVE A KINDERGARTEN ENROLLMENT IN THE NAVY LINE, AND WHAT I'M GOING TO SHOW YOU NOW IS THE PLANO ISD DATA SET, THAT SAME THING PULLING VERSE AND COMPARING TO ENROLLMENT. 
          SEE THAT NAVY LINE NOW IS BELOW THAT BIRTH RATE. 
          BACK IN 2010, THE KINDERGARTEN ENROLLMENT WAS 92% OF THE BIRTH RATE, AND NOW IT'S 78%. 
          THAT'S FOR SEVERAL REASONS. 
          IT'S FOR VIRTUAL SCHOOLS, HOME SCHOOLING, PRIVATE SCHOOLS, CHARTER SCHOOLS, ALL OF THESE OTHER THINGS THAT WE ARE SEEING PARENTS CHOOSE TO DO, ESPECIALLY IN THE WAKE OF COVID WITH THEIR STUDENT POPULATION. 
          >> THIS IS A WAY THAT WE LOOK VERY VISUALLY, JUST IN ONE SECOND, AT WHAT'S BEEN GOING ON IN YOUR STUDENT POPULATION AND THE COHORT SIZES OVER THE LAST 10 YEARS. 
          WHAT WE'VE DONE HERE IS WE'VE COLOR-CODED FROM KINDERGARTEN THROUGH EIGHTH AND ALSO 10TH THROUGH 12TH. 
          WE NORMALLY LEAVE NINTH GRADE OUT IN A LOT OF DISTRICTS, THAT A LOT OF TIMES THE LARGEST CLASS. 
          WHEN WE COLOR-CODE THAT, WE'VE GOT THE SMALLEST CLASSES IN THE BLUES AND WE'VE GOT THE LARGEST CLASSES IN THE REDS. 
          YOU CAN SEE THAT BEGINNING IN 2016, THESE LARGE COHORTS THAT YOU'VE GOT IN HIGH SCHOOL NOW, THEY WERE IN THIRD, FOURTH, FIFTH, SIXTH, SEVENTH GRADE, AND THEY VERY CLEARLY MOVED THROUGH THE DISTRICT. 
          OF COURSE, THEY ARE BEING REPLACED AT THIS POINT WITH FEWER AND FEWER KINDERGARTNERS THAT ARE MAKING IT INTO FRISCO ISD. 
          HOWEVER, I FIND IT VERY INTERESTING, AND THIS IS SOMETHING THAT'S GOING ON WITH ALLIANCE THAT THE RED IS VERY MUDDY THERE AT THE END. 
          WE'VE GOT STUDENTS THAT SEEM TO BE CLUSTERING IN THE HIGH SCHOOL LEVELS. 
          WE'RE WONDERING IS THIS A SITUATION WHERE, IN THE FIRST PLACE, A LOT OF THE CHARTERS AND PRIVATES AND THINGS LIKE THAT MAY BE K5 OR THEY MAY BE K8, AND THEN THE KIDS HAVE TO CHOOSE AND COME TO COME BACK. 
          ALSO, AT THE SAME TIME, THEY MAY BE COMING IN FOR EXTRACURRICULARS. 
          IT MAY BE JUST FINE FOR MOM OR DAD TO TEACH BASIC MATH AND READING AROUND THE KITCHEN TABLE, BUT WHEN IT GETS TO PHYSICS AND PRE-CL, THAT MAY BE A DIFFERENT BALL GAME. 
          THAT'S SOMETHING I THINK WE'RE GOING TO HAVE TO WATCH WITH ALL OF OUR CLIENTS. 
          THERE HOW THE STUDENTS CLUSTER IN THE SECONDARY SCHOOLS. 
          A LOT OF WHAT WE'VE DONE FOR THE DISTRICT OVER THE LAST 26 YEARS THAT I'VE BEEN HERE WORKING WITH THE DISTRICT IS WE HAVE TRIED TO ASSESS AND MANAGE THE HOUSING GROWTH THAT WAS COMING IN, AND WE'LL GET TO HOUSING HERE IN A MINUTE. 
          BUT FOR EVERY HOME THAT WE PROJECT, WE HAVE TO PROJECT HOW MANY STUDENTS ARE GOING TO EMANATE FROM THAT HOME, AND IT'S NOT TWO. 
          EVERYBODY MIGHT ASSUME IT'S TWO, BUT I HAVE TWO KIDS, BUT THEY'RE IN COLLEGE, AND SO MY HOME, WHERE IT COUNTED FOR THIS THING, WOULD COUNT AS A ZERO. 
          RIGHT NOW IN FRISCO ISD, THE SINGLE-FAMILY RATIO OF STUDENTS PER HOME IS 0.67. 
          NOW THAT VARIES WIDELY BY SUBDIVISION. 
          IT GOES FROM ABOUT A 0 TO 1 OR 2 TO 1.38 STUDENTS PER HOME. 
          BUT THE AVERAGE IS 0.67, AND LAST YEAR THE AVERAGE IS 0.71. 
          I THINK THAT'S THE LARGEST DECREASE THAT I CAN REMEMBER SEEING FOR ANY OF OUR CLIENTS IN ONE YEAR'S TIME. 
          IT HAS TO DO WITH SEVERAL OF CHARTER SCHOOLS, LARGE CHARTER SCHOOLS THAT HAVE OPENED IN THE AREA JUST THIS YEAR. 
          FOR MULTI-FAMILY, IT'S 0.29. 
          IT'S QUITE A BIT LOWER, AND SO EVERYBODY HAS TO KEEP THAT IN MIND BECAUSE YOU ALL HAVE A LOT OF APARTMENTS THAT ARE GOING TO BE COMING IN HERE. 
          IT HAS REALLY MAINTAINED ITSELF AT 0.29 OVER TIME. 
          THIS IS THAT DATA THAT WE'VE GATHERED OVER THE LAST HANDFUL OF YEARS. 
          WE GATHER THE DATA IN VARIOUS WAYS AND ACTUALLY GATHERED SOME FORM OF THIS DATA BACK TO 1999. 
          [00:20:01]
YOU CAN SEE THAT YOU GUYS TOPPED OUT AT ABOUT 0.81, AND THEN WE'RE SLOWLY GOING DOWNWARD LIKE THAT. 
          WE DID ALSO SOMETHING THAT I THOUGHT I FOUND VERY INTERESTING. 
          WE PULLED THE DATA WHEN YOU LOOK AT THE MEDIAN YEAR BUILT FOR SUBDIVISIONS IN FRISCO ISD. 
          I JUST SAID IT WAS 0.67 FOR EVERYBODY, SINGLE-FAMILY HOME. 
          WHEN WE LOOK AT HOMES THAT WERE 2015 AND EARLIER, THAT RATIO DROPPED 0.64. 
          WHEN WE LOOKED AT HOMES THAT WERE 2010 AND EARLIER, IT WAS 0.4. 
          WHEN WE LOOKED AT 2005 AND EARLIER, IT WAS 0.53. 
          WE ENDED UP IN THAT 0.4, 0.5 RANGE WHEN WE LOOK AT THE HOMES THAT ARE A LITTLE BIT OLDER. 
          THAT'S IMPORTANT FOR US TRYING TO UNDERSTAND WHERE THE BOTTOM MAY BE, WHERE WE MAY END UP BEING OVER TIME. 
          AS HE'S MENTIONED, THE ALTERNATIVE EDUCATIONAL OPPORTUNITY IS QUITE A BIT. 
          WE HAVE TWO PEOPLE IN THE OFFICE THAT SPEND AN INORDINATE AMOUNT OF TIME TRYING TO TRACK THIS INFORMATION DOWN. 
          UNFORTUNATELY, THE STATE DOESN'T MAKE IT VERY EASY FOR US TO DO THIS. 
          THE MAP SHOWS PRIVATE SCHOOLS AND CHARTER SCHOOLS AND ANYTHING THAT IS NEW OR EXPECTED TO BE NEW AFTER THIS PARTICULAR FALL, THAT WOULD BE FOR THE FALL OF 26 AND MOVING FORWARD IS SHOWN IN ONE OF THOSE COLORS OF RED OR CORAL, THE PRIVATE CATHOLIC SCHOOL THERE IN THE RED, ALTHOUGH WE THINK THAT'S BEEN PUSHED OFF MAYBE ANOTHER YEAR AND THEN A COUPLE OF CHARTERS IN THE PLANO AND ALLEN. 
          BUT YOU ALL WERE VERY IMPACTED THIS PARTICULAR YEAR FOR THE FALL OF 25 BY THREE CHARTER SCHOOLS THAT OPENED TWO ON THE BORDER WITH PLANO AND ONE THAT WAS WEST. 
          THAT WOULD BE THE LEADERSHIP PART MAJESTIC GARDENS. 
          IN OUR MODELING LAST YEAR, WE HAD EXPECTED MAYBE 275 OR SO STUDENTS TO COME OUT OF FRISCO ISD AND INTO THOSE CHARTER SCHOOLS. 
          A LOT OF TIMES THEY DO NOT OPEN FULL, AND SO WE WERE TRYING TO UNDERSTAND WE HAVE TO MAKE AN ESTIMATE, AND SO WE HAD EXPECTED THEM TO FILL OVER TIME. 
          WHEN WE CONTACTED THOSE CHARTER SCHOOLS THIS FALL AND ASKED THEM, HOW MANY KIDS DO YOU HAVE FROM FRISCO ISD? WHAT'S YOUR PROPORTION OF ENROLLMENT? WE WERE TOLD A SUM OF ALL THREE OF THOSE SCHOOLS OF 869 STUDENTS OPENED FULL AND THAT THEY OPENED WITH A WAITING LIST. 
          THE PROJECTIONS THE ENROLLMENT THIS YEAR WAS LOWER THAN THE PROJECTIONS THAT WE HAVE, AND AN AWFUL LOT OF IT WAS THAT DIFFERENTIAL RIGHT THERE. 
          THAT'S, I THINK, ONE OF THE BIGGEST PIECES OF THE PUZZLE HERE. 
          NOW WE WILL NOT GET THE OFFICIAL DATA, OF COURSE, UNTIL MAY, WHICH IS VERY UNFORTUNATE. 
          IT'S VERY HARD FOR US TO UNDERSTAND WHAT'S GOING ON NOW BECAUSE THE DATA THAT WE GOT ON PHONE CALLS MAY NOT BE EXACT, BUT THAT SHOULD GIVE US A GOOD INDICATION. 
          THIS BAR GRAPH SHOWS TRANSFERS IN, TRANSFERS OUT. 
          YOU CAN SEE AT THE BOTTOM HERE IN THE TAN COLOR, WE'VE GOT TRANSFERS IN TO THE DISTRICT, AND WE'VE GOT TRANSFERS OUT THAT HAVE BEEN OCCURRING WITH THE VIRTUALS BEING THERE IN GREEN AT THE TOP, AND YOU CAN SEE THAT BIG CHANGE IN VIRTUAL SCHOOLS OVER TIME. 
          SOME OF THE DIFFERENTIAL THAT YOU ALL ARE SEEING IS YOU'VE GOT FEWER STUDENTS TRANSFERRING IN THAN YOU HAVE STUDENTS THAT ARE TRANSFERRING OUT. 
          THIS IS SOMETHING THAT'S NOT UNUSUAL FOR A LOT OF OUR CLIENTS. 
          WE FIND WE'RE ESTIMATING RIGHT NOW THAT FRISCO ISD IS CAPTURING APPROXIMATELY 91.5 PERCENT OF THE STUDENT POPULATION THAT RESIDES IN THE CONFINES OF FRISCO ISD. 
          I COMPARE THAT TO KATY ISD. 
          WE'VE WORKED FOR KATY ISD, ALSO SINCE THE MID-90S. 
          IN A LOT OF WAYS, IT'S VERY SIMILAR. 
          IT'S TWICE THE SQUARE MILEAGE, AND THEY'VE GOT 90,000 ISH STUDENTS RIGHT NOW. 
          THOSE ARE DIFFERENCES, BUT THEY CAPTURE BASED ON FALL OF 24, 92.8%. 
          YOU'RE VERY SIMILAR IN THAT REGARD TO THE RATE OF CAPTURE OF STUDENTS THAT LIVE HERE, THAT ARE ENROLLING IN FRISCO ISD. 
          BY COMPARISON, THE LAST TIME WE DID A STUDY FOR DALLAS ISD, THAT NUMBER WAS 70.9%. 
          VERY DIFFERENT THAN YOU'RE SEEING IN SOME OTHER AREAS. 
          THEN THIS IS A LOT OF DATA THAT IS REALLY DOWN INTO THE WEEDS AND STUFF THAT WE DIG AROUND IN QUITE A BIT. 
          THIS IS INFORMATION BASED ON YOUR EXISTING SUBDIVISIONS. 
          WHAT IS GOING ON IN THOSE EXISTING HOMES? WE CLASSIFY EACH ONE OF THE SUBDIVISIONS HERE AS EITHER EXISTING OR ACTIVE. 
          OF COURSE, ALMOST ALL OF YOUR SUBDIVISIONS AT THIS POINT ARE EXISTING. 
          WE BEGAN KEEPING THIS BAR GRAPH BACK IN 2011, THAT WAS THE FIRST TIME THAT WE SAW A DECLINE IN ELEMENTARY STUDENTS IN THOSE EXISTING SUBDIVISIONS. 
          NOW IT WAS OFFSET BECAUSE YOU WERE STILL HAVING A BIG GROWTH OF SECONDARY STUDENTS IN THOSE, AND THAT CAME FROM YOUR FIFTH GRADER, A BIG FIFTH-GRADE CLASS BECOMING A SIXTH-GRADE CLASS AND BEING IN THE SECONDARY STUDENT LEVEL. 
          YOU CAN SEE OVER TIME THAT IN YOUR EXISTING SUBDIVISIONS, THOSE NUMBERS ARE REALLY DECLINING. 
          WE HAD TO AVERAGE THE TWO YEARS OF 20 AND 21 FOR COVID BECAUSE, OF COURSE, IN 20, THERE WAS A BIG DECLINE IN 21 BOUNDING BACK. 
          WE AVERAGE THOSE NUMBERS TOGETHER. 
          THEN WHEN WE LOOKED AT 20,21 AND 22, WE THOUGHT MAYBE WE WERE FINDING SOME A BOTTOM. 
          BUT ESPECIALLY, I THINK WITH THE INTEREST RATE PROBLEMS THAT WE ARE SEEING A REAL DIVE OFF IN THAT REGARD. 
          [00:25:03]
MOST OF THAT DIVE OFF IS COMING FROM THE FACT THAT YOUR 12TH GRADE IS SO LARGE AS IT'S LEAVING, AND YOUR KINDERGARTEN CLASS IS SO SMALL WHEN IT'S COMING IN. 
          A LOT OF THAT IS A COHORT SHIFT FROM 12TH GRADE, AND A SMALL KINDERGARTEN CLASS COMING IN. 
          BUT IF YOU LOOK AT THE INFORMATION ON THE LEFT, THAT IS THE COUNT OF STUDENTS IN THESE EXISTING SUBDIVISIONS IN 23, 24, AND 25. 
          IN 2023 AND 2024, YOU CAN SEE LIKE YOUR FIRST GRADERS, YOU HAD 3,033, AND THEY BECAME 3,077 SECOND GRADERS. 
          THESE ARE IN EXISTING SUBDIVISIONS, IT SHOULDN'T HAVE BEEN FROM NEW HOMES. 
          AT VARIOUS POINTS IN TIME, THESE NUMBERS WERE REALLY LARGE. 
          YOU HAD BIG GAINS IN YOUR EXISTING SUBDIVISIONS BECAUSE PEOPLE WERE MOVING INTO THOSE SUBS. 
          FROM 23 AND 24, THE DISTRICT GAINED 227 ELEMENTARY STUDENTS, 146 MIDDLE SCHOOL STUDENTS, AND 154 HIGH SCHOOL STUDENTS WHEN WE LOOK COHORT BY COHORT. 
          THAT CHANGE 24-25 DUE IN LARGE PART TO THESE OTHER THINGS AND OTHER PLACES WHERE PARENTS ARE SENDING THEIR KIDS. 
          FROM 24-25 OR 23-24, YOU WOULD GAIN TO 27 AT THE ELEMENTARY LEVEL FROM 24-25, YOU LOST 215 STUDENTS AS THOSE COHORTS BECAME A YEAR OLDER. 
          WE'RE GOING TO HIT ON ECONOMY AND HOUSING HERE. 
          THIS USED TO BE THE BIG GIANT CHUNK OF THE PRESENTATION FOR FRISCO ISD. 
          IT'S MUCH LESS OF THE PIECE OF THE STORY, I THINK AT THIS POINT. 
          WE'RE GOING TO TOUCH JUST BRIEFLY ON IT. 
          WE WANTED TO TOUCH A LITTLE BIT ON THIS. 
          THE MONTHS OF INVENTORY, OF COURSE, HAS GONE UP. 
          YOU'VE PROBABLY SEEN NEWS ARTICLES THAT BASICALLY SAY THIS THING. 
          SIX MONTHS IS A BALANCED MARKET. 
          TWO, THREE YEARS AGO, WE WERE LOOKING AT 1.2 MONTHS, 1.8 MONTHS, THAT THING, AND SO WE'RE GETTING MUCH CLOSER TO AN INVENTORY THAT IS NORMAL AND BALANCED MARKET. 
          THE CHART AT THE BOTTOM SHOWS THAT FOR A MEDIUM-PRICED HOMES, SAY 600,000. 
          STOP AND LOOK AT WHAT THE 3% MORTGAGE RATE WOULD BE, OR MORTGAGE WOULD BE, $2,024, COMPARED TO ALMOST $100 MORE IF YOU'VE GOT A SIX OR SEVEN PERCENT INTEREST RATE. 
          THAT IS SLOWING ANY PEOPLE MOVING INTO THESE EXISTING HOMES, THESE EXISTING HOMES GONE UP FOR SALE, AND THAT IS SLOWING THOSE KIDS. 
          I JUST SAID YOU HAVE A LOSS FROM 24-25 IN THOSE EXISTING SUBDIVISIONS, AND FOR A WHILE, EVERYBODY IS STAYING PUT. 
          THIS IS A HEAT MAP WHEN WE'RE TALKING ABOUT WHAT IS GOING TO HAPPEN IN THE FUTURE. 
          WHAT ARE THE SUBDIVISIONS THAT ARE STILL IN PLACE TO BE DEVELOPED? ON THE LEFT-HAND SIDE, YOU'VE GOT THE FIRST FIVE YEARS, THE RIGHT-HAND SIDE, THIS IS THE 10 YEARS OF THE ENTIRE PROJECTION PERIOD. 
          YOU CAN START ON THE UPPER WEST SIDE OVER THERE NEAR RICHARDSON, MIDDLE SCHOOL FOR RICHARD WILKINSON. 
          I'M SORRY, I WAS MISSING IT THERE. 
          WE START WITH HAZELWOOD, WHICH IS A TOWNHOME DEVELOPMENT. 
          WE'VE GOT FIELDS. THEN, IN THE MIDDLE OF THE DISTRICT, WE HAVE BRINKMAN. 
          WE'VE GOT A WHOLE BRINKMAN AREA THAT'S BUILDING OUT, AND THEN MORE ON THE EASTERN SIDE, WE'VE GOT ONE OF THE BIG ONES WOULD BE THE GROVE. 
          BRINKMAN IN LEXINGTON PARKS. 
          WHEN WE GO, AND WE DO A LITTLE BIT OF A DEEPER DIVE INTO THIS, AND I'M SORRY, WHEN WE HAD A CONVERSION TO PDF, SOME OF OUR WORDING JUMPED OFF THE PAGE HERE. 
          BUT WHAT THOSE ARE, THAT SECOND ROW OF NUMBERS IS THE UNITS AT BUILDOUT. 
          IN THE CASE OF THE FIELDS PARCEL, WE'RE LOOKING ABOUT 2,200 UNITS FOR BUILDOUT. 
          WE PROJECT 10 YEARS FORWARD, SO WE'RE LOOKING AT 1,871 UNITS THAT WE'RE PROJECTING. 
          TIME FRAME, AND THERE WILL BE SOME ADDITIONAL STUDENT POPULATION COMING FROM NEW HOMES BEYOND THE 10 YEARS THAT WE'RE LOOKING AT. 
          RIGHT NOW, FIELDS, WE'VE GOT BROOKSIDE NORTH AND SOUTH THAT ARE UNDER CONSTRUCTION. 
          THERE ARE ABOUT 360 OF THOSE UNITS THAT ARE OCCUPIED. 
          THE BRINKMAN RANCH, THE WESTERN SIDE OF THOSE PARCELS. 
          WE WERE SURPRISED TO SEE IT NOT TURNING DIRT YET. 
          WE'VE HAD TO TAKE THAT AND PUSH THAT OFF AND FLATTEN THE PROJECTIONS THAT WE HAD, PUSH A LITTLE BIT OF THAT OFF BEYOND THE PROJECTION PERIOD. 
          BUT WE DO, OF COURSE, EXPECT IT TO GO AHEAD AND BUILD OUT. 
          LEXINGTON PARK PARKS, I KNOW THAT YOU'RE VERY FAMILIAR WITH THAT, VERY HIGH RATIOS OF STUDENTS PER HOME RIGHT NOW. 
          GROVE NORTH, MORE ON THE EASTERN SIDE OF THE DISTRICT, THAT WILL BUILD OUT IN THE NEXT FIVE OR SIX YEARS. 
          THEN, HAZELWOOD IS TOWNHOMES AND PATIO HOMES, WHAT STRUCK ME WITH THAT IS THAT THESE ARE THE FIVE LARGEST SINGLE-FAMILY DEVELOPMENTS IN THE DISTRICT. 
          IT WAS SO SURPRISING TO ME, HAVING DONE THIS SO LONG WITH THE DISTRICT, TO SEE NUMBER 5 HAVING ONLY 327 UNITS. 
          YOU CAN SEE HOW MANY OF THE LARGE-SCALE DEVELOPMENTS ARE ACTUALLY LEFT TO BUILD. 
          A LITTLE BIT ABOUT MULTIFAMILY DEVELOPMENT. 
          PRESENTLY, WE ARE PROJECTING NOW 61.4 PERCENT OF THE ADDITIONAL HOUSING THAT WE ARE LOOKING AT IN THE NEXT 10 YEARS TO BE MULTI-FAMILY. 
          I DO REMEMBER THE RATIOS ARE MUCH LOWER THAN THE RATIOS ARE IN THE SINGLE-FAMILY UNITS. 
          BUT YOU CAN SEE THE BIGGER DOTS THERE ARE LEASING DEVELOPED AND PLANNED, 
          [00:30:02]
AND THEN THE SMALLER DOTS ARE THE EXISTING. 
          OF COURSE, THEY'RE MAINLY ALONG THE MAJOR ARTERIALS. 
          BUT VERY OF THE DEVELOPMENT THAT IS EXPECTED TO CONTINUE ON WILL BE MULTI-FAMILY IN NATURE. 
          WHEN WE LOOK OVER 10 YEARS TIME, WE CAN SEE A TOTAL PROJECTION OF 26,248 ADDITIONAL HOUSING UNITS EXPECTED IN FRISCO ISD IN THE NEXT 10 YEARS. 
          ALMOST DOUBLE THE NUMBER OF MULTI-FAMILY COMPARED TO SINGLE-FAMILY HERE. 
          I WENT BACK AND LOOKED AND PULLED DATA FROM 2024 AND THIS SAME SET OF INFORMATION FROM 2004. 
          I'M SORRY, NOT 2024. 
          IN 2004, THIS COUNT WAS 62,464 UNITS. 
          THAT'S HOW THINGS, OF COURSE, HAVE CHANGED OVER THE LAST 20 YEARS. 
          THE LAST HANDFUL OF SLIDES REALLY DEAL WITH ENROLLMENT PROJECTIONS BECAUSE THAT'S WHY WE'RE HERE AT THE END OF THE DAY, BUT ALL OF THAT BACKGROUND DATA HAS TO BE LOOKED AT AND WORKED, SO THAT WE CAN GET TO THE ENROLLMENT PROJECTIONS. 
          THE LAST COUPLE OF YEARS, THE NUMBERS HAVE COME IN LOWER THAN WE HAD PROJECTED. 
          WE GO BACK EVERY SINGLE YEAR AND LOOK AT WHAT HAPPENED. 
          THE HOUSING MARKET HAS COOLED A LITTLE BIT, BUT THE PROJECT OCCUPIED HOMES WERE ACTUALLY VERY CLOSE. 
          I DON'T KNOW THAT I HAVE THE ACTUAL NUMBER, BUT IT WAS A HANDFUL OF HOMES DIFFERENT THAN WHAT WE HAD PROJECTED. 
          BUT WHAT WAS DIFFERENT IS THAT RATIO OF HEAD DROP, LIKE I SAID, IT WAS 0.71 LAST YEAR, AVERAGE TO BE 0.67 THIS YEAR, WE HAVE ADJUSTED FOR THAT. 
          SMALL KINDERGARTEN CLASS THAT WE KEEP LOOKING FOR THE BOTTOM ON THOSE KINDERGARTEN KIDDOS, AND IT'S NOT THERE YET. 
          THIS IS IN DUE IN LARGE PART, OF COURSE, TO THOSE OPENING OF THOSE CHARTER SCHOOLS. 
          THEN, OF COURSE, THE INTANGIBLE TRENDS WE'RE SEEING ALL OF OUR CLIENTS. 
          THIS IDEA THAT PARENTS ARE CHOOSING AND LOOKING AT OTHER PLACES TO SEND THEIR KIDS TO SCHOOL. 
          THIS SLIDE IS A LITTLE BIT OF A SUMMARY OF ALL OF THE THINGS THAT WE JUST TALKED ABOUT THAT HAVE TO GO INTO OUR PROJECTIONS. 
          THE NEW HOUSING CONSTRUCTION OF COURSES, AND WE CAN'T IGNORE IT. 
          20 ODD THOUSAND NEW HOMES FOR SOME OF OUR CLIENTS, THEY WOULD PANIC. 
          BUT THAT IS JUST SOMETHING THAT IS UNUSUAL FOR YOU ALL, BASED ON WHAT YOU'VE DONE FOR THE LAST 20 YEARS. 
          THE NEW HOUSING CONSTRUCTION, WE'RE LOOKING AT ADDING ABOUT 800 TO 1,100 STUDENTS PER YEAR, BUT THAT'S BEING OFFSET BY THE SMALL KINDERGARTEN CLASSES, THE SMALL BIRTH, THE AGING OF THE STUDENT POPULATION. 
          YOU HAVE ALMOST TWICE AS MANY 12TH GRADERS THAT ARE LEAVING AS YOU HAVE KINDERGARTNERS THAT ARE COMING IN. 
          WE MAY ADD 1,000 KIDS, BUT WE'VE GOT THAT BIG DIFFERENTIAL BY THE TIME YOUR 12TH GRADERS LEAVE AND YOUR KINDERGARTNERS COME ON IN. 
          IN AND OUT MIGRATION, OF COURSE, IS AN ISSUE. 
          THERE'S A LOT OF FLUIDITY. 
          A LOT OF OUR CLIENTS ARE LOOKING AT VIRTUAL PROGRAMS AND OPENING ENROLLMENT AND DOING THINGS. 
          REGENERATION OF ESTABLISHED NEIGHBORHOODS. 
          WE LOOKED FOR REGENERATION. 
          WE LOOKED FOR THE AREAS WHERE THERE WAS KINDERGARTEN CLASSES, LARGER THAN FIFTH-GRADE CLASSES. 
          I THINK THERE WERE EITHER FOUR OR FIVE SUBDIVISIONS LIKE THAT. 
          SEVERAL OF THEM WERE NEW BUILDS. 
          IN OTHER WORDS, IT WAS THREE AND FOUR-YEAR-OLDS JUST FINALLY GETTING INTO THE SCHOOL SYSTEM. 
          ONE WAS ONE SECTION OF PLANTATION, AND WHEN I JOINED IT WITH THE REST OF PLANTATION, IT WAS DEAD EVEN. 
          WE REALLY AREN'T FINDING ANY EVIDENCE OF REGENERATION THAT'S OCCURRING. 
          WHEN WE LOOK 10 YEARS OUT, WHICH IS WHAT WE DO, IT'S OUR PROJECTION PERIOD. 
          THESE ARE THE NUMBERS THAT WE'RE LOOKING AT. 
          THAT MIDDLE DASHED LINE IS OUR PRIMARY SCENARIO GROWTH, AND THAT'S WHAT WE NORMALLY END UP USING FOR EVERYBODY WITH EVERYBODY FOR PLANNING PURPOSES. 
          THE MIDPOINT IS REALLY SIMILAR TO WHAT WE HAD SHOWED LAST YEAR, BUT WE'RE JUST NOT SEEING ANYTHING THAT TELL US THAT THAT'S GOING TO BOLSTER BACK UP IN ANY WAY. 
          THE LOWER SCENARIO, THE DECELERATED, ASSUMES THAT CONTINUED PRESSURE FROM CHARTER SCHOOLS AND CONTINUED DROPPING RATIOS. 
          THE HIGHER THERE ASSUMES THAT YOUR EXISTING KINDERGARTEN CLASS IS MORE OR LESS THE BOTTOM, AND THAT SOME OF THOSE NEW HOMES HELP OFFSET THAT DIFFERENTIAL BETWEEN KINDERGARTEN AND 12TH GRADE AFTER A LITTLE WHILE. 
          >> WHAT WE REALLY GOT HERE IS DEMOGRAPHIC STUDY KEY TAKEAWAYS. 
          I'M TRYING TO GET INTO MY 30 MINUTES. I'M NOT GOING TO QUITE MAKE IT. 
          IT'S JUST THE LAST HANDFUL OF THINGS TO REMEMBER. 
          YOU HAVE AN AGING STUDENT POPULATION. 
          IF THERE ARE TWO THINGS THAT I WOULD REALLY THINK ABOUT HERE IS THE AGING STUDENT POPULATION AND [INAUDIBLE] BIRTH RATES AND SMALL KINDERGARTEN ENROLLMENTS. 
          THE I THINK REALLY ARE GOING TO TELL THE STORY FOR YOU GUYS OVER THE NEXT 10 YEARS, COUPLED WITH THE ALTERNATIVE EDUCATIONAL OPPORTUNITIES AND WHERE PARENTS SEND THEIR KIDS TO SCHOOL. 
          BACK OVER TO YOU GUYS. 
          >> I PROMISE WE'RE GOING TO TAKE QUESTIONS AT THE END OF ALL THIS. 
          AS WE THINK ABOUT ALL OF THAT ENROLLMENT DATA, THAT THEY JUST WENT OVER. 
          IF YOU LOOK 10 YEARS OUT, 
          [00:35:01]
THAT WAS ABOUT 53,000 STUDENTS. 
          WE NEED TO, OBVIOUSLY, BEGIN PLANNING VERY STRATEGICALLY, AND I SHOULDN'T SAY BEGIN, WE HAVE BEEN PLANNING. 
          WE STARTED THIS IN 2024 REALLY WHEN WE REALIZED THAT DECLINE IN ENROLLMENT WAS JUST A BLIP, IT'S THE NEW NORMAL. 
          WE'VE STARTED PLANNING, LOOKING AT STRATEGICALLY AT THE WAY THAT WE DO EVERYTHING FROM PROGRAMS TO BUDGETING TO FACILITY PLANNING. 
          BUT THIS IS A FORMALIZATION OF THE WAY THAT WE'VE BEEN OPERATING OVER THE PAST YEAR, WHEN WE REALIZE THAT THIS IS OUR NEW NORMAL. 
          WE'VE PUT THIS INTO, LIKE I SAID, WHAT I'M CALLING A COMPREHENSIVE SUSTAINABILITY PLAN. 
          IT IS NOT THE SAME THING AS OUR STRATEGIC PLAN. 
          OUR STRATEGIC PLAN IS MEANT TO FOSTER CONTINUOUS IMPROVEMENT AROUND, THE FUTURE READY FRAMEWORK. 
          THIS IS MEANT TO GIVE US A PRACTICAL GUIDE, TO GET US FROM 63,000 STUDENTS WHERE WE ARE NOW DOWN TO 53,000 STUDENTS OR WHEREVER IT IS THAT WE LEVEL OUT AS A DISTRICT FOR THE LONG-TERM. 
          THE KEY COMPONENTS OF THIS PLAN INCLUDE FACILITY PLANNING, ACADEMIC, AND PROGRAM PLANNING, FINANCIAL PLANNING, WORKFORCE PLANNING, AND THEN OF COURSE, COMMUNICATION STRATEGIES WHICH ARE GOING TO ACCOMPANY ALL OF THESE. 
          AS WE THINK THROUGH HOW TO WORK OURSELVES DOWN IN A SUSTAINABLE WAY 63,000-53,00 WE NEED TO HAVE SOME GUIDING PRINCIPLES. 
          BECAUSE WE'RE GOING TO STILL BE THE BEST 53,000 STUDENT DISTRICT IN THE STATE, JUST LIKE WE'RE THE BEST 63,000 STUDENT DISTRICT IN THE STATE. 
          BUT WE HAVE TO DO THAT IN THE RIGHT WAY IN A STRATEGIC WAY TO MAKE SURE THAT THAT HAPPENS. 
          WE'VE SET SOME GUIDING PRINCIPLES TO WORK THROUGH THIS OPERATIONALLY. 
          THE FIRST ONE OF COURSE IS SERVE STUDENTS FIRST, THAT'S OUR CORE MISSION. 
          THAT'S OUR PURPOSE. 
          EVEN THOUGH WE'RE GOING TO BE LOOKING FOR ALL WAYS TO GENERATE REVENUE OUTSIDE OF THE STATE FUNDING FORMULA, WE STILL KNOW THAT OUR FIRST PRIORITY IS TO SERVE STUDENTS. 
          THIS IS GOING TO TAKE PROBABLY MORE STAKEHOLDER INVOLVEMENT THAN WE'VE SEEN IN OUR HISTORY BECAUSE THIS IS JUST A DIFFERENT WORLD THAT WE'RE LIVING IN RIGHT NOW, AND WE'RE COMMITTED TO THAT. 
          WE'RE GOING TO HAVE TO INNOVATE. 
          WE'RE GOING TO HAVE TO BE AGILE, WE'RE GOING TO HAVE TO ADAPT QUICKLY. 
          THEN LASTLY, THIS IS BE TRANSPARENT AND RESPONSIBLE. 
          WHEN I SAY RESPONSIBLE, I MEAN WE'RE GOING TO HAVE TO BE STRATEGIC IN THE WAY THAT WE PRIORITIZE OUR FUNDS AND THE WAY THAT WE SPEND OUR FUNDS. 
          SOMETIMES, WHEN YOU THINK LIKE A BUSINESS, YOU HAVE TO SPEND A LITTLE MONEY TO MAKE A LITTLE MONEY. 
          WE NEED TO BE THINKING STRATEGICALLY ABOUT THOSE THINGS AS WE PLAN FOR BUDGETS EVERY YEAR AS WE PLAN FOR THIS SCALE DOWN. 
          WE'RE GOING TO TAKE A LITTLE TIME AND GO THROUGH EACH OF THOSE KEY COMPONENTS, AND I'M GOING TO LET SCOTT START WITH PLANNING. 
          >> THANK YOU, KIM. GOOD EVENING BOARD. 
          JUMPING INTO THE FACILITY PLAN STRATEGY. 
          REALLY WHAT WE'RE LOOKING AT HERE IS OUR SCHOOL BUILDINGS AND IT'S BEEN A VERY DIFFICULT, SITUATION HERE IN THE LAST FEW MONTHS WITH STALEY MIDDLE SCHOOL. 
          WHEN WE LOOK AT THESE THREE INDICATORS, EFFICIENCY, EQUITY AND AGILITY, AND WE LOOK AT THAT FIRST ONE OF EFFICIENCY. 
          HOW ARE WE UTILIZING OUR BUILDINGS? WHAT IS CAPACITY OF OUR BUILDINGS? ARE WE ENSURING THAT WE'RE [INAUDIBLE] FUNDS BASED ON THOSE CAPACITIES? AS WE START LOOKING TOWARDS OUR NEXT BOND PROGRAM, I THINK WE ALSO NEED TO SIT AND UNDERSTAND AS WE'RE PLANNING FOR RENOVATION OF OUR OLDER FACILITIES, WHERE DO THEY FALL IN TERMS OF CAPACITY AND THE AMOUNT OF MONEY WE MAY WANT TO PUT INTO A RENOVATION? IS THAT A CAMPUS THAT WE MAY WANT TO HOLD OFF A LITTLE BIT, BECAUSE WE'LL SEE SOME KEY INDICATORS THAT SHOW US THAT THEY HAVE DECLINING ENROLLMENT? THAT'S WRAPPING ALL OF THAT UP INTO OUR EFFICIENCY OF OUR BUILDINGS. 
          EQUITY, YOU HEAR US TALK ABOUT THIS ALL THE TIME. 
          WE WENT THROUGH THIS A LITTLE BIT WITH OUR STALEY CLOSURE, AND THAT IS ENSURING THAT AS WE DO RENOVATIONS, AS WE LOOK AT OUR FACILITIES IN THE FUTURE, ARE WE ABLE TO ENSURE THAT OUR STUDENTS HAVE EQUAL ACCESS TO PROGRAMMING? EVEN AT SAME GRADE LEVELS, BUT PROBABLY EVEN MORE IMPORTANTLY, MAKING SURE THAT WE'RE NOT DOING THINGS AT AN ELEMENTARY SCHOOL THAT WE THEN CAN'T SUPPORT AT A MIDDLE SCHOOL HIGH SCHOOL, WHERE OUR KIDS ARE USED TO A CERTAIN WAY OF LEARNING AND THEN ALL OF A SUDDEN THAT HAS TO STOP BECAUSE WE DON'T HAVE THE FACILITY, MAKEUP TO SUPPORT THAT. 
          THEN KIM TALKED ABOUT THE AGILITY PIECE, AND AS WE'RE IN THIS EVER CHANGING WORLD, WE HAVE TO BE FLEXIBLE AND WILLING TO PIVOT BASED ON ENROLLMENT TRENDS THAT WE SEE. 
          AS I'M GOING TO SHOW YOU SOME THINGS ON SOME SECTORS HERE IN A LITTLE BIT, JUST HOW THOSE WILL FLUCTUATE OVER THE NEXT FEW YEARS. 
          [00:40:16]
WHEN WE LOOK AT HOW WE'RE GOING TO OPTIMIZE THIS, WHAT WE'RE GOING TO START DOING AND KIM WILL GO OVER THIS A LITTLE BIT. 
          BUT WE'LL GIVE PROBABLY 3-4 REPORTS THROUGHOUT THE COURSE OF THE YEAR ON THIS. 
          WE'RE GOING TO LOOK AT DATA ANALYSIS. 
          EVERY SEPTEMBER, WE GET UPDATED DEMOGRAPHICS FROM PASA. 
          WE'LL PRESENT THOSE UPDATED DEMOGRAPHICS LIKE CHRIS DID TONIGHT. 
          WE WILL GO THROUGH, WE'LL START ANALYZING, LOOK AT THE [INAUDIBLE] BASED ON WHAT WE [INAUDIBLE].ONE OF THE THINGS WE NEED TO REALLY PAY ATTENTION TO OVER THE NEXT COUPLE OF YEARS IS THIS THING CALLED ACADEMIC PROGRAM REVIEW. 
          THE ABER IS GOING TO COME UP AND TALK ABOUT ACCESS FRISCO AND THE CHANGES THAT HAVE OCCURRED IN ACCESS FRISCO OVER THE LAST FEW MONTHS. 
          WOULD WE MAKE REALLY ANY BIG DECISIONS MOVING FORWARD? WE NEED TO SIT BACK AND HAVE A YEAR OR TWO TO SEE HOW WHAT WE'RE DOING WITH ACCESS FRISCO IS GOING TO HOPEFULLY OFFSET SOME OF THE DECLINE THAT WE'VE JUST HEARD PASA TALK ABOUT. 
          WE'LL LOOK AT OUR PRE K, AND HOW WE'RE LOOKING TO EXPAND PRE K ENROLLMENT. 
          WE'LL NEED TO LOOK AT THAT, SEE HOW WE TREND FORWARD. 
          TARGET UTILIZATION IS REALLY WHAT I'M GOING TO FOCUS ON NEXT AND THEN [INAUDIBLE] ACCORDING TO YOU, THE BOARD AND THE COMMUNITY. 
          THIS IS WHERE YOU GO, KIM. 
          I'M GOING TO SHOW YOU NEXT A HIGH SCHOOL MAP, AND YOU'RE USED TO SEEING MAPS FROM US WITH DEMOGRAPHIC INFORMATION. 
          WE'VE CHANGED THIS A LITTLE BIT, AND THAT WE'RE GOING TO START GROUPING SCHOOLS INTO WHAT WE'RE CALLING SECTORS. 
          WE'RE DOING THAT, IS WHEN WE LOOK AT OUR LOW ENROLLMENT GROWTH, IT'S VERY EASY TO SINGLE OUT INDIVIDUAL SCHOOLS AND START TO CREATE SOME FEAR AND PANIC, AMONGST THOSE NEIGHBORHOODS AND COMMUNITIES AS TO WHETHER OR NOT THEIR SCHOOL MAY BE THE NEXT SCHOOL THAT'S CLOSED. 
          WE'RE LOOKING AT THEM IN SECTORS BECAUSE SECTORS ALSO GIVE US THE ABILITY TO LOOK AT HOW WE CAN MAYBE MANIPULATE, ENROLLMENTS WITHIN A CERTAIN REGION OF THE DISTRICT BASED ON LOW ENROLLMENT. 
          YOU'RE GOING TO SEE THINGS CALLED OPTIMAL RANGE IS 80% ENROLLMENT OR ABOVE. 
          WE'RE CALLING THAT THE OPTIMAL RANGE FOR A SECTOR, 80% OR BELOW, WE'RE CALLING THE WATCH RANGE, MEANING WE'RE HAVING CONVERSATIONS. 
          WE'RE GOING TO CONTINUE [INAUDIBLE] BASED ON THESE FACTORS OVER HERE TO THE RIGHT. 
          AT SOME POINT IN THE FUTURE, WE WILL START MAYBE TARGETING SOME OF OUR SECTORS OF WHAT WE CALL CRITICAL RANGE, WHERE WE'RE STARTING TO HAVE REALLY SERIOUS CONVERSATIONS ABOUT MAYBE A CAMP SECTOR [INAUDIBLE]. 
          THE FIRST MAP, WE'RE GOING TO SHOW YOU AS A HIGH SCHOOL SECTOR MAP. 
          THIS IS THE EASIEST ONE TO SEE. 
          I'LL GIVE YOU A SECOND TO JUST LOOK THROUGH THAT. 
          WE'VE DIVIDED THIS INTO FOUR SECTORS, THREE HIGH SCHOOLS EACH. 
          YOU CAN SEE THE OPTIMALS, THE WATCHES. 
          SECTOR 1, YOU'LL NOTICE IS A WATCH AT 76.3, UTILIZATION AMONGST ALL THREE OF THOSE SCHOOLS. 
          BUT THEN, IF YOU LOOK AT THE THREE YEAR [INAUDIBLE] UP TO ALMOST 91%. 
          REMEMBER THAT'S PANTHER CREEK AND MEMORIAL WHICH ARE BOTH [INAUDIBLE] RATES RIGHT NOW BECAUSE OF THE BRINKMAN AND ALSO THE FIELDS. 
          YOU LOOK AT SECTOR 2 RIGHT NOW, WHICH IS AT 98% UTILIZATION. 
          YOU'LL SEE IT HAS ZERO EMPTY SEATS. 
          THAT'S BECAUSE WE TARGETED EMPTY SEATS AT 95% OF CAPACITY. 
          THAT'S OUR [INAUDIBLE]. RIGHT NOW, THAT WOULD TELL YOU THAT THERE'S ABOUT 305 SEATS AVAILABLE IN THAT SECTOR. 
          BUT WHAT YOU SEE HERE, I THINK IN TOTAL IS OUR HIGH SCHOOLS ARE IN A VERY GOOD POSITION OVER THE NEXT 3-5 YEARS [INAUDIBLE] WITH THE FORMAT. 
          ONE OF THE THINGS I WANT TO POINT OUT AS WE GET IN AUCTION AS WE GET IN [INAUDIBLE] WE'LL SEE THESE FACILITY PLANNING TENANTS OVER HERE ON THE LEFT. 
          THESE ARE THE TENANTS THAT WILL DRIVE DECISIONS THAT WE MAKE FORWARD. 
          THE TENANTS THAT WE WORK THROUGH WITH YOU, THE BOARD AND WITH THE COMMUNITY TO DETERMINE WITHIN A SECTOR [INAUDIBLE] HOLD A SCHOOL, THAT IS LEASE UTILIZED AT ANY GIVEN TIME. 
          WE'LL LOOK AT ALL THE FACTORS COMBINED. 
          NEXT, WE'LL LOOK AT OUR MIDDLE SCHOOL SECTOR MAP. 
          THERE ARE FIVE SECTORS, IN THERE AND REALLY WHEN YOU LOOK AT IT COLLECTIVELY, YOU'LL SEE SECTOR 1 OF SOME EMPTY SEATS, BUT AGAIN, SECTOR 1 IS GROWING, BECAUSE OF WILKINSON MIDDLE SCHOOL. 
          ALSO, WHEN YOU LOOK AT SECTOR 1 FOR OUR CURRENT UTILIZATION AT 73%, THAT INCLUDES [INAUDIBLE] BECAUSE WE TAKE STALEY OUT OF THERE BECAUSE WE PUSH THOSE STALEY KIDS, TO OUR THREE OTHER MIDDLE SCHOOLS. 
          REALLY WHAT IT SHOWS IS FROM A SECTOR STANDPOINT, THAT DECISION, [INAUDIBLE] THERE ARE OTHER SECTORS 
          [00:45:07]
WHEN YOU LOOK AT CURRENT AND THREE YEARS OUT, OUR MIDDLE SCHOOLS ARE IN REALLY GOOD SHAPE AS WELL IN SHORT-TERM 3-5 YEARS MOVING FORWARD. 
          THEN YOU GO TO OUR ELEMENTARY MAP. 
          WE HAVE NINE SECTORS FOR ELEMENTARY. 
          THERE'S A LOT OF STUFF UP HERE. 
          IT'S PRETTY BUSY. 
          BUT I THINK WHEN IT STARTS TO SHOW VERY QUICKLY, YOU'LL SEE ALL BUT ONE OF THEM IS IN THE WATCH CATEGORY RIGHT NOW, WE HAVE ONE OPTIMAL GROUP. 
          YOU ALSO START LOOKING AT THREE YEAR PROJECTIONS FOR A SECTOR, AND YOU CAN SEE SOME PRETTY SIGNIFICANT DECLINES IN THAT UTILIZATION, AND THAT SPEAKS DIRECTLY AS CHRIS JUST SHARED WITH US FROM THE KINDERGARTEN SENIOR, STUDENT ENROLLMENT TREND THAT WE'RE SEEING. 
          WE KNOW WE HAVE SOME WORK AHEAD OF US WITH THE ELEMENTARY SCHOOLS. 
          AGAIN, THAT'S WHERE WHEN WE'RE LOOKING AT PRE-K PROGRAMS, WHEN WE'RE LOOKING AT ACCESS FRISCO, OUR GOAL IS HOPEFULLY GET SOME KIDS IN FROM THE OUTSIDE, ALSO LOOKING AT SPENDING MONEY AS KIM SAYS TO MAKE MONEY. 
          HOW CAN WE PULL THESE KIDS BACK THAT HAVE LEFT US FOR CHARTER SCHOOLS? WE'RE HAVING A LOT OF CONVERSATIONS INTERNALLY ABOUT THINGS THAT WE CAN DO AND SOME MARKETING STRATEGIES TO TRY TO PULL KIDS BACK INTO OUR DISTRICT THAT HAVE LEFT US. 
          [INAUDIBLE] HOW I SHOW A LOT OF MAPS MOVING FORWARD [INAUDIBLE] IF YOU'LL HAVE SOME QUESTIONS AT THE END. 
          >> THANK YOU. AS YOU KNOW, WE'RE REALLY PROUD OF OUR ACADEMIC SUCCESS OF OUR STUDENTS IN FRISCO ISD. 
          WE'RE LOOKING AT WAYS TO ENSURE THAT WE CAN CONTINUE THAT WITH NEW STUDENTS COMING INTO FRISCO ISD, BUT WITHOUT CHANGING OUR CORE BELIEFS IN OUR CORE FOCUS AREAS. 
          I WANT TO SHARE A COUPLE OF THINGS. 
          I'M GOING TO GIVE A BIT OF A SHOUT OUT. 
          MY GOOD FRIEND ALBERT [INAUDIBLE] IS GOING COME UP IN A FEW MINUTES AND TALK TO YOU A LITTLE BIT MORE ABOUT ACCESS FRISCO. 
          SOME OF THE TRANSFER PROCESS CHANGES. 
          THESE ARE ALL WAYS THAT WE ARE LOOKING AT TO BRING STUDENTS INTO FRISCO ISD AND KEEP THEM HERE IF THE SITUATION CHANGES WITH THEIR RESIDENCY WHILE THEY'RE IN FRISCO ISD. 
          LOTS TO COME IN JUST A MINUTE. 
          I WANT TO TALK ABOUT TWO OTHER THINGS THAT WE'RE IMPLEMENTING, ONE OF THEM IS RIGHT NOW JUST EARLY THIS MONTH WE STARTED TUITION BASED PRE-K. AND THERE'S ELIGIBLE PRE-K STUDENTS, AND WE'VE GOT A LOT OF FOLKS WHO WANT TO COME INTO FRISCO ISD FOR PRE-K. WE'VE GOT A PHENOMENAL ACADEMICALLY RIGOROUS PRE-K PROGRAM THAT BY LEAPS AND BOUNDS IS MAKING STUDENTS PREPARED FOR KINDERGARTEN BEYOND. 
          THERE'S NOT MUCH IN OUR BUSINESS THAT I WOULD SAY IS A ONE TRICK PONY. 
          PRE-K IS ONE OF THOSE THINGS THAT I WOULD BET MY MONEY ON, THAT THAT'S GOING TO BE REALLY GOOD FOR STUDENTS. 
          BUT IN OCTOBER, WE OPENED UP FOR TUITION, AT A PRETTY SIGNIFICANT DISCOUNT FOR WHAT PARENTS WOULD PAY FOR A NORMAL DAYCARE PRE-K ACROSS OUR AREA. 
          WE'VE GOT ABOUT 77 STUDENTS HERE, AS OF NOW. 
          THAT WAS THE MIDDLE OF THE SCHOOL YEAR. 
          WE'RE GOING TO CONTINUE TO DO THIS AND WE EXPECT THOSE NUMBERS TO ONLY CLIMB AND GET BETTER. 
          THE NICE THING ABOUT THAT IS OUR PRE-K PRINCIPALS ALL TELL US THAT THEY KNOW IN KINDERGARTEN, WHICH ONES WERE IN PRE-K. WE'RE CONTINUE TO DO THAT AT A HIGH LEVEL. 
          FLIP INTO THE OTHER END OF THE GRADE EXTREME. 
          NEXT YEAR, WE ARE GOING TO IMPLEMENT, A VIRTUAL SCHOOL FOR FRISCO ISD FOR HIGH SCHOOL STUDENTS. 
          THIS IS NOT COVID. 
          THIS IS NOT CREDIT RECOVERY. 
          THIS IS WORLD CLASS FRISCO ISD, TEACHER BELT COURSES FROM THE GROUND UP. 
          SAME SCOPING SEQUENCE THAT YOU WOULD SEE IN A HIGHLY RIGOROUS FRISCO ISD CLASSROOM ACROSS THE BOARD. 
          BUT WITH SIGNIFICANT ABOUT OF FLEXIBILITY FOR OUR COMMUNITY. 
          >> STUDENTS ARE GOING TO HAVE SO MUCH FLEXIBILITY, IT'S GOING TO BE INSANE. 
          WE HAVE STUDENTS THAT CAN TAKE ONE OR TWO CLASSES VIRTUALLY, TAKE SOME CLASSES PHYSICALLY. 
          WE'VE GOT STUDENTS WHO CAN TAKE EVERY CLASS TO GRADUATION VIRTUALLY THROUGH FRISCO ISD PROGRAM. 
          THEN WE'LL HAVE STUDENTS THAT WILL DO A LITTLE BIT MORE HALF AND HALF WHAT WE'RE CALLING HYBRID. 
          THAT'S WHY YOU SEE VIRTUAL AND HYBRID. 
          THE INTERESTING THING ABOUT THIS PROGRAM, THAT'S GOING TO ALLOW STUDENTS FROM ACROSS THE STATE TO EXPERIENCE FRISCO ISD LEVEL CURRICULUM AND TEACHING AND LEARNING AT NO COST TO THEM. 
          YOU'LL START SEEING THE WEBSITE UP AT THE END OF THIS WEEK WITH LOTS MORE INFORMATION. 
          WE'RE GOING TO HAVE ACADEMIC CATALOGS UP NEXT WEEK WITH ALL THE DIFFERENT COURSE OFFERINGS. 
          IT HAS A LITTLE BIT OF EVERYTHING ON LEVEL, ADVANCED AP, THE WHOLE GAMUT IN FRISCO ISD. 
          SOME OF THE NUMBERS THAT WE SAW FROM PAST A FEW MINTS AGO 
          [00:50:01]
TALKED ABOUT SOME STUDENTS THAT WERE IN OUR AREA TECH AND VIRTUAL PROGRAMS. I THINK WE CAN GET THEM BACK TO US, SO WE'RE EXCITED ABOUT THAT. 
          THOSE ARE TWO THINGS THAT ARE IN HEAVY PROCESS AND READY TO ROLL. 
          SOME THINGS WE'RE LOOKING AT IS OPPORTUNITIES FOR OUR STUDENTS TO HAVE A LITTLE SNAPSHOT, A LITTLE GLIMPSE OF SOME OF THE ACADEMIC PROGRAMS IN FRISCO ISD THROUGH SOME SUMMER CAMPS FOR ENRICHMENT AND THINGS OF THAT NATURE. 
          WE ALREADY HAVE THE MIND BENDER PROGRAM, BUT WE'RE WORKING ON LOOKING AT WHAT OTHER THINGS COULD BE ACADEMIC GOOD NATURE FOR SUMMER CAMPS FOR STUDENTS. 
          WE KNOW WE HAVE A PRETTY GOOD ATHLETIC CAMP. 
          PROGRAM IN THE SUMMER, WE'RE GOING TO ADD ACADEMICS TO THAT. 
          THEN WE'RE LOOKING AT, WHAT ARE WAYS THAT WE CAN BRING STUDENTS IN FRISCO ISD? MAYBE THEY HAVEN'T LOOKED AT THIS IN THE PAST. 
          ONE OF THE DATA POINTS WE'VE SEEN IS WE'VE GOT SOME PARENTS CHOOSING A CLASSICAL ACADEMIES. 
          WE'RE LOOKING AT WHAT COULD THAT LOOK AND SOUND LIKE IN FRISCO ISD, AND HOW CAN WE BRING THAT IN UPCOMING YEARS? THAT WILL PROBABLY START MORE ELEMENTARY IN NATURE. 
          WE'VE GOT THE ELEMENTARY PROGRAMS AND THE SECONDARY PROGRAMS COMING AT US. 
          WE'RE TO COME AND I'LL ANSWER QUESTIONS A LITTLE BIT LATER. THAT'S REALLY ALL. 
          >> [INAUDIBLE] I APPRECIATE THAT. BOARD, THANK YOU FOR ALLOWING ME TO SHARE JUST A FEW OF THE CHANGES, AND SOME OF THE HIGHLIGHTS THAT I'VE GOT ON THE CHANGES TO THE ACCESS FRISCO PROGRAM THAT WE'LL BE MOVING INTO THAT WILL ALLOW US TO MEET THE BOARD GOAL. 
          [INAUDIBLE] SET OF ATTRACTING NEW STUDENTS TO FRISCO ISD BY EXPANDING OPPORTUNITIES AVAILABLE TO STUDENTS BOTH INSIDE AND OUTSIDE OF FRISCO ISD COMMUNITY. 
          IT'S REALLY A CHALLENGE TO IDENTIFY OPPORTUNITIES THAT WE HAVE, BUT THAT IS THE TASK THAT WE HAVE IN FRONT OF US. 
          THAT IS WHAT WE HAVE DECIDED THAT WE ARE GOING TO CHARGE INTO FULL BORE IN ORDER TO CREATE THOSE OPPORTUNITIES IN AS MANY CREATIVE WAYS AS POSSIBLE. 
          OUR MAJOR ADJUSTMENTS FALL INTO THREE MAJOR CATEGORIES. 
          RESIDENTS AND STAFF. WE ALWAYS WANT TO THINK ABOUT RESIDENTS AND STAFF FIRST. 
          THE ADJUSTMENTS THAT WE'RE MAKING STARTED THERE. 
          THEN WE'LL MAKE ADJUSTMENTS TO ACCESS FRISCO AND THEN OTHER PROGRAMS AS NEEDED, WHERE WE SEE OPPORTUNITIES. 
          THIS NUMBER OF CHANGES IS PRETTY LARGE. 
          WE ARE MAKING SURE THAT WE ARE THINKING FIRST ABOUT SOME OF THE THINGS THAT WE'VE DISCUSSED BEFORE AND THAT FIRST THING IS ADDING NINTH GRADE TRANSFERS FOR THE FIRST TIME FOR OUR RESIDENTS. 
          THOSE TRANSFERS WILL BE ELIGIBLE FOR ANY STUDENT. 
          IT'S CURRENTLY IN EIGHTH GRADE, ENTERING NINTH GRADE FOR RESIDENT STUDENTS TO ACCESS FRISCO OPEN CAMPUSES, AND THAT IS NOW CHANGING AS WELL. 
          ANY HIGH SCHOOL BELOW 90% WILL BE ELIGIBLE FOR ENROLLMENT. 
          THAT'S A TOTAL OF SIX HIGH SCHOOLS THAT WILL BE AVAILABLE FOR STUDENTS TO TRANSFER FROM EIGHTH GRADE TO AN ELIGIBLE HIGH SCHOOL. 
          WE ARE ADDING THREE TRANSFER WINDOWS. 
          WE REDUCE OUR TRANSFER WINDOWS DOWN TO A SINGLE WINDOW. 
          WE ARE NOW EXPANDING THAT BACK OUT TO GIVE THOSE OPPORTUNITIES BACK TO OUR RESIDENTS. 
          WE WILL OPEN OUR FIRST ONE IN THE SAME TIME THAT WE HAVE OPENED THE ONE LAST YEAR. 
          THEN WE'RE ALSO OUTING ONE IN FEBRUARY AND ANOTHER ONE RIGHT AFTER SCHOOL IS OUT IN MAY, THAT WILL EXTEND TWO WEEKS FOR EACH OF THOSE. 
          WE ARE ASKING THAT OUR RESIDENTS, ALL TRANSFERS ONLY BE ACCESSED ONE TIME PER LEVEL. 
          THAT MEANS THAT AT MIDDLE SCHOOL, AT ELEMENTARY, THEY WILL HAVE ONE TIME THAT THEY WILL HAVE AVAILABLE TO THEM TO TRANSFER UNLESS THERE ARE SAFETY TRANSFERS OR EXTENUATING CIRCUMSTANCES TRANSFERS THAT NEED TO BE ARRANGED. 
          OUR STAFF WILL BE GIVEN THE FIRST TIME OPPORTUNITY TO APPLY FOR A TRANSFER TO A SCHOOL THAT IS BELOW 90%. 
          TYPICALLY, WE ALLOW STAFF TO ENROLL THEIR STUDENTS AT ANY OF THE FEEDER CAMPUSES THAT THEY HAVE EVER WORKED AT. 
          WE GO BACK AND SEARCH AN EMPLOYMENT HISTORY AND LOOK AT WHERE THEY HAVE WORKED AND ALLOW THEM TO ACCESS THOSE FEEDER PATTERNS. 
          WE'RE NOW ALLOWING THEM TO ACCESS ANY FEEDER PATTERN THAT IS BELOW 90% OF ENROLLMENT. 
          THIS IS THE FIRST TIME OPPORTUNITY FOR STAFF. 
          OUR ACCESS FRISCO PROGRAM IS CHANGING IN SIGNIFICANT WAYS AS WELL. 
          WE TOOK FEEDBACK THAT WE RECEIVED FROM THE MARKETING TEAM. 
          THAT FEEDBACK WAS HIGHLY POSITIVE. 
          THE PARENTS THAT WERE POLLED WERE VERY EXCITED ABOUT THEIR OPPORTUNITIES. 
          SOME OF THE PARENTS REALLY EVEN SHARED THAT THEY FELT LIKE THEY WON THE LOTTERY BY BEING ABLE TO BE PART OF ACCESS FRISCO. 
          THEY CITED THE QUALITY OF EDUCATION, THE INNOVATION, LEADERSHIP, 
          [00:55:02]
AND CULTURE, THE COMMUNITY THAT HAS BEEN DEVELOPED AND THE DIVERSITY THAT'S HERE IN FRISCO, AND THEN THE PROGRAM DISCOVERY, THEIR ABILITY TO ACCESS THE CAMPUSES THROUGH TOURS AS ALL HIGHLY POSITIVE THINGS ABOUT THE PROGRAM. 
          THEY ALSO GAVE US SOME AREAS TO WORK ON, AND SOME OF THE CHANGES YOU'RE SEEING ARE AS A RESULT OF THAT FEEDBACK. 
          ONE OF THE THINGS THAT'S HAPPENING IS WE'RE ADDING TO OUR ELIGIBLE SCHOOLS. 
          LAST YEAR, WE IDENTIFIED SOME SPECIFIC AREAS WHERE WE WANTED TO ADD STUDENTS. 
          THIS YEAR, ALL CAMPUSES BELOW 90% ARE ELIGIBLE FOR ACCESS FRISCO. 
          THAT MEANS THE HIGHLY POPULAR WEST SIDE CAMPUSES THAT FILLED UP AND HAD LOTS OF REQUESTS, NOW MORE CAMPUSES ARE GOING TO BE OPEN ON THAT SIDE OF TOWN, AND WE'RE HOPING TO SEE ADDITIONAL INTEREST IN CAMPUSES IN OTHER AREAS AS WELL. 
          WE ARE KEEPING THE SAME CRITERIA FOR ENROLLMENT SO THAT CRITERIA WILL REMAIN THE SAME WITH THE EXCEPTION OF ATTENDANCE. 
          ATTENDANCE WILL BE REDUCED AS FAR AS THE OVERALL REQUIREMENTS, BUT THE ACADEMIC BEHAVIOR AND AVAILABILITY OF SPEND STAFF WILL REMAIN THE SAME. 
          OUR APPLICATION TIMELINE IS CHANGING AS WELL. 
          WE ARE RIGHT NOW ACCEPTING APPLICATIONS FOR STUDENTS WHO WANT TO ENROLL THIS YEAR. 
          SINCE WE OPENED AND STARTED SENDING DIRECT MARKETING EMAILS TO PARENTS THAT HAVE BEEN INTERESTED AND SHOWED THEIR INTEREST BY ACCESSING OUR WEBSITE. 
          WE'VE HAD 26 PEOPLE REACH OUT ABOUT JOINING THE DISTRICT THIS YEAR. 
          IT'S A SIGNIFICANT NUMBER, HONESTLY, BECAUSE THAT JUST STARTED TWO WEEKS AGO. 
          EVERY WEEK, WE ARE SENDING ANOTHER 50 EMAILS TO ANOTHER GROUP AND WE ARE ACTUALLY SEEING A VERY HIGH RATE OF RETURN ON THOSE EMAILS FOR PARENTS THAT ARE INTERESTED IN JOINING THIS RIGHT NOW. 
          APPLICATIONS FOR THE '25-'26 SCHOOL YEAR ARE OPEN NOW. 
          WE WILL BE CONTINUING TO TAKE APPLICATIONS STARTING IN JANUARY FOR '26/'27. 
          IF A FAMILY CHOOSES THAT THEY WANT TO WAIT TILL NEXT YEAR TO JOIN FRISCO ISD, THEY'LL RUN THROUGH A PROCESS CENTRALLY, WHICH WILL HELP US TO REALLY SPEED THINGS UP FOR FAMILIES THAT ARE ENROLLING. 
          WE WILL BE TAKING THOSE APPLICATIONS, EVALUATING THOSE APPLICATIONS AND REQUESTING INFORMATION FROM THOSE HOME DISTRICTS IN A CENTRAL LOCATION AT ADMIN, AS OPPOSED TO PUSHING THAT OUT TO THE CAMPUSES AND WAITING AND THEN RECEIVING THAT INFORMATION BACK. 
          WE'RE UTILIZING A NEW POWER SCHOOL BASED PROGRAM, THE SAME PROGRAM THAT WE UTILIZE FOR THE REST OF OUR STUDENT INFORMATION. 
          WE ARE KEEPING OUR LEGACY AND STAY PUT PROGRAMS. OUR LEGACY PROGRAM GAINED US OR IT ALLOWS US TO KEEP 100 STUDENTS WHO WOULD OTHERWISE HAD LEFT THE DISTRICT. 
          THAT'S A SIGNIFICANT NUMBER. 
          OUR STAY PUT WAS THE COUNTERBALANCE FOR OUR RESIDENT STUDENTS TO BE ABLE TO GIVE THEM SOMETHING THAT WE ARE GIVING TO STUDENTS MOVING OUT OF THE DISTRICT, AND THAT WAS ALSO HIGHLY POPULAR. 
          OUR GRANDPARENT TRANSFERS WILL NO LONGER BE NECESSARY BECAUSE EVERYTHING THAT WE'RE GIVING TO ACCESS FRISCO WERE THE BENEFITS OF THE GRANDPARENT TRANSFERS. 
          WE HAD ABOUT A TOTAL OF 12 STUDENTS TAKE ADVANTAGE OF THAT. 
          THEY'LL BE ROLLED OVER INTO ACCESS FRISCO. 
          THEN FRISCO FLEX, WHICH IS OUR ONLINE PROGRAM, WILL CONTINUE TO GIVE US ADDITIONAL OPPORTUNITIES TO GAIN NEW STUDENTS INTO FRISCO ISD THROUGH THE VARIETY OF DIFFERENT OFFERINGS THAT THEY WILL HAVE FOR BOTH FULLY ONLINE AND HYBRID STUDENTS. 
          OUR TRANSFER TIMELINE IS, AS YOU CAN SEE HERE, IS OUR ACCESS FRISCO THERE IN ORANGE. 
          ACCESS FRISCO AND OUR FRISCO FLEX PROGRAM WILL OPEN AT THE SAME TIME, UTILIZING THE SAME APPLICATION PROGRAM, VERY CLEARLY IDENTIFIED LIKE WHICH ONE THEY'RE CHOOSING. 
          BUT THAT WILL OPEN. 
          THEN LEGACY AND SAPA TRANSFERS WILL OPEN IN MARCH. 
          HERE ARE THE THREE RESIDENT AND STAFF WINDOWS FOR THEM TO BE ABLE TO TAKE ADVANTAGE OF. 
          SCHOOLS THAT ARE GOING TO BE AVAILABLE THROUGH ACCESS FRISCO INCLUDE THE SCHOOLS THAT ARE PRESENT ON THIS SHEET. 
          YOU CAN SEE THAT THE NUMBER OF ELEMENTARY SCHOOLS THAT ARE NOW AVAILABLE IS GREATLY EXPANDED FROM WHAT WE HAD ORIGINALLY. 
          OUR MIDDLE SCHOOLS ARE ALSO EXPANDED, AND FOR THE FIRST TIME AGAIN, HIGH SCHOOL WILL BE AVAILABLE AT NINTH GRADE ONLY FOR '26/'27. 
          WE ARE NOT CURRENTLY TAKING APPLICATIONS FOR CURRENT YEAR ENROLLMENT IN EIGHTH GRADE OR IN NINTH GRADE, THAT WILL BE A NEXT YEAR PROCESS. 
          ONE OF THE FEEDBACK PIECES THAT WE HEARD BACK 
          [01:00:01]
FROM OUR FAMILIES WAS THAT THEY NEEDED A PATHWAY. 
          THEY NEED TO KNOW I CAN GRADUATE FROM HERE IF I START WITH ACCESS FRISCO. 
          WHAT WE'VE DEVELOPED IS WE'VE DEVELOPED SPECIFIC PATHWAYS FOR OUR ACCESS FRISCO FAMILIES. 
          THIS IS CURRENTLY PRESENT ON THE WEBSITE. 
          THE SCHOOLS THAT ARE GRADE OUT ARE NOT AVAILABLE SIMPLY BECAUSE THEY ARE OVERCAPACITY AND THEY'RE NOT GOING TO BE ON THIS PATHWAY FOR RIGHT NOW. 
          THAT COULD CHANGE AT ANY POINT BASED UPON HOW THAT STUDENT ENROLLMENT FLOWS. 
          HOWEVER, [NOISE] I JUST WANT TO POINT OUT A COUPLE OF THINGS. 
          THIS SCHOOL PATHWAY TO REEDY AND TO WAKELAND IS BLOCKED. 
          WE KNOW THAT THOSE SCHOOLS ARE ABOVE 100% RIGHT NOW AT CAPACITY. 
          WE HAVE ASKED THOSE ELEMENTARY SCHOOLS TO PROCESS INTO COBB AND GRIFFIN AND THEN CHOOSE BETWEEN SCHOOLS THAT ARE AVAILABLE. 
          THAT WOULD BE PANTHER CREEK AND MEMORIAL, WHICH ARE CLOSE GEOGRAPHICALLY TO THAT AREA. 
          SAME THING WITH LEBANON TRAIL, WHICH IS ABOVE CAPACITY. 
          THEN THERE ARE SEVERAL DIFFERENT AREAS THAT YOU'LL SEE ON THERE THAT ARE CURRENTLY NOT A PATHWAY THAT THEY CAN CHOOSE, BUT THERE ARE LOTS OF AVAILABLE OPTIONS TO EVEN ACCESS SCHOOLS THAT ARE NOT ORIGINALLY AVAILABLE THROUGH ACCESS FRISCO IF THEY PROGRESS THROUGH A PATHWAY. 
          THANK YOU VERY MUCH FOR THAT INFORMATION AND I'LL BE AVAILABLE FOR QUESTIONS AFTERWARDS. 
          >> LET'S TALK ABOUT HOW THIS PLAYS INTO FINANCES. 
          THE PROGRAMS THAT YOU JUST HEARD ABOUT FROM THE THINGS THAT DR. CUNNINGHAM TALKED ABOUT, VIRTUAL PROGRAMS, ACCESS FRISCO, POTENTIAL CLASSICAL MAGNET AT SOME POINT IN THE FUTURE. 
          ALL OF THOSE IDEAS GENERATE STATE FUNDING FOR US. 
          THE MORE STUDENTS WE GET INTO THE DISTRICT, WE GET OUR AVERAGE 8,000-$9,000 PER STUDENT THAT WE GET IN STATE AID. 
          THAT'S WHY IT'S NO COST. 
          MOST OF THOSE OPTIONS ARE NO COST TO FAMILIES BECAUSE WE'RE GOING TO GENERATE STATE AID FROM THEM. 
          BUT THE HOPE IS THAT THOSE PROGRAMS WILL HELP STEM OUR ENROLLMENT DECLINE, BUT WE'RE NOT GOING TO OPERATE AS IF WE EXPECT IT TO FULLY STOP OUR ENROLLMENT DECLINE. 
          AS YOU SAW FROM THE PASA INFORMATION AND YOU HAVE THE ENROLLMENT PROJECTIONS IN FRONT OF YOU, IF WE'RE EXPECTING TO LOSE ON AVERAGE 1,000 STUDENTS PER YEAR, THE HOPE IS THAT THOSE PROGRAMS WILL BRING THAT NUMBER DOWN SOME, BUT WE DON'T NECESSARILY EXPECT TO BRING IN 1,000 STUDENTS TO OFFSET COMPLETELY WHAT WE'RE LOSING. 
          WE'RE GOING TO HAVE TO SCALE DOWN OUR BUDGET AS ENROLLMENT SCALES DOWN AS WELL. 
          JUST LIKE WITH EVERY OTHER COMPONENT OF THE SUSTAINABILITY PLAN, WE HAVE SOME TENETS OF OUR FINANCIAL SUSTAINABILITY STRATEGY. 
          THESE REALLY AREN'T ANY DIFFERENT THAN THE TENETS THAT WE USE EVERY YEAR WHEN WE BUDGET. 
          WE'RE LOOKING AT ALIGNING RESOURCES, ONE TO OUR PRIORITIES, BUT ALSO TO MAKE SURE THAT WE'RE TARGETING STAFFING IN THE RIGHT WAY AS WE DECLINE IN ENROLLMENT, AND PAM WE'LL TALK A LITTLE BIT MORE ABOUT THAT LATER. 
          WE'RE LOOKING AT MAKING SURE THAT WE'RE SPENDING EFFICIENTLY. 
          YOU ALL KNOW THAT WE CONDUCT ANNUAL EFFICIENCY AUDITS WHERE WE COMPARE OUR SPENDING PER STUDENT TO OTHER DISTRICTS THAT ARE SIMILAR TO US IN SIZE OR DEMOGRAPHICS. 
          WE INTEND TO CONTINUE THOSE, AND DEFINITELY, EVEN DIVE A LITTLE DEEPER INTO SOME OF THOSE COMPARISONS. 
          WE WANT TO USE SOME TOOLS THAT ARE AVAILABLE NATIONALLY IN TERMS OF BENCHMARKS ON SPENDING PER STUDENT, JUST TO HELP US EVEN FURTHER IDENTIFY AND SQUEEZE DOWN BUDGETS IN AREAS WHERE WE MAY BE SPENDING MORE THAN THE AVERAGE OF OTHER DISTRICTS THAT ARE SIMILAR TO US. 
          THEN WE WANT TO FOCUS ON REVENUE DIVERSIFICATION. 
          OUR MINDSET RIGHT NOW IS TO EXPLORE ALL NEW OPPORTUNITIES THAT COULD GENERATE REVENUE OUTSIDE OF THE SCHOOL FINANCE FORMULA, AS LONG AS THEY DON'T DISTRACT FROM OUR CORE MISSION TO EDUCATE STUDENTS. 
          >> LET'S TALK A LITTLE BIT ABOUT WHERE WE'RE AT TODAY. 
          THIS IS OUR BUDGET UPDATE FOR THE FIRST QUARTER OF THIS FISCAL YEAR. 
          I'M GOING TO PASS THIS AROUND SO YOU CAN SEE IT. 
          THE FRONT PAGE OF THIS IS THE INFOGRAPHIC BUDGET REPORT THAT YOU'RE USED TO SEEING. 
          THE BACKSIDE OF THIS IS IT'S AN ACTUAL FINANCIAL STATEMENT WHERE YOU CAN SEE THE ACTUAL SPENDING BY CATEGORY FOR THE FIRST QUARTER AND IT COMPARES IT TO WHERE WE WERE AT LAST YEAR. 
          AT A HIGH LEVEL FOR THE CURRENT YEAR THAT WE'RE IN. 
          OUR SPENDING IS PRETTY MUCH TRACKING WITH WHAT WE 
          [01:05:04]
SPEND IN AN AVERAGE FIRST QUARTER OF A FISCAL YEAR. 
          OUR BUDGETED SURPLUS OF $9 MILLION HAS NOW BECOME A DEFICIT OF ABOUT $11.5 MILLION, AND THAT IS BECAUSE OUR ENROLLMENT DECLINED MORE THAN WE WERE EXPECTING IT TO. 
          YOU CAN SEE WE ARE ADJUSTING OUR REVENUE EXPECTATIONS BY ABOUT $15.5 MILLION FOR ENROLLMENT DECLINE. 
          YOU GUYS HAVE ALSO APPROVED A FEW BUDGET AMENDMENTS IN THE PAST COUPLE OF MONTHS. 
          THAT RECURRING BUDGET AMENDMENT IS THE SECOND HALF OF THE MARSHALL PROGRAM THAT WE WERE ABLE TO ACCELERATE THAT WE WERE PLANNING TO BUILD INTO NEXT YEAR'S BUDGET, BUT WE WERE ABLE TO STAFF QUICKER. 
          WE WENT AHEAD AND BUDGETED FOR THAT. 
          THEN THOSE ONE-TIME BUDGET AMENDMENTS. 
          YOU GUYS KNOW EVERY SUMMER WHEN WE CLOSE OUT THE FISCAL YEAR, WE ROLL FORWARD BUDGET FOR ANY OPEN PURCHASE ORDERS THAT HAVEN'T PAID YET. 
          THAT'S ALWAYS JUST A ONE-TIME BUDGET AMENDMENT SO THAT THOSE THINGS CAN CLEAR OUT. 
          I SEPARATE THE BUDGET AMENDMENTS THAT ARE EXPECTED TO RECUR IN FUTURE BUDGETS FROM THE ONES THAT ARE JUST ONE-TIME FOR THIS YEAR. 
          KEEP IN MIND THAT TYPICAL BUDGET SAVINGS IS ABOUT 10-$15 MILLION. 
          NOW, WE HAVE REALLY TRIED TO SQUEEZE DOWN OUR BUDGET THAT DIFFERENTIAL BETWEEN WHAT WE BUDGET AND WHAT WE SAVE. 
          I'LL BEGIN PROJECTING YEAR-END EXPENDITURES AFTER THE FIRST SEMESTER. 
          THE FIRST QUARTER IS ALWAYS A LITTLE WONKY BECAUSE THE FIRST HALF OF THE QUARTER, WE'RE NOT IN SCHOOL YET, SO WE'RE NOT SPENDING AS MUCH. 
          AFTER THE FIRST SEMESTER, WE'LL START PROJECTING TO YEAR END AND THAT WILL GIVE US A BETTER PICTURE OF HOW MUCH WE ACTUALLY WE'RE SQUEEZING THAT DOWN, AND WHETHER THAT TEN TO $15 MILLION SAVINGS IS NOW GOING TO BE MORE LIKE FIVE OR IF IT'S STILL GOING TO BE TEN. 
          WE'LL TALK MORE ABOUT THAT AS WE GO THROUGH BUDGETS. 
          BUT I JUST WANTED YOU TO SEE WHERE WE'RE STARTING. 
          I ALSO HAVE FOR YOU AND I'M NOT GOING TO GO THROUGH THIS IN DETAIL, BUT WE DEFINITELY CAN LOOK AT PIECES OF IT AND UPDATED MULTI-YEAR FINANCIAL PLAN BASED ON THAT UPDATED DEMOGRAPHIC INFORMATION. 
          I WANT YOU TO TAKE AWAY FROM THIS, ESSENTIALLY, IS THAT WITH THE PROJECTED ENROLLMENT DECLINE, ASSUMING WE DON'T BRING IN ADDITIONAL STUDENTS. 
          WE KNOW WE'RE GOING TO BRING IN ADDITIONAL STUDENTS, BUT THIS IS WORST-CASE SCENARIO BASED ON JUST THE ACTUAL DEMOGRAPHIC PROJECTIONS. 
          WE'RE EXPECTING TO LOSE ABOUT $10 MILLION PER YEAR IN REVENUE SOLELY FROM PROJECTED ENROLLMENT DECLINE. 
          AS WE SCALE DOWN OUR WORKFORCE. 
          AS WE HAVE FEWER STUDENTS, WE NATURALLY NEED FEWER TEACHERS ACROSS THE DISTRICT. 
          JUST USING AN AVERAGE OF ABOUT 15:01, WHICH IS DISTRICT-WIDE. 
          YOU CAN ASSUME 15 STUDENTS FOR EVERY TEACHER. 
          IF WE SCALE THAT DOWN PROPORTIONALLY, THAT SAVES ABOUT HALF OF WHAT WE WOULD LOSE IN REVENUE. 
          WE STILL HAVE BUDGET GAPS THAT WE'RE GOING TO NEED TO FILL EVERY YEAR. 
          I ALSO WANT TO REMIND EVERYBODY THAT A 3% RAISE IN THIS DISTRICT RIGHT NOW COSTS ABOUT $15 MILLION, AND 3% HAS BEEN OUR STANDARD FOR THE PAST SEVERAL YEARS. 
          THE FINANCIAL PLAN THAT YOU HAVE IN FRONT OF YOU DOES NOT ASSUME THAT WE'RE OFFSETTING THAT ENROLLMENT DECLINE. 
          IT JUST PASSES PROJECTIONS. 
          THEN IT ALSO DOES NOT PLAN FOR ANY COMPENSATION INCREASE. 
          IF YOU LOOK AT THESE BLUE LINES WHERE YOU SEE EXPECTED SURPLUS OR DEFICIT, WHICH IS PRETTY MUCH JUST DEFICITS. 
          THAT IS BEFORE ANY RAISE AND BEFORE ANY ADDITIONAL REVENUE THAT WE GET FROM BRINGING STUDENTS IN. 
          WE'RE GOING TO BE TALKING A LOT OVER THE NEXT COUPLE OF MONTHS ABOUT BUDGET STRATEGIES TO GET TO A BALANCED BUDGET AND TO SCALE THIS DOWN APPROPRIATELY. 
          A COUPLE OF THINGS THAT WE'RE LOOKING AT TODAY, ONE, WE THINK IT'S IMPORTANT TO CONTINUE TO SCALE DOWN OUR ADMINISTRATIVE COST RATIO. 
          THAT'S THE FIRST PLACE WE'RE GOING TO LOOK BEFORE WE MAKE IT TO SCHOOLS. 
          TA HAS ACTUALLY CHANGED THE WAY THAT THEY CALCULATE THE ADMINISTRATIVE COST RATIO, AND I ACTUALLY REALLY LIKE IT. 
          WE'RE GOING TO USE THEIR CALCULATION THAT THEY USE IN THE FIRST RATING SYSTEM. 
          IN ORDER TO GET THE FULL TEN POINTS ON THAT INDICATOR IN THE FIRST SYSTEM FOR ADMINISTRATIVE COST RATIO, 
          [01:10:04]
A DISTRICT R SIZE NEEDS TO HAVE A RATIO OF LESS THAN 4.5%. 
          THIS YEAR, RS IS AT ABOUT 4.3%. WE'RE GOOD. 
          AS FAR AS TA IS CONCERNED, OUR GOAL IS TO SCALE THAT DOWN BELOW 4%, WHICH WOULD EQUATE TO ABOUT ANOTHER MILLION DOLLARS IN CENTRAL OFFICE SAVINGS ABOVE AND BEYOND THE COUPLE OF MILLION THAT WE SAVED LAST YEAR. 
          WE'RE CONTINUING TO LOOK AT THAT AND SEE IF WE CAN SCALE THAT BACK. 
          WE ALSO ARE LOOKING FOR BUDGET SAVINGS IN AREAS WHERE OUR SPENDING PER STUDENT EXCEEDS PEER AVERAGES. 
          IN SOME CASES, IT'S EXPLAINABLE WHY, AND WE'RE NOT GOING TO BE ABLE TO GET IT DOWN. 
          WE HAVE A STUDENT OPPORTUNITY MODEL. 
          WE HAVE 12 HIGH SCHOOLS WHERE OTHER PEERS MAY HAVE FOUR HIGH SCHOOLS. 
          THAT IS NATURALLY GOING TO BE MORE EXPENSIVE IN CERTAIN AREAS, BUT WE'RE GOING TO STILL DIG INTO THAT SPENDING PER STUDENT AND LOOK AT OTHER DISTRICTS MODELS AND SEE IF THERE'S ANYTHING THAT WE CAN DO TO SPEND MORE EFFICIENTLY. 
          THERE WILL BE OTHER BUDGET PRIORITIES, AND WE'LL TALK ABOUT DIFFERENT PLACES THAT WE CAN LOOK TO MAKE CUTS OR GENERATE REVENUE. 
          BUT THESE ARE THE FIRST TWO THINGS THAT WE'RE STARTING WITH. 
          I ALSO WANT TO GIVE YOU AN UPDATE ON OUR CAPITAL PLAN. 
          THIS IS SLIGHTLY DIFFERENT THAN WHAT'S ON THE WEBSITE BECAUSE I WENT AHEAD AND UPDATED THIS FOR YOU GUYS AS OF AUGUST. 
          WE'RE UPDATING THE WEBSITE ONCE A QUARTER. 
          IT'S AS OF JUNE 30TH. 
          YOU GUYS REMEMBER THAT AFTER THE FAILURE OF THE 2024 BOND PROGRAM, WE RE-PRIORITIZED ALL OF THE MONEY THAT WE HAVE LEFT FROM THE 2018 BOND PROGRAM PLUS SOME OTHER CAPITAL MONEY THAT WE'VE BEEN ABLE TO SET ASIDE FROM TRS FUNDS AND THINGS LIKE THAT. 
          YOU CAN SEE JUST THE PRIORITIES THAT WE HAVE SET UNTIL WE CAN GET TO ANOTHER BOND PROGRAM, AND THE AMOUNT OF MONEY THAT WE HAVE AVAILABLE. 
          THIS PLAN ASSUMES THAT WE'RE USING THE MONEY THAT WAS ORIGINALLY EARMARKED FOR ELEMENTARY 45 AND FOR THE NEW TRANSPORTATION FACILITY. 
          THOSE WERE TWO PROJECTS IN THE 2018 BOND PROGRAM THAT WE HAVE RE-PRIORITIZED. 
          WE DON'T NEED THOSE THINGS AT THIS POINT IN WHERE WE ARE AS A DISTRICT. 
          THAT MONEY THAT WAS EARMARKED FOR THAT HAS BEEN RE-PRIORITIZED INTO THESE OTHER PROJECTS. 
          PAM IS GOING TO COME TALK ABOUT WORKFORCE. 
          THEN IT'LL BE TIME FOR QUESTIONS. 
          >> WHILE WE'RE WAITING ON PAM, DINETT WILL BE ADJOURNING IN A MOMENT BECAUSE I'M GOING TO BE STEPPING ON THE RECORD. 
          >> OF COURSE. 
          AS YOU'VE HEARD TONIGHT WHEN WE HAPPENING WITH ENROLLMENT, WE'RE LOOKING [INAUDIBLE] FOR THE LINING, WITH THAT, WE WERE ABLE TO SAVE 15 DLC POSITIONS. 
          IS THAT BETTER? THANK YOU. 
          THEN, OF COURSE, RECRUITMENT AND RETENTION, BECAUSE THAT'S WHAT WE DO. WE ALWAYS DO. 
          WE ALWAYS WILL. RESOURCE ALIGNMENT. 
          ONE OF THE THINGS I MENTIONED HAD TO DO WITH CLASS SIZE. 
          WHAT YOU HAVE BEFORE YOU AT THE VERY TOP ARE THE AVERAGE CLASS SIZES AT THIS MOMENT. 
          OR AS OF THE TIME THAT WE RECEIVED THIS INFORMATION, WHICH WAS LAST WEEK OR OCTOBER 21. 
          WHEN YOU LOOK AT THE AVERAGE CLASS SIZE FOR K_4, THE STATE SAYS THAT THE MAXIMUM IS 22-1. 
          LOOKING AT OUR STAFFING TO SEE HOW DO WE GET CLOSER TO THAT 22-1 TO BE MORE EFFICIENT, THAT WILL ALLOW US TO SAVE SOME ALLOCATIONS WHILE STILL PROVIDING WHAT NEEDS TO BE PROVIDED FOR STUDENTS. 
          I DO WANT TO MAKE SURE THAT WE DON'T WALK OUT OF HERE THINKING, WE'RE JUST GETTING RID OF TEACHERS. 
          WE DON'T WANT THAT TO BE THE MESSAGE TO OUR TEACHERS. 
          WE ARE STILL A LARGE DISTRICT. 
          AS LONG AS YOU DO A GOOD JOB, WE WANT YOU HERE. 
          YOU HEAR THAT. WE WANT YOU HERE. 
          YOU ALSO SEE FROM MIDDLE AND HIGH SCHOOL. 
          [01:15:02]
WE'RE LOOKING MORE AT GETTING TO 26-28. 
          RIGHT NOW OUR AVERAGE CLASS SIZE IN OUR CORE CLASS IS ABOUT 24. 
          NOW, OF COURSE, THAT'S AVERAGE. 
          THERE ARE GOING TO BE SOME CLASSES THAT ARE LARGER, YOU'RE GOING TO SEE SOME DIFFERENCES ON CAMPUSES, BUT THAT'S AN AVERAGE AND THAT GIVES US A GOOD STARTING SPOT. 
          LEVELING. IN THE PREVIOUS SLIDE, IT TALKED ABOUT AGILITY. 
          BEING ABLE TO RESPOND WHEN THERE IS A DIFFERENCE IN WHATEVER WE ALLOCATED AN ACTUAL NUMBER OF STUDENTS. 
          WE ALREADY DO SOME OF THAT. 
          FOR EXAMPLE, BEFORE THE SCHOOL YEAR STARTED THIS YEAR, PROBABLY ABOUT A WEEK OR TWO BEFORE SCHOOL STARTED. 
          BY THAT TIME, WE HAD SAVED 26 ALLOCATIONS. 
          WE HAD SIX VACANT POSITIONS. 
          THE CAMPUS DETERMINED THEY DID NOT NEED IT BASED ON THE NUMBER OF STUDENTS THEY HAD, SO WE DIDN'T HIRE FOR THAT. 
          WE HAD A FEW OTHER CAMPUSES WHERE THEY HAD AN OPENING, BUT THEY ALSO HAD ANOTHER GRADE LEVEL THAT DID NOT NECESSARILY NEED THE ADDITIONAL TEACHER THEY HAD. 
          THEY WERE ABLE TO SELF-CORRECT THAT ALLOWED US TO SAVE MORE FTES. 
          THEN WE ALSO DID SOME REASSIGNMENT FROM ONE CAMPUS TO ANOTHER. 
          AGAIN, WHEN THAT HAPPENS, THAT HELPS US TO SAVE. 
          WE WERE ABLE TO DO SOME LEVELING BEFORE SCHOOL STARTED AND SAVED ANOTHER 26 ALLOCATIONS. 
          THAT'S TEACHER FTES. 
          A CONSIDERATION IS POST-START REASSIGNMENTS. 
          WE TRY REALLY HARD NOT TO REASSIGN TEACHERS AFTER THE BEGINNING OF THE SCHOOL YEAR. 
          I WILL TELL YOU THERE ARE SOME DISTRICTS WHO HAVE A FIRST THREE WEEKS, WE CAN MAKE MOVES. 
          THERE ARE SOME WHO LOOK AT LABOUR DAY. 
          THERE ARE OTHERS WHO DO IT ALL YEAR LONG, SOME WHO DO IT MID-YEAR. 
          WE HAVE NOT DONE THAT BECAUSE WE TRULY BELIEVE THAT BY THE TIME KIDS ARE IN CLASSES, IT'S HARD TO TELL THEM AND THEIR PARENTS AND THEIR TEACHERS, WE'RE GOING TO SHIFT AFTER THEY'VE STARTED AFTER THEY'VE STARTED THE PROCESS OF SCHOOL. 
          BUT WE DO KNOW WE MAY GET TO A POINT WHERE THAT'S SOMETHING THAT NEEDS TO BE CONSIDERED. 
          WE DO HOPE THAT'S NOT SOON. 
          RECRUITMENT HIGHLIGHTS. 
          YOU'RE ABLE TO SEE THERE. 
          WE HIRED 515 TEACHERS TO START THE BEGINNING OF THE SCHOOL YEAR. 
          MOST OF OUR TEACHERS CAME WITH PRIOR EXPERIENCE, AND THAT IS HUGE BECAUSE I WILL TELL YOU IN MOST DISTRICTS, USUALLY ABOUT 1/2 OF THE TEACHERS ARE ZERO-YEAR TEACHERS OR BEGINNING TEACHERS. 
          THE FACT THAT WE HAVE 65% WHO HAVE EXPERIENCE IS REALLY GREAT FOR US. 
          STILL, MOST PEOPLE COME TO US BECAUSE THEY HEAR ABOUT IT FROM OUR COMMUNITY. 
          PEOPLE ARE VERY HAPPY, WHETHER IT'S OUR TEACHERS, WHETHER IT'S PARENTS, COMMUNITY MEMBERS, OUR PIPELINE. 
          WHEN WE LOOK AT HOW WE RECRUIT MOST OF OUR FOLKS, YOU CAN SEE ABOUT A FOURTH OF THEM CAME FROM OTHER STATES. 
          184 WERE GROW YOUR OWN. 
          THEY WERE EITHER STUDENT TEACHERS WITH US. 
          THEY WERE CLASSROOM PARAPROFESSIONALS OR FRONT OFFICE STAFF MEMBERS WITH US, OR THEY WERE SUBS WITH US. 
          56 WERE FORMER FISD STUDENTS. 
          YOU SEE THE FIVE DISTRICTS, THE TOP DISTRICTS FROM WHICH WE RECRUIT, PLANO, MCKINNEY, LEWISVILLE, AT LEWISVILLE IN DALLAS, I THINK WE'RE TIED DENTON AND PROSPER. 
          WHAT IS TRULY, TRULY AWESOME, IF WE INCLUDED OURSELVES, WE WERE NUMBER 1. 
          PEOPLE WHO WERE WITH US WANTED TO COME BACK TO US. 
          RETENTION HIGHLIGHTS. 
          YOU GOT THE INFORMATION FROM THE STAFF SURVEY. 
          I WANT TO REMIND YOU 93% OF THE PEOPLE WHO WORK WITH US WHO RESPONDED TO THE SURVEY, SAY THEY ENJOY WORKING WITH US. 
          RESIGNATION SURVEYS. 
          89% FELT THAT THEIR EXPERIENCE HERE WAS EITHER GOOD OR EXCELLENT. 
          WHAT IS REALLY OUTSTANDING 92% OF OUR PROFESSIONALS AND 94% OF AUXILIARY STAFF WHEN ASKED, THESE ARE PEOPLE WHO ARE LEAVING US ARE SAYING THEY WOULD STILL RECOMMEND US AS A PLACE TO WORK. 
          ADDITIONAL INFORMATION THAT WE RECEIVED FROM STAFF IN THAT PURPLE BOX, WHAT KEEPS THEM IN FISD. 
          WHAT WAS REALLY INTERESTING AND AWESOME TO SEE IS WHAT KEEPS THEM IN FISD ARE THE SAME THINGS THAT THE PEOPLE WHO RESIGNED SAID THEY LOVED ABOUT THIS DISTRICT. 
          NUMBER 1 BEING THOSE RELATIONSHIPS. 
          COMPENSATION AND SUPPORT. 
          ALWAYS LOOKING AT HOW DO WE GET PEOPLE? HOW DO WE KEEP PEOPLE? YOU CAN SEE TIA INCREDIBLE. 
          LAST YEAR, PAYOUT WAS ABOUT A TOTAL OF 1.1 MILLION. 
          THIS YEAR, APPROXIMATELY, A LITTLE BIT MORE THAN $4.7 MILLION TO OUR STAFF. 
          THAT IS ABSOLUTELY AWESOME. 
          YOU CAN SEE OUR FUEL RATES FOR SELVES, 98%. 
          I THINK IT'S 99 FOR TEACHERS AND 97 FOR PARAPROFESSIONALS. 
          INCREASE IN FINANCIAL WELLNESS AND THE INCREASE IN EMPLOYEE CLINIC PARTICIPATION. 
          [01:20:02]
FROM WHAT WE CAN TELL, THAT'S BECAUSE WE STARTED BEING ABLE TO ALLOW DEPENDENTS TO GO. 
          THAT INCREASED THE PARTICIPATION. 
          >> LAST, WE ALWAYS WANT TO BE PREPARED FOR OUR FUTURE WORKFORCE. 
          WE'RE SO WONDERFULLY BLESSED AND FORTUNATE HERE IN FRISCO THAT WE'VE GOT A GREAT COMMUNITY, AND SO WE REALLY FOCUSED ON HOW WE RECRUIT WITHIN OUR COMMUNITY. 
          THE DALLAS COLLEGE COHORT IS AN OPPORTUNITY FOR OUR STAFF MEMBERS WHO WANT TO BECOME TEACHERS. 
          WE'VE GOT CONTINUING ED POWER HOURS. 
          WE HAVE EDUCATOR PREP PROGRAMS FROM ALL OVER THE STATE. 
          THEY'RE ABLE TO SIGN UP AND PEOPLE WHO ARE INTERESTED CAN HEAR ABOUT THE PROGRAMS THEY OFFER. 
          FRISCO ISD LIVE IS FOR COMMUNITY MEMBERS WHO WANT TO LEARN MORE ABOUT WORKING IN ANY CAPACITY IN THE DISTRICT OR EVEN BEING PARENTS OF STUDENTS IN THE DISTRICT. 
          >> JUST A COUPLE MORE SLIDES AND THEN WE'RE GOING TO OPEN IT UP FOR QUESTIONS. 
          WHEN WE THINK ABOUT THIS COMPREHENSIVE SUSTAINABILITY PLAN AND HOW WE ARE GOING TO SCALE OURSELVES DOWN AS A DISTRICT IN TERMS OF ENROLLMENT, WE'VE DIVIDED THIS INTO THREE PHASES. 
          PHASE 1 IS WHAT WE'RE IN RIGHT NOW. 
          THIS WORK REALLY STARTED IN 2024 FALL WHEN WE GOT LAST YEAR'S DEMOGRAPHIC INFORMATION AND WE'RE JUST CONTINUING THAT WORK THROUGH THE REST OF THIS FISCAL YEAR. 
          YOU GUYS HEARD ABOUT THE PROGRAMS THAT WE'RE DEVELOPING AND IMPLEMENTING TO TRY AND STEM ENROLLMENT DECLINE. 
          YOU GUYS KNOW ABOUT SOME OF THE MARKETING THAT WE'RE DOING TO INCREASE BRAND AWARENESS AND PROGRAM AWARENESS. 
          WE'RE WORKING TO IDENTIFY NEW REVENUE STREAMS, WHETHER THAT'S SUMMER CAMP, LIKE WEST TALKED ABOUT OR SOME OTHER POTENTIAL PARTNERSHIPS OR ADVERTISING REVENUE THAT WE CAN GENERATE, THINGS OUTSIDE OF THAT STATE FUNDING FORMULA. 
          WE'RE GOING TO BE WORKING WITH YOU ALL OVER THE NEXT FEW MONTHS TO SET SOME BUDGET PRIORITIES AND TO FIGURE OUT HOW ARE WE GOING TO CONTINUE TO BALANCE BUDGETS YEAR OVER YEAR AS WE DECLINE IN REVENUE. 
          THEN WE'RE ALSO GOING TO BE TALKING ABOUT OVER THE NEXT SEVERAL MONTHS FUTURE BOND PROGRAMS AND CAPITAL PLANNING, BECAUSE AT SOME POINT, THOSE REPRIORITIZED BOND FUNDS THAT WE HAVE WILL RUN OUT AND WE ARE STILL GOING TO HAVE SOME FACILITY NEEDS AND EQUIPMENT NEEDS, TECHNOLOGY NEEDS. 
          WE'RE GOING TO USE THIS SUSTAINABILITY PLAN AS A WAY TO ALSO MODEL OUR CAPITAL PLAN GOING FORWARD. 
          PHASE 2, I'M CALLING THE SCALE PHASE. 
          SOME PROGRAMS MAY BE SCALING UP, WHILE OUR ENROLLMENT IS SCALING DOWN. 
          WE'RE GOING TO, BEGINNING IN THE 2026/27 FISCAL YEAR, WE'RE GIVING OURSELVES THIS FISCAL SCHOOL YEAR TO IMPLEMENT THESE PROGRAMS, TO SEE HOW ACCESS FRISCO DOES, TO SEE HOW MANY NEW STUDENTS WE ENROLL FOR NEXT SCHOOL YEAR. 
          THAT'S WHEN WE START TO MONITOR THE IMPLEMENTATION OF THOSE PROGRAMS AND THE IMPLEMENTATION OF NEW REVENUE STREAMS AND COMPARE THOSE TARGETS THAT WE SET TO WHAT WE ACTUALLY GET AND THEN CONTINUE TO MAKE ADJUSTMENTS AS WE NEED TO TO BOTH OUR FINANCIAL PLAN AND OUR PLAN FOR IMPLEMENTATION OF THESE PROGRAMS. PHASE 3, I'M CALLING 2028 AND BEYOND BECAUSE WE NEED A COUPLE OF YEARS TO MONITOR THIS. 
          PHASE 3 IS REALLY A LOT LIKE PHASE 2, EXCEPT THAT WE MIGHT BE LOOKING AT SUNSETTING SOME THINGS. 
          WE'RE GOING TO HAVE TO BE LOOKING OVER THE NEXT FEW YEARS AT OUR PRIORITIES AND WHERE WE'RE WILLING TO MAKE CUTS IN THE FUTURE, IF ADDITIONAL ENROLLMENT DOESN'T COME IN, TO HELP SLOW DOWN THAT DECLINE. 
          THAT'S REALLY THAT SUSTAINED PHASE, IS HOW ARE WE GOING TO MANAGE THAT? I THINK AT THAT POINT, WE ALSO MAY BE LOOKING AT THAT CAPACITY UTILIZATION FRAMEWORK AND ADDING THAT CRITICAL CATEGORY, LIKE SCOTT TALKED ABOUT, TO START TALKING ABOUT POTENTIAL CONSOLIDATION OF OTHER CAMPUSES. 
          I KNOW THIS IS A LOT OF INFORMATION AND I THINK IT'S REALLY IMPORTANT TO US THAT WE DON'T JUST TALK ABOUT THIS ONCE A YEAR OR ONCE NOW AND NEVER TALK ABOUT IT AGAIN. 
          WE'VE OUTLINED A PLAN TO TOUCH BASE ON THIS WITH THE SCHOOL BOARD AND COMMUNITY THREE TIMES A YEAR. 
          OCTOBER IS A GREAT TIME FOR AN ANNUAL PLAN UPDATE. 
          WE'VE GOT NEW DEMOGRAPHIC INFORMATION. 
          WE CAN UPDATE OUR FINANCIAL PLAN. 
          WE'VE GOT YEAR END FINANCIAL DATA FROM THE YEAR THAT WE JUST FINISHED. 
          OCTOBER IS A GREAT TIME TO JUST LEVEL SET ABOUT WHERE WE'RE AT, SO WE CAN START THINKING ABOUT WHERE WE'RE GOING TO BE MOVING OVER THE NEXT YEAR OR 2 OR 3, OR 5. 
          JANUARY IS A GREAT TIME TO TOUCH BASE ON STATE AND REGIONAL COMPARISON DATA FOR THE PREVIOUS YEAR. 
          [01:25:01]
THE TAPER COMES OUT IN JANUARY. 
          WE CAN START LOOKING AT THINGS LIKE TURNOVER RATES FOR HR. 
          HOPEFULLY, FINGERS CROSSED, WE CAN LOOK AT FINANCIAL COMPARISON DATA. 
          SOMETIMES TEA DOESN'T PUBLISH THAT UNTIL MARCH. 
          IF WE CAN'T HIT THE JANUARY ONE, WE CAN HIT THAT IN APRIL. 
          BUT IT'S A GOOD TIME FOR US TO SEE HOW WE COMPARED FOR THE PREVIOUS YEAR TO OTHER DISTRICTS. 
          IT'S ALSO A GOOD TIME FOR US TO UPDATE OUR PROJECTIONS FOR BUDGET PLANNING BECAUSE WE'RE EARLY ON IN THE BUDGET CYCLE AND WE CAN LEVEL SET AND THINK ABOUT WHERE WE'RE AT NOW AND HOW DOES THAT IMPACT THE UPCOMING BUDGET. 
          THEN IN APRIL, THAT'S ALWAYS A GOOD TIME FOR US TO TOUCH BASE AGAIN TO MAKE SURE THAT THE PRIORITIES THAT WE SET IN THIS SUSTAINABILITY PLAN ARE MATCHING THE BUDGET THAT WE'RE CREATING FOR THE UPCOMING YEAR. 
          I WANT TO JUST GIVE KUDOS TO MY FRIENDS IN THE ROOM FOR TALKING FAST AND GETTING THROUGH IT FOR A TIME WITH YOU GUYS HAVE Q&A. 
          I'M GOING TO OPEN IT UP TO QUESTIONS AND WE'LL ALL BE AVAILABLE TO ANSWER WHATEVER YOU'VE GOT. 
          >> BOARD, WHOEVER WOULD LIKE TO START. 
          >> I HAVE QUESTIONS. ON THE PASA DATA, THE DECLINE RATE BECAUSE I KNEW WE WERE BEING COMPARED TO PLANO A LOT. 
          I'M CURIOUS BECAUSE I LIVED IN AUSTIN AND WATCHED PLANO AND THEN I MOVED HERE IN '09. 
          I'M CURIOUS, OUR RATE OF DECLINING IN ENROLLMENT, IS IT GREATER OR LESS THAN PLANO? BECAUSE YOU PUT ALL THE THINGS OUT THERE THAT WE'RE DEALING WITH, WHICH IS GROWTH TO THE NORTH AND PROPERTY VALUES AND ALL THE THINGS. 
          I WAS JUST CURIOUS IF THERE IS A NOTABLE DIFFERENCE. 
          >> THERE WE GO. WE HAVEN'T TRIED TO LOOK AT A RATE IN PARTICULAR BECAUSE FRISCO IS SO DIFFERENT THAN A LOT OF THE SURROUNDING DISTRICTS. 
          WE SAW SUCH, I WENT BACK AND GAVE A FEW OF THOSE NUMBERS THAT IN 2004, YOU HAD THE LARGEST PERCENT OF KINDERGARTEN AND 20 YEARS LATER, YOU HAVE BASICALLY NONE. 
          THOSE THINGS ARE SO DIFFERENT. 
          THE BUILDING WAS SO FAST HERE AND RELATIVELY SMALL NUMBER OF SQUARE MILES. 
          I MENTIONED KATY ISD, BUT THEY'RE DOUBLE THE SQUARE MILES THAT [INAUDIBLE]. 
          150 VERSUS 75. 
          WE HAVEN'T TRIED TO GO BACK AND COMPARE LIKE THAT. 
          THE WORK THAT WE DO MOVING FORWARD IS LOOKING AT THINGS THAT ARE EXTREMELY SPECIFIC TO THIS DISTRICT. 
          WE PULLED DATA FROM ELSEWHERE. 
          I ACTUALLY WANTED TO PULL DATA FROM OTHER PLACES. 
          I WISH THERE WERE OTHER PLACES TO PULL DATA FROM. 
          BUT I THINK YOU GUYS WERE HIT BY A TRIPLE WHAMMY MORE OR LESS ALL AT THE SAME TIME COVID. 
          I CAN'T BELIEVE WE'RE STILL SAYING THE WORD COVID, BUT IT HAPPENED. 
          THERE WAS AN ENORMOUS INFLUX OF PEOPLE THAT WAS AT THAT POINT WHERE THEIR KIDS ARE PRESENTLY TODAY LEAVING COLLEGE, ALL AT THE SAME TIME, WHO WERE HIT WITH INTEREST RATES AND WHO WERE HIT I THINK OF COVID OF PEOPLE DECIDING TO SEND THEIR KIDS SOME PLACE. 
          ALL THREE HAPPENED FOR ONE TIME FOR YOU GUYS. 
          YOU ALSO INSERT THE TASTE [INAUDIBLE], WHICH COMPARABLE TO PLANO OVER TIME. 
          ANYWAY, YOU ANSWER MY QUESTION. 
          ON THE LARGEST SINGLE FAMILY DIVISIONS WHERE YOU HAD 800-1,100 ANNUALLY, DO YOU KNOW WHAT THAT NUMBER IS TOTAL? WAS THAT PROJECTED BECAUSE I HEARD THE 800 AND 1,200. THAT'S ANNUALLY. 
          >> AT 1,200. 
          >> ALL OF THE NORTHERN IS BUILT OUT, DO YOU KNOW WHAT THAT NUMBER IS? 
          >> THE 800-1,000 WAS HOW MANY STUDENTS YOU WOULD ADD BASED ON THE NUMBER OF HOMES TIMES THE RATIO THAT WE HAD ASSIGNED. 
          ARE YOU LOOKING FOR THE TOTAL NUMBER OF KIDS TO BUILD OUT? ARE YOU LOOKING FOR TOTAL NUMBER OF HOMES OF BUILD OUT? 
          >> THE REASON I'M ASKING THAT QUESTION SPECIFICALLY IS BECAUSE THOSE PROPERTIES TO THE NORTH ARE SUCH HIGH VALUE. 
          I'M CURIOUS REALISTICALLY IF THERE'S ANY WAY TO TRACK BECAUSE I KNOW THAT YOUR NUMBERS ARE GOING TO BE BASED OFF DATA. 
          I WAS JUST WONDERING IF YOU HAD AN OVERALL EXPECTED NUMBER OF CHILDREN IN THE NORTHERN? 
          >> NORTHERN IN PARTICULAR? 
          >> YES. 
          >> I COULD ACTUALLY ROLL DOWN TO THAT. 
          BUT WE DID GO BACK AND LOOK AT, ARE THERE KINDERGARTNERS THAT CAN AFFORD THOSE HOMES? YES. 
          >> THERE WE GO. THAT IS WHAT I WAS LOOKING FOR. 
          >> THERE ARE MORE KINDERGARTNERS IN THOSE HOMES THAT WE CALL ACTIVE THIS YEAR THAN THERE WERE LAST YEAR. 
          [01:30:01]
LAST YEAR'S KINDERGARTEN CLASS, PRESENT FIRST GRADE CLASS IS LOWER THAN YOUR CURRENT NUMBER OF KINDERGARTNERS, AGAIN, WE CALL ACTIVE [INAUDIBLE]. 
          SURPRISINGLY, YES, WE PULLED THAT DATA AND HAD THAT [OVERLAPPING]. 
          >> I APOLOGIZE. I SHOULD HAVE JUST ASKED THAT QUESTION. 
          I DID NOT KNOW WHAT I WAS ASKING. 
          WELL, YOU JUST HELPED ME. 
          >> WE'VE LOOKED AT A LOT OF DATA, BUILD OUT WHY. 
          I WAS READY TO HAND YOU SOME DIFFERENT DATA. 
          >> THE NEXT QUESTION WE MIGHT BE ABLE TO HELP. 
          WHEN THEY WERE SHARING THE PASA DATA, THEY WERE BASICALLY SAYING IT'S VERY CHALLENGING FOR THEM TO TRACK. 
          NOW THAT OUR STATE HAS ALL ESAS, IS THERE ANY WAY WE CAN LOOK FOR THEM TO EXPECT SOME VERSION OF TRACKING? PUBLIC SCHOOLS AND ALL SCHOOLS IN OUR STATE CAN BE BETTER EQUIPPED. 
          IS THAT EVEN A CONVERSATION? CAN WE TRY AND HAVE THAT FOR NEXT SESSION? 
          >> THAT'S A GOOD QUESTION. 
          THE COMPTROLLER'S OFFICE IS PUTTING THE ESA PLAN INTO PLACE. 
          THAT HAS TO BE BUILT. 
          I IMAGINE IF THEY'RE SENDING MONEY TO FAMILIES, THEY'RE TRACKING WHO THEY'RE SENDING MONEY TO. 
          WHAT THE OUTPUT OF THAT DATA FROM THE STATE IS GOING TO LOOK LIKE? I DON'T THINK WE KNOW YET, BUT I WOULD EXPECT FOR THERE TO BE SOME. 
          >> I'M HOPING AND I WANTED TO JUST GET THIS OUT IN THE UNIVERSE THIS CONVERSATION. 
          >> WELL, I WOULD ALSO EXPECT, AGAIN, LOTS OF EXPECTATIONS ON MY PART, BUT I WOULD EXPECT THE LEGISLATURE TO WANT TO KNOW THE SUCCESS [OVERLAPPING] OF THAT PROGRAM. 
          I FIGURE THE LEGISLATIVE BUDGET BOARD WOULD ALSO HAVE SOME OF THAT DATA. 
          >> THEY DON'T TRACK HOME SCHOOL. 
          WE DON'T HAVE ANY NUMBERS ON THAT AND THE CHARTER SCHOOL INFORMATION THAT WE GET [INAUDIBLE]. 
          WE TRACK THE AMENDMENTS, BUT WE'RE APPROVED NOW TO OPEN A SCHOOL IN THIS [INAUDIBLE]. 
          THAT DOESN'T GET US VERY FAR. 
          >> THE HOME SCHOOL TRACKING IS WHAT CONCERNS ME PERSONALLY MOST BECAUSE THE PRODUCTS OUT THERE THAT I KNOW BECAUSE I PAY ATTENTION TO THE SOCIAL BOARDS. 
          THE PARENTS ARE CHATTING ABOUT THOSE MORE THAN PRIVATE. 
          ANYWAY. NEXT QUESTION IS FOR MR. WESLER. 
          THANK YOU, BY THE WAY. 
          THE ENROLLMENT SECTOR MAPS. 
          IS THERE ANY WAY WE CAN LOOK FOR THOSE TO BE ON THE SCHOOL DISTRICT SITE SOMETIMES EVENTUALLY? 
          >> WE'RE DEFINITELY GOING TO PUT THEM RIGHT NOW ON HOME BASE FOR YOU GUYS, SO THAT YOU CAN CLICK ON THEM. 
          >> YOU-ALL KNOW I'VE HAD THIS CONVERSATION. 
          I WANT TO GET OUR PUBLIC IN UNDERSTANDING THAT THE NEXT 3-5 YEARS IF I STAND PUBLIC EDUCATION, SO THAT'S WHY I'M ASKING. 
          YES OR NO WEBSITE. 
          MAYBE. ONE DAY AT SOME POINT, WE WILL BE PUTTING THEM ON THE WEBSITE. 
          >> THANK YOU. THEN DR. CUNNINGHAM, I LOVE TUITION BASED PRE-K. 
          VERY EXCITING. THEN I LOVE THE SUMMER SCHOOL IDEAS. 
          BUT I DIDN'T PUT MY NOTES BETTER. 
          I HAD A QUESTION THERE AND APPARENTLY, I DO NOT REMEMBER, SO I APOLOGIZE. 
          >> I'M HERE FOR YOU. REMEMBER THAT QUESTION. 
          >> OH WAIT, I REMEMBER [OVERLAPPING]. 
          I REMEMBER IT NOW. THE PRE-K. 
          >> YES. 
          >> IS THAT SOMETHING THAT WE'RE GOING TO FINANCIALLY BREAK EVEN OR IS THAT GOING TO BE ONE OF THOSE AREAS WHERE WE SPEND A LITTLE TO GET SOME? 
          >> CURRENTLY, WE HAD ENOUGH SPACE AND EMPTY SEATS AVAILABLE ACROSS PRE-K THAT THIS WAS WE DID SPEND ANY MONEY TO DO THIS. 
          OUR GOAL WOULD BE TO TRY TO MAKE THIS AS ABSOLUTELY AS WE CAN GET IT WITH OUR STAFF. 
          BUT WE GET ENOUGH STUDENTS IN THE CLASS, WE ACTUALLY WILL END UP MAKING A LITTLE MONEY EVERY CLASS FULL OF NEW PRE-K'S. 
          >> ALSO, JUST FOR YOUR INFORMATION, THE STATE ACTUALLY SETS, TEA SETS, WHAT WE CAN CHARGE FOR PRE-K. WE AREN'T ALLOWED TO CHARGE ANY MORE THAN IT COSTS US FOR A PRE-K CLASSROOM, SO THAT'S HOW THE TUITION RATE WAS DERIVED. 
          BUT LIKE WEST SAID, THE FACT THAT WE HAD CLASSROOMS WITH AVAILABLE SEATS ALLOWS US TO GENERATE THAT REVENUE WITHOUT ADDING ADDITIONAL [INAUDIBLE]. 
          >> THANK YOU. THANK YOU, DR. [INAUDIBLE]. 
          MR. LEO AND IT'S AN EASY ONE. 
          KIM COULD PROBABLY MAYBE ANSWER. 
          WE HAD TWO OPEN WINDOWS AND NOW WE'RE GOING TO THREE. I JUST WANTED TO [OVERLAPPING]. 
          >> CORRECT. WE HAD ONE OPEN WINDOW FOR RESIDENTS AND THEN ANOTHER OPEN WINDOW FOR NEW ENROLLEES. 
          THOSE TWO WINDOWS WHAT WE HAD THIS YEAR AND SO INTO NEXT YEAR, WE'RE GOING TO BE OPENING THREE WINDOWS FOR RESIDENTS AND THEN ALL NEW ENROLLEES WILL HAVE THE ABILITY FOR THE FIRST TWO WEEKS THAT THEY'RE ENROLLED TO SELECT A TRANSFER. 
          >> I LOVE THAT. I JUST WANT CONFIRM THAT. THANK YOU. 
          >> SURE. 
          >> DR. LINTON, I LOVE THAT WE HAD 1084 GROW YOUR OWN. 
          I JUST LOVE THAT STORY. 
          I'M CURIOUS ABOUT WHEN YOU WERE TALKING ABOUT WHO WE RECRUIT FROM. 
          THANK YOU, MR. [INAUDIBLE]. 
          WHEN YOU SAY THE CAMPUSES THAT WE RECRUIT FROM AND YOU SAID WE'RE ONE OF THE TOP, DO WE HAVE NUMBERS OR STATISTICS OF HOW MANY OF OUR EDUCATORS RETURN COMPARED TO OTHER HIRES? 
          [01:35:04]
BECAUSE I'M WONDERING WHAT THE STORY IS BECAUSE IT'S [INAUDIBLE] TEACHERS ARE LEAVING. 
          BUT WE KNOW THEY COME BACK. 
          DO YOU HAVE A NUMBER OR? I DIDN'T MEAN TO CATCH YOU OFF GUARD. 
          THAT'S A PRETTY TO THE WEEDS ASK. 
          IF YOU DON'T KNOW THEN. 
          >> WHAT WE HAVE DETERMINED IS WE'RE GOING TO ADD ANOTHER QUESTION TO THE SURVEY THAT WE GIVE OUR NEW HIRES. 
          WHAT WE ASKED THEM RIGHT NOW IS WHAT WAS YOUR PREVIOUS SCHOOL DISTRICT? THAT'S HOW WE GET THIS. 
          WHAT WE'RE GOING TO START TO ASK IS, HAVE YOU EVER WORKED IN FRISCO ISD? BECAUSE IN SOME CASES, THEY'VE BEEN HERE, THEY'VE LEFT AND FOUND IT. 
          >> I LIKE THAT QUESTION BEING ON STEPHANIE, ARE YOU LISTENING, THAT'S GOING TO BE ON OUR SURVEY? I KNOW YOU LIKE SURVEYS. 
          HOPEFULLY SHE HEARD THAT. 
          THAT'S A GREAT ADDITION. 
          THANK YOU SO MUCH. THANK YOU, EVERYONE. I HAVE ANY MORE QUESTIONS. 
          >> THE QUESTION. ROAM AND FOLLOW STUDENTS TO GRADUATION. 
          DOES YOUR ENROLLMENT FOLLOW SCHOOLS, FOLLOW KIDS THROUGHOUT YOUR PROJECTIONS? ARE YOU JUST USING? 
          >> WHAT WHAT WE HAVE IS THE NUMBER OF STUDENTS THAT HAVE TRANSFERRED OUT TO THOSE CHARTER SCHOOLS. 
          THOUGH ACTUALLY, THEY ARE WHEN YOU'RE TALKING ABOUT DATA THAT IS GATHERED BY THE STATE, THEY GATHER THAT INFORMATION LIKE A THIRD GRADER LOOKS LIKE THEY'RE A THIRD GRADER KIND. 
          NO, IN SOME REGARDS, BUT YES, IN OTHER REGARDS BECAUSE ONCE THEY HAVE MOVED OUT AND THOSE FACILITIES ARE FULL, WE ASSUME THERE'S MOBILITY BACK AND FORTH, BUT THE FACILITY OPENS. 
          IT HAS PULLED STUDENTS FROM YOU. 
          IT WILL CONTINUE TO GO AHEAD AND PULL STUDENTS AS LONG AS THAT CAPACITY. 
          ONLY CONCERN SINCE YOU SAY YES AND NO OR NO AND YES. 
          YOU WANT TO LOOK AT IT IS THE VALIDITY OF THE DATA THAT IN MIND CALL AND YOU'RE ASKING BECAUSE THAT'S THE ONLY WAY YOU CAN WE PROVIDING YOUR INFORMATION? HOW DO YOU VALIDATE THAT? 
          >> WE VALIDATE IT WHEN WE GET THE FINAL DATA FROM THE STATE IN MAY JUNE. 
          PRIVATE SCHOOL, THEY'RE NOT GIVING YOU HOME SCHOOL? THEY ARE NOT GIVING US HOME SCHOOL, AND SO THAT WASN'T INCLUDED IN THERE. 
          WE CONTACT THE PRIVATE SCHOOLS. 
          THEY DON'T ALWAYS TALK TO US. 
          WE CONTACT THEM AS BEST WE CAN AND ASK QUESTIONS. 
          THEY DON'T ALWAYS KNOW EXACTLY WHERE THE KIDDOS CAME FROM. 
          DO YOU HAVE EXACTLY 90% 91.2 PROBABLY NOT. 
          BUT I FEEL LIKE IT'S PROBABLY IT IS THE BEST DATA SET OUT THERE BECAUSE WE'VE TURNED OVER AS MANY ROCKS AS WE CAN, KNOWING THAT THE DATA IS LESS THAN PERFECT. 
          >> CAN YOU EMAIL CONFIDE? 
          >> THERE YOU GO. THAT'S NEVER. I LIKE IT. 
          NO, I FEEL LIKE THE CHARTER SCHOOLS ARE YOUR BIGGEST PIECE, AND THAT DATA DOES COME FROM THE STATE. 
          THAT'S THE BULK OF IT THAT WE'RE DON'T WE AGREE WITH THAT. 
          >> AND IN ADDITION, WE ARE WORKING ON IMPLEMENTING SOME NEW WAYS STUDENT BY STUDENT PENDANTS AT PRIVATE SCHOOLS IN SOME CASES IN SOME HOME SCHOOLING OPPORTUNITIES. 
          THAT DATA IS COMING BASED ON BASED ON O FENCING AND TRACKING CELL PHONES. 
          OTHER QUESTION ALONG THAT LINE. 
          DO YOU DO ANY DEPENDENT VERIFICATION OF YOUR NUMBERS SINCE LARGE PORTION OF UNCERTAINTY. 
          I DON'T. WELL, WE HAVEN'T. 
          YOU DON'T KNOW. WE DON'T KNOW. 
          YOU GOT TO TAG ON YOUR INFORMATION AS IT RELATES TO HOW MANY KIDS ARE ACTUALLY STAYING THERE WITH THAT COHORT. 
          THE COHORT STARTS OUT AT 825 2029, DID THOSE 800 KIDS STAY THERE OR IT WAS A SHINY PENNY. 
          >> THEY SAW IT TURNS OUT JUST LIKE EMPLOYMENT, ANYTHING ELSE. 
          WHEN IT WAS ALL SAID AND DONE, THEY REALLY WERE DOWN TO 600. 
          I WAS TALKING ABOUT JUST COMPARING OUR KIDS. I WAS LOOKING AT THE NUMBERS. 
          WE WERE SHOWING A DROP IN OUR ENROLLMENT WITH A INCREASE IN THE OTHER OPPORTUNITY. 
          OF THE VALLEY CLOSE. I THINK 
          [01:40:02]
THAT WOULD BE GOOD TO INCORPORATE THIS. 
          >> WELL, YOU IN OUR SITUATION, WHEN THE SCHOOLS FILL, AND THEY GENERALLY STATE. 
          >> ONE MAY COME BACK AND ONE MAY GO QUESTION ON THE WHEN WE SAY FARING A THERE THERE. 
          YOU'RE SAYING, PHIL. 
          YOU HAVE A SCHOOL THAT'S. DOES THAT SCHOOL SAME SCHOOL COMPARED TO A SCHOOL, ANY SCHOOL? WE'RE AVERAGING 562 IS. 
          WE FULL YOU'RE FULL OR FIELD, WHICH ARE WE GOING TO LOOK AT IT, AND YOU ONLY CAN MAXIMIZE A 75 KIDS. 
          THAT'S NOT THE SAME COMPARISON. 
          >> WE TALK TO THEM ABOUT WHAT THAT CAPACITY NUMBER IS. 
          WE ALSO WHEN WE CONTACT THEM, NOT ONLY ARE WE LOOKING INTO HOW MANY KIDS THEY HAVE. 
          DO YOU HAVE ANY PLANS TO ADD GRADES? DO YOU HAVE ANY PLANS TO ADD ADDITIONAL FACILITIES? A LOT OF TIMES THEY'LL ADD A FACILITY AND THEN THEY'LL TO PUT THEIR THIRD FOURTH AND FIFTH GRADERS THERE AND THEIR K12 HERE AND THEN GROW THE SIZE OUT., WE'RE LOOKING AT FULL BEING FULL OF WHATEVER THE CAPACITY IS. 
          WHEN WE'RE DOING A LOT OF THE WORK, WE HAVE TO LOOK AT BOTH WHERE ARE THE NEW FACILITIES LOOKING OPENING AND HOW LARGE ARE THOSE FACILITIES, HOW FULL ARE THEY GOING TO BE WHEN THEY OPEN. 
          BUT THEN A LOT OF TIMES THEY WILL ALSO ADD A GRADE ONE GRADE PER YEAR MOVING FORWARD. 
          WE HAVE TO WORK THAT IN. 
          YOU'RE GOING TO LOSE MIDDLE SCHOOLS FOR MIDDLE SCHOOLERS FOR TWO MORE YEARS IN THIS SPOT. 
          THEY OPEN A SIXTH GRADE. THEY'RE GOING TO LOSE SEVENTH ALSO. 
          WE HAVE TO TRY TO TRACK THAT AND CONTINUE. 
          QUESTION. WHAT'S THE AVERAGE AGE OF THESE FACILITY AGE OF THE [INAUDIBLE]? HAVE THEY BEEN AROUND FIVE YEARS, 10 YEARS, TWO YEARS? 
          >> WELL, IT'S GOING TO DEPEND. 
          I MEAN, THEY CAN OPEN IN AN OLD BEST BUY OR SOMETHING LIKE THAT, TOO. 
          THE UNFORTUNATE PART IS THEY CAN DO THAT AT THE DROP OF A HAT. 
          I THINK CLOSE ALSO, AS WELL. I SAY. 
          >> THAT'S WHY I'M TRYING TO GET TO THE AVERAGE, AGAIN, PARING APPLES ORANGES, I LIKE TO SEE BACKGROUND ON THIS BEEN AROUND MORE THAN DATA IN A TABLE IN APPENDIX 2. 
          THE DATES THAT ALL OF THE CHARTER SCHOOLS WERE OPENED. 
          THANK YOU. MOST OF MY QUESTIONS ARE FOR. DOCTOR CUNNINGHAM. 
          I JUST HAVE I HAVE A FEW. 
          AS FAR AS THIS MAY NOT BE FOR YOU, BUT I NOTICED THAT WE HAVE OPPORTUNITIES FOR ADDITIONAL OR FUTURE PROGRAMS. NUMBER SPECIFICALLY. 
          BUT IT'S NOT A QUESTION. 
          IT'S JUST THAT I WOULD LIKE TO SEE SOME MORE MARKETING, IF YOU WILL, AROUND THE CURRENT PROGRAMS THAT WE HAVE BECAUSE THEY'RE AMAZING LIKE IB, NAVAL CADET ACADEMY, AND HOW DO WE PLAN TO MARKET THE TUITION PRE K PROGRAM? ARE WE WRAPPING THAT INTO COMMUNICATIONS. THAT'S JUST THE STATEMENT. 
          THE QUESTION THAT I HAVE FIRST IS FOR THE TUITION BASED PRE K. I KNOW THAT WE HAVE AN EARLY CHILDHOOD CENTER. 
          HOW DOES THIS AFFECT THAT CENTER? 
          >> WITH THE EARLY CHILDHOOD CENTER, WE HAVE SEVERAL DIFFERENT PROGRAMS, INCLUDING PRE K. WE ALSO HAVE PRE K AT SOME ELEMENTARY CAMPUSES ACROSS THE DISTRICT. 
          WHEN WE TALK ABOUT HOW DOES IT IMPACT THIS? WHEN A STUDENT APPLIES FOR TUITION BASED PRE K, 
          [01:45:04]
THEY HAVE AN OPPORTUNITY TO CHOOSE SOME SCHOOLS THAT THEY'RE CURIOUS ABOUT GOING TO. 
          THEN WE TRY TO PLACE THEM EQUITABLY CLOSE TO WHERE THEY LIVE SO THEY CAN GET THERE AND SOMETIMES THAT IMPACTS ECS, SOMETIMES IT IMPACTS ANOTHER CAMPUS. 
          THERE'S NOT A REALLY NET DIRECT IMPACT JUST DEPENDS ON WHERE THEY'RE LIVING. 
          >> WE HAVE A SPECIFIC NUMBER OF STUDENTS. 
          WE WILL UTILIZE EARLY CHILDHOOD. 
          WE WON'T GO OVER THAT. WE WON'T. 
          THEN WITH THE VIRTUAL AND HYBRID ACADEMY, WILL THE STUDENTS BE ALLOWED TO PARTICIPATE IN AFTER SCHOOL ACTIVITIES? ARE THERE GOING TO BE YES. 
          >> THAT'S A LITTLE BIT OF A MIXED BAG AND THREAD THAT TAKE A LITTLE LONGER POOL. 
          BUT GENERALLY SPEAKING, YES, STUDENTS WILL HAVE THE OPPORTUNITY TO PARTICIPATE, DEPENDING ON THE COURSES THEY CHOOSE, THEIR FULL VIRTUAL, PART TIME, ETC. 
          THEY WOULD PARTICIPATE ON WHAT WE CALL A HOME CAMPUS FACE TO FACE, WHERE WE HAVE SOME VIRTUAL OPPORTUNITIES FOR THEM TO PARTICIPATE IN PROGRAMS AND CLUBS AS WELL. 
          BUT YES, THEY'LL BE ABLE TO THE GOAL IS TO GIVE THEM AS MUCH FLEXIBILITY AS WE CAN GIVE THEM. 
          THEY'LL HAVE THE OPPORTUNITY TO EXPERIENCE MUCH ABOUT FISCAL ID AS WE POSSIBLY CAN. 
          IT DEPENDS ON MY ONSEST, IT DEPENDS, BUT YES. 
          >> THEY'LL HAVE. 
          >> YES? 
          >> A LITTLE OVER A YEAR AGO. 
          WE TALKED A LITTLE BIT ABOUT POTENTIALLY ADDING. 
          >> IT IS AN OPTION THAT WE CAN CONTINUE TO EXPLORE. 
          BUT NOW, NOT ON OUR TOP FIVE, BUT YES. 
          >> YOU MENTIONED THAT LT IS CLOSED FOR BECAUSE WE RE AND WE ARE NOT CLOSED. WE'RE FULL. 
          YES. WE ARE AT 90%. 
          THANK YOU. I REALLY APPRECIATE THAT. 
          AS THERE WITH THE ENROLLMENT OF OUR NATAL GROWING NAVAL CADET ACADEMY, DOES THAT HAVE THE POTENTIAL OF AFFECTING US OR IMPACTING US? 
          >> I'M LOOKING AT MY FRIENDS. 
          THEY'RE NOT GOING TO LIMIT. INCOMES IT RELATES TO RRTC? 
          >> PERFECT. THAT'S MY QUESTION I WANT PERCENT APPLY. 
          IF THEY COME TO FISCAL ISC OR IF THEY'RE FISCAL ISC, THEY WANT TO PARTICIPATE IN NAVAL CADET ACADEMY, THEY WON'T BE TURNED AWAY. 
          >> YES. THAT'S CORRECT. 
          >> UNLESS THEY DON'T MEET SOME OTHER REQUIREMENTS. 
          >> THANK YOU. MY LAST QUESTION IS FOR PASA. 
          >> YOU MENTIONED THAT YOU'RE ABLE TO TRACK STUDENTS THAT LEAVE FOR SCHOOL ISD AND GO TO CHARTER SCHOOLS UNLESS I MISUNDERSTOOD, I WOULD LIKE CLARIFICATION. 
          BECAUSE AS FAR AS I REMEMBER OR AS FAR BACK AS I REMEMBER, WE DON'T ASK THE QUESTION STUDENTS LEAVE, ARE THEY GOING TO HOME SCHOOL? ARE THEY GOING TO AND THE STATE HAS THAT WE GET DATA FROM IT. 
          THEN WELL, THAT WAS MY SECOND PIECE OF IT. 
          THEN SO WITH THAT COMPONENT, THAT DATA CODE OR WHATEVER THAT WE'RE PUTTING IN, THAT TRACKS THAT STUDENTS ARE GOING, WE ARE CONFIDENT IN THAT THEY'RE GOING TO CHARTER CHARTER SYSTEMS BECAUSE MAYBE JUST A LITTLE OVER A YEAR AGO, WE WEREN'T WE COULDN'T TELL WHETHER THEY WERE GOING TO THAT'S MY LAST QUESTION. 
          I'M TRYING TO MAKE SURE THAT I UNDERSTAND FOR CLARIFICATION. 
          WHEN DID WE START TRACKING WHEN OUR STUDENTS LEAVE IF THEY'RE SPECIFICALLY GOING TO. 
          THANK YOU. 
          I CHOOSE TO TELL US. THANK YOU. 
          [01:50:08]
          >> I HAVE A FEW QUESTIONS. 
          >> ENROLLMENT PROJECTIONS. CAN YOU HEAR ME NOW? I SEE THAT THIS IS IS THAT EARLY EDUCATION IS INCREASING. 
          THAT'S THE PROJECTED NUMBERS THAT I'M LOOKING AT. 
          NOW I UNDERSTAND THE HIGH SCHOOL ALSO SAYS FOR NINTH AND FOR 12TH GRADE. 
          MY QUESTION IS THE EARLY NUMBERS HOLD UP. 
          SORRY. EARLY EDUCATION NUMBERS. 
          HOW DO WE GET IT TO BE INCREASED? YES. ON THE EE. 
          YES ON UPTAKE. 
          >> WENT FROM 296 RIGHT NOW DOWN TO 226. 
          >> HOW DO WE GET TO BE A INCREASE WHEN I JUST KEEP HEARING FROM 26. 
          FINING ENROLLMENT. 
          FROM IS THAT JUST THE THREE-YEAR-OLDS ONLY THREE TREE AND FOUR YEAR OLDS. 
          OKAY. THEN WE SEE A AT THE NINTH AT THE IS THAT AT THE TENTH GRADE, AND THEN AGAIN IN THE 12TH GRADE FOR NEXT YEAR. 
          AND THEN IT'LL GO BACK DOWN FOR 2026, 2027. 
          HOW WAS THE INCREASE? 
          >> YOU 11TH GRADERS. 
          >> NO. THE 10TH GRADE IS IN THE 12TH GRADERS. 
          >> THEN WE ALSO LOOK AT ATTRITION AND RETENTION RATES. 
          AND THOSE ARE SPECIFIC TO THE DISTRICT, HOW THE CREDITS ARE COUNTED WHEN THEY'RE SOPHOMORES THIS YEAR, YOU JUNIOR THIS YEAR, THAT SORT OF THING. 
          YOU CAN LOOK AND SEE THAT LIKE FOR THE FALL OF '23 TO THE FALL OF '24, YOUR 11TH GRADERS WENT FROM 5,500-5700. 
          AND SO THERE ARE UPS AND DOWNS. 
          THE HIGH SCHOOL NUMBERS ARE CRAZY ALL OF THE TIME TRYING TO MANAGE HOW YOUR EIGHTH GRADE MOVES TO THE NINTH GRADE, BUT IT'S BY A FACTOR, AND THEN NINTH GRADE MOVES TO TENTH GRADE BY A FACTOR DOWN. 
          THAT SORT OF THE THING. WE LOOK AT THOSE ATTRITION AND RETENTION RATES BY SCHOOL AND THEN ALSO BY DISTRICT. 
          AND SO THAT'S HOW THE THINGS HAVE WORKED INSIDE FOR [INAUDIBLE]. 
          >> THANK YOU. 
          >> SURE. 
          >> MY NEXT QUESTION IS FROM MR. WESTER. 
          ON THE MAP, FOR THE DIFFERENT SECTORS, IS THERE ANY WAY WE CAN GET THAT MAP AND NOT DISPLAY ALL THE SCHOOLS? I THINK I WAS LOOKING FOR HUNT IN ONE SECTOR, BUT IT MIGHT HAVE BEEN COVERED BY THE NUMBERS. 
          >> YES. ALL OF THE SCHOOLS, I BELIEVE, ARE SHOWN ON THERE, BUT WE WILL PUT THE MAPS IN HOME BASE TOMORROW AND I'LL JUST DOUBLE CHECK TO MAKE SURE THAT EVERY SCHOOL IS IDENTIFIED WHERE IT'S VISIBLE AND NOT MAYBE BEHIND SOME OTHER [OVERLAPPING] 
          >> RIGHT. 
          >> ALSO, FOR YOU TOMORROW, WE CAN ATTACH A PIVOT TABLE THAT ATTACH TO EACH ONE OF THESE MAPS THAT WILL GIVE YOU INDIVIDUAL CAMPUS INFORMATION WELL. 
          >> OKAY. 
          >> RENEE, CAN I JUST JUMP IN BECAUSE I HAD THAT SAME QUESTION? I JUST WANT TO BE ON RECORD THAT I DO NOT WANT SCHOOLS IDENTIFIED. 
          I LIKED THAT THOSE MAPS WERE VERY BROAD BECAUSE I DON'T WANT PARENTS SEEING THAT THINKING, OH, MY GOSH, MY SCHOOL IS GOING TO BE REZONED AND WHATEVER. 
          [01:55:01]
I JUST WANTED TO BE ON RECORD AND SAY, I LIKE IT TO BE A VAGUE BOUNDARY. 
          PEOPLE UNDERSTAND WHERE THE GROWTH IS. 
          >> I APPRECIATE THAT, BUT I DO WANT TO MAKE SURE THAT AT LEAST PARENTS UNDERSTAND WHICH SECTOR THEY'RE SCHOOLS. 
          >> I UNDERSTAND THAT. I JUST WANT TO [OVERLAPPING] 
          >> I DO WANT THE SCHOOLS DISPLAYED SO I CAN SEE HOW THE SECTORS ARE. 
          ROUTE. MY NEXT QUESTION WOULD BE, SUMMER CAMP. 
          IS THAT A REVENUE GENERATOR? SUMMER CAMP. 
          >> YES. OKAY. 
          >> AND THE CLASSICAL MAGNET PROGRAM ALSO? POSSIBLY. 
          >> THAT WOULD IF WE WENT DOWN THAT PATH, WE WOULD GENERATE STATE FUNDING FOR STUDENTS THAT ENROLLED IN. 
          IT WOULDN'T BE TUITION BASED. 
          >> BUT THE CLASSICAL MAGNET PROGRAM? RIGHT. 
          >> THAT'S NOT A DEFINITE. 
          >> MY NEXT QUESTION IS FOR DR. LYNN. 
          WHAT RECRUITMENT AND ENROLLMENT COORDINATORS AT A NEW POSITION? 
          >> THOSE ARE TWO NEW POSITIONS THAT WILL ASSIST US IN THE RECRUITMENT COORDINATOR WILL HELP US WITH THAT ENROLLMENT PROCESS. 
          SMOOTH OUT SOME OF THE COMMUNICATION ISSUES THAT WE FOUND IN OUR MARKETING GROUP. 
          WE ARE CURRENTLY IN THE PROCESS OF POSTING THAT POSITION IN ORDER TO HELP REALLY A SEAMLESS TRANSITION FOR OUR FAMILIES THAT ARE COMING IN FROM OUTSIDE THE DISTRICT. 
          >> THANK YOU FOR THAT CLARIFICATION. 
          MY LAST QUESTION IS FOR THE RETENTION HIGHLIGHT SURVEY. 
          HOW MANY RESPONSE DID YOU HAVE? I NEED TO GET YOU THE EXACT NUMBER ASKING ABOUT THE STAFF SURVEY FOR THOSE WHO ARE HERE. 
          YOU'RE ASKING ABOUT THOSE WHO RESIGNED. LET ME MAKE SURE I'M ANSWERING IT. 
          >> IT THE RETENTION HIGHLIGHT NUMBERS. 
          >> OKAY. THERE ARE TWO SURVEYS. 
          WE'VE GOT THE SURVEY THAT WE DO OF CURRENT STAFF. 
          AND K-12 INSIGHT. 
          YOU GUYS HAVE GOTTEN THE RESULTS OF THAT BEFORE. 
          PARTIALLY CAME FROM THAT. 
          THE OTHER PART CAME FROM OUR RESIGNATION QUESTIONNAIRE WHEN SOMEONE RESIGNS, PART OF THE PROCESS ALLOWS THEM TO PROVIDE INPUT ON THEIR EXPERIENCE HERE. 
          THAT SECOND PART CAME FROM THOSE WHO RESIGNED. 
          THERE WERE PROBABLY I'D HAVE TO GET YOU EXACT NUMBER. 
          IT WAS OVER 800 OF THEM, BUT I'D HAVE TO GET THE NUMBER FOR YOU. WELL DO. 
          >> THANK YOU. 
          >> YOU GOT IT. YOU'RE WELCOME. 
          >> MY QUESTION IS TO DOCTOR CUNNINGHAM ABOUT THE SUMMER PROGRAM. 
          THE SAME THING WITH THE CONTINUATION. 
          I KNOW YOU WERE EXPLORING, I WAS ACTUALLY GOING THROUGH EARLIER, THE OPTIONS WE CAN WORK CLOSELY WITH SOME OF THE UNIVERSITIES THEY WOULD LOVE TO COME AND WORK WITH US, ESPECIALLY THE CO PROGRAM LIKE A UTD, FOR ON SITE AND THEN THEY WILL COME OFF SITE TOO. 
          SO THEY WILL COME AND TEACH THEY SEND THE STUDENTS FROM THE MASTER STUDENTS OR WHO ARE GOOD IN THE CODING. 
          THEY WILL TEACH OUR KIDS ALL THOSE ARE SOME KIND OF THINGS WHICH ARE POPULAR. 
          I MEAN, I KNOW, I REMEMBER A LOT OF MY FRIENDS, THEY USED TO SEND THEM ALL OVER ALL THE WAY TO UTD. 
          BUT IF WE PROVIDE THE FACILITY HERE, THAT'S THE ONE OPTION WE CAN EXPLORE. 
          >> WE'VE HEARD A LOT OF ABOUT COARDY AND THINGS ALONG THOSE LINES FOR IT WOULD BE SOMETHING WHERE WE ENVISION OUR STAFF GIVING A STIP OF WHAT THEY MIGHT EXPERIENCE IN FISCAL ID IN TERM SOME PROGRAMS WOULD BE SOMETHING THAT WOULD CERTAINLY APPEAL TO OUR STUDENTS THAT [OVERLAPPING] 
          >> SOMETHING LIKE PARTNERSHIP. 
          SIMILAR LIKE THAT, THE MIT AND I MEAN, IT ACTUALLY GIVES THEM GOOD APPEAL FOR THE PARENTS TOO. 
          I REMEMBER SOME OF THE DISTRICTS IN NOT IN TEXAS, BUT SOME SCHOOLS, THEY HAD A PARTNER WITH THE MIT. 
          THAT MEANS THE CURRICULUM, EVERYTHING IS DESIGNED BY THEM, THE SUMMER PROGRAM. 
          I THINK THEY TRAIN THE TEACHERS, AND THEN WE CAN TEACH HERE TOO. 
          THOSE ARE THE KIND OF THE POPULAR PROGRAMS, WHICH ATTRACTS MANY FOR THE SUMMER PROGRAM. 
          [02:00:03]
          >> THANK YOU. 
          >> I THINK THAT'S THE MAIN. 
          I JUST WANT TO ADD MY INPUTS. 
          >> THANK YOU. 
          >> AND WOULD TRANSFER THING. 
          I GUESS, LIKE EARLIER, I JUST WANT TO UNDERSTAND BECAUSE I REMEMBER SOME OF THE PARENTS ASKED ME, NOW WE ARE ALLOWING THE PEOPLE FROM TRANSFER TO ONE SCHOOL TO OTHER SCHOOL. 
          DO WE ALLOW THEM IF THEY ZONE TO SOME OTHER SCHOOL? CAN THEY REQUEST TO TRANSFER TO A DIFFERENT HIGH SCHOOL? JUST AN EXAMPLE, THE STUDENTS WHO ARE GOING TO MEMORIAL HIGH SCHOOL, CAN THEY REQUEST TO GO TO ST. NIEL HIGH SCHOOL, SOMETHING? 
          >> IF A STUDENT IS REZONED, THEN THAT TRANSFER REQUEST WOULD STILL BE AVAILABLE TO THEM, BUT NOT TO THE ORIGINAL REZONED CAMPUS. 
          IF WE'RE REZONING KIDS FROM ONE CAMPUS TO ANOTHER, THEY WOULD NOT BE ABLE TO REQUEST A TRANSFER BACK TO THAT CAMPUS THAT WE ARE REZONING THEM OUT OF. 
          HOWEVER, THEY COULD GO TO ANY OTHER CAMPUS AT 9TH GRADE THAT IS BELOW 90%. 
          THEY WOULD HAVE THAT ABILITY TO TRANSFER TO RIGHT NOW THOSE SIX OTHER CAMPUSES THAT ARE AVAILABLE. 
          >> 9THH GRADE. LIKE SUPPOSE IF THEY'RE IN 10TH, THEY CAN REQUEST. 
          >> THEY WOULD HAVE TO BE IN EIGHTH GRADE. 
          THEN DURING ONE OF THOSE TRANSFER PERIODS FOR RESIDENTS ONE OF THOSE THREE TRANSFER PERIODS, THAT'S WHEN THEY WOULD REQUEST TO TRANSFER TO A DIFFERENT CAMPUS THAT OTHER THAN WHERE THEY'RE RESIDENTIALLY ZONED. 
          >> WITHIN THE 10TH GRADER CANNOT REQUEST DURING FOR THE 11TH GRADE? 
          >> NO, SIR. THOSE WILL FOLLOW OUR EXISTING TRANSFER POLICIES. 
          >> THANK YOU. 
          >> TO QUICK QUESTIONS. WHAT'S ANSWER [INAUDIBLE] SCHOOLS. 
          >> SURE. THE ASTRIC BY BRIGHT IS BECAUSE IT'S AN IB CAMPUS. 
          WE HAVE TO ENSURE THAT OUR INTERNAL RESIDENTS HAVE THAT OPPORTUNITY TO TRANSFER TO BRIGHT FIRST BEFORE WE OPEN IT UP TO ACCESS ISKO. 
          IT MIGHT BE A LITTLE BIT OF A DELAYED PROCESS IN ORDER TO GET OUTSIDE THE DISTRICT STUDENTS TO ENROLL IN BRIGHT. 
          EVENTUALLY, WE'LL OPEN THAT UP, BUT WE HAVE TO MAKE SURE THAT WE HAVE FILLED BRIGHT WITH AS MANY RESIDENTS WHO WANT TO TRANSFER TO BRIGHT AS POSSIBLE. 
          >> LAST QUESTION. I KNOW THIS BUDGET, BUT WHERE ARE THE OPPORTUNITIES FOR INCREASE? 
          >> WE'LL TALK ABOUT THOSE AS WE GO THROUGH THE BUDGET CYCLE. 
          THERE'S A FEW DIFFERENT OPTIONS THAT WE CAN EXPLORE, AND SO OUR NEXT BUDGET WHEN WE'RE TALKING ABOUT REVENUE GENERATING OPTIONS, WE'LL BRING SOME OF THOSE TO YOU GUYS FOR FEEDBACK. 
          IF YOU HAVE ANY IDEAS, WE'LL TAKE THOSE AS WELL. 
          >> I MIGHT HAVE ONE OR TWO. 
          >> I JUST HAVE ONE MORE QUESTION FOR PASA. 
          ON THE SLIDE THAT'S HISTORICAL ENROLLMENT BY GRADE, YOU HAD MENTIONED THIS WORD THAT IS GOING TO BE STUCK IN MY BRAIN BECAUSE THIS IS LIKE BONUS HIGH SCHOOL CLUSTERS BECAUSE YOU WERE SAYING THERE'S AN ANOMALY THERE. 
          YOU WERE IMPLYING THERE WAS AN ANOMALY ABOUT HOW KIDS WHO MIGHT BE IN A CHARTER OR PRIVATE SCHOOL GO THROUGH 8TH GRADE, BUT THEN ONCE THEY GET TO THE HIGH SCHOOL, THEY ENROLL THE RED [OVERLAPPING]. 
          >> YES, WHAT WE MEANT THERE IS THAT THE AGE OF HOUSING, THE AGE OF RESIDENT, AND ALL OF THAT HAD CLUMPED TOGETHER TO CREATE THOSE LARGER COHORTS THAT WE'RE MOVING THROUGH. 
          BUT IT GOT MUDDIER HERE IN THE LAST COUPLE OF YEARS. 
          >> MY QUESTION IS, IN OTHER STATES THAT HAVE HAD ESAS IN PLAY FOR MANY, MANY YEARS BECAUSE I'M THINKING OF WHO WE HAVE A KINDER WHO STARTS OUT WITH ANY IT'S GOING TO TAKE EIGHT YEARS FOR US TO FIGURE OUT IF THEY'RE GOING TO DROP BACK INTO OUR HIGH SCHOOLS. 
          I'M CURIOUS IF THERE'S DATA THAT ALL CAN FOLLOW TO TRACK HOW MUCH STATISTICS THAT IT'S HAPPENING THAT WE'RE RE SEEING BECAUSE THE REALITY FOR US AS PUBLIC SCHOOLS IS WE HAVE THESE BUILDINGS OPEN AND WE MIGHT NOT KNOW THAT REALITY FOR 10 YEARS OR EIGHT YEARS WHEN OUR ESA PROGRAM JUST STARTS. 
          >> WE'VE DONE A STUDY OF SOME OF THAT AND WRITTEN A PAPER ABOUT IT. 
          >> I REALLY WAS JUST ASKING IF IT WAS ON'S RADAR BECAUSE I KNOW YOU CAN'T REALLY GET INTO IT BECAUSE WE DON'T HAVE ANY DATA BECAUSE WE JUST WE JUST APPROVED ESAS, BUT IT IS. 
          >> WE ABSOLUTELY ARE LOOKING AT OTHER STATES. 
          IT'S JUST NOT THAT SIMPLE. 
          [02:05:03]
          >> AND THAT'S WHY I ASKED. 
          >> BECAUSE FOR EXAMPLE, EVERY STATE HAS DIFFERENT REGULATIONS AND DIFFERENT TYPES OF ESAS, AND EVEN WITHIN A STATE LIKE FLORIDA HAS DOZENS AND DOZENS OF DIFFERENT TYPES, AND DIFFERENT REQUIREMENTS AND ELIGIBILITIES. 
          AND SO COMPARING APPLES TO APPLES ANYWHERE IS REALLY DIFFICULT. 
          >> I UNDERSTAND. AND HONESTLY, I WAS ASKING JUST TO HAVE A PLAN FOR LIKE JUST VERBALLY LIKE WHEN BACK, LIKE THESE ARE CONVERSATIONS. 
          THIS IS PARTS OF CONVERSATIONS THAT NEED [INAUDIBLE]. THANK YOU. 
          >> ETHANY, DO YOU HAVE ANY QUESTIONS? 
          >> I THINK MOST OF MY QUESTIONS WERE ASKED, ALREADY, SO I THINK I'M GOOD. 
          THANK YOU FOR CHECKING, THOUGH. VERY GOOD INFORMATION. 
          >> ARE THERE ANY ADDITIONAL QUESTIONS? IF THERE ARE NO. IT 7:15.
* This transcript was compiled from uncorrected Closed Captioning.